{"id":73,"date":"2016-11-07T22:00:02","date_gmt":"2016-11-07T22:00:02","guid":{"rendered":"http:\/\/www.publiconsulting.com\/wordpress\/ancientgreek\/chapter\/20-future-tense\/"},"modified":"2018-01-19T11:35:21","modified_gmt":"2018-01-19T11:35:21","slug":"20-future-tense","status":"publish","type":"chapter","link":"https:\/\/www.publiconsulting.com\/wordpress\/ancientgreek\/chapter\/20-future-tense\/","title":{"rendered":"The Future Tense"},"content":{"raw":"\n[caption id=\"attachment_703\" align=\"aligncenter\" width=\"921\"]\"2012.26.0325<\/a> A decree concerning relations with Aphytis, a city in Chalkidike. 426\/5 B.C. The decree was later re-used in the Byzantine period as threshold for a door. Athenian Agora Excavations.[\/caption]\n

 <\/p>\n

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The Future Tense<\/strong><\/h2>\n

So far, we have only seen verbs in the PRESENT TENSE. This lesson introduces the FUTURE TENSE. As with the present tense, we begin building a Greek verb by starting with the VERB STEM, which tells us the action that the verb describes:<\/p>\n

\u03bb\u03c5<\/span>- \u201cloosen, destroy\u201d<\/p>\n

\u03b4\u03b5\u03b9\u03ba<\/span>- \u201cshow\u201d<\/p>\n

 <\/p>\n

The stem needs a marker that says the verb is in the future tense. The future tense marker for all verbs is -\u03c3<\/span>-. So now the stem looks (and sounds) like this:<\/p>\n

\u03bb\u03c5<\/span> + \u03c3<\/span> = \u03bb\u03c5<\/span>\u03c3<\/span>- will loosen<\/em> (future tense stem)<\/p>\n

\u03b4\u03b5\u03b9\u03ba<\/span> + \u03c3<\/span> = \u03b4\u03b5\u03b9\u03be<\/span>- will show<\/em> (future tense stem)<\/p>\n

 <\/p>\n

Remember that Greek has two distinct sets of inflectional endings:<\/p>\n

-\u03bc\u03b9<\/span> verbs<\/p>\n

-\u03c9<\/span> verbs<\/p>\n

 <\/p>\n

ALL VERBS, regardless of their present tense conjugation, use THEMATIC (-\u03c9<\/span> verb) endings in the future tense. In other words, while \u03b4\u03b5\u03af\u03ba\u03bd\u03c5\u03bc\u03b9<\/span>, for example, is a -\u03bc\u03b9<\/span> conjugation in the present active, it uses the same -\u03c9<\/span> conjugation personal endings in the future active that a verb like \u03bb\u03cd\u03c9<\/span> does.<\/p>\n

 <\/p>\n

Putting it all together, the Future Indicative Active of \u03bb\u03cd\u03c9<\/span> is as follows (S 383; GPH p. 75):<\/p>\n\n\n\n\n\n
\n

\u03bb\u03cd\u03c3\u03c9<\/span>  I will loosen<\/p>\n<\/td>\n

\n

\u03bb\u03cd\u03c3\u03bf\u03bc\u03b5\u03bd<\/span> we will loosen<\/p>\n<\/td>\n<\/tr>\n

\n

\u03bb\u03cd\u03c3\u03b5\u03b9\u03c2<\/span> you will loosen<\/p>\n<\/td>\n

\n

\u03bb\u03cd\u03c3\u03b5\u03c4\u03b5<\/span> you all will loosen<\/p>\n<\/td>\n<\/tr>\n

\n

\u03bb\u03cd\u03c3\u03b5\u03b9<\/span> (s)he, it will loosen<\/p>\n<\/td>\n

\n

\u03bb\u03cd\u03c3\u03bf\u03c5\u03c3\u03b9<\/span> they will loosen<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The Future Active Infinitive: \u03bb\u03cd\u03c3\u03b5\u03b9\u03bd<\/span><\/p>\n

 <\/p>\n

 <\/p>\n

The Future Indicative Active of \u03b4\u03b5\u03af\u03ba\u03bd\u03c5\u03bc\u03b9<\/span> is as follows:<\/p>\n\n\n\n\n\n
\n

