Scribd Logo
Upload

Welcome to Scribd!

  • Greek Grammar

    Uploaded by

    rohit hans
    199 views101 pages
    greek grammer

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    greek grammer

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    199 views101 pages

    Greek Grammar

    Uploaded by

    rohit hans
    greek grammer

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 101
    Greek Grammar For Those Who Don’t Know Greek Gl » Robert Dean, Jr P Dedication ‘This manual is dedicated to the memory of Dr. Larry L. Hartis, Pastor of the Bible Missionary Baptist Church, Wilmington, Ohio, and co-founder of the WHW Ministries who was promoted to his eternal reward in July, 1998. His years of faithfully teaching Greek grammar ‘nd syntax to the men at WHW provided the firm foundation on which the Lord has graciously allowed me to build. Apart from the work Dr. Harris pioneered I would not have the fantastic privilege and opportunity to continue his work, teaching those who come each year to have their skills of expository preaching challenged and sharpened. His dedication and vision made this, dissertation a possibility. © 2003 Robert Dean, Jr. ALL RIGHTS RESERVED Table of Contents Chapter Introduction siescun Problem addressed by the Project «ss = » Importance ofthe Problem... Benefiting from the Exercises Why Grammar? . Definition of Major Tenns: The Pars of Speck Greek Pars of Speech - Scope and Limitation Section . Noun 2 1 ‘The Noun in English Gender Case ‘Number ‘The Noun in Greek: Introduction wo Gender, Number, Case Gender: ‘Number Case eaeee ‘The Nominative Case ‘The Genitive Case . ‘The Dative Case | | Uses ofthe Pure Dative Uses ofthe Instrumental Dative Uses ofthe Locative Dative The Accusative Case Section 1, Verbs 25. 2%, ‘Appendix A: Answers to Exercises Bibliography The Verb in English The Verb in Greek Elements in Parsing Interlinear Abbreviations Present Tense Future Tense a Imperfect Tense > Aorist Tense Perfect Tense . Pluperfect Tense ‘Active Voice.» Ld Middle Voice |. |: rrr Passive Voice Indicative Mood | Subjunctive Mood 1... Subjunetive Mood I~Ciauses Imperative Mood Adjectival Partiiples ‘sven Paris ‘Tense Importance Usage Independent Uses ofthe Parle ‘The Infinitive a Putting it All Together | hl CHAPTER 1 Introduction Problem Addressed by the Project ‘This manual seeks to help students of the Bible who have never studied Koine Greek, achieve a basic to ine termediate knowledge of Greck grammar to further enkance their undersanding of the Bible- Mos pastors ly preachers, and Sunday School teachers have very lite, ifany, comprehension of Gresk the original language of the New Testament. Yet these same people teach Bible studies, lead devotions, and preach sermons as if they truly know the New Testament. Failure to understand the original languages of Scripture results in an impoverished understand. ing ofthe text, which produces a skewed if not flawed theology, and a message that is not sourced in God. Doctrinal errors compound daily—many of them because of an improper understanding of biblical Greck. Those who. wih ao explain the Bible must acquire at least a basic understanding of biblical Greek. Those who desire to teach and preach 2 pastors must go even further with Greck studies in grammar and syntax to accurately communicate the Word of Truth Importance ofthe Problem Grammar isa word that offen sends waves of panic trough a student. Many remember days in elementary or ‘middle school when they were mystified by dangling participles, comma faults, and diagramming sentences, Grane Seemed an invention by an evil wizard for the torure of young minds, For many others, grammatical terms are means ingless because in some school curricula, grammar was never taught, In my own case, even as an English major I college, the grammar required during my university years was an experimental approach tat rapidly lest popularity an made no permanent impression. ‘Yet few years later, when 1 entered seminary, I discovered that many other students in my first year Greek class hhad an even more delinquent background in English grammar than I. This weakness in understanding the grammar of their owe native language made it even more dificult for them when it came to decoding the terminology used fo {each Greek: