Greek By RadioA Course for English Speaking ListenersBroadcast by radio in Cyprus Please visit www.kypros.org

Table of Contents - Lesson 1..............................................................................................................................1 - Lesson 2.............................................................................................................................6 - Lesson 3...........................................................................................................................11 - Lesson 4....................................................................................................................16 - Lesson 5 .......................................................................................................................22 - Lesson 6.............................................................................................................................27 - Lesson 7..........................................................................................................................32 - Lesson 8.........................................................................................................................38 - Lesson 9........................................................................................................................42 - Lesson 10........................................................................................................................48 - Lesson 11....................................................................................................................54 - Lesson 12...................................................................................................................59 - Lesson 13.................................................................................................................65 - Lesson 14..........................................................................................................71 - Lesson 15...............................................................................................................80 - Lesson 16...................................................................................................................86 - Lesson 17................................................................................................................93 - Lesson 18...............................................................................................................99 - Lesson 19............................................................................................................106 - Lesson 20...................................................................................................................112 - Lesson 21.............................................................................................................119 - Lesson 22............................................................................................................125 - Lesson 23...........................................................................................................132 - Lesson 24.....................................................................................................139 - Lesson 25.........................................................................................................146 - Lesson 26..............................................................................................................153 - Lesson 27...........................................................................................................159 - Lesson 28..........................................................................................................165 - Lesson 29.........................................................................................................172 - Lesson 30.................................................................................................................178 - Lesson 31..........................................................................................................185 - Lesson 32..........................................................................................................192 - Lesson 33.........................................................................................................197 - Lesson 34..................................................................................................202 - Lesson 35.......................................................................................................208 - Lesson 36...........................................................................................................214 - Lesson 37........................................................................................................222 - Lesson 38........................................................................................................229 - Lesson 39.......................................................................................................236 - Lesson 40...............................................................................................................242 - Lesson 41.........................................................................................................249 - Lesson 42........................................................................................................256 - Lesson 43........................................................................................................263 - Lesson 44.................................................................................................269 i

- Lesson 45.....................................................................................................274 - Lesson 46..........................................................................................................281 - Lesson 47.......................................................................................................287 - Lesson 48......................................................................................................294 - Lesson 49.....................................................................................................301 - Lesson 50................................................................................................................308 - Lesson 51.........................................................................................................314 - Lesson 52.........................................................................................................321 - Lesson 53........................................................................................................327 - Lesson 54..................................................................................................334 - Lesson 55......................................................................................................340 - Lesson 56..........................................................................................................347 - Lesson 57........................................................................................................354 - Lesson 58.......................................................................................................360 - Lesson 59......................................................................................................366 - Lesson 60..................................................................................................................371 - Lesson 61...........................................................................................................379 - Lesson 62...........................................................................................................386 - Lesson 63..........................................................................................................392 - Lesson 64....................................................................................................398 - Lesson 65........................................................................................................405 - Lesson 66.............................................................................................................412 - Lesson 67..........................................................................................................418 - Lesson 68.........................................................................................................425 - Lesson 69........................................................................................................431 - Lesson 70............................................................................................................436 - Lesson 71.....................................................................................................442 - Lesson 72.....................................................................................................448 - Lesson 73....................................................................................................454 - Lesson 74.............................................................................................460 - Lesson 75..................................................................................................466 - Lesson 76......................................................................................................473 - Lesson 77...................................................................................................483 - Lesson 78...................................................................................................492 - Lesson 79..................................................................................................503 o - Lesson 80................................................................................................................514 o - Lesson 81.........................................................................................................521 o - Lesson 82.........................................................................................................532 o - Lesson 83........................................................................................................541 o - Lesson 84..................................................................................................551 o - Lesson 85......................................................................................................561 o - Lesson 86..........................................................................................................569 o - Lesson 87........................................................................................................579 o - Lesson 88.......................................................................................................590 o - Lesson 89.......................................................................................................601 - Lesson 90...............................................................................................................611 - Lesson 91........................................................................................................623 ii

- Lesson 92........................................................................................................632 - Lesson 93.......................................................................................................643 - Lesson 94................................................................................................653 - Lesson 95.....................................................................................................666 - Lesson 96.........................................................................................................680 - Lesson 97......................................................................................................694 - Lesson 98.....................................................................................................706 - Lesson 99.....................................................................................................718 - Lesson 100..................................................................................................................731 - Lesson 101.........................................................................................................743 - Lesson 102.........................................................................................................756 - Lesson 103........................................................................................................766 - Lesson 104..................................................................................................775 - Lesson 105......................................................................................................786

iii

- Lesson 1I am he/she/it is; they are what? yes and the (m.) the (f.) Thank you (lit. I thank) this (m, f, n); this one that (m, f, n); that one book pencil box table magazine window , -, - , -, -

Page 1

- Lesson 1

I am (present tense)

sg. 1st

pl.

2nd / 3rd

Ed. note: These LGO Audio Lessons were first recorded on Cyprus in the mid-1960s. At that time, a more formal language (katharevousa) was the basis of educated speech and writing. The LGO Lessons contain a small number of these older katharevousa pronunciations, words, or phrasings which are no longer current in mainland demotic Greek. Such katharevousa forms are noted in the appropriate Lesson Notes, Vocabulary listings, or Discussion Forums. For example, throughout the first 25 Lessons, the speakers use the older katharevousa for demotic , "listeners". . Hello, listeners. This is our first lesson in Greek and I wish to tell you now, at the very beginning, that this course of lessons by radio is going to be a very practical one, and I hope easy and pleasant too. We are not going to give you complicated rules of grammar. We'll try to avoid that as much as we can. We shall only ask you to listen carefully and speak when you're asked to do so. When you're called upon to speak, please do so aloud, not under your breath and try to imitate, to the best of your ability, the sounds you hear. You will discover that it is not at all difficult. In order to make things easier for you in the early stages, we shall translate for you the words and expressions we introduce into English. Now that we are ready to begin, allow me to introduce your hosts; or better, I will ask them to introduce themselves to you. . . . . . What you've just heard means "I'm Andreas. I'm Ellie". Listen again. . . . . N. You have noticed that Andreas uses the sound "" before his name, , whilst Ellie uses the sound "" before hers, . and are definite articles, for the masculine gender and for the feminine gender. Allow me to introduce myself: . Now, listeners, say who you are, beginning with , I am, and using before your name, if you are a man or a boy, and if you are a woman or a girl. Remember: if you are a man or a boy, if you're a woman or a girl. -- thank you. There's a table here in front of me with a few objects on it. We'll start by giving you the names of these objects. Andreas is holding a book and Ellie is holding a pencil. Listen to what they're Page 2 - Lesson 1

going to say: . . N. This is a book. . . . . N. This is a pencil. . . N. Listen again and repeat after them. . . , (yes) . . . , . . . . . N. Andreas takes a box. Listen. A. . N. This is a box. . . N. Ellie touches the table and says: . . . N. Andreas holds up a magazine. . . N. This is a magazine. . . N. Now listen again and repeat after them. . . , . . . , . . . , . N. Good. Andreas holds up a box and touches the table. Listen. . . N. This is box and this is a table. . . N. Ellie holds up a book and a pencil. . . . N. Andreas takes a magazine and a book. Page 3 - Lesson 1

. . N. Now listen to Andreas and Ellie again and repeat after them. . . , . . . , . . . . N. Andreas is going to ask Ellie some questions now and Ellie will answer them. Listen carefully. Andreas holds up a book. . , ; N. What's this, Ellie? A. ; . . N. It's a book. Ellie could have answered , but unless one wants to emphasize the word , this, it's more natural not to use it. will do. . ; . . . ; . . . ; . . . , ; . . . ; . . . Now, listeners, try to answer the questions that Andreas and Ellie are going to ask you. Speak up, please. Ellie touches the table. E. ; . , . . Andreas holds up a magazine. . ; . . . Ellie takes a pencil. E. ; . . . , , thank you, listeners. Listen now to Andreas. He points to the Page 4 - Lesson 1

window at the other end of the room and says: . . N. That's a window. Listen again. . . N. Now repeat after Andreas. A. . . . N. That's very good. Now, listeners, point to a window yourselves and say with me: . Again: . Answer my question: ; . A few more questions, please. Andreas and Ellie will help you answer them. Listen. A. . ; . ; , . E. . ; . ; . . . ; . ; . N. Now, listeners, let's go over what we have learned in the last fifteen minutes or so. We have learned the names of six objects: , , , , , . We have also learned the structures or the sentence patterns: , , etc., when an object is near us, when we touch it or hold it, , , etc., when an object is away and we point to it. We've learned also the question pattern: ; or ; I expect you haven't found it too hard and you've found it interesting. Looking forward to being with you again next week, goodbye.

