Anyway, some of my strongest language class memories from college are from translating parts of the Odyssey and New Testament.
a lot of reading skill is in connecting one letter to the next, syllable-grouped
teaching should incorporate that
Huh? A simple web search shows many, many, many results.
Naturally had to skill up on everything else.
It uses the silly-picture mnemonic approach. For instance, the verb εγειρω features a fellow raising up a suction-cup arrow with an egg stuck in it.
Present-indicative conjugations are in a picture of an omelet oozing in an oasis:
-ω -ομεν
-εις -ετε
-ει -ουσιν
But when the probability theory class started, everyone found themselves in one of two groups: those who could reliably draw "ξ", or those who instead drew some random snaky thing which probably does not even have a proper Unicode representation. I spent half an hour finally memorizing how the damn thing is actually written to move myself from the latter group to the former.
Can you share what you found?
Greek: an Intensive Course by Hansen and Quinn.
Basics of Biblical Greek by William Mounce
Both are standard texts with solutions easily available online.
Maybe my Google foo sucks but could someone actually link what they're seeing?
Also, "foreign" is always relative. How about an Ancient Greek referring to the barbarians who have no Greek? And, the author's using Greek while living in China.
For example, π is pronounced "πι", or probably closed to "pee" in modern and in ancient Greek. It's never pronounced like "pie". Same with all letters that end with "i", for example "φ,χ,ψ" (pronounced as phee, chee, psee, never rhyming with pie). T (τ) was never pronounced as "ta-oo", either, not in ancient nor modern Greek.
There are differences between modern and ancient Greek of course. For example "β" (beta), originally pronounced more like it's now in English, only with a longer "e", while in modern Greek it's more like "vita")
If you tried to teach English-speaking children with words that start with that letter in German, you'd probably confuse them quite a bit.
Ancient Greek is needed to get a full Western education, for reading some of our foundational literature properly.
You're right in saying Classical (inc. Koine) Greek is far more influential, but modern Greek is not "frankly irrelevant".
Unless you wish to be part of an effort to further improve the quality of these translations, including to adjust them for the fact modern languages themselves are a moving target, just read those translations.
Modern Greek, on the other hand, is a living language with new art and culture coming from it. I may not be able to write "a cup of tea please" without misspelling tea, nor pronouncing it so badly they reply in English (as per my user profile), but this is infinitely more valuable than knowing if the ancient Greek character inviting people over for a meal is saying the people will eat the meal or be the meal.
- a bear that looks like B
- an orange that looks like O
- a snake that looks like S
- a tree that looks like T
(and so on; that's just what I can think of off the top of my head)
I find ancient Greek not so helpful when it comes to etymologies. Some are helpful, but many are obscure or misleading. Climax comes from the word for a ladder apparently, and electron comes from the word for amber. There are stories behind both but they won't get you far. Any word beginning with psych- tends to relate to the mind, but the Greek means "soul".
I studied koine Greek with my dad. Today, I study Aristotle alongside half-a-dozen English translations (the latest, Adam Beresford's Ethics, is hilarious, "like Han Solo and Chewbacca, Achilles and Patrocles" in the notes; his Aristotle uses "Perhaps...but that's a bit off-topic").
None of the English translations is as convincing as knowing the original vocabulary. Many phrases and idioms are still obscure or debated. Why should the student not want to look behind the curtain?
Finally, there is something bracing about knowing the ancient grammar. Greek has features long-vanished from English.
You would separate students into those who never need to bother looking a bit into "foundational to western literature" and those handful who are on a PhD track. Eventually, nobody would grow up to be recruited into the latter.
Side Project · 2026
A set of cards I made to help my kids learn the Greek alphabet through visual associations — each object is drawn so that it looks like the letter its name begins with.

