greek - Ascanius

Transcription

greek - Ascanius

getting to know
greek
exploring the language and culture of ancient Greece
designed for grades 55-8
Teacher’s Guide
table of contents
introduction
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5
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description of ancillary materials -
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connections to the standards -
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translations of stories
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answer keys
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14
bulletin board
board projects -
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quizzes
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27
table of topics covered
bibliography
page 2
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introduction
Aims of the Book
The chief goal of Getting to Know Greek is to introduce students to the language and
culture of ancient Greece. In addition, students will build their English vocabulary and
grammar skills using their knowledge of ancient Greek.
Target Audience
Getting to Know Greek is designed for grades 5-8 (ages 10-13). It is designed to be used
either by students of Latin, or by students who have no experience with Latin. To
facilitate integration into a variety of disciplines, an explanation of Getting to Know
Greek’s connections to the standards is provided in this guide.
Suggested Length of Time for Using the Book
Teachers using Getting to Know Greek as part of a Latin class may find that their
students are able to move through the chapters of the book at a more swift pace than
those students without a Latin background, because of the similarities between Latin and
Greek. For such students, a pace of several days to complete Chapter 1, and then a pace
of 1-2 days per each subsequent chapter is suggested. For teachers using Getting to Know
Greek as part of a language arts, social studies, or other class, a pace of several days to
complete Chapter 1, and then a pace of 2-3 days per each subsequent chapter is
suggested.
Suggested Integration with Major Latin Text Books
For teachers using Getting to Know Greek as part of a Latin class, it is suggested that
students use the book at one of two points: first, when the students have studied the
general Latin equivalent of all the grammar that they will encounter in this book (see the
“Table of Topics” below), and/or second, when the students’ Latin book discusses ancient
Greek culture, such as an exploration of the Trojan War.
Suggested Integration into an English Language Arts/Social Studies Class
It is suggested that students use Getting to Know Greek as part of their study of ancient
Greece, or of literature about or by ancient Greeks, or in place of the normal unit on
ancient Greece.
How to Use Getting to Know Greek
The following method is suggested for working through Getting to Know Greek:
- The illustrated Greek stories are the most important part of the book. Study each
story first with your students before looking at any of the grammar or vocabulary.
The stories have been carefully illustrated to enhance student comprehension.
- The first step in studying a story is to play the audio recording of the story. These
recordings help with pronunciation and will get students thinking about the plot.
- Then, have students read the illustrated story aloud, bit by bit, and try to
understand what is happening. Students should use the story’s illustrations to help
them.
page 3
introduction
How to Use Getting to Know Greek, continued
continued
- For vocabulary guidance, students may use the Vocabulary Section,
Section which helps
students chiefly by using pictures. English is used as little as possible. This is to create
a direct connection in the student’s mind between the Greek word and its meaning,
without the unnecessary crutch of English as an intermediary. The audio recordings
include pronunciation of all vocabulary words. You may wish to play these recordings
even before you play the recording for each story, as an additional prereading tool.
- Only after students have tried to understand the story should they translate it into
English.
- To review the story, try acting it out!
- After understanding the illustrated story, examine the Word Building section. The
goals of this section are to review previously learned Greek vocabulary, and to show
students that they can use their knowledge of Greek to guess the meanings of difficult
English words. As a result, the English words introduced in this section are not always
the most common, but have been chosen to meet these two goals.
- The Culture Bubbles give students short overviews of juicy cultural tidbits related to
the chapter. The cultural slides provide larger versions of the images from the Culture
Bubbles. More details can always be found in reference books or on the Internet.
- While students could understand all the stories, Word Building activities, and Culture
Bubbles without ever exploring the grammar further, for those teachers who wish to
further practice the grammar a Workbook of Exercises is provided. These exercises
give short, simple explanations for the grammar introduced and interesting, varied
exercises to practice it.
- For further review,
review a variety of exercises covering vocabulary, word building, and
culture are provided on the Getting to Know Greek website.
- Finally, a series of ten short quizzes,
quizzes one per chapter, is provided for teachers who
wish to assess students’ knowledge of the information presented in the chapters. In
addition, a variety of bulletin
bulletin board projects are provided as alternative assessment.
page 4
table of topics
Table of Topics Covered in Getting to Know Greek
CHAPTER
1
2
3
4
5
6
7
8
9
10
page 5
GRAMMAR
a) Greek alphabet
b) diphthongs
c) breathing and accent marks
d) pronunciation and writing
a) predicate nominative with ejstiv
b) prepositions with dative singular and
plural
a) predicate nominatives with ejstiv and eijsiv
b) concept of gender
c) agreement
a) 3rd person singular and plural action verbs
b) nouns as subjects
c) prepositions with genitive singular and
plural
a) singular direct objects
b) prepositions with accusative singular
a) plural direct objects
b) prepositions with accusative plural
a) 1st person singular verbs
b) 2nd person singular verbs
a) 1st person plural verbs
b) 2nd person plural verbs
a) infinitives
b) imperatives
a) aorist 1st and 3rd person verbs
b) genitive
CULTURE
a) geography and maps
a) animals
b) crops
c) environment
a) masters and slaves
a) women’s lives
a) market
b) economy
a) religion
b) Greek festivals
a) Greek temples
a) trade
b) sea travel
c) navy
a) Olympics
a) sites of Athens
b) government and
democracy
bibliography
Bibli
Bibliography of Useful Resources
Cultural and Historical Study
Hornblower, Simon and Antony Spawforth; The Oxford Classical Dictionary; 3rd revised
edition; Oxford University Press; New York; 2003.
