This document contains a translation exercise with 8 questions about identifying and parsing second aorist active/middle indicative verbs in Greek sentences. For each question, the key verbs are identified and parsed according to their tense-stem, augment, connecting vowel, and personal ending. Brief English translations are also provided.
Shadows in the Tabernacle - the priesthood old and newAlan Williamson
Hebrews 9:8-11 the Holy Spirit this signifying, that the way into the holy place hath not yet been made manifest, while the first tabernacle is yet standing; 9 which is a figure for the time present; according to which are offered both gifts and sacrifices that cannot, as touching the conscience, make the worshipper perfect, 10 being only (with meats and drinks and divers washings) carnal ordinances, imposed until a time of reformation. 11 But Christ having come a high priest of the good things to come, through the greater and more perfect tabernacle, not made with hands, that is to say, not of this creation,
La lengua hebrea forma parte del grupo lingüístico conocido como semítico
noroccidental. En términos generales cabe decir que la denominación de lengua
semítica, basadas en Gn 10, 21-31, pretende designar las lenguas habladas por los
pueblos que, según el texto bíblico, descienden de Sem, uno de los hijos de Noe.
Este breve estudo é fruto de debates em algumas comunidades do Facebook e também de respostas àqueles que nos mandaram mensagens procurando tirar suas dúvidas sobre o assunto.
Shadows in the Tabernacle - the priesthood old and newAlan Williamson
Hebrews 9:8-11 the Holy Spirit this signifying, that the way into the holy place hath not yet been made manifest, while the first tabernacle is yet standing; 9 which is a figure for the time present; according to which are offered both gifts and sacrifices that cannot, as touching the conscience, make the worshipper perfect, 10 being only (with meats and drinks and divers washings) carnal ordinances, imposed until a time of reformation. 11 But Christ having come a high priest of the good things to come, through the greater and more perfect tabernacle, not made with hands, that is to say, not of this creation,
La lengua hebrea forma parte del grupo lingüístico conocido como semítico
noroccidental. En términos generales cabe decir que la denominación de lengua
semítica, basadas en Gn 10, 21-31, pretende designar las lenguas habladas por los
pueblos que, según el texto bíblico, descienden de Sem, uno de los hijos de Noe.
Este breve estudo é fruto de debates em algumas comunidades do Facebook e também de respostas àqueles que nos mandaram mensagens procurando tirar suas dúvidas sobre o assunto.
Evangelho de Mateus escrito em Hebraico e não em GregoASD Remanescentes
Os escritos dos pais da igreja (escritores cristãos antigos, dos primeiros séculos da era cristã) dizem que Mateus escreveu seu evangelho em hebraico.
Alguns estudiosos acham que quando os pais da igreja dizem que Mateus escreveu o seu evangelho em hebraico, eles estão querendo dizer que ele escreveu em aramaico, porque no tempo de Jesus os judeus falavam no dia-a-dia o aramaico, e não o hebraico.
A medida que se acerca el gobierno del Anticristo sobre la tierra, en esa medida, ha estado siendo quitado el nombre de Dios en las iglesias, y en todos los lugares donde el nombre de Dios ha tenido presencia. El plan es que Dios no sea conocido por su nombre que es Jehova de los Ejercitos, en su lugar se le llame solamente Senor, aunque el sea Rey de reyes y Senor de Senores.
O nome de Deus jamais poderia ser Yaohu, pois a vogal hebraica "Kamets" não tem o som de "ao", mas sim o som de "a" ou de "o", e a letra hebraica "Vav", no caso do tetragrama יהוה , é consoante, pois está seguida por uma vogal, que é indicada pela letra "He" final, e por isso neste caso a letra "Vav" tem som de "v",O verdadeiro nome de Deus é Yahveh. Escrito em letras hebraicas é יַהְוֶה . Pronuncia-se “Yahvé”, mas se for pronunciado de maneira mais pausada, a pronúncia é “Yahevé”, O nome de Deus, adaptado para a língua portuguesa, é “Javé”, ou “Jaevé”.
What motivated Ananias and Sapphira to lie? Have you ever been tempted to lie? Have you ever been tempted to lie for the same reason? What stopped you? Do you think Ananias and Sapphira were truly Christians? Why? What difference does it make how we answer this question?
