# My journey through the exercises of Athenaze **URL:** \ **Category:** Greek Textbooks and Study Groups\ **Created:** [April 4, 2020, 9:38am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430 "2020-04-04T09:38:49Z")\ **Posts on this page:** 20\ **Page:** 6
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 7, 2020, 6:36pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/101 "2020-06-07T18:36:54Z")
Before we go over this exercise, have a look in your teacher’s guide to see if you have the answers to exercise 3c. That is the number for this exercise in my edition and your teacher’s handbook. That might save us some time. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 7, 2020, 9:57pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/102 "2020-06-07T21:57:58Z")
> [@](#): > > > [@](#): > > > > Not bad! > > Still need to work on that labelling, though: > > 2. προσχωροῦσι, βλέπουσι - IV, TV, or LV? > > 3. φησίν - IV, TV, or LV? > > 4. τὸν λίθον - not a subject, what is it? > > 5. ἐστίν - IV, TV, or LV? αἴρειν - IV,TV, LV, IMP or INF? > > > > Translations look good. Keep up the good work! > > 1. Uhm, TV both of them. I guess. > 2. IV. > 3. Complement? > 4. ἐστίν=LV αἴρειν=IV > > Oh, also just a question for you folks. > > Physically, what is the size of the Athenaze Book? As in…a page is how many inches or centimeters per side? Sorry, Malo, I missed this, but the answer to Sentence 2 in exercise 3a is also incorrect. προσχωροῦσι and βλέπουσι are both intransitive. Neither of them take a direct object. βλέπω is a verb that can have either a transitive or an intransitive meaning. If we say “βλέπει τὸν ἄροτρον” , then the verb is transitive; it takes τὸν ἄροτρον as its direct object. On the other hand, if we say “βλέπει πρὸς τὸν ἄροτρον”, then the verb is being used intransitively and is being modified by the adverbial clause “πρὸς τὸν ἄροτρον” προσχωρέω is only used intransitively. Its simple form, however, χωρέω, does actually have both usages: intransitively it can mean “come” or “go”, whereas transitively it means “contain” or “hold”. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 8, 2020, 1:31pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/103 "2020-06-08T13:31:47Z")
Well, if I was still a student, whether in Elementary, High School or College, I’m getting a Zero for Exercise 3B. That’s depressing. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 8, 2020, 2:55pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/104 "2020-06-08T14:55:28Z")
It’s best not to think too much about grading your performance. Yes, there are errors in each sentence, but virtually all of them are related to the Grammar section of the lesson. In that section, you are introduced to some new verb forms: plurals and infinitives. The first exercise (recognising infinitives)in my book has you find three infinitives in your reading selection at the beginning of the chapter. The second exercise (Greek to English translation) gives you practice in recognising and translating the new forms from the Grammar section. You translated these forms correctly from Greek to English, but in the third exercise (English to Greek translation) for some reason you couldn’t go the other way. This is a perfect example of active versus passive learning. Translating from Greek to English is mostly a recognition exercise (passive learning). Translating from English to Greek is going one step further and _applying_ what you’ve learned. This is active learning. In the third exercise, you have to show that you can form plurals and infinitives. This process involves remembering what you’ve learned. The key to remembering what you’ve learned is understanding principles and applying them. Before you attempt the exercise, you should be able to: 1. Say and write every form you’ve learnt from memory, e.g. λύω, λύεις, λύει, λύουσι(ν) 2.Understand how the forms are made, e.g. what is the process for making a third person plural form (present indicative)? How do we form an infinitive? How do we form an imperative? How is the plural form of the imperative different from the singular? We’ve talked about this before-take your time and digest the material before attempting the exercises. One of the great advantages to self-learning is that you can set your own pace. You don’t have to rush or keep up with any one else. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 14, 2020, 11:06am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/105 "2020-06-14T11:06:09Z")