\u03b4\u03b5\u03af\u03be\u03c9<\/span>  I will show<\/p>\n<\/td>\n

\n

\u03b4\u03b5\u03af\u03be\u03bf\u03bc\u03b5\u03bd<\/span> we will show<\/p>\n<\/td>\n<\/tr>\n

\n

\u03b4\u03b5\u03af\u03be\u03b5\u03b9\u03c2<\/span> you will show<\/p>\n<\/td>\n

\n

\u03b4\u03b5\u03af\u03be\u03b5\u03c4\u03b5<\/span> you all will show<\/p>\n<\/td>\n<\/tr>\n

\n

\u03b4\u03b5\u03af\u03be\u03b5\u03b9<\/span> (s)he, it will show<\/p>\n<\/td>\n

\n

\u03b4\u03b5\u03af\u03be\u03bf\u03c5\u03c3\u03b9<\/span> they will show<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The Future Active Infinitive: \u03b4\u03b5\u03af\u03be\u03b5\u03b9\u03bd<\/span><\/p>\n

 <\/p>\n

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Verbs: Principal Parts<\/strong><\/h2>\n

Vocabulary entries for verbs in a Greek dictionary are listed alphabetically by the form of the 1st person singular present indicative active, e.g. \u03b4\u03b5\u03af\u03ba\u03bd\u03c5\u03bc\u03b9<\/span> or \u03bb\u03cd\u03c9<\/span>. Because adding -\u03c3<\/span>- to the verb stem can result in some unexpected forms, vocabulary entries also normally include the 1st person singular future indicative active as well.<\/p>\n

These two forms are called PRINCIPAL PARTS, because they are principal forms that indicate how other tenses are formed. The following are verbs from the vocabulary of previous lessons, now with their second principal part \u2013 the 1st person singular future indicative active \u2013 added.<\/p>\n

Note: Some verbs never occur in the future indicative active. In addition, verbs of the -\u03c9<\/span> conjugation that use the -\u03bd<\/span>- in the present tense rarely occur in the future indicative active, or are irregular in some way. If a verb from a previous lessons is not repeated here, it is because it does not occur in the future indicative active, or its form is covered in later lessons.<\/p>\n

 <\/p>\n

Principal Parts: -\u03c9<\/span> Verbs<\/strong><\/p>\n

 <\/p>\n

\u03b2\u03bf\u03c5\u03bb\u03b5\u03cd\u03c9, \u03b2\u03bf\u03c5\u03bb\u03b5\u03cd\u03c3\u03c9<\/span> deliberate, resolve<\/p>\n

\u03b8\u03cd\u03c9, \u03b8\u03cd\u03c3\u03c9<\/span> sacrifice<\/p>\n

\u03ba\u03b5\u03bb\u03b5\u03cd\u03c9, \u03ba\u03b5\u03bb\u03b5\u03cd\u03c3\u03c9<\/span> order<\/p>\n

\u03ba\u03bb\u03b1\u03af\u03c9, \u03ba\u03bb\u03b1\u03cd\u03c3\u03c9<\/span> cry out<\/p>\n

\u03ba\u03c9\u03bb\u03cd\u03c9, \u03ba\u03c9\u03bb\u03cd\u03c3\u03c9<\/span> prevent<\/p>\n

\u03bb\u03cd\u03c9, \u03bb\u03cd\u03c3\u03c9<\/span> loosen, destroy<\/p>\n

\u1f00\u03c0\u03bf\u03bb\u03cd\u03c9, \u1f00\u03c0\u03bf\u03bb\u03cd\u03c3\u03c9<\/span> release, divorce, forgive<\/p>\n

\u03c0\u03b1\u03cd\u03c9, \u03c0\u03b1\u03cd\u03c3\u03c9<\/span> stop<\/p>\n

\u03c0\u03b5\u03c1\u03b9\u03c3\u03c3\u03b5\u03cd\u03c9, \u03c0\u03b5\u03c1\u03b9\u03c3\u03c3\u03b5\u03cd\u03c3\u03c9<\/span> be left over, increase, exceed<\/p>\n

\u03c0\u03b9\u03c3\u03c4\u03b5\u03cd\u03c9, \u03c0\u03b9\u03c3\u03c4\u03b5\u03cd\u03c3\u03c9<\/span> trust, rely on, believe in (+ dat.)<\/p>\n