This is a lesson in the Crossroads programme, a discipleship programme written by Dr Kevin Smith and offered by the South African Theological Seminary <http: />. This lesson deals with the goodness of God.
Evangelho de Mateus escrito em Hebraico e não em GregoASD Remanescentes
Os escritos dos pais da igreja (escritores cristãos antigos, dos primeiros séculos da era cristã) dizem que Mateus escreveu seu evangelho em hebraico.
Alguns estudiosos acham que quando os pais da igreja dizem que Mateus escreveu o seu evangelho em hebraico, eles estão querendo dizer que ele escreveu em aramaico, porque no tempo de Jesus os judeus falavam no dia-a-dia o aramaico, e não o hebraico.
A medida que se acerca el gobierno del Anticristo sobre la tierra, en esa medida, ha estado siendo quitado el nombre de Dios en las iglesias, y en todos los lugares donde el nombre de Dios ha tenido presencia. El plan es que Dios no sea conocido por su nombre que es Jehova de los Ejercitos, en su lugar se le llame solamente Senor, aunque el sea Rey de reyes y Senor de Senores.
O nome de Deus jamais poderia ser Yaohu, pois a vogal hebraica "Kamets" não tem o som de "ao", mas sim o som de "a" ou de "o", e a letra hebraica "Vav", no caso do tetragrama יהוה , é consoante, pois está seguida por uma vogal, que é indicada pela letra "He" final, e por isso neste caso a letra "Vav" tem som de "v",O verdadeiro nome de Deus é Yahveh. Escrito em letras hebraicas é יַהְוֶה . Pronuncia-se “Yahvé”, mas se for pronunciado de maneira mais pausada, a pronúncia é “Yahevé”, O nome de Deus, adaptado para a língua portuguesa, é “Javé”, ou “Jaevé”.
What motivated Ananias and Sapphira to lie? Have you ever been tempted to lie? Have you ever been tempted to lie for the same reason? What stopped you? Do you think Ananias and Sapphira were truly Christians? Why? What difference does it make how we answer this question?
This is a lesson in the Crossroads programme, a discipleship programme written by Dr Kevin Smith and offered by the South African Theological Seminary <http: />. This lesson deals with the goodness of God.
Biblical Ethics 7: Love for Neighbour 5 - TruthKevin Smith
This is Lesson 7 of the Biblical Ethics course in the Crossroads Programme. Crossroads is a discipleship programme written Dr Kevin Smith (http://kevinsmith.co.za) and offered by the South African Theological Seminary (http://www.satsonline.org).
Effective Steps to US Admission and ScholarshipCareerGOD
Having secured admission easily, the exorbitant fee charged by the universities may be a daunting factor. While your fee may be low, the living expenses may be very high.
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In CareerGOD’s 5th webinar from the series ‘Experts’ Speak: Demystifying US Admissions’, seasoned veterans from the industry will share important tips on robust profile building to get fee waivers and discounts in your favourite US university.
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2017 | E-Brochure | Project Management for Non Project Manager - PMNPM (2 Day...Dcolearning
Project Management For Non Project Manager (PMNPM) training program from Dcolearning - Accoladia Group. Jakarta. Indonesia
All organizations have and execute all kinds of projects in running their business. Some of the projects can be external ones that involve their business clients or partners. While the other may come as internal projects in order to improve and optimize their performance and business processes.
To the organizations, the ability to manage project(s) at all levels and positions has become more important than ever. Their ability to manage limited project resources will determine their business and their very existence in the long run.
But not all organizations have dedicated unit or resources to manage their projects. Many of the projects require and involve staffs and management team coming from various functions and backgrounds other than project management.
Project Management for Non-Project Manager workshop is one of the special training program uniquely designed to help professionals from various backgrounds and positions who may not have or may have limited project management experience or background in learning project management with the common language.
More info, visit our website www.dcolearning.com
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...franktsao4
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
The Hope of Salvation - Jude 1:24-25 - MessageCole Hartman
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
2. Key to Colour Coding
In Greek nouns and nominals, the
stem vowel or consonant is shown
in red and the case ending in blue.
Stems ending in α / η are first
declension, in ο / ω second
declension, and in consonants third
declension.
In Greek verbs, the tense
formatives and diagnostics are
shown in red, the connecting
vowels in green, and the personal
endings in blue. The moveable nu
is not colour coded.