Ok. This is round two. I hope I got it right. ================================================================================ Exercise 3B 1. The oxen are sleeping in the field. τοὺς βοῦς καθεύδουσιν ἐν τῷ ἀγρῷ. 2. Come here and drive out (use ἐξελαυνω)\* the oxen, slaves (ὦ δοῦλοι)\*\* \*Use the correct form of the word given in the parentheses. \*\*Use the words given in parentheses without changing them. ἐλθὲ δεῦρο καὶ ἐξελαυνουσιν τοὺς βοῦς, ὦ δοῦλοι. 3. They take the goad (τὸ κέντρον) and slowly approach the oxen (τοῖς βουσί(ν)) εἰσάγουσιν τὸ κέντρον καὶ βραδέως προσβαίνουσι τοῖς βουσί. 4. Hurry, oxen.; don’t sleep in the field. σπεύδετε, ὦ βόες· μή καθεύδουσιν ἐν τῷ αγρῷ. 5. It is not possible to drive out (use ἐξελαύνω) the oxen; for they are strong (ἰσχῦροί; begin your clause with this word.) ἰσχῦροὶ τοὺς βοῦς· οὐ δυνατὸν ἐξελαύνω τοὺς βοῦς. ============================================================================== Did I get it right now? ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 14, 2020, 1:34pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/106 "2020-06-14T13:34:41Z")
First off, Malo, did you check your answers against the answers in the Teacher’s handbook? I will assume that you did, but that leaves me rather puzzled, especially with sentence 1. 1. What is the subject of this sentence? What case of the noun (βοῦς) and corresponding article does the subject take? 2. “come here and drive out…”. What mood are these verbs? What person and number ( 1st, 2nd, 3rd -singular or plural)? 3. εἰσάγω can mean “take in”, but it’s used in the sense of leading something into an area, like a sheep’s pen or fold. The word here should be λαμβάνω. This is the word used in Lesson 2. προσβαίνουσι is not used this way in Attic Greek. The word from your lesson is προσχωρέω with the dative. 4. “don’t sleep” - what mood is this? What person and number ( 1st, 2nd, 3rd -singular or plural)? 5. “to drive out” what kind of verb is this (indicative?imperative?infinitive?). The instruction for ἰσχυροί is where to place this word in its clause, not its sentence. Why do they have you do this? (Hint: how do you say “for” in Greek?) Malo, I’ve said this before and I’ll say it again: It will help a great deal if you review English grammar. As a matter of fact, there are some Greek programs that start off exactly that way-here’s one: [https://www.youtube.com/watch?v=37uQCuNQwNs&list=PLq5ea-jR9u2puDaLoRL-nBkpwrkURbLjT&index=3](https://www.youtube.com/watch?v=37uQCuNQwNs&list=PLq5ea-jR9u2puDaLoRL-nBkpwrkURbLjT&index=3) ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 15, 2020, 1:01am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/107 "2020-06-15T01:01:06Z")
…I spent days just memorizing anything that seemed related on grammar monster and the grammar parts of Athenaze that I already went through so I could try answering with no looking back, only going by memory. And speaking of memory I read the answers in the teacher’s handbook but didn’t try to memorize the answers because that would just defeat the point of memorizing to learn…to my understanding of learning. Oh God, I remembered the wrong things? …at least the mistakes are different this time? ☹ ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 15, 2020, 1:43am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/108 "2020-06-15T01:43:55Z")
