Fsi Hebrew Basic Course Student Text Raw OCR

H E B R E W
This work was compiled and pub lished with

the support of the Office of Education,
Department of Health, Education and Welfare,
United States of America.
JOSEPH A. REIF HANNA LEVINSON
F O R E IG N SE R V IC E IN ST IT U T E
WASHINGTON, D.C.
1965
P A R T M E N T
S T A T
O F
F O R E I G N S E R V I C E I N S T I T U T E B A S I C C O U R S E S E R I E S Edited by
LLOYD B. SWIFT
P R E F A C E
H*br*w Basic Course was produced by the Foreign Service Institute with the support of the Office of Education,
Department of Health, Education and Welfare, under the National Defense Education Act.
In its present form, the course is based on classroom experience with Government personnel whose duties require a
knowledge of spoken Hebrew, It is designed to provide material sufficient to enable the student to obtain minimum
professional competence both in speaking and in reading modern Hebrew.
The linguist in charge of the project was Joseph A. Reif, Scientific Lin guist on the staff of the Department of Near
Eastern and African Languages, The Hebrew material was principally written by Mrs, llanna Levinson, language instructor.
Tape recordings were made in the FSI language laboratory, under the direction of Mr. Gary Alley, by Mrs. Levinson, Mr.
Menachem Dov Heller, & Mrs. Rivka Behiri, language instructors. The illustrations were drawn and contributed by Mr. Irving
Bernstein of New York.
Mr. Heller contributed valuable suggestions as a result of his experience using drafts of the course in class. Mrs.
Behiri not only typed the final version in English, Hebrew and transcription, but also contributed many improvements in
style and format as the work progressed.
BASIC COURSE
HEBREW
BASIC
COURSE
HEBREW
CONTENTS
School of Language and Area Studies Foreign Service

Institute
TABLE OF CONTENTS
Introduction: Purpose
Style of Hebrew Used

Methods and Procedure
Material
Drills
Translations
Tests
Readings
Summary
xiv
xv
xv
xvii
xx
xxii
xxiii
xxiv
xxiv
Pronunciation: Transcription
Consonants
Consonant Clusters
Vowels
Stress and Intonation
xxv
xxvi
xxix
xxx ii
xxxiv
Tape Recordings
Basic Conversation:
Grammar Notes:
xxxvi
1.
1
1.
2
13
1.
4
15
L.
6
17
Unit 1.
Greetings (Two men meet)
Greetinqs (Two women meet)
Additional Vocabulary
Classroom Expressions
Masculine and Feminine
Pronominal Suffixes - Singular Set

Alternate Forms of Nouns before Suffixes
1
06
1
1
Unit 2.
Grammar Notes: Review
1
07
Review Conversations
Basic Conversation:
22Introductions (Two women are introduced)

23Additional Vocabulary
24Equational Sentences
2-5 The Direct Object Preposition /et ~ ot-/
Conversations
21Introductions (Two
men are introduced)
23
1
2
1
4
BASIC
COURSE
HEBREW
CONTENTS
Unit 3
Basic Conversation: 3*1 Introductions, contd.
3-2 Introductions, contd.
3.3 Additional Vocabulary
Grammar Notes: 3^ Alternate Forms of Nouns
3-5 Dual Number in Nouns
3.6 Pronominal Suffixes -
24
(Two men) 15
(Two women) 16
16
17
17
Plural Set 17
CONTENTS
Basic Conversation:
HEBREW
Review
Conversa
tions
20Unit
4.
2
1
Grammar Notes:
4.1Housing Arrangements
(Two men
Review Conversations speaking
)
4.2Housi
ng
Arrangem
ents
(Two
women
2
2
g
2
7
27
28
speaking
)
4.3Addit
ional
Vocabula
ry
4.4The
Preposit
ion
/Mel/
,of"
4.5The
Preposit
ion
/avur/
for, on
behalf
of'
4.6Contr
action
of /leha-/
'to the'
Unit 5
B
a
s
i
c
C
o
n
versa
tion:
Gramm
ar
Notes
:
51Sp
eaki
ng
VI
BASIC COURSE
CONTENTS
H
e
b
r
e
w
(
M
e
n
)
5
2S
p
e
a
k
i
n
g
H
e
b
r
e
w
(
W
o
m
e
n
)
HEBREW
53Pa
st
Tens
e of
Verb
s Firs
t
and
Seco
nd
Pers
ons
54Al
tern
atio
n
/mi~
me-/
from
' 55
Cons
onan
t
Alte
rnat
ion
/ b
~ v/
BASIC COURSE
29
30
3
1
3
6
36
37
Unit 6.
_________
(A man
asks a
man)
_______
39
62Asking
Directio
ns (A
woman
asks a
woman) 40
63Additi
onal
vocabula
ry 4!
64Stark
VI
CONTENTS
HEBREW
Imperati
ves 42
65Gentle
imperati
ves 45
66Negati
ve
Imperati
ves 47
67Contra
ction of
/be - ha-/
at the,
in the'
51
68Altern
ate
Forms
/ve- ~
u-/
'and'
69Loss
of Final
Basic Conversation:
sking Directions (i
Grammar Notes:
Stem
Vowel in
Verbs 51
U
n
i
t
7
B
a
s
i
52
sati
on:
Gram
mar
Note
s:
7.1
Wand
c
C
o
n
v
e
r
erin
g
thro
ugh
Tel
Aviv
(spe
akin
VI
BASIC COURSE
CONTENTS
g
t
o
HEBREW
BASIC COURSE
spea
king
to
woma
n
m
passerby)
a
7-3
n
Voca
passerby)
bula
7
ry
Dril
2
l
W
7.4
a
Gend
n
er
d
and
e
Numb
r
er i
Pres
n
ent
g
Tens
t
e
h
Verb
r
s
o
and
u
Adjectives
g
7h
5
T
/t/
e
l
Suff
A
ix
v
Femi
i
nine
v
Form
(
s
Unit 8.
B
a
s
i
c
C
o
n
v
e
r
s
a
t
i
o
n
5
3
5
4
Gra
mma
r
Not
es:
Rev
iew
Con
ver
sat
ion
s
51Wa
nder
5
5
5
7
5
8
6
2
VI
CONTENTS
i
n
g
T
h
r
o
u
g
h
T
e
l
A
v
i
v
(
c
o
n
t
d
HEBREW
BASIC COURSE
.)
52Wa
nder
ing
Thro
ugh
Tel
Aviv
(con
td.)
53Vo
cabu
lary
Dril
l
54/
a/ Suff
ix
Femi
nine
Form
s
6
3
6
4
6
5
6
6
7
0
VI
BASIC COURSE HEBREW CONTENTS

Unit 9
Basic Conversation:
Grammar Notes:
Unit 10.
Basic Conversation:
Grammar Notes: Review
Unit 11.
9.1 Wandering through Tel Aviv (contd.)
9-2
9.3
9-4
95
77
73
Wandering through Tel Aviv (contd.)
73
Vocabulary Drills
74
The Construct State of Nouns
75
Definite Article /ha-/ Prefixed to Adjectives
80
conversations
101Wandering through Tel Aviv (concluded)
8
102Wandering through Tel Aviv (concluded) 10- 1 3
Vocabulary Drills
8
104The Relative Conjunction /e-/
2
105Adjectives used to Modify Verbs
8
3
8
4
86
Basic Conversation: 11.1 Dinner Invitation

89 8
90 7
113Vocabulary Drills
90
114Cardial Numbers 92 Grammar Notes: 11.5 Contraction
of Initial Syllables
93
11.6 /yeS li/, /eyn li/
93
95
Unit 12
Basic Conversation: 12.1 Friday Evening Dinner
97
97
98 Grammar Notes: 12.4 Cardial
Numbers with Nouns
99
12.5 Ordinal Numbers
163
Review conversations
10b
Unit 13.
Basic Conversation
13-1 Friday Evening Dinner (contd.)

107
108
109
Grammar Notes: 13*4 Consonant Alternation /k ~ x/ 111
13.5 Formation of the Future Tense
111
13.t Use of the Future Tense
113
122
vll
Unit 14.
BASIC COURSE
Basic Conversation:
Grammar Notes:
HEBREW CONTENTS
14.1
14.2
14-3
14.4
14-5
14.6
14-7
At the Grocery Store

Vocabulary Drills
Cardinal Numbers, 20 - 1000
Colors
/o ~ u/ Alternation in Related Forms
Review of Negative Sentences
125
126
128
129
131
132
133
136
Unit 15
Basic Conversation:
Rapid Response Drill

15*1 At a Coffee House

153Vocabulary
141
Grammar
Notes:
145
15-5 Patterns Occurring with Roots
156Alternating Radicals
157Alternating Patterns
15-8 Designation of Patterns
I5.9 Designation of Radicals
154
139
140
Drills
Roots
145
147
148
148
149
150
151
Unit 16.
Basic Conversation:
16.1 Conversation in the Coffee House

153
154
16-3 Vocabulary
Drills
155 Grammar Notes: 16.4 Third Person Past Tense
Verb
Forms
156
Rapid
Response
Drill
163
Review
Conversations
164
Unit 17.
Basic Conversation:
17.1 At the Post Office

Grammar Notes: 17-4 Past Tense of pi'el
I7.5 Past Tense of kal fpa'al)
lf.6 Past Tense of hitpa'el
177Past Tense of hif'il
178Past Tense of lamed hey Verbs
167
168
168
170
170
172
173
176
178
179
18.1 Telling Time

184Clock Drills
Grammar Notes: 18-5 The Expected Future
18.6 /matay Se-/
181
182
183
189
19C
191
191
192
Unit 18.
Basic Conversation:

lx
CONTENTS
COURSE
HEBREW
Unit 19
Basic Conversation:
Grammar Notes:
BASIC
191Calling Long Distance
195
196
196
194Adverbs 199 19-5 The nif'al Conjugation - Present
and Past
Tenses 200
19-6 Present Tense of the nif'al
20
19-6
____
1
19.7 Past Tense of the nif'al
20
4
209
Unit 20.
Basic
Conversations:
Grammar Notes:
Unit 21.
Basic
Conversation:
Grammar Notes:
Unit 22.
Review Conversations Basic
Rapid Response Drill Review Conversations

201Hot Weather
202Cold Weather
205Further Remarks on lamed hey Verbs
206Verbs with Initial Radical y 20-7 Loss
of n before Consonants
21
1
21
2
213
21
4
21
6
211Going to the Theater
21
212Vocabulary Drills 21-3 Generalizations
8
214The pi'el Conjugation
220
215lamed hey Verbs in the pi'el Conjugation
22
216Stem Vowel Variations in the pi'el
1
217Verbal Nouns of the pi'el
22
223
218The pu'al Conjugation
2
224
229
230
236
237
238
Grammar Notes:
239
Rapid
Response
Drill
Review 240
Conversations
241
Conversation:
Unit 23.
Basic Conversation:
Grammar Notes: Rapid Response
221At the Box Office

22-3 The kal (pa'al) Conjugation 22.4 Verbal
Noun of the kal
Drill Review Conversations

231Before the Play
234Verb Drills
235The nif'al Conjugation
vlll
243
244
245
256
257
257
259
26
0
26
0
26
1
26
4
27
5
27
5
CONTENTS
COURSE
Unit 24.
Basic conversation:
Grammar Notes:
HEBREW
Rapid Response Drill Review
conversations
241Discussing the Show
244Verb Drills
245The hitpa'el Conjugation
27
7
27
8 2
79
281
28
3
288
Unit 25
Basic Conversation:
25-1 Leaving the Cafe

291
252Additional
Vocabulary
292
253Vocabulary
Drills
292
254Verb
Drills
293
Grammar
Notes:
25*5
The
hif'il
Conjugation
29
256Verbal
Nouns
of
the
hif'il
306
257The hof'al conjugation
307
Rapid
Response
Drill
309
Review
Conversations
309
Unit 26.
Basic Conversation:

26.1 Military Service

311
262Additional
Vocabulary
312
263vocabulary
Drill
312
264verb
Drills
313
265Members of the Family
322
322
Unit 27
Basic Conversation:
326
326
327
Grammar Notes:
have"
27-1 At the Barbershop 325

27.2 Additional vocabulary
27-3
Vocabulary
Drills
27.4
Verb
Drills
27.5 /haya/ "he was"

27.6 "I had", "I
33
33O
will
28
9
BASIC
CONTENTS
COURSE
HEBREW
332
335
335
Unit 28.
Basic Conversation:
28.1 At the Cleaner's

337
282Additional
Vocabulary
339
283Vocabulary
Drills
339
284verb
Drills
339
285Object
Suffixes
of
Verbs
346
Rapid
Response
Drill
349
Review
Conversations
349
34
BASIC
BASIC COURSE
Unit 29
Bas
ic
Con
ver
sat
ion
:
Rap
id
Res
pon
se
Dri
ll
Rev
iew
Con
Unit 30
Bas
ic
Con
ver
sat
ion
:
Gra
mma
r
Not
es:
Ra
pi
d
Re
sp
on
se
Dr
il
l
Re
vi
HEBRE
W
versa
tions
29-1
At
the
Shoem
aker'
s 292
Addit
ional
Vocab
ulary
293Ve
rb
Drill
s
294/
oto
ha-/
"The
same"
ew
Conve
rsati
ons
301Ach
es and
Pains
302Add
itiona
l
Vocabu
lary
303Voc
abular
y
Drills
304Ver
b
Drills
305The
Prepos
ition
/mi-/
"from"
306Com
parati
ves
and
Superl
atives
CONTENT
S
35
1
35
2
35
2
35
5
35
7
35
36
8
1
362
36
3
36
4
36
6
36
7
37
0
37
1
395
XI
CONTENTS
COURSE
Unit 31.
Bas
ic
Con
ver
sat
ion
:
Gra
mma
r
Not
es:
Rap
id
Res
pon
se
Dri
ll
Rev
iew
Con
ver
sat
Un
it
32
.
Ba
si
c
Co
nv
er
sa
ti
on
:
Gr
am
ma
r
No
te
s:
HEBREW
ions
311Fr
iends
Meet
at an
Offic
e
312Ad
ditio
nal
Vocab
ulary
313Vo
cabul
ary
Drill
s
314ve
rb
Drill
s
315To
o
Much
31.6
The
Passi
ve
Parti
ciple
BASIC
37
3
37
4
37
4
37
5
37
6
37
7
37
9
37
9
Rapid
Respo
nse
Drill
Revie
w
Conve
rsati
ons
321Fri
ends
Meet
at an
Office
(contd
.
322Add
itiona
l
Vocabu
lary
323Ver
b
Drills
xli
32
-4
Th
e
UnitJQ.
Ba
si
c
Co
nv
er
sa
ti
on
:
G
r
a
m
m
a
r
N
o
t
e
s
:
R
a
p
i
d
R
e
s
p
o
n
s
e
Prepos
itions
/ke-/,
/too/
R
e
v
i
e
w
C
o
n
v
e
r
s
a
t
i
o
n
s
33.1
Friends
Meet at
an
Office
(contd.
) 33-2
Additio
nal
Vocabul
ary
33 .3
Vocabul
ary
Drills
33 u
Verb
Drills
335
Supposi
tions
and
Conditi
onal
Sentenc
es
38
1
38
2
38
2
38
4
386
395
XI
38
7
38
9
39
0
39
C
3
'1
39
2
39
4
CONTENTS
COURSE
Unit 34.
HEBREW
BASIC
Basic Conversation: 34.1 Friends Meet at an Office

(concluded! 397
398
398
344verb Drills398 Grammar Notes: 3^*5 Nouns with Pronominal
Suffixes- Singular get 405 Rapid Response Drill407
Review
conversations
408
Unit 35.
Basic Conversation:
35-1 Getting Up in the Morning

35-2 Additional Vocabulary
35.3 Verb Drills
410 Grammar Notes: 35-4
Pronominal Suffixes-Plural Set 411
35*5 Prepositions with Pronominal Suffixes
409
409
Nouns
with
417
418
419
Unit 36.
Basic Conversation: 36.! Getting Up in the Morning
(contd.) 421
422
363Verb Drills423 Grammar Notes: 36.4 Construct State of
Plural
Nouns
424
Rapid
Response
Drill
425 Review conversations
426
IJnit_3Z
Basic Conversation: 37*1 Getting Up in the Morning
374verb Drills431 Grammar Notes:
/-ut/ "-ness"
37-6 Hortatives
(concluded) 429
43O
430
37*5 Abstract Nouns
433
433
434
435
in
Unit 33.
Basic Conversation: 38.1 Purim Parade
^37
438
438
384Verb Drills439 Grammar Notes: 38-5 Negative Adverbials
440 Rapid Response Drill4*il Review Conversations
4
+ 2
xli
Unit 39
BASIC
HEBREW
CONTENTS
COURSE
Basic Conversation:
443
Grammar Notes:
445
39! Buying Clothes

444
39*3 /kvar/ and /od/
445
446
Unit 40
Basic Conversation: 40.1 Going to the Irrigation Project
40.2 At the Irrigation Project
40-3 Additional Vocabulary
Grammar Notes: 40.4 Derived Nouns - mif'al
40.5 Derived Adjectives - pa'il
Tests:
Reader:
447
448
449
450
450
45O
Interpreter Situations
Taped Tests
451
456
The Hebrew Alphabet
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Common Proverbs and Expressions
Stor
y
Stor
y
537
Stor
y
Glossary
Stor
y
Stor
y
538
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
Stor
y
is
1.
2.
4.
6.
8.
10
.
11
.
12
.
13
14
.
15
.
16
.
17
18

3
-

19

20 39

.
21

.
22

.
23

.
24
...
.
25

26

.
27

28
.
29

30

.
46
3
48
8
49
1
49
3
49
5
49
7
50
0
50
2
50
5
50
7
51
0
51
4
51
5
51
6
51
7
51
8
51
9
52
0
52
1
52
2
52
3
52
5
52
6
52
8
52
9
53
0
53
1
53
2
53
3
53
4
53
6
53
7
PRONUNCIATION HEBREW
BASIC COURSE
INTRODUCTION
Americans know of Hebrew as the language of the Old Testament. Hebrew had
been a living language, that is, it was spoken as a native language by a community
of people, at least until the First Century, B.C., and possibly for several
centuries after that. But even though it ceased to be a living language in this
sense, a large and important body of literature has remained in constant daily use
for prayer and study.
During the Middle Ages and into the Renaissance Hebrew served as a lingua
franca for Jews throughout the world, and the literature was expanded by scholars
and poets. Hebrew thus was kept in continuous familiarity, and in the last century
successful efforts were begun to revive it as a modern language.
Today Hebrew is the official language of the State of Israel. It is being
taught to immigrants speaking a wide variety ,of native languages, and the coal is
to have all the inhabitants learn to speak it.
To be sure, modern Hebrew is different from the Biblical language. The
phonology (sound system) has been symplified, and new syntactic patterns and
vocabulary have been developed to express concepts not dreamed of two thousand
years ago. But the modern language is unmistakably the descendant of the language
of the Psalms and the prophets.
The sounds of modern Hebrew are fairly easy for Americans to learn. Since
only a minority of the present population are native speakers of Hebrew, foreign
accents can hardly be called rare, and one should not feel the slightest
embarrassment in making even halting efforts to speak it.
PURPOSE
It should be stated very clearly at the outset that this book is not
intended as an elementary text for the study of the Bible or other Hebrew
literature. It is also not intended as a reference grammar of Hebrew. There are a
number of good books on the market to fulfill those needs. This book is intended
as a training manual, designed to teach a non-speaker of Hebrew to speak and
comprehend with some degree of fluency an acceptable form of the modern language.
Its relationship to a reference grammar is analogous to the relationship of a
program of calisthenics to a textbook on physiology. The student is not supposed
to read this book in order to find out about Hebrew; he is supposed to work at the
material presented here until he can speak Hebrew, and he will have to work hard.
The goal of this course is performance. One "knows" Hebrew in the same
sense that one "knows" how to drive a car. It is not necessary to be an automotive engineer or to know the technical terms for the parts of a car in order to be
a good driver. Many excellent drivers even have wrong notions about the mechanical
aspects of an automobile. Similarly, it is not necessary to be able to discuss
accurately and comprehensively the grammar of a language in order to speak it
fluently and correctly. Intensive drilling will produce the proper habits. When
the student participates in conversation easily and fluently with a minimum of
either "accent" or of conscious effort then he has achieved the goal of the
course.
Emphasis on the spoken language does not mean that reading and writing are
to be ignored or downgraded in overall importance for the educated speaker. These
latter skills are a separate problem which in the initial stages of study are
treated as secondary.
Many students who use this book will already be familiar with the Hebrew
alphabet and writing system. For those who are not it is suggested that work on
reading be postponed until Unit 10 is completed. Classes will of course, vary in
their ability to absorb the material, and the instructor should feel free to
adjust this schedule.
However, it is felt highly probable,on the basis of a large body of
experience with many languages, including Hebrew, that the total competence of the
student will be greater if he starts with the spoken language and then adds the
written form rather than vice versa. students who already know how to read will
profit greatly if they concentrate exclusively on the spoken language for at least
the first ten units.
40
STYLE OF HEBREW USED

BASIC
COURSE
HEBREW
CONTENTS
The language presented here as a model for students

to imitate is the ordinary informal speech of educated
native Israelis. This is different from the Hebrew usually
taught outside of Israel, and students who have already
learned some Hebrew may have to make some adjustments.
Modern Hebrew is a living language and as such it is changing daily. Slang

expression, coinages, variant pronunciations, and grammatical innovations are
characteristic of any living language. Furthermore, Hebrew is spoken and written
in a variety of styles. These vary from highly formal to highly informal.
Formal spoken style is very similar to the literary style and is more
like the Hebrew that is taught traditionally. Formal style is used, as the name
implies, for public speaking, official meetings, radio news broadcasts, or
other occasions where the speaker would use deferential or deliberate speech.
Informal spoken style is that used by native speakers in ordinary, relaxed
conversation. It is often more rapid than the formal style and is the speech which
seems most "natural" to native Israelis.
There is a highly informal style which contains much slang, contractions
and dropping of sounds, and is fairly rapid. The student should not attempt to
learn it until he is fairly fluent in the ordinary informal style.
The informal speech used in this text is tempered with features of more
formal speech. These are included because the non-native speaker will be expected
to have learned them, and their use will not seem affected.
It is interesting to note that the speakers who provided the material for
this book often insisted that one should not use forms or expressions which they,
in fact, did. This occasionally led to long discussions about what to include in
the book, and sometimes no final decision was reached. Thus, for a example, the
forms /birer/and /otxem/ "you"are included in the material as well as the
'correct' forms /berar/ and /etxem/. In such cases the student will find that
either choice will be acceptable in conversation.
METHODS AND PROCEDURE
The Native Speaker
41
INTRODUCTION
HEBREW BASIC
COURSE
Since the emphasis is on speech throughout the course, an indispensable

component is the voice of an instructor whose native language is Hebrew. The
student should not attempt to use these materials without either a native
instructor or recordings of a native instructor's voice. The method of instruction
incorporates guided imitation, repetition, memorization, pattern practice, and
conversation.The instructor performs the following functions:
a)He serves as a model for imitation and a source for elicitation of material.
In this his ability to repeat without change and his endless patience are most
important.
b)He corrects mistakes of all kinds: pronunciation, grammar, and vocabulary.
Tape recordings are an extremely useful tool, but they cannot correct the
student.
c)He drills the student. He conducts, and may himself devise, drills and
exercises designed to fix new language patterns in the habits of the learner.
d)He converses with the student. He acts out prepared conversations with the
student. It is here that his intelligence, imagination, and skill are most
important.
It is to be noted that explanation is not listed as a normal
function of the instructor. In general, explanation of the language is held
to a minimum. Using the language and talking about it are different things.
The native speaker has under his control the vast array of possible
sentences of the language, knows when to use them, and recognizes and responds to
them when used by others. In this sense only the native speaker really knows the
language. For this reason he is the most satisfactory model, corrector, and
conversation partner.
However, the native speaker is to a great extent unaware of the structural
patterns of his language because he learned them at an early age and has not
thought much about them. The educatedman is overtly familiar only with those
patterns of grammar, style, and pronunciation which are emphasized in his
education. These are usually only a small fraction of the total structure of the
language, and by no means the most important for the English-speaking student.
The native speaker's explanations about his language may be satisfactory, or
correct but inadequate, or even completely false or misleading. For these reasons
the student should not rely on the native speaker as an explainer. Normally, the
course is conducted under the supervision of a scientific linguist who provides
whatever explanations are necessary. .
Intensiveness
Not only is a large total of instructional hours necessary, but concentrated study is essential. Experience has shown that greater concentration of
contact hours, especially at the beginning of a language course, yields far
better results than dispersal of the same number of hours of over a long period
of time. The maximum load per day for efficient learning is highly variable, some
students reaching the point of diminishing returns with four contact hours and
others being able to work up to eight or more. At the Foreign Service Institute
students usually have six hours a day five days a week of classroom contact
hours.
The size of the class is another important consideration. As in many
learning situations, the learning of a second language proceeds more thoroughly
and rapidly if it takes place in a small group. This provides greater variety in
drill and conversation, more speaking time for each student per class hour, and
allows the instructor to give more attention to each individual. The maximum
figure for effective learning varies with the personality types of the students,
the skill of the instructor, and other factors, but the number six serves as a
standard, across-the-board maximum.
At the other extreme, a class consisting of a single student is feasible
and may be very successful, but it usually proves better to have several students
for drill and conversation. In the regular intensive courses at the Foreign
Service Institute the norm is about four.
xv 1
HEBREW
BASIC COURSE
INTRODUCTION
The drill techniques described below assume that the class will have
no more than six students. For larger classes the instructor will have to
devise various types of choral drills and responses and to rely more on tape
recordings to give- the individual student practice in speaking.
An important aspect of the method is OVERLEARNING, that is, learning
sentences so thoroughly that they come out automatically. Any thinking in the
language' then consists of thinking about what to say and not about how to go
about saying it. This cannot be accomplished unless the student spends a lot of
time practicing.
MATERIAL
The material for the spoken Hebrew section of the course is divided into
units which consist of the following parts: Basic Conversations, additional
vocabulary, vocabulary drills, verb drills, grammar notes and drills, rapid
response drills, and review conversations.
Basic Conversations
The Basic Conversation is the core of each unit. It consists of a set of
sentences in dialogue form, which is to be completely memorized by the student.
After having overlearned these sentences the student proceeds to intensive
drilling based on the sounds, constructions, and vocabulary contained in the
sentences, then to prepared or guided conversations, and finally to free
conversation on topics covered in the sentences and expanded by the grammatical
points covered in the grammar sections.
The sentence is the natural unit of speech. All languages have sentences,
and sounds and forms of a language normally appear within sentences. It is clear
that the student must learn to use sentences readily, no matter how this learning
is accomplished.
In learning whole sentences the student acquires words and grammatical
patterns simultaneously. Experience has shown that having the student first learn
words and rules and then produce sentences by combining the words according to
the rules is an inefficient way to learn. For most people a grammatical pattern
is learned (in the sense that it is "internalized" and can readily be used) more
rapidly by thoroughly learning illustrative sentences which embody it than by
having it presented as a rule.
Furthermore, the pronunciation and grammatical form of words or other
units of the language may be quite different in isolated citation from what they
are in connected speech, and since the connected speech form is far more frequent
it normally deserves far more attention and drill than the citation form.
The sentences of the Basic Conversation are presented in three parallel
columns. The column on the right gives the Hebrew sentence -in the Hebrew
alphabet. The column on the left gives an English equivalent (not necessarily a
literal translation) of the Hebrew sentence. The middle column is a transcription
of the Hebrew sentence. Since the Hebrew spelling is given vithout vowel points
the student will have to rely on the transcription for rendition of the
pronunciation. The Hebrew in the right hand column is given mainly for the
benefit of the instructor who will find it more familiar to read than the
transcription, although the student may use it for reading practice later.
After each sentence a "breakdown" of the new words is given. The English
translations of these entries tend to be more literal than those given for the
Basic Sentences themselves, and are more like the entries to be found in a
dictionary.
The technique for teaching the Basic Sentences is a "build-up" scheme in
which each longer sentence or group of sentences is broken up into short
pieces, and then each piece is presented last piece first and cumulatively,
until the student can speak the entire sentence or group of sentences. When the
entire sentence is built up it is repeated by the instructor and student.
The pieces to be presented are printed on separate lines. For example, the
group: /toda raba. lomx tov. uma lomxa?/ "Thank you very much. I'm fine. And how
are you?" is written in the book like this:
43
BASIC COURSE
Thank you very much.

I'm fine.
And how are you?
toda raba.
Siomi tov.
uma lomxa?
.
.
? /i'
It is presented to the student as follows:

Instructor or Tape:
uma Slomxa?
Student:
uma Slomxa?
Instructor or Tape:
Student:
Instructor or Tape:
toda raba.
Student:
toda raba.
Instructor or Tape:
toda raba.
Student:
toda raba.
Slomf tov
.
Slomi tov
.
Slomi tov
.
Sloml tov
.
Slomi tov
.
Slomi tov
.
uma Slomxa?
uma Slomxa?
uma lomxa?
uma lomxa?
uma Slomxa?
(repetition
)
uma Slomxa?
As much as possible the sentences have been divided into natural sounding
pieces. However, the instructor will still have to achieve skill in presenting the
pieces with the intonation that they have within the entire sentence. The
repetitions of these partial sentences should not be dull and mechanical, but should
be an accurate model for the student to imitate in a natural conversation.
The instructor's pronunciation may vary somewhat from that indicated by the
transcription. The student should imitate the instructor, but the instructor should
not try to impose a "bookish" or supposedly "correct" pronunciation if it is not
completely natural to him in ordinary, relaxed speech.
For the benefit of the instructor the Basic Sentences are printed in larger
type than the vocabulary entries after each sentence. The instructor does not drill
the vocabulary entries; they are given for the student's reference.
After acceptable imitation and accurate pronunciation of the Basic Sentences
have been achieved they are assigned for memorization outside of class or repeated in
class until memorized. Repetition outside of class, preferably using recorded
materials as a guide, must be continued to the point of overlearning, as mentioned
above. As a final step, the students act out the entire Basic Conversation from
memory, with the instructor or with other students. Only when the Basic sentences have
been mastered to this extent can they be considered to provide an adequate basis for
grammatical drills and for control of the spoken language.
Some Basic Conversations are rather long, and are therefore broken up into
sections which cover several units. After the section in each succeeding unit is
mastered it may be combined with the sections from preceding units for review and
practice of longer conversations.
Appropriate additional vocabulary is presented in this section which

follows the Basic Conversation. New words or expressions are always presented
within sentences, and the student is not required to memorize lists of new words
as such. Items are included in this section to give material for expanded or
varied conversation or to present paradigms to be learned before a grammatical
explanation is given.
Vocabulary Drills and Verb Drills
It is not assumed that a student will automatically be able to extend the
rules to all new forms encountered. Therefore, further opportunities are
presented to practice the manipulations. Whenever, for example, an adjective is
introduced in a Basic Sentence or Additional Vocabulary all other forms
(masculine, feminine, singular, plural) will be drilled in this section. Whenever a new verb is introduced the entire conjugation is drilled, as far as is
practicable. These drills not only reinforce the grammatical patterns, but also
give an opportunity to illustrate different meanings and the use of forms in
different contexts.
Grammar Notes and Drills
44
HEBREW
BASIC COURSE
INTRODUCTION
All explanation of the structure of Hebrew - sounds, forms, constructions,
or style, - is kept to a minimum in the course. When a grammatical point is to be
made clear by a supervising linguist or in a Grammar Note, this is done (a) after
examples of the point have appeared in Basic Sentences, (b) by calling attention
to these instances and adding other illustrations, and (c) by a simple, clear
statement. Then, most important of all , the point is reinforced by drills.
Historical explanations or appeals to "logic" are generally avoided, but
contrast with similar or conflicting patterns of English is usually indicated.
It is generally wasteful to spend a great deal of time on grammatical
explanations. Even if they explain what IS said, rather than somebody's idea of
what SHOULD be said, it is still largely wasted motion in that the student does
not participate and does not master the point. The time spent in explaining a
point is usually better spent in drilling that point with carefully selected,
natural sentences exemplifying it.
On the other hand, the attempt to rule out all explanation and to teach
everything by a "direct method" completely in Hebrew also wastes time. Very often
a simple point which takes endless repetitions of various sentences before the
student gets the hang of it can be explained briefly and effectively in English
and then drilled systematically.
The Grammar Notes do not cover all possibilities. The instructor will be
sure to find exceptions to each explanation or contexts in which the explanation
is contradicted. The Grammar Notes are intended as guides, and the student should
not expect them to be comprehensive for all cases.
Some explanations are not given in traditional order. Thus, for example,
the first and second person forms of the past tense of verbs are drilled
separately from the third person forms, and the complete past tense of verbs is
then drilled without regard to binyan, or conjugation. The complete paradigm of
each binyan is not presented until Units 21-25, although references are made to
them and various verbs are drilled in preceding units. Also, the pi'el is
presented before the kal since the former is a simpler conjugation in modern
Hebrew and because most new verbs are coined in the pi'el.
Terminology
In line with the desire to keep explanations simple, no wild forays into
novel terminology are made. All students will recognize such familiar terms as
"past tense", "imperative", "gender", etc. Certain other terms which may not be so
familiar are "construct state", "radical", and "dual", but these are traditionally
used in grammars of Hebrew. Also, some Hebrew grammatical terms are used, such as
"lamed hey verb", "pi'el", etc.
Nevertheless, the student may find some of the terms to be strange,
especially if he has had no grammatical training embodying the practices of modern
scientific linguistics. New terminology has arisen in order to be able to make more
objective statements about language, and some of it is used here as a matter of
course. Thus, for example, "forms" are said to "occur"; groups of consonants with
no intervening vowel are called "consonant clusters"; etc. The most unfamiliar
terminology may be the phonetic descriptions of consonants and vowels, such as
"affricate", "low central vowel", etc.
The student should keep in mind that he does not have to learn terminology
or to talk about Hebrew. It is far better and more pertinent for him to be a good
mimic than to know what a voiced velar fricative is.
Rapid Response Drills
In Rapid Response Drills students answer in quick succession questions on
the Basic Conversation of the unit. The instructor may vary these questions by
having the students take the parts of various actors in the Basic Conversation and
asking them direct questions about their parts.
The Review Conversations give the student opportunity to improvise brief
conversations, starting with models given in the text. The sample conversations
given in this book may be used both for testing comprehension and for conversation practice. Complete directions for using the Review Conversations for
45
BASIC COURSE
conversation practice are given in Unit 1. Later the instructor and students are
left to their own ingenuity in changing and expanding them.
DRILLS
Drills are not tests.
All drills are planned to be easily and rapidly answered. In class they are
to be done orally with the students' books closed. Answers are available in the
textbook. The drills are not puzzles; they are not to be "figured out" but merely
to be spoken for speed and accuracy. They are opportunities to practice new forms
or sequences in new contexts. If the student has difficulty this may reflect an
inadequate mastery of the Basic Conversations or of previous drills. In any case,
it is of no great importance whether or not he can figure them out by himself. The
goal is to learn to speak Hebrew accurately and fluently, and this aim can be
achieved only by correct repetition of the forms and patterns involved. The
instructor should supply the correct response whenever the student hesitates too
long or does not answer correctly.
In the earlier units of the course the drills are given in the Hebrew
spelling and in transcription so that the student may follow the drills when using
the tape recordings. It is assumed, however, that the student will have learned to
read Hebrew by the time Unit 20 is completed. After Unit 21, therefore, the
transcription is omitted in the drills. Translations are given for the first set of
responses in each drill.
The instructor should check to see if the students understand what is going on
by stopping at random points in a drill and asking a student to translate the last
response. It is best to ask a student other than the one who just responded. The
instructor should do this only once in a while so that a maximum amount of time is
given to the students to speak Hebrew.
Substitution Drills
The purpose of this type of drill is to present variations in form, such as for
gender, number, person, without the student having to do any manipulations at all
other than to repeat what the instructor has said and to fit it into the model
sentence.
A substitution drill is done as follows: The model sentence is given by the
instructor and then repeated by the students. The instructor then gives a form which
is to be substituted into the model sentence. The student responds with the entire
sentence with the new form substituted. The instructor rein- forces the correct
response by repeating the student's response.
In the tape recordings of drills a blank interval is left for the student to
respond. The correct response is then given. If the student has not responded
correctly he will hear something different from what he himself has said. This will
serve as a correction from the instructor. If he has responded correctly then the
repetition will reinforce the proper habits.
Further instructions for doing substitution drills and substitutionagreement drills are given with examples in Unit 1.
Substitution-Agreement Drills
The purpose of this type of drill is to elicit a variation determined by the
cue from the instructor. The instructor gives the student a substitution to make in
the model sentence, and this substitution requires the student to make a change
elsewhere in the sentence. These subsequent changes are the points being drilled.
A substitution-agreement drill is done in the same way as a simple substitution
drill. It will usually require more repetitions for mastery since the student must
make more than one change in the model sentence.
Expansion Drills
46
HEBREW
BASIC COURSE
INTRODUCTION
The purpose of expansion drills is to give the student practice in producing
longer utterances while maintaining a certain grammatical context.
The instructor gives the student a model sentence. The student repeats this
model sentence and adds another sentence to make a longer utterance. For example:
Instructor: hu gar bemalon dan.
Student: hu gar bemalon dan, vehamiSpaxa Selo tag1a beod Savua. Instructor: He's
staying at the Dan Hotel.
Student: He's staying at the Dan Hotel, and his family will arrive in a week.
47
INTRODUCTION
HEBREW
BASIC
COURSE
In this case the reference to the subject of the first sentence is maintained
in the added sentence: /hu - Selo/ "he - his".The instructor repeats the entire
response of the student. After the drill has been done a number of times the
instructor may omit this repetition in order to speed up the drill in class.
Transformation Drills
The purpose of transformation drills is to give the student practice in
shifting from one tense to another/ from one conjugation to another, from singular to
plural, etc., or simply to paraphrase. The student must eventually be able to make all
grammatical manipulations automatically, and this type of drill is most helpful.
The instructor gives a sentence and the student responds with another
sentence, determined by the instructions given for the particular drill. The
instructor should give the first reponse so that the student will understand what
sort of transformation he is supposed to make.
Response Drills
The purpose of response drills is to simulate a situation which may occur in a
real conversation. The question and response is extracted from such a possible
conversation in order to concentrate on the grammatical points which must be drilled.
Response drills differ from real conversation in that the student is instructed
to give only one possible answer. The instructor should give the first response so
that the student will know what his responses to subsequent questions should be.
Translation Drills
The purpose of translation drills is to familiarize the student with the idiom
of Hebrew or with characteristic constructions of Hebrew whose literal English
translation might be misleading. Translations drills are comparatively few in number
in the course, but all drills may be used as translation exercises by asking for spot
translations into English as explained above.
TRANSLATIONS
Two kinds of translations are used in this text, literal and free. The latter
is often more in the nature of an English equivalent, that is, what would be said in
English in an equivalent situation rather than a linguistic translation,
A beginning student often has the impression that the literal meaning is
the "true" meaning and that any other meaning is necessarily secondary or wrong.
This misunderstanding should be avoided. By comparing literal and free
translations, the student will learn how much the translation depends on context.
A word, expression, or construction may have several translations, depending on
other words in the sentence, the grammatical structure of the two languages
involved, and the social situation in which the conversation takes place. For
example, the literal translation of /ma Slomxa/ is "What is your peace?" We have
translated this as "How are you?", which is what an English speaker says in the
same situation. Conversely, though, the literal equivalent of the English, /eyx
ata?/, is used in Hebrew but only as a rejoinder to a previous greeting.
xxli
In the drills various possible translations are deliberately used to free
the student from the idea that there is only one correct translation.
TESTS
The ultimate test is the ability to engage in a conversation in Hebrew and
to speak and comprehend accurately, fluently, and easily. Most students, though,
HEBREW
BASIC COURSE
INTRODUCTION
will appreciate some measurement of their performance during the course. Certain
tests are built into the course material itself, and depend on the instructor's
judgment in proceeding to new material. That is, the instructor should not
proceed to new material until the students have mastered the old. A decision to
proceed is thus a satisfactory mark of performance.
Intensive language training is usually very tedious, and the instructor
should resist pressure from the students to go on to a new unit if he feels that
they need more practice on the old.
The Basic Conversations and Additional Vocabulary must be memorized and
overlearned. Any hesitation on the part of a student means that he does not
know the material.
The Review conversations also serve as a test for comprehension and of
the ability of the students to use the limited amount of material learned up
to that point.
For further testing two other types are suggested below and some examples
of each are given in the section on tests.
These require three persons - the instructor, who pretends to know no
English, the student, who acts as the interpreter, and a third person who,
ideally,knows no Hebrew, but who may be another student pretending to know no
Hebrew. The interpreter is the one being tested and his ability to serve in that
function with accuracy will be readily apparent. In later stages of the course an
error on his part may lead the conversation far off the track or reduce it to an
absurdity. Students usually enjoy these interpreter situations once they become
familiar with the technique.
Taped Tests
None of the above tests will give the student a number grade. Suggestions
for tests which can be marked and a number or percentage grade given are included
in the section on tests. These tests require a tape recorder for the student to
record his answers. If the school is equipped with a language laboratory, then
the entire class may be tested at one time. The tapes are then listened to and
marked by the instructor.
The supervising linguist and instructor will, of course, want to devise
additional tests which the student will not be able to see beforehand.
The student should not be required on any test to discuss Hebrew grammar
per se or to list conjugations or the like. Questions such as "What is the
feminine singular imperative of /ba/ ,he came' ?" are to be avoided. Instead, the
student should be told "Tell that girl to come over here." If he responds with
/boi hena/, then he knows the form. Otherwise, he does not.
xxili
BASIC COURSE
READINGS
Material for instruction and practice in reading Hebrew is given in a

special section at the end of the material for spoken Hebrew. This does not mean
that such instruction should wait until the spoken material is completed. Indeed,
it is expected that reading will begin about the time Unit 11 is started.
After the explanation of the Hebrew alphabet some simple recognition
drills are given. These may be supplemented or replaced by flashcard drills in
class. Once the students have learned to recognize all the letters and the most
frequent sequences, then they may go back to the earlier units and read the Basic
Conversations, drills, and Review Conversations.
Resumes of the Basic Conversations from Unit 11 on are then given in the
reading section. These becomes progressively longer and more difficult.
Occasionally new vocabulary "is supplied in these resumes. The material in the
spoken Hebrew does not assume this additional vocabulary, but it may, of course,
be used in Review Conversations and the like.
Following the series of resumes is a series of short paragraphs, some of
which are based on actual news articles. These are intended to bridge the gap
between a fixed written text and free conversation. Progressive stages of
different types of questions follow these paragraphs. All of this is in Hebrew,
and the student practices reading and free conversation this way.
At the very end are some reading selections taken from newspapers and
other periodicals. They are presented as examples of material which the student
will see in normal encounters in Israel. The supervising linguist and instructor
may prepare additional materials to supplement them and to cover a range of
subject matter more pertinent to particular classes or individual students.
SUMMARY
The text provides for the assimilation of all basic forms and patterns of
the language by the guided imitation, memorization, and manipulation of a large
number of sentences and by practice in confronting several widely occurring
everyday situations. Actual living use of the language is a necessary adjunct of
the course. The instructor should therefore encourage his students from the start
to use Hebrew in every way possible, above and beyond what is provided for in the
text. After the first few days of work both students and instructor should avoid
the use of English in the classroom. Only by constant use of the skill he is
learning can the student hope to master it and retain it as a useful tool.
Transcription
In addition to the Hebrew spelling the material in this course is written
in a transcription meant to help the student listen. It is an attempt to put down
on paper the sounds that the instructor will say, or that will be heard on the
recordings. It should be emphasized that the transcription is just a reminder of
what is said and not a substitute for it.
The transcription is based for the most part directly on spoken Hebrew and
is not a transliteration of ordinary Hebrew spelling. Thus, for example, /k/ is
used for both and , and /t/ is used for both and Transcriptions are set
off in slash lines / / except in the Basic Conversations and Additional
Vocabulary. Slash lines are also omitted where they would clutter the text.
Some departures are made from a slavish transcription of the spoken
language. The definite article is spelled /ha-/ even though the /h/ is often
dropped in connected speech. Root consonants which assimilate to other
consonants in clusters are spelled consistently. For example, /tisgor/ "you
wall close" is spelled with /s/ although /tizgor/ would represent the actual
pronunciation more accurately. The departures were made ad hoc to eliminate
possible confusion and then only when the normal pronunciation may be easily
read from the varied transcription.
Students may be familiar with other transcription and transliteration
systems which are in use. sh is used where we use and ch or kh where we use x .
The system used here avoids ambiguities in the use of letters, and students will
have no trouble adopting it. However, commonly used transliterations will be
found in the English translations: For example, chala, Moshe, etc.
50
BASIC
TABLE OF SYMBOLS
COURSE
________________________________
HEBREW
Consonants:
_____________________________
PRONUNCIATION
Voiceless: p
Voiced:
Nasal:
m n
Lateral:
Glide:
Open juncture:
Vowels:
Stress: Strong
i e a o u
Weak (unmarked)
The correspondences of these symbols with the letters of the Hebrew

alphabet is given in the section on Readings.
In the following drills attention will be paid mainly to those Hebrew
sounds or groups of sounds which are very different from their English
counterparts. The examples in the drills are not to be memorized. The English
translations are given only for reference.
51
PRONUNCIATION
HEBREW
BASIC
COURSE
CONSONANTS
/l/ The articulation represented by this letter differs from the articulations
represented by the letter in English, especially at the end of a syllable. The
Hebrew articulation is a lateral, with the tongue touching the gum ridge behind
the upper teeth. The tongue is somewhat tenser than in English. The Hebrew
articulation is essentially the same at the end as at the beginning of a
syllable, whereas in English the tongue is retroflexed with the tip approaching the gum ridge but not making definite contact.
The Hebrew /!/ should be thoroughly learned since substitution of the
ish or American
Eng articulation gives one
a "thick" accent to the Israeli
l
ear.
li
"to me"
Salom
"hello"
e
"to"
l
lo
"to him"
Seli
"mine"
a
"on"
l
la
"to her"
elo
"his"
ko
"all"
l
lan
"to us"
Selanu
"ours"
gado
"big"
u
l
lev
"heart"
milon
"dictionar
meil
"coat"
y
kilkul
"malfunction
"
klal "generalization
"
menahe
"director"
l
gide
"he raised"
l
gode
"size"
l
Voiceless velar fricative.
/*/
The
represented by this letter
in English,
articulation
does
and, therefore, may give some difficulty to students. However, it is extremely
important that students master it and do not substitute /h/ or /k/ for it.
The tongue is brought back toward the soft palate, but instead of stopping
the passage of air, as with /k/, a friction sound is made between the back of the
tongue and the soft palate, similar to the noise made in clearing the throat.
Some speakers use an Arabicized pronunciation of /x/ when spelled . This
pronunciation is affected on the radio, also. However, it is not used in
general speech and will not be heard on the accompanying tapes.
xam
"warm"
lexem
"bread"
oreax
"guest"
xalav
"milk"
oxel
"food"
eyx
"how"
xom
"heat"
exad
"one"
Slomex
"(greeting)
"
xodeS
"month"
axal
"he ate"
elax
"yours"
xeci
"half"
?axav
"he lay"
namux
"short"
xika
"waited"
axim
"brothers"
macliax
"succeeds"
xuc
"outside"
axot
"sister"
tox
"inside"
xiduS
"renewal"
xada'S
" new"
xex
"palate"
xaxam
"smart"
lomxa
"(greeting)"
xemed
"delight"
xaval
"pity"
xut
"thread"
/r/ voiced velar fricative.
xxv i
PRONUNCIATION
HEBREW
BASIC COURSE
The articulation of the tongue is similar to that of /x/, but it is accompanied by

voicing of the vocal cords. Some speakers use a tongue-tip trill instead of the velar
fricative. The trill is also generally used on radio, in the theater, etc. Students
may use the trill, but for most native Israelis the velar fricative will sound more
"natural".
ram
"high"
laruc
"to run"
Soter
"policeman
rax
"soft"
teruc
"excuse"
xaver
"friend"
rion
"first"
derex
"way"
sefer
"book"
rikud
"dance"
^rev
"evening"
ir
"city"
rega
"minute"
arox
"long"
sar
"minister"
regel
"foot"
garim
"live"
kar
"cold"
ruax
"wind"
xaverim
"friends"
or
"light"
roS
"head
Sagrirut
"embassy"
barur
"clear
rak
"only"
Sagrir
"ambassador" lira
"pound"
/p/ voiceless Bilabial stop.
This consonant is quite similar to the English articulation. It occurs at
the end of words only rarely, and these are all loan words or abbreviations used
as words. At the end of words the lips are released. Before a stressed vowel it is
not as strongly aspirated as the English counterpart.
po
"here"
bapina
"on the corner"
jip "jeep"
/t/ Voiceless alveolar stop.

This sound is also similar to the English, except that at the end of a
word it must be released. Before a stressed vowel it is not as strongly
aspirated as the English counterpart.
tov
matay
et
at
ot
Selet
safot
kapot
"good"
"when"
"time"
"you"(f.s.)
"letter"
"sign"
"languages"
"spoons"
omedet
menahelet
Sevet
zait
bait
Stut
xut
rut
"stands"
"directress"
"tribe"
"olive"
"house"
"foolishness"
"thread"
"Ruth"
/k/ Voiceless velar stop.

This consonant, too, is similar to the English articulation except that at
the end of a word it must be released. Before a stressed vowel it is not as
strongly aspirated as the English counterpart.
kol
"all"
amok
"deep"
devek
"glue"
sakana
"danger"
xok
"law"
ravak
"bachelor
rak
"only"
bakbuk
"bottle"
xarak
"insect"
sakik
"small bag"
Sotek
"keeps quiet M
selek
"beet"
Sok
"thigh"
matok
"sweet"
tadlik
"kindle"
Suk
"market"
pihuk
"yawn"
emek
"valley"
porek
"unloads"
xelek
"part"
xxvil
BASIC COURSE
/c/ Voiceless alveolar affricate.
This consonant is a combination of the articulation /t/ and /s/ functioning
as a unit ts. Practice is usually required when /c/ occurs at the beginning of a
word or after a consonant.
The single symbol /c/ is used because between vowels the sequence /-ts-/ is
broken up into /-t + s-/ when syllabified. /c/, on the other hand, goes with
the second syllable as a unit.
/huca/ "he
/hutsa/ "she
koc
yoec
ec
lauc
kaic
acic
toceret
kacav
tocaa
mecit
was taken out"
was flown"
"thorn"
cav
"advisor"
cava
"tree"
cedek
"to
" ceaef
advise
"summer"
cemed
"flowerpo II
t
ceva
"product"
cimuk
"butcher"
cincene
t
"result"
cipor
"lighter"
cir
"turtle"
"army"
"justice"
"shell
cafon
cara
came
carud
"north"
"trouble"
"thirsty"
"hoarse"
"pair"
"color"
coek
cofe
"hollers"
"scout"
"raisin"
"jar"
colea
colelet
"bird"
"representative"
cur
cuk
"lame"
"submar
ine
"rock"
"cliff"
/y/ This sound is similar to the English glide and

forms
precedin vowels.
g
/iy/
/ey/
/ay/
/oy/
diphthon with
gs
/uy/
The diphthong /iy/ is rare and tends to be reduced to /i/ when it occurs.
/tiySan/
/tiSan/ "you will sleep."
At the beginning of a word the sequence /yi/ tends to be reduced to /i/

/yisrael/ /israel/
/'/ Open Juncture
The open juncture /'/ has an English counterpart which is not usually
written. It is the "catch" that occurs between vowels in the exclamation
"oh - oh" or the separation of syllables the second of which begins with a
vowel, as in the sequence "an aim" as opposed to "a name", or in "grade A"
as opposed to "gray day".
/'/ occurs mainly in slow or deliberate speech, it
elided or barely audible.
is
In ordinary
conversation
/'/ is spelled or . The latter has an

Arabicized pronunciation which is used by some
speakers but which is not heard generally. It does not occur on the accompanying
tapes.
The following pairs are given as illustrations. They should not require much
practice on the part of the English-speaking student.
/lirot/
/maca/
/nasa/
/mila/
"to shoot"
"he found"
"he travelled"
"word" /lir'ot/
tee"
/mac'a/
/nas'a/
/mil'a/
"to
54

"she rcuna"
"she travelled"
"she filled"
PRONUNCIATION
HEBREW
BASIC COURSE
For the pronunciation of vowels when the intervening /'/ is elided see the
note on vowel clusters.
/h/ This sound is similar to the English counterpart, except that it tends
to be dropped in rapid speech. Before stressed vowels it is usually
retained.
When /h/ is dropped it is replaced by zero, not /'/
/lehakir/ /leakir/ "to recognize" ( not /le'akir/)
The /h/ is generally kept in the transcription since the student might just
as well retain it until he acquires a natural-sounding rapid speech. It will
not seem affected or bookish.
The student should be aware in listening to other speakers that the
dropping of /'/ and /h/ will produce homonyms.
/gahar/ /gaar/
/ga'ar/ _ ^
/gaar/
"he crouched"
"he scolded"
The following consonants are infrequent and occur only in loan-words and
proper names.
// as the ch in English cheese.
/?izbat/ "tall tale"
/j/ as in English ]eep.

/jip/
"jeep"
/X/ as the s_ in English measure or the in French.

/2aket/ "jacket"
'
/b el/
"beige"
'
Consonant Clusters
In ordinary speech two adjacent consonants within a word will tend to be
either both voiced or both voiceless. If there is a sequence voiced voiceless, such as / - zk -/, or voiceless-voiced, such as /- sg -/ then the
first will assimilate to the second. In slow or very careful speech the
distinction may be maintained.
Slow speech
voiced-voiceless
/tizkor/
Normal speech
/tiskor/ "you will remember"
/tizgor/ "you will close"
voiceless-voiced
/tisgor/
This will often produce homonyms, or forms which in slow speech are
distinguishable but in normal speech are not. For example, the singular forms
of these verbs are always distinguishable:
/yexapes/
"he will seek"
/yexabes/
"he will launder"
xxlx
BASIC COURSE
The plural forms, though, will usually sound the same:

/yexapsu/
(/yexabsu/ ) /yexapsu/
"they will seek."
"they will launder
English speakers should have no difficulty learning such pronunciations,

though in English the second consonant often assimilates to the first rather
than the reverse:
"observe" is pronounced obzerve, rather than opserve.
The student should be aware of the possibilities since the occurrences are
quite common, but context usually relieves any ambiguity.
The four consonants which do not have voiceless counterparts /m, n, 1, y/
(see chart) as well as /r/ and /v/ do not cause the assimilation of a preceding
voiceless consonant.
/masve/
"veil"
not */mazve/
/nifrad/
"separated" not
*/nivrad/
/c/ assimilates to a following voiced consonant, also: /hicbia/ "voted"
often sounds like /hidzbia/.
The
between
finally
English
above examples show medial consonant clusters, that is, clusters

vowels. Clusters also occur initially (at the beginning of a word) and
(at the end of a word). Medial and final clusters should give the
speaker no particular difficulty.
Initial Consonant Clusters

Some initial clusters are similar to their English counterparts and should
not present any pronunciation problems,
/pi/
/tr/
/kl/
/plitim/
/truma/
/klita/
"refugees"
"contribution"
"absorption"
Many frequently occurring initial clusters will be unfamiliar and will

require practice. Some examples are given below, but many more will occur in
the course material.
The most common error that English speakers make is to insert a vowel
between the consonants.
/pt/ /ptixa/
/ptax/
"opening"
"open"
/pn/ -
/pne/
/pnim/
"turn"
"interior"
/tm/ - /tmariny'
/tmuna/
"dates"
"picture"
/tl/ - /tluya/
/tliSut/
"dependent"
"detachment"
/ktana/
"address"
"small"
/cror/
"necessary"
"bundle"
/cfat/
/cfoni/
"Safed"
"northern"
/kt/ - /ktovet/
/cr/ - /crixa/
/cf/
56
BASIC
COURSE
________________________________
/cvat/
/cv/
_____________________________ /cvai/
PRONUNCIATION /bd/
/bdika/
/bdixa/
"pliers"
"military"
HEBREW
"examination"
"joke"
M/
/bgadim/
/bgida/
"clothes"
"treason"
/dl/
/dli/
/dlatot/
"bucket" "doors"
/dv/
/dvaS/
/dvora/
"honey" "bee"
/gv/
/gveret/
/gvina/
/gd/
/gdola/
/gdud/
Cluster
s
o
f
Mrs." ,'cheese"
"big" "troop"
Three Consonants
Medial clusters of three consonants are rare. When they occur as a result
of grammatical patterning then a vowel (usually /e/) is inserted between the
second and third consonants. When clusters of three consonants occur initially
the vowel /i/ is usually inserted between the first and second consonants.
These insertions are discussed in a number of places in the text.
The clusters of three consonants which do occur are mainly in recent loanwords or proper names:
/split/
"(banana) split"
Non-Permissible Clusters
Some sequences of consonants do not occur in Hebrew. These are called
non-permissible clusters. For the most part, restrictions are limited to
initial clusters.
When a grammatical pattern would ordinarily produce a cluster, but
the cluster is non-permissible, then a vowel is inserted, usually /e/. If
the first of the two consonants is /h/, /x/, or /'/ then the inserted
vowel is usually /a/.
are:
Examples of non-permissible clusters occurring in a grammatical pattern

m.s.
/gadol/
/yaxol/
/xazak/
/'acuv/
/na'im/
"big"
"able"
"strong"
"sad"
"pleasant"
f.s.
/gdola/
/yexola/ for Yyxola/
/xazaka/ for yxzaka/
/'acuva/ for */' cuva/
/ne' ima/ for Yn' ima/
The insertion of such vowels is discussed and drilled for each particular
grammatical pattern.
57
BASIC COURSE
Some non-permissible initial clusters are permissible medially. The

addition of a prefix may, therefore, give two possible forms with the same
meaning.
/rexov alenbi/
/berexov alenbi/
or
/birxov alenbi/
"Allenby Road"
"0n Allenby Road"
(The shorter form is often the more formal or literary style.)