Further Study in Greek
Balme, Maurice and Gilbert Lawall; Athenaze: An Introduction to Ancient Greek; Oxford
University Press; New York; 2003.
Lexica
Liddell, H.G. and R. Scott; Greek-English Lexicon, Ninth Edition with Revised Supplement;
Oxford University Press; New York; 1995.
(older version available online at www.perseus.tufts.edu)
Woodhouse, S.C.; English-Greek Dictionary; Routledge; London; 1910.
(available online at www.lib.uchicago.edu/efts/Woodhouse)
Word Building
Cotter, Eugene; Roots of English: An Etymological Dictionary; Seton Hall University;
1999. (available online at ablemedia.com/ctcweb/showcase/roots.html)
page 6
description of ancillary materials
In addition to the alphabet practice, Word Building, and Culture Bubbles found in the
student book, Getting to Know Greek includes the following ancillary materials:
Audio Recordings
Dramatic audio recordings of each chapter’s story, as well as pronunciation of all chapter
vocabulary words, can be heard at the Getting to Know Greek website:
http://www.ascaniusyci.org/companion/gtkg
Workbook of Exercises
The Workbook of Exercises includes worksheets with short, simple explanations for the
grammar introduced in Chapters 2-10, and interesting, varied exercises to practice it.
The workbook can be downloaded for free from the Getting to Know Greek website:
Online Review Activities
Interactive activities to help students review vocabulary, culture, and word building
from this book can be found at the Getting to Know Greek website:
Cultural Slides
These slides are in PowerPoint format and show larger versions of the images from the
Culture Bubbles. The slides can be downloaded from the Getting to Know Greek website:
Bulletin Board Projects
Several projects can be found in this Teacher’s Guide.
Quizzes
Ten short quizzes, one per chapter, can be found in this Teacher’s Guide.
page 7
connections to the standards
The following table demonstrates the ways in which Getting to Know Greek meets the
“Standards for Classical Language Learning” developed by the American Classical League,
the American Philological Association, and a variety of regional Classical associations.
The full standards document can be viewed online at:
http://www.aclclassics.org/pdf/standards.pdf
GOALS AND STANDARDS
GOAL 1: COMMUNICATION
Standard 1.1 – Students read, understand, and
interpret Greek.
Standard 1.2 – Students use orally, listen to, and
write Greek as part of the language learning process.
GOAL 2: CULTURE
Standard 2.1 – Students demonstrate an
understanding of the perspectives of Greek culture
as revealed in the practices of the Greeks.
Standard 2.2 – Students demonstrate an
understanding of the perspectives of Greek culture
as revealed in the products of the Greeks.
GOAL 3: CONNECTIONS
Standard 3.1 – Students reinforce and further their
knowledge of other disciplines through their study
of Greek.
Standard 3.2 – Students expand their knowledge
through the reading of Greek and study of ancient
culture.
GOAL 4: COMPARIBROTHERS
Standard 4.1 – Students recognize and use elements
of the Greek language to increase knowledge of their
own language.
Standard 4.2 – Students compare and contrast their
own culture with that of the Greco-Roman world.
GOAL 5: COMMUNITIES
Standard 5.1 – Students use their knowledge of
Greek in a multilingual world.
Standard 5.2 – Students use their knowledge of
Greek culture in a world of diverse cultures.
page 8
CHAPTERS
1-10
1-10
1-10
1-10
1-10
1-10
1-10
1, 7, 8, 10
1, 4, 5, 7
1, 3, 8, 10
connections to the standards
Social Studies
The following table demonstrates the ways in which Getting to Know Greek meets the
“Curriculum Standards for Social Studies” developed by the National Council for the
Social Studies.
Descriptions of the ten standards and strands can be viewed online at:
http://www.socialstudies.org/standards/strands/
THEMATIC STRAND
Culture
Time, Continuity, and Change
People, Places, and Environment
Individual Development and Identity
Individuals, Groups, and Institutions
Power, Authority, and Governance
Production, Distribution, and Consumption
Science, Technology, and Society
Global Connections
Civic Ideals and Practices
CHAPTER
1-10
5, 6, 7, 8, 9, 10
1, 2, 5, 7, 8, 9, 10
2, 3, 4, 5, 7, 9, 10
3, 4, 5, 6, 7, 10
3, 4, 10
2, 5, 7, 8
1, 2, 7, 8
1-10
3, 4, 5, 6, 7, 9, 10
English Language Arts
Many of the broad “Standards for the English Language Arts” developed by the National
Council of Teachers of English can be generally applied to Getting to Know Greek as a
whole.
Descriptions of the standards can be viewed online at:
http://www.ncte.org
page 9
translations
Chapter 2
Block I
Pig: Hello! I am a pig.
Narration: It/this is a pig. The pig is in the fields.
(N.B. Both “it” and “this”
are acceptable.)
Block II
Narration: It/this is a horse. The horse is in the barn
Horse: Hello! I am a horse.
Block III
Sheep: Hello! I am a sheep.
Narration: It/this is a sheep. The sheep is in the river.
Block IV
Hare: Hello! I am a hare.