5. Question 2
καὶ ἐξῆλθον οἱ μαθηταὶ
καὶ ἦλθον εἰς τὴν πόλιν
καὶ εὗρον καθώς εἶπεν αὐτοῖς.
ἐξῆλθον from ἐξέρχομαι, “I come out, I
depart.”
Parsing: AAI-3P
TS: «εκ-ελθ»
AU: ε → η
CV: ο
PE: ν
6. Question 2
καὶ ἐξῆλθον οἱ μαθηταὶ
καὶ ἦλθον εἰς τὴν πόλιν
καὶ εὗρον καθώς εἶπεν αὐτοῖς.
ῆλθον from έρχομαι, “I come.”
Parsing: AAI-3P
TS: «ελθ»
AU: ε → η
CV: ο
PE: ν
7. Question 2
καὶ ἐξῆλθον οἱ μαθηταὶ
καὶ ἦλθον εἰς τὴν πόλιν
καὶ εὗρον καθώς εἶπεν αὐτοῖς.
εὗρον from εὑρίσκω, “I find.”
Parsing: AAI-3P
TS: «ευρ»
AU: none (expected ε → η)
CV: ο
PE: ν
Verbs beginning with ευ often don’t show
the augment (Mounce 2009:§21.10)
8. Question 2
καὶ ἐξῆλθον οἱ μαθηταὶ
καὶ ἦλθον εἰς τὴν πόλιν
καὶ εὗρον καθώς εἶπεν αὐτοῖς.
εἶπεν, second aorist of λέγω, “I speak.”
Parsing: AAI-3S
TS: «ϝιπ»
AU: ε
CV: ε
PE: –(ν)
The ϝ dropped out, so ε + ϝιπ → ειπ. You
can think of «ιπ» or «ειπ» as the root.
9. Question 2
καὶ ἐξῆλθον οἱ μαθηταὶ
καὶ ἦλθον εἰς τὴν πόλιν
καὶ εὗρον καθώς εἶπεν αὐτοῖς.
And the disciples departed
and they came into the city
and they found [things] just as he said to
them.
11. Question 3
καὶ φωνὴ ἐγένετο ἐκ τῶν οὐρανῶν·
σὺ εἶ ὁ υἱός μου ὁ ἀγαπητός.
And a voice came out of heaven (lit. the
heavens),
“You aré my beloved Son.”
12. Question 4
διδάσκαλε,
εἴδομέν τινα
ἐν τῷ ὀνόματί σου ἐκβάλλοντα δαιμόνια.
ἐκβάλλοντα is a participle (You will only
study this verbal form in Chapter 27)
εἴδομέν, second aorist of βλέπω, “I see.”
Parsing: AAI-1P
TS: «ϝιδ»
AU: ε
CV: ο
PE: μεν
The ϝ dropped out, so ε + ϝιδ → ειδ. You can
think of «ιδ» or «ειδ» as the root.
14. Question 5
ὁ δὲ Ἰησοῦς εἶπεν αὐτῷ·
τί με λέγεις ἀγαθόν;
οὐδεὶς ἀγαθὸς εἰ μὴ εἷς ὁ θεός.
εἶπεν, second aorist of λέγω, “I speak.”
Parsing: AAI-3S
TS: «ϝιπ»
AU: ε
CV: ε
PE: –(ν)
The ϝ dropped out, so ε + ϝιπ → ειπ. You
can think of «ιπ» or «ειπ» as the root.
15. Question 5
ὁ δὲ Ἰησοῦς εἶπεν αὐτῷ·
τί με λέγεις ἀγαθόν;
οὐδεὶς ἀγαθὸς εἰ μὴ εἷς ὁ θεός.
λέγεις, from λέγω, “I speak.”
Parsing: PAI-2S
TS: «λεγ»
AU: none
CV: ε
PE: (ι)ς
Think of the 2S personal ending as (ι)ς,
where ι is optional.
16. Question 5
ὁ δὲ Ἰησοῦς εἶπεν αὐτῷ·
τί με λέγεις ἀγαθόν;
οὐδεὶς ἀγαθὸς εἰ μὴ εἷς ὁ θεός.
But Jesus said to him,
“Why do you call me good?
No one [is] good except one—God.”
17. Question 6
ἐξῆλθεν καὶ ἀπῆλθεν εἰς ἔρημου (lonely)
τόπον κἀκεῖ (and there) προσηύχετο.
