Here is a list of occupations I had been working on several years ago. Some words like -πωλης could be expanded. But learning by lists is not as helpful as one would think. See the citation below. And this list lacks much of the wider range of occupations. (see the citation from Atheneus' Deipnosophistae).
ἔξω τοῦ οἴκου· (οἶκος, ου ὁ house)
ἔργον, ου, τό work, deed, task
ἐργασία, ας ἡ business, trade
ἐργάτης, ου ὁ laborer
τεχνίτης, ου ὁ craftsman, artisian
γεωργός, οῦ ὁ farmer
θεριστής, οῦ ὁ harvester, reaper
κηπουρός, οῦ ὁ gardener
ἀμπελουργός, οῦ ὁ vinedresser
ποιμήν, ένος ὁ shepherd
ἀρχιποίμην, ενος ὁ head-shepherd
ἁλιεύς, έως ὁ fisherman
οἰκοδόμος, ου ὁ: builder
τέκτων, ονος ὁ carpenter, mason
ἀρχιτέκτων, ονος ὁ: master builder
ἐν ἱερῷ (ἱερόν, ου τό temple)
Λευτίτης, ου ὁ Levite
ἱερεύς, έως ὁ preist
λειτουργός, οῦ ὁ temple servant
ἐν συναγωγῇ· (συναγωγή, ῆς ἡ synagogue)
ἀρχισυνάγωγος, ου ὁ synagogue ruler
Ραββί ὁ Rabbi (Heb. loan)
νομοδιδάσκαλος, ου ὁ teacher of the Law
ἐν τῷ συνεδρίῳ (συνέδριον, ου, τό Sanhedrin)
ἀχριερεύς, έως ὁ chief preist
Φαρισαῖος, ου ὁ Pharisee
Σαδδουκαῖος, ου ὁ Sadducee
γραμματεύς, έως ὁ scribe
σύνεδρος, ου, ὁ a member of the council
πρεσβύτερος ου ὁ an elder, presbyter (title)
ἐν ἐκκλησίᾳ (ἐκκλησία, ας ἡ assembly)
επίσκοπος, ου ὁ bishop
διάκονος, ου ὁ ἡ deacon
ποιμήν, ένος ὁ pastor
προφήτης, ου ὁ prophet
προφῆτις, ιδος ἡ prophetess
ἀπόστολος, ου ἡ apostle
εὐαγγελιστής, οῦ ὁ evangelist
πρεσβύτερος ου ὁ an elder, presbyter (title)
ἐν τῇ πόλει· (πόλις, εως ἡ city)
πολίτης, ου ὁ citizen
δοῦλος, ου ὁ slave
ἐλεύθερος ου ὁ freeman
Καῖσαρ, ος ὁ Caesar
βασιλεύς, έως ὁ king
βασίλισσα, ης ἡ queen
ἀνθύπατος, ου ὁ proconsul
ἡγεμών, όνος ὁ ruler; governor
δεσπότης, ου ὁ ruler
στρατηγός, ου ὁ praetor; chief magistrate
ἄρχων, οντος ὁ ruler, official
στρατιώτης, ου, ὁ soldier
ἄγγελος, ου ὁ messenger
τελώνης, ου ὁ tax-collector
Ἡρῳδιανοί, ῶν ὁ Herodians
ζηλωτής, οῦ ὁ zealot (not a political term until 66 A.D.)
ἐν ἀγωρᾷ (ἀγορά, ᾶς ἡ marketplace)
ἔμπορος, ου ὁ merchant
ἀγοραστής, ου, ὁ purveyor (slave)
ὠνητής, -ου, ὁ buyer
-πώλης -seller (> πωλεῖν to sell)
- βιβλιοπώλης, ου ὁ bookseller
- οἰνοπώλης, ου ὁ wineseller
- κεραμοπώλης, ου ὁ jarseller
- παντοπώλης, ου ὁ huckster (of everything)
τιμή, ῆς ἡ selling price, value
ἀγοραζω I buy
ὠνοῦμαι (ὠνέ-ομαι) I sell
δίδωμι I pay
ἀποδίδωμι I pay back
ἐν σχολῇ (σχολή, ῆς ἡ school, leisure)
διδάσκαλος ου, ὁ ἡ teacher
ἀρχιδιδάσκαλος ου, ὁ ἡ principal
μαθητής, ου ὁ male student
μαθήτρια, ας ἡ female student
διδάσκω I teach
μανθάνω I learn
- ἔμαθον I learned
- ἔμαθες you (sg.) learned
- ἔμαθεν he / she learned
I've been reading a book titled: Vocabulary Myths (see citation)
There has not been a great deal of research on the use of semantic sets, but the research results are clear and, I think, very conclusive. As Table 7 shows, semantic sets are not only unhelpful, they actually hinder vocabulary retention. What our field needs is research comparing the efficacy of these two approaches with L2 students in real classes over a regular term of study (e.g., a semester). This research would include not only the obvious quantitative student learning data but also qualitative data gathered on students’ impressions of their learning with each technique. In Tinkham (1993), two experiments compared the learning rates of the same ESL learners who were learning semantically related and then semantically unrelated target vocabulary items. Results of this study showed that the learners were able to learn the semantically unrelated target items much more quickly than they could do with the semantically related items. Learners who were given words that share a common superordinate concept (such as words for colors) in list form need more time to learn these words than words that do not have a common superordinate. Thus, findings of this study strongly suggest that students have more difficulty learning new words presented to them in semantic clusters than they clusters than they do learning semantically unrelated words.
Folse, Keith S. (2013-04-24). Vocabulary Myths:Applying Second Language Research to Classroom Teaching (Kindle Locations 887-894). The University of Michigan Press. Kindle Edition.
A list for sellers of things could go on forever (Atheneus Deipnosophistae 3.100.45ff):
ἐπεὶ δὲ φιλάρχαιος
εἶναι θέλεις καὶ οὐδὲν φὴς φθέγξεσθαι ὃ μὴ τῆς Ἀτ-
τικῆς ἐστι φωνῆς, ὦ φίλτατε, τί ἐστιν ὃ λέγει Νικο-
φῶν ὁ τῆς ἀρχαίας κωμῳδίας ποιητὴς ἐν τοῖς Χειρο-
γάστορσιν; ἐγὼ γὰρ καὶ τοῦτον εὑρίσκω μνημονεύοντα
τῶν μύστρων ὅταν λέγῃ (I 779 K)·
μεμβραδοπώλαις, ἀνθρακοπώλαις,
ἰσχαδοπώλαις, διφθεροπώλαις,
ἀλφιτοπώλαις, μυστριοπώλαις,
βιβλιοπώλαις, κοσκινοπώλαις,
ἐγκριδοπώλαις, σπερματοπώλαις.
τίνες γὰρ ἂν εἶεν οἱ μυστριοπῶλαι <ἀλλ'> ἢ οἱ τὰ
μύστρα πωλοῦντες; μαθὼν οὖν ἐκ τούτων, ὦ καλέ μου
Συραττικέ, τὴν τοῦ μύστρου χρῆσιν ἐμφοροῦ τοῦ
χόνδρου, ἵνα μὴ λέγῃς ‘ἄκικύς εἰμι κὠλιγοδρανέω.’