Hi Malo, We’ll get this sorted-I’ll try to give you a checklist of items that you should know at this stage. I’m not familiar with grammar monster, but if it’s an app that helps you review and memorise, that’s fine. It’s rather late here on the east coast of the U.S., so I’ll try to put it together tomorrow morning (my time zone), which will be this evening in your time zone. Between now and then, try to answer the questions I raised regarding each sentence in your exercise. For sentence 1, you’ll find the answer in the very first grammar section of your textbook in Chapter 1A, ὁ Δικαιόπολις. When I say answer, what I mean is you will learn what you need to know to answer the question. It would be a very good idea at this point to review each grammar section up to this point - Chapter 1A, Chapter 2A,2B and 3A. We’ve talked about how to use the Teacher’s Handbook. You’re right- you shouldn’t be memorising answers from the handbook. You only use it to check your work. After you’ve completed the exercise, you can then go to the handbook and check the answers. When you see that your answer doesn’t match what you see in the handbook, then you need to figure out why your answer is different. This usually involves rereading the grammar section that the exercise is based on. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 15, 2020, 10:42am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/109 "2020-06-15T10:42:15Z")
Hi Malo, Here is a “checklist” for items in Chapter 1A. I will do this for each grammar section in Chapter 2 tomorrow. After that, let’s see if you can create your own. The idea is that you can look at each item on this list and know what it means and what you should remember about it. I do this myself for whatever I happen to be studying, whether it be a new aircraft or the verb λύω. So here’s the list: Checklist for Chapter 1A: 1. Verb Forms: Endings - Function of endings - Number - sing. or pl. - Person - 1st, 2nd, 3rd - Regular vs. Contract verb (Definition of contract verb) - Irregular verb “to be” - 3rd person singular forms λύ-ει, φιλέ-ει\>φιλεῖ, ἐστί (ν) - formation and meaning -νυ movable 1. Nouns: Gender, Case and Agreement - 3 genders-masc.,fem., neut. - Case- - Stems and endings (Functions?) - Function of Nominative and Accusative - Subject, Verb, Complement, Object in sentences. - Meaning not dependent on word order. 1. Agreement of: - Nouns, Adjectives and the definite article Let’s take the first item in Verb Forms- “-Function of endings”. When you see this item, you should be asking yourself "What is the function of endings in Greek verbs? You should then answer (to yourself) “They show person and number” As you move down the list, you should be able to say to yourself “Yes, I know that” or “Hm, I don’t remember”. If you don’t remember or don’t understand, go back and reread. I remember when I was studying a particularly complicated system, I would sometimes reread a particular section 5 or 6 times before I truly understood it! I hope this helps. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 16, 2020, 11:42am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/110 "2020-06-16T11:42:41Z")
> [@](#): > > First off, Malo, did you check your answers against the answers in the Teacher’s handbook? I will assume that you did, but that leaves me rather puzzled, especially with sentence 1. > > 1. What is the subject of this sentence? What case of the noun (βοῦς) and corresponding article does the subject take? > 2. “come here and drive out…”. What mood are these verbs? What person and number ( 1st, 2nd, 3rd -singular or plural)? > 3. εἰσάγω can mean “take in”, but it’s used in the sense of leading something into an area, like a sheep’s pen or fold. The word here should be λαμβάνω. This is the word used in Lesson 2. προσβαίνουσι is not used this way in Attic Greek. The word from your lesson is προσχωρέω with the dative. > 4. “don’t sleep” - what mood is this? What person and number ( 1st, 2nd, 3rd -singular or plural)? > 5. “to drive out” what kind of verb is this (indicative?imperative?infinitive?). > The instruction for ἰσχυροί is where to place this word in its clause, not its sentence. Why do they have you do this? (Hint: how do you say “for” in Greek?) > Malo, I’ve said this before and I’ll say it again: It will help a great deal if you review English grammar. As a matter of fact, there are some Greek programs that start off exactly that way-here’s one: > [https://www.youtube.com/watch?v=37uQCuNQwNs&list=PLq5ea-jR9u2puDaLoRL-nBkpwrkURbLjT&index=3](https://www.youtube.com/watch?v=37uQCuNQwNs&list=PLq5ea-jR9u2puDaLoRL-nBkpwrkURbLjT&index=3) Ok…trying to answer this one first… 1. The subject is ‘the oxen’. So…nominative. And the nominative of the oxen is…οἱ βόες, because it is the only example I have seen so far that has the ὁ used in the nominative forms of other examples of nouns. Edit: Oh. So the table of plural cases are in the lesson after this one…was I supposed to always read the next lesson ahead of answering an exercise in the present lesson? 