καὶ εὗρον αὐτὸν καὶ λέγουσιν αὐτῷ ὅτι
πάντες ζητοῦσίν σε.
ἐξ-ῆλθεν and ἀπ-ῆλθεν are both derivatives
of ἔρχομαι.
Parsing: AAI-3S
TS: «εκ-ελθ» «απ-ελθ»
AU: ε → η
CV: ε
PE: –(ν)
18. Question 6
ἐξῆλθεν καὶ ἀπῆλθεν εἰς ἔρημου (lonely)
τόπον κἀκεῖ (and there) προσηύχετο.
καὶ εὗρον αὐτὸν καὶ λέγουσιν αὐτῷ ὅτι
πάντες ζητοῦσίν σε.
προσ-ηυχετο is from προσευχομαι,
meaning “I pray.”
Parsing: IMI-3S
TS: «προσ-ευχ»
AU: ε → η
CV: ε
PE: το
19. Question 6
ἐξῆλθεν καὶ ἀπῆλθεν εἰς ἔρημου (lonely)
τόπον κἀκεῖ (and there) προσηύχετο.
καὶ εὗρον αὐτὸν καὶ λέγουσιν αὐτῷ ὅτι
πάντες ζητοῦσίν σε.
εὗρον is from εὑρίσκω, meaning “I find.”
Parsing: AAI-3P
TS: «ευρ»
AU: none (expected ε → η)
CV: ο
PE: ν
Verbs beginning with ευ often don’t show
the augment (Mounce 2009:§21.10)
21. Question 6
ἐξῆλθεν καὶ ἀπῆλθεν εἰς ἔρημου (lonely)
τόπον κἀκεῖ (and there) προσηύχετο.
καὶ εὗρον αὐτὸν καὶ λέγουσιν αὐτῷ ὅτι
πάντες ζητοῦσίν σε.
He went out and he went into a lonely place
and there he was praying.
And they found him and they said [lit. say]
to him, “Everyone is seeking you.”
23. Question 7
πολλάκις καὶ εἰς πῦρ αὐτὸν ἔβαλεν
καὶ εἰς ὕδατα.
Often it cast him both into fire
and into water.
24. Question 8
οὔτε οἶδα
οὔτε ἐπίσταμαι
σὺ τί λέγεις.
καὶ ἐξῆλθεν ἔξω.
οἶδα is a perfect tense that functions as a
present, meaning “I know.”
ἐπίσταμαι is the lexical form, PDI-1S,
meaning “I understand, I know.”
λέγεις, see Question 5.
25. Question 8
οὔτε οἶδα
οὔτε ἐπίσταμαι
σὺ τί λέγεις.
καὶ ἐξῆλθεν ἔξω.
ἐξῆλθεν from ἐξέρχομαι, “I come out, I
depart.”
Parsing: AAI-3S
TS: «εκ-ελθ»
AU: ε → η
CV: ε
PE: –(ν)
26. Question 8
οὔτε οἶδα
οὔτε ἐπίσταμαι
σὺ τί λέγεις.
καὶ ἐξῆλθεν ἔξω.
I do not know
and I do not understand
what you are saying.
And he went outside.
29. Question 9
οἵτινες ἀπεθάνομεν τῇ ἁμαρτίᾳ,
πῶς ἔτι ζήσομεν ἐν αὐτῇ;
We who died to sin,
how shall we still live in it?
30. Question 10
ἀπεκρίθη αὐτοῖς ὁ Ἰησοῦς καὶ εἶπεν·
ἀμὴν ἀμὴν λέγω ὑμῖν,
ζητεῖτέ με οὐχ ὅτι εἴδετε σημεῖα,
ἀλλʼ ὅτι ἐφάγετε ἐκ τῶν ἄρτων
καὶ ἐχορτάσθητε.
ἀπεκρίθη and ἐχορτάσθητε are aorist
passives. The diagnostic for the aorist
passive is θη.
εἶπεν is from the root «ϝιπ», which was
explained earlier.
ζητεῖτέ is PAI-2P: ζητε + ε + τε, εε → ει.
εἴδετε is from the root «ϝιδ», which was
explained earlier.