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- Lesson 1

- Lesson 2Hi, Hello (sg. polite / pl.) clock, watch key vase, jar basket cupboard or not no

N. Hello, listeners. , . This is our second lesson in Greek, Lesson two. . I hope you remember what you learned in the previous lesson. are here to repeat it for you. . . . . . . . . . . . . . ; . . . ; . . . ; Page 6 - Lesson 2

. . . ; . . . N. Ellie points to the clock on the wall. . ; . . . ; . . . Ellie points now to the watch on her wrist. . , ; . . N. This is a watch, too. Touch your watch and say . Repeat: . Andreas takes now a key and says: . . N. Again. A. . . Repeat after Ellie. E. . . N. Andreas points to a vase. . . . ; . . . , ; . . . This is a basket. . ; . . . . . , . . Andreas walks to the cupboard and touches it. . . N. Again. . . Page 7 - Lesson 2

E. , ; . . N. Now, listeners, we want you to speak these new words yourselves. Listen and repeat. . . . . . . . . . . . . . . . . . Now listen to Ellie asking a slightly different type of question. She holds up a pencil. Listen. . ; N. Is this a key or a pencil? Listen again. . ; . . N. Ellie points to the cupboard. . ; . . N. She takes a box. E. , , ; . . [Ed. note: there is a logic error in the answer here -- the answer should be , since Nikos states that Ellie took a box.] . She holds up a book. . , ; ; . . . She points to the basket. . , , ; . . N. Ellie will ask you now. You will give the answers. So listen carefully. I'll help you by whispering to you the name of the object. . ; . . . Page 8 - Lesson 2

. , . . , ; . . . . , . . , ; . . . . , . . . So far our answers were in the affirmative. , . But suppose they are not: "This isn't a book; that isn't a window." Listen. , . Again, , . Before , we've added the little word . Listen to Andreas and repeat. . . , . . It isn't a pencil; it's a key. . . . . . , . . , , listen to these questions and answers. Andreas holds up a book. A. ; ; . , . . , ; ; . , . . ; . . . No. . , . . No, it isn't. E. . . . , ; . . . , ; . . . , ; ; . , . . N. You may have noticed that the words can be put almost anywhere in the sentence when we ask a question. Unlike English, there is no strict word order in Greek. You will find that very Page 9 - Lesson 2

convenient, I'm sure. is the statement. Listen to the questions: ; ; ; On some occasions you can even say ; Andreas and Ellie go on with their questions and answers. . , ; . , . . ; . . . , . , ; . . . , ; . This is a basket, isn't it? . , . . , ; . , . . . , , listen to Andreas' statements and answer Ellie's questions. . . . . ; , . ; . . . . . ; . ; , . ; , . , ; , . ; . ; . . . . . , ; , . ; . ; . ; . . , this is the end of our second lesson. . .

Page 10

- Lesson 2

- Lesson 3here there where? the (neut.) radio desk; office telephone night you (sg. familiar) How are you? (sg. familiar) Good evening Good night ;

N. Hello, listeners. , . This is our third lesson in Greek. Lesson three. . . , . . Say " " to me. . . . N. We'll begin today with a short conversation which will help you remember the sentence patterns we practiced in our last lesson. . , ; . ;

Page 11

- Lesson 3

. . . . , ; . , . . . . , . . ; . ; . . , , . . , ; , , ; . , ; . . . . . , . . Before we go on to new sentence patterns, let's learn a few more words. On the table here there's a radio. Andreas touches it and says: . . . Again. A. . N. Repeat after Andreas. A. . N. Touch your wireless set and say it. Do you know what to say? You do? . . Ellie touches her desk and says: E. . N. Again. E. . N. Repeat after Ellie. E. . . . can be a desk or an office. On Ellie's desk there's a telephone. Andreas points to it and says: A. , ; . ; . , . , ; . , . N. We have introduced three new words. Say them, please: , , . So far, , dear listeners, all the words we have learned belong to the neuter gender. There are Page 12 - Lesson 3

three genders in Greek: masculine, feminine, and neuter. The gender of a Greek noun is known by the article which precedes the word. You may, perhaps, remember that in the first lesson we met two of these articles: , for the masculine ( ), for the feminine gender ( ). The article for the neuter gender words is . We say therefore, please repeat after me: . . . . . . . . . . . . . . You have noticed that neuters end in - and -. A few neuters end in -, but you haven't met one so far. It is, I must say, a little difficult to know the gender of a Greek noun, so in these first lessons, we shall try to keep, as much as we can, to words of the neuter gender. , , listen carefully. A. . . N. The table is here. . . . N. The cupboard is there. Repeat. A. . E. . N. We very often say ', '. ' ', here and there. Listen again. A. . . . , , . . , , . . . . , . . . . . N. Now listen and repeat. A. . . . . . . . . . . . , . . , , . . . . . . . . . Page 13 - Lesson 3

. Thank you, listeners. is now going to introduce a new type of question: where?, ; Ellie will answer his questions. Listen. . ; N. Where's the table Ellie? . . . ; . . . ; . . . , ; . . . . ; . . N. This is here, too. . ; ; . . . ; . . . You have noticed that is used for one object or person as well as for two or more objects or persons. We say . But we also say . A. , ; N. . . Now try to answer the following questions. Andreas will help you. . . . ; . I hope you have answered " ". . . . ; . . . . ; . . . . ; . ; . ; . ; , . . Andreas will now give you the answers. You will ask the questions. Begin with the question word Page 14 - Lesson 3

. . . , ; . ; . ; . Now please use the "or" type of question. For example: . You say: , ; . . , ; . ; N. Before we finish for today, please listen to a meeting of two friends at night. . The two friends are . . , . N. Good evening, Ellie. . , . N. Good evening, Maria . ; N. How are you? . , . ; N. Fine, thank you, you? . , . N. Very well, thank you. . . N. Good night. . . N. Good night. Now listen again, I'm not going to translate this time. . , . . , . . ; . , . ; . , . . . . . . , , .

Page 15

- Lesson 3

- Lesson 4you are (sg. familiar) other room thing floor ceiling in, on, at (m, f, n) , -, - , ,

N. , . , Lesson four. At the beginning of this course, you may remember, Andreas and Ellie introduced themselves to you. They said: . . . . N. I introduced myself too. I said . Later on we learned . We know, therefore, the first and the third persons of the verb "to be". , I am, , he, or she, or it is. We might as well learn the second person. Listen. A. . . . . . . . . , . , . , . . , , . Let's repeat the three persons. Say after me: , , . Again: , , . . We'll come back to this form shortly. Listen now to Andreas and Ellie. A. , ; . . . ; . . . ; . . . . . Page 16 - Lesson 4

. ; . . . ; . , . . Ellie has now introduced a little new word, . She has added the sound "" to the article . . . , . . usually means "in the desk", but it can also mean "on the desk", "at the desk". We don't exactly specify where the object is. Listen to a few more sentences. A. . . . N. You may have to search for the key in or on the cupboard. A. . . . . . . . Andreas and Ellie will go on now with their questions and answers, in the course of which they will introduce a few more words. Listen to them. . , , ; . . . ; . . N. Ellie has used a new word, . , room. . This is a room. . , ; . . . , ; . , . . ; . . . ; . . . ; . . . ; N. We have here two new words: , thing, , and , other. , other thing. , what other thing? Listen to the question again. Page 17 - Lesson 4

. ; . . . ; . . . ; . . . , . . ; N. He points to the floor. . . . ; . . . , . , ; N. He points to the ceiling. . . . ; . . . , . , ; . . . ; . , , . . We have learned five new words. Please repeat after me: , , , , . . Listen carefully please, to two sentences that Andreas is going to give you, because Ellie will ask you questions based on them. A. . . N. Listen again. . . . N. Do you remember them, or would you rather repeat the sentences yourselves after Andreas? You do. Right. . . . N. Now try to answer these questions. E. ; N. I hope you've said: . . ; . Page 18 - Lesson 4

; . ; , . ; . ; . N. Now listen to this sentence. A. . N. Again. A. . . ; . ; . ; . . So far we have been talking about single objects: , , , . Andreas holds up two books and says: A. . N. Again. A. . N. Have you noticed the changes? , this, becomes , these. (for one book) becomes (for two books). remains unchanged. We know that it is third person singular and plural. Listen to some more sentences. . . . . . . , . . . , . . . . . N. Andreas will now say a sentence in the singular, and Ellie will turn the sentence into plural. You repeat after Ellie. . . . . . . . . . . . . . . Page 19 - Lesson 4