1. Uhm…Imperative. 3rd person plural? So…ἔλθετε δεῦρο καὶ ἐξελαυνουσιν? 2. “Don’t sleep” is…imperative. Person is…2nd? And plural. So…μή καθεύδετε? 3. “To drive out” could be…infinitive, because it has ‘to’ in the meaning and only infinitives have that at the start. As for ἰσχῦροι…oh, I am supposed to use γάρ there? Ok. So it should be…fast forward to where the table for plural verbs are…οὐ δυνατὸν ἐξελαύνειν ἐστι τοὺς βοῦς· ἰσχῦροὶ γάρ…εἰσίν is they so εἰσίν. …Ugh, I can’t help feeling so dumb here. I never considered fast forwarding through the book to see the tables. @Aetos, uh when you said create my own checklist you mean I should do it without copying yours for Chapter 1A? A checklist based on what I understood or think I’m learning or seeing from the Grammar Sections? ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 16, 2020, 2:13pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/111 "2020-06-16T14:13:55Z")
> [@](#): > > Oh. So the table of plural cases are in the lesson after this one…was I supposed to always read the next lesson ahead of answering an exercise in the present lesson? I think that’s a mistake on the authors’ part. They shouldn’t be giving you a sentence for translation based on material you haven’t covered yet, although in this case it’s not too far forward in the book; it’s at the beginning of section 3B. Sentence 2: Imperative, yes, but for only for one verb? Is there one command here or two? Don’t be mislead by the form of the verb in parentheses. Commonly, verbs are referred to in the 1st person singular, present indicative. You’re expected to supply the correct form of the verb in your answer. Sentence 4: Correct! Sentence 5: The forms are correct, I would rearrange the order a little bit, though; ἐστιν goes with δυνατόν and ἐξελαύνειν goes with its object, τοὺς βοῦς, so: οὐ δυνατόν ἐστιν ἐξελαύνειν τοὺς βοῦς· ἰσχυροί γάρ εἰσιν. Also, Malo, I know you want to show the ypsilon in ἰσχυροί as long, but please don’t do it with a tilde; that’s used for the circumflex only. > [@](#): > > @Aetos, uh when you said create my own checklist you mean I should do it without copying yours for Chapter 1A? A checklist based on what I understood or think I’m learning or seeing from the Grammar Sections? The checklist I wrote up for Chapter 1A is just for 1A. Essentially, it’s an outline of the important points in the section, points that should be understood and remembered or in some cases, memorised. You’ll want to do one for each grammar section. I’m going to do one for Chapter 2 and you’ll see what I mean. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 16, 2020, 11:58pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/112 "2020-06-16T23:58:45Z")
O.K., here’s the checklist for the grammar sections in Chapter 2. If you compare this with your text, you’ll see it lists the terms you should be familiar with and the forms you should know. See if you can make one up for Chapter 3. Once you have read through the grammar section, list the major points or items in that section just as I have done in Chapters 1 and 2 and then look at the list and see what you can remember about each point. You’ll want to include all new forms and new terms as well as rules. Try to keep the list as short and concise as possible; there should be just enough information to “jog” your memory. If you like, you can send the list to me as a PM, and I’ll look it over and make any appropriate suggestions. Checklist Chapter 2 Grammar 1. Verb Forms - Indicative Mood, 1st,2nd,3rd Persons Singular - Definition of Mood - Definition of Indicative Mood - Function of verb endings (what do they do? how do they change the meaning of the verb?) - Present Indicative verbs can be translated 3 different ways; what are those ways? - Conjugate λύω, φιλέω and εἰμί in their singular present indicative forms. (1st,2nd,3rd persons) - No subject pronoun needed except for emphasis. 