GREEK BASIC COURSE volume I Lessons 1 - 8 August 1963 DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER‘PREFACE The Greek (Modern) Course, consisting of 100 lessons in 13 volunes, is one of the Defense Language Institute ie Course Series, The material was developed at the Defense Language Institute and approved for publication by the Institute's Curriculum Development Board. The course is designed to train native English lan= guage speakers to Level 3 proficiency in comprehension and speaking and Level 3 proficiency in reading and writing Modern Greek, The texts are intended for classroom use in the Defense Languase Institute's intensive programs employ- ing the audio-lingual methodology. Tapes accompany the texts. :HOW THIS COURSE IS WRITTEN HOW THIS COURSE IS WRITTEN During the first several days of your Greek Course, pay no attention to the pages of the corresponding lessons which are printed in the Greek alphabet. Use only your ear (with recordings, or the instructor's voice), the English translation, and the accompanying cartoons. The Greek alphabet. along with carefully worked out reading exertises, will be introduced to you grad- ually, you will practice a little every day, and you will have no difficulty in acquiring the ability to read Greek in a very short while. MATERIALS ISSUED TO HELP YOU LEARN THE DAILY LESSON The following are the materials issued to you in connection with the early phase of your work. a. A book containing all the printed materials you will need. A set of phonograph records and tape recordings containing the dialogues and oral drills, These recordings are the most important part of each lesson. WHAT IS IN THE BOOKS A language is first of all an infinite series ofvocal noises. To understand it well, you have to learn to distinguish from all those noises the same patterns distinguished by the native, and you have to learn to do it easily without keeping your mind on it. The best way to acquire that ease and speed in hearing the sounds accurately is to learn to reproduce them accurate- ly. Your main job here is to reach the point where you can carry on a conversation in Greek in such a way that a native Greek can follow what you're saying, without being distracted by the queer way in which you say it. The primary purpose of these lessons is to give you wide and realistic practice material for learning the pronunciation of all the sounds and com- binations of sounds that occur in the Greek language. Another purpose of these lessons is to give you the most useful practice possible in Greek word patterns by providing you with these patterns and then actually making you handle them, change them, and make them work, just as if you were pushing and pull- ing and manipulating the parts of a machine. The hardest part of your Greek course is the first four weeks. If you spend enough time and effort on these lessons, if you learn everything in them thoroughly, you'll have an enormous advantage through- out the remainder of the course. IIWHAT IS IN THE RECORDINGS when a dialogue is presented in class for the first time, your instructor will use objects and gestures to nelp you understand the meaning of what he is saying. Most of the time you will be able to understand immedi- ately, but should you need more clarification, you can turn to the English translation in your book. Do not get into the habit of looking at the Greek text as the lesson is introduced and drilled. If you do, it would distract you and keep you from listening to your instructor's pronunciation as carefully as you should in class and on the recordings, and it would keep you from imitating his pronunciation correctly. ‘the real language is the spoken language, and conse- quently, the recordings are the most important materials for your use. Each lesson of the first two volumes is recorded in 7 or 8 parts. The sequence is as follows: Part 1: Dialogue spoken at normal speed. Part 2: Repetition of the dialogue spoken fat normal speed, but with a pause after each utterance. During the pause, repeat the utterance in a oud