32. Question 10
ἀπεκρίθη αὐτοῖς ὁ Ἰησοῦς καὶ εἶπεν·
ἀμὴν ἀμὴν λέγω ὑμῖν,
ζητεῖτέ με οὐχ ὅτι εἴδετε σημεῖα,
ἀλλʼ ὅτι ἐφάγετε ἐκ τῶν ἄρτων
καὶ ἐχορτάσθητε.
Jesus answered them and said,
“Truly, truly I say to you,
you seek me not because you saw signs,
but because you ate from the breads
and you were satisfied.
34. Question 11
ἐν τῷ οἰκῷ ἐν ᾧ οἱ μαθηταὶ
τὸν ἄρτον ἀπὸ τῆς χειρὸς τοῦ Ἰησοῦ ἔλαβον,
εἶπον σὺν ἀλλήλοις
καὶ τῷ κυρίῳ αὐτῶν.
εἶπον, second aorist of λέγω, “I say.”
Parsing: AAI-3P
TS: «ϝιπ»
AU: ε
CV: ο
PE: ν
The ϝ dropped out, so ε + ϝιπ → ειπ. You
can think of «ιπ» or «ειπ» as the root.
35. Question 11
ἐν τῷ οἰκῷ ἐν ᾧ οἱ μαθηταὶ
τὸν ἄρτον ἀπὸ τῆς χειρὸς τοῦ Ἰησοῦ ἔλαβον,
εἶπον σὺν ἀλλήλοις
καὶ τῷ κυρίῳ αὐτῶν.
In the house in which the disciples
received the bread from the hand of Jesus,
they spoke with one another
and with the Lord.
36. Question 12
οἱ ὄχλοι προσῆλθον τὴν πόλιν
καὶ ἐν τῇ συναγώγῃ συνήγαγον
ὅτι ὁ Παῦλος ἐδίδασκε τὴν ἀληθείαν
περὶ Ἰησοῦ τοῦ Χριστοῦ τε καὶ τοῦ κυρίου.
προσῆλθον from προσέρχομαι, “I come to,
I approach.”
Parsing: AAI-3P
TS: «προσ-ελθ»
AU: ε → η
CV: ο
PE: ν
37. Question 12
οἱ ὄχλοι προσῆλθον τὴν πόλιν
καὶ ἐν τῇ συναγώγῃ συνήγαγον
ὅτι ὁ Παῦλος ἐδίδασκε τὴν ἀληθείαν
περὶ Ἰησοῦ τοῦ Χριστοῦ τε καὶ τοῦ κυρίου.
συνήγαγον from συνάγω, “I gather.”
Parsing: AAI-3P
TS: «συν-αγαγ»
AU: α → η
CV: ο
PE: ν
The root «αγ» forms its aorist stem by
duplicating the root «αγαγ».
38. Question 12
οἱ ὄχλοι προσῆλθον τὴν πόλιν
καὶ ἐν τῇ συναγώγῃ συνήγαγον
ὅτι ὁ Παῦλος ἐδίδασκε τὴν ἀληθείαν
περὶ Ἰησοῦ τοῦ Χριστοῦ τε καὶ τοῦ κυρίου.
The crowds came to the city
and they gathered in the synagogue
because Paul was teaching the truth
concerning Jesus, the Christ and the Lord.
40. Question 13
καὶ ἀπέθανεν Σαούλ
καὶ τρεῖς υἱοὶ αὐτοῦ
ἐν τῇ ἡμέρᾳ ἐκείνῃ
καὶ πᾶς ὁ οἶκος αὐτοῦ
ἐπὶ τὸ αὐτὸ ἀπέθανεν.
And Saul died
and his three sons
on that day
and all his house
at the same [time] died.
42. Question 14
εἰσῆλθεν δὲ Νῶε
καὶ οἱ υἱοὶ αὐτοῦ
καὶ ἡ γυνὴ αὐτοῦ
καὶ αἱ γυναῖκες τῶν υἱῶν αὐτοῦ
μετʼ αὐτοῦ
εἰς τὴν κιβωτὸν
διὰ τὸ ὕδωρ.
But Noah entered
and his sons
and his wife
and his son’s wives
with him
into the arc
on account of the water.
44. Question 15
ἐν ἀγάπῃ προσελάβετο ἡμᾶς ὁ δεσπότης.