1. The Imperative - Definition of Imperative mood - Imperative of σπεύδω, φιλέω and εἰμί - 2nd personal singular - Negative commands (how to make a command negative) 1. Articles, Adjectives, and Nouns; Singular, All Cases - Decline ὁ καλός ἀγρός, τὸ καλὸν δένδρον (be able to write and say from memory each form of the article, adjective and noun) - Neuter nominative, accusative and vocative endings are the same. - Function of each case (how are each of these forms used in a sentence?): a. nominative - used to denote the subject of a verb or a predicate complement (of the verb “to be”). (you fill in the rest!) b. genitive c. dative d. accusative e. vocative ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 20, 2020, 12:40pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/113 "2020-06-20T12:40:21Z")
Ok, only got back now because I was busy with the doctor’s advice to sleep damn early and the medicine…this is what I got as a checklist for Chapter 3A based on what I see when I read it. Chapter 3A Grammar Verb Forms: 3rd Person Plural Imperative, Indicative and Infinitives - 3rd Person Plural Indicative - Plural Imperative Forms - What is infinitive? - Infinitive Form Did I get everything right there? Also, the hell? Oral herpes? I was sure I was eating clean food! I always pick the food I eat carefully. Damn. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 20, 2020, 3:36pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/114 "2020-06-20T15:36:20Z")
> [@](#): > > Chapter 3A Grammar > Verb Forms: 3rd Person Plural Imperative, Indicative and Infinitives > > - 3rd Person Plural Indicative > - Plural Imperative Forms > - What is infinitive? > - Infinitive Form You’ve covered the main areas. Now when you see “3rd Person Plural Indicative”, that should trigger the following questions: How is it formed? By adding -ουσι (ν) the verb stem. Can I apply this to other verbs in the lesson (μένω, πίπτω, προσχωρέω)? I’ll give you the first one: μένουσι(ν). You should do the same with imperative forms. On the infinitive, you can refer back to my earlier post: > [@](#): > > It appears we need to clarify a couple of concepts. To be fair, I think the book could do a little better at explaining what an infinitive is. We use infinitives in English frequently but we don’t think about how they differ from other forms of a verb. We just know we can use them to express purpose or to label an action or by adding a helping verb, express necessity (e.g. I have to go). We know that to form one in English, we usually have to add the preposition to. But why do we call it an infinitive? Before we answer that, let’s go back to other forms you’ve learnt, namely the indicative and the imperative. These moods fall into the category of finite verbs. Two other moods that you’ll be learning about later, the subjunctive and the optative, also fall into this category. Why are they finite? Well, the word “finite” implies these verbs have some kind of limit. Can you think of what kind of limits a verb might have? How about person(1st,2nd,3rd)? Now let’s go back to the infinitive-is it limited in person? Is there such a thing as a 1st person singular or plural infinitive? No. The word “infinitive” basically means something that has no limits and in that way it is different from finite verbs, which are limited in some way. OK, so that’s how we come up with the name “infinitive”, but what purpose does it serve in Greek? It is used as a verbal noun. (It’s really used for the that purpose in English as well.) When you want to use a word that represents some kind of action, you can take that action and by changing the form of the verb, turn it into a noun(This type of noun is called a substantive). So let’s take the verb “lift”. In English, we add “to” and we get “to lift”. In Greek, **this is done by changing the verb ending only**. We don’t add any other words. Let’s create the present infinitive of the greek verb for “lift”. What’s the 1st person indicative? αἴρω. What’s the stem? αἴρ-. What ending do we add for the infinitive? -ειν. (Strictly speaking, it’s -εν, but that’s a topic for another time). So, what’s the present infinitive of αἴρω? αἴρειν. The infinitive is a very important form to master in Greek. Fortunately, there is only one form for each tense and voice (due to its “infinite” nature), but