VOWELS
The vowels of modern Hebrew are harder to master than the consonants.
Students who have already learned some Hebrew traditionally may find that they
have to un-learn some of the pronunciations.
In stressed syllables the vowels are very similar to the five vowels of
Spanish. In unstressed syllables the vowels are generally reduced or centralized. In rapid speech vowels may be dropped entirely.
The student will find that the instructor's pronunciation of vowels will
shift when going from deliberate speech to normal speed speech. Often the
instructor is unaware of these changes and when asked to repeat or slow down
he will produce a somewhat unnatural utterance. The student should be aware of
this tendency and imitate the normal speed utterance. Speaking whole sentences
at normal speed rather than choppy groupings of individual words will help the
student in this regard.
/i/ High front vowel, tenser than the i. of English bit
"to drink"
1m
IS
iSa ir
biSvili
"with"
"man"
"woman"
"city"
"for
me"
liStot
naim
ma im
tikans
i
adoni
"sir"
II J II
"pleasant"
"water"
"enter"
"who"
am
"without"
mi
bl
"dish"
i
kl
/e/
This i
symbol represents a vowel which has a range covering several
English vowel phonemes. In stressed position followed by a consonant or at the
end of a word it is similar to e of English bet.
Students should be very careful not to replace it with /ey/ at the end of a
word - /kafe/ does not sound like the English cafe. The final /e/ is like the e
of bet with the t cut off.
bet
omed
oxel
"second letter"
"stands"
"eats"
betax
yafe
et
"sure"
"pretty"
"time"
nae
kafe
roe
"nice"
"coffee"
"sees"
In primary stress position before a vowel it is slightly higher and

followed by a y glide.
yodea
"knows"
Somea
"hears"
korea "tears"
In other positions it is more centralized, like tl3e of democracy.

meod
meot
mevin
kesef
yeled
"very"
"hundreds"
"understands"
"money"
"boy"
lamadeti
derex
beseder
bevakaga
58
"I studied"
"way"
"O.K."
"please"
BASIC
COURSE
________________________________
HEBREW
_____________________________ /a/ Low central vowel

PRONUNCIATION
This vowel is pronounced like the o in
American English hot. Before voiced consonants
this vowel is shorter tnan the similar English vowel. At the end of a word
it is glottalized, that is, has a "clipped" ending.
In unstressed syllables, especially before a strongly stressed syllable it
tends to be centralized, like the e of English below.
at
rak
SamaS
mamaS
ahav
ad
"you" f.s.
"only"
"custodian"
"really"
"loved"
"until"
amad
gag
az
kala
xala
teva
"stood"
"roof"
"strong"
"bride"
"twist bread
"nature"
/o/ Low-mid back vowel.

This vowel is similar to the ou of cough as pronounced by many Americans.
Listen to the tapes or the native instructor to get the exact pronunciation.
Be careful not to substitute a diphthong such as the o of note . Before voiced
consonants it is shorter that the similar English vowel. At the end of a word
it is glottalized.
In unstressed syllables, especially before a strongly stressed
syllable it tends to be centralized, like the e of English below.
kof "monkey" boker
tov "good" boker
sof "end" oxel
xodeS "month" oxel
yom "day" ohev
"morning" oto
"herdsman" lo
"food" o ^
"eats" Slomo
"loves"
"him"
"no"
"or"
"Solomon"
/u/ High back vowel

This vowel is slightly higher than the oo of shook. Be careful not to
substitute a diphthong with a w-off-glide such as the oo of food.
Suk "market"
Suv "again"
Siput "jurisdiction"
sulam "ladder"
sidur "arrangement"
ud "firebrand"
uf "fly away"
uc "advise"
hu "he"
yifnu "they will turn"

yiStu "they will drink"
Savu "they returned"
banu "in us"
banu "they built"
kanu "they bought"
avdu "they worked"
kumu "get up"
uru "wake up"
Vowel Clusters
All combinations of two vowels occur. The Hebrew spelling may indicate
that /'/, /h/, or /y/ should occur between them, and in deliberate speech
these consonants will usually be heard. In ordinary speech, however, vowel
clusters occur with a smooth transition between them. English speakers will
have to practice these vowel clusters in order to achieve a proper Israeli
pronunciation.
In the transcriptions these clusters are generally written without the
consonants which are indicated by the Hebrew spelling. Appropriate reminders
are given at various points in the text.
59
PRONUNCIATION
HEBREW
COURSE
In pronouncing the following examples for the students to imitate, the

instructor should be relaxed and informal in his pronunciation. otherwise he
will tend to insert a consonant and the practice will have lost its point.
Elision of /'/, /W> and /y/ does not mean that the speech is "sloppy" or
"corrupt". In slow or emphatic speech they must occur. But in normal, everyday,
"natural" speech they are dropped by native speakers of Hebrew Maintaining
these
consonants in this informal style will
,time"
paam
sound
awkward.
,you will cross"
taavor
1to go up"
laalot
,house"
oait
,Israel"
israel
,pleasant"
naim
,directors"
menaalin
,to eat"
leexol
,pleasant"
neima
'very"
meod
,really"
beemet
,counsellor"
yoec
,counsellors"
yoacim
'come"
bou _
,week"
Savua
,sure"
batuax
'beans"
Seuit
maaSaa
"What time is it?"
STRESS AND INTONATION
A complete description of stress and intonation patterns would be very
complicated and of little help in the actual learning of them. The
instructor should present the sentences as naturally as possible, and the
student should do his best to mimic closely.
The following comments will explain the general occurrence of stress on
individual words and in connected speech. The learning of the Basic Sentences
and the acting out of the conversations constitute the drills on stress and
intonation.
In the transcription an accent mark _ indicates a syllable which may
receive strong stress. In words of more than one syllable the placement
of stress is meaningful.
In individual words, particularly when pronounced in isolation, the stress
is usually on the last syllable or on the next to the last syllable. In most
cases the placement of stress is a part of the grammatical pattern, but in
others it must be memorized as part of the individual word. For example, the
/-ti/ and /-ta/ suffixes of the past tense are never stressed: /amarti/ "I
said", /amarta/ "you said". On the other hand the following pairs of words are
distinguished from each other by the stress placement.
/oxel/
"(he is) eating"
/oxel/
"food"
/Slomo/ " his peace"
/Slomo/
"Solomon"
/emca/
" I will find"
/emca/
"middle"
/banu/
" they built"
/banu/
"in us"
In some words of three or more syllables the stress is on the last
syllable
but two:
/maSehu/ "something",
/amerika/
"America"
/mfSehu/
someone
/otobus/ "bus"
xxx iv
BASIC
PRONUNCIATION
HEBREW
COURSE
(in general, loan-words tend to retain the stress where it was in the
language from which it was borrowed.)
xxx iv
BASIC
BASIC
COURSE
________________________________
HEBREW
_____________________________
Only the main stress of a word is indicated.
PRONUNCIATION
Of the unstressed (unmarked) syllables some will
seem louder than others. English has similar patterns of "secondary" and
"tertiary" stresses, and there is no need to drill the pronunciation - provided
the main stress is properly placed: /ledaber/ "to speak" and not */ledaber/.
From Unit 18 on the stress mark is placed on a word only when the stress
is not on the last syllable.
Reduction of Stress
In ordinary connected speech many words, particularly the prepositions
with pronominal suffixes, lose the stress which they have when spoken in
isolation: /tagid li/ "tell me". In effect, these words are pronounced as one
word with the stress on the next to last syllable.
Style Differences in Placement of Stress
The placement of stress differs in formal style in some words and
grammatical patterns. In general, a stress on the next to last syllable is
shifted to the last syllable in these forms. For example:
/
Smone/ /
hi
baa/
/amartem
/
Formal
/Smone/
/hi
baa/
/amarte
m/
"eight" "she is coming" "you said"
Intonation Marks
Intonation is indicated only in a very broad way by the use of punctuation
marks at the end of a phrase or sentence.
A period indicates a falling intonation. Questions which begin with a
question-word (who, what, etc.)generally have a falling intonation at the end
and are therefore marked with a period, not with a question mark.
A question mark indicates a rising intonation. Yes-or-no questions and
rejoinder guestions (And how are you?) generally have a rising intonation at
the end.
A comma indicates a possible pause with a relatively sustained intonation. A
hyphen indicates a hesitation pause, usually with a sustained or rising
intonation.
An exclamation mark indicates an exclamation with increased loudness.
Note: These marks are used in this manner only in the transcription. In the
English and Hebrew spellings the standard punctuation is used.
62
RECORDINGS
COURSE
HEBREW BASIC
TAPE RECORDINGS
The tape recordings which accompany FS!-Hebrew Basic Course have the
following format:
1)Basic Conversation
(a)Dialogue for Learning. The first presentation of the Basic Sentences
are built up from the partial utterances, as described in the

Introduction. Each full sentence is said twice. The student repeats everything he hears at this step. ' He may follow in his book.
(b)Dialogue for Fluency. Each complete Basic Sentence is given with space
for repetition. The student should not need his book here.
(c)Dialogue for Comprehension. The Basic Conversation is spoken at normal
speed by a group of Hebrew speakers as you might overhear it. The student
just listens with his book closed.
(d)Alternating
Drill. The Basic Conversation is presented at normal

speed with one speaker's part missing. The Student speaks the missing
part. He thus conducts a conversation with the tape recording.
The Basic Conversation is then presented with the other speaker's part
missing. The student supplies the part. He thus practices participating in the
entire conversation.
In some Basic Conversations a third speaker has a small part. In such
cases the entire conversation is not repeated with this small part missing.
2)Additional vocabulary
The sentences in the Additional Vocabulary section are presented with
build- ups if necessary.
3)Drills
(a)Substitution Drills, Substitution-Agreement Drills. The first, or
"model" sentence is given with spaces for repetition. Then a substitution

cue is given with space for the student to respond with the new sentence.
The correct response is then given on the tape. The student may follow in
the book.
(b)Expansion Drills, Transformation Drills, Response Drills. The
cue sentence is given with space for the response sentence. The tape then gives
the correct response sentence. The student should look in the book to see what
his response should be. Only the translation of the first cue-response in
given.
Note: In using the tapes the student should not go through an entire tape at
one sitting especially when doing the drill sections. Instead he should do a
few drills, rewind the tape, and do them again until he can do them perfectly
without using the book.
Translation Drills, Rapid Response Drills, and Review Conversations are
not recorded.
Occasionally circumstances required the use of a woman's voice to record a
man's part and vice versa. This should not disturb the student.
63
UNIT 3
COURSE.
HEBREW BASIC
1.1 Greetings (Two men meet)

He
ll
o,
Mo
sh
e.
Ho
w
ar
e
yo
u?
peac
e,
welf
are
what
the
welf
are
of
you,
your
(m.s
.)
MR.
WILLIAMS
Sl
om
xe
i.
. ,
?
S
a
l
o
m
(
m
)
al6m
moSe.
11 &
.
.
?
m
S
l
6
m
x
&
(
m
.
s
.
)
MOSHE
Thank you
very much.
I'm fine.
And how are
you?
t
h
a
n
k
s
m
u
c
h
m
e
,
m
y
a
n
d
to
dc
i
ra
bc
i.
Sl
om
I
t6
v.
u
t1
S
Sl
om
xe
i?
t
64
BASIC COURSE
4
HEBREW UNIT
od
&
(f
)
ra
bc
i
(f
)
1
u
-
MR. WILLIAMS
Fine.
How
is
the
famil
y?
th
e
fa
mi
ly
t6v.
m
c
i
1
6
m
h
a
m
i
S
p
a
x
c
i
.
h
a
m
i
S
p
a
x
S
(
f
)
65
UNIT 3
COURSE.
HEBREW BASIC
MOSHE
A
l
l
i
f
e
?
r
i
g
h
t
.
in
order
wife,
woman
be
s
e
d
e
r
(
m
)
i
S
(
f
)
H
o
w
i
s
y
o
u
r
w
MR. WILLIAMS
gSm SlomS tov. slix&. ana.
muxrcix
laruc. too, also
her
pardon
(noun) I
have to, must
to
run
She's fine,
too. Excuse me.
I have to
run.
bes^de
r.
mS
Slom
iStexS
.
,
.
.
gSm -k
slixci (f)
ani
muxrcix
(m.s.
lariic
.

?
.
-
MOSHE
0h yesl
It's
lace
already.
Gooubye.
ye
s
a
l
r
e
a
d
y
o
kenl
kvar
meuxar
.
Salom.
ken
kvar
meuxar
l
a
t
e
66
.
.
BASIC COURSE
4
HEBREW UNIT
So long. Be seeing
you.
to see again 1.2
Greetings (Two women meet)
Hello, Miriam. How
are you?
you, your (f.s.)
. .
f-'-RS- WILLIAMS
Salom, miry&m. mS
Slom6x.
-ex
-
,
.
?
MIRIAM
todci
rabci.
Slomi
tov. umci
Slomex?
Thank you very much.

I'm fine.
And how are you?
.
.
?
MRS. WILLIAMS
Fine.
How is the family?
tov.
mci Slom hamiSpaxli.
.
?
MIRIAM
All right. How is
your husband?
husband
besede
r.
mci
.
?
Slom
baalex
.
He's fine, too.
Excuse me. I have
to run.
him, his have to,
must
MR.
WILLIAMS
Salom.
lehitraot.
Iehitra6t
Oh, yes! It's late
already.
So long.
bial (m)
gcim Slomo tov.

slixcL. ani
rauxraxfi laruc.
-6 -
muxraxi (f.s.)
MIRIAM
. .
salon:.
MRS. WILLIAMS
. .
Salom.
lehitraot.
1.3 ADDITIONAL VOCABULARY

We are fine.
How are you?
How are you?
How are they?
How are they?
.
.
.
MRS. WILLIAMS
So long. Be seeing
you.
o ken! kv&r meux&r.

(m.pl.)
(f.pl.)
(m.pl.)
(f.pl.)
67
UNIT 3
COURSE.
HEBREW BASIC
Mr. Carmi
Mr. Carmi (alternate form) Miss or Mrs. Carmi It is early.
Slomenu
tov. mci
Slomxem.
mci
SlomxSn.
mci
Slomcim.
mci SlomSn.
mcir kcirmi
adon kcirmi
68
gveret
kcirmi
mukdcim.
.
?
?
?
?
BASIC COURSE
4
HEBREW UNIT
1.4 Classroom Expressions

In this section we introduce a few additional Hebrew phrases which will be
used in class. They should be practiced until the pronunciation is learned, but
since they will be used constantly in class they can be memorized without special
effort.
Some of the expressions are given in more than one form, differing in
gender or number. Their use will depend on the make-up of the class, and the
instructor may find it necessary to introduce additional variations not included
here.
Close the door.
1.
2.Sit down, please.
(said to a man)
(said to a woman)
All together.
.
.
dabSr yotSr bek6l.

dabri yotfir bek6l.
kulSm beyaxad.
6d hapSam,
Do you understand? (said to a
man) (said to a woman)
I don't understand, (said by

man) (said by a woman)
ani 16 yodea. ani 16 yodSat.
know.
(said by a man) (said by
atS
woman)
11.Please translate.
10 .
?
mevin, ? ani
ani 16
16 mevinS.
.
don't
.
.
Again.
Speak louder.
. ,
pitxu et hasfar fm.

ptaxna
et
hasfarfm.
(said to men or both)

(said to women)
sigri
et
.
.
. ,
. ,
,
S6ket, bevakaSS.
3.Quiet, please.
4.Open your books.
hadSlet.
6v, bevakaSS.
Svi, bevakaSS.
Svi,
bevakaSS.
(said to a man)
(said
to
a
woman) (said to
men or both)
sg6r
et
hadSlet.
(said to a man) (said to a woman)
(said to a man)
(said to a woman)
12.How do you say
table in Hebrew?
targSm, bevakaSS.
mevin? St
mevinS?
targeml,
bevakaSS.
Syx omrlm table
beivrit. \
. ,
69
.
.
. ,
.
.
table
?
UNIT 3
COURSE.
HEBREW BASIC
GRAKMAR DRILLS
1.5 Masculine and Feminine
Compare the following sets of corresponding sentence

from conversations 1.1
and 1.2:
a. Sal6m, moS6. mS Slomxei.
Hello, Moshe. How are you?
Sal6m, miry&m. mci
Slomfex. Hello, Miriam.
How is your wife? How How are you?
is your husband?
b. mS 516m
iStexS. mS Sl6m
baal6x.
Note that forms differ when a man or woman is being spoken to. It is
important that the student learn the corresponding forms at the outset. There
are a number of patterns of these corresponding forms, which will be referred
to by their traditional names, masculine and feminine. All nouns in Hebrew,
whether or not referring to beings with sex, are members of one or the other
class. These will be designated (m) or (f) in the vocabulary listings.
Throughout the course the various corresponding forms required by
each gender will be drilled.
The following drills should be thoroughly learned. The student should not
have to be corrected afterwards on the use of the proper forms. Such errors
will produce a reaction similar to that felt by English speakers on hearing the
following: How is your brother?"
She is fine, thank you."
The cue words in the following drills are names of men and women.
Include .the name in the response so as to fix firmly the connection of form
and sex of person spoken to. The instructor may vary the drill by using the
names of members of the class or by introducing other Hebrew names such as
/avigdor/(man) and /xcina/ (woman).
The drills are to be done as follows:
Instructor: Salom mo5 mS SlomxS. Student:
(repeats) Salom moS6. ml SlomxS. Instructor:
mirySm Student: Salom mirySm. mci SlomSx.
Instructor: (repeats) Sal6m mirySm. mS
Slomex.
mcir kohen
a!6m mo56. mS SlornxS.
Salom mirySm. mS
mirySm
Slomfix. al6m mcir
mcir k6hen
kohen. mci SlomxS.
gveret Williams
gv6ret Williams. mci
gveret kcispi
Slomex. Sal6m gveret
m&r Williams
kcispi. mS Slomex.
avigdor
mcir
Xcina
Slomxei. Salom
m&r kcispi mo56
avigdor. mci Slomxei.
Williams. mS
70
.run

Sal6m

Salom

Sal6m
BASIC COURSE
4
HEBREW UNIT
x&na. mS Slomex. Salom mcir

kcispi. mS SlomxS. Sal6m moS6. mci SlomxS.
?
,,
mfi Slom
mcir
iStexS,
Williams.
^.;:
qv6ret
m 516 baal6x gv6ret Williams.
Williams
l m
,
i
mc 316 iStexc mcir kohen.

mcir kohen
i
m
i,
mc Slo baal6x gveret kcirmi.

gveret kcirmi
i
m
,
mc Slo baal6x xSna.
xcina
i
m
,
mc S16 iStexS moS6.
moSS
i
m
,
mc Sl6 iStexS mcir Williams.
,
mcir Williams
i
m
,
1.6 Pronominal Suffixes - Singular Set
There are several sets of pronouns indicating person, gender, and number. The
following occur as suffixes to singular nouns and to certain prepositions. They
will be referred to as the singular set.
When suffixed to nouns they are often translated as possessives.
m Slomxei.
(literally) What is your peace?
mS Slom iStexci.
How is your wife?
Slom1_ tov.
(literally) My peace is good.
Except for certain stereotyped expressions as these, though, the suffixing of
nouns to indicate possession is more formal in style.
When suffixed to prepositions they are usually translated as the objects of
the prepositions. This will be discussed later on.
A. Substitution Drill
m& SlomxS.
How are you?
siomex
Slomxem
siomsm /. .
SlomSn - v.. siomo
siomx^n
_sioms ; :
?
:
LOU /'
,
B. Substitution Drill
siomi tov.
siomenu
siomo
Slomcin
sioms
510mSm
I'm f
.
,*
;

:
../
,
7
C. Response Drill
mS Slomxa.
Instructor:
m Slomxem.
mS SlomSm.
mci
Slom!
Student: SlomSm
tov.
tov.
Siomenu
Siomo
tov.
tov.
Siomenu
tov.
Slomi t6v.
Slom6.
mS SlomxSn.
mS SlomS.
mS Slom6x.
71
SlomS
tov.
UNIT 3
COURSE.
D.
?.
-..
;.
Instructor:
?
.
?
:.
?
:
?
:
?
.,
?
HEBREW BASIC
?

?
?
?
?
Response Drill
mci 16m baalex.

Student: Slom6
t6v.
mli Slom iStexci.
lomi
t6v.
mci lom hamiSpaxS.
SlomS
t6v.
mi Slom baali.Slom6
t6v.
mS 16m it6. SlomS
t6v.
72
BASIC COURSE
4
HEBREW UNIT
[Note: in the
form
/iStexS/
the
/-e-/
is
inserted
for
phonological
reasons,
to
break
up
the
three-consonant
cluster
/-tx-/, which
would otherwise
result. ]
1.7 Alternate forms

of nouns before
suffixes
Many nouns have
an alternate form
when occurring with
a
pronominal
suffix.
alom
'welfare'
73
UNIT 3
COURSE.
HEBREW BASIC
Slomi ,my
welfare'
igci
wife'
iSti
my wife'
Compare, on the
other
hand:
bSal
,husband'
baali 'my husband'
It is very
difficult
to
predict
which
nouns will have
such alternate
forms or what
the
alternate
form will be.
The
student
should
simply
drill these as
they occur in
the text until
74
BASIC COURSE
4
HEBREW UNIT
he has mastered
them.
When a
suffixed noun
occurs in a Fasic
Sentence the
independent form
of the noun will
be given in the
vocabulary
breakdown, and,
as much as
possible, drills
will be provided.
75
UNIT 3
COURSE.
HEBREW BASIC
REVIEW
CONVERSATIO
NS
The
purpose
of
the
Review
Conversations
is
to
lead
the
student
into
free
conversation
within
the
range of the
vocabulary
and
grammatical
patterns
which he has
learned.
Students
should
keep
their
books
closed
while
the
instructor
follows
the
procedure
suggested
here.
76
BASIC COURSE
4
1.With the class
just
listening,
the
instructor
reads the
conversation
in as
natural a
manner as
possible.
The
instructor
repeats the
conversation
until the
class
understands
it
completely.
HEBREW UNIT
2.The instructor
rereads the
conversation
several
times with
half the
class
77
UNIT 3
COURSE.
HEBREW BASIC
repeating
one role and
half the
other role.
3.The two halves
of the class
exchange roles
and Step 2 is
repeated.
4.The instructor
takes the
first part
and acts out
the
conversation
with the
class.
5.The class and
instructor
exchange roles
and repeat
Step 4.
6.Individual
students are
assigned the
78
BASIC COURSE
4
HEBREW UNIT
various roles
in turn until
all have
taken both
parts in the
conversation.
7.Individual
students
make
substitut
ions
freely,
including
whatever
changes
may
be
necessary
elsewhere
in
the
conversat
ion.
These
free
conversat
ions
should
not
be
79
UNIT 3
COURSE.
HEBREW BASIC
prolonged
more than
four
minutes
or
so.
This will
give
all
the
students
an
opportuni
ty to try
their
hand
at
the
same
situation
.
The
instructo
r
should
refrain
from
adding
a
lot
of
vocabular
y at this
point.
80
BASIC COURSE
4
HEBREW UNIT
A: 8a16m, gvSret
k&hen. mS
siomgx.
?,
b: tods, siomi
t6v, um&
siomxS?
?.
81
UNIT 3
COURSE.
HEBREW BASIC
A:
gim Slomi t6v, todci.
. ,
B:
mS Slom mo5.
A:
ani 16 yoda.
C
:
mci Sl6m iStexci, mcir kcirmi.
c:
D:
tov, todci. slixci. meuxcir.
c:
6, g&m ani muxraxS laruc. Salom,
D:
5al6m, lehitraot.
? ,
bes&der, todci. mS Slom baal6x?
? . ,
Slom6 tov. mci 516m hamiSpaxci?
? .
. . . ,
. . ,
. ,
E: Sal6m,
mSr
Willia
ms.
Sa
l6m,
82
BASIC COURSE
4
gveret
zahSv
Willia
i. E:
ms. mS
bes6d
Slomx6
er. mci
m. F:
Slom
todci
hamiS
rabci.
paxS?
Slom6n
F:
u t6v.
slixS
mci
HEBREW UNIT
. an!
Slom6x
lo
mevtn
gv6ret
. 6d
83
UNIT 3
COURSE.
hapSam
HEBREW BASIC
,
b
v
a
S
.
h
a
84
BASIC COURSE
4
HEBREW UNIT
a
x
v
,
F
:
t
o
85
UNIT 3
COURSE.
HEBREW BASIC
86
BASIC COURSE
4
HEBREW UNIT
87
UNIT 3
COURSE.
HEBREW BASIC
88
BASIC COURSE
4
HEBREW UNIT
: .
:?
G:
o
Sal6
m,
mSr
kcir
mi.
H:
89
UNIT 3
COURSE.
HEBREW BASIC
moSe
! mS
Slom
xei.
G:
Slom
tov.
mS
Sl6m
hami
Spax
90
BASIC COURSE
4
HEBREW UNIT
g6r
et
hadS
let,
beva
kaSS
G:
ken.
slix
S.
91
UNIT 3
COURSE.
HEBREW BASIC
92
BASIC COURSE
4
HEBREW UNIT
I:
mSr
iam
s,
Sv
Will
,
93
UNIT 3
COURSE.
HEBREW BASIC
beva
me
kaSS
vl
n.
J:
I:
S6
6d
hap
v,
be
Sam
,
va
ka
bev
aka
SS
.
SS.
ani
lo
J:
o
94
BASIC COURSE
4
HEBREW UNIT
k6n.
mu
an
xr
mevi
Sx
n.
la
todS
ru
c.
K:
sli
xS,
mir
ySm
.
ani
L:
lo
.
S
v,
be
va
95
UNIT 3
COURSE.
HEBREW BASIC
kaS
to
S.
v.
muk
Ie
dSm
hi
tr
K:
a6
lo,
t.
tod
M:
S.
meu
Sik
xSr
et,
bev
L:
aka
96
BASIC COURSE
4
HEBREW UNIT
Si.
t!
N:
atS
mev
slix
S.
ln?
N:
dab4
r
tov
yot
ani
beko
mev
l.
ln.
M:
sli
xS.
Ske
97
UNIT 3
COURSE.
HEBREW BASIC
98
BASIC COURSE
4
HEBREW UNIT
99
UNIT 3
COURSE.
HEBREW BASIC
100
BASIC COURSE
4
HEBREW UNIT
.
:
101
UNIT 3
COURSE.
HEBREW BASIC
102
2.1
BASIC COURSE
4
HEBREW UNIT
Introductions (Two men are introduced)

MR. CASPI
M
r
.
C
o
h
e
n
,
p
l
e
a
s
e
m
e
e
t
M
r
.
W
i
l
l
i
a
m
s
.
you will
know
(preposit
ion
indicatin
g object
of verb)
mSr k6hen,
takir
bevakaSS et
mSr
Williams.
takir
(m.s.)
et
103
UNIT 3
COURSE.
HEBREW BASIC
I'
m
ve
ry
ha
pp
y
to
me
et
yo
u,
Mr
.
Wi
ll
ia
ms
.
na
im
(m
.s
.)
li
me
6d
le
ha
ki
r
ot
xS
(m
.s
.)
p
l
e
a
s
a
n
t
t
o
m
e
v
e
r
y
to know
(a
person)
you
(m.s.,
obj.)
MR. COHEN
naim li
me6d
lehakir
otx&,
mSr
William
s.
104
BASIC COURSE
4
HEBREW UNIT
MR. WILLIAMS
How do you do, Mr. Cohen.
MR. CASPI
Mr. Williams
is
Counsellor
of
the
American
Embassy.
he, it
counsel
lor,
adviser
embassy
America
n
When
di
d
yo
u
ar
ri
ve
in
th
e
co
un
tr
y,
Mr
.
Wi
ll
ia
ms
?
Sagri
rfit
(f)
ameri
k&i
(m.s.
)
h
u
M
R
.
y
o
6
c
C
O
H
E
N
nalm
me6d, mSr
k6hen'.
h
a
S
a
g
r
i
r
u
t
when
(inter
rogati
ve)
you
arrive
d
(m.s.)
countr
y
mSr
W
i
l
l
i
a
m
s
m
a
t
S
y
h
i
g
S
t
a
h
a
a
m
e
r
i
k
S
i
t
.
l
a
S
r
e
c
,
m
S
r
h
t
i
W
i
l
l
i
yo
6c
(
m
105
,
.
UNIT 3
COURSE.
HEBREW BASIC
ams.
matSy
higSta
)(m.s.
)6rec (f

.

,
.
106
BASIC COURSE
4
HEBREW UNIT
MR. WILLIAMS
I
ar
ri
ve
d
tw
o
da
ys
ag
o,
Mr
.
Co
he
n.
y
o
m
S
i
m
,
m
S
r
k
6
h
e
n
.
I
a
r
r
i
v
e
d
b
e
f
o
r
e
,
higSti
lifn&y
y6m
(m)
yomSim
a
g
o
d
a
y
t
w
o
d
a
y
s
higSti
lifn6y
107
2.2
UNIT 3
COURSE.
HEBREW BASIC
Introductions (Two women are introduced)

MRS. CAS PI
M
r
s
.
C
o
h
e
n
,
p
l
e
a
s
e
m
e
e
t
M
r
s
.
W
i
l
l
i
a
m
s
.
m
s
.
you
(f.
s.,
obj
.)
gv6ret
k6hen,
takiri
bevakaSS
et gveret
Williams.
)
W
i
l
l
i
a
m
s
.
ota
x
(f.
s.)
takiri
(f.s.
M
R
S
.
W
I
L
L
I
A
M
S
MRS.
COHE
N
n
a
i
m
l
i
you
will
know
(f.
I'm
ver
y
hap
py
to
mee
t
you
,
Mrs
.
Wil
lia
r
e
t
m
e
6
d
l
e
h
a
k
i
r
o
t
S
x
,
g
v
f
i
108
BASIC COURSE
4
HEBREW UNIT
,

.
109
UNIT 3
COURSE.
HEBREW BASIC
How do you do, Mrs. Cohen.

Mrs. Williams
is the wife
of the
Counsellor of
the American
Embassy.
s
h
e
,
i
t
o
f
MRS. CAS PI
naim me6d,
gvSret
k6hen.
gvSret
Williams hi
iSt6 Sel
yo6c
haSagrirtit
haamerikSit.
hi 61

.
110
BASIC COURSE
4
When
did
you
arr
ive
in
the
cou
ntr
y,
Mrs
.
Wil
lia
ms?
HEBREW UNIT
you
arrived
(f.s.)
KRS. COHEN
m
a
t
&
y
h
i
g
&
t
l
a
S
r
e
c
,
gvferet
Williams.
hig&t
(f.s.)
MRS.
WILLIAMS
111
UNIT 3
COURSE.
HEBREW BASIC
higciti
lifnSy yomSim, gveret k6hen.

2.3
ADDITIONAL
VOCABULARY I
arrived
yesterday.
I arrived the
day before
y
esterday. I
arrived a week
ago. week
I arrived two
weeks ago.
I arrived a
month ago. month
I arrived two
months ago.
I arrived
two days
ago, Mrs.
Cohen.
,
.
112
BASIC COURSE
4
HEBREW UNIT
higci
higci
higci
higit
higSt
etm61
.
SilS6
m.
lifn^
y
Savua.
Savua
(m)
lifn6
y
lifn6
y
SvuSim.
xodeS.
)
(
x6deS
higci
lifne
y
xodS&im.
113
UNIT 3
COURSE.
HEBREW BASIC
2.4 Equational Sentences

Compare the following sentences and their English translations:
a.m& SlomxS
(literally) What is your peace?
b.Slomi t6v
(literally) My peace is good.
c m&r Williams hti yo6c
Mr. Williams is the Counsellor
haSagrirut haamerikciit.
of the American Embassy.
Note that the Hebrew equivalent of the English sentence pattern A is B is A B
. The Hebrew equivalent for the English present tense forms am, ij3_ and are is the
juxtaposition of the two parts of the sentence. Such sentences are called equational
sentences.
In Sentence c the form /hu/ ,he' is a pleonastic subject.
Now compare the following sentences and their translations:
d.meuxcir.
It is late.
e.naim mtod.
It is very pleasant.
In these sentences the English has not only a verb form, but this verb requires a
subject, in this case the impersonal pronoun it. The Hebrew sentences are complete as
they stand.
A.Substitution Drill
hu amerik&i.
ani
moSe hu
mkr wiliiams
baais
He is an A m e r i c a n .
B.Substitution Drill
hi amerikSit.
ani
iSti
gvgret Williams
mirySm hi
She is an A m e r i c a n .

itX
THJI
! ,t
C.Substitution Drill
hu -joea hagcgrirut.
ani
reSr wiliiams hu
baalli
He is the Counsellor of the Embassy. .iiW "UV H
0
J
D.Substitutioa Drill
meuxir meod.
It is very late.
mukdSm
. Tl
naim
114
BASIC COURSE
4
HEBREW UNIT
2.5 The Direct Object Preposition /et ~ ot-/

The preposition /et/ preceded a direct object of a verb when the object is
definite. An object is definite in any of the following cases:
a.It is preceded by the definite article prefix /ha-/ ,the1;
b.It has a pronoun suffix, e.
:., /it/ r8y v.-ife' ;
c.It is a proper name, e.g., /moS6/ ,Moshe";
d.It is the first noun of a noun-noun construction in which the second noun
is definite, e.g., /yoec haSagrirtit/ 'the Counsellor of the Embassy';
[The grammar of this last case will be discussed in detail later. ]
e.It is an interrogative or demonstrative, e.g. /mS/ 'what', /ze/ ,this'.
When the object of the verb is not definite, then the preposition does not
occur. Compare: sgor et hadelet.
Close the door.
sg6r d4let.
Close a door.
The sequence /et ha-/ is often nontracted in ordinary speech to /ta-/. /sgor
tade'let./ /pitxu tasfarim./
The singular set of pronominal suffixes is used with this preposition, but
the preposition has the alternate form /ot-/ when occuring with a suffix.
naim li meod lehakir otxS.
naim li me6d lehakir otax.
Some speakers use a regularized form of the latter - /otex/. The first person
plural form is /otSnu/ rather than */ot^nu/ These variants of the pronominal
suffixes, /-ax/ and /-Snu/, occur with certain other prepositions.
The second person plural forms are either /otxem, otx6n/ or /etxm, etxen/.
The latter, however, are considered rather literary and somewhat stilted, though
these are the only ones occurring in the classical language.
Substitution Drill
Please meet
takir bevakaSS et mSf Williams.
gveret Williams
moS
hayoec
hamiSpaxS
iSti
yoec haSagrirtit
baalS
iSt6
xSna
Mr.
Williams,
115
UNIT 3
COURSE.
HEBREW BASIC
sg6r et hadelet.
hasfarim
C. Substitution Drill
pitxu et hadelet.
hasfarim haSagrirut
D. Substitution Drill
I'm very happy to meet you.
naim li me6d lehakir otxS.
.
otSx
ot6
et mar Williams
et ist6
Close the
door.
Open the
door.
116
BASIC COURSE
4
HEBREW UNIT
E. Substitution-Agreement Drill
I'm very happy to meet you, Mr. Williams. naim li meed lehakir otxa, mar
W
gveret k6hen
gv6ret Williams
mSr k&spi
moe
mirySm
gveret zahSvi
mcir oren
xSna
avigdor
nai
m
nai
m
nai
m
nai
m
nai
m
nai
m
nai
m
nai
m
nai
m
l
i
l
i
l
i
l
i
l
i
l
i
l
i
l
i
l
i
me6d lehaki
r
me6d lehaki
r
meod lehaki
r
me6d lehaki
r
meod lehaki
r
meod lehaki
r
meod lehaki
r
meod lehaki
r
meod lehaki
r
otax
,
otax
,
otxS
,
otxS
,
otax
.
otax
,
otxS
,
otax
,
otxS
,
REVIEW
gveret k6hen.
gveret Williams.
mSr kaspi.
mirySm.
gveret zahavi.
xSna.
avigdor.
moe.
mSr oren.
. , :
.
A: Sal6m, gveret Williams,

takiri bevakaSa et iSti
, :
? .
B: naim li meod lehakir

sLa;< gveret zahSvi. mS
Slomex.
. :
C: gSm li naim lehakir otSx.
117
UNIT 3
COURSE.
HEBREW BASIC
D: mirySm. takiri et baalS Sel sSra. E: naim

li meod lehakir otxa, mcir zahavi. F: naim
meod.
: . . :
. : . ,
118
BASIC COURSE
4
HEBREW UNIT
? ? , :
G: ma Slomex, mirySm.
matay higSt laSagrirut.
w,.
H: higSti lifney yomaim, mar Williams.

takir bevakaSS et baali.
. , :
.
. , :
G: naim li meod lehakir otxS, mar kohen.
. , :
I: naim meod, mar Williams.

: ? , :
J: matSy higata laarec, mSr Jones.
. : .
K: higati etmol.
J: gam ani higati etmol.
? . :
. :
? ,
L: atara. matSy higSt letfel aviv.
. :
M: higati lifney xodeS.

matay higSta laSagrirut, david.
L: higSti SilSom.
. , . :
?
N: david. sgor et hadelet, bevakaSS. O:
. :
et mS? N: et hadelet. O: o ken. slixa.
119
3.2 Introductions,
(Two women)
3.1 Introductions,
contd.
(Two men)
UNIT 3 contd.
COURSE.
MR. COHEN
How did you come?
x hig&ta.
By plane or
by ship?
how
airplane
beavir6n 6
beonici.
6x, 6yx
avir6n (m)
or
ship
HEBREW BASIC
6
onici (f)
?

?
MR. WILLIAMS
I came
higciti
by plane
to Lydda.
beavir6n
lelfid.
lud, I6d
Lydda (place
name)
MR. COHEN
How
6x
were you impressed

by Lydda?
you were
impressed
from, by
hitraScimta
milud.
hitraScimta (m.s.)
mi-, me-
MR. WILLIAMS
Lydda is
lud hti
a beautiful and
modern airport.
nemil teufci
yaf6
vexadiS.
nam&l, naml (m)
teufS (f)
yaf e (m.s.)
vexadiS (m.s.)
port
flight
beautiful, pretty
and
modern
MR. COHEN
-

.
I hope that
ani mekavi Se-
you like our country.
arcSnu
m6cet xn
beeynxa.
mekav4 (m.s.,pres.)
Se-
hope
that
(conjunction)
find
favor, charm
eye
[two] eyes
your (m.s.) eyes
mocet (f.s.,pres.)
xn (m)
Sin (f)
eynSim
eyn6xa
MR. WILLIAMS
Oh, ye s.
6 k6n.
The country is
very pretty.
beautiful, pretty
haSrec
yafci meod.
yafci (f.s.)
120
.1 ,
MRS. COHEN
How did you come? By plane or by ship?
MRS. WILLIAMS
hig&t.
beaviron
6
higciti
beonici.
beaviron
lelud.
I came
by plane
to
Lydda.
MRS. COHEN
How
were you
impressed by
Lydda?
you were
impressed
ex
hitragcimt
milud.
hitragcimt (f.s.)
Lydda is
121
UNIT 3
COURSE.
HEBREW BASIC
eautiful
and
modern
airport.
v
S
I hope that
you like our
country.
a
r
c
6
n
u
hope (present)
your (f.s.)
eyes
MRS.
WILLIAMS
l
G
d
m
o
c
e
t
x
e
n
h
u
b
e
e
y
n
S
i
x
.
n
e
m
S
l
t
e
u
f
c
i
meka
vci
(f.s
.
,pre
s.)
eynS
ix
y
a
f
e
MRS.
WILLIAM
S

.
v
e
x
a
d
i
g
.
MRS. COHEN
an
i
me
ka
g
e
-
122
Oh, yes.
The country is
very pretty.
3.3 ADDITIONAL
VOCABULARY
How did you
come?
(said
to men or
both)
(said to
women) We
came by
plane.
o
k6n.
hacir
ec
yaf
Si
meod.
. ,
123
UNIT 3
COURSE.
ex higlitem.
x higliten.
higci beaviron.
hacir
mocet xe
n
beeynSy.
?
?
HEBREW BASIC
mocet xe beeynSv.
.
n
J
haSre mocet xe beeyneha. .
n
hacir mocet xe beeyneynu.

n
.
hacir mocet xe beeyneyx^m

n
.
.
hacir mocet xe beeyneyxen
n
.
.
hacir mocet xe beeyneyhem

n
.
.
hacir mocet xe beeyneyhen

n
.
.
BASIC COURSE_________________________HEBREW________________________________UNIT 3
hacir
GRAMMAR DRILLS
3. 4 Alternate Forms of 1Touns
In Grammar Section 1.6 it was noted that some nouns have an alternate form
when occurring with suffixes. Some nouns also have an alternate form when
occurring as the first noun in a noun-noun sequence. Some examples of this are:
'Sal6m
namSl
welfare1
port'
,
Slom hamiSpaxS ,the welfare of the family'

,airport1
nemSl teufS
Compare, on the other hand:

yoSc
counsellor1 yoke haSagrirut ,the Counsellor of the jiirbassy1
As with suffixed nouns, it is difficult to predict which nouns will have

an alternate form or what the alternate form will be. It may or may not be the
same form of the noun which occurs with suffixes (except for stress placement),
e.g., /Slomi/ and /Slom hamiSpaxS/.
When a noun occurs in a Basic Sentence as the first noun in such a
sequence the independent form will be given in the vocabulary breakdown.
3.5 Dual Number in Nouns

In addition to singular and plural as grammatical numbers Hebrew has a
noun suffix, /-Sim/, which indicates dual number. Some examples are:
y6m ,day'
Savu 'week1
,month
a
xode '
S
'eye'
Sin
yomSim
SvuSim
xodSSi
m
eynSim
'two days1 'two weeks1 ,two months' '[two] eyes'

This suffix occurs with a limited number of nouns and in a few other
forms. These nouns include parts of the body which come in pairs, doubled
1 like the country. He likes the country. She likes the country. We like the
country. You (m.pl.) like the country. You (f.pl.) like the country. They (m)
like the country. They (f) 1ike the country.
124
numbers and units of time, paired articles of clothing, and a few other items.
It is not otherwise used to indicate two of something. Except for this suffix,
dual nouns are treated as plurals. Verbs and adjectives used with them have
plural forms, and the plural set of pronominal suffixes is also used. (See
Section 3.6)
3.6 Pronominal Suffixes - Plural Set

In Section 1.6 the singular set of pronominal suffixes was discussed.
Another set of pronominal suffixes occurs with plural (and dual) nouns and
with certain prepositions. The form of the noun preceding these suffixes is
often a special plural alternate, and this alternation will be drilled later.
Often however, the only indication of the number of the noun is the pronominal
suffix.
eyni^ 'my eye'
eynSy
'my eyes'
[Note: As in many other instances, /ev/ is sometimes shortened to /e/. This

may cause some confusion in the first and second person plural suffixes of the
two sets. ]
125
UNIT 3_______________________________HEBREW____________________BASIC COURSE
hacirec mocet xen beeynSy.
. !
I like the
country.
beeyn4xa
beeynSix
beeynSv
beeyneha
beeyneynu
beeyneyxem
beeyneyxen
beeyneyhem
beeyneyhen
B. Expansion Drill
The student repeats the question or the instructor and asks the second question.
Instructor: How are you?
Student:
How are you? How do you Tike the country?
mli SlomxS. 6x mocet xen beeyn^xa haSrec.

mci Slom iStexci. ex m6cet beeyneha harec.
mS Slom hamiSpaxS. ex m6cet x^n beeyneha haSrec.
m& Slomex.
mocet x4n beeynSix haSrec.
mS Slomxem. ex mocet xen beeyneyxem haSrec.
mS Slom baalex. 6x m6cet x4n beeynSv hacirec.
mS SlomS. 6x mocet x6n beeyneha hacirec.
mS Slomxen. ex mocet x6n beeyneyxen hacirec.
mS Slom david. ex mocet xen beeynSv hacirec.
mS Siomo. ex mocet xen beeynSv haSrec.
mS SlomSm. ex mocet xen beeyneyhem haSrec.
C. Response Drill
Instructor:
How are you?
Student:
Fine. I like the country.
m& SlomxS.
tov.
mS
mS
mS
mS
m&
t6v.
tov.
tov.
tov.
tov.
Slom david.
Slomxem.
Slom iStexS.
Slom moSe veiSto.
Slomex.
mS Slom xSna umirySm.
tov.
haSrec troce
t
haSrec mocet
haSrec mocet
haSrec mocet
haSrec mocet
hacire mocet
c
hacire mocet
c
xen beeynay.
xen
xen
xen
xen
xen
beeynSv.
beeyneynu.
beeyneha.
beeyneyhem.
beeynSy.
xen beeyneyhen.
D. Transformation Drill - Pronominal Suffixes, singular and Plural Sets
126
BASIC COURSE
4
HEBREW UNIT
Instructor:
His country is very beautiful.
Student:
He likes
country.
the
arc6 yafci meod.
hacir mocet xe beeynSv.
ec
n
arci yafS meod.
hare mocet xe beeynSy.
c
n
arcenu yafS meod.
hacir mocet xe joeeyneynu
ec
n
.
arcSm yafS me6d.
hare mocet xe beeyneyhem
c
n
.
arcexS yafS me6d.
hare mocet xe beeynexa.
c
n
arcex yafS meod.
haSre mocet xe beeynSix.
c
n
arcS yafS meod.
haSre mocet xe beeyneha.
c
n
arcexem yafS meod.
hafir mocet xe beeyneyxem
ec
n
.
E Transformation Drill - Repeat Drill D in reverse.
F. Substitution-Agreement Drill
In the following drill responses by men should begin with /ani mekave/ and
those of women should begin with /ani mekava/. The instructor should repeat the
correct answer of the particular student.
127
ani mekave Searcenu mocet xen beeynexa, mSr Williams.
qveret Williams mekave

an
Searcenu mocet xe
i gveret
n
Williams,
beeynaix,
mar k6hen
an
mekave
Searcenu mar mocet xe
i kohen.
n
beeynexa,
an
mekave
Searcenu mocet xe
i gveret Smith.
n
beeynaix,
an
mekave
Searcenu mocet xe
i mcir Jones.
n
beeynexa,
an
mekave
Searcenu mocet xe
i gveret Fuller.
n
beeynaix,
an
mekave
Searcenu mocet xe
i gveret Jones.
n
beeyn&ix,
an
mekave
Searcenu m&r mocet xe
i Williams.
n
beeynexa,
qveret Smith
mS.r Jones
gveret Fuller
qveret Jones
mcir Williams
128
BASIC COURSE
4
HEBREW UNIT
R E V I E W
A
a16m, D A V I D
M A T S Y
H I G
C O N V E R S A T I O N S
&TA
L A S R E C
. ?. , :
H I G S T I
B E O N I A
etm61
H I T R A G
&
L E X D Y F A
. .
M T A
M E H A N A M I I
??
hanamSl xadlS veyafe.
>
129
C: matSy higSta laSagrirtit, mSr Jones.

D: higciti lifney Savua, mirySm.
C: ani mekavci SehaSagrirut mocet xen
beenexa.
D: ken. haSagrirut meod mocet xen beenay.
, :
? 4
E: gveret kohen. 4yx hig&t lairec. F
, :
.
:
.
. :
.
higciti beonici lexayfa. E: ani mekav
SehitraS&mt mehaoniS. F: ken. haoniS

yafS me6d.
?
,
higciti
beaviron
leltid.
etmol, mSr k6hen. G: eyx

H:
:
.
G: mSr Williams. matSy hig&ta. H:
higSta.
higciti
130
BASIC COURSE
4
HEBREW UNIT
4.1 Housing Arrangements
reside
p
r
e
s
.
)
,
?
(Two men speaking)

MR. COHEN
Where
are
you
staying,
Mr.
Williams?
where
you
heyx&n
at& g&r,
mcir Williams.
heyx&n
at& (m.s.)
g&r (m.s.
I'm staying in the meantime at

the Dan Hotel.
meanwhile hotel
MR. WILLIAMS
ani
g&r
bemal&n dan.
beynatciim
malon (m)
beynat&im
MR. COHEN
Very good. It's close to
the Embassy.
it, this, that near, close
t6v
meod.
z6
karov
laSagrirut.
ze (m)
karov
(m.s.)
MR. WILLIAMS
Yes, that's right.
correct
ken. naxon.
naxon (m.s.)
, .
MR. COHEN
And where do you
plan to live?
where plan
to reside
veeyf6
MR. WILLIAMS
There will be
arranged for us
a house in Ramat Gan.
will be arranged
for, on behalf
of house
ata mitkonen lagur?

ey ro, ey(?o
mitkonen (m.s. pres.)
lagur
yesud&r avurenu
b&it beramat gan.
yesudar (3
m.
avur
bait (m)
MR. COHEN
Have you seen the house?
(yes-or-no question introducer)
you S3J.W
haim raita
et habait?
haim
raita
(m.s. )
131
UNIT 3
COURSE.
HEBREW BASIC
MR. WILLIAMS
N
o
.
B
u
t
I
v
e
h
e
a
r
d
t
h
a
t
t
h
e
h
o
u
s
e
i
s
b
i
g
f
u
I heard
b
i
y
o
arrive
of you,
yours
of me,
still,
1
6
g
a
&x
gam&ti
gad6l
(m.s.)
M
R
.
C
O
H
E
N
min
e
yet
approximately,
as days
m
tagia
(3.f.s.
) gelx&
(m.s.)
M
h
Sell
keyamim
(pi. of
/y6m/)
a
n
d
b
e
a
u
t
i
132
BASIC COURSE
4
HEBREW UNIT
133
UNIT 3
COURSE.
HEBREW BASIC
4.2 Housing Arrangements

(Two women
speaking)
MRS. COHEN
Whe
re
a
r
e
y
o
u
s
t
a
y
i
n
g
,
M
r
s
.
W
i
l
l
i
a
m
s
?
I
'
m
t
a
h
e
y
x
&
n
&
t
g
f
i
r
a
g
v
e
r
e
t
W
i
l
l
i
a
m
s
you .
(f.s)
fit (f.s.)
reside
g&ra
(f.s.pr
(f.s.pres.
es.))
MR
S.
WI
LL
IA
MS
134
BASIC COURSE
4
HEBREW UNIT
n
i
k
a
r
o
v
g
&
r
a
l
a
S
a
g
r
i
r
f
i
t
.
b
e
y
n
a
t
&
i
m
b
e
m
a
l
o
n
MR
S.
WI
LL
IA
MS
d
&
n
.
k
e
n
.
M
R
S
.
C
O
H
E
N
n
a
x
o
n
.
t
o
v
m
e
o
d
.
z
e
135
UNIT 4
BASIC COURSE
HEBREW
MRS. COHEN
And where
do
you
plan
to
live?
plan
vee
yfo
a
t
onen
et
(f.s
.pre
s.)
m
i
t
k
o
n
e
n
e
t
l
a
g
u
r
?
m
i
t
k
T
h
e
r
e
w
i
l
l
b
e
a
r
r
a
n
g
e
d
f
o
r
u
s
a
ho
us
e
in
Ra
m
a
t
G
a
n
.
MRS
.
WIL
LIA
MS
y
e
s
u
d
a
r
a
v
u
r
e
n
u
b
a
i
136
BASIC COURSE
4
HEBREW UNIT
t
be
ra
ma
t
g
a
n
.
H
a
you saw
MRS
.
COHE
N
N
o
1
'
MRS
.
WIL
LIA
MS
Wh
en
wi
ll
th
e
re
st
of
yo
ur
fa
mi
ly
ar
ri
ve
?
m
a
t
a
h
rait
(f.s.)
l
o
g
a
y
e
t
e
r
M
y
M
R
S
.
yeter
Selax
(f.s.'
WI
LL
IA
MS
h
137
?:
t
a
g
i
a
h
a
m
i
rest,S
remainp
der ofa
you,x
yoursa
MR
S.
S
CO
e
HE
l
N
a
x
.
UNIT 4
BASIC COURSE
HEBREW
4.3
ADD
ITI
ONA
L
VOC
ABU
LAR
Y
e
.
T
h
e
i
r
(
m
His )
hou
se h
is o
ver u
y
s
nic e
e.
Her i
hou s
se
is v
ver e
r
y
nic y
e.
Our n
hou i
se c
is e
ver .
y
nic T
e. h
You e
i
r
(m. r
pl.
(
)
hou f
se )
is h
ver o
y
u
nic s
e. e
You
r
i
(f. s
pl.
)
v
hou e
se r
is y
ver
y
n
nic i
138
c
e
W
BASIC COURSE
4
HEBREW UNIT
(m)
liv
e
in
Hai
fa.
You
(m.
pl.
)
liv
e
in
Hai
fa.
The
y
(m)
liv
e
in
Hai
fa.
We
(f)
liv
e
in
Hai
fa.
You
(f.
pl.
)
liv
e
in
Hai
fa.
The
y
(f)
liv
e
in
Hai
fa.
hab
ait
el
o
yaf
e
meo
d.
hab
ait
Mel
a
y
a
f
e
m
e
o
d
.
h
a
b
a
i
t
S
e
l
a
n
u
y
a
f
e
m
e
o
d
.
h
a
b
a
i
t
S
e
l
a
x
e
m
y
a
f
e
m
139
e
o
h
h
UNIT 4
BASIC COURSE
HEBREW
Sel
ahe
n
yaf
e
meo
d.
a
n
u
g
a
r
i
m
b
e
x
a
y
f
a
.
a
t
e
r
a
g
a
r
i
m
b
e
x
a
y
f
a
.
h
e
m
g
a
r
i
m
b
e
x
a
y
f
a
.
a
n
u
g
a
r
o
t
b
e
x
a
y
f
a
.
a
t
e
n
g
a
r
o
t
b
e
x
a
y
f
a
.
h
e
n
g
a
r
o
t
b
e
140
HEBREW UNIT
:

:

.
.;
:

-:
;

.
.
!
:

141
BASIC COURSE
4
UNIT 3
COURSE.
HEBREW BASIC
GRAMMAR NOTES
4.4 The Preposition /Sel/ 'of'

Examine these sentences which have occurred in the text:
hi igto gel voec aaSa^rirut.
She is the wife of the Counsellor of the

Embassy.
mat&y tagia hamigpax& Selx&.
When will your family arrive?
hab&it ge!6 yafe me6d.
His house is very nice.
Note that the preposition /gel/ indicates a genitive or possessive

relationship of the noun following it or pronoun affixed to it with the noun
preceding it.
This is the most frequent construction in spoken Hebrew indicating such a
possessive relationship. The preposition may often be equated to the English
preposition of_ as in the first example above.
The noun preceding /gel/ is made definite with /ha-/ or with a pronominal
suffix /iSto/. The latter is not used when a pronoun is suffixed to /gel/
itself. The difference is primarily one of style.
haig& gel m&r Williams
igto gel m&r Williams
The wife of Mr. Williams

The wife of Mr. Williams
The construction with the suffixed preposition is synonymous with the

suffixed noun construction.
hab&al gel& naim me6d.
baal& naim meod.
Her husband is very pleasant.

