You are on page 1of 244

Biblical Hebrew

A Student Grammar

Ruth 1, the Aleppo Codex (10th c. C.E.)


www.aleppcodex.org

John A. Cook
Robert D. Holmstedt
Biblical Hebrew: A Student Grammar (Draft Copy)
© 2009 by John A. Cook and Robert D. Holmstedt
All rights reserved.
Preface

Purpose
This textbook is intended for a university classroom. It is divided into thirty lessons,
corresponding to the typical thirty-week academic year. Following the sequence of lessons will
provide the average student with a cutting-edge understanding of ancient Hebrew grammar and
will enable the student to read both prose passages and less complex poems from biblical and
non-biblical texts. Additionally, the textbook introduces the student to the standard Biblical
Hebrew lexicon1 and includes an appendix on the Masoretic “accents,” which may be
incorporated into the sequence of lessons at whatever point the instructor desires.

Because of the variety of first-year biblical Hebrew textbooks currently available, it is worth
briefly noting what this textbook is not: it is not a reference grammar; it is not meant to be used
without supplementation from the instructor; it is not meant for self-study; it is not theologically
oriented. What this textbook does not do represents fairly well the character of almost every
other available textbook, and thereby indicates that there exists a significant lacuna in the world
of Hebrew textbooks. This textbook is intended to fill this hole.

History
The genesis of this introductory textbook for ancient Hebrew lies in the experience of the two
authors in teaching first-year biblical Hebrew at the University of Wisconsin as graduate
instructors, from 1996 to 2002. The desire for “something different” was born early in this
period, after dissatisfaction with the out-datedness of Weingreen2 (which, in many ways, has yet
to be surpassed in terms of pedagogy as a classroom textbook) and outright frustration with the
lack of pedagogical awareness in Kelley,3 Seow,4 and Kittel,5 to name the most prominent
textbooks then on the market. “Necessity is the mother of invention,” as the proverb goes, and, as
in the case of most textbooks, eventually we decided that it was time to develop “something
different” ourselves. As we continued to teach Hebrew after Wisconsin, we clarified the focus
for our project and we identified two primary objectives: classroom pedagogy and a firm
linguistic foundation.

Design Objectives
Our concern for classroom pedagogy is based on the simple observation that many of the
textbooks on the market provide the student with entirely too much information. We found
ourselves instructing our students to skip entire sections in some of the textbooks we used. Not
only is this frustrating for instructor and student alike, it both establishes an underlying tension
between the instructor and the textbook and creates a sense of distrust in the often expensive
textbook the student was required to purchase for the course. Clearly, we needed a textbook that

1
Brown, F., S. R. Driver, and C. A. Briggs. [1906] 1979. The New Brown-Driver-Briggs Hebrew-English
Lexicon. Peabody, MA: Hendrickson.
2
Weingreen, J. 1939. A Practical Grammar for Classical Hebrew. Oxford: Oxford University. [2nd edition,
1959 and 1967]
3
Kelley, P. H. 1992. Biblical Hebrew: An Introductory Grammar. Grand Rapids, MI: Eerdmans.
4
Seow, C.-L. 1987. A Grammar for Biblical Hebrew. Nashville, TN: Abingdon. [Revised edition, 1995]
5
Kittel, B. P., V. Hoffer, and R. Abts Wright. 1989. Biblical Hebrew: A Text and Workbook. New Haven, CN.:
Yale University. [Revised edition, 2005]
ii

was created for the classroom and no more. In other words, we felt that the desire of many
textbook authors to present, essentially, “mini-reference grammars” was an obstacle in the
effective presentation of the material and quite often resulted in information overload. It is
difficult to count the number of people who have recounted to us their experience of learning
Hebrew with anguish in their voices and a traumatic look in their eyes, and a little sensitive
digging almost always turns up one overriding reason: poor pedagogy.

To address the pedagogy issue we established an approach to each lesson that was based on three
simple criteria: (1) what can we accomplish in the classroom in one week and still have fun? (2)
what must the students learn? and (3) what do the students not need to learn? The result was the
thirty-lesson structure that moves the students quickly through the necessary but often less
engaging introductory material to get to issues more salient for interpreting the ancient texts,
such as clause structure and verbs. This enables us to introduce our students to stretches of
biblical texts as early as the fourth week of the course. And since understanding texts is the
motivation of the overwhelming majority of students in our courses, it only makes sense that this
would both please them and reduce the dreaded mid-year attrition rate.

It is important to note a critical feature of our textbook at this point: since it presents no more
than is necessary, it does not itself introduce students to long stretches of Hebrew discourse.
Moreover, we do not introduce students to the features of either the Masoretic codices or the
modern printed Hebrew Bibles, including the critical apparatus of the Biblica Hebraica
Stuttgartensia. A number of student-oriented introductions to these issues already exist and are
likely in the nearest library; thus, we saw no good reason to reinvent the wheel, as it were. What
this means is that the texts and the history of the Hebrew Bible must be covered within the lesson
planning external to the textbook.

As with many modern language textbooks, even those with vibrant color and snazzy drawings or
photographs, it is worth remembering that the textbook is a means to another end, not an end in
and of itself. This explains why we eschew defining every language term we use (for example,
“pharyngeal”): it is the instructor’s responsibility to have a basic competence in Hebrew
grammar and grammatical terminology. Whenever it is necessary we do briefly define the
linguistic terms we use (i.e., “valency” with regard to the binyanim, “focus” with regard to word
order). For the items we do not define, we suggest using Gary Long’s handbook,6 which can (and
probably should) be used as a supplemental text. Combining our textbook with Long’s handbook
achieves comprehensiveness without needlessly bloating the lessons.

The second objective for our textbook is to build the lessons on a firm linguistic foundation.
Both authors do research on the grammatical features of ancient (biblical and non-biblical)
Hebrew within explicitly linguistic frameworks, mostly typological and generative, and our
conclusions have often been at odds with the consensus described in standard reference
grammars and introductory textbooks (for example, you will find no reference in this textbook to
the so-called waw-consecutive imperfect and perfect verbs, but instead will find the labels past-
narrative and modal perfect, respectively). Hence, we desired a textbook that communicates our
linguistically-grounded views to a first-year Hebrew audience. While we try to avoid enmeshing

6
Long, G. A. 2002. Grammatical Concepts 101 for Biblical Hebrew: Learning Biblical Hebrew Grammatical
Concepts through English Grammar. Peabody, MA: Hendrickson.
iii

the first-year student in the complexity of linguistics and typical linguistic description, we also
take a high view of our audience’s capacity to process basic linguistic concepts and to see how
they apply to both Hebrew and English.

Finally, this textbook is what some might call “traditional” in its essential organization and
presentation. Although each lesson does contain a diversity of categories for easier learning, the
student is moved through the linguistic categories of phonology, morphology, syntax, semantics,
and pragmatics in mostly this order. With that said, we use more modern, or “second language
acquisition,” teaching techniques in the classroom. Again, we did not write this textbook for
every task of the language classroom. It is intentionally limited, and in light of this, we
encourage instructors who use this textbook to plan accordingly: additional activities will be
required for the first-year students to learn Hebrew and, critically, for them to enjoy the process.
(For interested parties, we invite requests for sample syllabi and other teaching materials.)

Note to the Reader: the glossary is currently undergoing revision; the glosses were initially based
on a combination of information from the two primary Hebrew-English lexica, BDB and HALOT.
Additionally, a third set of glossing choices was motivated by simplicity and pedagogy rather than
the often awkward English glosses given in either of the two lexica.

Acknowledgments
The detail and complexity of writing a introductory language textbook exceeded our wildest
dreams. It is entirely possible that if we had not begun this project as ambitious, energetic
doctoral students, we might never had begun it at all. Certainly, we are indebted to the eagle eyes
of numerous instructors who followed us at UW and who willingly accepted the challenge of
using a draft textbook. In particular, we are grateful to Michael Lyons, Kent Reynolds, James
Kirk, and Tim Mackie for their numerous lists of typos and other infelicities. Additionally, their
queries helped us to formulate more clearly our design objectives. We are also indebted to
Cynthia Miller, who endured the many drafts and yet remained willing to have the textbook used
at UW. Finally, we are most recently thankful of the proofreading and general feedback that John
Hobbins (Madison), Laliv Clenman (Toronto), and Brauna Doidge (Toronto) have provided.

John A. Cook Robert D. Holmstedt


Wilmore, KY Toronto, ON
June 18, 2009
iv
Table of Contents

Lesson 1.................................................................................................................................1
1.1. The Biblical Hebrew Alphabet
1.2. Vocabulary #1
Exercises

Lesson 2.................................................................................................................................8
2.1. The Biblical Hebrew Vowel System
2.2. Simple Sheva ְ
2.3. Compound Sheva
2.4. Independent Personal Pronouns
2.5. Verbless Clauses
2.6. Dagesh Qal and Dagesh Chazaq
2.7. Guttural Consonants
2.8. Open and Closed Syllables and Word Stress
2.9. Vocabulary #2
Exercises

Lesson 3.................................................................................................................................19
3.1. Grammatical Words versus Lexical Words
3.2. Definiteness
3.3. Definiteness in Biblical Hebrew
3.4. The Article –• ‫ַה‬
3.5. Inseparable Prepositions (‫ ְבּ‬, ‫ ְכּ‬, ‫ ְל‬, and sometimes ‫) ִמן‬
3.6. Vav Conjunction (- ְ‫)ו‬
3.7. Vocabulary #3
Exercises

Lesson 4.................................................................................................................................29
4.1. Masculine and Feminine Singular Nouns
4.2. Introduction to Verbs
4.3. Qal Perfect Conjugation - Singular
4.4. Objects in Biblical Hebrew
4.5. Vocabulary #4
Exercises

Lesson 5.................................................................................................................................38
5.1. Masculine and Feminine Plural and Dual Nouns
5.2. Qal Perfect Conjugation - Plural
5.3. Qal Perfect Conjugation of ‫ָהיָ ה‬
5.4. Vocabulary #5
Exercises

Lesson 6.................................................................................................................................43
6.1. Construct Relationship.
6.2. Chart of Frequent Irregular Nouns
6.3. Vocabulary #6
Exercises
v
Lesson 7.................................................................................................................................49
7.1. Suffixed Pronouns
7.2. Segolate Nouns
7.3. Modal Use of the Perfect Conjugation
7.4. Vocabulary #7
Exercises

Lesson 8.................................................................................................................................57
8.1. Qal Imperfect Conjugation
8.2. Past Narrative Conjugation
8.3. Qal Imperfect Conjugation of ‫ָהיָ ה‬
8.4. ‫וַ יְ ִהי‬
8.5. Vocabulary #8
Exercises

Lesson 9.................................................................................................................................62
9.1. Adjectives
9.2. Demonstrative Pronouns
9.3. Vocabulary #9
Exercises

Lesson 10...............................................................................................................................68
10.1. Qal Active Participle
10.2. Qal Passive Participle
10.3. Vocabulary #10
Exercises

Lesson 11...............................................................................................................................74
11.1. Introduction to the Binyanim
11.2. Piel and Hifil Perfect Conjugations
11.3. Vocabulary #11
Exercises

Lesson 12...............................................................................................................................80
12.1. Piel and Hifil Imperfect Conjugations
12.2. Piel and Hifil Past Narrative Conjugations
12.3. Piel and Hifil Participles
12.4. Vocabulary #12
Exercises

Lesson 13...............................................................................................................................86
13.1. Introduction to the Prefix Pattern Modal System (Jussives and Imperatives)
13.2. Overview of the Biblical Hebrew Verbal System
13.3. Vocabulary #13
Exercises

Lesson 14...............................................................................................................................92
14.1. Infinitive Construct
14.2. Infinitive Absolute
14.3. Vocabulary #14
vi
Exercises

Lesson 15...............................................................................................................................98
15.1. Introduction to the Passive-Reflexive Binyanim
15.2. Perfect Conjugation in the Passive-Reflexive Binyanim
15.3. Imperfect Conjugation in the Passive-Reflexive Binyanim
15.4. Imperative and Jussive in the Passive-Reflexive Binyanim
15.5. Infinitive Construct and Absolute in the Passive-Reflexive Binyanim
15.6. Participles in the Passive-Reflexive Binyanim
15.7. Vocabulary #15
Exercises

Lesson 16...............................................................................................................................106
16.1. Using a Lexicon
16.2. Dynamic and Stative Verbs
16.3. Vocabulary #16
Exercises

Lesson 17...............................................................................................................................113
17.1. Introduction to Guttural Verbs
17.2. I-Guttural Verbs
17.3. II-Guttural Verbs
17.4. III-Guttural Verbs
17.5. Vocabulary #17
Exercises

Lesson 18...............................................................................................................................120
18.1. Introduction to Weak Verbs
18.2. Object Pronouns Suffixed to Verbs
18.3. Vocabulary #18
Exercises

Lesson 19...............................................................................................................................127
19.1. I-Alef Weak Verbs
19.2. III-Alef Weak Verbs
19.3. Vocabulary #19
Exercises

Lesson 20...............................................................................................................................133
20.1. I-Nun Weak Verbs
20.2. ‫ ָל ַקח‬and ‫נָ ַתן‬
20.3. Vocabulary #20
Exercises

Lesson 21...............................................................................................................................137
21.1. I-Vav/Yod Weak Verbs
21.2. ‫ָה ַלְך‬
21.3. Vocabulary #21
Exercises
vii
Lesson 22...............................................................................................................................142
22.1. III-He Weak Verbs
22.2. Vocabulary #22
Exercises

Lesson 23...............................................................................................................................146
23.1. II-Vav/Yod Weak Verbs
23.2. Vocabulary #23
Exercises

Lesson 24...............................................................................................................................151
24.1. II-III Weak Verbs
24.2. Vocabulary #24
Exercises

Lesson 25...............................................................................................................................155
25.1. Doubly-Weak Verbs
25.2. Identifying the Roots of Doubly-Weak Verbs
25.3. Vocabulary #25
Exercises

Lesson 26...............................................................................................................................159
26.1. Introduction to Syntax in Biblical Hebrew: Part 1
26.2. Complements and Adjuncts
26.3. Argument Structure
26.4. Vocabulary #26
Exercises

Lesson 27...............................................................................................................................165
27.1. Introduction to Syntax in Biblical Hebrew: Part 2
27.2. Main and Subordinate Clauses
27.3. Biblical Hebrew Word Order
27.4. Vocabulary #27
Exercises

Lesson 28...............................................................................................................................173
28.1. Introduction to Semantics in Biblical Hebrew
28.2. Lexical Semantics
28.3. Case Roles in Biblical Hebrew
28.4. Vocabulary #28
Exercises

Lesson 29...............................................................................................................................179
29.1. Introduction to Pragmatics in Biblical Hebrew
29.2. Information Structure
29.3. Biblical Hebrew Word Order and Information Structure
29.3. Vocabulary #29
Exercises

Lesson 30...............................................................................................................................186
30.1. Introduction to Biblical Hebrew Discourse
viii
30.2. The Foreground and Background of Narrative
30.3. Discourse Topic
Exercises

Appendices............................................................................................................................191
A. Noun, Adjective, and Pronoun Paradigms
1. Noun/Adjective Inflection
2. Frequent Irregular Nouns
3. Personal Pronouns
4. Demonstrative Pronouns
5. Suffixed Pronouns on Nouns, Prepositions, and the Object Marker

B. Strong Verb Paradigms


1. Strong Verb
2. Object Pronouns Suffixed to Verbs
3. Parsing Flow Chart

C. Weak Verb (and Guttural Verb) Paradigms


1. I-Guttural
2. II-Guttural
3. III-Guttural
4. I-Alef and III-Alef
5. I-Nun
6. I-Vav/Yod
7. III-He
8. II-Vav/Yod
9. II-III

D. Numerals
E. Masoretic accents

Glossary................................................................................................................................219

Hebrew Songs.......................................................................................................................231
Lesson 1
Lesson Summary:
• The Hebrew Alphabet

1.1 The Hebrew Alphabet


The Hebrew ‫בּית‬-‫ף‬
ֵ ‫( ָא ֶל‬alphabet) is composed of the following.
• It consists of 23 consonants read right-to-left.
‫←אבגדהוזחטיכלמנסעפצקרשׂשׁת‬

• It has five letters with alternate final forms that are used when
the letter occurs at the end of a word.

Regular form: ‫כ מ נ פ צ‬
Final form: ‫ְך ם ן ף ץ‬ e.g., ‫שׁמים‬

BeGaD KeFaT • It has six letters, ‫( בּ גּ דּ כּ פּ תּ‬mnemonically referred to as the


letters BeGaD KeFaT), which can appear with a “dot” in them called
a dagesh qal. Three of these letters have two pronunciations:
one with the dagesh qal, and one without it.

‫ בּ‬like b in Boy BUT ‫ ב‬like v in Voice


‫ כּ‬like k in Keep BUT ‫ כ‬like ch in BaCH
‫ פּ‬like p in Pie BUT ‫ פ‬like f in Fish
‫ גּ‬AND ‫ ג‬like g in Give
‫ דּ‬AND ‫ ד‬like d in Dog
‫ תּ‬AND ‫ ת‬like t in Tide
Lesson 1 2

Name (Final) Form Pronunciation


Hebrew
Alphabet álef ‫ָ֫א ֶלף‬ ‫א‬ glottal stop or silent
bet ‫ֵבּית‬ ‫בּ‬ like b in Boy
‫ב‬ like v in Voice
gímel ‫ימל‬
ֶ ‫֫ ִגּ‬ ‫גּג‬ like g in Give
dálet ‫ָ ֫דּ ֶלת‬ ‫דּד‬ like d in Dog
he ‫ֵהא‬ ‫ה‬ like h in Hat
vav ‫וָ ו‬ ‫ו‬ like v in Voice
záyin ‫ַ֫זיִ ן‬ ‫ז‬ like z in Zip
chet ‫ֵחית‬ ‫ח‬ like ch in BaCH
tet ‫ֵטית‬ ‫ט‬ like t in Tide
yod ‫יוֹד‬ ‫י‬ like y in Yellow
kaf ‫ַכּף‬ ‫כּ‬ like k in Keep
(‫)ך‬ ‫כ‬ like ch in BaCH
lámed ‫֫ ָל ֶמד‬ ‫ל‬ like l in Letter
mem ‫ֵמם‬ (‫)ם‬ ‫מ‬ like m in Mother
nun ‫נוּן‬ (‫)ן‬ ‫נ‬ like n in Noon
sámech ‫ָ֫ס ֶמְך‬ ‫ס‬ like s in Sit
áyin ‫֫ ַעיִ ן‬ ‫ע‬ pharyngeal or silent
pe ‫ֵפּא‬ ‫פּ‬ like p in Pie
(‫)ף‬ ‫פ‬ like f in Fish
tsáde ‫ָ֫צ ֵדי‬ (‫)ץ‬ ‫צ‬ like ts in caTS
qof ‫קוֹף‬ ‫ק‬ like k in Keep
resh ‫ֵרישׁ‬ ‫ר‬ like r in Race
sin ‫ִשׂין‬ ‫שׂ‬ like s in Sit
shin ‫ִשׁין‬ ‫שׁ‬ like sh in SHin
tav ‫ָתּו‬ ‫תּת‬ like t in Tide
Lesson 1 3

• Notice that the Hebrew alphabet has several letters which are
pronounced the same.

Similar ‫ א‬and ‫ע‬ silent


sounding letters ‫ ב‬and ‫ו‬ like v in Voice
‫ ח‬and ‫כ‬ like ch in Bach
‫ ט‬and ‫תּ‬/‫ת‬ like t in Tide
‫ כּ‬and ‫ק‬ like k in Keep
‫ ס‬and ‫שׂ‬ like s in Sit

1.2 Vocabulary #1

‫יהוה‬ PN YHWH (often ‘the LORD’ in translations of the Bible).

Traditionally pronounced a-do-nai ‘Lord’ or ha-shem ‘the Name’.


It is possible that this name was originally pronounced yah-weh,
and was the middle word of a longer epithet El yahweh tseva'ot,
which might have meant ‘El/God (who) makes hosts exist’.

Vocabulary Learning Tips:


1. Make flash cards: Hebrew on front, English on back (in addition to practicing
with the cards, writing the vocabulary words on the cards will help you learn
them).

2. Quiz yourself with the cards. Put aside those that you know, return to the pile
those that you do not know and continue quizzing until you know them all.

3. Review the words regularly and keep up with new ones.

Exercises

1. Practice singing the Hebrew alphabet to the English ‘ABC’ tune


(Note: for the sake of the song’s rhythm, we have included both forms of the three BeGaD
KeFaT letters that change pronunciation with or without the dagesh qal – we’ve put the
second of the pair, not normally included in the “alphabet,” in subscripted position.)

‫שׂשׁת‬/‫צקר‬/‫עפּפ‬/‫מנס‬/‫זחטיכּכל‬/‫←אבּבגדהו‬
Lesson 1 4

2. Write out a full line of each consonant of the Biblical Hebrew alphabet (use the
following letters as a guide).

3. Fill in the blank with the missing consonant according to the order of the
alphabet (ignore the absence/presence of the dagesh), e.g., ‫א ב ג ד‬.

‫ת‬ __ __ ‫( ר‬j __ ‫( ח ט י‬g ‫שׂ‬ __ ‫( צ ק‬d ‫נ‬ __ ‫( כ ל‬a

‫מ נ‬ __ __ (k ‫פ צ ק‬ __ (h ‫נס‬ __ ‫( ל‬e ‫שׁ‬ __ ‫( ק ר‬b

‫ח‬ __ __ __ (l ‫ו‬ __ ‫גד‬ (i ‫ז‬ __ ‫( ד ה‬f __ __ __ ‫( א‬c


Lesson 1 5

S4. Write an English word for each letter of the Hebrew alphabet which has the
sound of the Hebrew letter in it (do not use the words given in the chart in 1.1):
e.g., ‫ בּ‬as in boat.

‫ ג‬as in _______ (m ‫ דּ‬as in _______ (a


‫ ז‬as in _______ (n ‫ ה‬as in _______ (b
‫ ח‬as in _______ (o ‫ ו‬as in _______ (c
‫ ט‬as in _______ (p ‫ ס‬as in _______ (d
‫ י‬as in _______ (q ‫ פּ‬as in _______ (e

‫ כּ‬as in _______ (r ‫ פ‬as in _______ (f


‫ כ‬as in _______ (s ‫ צ‬as in _______ (g
‫ ל‬as in _______ (t ‫ ק‬as in _______ (h

‫ שׁ‬as in _______ (u ‫ ר‬as in _______ (i


‫ ת‬as in _______ (v ‫ שׂ‬as in _______ (j
‫ מ‬as in _______ (w ‫ בּ‬as in _______ (k
‫ נ‬as in _______ (x ‫ ב‬as in _______ (l
Lesson 1 6

5. Draw lines to connect each letter with its corresponding final form:

‫ץ‬ ‫ְך‬
‫פ‬ ‫ם‬
‫נ‬ ‫צ‬
‫כ‬ ‫ף‬
‫מ‬ ‫ן‬

6. Draw a line from the Hebrew proper name to the English equivalent.

Judah ‫ישׂראל‬ Tamar ‫יוסף‬


Jacob ‫משׁה‬ Esau ‫כּנען‬
Levi ‫יהודה‬ Rachel ‫חזקיה‬
Israel ‫אדם‬ Hezekiah ‫שׂרה‬
Philistine ‫יעקב‬ Joseph ‫נבוכדנאצר‬
Shadrach ‫לוי‬ Canaan ‫תּמר‬
Abraham ‫פּלשׁתּי‬ Solomon ‫עשׂו‬
Adam ‫פּרעה‬ Nebuchadnezzar ‫רחל‬
Moses ‫אברהם‬ Leah ‫שׁלמה‬
Pharaoh ‫שׁדרך‬ Sarah ‫לאה‬

7. Find the names of the letters of the alphabet in the puzzle (no left-to-right or
backwards ones).
‫שׂין‬ ‫עין‬ ‫כף‬ ‫וו‬ ‫אלף‬
‫שׁין‬ ‫פא‬ ‫למד‬ ‫זין‬ ‫בית‬
‫תו‬ ‫צדי‬ ‫מם‬ ‫חית‬ ‫גימל‬
‫קוף‬ ‫נון‬ ‫טית‬ ‫דלת‬
‫רישׁ‬ ‫סמך‬ ‫יוד‬ ‫הא‬
Lesson 1 7

‫ן‬ ‫י‬ ‫ע‬ ‫ט‬ ‫כ‬ ‫ג‬ ‫ן‬ ‫ט‬ ‫ן‬ ‫ט‬ ‫ג‬ ‫ל‬
‫ע‬ ‫א‬ ‫ב‬ ‫מ‬ ‫מ‬ ‫ן‬ ‫י‬ ‫ף‬ ‫ו‬ ‫ק‬ ‫ט‬ ‫ו‬
‫מ‬ ‫י‬ ‫ב‬ ‫ה‬ ‫ל‬ ‫ת‬ ‫א‬ ‫ז‬ ‫ר‬ ‫ד‬ ‫ז‬ ‫ו‬
‫ת‬ ‫ן‬ ‫ו‬ ‫נ‬ ‫מ‬ ‫ט‬ ‫ו‬ ‫ם‬ ‫ר‬ ‫ע‬ ‫ד‬ ‫א‬
‫ס‬ ‫נ‬ ‫ג‬ ‫שׁ‬ ‫י‬ ‫מ‬ ‫ג‬ ‫י‬ ‫ר‬ ‫כ‬ ‫ו‬ ‫צ‬
‫נ‬ ‫ת‬ ‫ן‬ ‫ם‬ ‫ג‬ ‫א‬ ‫שׁ‬ ‫ב‬ ‫ן‬ ‫י‬ ‫ז‬ ‫כ‬
‫כ‬ ‫ל‬ ‫ה‬ ‫י‬ ‫ם‬ ‫א‬ ‫י‬ ‫ד‬ ‫צ‬ ‫ג‬ ‫ם‬ ‫ד‬
‫ג‬ ‫ד‬ ‫פ‬ ‫ן‬ ‫שׁ‬ ‫ד‬ ‫א‬ ‫א‬ ‫ד‬ ‫ד‬ ‫ו‬ ‫י‬
‫צ‬ ‫ן‬ ‫ם‬ ‫מ‬ ‫ד‬ ‫ל‬ ‫שׁ‬ ‫ו‬ ‫ד‬ ‫מ‬ ‫ל‬ ‫ח‬
‫ג‬ ‫ת‬ ‫י‬ ‫ח‬ ‫ף‬ ‫ך‬ ‫מ‬ ‫ס‬ ‫ה‬ ‫א‬ ‫ע‬ ‫ל‬
‫ט‬ ‫ל‬ ‫ב‬ ‫שׂ‬ ‫ך‬ ‫ו‬ ‫ת‬ ‫ל‬ ‫א‬ ‫פ‬ ‫מ‬ ‫ך‬
‫ס‬ ‫א‬ ‫ה‬ ‫י‬ ‫ס‬ ‫ן‬ ‫ף‬ ‫כ‬ ‫ק‬ ‫ה‬ ‫ו‬ ‫מ‬

8. Follow the directions for each of the following verses.


a) Say aloud the names of the letters in the following verses.
‫כה אמר יהוה עשׂו משׁפט וצדקה והצילו גזול מיד עשׁוק וגר יתום ואלמנה אל־תנו‬
‫אל־תחמסו ודם נקי אל־תשׁפכו במקום הזה‬
‘Thus says YHWH: Act with justice and righteousness, and deliver from the hand of the
oppressor anyone who has been robbed. And do no wrong or violence to the alien, the
orphan, and the widow, or shed innocent blood in this place.’ (Jer 22:3)

b) Circle the letters which are final form.


‫לשׁלל שׁלל ולבז בז להשׁיב ידך על־חרבות נושׁבת ואל־עם מאסף מגוים עשׂה‬
‫מקנה וקנין ישׁבי על־טבור הארץ‬
‘. . . to seize spoil and carry off plunder; to assail the waste places that are now inhabited,
and the people who were gathered from the nations, who are acquiring cattle and goods, who
live at the center of the earth.’ (Ezek 38:12)
Lesson 2

Lesson Summary:
• Hebrew Vowels and Vowels Signs
• Simple Sheva: ְ
• Compound Sheva: ֲ ֱ ֳ
• Independent Personal Pronouns
• Verbless Clauses
• Dagesh Chazaq and Dagesh Qal: ‫ִדּ ֶבּר‬
• Gutturals: ‫( ע ח ה א‬and ‫)ר‬
• Open and Closed Syllables, Word Stress: ‫ֶ֫מ ֶלְך‬

2.1 The Biblical Hebrew Vowel System

Vowels Sign Name Pronunciation Class & Length


ַ pátach short
ָ qámets a in Father a-class long
‫ָה‬ qámets-he long
ֶ ségol e in Met short
ֵ tsére long
ey in They
‫ֵי‬ tsére-yod i-class long
ִ chíreq i in Sit short
‫ִי‬ chíreq-yod ee in Seen long
ָ qámets-chatuf short
ֹ chólem o in Go long
ֹ‫ו‬ chólem-vav u-class long
ֻ qibbuts short
u in Rude
‫וּ‬ shúreq long

The Biblical Hebrew vowels have the following characteristics:


• The vowels appear under, over, or following the consonant
Lesson 2 9

they are pronounced after. For example, ‫ יָ ד‬is pronounced


[yad].

• Some long vowels are written as a vowel point and a


consonant. When ‫ה‬, ‫ו‬, or ‫ י‬are used in this way they are called
vowel letters. They are not consonants in these cases!

• ָ represents both long a-class qamets and short u-class


qamets-chatuf. Distinguishing which vowel it represents in a
given instance depends on knowing in what type of syllable it
occurs (see 2.2).

• The vowels in Biblical Hebrew are categorized by class (a-


class, i-class, or u-class) and length (short or long).

2.2 Simple Sheva


Simple Sheva The vowel system created by the Tiberian Masoretes (c. 500 C.E.)
required that every consonant have a vowel sign, except at the end
of a word. If a syllable ended in a consonant or began with two
consonants in a row it still required a vowel sign. For this purpose
they used the sheva, which means ‘nothingness’ (‫)שׁוָ א‬.
ְ

The sign is not properly a vowel, but in some places it is vocal,


pronounced like the “hurried” a as above and transliterated with ǝ:

‫[ ְבּ ִרית‬bərit]

In other places it is a silent place marker, showing that the


preceding syllable is closed:

‫[ ִמ ְד ָבּר‬midbar]

A sheva is vocal:
• at the beginning of a word:
‫מוֹ‬-‫[ ְשׁ‬shə-mo]
Lesson 2 10

• at the beginning of a syllable:


‫ ְמ‬in ‫רוּ‬-‫מ‬-
ְ ‫[ יִ ְשׁ‬yish-mə-ru]

Note: If two sheva are adjacent in a word, the first is silent and
the second is vocal.

• following a long vowel:


‫כם‬-
ֶ ‫ס‬-‫סוּ‬
ְ [su-sə-chem]

Compound 2.3 Compound Sheva


Sheva
A compound sheva (also called composite sheva) is a ‘half
vowel’ that appears under guttural consonants in place of a simple
sheva. There are three compound sheva: an a-class, an i-class, and
a u-class. They are pronounced the same as their full vowel
counterparts but for a shorter duration.

Sign Name Pronunciation Class


ֲ chátef pátach a in Aríse a class
ֱ chátef ségol e in Excúse i class
ֳ chátef qámets o in Omít u class

2.4 Independent Personal Pronouns


Independent Like English, Biblical Hebrew has independent personal
Personal
Pronouns pronouns that are used as subjects of clauses.

These correspond to English I, you, he/she, we, they.

‫יוֹסף‬
ֵ ‫‘ ֲאנִ י‬I (am) Joseph’ (Gen 45:3)

3MS ‫‘ הוּא‬he’ 3MP ‫ ֵ֫ה ָמּה‬/ ‫‘ ֵהם‬they’


3FS ‫‘ ִהיא‬she’ 3FP ‫ ֵ֫הנָּ ה‬/ ‫‘ ֵהן‬they’
2MS ‫‘ ַא ָתּה‬you’ 2MP ‫‘ ַא ֶתּם‬you’
2FS ‫‘ ַא ְתּ‬you’ 2FP ‫‘ ַא ֶתּן‬you’
1CS ‫‘ ֲאנִ י‬I’ 1CP ‫‘ ֲא ַ֫נ ְחנוּ‬we’
Lesson 2 11

2.5 Verbless Clauses


Verbless Clause The present tense of the verb ‘to be’ is not expressed lexically
(i.e., by a word) in Hebrew. Thus, it must be supplied in English.

‫ֹלהים ֵ֫ה ָמּה‬


ִ ‫‘ לֹא ֱא‬they are not gods’ (2 Kgs 19:18)
These types of clauses are called verbless clauses.

2.6 Dagesh Qal and Dagesh Chazaq


Dagesh Qal In 1.2 you learned about the six consonants (‫ )ב ג ד כ פ ת‬called
BeGaD KeFaT letters. Only these six consonants can have a dot
called a dagesh qal in them.

A dagesh qal in ‫ב‬, ‫כ‬, and ‫ פ‬marks their pronunciation as a stop


(i.e., [b], [k], [p] in which the air flowing through the mouth is
stopped) instead of the corresponding continuant (i.e., [v], [ch],
[f], in which the air flows through the mouth continuously).

A dagesh qal appears in a BeGaD KeFaT letter wherever there is


not a vowel (or vocal sheva) preceding it:

• at the beginning of a word:


‫[ ָדּ ָבר‬davar]

• at the beginning of a syllable following a closed syllable


‫[ ִמ ְד ָבּר‬midbar]

Dagesh Chazaq The same dot can represent another type of dagesh called the
dagesh chazaq (“strong” dagesh). A dagesh chazaq can occur in
any consonant (except gutturals and ‫ )ר‬and lengthens it.

‫קשׁ = ִבּ ֵקּשׂ‬-‫ק‬
ֵ ‫[ ִבּ‬biqqesh]

The BeGaD KeFaT letters can also have a dagesh chazaq. In


addition to lengthening the consonant, this dagesh also makes the
pronunciation of ‫ב‬, ‫כ‬, and ‫ פ‬a stop just like the dagesh qal.

‫בּן = ַה ֵבּן‬-‫בּ‬
ֵ ‫[ ַה‬habben]
Lesson 2 12

Here are three principles for telling the two types of dagesh apart:
1) A dagesh in a non-BeGaD KeFaT letter is a dagesh chazaq.

2) A dagesh in a BeGaD KeFaT letter preceded by a vowel is


a dagesh chazaq.

3) A dagesh in a BeGaD KeFaT letter not preceded by a


vowel is a dagesh qal.

Note: A dagesh chazaq affects the syllable structure: ‫ִבּ ְקּשׁוּ‬


is ‫שׁוּ‬-‫ק‬-
ְ ‫[ ִבּ ְק‬biq-qə-shu]. A sheva under a consonant with a
dagesh chazaq is always vocal.

2.7 Guttural Consonants


Gutturals Several pharyngeal and laryngeal consonants, pronounced in the
back of the throat, are grouped together under the label guttural
consonants: ‫ע ח ה א‬.

Four characteristics of gutturals are notable:


1) Gutturals (and ‫ )ר‬cannot be lengthened; that is, they cannot
have a dagesh chazaq.

2) Gutturals prefer a-class vowels nearby, i.e., before or after.

‫[ יַ ֲעמֹד‬ya'amod]

3) Gutturals ‫ה‬, ‫ח‬, and ‫ ע‬at the end of a word following a long
vowel take an a-class ‘helping’ vowel called a furtive
patach (this is the only instance where two vowels occur in
a row).

‫רוּח‬
ַ [ruach]

4) Gutturals usually have a compound sheva (2.6) instead of


simple sheva (2.3).

‫'[ ֲא ֶשׁר‬asher] (instead of *‫) ְא ֶשׁר‬


Lesson 2 13

Syllable 2.8 Open and Closed Syllables and Word Stress


A syllable begins with a consonant (C) and ends with either a
vowel (CV = open), or a consonant (CVC = closed).

‫ ָדּ ָבר‬has two syllables:


an open –‫( ָדּ‬CV)
and
Mappiq
a closed ‫–בר‬
ָ (CVC).
Note: The vowel letters (‫ה‬, ‫ו‬, ‫ )י‬and ‫ א‬do not close syllables!
However, ‫ הּ‬at the end of a word does close a syllable. The
dot, called a mappiq, indicates that the ‫ ה‬is a consonant and
Open syllable not a vowel letter.

• Open syllables usually have long vowels (as –‫ ָדּ‬in ‫ָ)דּ ָבר‬
unless stressed – then they may have short vowels (as –‫ֶ֫מ‬
in ‫)מ ֶלְך‬.
ֶ֫
Closed syllable

• Closed syllables usually have short vowels (as ‫–לְך‬


ֶ in ‫)מ ֶלְך‬
ֶ֫
unless stressed – then they may have long vowels (as ‫–בר‬
ָ
in ‫)דּ ָבר‬.
ָ

Note: The vowel ָ represents the short u-class qamets-chatuf


if it is in a closed, unstressed syllable, otherwise it is the long
a-class qamets.

‫מה‬-
ָ ‫[ = ָח ְכ‬chochma]
Word stress

A syllable is either stressed or unstressed: in most words the last


syllable is stressed. Words that are not stressed on the last
syllable in the lessons and exercises have an accent mark over the
stressed syllable, written as ֫ .
Lesson 2 14

2.9 Vocabulary #2

‫ָאב‬ M father; P ‫ָאבוֹת‬ ‫יוֹם‬ M day; P ‫יָמים‬


ִ
‫ֲאד ֹנָ י‬ PN (EPITHET) the LORD ‫יִ ְשׂ ָר ֵאל‬ PN Israel
‫ִאישׁ‬ M man; P ‫ֲאנָ ִשׁים‬ ‫כּ ֵֹהן‬ M priest
‫ֶאל־‬ PREP to, towards ‫לֹא‬ ADV no, not
‫ֹלהים‬
ִ ‫ֱא‬ PN God, gods ‫ֶ֫מ ֶלְך‬ M king
‫ֶ֫א ֶרץ‬ F earth, land ‫ַמ ְל ָכּה‬ F queen
‫ִא ָשּׁה‬ F woman, wife; P ‫נָ ִשׁים‬ ‫מ ֶֹשׁה‬ PN Moses
‫ֵבּן‬ M son; P ‫ָבּנִ ים‬ ‫ִעיר‬ F city
‫ָדּ ָבר‬ M word, thing ‫ַעם‬ M people
‫ָדּוִ יד‬ PN David

Exercises

1. a) Write each of the Biblical Hebrew vowels with each of the consonants; b)
Pronounce aloud the combination of consonant and vowel as you write them,
e.g., ‫א אוֹ ֻא אוּ‬
ֹ ‫ ַא ָא ֶא ֵא ֵאי ִא ִאי ָא‬.

2. a) Write each compound sheva with each of the guttural consonants. b)


Pronounce aloud the combination of consonant and vowel as you write them,
e.g., ‫ ֳא ֱא ֲא‬.
‫‪Lesson 2‬‬ ‫‪15‬‬

‫‪3. Read aloud the name of each vowel and write the correct sign under the‬‬ ‫‪.‬‬

‫ִקבּוּץ‬ ‫‪(a‬‬ ‫ְשׁוָ א‬ ‫‪(f‬‬ ‫ֵ֫צ ֵרי יוֹד‬ ‫‪(k‬‬

‫חוֹ ֶלם וָ ו‬
‫֫‬ ‫‪(b‬‬ ‫ִחי֫ ֶרק יוֹד‬ ‫‪(g‬‬ ‫שׁוּ֫ ֶרק‬ ‫‪(l‬‬

‫ְסגוֹל‬ ‫‪(c‬‬ ‫֫ ַפּ ַתח‬ ‫‪(h‬‬ ‫ָ֫ח ֶטף ָ ֫ק ֶמץ‬ ‫‪(m‬‬

‫ָ֫ח ֶטף ֫ ַפּ ַתח‬ ‫‪(d‬‬ ‫ָ֫ח ֶטף ְסגוֹל‬ ‫‪(i‬‬ ‫חוֹ ֶלם‬
‫֫‬ ‫‪(n‬‬

‫ֵ֫צ ֵרי‬ ‫‪(e‬‬ ‫ָ ֫ק ֶמץ‬ ‫‪(j‬‬ ‫ִחי֫ ֶרק‬ ‫‪(o‬‬

‫‪4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right or‬‬
‫‪backwards ones).‬‬

‫ָ ֫ק ֶמץ ָחטוּף‬ ‫ָ֫ח ֶטף ֫ ַפּ ַתח‬ ‫֫ ַפּ ַתח‬ ‫שׁוּ֫ ֶרק‬


‫ִקבּוּץ‬ ‫ֵ֫צ ֵרי‬ ‫ָ֫ח ֶטף ְסגוֹל‬ ‫ָ֫ח ֶטף ָ ֫ק ֶמץ‬
‫חוֹ ֶלם וָ ו‬
‫֫‬ ‫ְשׁוָ א‬ ‫ָ ֫ק ֶמץ‬ ‫חוֹ ֶלם‬
‫֫‬
‫ְסגוֹל‬ ‫ִחי֫ ֶרק יוֹד‬ ‫ֵ֫צ ֵרי יוֹד‬ ‫ִחי֫ ֶרק‬

‫נ‬ ‫ז‬ ‫ע‬ ‫ד‬ ‫ח‬ ‫ח‬ ‫ם‬ ‫ל‬ ‫ד‬ ‫ל‬ ‫ר‬ ‫ד‬
‫ח‬ ‫א‬ ‫ע‬ ‫א‬ ‫ו‬ ‫שׁ‬ ‫ת‬ ‫ד‬ ‫ג‬ ‫ק‬ ‫ג‬ ‫ס‬
‫שׁ‬ ‫ו‬ ‫ד‬ ‫ג‬ ‫צ‬ ‫י‬ ‫מ‬ ‫פ‬ ‫א‬ ‫א‬ ‫א‬ ‫ל‬
‫י‬ ‫ר‬ ‫צ‬ ‫ו‬ ‫מ‬ ‫א‬ ‫ק‬ ‫ד‬ ‫ף‬ ‫ס‬ ‫א‬ ‫ך‬
‫צ‬ ‫ץ‬ ‫מ‬ ‫ק‬ ‫ף‬ ‫ט‬ ‫ח‬ ‫ר‬ ‫ג‬ ‫ט‬ ‫ק‬ ‫י‬
‫ץ‬ ‫א‬ ‫ל‬ ‫ו‬ ‫ג‬ ‫ס‬ ‫ז‬ ‫צ‬ ‫י‬ ‫ך‬ ‫ח‬ ‫צ‬
‫ו‬ ‫ק‬ ‫א‬ ‫ו‬ ‫ו‬ ‫ם‬ ‫ל‬ ‫ו‬ ‫ח‬ ‫ח‬ ‫ך‬ ‫ל‬
‫ב‬ ‫ם‬ ‫נ‬ ‫ב‬ ‫ץ‬ ‫פ‬ ‫ד‬ ‫ו‬ ‫י‬ ‫י‬ ‫ר‬ ‫צ‬
‫ק‬ ‫ו‬ ‫מ‬ ‫ע‬ ‫מ‬ ‫ף‬ ‫ו‬ ‫ט‬ ‫ח‬ ‫ץ‬ ‫מ‬ ‫ק‬
‫מ‬ ‫ר‬ ‫ק‬ ‫ל‬ ‫ק‬ ‫ר‬ ‫י‬ ‫ח‬ ‫ג‬ ‫שׁ‬ ‫נ‬ ‫צ‬
‫ו‬ ‫ל‬ ‫ו‬ ‫ג‬ ‫ס‬ ‫ף‬ ‫ט‬ ‫ח‬ ‫ו‬ ‫ח‬ ‫ת‬ ‫פ‬
‫ח‬ ‫ק‬ ‫ר‬ ‫שׁ‬ ‫ט‬ ‫ז‬ ‫א‬ ‫ל‬ ‫ם‬ ‫ל‬ ‫ו‬ ‫ח‬
Lesson 2 16

5. Identify a similar sounding English word for each Hebrew word, e.g., ‫ = ָכּר‬car.
_________ = ‫( ִלין‬q _________ = ‫( ִדּין‬i ________ = ‫( פּוּשׁ‬a
_________ = ‫( לֹא‬r _________ = ‫( ִעיר‬j _________ = ‫( ֵבּין‬b
_________ = ‫( ֵפּן‬s ________ = ‫( הוּא‬k _________ = ‫( ֵרד‬c
_________ = ‫( אוֹר‬t ________ = ‫( ִשׂים‬l _________ = ‫( ִמי‬d
________ = ‫( ִהיא‬u ________ = ‫( ֵעת‬m _________ = ‫( ֵכּן‬e
_________ = ‫( ֵאם‬v _________ = ‫( ר ֹב‬n ________ = ‫( בּוֹר‬f
_________ = ‫( רוּץ‬w _________ = ‫( ַרק‬o _________ = ‫( ֶפּן‬g
_________ = ‫( ִשׁיר‬x ________ = ‫( שׁוֹר‬p ________ = ‫( פּוּר‬h

6. Spell these English words with Hebrew consonants and vowels, e.g., bed = ‫בּד‬.
ֶ
a) shed = _________ i) hot = _________ q) tar = _________

b) sheet = _________ j) near = _________ r) sew = _________

c) keep = _________ k) say = _________ s) name = _________

d) sight = _________ l) peet = _________ t) cave = _________

e) road = _________ m) key = _________ u) cots = _________

f) ooze = _________ n) ray = _________ v) red = _________

g) root = _________ o) vote = _________ w) doze = _________

h) soup = _________ p) soap = _________ x) give = _________

7. Practice reading the following verses until you can do so smoothly and then
identify each sheva as silent or vocal.

‫קוֹסס וְ יָ ֵבשׁ ָכּל־‬


ֵ ְ‫ת־פּ ְריָ הּ י‬
ִ ‫יה יְ נַ ֵתּק וְ ֶא‬
ָ ‫ת־שׁ ָר ֶשׁ‬
ָ ‫ֱאמֹר כֹּה ָא ַמר ֲאד ֹנָ י יְ הוִֹ ה ִתּ ְצ ָלח ֲהלוֹא ֶא‬
‫יה‬
ָ ‫אוֹתהּ ִמ ָשּׁ ָר ֶשׁ‬
ָ ‫ם־רב ְל ַמ ְשׂאוֹת‬
ָ ‫וּב ַע‬
ְ ‫דוֹלה‬
ָ ְ‫א־בזְ ר ַֹע גּ‬
ִ ֹ ‫יבשׁ וְ ל‬
ָ ‫ַט ְר ֵפּי ִצ ְמ ָחהּ ִתּ‬
‘Say: Thus says YHWH God: Will it prosper? Will he not pull up its roots, cause its fruit to rot
and wither all its fresh sprouting leaves to fade? No strong arm or mighty army will be
needed to pull it from its roots.’ (Ezek 17:9)
Lesson 2 17

8. Practice reading the following verses until you can do so smoothly and then
identify each dagesh as a dagesh qal or dagesh chazaq.

‫פוּה‬
ָ ‫וּשׂ ָר‬
ְ ‫ת־ה ִעיר ַהזֹּאת ָבּ ֵאשׁ‬
ָ ‫ל־ה ִעיר ַהזֹּאת וְ ִה ִצּיתוּ ֶא‬
ָ ‫וּבאוּ ַה ַכּ ְשׂ ִדּים ַהנִּ ְל ָח ִמים ַע‬
ָ
‫אֹלהים ֲא ֵח ִרים ְל ַמ ַען‬
ִ ‫יהם ַל ַבּ ַעל וְ ִה ִסּכוּ נְ ָס ִכים ֵל‬
ֶ ‫גּוֹת‬
ֵ ַ‫וְ ֵאת ַה ָבּ ִתּים ֲא ֶשׁר ִק ְטּרוּ ַעל־גּ‬
‫ַה ְכ ִע ֵסנִ י‬
‘The Chaldeans who are fighting against this city shall come, set it on fire, and burn it, with
the houses on whose roofs offerings have been made to Baal and libations have been poured
out to other gods, to provoke me to anger.’ (Jer 32:29)

9. Divide the following words into syllables: mark the syllable as open (CV) or
closed (CVC) and the vowel in each syllable as long (L) or short (S), e.g.,
CSC/CLC ‫ ָפּט‬/ ‫ִמ ְשׁ‬

__________ ‫( ֵ֫ה ָמּה‬j __________ ‫( ָח ְכ ָמה‬a


__________ ‫( ֫ ַליְ ָלה‬k __________ ‫ֹלהים‬
ִ ‫( ֱא‬b
__________ ‫יהוּדה‬
ָ ‫( ִל‬l __________‫( ְפּ ִל ְשׁ ִתּים‬c
__________ ‫( ָה ֲא ָד ָמה‬m __________ ‫( ִק ְדּ ָשׁנוּ‬d
__________ ‫מוּאל‬
ֵ ‫( ְשׁ‬n __________ ‫( ַכּ ֲא ֶשׁר‬e
__________ ‫( ַא ְב ָר ָהם‬o __________ ‫( ְצ ָד ָקה‬f
__________ ‫( ַחיִּ ים‬p __________ ‫( ִל ְפנֵ י‬g
__________ ‫( יַ ְח ָדּו‬q __________ ‫( ַא ָתּה‬h
__________ ‫רוּח‬
ַ (r __________ ‫( ִא ָשּׁה‬i
Lesson 2 18

10. Translate the following phrases into Hebrew, and then practice saying them
with a classmate or friend.

a) I am a man f) I (M) am a king

b) He is a father g) We are a people

c) You (P) are not gods h) He is the Lord

d) She is not a man i) I (F) am a queen

e) They (FP) are not sons j) It is Israel

11. Form five of your own phrases using independent personal pronouns and the
items from the vocabulary list.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 3
Lesson Summary:

• Grammatical Words versus Lexical Words


• Definiteness
• Definiteness in Biblical Hebrew
• The Article: – •‫ַה‬
• Inseparable Prepositions: (– ‫ ְבּ‬, ‫ ְכּ‬, ‫ ְל‬, and ‫) ִמן‬
• Vav Conjunction: (– ְ‫)ו‬

3.1 Grammatical Words versus Lexical Words


All items within the lexicon of a language can be separated into one
of two categories: grammatical words and lexical words.

Grammatical Grammatical words are words that do not carry semantic content,
Words but rather they signal grammatical relationships. For example,
conjunctions signal the syntactic relationship between clauses,
phrases, and words. However, conjunctions do not have meaning
apart from the relationship they signal; in other words, grammatical
words do not refer to something in the real world. Other examples
are pronouns, prepositions, and articles.

Lexical Words Lexical words, by contrast, do carry semantic content. Thus, nouns,
adjectives, and verbs are lexical words—they refer to people / places
/ things, qualities / quantities, and actions / events, respectively.

3.2 Definiteness
Definiteness A further basic classification of nouns is whether they are definite or
not. Definiteness is a grammatical category (like gender, number, or
tense) that represents a noun’s identifiability. When a noun is
definite, the item to which it refers is identifiable by a
reader/listener. Consider the following English example:

I want to buy the book.


Lesson 3 20

In the clause given, the definite noun phrase the book signals to the
reader that the ‘real-world’ referent (i.e., the precise book) should be
identifiable by the reader/listener. However, when a noun phrase is
not definite (as below), its referent (e.g., that of the phrase a book) is
unidentifiable until it is identified by sight, description, etc.

I want to buy a book.

Languages express and use definiteness differently. For example, in


some languages noun phrases referring to specific (but
unidentifiable) items are definite (as in Biblical Hebrew), whereas in
other languages, such specific, unidentifiable noun phrases are
indefinite (as in English). Consider the following verse:

‫וּבא ַה ַבּיִ ת וְ ָס ַמְך‬


ָ ‫וּפגָ עוֹ ַהדּ ֹב‬
ְ ‫ַכּ ֲא ֶשׁר יָ נוּס ִאישׁ ִמ ְפּנֵ י ָה ֲא ִרי‬
‫ל־ה ִקּיר וּנְ ָשׁכוֹ ַהנָּ ָחשׁ‬ַ ‫יָ דוֹ ַע‬
‘just as a man flees from the lion and the bear meets him and he
enters the house and leans his hand upon the wall and the snake
bites him’ (Amos 5:19)

In Amos 5:19, the noun phrases ‘the lion’, ‘the bear’, ‘the house’,
‘the wall’, and ‘the snake’ denote an arbitrary member of the class
described by each (e.g., an arbitrary member of the class ‘bear’).

In Biblical Hebrew, such noun phrases are often definite; whereas in


English, such noun phrases are overwhelmingly indefinite.
Compare the English translation given above (which directly reflects
the Hebrew) with the English translation given below from the New
Revised Standard Version:

‘as if someone fled from a lion, and was met by a bear; or went
into the house and rested a hand against the wall, and was bitten
by a snake.’

While definiteness in Biblical Hebrew and definiteness in English


often correspond, we will find that this is not always the case.

3.3 Definiteness in Biblical Hebrew


Definiteness
in Biblical Definiteness, like other grammatical categories such as gender,
Hebrew
number, tense, and aspect, often takes on a morphological form.
This is accomplished by means of grammatical words referred to as
definite (and indefinite) articles. Some languages have both a
Lesson 3 21

definite and indefinite article (so English: the versus a/an), whereas
many others have just one or the other.

Biblical Hebrew only has a definite article (•‫)ה‬.


ַ However, noun
phrases in Biblical Hebrew are also marked as definite by other
means.

Biblical Hebrew nouns are marked as definite in one of four ways:


• If it is inherently definite (e.g., names, appellatives, pronouns)
‫‘ ָדּוִ יד‬David’ ‫ֹלהים‬
ִ ‫‘ ֱא‬God’ ‫‘ ֲאנִ י‬I’

• If the article is prefixed to the noun:


‫‘ ַה ֵלּב‬the heart’

• If it is in a construct relationship with a definite noun (see 6.1):


‫ר־ה ֶ֫מּ ֶלְך‬
ַ ‫‘ ְדּ ַב‬the word of the king’

• If a possessive pronoun is suffixed:


‫‘ ִל ִבּי‬my heart’
Note: Nouns may only be marked as definite in one of these
ways; Biblical Hebrew nouns may not be doubly-marked for
definiteness. In other words, inherently definite nouns, nouns in
construct, or nouns with suffixes cannot take the article since
they are all already definite! The only “exceptions” are those few
proper (i.e., inherently definite) nouns whose origins were as
common nouns, such as ‫ֹלהים‬ ִ ‫‘ ָה ֱא‬God’.

The Hebrew 3.4 The Article (– • ‫) ַה‬


Article
The definite article takes the form of ‫ ַה‬prefixed to the word it
modifies and a dagesh chazaq in the first letter of the modified
word.
‫ ִמ ְד ָבּר = ַה ִמּ ְד ָבּר‬+ • ‫‘ ַה‬the wilderness’

However, this basic form may be modified. The form of the article
is as follows:
Lesson 3 22

1) • ‫ ַה‬before non-guttural consonants: ‫‘ ַהסּוּס‬the horse’


2) ‫ ָה‬usually before ‫א‬, ‫ע‬, or ‫ר‬: ‫‘ ָהרֹאשׁ‬the head’
3) ‫ ַה‬usually before ‫ ה‬or ‫ח‬: ‫יכל‬
ָ ‫‘ ַה ֵה‬the temple’
4) ‫ ֶה‬before ‫ ָה‬, ‫ ָח‬, or ‫( ָע‬unstressed!): ‫‘ ֶה ָה ִרים‬the mountains’
5) ‫ ָה‬before ‫ ָ֫ה‬or ‫( ֫ ָע‬stressed!): ‫‘ ָה ָהר‬the mountain’
BUT before ‫( ָ֫ח‬stressed!) it is ‫ ֶה‬: ‫‘ ֶה ָ֫חיִ ל‬the valor’

Summary of the article before gutturals:

‫ר‬ ‫ָהרֹאשׁ‬
stressed unstressed
qamets qamets ‫א‬ ‫ָה‬ ‫ָה ָאב‬
‫ָה ָעז‬ ‫ֶה ָע ָפר‬ ← ‫ע‬ ‫ָה ִעיר‬
‫ָה ָהר‬ ‫ֶה ָה ִרים‬ ← ‫ה‬ ‫יכל‬
ָ ‫ַה ֵה‬
‫ַה‬
‫ֶה ָ֫חיִ ל‬ ‫ֶה ָח ָכם‬ ← ‫ח‬ ‫ַה ֫חֹ ֶדשׁ‬

Note: There are a few nouns whose first vowel changes when the
article is added to them:

‫ ֶ֫א ֶרץ ← ָה ָ֫א ֶרץ‬+ •‫‘ ַה‬the earth’


‫ גַ ן ← ַהגָּ ן‬+ •‫‘ ַה‬the garden’
‫ ַעם ← ָה ָעם‬+ •‫‘ ַה‬the people’

Inseparable 3.5 Inseparable Prepositions (‫ ְבּ‬, ‫ ְכּ‬, ‫ ְל‬, and sometimes ‫)מן‬
ִ
Prepositions
Prepositions are another type of grammatical word; that is, they
serve only to relate a noun, noun phrase, or clause syntactically to
other words in the sentence.

For example, the English preposition into in the following clause


relates the immediately following noun phrase the store to the
preceding verb phrase they ran:

They ran into the store.

Thus, prepositional phrases serve to specify the location, direction,


Lesson 3 23

manner, means, time, possession, etc., for other constituents such as


verb phrases, noun phrases, and clauses.

The most common prepositions in Biblical Hebrew are clitics, i.e.,


words that cannot stand on their own. There are three ‘inseparable’
prepositions, which may be prefixed to nouns, adjectives,
infinitives, and participles (thus, they are proclitic):

–‫‘ ְבּ‬in, at’ –‫‘ ְכּ‬like, as’ –‫‘ ְל‬to, for’

The principles of vocalization for the inseparable prepositions are:


• ‫ ְבּ‬, ‫ ְכּ‬, ‫ ְל‬before a consonant with a full vowel.

‫‘ ְל ֶ֫מ ֶלְך‬to/for a king’


‫‘ ְבּ ַ֫ביִ ת‬in/at a house’

• ‫ ִבּ‬, ‫ ִכּ‬, ‫ ִל‬before a consonant with a simple sheva, ְ .

‫‘ ִבּ ְב ִרית‬according to a covenant’

BUT before ְ‫ י‬the vowel becomes ‫ִ י‬.


‫יהוּדה‬
ָ ‫הוּדה ← ִל‬
ָ ְ‫ י‬+ ‫‘ ְל‬to/for Judah’

• The corresponding full vowel before a compound sheva.

‫ ֲא ֶשׁר ← ַכּ ֲא ֶשׁר‬+ ‫‘ ְכּ‬like that which’


‫ ֱאדוֹם ← ֶל ֱאדוֹם‬+ ‫‘ ְל‬for Edom’

• The article vocalization before a noun with the article (i.e., the
article’s consonant ‫ ה‬is replaced by the inseparable
preposition).

‫ ַה ֶ֫מּ ֶלְך ← ַל ֶ֫מּ ֶלְך‬+ ‫‘ ְל‬to/for the king’

• Some special cases:


Quiescent ‫א‬: ‫אֹלהים‬
ִ ‫‘ ֵל‬to/for God’ ‫‘ ַלאד ֹנָ י‬to/for the Lord’

‫ ְָבּ‬, ‫ ָכּ‬, ‫ ָל‬before a stressed syllable in some words: ‫‘ ָבּזֶ ה‬in this’
Lesson 3 24

The preposition ‫‘( ִמן‬from’) is mostly written as a separate word; in


such cases it is connected to the noun with a maqqef (‫)־‬. This is its
usual form before a noun with the article.

‫ן־ה ֶ֫מּ ֶלְך‬


ַ ‫‘ ִמ‬from the king’

The preposition ‫ ִמן‬may also be inseparable. In this case, the


vocalization is:

• •‫ ִמ‬before non-gutturals (the assimilation of ‫ ן‬into the following


consonant is marked by a dagesh chazaq).

‫ ָשׁם ← ִמ ָשּׁם‬+ ‫‘ ִמן‬from there’

BUT before ְ‫ י‬the vowel becomes a ‫ִ י‬.


‫יהוּדה‬
ָ ‫הוּדה ← ִמ‬
ָ ְ‫ י‬+ ‫‘ ִמן‬from Judah’

• ‫ ֵמ‬before gutturals (the vowel lengthens because the guttural


cannot be lengthened, i.e., they do not allow dagesh chazaq).

‫ ִאישׁ ← ֵמ ִאישׁ‬+ ‫‘ ִמן‬from a man’

Vav 3.6 Vav Conjunction (– ְ‫)ו‬


Conjunction
As mentioned above in 3.1, conjunctions are a type of grammatical
word, like the article. Conjunctions serve to connect words, phrases,
clauses, and sentences to each other syntactically, e.g., and, or, but.

The basic Hebrew conjunction (and, in fact, the most frequent word
in the Hebrew Bible) is the vav conjunction: – ְ‫ו‬. Like the article and
the inseparable prepositions, it is attached to the front of a word.

The vav conjunction has two functions:


1) It connects words and phrases together, signaling a
coordinating relationship (it may be translated with ‘and’,
‘or’, or ‘but’).

‫‘ ָה ָעם וְ ַה ֶ֫מּ ֶלְך‬the people and the king’


Lesson 3 25

2) It marks the beginning of a new clause and is untranslatable


(the type of clause and the context determine the type of
connection required for English translation).

‫ֹלהים יְ ִהי אוֹר‬


ִ ‫אמר ֱא‬
ֶ ֹ ‫וַ ֫יּ‬
‘(and) God said, “Let there be light!” (Gen 1:3)

The vocalization of the vav conjunction:


• ְ‫ ו‬normally.
‫‘ וְ ָדוִ יד‬and David’
Note: The definite article remains when the conjunction is added.
‫‘ וְ ָה ִאישׁ‬and the man’

• ִ‫ ו‬before ְ‫י‬.
‫יהוּדה‬
ָ ִ‫הוּדה ← ו‬
ָ ְ‫ י‬+ ְ‫‘ ו‬and Judah’

• with the corresponding full vowel before a compound sheva.


‫‘ וֶ ֱאדוֹם‬and Edom’ ‫‘ וַ ֲאנִ י‬and I’

• ‫ וּ‬before ‫ב‬, ‫מ‬, ‫פ‬, or simple sheva (other than ְ‫)י‬. This may be
mnemonically referred to as the BuMP-Sheva Rule.

‫וּביִ ת‬ַ֫ ← ‫ ַ֫בּיִ ת‬+ ְ‫‘ ו‬and a house’


‫וּפנִ ים‬ ָ ← ‫ ָפּנִ ים‬+ ְ‫‘ ו‬and a face’
‫יהוּדה‬
ָ ‫וּמ‬ ִ ←‫יהוּדה‬ ָ ‫ ִמ‬+ ְ‫‘ ו‬and from Judah’
‫דוֹלים‬ִ ְ‫דוֹלים ← וּג‬ ִ ְ‫ גּ‬+ ְ‫‘ ו‬and great (things)’
Note: This is the only case in which a vowel begins a syllable!

• Some special cases:


Quiescent ‫א‬:
‫אֹלהים‬
ִ ֵ‫‘ ו‬and God’ ‫‘ וַ אד ֹנָ י‬and the Lord’

ָ‫ ו‬occasionally before a stressed syllable:


‫וָ ֫בֹהוּ‬ ‘and emptiness’
Lesson 3 26

3.7 Vocabulary #3

‫ָאדוֹן‬ M master, lord ‫ְל‬ PREP to, for


‫ ֵאין־‬, ‫ַ֫איִ ן‬ EXST ADV there isn’t/aren’t ‫ ֵל ָבב‬, ‫ֵלב‬ M heart, mind; PL ‫ִלבּוֹת‬
‫ְבּ‬ PREP in, at, with, by ‫ִמן‬ PREP from; more than
‫ֶ ֫דּ ֶרְך‬ M/F way, road ‫ֶ֫נ ֶפשׁ‬ F life, self
•‫ַה‬ DET the ‫ָשׁם‬ ADV there
ְ‫ו‬ CONJ and ‫ָשׁנָ ה‬ F year; P ‫ָשׁנִ ים‬
‫ְכּ‬ PREP like, as

Exercises

1. Add the definite article (•‫)ה‬


ַ to ten nouns from your vocabulary and translate
(remember that proper names cannot have a definite article).

2. Add one of the inseparable prepositions (‫ ְבּ‬, ‫ ְכּ‬,  ‫ ) ְל‬to ten nouns from your
vocabulary and translate.

3. Add one of the inseparable prepositions (‫ ְבּ‬, ‫ ְכּ‬,  ‫ ) ְל‬to your results in exercise #1
(i.e., inseparable preposition + the definite article + noun) and translate.

4. Add the preposition ‫ ִמן‬to five nouns from your vocabulary, making it
inseparable where possible, and translate.
Lesson 3 27

5. Add the vav conjunction to ten nouns from your vocabulary and translate.

6. Correct the vocalization of these definite articles and/or inseparable


prepositions, e.g., ‫ ַה ִאישׁ‬correct to ‫ה ִאישׁ‬.
ָ
‫( ָה ֶמ ֶלְך‬k ‫( ִמ ַביִ ת‬f ‫( ִבּ ָשׁלוֹם‬a
‫וּכבוֹד‬
ָ (l ‫ֹלהים‬
ִ ‫( ֶל ֱא‬g ‫( ַכּ ָשׁלוֹם‬b
‫( ֱב ְב ִרית‬m ‫ן־מ ְצ ַריִ ם‬
ִ ‫( וְ ִמ‬h ‫הוּדה‬
ָ ְ‫( ִלי‬c
‫מוּאל‬
ֵ ‫( ְל ְשׁ‬n ‫( ֱבּ ֱא ֶמת‬i ‫( ָה ָה ִרים‬d
‫( ִב ֱאדוֹם‬o ‫ן־ה ִעיר‬
ֶ ‫( ִמ‬j ‫( וִ ְמ ָל ִכים‬e

7. Translate the following sentences.


‫( וְ ֵאין ֶ֫מ ֶלְך ְבּיִ ְשׂ ָר ֵאל‬a

‫( ֵאין ִעיר ָבּ ָ֫א ֶרץ‬b

‫( ָה ָעם וְ ַה ֶ֫מּ ֶלְך ָבּ ִעיר‬c

‫( ָכּ ָאדוֹן ָכּ ֫ ֶע ֶבד‬d

‫( ָל ִא ָשּׁה ֵאין ִאישׁ‬e

‫ֹלהים ַכּיהוָ ה‬
ִ ‫( ֵאין ֱא‬f

‫( ֵאין כּ ֵֹהן ָל ָעם‬g

‫( וְ ִאישׁ ֵאין ָבּ ָ֫א ֶרץ‬h

‫( ֵאין ַעם ָשׁם‬i

‫( ֵאין ִעיר ַבּ ֶ ֫דּ ֶרְך‬j


Lesson 3 28

8. a) Practice reading aloud until you can do so smoothly, b) Circle the definite
articles, inseparable prepositions, and vav conjunctions in each verse; be sure
you can explain why they are vocalized as they are.

‫וְ ַעל־יָ ָדם ֶה ֱחזִ יק ְמ ַל ְטיָ ה ַהגִּ ְבעֹנִ י וְ יָ דוֹן ַה ֵמּרֹנ ִֹתי ַאנְ ֵשׁי גִ ְבעוֹן וְ ַה ִמּ ְצ ָפּה ְל ִכ ֵסּא ֫ ַפּ ַחת ֫ ֵע ֶבר‬
‫ַהנָּ ָהר‬
‘Next to them repairs were made by Melatiah the Gibeonite and Jadon the Meronothite--the men
of Gibeon and of Mizpah--who were under the jurisdiction of the governor of the province
beyond the River.’ (Neh 3:7)

‫ל־שׂ ֵרי ַה ֶ֫מּ ֶלְך ַהגִּ בּ ִֹרים וַ ֲאנִ י ִה ְת ַח ַ֫זּ ְק ִתּי ְכּיַ ד־‬
ָ ‫וּל ָכ‬
ְ ‫יוֹע ָציו‬
ֲ ְ‫ה־ח ֶסד ִל ְפנֵ י ַה ֶ֫מּ ֶלְך ו‬
ֶ֫ ‫וְ ָע ַלי ִה ָטּ‬
‫אשׁים ַל ֲעלוֹת ִע ִמּי‬ ִ ‫ֹלהי ָע ַלי וָ ֶא ְק ְבּ ָצה ִמיִּ ְשׂ ָר ֵאל ָר‬
ַ ‫יְ הוָ ה ֱא‬
‘. . . and who extended to me steadfast love before the king and his counselors, and before all the
king's mighty officers. I took courage, for the hand of Yhwh my God was upon me, and I
gathered leaders from Israel to go up with me.’ (Ezra 7:28)

‫א־ת ְשׂ ַבּע ֫ע ֹ ֶשׁר‬


ִ ֹ ‫ם־עינָ יו ל‬
ֵ ַ‫ל־ע ָמלוֹ גּ‬ ֲ ‫יֵ שׁ ֶא ָחד וְ ֵאין ֵשׁנִ י גַּ ם ֵבּן וָ ָאח ֵאין־לוֹ וְ ֵאין ֵקץ ְל ָכ‬
‫טּוֹבה גַּ ם־זֶ ה ֶ֫ה ֶבל וְ ִענְ יַ ן ָרע הוּא‬
ָ ‫וּמ ַח ֵסּר ֶאת־נַ ְפ ִשׁי ִמ‬ְ ‫וּל ִמי ֲאנִ י ָע ֵמל‬
ְ
‘There is the case of solitary individuals, without sons or brothers; yet there is no end to all their
toil, and their eyes are never satisfied with riches. “For whom am I toiling,” they ask, “and
depriving myself of pleasure?” This also is absurd and an unhappy business.’ (Qoh 4:8)

9. Form five of your own phrases using prepositions and the items from the
vocabulary list.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 4
Lesson Summary:

• Singular Nouns: ‫סוּסה‬


ָ ‫סוּס‬
• Introduction to Verbs
• Qal Perfect Conjugation - Singular:
‫ָפּ ַקד ָפּ ְק ָדה ָפּ ַ ֫ק ְד ָתּ ָפּ ַק ְד ְתּ ָפּ ַ ֫ק ְד ִתּי‬
• Objects in Biblical Hebrew: ‫ ֶאת־‬/ ‫ֵאת‬

4.1 Masculine and Feminine Singular Nouns


Unlike grammatical words like the article, prepositions, and
conjunctions (discussed in Lesson 3), nouns are lexical words. That
is, nouns have semantic content—they refer to an entity in the
external world. Thus, the noun book refers to a concrete object (a
group of pages bound between a cover), whether real or
hypothetical.

Nouns in many languages are inflected for the grammatical category


Gender gender. Biblical Hebrew is such a language—nouns (as well as
adjectives, pronouns, and verbs) in Biblical Hebrew are
morphologically marked as either masculine or feminine.

Though the ‘natural gender’ of animate objects often corresponds to


their grammatical gender, (e.g., ‫‘ ִאישׁ‬man’ is masculine; ‫ִא ָשּׁה‬
‘woman’ is feminine), grammatical gender is essentially a syntactic
agreement property of language.

In Biblical Hebrew masculine nouns do not have an overt gender


Masculine inflection (alternatively, they could be considered to have a null
Singular noun
suffix, indicated by Ø, that marks them as masculine).

‫‘ ָאח‬brother’
‫‘ ֫ ַנ ַער‬young man’

In contrast, most feminine nouns are overtly inflected for gender.


Feminine • Many feminine nouns end in ‫ָ ה‬.
Singular noun
Lesson 4 30

‫‘ ֲא ָד ָמה‬ground’
‫‘ ְבּ ֵה ָמה‬cattle’
‫תּוֹרה‬
ָ ‘teaching’

• Some feminine nouns end in ‫ת‬.


‫‘ ְבּ ִרית‬covenant’
‫‘ ַמ ְלכוּת‬kingdom’
‫‘ ַח ָטּאת‬sin’

• Nouns referring to paired body parts are feminine, but do not


have an overt grammatical gender inflection.

‫‘ יָ ד‬hand’
‫‘ ֫ ַעיִ ן‬eye’
‫‘ ֶ ֫רגֶ ל‬foot’
Note: Some nouns, like ‫‘ ֵאם‬mother,’ or body parts (above), are
grammatically feminine even though they do not have a
morphologically feminine gender marking (e.g., ‫) ָ ה‬. Therefore,
each noun’s gender should be learned with its meaning. The
gender of each noun in vocabulary lists is marked by M or F.

Singular Plural Dual


Masculine (Ø marking) ‫סוּס‬ Lesson 5 Lesson 5
‘stallion’
Feminine ‫סוּסה‬
ָ Lesson 5
‘mare’

4.2 Introduction to Verbs


The Hebrew
Verb Like most words in Biblical Hebrew, verbs can be derived from a
triconsonantal root (see 1.1). A triconsonantal verb root is modified
by affixes (e.g., prefixes, suffixes, or infixes) and/or vowel patterns
to indicate its binyan, conjugation, and person, gender, and
number (PGN). This information is called a verb’s ‘parsing’.

Binyan • Binyan (P binyanim) (‘building’) indicates the valency of a


verb’s action—whether active, passive, reflexive, or
causative. Each binyan has a pattern of affixes and vowels.
For example, the simple active binyan, called Qal (‫‘ ַקל‬light’),
Lesson 4 31

is characterized by a qamets--patach vowel pattern in the


Perfect conjugation: ‫‘ ָפּ ַקד‬he attended’ (3MS).

The Qal binyan is introduced in this lesson; the other six


primary binyanim will be introduced in subsequent lessons.

Conjugation • Conjugation in Biblical Hebrew determines the aspect, or view


of a verb’s action: the Perfect conjugation views an event as
a whole (perfective); the Imperfect conjugation views an
event as in progress (imperfective).

The conjugations do not signify tense, like English


conjugations do (e.g., Simple Past). However, the Perfect is
predominantly used to describe past time events, whereas the
Imperfect is predominantly used to describe non-past time
events (i.e., present or future).

Perfect ‘whole’ view aspect usually past time


Conjugation (perfective) reference
Imperfect ‘in progress’ view aspect usually non-past time
Conjugation (imperfective) reference

Inflectional • Inflectional affixes mark a verb’s agreement features:


Affixes
person (1st, 2nd, or 3rd)
gender (M, F, or C = common)
number (S or P).

All of the conjugations, except the participle, are based on


two morphological patterns:

Suffix Pattern, which uses inflectional suffixes


‫ָפּ ַ ֫ק ְד ִתּי‬

Prefix Pattern, which uses primarily prefixes


‫יִ ְפקֹד‬

Note: The form by which Hebrew verbs are listed in a lexicon


or dictionary is the Qal 3MS Perfect form.
Lesson 4 32

4.3 Qal Perfect Conjugation - Singular


Qal Perfect
Conjugation The Perfect is the only conjugation built on the Suffix Pattern.
Singular
Conjugations built on the Prefix Pattern are introduced in Lesson
8.

3MS — → ‫ָפּ ַקד‬ ‘he attended’ 3CP Lesson 5


3FS ‫ה‬-ָ → ‫ָפּ ְק ָדה‬ ‘she attended’
2MS ‫ ָתּ‬- → ‫ָפּ ַ ֫ק ְד ָתּ‬ ‘you attended’ 2MP Lesson 5
2FS ‫ ְתּ‬- → ‫ָפּ ַ ֫ק ְד ְתּ‬ ‘you attended’ 2FP Lesson 5
1CS ‫ ִתּי‬- → ‫ָפּ ַ ֫ק ְד ִתּי‬ ‘I attended’ 1CP Lesson 5

4.4 Objects in Biblical Hebrew


Objects
Object refers to the grammatical function served by a noun or
pronoun that is the ‘receiver’ or ‘goal’ of the action of a verb.
Syntactically, an object noun phrase functions as the complement
of a transitive verb—the presence of an object is necessary for a
transitive verb to be ‘completed’ (see Lesson 26).

For example, in Moses struck the rock, the noun phrase ‘the rock’
is the object in that it is affected by the action of the verb ‘struck’.
The noun phrase ‘the rock’ is also the complement in that without
it the clause ‘Moses struck’ would be ungrammatical (i.e., the
transitive verb would not be ‘completed’).

Direct For Biblical Hebrew, it is useful to distinguish between two types


and
Oblique
of objects, direct and oblique (not to be confused with an
Objects ‘indirect’ object). The use of these two types of objects is
completely dependent upon the verb—some verbs select direct
objects as their complements, while others select oblique objects
as their complements.

Oblique What distinguishes direct and oblique objects from each other is
Objects and that direct objects are either preceded by the function word ‫ ֵאת‬or
Prepositional
Phrases nothing at all, whereas oblique objects are always preceded by a
preposition. Precisely which preposition used depends on what is
selected by the verb being modified.

For instance, the verb ‫נגע‬, ‘touch’, often takes as its complement
an oblique object manifested as a prepositional phrase with the
Lesson 4 33

preposition ‫בּ‬.
‫אכלוּ‬
ְ ֹ ‫ֹלהים ל ֹא ת‬
ִ ‫תוְֹך־הגָּ ן ָא ַמ ר ֱא‬
ַ ‫וּמ ְפּ ִר י ָה ֵע ץ ֲא ֶשׁ ר ְבּ‬
ִ
‫ן־תּ ֻמתוּן‬
ְ ‫ִמ ֶמּנּוּ וְ לֹא ִתגְּ עוּ בּוֹ ֶפּ‬
‘“and from the fruit of the tree that is in the middle of the
garden,” God said, “you shall not eat from it and you shall not
touch it, lest you die.”’ (Gen 3:3)

Note: Oblique objects, regardless of whether they are


complements or adjuncts (see Lesson 26), are always
preceded by a preposition.

The function word ‫ ֵאת‬precedes direct objects of Biblical Hebrew


Direct Objects verbs if those direct objects are individuated (i.e., if they are
and ‫ֵאת‬ strongly characterized as distinct entities or individuals—which
means that they are also often marked with the article).

‫ָה ָעם‬ ‫ֵאת‬ ‫‘ ָפּ ַקד‬He visited the people’


the people [object he visited
marker]

Direct objects preceded by ‫ ֵאת‬are usually the semantic patients of


their verbs, i.e., they are effected or affected by the verbal action.

Note: The direct object marker is sometimes attached to the


noun with a maqqef (‫( )־‬see 3.5 within the discussion of ‫;)מן‬
ִ in
this case, the vowel is a segol.

‫ֶאת־יִ ְשׂ ָר ֵאל‬ ‫‘ ָשׁ ַפט‬He judged Israel’


Israel [object he judged
marker]
Lesson 4 34

4.5 Vocabulary #4

‫ָא ָדם‬ M man, humankind; PN Adam ‫ָמ ַלְך‬ Q reign, be(come) king
‫ָאח‬ M brother; P ‫ַא ִחים‬ ‫נָ ִביא‬ M prophet
‫ָאחוֹת‬ F sister; P ‫ֲא ָחיוֹת‬ ‫֫ ַנ ַער‬ M lad, young boy
‫ֵאם‬ F mother; P ‫ִאמּוֹת‬ ‫נַ ֲע ָרה‬ F maiden, young girl
‫ ֶאת־‬, ‫ ֵאת‬direct object marker ‫סוּס‬ M horse, stallion
‫ְבּ ֵה ָמה‬ F cattle ‫סוּסה‬
ָ F mare
‫ְבּ ִרית‬ F covenant ‫ִעם‬ PREP with
‫ַבּת‬ F daughter; P ‫ָבּנוֹת‬ ‫ָפּ ַקד‬ Q visit, attend to, appoint
‫זָ ַכר‬ Q remember ‫ָשׁ ַמר‬ Q keep, guard
‫ָכּ ַרת‬ Q cut, cut off, cut down ‫ָשׁ ַפט‬ Q judge, govern
‫תּוֹרה‬
ָ F direction, instruction, law

Exercises

1. Mark the gender of each noun in your vocabulary list from Lessons 1-3 and on
your vocabulary cards (M or F) (look in glossary if you are unsure).

2. Identify the gender (M or F) of the following nouns (use their form).


‫( ____ ָא ָדם‬p ‫( ____ ַח ָטּאת‬k ‫( ____ זָ ָהב‬f ‫( ____ ִמ ְשׁ ֶ֫מ ֶרת‬a
‫( ____ ַ֫בּ ַעל‬q ‫( ____ ִמ ְשׁ ָפּ ָחה‬l ‫( ____ ְצ ָד ָקה‬g ‫( ____ ִמזְ ֵבּ ַח‬b
‫( ____ ַמ ְל ָאְך‬r ‫( ____ ְדּמוּת‬m ‫( ____ נַ ֲח ָלה‬h ‫( ____ ֲא ָד ָמה‬c
‫( ____ ִמ ְל ָח ָמה‬s ‫( ____ ֶ֫כּ ֶבשׂ‬n ‫( ____ ֶ֫מ ַלח‬i ‫( ____ ִתּ ְקוָ ה‬d
‫( ____ ָבּ ָקר‬t ‫( ____ ֲע ָר ָבה‬o ‫( ____ ַמ ְמ ָל ָכה‬j ‫( ____ ִמ ְצוָ ה‬e
Lesson 4 35

3. Add the Qal Perfect Singular endings (and vowels) to each of these verbs and
translate. Also add the appropriate personal pronouns before each verb.

‫שׁמר‬ ‫פּקד‬
3MS 3MS

3FS 3FS

2MS 2MS

2FS 2FS

1CS 1CS

‫זכר‬ ‫שׁפט‬
3MS 3MS

3FS 3FS

2MS 2MS

2FS 2FS

1CS 1CS
‫מלְך‬
3MS

3FS

2MS

2FS

1CS
Lesson 4 36

4. Translate the following sentences. Identify and parse the verb(s) (i.e., give the
person, gender, number, and root) in each sentence. (* is placed by verses
that have been altered. PN is placed beside the first occurrence of proper name
other than YHWH.)