. . . . . . . . . . . . . . . . . . . ; . ; . . . . , . N. Neuters ending in - change the final into : becomes . , . , . , . , . Neuters ending in - add an : , . , . [Ed. note: neuter nouns ending in stressed (-) stress the final in the plural: , .] Neuters already ending in - add the syllable : , . , . -lesson, . I'm now going to give you words and phrases in the singular and I will ask you to give the plural form. For example: . You say . A. . . . A. . . . A. . . . A. . . . A. . . . A. . . Page 20 - Lesson 4

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

Page 21

- Lesson 4

- Lesson 5Hi, Hello (sg. familiar) here is studio house, home chair door hand, arm foot, leg my your (sg. familiar) his her

Ed. note: is an indeclinable noun, that is, it does not change form for number or case -singular , plural . . Hello, listeners. , . In the last lesson you learned about the plural of nouns in the neuter gender. We shall have further occasion to revise these forms today and learn some new language material. But while we wait for Ellie and Andreas to arrive, I suggest we briefly remind ourselves of these forms. Nouns ending in - change the into : , . , . Nouns ending in - add an : , . , . Nouns already ending in - add : , . , . Page 22 - Lesson 5

But I think I hear Ellie's footsteps in the corridor. Yes, it is Ellie. , . , . . , . . ; . , . . . . , . , . . , . . , , ; . , . N. You remember these greetings, I believe. We greet a friend with and then we say ; -- How are you? He answers: Very well, thank you. You? , , ; or simply: Well, thank you. , . Let's hear it again. . , . . , . ; . , . ; . , . . You may have noticed, , that when we greet one person we say . . , . . But when we greet two or more persons we say . A. , . N. " " " " are friendly forms of greetings used by persons who know each other very well. You may have noticed also that when Andreas walked into the studio, I used the phrase . The little word is usually accompanied by a movement of the hand or the eye pointing to an object or person. It means here or there somebody or something is. , there is Andreas. It's a useful little word; let's use it with words we know. A. , ; N. She points to it on the desk. . , . A. , ; . , . A. ; . . . for one; for two or more.

Page 23

- Lesson 5

. , ; . , . . ; ; . . . , , . . . Now, listeners, , , touch your wireless set [radio] and say . Point to the ceiling and say: A. . . Point to the windows and say, say it, please. A. , . N. Point to the books. . . N. Point to the cupboard. . . . . N. , , . Each one has a table of his own. Ellie touches her table and says: E. . . This is my table. E. . N. My table is here. -- my table. Andreas touches his pencil and says, please repeat after him: A. . . N. You, listeners, are at home, in your room. But we are here, in the studio. We cannot say "This is my room", , but you can, , so please repeat: E. . . You can also say: . . N. Andreas is in the studio. He says: . , . N. You can also say "I am in my house", . means house or home; -- my house or my home. Repeat after Ellie, please. . . . . .

Page 24

- Lesson 5

N. I hope you have understood the use of the pronoun . Let's proceed to the other pronouns: your, his, and her. Listen. . , ; . Is this your room Ellie? -- your room. . . . . ; . . . ; . , , , . . , ; . . N. Andreas looks at Ellie's chair. . , ; . , . N. The chair, , is feminine in gender, preceded by the article . This affects the pronoun and we say , . for neuters, but for feminines. Door is feminine too, . , . If you are sitting on a chair, as I suppose you are, please touch your chairs and say: . , . N. And point to the door and say: . , . . . Now we are going to talk about objects which belong to Andreas. He will show them, and Ellie will say that they are his. Listen. He holds up his pencil. E. . N. He touches his chair. . . . He touches his desk. . . N. He raises his hand, . . , . N. He raises his other hand. . , . , . . He touches his foot, . . . Page 25 - Lesson 5

N. He touches both his feet. . . N. Let's repeat the two new words. . , . . , . N. Andreas will now speak of Ellie's belongings. He will say , her. Ellie touches her watch. Listen. . . . N. She touches her chair. . , . N. She points to her feet. . , . N. She holds up her book. A. . N. , , let's go over these pronouns again. Please repeat the following phrases. . . . . . N. Andreas will ask Ellie a question. Please repeat her answer. . , ; . . . Now you answer Andreas' question, please. . , ; , . N. Ellie will ask Andreas. Please repeat his answer. . , ; . . N. Now you answer Ellie's question. . , ; , . N. That will be all for today. . .

Page 26

- Lesson 5

- Lesson 6I we are you are (sg. polite or pl.) our your (sg. polite or pl.) their now car name overcoat one (m, f, n) two three (m/f, n) four (m/f, n) five six seven / , (also ), (also ) , , (also )

Page 27

- Lesson 6

eight nine ten

(also ) (also )

. , . Very early in the course of our lessons I introduced myself to you. I said then " ". Allow me to re-introduce myself using different words this time. I shall say "My name is Nikos Petridis". Listen. " ." Again: " ." Now, listeners, you introduce yourselves. You will say " ...". . , , , Andreas, Ellie, and I, , I, , will tell you our names and you, listeners, speaking to me, will repeat what my, his, or her name is: . . . . I hope you have said " ." : E. . . , . My turn now. . . . . We are in the studio. . Listen again: . , , . Ellie, Andreas, and I are in the studio. , ; . . . ; . . . You, , are at home. . . N. You are at home. Again. . . N. -- you are. . , . . , ; A&E. . . ; E. , . . N. Now, listeners, please answer my questions.

Page 28

- Lesson 6

; Where are you now? , . Your answer, of course should have been: " ." ; You know now, listeners, all persons of the verb "to be", singular and plural. Please repeat. . , , , , , . N. Let's turn again to the pronouns. You know the singular forms: , , , . . , , , . . Now the plural forms. Andreas and Ellie hold up their hands. They are going to say "These are our hands." Listen. A. & E. . N. Again. A. & E. . N. Here are a few more sentences. . . . . A. , . E. . . . . Ellie points to their cars, hers and Andreas', which are parked outside, and says: . , . . , . . N. Repeat, please: " . ." . The second person plural, your, is "". Andreas and Ellie are still looking at their cars and I say to them "Yes, those are your cars." , . Listen to a few more sentences. A. & E. . . . A. & E. . . . A. & E. , . . , .. A. & E. . . , . , , when I repeat Andreas' and Ellie's sentences, I will be speaking to you, not to them. I will say, for example, "Those are their things." I will use the word , their. Listen. Page 29 - Lesson 6

. . . . "Those are their things." Please repeat my sentences. E. , . . , . . , . . , . . . . . . . . . Andreas and Ellie are going to revise the pronouns for you. Please repeat their sentences. . . E. . . . E. . . . E. . . . . Here's a simple exercise for you. Andreas and Ellie will say sentences without the final pronoun. You, listeners, will supply that. Here's an example to guide you: You supply the final "". . E. . . . E. . . . E. . . . E. . . . Ellie is ready to go. She's at the door but she always forgets things so Andreas looks around and sees her overcoat on her chair. -- the overcoat. -- her overcoat. . , . E. ; , , ; . , . E. , . . Page 30 - Lesson 6

. , . . A few minutes later Ellie appears at the door. . , ; . . ; . ; . , . . . ; . ; , . . . . . ! , , . . Now, Andreas, I will ask you to tell our listeners the names of the numbers in Greek from one to ten. We are going to use them in the next lesson. A. , , , , , , , , , . . Tell them again, more slowly, please, and leave time for our listeners to repeat them after you. A. , , , , , , , , , . N. , , you try to tell the numbers from one to five. Write down those that have escaped you, and Andreas will help you. A. , , , , . N. Now try from five to ten. A. , , , , . . , .

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- Lesson 6

- Lesson 7Greetings; Hello how many? (neut.) finger, toe head eye face garage Mr. Mrs. Miss !