Narration: It/this is a hare. The hare is on the hill.
Chapter 3
Block I
Narration: He is a father. The father is old.
Block II
Narration: He is a brother. The brother is handsome.
Block III
Narration: The father and the brother are men. They are strong.
Block IV
Narration: She is a mother. The mother is beautiful.
Narration: He is a baby. The baby is small.
Block V
Narration: She is a sister. The sister is diligent.
Block VI
Narration: The mother and the sister are women. They are happy.
Chapter 4
Block I
Hare: What are the men doing? What are the women doing?
Narration: The animals rest under the tree and talk.
page 10
translations
Block II
Bubble: The animals look.
Narration: The men work under the sun.
Block III
Narration: The animals walk away from the trees.
Block IV
Narration: The animals look. The sister washes clothes.
Block V
Narration: In the house, the mother cooks. The baby sleeps.
Block VI
Narration: The sister sees the animals. The animals run.
Chapter 5
Block I
Narration: The animals run to/toward the farmer. The farmer looks at the big pig.
Block II
Narration: The farmer tosses the pig into the cart.
Block III
Narration: They walk to the market, and see… bread, a bunch of grapes, olives…
Block IV
Narration: …and the corpse of a pig!
Bubble: The pig is very afraid!
Block V
Narration: The pig flees out of the cart. The farmer does not catch the pig.
Chapter 6
Block I
Narration: The pig runs into forests, through meadows, and past lakes.
Narration: The pig sees birds, trees, and flowers.
Block II
Narration: The pig sees mountains, and runs towards the mountains.
Narration: The pig sees a temple in the mountains.
page 11
translations
translations
Block III
Narration: The pig sees many men and bulls.
Block IV
Narration: The men are outside of the temple. The fire burns.
Block V
Narration: The priest leads the bulls to the altar.
Chapter 7
Block I
Narration: The calf runs away from the priest, and sees the pig.
Calf: Help!
Pig: Hello! I help!
Priest: Come here, o calf!
Bulls: What are you doing, o calf?
Block II
Calf: Who are you?
Pig: I am a pig. I am running from the market.
Calf: To where are you running?
Pig: I do not know!
Block III
Calf: Do you very much want to journey to Athens?
Pig: Certainly! I very much want to journey to Athens!
Chapter 8
Block I
Narration: The calf and the pig walk for a long time.
Block II
Narration: In the road, they see goats.
Goat 1: To where are you walking?
Calf: We are walking to Athens.
Goat 2: Do you have a boat?
Block III
Narration: In the road, they see horses.
Pig: We do not have a boat to Athens!
Horse: You do not have a boat? Walk straight ahead!
page 12
(N.B. The Greek
word filevw
indicates a strong
affection or love.)
translations
Block IV
Narration: They see the harbor and the boat. Men are loading the boat.
Block V
Narration: They climb up on the cart. They are hiding on the boat!
Chapter 9
Block I
Narration: On the boat, they see a bird. The bird has a wreath.
Pig: Why do you very much want to have a wreath?
Block II
Bird: Because I saw the Olympic games! The athletes like … to run, to wrestle, to
throw the javelin, to jump, and to throw the discus.
Block III
Bird: Look! We are at Athens!
Block IV
Bird: I love to journey!
Pig and Calf: We love to journey!
Chapter 10
Block I
Narration, top left box: Meanwhile, at the farm, the friends of the pig are sad.
Narration, top right: But the pig sends letters!
Postcard 1: Hello! I am happy in Athens!
I fled from the farmer.
I found friends, a calf and a bird.
Postcard 2: We saw the Parthenon. We did not go to the market.
Postcard 3: The bird and the calf saw the Assembly on the Pnyx Hill.
Block II
Narration: The pig is happy in Athens.
Block III
Narration: The animals are happy at the farm.
Narration, bottom right: The end!
page 13
answer keys
Chapter 1
Breathing Marks
On the word with a breath mark (oJ
oJplivthV),
hV the word has come into English with
an “h.” In the word without a breath mark (aj
ajgorav), the word has come into
English without an “h.”
Pronunciation Practice
Listen to the audio recording for proper pronunciation.
Quiz
Answers can be found on page 4 of the student book.
Chapter 2
Word Building
1. agrarian, agriculture, etc. ; have to do with fields
2. An apothecary is a place where drugs are stored. A barn is a type of storehouse.
This is the connection – though a tough one!
3. Hippopotamus – a sort of “river horse” – it’s a big creature that lives in rivers
and actually gallops through the water!
Exercises
Definite Article
- “on the hill”
- no definite article ; “He/she/it is a horse.”
- definite article is oJ ; “the horse”
- definite article is th:/ ; “in the barn”
Linking Verbs
- C, A, B
Nominative Case
- coi:roV
- i{ppoV
- Both end in oV
Quiz
I. Vocabulary:
a. 3 b. 2 c. 1 d. 4
II. Comprehension and Grammar
1. b 2. d 3. b 4. c
III. Culture
1. True
2. False
page 14
answer keys
Chapter 3
Word Building
1. “Anthropology” is from a[nqrwpoV and is the study of human origins.
“Geriatrics” is from geraiovV and involves the study and care of the elderly.