‫ת־ה ָדּ ָבר‬
ַ ‫ ָה ָאב ָשׁ ַמר ֶא‬Gen 37:11* (a

‫ וְ לֹא ָשׁ ַ֫מ ְר ָתּ ַה ְבּ ִרית‬I Kgs 11:11* (b

‫ת־א ְב ָרם ְבּ ִרית‬


ַ ‫ יְ הוָ ה ָכּ ַרת ֶא‬Gen 15:18* (c

‫ יְ הוָ ה ָמ ַלְך‬Ps 93:1* (d

‫י־שׁ ַ֫מ ְר ִתּי ֶ ֫דּ ֶרְך‬


ָ ‫ ִכּ‬Ps 18:22* (e

‫ת־היּוֹם‬
ַ ‫ לֹא־זָ ַכ ְר ְתּ ֶא‬Ezek 16:43* (f

‫ת־ה ָעם‬
ָ ‫ ָפּ ַקד ֶא‬I Kgs 20:15* (g

‫ לֹא זָ ְכ ָרה‬Lam 1:9 (h

‫ ַה ֶ֫מּ ֶלְך‬PN‫יוֹאשׁ‬
ָ ‫ וְ לֹא־זָ ַכר‬II Chr 24:22 (i

‫ ַה ֶ֫מּ ֶלְך ָשׁ ַפט‬I Kgs 3:28* (j

PN
‫ת־חנָּ ה‬
ַ ‫י־פ ַקד יְ הוָ ה ֶא‬
ָ ‫ ִכּ‬I Sam 2:21 (k

‫ ָפּ ַ ֫ק ְד ָתּ ָה ָ֫א ֶרץ‬Ps 65:10 (l

‫ת־ה ָעם‬
ָ ‫י־פ ַקד יְ הוָ ה ֶא‬
ָ ‫ ִכּ‬Ruth 1:6* (m
Lesson 4 37

ָ ‫ ָמ ַלְך ִבּ‬PN‫ ְוּר ַח ְב ָעם‬I Kgs 14:21* (n


‫יהוּדה‬

5. Compose five sentences in Hebrew. Each must have a subject, verb, and object
in them.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 5
Lesson Summary:
• Plural and Dual Nouns: ‫סוּסים‬
ִ ‫יָ ַ ֫דיִ ם סוּסוֹת‬
• Qal Perfect Conjugation – Plural:
‫דתּם ְפּ ַק ְד ֶתּן ָפּ ַ ֫ק ְדנוּ‬
ֶ ‫ָפּ ְקדוּ ְפּ ַק‬

• Qal Perfect Conjugation of ‫ָהיָ ה‬

5.1 Masculine and Feminine Plural and Dual Nouns


Plural nouns Singular nouns were introduced in Lesson 4. In this lesson the
plural and dual (= two) noun forms are introduced.

Singular Plural Dual

Masculine (no marking) ‫סוּס‬ ‫סוּסים‬


ִ ‫סוּסיִ ם‬
ַ֫
Feminine ‫סוּסה‬
ָ ‫סוּסוֹת‬ ‫סוּס ַ֫תיִ ם‬
ָ

• There are some frequently occurring irregular nouns that do not


follow this paradigm. These irregular forms must be
memorized (paradigms of the most common irregular nouns
are in 6.2).

‫‘ ָאבוֹת‬fathers’ (S ‫) ָאב‬
‫‘ נָ ִשׁים‬women’ (S ‫) ִא ָשּׁה‬

Dual nouns • The use of dual is largely confined to things that occur naturally
in pairs (eyes, feet, hands, etc.). Remember that paired body
parts are feminine (see 4.1).

‫‘ יָ ַ ֫דיִ ם‬hands’ (FS ‫)יָ ד‬ ‫‘ ָאזְ ֫ ַניִ ם‬ears’ (FS ‫אזֶ ן‬


ֹ֫)
‫‘ ֵע ַ֫יניִ ם‬eyes’ (FS ‫) ֫ ַעיִ ן‬ ‫‘ ַרגְ ֫ ַליִ ם‬feet’ (FS ‫) ֶ ֫רגֶ ל‬
‫‘ נַ ֲע ֫ ַליִ ם‬sandals’ (FS ‫) ֫ ַנ ַעל‬

5.2 Qal Perfect Conjugation - Plural


Qal Perfect
Conjugation In Lesson 4 the singular inflectional suffixes of the Qal Perfect
plural were introduced. Here the plural inflectional suffixes are added.
Lesson 5 39

3MS — → ‫ָפּ ַקד‬ ‘he attended’


3FS ‫ה‬-ָ → ‫ָפּ ְק ָדה‬ ‘she attended’
2MS ‫ ָתּ‬- → ‫ָפּ ַ ֫ק ְד ָתּ‬ ‘you attended’
2FS ‫ ְתּ‬- → ‫ָפּ ַק ְד ְתּ‬ ‘you attended’
1CS ‫ ִתּי‬- → ‫ָפּ ַ ֫ק ְד ִתּי‬ ‘I attended’
3CP ‫—וּ‬ → ‫ָפּ ְקדוּ‬ ‘they attended’
2MP ‫— ֶתּם‬ → ‫ְפּ ַק ְד ֶתּם‬ ‘you attended’
2FP ‫— ֶתּן‬ → ‫ְפּ ַק ְד ֶתּן‬ ‘you attended’
1CP ‫—נוּ‬ → ‫ָפּ ַ ֫ק ְדנוּ‬ ‘we attended’

5.3 Qal Perfect Conjugation of ‫ָהיָ ה‬


Qal Perfect
Conjugation The verb ‫‘( ָהיָ ה‬be’) is both frequent and irregular. Here is the Qal
of ‫ָהיָ ה‬
Perfect paradigm of the verb.

3MS ‫‘ ָהיָ ה‬he was’


3CP ‫‘ ָהיוּ‬they were’
3FS ‫‘ ָהיְ ָתה‬she was’

2MS ‫ָהיִ י֫ ָת‬ ‘you were’ 2MP ‫יתם‬


ֶ ִ‫‘ ֲהי‬you were’

2FS ‫‘ ָהיִ ית‬you were’ 2FP ‫יתן‬


ֶ ִ‫( ֲהי‬not attested)
1CS ‫‘ ָהיִ י֫ ִתי‬I was’ 1CP ‫‘ ָהיִ י֫ נוּ‬we were’

5.4 Vocabulary #5

‫אזֶ ן‬
ֹ֫ F ear ‫ִל ְפנֵ י‬ PREP before
‫ֲא ֶשׁר‬ CONJ that, which, who ‫ַ֫מיִ ם‬ M water
‫גּוֹי‬ M nation, people ‫ִמ ְצ ַ ֫ריִ ם‬ PN Egypt
‫ָדּ ַרשׁ‬ Q seek ‫ַעד‬ PREP unto, as far as; until
‫ָהיָ ה‬ Q become, be ‫֫ ַעיִ ן‬ F eye
‫ַהר‬ M mountain, hill country; with ‫ַעל‬ PREP upon, over
article ‫ָה ָהר‬ ‫ָק ַרב‬ Q draw near, approach
‫הוּדה‬
ָ ְ‫י‬ PN Judah ‫רֹאשׁ‬ M head; P ‫אשׁים‬
ִ ‫ָר‬
‫רוּשׁ ֫ ַליִ ם‬
ָ ְ‫י‬ PN Jerusalem ‫ֶ ֫רגֶ ל‬ F foot
‫ָל ַכד‬ Q capture ‫רוּח‬
ַ F spirit, wind
Lesson 5 40

Exercises
1. Write out the plural (right column) and dual (left column) for the following
items and translate.
‫יָ ד‬ ‫ָאדוֹן‬
‫אזֶ ן‬
ֹ֫ ‫ְבּ ֵה ָמה‬
‫֫ ַעיִ ן‬ ‫גּוֹי‬
‫ֶ ֫רגֶ ל‬ ‫ָדּ ָבר‬
‫֫ ַנ ַעל‬ ‫נָ ִביא‬
‫סוּס‬
‫סוּסה‬
ָ
‫רוּח‬
ַ
‫תּוֹרה‬
ָ

2. Write out the complete Qal Perfect for each of these verb roots and translate.
Also add the appropriate personal pronouns before each form.
‫שׁמר‬ ‫פּקד‬
3MS 3CP 3MS 3CP

3FS 3FS

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP

‫לכד‬ ‫שׁפט‬
3MS 3CP 3MS 3CP

3FS 3FS

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP


Lesson 5 41

‫דּרשׁ‬ ‫קרב‬
3MS 3CP 3MS 3CP

3FS 3FS

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP

3. Translate the following sentences. Identify and parse the verb(s) (i.e., give the
person, gender, number, and root) in each sentence. (GL is placed beside non-
vocabulary words to alert you to check the glossary for their meanings.)

PN
‫ת־שׂ ָרה‬
ָ ‫ וַ יהוָ ה ָפּ ַקד ֶא‬Gen 21:1 (a

‫יהוּדה‬
ָ ִ‫ ָשׁנָ ה ַעל ָכּל־יִ ְשׂ ָר ֵאל ו‬GL‫ וְ ָשׁלשׁ‬GL‫לשׁים‬
ִ ‫ירוּשׁ ֫ ַל ִ ִם ָמ ַלְך ְשׁ‬
ָ ‫וּב‬ ִ II Sam 5:5 (b

‫ וְ ֶאת־יְ הוָ ה לֹא ָד ְרשׁוּ‬Isa 9:12* (c

‫ֹלהים‬
ִ ‫ ִכּי ָד ַ ֫ר ְשׁנוּ ֶאת־יְ הוָ ה ֱא‬II Chr 14:6* (d

‫ וָ ֫בֹהוּ‬GL‫תהוּ‬
GL
ֹ ֫ ‫ וְ ָה ָ֫א ֶרץ ָהיְ ָתה‬Gen 1:2 (e

‫ ָדּ ַ ֫ר ְשׁ ִתּי ֶאת־יְ הוָ ה‬Ps 34:5 (f

‫י־היִ י֫ ִתי ְליִ ְשׂ ָר ֵאל ְל ָאב‬


ָ ‫ ִכּ‬Jer 31:9 (g

‫א־ד ַרשׁ ַבּיהוָ ה‬


ָ ֹ ‫ וְ ל‬I Chr 10:14 (h

‫ ָק ְרבוּ ַהיָּ ִמים‬Ezek 12:23 (i


Lesson 5 42

‫י־ע ֶבד ָהיִ י֫ ָת ְבּ ִמ ְצ ָ ֫ריִ ם‬


ֶ ֫ ‫ ִכּ‬Deut 16:12 (j

‫ֹלהים לֹא ָק ְר ָבה‬


ִ ‫ל־א‬
ֱ ‫ ֶא‬Zeph 3:2* (k

‫ ָהיָ ה ְב ִמ ְצ ָ ֫ריִ ם‬PN‫יוֹסף‬


ֵ ְ‫ ו‬Exod 1:5 (l

4. Compose five sentences in Hebrew. Each should have a subject, verb, and object
in them. Three should have plural verbs and three should have dual or plural
nouns.
a. ____________________________________________________________

b. ____________________________________________________________

c. ____________________________________________________________

d. ____________________________________________________________

e. ____________________________________________________________
Lesson 6
Lesson Summary:
• Construct Relationship: ‫ר־ה ֶ֫מּ ֶלְך‬
ַ ‫ְדּ ַב‬

• Chart of Frequent Irregular Nouns:


‫ָאב ָאח ָאחוֹת ִאישׁ ִא ָשּׁה‬
‫ַ֫בּיִ ת ֵבּן ַבּת יוֹם רֹאשׁ ִעיר‬

6.1 The Construct Relationship


Construct
relationship Biblical Hebrew does not have any equivalent to the English
preposition ‘of’. Instead, similar ‘of-relationships’ are expressed by
joining words together in the construct relationship. (The
semantics of this relationship are discussed further in Lesson 28.)

The typical construct relationship (often called ‫)ס ִמיכוּת‬


ְ consists of
two elements: a noun in the construct state (‫‘ נִ ְס ָמְך‬supported’)
followed by one in the absolute state (‫סוֹמְך‬
ֵ ‘supporting’).

‫‘ ְדּ ַבר־ ַה ֶ֫מּ ֶלְך‬the word of the king’


the king (the) word of
ABSOLUTE CONSTRUCT
‫נִ ְס ָמְך‬ ‫סוֹמְך‬
ֵ

Only the masculine plural and feminine singular nouns have


distinctive construct morphology (i.e., there are different inflectional
affixes for MP and FS nouns in construct and nouns not in construct).

However, the vocalization of a noun in construct often differs from


its vocalization when not in construct—even in the MS and FP.

Singular Plural Dual


Absolute ‫ָדּ ָבר‬ ‫ְדּ ָב ִרים‬ ‫ְדּ ָב ַ ֫ריִ ם‬
Masculine
Construct ‫ְדּ ַבר‬ ‫ִדּ ְב ֵרי‬ ‫ִדּ ְב ֵרי‬
Absolute ‫ֲא ָד ָמה‬ ‫ֲא ָדמוֹת‬ ‫ַא ְד ָמ ַ֫תיִ ם‬
Feminine
Construct ‫ַא ְד ַמת‬ ‫ַא ְדמוֹת‬ ‫ַא ְד ְמ ֵתי‬
Lesson 6 44

Description of the construct relationship:


• Two nouns in a construct relationship are treated as a
compound: the two words are considered to be one prosodic
phrase and the major ‘phrase stress’ is on the absolute noun.
This phenomenon is similar to the stress change in English
compounds: a whíte hoúse versus the Whítehouse. As noted
above, the lack of major stress on the construct noun often
affects its vocalization.

ABSOLUTE ‫‘ ָדּ ָבר‬word’
CONSTRUCT ‫‘ ְדּ ַבר־יְ הוָ ה‬the word of YHWH’ (Ezek 1:3)
Note: A construct noun is often attached to an absolute noun
with a maqqef (‫ ;)־‬this is a graphic signal that the two words are
stressed as a single unit.

• A noun in construct cannot have a definite article. However, if


the absolute noun is definite (e.g., it is a proper noun or has
the article), then the construct noun ‘inherits’ this
definiteness.

‫יאי־יְ הוָ ה‬
ֵ ‫‘ נְ ִב‬the prophets of YHWH’ (PN) (1 Kgs 18:4)

‫ב־ה ָ֫א ֶרץ‬


ָ ‫‘ זְ ַה‬the gold of the land’ (article) (Gen 2:12)

• The meanings expressed by the construct relationship are


similar to English ‘of’ (see Lesson 28 for further discussion).

‫‘ ְדּ ַבר־יְ הוָ ה‬the word of YHWH’ = ‘YHWH’S word’ (Ezek 1:3)

‫‘ יִ ְר ַאת־יְ הוָ ה‬the fear of YHWH’ (Prov 1:7)

‫וּבגְ ֵדי ַה ֫קֹּ ֶדשׁ‬


ִ ‘and the garments of holiness’
= ‘the holy garments’ (Exod 29:29)

• A construct relationship can have more than one construct noun


all related to one absolute noun.

‫י־א ָדם‬
ָ ‫‘ ָכּל־יְ ֵמ‬all of the days of Adam’ (Gen 5:5)

• A construct relationship can also have a single construct noun


Lesson 6 45

related to coordinated absolute nouns (often however, the


construct noun is repeated in two coordinated constructs).

‫ֹלהים וְ ָא ָדם‬
ִ ‫ְבּ ֵעינֵ י ֱא‬
‘in the eyes of God and (in the eyes of) man’ (Prov 3:4)

‫אֹלהי ָה ָ֫א ֶרץ‬


ֵ ֵ‫ֹלהי ַה ָשּׁ ַ֫מיִ ם ו‬
ֵ ‫ֱא‬
‘the God of heaven and the God of earth’ (Gen 24:3)

6.2 Chart of Frequent Irregular Nouns


Irregular
nouns Some irregular noun forms occur frequently. You should familiarize
yourself with these forms.

Singular Singular Plural Plural


Absolute Construct Absolute Construct
‘father’ M ‫ָאב‬ ‫ַאב‬ ‫ָאבוֹת‬ ‫ֲאבוֹת‬
‘brother’ M ‫ָאח‬ ‫ֲא ִחי‬ ‫ַא ִחים‬ ‫ַא ֵחי‬
‘sister’ F ‫ָאחוֹת‬ ‫ֲאחוֹת‬ *‫ֲא ָחיוֹת‬ ‫ַא ְחיוֹת‬
‘man’ M ‫ִאישׁ‬ ‫ִאישׁ‬ ‫ֲאנָ ִשׁים‬ ‫ַאנְ ֵשׁי‬
‘woman’ F ‫ִא ָשּׁה‬ ‫ֵ֫א ֶשׁת‬ ‫נָ ִשׁים‬ ‫נְ ֵשׁי‬
‘house’ M ‫ַ֫בּיִ ת‬ ‫ֵבּית‬ ‫ָבּ ִתּים‬ ‫ָבּ ֵתּי‬
‘son’ M ‫ֵבּן‬ ‫ֶבּן‬ ‫ָבּנִ ים‬ ‫ְבּנֵ י‬
‘daughter’ F ‫ַבּת‬ ‫ַבּת‬ ‫ָבּנוֹת‬ ‫ְבּנוֹת‬
‘day’ M ‫יוֹם‬ ‫יוֹם‬ ‫יָמים‬
ִ ‫יְמי‬
ֵ
‘city’ F ‫ִעיר‬ ‫ִעיר‬ ‫ָע ִרים‬ ‫ָע ֵרי‬
‘head’ M ‫רֹאשׁ‬ ‫רֹאשׁ‬ ‫אשׁים‬
ִ ‫ָר‬ ‫אשׁי‬
ֵ ‫ָר‬
Lesson 6 46

6.3 Vocabulary #6

‫ַא ְב ָר ָהם‬ PN Abraham ‫ַמ ְל ָאְך‬ M messenger, angel


‫ַא ְב ָרם‬ PN Abram ‫ָמקוֹם‬ M place; P ‫ְמקוֹמוֹת‬
‫ַא ֲהר ֹן‬ PN Aaron ‫ָע ַמד‬ Q stand
‫ָא ַמר‬ Q say ‫ְפּ ִל ְשׁ ִתּים‬ PN Philistines, Philistine
‫ָבּ ֶבל‬ PN Babylon ‫ ְפּ ִל ְשׁ ִתּי‬,
‫ָבּ ָשׂר‬ M flesh ‫ַפּ ְרעֹה‬ PN Pharaoh
‫ַחיִּ ים‬ M life ‫ָצ ָבא‬ M host, army; hard service; P ‫ְצ ָבאוֹת‬
‫ֶ֫ח ֶרב‬ F sword ‫קוֹל‬ M voice, sound
‫ַכּ ֲא ֶשׁר‬ CONJ as, just as, when ‫ָשׁ ַכן‬ Q settle, dwell
‫כֹּה‬ ADV thus, so ‫ָשׁ ַמע‬ Q hear, listen; + ‫ ְבּקוֹל‬obey

Exercises

1. Complete the following construct phrases.

a) ‫ֹלהים‬
ִ ‫‘ __________ ֱא‬the spirit of God’ (Exod 35:31)
b) ‫‘ __________ יְ הוָ ה‬the angel/messenger of the Lord’ (Gen 16:11)

c) ‫‘ __________ ְפ ִל ְשׁ ִתּים‬all of the cities of the Philistines’ (1 Sam 6:18)

d) __________ ‫אשׁי‬
ֵ ‫‘ ָר‬the heads of the mountains’ (Gen 8:5)
e) ‫‘ _________ יִ ְשׂ ָר ֵאל‬the sons of Israel’ (Exod 1:1)

f) ‫‘ __________ ָה ָא ָדם‬the daughters of man’ (Gen 6:2)

g) ‫‘ __________ ַה ָמּקוֹם‬the men of the place’ (Gen 26:7)

h) _______________ ‫‘ ֶאל‬to the house of the women’ (Esth 2:3)

i) ‫‘ __________ ַא ְב ָר ָהם‬in the days of Abraham’ (Gen 26:1)

j) ‫‘ __________ ְבנֵ י־עמּוֹן‬the father of the sons of Ammon’ (Gen 19:38)


Lesson 6 47

2. Translate the following construct phrases.


‫ ֵבּית יִ ְשׂ ָר ֵאל‬Lev 10:6 (a

‫הוּדה‬
ָ ְ‫ ֶ֫מ ֶלְך י‬I Kgs 12:23 (b

‫ כֹּל ַמ ְל ֵכי גוֹיִ ם‬Isa 14:9 (c

‫ל־מ ְל ֵכי ָה ָ֫א ֶרץ‬


ַ ‫ ָכּ‬Ps 102:16 (d

‫ֹלהים‬
ִ ‫ישׁ־ה ֱא‬
ָ ‫משׁה ִא‬
ֶ ‫תוֹרת‬
ַ ‫ְכּ‬ II Chron 30:16 (e

‫אשׁי ֶה ָה ִרים‬
ֵ ‫ ְבּכֹל ָר‬Ezek 6:13 (f

‫ל־ע ֵרי יִ ְשׂ ָר ֵאל‬


ָ ‫ִמ ָכּ‬ I Sam 18:6 (g

‫י־א ֲהר ֹן ַהכּ ֲֹהנִ ים‬


ַ ֵ‫ל־ע ֵרי ְבנ‬
ָ ‫ ָכּ‬Josh 21:19 (h

‫ְך־עיר‬
ִ ‫ ְבּרֹאשׁ ֶ ֫דּ ֶר‬Ezek 21:24 (i

3. Translate the following sentences. Identify and parse the verb(s) (i.e., give the
person, gender, number, and root) in each sentence.

‫ת־ה ְדּ ָב ִרים‬
ַ ‫ ַכּ ֲא ֶשׁר ָשׁ ַמע ֫ ֶע ֶבד ַא ְב ָר ָהם ֶא‬Gen 24:52* (a

‫ וְ ַא ְב ָר ָהם ָע ַמד ִל ְפנֵ י יְ הוָ ה‬Gen 18:22* (b

‫ל־ה ְמּקוֹמוֹת‬
ַ ‫ ָשׁ ַפט ֶאת־יִ ְשׂ ָר ֵאל ְבּ ָכ‬I Sam 7:16* (c

‫ֹלהים‬
ִ ‫לוֹא־שׁ ְמעוּ ְבּקוֹל יְ הוָ ה ֱא‬
ָ Jer 7:28* (d
Lesson 6 48

‫וּמכֹּל ַהר יִ ְשׂ ָר ֵאל‬ ָ ְ‫ ִמכֹּל ַהר י‬PN ‫ת־ה ֲענָ ִקים‬


ִ ‫הוּדה‬ ָ ‫ ָכּ ַרת ֶא‬PN‫הוֹשׁ ַע‬
ֻ ְ‫ י‬Josh 11:21* (e

‫ יְ הוָ ה ְצ ָבאוֹת ָשׁ ַכן ְבּ ַהר ִציּוֹן‬Isa 8:18* (f

‫ֹלהי יִ ְשׂ ָר ֵאל‬
ֵ ‫ֹה־א ַמר יְ הוָ ה ֱא‬
ָ ‫ל־פּ ְרעֹה כּ‬
ַ ‫משׁה וְ ַא ֲהר ֹן ָא ְמרוּ ֶא‬
ֶ Exod 5:1* (g

‫ֹלהי יִ ְשׂ ָר ֵאל‬
ֵ ‫ֹה־א ַמר יְ הוָ ה ְצ ָבאוֹת ֱא‬
ָ ‫ כּ‬Jer. 7:3 (h

4. From the nouns in your cumulative vocabulary create five sentences with at least
one construct phrase each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 7
Lesson Summary:
• Suffixed Pronouns: ‫ְדּ ָב ִרי‬
• Segolate Nouns: ‫ֶ֫מ ֶלְך‬
• Modal use of the Perfect Conjugation: ‫)וּ(פ ַק ְד ִתּי‬
ָ

7.1 Suffixed Pronouns


Suffixed
pronouns English uses different pronominal forms based on the pronoun’s role
in a sentence: e.g., he/she for subject (Nominative case), his/hers for
possession (Genitive case), and him/her for object (Accusative case).

In Biblical Hebrew the independent pronouns (2.4) only function as


subjects. A set of suffixed pronouns fills the roles of possession/
Genitive and object/Accusative.

About pronouns suffixed to nouns:


• Suffixed pronouns express possession on nouns.
‫ְדּ ָב ִרי‬ ← ‫ִי‬ ‫ְדּ ַבר‬
‘my word’
+
me word of
(1CS) (MS CST)

‫תּוֹרתוֹ‬
ָ ← ֹ‫ו‬
+ ‫תּוֹרת‬
ַ ‘his teaching’
him teaching of
(3MS) (FS CST)

Note: When pronominal suffixes are added to FS nouns, the


construct form (i.e., the form ending with a ‫ )ת‬is used.

• Suffixed pronouns serve to make a noun definite; nouns with


pronominal suffixes cannot also have the article.

Either ‫תּוֹרתוֹ‬
ָ ‘his teaching’ or ‫תּוֹרה‬
ָ ‫‘ ַה‬the teaching’
BUT NOT BOTH

• Nouns with suffixed pronouns are stressed either on the last


syllable (i.e., on the suffix itself) or the next to last syllable
(i.e., on the ‘linking vowel’ that connects the noun to the
suffix).
Lesson 7 50

‫סוּסי‬
ִ ‘my horse’ (stressed on the last syllable)
‫סוּסנוּ‬
ֵ֫ ‘our horse’ (stressed on the linking vowel)

1) Suffixed pronouns on singular nouns


Suffixed
Added to Masculine Added to Feminine
pronoun
on 3MS (‫) ֵ֫ הוּ‬, ֹ ‫ו‬ → ‫‘ ְדּ ָברוֹ‬his word’ → ‫תּוֹרתוֹ‬
ָ ‘his law’
singular nouns
‫ֵר ֫ ֵעהוּ‬ ‘his friend’

3FS ‫ָהּ‬ → ‫‘ ְדּ ָב ָרהּ‬her word’ → ‫תּוֹר ָתהּ‬


ָ ‘her law’
2MS ‫ְ ָך‬ → ‫‘ ְדּ ָב ְרָך‬your word’ → ‫תּוֹר ְתָך‬
ָ ‘your law’
2FS ‫ֵ ְך‬ → ‫‘ ְדּ ָב ֵרְך‬your word’ → ‫תּוֹר ֵתְך‬
ָ ‘your law’
1CS ‫ִי‬ → ‫‘ ְדּ ָב ִרי‬my word’ → ‫תּוֹר ִתי‬
ָ ‘my law’
3MP ‫ָם‬ → ‫‘ ְדּ ָב ָרם‬their word’ → ‫תּוֹר ָתם‬
ָ ‘their law’
3FP ‫ָן‬ → ‫‘ ְדּ ָב ָרן‬their word’ → ‫תּוֹר ָתן‬
ָ ‘their law’
2MP ‫ְ ֶכם‬ → ‫‘ ְדּ ַב ְר ֶכם‬your word’ → ‫תּוֹר ְת ֶכם‬
ַ ‘your law’
2FP ‫ְ ֶכן‬ → ‫‘ ְדּ ַב ְר ֶכן‬your word’ → ‫תּוֹר ְת ֶכן‬
ַ ‘your law’
1CP ‫ֵ֫ נוּ‬ → ‫‘ ְדּ ָב ֵ ֫רנוּ‬our word’ → ‫תּוֹר ֵ֫תנוּ‬
ָ ‘our law’

Suffixed 2) Suffixed pronouns on plural nouns


pronoun
on
Added to Masculine Added to Feminine
plural nouns 3MS ‫ָ יו‬ → ‫‘ ְדּ ָב ָריו‬his words’ → ‫תּוֹרוֹתיו‬
ָ ‘his laws’

3FS ‫יה‬
ָ ֶ֫ → ‫יה‬
ָ ‫‘ ְדּ ָב ֶ ֫ר‬her words’ → ‫יה‬
ָ ‫תּוֹרוֹת‬
ֶ֫ ‘her laws’

2MS ‫ֶ֫ יָך‬ → ‫‘ ְדּ ָב ֶ ֫ריָך‬your words’ → ‫תּוֹרוֹתיָך‬


ֶ֫ ‘your laws’

2FS ‫ַ֫ יִ ְך‬ → ‫‘ ְדּ ָב ַ ֫ריִ ְך‬your words’ → ‫תּוֹרוֹתיִ ְך‬


ַ֫ ‘your laws’

1CS ‫ַי‬ → ‫‘ ְדּ ָב ַרי‬my words’ → ‫תּוֹרוֹתי‬


ַ ‘my laws’

3MP ‫יהם‬
ֶ ֵ → ‫יהם‬
ֶ ‫‘ ִדּ ְב ֵר‬their words’ → ‫יהם‬
ֶ ‫תּוֹרוֹת‬
ֵ ‘their laws’

3FP ‫יהן‬
ֶ ֵ → ‫יהן‬
ֶ ‫‘ ִדּ ְב ֵר‬their words’ → ‫יהן‬
ֶ ‫תּוֹרוֹת‬
ֵ ‘their laws’

2MP ‫יכם‬
ֶ ֵ → ‫יכם‬
ֶ ‫‘ ִדּ ְב ֵר‬your words’ → ‫יכם‬
ֶ ‫תּוֹרוֹת‬
ֵ ‘your laws’

2FP ‫יכן‬
ֶ ֵ → ‫יכן‬
ֶ ‫‘ ִדּ ְב ֵר‬your words’ → ‫יכן‬
ֶ ‫תּוֹרוֹת‬
ֵ ‘your laws’

1CP ‫ֵ֫ ינוּ‬ → ‫‘ ְדּ ָב ֵ ֫רינוּ‬our words’ → ‫תּוֹרוֹתינוּ‬


ֵ֫ ‘our laws’
Lesson 7 51

3) Suffixed pronouns on Prepositions and Direct Object Marker


Suffixed pron.
on 3MS ֹ‫ו‬ → ‫‘ לוֹ‬for him’ → ‫‘ אוֹתוֹ‬him’
prepositions
and 3FS ‫ָהּ‬ → ‫‘ ָלהּ‬for her’ → ‫אוֹתהּ‬ ָ ‘her’
-‫ ֶאת‬,-‫אֹת‬ 2MS ‫ְ ָך‬ → ‫‘ ְלָך‬for you’ → ‫אוֹתָך‬ ְ ‘you’
2FS ‫ָ ְך‬ → ‫‘ ָלְך‬for you’ → ‫אוֹתְך‬ ָ ‘you’
1CS ‫ִי‬ → ‫‘ ִלי‬for me’ → ‫אוֹתי‬ ִ ‘me’
3MP ‫ ָ ם‬/ ‫ָ ֶהם‬ → ‫‘ ָל ֶהם‬for them’ → ‫אוֹתם‬ ָ ‘them’
3FP ‫ָ ֶהן‬ → ‫‘ ָל ֶהן‬for them’ → ‫‘ ֶא ְת ֶהן‬them’
2MP ‫ָ ֶכם‬ → ‫‘ ָל ֶכם‬for you’ → ‫‘ ֶא ְת ֶכם‬you’
2FP ‫ָ ֶכן‬ → ‫‘ ָל ֶכן‬for you’ → ‫‘ ֶא ְת ֶכן‬you’
1CP ‫ָ֫ נוּ‬ → ‫‘ ֫ ָלנוּ‬for us’ → ‫אוֹתנוּ‬ ָ֫ ‘us’

Note: The prepositions ‫ ִעם‬and ‫ ֵאת‬use different forms with suffixes: –‫ ִעמּ‬and –‫אתּ‬, ִ
respectively (in the case of the preposition ‫את‬, ֵ this difference helps to distinguish
it from the object marker ‫)את‬. ֵ Also important is the fact that some prepositions,
such as ‫)עלי ( ַעל‬, ‫)אלי ( ֶאל‬, and ‫)עדי ( ַעד‬, take plural noun suffixes (see chart under
[2] above).

4) Suffixed pronouns on ‫ ְכּ‬/‫כּ‬/‫מוֹ‬


ָ ‫ ָכּ‬and ‫ ִמן( ִמן‬+ ‫) ִמן‬
Suffixed pron.
on 3MS → ‫ָכּ ֫מוֹהוּ‬ ‘like him’ → ‫ִמ ֶ֫מּנּוּ‬ ‘from him’
‫ ְכּ‬and ‫ִמן‬
3FS → ‫וֹה‬
ָ ‫ָכּ ֫מ‬ ‘like her’ → ‫ִמ ֶ֫מּנָ הּ‬ ‘from her’
2MS → ‫ָכּ ֫מוָֹך‬ ‘like you’ → ‫ִמ ְמָּך‬ ‘from you’
2FS → ‫ָכּמוְֹך‬ ‘like you’ → ‫ִמ ֵמְּך‬ ‘from you’
1CS → ‫ָכּ ֫מוֹנִ י‬ ‘like me’ → ‫ִמ ֶ֫מּנִ י‬ ‘from me’ 3MS is
3MP → ‫ָכּ ֵהם‬ ‘like them’ → ‫ֵמ ֶהם‬ ‘from them’ identical to
1CP
3FP → ‫ָכּ ֵהן‬ ‘like them’ → ‫ֵמ ֶהן‬ ‘from them’
2MP → ‫ָכּ ֶכם‬ ‘like you’ → ‫ִמ ֶכּם‬ ‘from you’
2FP → ‫ָכּ ֶכן‬ ‘like you’ → ‫ִמ ֶכּן‬ ‘from you’
1CP → ‫ָכּ ֫מוֹנוּ‬ ‘like us’ → ‫ִמ ֶ֫מּנּוּ‬ ‘from us’

About pronouns suffixed to prepositions:


• Suffixed pronouns designate objects on prepositions and on the
direct object marker (the form of which is -‫ ֶאת‬or -‫ אוֹת‬with
suffixes).

‫ ְ ָך ← ָא ַמר ְלָך‬+ ‫ָא ַמר ְל‬ ‘he said to you’


you to
(2MS)
Lesson 7 52

‫אוֹתם‬
ָ ‫ָ ם ← ָעזַ ב‬ + ‫‘ ָעזַ ב אוֹת‬he abandoned them’
them direct object
(3MP) marker

7.2 Segolate Nouns


Segolate
nouns Segolate nouns are a distinct group of nouns that were originally
monosyllabic (i.e., one-syllable) nouns in the masculine singular.

• Segolate nouns originated as single-syllable nouns to which a


segol ‘helping vowel’ was added; the result was the creation
of a new, second syllable. The original vowel (that is, the
vowel in the first syllable) is regularly altered.

‫ַמ ְלך* ← ֶ֫מ ֶלְך‬ ‘king’

Note: A guttural second or third root consonant can affect the


vowels.

‫נַ ְער* ← ֫ ַנ ַער‬


( ַ instead of ֶ ) ‘young man’
(because gutturals prefer a-class vowels)

• Masculine segolate nouns are stressed on the initial syllable


(originally the only syllable) in the singular absolute form.

‫‘ ֫ ֶע ֶבד‬servant’

• Feminine segolate nouns come in two forms: those with


feminine gender inflection (e.g., ‫ )נַ ֲע ָרה‬and those without (e.g.,
ֶ ֫ Those with feminine gender inflection (‫ ָ) ה‬are stressed
‫)נ ֶפשׁ‬.
on the final syllable.

‫ ָ ה ← נַ ֲע ָרה‬+ *‫‘ נַ ְער‬young woman’; P‫נְ ָע רוֹת‬


‫‘ נַ ְפשׁ* ← ֫ ֶנ ֶפשׁ‬life’; P‫נְ ָפ שׁוֹת‬

• Segolate nouns exhibit their original vowel with some suffixes.


‫ִ י ← ַא ְר ִצי‬ + *‫‘ ַא ְרץ‬my land’
Lesson 7 53

• Segolate nouns use a two-syllable pattern in the plural.


SINGULAR ‘king’ ‫ַמ ְלְך* ← ֶ֫מ ֶלְך‬
PLURAL ‘kings’ ‫( ָמ ָלְך* ← ְמ ָל ִכים‬like ‫) ָדּ ָבר‬

7.3 Modal Use of the Perfect Conjugation


Modal use of
the Perfect The Perfect Conjugation was described in Lesson 4 as expressing
Conjugation
perfective aspect. The Perfect is also used to express modality,
which indicates the role that the speaker wants a statement to play in
the context (e.g., a condition, an outcome, a command, an
instruction).

• The modal use of the Perfect is distinguished from the


indicative by its word order: the Perfect functioning modally
will have a verb-subject word order (see Lesson 27 for a
discussion of Biblical Hebrew word order).

‫ת־ה ָדּ ָבר‬
ַ ‫וְ ָא ִביו ָשׁ ַמר ֶא‬ (subject-verb)
‘(and) his father kept the word’ (Gen 37:11)

‫ת־ה ְבּ ִרית‬
ַ ‫ֹלהיָך ְלָך ֶא‬
ֶ֫ ‫וְ ָשׁ ַמר יְ הוָ ה ֱא‬
(verb-subject)
‘(so) YHWH your God shall keep for you the covenant’ (Deut
7:12)

Note: Often the subject is not explicit in BH clauses; in such


cases, it is impossible to identify whether a perfect is used
modally or not based on the word order. However, because most
modal Perfects are prefixed with the vav conjunction, the
presence of the conjunction is a good introductory way to
distinguish the modal from the indicative use of the verb.

• The most common modal function of the Perfect is to mark


(semantically) subordinate clauses. These are equivalent to
English clauses beginning with ‘if/when/so that/in order that/
because’, i.e., conditional, purpose, result, or causal clauses.

‘For I have chosen him so that he might command his sons and
his household after him so that they might keep the way of YHWH
(‫ )וְ ָשׁ ְמרוּ ֶ ֫דּ ֶרְך יְ הוָ ה‬to practice righteousness and justice so that
YHWH might bring about for Abraham that which he promised.’
(Gen 18:19)
Lesson 7 54

‘If he leaves his father then he shall die’ (‫וָ ֵמת‬ ‫ת־א ִביו‬
ָ ‫)וְ ָעזַ ב ֶא‬
(Gen 44:22)

Note: The Perfect often appears in both the subordinate clause


and the governing clause in constructions like the conditional
clause above.

• Another common modal function of the Perfect is to mark


instructions and commands.

‘(and) he should stand and say (‫וְ ָא ַמר‬ ‫“ )וְ ָע ַמד‬I do not wish to
marry her”’ (Deut 25:8)

‫ת־ה ִמּ ְצוָ ה‬
ַ ‫וְ ָשׁ ַמ ְר ָ֫תּ ֶא‬
‘(and) you must keep the commandment’ (Deut 7:11)

7.4 Vocabulary #7

‫ָא ַהב‬ Q love [ ‫] ֻח קּ‬, ‫ ָחק־‬, ‫חֹק‬ M statute [w/suffixes]


‫א ֶהל‬
ֹ֫ M tent ‫יַ ֲעקֹב‬ PN Jacob
‫ָא ַכל‬ Q eat ‫֫ ֶל ֶחם‬ M bread, food
[-‫] ִאתּ‬, ‫ ֶאת‬, ‫ֵאת‬ PREP with [w/suffixes] ‫֫ ַליְ ָלה‬ M night
‫ֶ֫בּגֶ ד‬ M garment ‫ְמאֹד‬ M strength; ADV exceedingly
‫ָבּ ָקר‬ M cattle, ox, herd ‫ִמ ְצוָ ה‬ F commandment; P ‫ִמ ְצו ֹת‬
‫גַּ ם‬ ADV also, even ‫ָעזַ ב‬ Q abandon, forsake
‫ָה ַלְך‬ Q walk, go ‫צֹאן‬ M /F sheep, flock
‫זָ ַבח‬ Q slaughter ‫ַ֫שׁ ַער‬ M gate
‫ֶ֫ח ֶסד‬ M kindness, loyalty
Lesson 7 55

Exercises

1. Add the correct suffix to these vocabulary items (note: the vowels within the
triconsonantal root have already been modified).

a) ‫‘ ַל ְחמ‬my bread’
b) ‫‘ ַח ְסד‬your (MS) loyalty’
c) ‫‘ ְבּ ָקר‬their (M) cattle’ (S – collective)
d) ‫‘ ַשׁ ֲער‬their (MP) gates’
e) ‫‘ ָעל‬upon us’
f) ‫( אֹת‬direct object marker) ‘you (FS)’
g) ‫‘ ֵלאֹלה‬to/for their (F) gods’
h) ‫‘ ֵאל‬to him’
i) ‫‘ ֻחקּ‬my statute’
j) ‫‘ ִמ ְצוָ ת‬his commandment’

2. Translate the following sentences. Identify and parse the verb(s) (i.e., give the
person, gender, number, and root) in each sentence. Also, indicate whether
each verb is modal or non-modal.

‫א־עזַ ב ַח ְסדּוֹ‬
ָ ֹ ‫ֹלהי ֲאד ֹנִ י ַא ְב ָר ָהם ל‬
ֵ ‫ יְ הוָ ה ֱא‬Gen 24:27* (a

‫ ָה ַלְך ְל ַד ְרכּוֹ‬PN‫ם־בּ ָלק‬


ָ ַ‫ וְ ג‬Num 24:25 (b

‫ל־ה ֫ ָלּיְ ָלה‬


ַ ‫ל־היּוֹם וְ ָכ‬
ַ ‫ ִכּי לֹא ָא ַכל ֫ ֶל ֶחם ָכּ‬I Sam 28:20 (c

‫א־ה ְלכוּ ָבנָ יו ִבּ ְד ָר ָכיו‬


ָ ֹ ‫ וְ ל‬I Sam 8:3 (d
‫‪Lesson 7‬‬ ‫‪56‬‬

‫ת־ה ֻח ִקּים‬
‫ת־ה ִמּ ְצוָ ה וְ ֶא ַ‬
‫‪ Deut 7:11 (e‬וְ ָשׁ ַמ ְר ָ֫תּ ֶא ַ‬

‫ל־א ָחיו‬
‫יהם ִמ ָכּ ֶ‬
‫‪ Gen 37:4 (f‬אֹתוֹ ָא ַהב ֲא ִב ֶ‬

‫ל־מא ֶ ֹ֫דָך‬
‫וּב ָכ ְ‬
‫וּב ָכל־נַ ְפ ְשָׁך ְ‬
‫ל־ל ָב ְבָך ְ‬
‫ֹלהי֫ ָך ְבּ ָכ ְ‬
‫‪ Deut 6:5 (g‬וְ ָא ַה ְב ָ֫תּ ֵאת יְ הוָ ה ֱא ֶ‬

‫וּמצֹּאנְ ָך וְ ָא ַכ ְל ָ֫תּ ִבּ ְשׁ ָע ֶרי֫ ָך‬


‫‪ Deut 12:21* (h‬וְ זָ ַב ְח ָ֫תּ ִמ ְבּ ָק ְרָך ִ‬

‫וּמ ְצו ָֹתיו‬


‫ֹלהי֫ ָך וְ ָשׁ ַמ ְר ָ֫תּ ֻחקּ ָֹתיו ִ‬
‫‪ Deut 11:1* (i‬וְ ָא ַה ְב ָ֫תּ ֵאת יְ הוָ ה ֱא ֶ‬

‫ֹלהים‬
‫תּוֹרת ֱא ִ‬
‫ת־ה ְדּ ָב ִרים ְבּ ֵ֫ס ֶפר‪ַ GL‬‬
‫הוֹשׁ ַע ָכּ ַתב‪ֶ GL‬א ַ‬
‫‪ Josh 24:26* (j‬יְ ֻ‬

‫‪3. From the nouns in your cumulative vocabulary create five sentences with at least‬‬
‫‪one noun + suffixed pronoun each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Lesson 8
Lesson Summary:
• Qal Imperfect Conjugation: ‫יִ ְפקֹד‬
• Past Narrative Conjugation: ‫וַ יִּ ְפקֹד‬
• Qal Imperfect Conjugation of: ‫ָהיָ ה‬
• ‫וַ יְ ִהי‬

8.1 Qal Imperfect Conjugation


Imperfect
Conjugation The Perfect and Imperfect were introduced in Lesson 4 as the main
conjugations in Biblical Hebrew. The Perfect was described as
perfective aspect, and a paradigm was given in Lessons 4 and 5. The
Imperfect Conjugation was described as expressing imperfective
aspect. In most instances, an English present or future verb will be
used to translate the Imperfect.

The Imperfect is the main conjugation built on the Prefix Pattern.


However, other conjugations such a the Imperative and the Jussive
are also based on the Prefix Pattern (see Lesson 13). The complete
paradigm for the Qal Imperfect is given below.

3MS ‫יִפקֹד‬ ְ ‘he will attend’ 3MP ‫יִפ ְקדוּ‬ ְ ‘they will attend’
3FS ‫ִתּ ְפקֹד‬ ‘she will attend’ 3FP ‫ִתּ ְפ ֫קֹ ְדנָ ה‬ ‘they will attend’
2MS ‫ִתּ ְפקֹד‬ ‘you will attend’ 2MP ‫ִתּ ְפ ְקדוּ‬ ‘you will attend’
2FS ‫ִתּ ְפ ְק ִדי‬ ‘you will attend’ 2FP ‫ִתּ ְפ ֫קֹ ְדנָ ה‬ ‘you will attend’
1CS ‫ֶא ְפקֹד‬ ‘I will attend’ 1CP ‫נִ ְפקֹד‬ ‘we will attend’

8.2 Past Narrative Conjugation


Past Narrative
Conjugation Languages typically use a past tense or perfective aspect verb form
for narrating past events (e.g., English Simple Past). Some
languages, however, may devote a particular verb form entirely to
literary narrative (e.g., French Passé Simple). In Biblical Hebrew an
archaic past tense verb predominates and is mostly restricted to past
narrative passages.
Lesson 8 58

‫וַ יּ ֹ ֫א ַכל וַ יֵּ ְשׁ ְתּ וַ ָ֫יּ ָקם וַ ֵ֫יּ ֶלְך‬


‘He ate, he drank, he rose, he went’ (Gen 25:34*)

The Past Narrative Conjugation, like the Imperfect, is built on the


Prefix Pattern. In the majority of cases the only distinguishing
feature between these two conjugations is that the Past Narrative
form almost always has a uniquely vocalized vav conjunction
prefixed to it: • ַ‫( ו‬forms without the • ַ‫ ו‬exist primarily in poetic texts).

‫‘ יִ ְפקֹד‬he will visit’ (Imperfect)


‫‘ וַ יִּ ְפקֹד‬he visited’ (Past)

Qal Imperfect 8.3 Qal Imperfect Conjugation of ‫ָהיָ ה‬


Conjug. of
‫ָהיָ ה‬
The verb ‫‘( ָהיָ ה‬be’) is both frequent and irregular. Here is the
paradigm of the Qal Imperfect Conjugation of the verb.

3MS ‫יִ ְהיֶ ה‬ ‘he will be’ 3MP ‫יִ ְהיוּ‬ ‘they will be’
3FS ‫ִתּ ְהיֶ ה‬ ‘she will be’ 3FP ‫ִתּ ְה ֶ֫יינָ ה‬ ‘they will be’
2MS ‫ִתּ ְהיֶ ה‬ ‘you will be’ 2MP ‫ִתּ ְהיוּ‬ ‘you will be’
2FS ‫ִתּ ְהיִ י‬ ‘you will be’ 2FP ‫ִתּ ְה ֶ֫יינָ ה‬ ‘you will be’
1CS ‫ֶא ְהיֶ ה‬ ‘I will be’ 1CP ‫נִ ְהיֶ ה‬ ‘we will be’

8.4 ‫וַ יְ ִהי‬


The Verb
Form ‫וַ יְ ִהי‬ ‫וַ יְ ִהי‬, the 3MS Past Narrative form of ‫היָ ה‬,
ָ is extremely frequent.
There are two distinct functions of this form in narrative.

• Often, it functions just like other Past Narrative forms with the
meaning of ‘was’, ‘become’, or ‘come’.

‫יח‬
ַ ‫ת־יוֹסף וַ יְ ִהי ִאישׁ ַמ ְצ ִל‬
ֵ ‫וַ יְ ִהי יְ הוָ ה ֶא‬
‘YHWH was with Joseph and he became a successful man’ (Gen
39:2)

‫מוּאל‬
ֵ ‫ל־שׁ‬
ְ ‫וַ יְ ִהי ְדּ ַבר־יְ הוָ ה ֶא‬
‘The word of YHWH came (lit. was) to Samuel’ (1 Sam 15:10)
Lesson 8 59

• Just as frequently, however, the form introduces a


circumstantial clause in a narrative; often the clause opens or
closes a narrative episode.

‫ימ ֶלך‬
ֶ֫ ‫וַ יְ ִהי ָבּ ֵעת ַה ִהוא וַ יּ ֹ ֫א ֶמר ֲא ִב‬
‘and then at about that time (lit. and it was at that time and)
Abimelek said . . .’ (Gen 21:22)

‫ן־ה ָר ָמ ַ֫תיִ ם‬
ָ ‫וַ יְ ִהי ִאישׁ ֶא ָחד ִמ‬
‘now there was a certain man from Ramathaim’ (1 Sam 1:1)

8.5 Vocabulary #8

‫ֶ֫א ֶבן‬ F stone ‫ִמ ְשׁ ָפּט‬ M judgment, justice; custom


‫ִאם‬ COND if ‫ֵ֫ס ֶפר‬ M scroll, document, book
‫וַ יּ ֹ ֫א ֶמר‬ Q 3MS PAST √ ‫אמר‬ ‫עוֹלם‬
ָ M forever, antiquity
‫ַח ָטּאת‬ F sin, sin-offering ‫ֵעץ‬ M tree; P wood
‫יְ הוֹנָ ָתן‬ PN Jonathan ‫ֶ֫צ ֶדק‬ M righteousness
‫יִ ְצ ָחק‬ PN Isaac ‫ָשׁאוּל‬ PN Saul
‫ָכּבוֹד‬ M glory, honor, wealth ‫מוּאל‬
ֵ ‫ְשׁ‬ PN Samuel
‫ָכּ ַתב‬ Q write ‫ ְשׁ ַ֫תּיִ ם‬, ‫ְשׁ ֫ ַניִ ם‬ M; F two

Exercises
1. Write out the Qal Imperfect paradigm for the following verbs. Include the
appropriate personal pronouns for each verb form.

‫שׁמר‬ ‫פּקד‬
3MS 3MP 3MS 3MP

3FS 3FP 3FS 3FP

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP


Lesson 8 60

‫כּתב‬ ‫שׁפט‬
3MS 3MP 3MS 3MP

3FS 3FP 3FS 3FP

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP

‫דּרשׁ‬ ‫שׁכן‬
3MS 3MP 3MS 3MP

3FS 3FP 3FS 3FP

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP

2. Translate the following sentences. Identify and parse (i.e., give the conjugation,
person, gender, number, and root) the verbs in each sentence.

‫יתי‬
ִ ‫ת־בּ ִר‬
ְ ‫ וְ גַ ם ֲאנִ י ָשׁ ַ֫מ ְע ִתּי ֶאת־קוֹל ְבּנֵ י יִ ְשׂ ָר ֵאל וָ ֶאזְ כֹּר ֶא‬Exod 6:5* (a

‫ל־דּ ְב ֵרי יְ הוָ ה‬


ִ ‫משׁה ֵאת ָכּ‬
ֶ ‫ וַ יִּ ְכתֹּב‬Exod 24:4 (b

‫ת־א ְב ָר ָהם‬
ַ ‫ת־בּ ִריתוֹ ֶא‬
ְ ‫ֹלהים ֶא‬
ִ ‫ וַ יִּ זְ כֹּר ֱא‬GL‫ֹלהים ֶאת־נַ ֲא ָק ָתם‬
ִ ‫ וַ יִּ ְשׁ ַמע ֱא‬Exod 2:24 (c
‫ֶאת־יִ ְצ ָחק וְ ֶאת־יַ ֲעקֹב‬

‫ֹט־א ֶרץ ְבּ ֶ֫צ ֶדק‬


ֶ֫ ‫ וְ הוּא יִ ְשׁפּ‬Ps 9:9* (d
‫‪Lesson 8‬‬ ‫‪61‬‬

‫יתי ִת ְשׁמֹר‬
‫ת־בּ ִר ִ‬
‫ל־א ְב ָר ָהם וְ ַא ָתּה ֶא ְ‬
‫ֹלהים ֶא ַ‬
‫‪ Gen 17:9 (e‬וַ יּ ֹ ֫א ֶמר ֱא ִ‬

‫ל־א ְמ ֵרי‪ GL‬יְ הוָ ה‬


‫י־היא ָשׁ ְמ ָעה ֵאת ָכּ ִ‬
‫‪ִ Josh 24:27* (f‬כּ ִ‬

‫ֹלהים‬
‫תּוֹרת ֱא ִ‬
‫ת־ה ְדּ ָב ִרים ְבּ ֵ֫ס ֶפר ַ‬
‫הוֹשׁ ַע ֶא ַ‬
‫‪ Josh 24:26* (g‬וַ יִּ ְכתֹּב יְ ֻ‬

‫יְמי ַחיָּ יו‬


‫מוּאל ֶאת־יִ ְשׂ ָר ֵאל כֹּל ֵ‬
‫‪ I Sam 7:15 (h‬וַ יִּ ְשׁפֹּט ְשׁ ֵ‬

‫ֹלהי֫ ָך וְ ָה ַל ְכ ָ֫תּ ִבּ ְד ָר ָכיו‬


‫ת־מ ְצו ֹת יְ הוָ ה ֱא ֶ‬
‫‪ִ Deut 28:9 (i‬כּי ִת ְשׁמֹר ֶא ִ‬

‫‪ I Sam 18:3* (j‬וַ יִּ ְכ ְרתוּ יְ הוֹנָ ָתן וְ ָדוִ ד ְבּ ִרית‬

‫יהם ְבּ ִרית ִל ְפנֵ י יְ הוָ ה וִ יהוֹנָ ָתן ָה ַלְך ְל ֵביתוֹ‬


‫‪ I Sam 23:18 (k‬וַ יִּ ְכ ְרתוּ ְשׁנֵ ֶ‬

‫‪PN‬‬
‫ל־הר ִסינַ י‬
‫‪ Exod 24:16 (l‬וַ יִּ ְשׁכֹּן ְכּבוֹד־יְ הוָ ה ַע ַ‬

‫‪3. From the nouns in your cumulative vocabulary create five sentences with at least‬‬
‫‪one imperfect or past narrative verb each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Lesson 9
Lesson Summary:
• Adjectives: ‫ָקדוֹשׁ‬
• Demonstrative Pronouns:
Near – ‫זֶ ה זֹאת ֵ֫א ֶלּה‬
Far – ‫הוּא ִהיא ֵ֫ה ָמּה ֵ֫הנָּ ה‬

9.1 Adjectives
Adjectives Adjectives modify nouns by specifying attributes of the noun.
‫‘ גּוֹי ַצ ִדּיק‬a righteous nation’ (Isa 26:2)

Biblical Hebrew has relatively few pure adjectives. The construct


relationship is used more often to modify nouns.

‫‘ ִבּ ְמקוֹם ַה ֫קֹ ֶדשׁ‬in the place of holiness’


= ‘the holy place’ (construct) (Lev 10:17)

‫‘ ְבּ ָמקוֹם ָקדוֹשׁ‬in a holy place’ (adjective) (Lev 7:6)

Adjectives have the following characteristics:


• Adjectives are declined with the same endings as nouns, except
that they do not have dual endings.

Singular Plural
Absolute (ABS) ‫גָּ דוֹל‬ ‫דוֹלים‬
ִ ְ‫גּ‬
Masculine
Construct (CST) ‫גְּ דוֹל‬ ‫דוֹלי‬
ֵ ְ‫גּ‬
Absolute (ABS) ‫דוֹלה‬
ָ ְ‫גּ‬ ‫גְּ דוֹלוֹת‬
Feminine
Construct (CST) ‫דוֹלת‬
ַ ְ‫גּ‬ ‫גְּ דוֹלוֹת‬

• Adjectives must agree with the modified noun in both gender


and number (dual nouns are modified by plural adjectives).

‫‘ ִאישׁ ַצ ִדּיק‬a righteous man’ (Gen 6:9)


‫‘ ֲאנָ ִשׁים ְר ָשׁ ִעים‬evil men’ (2 Sam 4:11)
‫‘ יָ ַ ֫דיִ ם ָרפוֹת‬a weak (pair of) hands’ (Job 4:3)
Lesson 9 63

Predicative
• Adjectives can modify nouns predicatively:
Adjectives
A predicate adjective agrees with the noun it modifies in
gender, number, but not definiteness. (The verb ‘to be’ must
be supplied in translation; see 2.5 or 26.1.)

‫‘ טוֹב ַה ָדּ ָבר‬the word (is) good’ (Deut 1:14)


‫טוֹבה ָה ָ֫א ֶרץ‬
ָ ‘the land (is) good’ (Deut 1:25)

Attributive • Adjectives can modify nouns attributively:


Adjectives
An attributive adjective agrees with the noun it modifies in
gender, number, and definiteness. The attributive adjective
usually follows the noun it modifies.

‫דוֹלה‬
ָ ְ‫‘ ִעיר גּ‬a great city’ (Josh 10:3)
‫דוֹלה‬
ָ ְ‫‘ ָה ִעיר ַהגּ‬the great city’ (Gen 10:12)

Substantive • Adjectives can be substantival (i.e., used as a nouns).


Adjectives
‫‘ ַצ ִדּיק ַע ְב ִדּי‬a righteous man, my servant’ (Isa 53:11)

Comparative • Adjectives can express the comparative and superlative.


and
Superlative ‫‘ ָא ִחיו ַה ָקּטֹן‬his brother who (was) younger’ (Gen 48:19)

Note: comparison is often expressed with the preposition ‫מן‬.


ִ
ָ ‘(she is) better than her’ (Judg 15:2)
‫טוֹבה ִמ ֶ֫מּנָּ ה‬

‫דוֹלה‬
ָ ְ‫‘ ִבּ ִתּי ַהגּ‬my daughter who (is) oldest’ (1 Sam 18:17)
Note: superlative is also expressed by a construct phrase in
which both construct and absolute use the same noun.

‫‘ ֫קֹ ֶדשׁ ֳק ָד ִשׁים‬holy of holies’ = ‘most holy’ (Exod 29.37)

Demonstrative 9.2 Demonstrative Pronouns


Pronouns
Demonstrative pronouns are deictic (pointing) words (e.g., this,
that, those in English). They are used to modify a noun either
attributively or predicatively.
Lesson 9 64

‫‘ ַהגּוֹי ַהזֶּ ה‬this nation’ (attributive)


‫‘ זֶ ה ַה ָדּ ָבר‬this (is) the word’ (predicative)

Demonstrative pronouns may be used substantivally, i.e., as a noun.

‫ִשׁ ְלחוּ ֶאת־זֹאת‬


‘send this one (F) away ’ (2 Sam 13.17*)

The two major groups of demonstrative pronouns are near and far.
The far demonstratives are the same as the 3rd person personal
pronouns.

Singular Plural
M this ‫זֶ ה‬ M
Near these ‫ֵ֫א ֶלּה‬
F this ‫זֹאת‬ F

M that ‫הוּא‬ M those ‫ֵ֫ה ָמּה‬


Far
F that ‫ִהיא‬ F those ‫ֵ֫הנָּ ה‬

9.5 Vocabulary #9

‫ַאל‬ ADV NEG not (w/commands) ‫ ְק ַטנָּ ה‬, ‫ָקטֹן‬ ADJ (M, F) small
‫ֵבּין‬ PREP between ‫ָק ָרא‬ Q call, proclaim, read
‫גָּ דוֹל‬ ADJ great ‫ ָר ָעה‬, ‫ַרע‬ ADJ (M, F) bad, evil
‫ַחיָּ ה‬ F animal ‫ָר ָעב‬ M famine, hunger
‫ָח ָכם‬ ADJ wise ‫ָר ָשׁע‬ ADJ wicked
‫טוֹב‬ ADJ good, pleasant ‫ָשׂ ֶדה‬ M field; P ‫ָשׂדוֹת‬
‫ָכּ ֵבד‬ ADJ heavy ‫ָשׁ ַכב‬ Q lie (down)
‫ִמי‬ INTER who? ‫ָשׁ ַלח‬ Q send
‫נָ ַתן‬ Q give, place, set ‫ֵשׁם‬ M name; P ‫ֵשׁמוֹת‬
‫ַצ ִדּיק‬ ADJ righteous
Lesson 9 65

Exercises
1. Construct the following adjectival phrases in Hebrew. Identify the adjective as
attributive, predicative, or substantival.

a) I (M) am a good man f) the king is great

b) He is the righteous man g) the house is small

c) the people are wicked h) she is the smallest/youngest sister

d) the famine is heavy i) you (MP) are the righteous ones

e) they (FP) are great cities j) YHWH is great

2. Identify the adjectives in the following as attributive, predicative, or


substantival, and translate the verse.

‫ ָר ִעים‬PN ‫ וְ ַאנְ ֵשׁי ְסד ֹם‬Gen 13.13 (a

‫ וְ ָא ַ֫מ ְרנוּ ַחיָּ ה ָר ָעה ָא ְכ ָלה אֹתוֹ‬Gen 37:20 (b

PN
‫ וְ ֵשׁם ַה ְקּ ַטנָּ ה ָר ֵחל‬PN ‫ ְשׁ ֵתּי ָבנוֹת ֵשׁם ַהגְּ ד ָֹלה ֵל ָאה‬PN ‫וּל ָל ָבן‬
ְ Gen 29:16 (c

‫יְ הוָ ה ַה ַצּ ִדּיק וַ ֲאנִ י וְ ַע ִמּי ָה ְר ָשׁ ִעים‬ Exod 9:27 (d

‫וִ ֵידי מ ֶֹשׁה ְכּ ֵב ִדים‬ Exod 17:12 (e

‫ וַ יּ ֹ ֫א ֶמר ָשׁאוּל ְלנַ ֲערוֹ טוֹב ְדּ ָב ְרָך‬I Sam 9:10 (f


Lesson 9 66

‫ וְ ָה ִאישׁ גָּ דוֹל ְמאֹד‬I Sam 25:2 (g

‫ וְ ָה ֲאנָ ִשׁים ט ִֹבים ֫ ָלנוּ ְמאֹד‬I Sam 25:15 (h

‫ ִכּי ִאישׁ ָח ָכם ַא ָתּה‬I Kgs 2:9 (i

‫ וְ ָאנ ִֹכי ֫ ַנ ַער ָקטֹן‬I Kgs 3:7 (j

‫ן־ה ִעיר‬
ָ ‫ וּנְ ָע ִרים ְק ַטנִּ ים ָה ְלכוּ ִמ‬II Kgs 2:23* (k

‫ וַ יִּ ְל ְכדוּ ֵמ ֶ֫א ֶרץ יִ ְשׂ ָר ֵאל נַ ֲע ָרה ְק ַטנָּ ה‬II Kgs 5:2* (l

3. Construct the following demonstrative phrases in Hebrew. Identify the


demonstratives as attributive or predicative.

a) this is the house f) those are the nations

b) these men g) those are the women

c) these cities h) this is the daughter

d) that son i) this law

e) that is the city j) these are the mountains


Lesson 9 67

4. Identify the demonstratives in the following as attributive, predicative, or


substantival, and translate the verse.
‫תּוֹרה ַהזֹּאת ֲא ֶשׁר‬
ָ ‫יקים ְכּכֹל ַה‬
ִ ‫וּמ ְשׁ ָפּ ִטים ַצ ִדּ‬
ִ ‫וּמי גּוֹי גָּ דוֹל ֲא ֶשׁר־לוֹ ֻח ִקּים‬ ִ Deut 4:8* (a
‫יכם ַהיּוֹם‬ֶ ֵ‫נָ ַתן יְ הוָ ה ִל ְפנ‬

‫ל־הגּוֹי ַההוּא‬
ַ ‫ ֶא ְפקֹד ַע‬GL ‫וּב ֶ ֫דּ ֶבר‬
ַ ‫וּב ָר ָעב‬
ָ ‫ ְבּ ֶ֫מ ֶלְך ָבּ ֶבל ַבּ ֶ֫ח ֶרב‬Jer 27:8* (b

‫י־ה ִאישׁ ַבּ ָשּׂ ֶדה וַ יּ ֹ ֫א ֶמר ָה ֫ ֶע ֶבד הוּא ֲאד ֹנִ י‬


ָ ‫ל־ה ֫ ֶע ֶבד ִמ‬
ָ ‫ וַ תּ ֹ֫א ֶמר ֶא‬Gen 24:65* (c

‫ֹלהיָך יִ ְשׂ ָר ֵאל‬
ֶ֫ ‫אמרוּ ֵ֫א ֶלּה ֱא‬
ְ ֹ ‫ וַ יּ‬Exod 32:4 (d

‫ ֲאנִ י יְ הוָ ה הוּא ְשׁ ִמי‬Isa 42:8 (e

‫ירוּשׁ ָל ִם‬
ָ֫ ‫ ַהנָּ ִביא ִמ‬PN ‫ וְ ֵ֫א ֶלּה ִדּ ְב ֵרי ַה ֵ֫סּ ֶפר ֲא ֶשׁר ָשׁ ַלח יִ ְר ְמיָ ה‬Jer 29:1 (f

5. From the nouns in your cumulative vocabulary create five sentences with at least
one adjective or demonstrative pronoun each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 10
Lesson Summary:
• Qal Active Participle: ‫פּוֹקד‬
ֵ

• Qal Passive Participle: ‫ָפּקוּד‬

10.2 Qal Active Participle


Participles Participles are a part of the Biblical Hebrew verbal system. Unlike
the Perfect, Past Narrative, and Imperfect verbs, however, Participles
are only marked for gender and number (not person).

Like the Perfect and Imperfect Verbs, Participles express aspect (as
opposed to tense); in particular, the Participle expresses progressive
aspect.

Semantically, therefore, the Participle in Biblical Hebrew is similar


to the English Participle in a statement like the water is running.
(Note that Biblical Hebrew does not require a copula ‘is’ in such a
construction.)

Biblical Hebrew Participles are declined like adjectives. The Qal


Active Participle is declined as follows:

Singular Plural
ABS ‫פּוֹקד‬
ֵ ‫פּוֹק ִדים‬
ְ
Masculine
CST ‫פּוֹקד‬ֵ ‫פּוֹק ֵדי‬
ְ
ABS ‫פּוֹק ָדה‬
ְ / ‫פּוֹק ֶדת‬
ֶ֫ ‫פּוֹקדוֹת‬
ְ
Feminine
CST ‫פּוֹק ַדת‬
ְ / ‫פּוֹק ֶדת‬
ֶ֫ ‫פּוֹקדוֹת‬
ְ

Participles may be used predicatively or substantivally:


Predicative
and
Substantival • Predicatively: the Participle functions as the main verb in a
Participles clause, conveying the progressive aspect (the tense is derived
from the context).

‫יכל יְ הוָ ה‬
ַ ‫מוּאל שׁ ֵֹכב ְבּ ֵה‬
ֵ ‫וּשׁ‬
ְ
‘(and) Samuel (was) lying in the temple of YHWH’ (1 Sam 3:3)
Lesson 10 69

• Participles are often introduced by the article ‫ה‬. In these cases,


the ‫ ה‬functions as a relative word, and the participle is the
main verb within a relative clause that modifies a noun.

‫ם־ה ִא ָשּׁה‬
ָ ‫ָה ִאישׁ ַהשּׁ ֵֹכב ִע‬
‘the man who lies with the woman’ (Deut 22:22)

The ‫ה‬, though, is not always present to introduce the relative:

‫וְ נָ ַת ָ֫תּ ְל ַע ְב ְדָּך ֵלב שׁ ֵֹמ ַע‬


‘so you should give your servant a heart that listens’ (1 Kgs 3:9)

• Substantivally: some participles are regularly used as “stand-


alone agentive nouns; their meaning is derived from the action
or function that the agents regularly perform/fulfill.

‫‘ שׁ ְֹפ ֵטי יִ ְשׂ ָר ֵאל‬the judges of Israel’ (Num 25:5)

10.3 Qal Passive Participle


Passive
Participle
The Qal binyan has a passive counterpart to its active Participle. It,
too, is declined like an adjective.

Singular Plural
ABS ‫ָפּקוּד‬ ‫קוּדים‬
ִ ‫ְפּ‬
Masculine
CST ‫ְפּקוּד‬ ‫קוּדי‬
ֵ ‫ְפּ‬
ABS ‫קוּדה‬
ָ ‫ְפּ‬ ‫ְפּקוּדוֹת‬
Feminine
CST ‫קוּדת‬
ַ ‫ְפּ‬ ‫ְפּקוּדוֹת‬

Most occurrences of the Qal passive Participle are predicative. The


Predicative
Passive
passive Participle functions as the main verb in a clause with a sense
Participle like the English Past Participle in similar passive constructions, such
as you are blessed. The tense is derived from the context.

‫ִכּי ָע ִשׂי֫ ָת זֹּאת ָארוּר ַא ָתּה‬


‘because you have done this, you (are) cursed’ (Gen 3:14)

Note: Like the active participle, the passive participle may be the
main verb within a relative clause, with or without a ‫ה‬:

‫רוֹעי ַהנְּ טוּיָ ה‬ ָ ‫( ָאנ ִֹכי ָע ִשׂי֫ ִתי ֶא‬Jer 27:5*)


ִ ְ‫ת־ה ָ֫א ֶרץ ִבּז‬
‘I made the earth with my arm that (was) stretched out’
Lesson 10 70

10.4 Vocabulary #10

‫ֲא ָד ָמה‬ F ground, land ‫ָמה‬ INTER what? how?


‫ֱא ֶמת‬ F truth, faithfulness ‫ָמ ֵלא‬ ADJ full; Q be full, fill
‫ָא ַסף‬ Q gather, remove ‫ַמ ְר ֶאה‬ M appearance, vision
‫בּוֹר‬, ‫ְבּ ֵאר‬ M well, pit, cistern ‫ֶ֫נגֶ ד‬ ADV, PREP in front of, in sight of,
‫ָבּ ַטח‬ Q trust opposite to
‫יכל‬
ָ ‫ֵה‬ M palace, temple ‫ֶפּן‬ CONJ lest
‫ָה ַרג‬ Q kill, slay ‫֫קֹ ֶדשׁ‬ M holiness, sacredness
‫זָ ֵקן‬ ADJ old; VB Q be old ‫ָשׁ ַאל‬ Q inquire, ask
‫ִמ ְד ָבּר‬ M wilderness ‫ ֶ֫שׁ ַבע‬, ‫ִשׁ ְב ָעה‬ M, F seven
‫ָשׁ ַכח‬ Q forget

Exercises
1. Construct the following verbless clauses in Hebrew.
a) I (MS) am old f) You (MS) are full

b) We (MP) are wise g) You (FP) are small

c) You (FS) are heavy h) He is bad

d) They (FP) are righteous i) You (MP) are big

e) She is good j) They (MP) are wicked


Lesson 10 71

2. Construct the following participial clauses in Hebrew.


a) I (MS) am gathering f) They (MP) are sending

b) We (MP) are trusting g) He is walking

c) You (MS) are killing h) You (FP) are lying down

d) They (FP) are forgetting i) You (MP) are giving

e) She is asking j) You (FS) are writing

3. Identify the independent pronouns and participles in the following and translate
the verse.

‫אֹלהי יִ ְצ ָחק ָה ָ֫א ֶרץ ֲא ֶשׁר ַא ָתּה‬


ֵ ֵ‫ֹלהי ַא ְב ָר ָהם ָא ִ֫ביָך ו‬
ֵ ‫ וַ יּ ֹ ֫א ֶמר ֲאנִ י יְ הוָ ה ֱא‬Gen 28:13* (a
‫וּלזַ ְר ֫ ֶעָך‬
ְ ‫יה ִהיא ְלָך‬ָ ‫שׁ ֵֹכב ָע ֫ ֶל‬

‫יכן‬
ֶ ‫ת־א ִב‬
ֲ ‫ ָע ַ֫ב ְד ִתּי ֶא‬GL‫ ִכּי ְבּ ָכל־כּ ִֹחי‬GL‫ וְ ַא ֵ֫תּנָ ה יְ ַד ְע ֶתּן‬Gen 31:6 (b

‫ֹלהים‬
ִ ‫ ָה ֱא‬GL‫ ִכּי‬GL‫א־א ֶתּם ְשׁ ַל ְח ֶתּם א ִֹתי ֵ֫הנָּ ה‬
ַ ֹ ‫ ל‬GL‫ וְ ַע ָתּה‬Gen 45:8 (c

‫יהוֹשׁ ַע זָ ֵקן וַ יּ ֹ ֫א ֶמר יְ הוָ ה ֵא ָליו ַא ָתּה זָ ַ ֫קנְ ָתּה‬


ֻ ִ‫ ו‬Josh 13:1* (d

‫וּב ֶ֫ניָך לֹא ָה ְלכוּ ִבּ ְד ָר ֶ֫כיָך‬


ָ ‫אמרוּ ֵא ָליו ִהנֵּ ה ַא ָתּה זָ ַ ֫קנְ ָתּ‬
ְ ֹ ‫ וַ יּ‬I Sam 8:5 (e

‫ֹלהיָך ֲא ֶשׁר ַא ָתּה בּ ֵֹט ַח בּוֹ‬


ֶ֫ ‫ֱא‬ II Kgs 19:10 (f
‫‪Lesson 10‬‬ ‫‪72‬‬

‫בּוֹט ַח ָבּ ֶהן‬
‫‪ַָ Jer 5:17* (g‬ע ִרים ֲא ֶשׁר ַא ָתּה ֵ‬

‫ל־מה ַא ֶתּם בּ ְֹט ִחים‬


‫כֹּה ָא ַמר ַסנְ ֵח ִריב‪ֶ֫ PN‬מ ֶלְך ַאשּׁוּר‪ַ PN‬ע ָ‬ ‫‪II Chr 32:10 (h‬‬

‫‪4. Translate the following. Identify and parse the verbs in each sentence. Identify‬‬
‫‪any participle as predicative or substantival (and note where a predicative‬‬
‫‪participle is within a relative clause).‬‬

‫‪ Gen 18:22* (a‬וְ ַא ְב ָר ָהם ע ֵֹמד ִל ְפנֵ י יְ הוָ ה‬

‫‪ Gen 25:28 (b‬וְ ִר ְב ָקה ‪ PN‬א ֶֹ֫ה ֶבת ֶאת־יַ ֲעקֹב‬

‫ל־ע ְמָּך‬
‫‪ Exod 34:10 (c‬וַ יּ ֹ ֫א ֶמר ִהנֵּ ה ‪ָ GL‬אנ ִֹכי כּ ֵֹרת ְבּ ִרית ֫ ֶנגֶ ד ָכּ ַ‬

‫ה־בּנִ י‬
‫‪ I Kgs 3:23 (d‬וַ יּ ֹ ֫א ֶמר ַה ֶ֫מּ ֶלְך זֹאת א ֶֹ֫מ ֶרת זֶ ְ‬

‫‪GL‬‬
‫‪ Deut 22:29* (e‬וְ נָ ַתן ָה ִאישׁ ַהשּׁ ֵֹכב ִעם ַהנַּ ֲע ָרה ֶ֫כ ֶסף‬

‫‪ Gen 12:12* (f‬וְ ָא ְמרוּ ִא ְשׁתּוֹ זֹאת וְ ָה ְרגוּ א ִֹתי‬

‫‪GL‬‬
‫ת־בּנְ ָך ְבּכ ְֹרָך‬
‫‪ִ Exod 4:23* (g‬הנֵּ ה ָאנ ִֹכי ה ֵֹרג ֶא ִ‬

‫ֹלהיָך שׁ ֵֹאל ֵמ ִע ָמְּך‬


‫‪ Deut 10:12 (h‬וְ ַע ָתּה יִ ְשׂ ָר ֵאל ָמה יְ הוָ ה ֱא ֶ֫‬

‫ל־ה ָעם ַהשּׁ ֲֹא ִלים ֵמ ִאתּוֹ ֶ֫מ ֶלְך‬


‫ל־דּ ְב ֵרי יְ הוָ ה ֶא ָ‬
‫מוּאל ֵאת ָכּ ִ‬
‫‪ I Sam 8:10 (i‬וַ יּ ֹ ֫א ֶמר ְשׁ ֵ‬

‫וַ יּ ֹ ֫א ֶמר ַה ֶ֫מּ ֶלְך ֶאל־יִ ְר ְמ ָ֫יהוּ‪ PN‬שׁ ֵֹאל ֲאנִ י א ְֹתָך ָדּ ָבר‬ ‫‪Jer 38.14 (j‬‬
Lesson 10 73

‫ ֲא ֻס ֵפי ָר ָעב ָבּ ָ֫א ֶרץ‬GL ‫ וְ לֹא־יִ ְהיוּ עוֹד‬Ezek 34.29 (k

‫י־ה ֶ֫מּ ֶלְך בּ ֵׁט ַח ַבּיהוָ ה‬


ַ ‫ ִכּ‬Ps 21:8 (l

4. From the items in your cumulative vocabulary create five sentences with at least
one participle each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 11
Lesson Summary:
• Introduction to the Binyanim
• Piel and Hifil Perfect Conjugations: ‫ִפּ ֵקּד ִה ְפ ִקיד‬

11.1 Introduction to the Binyanim


Binyanim
Lesson 4 (4.2) introduced the fact that verb forms in Biblical
Hebrew indicate binyan (e.g., Qal), conjugation (e.g., Perfect
conjugation), and person, gender, and number (e.g., 3MS).

The Qal Perfect conjugation was introduced in Lessons 4 and 5. In


this lesson the binyan system of the Biblical Hebrew verb is
discussed and the Perfect conjugation of the Piel and Hifil binyanim
are introduced.

Just as inflectional affixes mark a verb’s conjugation (e.g., Perfect),


there are binyan affixes which indicate a verb’s binyan. These
binyan affixes indicate a verb’s “valency”—whether it is active,
passive, reflexive, or causative.

Simple Factitive/Resultative Causative


Binyanim Chart Active Qal ‫ָק ַדשׁ‬ Piel ‫ִק ֵדּשׁ‬ Hifil ‫ִה ְק ִדּישׁ‬
‘Abram was holy’ ‘Abram consecrated Sarai’ ‘Abram caused Sarai to
(Abram made Sarai to be holy) treat X as holy’
Passive Nifal ‫נִ ְק ַדּשׁ‬ Pual ‫ֻק ַדּשׁ‬ Hofal *‫ָה ְק ַדּשׁ‬
‘Abram was ‘Abram was made to be holy’ ‘Abram was caused to
consecrated’ treat X as holy’
Reflexive Nifal ‫נִ ְק ַדּשׁ‬ Hitpael ‫ִה ְת ַק ֵדּשׁ‬
*the Hofal of this root is
‘Abram showed himself ‘Abram consecrated himself’ not attested in the
to be holy’ (‘Abram made himself holy’) Hebrew Bible

Note: Factitive/resultative refers to causing a change of state, whereas


causative refers to causing action. Translating the former with a form of
‘make’ and the latter with a form of ‘cause’ may be helpful.

The verb ‫פּ ַקד‬,


ָ which is used in the lesson paradigms, is one of the
few verb roots that occurs in every binyan in the Hebrew Bible. The
relationships among the binyanim are illustrated by translations of
this verb in each binyan.
Lesson 11 75

‫‘ ָפּ ַקד‬he visited, attended to’


‫‘ נִ ְפ ַקד‬he was visited’
‫‘ ִפּ ֵקּד‬he mustered’ (i.e., ‘he made him attend to’)
‫‘ ִה ְת ַפּ ֵקּד‬he mustered (himself)’
‫‘ ֻפּ ַקּד‬he was mustered’ (i.e., ‘he was made to be attended to’)
‫‘ ִה ְפ ִקיד‬he caused him to be overseer/attend to’
‫‘ ָה ְפ ַקד‬he was caused to be overseer/attend to’

The system of binyanim is not usually as “neat” as ‫ קדשׁ‬or ‫ פּקד‬may


make it appear. Rarely do individual verb roots appear in all or even
most binyanim and the relationships among the meanings for a root
are not always transparent or predictable.

In fact, some verb roots, such as ‫( ִדּ ֵבּר‬Piel ‘he spoke’) and ‫ִה ְשׁ ִליְך‬
(Hifil ‘he threw/cast’), do not occur in Qal nor exhibit the standard
meaning for their binyan (factitive/resultative and causative,
respectively). Therefore, it is important to memorize the particular
meaning of a verb root in each individual binyan in which it occurs.

11.2 Piel and Hifil Perfect Conjugations


Piel and Hifil
Perfect
Besides the Qal, the Piel and Hifil are the most frequently used
binyanim in the Hebrew Bible.

Note: the endings of the Perfect conjugation are the same in all binyanim.

QAL PIEL HIFIL


3MS ‫ָפּ ַקד‬ ‫ִפּ ֵקּד‬ ‫ִה ְפ ִקיד‬
3FS ‫ָפּ ְק ָדה‬ ‫ִפּ ְקּ ָדה‬ ‫ִה ְפ ִ֫ק ָידה‬
2MS ‫ָפּ ַ ֫ק ְד ָתּ‬ ‫ִפּ ַ ֫קּ ְד ָתּ‬ ‫ִה ְפ ַ ֫ק ְד ָתּ‬
2FS ‫ָפּ ַק ְד ְתּ‬ ‫ִפּ ַקּ ְד ְתּ‬ ‫ִה ְפ ַק ְד ְתּ‬
1CS ‫ָפּ ַ ֫ק ְד ִתּי‬ ‫ִפּ ַ ֫קּ ְד ִתּי‬ ‫ִה ְפ ַ ֫ק ְד ִתּי‬
3CP ‫ָפּ ְקדוּ‬ ‫ִפּ ְקּדוּ‬ ‫ִה ְפ ִ֫קידוּ‬
2MP ‫ְפּ ַק ְד ֶתּם‬ ‫ִפּ ַקּ ְד ֶתּם‬ ‫ִה ְפ ַק ְד ֶתּם‬
2FP ‫ְפּ ַק ְד ֶתּן‬ ‫ִפּ ַקּ ְד ֶתּן‬ ‫ִה ְפ ַק ְד ֶתּן‬
1CP ‫ָפּ ַ ֫ק ְדנוּ‬ ‫ִפּ ַ ֫קּ ְדנוּ‬ ‫ִה ְפ ַ ֫ק ְדנוּ‬
‘attend to’ ‘muster’ ‘make oversee’
Lesson 11 76

The Piel Perfect conjugation is characterized by:


• i-class vowel under R1 (i.e., the first root letter).
• doubled R2 (i.e., the second root letter).
Note: we will begin using R to indicate a verbal root consonant, and the
subscripts 1 2 3 to indicate the position of the consonant within the
triconsonantal root.