it is used in a number of “grammatical constructions” (more on this as they come up) which are employed extensively in literature and especially in Attic prose. Get used to it, you’ll be seeing it a lot. You’ll notice that the heading “verb forms:…” is numbered. When you get to the grammar section in 3B, you’ll see that this section starts with the number 2. I mention this because I think it would be a good idea to add your checklist for the second grammar section to the one you’ve created for the first grammar section in Chapter 3. That way you’ll have a good review tool for the entire chapter (3A&3B). It’s just a suggestion, though. Once you’ve quizzed yourself using the checklists and have mastered the new forms, try the exercises again. Hopefully, they should be a little easier. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 28, 2020, 6:46am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/115 "2020-06-28T06:46:00Z")
Chapter 3B Vocabulary ἐν δὲ τούτῳ προσχωρεῖ ὁ Φίλιππος· ὁ Φίλιππός ἐστιν ὁ τοῦ Δικαιοπόλιδος υἱός, παῖς μέγας τε καὶ ἀνδρεῖος· φέρει δὲ τὸ δεῖπνον πρὸς τὸν πατέρα. Rough Translation: Meanwhile he/she go towards/approach Philippos; Philippos is the Dikaiopolis’ son, boy/girl/son/daughter/child big/great/large both and brave; he carries and/but the dinner towards the father. Final Translation: Meanwhile he approaches Philippos Philippos is Dikaiopolis’ son, both big and brave; and he carries the dinner towards his father. ἐπεὶ δὲ εἰς τὸν ἀγρὸν εἰσβαινει, τὸν πατέρα καλεῖ καὶ λέγει “ἐλθὲ δεῦρο, ὦ πάτερ· ἰδού, τὸ δεῖπνον φέρω. μηκέτι οὖν πόνει ἀλλὰ κάθιζε καὶ δείπνει.” Rough Translation: When and/but into the field into steps/comes to/toward the father calls and says “Come here, o father; look, the dinner I carry; don’t any longer so/then work, but sit and eat.” Final translation: And when he steps into the field towards his father he calls and says “Come here, o father; look, I’m carrying the dinner so don’t work any longer but sit and eat.” ὁ οὖν πατὴρ λείπει τὸ ἄροτρον καὶ καλεῖ τὸν δοῦλον. Rough Translation: so/then the father he leaves the plow and he calls the slave. Final Translation: So the father leaves the plow and calls the slave. καθίζουσιν οὖν ἅμα και δειπνοῦσιν. Rough Translation: They sit so/then together and they eat. Final Translation: Then they sit together and they eat. μετὰ δὲ τὸ δεῖπνον ὁ Δικαιόπολις, “μένε, ὦ παῖ,” φησίν, “καὶ συλλάμβανε. φέρε τὸ σπέρμα καὶ σπεῖρε. σὺ δέ, ὦ Ξανθία, σκάπτε τοὺς λίθους καὶ ἔκφερε ἐκ τοῦ ἀγροῦ. πολλοὶ γάρ εἰσιν οἱ λίθοι καὶ μόλις δυνατόν ἐστιν αροῦν.” Rough Translation: After and/but the dinner Dikaiopolis, “Stay/wait, o boy/girl/son/daughter/child,” he says, "and help. Carry the seed and sow. You and/but, o Xanthia, dig the stones and carry out of the field. Many for they are the stones and with difficulty/scarce;y possible is to plow. Final Translation: And after the dinner Dikaiopolis said "Wait son, and help. Carry the seed and sow. And you, Xanthias, dig the stones and carry them out of the field. For many are the stones and it is scarcely possible to plow. ὁ δὲ Ξανθίας, “ἀλλ’ οὐ δυνατόν ἐστι τοσούτους λίθους ἐκφέρειν.” Rough Translation: And/but Xanthias “But not possible is so great/many the stones carry out.” Final Translation: But Canthias “But it is not possible to carry out so many stones.” ὁ δὲ Δικαιόπολις, “μὴ φλυάρει, ὦ Ξανθία, ἀλλὰ πόνει.” Rough Translation: And/but Dikaiopolis, “Don’t talk nonsense, o Xanthia, but work.” Final Translation: And Dikaiopolis, “Don’t talk nonsense, Xanthias, but work.” πονοῦσιν οὖν ὅ τε πατὴρ καὶ ὁ οαῖς καὶ ὁ δοῦλος. Rough Translation: The worked so/then both the father and the son and the slave. Final Translation: So they worked, the father and the son and the slave. τέλος δὲ καταδύνει μὲν ὁ ἥλιος, οἱ δὲ ανθρωπο οὐκέτι πονοῦσιν ἀλλὰ λύουσι μὲν τοὺς βοῦς, τὸ δὲ ἄροτρον λαίπουσιν ἐν τῷ αγρῷ καὶ πρὸς τὸν οἶκον βραδέως βαδίζουσιν. Rough Translation: Finally the sets on the one hand the sun, on the other hand the men no longer they work but they loose on the one hand the oxen, on the other hand the plow they leave in the field and towards the house they slowly walk. Final Translation: Finally the sun sets, the men work no longer but they loose the oxen, the plow they leave in the feld and they slowly walk towards the house. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 28, 2020, 7:01am UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/116 "2020-06-28T07:01:08Z")