I have I count present past imperative

I come

Page 32

- Lesson 7

I have (pres. tense)

Ed. notes: 1. does not decline -- , . 2. Both and are commonly abbreviated in writing as ., for example . , . . However, to avoid any pronunciation ambiguity or confusion, this abbreviation will not be used in the LGO Lesson Notes. 3. Nikos, Ellie, and Andreas use both the demotic pronunciation and the older katharevousa pronunciation throughout the LGO Lessons. . , . is a more formal, more polite form of greeting than . We say to friends, but we must use with people we are not very familiar with or with our superiors. A school boy, for example, must say to his teachers, not . We use in daytime when we meet someone and when we depart. . , . . , . . You say to us, please. . Andreas, would you please count for our listeners from one to ten? A. , , , , , , , , , . . Now count the tables here, please. . Count the tables. -- count. A. , , . N. ; How many are they? ; . . . , . . , , , , . . ; . . . . . , , , . Page 33 - Lesson 7

. ; . . , . . Count the fingers on your hands, Ellie. -- the finger. -- the fingers. Ellie counts them. E. , , , , , , , , , . A. , ; E. . . A. ; . . . . In Greek, we use the same word, , for both fingers and toes. , . Today, listeners, we're going to talk about the verb -- I have -- . It is an important step forward and I will ask you to give all your attention to it. Do not let the variety of endings disappoint you in any way. They are constant, and after the initial difficulty, you will find the system very convenient. Listen. . . . I have. . . . You have. . . . He has, she has, it has. . . . We have. . . . You have. . . . They have. Listen again and repeat after Ellie. E. , , , , , . . . In a moment, you will hear a series of examples illustrating the use of these words, but before we do that, let's learn a few more words. Ellie touches her head. E. . . -- head. -- the head. E. . . And these are my eyes. -- eye. -- eyes. . , .

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- Lesson 7

. , . . -- face. -- the face. Please repeat, listeners. . , , . N. Now listen carefully to Ellie. She's going to say that she has one head, two eyes, etc. E. . . . . . . . . N. Your turn, listeners. Ellie will give you the word and you make a sentence. She says for example . You say . E. . . I hope you said . . . . . . . . , . Listen now to the use of the second person, -- you have. Andreas looks at Ellie and says: . , , , , , . . The word in Greek covers the arm as well as the hand. Similarly, includes all of the leg below the knee. Now listen to the use of the third person -- he or she has. Please repeat after Ellie. E. . . . . . N. I hope you have understood and learned the form and use of the first, second, and third person singular of the verb . , , . You will get more listening practice in the conversation that follows. The question patterns shouldn't be difficult. A. , ; . . . ; . . ; . . ; . , . . ; . , . . ; . . Page 35 - Lesson 7

. , ; . , . . ; . . . ; . . N. Now the plural forms. They are: -- we have, -- you have, -- they have. Listen to examples of their use. -- we have: E. , . . . . . . . . E. . . . , , . . Now -- you have. Ellie says to me and Andreas: E. . . You have pencils in your hands. E. . . . N. -- they have. . . . . . . . . , the second person plural, is the polite form in conversation. We say to a friend, but to a stranger. Similarly, say to a friend but to a stranger. This applies to all verbs, of course. Ellie, speaking to Andreas will say: . , ; . But to a Mr. Pavlidis, whose acquaintance she has just made: E. , ; . ; . ; . Have you noticed that when Ellie calls Andreas or addresses him, she says , not . This is what is known in grammar as the vocative case, but I promised not to bother you with grammatical terms, so let's say that when we call the name of a man, we drop the final -s. Let's call Kostas. We say . You call Petros, please.

Page 36

- Lesson 7

A. . . Call Nikos. E. . N. Call Pavlos A. . N. Girls names do not end in -s, so there's no problem there. , , , , etc. But what about Mr. Pavlidis, ; When speaking to him, we say . becomes . . Mrs. Pavlidis is . This remains as it is, . The same with Miss Pavlidis. Repeat the new words, please: , , . Let's call or invite some of our friends. Let's use the verb -- come -- . , . Come here, Andrea. You call Petros. E. , . . Now call Sophia. A. , . N. When we call two persons, we use, of course, the second person plural, . . . We also use the same form, , when we want to be polite or formal. Repeat, please. E. . . . . . . , .

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- Lesson 7

- Lesson 8beautiful big small there is, there are very; very much Please (lit. I beg) dress cigarette flower water glass milk tea coffee , -, - , -, - , -, -

. , . In the last lesson we learned the use of the verb . We talked about things we had. Here's a quick repetition for you. E. . . .

Page 38

- Lesson 8

. . . . . . . , ; E. . . In today's lesson, we shall try to teach you another use of . This time, only the third person singular, . means Peter has a watch, but means there's a watch on the table. This is a very useful structure and very simple, too. The same form, , is used for there is and there are. Listen. . . . E. . . . Andreas and Ellie will give you further examples in a moment, but they are going to use a few new words in these examples, and I suggest we learn their meanings now. Ellie will talk about her dresses - , the dress -- . Repeat, please: . Plural . Andreas, who smokes a lot, may talk about his cigarettes, . Repeat: , . They're also going to talk about the flowers in the vase: . The flower -- , the flowers -- . They will also mention the water in the vase, . Water -- . Repeat, please: . is served in a glass, -- a glass of water. The glass -- , glasses -- . Repeat, please, the five new words. E. , , , , . N. Repeat Andreas' and Ellie's examples, please. E. . N. There's a key here. . . . . . . . . . . . A few questions for you, . You must have a wireless set near you. Let's assume it is on a table. Here's our first question. E. ; N. I expect you said " ". I could, of course, have asked you: ; in which case you should have answered . Now a second question. You must have books and magazines at home. Let's say you're a little untidy and throw books and magazines about on the floor. Page 39 - Lesson 8

A. ; . , . , , , . Now answer our question. E. ; . Let's also assume that you are smokers and have a packet with ten cigarettes near you. A. ; . . ; . . , . Ellie has brought along a picture of her room. She shows it to Andreas. Listen. E. . . . . . . . . . . . . . That was quite a description Ellie gave us. Andreas wants to tell Ellie that her room is beautiful. He will use the word -- beautiful -- . He will also tell her that her room is big. . Repeat, please: -- beautiful, -- big. Listen to Andreas using these two adjectives. . , , . . , ; . , . . . , , . . , . . Now listen to Ellie's sentences. She will use one more adjective, -- small -- . Repeat, please: . . , . , . . . . Ellie will repeat her sentences and Andreas will ask you questions, so listen carefully, please. E. . , . . . . Listen to Andreas' questions. He will give you time to answer them and then he will give you the correct answer. . ; . , . ; . ; . ; . ; . . Here's more listening practice for you, listeners. Listen to this dialogue. . , ; Page 40 - Lesson 8

. , . . ; ; . , . . . . ; . , . . ; . , . . ; . . . . . . . Ellie thanked Andreas for the information he gave her, and he responded with -- please. . , A. A. . . comes also at the end of a request. If we want to ask for a glass of water, we say , . Here are some of the things we order at a cafe, for example: -- milk -, -- tea -- , -- coffee -- . Let's call the waiter. Repeat, please. E. , . . , . . , . . , . . , . N. Andreas and Ellie are ready to go. E. , , . N. He helps her put it on. E. , . . . . , .

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- Lesson 8

- Lesson 9Excuse me (sg. formal / pl.) green yellow brown blue gray white wine bottle cognac sugar match color jacket pants shirt

, -, - , -, - , -, - , -, -

Page 42

- Lesson 9

want smoke present past

imperative

want (present tense)

similarly:

N. , . In the last lesson, you learned about the special use of , meaning there is or there are. . . . . . . N. You learned also, some words of everyday use like , , , . I have just been reminded of these words by Ellie, who has brought along her shopping basket. She's apparently on her way home from the market. If she doesn't mind, and I'm sure she doesn't, we'll look at her shopping. She's sure to have useful objects, whose names you would like to know. But before we do that, I would like to give you one useful word: -- I want, -- I want. It has the same person endings as . Repeat, please. E. . . I want. . . . You want. E. . N. He, she, it wants. Page 43 - Lesson 9

E. . . We want. E. . . You want. E. . . They want. , , now Andrea, call Ellie, please. A. , , . . , ; . , ; . . . ; . ; . . ; . , , . . , ; . ; . . . . , N. I must interrupt it here, listeners, to explain the new words to you. , . Excuse me, Ellie and Andrea. -- excuse me. We had two new words, -wine, -- the wine, -- bottle, -- the bottle. Repeat, please. . . . . A bottle of wine. E. . . A bottle of cognac. E. . . Excuse me, Ellie and Andrea. . Go on, please. . . . , . ; . , . . . ; , ; . , , . . , . . , . . Page 44 - Lesson 9