διὰ τὴν ἀγάπην, ἣν ἔσχεν πρὸς ἡμᾶς,
τὸ αἷμα αὐτοῦ ἔδωκεν ὑπὲρ ἡμῶν
Ἰησοῦς Χριστὸς ὁ κύριος ἡμῶν
ἐν θελήματι θεοῦ,
καὶ τὴν σάρκα ὑπὲρ τῆς σαρκὸς ἡμῶν
καὶ τὴν ψυχὴν ὑπὲρ τῶν ψυχῶν ἡμῶν.
ἔσχεν, from ἔχω, “I have, I hold.”
Parsing: AAI-3S
TS: «σχ»
AU: ε
CV: ε
PE: –(ν)
ἔχω is from the root «σεχ», which
undergoes changes in all tense stems.
45. Question 15
ἐν ἀγάπῃ προσελάβετο ἡμᾶς ὁ δεσπότης.
διὰ τὴν ἀγάπην, ἣν ἔσχεν πρὸς ἡμᾶς,
τὸ αἷμα αὐτοῦ ἔδωκεν ὑπὲρ ἡμῶν
Ἰησοῦς Χριστὸς ὁ κύριος ἡμῶν
ἐν θελήματι θεοῦ,
καὶ τὴν σάρκα ὑπὲρ τῆς σαρκὸς ἡμῶν
καὶ τὴν ψυχὴν ὑπὲρ τῶν ψυχῶν ἡμῶν.
ἔδωκεν is AAI-3S from δίδωμι, “I give.” You
will only learn –μι verbs in chapters 34-36.
They are sometimes called kappa aorists,
because they take κα as their aorist tense
formative; most first aorist forms take σα as
the tense formative. More about this later.
46. Question 15
ἐν ἀγάπῃ προσελάβετο ἡμᾶς ὁ δεσπότης.
διὰ τὴν ἀγάπην, ἣν ἔσχεν πρὸς ἡμᾶς,
τὸ αἷμα αὐτοῦ ἔδωκεν ὑπὲρ ἡμῶν
Ἰησοῦς Χριστὸς ὁ κύριος ἡμῶν
ἐν θελήματι θεοῦ,
καὶ τὴν σάρκα ὑπὲρ τῆς σαρκὸς ἡμῶν
καὶ τὴν ψυχὴν ὑπὲρ τῶν ψυχῶν ἡμῶν.
In love the ruler received us.
On account of the love which he had for us,
his blood he gave for us
Jesus Christ, our Lord
by the will of God,
and his flesh for our flesh,
and his life for our lives
48. Question 16
Ὁ οὖν Ἰησοῦς … ἦλθεν εἰς Βηθανίαν,
ὅπου ἦν Λάζαρος,
ὃν ἤγειρεν ἐκ νεκρῶν Ἰησοῦς.
ἤγειρεν is AAI-3S from ἐγείρω, “I raise, I
wake.” It is a liquid aorist. You will learn
about these in chapter 23.
49. Question 16
Ὁ οὖν Ἰησοῦς … ἦλθεν εἰς Βηθανίαν,
ὅπου ἦν Λάζαρος,
ὃν ἤγειρεν ἐκ νεκρῶν Ἰησοῦς.
Then Jesus came into Bethany,
where Lazarus was,
whom Jesus raised from the dead.
51. Question 17
ἐν τῷ κόσμῳ ἦν,
καὶ ὁ κόσμος διʼ αὐτοῦ ἐγένετο,
καὶ ὁ κόσμος αὐτὸν οὐκ ἔγνω.
ἔγνω from γινώσκω, “I know.”
Parsing: AAI-3S
TS: «γνω»
AU: ε
CV: none — root aorist
PE: –(ν)
The root is «γνω». Root aorists add the
PEs directly to the root, without a CV.
52. Question 17
ἐν τῷ κόσμῳ ἦν,
καὶ ὁ κόσμος διʼ αὐτοῦ ἐγένετο,
καὶ ὁ κόσμος αὐτὸν οὐκ ἔγνω.
He was in the world,
and the world became through him,
and the world did not know him.
55. Question 18
Μετὰ ταῦτα
ἦλθεν ὁ Ἰησοῦς καὶ αἱ μαθηταὶ αὐτοῦ
εἰς τὴν Ἰουδαίαν γῆν
καὶ ἐκεῖ διέτριβεν
μετʼ αὐτῶν
καὶ ἐβὰπτιζεν.