“Misogyny” is from gunai:
:keV and means “hatred of women.”
gunaikeV
2. Microscope, microscopic, micron, microbiology, etc.
3. “Calligraphy” is beautiful writing. A “kaleidoscope” makes pretty images when
you look through it. “Calisthenics” are exercises intended to shape the body and
make it look beautiful.
4. Biology, biosphere, biometrics, biologist, etc.
Culture Bubble
Slaves are often shown with exaggerated mouths and stomachs to emphasize how
they are always looking for their next meal (which, of course, frustrated the
master because the master had to pay for the meal). This type of depiction is a
common characteristic of the slave in ancient Greco-Roman theatre, particularly
comedy.
Exercises
More on the verb ejstivn
- A n is used when a period follows, or when the next word begins with a
vowel. When the next word begins with a consonant, however, the n is
not used.
Gender
- They are the same.
- B, A, A, B, C
Plurals
- oJ path;r kai;
kai; oJ ajdelfo;V eijsi;n a[nqrwpoi.
qrwpoi.
- hJ mhvthr kai; hJ ajdelfh; eijsi;n o[lbiai.
biai.
- ejstivn
a[nqrwpoV
ejstivn
ojlbivh
Quiz 3
I. Vocabulary:
a. 3 b. 4 c. 2 d. 1
1. b 2. a 3. a 4. b
III. Culture
1. False
2. False
page 15
answer keys
Chapter 4
Word Building
1. The dendrite looks similar to a tree because both have branches. In fact, it
branches out to conduct nerve impulses to other cells.
2. A “heliocentric” theory of the universe states that the sun is at the center. The
“heliosphere” is the region in space influenced by the sun. A “heliotropic” plant
turns it leaves or flowers towards the sun.
3. These tasks originally centered around the home, and in fact still do in many
cases.
4. Zoo, zoology, zoologist, zoological, zoosphere, etc.
Exercises
Action Verbs
- A-C.
hJ ajdelfh;
ta; zw:/a
blevpei.
ei.
- D.
poiou:sin
badivzousi
hJsucavzousi levgousin
pluvnei
pevptei
- E.
pluvnei
pevptei
blevpousin
kaqeuvdei
povnousin
trevcousin
cousin
kaqeuvdei
The difference is that the singulars end in ei and the plurals end in ousi.
ousi
More Plurals
A.
a[nqrwpoV
a[nqrwpoi
kalovV
B.
badivzousi
pevptei
trevcousi
C.
ajdelfhv
ajdelfaiv
ojlbiaiv
D.
eijsiv
ejstiv
povnousi
E.
mikrovV
blevpousi
a[nqrwpoi
The circled word in letter A is plural while the others are singular;
for letters B-E, the circled words do not belong because they are
singular while the others are plural.
Prepositional Phrases
Singulars:
uJpo; tou: h{liou
ejn tw:/ oi[kw/
ejn th/: ajpoqhvkh/
Plurals:
page 16
ajpo; tw:n devndrwn
enj toi:V aj
groi:V
agroi:
answer keys
Quiz 4
I. Vocabulary:
a. 3 b. 1 c. 4 d. 2
1. c 2. d 3. a 4. a
III. Culture
1. False
2. False
Chapter 5
Word Building
1. The bacteria look like grapes.
2. Each of the words comes from makrovV meaning “big.” Compare them to
antonyms such as “microcosm” and “microscopic.”
3. “Zoophobia” is the fear of animals. “Heliophobia” is the fear of the sun.
“Anthropophobia” is the fear of people or society. “Sitophobia” is the fear of food or
eating.
4. Because bavllei
lei means “to throw, toss” – projectiles in flight have been “thrown”
or “tossed” from something, such as from a cannon, catapult, or gun.
Exercises
Singular Objects
- A.
oJ aujtourgo;V
to;n makro;n coi:ron
blevpei.
ei.
- B. pig: coi:ron
bread: si:ton
bunch of grapes: stafulh;n
- All of these words end in -nn
- The words for “pig” and “bread” end in -on
on while the word for “bunch of
grapes” ends in -hn
hn.
hn
- C. We make this change because in the second column, the nouns are
receiving action (the action of being seen by the pig).
- th;n ajdelfhvn, to;n e[laion, to;n i{ppon, th;n stafulhvn
Quiz 5
I. Vocabulary:
a. 1 b. 2 c. 3 d. 4
1. b 2. c 3. b 4. a
III. Culture
1. True
2. True
page 17
answer keys
Chapter 6
Word Building
2. Answers will vary, but basically to equate the car with something as strong
and powerful as a bull.
4. A “hierocracy” is a government ruled by priests or religious ministers.
“Hieroglyphs” are the sacred writings of the Egyptians. “Hierophobia” is fear of
priests or sacred things.
5. The word “synagogue” comes from sun (“together”) and agei
[gei (“he leads”). Hence in
a synagogue, people are lead together for worship. In ancient times, a “demagogue”
was a leader championing the cause of the common people. In more modern times,
the word has come to mean a leader who makes use of popular prejudices, false
claims, and false promises to gain power.
Culture Bubble
The image indicates that Greek animal sacrifices typically included a priest, fire,
and a procession leading the bull (a typical animal for sacrifice) to the priest.
Further, the picture also indicates that the bulls generally were white, and that
wreaths were placed around their necks.