dative, genitive, tense, voice, and mood became terms they grappled with daily just to understand cach lecture and work each exereise. Sadly, many ofthese men later used their Greek New Testament for nothing more than a door stop. Too often, this lack of training in grammar, the study ofthe classes of words and their relations and functions, and syntax, the combination of those words into clauses and sentences to convey meaning, becomes a major sure, bling block forthe student ofthe New Testament. The aim ofthis manual iso help demystify some ofthese points of {grammar and to enable the student ofthe Bible to probe not ony the English grammar of the Bible, but more impor. ‘antly, che Greek grammar ofthe original text for greater insight into the meaning of the revelation of God In recent years numerous books and language tools have been published to enable the student of the Bible who does not know Kaine Greek to dia litle deeper into the meaning of the original language ofthe New Testmene & combination of a Greek Interlinear New Testament and a Strong's Concordance has for decades enabled stadeats 10 Aiscover the Greek words behind the English translation, Works such as W. E. Vine’s Exposiiary Dictionary of New Testament Words have further enabled students to lear more about the meaning ofthese Greck words Recently, the publication of Friberg and Frberg's Analyical Greek New Testament, made it possible for none Greek students fo discover the grammatical tag ofeach word in the Greek New Testament Unfortunately that publi cari didnot include an English intrtinear as well so the English student mas also use a Greck Imterlinear along With the Analytical to discover the Greek word in the original. This system is quite cumbersome, However, since the development of computer programs such as Accordance, Libronix, and BibleWorks, students of the Scriptures ae now able to not only acess lexicons and word sty tools previously secessible t only those ‘rho had studied Greek, but are now able to instantly discover the parsing of any Greck word. By simply hovering the {ats0F over a Greek word, the student can instantaneously discover its part of speech, parsing, dictionary fore tad basic English translation. At this time though, no manuals or instruction guides exist which enable the non-Cireck sac dent to understand the significance of this grammatical information or the rudiments of Grecksynax so he can erasse in basic exegetical procedure. sr gtanual is designed to fill inthis gap. The purpose is to explain the significance of basic Greek grammar through the use of English examples and parallels, Second, this manual wll suggest a methodology so thatthe eodend an ciscover that a particular verb, for example, is in the present tense, tha this particular present tense is gnome 1n Eglies, Expat, Dictionary of New Testament Words (London: Oliphant, 1939-4). James Strong, Exh ‘ave Concordance ofthe Bible (Nashville: Abingdon, 1986), “Barbara Friberg and Timothy Friberg, Anatieal Greok New Testament (Grand Rapid: Bake, 1981). 2 resent, and then use the significance ofa gnomic present to further explain the meaning ofthat verse of Scripture. He will be able to do all ofthis without memorizing a single paradigm, ‘To help the student in the learning process, the Greek will be refered to ina transliterated format with the appro- priate grammatical tags. This manual is written for the student who canaot even read the Greek alphabet. Much that is found here is discoverable in many other basic and intermediate Greek grammars, yet in those texts the grammar of Greek remains a mystery to the English student since the examples reall provided in Greek. { have freely borrowed from these grammars 3s my intention was not to rehash well covered ground, but to make this technical information available and understandable to a wider audience ‘This manual will teach the non Greek student the significance of Greek noun and verb grammatical terminology, provide examples of tach, and goto the next step of explaining the different uses ofthe noun cases and verb tenses, I ‘ot enough to simply note that a verb is an aorst active subjunctive. Having easily discovered this parsing, the st deat must then determine why ths information is important. To know that the aorist tense is roughly equivalent to an English simple