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A Student Grammar
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.
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
D. Numerals
E. Masoretic accents
Glossary................................................................................................................................219
Hebrew Songs.......................................................................................................................231
Lesson 1
Lesson Summary:
• The Hebrew Alphabet
• 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
• Notice that the Hebrew alphabet has several letters which are
pronounced the same.
1.2 Vocabulary #1
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.
Exercises
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.
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.
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.
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
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
[ ְבּ ִריתbərit]
[ ִמ ְד ָבּרmidbar]
A sheva is vocal:
• at the beginning of a word:
מוֹ-[ ְשׁshə-mo]
Lesson 2 10
Note: If two sheva are adjacent in a word, the first is silent and
the second is vocal.
יוֹסף
ֵ ‘ ֲאנִ יI (am) Joseph’ (Gen 45:3)
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]
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.
[ 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]
• 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
מה-
ָ [ = ָח ְכchochma]
Word stress
2.9 Vocabulary #2
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.
3. Read aloud the name of each vowel and write the correct sign under the .
חוֹ ֶלם וָ ו
֫ (b ִחי֫ ֶרק יוֹד (g שׁוּ֫ ֶרק (l
ָ֫ח ֶטף ֫ ַפּ ַתח (d ָ֫ח ֶטף ְסגוֹל (i חוֹ ֶלם
֫ (n
4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right or
backwards ones).
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 = _________
7. Practice reading the following verses until you can do so smoothly and then
identify each sheva as silent or vocal.
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
10. Translate the following phrases into Hebrew, and then practice saying them
with a classmate or friend.
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 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:
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.
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’).
‘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.’
definite and indefinite article (so English: the versus a/an), whereas
many others have just one or the other.
However, this basic form may be modified. The form of the article
is as follows:
Lesson 3 22
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:
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.
‘ ִבּ ְב ִריתaccording to a covenant’
• The article vocalization before a noun with the article (i.e., the
article’s consonant הis replaced by the inseparable
preposition).
ְָבּ, ָכּ, ָלbefore a stressed syllable in some words: ‘ ָבּזֶ הin this’
Lesson 3 24
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.
• ִ וbefore ְי.
יהוּדה
ָ ִהוּדה ← ו
ָ ְ י+ ְ‘ וand Judah’
• וּbefore ב, מ, פ, or simple sheva (other than ְ)י. This may be
mnemonically referred to as the BuMP-Sheva Rule.
3.7 Vocabulary #3
Exercises
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.
( ָכּ ָאדוֹן ָכּ ֫ ֶע ֶבדd
ֹלהים ַכּיהוָ ה
ִ ( ֵאין ֱאf
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)
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:
‘ ָאחbrother’
‘ ֫ ַנ ַערyoung man’
‘ ֲא ָד ָמהground’
‘ ְבּ ֵה ָמהcattle’
תּוֹרה
ָ ‘teaching’
‘ 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.
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’).
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)
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).
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
ת־היּוֹם
ַ לֹא־זָ ַכ ְר ְתּ ֶאEzek 16:43* (f
ת־ה ָעם
ָ ָפּ ַקד ֶאI Kgs 20:15* (g
ַה ֶ֫מּ ֶלְךPNיוֹאשׁ
ָ וְ לֹא־זָ ַכרII Chr 24:22 (i
PN
ת־חנָּ ה
ַ י־פ ַקד יְ הוָ ה ֶא
ָ ִכּI Sam 2:21 (k
ת־ה ָעם
ָ י־פ ַקד יְ הוָ ה ֶא
ָ ִכּRuth 1:6* (m
Lesson 4 37
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
‘ ָ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).
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
לכד שׁפט
3MS 3CP 3MS 3CP
3FS 3FS
דּרשׁ קרב
3MS 3CP 3MS 3CP
3FS 3FS
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
ֹ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
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
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.