Exercises
Plural Accusative Case
- A. u{laV, livmnaV, oijwnouv
vV, devndra, a[nqea
nouV,
- u{laV (feminine),, livmnaV (feminine),, oijwnouv
nouVv (masculine),,
devndra (neuter),, a[nqea (neuter)
- B. Student illustrations should represent the following translations of the
sentences:
- oJ coi:roV tou;V tauvrouV pevptei. = The pig cooks the bulls.
- oJ coi:roV to;n tauvron pevptei. = The pig cooks the bull.
- oJ lagwvV th;n livmnhn blevpei. = The hare sees the lake.
- oJ lagwvV livmnaV kai;
kai; a[nqea blevpei. = The hare sees lakes and
flowers.
- C.
1.
tauvrouV
i[ppon
ajdelfhvn
2.
livmnhn
u{laV
coi:ron
3.
e[laion
a[nqea
devndron
4.
mikrovV
kalhv
makrovn
5.
a[nqrwpoi
tauvrouV
o[lbiai
6.
stafulavV
ajdelfhv
geraivoV
- D.
page 18
answer keys
Quiz 6
I. Vocabulary:
a. 4 b. 1 c. 2 d. 3
1. a 2. tauvrouV, bwmo;n 3. b
III. Culture
1. False
2. True
3. False
Chapter 7
Word Building
1. ejkfeuvgei and ajpofeuvgei were made by attaching a prepositional prefix to
the root word, feuvgei.
ei ejkfeuvgei means “he flees out of” and ajpofeuvgei means “he
flees away from.” The difference comes from the different meanings of the
prepositions.
2. he steps away from, he steps out of, he steps into, he steps towards
3. Because its name comes from the Greek words fiv
vlei (“he/she/it loves”) and
filei
ajdelfovV (“brother”).
4. F, D, E, C, B, A
Culture Bubble
- Greek temples included an exterior series of columns surrounding the interior
area of the temple. Only the priests/priestesses were allowed in the interior.
- The columns were generally not solid pieces. They were divided into sections
called “drums.” There was a hole running down the center of each drum. The
columns were attached to one another by pegs placed into the holes. Some
columns have what is called “fluting.” The flutes are the ridges running down the
outside of the columns.
Exercises
1st and 2nd Person Singular Action Verbs
- A. filevw
I like
filei:V
you like
- B.
first person: bohqevw, trevcw, aporevw
second person: poiei:V, trevceiV
- C. The first column (1st person) all end in w, while the second column
(2nd person) all end in eiV.
eiV
Singular Linking Verbs
- A. ei\
ei\ ; eijmiv
- B. ejstivn ; ejstivn
Direct Address
- A. w\
- B.
- #1 should change to: ejlqe; deu:ro, w\ movsch!
ch
- #2 is correct: ti; poiei:V, w\
w\ movsch;
ch
page 19
answer keys
Quiz 7
I. Vocabulary:
a. 3 b. 2 c. 4 d. 1
1. d 2. c 3. a 4. a
III. Culture
1. False
2. True
Chapter 8
Word Building
1. Something “cryptic” seems to have a hidden meaning. “Cryptography” is secret
writing, or writing in codes and ciphers. The authenticity of something
“apocryphal” seems to be “hidden” in doubt.
3. A “chronometer” is a fancy word for a clock or watch because it measures
time (crov
crovnon
on).
4. C, B, A, E, D
Culture Bubble
- The bireme got its name because it has two (bi-) banks of oars (remus) on each
side.
- An amphora is generally used for all kinds of goods, such as oil, grain, wine, etc. A
hydria is specifically used for carrying water: hence the handles. The word
“hydria” comes from the Greek word u{dwr
dwr (water). A kylix is a drinking cup,
usually used for wine, hence its unique shape. The amphora in the picture
includes the “black figure” style of painting (the figures are in black), while the
hydria includes the “red figure” style of painting (the figures are in red). The red
figure style is more complex and developed later than the black figure style.
Exercises
Plural Singular Action Verbs
- A. w
omen
eiV
ete
ei
ousi
- C.
1.
trevcei
trevcw
trevcousi
others are 3rd person
trevcw
trevcousi
others are singular
pevptw
pevptomen
pevpteiV
others are 1st person
2-alt. pevptw
pevptomen
pevpteiV
others are singular
bavllomen
bavllei
others are plural
1-alt. trevcei
2.
3.
page 20
bavllete
answer keys
4.
gemivzousi
gemivzw
gemivzete
others are plural
5.
ejkqeuvgei
ejkfeuvgeiV
ejkfeuvgousi
others are singular
5-alt. ejkqeuvgei
ejkfeuvgeiV
ejkfeuvgousi others are 3rd person
- D. Student illustrations should represent the following translations of the
sentences:
- He/she/it walks. ; They walk.
- I load. ; We load.
Quiz 8
I. Vocabulary:
a. 2 b. 3 c. 1 d. 4
1. d 2. b 3. a
III. Culture
1. True
2. True
3. False
Chapter 9
Word Building
2. Someone in “agony” is in pain – the sort one might endure in a very difficult
contest. An “agonistic” relationship is strained, full of argument and competition.
3. The names “Stephen,” “Steven,” and “Stephanie” all come from stevfanoV,
anoV
meaning “wreath.” The matchups are: I, G, A, C, H, B, D, E, F, A, J.