past isnot enough. To know thatthe aorist tense summarizes the action, is still not enough. The stu- ent of the Seripture must be able to go a Further step and understand why. perhaps, the writer used an aorist tense instead of a perfect or imperfect tense and its implication forthe meaning ofthat pascage Each chapter and section is organized with the end result in view. The structure is aranged to fit the way people use the language in the process of exegesis. I have ried to Keep the manual as easy 1 read and use as possible. ‘To enable the student to apply this information, this manual follows a basic procedure in each category. First, each chapter is relatively shor, the material given in easy, bite-size chunks that should not overwhelm or intimidate Second, cach section begins with a chapter devoted tothe English grammar ofthat subject. Then each chapter further explains the grammatical terms and concepts as they relate tothe English language, Too often, students of the original languages of Scripture become overwhelmed because of their own inadequacies in their mother tongue. Thied. each chapter focuses on one grammatical concept. For example, one chapter would cover the basics ofthe genitive in Eng. lish, wth accompanying examples, then explain the basic concepts ofthe genitive in Greek, along with examples pro- vided in English with the Key Greck phrases undertined and explained. Ia some examples and exercises sereen shots from a computer intertinear program are provided. This gives the student a “hands on’ feel for what he will encounter in his study, Answers tothe exercises are supplied in Appendix A. Figure 1.1, Mdentfication of Nouns 16 Otzws yao Hydmaev Howtos gar egapesen haste virus yp dyanda 6 ore howtos par“ apapaa hoste Thusly for loved that the BX CCX A Sa/ CSR AMSA Tov povoyevf Eduxev, (va Tas 6 moaretwy cis aitov monogene edoken, hina pas ho pisteuon ais auton 6 wovoyevtis Bion (va Tas 6 ~— moTetw cis airs monogenes didomi hina pas ho —pisteud eis autos. only born he gave that all the one trusting into him, ‘AMSA JMSAX —V3SAAI_ CSF JMSNX AMSN VPAPMSN PA OP3MSA. drdknrat AN xn Cui aldiviov. 17 ob yap dméoteLhev apolétai all eché 268 aidnion, ou gar —_apesteilen uf dro dade iivwos od ydp moore ado mé —apollymi —alla—_ect oni ou gar —apostello not might be destroyed but might Not for delegated TN___V3SAMS TN CCX _V3SAAL 17g Goncding chapter methodology is outlined for puting allthis information together. One passage is se- teeta and questions provided to enable the student apply the new sills of grammatical analysis fo one posers ach grammatical heading, such asa genitive, has several calegories. These categories are not meant to be exe Cuunive oF definitive. Since this manual i directed tothe beginning student, the more rare calgon a ng dat cussed. ‘Benefiting from the Exercises rast the most from the exercises the student should have an analytical New Testament and interlinear open, Freeably this willbe in a computer version which combines these elements. Look up each verse ued in te cone Why Grammar? rer avons who works with words, grammar i as important a tool a8 the ratchet or torque wrench 1 the ato me- gti, the stethoscope or salpel tothe physician, or pain to the artist. For the stdent of the Bible sree gn Indispensable tool for extracting the meaning from 2 scence. Grammar describes the components of language and how the relat to one another. When the proper rules of Se, llowed, communication is posible. This communication takes place across Darirs of abe posonlion ‘ceion, social clas, or ethnicity. In order to understand grammar, itis important to develop familiarity wah tie wey nical vocabulary of grammar. eoaee ements complain abou ll the technical temas one must master to understand grammar: gerunds, patie ic Prepositions. Yet in every subject in which people ae interested, from medicine to machines, hs is ovy een as (eeabulay. When people become motivated, they quickly lam i. When the physician informs the seen tao the eieeted a melanoma and recommends an oncologist, is not long before the patient Becomes famines wil oh cate it to his audience, {penton is the basic unit of thought. Any verse in the Bible may be composed of one or more sentences or {Ray Be part of a larger sentence. To understand the meaning ofeach verse the