The Hifil Perfect conjugation is characterized by:


• a ‫( ִה‬or ‫ ה‬with an i-class vowel) prefix.

11.3 Vocabulary #11

‫ָא ַבד‬ Q perish; PI, HI destroy ‫ ְכּנַ ֲענִ י‬, ‫ְכּ ַ֫נ ַען‬ PN Canaan, Canaanite
‫בּקשׁ‬ PI seek ‫ֶ֫כּ ֶסף‬ M silver, money
‫גָּ ַדל‬ Q be great; PI make great, ‫ָמ ָצא‬ Q find
grow/raise ‫ָע ָשׂה‬ Q do, make, act
‫דּבר‬ PI speak ‫ָק ַדשׁ‬ Q be holy; PI consecrate
‫ִהנֵּ ה‬ INTJ behold, see! ‫ַשׂר‬ M official, captain, prince; P
‫זָ ָהב‬ M gold ‫ָשׂ ִרים‬
‫ָח ָטא‬ Q sin ‫שׁכם‬ HI wake early
‫יָ ַדע‬ Q know ‫שׁלְך‬ HI throw, cast
‫יָ ַשׁב‬ Q sit, dwell ‫שׁמד‬ HI annihilate
‫ָכּ ֵבד‬ Q be heavy; PI, HI make ‫ָשׁ ַ֫מיִ ם‬ M heavens
heavy, honor ‫ַ֫תּ ַחת‬ PREP under, beneath
Lesson 11 77

Exercises
1. Based on the Qal meaning, translate the following verb forms: e.g., ‫נִ ְשׁ ַמר‬
(Nifal) ‘he was guarded’

(Hifil) ‫( ִה ְק ִריב‬e (Nifal) ‫( נִ ְשׁ ַפּט‬a

(Pual) ‫( ֻשׁ ַלּח‬f (Hifil) ‫( ִהזְ ִכּיר‬b

(Piel) ‫( ִק ֵדּשׁ‬g (Hofal) ‫( ָה ְכ ַרת‬c

(Piel) ‫( גִּ ֵדּל‬h (Hitpael) ‫( ִה ְת ַק ֵדּשׁ‬d

2. Write out the Piel Perfect paradigm for the following verbs. Include the
appropriate personal pronouns with each form.

‫דּבר‬ ‫בּקשׁ‬

3MS 3CP 3MS 3CP

3FS 3FS

2MS 2MP 2MS 2MP

2FS 2FP 2FS 2FP

1CS 1CP 1CS 1CP


‫‪Lesson 11‬‬ ‫‪78‬‬

‫‪3. Write out the Hifil Perfect paradigm for the following verbs.‬‬
‫שׁלְך‬ ‫שׁכם‬

‫‪3MS‬‬ ‫‪3CP‬‬ ‫‪3MS‬‬ ‫‪3CP‬‬

‫‪3FS‬‬ ‫‪3FS‬‬

‫‪2MS‬‬ ‫‪2MP‬‬ ‫‪2MS‬‬ ‫‪2MP‬‬

‫‪2FS‬‬ ‫‪2FP‬‬ ‫‪2FS‬‬ ‫‪2FP‬‬

‫‪1CS‬‬ ‫‪1CP‬‬ ‫‪1CS‬‬ ‫‪1CP‬‬

‫‪4. Translate the following. Identify and parse the verb in each sentence.‬‬
‫יהן ֶ֫מ ֶלְך ִמ ְצ ָ ֫ריִ ם‬
‫‪ַ Exod 1:17 (a‬כּ ֲא ֶשׁר ִדּ ֶבּר ֲא ֵל ֶ‬

‫‪ִ Isa 1:2 (b‬כּי יְ הוָ ה ִדּ ֵבּר ָבּנִ ים גִּ ַ ֫דּ ְל ִתּי‬

‫‪ I Sam 15:2 (c‬וְ ִה ְשׁ ִכּים ַא ְב ָשׁלוֹם ‪ PN‬וְ ָע ַמד ַעל־יַ ד ֶ ֫דּ ֶרְך ַה ָ֫שּׁ ַער‬

‫ן־הגּוֹיִ ם ֲא ֶשׁר ִה ְשׁ ִמיד יְ הוָ ה ִמ ְפּנֵ י ‪ְ GL‬בּנֵ י‬


‫ת־ה ָרע ִמ ַ‬
‫‪ II Kgs 21:9* (d‬יִ ְשׂ ָר ֵאל ָע ָשׂה ֶא ָ‬
‫יִ ְשׂ ָר ֵאל‬

‫הוֹשׁ ַע ְבּ ֵעינֵ י ָכּל־יִ ְשׂ ָר ֵאל‬


‫‪ַ Josh 4:14* (e‬בּיּוֹם ַההוּא גִּ ֵדּל יְ הוָ ה ֶאת־יְ ֻ‬

‫ן־ה ָ֫שּׁ ַמיִ ם‬


‫יהם ֲא ָבנִ ים גְּ ד ֹלוֹת ִמ ַ‬
‫‪ Josh 10:11 (f‬וַ יהוָ ה ִה ְשׁ ִליְך ֲע ֵל ֶ‬
‫‪Lesson 11‬‬ ‫‪79‬‬

‫ל־מ ָל ֵ֫כינוּ ָשׂ ֵ ֫רינוּ‬


‫יאים ֲא ֶשׁר ִדּ ְבּרוּ ְבּ ִשׁ ְמָך ֶא ְ‬
‫ל־ע ָב ֶ ֫דיָך ַהנְּ ִב ִ‬
‫‪ Dan 9:6 (g‬וְ לֹא ָשׁ ַ֫מ ְענוּ ֶא ֲ‬
‫ל־עם ָה ָ֫א ֶרץ‬‫וַ ֲאב ֵֹ֫תינוּ וְ ֶאל ָכּ ַ‬

‫‪ I Sam 13:14* (h‬יְ הוָ ה ִבּ ֵקּשׁ לוֹ ִאישׁ ִכּ ְל ָבבוֹ‬

‫י־ב ֵקּשׁ זֹאת ִמיֶּ ְד ֶכם‬


‫‪ִ Isa 1:12 (i‬מ ִ‬

‫ל־ל ָב ְבָך‬
‫את ִכּי ִת ְדר ֹשׁ אוֹתוֹ ְבּ ָכ ְ‬
‫וּמ ָ֫צ ָ‬
‫ֹלהיָך ָ‬
‫וּב ַקּ ְשׁ ֶתּם ִמ ָשּׁם ֶאת־יְ הוָ ה ֱא ֶ֫‬
‫‪ִ Deut 4:29* (j‬‬
‫וּב ָכל־נַ ְפ ְשָׁך‬
‫ְ‬

‫ן־ה ָמּקוֹם ַההוּא‬


‫ת־שׁ ָמם ִמ ַ‬
‫‪ Deut 12:3 (k‬וְ ִא ַבּ ְד ֶתּם ֶא ְ‬

‫ן־ה ָ֫א ֶרץ‬


‫ת־שׁ ֵ֫מנוּ ִמ ָ‬
‫‪ Josh 7:9* (l‬וְ יִ ְשׁ ְמעוּ ַה ְכּנַ ֲענִ י וְ כֹל י ְֹשׁ ֵבי ָה ָ֫א ֶרץ וְ ִה ְכ ִריתוּ ֶא ְ‬

‫ת־ל ָבּם‬
‫וּפ ְרעֹה ֶא ִ‬
‫ַכּ ֲא ֶשׁר ִכּ ְבּדוּ ִמ ְצ ַ ֫ריִ ם ַ‬ ‫‪I Sam 6:6 (m‬‬

‫‪5. From the items in your cumulative vocabulary create five sentences with at least‬‬
‫‪one Piel or Hifil perfect verb each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Lesson 12
Lesson Summary:
• Piel and Hifil Imperfect Conjugations:
‫יְ ַפ ֵקּד יַ ְפ ִקיד‬

• Piel and Hifil Past Narrative Conjugations:


‫וַ יְ ַפ ֵקּד וַ יַּ ְפ ֵקד‬

• Piel and Hifil Participles:


‫ְמ ַפ ֵקּד ַמ ְפ ִקיד‬

Piel and Hifil 12.1 Piel and Hifil Imperfect Conjugations


Prefix
Pattern/Imperfect The Prefix pattern and Imperfect conjugation of the Qal were
introduced in Lesson 8. Here we will look at the Piel and Hifil
Imperfect conjugations.

Just as in the Qal Imperfect, the Piel and Hifil Imperfect share the
same forms as the Piel and Hifil Prefix pattern. (The Qal is given in
the charts for comparison).

QAL PIEL HIFIL


3MS ‫יִפקֹד‬ ְ ‫יְפ ֵקּד‬ ַ ‫יַפ ִקיד‬ ְ
3FS ‫ִתּ ְפקֹד‬ ‫ְתּ ַפ ֵקּד‬ ‫ַתּ ְפ ִקיד‬
2MS ‫ִתּ ְפקֹד‬ ‫ְתּ ַפ ֵקּד‬ ‫ַתּ ְפ ִקיד‬
2FS ‫ִתּ ְפ ְק ִדי‬ ‫ְתּ ַפ ְקּ ִדי‬ ‫ַתּ ְפ ִ֫ק ִידי‬
1CS ‫ֶא ְפקֹד‬ ‫ֲא ַפ ֵקּד‬ ‫ַא ְפ ִקיד‬
3MP ‫יִפ ְקדוּ‬ ְ ‫יְפ ְקּדוּ‬ ַ ‫יַפ ִ֫קידוּ‬ ְ
3FP ‫ִתּ ְפ ֫קֹ ְדנָ ה‬ ‫ְתּ ַפ ֵ ֫קּ ְדנָ ה‬ ‫ַתּ ְפ ֵ ֫ק ְדנָ ה‬
2MP ‫ִתּ ְפ ְקדוּ‬ ‫ְתּ ַפ ְקּדוּ‬ ‫ַתּ ְפ ִ֫קידוּ‬
2FP ‫ִתּ ְפ ֫קֹ ְדנָ ה‬ ‫ְתּ ַפ ֵ ֫קּ ְדנָ ה‬ ‫ַתּ ְפ ֵ ֫ק ְדנָ ה‬
1CP ‫נִ ְפקֹד‬ ‫נְ ַפ ֵקּד‬ ‫נַ ְפ ִקיד‬
‘attend to’ ‘muster’ ‘make oversee’

The Piel Imperfect conjugation is characterized by the following:


• ְ under the prefix consonant;
• a-class vowel under R1 (i.e., the first root letter);
• doubled R2 (i.e., the second root letter).
Lesson 12 81

The Hifil Imperfect Conjugation is characterized by the following:


• a-class vowel under the prefix;
• i-class theme vowel (i.e., between R2 and R3).
Note: the i-class theme vowel is often spelled defectively (without ‫)י‬.

‫‘ וַ יַּ ְשׁ ִ֫חתוּ‬they destroyed’ (2 Sam 11:1)

12.2 Piel and Hifil Past Narrative Conjugations


Piel and Hifil
Past Narrative As with the Qal binyan (see 8.2), the Piel Past Narrative
conjugation is based upon to the Prefix pattern with • ַ‫ ו‬prefixed.

‫וַ ְתּ ַד ֵבּר ִל ְפנֵ י ַה ֶ֫מּ ֶלְך‬


‘she spoke before the king’ (Esth 8:3)

In the Hifil Past Narrative conjugation, however, the Prefix


pattern is altered slightly. The theme vowel in the Past Narrative
verb form is ֵ tsere instead of ‫ִ י‬chiriq-yod.

‫ת־ה ַ֫בּ ַעל‬


ַ ‫וַ יַּ ְשׁ ֵמד יֵ הוּא ֶא‬
‘Jehu destroyed the Baal’ (II Kgs 10:28)

A peculiarity occurs with the Piel 3MS and 3MP forms: the dagesh
Vilminqs “falls out” of the ‫ י‬prefix. This phenomenon is part of a general
or
Sqinmlevi
tendency of the consonants ‫ו‬, ‫ י‬, ‫ל‬, ‫מ‬, ‫נ‬, ‫ק‬, ‫ס‬, ‫צ‬, ‫ שׂ‬and ‫ שׁ‬to drop a
dagesh when they have a vocal sheva.

This phenomenon is often referred to as vilminqs (= ‫ וילמנק‬+


sibilants) or sqinmlevi (i.e., “skin them Levi”).

‫‘ וַ יְ ַד ֵבּר יְ הוָ ה ֶאל־מ ֶֹשׁה‬YHWH spoke to Moses’ (Num 1:1)

12.3 Piel and Hifil Participles


The Piel and Hifil Participles are characterized by a ‫ מ‬inflectional
Piel and Hifil prefix throughout. Also, the vowel pattern of the masculine singular
Participle is the same as that of the Prefix pattern in the respective binyanim.

Piel Imperfect ‫ יְ ַפ ֵקּד‬and Participle ‫ְמ ַפ ֵקּד‬


Lesson 12 82

Hifil Imperfect ‫ יַ ְפ ִקיד‬and Participle ‫ַמ ְפ ִקיד‬

The other participial forms are declined by adding the


noun/adjective endings to the masculine singular form.

Qal Piel Hifil


MS ‫פּוֹקד‬ ֵ ‫ְמ ַפ ֵקּד‬ ‫ַמ ְפ ִקיד‬
FS ‫פּוֹק ָדה‬
ְ ‫ְמ ַפ ְקּ ָדה‬ ‫ַמ ְפ ִק ָידה‬
MP ‫פּוֹק ִדים‬ ְ ‫ְמ ַפ ְקּ ִדים‬ ‫ַמ ְפ ִק ִידים‬
FP ‫פּוֹקדוֹת‬
ְ ‫ְמ ַפ ְקּדוֹת‬ ‫ַמ ְפ ִקידוֹת‬
‘attending’ ‘mustering’ ‘making oversee’

12.4 Vocabulary #12

‫ָבּ ָמה‬ F high-place ‫ָע ַבר‬ Q pass over


‫ַ֫בּ ַעד‬ PREP behind, on behalf of ‫ע ָֹלה‬ F burnt offering
‫יִ ְר ְמיָ ה‬ PN Jeremiah ‫ָצ ַדק‬ Q be righteous; HI justify
‫ֵלאמֹר‬ COMP (introduces direct speech; ‫קהל‬ HI congregate
untranslatable) ‫קטר‬ PI, HI make sacrifices smoke
‫ָל ַבשׁ‬ Q wear; HI clothe ‫ֵר ַע‬ M friend
‫ָל ַמד‬ Q learn; PI teach ‫ָר ַשׁע‬ Q be wicked; HI condemn
‫ִמזְ ֵבּ ַח‬ M altar ‫ָשׁ ַבר‬ Q break; PI shatter, break
‫סתר‬ NI hide oneself, be hid; HI conceal ‫שׁחת‬ PI, HI spoil, destroy
‫תּוֹע ָבה‬
ֵ F abomination
Lesson 12 83

Exercises
1. Write the Imperfect paradigm for the following verbs in the binyan specified.
Include the appropriate personal pronouns with each form.

Piel ‫למד‬ Hifil ‫צדק‬ Piel ‫קטר‬ Hifil ‫שׁחת‬

3MS 3MS 3MS 3MS

3FS 3FS 3FS 3FS

2MS 2MS 2MS 2MS

2FS 2FS 2FS 2FS

1CS 1CS 1CS 1CS

3MP 3MP 3MP 3MP

3FP 3FP 3FP 3FP

2MP 2MP 2MP 2MP

2FP 2FP 2FP 2FP

1CP 1CP 1CP 1CP

2. Translate the following. Identify and parse all the verbs in each sentence, and
identify the way each participle you find is being used.

‫ ִל ְפנֵ י יְ הוָ ה‬GL ‫ת־ה ָמּקוֹם ַהזֶּ ה ִכּי־גָ ְד ָלה ַצ ֲע ָק ָתם‬


ַ ‫י־מ ְשׁ ִח ִתים ֲא ֫ ַנ ְחנוּ ֶא‬
ַ ‫ ִכּ‬Gen 19:13* (a

‫אֹלהי יַ ֲעקֹב וַ יַּ ְס ֵתּר‬


ֵ ֵ‫ֹלהי יִ ְצ ָחק ו‬
ֵ ‫ֹלהי ַא ְב ָר ָהם ֱא‬
ֵ ‫ֹלהי ָא ִבי֫ ָך ֱא‬
ֵ ‫ וַ יּ ֹ ֫א ֶמר ָאנ ִֹכי ֱא‬Exod 3:6 (b
‫מ ֶֹשׁה ָפּנָ יו‬
‫‪Lesson 12‬‬ ‫‪84‬‬

‫‪ Ezek 37:28 (c‬וְ יָ ְדעוּ ַהגּוֹיִ ם ִכּי ֲאנִ י יְ הוָ ה ְמ ַק ֵדּשׁ ֶאת־יִ ְשׂ ָר ֵאל‬

‫ת־ה ְדּ ָב ִרים‬
‫ל־ה ָעם ֶאת־יִ ְר ְמ ָ֫יהוּ‪ְ PN‬מ ַד ֵבּר ֶא ַ‬
‫‪ Jer 26:7 (d‬וַ יִּ ְשׁ ְמעוּ ַהכּ ֲֹהנִ ים וְ ַהנְּ ִב ִאים וְ ָכ ָ‬
‫ָה ֵ֫א ֶלּה ְבּ ֵבית יְ הוָ ה‬

‫ת־ח ָט ַאי ‪ֲ GL‬אנִ י ַמזְ ִכּיר ַהיּוֹם‬


‫‪ֶ Gen 41:9 (e‬א ֲ‬

‫אמרוּ גִּ ְדעוֹן‬
‫ל־ר ֫ ֵעהוּ ִמי ָע ָשׂה ַה ָדּ ָבר ַהזֶּ ה וַ יִּ ְד ְרשׁוּ וַ יְ ַב ְקשׁוּ וַ יּ ֹ ְ‬
‫אמרוּ ִאישׁ ֶא ֵ‬ ‫‪ Judg 6:29 (f‬וַ יּ ֹ ְ‬
‫ן־יוֹאשׁ ָע ָשׂה ַה ָדּ ָבר ַהזֶּ ה‬
‫‪PN‬‬
‫‪ֶ PN‬בּ ָ‬

‫ר־יְב ֵקּשׁ ֶאת־נַ ְפ ִשׁי ַיְב ֵקּשׁ ֶאת־נַ ְפ ְשָׁך‬


‫‪ִ I Sam 22:23* (g‬כּי ֲא ֶשׁ ַ‬

‫ל־בּמוֹת ַכּגּוֹיִ ם‬
‫רוּ־שׁם ְבּ ָכ ָ‬
‫‪ II Kgs 17:11 (h‬וַ יְ ַק ְטּ ָ‬

‫‪ Exod 9:34 (i‬וַ יַּ ְכ ֵבּד ִלבּוֹ הוּא וַ ֲע ָב ָדיו‬

‫ת־א ַחי ָאנ ִֹכי ְמ ַב ֵקּשׁ‬


‫‪ Gen 37:16 (j‬וַ יּ ֹ ֫א ֶמר ֶא ַ‬

‫ְך־מ ְצ ַ ֫ריִ ם‬
‫ל־פּ ְרעֹה ֶ֫מ ֶל ִ‬
‫‪ֵ Exod 6:27 (k‬הם ַה ְמ ַד ְבּ ִרים ֶא ַ‬

‫‪ִ Exod 31:13* (l‬כּי ֲאנִ י יְ הוָ ה ְמ ַק ֵדּשׁ ֶא ְת ֶכם‬

‫ת־ה ִעיר‬
‫י־מ ְשׁ ִחית יְ הוָ ה ֶא ָ‬
‫‪ִ Gen 19:14 (m‬כּ ַ‬

‫יהם‬
‫ם־שׁנֵ ֶ‬
‫תּוֹע ַבת יְ הוָ ה גַּ ְ‬
‫יע ַצ ִדּיק ֲ‬
‫וּמ ְר ִשׁ ַ‬
‫‪ַ Prov 17:15* (n‬מ ְצ ִדּיק ָר ָשׁע ַ‬
‫‪Lesson 12‬‬ ‫‪85‬‬

‫ת־ה ֻלּחֹת ‪ GL‬וַ יְ ַשׁ ֵבּר א ָֹתם ַ֫תּ ַחת ָה ָהר‬


‫‪ Exod 32:19 (o‬וַ יַּ ְשׁ ֵלְך ִמיָּ דוֹ ֶא ַ‬

‫ת־הגּוֹיִ ם ָה ֵ֫א ֶלּה ִמ ְלּ ָפ ֫ ֶניָך‬


‫ֹלהי֫ ָך הוּא ע ֵֹבר ְל ָפ ֶ֫ניָך הוּא־יַ ְשׁ ִמיד ֶא ַ‬
‫‪ Deut 31:3 (p‬יְ הוָ ה ֱא ֶ‬

‫ל־ה ָר ָעה ֲא ֶשׁר ָע ָשׂה‬


‫‪ Deut 31:18* (q‬וְ ָאנ ִֹכי ַא ְס ִתּיר ָפּנַ י ַבּיּוֹם ַההוּא ַעל ָכּ ָ‬

‫‪ַ Deut 4:1* (r‬ה ֻח ִקּים וְ ַה ִמּ ְשׁ ָפּ ִטים ֲא ֶשׁר ָאנ ִֹכי ְמ ַל ֵמּד ֶא ְת ֶכם‬

‫רוּשׁ ֫ ָל ִם‬
‫ת־כּל־יִ ְשׂ ָר ֵאל ֶאל־יְ ָ‬
‫‪ I Chr 15:3 (s‬וַ יַּ ְק ֵהל ָדּוִ יד ֶא ָ‬

‫ת־בּגְ ֵדי ֵע ָשׂו ‪ְ PN‬בּנָ הּ ַהגָּ ד ֹל וַ ַתּ ְל ֵבּשׁ ֶאת־יַ ֲעקֹב ְבּנָ הּ ַה ָקּ ָטן‬
‫‪ִ Gen 27:15* (t‬ר ְב ָקה ָל ְק ָחה ֶא ִ‬

‫‪3. From the items in your cumulative vocabulary create five sentences with at least‬‬
‫‪one Piel or Hifil imperfect, past narrative, or participle each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Lesson 13
Lesson Summary:
• Introduction to the Prefix Pattern Modal System
• Jussive - Qal ‫יִ ְפקֹד ִתּ ְפקֹד ֶא ְפ ְק ָדה‬
Piel ‫יְ ַפ ֵקּד ְתּ ַפ ֵקּד ֲא ַפ ְקּ ָדה‬
Hifil ‫יַ ְפ ֵקד ַתּ ְפ ֵקד ַא ְפ ִקי֫ ָדה‬

• Imperative - Qal ‫ ְפּקֹד‬Piel ‫ ַפּ ֵקּד‬Hifil ‫ַה ְפ ֵקד‬

• Overview of the Biblical Hebrew Verbal System

13.1 Introduction to the Prefix Pattern Modal System


Prefix Pattern
Modal Verbs Biblical Hebrew has two distinct parts to its verb system. The first
consists of verbs used to make statements—the indicative system.
The second consists of verbs used to express the will of the speaker
—the modal system.

You studied for Hebrew class. (indicative)


Study for Hebrew class! (modal)
Let’s study for Hebrew class. (modal)

There are two categories of modal verbs in Biblical Hebrew:


Jussives and Imperatives.

Jussives
• The Jussive verb occurs in all three persons and expresses both
positive and negative commands or wishes. When expressing
a negative command or wish, the Jussive is preceded by ‫ַאל‬
(never ‫)לֹא‬.

‫‘ יַ ְס ֵתּר ָפּנָ יו ֵמ ֶהם‬may he hide his face from them’ (Mic 3:4)

‫ל־תּ ְס ֵתּר ָפּ ֶ֫ניָך ִמ ֶ֫מּנִּ י‬


ַ ‫‘ ַא‬do not hide your face from me’
(Ps 102:3)

Jussives follow the prefix pattern and are identical to the


Imperfect forms with two exceptions:
Lesson 13 87

1) In the Hifil some forms of the Jussive have ֵ (tsere)


under R2 instead of ‫ ִ( י‬chiriq-yod).

3MS Jussive ‫יַ ְפ ֵקד‬


(versus 3MS Imperfect ‫)יַ ְפ ִקיד‬

3FS/2MS Jussive ‫ַתּ ְפ ֵקד‬


(versus 3FS/2MS Imperfect ‫) ַתּ ְפ ִקיד‬

2) The 1st person Jussive forms (sometimes referred to as


cohortatives) often end with ‫ ָ ה‬in all binyanim.

QAL PIEL HIFIL


1CS ‫ֶא ְפ ְק ָדה‬ ‫ֲא ַפ ְקּ ָדה‬ ‫ַא ְפ ִ֫ק ָידה‬
1CP ‫נִ ְפ ְק ָדה‬ ‫נְ ַפ ְקּ ָדה‬ ‫נַ ְפ ִ֫ק ָידה‬
‘attend to’ ‘muster’ ‘make oversee’

The ‫ ָ ה‬suffix originally expressed action to/toward the speaker


or on behalf of the speaker, and it periodically occurs on the
Imperative and Past Narrative forms with this meaning.
However, with first person Jussive forms, it has become
conventionalized, and therefore its original sense is not always
evident.

Imperatives • The Imperative verb occurs only in the 2nd person. It expresses
positive commands and wishes (it cannot be negated).

‫‘ ְשׁמֹר נַ ְפ ְשָׁך ְמאֹד‬Guard your life very much’ (Deut 4:9)

The form of the Imperative is identical to the Jussive minus the


prefix (in the Hifil the ‫י‬, ‫ת‬, ‫א‬, and ‫ נ‬are replaced by ‫)ה‬.

QAL PIEL HIFIL


2MS ‫ְפּקֹד‬ ‫ַפּ ֵקּד‬ ‫ַה ְפ ֵקד‬
2FS ‫ִפּ ְק ִדי‬ ‫ַפּ ְקּ ִדי‬ ‫ַה ְפ ִ֫ק ִידי‬
2MP ‫ִפּ ְקדוּ‬ ‫ַפּ ְקּדוּ‬ ‫ַה ְפ ִ֫קידוּ‬
2FP ‫ְפּ ֫קֹ ְדנָ ה‬ ‫ַפּ ֵ ֫קּ ְדנָ ה‬ ‫ַה ְפ ֵ ֫ק ְדנָ ה‬
‘attend to’ ‘muster’ ‘make oversee’
Lesson 13 88

The modal verbs are sometimes followed by ‫־נָ א‬. This word most
often signals a polite request or command (e.g., English ‘please’),
though it is not always necessary (or easy) to translate.

‫ל־ה ֶ֫מּ ֶלְך‬


ַ ‫וְ ַע ָתּה ַדּ ֶבּר־נָ א ֶא‬
‘now, speak, please, to the king’ (II Sam 13:13)

13.2 Overview of the Biblical Hebrew Verbal System


The Biblical Hebrew verbal system is summarized in the following
chart (excluding the participle). It consists of both modal forms
(Jussive and Imperative) as well as indicative forms (Perfect,
Imperfect, and Past).

SUFF ‫ָפּ ַקד‬ Perfect: perfective (whole view of situation)


INDICATIVE
FUNCTION ‫)וַ (יִּ ְפקֹד‬ Past Narrative(Preterite): past event in narrative (or poetry)
PREF
‫יִפקֹד‬ְ Imperfect: imperfective (partial view of situation)

SUFF ‫)וּ(פ ַקד‬


ָ Modal Perfect: contingent modality/command
PREF ‫יִפקֹד‬ ְ Modal Imperfect: command or wish (it is negated with ‫)לֹא‬
MODAL
FUNCTIONS ‫יִפקֹד‬ ְ Jussive: command or wish (any person; it is negated with ‫) ַאל‬
PREF Imperative: command or wish (2nd person only; it cannot be
‫ְפּקֹד‬ negated)

The Perfect and Imperfect, although indicative forms, also have


modal functions. This use of indicative verbs to express modal
meanings is found in many other languages as well.

For example, in English the Past Perfect verb is regularly used to


express contrary-to-fact modality, as in the statement Had he known
he would have been there, in which the use of the Past Perfect
indicates that he did not know.

The Biblical Hebrew Perfect can express contingent modality or


commands/instructions (see 7.3). The imperfect may also express
commands, most often categorical negative prohibitions (with ‫)לֹא‬.

‫לֹא ִתּ ְר ָצח לֹא ִתּנְ ָאף לֹא ִתּגְ נֹב‬


‘Do not kill. Do not commit adultery. Do not steal.’ (Exod 20:13-
15)
Lesson 13 89

13.3 Vocabulary #13

‫ֶא ָחד‬ M one, each (one) ‫ָלשׁוֹן‬ M tongue, language


‫ ַא ַחר‬, ‫ַא ֲח ֵרי‬ PREP/ADV behind, after ‫ִמנְ ָחה‬ F gift, grain offering
‫ַא ֵחר‬ ADJ another ‫ִמ ְשׁ ָכּן‬ M dwelling, tabernacle
‫בּרְך‬ PI bless ‫נָ א‬ ADV please (polite request)
‫דּוֹר‬ M generation ‫נָ ָשׂא‬ Q lift up
‫הלל‬ PI praise ‫ָע ַבד‬ Q serve, work
‫יָ ם‬ M sea; P ‫יַמּים‬
ִ ‫ָעו ֹן‬ M transgression, iniquity
‫יָ ָצא‬ Q go forth ‫ַע ָתּה‬ ADV now
‫יָ ֵרא‬ Q fear ‫ָשׂ ָפה‬ F lip, shore
‫ְכּ ִלי‬ M vessel, utensil; P ‫ֵכּ ִלים‬ ‫ָשׁ ַפְך‬ Q pour out, shed (blood)
‫כּפר‬ PI appease, atone ‫ָ֫תּוֶ ְך‬ M midst (often with ‫ב‬, ‫ ְבּתוְֹך‬in the
‫ְל ַ֫מ ַען‬ PREP for the sake of; CONJ in midst of)
order that

Exercises

1. Write out the Imperative paradigm of the listed binyan for the following verbs.
Qal ‫שׁמר‬ Qal ‫זכר‬ Piel ‫בּקשׁ‬ Hifil ‫קדשׁ‬

2MS 2MS 2MS 2MS

2FS 2FS 2FS 2FS

2MP 2MP 2MP 2MP

2FP 2FP 2FP 2FP


‫‪Lesson 13‬‬ ‫‪90‬‬

‫‪2. Parse the following verb forms and translate.‬‬


‫ל־תּ ְשׁ ֵמד‬
‫‪ַ (e‬א ַ‬ ‫‪ְ (a‬שׁמֹר‬

‫‪ַ (f‬דּ ֶבּר־נָ א‬ ‫‪ (b‬זִ ְכ ִרי‬

‫‪ַ (g‬בּ ֵ ֫קּ ְשׁנָ ה‬ ‫‪ֶ (c‬א ְד ְר ָשׁה‬

‫יִמ ְצאוּ־נָ א‬
‫‪ְ (h‬‬ ‫‪ַ (d‬ה ְשׁ ֵלְך‬

‫‪3. Translate the following. Identify and parse all of the verbs in each sentence.‬‬
‫‪ Gen 27:8 (a‬וְ ַע ָתּה ְבנִ י ְשׁ ַמע ְבּק ִֹלי‬

‫ל־הבּוֹר ַהזֶּ ה‬
‫כוּ־דם ‪ַ GL‬ה ְשׁ ִלי֫ כוּ אֹתוֹ ֶא ַ‬
‫ל־תּ ְשׁ ְפּ ָ‬
‫אוּבן ‪ַ PN‬א ִ‬
‫‪ Gen 37:22 (b‬וַ יּ ֹ ֫א ֶמר ֲא ֵל ֶהם ְר ֵ‬
‫ל־תּ ְשׁ ְלחוּ־בוֹ‬
‫ֲא ֶשׁר ַבּ ִמּ ְד ָבּר וְ יָ ד ַא ִ‬

‫ת־בּנָ יו ִאתּוֹ ִמתּוְֹך ְבּנֵ י יִ ְשׂ ָר ֵאל‬


‫ת־א ֲהר ֹן ָא ִחי֫ ָך וְ ֶא ָ‬
‫‪ Exod 28:1 (c‬וְ ַא ָתּה ַה ְק ֵרב ֵא ֶלי֫ ָך ֶא ַ‬

‫‪ Psa 34:4 (d‬גַּ ְדּלוּ ַליהוָ ה ִא ִתּי‬

‫אוֹתךָּ‬
‫ֲא ַס ְפּ ָרה ‪ִ GL‬שׁ ְמָך ְל ֶא ָחי ְבּתוְֹך ָק ָהל ‪ֲ GL‬א ַה ֵלּל ְ‬ ‫‪Psa 22:23* (e‬‬

‫‪ַ Psa 45:18 (f‬אזְ ִכּי֫ ָרה ִשׁ ְמָך ְבּ ָכל־דּ ֹר וָ ד ֹר‬

‫ֹלהי֫ נוּ ֲא ַב ְק ָשׁה טוֹב ָלְך‬


‫‪ְ Psa 122:9 (g‬ל ַ֫מ ַען ֵבּית־יְ הוָ ה ֱא ֵ‬

‫ל־תּ ְשׁ ֵחת ַע ְמָּך‬


‫‪ֲ Deut 9:26 (h‬אד ֹנָ י יְ הוִ ה ַא ַ‬

‫ת־בּנֵ י־יִ ְשׂ ָר ֵאל‬


‫אוֹתהּ ֶא ְ‬
‫ת־ה ִשּׁ ָירה ‪ַ GL‬הזֹּאת וְ ַל ֵמּד ָ‬
‫‪ Deut 31:19* (i‬וְ ַע ָתּה ִכּ ְתבוּ ָל ֶכם ֶא ַ‬
‫‪Lesson 13‬‬ ‫‪91‬‬

‫יכם ַדּ ְבּרוּ־נָ א ְבּ ָאזְ נֵ י ַפ ְרעֹה‬


‫אתי ֵחן ‪ְ GL‬בּ ֵעינֵ ֶ‬
‫‪ִ Gen 50:4 (j‬אם־נָ א ָמ ָ֫צ ִ‬

‫ֹלהי֫ נוּ יְ הוָ ה ֶא ָחד‬


‫‪ְ Deut 6:4 (k‬שׁ ַמע יִ ְשׂ ָר ֵאל יְ הוָ ה ֱא ֵ‬

‫‪GL‬‬
‫וּבין ַכּ ְר ִמי‬
‫הוּדה ִשׁ ְפטוּ־נָ א ֵבּינִ י ֵ‬
‫רוּשׁ ֫ ַל ִ ִם וְ ִאישׁ יְ ָ‬
‫יוֹשׁב יְ ָ‬
‫‪ Isa 5:3 (l‬וְ ַע ָתּה ֵ‬

‫ל־שׂ ְפ ֵתי ֲח ָלקוֹת ‪ָ GL‬לשׁוֹן ְמ ַד ֶ֫בּ ֶרת גְּ ד ֹלוֹת‬


‫‪ Ps 12:4 (m‬יַ ְכ ֵרת יְ הוָ ה ָכּ ִ‬

‫ל־פּ ְרעֹה ֶ֫מ ֶלְך ִמ ְצ ַריִ ם ֵאת‬


‫‪ Exod 6:29 (n‬וַ יְ ַד ֵבּר יְ הוָ ה ֶאל־מ ֶֹשׁה ֵלּאמֹר ֲאנִ י יְ הוָ ה ַדּ ֵבּר ֶא ַ‬
‫ל־א ֶשׁר ֲאנִ י דּ ֵֹבר ֵא ֶלי֫ ָך‬
‫ָכּ ֲ‬

‫ל־א ֶשׁר־לוֹ‬
‫ל־כּ ָליו וְ ַעל ָכּ ֲ‬
‫ל־מ ְשׁ ָכּן וְ ַעל ָכּ ֵ‬
‫ת־ה ְלוִ יִּ ם ‪ַ PN‬ע ִ‬
‫‪ Num 1:50 (o‬וְ ַא ָתּה ַה ְפ ֵקד ֶא ַ‬

‫ת־ה ָעם ָה ֲאנָ ִשׁים וְ ַהנָּ ִשׁים וְ ַה ַטּף ‪ GL‬וְ גֵ ְרָך‪ֲ GL‬א ֶשׁר ִבּ ְשׁ ָע ֶרי֫ ָך ְל ַ֫מ ַען‬
‫‪ַ Deut 31:12* (p‬ה ְק ֵהל ֶא ָ‬
‫תּוֹרה ַהזֹּאת‬ ‫ל־דּ ְב ֵרי ַה ָ‬‫ת־כּ ִ‬
‫יכם וְ ָשׁ ְמרוּ ֶא ָ‬ ‫ֹלה ֶ‬
‫וּל ַ֫מ ַען יִ ְל ְמדוּ וְ יָ ְראוּ ֶאת־יְ הוָ ה ֱא ֵ‬
‫יִ ְשׁ ְמעוּ ְ‬

‫‪4. From the items in your cumulative vocabulary create five sentences with at least‬‬
‫‪one jussive or imperative in each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Lesson 14
Lesson Summary:
• Infinitive Construct -
Qal ‫ ְפּקֹד‬Piel ‫ ַפּ ֵקּד‬Hifil ‫ַה ְפ ִקיד‬

• Infinitive Absolute -
Qal ‫ ָפּקוֹד‬Piel ‫ ַפּ ֵקּד‬Hifil ‫ַה ְפ ֵקד‬

Infinitive 14.1 Infinitive Construct


Construct
Infinitives, in contrast to the finite conjugations (Perfect, Imperfect,
etc.), are not marked for person, gender, or number. Biblical
Hebrew has two infinitive verbs: the Infinitive Construct and the
Infinitive Absolute.

The Infinitive Construct is equivalent in form to the 2MS


Imperative in the same binyan, except in the Hifil. The Hifil
Infinitive Construct has ‫(ִ י‬chiriq-yod) instead of ֵ (tsere) for the
theme vowel.

QAL PIEL HIFIL


‫ְפּקֹד‬ ‫ַפּ ֵקּד‬ ‫ַה ְפ ִקיד‬
‘to attend’ ‘to muster’ ‘to make oversee’

The Form of the Infinitive Construct is as follows:


• It can have pronominal suffixes expressing the subject or object
of the infinitive.

‫‘ ָא ְמ ֵרְך‬your saying’ (Jer 2:35)


‫‘ ִל ְשׁ ָמ ְרָך‬to keep you’ (Ps 91:11)
Note: The Qal Infinitive Construct (like the Imperative) often
appears with ָ (qamets chatuf) instead of ֹ (cholem) when suffixes
are added.

‫‘ ָא ְמ ֵרְך‬your saying’ ‫‘ ֲאמֹר‬to say’

‫‘ ִל ְשׁ ָמ ְרָך‬to keep you’ ‫‘ ְשׁמֹר‬to keep’


Lesson 14 93

• It is often prefixed with an inseparable preposition.


‫‘ ְל ַב ֵקּשׁ‬to seek’
‫‘ ְבּ ָמ ְלכוֹ‬when he reigns’ (lit., ‘in his reigning’)
‫‘ ְכּ ָמ ְלכוֹ‬when he reigns’ (lit., ‘at his reigning’)

The Function of the Infinitive Construct is as follows:


• It can serve as the subject of another verb.

‫לֹא־טוֹב ֱהיוֹת ָה ָא ָדם ְל ַבדּוֹ‬


‘the man being alone is not good’ (Gen 2:18)

• It can serve as the object of another verb.


‫ִהנֵּ ה לֹא־יָ ַ ֫ד ְע ִתּי ַדּ ֵבּר‬
‘Behold, I do not know (how) to speak’ (Jer 1:6)

• It can express purpose/result, usually with a ‫ ל‬preposition.


‫ִכּי־יָ ָצא ָשׁאוּל ְל ַב ֵקּשׁ ֶאת־נַ ְפשׁוֹ‬
‘that Saul had gone out to seek his life’ (II Sam 23:15)

• It can be explanatory after the main verb (i.e., ‘by -ing’).


‫ָשׁמוֹר ֶאת־יוֹם ַה ַשּׁ ָבּת ְל ַק ְדּשׁוֹ‬
‘Keep (INF ABS) the sabbath day by sanctifying it’ (Deut 5:12)

• It can express a temporal meaning with the ‫ בּ‬or ‫ כּ‬prepositions.


‫ֹלשׁים ָשׁנָ ה ָדּוִ ד ְבּ ָמ ְלכוֹ‬
ִ ‫ן־שׁ‬
ְ ‫ֶבּ‬
‘David was thirty years old when he became king’ (II Sam 5:4)

‫ל־בּית יָ ָר ְב ָעם‬
ֵ ‫ת־כּ‬
ָ ‫ְכ ָמ ְלכוֹ ִה ָכּה ֶא‬
‘As soon as he became king he struck down the whole house of
Jeroboam’ (I Kgs 15:29)

Note: With ‫ בּ‬the infinitive has a more general temporal sense,


while with ‫ כּ‬it often refers to an immediately preceding event.
Lesson 14 94

14.2 Infinitive Absolute


Infinitive
Absolute The Infinitive Absolute in the Qal has a unique form. In the Piel
the form is equivalent to the Infinitive Construct and 2MS
Imperative, and in the Hifil the form is equivalent to the 2MS
Imperative.

QAL PIEL HIFIL


‫ָפּקוֹד‬ ‫ַפּ ֵקּד‬ ‫ַה ְפ ֵקד‬
‘to attend ‘to muster’ ‘to make oversee’

The Infinitive Absolute functions as follows:


• It is an adverb when it is used with a finite verb of the same
root and binyan—it expresses a modal nuance (e.g., doubt,
necessity, possibility) as the context dictates.

‫יכם‬
ֶ ‫ֹלה‬
ֵ ‫ת־מ ְצו ֹת יְ הוָ ה ֱא‬
ִ ‫ָשׁמוֹר ִתּ ְשׁ ְמרוּ ֶא‬
‘carefully keep the commandments of YHWH your God’ (Deut
6:17*)

‫ֲה ָמֹלְך ִתּ ְמֹלְך ָע ֵלי֫ נוּ‬


‘will you really reign over us?’ (Gen 37:8)

• It is occasionally used to replace finite verb forms, especially


Imperatives.

‫ָשׁמוֹר ֶאת־יוֹם ַה ַשּׁ ָבּת ְל ַק ְדּשׁוֹ‬


‘keep the sabbath day by sanctifying it’ (Deut 5:12)
Lesson 14 95

14.3 Vocabulary #14

‫ַאְך‬ ADV only, surely ‫ָע ָלה‬ Q go up


‫גֵּ ר‬ M resident alien, stranger ‫֫ ֶע ֶצם‬ F bone
- ‫ֲה‬ INTER (marker for “yes” and ‫ֵעת‬ F time
“no” questions) ‫ַרב‬ ADJ many, much; P ‫ַר ִבּים‬
‫ָה ַפְך‬ Q overturn, destroy ‫ָשׂנֵ א‬ Q hate
‫יוֹסף‬
ֵ PN Joseph ‫שׁבע‬ N swear (an oath); HI cause
‫יָ ַלד‬ Q beget, bear (children) to swear
‫ָכּ ָלה‬ Q be complete; PI complete, ‫ַשׁ ָבּת‬ M, F Sabbath, rest
finish ‫ָשׁלוֹם‬ M peace, well-being
‫ִמ ְל ָח ָמה‬ F war, battle ‫ ָשֹׁלשׁ‬, ‫ֹלשׁה‬
ָ ‫ְשׁ‬ FS, MS three; P ‫ֹלשׁים‬
ִ ‫ ְשׁ‬thirty
‫ָמ ַשׁל‬ Q rule

Exercises
1. Parse and translate the following verbs.
‫( ְכּ ַד ֵבּר‬e ‫( ֲהפְֹך‬a

‫( ַה ְכ ֵבּד‬f ‫( ְמשׁ ֹל‬b

‫( ְל ַה ְק ִדּישׁ‬g ‫( ָהלוְֹך‬c

‫יע‬
ַ ‫( ְבּ ַה ְשׁ ִבּ‬h ‫( ִכּ ְשׁמ ַֹע‬d

2. Translate the following. Identify and parse the verbs in each sentence.
‫ זָ כוֹר ֶאת־יוֹם ַה ַשּׁ ָבּת ְל ַק ֵדּשׁ אוֹתוֹ‬Exod 20:8* (a

‫ת־א ְב ָר ָהם וַ יְ ַשׁ ַלּח‬


ַ ‫ֹלהים ֶא‬ ִ ‫ וַ יִּ זְ כֹּר ֱא‬GL ‫ת־ע ֵרי ַה ִכּ ָכּר‬
ָ ‫ֹלהים ֶא‬
ִ ‫ וַ יְ ִהי ְבּ ַשׁ ֵחת ֱא‬Gen 19:29 (b
‫ת־ה ָע ִרים ֲא ֶשׁר־יָ ַשׁב ָבּ ֵהן לוֹט‬ ֶ ‫ ַבּ ֲהפְֹך ֶא‬GL ‫ ִמתּוְֹך ַה ֲה ֵפ ָכה‬PN ‫ֶאת־לוֹט‬
‫‪Lesson 14‬‬ ‫‪96‬‬

‫ל־דּוִ ד כֹּה ָא ַמר יְ הוָ ה‬


‫‪ָ I Sam 24:12 (c‬הלוְֹך וְ ִד ַבּ ְר ָ֫תּ ֶא ָ‬

‫‪ Gen 27:30 (d‬וַ יְ ִהי ַכּ ֲא ֶשׁר ִכּ ָלּה יִ ְצ ָחק ְל ָב ֵרְך ֶאת־יַ ֲעקֹב וַ יְ ִהי ַאְך יָ צֹא יָ ָצא יַ ֲעקֹב ֵמ ֵאת ְפּנֵ י‬
‫יִ ְצ ָחק ָא ִביו‬

‫‪ָ Prov 25:27* (e‬אכֹל ְדּ ַבשׁ‪ַ GL‬רב לֹא־טוֹב‬

‫ת־בּ ְל ָהה ‪ִ PN‬פּ ֫ ֶילגֶ שׁ‬


‫אוּבן ‪ PN‬וַ יִּ ְשׁ ַכּב ֶא ִ‬
‫‪ Gen 35:22 (f‬וַ יְ ִהי ִבּ ְשׁכֹּן יִ ְשׂ ָר ֵאל ָבּ ָ֫א ֶרץ ַה ִהוא וַ ֵ֫יּ ֶלְך ְר ֵ‬
‫‪ָ GL‬א ִביו וַ יִּ ְשׁ ַמע יִ ְשׂ ָר ֵאל‬

‫ְך־מ ֶלְך ִל ְבנֵ י יִ ְשׂ ָר ֵאל‬


‫‪ Gen 36:31 (g‬וְ ֵ֫א ֶלּה ַה ְמּ ָל ִכים ֲא ֶשׁר ָמ ְלכוּ ְבּ ֶ֫א ֶרץ ֱאדוֹם ‪ִ PN‬ל ְפנֵ י ְמ ָל ֶ֫‬

‫ֹה־ד ֶבּר ֵא ַלי ָה ִאישׁ‬


‫ת־דּ ְב ֵרי ִר ְב ָקה ֲאחֹתוֹ ֵלאמֹר כּ ִ‬
‫וּכ ָשׁ ְמעוֹ ָל ָבן ‪ֶ PN‬א ִ‬
‫‪ְ Gen 24:30* (h‬‬

‫ם־משׁוֹל ִתּ ְמשׁ ֹל ָ֫בּנוּ‬


‫אמרוּ לוֹ ֶא ָחיו ֲה ָמֹלְך ִתּ ְמֹלְך ָע ֵלי֫ נוּ ִא ָ‬
‫‪ Gen 37:8 (i‬וַ יּ ֹ ְ‬

‫ְך־מ ְצ ָריִ ם‬
‫ֹלשׁים ָשׁנָ ה ְב ָע ְמדוֹ ִל ְפנֵ י ַפּ ְרעֹה ֶ֫מ ֶל ִ‬
‫ן־שׁ ִ‬
‫יוֹסף ֶבּ ְ‬
‫‪ Gen 41:46* (j‬וְ ֵ‬

‫‪3. From the items in your cumulative vocabulary create five sentences with at least‬‬
‫‪one infinitive construct or absolute in each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬
Lesson 14 97

d) ____________________________________________________________

e) ____________________________________________________________
Lesson 15
Lesson Summary:
• The Passive-Reflexive Binyanim
Nifal Pual Hitpael Hofal
‫ִה ְת ַפּ ֵקּד ֻפּ ַקּד נִ ְפ ַקד‬ ‫ָה ְפ ַקד‬

Passive- 15.1 Introduction to the Passive-Reflexive Binyanim


Reflexive
Binyanim Lesson 11 introduced the various verbal binyanim and their valency
relationships. Lessons 11-14 then introduced the Perfect, Imperfect,
etc., for the active binyanim: Qal, Piel, and Hifil. This lesson
provides paradigms for the passive-reflexive binyanim: Nifal, Pual,
Hitpael, and Hofal.

Passive- 15.2 Perfect Conjugation in the Passive-Reflexive Binyanim


Reflexive
Perfect NIFAL PUAL HITPAEL HOFAL
3MS ‫נִ ְפ ַקד‬ ‫ֻפּ ַקּד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ָה ְפ ַקד‬
3FS ‫נִ ְפ ְק ָדה‬ ‫ֻפּ ְקּ ָדה‬ ‫ִה ְת ַפּ ְקּ ָדה‬ ‫ָה ְפ ְק ָדה‬
2MS ‫נִ ְפ ַ ֫ק ְד ָתּ‬ ‫ֻפּ ַ ֫קּ ְד ָתּ‬ ‫ִה ְת ַפּ ַ ֫קּ ְד ָתּ‬ ‫ָה ְפ ַ ֫ק ְד ָתּ‬
2FS ‫נִ ְפ ַק ְד ְתּ‬ ‫ֻפּ ַקּ ְד ְתּ‬ ‫ִה ְת ַפּ ַקּ ְד ְתּ‬ ‫ָה ְפ ַק ְד ְתּ‬
1CS ‫נִ ְפ ַ ֫ק ְד ִתּי‬ ‫ֻפּ ַ ֫קּ ְד ִתּי‬ ‫ִה ְת ַפּ ַ ֫קּ ְד ִתּי‬ ‫ָה ְפ ַ ֫ק ְד ִתּי‬
3CP ‫נִ ְפ ְקדוּ‬ ‫ֻפּ ְקּדוּ‬ ‫ִה ְת ַפּ ְקּדוּ‬ ‫ָה ְפ ְקדוּ‬
2MP ‫נִ ְפ ַק ְד ֶתּם‬ ‫ֻפּ ַקּ ְד ֶתּם‬ ‫ִה ְת ַפּ ַקּ ְד ֶתּם‬ ‫ָה ְפ ַק ְד ֶתּם‬
2FP ‫נִ ְפ ַק ְד ֶתּן‬ ‫ֻפּ ַקּ ְד ֶתּן‬ ‫ִה ְת ַפּ ַקּ ְד ֶתּן‬ ‫ָה ְפ ַק ְד ֶתּן‬
1CP ‫נִ ְפ ַ ֫ק ְדנוּ‬ ‫ֻפּ ַ ֫קּ ְדנוּ‬ ‫ִה ְת ַפּ ַ ֫קּ ְדנוּ‬ ‫ָה ְפ ַ ֫ק ְדנוּ‬
‘be made to
‘be attended to’ ‘be mustered’ ‘be mustered’
oversee’

Characteristics of the passive-reflexive Perfect:


Nifal: ִ‫ נ‬prefix.

Pual: u-class ( ָ or ֻ ) vowel under R1,


doubled R2.

Hitpael: ‫ ִה ְת‬prefix,
doubled R2.

Hofal: u-class vowel under the prefix ( ‫ ָה‬or ‫) ֻה‬.


Lesson 15 99

Passive- 15.3 Imperfect Conjugation in the Passive-Reflexive Binyanim


Reflexive
Imperfect NIFAL PUAL HITPAEL HOFAL
3MS ‫יִפּ ֵקד‬ ָ ‫יְפ ַקּד‬ ֻ ‫יִ ְת ַפּ ֵקּד‬ ‫יָפ ַקד‬ ְ
3FS ‫ִתּ ָפּ ֵקד‬ ‫ְתּ ֻפ ַקּד‬ ‫ִתּ ְת ַפּ ֵקּד‬ ‫ָתּ ְפ ַקד‬
2MS ‫ִתּ ָפּ ֵקד‬ ‫ְתּ ֻפ ַקּד‬ ‫ִתּ ְת ַפּ ֵקּד‬ ‫ָתּ ְפ ַקד‬
2FS ‫ִתּ ָפּ ְק ִדי‬ ‫ְתּ ֻפ ְקּ ִדי‬ ‫ִתּ ְת ַפּ ְקּ ִדי‬ ‫ָתּ ְפ ְק ִדי‬
1CS ‫ֶא ָפּ ֵקד‬ ‫ֲא ֻפ ַקּד‬ ‫ֶא ְת ַפּ ֵקּד‬ ‫ָא ְפ ַקד‬
3MP ‫יִפּ ְקדוּ‬ ָ ‫יְפ ְקּדוּ‬ ֻ ‫יִ ְת ַפּ ְקּדוּ‬ ‫יָפ ְקדוּ‬ ְ
3FP ‫ִתּ ָפּ ַ ֫ק ְדנָ ה‬ ‫ְתּ ֻפ ַ ֫קּ ְדנָ ה‬ ‫ִתּ ְת ַפּ ַ ֫קּ ְדנָ ה‬ ‫ָתּ ְפ ַ ֫ק ְדנָ ה‬
2MP ‫ִתּ ָפּ ְקדוּ‬ ‫ְתּ ֻפ ְקּדוּ‬ ‫ִתּ ְת ַפּ ְקּדוּ‬ ‫ָתּ ְפ ְקדוּ‬
2FP ‫ִתּ ָפּ ַ ֫ק ְדנָ ה‬ ‫ְתּ ֻפ ַ ֫קּ ְדנָ ה‬ ‫ִתּ ְת ַפּ ַ ֫קּ ְדנָ ה‬ ‫ָתּ ְפ ַ ֫ק ְדנָ ה‬
1CP ‫נִ ָפּ ֵקד‬ ‫נְ ֻפ ַקּד‬ ‫נִ ְת ַפּ ֵקּד‬ ‫נָ ְפ ַקד‬
‘be attended to’ ‘be mustered’ ‘be mustered’ ‘be made to
oversee’

Characteristics of the passive-reflexive Prefix pattern:


Nifal: doubled R1 with ָ (a-class qamets)

Pual: ְ under the prefix,


u-class ( ָ or ֻ ) vowel under R1,
doubled R2.

Hitpael: ‫ ְת‬after the prefix,


doubled R2.

Hofal: u-class vowel under the prefix ( ָ or ֻ ).

Passive- 15.4 Imperative and Jussive in the Passive-Reflexive Binyanim


Reflexive
Imperative As in the active binyanim, the modal forms for the passive-reflexive
and Jussive binyanim are based upon the Prefix pattern.

The passive-reflexive Jussive is identical to the Prefix pattern. The


Imperative and 1st Person Jussive do not occur in the passive
binyanim (i.e., Pual and Hofal).

The Nifal Imperative generally occurs with that binyan’s reflexive


Lesson 15 100

sense (as opposed to its passive sense).

Imperative:
NIFAL HITPAEL
2MS ‫ִה ָפּ ֵקד‬ ‫ִה ְת ַפּ ֵקּד‬
2FS ‫ִה ָפּ ְק ִדי‬ ‫ִה ְת ַפּ ְקּ ִדי‬
2MP ‫ִה ָפּ ְקדוּ‬ ‫ִה ְת ַפּ ְקּדוּ‬
2FP ‫ִה ָפּ ַ ֫ק ְדנָ ה‬ ‫ִה ְת ַפּ ַ ֫קּ ְדנָ ה‬

Characteristics of the passive-reflexive Imperatives:


Nifal: ‫ ִה‬prefix
doubled R1 with ָ (a-class qamets)

Hitpael: ‫ ִה ְת‬prefix
doubled R2.

1st Person Jussive:


NIFAL HITPAEL
1CS ‫ֶא ָפּ ְק ָדה‬ ‫ֶא ְת ַפּ ְקּ ָדה‬
1CP ‫נִ ָפּ ְק ָדה‬ ‫נִ ְת ַפּ ְקּ ָדה‬

Passive- 15.5 Infinitives in the Passive-Reflexive Binyanim


Reflexive
Infinitives NIFAL HITPAEL HOFAL
INF CST ‫ִה ָפּ ֵקד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ָה ְפ ַקד‬
INF ABS ‫נִ ְפקֹד‬, ‫ִה ָפּקֹד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ָה ְפ ֵקד‬
‘to be attended to’ ‘to be mustered’ ‘to be made to oversee’

There is only one occurrence each of a Pual Infinitive Construct,


‫( ֻפּ ַקּד‬Ps 132:1), and Infinitive Absolute, ‫( ֻפּ ַקּד‬Gen 40:15), in the
Hebrew Bible.

The Hofal Infinitives are also rare; so is the Hitpael Infinitive


Absolute, which has the same form as the Infinitive Construct.

The Nifal has two alternate forms of the Infinitive Absolute.


Lesson 15 101

15.6 Participles in the Passive-Reflexive Binyanim


Passive-
Reflexive NIFAL PUAL HITPAEL HOFAL
Participle
MS ‫נִ ְפ ָקד‬ ‫ְמ ֻפ ָקּד‬ ‫ִמ ְת ַפּ ֵקּד‬ ‫ָמ ְפ ָקד‬
FS
‫נִ ְפ ָק ָדה‬ ‫ְמ ֻפ ָקּ ָדה‬ ‫ִמ ְת ַפּ ְקּ ָדה‬ ‫ָמ ְפ ָק ָדה‬
MP
‫נִ ְפ ָק ִדים‬ ‫ְמ ֻפ ָקּ ִדים‬ ‫ִמ ְת ַפּ ְקּ ִדים‬ ‫ָמ ְפ ָק ִדים‬
FP ‫נִ ְפ ָקדוֹת‬ ‫ְמ ֻפ ָקּדוֹת‬ ‫ִמ ְת ַפּ ְקּדוֹת‬ ‫ָמ ְפ ָקדוֹת‬
‘being attended ‘being made to
‘being mustered’ ‘being mustered’
to’ oversee’

Characteristics of the passive-reflexive participles:


Nifal: ִ‫ נ‬prefix,
ָ (a-class qamets) under R2.

Pual: ‫ ְמ‬prefix,
u-class vowel under R1 ( ָ or ֻ ),
doubled R2.

Hitpael: ‫ ִמ ְת‬prefix,
doubled R2.

Hofal: u-class vowel under the prefix (‫ ָמ‬or ‫) ֻמ‬

15.7 Vocabulary #15

‫ַאף‬ ADV also, even, moreover ‫פּלל‬ HIT pray


‫גַּ ן‬ M garden ‫֫ ַפּ ַעם‬ M step, time
‫ָהמוֹן‬ M multitude ‫ָפּ ַתח‬ Q open
‫חוֹמה‬
ָ F wall ‫ָצ ַלח‬ Q prosper, be successful;
‫ֲחמוֹר‬ M donkey HI make successful
‫ָח ָמס‬ M violence ‫ָק ַבר‬ Q PI bury
‫ָל ַקח‬ Q take, receive ‫ָקנָ ה‬ Q buy, acquire
‫ִמ ְשׁ ָפּ ָחה‬ F family, clan ‫ָשׁ ֵלם‬ Q be whole; PI reward, pay back
‫עוֹד‬ ADV still, yet, again
Lesson 15 102

Exercises
1. Write out the full paradigm for ‫ ָק ַדשׁ‬in the passive-reflexive conjugations.

NIFAL PUAL HITPAEL HOFAL

PERF 3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

IMPF 3MS

3FS

2MS

2FS

1CS
Lesson 15 103

NIFAL PUAL HITPAEL HOFAL

3MP

3FP

2MP

2FP

1CP

IMPV 2MS

2FS

2MP

2FP

INF CST

ABS

PTCP MS

FS

MP

FP
‫‪Lesson 15‬‬ ‫‪104‬‬

‫‪2. Parse and translate the following verb forms.‬‬

‫‪ְ (f‬מ ֻשׁ ָלּח‬ ‫‪ִ (a‬ה ְת ַק ְדּשׁוּ‬

‫‪ִ (g‬מ ְת ַפּ ְלּ ִלים‬ ‫‪ (b‬נִ ְשׁ ְבּרוּ‬

‫‪ִ (h‬ה ָשּׁ ֵחת‬ ‫‪ (c‬וְ נִ ְס ְת ָרה‬

‫‪ (i‬נִ ְכ ָבּד‬ ‫‪ (d‬יָ ְשׁ ַלח‬

‫יָמ ַלְך‬
‫‪ְ (j‬‬ ‫‪ְ (e‬תּ ֻכ ַפּר‬

‫‪3. Translate the following. Identify and parse the verbs in each sentence.‬‬
‫‪ Gen 34:19 (a‬וְ הוּא נִ ְכ ָבּד ִמכֹּל ֵבּית ָא ִביו‬

‫יהם׃‬
‫‪ Gen 44:3 (b‬וְ ָה ֲאנָ ִשׁים ֻשׁ ְלּחוּ ֵ֫ה ָמּה וַ ֲחמ ֵֹר ֶ‬

‫רוּח ַהיּוֹם‬
‫ֹלהים ִמ ְת ַה ֵלְּך ַבּגָּ ן ְל ַ‬
‫‪ Gen 3:8 (c‬וַ יִּ ְשׁ ְמעוּ ֶאת־קוֹל יְ הוָ ה ֱא ִ‬

‫חוֹמה‬
‫ל־יוֹאב ‪ִ PN‬הנֵּ ה רֹאשׁוֹ ֻמ ְשׁ ָלְך ֵא ֶלי֫ ָך ְבּ ַעד ַה ָ‬
‫ָ‬ ‫‪ II Sam 20:21 (d‬וַ תּ ֹ֫א ֶמר ָה ִא ָשּׁה ֶא‬

‫וּב ָשׂר ִמ ְבּ ָשׂ ִרי ְלזֹאת יִ ָקּ ֵרא ִא ָשּׁה‬


‫‪ Gen 2:23 (e‬וַ יּ ֹ ֫א ֶמר ָה ָא ָדם זֹאת ַה ֫ ַפּ ַעם ֫ ֶע ֶצם ֵמ ֲע ָצ ַמי ָ‬
‫ִכּי ֵמ ִאישׁ ֻל ֳק ָחה־זֹּאת‬

‫אֹלהים י ְֹד ֵעי‬


‫יתם ֵכּ ִ‬
‫יכם וִ ְהיִ ֶ‬
‫ֹלהים ִכּי ְבּיוֹם ֲא ָכ ְל ֶכם ִמ ֶ֫מּנּוּ וְ נִ ְפ ְקחוּ ֵעינֵ ֶ‬
‫‪ִ Gen 3:5 (f‬כּי י ֵֹד ַע ֱא ִ‬
‫טוֹב וָ ָרע‬

‫‪ְ Prov 16:6 (g‬בּ ֶ֫ח ֶסד וֶ ֱא ֶמת יְ ֻכ ַפּר ָעו ֹן‬
‫‪Lesson 15‬‬ ‫‪105‬‬

‫יהם וַ יֵּ ְדעוּ ִכּי ֵע ֻיר ִמּם ‪ֵ GL‬הם‬


‫‪ Gen 3:7 (h‬וַ ִתּ ָפּ ַ ֫ק ְחנָ ה ‪ֵ GL‬עינֵ י ְשׁנֵ ֶ‬

‫חוֹטא‬
‫י־ר ָשׁע וְ ֵ‬
‫‪ֵ Prov 11:31 (i‬הן ַצ ִדּיק ָבּ ָ֫א ֶרץ יְ ֻשׁ ָלּם ַאף ִכּ ָ‬

‫ֹלהים‬
‫ל־ה ֱא ִ‬
‫‪ Gen 20:17 (j‬וַ יִּ ְת ַפּ ֵלּל ַא ְב ָר ָהם ֶא ָ‬

‫ל־פּנֵ י ַה ָשּׂ ֶדה‬
‫‪ Ezek 16:5 (k‬וַ ֻתּ ְשׁ ְל ִכי ֶא ְ‬

‫ֹלהים‬
‫ת־ה ֱא ִ‬
‫‪ Gen 5:24 (l‬וַ יִּ ְת ַה ֵלְּך ֲחנוְֹך‪ֶ PN‬א ָ‬

‫ֹלהים וַ ִתּ ָמּ ֵלא ָה ָ֫א ֶרץ ָח ָמס‬


‫‪ Gen 6:11 (m‬וַ ִתּ ָשּׁ ֵחת ָה ָ֫א ֶרץ ִל ְפנֵ י ָה ֱא ִ‬

‫י־חת ‪ָ֫ PN‬שׁ ָמּה ֻק ַבּר ַא ְב ָר ָהם וְ ָשׂ ָרה‬


‫ר־קנָ ה ַא ְב ָר ָהם ֵמ ֵאת ְבּנֵ ֵ‬
‫‪ַ Gen 25:10 (n‬ה ָשּׂ ֶדה ֲא ֶשׁ ָ‬
‫ִא ְשׁתּוֹ‬

‫‪4. From the items in your cumulative vocabulary create five sentences with at least‬‬
‫‪one construct phrase each.‬‬

‫____________________________________________________________ )‪a‬‬

‫____________________________________________________________ )‪b‬‬

‫____________________________________________________________ )‪c‬‬

‫____________________________________________________________ )‪d‬‬

‫____________________________________________________________ )‪e‬‬
Note to student: from this chapter onward word stress ( ֫ ) will rarely be marked for you.

Lesson 16
Lesson Summary:
• Using the Lexicon

• Dynamic and Stative Verbs

16.1 Using a Lexicon


At this point in your study of Biblical Hebrew, you should begin to
transition from using our glossary to using a full-scale lexicon.

Unlike dictionaries, which provide definitions of words and rules of


usage, lexica provide glosses from one language to another. In
addition, lexica for ancient languages often provide attested forms of
words as well as examples taken from ancient texts.

In this section, you will be introduced to the basic steps for using a
lexicon for Biblical Hebrew. Following this discussion are sample
pages from the Hebrew lexicon edited by Brown, Driver, and Briggs
(BDB) with sidebar notes explaining the layout of the entries.

Step 1: Identify the three-letter root and look it up in the lexicon.

Step 2a: If the word is a verb, identify the binyan (see the
Parsing Flow Chart in the Appendix B for help).

Step 2b: If multiple meanings are listed for the binyan,


determine which meaning best fits the context for your
passage. The lexicon may reference the verse on which
you are working; this is the editors’ opinion of which
meaning best suits the passage.

Step 3a: If the word is a noun, look for its entry after the entry
for the verbal root.

Step 3b: Same as Step 2b.


Lesson 16 107

Verbs
• Verbs are listed in
3MS Perfect form.

• The most
common meanings
are given in bold.

• In parentheses are
attestations and
basic meanings of
the root in other
Semitic languages.

• Entries are
arranged by binyan
as follows: Qal,
Niph., Pi., Pu.,
Hithp., Hiph.,
Hoph.

• A partial listing of
conjugated forms is
provided for each
binyan.

• Multiple
meanings are given
in outline form–
A.1.a.–with
italicized glosses.
Lesson 16 108

Nouns
• Nouns are listed
after the related
verbal root.

• Identification as
noun (n.) and
gender (m. or f.)
follow the form.

• Then the most


common meanings
are listed in bold.

• A partial listing of
declined forms is
given.

• Multiple
meanings are
arranged in outline
form—2.a.—with
italicized glosses.

16.2 Dynamic and Stative Verbs


Dynamic The semantic distinction between dynamic and stative forms a basic
and division among verbs. Dynamic verbs refer to events or
Stative
movements. Stative verbs refer to states or qualities.

In English, stative verbs are distinguished from dynamic verbs not


only by their basic meaning (i.e., state versus event), but in their
Lesson 16 109

semantic limitations: stative verbs do not usually appear in


progressive conjugations (*He was knowing) or as imperatives
(*Know!).

In Biblical Hebrew, statives not only have semantic limitations


(statives are usually used intransitively, i.e., without an object), but
are also distinguished from dynamics morphologically.

• The vowel patterns in dynamic and stative verbs usually


contrast with each other in both the Suffix Pattern and Prefix
Pattern.

Dynamic Suffix Pattern = ‫‘ ָפּ ַקד‬he attended’

Stative Suffix Pattern = ‫‘ ָכּ ֵבד‬he is/was heavy’

‫‘ ָקטֹן‬he is/was small’

Dynamic Prefix Pattern = ‫‘ יִ ְפקֹד‬he will attend’

Stative Prefix Pattern = ‫‘ יִ ְכ ַבּד‬he will be heavy’

‫‘ יִ ְק ַטן‬he will be small’


Note: All III-Gutturals verbs have a Prefix Pattern like the
statives, whether they are semantically dynamic or stative (see
17.3): ‫יִ ְשׁ ַלח‬.

• Stative verbs do not have an active Participle form, but often


have an adjective form equivalent to the 3MS Perfect form.

3MS Perfect = ‫‘ ָכּ ֵבד‬he is/was heavy’


MSA adjective = ‫‘ ָכּ ֵבד‬heavy’

• Stative verbs in the Perfect Conjugation may express a present


state or a past state.

‫אתם ִכּי ָכ ְב ָדה ְמאֹד‬


ָ ‫וְ ַח ָטּ‬
‘(and) their sin, indeed, is very heavy (= serious)’ (Gen 18:20)

‫וְ ֵעינֵ י יִ ְשׂ ָר ֵאל ָכּ ְבדוּ ִמ ֫זּ ֹ ֶקן‬


‘(and) Israel’s eyes were heavy (= dim) from age’ (Gen 48:10)
Lesson 16 110

• Stative verbs may express either a state or the inception of or


entrance into a state (i.e., became).

‫ת־פּנֵ י יְ הוָ ה‬
ְ ‫ִכּי־גָ ְד ָלה ַצ ֲע ָק ָתם ֶא‬
‘for their outcry has become great before the YHWH’ (Gen 19:13)

16.3 Vocabulary #16

‫ָדּ ַרְך‬ Q tread, march ‫נָ ִקי‬ ADJ clean, innocent, exempt
‫ָח ַכם‬ Q be wise ‫ָקטֹן‬ Q be small, insignificant
‫ָחנֵ ף‬ Q be polluted, profane ‫ָשׂ ַמח‬ Q rejoice, be glad
‫זָ ַרח‬ Q rise, come forth, appear ‫ָשׁכֹל‬ Q be bereaved, childless
‫אכה‬
ָ ‫ְמ ָל‬ F work ‫ֶ֫שׁ ֶמשׁ‬ M/F sun

Exercises
1. Translate the following verses. Look up in BDB and identify/parse the boxed
words. Determine the best meaning for the word in the context.

‫ת־ה ֻח ִקּים‬
ַ ‫ת־ה ִמּ ְצו ֹת וְ ֶא‬
ַ ‫א־שׁ ַמ ְרנוּ ֶא‬
ָ ֹ ‫ ֲחבֹל ָח ַב ְלנוּ ָלְך וְ ל‬Neh 1:7 (a

‫סוּסיָך ח ֶֹמר ַמיִ ם ַר ִבּים‬


ֶ ‫ ָדּ ַר ְכ ָתּ ַביָּ ם‬Hab 3:15 (b

GL
‫ֵמאוֹת‬ GL
‫ ֶא ֶלף וַ ֲח ֵמשׁ‬GL‫ וְ ַא ְר ָבּ ִעים‬GL‫אוּבן ִשׁ ָשּׁה‬
ֵ ‫יהם ְל ַמ ֵטּה ְר‬
ֶ ‫ ְפּ ֻק ֵד‬Num 1:21 (c

‫מוֹע׃‬
ַ ‫א־כ ְב ָדה ָאזְ נוֹ ִמ ְשּׁ‬
ָ ֹ ‫יע וְ ל‬
ַ ‫הוֹשׁ‬
ִ ‫א־ק ְצ ָרה יַ ד־יְ הוָ ה ֵמ‬
ָ ֹ ‫ ל‬GL‫ ֵהן‬Isa 59:1 (d

PN
‫יהם ֶדּ ֶרְך ַהיַּ ְר ֵדּן‬
ֶ ‫ וְ ָה ֲאנָ ִשׁים ָר ְדפוּ ַא ֲח ֵר‬Josh 2:7 (e
‫‪Lesson 16‬‬ ‫‪111‬‬

‫‪GL‬‬
‫ם־אין לוֹ וְ נִ ְמ ַכּר ‪ִ GL‬בּגְ נֵ ָבתוֹ‬
‫‪ִ Exod 22:2 (f‬אם־זָ ְר ָחה ַה ֶשּׁ ֶמשׁ ָע ָליו ָדּ ִמים לוֹ ַשׁ ֵלּם יְ ַשׁ ֵלּם ִא ֵ‬

‫‪2. Parse and translate the following verbs and indicate whether each verb is‬‬
‫‪dynamic or stative.‬‬

‫‪ (f‬יִ ְק ַדּשׁ‬ ‫‪ (a‬יֶ ְח ַכּם‬

‫‪ (g‬וַ יִּ ְקבֹּר‬ ‫‪ָ (b‬שׁכ ְֹל ִתּי‬

‫‪ָ (h‬קטֹנְ ִתּי‬ ‫‪ִ (c‬תּ ְדר ְֹך‬

‫‪ָ (i‬מ ַשׁ ְל ָתּ‬ ‫‪GL‬‬


‫‪ֲ (d‬חזַ ק‬

‫‪ִ (j‬תּ ְשׂ ַמ ְחנָ ה‬ ‫‪ (e‬וַ ֶתּ ֱחנַ ף‬

‫‪3. Translate the following. Identify and parse the verbs in each sentence (also‬‬
‫‪indicate whether the verbs are dynamic or stative).‬‬

‫ת־א ְב ָר ָהם ַבּכֹּל‬


‫‪ Gen 24:1* (a‬וְ ַא ְב ָר ָהם זָ ֵקן ַבּיָּ ִמים וַ יהוָ ה ֵבּ ַרְך ֶא ַ‬

‫יכם יוֹם ֶא ָחד‬


‫ם־שׁנֵ ֶ‬
‫אוֹתָך ִמ ָשּׁם ָל ָמה ֶא ְשׁ ַכּל גַּ ְ‬
‫וּל ַק ְח ִתּי ְ‬
‫‪ Gen 27:45* (b‬וְ ָשׁ ַל ְח ִתּי ְ‬

‫ל־ה ָא ֶרץ‬
‫י־חזַ ק ָה ָר ָעב ְבּ ָכ ָ‬
‫ל־יוֹסף ִכּ ָ‬
‫ֵ‬ ‫ל־ה ָא ֶרץ ָבּאוּ ְל ִמ ְצ ַריִ ם ִל ְשׁבֹּר ‪ֶ GL‬א‬
‫‪ Gen 41:57 (c‬וְ ָכ ָ‬

‫יכם‬
‫יכם וְ ַע ְב ֵד ֶ‬
‫וּבנ ֵֹת ֶ‬‫יכם ְ‬‫וּבנֵ ֶ‬
‫יכם ַא ֶתּם ְ‬ ‫ֹלה ֶ‬
‫וּשׂ ַמ ְח ֶתּם ִל ְפנֵ י יְ הוָ ה ֱא ֵ‬ ‫‪ְ Deut 12:12 (d‬‬
‫יכם ִכּי ֵאין לוֹ ֵח ֶלק ‪ GL‬וְ נַ ֲח ָלה ‪ִ GL‬א ְתּ ֶכם‬ ‫יכם וְ ַה ֵלּוִ י ‪ֲ PN‬א ֶשׁר ְבּ ַשׁ ֲע ֵר ֶ‬
‫וְ ַא ְמה ֵֹת ֶ‬

‫‪GL‬‬
‫ית־ע ְב ְדָּך ְל ֵמ ָרחוֹק‬
‫ל־בּ ַ‬‫‪ II Sam 7:19‬וַ ִתּ ְק ַטן עוֹד זֹאת ְבּ ֵעינֶ יָך ֲאד ֹנָ י יְ הוִ ה וַ ְתּ ַד ֵבּר גַּ ם ֶא ֵ‬
‫‪Lesson 16‬‬ ‫‪112‬‬

‫אכה ֲא ֶשׁר ָע ָשׂה ַה ֶמּ ֶלְך ְשֹׁלמֹה ‪ֵ PN‬בּית יְ הוָ ה וַ יָּ ֵבא ְשֹׁלמֹה‬ ‫ל־ה ְמּ ָל ָ‬
‫‪ I Kgs 7:51‬וַ ִתּ ְשׁ ַלם ָכּ ַ‬
‫ת־ה ֵכּ ִלים נָ ַתן ְבּא ְֹצרוֹת ‪ֵ GL‬בּית יְ הוָ ה‬
‫ת־הזָּ ָהב וְ ֶא ַ‬
‫ת־ה ֶכּ ֶסף וְ ֶא ַ‬
‫ת־ק ְד ֵשׁי ָדּוִ ד ָא ִביו ֶא ַ‬
‫ֶא ָ‬

‫יהם ֲא ֶשׁר זִ ְבּחוּ ַל ֲע ַצ ֵבּי ‪ְ GL‬כנָ ַען וַ ֶתּ ֱחנַ ף‬


‫נוֹת ֶ‬
‫וּב ֵ‬
‫יהם ְ‬
‫ם־בּנֵ ֶ‬
‫‪ Ps 106:38‬וַ יִּ ְשׁ ְפּכוּ ָדם ‪ GL‬נָ ִקי ַדּ ְ‬
‫‪GL‬‬
‫ָה ָא ֶרץ ַבּ ָדּ ִמים‬

‫ח־אב‬
‫‪ֵ Prov 15:20‬בּן ָח ָכם יְ ַשׂ ַמּ ָ‬

‫ם־אנִ י‬
‫ם־ח ַכם ִל ֶבָּך יִ ְשׂ ַמח ִל ִבּי גַ ָ‬
‫‪ְ Prov 23:15‬בּנִ י ִא ָ‬
Lesson 17
Lesson Summary:
• Introduction to Guttural Verbs
• I-Guttural Verbs: ‫ָחזַ ק ָע ַמד‬
• II-Guttural Verbs: ‫ָשׁ ַחט‬ ‫ֵבּ ַרְך‬

• III-Guttural Verbs: ‫ָשׁ ַלח‬

17.1 Introduction to Guttural Verbs


Guttural
Verbs You should remember from Lesson 2 (2.5) that the guttural
consonants (‫א‬, ‫ה‬, ‫ ח‬and ‫ )ע‬have three main characteristics.

• Characteristic #1: Gutturals (and ‫ )ר‬cannot be lengthened (i.e.,


they cannot have a dagesh chazaq).

• Characteristic #2: Gutturals prefer a-class vowels (placed


both before and after).

• Characteristic #3: Gutturals usually have a compound sheva


instead of a simple sheva.

In this lesson, we will study how these three characteristics affect


verbs that have guttural consonants for their first (I-Guttural),
second (II-Guttural), or third (III-Guttural) radicals.

17.2 I-Guttural Verbs


I-Guttural
Verbs • #1: Nifal Imperfect has a ֵ (tsere) prefix vowel instead of the
normal ִ (chiriq) to ‘compensate’ for the fact that the
guttural consonant cannot take a dagesh chazaq.

‫ יֵ ָע ֵמד‬instead of *‫( יִ ּ ָע ֵמד‬compare to ‫)יִ ָפּ ֵקד‬

• #2: Qal Imperfect Dynamic verbs have a ַ (patach) prefix


vowel instead of ִ (chiriq). Qal Imperfect Stative verbs
have a ֶ (segol) prefix vowel instead of ִ (chiriq).
Lesson 17 114

‫ יַ ֲעמֹד‬instead of *‫( יִ ְעמֹד‬compare ‫)יִ ְפקֹד‬


‫ יֶ ֱחזַ ק‬instead of *‫( יִ ְחזַ ק‬compare ‫)יִ ְכ ַבּד‬

Note: Both dynamic and stative 1CS Qal Impf. Have ֶ (segol) as
the prefix vowel: ‫ ֶא ֱעמֹד‬and ‫ֶא ֱחזַ ק‬

• #3: Qal Imperative and Infinite Construct will have ֲ (chatef


patach) under the first radical.

‫ ֲעמֹד‬instead of *‫( ְעמֹד‬compare ‫)פּקֹד‬


ְ

Note: In I-Guttural verbs, the chatef vowel will always be the


same class as that of the preceding vowel (where there is one).

‫( יַ ֲע ִמיד ֶה ֱע ִמיד‬Hifil 3MS Perfect and Imperfect)

Note: The chatef vowel may change to a full vowel if the vowel
in the following syllable is reduced to a sheva.