Exercises
Infinitives
- A. They both end in -ein
ein.
ein
- B. e[cein, trevcein, palaivein, ajkontivzein, qrwvskein, diskeuvein, odoiv
Jdoivporein
- C. pluvnein (wash), levgein
gein (talk), pevptein (cook), kaqeuvdein (sleep)
Commands
- blevpete
- trevcete, trevvcei, trevcete
Quiz 9
I. Vocabulary:
a. 2 b. 1 c. 3 d. 4
1. b 2. c 3. a
III. Culture
1. False
2. False
3. True
page 21
answer keys
Chapter 10
Word Building
1. Georgia
2. Farming and farm life
3. Because it comes from the Greek word ejkklhsiva, an “assembly.” People
assemble and gather in churches.
4. “Teleology” has various definitions, for example, “the idea that ends are inherent
in nature; the idea that nature is being directed toward an end or shaped by a
purpose.” “Teleophobia” is, interestingly, the “fear of definite plans.”
5. An “epistle” is a letter.
Exercises
Past Tense
- ekfeuv
jkfeuvgw, ejblevyamen, blevpousi, we walked
Eureka!
- hu|ron
Review
- Student illustrations should represent the following translations of the
sentences:
- I see the small pigs in the fields.
- The sisters run towards the lakes.
Quiz 10
I. Vocabulary:
a. 4 b. 1 c. 3 d. 2
1. b 2. a 3. a
III. Culture
1. False
2. True
3. True
page 22
to;
to; o[noma:
oma
bulletin board project
Alphabet Bulletin Board I
Objectives: To review and practice the letters of the Greek alphabet.
Procedures:
I. You will be assigned a Greek letter to make a poster about: __________
II. On the poster, write your letter in large print.
III. Then use an ancient Greek dictionary (print or online), as well as Getting to Know
Greek, to find words that begin with your letter. Write these words in ancient Greek on
your poster.
IV. For each word, draw a picture on your poster that represents it, or write the English
translation.
Assembly: You and your teacher and class will assemble the various letter posters onto a
bulletin board.
to;
to; o[noma:
oma
Alphabet Bulletin Board II
Objectives: To review and practice the letters of the Greek alphabet.
Procedures:
I. You and your group will be assigned a segment of the Greek alphabet: __________
II. In your group, develop a creative way to visually present the letters of your segment
of the alphabet.
III. In your group, develop an interactive activity that will help your fellow classmates to
practice the letters of your segment of the alphabet. This interactive activity should be
able to be completed when it is hanging on the wall.
Assembly: You and your teacher and class will assemble, in order, the various segments
of the alphabet onto a bulletin board, or along the walls of the classroom.
Interactive Activities: When the segments have been assembled, do the interactive
activities that your classmates have created!
page 23
to;
to; o[noma:
oma
Illustrating Greek Sentences Bulletin Board
Objectives: To review and practice the letters of the Greek alphabet. To practice reading,
writing, and comprehending sentences in Greek.
Procedures:
I. Write a sentence in ancient Greek, using vocabulary that you have learned so far.
Your teacher may ask you to incorporate certain grammatical concepts. Write them here
so that you will remember them:
__________________________________________________________
II. Work with a partner to correct each others’ sentences.
III. Write your corrected Greek sentence in large print on a sheet of paper.
IV. On another sheet of paper, make a large illustration of your Greek sentence.
Assembly: You and your teacher and class will assemble the various sentences and
illustrations randomly onto a bulletin board.
Interactive Activity: When the sentences and illustrations have been posted, work in
groups to try to match the sentences to the appropriate illustrations.
page 24
to;
to; o[noma:
oma
Ancient Greek Culture Bulletin Board
Objectives: To expand our knowledge of ancient Greek culture.
Procedures:
I. In the Culture Bubbles, each chapter of Getting to Know Greek provides a basic
introduction to a certain aspect of ancient Greek culture. This project will allow you to
expand upon the information in the Culture Bubbles and to learn more about various
aspects of ancient Greek culture.
Your teacher will assign you a certain aspect of ancient Greek culture: ________________
II. Work individually or in a group to research, in books or on the internet, your aspect of
ancient Greek culture.
III. Prepare a poster that presents the information that you have discovered. Your poster
should include the following:
- The key points already presented in the Culture Bubble
- At least 5 additional pieces of information
- At least 1 picture
- An interactive activity that will help your fellow classmates to learn about and
review your aspect of ancient Greek culture. This interactive activity should be
able to be completed when it is hanging on the wall.
Assembly: You and your teacher and class will assemble the various posters onto a
bulletin board.
Interactive Activity: When the posters have been placed on the bulletin board, use them
to learn more about ancient Greek culture. Do the various interactive activities that your
classmates have created!
page 25
bulletin board
board project
Word Wall Ideas for the Teacher
A word wall is simply a bulletin board, wall, or other area of your classroom in which
words and related materials are posted. Following are some ideas for incorporating word
walls into Getting to Know Greek:
- Letters of the Greek alphabet: Assign a letter to each student, have the students write
the letter on a piece of paper, and hang the letter on the Word Wall. As a Warm-Up or
review activity, have the students work together to order the letters on the Word Wall.
Then do it backwards!
- Vocabulary words: When students are having particular difficulty with certain
vocabulary words, have them write the vocabulary word on a piece of paper, perhaps
also adding an illustration and/or English translation. Post the words up on the Word
Wall. Review them for Warm-Ups. Take them down when the students have mastered
them.