After these things,
Jesus came and his disciples
into the Judean land [= Judea]
and he was spending time there
with them
and he was baptising.
56. Question 19
πέντε γὰρ ἄνδρας ἔσχες
καὶ νῦν ὃν ἔχεις
οὐκ ἔστιν σου ἀνήρ.
ἔσχες, from ἔχω, “I have, I hold.”
Parsing: AAI-2S
TS: «σχ»
AU: ε
CV: ε
PE: ς
ἔχω is from the root «σεχ», which
undergoes changes in all tense stems.
57. Question 19
πέντε γὰρ ἄνδρας ἔσχες
καὶ νῦν ὃν ἔχεις
οὐκ ἔστιν σου ἀνήρ.
ἔχεις, from ἔχω, “I have, I hold.”
Parsing: PAI-2S
TS: «εχ»
AU: none
CV: ε
PE: (ι)ς
ἔχω is from the root «σεχ», which
undergoes changes in all tense stems.
58. Question 19
πέντε γὰρ ἄνδρας ἔσχες
καὶ νῦν ὃν ἔχεις
οὐκ ἔστιν σου ἀνήρ.
For you had five husbands
and now whom you have
is not your husband.
59. Question 20
εἶπον οὖν αὐτῷ οἱ Ἰουδαῖοι·
νῦν ἐγνώκαμεν ὅτι δαιμόνιον ἔχεις.
Ἀβραάμ ἀπέθανεν καὶ οἱ προφῆται,
καὶ σὺ λέγεις·
ἐάν τις τὸν λόγον μου τηρήσῃ,
οὐ μὴ γεύσηται θανάτου εἰς τὸν αἰῶνα.
εἶπον, second aorist of λέγω, “I speak.”
Parsing: AAI-3P
TS: «ϝιπ»
AU: ε
CV: ε
PE: –(ν)
The ϝ dropped out, so ε + ϝιπ → ειπ. You
can think of «ιπ» or «ειπ» as the root.
60. Question 20
εἶπον οὖν αὐτῷ οἱ Ἰουδαῖοι·
νῦν ἐγνώκαμεν ὅτι δαιμόνιον ἔχεις.
Ἀβραάμ ἀπέθανεν καὶ οἱ προφῆται,
καὶ σὺ λέγεις·
ἐάν τις τὸν λόγον μου τηρήσῃ,
οὐ μὴ γεύσηται θανάτου εἰς τὸν αἰῶνα.
ἔγνωκαμεν is RAI-1P from γινώσκω, “I
know.” The root is «γνω», which forms root
aorists and root perfects. These add the
PEs directly to the root, without a CV.
ἔχεις is PAI-2S: εχ + ε + (ι)ς. The root is
actually «σεχ». The present forms its stem
by dropping the σ, the aorist by dropping
the ε.
61. Question 20
εἶπον οὖν αὐτῷ οἱ Ἰουδαῖοι·
νῦν ἐγνώκαμεν ὅτι δαιμόνιον ἔχεις.
Ἀβραάμ ἀπέθανεν καὶ οἱ προφῆται,
καὶ σὺ λέγεις·
ἐάν τις τὸν λόγον μου τηρήσῃ,
οὐ μὴ γεύσηται θανάτου εἰς τὸν αἰῶνα.
λέγεις is PAI-2S from λέγω, “I say.” It is
formed from λεγ + ε + (ι)ς.
τηρήσῃ and γεύσηται are both aorist
subjunctives; you will study them later in the
course.
62. Question 20
εἶπον οὖν αὐτῷ οἱ Ἰουδαῖοι·
νῦν ἐγνώκαμεν ὅτι δαιμόνιον ἔχεις.
Ἀβραάμ ἀπέθανεν καὶ οἱ προφῆται,
καὶ σὺ λέγεις·
ἐάν τις τὸν λόγον μου τηρήσῃ,
οὐ μὴ γεύσηται θανάτου εἰς τὸν αἰῶνα.
Then the Jews said to him,
“Now we know that you have a demon.
Abraham died and the prophets [died],
and you say,
‘If anyone keeps my word,
he will not taste death unto eternity.’”
Editor's Notes
ἐγενετο: ‘became’, but best translated ‘came into being’.
ἐγενετο: ‘became’, but best translated ‘came into being’.
ἐγενετο: ‘became’, but best translated ‘came into being’.