‫( יַ ֲעמֹד‬Qal 3MS Imperfect) BUT ‫( יַ ַע ְמדוּ‬Qal 3MP Imperfect)

I-Guttural: Representative Forms


QAL
NIFAL PI, PU, HITP HIFIL HOFAL
DYNAMIC STATIVE
PERF ‫ָחזֵ ק ָע ַמד‬ ‫נֶ ֱע ַמד‬ R ‫ֶה ֱע ִמיד‬ ‫ָה ֳע ַמד‬
IMPF ‫יֶ ֱחזַ ק יַ ֲעמֹד‬ ‫יֵ ָע ֵמד‬ E ‫יַ ֲע ִמיד‬ ‫יָ ֳע ַמד‬
PAST ‫וַ יֶּ ֱחזַ ק וַ יַּ ֲעמֹד‬ ‫וַ יֵּ ָע ֵמד‬ G ‫וַ יַּ ֲע ֵמד‬ ‫וַ יָּ ֳע ַמד‬
IMPV ‫ֲעמֹד‬ ‫ֲחזַ ק‬ ‫ֵה ָע ֵמד‬ U ‫ַה ֲע ֵמד‬
INF CST ‫ֲעמֹד‬ ‫ֲחזַ ק‬ ‫ֵה ָע ֵמד‬ L ‫ַה ֲע ִמיד‬ ‫ָה ֳע ַמד‬
INF ABS ‫ָחזוֹק ָעמוֹד‬ ‫ֵה ָעמֹד נַ ֲעמֹד‬ A ‫ַה ֲע ֵמד‬ ‫ָה ֳע ֵמד‬
PTCP ‫עוֹמד‬
ֵ ‫ָחזֵ ק‬ ‫נֶ ֱע ָמד‬ R ‫ַמ ֲע ִמיד‬ ‫ָמ ֳע ָמד‬

17.3 II-Guttural Verbs


• #1: The Piel, Pual, and Hitpael binyanim do not have their
II-Guttural
Verbs characteristic dagesh chazaq in R2. The preceding vowel
may lengthen.
Before ‫ ר‬the vowel always lengthens:
‫ ֵבּ ַרְך‬instead of *‫( ִבּ ֵרְּך‬compare ‫)פּ ֵקּד‬
ִ
Lesson 17 115

Before ‫ א‬the vowel usually lengthens:


‫ ֵבּ ֵאר‬instead of *‫ִבּ ֵאּר‬

Before ‫ה‬, ‫ח‬, or ‫ ע‬the vowel usually does not lengthen:


‫ נִ ַחם‬instead of *‫נֵ ַחם‬

• #2: Qal Imperfect and Imperative have an a-class theme


vowel with both stative and dynamic roots.

Stative: ‫( יֶ ֱא ַהב‬expected)
Dynamic: ‫ יִ ְשׁ ַחט‬instead of *‫( יִ ְשׁחֹט‬compare ‫)יִפקֹד‬
ְ

• #3: R2 has a compound sheva instead of a simple sheva when


the verb ends in a vocalic inflectional suffix in all
binyanim except for the Hifil.

‫ ָבּ ֲח ָרה‬instead of *‫( ָבּ ְח ָרה‬compare ‫)פּ ְק ָדה‬


ָ
‫ ָבּ ֲחרוּ‬instead of *‫( ָבּ ְחרוּ‬compare ‫)פּ ְקדוּ‬ ָ

Note: ‫ ר‬does not always require a compound sheva: ‫ֵבּ ְרכוּ‬

II-Guttural: Representative Forms


(two different roots appear in this paradigm since none appears in all binyanim)
QAL NIFAL PIEL PUAL HITPAEL
PERF ‫ָשׁ ַחט‬ ‫נִ ְשׁ ַחט‬ ‫ֵבּ ַרְך‬ ‫בּ ַֹרְך‬ ‫ִה ְת ָבּ ֵרְך‬
IMPF ‫יִ ְשׁ ַחט‬ ‫יִ ָשּׁ ֵחט‬ ‫ָיְב ֵרְך‬ ‫יְ ב ַֹרְך‬ ‫יִ ְת ָבּ ֵרְך‬
PAST ‫וַ יִּ ְשׁ ַחט‬ ‫וַ יִּ ָשּׁ ֵחט‬ ‫וַ יְ ָב ֵרְך‬ ‫וַ יְ ב ַֹרְך‬ ‫וַ יִּ ְת ָבּ ֵרְך‬
IMPV ‫ְשׁ ַחט‬ ‫ִה ָשּׁ ֵחט‬ ‫ָבּ ֵרְך‬ ‫ִה ְת ָבּ ֵרְך‬
INF CST ‫ְשׁחֹט‬ ‫ִה ָשּׁ ֵחט‬ ‫ָבּ ֵרְך‬ ‫ִה ְת ָבּ ֵרְך‬
INF ABS ‫ָשׁחוֹט‬ ‫נִ ְשׁחֹט‬ ‫ָבּ ֵרְך ָבּרוֹך‬ ‫ִה ְת ָבּ ֵרְך‬
PTCP ‫שׁוֹחט‬ֵ ‫נִ ְשׁ ָחט‬ ‫ְמ ָב ֵרְך‬ ‫ְמב ָֹרְך‬ ‫ִמ ְת ָבּ ֵרְך‬

Note: The Hifil and Hofal binyanim are regular.

17.4 III-Guttural Verbs


• #1: There is often no effect on III-Guttural verbs
III-Guttural
Verbs
‫יִ ְשׁ ְלחוּ ָשׁ ְלחוּ‬
Lesson 17 116

• #2: Some forms have an a-class theme vowel.


‫ יִ ְשׁ ַלח‬instead of *‫( יִ ְשֹׁלח‬compare ‫)יִ ְפקֹד‬
‫( ַה ְשׁ ַלח‬HIF 2MS IMV) instead of *‫( ַה ְשׁ ֵלח‬compare ‫)ה ְפ ֵקד‬
ַ

BUT, some non-a-class theme vowels remain. In these cases, a


furtive patach appears before R3.

ַ ‫ ִ‌ה ְשׁ ִל‬instead of *‫( ִה ְשׁ ִליח‬compare ‫)ה ְפ ִקיד‬


‫יח‬ ִ

• #3: When III-Guttural verbs have object suffixes (discussed in


Lesson 18), the linking vowel is often a compound sheva
instead of a simple sheva.

‫ ֶא ְשׁ ָל ֲחָך‬instead of *‫( ֶא ְשׁ ָל ְחָך‬compare ‫)א ְפ ָק ְדָך‬


ֶ

III-Guttural: Representative Forms


QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF ‫ָשׁ ַלח‬ ‫נִ ְשׁ ַלח‬ ‫ִשׁ ַלּח‬ ‫ֻשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫יח‬
ַ ‫ִה ְשׁ ִל‬ ‫ָה ְשׁ ַלח‬
IMPF ‫יִ ְשׁ ַלח‬ ‫יִ ָשּׁ ַלח‬ ‫יְ ַשׁ ֵלּ ַח‬ ‫יְ ֻשׁ ַלּח‬ ‫יִ ְשׁ ַתּ ַלּח‬ ‫יח‬ַ ‫יַ ְשׁ ִל‬ ‫יָ ְשׁ ַלח‬
PAST ‫וַ יִּ ְשׁ ַלח‬ ‫וַ יִּ ָשּׁ ַלח‬ ‫וַ יְ ַשׁ ַלּח‬ ‫וַ יְ ֻשׁ ַלּח‬ ‫וַ יִּ ְשׁ ַתּ ַלּח‬ ‫וַ יַּ ְשׁ ַלח‬ ‫וַ יָּ ְשׁ ַלח‬
IMPV ‫ְשׁ ַלח‬ ‫ִה ָשּׁ ַלח‬ ‫ַשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫ַה ְשׁ ֵל ַח‬
INF
CST ‫ֹלח‬
ַ ‫ְשׁ‬ ‫ִה ָשּׁ ַלח‬ ‫ַשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫יח‬
ַ ‫ַה ְשׁ ִל‬
INF
ABS ‫לוֹח‬
ַ ‫ָשׁ‬ ‫נִ ְשֹׁלח‬ ‫ַשׁ ֵלּ ַח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫ַה ְשׁ ֵל ַח‬ ‫ָה ְשׁ ֵל ַח‬
PTCP ‫שׁוֹל ַח‬
ֵ ‫נִ ְשׁ ָלח‬ ‫ְמ ַשׁ ֵלּ ַח‬ ‫ְמ ֻשׁ ָלּח‬ ‫ִמ ְשׁ ַתּ ָלּח‬ ‫יח‬
ַ ‫ַמ ְשׁ ִל‬ ‫ָמ ְשׁ ָלח‬

Note: The infixed ‫ ת‬of the Hitpael and R1 of roots that begin with a
sibilant undergo metathesis, i.e., the ‫ ת‬switches places with a ‫ז‬, ‫ס‬, ‫ צ‬, ‫שׂ‬
or ‫שׁ‬.
Lesson 17 117

17.5 Vocabulary #17

‫ָא ַמן‬ Q support; HI believe ‫ָכּ ַבשׁ‬ Q subdue, dominate


‫ָא ָשׁם‬ M guilt, guilt offering ‫מוֹעד‬
ֵ M meeting, appointed time
‫ָבּ ַחר‬ Q choose ‫ֶמ ְר ָכּ ָבה‬ F chariot
‫ָחזַ ק‬ Q be strong; PI strengthen; HI ‫נָ ַאף‬ Q PI commit adultery
seize, grasp ‫נחם‬ NI be sorry, regret, comforted; PI
‫ָח ַשׁב‬ Q think, devise; NI be reckoned comfort, console
‫יוֹנָ ה‬ F dove; PN Jonah ‫ֵע ָדה‬ F congregation
‫ֵ֫י ַשׁע‬ M deliverance, rescue, salvation ‫֫ ֶפּ ַתח‬ M opening
‫ָשׁ ַחט‬ Q slaughter

Exercises
1. Parse the following Guttural verbs.
‫( וַ יַּ ֲעזֹב‬f ‫( ְמנָ ֵאף‬a

‫( ָבּ ֳח ִרי‬g ‫( וַ יִּ ְשׁ ַלח‬b

‫( יֵ ָח ֵשׁב‬h ‫( ַה ֲא ִמינוּ‬c

‫( ָשׁ ַכנְ נוּ‬i ‫( יְ נַ ֲחמוּ‬d

‫( נַ ֲחמוּ‬j ‫( ְבּט ַֹח‬e

2. Translate the following verses. Identify and parse the verbs in each sentence.

‫אוֹתהּ ְלט ָֹבה‬


ָ ‫ֹלהים ָח ַשׁב‬
ִ ‫ וְ ַא ֶתּם ֲח ַשׁ ְב ֶתּם ָע ַלי ָר ָעה ֱא‬Gen 50:20* (a

‫ת־בּנֵ י יִ ְשׂ ָר ֵאל‬
ְ ‫ת־לב ַפּ ְרעֹה וְ לֹא ִשׁ ַלּח ֶא‬
ֵ ‫ וַ יְ ַחזֵּ ק יְ הוָ ה ֶא‬Exod 10:20 (b
‫‪Lesson 17‬‬ ‫‪118‬‬

‫‪ I Kgs 22:35 (c‬וְ ַה ֶמּ ֶלְך ָהיָ ה ָמ ֳע ָמד ַבּ ֶמּ ְר ָכּ ָבה‬

‫אוֹתהּ וַ יִּ נָּ ֵחם יִ ְצ ָחק ַא ֲח ֵרי ִאמּוֹ‬


‫‪ Gen 24:67* (d‬וַ ְתּ ִהי־לוֹ ְל ִא ָשּׁה וַ יֶּ ֱא ַהב ָ‬

‫ר־לנוּ ֲאנָ ִשׁים‬


‫הוֹשׁ ַע ְבּ ַח ָ‬
‫אמר מ ֶֹשׁה ֶאל־יְ ֻ‬
‫וַ יּ ֹ ֶ‬ ‫‪Exod 17:9 (e‬‬

‫ת־ה ָא ָשׁם‬
‫ת־הע ָֹלה יִ ְשׁ ֲחטוּ ֶא ָ‬
‫‪ִ Lev 7:2 (f‬בּ ְמקוֹם ֲא ֶשׁר יִ ְשׁ ֲחטוּ ֶא ָ‬

‫מוֹעד וְ ָה ָא ֶרץ‬
‫ל־ע ַדת ְבּנֵ י־יִ ְשׂ ָר ֵאל ִשֹׁלה ‪ PN‬וַ יַּ ְשׁ ִכּינוּ ָשׁם ֶאת־א ֶֹהל ֵ‬
‫‪ Josh 18:1 (g‬וַ יִּ ָקּ ֲהלוּ ָכּ ֲ‬
‫יהם‬
‫נִ ְכ ְבּ ָשׁה ִל ְפנֵ ֶ‬

‫יכם‬
‫ֹלה ֶ‬
‫אמר ֱא ֵ‬
‫‪ Isa 40:1 (h‬נַ ֲחמוּ נַ ֲחמוּ ַע ִמּי י ֹ ַ‬

‫‪ Deut 5:18 (i‬וְ לֹא ִתּנְ ָאף‬

‫ת־בּנָ יו‬
‫ֹלהים ֶאת־נ ַֹח וְ ֶא ָ‬
‫‪ Gen 9:1 (j‬וַ יְ ָב ֶרְך ֱא ִ‬

‫ת־היּוֹנָ ה ֵמ ִאתּוֹ‬
‫‪ Gen 8:8 (k‬וַ יְ ַשׁ ַלּח ֶא ַ‬

‫אוֹתָך ְבּ ָשׁלוֹם‬
‫‪ Gen 26:29* (l‬וַ נְּ ַשׁ ֵלּ ַח ְ‬

‫ה־בן ְל ָשׂ ָרה ִא ְשׁ ֶתָּך וְ ָשׂ ָרה שׁ ַֹמ ַעת ֶפּ ַתח ָהא ֶֹהל‬


‫‪ Gen 18:10 (m‬וְ ִהנֵּ ֵ‬

‫אמר ַפּ ְרעֹה ִמי יְ הוָ ה ֲא ֶשׁר ֶא ְשׁ ַמע ְבּקֹלוֹ ְל ַשׁ ַלּח ֶאת־יִ ְשׂ ָר ֵאל לֹא יָ ַד ְע ִתּי‬ ‫‪ Exod 5:2 (n‬וַ יּ ֹ ֶ‬
‫ֶאת־יְ הוָ ה וְ גַ ם ֶאת־יִ ְשׂ ָר ֵאל לֹא ֲא ַשׁ ֵלּ ַח‬
‫‪Lesson 17‬‬ ‫‪119‬‬

‫ם־שֹׁלמֹה ‪ֵ PN‬לאמֹר ֲהלוֹא ָשׁ ַמ ַע ְתּ ִכּי ָמ ַלְך‬


‫ת־שׁ ַבע ‪ֵ PN‬א ְ‬ ‫ל־בּ ֶ‬
‫אמר נָ ָתן ‪ֶ PN‬א ַ‬ ‫‪ I Kgs 1:11 (o‬וַ יּ ֹ ֶ‬
‫ן־חגִּ ית ‪ PN‬וַ ֲאד ֹנֵ ינוּ ָדוִ ד לֹא יָ ָדע‬
‫ֲאד ֹנִ יָּ הוּ‪ֶ PN‬ב ַ‬

‫ֹלהי יִ ְשׁ ֵעְך‬
‫‪ִ Isa 17:10 (p‬כּי ָשׁ ַכ ַח ְתּ ֱא ֵ‬
Lesson 18
Lesson Summary:
• Introduction to Weak Verbs
• Object Pronouns Suffixed to Verbs

Weak Verbs 18.1 Introduction to Weak Verbs


The paradigms in this book use the root ‫ פקד‬because it has regular
consonants (i.e., no gutturals or glides). It is a strong verb. Biblical
Hebrew, however, contains many more weak verbs than strong.
Weak verbs have one or more “weak” (e.g., glide) consonants in the
root that may affect the form’s vowel pattern.

Weak verbs fall into one of four main classes (Roman numerals are
used to refer to the position of the weak letter in the root):

• Roots that begin or end with ‫א‬: I-Alef, III-Alef


• Roots that begin with ‫נ‬: I-Nun
• Roots with ‫ ו‬or ‫( י‬i.e., glides): I-Vav/Yod, II-Vav/Yod, III-He
(originally III-Vav/Yod)

• Roots with an identical consonant in second and third positions:


II-III

The chart below lists all the classes of weak verbs:


Traditional
Class Examples Lesson Studied
Name
I-Alef Pe Alef ‫ָא ַמר‬ 19
III-Alef Lamed Alef ‫ָמ ָצא‬ 19
I-Nun Pe Nun ‫נָ ַפל‬ 20
I-Vav/Yod Pe Vav/Yod ‫יָ ַשׁב יָ ַרשׁ‬ 21
III-He Lamed He ‫גָּ ָלה‬ 22
II-Vav/Yod Ayin Vav/Yod ‫קוּם ִשׂים‬ 23
II-III Ayin Ayin ‫ָס ַבב‬ 24

Biblical Hebrew also has doubly-weak roots (Lesson 25). These


roots have more than one weak consonant. Some frequently
Lesson 18 121

occurring doubly-weak roots are listed here.

‫ ָא ָבה‬I-Alef, III-He ‫נָ ָטה‬ I-Nun, III-He

‫ יָ ָרה‬I-Vav/Yod, III-He ‫ בּוֹא‬II-Vav/Yod, III-Alef


‫ יָ ָצא‬I-Vav/Yod, III-Alef ‫ ָהיָ ה‬II-Vav/Yod, III-He
‫ נָ ָשׂא‬I-Nun, III-Alef

Suffixed 18.2 Object Pronouns Suffixed to Verbs


Object
Pronouns Lesson 7 introduced suffixed pronouns that express objects when
added to prepositions or the direct object marker (‫את־‬/‫ת‬ ֶ ‫) ֵא‬.
Suffixed object pronouns can also be added directly to verbs. When
added to finite verbs these pronouns express the object of the verb
(just as suffixes that are added to the direct object marker).

‫‘ ְפּ ָקדוֹ = ָפּ ַקד אוֹתוֹ‬He visited him’

1) Suffixes added to any verb ending in a Vowel


Suffixes added
to a verb 3MS ‫הוּ‬- ֫ / ‫ו‬- ‫‘ ְפּ ָקדוּ֫ הוּ‬they visited him’
ending in a
vowel
(‫)פּ ַק ְד ִתּיו‬
ְ (‘I visited him’)

3FS ‫ה‬-
ָ ‫‘ ְפּ ָקדוּ֫ ָה‬they visited her’
2MS ‫ָך‬- ‫‘ ְפּ ָקדוּ֫ ָך‬they visited you’
2FS ‫ְך‬- ‫‘ ְפּ ָקדוְּך‬they visited you’
1CS ‫נִ י‬- ‫‘ ְפּ ָקדוּ֫ נִ י‬they visited me’
3MP ‫ם‬- ‫‘ ְפּ ָקדוּם‬they visited them’
3FP ‫ן‬- ‫‘ ְפּ ָקדוּן‬they visited them’
2MP ‫כם‬-
ֶ ‫דוּכם‬
ֶ ‫‘ ָפּ ְק‬they visited you’
2FP ‫כן‬-
ֶ ‫דוּכן‬
ֶ ‫‘ ָפּ ְק‬they visited you’
1CP ‫נוּ‬- ‫‘ ְפּ ָקדוּ֫ נוּ‬they visited us’

Note: Several verb forms are altered before suffixed pronouns:


2FS Suff
‫ ְתּ ← ִתּי ← ְפּ ַק ְד ִתּיו‬- “you (FS)/I visited him”

2MP/2FP Suff
‫תּוּ ← ְפּ ַק ְדתּוּם‬- ← ‫ ֶתּם‬-, ‫ ֶתּן‬- “you (MP/FP) visited them”
Lesson 18 122

3FP/2FP Prefix
‫וּ ← ִתּ ְפ ְקדוּ֫ ָה‬- ← ‫נָ ה‬- “they (FP)/you (MP/FP) will visit her”

2) Suffixes added to a Suffix pattern verb ending in a Consonant


Suffixes added
to a Suffix 3MS ֹ‫ו‬ ‫‘ ְפּ ָקדוֹ‬he visited him’
pattern verb
ending in a
3FS ‫ָהּ‬ ‫‘ ְפּ ָק ָדהּ‬he visited her’
consonant 2MS ‫ְ ָך‬ ‫‘ ְפּ ָק ְדָך‬he visited you’
2FS ‫ ְֶך‬/ ‫ֵ ְך‬ ‫‘ ְפּ ָק ֵדְך‬he visited you’
1CS ‫ַ֫ נִ י‬ ‫‘ ְפּ ָק ַ ֫דנִ י‬he visited me’
3MP ‫ָם‬ ‫‘ ְפּ ָק ָדם‬he visited them’
3FP ‫ָן‬ ‫‘ ְפּ ָק ָדן‬he visited them’
2MP ‫ְ ֶכם‬ ‫‘ ְפּ ַק ְד ֶכם‬he visited you’
2FP ‫ְ ֶכן‬ ‫‘ ְפּ ַק ְד ֶכן‬he visited you’
1CP ‫ָ֫ נוּ‬ ‫‘ ְפּ ָק ָ ֫דנוּ‬he visited us’
Note: This chart applies only to the 3MS and 3FS (‫ה‬- becomes ‫ת‬- before
suffixes).

3) Suffixes added to an Prefix pattern verb (e.g., Imperfect,


Imperative) ending in a Consonant
Suffixes on a
Prefix pattern 3MS ‫ֵ֫ הוּ‬ ‫יִפ ְק ֵ ֫דהוּ‬
ְ ‘he will visit him’
verb ending in
a consonant
(‫) ָפּ ְק ֵ ֫דהוּ‬ (‘visit him!’)
3FS ‫ֶ֫ ָה‬ ‫יִפ ְק ֶ ֫ד ָה‬
ְ ‘he will visit her’
2MS ‫ְ ָך‬ ‫יִפ ָק ְדָך‬
ְ ‘he will visit you’
2FS ‫ֵ ְך‬ ‫יִפ ְק ֵדְך‬
ְ ‘he will visit you’
1CS ‫ֵ֫ נִ י‬ ‫יִפ ְק ֵ ֫דנִ י‬
ְ ‘he will visit me’
3MP ‫ֵם‬ ‫יִפ ְק ֵדם‬
ְ ‘he will visit them’
3FP ‫ֵן‬ ‫יִפ ְק ֵדן‬
ְ ‘he will visit them’
2MP ‫ְ ֶכם‬ ‫יִפ ָק ְד ֶכם‬
ְ ‘he will visit you’
2FP ‫ְ ֶכן‬ ‫יִפ ָק ְד ֶכן‬
ְ ‘he will visit you’
1CP ‫ֵ֫ נוּ‬ ‫יִפ ְק ֵ ֫דנוּ‬
ְ ‘he will visit us’
Note: The u-class vowel between R2 and R3 is ָ (qamets chatuf).
Lesson 18 123

4) The 3FS Perfect verb replaces the ‫ ה‬ending with a ‫ ת‬before


suffixes.
Suffixes on the + 3MS suff ‫)– ְתהוּ( ← ְפּ ָק ַ ֫דתוּ‬ + 3MP suff ‫ְפּ ָק ָ ֫ד ַתם‬
3FS Perfect
+ 3FS suff ‫)– ְת ָה( ← ְפּ ָק ַ ֫ד ָתּה‬ + 3FP suff ‫ְפּ ָק ָ ֫ד ַתן‬
+ 2MS suff ‫ְפּ ָק ַ ֫ד ְתָך‬
+ 2FS suff ‫ְפּ ָק ַ ֫ד ֶתְך‬
+ 1CS suff ‫ְפּ ָק ַ ֫ד ְתנִ י‬ + 1CP suff ‫ְפּ ָק ַ ֫ד ְתנוּ‬

5) Suffixes added with an ‘energic’ nun:


Sometimes there is an “extra nun” between the suffixes listed
below and an imperfect verb. (Usually the nun is assimilated.)
‘Energic’ Nun +3MS suff ‫יִפ ְק ֶדנּוּ‬
ְ ← ‫נְ הוּ ← ֶ֫ נּוּ‬
+3FS suff ‫יִפ ְק ֶ ֫דנָּ ה‬
ְ ← ‫נְ ָה* ← ֶ֫ נָּ ה‬
+2MS suff ָ‫יִפ ְק ֶ ֫דךּ‬
ְ ← ָ‫נְ ָך* ← ֶ֫ ךּ‬
ְ ← ‫נְ נִ י* ← ֶ֫ נִּ י‬
+1CS suff ‫יִפ ְק ֶ ֫דנִּ י‬
+1CP suff ‫יִפ ְק ֶדנּוּ‬
ְ ← ‫נְ נוּ* ← ֶ֫ נּוּ‬

Summary of Suffixed Object Pronouns on Verbs


FOLLOWING CONSONANT
Following SUFFIX VERB Prefix Verb With
Vowel Energic Nun
3MS ‫הוּ‬- ֫ / ‫ו‬- ֹ‫ו‬ ‫ֵ֫ הוּ‬ ‫נְ הוּ ← ֶ֫ נּוּ‬
3FS ‫ה‬- ָ ‫ָהּ‬ ‫ֶ֫ ָה‬ ‫נְ ָה* ← ֶ֫ נָּ ה‬
2MS ‫ָך‬- ‫ְ ָך‬ ‫ְ ָך‬ ָ‫נְ ָך* ← ךּ‬
2FS ‫ְך‬- ‫ ְֶך‬/ ‫ֵ ְך‬ ‫ֵ ְך‬
1CS ‫נִ י‬- ‫ַ֫ נִ י‬ ‫ֵ֫ נִ י‬ ‫נִּ י‬ ← *‫נְ נִ י‬
3MP ‫ם‬- ‫ָם‬ ‫ֵם‬
3FP ‫ן‬- ‫ָן‬ ‫ֵן‬
2MP ‫כם‬-ֶ ‫ְ ֶכם‬ ‫ְ ֶכם‬
2FP ‫כן‬- ֶ ‫ְ ֶכן‬ ‫ְ ֶכן‬
1CP ‫נוּ‬- ‫ָ֫ נוּ‬ ‫ֵ֫ נוּ‬ ‫נְ נוּ* ← נּוּ‬

Note: Generally speaking, Suffix pattern/Perfect verbs use an a-class


vowel (usually ַ ) before a suffixed pronoun, while Prefix pattern verbs
use an i-class vowel (usually ֵ ).
Lesson 18 124

18.3 Vocabulary #18

‫גָּ ַרשׁ‬ Q cast out, thrust out; PI drive ‫נכר‬ NI be recognized; HI recognize,
out, away regard
‫ֵהן‬ INTJ behold, see! ‫ֶשׁ‬ CONJ that, which, who
‫לוּח‬
ַ M tablet, board, plank, plate ‫ָתּ ַפשׂ‬ Q lay hold of, wield
‫ִמ ְשׁ ָכּב‬ M couch, place of lying

Exercises
1. Identify the class of the following weak roots (e.g., ‫ אמר‬I-Alef)

‫( נָ ַפל‬g ‫( ָמ ֵלא‬d ‫( גָּ ָלה‬a


‫( ָא ַכל‬h ‫( מוּת‬e ‫( רוּם‬b
‫( בּוֹשׁ‬i ‫( ָבּ ָכה‬f ‫( ָא ַבד‬c

2. Find a weak root in BDB that fits the following criteria. List the basic
meaning(s) of the root (i.e., the meanings listed in bold in BDB).

a) II-III weak root that begins with ‫ד‬:

b) III-He weak root that has a middle ‫ר‬:

c) I-Nun weak root that ends with ‫ק‬:

d) I-Vav/Yod weak root that ends with ‫ק‬:

e) I-Alef and II-Vav/Yod weak root:


‫‪Lesson 18‬‬ ‫‪125‬‬

‫‪3. Parse and translate the following verbs (be sure to fully parse the suffixes).‬‬
‫‪ (f‬וַ יְ ַשׁ ְלּ ֵחנוּ‬ ‫‪ִ (a‬תּ ְשׁ ָכּ ֵחנוּ‬
‫‪ֲ (g‬א ַכ ֶבּ ְדָך‬ ‫‪ִ (b‬ק ְדּשׁוּהוּ‬
‫‪ִ (h‬ק ַדּ ְשׁתּוֹ‬ ‫‪ֲ (c‬ה ָרגוּם‬
‫ֲא ַל ֶמּ ְד ֶכם‬ ‫‪(i‬‬ ‫‪ (d‬זְ ַכ ְר ַתּנִ י‬
‫‪ֲ (j‬ה ָרגָ ְתהוּ‬ ‫‪ (e‬יִ ְשׁ ְמ ֶרנוּ‬

‫‪4. Translate the following. Identify and parse the verbs in each sentence.‬‬
‫י־אנִ י‬
‫ן־ה ֲא ָרצוֹת ַא ְשׁ ִמ ְידָך וְ יָ ַד ְע ָתּ ִכּ ֲ‬
‫ן־ה ַע ִמּים וְ ַה ֲא ַב ְד ִתּיָך ִמ ָ‬
‫‪ Ezek 25:7 (a‬וְ ִה ְכ ַר ִתּיָך ִמ ָ‬
‫יְ הוָ ה‬

‫י־היוּ יָ ָדיו ִכּ ֵידי ֵע ָשׂו ‪ָ PN‬א ִחיו ְשׂ ִער ֹת ‪ GL‬וַ יְ ָב ְר ֵכהוּ‬


‫‪ Gen 27:23 (b‬וְ לֹא ִה ִכּירוֹ ִכּ ָ‬

‫יכם‬
‫‪ Deut 9:17 (c‬וָ ֶא ְתפּ ֹשׂ ִבּ ְשׁנֵ י ַה ֻלּחֹת וָ ַא ְשׁ ִל ֵכם ֵמ ַעל ְשׁ ֵתּי יָ ָדי וָ ֲא ַשׁ ְבּ ֵרם ְל ֵעינֵ ֶ‬

‫א־ב ְקשׁוּ ֶאת־יְ הוָ ה וְ לֹא ְד ָר ֻשׁהוּ‬


‫‪ Zeph 1:6 (d‬ל ֹ ִ‬

‫אתיו‬
‫ל־מ ְשׁ ָכּ ִבי ַבּ ַלּ ָילה ִבּ ַקּ ְשׁ ִתּי ֵאת ֶשׁ ָא ֲה ָבה נַ ְפ ִשׁי ִבּ ַקּ ְשׁ ִתּיו וְ לֹא ְמ ָצ ִ‬
‫‪ַ Song 3:1* (e‬ע ִ‬

‫אמר ֲאח ִֹתי ִהוא ִכּי יָ ֵרא ֵלאמֹר ִא ְשׁ ִתּי ֶפּן־‬


‫‪ Gen. 26:7 (f‬וַ יִּ ְשׁ ֲאלוּ ַאנְ ֵשׁי ַה ָמּקוֹם ְל ִא ְשׁתּוֹ וַ יּ ֹ ֶ‬
‫י־טוֹבת ַמ ְר ֶאה ִהיא‬
‫ַ‬ ‫ל־ר ְב ָקה ‪ִ PN‬כּ‬
‫יַ ַה ְרגֻ נִ י ַאנְ ֵשׁי ַה ָמּקוֹם ַע ִ‬

‫וּשׁ ַמ ְר ִתּיָך ִכּי לֹא ֶא ֱעזָ ְבָך‬


‫‪ Gen 28:15* (g‬וְ ִהנֵּ ה ָאנ ִֹכי ִע ָמְּך ְ‬

‫אמר ֶא ֱע ָב ְדָך ֶשׁ ַבע ָשׁנִ ים ְבּ ָר ֵחל ִבּ ְתָּך ַה ְקּ ַטנָּ ה‬


‫ת־ר ֵחל ‪ PN‬וַ יּ ֹ ֶ‬
‫‪ Gen 29:18 (h‬וַ יֶּ ֱא ַהב יַ ֲעקֹב ֶא ָ‬
‫‪Lesson 18‬‬ ‫‪126‬‬

‫ת־דּ ָב ָרי ֲא ֶשׁר יִ ְל ְמדוּ ְליִ ְר ָאה א ִֹתי ָכּל־‬


‫ת־ה ָעם וְ ַא ְשׁ ִמ ֵעם ֶא ְ‬
‫ל־לי ֶא ָ‬
‫‪ַ Deut 4:10 (i‬ה ְק ֶה ִ‬
‫יהם יְ ַל ֵמּדוּן‬‫ת־בּנֵ ֶ‬
‫ל־ה ֲא ָד ָמה וְ ֶא ְ‬
‫ַהיָּ ִמים ֲא ֶשׁר ֵהם ַחיִּ ים ַע ָ‬

‫‪ Gen 37:20* (j‬וְ ַע ָתּה וְ נַ ַה ְרגֵ הוּ וְ נַ ְשׁ ִל ֵכהוּ ְבּ ַא ַחד ַהבֹּרוֹת וְ ָא ַמ ְרנוּ ַחיָּ ה ָר ָעה ֲא ָכ ָל ְתהוּ‬

‫יכהוּ ַא ְר ָצה‬
‫יכהוּ ַא ְר ָצה וַ יַּ ְשׁ ִל ֵ‬
‫אמר ַה ְשׁ ִל ֵ‬
‫‪ Exod 4:3 (k‬וַ יּ ֹ ֶ‬

‫וּמ ָפּנֶ יָך ֶא ָסּ ֵתר וְ ָהיָ ה ָכל־מ ְֹצ ִאי‬


‫‪ֵ Gen 4:14* (l‬הן גֵּ ַר ְשׁ ָתּ א ִֹתי ַהיּוֹם ֵמ ַעל ְפּנֵ י ָה ֲא ָד ָמה ִ‬
‫יַ ַה ְרגֵ נִ י‬
Lesson 19
Lesson Summary:
• I-Alef Weak Verbs: ‫ָא ַכל‬
• III-Alef Weak Verbs: ‫ָמ ֵלא ָמ ָצא‬

19.1 I-Alef Weak Verbs


I-Alef Weak
Verbs
The majority of verbs that begin with ‫ א‬are classified as I-Guttural
weak verbs, and follow the I-Guttural pattern outlined in Lesson 17.

Qal 3MS Imperfect (dynamic) Gl‫ ָאזַ ר‬is ‫יֶ ֱאז ֹר‬
Qal 3MS Imperfect (stative) ‫ ָא ֵהב‬is ‫יֶ ֱא ַהב‬

However, there are five verbs that are classified as I-Alef weak verbs
because they have a unique vocalization in the Qal Imperfect and
Past Narrative conjugations. In all the other conjugations and
binyanim these roots behave exactly as I-Gutturals.

The five I-Alef roots can be remembered by a mnemonic device:

‫‘ ָא ַמר‬he said’
‫‘ ָא ָבה‬he was willing’ Mnemonic: ‘He said: I am willing
‫‘ ָא ַכל‬he ate’ to eat what I bake
‫‘ ָא ַבד‬he perished’ even if I perish!’
‫‘ ָא ָפה‬he baked’
Quiescent In the Qal Imperfect and Past Narrative conjugations the initial ‫ א‬in
Alef
these five roots becomes quiescent; in other words, it loses its
consonantal status. The following changes take place in these verb
forms:

• An R2 BeGaD KeFaT lacks a dagesh qal.


‫אכל‬
ַ ֹ ‫( י‬compare ‫)יִ ְכתֹּב‬

• The prefix vowel becomes a ֹ .


‫אכל‬
ַ ֹ ‫( י‬compare ‫)יֶ ֱא ַהב‬
Lesson 19 128

• The theme vowel (the vowel between R2 and R3) becomes ַ .


‫אכל‬
ַ ֹ ‫( י‬compare ‫)יֶ ֱאזֹר‬
Note: The theme vowel also appears as ֵ in pausal forms, as in
ֵ֫ ֹ ‫י‬, and as ֶ in the Past Narrative of ‫ אמר‬as ‫וַ יּ ֹ ֫א ֶמר‬.
‫אכל‬

• Often the R1 ‫ א‬is not written in the 1CS form.


‫ א ַֹכל‬instead of *‫אכל‬
ַ ֹ‫א‬

19.2 III-Alef Weak Verbs


A similar phenomenon takes place in III-Alef verbs as in I-Alef: the
‫ א‬becomes quiescent. When the ‫ א‬becomes quiescent it cannot close
a syllable.

‫ ָמ ָצאת‬instead of *‫ָמ ַצ ְא ְתּ‬

• The quiescent ‫ א‬cannot be vocalized with a sheva.

• a BeGaD KeFaT letter following the quiescent ‫ א‬never has a


dagesh qal.

• The vowel preceding the quiescent ‫ א‬lengthens.

Here are the other characteristics to note about the III-Alef verbs.
• ֶ appears before ‫ א‬in the 3FP/2FP Imperfect in all binyanim.
Qal ‫ִתּ ְמ ֶצ ֫אנָ ה‬ Nifal ‫ִתּ ָמּ ֶצ ֫אנָ ה‬
Piel ‫ְתּ ַמ ֶצּ ֫אנָ ה‬ Pual ‫ְתּ ֻמ ֶצּ ֫אנָ ה‬
Hitpael ‫ִתּ ְת ַמ ֶצּ ֫אנָ ה‬
Hifil ‫ַתּ ְמ ֶצ ֫אנָ ה‬ Hofal ‫ֻתּ ְמ ֶצ ֫אנָ ה‬

• Only Qal Perfect shows a distinction in vowel pattern between


dynamic and stative.

Perfect ‫( ָמ ָצא‬dynamic) versus ‫( ָמ ֵלא‬stative)


Imperfect ‫יִמ ָצא‬
ְ (dynamic) like ‫יִמ ָלא‬
ְ (stative)
‫‪Lesson 19‬‬ ‫‪129‬‬

‫‪• Nifal, Piel, and Hifil Perfect have a ֵ theme vowel instead of‬‬
‫‪ַ before consonantal inflectional suffixes.‬‬

‫‪Nifal‬‬ ‫‪Piel‬‬ ‫‪Hifil‬‬


‫‪2MS‬‬ ‫ִמ ֵצּ ֫א ָת נִ ְמ ֵצ ֫א ָת‬ ‫ִה ְמ ֵצ ֫א ָת‬
‫‪2FS‬‬ ‫ִמ ֵצּאת נִ ְמ ֵצאת‬ ‫ִה ְמ ֵצאת‬
‫‪1CS‬‬ ‫ִמ ֵצּ ֫א ִתי נִ ְמ ֵצ ֫א ִתי‬ ‫ִה ְמ ֵצ ֫א ִתי‬
‫‪2MP‬‬ ‫אתם‬‫אתם נִ ְמ ֵצ ֶ‬ ‫ִמ ֵצּ ֶ‬ ‫אתם‬ ‫ִה ְמ ֵצ ֶ‬
‫‪2FP‬‬ ‫אתן‬‫אתן נִ ְמ ֵצ ֶ‬ ‫ִמ ֵצּ ֶ‬ ‫אתן‬
‫ִה ְמ ֵצ ֶ‬
‫‪1CP‬‬ ‫ִמ ֵצּ ֫אנוּ נִ ְמ ֵצ ֫אנוּ‬ ‫ִה ְמ ֵצ ֫אנוּ‬

‫‪• Hofal has a ֻ instead of ָ (short) under the prefix.‬‬


‫ָה ְמ ָצא* ‪ֻ instead of‬ה ְמ ָצא‬
‫יָ ְמ ָצא* ‪ְ instead of‬‬
‫יֻמ ָצא‬

‫‪III-Alef: Representative Forms‬‬


‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫‪PERF‬‬ ‫ָמ ָצא‬ ‫נִ ְמ ָצא‬ ‫ִמ ֵצּא‬ ‫ֻמ ָצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ִה ְמ ִציא‬ ‫ֻה ְמ ָצא‬
‫‪IMPF‬‬ ‫יִמ ָצא‬‫ְ‬ ‫יִמּ ֵצא‬
‫ָ‬ ‫יְמ ֵצּא‬‫ַ‬ ‫יְמ ָצּא‬‫ֻ‬ ‫יִ ְת ַמ ֵצּא‬ ‫יַמ ִציא‬
‫ְ‬ ‫יֻמ ָצא‬
‫ְ‬
‫‪PAST‬‬ ‫וַ יִּ ְמ ָצא‬ ‫וַ יִּ ָמּ ֵצא‬ ‫וַ יְ ַמ ֵצּא‬ ‫וַ יְ ֻמ ָצּא‬ ‫וַ יִּ ְת ַמ ֵצּא‬ ‫וַ יַּ ְמ ֵצא‬ ‫וַ יֻּ ְמ ָצא‬
‫‪IMPV‬‬ ‫ְמ ָצא‬ ‫ִה ָמּ ֵצא‬ ‫ַמ ֵצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ֵצא‬
‫‪INF‬‬
‫‪CST‬‬ ‫ְמצֹא‬ ‫ִה ָמּ ֵצא‬ ‫ַמ ֵצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ִציא‬ ‫ֻה ְמ ָצא‬
‫‪INF‬‬
‫‪ABS‬‬ ‫ָמצוֹא‬ ‫נִ ְמצֹא‬ ‫ַמצֹּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ֵצא‬
‫‪PTCP‬‬ ‫מוֹצא‬
‫ֵ‬ ‫נִ ְמ ָצא‬ ‫ְמ ַמ ֵצּא‬ ‫ְמ ֻמ ָצּא‬ ‫ִמ ְת ַמ ֵצּא‬ ‫ַמ ְמ ִציא‬ ‫ֻמ ְמ ָצא‬
Lesson 19 130

19.3 Vocabulary #19

‫ָא ָבה‬ Q be willing, consent ‫פּלא‬ NI HIT be difficult, extraordinary; HI do


‫ָא ָמה‬ F maid, handmaid an extraordinary thing
‫ָא ָפה‬ Q bake ‫ָצ ֵמא‬ Q be thirsty
‫בּשׁל‬ PI boil ‫ָק ָהל‬ M assembly, congregation
‫זָ ָכר‬ M male ‫ָקרוֹב‬ ADJ near
‫ֲח ָט ָאה‬ F sin ‫ַ ֫ר ַהט‬ M water-trough
‫ְמ ַעט‬ ADV little, few ‫ָרחוֹק‬ ADJ far
‫ָס ַלח‬ Q forgive ‫ָר ָפא‬ Q heal
‫שׁקה‬ HI water, give drink

Exercises
1. Parse the following I- and III-Alef verbs.

‫אמר‬
ֶ ֹ ‫( וַ יּ‬a ‫( ְר ָפא‬f

‫אב ָדה‬
ְ ֹ ‫( נ‬b ‫את‬
ָ ‫( ָמ ֵל‬g

‫אכ ֶלנּוּ‬
ְ ֹ ‫( י‬c ‫נִ ְמ ֵצאת‬ (h

(two possible parsings) ‫( א ֵֹבד‬d ‫( ָצ ֵמאת‬i

‫( וָ א ֵֹכל‬e ‫יאהוּ‬
ֵ ‫יַמ ִצ‬
ְ (j

2. Translate the following verses. Identify and parse the verbs in each sentence.

‫אכל‬
ֵ ֹ ‫ץ־הגָּ ן ָאכֹל תּ‬
ַ ‫ ִמכֹּל ֵע‬Gen 2:16 (a

‫ ְשׁכֹן ָבּ ָא ֶרץ ֲא ֶשׁר א ַֹמר ֵא ֶליָך‬Gen 26:2 (b


‫‪Lesson 19‬‬ ‫‪131‬‬

‫ר־תּ ַב ְשּׁלוּ ַבּ ֵשּׁלוּ‬


‫ֵאת ֲא ֶשׁר־תֹּאפוּ ֵאפוּ וְ ֵאת ֲא ֶשׁ ְ‬ ‫‪Exod 16:23 (c‬‬

‫אכ ֶלנָּ ה‬
‫‪ָ Lev 6:11 (d‬כּל־זָ ָכר ִבּ ְבנֵ י ַא ֲהר ֹן י ֹ ֲ‬

‫אבדוּ ִמתּוְֹך ַה ָקּ ָהל‬


‫‪ Num 16:33 (e‬וַ יּ ֹ ְ‬

‫אבדוּן‬
‫יכם ֵכּן ת ֹ ֵ‬
‫‪ַ Deut 8:20 (f‬כּגּוֹיִ ם ֲא ֶשׁר יְ הוָ ה ַמ ֲא ִביד ִמ ְפּנֵ ֶ‬

‫ֹלח לוֹ‬
‫אבה יְ הוָ ה ְס ַ‬
‫‪ Deut 29:19 (g‬לֹא־י ֹ ֶ‬

‫אתי ֵחן ְבּ ֵעינֶ יָך ַאל־נָ א ַת ֲעבֹר ֵמ ַעל ַע ְב ֶדָּך‬


‫אמר ֲאד ֹנָ י ִאם־נָ א ָמ ָצ ִ‬
‫‪ Gen 18:3 (h‬וַ יּ ֹ ַ‬

‫ת־א ְשׁתּוֹ‬
‫ימ ֶלְך וְ ֶא ִ‬
‫ת־א ִב ֶ‬
‫ֹלהים ֶא ֲ‬
‫ֹלהים וַ יִּ ְר ָפּא ֱא ִ‬
‫ל־ה ֱא ִ‬
‫‪ Gen 20:17 (i‬וַ יִּ ְת ַפּ ֵלּל ַא ְב ָר ָהם ֶא ָ‬
‫וְ ַא ְמה ָֹתיו‬

‫אתם א ִֹתי וַ ְתּ ַשׁ ְלּחוּנִ י ֵמ ִא ְתּ ֶכם‬


‫‪ Gen 26:27 (j‬וְ ַא ֶתּם ְשׂנֵ ֶ‬

‫אתם ֲח ָט ָאה גְ ד ָֹלה‬


‫ל־ה ָעם ַא ֶתּם ֲח ָט ֶ‬
‫אמר מ ֶֹשׁה ֶא ָ‬
‫‪ Exod 32:30 (k‬וַ יּ ֹ ֶ‬

‫ת־א ִחיָך ִבּ ְל ָב ֶבָך‬


‫א־ת ְשׂנָ א ֶא ָ‬
‫‪ Lev 19:17 (l‬ל ֹ ִ‬

‫אתי‬
‫ט־מיִ ם ִכּי ָצ ֵמ ִ‬
‫יה ַה ְשׁ ִקינִ י־נָ א ְמ ַע ַ‬
‫אמר ֵא ֶל ָ‬
‫וַ יּ ֹ ֶ‬ ‫‪Judg 4:19 (m‬‬
‫‪Lesson 19‬‬ ‫‪132‬‬

‫‪ָ Isa 57:19 (n‬שׁלוֹם ָשׁלוֹם ָל ָרחוֹק וְ ַל ָקּרוֹב ָא ַמר יְ הוָ ה‬

‫י־ה ַמר ַשׁ ַדּי ִלי‬


‫ל־תּ ְק ֶראנָ ה ִלי נָ ֳע ִמי ‪ְ PN‬ק ֶראן ָ ִלי ָמ ָרא ‪ִ PN‬כּ ֵ‬
‫יהן ַא ִ‬
‫ֹאמר ֲא ֵל ֶ‬
‫‪ Ruth 1:20 (o‬וַ תּ ֶ‬
‫ְמאֹד‬
Lesson 20
Lesson Summary:
• I-Nun Weak Verbs: ‫נָ ַפל נָ גַ שׁ‬
• ‫ ָל ַקח‬and ‫נָ ַתן‬

20.1 I-Nun Weak Verbs


I-Nun Verbs
I-Nun weak verbs undergo two changes that make them weak:
1) When the ‫ נ‬closes a syllable (i.e., it does not have a vowel and
is preceded by a verbal prefix), it assimilates to the following
consonant.

Qal 3MS Imperfect ‫( יִ פֹּל‬instead of *‫)יִ נְ פֹל‬


Nifal 3MS Perfect ‫( נִ גַּ שׁ‬instead of *‫)נִ נְ גַ שׁ‬
Hifil MS Participle ‫( ַמגִּ ישׁ‬instead of *‫) ַמנְ גִ ישׁ‬

BUT, ‫ נ‬does not assimilate to gutturals – ‫יִ נְ ַהג‬.

2) When the ‫ נ‬occurs at the beginning of a form and it does not


have a vowel, it may undergo aphaeresis (i.e., the initial ‫נ‬
drops out). Aphaeresis only occurs in the Qal Imperative and
Infinitive.

Qal 2MS Imperative ‫( גַּ שׁ‬instead of *‫)נְ גַ שׁ‬


Qal Infinitive Construct ‫ ֫ ֶגּ ֶשׁת‬, from *‫גַּ ְשׁ ְת‬, (instead of *‫)נְ גַ שׁ‬

Note: the Infinitive Construct forms that undergo aphaeresis also


add a ‫ ת‬to the end of the form.

BUT, the ‫ נ‬remains with a few roots:


Qal Infinitive Construct/2MS Imperative ‫נְ פֹל‬
Lesson 20 134

I-Nun: Representative Forms


QAL NIFAL PI, PU, HIT HIFIL HOFAL
PERF ‫נָ ַפל נָ גַ שׁ‬ ‫נִ גַּ שׁ‬ R ‫ִהגִּ ישׁ‬ ‫ֻהגַּ שׁ‬
IMPF ‫יִ פֹּל יִ גַּ שׁ‬ ‫יִ נָּ גֵ שׁ‬ E ‫יַ גִּ ישׁ‬ ‫יֻ גַּ שׁ‬
PAST ‫וַ יִּ פֹּל וַ יִּ גַּ שׁ‬ ‫וַ יִּ נָּ גֵ שׁ‬ ‫וַ יַּ גֵּ שׁ‬ ‫וַ יֻּ גַּ שׁ‬
G
IMPV ‫נְ פֹל גַּ שׁ‬ ‫ִהנָּ גֵ שׁ‬ ‫ַהגֵּ שׁ‬
U
INF
CST ‫נְ פֹל ֫ ֶגּ ֶשׁת‬ ‫ִהנָּ גֵ שׁ‬ L ‫ַהגִּ ישׁ‬ ‫ֻהגַּ שׁ‬
INF
ABS ‫נָ פוֹל נָ גוֹשׁ‬ ‫ִהנָּ ג ֹשׁ נִ גּ ֹשׁ‬ A ‫ַהגֵּ שׁ‬ ‫ֻהגֵּ שׁ‬
PTCP ‫נוֹפל נוֹגֵ שׁ‬
ֵ ‫נִ גָּ שׁ‬ R ‫ַמגִּ ישׁ‬ ‫ֻמגָּ שׁ‬

‫ לָ ַקח‬and ‫נָ ַתן‬ 20.2 ‫ ָל ַקח‬and ‫נָ ַתן‬

The verb ‫ ָל ַקח‬follows the I-Nun pattern:


1) The ‫ ל‬assimilates (just like a ‫ נ‬would) to the ‫ק‬.
Qal 3MS Imperfect ‫יִ ַקּח‬
Qal 3FS Imperfect ‫ִתּ ַקּח‬

In addition, the ‫ ל‬undergoes aphaeresis in the imperative and


infinitive construct forms.
Qal 2MS Imperative ‫ַקח‬
Qal Infinitive Construct ‫ַ ֫ק ַחת‬

However, the ‫ ל‬does not assimilate in the Nifal.


Nifal 3MS Perfect ‫נִ ְל ַקח‬

2) The verb ‫ נָ ַתן‬is not only a I-Nun verb, it also has a ‫ נ‬as the
final consonant of the root. When inflectional endings are
added and the final ‫ נ‬in ‫ נָ ַתן‬does not have a full vowel, it
assimilates to the following consonant (just like the initial ‫נ‬
does in the same environment). Note that this does not happen
in other roots that end in ‫נ‬.
Qal 2MS Perfect ‫( נָ ַ֫ת ָתּ‬from *‫)נָ ַתנְ ָתּ‬
Qal 2FS Perfect ‫( נָ ַת ְתּ‬from *‫)נָ ַתנְ ְתּ‬
Qal 1CS Perfect ‫( נָ ַ֫ת ִתּי‬from *‫)נָ ַתנְ ִתּי‬

Qal Infinitive Construct ‫( ֵתּת‬with suffixes, -‫תּת‬,


ִ from *‫)תּנְ ְת‬
ִ
Lesson 20 135

20.3 Vocabulary #20

‫ָבּ ָרא‬ Q create ‫נָ גַ שׁ‬ Q draw near, approach


‫ֶ֫ז ַרע‬ M seed ‫נָ ַסע‬ Q pull up (tent pegs), set out, journey
‫ ֫ ָל ָמּה‬/ ‫ָל ָמה‬ INTER why? ‫נָ ַפל‬ Q fall
‫ָמ ָחה‬ Q blot out, wipe away ‫נצל‬ NI be delivered, deliver oneself; HI
‫נבט‬ PI, HI look, gaze snatch away, deliver
‫ֶ֫נגֶ ב‬ M south; PN Negeb ‫ְפּ ִרי‬ M fruit
‫נגד‬ HI declare ‫ֶ ֫ק ֶדם‬ M front, east; ADV anciently
‫נָ גַ ע‬ Q touch, reach, strike (often ‫ִשׁ ְפ ָחה‬ F maidservant
takes ‫ ;)ב‬HI touch, arrive

Exercises
1. Parse the following I-Nun weak verbs.

‫( וַ יִּ ְסעוּ‬f ‫( ַמגִּ יד‬a

‫( נִ ַתּן‬g ‫( ִהגַּ ְע ִתּיהוּ‬b

‫סוֹע‬
ַ ַ‫( נ‬h ‫( נִ ֵתּן‬c

‫( יַ גִּ ֶיד ָה‬i ‫( ָל ַק ַחת‬d

‫( ַקח‬j ‫( וַ ַתּ ֵפּל‬e

2. Translate the following verses. Identify and parse the verbs in each sentence.

‫אכלוּ ִמ ֶמּנּוּ וְ לֹא ִתגְּ עוּ בּוֹ‬


ְ ֹ ‫ֹלהים לֹא ת‬
ִ ‫תוְֹך־הגָּ ן ָא ַמר ֱא‬
ַ ‫וּמ ְפּ ִרי ָה ֵעץ ֲא ֶשׁר ְבּ‬
ִ Gen 3:3 (a

‫אכל‬
ַ ֹ ‫ישׁהּ ִע ָמּהּ וַ יּ‬
ָ ‫ם־ל ִא‬
ְ ַ‫ֹאכל וַ ִתּ ֵתּן גּ‬
ַ ‫ וַ ִתּ ַקּח ִמ ִפּ ְריוֹ וַ תּ‬Gen 3:6 (b
‫‪Lesson 20‬‬ ‫‪136‬‬

‫אמר ִמי ִהגִּ יד ְלָך ִכּי ֵעיר ֹם ָא ָתּה‬


‫‪ Gen 3:11 (c‬וַ יּ ֹ ֶ‬

‫‪ Gen 11:2 (d‬וַ יְ ִהי ְבּנָ ְס ָעם ִמ ֶקּ ֶדם וַ יִּ ְמ ְצאוּ ִב ְק ָעה ְבּ ֶא ֶרץ ִשׁנְ ָער‬

‫סוֹע ַהנֶּ גְ ָבּה‬


‫‪ Gen 12:9 (e‬וַ יִּ ַסּע ַא ְב ָרם ָהלוְֹך וְ נָ ַ‬

‫‪ָ Gen 12:19 (f‬ל ָמה ָא ַמ ְר ָתּ ֲאח ִֹתי ִהוא וָ ֶא ַקּח א ָֹתהּ ִלי ְל ִא ָשּׁה וְ ַע ָתּה ִהנֵּ ה ִא ְשׁ ְתָּך ַקח‬

‫ל־כּ ַכּר ַהיַּ ְר ֵדּן וַ יִּ ַסּע לוֹט ִמ ֶקּ ֶדם‬


‫‪ Gen 13:11 (g‬וַ יִּ ְב ַחר־לוֹ לוֹט ֵאת ָכּ ִ‬

‫ד־עוֹלם‬
‫ָ‬ ‫וּלזַ ְר ֲעָך ַע‬
‫ר־א ָתּה ר ֶֹאה ְלָך ֶא ְתּנֶ נָּ ה ְ‬
‫ל־ה ָא ֶרץ ֲא ֶשׁ ַ‬
‫ת־כּ ָ‬
‫‪ִ Gen 13:15 (h‬כּי ֶא ָ‬

‫ֹלהים‬
‫ל־פּנָ יו וַ יְ ַד ֵבּר ִאתּוֹ ֱא ִ‬
‫‪ Gen 17:3 (i‬וַ יִּ פֹּל ַא ְב ָרם ַע ָ‬

‫‪ Gen 19:26 (j‬וַ ַתּ ֵבּט ִא ְשׁתּוֹ ֵמ ַא ֲח ָריו‬

‫‪ Gen 22:20 (k‬וַ יְ ִהי ַא ֲח ֵרי ַה ְדּ ָב ִרים ָה ֵא ֶלּה וַ יֻּ גַּ ד ְל ַא ְב ָר ָהם ֵלאמֹר ִהנֵּ ה יָ ְל ָדה ִמ ְל ָכּה ‪ PN‬גַ ם־‬
‫ִהוא ָבּנִ ים ְלנָ חוֹר ‪ָ PN‬א ִחיָך‬

‫ת־מי ַא ְתּ ַהגִּ ִידי נָ א ִלי‬


‫אמר ַבּ ִ‬
‫‪ Gen 24:23 (l‬וַ יּ ֹ ֶ‬

‫‪ַ Gen 32:12 (m‬ה ִצּ ֵילנִ י נָ א ִמיַּ ד ָא ִחי ִמיַּ ד ֵע ָשׂו ִכּי־יָ ֵרא ָאנ ִֹכי אֹתוֹ‬

‫יהן‬
‫‪ Gen 33:6 (n‬וַ ִתּגַּ ְשׁן ָ ַה ְשּׁ ָפחוֹת ֵהנָּ ה וְ יַ ְל ֵד ֶ‬
Lesson 21
Lesson Summary:
• I-Vav/Yod Weak Verbs: ‫יָ ַשׁב יָ ַרשׁ‬
• ‫ָה ַלְך‬

21.1 I-Vav/Yod Weak Verbs


I-Vav/Yod
Verbs I-Vav/Yod weak verbs undergo two changes:
1) The ‫ ו‬or ‫ י‬contracts with the preceding vowel.

Qal 3MS Imperfect ‫( יֵ ֵשׁב‬from *‫)יַ יְ ֵשׁב‬


Qal 3MS Imperfect ‫( יִ ַירשׁ‬from *‫)יִ יְ ַרשׁ‬
Hifil 3MS Perfect ‫הוֹשׁיב‬
ִ (from *‫) ַהוְ ִשׁיב‬
Hofal 3MS Perfect ‫הוּשׁב‬
ַ (from *‫) ֻהוְ ַשׁב‬

2) The ‫ ו‬or ‫ י‬undergoes aphaeresis when it lacks a full vowel at


the beginning of the word (only in Qal Imperative and
Infinitive Construct of some I-Vav roots). This is similar to
the form of I-Nun weak verbs.

2MS Imperative ‫ ֵשׁב‬, instead of *‫יְ ֵשׁב‬


Infinitive Construct ‫( ֶ֫שׁ ֶבת‬from *‫) ֵשׁ ְב ְת‬, instead of *‫יְ ֵשׁב‬

(Morphologically, the ‫ ת‬is a feminine ending—with no semantic


value—that was added after the ‫ י‬underwent aphaeresis.)

BUT, ‫ ירא‬is an example of a root which retains the initial ‫ י‬in the
Imperative (‫ )יְ ָרא‬and Infinitive Construct (‫)יְ רֹא‬.

There are three different types of I-Vav/Yod weak verbs:


1) Original I-Vav verbs – these verbs originally began with ‫ו‬.
The ‫ ו‬is replaced with a ‫ י‬in Qal, Piel, Pual, and Hitpael.

Qal 3MS Perfect ‫ יָ ַשׁב‬and Imperfect ‫יֵ ֵשׁב‬


Lesson 21 138

The original ‫ ו‬appears (as a consonant or vowel marker) in


Nifal, Hifil, and Hofal.

Nifal 3MS Perfect ‫נוֹשׁב‬


ַ and Imperfect ‫יִ וָּ ֵשׁב‬
Hifil 3MS Perfect ‫הוֹשׁיב‬
ִ and Imperfect ‫יוֹשׁיב‬
ִ

Qal Prefix verbs of dynamic I-Vav/Yod roots have an a-i


pattern.

Dynamic (a-i) ‫ יֵ ֵשׁב‬from *‫יַ יְ ִשׁב‬

Qal Prefix verbs of stative I-Vav/Yod roots have an i-a


pattern.

Stative (i-a) ‫ יִ ַירשׁ‬from *‫יִ יְ ַרשׁ‬

2) Original I-Yod verbs – these verbs originally began with ‫י‬.


The ‫ י‬appears in all forms (as a consonant or a vowel marker).

Qal 3MS Imperfect ‫יבשׁ‬


ַ ִ‫ י‬and Infinitive Construct ‫יְב ֹשׁ‬
Hifil 3MS Perfect ‫יטיב‬
ִ ‫ ֵה‬and 3MS Imperfect ‫יטיב‬
ִ ֵ‫י‬

There are only seven I-Yod roots (all with the stative i-a
vowel pattern in the Prefix pattern).

‫ ֵיָבשׁ‬Q ‘it was dry’ ‫ ימן‬HI ‘he chose/used the right arm’
‫ יָ ַטב‬Q ‘he was good’ ‫ יָ נַ ק‬Q ‘he suckled’
‫ ילל‬HI ‘he howled’ *‫ יָ ַקץ‬Q ‘he awoke’
‫ יָ ַשׁר‬Q ‘it was straight, upright’

3) I-Yod-Tsade verbs – these roots begin with –‫ יצ‬and undergo


changes like I-Nun weak verbs.

The ‫ י‬assimilates to the ‫ צ‬when it closes a syllable (this is


similar to the assimilation of the ‫ נ‬in I-Nun verbs).

Hifil 3MS Perfect ‫( ִה ִצּיב‬from *‫) ִהיְ ִציב‬


Lesson 21 139

There are only six I-Yod-Tsade roots (all with the stative i-a
pattern in the Prefix pattern).

‫ יצב‬HIT ‘he stationed himself’ ‫ יָ ַצק‬Q ‘he poured’


‫ יצג‬HI ‘he set, placed’ ‫ יָ ַצר‬Q ‘he formed, fashioned’
‫ יצע‬HI ‘he spread, lay’ ‫ יָ ַצת‬Q ‘it kindled, burned

I-Vav/Yod: Representative Forms


Original I-Vav Original I-Yod
QAL NIFAL PI, PU, HIT HIFIL HOFAL QAL HIFIL

PERF ‫יָ ַשׁב‬ ‫נוֹשׁב‬


ַ ‫הוֹשׁיב‬
ִ ‫הוּשׁב‬
ַ ‫יָ ַטב‬ ‫יטיב‬
ִ ‫ֵה‬
R
IMPF ‫יֵ ֵשׁב‬ ‫יִ וָּ ֵשׁב‬ ‫יוֹשׁיב‬
ִ ‫יוּשׁב‬
ַ ‫יטב‬
ַ ִ‫י‬ ‫יטיב‬
ִ ֵ‫י‬
E
PAST ‫וַ יִּ וָּ ֵשׁב וַ ֵ֫יּ ֶשׁב‬ ‫יּוּשׁב וַ ֫יּוֹ ֶשׁב‬
ַ ַ‫ו‬ ‫יטב‬
ַ ִ‫וַ יּ‬ ‫וַ יֵּ י֫ ֶטב‬
JUSS ‫יֵ ֵשׁב‬ ‫יִ וָּ ֵשׁב‬ G ‫יוֹשׁב‬
ֵ ‫יוּשׁב‬
ַ ‫יטב‬
ַ ִ‫י‬ ‫יטב‬
ֵ ֵ‫י‬
IMPV ‫ִהוָּ ֵשׁב ֵשׁב‬ U ‫הוֹשׁב‬
ֵ ‫יטב‬
ֵ ‫ֵה‬
INF
CST
‫ִהוָּ ֵשׁב ֶ֫שׁ ֶבת‬ L ‫הוֹשׁיב‬
ִ ‫הוּשׁב‬
ַ ‫יְ טֹב‬ ‫יטיב‬
ִ ‫ֵה‬
INF
ABS
‫ִהוָּ ֵשׁב יָ שׁוֹב‬ A ‫הוֹשׁב‬
ֵ ‫הוּשׁב‬
ֵ ‫יָ טוֹב‬ ‫יטב‬
ֵ ‫ֵה‬
PTCP ‫יוֹשׁב‬
ֵ ‫נוֹשׁב‬
ָ R ‫מוֹשׁיב‬
ִ ‫מוּשׁב‬
ָ ‫יוֹטב‬
ֵ ‫יטיב‬
ִ ‫ֵמ‬

‫ָהלַ ְך‬
21.2 ‫ָה ַלְך‬
The verb ‫ ָה ַלְך‬follows the original I-Vav pattern:

Qal 3MS Perfect ‫ָה ַלְך‬


Qal 3MS Imperfect ‫יֵ ֵלְך‬
Qal 3MS Past Narrative ‫וַ ֵ֫יּ ֶלְך‬
Qal 2MS Imperative ‫ֵלְך‬
Qal Infinitive Construct ‫֫ ֶל ֶכת‬
Hifil 3MS Perfect ‫הוֹליְך‬
ִ
Hifil 3MS Imperfect ‫וֹליְך‬ ִ ‫י‬
Lesson 21 140

21.3 Vocabulary #21

‫א ַרח‬
ֹ֫ M way, path ‫ישׁע‬ NI be saved; HI save
‫ֵיָבשׁ‬ Q be(come) dry; HI cause to be dry ‫יָ ַשׁר‬ Q be smooth, right; PI make even,
‫ָיַבּ ָשׁה‬ F dry land smooth
‫יָ ַטב‬ Q be good, pleasing; HI do ‫ַמ ֲע ָלל‬ M deed, practice
(something) well, deal well ‫ָפּ ָרשׁ‬ M horseman
with ‫ֶ ֫ק ֶשׁת‬ F bow
‫ַ֫ייִ ן‬ M wine ‫רחם‬ PI have compassion on
‫יָ ַקץ‬ Q awake ‫ָר ָעה‬ Q shepherd, tend, pasture
‫יַ ְר ֵדּן‬ PN Jordan River ‫ר ֶֹעה‬ M shepherd (Q PTCP)
‫ָתּ ִמים‬ ADJ complete, sound

Exercises
1. Parse the following I-Vav/Yod weak verbs.

‫אוֹבישׁ‬
ִ (f ‫( וַ יֵּ ֶלְך‬a

‫( ֵצאת‬g ‫נוֹרא‬
ָ (b

‫( וַ יִּ ֶיקץ‬h ‫תּוֹסף‬
ֵ (c

‫נוֹשׁ ְענוּ‬
ַ (i ‫יט ִבי‬
ְ ‫( ִתּ‬d

‫ישׁר‬
ַ ‫( ִתּ‬j ‫יעם‬
ָ ‫מוֹד‬
ִ (e

2. Translate the following verses. Identify and parse the verbs in each sentence.
GL
‫ ָאנ ִֹכי וָ ֵא ָח ֵבא‬GL ‫י־עיר ֹם‬
ֵ ‫ ֶאת־ק ְֹלָך ָשׁ ַמ ְע ִתּי ַבּגָּ ן וָ ִא ָירא ִכּ‬Gen 3:10 (a

‫ֹלהים ֵהן ָה ָא ָדם ָהיָ ה ְכּ ַא ַחד ִמ ֶמּנּוּ ָל ַד ַעת טוֹב וָ ָרע‬


ִ ‫אמר יְ הוָ ה ֱא‬
ֶ ֹ ‫ וַ יּ‬Gen 3:22 (b
‫‪Lesson 21‬‬ ‫‪141‬‬

‫‪PN‬‬
‫ת־קיִ ן‬
‫ת־חוָּ ה ‪ִ PN‬א ְשׁתּוֹ וַ ֵתּ ֶלד ֶא ַ‬
‫‪ Gen 4:1* (c‬וְ ָה ָא ָדם יָ ַדע ֶא ַ‬

‫י־ה ֶבל ר ֵֹעה צֹאן וְ ַקיִ ן ‪ָ PN‬היָ ה ע ֵֹבד‬


‫ת־ה ֶבל ‪ PN‬וַ יְ ִה ֶ‬
‫ת־א ִחיו ֶא ָ‬
‫‪ Gen 4:2 (d‬וַ תּ ֶֹסף ‪ָ GL‬ל ֶל ֶדת ֶא ָ‬
‫ֲא ָד ָמה‬

‫ר־ע ָשׂה־לוֹ ְבּנוֹ ַה ָקּ ָטן‬


‫‪ Gen 9:24 (e‬וַ יִּ ֶיקץ נ ַֹח‪ִ PN‬מיֵּ ינוֹ וַ יֵּ ַדע ֵאת ֲא ֶשׁ ָ‬

‫ְך־לָך ֶאל־‬
‫ר־א ַה ְב ָתּ ֶאת־יִ ְצ ָחק וְ ֶל ְ‬
‫ת־בּנְ ָך ֶאת־יְ ִח ְידָך‪ֲ GL‬א ֶשׁ ָ‬
‫אמר ַקח־נָ א ֶא ִ‬
‫‪ Gen 22:2 (f‬וַ יּ ֹ ֶ‬
‫‪PN‬‬
‫ֶא ֶרץ ַהמּ ִֹריָּ ה‬

‫‪GL‬‬
‫ֹלהים ַל ְמיַ ְלּד ֹת‬
‫יטב ֱא ִ‬
‫‪ Exod 1:20 (g‬וַ יֵּ ֶ‬

‫יטב ְבּ ֵעינָ יו‬


‫‪ Lev 10:20 (h‬וַ יִּ ְשׁ ַמע מ ֶֹשׁה וַ יִּ ַ‬

‫את ֶכם‬
‫יכם ְבּ ֵצ ְ‬
‫ִמ ְפּנֵ ֶ‬ ‫‪PN‬‬
‫ת־מי יַ ם־סוּף‬
‫ר־הוֹבישׁ יְ הוָ ה ֶא ֵ‬
‫ִ‬ ‫‪ִ Josh 2:10 (i‬כּי ָשׁ ַמ ְענוּ ֵאת ֲא ֶשׁ‬
‫ִמ ִמּ ְצ ָריִ ם‬

‫ת־היַּ ְר ֵדּן ַהזֶּ ה‬


‫יכם ֵלאמֹר ַבּיַּ ָבּ ָשׁה ָע ַבר יִ ְשׂ ָר ֵאל ֶא ַ‬
‫ת־בּנֵ ֶ‬
‫הוֹד ְע ֶתּם ֶא ְ‬
‫‪ Josh 4:22 (j‬וְ ַ‬

‫יעם ְבּ ֶק ֶשׁת‬
‫אוֹשׁ ֵ‬
‫יהם וְ לֹא ִ‬
‫ֹלה ֶ‬
‫הוֹשׁ ְע ִתּים ַבּיהוָ ה ֱא ֵ‬
‫הוּדה ֲא ַר ֵחם וְ ַ‬
‫ת־בּית יְ ָ‬‫‪ Hos 1:7 (k‬וְ ֶא ֵ‬
‫וּב ָפ ָר ִשׁים‬
‫סוּסים ְ‬
‫וּב ִמ ְל ָח ָמה ְבּ ִ‬
‫וּב ֶח ֶרב ְ‬
‫ְ‬

‫ל־דּ ָר ֶכיָך ָד ֵעהוּ וְ הוּא יְ יַ ֵשּׁר א ְֹרח ֶֹתיָך‬


‫‪ְ Prov 3:6 (l‬בּ ָכ ְ‬

‫‪GL‬‬
‫ץ־מ ְד ָבּר ֵמ ֵא ֶשׁת ְמדוֹנִ ים ‪ GL‬וָ ָכ ַעס‬
‫‪ Prov 21:19 (m‬טוֹב ֶשׁ ֶבת ְבּ ֶא ֶר ִ‬

‫הוֹלְך ָתּ ִמים יִ וָּ ֵשׁ ַע‬


‫‪ֵ Prov 28:18 (n‬‬
Lesson 22
Lesson Summary:
• III-He Weak Verbs: ‫ָבּנָ ה גָּ ָלה‬

22.1 III-He Weak Verbs


III-He Verbs
Most III-He weak verbs originally had a ‫( י‬or ‫ )ו‬as their R3. The ‫ ה‬in
the 3MS Perfect form is only a vowel letter marking the long final
vowel. This vowel letter was added after the final ‫ י‬or ‫ ו‬was lost.
The original R3 ‫ י‬or ‫ ו‬shows up only rarely in some forms.

Qal Passive Participle (‫)פּקוּד‬


ָ exhibits the original ‫י‬:
‫‘ גָּ לוּי‬uncovered’

Qal 3MS Perfect of some verbs shows the original ‫ו‬:


‫‘ ָשׁ ֵלו‬he was at ease’

Note: the few roots that actually have a ‫ ה‬as their original R3 have a
mappiq in the ‫ה‬, i.e., ‫הּ‬. This signifies that the ‫ הּ‬is a consonant rather
than a vowel letter:

‫‘ גָּ ַבהּ‬it was high/lofty/tall’

• All forms without an inflectional suffix end in ‫ה‬:


Perfect – 3MS ‫גָּ ָלה‬

Imperfect – 3MS ‫יִ גְ ֶלה‬

Imperative – 2MS ‫גְּ ֵלה‬

Infinitive Construct – ‫גְּ לוֹת‬

Infinitive Absolute – ‫גָּ ֹלה‬

Participle – MS ABS ‫ ;גּ ֶֹלה‬MS CST ‫גּ ֵֹלה‬


Lesson 22 143

• Forms with a vocalic inflectional suffix or a object suffix


with a linking vowel drop the R3 ‫ה‬:

Qal Perfect 3CP ‫גָּ לוּ‬


Qal Perfect 3MS + 1CS suffix ‫גָּ ֫ ַלנִ י‬

• In all forms with a consonantal suffix, the R3 contracts:


1) into ‫_ִ י‬in the active binyanim (Qal, Piel, Hitpael, and Hifil).

Qal Perfect 2MS ‫גָּ ִלי֫ ָת‬

2) into ‫ ֵ י‬in the passive binyanim (Nifal, Pual, and Hofal).

Nifal Perfect 2MS ‫נִ גְ ֵלי֫ ָת‬

3) into ‫ ֶ י‬in Prefix verb 3FP/2FP in all binyanim.

Qal Imperfect 3FP/2FP ‫ִתּגְ ֶלי֫ נָ ה‬

• In Past and Jussive forms without an inflectional suffix, the R3


‫ ה‬drops.

‫‘ ִ֫יגֶ ל‬let him uncover’


‫‘ וַ ִ֫יּגֶ ל‬he uncovered’

III-He: Representative Forms


QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
‫גָּ ָלה‬ ‫נִ גְ ָלה‬ ‫גִּ ָלּה‬ ‫גֻּ ָלּה‬ ‫ִה ְתגַּ ָלּה‬ ‫ִהגְ ָלה‬ ‫ָהגְ ָלה‬
PERF
‫גָּ ִלי֫ ָת‬ ‫נִ גְ ֵלי֫ ָת‬ ‫גִּ ִלּי֫ ָת‬ ‫גֻּ ֵלּי֫ ָת‬ ‫ִה ְתגַּ ִלּי֫ ָת‬ ‫ִהגְ ִלי֫ ָת‬ ‫ָהגְ ֵלי֫ ָת‬
IMPF ‫יִ גְ ֶלה‬ ‫יִ גָּ ֶלה‬ ‫יְ גַ ֶלּה‬ ‫יְ גֻ ֶלּה‬ ‫יִ ְתגַּ ֶלּה‬ ‫יַ גְ ֶלה‬ ‫יָ גְ ֶלה‬
PAST ‫וַ ִ֫יּגֶ ל‬ ‫וַ יִּ גָּ ל‬ ‫וַ יְ גַ ל‬ *‫וַ יְ גֻ ל‬ ‫וַ יִּ ְתגַּ ל‬ ‫וַ ֶ֫יּגֶ ל‬
IMPV ‫גְּ ֵלה‬ ‫ִהגָּ ֵלה‬ ‫גַּ ֵלּה‬ ‫ִה ְתגַּ ֵלּה‬ ‫ַהגְ ֵלה‬
INF
CST ‫גְּ לוֹת‬ ‫ִהגָּ לוֹת‬ ‫גַּ לּוֹת‬ ‫גֻּ לּוֹת‬ ‫ִה ְתגַּ לּוֹת‬ ‫ַהגְ לוֹת‬ ‫ָהגְ לוֹת‬
INF
ABS ‫גָּ ֹלה‬ ‫נִ גְ ֹלה‬ ‫גַּ ֹּלה‬ ‫גֻּ ֹּלה‬ ‫ִה ְתגַּ ֹּלה‬ ‫ַהגְ ֵלה‬ ‫ָהגְ ֵלה‬
PTCP ‫גּ ֶֹלה‬ ‫נִ גְ ֶלה‬ ‫ְמגַ ֶלּה‬ ‫ְמגֻ ֶלּה‬ ‫ִמ ְתגַּ ֶלּה‬ ‫ַמגְ ֶלה‬ ‫ָמגְ ֶלה‬
(FSA)
‫גּ ָֹלה‬ ‫נִ גְ ָלה‬ ‫ְמגַ ָלּה‬ ‫ְמגֻ ָלּה‬ ‫ִמ ְתגַּ ָלּה‬ ‫ַמגְ ָלה‬ ‫מגְ ָלה‬
Lesson 22 144

22.2 Vocabulary #22

‫אוֹר‬ M light ‫ָענָ ה‬ Q answer, respond


‫ַאף‬ M nose, face, anger ‫ַפּר‬ M young bull, steer; ‫ ָפּ ָרה‬F heifer, cow
‫בּדל‬ HI divide, separate ‫ָפּ ָרה‬ Q bear fruit, be fruitful
‫ָבּנָ ה‬ Q build ‫ָר ָאה‬ Q see, look; NI show oneself, appear; HI
‫גָּ ָלה‬ Q uncover, reveal show, exhibit
‫גָּ ָמל‬ M camel; P ‫גְּ ַמ ִלּים‬ ‫ָר ָבה‬ Q be(come) many, multiply; HI make
‫ָח ָרה‬ Q burn, be kindled much/many, make multiply
‫֫ח ֹ ֶשְׁך‬ M darkness ‫ָר ָדה‬ Q have dominion, rule
‫ֵכּן‬ ADV, CONJ so, thus ‫ָשׁ ַבת‬ Q cease, desist, rest; HI put an end to,
‫נָ ָטה‬ Q stretch out, extend; HI turn, destroy

incline (something) ‫ָשׁ ָתה‬ Q drink

Exercises
1. Parse the following III-He verbs.