. , ; . , . N. I must interrupt you again. . is a new word for our listeners. It means "sugar". -- the sugar -- . I anticipate two more new words, so I'll explain them now, before I ask Ellie and Andreas to resume their conversation. -- matches, -- the match, -- the matches. , a box of matches. You know , cigarette. But you don't know -- I smoke -- . It has the same endings as . Repeat, please. . , , , , , . . . . Now go on with your conversation, please. There will be no more interruptions. . . . . , , ; ; . . . . ; . , . , . . ; , ; . , . . ; . . . , , . . N. . You must remember, , the three adjectives we learned in the previous lesson. You listened to them again today. They are: -- small, -- big, -- beautiful. We'll introduce a few more today, and I suggest we start with the colors. -- the colors, -- the color. , . Repeat, please. A. , . . . Ellie will tell you that her coat has one color and her dress has two colors. Listen. E. . . . Listen again. E. . . N. Now, listeners, please answer Andreas' questions. A. ; , . ; , . . Ellie will now ask you a question. Remember, you will be talking to her, so use the pronoun . . , ; . . Page 45 - Lesson 9

. Ellie will now tell you what these colors are. Her dress is green and yellow. -- green, -- green. -- yellow -- . -- green and yellow. Her coat is brown -- , brown -- . , , . Repeat, please, these three colors. . . . Green. E. . . Yellow. E. . . Brown. Now listen to Ellie describing . . . , . . . , . . N. I hope you remember Ellie's description of the dress and coat because Andreas will ask you a few questions. Remember: , . A. ; . ; . . Andreas used the verb in his questions. He could have used . . ; . In which case you could have answered: A. . N. Ellie looks at Andreas' clothes. I get the message, Ellie. Let's talk about Andreas' clothes. His jacket -- , the jacket -- , his trousers -- , the trousers -- , and his shirt -- . The shirt -- . , , . Repeat the words, please. E. . N. The jacket. E. . . The trousers. E. . . The shirt. N. Andreas' jacket is blue. A. . . . . . His trousers are gray. A. . . . . Page 46 - Lesson 9

. His shirt is white. E. . . , . . . , , . Please repeat. E. , , . . . N. We just have a little time, listeners, for a few questions. Please answer. A. ; . . . ; . . . ; . . . , . You know now the names of six colors. Please repeat. E. , , , , , . . We'll complete the list of basic colors next time. , , . . . .

Page 47

- Lesson 9

- Lesson 10black red blonde light blue (eyes, sky) brown (eyes, hair) hair shoe tree all , -, - , -, - , -, - , -, - , -, - , -, -

. , . In this lesson, as in the last one, we are going to talk about adjectives. In the last lesson, you learned the names of six colors. I hope you remember them, but just to be sure, I'll ask Ellie to repeat them for you. E. . green E. N. yellow E. N. white E. N. gray E. N. blue E. Page 48 - Lesson 10

N. brown. But our list of basic colors would not be complete without two more at least. -- black and -- red. , . Repeat, please. E. N. black E. N. red A. . . . . . Ellie wears a nice red dress today and she has a red flower on it. . . . . , . N. All of the colors you know are represented here in the studio. Listen to Andreas and Ellie describing some of the objects we have here. . , . . . . . . . , . , . . . ; . . , , ; . , , . . ; . . . , . . , , , . . , . Now please, address some of your questions to our listeners. A. ; . . ; . . . ; . . , listeners, is masculine in gender. . Go on, Ellie, please. E. ; . Let's say it is black, listeners. E. . . ; . , , . So I hope you said: . . Page 49 - Lesson 10

. Thank you, listeners. I will ask you now to pay attention to what you might call a peculiarity of Greek. Unlike English, adjectives in Greek have a plural form. Adjectives describe the noun and wholly depend on it. If the noun is masculine, they must follow suit. If the noun is in the plural form, they must behave likewise. There must be complete agreement between noun and adjective. Some pronouns behave in the same way, as you already know. We say but . We say but , those houses. Listen to these examples. E. . . She's talking, of course, of one dress. A. . . He's now referring to two or more dresses. Here are some more examples. A. . . . . . . . . . . . . . . . . are foreign words, as you may have judged from the endings, and they have no plural. A. . . . . . . . . Your turn now, listeners. You will do what Ellie has been doing. We will give you sentences in the singular, and you will turn them into plural. . . . . . . . . . . . . . . . . . Page 50 - Lesson 10

. . . . . . . . . . . , . In a lesson on colors, we shouldn't neglect eyes and hair. You remember the Greek word for eyes, I believe. . , . The word for hair is . -- the hair -- . Remember, please, that it's always in the plural form, . The word appears in the singular form too, , but it has a different meaning. means wool, the material we make cloth with, and we don't need the word in that sense right now. To describe the color of hair, we need two more words: -- fair-haired, blond -- , and -- literally chestnut or brown hair. We do not say , we say . So we have, repeat, please: E. N. fair hair A. N. brown hair. is the word we use for eyes too. We say -- brown eyes. To describe eyes, we need just one more color, , . means blue, but light blue, the color of the sky. We do not usually say that the sky has . We say . The Greek flag has . . Of blue eyes, we definitely say . So we have: E. , , . N. Let's look now at the color of our eyes and hair. Shall we begin with you, Ellie? E. . . . . , . . . My turn now. . We haven't exhausted the colors of hair, of course. E. . . . . . N. We are going to ask you, listeners, about the color of your hair and eyes, but we cannot help you with the answers, of course. Listen. E. ; . ; N. Now look at your shoes, . The shoes -- . , . . , ; Page 51 - Lesson 10

. . ; . . . , . . A. , ; , . . ; . . , ; . . We'll finish today's lesson, , by giving you more listening practice in a conversation between Andreas and Ellie in which the patterns we introduced today and previous materials are used. We need one more word to understand the dialogue fully. -- tree -. , . . , ; . ; . . . ; . . ; . . . . . . . . . , , ; . . , . Ellie is drawing something on a piece of paper. A. , ; . , , ; . , , . . , . . , ; . , . . . . ; . , . . ; . . . . They are all red. . , , , . . That's all for today, listeners. . . . Page 52 - Lesson 10

. .

Page 53

- Lesson 10

- Lesson 11up down in out, outside in front behind from few (neut.) many (neut.) beautiful new old microphone wall (') , -, - , -, - , -, -

Ed. note: before the spelling reform of the early 1980's, was spelled . It is still often seen this way in print, especially in more formal writing. N. , . In today's lesson, we are going to talk about words which indicate position. So far, we have been using . . But is not enough sometimes, because it doesn't precisely indicate where the position of an object is. is sufficient Page 54 - Lesson 11

where the situation is clear, as for example in sentences like . There can be no delay there in finding the key. But in sentences like , one doesn't exactly know where to look for it -- in the desk or on the desk. We need words that give more precise information, like on, in, under, near, etc. These words are usually learned in couples. Here's the first couple: / -- up/down. -- up, -- down. Repeat, please. A. , . . Listen to examples. E. . . . N. Point to the ceiling, please, and say: E. . . Look down at the floor and say: . . N. Raise your hands over your heads and say: E. . N. Now down. . . . Do it again, please, saying " " as you raise them, " ", and " " as you lower them. Now one object in relation to another: The book is on the table. A. . . Here are more examples with . . . . . . . . . . Now . Andreas takes his book and puts it under the table. . . N. Ellie looks at her feet under the table. E. . . And I put my hand under my book: . N. . I will ask Andreas to put the red pencils under the table on the floor. I will use the word -- put -- . is used when making a request or ordering somebody to put something. , , . . , . Please answer Ellie's question.

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- Lesson 11

. ; , . . , , , , . . Answer Andreas' question, please. A. ; . . One more question for you, listeners, slightly longer. E. ; , , . . , . Let's take another couple of words: in and out, , . -in, -- out. Repeat, please. A. , . . Listen to these examples. : A. . . . . . . : . . . . . . . Now repeat after Ellie and Andreas. A. . . . . . . . . . . They are few. . They are few. -few. They are not many. . -- many. Repeat, please. E. . . few. . . . many. . . . . . . . , . Remember this, please, when you answer Ellie's question. E. ; ... . Page 56 - Lesson 11

. ; ... , . . ; ... . . , . , . . . . , ; . . N. Andreas points to another vase with many and beautiful flowers. Ellie is going to describe them for you, but she's going to use another Greek word for beautiful, . and mean exactly the same and are equally commonly used. We say . . Listen to Ellie. E. , A. What a beautiful vase that is. E. , . , , , . . N. , . . , . Now, listeners, let's take another couple of words, in front and behind. . -in front, -- behind. Repeat, please. A. , . N. Right in front of us here is the microphone. I know it isn't a word that you would be terribly interested to know, at this stage at least, but it serves our purpose now, so I'll use it. It's an easy word anyway. . . . . . . . . . Let's say that you, listeners, have a radio in front of you. You will say: A. . . Now, one thing in front of another. E. . . . . . . Now behind, . ; . Behind us is the wall. -the wall -- . I hope you recognize the gender of the word. . It is masculine and ends in . . . . . . . . Page 57 - Lesson 11

. Now one thing behind another. A. . . . . . . I have a picture here. I will ask Andreas to describe it to you, but to help you understand his description fully, I must explain two words he's going to use. The picture shows two houses. The one is new, , , and the other is old, , . , . Repeat, please. A. . . new. . . . old. E. . . . . . . . . . . . . Now listen to Andreas' description of the picture. . . , . . , , . . . . -- , , . . . , . . . . . , . . . . . .