voice. DON'T WHISPER OR MUMBLE. urPart 3: Part 4: Part 5: Part 6: Part 7: Second dialogue of the same lesson, spoken at normal speed, consisting of words and phrases of the dialogue and of preceding dialogues. Repetition of the second dialogue with pauses, as in Part 2. Prose Text. Listen to it. It is meant to familiarize you with the vocabulary of the dialogues in a slightly different context. A number of questions, spoken at normal speed, based on the dialogue or the vocabulary of the dialogue, used in different context. There is a pause after each question. During the pause you are to answer with a complete statement. Speak in a loud voice. DON'T WHISPER OR MUMBLE. A number of drill blocks--called exercises in this book--illustrat- ing the kind of manipulation of words and phrases you must practice im order to acquire fluency, These exercises are samples of the type Iv -of drill you will have in class. Part 8: Homework. Special directions will be given in each lesson how the homework is to be prepared. Nothing has been said about the hours when you should accomplish the suggested home preparation be- cause individual circumstances vary 50 widely. It is worthwhile, however, to point out that if you can do at jeast 30 minutes of your studying before dinner, you are better off. The best thing is to take @ break after your last class, then study for at least 30 minutes, then eat dinner and relax for a short time afterward, and finally go back to finish your assignment. there is no short cut to language learning. The materials and training aids given you are intended to make the process of acquiring Greek as casy and effec- tive as possible. Now it all depends on YOU. If you go your part well, follow instructions, and don't get easily discouraged, you will succeed, and before long you will be speaking Greek.Introduction Tesson 1, Dielogues; Structural Lesson 2. Dialogue Structural on 3. Dialogue Structural Lesson 4, Dialogues; Structural TABLE OF CONTENTS Greetings (Good morning. Pages; 1-12 How are you? dre you a student? Good-bye.) Features; Vast? What ts this? This is ++ Verb to be (am,are,is) Masculine nouns in -O2. : Where am 17 At school,et the office, 19-28 etc. Is he here or the: Feninine surnanes (ir .Pappas,Mrs.Pappas) Features; Neuter nouns in -I ,-MA, and -0. Verbd to be in all persons. Personal pronoun (when used) Agreement of Vorb with subject. Good morning gentlemen. Hrs.Smith, 29d this is Mr.Moles. hat langusges do you speak,Mre.Smith? Features; Verb to have (in all persons) Verbs to understand and to speak. Mesculine and feminine nouns denoting nationality (an American man,an dmerican woman,etc.) Idiom; both he and I. Preposition from . Adverb always Pardon me,Sir,Where's the library? 45-64 Do you speck Greek? Thank you. You're velcone. Yeatures; Feminine nouns (inanimate) ending in -— and in -4 (library, language, newspaper door). Plural of neuter nouns of the type introduced in lesson 2. Agreement of sdjectives with nouns (adjectives large, many, other and greek). Verbs to open,to close to read. ddverb when? vIIasson 5. Tesson 7. Lesson 8, Dialogues; Where are we nov? What do you ses? 65-64 How wary pictures do you see? Where do you live? Counting from 1 - 10. Structural Features; How many? (in feminine end neuter only). agreement of adjective many vith masculine and feminine nouns. Idiom: J go by car. : How many officers are studying Greek? © 63-104 Four officers. Ybat color uniform do ‘they vear? What color is the dmerican flog? The Greek flag? (colors enumerated). How meny ledics are studying Greek? Three ladies end one HCO are studying Greek. Counting from 10 - 20 Structural Features; How many? (in the masculine) Plural ending -Q] of masculine nouns. Colors (adjectives) agreeing with masculine nouns. Bunerals one, and four agreeing with masculine, feminine and Reuter nouns. The three genders of the vord all and ite agreement with nouns. What's the day today? Days of the week. 105-126 How meny days a week do we bave classes? nat do you do on Saturday? On Sunday, etc, Counting from 20 - 