Greek 3

Each course costs €55 (Euros) per ECTS. 

Classes of 5 ECTS  cost €275. 

Scholarships can be requested. 

Check our Philosophy of Finances here: Making Biblical Language Accessible: Tuition and Scholarships

By the end of this course, students will:

• Acquire an active working vocabulary of over a 1500–2000 of the most common words in Ancient Greek literature.

• Demonstrate proficiency in the perfect and pluperfect systems and in complex verbal and participial constructions.

• Recognize and accurately use the optative mood and advanced case syntax.

• Read and interpret unadapted texts from the New Testament, Septuagint, and classical Greek with confidence and depth.

• Engage in active reading and discussion in Ancient Greek with increasing fluency and accuracy.

• Exhibit readiness for advanced composition, exegesis, and teaching-level fluency.

Aland, Barbara, Kurt Aland, Johannes Karavidopoulos, Carlo M. Martini, and Bruce M. Metzger, eds. Novum Testamentum Graece (NA28). 28th rev. ed. Stuttgart: Deutsche Bibelgesellschaft, 2012. 

Balme, M., G. Lawall, L. Miraglia, and T. B. Bórri. Athenaze: Introduzione al greco antico, Vol. I and II. Edizioni Accademia Vivarium Novum, Rome, 2019; 3rd rev. ed. New York: Oxford University Press, 2016. 

Blass, Friedrich, Albert Debrunner, and Robert W. Funk. A Greek Grammar of the New Testament and Other Early Christian Literature. Chicago: University of Chicago Press, 1961. 

Boas, Evert van Emde, Albert Rijksbaron, Luuk Huitink, and Mathieu de Bakker. The Cambridge Grammar of Classical Greek. Cambridge: Cambridge University Press, 2019. 

Coderch, Juan. Classical Greek: A New Grammar. London: Routledge, 2019. Rahlfs, Alfred, and Robert Hanhart, eds. Septuaginta. Stuttgart: Deutsche Bibelgesellschaft, 2006. 

Siebenthal, Heinrich von. Ancient Greek Grammar for the Study of the New Testament. Berlin: Peter Lang, 2019. 

Smyth, Herbert Weir. Greek Grammar. Revised by Gordon M. Messing. Cambridge, MA: Harvard University Press, 1956. 

Wallace, Daniel B. Greek Grammar Beyond the Basics: An Exegetical Syntax of the New Testament. Grand Rapids, MI: Zondervan, 1996. 

Selected Ancient Greek Texts. Instructor-provided selections from classical, Hellenistic, and early Christian authors.

Greek II at TAAL or passing a competency test. 

This is because the class is 95% in Greek. It requires basic communicative fluency to follow the class. 

To ensure a productive and engaging learning environment, students are asked to meet the following requirements:

• Technology: A laptop or computer with a reliable internet connection and the Zoom application installed.

• Learning Environment: Participation from a quiet, private space, free from distractions, to support focused interaction.

• Video Participation: Students are expected to keep their video camera on during class sessions, as visual presence is essential for effective communication and interaction.

• Active Engagement: This course follows a communicative approach to language learning, which relies on active participation. Students are therefore expected to engage regularly in discussions, exercises, and activities during class.

• Recordings: Limited class recordings may be made available in cases of absence. However, live attendance and active participation are strongly encouraged, as they are central to the learning process.

We employ a Direct Inductive Method, an immersive, active approach to language learning alongside teaching techniques from Second Langauge Acquisition (SLA). Rather than relying on rote memorization or grammatical decoding, this method invites students to experience Greek as a living language—to listen, speak, read, and write in it from the very beginning.

Through inductive learning, students encounter grammar and syntax naturally within meaningful contexts, discovering grammar patterns and syntax structures directly from the language itself. This approach develops all four core skills—listening, speaking, reading, and writing—so that Greek becomes not merely a subject of study but a medium of thought and communication.

Our method draws from proven pedagogical practices such as Comprehensible Input (CI), Total Physical Response (TPR), storytelling, contextual reading, and interactive conversation, use of images, videos, songs, and drama. Through this dynamic integration of active engagement and inductive reasoning, students gain fluency in the language at a faster pace. 

The result is not mechanical decoding but true fluency—a deep, intuitive grasp of the language that enriches both translation and interpretation, opening a fuller appreciation of the Greek New Testament’s meaning, beauty, and culture.