Teacher's Handbook - Athenaze - An Introduction to Ancient Greek

128 Pages·1990·39.013 MB·English

by  Maurice Balme, Gilbert Lawall

ATHENAZE
An Introduction to Ancient Greek
Revised Edition
Book I
Teacher’s Handbook
Maurice Balme
and
Gilbert Lawall
New York Oxford
OXFORD UNIVERSITY PRESS
1990
Oxford University Press
Oxford New York Toronto
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Copyright © 1990 by Oxford University Press, Inc.
Published by Oxford University Press, Inc.,
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Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Balme, M. G.
Athcnaze / Maurice Balme and Gilbert La wall,
p. cm. English and Ancient Greek.
ISBN 978-0-19-506384-4
1. Greek language—Grammar—1950
2. Greek language—Readers.
I La wall, Gilbert. II. Title.
PA258.B325 1990 488.82'421—<Jc20
89-22967 CIP
Printed in the United States of America
on acid-free paper
CONTENTS
Introduction
Chapter 1 1 Chapter 6 28
Chapter 2 7 Chapter 7 36
Chapter 3 12 Chapter 8 42
Chapter 4 17 Chapter 9 48
Chapter 5 22 Chapter 10 56
Preview of New Verb Forms 61
Chapter 11 64 Chapter 14 84
Chapter 12 71 Chapter 15 90
Chapter 13 78 Chapter 16 95
Reference Grammar 101
Vocabularies 102
Subject Index 103
Word Study Index 108
Word Building Index 109
ATHENAZE: SCOPE AND SEQUENCE
Book I: Chapters 1-16
CHAPTER
READINGS WORD STUDY ESSAYS WORD BUILDING GRAMMAR
Nouns and Adjectives and
Daily Life Mythology History Pronouns Participles Verbs Misc.
1 Farmer Derivatives Farmer Verbs/nouns Nom., acc.. 3rd sing.
(introductory) 2nd decl.,
masc.
2 Master, slave Derivatives Slavery Verbs with prepo- All cases, sing.: articles, nouns, 1st, 2nd, 3rd sing.
(various) sitional prefixes adjectives; masc. Imperatives
3 Plowing and Derivatives Deme and Verbs with prepo- All cases, sing., pi.: articles, 3rd pi.
sowing; master, (lith-, mega-) polis sitional prefixes nouns, adjectives; masc. PI. imperatives
slave, son Infinitives
4 Wife, daughter, Derivatives Women Nouns/verbs All cases, sing., pi.: articles. All persons. Adverbs
women, at the (various) nouns, adjectives; fern. sing., pi. Definite
spring Declensions of nouns articles
Masc. nouns of 1st decl.
Adjectives; regular
and irregular
5 Grandfather, Derivatives Gods and Verbs/nouns Personal Possessive -a- contract Elision
son, dog; chase (geo-) men pronouns adjectives verbs, active Attributive
of hare; slaying and predicate
of wolf position
6 Theseus, the Derivatives Myth Masc./fem. nouns Uses of dative case Middle voice Prepositions
Minotaur, (-phobia) (Pandora) and deponents
Ariadne
7 Odysseus and Derivatives Homer Nouns/verbs (-άζω. 3rd decl. consonant stem
the Cyclops; (myth-, the-) -άζομαι) nouns, adjectives
the death of Reflexive pronouns
Aegeus Interrogative and indefinite
pronoun and adjective
8 Journey to Odysseus Derivatives Athens Adverbs of place Participles, -a- contract Numbers
city to attend and Aeolus (pol-) (history) present middle verbs, middle
festival 3rd decl. nouns with
three grades of stem
πας, πάσα, παν
9 Arrival in Odysseus and Derivatives Athens Nouns in -της, 3rd decl., vowel Participles,
city, visit to Circe (dem-) (city) adjectives in -τικος stem: βασιλεύς present active
Acropolis; Uses of genitive case
procession
and sacrifice
CHAPTER
READINGS WORD STUDY ESSAYS WORD BUILDING GRAMMAR
Nouns and Adjectives and
Daily Life Mythology History Pronouns Participles Verbs Misc.
10 At the theater Odysseus loses Derivatives Festivals 5 sets of verbs and More 3rd decl. Impersonal
of Dionysus; his companions (various) nouns vowel stems: verbs
the blinding πόλις, άστυ
of Philip
11 Visit to the Democedes Derivatives Greek Nouns in -της. 2nd aorist 2nd aorist
doctor heals the dog-) medicine -σις, and -μα participles
king
12 To the Piraeus; Colaeus Derivatives Trade and ά-privative 1st aorist 1st aorist
embarkation discovers (math-, ortho-) travel participles Imperfect of
for the voyage to Tartessus είμί
Epidaurus Augment of
compound verbs
13 The voyage Xerxes Derivatives Rise of Words from ναυ- Relative pronouns Imperfect Expres­
begins; rough crosses the (naut-, cosm-, Persia 3rd decl. nouns, adjectives with sions of time
weather, the Hellespont astr-) stems in -εσ-: τείχος, τριήρης.
old sailor to άληθης
the rescue
14 The battle of Derivatives Rise of Military terms Comparison of Compari-
Thermo­ (given names) Athens adjectives son of
pylae; adverbs
Artemisium;
Greek with­
drawal to the
Peloponnesus
15 The battle of Derivtives Aeschylus' Verbs/nouns 2nd decl. contract More 2nd aorists:
Salamis; (mono-) Persians (e > o) nouns: νους έβην, εγνων. έστην
the Persians (Salamis) -o- contract
capture Athens verbs
16 Athenian Derivatives Athenian Prefixes ά-, εύ-. More 3rd decl. The verbs More
naval (dyn-) Empire and προ- vowel stems: δύναμαι, numbers
activity after ναΰς, βοΰς κείμαι,
Salamis; έπίσταμαι
Xerxes' with-
drawal to Asia