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- Lesson 11

- Lesson 12eleven twelve thirteen (m/f, n) fourteen (m/f, n) fifteen sixteen seventeen eighteen nineteen twenty foot meter mile cinema up to, until; by (a time) far near (also ) , , (colloq. ) (also ) (also ) (also )

Page 59

- Lesson 12

Good morning I you (sg. familiar) he, she, it (m, f, n); this we you (sg. polite); you (pl.) they (m, f, n); these

, -, - , -, -

I make, do present past imperative

I go

I make, do (pres. tense)

similarly:

Page 60

- Lesson 12

sg. 1st 2nd

pl.

3rd , -, - , -, -

. In the last lesson we dealt with three couples of words that indicate position. The first couple was /. . . . . The second couple was /. . . . . And the third was /. . . . . We'll learn more of these words today, but before we do that, I suggest we help you count in Greek from 10 to 20. With the possible exception of the numbers eleven -- , twelve -- , and twenty -- , all the other numbers are easily recognizable. Listen to Ellie. E. , , , , , , , , , , . . Listen again and repeat. E. , , , , , , , , , , . N. Thank you. Now listen to these sentences. A. . . . . . . . . . . The word , as you must have guessed, means make. The verb is -- I make, I do -- . A. , , , , , . . We shall have more to say about the word very soon, but let's go back to the numbers again with some simple arithmetic for you listeners. E. , ; . Page 61 - Lesson 12

. , ; . . ; . . , ; . . You know now, listeners, how to count in Greek from one to twenty. . From one to twenty. , from one, , to twenty. , from to. We use the pattern when we measure distances. There are many measuring units, of course, but to avoid language difficulties, we shall keep to three only for the time being. -- miles, -meters, and -- feet. , , , . Listen to these sentences. E. . A. . . . . . . . . . . It is equally correct to use , there is or there are. E. . . . . . . In conversation, there's usually an abbreviation of the word to '. Listen again. E. ' , ' , ' . ' , . ' . . Listen now to a few questions and answers. A. ; . ' . . ; . . . ; . . . Now two questions to you, listeners. The distance from Ellie's house to the studio is four miles. Andreas asks you: A. ; , . . And Andreas' house is only one mile from here. E. ; .

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- Lesson 12

. Ellie's house is quite a long way from here. It is far from here. . Far. ' -far from here. Andreas' house, on the other hand, is near the studio. . Near. . , . Repeat, please. A. . . Far. A. K. N. Near. Listen to these sentences. E. . ' . ' . . . . . . Repeat the following sentences, please. E. . . . . . . ' . . ' . . Earlier on in this lesson, I gave you the word in the context , and I promised to say more about the word. ; is a very common everyday expression meaning either ; -- How are you?, or What are you doing?, and What do you do? Listen to the first use. Let's say that Ellie and Andreas meet some time in the morning. So they greet each other with -- Good morning. . , . . , . . ; . , . ; . . ; ; . , . . N. We say to one person and to a friend. To more than one persons, we say . We shall say to you, listeners and you will respond with , . ; You plural, . Andreas will speak on our part. A. , . ; . You say: , , ; -- you, singular. -- you, plural. -- I. -- we. Repeat, please. A. , , , . . The personal pronoun, as I explained earlier, is implied in the form of the verb, so it is usually omitted. means , but sometimes, for the sake of emphasis, the personal pronouns are Page 63 - Lesson 12

used. Listen to these examples. E. . . . . . . . . , . . . , ; . Now the second use of . ; What do I do now? ; What do you do, or what are you doing? ; What does Andreas do, or what is he doing, and so on. I believe you know the person endings of the verb. To answer questions like , we need words that show action -- we need verbs. Let's start with the verb -- I go -- . After these lessons, Ellie goes away and so does Andreas. Let's see where they go. ; E. . . , ; . . . . , , ; ; . , . . . , , ; . . . . , . . You have heard, listeners, where we go after the lessons, . Here's now an exercise for you, and I hope you won't find it too difficult. You will ask Ellie, Andreas, and myself where we go. Let's begin with Ellie. You ask her first. Please use the polite form, , and address her as Miss Ellie. I hope you said , ; . . . Now ask Andreas and don't be formal with him. , ; . . . Now ask me. Say where do you go, Mr. Petridis? , ; And my answer: . , .

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- Lesson 12

- Lesson 13it's hot it's cold Excuse me (sg. familiar) morning noon afternoon evening building school children boy girl again when?

/

Page 65

- Lesson 13

I see present past imperative

I return I stay

I see (pres. tense)

similarly: ,

. , . In our last lesson we discussed, you remember, some uses of the word . I gave you expressions like the following: . . . . . . . . . We used in asking for the price of something. E. ; . . I also gave you the expression ; ; meaning how are you? A. , ; . , . . And we mentioned, of course, the commonest use of meaning I do or I make. ; What do they do or what are they doing? We make no distinction in Greek between progressive and habitual tenses. can mean I go or I'm going, according to the context in which it is used. Page 66 - Lesson 13

In today's lesson, I shall try to help you increase your vocabulary of action words, or verbs. Let's start with the word -- I see -- . We are going to use it soon, because while I'm talking to you, Ellie's standing at the window looking at a big red building in the distance. I want to find out what she sees there. The word for building is . -- the building -- o . , ; A. , ; . , . , , . ; A. , ; . , , . . , . . ; . . . It's a school. -- the school. , . A. , . . , . is a new word for our listeners. You may have guessed the meaning of the word . . Yes, it means children. . , . Andreas and Ellie are sure to talk about boys and girls, so I'll give you the words now: -- boys -. , . -- girls -- . , . We had four words; , , . Go on, Ellie and Andreas, . . , . . . . . ; , ; . , . . ; . , . . ; . , , . . ; . , . . ' ; . , . , ; . , . . ; . . . . ; . , . . Page 67 - Lesson 13

. , . . I hope you have listened to the above conversation carefully because we are going to ask you a few questions, or would you rather we repeat the basic sentences of the conversation? Yes, I think that would be better. Please repeat after Ellie and Andreas. A. . . , . . , . . . . . . . . It shouldn't be difficult for you to answer our questions now. Here's the first one. A. ; . . ; , . . ; , , . . ; . . . ; . . . , . Let's see now what Andreas does on an average working day, in the morning, at noon, in the afternoon, and in the evening. -- morning, -- noon, -afternoon, -- evening. -- in the morning, --at noon, -- in the afternoon, -- in the evening. Repeat, please. A. . . Listen to Andreas now. I'll tell you what he's going to say before he says it, and then Ellie will repeat his sentence. He goes to his office in the morning. A. . . . . He stays there from morning till noon. A. . . . . He returns home at noon. A. . . . N. He goes again to his office in the afternoon.