100. Structural Features: Who and vhich in all three genders (the nominative case used exclusively with masculine nouns) Dialogues Dialogues; Where are you fron? I am from.... 227-145 ze you married? Is your wife from there,too? How many children do you Structural The passive case of the personal pronoun in all persons (singular and plural). VILFins? Issson UPQTO MAGHMA DISLOWE 1 Translation Good morning. Good morning. Good morning, Mr. Smith, Good morning, Mr, Melas. How are you? Well, thank you. are you a student? Yes, I ama student. Are you an enlisted man? Yes, I am an enlisted man. re you an officer? No, I am not an officer, Is Mr, Brown an officer? Yes, Mr. Brown is an officer. So long. Good bye.12, 13, 14, 15, 16. DIALOGUE T ATAAOTOE I Kaanu€pa oas. Kadnuépa cas. KaArnalpa oa, xSpre Tule, KaAnpépa oas, x6pve Mera, Hie efore; Kad, ebyaprod, Bore yeonsfisy Nal, elpar panic. Elove otpariéms; Nal, elpar oxpatiérns. Elote Se eumare nbs “oxe, d€v elpar Gtiaperinds. Hvar atupatends 3 xbpros Mxptovv; Nal, 8 xGptos Mnpdouy elvar dkeupatinés, Xatpere. “Avtlo ons.DIALOGUE IT ‘Translation Good morning, Mr, Nelas. Good morning, Mr. Smith, How are you, Mr. Melas? T am well, thank you. Is Mr. Smith well? Yes, Mr, Smith is well, Is Mr, Smith a student? Yes, Mr. Smith is a student, Are you an enlisted man, Mr, Melas? No, I am not an enlisted man, Are you a student? Yo, I am an instructor. Is this a pencil? Yes, this is a pencil, Is this a book? Yes, this is a book. Is this a table? Yes, this is a table, Is the pencil on the table? Yes, the pencil is on the table. Is the book in the basket? No, the book isn't in the basket, Is the paper in the basket? Yes, the paper is in the basket.DIALOGUE 1 ATAAOTOE IL Kadnuépa oas, xdpre Medd, Kaanuepa ous, xdpve DyCe, Bs elore, wipte Mears; Elyos xaad, evxaprord, Eivat , wand & xOprog uld; Nal, 8 xGpros EuC® elvae word, El var wasnttis 8 x6pegs ZuC8; Nal, 8 xGprog EyC® evar padnrtic. lore otpatiéms, Opto Medd; "oye, d€v elpar otpatidens. Elore posnttiss “Ox, etuae xadnyntiic. Bl vay pordpy air Wat, aves elvar portge, Elva grprto abt6; Nat, avré evar Brpato. Blvar rpanét. avs; Nal, abt6 efvar tpanéte, Elvat 16 pod6pe ors tpankts; Nal, 6 words elvar ové tpanktr. Elvay vé pepalo ot6 xaréor; “Ox., 6 BLBACo S€v elvar ors wander, Elvat x6 xaptl ot8 nando; Nal, +6 yapt¢ elvar or8 wander,PROSE TEXT ‘KELIENO “O-nOpeos Zyl efvar otpateGens. Aév efvar Ggruparinds, El var paenric. “0 nbpos MeAds S€v elvar otpatidens. oév slvar padntis. ‘'O x6pros MeAds elvar xadnyntis. T6 prpato elvar or6 tpanéir, A€v elvar or6 wonder, 16 porspe elvar orS xpanétr. A€v el var ot mondo, TS yaptt evar or6 xardde, A€v efvar ot6 tpankte.we 2 4 % 10, We 12. Hore Elore Epau Elvay Blvae Evav Eva Bvae Elvat Etvat Elvat K6pve ‘nURSTIONS ‘EPOTHEEIE paenetis 5 atuepetexss; otparudrns; orpariérns & x6ptos MEAgs; paontfis & x6pros MEARS; x6 xaprl or nahdor; Brpato abté; 16 wanker ord sparkle; REvapatinds & xGpros Eyles Skeupatinds & xGpros Mnpfovv; x6 podOBe ord wander; ert, elore paonrtic;ib Abv6 clvar piprto, TC elvar abed; Abré clvae BiBrto. Abré evar words. TC elvar aes; Abté cl var pordpe. Abts elvar yaptl. TC efvar abrd; Absé elvae yaprl. Abr evar tpanéti, TC evar abts; Abs elvan tpanéer. Abts elvar naddor, TC elvar adté; Abvé elvar xarder. 2. Elva porspe abt; Nal, aité evar poddpe. Blvat yaprl abté; Nal, abté evar yoptl, Blvas tpanét. airs; Nal, abré elvar tpaxétr.Elva nares adr; Nal, curd efvar nordor. Elva, BLBrlo abt6; Nal, avré elvar Biprlo. Blvar abré prprlo; “Ox, alts dév evar prprlo. Elvar yordpe. Elvar adv6 pordpe; “Ox, abré bv eTvar porter. Elvar prpato, Elvay abté tpanttr; "Oxe, abré dv elvar tpanétr. Elvar yaptl. Elvai avté xaprt; “Ox, abeé b€v elvar xaptt. Elvar pordpe. Elvar abté wards; “os, adr bév elvar nardd.., Elva. tpanétr, 4 76 piprto elvar_ ors xpanft., Tod elvar +6 piprto; 76 piprto elvar ors xpanete, TS portpe elvar oté tpanélr. Hod evar +6 portpr; TS pordpe elvar otS tpanétr, T6 yaotl elvar ot6 narde. od elvar +6 xaptt; TS yapté elvar ors xaradr.5. Elvae +6 BipAlo or xaAder; “ox, v6 BLpACo bév eTvar