INTRODUCTION
THE COURSE low after the presentation of grammar
and syntax. This method fosters flu­
ency and confidence and should con­
General Principles
tribute to the ultimate goal of under­
standing Greek without translating.
This course was written for use in
schools, colleges, and universities with
Language Structure
students who have not necessarily been
exposed to any other highly inflected The sentence is the basic unit of
language. The course aims at teaching sense in any language, and from the
students to read and understand Greek start the student should aim at under­
within the context of fifth century Greek standing whole sentences within the
civilization and culture. All elements context of the paragraph as a whole.
in the course are meant to contribute to Sentences in any language follow a
this end. limited number of patterns, and
The readings form a continuous students should learn to respond to the
story with interwoven subplots. In elements of the sentence as they appear
Chapters 1-20 the narrative consists of in sequence, to become sensitive to vari­
made-up Greek; in Chapter 21 and the ations in word order, and to watch
following chapters the proportion of real inflections closely as keys to structure
Greek increases steadily. The main and meaning.
narrative of each chapter is divided into We have tried to control the input of
two parts. Before each narrative is a list morphological features and sentence
of words to be learned, and following patterns in such a way that the gradient
each narrative is an explanation of the of difficulty remains steady and consis­
major new grammar and syntax that tent. The sequence of grammar and
have occurred in the reading. Exercises syntax is determined by two criteria: (1)
are then provided to give practice with what order will the student find easiest?
the new linguistic features. In the mid­ and (2) what order will enable the author
dle of each chapter is a short essay pro­ to write reasonably interesting Greek as
viding historical and cultural back­ soon as possible?
ground to the narrative. The reading In any inductive method students
passages at the end of each chapter form are expected to discover some or all of the
subplots, drawn from Homer's Odyssey, morphology and syntax as they read and
Herodotus, and Thucydides. use the language and to develop a per­
The narratives are so constructed sonal grammar of their own. In this
that students should be able to read and course that personal awareness is con­
understand the Greek with the help of the stantly subject to correction and consol­
vocabulary, the glosses beneath each idation in the grammatical sections that
paragraph, and occasional help from the follow the readings and set forth the
teacher. Although we believe firmly in grammar in traditional form.
the necessity of learning grammar and Exercises then follow for reinforcement.
vocabulary thoroughly, the students' The reading passages at any given
first understanding of the Greek will stage necessarily incorporate grammar
come from their reading of the story. To that has not been presented formally. At
this extent their understanding of the beginning of the teaching notes for
grammar and syntax will be inductive, each chapter we list the new grammar
and analytical understanding will fol­ that is to be formally presented. These
Athenaze: Teacher's Handbook I
are the features of grammar on which end of the book. In the teacher's notes on
the teacher should concentrate in teach­ the reading passages we list words that
ing the reading passages and that will were glossed earlier in the chapter (see
be formally presented in the grammati­ note in this handbook after the final
cal sections following the reading pas­ reading in Chapter 1; page 5).
sages. Other new features of grammar For the principles that govern the
will be glossed in the notes beneath the vocabulary used in and required by the
paragraphs as necessary, and teachers exercises, see the notes after the answers
should not dwell on them or digress into for Exercise la (page 3 of this handbook)
discussion of them. Concentrate on the and Exercise lb (page 5). Occasionally
essential new grammar in the chapter translations or vocabulary will be given
(and on review in any given passage of in parentheses in the sentences of the ex­
grammar that has been formally pre­ ercises.
sented earlier).
Exercises
Vocabulary
The exercises for each chapter in­
Equally, to make rapid progress
clude (1) study of English derivatives as
students must learn vocabulary. We
an aid to mastery of Greek vocabulary
have reinforced important words by
as well as an aid to understanding
constantly reintroducing them in the
English (after each a reading), (2) mor­
stories and exercises. Some whole
phological exercises as needed, (3) sen­
phrases keep recurring, like Homeric
tences for translation from and into
formulae. Understanding of some of the
Greek (sometimes paired, and always
basic principles of word building in
utilizing the new morphology, syntax,
Greek helps reduce the burden of mem­
and vocabulary of the chapter), and (4)
ory and allows students to attack many
exercises on word building within
new words with confidence.
Greek itself (after each β reading).
The vocabulary lists in the chapters
With regard to English to Greek
give the words that students are expected
translation, few would now maintain
to learn and be able to use actively both
that "composition” is essential for
in reading Greek and in translating
learning to read Greek. It seems, how­
from English into Greek. Teachers
ever, to be a most valuable instrument
should quiz frequently on this vocabu­
for ensuring a sound knowledge of mor­
lary, both from Greek to English and
phology and syntax.
from English to Greek.
Many words are glossed at their
Tips for Teaching
first occurrence in a reading passage;
students are not expected to learn these The two major reading passages (a
words thoroughly while reading the and β) in each chapter are usually pre­
paragraph in which they are glossed. sented, read aloud, translated, and dis­
Sometimes, however, these words will be cussed in class as a joint venture under­
used again later in the same passage or taken by teacher and students. It is
in subsequent passages in the same highly recommended that overhead
chapter and will usually not be glossed transparencies be made of the reading
again within that same chapter. If stu­ passages and that the teacher introduce
dents forget a meaning, they should look students to the passages by reading them
back in earlier paragraphs of the same aloud from the projection on the screen.
passage or in earlier passages in the Simple comprehension questions in
same chapter before having recourse to English will help establish the outlines
the Greek to English vocabulary at the of the passage, and then it can be ap-