Her husband is very pleasant.
When the noun preceding /gel/ is indefinite the usual English equivalent is
a prepositional phrase construction.
avir6n gel&nu.
An airplane of ours.
The singular set of pronominal suffixes is used with /gel/, with variations
in the feminine second person singular, /gel&x/, and in the plural suffixes,
(compare /otax/ and /ot&nu/.)
A. Substitution Drill.
My house is very modern
hab&it Sell xadig meod. 5elx& gel&x elo

Selfi gel&nu gelaxeni gelaxen Selahem
Selahen
142
BASIC COURSE
4
HEBREW UNIT
B. Transformation Drill
Instructor:
Mr. Carmi1s
plane is in
Lydda.
haaviron
haaviron
haaviron
haaviron
haaviron
haavir6n
haaviron
ge
l
ge
l
ge
l
m&r k&rmi beltid.
haaviron
x&na belud.
haaviron
moe velea belfid.
haavir6n
ge
l
ge
l
ge
l
ge
l
hayoec belud.
haavir6n
hagagrirut belud.
haavir6n
baalex belud.
haaviron
igti belud.
haavir6n
Student:
ris plane
is in
Lydda.
gel beltid
o
.
gel bel&
ud.
geiahem b e

gel beltid
o
.
5el beltid
&
.
gel belud.
o
gel belud.
&
C.
Transfor
mation
Drill
i u d .

yaf&
me6d.
Student
:
haig&
geli
yaf&
meod.
hai5&
5el&
yaf&
me6d.
haig&
2elx&
yafl
nieod.
My wife
is very
pretty.
Instruc
tor:
iSti
yaf&
meod.
igto
yafci
meod.
i5tex&
D. Transformation Drill - Repeat Drill C

in reverse.
E. Transformation Drill
Her husband is staying at
the Dan Hotel.
Ins
tru
cto
r:
ba
al
&
g&r
bem
alo
n
d&n
.
baa
lex
g&r
bem
alo
143
.
.
.
UNIT 3
COURSE.
n
d&
n.
ba
al
i
g&
r
be
ma
lo
n
d&
n.
Stu
den
t:
ha
b&
al
ge
l&
HEBREW BASIC
g&r
bem
alS
n
d&n
.
hab
&al
Sel
&x
gkr
bem
alo
n
dkn
.
hab
cia
l
gel
i
g&r
bem
alo
n
d&n
.
F. Transformation Drill - Repeat Drill E

in reverse.
Transformation Drill
Our country is very
>Deautifr.l.
I
n
s
t
r
u
c
t
o
r
:
a
r
c
e
n
u
y
a
f
&
m
e
o
d
.
arc
i
yaf
&
meo
d.
arc
o
yaf
&
me6
d.
arc
&m
yaf
&
meo
d.
arc
&n
yaf
&
meo
d.
a
r
c
e
x
e
m
y
a
f
&
m
e
o
d
.
a
r
c
e
x
e
n
y
a
144
BASIC COURSE
4
f
&
m
e
6
d
.
a
r
c
&
y
a
f
&
m
e
o
d
.
S
t
u
d
e
n
t
:
h
a
&
r
e
c
S
e
l
&
n
u
y
a
f
&
m
e
6
d
.
h
a
&
r
e
c
S
e
l
l
yaf
&
meo
d.
ha&
rec
Sel
o
yaf
&
meo
d.
ha&
rec
gel
ahe
m
yaf
&
me6
d.
ha&
rec
gel
ahe
n
yaf
&
meo
d.
ha&
rec
Sel
axe
m
yaf
&
meo
d.
ha&
rec
Sel
axe
n
yaf
&
me6
d.
ha&
rec
Sel
&
yaf
&
meo
d.
H. Transformation Drill -
HEBREW UNIT
Repeat Drill G in reverse.
145
UNIT 3
COURSE.
HEBREW BASIC
146
BASIC COURSE
4
I. Transformation Drill y
f
u
a
I
gar
.
n
im
h
s
bex
a
t
Syf
m
a.
r
i
h6m
u
S
gar
c
p
im
t
a
bex
o
x
Syf
r
S
a.
:
S
ani
H
e
gSr
e
l
bex
l
S
Syf
n
i
a.
u
v
hn
g
e
gar
S
s
6t
r
i
bex
a
n
Syf
b
H
a.
e
a
Stu
x
i
den
S
f
t:
y
a
His
f
fam
.
a
ily
liv
.
h
es
h
u
in
a
g
Hai
m
a
fa.
i
r
S
b
ha
p
e
mi
a
x
Sp
x
S
ax
S
y
S
S
f
Se
e
a
l6
l
.
gS
a
h
ra
h
i
be
i
g
xS
m
S
yf
g
r
a.
S
a
ha
r
b
mi
a
e
Sp
b
x
ax
e
S
S
x
y
Se
S
f
lS
y
a
gS
f
,
ra
a
S
be
.
n
xS
HEBREW UNIT
147
UNIT 3
COURSE.
HEBREW BASIC
h
a
m
i
S
p
a
x
S
S
e
l
l
g
S
r
a
b
e
x
S
y
f
a
.
h
a
m
i
S
p
a
x
S
S
e
l
a
h
e
n
g
S
ra
be
xS
yf
a.
- Repeat Drill I. in
reverse.
K. Expansion Drill
Instructor:
He
is
staying
at
the
Dan
Hotel.
Student: He is staying
at the Dan Hotel, and
his family will arrive in
a week.
hu
gar
bema!6n
dSn.
148
BASIC COURSE
4
vehamiSpaxS Selo tagia
be&d SavCia.
.

hem
garim
bemaldn
dSn.vehamiSpaxS
3elah6m
tagia be6d Savua.
.

ani
gSr
bemalon
dSn.vehamiSpaxS
Sell
tagia be6d Savtia.
.

hi
gSra
bema!6n
dSn.vehamiSpaxS
SelS
tagia beod Savua.
.

Snu
garim
bema!6n
dan.vehamiSpaxS
SelSnu
tagia beod Savfia.
.

hayoec
gSr
bema!6n
dan.vehamiSpaxS
Selo
tagia be6d Savua.
"H
hu veiSt6
garim
bema!6n
dSn.vehamiSpaxS
S
e
l
a
h
6
m
.
tagia
be6d
SavGa.
HEBREW UNIT
L. Transformation Drill
Instructor:
Student:
I
like
the
My
country
pretty.
haSre
c
haSre
c
haSre
c
haSre
c
haSre
c
haSre
c
haSre
c
moce
t
moce
t
m6ce
t
m6ce
t
m6ce
t
moce
t
m6ce
t
xe beeynSy. haSrec
n
xe beeynexa. haSrec
n
xe beenSix. haSrec
n
xe beeyneynu.haSrec
n
x6n
beeyneyxem.haSrec
xe beeyneha. haSrec
n
xe beeyneyxen,haSre
n
c
M.
country.
is
very
geli yafS meod.
SelxS yafS meod.
SelSx yafS me6d.
SelSnu yafS meod.
! Selaxm yafS me6d.
SelS yafS me6d.

! 8 el axe
a f i veod.
Response Drill
.
.
l
h
149
UNIT 3
COURSE.
Instructor:
HEBREW BASIC
Student:
Where
is
your
family
staying? My family is
staying
at
the
Dan
Hotel.
150
BASIC COURSE
heyxS
n
heyxS
n
heyxS
n
heyxS
n
heyxS
n
gSr
a
gSr
a
gSr
a
gSr
a
gSr
a
HEBREW
hamiSpaxS
hamiSpaxS
hamiSpaxS
hamiSpaxS
hamiSpaxS
UNIT
?
SelxS. hamiSpaxS Seli gSra

beiiidlon dSn.
SelS. hamiSpaxS Sel6 gSra
bemalon dSn.
Selaxm.hamiSpaxS SelSnu gSra
bemalon dSn.
SelSx. hamiSpaxS Seli gSra
bemalon dSn.
SelahSn.hamiSpaxS Selahen
gSra
bemal6n dSn.
?
?
?
?
4.5 The Preposition /avtjr/ 'for', on behalf of'
The preposition /avtir/ is used with the singular set of pronominal suffixes,
yesud&r avur^nu b&it ber&mat g&n.
A house will be arranged for me.
yesud&r avuri b&it. avurx& avurSx avur6 avur&
avurenu avurxem avurx^n avur&m avur&n
Instructor: A house will be arranged for Mr.
Williams. Students A house will be arranged for him.
C.
yesud&r avur m&r Williams b&it.

yesud&r avtir miry&m b&it. yesud&r
avtir yaak6v vel6a b&it. yesud&r
avtir hamiSpax& Selo b&it. yesud&r
avdir hayoec b&it.
yesud&r
avur6
b
&
i
t
.
.
yesudSr
avurS b&it.
.

yesud&r
avur&m
b
&
i
t
avurS
b
&
i
t
yesud&r avur6 b&it.
yesud&r
.
Instructor: His house will be arranged. Student: A house will be arranged for him.
hab&it
el6
yesudar.
hab&it
elx&
yesud&r.
hab&it
gel&nu
yesud&r.
hab&it
geli
yesud&r.
hab&it
gel&x
yesud&r.
hab&it
gel&
yesud&r.
hab&it
gelahem
yesud&r.
hab&it
gelaxem
yesud&r.
hab&it gel david yesud&r.
yesud&r
avur6
b&it.
yesud&r
yesud&r
yesud&r
yesudr
yesud&r
yesud&r
yesud&r
yesud&r
b&it.
avurx&
avurenu
avuri
avurex
avura
avuram
avurxem
avur
b&it.
bait,
b&it.
b&it.
b&it.
b&it.
b&it.
david
.
.
.
.
.
.
.
.
D. Transformation Drill - Repeat Drill C in reverse.
151
UNIT
HEBREW
11
BASIC
COURSE
4.6 Contraction of /le- + ha-/ 'to the'

Examine the underlined forms in the following:
lelud
'to Lydda
hagagrirut
'the embassy'
lagagrirut
'to the embassy'
Note that the preposition /le-/ and the definite article /ha-/ contract to
/la-/. This is an obligatory contraction.
When /ha-/ is a verb prefix or is simply the first syllable of a word (but not
the definite article) then the contraction is not made: /lehakir/ 'to know' The
preposition has the alternate form /la-/ with certain verb infinitives: /laruc,
lagfir/. However, it is;not a contraction of /leha-/ in these cases.
152
BASIC COURSE
HEBREW
UNIT
G: 16 yesud&r avur6x b&it?
REVIEW CONVERSATIONS
A: heyx&n at& g&r, m&r Williams?
H: k6n. gam&ti geyesud&r b&it.

&x ani 16 yod&at eyfo
umat&y.
B: ani veigti garim bemal6n beynat&im.
: ? , , :
A: bemal6n d&n?
: .
B: kin. z6 karov laSagrirut.
. : ?
A: haim at& mitkonen lagtir betel aviv?
: .
B: 16. ani mitkonin lagur ber&mat g&n.
. : ?
A: haim yesud&r avurxem b&it?
? : .
. . :
B: kn. &x 16 raiti ot6.

C: haim hamipax& elx& betel aviv?
: ? :
D: lo. hamiSoaxu. Sell beamerika.
: . .
. : ?
C: mat&y tagia hamipax& la&rec?

D: beod x6deS.
? :
: . . :
E: haim raita et hab&it el m&r k&rmi?
. . : .
F: ken. vehitraSamti meod mehab&it.
E: gam&ti gehab&it gad6l.

F: ken. nax6n. hab&it gad6l vexadig.
. , :
. :
.
G: heyx&n &t mitkonenet lagur, at&ra.

H: ani lo yod&at. beynat&im ani
g&ra bemal6n.
? :
. . :
.
I: d&lya, rait et hayo6c haamerik&i?
? , :
J: k4n. hu naim me6d.
. . :
I: eyfo hu g&r?
? :
J: hu veigt6 garim bemalon d&n.
. :
I: rait et igto?
? :
J: lo. &x gam&ti gehi yaf& me6d.

5.1 Speaking Hebrew (Men)
Tell me,
. . :
please.
Where did
153
HEBREW
UNIT
11
you learn to speak
such a beautiful
Hebrew?
tell, say you
learned to speak
all
so, as much
I learned to speak
Hebrew in America.
I learned
In which school
did you study?
which
book
school
In the school of
languages
of our
State
Department
language
languages
office
outside
COHEN emor li
bevakaSS.
4
heyxSn lamSdeta
ledaber ivrit kol
kS;c yafS.
em6r (m.s.imv. )
lamSdeta (m.s.)
ledaber k61
kol kSx
BASIC
COURSE
MR. WILLIAMS
lamSdeti ledaber
ivrit beamrika.
lamSdeti MR. COHEN
beeyze bet sefer
lamadeta.
eyze
(m)
sefer
(m) bet
s6fer
MR. WILLIAMS
bevet hasefer
lesafot Sel
misrSd haxuc
SelSnu.
safS (f) safot
(f.pl.) misrSd (m)
xuc
MR. COHEN
You did well to
learn Hebrew before
you came here.
you did you came
[to] here, hither
You
speak
Hebrew
just
like an
Israeli
.
speak
really, just like
MR.
t6v me6d asita

SelamSdeta ivrit
lifney Se- bSta
hena.
asita
(m.s.) bSta
(m.s.) hena
atS medaber ivrit
mamSS km6 israeli.
medaber
(m.s.pres.)
mamSS
kmo
. ,

?
154
UNIT 5
HEBREW BASIC
COURSE
MR. WILLIAMS
D
o
n
'
t
e
x
a
g
g
e
r
a
t
e
.
L
i
k
e
you
will
exagger
ate
as yet
not
I don't
S
i
e
y
Si
(neg.par
t.)
tagzim
adSin
eyn
(neg.par
t.)
eyneni
a
n
I
s
r
a
e
l
i
a
s
y
e
t
I
d
o
n
'
t
155
HEBREW
UNIT
BASIC
COURSE
11
MR. COHEN
You speak
very
well.
MR. WILLIAMS
I'm
happy
resu
lts
5.2
Speak
ing
Hebre
w
(Wome
n)
samea
mehatoc x
aot.
h
atocaa
p(f)
p
y
rtocao
et
s(f.pl
u.)
l
t
ani
sameax
with
the
results
.
MRS. COHEN
T
e
l
l
m
e
,
P
l
e
a
s
e
,
p
l
tell,
say
(imv.
) you
learn
ed
i
m
i mri
lamSde
t
(f.s.)
156
atS
medaber
yafe
meod.
UNIT 5
HEBREW BASIC
COURSE
157
HEBREW
UNIT
BASIC
COURSE
11
MRS. WILLIAMS
I learned
to speak
Hebrew in
America.
MRS. COHEN
In which
school
did you
study?
MRS. WILLIAMS
I
n
t
h
e
o
f
b
e
s
c
h
o
o
l
e
t
lamSdeti
beeyze
ledaber
bet
ivrit
sefer
beamerika.
lamSdet
?
158
BASIC COURSE
HEBREW
UNIT
MRS. COHEN
You did well
to learn
Hebrew before
you came here.
you did you came
t6v me6d asIt

SelamSdet ivrit
lifney Se- bSt
hena.
asit (f.s.) bSt (f.s.)
You speak
Hebrew just
like an
Israeli
speak Israeli
St
medab^ret
ivrit mamSS
kmo
israelit.
medab6ret (f.s.pres.)
israelit (f.)
Do
n'
t
ex
ag
ge
ra
te
.
Li
ke
an
Is
ra
el
i
as
y
e
t
I
don't
speak.
y
o
u
w
i
l
l
e
x
a
g
g
159
MR
S.
WI
LL
IA
MS
S
i
t
a
g
z
i
er
at
e
HEBREW
UNIT
BASIC
COURSE
11
m
i
.
t
a
g
z
i
m
i
(
f
.
s
.
)
k
m
6
i
s
r
a
e
l
i
t
a
d
S
i
n
eynini
medabret.
You speak
very
well.
MRS. COHEN
at medaberet yaf4 me6d.
MRS. WILLIAMS
I'm happy
with the results.
160
BASIC COURSE
HEBREW
UNIT
happy
ani smexS
mehatoca6
smexS
t.
(f.s.)
161
HEBREW
UNIT
11
GRAMMAR NOTES
5 3 Past Tense of Verbs - First and Second Persons

Compare the underlined forms in
the following sentences:
1. mat&y
hig&ta
la&rec,
mcir
Williams,
mat&y
hig&t
la&rec,
gveret
Williams.
2.
heyx&n lam&deta ledaber

ivrit kol k&x yafS. heyx&n
lam&det ledaber ivrit kol
k&x yaf&.
3 tov me6d asita
Selam&deta ivrit lifney
Seb&ta h4na. t6v me6d
asit Selam&det ivrit
lifney Seb&t h6na.
Note that in speaking to a man the forms

end in /-ta/, and in speaking to a woman they
end in /-t/. Now compare the following forms
as spoken by either a man or a woman.
4. hig&ti lifniy yom&im.
5 lam&deti ledaber
ivrit beamrika.
Note that these forms end in /-ti/.

Comparison with some plural verb forms yields
three more suffixes.
/-rm/ 'we' hig&nu lifney yom&im.
/-tem/ 'you' (m.pl.) mat&y hiq&tem
la&rec.
/-ten/ ,you' (f.pl.) matSy hig&ten
la&rec.
These pronominal suffixes are affixed to the
162
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
past tense stems of all verbs. Given a past tense

form with any of these suffixes, the other five
may be derived by substitution.
The third person forms of the past tense will
not be drilled until later.
The third person forms involve changes in the
stem, whereas the first and second person forms
differ only in the suffixes.
The independent pronouns may be used with the
first and second person past tense forms for
contrast, insistence, etc.
ani hig&ti hena
etm61 mat&y at&
hig&ta.
got
here
yesterday.
When
did you get here?
When did you get here?
mat&y hig&ta hena.
163
HEBREW
UNIT
BASIC
COURSE
11
B.
In
Substitution Drill
higat
higatei which school did you study?
r,
hig&ten begyze bet sefer lam&deta.?
Instructor
: Student:
b&ta
etmol.
b&nu
etmol.
etmol.
b&ti
etmol.
b&tem
etmol.
baten
etmol.
b&t

1am&det
lam&detem
laiti&deten
I S O
You came yesterday.

C. Expansion Drill
You did well that you came yesterday.
t6v asita Seb&ta etm6l. t6v

asinu Seb&nu etm61. tov asit
Seb&t etm6l. tov asiti Seb&ti
etm6l. tov asitem Seb&tem
etm6l. tov asiten Sebaten etmol.
.
.
.
.
.
. . .
. .
. .
. . .
. .
.
.
Instructor: I arrived yesterday. Student:

I arrived yesterday, and I'm
staying at the Savoy Hotel.
hig&ti etmol. veani g&r bemal6n savoy.
hig&tem etm61 . veatem garim bemalon savoy.
hiq&nu etmol. ve&nu garim bemal6n savoy.
hig&t etmol. ve&t g&ra bemalon savoy.
hig&ten etm6l . veaten gar6t bemal6n
sav6y. hig&ta etmol. veat& g&r bemalon
savoy.
D. Expansion Drill
Note: Women students may respond with /ani g&ra/ and /&nu gar6t/.
E. Expansion Drill Instructor: Hello. David.

Student:
Hello, David. When did you get here?
Salom
david .
Salom
s&ra .
Salom. m&r
k&rmi.
Salom,
moSe.
dov .
Salom,
kohen .
matay higata hena. mat&y hig&t

?
hena. mat&y higata hena.
.
?
.
?
.
Salom. x&na. Salom. lea , mat&y
hig&ten hena. ? .. . Salom,
avigdor .
Salom,
.. .
gveret
?
.
mat&y
hig&ta
164
BASIC COURSE
HEBREW
UNIT
hena.
? .
mat&y hig&tem hena mat&y hig&t h6na.
165
HEBREW
UNIT
BASIC
COURSE
11
F. Transformation Drill
Instructor: I was very impressed by the school.

Student:
I saw that the school is modern and beautiful.
hitrag&mti me6d mibt hasefer.
raiti eb6t hasfer xadig
hitraS&mnu meod mibet hasefer.
rainu Sebet has&fer xadiS
hitraS&mtem me6d mibet hasefer.
raitem Seb6t hasfer xadig
hitraS&mt me6d mibet hasefer.
rait Sebt hasefer xadig
hitraScimta me6d mibet hasefer.
raita gebet hasefer xadig
hitraS&mten meod mibet hasefer.
raiten gebt hasefer xadiS
veyaf6.
veyafe.
veyafe.
veyaf.
veyafe.
veyaf.
.
.
.
.
.
This drill may be varied by making it an expansion drill. Instructor: hitraScimti
Student:
me6d mibet hasefer.

hitraScimti me6d mibet hasefer. raiti Sebet hasefer xadiS
veyaf6.
G. Transformation Drill
Instructor: You live in Tel Aviv. Student:
You have seen the Dan Hotel.
atem garim betel aviv.
&t g&ra betl aviv.
an! g&r betel aviv.
&nu garim betel aviv.
at& g&r betel aviv.
aten gar6t betl aviv.
raitem et mal6n d&n.
rait et
raiti et
rainu et
raita et
raiten
d&n.
malon d&n.
mal6n d&n.
mal6n d&n.
mal6n d&n.
et
malon
.
.
.
.
.
.
This drill may be varied by making it an expansion drill.

Instructor: atem garim betel aviv.
Student:
atem garim betel aviv. raitem et mal6n d&n.
H. Transformation Drill
Instructor: I learned to speak Hebrew in America. Student:
before I came here.
lam&deti ledaber ivrit beamerika.
lam&deti ivrit lifney Seb&ti hena.
lam&dnu ledaber ivrit beamerika.
lam&dnu ivrit lifney Seb&nu hena.
lam&deta ledabir ivrit beamerika.
lam&deta ivrit lifney Seb&ta hena.
lam&det ledaber ivrit beamerika.
166
I studied Hebrew
lam&det ivrit lifney

Seb&t hena. lam&deten ledaber
ivrit beamerika.
lam&deten ivrit lifney
geb&ten hena. lam&detem ledaber
ivrit beamerika.
lamadetem ivrit lifniy
BASIC COURSE
HEBREW
UNIT
geb&tem hna.
.
I. Transformation Drill
Instructor: I heard that Haifa is very beautiful.
Student:
I haven't seen Haifa.
Samfiti Sexayfa yaffi meod.
16 raiti et xfiyfa.
Samfitem gexfiyfa yaffi me6d.
16 raitem et xfiyfa.
gamSt gexayfa yafa me6d.
lo rait et xfiyfa.
gam emu gexfiyfa yaffi meod.
16 rainu et xfiyfa.
.
.
'3
.
.
.
.
gamSta gexfiyfa yafS meod.
. .;
lo raita et xfiyfa.
gamSten gexfiyfa yaffi meod.
16 raiten et xayfa.
J. Trans formation Drill - Repeat Drill 1 in reverse.

Drills I and J may be varied by making them expansion drills.
Instructor: gamfiti Sexfiyfa yafa meod.
Student:
gamfiti gexfiyfa yaffi meod, fix lo raiti otfi.
Instructor: lo raiti et xfiyfa.

Student;
lo raiti et xfiyfa, fix gamfiti gehi yaffi meod.
In the following drills the instructor supplies the independent pronoun
as a cue,and the student responds with an entire sentence. The instructor may
vary the drills by requiring the students to include the independent pronoun
in the response.
Instructor: bfiti hena lifney yomfiim. Student:
bfiti hena lifney
yomfiim.
Instructor: atfi
Student:
bfita hena lifney yomfiim. (or) atfi bfita hena lifney
yomfiim.
K. Substitution Drill
I came here two days ago.
bfiti hena lifney yomfiim.
atfi - finu - fit - atem
- - -
167
HEBREW
UNIT
BASIC
COURSE
11
aten - finu - atfi - ani
- - -
L. Substitution Drill
You did well to get to Israel a month ago.
tov asita gehigfita lafirec lifney xodeg. .
ani - fit - atem - finu
- - -
fit - aten - ani - atfi
- - -
M. Substitution Drill
We've heard him and we've seen him.
sam&nu oto verainu oto.
ani - fit - atfi - ani
atem - atfi - aten - finu
- -
- - -
N. Substitution - Agreement Drill

When did you arrive in the country, Mr. Williams?
matfiy higfita laarec, mfir Williams.
gveret fuler
miryfim
avigdor
gveret kohen
mfir 6ren
qveret kfispi
mar Williams
matfi
y
matfi
y
matay
higfit
laarec,
higfit
lafirec,
higfita
laarec
matay higfit
lafirec,
matfi higfita
y
lafirec
matfi higfit
y
lafirec,
matfi higfita
y
lafirec
5-4 Alternation
? 1
,
gveret filler.
mirySm.
, avigdor.
gveret kohen.
, mfir oren.
gveret kfispi.
, mfir Williams.
/mi- ~ me-/ 'from'
The prefixed preposition /mi-/ 'from' has the alternate form /me-/ when
immediately followed by a vowel or by /h/.
ex hitraSfimta miltid.
ani sameax mehatocaot.
Many speakers, especially in more formal speech, use /me-/ before /x/ and
/r/.
mexfiyfa.
meramat gfin.
5-5 Consor.ant Alternation /b ~ v/
The consonant /b/ often alternates with /v/ when not initial in the word.
bet hasefer
'the school'
bevet hasefer
'in the school'
168
BASIC COURSE
HEBREW
UNIT
In this
particular
case the
alternation in
the second
example is
optional in
informal
speech both /bebet
hasefer/
and /bevet
hasefer/ are
heard. In
other cases,
particularly
in verbs, the
alternation is
required. The
patterns of
alternation
are rather
complicated
and are not
consistent for
all levels of
speech nor for
all speakers.
For the time
being the
student should
simply
memorize each
particular
example as it
occurs in the
text. [Note:
The instructor
may insist
that students
make the
optional
alternations
since it is
supposedly
'correct' to
do so.
Students
should
interpret
'correct' to
mean ,more
formal' and
not spend much
time on this
point. ]REVIEW
D.o ? atS 16 israeli?

C. lo. bati hena mehungSrya.
E.St medaberet ivrit km6
israelit.
P. Si tagzim. kmo israelit
eyneni medaberet.
E.St medaberet yaf4 me6d.
F.todS rabS.
G.SamSti SehabSit gel moS4 gad6l
veyafe.
H.Si tagzim . raiti et habSit ,
vehu lo kol kSx gadol.
I.haim raitem et habSit SelSnu?
J. 16,Sx gamSnu mimoSe
gehabSit Selax^m yafe meod.
I. matSy raitem et moSe?
J. rainu oto lifney yomSim.
I. eyfo hu gSr?
J. an! lo yodea . rainu oto
bemisrSd haxuc.
CONVEF
A.heyxSn lamSdeta ledaber ivrit, mSr

Williams.
B.lamSdeti ivrit beamerika.
A.tov asita SelamSdeta ivrit.
B.ken, ani sameax mehatoca6t.
C.hitraSSmti me6d mib4t hasefer lesafot.
D.kn. ze bet sefer tov.
C.gSm ani lamSdeti ivrit bev4t sefer
lesaf6t.
169
HEBREW
BASIC
COURSE
UNIT
11
medaber ivrt.
L. ken. gamfiti. hu medaber yaf6
me6d.
?K. km6 israeli
L. lo. lo km6
israeli. fix hu
medaber t6v.
: , ?
: .
: .
: , .
:. . : .
.
M. rainu et habfiit gelxfi.

N. eyx hitraSfimtem.
: /.
: ; ?
M. hitragfimnu meod. habfiit

Selxfi xadig meod.
: . (J .
N. ani mekave gegfim avurxem

yesudfir bfiit yafe.
: .
,M. gfim ani mekave.

:! ?
.
: . .
: .
: .
: , . .
: ?
: . .
.
: .
: ?
: .
: . ,
.
: ?
: . .
: . .
: ?
:
.
: .
: .
: ?
: . .
K. yaak6v. gamfita? hayoc haamerikfii
170
BASIC COURSE
HEBREW
UNIT
6.1 Asking Directions (a man

kfin
d6ar (m)
merkazi (m.s.)
Tell me, please, how can
I get from here to the
main post office? can
to arrive here
mail, post office
central
Turn here
at the first corner to
the right.
turn
corner
first
to the right
Yes-
Go
about four blocks, and
there turn left.
go four street
there
you will turn to
the left
Yes-
Continue straight to the

intersection.
you will continue
straight until, up
to intersection
PASSERBY
pn kSn
bapinS hariSonS
yemina.
pne (m.s.imv.)
pina (f)
riSonS (f.s. )
yemina
em6r li bevakaSS. 6x
ani yaxol lehagia
mikSn ladoar
hamerkazi.
yax6l (m.s.)
lehagia
MR. WILLIAMS
k6nPASSERBY
lex
kearbaa rexovot,
veSam
tifne smola.
lx (m.s.imv.)
arbaS (m)
rex6v (m) Sam
tifne (m.s.)
smola
MR. WILLIAMS
kin-
PASSERBY
tamSix yaSSr d
lahictalvfit.
tamSix
(m.s.)
yaSSr
(m.s.)
d
hictalvut (f)
MR. WILLIAMS
hahictalvut
hariSonS?
, ,

?
The first intersection?

asks a man)
MR. WILLIAMS
171
HEBREW
UNIT
BASIC
COURSE
11
Yes. Go past
the lights,
and continue straight to
the post office
building, cross,
pass traffic light
continue building
ken. PASSERBY
avor et
haramzorim,
vehamSex yaSSr
fid lebinySn
had6ar.
avor (m.s.imv.)
ramzor (m)
hamSex
(m.s,imv.)
binySn (m)
, .

.
MR. WILLIAMS
Is it
haim z6 rax6k mikSn?

rax6k (m.s.)
far from here?

far
PASSERBY
No,
it's
not
far.
16.
ze
16
rax6k.
MR. WILLIAMS
Thank you very much, sir.
sir
todS rabci lexS, adoni.
adoni

Don't mention it. on

thing
PASSERBY
6.2 Asking Directions
(A
,
.
Si lo davSr. SI
davSr (m.)
.
woman asks a woman)

MRS. WILLIAMS
Tell me, please, how can

I get from here to the
main post office? can
imri li bevakaSS. ex
ani yexolS lehagia
mikan ladoar
hamerkazi.
yexola (f.s.)
, ,

PASSERBY
Turn here
at the
right.
first
corner
to
pni kSn
bapinS hariSonS yemina.
pni (f.s.imv.)
the
turn
Yes-
MRS. WILLIAMS k6n-
172
BASIC COURSE
HEBREW
UNIT
PASSERBY
Go
a
b
go
you
will
turn
l
e
k
e
t
i
l
e
173
HEBREW
UNIT
BASIC
COURSE
11
MRS.
WILLI
AMS
kenPASS
Yes-
ERBY
C
o
n
t
i
n
u
e
.
you
will
continu
e
y
a
S
a
r
t
o
S
d
t
h
e
l
a
h
i
c
t
a
l
v
u
t
.
i
n
t
e
r
s
e
c
t
i
o
n
tamgix
i
(f.s.)
The first
intersection
?
PASSERBY
Y
174
t
a
m
S
i
x
i
s
t
r
a
i
g
h
t
MRS. WILLIAMS
e
s
a
n
hahictalv
ut
hariSonS?
BASIC COURSE
HEBREW
UNIT
c
r
o
s
s
,
p
a
s
s
c
o
n
t
i
n
u
e
k
Is it
e
n
i
A
S
S
E
R
B
Y
f
a
M
R
h
P
lo. ze
lo
rax6k.
MRS.
WILLIAMS
Thank you very much , ma'am.
t
o
g
ma' am
6
No,
it's
not
far.
R
Y
C
(said to
men or
both)
(said to
women)
h
.
3
A
D
D
I
T
I
O
N
A
L
V
O
C
A
B
U
L
A
,
.
175
UNIT
HEBREW
11
a
m
S
i
x
u
y
a
g
S
r
.
h
a
m
S
e
x
n
a
y
a
g
S
r
.
176
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
GRAMMAR NOTES
6.4 Stark Imperatives
Compare the underlined forms in the following sentences:
a.sgor et hadelet.
sigri et
hadelet.
b.Sev. bevakaSS.
Svi.
bevakaSS.
c.daber. yoter bek61.
dabri,voter bekol.
d.targem, bevakaSS.
targemi.
bevakaSS.
e.emor li bevakaSS. heyxSn lamSdeta ledaber ivrit.
imri 11 bevakaSS. heyxSn lamSdet ledaber ivrit.
f.pne kSn bapinS hariSonS yemina.
pni kSn bapinS hariSonS
yeminS.
g.lx kearbS rexov6t.
lexi kearbS
rexov6t.
h.avor et haramzorim vehamSex yaSSr.
ivri et haramzorim vehamSixi yaSSr.
The underlined words are imperative forms of verbs. They are termed 'stark
imperatives' since their only function is as imperatives and to differentiate
them from the 'gentle imperative' forms which function also as future tense
forms.
There are a number of form classes of verbs in Hebrew, but the imperatives
of all of them have certain similar characteristics. The masculine singular does
not end in /-i/ and the feminine singular does. In some the /-i/ does not bear
the stress /hamSixi/, and in some it does /imri, sigri, pni/.
Examine now the plural forms which have occurred in the text.
i.hamSixu yaSSr.
hamSexna
yaSSr.
Note that the masculine plural is identical to the feminine singular except
for the final vowel, /-u/ instead of /-i/; and that the feminine plural is
identical to the masculine singular except for the additional syllable /-na/.
This criss-cross patterning occurs with all verbs in the stark imperative. Thus,
given both singular forms, both plurals, both masculine forms, or both feminine
forms, the other two may be easily derived.
The stress will always be on the corresponding syllable in the feminine
singular and masculine plural: /hamSixi - hamSixu/ and /sigri - sigru/. The
feminine plural suffix /-na/ is never stressed.
At this point the student will have to memorize the corresponding
pairs. It will be a while before the patterns become sorted out. However,
177
UNIT
HEBREW
11
BASIC
COURSE
since the pattern of the stark imperative is one of the keys to the
identification of a particular verb pattern the student will have lost
nothing by memorizing and drilling them thoroughly now.
178
BASIC COURSE
HEBREW
UNIT
Tell me, please, where is the post
office?
emor li bevakaSS. eyfo had6ar.

emoma
imri
imru
em6r
? !, ,
B. Substitution - Agreement Drill

In the following drill the instructor may vary the substitutions supplied as cues,
alternating between the imperatives and the pronouns.
Tel
l
C.
m , please, where
e do
em6r l bevakaSS
eyf
i
o
emorna li
eyf
bevakaSS.
o
imr l bevakaSS.
eyf
i
i
6
imr l bevakaSS.
eyf
u
i
o
imr l bevakaSS.
eyf
i
i
6
emo l bevakaSS.
eyf
6
r
i
imr l bevakaSS.
eyf
6
u
i
em6rna li
eyf
bevakaSS.
o
imr l bevakaSS.
eyf
i
i
o
you live?
atS gSr.
aten garot.
St gSra.
atem qarim.
?.
?
?
?
St gSra.
atS gSr.
atem garim.
aten qarot.
St gSra.

'.
, ,
,
,
,
,
,
,
,
,
,
,
,'
,'
ivru
Substitution Drill
Go past the first intersection.
avor et hahictalvut hariSonS.

avorna
ivri
ivru
avor
ivri
Close the door, please.
sigri et hadelet, bevakaSS.
sigrfi
sgor
sgorna
sigru
179
BASIC
COURSE
HEBREW
UNIT
11
sigri
sgor
180
BASIC COURSE
HEBREW
UNIT
E.
Substitution Drill
. ,
Open the door, please.
pitxu et hadelet bevakaSS.

pitxi
ptSxna
ptSx
pitxi
pitxu
ptSx
F. Substitution Drill
The following drill may be varied by first going through the drill a few
times using one verb as substitution cues and then a few times using the other
verb as cues. When the forms are mastered the drill may be done by alternating
the cues.
Turn left here and go straight.
pne kSn yemina
pni kSn yemina
pnu kSn yemina
pnena
kSn
yemina pne kSn
yemina pnu kSn
yemina pni kSn
yemina
vel&x
.
.
.
.
yaSSr.
velexi
yaSSr.
velexu
yaSSr. velexna
yaSSr.
velex
yaSSr.
velexu
yaSSr.
velexi
yaSSr.
G. Substitution Drill
Continue straight to the school.

hamSexna
hamSex
hamSixi
.0
hamSex yaSSr Sd leb^t hasefer.

hamSixu
hamSixi
H. Substitution - Agreement Drill
181
HEBREW
UNIT
BASIC
COURSE
11
I. by alternating the substit .ion
This drill may be varied
ut
cues
Close the door
sit down, please.
and
sgor et hadelet
veSev bevakaSS.
. ,
as in Drill
F.
siqru et hadelet
veSvu bevakaSS.
sigri et hadelet
veSvi bevakaSS.
sq6rna et hadelet
veSevna bevakaSS.
sqor et hadelet
siqri et hadelet
veSev bevakaSS.
veSvi bevakaSS.
.
.
sigru et hadelet
veSvu bevakaSa.
. ,
,
2
,
Substitution Drill
Please speak Hebrew.
daber ivrit, bevakaSS.
dabri
dabru
daberna
dabr
6.5 Gentle Imperatives

Compare the
underlined forms in the
following sentences:
a.taki
r
be
va
ka
SS
et
mS
r
Wi
ll
ia
ms
.
ta
ki
ri
be
va
182
.J ,

BASIC COURSE
HEBREW
UNIT
ka
SS
et
gv
6r
et
Wi
ll
ia
ms
.
b.SSm
ti
fn
e
sm
6l
a.
SS
m
ti
fn
l
sm
61
a.
c.tamS
ix
ya
SS
r
Sd
la
hi
ct
al
vt
it
.
ta
mS
ix
i
ya
SS
r
Sd
la
hi
ct
al
vu
t.
183
HEBREW
UNIT
11
Note that the
masculine-feminine
alternation is very
much the same as in the
stark imperatives. In
addition the forms have
a prefix beginning with
/t-/. These are
identical with the
second person future
tense forms but are
used as imperatives.
They are termed
gentle imperatives'
since they are not
ordinarily used for
direct positive
commands, and have a
gentler connotation.
The stark imperative is
used for the whole
range of simple request
to direct command.
As with the stark
imperatives,
the
corresponding
pairs
should be drilled and
memorized.
With
the
exception noted below
the
same
criss-cross
derivations may be made
to get the remaining
forms.
ti
fn
e
(m
.s
.)
ti
fn
i
(f
.s
.)
ti
fn
en
a
(f
.p
l.
)
184
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
ti
fn
u
(m
.p
l.
)
The exception is
with verbs in which the
final vowel of the
masculine singular
is /-i-/. In most of
these verbs the
feminine plural has /-/, in the others
/-S-/.
ta
mS
ix
ta
mS
ex
na
ta
ki
r
ta
k^
rn
a
(When the feminine
plural has /-&-/, this
will be especially
noted.)
[in the vocabulary
breakdown of the basic
sentences the gentle
imperatives are
translated as future
forms. This is a
convention adopted for
this text. ]
The vowel of the
prefix depends on the
form class to which the
verb belongs. It may be
/i, e, a, o/, but it is
the same in all four
forms. At this point
185
HEBREW
UNIT
11
the substitution drills
should be repeated
until the vowel of the
prefix is memorized.
186
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
Substitution Drill
Turn left at the first
corner.
tifne smola bapinS hariSonS.
tifni
tif nu
tifnena
tifni
tifnu
tifne
Cross the intersection.
taav6r et hahictalvut.
taavri
taavru
taavorna
taavri
taavor
taavru
Keep on speaking
tamSix ledaber
tamSixi
tamSixu
tamSexna
tamSix
tamSixi
I understand,
ani mevin.
Women students should respond with /ani mevinS/.

Please meet my wife
187
HEBREW
UNIT
11
BASIC
COURSE
takiri
takiru
takirna
(husband).
takir bevakaSS et iSti
.( )

(baali).
188
BASIC COURSE
HEBREW
UNIT
E. Substitution - Agreement Drill
Moshe, please meet Mr. Oren.
. ,
moS6. takir bevakaSS et m&r
6ren.
mirySm
mirySm. takiri bevakaSS
et mSr 6ren.
mSr kaspi mSr kSspi. takir
bevakaSS et mSr 6ren. mSr
Williams mSr Williams. takir
bevakaS et mSr 6ren. qveret kohen
gveret k6hen. takiri bevakaSS et
mSr oren. xSna
xSna. takiri
bevakaSS et mSr oren.
avigdor
avigdor. takir bevakaSa
et mSr 6ren.
P. Substitution - Agreement Drill
This drill may be done first
as
two
separate
substitution
drills,
and
then
varied
by
alternating the substitution cues
as in Drill F, Section 6.4 above.
Drill 1. tisqor et hadelet. Drill 2.
teSSv beSeket.
Drill 3 tisg6r et hadelet
veteSev beSMket.
Close the door and sit quietly.
tisg6r
et
hadelet
tisgeru
et
hadelet
tisgerl
et
hadelet
tisg6rn
a
et
hadelet
tisg6r
et
hadelet
tisgeri
et
hade
let
tisg
eru
et
hade
let
vete
Sev
beSe
ket.
vete
Svu
beSe
ket.
vete
Svi
b
e
S
e
k
e
t
.
v
e
t
e
S
e
v
n
a
beSek
et.
veteS
<v
beSek
et.
veteS
vi
beSek
et.
veteS
vu
beSek
et.
189
BASIC
COURSE
HEBREW
UNIT
11
190
.

.
Sub
sti
.
t
i
f
t
e
x
i
t
i
f
t
e
x
u
t
i
f
t
S
x
n
a
t
i
f
t
e
x
i
t
i
f
t
e
x
tut
ion
Dri
ll
Ope
n
the
off
ice
for
me.
tif
tSx
et
ham
isr
Sd
avu
BASIC COURSE
HEBREW
u
tif
tSx
UNIT
6.6 Negative Imperatives

The
negative
of
both
imperatives
consists
of
the
Si
construction
/al/+
tagzim. gentle imperative.
1
Don t exaggerate.
G.
191
HEBREW
UNIT
11
Don't exaggerate. The house isn't that
big.
&1
a
g
z
i
m
u
t
a
g
z
i
m
.
t
a
g
z
i
m
h
a
b
&
i
t
t
a
g
z
e
m
n
a
l
o
k
o
l
k
a
x
g
a
d
o
l
.
t
a
g
z
i
m
i
t
t
a
g
z
i
m
i
B.
Transfor
mation
Drill Affirmat
ive to
Negative
192
BASIC
COURSE
BASIC COURSE
HEBREW
p
n
e
s
m
6
UNIT
Instructor: Turn left here.

Student: Don't turn left here.
1
a
.
p
n
i
s
m
6
1
a
,
p
n
u
s
m
6
1
a
.
p
n
e
n
193
HEBREW
UNIT
11
C.Transformation - Expansion Drill

Repeat Drill B
with student
adding /pne
yemina./ Turn
right'.
Instructor: pn6
sm6la.
Student: kl tifne
smola. pne yemina.
D.Transformation Drill
- Affirmative to
Negative.
Instructor: Go to
the main post
office. Student:
Don't go to the
main post office.
lx
lado
ar
hame
rkaz
i.
lexi
lado
ar
hame
rkaz
i.
lexn
a
lado
ar
hame
rkaz
i.
lexu
lad
oar
ham
erk
azi
.
lex
i
lad
oar
194
BASIC
COURSE
BASIC COURSE
hame
rkaz
i.
lex
lado
ar
hame
rkaz
i.
&1
tel
ex
lad
oar
ham
erk
azl
.
al
tel
xi
lad
oar
ham
erk
azi
.
&1
tel
^xn
a
lad
6ar
hame
rkaz
i.
&1
telx
u
lado
ar
hame
rkaz
i.
SI
telx
i
lado
ar
hame
rkaz
i.
&1
tele
x
lado
ar
hame
rkaz
i.
HEBREW
UNIT
E. Transformation - Expansion Drill

Repeat Drill D with
student adding /l6x
laSagrirut./ Go to the
embassy.'
Instructor: lex
lad6ar hamerkazi.
Student: al telex
ladoar hamerkazi.
16x
laSagrirut.
195
HEBREW
UNIT
BASIC
COURSE
11
F. Transformation Drill - Affirmative to Negative
Instructor: Continue straight to the intersection.

Student: Don't continue straight.
hamSex
al tamSixna
y
a
S
S
yaSSr
n
lahictalvtat.
hamSixu yaSSr
lahictalvut.
hamSixi yaSSr
lahictalvut.
hamSexna yaSSr
lahictalvut.
Sd
hamSix
yaSSr Sd
lahictal
vtit.
hamSixi
yaSSr Sd
lahictal
vtit.
al tamSix
yaSSr. Si
tamSixu
yaSSr. Si
tamSixi
Sd
Sd
Sd
yaSSr.
tamSix
yaSSr.
Si
tamSixi yaSSr.

.

.

.

.

.
cil
G.Transformation - Expansion Drill

Repeat Drill F with student adding /pni sm6la./
,Turn left.
Instructor: hamSex yaSSr Sd lahictalvfit.
Student: Si tamSix yaSar. pne smola.
H.Transformation Drill - Affirmative to Negative.
Instructor: Cross the lights. Student: Don't
cross the lights.
avor
et
haramzorim.
ivri
et
haramzorim.
avorna
et
haramzorim.
av6r
et
haramzorim.
ivr<1
et
haramzorim.
ivri
et
haramzorim.
Si
taav6r
et
haramzorim.
al taavri et
haramzorim.
Si
taav6rna
et
haramzorim.
Si taav6r et
haramzorim.
Si taavru et
haramzorim.
Si taavri et
haramzorim.
I. Transformation Drill - Negative to Affirmative
Si
teda
ber
bek61.
196
BASIC COURSE
Si
tedabru
bekol. Si
tedabri
bekol. Si
tedaberna
bekol. Si
tedaber
bekol. Si
tedabri
bekol.
dabir
bek6l.
dabru
bekol.
dabri
HEBREW
beko
l.
dabe
rna
bek6
l,
dabi
r
bek6
l.
dabr
i
bek6
1.
UNIT
.
.
:
Transformation Drill - Affirmative to Negative

Repeat Drill I in reverse. K. Transformation
- Expansion Drill Drill I is repeated as follows.
Instructor: daber bekol.
Student: SI tedaber !oekol. daber beSeket.
Instructor: Don't speak loudly.

Student: Speak loudly.
197
HEBREW
UNIT
BASIC
COURSE
11
L.
S
I
S
i
S
i
S
I
S
i
S
I
N.
Substitution Drill M. Expansion Drill

Don't say goodbye, Instructor: Don't say goodbye to me.
Student: Don't say goodbye to me; say Be seeing you'
Si
.
tomStomc
l Salom.
emo l lehitraot.
. .
r ir i
r
i
tomrSal6
l Salom.
imr l lehitraot.
. .
i m. i
i
i
tomr li
tomSrna
emorna 11
.
i
Salom.
.
lehitraot.
.
tomrtomS
l Sal6m.
imr l lehitraot.
. .
u rnai
u
i
tomrtomr
l Salom.
imr l Iehitra6t.
. .
i u i
i
i
tomStomc
l Salom.
emo l Iehitra6t.
. .
r ir i
r
i
tomr
i
Individual Transformation - Expansion Drill
In this drill the student contradicts the instructor and adds a further
instruction.
Instructor: Turn left here.
Student: Don't turn here. Continue straight.
Instructor: pni kSn sm61a. Student: Si tifni kSn.
hamSix yaSSr.
lix ladoar hamerkazi. pni bapinS hariSonS yemina.
dabir anglit, bevakaSS. lexxi lemalon dSn. avor
et hahictalvtit. ivri et haramzorim. hamSixu
yaSSr Sd laSagrirut. hamSixi ledabir.
pnu bahictalvut hariSonS yemina.
. :
. . :
.
, .
. .
. .
.
.
.
6.7 Contraction of /be- + ha-/ 'at the, in the'

When the preposition /be-/ is prefixed to a form with the definite article
prefix /ha-/, the two syllables are contracted to /ba-/.
hapinS hariSonS
bapinS hariSonS
'the first corner'

'at the first corner'
This contraction is similar to that of /le- -1- ha-/ to /la-/, described in

Section 4.6, and it is equally obligatory.
198
BASIC COURSE
HEBREW
UNIT
6.8 Alternate forms /ve- ~ u-/ 'and'

In formal speech the conjunction /ve-/ has the alternate form /u-/ before
the consonants /m, v, f/ and before consonant clusters.
moSe umirvcim.
I6x usg6r et hadilet.
In informal speech the form /u-/ is heard occasionally in these cases and
in stereotyped expressions, such as /um& SlomxS/ but the form /ve-/ is far more
frequently used, with some speakers there is free alternation of these forms,
and the student should be prepared for both.
sigrti et hadilet veSvu beSiket.
sigrti et hadilet uSvu beSeket.
Since the use of /u-/ in these cases is more formal, ,correct', classical,
or what have you, the instructor may insist on the student using it, but the
student may safely ignore these strictures in informal conversation.
6.9 Loss of Final Stem Vowel in Verbs

Compare the following pairs of forms:
dabir
dabirna
Siv
Sevna
dabri
dabru
Bvi
Bvfi
taav&r
taav6rna
taavri
taavru
Note that the forms in the right-hand column have a suffix beginning with
a stressed vowel /-i, -6/ and that the final vowel of the verb stem is dropped.
Now compare the following
pairs:
hamSex
hamSix
hamSex
i
na
hamSix
u
takir
takirn
takiri
a
takiru
In the forms of the right-hand column the suffix is not stressed, and the
final vowel of the stem remains.
When a suffix beginning with a stressed vowel is affixed to a verb, the
final vowel of the verb stem is dropped.
This is a general rule in verbs and allows but a few exceptions, which will
be stated when they occur.
Wlien the dropping of this stem vowel results in a medial three-consonant
cluster, or in a non-permissible initial two-consonant cluster, then /-e-/ is
inserted for
phonological reasons.
tiftexi
/lxi/]
[for tiftS
x
targi
m lex
* /tiftxi/] targemi [for * /targmi/] lexi [for
199
HEBREW
UNIT
BASIC
COURSE
11
The latter pair is comparable to /ev~ vi/ except that /Sv-/ is

a permissible initial cluster and /lx-/ is not. However, in the gentle
imperative both verbs are more similar since there are no initial
clusters.
teSev
telex
tev
telxi
When an initial three-consonant cluster results /-i-/ is usually inserted

between the first' two.
sg6r
ptSx
sigri [for * /sgri/]

pitxi [for * /ptxi/]
>.10 Consonant Alternation /p ~ f/ in Related Forms Examine the following pairs of

forms:
ptax
pne
tiftax
tifne
In these pairs there is an alternation of the consonants /p/ and /f/.
These two consonants often alternate in related forms (such as stark and gentle
imperatives.) The patterns of the alternation are regular but somewhat complicated, and at this point the student should simply memorize them by drilling
the forms.
A.imri li bevakaSS. 6yx ani yax&l
lehagia lemalon dcLn.
, :
?
B.lex kearbS rexovot, pne smola,

vetamSix yaSSr Sd lamalon.
, , :
.
A.haim ze raxok?
? :
B.lo, ze karov.
. . :
200
BASIC COURSE
HEBREW
C.
daber ivrit, bevakaSS.
D.
atS medaber ivrit?
C.
ken. lamSdeti bevet hasifer.
D.
ani eyneni medaber kol kSx tov.
C.
lex lebet hasefer.
D.
leeyze bet sefer?
C.
lebit hasefer lesaf6t. kSn bapinS.
UNIT
. ,
?
. .
.
.
bun !
?
. .
201
BASIC COURSE
HEBREW
UNIT
7.1 Wandering Through Tel Aviv (speaking to man passerby)

MR. WILLIAMS
Pardon me, sir. I
want to get
to the tourist office.
you will pardon
want
tourism
tislcix li, adoni.
ani roci lehagia

lemisrSd hatayarut.
tislSx (m.s.)
roce
(m.s.pres.)
tayarut (f)
, ,
PASSERBY
To the Government tourist
office?
governmental
lemisrSd hatayarut hamemSalti?
memSalti (m.
MR. WILLIAMS
.
?
Yes. Is it far from here?
ken. haim ze
raxok mikSn?
No, it's not far.

you are
now next to
the Mugrabi Theater,
right?
situated, found
now
next to,
alongside movie
theater
lo. ze lo raxok.
atci nimcS axSav
al ySd kolnoa
mugrabi. naxon?
nimca
(m.s.) ax
civ al ySd
kolnoa (m)
PASSERBY
,
.
MR. WILLIAMS
Yes, I
think
so.
think
kin,
ani xoev kix.
xoe'v (m. s.pres.)

.
?
PASSERBY
What do you mean,
you think so? You
don't see that this
is the Mugrabi
Theater? it, this
say see
mS zot
omeret, atci
xoev kcix. atci
lo roe Seze
kolnoa mugrabi?
zot (f)
omeret (f.s.pres.) roe
(m.s.pres.)
MR. WILLIAMS
Sir,
speak a little slower.
a little,
adoni.
daber kcat
yoter
leat.
kci
t
,
?

?
202
HEBREW UNIT
BASIC COURSE
7
I'm new
in
the
new
I come
from America.
come
country.
ani xadS
baarec.
xadcig (m.s. )
ani bci
meamerika
.
b (m.s.pres.)
PASSERBY
re
new
in
the
That's
something . k- atS xadSS baSrec
? ze davar axer.
axer (m.s.)
other
az lima lo amarta 11
So why didn't
kodem?
you tell me
kz
before?
lima
then, so why
am&rta (2
you said
m.s/ kodem
before,
earlier
Oh,
you
country
else.
When before?
You didn't give me
a chance to speak.
you gave
chance, opportunity
MR. WILLIAMS
matay
kodem.
? ,
.
natata
11
hizdamnut
ledaber.
nat&ta (2
m.s.
hizdamnut (f)

.

.
lo
7.2 Wandering through Tel Aviv (speaking to woman passerby)

MRS. WILLIAMS
Excuse me,
ma'am. I want to
get
to the tourist
office, want
hamemgalti?
, ,

.
To the
Government
tourist office?
tislexi li, gvirti.
ani rocS
lehagia
lemisrad hatayarut.
roca (f.s.
pres.)
PASSERBY
lemisrlid
hatayarut
203
HEBREW
UNIT
11
Yes. Is it far from
here?
found
MRS. WILLIAMS
ken. haim ze
raxok mikan?
No , it's not far.

You are
now next to
the Mugrabi Theater,
right?
situated,
BASIC
COURSE
nimcet
(f.s.
.
?
PASSERBY
lo. ze lo raxok.
at nimcet axav
al yad kolnoa
mugrabi. naxon?
204
. .

? ,
HEBREW UNIT
BASIC COURSE
7
MRS. WILLIAMS
Y
e
t
h
s
p
I
I
f
r
k
i
a
n
xoSevet
(f.s.pr
es.)
PASSERB
Y
m
k
o
ro&
(f.s.pr
es.)
MR
S.
WI
LL
IA
MS
g
a
xadaSa
(f.s.)
a
n
bcia
(f.
s.pres.
)
PASSERB
Y
205
UNIT
HEBREW
BASIC
COURSE
11
T
h
a
t
'
s
l
z
e
a
s
o
m
e
t
h
i
n
g
e
l
Oh, you're new in the country.a- St xadaSa baSrec'
s
e
.
S
o
w
h
y
d
i
d
n
'
t
y
o
u
t
e
l
206
HEBREW UNIT
BASIC COURSE
.

?
207
UNIT
HEBREW
BASIC
COURSE
11
I
A
M
S
W
h
e
n
b
e
f
o
r
e
?
Y
o
u
d
i
d
n
'
t
g
i
v
e
m
e
a
c
h
a
n
c
e
t
o
s
p
e
a
k
.
m
a
t
S
y
k
o
d
e
m
?
l
o
n
a
t
a
t
1
1
h
i
z
d
a
m
n
u
t
l
e
d
a
b
e
r
.
M
R
S
.
W
I
L
L
7.3
Vocab
ulary
208
HEBREW UNIT
BASIC COURSE
7
lls
and
A.
Subst
tis
ituti
lax
on
11.
Drill
ani
lo
mev
in.
tis
lex
i
tis
lex
u
tis
lSx
na
u
s
e
m
e
(
W
o
m
e
n
,
I
d
s
t
u
d
e
n
t
s
o
n
'
t
s
h
o
u
l
d
u
n
d
s
u
b
s
t
i
t
u
t
e
e
r
s
t
209
UNIT
HEBREW
11
/ani
lo
mevin
a/.)
,

.
210
BASIC
COURSE

HEBREW UNIT
BASIC COURSE
7
B.
Substitution - Agreement Drill /tislax "tislexi/ Excuse me, Moshe, I have to

run.
tisi&x li, moSe. ani muxrSx laruc.
. .
x&na - gvirti - mcir kcispi - mirySm avigdor - adoni gveret k6hen - david
- - -
- - -
(Women students should substitute /ani muxraxS/.) C.

Substitution - Agreement Drill /am&rti/ "1 said"
The instructor gives the underlined portion of the following sentences,
and the student responds with the entire sentence. The instructor may vary
the first person sentences, depending on the composition of the class, /ani
g&ra, Snu garot/.
I told Moshe that I live in Tel Aviv.
at& - &nu
- &t ani atem
- aten at& - &t
an:&rti lerroSe Seanl g&r betel

am&rnu lemoge Se&nu garim betel
am&rt lemoge ge&t g&ra betil
am&rtem lemoge geatem garim
aviv. _ am&rta lemoge geat& g&r
aviv.
aviv.
aviv.
betel
betel
aviv.
am&rten lemoge geaten garot betel
aviv.
.
.
.
.
.