student must nol only now te seca ‘ng ofthe individual words used in the sentence, but ao how the grammar of tha sentence allets the maine srigeclments are necessary to understand any sentence. Fist. we must understand the meaning of the words ‘hemselves, We must appreciate the various shades of meaning and definitions for each word. But defines acs Fire eagugh, meaning i also conveyed through the simple arrangement ofthe words in a sentence To say, -Pace Bit the ball” quite different fom, “The ball hit Peter.” Though the words are identical, the anangement of the ee ‘conveys quite a different meaning inate first sentence the action ofhiting is done by Peter who isan active individual. As native speakers of the Lanuipees we expect to discover inthe comtext that Peter has some son of instrument, a bt, a racker a col ecg sea magia strikes some objector person. Inthe fist example gramar informs us tat Petri the one deine Une Sane, and the ball i the objet of his striking, but in the second example itis Peter who receives the impect otis ary asthe meaning of the sentence i affected not only by the dictionary deinton ofthese word, far by hove they are arranged in the sentence. Iie morain.even tellus something about the meaning ofthe sentence even if we do not understand the meaning aa the words, For example: The dilibagsfimly miggied the rimbag. We do not know the meaning of te ease Pe weer something called dilibags did something called miele wo something else called a rimbog ina Posty Fat ag am, through word forms such a the ending ed which suggests the pat tense ofa vert and by to Plural exuding s that suggests that more than one id it. Word order also tes us that ullbag isa hows bonne ee ‘comes before the ~ed word which isthe common position of a verb in an English sentence.” "HL Ramsey Fowler and Jane , Auon, The Lt, Brown Handbook (New York: HarperColls, 195,152 4 ‘The student ofthe Bible must analyze each verse in terms ofits grammar to beter understand who performs the action, who receives the action, the purpose or result intended and various other meanings conveyed throoyh the ‘grammar. To prepare forthe journey we must frst review the basie pars of speech and basic grammatical concent, Definition of Major Terms: ‘The Parts of Speech A sentence isthe basic unit of thought. The parts of specch are the basic components or elements which are put to ether to make up a sentence. In witing, the author must put the elements together comeetly in order to convey his Precise thoughts accurately to the reader. To corretly understand the author, the reader must accurately disews the action inthe sentence, the performer ofthe action, andthe recipients or objects ofthe ation, as well as cher aspees ‘ofthe sentence, This i the work ofthe Bible stadnt. To accomplish this, the student must know each component of the sentence and the role it has inthe sentence. Grammarians have historically sorted words into eight distint categories, Each category plays a different role in the sentence, © Noun © Pronoun = ver © Adverb + Partciple + Preposition Conjunction = Imerjetion reo Beginning an in depth analysis ofeach part of speech, a brief summary of each is in order. Since the focus of this manual is on nouns, verbs, and verbals (participles and infinitives), abit more space will Be devo! se tha ster five since they are not covered later in the manual. More detailed analysis of nouns and verbs are covered in the ‘brrnsite chapter. The purpose ofthis inal survey isto introduce the basic pars of speech and their erminclogy to the student to provide a frame of reference forthe fist chapters, ‘Nouns {noun names something. A noun may name a person (Jesus, Paul, Moses, prophet, king, sribe, a place (gar- den, heaven, Mt Sina, wale), thing (book, sero, ark boat), oan idea or quality (honor, courage, love, ptoness Fvgish nouns may be singular or plural. The plural is usally formed by adding -s oF es (prophet, prophet; See papi) bat some plral forms of nouns are irregular (woman, women; child, children). In tnflected languages sar ret the ease, number, and gender are clearly indicated through the change in word form by adding refoce and suffixes. Thus, discovering case and gender is nota matter of guesswork sit sometimes is iv Eneloh Since the carly development of grammar, nouns that described other nouns were calle adjectives. Adjectives Sens 8 assistants fo nouns and deseibe something about them (the earthen jar; the old man). Adjectives aneees We ‘question which one, what quality, or how many. Exercise 1.1 Undertine every noun inthe following sentence, John 2:11 This beginning of His signs Jesu did in Cana of Galle, and manifested His glory, and His disc- ples believed in Him.