We live abroad in China, and Greek is one of three languages my kids are learning. They were three and a half when I started these cards about five months ago, so I wanted something playful to nudge them along.
My first attempt was an “A for airplane”-style deck — pictures of objects whose names start with each letter. After printing version one, I had the epiphany:
What if the object didn’t just start with the letter — what if it looked like it too?
The shape of the letter pulls up the object, and the object’s name pulls up the letter. Research seems to back this up — kids learn the alphabet far faster this way than by rote.
In the beginning I relied on my memory to come up with these associations, but you run out of ideas very quickly. So I got a bit more organised about it:
greeklex.csv · excerpt
| IDnr | Word | Length | LemmaFreq | WordFreq |
|---|---|---|---|---|
| 223 | φως | 3 | 125 | 90.2 |
| 224 | χαν | 3 | 7 | 7.4 |
| 225 | χαφ | 3 | 14 | 13.5 |
| 226 | χολ | 3 | 6 | 5.6 |
| 227 | χοπ | 3 | 3 | 2.8 |
| 228 | ψες | 3 | 0 | 0.1 |
| 229 | ψιτ | 3 | 0 | 0.2 |
| 230 | ωδή | 3 | 3 | 1.4 |
| 231 | ωθώ | 3 | 17 | 0 |
| 232 | ώρα | 3 | 549 | 335.8 |
| 233 | ώση | 3 | 7 | 3.6 |
| 234 | αβάς | 4 | 2 | 1 |
| 235 | αγάς | 4 | 1 | 0.1 |
| 236 | άγια | 4 | 2 | 1.9 |
| 237 | αγνή | 4 | 4 | 3.2 |
| 238 | άγος | 4 | 3 | 1.1 |
| 239 | άγρα | 4 | 6 | 3 |
| 240 | αγώι | 4 | 0 | 0.1 |
| 241 | αδάμ | 4 | 4 | 4.4 |
| 242 | άδης | 4 | 2 | 0.4 |
| 243 | αέρι | 4 | 0 | 0 |
| 244 | αθώα | 4 | 6 | 5.7 |
| 245 | αίγα | 4 | 0 | 0 |
A small slice of the GreekLex corpus. Each row is a word with its length in characters, its lemma frequency (how often the base form occurs in the corpus) and its word frequency (how often this exact surface form occurs). The frequency columns are what let me filter for words a child would plausibly recognise.
triage · letter ε · sample output
›ελιά — an olive tree can be stylised with a vertical trunk on the left and three rounded clusters/branches extending to the right, echoing the three arms of ε ›ελαία — same idea as ελιά: a small olive tree with a slim trunk and three leafy bulges to the right can read clearly as ε ›ελάφι — a deer’s head in profile could be stylised so the neck forms the spine of ε and the snout, chest, and lower jaw create the three outward curves
Sample of what ChatGPT returned for one of the letter ε batches. Each line is a candidate word with a suggestion for how its referent could be drawn to echo the shape of the letter. Most suggestions weren’t usable, but a handful in every batch were genuinely promising.
gpt-image-1.5) and experimented until I got the images I used on the cards. To improve visual match, I also gave the image model an image file of the Greek letter so that it could keep it in its “mind” while generating the object.Input prompt to image model
generate an image of a lion seen sideways, sitting back on its rear legs and looking slightly upward, with the front legs supporting the body in a graceful diagonal posture inspired by the greek letter λ. The mane and neck can softly curve near the top while the tail gently trails downward to the right, creating only a subtle visual echo of λ. The composition should feel like a natural, believable lion pose rather than a forced typographic construction. I am attaching the image of the letter so that you can use it.

Attachment lambda.png · reference letter
Output image returned by model

Some cases were a bit more stubborn. For example, as much as I tried prompting it to make an image of a snake (φίδι in Greek) that looks like the letter φ (phi), it just wouldn’t do it correctly. In the end I drew a snake by hand and asked it to render it in the appropriate style:
There are two sets:
The illustrations are in the style of Eric Carle, who wrote The Very Hungry Caterpillar. He has great colours and a wonderful aesthetic. Some cards came out better than others, but overall I’m happy with the result.
First they have to know the objects. Most are already in their world (lion, snail, door), but a few needed teaching — ιππόκαμπος (seahorse) for Iota, or γίδα (a less common word for goat). Then I show them the trick: how each object echoes its letter. In one afternoon — two half-hour sessions — they learned about 18.
I don’t push. If they drift, we stop. But they keep asking to play with the cards.

We lay all the alphabet cards face down and the object cards face up (or the other way around). Then take turns flipping a card and trying to match each object to its letter, the way a normal memory game works (“where was the sigma?”).
This one is more physical and they love it. I stand about five meters in front of them, holding up a card, and pretend there is a fire behind me. Each time they correctly name the letter for the object I’m holding, I get to take a step forward, away from the fire. If they get it wrong, I take a step back and pretend to be burning. They laugh a lot at this, and the physical element really hooks them.

The fire game · don’t step back
No, certainly not. I realised after iteration 2 that this method of learning is a letters in English is fairly common. However, I haven’t found any such cards for Greek characters, so I think mine are the first in Greek.
There are many products for English, but most that I’ve found aren’t very good. They tend to be in the vein of “K for koala,” with a picture of a koala hiding behind the letter K. They don't try to pick objects that could be made to look like the letter. See examples below.
I hope you’ll find my attempt visually cleverer.

A close-up of one of the cards
Most importantly: my kids enjoy the game.