יאי־יְ הוָ ה
ֵ ‘ נְ ִבthe prophets of YHWH’ (PN) (1 Kgs 18:4)
י־א ָדם
ָ ‘ ָכּל־יְ ֵמall of the days of Adam’ (Gen 5:5)
ֹלהים וְ ָא ָדם
ִ ְבּ ֵעינֵ י ֱא
‘in the eyes of God and (in the eyes of) man’ (Prov 3:4)
6.3 Vocabulary #6
Exercises
a) ֹלהים
ִ ‘ __________ ֱאthe spirit of God’ (Exod 35:31)
b) ‘ __________ יְ הוָ הthe angel/messenger of the Lord’ (Gen 16:11)
d) __________ אשׁי
ֵ ‘ ָרthe heads of the mountains’ (Gen 8:5)
e) ‘ _________ יִ ְשׂ ָר ֵאלthe sons of Israel’ (Exod 1:1)
הוּדה
ָ ְ ֶ֫מ ֶלְך יI Kgs 12:23 (b
ֹלהים
ִ ישׁ־ה ֱא
ָ משׁה ִא
ֶ תוֹרת
ַ ְכּ II Chron 30:16 (e
אשׁי ֶה ָה ִרים
ֵ ְבּכֹל ָרEzek 6:13 (f
ְ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
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
ֹ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
ָ
תּוֹרתוֹ
ָ ← ֹו
+ תּוֹרת
ַ ‘his teaching’
him teaching of
(3MS) (FS CST)
Either תּוֹרתוֹ
ָ ‘his teaching’ or תּוֹרה
ָ ‘ ַהthe teaching’
BUT NOT BOTH
סוּסי
ִ ‘my horse’ (stressed on the last syllable)
סוּסנוּ
ֵ֫ ‘our horse’ (stressed on the linking vowel)
3FS יה
ָ ֶ֫ → יה
ָ ‘ ְדּ ָב ֶ ֫רher words’ → יה
ָ תּוֹרוֹת
ֶ֫ ‘her 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’
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).
אוֹתם
ָ ָ ם ← ָעזַ ב + ‘ ָעזַ ב אוֹתhe abandoned them’
them direct object
(3MP) marker
‘ ֫ ֶע ֶבדservant’
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)
‘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)
‘(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
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
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 ֶ
ֹ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
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’
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’
• 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
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
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
כּתב שׁפט
3MS 3MP 3MS 3MP
דּרשׁ שׁכן
3MS 3MP 3MS 3MP
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
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
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 ִ
ֹלהים
תּוֹרת ֱא ִ
ת־ה ְדּ ָב ִרים ְבּ ֵ֫ס ֶפר ַ
הוֹשׁ ַע ֶא ַ
Josh 24:26* (gוַ יִּ ְכתֹּב יְ ֻ
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)
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
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.)
דוֹלה
ָ ְ‘ ִעיר גּa great city’ (Josh 10:3)
דוֹלה
ָ ְ‘ ָה ִעיר ַהגּthe great city’ (Gen 10:12)
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.
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
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.
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
ן־ה ִעיר
ָ וּנְ ָע ִרים ְק ַטנִּ ים ָה ְלכוּ ִמII Kgs 2:23* (k
ל־הגּוֹי ַההוּא
ַ ֶא ְפקֹד ַעGL וּב ֶ ֫דּ ֶבר
ַ וּב ָר ָעב
ָ ְבּ ֶ֫מ ֶלְך ָבּ ֶבל ַבּ ֶ֫ח ֶרבJer 27:8* (b
ֹלהיָך יִ ְשׂ ָר ֵאל
ֶ֫ אמרוּ ֵ֫א ֶלּה ֱא
ְ ֹ וַ יּExod 32:4 (d
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
ֵ
Like the Perfect and Imperfect Verbs, Participles express aspect (as
opposed to tense); in particular, the Participle expresses progressive
aspect.
Singular Plural
ABS פּוֹקד
ֵ פּוֹק ִדים
ְ
Masculine
CST פּוֹקדֵ פּוֹק ֵדי
ְ
ABS פּוֹק ָדה
ְ / פּוֹק ֶדת
ֶ֫ פּוֹקדוֹת
ְ
Feminine
CST פּוֹק ַדת
ְ / פּוֹק ֶדת
ֶ֫ פּוֹקדוֹת
ְ
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
ם־ה ִא ָשּׁה
ָ ָה ִאישׁ ַהשּׁ ֵֹכב ִע
‘the man who lies with the woman’ (Deut 22:22)
Singular Plural
ABS ָפּקוּד קוּדים
ִ ְפּ
Masculine
CST ְפּקוּד קוּדי
ֵ ְפּ
ABS קוּדה
ָ ְפּ ְפּקוּדוֹת
Feminine
CST קוּדת
ַ ְפּ ְפּקוּדוֹת
Note: Like the active participle, the passive participle may be the
main verb within a relative clause, with or without a ה:
Exercises
1. Construct the following verbless clauses in Hebrew.
a) I (MS) am old f) You (MS) are full
3. Identify the independent pronouns and participles in the following and translate
the verse.
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
בּוֹט ַח ָבּ ֶהן
ַָ Jer 5:17* (gע ִרים ֲא ֶשׁר ַא ָתּה ֵ
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).
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
GL
ת־בּנְ ָך ְבּכ ְֹרָך
ִ Exod 4:23* (gהנֵּ ה ָאנ ִֹכי ה ֵֹרג ֶא ִ
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
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
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.
Note: the endings of the Perfect conjugation are the same in all binyanim.
ָ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’
2. Write out the Piel Perfect paradigm for the following verbs. Include the
appropriate personal pronouns with each form.