* Undeine any adjectives in the following sentence sete kinee ats mer served in golden vessels of various kinds, and the royal wine was plentiflaccordng to the king’s bounty Pronouns 2 Feongun a word which substnues fora noun and futons as a noun. These words preven unnecessary repe- ‘on. For example, instead of John took John’s equipment to John's father's oat we say, “lo tok hs pence {Unless otherwise note all Scripture references arc from the New American Standard Bible (La Habra, CA: Lock ‘man Foundation, 1960, 1962, 1963, 1968, 1971, 1972, 1973. 1977, 1995), tis father's Boa.” 1 you, he she, i, we y0u, they, whe, which, myself, ourself are some of the many pronouns. ‘There are eight types of pronouns ‘+ Personal pronoun: J you, he, she, if, we, you, they + Demonstrative pronoun: this, that, hese, those + Possessive pronaun: mine ‘+ Reflerive pronoun: himself + Reciprocal pronoun: one another + Relative pronoun: who, which ‘+ Interrogative pronoun: wha? * Indefinite pronoun: someone Exercise 1.2 ‘Underline the pronouns inthe following sentence oun 1:25 And they asked him, and sad to him, “Why then are you baptizing, ifyou are not the Cheist, nor Elija, nor the Prophet?” Verbs £or ie Student of Scripture verbs are usually more fun and defintely more interesting and enlightening, Verbs apress the action, Not only do verbs express action, but they also express being or states of being (J am, you ere hes ‘uning, she is sleping). Verbs are alten connected 1o helping verbs of auxiliary verts such as doy does, dd con could, may, might, wll, would, shall, should, and must, asin could sleep, did sleep, can nun, might pray, will race orbs have three elements: tens, voice, and mood. The tense refers othe time ofthe action. Ia English there are i fnses simple present, (J wel), past walked, future wil walk, presen perfect (have walked), past pee ‘had walked) and future perfect (Iwill have walked) with the perfect representing completed action, The Grow eacince English tenses in chapter 8 Yeir Enelish have one of to voices. Active voice means the subject performs the action. Inthe sentence, ‘Jesus walked on the water, the subject is Jesus who performs the action of the ver, Passive voice ments the aay SUBEN feces the action of the verb I the sentence, “By grace you have boen saved through faith” the subject ear meatS e ation ofthe veo “saved” indicating that salvation doesnot come as a result of something “ypu” ‘do, but that "you" reacives the action of salvation, Someone else performs the action, A net also hs « mood: The mood indicates the speaker's attude toward what be or she i saying. In English {here are thre: moods. The indicative mood stats a fact or opinion oF asks a question (sus walked on the ner Esher needed a miracle, Whereis the child to be born). The reason itis called indicative is because it “indice? ‘hat exis in reality from the viewpoint of the speaker. The imperative mood expresses a comma 4 wish a ‘uest Pray without ceasing,” "Lord, be gracious to me, a sinner.” The subjunctive mood expresses pocntali, suggestion, oa deste (if anyone confesses ther sn, you might oer a prayer: I wish you would not ey, Nets ar also designated by person and number. The person expresses frst, second or third person (I 30%, he ‘she or it); the number expresses a singular subject or plural subject. Exercise 1.3, Undcrtine the verbs in the following sentences John It In Him was life, and the life was the light of men. ‘Acts 22:30 But on the next day, wishing to know for certain why he had been accused by the Jews, he released him and ordered the chief press and all the Council to assemble, and brought Paul down aad set him before them, ‘Hohn 5 13 These things I have written to you who believe in the name ofthe Son of God, inorder that you may know that you have eternal life ‘Adve ‘The adverb describes something about the action ofthe verb, an adjective anther adverb, or a