.
D. Substitution- Agreement Drill

I didn't give David the books.
lo natati ledavid et hasfarim.
211
BASIC
COURSE
- -
HEBREW
UNIT
11
- - - -
212
HEBREW UNIT
BASIC COURSE
7
GRAMMAR NOTES
7.4 Gender and Number - Present Tense Verbs and Adjectives
Examine
the
underlined
forms
in
the
following sentences: 1.
atci medaber ivrit mama km6 israeli. at
medaberet ivrit mamaS km6 israelit.
2
.
.
.
.
.
ani lo yodea. ani lo yod&at.
at& nimc& .
axg&v ai y&d koinoa mugrabi
&t nimcet ax&v ai y&d koinoa mugrabi.
4.
ani roce lehagia lemisr&d hatayariit. ani roc&
lehagia lemisr&d hatayarut.
6.
ani muxr&x
laruc. ani
muxraxci
laruc.
ani g&r beynat&im bemalon dan.

ani g&ra beynat&im bemalon dan.
.
.
.
7. eyx ani yax6l
r
k
a
z
eyx ani yexol&

a
z
i
.
lehagia
i
.
lehagia
ladoar
.
ladoar
.
You will note here that, in contrast to the past tense

verb forms, there is no pronoun suffix to the verb itself.
Instead the independent form of the pronoun is used.
Further, the verb form indicates the gender of the subject
with the first person, also. The pattern is similar to the
noun-adjective sentence pattern:
.
.
ani xad& ba&rec. ani xada& ba&rec.

The similarity extends to the plurals.
&nu garim bex&yfa. &nu garot
bex&yfa.
The present tense of verbs has just these four forms masculine singular and plural and feminine singular and
plural - and person is indicated by an independent subject.
213
UNIT
HEBREW
11
Plurals of present tense verb forms and of adjectives are
all alike in that the masculine plural has the suffix /-im/
and the feminine plural has the suffix /
ot/.
[Note: Some masculine plural nouns end in /-ot/ and some
feminine plural nouns in /-im/. The present tense verbs
and adjectives for these plurals, however, end in /-im/
and /-6t/ respectively. ]
The feminine singular forms are of two major types those that have a suffix ending in /-t/ and those that
have the suffix /-a/. The forms which have thus far c ;?
virred are:
214
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
these two /-a/ feminines major types

muxrax&
in turn.
/-t/ feminines drilled
mevina
medabiret
yexol& g&ra
omiret
7.5 /t/ - Suffix
Feminine
Forms *
riSoni b&a
xoSivet
xadag&
mitkonenet
a) Present Tense of
Verbs
with Stem
smex&
yod&at
Pattern /-eC/
mekav roc&
mocit
Examine the verb
forms in
the following
ro& yaf&
nimcit
sentences: at& medabir
ivrit. &t
medaberet
amerik&it
ivrit. In this pattern
the
masculine
singular ends in /-eC/. The feminine is the same
as the
masculine but with an added unstressed /-et/. In
the plurals
the final stem vowel /-e-/ is dropped, unless a
threeconsonant cluster would result or two similar consonants would be juxtaposed,
atim medabrim ivrit. atin medabrot ivrit.
The variations of
will be described and
atim mitkonenim lagur ber&mat g&n.

aten mitkonenot lagur ber&mat g&n.
The adjective /axer/ is also of this pattern. The forms are: m.s. /axer/
m.pl. /axerim/
f.s. /axeret/
f.pl. /axer6t/
There are some other minor variations of this pattern in the plurals, and
these will be described as they occur in the text.
The following drills are substitution-agreement drills. The last
substitution cue given in each drill will result in the model sentence. Each
drill should be done a number of times in continuous succession until correct
entire sentences are given without hesitation as responses.
Substitutions for the first person may be masculine or feminine,
depending on the class situation.
A. You speak Hebrew very well.
at& medaber tov meod ivrit.
at - hem - m&r Williams - x&na aten hu - atem - &nu - at&
- - - -
- - -
215
HEBREW
UNIT
BASIC
COURSE
11
kcispi - hen - aten - moSe
B. Moshe says that it's very late.
- - - -
- - -
moSe omer Sekv&r meux&r meod.

ani - hu - anu - mirySm - hem gveret
C. What do you think - is it far from
here?
mli atci xoSev - z6 rax6k mik&n?
? -
- - - -
- -
hi - atem - St - aten
hem - hu - hen - at&
D. I plan to live in Savyon.
hen - hu - atara - ani
ani mitkonen lagur besavy6n.
- - -
- - - -
hem - avigdor - iSti veani - hi Snu -
E.In this drill some noun plurals are introduced. The instructor should
correct the student by giving the correct noun-adjective sequence rather
than by discussing gender per se.
He sees something else.
hu ro6 davfir axer.
oni& - nam&l - sfarim - b&it

- - -
melonot - oniot - binyan - delet
- - -
Sagrirut - misradim - migpaxot - dav&r - - -
b) Present Tense of Verbs with Stem Pattern /-ea(x)/
This is the pattern of /yodea/ 'know'. The four forms are:
m.s. yodea
f.s. yod&at

m.pl. yod'im
f.pl. yod'ot

Note that in the plurals an internal open juncture functions as a third
root consonant. Verbs in which the masculine singular ends in /-eax/ have a
similar pattern. The four forms have the following endings: m.s. -eax f.s.
-&xat
m.pl. -xim
f.pl. -xot
[There is a close correspondence with written Hebrew in that all such words
are spelled with y or and not with or . ]
F.He knows I'm new in the country.
hu yodea Sean! xad&s ba&rec.
at& - igto - hen - gveret kohen

aten - at - david - atem - hu
- - -
- - - -
216
UNIT 7
HEBREW
BASIC COURSE
I think he knows how to speak Hebrew.

ani xoSev gehu yodea 1edab<r ivrit.
gehi - geatS - gehem - geigtexS

- - -
gebaalex - Sehen - gedov vemoge - gehu - - -
c)Present Tense Pattern /moce "mocet/
This pattern is characterized by the singular ending in /e e
t/ and by an
internal open juncture functioning as a third root consonant in the plural /-,im ~
-1ot/. The full present of /moci/ is: m.s. mocem.pl. moc'im
f.s. mocet
f.pl. moc'ot
In the plurals this pattern is similar to that of /yod1im/ in Section b. The
student should be sure to practice the singulars of any such plural that he may
learn in order not to confuse the two types. There are pairs of verbs whose only
distinction is in this respect. The writing system reflects this difference in that
verbs of the /moce ~ mocet/ pattern are spelled with and not with - the reverse
of verbs like /yodea/.
H.I like the country.
haSrec mocet xen beeynay .
habSit - hagagrirut - hasfarim - haaviron ---

haoniot - him - aten - harexovot - haarec - ---
I.He finds that the house is very nice.
hu moce gehabSit yafe meod .
ani - mar zahSvi - igtexS - hem

aten - Snu - igto veiSti - hu
.
- - -
- - -
d)Present Tense Pattern /nimca ~ nimcet/

This pattern is a minor variation of a pattern which will be discussed later.
The plural suffixes are ad .!ed to the masculine singular, and the feminine singular
has the suffix /-t/ with the vowel change. The student should simply learn this
particular verb at this time. The full present is: m.s. nimcS
f.s. nimcet
m.pl. nimcaim
f.pl. nimcaot
Some speakers use the pronunciation /nimceim, nimceot/ in the plural.
This particular pattern is similar to that of /moce/ in that such verbs are
always spelled with . In fact, /moce/ and /nimcS/ are different conjugations of
the same verb root - /moce/ 'finds', /nimca/ 'is found' - but lis point will be
discussed in detail further on.
j. The Embassy is located in Tel Aviv.
hasagrirut nimcet betel
UNIT 7
HEBREW
BASIC COURSE
.
aviv.
- -
habait sell - mar Williams - iSto vehu hen
- - - -
- kulam - isto - iStexa -xana velea
hasagrirut
e. Derived Adjectives with /-i/
Adjectives are often derived from other parts of speed, by the addition of
/-i/, in certain cases with other changes in the form. Examples from our text so far
are:
/memSalti/ derived from /memSalS/ ,government'
/amerik&i/ derived from /amerika/ America'
/merkazi/ derived from /merkaz/ 'center'
The endings for these adjectives are of the following pattern:
m.s. /-1/
f.s. /-it/
m.pl. /-iim/
f.pl. /-i6t/
In some adjectives the stress is on
amerik&it/.
a non final syllable as in /amerik&i,
The above pattern occurs in derived

nouns, which have similar patterns.
adjectives.
For example:
m.s. yisraeli
m.pl. yisraelim
There
are
also
derived
f.s. yisraelit
f.pl. yisraeliot
Note that a distinction is made in the following case:

noun: /yisraelim/ 1Israelis'
adjective: /avironim yisraeliim/ Israeli airplanes' K. Where is the Government
office? heyx&n hamisrad hamemSalti.
? .
habiny&n - hamisradim - hayoec
habinyanim - hayoacim - hamisr&d
- -
- -
I,. Where is the American Embassy?

eyfo haSagrirut haamerikait.
x,
u u n,
hayoec - haonia - habinyanim

haoniot - hakolnoa - haSagrirut
- I
- -
- -
A: Salom moSe. lama ata rac.
A: leeyze misrad tayarut.
B: Salom miryam. ani muxrax
Bs lemisrad hatayarut
hamemSalti.
laruc lemisrad hatayarut.
BASIC COURSE
HEBREW
. ?
. . ?
. .
. .
.
UNIT 7
UNIT 7
HEBREW
BASIC COURSE
UNIT 7
C:
BASIC COURSE
HEBREW
ani nimca axSav

mugrabi. naxon?
al
yad
.
? .
kolnoa
. . .
?
D: ken. naxon. veata roce lehagia

lisfat hayam?
? . .
C: ken. haim ze raxok mikan?
. . .
.
D: lo. ze lo r a x o k l e x ^ a S a r
berexov alenbi ad lesfat hayam.
E:
. , .
adoni. daber kcat yoter leat.
? .
F: ata lo mevin ivrit?
. . .
E: kcat. ani xadaS baarec.
. ? .
F: ata xadaS baarec? ze davar axer.
. .
E: ani ba meamerika.
5.1 Wandering through Tel Aviv (cont'd.)
PASSERBY
All right.
So you say
you want to get
to the tourist office,
right?
Yes, that's right.
Listen.
Are you in a hurry?
listen, hear hurry
(verb)
cities
If so, go straight on
Allenby Road towards
the seashore, if
direction
shore, language,
lip sea
seashore
In this direction?
Yes. You'll pass the

Brooklyn Bar.
Not really. I want to
walk around and see the
city.
to stroll, hike
to see
city
The what?
nd t6v. &z
am&rta
SeatS
roci
lehagia
lemisr&d
hatayarut.
naxon?
MR. WILLIAMS
kin. nax6n.
PASSERBY
Sm&.
atfi memahir?
Smfi
(m.s.imv.)
memahir
(m.s.pres.)
MR. WILLIAMS
16
kol
k&x.
ani
roci
letay
UNIT 7
HEBREW
BASIC COURSE
?
el velir'ot et
hair, letayil
lir'ot ir (f)
arim (f.pi.)
.
.
PASSERBY
im k&x, lix yaS&r
berexov filenbi lekivun
sffit hayfim. im
kivfin (m) saffi (f) y&m
(m) sffit yfim
MR. WILLIAMS
bakivun hazi?
PASSERBY
kin. taavor et
bruklin bfir.
MR. WILLIAMS
et m&?
? ,
. .
.
?
.

.
,
.
UNIT 7
HEBREW
BASIC COURSE
The Brooklyn Bar. Do you know

where the Brooklyn Bar is?
et bruklin bar. atci yodea
No, I don't know. Haven't I told you that
I'm
new
in
the
country,
(interjection)
iyfo
bar?
PASSERBY Sebruklin
16. ani lo yodia.

hariy am&rti lexa
Seanl xad&S ba&rec.
hariy
MR. WILLIAMS
> ,
?
. .

.
All right.
The what?
PASSERBY
So you say
you want to get
to the tourist office,
right?
nfi t6v. &z

am&rt
Se&t roc& lehagia
lemisr&d hatayarut.
nax6n?
Yes, that's right.
MRS. WILLIAMS
kin. nax6n.
Listen.
Are you in a hurry?
Not really. I want to walk

around and see the city.
If so,
go straight on Allenby Road
towards the seashore.
In this direction?
PASSERBY
Sim'i.
&t memahiret?
MRS. WILLIAMS
16 kol k&x. ani
roc& letayel
velir'ot et hair.
PASSERBY
im k&x, lexi yaS&r
berexov &lenbi
lekivun sf&t hay&m.
MRS. WILLIAMS
bakivun haze?
Yes. You'll pass the

Brooklyn Bar.
PASSERBY
kin. taavri et
bruklin b&r.
MRS. WILLIAMS
et m&?
BASIC COURSE
UNIT 7
HEBREW
,?
..
. ?
.
.
,
.
. .
UNIT 7
HEBREW
BASIC COURSE
The Brooklyn Bar. Do you

know
where the Brooklyn Bar is?
No, I don't know.
Haven't I told you
that I'm new in the country?
MRS. WILLIAMS
PASSERBY
et bruklin bSr. St
yodSat
iyfo Sebruklin bSr?
lo. ani lo yodSat.
hariy amSrti lSx
Seani xadaSS baSrec,
. .

.
8.3 Vocabulary Drill

Present tense plurals of verbs in which the middle root consonant is /h/ such
as /memahir/ vary slightly from the pattern described in Section 7.5a. The vowel /e/
is replaced by /a/ instead of being dropped. The present tense forms of /memahir/
are:
m.s. memahir
m.pl. memaharim
f.s. memahiret
f.pl. memaharot
In normal speech intervocalic /-h-/ is often replaced by a smooth

transition between the vowels when the stress does not immediately follow the
/h/. Thus, one frequently hears /memaarim/ and /memaarot/.
A. Substitution - Agreement Drill
I'm hurrying to the movies.
ani memahir lakoinoa.
hi - mSr k6hen - mir kohen veiSto
hin - gviret Williams - atim - ani
- -
- - . -
UNIT 7
HEBREW
BASIC COURSE
GRAMMAR NOTES
8. 4 &-Suffix Feminine Forms
a. Present Tense of /l&med hiy/ Verbs

A frequent pattern is illustrated by the following:
ani roci lehagia lemisr&d hatayarut.
ani roca lehagia lemisrSd hatayariat.

In the plurals the suffixes /-im/ and /-ot/ are substituted.
hem roc1m lehagia lemisr&d hatayarut.
hen rocot lehagia lemisr&d hatayarut.
This pattern occurs in a number of adjectives such as /yafi ~ yaf&/.
[in traditional Hebrew grammars, which deal mainly with the written language,
verbs are classified according to the letters which comprise the "roots". Verbs of
the pattern described in this section are called "/l&med hey/" verbs since the third
letter of the root in the writing system is /hiy/. This designation may remain
abstruse for the time being until the student learns to read, but there is little to
be gained by coining a new term for these verbs. All /l&med hey/ verbs exhibit
certain similarities regardless of the conjugation or consonants of the root. With
the exception of one conjugation, this is true of the present tense. The exception
will be described later on.]
The following drills are substitutionagreement drills and should be done as the
drills in the previous unit.
A. He wants to get to the Eden Theater.
hu roce lehagia lekolnoa eden.
hi - Snu - &t - hen - dov atem - s&ra - ani

- hu
- - - -
- - -
B.He hopes to speak Hebrew in Israel.

hu mekave ledaber ivrit beisrael.
ani - m&r Williams - gveret Williams - -

iSti veani - hen - &t - anu - hu
- - - -
C.He sees the office.
hu roe et hamisr&d.
. !
hem - at&ra - ani - x&na velea
- - -
UNIT 7
HEBREW
BASIC COURSE
Snu - hi - hayoec veiSto - hu
- - -
UNIT 7
BASIC COURSE
HEBREW
D. I heard that the house is very nice.

gamfiti ehabait yafe meod.
Sehafirec - gemiryfim - Sehamisradim
gehaoniot - gehanamfil - gehasfarim
Sesara veatara - Seze - Sehabait
.
- -
-
- -
b. Common Adjective Pattern

The pattern illustrated in the following pairs of sentences is very
frequent in adjectives and occurs in certain conjugations of verbs.
ani xadfig bafirec. (man speaking) ani xadagfi bafirec. (woman
speaking)
ani muxrax laruc. (man speaking) ani muxraxfi laruc. (woman speaking)
In the plurals the suffixes /-im/ and /-ot/ are substituted where the
feminine singular has /-a/.
finu muxraxim laruc. finu muxraxot laruc.
When the masculine singular is a monosyllabic verb then the stress is on
the first syllable in the feminine singular.
ani gara bemalon dan. ani bfia meamerika.
When the masculine singular form has the consonant-vowel pattern /cactfc/
e.g. /xadig, gadol, yagfir/, then the pattern of the feminine and plurals is
phonologically a bit more complicated.
The /-a-/ of the masculine singular is dropped when the suffixes for the
feminine and plurals are added.
m.s. gadol
f.s. gdolci
m.pl. gdolim
f.pl. gdolot
karov
krova
krovim
krovot
If a phonologically impossible cluster would result from dropping the

/-a-/, then the vowel /e/ occurs between the first two consonants in the
pattern /ceCVCa/. Bear in mind that there are many clusters which are quite
possible in Hebrew, but which the student will be tempted to break up by
inserting a vowel as in /gdola/ above.
raxok
m.s
.
yaSar
f.pl. rexokot
f.s. rexoka
yeSara
m.pl. rexokim yeSarim
yeSarot
UNIT 7
HEBREW
BASIC COURSE
If the first consonant is /x/, /'/, or /h/, then the vowel /a/ is
inserted to break up the resulting cluster. The net effect is that the
feminine and plural suffixes are added without change.
xadiSa
xadfS
m.s. xadaS
xadiS^m
f.s.
xadaSa
xadiSot
m.pl. xadaS^m
f.pl. xadaSot
The consonants /h/ and /'/ are often dropped between vowels. Vowels which
break up clusters containing these consonants are retained even when the
consonants are dropped. In this text the transcription usually reflects the
informal spoken pronunciation, especially when /,/is elided.
f.s.
m.pl
.
m.s. naim (for /na' 1m/)
.
f.pl
- - -
.
E.He has to live near the office.
- - -
hu muxrcix lagur karov lamisr&d .
&t - finu - hayoec - him atin gviret k6hen - ani - hu
F.Moshe lives on Allenby Road.

mo4 g&r berexov &lenbi.
hem - ani - at&ra - Snu
david veiSt6 - hen - moSe
G.1'm coming to see Mr. Zahavi.
ani b& lir'6t et m&r zah&vi.
&nu - hi - gveret k&rmi - hem
aten - avigdor - hen - ani
H.The Lydda airport is new and beautiful.
nemal hateuffi lud xad&5 veyafi.
naima (for /ne'ima/) ne imxm (for /ne
imim/) neimot (for /ne'imot/)
.
- - -
.-
- - - - -
UNIT 7
HEBREW
BASIC COURSE
.
haavironim - haagrir<it - nem&l hateuf&
The tourist office is very large.

misr&d hatayarut gadol meod.
malon d&n - haoniot - hakolnoa haavironim haagrirtit - misrad hatayarut
The ships are very far from the port.
haoniot rexok6t meod mehanam&l.
- - -

mal6n d&n - haoniot - kolnoa mugrabi - -

^ _ ,

I.
UNIT 7
HEBREW
BASIC COURSE
UNIT 7
HEBREW
BASIC COURSE
haagrirut - habatim -misrad hatayarut

haavironim - malon d&n - haoniot
- -
BASIC COURSE
K.
HEBREW
UNIT
The plane is very close to the port.

haaviron karov meod lanam&l.
habatim - haoniot - misr&d hatayarut

malon d&n - kolnoa mugrabi - haavir6n
- -
. -
Moshe's family is very pleasant.
.
hamipax& el moSe neim& meod.
itex& - at& - hem - aten - atem
M.
gveret zah&vi - m&r kohen - hamiSpax& Sel moe
- - - -
- ' 1
Mr. Williams is honest and good. m&r Williams yag&r

vet6v.
&nu
hen - hu - at&ra -
hu gviret karmi &nu - hi
- -
- -

moSe - at& vedavid m&r Williams

N. You can't see the
at
&
ship.
at& 16 yax61 lir'6t
- - -
- - ' 1
-
et haoni&.
atim - hen - ani c. Adjectives ending in
AW
A variation of the above patterns is that

of /samiax/ 'happy'. In this adjective pattern the
masculine singular ends in /-tfax/.
m.s.
f.s. smex& m.pl. smexim f.pl. smex6t

[There is a close correspondence with written Hebrew in that all
such
233
HEBREW
UNIT
BASIC
COURSE
11
i
t
o
words are spelled with , and not with

.
0.
I'm very happy to
a
n
i
Compare Section
7.5b. ]
see Mr. Carmi.

ani sameax meod
lir'6t et m&r
k&rmi.
&nu - hi
- atem
- s&ra
- -
- -
velia
kul&m baal& -
234
UNIT 8
_________
HEBREW
REVIEW
A:
CONVERSATIONS
e
a
n
f
a
m
a
r
t
r
o
c
a
S
e
a
t
l
e
h
a
g
i
a
r
o
c
a
l
e
h
a
g
f
a
l
e
m
i
s
r
a
d
l
e
m
a
l
o
n
h
a
t
a
y
a
r
u
t
.
d
a
n
.
A:
n
a
x
o
n
?
B:
BASIC
COURSE
s
l
i
x
S
.
l
o
.
1
6
a
m
a
r
t
i
S
a
m
S
235
HEBREW
UNIT
BASIC
COURSE
11
t
i
o
t
&
x
.
k
o
l
C:
a
S
m
'
a
t
?
Cs
m
e
h
e
t
l
D:
236
BASIC
COURSE
_________
HEBREW
e
m
a
h
e
r
.
:
237
UNIT 8
HEBREW
UNIT
BASIC
COURSE
11
, :
:?
.
:
E: at roca
Sam tova
glfda?
meod.
F: ken.
E: ken,
eyfo
ani
bruklin
yodea.
bar?
ata
E: berexov
G:
alenbi
yodea
bekivun
eyfo
sfat
Sebruklin
hayam.
bar?
F: haglida
H:
238
lo. ani
UNIT 8
BASIC
COURSE
_________
HEBREW
lo
yodea.
G:
ata lo
haSagriru
t?
L: lo, ani
tel avivi?
lo yodea.
lo. ani
ani xadaS
H:
xadaS
betel
baarec.
aviv.
K: tov. az
I: ata roce
tamSix
lalexet
yaSar
lemisrad
barexov
hatayarut?
haze.
J:
ken.
lemisrad
L: toda
raba.
hatayarut
hamemSalti
I: im kax,
. :
lex yaSar
birxov
alenbi.
J:
rexov
alenbi hu
bakivun
haze?
I: ken.
Ks ata
yodea eyfo
.
, :
nimcet
239
HEBREW
BASIC
COURSE
UNIT
11
240
BASIC
COURSE
_________
HEBREW
241
UNIT 8
HEBREW
UNIT
BASIC
COURSE
11
?
Semisrad
hatayarut.
M: kan
bapina
hariSona.
?
, :
.

.
O: lama
ata
memaher,
adon?
P: kvar
meuxar
veanf roce
lehagi
. :
lekoln
oa
mugrab
M: at
memaheret
gvirtf?
N: lo. an lo
memaheret.
an roca
i.
O: ze lo
raxok
mikan.
letayel
P: ken.
velir'o
an! yodea
t et
Seze lo
hair.
raxok.
M: az lexi
lemisrad
hatayarut.
N: ani lo
yodaat eyfo
O: az lama
ata
memaher?
P: amarti
lexa
242
BASIC
COURSE
_________
HEBREW
:
,
?
Sekvar
:.

.

meuxar.
.
:
.:

.:
:
,
?
:
,

243
UNIT 8
BASIC
COURSE
HEBREW
UNIT
11
:
.
: .

.
:
?
:
244
BASIC COURSE
HEBREW
UNIT
91 Wandering through Tel Aviv (cont'd.)

PASSERBY
You can
go into
Brooklyn
and eat
cream.
the
Bar
ice
t
o
e
n
t
e
r
t
o
e
a
t
i
c
e
c
r
e
a
m
atfi yax61
lehikanes
lebruklin
bSr
veleexol
glida.
lehikanes
leexol
glida,
glidS
(f)
245
HEBREW
UNIT
11
BASIC
COURSE
MR. WILLIAMS
What kind of ice cream do

they have there? which
there is
eyzo glida yiS SSm.
eyzo (f) yeS
246
BASIC COURSE
HEBREW
UNIT
PASSERBY
The ice cream there is very good.

MR. WILLIAMS
Really
?
truth
beeroet?
emet (f)
PASSERBY
They even
make a
banana
split
like
[with
you] in
America.
prep
are
at
(Fre
nch
chez
)
haglidS
SSm
tovS
meod.
him afilu
mexinim banana
split kmo
eclexem
beamerika.
afilu
mexin
(m.s.
)
ecel
247
HEBREW
UNIT
11
BASIC
COURSE
MR. WILLIAMS
What do you say!
say
mS atS sSx!
sSx (m.s.pres,

PASSERBY
You can
go into
Brooklyn
and eat
cream.
the
Bar
ice
What kind of
ice cream do
they
have
there?
St yexolS
lehikanes
lebrflklin
bSr veleexol
glida.
MRS.
WILLIAMS
iyzo glida
yiS SSm.

248
BASIC COURSE
The ice cream

there is very
good.
Really?
They even
make a banana
split like
[with you] in
America.
What do you
say!
PASSERB
Y
HEBREW
UNIT
ha
gl
fd
a
Si
m
to
vi
me
od
.
MRS.
WILLIAM
S
beemit?
PASSERB
Y
him afilu
mexinim
banSna
split km6
eclexira
beamirika.
MRS.
WILLIAM
S
mi &t s&xa!
249
HEBREW
UNIT
BASIC
COURSE
11
93 Vocabulary Drills
A. They are preparing the ice cream.
him mexinim et hag1Ida.
.
hi - inu - atin - david
- - -
at&ra - xina veiSti - hu - him
- - -
The preposition /icel/ is difficult to
translate succinctly. It is roughly
comparable to the French chez and means "at
the home, place, office of, by, with", etc.
The preposition has the alternate form
/eel-/ before pronominal suffixes. It is
used with the singular set.
Many speakers have the following variant
forms with some of the suffixes.
2f.s. /eclix/
3m.pl. /eclahim/
for /eclix/
for /ecl&n/ 3
f.pl. /eclahin/ for /eclin/
The book is at my house.
hasifer nimci ecli babiit.
eclexi
eclix
ecli
ecli
eclinu
eclexim
eclexin
eclim
ecl&n
GRAMMAR NOTES
9.4 The Construct State of Nouns

a. Examine the underlined noun phrases in the
following sentences:
1.lud hu nemfil teuffi yafi vexadiS.
2.beiyze bet sifer lam&deta.
In each of these phrases a noun is
modified by another noun. In Sentence 1, for
example, the noun /nam&l/ (in the alternate
250
BASIC COURSE
HEBREW
UNIT
form /nem&l/) is modified by /teuf&/. This

construction is comparable to the English in
which one noun modifies another, except that
in English the first noun modifies the second,
while in Hebrew the reverse is true.
/nam&l/
/teuf&/
/nem&l teuf&/
"port"
"flight"
(lit.) "flight port"
In sentence 2 the
noun /b&it/ (in the
alternate form /bit/) is modified by /sefer/
/b&it/
"house"
/sefer/
"book"
/bet sefer/
The first noun in
"school" (lit.) "book house"

such a sequence is said to
be in the construct state.
b.As noted in Grammar Section 3.4 some

nouns have an alternate form when
occurring as the first noun in this
construction. It is hard to predict the
alternate forms, but as patterns occur
in this text th^y wi.T 1 be pointedd
out. if not otherwise noted it may be at
least temporarily assumed that there is
no alternate construct state form.
(1)Masculine singular nouns of the

pattern /CaCVC/ have a construct form
without the /-a-/ unless the first
consonant is /x-/.
/Sal6m/ - /Sl6m igtexa/
/nam&l/ - /nem&l teuf&/ (with /-e-/
because /nm-/ is a non-permissible initial
cluster)
This pattern is very similar to the
pattern of masculine-feminine adjectives
described in Grammar Section 8.4b
(2)Feminine singular nouns ending
in /-&/ have a construct form ending
in /-&t/, sometimes with other
changes.
/saf&/ - /sf&t y&m/ "seashore"
(3)Alternates forms of other nouns in
this text so far are:
/b&it/ "house" - /bet/ or /biyt/
/iSa/ "wife" - /SSet/
/&in/ "eye" - /gyn/
/miSpax&/ "family" - /miSp&xat/
c.The main stress in the comparable nounnoun constructions in English is on the
251
UNIT
HEBREW
11
first noun; in Hebrew it is on the second.
In this text the primary stress of each
word is indicated, but a comparatively
louder stress will be heard on the second
noun - /nem&l teuf&/. When the stresses are
on contiguous syllables the first may
become unstressed - /bet sefer/, but /bet
hasefer/.
d.The definite article /ha-/ is

prefixed only to the second noun
in the construct state sequence.
The first noun, however, is still
treated as definite.
/yoic haSagrirut/ "the Embassy counsellor"

/misrfid haxuc/ "the foreign office"
TKtfD
/binyfin had6ar/ "the post office
building"

/misrfid hatayarut/ "the tourism office"

e.Adjectives modifying the first noun
of a construct state sequence follow
the entire construction.
/nem&l teuffi yafi vexadiS/ "a
beautiful and modern airport" Note that the
adjectives /yaf vexadiS/ modify /nemfil/
and are, therefore, masculine.
f.Three nouns may occur in a construct
state sequence, /kivua sffit hayfim/
"the direction of the seashore"
Sequences of four nouns occur but they
are rare and are often
paraphrased.
g.Hebrew construct state sequences are
not always translatable as English
noun-noun
constructions.
They
are
sometimes translated as prepositional
phrase constructions, usually with the
preposition "of".
/kivtin hayfim/ "the direction of the sea"
/Sagrirut
yisrafel/
"the
Embassy
of
Israel" or "the Israel Embassy"
Some sequences are translatable as
possessives. /Sl6m hamiSpaxfi/ "the
family's welfare"
On the other hand, English noun-noun
constructions are not necessarily translated
as construct state sequences in Hebrew.
/misrad hatayarut hamemSaltl/ "the
government tourist office" Here the Hebrew
has an adjective /memSalti/ modifying
252
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
/misrfid/ while English has the noun

"government" modifying "office".
A. Completion Drill - The instructor
gives the sentence and then the noun in
parentheses. The student responds by
giving the sentence with a construct
state sequence using the noun.
Instructor: He is in an office. (the
hotel) Student: He is in the hotel
office.
1.
hu nimca bemisrad. (hamalon).
.().
hu nimcfi berrisr&d harualon.

2.
3.
hu nimcfi bebinyfin. (haSagrirut).
.( ). .2
hfi nimcfi bebinyfin haSagrirut.
namfil nimcfi belud. (teuffi).
.( ) .
nemfil teuffi nimcfi belud.

5.rainu bfiit berex6v filenbi.
.
.
rainu bet kolnoa berexov alenbi.

.
hamSex fid lepinfi.
(rex6v filenbi).
.3
4.miSpaxfi tagia letSl aviv. (zahfivi).

.
(
4
.
)
. miSpfixat zahfivi
tagia letel aviv. .1
(kolnoa)
(
.1
.
6
hamSex fid
lepinfit rexov
filenbi.
.
B.
Transformation Drill Indefinite to
Instructor: You
saw a movie
house. Student:
You saw the
movie house.
1.rait
em
be
t
ko
ln
oa
253
HEBREW
UNIT
11
.
raitem
et bet
hakolno
a.
2.higfit
etmol
lenemfi
l
teuffi.
higfit
etm61
lenemfi
l
hateuff
i.

.

.
3.mfir Williams
hfi yoec
Sagrirut.
mfir
Williams hu
yoec
haSagrirut
4.lamfideti
ivrit bebet
sefer.
lamfideti
ivrit bebet
hasefer.
5.misrfid doar
nimca kfin
bapirtfi.
misrfid
hadoar nimca
kfin bapina.
6.hem rocim
lir'6t sffit
yfim.
hem rocim lir'6t et
sffit hayfim.

.

.
254
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
4.
9.5 Definite Article /ha-/ Prefixed to Adjectives
Examine the following underlined forms:
(1)mfir Williams hu yoec haSagrirut

haamerikfiit.
(2)pni kfin bapinfi hariSonfi yemina.
(3)bakiviin hazi?
Note that both the noun and the adjective
modifying it are preceded by the definite
article /ha-/. Whenever a noun is definite all
adjectives modifying it in the same phrase are
preceded by /ha-/. It does not matter how the
noun is made definite. (Cf. Grammar Section
2.5)
are:
Examples of nouns made definite in other ways
a.Nouns with a pronoun suffix: /iSto

hayaffi/ "his pretty wife"
b.Proper names: /tel aviv haxadiSa/
"modern Tel Aviv"
c.The first noun of a definite
construct state sequence (see
Grammar Section g.4d):
/misrfid hatayarut
hamemSalti/
Note
that
the
adjective
/memSalti/
modifies
/misrfid/
and
is,
therefore,
masculine. On the other hand, in Sentence (1)
above, the adjective /amerikfiit/ modifies
/Sagrirfit/ and is feminine.
Ambiguities may occasionally arise
when both nouns are of the same gender and
either may reasonably be modified by the
adjective, but context or paraphrasing
usually settles the matter.
When the adjective is not part of the
same noun phrase it is not preceded by /ha-/.
Thus, the following contrast may occur:
(a)/habfiit hagadol/ "the big housî1
(b)/habfiit gadol/ The house is big."
In
the
first
example
/hagadol/
modifies /hab&it/ in the same noun phrase.
In the other example /gadol/ modifies
/hab&it/, but it is in the second half of
an equational sentence and, therefore, is
not prefixed by /ha-/.
Demonstratives such as /ze/
"this" are prefixed with /ha-/ when
255
HEBREW
UNIT
11
they modify nouns as adjectives.
/bakiviin haze/ "in this direction"
In this example, as in Sentences 2
and 3 above, the /ha-/ preceding the
noun is contracted into /ba-/. See
Grammar Note 6.7
A. Transformation Drill - Indefinite to
Definite
5.
Instructor: I came
in a big airplane.
Student: I came
in the big
airplane.
1.b&ti
beavir6n
gadol
b&ti
baavir6n
hagad61.
2.rainu b&it
yaf4.
rainu et
hab&it
hayafi.
3 hamSixi yaS&r &d
rexov gad6l.
hamSixi yaS&r &d
harex6v hagadol.
4.haim ze
biny&n
xadiS?
haim ze
habiny&n
haxadiS?
5.oni& xadaS&
nimcet
banam&l.
haoni&
haxadaS&
nimcit
banam&l.
6.gam&ti Seze
misr&d
memSalti.
Samati Seze
hamisr&d
hamemSalti.
.1
.
.
. .2
.
.3
.

.
.4
?

?
.5
.

.
.6
256
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
6.
B.Transformation Drill - Definite to

Indefinite
Repeat Drill A in reverse.
C., Transformation Drill - Indefinite to
Definite
Instructor: I was impressed by a new
government office.
Student: I was impressed by the new
government office.
1. hitras&mti
mimisr&d
memSaiti
xad &s.
.1.

hitraS&mt
i
mehamisr&
d
hamemSalt
i
haxad&S.
.
2. hi g&ra
beb&it
gad61
veyafe.
.2.

hi g&ra
bab&it
hagadol
v
e
h
a
y
a
f
g
.
.
257
HEBREW
UNIT
11
3. hem baim
beoniot
gdo16t
vexadiSot
.
.3.
him baim
baoniot
hagdolot
vehaxadiS
ot..
4. Sam&ti
5eze
ma16n
gadoi
venaim.
.4

Sam&ti
Seze
hamal6n
hagadol
vehanaim.
.
D.Transformation Drill - Definite to

Indefinite
Repeat Drill C in reverse.
258
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
E. Transformation Drill - Indefinite to Definite

7.
8.
Instructor: Where is a government tourist

office? Student: Where is the government tourist
office?
1. e
y
f
o
m
i
s
r
f
i
d
t
a
y
a
r
u
t
m
e
m
S
a
l
t
i
.
i
y
f
o
m
i
s
r
f
i
d
h
a
t
a
y
a
r
u
t
h
a
m
e
m
S
a
l
ti.
2. mfir
Williams
hu yoec
Sagrirut
xadfiS.
. mar
Williams
hu yoec
haSagrir
ut
haxadf
iS.
3. raiti
misrfid
doar
gadol.
raiti et
misrfid hadoar
hagadol.
.
4. ze bet
sefer
tov.
ze bet hasefer
hatov.
5. higata
lenemfil
teuffi
xadiS.
higata
lenemfil
hateuffi
haxadiS.
6. raiti
oto
bebet
kolnoa
karov.
raiti oto bebet
hakolnoa
hakarov,
.
7. ani roe
binyan
Sagrirti
t gadol.
ani roe et
binyfin
haSagrirut
hagad6l.
259
BASIC
COURSE
HEBREW
UNIT
11
.
Transformation DrillDefinite to Indefinite
.1: v
.2
.3 .
.4 .
.
.5 .
.
.6 .
. .
260
BASIC COURSE
HEBREW
UNIT
9.
Repeat Drill E in reverse.

Instructor:
I saw his
wiCe. She
is pretty.
Student:
X saw his
pretty
wii;e.
1.
2.
3.
4.
raiti e
t
raiti e
t
raiti e
t
iSt6. hi yaffi.
. .
i?t6 hayaffi.
raiti e
t
raiti e
t
raiti e
t
raiti e
t
raiti e
t
raiti e
t
raiti e
t
baalfi hatov.
baalfi. hu bSal tov.
eyneha. hin gdolot.

eyneha hagdolot.
misradxfi. hu xadfiS.
misradxfi haxadfiS.
arcexem. hi yaffi.
arcexem hayaffi.
. .
.
1
.
. .
.
3
.
. .
.
4
.
. .
The instructor may vary this drill by changing /raiti/ to /ani roci
lir1ot/.
Instructo
r: We saw
Israel.
It's
modern.
Student:
We saw
the
modern
Israel.
261
.
5
HEBREW
UNIT
BASIC
COURSE
11
1.
rainu et yisrael. hi xadiSfi.
. .
rainu et yisrael haxadiSfi.

rainu et atfira. hi yaffi.
2.
3.
rainu et atfira hayaffi.

rainu et david. hu gadol.
4.
rainu et david hagadol.

rainu et avigdor. hu sameax.
. .; :
".
. .
rainu et avigdor hasameax.

rainu et dov. hu tov.
. .
rainu et dov hatov.
6.
rainu et sfira
vexfina.
hen
. .
amerikfiiot.
rainu et sfira vexfina haamerikfiiot.
.
REVIEW
CONVERSATIONS
10.
A:
ecle
xa
eyfo
bab
nimca
ait.
hasefer
A:
.
bee
B:
met
hasefer
nimca
B:
262
.
1
.
2
.
3
.
4
.
5
.
6
BASIC COURSE
HEBREW
UNIT
ken.
natati
lexa et
hasefer
haboke
r.
?
:
.
:
263
HEBREW
UNIT
11
. :
264
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
11.
C:
ata
roe et
bet
hakol
noa
hagad
ol?
D: lo.
eyfo.
C:
kan
bapin
a.
D: O,
ken.
265
HEBREW
UNIT
11
:
,
.
266
BASIC
COURSE
BASIC COURSE
HEBREW
UNIT
12.
:
.
: 1 :
. .
13.
G:
ken
rainu
et
bab
misra
ait
hag
hatay
ado
arut
haxad
veh
aS.
axa
H:
diS.
babai
t
hagad
ol?
G:
267
E: mexinim banana split bebruklin bar.

F: ma ata sax '.
E: ken. kmo beamerika.
BASIC
COURSE
HEBREW
UNIT
11
:
.:
?
:
.
268
BASIC COURSE
HEBREW
UNIT
14.
:
Is
Samati
Sehabait
Sel dov
gadol
veyafe.
J:
ken.
raiti et
habait
etmol.
I: eyfo?
beramat
gan?
J: lo.
hem
garim
bexulon.
269
BASIC
COURSE
HEBREW
UNIT
11
:
?
?
:.

.
270
BASIC COURSE
HEBREW
UNIT
10.1 Wandering through Tel Aviv (concluded)

PASSERBY
15.
After
you finish the
ice cream
continue
straight
towards the
seashore.
after, behind
you will finish
axariy Setigm6r et
haglida
tamSix yaSfir
lekivun
hayfim.
axariy
tigm6r
(m.s.)
271
HEBREW
UNIT
BASIC
COURSE
11
16.
MR. WILLIAMS
17.
Yes-
18.
When
you get
to
Hayarko
n
Street
turn
right
and go
straigh
t
to
Mendele
Street.
when
(conjun
ction)
you
will
arrive
PASSERBY
kSetagia
lerex6v
hayark6n, tifne
yemina vetelex
yaSar Sd rex6v
mendele. kSetagia
(m.s.)
,
,

.
272
BASIC COURSE
19.
That is to say,
the
tourist
office
is
located
on
Hayarkon St. at
the
corner
of
Mendele?
HEBREW
UNIT
MR. WILLIAMS
z&t omeret Semisrfid
hatayarfit
nimcfi berex6v
hayark6n pinfit
mindele?
273
HEBREW
UNIT
BASIC
COURSE
11
20.
Not
exac
tly
on
the
corn
er.
exactly
Turn right there
and go on to
the
tourist
office.
Is
it
poss
ible
to
go
by
way
of
BenYehu
da
Stre
et?
possible to go
way,
path,
through
of course.
Than
k
you,
Sir.
Good
bye.
definit
ely
PASSERBY
16
Yes,
WILLI
AMS
to
da
ra
ba
le
xa
,
ad
on
i.
Sa
lo
m.
b
e
d
i
y
u
k
b
a
p
i
n
f
i
.
bediyu
k
Sfim
tifne
yemina
vetele
x fid
misrfi
d
hataya
rut.
MR.
WILLIA
MS
haim
efSfir
lalixe
t
derex
rex6v
bin
yehtid
a?
efSfir
lalixe
t
derex
(f)
PASSER
BY
ken
beh
exl
et.
beh
exl
et
MR.
274
HEBREW
UNIT
BASIC COURSE
..
,
: ,.
!,
275
HEBREW
UNIT
BASIC
COURSE
11
It was nothing. Goodbye and good
luck, blessing
PASSERBY
al 16 davSr. Salom
uvraxS.
braxS (f)
276
BASIC COURSE
HEBREW
UNIT
21.
10.2 Wandering through Tel Aviv (concluded)
PASSERBY
22.
After
you finish
the ice cream
continue
straight
towards the
seashore.
axariy Setigmeri et
haglxda
tamSixi
yaSar
lekivun
haySm.
277
HEBREW
UNIT
BASIC
COURSE
11
23.
MRS. WILLIAMS
24.
25.
-
PASSERBY
26.
When
you
get to
Hayark
on
Street
turn
right
and go
straig
ht
to
Mendel
e
Street
.
That is to
say, that the
tourist office
is located on
Hayarkon St.
at the corner
of Mendele?
Not exactly on
the corner.
Turn right
there and go
to
the tourist
office.
IA
MS
w
a
y
z6t
omiret
SemisrSd
hatayar
ut
nimcS
o
f
B
e
n
Y
e
h
u
d
a
berex6v
heyark6n
pinSt
inendel
e?
PA
SS
ER
BY
s
t
r
e
e
t
?
lo
bediyuk
bapinS.
Yes, of
course.
MR
S.
WI
LL
IA
MS
Thank you,
ma1 am.
Goodbye.
kSetagii
lerexov
Is
it
po
ss
ib
le
to
go
by
Sam
tifnf
yamfna
vetelxi
Sd
misrSd
hatayar
&t.
hayark6n
tifni
yamina
vetelxi
yaSSr Sd
rexov
mendele.
MRS.
WILL
haim
efSSr
lalixet
direx
rexiv
bin
yehtida
?
PA
278
Yes-
HEBREW
UNIT
BASIC COURSE
SSERBY
kin.
behexlit.
MRS.
WILLIAMS
todS rabS lSx

gvirti.
Sal6m.
-

?

.

.
..
,
, ,.
279
HEBREW
UNIT
11
BASIC
COURSE
PASSERBY
It was nothing.
Goodbye and good luck.
Si lo davfir.
Salom uvraxS.
10.3 Vocabulary Drill

A variation of the stark and gentle imperative is the pattern of /tagia/. In this
pattern the masculine singular ends in /-Ctfa/ and the feminine plural ends in
/-Cfina/. The forms of /tagia/ are: m.s. /tagia/ m.pl. /tagiu/
f.s. /tagii/
f.pl. /tagSna/
[in the Basic Sentences of this unit the verb is used as a second person future.]
A. Substitution-Agreement Drill - Use the underlined words as cues. When you get to the
intersection turn left.
kSetagia
kSetagiu
kSetagii
kSetag&na
lahictalvut tifne smola.

lahictalvut tifnu smola.
lahictalvut tifni smola.
lahictalvut tifnena smola.
280
.
.
.
BASIC COURSE
HEBREW
UNIT
GRAMMAR NOTES
10.4 The Relative Conjunction /Se-/

a)Whenever an equational sentence, or a declarative sentence containing a verb, is
included within another sentence, but not as a direct quotation, then it is
preceded by the conjunction /Se-/.
Examine the following sentences:
1.habSit gadol veyafe.
The house is big and

beautiful." SamSti SehabSit gadol veyafe. I heard that the house
is big
and beautiful!'
2.arcenu m6cet xen beeynexa,
'You like our country."
ani mekavi Searcinu mocet
I hope you like our country."
xen beeynexa.
Note that although the conjunction "that" is optional in English the
conjunction /Se-/ is required in Hebrew.
b)/e-/ is used when prepositions precede such included sentences:
3.bSta hena.
"you came here." lifney SebSta

"before you came here"
hena
4.tigm6r et haglida.
axarey Setigmor et
haglida
and
You will finish the ice cream. "

"after you finish the
the ice cream"
The conjunction /kSe-/ is a contraction of the prefixed preposition /ke-/ "as"

/Se./
5.tagia lerex6v hayarkon.
"You will get to Hayarkon Street. "
kSetagia lerex6v hayark6n "when you get to Hayarkon Street"
c) When the included sentence is a question beginning with an interrogative,

the /Se-/ is optional, but after the interrogative.
27.
6.
eyfo bruklin bSr. atS

yodia iyfo Sebruklin bar?
(or) atS yodia eyfo bruklin
bar?
"Where is the Brooklyn
Do you know where
the Brooklyn Bar is ?"
Bar?"
281
HEBREW
UNIT
11
BASIC
COURSE
28.
7 heyxSn ata nimca.

atS 16 yodea heyxSn
"Where are you located?"

You don't know where you are?" atS nimca?
d) A sentence with an included sentence may in turn be included in a still

larger sentence.
8.
bSta hena.
lamSdeta ivrit lifney
You came here."

You studied
Hebrew before you came here."
Sebata hina.
282
BASIC COURSE
HEBREW
UNIT
t6v meod asita

Selamfideta ivrit lifney
Sebata hina.
You did well

to study Hebrew
before you came here."
It cannot be repeated too often that the above description refers to the
Hebrew sentences and not to the English translations. In sentences 4 and 5 the
English verb form changes; in sentences 5> 6 and 7 the word order changes; and in
Sentence 8 "you studied" changes to "to study". In the Hebrew, however, the
included sentences remain intact except for intonation patterns. There are
stylistic variations of word order in included sentences in Hebrew, but these are
relatively minor.
[Note: This conjunction is always written in Hebrew as a prefix to the following word. asita
lamadeta bata
Seasita Selamadeta Sebata ]
The following drills are expansion drills. The instructor gives a

sentence, and the student responds with a larger sentence in which the
instructor's sentence is included.
Instructor: tigmor et haglidfi.
You will finish the ice cream."
Student: ani roci Setigmor
I want you to
et haglidfi.
finish the ice cream."
A more literal translation would be I want that you should finish the ice
cream," but this is, of course, awkward English.
Instructor1 s sentences:
1.
mfir Williams gfir beramat gfin. .]
2.
iSto medaberet ivrit.
3.
miryam nimcet betel aviv.
4.
lamfideta bevit hasefer lesafot.
.
r.
1
haSagrirut nimcet al yad malon dfin."M
6. habinyfin xadiS.
.
4
.
5
.
6
.
7
7.
haSrec yaffi meod.
le
nt
A.
adds :
ani xoSev Se-
B.
ani mekave Se-
C.
hu roi Se-
D.
Samfinu Se-
E.
raiti Se-
283
.
2
.
3
Instructor's Sentences:
.
!
UNIT
HEBREW
BASIC
COURSE
11
8.lamadeta ivrit.
9.gamata mimSr kfispi.

10.rainu et habait geio.
.
11.natati lemiryam et hasfarim..
Student adds:
29.
F.higata laarec lifney SeG.higfita hena axarey Se- .
- .
284
.8.
.9.
1
BASIC COURSE
HEBREW
UNIT
Instructor's Sentences:
12.natfita 16 et hasefer.
13.raita et hamisrfid.
.
1
3
14.higfita lamalon.
.
1
4
.12.
.
Student adds:
H.
mfi amfirta 16 kge1. mfi asita kSe-
.
- .
Additions H and I can be varied by changing /kSe-/ to /axariy e-/ or /lifniy

Se-/.
10.5 Adjectives used to Modify Verbs
a.The masculine singular form of
1.l&x yaSfir berex6v filenbi.
adjectives is used to modify verbs.

Go straight on Allenby Street."
2.fit medaberet yaf6 meod.
You speak very nicely."
3.t6v asita Selamfideta ivrit.

You did well to study Hebrew."
The following synonymous sentences illustrate the use of an adjective to modify
a noun or a verb.
4.atfi medabir ivrit yaffi
meod.
You speak a very beautiful Hebrew."
5.atfi medabir ivrit yafe

me6d.
You speak Hebrew very nicely."
b.When there is no noun antecedent in the context the masculine singular form
of the adjective is used.
6.kvar meuxar.
It's late already."
7.naim li meod lehakir otxfi. I am very pleased to meet you."

Although the English translations have pronoun antecedents for "late" and
"pleased" the Hebrew does not. In sentence 7 the form is /naim/ even when a woman is
speaking. See Section 2.2.
BASIC COURSE___HEBREW ___________________________________UNIT10
A: axarey Setigmor leexoi et haglida :

teiex lemisrad hatayarut?
B: 16. laSagrirut haamerikait.
.:
.
.:
A: az tamSix LEKIVUN sfat hayam.
285
HEBREW
UNIT
11
BASIC
COURSE

B: ken. ani yodea.
.:
.
30.
C: eyfo nimca misrad hatayarut.
D: kan. bapina hariSona.
C: berexov ben yehuda?
D: lo. berexov mendele.
?:
. .
? :
. .
286
BASIC COURSE
HEBREW
UNIT
31.
E: ata medaber ivrit yafe meod.
Fs toda raba.
Es haim lamadeta ivrft lifney Sebata hena?
Fs lo. lamadeti ivrit axarey Sehigati leka
E: matay higata.
F: lifney xodSaim.
E: veata medaber kvar kmo israeli. ani
xoSev Seze tov meod.
G: raita et habinyan haxadaS Sel misrad

hatayarut?
H: lo. ax Samati Sehu xadiS meod.
Gs ken. xadiS vegadol. hu meod moce xen
beeynay.
. :
. :
? :
. . :
? :
. :
. :
.
? :
. . :
. . . :
287
UNIT 15 HEBREW
BASIC COURSE
11.1 Dinner Invitation

32.
M
r
W
.
i
W
l
i
l
l
i
l
a
i
a
m
s
,This Friday evening^
LLI
AMS
bel
el
SiS
i
hak
ar6
Yes.
m
s
,
w
h
a
t
a
r
e
y
o
u
d
o
i
n
g
F
r
i
d
a
y
e
v
e
n
i
n
g
?
*
d
o
v?
M
m
f
i
R
.
a
t
e
m
C
A
o
s
i
m
S
P
b
e
l
i
l
I
kin
.
S
i
S
i
.
night
sixth
MR.
CAS
PI
m
i
r
osi
(m.s.pres
.) lSyla
(m) SiSi
(m.s.)
,
MR
WI
288
BASIC
COURSE
UNIT
HEBREW
289
UNIT 15 HEBREW
BASIC COURSE
33.
I
h
ther
e is
not
to
us
plan
,
prog
ram
M
R
a
eyn
l&nu
toxnit
t
h
i
n
k
t
h
a
t
w
e
d
o
n
t
2 w
ant
to
eat
'br
eak
fas
t,
(mo
rni
ng
mea
l)
I
wan
t
to
eat
lun
ch.
(no
on
mea
l)
I
wan
t
to
eat
bru
nch
.
(10
a.m
.
sna
ck)
(f)
290
BASIC
COURSE
HEBREW
34.
We
wa
nt
to
in
vi
te
yo
u
fo
r
di
nn
er
.
is
suitabl
e
S
n
lehazmin
aruxi (f)
irev (m)
UNIT
M
t
to
inv
ite
mea
l
eve
nin
g
Thank
you.
We
will
be
very
happy
.
we
wil
l
be
hap
py
nismSx (1 pi. fut.)
MR. CASPI
haim
siva uSiosim

matim?
?
Seva
SloSim
mat'im (m.s.pres.)
Is
se
ve
nth
ir
ty
al
l
ri
gh
t?
sev
en
thi
rty
291
UNIT 15 HEBREW
BASIC COURSE
292
BASIC
COURSE
HEBREW
35.
UNIT
MR.
WILLIAMS
kin. ten
li et
haktivet
Selaxim.
[*Many speakers insist

that /lei SiSi/ is
properly Thursday
night and that Friday
night is /lei Sabat/.J
t
i
n
(
m
.
s
.
i
m
v
.
)
k
t
i
v
e
t
(
f
)
.
.
Yes. Give me
your address.
give address
293
UNIT 15 HEBREW
BASIC COURSE
MR. CASPI
36.
f
i
n
d
We
li
ve
o
n
t
h
e
M
o
z
k
i
n
p
l
a
c
e
wit
hou
t
dif
fic
ult
y.
S
t
r
e
e
t
,
we
will
find
plac
e
n
u
m
b
e
r
d
3
.
iff
number
three
icu
lty
11.2
t
h
i
n
k
ADDI
TION
t
h
a
t
AL
w
e
BULA
VOCA
RY
w
i
l
l
i
n
u
g
294
BASIC
COURSE
HEBREW
a
r
i
m
b
i
r
x
&
v
m
o
c
k
i
n
m
i
s
p
i
r
S
a
l
o
S
.
n
i
m
c
a
UNIT
e
t
h
a
m
a
k
o
m
l
e
l
o
k
o
S
i
.
mispir
(m)
al6
nimca
(1 pi.
fut.)
mak6m
(m)
k63i
(m)
MR
.
WI
LL
IA
MS
a
n
i
x
o
S
e
v
S
e
-
295
UNIT 15 HEBREW
BASIC COURSE
37.
.What
AWhat
Plea
What
se
ar
e
you doing Sunday?
ar
e
you doing Monday?
ar
e
you doing Tuesday?
..bey6m riSon bairev.

..bey6m Seni
bairev. ..beyom SliSi
bairev. ..bey6m revii
bairev.
..bey6m
ma atc os
beyom riSon.
xamiSi
bairev.
i
i
..bey6m SiSi
mf
atc os
bey6m Seni.
bairev.
..bemocaey
i i
i
Sabit. ..hairev. yiS
mf
atc
os bey6m SliSi.
linu
toxnit.
i
What ar
give e
you doing Wednesday?
What ar
me
e
you doing Thursday?
What ar
the
e
book
you doing Friday?
ma ati os
i
beyom SiSi.
What ar
.
e
you doing Saturday?
mf
i
os
i
beSabit.
What ar
ten
you doing today?
at
ci
mi at
. ci
os
i
hayom.
What ar
li,
you doing
e
e
beva
296
at
ci
mf at
i ci
?

?

??
.
?
os
i
beyom revii.
os
i
beyom xamiSi. ?
ma it osi
ani roce leexol

aruxSt
boker.
?

ani
roce
leexol
aruxfit
cohoriim.
ani
roce
leexol
aruxit iser.
?.
?