דּבר בּקשׁ
3FS 3FS
3. Write out the Hifil Perfect paradigm for the following verbs.
שׁלְך שׁכם
3FS 3FS
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 ֶ
I Sam 15:2 (cוְ ִה ְשׁ ִכּים ַא ְב ָשׁלוֹם PNוְ ָע ַמד ַעל־יַ ד ֶ ֫דּ ֶרְך ַה ָ֫שּׁ ַער
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
ְ
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
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).
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.
Exercises
1. Write the Imperfect paradigm for the following verbs in the binyan specified.
Include the appropriate personal pronouns with each form.
2. Translate the following. Identify and parse all the verbs in each sentence, and
identify the way each participle you find is being used.
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
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 ָ
ל־בּמוֹת ַכּגּוֹיִ ם
רוּ־שׁם ְבּ ָכ ָ
II Kgs 17:11 (hוַ יְ ַק ְטּ ָ
ְך־מ ְצ ַ ֫ריִ ם
ל־פּ ְרעֹה ֶ֫מ ֶל ִ
ֵ Exod 6:27 (kהם ַה ְמ ַד ְבּ ִרים ֶא ַ
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
ַ 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
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)
Imperatives • The Imperative verb occurs only in the 2nd person. It expresses
positive commands and wishes (it cannot be negated).
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.
Exercises
1. Write out the Imperative paradigm of the listed binyan for the following verbs.
Qal שׁמר Qal זכר Piel בּקשׁ Hifil קדשׁ
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 ִ
אוֹתךָּ
ֲא ַס ְפּ ָרה ִ GLשׁ ְמָך ְל ֶא ָחי ְבּתוְֹך ָק ָהל ֲ GLא ַה ֵלּל ְ Psa 22:23* (e
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־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
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)
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*)
Exercises
1. Parse and translate the following verbs.
( ְכּ ַד ֵבּרe ( ֲהפְֹךa
( ְ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
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
ְ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
Hitpael: ִה ְתprefix,
doubled R2.
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
Hitpael: ִה ְתprefix
doubled R2.
Pual: ְמprefix,
u-class vowel under R1 ( ָ or ֻ ),
doubled R2.
Hitpael: ִמ ְתprefix,
doubled R2.
Exercises
1. Write out the full paradigm for ָק ַדשׁin the passive-reflexive conjugations.
PERF 3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
IMPF 3MS
3FS
2MS
2FS
1CS
Lesson 15 103
3MP
3FP
2MP
2FP
1CP
IMPV 2MS
2FS
2MP
2FP
INF CST
ABS
PTCP MS
FS
MP
FP
Lesson 15 104
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
ְ Prov 16:6 (gבּ ֶ֫ח ֶסד וֶ ֱא ֶמת יְ ֻכ ַפּר ָעו ֹן
Lesson 15 105
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 ָ
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
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 2a: If the word is a verb, identify the binyan (see the
Parsing Flow Chart in the Appendix B for help).
Step 3a: If the word is a noun, look for its entry after the entry
for the verbal root.
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.
• A partial listing of
declined forms is
given.
• Multiple
meanings are
arranged in outline
form—2.a.—with
italicized glosses.
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)
ָ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
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.
3. Translate the following. Identify and parse the verbs in each sentence (also
indicate whether the verbs are dynamic or stative).
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 ָ
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
Note: Both dynamic and stative 1CS Qal Impf. Have ֶ (segol) as
the prefix vowel: ֶא ֱעמֹדand ֶא ֱחזַ ק
Note: The chatef vowel may change to a full vowel if the vowel
in the following syllable is reduced to a sheva.
Stative: ( יֶ ֱא ַהבexpected)
Dynamic: יִ ְשׁ ַחטinstead of *( יִ ְשׁחֹטcompare )יִפקֹד
ְ
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
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
2. Translate the following verses. Identify and parse the verbs in each sentence.
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
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 ֹ ַ
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 ְ
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
ֹ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 fall into one of four main classes (Roman numerals are
used to refer to the position of the weak letter in the root):
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’
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”
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)
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).
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
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 ֶ
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 ִ
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 ֹ ֶ
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.
‘ ָ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:
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
• Nifal, Piel, and Hifil Perfect have a ֵ theme vowel instead of
ַ before consonantal inflectional suffixes.
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
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
( 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
אכ ֶלנָּ ה
ָ Lev 6:11 (dכּל־זָ ָכר ִבּ ְבנֵ י ַא ֲהר ֹן י ֹ ֲ
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 ֹ ֶ
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
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
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
Exercises
1. Parse the following I-Nun weak verbs.
סוֹע
ַ ַ( נh ( נִ ֵתּןc
( ַקחj ( וַ ַתּ ֵפּלe
2. Translate the following verses. Identify and parse the verbs in each sentence.
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
Gen 11:2 (dוַ יְ ִהי ְבּנָ ְס ָעם ִמ ֶקּ ֶדם וַ יִּ ְמ ְצאוּ ִב ְק ָעה ְבּ ֶא ֶרץ ִשׁנְ ָער
ָ 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
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 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
ַ 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
BUT, יראis an example of a root which retains the initial יin the
Imperative ( )יְ ָראand Infinitive Construct ()יְ רֹא.