group of words (Peter ran quickly, Paul spoke slowly). Adverts indicate when, where, hm, and Yo what extend. In English adver, frequently end in-Iy, but not always: end isan adjective, whereas ever, not and always ae adverbse Exercise 14 Underline the adverbs inthe following verses, ‘Acts 182 And he found a certain Jew named Aguila, a native of Ponts, having recently come from lay with his wife Priscila, because Claudius had commanded al the Jews to leave Rome Rev. 22:12 “Behold, | am coming quickly, and My reward is with Me, to render to every man according to ‘what be as done. Gal. 4:18 But itis good always tobe eagerty sought in a commendable manner, and not only when Iam pre= sent with you ‘here are three ter kinds of adverbs: conjunctive sdverbs, interrogate adverbs, and relative adverbs Conjunctive adverts are words which connect rwo main, or independent clauses, not words, phrases, or subori nate clauses. An independent clause is one that has both subject and verb and can stand alone as an independent sen The most common conjunctive adverbs are: Tarthermore hence in addition incidentally indeed infact instead ‘The words inthe chart are conjunctive adverbs only when they connect two independent clauses. The fist clause ends with a semicolon followed by the conjunctive adverb Interrogative adverbs ask questions and usually modify verbs, There are four common interrogative adverbs: dow, when, where, and why, Relative adverbs ae similar to the interogative adverbs, yet they do not ask question. The most frequently sed relative adverbs are: where, when, why Exercise 1.5 In the following sentences place a C over the conjunctive adverbs, an I over the Interogative adverbs, and an R ‘over the relative adverbs. ‘Acts 5:13 Butnone of the rest dared to associate with them; however, the people held them in high esteem. om, 3:7 But if through my le the ruth of God abounded to His glory, why am I lo stl being judged as a sinner? Matt. 2:2 “Where is He who has been bom King ofthe Jews? aticiples When undersnding action words it is important to distinguish between verbs and verbals. A verb is sometimes referred to as.a finite verb, because iti finished and completes the thought in a sentence. “Ie rans” expresses a come Dlete thought and isa complete sentence, bu “he running” or “tc to run" doesnot. These two examples, using & verb with the ending —ing or the addition of co, make the verb incomplete. Ths is called a nonfnite ver. In English there are three kinds of verbals: participles, gerund, and infinitives. Here we will briefly discuss only the participle and leave the fine points ofthe infinitive (there is no gerund in Greek) to chaptes 25, * Fowler and Aaron, Handbook, 161 i parcbl sa hybrid across betweon an adjective and aver, In English these are formed by adding an ~ing to oc aaa ats runing, believing Sometimes participles function more lke a verb “if any mani preaching Tene tn Sees Contrey to that which you recived, let him be accused." (Gal 1:8). Often though the patiple ane ‘ons lke an adjective deseribing noun: “Then the stumbling block of the cross hasbeen abolished” (Gal stl), Exercise 1.6 Underline the participles inthe following sentences: (Miat 2:18 °A yolee was heard in Ramah, Weeping and great mouming, Rachel weeping for her children; ‘And she refused to be comforted, Because they were no more.” tor 74 For the unbelieving husband is sanctified trough his wife, and the unbelieving wifes sanctified through her believing husband for otherwise your children are unclean, but now they are fely, Acts 2:7 And they were amazed and marveled, saying, “Why, are not all these who are speaking Galileans? Prepositions Prseontion are small. comecting words that come directly before a noun (or pronoun) and describe where, how, rece emeimes wi. reposion are “pre” positioned before nous: among the muliude: forthe ae, rt {Re cy, n Christ unit He retuns. Prepositions connect a noun ot pronoun to another word inthe senlenee Mace ot See he land of Ezyp. The noun connected (he land isthe abject ofthe preposition. The pepostion pa ge ‘object and any modifiers is « prepositional phrase. Figure 12, Common Prepositions inspite of instead of imo ke of Aside from, At Because of Before Being Exerelse 1.7 ‘ithe followin sentences ctle the preposition and underline the entre