A Workbook for New Testament Greek: Grammar and Exegesis in First John
Format: PDF / Kindle (mobi) / ePub
A Workbook for New Testament Greek: Grammar and Exegesis in First John provides valuable help for students who want to begin studying the New Testament in the original Greek. Many Greek instructors agree that First John is the best place to start reading in the New Testament because it is brief and does not use many complicated sentences or rare words. This workbook divides 1 John into twenty-five assignments averaging four verses. Each assignment has three sections:
• Vocabulary--defines and parses forms that may as yet be unfamiliar
• Questions--leads the student through important grammatical observations
• For Further Study--encourages deeper reflection on questions of grammar, textual criticism, exegesis, and application
All three sections give valuable references to grammars, commentaries, lexicons, and other study helps that students should become familiar with. Also provided are two built-in reference tools:
• Greek-English Dictionary of First John--briefly defines every word used in 1 John
• Analytical Lexicon of First John--parses every form that appears in the letter
Designed for use in the second half of a first-year Greek course by students who have passed the midpoint in a standard introduction to New Testament Greek, this workbook can also be used for individual study and review.
79.) 3. According to J o h n 3:16, God loved TOV KOGLIOV. In what sense then is J o h n using KOGLIOV in 1 lohn 2:15? (See TDNT 3:895.) 4. What distinct nuance is conveyed in John's use of dXa£oveux (v. 16) that is different from the classical and profane use of the term? (See Spicq, Theological Lexicon, 1:63-65.) 5. Contrast (3ioç ( V . 16) with £a)f|. (See Trench, Synonyms, 91-95.) According to Zerwick and Grosvenor (Grammatical Analysis, 728), what kind of genitive is GctpKog in v. 16?
12 1 John 3:4—8 2. What is the distinction in meaning between f\ ccLiapTLa and f\ dvou.ia (v. 4)? (See Trench, Synonyms, 239-44.) W h a t grammatical inference can be drawn from the fact that the article occurs with both nouns? (See Robertson, Grammar, 767-68.) 3. Using TDNT 1:185-86, make a brief study of the origin and meaning of capo) (v. 5). 4. Give an expanded translation of v. 6, emphasizing the significance of the verbal tenses. 5. The word TROTEO) occurs four times in vv. 4-8. How
so m u c h a set, very precise answer as a theological discussion that will depend on the particular passage and on the viewpoints of stu dents and teacher. In short, many of the questions require a certain level of grounding in theological thought and are intended to provoke a more sophisticated level of reflec tion upon the biblical text. In a classroom setting, students are encouraged to prepare each assignment in ad vance of class. The teacher is urged to help by placing on the reserve
masc. nom. sg. 'Ir|aoùg iXaauóv masc. acc. sg. LXaapóg LXacmog masc. nom. sg. LXaapóg i v a conj. iva LoxupoL masc. nom. pi. ìaxupóg Z £rjacoLtev 1st pi. aor. subj. act. £dco £cof| fem. nom. sg. Q(ÙT\ £corjv fem. acc. sg. £corj Ccofig fem. gen. sg. Ccorj H fj adv. fj rj fem. nom. sg. ó, f|, TÓ fiyaTrrJKCXLiev 1st pi. perf. ind. act. dyarrdco fiyÓTTnoev 3d sg. aor. ind. act. dyarrdco rj8r| adv. riSn rj 3d sg. pres. subj. act. ei.pi fJTrJKauev 1st pi. perf. ind. act. alTéco fJKet 3d sg. pres.
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