- English derivatives from Greek vocabulary words: As students come across English
words that are related to Greek words that they have learned, have the students write
on a piece of paper the English derivative, a sentence using the derivative accurately
and, where possible, the Greek vocabulary word from which the derivative comes. Post
the papers on the Word Wall. The student can present his/her word to the class. Review
the derivatives for Warm-Ups, etc.
page 26
quiz, chapter 1
to;
to; o[noma:
oma
I. The first eight letters of the Greek alphabet are mixed up below. Rearrange them in the
correct order.
e
a
z
b
d
g
h
q
_____ _____ _____ _____ _____ _____ _____ _____
II. Choose FIVE of the Greek letter names below, and write out the appropriate Greek
letter for each.
iota
kappa
lambda
mu
_____
_____
_____
_____
nu
xi
omicron
pi
_____
_____
_____
_____
III. Match FIVE of the the Greek letters with their names.
_____ rho
1. u
_____ sigma
2. f
_____ tau
3. s
_____ upsilon
4. y
_____ phi
5. c
_____ chi
6. r
_____ psi
7. w
_____ omega
8. t
page 27
quiz, chapter 2
to;
[noma
to; o[
onoma:
noma
I. Vocabulary.
Vocabulary. Please match the pictures to the Greek words by writing the appropriate
number in each blank.
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
oJ i{ppoV
oJ potamovV
oJ ajgrovV
oJ coi:roV
II. Comprehension and Grammar.
Grammar. Please circle the best answer to each question.
#1#1-2
1. What is the hare in this picture doing?
a) asking for help
b) introducing himself
c) saying goodbye d) asking us our name
2. What part of speech is eijmiv in the picture?
a) noun
b) adjective
c) action verb
d) linking verb
3. Which Greek sentence includes a definite article?
a) lagwvV ejstivn.
b) oJ lagwvV ejsti;n ejn tw/: lovfw/.
c) lagwvV eijmiv.
4. Which English sentence is the best translation for:
coi:roV eijmiv.
a) He is a pig.
c) I am a pig.
b) It is a pig.
d) We are pigs.
III. Culture.
Culture. Please read each statement and then circle either true or false.
1. True / False
The main crops in ancient Greece and Rome were known as the
“Mediterranean Triad.”
2. True / False
The main crops in ancient Greece and Rome were olives, grapes, and
cheese.
page 28
quiz, chapter 3
to;
to; o[noma:
oma
I. Vocabulary. Please match the pictures to the Greek words by writing the appropriate
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
mikrovV
hJ mhvthr
ijscurovV
oJ pai:V
II. Comprehension and Grammar. Please circle the best answer to each question.
#1
1. Which Greek sentence best describes everything
that is going on in the picture?
a) o[lbioi eijsivn.
b) o[lbiai eijsivn.
c) o[lbih ejstiv.
d) o[lbioV ejstiv.
2. Which Greek word best finishes this sentence:
oJJ ajdelfo;V ejsti………
a) filovponoV
c) filovponai
b) filovponoi
d) filopovnh
3. What gender is the word coi:roV?
a) masculine
b) feminine
c) neuter
4. Which English sentence is the best translation for: oiJ a[nqrwpoi ijscuroi; eijsivn.
a) The man is strong.
b) The men are strong.
c) The men are not strong.
III. Culture. Please read each statement and then circle either true or false.
1. True / False
Greeks generally owned fellow Greeks as slaves.
2. True / False
A Greek slave could never be freed.
page 29
quiz, chapter 4
to;
to; o[noma:
oma
I. Vocabulary.
Vocabulary. Please match the pictures to the Greek words by writing the appropriate
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
ajpov
to;; devndron
kaqeuvdei
pevptei
II. Comprehension and Grammar.
Grammar. Please circle the best answer to each question.
#1
1. Which Greek sentence best describes
everything that is going on in the picture?
a) hjsucavzousi.
b) badivzei.
c) badivzousi.
2. Which Greek verb is singular?
b) eijsiv
a) trevcousi
c) povnousi
d) levgei
3. Which English sentence is the best
translation for: oiJ a[nqrwpoi povnousin.
a) The men work.
b) Some men work.
c) The man works.
d) The men are diligent.
4. Which of the following prepositional phrases is singular?
a) uJpo; tou: h{liou
b) ajpo; tw:n devndrwn
c) ejn toi:V ajgroi:V
1. True / False
Women could own property but they could not vote.
2. True / False
Women were generally older than the men they married.
page 30
quiz, chapter 5
to;
to; o[noma:
oma
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
katalambavnei
oJ nekrovV
oJ autourgovV
bavllei
1. Which Greek sentence best describes
what is going on in this picture?
a) oiJ aujtouvrgoi to;n coi:ron
ouj katalambavnousi.
b) oJ aujtourgo;V to;n coi:ron
ouj katalambavnei.
c) oJ coi:roV to;n aujtourgo;n
ouj katalambavnei.
#1
2. Which is the best translation for: oJ e[laioV to;n si:ton katalambavnei.
a) The bread catches the olive.
b) The bread catches the olives.
c) The olive catches the bread.
d) The olives catch the bread.
For #3-4, consider the sentence: oJ coi:roV to;n stafulh;n blevpei.