Chapter 3B Grammer -Articles, Adjectives and Nouns; Singular and Plural, All Cases 1.Singular Nominative 2.-Singular Genitive 3.-Singular Dative 4.-Singular Accusative 5.-Singular Vocative 6.-Plural Nominative 7.-Plural Genitive 8.-Plural Dative 9.-Plural Accusative 10.-Plural Vocative -Accent Shifting ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 28, 2020, 11:51pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/117 "2020-06-28T23:51:41Z")
Hi Malo, not bad! Remember to translate the particles, when appropriate. > [@](#): > > ἐν δὲ τούτῳ ἐν τούτῳ is the expression for “meanwhile”. δε is inserted after ἐν because it’s one of the particles that cannot be the first word in the sentence. > [@](#): > > ἐπεὶ δὲ εἰς τὸν ἀγρὸν εἰσβαινει, τὸν πατέρα καλεῖ καὶ λέγει Here εἰσβαίνει goes with “εἰς τὸν ἀγρόν”. What case is “τὸν πατέρα”? Why is that case being used? > [@](#): > > πονοῦσιν οὖν ὅ τε πατὴρ καὶ ὁ οαῖς καὶ ὁ δοῦλος. This is another τε…και construction. > [@](#): > > τέλος δὲ καταδύνει μὲν ὁ ἥλιος, οἱ δὲ ανθρωπο οὐκέτι πονοῦσιν ἀλλὰ λύουσι μὲν τοὺς βοῦς, τὸ δὲ ἄροτρον λαίπουσιν ἐν τῷ αγρῷ καὶ πρὸς τὸν οἶκον βραδέως βαδίζουσιν. Your final translation is fine. There are a couple of typos here: can you spot them? There are a number of typos scattered throughout the sentences. I would suggest correcting them for the benefit of other folks who do not have the book. Checklist: Looks good. A good way to memorise these forms is to write them out (as many times as you can stand!) with the proper breathing and accent marks. You can also recite them to yourself. Basically, you’re reproducing the paradigms you see in the Grammar section. The notes on accenting are basically rules to help you remember what accents are used for each case of the noun. This would be a good time to revise or review Section 1 (Syllables and Accents) in your Reference Grammar, especially the section on Placement of accents. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 29, 2020, 12:14pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/118 "2020-06-29T12:14:50Z")
> [@](#): > > > [@](#): > > > > ἐπεὶ δὲ εἰς τὸν ἀγρὸν εἰσβαινει, τὸν πατέρα καλεῖ καὶ λέγει > > Here εἰσβαίνει goes with “εἰς τὸν ἀγρόν”. What case is “τὸν πατέρα”? Why is that case being used? τὸν πατέρα…accusative, because of the ton? As for why accusative…it’s the direct object of Philippos’ dialogue? > [@](#): > > > [@](#): > > > > τέλος δὲ καταδύνει μὲν ὁ ἥλιος, οἱ δὲ ανθρωπο οὐκέτι πονοῦσιν ἀλλὰ λύουσι μὲν τοὺς βοῦς, τὸ δὲ ἄροτρον λαίπουσιν ἐν τῷ αγρῷ καὶ πρὸς τὸν οἶκον βραδέως βαδίζουσιν. > > Your final translation is fine. There are a couple of typos here: can you spot them? There are a number of typos scattered throughout the sentences. I would suggest correcting them for the benefit of other folks who do not have the book. Uhm…is it the circumflexes again? I already refrained from putting a circumflex on the top of long a, u and just typed them with typegreek as if there is no line above those letters. ---
**Author:** ![Aetos](https://www.textkit.com/letter_avatar_proxy/v4/letter/a/bc79bd/32.png) [@Aetos](https://www.textkit.com/u/Aetos)\ **Post date:** [June 29, 2020, 1:18pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/119 "2020-06-29T13:18:06Z")
> [@](#): > > τὸν πατέρα…accusative, because of the ton? As for why accusative…it’s the direct object of Philippos’ dialogue? Phillippos’ dialogue is what Phillipos says, i.e. λέγει " ἐλθέ δεῦρο…". Can καλεῖ take an object? If so, what or who would that object be? > [@](#): > > Uhm…is it the circumflexes again? No, not really. These are just ordinary typos. These days the joints in my fingers are slightly arthritic, so they don’t obey like they used to; consequently, I make a fair share of typos myself. That means I have to closely look over what I’ve typed and fix the mistakes. As an example, I’ll give the first one in the sentence I posted above: > [@](#): > > τέλος δὲ καταδύνει μὲν ὁ ἥλιος, οἱ δὲ ανθρωπο οὐκέτι πονοῦσιν ἀλλὰ λύουσι μὲν τοὺς βοῦς, τὸ δὲ ἄροτρον λαίπουσιν ἐν τῷ αγρῷ καὶ πρὸς τὸν οἶκον βραδέως βαδίζουσιν. Correct “οἱ δὲ ανθρωπο”. Finding the typos and correcting them might actually help reinforce your learning of the different forms you’ve learnt up to this point. ---