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- Lesson 13

A. . . . . He stays there till the evening. A. . . . N. He returns home again in the evening. A. . . . . He stays at home in the evening. He doesn't go out. A. . . . . . . You may probably have guessed the meaning of the new words. -- I stay -- , -- I return -- . We had also the word -- again -- . Listen to Andreas again without my interference. A. . . . , . . . . . You will now listen to Ellie asking Andreas questions about his daily comings and goings. She will use a new question word, -- when? -- . And this raises the number of question words you know to four: -- what?, -- where?, -- how many?, -- when?. E. ; . . . ; . . . ; . . . ; . . . ; . . . ; . , . . Here's an exercise for you, listeners. We'll give you the first part of the sentence and you will complete it. If, for example, we say, you will complete the sentence by adding the phrase . Let's begin. Page 69 - Lesson 13

E. . . . . . . . . . . , . I have a few questions for you now, more for the sake of revision. They are mostly personal that you only can answer, so we cannot help you. Please listen carefully and try to understand the question. Some of them require only for an answer. E. ; . ; . ; . ; . , , , , ; . , ; . ; . ; . ; . ; . . Listen now to a short conversation. E. , , ; . . . . . . , . . ; . , . . , ; . , . . . , ; E. , . M. , . . E. , . M. , . . . . That will be all for today, listeners. . Page 70 - Lesson 13

- Lesson 14how? with, by little (adv.) much; very left right , -, - , -, - (n. also ) /

taxi bus bicycle fountain pen television

record player o

I hear, I write listen to present past imperative Page 71

I read

I think I know

- Lesson 14

I write (present tense)

similarly:

, ,

I hear, listen to (present tense)

Ed. notes: 1. Throughout the Lessons, the speakers pronounce as , as . Students, however, should learn the red (contracted) forms, which are the standard in Greek speech and writing today. 2. (previously spelled with double , ) is an old-fashioned fountain pen. However, people nowadays use a ballpoint pen, . . , . Talking about Andreas' goings and comings on an average working day in the previous lesson, we learned time phrases like: A. . N. In the morning. A. . N. At noon. Page 72 - Lesson 14

A. . N. In the afternoon. A. . . In the evening. E. . . . . . . . . You also learned how to ask questions with the word -- when?. E. ; . . . ; . . . ; . . . ; . . . In today's lesson we are going to ask questions with the word -- how?. How we go to the office for example. ; How the children go to school -- ; How we come back home -- ; To answer such questions we need the little word -- with -- . Listen. A. . . I go to my office by car, literally with my car. Listen to another sentence. A. . . Peter, on the other hand, goes by taxi, . The taxi -- . A. . . While Maria goes by bus, . The bus -- . E. . . We use the definite article when we refer to a particular taxi, bus, or car. We say: E. , , . N. But when we do not refer to a particular car, taxi, etc., we do not use at all. We say: . , , . . , . . Nikos goes on his bicycle, . Page 73 - Lesson 14

A. . . While the children go to school on foot, . . . . Let's go over these sentences again, listeners. This time, please repeat after Ellie and Andreas. A. . . . . . . . . . . . . We can now ask questions using , and answer them with phrases. Listen to Ellie and Andreas. E. , ; . . . ; . . . ; . . . ; . . . . ; ; . , , . . . ; . . . . . Let's use these patterns, listeners, in other contexts. We shall use two more verbs: . I write and I read. -- I write, -- I read. Andreas will ask Ellie what the children do at school and she will say they read and write. . ; . . . , ; . -- pen, -- the pen. E. . , . . , ; ; . . , . Page 74 - Lesson 14

. Ellie holds up a pen in her left hand, . -- left. -- right. Repeat, please. . . . Left. A. . . Right. E. . . . . Listen to this short dialog. A. , . , ; . . , , ; . , , . . , . ; ; . , . N. I read a little, not much. . . . ; . . , . . . Andreas doesn't read much or write when he chooses to spend his evenings quietly at home, because he watches television and listens to the radio. Listen to him say that. A. . . I watch, or rather, I see television. A. . . I hear the radio. E. ; . . . . ; A. . . ; . , . . . What about our listeners, Ellie. ; . . . Ask our listeners, Ellie. Ask our listeners what they are listening to now. Page 75 - Lesson 14

E. ; . I hope you said: . . N. In the following exercise for you, listeners, you will practice using the word in questions. First you will be given a statement. Then you will ask a question about that statement beginning with , and you will finally be told the correct form of the question. Let's try it out. Here is a statement. A. . . Now you ask your question. You should have said: E. ; N. Let's start now. A. . . ; N. Here's another one. . . . ; . We have two more. . . . ; . . . ; . Now use the word in your questions. A. . . ; N. Here's another statement. . . . ; . , . Listen now to this pattern of questions and answers. Andreas will ask Ellie whether she sees something, let's say the clock on the wall, and she will say: Yes, I see it. A. , ; . , . N. Here are more examples. . ; . . N. I have it. Page 76 - Lesson 14

. , ; . . N. And of many things? . ; . . . . . . . ; . . N. Would you like now, listeners, to take part in this? Try answering Andreas' questions before Ellie does. . ; . . . ; . . . ; . . . ; . . . ; . . . ; . . . We'll finish today's lesson with a little guessing game. To understand this game you need two more words: -- I know -- , -- I think -- . Listen to their use. E. . . . . . . ; . . . ; . . . ; . , . . Page 77 - Lesson 14

. Here's now a little guessing game. Andreas has gone out of the studio. When he comes back he will try, through questions, to find the name of an object which Ellie and I have chosen in his absence. We can tell you now what this object is: . . You can call Andreas now, Ellie. E. , . . ; . , . . ; . ; . . . ; . . . ; . ; . . ; . , . . . . . , . . . ; . , . . ; . . . ; . , . . , ; ; . . . ; ; . , . . , . . . . , . . . , . . . . . . . And here we finish today's lesson, listeners. . Page 78 - Lesson 14

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- Lesson 15good (adv.) piece paper ear nose mouth forehead cheek chin

part, place (pl. ) number

. , . In the last lesson you learned how to ask questions with the word and to answer with phrases. To remind yourselves of these patterns, please repeat the following. . . . . . . . . . . . . N. And the questions? . ; Page 80 - Lesson 15

. ; . ; . ; . ; . . I have drawn here, on a piece of paper in front of me, a big face, . We shall spend some time in this lesson talking about this face in order to show you the use of a very important sentence pattern in Greek. Before we do that however, we must make sure that you know the names of all the parts of the face in Greek. I will ask your cooperation here, listeners. Please take a piece of paper, , and a pencil or pen. -- paper. -- a piece. -- a piece of paper. Are you ready? . , , , , . . , ; , . . ; , . . Now please draw a face. Begin by drawing a circle. . Now draw the eyes, please. . -- good. Touch the eyes, please, and say: E. . . Now draw the ears, . , . Touch the ears, please, and say: A. . . Touch the left ear and say: E. . . And the right ear: . . . , good. , , . Now draw the nose, , the nose -- . Touch the nose, please, and say: . , . . Now draw the mouth, , . Have you done that? . Now touch the mouth and say: A. . N. We have almost finished, listeners. Draw a few lines on top of the circle for the hair, . Good. , , the forehead -- . Touch it, please, and say: E. , . . . . On the two sides of the face we have the cheeks, . , . Touch the left cheek, please, and say: Page 81 - Lesson 15

. , . . . . , . . And the last part of our face, listeners, is the chin, . The chin -- . Repeat, please. A. . . . N. Ellie and Andreas will go over these words again and give you another chance to hear them. Listen. Begin with the hair, Ellie. E. . . . . , ; . . , . . . . . , ; . . . , . . , . Now the new pattern, listeners, I promised you at the beginning of the lesson. For those of you who would like grammatical terms, this will be the use of the genitive case. In English you use the little word "of". You say the legs of the table, the color of the book. In Greek, we do not use an additional word to show possession. We change instead the form of the word indicating the possessor, but we can best show it by examples. Let's go on talking about the parts of the face. The parts -- . The part -- . , . The forehead is part of the face. E. . N. Again. E. . . , -- of the face. A. . . . . The ceiling is part of the room. . . . . . . . . . , , . . In the case of nouns ending in , like , we add -: , . Page 82 - Lesson 15

, . [Ed. note: genitive stress in nouns ending in , whether unstressed (-) or stressed (-), is always on the final syllable.] . . . . . . . . . To make these forms more familiar to you, I will ask you, listeners, to repeat the following sentences. E. . . . . . . . . . . . . . . . . . N. Time for some exercises now. As a first exercise, we will give you the name of an object and you will give the genitive, the - form. If we say, for example, , you say . Ready? E. . A. . E. . A. . E. . A. . E. . A. . N. A second exercise: we will give you half finished sentences and you will complete them. E. . . . . . . . . . . . Page 83 - Lesson 15

. The fingers are part of the hand. . . N. And the ears are part of the head. . . N. In my pocket I have the key of my car. . . . , . One final exercise. Please answer the following questions, giving full answers, please. . ; . . ; , . . ; . . Our telephone number here at the studio is . The number -- , . Listen to it again from Ellie. . -- , , , . N. Now please answer these questions. . ; . I expect you said: . . . , . Our exercises today were a bit too many. I hope you are not tired with the effort. You can relax now and listen to a conversation between Ellie and Maria. . , . . , . , . ; M. . E. ; ; M. , . , . . , ; . . . . . , ; ; . , . , . . , ; ; . , . ; . . . . , . . , . , . Page 84 - Lesson 15

. . . . . . .