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’
There are only six I-Yod-Tsade roots (all with the stative i-a
pattern in the Prefix pattern).
ָהלַ ְך
21.2 ָה ַלְך
The verb ָה ַלְךfollows the original I-Vav pattern:
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
PN
ת־קיִ ן
ת־חוָּ ה ִ PNא ְשׁתּוֹ וַ ֵתּ ֶלד ֶא ַ
Gen 4:1* (cוְ ָה ָא ָדם יָ ַדע ֶא ַ
ְ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 ֶ
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
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 ְ
ְ
GL
ץ־מ ְד ָבּר ֵמ ֵא ֶשׁת ְמדוֹנִ ים GLוָ ָכ ַעס
Prov 21:19 (mטוֹב ֶשׁ ֶבת ְבּ ֶא ֶר ִ
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:
Exercises
1. Parse the following III-He verbs.
טּוֹתהּ
ָ ( ְל ַהf ( יִ ֶרבa
( ר ֵֹדםg ( וָ ֵא ָראb
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 ַ
ַ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 ִ
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 ֵ
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
קוֹמם
ֵ קוֹמם
ָ ֵ ִה ְתbut Piel ִצוָּ הand Pual ֻצוָּ ה
קוֹמם
Hifil Imperfect.
Exercises
1. Parse the following II-Vav/Yod verbs.
( וַ יָּ ֶקםf בּוֹשׁי
ִ (a
( שׁוּבh ( ֵה ִכינוּc
ימי
ִ ( ָתּ ִשׂi ( ֲה ִכינוֹנוּd
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 ִ
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 ֲ
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
• 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
Exercises
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 ָ
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
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
ְ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.
• הonly elides at the end of a root, so we can rule out a root that
begins with ה.
For the verb וַ יַּ ְךwe are left with two logical possibilities after the
first two steps: the root is either נכהor יכה.
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’.
Exercises
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
Gen 26:17 (eוַ יֵּ ֶלְך ִמ ָשּׁם יִ ְצ ָחק וַ יִּ ַחן ְבּנַ ַחל GL־גְּ ָרר PNוַ יֵּ ֶשׁב ָשׁם
יוֹסף
Gen 40:22 (hוְ ֵאת ַשׂר ָהא ִֹפים ָתּ ָלה ַכּ ֲא ֶשׁר ָפּ ַתר ָל ֶהם ֵ
אוֹדָך יְ הוָ ה
Isa 12:1 (jוְ ָא ַמ ְר ָתּ ַבּיּוֹם ַההוּא ְ
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
• Argument Structure
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.
Subject Subjects are usually nouns, noun phrases, or some other nominal
constituent (such as a substantive adjective).
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
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.
ל־היָּ ם
ַ דוֹלה ֶא
ָ ְרוּח־גּ
ַ וַ יהוָ ה ֵה ִטיל
‘YHWH cast a great wind to the sea’ (Jon 1:4)
ֹ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)
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
ָ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
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.
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 ַ
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).
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 ִ
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
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)
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)
ל־היָּ ם
ַ דוֹלה ֶא
ָ ְרוּח־גּ
ַ וַ יהוָ ה ֵה ִטיל
‘YHWH cast a great wind upon the sea’ (Jon 1:4)
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
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:
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.
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).
יהם
ֶ הוֹלְך וְ ס ֵֹער ֲע ֵל
ֵ ִכּי ַהיָּ ם
‘because the sea was growing stormier upon them’ (Jon 1:13)
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.
ֵ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.
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
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
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 ָ
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 ֵ
• Lexical Semantics
• Case Roles
volitive
ְקטֹל/( ַי ְק ֵטלH)
Deontic Modality
Lesson 28 174
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)
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)
ל־היָּ ם
ַ דוֹלה ֶא
ָ ְרוּח־גּ
ַ וַ יהוָ ה ֵה ִטיל
‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)
The Accusative case includes all the nouns governed by the verb—
whether complements or adjuncts. Although accusative is most
Lesson 28 176
ל־היָּ ם
ַ דוֹלה ֶא
ָ ְרוּח־גּ
ַ וַ יהוָ ה ֵה ִטיל
‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)
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)
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)
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).
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
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
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
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)
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)
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
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 ִ
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).
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 ֵ
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
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)
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.
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.).
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.
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.
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
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
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
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’
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’
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’
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
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
)ָ ‘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.
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
) ‘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
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
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
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
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).
• 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
( ֵ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
( ָ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
‘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
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