^

:
BASIC
COURSE
HEBREW
kaSa
, et
hase
fer.
tni
tnu
tenn
a
297
UNIT
UNIT 15 HEBREW
B.
Substitutio
n as cues.
BASIC COURSE
Agreement Drill
The instructor gives the underlined forms
give me your telephone

Please number.
ti
n
tn
fi
tn
i
te
n
tenna
tn
i
li
,
li
,
li
,
li
,
li
,
li
,
bevakaSS
,
bevakaSS
,
bevakaSS
,
bevakaSS
,
bevakaSS
,
bevakaSS
,
et mispSr
hatelefon
et mispSr
hatelefon
et mispSr
hatelefon
et mispSr
hatelefon
et mispSr
hatelefon
et mispSr
hatilefon
SelxS.
Selaxem .
.
SelSx.
.
SelxS,
Selaxen
.
Selax.
.
.
Don't give me any ice cream.
Si titin li
glidS.
titni titnu
titenna
D. Transformation Drill - Affirmative to
Negative
I
n
s
t
r
u
c
t
o
r
:
G
i
v
e
298
!
.
BASIC
COURSE
HEBREW
UNIT
h
e
r
t
h
e
b
o
o
k
s
.
S
t
u
d
e
n
t
:
D
o
n
'
t
g
i
v
e
h
e
r
t
h
e
b
o
o
k
s
.
299
UNIT 15 HEBREW
BASIC COURSE
ten I e hasfarim.
S t
tnu I e hasfarim.
S t
tni I e hasfarim.
S t
tenna IS et hasfarim.
ten I
S
tni I
S
tnu I
S
e
t
e
t
e
t
S
I
S
i
S
i
S
i
S
i
a
l
a
l
hasfarim.
hasfarim.
hasfarim.
tite I e hasfarim.
n
S t
titn I e hasfarim.
u
S t
titn I e hasfarim.
i
S t
titenna la et
hasfarim.
titi I e hasfarim.
n
S t
titn I e hasfarim.
i
S t
titn I e hasfarim.
u
S t
E.Transformation Drill - Negative to

Affirmative
Repeat Drill D in
reverse.
F.Substitution Drill
Let me walk around
and see the city.
ten 11
letayel
velir'ot et
hair, tni
tinna tnu

.
300
.
,
.
.
. ,
:
.
.
.
BASIC
COURSE
HEBREW
UNIT
11.4 Cardinal Numbers

a)The situation with respect to the cardinal numbers can be described as complicated. There are historically two sets of numbers - masculine and feminine.
However, the alternation of the forms is the opposite of what one would expect;
that is, the masculine appear to be feminine forms, and vice versa. For example:
alo (feminine) loS (masculine) Compare: karov (masculine) krovi (feminine)
b)In formal speech masculine numbers (i.e., those with the apparent
feminine shape) are used with masculine nouns, and feminine numbers
with feminine nouns. This usage is preferable at all levels of speech.
c)in counting and in reading off numerals the feminine form is used.
/axat, StSim, galog, arbk./
One, two, three, four."
/rexov mockin, mispfir al6S./
Mozkin Street, number 3."
d)in informal speech the two sets are often used interchangeably, with the
feminine numbers being the more frequent choice. One often hears hybrid forms
such as /gniymesre/ 'twelve' from /gneymasar/ and /Steymesre/. To complicate
matters a bit more, occasional new distinctions have developed in modern Hebrew
such as /arbk/ 'four' (masculine) and./irba/ (feminine).
zero (name of numeral only) efes (m)
301
UNIT 15 HEBREW
BASIC COURSE
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
Feminine
axSt
gtaim
galog
arbi
xameS
Se
Siva
gmone
tea
iser
axit'esre
gteym'esre
lo'esre
arbiesre
Masculine
exid
gnSim
SloSa
arbai
xamigS
ig k
giv'S
gmoni
tig'i
asari
ax&d'asar
sneym'asar
glogaasar
arbiasar
fifteen
sixteen
xameS'esre
eesre
xamigSasar
gigaasar
seventeen
eighteen
nineteen
twenty
Sviesre
gmoneesre
tSaesre
esrim
giv'aasar
gmon&asar
tiS1aasar
esrim
A. Count
1
,

^-^
-
to twenty.
B. Recite
the masculine numbers one to twenty.
C. Read off the following

1
.
2
.
3
.
4
.
6
!
3 - 0 - 1
numerals.
7 0 - 8 -
15
5 - 8 - 8
8. 4 - 7 7 4
4 - 1 - 8 - 2
9 7 3 7
2 - 0 - 2
8 - 2 - 9
5 - 3 - 3 - 6
10. 8 - 7 K _ 0
11. 3 5 1
12. 1 - 1 - 0 GRAMMAR NOTES
115Contraction of Initial Syllables

Compare the following underlined forms:
I6x yagfir berexov filenbi.
finu garim birx6v mockin.
When the prefix /be-/ precedes a form beginning with the pattern
/CeCV-/ (with unstressed /e/) the two syllables may be contracted to
/biCCV-/.
This contraction, interestingly enough, is characteristic of the formal style,
but it is often heard in informal speech, also.
A similar contraction is made with the prefixes /le-/ ,to' and /ke-/ ,as1.
116/yS li/. /eyn 11/
a)A special grammatical construction is used to indicate possession. Examine the
302
BASIC
COURSE
HEBREW
following sentence;
yS lfinu toxnit.
UNIT
We have a plan."
b)The construction consists of the form /yeS/ "there is, there are" plus the
preposition /le-/ "to". (in the example above the preposition has a pronominal
suffix.) This construction translates the present tense forms of the English verb
"have" with the meaning "possess".
The negative of this construction consists of /eyn/ plus /le-/. eyn lfinu
toxnit.
We don't have a plan."
c)Though, strictly speaking, neither /y/ nor /iyn/ is a verb, the direct object
preposition /et/ is used before definite nouns which are "possessed".
yeS lfinu sefer.
We have a book."
yg lfinu et hasefer.
We have the book."
d)The word order of the construction may be inverted for emphasis or style reasons.
This inversion is frequent when a name follows the preposition.
ledavid yeS glidfi.
David has ice cream."
or
yS ledavid glida.
e)The preposition /le-/ occurs with the singular set of pronominal suffixes, with
the same variations that occur with /gel/: /lfix, lfinu, laxem, laxen, lah6m,
lahen/.
I have a house in Ramat Gan.
yeg li bfiit berfimat gfin. lexfi lfix 16 lfi lfinu laxem laxen lahem lahen
303
UNIT 15 HEBREW
BASIC COURSE
Substitution Drill - Repeat Drill A in the negative. I

don't have a house in Ramat Gan.
6yn li bSit beramat gSn.
Transformation Drill - Affirmative to Negative

Instructor: I have Miriam's phone number. Student: I don't have Miriam's
phone number.
ye
g
ye
g
ye
g
ye
g
ye
g
ye
ye
g
ye
g
li et mispSr hatelefon gel mirySm.

...
eyn li , . .
lSnu et mispSr hatelefon gel mirySm.
eyn lSnu . ..
lSx et mispSr hatelefon gel mirySm.
4yn lSx ...

lo et mispSr hatelefon gel mirySm.
..
...
eyn 16 . . .
laxem et mispSr hatelefon gel mirySm.
eyn laxem . . .
IS et mispSr hatelefon gel mirySm.
...
eyn IS . . .
lexS et mispSr hatelefon gel mirySm.
...
eyn lexS . . .
lahem et mispSr hatelefon gel mirySm.
eyn lahem . ..
.:
Negative to Affirmative

E.Response Drill
Instructor:
Where do you live?
Student:
We have a house in Savyon.
s a v y o n .
a
v
a
v
a
v
v
y
v
y
v
y
y
6
y
6
y
o
6
n
6
n
o
n
n .
?

.
?
n .
?
.
?
n .
?

.
?

F.Transformation Drill
Instructor: The books are at my place. Student: I have the books.
304
...
...
atem garim.
ye lSnu bSit b e

hu g&r.
yeg 16 bSit b e s
hem garim.yeS lahem bSit b e s a
St gSra.
yeS li bSit b e s
gSr moge.
yeg lo bSit b e s a
atS gar.
yeg li bSit b e s
gSra lea.
yeg 1S bSit b e s a
...
D.Transformation Drill -
eyfo

eyfo
eyfo
eyfo
eyfo
eyfo
eyfo
BASIC
COURSE
HEBREW
UNIT
hasfarim
nimcaim
ecll.
yeg
li et hasfarim.
hasfarim
nimcaim
eclo.
ye
16 et hasfarim.
*.
hasfarim
nimcaim
eclS.
yeg
1S et hasfarim.
hasfarim
nimcaim
ecel dov.
yeg
ledov et hasfarim.
hasfarim
nimcaim
eclenu.
ye
lSnu et hasfarim.
hasfarim
nimcaim
eclam.
yeg
lahem et hasfarim.
hasfarim
nimcaim
eclexa.
ye
lexS et hasfarim.
hasfarim
nimcaim
eclex.
yeg
lSx et hasfarim.
hasfarim
nimcaim
eclaxem.
yeg
laxem et hasfarim.
.
.
r :
G . Transformation Drill
Instructor: He doesn't speak Hebrew.

Student: He doesn't have a chance to speak Hebrew.
h6 16 medaber ivrit.
eyn lo hizdamnut ledaber ivrit. hm
lo medabrim ivrit.
eyn lahem hizdamnut ledaber ivrit.
ani lo medaber ivrit.
4yn 11 hizdamnut ledaber ivrit. atS
lo medaber ivrit.
eyn lexS hizdamnut ledaber ivrit.
Snu lo medabrim ivrit.
6yn lanu hizdamnut ledaber ivrit.
atem lo medabrim ivrit.
eyn laxem hizdamnut ledaber ivrit.
iSto 16 medaberet ivrit.
eyn leiSto hizdamnut ledaber ivrit.
hi lo medaberet ivrit.
eyn IS hizdamnut ledaber ivrit. St
lo medaberet ivrit.
eyn lSx hizdamnut ledaber ivrit.
atin lo medabrot ivrit.
eyn laxen hizdamnut ledaber ivrit.
hen lo medabrot ivrit.
eyn lahen hizdamnut ledaber ivrit.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
305
.
.
.
.
UNIT 15 HEBREW
BASIC COURSE
:
?
A: mS atem osim maxSr.

B: ani 16 yodea. ani xoSev
ge&yn lSnu toxnit.
:
.

.
A; anu rocim lehazmin otxem

lebruklin bSr.
B: todS raba. nismax meod.
:

.
. :
A: haim Se mat'im?
B: ken. behexlet.
.
:
?
. . :
306
BASIC
COURSE
HEBREW
C. ten li bevakaSa, et hasfarim hagdolim.

D: natSti lexS otSm etmol.
C:
UNIT
? :
. :
16. lo natSta et hasfarim 11. natata
,,;. , :
.
otSm lemirySm.
: . :
D: lemirySm eyn et hasfarim.

C: k6n. yeg IS et hasfarim eclS babSit.
, , :
.
. :
. :
. .
. :
. :
.
E: eyfo at6m garim.
.
? :
. :
_ . :
..
. :
?
:
.
F: yeg lSnu bait betel aviv.
E: tnu li bevakaga, et mispSr hatelefon

gelaxem.
: :
?
. . :
F: eyn lanu adSin telefon.
? :
E: az tnu li et haktovet gelaxem.
. . :
G: atS yodea eyfo gemisrSd hatayarut?

H: ze axarey habinySn hagadol haze.
G: todS. ani xogev genimcS et hamakom lelo
kogi.
I: eyn lanu toxnit lelel gig!. mS atem

osim.
J: anu rocim lalexet lir'ot et mir Williams.
I: haim mar Williams gar adSin bemalon dan?
J: lo. yeg lo bait berSmat gan.
I: ata yodea et hakt6vet gelo?

J: ken. yeg li et haktovet bamisrad.
307
UNIT 15 HEBREW
BASIC COURSE
12.1 Friday Evening Dinner

Hel
lo,
Mrs
.
Wil
lia
ms.
Hel
lo,
Mr.
Wil
lia
ms.
How
are
you
?
M
R
S
.
C
A
S
P
I
Salo
m
gver
et
Will
iams
.
Salo
m
mar
Will
iams
, ma
Slom
xem.
308
BASIC
COURSE
HEBREW
UNIT
MR
.
WI
LL
IA
MS
Good Sabbath.
Hello.
galom. Sabcit Salom.

(Greeting used from
. .
Sabfit Salom
sunset Friday to sunset
Saturday)
MR
S.
CA
SP
I
I'm
very
happy
that
you
came.
ani
smexa
meod
SebSt
em.
309
UNIT 15 HEBREW
BASIC COURSE
MRS. WILLIAMS
Ho
w
co
ul
d
we
re
fu
se
?
we were
able to
refuse
eyx
yaxoln
u
lesare
v.
ya
x6
ln
u
le
sa
re
v
310
BASIC
COURSE
HEBREW
MRS. CASPI
L
e
t
'
s
e
w
i
n
e
g
o
f
o
r
t
o
K
i
d
d
u
s
h
.
t
h
e
t
a
b
l
e
p
o
u
r
l
e
t
'
s
w
i
n
e
(Sa
bba
th
cer
emo
ny)
we
will
appr
oach
tabl
e
M
o
s
h
e
,
p
l
e
a
s
e
p
o
u
r
t
h
h
&
v
a
n
i
g
f
i
S
l
a
S
u
l
x
f
i
311
UNIT
UNIT 15 HEBREW
BASIC COURSE
n
.
hciv
a
niga
S
(l.p
l.fu
t.
Sulx
an
(m)
moSe.
m
e
z
o
g
b
e
v
a
k
a
S
a
e
t
h
a
y
a
i
n
l
e
k
i
d
u
S
.
,

.
mezo
g
(m.s
.imv
.)
yfii
n
(m)
kidu
S(m)
312
BASIC
COURSE
HEBREW
UNIT

Good evening.
erev tov.
Good morning.
boker tov.
Good night.
layla tov.
The
above
Hebrew
expressions
are
almost
identical to the English in
usage,
/erev/
'evening'
begins at sunset. In the
afternoon /Sal6m/ is used.
Happy holiday.
xag
sameax.
This greeting is used on

holidays,similarly
to
/Sabfit Salom/.
Happy New Year. Sana tovS. .
Congratulations. mazal tov.

.

luck mazal (m)
.
.
.
313
UNIT 15 HEBREW
BASIC COURSE
A. Transformation Drill
Instructor: We didn't come yesterday.
Student: We couldn't get here.
16
ba
nu
et
mo
l.
lo
bf
it
em
et
mo
l.
lo
bf
i
t
i
f
i
t
a
e
t
m
6
l
.
e
t
m
o
l
.
1
6
1
6
314
BASIC
COURSE
HEBREW
bf
it
et
mo
l.
16
bf
it
en
et
mo
l.
B.
Substituti
on Drill
lo yaxolnu
lehagia.
16
yaxoltem
lehagia.
lo yaxolti
lehag
ia.
lo
yax61
ta
lehag
ia.
16
yax6l
t
lehag
ia.
lo
yaxol
ten
lehag
ia.
315
UNIT
UNIT 15 HEBREW
BASIC COURSE
316
BASIC
COURSE
HEBREW
UNIT
Please pour the wine.

mezog bevakaSa et hayain.
mizgi
mizgu
mezogna
317
UNIT 15 HEBREW
BASIC COURSE
GRAMMAR NOTES
12.4 Cardinal Numbers with Nouns
a)Note in the following example that the number precedes the noun that is quantified.
lexi kearbafi rexov6t.
Go about four blocks."
With the exception of /exfid, axfit/ "one" which follow the noun, the cardinal
numbers precede the noun.
/y6m exfid/
/Slogfi yamim/
"one day"
"three days"
b)The number /gnfiim, Stfiim/ "two" has the alternate forms /Sny, Stey/ when
preceding the quantified noun.
/3n6y avironim/
/gtSy oniot/
"two airplanes"
"two ships"
Compare, on the other hand, the following:

/li y6S gney sfarim,
vegfim 16 yeg gnfiim./
X have a book,
and he has two, also."
c)Jn certain stereotyped expressions the singular form of the noun is

used after numbers higher than ten.
/eser Sanim/
/esrim ganfi/
"ten years"
"twenty years"
d)When the noun is definite the preceding number is treated as a construct state noun
itself. The masculine numbers "three" to "ten" have the alternate forms listed below.
Compare then:
/gloga batim/
/Sloget habatim/
"three houses"
"the three houses"
Some feminine numbers have alternate forms in formal speech, but otherwise they
do not. However, many speakers use the alternate, construct- state form of the
masculine numbers before feminine nouns which are definite.
/galog oni6t/
/gloget haoni6t/
"three ships"
"the three ships"
It should be remembered that there is wide variation in the use of numbers.

th
e
th
e
th
e
th
e
th
e
th
e
th
e
th
e
three...
/Sl6Set ha-/
four...
/arbfiat ha-/
five...
/xam^get ha-/
six...
/geget ha-/
seven...
/giv'fit ha-/
eight...
/gmonfit ha-/
nine...
/tiS'at ha-/
ten...
/as^ret ha-/
318
BASIC
COURSE
HEBREW
UNIT
In the following drills some new plurals are introduced. Note that
some masculine plural nouns end in /-&t/ and some feminine plural nouns in
/-im/.
A. Transformation Drill - Student adds one.
Instructor: I have one
table. Student: I have two
tables.
y
S
Instructor:
l gulxfin exfid.
yeg 1 gny gulxanot.
.
'
1
i
y l gney gulxanot.
yeS l glogfi gulxan6t.
.
g
i
i
ye l glogfi gulxanot.
yeg l arbafi gulxanot.
.
g
i
i
ye l arbafi gulxanot.
yeg 1 xamigfi gulxanot.
.
g
i
i
ye l xamigfi gulxanot.
yeg l gigfi gulxanot.
.
g
i
i
yS 1 gigfi gulxanot.
yeg 1 giv'fi gulxan6t.
.
g
i
i
ye l giv'fi gulxanot.
yeg 1 gmonfi gulxanot.
.
g
i
1
ye 1 gmonfi gulxanot.
yeg l tig'fi gulxanot.
.
g
1
i
ye l tig'fi gulxanot.
yeg l asarfi gulxanot.
.
g
i
i
B. Transformation Drill - Repeat Drill A in reverse. Student subtracts one.

yeg 11 asarS gulxanot. Student: yeg li
tig'a gulxa,not.
. :
. :
319
UNIT 15 HEBREW
BASIC COURSE
The instructor may vary Drills A and B by selecting numbers at random.

C. Transformation Drill - Student adds one.
Instructor: We want to see one big city.
Student: We want to see two big cities.
finu rocim lir'ot ir axfit gdolfi.
finu
rocim
lir'ot
gtey
arim
gdol6t. finu rocim lir'ot gt6y arim gdol6t.
finu
rocim
lir'ot
galog
arim
gdol6t. finu rocim lir'ot galog arim
gdolot.
finu
rocim
lir'ot
firba
arim
gdolot. finu rocim lir'ot firba arim
gdolot.
anu
rocim
lir'ot
xameg
arim
gdol6t. finu rocim lir'ot xameg arim
gdolot.
anu rocim lir'ot geg arim gdolot.
finu rocim lir'ot geg arim gdolot.
anu rocim lir'ot geva arim gdolot.
finu rocim lir'ot geva arim gdolot.
finu
rocim
lir'ot
gmone
arim
gdolot. finu rocim lir'ot gmone arim
gdolot.
finu
rocim
lir'6t
tega
arim
gdolot. finu rocim lir'ot t6ga arim gdolot.
finu rocim lir'ot eser arim gdolot.
320
. 5
.
.
.
.
.
.
.
.
BASIC
COURSE
HEBREW
UNIT
D.Transformation Drill - Repeat Drill C in reverse. Student subtracts one.

Instructor: finu rocim lir'ot ser arim gdolot.
Student: finu rocim lir'ot t6Sa arim gdolot.
The instructor may vary Drills C and D by selecting numbers at random.
E.Transformation Drill - Student totals numbers.
Instructor: I have four books, and he has seven.
Student: We have eleven books.
. -
-
.
yeg lfinu arbfiasar sfarim.

li yeg sefer exfid, vel6 yeg
arbfiasar.
yeg lfinu xamigfiasar sfarim.
li yeg tig'fi sfarim, velo yeg giv'fi.
yfig lfinu gigfiasar sfarim.
li yeg gmonfi sfarim, velo yeg tig'fi.
yg lfinu givfiasar sfarim.
li yeg asarfi sfarim, velo yeg gmonfi.
yeg lanu gmonfiasar sfarim. li
yg axfidasar sfarim, velo yeg gmonfi.
-
.
.-
. -
. -
. -
-
.
,
.
. -
, -

.[;
' .
li yeS arbafi sfarim, vel6 yeg giv'fi.

yeg lfinu axfidasfir
sfarim. li yeg gmonfi sfarim, velo
yeg arbafi.
yg lfinu sneymasar
sfarim. li yeg asarfi sfarim, velo
yeg glogfi.
yeg lfinu glogfiasar
sfarim. li yeg gmonfi sfarim, velo
yeg gigfi.
321
UNIT 15 HEBREW
BASIC COURSE
yeg lfinu tigfiasar sfarim. li yg glogfiasar sfarim vel6 yeg Siv'a. yeg lfinu
esrim sfarim.
F. Transformation Drill - Student total numbers.
Instructor: I saw four women speaking Hebrew,
and you saw seven. Student We saw eleven women speaking Hebrew.
ani raiti arba naSim medabrot ivrit,

veata raita eva
rainu axat'esre naSxm medabrot ivrit ani
raiti Smone naSim medabrot ivrit,
veata raita arba
rainu Steym'esre naSim medabrot ivrit ani
raiti iSa axat medaberet ivrit,
veata raita Steym"esre,
rainu SloS'esre naSim medabrot ivrit, ani
raiti xameS naSim medabrot ivrit,
veata raita tea
rainu arba'esre naSim medabrot ivrit ani
raiti eser naSim medabrot ivrit,
veata raita xameUT rainu xameS'esre naSim
medabrot ivrit ani raiti xameX'esre naSim
medabrot ivrit,
veata raita axat rainu Se'esre naSim
medabrot ivrit
,
.
(
7 -)
,
.
(-)
, ,
.-!:
(-)
,
.
(-)
,
.
(-)
, -
.
(-)
322
UNIT 12
BASIC COURSE
HEBREW
,
ani raiti teSa naSim medabrot ivrit,
(- ).
veata raita Smone. rainu Svaesre naSim
,
medabrot ivrit. ani raiti Smone na&im
.
medabrot ivrit,
veata raita eser. rainu Smonaesre naSim
medabrot i
v
r
i
t
.
(
)
ani raiti Slogesre nagim medabrot ivrit,, -
veata raita .
, -

( ).
rainu tSaesre nasim medabrot
ivrit.
(
)
ani raiti svaesre naSim medabrot ivrit,
veata raita SaloS. rainu esrim naSim medabrot ivrit.
.
:
:
G. Transformation
Drill
Instructor: We
have two books.
Student: Give us
the two books.
UNIT 12
BASIC COURSE
HEBREW
sney hasfarim.
SloSet hasfarim. .
arbaat hasfarim..
h
SeSet hasfarim.
Siv'at hasfarim.
xameSet
.
.
Smonat hasfarim. .
tiS'at hasfarim. .
ye
lan
ye
lan
lan
yes
' u
v
lan
ye
u
s
lan
ye
u
s
lan
ye
u
S
lan
ye
u
s
lan
ye
u
S
lan
ye
u
s
Sney
s tnu
sloSa
tnu
arbaa
tnu
xamiS
a tnu
SiSa
s tnu
siv'
a
tnu
Smona
tnu
ti'a
tnu
asara
tnu
far1m.
lanu et
sfarim.
lanu et
sfarim.
lanu et
sfarim.
lanu et
farim.
lanu et
sfarim.
lanu et
sfarim.
lanu et
sfarim.
lanu et
sfarim.
lanu et
aseret hasfarim. .

.
.
UNIT 12
HEBREW
BASIC COURSE
Instructor: Yesterday I saw two ships. Student: Where did you see the two ships'
etmol raiti stey oniot.
eyfo raita
etmol raiti Salos oniot.
eyfo raita
etmol raiti arba oniot.
eyfo raita
etmol raiti xameS oniot.
eyfo raita
etmol raiti SeS oniot.
eyfo raita
etmol raiti Seva oniot.
eyfo raita
etmol raiti Smone oniot.
eyfo raita
etmol raiti tesa oniot.
eyfo raita
etmol raiti eser oniot.
eyfo raita
Stey
haoniot.
xameset
haoniot.
Smonat
et
et
et
et
et
et
et
et
et
haoniot.
Sloset
arbaat
haoniot.
haoniot
siv'at
haoniot.
Seset
haoniot.
tis'at
haoniot. aseret haoniot.

.

';
UNIT 15 HEBREW
12.5 Ordinal Numbers
BASIC COURSE
a) The ordinal numbers are adjectives. The numbers from "second" to

"tenth" have forms resembling the corresponding cardinal numbers. Ordinal
numbers "eleventh" and higher are identical in form to the corresponding
cardinal numbers, but they follow the noun as adjectives.
first
second
third
fourth
fifth
sixth
seventh
eighth
ninth
tenth
eleventh
twelfth etc.
Masculine
riSon
geni
SliSi
revii
xamiSi
SiSi
Svii
Smini
tSii
asirl
axad'asar
Sneym* asar
Feminine
riSonfi
Snifi
SliSit
reviit
xamiSit
SiSit
gviit
Sminit
tSiit
asirit
axat'esre
Steym'esre
-
-
b) The names of the days of the week are proper nouns. Thus, the following
distinction is made.
/bey6m riSon/
/bayom hariSon/
"on Sunday"
"on the first day"
The ordinal number may be used with the name of the

day. /bey6m riSon hariSon/
"on the first Sunday"
/Sabfit/ often has the definite article when

modified. /haSabfit hariSona/
"the first Saturday"
Instructor: Go four blocks.
Student: Turn right at the fourth street.
lex
lex
lex
lex
lex
lex
arbafi rexovot.
gney rexovot.
SloSfi rexovot.
SiSa rexovot.
Smona rexovot.
asarfi rexovot.
lex
xamiSa
rexovot
lex
Siv'fi
rexovot. lex tig'a
rexovot.
barexov harevii
pne yamina.
barexov hageni
pne yamina.
barexov hagligi
pne yamina.
barexov hagigi
pne yamina.
barexov hagmini pne yamina.

barexov haasiri pne yamina.
barexov haxamigi pne yamina.
barexov hagvii pne yamina.
barexov hatgii pne yamina.
. .
. .
. .
. .
.
326
BASIC
COURSE
This drill may be varied by making it an expansionHEBREW drill.
UNIT
instructor: lex arbafi rexovot.

,
student: lex arbafi rexovot, ubarexov harevii pne yemina.
.

327
B.
UNIT 15 HEBREW
BASIC COURSE
Instructor: Go four blocks.

Student: Turn left at the
lexi fourth corner.
lexi
viit
lexi arba
pni
lexi fi
smol
lexi rexo
vot.
a.
lexi
bapi
lexi asar
.
fi
nfi
lexi
rexo
haas
lexi
vot.
irit
gney
pni
rexo
smol
vot.
a.
.
glog
bapi
fi
nfi
rexo
hagn
v6t.
ifi
xami
pni
.
gfi
smol
rexo
a.
vot
bapi
gmon
na
fi
haSl
rexo
iSit
.
vot.
pni
gigf
sm6l
i
a.
rexo
bapina
vot. haxamig
giv' it pni
.
fi
smola.
rexo bapinfi
vot. hagmini
tig' t pni
fi
smola.
rexo bapina
.
vot. haSigit
b
pni
a
smola.
p
bapina
i
haSviit
n
pni
.
f
smola.
i
bapina
h
hatSiit
a
pni
r
smola.
.
e
328
BASIC
COURSE
HEBREW
329
UNIT
UNIT 15 HEBREW
BASIC COURSE
This
drill
may
be
varied
by
may
be
varied by making it
an expansion drill.
I
n
s
t
r
u
c
t
o
r
:
l
e
x
i
a
r
b
a
f
i
r
e
x
o
v
6
t
.
S
t
u
d
e
n
t
:
l
e
x
i
a
330
BASIC
COURSE
r
b
a
f
i
HEBREW
r
e
x
o
v
o
t
,
u
b
a
p
i
n
a
h
a
r
e
v
i
i
t
p
n
i
s
m
o
l
a
.
C. Transformation Drill
I
n
s
t
r
u
331
UNIT
UNIT 15 HEBREW
BASIC COURSE
c
t
o
r
:
H
e
l
i
v
e
s
e
l
e
v
e
n
b
l
o
c
k
s
f
r
o
m
h
e
r
e
.
S
t
u
d
e
n
t
:
G
332
BASIC
COURSE
HEBREW
o
u
p
t
o
t
h
e
e
l
e
v
e
n
t
h
s
t
r
e
e
t
.
hu gfir
axad'as
ar
rexovot
mikan.
l
ex ad
harexo
v
haaxad
'asar.
hu
gfir
&neym'
asar
rexovo
t
mikan.
l
ex fid
harexo
v
hagn
eym'
asar
. hu
gfir
glog
fias
ar
rexo
v6t
mikf
in.
l
ex
ad
hare
xov
hagl
ogaa
sar.
hu
333
UNIT
UNIT 15 HEBREW
gar
arbfia
sar
rexovo
t
mikan.
l
ex fid
harexo
v
haarbf
iasar.
hu
gfir
xamigf
iasar
rexovo
t
mikfin
.
l
ex fid
harex6
v
haxami
gfiasa
r. hu
gfir
gigfia
sar
rexovo
t
mikfin
.
l
ex ad
harexo
v
hagigf
iasar.
hu gar
Sivfia
sar
rexovo
t
mikfin
.
l
ex ad
harexo
v
hagiv&
BASIC COURSE
asar
. hu
gfir
gmon
fias
ar
rexo
v6t
mikf
in.
l
ex
ad
hare
xov
hagm
onfi
asar
. hu
gar
tigf
iasa
r
rexo
vot
mika
n.
l
ex
fid
hare
xov
hati
gfia
sar.
hu
gar
esri
m
rexo
vot
mika
n.
l
ex
fid
harex
ov
haesr
im.
334
UNIT
HEBREW
335
BASIC
COURSE

UNIT 15 HEBREW
BASIC COURSE
336
UNIT
HEBREW
337
BASIC
COURSE
UNIT 15 HEBREW
BASIC COURSE
338
.
UNIT
HEBREW
BASIC
COURSE
339
UNIT 15 HEBREW
BASIC COURSE
.
340
.
UNIT
HEBREW
BASIC
COURSE
341
BASIC COURSE
UNIT 15 HEBREW
342
Drill
UNIT
HEBREW
Instructor: Yesterday I saw ten

ships.
Student: Yesterday I
saw ten ships
and today
I saw the
eleventh
ship.
-
>

.
.

.
.
.

.

.
.
, .
.
.
.
.
.

.
.
.
.
etmol raiti
eser oniot.
vehay
om raiti et
haonia
haaxat'esre.
etmol raiti
343
BASIC
COURSE
D. Expansion
UNIT 15 HEBREW
axat
'esr
e
onio
t.
et haonia
mo haSeS'esre.
l
etmol raiti
ra SeS'esre
it oniot.
vi
vehay
ehay ar om raiti et
om
ba haonia
rait 'e haSva'esre.
i et sr etmol raiti
haon e
Sva'esre
ia
on oniot.
haSt io
vehay
eym' t. om raiti et
esre
v haonia
etmo eh haSmone'esr
l
ay e
etmol
rait om raiti
i
ra Smone'esre
Stey it oniot.
m'es i
vehay
re
et om raiti et
onio ha haonia
t.
on hatSa'esre.
via etmol raiti
ehay ha tSa'esre
om
xa oniot.
rait me
vehayo
i et S' m raiti et
haon es haonia
ia
re haesrim.
haSl et
oS'e mo
sre. l
etmo ra
l
it
rait i
i
xa
SloS me
'esr S'
e
es
onio re
t.
on
vio
ehay t.
om
v
rait eh
i et ay
haon om
ia
ra
haar it
ba'e i
sre. et
BASIC COURSE
.1
344
BASIC
COURSE
HEBREW
E.
Expansion Drill
I live in the
second
house from
Student:
the corner.
I live in the
second house from
the corner, and
Hanna lives in
the third house.
345
UNIT
ani ga
r
ani ga
r
UNIT 15 HEBREW
BASIC COURSE
. 5
.
.
babait ha&eni mehapina. vexana gara

babait haSliSi.
babait harevii mehapina.
ani ga
r
vexana gara babait haxami&i.

babait haSiSi mehapina. vexana gara
babait haSvii.
ani ga
r
babait haSmini mehapina. vexana

gara babait hatSii.
ani ga
r
babait haasiri mehapina. vexana

gara babait haaxadasar.
. .
.
.
.
.
.
.

REVIEW
CONVERS
ATIONS
A : Sa16m avigdor.
matSy higSten!
1et4i avv. ?:
.

B:
HIG&NU
BEYOM
RIGON
. :
A:
cin
u
ro
cl
346
.
1
2
BASIC
COURSE
m
leh
azm
in
otx
em
lea
rux
St
coh
orc
Lim
.
HEBREW
mat
'im
?
B:
ken
.
beh
B:
exl
nism
it.
&x
meod
C:
h&v
lema
tciy
nig
&S
A:
laS
leha
ulx
y6m.
an.
haim
Stey
mesr
D:
16,
tod
347
UNIT
UNIT 15 HEBREW
BASIC COURSE
Sim
S.
'i,
kvSr
mir
meux
ySr
&r.
n.
C:
mer
eyx
nah
at6m
^re
yexo
t?
llm
F:
lesa
16.
r^v?
16
D:
kol
slix
kx
ci.
cinu
muxr
axim
E:
E:
h&v
a
laru
nig
c.
SS
leb
348
BASIC
COURSE
rukl
in
b&r.
P:
tov.
hagl
xda
gSm
tov&
.
:
HEBREW
349
UNIT
UNIT 15 HEBREW
BASIC COURSE
350
UNIT
HEBREW
BASIC
COURSE
351
UNIT 15 HEBREW
BASIC COURSE
:
:
352
UNIT
HEBREW
BASIC
COURSE
353
UNIT 15 HEBREW
BASIC COURSE
354
BASIC
COURSE
HEBREW
355
UNIT
13.1
UNIT 15 HEBREW
BASIC COURSE
Friday Evening Dinner (cont'd)

MRS. WILLIAMS
The
fish
is
wonderful
, and so
is
the
chalah.
fish
wonderful
and so
chalah
(twist
bread)
Thank you very

much.
Mrs.
Caspi,
you must
give me
the
recipe
for the
fish.
toda
raba.
a
d
a
g
i
m
.
MRS.
WILLI
AMS
g
v
^
r
e
t
l
a
t
e
t
m
i
r
S
a
m
(
m
)
k
&
s
p
i
,
a
t
to give
recipe
Gladly.
I111 give
you the
recipe,
Mrs.
Williams.
desire,
willingly
I will
give
hadagim
nehedarim.
vex4n
haxalS.
dig (m)
nehedar
(m.s.)
vexSn
xali (f)
MRS. CASPI
M
R
S
.
C
A
S
P
I
m
u
x
r
a
x
a
be
ra
c6
n
et
en
la
x
et
ha
mi
rS
am
,
gv
er
et
Wi
ll
ia
ms
.
l
a
t
e
t
1
1
e
t
h
a
m
i
r
S
a
m
l
356
BASIC
COURSE
UNIT
HEBREW
)acon (m
berac6n
etn (1
)s.
,
.
!
,
.
357
UNIT 15 HEBREW
BASIC COURSE
It's
a
traditio
n in our
homes to
eat
on
Friday
evening
gefilte
fish.
i
t
,
t
h
i
s
t
r
a
d
i
t
i
o
n
f
i
l
l
e
d
zu
masoret
eclenu
babSit,
leexol
belel
SiSi
daglm
meroulai
m. zu
(f)
masoret
(f)
memulci
358
BASIC
COURSE
HEBREW
MRS. WILLIAMS
UNIT
Mrs.
Caspi,
please,
don't
give me
any
more to
eat.
more
food
gv4r
et
k&sp
i.
beva
kaSa
kl
titn
i li
yote
r
oxel
.
y
o
t
e
r
o
x
e
l
(
m
)
359
UNIT 15 HEBREW
BASIC COURSE
MRS. CASPI
But
y
o I ate
nothing
h
a a
x&l
ti
lo.
..k
lfi
m
MRS
.
WIL
LIA
MS
360
..
.
BASIC
COURSE
I'm on a
diet,
diet
HEBREW
Th
the
e
recipe
fo
.
Sheodwill
wa
g
the
s
recipe
ve
.
We ry
will
de
g
the
li
recipe
ci
.
ou (m)
They
s, (f) w
They
wa
w
s
very
delic
delici
ious,
ous.
tasty
very
tasty.
Thank you.
I'll start
on my diet
tomorrow.
ani bedieta.
dieta
(f)
UNIT
very
tasty.
h
.
a
h
a
M
I M
willa
t
b
begin
a
t
13.2
AD
e
DI
t
e
TI
t
e
ON
t
e
AL
VO
t
e
CA
t
BU
h
t
LA
e
RY
h
t
He will
e
h
gi
t
ve
e
he
r
361
BASIC COURSE
362
UNIT 15 HEBREW
UNIT
HEBREW

. .
363
BASIC
COURSE
13.3
UNIT 15 HEBREW
BASIC COURSE
Vocabulary Drills
The adjective /memulfi/ is similar to /nimcfi/ "is found" in the pattern
of its forms
f.s. memulet
m.s. memulfi
m.pl. memulaim
f.pl. memulaot
Note that in the Hebrew spelling the third root consonant is , a s

i n /nimcfi/ .
The adjective /nehedfir/ is also similar to /nimcfi/. The feminine

singular
has
a /-t/ suffix with change
m.s. nehedfir
f.s. nehederet
of vowel.
m.pl. nehedarim
f.pl. nehedarot
A.Substitution Drill - Masculine Singular

The house is wonderful.
habfiit nehedar.
hamalon
hayfim
binyfin hadoar atfi hd
nemfil hateuffi
B.Substitution Drill - Peminine Singular
The chalah is wonderful,
haxalfi nehederet. haarec haglida ramat gfin hi
miryam dfilya sfat hayfim haaruxfi
C.Substitution Drill - Masculine Plural
The fish is wonderful.
hadagim nehedarim. atem
harexovot
hayeynot
habatim
haulxanot
kulam
hayamim
364
BASIC
D. COURSE
Substitution Drill -
HEBREW Feminine Plural
The chalahs are wonderful.

haxal6t nehedar6t.
hatocaot
aten
haarac6t hanaSlm hamiSpaxot haglid6t
Substitution - Agreement Drill - /nehedir/

E.
The country is wonderful.

ha&rec nehederet.
hamisrSd
haxala
hadagim
hay&in
atem
hatocaot
hamiSpaxck
haanaS m
hamisradlm
habatim
haoni6t
hamlon6t
haarux6t
Substitution - Agreement Drill - /axalti/ "1 ate" I haven't

breakfast yet.
ad&in 16 axSlti aruxat boker.
Sta - at - anu - atem an! veigti at4n - ani

- - -
- .
-
365
UNIT
eaten
UNIT 15 HEBREW
BASIC COURSE
GRAMMAR
NOTES 13.4 Consonant Alternation /k ~ x/
The consonant /k/ often alternates with /x/ when not initial in the
word.
/kn/
/vexen/
so, yes1
'and so'
,
This alternation occurs in a number of forms and is characteristic of roots

in certain verb patterns. In other cases it is optional, with the /x/-form
usually the more formal in style.
/lekfin ~ lexfin/
"to here"
This alternation is similar to that of /b ~ v/ described in Grammar

Note 5.6. The alternation is always spelled in Hebrew with the ambiguous
letter , and not with and
13.5 Formation of the Future Tense
As has been noted in the description of the gentle imperative, Grammar
Section 6.5, the second person future forms of verbs have a prefix of the
pattern /tV-/
Examples ares
/tifnS/ "you will turn
/telex/ "you will go"
/tigmor/ "you will finish" /tedaber/ "you will speak"
/tamSix/ "you will continue"/tomcir/ "you will say"
/taav6r/ "you will pass"
(Some verbs have /u/ as the prefix vowel, though none have occurred in this
text so far.)
Compare now the first person plural forms which have occurred so far:
nimcfi et hamakom lelo koSi. hfiva nigfiS laSulxfin. niten lfi et
hamirSam.
Note that these all begin with a prefix of the pattern /nV-/. (By
coincidence the vowel of the prefix in the three examples is /-i-/.) Thus it may
be seen that the future tense of verbs consists of a stem plus prefixes to
distinguish person, gender, and number. Some of the forms have suffixes, also.
/titfin/
"you
(m.s.)
will
give" /titni/ "you (f.s.) will
give
/titnfi/
"you
(m.pl.)
will
give"
/titenna/
"you
(f.pl.) will give"
These second person formis have been described in the section on the gentle
imperatives. The forms of the entire future tense of this verb are shown in the
following table:
366
BASIC
COURSE
1 s.
et6n
HEBREW
1 Pi.
nit6n
2 m.pl.
titnfi
titenn
a
yitnu
2 m.s.
tit6n
2 f.s.
titni
2 f.pl.
3 m.s.
yit6n
3 m.pl.
3 f.s.
titSn
3 f.pl.
UNIT
titenn
a
Extracting the stem /t6n/, the pattern of prefixes and suffixes in the
future tense is as follows s
[Note: The stem appears as /-tn-/ before the suffixes /-I, -6/. See
Grammar Note 6.9 ]
1. s.
1 Pi.
ni
2 m.s.
ti
2 m.pl.
ti
2 f.s.
ti_____i
2 f.pl.
ti
3 m.s.
yi
3 m.pl.
yi
3 f.s.
ti
3 f.pl.
ti
<
i
n
a
u
n
a
The following observations may be made which are characteristic of the

future tense of all verbs:
a.There is no gender distinction in the first person. (This is true of the
past tense forms, also. See Grammar Note 5.4)
b.The 2 m.s. and the 3 f.s. are identical in form.
c.The 2 f.pl. and the 3 f.pl. are identical in form. In some patterns
these two forms have a different stem vowel from that in the other
future tense forms - /tamSIxi, tamSxna/; /tagli, tag&na/. See
Vocabulary Drill, Section 10.3.
The following are general comments about the future tense:
d.The first person singular prefix is simply a vowel. In some verb
patterns it is the same vowel as in the other prefixes. This is
always so when the vowel is /o/ or /u/.
In other verb patterns the vowel of the first person singular is
different from that of the other prefixes. At this point the student
will have to drill the verbs in order to memorize which ones have a
different vowel. Verbs showing possible alternations have occurred in
the text. Examples are:
Alternation
1 s.
2 m.s.
/e- ~ ti-/
egm6r
tigm6r
/ee- ~ taa-/
eev6r
taav6r
/a- ~ te-/
adabr
tedab^r
Nevertheless, one frequently hears these first person singular forms with
the same prefix vowel as in the rest of the future tense - e.g., /edaber/ as
well as /adaber/.
When the first person singular prefix has a different vowel it will be
noted in the drills.
e.The suffixes /-i, -u/ are not stressed in the following cases:
1.When the stem vowel is /-1/: /tamSixi, tamSixu, yamSixu/
367
UNIT 15 HEBREW
BASIC COURSE
2.When the stem has the pattern /CuC/: /taguri. taguru, yaguru/ "will
reside"
3.In a small list of other verbs. Example: /tav6i, tavou, yavou/ "will
come"
,
f.Verbs such as /nimcfi/ "we will find" have an internal open juncture as
a third root consonant. At the end of a word it. is, of course, not
pronounced.
Before the suffixes /-i, -u/ it creates a
three-consonant cluster which is broken up by the insertion of /
e/
.
/timcfi/
"you
(m.s.)
will
find" /timce_j_i/ "you (f.s.)
will
find"
/timce'6/
"you
(m.pl.)
will
find"
/yimce'u/
"they (m) will find"
The juncture is usually replaced by a smooth transition in ordinary
speech. /timcei/, etc.
g. Some verbs have a n-.ore complicated future tense pattern, but these
have been described generally in the note on the gentle imperative. The full
set of future tense forms may be derived from the gentle imperative by
substitution of prefixes.
Example:
From 2 m.s. /tagia/ the following may be derived /agia, yagla, nagia/.
The 3 f.s. /tagia/ is identical in form with the 2 m.s.
From 2 m.pl. /tagiu/ the 3 m.pl. /yagiu/ may be derived.
The 3 f.pl. /tagfina/ is identical to the 2 f.pl., as in all verbs.
13.6 Use of the Future Tense
a. The future tense is used to indicate an occurrence later in time
than the present moment. This often corresponds to the English
construction "will_______".
368
b. The third person forms generally occur with an independent subject

unless
We told him that he should
4. ameirnu lo
speak
Seyedaber
ivrit
UNIT 12
HEBREW Hebrew in Israel."
BASIC COURSE
beisrail.
one is stated in a closely preceding context.
hfi yitgn lei et hamirSSm. aroarti
16 Seyit6n lei et hamirScim.
Independent pronoun subjects may be used with the first and second person
forms for emphasis, contrast, etc. Compare this with the similar use of
independent pronouns with past tense forms. See Grammar Note 5^
ani el6x maxSr, veatS tel6x bey6m Seni.
I'll go tomorrow,
and you'll go on Monday.'
c. The negative of the future tense is formed by using /16/ before the verb. In
UNIT 12
HEBREW
BASIC COURSE
the second person this will contrast with the negative imperative in
which /&1/ is used.
16 telxi hay6m.
Si telxi hay6m.
A . Substitution Drill - /e- ~ ti-/
1'11 give the recipe to Miriam.

ani eten et hamirScim lemiry&m.
atS titn
St titni
d6v yit&n
16a tit6n
Snu nitn
atfem titnfi
atSn titenna
h6m yitnfi
h6n titenna
You won't go today."
Don't go today."
B.Substitution - Agreement Drill

UNIT 12
HEBREW
I won't let him speak English.

an! 16 eten 16 ledabgr anglit.
atci - dnu - yuec haSagrirut - hi
h6n - atn - yaak6v ved6v - atm
iSti veani - St - ani
C.Substitution Drill - /e- ~ ti-/
I will finish the meal.
ani egm6r et haaruxa.
at& tigm6r
cit tigmeri
hu yigm6r
hi tigm6r
Snu nigm6r
atem tigmertS
aten tigm6rna
hfem yigmeru
h6n tigm6rna
- - -
- - -
- -
)! . .
:

:

11
4
BASIC COURSE
UNIT 15 HEBREW
BASIC COURSE
D.Substitution - Agreement Drill

I'll finish the book by tomorrow.
egm6r et hasefer fid maxfir.
atem - mfir k6hen
finu - hi at6n hfim - fit - hn
.
iStexfi - atfi -
baalex - ani
- - - E.Substitution Drill
- -- /e- ~ ti-/
-
I'll find the place
without difficulty.
emcfi et hamak6m lel6 koi. timcfi timcei hti
yimcfi hi timcfi nimcfi timceu timcfina hem
yimceti hn timcfina
F.Substitution-Agreement Drill
You'll find Moshe in the office.
timcfi et moS6 bamisrfid.
fit - hem - at6m - hi ani - finu - atn hn hi - fit - at6m - atfi
G.Substitution Drill - /e- ~ ti-/
I'll go to the Brooklyn Bar to have ice
cream.
.
- - -
- - - - -
372
BASIC
COURSE
HEBREW
egfig lebrtiklin bfir leexol glidfi.
tigfig
tigSi
david yigfig
atfira tigfig
nigfiS
tiggti
tigfiSna
h6m y'iggfi
hanagim tigfigna
373
UNIT
UNIT 15 HEBREW
BASIC COURSE
H.Substitution Agreement Drill

We'll go see Mr. Williams.
niqfig lir'6t et mfir Williams.
ani - fit - atn - mo baalex igt6 - atfi - hn atem - d6v
veiStd - finu
.
- -
_ - -
- - -
I.Substitution Drill - /e- ~ ti-/

I'll be very happy to see them.
esmfix me6d lir'6t otfim.
tismfix
tismexi
h<i yismfix
hi tismfix
nismfix
tismexu
tismfixna
h6m yismexti
h6n tismfixna
.

,

J. Substitution - Agreement Drill

She'll be happy to live there.
hi tismfix lag6r Sfim.
atfi - finu - hayoSc haxadfig
at6m - h<i veit6 - aten - fit
ani - hamiSpaxfi - h6n - hi
K. Substitution Drill - /e- ~ ti-/
I'll turn at this corner.
ani efn bapinfi haz6t.
atfi tifnS
fit tifni
hfi yifn
hi tifnS
finu nifn6
atm tifnti
at6n tifnSna
h6m yifnfi
h6n tifnna
- - - -
- - - -
374
BASIC
COURSE
HEBREW
UNIT

.
- -
- - -
-
L. Substitution - Agreement Drill

We'll address Mr. Cohen in
Hebrew.
nifn6 lemSr k6hen beivrit.
hu - ani - at6n - gv^ret kSrmi
at6m - h6m - h6n - atS mSr
Williams - it - Snu
375
UNIT 15 HEBREW
BASIC COURSE
Substitution Drill - /e- ~ ti-/

I'll open the door.
M.
ef tSx et hadSlet.
tiftSx
tiftexi
d6v yiftSx
xSna tiftSx
nif tSx
at&m tiftexd at6n
text! h6n tiftSxna
tiftSxna
hm
if

.
Mr. Zahavi will open the office this morning.
mSr zahSvi yiftSx et hamisrSd hab6ker.

ani - mirySm ved6v - gv6ret k6hen. atm
- sSra vellsa - at6n - Snu St - atS
mSr zahSvi
Substitution Drill - /e- ~ ti-/
I'll close the door.
ani esg6r et had^let.
atS tisg6r
St tisgeri
dov yisg6r
16a tisg6r
- Snu nisg6r
- at6m tisgerta
Substitution - Agreement Drill
N.
O.
at6n tisg6rna
hm yisgerti
h6n tisg6rna
Substitution - Agreement Drill
I'll close the office this evening.

ani esg6r et
david - atS
at6m - moS6
h6m - at6n -
hamisrSd hagrev.
- atSra - St
veani - h6n
ani
P.
376
BASIC
COURSE
UNIT
HEBREW
- - -
- -
- -
377
UNIT 15 HEBREW
BASIC COURSE
?:
.
Q. Substitution Drill - /ee- ~ taa-/
- -
- - -
-
I'll pass the embassy.

eev6r et haSagrirfit.
taav6r
taavri
h<i yaav6r
hi taav6r
naav6r
taavrti
taav6rna
h6m yaavrfi
h6n taav6rna
R. Substitution - Agreement Drill
We'll go past their house. naav6r
al yfid habfiit Selahgm.
mogfi - sfira - atfi veiStexfi - ani
at6n - fit - hi veiSti - hi vebaalfi

atfi - finu
S. Substitution Drill - /a- ~ te-/
I'll speak Hebrew, too.
gfim ani adfiber ivrit. atfi tedaber fit
tedabri h<i yedab&r hi tedaber finu
nedabfer at6m tedabrfl at6n tedabSrna h6m
yedabrG h6n tedabSrna
.

T. Substitution - Agreement Drill

I think you'll speak Hebrew on the phone.
ani xosfiv geatfi tedab6r ivrit b
Seh6m
.-
- 5ehayo6c
- haxadfiS
-
Seani
- Sehi
-
-,- Sehfen - Seatem
Sefinu
-
Sefit
-
vemiryfim
- Sefit
- Seatfi
378
BASIC
COURSE
HEBREW
U. Substitution Drill
I'll go to the Eden Theater this evening.
el4x leko.ln6a den harev.
tel6x
telxi
moS6
yelSx
sSra
telfex
Snu
nel6x
telxti telSxna
kulSm
yelxQ
h6n tel6xna
V. Substitution - Agreement Drill
I'll go as far as the hotel and no further.
e!6x Sd lama!6n ve!6 yotgr.
Snu - hu - hi - atS St - at6m - h6m - h6n
at6n - ani
UNIT

.
- -
-
- -
-
-
W. Substitution Drill
I'll sit in the office until 5:00.

.
- -
1_
-
-
e6v bamisrSd Sd xam63.

teS6v
teSvi
hu yeS6v
sSra te36v
neSev
tegvti
teS6vna
h6m yevu
h6n teSfevna
X. Substitution - Agreement Drill
We'll sit here until he arrives.
neSSv kSn Sd Sehfi yagia.
ani - atS - St - iSt6
kulSm - h6n - Snu - at6n
avigdor - atSm - Snu
379
UNIT 15 HEBREW
Y.
BASIC COURSE
Substitution Drill
What shall I say to Moshe?
mfi omfir lemoSe. tomfir
tomri hu yomfir hi tomfir
nomfir tomrfi tomfirna h6m
yomru h6n tomfirna
Substitution - Agreement
Drill
She won't tell Moshe
- - -
- -
- -
- -
anything.
hi 16 tomfir klum lemo6.
ani - xfina - finu - atfi
baalex - at6m - hem - ani
atn - david - h6n - hi
380
BASIC
COURSE
HEBREW
UNIT
AA. Substitution Drill

I'll start eating before 6:00.
atxil leexol lifney i=e. tatxil tatxili moSe
tatxil
natxil tatxilu aten
tatxelna
hu veiSto yatxilu hen
tatxelna
xana
yatxil
-
- -
-
BB. Substitution Agreement Drill
I'll start
stroll'ng
after lunch.
atxil letayel
axarey aruxfit
hacohorfiim.
finu - atfi kulfim - david
gveret alon fit - at6n h6n at6m - iSti
veani - s&ra ani

.
-
-
-
381
UNIT 15 HEBREW
BASIC COURSE
CC. Substitution Drill

I'll arrive in Haifa on Tuesday.
- -
-
agia lexSyfa bey6m SliSi. tagia tag! i

mSr Williams yagia iSt6 tagia nagia tagiu
at6n tagSna h6m yagiu hen tagSna
DD. Substitution - Agreement Drill
I'll arrive in Tel Aviv tomorrow.
agia maxSr letfel aviv.
mSr k6hen - atS - hamigpaxS St - St vebaalex hu veani
h6m - gverSt zahSvi - at6n - h6n - ani
EE. Substitution Drill
I'll continue straight on this street.

.
- - -
- -
- -
amix yaSSr barexov haz.

tamix
tamSixi
hu yamix
hi tamlx
namSix
tamixu
tam6xna
h6m yamSixu
hn tamS6xna
FF. Substitution - Agreement Drill
We'll keep going towards the harbor,
namSix lalexet lekivun hanamSl.
ani - St - h6n - hu h6m - atS - hi - atem at6n Snu
.
- - - -
382
BASIC
COURSE
HEBREW
UNIT
REVIEW
CONVERSATIONS
: .
.
A: ha6xel hayS taim me6d. B: todS
: .
rabS. 16 axSlt klum. A: an! bediita.
: .
B: z davSr axer.
C: zd mas6ret eclinu leex61

bel6l SiSi daglm memulalm.
:

.
D: hadagim teimlm me6d.

C: St rocS et hamirSSm?
D: k6n. tni li bevakaSS et hamirSSm.
C: berac6n.
:
?
. :

.
. :
383
UNIT 15 HEBREW
E:
BASIC COURSE
bevakaSS. Si titni lSnu yotr 6xel.
. :
F: lSma? atm bedi6ta?
: .
E: k6n.
??
F: tatxilu badifita maxSr.
. :
:
.
384
BASIC
COURSE
HEBREW
UNIT
G: at6m rocim glidS?
Ks 16. tn II et mispSr
H: 16 todS. Snu rocim ySin.
hatelefon SelS.
Gs moS6. mez6g bevakaSS ySin,
L: 6yn II et mispSr hatelefon.
H: mizgi St, mirySm. haySin al yadfex.
K: ani xoS4vet SeemcS et

hamak6m.
Is d6v roc lehazmin et mSr al6n

learuxSt 6rev. matSy h6 yagia.
M: xSna. matSy telxi letaySl.
J: hfi yagia ha6rev.
N: axarey Seegm6r et haaruxfi.
I: gSm gveret al6n tagia?
M: ani xoS6v SegSm ani el6x.
J: ken. ani xoS&v kSx.
.
.
.
. ,
.

:

? .
. , :
? :
. .
:
K: hSva nigSS lir'6t et mirySm.
L: ySS lfix et hakt6vet SelS?
385
N: t6v. nelSx ySxad.
BASIC COURSE
UNIT 15 HEBREW
.
:
?
:
.
:
.
:
.
:
?
:
.
:
.
:
386
. .
BASIC
COURSE
HEBREW
UNIT
O: mirySm tigSS lir'6t et moS6 haferev. P:
: .
beem6t? moS6 yismSx me6d lir'6t otS. O:
h6m yismexti me6d lehitra6t.
.
:
.
387
UNIT 15 HEBREW
BASIC COURSE
Q: zu masoret eclenu leexol xalot belel

R: zu masoret yafa meod. haxalot teim6t.
Q: toda raba. ata roce dag1m?
R: ken. eyx ani yaxol lesarev.
Q: amcfrta Seata bedieta.
Rs adain lo. atxil maxar.