**Author:** ![malolosgreencat](https://www.textkit.com/letter_avatar_proxy/v4/letter/m/bcef8e/32.png) [@malolosgreencat](https://www.textkit.com/u/malolosgreencat)\ **Post date:** [June 30, 2020, 3:19pm UTC](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430/120 "2020-06-30T15:19:46Z")
Chapter 3B Vocabulary ἐν δὲ τούτῳ προσχωρεῖ ὁ φίλιππος· ὁ φίλιππός ἐστιν ὁ τοῦ Δικαιοπόλιδος υἱός, παῖς μέγας τε καὶ ἀνδρεῖος· φέρει δὲ τὸ δεῖπνον πρὸς τὸν πατέρα. Rough Translation: Meanwhile he/she go towards/approach Philippos; Philippos is the Dikaiopolis’ son, boy/girl/son/daughter/child big/great/large both and brave; he carries and/but the dinner towards the father. Final Translation: Meanwhile he approaches Philippos Philippos is Dikaiopolis’ son, both big and brave; and he carries the dinner towards his father. ἐπεὶ δὲ εἰς τὸν ἀγρὸν εἰσβαίνει, τὸν πατέρα καλεῖ καὶ λέγει “ἐλθὲ δεῦρο, ὦ πάτερ· ἰδού, τὸ δεῖπνον φέρ. μηκέτι οὖν πόνει ἀλλὰ κάθιζε καὶ δείπνει.” Rough Translation: When and/but into the field into steps/comes to/toward the father calls and says “Come here, o father; look, the dinner I carry; don’t any longer so/then work, but sit and eat.” Final translation: And when he steps into the field towards his father he calls and says “Come here, o father; look, I’m carrying the dinner so don’t work any longer but sit and eat.” ὁ οὖν πατὴρ λείπει ὸ ἄροτρον καὶ καλεῖ τὸν δοῦλον. Rough Translation: so/then the father he leaves the plow and he calls the slave. Final Translation: So the father leaves the plow and calls the slave. καθίζουσιν οὖν ἅμα καὶ δειπνοῦσιν. Rough Translation: They sit so/then together and they eat. Final Translation: Then they sit together and they eat. μετὰ δὲ τὸ δεῖπνον ὁ Δικαιόπολις, “μένε, ὦ παῖ,” φησίν, "καὶ συλλάμβανε. φέρε τὸ σπέρμα καὶ σπει-ρε. σὺ δέ, ὦ Ξανθία, σκάπτε τοὺς λίθους καὶ ἔκφερε ἐκ τοῦ ἀγροῦ. πολλοὶ γάρ εἰσιν οἱ λίθοι καὶ μόλις δυνατόν ἐστιν ἀροῦν. Rough Translation: After and/but the dinner Dikaiopolis, “Stay/wait, o boy/girl/son/daughter/child,” he says, "and help. Carry the seed and sow. You and/but, o Xanthia, dig the stones and carry out of the field. Many for they are the stones and with difficulty/scarce;y possible is to plow. Final Translation: And after the dinner Dikaiopolis said "Wait son, and help. Carry the seed and sow. And you, Xanthias, dig the stones and carry them out of the field. For many are the stones and it is scarcely possible to plow. ὁ δὲ Ξανθίας, “ἀλλ᾿ οὐ δυνατόν ἐστι τοσούτους λίθους ἐκφέρειν.” Rough Translation: And/but Xanthias “But not possible is so great/many the stones carry out.” Final Translation: But Canthias “But it is not possible to carry out so many stones.” ὁ δὲ Δικαιόπολις, “μὴ φλυάρει, ὦ Ξανθία, ἀλλὰ πόνει.” Rough Translation: And/but Dikaiopolis, “Don’t talk nonsense, o Xanthia, but work.” Final Translation: And Dikaiopolis, “Don’t talk nonsense, Xanthias, but work.” πονοῦσιν οὖν ὅ τε πατὴρ καὶ ὁ παῖς καὶ ὁ δοῦλος. Rough Translation: The worked so/then both the father and the son and the slave. Final Translation: So they worked, the father and the son and the slave. τέλος δὲ καταδύνει μὲν ὁ ἥλιος, οἱ δὲ ἄνθρωποι οὐκέτι πονοῦσιν ἀλλὰ λύουσι μὲν τοὺς βοῦς, τὸ δὲ ἄροτρον λαίπουσιν ἐν τῷ αγρῷ καὶ πρὸς τὸν οἶκον βραδέως βαδίζουσιν. Rough Translation: Finally the sets on the one hand the sun, on the other hand the men no longer they work but they loose on the one hand the oxen, on the other hand the plow they leave in the field and towards the house they slowly walk. Final Translation: Finally the sun sets, the men work no longer but they loose the oxen, the plow they leave in the feld and they slowly walk towards the house. Well, here I finished correcting the typos. I wonder why the edit button for my previous post disappeared, forcing me to make a new post. [Previous page](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430.md?page=5) [Next page](https://www.textkit.com/t/my-journey-through-the-exercises-of-athenaze/17430.md?page=7)