prepositional phrase. conc, waren when we came Into Macedonia our flesh had no rest, but we were acted on every side: ‘ontiets without, fears within Fens bear pnd do not want you io be unaware, bretiren, that often I have planned to come to you (and tthe Gente tts fr) inorder that might obtain some fruit among you alse, even as amon the see of the Gentiles, reheat an te have redemption trough His blood, the forgiveness of our espasses, according t the riches of His grace, Conjunetion iat, Se at a tat inks words, phrases, and causes. A phrase isa group of word that lacks a subject, Trem Lae spat A slause has bth a subject anda predicate and can stand alone as © sentence Ther ate hoe ‘cen inds of conjunctions: cordinaing conjunctions, correlative conjunctions, and suburdvating onsen Coordinating conjunctions link or coordinate words or word groups of equal grammatical form. (and, bu, oy nor, for, so, yet). In, “But if we are aficted, its for your comfort and salvation; or if we aze comforted. it i for your comfort, which is effective inthe patient enduring ofthe same sufferings which we also suffer” 2 Cor. 1:6) the “but” is aconjunetion. However, the “for” isa preposition nota conjunction because it is not sed ta link words or phrases, Corretative conjunctions are two or more linking words that work together but are not found together. Thus they “correlate” two or more things (either. ..or: not only. ..but aso). In the verse, “Give no offense either to lews Of 10 Greeks or to the church of God" (1 Cor. 10:32), three equal groups, Jews, Grecks, the church of God, are related to- ether. Subordinating conjunctions link « subordinate clause to a main clause, thus they put one clause under the main clause (afer, although, as if, because, i, when, while) & subordinate clause has a subject and verb, but cannot stand. alone. In the verse, “we ae the tre circumcision, who worship in the Spirit of God and glory in Christ Jesus and put "no confidence inthe flesh, although I myself might have confidence even inthe flesh.” (Phil. 3-3-4). In this verse the clause, “although | myself might have confidence even inthe flesh” derives its meaning ffom its relationship to the ‘main clause, “we are the true cizcumeision who put no confidence inthe flesh.” The idea of the subordinating clause ‘expresses an exception so Paul uses the word “although,” Exereise 1.8 Place a C over the coordinating conjunctions, an O over the correlative conjunctions, and an S over the Subordinating conjunctions. ‘Rom, 1:21 For even though they knew God, they did not honor Him as God, or give thanks: but they became fu- tile in their speculations, and their foolish heart was darkened, James 5:12 But above all, my brethren, do not swear, either by heaven or by earth or with any other oath; but let ‘Your yes be yes, and your no, no; so that you may’not fall under judgment 2.Cor, 10:12 For we are not bold to class or compare ourselves with some of those who commend themselves; but ‘when they measure themselves by themselves, and compare themselves with themselves, they are without under. standing Intericetions| ‘A word which stands by itself or is inserted or interjected into a clause to exclaim or command attention (Behold ‘Stop! May it never be!) Greek Parts of Speech For the purposes ofthis manual we will examine only two parts of speech in the Greek: the noun and the verb. As Part ofthe noun system we focus on the uses of the four main cases in Greek, excluding the voeative which s rare. As art of the verb study we will examine finite verbs and verbal, It is beyond the seope ofthis manual 10 examine the article, adverbs, prepositions, conjunctions, and inerjections. The study of Greek grammar can open a world of new insights ino the meaning ofthe New Testament. However, this does not come without the disciplined commitment to follow a set procedure. In these pages the student wil be introduced to a step by step procedure for investigating Greek grammar and syntax of nouns and verbs, Think of the words in each verse as part of the building blocks of meaning. One part ofthat meaning comes from the lexical mean ing of the word, the other from its funtion in the sentence. In the frst section we will begin by understanding nouns and their different roles ‘Scope and Limitations of the Project ‘This manual is