.
.
.
.
?
.
?
.
. .
:
:
:
:
:
:
388
BASIC
COURSE
HEBREW
14.1 At the Grocery Store /bexanut mak61et/
STOREKEEPER /xenvani/
Good morning,
Mrs. Zahavi.
What can I do
for you?
t
o
d
o
f
o
r
boker tov,
gveret zahavi.
ma ani yax6l
laas6t biSvil^x.
l
a
a
s
o
t
b
i
S
v
i
l
,
,! :

?
389
UNIT
BASIC
COURSE
HEBREW
UNIT
MRS. ZAHAVI
Pleas
e
give
me
200
grams
of
chees
e.
tw
o
hu
nd
re
d
gr
am
ch
ee
se
ten li
bevakaSS,
matSim
grSm
gvinS.
ma
tS
im
gr
Sm
(m
)
gv
in
S
(f
)

,

.
390
BASIC
COURSE
HEBREW
UNIT
STOREKEEPER
Yellow
cheese
or
white
cheese?
y
e
l
l
o
w
(
m
.
s
.
)
w
h
i
t
e
gv
in
S
ce
hu
bS
,
o
gv
in
S
le
va
nS
.
c
a
h
o
v
(
m
.
s
.
)
l
a
v
S
n
391
BASIC
COURSE
HEBREW
Yellow
cheese. Are
the eggs
fresh? egg
fresh
MRS.
ZAHAVI
UNIT
gvinS
cehubS
.
habeyc
im
triot?
b
e
y
c
S
(
f
)
t
a
r
i
(
m
.
s
.
)
392
BASIC
COURSE
HEBREW
UNIT
STOREKEEPER
Yes.
I received them
this morning.
I received
kSn.
kibSlti otSn
hab6ker.
kibSlti
393
;:
BASIC
COURSE
HEBREW
UNIT
MRS. ZAHAVI
Then give me a
dozen.
dozen
Sz
ten
li
tre
ysS
r.
treysS
r (m)
STOREKEEPER
394
.0
BASIC
COURSE
HEBREW
UNIT
Do you need
St crixS
any vegetables?
yerakot?
Fruits?
peyrot?
need, must, have to
vegetable fruit
carix (m.s.) yerek (m) pri (m)
395
?
?
UNIT
14
HEBREW
BASIC COURSE
MRS. ZAHAVI
N
o
,
how
many
owe
1
6
,
t
h
a
n
k
t
o
d
a
.
y
o
u
.
z
&
T
h
a
t
'
s
h
a
k
6
1
.
a
l
l
.
k
c
i
m
a
H
o
w
a
n
i
m
u
c
h
x
a
y
e
v
e
t
d
o
I
o
w
e
l
e
x
S
.
y
o
u
?
eve
ryt
hin
g
how
muc
h,
396
hakol
kSma
xayav
(m.s.
)
,
.
.

BASIC
COURSE
HEBREW
UNIT
STOREKEEPER
T
h
a
t
w
i
l
l
c
o
s
t
y
o
u
e
i
g
h
t
y
t
h
r
e
e
a
g
o
r
o
t
.
z
e
l
i
x
S
m
o
n
i
m
v
e
S
a
l
o
g
agoro
t.
yaal
6 (3
m.s.
)
gmon
im
agor
S
(f)
will
cost,
go up
eight
y
agora
(1/10
0
lira)
y
a
a
l
397
UNIT
14
HEBREW
Give
me
chang
e
from
a
lira.
t
o
d
a
y
sur .
plu
s xpe
Isr nsi
ael ve,
i dea
pou r
nd M
R
S
14.2
.
ADDIT
IONAL
Z
VOCAB
A
ULARY
H
A
The
V
veget
I
ables
are
t
cheap
6
today
n
.
c
l
h
i
e
a
6
p
d
T
e
h
f
e
v
m
e
i
g
l
e
i
t
r
a
a
b
.
l
e
s
a
r
e
e
x
p
e
n
s
i
v
398
BASIC COURSE
o
d
e
f
^
m
)
l
i
r
a
BASIC
COURSE
HEBREW
UNIT
s.)
(
f
)
h
a
y
e
r
a
k
o
t
z
o
l
i
m
h
a
y
o
m
.
z6l
(m.
s.)
h
a
y
e
r
a
k
6
t
y
e
k
a
r
i
m
h
a
y
6
m
.
yak
cir
(m.
399
UNIT
14
HEBREW
[The
names of
vegetables
and fruits
in the
following
list are
given in
the
singular
or plural
depending
on how one
asks for
them in
the
question /
bekSma.../
How much
is/are..."
]
400
BASIC COURSE
BASIC
COURSE
HEBREW
UNIT
radishes
salt
How much are the
beans?
bekcima
haSuit.
beans
geuit (f)
beet
selek (m)
cabbage
kruv (m)
carrot
gezer (m)
cauliflower
kruvit (f)
corn
tiras (m)
cucumbers
melafefonim m.pl.)

(
dill
gamir (m)
eggplants
xacilim
(m.pl
garlic
gum (m)
kohlrabi
kolerSbi (m)

lettuce
xsa (f)
olives
zeytim
)
(m.pl.
onion
bacSl (m)
parsley
petruzilia (f)
peas
afunS (f)

potatoes
tapuxey
(m.pl.)
adamS
scallion
spinach
squash
tomatoes
turnip
I want
to buy fruit.
to buy
How much are the
apples? apple
bananas
canteloupe
cherries
dates
figs
fig
grapefruits
grapes
lemons
oranges
peaches
pears
plums
pomegranates
watermelons
watermelon
Give me two
kilos of flour.
flour
sugar
How much is a bottle of
milk? cost bottle milk
oil
orange juice juice
How much is a can of
sardines?
can, box cans,
boxes
How much is a package of
butter? package butter
cnoni6t
(f.pl.)
bacSl
yarok
(m)
t6red
(m)
kiSuim (m.pl.)
agvani&t
(f.pl.)
cn6n
(m)
an! rocei likn6t
peyrot.
Iikn6t
bekcima hatapuxlm.
tapuax (m)
ban&not (f.pi.)
milon (m)
401
duvd
evan
im
(m.p
i.)
tmar
im
(m.p
l.)
teen
lm
(f.p
l.)
teen
S
(f)
eSko
liot
(f.p
l.)
anav
im
(m.p
l.)
limo
nlm
(m.p
l.)
tapu
zim
(m.p
l.)
afar
sekl
m
(m.p
l.)
agas
lm
(m.p
l.)
Sezi
fim
(m.p
l.)
rimo
nim
(m.p
l.)
avat
ixim
(m.p
l.)
avat
lax
(m)
UNIT 15 HEBREW
BASIC COURSE
t6n 11
Sn6y
kilo
k6max.
kemax
(m)
mlax
(m)
sukcir
(m)
m
u
c
h
ol
(m.s.pres.)
bakbuk (m)
xalciv (m)
j
a
r
gemen (m) mic

tapuzim mc
(m)
o
f
g
r
a
p
e
s
.
kSm
a
olS
c
i
n
c
&
n
e
t
o
f
s
o
u
r
c
r
e
a
m
?
kufsfi (f)
0
kufsa6t
(f.pl.)
j
a
r
sour
cream
k
i
l
o
i
s
kma 016
bakbuk
xalSv.
k&ma
olci
kufsfit
sardlnim
.
H
o
w
G
i
v
e
h
a
l
f
xavilci
(f) xem'
k (f)
402
cincen
et (f)
Samene
t (f)
jelly
mustard
m
e
kima olfi
xavilSt
xem'k.
a
m
n
e
t
.
half
half
of
r
i
b
S
(
f
)
x
a
r
d
BASIC
COURSE
HEBREW
UNIT
14.3 Vocabulary Drills
S
l
(
r
o
)
Transfo
rmation
t
d
n
Drill -
/ "for"
/biSvil
Instruc
x
a
c
i
tor: I
want
k
i
l
o
ice
a
n
a
v
i
m
.
ani
roc6
glida
. atS
roc6
ySin.
St
rocS
xalSv
. hu
roce
mic.
hi
rocS
riba.
Snu
rocim
tapuz
im.
atim
rocim
dagim
.
atin
rocot
gvinS
. him
rocim
cream.
Student: I'll have ice
cream, (lit. For me
ice cream.)
x6ci
(
)
xaci
(cons
truct
)
Sam
ene
t.
h6n
roc
ot
kem
ax.
biSv
ili
glid
a.
biSv
ilxa
yain
.
biSv
ilex
xala
v.
bi&v
ilo
mfc.
bi^v
ila
riba
.
bi^v
403
ile
nu
tap
uzi
m.
biX
vil
xem
dag
im.
biS
vil
xen
gvi
na.
bi!
vil
am
Sam
ene
t.
bi^
vil
an
kem
ax.
UNIT 15 HEBREW
BASIC COURSE
B.
- -
- -
Subst
Subs
va
titu
ni
tion
Agre
ha
emen
se
le
Dril
k
ha
pe
yr
ot
ha
ye
ra
ko
t
ha
xS
sa
ha
te
ea
im
ha
be
vc
im
ha
xa
lS
v
l
/tar
i/
"fre
sh"
Is
the
milk
fres
h?
haim
haxa
lSv
tari
?
haag
vani
ot haag
i
t
o
n
A
g
r
e
e
m
e
n
t
D
r
i
l
l
404
BASIC
COURSE
HEBREW
/
Sabba
ca
th.
ri
ani carix liknot xaiot
x/
leSabSt.
"h
av
e
to
,
ne
ed
"
I
ha
ve
to
bu
y
ch
C.
al
ah
s
fo
r
:

iS
ti
he
n
ba
al
S
hi
Sn
u
hu
at
em
an
i
th
e
405
UNIT
BASIC
COURSE
_____________________________
HEBREW
D. Substitution - Agreement Drill - / k i b S l t i /
_____________________________
UNIT 14
I r e c e i v e d "
I received a bottle
of wine from Dov.

kibSlti bakbflk
ySin
midov..
_ -
atm - St - Snu
atS - at6n - ani
E. Substitution Drill - /ee- ~ taa-/
Endings are similar to /tifnS/.
I'll go up to the Embassy this morning.

eele laSagrirut haboker.
taale
taali
hu yaal
hi taale
naal
atem taalu
at6n taalena
hem yaalu
hen taalena
F. Substitution - Agreement Drill
Let's go up to Miriam's this evening.
hSva naale lemirySm ha&rev.
St - d6v veiSto - atS veiStexS ani atS - xSna - at&n avigdor - h6n - hSva
.
- - - - -
- -
406
BASIC
COURSE
HEBREW
UNIT
14.4 Cardinal Numbers. 20 - 1000

2-0
30
40
50
60
70
80
90
Numbers which are multiples of 10 do not show gender distinction.

esrim
SloSim
arbaim
xamiSim
SiSim
Siv'im
Smonim
tiS'im
,
The numbers ,one' to ,nine' follow the multiples of ten and are preceded
.by /ve-/, These numbers show gender distinction
smonim vesaios agorot/ "83 agorot/"
/esrim vexamiss sfarim/ "25 books"
The form /meS/ "hundred" and its multiples are also used before both
.masculine and feminine nouns
meS 100
matSim 200
407
BASIC
COURSE
_____________________________
HEBREW
300
_____________________________
400
UNIT 14
500
600
700
800
900
1000
16 me6t
arbci me6t
xamiS meot
S^S me6t
Svi me6t
Sm6ne me6t
tSS me6t
61ef
Numbers are given with the highest digit first, as in English. 1g65
/61e tSciireot SiSim vexamiS/

A. Read off the following numbers. Do not read the individual numerals.
1.
2.
3.
4.
6.
7.
8.
9.
10
.
82
73
64
46
37
28
19
90
101
13
14.
15
16.
17
18.
19
20.
21.
22.
217
458
336
789
265
924
593
847
670
104
0
B. The instructor asks each student for the year of his/her birth.
In which year
were you born?
you were born
beiyze San&
nollideta.
nolcideta
nolcideti
biSnit
elef tSa me6t arbaim
veSmone.
?

.
408
BASIC
COURSE
HEBREW
UNIT
Conversational Response Drill

Instructor: How much are beets? Student: 30 agorot a kilo. Instructor:
Give me one and a half kilos. Student: That will be 45 agorot.
instructor: bek&ma hasgiek.
? :
student: siogim agor6t hakiio.
. :
instructor: ten 11 kilo vaxeci.
. :
Student: zS yaalS lex5 arbaim vexamiS agordt.
. :
The instructor and students may substitute other items, prices, and
quantities.
409
UNIT 15 HEBREW
BASIC COURSE
14.5 Colors
W
h
a
t
i
s
t
h
e
c
o
l
o
r
o
f
t
h
e
t
a
/
cvaim/
b
l
e
?
color
T
h
e
t
a
b
l
e
i
s
b
l
a
c
k
.
T
410
BASIC
COURSE
HEBREW
h
e
b
o
x
i
s
b
l
a
c
k
.
m
f
i
h
a
c
6
v
a
S
UNIT
1
h
a
S
u
l
x
&
n
.
c6va
(m)
h
a
S
u
l
x
i
n
S
a
x
6
r
.
411
UNIT 15 HEBREW
BASIC COURSE
h
a
k
u
f
s
S
S
x
o
r
S
.
412
BASIC
COURSE
HEBREW
The apple is red. The cherries
are red.
413
UNIT
UNIT 15 HEBREW
T
h
e
c
k
T
T
T
sky,
heav
en
c
a
r
r
o
t
T
h
e
T
T
h
a
h
h
h
gamf
iim
(m.p
l.)
i
s
o
r
a
n
g
e
.
BASIC COURSE
h
h
p
a
414
BASIC
COURSE
HEBREW
GRAMMAR
UNIT
NOTES
14.6 /o ~ u/ Alternation in Related Forms

Examine the following set of related
m.s.
f.s.
m.pl.
f.pl.
/yarok/
/yerukS/
/yerukim/
/yerukot/
forms:
"green"
This pattern is similar to the pattern of

/raxok ~ rexoki/ except that in the suffixed
forms the vowel /u/ occurs instead of /o/. This
alternation occurs in a limited but fairly
frequently used set of forms. The student will
have to memorize them since there are sets of
related forms which have /o/ when suffixed, as
/rexoki, gdolS/, and sets which have /u/ whether
suffixed or not, as /xum, xumci/ "brown".
Now
compare the following
/cahov/ forms.
pair of m.s.
"yellow"
f.s. /cehubi/
Forms which have this /o ~ u/ alternation

will also have the /v alternation, with the
/b/ occurring before the suffixes.
Similarly, the alternation /f ~ p/ occurs
in such forms, with /p/ occurring before the
suffixes.
The alternation /x ~ k/ may occur in related
forms with the /o ~ u/ alternation, with /k/
occurring in the
/arox/ forms.
suffixed m.s.
"long"
f.s. /arukS/
415
UNIT 15 HEBREW
BASIC COURSE
However,
some
forms
have
/k/
throughout, as /yarok/ "green". These latter
forms are spelled with , while those which
alternate /x ~ k/ are spelled with ~1 .
A.
Subst
ituti
on -
haxavilot - hakufsS - hasefer

habatim - hayin - hacincenet
hatapuxim
Agree
ment
Drill
The
apple
s are
red.
hatap
uxim
adumi
m.
- -
- -
416
BASIC
COURSE
HEBREW
UNIT
B. Progressive Substitution Drill

In this drill the instructor gives a
substitution first from one column and then from
the other.
The wine is red.
haySin ad6m. haagvanici
yerukci
hatapuax
cah6v
habanSnot
xumot
hasefer
kat6m habakbukim
levanim
habinyfin
ad6m
haySin
Progressive Substitution Drill
The sky is blue.
C.
hagamfiim kxulim. haSezif

seg6l
haxacilim
gdolim
hacincenet
xum
habakbuk
yarok
hazfiit
Sax6r
hakufsa6t
haSamfiim
kxulot
14.7 Review of Negative Sentences

a. /16/ precedes past, present, and future verb
forms.
axfilti et haglida. I
ate the ice cream." lo
417
UNIT 15 HEBREW
BASIC COURSE
axfilti et haglida. I
didn't eat the ice
cream."
hi rocfi liknot per6t. She wants to buy
fruit."
hi lo rocS liknot
She doesn't want
to buy
per6t.
fruit."
hu yagia max&r.
hu lo yagia
maxSr.
e'11
tomorrow."
arrive
He
won't arrive tomorrow."

This corresponds to the negative, usually with
-n't. of the verb auxiliary in English.
418
BASIC
COURSE
HEBREW
b./16/ occurs between the main elements of an
equational sentence.
h<i amerikfii.
hfi 16 amerikcii.
American."
He's an American."
.
He's not an
.
c./eyn/, usually with a pronoun suffix, may

negate a present tense verb form or an
equational sentence. The use of /6yn/ instead
of /16/ in these cases is more formal in
style.
ani medaber ivrit. I speak Hebrew."
.
eynSni medabSr ivrit. I don't speak
Hebrew."
.
ani xadfiS bafirec.
I'm new in the
country."
.
eyn6ni xadfiS bafirec. I'm not new in the
c o u n t r y . "
.

Comparison of style:
ani 16 yod6a.
eyneni yodSa.
formal)
(casual, informal)
.
(less casual,
.
The suffixed, or contracted forms of /eyn/ +

the pronouns are:
419
UNIT
UNIT 15 HEBREW
BASIC COURSE
eyn ani
eynSni
6yn atfi
eynxfi
yn fit
eyn6x
eyn hu
eynenu, eyno
6yn hi
eyn6na, eynfi
6yn finu
eynenu
Syn at&m
eynxem
eyn at6n
eynxen
4yn hem
eynfim
eyn hen
eynfin
/yn finu/ is usually not contracted. The other

sequences may be used in
the uncontracted form, but this generally
results in a very
formal or stiff expression.
eyneni yoda. (less casual, formal) .
6yn ani yodea. (formal, stiff)

.
d./eyn/ is the negative of /y6S/ "there is."

yeS li gvinfi levanfi. I have white
cheese."
. yn li gvinfi
levanfi. I don't have white
c h e e s e . "
.

e./fil/ negates the imperative.
tifne sm6la. Turn left."
.
fil tifne smola. Don't turn left."
.

A.Transformation Drill - Affirmative to Negative
....<'
420
BASIC
COURSE
HEBREW
Instructor: I was very impressed by the
house. Student: I wasn't very impressed by
the house.
1. (16) hitrassmti me6d mehab&it. .1. (( !

1
6
)
.
2
)
ax&item et haxaii. .2.
((
16) .3) yax61ti lehagia beSSva.
.3. ((

1
6
)
.
4
)
kib&iti et hapeyr6t.
.4. ((
1
6
)
.
5
)
natsta 1i hizdamnut
ledabir.
.5. ((
16) .6) sam&ti et hak61.
.6. ((
7.ats (16) raita et hamisrSd Seianu.
.7
. )(
8.hadagim (16) hayfi teimim.
.8. )(
B.Transformation Drill - Negative to Affirmative

Repeat Drill A in reverse.
C.Transformation Drill - Affirmative to Negative
Instructor: I know where the Brooklyn Bar
is. Student: I don't know where the
Brooklyn Bar is.
1. ani
(16) yodea eyfo brukiin bar. .1. )(

2. gveret zahSvi (16) gara bet61 aviv. .2.
)(
3. h6n (16) medabrot ivrit. .3. )(
4. hi (16) mexinS dagim memulaim. .4. )(

5. haim haSrec (16). mocet x6n beeynexa? ?5.
)(
6. hu (16) roce lehagia ladoar
h
a
m
e
r
k
a
z
i
.
.
.
6
.
421
UNIT
UNIT 15 HEBREW
7. Snu
8. ani
BASIC COURSE
(16) medabrim ivrit. . )( .

(16) carix et haSuixSn.
.8. )(
D.Transformation Drill - Negative to Affirmative

Repeat Drill D in reverse.
E.Transformation Drill - Affirmative to Negative
Instructor: We'll go to the movies
tonight. Student: We won't go to the
movies tonight.
1. (16) nelex lakoln6a hairev. 1 >' - (

1
6
)
.
2
)
nig&S lexana hay6m.
.2. ((
3.hti (16) yaav6r ai y^d habît Sei^nu. .3. ( )

4.hem (16) yisgeru et haxanut beSeS. .111 4. ( )

5.gveret k&rmi (16) tiftix et hamisr^d. .5.
)(
6.sara vex&na (16) tagana max&r. .6. ( )

7.nu (16) natxii 1eex61 1ifn4y 868.
.( ).
8. (16 ) emc& ot6 bemisrad6. .8.
((
422
BASIC
COURSE
HEBREW
UNIT
F. Transformation Drill - Negative to Affirmative

Repeat Drill E in reverse.G. Transformation Drill Affirmative to Negative.
Instructor: They're new in the country. Student:
They're not new in the country.
1
.
2
.
3
4
.
h6m (16) xadaSim

bafirec. iSti (16)
amerikSit. habfiit
Selahem (lo) yaf6.
haglidfi Sehi
mexinfi (16) tovfi.
nemfil hateuffi (16)
raxok mehair. haoxel
(16) hayfi taim.
)( .1
.
( ).2
.
( ).3
.
.4
.)(
( ).5
.
)( .6
.
61
423
UNIT 15 HEBREW
BASIC COURSE
Transformation Drill - Affirmative to Negative In

this drill the sentences are negated by /yn/.
ani (eyneni ) yodea et

hakt&vet SelS. atfi
(eynxfi) gfir kar6v
laSagrirut. fit (eynex)
yodfiat ledaber ivrit.
hu (eynenu) roce
lehazmin et mirySm. hi
(eyn4na) rocS lehazmin
oto. (eyn) finu yod'im
eyfo Sehem garim. atem
(eynx&m) xadaSim
bafirec. lfima aten
(eynx6n) bediita. hm
(eynfim) xoSvim
Semeuxfir. hen (eynfin)
crix6t liknot dagim.
)( .1
.
)( .2
.
)( .3
.
)( .4
.
)( .5
.
)( .6
.
)( .7
.
( ).8
?
)( .9
.
)( .10
.
1
.
2
.
3.
4.
6.
7.
8.
5.
10
.
424
BASIC
COURSE
HEBREW
RE
VIEW CONVERSATIONS A: mfi ani
yax61 laasot biSvilex. B: ten

li bevakaSfi, gvinfi. A: eyze
gvinS St rocS. B: gvinS levanS.
? :
. , , :
? :
. :
425
UNIT
UNIT 15 HEBREW
C:
BASIC COURSE
habeycim
triot?
D: ken,
gvirti. triot
meod.
C: kama 016
treysSr?
D: SiSim
agorot.
C: az ten li
Sney treysSr.
:
?
, , :
.
:
?
:
.
:
.
426
BASIC
COURSE
HEBREW
E:
St crixS yerakot, gvirti?
F:
kin. ani crixS melafefonim.
E:
hamelafefonim zolim hayom.
UNIT
Substitute other foods, prices,
etc.
? , :
. .:
. :
F: tov me6d. ten li kilo.
. . :
G: adoni, ata xaySv li kilo agvaniot.
,:
H. natSti lSx et haagvaniot etm6l.
G: ken. Sx hen lo hayu tovot.
. :
H: ze davSr axer. etin lax axerot.
: . . :
I: matSy kibSlta et hazeytim.

J:
. .
kibalti otSm etmol. at roca zeytim?
I: him teimim?
: ? :
J: k&n. teimim meod.
.
? :?
. . :
X: &z tin li arbS meot grSm.

K:
. :
bekSma hakolerSbi.
L: esrim agorot hakilo.
: ? :
K: ze yakSr meod.
. : .
L: zl 16 yakSr. ze zol.
. . :
M: bekfima haselek.
: ? :
N: xamiSim agorot hakilo.
: . : .
M: ten 11 loS kilo.
. :
N: ze yaali lax lira vaxeci.
427
UNIT 15 HEBREW
BASIC COURSE
15.1 At a Coffee House /bebit kafi/

Hello,
David.
What's
new?
is
he
ar
d
ATA
RA
Sa
lo
m
da
vi
d.
mS
ni
Sm
S.
niS
mS
(m.
s.)
428
,
.
?
BASIC
COURSE
HEBREW
Let
's
get
a
cup
of
cof
fee
,
and
I'l
l
tel
l
you
eve
ryt
hin
g.
tel
l
DAV
ID
b
6
i
l
i
S
t
o
t
asapir (1 s.fut.)
k
o
s
t
o
d
r
i
n
k
d
r
i
n
k
i
n
g
g
l
a
s
s
c
o
f
f
e
e
I
w
i
l
l
(m)
k
a
f
e
.
v
e
a
s
a
p
e
r
l
S
x
e
t
h
a
k
o
l
.
b6
(m.
s.i
mv.
)
lig
tot
kos
(f)
kaf
i
429
UNIT
UNIT 15 HEBREW
BASIC COURSE
ATARA
Good idea.
Where's the
coffee
house? idea
rayon tov.
eyfo bet
hakafe.
ra
yo
n
(m
)
430
BASIC
COURSE
HEBREW
UNIT
DAVID
Here on the corner, here
(in the coffee house)
Wa
it
er
,
tw
o
coffees,
please.
,.,
:
..
w
a
i
t
e
r
w
a
i
t
r
e
s
s
tim
e
(oc
cur
ren
ce)
DAV
ID
po
bapina.
p
o
ys
melc&r paamSim
kafe
bevakaSa.
me
lc
ar
(m
)
me
lc
ar
it
(f
)
p&
am
(f
)
431
UNIT 15 HEBREW
BASIC COURSE
With or without
milk?
with or
without
WAITER
im o bli xalav. im
o bli
432
BASIC
COURSE
HEBREW
I'll have
espres
so
with
milk.
bigvil
i
espres
o w
xalav.
A
T
A
R
A
433
UNIT
UNIT 15 HEBREW
BASIC COURSE
And I'll
have cafe
au lait.
reversed,
inverted
DAVID
vebigvili kafe
hafux.
hafux
434
(m.s.
)
BASIC
COURSE
UNIT
HEBREW
WAITER
.
)
D
o
a
p
a
n
h
o
I
a
t
u
g
ATARA
. ,
.
e
WAITER
y
ATARA
u
DAVID
g
ATARA
h
a
xam
)(m.s.
hizaher
(m.s.im
)v.
DAVID
a
a
x
435
UNIT 15 HEBREW
BASIC COURSE
15 2 ADDITIONAL
VOCABUL
ARY
G
i
v
e
m
e
a
g
l
a
s
s
o
f
w
a
t
e
r
,
w
a
t
e
r
G
i
v
e
m
e
a
g
l
a
s
s
o
f
s
e
l
t
z
e
r
,
c
l
u
b
s
o
d
T
T
T
T
L
e
restau
rant
t
i
m
f
s
o
h
h
h
h
b
o
m
i
436
BASIC
COURSE
HEBREW
437
UNIT
UNIT 15 HEBREW
BASIC COURSE

A.Substitution Drill - /b6/ "come"
Come see our house.
boi
lir'ot
et

,
habait gelSnu. b6u b6 bona
B.Substitution Drill - /al tav6/ "don't come"

Don't come in the afternoon.
al tavo axarey hacohorSim.
tavoi tavou tavona
C.Transformation Drill - Affirmative to Negative
Instructor: Come with Tamar.
Student: Don't come with Tamar.
438
BASIC
COURSE
HEBREW
b6 im tamSr.
b6u im tamar.
b6i im tamSr.
bona
tamar.
Si
tavo
tamSr.
tavou
tamSr.
tav6i
tamSr.
tav6na
im
im
Si
im
Si
im
Si
im
tamSr.
.

.
.

.
439
UNIT
UNIT 15 HEBREW
BASIC COURSE
D.Tranformation Drill - Negative to Affirmative

E.Substitution Drill - /avo/ I will come"
I'll come to her office tomorrow.

avo lemisrada maxar.
tavo
tavoi
david yav6
sSra tavo
navo
atem tavou
aten
tavona
kulSm
yavou hen
tavona
F.Substitution - Agreement Drill He'll come for
dinner.
hu yav6 learuxSt erev.

ani - hagveret umSr Williams
St veatSra - hen - atem Snu atS - iSto gel dov - St
- hu
.
- - -
- - - -
440
BASIC
COURSE
HEBREW
UNIT
G. Substitution Drill - /a- ~ te-/

I'll tell Atara everything.
asapir leatSra et hak61.

tesapir

.!
tesapri
david yesapir
sSra tesaper
ani veiStf nesapir
atim tesapru
aten tesaperna
hem yesapru
hin tesaperna
H. Substitution - Agreement Drill - /asapir/ I will tell"

.
- -
- -
- - - -
Moshe till 5:00.
axake lemoSe Sd xamiS.

texaki
texaki
dov yexaki
hi texaki
Snu nexake
atem texaku
atin texakena
hem yexaku
hen texakena
We'll tell them

the good news.
nesapir lahem et
haxadaSot
hatov6t.
atim - atSra
vedavid - hin hfi ani - atin sSra - St atS avigdor - hu Snu
I. Substitution Drill
- /a- ~ te-/
I'll wait for
441
UNIT 15 HEBREW
BASIC COURSE
J. Substitution - Agreement Drill - /axaki/ I will wait"

(Use the forms of the verb /edv/"sit" as cues.)
I'll sit in the hotel and wait for him.
eSev bamalon
neSev
teSvu
yeSiv
teSiv
14a teSiv
yevu
hin teSevna
teSvi
atin teSivna
veaxake 16.
(venexaki)
(vetexakti)
(veyexake)
(vetexaki)
(vetexaki)
(veyexaku)
(vetexakena)
(vetexaki)
(vetexakina)
^
,
(

'
(
,
(^
)

)(( )
(
442
BASIC
COURSE
HEBREW
UNIT
K. Substitution Drill - /hizahir/ "be careful"

Be careful; the cup is hot.
hizahir. hak6s xamfi.

hizahari
hizaharu
hizahirna
haxalfi
haytfi
ha6xel
hayfi
habeyci
m
hayu
haugfi
haytfi
hakafi
hayfi hayerak
6t
hayfi
haagvan
i6t
hayfi hamfiim
hayu
M. Substitution - Agreement Drill
- /kfir/ "cold"
The milk was cold.
haxalfiv
hayfi kfir.
h
a
g
l
i
d
a
h
a
y
t
f
i
h
a
d
a
g
i
443
UNIT 15 HEBREW
BASIC COURSE
m hayfi
haeSkoli6t
hayfi hamic hayfi
hagvinot
hayu haavatixim
hayu
h
a
k
a
f
i
h
In Grammar Section 6.9 it was pointed out that the final stem vowel is dropped
in verb forms beginning with a stressed vowel. However, when the second root
consonant is h . as in /hizahir/, the sequence /-hr-/ results, and the vowel /a/ is
inserted.
The /-h-/ is often replaced by a smooth
transition in ordinary speech - /hizaari, hizaaru/ Compare the forms of
/memahir/ "hurry" in Section 8.3.
In the following drills L to P the instructor supplies the verb form with the
noun substitution.
L. Substitution - Agreement Drill - /xam/ "hot" The

water was hot. hamfiim hayu xamim.
haSaminet
haytfi haxalfiv
hayfi
N. Substitution - Agreement Drill
- /mfir/ "bitter"
The coffee was bitter.
hakafi hayfi mfir.
hateenim
hayu hatiy hayfi
hayeyn6t
hayu haribfi
haytfi
haeSkolit
haytfi haanavim
hayu
hagvinot
hayu -
a
y
f
i
.
-

-

-
-

.
-

-

-
-
444
BASIC
COURSE
UNIT
HEBREW

.
-
- -
445
UNIT 15 HEBREW
BASIC COURSE
0. Substitution - Agreement Drill - /xamuc/ "sour" The

grapes were sour.
haanavim hayu xamucim.
haxalSv hayS - haSaminet haytS
hadagim hayu - hagvinS haytS
hay&in hayS - hateenim hayu
haug6t hayu - haanavim hayu
.
-
-
-
-
P. Substitution - Agreement Drill - /mat6k/ "sweet"

The plums were sweet.
hagezifim hayu metukim.
hay&in hayS - haavatixim hayu
haribS haytS - haekoli6t hayu
haxalot hayu - harim6n hayS
haxalS haytS - haSezifim hayu
. ;

-
-
-
-
The instructor may vary the above drills by supplying only the noun
substitution, with the student making the necessary changes in the verb
/hayS, haytS, hayu/.
GRAMMAR NOTES
15.4 Roots
Examine the following sets of related forms and note that in each set
there is a sequence of consonants which recurs in all the forms;
1.
/ledaber/
/daber/
/adaber/
/medaber/
"to speak"
"speak"
I will speak"
"speaks"
2.
/sameax/
"happy"
/nismcix/
"we will be happy"
/ slixS/
"pardon" (noun)
/tisl&x/
"you will pardon"
/sider/
"arrangement, order"
/yesudcir/
"it will be arranged"
3.
4.
In group 1 the sequence /d-b-r/ recurs, with the basic meaning "speak"; in group
2 the sequence /s-m-x/ recurs, with the basic meaning "happy"; in group 3 the
sequence /s-l-x/ recurs, with the basic meaning "pardon"; and in group 4 the
sequence /s-d-r/ recurs, with the basic meaning "arrange". Such sequences, called
roots. have been hinted at in the preceding units. Hebrew roots generally consist of
three consonants. Roots of four consonants, such as /t-r-g-m/ in /targim/
"translate", are fairly common. Roots with only one or two consonants, such as /b/
in /b&/ "come" and /r-c/ in /laruc/ "to run", are less frequent. Roots of five
consonants also occur, but infrequently, and they are generally technical, or slang
coinages, such as /letalgrif/ "to telegraph".
These root consonants are often called radicals. and dictionaries list verbs
446
HEBREW
BASIC COURSE
UNIT
according to these radicals. Roots of less than three radicals are "supplied" with
additional radicals to make three for purposes of listing. The particular
consonant supplied is usually based on the Hebrew spelling of one of the forms.
The patterns are rather regular but complicated, and they will be discussed as the
opportunity presents itself.
15.5
Patterns Occurring with Roots
Examine the following groups of forms and note that in each group there is a
recurring sequence of vowels, and, in some of the groups, of consonants also:
447
15
UNIT 15 HEBREW
6
.
BASIC COURSE
/xoev/
/omer/
/moce/
/roce/
/ole/
/ose/
/roe/
"thinks"
"says"
"finds"
"wants"
"costs"
"does"
"sees"
/medaber/
"speaks"
/memaher/
/mekave/
"hurries"
"hopes"
/lamfideti/
/amfirti/
/axfilti/
/Samfiti/
/natfiti/
I
I
I
I
I
studied"
said"
ate"
heard"
gave"
/natxil/
"we will begin"
/namSix/
"we will continue"
In group 5 the sequence /-o-4-/ indicates the present tense, while in group 6
the sequence /me-a-i-/ carries this meaning.
In group 7 the sequence /-a-fi-ti/ carries the general meaning I _________
(past tense), with the root consonants indicating the basic verb meaning.
In group 8 the sequence /nai-/ carries the meaning "we will _______________
and the radicals /t-x-1/ and /m-S-x/ indicate the basic verb meanings.
Thus it may be seen that the roots carry the basic meanings, and the patterns
of vowels, prefixes, and suffixes indicate the precise meanings of the forms as
they occur in sentences, such as present tense, etc.
Up to this point the emphasis in the grammatical drills has been on prefixing,
suffixing, and other changes which occur regardless of the pattern occurring with
the root. For example, the present tense verbs /xoSev/ and /medaber/ show similar
changes for the feminine and plurals.
m.s.
f.s.
m.pi.
f.pl.
/xoSev/
/xoSevet/
/xoSvim/
/xogvot/
/medabir/
/medaberet/
/medabrim/
/medabr6t/
:
:

in
However, though the /-o-4-/ and /me-a-i-/ patterns both indicate present tense
they are of different verb patterns and the other tenses will show differences,
also. The future tense forms of these verbs are, for example, /taxSov/ and
/tedaber/.
If the student learns the various patterns with a few representative roots, he
will be able to derive all the forms of a new root by analogy from one or two
forms. For example, the following forms of the verb "to speak" have occurred:
infinitive:
m.s.imv.
f.s.imv.
1 s.fut.
3 m.pl.fut.
m.s.pres.
/ledaber/
/daber/
/dabri/
/adaber/
/yedabru/
/medaber/
448
"to speak"
"speak"
"speak"
I will speak"
"they will speak"
"speaks"
HEBREW
BASIC COURSE
UNIT
Forms of two other roots with the same pattern have occurred so far: /asaper/
I will tell" and /letayel/ "to walk about". From these the matching forms may be
derived: (The derived forms are listed to the right.)
infinitive m.s.imv. f.s.imv. 1 s.fut. 3 m.pl.fut. m.s.pres.
/
asaper/ /
yesapru/
/
mesaper/
/lesaper/
/
saper/
/sapri/
449
/
letayil/
/
tayel/
/tayli/ /
atayel/ /
yetaylu/
/metayel/
15
BASIC
COURS
E
HEBREW
UNIT
As a further illustration, the root of /xoSev/, xSv. occurs with the pattern
of /dabir/ with the somewhat different meaning "to calculate" instead of "to think".
The corresponding forms ares
infinitive
m.s.imv.
f.s.imv.
1 s.fut.
3m.pl.fut.
m.s.pres.
/lexaSev/
/xaSev/
/xaSvi/
/axaSiv/
/yexagvti/
/mexaSiv/
"to calculate"
"calculate"
"calculate"
I will calculate"
"they will calculate"
"calculates"
It is not all so simple as the above illustrations might make it appear. For one
thing, even the simplest pattern with an unvarying root may have over twenty
different forms of which the student must have automatic control. This requires a
tremendous amount of drill, and the student should not be lulled into a feeling of
confidence simply because he finds it easy to "encode" the correct form with some
reflection.
Second, there are quite a few different verb patterns alone, not counting
variations for phonological reasons. Mastery of these represents the major task for
the beginning Hebrew student. In the following units a great deal of attention will
be paid to it in the drills.
15.6 Alternating Radicals
1
.
2.
3.
/pni/
Compare the related forms in the following groups:

"turn"
/tifni/
"you will turn',"1
/ptax/
"open"
/tiftSx/
"you will open"
/b6/
"come"
/tav6/
"you will come"
The first member of each group has a root varying slightly from the apparent root
of the second member. In the first two groups /p/ alternates with /f/, and in the
third /b/ alternates with /v/. In addition, some roots have /k/ alternating with /x/
as one of the radicals.
These alternations have been mentioned before, and they are quite frequent in
verbs. The patterns of alternation often depend on the pattern occurring with the
root, but a few generalizations may be made at this point.
a) At the beginning of a word the alternants /p/, /b/, and /k/ occur:
/pne/ "turn"
/b6/ "come"
/kin/ "yes, so"
b)At the end of a word the alternants /f/, /v/, and /x/ occur:
/cahov/ "yellow"
/direx/ "way"
c)After a stressed vowel the alternants /f/, /v/, and /x/ occur:
/sefer/ "book"
/Seva/ "seven"
/6xel/ "food"
d) As the second consonant of an initial two-consonant cluster the
alternants /f/, /v/, and /x/ occur:
,
,
/sfarim/
b
o
o
k
s
450
yX"
HEBREW
BASIC COURSE
UNIT
/gvii/
15
There is a close correspondence in the Hebrew spelling of radicals that alternate

and those which do not:
/k/ alternating with /x/ is spelled
.
/k/ not alternating with /x/ is spelled P /x/ not alternating with /k/ is
spelled .
Thus, for example, initial /x/ will be spelled always with . /xoUv/
Final /k/ will be spelled with p .
/yar6k/
/v/ alternating with /b/ is spelled . /v/ not alternating with /b/ is spelled
In listing the roots b, and k will be used for the alternating radicals. The
student should learn these roots by drilling the forms. Attention to the Hebrew
spelling will be of help in roots with /k/ and /x/.
Thus, the root of /sefer/ "book" will be listed as spr, the same as for /saper/
"tell".
15.7 Alternating Patterns

Patterns alternate in a number of ways, and some of these have been described
already. Alternations such as the /a/ in /memaharim/ m.pl.pres. "hurry" depend on the
particular consonants which comprise the root. Other pattern alternations are the
result of historical or phonological changes in Hebrew which leave forms similar in
one part of a pattern and different in other parts. For example, the future of the
roots /p-t-x/ "open" and /s-m-x/ "be happy" are very similar - /eftax/ I will open"
and /esmax/ I will be happy". However, the present tense of the former is /poteax/
and the corresponding form of the latter is /samiax/, which has been treated as an
adjective.
The student should not try to memorize a huge series of rules, but he should drill
the patterns as they occur and use the descriptions in the notes as an aid. Summaries
will be provided from time to time for further assistance.
15.8 Designation of Patterns

In previous units we have discussed patterns by using the symbols C for
"consonant" and V for "vowel". For ease in discussing patterns we will designate them
by using the arbitrary root p'1. The choice of this root is dictated by Hebrew
grammatical tradition. Other roots which are often used by grammarians for this
purpose are q t 1 and g m r.
The choice of p'1 has the disadvantage that the internal open juncture /'/ is
usually replaced by a smooth transition. The roots q t 1 is often used as a symbol for
the /k/ which never alternates with /x/) and Smr do not have this disadvantage;their
consonants do not vary. However, the use of p'1 will allow the student to be a bit
conversant in the traditional Hebrew description of Hebrew as taught in Israeli
schools.
An advantage in using p'1 is that the will occur as /f/ in the patterns where
it is called for and give the student an additional aid in deriving forms.
Thus, for example, the form /kibel/ will be said to be a pi'el form
(pronounced /pi'el/ or /piil/1. The form /slixa/ will be said to be a p'il& form
(pronounced /pe'ilS/ or /peilS/ since /p'/ is a non-permissible initial cluster).
NOTE: This section and the following one are not grammatical explanations. They are
451
BASIC
COURS
E
HEBREW
UNIT
explanations of grammatical terms used in this text.

15.9 Designation of Radicals
The root p'1 consists, in the Hebrew spelling, of the letters /pey/,
/iin/, a n d / l a m e d /
. Since most Hebrew roots consist of three
consonants or can be spelled with three letters when they consist of less, the
radicals are named after these letters. The first radical is called the "/pey/" of
the root, the second is called the "/ain/", and the third is called the "/lSmed/".
We will use these traditional designations as well as C with subscript numerals in
discussion of roots and patterns .
In Grammar Note 8.4a the term /lamed hey/ was used. This means that some forms of
these roots are spelled in Hebrew with the letter /hey/ as the third consonant.
Actually, there is no third consonant in their pronunciation. The root consists of
two consonants with the second always followed by a vowel. The /hey/ is an instance
of a third "consonant" being added to regularize the designation.
More specifically, the dictionary listing of the root is usually the third person
masculine singular past tense form of the verb. The verb "to be" would be listed
under the root hyh since the 3 m.s. past is /hayS/ . This verb, also, is a lcimed
hey verb.
Below is a partial list of the roots which have occurred in the text and
some representative forms illustrating the root. Note that the internal open
juncture /'/ may function as a radical.
Verbs listed with h as the third radical may be assumed to be lamed hey verbs.
Verb roots in which the final radical is the consonantal aspirate /h/ are very few in
number and will be specifically designated when they occur. They are listed in
dictionaries in their normal alphabetical order.
The student need not memorize the following list. It is included here only for
illustration of the grammatical points discussed in this unit.
Root
dbr
/daber/
"speak"
/davar/ "thing"
mc1
/moc'im/
"find"
/nimca'im/ "are found"
Sm'
/gim'i/
/niSmci/
"hear"
s.imv.) /Sam&ti/ I heard"
(f.
"is heard"
mSx
/hamSex/
r'h
/lir'ot/
"continu
e
"to see"
" /tamSix/ "you will continue"
sh
/laas6t/
"to do"
'kl
/leexol/
"to eat"
sgr
/ sgor/
"close"
/esgor/ I will close"
ptx
/ptax/
"open"
/eftax/ I will open"
/ro6/ "sees" /raiti/ I saw"

/ose/ "does" /asiti/ I did"
/ax&lti/ I ate" /6xel/ "food"
qzm
/tagzim/ "you will exaggerate"
gdl
/gad61/ "big"
sdr
/yesudfir/ "it will be arranged" /sider/ "order"
zhr
/hizaher/ "be careful"
452
HEBREW
BASIC COURSE
UNIT
kns
15
/lehikanes/ "to enter"
[Note: In this text abstracted root consonants are indicated by underlining.

Transcriptions of spoken forms are indicated by slash lines. Thus, for
example, the statement "b occurs as /v/" would mean that a radical b, which
alternates between /b/ and /v/, occurs as /v/ in the particular form being
discussed.
Root Sbr 3 m.s. past /Savar/ "he broke" ]
RAPID RESPONSE DRILL
?-
?
? ; !:

?
?
?
A:
bo nig&S liStot kos
:
.
B: 6yfo bet hakafe.

A: g&m bapinci.
B: esmax meod.
REVIEW
CONVERSATIONS
? :
. :
. :
kafe.
453
BASIC
COURS
E
C:
HEBREW
hatiy x&m. hizahari.

D: hu 16 xctm. hu kvar kHr.
C: at rocS xalciv latey?
D: 16. ani rod limon vesukar.
. . :
. . :
? :
. . :
454
UNIT
HEBREW
BASIC COURSE
UNIT
E: meicarit. tni 11 k6s maim karim, b
15
n l ! j 3
F: ata roce 6d magehu?
E :
k e n .

P :
b a n a n a
? :
s p l i t .
. .
t o v
a d o n i .
b e r a c o n .
K: tov. nexake lo kfin fid
G: matiy tavo lir'ot ot&nu. H: avo haerev, im atem rocim.
Seyagia.
G:
tov. bo im hamigpaxS.
H:
rayon tov. lehitraot haerev.
:; , :
. :
? :
? :
. :
. :
, :
.
. . :
. . :
? :
X: saper li. heyxSn raita et
. :
xfina.
. . :
J: raiti otfi birx6v filenbi.

I: mfi hi osfi betil aviv.
J: hi bfia lekfin kol Savua.
X: im ken, carix lehazmin otfi
learuxfit irev.
K: haim moSe yav6 hina hayom?
L: ani xoSev Seyavo bexamiS.
455
UNIT
15
HEBREW
BASIC
COURSE
16.1 Conversation in the Coffee House /sixfi bebit hakafi/

DAVID
I met
Moshe this morning.
I met
appointed
pagaSti
et moSe hab6ker.
pagfiSti
ATARA
Really? What did

he say to you?
he told
He
told
me
that
he
got
a
lett
er
from Mr. Williams.
he received
letter
From
wher
e
did
he
send
the
lett
er?
From
the
U.S.
?
bee
mit
?
mil
hu
sipir lexfi.
sipir (3
m.s.past)
DAVID
hu
sip
ir
li
Seh
u
kib
il
mix
tav
mimfir Williams.
kibel
(3.m.s.past)
mixtfiv (m)
h
u
n
i
t
m
a
n
a
l
e
y
o
e
c
haSagrirut
haamerik&it.
nitma
na (3
m.s.p
ast)
ATARA
he sent
mefiin
hu
2ala:L
et
hamixt^
v,
meamiri
ka?
?alax(3
m.s.past)
DAVID
No. From Tel Aviv.
lo. mitil aviv.

From Tel Aviv?
What is he doing there?
He was appointed
Counsellor of
the American Embassy.
he was
ATARA
mitil
aviv?
ma hu
ose
Sam.
DAVID
456
HEBREW
UNIT
. .
?
?
457
BASIC COURSE

? ?
UNIT
15
HEBREW
COURSE
When
did he arrive?
he
arr
ive
d
ATARA
higia
(3
m.s.past) DAVID
matfiy hu
higia.
458
BASIC
BASIC COURSE
HEBREW
UNIT
beSavua Seavar.
he passed
avfir (3 m.s.past)
Last week.
459
UNIT
15
HEBREW
BASIC
COURSE
Moshe went
to Tel Aviv
and saw him.
he travelled
he saw
nasei (3 m.s.past)
ra& (3 m.s.past)
moSe nasi
letil aviv
veraS ot6.
460
BASIC COURSE
HEBREW
UNIT
ATARA
How does he look?
is seen,
appears
eyx h(i nir1 4.
nir'
(m.s.pres.
)
461
UNIT
15
HEBREW
COURSE
Moshe said
that he
looks
good.
he
sai
d
DAV
ID
m
o
S
e
a
m
S
r
3
e
h
u
n
i
r
'
e
t
6
v
.
arr
iSr
(3
m.s
.pa
st)
462
BASIC
BASIC COURSE
HEBREW
UNIT
ATARA
Does
he
still
speak
Hebrew?
hti od
rredabir ivrit?
DAVID
Yes. He spoke Hebrew
with Moshe.
he spoke
kin.
hu
diber
ivrit
im
moSe.
dibir (3
m.s.past)

?
.
.
463
UNIT
15
HEBREW
COURSE
16.2 ADDITIONAL
VOCABULARY
She received a
letter. They (m)
received a letter.
They (f) received a
letter.
She sent a letter.
They sent a letter.
What did she say?
What did they say?
She went to Haifa.
They went to Haifa.
She arrived
yesterday. They
arrived yesterday.
She saw him. They saw
him.
.
.
.
.
.
? .
?
.
.
.
.
.
.

.
He arrived here last

year.
hi kiblS mixt&v. him
kiblu
mixt&v.
hin
kiblu mixtSv.
hi
galxa
mixteiv.
hem Salxu mixt&v.
mS hi amrS. mi hin
amrfi.
hi nas'a lexciyfa.
hem nas'u lex&yfa.
hi higia etm61. hin
higiu etmol.
hi raata oto.
hem rau oto.
hu higia hena
beSana SeavrS.
464
BASIC
BASIC COURSE
HEBREW
UNIT
A. Response Drill - /pagaSti/ I met"

Instructor: When did you meet Atara?
Student:' I met her this morning.
matfiy pagfigta et atfira.
matfiy
pagagtem
et
atfira. matay pagfigten et
atfira. matay pagfiSt et
atfira.
pagfigti
otfi
haboker.
pagfignu otfi haboker.
pagfignu otfi haboker.
pagfigti otfi hab6ker.
?
! ?
?
?
465
UNIT
15
HEBREW
BASIC
COURSE
B. Substitution Drill - /nir'e/

When the present tense pattern has a /ni-/ prefix the feminine singular
ends in /-t/, even with lamed hey verbs. This is the exception to the general
lfimed hey present tense pattern.with /-a/ feminine mentioned in the note to
Grammar Section 8.4a.
hu nir'e t6v.
nir'et
nir"xm
nir 1 ot
He looks well.
.
"appears
"
C. Substitution - Agreement Drill
How does Moshe look?
eyx nir'e moge .

habfiit gel dov - gveret zahavi
haoniot haxadaSot - hamalon
hatapuxim - hayerakot haSagrirut haugot - migpaxat
kfirmi - moge
Individual Response Drill
Instructor: How does the new hotel look?
Student: It's very beautiful.
eyx nir'e hamalon haxadfig. hu
yafe meod.
eyx
eyx
eyx
eyx
eyx
eyx
nir
nir
nir
nir
nir
nir
et iSto Sel david.

im harexov&t.
e habfiit gel xana.
ot haagvaniot.
et sffit hayfim.
k. bet hakafe.
?
-
- - -
- -
466
BASIC COURSE
HEBREW
UNIT
. . :

.GRAMMAR NOTES
16.4 Third Person Past Tense Verb Forms

Examine the following verb forms:
hu kibel
hi kibli
hem kiblu
hen kiblu
"he received"
"she received"
"they (m) received"
"they (f) received"
hfi Salax
hi Salxa
hem Salxu
hin Salxu
"he sent"
"she sent"
"they (m) sent"
"they (f) sent"
hu aroar
hi amr&
hem amru
hen amru
"he said"
"she said"
"they (m) said"
"they (f) said"
Note, first of all, that the third person plural forms are the same for both genders.
This is true of all past tense verbs, regardless of conjugation.
Note further that the feminine singular has the suffix /-a/, and the plural has
suffix /-u/. The preceding vowel is dropped as with the /-i/ and /'-u/ suffixes in the
future.
In addition to these characteristics there are variations depending on the typ3 of root.
Some of these variations will be illustrated in the following drills. After the third person
forms are drilled the corresponding first and second person forms will be described and
drilled.
In the following drills the instructor gives a sentence with a 3 m.s. past tense verb.
The students repeat the sentence. The instructor then gives the substitution cues, and the
students give the sentence with the necessary changes.
Some of the verbs have not occurred in the third person past tense previously, but the
student should have no trouble recognizing them.
a. Ordinary Roots
These are roots whose final two radicals do not require any additional variations.
The consonants which may require variations in the third person pattern are /'/> /h/> and
/x/. The possibilities of these variations will be described as they occur.
A. Substitution - Agreement Drill - /kibel/ "received" He received
a letter from Mr. Cohen.
hu kibel mixtav mimar kohen.
. ,

xana hem - moSe - hin

mSr karmi - hu veiSto - hi - hu
- - cn
- - -
467
UNIT
15
HEBREW
BASIC
COURSE
B.Substitution
- Agreement Drill - /sipir/
- - -
- - -
He told Miriam the news.
"spoke"
hu siper len-,jr &p et haxadagot.

s&ra - david - hen - gveret kohen hi vebaaladov - moSe vedov - hu
C.Substitution
- - -
- -
- Agreement Drill - /diber/
He spoke Hebrew in the office.
"sent"
hu diber ivrit bamisrad .

hen - xSna - david - hem
- - - -
-
sara velea - gveret Williams - hu

D.Substitution
- Agreement Drill - /galax/
"forgave"
He sent a package to America.

hu Salax xavilci leamerika .
moSe veiSto - miryam - hem dov - hen - atara
- hu
E.Substitution
- Agreement Drill - /salax/
hu salax lemiryam al hamixtav .

x&na - kulcim - moSe - hi mcir k&spi - hen hu
- Agreement Drill - /amcir/
- - - -
-
"passed"
He said it was cold yesterday.

hu amlir Sehayli k&r etmol .
hem - s&ra - davfd - hen gveret kSrmi - hi - hu
G.Substitution
- 30 - - -
-
"said"
He forgave Miriam for the letter.
F.Substitution
- Agreement Drill - /avar/
He passed by the office this morning.

hu avar al yad hamisrcid haboker .
hem - avigdor - atara - hen moSe - hi - dov
veiSto - hu
"told"
468
- - - -
- -
BASIC COURSE
HEBREW
UNIT
H.Substitution - Agreement Drill - /xaSv/ "thought"
He thought that today was Friday.
hu xaS&v Sehayom yom SiSi .

hi - him -gviret kohen hin
- yosif - s&ra - hu
I.Substitution - Agreement Drill - /patcix/ "opened"
He opened the door. hu
patax et hadilet.
hi - moi ved6v - hin s&ra - m&r kohen - him
.
h
u
- - -
- -
- - - - -
469
UNIT
15
HEBREW
BASIC
COURSE
.
J. Substitution - Agreement Drill - /sagSr/ "opened"
He closed the door.

hu sag&r et hadilet.
hen - david veatSra - hi mar
kcirmi - him - sira - hu
K. Substitution - Agreement Drill - /axal/ "ate"

He ate watermelon.
hu axal avatiax.
him - hi - s&ra vexana avigdor
- gviret kaspi - hu
L. Substitution - Agreement Drill /natan/ "gave1
He gave me all the food.
hu natan li et kol haoxel.
igto gel haxenvani - hamelc&r hem
- mogi - igtexa - hd
M. Substitution - Agreement Drill /pagSS/ "met"
He met her in America.
hu paqaS otk beamerika.
.
- - - - -
- - - -
- - - -
470
BASIC COURSE
HEBREW
UNIT
atSra - hin - m&r zahavi gviret zahSvi - him - hu
471
UNIT
15
HEBREW
BASIC
COURSE
N. Substitution - Agreement Drill /hitraSim/ "was impressed"

He was impressed by the new building.
hu hitraSim mehabinyfin haxadfiS .
gviret Williams - him - atfira
baalfi - hin - hi - hu
.
- -
- -
0. Substitution - Agreement Drill - /lamfid/ "studied"

He studied in this school.
hfi lamfid bebit hasifer hazi .
xfina vebaalfi - baalix - lia
him - david - hi - hu
.
- -
- -
b. Verbs with Third Radical or x

There are two sub-classes of verbs whose third radical is or x. The and x
of one sub-class are spelled in Hebrew with and , respectively, and the ^
and x of the other sub-class are spelled with and .
The first sub-class has the same general pattern as ordinary verbs.
Examples are: /maca/ "he found" /moce/ "finds" , /himSix/ "he
continued"
In verbs of the latter sub-class the vowel /a/ must immediately precede the radical
when it is final in the word. This is true even in the case of which is spelled
but not pronounced, as i n
/ y o d e a /
" k n o w s
.
^/ / f ^h e , 10* precedes it anyway, then there is no problem. Examples are
/yada/ "he knew" ,/pata'x/ "he opened" ,/Sala'x/ "he sent"
When f > ! P
,-,
+
-4
1 *a
*
C
n
.
p. Substitution - Agreement Drill - /nasi/ "traveled" He went to see Haifa.

hfi nasfi 1ir6t et xfiyfa .
. :
hi - him - moSi - sfira

d6v vemiryfim - hin - hu
- - -
- -
Q. Substitution - Agreement Drill - /yadfi/ "knew"

He didn't know that Miriam is in Tel Aviv.
ha 16 yadfi Semiryfim betii aviv .
gviret k6hen - moSi - iSti
him - sfira - hin - hu
472
.
-
- -
BASIC COURSE
HEBREW
UNIT
R. Substitution - Agreement Drill - /macS/ "found"
He didn't find the bottle. hu 16 macS et

.
habakbuk.
gviret k&hen - moSi - iSti
- hin him - yaak6v hi - hu
- - .
- - -
473
UNIT
15
HEBREW
COURSE
S. Substitution - Agreement Drill - /SamS/ "heard"

He didn't hear the news this
evening.
hu 16 SamS et haxadaS6t
hairev .
iSt6 - d6v - him - yaak6v
hin - gviret 6ren - hti
c. lamed hey Verbs
Examine the pattern of the
following forms:
- - - -
-
474
BASIC
BASIC COURSE
/hayS/
/hayt&/
/hayu/
The pattern of
the third
person
endings is: 3
m.s. /-&/ 3
f.s. /-tV3
Pi. /
u/
HEBREW
UNIT
"he
was"
"she
was"
"they
were"
These endings follow the second radical

regardless of the conjugation of the verb. The
third radical is listed as h, but this is only a
spelling convention.
The 3 m.s. ending may be confusing at first
since it resembles the 3 f.s. of ordinary verbs in
pronunciation and spelling. It is also similar in
pronunciation to verbs with third radical \
T. Substitution - Agreement Drill /hayS/ "was"
He was in Jerusalem yesterday.
hu hay beyeruSal&im etm61 .
iSto Sel david - moSe ved6v - hin yaakov
- hi - hem - lea - hu
U. Substitution - Agreement Drill - /asS/ "did
What did he do in Jerusalim?
m& hu as& beyeruSalaim .
hi - him - iStexIL - hin gviret 6ren baalix - hu
- - -
- -
- -
- - - -
475
UNIT
15
HEBREW
BASIC
COURSE
V. Substitution - Agreement Drill - /pank/ "turned" He turned

left at the intersection.
hu pana smoia bahictaivut.
.
haiSa - hanaSim - moSe veraxil
- -
hi - avigdor - hem - hu
- - -
W. Substitution - Agreement Drill - /kivi/ "hoped"
He hoped for a good result.
hu kiva letocaa tova.
gveret zah&vi - yosef - hem iSto Sel d6v - miryam velea - hu
X. Substitution - Agreement Drill - /raca/

"wanted
"
He didn't want to eat so early.

hu 16 racS leexol kol kctx mukdSm.
him - scira - david veatira avigdor - hanagim - hi - hu
- -
- - -
d. Verbs with Second Radical ]_ or h

Whenever the conjugation pattern or other verb
pattern wo1:7.d result in a second radical /'/ or /h/
occurring immediately before a consonant, the vowel /a/
is inserted between them. Other examples of this have
been drilled previously, such as /memaher "*memaharim/ and
/hizaher "hizahari/.
The root of the verb "to see" is r'h, a lamed hey verb.
Accordingly the third person past tense would be: 3 m.s. /ra'V
"he saw" 3 f.s. */ra'ta/ "she saw" 3 pi. /ra'u/ "they saw"
In the 3 f.s. the second radical /'/ occurs before a
consonant - the suffix /tk/. The form is then /ra'ata/.
In ordinary speech the /'/ is replaced by a smooth
transition, and the forms are:
3
m
.
s
.
/
r
a
a
/
476
BASIC COURSE
HEBREW
UNIT
"
h
e
s
a
w
"
3
f
.
s
.
/
r
a
a
t
k
/
"
s
h
e
s
a
w
"
3
p
i
.
/
r
a
u
/
"
t
h
e
s
a
w
"
Y. Substitution - Agreement Drill - /raa/ "saw"
477
BASIC
15
HEBREW
UNIT
COURSE
He saw the new house.

hu rak et hab&it
iSti - hanaSim Selanu - david him
haxadaS .
- gviret kohen - hu

.
- - -
-
- -
- -
478
BASIC COURSE
HEBREW
UNIT
e. Verbs with Unstressed Third Person Suffixes
cases:
The 3 f.s. and the 3 pi. endings /-a, -u/ are unstressed
in the following
1)When the 3 m.s. is one syllable and the vowel is
/fi/. /rfic/ "he ran"
/
r
f
i
c
a
/
"
s
h
e
r
a
n
"
/
r
f
i
c
u
/
"
t
h
e
y
r
a
n
"
2)When the final vowel of the conjugation pattern is
/i/. /himSix/ "he continued"
/
h
i
m
S
i
x
a
/
"
479
UNIT
15
HEBREW
BASIC
COURSE
s
h
e
c
o
n
t
i
n
u
e
d
"
/
h
i
m
S
i
x
u
/
"
t
h
e
y
c
o
n
t
i
n
u
e
d
"
This latter conjugation is traditionally called the hif'il
Z. Substitution - Agreement Drill - /rfic/ "ran"
He ran after the bus.
hfl rac axarey haotobus.
. CI 3
hi - hem - moge - raxil
- - -
yosif veiSto - h e n - h u
--
480
"
HEBREW
BASIC COURSE
UNIT
AA. Substitution - Agreement Drill - /bfi/ "came"

He came to see the house.
cases:
hfl bfi 1ir'6t et hab&it.
. 1
gviret zahfivi - y i c x f i k - h i
-
him - lia - h i n - h u
-- -
BB. Substitution - Agreement Drill - /himSix/ "continued"

He continued seeing her every day.
hfi himSix lir'ot otfi k6i yom.
1 1 ,-
.ci 1
mfir kfirmi - sfira - d6v - hen
- - , -
iSti - him - gviret 6ren - hu
- - -
CC. Substitution - Agreement Drill - /hitxil/ "began"
He becja'i the diet this morning.
hu hitxil badieta haboker.
.
gviret kohen - moSi - iSti
- -
sfira veyosSf - hi - hin - hu
- - -
481
UNIT
15
HEBREW
BASIC
COURSE
DD. Substitution - Agreement Drill - /hizmin/ "invited" He

invited them for dinner.
hu hizmin otam !earuxat erev.

hi - dov veiSt6 - xSna - hen
- - -
yaakov - yaak6v vemiryam - hu
- -
The root of the verb /higia/ "arrived" is listed as
ng'. The vowel /a/ precedes the third radical whenever it is
final in the word. See Section 16.4b above. The third person
past tense forms are: 3 m.s. /higia/ for */higi'/
3 f.s. /higia/ for /higi'a/
3 pi. /higiu/ for /higi'u/
By coincidence, therefore, the 3 m.s. and 3 f.s. are

identical in ordinary speech.
EE. Substitution - Agreement Drill
He arrived in Israel last week.
hu higia leisrael begavua Seavar .
hi - hem - iSti - hanaSim

- - -
david - hamiSpaxa Selo - hu
- -
RAPID RESPONSE DRILL The following questions are based on the
conversation of this unit.