\u03c0\u03bf\u03c1\u03b5\u03cd\u03c9, \u03c0\u03bf\u03c1\u03b5\u03cd\u03c3\u03c9<\/span> carry; (mid.) go, march<\/p>\n

\u03c6\u03cd\u03c9, \u03c6\u03cd\u03c3\u03c9<\/span> produce<\/p>\n

 <\/p>\n

Principal Parts: -\u03bc\u03b9<\/span> Verbs<\/strong><\/p>\n

 <\/p>\n

(\u03b4\u03b5\u03b9\u03ba<\/span>-) \u03b4\u03b5\u03af\u03ba\u03bd\u03c5\u03bc\u03b9, \u03b4\u03b5\u03af\u03be\u03c9<\/span> show<\/p>\n

(\u03bc\u03b9\u03b3<\/span>-) \u03bc\u03af\u03b3\u03bd\u03c5\u03bc\u03b9, \u03bc\u03af\u03be\u03c9<\/span> mix<\/p>\n

(\u03b4\u03c9<\/span>-) \u03b4\u03af\u03b4\u03c9\u03bc\u03b9, \u03b4\u03ce\u03c3\u03c9<\/span> give<\/p>\n

\u1f00\u03c0\u03bf\u03b4\u03af\u03b4\u03c9\u03bc\u03b9, \u1f00\u03c0\u03bf\u03b4\u03ce\u03c3\u03c9<\/span> give back<\/p>\n

\u03c0\u03b1\u03c1\u03b1\u03b4\u03af\u03b4\u03c9\u03bc\u03b9, \u03c0\u03b1\u03c1\u03b1\u03b4\u03ce\u03c3\u03c9<\/span> hand over, deliver<\/p>\n

(\u1f25<\/span>-) \u1f35\u03b7\u03bc\u03b9, \u1f25\u03c3\u03c9<\/span>  throw<\/p>\n

\u1f00\u03c6\u03af\u03b7\u03bc\u03b9, \u1f00\u03c6\u03ae\u03c3\u03c9<\/span> send forth; let go, allow<\/p>\n

(\u03c3\u03c4\u03b7<\/span>-) \u1f35\u03c3\u03c4\u03b7\u03bc\u03b9, \u03c3\u03c4\u03ae\u03c3\u03c9<\/span> stand<\/p>\n

\u1f00\u03bd\u03af\u03c3\u03c4\u03b7\u03bc\u03b9, \u1f00\u03bd\u03b1\u03c3\u03c4\u03ae\u03c3\u03c9<\/span> raise, appoint<\/p>\n

\u03ba\u03b1\u03b8\u03af\u03c3\u03c4\u03b7\u03bc\u03b9, \u03ba\u03b1\u03c4\u03b1\u03c3\u03c4\u03ae\u03c3\u03c9<\/span> set down, establish<\/p>\n

\u03c0\u03b1\u03c1\u03af\u03c3\u03c4\u03b7\u03bc\u03b9, \u03c0\u03b1\u03c1\u03b1\u03c3\u03c4\u03ae\u03c3\u03c9<\/span> be present<\/p>\n

(\u03b8\u03b7<\/span>-) \u03c4\u03af\u03b8\u03b7\u03bc\u03b9, \u03b8\u03ae\u03c3\u03c9<\/span> put, make<\/p>\n

\u1f10\u03c0\u03b9\u03c4\u03af\u03b8\u03b7\u03bc\u03b9, \u1f10\u03c0\u03b9\u03b8\u03ae\u03c3\u03c9<\/span> put on<\/p>\n

\u03c0\u03c1\u03bf\u03c3\u03c4\u03af\u03b8\u03b7\u03bc\u03b9, \u03c0\u03c1\u03bf\u03c3\u03b8\u03ae\u03c3\u03c9<\/span> add to<\/p>\n

(\u03c6\u03b7<\/span>-) \u03c6\u03b7\u03bc\u03af, \u03c6\u03ae\u03c3\u03c9<\/span> say<\/p>\n

 <\/p>\n

- \u03c4\u1f78 \u03c4\u03ad\u03bb\u03bf\u03c2 -<\/p>\n

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Key Terms and Concepts<\/h3>\n