‫טּוֹתהּ‬
ָ ‫( ְל ַה‬f ‫( יִ ֶרב‬a

‫( ר ֵֹדם‬g ‫( וָ ֵא ָרא‬b

‫( ֵתּ ְשׁ ְתּ‬h ‫( ָענָ הוּ‬c

‫( ִה ְר ַאנִ י‬i ‫( ֲחרוֹת‬d

‫( וַ יִּ גָּ לוּ‬j ‫( נִ ְבנֵ ית‬e


‫‪Lesson 22‬‬ ‫‪145‬‬

‫‪2. Translate the following verses. Identify and parse the verbs in each sentence.‬‬
‫וּבין ַהח ֶֹשְׁך‬
‫ֹלהים ֵבּין ָהאוֹר ֵ‬
‫ת־האוֹר ִכּי־טוֹב וַ יַּ ְב ֵדּל ֱא ִ‬
‫ֹלהים ֶא ָ‬
‫‪ Gen 1:4 (a‬וַ יַּ ְרא ֱא ִ‬

‫וּבין ַה ַמּיִ ם‬
‫יע ֵ‬
‫יע‪ GL‬וַ יַּ ְב ֵדּל ֵבּין ַה ַמּיִ ם ֲא ֶשׁר ִמ ַתּ ַחת ָל ָר ִק ַ‬
‫ת־ה ָר ִק ַ‬
‫ֹלהים ֶא ָ‬ ‫‪ Gen 1:7 (b‬וַ יַּ ַעשׂ ֱא ִ‬
‫י־כן‬
‫יע וַ יְ ִה ֵ‬
‫ֲא ֶשׁר ֵמ ַעל ָל ָר ִק ַ‬

‫ת־ה ַמּיִ ם ַבּיַּ ִמּים‬


‫וּמ ְלאוּ ֶא ַ‬
‫ֹלהים ֵלאמֹר ְפּרוּ ְוּרבוּ ִ‬
‫‪ Gen 1:22 (c‬וַ יְ ָב ֶרְך א ָֹתם ֱא ִ‬

‫ַהיָּ ם‬ ‫‪GL‬‬
‫וְ יִ ְרדּוּ ִב ְדגַ ת‬ ‫‪GL‬‬
‫מוּתנוּ‬
‫ֹלהים נַ ֲע ֶשׂה ָא ָדם ְבּ ַצ ְל ֵמנוּ‪ִ GL‬כּ ְד ֵ‬
‫אמר ֱא ִ‬ ‫‪ Gen 1:26 (d‬וַ יּ ֹ ֶ‬
‫וּב ְבּ ֵה ָמה‬
‫וּבעוֹף ‪ַ GL‬ה ָשּׁ ַמיִ ם ַ‬ ‫ְ‬

‫ל־צ ָב ָאם‬
‫‪ Gen 2:1 (e‬וַ יְ ֻכלּוּ ַה ָשּׁ ַמיִ ם וְ ָה ָא ֶרץ וְ ָכ ְ‬

‫יעי ִמ ָכּל־‬
‫אכתּוֹ ֲא ֶשׁר ָע ָשׂה וַ יִּ ְשׁבֹּת ַבּיּוֹם ַה ְשּׁ ִב ִ‬
‫יעי ְמ ַל ְ‬
‫ֹלהים ַבּיּוֹם ַה ְשּׁ ִב ִ‬
‫‪ Gen 2:2 (f‬וַ יְ ַכל ֱא ִ‬
‫אכתּוֹ ֲא ֶשׁר ָע ָשׂה׃‬ ‫ְמ ַל ְ‬

‫ית זֹּאת ָארוּר ‪ַ GL‬א ָתּה ִמ ָכּל־‬ ‫ל־הנָּ ָחשׁ‪ִ GL‬כּי ָע ִשׂ ָ‬ ‫ֹלהים ֶא ַ‬ ‫אמר יְ הוָֹ ה ֱא ִ‬ ‫‪ Gen 3:14 (g‬וַ יּ ֹ ֶ‬
‫אכל ָכּל־יְ ֵמי ַחיֶּ יָך‬
‫וּמכֹּל ַחיַּ ת ַה ָשּׂ ֶדה ַעל־גְּ חֹנְ ָך‪ֵ GL‬ת ֵלְך וְ ָע ָפר ‪ GL‬תּ ֹ ַ‬‫ַה ְבּ ֵה ָמה ִ‬

‫וּמכֹּל ָהעוֹף ַה ָטּהֹר‬


‫ִ‬ ‫‪GL‬‬
‫הוֹרה‬
‫‪ Gen 8:20 (h‬וַ יִּ ֶבן נ ַֹח ִמזְ ֵבּ ַח ַליהוָ ה וַ יִּ ַקּח ִמכֹּל ַה ְבּ ֵה ָמה ַה ְטּ ָ‬
‫וַ יַּ ַעל עֹֹלת ַבּ ִמּזְ ֵבּ ַח‬

‫אמר ֵא ָליו‬
‫ל־א ְב ָרם וַ יּ ֹ ֶ‬
‫ן־תּ ְשׁ ִעים ָשׁנָ ה וְ ֵת ַשׁע ָשׁנִ ים וַ יֵּ ָרא יְ הוָ ה ֶא ַ‬ ‫‪ Gen 17:1 (i‬וַ יְ ִהי ַא ְב ָרם ֶבּ ִ‬
‫י־אל ַשׁ ַדּי ‪ִ PN‬ה ְת ַה ֵלְּך ְל ָפנַ י וֶ ְהיֵ ה ָת ִמים‬
‫ֲאנִ ֵ‬

‫ת־א ְב ָר ָהם ֵלאמֹר לוֹ ‪...‬‬


‫ֶא ַ‬ ‫‪PN‬‬
‫י־חת‬
‫‪ Gen 23:5 (j‬וַ יַּ ֲענוּ ְבנֵ ֵ‬

‫ת־דּ ְב ֵרי ִא ְשׁתּוֹ ֲא ֶשׁר ִדּ ְבּ ָרה ֵא ָליו ֵלאמֹר ַכּ ְדּ ָב ִרים‬


‫‪ Gen 39:19 (k‬וַ יְ ִהי ִכ ְשׁמ ַֹע ֲאד ֹנָ יו ֶא ִ‬
‫ָה ֵא ֶלּה ָע ָשׂהּ ִלי ַע ְב ֶדָּך וַ יִּ ַחר ַאפּוֹ‬
Lesson 23
Lesson Summary:
• II-Vav/Yod Weak Verbs: ‫ִשׂים בּוֹא קוּם‬

II-Vav/Yod 23.1 II-Vav/Yod Weak Verbs


Verbs
II-Vav/Yod weak verbs have a ‫ ו‬or ‫ י‬as R2. They are classified as
weak verbs because the ‫ ו‬or ‫ י‬undergoes one of two changes:

1) elides (i.e., drops out)


Qal 3MS Perfect/MS Participle ‫ָקם‬ ‫ָשׂם ָבּא‬

2) contracts with a preceding or following vowel—the ‫ ו‬or ‫ י‬in


these forms is merely a vowel letter, not a remnant of the
original ‫ ו‬or ‫ י‬consonant.

Qal 3MS Imperfect ‫יָ קוּם‬ ‫יָ ִשׂים יָבוֹא‬

Note: several common roots retain their R2 ‫ ו‬or ‫ י‬as a consonant


(and thus the ‫ ו‬or ‫ י‬does not disappear or contract).

‫‘ ָהיָ ה‬he is’; ‫‘ ָחיָ ה‬he is alive’; ‫‘ ָקוָ ה‬he waited’

Lexicon Tip #1: The II-Vav/Yod weak verbs are listed in your
lexicons by their Infinite Construct form because this form
(unlike the 3MS Perfect as in other verbs) better reflects the
three root consonants of these weak verbs.

Lexicon Tip #2: A few roots are listed as both II-Vav and II-Yod
roots because they exhibit two infinitive construct forms: an
R2 ‫ ו‬and an R2 ‫י‬.

‫ שׂוּם‬and ‫ִשׂים‬
‫ לוּן‬and ‫ִלין‬
Though these roots should be classified as II-Yod forms, some older
lexicons list them as II-Vav roots
Lesson 23 147

II-Vav/Yod: Representative Forms


QAL II-VAV DYNAMIC QAL II-VAV STATIVE QAL II-YOD
PERF ‫ָקם‬ ‫ָבּא‬ ‫בּוֹשׁ‬ ‫ֵמת‬ ‫ָשׂם‬
(3FS)
‫ָ ֫ק ָמה‬ ‫ָ֫בּ ָאה‬ ‫בּוֹ ָשׁה‬
֫ ‫ֵ֫מ ָתה‬ ‫ָ֫שׂ ָמה‬
IMPF ‫יָ קוּם‬ ‫יָבוֹא‬ ‫יֵבוֹשׁ‬ ‫יָ מוּת‬ ‫יָ ִשׂים‬
PAST ‫וַ ָ֫יּ ָקם‬ ‫וַ יָּ בֹא‬ ‫וַ יֵּ ב ֹשׁ‬ ‫וַ ָ֫יּ ָמת‬ ‫וַ ָ֫יּ ֶשׂם‬
JUSS ‫יָ קֹם‬ ‫יָבֹא‬ ‫יֵב ֹשׁ‬ ‫יָ מֹת‬ ‫יָ ֵשׂם‬
IMPV ‫קוּם‬ ‫בּוֹא‬ ‫בּוֹשׁ‬ ‫מוּת‬ ‫ִשׂים‬
INF CST ‫קוּם‬ ‫בּוֹא‬ ‫בּוֹשׁ‬ ‫מוּת‬ ‫ִשׂים‬
INF ABS ‫קוֹם‬ ‫בּוֹא‬ ‫בּוֹשׁ‬ ‫מוֹת‬ ‫שׂוֹם‬
PTCP ‫ָקם‬ ‫ָבּא‬ ‫בּוֹשׁ‬ ‫ֵמת‬ ‫ָשׂם‬
(FS)
‫ָק ָמה‬ ‫ָבּ ָאה‬ ‫בּוֹשׁה‬
ָ ‫ֵמ ָתה‬ ‫ָשׂ ָמה‬

NIFAL POLEL (≈POLAL, HITP) HIFIL HOFAL


PERF
(3FS)
‫נָ קוֹם‬ ‫קוֹמם‬ ֵ ‫ֵה ִקים‬ ‫הוּקם‬ ַ
‫קוֹ ָמה‬
֫ ָ‫נ‬ ‫קוֹמ ָמה‬ ְ ‫ֵה ִקי֫ ָמה‬ ‫הוּק ָמה‬
ְ
IMPF
‫יִ קּוֹם‬ ‫קוֹמם‬
ֵ ְ‫י‬ ‫יָ ִקים‬ ‫יוּקם‬ ַ
PAST
‫וַ יִּ קּוֹם‬ ‫קוֹמם‬
ֵ ְ‫וַ י‬ ‫וַ ָ֫יּ ֶקם‬ ‫יּוּקם‬ ַ ַ‫ו‬
JUSS
‫יִ קּוֹם‬ ‫קוֹמם‬ֵ ְ‫י‬ ‫יָ ֵקם‬
IMPV
‫ִהקּוֹם‬ ‫קוֹמם‬ ֵ ‫ָה ֵקם‬
INF CST
‫ִהקּוֹם‬ ‫קוֹמם‬ ֵ ‫ָה ִקים‬ ‫הוּקם‬ ַ
INF ABS
‫ִהקּוֹם‬ ‫ָה ֵקם‬ ‫הוּקם‬ ֵ
PTCP (MS)
‫נָ קוֹם‬ ‫קוֹמם‬ ֵ ‫ְמ‬ ‫ֵמ ִקים‬ ‫מוּקם‬ָ
(FS) ‫קוֹמה‬
ָ ְ‫נ‬ ‫קוֹמ ָמה‬
ְ ‫ְמ‬ ‫ימה‬
ָ ‫ְמ ִק‬ ‫מוּק ָמה‬ָ

• Some roots exhibit a distinction between dynamic and stative


vowel patterns in the Qal.

‫( ָקם‬dynamic) versus ‫( ֵמת‬stative)

• Instead of Piel, Pual, and Hitpael, most II-Vav/Yod roots have


Polel, Polal, and Hitpolel binyanim.

‫קוֹמם‬
ֵ ‫קוֹמם‬
ָ ֵ ‫ ִה ְת‬but Piel ‫ ִצוָּ ה‬and Pual ‫ֻצוָּ ה‬
‫קוֹמם‬

• Linking vowels often connect the consonantal inflectional


suffixes to the roots: ֹ ‫ ו‬in Nifal and Hifil Perfect, ‫ ֶ י‬in Qal and
Lesson 23 148

Hifil Imperfect.

Nifal 2MS Perfect ‫קוּמוֹ ָת‬֫ ְ‫נ‬


Hifil 2MS Perfect ‫ימוֹ ָת‬֫ ‫ֲה ִק‬
Qal 3FP/2FP Imperfect ‫קוּמי֫ נָ ה‬ֶ ‫ְתּ‬
Hifil 3FP/2FP Imperfect ‫ימי֫ נָ ה‬ֶ ‫( ְתּ ִק‬sometimes ‫) ָתּ ֵ ֫ק ְמנָ ה‬

23.2 Vocabulary #23

‫בּוֹא‬ Q come, enter; HI bring, make ‫ַמ ְמ ָל ָכה‬ F kingdom, rule


enter ‫נָ ַטע‬ Q plant
‫בּוֹשׁ‬ Q be ashamed ‫נֵ ָכר‬ M foreign thing
‫ְבּכוֹר‬ M first-born ‫סוּר‬ Q turn aside, depart; HI cause
‫יָ ַצר‬ Q form, fashion, shape to depart, remove
‫כּון‬ NI be set up, established, fixed; ‫ָע ָפר‬ M dust, dirt, dry earth
HI establish, set up, make ‫קוּם‬ Q rise, stand up; PI confirm,
firm establish; HI raise, erect
‫ִכּ ֵסּא‬ M throne; P ‫ִכּ ְסאוֹת‬ ‫ שׂוּם‬/ ‫ִשׂים‬ Q put, place, set
‫מוֹפת‬
ֵ M wonder, sign, portent ‫שׁוּב‬ Q turn back, return; HI return
‫מוּת‬ Q die; HI kill (something)

Exercises
1. Parse the following II-Vav/Yod verbs.

‫( וַ יָּ ֶקם‬f ‫בּוֹשׁי‬
ִ (a

(hint: II-Yod verb) ‫( וַ יָּ ֶשׂם‬g ‫מוּבאוֹת‬


ָ (b

‫( שׁוּב‬h ‫( ֵה ִכינוּ‬c

‫ימי‬
ִ ‫( ָתּ ִשׂ‬i ‫( ֲה ִכינוֹנוּ‬d

‫( נָ כוֹנָ ה‬j ‫( וַ יָּ ָמת‬e


‫‪Lesson 23‬‬ ‫‪149‬‬

‫‪2. Translate the following verses. Identify and parse the verbs in each sentence.‬‬
‫ת־ה ָא ָדם ֲא ֶשׁר יָ ָצר‬
‫ן־בּ ֵע ֶדן ִמ ֶקּ ֶדם וַ יָּ ֶשׂם ָשׁם ֶא ָ‬
‫ֹלהים גַּ ְ‬
‫‪ Gen 2:8 (a‬וַ יִּ ַטּע יְ הוָ ה ֱא ִ‬

‫ל־ה ִא ָשּׁה לֹא־מוֹת ְתּ ֻמתוּן‬


‫אמר ַהנָּ ָחשׁ‪ֶ GL‬א ָ‬
‫‪ Gen 3:4 (b‬וַ יּ ֹ ֶ‬

‫ל־ה ֲא ָד ָמה ִכּי ִמ ֶמּנָּ ה ֻל ָקּ ְח ָתּ ִכּי־‬


‫שׁוּבָך ֶא ָ‬
‫אכל ֶל ֶחם ַעד ְ‬
‫‪ְ Gen 3:19 (c‬בּזֵ ַעת ‪ַ GL‬א ֶפּיָך תּ ֹ ַ‬
‫ל־ע ָפר ָתּשׁוּב‬‫ָע ָפר ַא ָתּה וְ ֶא ָ‬

‫ל־ה ֶבל ָא ִחיו‬


‫יוֹתם ַבּ ָשּׂ ֶדה וַ יָּ ָקם ַקיִ ן ֶא ֶ‬
‫ל־ה ֶבל ‪ָ PN‬א ִחיו וַ יְ ִהי ִבּ ְה ָ‬
‫אמר ַקיִ ן ‪ֶ PN‬א ֶ‬
‫‪ Gen 4:8 (d‬וַ יּ ֹ ֶ‬
‫וַ יַּ ַה ְרגֵ הוּ‬

‫וּבנֶ יָך וְ ִא ְשׁ ְתָּך וּנְ ֵשׁי־‬


‫ַא ָתּה ָ‬ ‫‪GL‬‬
‫ל־ה ֵתּ ָבה‬
‫את ֶא ַ‬
‫וּב ָ‬
‫יתי ִא ָתְּך ָ‬
‫ת־בּ ִר ִ‬
‫‪ Gen 6:18 (e‬וַ ֲה ִקמ ִֹתי ֶא ְ‬
‫ָבנֶ יָך ִא ָתְּך‬

‫יכם‬
‫יתי ִא ְתּ ֶכם וְ ֶאת־זַ ְר ֲע ֶכם ַא ֲח ֵר ֶ‬
‫ת־בּ ִר ִ‬
‫‪ Gen 9:9 (f‬וַ ֲאנִ י ִהנְ נִ י ֵמ ִקים ֶא ְ‬

‫ימנּוּ‬
‫י־לגוֹי גָּ דוֹל ֲא ִשׂ ֶ‬
‫יקי ֶאת־יָ ֵדְך בּוֹ ִכּ ְ‬
‫ת־הנַּ ַער וְ ַה ֲחזִ ִ‬
‫קוּמי ְשׂ ִאי ֶא ַ‬
‫‪ִ Gen 21:18 (g‬‬

‫ֶאת־‬ ‫‪GL‬‬
‫ִאישׁ ִל ְמנוֹת‬ ‫‪GL‬‬
‫ם־יוּכל‬
‫ַ‬ ‫‪ Gen 13:16 (h‬וְ ַשׂ ְמ ִתּי ֶאת־זַ ְר ֲעָך ַכּ ֲע ַפר ָה ָא ֶרץ ֲא ֶשׁר ִא‬
‫יִמּנֶ ה‬
‫ֲע ַפר ָה ָא ֶרץ גַּ ם־זַ ְר ֲעָך ָ‬

‫ם־אינְ ָך‬
‫וְ ִא ֵ‬ ‫‪GL‬‬
‫ת־ה ִאישׁ ִכּי־נָ ִביא הוּא וְ יִ ְת ַפּ ֵלּל ַבּ ַע ְדָך וֶ ְחיֵ ה‬
‫‪ Gen 20:7 (i‬וְ ַע ָתּה ָה ֵשׁב ֵא ֶשׁ ָ‬
‫ר־לְך‬
‫ל־א ֶשׁ ָ‬ ‫ֵמ ִשׁיב ַדּע ִכּי־מוֹת ָתּמוּת ַא ָתּה וְ ָכ ֲ‬

‫ֹלהי ַהנֵּ ָכר ֲא ֶשׁר‬


‫ת־א ֵ‬
‫ל־א ֶשׁר ִעמּוֹ ָה ִסרוּ ֶא ֱ‬
‫ל־בּיתוֹ וְ ֶאל ָכּ ֲ‬
‫אמר יַ ֲעקֹב ֶא ֵ‬
‫‪ Gen 35:2 (j‬וַ יּ ֹ ֶ‬
‫ְבּת ְֹכ ֶכם‬
‫‪Lesson 23‬‬ ‫‪150‬‬

‫ל־המּ ְֹפ ִתים ֲא ֶשׁר־‬


‫אמר יְ הוָ ה ֶאל־מ ֶֹשׁה ְבּ ֶל ְכ ְתָּך ָלשׁוּב ִמ ְצ ַריְ ָמה ְר ֵאה ָכּ ַ‬ ‫‪ Exod 4:21 (k‬וַ יּ ֹ ֶ‬
‫ת־ה ָעם‬ ‫ת־לבּוֹ וְ לֹא יְ ַשׁ ַלּח ֶא ָ‬
‫יתם ִל ְפנֵ י ַפ ְרעֹה וַ ֲאנִ י ֲא ַחזֵּ ק ֶא ִ‬
‫ַשׂ ְמ ִתּי ְביָ ֶדָך וַ ֲע ִשׂ ָ‬

‫ד־עוֹלם‬
‫ָ‬ ‫ת־כּ ֵסּא ַמ ְמ ַל ְכתּוֹ ַע‬
‫ה־בּיִ ת ִל ְשׁ ִמי וְ כֹנַ נְ ִתּי ֶא ִ‬
‫‪ II Sam 7:13 (l‬הוּא ְיִבנֶ ַ‬
Lesson 24
Lesson Summary:
• II-III Weak Verbs: ‫קלל סבב‬

24.1 II-III Weak Verbs


II-III Verbs
II-III weak verbs are roots with identical second (R2) and third (R3)
root letters. They have the following characteristics:

• The identical root letters may assimilate.


Qal 3CP Perfect ‫ ַ֫סבּוּ‬or ‫ָס ֲבבוּ‬

Note: When the doubled (from assimilation) consonant is at the


end of the word, the dagesh chazaq drops out.

Qal 3MS Perfect ‫( ַסב‬from *‫) ַסבּ‬

Sometimes instead of R2 assimilating forward to R3, it


assimilates back to R1.

Qal 3MP Imperfect ‫ יָ ֫סֹבּו‬but also ‫יִ ֫סֹּבוּ‬

• Instead of Piel, Pual, and Hitpael, most II-III weak verbs have
Po‘el, Po‘al, and Hitpo‘el.

Po‘el ‫סוֹבב‬
ֵ BUT Piel ‫ִק ֵלּל‬

• Linking vowels often appear before consonantal inflectional


suffixes in some forms: Qal, Nifal, Hifil, and Hofal Suffix
patterns have ֹ ‫ו‬, and Qal, Nifal, Hifil, and Hofal Prefix patterns
have ‫ י‬.ֶ
2MS PERF: Q ‫וֹת‬
ָ ‫ַס ֫בּ‬ NI ‫וֹת‬
ָ ‫נְ ַס ֫בּ‬ HI ‫וֹת‬
ָ ‫ֲה ִס ֫בּ‬
2/3FP IMPF: Q ‫ְתּ ֻס ֶ֫בּינָ ה‬ NI ‫ִתּ ַסּ ֶ֫בּינָ ה‬ HI ‫ְתּ ִס ֶ֫בּינָ ה‬
FP IMV: Q ‫ֻס ֶ֫בּינָ ה‬ NI ‫ִה ַסּ ֶ֫בּינָ ה‬ HI ‫ֲה ִס ֶ֫בּינָ ה‬
Lesson 24 152

II-III: Representative Forms


QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PERF ‫ ַסב‬/ ‫ָס ַבב‬ ‫ַקל‬ ‫נָ ַסב‬ ‫סוֹבב‬
ֵ ‫ֵה ֵסב‬ ‫הוּסב‬ ַ
(FS) ‫ַ֫ס ָבּה‬ ‫ַק ָלּה‬ ‫נָ ַ֫ס ָבּה‬ ‫סוֹב ָבה‬
ְ ‫ֵה ֵ֫ס ָבּה‬ ‫הוּס ָבּה‬
ַ֫
IMPF ‫ יָ סֹב‬/ ‫יִ סֹּב‬ ‫יֵ ַקל‬ ‫יִ ַסּב‬ ‫סוֹבב‬
ֵ ְ‫י‬ ‫יָ ֵסב‬ ‫יוּסב‬
ַ
PAST ‫וַ ָ֫יּ ָסב‬ ‫וַ יֵּ ַקל‬ ‫וַ יִּ ַסּב‬ ‫סוֹבב‬
ֵ ְ‫וַ י‬ ‫וַ ָ֫יּ ֶסב‬ ‫יּוּסב‬
ַ ַ‫ו‬
JUSS ‫יָ סֹב‬ ‫יֵ ַקל‬ ‫יִ ַסּב‬ ‫סוֹבב‬
ֵ ְ‫י‬ ‫יָ ֵסב‬ ‫יוּסב‬
ַ
IMPV ‫סֹב‬ ‫ִה ַסּב‬ ‫סוֹבב‬
ֵ ‫ָה ֵסב‬
INF CST ‫סֹב‬ ‫קֹל‬ ‫ִה ַסּב‬ ‫סוֹבב‬
ֵ ‫ָה ֵסב‬ ‫הוּסב‬
ַ
INF ABS ‫ָסבוֹב‬ ‫ִהסּוֹב‬ ‫סוֹבב‬
ֵ ‫ָה ֵסב‬ ‫הוּסב‬
ֵ
PTCP ‫סוֹבב‬
ֵ ‫ַקל‬ ‫נָ ָסב‬ ‫סוֹבב‬
ֵ ‫ְמ‬ ‫ֵמ ֵסב‬ ‫מוּסב‬ָ
(FS) ‫סוֹב ָבה‬
ְ ‫ַק ָלּה‬ ‫נָ ַס ָבּה‬ ‫סוֹב ָבה‬
ְ ‫ְמ‬ ‫ְמ ִס ָבּה‬ ‫מוּס ָבּה‬ַ

24.2 Vocabulary #24

‫ֲארוֹן‬ M chest, ark ‫ֶ֫ט ֶרם‬ ADV not yet, before


‫ָה ָרה‬ Q conceive, become pregnant ‫יָ ַרשׁ‬ Q take possession, inherit
‫חוה‬ HISHTAFEL bow down, prostrate ‫ָס ַבב‬ Q turn about, go around, surround
oneself ‫פּרר‬ HI break, frustrate
‫ֵחיק‬ M bosom, lap ‫ָצ ַרר‬ Q show hostility
‫חלל‬ NI be defiled; PI pollute, defile; HI ‫ָק ַלל‬ Q be slight, trifling; be quick
begin ‫ר ֹב‬ M multitude, greatness, abundance
‫ָחנַ ן‬ Q show favor, be gracious ‫ָרנַ ן‬ Q, PI give a ringing cry
‫ָח ַתת‬ Q be shattered, dismayed ‫ָתּ ַמם‬ Q be complete, finished
‫‪Lesson 24‬‬ ‫‪153‬‬

‫‪Exercises‬‬

‫‪1. Parse the following II-III verbs.‬‬

‫‪ (f‬וַ יָ ָחן‬ ‫‪ (a‬נָ ָסב‬

‫‪ (g‬יְ ִח ֵתּנִ י‬ ‫‪ (b‬יָ ֵקל‬

‫‪ (h‬צ ֲֹר ַרי‬ ‫‪ (c‬וַ יָּ ֶפר‬

‫‪ (i‬יָ ר ֹנּוּ‬ ‫‪ִ (d‬תּתֹּם‬

‫מוּסבּוֹת‬
‫‪ַ (j‬‬ ‫‪ (e‬וָ ֵא ַחל‬

‫‪2. Translate the following verses. Identify and parse the verbs in each sentence.‬‬
‫וּבנוֹת יֻ ְלּדוּ ָל ֶהם‬
‫ל־פּנֵ י ָה ֲא ָד ָמה ָ‬
‫י־ה ֵחל ָה ָא ָדם ָלר ֹב ‪ַ GL‬ע ְ‬
‫‪ Gen 6:1 (a‬וַ יְ ִהי ִכּ ֵ‬

‫ל־א ְב ָרם ֲח ָמ ִסי ָע ֶליָך ָאנ ִֹכי נָ ַת ִתּי ִשׁ ְפ ָח ִתי ְבּ ֵח ֶיקָך וַ ֵתּ ֶרא‬
‫ֹאמר ָשׂ ַרי ‪ֶ PN‬א ַ‬ ‫‪ Gen 16:5 (b‬וַ תּ ֶ‬
‫וּבינֶ יָך‬
‫יה יִ ְשׁפֹּט יְ הוָ ה ֵבּינִ י ֵ‬
‫ִכּי ָה ָר ָתה וָ ֵא ַקל ְבּ ֵעינֶ ָ‬

‫יכם ‪ GL‬וַ ִתּ ְשׁ ַתּ ֲחוֶ ין ָ ַל ֲא ֻל ָמּ ִתי‬


‫‪ Gen 37:7 (c‬וְ ִהנֵּ ה ְת ֻס ֶבּינָ ה ֲא ֻלמּ ֵֹת ֶ‬

‫יהם‬
‫ל־פּנֵ ֶ‬
‫ל־ה ָעם וַ יָּ ר ֹנּוּ וַ יִּ ְפּלוּ ַע ְ‬
‫‪ Lev 9:24 (d‬וַ יַּ ְרא ָכּ ָ‬

‫‪GL‬‬
‫ת־ע ְב ְדָּך ֶאת־גָּ ְד ְלָך‬
‫לּוֹת ְל ַה ְראוֹת ֶא ַ‬
‫‪ֲ Deut 3:24 (e‬אד ֹנָ י יְ הוִ ה ַא ָתּה ַה ִח ָ‬

‫הוֹשׁ ַע‬
‫אמר יְ הוָ ה ֶאל־יְ ֻ‬
‫ת־היַּ ְר ֵדּן וַ יּ ֹ ֶ‬
‫ל־הגּוֹי ַל ֲעבוֹר ֶא ַ‬
‫ר־תּמּוּ ָכ ַ‬
‫וַ יְ ִהי ַכּ ֲא ֶשׁ ַ‬ ‫‪Josh 4:1 (f‬‬

‫ל־ה ָעם ַל ֲעבוֹר וַ יַּ ֲעבֹר ֲארוֹן־יְ הוָ ה וְ ַהכּ ֲֹהנִ ים ִל ְפנֵ י ָה ָעם‬
‫ר־תּם ָכּ ָ‬
‫וַ יְ ִהי ַכּ ֲא ֶשׁ ַ‬ ‫‪Josh 4:11 (g‬‬
‫‪Lesson 24‬‬ ‫‪154‬‬

‫ת־ה ִעיר‬
‫‪ Josh 6:3 (h‬וְ ַסבּ ֶֹתם ֶא ָ‬

‫ת־ה ִעיר‬
‫וַ יַּ ֵסּב ֲארוֹן־יְ הוָ ה ֶא ָ‬ ‫‪Josh 6:11 (i‬‬

‫עוֹלם‬
‫יתי ִא ְתּ ֶכם ְל ָ‬
‫א־א ֵפר ְבּ ִר ִ‬
‫וָ א ַֹמר ל ֹ ָ‬ ‫‪Judg 2:1 (j‬‬

‫יוֹד ַע יְ ָחנַּ נִ י יְ הוָ ה וְ ַחי ַהיָּ ֶלד‬


‫‪ִ II Sam 12:22 (k‬כּי ָא ַמ ְר ִתּי ִמי ֵ‬

‫וַ יָּ ָחן יְ הוָ ה א ָֹתם וַ יְ ַר ֲח ֵמם‬ ‫‪II Kgs 13:23 (l‬‬


Lesson 25
Lesson Summary:
• Doubly-Weak Verbs
• Identifying the Roots of Doubly-Weak Verbs

25.1 Doubly-Weak Verbs


Doubly-Weak
Verbs At this point, you have studied all of the major categories of weak
roots in Biblical Hebrew. However, many verb roots contain more
than one weak consonant. Thus, such roots are referred to as
“doubly-weak.” This is the final category of weak roots that you will
study. Below are listed some common doubly-weak roots:

‫ָא ָבה‬ I-Alef, III-He ‫נָ ָטה‬ I-Nun, III-He

‫יָ ָרה‬ I-Vav/Yod, III-He ‫בּוֹא‬ II-Vav/Yod, III-Alef

‫יָ ָצא‬ I-Vav/Yod, III-Alef ‫ָהיָ ה‬ II-Vav/Yod, III-He

‫נָ ָשׂא‬ I-Nun, III-Alef

25.2 Identifying the Roots of Doubly-Weak Verbs


Although most of these roots are still relatively simple to identify,
other roots become more difficult to identify since it is possible that
up to two of their three root consonants may not be apparent, as in
the verb ‫וַ יַּ ְך‬.

The key to correctly identifying and parsing these doubly weak


verbs is to use a three step process of elimination.

STEP 1: Identify what parts of the verb form are inflectional


affixes and what parts are remnants of the root.

‫וַ יַּ ְך‬: the ַ‫ ו‬and ַ‫ יּ‬are clearly inflectional affixes for the Past Narrative
conjugation; thus ‫ ְך‬is the only remaining consonant from the root of
this verb.
Lesson 25 156

STEP 2: Rule out which weak consonants cannot be part of the


verbal root, or vice versa, and identify which weak consonants
can account for what is left of the verbal root in the verb form.

‫ְך‬: Since we have only one consonant of the root left, the other two
consonants must be ones that disappear in some way.

• Of the weak consonants (the gutturals, ‫ ו‬,‫ נ‬and ‫)י‬, only ‫ו‬, ‫ה‬, and
‫ י‬elide, and ‫ נ‬assimilates. Hence, the remaining consonants
of this verb’s root cannot be ‫ע‬, ‫ ח‬, ‫א‬, or ‫ר‬.

• ‫ נ‬only assimilates at the beginning of a root (except in ‫)נתן‬, so


we can rule out a root that ends in ‫נ‬.

• ‫ ה‬only elides at the end of a root, so we can rule out a root that
begins with ‫ה‬.

• ‫ ו‬and ‫ י‬often elide in II-Vav/Yod verbs; however, these weak


verbs never have a final ‫ ה‬which elides or an initial ‫ נ‬which
assimilates. Thus we can conclude that this verb is not a II-
Vav/Yod.

For the verb ‫ וַ יַּ ְך‬we are left with two logical possibilities after the
first two steps: the root is either ‫ נכה‬or ‫יכה‬.

STEP 3: Use your lexicon to identify which of your logical


roots actually exists in the Hebrew Bible. If both exist, then
scan through the existing forms in each root to aid you in
identifying which is your verb’s root.

In the case of ‫ וַ יַּ ְך‬the the lexicon should tell you that the root ‫יכה‬
does not exist. Therefore, the root for this verb is ‫ נכה‬HI ‘smite,
strike’.

‫וַ יַּ ְך‬: Hifil 3MS Past √‫( נכה‬from *‫)וַ יַּ נְ ֶכה‬


Lesson 25 157

25.3 Vocabulary #25

‫ָ֫אנָ ה‬ INTER where?, to where? ‫ידה‬ HI give thanks, praise, confess


‫ִבּ ְל ִתּי‬ ADV not, except ‫יָ ָרה‬ Q, HI throw, cast, shoot (arrows)
‫ָח ַבשׁ‬ Q bind, bind on, bind up; PI bind, ‫נוּח‬
ַ Q rest; HI cause to rest, make quiet; set
restrain; PU be bound up down; let remain, leave
‫֫חֹ ֶדשׁ‬ M new moon, month ‫נכה‬ HI smite, strike
‫ָח ַלק‬ Q, PI divide, distribute; NI divide ‫נָ ַקם‬ Q avenge, take vengeance; NI avenge
oneself oneself; HO be avenged
‫ָחנָ ה‬ Q incline, bend down, camp ‫ַָפּ ַתר‬ Q interpret
‫ָט ַרף‬ Q tear, rend, pluck ‫ֵתּ ָבה‬ F ark
‫ָתּ ָלה‬ Q hang

Exercises

1. Parse the following Doubly-Weak verbs.

‫( וַ ִתּ ֶשּׂאנָ ה‬f ‫את‬


ָ ‫( ָבּ‬a

‫יפי‬
ִ ‫( וַ ִתּ‬g ‫( ֵתּ ֶרא‬b

‫את‬
ָ ‫( נִ ֵבּ‬h ‫( יֹאבוּ‬c

‫אתם‬
ֶ ‫( ֲה ֵב‬i ‫יע‬
ַ ‫הוֹד‬
ִ (d

‫( וַ יּוֹר‬j ‫( יֵ אֹתוּ‬e

2. Translate the following verses. Identify and parse the verbs in each sentence.
‫אמר לוֹ יְ הוָ ה ָל ֵכן ָכּל־ה ֵֹרג ַקיִ ן ִשׁ ְב ָע ַתיִ ם יֻ ָקּם וַ יָּ ֶשׂם יְ הוָ ה ְל ַקיִ ן אוֹת‬
ֶ ֹ ‫ וַ יּ‬Gen 4:15 (a
‫ְל ִב ְל ִתּי ַהכּוֹת־אֹתוֹ ָכּל־מ ְֹצאוֹ‬
‫‪Lesson 25‬‬ ‫‪158‬‬

‫־ע ָשׂר ‪ GL‬יוֹם ַלח ֶֹדשׁ ַעל ָה ֵרי‬


‫יעי ‪ְ GL‬בּ ִשׁ ְב ָעה ‪ָ GL‬‬
‫‪ Gen 8:4 (b‬וַ ָתּנַ ח ַה ֵתּ ָבה ַבּח ֶֹדשׁ ַה ְשּׁ ִב ִ‬
‫‪PN‬‬
‫ֲא ָר ָרט‬

‫יהם ַליְ ָלה הוּא וַ ֲע ָב ָדיו וַ יַּ ֵכּם‬


‫‪ Gen 14:15 (c‬וַ יֵּ ָח ֵלק ֲע ֵל ֶ‬

‫י־מזֶּ ה ָבאת וְ ָאנָ ה ֵת ֵל ִכי‬


‫אמר ָהגָ ר ‪ִ PN‬שׁ ְפ ַחת ָשׂ ַרי ֵא ִ‬
‫‪ Gen 16:8 (d‬וַ יּ ֹ ַ‬

‫‪ Gen 26:17 (e‬וַ יֵּ ֶלְך ִמ ָשּׁם יִ ְצ ָחק וַ יִּ ַחן ְבּנַ ַחל ‪GL‬־גְּ ָרר ‪ PN‬וַ יֵּ ֶשׁב ָשׁם‬

‫ל־כּן ָק ְר ָאה ְשׁמוֹ‬


‫אוֹדה ֶאת־יְ הוָ ה ַע ֵ‬
‫אמר ַה ַפּ ַעם ֶ‬
‫‪ Gen 29:35 (f‬וַ ַתּ ַהר עוֹד וַ ֵתּ ֶלד ֵבּן וַ תּ ֹ ֶ‬
‫הוּדה וַ ַתּ ֲעמֹד ִמ ֶלּ ֶדת‬
‫יְ ָ‬

‫אמר לֹא נַ ֶכּנּוּ נָ ֶפשׁ‬


‫אוּבן וַ יַּ ִצּ ֵלהוּ ִמיָּ ָדם וַ יּ ֹ ֶ‬
‫‪ Gen 37:21 (g‬וַ יִּ ְשׁ ַמע ְר ֵ‬

‫יוֹסף‬
‫‪ Gen 40:22 (h‬וְ ֵאת ַשׂר ָהא ִֹפים ָתּ ָלה ַכּ ֲא ֶשׁר ָפּ ַתר ָל ֶהם ֵ‬

‫הוּדה ַא ָתּה יוֹדוָּך ַא ֶחיָך‬


‫‪ Gen 49:8 (i‬יְ ָ‬

‫אוֹדָך יְ הוָ ה‬
‫‪ Isa 12:1 (j‬וְ ָא ַמ ְר ָתּ ַבּיּוֹם ַההוּא ְ‬

‫שׁוּבה ֶאל־יְ הוָ ה‬


‫‪ְ Hos 6:1 (k‬לכוּ וְ נָ ָ‬

‫נוֹדה‬
‫עוֹלם ֶ‬
‫ל־היּוֹם וְ ִשׁ ְמָך ְל ָ‬
‫אֹלהים ִה ַלּ ְלנוּ ָכ ַ‬
‫‪ֵ Ps 44:9 (l‬בּ ִ‬
Lesson 26

Lesson Summary:
• Introduction to Syntax in Biblical Hebrew: Part 1

• Complements and Adjuncts

• Argument Structure

26.1 Introduction to Syntax in Biblical Hebrew: Part 1


Syntax Throughout the last 25 lessons, we primarily discussed the
morphology of Biblical Hebrew words. In this lesson, we will begin
our discussion of syntax—the system of relationships among
constituents.

Constituent ‘Constituent’ is the label used for the individual words or phrases
(e.g., nouns / noun phrases, verbs / verb phrases, prepositions /
prepositional phrases) that relate to each other to form a larger, more
complex unit called a clause.

Clause A basic definition of a clause is that it is the combination of at least


two constituents: a subject and a predicate.

‫( וַ יִּ ְיראוּ ַה ַמּ ָלּ ִחים‬Jon 1:5)


The sailors were afraid
subject predicate

Subject Subjects are usually nouns, noun phrases, or some other nominal
constituent (such as a substantive adjective).

Predicate Predicates may be verbal (e.g., a Perfect verb, Imperfect verb,


Participle) or nominal (e.g., an adjective / adjective phrase, or a
prepositional phrase).

Verbal and Clauses with verbal predicates are called verbal clauses; clauses
Verbless with nominal predicates are called verbless clauses (the copula, or
Clauses
‘be’ verb, must be supplied).
Lesson 26 160

Verbal (Imperfect) Clause:


‫ֹלהים ָלנוּ‬
ִ ‫אוּלי יִ ְת ַע ֵשּׁת ָה ֱא‬
ַ
‘perhaps God will think about us’ (Jon 1:6)

Verbless Clause:
‫ִע ְב ִרי ָאנ ִֹכי‬
Complements ‘a Hebrew (am) I’ (Jon 1:9)
and
Adjuncts
26.2 Complements and Adjuncts
When we consider the relationship between constituents, a major
issue is the relationship between a verb and its modifiers. An
important distinction is between complements and adjuncts.

Complements are obligatory constituents following the verb in a


clause; if such constituents were omitted, the clause would be
incomplete. In other words, a verb may require a constituent(s),
such as a noun phrase or a prepositional phrase, or both, to fulfill it
(i.e., to function as its object or to specify location, manner, etc.).

The boldfaced, underlined constituents in the following examples


are complements—their presence is required by the verbs in order
for the clauses to be grammatical (i.e., to make sense).

‫ל־היָּ ם‬
ַ ‫דוֹלה ֶא‬
ָ ְ‫רוּח־גּ‬
ַ ‫וַ יהוָ ה ֵה ִטיל‬
‘YHWH cast a great wind to the sea’ (Jon 1:4)

‫י־מ ִלּ ְפנֵ י יְ הוָ ה הוּא ב ֵֹר ַח‬


ִ ‫ִכּי־יָ ְדעוּ ָה ֲאנָ ִשׁים ִכּ‬
‘Because the men knew that he was fleeing from YHWH’ (Jon
1:10)

‫ֹלע ֶאת־יוֹנָ ה‬
ַ ‫וַ יְ ַמן יְ הוָ ה ָדּג גָּ דוֹל ִל ְב‬
‘YHWH appointed a big fish to swallow Jonah’ (Jon 2:1)

The presence and number of complements are generally determined


by the valency of the verb, whether it is intransitive, transitive, or
ditransitive.

In contrast to complements, adjuncts are optional constituents


Lesson 26 161

following the verb in a clause; such constituents may be omitted


without affecting the basic grammaticality of the clause. The
boldfaced, italicized constituents in the following clauses are
adjuncts.

‫ֹלהיו ִמ ְמּ ֵעי ַה ָדּגָ ה‬


ָ ‫וַ יִּ ְת ַפּ ֵלּל יוֹנָ ה ֶאל־יְ הוָ ה ֱא‬
‘Jonah prayed to YHWH his God from the belly of the fish’ (Jon
2:2)

‫וַ יָּ ָקם יוֹנָ ה וַ יֵּ ֶלְך ֶאל־נִ ינְ וֶ ה ִכּ ְד ַבר יְ הוָ ה‬


‘Jonah arose and went to Nineveh according to the word of
YHWH’ (Jon 3:3)

26.3 Argument Structure


Another way of analyzing syntax is in terms of argument structure.
An argument is a constituent that is a participant involved in the
event or action denoted by the predicate.

An analogy might help: we can think of a predicate as the script of a


play in which there are a number of roles, which correspond to the
constituents. Each and every role must be filled for the play to
work. In the same way, each predicate specifies the number of
arguments needed to complete its argument structure.

‘One-place predicates’ (e.g., intransitive verbs) take just one


argument, a subject.

‫( וַ יִּ ְיראוּ ַה ַמּ ָלּ ִחים‬Jon 1:5)


The sailors were afraid
external predicate
argument

‘Two-place predicates’ (e.g., transitive verbs), in contrast, take two


arguments, a subject and another obligatory constituent that
modifies the verb—objects, adverbs, prepositional phrases, etc.

‫יהם‬
ֶ ‫ת־מ ֲע ֵשׂ‬
ַ ‫ֹלהים ֶא‬
ִ ‫( וַ יַּ ְרא ָה ֱא‬Jon 3:10)
their deeds God saw
internal external predicate
argument argument
Lesson 26 162

Some predicates (e.g., ditransitive verbs) may take more than two
arguments, such as a subject and two direct objects or a subject, a
direct object (e.g., an object), and an oblique object (e.g., a
prepositional phrase.

‫ל־היָּ ם‬
ַ ‫דוֹלה ֶא‬
ָ ְ‫רוּח־גּ‬
ַ ‫( וַ יהוָ ה ֵה ִטיל‬Jon 1:4)
to the sea a great wind cast YHWH
internal internal pred. external
argument argument argument

26.4 Vocabulary #26

‫ָבּ ָכה‬ Q weep, bewail; PI lament ‫ָל ַקט‬ Q glean, pick up, gather
‫ָדּ ַבק‬ Q cling, cleave, keep close ‫דּוּע‬
ַ ‫ַמ‬ INTER why
‫ָח ַדל‬ Q cease, come to an end ‫נַ ֲח ָלה‬ F possession, property,
‫ָחמוֹת‬ F mother-in-law ‫נָ ְכ ִרי‬ inheritance
‫ֵחן‬ M favor, grace ‫נָ ַשׁק‬ ADJ foreign, alien; F ‫נָ ְכ ִריָּ ה‬
‫ַכּ ָלּה‬ F daughter-in-law, bride ‫ֵעד‬ Q, PI kiss
M witness

Exercises

1. Translate the following verses and identify all of the constituents by their lexical
category: mark each one as a noun/pronoun (N), verb (V; include infinitives and
participles), preposition (P), adjective (Adj), adverb (Adv), or other
grammatical word (GW; such as interrogatives, negatives, or conjunctions).
PN
‫וְ ֵשׁ ם ַה ֵשּׁנִ ית רוּת‬ PN
‫ֵשׁ ם ָה ַא ַח ת ָע ְר ָפּה‬ PN
‫ וַ יִּ ְשׂאוּ ָל ֶה ם נָ ִשׁים מ ֲֹא ִביּוֹת‬Ruth 1:4 (a
‫ ָשׁנִ ים‬GL ‫וַ יֵּ ְשׁבוּ ָשׁם ְכּ ֶע ֶשׂר‬

‫י־פ ַקד‬
ָ ‫מוֹאב ִכּ‬
ָ ‫ִכּי ָשׁ ְמ ָעה ִבּ ְשׂ ֵדה‬ PN
‫מוֹאב‬
ָ ‫יה וַ ָתּ ָשׁב ִמ ְשּׂ ֵדי‬
ָ ‫ֹּלת‬
ֶ ‫ וַ ָתּ ָקם ִהיא וְ ַכ‬Ruth 1:6 (b
‫ת־עמּוֹ ָל ֵתת ָל ֶהם ָל ֶחם‬
ַ ‫יְ הוָ ה ֶא‬
‫‪Lesson 26‬‬ ‫‪163‬‬

‫ל־תּ ְל ִכי ִל ְלקֹט ְבּ ָשׂ ֶדה ַא ֵחר וְ גַ ם‬


‫אמר בּ ַֹעז ‪ֶ PN‬אל־רוּת ֲהלוֹא ָשׁ ַמ ַע ְתּ ִבּ ִתּי ַא ֵ‬ ‫‪ Ruth 2:8 (c‬וַ יּ ֹ ֶ‬
‫בוּרי ִמזֶּ ה וְ כֹה ִת ְד ָבּ ִקין ִעם־נַ ֲער ָֹתי‬
‫לֹא ַת ֲע ִ‬

‫ה־להּ‬
‫ל־א ֶשׁר ָע ָשׂ ָ‬
‫ד־להּ ֵאת ָכּ ֲ‬
‫י־א ְתּ ִבּ ִתּי וַ ַתּגֶּ ָ‬
‫ֹאמר ִמ ַ‬
‫מוֹתהּ וַ תּ ֶ‬
‫ל־ח ָ‬
‫וַ ָתּבוֹא ֶא ֲ‬ ‫‪Ruth 3:16 (d‬‬
‫ָה ִאישׁ‬

‫‪2. Translate the following verses and identify the syntactic relationships between‬‬
‫‪the constituents—mark each subject (S), verb (V), complement (Comp), and‬‬
‫‪adjunct (Adt) that you find.‬‬

‫מוֹתהּ וְ רוּת ָדּ ְב ָקה ָבּהּ‬


‫קוֹלן וַ ִתּ ְב ֶכּינָ ה עוֹד וַ ִתּ ַשּׁק ָע ְר ָפּה ַל ֲח ָ‬
‫‪ Ruth 1:14 (a‬וַ ִתּ ֶשּׂנָ ה ָ‬

‫י־פ ַקד‬
‫מוֹא ב ִכּ ָ‬
‫מוֹא ב ִכּ י ָשׁ ְמ ָע ה ִבּ ְשׂ ֵד ה ָ‬
‫יה וַ ָתּ ָשׁ ב ִמ ְשּׂ ֵד י ָ‬
‫ֹּלת ָ‬
‫‪ Ruth 1:6 (b‬וַ ָתּ ָק ם ִהיא וְ ַכ ֶ‬
‫ת־עמּוֹ ָל ֵתת ָל ֶהם ָל ֶחם‬
‫יְ הוָ ה ֶא ַ‬

‫את י ֵח ן ְבּ ֵעינֶ יָך‬


‫דּוּע ָמ ָצ ִ‬
‫ֹאמ ר ֵא ָליו ַמ ַ‬
‫יה וַ ִתּ ְשׁ ַתּחוּ ָא ְר ָצ ה וַ תּ ֶ‬
‫ל־פּנֶ ָ‬
‫‪ Ruth 2:10‬וַ ִתּפֹּל ַע ָ‬ ‫‪(c‬‬
‫ְל ַה ִכּ ֵירנִ י וְ ָאנ ִֹכי נָ ְכ ִריָּ ה‬

‫ם־ה ֵמּת‬
‫יתי ִלי ְל ִא ָשּׁה ְל ָה ִקים ֵשׁ ַ‬
‫‪ Ruth 4:10 (d‬וְ גַ ם ֶאת־רוּת ַהמּ ֲֹא ִביָּ ה ֵא ֶשׁת ַמ ְחלוֹן ‪ָ PN‬קנִ ִ‬
‫וּמ ַשּׁ ַער ְמקוֹמוֹ ֵע ִדים ַא ֶתּם ַהיּוֹם‬ ‫ם־ה ֵמּת ֵמ ִעם ֶא ָחיו ִ‬
‫ַעל־נַ ֲח ָלתוֹ וְ לֹא־יִ ָכּ ֵרת ֵשׁ ַ‬

‫‪3. Translate the following verses and identify the argument structure—mark each‬‬
‫‪predicate (Pred), external argument (EA), and internal argument (IA).‬‬

‫מוֹתהּ וְ רוּת ָדּ ְב ָקה ָבּהּ‬


‫קוֹלן וַ ִתּ ְב ֶכּינָ ה עוֹד וַ ִתּ ַשּׁק ָע ְר ָפּה ַל ֲח ָ‬
‫‪ Ruth 1:14 (a‬וַ ִתּ ֶשּׂנָ ה ָ‬
‫‪Lesson 26‬‬ ‫‪164‬‬

‫יה‬
‫י־מ ְת ַא ֶמּ ֶצת ִהיא ָל ֶל ֶכת ִא ָתּהּ וַ ֶתּ ְח ַדּל ְל ַד ֵבּר ֵא ֶל ָ‬
‫‪ Ruth 1:18 (b‬וַ ֵתּ ֶרא ִכּ ִ‬

‫אתי ֵחן ְבּ ֵעינֶ יָך‬


‫דּוּע ָמ ָצ ִ‬
‫ֹאמר ֵא ָליו ַמ ַ‬
‫יה וַ ִתּ ְשׁ ַתּחוּ ָא ְר ָצה וַ תּ ֶ‬
‫ל־פּנֶ ָ‬
‫‪ Ruth 2:10 (c‬וַ ִתּפֹּל ַע ָ‬
‫ְל ַה ִכּ ֵירנִ י וְ ָאנ ִֹכי נָ ְכ ִריָּ ה‬

‫אמר‬
‫ת־ר ֵעהוּ וַ יּ ֹ ֶ‬
‫יַכּיר ִאישׁ ֶא ֵ‬
‫ד־הבּ ֶֹק ר וַ ָתּ ָק ם ְבּ ֶט ֶר ם ִ‬
‫לוֹתיו ַע ַ‬ ‫‪ Ruth 3:14‬וַ ִתּ ְשׁ ַכּ ב ַמ ְרגְּ ָ‬ ‫‪(d‬‬
‫‪GL‬‬
‫י־ב ָאה ָה ִא ָשּׁה ַהגּ ֶֹרן‬‫ַאל־יִ וָּ ַדע ִכּ ָ‬
Lesson 27
Lesson Summary:
• Introduction to Syntax in Biblical Hebrew: Part 2

• Main and Subordinate Clauses

• Biblical Hebrew Word Order

27.1 Introduction to Syntax in Biblical Hebrew: Part 2

In the last lesson, syntax was introduced as the system of


relationships between constituents and a clause was defined as a
subject and a predicate. This lesson will introduce you to two further
important aspects of Biblical Hebrew syntax: the relationships
between clauses, and the basic order of constituents within clauses.

27.2 Main and Subordinate Clauses


Main and One way to classify clauses is by how they relate to each other.
Subordinate
Clauses There are two basic types: main clauses and subordinate clauses. A
main clause is one that can stand on its own; that is, it is not
grammatically controlled by another clause. In contrast, a
subordinate clause is one that is grammatical controlled by another
clause.

Related to this classification is the distinction between the two ways


that clauses relate to each other: coordination and subordination.

Coordination Coordination is the linking of two or more clauses that are of equal
syntactic status, i.e. there is no syntactic hierarchical relationship
between the two or more clauses.

‫וַ יִּ ֵתּן ְשׂ ָכ ָרהּ וַ יֵּ ֶרד ָבּהּ‬...‫וַ יֵּ ֶרד יָ פוֹ וַ יִּ ְמ ָצא ָאנִ יָּ ה‬...‫וַ יָּ ָקם יוֹנָ ה‬
‘(and) Jonah rose . . . and went down (to) Joppa and found a ship
. . . and gave its fare and went down in it’ (Jon 1:3)

Coordination in Biblical Hebrew is most often marked with


coordinating conjunctions: ְ‫‘ ו‬and’, ‫‘ אוֹ‬or’, ‫‘ ֲא ָבל‬but’, ‫אוּלם‬
ָ ‘but’.
(See 3.6 for further discussion of ְ‫ ו‬and why it is not always
Lesson 27 166

appropriate to translate it.)

Asyndesis However, it is not uncommon for the coordinating conjunction to be


absent, resulting in asyndesis, or unmarked coordination. Compare
the two clauses below:

‫גוֹרלוֹת‬
ָ ‫ל־ר ֵעהוּ ְלכוּ וְ נַ ִפּ ָילה‬
ֵ ‫אמרוּ ִאישׁ ֶא‬
ְ ֹ ‫וַ יּ‬
‘(and) they said to each other: come and let us cast lots’ (Jon 1:7)

‫דוֹלה‬
ָ ְ‫קוּם ֵלְך ֶאל־נִ ינְ וֵ ה ָה ִעיר ַהגּ‬
‘Rise, Go to Nineveh, the great city’ (Jon 1:2)

Subordination Subordination is the linking of two or more clauses with the result
that they have different syntactic status, i.e. one clause is
syntactically dependent on the other.

‫י־מ ִלּ ְפנֵ י‬
ִ ‫ית ִכּי־יָ ְדעוּ ָה ֲאנָ ִשׁים ִכּ‬
ָ ‫אמרוּ ֵא ָליו ַמה־זֹּאת ָע ִשׂ‬ ְ ֹ ‫וַ יּ‬
‫יְ הוָ ה הוּא ב ֵֹר ַח ִכּי ִהגִּ יד ָל ֶהם‬
‘(and) they said to him, “What is this (that) you have done?”
Because the men knew that he was fleeing from YHWH because
he had told them’ (Jon 1:10)

Subordinating Subordination in English is most often marked with subordinating


Conjunctions conjunctions: when, if, although, since, because, while, after, before,
etc. The list below provides the most commonly used Biblical
Hebrew subordinating conjunctions:

‘before’‫ִל ְפנֵ י‬ ‫ַא ֲח ֵרי‬


‘after’
‘because, when, if, that, though’ ‫ִכּי‬ ‘if, though’ ‫ִאם‬
‘just as, when’ ‫ַכּ ֲא ֶשׁר‬ ‘who/which, that’ ‫ֲא ֶשׁר‬
‘if not’ ‫לוּלי‬ֵ ‘if’ ‫לוּ‬
‘while, until’ ‫ַעד‬ ‘therefore’ ‫ָל ֵכן‬
‘in order to, so that’ ‫ְל ַ֫מ ַען‬ ‘lest, so that not’ ‫ֶפּן‬

Traditionally, clauses in coordinate relationship are said to form a


compound sentence, whereas those in subordinate relationship form
a complex sentence.
Lesson 27 167

Note: Biblical Hebrew, in contrast to English as well as Indo-


European languages in general, has a few coordinating
conjunctions, but very few subordinating conjunctions. As a
result, often times clauses which are syntactically coordinate in
Biblical Hebrew may in fact be semantically subordinate. An
accurate translation from Biblical Hebrew to English will reflect
this semantic subordination despite the syntactical coordination
of the clauses. Consider the following segments from parallel
material in Kings and Chronicles.

‫ֲע ֵלה וּנְ ַת ִתּים ְבּיָ ֶדָך‬


‘Go up and (= so that, or because) I will place them in your
hand’ (1 Chr. 14:10)

‫ת־ה ְפּ ִל ְשׁ ִתּים ְבּיָ ֶדָך‬


ַ ‫ֲע ֵלה ִכּי־נָ תֹן ֶא ֵתּן ֶא‬
‘Go up because I will surely place the Philistines in your hand’
(2 Sam. 5:19)

27.3 Biblical Hebrew Word Order


Word Order
Like English, Hebrew is primarily a Subject-Predicate word order
BH =
Subj-Pred
language. This means that in normal (“without emphasis”)
(in indicative indicative clauses, the subject precedes the predicate (regardless of
clauses) whether the predicate is a verb, adjective, etc.). For instance:

‫ל־היָּ ם‬
ַ ‫דוֹלה ֶא‬
ָ ְ‫רוּח־גּ‬
ַ ‫וַ יהוָ ה ֵה ִטיל‬
‘YHWH cast a great wind upon the sea’ (Jon 1:4)

However, you will have noticed by now that many clauses in


Biblical Hebrew are not Subject-Predicate in order.

‫י־מ ִלּ ְפנֵ י יְ הוָ ה הוּא ב ֵֹר ַח‬


ִ ‫ִכּי־יָ ְדעוּ ָה ֲאנָ ִשׁים ִכּ‬
‘because the men knew that he was fleeing from YHWH (Jon
1:10)

Inversion = As illustrated in Jonah 1:10, whenever a grammatical word like ‫ִכּי‬


X-Pred-Subj
‘because, that’ stands at the front of the clause, the word order of the
remaining clause is inverted, i.e., it becomes predicate-subject.

The words, like ‫כּי‬,ִ that trigger this inversion include the relatives
‫ ֲא ֶשׁר‬and ‫שׁ‬,
ֶ the interrogatives ‫ ָמה‬, ‫ ֫ ָל ָמּה‬, ‫ ֲה‬, etc., negatives ‫לֹא‬, ‫ ַאל‬, and
most other grammatical words, e.g., ‫ ְל ַ֫מ ַען‬, ‫ ָאז‬, ‫ ִאם‬, ‫ ֶפּן‬.
Lesson 27 168

The only two grammatical words in Biblical Hebrew that do not


generally trigger Predicate-Subject word order are ‫ ִהנֵּ ה‬and ‫ע ָתּה‬.
ַ

Past Narr. Finally, Subject-Predicate word order is not present in the most
verb = common type of clause in the Hebrew Bible, the clause in which the
Pred-Subj
Past Narrative verb is used. For instance:

‫ישׁה ִמ ִלּ ְפנֵ י יְ הוָ ה‬


ָ ‫וַ יָּ ָקם יוֹנָ ה ִל ְבר ַֹח ַתּ ְר ִשׁ‬
‘Jonah arose to flee to Tarshish from before YHWH’ (Jon 1:3)

In the case of Jonah 1:3, the Past Narrative verb ‫ וַ יָּ ָקם‬precedes the
subject ‫יוֹנָ ה‬. This is the case with every Past Narrative verb—the
verb precedes the subject.

One possible explanation for this is that the dagesh chazaq in the
prefix of the Past Narrative verb (e.g., ‫ )וַ יָּ ָקם‬represents a
grammatical word that has been assimilated into the prefix
consonant. Thus, because of that “little grammatical word”
represented by the dagesh, any clause including a Past Narrative
verb is predicate-subject in order.

All of the clauses we have discussed to this point have contained


Modal Clause
= indicative verbs. Unlike indicative verbs, which exist primarily in
Pred-Subj Subject-Predicate clauses, modal verbs exist in inverted clauses.
Thus, when we examine the Jussives given below, we see the
Predicate-Subject order.

‫וְ יִ ְשׁתֹּק ַהיָּ ם ֵמ ָע ֵלינוּ‬


‘(so that) the sea may be quiet from upon us’ (Jon 1:11)

‫וְ יָ ֻשׁבוּ ִאישׁ ִמ ַדּ ְרכּוֹ ָה ָר ָעה‬


‘let (each) man turn from his evil way’ (Jon 3:8)

The Modal Perfect (Lesson 7) also has a modal value; thus, it too
stands in inverted clauses. Notice the Predicate-Subject order of the
following Modal Perfect examples:

‫ֹלהים‬
ִ ‫י־יוֹד ַע יָ שׁוּב וְ נִ ַחם ָה ֱא‬
ֵ ‫ִמ‬
‘Who knows? Maybe God shall turn back and repent’ (Jon 3:9)
Lesson 27 169

In Jonah 3:9, the Predicate-Subject word order for the clause ‫וְ נִ ַחם‬
ִ ‫ ָה ֱא‬reflects the normal word order for modal clauses. Also
‫ֹלהים‬
notice how the Modal Perfect follows a Jussive. This is a common
verb sequence for Modal Perfects (i.e., that they follow other modal
forms, such as Imperatives and Jussives).

Our final discussion focuses on Participles and verbless clauses.


Participles Like the indicative finite verbal clauses presented above, clauses
&
Verbless = with participial and adjectival (i.e., verbless) predicates exhibit
Subj-Pred primarily Subject-Predicate order.

‫יהם‬
ֶ ‫הוֹלְך וְ ס ֵֹער ֲע ֵל‬
ֵ ‫ִכּי ַהיָּ ם‬
‘because the sea was growing stormier upon them’ (Jon 1:13)

‫יאה ֲא ֶשׁר ָאנ ִֹכי דּ ֵֹבר ֵא ֶליָך‬


ָ ‫ת־ה ְקּ ִר‬
ַ ‫יה ֶא‬
ָ ‫וּק ָרא ֵא ֶל‬
ְ
‘call to her the proclamation that I am speaking to you’ (Jon 3:2)

From the examples in Jonah 1:13 and 3:2, we can also notice that,
unlike the finite verbal clauses above, function words do not invert
the word order of participial or verbless clauses.

Summary:
• Biblical Hebrew is a Subject-Predicate language.

• In clauses with finite indicative verbs, the order becomes


inverted (Predicate-Subject) when there is a function word at
the beginning of the clause.

• In modal clauses, the order is Predicate-Subject.


Lesson 27 170

27.4 Vocabulary #27

‫ֵאיְך‬ ADV, INTER how; INTJ How! ‫ָח ָסה‬ Q seek refuge
‫ָא ֵרְך‬ Q be long; HI prolong, lengthen ‫ֶ֫יְב ֶמת‬ F sister-in-law
Q perceive, observe, have insight; ‫ְל ָפנִ ים‬ ADV formerly, previously
‫ִבּין‬ HI understand, give ‫ַמ ְרגְּ לוֹת‬ FP place of feet
understanding, teach ‫מרר‬ Q be bitter; PI HI make bitter
‫גּוּר‬ Q to sojourn, abide ‫֫ ַנ ַעל‬ F sandal, shoe
‫֫גּ ֹ ֶרן‬ M threshing floor ‫צוה‬ PI command
‫ָחיָ ה‬ Q live, be alive ‫ָשׁ ַלף‬ Q draw out, off

Exercises
1. Translate the following verses and identify which clauses are main and which
are subordinate. Also, identify any coordination.

‫ יִ ְחיֶ ה ְל ָפנֶ יָך‬PN ‫ יִ ְשׁ ָמ ֵעאל‬GL‫ֹלהים לוּ‬


ִ ‫ל־ה ֱא‬
ָ ‫אמר ַא ְב ָר ָהם ֶא‬
ֶ ֹ ‫ וַ יּ‬Gen 17:18 (a

‫יטב ְלָך‬ַ ִ‫ת־מ ְצו ָֹתיו ֲא ֶשׁר ָאנ ִֹכי ְמ ַצוְּ ָך ַהיּוֹם ֲא ֶשׁר י‬
ִ ‫ת־ח ָקּיו וְ ֶא‬
ֻ ‫ וְ ָשׁ ַמ ְר ָתּ ֶא‬Deut 4:40 (b
‫ֹלהיָך נ ֵֹתן ְלָך ָכּל־‬
ֶ ‫ל־ה ֲא ָד ָמה ֲא ֶשׁר יְ הוָ ה ֱא‬
ָ ‫יָמים ַע‬ ִ ‫וּל ַמ ַען ַתּ ֲא ִריְך‬
ְ ‫וּל ָבנֶ יָך ַא ֲח ֶריָך‬
ְ
‫ַהיָּ ִמים‬

‫וּק ַב ְר ֶתּם א ִֹתי ַבּ ֶקּ ֶבר‬


ְ ‫מוֹתי‬
ִ ‫ל־בּנָ יו ֵלאמֹר ְבּ‬
ָ ‫אמר ֶא‬ ֶ ֹ ‫ וַ יְ ִהי ַא ֲח ֵרי ָק ְברוֹ אֹתוֹ וַ יּ‬I Kgs 13:31 (c
‫ת־ע ְצמ ָֹתי‬
ַ ‫ ַע ְצמ ָֹתיו ַהנִּ יחוּ ֶא‬GL ‫ֹלהים ָקבוּר בּוֹ ֵא ֶצל‬ ִ ‫ ֲא ֶשׁר ִאישׁ ָה ֱא‬GL

‫ל־צ ָבא‬
ְ ‫ל־כּ ְסאוֹ וְ ָכ‬
ִ ‫יתי ֶאת־יְ הוָ ה י ֵֹשׁב ַע‬
ִ ‫אמר ָל ֵכן ְשׁ ַמע ְדּ ַבר־יְ הוָ ה ָר ִא‬ ֶ ֹ ‫ וַ יּ‬I Kgs 22:19 (d
GL
‫וּמ ְשּׂמֹאלוֹ‬ ִ GL‫ימינוֹ‬ ִ ‫ַה ָשּׁ ַמיִ ם ע ֵֹמד ָע ָליו ִמ‬
‫‪Lesson 27‬‬ ‫‪171‬‬

‫‪GL‬‬
‫הוֹתיר ‪ָ GL‬לנוּ ָשׂ ִריד ‪ִ GL‬כּ ְמ ָעט ִכּ ְסד ֹם ‪ָ PN‬היִ ינוּ ַל ֲעמ ָֹרה‬
‫לוּלי ‪ GL‬יְ הוָ ה ְצ ָבאוֹת ִ‬
‫‪ֵ Isa 1:9 (e‬‬
‫‪GL‬‬
‫ָדּ ִמינוּ‬

‫וּב ָאזְ נָ יו‬


‫ב־ה ָעם ַהזֶּ ה וְ ָאזְ נָ יו ַה ְכ ֵבּד וְ ֵעינָ יו ָה ַשׁע ‪ֶ GL‬פּן־יִ ְר ֶאה ְב ֵעינָ יו ְ‬
‫‪ַ Isa 6:10 (f‬ה ְשׁ ֵמן ‪ֵ GL‬ל ָ‬
‫וּל ָבבוֹ ִיָבין וָ ָשׁב וְ ָר ָפא לוֹ׃‬
‫יִ ְשׁ ָמע ְ‬

‫י־ה ַמר ַשׁ ַדּי ִלי‬


‫ל־תּ ְק ֶראנָ ה ִלי נָ ֳע ִמי ‪ְ PN‬ק ֶראן ָ ִלי ָמ ָרא ‪ִ PN‬כּ ֵ‬
‫יהן ַא ִ‬
‫ֹאמר ֲא ֵל ֶ‬
‫‪ Ruth 1:20 (g‬וַ תּ ֶ‬
‫ְמאֹד‬

‫‪2. Translate the following clauses. For each clause with an explicit subject indicate‬‬
‫‪whether the word order is Subject-Predicate or Predicate-Subject. If the order is‬‬
‫‪Predicate-Subject, identify why.‬‬
‫‪PN‬‬
‫מוֹאב‬
‫הוּדה ‪ָ PN‬לגוּר ִבּ ְשׂ ֵדי ָ‬
‫‪ Ruth 1:1 (a‬וַ יֵּ ֶלְך ִאישׁ ִמ ֵבּית ֶל ֶחם ‪ PN‬יְ ָ‬

‫ת־עמּוֹ ָל ֵתת ָל ֶהם ָל ֶחם‬


‫י־פ ַקד יְ הוָ ה ֶא ַ‬
‫מוֹאב ִכּ ָ‬
‫‪ִ Ruth 1:6 (b‬כּי ָשׁ ְמ ָעה ִבּ ְשׂ ֵדה ָ‬

‫ם־ה ֵמּ ִתים וְ ִע ָמּ ִדי‬


‫יתם ִע ַ‬
‫‪ Ruth 1:8 (c‬יַ ַעשׂ יְ הוָ ה ִע ָמּ ֶכם ֶח ֶסד ַכּ ֲא ֶשׁר ֲע ִשׂ ֶ‬

‫‪PN‬‬
‫‪ Ruth 2:4 (d‬וְ ִהנֵּ ה־ב ַֹעז ָבּא ִמ ֵבּית ֶל ֶחם‬

‫ֹלהי יִ ְשׂ ָר ֵאל‬
‫ְשׁ ֵל ָמה ֵמ ִעם יְ הוָ ה ֱא ֵ‬ ‫‪GL‬‬
‫וּת ִהי ַמ ְשׂ ֻכּ ְר ֵתְּך‬
‫‪ Ruth 2:12 (e‬יְ ַשׁ ֵלּם יְ הוָ ה ָפּ ֳע ֵלְך‪ְ GL‬‬
‫‪GL‬‬
‫ת־כּנָ ָפיו‬
‫ר־בּאת ַל ֲחסוֹת ַתּ ַח ְ‬ ‫ֲא ֶשׁ ָ‬
‫‪Lesson 27‬‬ ‫‪172‬‬

‫מוֹתהּ‬
‫ר־צוַּ ָתּה ֲח ָ‬
‫‪ Ruth 3:6 (f‬וַ ַתּ ַעשׂ ְכּכֹל ֲא ֶשׁ ִ‬

‫ֹלתיו‬
‫‪ Ruth 3:8 (g‬וְ ִהנֵּ ה ִא ָשּׁה שׁ ֶֹכ ֶבת ַמ ְרגְּ ָ‬

‫ת־ר ֵעהוּ‬
‫‪ Ruth 3:14 (h‬וַ ָתּ ָקם ְבּ ֶט ֶרם יַ ִכּיר ִאישׁ ֶא ֵ‬

‫י־ב ָאה ָה ִא ָשּׁה ַהגּ ֶֹרן‬


‫אמר ַאל־יִ וָּ ַדע ִכּ ָ‬
‫‪ Ruth 3:14 (i‬וַ יּ ֹ ֶ‬

‫ֹאמר ְשׁ ִבי ִב ִתּי ַעד ֲא ֶשׁר ֵתּ ְד ִעין ֵאיְך יִ פֹּל ָדּ ָבר‬


‫‪ Ruth 3:18 (j‬וַ תּ ֶ‬

‫ל־דּ ָבר ָשׁ ַלף ִאישׁ‬


‫מוּרה ְל ַקיֵּ ם ָכּ ָ‬
‫ל־ה ְתּ ָ‬
‫אוּלּה וְ ַע ַ‬
‫ל־הגְּ ָ‬
‫‪ Ruth 4:7 (k‬וְ זֹאת ְל ָפנִ ים ְבּיִ ְשׂ ָר ֵאל ַע ַ‬
‫נַ ֲעלוֹ וְ נָ ַתן ְל ֵר ֵעהוּ‬
Lesson 28
Lesson Summary:
• Introduction to Semantics

• Lexical Semantics

• Case Roles

28.1 Introduction to Semantics


Semantics
Semantics is concerned with meaning in language. It deals with
various meaning issues, both at the word and phrase level (e.g.,
ambiguity, polysemy, synonymy, and semantic overlap) and at the
clause level (e.g., truth values, communicative potential, and
entailment). Lexical semantics and case roles are examined in the
following sections.

The treatment of the Biblical Hebrew verbal system in this grammar


illustrates the main concerns of semantics. In 13.2 the verbs in
Biblical Hebrew were examined as a system in which certain forms
contrast with each other and others overlap in meaning. This is
illustrated by the following diagram.

Venn Diagram ‫וַ יִּ ְקטֹל‬ ‫קוֹטל‬


ֵ
of a Past Tense Progressive Aspect
(narrative verb)
Semantic expected future

Model simple past


of gnomic present progressive
BH Verbal past progressive
past
System habitual

‫ָק ַטל‬ commissive


contingent
‫ִי ְקטֹל‬
Perfective Aspect Imperfective Aspect
perfect general future
immediate future future in the past
performative directive

volitive

‫ ְקטֹל‬/‫( ַי ְק ֵטל‬H)
Deontic Modality
Lesson 28 174

28.2 Lexical Semantics


Lexical
Semantics Lexical semantics is concerned with discerning semantic contrast
and overlap between words in terms of their lexical meaning (as
opposed to grammatical meanings such as tense, aspect, modality,
definiteness, etc.).

In 11.1 you were introduced to the binyanim. Depending on which


binyan a verb appears in, it may have a different number of
arguments (see 26.3). Semantics is also interested in analyzing the
case roles of these arguments.

Lexical semantics involves two areas of study: multiple meanings


for the same word, and related meanings between words. You have
noticed that the lexicon gives numbered entries of the various
meanings a word may have. The crucial task in reading a passage is
deciding which meaning best fits the context in which it occurs.
Every meaning of a word is not represented by each instance where
it occurs.

For instance, the lexicon lists six different meanings for the verb
‫ ָק ָרא‬in Qal: (1) call, cry aloud; (2) call to (someone); (3) proclaim;
(4) read aloud; (5) summon; (6) name. However, generally the
context will limit an occurrence of ‫ ָק ָרא‬to one of these meanings.

Thus, the eight occurrences of this root in Jonah appear to have one
of two meanings: call, cry aloud (1:6; 1:14; 2:3; 3:8), or proclaim
(1:2; 3:2, 4, 5)

Examining the interrelated meanings of words helps sharpen our


understanding of the range of meanings of a particular word. For
instance, by looking at other color terms related to ‘red’ we can
more precisely define the allowable range of meaning of red. For
instance, at one point is a color no longer ‘red’ but ‘maroon’?

We can sharpen the range of meaning of ‫ ָק ָרא‬by comparing it to


semantically related words like ‫ זָ ַעק‬and ‫צ ַעק‬.
ָ Although they all have
the basic meaning ‘cry out,’ they often differ in nuance. For
instance, only ‫ ָק ָרא‬is used as ‘to read aloud’, and only ‫ זָ ַעק‬is used
explicitly as ‘to make a cry of horror/alarm/distress/sorrow’.
Lesson 28 175

‫ל־ה ִעיר‬
ָ ‫וְ ָה ִאישׁ ָבּא ְל ַהגִּ יד ָבּ ִעיר וַ ִתּזְ ַעק ָכּ‬
‘(when) the man came to the report in the city [that the ark had
been captured], all of the city cried out (in alarm)’ (1 Sam 4:13)

‫ֹלהים יוֹם ְבּיוֹם‬


ִ ‫תּוֹרת ָה ֱא‬
ַ ‫וַ יִּ ְק ָרא ְבּ ֵס ֶפר‬
‘(and) they read in the book of the law of God daily’ (Neh 8:18)

28.3 Case Roles in Biblical Hebrew


Case Roles
Case involves morphology, syntax, and semantics. Cases indicate
the particular syntactic role or relationship between words in an
expression, often by morphological distinctions (e.g., Latin,
German). The role of each case can also be analyzed semantically
(e.g., nominative is syntactically the subject but semantically the
agent of a dynamic verb but the patient of a stative verb).

In English, morphological case marking is preserved only in the


personal pronouns.

Nominative I he she we they


Accusative me him her us them
Genitive my his her our their

Similarly, Hebrew at one time distinguished these cases


morphologically. However, by the period of Biblical Hebrew cases
are mostly abstract, and the Genitive case has been replaced by the
construct relationship (see 6.1).

The Nominative case includes the agent of a dynamic verb or the


patient of a stative or passive verb. An agent is the entity that
performs an action or brings about a change of state. A patient is an
entity in a state or undergoing change.

‫ל־היָּ ם‬
ַ ‫דוֹלה ֶא‬
ָ ְ‫רוּח־גּ‬
ַ ‫וַ יהוָ ה ֵה ִטיל‬
‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)

‫עוֹד ַא ְר ָבּ ִעים יוֹם וְ נִ ינְ וֵ ה נֶ ְה ָפּ ֶכת‬


‘yet forty days and Nineveh will be destroyed’ (Jon 3:4)

The Accusative case includes all the nouns governed by the verb—
whether complements or adjuncts. Although accusative is most
Lesson 28 176

often associated with the direct object of a verb, it is also associated


with nouns expressing nuances such as location, source, path, or
manner.

‫ל־היָּ ם‬
ַ ‫דוֹלה ֶא‬
ָ ְ‫רוּח־גּ‬
ַ ‫וַ יהוָ ה ֵה ִטיל‬
‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)

‫וַ יָּ ֶחל יוֹנָ ה ָלבוֹא ָב ִעיר ַמ ֲה ַלְך יוֹם ֶא ָחד‬


‘(and) Jonah began to enter into the city a journey of one day’
(Jon 3:4)

Note: Often verbs take a direct object headed by a preposition.


Sometimes different prepositions signal different meanings of
the predication.

‫יכל ָק ְד ֶשָׁך‬
ַ ‫ל־ה‬
ֵ ‫אוֹסיף ְל ַה ִבּיט ֶא‬
ִ ‫ַאְך‬
‘Surely I will again look at/to your holy temple’ (Jon 2:5)

The Genitive case has been replaced in Biblical Hebrew by the


construct. In a construct relationship the noun in the absolute can
modify the noun in construct in a number of ways. Most often the
absolute noun represents the agent or possessor of the activity
behind the construct noun or simply modifies the construct noun
adjectivally.

‫ן־א ִמ ַתּי‬
ֲ ‫וַ יְ ִהי ְדּ ַבר־יְ הוָ ה ֶאל־יוֹנָ ה ֶב‬
‘the word of YHWH came to Jonah, son of Amitai’ (Jon 1:1)

‫יָמים‬
ִ ‫ֹלשׁת‬
ֶ ‫ַמ ֲה ַלְך ְשׁ‬
‘. . . a journey of three days (= a three day’s journey)’ (Jon 3:3)

28.4 Vocabulary #28

‫אוֹ‬ CONJ or ‫ָקדוֹשׁ‬ ADJ sacred, holy


‫ֵאל‬ M god, God, mighty one ‫ָק ֶצה‬ M end, extremity
‫֫בֹּ ֶקר‬ M morning ‫ָק ַצר‬ Q reap, harvest
‫יָ ַסף‬ Q add; HI multiply, do again, ‫שׁאר‬ NI be left over, behind, remain; HI
continue leave over, behind
‫ַמ ֲע ֶשׂה‬ M deed, work ‫ָשׁ ֵכן‬ ADJ inhabitant, neighbor
‫נצב‬ NI take one’s stand; be stationed, ‫ָשׁ ַקט‬ Q be quiet, undisturbed; HI show
appointed quietness, cause quietness
Lesson 28 177

Exercises
1. Examine the range of meanings for ‫ ֶ֫ח ֶסד‬using the lexicon, and determine the
best meaning(s) for the word in its occurrences in Ruth.

2. Determine the degree of overlap between these related words (use a diagram like
the one given for the verbal system in the lesson to show the overlap).

‫ָא ָדם ִאישׁ גִּ בּוֹר‬

3. Translate the following clauses and identify the case roles of the nouns in each –
nominative (Nom), genitive (Gen), or accusative (Acc).

‫יה‬
ָ ֶ‫וּשׁנֵ י ָבנ‬
ְ ‫וַ ִתּ ָשּׁ ֵאר ִהיא‬ PN
‫ ִאישׁ נָ ֳע ִמי‬PN‫ימ ֶלְך‬
ֶ ‫ וַ יָּ ָמת ֱא ִל‬Ruth 1:3 (a

‫יה ֵל ְכנָ ה שּׁ ְֹבנָ ה ִא ָשּׁ ה ְל ֵבית ִא ָמּ הּ יַ ַע שׂ יְ הוָ ה‬ ָ ‫ֹּלת‬ֶ ‫ֹאמ ר נָ ֳע ִמ י ִל ְשׁ ֵתּ י ַכ‬


ֶ ‫ וַ תּ‬Ruth 1:8 (b
‫ם־ה ֵמּ ִתים וְ ִע ָמּ ִדי‬
ַ ‫יתם ִע‬ ֶ ‫ִע ָמּ ֶכם ֶח ֶסד ַכּ ֲא ֶשׁר ֲע ִשׂ‬

‫מוֹתהּ וְ רוּת ָדּ ְב ָקה ָבּהּ‬


ָ ‫קוֹלן וַ ִתּ ְב ֶכּינָ ה עוֹד וַ ִתּ ַשּׁק ָע ְר ָפּה ַל ֲח‬
ָ ‫ וַ ִתּ ֶשּׂנָ ה‬Ruth 1:14 (c

GL
‫ ֶאל־נָ ֳע ִמ י ֵא ְל ָכה־נָּ א ַה ָשּׂ ֶד ה וַ ֲא ַל ֳק ָט ה ַב ִשּׁ ֳבּ ִלים‬PN‫מּוֹא ִביָּ ה‬
ֲ ‫ֹאמ ר רוּת ַה‬ ֶ ‫ וַ תּ‬Ruth 2:2 (d
‫ֹאמר ָלהּ ְל ִכי ִב ִתּי‬ ֶ ‫א־חן ְבּ ֵעינָ יו וַ תּ‬
ֵ ‫ַא ַחר ֲא ֶשׁר ֶא ְמ ָצ‬

‫קּוֹצ ִרים ְל ִמי ַהנַּ ֲע ָרה ַהזֹּאת‬


ְ ‫ל־ה‬
ַ ‫אמר בּ ַֹעז ְלנַ ֲערוֹ ַהנִּ ָצּב ַע‬
ֶ ֹ ‫ וַ יּ‬Ruth 2:5 (e
‫‪Lesson 28‬‬ ‫‪178‬‬

‫‪GL‬‬
‫יט ב ִלבּוֹ וַ יָּ ב ֹא ִל ְשׁ ַכּ ב ִבּ ְק ֵצ ה ָה ֲע ֵר ָמה‪ GL‬וַ ָתּב ֹא ַב ָלּט‬
‫אכ ל בּ ַֹע ז וַ יֵּ ְשׁ ְתּ וַ יִּ ַ‬
‫‪ Ruth 3:7‬וַ יּ ֹ ַ‬ ‫‪(f‬‬
‫ֹלתיו וַ ִתּ ְשׁ ָכּב‬
‫וַ ְתּגַ ל ַמ ְרגְּ ָ‬

‫ֹאמר ְשׁ ִבי ִב ִתּי ַעד ֲא ֶשׁר ֵתּ ְד ִעין ֵאיְך יִ פֹּל ָדּ ָבר ִכּי ל ֹא יִ ְשׁקֹט ָה ִאישׁ ִכּי־‬
‫‪ Ruth 3:18 (g‬וַ תּ ֶ‬
‫ם־כּ ָלּה ַה ָדּ ָבר ַהיּוֹם‬
‫ִא ִ‬

‫‪GL‬‬
‫יה וַ יִּ ֵתּ ן יְ הוָ ה ָל הּ ֵה ָריוֹן‬
‫וַ יִּ ַקּ ח בּ ַֹע ז ֶאת־רוּת וַ ְתּ ִהי־לוֹ ְל ִא ָשּׁ ה וַ יָּ ב ֹא ֵא ֶל ָ‬ ‫‪Ruth 4:13 (h‬‬
‫וַ ֵתּ ֶלד ֵבּן‬

‫‪PN‬‬
‫עוֹבד‬
‫ד־בּ ן ְלנָ ֳע ִמ י וַ ִתּ ְק ֶראנָ ה ְשׁמוֹ ֵ‬
‫‪ Ruth 4:17 (i‬וַ ִתּ ְק ֶראנָ ה לוֹ ַה ְשּׁ ֵכנוֹת ֵשׁ ם ֵלאמֹר יֻ ַלּ ֵ‬
‫‪PN‬‬
‫הוּא ֲא ִבי־יִ ַשׁי‪ֲ PN‬א ִבי ָדוִ ד‬
Lesson 29
Lesson Summary:
• Introduction to Pragmatics

• Information Structure

• Biblical Hebrew Word Order and Information


Structure

29.1 Introduction to Pragmatics


Pragmatics
Pragmatics is the study of how the relationship between an
utterance, the speaker, the addressee, and any other aspect of the
context/discourse are encoded (e.g., by means of prosody, word
order, or use of discourse markers).