1.matSy pagis david et moSe.
?1. !
2.siper moSe ledavid.
? TIG 2.
3.mimi kibel moSe mixtSv.
4.meSin Salax
h
mhr
m
?3.
Williams et
i
482
HEBREW
BASIC COURSE
5.ma ose mar Williams betel aviv.
UNIT
?5.
6.matSy higia mar Williams leisrael.
?6.
7.lecin nasa moSe.
?7. 2
8.heyx&n raa mo2e et m&r Williams.
?8.
9.eyx
nir'e mar Williams.
10.beeyze safS hem dibru.
483
UNIT
15
HEBREW
BASIC
COURSE
REVIEW
CONVERSATIONS
A
A
B
484
BASIC COURSE
HEBREW
UNIT
A. hfi siper li Sehti sagfir et hamisrfid

Sel6.
.
.
.
C.Samfiti Semiryfim
gfira
betel
aviv.
D.mimi
Samfit
C.mimo
Se. hu
Samfi
et z6t
mid6v.
D.hu
natfin
lfix
et
hakt6v
et
Selfi?
485
UNIT
15
HEBREW
COURSE
486
BASIC
BASIC COURSE
HEBREW
UNIT
c. 16. fix hu yiten li et haktovet

m
f
.
.
a
i
x
r
.
.
,
E. axfilti glidfi
k
l
i
r
P
.
487
UNIT
15
HEBREW
BASIC
COURSE
i
.
488
HEBREW
UNIT
489
BASIC COURSE
UNIT
15
HEBREW
BASIC
COURSE
F. gfim iSti axlfi Sfira veamrfi

Sehaglidfi tovfi.
.

.
G.d6v rafi et menaxim
haboker.
H.eyf6
hu rafi
oto.
G.
kSehCi
veiSto
tiyelfi
birxov
alenbi
him
pagSu
oto al
yfid
haSagrir
ut.
490
.
.
?
.
BASIC COURSE
HEBREW
UNIT
I. aviva
hizmin
a
otfinu
learux
fit
irev
ley6m
SiSi.
J. beemet?
hi
amrfi
Sehi
tazmin
gfim
et
yaakov
,
I. nismfix
meod
lir'ot
ot6.
matfiy
hu
higia
lexfiy
fa.
. .
.
J. hu od lo higia. hu yagia maxfir.
491
UNIT
15
HEBREW
BASIC
COURSE
K. x&na
vebaa
l&
avru
al
yad
hab&i
t
gel&n
u
habok
er.
Sel
&.
M.
atS
ra
hit
raS
ma
meo
d
meh
ab&
it
hax
ad&
S
gel
yos
ef.
L. beemit?
m&
hero
amru
lexa.
K. hem
sipru
li
Sedib
ru im
s&ra.
L. iyfo
nimce
t
N. g&m
ani
hit
ra
g&
mt
i.
ha
b&
it
ga
dol
ve
xa
dig
.
M.
ma
sSra?
K.
bex&y
fa.
hem
natnu
li et
misp&
r
hatel
efon
492
t&
y
rai
t et
ha
b&
BASIC COURSE
HEBREW
UNIT
it.
lam
N. raiti
d&
et
g&m
hab&i
O.
mat
Silg6
&y
m.
hi
M. g&m
lam
at&ra
d&
raat&
g&m
et
hab&i
P.
t
ani
xog
SilSo
eve
m.
O.
Sel
ifn
lam&d
iy
iiv
San
ivrit
&.
bebet
Q.
hasef
er
lesaf
6t.
P.
g&m
d&lya
493
hai
nu
ha
ga
vu
a
be
nat
&n
ya.
UNIT
15
HEBREW
BASIC
COURSE
R. beeyze
yom
haite
m
g&m.
Q. ani
haiti
beyom
geni
veyit
er
hamig
pax&
hayt&
beyom
SliSi
.
S.
david
nas&
leami
rika.
T.
mat&y.
S.
lifniy
gavua
.
T.
haim
iSto
g&m
ken
nas'&
?
S.
ken.
hem
nas'u
y&xad
494
HEBREW
UNIT
?
.
.?

.
.
495
BASIC COURSE
HEBREW
BASIC
15
UNIT
COURSE
.
.
..

? .
496
HEBREW
UNIT

?
..
497
BASIC COURSE
UNIT
15
HEBREW
COURSE
17.1 At the Post Office
I
want
to
send
this
lett
er
to
the
Unit
ed
Stat
es,
to
send
lett
er
By
regu
lar
mail
or
by
air
mail
?
a
n
i
m
i
x
t
a
v
W
I
L
L
I
A
M
S
r
o
c
e
usu
al,
hab
itu
al
air
By
air
mail.
It
will
cost
you
thirt
yfive
agoro
t.
ago
ra
(IL
0.0
1)
How
long
will
it
take
l
i
S
l
o
a
x
time
(dura
tion)
it
will
take
he
took
M
R
.
l
i
S
l
o
a
x
e
t
h
a
m
i
x
t
a
v
h
a
z
e
l
e
a
m
e
r
i
k
a
.
(
m
)
C
L
E
R
K
b
e
d
o
a
r
r
a
g
i
l
o
b
e
d
o
a
r
a
v
i
r
.
r
a
c
[
1
1
(
n
i
.
s
.
)
498
BASIC
HEBREW
BASIC COURSE
a
v
i
r
(
m
)
v
e
x
a
m
e
S
a
g
o
r
6
t
.
R
.
W
I
L
L
ar
avir
L
E
R
K
z
e
y
a
a
l
e
l
e
x
a
S
l
o
s
l
m
W
I
L
L
I
A
M
S
bedo
a
g
o
r
a
k
a
m
a
z
m
a
n
z
e
y
i
k
f
i
x
.
M
R
.
fut.
)
laka
x
(
f
)
UNIT
z
m
a
n
(
m
)
yika
x
(3
m.s.
499
BASIC
15
HEBREW
UNIT
COURSE
500
HEBREW
BASIC COURSE
l
e
g
r
a
m
,
I
d
o
n
'
t
T
h
a
t
'
s
a
w
e
e
k
.
That's a
i
d
e
a
.
u
l
a
y
W
h
e
r
e
MR.
WILL
IAMS
i
s
the
t
e
l
e
g
r
a
p
h
o
f
f
i
c
e
?
i
d
e
a
y
o
d
e
a
.
S
a
v
u
a
.
g
o
o
d
A
week?
l
o
u
l
a
y
ma
yb
e,
pe
rh
ap
s
If
it
's
so
ur
ge
nt
,
se
nd
a
te
a
n
i
urgent
send
telegram
M
a
y
b
e
lo
ng
ti
me
,
mu
ch
,
ma
ny
telegra
ph
office
CLERK
i
f
k
n
o
w
.
UNIT
ze
S
a
v
u
a
?
h
a
r
b
e
z
m
a
n
.
h
a
r
b
e
CLERK
501
UNIT
15
HEBREW
BASIC
COURSE
b
e
i
m
ivrak
(m)
MR
WILL
IAMS
z
e
z
e
k
o
l
r
a
y
o
n
k
a
x
t
o
v
.
d
a
x
u
f
,
h
e
y
x
a
n
S
l
a
x
h
a
m
i
v
r
a
k
a
.
rayon
(m)
mivraka
(f)
m
i
v
r
f
i
k
.
b
e
i
m
d
a
x
u
f
(
m
.
s
.
)
S
l
a
x
(
m
.
s
.
i
m
v
.
'
m
502
HEBREW
BASIC COURSE
CLERK
H
e
r
e
.
O
n
t
h
e
UNIT
s
e
c
o
n
d
f
l
o
o
r
.
story
m
a
(
f
)
M
R
.
W
I
L
L
I
A
M
T
h
a
n
k
y
o
u
v
e
r
y
m
u
c
h
.
k
a
n
.
b
a
k
o
m
a
h
a
S
n
i
a
.
k
o
S
t
o
d
a
r
a
b
a
.
503
UNIT
15
HEBREW
COURSE
504
BASIC
HEBREW
BASIC COURSE
17.2
ADDITIONA
L
VOCABULAR
Y
Give me
five
postal
cards.
(f
postal
)
card
Give me
five
envelope
s
envelope
ig
er
Give me
five air
letters.
Give me
five
tenagora
stamps.
Send the
letter
special
delivery
.
Send the
letter
by
register
ed mail.
ten
li
xameS
gluyot.
ten
li
xameS
maatafot.
ten
li
xarrte!!
igrot
avir.
gluya (f)
et
letter
(f
stamp
)
reco
rded
,
list
ed
UNIT
. ten li xamiSa bulim 2el

eser agorot.
bul (m)
8lax et hamixtav
ekspres.
iilax et hamixtav
bedoar raSum.
raSum (m.s.)
maatafa
505
UNIT
15
HEBREW
COURSE
I7.3 Vocabulary Drills
A.Substitution-
y
i
k
a
x
Agreement Dri 11
- /ragil/
"habitual"
He is used to
eating on time.
hu ragil leexol
bazman. xana - kulam
sara veatara ani - hu
B.Substitution
Drill /e - ~ti /
I'll take the

package.
e
k
a
.
c
e
t
h
a
x
a
v
i
l
a
.
a
t
a
t
i
k
a
x
a
t
t
i
k
x
f
h
u
h
i
t
i
k
a
x
a
n
u
n
i
k
a
x
a
t
e
m
t
i
k
x
u
a
t
e
n
t
i
k
a
x
n
a
h
e
m
y
i
k
x
u
h
e
n
t
i
506
BASIC
HEBREW
UNIT
BASIC COURSE

.
- -
-
- -
507
k
a
x
n
a
UNIT
15
HEBREW
BASIC
COURSE
C.Substitution-Agreement Drill

We'll take Miriam as far as Haifa.
nikax et miryam ad xayfa.
mar oren - ani - hem - aten raxel - hen
- atem - at gveret kohen - ata - anu
D.Substitution Drill /Slax/ "send" Send
him a post card.
Slax 16 gluya.
Silxx
Silxu
Slaxna
- - - -
- - - -
508
HEBREW
BASIC COURSE
UNIT
GRAMMAR NOTES
17-4 Past Tense of pi'el
The complete past tense pattern of ordinary pi'el verbs with three- consonant
roots is as follows: (dashes indicate root consonants).
1s. /-i-a-ti/
2m.s./-i-i-ta/
2f.s.
3m.s.
/-! a /
3
f.s.
spr
siparti
siparta
sipart
siper
sipra
s^r
1pi /-i-a-nu / siparnu
2m.pl. /-i-a-tem/ sipartem
2f.pl. /-i-a-ten/ siparten
3pi
/-iu / sipru
Note that the 3 m.s. has the vowels /-i-e-/ and the first and second person
forms have the vowels /-i-a-/.
A. Substitution-Agreement Drill /siper/ "told"
He told me about the dinner.
hu siper li al aruxat haerev.
xana - atem - moSe vedov at - ata - sara hu

B.Substitution-Agreement Drill - /kibel/ "received"
5 0
.
- - -
- -
I received a telegram this morning.
kibalti mivrak haboker.

hem - atem - david anu - gveret karmi - ani
- -
- -
C.Substitution-Agreement Drill /miher/ "hurried"
She hurried to the telegraph office, hi mihara
- -
- - -
lamivraka.
ani - ata - iSti vegveret kaspi anu - atem - yehuda - hi
D. Substitution-Agreement Drill /tiyel/ "strolled"
We took a walk on Allenby Road.
tiyalnu berexov alenbi.

aten - avigdor veatara - ani at vedov - ata - anu
17.5
- -
- -
Past Tense of kal (pa'al)
The complete past tense pattern of ordinary kal verbs

with three-consonant roots is as follows:
/-a-a-ti/
/-a-4-t /
/-a-a /
1s.
2m. s.
2f.s.
3m.s.
3 f.s.
/-a-a-ta/
/-a-a- /
1pi.
/-a-anu /
2m. pi. /-a-atem/
Mix
2f. pi.
Salaxti
/-a-a-ten/ Salaxta
3pl/
a Salaxt
u /
Salax
Six
Salaxnu
Salaxte
m
Salaxte
n Salxu
Salxa
509
UNIT
15
HEBREW
BASIC
COURSE
E.Substitution-Agreement Drill /Salax/ "sent"
When did they sent the package?

matay hem Salxu et haxavila .
atem - haxenvan - at xana hen - ata - mar kaspi
- hem
F.Substitution-Agreement Drill /mazag/ "poured"
I poured the wine into the glasses.

mazagti et hayain lakosot.
iSti - at - ata moSe anu - baalex hen - ani
?
-
-
-
.
-
510
HEBREW
BASIC COURSE
UNIT
G. Substitution-Agreement Drill /maca/

"found" She found the package on the third
h! maca
g
et haxavii^ bakoma
t
.
.
floor.
h
a
ani - hem - ata - avfgdor at iSto - hu - hi

-
511
UNIT
15
HEBREW
COURSE
512
BASIC
HEBREW
BASIC COURSE
UNIT
Verbs such as /rac/ "ran" are traditionally listed as pa'al conjugations. They resemble
the ordinary pa'al verbs in the past tense in that the same vowel /a/ occurs in all forms:
1s.
2m.s.
2f.s.
3m.s.
3 f.s.
/racti/
/racta/
/ra;ct7
/
rac/
/raca/
"I ran" "you

"you ran" "he
"she ran"
ran"
ran"
1pi.
/racnu/
2m. pi.
/ractem/
2f. pi.
/racten/
3pi.
/racu/ we
ran "you ran" "you
ran" "they ran"
513
UNIT
15
HEBREW
COURSE
Note that the stress remains on the infixed /a/ in the 3 f.s. and the 3 pi.: /raca/ "she
ran"
/racu/ "they ran"
Verbs such as /rac/ have only two consonants in the root, but are listed in dictionaries
with vav ( ) or yud ( ) as the second root consonant. Thus, /rac/ will be listed
alphabetically under
The verb /ba/ "he came" is listed under . its pattern is similar to /rac/ except that
it has only one consonant. All forms, though, are spelled with .
Substitution-Agreement Drill /rac/ "ran"
Dov ran to the office this morning.
H.
dov rac haboker lamisrad .

anf - ata - mar kaspi - at anu - raxel - raxel
vesara - dov
.
- - - - 50 - -
514
BASIC
BASIC COURSE
HEBREW
UNIT
Substitution-Agreement Drill /ba/ "came"
David came to the office yesterday.

david ba etmol lamisrad
ata - at - hanaSim - ani hem - anu atem -hi - david

.
- - - - - -
I.
515
UNIT
15
HEBREW
BASIC
COURSE
17.6 Past Tense of hitpa'el

The hitpa'el is characterized by a prefix of the pattern
the prefix is usually /h/ in the past tense.
/cit-/.
The first consonant of
The hitpa'el resembles the pi'el in that the second stem vowel is /e/ in the 3 m.s.
and /a/ in the first and second person in verbs with three root consonants.
/hitraSamti/ /hitraSem/
The first stem vowel is either /a/ or
/of.
/hitraSem/ /hitkonen/
" I was impressed" "

he was impressed"
" he was' impressed"

" he planned"
516
HEBREW
BASIC COURSE
UNIT
The complete past tense pattern of the hitpa'el is as follows:

/hit-a-a-ti/
f.s
.
m.s.
f.s
.
/hit-a-a-ta/
/hit-a-at / /hit-ae- / /hit-a
a /
hitraSamtl
hitraSamta
hitraSamt
hitraSem
hitraSma
1.
2.
2f.pl. /hi
t-a-a-ten/
3pi.
/hi
t-au/
hitraSamnu
hitraamtem
hitra&amten
hitraSmu
517
UNIT
15
HEBREW
COURSE
J. Substitution-Agreement Drill
/hitraSem/ "
We were impressed by the new
stamps.
hitraSamnu mehabulim haxadaSim .
haamerikaim - atem - an! - iSti
at - baala - ata - gveret kohen
K. Substitution-Agreement Drill
/hitkonen/
He got ready to move to a new
house.
hu hitkonen laavor lebait xadaS.
ata - anu - miSpaxat zahavi
hayoec haxadaS - ani - him
- cit
as impressed"
- - -
- - -
.
"got ready"
- -
- - -
518
BASIC
HEBREW
BASIC COURSE
UNIT
17.7 Past Tense of hif'il.

The hif'il conjugation is characterized in the past
tense by the prefix /hi-/, /he-/, or /ho-/.
Verbs whose first root consonant is x (spelled with
but not x when spelled with ) or will have the prefix
/he-/.
/hexlit/ "he decided"

- root xlt
/he'evir/ "he brought
over" - root 'vr
The full pattern of the past tense
as an example).
s.
m.s
.
f.s
.
m.s
.
f.s
.
mSx
two root
These verbs
( ) or yud
himSaxti
himSaxta
him&axt
himSix
himSixa
The prefix /he-/ also occurs

with some verbs whose first root
consonant is :.
Verbs with only

consonants also have the prefix /he-/.
are listed in the dictionary with vav
( ) as the second root consonant.
/heric/ "he caused to
run" - root r-c
/hekim/ "he set up" root k-m
Roots listed with yud ( ) as the first consonant will have the prefix
/ho-/, with a vav replacing the yud of the root.
/hodia/ "he informed" - root yd'
/ho%lv/ "he seated" - root yv
The root hlx "go" also has the prefix /ho-/ in the hif'il , with the
vav replacing the h of the root.
/holix/ he led" - root hlx
All other verbs have the prefix /hi-/.

/himSix/ "he continued" - root mSx
/hizmin/ "he invited"

- root zmn
/higzim/ "he exaggerated" - root gzm .
If the first of the three consonants is n, then the n
will be dropped in the hif'il conjugation.
/hikir/ " he recognized" - root nkr
/higia/ "he arrived"
- root ng'
/hia-ti/
/hiata/ /hia-t/
1pi.
2m.pl.
2f.pl.
/hi17
/hi-a/
519
/hi-a-nu/
/hia-tem/
/hia-ten/
UNIT
15
HEBREW
BASIC
COURSE
3pi.
/hi-u/
is as follows: (The prefix /hi-/ is used

mx
himSaxnu
himSaxtem
himSaxten
himSfxu
520
HEBREW
BASIC COURSE
UNIT
Note that the stress remains on the infixed vowel in the third person
forms:
/himSixa/ "she continued" /him&ixu/
"they continued"
L. Substitution-Agreement Drill /him!

x/"continued".
He continued studying in Israel.
hu himSx nimod baarec.
gveret Smith - yonatan - hem
- -
- -
ani - at - anu - kulam - atem
- -
it veani - ata' - hu
- -
M. Substitution-Agreement Drill
- - -
- - -
- - 7 -
/hitxil/ "began"
Yosef started eating an hour ago.
yosef hitxil leexol lifney Saa .

raxel - moSe - ani - ata anu - atem
- hem - xana hen - aten - at - yosef
N. Substitution-Agreement Drill
/hizmin/ "invited" Mr. Zahavi
invited them for dinner.
mar zahavi hizmn otam learuxat erev.

hen - anu - iSto - ani
yaakov - atem - at - hi
- -
- - -
aten - ata - hem - mar zahavi
- -
521
BASICL COURSE_HEBREW________________________________UNIT 17
0. Substitution-Agreement Drill /hikir/ "recognized, knew" He was introduced to her

in the Brooklyn Bar.
hu hikxr ota bebrukiin bar.
xana - at - ata - anu
dov - ani - hen -hu
.
- - -
- - - 1
P. Substitution-Agreement Drill /higia/ "arrived"

The counsellor arrived in Tel Aviv this morning.
hayoec higia letei aviv haboker.
anu - atem - sara veyosef

hi - ata - hem - at - hayoec
- -
- - - -
Q. Substitution-Agreement Drill /higzlm/ "exaggerated" He exaggerated his

story.
hu higzlm basipur geio.
hem - ata - ani - at

menaxem - atara - atem - hu
- - -
- - -
R. Substitution-Agreement Drill /hexlit/ "decided"

(Note: In the first and second person forms an /e/ is inserted before the
suffix - /hexlateti/.)
He decided not to go by ship.
hu hexlit 16 Unsoa beonia.
- - -
- - - -
atem - ani - haxenvani - hi

ata - hem anu - at - hu
S. Substitution-Agreement Drill /heric/ "caused to run" He had us running the

whole morning.
hu herlc otanu koi haboker.
hi - atem - at - yonatan
ata - hem - atara - hu
- - -
- - -
T. Substitution-Agreement Drill /hodia/ "informed"
He told Yonatan that he didn* t get the telegram.

hu hodia !eyonatan Seio kibei et hamivrak. .
ani - atara - atem - at
- - -
sara veani - hem - ata - hu
- - -
522
HEBREW
BASIC COURSE
UNIT
17*8 Past Tense of lamed hey verbs

Regardless of the conjugation (binyan) these verbs have the following
similarities:
a)The vowel before the 1st and 2nd person suffixes is /--/ or /-e-/. In
the kal and pi'el the vowel is /--/ In the other binyanim it is /-e-/.
b)The 3rd person forms are a^ described in Grammar Section 16.4c. 3 m.s.
-a
3 f.s
ta
3 pi-u
A cora^leie past. tenê is ao follow^: (The verb
illustrated /xika/
s. /-V-1ti/
m.s. /-V-1ta/
f.s. /-V-t /
m.s. /-V-a /
f.s. /-V-ta /
/-V
nu/
ten/ /-V-d/
xikti
xikta
xikt
xika
xikta
1 pi.
2m.pl
.
2
f.pl.
3Pi.
"vvai i.ed")
/-V-tem/
523
xikmu
xikitem
xikiten
xiku
/-V-
U Subdtitucion-Agreement Drill /kiva/ "hoped"

I hoped to go to Haifa.
kiviti linsoa leâyfa.
yonatan - ra.êl - hen - at anu - ata - aten
- ani
.
- - - - - -
524
BASIC COURSE
HEBREW
UNIT
V Substitution-Agreement Drill /xika/ "waited"

I waited and waited for Friday to come.
xikiti vexikiti leyom Sifa Seyavo.
anu - ata - hem - h moSe - at - aten - sara atem
- dov vexana - am
- - - - - -
- -
525
W. Substitution-Agreement Drill /raca/ "wanted" I

wanted to go to the tourist office. racti
lalexet lemisrad hatayarut.
aten - at - iSt veani - m
ata - avigdor - atara - hem
mar Williams - atem - ani
.
- - - - - -
- -
526
BASIC COURSE
HEBREW
UNIT
X. Substitution-Agreement Drill /asa/ "made, did" I did

well to get here early.
toy asti Sehigati mukdam .
at - davd - ata - lea anu hem - aten - ani
.
- - - - - -
527
Y. Substitution-Agreement Drill /kana/ "bought"

He bought a new house.
hu kana bait xadaS .
anu - xana vebaala - anf
gveret kohen - atem - hf ata yosef - hem - hu
- - - - - . - -
528
HEBREW
BASIC COURSE
UNIT
Z. Substitution-Agreement Drill / raa/ "saw" He saw

her this morning, hu raa ota haboker.
L - at - h
aten - hen - yonatan ata
iSto - hu
- - - - - - -
a
n
an
u
529
AA. Substitution-Agreement Drill /pana/ "turned"

He addressed him in English.
hu pana elav beanglit .
at - hayoec haxadaS -âta ani
-gveret kaspi - hem - hu
.
- -
- - -
530
BASIC COURSE
HEBREW
UNIT
BB. Substitution-Agreement Drill /Sata/ "drank"

I didn't drink the water.
lo Satiti et hamaim .
anu - atem - hem - dov aviva hen - sara - ata haamerikaim at - ani
- - - - - - - -
531
CC Substitution-Agreement Drill /ala/ "went up"

We went up to the third floor.
allnu lakoma haSliSit.
ani - kulam - atem - at mar
alon - l&texa - hem ata - aten
- hu - anu
- - - - - - - -
532
BASIC COURSE
HEBREW
UNIT
DD. Substitution-Agreement Drill /nitmana/ "was appointed"
We were
appointed as advisers in the foreign office.
nitmanenu keyoacim bemisrad haxuc.
.2 1 3
atem - hem - mar kohen . t

/. / hen - hi - at - anu
- - - - -
-
an
i
533
UNIT
15
HEBREW
BASIC
COURSE
EE. Substitution-Agreement Drill /haya/ "was"

The verb /haya/ poses problems other than the lamed hey pattern. In ordinary
speech the /h/ is often dropped, and the /y/ is often a very slight glide between
the surrounding vowels. A spelling consistent with other lamed hey verbs would be
as in the left-hand column.
Transcriptions of frequently heard pronunciations are in the middle and
right hand columns.
hayti
s.
m.s
f.s
.
m.
s
f.s
.
hayita
hayit
haya
hayta
/hati/ or
/haita
o
' /hat/ r
o
r
/ati/
/aita/
/ay a/
/ayta/
/anu/
/aitem
/
/aiten
/
/ayu/
In previous units the transcriptions in the middle column have been used
since they represent the most generally acceptable pronunciation.
1pi. hayfnu
2m.pl.
hayitem
2f.pl.
hayiten
3pi. hayu
/hainu/
or /haitem/
or /haiten/
or
I was in Haifa a week ago.

haiti bexayfa lifney Savua.
hem - baala - moSe anu aten - xana - ata at hi - hen - dov - an
- - - -
- - - -
-
534
BASIC COURSE
HEBREW
UNIT
FF. Substitution-Agreement Drill /nir'a/ "seemed, was seen"

This binyan, nif'al, will be discussed in detail in Unit 19 However, the
forms of /nir a/ may be drilled here as an example of a lamed
hey
verb. The prefix /ni-/ is the same in all forms.
You looked well yesterday, nir'et
tov etmol.
ata - sara - hu - am anu

- xana vemoSe - hi david
- atem - hem - at
- - - -
- -
-
-
535
BASIC
HEBREW
15
UNIT
COURSE
.1 ?
.2 ?
.3
?
.4 ?
.5 ?
.6 ?
.7 ?
.8 ?
536
BASIC COURSE
HEBREW
UNIT
.9 REVIEW CONVERSATIONS
A: ani roce ligloax et haxavila hazot letel
aviv.
B: eyx ata roce ligloax ota. ragil o
expres.
A: kama zman yikax bedoar ragil, vekama
beekspres.
B: ragil yikax xamiga yamim, beekspres
yomaim.
A: in kax, glax et haxavila ragil. ze lo kol
kax daxuf.
. :
? , :
? , :
. , :
. , :
.
537
UNIT
15
HEBREW
COURSE
ten li bevakaSa, xameg. igrot avir.

ken. bevakaSa. kama ze ole.
Sloslm vexameS agorot kol axat.
yaxad lira veslv'1m vexameS agorot.
. , :
. . :
? :
. :
.
538
BASIC
HEBREW
BASIC COURSE
kibainu haboker giuya mimi^paxat z
ma hem kotvim.
UNIT
hem kotvim Seyavou lir'ot otanu b
tov
meod.
hem
lo.
u
ax
hem
G: ani carix bulm. eyfo ani yaxol liknot

otam.
H: bulim efgar liknot badoar.
G: eyfo hadoar?
H: hadoar nimca birxov alenbi, lo raxok
mikan.
G: ad eyze aa hadoar patuax.
H: ad xameS.
. :
?'
. :
? :
. , :
? :
. :
539
matay
yiSlexu
Sehem
mivrak
katvu
lifney
UNIT
15
HEBREW
BASIC
COURSE
NOTE ON TRANSCRIPTION
In the remainder of the book the stress mark _ is used only when a syllable other than the last in
a a word is stressed.
540
BASIC COURSE
HEBREW
UNIT
541
BASIC
HEBREW
15
UNIT
COURSE
5 ...
542
BASIC COURSE
HEBREW
UNIT
18.1 Telling Time

DOV ma
What
time
is
it?
hour
haSaa.
Saa
(f)
AVIVA
It1 s
a
quarte
r to
seven.
quarter
haSaa
reva
le&eva
.
-
.
rev
a
(m)
D
O
V
543
UNIT
15
HEBREW
BASIC
COURSE
Whe
n
are
(yo
ur)
par
ent
s
sup
pos
ed
to
arr
ive
?
he stood
m
a
t
a
y
o
m
d
i
m
h
a
h
o
r
i
m
l
e
h
a
g
1
a
.
amad
horim
(m.pl
)
A
V
I
V
A
544
BASIC COURSE
HEBREW
UNIT
I
a
n
S
e
nidme
(m.s.
pres.)

.
.
545
UNIT
15
HEBREW
BASIC
COURSE
P
l
e
a
s
e
ia
xa
ci
Sa
a
li
fn
ey
ha
zm
an
.
c
h
e
c
k
w
h
e
n
the
pla
ne
wil
l
arr
ive
.
I'd
lik
e
to
get
(th
ere
) a
hal
f
hou
r
ahe
ad
of
tim
e.
bada
k
mato
s
(m)
.

.
DOV
he
examine
d
airplan
e
bidki
bevak
a&a,
matay
Seham
atos
yagia
.
hayit
i
roce
lehag
546
BASIC COURSE
HEBREW
UNIT
AVIVA
Al
l
ri
gh
t.
I
wa
nt
to
go
wi
th
yo
u,
to
o.
t
o
t
r
a
v
e
l
h
e
t
r
a
v
e
l
e
d
w
i
t
h
m
e
b
e
r
a
c
o
n
.
o
c
a
l
i
n
s
o
a
i
t
x
a
.
linsoa
nasa
g
a
m
a
n
i
r
547
UNIT
15
HEBREW
BASIC
COURSE
DOV
1
'
1
1
t
a
k
e
h
a
v
e
t
o
th
ey
cl
ea
r
yo
u.
he
ne
ed
ed
,
ha
d
to
cu
st
om
s
to
v,
ek
ax
ot
ax
.
ni
ct
ar
ex
le
xa
ko
t
a
d
S
e
h
e
m
y
a
a
v
r
u
e
t
h
a
m
e
x
e
s
.
Good
,
We'
11
wait
customs.
unti
l
548
HEBREW
BASIC COURSE
UNIT
We have
enough time.
AVIVA
enough
he made it in time
ye lanu maspik zman.

maspik hispik
549
UNIT
15
HEBREW
BASIC
COURSE
I hope so.
Call up right
away.
he got in touch
immediately
DOV
ani mekave
kax.
hitkasSri
miyad.
hitkaSer miyad
.
.
550
HEBREW
BASIC COURSE
UNIT

The following are several of the expressions for
telling time. The feminine numbers are used with /dakot/
"minutes", and the masculine numbers with /regaim/
"minutes".
/haSaa/ may be omitted in the reply.
What
time
you have?
do
T
h
e
t
i
m
e
t
i
m
e
i
s
t
e
n
i
s
t
e
n
m
i
n
u
t
e
s
m
i
n
u
t
e
s
a
f
t
e
r
b
e
f
o
r
e
s
e
v
e
n
.
s
e
v
e
n
.
mi
nu
te
The
time
is
7: 1
0.
The
time is
7:15.
The time is
ten to
seven.
The time is
ten to
seven.
h
e
le
ss
I11
meet
her
at
9:00
A.M.
1*1
1
mee
t
her
at
3:0
0
P.M
.
I1
1
mee
t
her
at
8:0
0
P.M
.
1'11 arrive at
mid
nig
ht.
mid
nig
ht
It'
11
tak
e
us
24
hou
rs
to
get
the
re.
24
hour
period
Wait a
minute.
minute
,
moment
ma
551
UNIT
15
HEBREW
BASIC
COURSE
haSaa
eclexa?
haSaa
eser dakot
lifney
Seva.
daka (f)
haSaa
asara
leSeva.
haSaa
Seva paxot
asara.
paxot
haSaa
eser dakot
axarey
Seva.
haaa
Seva
veasara.
hagaa
Seva vareva.
efgoS ota
efgoS ota
beSmone
baerev.
agia bexacot.
xacot
yikax lanu
yemama
lehagia.
a
efgoS ota
beteSa
baboker.
beSaloS axarey h

yemam
a (f)
xake rega.
rega
552
HEBREW
BASIC COURSE
UNIT
My watch is slow.
retarded
My watch is fast.
The big hand is on
the five, and the little
hand is on the three.
dial hand
(plural)
haSaon Seli
mefager.
mefager
(m.s
haSaon Seli
memaher.
hamaxog hagadol
al xameS,
vehamaxog hakatan
al SaloS.
maxo
g
mexu
gim
.
pres)
553
UNIT
15
HEBREW
COURSE
A. Substitution-Agreement Drill /omed/ "stand" (pres.) He is

standing next to the movie. hu omed al yad hakolnoa .
at - hem - sara vebaala - hi ani - hanaSim ata - hu
- - - - - -
554
BASIC
BASIC COURSE
HEBREW
UNIT
B. Substitution-Agreement Drill /amad/ "stood" (past)

He stood on the corner all morning.
hu amad bapina kol haboker .
hem - ani - atem at hi - moSe - anu
- hu
- - - - - -
555
UNIT
15
HEBREW
BASIC
COURSE
C. Substitution Drill /bdok/ "examine" (imv.)

Check all the doors.
bdok et kol hadlatot. bidki bidku bdokna
D. Transformation Drill - Negative to Affirmative

(The first column may be done as a substitution drill first.)
Don't examine the packages.
al tivdok et haxavilot. bdok et haxavilot. al tlvdeki
et haxavilot. bidki et haxavilot. al tivdeku et
haxavilot. bidku et haxavilot. al tivdokna et
haxavilot.bdokna et haxavilot.
. : .
. .
556
BASIC COURSE
HEBREW
UNIT
E. Transformation Drill - Affirmative to Negative Do Drill D in reverse.
557
UNIT
15
HEBREW
COURSE
F. Substitution Drill /e - ~ti -/

1'11 check his phone number.
evdok et mispar hatelefon Selo. ata
tivdok at tivdeki dov yivdok hi
tivdok nivdok tivdeku tivd6kna hem
yivdeku hen tivdokna
. 0
558
BASIC
BASIC COURSE
HEBREW
UNIT
G. Substitution-Agreement Drill
David will check the mail.

david yivdok et hadoar.
ani - xana - hem - ata anu at - atem - mi aten - hen - hi
- david
.
- - - -
- - - -
559
UNIT
15
HEBREW
BASIC
COURSE
H. Substitution-Agreement Drill /badak/ "examined" He checked the address in the phone book.
hu badak et haktovet besefer h
hi - ata - anu - ani hem yosef - at - hu
- - -
- - -
560
BASIC COURSE
HEBREW
UNIT
I. Substitution Drill /e - ~ti -/

I'll have to get to Lydda by five o'clock.
ectarex lehagia lelud ad xameS.
tictarex
at tictarxi hu
yictarex
hi
tictarex
nictarex
atem
tictarxu
aten
tictarexna hem
yictarxu
hen
tictarexna
.
561
UNIT
15
HEBREW
BASIC
COURSE
He'11 have to send the letter special delivery.
hu yictarex uSioax et hamixtav e
anu - aten - raxel - hem

at - ata - ani - hen - hi
atem - mar kaspi - hi - hu
- - -
- - - -
- - -
K. Substitution-Agreement Drill /hispik/ "he had the time to" Dov

didn't have time to eat breakfast.
dov lo hispik leexol aruxat boker.
ani ata - iSto - baala hem - anu - at - dov
- - -
- - -
562
HEBREW
BASIC COURSE
UNIT
I won't get a chance to see the whole city.
lo aspik lir'ot et kol hair, lo taspik lo
tasplki hu lo yaspik hi lo taspik lo naspik lo taspiku
aten lo taspekna hem lo yaspiku hen lo taspekna
.
563
UNIT
15
HEBREW
COURSE
M. Expansion Drill
Instructor: I didn't get a chance to see
Student : I didn't get a chance to see
him.
him, I'11 have to come tomorrow.

lo hispakti lir'ot oto.
lo hispciknu lir'ot oto.
ectarex lavo maxar.
nictarex lavo maxar.
xana lo hispika lir'ot oto.

hi tictarex lavo maxar..
ata lo hispakta lir'ot oto.

tictarex lavo maxar.
hem lo hispiku lir'ot oto.

yictarxu lavo maxar.
lo hispakta lir'ot oto.
tictarex lavo maxar.
aten lo hispakten lir'ot oto.

tictarexna lavo maxar.
hen lo hispiku lir'ot oto.

tictarexna lavo maxar.
at lo hispakt lir'ot oto.
tictarxi lavo maxar.

.
.
.
.
. !
.
.
564
BASIC
HEBREW
BASIC COURSE
UNIT
Substitution Drill
. .
Call right away; it's urgent.
hitkaSer miyad. ze daxuf.

hitkaSri
hitkaSru
hitkaSerna
0 Substitution Drill
/e- ~ ti
/
I'll get
in touch
with Mr.
Caspi.
ani
etkaSer
im mar
kaspi.
ata
titkaSer
at
titkaXri
hu
yitkaSer
hi
titkaSer
anu
nitkaSer
atem
titkaSru
aten
titkaSer
na
hem
yitkaSru
hen
titkaSer
na
565
UNIT
15
HEBREW
COURSE
it
P. SubstitutionAgree
am
ment
ha
Drill
ga
vu
1
'
1
1
c
a
l
l
t
h
e
m
t
h
i
s
w
e
e
k
.
e
t
k
a
S
e
r
a.
mo
Se
ve
iS
to
do
v
sa
ra
at
a
at
en
an
u
hi
at
he
n
at
em
an
i
566
BASIC
HEBREW
UNIT
BASIC COURSE
-
-
567
UNIT
15
HEBREW
COURSE
Substitution-Agreement Drill
/hitkaSer/ "he contacted" He got in
touch with Mrs. Cohen this morning.
hu hitkaSer
im gveret
kohen
haboker.
s
e
f
a
n
i
a
t
h
e
m
s
a
r
a
h
e
n
h
u

.
-
-
- -

- -
a
t
a
a
t
e
m
i
S
t
o
h
i
a
n
u
y
o
568
BASIC
BASIC COURSE
S. Expansion Drill
/ "with me"
HEBREW
UNIT
/iti
I
n
s
t
r
u
c
t
o
r
:
I
'
1
1
g
o
t
o
s
c
h
o
o
l
.
S
t
u
d
e
n
t
:
1
'
1
1
g
o
t
o
s
c
h
o
o
l
,
a
569
UNIT
15
HEBREW
COURSE
n
d
M
o
s
h
e
w
i
l
l
g
o
w
i
t
h
m
e
.
570
BASIC
HEBREW
BASIC COURSE
ani elex lebet hasefer,
UNIT
vemoSe yelex iti.
ata telex
dov yelex
itxa.
ito.
xana telex
anu nelex
hem yelxu
atem telxu
at telxi
aten telexna
hen telexna
ita.
itanu.
itam.
itxem.
itax.
itxen.
itan.
.
.
.
.
.
.
.
.
.
The unsuffixed form of this preposition is /et/, identical to the preposition /et/ indicating
a direct object. The unsuffixed form /et/ is used with the meaning "with" only in special
literary styles. In ordinary Hebrew the preposition /im/ is used, and /et/ is used for the direct
object. With the pronominal suffixes all three are in common use: /oti/ "me", /iti/, /imi/ "with
me".
T. Substitution Drill /iti ~ imi/

The student repeats the sentence, substituting the preposition /im-/. The drill
may then be done in reverse.
telex ita lakolnoa.

(ima)
tikxu et moSe itxem.
Yonatan will go with me this evening.

yonatan yelex iti haerev.
yonatan yelex imi haerev. axeilti
ito aruxat cohoraim. (imo)
mi hitkaser itxa haboker. (imxa)
(imaxem)
hen lo tikaxna et hasfarim itan.
(iman)
haim hem lamdu itax bebet hasefer? (imax)
haim hen garot itxen bebait exad? (imaxen)
Salaxnu et haxavila itam.

(imam)
hu roce linsoa itanu lexayfa.
(imanu) iSti
571
BASIC
15
HEBREW
UNIT
COURSE
)(
.
.
.
)(
?
.
) (
) (
.
.
)(
)(
)(
)(
?
?
)(
572
BASIC COURSE
HEBREW
UNIT
18.4 Clock Drills

A. The students cover this page, and the time
on the clocks.
instructor asks at random for the
What time is it on clock____________.
ma haSaa al Saon ___
573
UNIT
15
HEBREW
BASIC
COURSE
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
haSa
a
esrim dakot lifney axat.
Staim vareva.
Smone vaxec i.
reva leeser.
xameS dakot lifney SaloS.
eser dakot axarey arba.
esrim dakot lifney Staim.

xameS (bediyuk).
esrim vexameS dakot lifney
xameS.
axat'esre vareva.
.
.( )

.
.
reva leteSa.
esrim vexameS dakot axarey
Seva.
xameS dakot leaxat'esre.
.

.
.
xameS vexamiSa.
eser veasara.
Sm6ne veesrim.
.
.
teSa.
asara leSmone.
eser dakot axarey SeS.
.
..
.
Staim vaxeci.
574
BASIC COURSE
HEBREW
UNIT
GRAMMAR NOTES
18-5
The Expected Future

Note the following sentence from the Basic Conversation of this units
matay omdim hahorim lehagia. "when are your parents supposed to arrive?"
The construction /omdim lehagia/ (literally "stand to arrive") may also be translated
"expect to arrive". It is a paraphrase of the future with the added meaning of expectation.
The first verb, "stand" may occur in the past tense /amad/ in this construction. It then may
be translated "was supposed to have", and usually implies that the second verb did not
occur. hem amdu liknot bait, (velo kanu). "They were supposed to have bought a house.
(but didn't)" With the present tense it may mean "about to".
/hu omed lehagia./ "He is about to arrive."
A. Substitution-Agreement Drill
He's supposed to go to America, hu omed linsoa leamerika.
gveret zahavi - anu - hen ani dov - xana - hu
- - - -
-
575
UNIT
15
HEBREW
COURSE
Instructor: She'll receive a letter today.
Student: She's supposed to received a letter today.
.
.
hi tekabel^mixtav hayom.
hi omedet lekabel mixtav
hayom. moSe veiSto yiknu bait.
moSe veiSto omdim liknot
bait. hamiSpaxa tagia beod
xodeS.
hamiSpaxa omedet lehagia beod
xodeS. mar Williams yiSlax et
haxavila.
mar Williams omed liSloax et haxavila .

hanaSim tagana lifney .
.
xameS
hanaSim omdot lehagia lifney xameS .
.
576
BASIC
BASIC COURSE
HEBREW
UNIT
Instructors I sent him a telegram. Student: I was supposed to
have sent him a telegram, but I didn't.
Salaxti lo mivrak.
amadeti liSloax 10 mivrak, velo Salaxti. kibalti et hagluya.
amadeti lekabel et hagluya, velo kibalti. hu kibel xavila haboker.
hu amad lekabel xavila haboker, velo kibel.
kaninu bait benatanya.
3
.P
3
!
amadnu liknot bait benatanya, velo kaninu. hem

higiu leiud etmoi.
.
hem amdu^lehagia lelud etmol, velo higu . sara
avra lebait xadaS.
.
sara amda laavor lebait xadaS, velo avra.. david
axal itanu haerev. / . david amad leexol itanu haerev,
velo axal..
577
UNIT
15
HEBREW
BASIC
COURSE
18.6 /matay Se- /

Compare the following sentences:
/matay yagia hamatos./ "when will the plane arrive?"

/bidki matay Sehamatos yagia/ "check [as to] when the plane will arrive."
This is another example of an included sentence. [See Grammar Note 10.4 ] in this case the
included sentence is a question beginning with the interrogative /matay/"when". When the subject
is an independent noun, as /hamatos/ in the example above, the word order in the included
sentence, may differ from that of the original sentence.
/matay tagia hamiSpaxa Selxa./ "When will your family arrive?"

/emor li matay Setagia hamiSpaxa Selxa./ llm , , , ., . or / , .
* / Tell me when your family will arrive.
J
/emor 11 matay sehamispaxa selxa tagia./
v - v
1
A. Transformation Drill /matay ~ matay Se - /

In the following drill the instructor will ask a guestion beginning with /matay/
"When?". The student will respond by paraphrasing the same question with a sentence
beginning with /emor li matay Se-/ "Tell me when..."
Example: Instructor: matay tagia hamiSpaxa Selxa. "When will your family Student:
emor li matay Setagia ha;.:iSpaxa Selxa. "Tell me when yc
family will arrive".
arrive?"
your
The instructor may vary this drill by having the students respond with the feminine
form /imri/ or with a plural form /imru/ or /emorna/.
1.matay tavo.
?1.
.
2.matay nigaS lemoSe.
?2.
3 .
a
d
a
S
a
.
matay neiex lir'ot et haxanut h

a
x
?
3
.
4 . . matay
lamadeta ledaber ivrit.
?4.
matay tatxii bedieta.
?5.
.
6.matay raita et miryam.
3.matay ata roce
?6.
usioax mivrak.
.
?
578
BASIC COURSE
HEBREW
UNIT
REVIEW
CONVERSATIONS
A: ma haSaa. B: haSaa
Se bediyuk. A: toda
: ? :
.
. :
raba.
C:
lins
oa
matay
itxa
hahori
lexa
yfa.
Selxa
F:
omdim
tov.
lehagi
bera
a.
con.
D: beod
E:
yomaim
beey
ze
C: hem
Saa
hitka&
tisa
ru
. F:
itxa
beSe
telefo
va
nit?
vare
D: lo,
va.
hem
Salxu
G:
mixtav
mata
y
cari
E: ani
roca
moSe
579
UNIT
15
HEBREW
BASIC
COURSE
lehagi
e.
a. H:
Is yeS
ani lo
lexa
yodaat
maspi
bediyu
k. G:
zman.
hu lo
hitkaS
er
itax?
H: lo,
hu
amar
SeyiSl
ax
mivrak
.
Is ata
nosea
lelud
haboke
r? J:
Ks
ani
meka
ve
Selo
nictar
ex
lexa
kot
harb
e
zman
.
L:
gam
ani
meka
va
kax.
K:
kama
zman
yikax
lahem
laavo
r et
hame
xes.
Ls
ken.
kexa
ci
Saa.
Is
beeyze
Saa
ata
nosea.
Ks
xaci
Saa?
ze lo
harbe
zman.
:
J:
beSmon
580
HEBREW
UNIT
:.
:.
.
:
581
BASIC COURSE
HEBREW
BASIC
15
UNIT
COURSE
?
:.
:
?
:
.:

.
:
.
:
?
:
.
:
?

582
BASIC COURSE
HEBREW
UNIT
M:
bidki
matay
Sehama
tos
omed
lehagi
a.
N: ken.
etkaSe
miyad.
M: ani
xoSev
SebeSa
a SeS.
N: gam
ani
xoSeve
t kax.
583
UNIT
15
HEBREW
BASIC
COURSE
O:
matay
omedet
hamiSpaxa
Selxa
lehagia.
P:
.
:
hamiSpaxa
Seli tagia
beod xodeS
yamim.
O: heyxan
taguru?
P: yesudar
avurenu bait
beramat gan.
O: ramat gan
hi ir yafa
meod.
.
:

.
584
BASIC COURSE
HEBREW
UNIT
Q: ma
lo
t
yi
ka
x
Sa
a,
Sa
at
ai
m.
at
xo
Se
ve
t?
yi
ka
x
le
mo
Se
ha
rb
e
zm
an
la
av
or
et
ha
me
xe
s?
R:
ke
n.
ki
ye
S
lo
ha
rb
e
xa
vi
lo
t.
Q: O
ke
n.
na
xo
n.
ad
Se
yi
vd
ek
u
et
ko
l
ha
xa
vi
585
BASIC
15
HEBREW
UNIT
COURSE
?
:
586
HEBREW
BASIC COURSE
UNIT
1 9 1 Calling Long Distance
A
t
a
r
a
,
d
o
y
o
u
k
n
o
w
t
h
e
t
e
l
e
p
h
o
n
e
n
u
m
b
e
r
o
f
U
n
c
l
e
R
e
u
v
e
n
?
C
a
l
l
i
n
f
o
r
m
a
t
i
o
n
.
D
i
a
l
"
z
e
r
o
"
.
information(servic
e)
he
dialed
zero
Y
O
N
A
T
A
N
a
t
a
r
a
.
a
t
y
o
d
a
a
t
e
t
N
o
.
m
i
s
p
a
r
h
a
t
e
l
e
f
o
n
S
e
l
h
a
d
o
d
r
e
u
v
e
n
?
dod (m)
doda (f)
ATARA
l
o
.
h
i
t
k
a
S
e
r
i
m
m
o
d
i
i
n
.
x
a
y
e
g
e
587
HEBREW
BASIC
15
UNIT
COURSE
fes.
mo
di
in
(m
.s
).
xi
ye
g
ef
es
,

.
.
588
HEBREW
BASIC COURSE
H
e
l
l
o
,
R
e
u
v
e
n
i
n
f
o
r
m
a
t
i
o
n
?
D
u
v
d
e
v
a
n
i
,
P
l
e
a
s
e
g
i
v
e
m
e
J
a
f
f
a
S
t
r
e
e
t
7
6
.
a
n
u
m
b
e
r
i
n
H
a
i
f
a
.
T
h
e
n
a
m
e
i
s
T
h
e
n
u
m
b
e
r
d
i
a
l
d
i
r
e
c
t
o
r
t
h
r
o
u
g
h
l
o
n
g
d
i
s
t
a
n
c
e
,
n
u
m
b
e
r
1
9
YON
ATA
N
i
s
2
7
6
4
0
.
Y
o
u
c
a
n
UNIT
direct
conversation
h
a
l
o
,
m
o
d
i
i
n
?
589
UNIT
15
HEBREW
COURSE
t
n
i
l
i
b
e
v
a
k
a
S
a
m
i
s
p
a
r
b
e
x
a
y
f
a
.
h
a
&
e
m
h
u
reuven
duvdevani
. rexov
yafo
Siv 1 im
veSeS.
Sem (m)
Semot
(m.pl.)
.s.
)
six
a
(f)
.