3. Which word is the object?
a) oJ coi:roV b) to;n stafulh;n
c) blevpei
4. Which word is the subject?
a) oJ coi:roV b) to;n stafulh;n
c) blevpei
1. True / False
A povliV is a city-state.
2. True / False
The ajgorav served as a marketplace and public forum.
page 31
quiz, chapter 6
to;
to; o[noma:
oma
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
hJ u{lh
to; a[nqoV
oJ iJereuvV
to; o[roV
1. Which Greek sentence best describes what is
going on in this picture?
a) oJ coi:roV oijwnou;V blevpei.
b) oJ coi:roV oijwno;n blevpei.
c) oiJ oijwnoi; coivrouV blevpousi.
#1
2. Circle the words (other than definite articles)
that are in the accusative case in this sentence:
oJ iJereuvV tou;V tauvrouV
pro;V to;n bwmo;n a[gei.
3. Which English sentence is the best translation for:
oJ coi:roV a[nqrwpon kai; tauvrouV blevpei.
a) The pig sees the men and the bulls.
c) The pig sees the men and the bull.
b) The pig sees the man and the bulls.
d) The pig sees the man and the bull.
1. True / False
Ancient Greek festivals did not include animal sacrifice.
2. True / False
Inedible parts were burned for the gods, while the rest was cooked
for a feast.
3. True / False
In punishment for stealing fire from men, Prometheus was chained
to a rock and had his liver eaten by an eagle.
page 32
quiz, chapter 7
to;
to; o[noma:
oma
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
ajporei:
fivlei
oJdoivporei
bohvqei
#1
1. What is the calf asking the pig in this picture?
a) “Do I want to journey to Athens?”
b) “Do we want to journey to Athens?”
c) “Does he want to journey to Athens?”
d) “Do you want to journey to Athens?”
2. Which of the following Greek sentences includes
direct address?
a) hJ movsch ajpofeuvgei. b) coi:roV eijmiv.
c) ti; poiei:V, w\ movsch;
3. Which Greek sentence is the best translation of
“Who are you?”
a) ti;V ei\~
b) ti;V eijmiv~ c) ti;V ejstiv~
4. What is the pig’s response to the calf’s question?
a) “I don’t know!”
b) “He doesn’t know!”
c) “You don’t know!”
1. True / False
All Greek religious ceremonies took place inside the temple.
2. True / False
Inside the temple was a statue of the god or goddess.
page 33
#4
quiz, chapter 8
to;
to; o[noma:
oma
1.
2.
3.
4.
a. _________
b. __________
c. __________
d. __________
oJ limhvn
gemivzei
oujk
hJ oJdovV
II. Comprehension and
and Grammar. Please circle the best answer to each question.
#1
1. What verb would best fit in the blank
in the calf’s speech bubble, in response to
the question that the goat is asking?
b) badivzousi
a) badivzete
c) badivzw
d) badivzomen
2. Which English sentence is the best
translation for: ploi:on oujk e[comen.
a) Y’all do not have a boat.
b) We do not have a boat.
c) I do not have a boat.
d. They do not have a boat.
3. Choose the singular form of levgomen.
a) levgw
b) levgeiV
c) levgei
III.
1. True / False
Overfarming and overgrazing of Greece’s land led to grain shortages.
2. True / False
Grain shortages led to founding of Greek colonies abroad.
3. True / False
An amphora is pictured at right.
page 34
quiz, chapter 9
to;
to; o[noma:
oma
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
diskeuvei
ajkontivzei
qrwvskei
palaivei
#1
1. Which verb form would best fit in the
blank in the speech bubble, to express that
the animals want “to journey” to Athens?
a) oJdoivporei
b) oJdoivporein
d) oJdoiporevw
c) oJdoipovromen
2. Which English sentence best translates
what the bird says when Athens appears
through the porthole?
#2#2-3
a) Are you looking?
b) I am looking!
c) Look!
3. If the bird spoke to the pig alone, which Greek verb
would he have said instead of blevpete?
ete
a) blevpe
b) blevpw
c) blevpein d) blevpomen
1. True / False
2. True / False
3. True / False
page 35
The Olympics were founded in 776 B.C. in honor of Heracles.
All women except married women could participate in the Olympics.
The best prize for an Olympic winner was glory from the city.
quiz, chapter 10
to;
to; o[noma:
oma
1.
2.
3.
4.
a. __________
b. __________
c. __________
d. __________
hJ ejpistolhv
to; tevloV
oJ klh:roV
a[qumoV
II. Comprehension
Comprehension and Grammar. Please circle the best answer to each question.
#1
1. In this postcard to his friends, what idea
is the pig expressing?
a) I am looking at the Parthenon now.
b) I saw the Parthenon.
c) I will see the Parthenon soon.
2. Where on the timeline does the Greek
verb ejbadivsamen go?
<----PAST----PRESENT----FUTURE---->
a)
b)
c)
3. Which Greek sentence is the best translation of “I fled from the farmer.”
a) e[fugon ejk tou: aujtourgou:.
b) ejkfeuvgei ejk tou: aujtourgou:.
c) ejfuvgonen ejk tou: aujtourgou:.
d) ejkfeuvgw ejk tou: aujtourgou:.
1. True / False
2. True / False
3. True / False
page 36
The povliV consisted only of the main city.
All citizens of the povliV could attend meetings of the Assembly.
Athens had one of the very first democracies.

greek - Ascanius

Transcription

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