Unlike syntax, which is the study of the relationship of constituents


or clauses to each other, pragmatics incorporates the notion of the
larger linguistic and extra-linguistic context.

Also, unlike semantics, which is the study of the relationship


between linguistic expressions and the objects to which they refer,
pragmatics is the study of the use of linguistic expressions and
includes such issues as deixis, theme, rheme, and focus.

Pragmatics is a broad field of study; in what follows, the discussion


and definitions will reflect our focus on the application of pragmatic
analysis to written texts.

The linguistic context that is the object of pragmatic study ranges


from the level of the clause (e.g., how the word order of constituents
reflects pragmatic concerns) to the levels of discourse beyond the
clause (i.e., how pragmatic concerns affect the structure of an entire
text).

In this lesson we will focus on clause-level pragmatics (discourse-


level pragmatics will be discussed in Lesson 30).
Lesson 29 180

Information 29.2 Information Structure


Structure
One of the common ways to study the pragmatics of a language is
by analyzing what is called the information structure of that
language.

Information structure refers to the interface between the linguistic


content of a text and how the reader cognitively processes that
linguistic information. Information structure is concerned with
studying why, when two or more possible linguistic options may
express the same propositional information, one is chosen over the
others.

Central concepts to the study of information structure are the


concepts of theme, rheme, and focus.

The Theme is that piece of information that anchors the added


information to the existing information state; it is the presupposed
information in a discourse. Thus, the Theme is a known, active
entity within the discourse and stands in contrast to the Rheme.

The Rheme represents that information which has been added to a


discourse situation (i.e., it is the non-presupposed information),
often marked in languages by word order, prosody, or both. While
the Rheme may often mark “new” discourse items, it may also mark
“old” discourse items that are being “re-added” to the discourse.

Consider the following example.

‫נוֹשׁע‬
ַ ‫יִ ְשׂ ָר ֵאל‬
‘Israel was victorious’ (Isa 45:17)
Rheme Rheme (All the constituents are new)
Theme Rheme (Israel is not new to the context)
Rheme Theme (Israel is new, was victorious is not)

There are at least three basic contexts that we can supply to


understand how the clause Israel was victorious can signal different
states of information. If all the material is new to the discourse, it is
all considered to be the Rheme. If we supply a context in which
Israel has already been introduced, then we could consider Israel as
the Theme and was victorious as the Rheme. Finally, if we supply a
context that is discussing the various people who were victorious but
Israel has not yet been mentioned, then Israel is the Rheme and was
Lesson 29 181

victorious is the Theme.

The final information structure concept that we must discuss is


Focus. Focus represents a constituent that is highlighted for some
sort of emphasis within the discourse (e.g., for contrast,
identification).

Israel was victorious (not its enemies).

29.3 Biblical Hebrew Word Order and Information Structure


In Lesson 27, Biblical Hebrew was described as a Subject-Verb
language. In other words, the basic order of constituents in a clause
has the subject preceding the verb. However, many clauses in the
Hebrew Bible contain a focused constituent.

Focused constituents are usually placed at the front of the clause


(this is sometimes referred to as “fronting”). The fronting of a
focused constituent almost always results in Verb-Subject order.

There are numerous examples in which the Verb-Subject (or


Predicate-Subject in a verbless clause) order is triggered by a
fronted focused constituent. Consider the following four examples:

Genesis 31:42 contains the focusing of an object phrase: ‫ת־ענְ יִ י‬


ָ ‫ֶא‬
‫יע ַכּ ַפּי‬
ַ ִ‫וְ ֶאת־יְ ג‬.

‫וּפ ַחד יִ ְצ ָחק ָהיָ ה ִלי‬ַ ‫ֹלהי ַא ְב ָר ָהם‬ֵ ‫ֹלהי ָא ִבי ֱא‬ֵ ‫לוּלי ֱא‬
ֵ
‫יע ַכּ ַפּי‬
ַ ִ‫ת־ענְ יִ י וְ ֶאת־יְ ג‬
ָ ‫ִכּי ַע ָתּה ֵר ָיקם ִשׁ ַלּ ְח ָתּנִ י ֶא‬
‫יּוֹכח ָא ֶמשׁ‬ ַ ַ‫ֹלהים ו‬
ִ ‫ָר ָאה ֱא‬
‘if the God of my father, the God of Abraham and the
Fear of Isaac had not been for me, indeed now you would
have sent me away empty. My affliction and the labor of
my hands God has seen and he judged last night’ (Gen
31.42)

The fronting of this focused phrase also results in the inversion of


ִ ‫) ָר ָאה ֱא‬.
the word order for the rest of the clause: Verb-Subject (‫ֹלהים‬

Jonah 1:9 illustrates Predicate-Subject inversion in a verbless clause.


Lesson 29 182

‫ִע ְב ִרי ָאנ ִֹכי‬


‘A Hebrew am I’ (Jon 1:9)

The predicate ‫ ִע ְב ִרי‬is in the initial position because Jonah is telling


the sailors who he is.

Genesis 3:5 illustrates Verb-Subject inversion with the participle


‫י ֵֹד ַע‬.

‫ֹלהים ִכּי ְבּיוֹם ֲא ָכ ְל ֶכם ִמ ֶמּנּוּ וְ נִ ְפ ְקחוּ‬


ִ ‫ִכּי י ֵֹד ַע ֱא‬
‫אֹלהים י ְֹד ֵעי טוֹב וָ ָרע‬
ִ ‫יתם ֵכּ‬ ֶ ִ‫יכם וִ ְהי‬
ֶ ֵ‫ֵעינ‬
‘because God knows that on the day you eat from it, your
eyes will be opened and you will become like gods . . .’
(Gen 3:5)

In this case, the serpent in Genesis 3 wants Eve to believe that God
is well aware of the effects of eating the forbidden fruit and that He
is trying to keep Eve and Adam from something desirable.

When we turn our attention to modal clauses (in which the normal
word order is Verb-Subject), it only makes sense that the focusing
and fronting of a constituent triggers inversion back to Subject-Verb
order. In Genesis 44:33, the subject noun ‫ ַהנַּ ַער‬is focused and thus
fronted.

‫וְ ַע ָתּה יֵ ֶשׁב־נָ א ַע ְב ְדָּך ַתּ ַחת ַהנַּ ַער ֶע ֶבד ַלאד ֹנִ י‬
‫ם־א ָחיו‬
ֶ ‫וְ ַהנַּ ַער יַ ַעל ִע‬
‘Now, please let your servant stay instead of the lad as a
servant to my lord; and let the lad go up with his
brothers’ (Gen 44:33)

The result of the focusing and fronting of the subject noun, is that it
now precedes the modal verb ‫יַ ַעל‬, producing Subject-Verb order in a
modal clause (which is normally Verb-Subject order).

Summary:
• Words (such as objects, prepositional phrases, etc.) may be
focused (for contrast or some other kind of emphasis); a
focused constituent is almost always fronted, that is, placed at
the front of the Biblical Hebrew clause.
Lesson 29 183

• Such fronted words trigger Predicate-Subject (i.e., inverted)


word order in indicative clauses.

• In modal clauses, which have Predicate-Subject order as their


basic word order, the Subject-Predicate word order is
triggered when a focused constituent is fronted.

29.4 Vocabulary #29

‫ָא ַמץ‬ Q be strong, bold; PI strengthen ‫ָ֫מוֶ ת‬ M death


(something); HIT make oneself ‫ָמ ַכר‬ Q sell
bold, obstinate ‫ָפּ ַרד‬ Q separate; HI divide, separate
‫ַ ֫דּ ַעת‬ F/M knowledge (something)
‫ַ֫חיִ ל‬ M strength, wealth, valor; army ‫ְצ ָד ָקה‬ F righteousness
‫ֶח ְל ָקה‬ F portion ‫ֵר ָיקם‬ ADV emptily, vainly
‫יָ ַרד‬ Q go down, descend ‫ְשׁאוֹל‬ F underworld, Sheol
‫ְתּהוֹם‬ M/F deep, sea, abyss

Exercises
1. Translate the following clauses. Identify the Theme, Rheme, and Focus (if there
is one) for each clause in the following verses. (If necessary, consult the
context of each for help in identifying the information structure.)

GL
‫ֹלהים ְמ ַר ֶח ֶפת‬
ִ ‫רוּח ֱא‬
ַ ְ‫ל־פּנֵ י ְתהוֹם ו‬
ְ ‫ וְ ח ֶֹשְׁך ַע‬GL‫ וָ בֹהוּ‬GL‫ וְ ָה ָא ֶרץ ָהיְ ָתה תֹהוּ‬Gen 1:2 (a
‫ל־פּנֵ י ַה ָמּיִ ם‬
ְ ‫ַע‬

‫ֹלהים ִכּי־‬
ִ ‫יַמּים וַ יַּ ְרא ֱא‬
ִ ‫ ַה ַמּיִ ם ָק ָרא‬GL ‫וּל ִמ ְקוֵ ה‬
ְ ‫ֹלהים ַליַּ ָבּ ָשׁה ֶא ֶרץ‬
ִ ‫ וַ יִּ ְק ָרא ֱא‬Gen 1:10 (b
‫טוֹב‬
‫‪Lesson 29‬‬ ‫‪184‬‬

‫אכל‬
‫ץ־הגָּ ן ָאכֹל תּ ֹ ֵ‬
‫ל־ה ָא ָדם ֵלאמֹר ִמכֹּל ֵע ַ‬
‫ֹלהים ַע ָ‬
‫‪ Gen 2:16 (c‬וַ יְ ַצו יְ הוָ ה ֱא ִ‬

‫אכל ִמ ֶמּנּוּ ִכּי ְבּיוֹם ֲא ָכ ְלָך ִמ ֶמּנּוּ מוֹת ָתּמוּת‬


‫וּמ ֵעץ ַה ַדּ ַעת טוֹב וָ ָרע לֹא ת ֹ ַ‬
‫‪ֵ Gen 2:17 (d‬‬

‫יתי ִאישׁ‬
‫ֹאמר ָקנִ ִ‬
‫וַ תּ ֶ‬ ‫‪PN‬‬
‫ת־קיִ ן‬
‫ִא ְשׁתּוֹ וַ ַתּ ַהר וַ ֵתּ ֶלד ֶא ַ‬ ‫‪PN‬‬
‫ת־חוָּ ה‬
‫‪ Gen 4:1 (e‬וְ ָה ָא ָדם יָ ַדע ֶא ַ‬
‫ֶאת־יְ הוָ ה׃‬

‫יהם‬
‫ת־ה ְתּ ָר ִפים ‪ GL‬וַ ְתּ ִשׂ ֵמם ְבּ ַכר ‪ַ GL‬הגָּ ָמל וַ ֵתּ ֶשׁב ֲע ֵל ֶ‬
‫‪ Gen 31:34 (f‬וְ ָר ֵחל ָל ְק ָחה ֶא ַ‬
‫ל־הא ֶֹהל וְ לֹא ָמ ָצא׃‬
‫ת־כּ ָ‬
‫וַ יְ ַמ ֵשּׁשׁ ָל ָבן ֶא ָ‬

‫‪2. Translate the following clauses. For each clause indicate whether the word‬‬
‫‪order is Subject-Predicate or Predicate-Subject and explain why the word order‬‬
‫‪is that way (i.e., indicate whether the word order is “basic,” or triggered due to‬‬
‫‪syntactic or pragmatic reasons).‬‬

‫מוֹתהּ וְ רוּת ָדּ ְב ָקה ָבּהּ‬


‫‪ Ruth 1:14 (a‬וַ ִתּ ַשּׁק ָע ְר ָפּה ַל ֲח ָ‬

‫יה‬
‫ֹלה ָ‬
‫ל־א ֶ‬
‫ל־ע ָמּהּ וְ ֶא ֱ‬
‫ֹאמר ִהנֵּ ה ָשׁ ָבה ִיְב ְמ ֵתְּך ֶא ַ‬
‫‪ Ruth 1:15 (b‬וַ תּ ֶ‬

‫וּבינֵ ְך‬
‫‪ִ Ruth 1:17 (c‬כּי ַה ָמּוֶ ת יַ ְפ ִריד ֵבּינִ י ֵ‬

‫י־מ ְת ַא ֶמּ ֶצת ִהיא ָל ֶל ֶכת ִא ָתּהּ‬


‫‪ Ruth 1:18 (d‬וַ ֵתּ ֶרא ִכּ ִ‬

‫‪ֲ Ruth 1:21 (e‬אנִ י ְמ ֵל ָאה ָה ַל ְכ ִתּי וְ ֵר ָיקם ֱה ִשׁ ַיבנִ י יְ הוָ ה‬


‫‪Lesson 29‬‬ ‫‪185‬‬

‫ל־שׁ ַער ַע ִמּי ִכּי ֵא ֶשׁת ַחיִ ל ָא ְתּ‬


‫יוֹד ַע ָכּ ַ‬
‫‪ִ Ruth 3:11 (f‬כּי ֵ‬

‫ימ ֶלְך‪ָ PN‬מ ְכ ָרה נָ ֳע ִמי‬


‫אמר ַלגּ ֵֹאל ‪ֶ GL‬ח ְל ַקת ַה ָשּׂ ֶדה ֲא ֶשׁר ְל ָא ִחינוּ ֶל ֱא ִל ֶ‬
‫‪ Ruth 4:3 (g‬וַ יּ ֹ ֶ‬
Lesson 30
Lesson Summary:
• Introduction to Discourse Linguistics
• The Foreground and Background of Narrative
• Discourse Topic

30.1 Introduction to Discourse Linguistics


Discourse
Linguistics Discourse linguistics, in contrast to traditional, sentence-based,
linguistics, takes a discourse or text as the object of linguistic
analysis. The study of discourse linguistics is still developing.

The following presentation represents just one approach out of


many. We shall approach discourse linguistics as the study of
information structure beyond the level of individual clauses (as
opposed to Lesson 29, in which we focused on ‘clause-level’
pragmatics and information structure). In this way, we may describe
discourse linguistics as the linguistic counterpart to traditional
literary analysis.

Some elements that shape discourse include the genre or type of


discourse (e.g., a narrative, a poem), how speech is incorporated
into the discourse (e.g., direct or indirect speech), how the saliency
of events are marked (e.g., foreground or background).

In the next two sections we will examine two areas of discourse


analysis on the Hebrew Bible that have proven quite fruitful: 1)
foreground and background of narrative, and 2) discourse topic.

Foreground 30.2 The Foreground and Background of Narrative


and The majority of the Hebrew Bible is narrative. Because Biblical
Background
Hebrew has a Past Narrative verb form, this discourse type is readily
identifiable. The main thread or foreground of narrative discourse
features the Past Narrative verb.

‫ן־א ִמ ַתּי‬
ֲ ‫וַ יְ ִהי ְדּ ַבר־יְ הוָ ה ֶאל־יוֹנָ ה ֶב‬
‘(and) the word of YHWH came to Jonah, son of Amitai’
(Jon 1:1)
Lesson 30 187

Whenever the narrator chooses to communicate something that is


not part of the development or progression of the plot action, he
avoids using the Past Narrative verb.

For instance, in Jonah 3:3 the Perfect ‫ ָהיְ ָתה‬is used instead of the
Past Narrative form because the clause provides the reader with
background information regarding an important element in the plot
—the city of Nineveh.

‫וַ יָּ ָקם יוֹנָ ה וַ יֵּ ֶלְך ֶאל־נִ ינְ וֶ ה ִכּ ְד ַבר יְ הוָ ה וְ נִ ינְ וֵ ה ָהיְ ָתה‬
‫אֹלהים‬
ִ ‫דוֹלה ֵל‬ ָ ְ‫ִעיר־גּ‬
‘(and) Jonah rose and went to Nineveh according to the
word of YHWH. Now Ninevah was a great city to God’
(Jon 3:3)

In addition to communicating background information, the narrator


also avoids using the Past Narrative verb to portray events in an
order other than their occurrence in the narrative.

Thus, in Jonah 1:5, the Perfect verb ‫ יָ ַרד‬indicates that, prior to the
storm being sent and the sailors’ emergency measures, Jonah had
gone down into the ship.

‫ֹלהיו וַ יָּ ִטלוּ ֶאת־‬ ָ ‫ל־א‬


ֱ ‫וַ יִּ ְיראוּ ַה ַמּ ָלּ ִחים וַ יִּ זְ ֲעקוּ ִאישׁ ֶא‬
‫יהם וְ יוֹנָ ה‬
ֶ ‫ל־היָּ ם ְל ָה ֵקל ֵמ ֲע ֵל‬ ַ ‫ַה ֵכּ ִלים ֲא ֶשׁר ָבּ ֳאנִ יָּ ה ֶא‬
‫יָ ַרד ֶאל־יַ ְר ְכּ ֵתי ַה ְסּ ִפינָ ה וַ יִּ ְשׁ ַכּב וַ יֵּ ָר ַדם‬
‘(and) the sailors were afraid and each cried out to his
god, and they cast the vessels that were on the ship into
the sea in order to lighten (the ship) of them. Now Jonah
had gone down into the recesses of the ship and laid
down and fallen asleep.’ (Jon 1:5)

Similarly, in Genesis 2:6, the narrator uses the Imperfect and Modal
Perfect verbs to report events that contribute to the setting (the state
of creation) rather than the main plot line of the narrative, which
begins with God creating man in verse 7.

‫י־ה ֲא ָד ָמה‬
ָ ֵ‫ל־פּנ‬
ְ ‫ת־כּ‬
ָ ‫ן־ה ָא ֶרץ וְ ִה ְשׁ ָקה ֶא‬
ָ ‫וְ ֵאד יַ ֲע ֶלה ִמ‬
‘(and) mist would come up from the earth and would
water the entire surface of the ground’ (Gen 2:6)
Lesson 30 188

Summary:
Discourse material that is presented with the Past Narrative verb is
called foreground material. Foreground events are the most salient
or important for the development of the plot line and very frequently
occur in succession (i.e., this happened, then this happened, etc.).

Discourse material is presented with other predicates (e.g., verbless


clause, Participle, Perfect, Imperfect) is generally background
material. Background material describes the narrative setting or
reports simultaneous or out-of-sequence events relative to the
narrative plot.

30.2 Discourse Topic


In Lesson 29 when we examined Biblical Hebrew word order, we
discussed the fact that the basic word order in Biblical Hebrew is
Subject-Verb.

Clearly, however, Hebrew narrative is typically Verb-Subject


because of the predominant use of the Past Narrative verb. Thus,
when the narrator wants to introduce a new character in the
narrative or signal an important change in which character is doing
the action, the Focus on the character is signaled by the use of
Subject-Verb word order. Consider the following examples:

In Jonah 1:4 the narrator avoids the Past Narrative to introduce an


important new agent into the sequence of events.

‫ל־היָּ ם וַ יְ ִהי ַס ַער־גָּ דוֹל‬


ַ ‫דוֹלה ֶא‬ ָ ְ‫רוּח־גּ‬
ַ ‫וַ יהוָ ה ֵה ִטיל‬
‫ַבּיָּ ם וְ ָה ֳאנִ יָּ ה ִח ְשּׁ ָבה ְל ִה ָשּׁ ֵבר‬
‘(and) YHWH cast a great wind onto the sea and there was
a great storm in the sea (so that) the ship threatened to
break apart’ (Jon 1:4)

‫ יְ הוָ ה‬is not necessarily new to the narrative (it was his word which
came to Jonah in the first place). However, in verse 3 the narrator
focuses entirely on what Jonah does. The use of a non-Past
Narrative verb in verse 4 signals the switch from Jonah as the
primary agent to ‫יְ הוָ ה‬.

In Jonah 1:5 we have a related use of a non-Past Narrative verb.


Lesson 30 189

‫ֹלהיו וַ יָּ ִטלוּ ֶאת־‬ ָ ‫ל־א‬


ֱ ‫וַ יִּ ְיראוּ ַה ַמּ ָלּ ִחים וַ יִּ זְ ֲעקוּ ִאישׁ ֶא‬
‫יהם וְ יוֹנָ ה‬
ֶ ‫ל־היָּ ם ְל ָה ֵקל ֵמ ֲע ֵל‬ ַ ‫ַה ֵכּ ִלים ֲא ֶשׁר ָבּ ֳאנִ יָּ ה ֶא‬
‫יָ ַרד ֶאל־יַ ְר ְכּ ֵתי ַה ְסּ ִפינָ ה וַ יִּ ְשׁ ַכּב וַ יֵּ ָר ַדם‬
‘The sailors were afraid and each cried out to his gods.
They cast the vessels that were on the ship into the sea in
order to lessen (the load) upon them. (However), Jonah
had gone down to the recesses of the ship and laid
down and fallen asleep.’ (Jon 1:5)

As we noted above, in the case of Jonah 1:5, the non-Narrative Past


clause ‫ יוֹנָ ה יָ ַרד‬presents information that both is background
(because the narrator had already informed the audience that Jonah
had gone down into the ship in verse 3) and includes a focused
subject. Jonah is focused in order to contrast Jonah’s actions with
those of the sailors. In the case of narrative, this focus is signalled
by the non-use of the Narrative Past verb.

This means, of course, that Subject-Verb order can represent either a


basic clause, or one with a focused subject. Also, since both
backgrounded material as well as character or topic changes avoid
the use of the Past Narrative verb, it is necessary to identify which is
occurring (i.e., whether the non-Past Narrative clause is signaling
backgrounded material or a character change or both).

This can only be determined based on the context. Keep in mind,


however, that a character change is not necessarily backgrounded
information (see Ruth 4:1). Thus, there is not a one-to-one
correspondence between non-Past Narrative clauses and any
particular discourse function.
Lesson 30 190

Exercises
(Since we have now come to the end of this grammar, and we have been focusing on the book of
Ruth in the exercises of the last five lessons, the exercises for this final lesson presume a
familiarity with the entire book of Ruth.)

1. Translate the following clauses. Identify any non-Past Narrative clauses and
specify their discourse function.

‫י־בנָ יו ַמ ְחלוֹן וְ ִכ ְליוֹן ֶא ְפ ָר ִתים‬


ָ ֵ‫ימ ֶלְך וְ ֵשׁם ִא ְשׁתּוֹ נָ ֳע ִמי וְ ֵשׁם ְשׁנ‬
ֶ ‫ וְ ֵשׁם ָה ִאישׁ ֱא ִל‬Ruth 1:2
‫יוּ־שׁם‬
ָ ‫י־מוֹאב וַ יִּ ְה‬
ָ ‫הוּדה וַ יָּ בֹאוּ ְשׂ ֵד‬
ָ ְ‫ִמ ֵבּית ֶל ֶחם י‬

‫ וַ יִּ ְשׂאוּ ָל ֶהם נָ ִשׁים מ ֲֹא ִביּוֹת ֵשׁם ָה ַא ַחת ָע ְר ָפּה וְ ֵשׁם ַה ֵשּׁנִ ית רוּת וַ יֵּ ְשׁבוּ ָשׁם‬Ruth 1:4
‫ְכּ ֶע ֶשׂר ָשׁנִ ים‬

‫וּשׁמוֹ בּ ַֹעז‬
ְ ‫ימ ֶלְך‬
ֶ ‫ישׁהּ ִאישׁ גִּ בּוֹר ַחיִ ל ִמ ִמּ ְשׁ ַפּ ַחת ֱא ִל‬
ָ ‫מוֹדע ְל ִא‬
ַ ‫וּלנָ ֳע ִמי‬
ְ Ruth 2:1

‫אמרוּ לוֹ ָיְב ֶר ְכָך‬


ְ ֹ ‫קּוֹצ ִרים יְ הוָ ה ִע ָמּ ֶכם וַ יּ‬
ְ ‫אמר ַל‬
ֶ ֹ ‫ וְ ִהנֵּ ה־ב ַֹעז ָבּא ִמ ֵבּית ֶל ֶחם וַ יּ‬Ruth 2:4
‫יְ הוָ ה‬

‫סוּרה‬
ָ ‫אמר‬
ֶ ֹ ‫ וּב ַֹעז ָע ָלה ַה ַשּׁ ַער וַ יֵּ ֶשׁב ָשׁם וְ ִהנֵּ ה ַהגּ ֵֹאל ע ֵֹבר ֲא ֶשׁר ִדּ ֶבּר־בּ ַֹעז וַ יּ‬Ruth 4:1
‫ְשׁ ָבה־פֹּה ְפֹּלנִ י ַא ְלמֹנִ י וַ יָּ ַסר וַ יֵּ ֵשׁב‬
Appendix A
Noun, Adjective, and Pronoun Paradigms
1a. Noun Inflection (6.1)
Singular Plural Dual

Masculine
Absolute
‫ָדּ ָבר‬ ‫ְדּ ָב ִרים‬ ‫ְדּ ָב ַ ֫ריִ ם‬
Construct
‫ְדּ ַבר‬ ‫ִדּ ְב ֵרי‬ ‫ִדּ ְב ֵרי‬

Feminine
Absolute
‫ֲא ָד ָמה‬ ‫ֲא ָדמוֹת‬ ‫ַא ְד ָמ ַ֫תיִ ם‬
Construct
‫ַא ְד ַמת‬ ‫ַא ְדמוֹת‬ ‫ַא ְד ָמ ֵתי‬

1b. Adjective Inflection (6.1)


Singular Plural Dual

Masculine
Absolute ‫ָח ָכם‬ ‫ֲח ָכ ִמים‬ ‫ֲח ָכ ַ֫מיִ ם‬
Construct ‫ֲח ַכם‬ ‫ַח ְכ ֵמי‬ ‫ַח ְכ ֵמי‬

Feminine
Absolute ‫ֲח ָכ ָמה‬ ‫ֲח ָכמוֹת‬ ‫ַח ְכ ָמ ַ֫תיִ ם‬
Construct ‫ַח ְכ ַמת‬ ‫ַח ְכמוֹת‬ ‫ַח ְכ ָמ ֵתי‬

2. Frequent Irregular Nouns (6.2)


Singular Absolute Singular Construct Plural Absolute Plural Construct
‘father’ M ‫ָאב‬ ‫ ֲא ִבי‬, ‫ַאב‬ ‫ָאבוֹת‬ ‫ֲאבוֹת‬
‘brother’ M ‫ָאח‬ ‫ֲא ִחי‬ ‫ַא ִחים‬ ‫ַא ֵחי‬
‘sister’ F ‫ָאחוֹת‬ ‫ֲאחוֹת‬ ‫ֲא ָחיוֹת‬ ‫ַא ְחיוֹת‬
‘man’ M ‫ִאישׁ‬ ‫ִאישׁ‬ ‫ֲאנָ ִשׁים‬ ‫ַאנְ ֵשׁי‬
‘woman’ F ‫ִא ָשּׁה‬ ‫ֵ֫א ֶשׁת‬ ‫נָ ִשׁים‬ ‫נְ ֵשׁי‬
‘house’ M ‫ַ֫בּיִ ת‬ ‫ֵבּית‬ ‫ָבּ ִתּים‬ ‫ָבּ ֵתּי‬
‘son’ M ‫ֵבּן‬ ‫ֶבּן‬ ‫ָבּנִ ים‬ ‫ְבּנֵ י‬
‘daughter’ F ‫ַבּת‬ ‫ַבּת‬ ‫ָבּנוֹת‬ ‫ְבּנוֹת‬
‘day’ M ‫יוֹם‬ ‫יוֹם‬ ‫יָמים‬ִ ‫יְמי‬ֵ
‘city’ F ‫ִעיר‬ ‫ִעיר‬ ‫ָע ִרים‬ ‫ָע ֵרי‬
‘head’ M ‫רֹאשׁ‬ ‫רֹאשׁ‬ ‫אשׁים‬
ִ ‫ָר‬ ‫אשׁי‬ֵ ‫ָר‬
Appendix A 192

3. Personal Pronouns (10.1)


3MS ‫הוּא‬ ‘he’ 3MP ‫ֵהם‬ ‘they’
3FS ‫ִהיא‬ ‘she’ 3FP ‫ ֵ֫הנָּ ה‬/ ‫ֵהן‬ ‘they’
2MS ‫ַא ָתּה‬ ‘you’ 2MP ‫ַא ֶתּם‬ ‘you’
2FS ‫ַא ְתּ‬ ‘you’ 2FP ‫ַא ֶתּן‬ ‘you’
1CS ‫ ָאנ ִֹכי‬/ ‫ֲאנִ י‬ ‘I’ 1CP ‫ֲאנָ ְחנוּ‬ ‘we’

4. Demonstrative Pronouns (9.2)


this ‫זֶ ה‬
} these
M M
Near
F this ‫זֹאת‬ F
‫ֵ֫א ֶלּה‬

M that ‫הוּא‬ M those ‫ֵ֫ה ָמּה‬


Far
F that ‫ִהיא‬ F those ‫ֵ֫הנָּ ה‬
Appendix A 193
5a. Suffixed Pronouns on Nouns
Added to Masculine Singular Added to Feminine Singular Added to Masculine Plural Added to Feminine Plural

3MS ֹ‫ו‬ → ‫‘ ְדּ ָברוֹ‬his word’ → ‫תּוֹרתוֹ‬ ָ ‘his law’ 3MS ‫ָ יו‬ → ‫‘ ְדּ ָב ָריו‬his words’ → ‫תּוֹרוֹתיו‬ ָ ‘his laws’

3FS ‫ָהּ‬ → ‫‘ ְדּ ָב ָרהּ‬her word’ → ‫תּוֹר ָתהּ‬ ָ ‘her law’ 3FS ‫יה‬
ָ ֶ֫ → ‫יה‬ ָ ‫‘ ְדּ ָב ֶ֫ר‬her words’ → ‫יה‬ ָ ‫תּוֹרוֹת‬ ֶ֫ ‘her laws’

2MS ‫ְ ָך‬ → ‫ב ְרָך‬ ֽ ָ ‫‘ ְדּ‬your word’ → ‫תּוֹר ְתָך‬ ֽ ָ ‘your law’ 2MS ‫ֶ֫ יָך‬ → ‫‘ ְדּ ָב ֶ֫ריָך‬your words’ → ‫תּוֹרוֹתיָך‬ ֶ֫ ‘your laws’

2FS ‫ֵ ְך‬ → ‫‘ ְדּ ָב ֵרְך‬your word’ → ‫תּוֹר ֵתְך‬ ָ ‘your law’ 2FS ‫ַ֫ יִ ְך‬ → ‫‘ ְדּ ָב ַ֫ריִ ְך‬your words’ → ‫תּוֹרוֹתיְך‬ ַ֫ ‘your laws’

1CS ‫ִי‬ → ‫‘ ְדּ ָב ִרי‬my word’ → ‫תּוֹר ִתי‬ ָ ‘my law’ 1CS ‫ַי‬ → ‫‘ ְדּ ָב ַרי‬my words’ → ‫תּוֹרוֹתי‬ ַ ‘my laws’

3MP ‫ָ ם‬ → ‫‘ ְדּ ָב ָרם‬their word’ → ‫תּוֹר ָתם‬ ָ ‘their law’ 3MP ‫יהם‬


ֶ ֵ → ‫יהם‬ ֶ ‫‘ ִדּ ְב ֵר‬their words’ → ‫יהם‬ ֶ ‫תּוֹרוֹת‬ ֵ ‘their laws’

3FP ‫ָן‬ → ‫‘ ְדּ ָב ָרן‬their word’ → ‫תּוֹר ָתן‬ ָ ‘their law’ 3FP ‫יהן‬
ֶ ֵ → ‫יהן‬
ֶ ‫‘ ִדּ ְב ֵר‬their words’ → ‫יהן‬
ֶ ‫תּוֹרוֹת‬ ֵ ‘their laws’

2MP ‫ְ ֶכם‬ →‫‘ ְדּ ַב ְר ֶכם‬your word’ → ‫תּוֹר ְת ֶכם‬ ַ ‘your law’ 2MP ‫יכם‬
ֶ ֵ → ‫יכם‬ֶ ‫‘ ִדּ ְב ֵר‬your words’ → ‫יכם‬ֶ ‫תּוֹרוֹת‬ ֵ ‘your laws’

2F ‫ְ ֶכן‬ → ‫‘ ְדּ ַב ְר ֶכן‬your word’ → ‫תּוֹר ְת ֶכן‬


ַ ‘your law’ 2FP ‫יכן‬
ֶ ֵ → ‫יכם‬ ֶ ‫‘ ִדּ ְב ֵר‬your words’ → ‫יכן‬
ֶ ‫תּוֹרוֹת‬ֵ֫ ‘your laws’

1CP ‫ֵ֫ נוּ‬ → ‫‘ ְדּ ָב ֵ֫רנוּ‬our word’ → ‫תּוֹר ֵ֫תנוּ‬ ָ ‘our law’ 1CP ‫ֵ֫ ינוּ‬ → ‫‘ ְדּ ָב ֵ֫רינוּ‬our words’ → ‫תּוֹרוֹתינוּ‬ ֵ֫ ‘our laws’

5b. Suffixed Pronouns on Prepositions ‫ל‬, ‫ ְכּ‬/‫ ָכּ‬/‫ ָכּמוֹ‬and ‫ ִמן‬and the Direct Object Marker -‫את‬/‫אוֹת‬
ֶ .
3MS ֹ‫ו‬ → ‫‘ לוֹ‬for him’ → ‫‘ ָכּ ֫מֹהוּ‬like him’ → ‫‘ ִמ ֶ֫מּנּוּ‬from him’ → ‫‘ אוֹתוֹ‬him’
3FS ‫ָהּ‬ → ‫‘ ָלהּ‬for her’ → ‫וֹה‬ ָ ‫‘ ָכּ ֫מ‬like her’ → ‫‘ ִמ ֶ֫מּנָ ה‬from her’ → ‫אוֹתהּ‬ ָ ‘her’

2MS ‫ְ ָך‬ → ‫‘ ְלָך‬for you’ → ‫‘ ָכּ ֫מוָֹך‬like you’ → ‫‘ ִמ ְמָּך‬from you’ → ‫אוֹתָך‬ ְ ‘you’

2FS ‫ָ ְך‬ → ‫‘ ָלְך‬for you’ → ‫‘ ָכּמוְֹך‬like you’ → ‫‘ ִמ ֵמְּך‬from you’ → ‫אוֹתְך‬ ָ ‘you’

1CS ‫ִי‬ → ‫‘ ִלי‬for me’ → ‫‘ ָכּ ֫מוֹנִ י‬like me’ → ‫‘ ִמ ֶ֫מּנִ י‬from me’ → ‫אוֹתי‬
ִ ‘me’

3MP ‫ ָ ם‬/‫ָ ֶהם‬ → ‫‘ ָל ֶהם‬for them’ → ‫‘ ָכּ ֶהם‬like them’ → ‫‘ ֵמ ֶהם‬from them’ → ‫אוֹתם‬ ָ ‘them’

3FP ‫ָ ֶהן‬ → ‫‘ ָל ֶהן‬for them’ → ‫‘ ָכּ ֵהן‬like them’ → ‫‘ ֵמ ֶהן‬from them’ → ‫‘ ֶא ְת ֶהן‬them’


2MP ‫ָ ֶכם‬ → ‫‘ ָל ֶכם‬for you’ → ‫‘ ָכּ ֶכם‬like you’ → ‫‘ ִמ ֶכּם‬from you’ → ‫‘ ֶא ְת ֶכם‬you’
2FP ‫ָ ֶכן‬ → ‫‘ ָל ֶכן‬for you’ → ‫‘ ָכּ ֶכן‬like you’ → ‫‘ ִמ ֶכּן‬from you’ → ‫‘ ֶא ְת ֶכן‬you’
1CP ‫ָ֫ נוּ‬ → ‫‘ ֫לנוּ‬for us’ → ‫‘ ָכּ ֫מוֹנוּ‬like us’ → ‫‘ ִמ ֶ֫מּנּוּ‬from us’ → ‫אוֹתנוּ‬ ָ֫ ‘us’
‫‪Appendix B‬‬
‫‪Strong Verb Paradigms‬‬
‫)‪ ‘attend to’ (4.3, 5.2, 8.1-2, 10.2, 11.1-2, 12.1-3, 13.1, 14.1-2, 15.2-6‬פּקד ‪1.‬‬
‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫ָפּ ַקד‬ ‫נִ ְפ ַקד‬ ‫ִפּ ֵקּד‬ ‫ֻפּ ַקּד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ִה ְפ ִקיד‬ ‫ָה ְפ ַקד‬
‫‪3FS‬‬ ‫ָפּ ְק ָדה‬ ‫נִ ְפ ְק ָדה‬ ‫ִפּ ְקּ ָדה‬ ‫ֻפּ ְקּ ָדה‬ ‫ִה ְת ַפּ ְקּ ָדה‬ ‫ִה ְפ ִ֫ק ָידה‬ ‫ָה ְפ ְק ָדה‬
‫‪2MS‬‬ ‫ָפּ ַ ֫ק ְד ָתּ‬ ‫נִ ְפ ַ ֫ק ְד ָתּ‬ ‫ִפּ ַ ֫קּ ְד ָתּ‬ ‫ֻפּ ַ ֫קּ ְד ָתּ‬ ‫ִה ְת ַפּ ַ ֫קּ ְד ָתּ‬ ‫ִה ְפ ַ ֫ק ְד ָתּ‬ ‫ָה ְפ ַ ֫ק ְד ָתּ‬
‫‪2FS‬‬ ‫ָפּ ַ ֫ק ְד ְתּ‬ ‫נִ ְפ ַ ֫ק ְד ְתּ‬ ‫ִפּ ַ ֫קּ ְד ְתּ‬ ‫ֻפּ ַ ֫קּ ְד ְתּ‬ ‫ִה ְת ַפּ ַ ֫קּ ְד ְתּ‬ ‫ִה ְפ ַ ֫ק ְד ְתּ‬ ‫ָה ְפ ַ ֫ק ְד ְתּ‬
‫‪1CS‬‬ ‫ָפּ ַ ֫ק ְד ִתּי‬ ‫נִ ְפ ַ ֫ק ְד ִתּי‬ ‫ִפּ ַ ֫קּ ְד ִתּי‬ ‫ֻפּ ַ ֫קּ ְד ִתּי‬ ‫ִה ְת ַפּ ַ ֫קּ ְד ִתּי‬ ‫ִה ְפ ַ ֫ק ְד ִתּי‬ ‫ָה ְפ ַ ֫ק ְד ִתּי‬
‫‪3CP‬‬ ‫ָפּ ְקדוּ‬ ‫נִ ְפ ְקדוּ‬ ‫ִפּ ְקּדוּ‬ ‫ֻפּ ְקּדוּ‬ ‫ִה ְת ַפּ ְקּדוּ‬ ‫ִה ְפ ִ֫קידוּ‬ ‫ָה ְפ ְקדוּ‬
‫‪2MP‬‬ ‫ְפּ ַק ְד ֶתּם‬ ‫נִ ְפ ַק ְד ֶתּם‬ ‫ִפּ ַקּ ְד ֶתּם‬ ‫ֻפּ ַקּ ְד ֶתּם‬ ‫ִה ְת ַפּ ַקּ ְד ֶתּם‬ ‫ִה ְפ ַק ְד ֶתּם‬ ‫ָה ְפ ַק ְד ֶתּם‬
‫‪2FP‬‬ ‫ְפּ ַק ְד ֶתּן‬ ‫נִ ְפ ַק ְד ֶתּן‬ ‫ִפּ ַקּ ְד ֶתּן‬ ‫ֻפּ ַקּ ְד ֶתּן‬ ‫ִה ְת ַפּ ַקּ ְד ֶתּן‬ ‫ִה ְפ ַק ְד ֶתּן‬ ‫ָה ְפ ַק ְד ֶתּן‬
‫‪1CP‬‬ ‫ָפּ ַ ֫ק ְדנוּ‬ ‫נִ ְפ ַ ֫ק ְדנוּ‬ ‫ִפּ ַ ֫קּ ְדנוּ‬ ‫ֻפּ ַ ֫קּ ְדנוּ‬ ‫ִה ְת ַפּ ַ ֫קּ ְדנוּ‬ ‫ִה ְפ ַ ֫ק ְדנוּ‬ ‫ָה ְפ ַ ֫ק ְדנוּ‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ ְפקֹד‬ ‫יִ ָפּ ֵקד‬ ‫יְ ַפ ֵקּד‬ ‫יְ ֻפ ַקּד‬ ‫יִ ְת ַפּ ֵקּד‬ ‫יַ ְפ ִקיד‬ ‫יָ ְפ ַקד‬
‫‪3FS/2MS‬‬ ‫ִתּ ְפקֹד‬ ‫ִתּ ָפּ ֵקד‬ ‫ְתּ ַפ ֵקּד‬ ‫ְתּ ֻפ ַקּד‬ ‫ִתּ ְת ַפּ ֵקּד‬ ‫ַתּ ְפ ִקיד‬ ‫ָתּ ְפ ַקד‬
‫‪2FS‬‬ ‫ִתּ ְפ ְק ִדי‬ ‫ִתּ ָפּ ְק ִדי‬ ‫ְתּ ַפ ְקּ ִדי‬ ‫ְתּ ֻפ ְקּ ִדי‬ ‫ִתּ ְת ַפּ ְקּ ִדי‬ ‫ַתּ ְפ ִ֫ק ִידי‬ ‫ָתּ ְפ ְק ִדי‬
‫‪1CS‬‬ ‫ֶא ְפקֹד‬ ‫ֶא ָפּ ֵקד‬ ‫ֲא ַפ ֵקּד‬ ‫ֲא ֻפ ַקּד‬ ‫ֶא ְת ַפּ ֵקּד‬ ‫ַא ְפ ִקיד‬ ‫ָא ְפ ַקד‬
‫‪3MP‬‬ ‫יִ ְפ ְקדוּ‬ ‫יִ ָפּ ְקדוּ‬ ‫יְ ַפ ְקּדוּ‬ ‫יְ ֻפ ְקּדוּ‬ ‫יִ ְת ַפּ ְקּדוּ‬ ‫יַ ְפ ִ֫קידוּ‬ ‫יָ ְפ ְקדוּ‬
‫‪3FP‬‬ ‫ִתּ ְפ ֫ק ְֹדנָ ה‬ ‫ִתּ ָפּ ַ ֫ק ְדנָ ה‬ ‫ְתּ ַפ ֵ ֫קּ ְדנָ ה‬ ‫ְתּ ֻפ ַ ֫קּ ְדנָ ה‬ ‫ִתּ ְת ַפּ ַ ֫קּ ְדנָ ה‬ ‫ַתּ ְפ ֵ ֫ק ְדנָ ה‬ ‫ָתּ ְפ ַ ֫ק ְדנָ ה‬
‫‪2MP‬‬ ‫ִתּ ְפ ְקדוּ‬ ‫ִתּ ָפּ ְקדוּ‬ ‫ְתּ ַפ ְקּדוּ‬ ‫ְתּ ֻפ ְקּדוּ‬ ‫ִתּ ְת ַפּ ְקּדוּ‬ ‫ַתּ ְפ ִ֫קידוּ‬ ‫ָתּ ְפ ְקדוּ‬
‫‪2FP‬‬ ‫ִתּ ְפ ֫ק ְֹדנָ ה‬ ‫ִת ָפּ ַ ֫ק ְדנָ ה‬ ‫ְתּ ַפ ֵ ֫קּ ְדנָ ה‬ ‫ְתּ ֻפ ַ ֫קּ ְדנָ ה‬ ‫ִתּ ְת ַפּ ַ ֫קּ ְדנָ ה‬ ‫ַתּ ְפ ֵ ֫ק ְדנָ ה‬ ‫ָתּ ְפ ַ ֫ק ְדנָ ה‬
‫‪1CP‬‬ ‫נִ ְפקֹד‬ ‫נִ ָפּ ֵקד‬ ‫נְ ַפ ֵקּד‬ ‫נְ ֻפ ַקּד‬ ‫נִ ְת ַפּ ֵקּד‬ ‫נַ ְפ ִקיד‬ ‫נָ ְפ ַקד‬
‫‪Appendix B: Strong Verb Paradigms‬‬ ‫‪195‬‬

‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST‬‬ ‫‪3MS‬‬ ‫וַ יִּ ְפקֹד‬ ‫וַ יִּ ָפּ ֵקד‬ ‫וַ יְ ַפ ֵקּד‬ ‫וַ יְ ֻפ ַקּד‬ ‫וַ יִּ ְת ַפּ ֵקּד‬ ‫וַ יַּ ְפ ֵקד‬ ‫וַ יָּ ְפ ַקד‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יִ ְפקֹד‬ ‫יִ ָפּ ֵקד‬ ‫יְ ַפ ֵקּד‬ ‫יְ ֻפ ַקּד‬ ‫יִ ְת ַפּ ֵקּד‬ ‫יַ ְפ ֵקד‬ ‫יָ ְפ ַקד‬
‫‪1CS‬‬ ‫ֶא ְפ ְק ָדה‬ ‫ֶא ָפּ ְק ָדה‬ ‫ֲא ַפ ְקּ ָדה‬ ‫ֲא ֻפ ְקּ ָדה‬ ‫ֶא ְת ַפּ ְקּ ָדה‬ ‫ַא ְפ ִ֫ק ָידה‬
‫‪IMV‬‬ ‫‪MS‬‬ ‫ְפּקֹד‬ ‫ִה ָפּ ֵקד‬ ‫ַפּ ֵקּד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ַה ְפ ֵקד‬
‫‪FS‬‬ ‫ִפּ ְק ִדי‬ ‫ִה ָפּ ְק ִדי‬ ‫ַפּ ְקּ ִדי‬ ‫ִה ְת ַפּ ְקּ ִדי‬ ‫ַה ְפ ִ֫ק ִידי‬
‫‪MP‬‬ ‫ִפּ ְקדוּ‬ ‫ִה ָפּ ְקדוּ‬ ‫ַפּ ְקּדוּ‬ ‫ִה ְת ַפּ ְקּדוּ‬ ‫ַה ְפ ִ֫קידוּ‬
‫‪FP‬‬ ‫ְפּ ֫ק ְֹדנָ ה‬ ‫ִה ָפּ ַ ֫ק ְדנָ ה‬ ‫ַפּ ַ ֫קּ ְדנָ ה‬ ‫ִה ְת ַפּ ֫קּ ְדנָ ה‬ ‫ַה ְפ ֵ ֫ק ְדנָ ה‬
‫‪INF CST‬‬ ‫ְפּקֹד‬ ‫ִה ָפּ ֵקד‬ ‫ַפּ ֵקּד‬ ‫ֻפּ ַקּד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ַה ְפ ִקיד‬ ‫ָה ְפ ַקד‬
‫‪INF ABS‬‬ ‫ָפּקוֹד‬ ‫נִ ְפקֹד‬ ‫ַפּ ֵקּד‬ ‫ֻפּ ַקּד‬ ‫ִה ְת ַפּ ֵקּד‬ ‫ַה ְפ ֵקד‬ ‫ָה ְפ ֵקד‬
‫ִה ָפּקֹד‬
‫‪PTCP MSA‬‬
‫פּ ֵֹקד‬ ‫נִ ְפ ָקד‬ ‫ְמ ַפ ֵקּד‬ ‫ְמ ֻפ ָקּד‬ ‫ִמ ְת ַפּ ֵקּד‬ ‫ַמ ְפ ִקיד‬ ‫ָמ ְפ ָקד‬
‫‪FSA‬‬
‫פּ ְֹק ָדה‬ ‫נִ ְפ ָק ָדה‬ ‫ְמ ַפ ְקּ ָדה‬ ‫ְמ ֻפ ָקּ ָדה‬ ‫ִמ ְת ַפּ ְקּ ָדה‬ ‫ַמ ְפ ִק ָידה‬ ‫ָמ ְפ ָק ָדה‬
‫פּ ֶ ֹ֫ק ֶדת‬ ‫נִ ְפ ֶ ֫ק ֶדת‬ ‫ְמ ַפ ֶ ֫קּ ֶדת‬ ‫ְמ ֻפ ֶ ֫קּ ֶדת‬ ‫ִמ ְת ַפּ ֶ ֫קּ ֶדת‬ ‫ַמ ְפ ֶ ֫ק ֶדת‬ ‫ָמ ְפ ֶ ֫ק ֶדת‬
‫‪MPA‬‬
‫פּ ְֹק ִדים‬ ‫נִ ְפ ָק ִדים‬ ‫ְמ ַפ ְקּ ִדים‬ ‫ְמ ֻפ ָקּ ִדים‬ ‫ִמ ְת ַפּ ְקּ ִדים‬ ‫ַמ ְפ ִק ִידים‬ ‫ָמ ְפ ָק ִדים‬
‫‪FPA‬‬
‫פּ ְֹקדוֹת‬ ‫נִ ְפ ָקדוִ ת‬ ‫ְמ ַפ ַקּדוֹת‬ ‫ְמ ֻפ ָקּדוֹת‬ ‫ִמ ְת ַפּ ְקּדוֹת‬ ‫ַמ ְפ ִקידוֹת‬ ‫ָמ ְפ ָקדוֹת‬
Appendix B: Strong Verb Paradigms 196

2. Object Pronouns Suffixed to Verbs (18.2)


FOLLOWING CONSONANT
FOLLOWING SUFFIX VERB PREFIX VERB WITH
VOWEL ENERGIC NUN
3MS ‫הוּ‬- / ‫ו‬- ֹ‫ו‬ ‫ֵ֫ הוּ‬ ‫נְ הוּ ← ֶ֫ נּוּ‬
3FS ‫ה‬- ָ ‫ָהּ‬ ‫ֶ֫ ָה‬ ‫נְ ָה* ← ֶ֫ נָּ ה‬
2MS ‫ָך‬- ‫ְ ָך‬ ‫ְ ָך‬ ָ‫נְ ָך* ← ֶ֫ ךּ‬
2FS ‫ְך‬- ‫ ְֶך‬/ ‫ֵ ְך‬ ‫ֵ ְך‬
1CS ‫נִ י‬- ‫ַ֫ נִ י‬ ‫ֵ֫ נִ י‬ ‫נְ נִ י* ← ֶ֫ נִּ י‬
3MP ‫ם‬- ‫ָם‬ ‫ֵם‬
3FP ‫ן‬- ‫ָן‬ ‫ֵן‬
2MP ‫כם‬-ֶ ‫ְ ֶכם‬ ‫ְ ֶכם‬
2FP ‫כן‬- ֶ ‫ְ ֶכן‬ ‫ְ ֶכן‬
1CP ‫נוּ‬- ‫ָ֫ נוּ‬ ‫ֵ֫ נוּ‬ ‫נְ נוּ* ← ֶ֫ נּוּ‬
Note: Suffix Pattern (Perfect) verbs have an a-class linking vowel (i.e., the vowel
between the verb form and the suffixed pronoun). Prefix Pattern
(Imperfect, Past Narrative, and Imperative) have an i-class linking vowel.
Appendix B: Strong Verb Paradigms 197
‫‪Appendix C‬‬
‫‪Weak Verb (and Guttural Verb) Paradigms‬‬

‫)‪ָ ‘stand’ (17.2‬ע ַמד ‪1. I-Guttural Verb:‬‬


‫‪I-Guttural‬‬ ‫)‪QAL (DYNAMIC‬‬ ‫)‪QAL (STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF 3MS‬‬
‫ָע ַמד‬ ‫ָחזֵ ק‬ ‫נֶ ֱע ַמד‬ ‫ֶה ֱע ִמיד‬ ‫ָה ֳע ַמד‬
‫‪3FS‬‬ ‫ָע ְמ ָדה‬ ‫ָחזְ ָקה‬ ‫נֶ ֶע ְמ ָדה‬ ‫ֶה ֱע ִ֫מ ָידה‬ ‫ָה ָע ְמ ָדה‬
‫‪2MS‬‬ ‫ָע ַ֫מ ְד ְתּ‬ ‫ָח ַ֫ז ְק ָתּ‬ ‫נֶ ֱע ַ֫מ ְד ָתּ‬ ‫ֶה ֱע ַ֫מ ְד ָתּ‬ ‫ָה ֳע ַ֫מ ְד ָתּ‬
‫‪2FS‬‬ ‫ָע ַמ ְד ְתּ‬ ‫ָחזַ ְק ְתּ‬ ‫נֶ ֳע ַמ ְד ְתּ‬ ‫‪R‬‬ ‫ֶה ֱע ַ֫מ ְד ְתּ‬ ‫ָה ֳע ַ֫מ ְד ְתּ‬
‫‪1CS‬‬ ‫ָע ַ֫מ ְד ִתּי‬ ‫ָח ַ֫ז ְק ִתּי‬ ‫נֶ ֳע ַ֫מ ְד ִתּי‬ ‫ֶה ֱע ַ֫מ ְד ִתּי‬ ‫ָה ֳע ַ֫מ ְד ִתּי‬
‫‪3CP‬‬ ‫ָע ְמדוּ‬ ‫ָחזְ קוּ‬ ‫נֶ ֶע ְמדוּ‬ ‫‪E‬‬ ‫ֶה ֱע ִ֫מידוּ‬ ‫ָה ָע ְמדוּ‬
‫‪2MP‬‬ ‫ֲע ַמ ְד ֶתּם‬ ‫ֲחזַ ְק ֶתּם‬ ‫נֶ ֱע ַמ ְד ֶתּם‬ ‫ֶה ֱע ַמ ְד ֶתּם‬ ‫ָה ֳע ַ֫מ ְד ֶתּם‬
‫‪2FP‬‬ ‫ְע ַמ ְד ֶתּן‬ ‫ֲחזַ ְק ֶתּן‬ ‫נֶ ֱע ַמ ְד ֶתּן‬ ‫‪G‬‬ ‫ֶה ֱע ַמ ְד ֶתּן‬ ‫ָה ֳע ַ֫מ ְד ֶתּן‬
‫‪1CP‬‬ ‫ָע ַ֫מ ְדנוּ‬ ‫ָח ַ֫ז ְקנוּ‬ ‫נֶ ֱע ַ֫מ ְדנוּ‬ ‫ֶה ֱע ַ֫מ ְדנוּ‬ ‫ָה ֳע ַ֫מ ְדנוּ‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יַ ֲעמֹד‬ ‫יֶ ֱחזַ ק‬ ‫יֵ ָע ֵמד‬ ‫יַ ֲע ִמיד‬ ‫יָ ֳע ַמד‬
‫‪3FS/2MS‬‬ ‫ַתּ ֲעמֹד‬ ‫ֶתּ ֱחזַ ק‬ ‫ֵתּ ָע ֵמד‬ ‫‪L‬‬ ‫ַתּ ֲע ִמיד‬ ‫ָתּ ֳע ַמד‬
‫‪2FS‬‬ ‫ַתּ ַע ְמ ִדי‬ ‫ֶתּ ֶחזְ ִקי‬ ‫ֵתּ ָע ְמ ִדי‬ ‫ַתּ ֲע ִ֫מ ִידי‬ ‫ָתּ ָע ְמ ִדי‬
‫‪1CS‬‬ ‫ֶא ֱעמֹד‬ ‫ֶא ֱחזַ ק‬ ‫ֵא ָע ֵמד‬ ‫‪A‬‬ ‫ֲא ֲע ִמיד‬ ‫ָא ֳע ַמד‬
‫‪3MP‬‬ ‫יַ ַע ְמדוּ‬ ‫יֶ ֶחזְ קוּ‬ ‫יֵ ָע ְמדוּ‬ ‫יַ ֲע ִ֫מידוּ‬ ‫יָ ָע ְמדוּ‬
‫‪3FP‬‬ ‫ַתּ ֲע ֫מ ְֹדנָ ה‬ ‫ֶתּ ֱח ַ֫ז ְקנָ ה‬ ‫ֵתּ ָע ַמ ְדנָ ה‬ ‫‪R‬‬ ‫ַתּ ֲע ֵ֫מ ְדנָ ה‬ ‫ָתּ ֳע ַ֫מ ְדנָ ה‬
‫‪2MP‬‬ ‫ַתּ ֲע ְמדוּ‬ ‫ֶתּ ֱחזְ קוּ‬ ‫ֵתּ ָע ְמדוּ‬ ‫ַתּ ֲע ִ֫מידוּ‬ ‫ָתּ ָע ְמדוּ‬
‫‪2FP‬‬ ‫ַתּ ֲע ֫מ ְֹדנָ ה‬ ‫ֶתּ ֱח ַ֫ז ְקנָ ה‬ ‫ֵתּ ָע ַמ ְדנָ ה‬ ‫ַתּ ֲע ֵ֫מ ְדנָ ה‬ ‫ָתּ ֳע ַ֫מ ְדנָ ה‬
‫‪1CP‬‬ ‫נַ ֲעמֹד‬ ‫נֶ ֱחזַ ק‬ ‫נֵ ָע ֵמד‬ ‫נַ ֲע ִמיד‬ ‫נָ ֳע ַמד‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪199‬‬

‫‪I-Guttural‬‬ ‫)‪QAL (DYNAMIC‬‬ ‫‪QAL (STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST 3MS‬‬
‫וַ יַּ ֲעמֹד‬ ‫וַ יֶּ ֱחזַ ק‬ ‫וַ יֵּ ָע ֵמד‬ ‫‪R‬‬ ‫וַ יַּ ֲע ֵמד‬ ‫וַ יָּ ֳע ַמד‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יַ ֲעמֹד‬ ‫יֶ ֱחזַ ק‬ ‫יֵ ָע ֵמד‬ ‫יַ ֲע ֵמד‬ ‫יָ ֳע ַמד‬
‫‪1CS‬‬ ‫ֶא ֶע ְמ ָדה‬ ‫ֶא ֶחזְ ָקה‬ ‫ֵא ָע ְמ ָדה‬ ‫‪E‬‬ ‫ַא ֲע ִמ ָידה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫ֲעמֹד‬ ‫ֲחזַ ק‬ ‫ֵה ָע ֵמד‬ ‫ַה ֲע ֵמד‬
‫‪FS‬‬
‫ִע ְמ ִדי‬ ‫ִחזְ ִקי‬ ‫ֵה ָע ְמ ִדי‬ ‫‪G‬‬ ‫ַה ֲע ִ֫מ ִידי‬
‫‪MP‬‬
‫ִע ְמדוּ‬ ‫ִחזְ קוּ‬ ‫ֵה ָע ְמדוּ‬ ‫ַה ֲע ִ֫מידוּ‬
‫‪FP‬‬
‫ֲע ֫מ ְֹדנָ ה‬ ‫ֲח ַ֫ז ְקנָ ה‬ ‫ֵה ָע ַ֫מ ְדנָ ה‬ ‫‪U‬‬ ‫ַה ֲע ֵ֫מ ְדנָ ה‬
‫‪INF CST‬‬
‫ֲעמֹד‬ ‫ֲחזַ ק‬ ‫ֵה ָע ֵמד‬ ‫ָה ֲע ִמיד‬ ‫ָה ֳע ַמד‬
‫‪INF ABS‬‬
‫ָעמוֹד‬ ‫ָחזוֹק‬ ‫ֵה ָעמֹד‬ ‫ַה ֲע ֵמד‬ ‫ָה ֳע ֵמד‬
‫‪L‬‬
‫נַ ֲעמֹד‬
‫‪PTCP MSA‬‬
‫ע ֵֹמד‬ ‫ָחזֵ ק‬ ‫נֶ ֱע ָמד‬ ‫ַמ ֲע ִמיד‬ ‫ָמ ֳע ָמד‬
‫‪FSA‬‬
‫ע ְֹמ ָדה‬ ‫ֲחזֵ ָקה‬ ‫נֶ ֱע ָמ ָדה‬ ‫‪A‬‬ ‫ַמ ֲע ִמ ָידה‬ ‫ָמ ֳע ָמ ָדה‬
‫ע ֶֹ֫מ ֶדת‬ ‫נֶ ֱע ֶ֫מ ֶדת‬ ‫ַמ ֲע ֶ֫מ ֶדת‬ ‫ָמ ֳע ֶ֫מ ֶדת‬
‫‪MPA‬‬
‫ע ְֹמ ִדים‬ ‫ֲחזֵ ִקים‬ ‫נֶ ֱע ָמ ִדים‬ ‫‪R‬‬ ‫ַמ ֲע ִמ ִידים‬ ‫ָמ ֳע ָמ ִדים‬
‫‪FPA‬‬
‫ע ְֹמדוֹת‬ ‫ֲחזֵ קוֹת‬ ‫נֶ ֱע ָמדוֹת‬ ‫ַמ ֲע ִמידוֹת‬ ‫ָמ ֳע ָמדוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪200‬‬

‫)‪ ‘bless’ (17.3‬בּרְך ‪ָ ‘slaughter’ and‬שׁ ַחט ‪2. II-Guttural Verb:‬‬


‫‪II-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪Guttural‬‬
‫‪PERF 3MS‬‬
‫ָשׁ ַחט‬ ‫נִ ְשׁ ַחט‬ ‫ֵבּ ַרְך‬ ‫בּ ַֹרְך‬ ‫ִה ְת ָבּ ֵרְך‬
‫‪3FS‬‬
‫ָשׁ ֲח ָטה‬ ‫נִ ְשׁ ֲח ָטה‬ ‫ֵבּ ְר ָכה‬ ‫בּ ְֹר ָכה‬ ‫ִה ְת ָבּ ֲר ָכה‬
‫‪2MS‬‬
‫ָשׁ ַ֫ח ְט ָתּ‬ ‫נִ ְשׁ ַ֫ח ְט ָתּ‬ ‫ֵבּ ַ֫ר ְכ ָתּ‬ ‫בּ ַֹ֫ר ְכ ָתּ‬ ‫ִה ְת ָבּ ֵ ֫ר ְכ ָתּ‬
‫‪2FS‬‬ ‫ָשׁ ַח ְט ְתּ‬ ‫נִ ְשׁ ַח ְט ְתּ‬ ‫ֵבּ ַר ְכ ְתּ‬ ‫בּ ַֹר ְכ ְתּ‬ ‫ִה ְת ָבּ ֵר ְכ ְתּ‬ ‫‪R‬‬ ‫‪R‬‬
‫‪1CS‬‬ ‫ָשׁ ַ֫ח ְט ִתּי‬ ‫נִ ְשׁ ַ֫ח ְט ִתּי‬ ‫ֵבּ ַ ֫ר ְכ ִתּי‬ ‫בּ ַֹ֫ר ְכ ִתּי‬ ‫ִה ְת ָבּ ֵ֫ר ְכ ִתּי‬
‫‪3CP‬‬ ‫ָשׁ ֲחטוּ‬ ‫נִ ְשׁ ֲחטוּ‬ ‫ֵבּ ְרכוּ‬ ‫בּ ְֹרכוּ‬ ‫ִה ְת ָבּ ֲרכוּ‬ ‫‪E‬‬ ‫‪E‬‬
‫‪2MP‬‬ ‫ְשׁ ַח ְט ֶתּם‬ ‫נִ ְשׁ ַח ְט ֶתּם‬ ‫ֵבּ ַר ְכ ֶתּם‬ ‫בּ ַֹר ְכ ֶתּם‬ ‫ִה ְת ָבּ ֵר ְכ ֶתּם‬
‫‪2FP‬‬ ‫ְשׁ ַח ְט ֶתּן‬ ‫נִ ְשׁ ַח ְט ֶתּן‬ ‫ֵבּ ַר ְכ ֶתּן‬ ‫בּ ַֹר ְכ ֶתּן‬ ‫ִה ְת ָבּ ֵר ְכ ֶתּן‬ ‫‪G‬‬ ‫‪G‬‬
‫‪1CP‬‬ ‫ָשׁ ַ֫ח ְטנוּ‬ ‫נִ ְשׁ ַ֫ח ְטנוּ‬ ‫ֵבּ ַ֫ר ְכנוּ‬ ‫בּ ַֹ֫ר ְכנוּ‬ ‫ִה ְת ָבּ ֵ֫ר ְכנוּ‬
‫‪U‬‬ ‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ ְשׁ ַחט‬ ‫יִ ָשּׁ ֵחט‬ ‫ָיְב ֵרְך‬ ‫יְ ב ַֹרְך‬ ‫יִ ְת ָבּ ֵרְך‬
‫‪3FS/2MS‬‬ ‫ִתּ ְשׁ ַחט‬ ‫ִתּ ָשּׁ ֵחט‬ ‫ְתּ ָב ֵרְך‬ ‫ְתּב ַֹרְך‬ ‫ִתּ ְת ָבּ ֵרְך‬ ‫‪L‬‬ ‫‪L‬‬
‫‪2FS‬‬ ‫ִתּ ְשׁ ֲח ִטי‬ ‫ִתּ ָשּׁ ֲח ִטי‬ ‫ְתּ ָב ֲר ִכי‬ ‫ְתּב ְֹר ִכי‬ ‫ִתּ ְת ָבּ ֲר ִכי‬
‫‪1CS‬‬ ‫ֶא ְשׁ ַחט‬ ‫ֶא ָשּׁ ֵחט‬ ‫ֲא ָב ֵרְך‬ ‫ֲאב ַֹרְך‬ ‫ֶא ְת ָבּ ֵרְך‬ ‫‪A‬‬ ‫‪A‬‬
‫‪3MP‬‬ ‫יִ ְשׁ ֲחטוּ‬ ‫יִ ָשּׁ ֲחטוּ‬ ‫ָיְב ֲרכוּ‬ ‫יְ ב ְֹרכוּ‬ ‫יִ ְת ָבּ ֲרכוּ‬
‫‪3FP‬‬ ‫ִתּ ְשׁ ַ֫ח ְטנָ ה‬ ‫ִתּ ָשּׁ ַ֫ח ְטנָ ה‬ ‫ְתּ ָב ֵ֫ר ְכנָ ה‬ ‫ְתּב ַֹ֫ר ְכנָ ה‬ ‫ְתּ ְת ָבּ ֵ֫ר ְכנָ ה‬ ‫‪R‬‬ ‫‪R‬‬
‫‪2MP‬‬
‫ִתּ ְשׁ ֲחטוּ‬ ‫ִתּ ָשּׁ ֲחטוּ‬ ‫ְתּ ָב ֲרכוּ‬ ‫ְתּב ְֹרכוּ‬ ‫ִתּ ְת ָבּ ֲרכוּ‬
‫‪2FP‬‬
‫ִתּ ְשׁ ַ֫ח ְטנָ ה‬ ‫ִתּ ָשּׁ ַ֫ח ְטנָ ה‬ ‫ְתּ ָב ֵ֫ר ְכנָ ה‬ ‫ְתּב ַֹ֫ר ְכנָ ה‬ ‫ְתּ ְת ָבּ ֵ֫ר ְכנָ ה‬
‫‪1CP‬‬
‫נִ ְשׁ ַחט‬ ‫נִ ָשּׁ ֵחט‬ ‫נְ ָב ֵרְך‬ ‫נְ ב ַֹרְך‬ ‫נִ ְת ָבּ ֵרְך‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪201‬‬

‫‪II-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪Guttural‬‬
‫‪PAST 3MS‬‬
‫וַ יִּ ְשׁ ַחט‬ ‫וַ יִּ ָשּׁ ֵחט‬ ‫וַ יְ ָ֫ב ֶרְך‬ ‫וַ יְ ב ַֹרְך‬ ‫וַ יִּ ְת ָבּ ֵרְך‬ ‫‪R‬‬ ‫‪R‬‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יִ ְשׁ ַחט‬ ‫יִ ָשּׁ ֵחט‬ ‫ָיְב ֵרְך‬ ‫יְ ב ַֹרְך‬ ‫יִ ְת ָבּ ֵרְך‬
‫‪1CS‬‬ ‫ֶא ְשׁ ֲח ָטה‬ ‫ֶא ָשּׁ ֲח ָטה‬ ‫ֲא ָב ֲר ָכה‬ ‫ֲאב ֲֹר ָכה‬ ‫ֶא ְת ָבּ ֲר ָכה‬ ‫‪E‬‬ ‫‪E‬‬
‫‪IMV‬‬ ‫‪MS‬‬
‫ְשׁ ַחט‬ ‫ִה ָשּׁ ֵחט‬ ‫ָבּ ֵרְך‬ ‫ִה ְת ָבּ ֵרְך‬
‫‪FS‬‬
‫ַשׁ ֲח ִטי‬ ‫ִה ָשּׁ ֲח ִטי‬ ‫ָבּ ֲר ִכי‬ ‫ִה ְת ָבּ ֲר ִכי‬ ‫‪G‬‬ ‫‪G‬‬
‫‪MP‬‬
‫ַשׁ ֲחטוּ‬ ‫ִה ָשּׁ ֲחטוּ‬ ‫ָבּ ֲרכוּ‬ ‫ִה ְת ָבּ ֲרכוּ‬
‫‪FP‬‬
‫ְשׁ ַ֫ח ְטנָ ה‬ ‫ִה ָשּׁ ֵ֫ח ְטנָ ה‬ ‫ָבּ ֵ ֫ר ְכנָ ה‬ ‫ִה ְת ָבּ ֵ֫ר ְכנָ ה‬ ‫‪U‬‬ ‫‪U‬‬
‫‪INF CST‬‬
‫ְשׁחֹט‬ ‫ִה ָשּׁ ֵחט‬ ‫ָבּ ֵרְך‬ ‫ִה ְת ָבּ ֵרְך‬
‫‪INF ABS‬‬
‫ָשׁחוֹט‬ ‫נִ ְשׁחֹט‬ ‫ָבּר ְֹך ‪ָ ,‬בּ ֵרְך‬ ‫ִה ְת ָבּ ֵרְך‬ ‫‪L‬‬ ‫‪L‬‬
‫‪PTCP MSA‬‬
‫ַשׁ ֵחט‬ ‫נִ ְשׁ ָחט‬ ‫ְמ ָב ֵרְך‬ ‫ְמב ָֹרְך‬ ‫ִמ ְת ָבּ ֵרְך‬
‫‪FSA‬‬
‫שׁ ֲֹח ָטה‬ ‫נִ ְשׁ ָח ָטה‬ ‫ְמ ָב ֲר ָכה‬ ‫ְמב ָֹר ָכה‬ ‫ִמ ְת ָבּ ֲר ָכה‬ ‫‪A‬‬ ‫‪A‬‬
‫שׁ ֶֹ֫ח ֶטת‬ ‫נִ ְשׁ ֶ֫ח ֶטת‬ ‫ְמ ָב ֶ֫ר ֶכת‬ ‫ְמב ֶֹ֫ר ֶכת‬ ‫ִמ ְת ָבּ ֶ֫ר ֶכת‬
‫‪MPA‬‬
‫שׁ ֲֹח ִטים‬ ‫נִ ְשׁ ָח ִטים‬ ‫ְמ ָב ֲר ִכים‬ ‫ְמב ָֹר ִכים‬ ‫ִמ ְת ָבּ ֲר ִכים‬ ‫‪R‬‬ ‫‪R‬‬
‫‪FPA‬‬
‫שׁ ֲֹחטוֹת‬ ‫נִ ְשׁ ָחטוֹת‬ ‫ְמ ָב ֲרכוֹת‬ ‫ְמב ָֹרכוֹת‬ ‫ִמ ְת ָבּ ֲרכוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪202‬‬

‫)‪ָ ‘send’ (17.4‬שׁ ַלח ‪3. III-Guttural Verb:‬‬


‫‪III-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪Guttural‬‬
‫‪PERF 3MS‬‬
‫ָשׁ ַלח‬ ‫נִ ְשׁ ַלח‬ ‫ִשׁ ַלּח‬ ‫ֻשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫יח‬‫ִה ְשׁ ִל ַ‬ ‫ָה ְשׁ ַלח‬
‫‪3FS‬‬ ‫ָשׁ ְל ָחה‬ ‫נִ ְשׁ ְל ָחה‬ ‫ִשׁ ְלּ ָחה‬ ‫ֻשׁ ְלּ ָחה‬ ‫ִה ְשׁ ַתּ ְלּ ַחה‬ ‫יחה‬ ‫ִה ְשׁ ֫ ִל ָ‬ ‫ָה ְשׁ ְל ָהה‬
‫‪2MS‬‬ ‫ָשׁ ֫ ַל ְח ָתּ‬ ‫נִ ְשׁ ֫ ַל ְח ָתּ‬ ‫ִשׁ ֫ ַלּ ְח ָתּ‬ ‫ֻשּׁ ֫ ַלּ ְח ָתּ‬ ‫ִה ְשׁ ַתּ ֫ ַלּ ְח ָתּ‬ ‫ִה ְשׁ ֫ ַל ְח ָתּ‬ ‫ָה ְשׁ ֫ ַל ְח ָתּ‬
‫‪2FS‬‬ ‫ָשׁ ֫ ַל ַח ְתּ‬ ‫נִ ְשׁ ֫ ַל ַח ְתּ‬ ‫ִשׁ ֫ ַלּ ַח ְתּ‬ ‫ֻשׁ ֫ ַלּ ַח ְתּ‬ ‫ִה ְשׁ ַתּ ֫ ַלּ ַח ְתּ‬ ‫ִה ְשׁ ֫ ַל ַח ְתּ‬ ‫ָה ְשׁ ַל ְח ְתּ‬
‫‪1CS‬‬ ‫ָשׁ ֫ ַל ְה ִתּי‬ ‫נִ ְשׁ ֫ ַל ְח ִתּי‬ ‫ִשׁ ֫ ַלּ ְח ִתּי‬ ‫ֻשׁ ֫ ַלּ ְח ִתּי‬ ‫ִה ְשׁ ַתּ ֫ ַלּ ִתּי‬ ‫ִה ְשׁ ֫ ַל ְח ִתּי‬ ‫ָה ְשׁ ֫ ַל ְח ִתּי‬
‫‪3CP‬‬ ‫ָשׁ ְלחוּ‬ ‫נִ ְשׁ ְלחוּ‬ ‫ִשׁ ְלּחוּ‬ ‫ֻשׁ ְלּחוּ‬ ‫ִה ְשׁ ַתּ ְלּחוּ‬ ‫ִה ְשׁ ֫ ִליחוּ‬ ‫ָה ְשׁ ְלחוּ‬
‫‪2MP‬‬ ‫ְשׁ ַל ְח ֶתּם‬ ‫נִ ְשׁ ַל ְח ֶתּם‬ ‫ִשׁ ַלּ ְח ֶתּם‬ ‫ֻשׁ ַלּ ְח ֶתּם‬ ‫ִה ְשׁ ַתּ ַלּ ְח ֶתּם‬ ‫ִה ְשׁ ַל ְח ֶתּם‬ ‫ָה ְשׁ ַל ְח ֶתּם‬
‫‪2FP‬‬ ‫ְשׁ ַל ְח ֶתּן‬ ‫נִ ְשׁ ַל ְח ֶתּן‬ ‫ִשׁ ַלּ ְח ֶתּן‬ ‫ֻשׁ ַלּ ְח ֶתּן‬ ‫ִה ְשׁ ַתּ ַלּ ְח ֶתּן‬ ‫ִה ְשׁ ַל ְח ֶתּן‬ ‫ָה ְשׁ ַל ְח ֶתּן‬
‫‪1CP‬‬ ‫ָשׁ ֫ ַל ְחנוּ‬ ‫נִ ְשׁ ֫ ַל ְחנוּ‬ ‫ִשׁ ֫ ַלּ ְחנוּ‬ ‫ֻשׁ ֫ ַלּ ְחנוּ‬ ‫ִה ְשׁ ַתּ ַלּ ְחנוּ‬ ‫ִה ְשׁ ֫ ַל ְחנוּ‬ ‫ָה ְשׁ ֫ ַל ְחנוּ‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ ְשׁ ַלח‬ ‫יִ ָשּׁ ַלה‬ ‫יְ ְשׁ ַלּח‬ ‫יְ ֻשׁ ַלּח‬ ‫יִ ְשׁ ַתּ ַלּח‬ ‫יח‬ ‫יַ ְשׁ ִל ַ‬ ‫יָ ְשׁ ַלח‬
‫‪3FS/2MS‬‬ ‫ִתּ ְשׁ ַלח‬ ‫ִתּ ָשּׁ ַלח‬ ‫ְתּ ַשׁ ַלּח‬ ‫ְתּ ֻשׁ ַלּח‬ ‫ִתּ ְשׁ ַתּ ַלּח‬ ‫יח‬‫ַתּ ְשׁ ִל ַ‬ ‫ָתּ ְשׁ ַלח‬
‫‪2FS‬‬ ‫ִתּ ְשׁ ְל ִחי‬ ‫שּׁל ִחי‬‫ִתּ ְ‬ ‫ְתּ ַשׁ ְלּ ִחי‬ ‫ְתּ ֻשׁ ְלּ ִחי‬ ‫ִתּ ְשׁ ַתּ ְלּ ִחי‬ ‫יחי‬ ‫ַתּ ְשׁ ֫ ִל ִ‬ ‫ָתּ ְשׁ ְל ִחי‬
‫‪1CS‬‬
‫‪ֶ ,‬א ְשׁ ַלח‬ ‫ֶא ָשּׁ ַלח‬ ‫ֲא ַשׁ ַלּח‬ ‫ֲא ֻשׂ ַלּח‬ ‫ֶא ְשׁ ַתּ ַלּח‬ ‫יח‬ ‫ַא ְשׁ ִל ַ‬ ‫ָא ְשׁ ַלח‬
‫‪3MP‬‬ ‫יִ ְשׁ ְלחוּ‬ ‫יִ ָשּׁ ְלחוּ‬ ‫יְ ַשׁ ְלּחוּ‬ ‫יְ ֻשׁ ְלּחוּ‬ ‫יִ ְשׁ ַתּ ְלּחוּ‬ ‫יַ ְשׁ ֫ ִליחוּ‬ ‫יָ ְשׁ ְלחוּ‬
‫‪3FP‬‬ ‫ִתּ ְשׁ ֫ ַל ְחנָ ה‬ ‫ִתּ ָשּׁ ֫ ַל ְחנָ ה‬ ‫ְתּ ַשׁ ֫ ַלּ ְחנָ ה‬ ‫ְתּ ֻשׁ ֫ ַלּ ְחנָ ה‬ ‫ִתּ ְשׁ ַתּ ֫ ַלּ ְחנָ ה‬ ‫ַתּ ְשׁ ֫ ַל ְחנָ ה‬ ‫ָתּ ְשׁ ֫ ַל ְחנָ ה‬
‫‪2MP‬‬ ‫ִתּ ְשׁ ְלחוּ‬ ‫שּׁלחוּ‬ ‫ִתּ ְ‬ ‫ְתּ ַשׁ ְלּחוּ‬ ‫ְתּ ֻשׁ ְלּחוּ‬ ‫ִתּ ְשׁ ַתּ ְלּחוּ‬ ‫ַתּ ְשׁ ֫ ִליחוּ‬ ‫ָתּ ְשׁ ְלחוּ‬
‫‪2FP‬‬ ‫ִתּ ְשׁ ֫ ַל ְחנָ ה‬ ‫ִתּ ָשּׁ ֫ ַל ְחנָ ה‬ ‫ְתּ ַשׁ ֫ ַלּ ְחנָ ה‬ ‫ְתּ ֻשׁ ֫ ַלּ ְחנָ ה‬ ‫ִתּ ְשׁ ַתּ ֫ ַלּ ְחנָ ה‬ ‫ַתּ ְשׁ ֫ ַל ְחנָ ה‬ ‫ָתּ ְשׁ ֫ ַל ְחנָ ה‬
‫‪1CP‬‬ ‫נִ ְשׁ ַלח‬ ‫נִ ָשּׁ ַלח‬ ‫נְ ַשׁ ַלּח‬ ‫נָ ֻשׁ ַלּח‬ ‫נִ ְשׁ ַתּ ַלּח‬ ‫יח‬ ‫נַ ְשׁ ִל ַ‬ ‫נָ ְשׁ ַלח‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪203‬‬