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- Lesson 16who? which? friend (male) human, man good bad tall, high short rich poor money London dog garden , -, - , -, - , -, - , -, - , -, - , -, - , -, -

Ed. notes: 1. has a katharevousa variant, , which is often used in more formal writing. 2. The speakers continue to use the older katharevousa , "listeners", for Modern demotic until Lesson 25, and occasionally thereafter through Lesson 30. N. , . So far, we have been using words of the neuter gender. In today's lesson we are going to talk about words of the masculine gender. Most of these words end in -, like Page 86 - Lesson 16

, , . But there are at least two other common endings: -: , and -: , Michael. Whatever the ending, -, -, or -, the final sound with masculine words is always /s/, "s". Let me begin by introducing you to a few men's names. "This is Andreas" will be , and "That is Andreas" will be . We say for neuters, but for masculines. Ellie will use the question word -- who? -- , "who?" for masculines. Listen. E. ; N. Who is this? A. . N. This is Nikos. E. ; A. . N. This is Peter. E. ; N. Who is that? A. . N. That is Paul. E. ; A. . E. , ; . . . ; N. Who is this gentleman? . . N. Now someone is going to knock at the door. I want you to ask in Greek "Who is it?", " ;" and the person who knocked will answer you. Are you ready? (knock, knock) E. ; . , . E. , . N. One of us here is writing, and you want to know who is writing. You will ask the question: E. ; . . Page 87 - Lesson 16

. . In the following exercise, we will give you statements, and you will ask questions to which our statements are the answers. Here's the first statement. E. . N. The question was: A. ; N. Here's another statement. . . . ; . . . ; . . . ; N. Andreas has brought along a photograph of his friend Paul. He will introduce his friend to us. He will say: "This is my friend." . -- the friend. A. . . , ; . . . . It's my friend Paul. Notice that in Greek we use the article before names: . Andreas will tell us that his friend is a good man, . The word for man is , o . The adjective must agree with the noun, as I explained in a previous lesson, so it takes the masculine form , . A good child would be , and a bad child . But a bad man would be . So we have, please repeat: E. . . N. A handsome man would be: E. . . . . Let's go back to Andreas' friend. . . . , . . , ; . , . . ; . . . ; Page 88 - Lesson 16

. , . . , . . Ellie wants to know whether Andreas' friend is tall or short. Tall -- , . Short -- , . , . . ; . , . . ; . , ; . , . . . , . . Ellie becomes more inquisitive. She wants to know if he's rich or poor. -- rich -- . -- poor -- . Since money makes people rich or poor, we might as well learn the word. . -- money. -- the money. E. ; . . , . . ; . , . . ; . , . . , ; . ; . , , ; ; . . . . . . He lives in London. I don't expect any more questions from Ellie, so let's go over some of the sentences you have heard. This time, please repeat. . . . . . . . . . Thank you, listeners. In the exercises and the dialogue that will follow, we shall need two new words: -- the dog -- , -- the garden -- . Repeat, please. . . . You know now the following nouns ending in -: . . . To familiarize yourselves more with the masculine endings and the agreement of adjective and noun, let's try this exercise. It is a translation exercise in which I shall tell you what to say in English, and you will translate it into Greek. You will hear the correct phrase or sentence from Ellie afterwards. Here's the first one: the white wall. Page 89 - Lesson 16

. N. The poor man . . The rich man . . The beautiful garden . . My friend is a nice man. . . . Her dog is black. . . . Our garden is big. . . . The short gentleman is outside. . . . The number is small. . . . , . In our last lesson, you remember, I tried to help you with sentences showing possession. The legs of the table -- . The color of the book -- . We have exactly the same ending change in words in -. becomes to show possession. -- the legs of the dog. -- Nikos' house. Listen to the following examples. E. . . . . . A. . . . . . . . . I hope you have understood this, listeners. Try making the changes yourselves in the following exercise. We'll give you the nominative form, the - form, and you turn it into -. If you hear , you say . Are you ready? . E.

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. . . . . . . . . . . E. . Thank you, listeners. You know that the ears of the dog are big. A. . . So please answer the question: E. , ; . . . And the trees of the garden are green. . . . ; . . . The color of the wall is white. A. . . ; A. . . . We'll finish this lesson with a short dialogue in which some of the words and patterns we learned today are used. Andreas pays a visit to Ellie's house. (knock, knock) . ; . , , . . , . . , , ; . . , . . Page 91 - Lesson 16

. . . . , . . . . . , . ; . ; . , ; . ; . ; . . . . , ; . . . ; . . . ; ; . , . . . ; . , . . , . .

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- Lesson 17forward

friend (female) photograph woman; wife blouse skirt brunette now, so , -, -

N. , . In the last lesson we dealt with certain aspects of the use of words ending in -. You learned how to ask questions using the word -- who? E. ; . ; . ; . ; . You also had a little practice in the use of adjectives and nouns of the masculine gender. E. . . . . . . . . And I finally tried to help you with patterns showing possession. E. . . . . . Page 93 - Lesson 17

. . . In today's lesson we are going to use words of the feminine gender. The approach will be much the same. We'll ask questions using the word "who?", we'll talk about changes in adjectives to agree with feminine words, and finally we'll use forms showing possession. Let's begin with ladies' names. "This is Maria" will be , and "That is Elenie" will be . The question word "who?" will now be . for masculines and for feminines. ; -- Who is this? Listen. A. ; E. . A. ; . . . , ; . . . ; . . . , ; . . N. If someone knocks at your door, and you don't know whether it is a man or a woman, you ask the question "", not "". It's the prevalence of males, I suppose. (knock, knock) A. ; . , . . And talking about knocks on doors, you ask if you want to know who the visitor is. But if you want him to come right in, you say -- Go ahead. (knock, knock) E. . , , . N. is also used when you answer the telephone. (ring, ring) E. . A. ; ; . . , ; . . , ; . But let's go back to our feminine gender with an exercise for you, listeners, in asking questions. We'll give you statements which will serve as answers to your questions. If, for example, you hear the sentence , you will ask the question ; We're going to talk about ladies, so Page 94 - Lesson 17

begin always with . Are you ready? . . A. ; . ' . A. ' ; . . A. ; . . . ; . . . ; . , . In the previous lesson we spent some time talking about Andreas' friend. Today, Ellie will introduce us to her friend. It's a girl. Ellie will say . , the friend, when talking about a man, , the friend, when talking about a girl. She has a photograph of her friend. -- the photograph -- E. . . , ; . . . . N. Ellie will tell us that her friend is a nice girl. She can say: E. . . She can also say "Anna is a nice person". E. . N. We said earlier that means man, but to be more exact, we should translate it as human being, including both men and women. E. . N. She can also say "Anna is a nice woman". E. H . . -- woman -- . We had here the three most common forms of adjectives: for neuters, for masculines, for feminines. Repeat, please. A. . . and, . . . We'll come back to these adjectives again with an exercise, but in the meantime we'll go on talking of Ellie's friend. Listen to the use of the adjective. She wears a blouse and a skirt. The picture is colored, so we can also talk of the color of her clothes. Ellie touches the blouse. Page 95 - Lesson 17

E. . . . . And this is her skirt. E. . . . , , ; . . , . . . , . . . ; ; . . . . . Andreas is going to remark that she's a brunette, . He will say -She's a brunette, then. A. . . . , . . ; . . . ; . , , . . , , , , . . , . I think it's time our listeners did some talking too. In our first exercise, , we shall ask you to repeat some of the sentences Ellie and Andreas used in their conversation. Are you ready? E. . . . . . . . In the second exercise, we shall give you the masculine form of the adjective and you will give the feminine form. If, for example, you hear , you will say . . . . . . . . . . .

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- Lesson 17

. . . . . . . Most adjectives have their feminine form in -, but not all. There are a few, very few fortunately, which have their feminine form in -. Repeat, please, and try to remember. . , . . . , . , . , . You will be given many opportunities in the course of these lessons to use and assimilate these endings, but let's now turn to patterns showing possession. With masculines and neuters it was . , . With feminines it is and an - added to the end of the feminine word. Listen to these examples. E. . . . . . . . I hope you have understood this, listeners. Try giving the genitive form yourselves in the following exercise. If you hear , you will say . You will be given the correct form afterwards. A. . . . . . .

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. . . . . . . . . . , . We have here a chair with short legs. E. . . Please answer the following question. A. ; . . . Chloe's hair is fair. E. . . ; . . . The key of the door is on the floor. A. . . ; . . . Anna's skirt is short. E. . . ; . . . Thank you, listeners, that will be all for today. .

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- Lesson 18family a, one (feminine) a, one (masculine) father mother man; husband letter brother sister son daughter twenty thirty forty fifty sixty seventy /

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