limited to teaching the student tbe nuances of the noun and the verb, including participles and ine finitives. Inthe discussion of the usage of the various cases, tonses, voices, and moods, the material wil aot address the more rare uses, Since the optative mood is used less than seventy times, it too islet ou The experience of the Jt is such that anything more will be too much for the non-Greek student to fully understand without leaming the language itself ‘Chapter Two ‘The Noun In English ‘The basic unit of thought in any language is expressed in a sentence. Several scntences that relate to the same {opie are grouped together in paragraphs. Many versions of the Bible use a paragraph mark f) to indicate paasseph divisions. n analyzing text of the Sripture, the student should frst identify the limits ofthe paragraph, which mor ude several verses, and then identify the numberof sentences in that paragraph, Only then should he begin analy. ing the frst sentence. ‘As the basic unit of thought, most sentences name a person or thing and then say something about or describe an ‘action involving that person or thing. The person or thing named is called the subjeet ofthe sentence. What is said about iti the predicate. Any sentence in English or Greek is made up ofthese two pars, the subject and the pedi ‘The subject is composed of a word or words that name things. These words that name things are called nouns, Such as Egypt locust, plague land, God. Nouns name persons (Mases, Paul, places (Bethany, Shiloh), times (ark, crass, ideas (hope, peace, freedom), or qualities (righteousness, integrity, jealousy. n English there are ive siftsent |ypes of nouns: common nouns, proper nouns, cellective nouns, concrete nouns, and abstract nouns, ‘+ Common nouns identity general classes of things and are not capitalized (leper, sou, apostle) + Proper nouns identify specific people, places, and things and are capitalized (Peter, Jerusalem, Samaria, Rome). * Collective nouns identify a group or class of individuals or things. Collective nouns have a singular form, but name a group (army, multitude, crowd, family), + Comerete nouns identify something that is perceived by one of the five senses (bind, water, gram, sword) + Abstract nouns identity a quality or idea (beauty, love, pleasure, sin), "Nouns are all classified aecording to three things: gender, case, and number. Gender In English, gender isnot a dominant feature in nouns and is related to the perceived sex ofthe object. Nonsexual object are usually neuter, with a few exceptions. Case Nouns ae the work horse of any language. Nouns may function a the subject ofa sentence, express posession, fom ANSD NSD V3PAAI TN CSC V3PIAI BX PG AFSG.NFSG CCV TP Po TMXGY BLaKoaiav, avpovres 7 BikTLov TOY IxBlwv. 9 bg oiv réBnoav Pechon diakosién, syromtes’ © m —diktyon fn ichthyon. hos oun apebesan Thxws Bardowr ctu Sx Gist abe Pecks diakosioi = syr._— ho diktyon_ ho ichthys hos oun Spotaine aroBatw cubits twolmndred dragging the net ofthe fish As. then they wont off NMPG __IMPGX _VPAPMPN ANSA NNSA AMPG NMPG CST CCQ. V3PAAT cuarren s ‘The Nominative Case ‘The nominative casei somtimes refered to asthe naming case because it uusly names oienites he sub ject ofthe sertnce, However, not all sentences wil havea sated subject In Grek the sero ako nes ne Sbjct wit its ending Ths the er, eg can "I 5” eee means “he"“thes ort say’ Bla eben ot th ver is ot tated andi not tr. Who exactly the “hohe ake?" When subject agreed on te nominative case along with inte ver, th sabjet becomes mre specif clea sos" eaten The nominative case hough is mot restricted o expressing ony the subject. There ae fv other nso he som native case discussed here: When the student secs a noun inthe nominative casa, he meat bok daeonae ca omintv. By idetsing the kind of nominative te expsior wil be able to expand and devlon te eae verse Sometimes itis not lear which of wo rte option ar posible. More fan ons say Foon ok oes atl mor peifie,Deternning which of two posible es ofa cae i cafod y content ond nc nee pase. Grammarians may fequely disagree between themselves about whieh afew opus ie ee Th aro examples wil be proved through sen sh ken rom Libri Ate th, xampls wl only be kivon withthe English word walang the Grek nominate case underined Sean en ca

    You might also like