‫‪III-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪Guttural‬‬
‫‪PAST 3MS‬‬
‫וַ יִּ ְשׁ ַלח‬ ‫וַ יִּ ָשּׁ ַלח‬ ‫וַ יְ ַשׁ ַלּח‬ ‫וַ יְ ֻשׁ ַלּח‬ ‫וַ יִּ ְשׁ ַתּ ַלּח‬ ‫וַ יַּ ְשׁ ַלח‬ ‫וַ יָּ ְשׁ ַלח‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יִ ַשׁ ַלח‬ ‫יִ ָשּׁ ַלח‬ ‫יְ ַשׁ ַלּח‬ ‫יְ ֻשׁ ַלּח‬ ‫יִ ְשׁ ַתּ ַלּח‬ ‫יַ ְשׁ ַלח‬ ‫יָ ְשׁ ַלח‬
‫‪1CS‬‬ ‫ֶא ְשׁ ְל ָחה‬ ‫ֶא ָשּׁ ְל ָחה‬ ‫ֲא ַשׁ ְלּ ָחה‬ ‫ֲא ֻשׁ ְלּ ָחה‬ ‫ֶא ְשׁ ַתּ ְלּ ָחה‬ ‫יחה‬
‫ַא ְשׁ ִל ָ‬ ‫ָא ְשׁ ְל ָחה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫ְשׁ ַלח‬ ‫ִה ָשּׁ ַלח‬ ‫ַשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫ַה ְשׁ ַלח‬
‫‪FS‬‬
‫ִשׁ ְל ִחי‬ ‫ִה ָשּׁ ְל ִחי‬ ‫ַשׁ ְלּ ִחי‬ ‫ִה ְשׁ ַתּ ְלּ ִחי‬ ‫יחי‬
‫ַה ְשׁ ֫ ִל ִ‬
‫‪MP‬‬
‫ִשׁ ְלחוּ‬ ‫ִה ָשּׁ ְלחוּ‬ ‫ַשׁ ְלּחוּ‬ ‫ִה ְשׁ ַתּ ְלּחוּ‬ ‫ַה ְשׁ ֫ ִליחוּ‬
‫‪FP‬‬
‫ְשׁ ֫ ַל ְחנָ ה‬ ‫ִה ָשּׁ ֫ ַל ְחנָ ה‬ ‫ַשּׁ ֫ ַלּ ְחנָ ה‬ ‫ִה ְשׁ ַתּ ֫ ַלּ ְחנָ ה‬ ‫ַה ְשׁ ֫ ַל ְחנָ ה‬
‫‪INF CST‬‬
‫ֹלח‬
‫ְשׁ ַ‬ ‫ִה ָשּׁ ַלח‬ ‫ַשׁ ַלּח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫יח‬
‫ַה ְשׁ ִל ַ‬
‫‪INF ABS‬‬
‫לוֹח‬
‫ָשׁ ַ‬ ‫נִ ְשֹׁלח‬ ‫ַשׁ ֵלּ ַח‬ ‫ִה ְשׁ ַתּ ַלּח‬ ‫ַה ְשׁ ֵל ַח‬ ‫ָה ְשׁ ֵל ַח‬
‫‪PTCP MSA‬‬
‫שׁ ֵֹל ַח‬ ‫נִ ְשׁ ָלח‬ ‫ְמ ַשׁ ֵלּ ַח‬ ‫ְמ ֻשׁ ָלּח‬ ‫ִמ ְשׁ ַתּ ַלּח‬ ‫יח‬
‫ַמ ְשׁ ִל ַ‬ ‫ָמ ְשׁ ָלח‬
‫‪FSA‬‬
‫שׁ ְֹל ָחה‬ ‫נִ ְשׁ ָל ָחה‬ ‫ְמ ַשׁ ְלּ ָחה‬ ‫ְמ ֻשׁ ָלּ ָחה‬ ‫ִמ ְשׁ ַתּ ְלּ ָחה‬ ‫יחה‬‫ַמ ְשׁ ִל ָ‬ ‫ָמ ְשׁ ָל ָחה‬
‫שׁ ֫ ַֹל ַחת‬ ‫נִ ְשׁ ֫ ַל ַחת‬ ‫ְמ ַשׁ ֫ ַלּ ַחת‬ ‫ְמ ֻשׁ ֫ ַלּ ַחת‬ ‫ִמ ְשׁ ַתּ ֫ ַלּ ַחת‬ ‫ַמ ְשׁ ֫ ַל ַחת‬ ‫ָמ ְשׁ ֫ ַל ַחת‬
‫‪MPA‬‬
‫שׁ ְֹל ִחים‬ ‫נִ ְשׁ ָל ִחים‬ ‫ְמ ַשׁ ְלּ ִחים‬ ‫ְמ ֻשׁ ָלּ ִחים‬ ‫ִמ ְשׁ ַתּ ְלּ ִחים‬ ‫יחים‬ ‫ַמ ְשׁ ִל ִ‬ ‫ָמ ְשׁ ָל ִחים‬
‫‪FPA‬‬
‫שׁ ְֹלחוֹת‬ ‫נִ ְשׁ ָלחוֹת‬ ‫ְמ ַשׁ ְלּחוֹת‬ ‫ְמ ֻשׁ ָלּחוֹת‬ ‫ִמ ְשׁ ַתּ ְלּחוֹת‬ ‫ַמ ְשׁ ִליחוֹת‬ ‫ָמ ְשׁ ָלחוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪204‬‬

‫)‪ָ ‘bake’) (19.1‬א ָפה ‪ָ ‘eat’, and‬א ַכל ‪ָ ‘be willing’,‬א ָבה ’‪ָ ‘perish‬א ַבד ‪ָ ‘say’ (also‬א ַמר ‪4a. I-Alef Verb:‬‬
‫‪I-Alef‬‬ ‫‪IMPF 3MS‬‬ ‫‪IMPF 1CS‬‬ ‫‪PAST‬‬ ‫‪*These five roots behave differently only in the Qal Imperfect and‬‬
‫‪QAL‬‬ ‫אמר‬
‫יֹ ַ‬ ‫א ַֹמר‬ ‫אמר‬
‫וַ ֫יּ ֹ ֶ‬ ‫‪Past Narrative; all other conjugations are as I-Guttural verbs.‬‬

‫)‪ָ ‘find’ (19.2‬מ ָצא ‪4b. III-Alef Verb:‬‬


‫‪III-Alef‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF 3MS‬‬
‫ָמ ָצא‬ ‫נִ ְמ ָצא‬ ‫ִמ ֵצּא‬ ‫ֻמ ָצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ִה ְמ ִציא‬ ‫ֻה ְמ ָצא‬
‫‪3FS‬‬ ‫ָמ ְצ ָאה‬ ‫נִ ְמ ְצ ָאה‬ ‫צּאה‬ ‫ִמ ָ‬ ‫ֻמ ְצּ ָאה‬ ‫ִה ְת ַמ ְצּ ָאה‬ ‫יאה‬ ‫ִה ְמ ִ֫צ ָ‬ ‫ֻה ְמ ְצ ָאה‬
‫‪2MS‬‬ ‫את‬
‫ָמ ָ֫צ ָ‬ ‫את‬
‫נִ ְמ ֵ֫צ ָ‬ ‫את‬
‫ִמ ֵ֫צּ ָ‬ ‫את‬
‫ֻמ ֵ֫צּ ָ‬ ‫את‬
‫ִה ְת ַמ ֵ֫צּ ָ‬ ‫את‬
‫ִה ְמ ֵ֫צ ָ‬ ‫את‬
‫ֻה ְמ ֵ֫צ ָ‬
‫‪2FS‬‬ ‫ָמ ָצאתּ‬ ‫נִ ְמ ֵצאת‬ ‫ִמ ֵצּאת‬ ‫ֻמ ֵצּאת‬ ‫ִה ְת ַמ ֵצּאת‬ ‫ִה ְמ ֵצאת‬ ‫ֻה ְמ ֵצאת‬
‫‪1CS‬‬ ‫אתי‬ ‫ָמ ָ֫צ ִ‬ ‫אתי‬ ‫נִ ְמ ֵ֫צ ִ‬ ‫אתי‬‫ִמ ֵ֫צּ ִ‬ ‫אתי‬‫ֻמ ֵ֫צּ ִ‬ ‫אתי‬‫ִה ְת ַמ ֵ֫צּ ִ‬ ‫אתי‬ ‫ִה ְמ ֵ֫צ ִ‬ ‫אתי‬ ‫ֻה ְמ ֵ֫צ ִ‬
‫‪3CP‬‬ ‫ָמ ְצאוּ‬ ‫נִ ְמ ְצאוּ‬ ‫ִמ ְצּאוּ‬ ‫ֻמ ְצּאוּ‬ ‫ִה ְת ַמ ְצּאוּ‬ ‫ִה ְמ ִ֫צאוּ‬ ‫ֻה ְמ ְצאוּ‬
‫‪2MP‬‬ ‫אתם‬ ‫ְמ ָצ ֶ‬ ‫אתם‬ ‫נִ ְמ ֵצ ֶ‬ ‫אתם‬ ‫ִמ ֵצּ ֶ‬ ‫אתם‬ ‫ֻמ ֵצּ ֶ‬ ‫אתם‬ ‫ִה ְת ַמ ֵצּ ֶ‬ ‫אתם‬ ‫ִה ְמ ֵצ ֶ‬ ‫אתם‬ ‫ֻה ְמ ֵצ ֶ‬
‫‪2FP‬‬ ‫אתן‬ ‫ְמ ָצ ֶ‬ ‫אתן‬ ‫נִ ְמ ֵצ ֶ‬ ‫אתן‬ ‫ִמ ֵצּ ֶ‬ ‫אתן‬ ‫ֻמ ֵצּ ֶ‬ ‫אתן‬ ‫ִה ְת ַמ ֵצּ ֶ‬ ‫אתן‬ ‫ִה ְמ ֵצ ֶ‬ ‫אתן‬ ‫ֻה ְמ ֵצ ֶ‬
‫‪1CP‬‬ ‫ָמ ָ֫צאנוּ‬ ‫נִ ְמ ֵ֫צאנוּ‬ ‫ִמ ֵ֫צּאנוּ‬ ‫ֻמ ֵ֫צּאנוּ‬ ‫ִה ְת ַמ ֵ֫צּאנוּ‬ ‫ִה ְמ ֵ֫צאנוּ‬ ‫ֻה ְמ ֵ֫צאנוּ‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִמ ָצא‬‫ְ‬ ‫יִמּ ֵצא‬‫ָ‬ ‫יְמ ֵצּא‬‫ַ‬ ‫יְמ ָצּא‬‫ֻ‬ ‫יִ ְת ַמ ֵצּא‬ ‫יַמ ִציא‬‫ְ‬ ‫יֻמ ָצא‬‫ְ‬
‫‪3FS/2MS‬‬ ‫ִתּ ְמ ָצא‬ ‫ִתּ ָמּ ֵצא‬ ‫ְתּ ַמּ ֵצּא‬ ‫ְתּ ֻמ ָצּא‬ ‫ִתּ ְת ַמ ֵצּא‬ ‫ַתּ ְמ ִציא‬ ‫ֻתּ ְמ ָצא‬
‫‪2FS‬‬ ‫ִתּ ְמ ְצ ִאי‬ ‫ִתּ ָמּ ְצ ִאי‬ ‫ְתּ ַמ ְצּ ִאי‬ ‫ְתּ ֻמ ְצּ ִאי‬ ‫ִתּ ְת ַמ ְצּ ִאי‬ ‫יאי‬‫ַתּ ְמ ִ֫צ ִ‬ ‫ֻתּ ְמ ְצ ִאי‬
‫‪1CS‬‬ ‫ֶא ְמ ָצא‬ ‫ֶא ָמּ ֵצא‬ ‫ֲא ַמ ֵצּא‬ ‫ֲא ֻמ ָצּא‬ ‫ֶא ְת ַמ ֵצּא‬ ‫ַא ְמ ִציא‬ ‫ֻא ְמ ָצא‬
‫‪3MP‬‬ ‫יִמ ְצאוּ‬ ‫ְ‬ ‫יִמּ ְצאוּ‬ ‫ָ‬ ‫יְמ ְצּאוּ‬ ‫ַ‬ ‫יְמ ְצּאוּ‬ ‫ֻ‬ ‫יִ ְת ַמ ְצּאוּ‬ ‫יַמ ִ֫ציאוּ‬ ‫ְ‬ ‫יֻמ ְצאוּ‬ ‫ְ‬
‫‪3FP/2FP‬‬ ‫ִתּ ְמ ֶ֫צאנָ ה‬ ‫ִתּ ָמּ ֶ֫צאנָ ה‬ ‫ְתּ ַמ ֶ֫צּאנָ ה‬ ‫ְתּ ֻמ ֶ֫צּאנָ ה‬ ‫ִתּ ְת ַמ ֶ֫צּאנָ ה‬ ‫ַתּ ְמ ֶ֫צאנָ ה‬ ‫ֻתּ ְמ ֶ֫צאנָ ה‬
‫‪2MP‬‬ ‫ִתּ ְמ ְצאוּ‬ ‫ִתּ ָמּ ְצאוּ‬ ‫ְתּ ַמ ְצּאוּ‬ ‫ְתּ ֻמ ְצּאוּ‬ ‫ִתּ ְת ַמ ְצּאוּ‬ ‫ַתּ ְמ ִ֫ציאוּ‬ ‫ֻתּ ְמ ְצאוּ‬
‫‪1CP‬‬ ‫נִ ְמ ָצא‬ ‫נִ ָמּ ֵצא‬ ‫נְ ַמ ֵצּא‬ ‫נְ ֻמ ָצּא‬ ‫נִ ְת ַמ ֵצּא‬ ‫נַ ְמ ִציא‬ ‫נֻ ְמ ָצא‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪205‬‬

‫‪III-ALEF‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST 3MS‬‬
‫וַ יִּ ְמ ָצא‬ ‫וַ יִּ ָמּ ֵצא‬ ‫וַ יְ ַמ ֵצּא‬ ‫וַ יְ ֻמ ָצּא‬ ‫וַ יִּ ְת ַמ ֵצּא‬ ‫וַ יַּ ְמ ֵצא‬ ‫וַ יֻּ ְמ ָצא‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יִמ ָצא‬‫ְ‬ ‫יִמּ ֵצא‬‫ָ‬ ‫יְמ ֵצּא‬‫ַ‬ ‫יְמ ָצּא‬‫ֻ‬ ‫יִ ְת ַמ ֵצּא‬ ‫יַמ ֵצא‬
‫ְ‬ ‫יֻמ ָצא‬‫ְ‬
‫‪1CS‬‬ ‫ֶא ְמ ְצ ָאה‬ ‫ִא ָמּ ְצ ָאה‬ ‫ֲא ַמ ְצּ ָאה‬ ‫ֶא ְת ַמ ְצּ ָאה‬ ‫יאה‬
‫ַא ְמ ִצ ָ‬
‫‪IMV‬‬ ‫‪MS‬‬
‫ְמ ָצא‬ ‫ִה ָמּ ֵצא‬ ‫ַמ ֵצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ֵצא‬
‫‪FS‬‬
‫ִמ ְצ ִאי‬ ‫ִה ָמּ ְצ ִאי‬ ‫ַמ ְצּ ִאי‬ ‫ִה ְת ַמ ְצּ ִאי‬ ‫יאי‬
‫ַה ְמ ִצ ִ‬
‫‪MP‬‬
‫ִמ ְצאוּ‬ ‫ִה ָמּ ְצאוּ‬ ‫ַמ ְצּאוּ‬ ‫ִה ְת ַמ ְצּאוּ‬ ‫ַה ְמ ִציאוּ‬
‫‪FP‬‬
‫ְמ ֫צ ֶאנָ ה‬ ‫ִה ָמּ ֵ֫צאנָ ה‬ ‫ַמ ֶ֫צּאנָ ה‬ ‫ִה ְת ַמ ֶ֫צּאנָ ה‬ ‫ַה ְמ ֶ֫צאנָ ה‬
‫‪INF CST‬‬
‫ְמצֹא‬ ‫ִה ָמּ ֵצא‬ ‫ַמ ֵצּא‬ ‫ֻמ ָצּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ִציא‬ ‫ֻה ְמ ָצא‬
‫‪INF ABS‬‬
‫ָמצוֹא‬ ‫נִ ְמצֹא‬ ‫ַמצֹּא‬ ‫ִה ְת ַמ ֵצּא‬ ‫ַה ְמ ֵצא‬
‫‪PTCP MSA‬‬
‫מ ֵֹצא‬ ‫נִ ְמ ָצא‬ ‫ְמ ַמ ֵצּא‬ ‫ְמ ֻמ ָצּא‬ ‫ִמ ְת ַמ ֵצּא‬ ‫ַמ ְמ ִציא‬ ‫ֻמ ְמ ָצא‬
‫‪FSA‬‬
‫מ ְֹצ ָאה‬ ‫נִ ְמ ָצ ָאה‬ ‫ְמ ַמ ְצּ ָאה‬ ‫ְמ ֻמ ָצּ ָאה‬ ‫ִמ ְת ַמ ְצּ ָאה‬ ‫יאה‬
‫ַמ ְמ ִצ ָ‬ ‫ֻמ ְמ ָצ ָאה‬
‫מ ֵֹצאת‬ ‫נִ ְמ ֵצאת‬ ‫ְמ ַמ ֵצּאת‬ ‫ְמ ֻמ ֵצּאת‬ ‫ִמ ְת ַמ ֵצּאת‬ ‫ַמ ְמ ֵצאת‬ ‫ֻמ ְמ ֵצאת‬
‫‪MPA‬‬
‫מ ְֹצ ִאים‬ ‫נִ ְמ ָצ ִאים‬ ‫ְמ ַמ ְצּ ִאים‬ ‫ְמ ֻמ ָצּ ִאים‬ ‫ִמ ְת ַמ ְצּ ִאים‬ ‫יאים‬
‫ַמ ְמ ִצ ִ‬ ‫ֻמ ְמ ָצ ִאים‬
‫‪FPA‬‬
‫מ ְֹצאוֹת‬ ‫נִ ְמ ָצאוֹת‬ ‫ְמ ַמ ְצּאוֹת‬ ‫ְמ ֻמ ָצּאוֹת‬ ‫ִמ ְת ַמ ְצּאוֹת‬ ‫ַמ ְמ ִציאוֹת‬ ‫ֻמ ְמ ָצאוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪206‬‬

‫)‪ ‘draw near’ (20.1‬נָ גַ שׁ ‪ ‘fall’,‬נָ ַפל ‪5. I-Nun Verb:‬‬


‫‪I-NUN‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫נָ ַפל‬ ‫נָ גַ שׁ‬ ‫נִ גַּ שׁ‬ ‫ִהגִּ ישׁ‬ ‫ֻהגַּ שׁ‬
‫‪3FS‬‬ ‫נָ ְפ ָלה‬ ‫נָ גְ ָשׁה‬ ‫נִ גְּ ָשׁה‬ ‫ישׁה‬ ‫ִה ֫ ִגּ ָ‬ ‫ֻהגְּ ָשׁה‬
‫‪2MS‬‬ ‫נָ ֫ ַפ ְל ָתּ‬ ‫נָ ֫ ַג ְשׁ ָתּ‬ ‫נִ ֫ ַגּ ְשׁ ָתּ‬ ‫ִה ֫ ַגּ ְשׁ ָתּ‬ ‫ֻה ֫ ַגּ ְשׁ ָתּ‬
‫‪2FS‬‬ ‫נָ ֫ ַפ ְל ְתּ‬ ‫נָ ֫ ַג ְשׁ ְתּ‬ ‫נִ ֫ ַגּ ְשׂ ְתּ‬ ‫‪R‬‬ ‫ִה ֫ ַגּ ְשׁ ְתּ‬ ‫ֻה ֫ ַגּ ְשׁ ְתּ‬
‫‪1CS‬‬ ‫נָ ַפ ְל ִתּי‬ ‫נָ ֫ ַג ְשׁ ִתּי‬ ‫נִ ֫ ַגּ ְשׂ ִתּי‬ ‫ִה ֫ ַגּ ְשׁ ִתּי‬ ‫ֻה ֫ ַגּ ְשׁ ִתּי‬
‫‪3CP‬‬ ‫נָ ְפלוּ‬ ‫נָ גְ שׁוּ‬ ‫נִ גְּ שׁוּ‬ ‫‪E‬‬ ‫ִה ֫גּישׁוּ‬ ‫ֻהגְּ שׁוּ‬
‫‪2MP‬‬ ‫נְ ַפ ְל ֶתּם‬ ‫נְ גַ ְשׁ ֶתּם‬ ‫נִ גַּ ְשׂ ֶתּם‬ ‫ִהגַּ ְשׁ ֶתּם‬ ‫ֻהגַּ ְשׁ ֶתּם‬
‫‪2FP‬‬ ‫נְ ַפ ְל ֶתּן‬ ‫נְ גַ ְשׁ ֶתּן‬ ‫נִ גַּ ְשׂ ֶתּן‬ ‫‪G‬‬ ‫ִהגַּ ְשׁ ֶתּן‬ ‫ֻהגַּ ְשׁ ֶתּן‬
‫‪1CP‬‬ ‫נָ ֫ ַפ ְלנוּ‬ ‫נָ ֫ ַג ְשׁנוּ‬ ‫נִ ֫ ַגּ ְשׁנוּ‬ ‫ִה ֫ ַגּ ְשׁנוּ‬ ‫ֻה ֫ ַגּ ְשׁנוּ‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ פֹּל‬ ‫יִ גַּ שׁ‬ ‫יִ נָּ גֵ שׁ‬ ‫יַ גִּ ישׁ‬ ‫יֻ גַּ שׁ‬
‫‪3FS/2MS‬‬ ‫ִתּפֹּל‬ ‫ִתּגַּ שׁ‬ ‫ִתּנָּ גֵ שׁ‬ ‫‪L‬‬ ‫ַתּגִּ ישׁ‬ ‫ֻתּגַּ שׁ‬
‫‪2FS‬‬ ‫ִתּ ְפּ ִלי‬ ‫ִתּגְּ ִשׁי‬ ‫ִתּנָּ גְ ִשׁי‬ ‫ישׁי‬‫ַתּ ֫ ִגּ ִ‬ ‫ֻתּגְּ ִשׁי‬
‫‪1CS‬‬ ‫ֶאפֹּל‬ ‫ֶאגַּ שׁ‬ ‫ֶאנָּ גֵ שׁ‬ ‫‪A‬‬ ‫ַאגִּ ישׁ‬ ‫ֻאגַּ שׁ‬
‫‪3MP‬‬ ‫יִ ְפּלוּ‬ ‫יִ גְּ שׁוּ‬ ‫יִ נָּ גְ שׁוּ‬ ‫יַ ֫ ִגּישׁוּ‬ ‫יֻ גְּ שׁוּ‬
‫‪3FP‬‬ ‫ִתּ ֫פּ ְֹלנָ ה‬ ‫ִתּ ֫ ַגּ ְשׁנָ ה‬ ‫ִתּנָּ ֫ ַג ְשׁנָ ה‬ ‫‪R‬‬ ‫ַתּ ֫ ֵגּ ְשׁנָ ה‬ ‫ֻתּגַּ ְשׁנָ ה‬
‫‪2MP‬‬ ‫ִתּ ְפּלוּ‬ ‫ִתּגְּ שׁוּ‬ ‫ִתּנָּ גְ שׁוּ‬ ‫ַתּ ֫ ִגּישׁוּ‬ ‫ֻתּגְּ שׁוּ‬
‫‪2FP‬‬ ‫ִתּ ֫פּ ְֹלנָ ה‬ ‫ִתּ ֫ ַגּ ְשׁנָ ה‬ ‫ִתּנָּ ֫ ַג ְשׁנָ ה‬ ‫ַתּ ֫ ֵגּ ְשׁנָ ה‬ ‫ֻתּגַּ ְשׁנָ ה‬
‫‪1CP‬‬ ‫נִ פֹּל‬ ‫נִ גַּ שׁ‬ ‫נִ נָּ גֵ שׁ‬ ‫נַ גִּ ישׁ‬ ‫נֻ גַּ שׁ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪207‬‬

‫‪I-NUN‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST 3MS‬‬
‫וַ יִּ פֹּל‬ ‫וַ יִּ גַּ שׁ‬ ‫וַ יִּ נָּ גֵ שׁ‬ ‫‪R‬‬ ‫וַ יַּ גֵּ שׁ‬ ‫וַ יֻּ גַּ שׁ‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יִ פֹּל‬ ‫יִ גַּ שׁ‬ ‫יִ נָּ גֵ שׁ‬ ‫יַ גֵּ שׁ‬ ‫יֻּ גַּ שׁ‬
‫‪1CS‬‬ ‫ֶא ְפּ ָלה‬ ‫ֶאגְּ ָשׁה‬ ‫ֵאנָּ גְ ָשׁה‬ ‫‪E‬‬ ‫ישׁה‬
‫ַא ֫ ִגּ ָ‬
‫‪IMV‬‬ ‫‪MS‬‬
‫נְ פֹל‬ ‫גַּ שׁ‬ ‫ִהנָּ גֵ שׁ‬ ‫ַהגֵּ שׁ‬
‫‪FS‬‬
‫נִ ְפ ִלי‬ ‫גְּ ִשׁי‬ ‫ִהנָּ גְ ִשׁי‬ ‫‪G‬‬ ‫ישׁי‬
‫ַה ֫ ִגּ ִ‬
‫‪MP‬‬
‫נִ ְפלוּ‬ ‫גְּ שׁוּ‬ ‫ִהנָּ גְ שׁוּ‬ ‫ַה ֫ ִגּישׁוּ‬
‫‪FP‬‬
‫נְ ֫פ ְֹלנָ ה‬ ‫֫ ַגּ ְשׁנָ ה‬ ‫ִהנָּ ֫ ַג ְשׁנָ ה‬ ‫‪U‬‬ ‫ַה ֫ ֵגּ ְשׁנָ ה‬
‫‪INF CST‬‬
‫נְ פֹל‬ ‫֫ ֶגּ ֶשׁת‬ ‫ִהנָּ גֵ שׁ‬ ‫ַהגִּ ישׁ‬ ‫ֻהגַּ שׁ‬
‫‪INF ABS‬‬
‫נָ פוֹל‬ ‫נָ גוֹשׁ‬ ‫ִהנָּ גֵ שׁ‬ ‫‪L‬‬ ‫ַהגֵּ שׁ‬ ‫ֻהגֵּ שׁ‬
‫‪PTCP MSA‬‬
‫נ ֵֹפל‬ ‫נֹגֵ שׁ‬ ‫נִ גָּ שׁ‬ ‫ַמגִּ ישׁ‬ ‫ֻמגָּ שׁ‬
‫‪FSA‬‬
‫נ ְֹפ ָלה‬ ‫נֹגְ ָשׁה‬ ‫נִ גָּ ָשׁה‬ ‫‪A‬‬ ‫ישׁה‬
‫ַמגִּ ָ‬ ‫ֻמגָּ ָשׁה‬
‫נ ֫ ֶֹפ ֶלת‬ ‫נ ֫ ֶֹג ֶשׁת‬ ‫נִ ֫ ָגּ ֶשׁת‬ ‫ַמ ֫ ֶגּ ֶשׁת‬ ‫ֻמ ֫ ָגּ ֶשׁת‬
‫‪MPA‬‬
‫נ ְֹפ ִלים‬ ‫נֹגְ ִשׁים‬ ‫נִ גָּ ִשׁים‬ ‫‪R‬‬ ‫ישׁים‬
‫ַמגִּ ִ‬ ‫ֻמגָּ ִשׁים‬
‫‪FPA‬‬
‫נ ְֹפלוֹת‬ ‫נֹגְ שׁוֹת‬ ‫נִ גָּ שׁוִ ת‬ ‫ישׁים‬
‫ַמגִּ ִ‬ ‫ֻמגָּ שׁוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪208‬‬

‫)‪ ‘be good’ (21.1‬יָ ַטב ;’‪ ‘possess‬יָ ַרשׁ ‪ ‘sit’,‬יָ ַשׁב ‪6. I-Vav/Yod Verb:‬‬
‫‪I-VAV/YOD‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬ ‫‪QAL‬‬ ‫‪HIFIL‬‬
‫‪PERF 3MS‬‬
‫יָ ַשׁב‬ ‫יָ ַרשׁ‬ ‫נוֹשׁב‬
‫ַ‬ ‫הוֹשׁיב‬ ‫ִ‬ ‫הוּשׁב‬
‫ַ‬ ‫יָ ַטב‬ ‫יטיב‬ ‫ֵה ִ‬
‫‪3FS‬‬ ‫יָ ְשׁ ָבה‬ ‫יָ ְר ָשׁה‬ ‫נוֹשׁ ָבה‬ ‫ְ‬ ‫יבה‬ ‫הוֹשׁ ָ‬ ‫ִ֫‬ ‫הוּשׁ ָבה‬ ‫ְ‬ ‫יָ ְט ָבה‬ ‫יבה‬ ‫יט ָ‬ ‫ֵה ִ֫‬
‫‪2MS‬‬ ‫יָ ַ֫שׁ ְב ָתּ‬ ‫יָ ַ֫ר ְשׁ ָתּ‬ ‫נוֹשׁ ְב ָתּ‬ ‫ַ֫‬ ‫הוֹשׁ ְב ָתּ‬ ‫ַ֫‬ ‫הוּשׁ ְב ָתּ‬ ‫ַ֫‬ ‫יָ ַ֫ט ְב ָתּ‬ ‫יט ְב ָתּ‬ ‫ֵה ַ֫‬
‫‪2FS‬‬ ‫יָ ַשׁ ְב ְתּ‬ ‫יָ ַר ְשׁ ְתּ‬ ‫נוֹשׁ ְב ְתּ‬ ‫ַ‬ ‫‪R‬‬ ‫הוֹשׁ ְב ְתּ‬ ‫ַ‬ ‫הוּשׁ ְב ְתּ‬ ‫ַ‬ ‫יָ ַט ְב ְתּ‬ ‫יט ְב ְתּ‬ ‫ֵה ַ‬
‫‪1CS‬‬ ‫יָ ַ֫שׁ ְב ִתּי‬ ‫יָ ַ֫ר ְשׁ ִתּי‬ ‫נוֹשׁ ְב ִתּי‬ ‫ַ֫‬ ‫הוֹשׁ ְב ִתּי‬ ‫ַ֫‬ ‫הוּשׁ ְב ִתּי‬ ‫ַ֫‬ ‫יָ ַ֫ט ְב ִתּי‬ ‫יט ְב ִתּי‬ ‫ֵה ַ֫‬
‫‪3CP‬‬ ‫יָ ְשׁבוּ‬ ‫יָ ְרשׁוּ‬ ‫נוֹשׁבוּ‬ ‫ְ‬ ‫‪E‬‬ ‫הוֹשׁיבוּ‬ ‫ִ֫‬ ‫הוּשׁבוּ‬ ‫ְ‬ ‫יָ ְטבוּ‬ ‫יטיבוּ‬ ‫ֵה ִ֫‬
‫‪2MP‬‬ ‫יְ ַשׁ ְב ֶתּם‬ ‫יְ ַר ְשׁ ֶתּם‬ ‫נוֹשׁ ְב ֶתּם‬ ‫ַ‬ ‫הוֹשׁ ְב ֶתּם‬
‫ַ‬ ‫הוּשׁ ְב ֶתּם‬ ‫ַ‬ ‫יְ ַט ְב ֶתּם‬ ‫יט ְב ֶתּם‬ ‫ֵה ַ‬
‫‪2FP‬‬ ‫יְ ַשׁ ְב ֶתּן‬ ‫יְ ַר ְשׁ ֶתּן‬ ‫נוֹשׁ ְב ֶתּן‬ ‫ַ‬ ‫‪G‬‬ ‫הוֹשׁ ְב ֶתּן‬ ‫ַ‬ ‫הוּשׁ ְב ֶתּן‬ ‫ַ‬ ‫יְ ַט ְב ֶתּן‬ ‫יט ְב ֶתּן‬ ‫ֵה ַ‬
‫‪1CP‬‬ ‫יָ ַ֫שׁ ְבנוּ‬ ‫יָ ַ֫ר ְשׁנוּ‬ ‫נוֹשׁ ְבנוּ‬ ‫ַ֫‬ ‫הוֹשׁ ְבנוּ‬ ‫ַ֫‬ ‫הוּשׁ ְבנוּ‬ ‫ַ֫‬ ‫יָ ַ֫ט ְבנוּ‬ ‫יט ְבנוּ‬ ‫ֵה ַ֫‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יֵ ֵשׁב‬ ‫יִ ַירשׁ‬ ‫יִ וָּ ֵשׁב‬ ‫יוֹשׁיב‬ ‫ִ‬ ‫יוּשׁב‬ ‫ַ‬ ‫יטב‬ ‫יִ ַ‬ ‫יטיב‬ ‫יֵ ִ‬
‫‪3FS/2MS‬‬ ‫ֵתּ ֵשׁב‬ ‫ִתּ ַירשׁ‬ ‫ִתּוָּ ֵשׁב‬ ‫‪L‬‬ ‫תּוֹשׁיב‬
‫ִ‬ ‫תּוּשׁב‬ ‫ַ‬ ‫יטב‬ ‫ִתּ ַ‬ ‫יטיב‬ ‫ֵתּ ִ‬
‫‪2FS‬‬ ‫ֵתּ ְשׁ ִבי‬ ‫ִתּ ְיר ִשׁי‬ ‫ִתּוָּ ְשׁ ִבי‬ ‫יבי‬‫תּוֹשׁ ִ‬‫ִ֫‬ ‫תּוּשׁ ִבי‬ ‫ְ‬ ‫יט ִבי‬ ‫ִתּ ְ‬ ‫יבי‬‫יט ִ‬‫ֵתּ ִ֫‬
‫‪1CS‬‬ ‫ֵא ֵשׁב‬ ‫ִא ַירשׁ‬ ‫ֶאוָּ ֵשׁב‬ ‫‪A‬‬ ‫אוֹשׁיב‬ ‫ִ‬ ‫אוּשׁב‬ ‫ַ‬ ‫יטב‬ ‫ִא ַ‬ ‫יטיב‬ ‫ֵא ִ‬
‫‪3MP‬‬ ‫יֵ ְשׁבוּ‬ ‫יִ ְירשׁוּ‬ ‫יוָּ ְשׁבוּ‬ ‫יוֹשׁיבוּ‬ ‫ִ֫‬ ‫יוּשׁבוּ‬ ‫ְ‬ ‫יטבוּ‬ ‫יִ ְ‬ ‫יטיבוּ‬ ‫יֵ ִ֫‬
‫‪3FP‬‬ ‫ֵתּ ַ֫שׁ ְבנָ ה‬ ‫ִתּ ַ֫יר ְשׁנָ ה‬ ‫ִתּוָּ ַ֫שׁ ְבנָ ה‬ ‫‪R‬‬ ‫תּוֹשׁ ְבנָ ה‬
‫ֵ֫‬ ‫תּוּשׁ ְבנָ ה‬ ‫ַ֫‬ ‫יט ְבנָ ה‬ ‫ִתּ ַ֫‬ ‫יט ְבנָ ה‬ ‫ֵתּ ַ֫‬
‫‪2MP‬‬ ‫ֵתּ ְשׁבוּ‬ ‫ִתּ ְירשׁוּ‬ ‫ִתּוָּ ְשׁבוּ‬ ‫תּוֹשׁיבוּ‬‫ִ֫‬ ‫תּוּשׁבוּ‬ ‫ְ‬ ‫יטבוּ‬ ‫ִתּ ְ‬ ‫יטיבוּ‬ ‫ֵתּ ִ֫‬
‫‪2FP‬‬ ‫ֵתּ ַ֫שׁ ְבנָ ה‬ ‫ִתּ ַ֫יר ְשׁנָ ה‬ ‫ִתּוָּ ַ֫שׁ ְבנָ ה‬ ‫תּוֹשׁ ְבנָ ה‬
‫ֵ֫‬ ‫תּוּשׁ ְבנָ ה‬
‫ַ֫‬ ‫יט ְבנָ ה‬ ‫ִתּ ַ֫‬ ‫יט ְבנָ ה‬ ‫ֵתּ ַ֫‬
‫‪1CP‬‬ ‫נֵ ֵשׁב‬ ‫נִ ַירשׁ‬ ‫נִ וָּ ֵשׁב‬ ‫נוֹשׁיב‬ ‫ִ‬ ‫נוּשׁב‬ ‫ַ‬ ‫יטב‬ ‫נִ ַ‬ ‫יטיב‬ ‫נֵ ִ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪209‬‬

‫‪I-VAV/YOD‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬ ‫‪QAL‬‬ ‫‪HIFIL‬‬


‫‪PAST 3MS‬‬
‫וַ ֵ֫יּ ֶשׁב‬ ‫וַ יִּ ַרשׁ‬ ‫וַ יִּ וָּ ֵשׁב‬ ‫‪R‬‬ ‫וַ ֫י ֹ ֶשׁב‬ ‫יּוּשׁב‬
‫וַ ַ‬ ‫יטב‬
‫וַ יִּ ַ‬ ‫וַ יֵּ ֵטב‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יֵ ֵשׁב‬ ‫יִ ַירשׁ‬ ‫יִ וָּ ֵשׁב‬ ‫יוֹשׁב‬
‫ֵ‬ ‫יטב‬
‫יִ ַ‬ ‫יטב‬‫יֵ ֵ‬
‫‪1CS‬‬ ‫ֵא ְשׁ ָבה‬ ‫ִא ְיר ָשׁה‬ ‫ֶאוָּ ְשׁ ָבה‬ ‫‪E‬‬ ‫יבה‬
‫אוֹשׁ ָ‬
‫ִ֫‬ ‫יט ָבה‬
‫ִא ְ‬ ‫יבה‬
‫יט ָ‬
‫ֵא ִ֫‬
‫‪IMV‬‬ ‫‪MS‬‬
‫ֵשׁב‬ ‫ֵרשׁ‬ ‫ִהוָּ ֵשׁב‬ ‫הוֹשׁב‬
‫ֵ‬ ‫יְ ַטב‬ ‫יטב‬
‫ֵה ֵ‬
‫‪FS‬‬
‫ְשׁ ִבי‬ ‫ְר ִשׁי‬ ‫ִהוָּ ְשׁ ִבי‬ ‫‪G‬‬ ‫יבי‬
‫הוֹשׁ ִ‬
‫ִ֫‬ ‫יִ ְט ִבי‬ ‫יבי‬
‫יט ִ‬
‫ֵה ִ֫‬
‫‪MP‬‬
‫ְשׁבוּ‬ ‫ְרשׁוּ‬ ‫ִהוָּ ְשׁבוּ‬ ‫הוֹשׁיבוּ‬
‫ִ֫‬ ‫יִ ְטבוּ‬ ‫יטיבוּ‬
‫ֵה ִ֫‬
‫‪FP‬‬
‫ֵ֫שׁ ְבנָ ה‬ ‫ַ֫ר ְשׁנָ ה‬ ‫ִהוָּ ַ֫שׁ ְבנָ ה‬ ‫‪U‬‬ ‫הוֹשׁ ְבנָ ה‬
‫ֵ֫‬ ‫יְ ַ֫ט ְבנָ ה‬ ‫יט ְבנָ ה‬
‫ֵה ֵ֫‬
‫‪INF CST‬‬
‫ֶ֫שׁ ֶבת‬ ‫ֶ֫ר ֶשׁת‬ ‫ִהוָּ ֵשׁב‬ ‫הוֹשׁיב‬ ‫ִ‬ ‫הוּשׁב‬ ‫ַ‬ ‫יְ טֹב‬ ‫יטיב‬ ‫ֵה ִ‬
‫‪INF ABS‬‬
‫יָ שׁוֹב‬ ‫יָ רוֹשׁ‬ ‫ִהוָּ ֵשׁב‬ ‫‪L‬‬ ‫הוֹשׁב‬ ‫ֵ‬ ‫הוּשׁב‬ ‫ֵ‬ ‫יָ טוֹב‬ ‫יטב‬ ‫ֵה ֵ‬
‫‪PTCP MSA‬‬
‫י ֵֹשׁב‬ ‫י ֵֹרשׁ‬ ‫נוֹשׁב‬
‫ָ‬ ‫מוֹשׁיב‬
‫ִ‬ ‫מוּשׁב‬
‫ָ‬ ‫י ֵֹטב‬ ‫יטיב‬‫ֵמ ִ‬
‫‪FSA‬‬
‫י ְֹשׁ ָבה‬ ‫י ְֹר ָשׁה‬ ‫נוֹשׁ ָבה‬
‫ָ‬ ‫‪A‬‬ ‫יבה‬
‫מוֹשׁ ָ‬‫ִ‬ ‫מוּשׁ ָבה‬
‫ָ‬ ‫י ְֹט ָבה‬ ‫יבה‬
‫יט ָ‬ ‫ֵמ ִ‬
‫י ֶֹ֫שׁ ֶבת‬ ‫י ֶֹ֫ר ֶשׁת‬ ‫נוֹשׁ ֶבת‬ ‫ֶ֫‬ ‫מוֹשׁ ֶבת‬ ‫ֶ֫‬ ‫מוּשׁ ֶבת‬ ‫ֶ֫‬ ‫י ֶֹ֫ט ֶבת‬ ‫יט ֶבת‬ ‫ֵמ ֶ֫‬
‫‪MPA‬‬
‫י ְֹשׁ ִבים‬ ‫י ְֹר ִשׁים‬ ‫נוֹשׁ ִבים‬
‫ָ‬ ‫‪R‬‬ ‫מוֹשׁ ִבים‬
‫ְ‬ ‫מוּשׁ ִבים‬
‫ְ‬ ‫י ְֹט ִבים‬ ‫יבים‬
‫יט ִ‬‫ֵמ ִ‬
‫‪FPA‬‬
‫י ְֹשׁבוֹת‬ ‫י ְֹרשׁוֹת‬ ‫נוֹשׁבוֹת‬
‫ָ‬ ‫מוֹשׁבוֹת‬
‫ְ‬ ‫מוּשׁבוֹת‬ ‫ְ‬ ‫י ְֹטבוֹת‬ ‫יטיבוֹת‬
‫ֵמ ִ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪210‬‬

‫)‪ ‘reveal’ (22.1‬גָּ ָלה ‪7. III-He Verb:‬‬


‫‪III-He‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫גָּ ָלה‬ ‫נִ גְ ָלה‬ ‫גִּ ָלּה‬ ‫גֻּ ָלה‬ ‫ִה ְתגַּ ָלּה‬ ‫ִהגְ ָלה‬ ‫ָהגְ ָלה‬
‫‪3FS‬‬ ‫גּל ָתה‬ ‫ְ‬ ‫נִ גְ ְל ָתה‬ ‫גִּ ְלּ ָתה‬ ‫גֻּ ְלּ ָתה‬ ‫ִה ְתגַּ ְלּ ָתה‬ ‫ִהגְ ְל ָתה‬ ‫ָהגְ ְל ָתה‬
‫‪2MS‬‬ ‫ית‬
‫גָּ ֫ ִל ָ‬ ‫ית‬
‫נִ גְ ֫ ֵל ָ‬ ‫ית‬
‫גִּ ֫ ִלּ ָ‬ ‫ית‬
‫גֻּ ֫ ֵלּ ָ‬ ‫יתּ‬‫ִה ְתגַּ ֫ ִלּ ְ‬ ‫ית‬
‫ִהגְ ֫ ִל ָ‬ ‫ית‬
‫ָהגְ ֫ ֵל ָ‬
‫‪2FS‬‬ ‫ית‬‫גָּ ִל ְ‬ ‫נִ גְ ֵלית‬ ‫גִּ ִלּית‬ ‫גֻּ ֵלּית‬ ‫ִה ְתגַּ ִלּית‬ ‫ִהגְ ִלית‬ ‫ָהגְ ֵלית‬
‫‪1CS‬‬ ‫יתי‬ ‫גָּ ֫ ִל ִ‬ ‫יתי‬‫נִ גְ ֫ ֵל ִ‬ ‫יתי‬ ‫גִּ ֫ ִלּ ִ‬ ‫יתי‬ ‫גֻּ ֫ ֵלּ ִ‬ ‫יתי‬ ‫ִה ְתגַּ ֫ ִלּ ִ‬ ‫יתי‬ ‫ִהגְ ֫ ִל ִ‬ ‫יתי‬ ‫ָהגְ ֫ ֵל ִ‬
‫‪3CP‬‬ ‫גָּ לוּ‬ ‫נִ גְ לוּ‬ ‫גִּ לּוּ‬ ‫גֻּ לּוּ‬ ‫ִה ְתגַּ לּוּ‬ ‫ִהגְ לוּ‬ ‫ָהגְ לוּ‬
‫‪2MP‬‬ ‫יתם‬ ‫גְּ ִל ֶ‬ ‫יתם‬ ‫נִ גְ ֵל ֶ‬ ‫יתם‬ ‫גִּ ִלּ ֶ‬ ‫יתם‬ ‫גֻּ ֵלּ ֶ‬ ‫יתם‬‫ִה ְתגַּ ִלּ ֶ‬ ‫יתם‬ ‫ִהגְ ִל ֶ‬ ‫יתם‬ ‫ָהגְ ֵל ֶ‬
‫‪2FP‬‬ ‫יתן‬ ‫גְּ ִל ֶ‬ ‫יתן‬ ‫נִ גְ ֵל ֶ‬ ‫יתן‬ ‫גִּ ִלּ ֶ‬ ‫יתן‬ ‫גֻּ ֵלּ ֶ‬ ‫יתן‬ ‫ִה ְתגַּ ִלּ ֶ‬ ‫יתן‬‫ִהגְ ִל ֶ‬ ‫יתן‬‫ָהגְ ֵל ֶ‬
‫‪1CP‬‬ ‫גָּ ֫ ִלינוּ‬ ‫נִ גְ ֫ ֵלינוּ‬ ‫גִּ ֫ ִלּינוּ‬ ‫גֻּ ֫ ֵלּינוּ‬ ‫ִה ְתגַּ ֫ ִלּינוּ‬ ‫ִהגְ ֫ ִלינוּ‬ ‫ָהגְ ֫ ֵלינוּ‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ גְ ֶלה‬ ‫יִ גָּ ֶלה‬ ‫יְ גַ ֶלּה‬ ‫יְ גֻ ֶלּה‬ ‫יִ ְתגַּ ֶלּה‬ ‫יַ גְ ֶלה‬ ‫יָ גְ ֶלה‬
‫‪3FS/2MS‬‬ ‫ִתּגְ ֶלה‬ ‫ִתּגָּ ֶלה‬ ‫ְתּגַ ֶלּה‬ ‫ְתּגֻ ֶלּה‬ ‫ִתּ ְתגַּ ֶלּה‬ ‫ַתּגְ ֶלה‬ ‫ָתּגְ ֶלה‬
‫‪2FS‬‬ ‫ִתּגְ ִלי‬ ‫ִתּגָּ ִלי‬ ‫ְתּגַ ִלּי‬ ‫ְתּגֻ ִלּי‬ ‫ִתּ ְתגְּ ִלּי‬ ‫ַתּגְ ִלי‬ ‫ָתּגְ ִלי‬
‫‪1CS‬‬ ‫ֶאגְ ֶלה‬ ‫ֶאגָּ ֶלה‬ ‫ֲאגַ ֶלּה‬ ‫ֲאגֻ ֶלּה‬ ‫ִא ְתגַּ ֶלּה‬ ‫ַאגְ ֶלה‬ ‫ָאגְ ֶלה‬
‫‪3MP‬‬ ‫יִ גְ לוּ‬ ‫יִ גָּ לוּ‬ ‫יְ גַ לּוּ‬ ‫יְ גֻ לּוּ‬ ‫יִ ַתגְּ לּוּ‬ ‫יַ גְ לוּ‬ ‫יָ גְ לוּ‬
‫‪3FP‬‬ ‫ִתּגְ ֫ ֶלינָ ה‬ ‫ִתּגָּ ֫ ֶלינָ ה‬ ‫ְתּגַ ֫ ֶלּינָ ה‬ ‫ְתּגֻ ֫ ֶלּינָ ה‬ ‫ִתּ ְתגַּ ֫ ֶלּינָ ה‬ ‫ַתּגְ ֫ ֶלינָ ה‬ ‫ָתּגְ ֫ ֶלינָ ה‬
‫‪2MP‬‬ ‫ִתּגְ לוּ‬ ‫ִתּגָּ לּוּ‬ ‫ְתּגַ לּוּ‬ ‫ְתּגֻ לּוּ‬ ‫ִתּ ְתגַּ לּוּ‬ ‫ַתּגְ לוּ‬ ‫ָתּגְ לוּ‬
‫‪2FP‬‬ ‫ִתּגְ ֫ ֶלינָ ה‬ ‫ִתּגָּ ֫ ֶלינָ ה‬ ‫ְתּגַ ֫ ֶלּינָ ה‬ ‫ְתּגֻ ֫ ֶלּינָ ה‬ ‫ִתּ ְתגַּ ֫ ֶלּינָ ה‬ ‫ַתּגְ ֫ ֶלינָ ה‬ ‫ָתּגְ ֫ ֶלינָ ה‬
‫‪1CP‬‬ ‫נִ גְ ֶלה‬ ‫נִ גָּ ֶלה‬ ‫נְ גַ ֶלּה‬ ‫נְ גֻ ֶלּה‬ ‫נִ ְתגַּ ֶלּה‬ ‫נַ גְ ֶלה‬ ‫נָ גְ ֶלה‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪211‬‬

‫‪III-HE‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST 3MS‬‬
‫וַ ִ֫יּגֶ ל‬ ‫וַ יִּ גָּ ל‬ ‫וַ יְ גַ ל‬ ‫וַ יִּ ְתגַּ ל‬ ‫וַ ֶ֫יּגֶ ל‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫ִ֫יגֶ ל‬ ‫יִ גָּ ל‬ ‫יְ גַ ל‬ ‫יִ ְתגַּ ל‬ ‫ֶ֫יגֶ ל‬
‫‪1CS‬‬ ‫‪NO DISTINCT 1CS JUSSIVE FORM – IDENTICAL WITH 1CS IMPERFECT‬‬
‫‪IMV‬‬ ‫‪MS‬‬
‫גְּ ֵלה‬ ‫ִהגָּ ֵלה‬ ‫גַּ ֵלּה‬ ‫ִה ְתגַּ ֵלּה‬ ‫ַהגְ ֵלה‬
‫‪FS‬‬
‫גְּ ִלי‬ ‫ִהגָּ ִלי‬ ‫גַּ ִלּי‬ ‫ִה ְתגַּ ִלּי‬ ‫ַהגְ ִלי‬
‫‪MP‬‬
‫גְּ לוּ‬ ‫ִהגָּ לוּ‬ ‫גַּ לּוּ‬ ‫ִה ְתגַּ לּוּ‬ ‫ַהגְ לוּ‬
‫‪FP‬‬
‫גְּ ֫ ֶלינָ ה‬ ‫ִהגָּ ֫ ֶלינָ ה‬ ‫גַּ ֫ ֶלּינָ ה‬ ‫ִה ְתגַּ ֫ ֶלּינָ ה‬ ‫ַהגְ ֫ ֶלינָ ה‬
‫‪INF CST‬‬
‫גְּ לוֹת‬ ‫ִהגָּ לוֹת‬ ‫גַּ לּוֹת‬ ‫גֻּ לּוֹת‬ ‫ִה ְתגַּ לּוֹת‬ ‫ַהגְ לוֹת‬ ‫ַהגְ לוֹת‬
‫‪INF ABS‬‬
‫גָּ ֹלה‬ ‫נִ גְ ֹלה‬ ‫גַּ ֹּלה‬ ‫גֻּ ֹּלה‬ ‫ִה ְתגַּ ֹּלה‬ ‫ַהגְ ֵלה‬ ‫ָהגְ ֵלה‬
‫‪PTCP MSA‬‬
‫גּ ֶֹלה‬ ‫נִ גְ ֶלה‬ ‫ְמגַ ֶלּה‬ ‫ְמגֻּ ֶלּה‬ ‫ִמ ְתגַּ ֶלּה‬ ‫ַמגְ ֶלה‬ ‫ָמגְ ֶלה‬
‫‪FSA‬‬
‫גּ ָֹלה‬ ‫נִ גְ ָלה‬ ‫ְמגַ ָלּה‬ ‫ְמגֻּ ָלּה‬ ‫ִמ ְתגַּ ָלּה‬ ‫ַמגְ ָלה‬ ‫ָמגְ ָלה‬
‫‪MPA‬‬
‫גּ ִֹלים‬ ‫נִ גְ ִלים‬ ‫ְמגַ ִלּים‬ ‫ְמגֻ ִלּים‬ ‫ִמ ְתגַּ ִלּים‬ ‫ַמגְ ִלים‬ ‫ָמגְ ִלים‬
‫‪FPA‬‬
‫גֹּלוֹת‬ ‫נִ גְ לוֹת‬ ‫ְמגַ לּוֹת‬ ‫ְמגֻ לּוֹת‬ ‫ִמ ְתגַּ לּוֹת‬ ‫ַמגְ לוֹת‬ ‫ָמגְ לוֹת‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪212‬‬

‫)‪ִ ‘set’ (23.1‬שׂים ‪ ‘die’,‬מוּת ‪ ‘arise’,‬קוּם ‪8. II-Vav/Yod Verb:‬‬


‫‪II-Vav/Yod‬‬ ‫‪QAL II-VAV‬‬ ‫‪QAL STATIVE‬‬ ‫‪QAL II-YOD‬‬ ‫‪NIFAL‬‬ ‫‪POLEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF 3MS‬‬
‫ָקם‬ ‫ֵמת‬ ‫ָשׂם‬ ‫נָ ֽקוֹם‬ ‫קוֹמם‬
‫ֵ‬ ‫ֵה ִקים‬ ‫הוּקם‬ ‫ַ‬
‫‪3FS‬‬ ‫ָ ֫ק ָמה‬ ‫ֵ֫מ ָתה‬ ‫ָ֫שׂ ָמה‬ ‫וֹמה‬ ‫נָ ֫ק ָ‬ ‫קוֹמ ָמה‬ ‫ְ‬ ‫ימה‬ ‫ֵה ִ֫ק ָ‬ ‫הוּק ָמה‬ ‫ְ‬
‫‪2MS‬‬ ‫ַ ֫ק ְמ ָתּ‬ ‫ַ֫מ ָתּה‬ ‫ַ֫שׂ ְמ ָתּ‬ ‫וֹת‬
‫קוּמ ָ‬ ‫נְ ֫‬ ‫קוֹמ ְמ ָתּ‬ ‫ַ֫‬ ‫וֹת‬‫ימ ָ‬ ‫ֲה ִק ֫‬ ‫הוּק ְמ ָתּ‬ ‫ַ֫‬
‫‪2FS‬‬ ‫ַק ְמ ְתּ‬ ‫ַמ ְתּ‬ ‫ַשׂ ְמ ְתּ‬ ‫נְ קוּמוֹת‬ ‫קוֹמ ְמ ְתּ‬ ‫ַ‬ ‫ימוֹת‬ ‫ֲה ִק ֫‬ ‫הוּק ְמ ְתּ‬ ‫ַ֫‬
‫‪1CS‬‬ ‫ַ ֫ק ְמ ִתּי‬ ‫ַ֫מ ִתּי‬ ‫ַ֫שׂ ְמ ִתּי‬ ‫וֹתי‬‫קוּמ ִ‬ ‫נְ ֫‬ ‫קוֹמ ְמ ִתּי‬ ‫ַ֫‬ ‫וֹתי‬ ‫ימ ִ‬‫ֲה ִק ֫‬ ‫הוּק ְמ ִתּי‬ ‫ַ֫‬
‫‪3CP‬‬ ‫ָ ֫קמוּ‬ ‫ֵ֫מתוּ‬ ‫ָ֫שׂמוּ‬ ‫נָ ֫קוֹמוּ‬ ‫קוֹממוּ‬ ‫ְ‬ ‫ֵה ִ֫קימוּ‬ ‫הוּקמוּ‬
‫ְ‬
‫‪2MP‬‬ ‫ַק ְמ ֶתּם‬ ‫ַמ ֶתּם‬ ‫ַשׂ ְמ ֶתּם‬ ‫קוּמוֹתם‬
‫ֶ‬ ‫נְ‬ ‫קוֹמ ְמ ֶתּם‬ ‫ַ‬ ‫ימוֹתם‬
‫ֲה ִק ֶ‬ ‫הוּק ְמ ֶתּם‬ ‫ַ‬
‫‪2FP‬‬ ‫ַק ְמ ֶתּן‬ ‫ַמ ֶתּן‬ ‫ַשׂ ְמ ֶתּן‬ ‫קוּמוֹתן‬‫ֶ‬ ‫נְ‬ ‫קוֹמ ְמ ֶתּן‬ ‫ַ‬ ‫ימוֹתן‬
‫ֲה ִק ֶ‬ ‫הוּק ְמ ֶתּן‬ ‫ַ‬
‫‪1CP‬‬ ‫ַ ֫ק ְמנוּ‬ ‫ַ֫מ ְתנוּ‬ ‫ַ֫שׂ ְמנוּ‬ ‫קוּמוֹנוּ‬ ‫נְ ֫‬ ‫קוֹמ ְמנוּ‬ ‫ַ֫‬ ‫ימוֹנוּ‬ ‫ֲה ִק ֫‬ ‫הוּק ְמנוּ‬ ‫ַ֫‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יָ קוּם‬ ‫יָמוּת‬ ‫יָ ִשׂים‬ ‫יִ קּוֹם‬ ‫קוֹמם‬‫יְ ֵ‬ ‫יָ ִקים‬ ‫יוּקם‬ ‫ַ‬
‫‪3FS/2MS‬‬ ‫ָתּקוּם‬ ‫ָתּמוּת‬ ‫ָתּ ִשׂים‬ ‫ִתּקּוֹם‬ ‫קוֹמם‬ ‫ְתּ ֵ‬ ‫ָתּ ִקים‬ ‫תּוּקם‬ ‫ַ‬
‫‪2FS‬‬ ‫וּמי‬
‫ָתּ ֫ק ִ‬ ‫וּתי‬
‫ָתּ ֫מ ִ‬ ‫ימי‬
‫ָתּ ִ֫שׂ ִ‬ ‫וֹמי‬
‫ִתּ ֫קּ ִ‬ ‫קוֹמ ִמי‬
‫ְתּ ֲ‬ ‫ימי‬‫ָתּ ִ֫ק ִ‬ ‫תּוּק ִמי‬
‫ְ‬
‫‪1CS‬‬ ‫ָאקוּם‬ ‫ָאמוּת‬ ‫ָא ִשׂים‬ ‫ֶאקּוֹם‬ ‫קוֹמם‬
‫ֲא ֵ‬ ‫ָא ִקים‬ ‫אוּקם‬ ‫ַ‬
‫‪3MP‬‬ ‫יָ ֫קוּמוּ‬ ‫יָמוּתוּ‬‫֫‬ ‫יָ ִ֫שׂימוּ‬ ‫יִ ֫קּוֹמוּ‬ ‫קוֹממוּ‬ ‫יְ ֲ‬ ‫ימוּ‬ ‫יָ ִ֫ק ִ‬ ‫יוּקמוּ‬ ‫ַ‬
‫‪3FP‬‬ ‫ָתּ ֵ ֫ק ְמנָ ה‬
‫קוּמינָ ה‬
‫ְתּ ֶ֫‬ ‫מוּתינָ ה‬
‫ְתּ ֶ֫‬ ‫ימינָ ה‬
‫ְתּ ִשׂ ֶ֫‬ ‫וֹמנָ ה‬
‫ִתּ ֫קּ ְ‬ ‫קוֹמ ְמנָ ה‬
‫ְתּ ֵ֫‬ ‫תּוּק ְמנָ ה‬
‫ַ֫‬
‫ימנָ ה‬‫ְתּ ִק ֶ֫‬
‫‪2MP‬‬ ‫ָתּ ֫קוּמוּ‬ ‫ָתּ ֫מוּתוּ‬ ‫ָתּ ִ֫שׂימוּ‬ ‫ִתּ ֫קּוֹמוּ‬ ‫קוֹממוּ‬
‫ְתּ ֲ‬ ‫ימוּ‬ ‫ָתּ ִ֫ק ִ‬ ‫תּוּקמוּ‬
‫ַ‬
‫‪2FP‬‬ ‫ָתּ ֵ ֫ק ְמנָ ה‬
‫קוּמינָ ה‬
‫ְתּ ֶ֫‬ ‫מוּתינָ ה‬
‫ְתּ ֶ֫‬ ‫ימינָ ה‬
‫ְתּ ִשׂ ֶ֫‬ ‫וֹמנָ ה‬
‫ִתּ ֫קּ ְ‬ ‫קוֹמ ְמנָ ה‬
‫ְתּ ֵ֫‬ ‫תּוּק ְמנָ ה‬
‫ַ֫‬
‫ימנָ ה‬ ‫ְתּ ִק ֶ֫‬
‫‪1CP‬‬ ‫נָ קוּם‬ ‫נָ מוּת‬ ‫נָ ִשׂים‬ ‫נִ קּוֹם‬ ‫קוֹמם‬
‫נְ ֵ‬ ‫נָ ִקים‬ ‫נוּקם‬
‫ַ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪213‬‬

‫‪II-VAV/YOD‬‬ ‫‪QAL II-VAV‬‬ ‫‪QAL STATIVE‬‬ ‫‪QAL II-YOD‬‬ ‫‪NIFAL‬‬ ‫‪POLEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PAST 3MS‬‬
‫וַ ָ֫יּ ָקם‬ ‫וַ ָ֫יּ ָמת‬ ‫וַ ָ֫יּ ֶשׂם‬ ‫וַ יִּ קּוֹם‬ ‫קוֹמם‬
‫וַ יְ ֵ‬ ‫וַ ָ֫יּ ֶקם‬ ‫יּוּקם‬
‫וַ ַ‬
‫‪3MS‬‬
‫‪JUSS‬‬
‫יָ קֹם‬ ‫יָ מֹת‬ ‫יָ ֵשׂם‬ ‫יִ קּוֹם‬ ‫קוֹמם‬
‫יְ ֵ‬ ‫יָ ֵקם‬
‫‪1CS‬‬
‫וּמה‬
‫ָא ֫ק ָ‬ ‫וּתה‬
‫ָא ֫מ ָ‬ ‫ימה‬
‫ָא ִ֫שׂ ָ‬ ‫וֹמה‬
‫ֶא ֫קּ ָ‬ ‫קוֹמ ָמה‬
‫ֲא ֲ‬ ‫ימה‬
‫ָא ִ֫ק ָ‬
‫‪IMV‬‬ ‫‪MS‬‬
‫קוּם‬ ‫מוּת‬ ‫ִשׂים‬ ‫ִהקּוֹם‬ ‫קוֹמם‬
‫ֵ‬ ‫ָה ֵקם‬
‫‪FS‬‬
‫וּמי‬
‫֫ק ִ‬ ‫וּתי‬
‫֫מ ִ‬ ‫ימי‬
‫ִ֫שׂ ִ‬ ‫וֹמי‬
‫ִה ֫קּ ִ‬ ‫קוֹמ ִמי‬
‫ֲ‬ ‫ימי‬
‫ָה ִ֫ק ִ‬
‫‪MP‬‬
‫֫קוּמוּ‬ ‫֫מוּתוּ‬ ‫ִ֫שׂימוּ‬ ‫ִה ֫קּוֹמוּ‬ ‫קוֹממוּ‬
‫ֲ‬ ‫ָה ִ֫קימוּ‬
‫‪FP‬‬
‫֫ק ְֹמנָ ה‬ ‫֫מ ְֹתנָ ה‬ ‫ֵ֫שׂ ְמנָ ה‬ ‫וֹמנָ ה‬
‫ִה ֫קּ ְ‬ ‫ֵקו ֵֹ֫מ ְמנָ ה‬ ‫ָה ֵ ֫ק ְמנָ ה‬
‫‪INF CST‬‬
‫קוּם‬ ‫מוּת‬ ‫ִשׂים‬ ‫ִהקּוֹם‬ ‫קוֹמם‬‫ֵ‬ ‫ָה ִקים‬ ‫הוּקם‬
‫ַ‬
‫‪INF ABS‬‬
‫קוֹם‬ ‫מוֹת‬ ‫שׂוֹם‬ ‫ִהקּוֹם‬ ‫קוֹמם‬ ‫ֵ‬ ‫ָה ֵקם‬ ‫הוּקם‬‫ֵ‬
‫‪PTCP MSA‬‬
‫ָקם‬ ‫ֵמת‬ ‫ָשׂם‬ ‫נָ קוֹם‬ ‫קוֹמם‬‫ְמ ֵ‬ ‫ֵמ ִקים‬ ‫מוּקם‬‫ָ‬
‫‪FSA‬‬
‫ָק ָמה‬ ‫ֵמ ָתה‬ ‫ָשׂ ָמה‬ ‫קוֹמה‬
‫נְ ָ‬ ‫קוֹמ ָמה‬
‫ְמ ְ‬ ‫ימה‬
‫ְמ ִק ָ‬ ‫מוּק ָמה‬‫ָ‬
‫‪MPA‬‬
‫ָק ִמים‬ ‫ֵמ ִתים‬ ‫ָשׂ ִמים‬ ‫קּוֹמים‬
‫נְ ִ‬ ‫קוֹמ ִמים‬‫ְמ ְ‬ ‫ימים‬‫ְמ ִק ִ‬ ‫מוּק ִמים‬ ‫ָ‬
‫‪FPA‬‬
‫ָקמוֹת‬ ‫ֵמתוֹת‬ ‫ָשׂמוֹת‬ ‫נְ קוֹמוֹת‬ ‫קוֹממוֹת‬ ‫ְמ ְ‬ ‫ְמ ִקימוֹת‬ ‫מוּקמוֹת‬ ‫ָ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪214‬‬

‫)‪ַ ‘be slight’ (24.1‬קל ‪ָ ‘surround’,‬ס ַבב ‪9. II-III Verb:‬‬


‫‪II-III‬‬ ‫‪QAL DYNAMIC‬‬ ‫‪QAL STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪POEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪3MS‬‬
‫‪PERF‬‬
‫ָס ַבב ‪ָ /‬סב‬ ‫ַקל‬ ‫נָ ַסב‬ ‫סוֹבב‬
‫ֵ‬ ‫ֵה ֵסב‬ ‫הוּסב‬ ‫ַ‬
‫‪3FS‬‬ ‫ַ֫ס ָבּה ‪ָ /‬ס ְב ָבה‬ ‫ַ ֫ק ָלּה‬ ‫נָ ַ֫ס ָבּה‬ ‫סוֹב ָבה‬ ‫ְ‬ ‫ֵה ֵ֫ס ָבּה‬ ‫הוּס ָבּה‬ ‫ַ֫‬
‫‪2MS‬‬ ‫וֹת‬
‫ַס ֫בּ ָ‬ ‫וֹת‬
‫ַק ֫לּ ָ‬ ‫וֹת‬
‫נְ ַס ֫בּ ָ‬ ‫סוֹב ְב ָתּ‬
‫ַ֫‬ ‫וֹת‬
‫ֲה ִס ֫בּ ָ‬ ‫וֹת‬
‫הוּס ֫בּ ָ‬ ‫ַ‬
‫‪2FS‬‬ ‫ַסבּוֹת‬ ‫ַקלּוֹת‬ ‫נְ ַסבּוֹת‬ ‫סוֹב ְב ְתּ‬ ‫ַ‬ ‫ֲה ִסבּוֹת‬ ‫הוּסבּוֹת‬ ‫ַ‬
‫‪1CS‬‬ ‫וֹתי‬ ‫ַס ֫בּ ִ‬ ‫וֹתי‬ ‫ַק ֫לּ ִ‬ ‫וֹתי‬‫נְ ַס ֫בּ ִ‬ ‫סוֹב ְב ִתּי‬
‫ַ֫‬ ‫וֹתי‬ ‫ֲה ִס ֫בּ ִ‬ ‫וֹתי‬ ‫הוּס ֫בּ ִ‬ ‫ַ‬
‫‪3CP‬‬ ‫ַ֫סבּוּ ‪ָ /‬ס ְבבוּ‬ ‫ַ ֫קלּוּ‬ ‫נָ ַ֫סבּוּ‬ ‫סוֹבבוּ‬ ‫ְ‬ ‫ֵה ֵ֫סבּוּ‬ ‫הוּסבּוּ‬‫ַ֫‬
‫‪2MP‬‬ ‫בּוֹתם‬ ‫ַס ֶ‬ ‫לּוֹתם‬‫ַק ֶ‬ ‫בּוֹתם‬ ‫נְ ַס ֶ‬ ‫סוֹב ְב ֶתּם‬ ‫ַ‬ ‫בּוֹתּם‬‫ֲה ִס ֶ‬ ‫בּוֹתם‬‫הוּס ֶ‬ ‫ַ‬
‫‪2FP‬‬ ‫בּוֹתן‬
‫ַס ֶ‬ ‫לּוֹתן‬‫ַק ֶ‬ ‫בּוֹתן‬‫נְ ַס ֶ‬ ‫סוֹב ְב ֶתּן‬ ‫ַ‬ ‫בּוֹתן‬‫ֲה ִס ֶ‬ ‫בּוֹתן‬‫הוּס ֶ‬ ‫ַ‬
‫‪1CP‬‬ ‫ַס ֫בּוֹנוּ‬ ‫ַק ֫לּוֹנוּ‬ ‫נְ ַס ֫בּוֹנוּ‬ ‫סוֹב ְבנוּ‬‫ַ֫‬ ‫ֲה ִס ֫בּוֹנוּ‬ ‫הוּס ֫בּוֹנוּ‬ ‫ַ‬

‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יִ סֹּב‪ /‬יָ סֹב‬ ‫יֵ ַקל‬ ‫יִ ַסּב‬ ‫סוֹבב‬ ‫יְ ֵ‬ ‫יָ ֵסב‬ ‫יוּסב ‪ /‬יֻ ַסּב‬ ‫ַ‬
‫‪3FS/2MS‬‬ ‫ִתּסֹּב ‪ָ /‬תּסֹב‬ ‫ֵתּ ַקל‬ ‫ִתּ ַסּב‬ ‫סוֹבב‬ ‫ְתּ ֵ‬ ‫ָתּ ֵסב‬ ‫תּוּסב‬ ‫ַ‬
‫‪2FS‬‬ ‫ִתּ ְסּ ִבי ‪ָ /‬תּ ֫סֹ ִבּי‬ ‫ֵתּ ַ ֫ק ִלי‬ ‫ִתּ ַ֫סּ ִבּי‬ ‫סוֹב ִבי‬ ‫ְתּ ְ‬ ‫ָתּ ֵ֫ס ִבּי‬ ‫תּוּס ִבּי‬ ‫֫‬
‫‪1CS‬‬ ‫ֶאסֹּב ‪ָ /‬אסֹב‬ ‫ֵא ַקל‬ ‫ֶא ַסּב‬ ‫סוֹבב‬ ‫ֲא ֵ‬ ‫ָא ֵסב‬ ‫אוּסב‬ ‫ַ‬
‫‪3MP‬‬ ‫יִ ְסּבוּ ‪ /‬יָ ֫סֹבּוּ‬ ‫יֵ ַ ֫קלּוּ‬ ‫יִ ַ֫סּבּוּ‬ ‫סוֹבבוּ‬ ‫יְ ְ‬ ‫יָ ֵ֫סבּוּ‬ ‫יוּסבּוּ‬ ‫ַ֫‬
‫‪3FP‬‬ ‫ִתּ ֫סֹּ ְבנָ ה ‪ְ /‬תּ ֻס ֶ֫בּינָ ה‬ ‫ְתּ ַק ֫ ֶלּינָ ה‬ ‫ִתּ ַסּ ֶ֫בּינָ ה‬ ‫סוֹב ְבנָ ה‬
‫ְתּ ֵ֫‬ ‫ְתּ ִס ֶ֫בּינָ ה‬ ‫תוּס ֶ֫בּינָ ה‬
‫ַ‬
‫‪2MP‬‬ ‫ִתּ ְסּבוּ‪ָ /‬תּ ֫סֹבּוּ‬ ‫ֵתּ ַ ֫קלּוּ‬ ‫ִתּ ַ֫סּבּוּ‬ ‫סוֹבבוּ‬ ‫ְתּ ְ‬ ‫ָתּ ֵ֫סבּוּ‬ ‫תּוּסבּוּ‬ ‫ַ֫‬
‫‪2FP‬‬ ‫ִתּ ֫סֹּ ְבנָ ה ‪ְ /‬תּ ֻס ֶ֫בּינָ ה‬ ‫ְתּ ַק ֫ ֶלּינָ ה‬ ‫ִתּ ַסּ ֶ֫בּינָ ה‬ ‫סוֹב ְבנָ ה‬‫ְתּ ֵ֫‬ ‫ְתּ ִס ֶ֫בּינָ ה‬ ‫תוּס ֶ֫בּינָ ה‬‫ַ‬
‫‪1CP‬‬ ‫נִ סֹּב ‪ /‬נָ סֹב‬ ‫נֵ ַקל‬ ‫נִ ַסּב‬ ‫סוֹבב‬ ‫נְ ֵ‬ ‫נָ ֵסב‬ ‫נוּסב‬ ‫ַ‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪215‬‬

‫‪II-III‬‬ ‫‪QAL DYNAMIC‬‬ ‫‪QAL STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪POEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬


‫‪PAST‬‬ ‫‪3MS‬‬ ‫וַ ָ֫יּ ָסב‬ ‫וַ יֵּ ַקל‬ ‫וַ יִּ ַסּב‬ ‫סוֹבב‬ ‫וַ יְ ֵ‬ ‫וַ ָ֫יּ ֶסב‬ ‫יּוּסב‬
‫וַּ ַ‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יָ סֹב‬ ‫יֵ ַקל‬ ‫יִ ַסּב‬ ‫סוֹבב‬‫יְ ֵ‬ ‫יָ ֵסב‬ ‫יוּסב‬
‫ַ‬
‫‪1CS‬‬ ‫ָא ֫סֹ ָבּה‬ ‫ֵא ַ ֫ק ָלּה‬ ‫ֶא ַ֫סּ ָבּה‬ ‫סוֹב ָבה‬
‫ֲא ְ‬ ‫ָא ֵ֫ס ָבּה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫סֹב‬ ‫ִה ַסּב‬ ‫סוֹבב‬
‫ֵ‬ ‫ָה ֵסב‬
‫‪FS‬‬
‫֫סֹ ִבּי‬ ‫ִה ַ֫סּ ִבּי‬ ‫סוֹב ִבי‬
‫ֲ‬ ‫ָה ֵ֫ס ִבּי‬
‫‪MP‬‬
‫֫סֹבּוּ‬ ‫ִה ַ֫סּבּוּ‬ ‫סוֹבבוּ‬
‫ֲ‬ ‫ָה ֵ֫סבּוּ‬
‫‪FP‬‬
‫ֻס ֶ֫בּינָ ה‬ ‫ִה ַסּ ֶ֫בּינָ ה‬ ‫סוֹב ְבנָ ה‬
‫ֵ֫‬ ‫ֲה ִס ֶ֫יבּנָ ה‬
‫‪INF CST‬‬
‫סֹב‬ ‫קֹל‬ ‫ִה ַסּב‬ ‫סוֹבב‬ ‫ֵ‬ ‫ָה ֵסב‬ ‫הוּסב‬ ‫ַ‬
‫‪INF ABS‬‬
‫ָסבוֹב‬ ‫ָקלוֹל‬ ‫ִהסּוֹב‬ ‫סוֹבב‬ ‫ֵ‬ ‫ָה ֵסב‬ ‫הוּסב‬ ‫ֵ‬
‫‪PTCP MSA‬‬
‫ס ֵֹבב‬ ‫ַקל‬ ‫נָ ָסב‬ ‫סוֹבב‬‫ְמ ֵ‬ ‫ֵמ ֵסב‬ ‫מוּסב‬‫ָ‬
‫‪FSA‬‬
‫ס ְֹב ָבה‬ ‫ַק ָלּה‬ ‫נְ ַס ָבּה‬ ‫סוֹב ָבה‬‫ְמ ְ‬ ‫ְמ ִס ָבּה‬ ‫מוּס ָבּה‬‫ַ‬
‫‪MPA‬‬
‫ס ְֹב ִבים‬ ‫ַק ִלּים‬ ‫נְ ַס ִבּים‬ ‫סוֹב ִבים‬
‫ְמ ְ‬ ‫ְמ ִס ִבּים‬ ‫מוּס ִבּים‬ ‫ַ‬
‫‪FPA‬‬
‫ס ְֹבבוֹת‬ ‫ַקלּוֹת‬ ‫נְ ַסבּוֹת‬ ‫סוֹבבוֹת‬ ‫ְמ ְ‬ ‫ְמ ִסבּוֹת‬ ‫מוּסבּוֹת‬ ‫ַ‬
216

Appendix D
Numerals

Cardinals Ordinals
Masculine Feminine
Absolute Construct Absolute Construct Masculine Feminine
1 ‫ֶא ָחד‬ ‫ַא ַחד‬ ‫ַא ַחת‬ ‫ַא ַחת‬ 1st ‫ִראשׁוֹן‬ ‫ִראשׁוֹנָ ה‬
2 ‫ְשׁ ֫ ַניִם‬ ‫ְשׁנֵ י‬ ‫ְשׁ ַ֫תּיִם‬ ‫ְשׁ ֵתּי‬ 2nd ‫ֵשׁנִ י‬ ‫ֵשׁנִ ית‬
3 ‫ֹלשׁה‬
ָ ‫ְשׁ‬ ‫ְשׁ ֹ֫ל ֶשׁת‬ ‫ָשֹׁלשׁ‬ ‫ְשֹׁלשׁ‬ 3rd ‫ישׁי‬ ִ ‫ְשׁ ִל‬ ‫ישׁית‬ ִ ‫ְשׁ ִל‬
4 ‫רבּ ָעה‬
ָ ‫ַא‬ ‫ַא ְר ַ֫בּ ַעת‬ ‫ַא ְר ַבּע‬ ‫ַא ְר ַבּע‬ 4th ‫יעי‬ ִ ‫ְר ִב‬ ‫יעית‬ ִ ‫ְר ִב‬
5 ‫ֲח ִמ ָשּׁה‬ ‫ֲח ֵ֫מ ֶשׁת‬ ‫ָח ֵמשׁ‬ ‫ֲח ֵמשׁ‬ 5th ‫ישׁי‬ ִ ‫ֲח ִמ‬ ‫ישׁית‬ ִ ‫ֲח ִמ‬
6 ‫ִשׁ ָשּׁה‬ ‫ֵ֫שׁ ֶשׁת‬ ‫ֵשׁשׁ‬ ‫ֵשׁשׁ‬ 6th ‫ִשׁ ִשּׁי‬ ‫ִשׁ ִשּׁית‬
7 ‫ִשׁ ְב ָעה‬ ‫ִשׁ ְב ַעת‬ ‫ֶ֫שׁ ַבע‬ ‫ְשׁ ַבע‬ 7th ‫יעי‬ ִ ‫ְשׁ ִב‬ ‫יעית‬ ִ ‫ְשׁ ִב‬
8 ‫ְשׁמֹנָ ה‬ ‫ְשׁמֹנַ ת‬ ‫ְשׁמֹנֶ ה‬ ‫ְשׁמֹנֶ ה‬ 8th ‫ְשׁ ִמינִ י‬ ‫ְשׁ ִמינִ ית‬
9 ‫ִתּ ְשׁ ָעה‬ ‫ִתּ ְשׁ ַעת‬ ‫ֵ֫תּ ַשׁע‬ ‫ְתּ ַשׁע‬ 9th ‫יעי‬ִ ‫ְתּ ִשׁ‬ ‫יעית‬ ִ ‫ְתּ ִשׁ‬
10 ‫ֲע ָשׂ ָרה‬ ‫ֲע ֶ֫שׂ ֶרת‬ ‫֫ ֶע ֶשׂר‬ ‫֫ ֶע ֶשׂר‬ 10th ‫ֲע ִשׂ ִירי‬ ‫ֲע ִשׂ ִירית‬

• 1 is an adjective, and agrees in gender and number with the noun it modifies.
• 2-10 are nouns which can be in apposition (any order) or construct with a noun.
‫י־אנָ ִשׁים ~ ְשׁנַ יִ ם ֲאנָ ִשׁים ~ ֲאנָ ִשׁים ְשׁנַ יִ ם‬
ֲ ֵ‫‘ ְשׁנ‬two men’

• 3-10 (unlike 1 and 2) take the opposite gender form to the noun they modify.
ָ ‫‘ ְשׁ‬three sons’ and ‫‘ ָשׁלוֹשׁ ָבּנוֹת‬three daughters’
‫לוֹשׁה ָבּנִ ים‬
(contrast ‫‘ ֶבּן ֶא ָחד‬one son’ and ‫‘ ַבּת ַא ַחת‬one daughter’)

11-19 are constructed of the numerals 1-9 followed by 10 (M ‫;ע ָשׂר‬ ֶ They agree in gender
ָ F ‫)ע ְשׂ ֵרה‬.
with the noun they modify (like 1 and 2).

Note: there are alternate forms for 11 and 12


‫‘ ַע ְשׁ ֵתּי ָע ָשׂר ~ ַא ַחד ָע ָשׂר‬11’
‫‘ ְשׁנֵ י ָע ָשׂר ~ ְשׁנֵ ים ָע ָשׂר‬12’

• 20-90 are the plural forms of 2-9; single integers are conjoined with vav.
‫‘ ֶע ְשׂ ִרים‬20’
ִ ‫‘ ְשׁ‬31’
‫לוֹשׁים וְ ֶא ָחד‬
‫‘ ַא ְר ָבּ ִעים וְ ָח ֵמשׁ‬45’

• 100s are based on ‘100’ (FSA ‫;מ ָאה‬ ֵ FSC ‫;מ ַאת‬
ְ P ‫)מאוֹת‬
ֵ
ַ֫ ‫( ָמ‬DU) ‘200’
‫אתיִ ם‬
‫ֹלשׁ־מאוֹת‬ֵ ‫‘ ָשׁ‬300’, etc.

• Certain nouns appear in the singular even with numerically plural modifiers:
‫‘ ַא ַחד ָע ָשׂר ָשׁנָ ה‬11 year(s)’
‫‘ ‌ ַא ַחד ָע ָשׂר יוֹם‬11 day(s)’
‫‘ ַא ַחד ָע ָשׂר ִאישׁ‬11 man (men)’
217

Appendix E
Masoretic Accents
‫ְט ָע ִמים‬

ְ or accents, were added to the Bible by the Masoretes (ca. 500-1000 C.E.), a group of
‫ט ָע ִמים‬,
scholars responsible for the preservation of the Hebrew Bible as well as the addition of accents
and vowels.

The accents serve to break up the text into “sense” units so that when the text is read or chanted,
a pause (or breath) is taken in a logical place. Knowing the accents, therefore, informs the reader
both where to place word stress and how to phrase groups of words.