ord nardor, Hvar +6 worspe or6 xaréo; “Ox, t6 pwordpr bév eTvar ord narder. Eva <6 tpaméle or6 Kardon; “oxs, 18 cpanel. bv elvar ord nando, Elvar +6 xa4o. ot6 tpantt.; “Oxe, 66 xarder S€v elvar oS tpanktr, 10‘VOCABULARY AEETAOTIO byrlo good-bye be vupatenss, & officer airs : this Buprto, +6 dook sev) not (preceding a verb) elon Tan elas he is, she is, it ie elore you ere ebyapiotS thank you xadnyntis, & Anetructor, professor cad well nordor, 6 basket xadnulpa good morning xbpros, & Mr., master, gentleman, man xp.e Mr., Sir (form used in men penett @irect address) vat yes 8 the (masculine article) Bx 20 ixs; ous or6 oxpatiémns, & 6 . tpantte, <6 xatpere xaptl, +6 how? you, to you in the, on the, to the, at the enlisted man, soldier the (neuter article) table hello!, goodbye!, so long! paper, piece of paperSECOND LESSON QEYTEPO MAGHMA DIALOGUE ‘Translation Good morning (to you), Mr. Smith. Good morning, Mr. Melas, How are you? Well, thank you, You? Very well, thank you. are you at school, Mr. Smith? Yes, I am at school. Ie Mr. Brown at school? Yes, ‘%r, Brown is at school, too. wWeere an I? You are at school, too. Wnere are we now, you and I? We are at school. Where's the commandant? ‘The conmandant 1s at the office. Ie the commandant an officer? Yes, the commandant is an officer. Where are Mr, and Mrs, Pappas? Mr, and Mre. Pappas are at home, Where is Miss Pappas? Mise Pappas is at the office. B12, 13, 14 15, 16, 1% 18, 19, 20. DIALOGUE I ‘GTAAOTOE I Kadnuépa oag, nbpre Dulo, KaAnpépa oag, wépre MeAt, ils el ote; ) ebyepto®, "Boets; Pa] wand, ebyeptor®, Elote ov6 gxodsto, xbpre Duld; Médvora, elpar ot6 oxoreto. 'O x. Mnpdovv, evar or oxodsTo; MéAvota, xal S x, Mnpfovv elvar oré oxodeTo. "Ey6 nod ef Kal tests clore ate até oxoAsto. oS efpaore tOpa, koets nal bys; Eiyacte ot6 oxodeto, Too efvar & brorxnrfis; “0 bounnths evar or8 ypageTo. Hyar bkvanavinds d brosnnttis; Médvora, 8 broumrfs evar &iuparinds, Dod evar 3 xbprog xal h xvpla Demet; “0 xpos ual h mupta 7 ontte, Dod evar 4 beonoives Manel; "H Seorowves Haws elvet ord ‘reageto, 14i A ae MS aes os od ix +4, | sarons |W. Ces = mB uk, ve, web tfi | =ne x ow FY a 10. 14. 12, 13. 14, 15. 16, 17. 18, 19. 20, 2. 22, 23. 2h, DIALOGUE IT Translation What's this, Mr, Smith? This is a book. Where's the book? The book is on the table, Where's the piece of paper (paper)? ‘The piece of paper is in the basket. Is the book on the table? Yes, the book's on the table. Where's the piece of paper, on the table or in the basket? The piece of paper's in the basket. Are the pencil and the book on the table? Yes, the pencil and the book are on the table. Are Mr, and Mrs. Pappas here? No, Mr. and Mrs. Pappas are at hone, Where are you, Costas? I an here. Is Mr, Smith here, too? Tes, he is here. Is the commandant here? No, the commandant isn't here, dm I a student? No, you aren't, You are a professor. Is the office here? No, the office is there. 16We 15. 19. 20, 23, 24, DIALOG II ATAAOTOE I TC lvar abté, x6pre Dpld; Aoré evar BLBdlo, Dod efvar 16 pipato; 7S piprto evar ors vpanéCr. Hob elvar x6 xaprl; T6 xaptl elvar or6 wander, Ever tS prprlo or6 panels; Méavora, 16 BLpACO elvar ot6 tpaxele. Hod elvar 8 yaprl, or6 tpanetr f ors warAer; TE yaprt evar ord wanton. Elvar 16 porspr ual 16 prpAto or6 yormleu Mérvora, +8 porspr nal 6 Biprto elvar orf tpanti. Elvar £86 § x6prog nal 4 xvpla Dewalt; “ox, & xbpros xat h xupla Doxa elvar or6 onlti. "ob xo slour "ByG elpar G86, Elvar nal & x6pros Tule E66; Mémora, elvar bdo, Kéota; Elvai Ebb b broumnnys; “oye, & droruntfis bv evar 856, Byae dd wadnsfics “Oxs, d€v store, Hote maényneis. Hvar &bG 6 ypugeto; “ox, +6 ypageto elvar éxct. 17PROSE TEXT KEnENO ‘0 brounntfis ever tépa ors ypageto, Elvay Skuupatings, dév elvan paonris. “Byé eluar ot6 oxodsto. Elyat pabntis. Elyar orpariéms. stv elpar dtrapatinss. “oO xdpros xal 4 xupCa Dawat elvar oté onlts, Ady elvar at oxoreto, ‘0 xéprog Zul@ elvar pad fis. Elvar £85 tépa, Kal d xasnmeis elvar 28a hoa. T6 worspr, 6 BLBACo, +6 wanda. ual x6 tpa- ntti evar t83, ‘0 x6pros ZuCe xal éy6 sipaore or6 axoreto, 18