Section One H

Examples
(1) Supplementary transformation exercises
If o Ku^epv^xnc avaPaivei means ‘the captain comes up’, what would oi Ku^epv^xai avaPaivouai mean?
If o vawn; piTCTei eauTov means ‘the sailor throws himself’, what would oi vavrai pinTouaiv eauTov; mean?
If eyra Pon0ra means ‘I run to help’, what would ov Pon0et; mean?
If apa ovx opa; TOV nap0evrava; means ‘Don’t you (s.) see the Parthenon?’, what would apa ov% opaTe TOV nap0evrava; mean?
(2) Supplementary substitution exercises
If TO nlotov nlet npo; TO; ’A0fva; means ‘the boat sails towards Athens’, how would you say in Greek:
(a) TO nlotov nlet towards Chios
(b) TO nlotov nlet towards Euboia
(c) TO nlotov nlet towards Peiraieus
(d) TO nlotov nlet towards Byzantium?
(3) Supplementary expansion exercises
If ^evye means ‘Flee!’, how would you say in Greek:
(a) You ^evye!
(b) You ^evye too!
Vocabulary learning
A constant check must be kept on this. It is suggested that students learn the lists from passages already translated as the first part of their home preparation before translating ahead for the next class. A short, routine review of the vocabulary before the start of every class is important to establish.
Test Exercise
The Test Exercises are essential and it is worth explaining that they are meant to be tackled unseen. If they cannot be translated in class (which is best), they should be set as written exercises, with careful instructions to the students to note and learn anything that they have to look up.
Note: The methodology outlined above - students reading aloud and translating, the teacher eliciting from the students the grammar, which is inserted on a grid or in the morphology charts (always in comparison with forms already met) - will now no longer be outlined in detail for each section. New grammar and its important features are noted but this methodology is now taken for granted. Teachers will of course make their own modifications.
Background
Homer 1.101; 8.1 Socrates 8.33-6
Arguing and the power of words 8.27
TE%vn 8.83ff. cTpaTnyoq 6.24-6 War 7.1-17
Grammar
Accidence for 1H-J: present indicative of ei^ and oiSa. Most forms can be deduced by pupils, then entered on grids.
Neuter plural of adjectives TS ... ^
A group with a sound grasp of 1A-G can tackle this in a one-hour session.
Commentary
p. 18 line
2 £pwTa: can be deduced from nofi following.
EIOW: emphasize the -civ ending denoting the third person plural. oa^ra^: ask for the part of speech.
3 vv^ = Latin nox, cf. nocturnal.
5 opnP^£i: establish the part of speech. Ask if a well-known person is recog¬nizable in the verb-stem.
rca^Ei: the meaning can be elicited by reference to naiS- derivations, e.g. paediatric, encyclopaedia. A navq (boy or girl) needs training; hence rcaiSev® = train, cf. pedagogue, orthopaedic. naiZ® = play, joke may be elicited at length from all this, and the effort is worthwhile.
6 pa0nTa^: cf. polymath, mathematics.
8 £op£v: parts of ei^i, ovSa are generally introduced with pronouns on their first appearance. Note that the plurals have -^ev, -ts, -ci(v), like regular verbs. Warning: the plural of oiSa does not appear in the text but is used in the Test Exercise. Forms can be deduced from the stem ic-, and these must be learnt before the Test Exercise is set.
11 For the rhapsode’s Homeric extracts, give the vocabulary; there is little point in attempting guesses. ovvona = ovvoq + oy = ‘wine-faced’, ovvoq was originally povvoq, hence Latin vinum, English ‘wine’.
15 8^ov: cf. psychedelic - ‘revealing the soul’.
13 : cf. melanine, the substance in the skin which aids suntan; melanite,
the chemical which brings up the black in photographic negatives.
19 prapo^: cf. moron.