In addition, accents can also be of consequence for interpretation, as illustrated by Isaiah 40:3. If
the division of the verse by the accents are observed, the prepositional phrase is part of the crier‘s
statement, but the Septuagint, followed by the New Testament, treats the prepositional phrase as
indicating the location of the crier.

‫אֹלהינוּ׃‬
ֽ ֵ ‫רוּ ָבּ ֲע ָר ָ֔בה ְמ ִס ָלּ֖ה ֵל‬
֙ ‫הו֑ה יַ ְשּׁ‬
ָ ְ‫קוֹרא ַבּ ִמּ ְד ָ֕בּר ַפּנּ֖ וּ ֶ ֣דּ ֶרְך י‬
֔ ֵ ‫֣קוֹל‬
A voice cries out: —In the wilderness prepare the way of the LORD, make straight in the desert a
highway for our God.“ (Isa 40:3, NRSV)

Compare:
This is the one of whom the prophet Isaiah spoke when he said, —The voice of one crying out
inthe wilderness: ”Prepare the way of the Lord, make his paths straight.‘“ (Matt 3:3, NRSV)

There are 27 accents used by twenty-one books of the Hebrew Bible as well as a variant 21
accents used exclusively in Psalms, Job, and Proverbs. The accents are categorized as disjunctive
—those which make a sense break with what follows—and conjunctive—those that make a
sense connection with what follows. In addition, the disjunctive accents are of different “levels”
depending on the “strength” of their disjunction. Level 1 accents make the greatest disjunction.

Listed below are the accents of the first three disjunctive levels as well as the two most common
conjunctive accents which function as servi (“servants”), immediately preceding certain
disjunctive accents.

LEVEL ONE
Silluq ֽ ‫( ִסילוּֽ ק׃‬always with sof pasuq ‫)סוֹף ָפּסוּק׃‬
Atnah ֑ ‫ַא ְת ָנ֑ח‬

LEVEL TWO
Segolta ֒ ֒ ‫( ְסג ְֹל ָת‬postpositive)
‫א‬
Zaqef Qatan ֔ ‫זָ ֵקף ָק ָ֔טן‬
Zaqef Gadol ֕ ‫( זָ ֵקף גָּ ֕דוֹל‬variant of zaqef qatan)
Tifha ֖ ‫ִט ְפ ָ ֖חא‬

LEVEL THREE
Revia ֗ ‫יע‬ַ ‫ְר ִ֗ב‬
Pashta ֙ ֨ ‫( ַפּ ְשׁ ָתּא‬postpositive)
Tevir ֛ ‫ְתּ ִבי֛ ר‬
Appendix E: Masoretic Accents 218

Note: If two of the same disjunctive accents appear within one clause, most often the first of the
two will mark the more disjunctive “sense” break.

MAJOR CONJUNCTIVE
Munah ֣ ָ (servi for atnah, segolta, zaqef, revia, and pashta)
‫מוּנ֣ח‬
Merka ֥ ‫( ֵמ ְר ָ ֥כא‬servi for silluq, tifha, and tevir)

Verse divisions by the accents can be understood as operating on a continuous dichotomy: the
strongest disjunctive divides the verse in half, the next strongest divides each half in half again,
etc.

In the following verses the strength of each disjunction is represented by vertical lines between
the words: one vertical line (|) represents a level one disjunction, two vertical lines (||) a level two
disjunction, and three vertical lines (|||) a level three disjunction.

Genesis 1:1-2
‫ים | ֵ ֥את ַה ָשּׁ ַ ֖מיִ ם‌ ‌|| וְ ֵ ֥את ָה ָ ֽא ֶרץ׃‬
‌ ‫ֹלה‬
֑ ִ ‫אשׁית ‌|| ָבּ ָ ֣רא ֱא‬
֖ ִ ‫ ְבּ ֵר‬1:1
| ‫ל־פּ ֵנ֣י ְת ֑הוֹם‬
ְ ‫הוּ ||| וָ ֔בֹהוּ || וְ ֖ח ֹ ֶשְׁך || ַע‬ ֹ ֨ ‫ וְ ָה ָ֗א ֶרץ ||| ָהיְ ָ ֥תה‬1:2
֙ ‫ת‬
ְ ‫ֹלהים || ְמ ַר ֶ ֖ח ֶפת || ַע‬
‫ל־פּ ֵנ֥י ַה ָ ֽמּיִם׃‬ ִ֔ ‫וּח ֱא‬
ַ ‫וְ ֣ר‬
219

GLOSSARY
Verbs are cited according to the third masculine singular form of the Qal perfect conjugation,
except in the case of hollow roots. The Qal infinitive construct is used as the citation form for
hollow roots. If a citation form is not actually attested, it is placed in parentheses (e.g. [‫)]אוּת‬.
The same principle applies to nouns. Within the body of a lemma, unattested forms are also
placed in parentheses. Homonyms are listed separately.

• Parentheses (L#) indicate the lesson/vocabulary list in which the word is introduced.

• Brackets [] indicate the appendix that supplies further information for that lexical entry (e.g.,
for a paradigm of that weak verb).

• Abbreviations: ADJ adjective; ADV adverb; C common; COMP complementizer; COND conditional;
CONJ conjunction; CST construct state; DEM demonstrative pronoun; DET determiner/article; DU
dual; EXST existential; F feminine; HI Hifil; HIT Hitpael; HO Hofal; INF infinitive; INTJ interjection;
INTER interrogative; LOCV locative; M masculine; NI Nifal; NOUN noun; PASS passive; PI Piel; P plural;
PN proper noun; PREP preposition; PRON independent pronoun; PTCP participle; PU Pual; Q Qal; S
singular; VB verb

‫א‬ ‫ ָאזַ ר‬VB Q gird, equip [C1, C3]


‫( ָאב‬L2) NOUN M father; P ‫[ ָאבוֹת‬A2] ‫( ָאח‬L4) NOUN M brother; P ‫[ ַא ִחים‬A2]
‫( ָא ַבד‬L11) VB Q perish; PI, HI destroy [C4] ‫( ֶא ָחד‬L13) NOUN M one, each (one); F ‫ַא ַחת‬
‫( ָא ָבה‬L19) VB Q be willing, consent [C4, C7] [D]
‫ימ ֶלְך‬ ֶ֫ ‫ ֲא ִב‬PN Abimelech ‫( ָאחוֹת‬L4) NOUN F sister; P [‫]א ָחיוֹת‬ ֲ A2]
‫ ֲא ָבל‬CONJ but ‫ ַא ַחר‬, ‫( ַא ֲח ֵרי‬L13) PREP, ADV, CONJ behind, after
‫( ֶ֫א ֶבן‬L8) NOUN F stone; P ‫ֲא ָבנִ ים‬ ‫( ַא ֵחר‬L13) ADJ another
‫( ַא ְב ָר ָהם‬L6) PN Abraham ‫ ֵאי‬INTE where?; ‫י־מזֶּ ה‬ ִ ‫ ֵא‬from where?
‫( ַא ְב ָרם‬L6) PN Abram ‫ אוֹיֵב‬NOUN M enemy (Q PTCP)
‫ ַא ְב ָשׁלוֹם‬PN Absalom ‫יבה‬ ָ ‫ ֵא‬NOUN F enmity, personal hostility
‫ ֱאדוֹם‬PN Edom ‫ ַאיֵּ ה‬INTER where?
‫( ָא ָדם‬L4) NOUN M man, humankind; PN Adam ‫( ֵאיְך‬L27) ADV how; INTJ How!
‫( ֲא ָד ָמה‬L10) NOUN F ground, land ‫ ַ֫איִ ן‬, ‫( ֵאין־‬L3) EXST ADV there is/are not
‫( ָאדוֹן‬L3) NOUN M master, lord ‫( ִאישׁ‬L2) NOUN M man; P ‫[ ֲאנָ ִשׁים‬A2]
‫( ֲאד ֹנָ י‬L3) PN (EPITHET) the Lord ‫( ַאְך‬L14) ADV only, surely
‫ ֲאד ֹנִ ָ֫יּהוּ‬PN Adonijah ‫( ָא ַכל‬L7) VB Q eat [C4]
‫( ָא ֵהב‬L7) VB Q love [C1, C2] ‫ ָא ְכ ָלה‬NOUN F food, eating
‫( ֫א ֶֹהל‬L7) NOUN M tent ‫( ֶאל־‬L2) PREP to, towards [A5]
‫( ַא ֲהרוֹן‬L6) PN Aaron ‫( ַאל‬L9) ADV not (with commands)
‫( אוֹ‬L28) CONJ or ‫( ֵאל‬L28) NOUN M god, God, mighty one
‫אוּלם‬ ָ CONJ but ‫ ֵ֫א ֶלּה‬CP DEM these [A4]
‫אוֹצר‬ ָ NOUN M treasure, store; treasury, ‫ֹלהים‬ ִ ‫( ֱא‬L2) NOUN M God; gods
storehouse ‫ימ ֶלְך‬ ֶ֫ ‫ ֱא ִל‬PN Elimelech
‫( אוֹר‬L22) NOUN M light ‫ ֲא ֻל ָמּה‬NOUN F sheaf
[‫ ]אוֹר‬VB Q be(come) light; H give light, shine, ‫ ֶ֫א ֶלף‬NOUN M thousand, clan
make shine [‫]א ֶלף‬ ֶ֫ NOUN M cattle (only in P)
‫ אוֹת‬NOUN M, F sign; P ‫אוֹתוֹת‬ ‫( ִאם‬L8) COND if; (also marks an alternative
[‫ ]אוּת‬VB NI consent, agree condition, i.e., or ...)
‫( ֫אֹזֶ ן‬L5) NOUN F ear; DU ‫ָאזְ ֫ ַניִ ם‬ ‫( ֵאם‬L4) NOUN F mother; P ‫[ ִאמּוֹת‬A2]
Glossary 220

‫( ָא ָמה‬L19) NOUN F maid, handmaid ‫בּ‬


‫ ַא ָמּה‬NOUN F cubit ‫( ְבּ‬L3) PREP in, at, with, by [A5]
[‫]א ַמן‬ ָ (L17) VB Q support; HI believe [C1] ‫( ְבּ ֵאר‬L10) NOUN M well, cistern, pit
[‫]א ֵמץ‬ ָ (L29) VB Q be strong, bold; PI ‫( ָבּ ֶבל‬L6) PN Babylon
strengthen (something); HIT make oneself ‫( ֶ֫בּגֶ ד‬L7) NOUN M garment
bold, obstinate [C1] [‫]בּ ַדל‬ ָ (L22) VB HI divide, separate
‫( ָא ַמר‬L6) VB Q say [C3, C4] ‫ ֫בֹּהוּ‬NOUN M emptiness
‫ ֵ֫א ֶמר‬NOUN M speech, word ‫( ְבּ ֵה ָמה‬L4) NOUN F cattle
‫( ֱא ֶמת‬L10) NOUN F truth, faithfulness ‫( בּוֹא‬L23) VB Q come, enter; HI bring, make
‫( ָ֫אנָ ה‬L25) INTER where?, to where? enter [C4, C8]
‫ ָ֫אנָּ א‬, ‫ ָ֫אנָּ ה‬INTJ ah!, now! ‫( בּוֹר‬L10) NOUN M well, cistern, pit
‫ ַ֫נ ְחנוּ‬, ‫ ֲא ַ֫נ ְחנוּ‬PRON 1CP we [A3] ‫( בּוֹשׁ‬L23) VB Q be ashamed [C8]
‫ ָאנ ִֹכי‬, ‫ ֲאנִ י‬PRON 1CS I [A3] ‫( ָבּ ַחר‬L17) VB Q choose [C2, C3]
‫ ָא ָסא‬PN Asa ‫( ָבּ ַטח‬L10) VB Q trust [C3]
‫( ָא ַסף‬L10) VB Q gather, remove [C1] [‫]בּיִ ן‬ַ֫ (L9) PREP between (only in CST ‫)בּין‬ ֵ
‫( ַאף‬L15) ADV also, even, moreover ‫ ִבּין‬VB Q perceive, observe, have insight; HI
‫( ַאף‬L22) NOUN M nose, face, anger understand, give understanding, teach
‫ ַאף ִכּי‬CONJ furthermore; how much more! ‫ ִבּינָ ה‬NOUN F understanding
‫( ָא ָפה‬L19) VB Q bake [C4, C7] ‫( ַ֫בּיִ ת‬L2) NOUN M house ‫[ ָ ֽבּ ִתּים‬A2]
‫ ֵ֫א ֶצל‬NOUN M proximity; PREP beside ‫ית־אל‬ֵ ‫ ֵבּ‬PN Bethel
‫ ַא ְר ַבּע‬NOUN FS four; MS ‫;א ְר ָבּ ָעה‬ ַ P ‫ַא ְר ָבּ ִעים‬ ‫ית־ל ֶחם‬ ֶ ֫ ‫ ֵבּ‬PN Bethlehem
forty; ‫ ַא ְר ַבּ ְע ַ֫תּיִ ם‬four-fold; ‫יעי‬
ִ ‫ ְר ִב‬M fourth ‫( ָבּ ָכה‬L26) VB Q weep, bewail; PI lament [C7]
[D] ‫ ִר ֵבּ ִעים‬ADJ/SUBST (those belonging to) ‫( ְבּכוֹר‬L23) NOUN M first-born
the fourth generation ‫ ִבּ ְל ָהה‬PN Bilhah
‫( ֲארוֹן‬L24) NOUN M chest, ark ‫ ָבּ ָלק‬PN Balak
‫( ֫א ַֹרח‬L21) NOUN M way, path ‫( ִבּ ְל ִתּי‬L25) ADV not, except
‫ ֫א ֶֹרְך‬NOUN M length ‫( ָבּ ָמה‬L12) NOUN F high-place
[‫]א ֵרְך‬ ָ (L27) VB Q be long; HI prolong, ‫( ֵבּן‬L2) NOUN M son; P ‫[ ָבּנִ ים‬A2]; ‫ ֶבּן־‬number
lengthen ‫ ָשׁנָ ה‬idiomatic for X years old
‫( ֶא ֶרץ‬L2) NOUN F earth, land ‫( ָבּנָ ה‬L22) VB Q build [C7]
[‫]א ַרר‬ ָ VB Q, PI curse [C1, C9] ‫יָמין‬ ִ ְ‫ ִבּנ‬PN Benjamin
‫ ֲא ָר ַרט‬PN Ararat ‫( ַ֫בּ ַעד‬L12) PREP behind, on behalf of, away
‫( ִא ָשּׁה‬L3) NOUN F woman, wife; P ‫[ נָ ִשׁים‬A2] from; CST ‫ְבּ ַעד‬
‫ ַאשּׁוּר‬PN Assyria ‫ ֫בּ ַעז‬PN Boaz
‫( ָא ָשׁם‬L17) NOUN M guilt (offering) ‫ ַ֫בּ ַעל‬NOUN M owner, lord; PN Baal
‫( ֲא ֶשׁר‬L5) CONJ that, which, who; COMP that ‫ ָבּ ֵצק‬NOUN M dough
‫ ֵאת‬, ‫ ֶאת־‬, with suffix ‫א ִֹתי‬, etc. (L4) direct ‫ ִבּ ְק ָעה‬NOUN F valley, plain
object marker (mostly for definite ‫( ָבּ ָקר‬L7) NOUN M cattle, herd, ox
nouns) [A5] ‫( ֫בּ ֶֹקר‬L28) NOUN M morning
‫ ֵאת‬, ‫ ֶאת־‬, with suffix ‫א ִתּי‬, ִ etc. (L7) PREP with [‫]בּ ַקשׁ‬ ָ (L11) VB PI seek
[A5] ‫ ַבּר‬NOUN M corn
‫ ַא ָתּה‬PRON 2MS you [A3]
‫( ָבּ ָרא‬L20) VB Q create [C4]
‫ ַא ְתּ‬PRON 2FS you [A3]
‫ ָבּ ַרח‬VB Q flee [C3]
‫ ַא ֶתּם‬PRON 2MP you [A3]
‫( ְבּ ִרית‬L4) NOUN F covenant
‫ ַא ֶתּן‬, ‫ ַא ֵ֫תּנָ ה‬PRON 2FP you [A3]
[‫]בּ ַרְך‬ ָ (L13) VB PI bless [C2]
‫( ָבּ ַשׁל‬L19) VB PI boil
‫( ָבּ ָשׂר‬L6) NOUN M flesh
Glossary 221

‫( ַבּת‬L4) NOUN F daughter; P ‫[ ָבּנוֹת‬A2] ‫ ַדּ ְר ַדּר‬NOUN M thistles


ֶ֫ ‫ ַבּ‬PN Bathsheba
‫ת־שׁ ַבע‬ ‫( ֶ ֫דּ ֶרְך‬L3) NOUN M/F way, road
‫ ְבּתוְֹך‬PREP M in the midst of (only in CST; see ‫( ָדּ ַרְך‬L16) VB Q tread, march, walk
‫)תּוֶ ְך‬
ָ֫ ‫( ָדּ ַרשׁ‬L5) VB Q seek [C2]
[‫ ָ]דּ ָשׁא‬VB Q be green; H cause to sprout
‫גּ‬ ‫ ֶ ֫דּ ֶשׁא‬NOUN M grass
‫ גָּ ַאל‬VB Q redeem, act as a kinsman [C2]
‫ גּ ֵֹאל‬Q PTCP kinsman-redeemer, close relative ‫ה‬
‫ גָּ ַבהּ‬VB Q be high, lofty, tall; HI make high •‫( ַה‬L3) DET the
‫ גְּ בוּל‬NOUN M border, territory ‫( ֲה‬L14) INTER (question marker for “yes” and
‫( גָּ דוֹל‬L9) ADJ great “no” questions)
[‫גָּ ַדל‬, ‫( ]גָּ ֵדל‬L11) VB Q be great; PI make great, ‫ ָ֫ ה‬- ADV to, toward (suffixed on nouns)
grow ‫ ֶ֫ה ֶבל‬PN Abel
‫ ֫גּ ֹ ֶדל‬NOUN M greatness, magnificence ‫ ָהגָ ר‬PN Hagar
‫ גִּ דעוֹן‬PN Gideon ‫ הוּא‬MS PRON he; DEM that [A3, A4]
‫( גּוֹי‬L5) NOUN M nation, people ‫ ִהיא‬FS PRON she; DEM that [A3, A4]
‫( גּוּר‬L27) VB Q to sojourn, abide [C8] ‫( ָהיָ ה‬L5) VB Q become, be [C7]
‫ גָּ חוֹן‬NOUN M belly (of reptiles) ‫יכל‬ָ ‫( ֵה‬L10) NOUN M palace, temple
‫( גָּ ָלה‬L22) VB Q uncover, reveal [C7] ‫( ָה ַלְך‬L7) VB Q walk, go
‫( גַּ ם‬L7) ADV also, even [‫]ה ַלל‬ ָ (L13) VB PI praise [C9]
‫( גָּ ָמל‬L22) NOUN M camel ‫ ֵ֫ה ָמּה‬, ‫ ֵהם‬MP PRON they; DEM those [A3, A4]
‫( גַּ ן‬L15) NOUN M garden ‫( ָהמוֹן‬L15) NOUN M multitude, crowd
‫ גָּ נַ ב‬VB Q steal; NI be stolen; PI steal away; PU ‫( ֵהן‬L18) INTJ behold, see!
be stolen away; HIT go by stealth ‫ ֵ֫הנָּ ה‬, ‫ ֵהן‬FP PRON they; DEM those [A3, A4]
‫ גְּ נֵ ָבה‬NOUN F stolen item ‫ ֵ֫הנָּ ה‬ADV here;
‫( גֵּ ר‬L14) NOUN M resident alien, stranger ‫( ִהנֵּ ה‬L11) INTJ behold, see!
‫ גַּ ְרגָּ רוֹת‬NOUN FP neck ‫( ָה ַפְך‬L14) VB Q overturn, destroy [C1]
‫( ֫גּ ֹ ֶרן‬L27) NOUN M threshing floor ‫ ֲה ֵפ ָכה‬NOUN F overthrow, destruction
‫ גְּ ָרר‬PN Gerar ‫( ַהר‬L5) NOUN M mountain, hill country; P
[‫( ]גָּ ַרשׁ‬L18) VB Q cast out, thrust out; PI drive ‫;ה ִרים‬ ָ with article ‫ ֶה ָה ִרים‬, ‫ָה ָהר‬
out, away [C2] ‫( ָה ַרג‬L10) VB Q kill, slay [C1, C2]
‫( ָה ָרה‬L24) VB Q conceive, become pregnant
‫דּ‬ [C1, C2, C7]
‫( ָדּ ַבק‬L26) VB Q cling, cleave, keep close ‫ ֵה ָריוֹן‬NOUN M conception, pregnancy (also
‫( ָדּ ָבר‬L2) NOUN M word, thing ‫)הרוֹן‬ ֵ
[‫( ָ]דּ ַבר‬L11) VB PI speak [C3]
‫ ֶ ֫דּ ֶבר‬NOUN M pestilence, plague ‫ו‬
‫ ְדּ ַבשׁ‬NOUN M honey ְ‫( ו‬L3) CONJ and
‫ ָדּג‬NOUN M fish; F ‫ָדּגָ ה‬ ‫( וַ יּ֫ א ֶֹמר‬L8) VB Q 3MS PAST √‫ אמר‬he said [C2,
‫( ָדּוִ ד‬L3) PN David C4]
‫( דּוֹר‬L13) NOUN M generation
‫ ָדּ ָלה‬VB Q draw (water) ‫ז‬
‫ ָדּם‬NOUN M blood; P bloodguilt ‫ זֹאת‬FS DEM this [A4]
‫ ָדּ ָמה‬VB Q be like, resemble [C7] ‫( זָ ַבח‬L7) VB Q, PI slaughter, sacrifice [C3]
‫ ְדּמוּת‬NOUN F likeness ‫ זֶ ה‬MS DEM this [A4]
‫ ָדּן‬PN Dan ‫( זָ ָהב‬L11) NOUN M gold
‫( ַ ֫דּ ַעת‬L29) NOUN F/M knowledge ‫( זָ ַכר‬L4) VB Q remember
Glossary 222

‫( זָ ָכר‬L19) NOUN M male ‫( ֶח ְל ָקה‬L29) NOUN F portion


‫ זְ ָ ֑מן‬NOUN M appointed time, time ‫ ָח ַמד‬VB Q desire, take pleasure in
[‫ ]זֵ ָעה‬NOUN F sweat ‫( ֲחמוֹר‬L15) NOUN M donkey
‫( זָ ֵקן‬L10) ADJ old [‫]חמוֹת‬ ָ (L26) NOUN F mother-in-law
‫ זָ ֵקן‬VB Q be old ‫( ָח ָמס‬L15) NOUN M violence
‫( זָ ַרח‬L16) VB Q rise, come forth, appear ‫ ֫ח ֶֹמר‬NOUN M cement, mortar, clay
‫ זָ ַרע‬VB Q sow seed; H produce seed ‫ ָח ֵמשׁ‬NOUN FS five; MS ‫;ח ִמ ָשּׁה‬ ֲ P ‫ ֲח ִמ ִשּׁים‬fifty;
‫( ֶ֫ז ַרע‬L20) NOUN M seed ‫ ֲח ִמ ִשּׁי‬fifth [D]
‫( ֵחן‬L26) NOUN M favor, grace
‫ח‬ ‫( ָחנָ ה‬L25) VB Q incline, bend down, camp
[‫]ח ָבא‬ ָ VB NI, HIT hide (oneself); HI hide [C1, C7]
(something) [C1, C4] ‫ ַחנָּ ה‬PN Hannah
[‫]ח ַבל‬ ָ VB Q bind, pledge; NI be pledged; PI ‫ ֲחנוְֹך‬PN Enoch
writhe, twist [C1] ‫( ָחנַ ן‬L24) VB Q show favor, be gracious [C1,
‫ ח ֵֹבל‬NOUN M mariner, sailor (Q PTCP) C9]
[‫]ח ַבק‬ ָ VB Q, PI embrace [C1] [‫]חנֵ ף‬ ָ (L16) VB Q be polluted, profane; HI
[‫]ח ַבשׁ‬ ָ (L25) VB Q bind, bind on, bind up; PI pollute, make profane [C1]
bind, restrain; PU be bound up [C1] ‫( ֶ֫ח ֶסד‬L7) NOUN M kindness, goodness
‫ ַחגִּ ית‬PN Haggit ‫( ָח ָסה‬L27) VB Q seek refuge [C1, C7]
‫ ֲחגוֹר‬NOUN M belt, girdle ‫ ֵ֫ח ֶפץ‬NOUN M delight, pleasure
‫( ָח ַדל‬L26) VB Q cease, come to an end [C1] ‫חֹק‬, ‫ ָחק־‬, with suffix ‫ ָח ְקָך‬, ‫ ֻח ִקּי‬, etc. (L7) NOUN
‫( ֫ח ֶֹדשׁ‬L25) NOUN M new moon, month M statute
[‫]חוָ ה‬ ָ (L24) VB HISHTAFEL bow down, ‫( ֶ֫ח ֶרב‬L6) NOUN F sword P ‫ֲח ָרבוֹת‬
prostrate oneself [C1, C7] ‫ ח ֵֹרב‬PN Horeb
‫ ַחוָּ ה‬PN Eve ‫( ָח ָרה‬L22) VB Q burn, be kindled [C1, C2,
‫חוֹמה‬ָ (L15) NOUN F wall C7]
‫( ָחזַ ק‬L17) VB Q be strong; HI strengthen, ‫( ָח ַשׁב‬L17) VB Q think, devise; NI be reckoned
seize [C1] [C1]
‫( ָח ָטא‬L11) VB Q sin [C1, C4] [‫]ח ָשׁה‬ ָ VB Q be silent; HI exhibit silence, make
‫ ֵח ְטא‬NOUN M sin still/quiet [C1, C7]
‫( ֲח ָט ָאה‬L19) NOUN F sin ‫( ֫ח ֹ ֶשְׁך‬L22) NOUN M darkness
‫( ַח ָטּאת‬L8) NOUN F sin, sin-offering ‫ ֵחת‬PN Heth; ‫ ִח ִתּי‬Hittite; ‫ ִח ִתּים‬Hittites
‫ ַחי‬ADJ MS alive, living; FS ‫ַחיָּ ה‬ [‫]ח ַתת‬ ָ (L24) VB Q be shattered, dismayed
‫( ָחיָ ה‬L27) VB Q live, be alive [C1, C7] [C1, C9]
‫( ַחיָּ ה‬L9) NOUN F animal
‫( ַ֫חיִ ל‬L29) NOUN M strength, wealth, valor;
‫ט‬
army
‫( ַחיִּ ים‬L6) NOUN MP life ‫( טוֹב‬L9) ADJ good, pleasant
‫( ֵחיק‬L24) NOUN M bosom, lap ‫ ָטהוֹר‬ADJ clean, pure
‫( ָח ָכם‬L9) ADJ MS wise; FS ‫ֲח ָכ ָמה‬ [‫ ]טוּל‬HI cast, hurl, throw; HO be hurled, cast,
‫( ָח ַכם‬L16) VB Q be wise [C1] thrown [C8]
‫ ָט ֵמא‬ADJ unclean
[‫]ח ַלל‬ ָ (L24) VB NI be defiled; PI he polluted,
‫ ַטף‬NOUN M children
defiled; HI begin [C1, C9]
‫( ָח ַלק‬L25) VB Q, PI divide, distribute; NI ‫( ֶ֫ט ֶרם‬L24) ADV not yet, before
divide oneself [C1] ‫( ָט ַרף‬L25) VB Q tear, rend, pluck [C2]
‫ ָח ָלק‬ADJ smooth, slippery
‫ ֵ֫ח ֶלק‬NOUN M portion, share, territory ‫י‬
[‫]יְב ֶמת‬
ֵ֫ (L27) NOUN F sister-in-law
Glossary 223

‫( ֵיָבשׁ‬L21) VB Q be(come) dry; HI cause to be ‫ יָ ַצק‬VB Q pour, pour out; HI pour (oil); HO be
dry [C6] poured, cast, molten, firmly established
‫( ָיַבּ ָשׁה‬L21) NOUN F dry land [C6]
‫( יָ ד‬L2) NOUN F hand; DU ‫ ;יָ ַ ֫דיִם‬P ‫יָ דוֹת‬ ‫( יָ ַצר‬L23) VB Q form, fashion, shape [C4, C6]
[‫( ]יָ ָדה‬L25) VB HI give thanks, praise, confess [‫ ]יָ ַצת‬VB Q kindle, burn; NI be kindled; HI
[C6, C7] kindle, set on fire [C6]
‫( יָ ַדע‬L11) VB Q know [C3, C6] [‫( ]יָ ַקץ‬L21) VB Q awake [C6]
‫ יֵ הוּא‬PN Jehu ‫( יָ ֵרא‬L13) VB Q fear [C4, C6]
‫הוּדה‬ ָ ְ‫( י‬L5) PN Judah ‫ יִ ְר ָאה‬NOUN F fear, terror, reverence
‫ יְ הוֹנָ ָתן‬PN Jonathan ‫( יָ ַרד‬L29) VB Q go down, descend [C6]
‫הוֹשׁ ַע‬ ֻ ְ‫ י‬PN Joshua ‫( יַ ְר ֵדּן‬L21) PN Jordan River
‫( יהוה‬L1) PN YHWH (personal name of the ‫( יָ ָרה‬L25) VB Q, HI throw, cast, shoot
Hebrew God) (arrows) [C6]
‫יוֹאב‬ ָ PN Joab ָ ְ‫( י‬L5) PN Jerusalem
‫רוּשׁ ֫ ַל ִם‬
‫יוֹאשׁ‬ ָ PN Joash ‫ יְ ִריחוֹ‬PN Jericho
‫( יוֹם‬L2) NOUN M day; P ‫יָמים‬ ִ ; ‫ ַהיּוֹם‬today; ‫יוֹם‬ ‫יִ ְר ְמיָ ה‬, ‫( יִ ְר ְמ ָ֫יהוּ‬L12) PN Jeremiah
‫ יוֹם‬daily [A2] ‫ ֶ֫י ֶרק‬NOUN M green (thing), greenness
‫( יוֹנָ ה‬L17) NOUN F dove ‫( יָ ַרשׁ‬L24) VB Q take possession, inherit [C6]
‫ יוֹנָ ה‬PN Jonah ‫( יִ ְשׂ ָר ֵאל‬L2) PN Israel
‫יוֹסף‬ ֵ (L14) PN Joseph ‫ יֵ שׁ‬EXST there is
‫ יָ ִחיד‬ADJ, SUBST only, only one, solitary ‫( יָ ַשׁב‬L11) VB Q sit, dwell; ‫יוֹשׁב‬ ֵ inhabitant,
[‫( ]יָ ַטב‬L21) VB Q be good, pleasing; HI do dweller (Q PTCP) [C6]
(something) well, deal well with [C6] ‫ יִ ַשׁי‬PN Jesse
‫( ַ֫ייִ ן‬L21) NOUN M wine ‫ יִ ְשׁ ָמ ֵעאל‬PN Ishmael
‫ יָ כֹל‬VB Q irregular be able, have power [C6] [‫( ]יָ ַשׂע‬L21) VB NI be saved; HI save, deliver
‫( יָ ַלד‬L14) VB Q beget, bear (children) [C6] [C3, C6]
[‫ ]יָ ַלל‬VB HI howl [C6, C9] ‫( ֵ֫י ַשׁע‬L17) NOUN M deliverance, rescue,
‫( יָ ם‬L13) NOUN M sea; P ‫יַמּים‬ ִ salvation
‫ יַ ם־סוּף‬PN Sea of Reeds (“Red Sea”) ‫( יָ ַשׁר‬L21) VB Q be smooth, right; PI make
[‫]יָמן‬ ַ VB HI go right, choose the right, use the even, smooth [C3, C6]
right hand [C6] [‫]יָתר‬ ַ VB NI be left over, remain over; HI leave
‫יָמין‬ ִ NOUN F right side, right hand over, leave a remnant [C3, C6]
[‫ ]יָ נַ ק‬VB Q suck; HI suckle, nurse [C6]
‫כּ‬
‫( יָ ַסף‬L28) VB Q add; HI multiply, do again,
‫( ְכּ‬L3) PREP like, as [A5]
continue [C6]
‫( ַכּ ֲא ֶשׁר‬L6) CONJ as, just as, when
‫( יַ ֲעקֹב‬L7) PN Jacob
‫( ָכּ ֵבד‬L9) ADJ heavy
[‫ ]יָ ָפה‬VB Q be fair, beautiful; PI beautify
[‫ ָכּ ַבד‬, ‫( ] ָכּ ֵבד‬L11) VB Q be heavy; PI, HI make
‫( יָ ָצא‬L13) VB Q go forth [C4, C6]
heavy, honor
[‫ ]יָ ַצב‬VB HIT station oneself, take one's stand
‫( ָכּבוֹד‬L8) NOUN M glory, honor, wealth
[C6]
‫ ֶ֫כּ ֶבשׁ‬NOUN M lamb
[‫ ]יָ ַצג‬VB HI set, place, establish; HO be stayed,
[‫]כּ ַבשׁ‬ ָ (L17) VB Q subdue, dominate
stopped, detained [C6]
‫( יִ ְצ ָחק‬L8) PN Isaac ‫( כֹּה‬L6) ADV thus, so
[‫ ]יָ ַצע‬VB HI lay, spread; HO be laid, spread ‫( כּ ֵֹהן‬L3) NOUN M priest
[C3, C6] ‫כּוֹכב‬ ָ NOUN M star
[‫( ]כּוּן‬L23) VB NI be set up, established, fixed;
HI establish, set up, make firm [C8]
‫ כּ ַֹח‬NOUN M strength, power
Glossary 224

‫( ִכּי‬L2) CONJ because, when, if, though, but; ‫( ֫ ַליְ ָלה‬L7) NOUN M night
COMP that; ‫ ִכּי ִאם‬but ‫( ָל ַכד‬L5) VB Q capture
‫ ִכּ ָכּר‬NOUN F round district, loaf, weight ‫ ָל ֵכן‬CONJ therefore
‫כּל‬, ‫ ָכּל־‬, with suffix ‫כּ ֵלְּך‬, ֻ etc. (L2) ADJ all, ‫( ָל ַמד‬L12) VB Q learn; PI teach
every; NOUN M everything ‫ ָל ָמה‬, ‫( ֫ ָל ָמּה‬L20) INTER why?
‫( ָכּ ָלה‬L14) VB Q be complete, PI complete, ‫ ֫ ֶל ֶמְך‬PN Lamech
finish [C7] ‫( ְל ַ֫מ ַען‬L13) PREP for the sake of; CONJ in order
‫( ַכּ ָלּה‬L26) NOUN F daughter-in-law, bride that (purpose), so that (result)
‫( ְכּ ִלי‬L13) NOUN M vessel, utensil; P ‫ֵכּ ִלים‬ ‫( ִל ְפנֵ י‬L5) PREP, CONJ before
‫ ִכּ ְליוֹן‬PN Kilyon ‫( ְל ָפנִ ים‬L27) ADV formerly, previously
‫( ֵכּן‬L22) ADV so, thus ‫( ָל ַקח‬L15) VB Q take, receive [C3, C5]
‫ ָכּנַ ס‬VB Q gather, collect; PI gather together; [‫]ל ַקט‬ ָ (L26) VB Q glean, pick up, gather
HIT gather oneself together ‫( ָלשׁוֹן‬L13) NOUN M tongue, language P ‫ְלשׁ ֹנוֹת‬
‫ ְכּנַ ֲענִ י‬, ‫( ְכּנ֫ ַען‬L11) PN Canaan, Canaanite
‫ ָכּנָ ף‬NOUN F wing, extremity DU ‫ ְכּנָ ֫ ַפיִ ם‬P [‫]כּנָ פוֹת‬ ְ ‫מ‬
‫( ִכּ ֵסּא‬L23) NOUN M throne ‫( ְמאֹד‬L7) NOUN M strength; ADV exceedingly
‫( ֶ֫כּ ֶסף‬L11) NOUN M silver, money ‫ ֵמ ָאה‬NOUN F hundred [D]
‫ ַ֫כּ ַעס‬NOUN M vexation, anger ‫ ָמאוֹר‬NOUN M luminary, light, lamp; P ‫ְמאוֹרוֹת‬
‫( ִכּ ֵפּר‬L13) VB PI appease, atone [C3] ‫ ַמ ֲא ָכל‬NOUN M food
‫ ַכּר‬NOUN M saddlebag ‫( ִמ ְד ָבּר‬L10) NOUN M wilderness
‫ ְכּרוּב‬NOUN M cherub (type of subordinate ‫ ָמדוֹן‬NOUN M strife, contention; P ‫ ִמ ְדוָ נִ ים ְמ ָדנִ ים‬,
divine being) and ‫ְמדוֹנִ ים‬
‫ ֶ֫כּ ֶרם‬NOUN M, F vineyard ַ ‫( ַמ‬L26) INTER why?
‫דּוּע‬
‫( ָכּ ַרת‬L4) VB Q cut, cut off, cut down [C2] ‫ ִמ ְדיָ ן‬PN Midian
‫( ָכּ ַתב‬L8) VB Q write ‫( ָמה‬L10) INTER what? how?
‫תנֶ ת‬ ֹ ֫ ‫ ְכּ‬, ‫תּנֶ ת‬ ֹ ֫ ‫ ֻכּ‬NOUN F tunic ‫הוּמה‬ ָ ‫ ְמ‬NOUN F tumult, confusion
‫מוֹאב‬ ָ PN Moab; ‫מוֹא ִבי‬ָ Moabite, F ‫מוֹא ִביָּ ה‬
ֲ
‫ל‬ ‫מוֹעד‬ ֵ (L17) NOUN M meeting, appointed time
‫( ְל‬L3) PREP to, for [A5] ‫מוֹפת‬ ֵ (L23) NOUN M wonder, sign, portent
‫( לֹא‬L2) ADV no, not ‫( מוּת‬L23) VB Q die; HI kill [C8]
‫ ֵל ָאה‬PN Leah ‫( ָ֫מוֶ ת‬L29) NOUN M death
‫( ֵלאמֹר‬L12) COMP used to introduce direct ‫( ִמזְ ֵבּ ַח‬L12) NOUN M altar; P ‫ִמזְ ָבּחוֹת‬
speech; not translated (Q INF CST √‫)אמר‬ ‫( ָמ ָחה‬L20) VB Q blot out, wipe away [C2, C7]
[C1, C4] ‫ ַמ ְחלוֹן‬PN Machlon
‫ ֵל ָבב‬, ‫( ֵלב‬L3) NOUN M heart, mind ‫ ַמ ֲחנֶ ה‬NOUN M encampment, camp P ‫ ַמ ֲחנוֹת‬and
‫ ָל ָבן‬PN Laban ‫ַמ ֲחנִ ים‬
‫ ְל ָבנוֹן‬PN Lebanon ‫ ַמ ֶטּה‬NOUN M staff, rod, branch, tribe P ‫ַמטּוֹת‬
‫ ָל ַבשׁ‬, ‫( ָל ֵבשׁ‬L12) VB Q wear; HI clothe ‫( ִמי‬L9) INTER who?
‫ ֫ ַל ַהט‬NOUN M flame ‫ ְמיַ ְלּ ָדה‬NOUN F midwife
‫ לוּ‬COND would that, if (irreal) ‫( ַ֫מיִ ם‬L5) NOUN M water
‫לוּלי‬ֵ COND if not (irreal, negative) [‫]מין‬ ִ NOUN M kind, species
ַ (L18) NOUN M tablet, board, plank, plate;
‫לוּח‬ ‫ ַמ ָכּה‬NOUN F blow, wound
P ‫ֻלחוֹת‬
‫( ָמ ַכר‬L29) VB Q sell [C3]
‫ לוֹט‬PN Lot ‫( ָמ ֵלא‬L10) ADJ full
‫ ֵלוִ י‬PN Levi ‫ ָמ ֵלא‬VB Q be full, fill; PI fill [C4]
‫( ֫ ֶל ֶחם‬L7) NOUN M bread, food ‫( ַמ ְל ָאְך‬L6) NOUN M messenger, angel
‫ ָלט‬, ‫ ָלאט‬NOUN M secrecy (always with ‫)בּ‬ ְ ‫אכה‬ ָ ‫( ְמ ָל‬L16) NOUN F work
Glossary 225

‫ ֶ֫מ ַלח‬NOUN M salt ‫ נְ ֻאם‬NOUN M utterance (always CST)


‫( ִמ ְל ָח ָמה‬L14) NOUN F war, battle [‫( ]נָ ַאף‬L17) VB Q, PI commit adultery [C2]
‫( ֶ֫מ ֶלְך‬L2) NOUN M king [‫ ]נְ ָא ָקה‬NOUN F groan, groaning
‫( ָמ ַלְך‬L4) VB Q reign, be(come) king [‫ ]נָ ָבא‬VB NI, HIT prophesy [C4, C5]
‫ ִמ ְל ָכּה‬PN Milcah [‫( ]נָ ַבט‬L20) VB PI, HI look, gaze [C5]
‫ ַמ ְלכוּת‬NOUN F royalty, royal power, reign, ‫( נָ ִביא‬L4) NOUN M prophet
kingdom ‫( ֫ ֶנגֶ ב‬L20) NOUN M south
‫( ַמ ְמ ָל ָכה‬L23) NOUN F kingdom, rule ‫ ֫ ֶנגֶ ב‬PN Negeb
‫ ֶמ ְמ ָשׁ ָלה‬NOUN F rule, dominion [‫( ]נָ גַ ד‬L20) VB HI declare [C5]
‫ ִמן־‬and •‫( ִמ‬L3) PREP from; more than [A5] ‫( ֫ ֶנגֶ ד‬L10) ADV, PREP in front of, in sight of,
‫ ָמנָ ה‬VB Q count, number, assign; PI appoint, opposite to
ordain [C7] ‫( נָ גַ ע‬L20) VB Q touch, reach, strike [C3, C5]
‫( ִמנְ ָחה‬L13) NOUN F gift, grain offering [‫( ]נָ גַ שׁ‬L20) VB Q draw near, approach [C5]
‫( ְמ ַעט‬L19) ADV little, few ‫ נוֹד‬PN Nod
[‫]מ ַעל‬ ַ֫ NOUN M higher part (only ‫ ִמ ַ֫מּ ַעל‬above ַ (L25) VB Q rest; HI cause to rest, make
‫נוּח‬
and LCV ‫ ַ֫מ ְע ָלה‬upwards) quiet; set down; let remain, leave [C3,
‫( ַמ ֲע ָלל‬L21) NOUN M deed, practice C5, C8]
‫( ַמ ֲע ֶשׂה‬L28) NOUN M deed, work ‫ נ ַֹח‬PN Noah
‫ ִמ ְפּנֵ י‬PREP, CONJ from before (‫ ִמן‬+ ‫)פּנֵ י‬
ְ ‫ נָ חוֹר‬PN Nahor
‫( ָמ ָצא‬L11) VB Q find [C4] ‫ ֫ ַנ ַחל‬NOUN M torrent, torrent valley/run-off
‫( ִמ ְצוָ ה‬L7) NOUN F commandment; P ‫ִמ ְצו ֹת‬ ravine (‘wadi’)
‫( ִמ ְצ ַ֫ריִ ם‬L5) PN Egypt ‫( נַ ֲח ָלה‬L26) NOUN F possession, property,
[‫]מ ְקוֶ ה‬ ִ NOUN M collection, collected mass inheritance
‫( ָמקוֹם‬L6) NOUN M place P ‫ְמקֹמוֹת‬ [‫( ]נָ ַחם‬L17) VB NI be sorry/regret,
‫ ָמ ָרא‬PN Mara (‘bitterness’) comforted; PI comfort, console [C2]
‫ נָ ָחשׁ‬PN Nahash
‫( ַמ ְר ֶאה‬L10) NOUN M appearance, vision
‫ נָ ָחשׁ‬NOUN M serpent
[‫]מ ְרגָּ לוֹת‬ ַ (L27) NOUN FP place of feet ADV at
‫( נָ ָטה‬L22) VB Q stretch out, extend; HI turn,
[his] feet
‫ מ ִֹריָּ ה‬PN Moriah incline (something) [C5, C7]
‫( נָ ַטע‬L23) VB Q plant [C3, C5]
‫( ֶמ ְר ָכּ ָבה‬L17) NOUN F chariot
[‫( ]נָ ָכה‬L25) VB HI smite, strike [C5, C7]
[‫]מ ַרד‬ ָ (L27) VB Q be bitter; PI HI make bitter
[‫( ]נָ ַכר‬L18) VB NI be recognized; HI
[C9]
[‫]מ ְשׂ ֫כּ ֶֹרת‬ ַ NOUN F wages recognize, regard [C3, C5]
‫( נֵ ָכר‬L23) NOUN M foreign thing
‫( מ ֶֹשׁה‬L3) PN Moses
‫( נָ ְכ ִרי‬L26) ADJ foreign, alien; F ‫נָ ְכ ִריָּ ה‬
‫( ִמ ְשׁ ָכּב‬L18) NOUN M couch, place of lying
‫( נָ ַסע‬L20) VB Q pull up (tent pegs), set out,
‫( ִמ ְשׁ ָכּן‬L13) NOUN M dwelling, tabernacle
journey [C3, C5]
‫( ָמ ַשׁל‬L14) VB Q rule
‫( ַ֫נ ַעל‬L27) NOUN F sandal, shoe DU ‫( נַ ֲע ֫ ַליִ ם‬L5)
‫ ִמ ְשׁ ֶ֫מ ֶרת‬NOUN F guard, watch; charge,
‫ נָ ֳע ִמי‬PN Naomi (‘my pleasantness’)
function
‫( ֫ ַנ ַער‬L4) NOUN M lad, young boy; ‫ נַ ֲע ָרה‬F
‫( ִמ ְשׁ ָפּ ָחה‬L15) NOUN F family, clan
maiden, young girl
‫( ִמ ְשׁ ָפּט‬L8) NOUN M judgment, justice; custom
‫( נָ ַפל‬L20) VB Q fall [C5]
‫ ֵמת‬Q PTCP √‫מוּת‬
‫ נְ ִפ ִלים‬NOUN MP giants,“fallen ones”
‫נ‬ ‫( ֫ ֶנ ֶפשׁ‬L3) NOUN F life, self
‫( נָ א‬L13) illocutionary signal equivalent to I [‫( ]נָ ַצב‬L28) VB NI take one’s stand, station
tell you ; alternatively, a marker of oneself; be stationed, appointed
politeness, such as please. [‫( ]נָ ַצל‬L20) VB NI be delivered, deliver
oneself; HI snatch away, deliver [C5]
Glossary 226

[‫ ]נָ ַצר‬VB Q watch, guard, keep [C3, C5] ‫ ֵעדוּת‬NOUN F testimony


‫ נְ ֵק ָבה‬NOUN F female ‫ ֵ֫ע ֶדן‬PN Eden
‫( נָ ִקי‬L16) ADJ clean, innocent, exempt ‫עוֹבד‬ ֵ PN Obed
[‫( ]נָ ַקם‬L25) VB Q avenge, take vengeance; NI ‫( עוֹד‬L15) ADV still, yet, again
avenge oneself; HO be avenged [C5] ‫עוֹלם‬ ָ (L8) NOUN M forever, long duration,
‫( נָ ָשׂא‬L13) VB Q lift up [C4, C5]; NI be antiquity
deceived; HI deceive ‫( ָעו ֹן‬L13) NOUN M transgression, iniquity
‫ נָ ִשׁים‬NOUN FP women; see ‫[ ִא ָשּׁה‬A2] ‫ עוּף‬VB Q fly; POLEL fly about
[‫( ]נָ ַשׁק‬L26) VB Q, PI kiss [C5] ‫ עוֹף‬NOUN M flying creatures, fowl, insects
‫ ֶ֫נ ֶשׁר‬NOUN M vulture, eagle ‫ עוֹר‬NOUN M skin, (animal) hide
‫( נָ ַתן‬L9) VB Q give, place, set [C5] ‫( ָעזַ ב‬L7) VB Q abandon, forsake [C1]
‫ נָ ָתן‬PN Nathan ‫( ַ֫עיִ ן‬L5) NOUN F eye DU ‫ֵע ֫ ַיניִ ם‬
‫( ִעיר‬L2) NOUN F city; P ‫ָע ִרים‬
‫ס‬ ‫ ֵעיר ֹם‬ADJ naked
‫( ָס ַבב‬L24) VB Q turn about, go around, ‫( ַעל‬L5) PREP upon, over
surround [C9] ‫( ָע ָלה‬L14) VB Q go up [C1, C7]
‫ ָס ִביב‬ADV/PREP around, about ‫( ע ָֹלה‬L12) NOUN F burnt offering
‫ ְסד ֹם‬PN Sodom ‫ ָע ֶלה‬NOUN M leaf, leafage
‫( סוּס‬L4) NOUN M horse, stallion; ‫סוּסה‬ ָ F mare ‫עם‬, ִ with suffix ‫ע ִמּי‬, ִ etc. (L4) PREP with; also
‫ סוּף‬NOUN M reeds, rushes; see ‫יַם־סוּף‬ ‫ ִע ָמּ ִדי‬with me, at my side
‫( סוּר‬L23) VB Q turn aside, depart; HI cause to ‫( ַעם‬L2) NOUN M people
depart, remove [C8] ‫( ָע ַמד‬L6) VB Q stand [C1]
‫ ִסינַ י‬PN Sinai
‫ ֲעמ ָֹרה‬PN Gomorrah
[‫]ס ַלח‬ ָ (L19) VB Q forgive [C3]
‫( ָענָ ה‬L22) VB Q answer, respond [C1, C7]
‫ ַסנְ ֵח ִריב‬PN Sennacherib
‫ ֲענָ ק‬PN Anak P ‫ ֲענָ ִקים‬Anakites
[‫]ס ַער‬ ָ VB Q storm; NI enraged; PI storm [C2,
‫( ָע ָפר‬L23) NOUN M dust, dirt, dry earth
C3]
‫( ֵעץ‬L8) NOUN M tree; P ‫ ֵע ִצים‬wood
[‫]ס ַפד‬ ָ VB Q wail, lament; NI be bewailed
[‫]ע ָצב‬ ָ NOUN M idol (always P ‫)ע ַצ ִבּים‬ ֲ
‫ ָס ַפר‬VB Q count, number; PI recount, declare
‫ ֶ֫ע ֶצב‬NOUN M pain, hurt, toil
[C3]
‫( ֵ֫ס ֶפר‬L8) NOUN M scroll, document, book ‫ ִע ָצּבוֹן‬NOUN M pain, toil
[‫]ס ַתר‬ ָ (L12) VB NI hide (oneself); HI conceal ‫( ֶ֫ע ֶצם‬L14) NOUN F bone
[C3] ‫ ָע ֵקב‬NOUN M heel, footprint, hinderpart
‫ ֵ֫ס ֶתר‬NOUN M hiding-place, secrecy ‫ ָע ַקר‬VB Q pluck, root up [C1, C3]
‫ ֵער‬PN Er
‫ע‬ ‫ ֫ ֶע ֶרב‬NOUN M evening, sunset
‫( ֶ֫ע ֶבד‬L3) NOUN M servant ‫ ָער ֹב‬NOUN M swarm (of flies), mixture
‫( ָע ַבד‬L13) VB Q serve, work [C1] ‫ ֲע ָר ָבה‬NOUN F desert-plain, steppe; Jordan
‫ ֲעבוּר‬only as ‫ ַבּ ֲעבוּר‬PREP, CONJ for the sake of, valley
on account of, in order that ‫ ָערוֹם‬ADJ naked
‫( ָע ַבר‬L12) VB Q pass over [C1] ‫ ָערוּם‬ADJ crafty, shrewd, sensible
‫ ִע ְב ִרי‬PN Hebrew; P ‫ ִע ְב ִרים‬Hebrews ‫ ֲע ֵר ָמה‬NOUN F heap
‫( ַעד‬L5) PREP unto, as far as; CONJ while, until ‫ ָע ְר ָפּה‬PN Orpah
[A5] ‫ ֵ֫ע ֶשׂב‬NOUN M herb, herbage
‫( ֵעד‬L26) NOUN M witness ‫( ָע ָשׂה‬L11) VB Q do, make, act [C1, C7]
‫( ֵע ָדה‬L17) NOUN F congregation ‫ ֵע ָשׂו‬PN Esau
‫ ָע ָדה‬PN Adah
Glossary 227

‫ ֶ֫ע ֶשׂר‬NOUN FS ten; MS ‫;ע ָשׂ ָרה‬


ֲ P ‫ ֶע ְשׂ ִרים‬twenty; ‫( ִצוָּ ה‬L27) VB PI command [C7]
‫ ֲע ִשׂ ִירי‬tenth [D] [‫]צ ַחק‬ ָ VB Q laugh; PI jest [C2]
‫( ֵעת‬L14) NOUN F time; P‫ ִעתּוׄ ֹת עִ ִתּ י ם‬, ‫ ְצחֹק‬NOUN M laughter, laughing-stock
‫( ַע ָתּה‬L13) ADV now ‫ ִציוֹן‬PN Zion
‫ ִצ ָלּה‬PN Silah
‫פּ‬ [‫ ָצ ַלח‬, ‫( ] ָצ ֵל ַח‬L15) VB Q prosper, be
‫ ֶפּה‬NOUN M mouth; CST ‫ִפּי‬ successful; HI make successful, show
[‫]פּ ָלא‬ ָ (L19) VB NI HIT be difficult, experience [C3]
extraordinary; HI do an extraordinary ‫ ֶ֫צ ֶלם‬NOUN M image, likeness
thing [C4] ‫( ָצ ֵמא‬L19) VB Q be thirsty [C4]
‫ ִפּ ֫ ֶילגֶ שׁ‬NOUN F concubine ‫ ָצ ַמח‬VB Q sprout, spring up; HI cause to
[‫]פּ ַלל‬ ָ (L15) VB HIT pray [C9] sprout, grow
‫( ְפּ ִל ְשׁ ִתּי‬L6) PN Philistine; P ‫ְפּ ִל ְשׁ ִתּים‬ ‫ ְצ ָע ָקה‬NOUN F cry, outcry
Philistines ‫( ָצ ַרר‬L24) VB Q show hostility [C2, C3, C9]
‫( ֶפּן‬L10) CONJ lest, so that not (negative
purpose) ‫ק‬
[‫]פּנֶ ה‬ ָ (L2) NOUN M (always P ‫ ָפּנִ ים‬face) ‫( ָק ַבר‬L15) VB Q, PI bury [C3]
‫ ֶ֫פּ ֶסל‬NOUN M idol, image ‫ ֶ ֫ק ֶבר‬NOUN M grave, sepulchre
‫ ֫ ֹפּ ַעל‬NOUN M doing, deed, work ‫( ָקדוֹשׁ‬L28) ADJ sacred, holy
‫( ֫ ַפּ ַעם‬L15) NOUN M step, time ‫( ֶ ֫ק ֶדם‬L20) NOUN M front, east, aforetime; ADV
‫( ָפּ ָקד‬L4) VB Q attend to, visit, appoint anciently
‫ ָפּ ַקח‬VB Q open eyes, ears; NI be opened [C3] [‫ ָק ַדשׁ‬, ‫( ] ָק ֵדשׁ‬L11) VB Q be holy; PI
‫ ָפּ ִקיד‬NOUN M commissioner, deputy, overseer consecrate
‫( ַפּר‬L22) NOUN M young bull, steer; ‫ ָפּ ָרה‬F ‫( ֫ק ֶֹדשׁ‬L10) NOUN M holiness, apartness,
heifer, cow sacredness
[‫]פּ ַרד‬ ָ (L29) VB Q separate; HI divide, [‫]ק ַהל‬ ָ (L12) VB HI congregate [C2]
separate (something) [C2] ‫( ָק ָהל‬L19) NOUN M assembly, congregation
[‫]פּ ָרה‬ ָ (L22) VB Q bear fruit, be fruitful [C2, [‫]קוָ ה‬ ָ VB NI be collected
C7] ‫( קוֹל‬L6) NOUN M voice, sound
‫( ְפּ ִרי‬L20) NOUN M fruit ‫( קוּם‬L23) VB Q rise, stand up; PI confirm,
‫( ַפּ ְרעֹה‬L6) PN Pharaoh establish; HI raise, erect [C8]
‫ ָפּ ַרץ‬VB Q break through/open/out; NI spread; ‫ קוֹץ‬NOUN M thorns, thorn-bush
PU broken down [C2] ‫( ָקטֹן‬L9) ADJ MS small; F, P supplied by ‫ָק ָטן‬
[‫]פּ ַרר‬ ָ (L24) VB HI break, frustrate [C2, C3, ‫( ָק ָטן‬L12) ADJ MS small; FS ‫ְק ַטנָּ ה‬
C9] ‫( ָקטֹן‬L16) VB Q be small, insignificant
‫( ָפּ ָרשׁ‬L21) NOUN M horseman [‫]ק ַטר‬ ָ (L12) VB PI, HI make sacrifices smoke
‫( ֶ֫פּ ַתח‬L17) NOUN M opening [C3]
‫( ָפּ ַתח‬L15) VB Q open [C3] ‫ ַ ֫קיִ ן‬PN Cain
‫( ָפּ ַתר‬L25) VB Q interpret [C3] ‫( ָק ַלל‬L24) VB Q be slight, trifling; be quick
[C9]
‫ ֵקן‬NOUN M nest
‫צ‬ ‫ ַקנָּ א‬ADJ jealous
‫( צֹאן‬L7) NOUN M, F sheep, flock ‫( ָקנָ ה‬L15) VB Q buy, acquire [C7]
[‫]צ ָבא‬ ָ (L6) NOUN M host, army; hard service ‫( ָק ֶצה‬L28) NOUN M end, extremity
[‫ ָצד ֹק‬, ‫( ] ָצ ֵדק‬L12) VB Q be righteous; HI justify [‫ ָק ַצר‬, ‫ ] ָק ֵצר‬VB Q be short, impatient; PI HI
‫( ֶ֫צ ֶדק‬L8) NOUN M righteousness shorten [C3]
‫( ְצ ָד ָקה‬L29) NOUN F righteousness [‫]ק ַצר‬ ָ (L28) VB Q reap, harvest
‫( ַצ ִדּיק‬L9) ADJ righteous
Glossary 228

‫( ָק ָרא‬L9) VB Q call, proclaim, read aloud ‫ ָר ַחק‬VB Q be far, distant; PI send far away,
[C4] distance; HI cause to be distant, far
‫( ָקרוֹב‬L19) ADJ near away; remove [C1, C2]
[‫ ָק ַרב‬, ‫( ] ָק ֵרב‬L5) VB Q draw near, approach ‫( ֵר ָיקם‬L29) ADV emptily, vainly
[C2] ‫ ָר ַמשׂ‬VB Q creep (on the ground), move
‫ ֶ ֫ק ֶרב‬NOUN M inward part, midst lightly
‫יאה‬ָ ‫ ְק ִר‬NOUN F proclamation ‫ ֶ֫ר ֶמשׂ‬NOUN M creeping things, moving things
‫ ָק ַרע‬VB Q tear, rend; NI be rent, split asunder ‫( ָרנַ ן‬L24) VB Q, PI give a ringing cry [C1, C9]
[C2, C3] ‫( ַרע‬L9) ADJ MS bad, evil; FS ‫ָר ָעה‬
‫ ָק ַשׁר‬VB Q bind, conspire together; NI was ‫( ֵר ַע‬L12) NOUN M friend
bound, joined together; PI bind on; HIT ‫( ָר ָעב‬L9) NOUN M famine, hunger
conspire [C3] ‫( ָר ָעה‬L21) VB Q shepherd, tend, pasture [C1,
‫( ֶ ֫ק ֶשׁת‬L21) NOUN F bow C2, C7]
‫( ר ֶֹעה‬L21) NOUN M shepherd (Q PTCP)
‫ר‬ ‫( ָר ָפא‬L19) VB Q heal [C1, C4]
‫( ָר ָאה‬L22) VB Q see, look; NI show oneself, ‫ ָר ַקד‬VB Q skip about; PI dance, leap; HI cause
appear; HI show, exhibit [C1, C2, C7] to skip [C1]
ֵ ‫ ְר‬PN Reuben
‫אוּבן‬ ‫יע‬ַ ‫ ָר ִק‬NOUN M extended surface, expanse,
‫( רֹאשׁ‬L5) NOUN M head; P ‫אשׁים‬ ִ ‫[ ָר‬A2] firmament
‫ ִראשׁוֹן‬ADJ first [D] ‫( ָר ָשׁע‬L9) ADJ wicked
‫אשׁית‬ ִ ‫ ֵר‬NOUN F beginning or chief (part) ‫( ָר ַשׁע‬L12) VB Q be wicked; HI condemn [C1,
‫( ַרב‬L14) ADJ many, much; MP ‫ַר ִבּים‬ C3]
‫( ר ֹב‬L24) NOUN M multitude, greatness,
abundance ‫שׂ‬
[‫ ָ]ר ַבב‬VB Q be(come) many, much ‫( ָשׂ ֶדה‬L9) NOUN M field; P ‫שׂדוֹת‬
‫( ָר ָבה‬L22) VB Q be(come) many, multiply; HI ‫( שׂוּם ִשׂים‬L23) VB Q put, place, set [C8]
make much/ many, make multiply [C1, ‫ ָשׂ ַחק‬VB Q laugh, play; PI make sport, jest; HI
C7] utterly mock [C2]
‫יעי‬ ִ ‫ ְר ִב‬NOUN M fourth (see ‫)א ְר ַבּע‬ ַ [D] ‫ ָשׂ ַכל‬VB Q be prudent; HI look at, ponder; give
[‫ ִר ֵבּ ִעים‬, ‫ ] ִר ֵבּ ַע‬ADJ/SUBST (those belonging to) insight, teach
the fourth generation ‫ ֵ֫שׂ ֶכל‬NOUN M prudence, insight
‫ ִר ְב ָקה‬PN Rebekah ‫ ְשׂמֹאל‬NOUN M left side, left hand
‫( ֶ֫רגֶ ל‬L5) NOUN F foot ‫ ָשׂ ֵמ ַח‬, ‫( ָשׂ ַמח‬L16) VB Q rejoice, be glad; PI
‫( ָר ָדה‬L22) VB Q have dominion, rule [C1, C7] make rejoice, glad [C3]
‫ ָר ַדף‬VB Q pursue, chase, persecute; NI are ‫( ָשׂנֵ א‬L14) VB Q hate [C4]
pursued; PI pursue ardently; PU be ‫( ָשׂ ִעיר‬L13) ADJ hairy
chased away; HI chase [C1] ‫( ָשׂ ָפה‬L13) NOUN F lip, shore
‫( ַ֫ר ַהט‬L19) NOUN M water-trough ‫( ַשׂר‬L11) NOUN M official, captain, prince; P
ַ (L5) NOUN F spirit, wind
‫רוּח‬ ‫ָשׂ ִרים‬
‫ רוּת‬PN Ruth ‫ ָשׂ ָרה‬PN Sarah
‫ ָר ָחב‬ADJ wide, broad ‫ ָשׂ ָרי‬PN Sarai
‫ ְר ַח ְב ָעם‬PN Rehoboam ‫ ָשׂ ִריד‬NOUN M survivor
‫( ָרחוֹק‬L19) ADJ far, distant; NOUN M distance;
‫ ֵמ ָרחוֹק‬at a distance ‫שׁ‬
‫ ָר ֵחל‬PN Rachel •‫( ֶשׁ‬L18) CONJ that, which, who
‫( רחם‬L21) VB PI have compassion on [C1, ‫( ָשׁאוּל‬L8) PN Saul
C2] ‫( ְשׁאוֹל‬L29) NOUN F underworld, Sheol
‫ רחף‬VB PI hover [C2] ‫( ָשׁ ַאל‬L10) VB Q inquire, ask [C2]
Glossary 229

‫( שׁאר‬L28) VB NI be left over, behind, remain; ‫( ָשׁ ַ֫מיִם‬L11) NOUN M heavens


HI leave over, behind [C2, C3] ‫ ָשׁ ֵמן‬VB Q grow fat; HI make fat
‫ ִשׁ ֫בּ ֶֹלת‬NOUN F ear of grain; P ‫ִשׁ ֳבּ ִלים‬ ‫ ְשׁמֹנֶ ה‬NOUN FS eight; MS ‫;שׁמֹנָ ה‬ ְ P ‫ ְשׁמֹנִ ים‬eighty;
‫( שׁבע‬L14) VB NI swear (an oath); HI cause to ‫ ְשׁ ִמינִ י‬eighth [D]
swear (an oath) [C3] ‫( ָשׁ ַמע‬L6) VB Q hear, listen; +‫ ְבּקוֹל‬obey [C3]
‫( ֶ֫שׁ ַבע‬L10) NOUN FS seven; MS ‫;שׁ ְב ָעה‬ ִ P ‫ִשׁ ְב ִעים‬ ‫( ָשׁ ַמר‬L4) VB Q keep, guard [C3]
seventy; ‫יעי‬ִ ‫ ְשׁ ִב‬seventh; ‫ ִשׁ ְב ָע ַ֫תּיִם‬seven- ‫( ֶ֫שׁ ֶמשׁ‬L16) NOUN M/F sun
fold [D] ‫( ָשׁנַ ה‬L3) NOUN F year; P ‫ָשׁנִ ים‬
‫ ֶ֫שׁ ַבע‬PN Sheba ‫( ְשׁ ַ֫ניִ ם‬L8) NOUN M two; F ‫[ ְשׁ ַ֫תּיִם‬D]
‫( ָשׁ ַבר‬L12) VB Q break; PI shatter, break [C3] ‫ ִשׁנְ ָער‬PN Shinar (Babylonia)
‫ ָשׁ ַבר‬VB Q buy grain; HI sell grain [C3] ‫ שׁען‬VB NI lean, support oneself [C2]
‫( ָשׁ ַבת‬L22) VB Q cease, desist, rest; HI put an ‫ שׁעע‬VB Q be blinded; HI blind [C9]
end to, destroy ‫( ַ֫שׁ ַער‬L7) NOUN M gate
‫( ַשׁ ָבּת‬L14) NOUN F sabbath, rest ‫( ִשׁ ְפ ָחה‬L20) NOUN F maidservant
‫ ַשׁ ַדּי‬PN Shaddai, Almighty ‫( ָשׁ ַפט‬L4) VB Q judge, govern
‫( שׁוּב‬L23) VB Q turn back, return; HI return ‫( ָשׁ ַפְך‬L13) VB Q pour out, shed (blood)
(something) [C8] ‫( שׁקה‬L19) VB HI water, give drink [C7]
‫ שׁוּף‬VB Q bruise
‫( ָשׁ ַקט‬L28) VB Q be quiet, undisturbed,
‫( ָשׁ ַחט‬L17) VB Q slaughter [C2]
inactive; HI show quietness, cause
‫( שׁחת‬L12) VB PI, HI spoil, destroy [C2] quietness
‫ ִשׁ ָירה‬NOUN F song ‫ ָשׁ ַרץ‬VB Q swarm, teem
‫ ִשׁית‬VB Q put, set [C8] ‫ ֶ֫שׁ ֶרץ‬NOUN M swarmers, swarming things
‫( ָשׁ ַכב‬L9) VB Q lie (down) ‫ ֵשׁשׁ‬NOUN FS six; MS ‫;שׁ ָשּׁה‬ ִ P ‫ ִשׁ ִשּׁים‬sixty; ‫ִשׁ ִשּׁי‬
‫( ָשׁ ַכח‬L10) VB Q forget [C3] sixth [D]
‫( ָשׁכֹל‬L16) VB Q be bereaved, childless; PI ‫( ָשׁ ָתה‬L22) VB Q drink [C7]
make childless ‫( ְשׁ ַתּיִם‬L8) NOUN F two; CST ‫ְשׁ ֵתּי‬
‫( שׁכם‬L11) VB HI wake early ‫ ָשׁ ַתק‬VB Q be quiet
‫ ְשׁ ֶכם‬PN Shechem
‫( ָשׁ ַכן‬L6) VB Q settle, dwell ‫תּ‬
‫( ָשׁ ֵכן‬L28) ADJ inhabitant, neighbor ‫ ַתּ ֲאוָ ה‬NOUN F desire
‫ ִשֹׁלה‬PN Shiloh ‫ ְתּ ֵאנָ ה‬NOUN F fig-tree; fig
‫ ָשׁ ֵלו‬VB Q be at ease, prosper ‫( ֵתּ ָבה‬L25) NOUN F ark
‫( ָשׁלוֹם‬L14) NOUN M peace, well-being ‫ ֫תֹּהוּ‬NOUN M emptiness, formlessness
‫( ָשׁ ַלח‬L9) VB Q send [C3] ‫( ְתּהוֹם‬L29) NOUN M/F deep, sea, abyss
‫( שׂלְך‬L11) VB HI throw, cast ‫( ָ֫תּוֶ ְך‬L13) NOUN M midst (often in the
‫( ָשׁ ֵלם‬L15) VB Q be whole; PI reward, pay compound PREP ‫ ְבּתוְֹך‬in the midst of)
back ‫תּוֹע ָבה‬ ֵ (L12) NOUN F abomination
‫ ְשׁלמֹה‬PN Solomon ‫תּוֹרה‬ ָ (L4) NOUN F direction, instruction, law
‫( ָשׁ ַלף‬L27) VB Q draw out, off ‫( ַ֫תּ ַחת‬L11) PREP under, beneath
‫( ָשֹׁלשׁ‬L14) NOUN FS three; MS ‫ֹלשׁה‬ ָ ‫;שׁ‬ ְ P ‫ֹלשׁים‬
ִ ‫ְשׁ‬ ‫( ָתּ ָלה‬L25) VB Q hang [C7]
thirty, thirtieth [D] ‫ ְתּמוּנָ ה‬NOUN F likeness, form
‫ ִשׁ ֵלּ ִשׁים‬ADJ/SUBST (those belonging to) the ‫( ָתּ ִמים‬L21) ADJ complete, sound
third generation ‫( ָתּ ַמם‬L24) VB Q be complete, finished [C9]
‫( ָשׁם‬L3) ADV there
‫ ַתּנִּ ין‬NOUN M serpent, dragon, sea-monster
‫( ֵשׁם‬L9) NOUN M name; P ‫ֵשׁמוׄ ֹת‬
‫ ָתּ ַפר‬VB Q sew together [C3]
[‫]שׁ ַמד‬ ָ (L11) VB HI annihilate
‫( ָתּ ַפשׂ‬L18) VB Q lay hold of, wield
‫מוּאל‬ֵ ‫( ְשׁ‬L8) PN Samuel
‫ ִתּ ְקוָ ה‬NOUN F hope
Glossary 230

‫ ְתּ ָר ִפים‬NOUN M P teraphim (a kind of idol, a


means of divination)
‫ ַתּ ְר ִשׁישׁ‬PN Tarshish
ָ ‫ ְתּ‬NOUN F longing
‫שׁוּקה‬
‫ ֵ֫תּ ַשׁע‬NOUN FS nine; MS ‫;תּ ְשׁ ָעה‬
ִ P ‫ ִתּ ְשׁ ִעים‬ninety;
ִ ‫ ְתּ ִשׁ‬ninth [D]
‫יעי‬
Song Lyrics 231

Hinneh Mah Tov (Psalm 133:1)


‫וּמה־נָּ ִעים‬
ַ ‫ִהנֵּ ה ַמה־טּוֹב‬
Behold, how good and how pleasant
(is) the dwelling of brothers together ‫ם־י ַֽחד‬
ָ ַ‫ֶ֫שׁ ֶבת ַא ִחים גּ‬

’Esa ‘Einai (Psalm 121:1-2)


I lift up my eyes to the hills—
‫ל־ה ָה ִרים ֵמ ַ֫איִ ן יָבֹא ֶעזְ ִרי‬
ֶ ‫ֶא ָשּׂא ֵעינַ י ֶא‬
from where will my help come?
My help is from Yahweh, ‫ֶעזְ ִרי ֵמ ִעם יְ הוָ ה ע ֵֹשׂה ָשׁ ַ֫מיִם וָ ָ֫א ֶרץ‬
maker of made heaven and earth.

Mi Ha’ish (Psalm 34:13-15)


Who is the man who desires life, (and) loves
‫יָמים ִל ְראוֹת טוֹב‬
ִ ‫י־ה ִאישׁ ֶה ָח ֵפץ ַחיִּ ים א ֵֹהב‬
ָ ‫ִמ‬
days to see goodness?
Keep your tongue from evil, and your lips ‫וּשׂ ָפ ֶ֫תיָך ִמ ַדּ ֵבּר ִמ ְר ָמה‬
ְ ‫נְ צֹר ְלשׁוֹנְ ָך ֵמ ָרע‬
from speaking deceit.
Turn away from evil, and do good; seek ‫סוּר ֵמ ָרע וַ ֲע ֵשׂה־טוֹב ַבּ ֵקּשׁ ָשׁלוֹם וְ ָר ְד ֵפהוּ‬
peace, and pursue it.

‘Ose Shalom
He who makes peace in his heights, ‫רוֹמיו‬ָ ‫ע ֵֹשׂה ָשׁלוֹם ִבּ ְמ‬
He will make make for us ‫הוּא יַ ֲע ֶשׂה ָשׁלוֹם ָע ֫ ֵלינוּ‬
And for all Israel. ‫וְ ַעל ָכּל יִ ְשׂ ָר ֵאל‬
And say, say: Amen! ‫וְ ִא ְמרוּ ִא ְמרוּ ָא ֵמן‬
He will make peace, he will make peace, ‫יַ ֲע ֶשׂה ָשׁלוֹם יַ ֲע ֶשׂה ָשׁלוֹם‬
Peace for us and for all Israel ‫ָשׁלוֹם ָע ֫ ֵלינוּ וְ ַעל ָכּל־יִ ְשׂ ָר ֵאל‬

Mah Na’vu (Isaiah 52:7)


How beautiful upon the mountains are the
‫ל־ה ָה ִרים ַרגְ ֵלי ְמּ ַב ֵשּׂר‬
ֶ ‫ַמה־נָּ אווּ ַע‬
feet of the messenger
Who announces the salvation, who announces
‫יע ָשׁלוֹם‬
ַ ‫שׁוּעה ַמ ְשׁ ִמ‬
ָ ְ‫יע ָהי‬
ַ ‫ַמ ְשׁ ִמ‬
peace.
Song Lyrics 232

Ufaratzta (Genesis 28:14)


And you shall break out ‫וּפ ַר ְצ ָ֫תּ‬
ָ
west and east and north and south ‫ָ֫י ָמּה וָ ֵ ֫ק ְד ָמה וְ ָצ ֫ ֹפנָ ה וָ ֶ֫נגְ ָבּה‬

veDavid (1 Samuel 16:12; 18:7; Songs 6:3b)


And David is beautiful of eyes, ‫ה־ע ַ֫יניִ ם‬
ֵ ‫יְפ‬ ֵ ‫וְ ָדוִ ד‬
He pastures among the lilies; ‫שּׁוֹשׁנַ יִ ם‬
ָ ‫הוּא ר ֶֹעה ַבּ‬
Saul has smote his thousands, ‫ִה ָכּה ָשׁאוּל ַבּ ֲא ָל ָפיו‬
and David his ten-thousands! ‫וְ ָדוִ ד ְבּ ִר ְבב ָ ֹֽתיו‬
Son of Jesse lives and lasts! ‫ֶבּן־יִ ַשּׁי ַחי וְ ַקיָּ ם‬

Yesh Lanu Tayish


Goat, goat, there is, there is, there is . . . ‫ַ֫תּיִ שׁ ַ֫תּיִ שׁ יֵ שׁ יֵ שׁ יֵ שׁ יֵ שׁ יֵ שׁ יֵ שׁ‬
We have a goat, ‫יֵ שׁ ֫ ָלנוּ ַתּיִ שׁ‬
and you have a goat, ‫וְ ַ֫תּיִ שׁ יֵ שׁ ְלָך‬
and he has four feet, ‫וְ לוֹ ַא ְר ָבּע ַרגְ ֫ ַליִ ם‬
and also a small tail, ‫וְ גַ ם זָ נָ ב ָק ָטן‬
la la la la . . . . . . ‫ָלה ָלה ָלה ָלה‬

Ush’avtem (Isaiah 12:3)


And you shall draw water with joy ‫ם־מיִם ְבּ ָשׂשׂוֹן‬
ַ֫ ‫וּשׁ ַא ְב ֶתּ‬ ְ
from the wells of salvation ‫שׁוּעה‬
ֽ ָ ְ‫ִמ ַמּ ַעיְ נֵ י ַהי‬

Sisu et-yerushalayim (Isaiah 66:10)


Exult with Jerusalem, ‫רוּשׁ ֫ ַל ִם‬
ָ ְ‫ִ֫שׂישׂוּ ֶאת־י‬
And rejoice in her, all those who love her ‫יה‬
ָ ‫֫ ִגּילוּ ָ ֖בהּ ָכּל־א ֲֹה ֶ֫ב‬

Hava Nagila
Come, let us rejoice and be glad, ‫ָ֫ה ָבה נָ גִ י֫ ָלה וְ נִ ְשׂ ְמ ָחה‬
Come, let us exult and be glad. ‫ָ֫ה ָבה נְ ַרנְּ נָ ה וְ נִ ְשׂ ְמ ָחה‬
Song Lyrics 233

Bashana Haba’ah
Next year we'll sit upon the balcony, ‫ַבּ ָשּׁנָ ה ַה ָבּ ָאה נֶ ֵשׁב ַעל ַה ִמּ ְר ֫ ֶפּ ֶסת‬
And we'll count migrating birds. ‫נוֹדדוֹת‬
ְ ‫פּוֹרים‬ ִ ‫וְ נִ ְספּוֹר ִצ‬
Children on vacation will play tag, ‫תוֹפ ֶסת‬ ֶ ֫ ‫חוֹפ ָשׁה יְ ַשׂ ֲחקוּ‬ ְ ‫יְ ָל ִדים ְבּ‬
Between the house and the fields. ‫ֵבּין ַה ַ֫בּיִ ת ְל ֵבין ַה ָשּׂדוֹת‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬

Red grapes will ripen until evening, ‫דוּמּים ְיַב ִ֫שׁילוּ ַעד ָה ֫ ֶע ֶרב‬ ִ ‫ֲענָ ִבים ֲא‬
And cold water will be brought to the table. ‫שּׁוּל ָחן‬
ְ ‫וְ יוּגְ שׁוּ צוֹנְ נִ ים ַל‬
And sleepy breezes will carry to wherever, ‫דוּמּים יִ ְשׂאוּ ֶאל ֵאם ַה ֶ ֫דּ ֶרְך‬ ִ ‫וְ רוּחוֹת ְר‬
old newspapers and clouds. ‫ִעיתּוֹנִ ים יְ ָשׁנִ ים וְ ָענָ ן‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬

In this year, in this year, we'll spread palms out, ‫ַבּ ָשּׁנָ ה ַה ָבּ ָאה נִ ְפרוֹשׁ ַכּפּוֹת יָ ַ ֫דיִם‬
Before the light, black and white. ‫מוּל ָהאוֹר ַהנִּ יגָּ ר ַה ָלּ ָבן‬
A white heron will spread wings out in the light, ‫ֲאנָ ָפה ְל ָבנָ ה ִתּ ְפרוֹשׁ ָבּאוֹר ְכּנָ ַפיִ ם‬
And the sun will shine in their midst. ‫תוֹכן‬
ָ ‫וְ ַה ֶ֫שּׁ ֶמשׁ ִתּזְ ַרח ְבּ‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬

You'll see yet, you'll see yet, ‫עוֹד ִתּ ְר ֶאה עוֹד ִתּ ְר ֶאה‬
How good it will be, ‫ַ֫כּ ָמּה טוֹב יִ ְהיֶ ה‬
In this year, in the coming year. ‫ַבּ ָשּׁנָ ה ַבּ ָשּׁנָ ה ַה ָבּ ָאה‬
Song Lyrics 234

Halleluya
Praise Yah forever, praise Yah, let everyone sing ‫עוֹלם ַה ְללוּ֫ יָ הּ יָ ִ֫שׁירוּ ֻכ ָלּם‬
ָ ‫ַה ְללוּ֫ יָ הּ ָל‬
With one word, a single one, ‫בּוֹדָך‬
ְ ‫ְבּ ִמ ָלּה ַא ַחת‬
The heart if filled with plenty of thanks, ‫תּוֹדה‬
ָ ‫ַה ֵלּב ָמ ֵלא ְבּ ָהמוֹן‬
And it also suitable—what a wonderful world. ‫עוֹלם נִ ְפ ָלא‬
ָ ‫הוֹלם גַּ ם־הוּא ֵאיזֶ ה‬
ֵ ְ‫ו‬
Praise Yah with the song, ‫ַה ְללוּ֫ יָ הּ ִעם ַה ִשּׁיר‬
Praise Yah for the day which shines, ‫ַה ְללוּ֫ יָ הּ ַעל יוֹם ֶשׁ ֵמ ִאיר‬
Praise Yah for whatever has been, ‫ַה ְללוּ֫ יָ הּ ַעל ַמה ֶשׁ ָהיָ ה‬
And whatever has not yet been, Praise Yah. ‫וּמה ֶשׁעוֹד לֹא ָהיָ ה ַה ְללוּ֫ יָ הּ‬
ַ
... ...
Praise Yah for everything, ‫ַה ְללוּ֫ יָ הּ ַעל ַהכֹּל‬
Praise Yah tomorrow and yesterday, ‫ַה ְללוּ֫ יָ הּ ָמ ָחר וְ ֶאתמוֹל‬
Praise Yah and put hand in hand ‫וּתנוּ יָ ד ְבּיָ ד‬
ְ ‫ַה ְללוּ֫ יָ הּ‬
And sing with one heart: Praise Yah. ‫וְ ִ֫שׁירוּ ְבּ ֵלב ֶא ָחד ַה ְללוּ֫ יָ הּ‬

You might also like