-
,
-
.
INFORMA
TION
hamispar
hu
Staim
Seva SeS
arba
efes. ata
yaxol
lexayeg
yeSirot o
derex
sixot xuc
mispar
t&a'esre.
y
a
S
i
r
(
m
590
BASIC
HEBREW
BASIC COURSE
T
h
a
n
k
y
o
u
.
I
'
l
l
m
a
k
e
t
h
e
c
a
l
l
t
h
r
o
u
g
h
n
u
m
b
e
r
1
9
e
m
UNIT
YONA
TAN
t
o
d
a
r
a
b
a
.
a
z
m
i
n
e
t
h
a
s
i
x
a
b
591
UNIT
15
HEBREW
COURSE
LONG DISTANCE sixot xuc.

Long
distance.
Hello.
. .
Salom.
P
l
Y
O
t
L
O
m
S
e
What is your number?
592
BASIC
BASIC COURSE
One moment.
HEBREW
. .
The line is
busy.
LONG DISTANCE
xake
rega.
hakav
tafus.
UNIT
line
occupied
kav
(m)
tafus
(m.s.
)
593
UNIT
15
HEBREW
BASIC
COURSE
reads
Hello, Haifa
27640?
Tel Aviv
calling. Go
ahead please.
halo - xayfa
,
Staim
Seva
SeS
arba
e
f
e
s
koret.
.
dabru bevakaSa.
.
kore (m.s. pres.)
19-2 ADDITIONAL VOCABULARY

calls,
A call from a phone booth

costs 20 "grush",
booth
(old name for agora)
Tokens are sold
in every post office.
token
is
sold
he
sold
lehitkaSer im xuc
laarec xayeg
Smone'esre.

.
In order to find out what

time it is dial 15
To call
outside the country dial
18.
sixa mita telefon ola
esrim gruS.
ta (m) in order to
he
found
out
When the phone is out of order dial
16.
xayeg
.-

.-

-
.
out of
order he
damaged
gruS
(ittj)
asimonim nimkarim
bexol misrad doar.
asimon (m)
nimkar (m.s.)
maxar
kedey levarer ma
haSaa
xayeg xameS 1 esre.
kedey
birer
kSehatelefon mekulkal
esre.
mekulkal (m.s.) kilkel
594
tei aviv
BASIC COURSE
19.3
HEBREW
UNIT
Vocabulary Drills
This drill may be done as a substitution drill using either verb as a
cue and also as an expansion drill.
Dial 15 and check the time.
xayeg xameS 1 esre ubdok ma haSaa.
xaygi vebidki
xaygu vebidku
xayegna ubdokna
(Both /u-/ and /ve-/ have been used

. -,,
. -
. -^
to illustrate possible variations).
595
BASIC COURSE_________________________________HEBREW ________________________________________UNIT
19
B. Substitution Drill / a - ~ te - /
I'11 dial direct to Rehovot.
axayeg yeSirot lerexovot.
at
hu
hi
texayeg
texaygi
yexayeg
texayeg
nexayeg
texaycju
at
em
at texayegna
en
hem yexaycju
hen texayegna
C. Substitution-Agreement Drill /xiyeg/ "he dialed"

He didn't dial the right number.
hu lo xiyeg et hamispar hanaxon . hi - ani
- at - hu hem - anu - ata - hi atem - hen hu
- - - - - -
- -
596
HEBREW
BASIC COURSE
UNIT
D. Substitution-Agreement Drill
The root of this verb is kr'
Miriam is calling us. Hurry.
miryam koret lanu. maharu.
"
k
o
r
e
/
dov - hem - hi - hen moSe

veiSto - hu - miryam
"
c
a
l
l
s
/
and it is conjugated like " find ".
, c
. .
- - - - -
597
E. Substitution-Agreement Drill /birer/
"he found out" We found
out Mrs. Zahavi"s address.

birarnu et haktovet Sei gveret zahavi.
atem - at - hu - hi
hem - ani - moSe - ata
xana - hen - anu
- - -
- - -
- -
/a - ~ te -/
I' 11 find out if the bus goes to Lydda.
tevarer
avarer im haotobus nosea leiud.
tevareri
hu yevarer
hi
tevarer
nevarer
ate
m
tevareru
aten tevarerna
he
m
yevareru
he
n
tevarerna
She'll find out if Miriam is going.
hi tevarer im miryam nosaat .
ani - anu - hen - hu ata at - hem - hi
- - - - - -
598
HEBREW
BASIC COURSE
UNIT
H. Substitution-Agreement Drill

.
~
Moshe is checking when the plane arrives.

moSe mevarer matay Sehamatos megia. sara
mevareret anu mevarerim hen mevarerot
GRAMMAR NOTES
19.4 Adverbs
Adverbs or adverbial phrases are of several types.

(a)
The masculine singular form of the adjective is often used,

/at medaberet yafe./ "You speak beautifully " /tov asita./
"You did well "
This was discussed earlier in Grammar Note 10.5
(b)
The /t/ feminine singular of some adjectives ending in / - i / is used.

This is so with the ordinal numbers.
/Senit/ "secondly"
/SliSit/ "thirdly"
Note that the feminine singular form of the adjective "second" is /Snia/. There are some
adverbs of this type which have no corresponding masculine singular form.
/reSit/ "first" (cf. /riSon/)
(c)
The feminine plural adjective is sometimes used,

/xayeg yeSirot./ "Dial directly."
(d)
(e)
Some adverbs have unique forms, though with recognizable roots,

/kodem/ "early, preceding" (cf. /mukdam/) /heytev/
"well"
(/cf. /tov/)
The preposition /be-/ is often used with a corresponding noun.

/bekol/
"loudly"
/beemet/
"really"
/bediyuk/
"exactly"
/beracon/
"willingly"
/behexlet/ "decidely"
/bekarov/ "shortly"
(f)
Other prepositions are sometimes used,

/miyad/ "immediately"
19.5 The nif'al Conjugation - Present and Past Tenses

Compare the following forms.
/moxer/ "sells"
/nimkar/ "is sold"
599
/moce/ "find"
/roe/ "sees"
/nimca/ "is found"

/nir'e/ "is seen, seems"
Note that the meaning of the forms on the right is the passive or
intransitive of the verbs on the left.
Most nif'al verbs have a counterpart in the pa'al with the
corresponding active meaning. A few have active counterparts in the pi'el or
hif'il. The correspondence of form is sometimes remote in the English
translations, but the Hebrew speaker has a definite feeling for the basic
meaning of the root.
1. Prefix of the nif'al:
The present and past tenses of the nif'al have a prefix to the root. The
prefix is / ni - / except in the following cases:
(a) If the first consonant of the root is / x / ( ) then the prefix is
/ne-/.
/nexav/ "is considered"
b)If the first consonant of the root is / / ( or ) then the form begins
/ne'e-/ with the /'/ usually replaced by a smooth transition.
/ne'exal/ or /neexal/ "eaten"
c)If the first consonant is /'/ represented by , the form may begin /na'a
or, with smooth transition, /naa-/.
/naase/ "done, made"
d)If the first consonant of the root is /h/ then the form begins /nehe-/.
/nehedar/ "wonderful"
(e) If the f irst consonant of the root is y;

coalesce to /no-/, spelled _ _. compare this with
informed" in Grammar Note 17*7
/yada/ "he Knew"
/yalda/
/noda/ "known"
/nolda/
then the prefix and the y

the comment on /hodia/ "he
"she gave birth"
"she was born"
2. Alternation of root consonants in the nif'al:'

(a) If the first radical is n , then it is dropped in the present and past
tenses
/natan/ "he gave"
/nitan/ "was given" for */nintan/
(b)If the first radical is b or , then it
occurs as /v/ or /f/, respectively.
/badak/ "he checked"

/nivdak/ "was checked"
/patax/ "he opened"
/niftax/ "was opened"
600
HEBREW
BASIC COURSE
UNIT
[Note the designation /nif*al/ itself.]

(c)If the first radical is k, spelled , then it occurs as /x/. However, the prefix is /ni-/, not
/ne-/ as with /x/ spelled
/nixnas/ "he entered"

but /nexâv/ "is considered"
(d)If the second radical is b or , then it occurs as /b/ or /p/,
respectively.
/niSbar/ "was broken"

/niSpax/ "was spilled"
(e)If the second radical is k, spelled , then it occurs as /k/.

/nimkar/ "is sold"
There is an exception to rules (d) and (e). If the second radical is preceded by /nee/ or
/no/ then the variants /v/, /f/, and /x/ occur.
/neevad/ "lost"
/neefe/ "baked"
/neexal/ "eaten"
There are other relatively minor features of the present and past tense
forms of the nif'al which should be learned by the student as they are met, but
which need not be discussed here. A more complete description of the consonant
alternations is given in Unit 23
19-6 The Present Tense of the nif'al
The pattern of the present tense is as follows: (The prefix is given as /ni-/ since this is the
most frequent form.)
m.s.
/ni - f.s.
/ni - m.pl. /ni - f.pl. /ni - -
a
e
a
a
/ nimkar
et/ nimkeret
im/ nimkarim
ot/ nimkarot
The feminine singular always ends in /-t/, even in lamed hey verbs.
m.s. /nir'e / "seems"
f.s. /nir'et/
This is the exception to the f.s. /-a/ endings mentioned in Grammar Note
8.4a and section 16.3, Drill B. It avoids confusion with the 3 m.s. past tense
form /nir'a/ "he seemed".
When the third root consonant is
(V ) or x ( ) the feminine singular
has
the suffix / - at/. Cf. m.s. /Somea/ f.s. /Somaat/ "hears"
m.s. /niSma/ "is heared"
f.s. /ni&maat/
601
UNIT
15
HEBREW
BASIC
COURSE
) the feminine singular ends in /-et/.

When the third root consonant is (
m.s. /nimca/ "is located"
f.s. /nimcet/
- -
is eaten"
A. Substitution-Agreement Drill /nimkar/
.
- -
- -
Tokens are sold in the post office.

asimonim nimkarim badoar .
bulim - gluyot - igrot avir maatafa - bul - gluya
- asimonim
is heard"
B Substitution-Agreement Drill /neexal/ Chala is
Ml 1
.
- - -
- - -
eaten on the Sabbath.

xala neexelet beSabat .
dagim memulaim - ugot - basar beycim melafefonim - xala
"is considered"
C Substitution-Agreement Drill /niSma/
He is heard well over the phone.
- - -
- -
hu niSma tov batelefon .

iSti - hem - ata - aten yonatan - sara - atem hu
,
s e e m s
D.Substitution-Agreement Drill /nexSav/ She is

.
considered a good teacher.

hi nexSevet lemora tova.
ata - kulam - sara veatara iStexa - anu - hu - hi
E.Substitution-Agreement Drill /nir'e/ They don 1 t

look well today.
hem lo nlr'im tov hayom .
at - sra vexana - ata baalex - hi - aten - hem
is s
.
- - -
602
- - -
- -
BASIC COURSE
HEBREW
UNIT
Substitution-Agreement Drill /nimca/ "is located" The books are in my house.
hasfarim mmcaim bebeyti.

.
haoxel - haSulxanot - haxala - habakbuk
- - -
hateenim - hakufsa - haxavilot - hasfarim - - -
The following drills require the student to transform a sentence with the verb in the kal
(pa'al) conjugation into a more-or-less eguivalent sentence with the verb in the nif'al
conjugation. The drills should also be done in reverse.
The native English speaker is often stunned when the Hebrew speaker assumes, for example,
that the meaning of
/histadirnu tov./
"we got along wel] "
should be clear from /seder/ "order". The astonishment is increased when he adds, " You know
/yesudar/ ,will be arranged) don't you'" The point is that the Hebrew speaker is primarily aware
of the consonant sequence s-d-r, and the English speaker is not.
English has only a few comparable patterns (sing - sang - sung - song), but each of these is
unigue. (There is the pattern ring-rang-rung, but not rong.) Similarities of spelling tram the
English speaker to be unaware of others, such as democrat - democracy , which do not share a
single vowel in pronunciation in corresponding syllables.
It cannot be emphasized too strongly that the student must learn to handle the roots,
conjugations, and paradigms with great ease. Most students will learn to "encode" the forms
without much trouble, but drilling should be continued until correct forms and sentences are
produced rapidly and automatically.
G. Transformation Drill
Instructor: [They] sell tokens at the post office. Student: Tokens are sold at the post
office.
.( g
.
1.moxnm asimonim badoar.

asimonim nimkar1m badoar.
.( h
.
2.moxrim gluyot badoar.

gluyot nimkarot badoar.
.( i
.
3 moxrim igrot avir badoar.

lgrot avir nimkarot badoar.
.( j
.
moxrim maatafa badoar. maatafa

nimkeret badoar.
.( k
.
5 moxrim bul badoar.

bul nimkar badoar.
6. moxrim gluya badoar.
gluya nimkeret badoar.
7 moxrim bulim badoar.
bulim nimkar1m badoar.
.( e
.
.( f
.
603
UNIT
15
HEBREW
BASIC
COURSE
H.Transformation
Drill
Instructor: We eat chala on the Sabbath.

Student: chala is eaten on the Sabbath.
I.anu oxiim xaia beSabat.
xala neexelet beSabat.
2.
.1.
.
anu oxiim basar beSabat.

basar neexal beSabat.
3 anu oxiim dagim memuiaim beSabat.

beXabat. .
. 2.
.3. dagim memuiaim neexalim
4. anu oxiim ugot beSabat.

ugot neexalot beSabat.
.4.
.
5 anu oxiim perot beSabat.

perot neexalim beSabat.
.5.
.
6. anu oxiim beycim be&abat.

beycim neexalot beSabat.
.6.
.
19-7 The Past Tense of the nif'al

1.s. /nia-ti/ niSlaxti
2.m.s. /nia-ta/ niSlaxta
f.s. /nia-t / niSlaxt
m.s. /ni--a- / ni&lax
f.s,. /ni
a / niSlexa
The pattern of the past tense is as follows: Six

"I was sent"
"you were sent" 2.
"you were sent" 3
"he was sent" 3
"she was sent"
1 . pi. /nia-nu/
2 . m.pl./nia-tem/
niSlaxnu'
ni^laxtem
f.pl./nia-ten/ niSlaxten
3pi. /ni
u/
ni&lexu
"we were sent"

"you were sent" 2.
"you
were
sent"
"they were sent.
There are no surprises at all in the above chart. The first and second person forms differ
only in the suffixes, as described back in Grammar Note 5*4. The pattern of the third person
forms is quite regular, as described in Grammar Note C.9 and 16.4. The / - e - / in 3 f.s. and
3 Pi /niSlexa , niSlexu/ is introduced to break up the three-consonant cluster which results
in these forms.
The past tense of lamed hey verbs has the vowel / e / before the suffix.
/nir'eti/ "I was seen"
A. Substitution-Agreement Drill /niSlax/
"was sent" I was sent to the grocery store.
niSiaxti lexanut hamakoiet.

hem - moSe - dalya - anu
ata - at - atara - ani
- - -
- - -
B. Substitution-Agreement Drill /nifgaS/ "met" We got together with

Dov this morning.
.
nifgaSnu im dov haboker.

ani - aviva - baali - hen
cy
- - -
604
HEBREW
BASIC COURSE
UNIT
- - -
ata - atem - hem - anu
C. Substitution-Agreement Drill /nigaS/ "approached"

(This verb is irregular in that in the present and past tenses it is conjugated in the nif'al , but in
the imperative and future it is conjugated in the pa'al . The future was drilled in Grammar
Section 13.6, Drills G & H.)
I went to the main post office.
n i g a S t i

l a d o a r
h a m e r k a z i .
hi - dov - atem - anu

at - david veyonatan -ani
- - -
- -
The following drills should be done in reverse, also. D. Transformation Drill /niSlax/ "was sent"
1
Instructor: They sent me to the store. Student: I was sent to the store.
605
UNIT
15
HEBREW
BASIC
COURSE
Salx
u
Salx
u
Salx
u
oti laxanut.
niSlaxti laxanut.
otxa laxanut.
niSlaxta laxanut.
et moSe laxanut.
otanu laxanut.
otxem laxanut.
. :
lea niSlexa laxanut.

otax laxanut.
Salx
u
otan laxanut.
Salx
u
otam laxanut.
Salx
u
otxen laxanut.
Salx
u
oti laxanut.
et lea laxanut.
Salx
u
niSlaxtem laxanut.
Salx
u
niSlaxnu laxanut.
Salx
u
moSe niSlax laxanut.

Salx
u
niSlaxt laxanut.
hen niSlexu laxanut.
hem niSlexu laxanut.
niSlaxten laxanut.
niSlaxti laxanut.
E. Transformation Drill /nifgaS/ "met" Instructors I met Yael the day

before yesterday.
Student: I got together with Yael the
day before yesterday.
pagaSti et yaei SiiSom.

.
nifga&ti im yael SilSom.
.
iti pagSa et yaei SiiSom.
.
i S t i n i f g e S a i m y a e l S i l S o m . .
hu pagaS et yaei SiiSom.
.
606
HEBREW
BASIC COURSE
UNIT
hu nifgaS im yael SilSom.

.
pagaSta et yaei S
i
i
S
o
m
.
.
nifgaSta im yael SilSom.

.
atem pagaStem et yaei SiiSom.
.
a t e m n i f g a S t e m i m y a e l S i l S o m . .
pagaSnu et yaei^SiiSom.
nifgaSnu im yael SilSom.

pagaSt e t y a e i S i i S o m .
mi nifgaS im yael S i l & o m .

p a g S u
e t
y a e i
S u S o m . .
hem nifge&u im yael Sil&om.
pagaSten et yaei S
i
i
S
o
m
.
.
nifgaSten im yael SilSom.

pagaSti e t y a e i ^ i i S o m .
n i f g a S t i i m y a e l SilSom.
.
?
nifgaSt im yael SilSom.

mi pagaS et yaei SiiSom.
h e m
F. Transformation Drill /niSma/ "was heard"

Instructor: We heard well over the
phone. Student: We were heard well over
the phone.
Samanu tov batelefon.

niSmanu tov batelefon.
Samatem tov batelefon.
niSmatem tov batelefon.
Samati tov batelefon.
ni&mati tov batelefon. moXe
Sama tov batelefon.
moSe niSma tov batelefon. hem
Sam'u tov batelefon.
hem niSme'u tov batelefon.
Samat tov batelefon.
niSmat
tov
batelefon.
iStexa Sam 1 a tov batelefon.
iStexa niSme'a tov batelefon.
Samaten tov batelefon.
niSmaten tov batelefon.
Samata tov batelefon.
ni&mata tov batelefon.
.
607
UNIT
15
HEBREW
BASIC
COURSE
G. Transformation Drill /nir'a/ "was seen"

Instructor: He saw me in the Dan Hotel.
Student: I was seen in the Dan Hotel.
hu raa oti bemalon dan.
nir'eti bemalon dan.
hu raa otxd bemalon dan.
nir"eta bemalon dan.
hu raa otanu bemalon dan.
nir'enu bemalon dan.
hu raa otax bemalon dan.
nir'et bemalon dan.
hu raa et moSe bemalon dan.
moSe nir'a bemalon dan.
hu raa otan bemalon dan.
hen nir'u bemalon dan.
hu raa et sara bemalon dan.
sara nir'ata bemalon dan.
hu raa otxem bemalon dan.
nir'etem bemalon dan.
hu raa otxen bejnalon dan.
nir'eten bemalon dan.
hu raa otam bemalon dan.
hem nir'u bemalon dan.
.
.
.
.
.
.
.
.
.
.
.
.
.
,
.
.
.
.
608
.
.
BASIC COURSE
HEBREW
UNIT
H. Transformation Drill /nivdak/ "was checked"

Instructor: The doctor examined us. Student:
We were examined by the doctor.
harofe badak otanu.
.
nivdaknu al yedey harofe.
.
harofe badak et baalex.
.
baalex nivdak al yedey h
a
r
o
f
e
.
harofe badak otxem.

.
nivdaktem al yedey harofe.
.
harofe badak oti.
.
nivdakti al yedey harofe.
.
harofe badak otax.
.
nivdakt al yedey harofe.
.
harofe badak otxa.
.
nivdakta al yedey harofe.
. =
harofe badak et kulam.
. 5
1
kulam nivdeku al yedey harofe.. harofe badak et
isto.
.
iSto nivdeka al yedey 1
^
0
*
6
.
harofe badak otxen.

.
nivdakten al yedey harofe.
.
harofe badak otan.
.
hen nivdeku al yedey h
a
r
o
f
e
.
.
609
UNIT
15
HEBREW
BASIC
COURSE
I. Transformation Drill /nisgar/ "was closed"

Instructors They locked me in the office.
Student: I was locked in the office.
.
.
.
dov veata nisgartem bamisrad. sagru et baala Sel
.

xana bamisrad.
.
baala Sel xana nisgar bamisrad. sagru otanu
.:
bamisrad.
.
nisgarnu bamisrad. sagru otax bamisrad.
.
nisgart bamisrad. sagru otxen bamisrad.
.
nisgarten bamisrad. sagru et moSe veet david
.
bamisrad.
.
moSe vedavid nisgeru bamisrad. sagru ota
.
bamisrad.
.

hi nisgera bamisrad. sagru oto bamisrad.
.
hu nisgar bamisrad.
.
.
.
.
J. Transformation Drill /nexSav/ "was considered"
sagru oti bamisrad.
nisgarti bamisrad. sagru otxa veet dov bamisrad.
Instructors They considered you a good teacher.

Students You were considered a good teacher.
xaSvu otxa lemore tov.

nexSavta lemore tov.
xaSvu otax lemora tova.
nexSavt lemora tova.
xaSvu otam lemorim tovim.
hem nexSevu lemorim tovim.
xaSvu otxen lemorot tovot.
nexSavten lemorot tovot.
xaSvu otxem lemorim tovim.
nexSavtem lemorim tovim.
xaSvu ot^nu lemorim tovim.
nexSavnu lemorim tovim.
xaSvu oto lemore tov.
hu nexSav lemore tov.
xaSSvu et iti lemora tova.
iSti nexSeva lemora tova. xaSvu et
sara veet raxel lemorot tovot.
sara veraxel nexSevu lemorot tovot.
xaSvu oti lemore tov.
nexSavti lemore tov.
610
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.

.
.
.
.
RAfiIC COURSE
HEBRE
W
R
E
V
I
E
W
C
O
N
V
E
R
S
A
T
I
O
N
S

A: ? ?
at yodaat et
mispar
hatelefon
Sei david
. :
611
UNIT
19
UNIT
15
HEBREW
COURSE

. .
B:
10
K AX
ASIMON
VEHITKASER IM
MODIIN
:

?
A: ?
eyn kan
sefer
telefonim
:

.
B: .
ani 10 roa
sefer
te1ef6nim
C:
x
o
ma
haS
aa.
D:
ani
S
e
v
e
t
612
BASIC
SeS
eS.
C:
xay
egi
xam
eS'
esr
e
veb
idk
i.
D:
m
S
e
S
'
e
s
r
e
.
E;
ama
rti
lax
Seh
aSa
a
SeS
.
E:
h
i
t
k
a
S
a
r
t
hat
ele
fon
mek
ulk
al.
F:
a
k
hit
kaS
a
v
613
UNIT
15
HEBREW
COURSE
taf
us.
F:
e
f
S
a
xay
gi
od
hap
aam
G;
k
a
hiz
man
ti
six
lex
eyf
a.
Hs
lam
a
lo
hit
ka&
art
a
ye&
iro
t?
Gs
o
t
l
e
x
e
y
f
a
?
H
:
614
BASIC
e
ken
beh
o
S
exl
et.
I:
lea
n
i
n
o
t
ata
hol
ex?
l
a
J:
niS
lax
ti
lex
anu
t
m
a
ham
ako
let
.
I:
mi
a
s
i
t
a
Sal
ax
otx
a?
JS
h
a
b
niS
lax
ti
al
yed
e
r
615
UNIT
15
HEBREW
COURSE
n
i
g
a
g
a
S
t
:
i
e
f
o
b
e
616
BASIC
N
a
M:
hit
kaS
arn
u
etm
ol
im
xay
fa.
N:
eyx
hem
niS
meu
?
M:
Sam
anu
ota
m
hey
i
b
a
r
t
e
m
?
M
:
d
i
b
a
r
n
u
i
m
k
o
l
617
BASIC
15
HEBREW
UNIT
COURSE
ham
iSp
axa
.
:1
?
:
.
:
.
:
618
619
.
:
.
:
.
:
BASIC
15
HEBREW
UNIT
COURSE
620
.
:
?
:
.
:
?
:
:
?
?
:
? :
621
UNIT
15
HEBREW
COURSE
?
:
622
BASIC
.
O:
nod
a
lan
u
Sea
t
nim
cet
bet
el
avi
v.
Ps
mea
in
nod
a
lax
em?
O:
a
n
i
g
a
r
a
S
a
m
.
Qs
ey
fo
ha
it
a
et
mo
l
ba
la
nir
yl
'et
a.
bem
R:
alo
n
dan
.
P:
ni
sg
ar
ti
ba
ken
mi
623
BASIC
15
HEBREW
UNIT
COURSE
sra
d.
Q:
eyx
ze
kar
?a
?
:
624
hade let
nisgera velo
yaxoiti nftoax
o
t
a
.
:
T
S
T
S
S:
nexSa
625
R:
vti
lemor
e
tov.
HEBREW
BASIC COURSE
UNIT
20.1 Hot weather

W
h
a
t
a
h
o
t
d
a
y
I
A
xom (m)
hea
t
hitraxe
c
YONATAN
ze
raayon
mecuyan
lisxo
t
saxa
to
swim
he
swam
betax
lavetax
xamsin
(m)
Y
e
s
.
I
t
'
s
f
o
r
s
u
r
e
a
c
h
a
m
s
i
n
.
D
sure for sure
desert heat wave
DAVID
bo nelex
lehitrax
ec
bayam.
Come let" s
go
bathing
in the ocean.
he bathed
T
h
idea
excellent
r
a
m
e
D
o
D
A
626
BASIC
COURSE
HEBREW
UNIT
xy
an
(m
)
sa
xy
an
it
(f
)
Y
e
Y
O
N
A
T
A
N
W
h
a
t
ur
op
in
io
n
we
wi
ll
go
(b
y
ve
hi
cl
e)
d
o
y
o
u
t
h
i
n
k
Fine.
T
h
e
a
b
o
u
t
b
e
a
c
h
g
o
i
n
g
t
h
e
r
e
t
o
H
e
r
z
l
i
y
a
h
?
i
s
v
e
r
y
p
i
n
i
o
n
y
o
n
i
c
e
.
.
.
?
swimme
r
swimme
r
beac
h,
shor
e,
627
.:
HEBREW
BASIC COURSE
YONATA
N
ma daatxa
Menisa
leherceli
ya?
c
o
a
s
t
b
e
a
c
h
e
s
,
s
h
o
r
e
s
,
e
t
c
.
UNIT
atxa
nisa
DAV
ID
b
e
r
a
c
o
n
.
h
a
x
o
f
S
a
m
y
a
f
e
d
e
a
(
f
)
d
a
m
e
o
d
.
xof
(m)
xupi
m
(m.p
l)
628
BASIC
20.2
COURSE
weather
cold
i
s
RUT
H
k
YOS
v
a
r
h
i
g
i
a winte
.r
xoref (m)
RUT
H
EF
k
e
D
o
e
s
i
m
y
o
r
e
d
s
n
o
w
k
a
n
f
a
l
l
h
e
r
e
?
At times.
When
it's
very
cold.
UNIT
I
t
h
a
HEBREW
descend
ed snow
S
e
l
e
g
?
yar
ad
Sele
g
(m)
Y
O
S
E
time times F
at times
629
UNIT
15
HEBREW
BASIC
COURSE
l
e
i
t
i
m
.
k
S
e
k
a
r
t
i
f
u
l
l
i
k
e
s
n
o
w
v
e
r
y
m
u
c
h
.
he
liked,
loved
Yes.
I
t
"
s
a
b
e
a
u
m
e
o
d
.
et (f)
itim
leitim
s
i
g
h
t
.
sight,
vision
lovely,
nice
H
a
v
e
y
o
u
e
v
e
r
s
e
e
n
s
n
630
BASIC
o
w
?
COURSE
RU
TH
ani
meo
d
ohe
vet
Sel
eg.
ahav
YO
SE
F
ken.
ze
mar 1
e
nex
mad
.
mar' e
nexmad
R
U
T
H
HEBREW
UNIT
h
a
i
m
r
a
i
t
a
S
e
l
e
g
?
Y
O
S
E
F
3D
K
.
.
631
UNIT
15
HEBREW
BASIC
COURSE
Sure. Once.
In Jerusalem.
betax. paam
axat.
beyeruSalai
m.
20.3
ADDITIONAL
VOCABULARY
The
sun
is
shining.
sun
it shined
The wind is blowing.
wind (it)
blew
haSemeg zoraxat.
SemeS (f)
zarax
haruax noSevet.
ruax (f)
naSva(3f<s)
632
BASIC
COURSE
HEBREW
UNIT
The sky is clouding up.

The sky is cloudy.
The clouds are gray.
haananim afurim.
a
n
a
n
clo
ud
gra
y
(m.s.)
In a little while it
will rain.
a little, few
rain
It's bitter cold.
col
d
dog
The weather is
strange.
temperament weather
odd, strange
It's very hot
here in the
summer.
(
m
)
haSamaim
mit'anenim.
haSamaim
meunanim.
a
for
od meat
yered
geSem.
kor klavim.
meat
geSem
(m)
kor (m)
kelev
(m)
summer
mezeg haavir meSune.
mezeg (m) mezeg
avir
meSune (m.s.)
kan xam meod bakaic.

kaic (m)
633

.
.
HEBREW
UNIT
15
BASIC
20.4 VOCABULARY DRILLS
In the following drills verbs are presented in tenses other thanCOURSE

those of the Basic Sentences. The student should learn to assimilate consonantal
root patterns. A resume of the tenses of each binyan will be given later. In the
meantime the student should thoroughly drill the verbs as they occur.
(a)
/hitraxec/ "he bathed"
The root of this verb is rxc , and in the kal it means "to wash something".
In the hitpa'el it is reflexive and means "to wash oneself, bathe, etc.," In ordinary
speech it is completely regular. In deliberate speech some forms have an inserted /a/:
/hitraxci ~ hitraxaci/ (f.s. imv.)
Get washed. It's latel
B.
hitraxec. haSaa meuxeret".

hitraxci
hitraxcu
hitraxecna
1 .

Substitution Drill /e - ~ ti - /
I'11 bathe in the ocean tomorrow.
etraxec bayam maxar.

titraxec
. titraxci
hu yitraxec
hi titraxec
nitraxec
atem titraxcu
aten titraxecna
hem yitraxcu
hen titraxecna
veraxel - hu - ani
C. Substitution-Agreement Drill
I bathe in cold water every day.
.!
- -
- -
ani mltraxec bemalm karim kol boker.

hem - avva - kol hamiSpaxa sara
We bathed in the ocean when we were in Herzliah.
.
hitraxacnu bayam kSehaynu behercelia.

kSehaiti - kSehu haya - kSehait
klehaita - kêhayta - kêhayu
kSehaiten - kehatem - kSehainu
- - -
- - -
634
HEBREW
BASIC COURSE
20
/mecuyan/ "excellent"
haoxel Sam mecuyan.

haglida - hadagim - haugot
haxala - haavir - haxof
E. SubstitutionAgreement Drill
The food there is excellent.
- - -
-
F.Substitution-Agreement Drill /nexmad/ "nice"

Miriam's husband is very nice.
h a b a a l
S e l
m i r y a m
n e x m a d
m e o d .

iSto - kulam - kol hanaSim
hayoec haxadaS - hadod Selax
- -
-
G.Substitution-Agreement Drill /afor/ "gray"

The building is gray. habinyan afor.
haSamaim - haonia - hamaatafot habulim - habait Sela hakelev
Instructor: What do you think of the weather?
Student: What is your opinion about the weather?
-
-
.1
1.ma ata xoSev al mezeg haavir.

ma daatxa al mezeg haavir.
2.ma hem xoSvim al mezeg haavir.
ma daatam al mezeg haavir.
3 ma hi xoSevet al mezeg haavir.
ma daata al mzeg haavir.
ma aten xoSvot al mezeg haavir.
ma daatxen al mizeg haavir.
5 ma hen xoSvot al mizeg haavir.
ma daatan al mizeg haavir.
.2
? .3
? .4
? .5
? .6
6. ma
at xoSevet al mezeg haavir.

ma daatex al mezeg haavir.
7. ma atem xoSvim al mizeg haavir.
ma daatxem al mizeg haavir.
8 ma hu xoSev al mezeg haavir.
ma daato al mezeg haavir.
? .
? .8
.9
9. ma xoSevet iStexa al mizeg haavir.
ma daat iStexa al mezeg h
635
UNIT
UNIT
BASIC
HEBREW
22
COURSE
GRAMMAR NOTES
20-5 Further Remarks on lamed hey Verbs

It has been noted in previous units that lamed hey verbs
have many features in common regardless of the binyan. The
following are other characteristics of this type of verb.
(a) Infinitives
Compare these two columns:
"
/l i r ' o t /
,,
to
finish"
see"
pi' el
/l e x a k o t / " t o w a i t
/ledaber/"to
hif' il
/lehazmin/"to invite" /lehar
o t / " t o s h o w "
kal
speak"
/ligmor/ "to

hitpa'el /lehitraxec/"to bathe" /lehitmanot/"to be
appointed"
Note that the lamed hey verb infinitives on the right
resemble other infinitives of the same binyan except that
they have the ending /-ot/ after the second root consonant.
Instructor: He sees the
building. Student: He wants
to see the building.
1 . hu
roe et habinyan.
hu roce lir'ot et habinyan.
2 . hu pone eiav beivrit.
hu roce lifnot elav beivrit.
.1.
.
.2.
.
3 ani nitmaneti laSagrirut betel aviv.

ani roce lehitmanot laSagrirut betel
.3.
aviv.
4. h e m
s o x i m b a y a m h a y o m .
. 4 .

h e m r o c i m l i s x o t b a y a m h a y o m . .
5 a l i n u l a a r e c h a S a n a .
.5.
anu rocim laalot laarec haSana.
6. hu hera 1i et hasefer h
636
HEBREW
BASIC COURSE
20
hu roce lehar'ot li et hasefer

haxada.
7 ani lo axake ad Sehem yagiu.
.7.
ani lo r o c e l e x a k o t a d S e h e m y a g i u . .

8.a n u n i t r a e m a x a r b e S t a i m .
.8.
a n u r o c i m l e h i t r a o t m a x a r b e S t a i m . .
9.ma at kona?
m a

a t
r o c a
l i k n o t ?
637
?9.
UNIT
UNIT
(b) y .
BASIC
HEBREW
22
as
COURSE
third radical of lamed hey verbs.
In earlier grammar notes lamed hey verbs were treated as verbs with only two root
consonants. Since the 3 m.s. past tense form of these verbs always ends in hey ()
traditional Hebrew grammar treats it as the third radical. However, note the following
pair of forms:
/saxa/
"he I

swam /saxyan/"s w I
I
imme r
The latter form has a third consonant /y/ before the suffix /-an/. In derived
forms of lamed hey verb roots the consonant /y/ is often used as a third radical.
The first and second person past tense forms are spelled with a yud
though it represents a vowel in pronunciation, e.g., /kaniti/ .
( ),
Instructor: He swims well. Student: He is a good swimmer.
.
.1

2. haim at soxa tov?
? .2
haim at saxyanit tova?
. .3
3 atem soxim tov meod.

atem saxyanim tovim meod.
4. atara vexana soxot tov meod.
atara vexana saxyaniot tovot m
e
o
d

.
.
638
.4
1. hu soxe tov.
hu saxyan tov
HEBREW
BASIC COURSE
UNIT
20
20 .6 Verbs with Initial Radical ^
Some of the verbs whose first root consonant is have irregular characteristics in the infinitive, imperative and future tense of the kal. In these forms
the y does not occur, and the prefix and stem vowels are /e/.
/yered geSem./ (literally) "Rain will come down".
(The /y/ in this example is the 3 masc. prefix, not part of the root.) The
stark imperative of this verb is simply:
m.s. /red/
f.s. /redi/
m.pl. /redu/
f.pl. /redna/
The infinitive of these verbs has this pattern:
la C2e C3et /laredet/ "to go down"
The rest of the kal conjugation is regular:
present: /yored/
past : /yarad/
Other verbs of this type which have occurred so far are:
ySv "sit " - infinitive: /laSevet/ yld "give birth" - infinitive:
/laledet/
The verb hlx "go" is similar to these, except that in the present and past
tenses the first radical is h, rather than y : Infinitive /lalexet/
The verb yd' "know" is similar to these, also, except that the stem vowel
is /a/ because of the third radical which is spelled with .
Imperative: /da/ Infinitive: /ladaat/
[Remember - these verbs have vav ( )in other binyanim : ]
11
/nolad/ "was born"
brought"
II II
/horid/ "brought down" /hoSiv/ "caused to sit /holix/ "led,
II
/hodia/ "informed"
Go down there, and don't come up.
/1 _ / _ / 11 _ I _____________3 11
I
. ,
)
639
()
()
)!
(
red Sama, veal taale.
UNIT
BASIC
HEBREW
22
B. Response Drill
Instructor: Come down with me.
Student: I don't want to go down
red iti. ,
ani lo roce laredet itxa.
.
redi iti, /
ani lo roca laredet itxa.
.
redu iti. .
anu lo rocim lare'det itxa.
.
redna iti. ^
anu lo rocot lare'det itxa.
COURSE
with you.
.
C. Response Drill
Instructor: Where will you sit? Student: I like to sit near the door.
eyfo teSev.
, ?
ani ohev laSe'vet al yad hade'let. . eyfo
t e S v i . , , , ?
ani ohevet laSe'vet al yad hade'let. .
eyfo^teSvu.
?
anu ohavim laSevet al yad hade'let. .
eyfo^teSevna. ? anu ohavot laSevet al yad hadelet..

D. Response Drill
Instructor: When are they going? Student: They have to go right now.
?
matay hem holxim.

hem
crixim
lalexet
miyad. matay hi hole'xet.
hi crixa lalexet miyad.
matay ata holex.
ani carix lalexet miyad.
matay hen holxot.
hen crixot lalexet miyad.
E.
?.
Substitution Drill
da lifney mi ata omed.
de'i (at omedet)
de'u (atem omdim]
dana (aten omdot)
(
(
()
Know before whom you are standing.

I'11 know the results
tomorrow .
ani eda et hato caot
640
HEBREW
BASIC COURSE
20
maxar. &ta - hu - at kulam inu
- aten - atem - hen hayoec iSto Sel dov - ani
.
- - -
- - -
- -
641
UNIT
UNIT
BASIC
HEBREW
22
COURSE
20.7 Loss of n before consonants

Compare these two columns:
/natan/ "he gave"
/yiten/ "he will give"
/nasanu/"we travelled" /nisa/ "we will travel"
The forms on the right illustrate a frequent occurrence - namely the loss of n
immediately before another consonant. The rule may be formulated thus:
*-VnCV- -VCVThis loss of n most frequently occurs in verbs whose first root consonant is
n. For example, the forms on the right might have been expected to be
*/yinten/ and */ninsa/.
(In the first and second person past tense forms of /natan/, the
radical n is lost: /natati/, instead of */natanti/. However, this
only verb in which a third radical n is dropped before a suffix. In
infinitive /latet/ both n's have been lost.;
third
is the
the
This loss does not generally occur in the infinitive of these verbs:/linsoa/ "to
travel" and it does not occur if the second root consonant is h or : /yinhag/ "he
will drive".
The n is missing in the stark imperative of some of these verbs:
m.s. /sa/ "travel"
f.s. /se'i/ m.pl. /se u/
fpl. /sana/
[This loss of n has been noted earlier. In Grammar Note 17^7 it was noted
for hif'il forms: - /hikir/ "he recognized",from the root nkr . In Grammar Note 195 it was noted for nif'al forms: /nitan/ "was given", instead of */nintan/. ]
We'11 go to Safed if the weather will be hot.
nisa liefat im m^zeg haavir yihye xam.
ani - atem - hem - gveret kohen

aten - at - hem - hen
hu - dov veiSto - hi - anu
- - -
- - -
- - -
Go to Safed. The air there

is excellent.
642
UNIT
HEBREW
BASIC COURSE
20
. 1
?
. 2 ?
. 3 ?
. 4 ?
. 5
?
. 6
? . ?
. 7
?
. 8
? .10
?
sa licfat. haavir Sam mecuyan. se' i se' u sana

. .

RAPID RESPONSE PRILL
?1.ma amar yonatan al mezeg haavir

2.lean roce david lalexet? 3 ma
?xoSev yonatan al ze
?haim yonatan yodea lisxot
?5 haim gam david yodea lisxot
?6. haim haxof beherceliya hu yafe
?7 matay yored Seleg
?8. lama ohev yosef et haSeleg
?9 kama peamim raa yosef Seleg
?10. heyxan hu raa et haSeleg
: .
: . .
: . .
:
: .
: . .
:
, . .
: , .
:
: .
:
. .
643
BASIC
COURSE
HEBREW
: ?
: , . . : .
: ?
: ..
: . ?
: . .
: . : . .
: . : .
: .
: ?
: . ,. ; .
: .
: , .
644
UNIT
22
HEBREW
BASIC COURSE
20
21.1 Going to the Theater
YONATAN
Hello, Atara
Hello David.
How are you?
Salom
atara,
Salom
david. ma Slomxem.
DAVID
Thank you.
We're
fine.
How
are you?
toda raba. Slomenu tov.

ma Slomxa ?
,
.
?
.
.
?
YONATAN
Fine,
thank
s.
What
are
your
plans
for
Satur
day
night
?
tov
toda.
ma
hatox
niyot
Selax
em
lemoc
aey
Sabat
?
645
UNIT
UNIT
HEBREW
22
DAVID
I
t
h
i
n
k
a
n
i
showed
film,
ribbon
x
o
S
e
v
w
e
'
1
1
g
o
to
the
Mugra
bi
Theat
er.
They'
re
showi
ng a
good
film
there
.
S
e
n
e
l
e
x
lekol
noa
mugra
bi.
mecig
im
Sam
seret
tov.
mecig
show
(m.s.p
res.)
hicig
seret
(m)
ATARA
J
u
s
t
ust,
it
so
happ
ens
show
,
pres
enta
tion
a
n
i
d
a
v
k
a
w
a
n
t
t
o
s
e
e
a
s
h
o
w
.
i
r
'
o
t
h
a
c
a
c
j
a
.
davka
hacaga (f)
r
o
c
a
j
646
BASIC
COURSE
HEBREW
BASIC COURSE
20
c
a
YONATAN
Y
o
u
'
1
1
decided
informed
because,
that he
joined
d
e
c
i
d
e
t
a
hexlit
hodia
ki
hietaref
a
n
d
l
e
t
m
e
k
n
o
w
w
h
e
r
e
y
o
u
'
r
e
g
o
i
n
g
b
e
647
UNIT
UNIT
HEBREW
22
648
BASIC
COURSE
HEBREW
BASIC COURSE
20
DAVID
Gladly.
beracon.
.
649
UNIT
UNIT
BASIC
HEBREW
22
COURSE
ATARA
ani xoSevet
Senelex lebet
habma.
I think
we'11
go
to the
Habima.
habim
a
Hab
ima
{Te
l
Avi
v
the
ate
r)
m
y
h
o
u
s
e
a
n
d
c
a
l
l
f
o
r
m
e
.
i
v
r
u
a
l
e
k
he
called,
read
y
a
d
b
e
y
t
l
v
650
YONATAN
Come past
HEBREW
BASIC COURSE
UNIT
20
l
i
.
kara
D
.
.
AVID
tov.
bese
der.
Y
ONATAN
W
h
hour
value
appr ox
b
e
tely
D
A
V
I
D
b
e
t
a
a
l
Saa ( f )
erex(m)
beerex
beSaa
Smone.
Y
O
N
A
T
A
N
See you
S
a
651
UNIT
HEBREW
22
BASIC
COURSE
DAVID
he forget Saxax
a
l
21.2
VOCABUL
ARY
DRILLS
E
xplanat
ory
notes
are
include
d in
the
followi
ng
drills
to
point
out to
the
student
s
various
feature
s of
the
verbs.
However
, the
student
should
not try
to
memoriz
e these
notes,
but to
drill
the
verbs
until
he does
not
need
the
explana
tion.
652
HEBREW
BASIC COURSE
20
(a)/ka
ra/
"he
cal
led
,
rea
d"
The
roo
t
of
thi
s
ver
b
is
kr'
,
and
it
is
con
jug
ate
d
lik
e
mc'
"fi
nd"
.
A.
Su
bs
ti
tu
ti
on
Dr
il
l
Ar
a/
653
UNIT
UNIT
22
HEBREW
"r
ea
d,
ca
ll
"
Re
ad
th
e
ne
w
bo
ok
.
kir'
u et
has
efer
hax
ada
S. .
kir
'i
654
BASIC
COURSE
HEBREW
BASIC COURSE
UNIT
20
kra
kra
na
/e -
B.
Sub
sti
tut
ion
Dri
ll
X'1
1
rea
d
the
let
ter
thi
s
eve
nin
g.
ekra et
ham
ixt
av
hae
rev
.
tikra
tikre'i
hu
yik
ra
hi
tik
ra
anu
nik
ra
tikre'u
aten
tik
ran
a
hem
yik
re
u
hen
tik
ran
a
(So
me
spe
ake
655
~ ti
.

UNIT
BASIC
HEBREW
22
COURSE
rs
say
/ti
kre
na/
for
2
and
3
f.p
l.)
C.
Exp
ans
ion
Dri
ll
In
st
ru
ct
or
:
I'
ll
go
pa
st
hi
s
ho
us
e.
St
ud
en
t:
I'
11
go
pa
st
hi
s
ho
us
e
an
d
ca
ll
hi
m.
.
.
.
.
.
. ,
.
.
.
. ,
In
the
above
drill
656
e
e
HEBREW
BASIC COURSE
20
the
imper
ative
forms
may
be
used
in
the
secon
d
perso
n
subst
ituti
ons.
taavor al yad
beyto vekra
lo.
D.
Substi
tution
Agreem
ent
Drill
/kore/
"reads
"
H
e
r
e
a
d
s
H
e
b
r
e
w
l
i
657
UNIT
UNIT
22
HEBREW
k
e
h
e
s
p
e
a
k
s
H
e
b
r
e
w
w
i
t
h
d
i
f
f
i
c
u
l
t
y
658
BASIC
COURSE
HEBREW
BASIC COURSE
20
.
h
u
k
o
r
e
i
v
r
i
t
k
m
o
g
e
h
u
m
e
d
a
b
e
r
i
v
r
i
659
UNIT
UNIT
22
BASIC
HEBREW
COURSE
t
.
b
e
k
o
g
i
.
660
h
i
UNIT
21 _HEBREW ____________________________BASIC COURSE
/kara/ "he read, called" He read Moshe's telegram.
hu kara et hamivrak mimoSe .
ani atem - iSti - at

anu - ata - hem - dov
aten - kulam - hi - hu
- - -
- - -
- - -
(b) /Saxax/ "he forgot"

The root of this verb is Skx , Three things should be noted about it at this
point:
1) The second radical, k , has the k/x alternation in the various tenses. In the
future it is /k/; in the present and past it is /x/; and in the stark imperative it
varies in some of the forms.
2) The third radical is x . Therefore, the vowel /a/ must precede it when the x is
at the end of the word. See Grammar Note 16.4b. In the infinitive /liSkoax/
and the m.s. pres. /Soxeax/ an unstressed /a/ is inserted. Similar verbs
are /patax/ "open", /salax/ "forgive", and/alax/"send".
3) Whenever the sequence /-xx-/ would otherwise occur in the conjugation the vowel
/e/ is inserted to break up the cluster, e.g., /Saxexa/ "she forgot".
Forget what he said.
sxax ma Sehu amar.

Sixexi
Sixexu
Sxaxna
(/Skax/ and /Skaxna/ are often heard for the m.s. and f.pl.)
G. Transformation Drill - Affirmative to Negative.
Instructor: Forget what you heard. Student: Don't forget what you heard.
Sxax ma SeSamata. ai tiSkax ma S

e
S
a
Sixexi ma SeSamat. ai tiSkexi ma S

e
S
Sixexu ma SeSamatem.
al tiSkexu ma S
e
Sxaxna ma SeSamaten.
ai tiSkaxna ma S
e
661
m
a
t
a
.
.
a
m
a
t
.
.
S
a
m
a
t
e
m
.
S
a
m
a
t
e
n
.
UNIT
22
HEBREW
The drill should also be done in reverse.
662
BASIC
COURSE
HEBREW
BASIC COURSE
20
/e - ~ ti -/
H. Substitution Drill
I won't forget the Hebrew that I learned.
.
)
(
)
I. SubstitutionAgreement Drill
We won't
forget to come
tomorrow.
lo niSkax lavo
maxar.
ata
hem
(
)
(
)
(
)
(
)
(
)
(
)
(
)
(
ivrit
Selamadeti.
(Sel
amad
eta)
(Sel
amad
et)
(Sel
amad
)
(Selam
da)
(Selam
adnu)
(Selam
adetem
)
fSelam
adeten
)
(Selam
du)
(Selam
du)
ani lo eSkax
et ha ata lo
tiSkax at lo
tiSkexi hu
lo yiSkax hi
lo tiSkax lo
niSkax lo
tiSkexu lo
tiSkaxna hem
lo yiSkexu
hen lo
tiSkaxna
a
n
i
d
a
v
i
d
h
e
n
663
UNIT
UNIT
22
atar
a
at atem
hu aten
anu
HEBREW
BASIC
-
- -
J. Substitution
Drill
He forgets
what he is
told.
hu Soxeax
ma Seomrim
lo.
hi Soxaxat
(la),
hem Soxexim
hen
Soxexot
(lahen)
.
( )

()

()
(lahem)
a
t
e
m
a
t
m
o
S
e
s
a
r
a
h
a
t
K SubstitutionAgreement
Drill
I forgot
to read
the book.
Saxaxti
likro et
hasefer.
ata anu -
664
COURSE
UNIT
HEBREW
BASIC COURSE

-
-
20
almidim
aten hu hiani

.
- -
665
UNIT
22
(c)
/hodia/
informed1
HEBREW
BASIC
"he
I
I
COURSE
The root of this

verb
is
yd'
"know". In the hif'il

it means "to cause to
know",
i.e.,
"to
inform,
tell,
etc."
Two things should be
noted here:
(1) The first
radical y is
replaced in the
hif'il with vav
and is
pronounced /o/
throughout the
binyan. See Grammar
Note 17-7
(2) The
third
radical is . This
is never pronounced
when the pattern
calls for it to be
at the end of the
verb
form,
but
nevertheless
the
vowel
/a/
will
occur
after
the
stem vowel /!/ in
such cases, e.g.
/hodia/
for
/hodi'/. This verb
will, therefore, oe
similar to /higia/
"arrived".
For
example:
Future
:
2
m.s. /
tagia/
2 f.s.
/tagii
/
2
f.pl.
/tagan
a/
666
/todia/
/todii/
/todana
/
/hodati/
/hodia/
/hodia/
HEBREW
BASIC COURSE
20
Past:
/
3 m.s.
/higia
/
3
f.s. /
higia/
UNIT
s.
/higati
The student will

now realize more fully
the need to master
completely and
automatically the verb
paradigms which have
occurred so far in the
course. If there is
any hesitation on the
part of the student in
responding with the
correct form, the
instructor should not
hesitate to go back to
earlier units and to
do the pertinent
drills again.
L. Substitution-Agreement
Drill
I'll tell Dov the new
address.
odia ledov et haktovet
haxadaSa.
ata - sara - yonatan - at
atem - anu hen - hem
aten - david
- hi - ani
M. Substitution-Agreement
Drill
He told Mr. Alon
that he got the
667
UNIT
22
HEBREW
letter. hu hodia
lemar alon Sekibel
et hamixtav.
(The verb/kibel/ should also be changed.)
668
BASIC
COURSE
HEBREW
BASIC COURSE
UNIT
20
GRAMMAR NOTES
21. 3 Generalizations
Study the following sentences:
/eyx omrim table beivrit./
"How do you say , table' in Hebrew?"
/moxrim asimonim badoar./
"Tokens are sold in the post office."
/mecigim Sam seret tov./
"They're showing a good film there."
In these sentences the subject is not expressed and the verb is in the
masculine plural present tense. This is the most frequent way in which generalized
statements and questions are made in Hebrew.
The English translations are varied in structure.
In the first sentence the English has an unstressed 'you' as the subject.
In the second sentence the Hebrew is translated as a passive.
In the third sentence the English has an unstressed they' as the subject.
There are other ways of expressing generalizations in English, and the
student should be aware of the alternate possibilities in translating. For example
the first sentence may also be translated as "How does one say table' in
Hebrew?" or "How do they say table' in Hebrew?" (with unstressed , they').
The inclusion of a pronoun subject in the Hebrew will often be taken to mean
that a particular statement is being made rather than a generalized one.
medabrim anglit beisrael. "English is spoken in Israel."
hem medabrim anglit beisrael."They (in particular)speak English in Israel.
A. Translation Drill
The English translations given here are intended as examples. The instructor
should accept alternate possibilities as described above. When doing the drill in
reverse, i.e., from English to Hebrew, the instructor should be careful not to stress
the pronoun subjects of the verbs.
1.English is spoken throughout the c o u n t r y .
.
1
.
2.cheese is sold in grocery stores. . 2. 3 what

time do they start to perform? ? 3.

One doesn't swim when it's r
5 People stroll a lot along the b
669
UNIT
BASIC
HEBREW
22
6.There is no traveling on S
COURSE
7.They eat big lunches in I
t u
r d
a
a
y .
e
6 .
l
They're
sending me to H
a
i
f
a
.
.
8
.
9
YOU forget the language if you don't speak it. . 9.
8
21.4 The pi'el Conjugation
[ In this section and in following units a resume of the binyanim will be

given. The examples will illustrate the major types of verbs, and irregular but
frequently occurring verbs will also be included. In order to test the student's
mechanical control of the conjugations new roots will be included in drills. The
student need not memorize their meanings at this point, though there is no objection
to this, since the verbs occur in later units.
The order of forms will be as follows: infinitive, stark imperative, future,
present and past tenses.Various ways are used to indicate the root consonants with the
patterns of prefixes, infixes and suffixes. If there is any question as to which root
consonant is meant, then the designation C1C2C3 will be used. Occasionally traditional
grammatical terms will be introduced, e.g., lamed hey 1 .
(a) The pi'el is traditionally listed as the third binyan after the kal and nif'al.
It is drilled first here because in modern Hebrew there are fewer consonant
alternations in the tenses of this binyan. The vowel patterns are also simpler to
memorize. Except for the past tense the infixed stem vowels are /-a-e-/. Remember that
the /e/ is dropped before certain suffixes. If .he sequence /-hC3-/ or /-'C3-/ would
result, then /a/ is inserted: /mahari/.
In order to illustrate the pattern of the pi'el the stems in the following !art
are printed in capital letters and the prefixes and suffixes are separated.
670
HEBREW
BASIC COURSE
20
Forms with vowel

Infinitive:
l
e
Imperative:
DABER
m. s
f.s.
m.pl.
f.pl
.
s.
Future: 1
2 m.s.
3 m.s.
f.s.
1 pi.
2 f.pl
.
3 f.pl
.
m.
s.
f.s.
Present:
DABER
t
e
DABER
y
e
t
e
n
e
t
e
t
e
m
e
m
e
t
e
DABR
2 m.pl.
t
e
DABR
3 m.pl.
y
e
DABR
DABER
DABER
DABER
DAB1R
na
na
DAB^R
DABER
DABFJR
et
the distinguishing feature is the
s.
m.s.
f.s.
m.
s.
DIBXR
1 pi.
2 m.pl
DIBAR
.
2 f.pl
.
DABR
2 f.s.
f.pl.
1
2
2
3
DABR
na
DAB^R
m.pl.
In the past tense
suffix
DABER
m DABR im
e
m DABR ot
e
stem vowel /i/
ti
ta
DIBAR t
DIBER
DIBAR
DIBAR
nu
tem
DIBAR
ten
3 f-s.
DIBR a
3 pi
DIBR u
In the following drills the instructor will give a sentence containing a time
word such as /maxar/ "tomorrow", /axSav/ "now", /etmol/ "yesterday".
The class repeats this sentence. The instructor then supplies either a
substitution for the time-word or for the subject. When the instructor supplies a
time-word, the student then changes the verb to the suitable tense form.
Example: Instructor: moSe kibel mixtav etmol. "Moshe got a letter yesterday"
Student: moSe kibel mixtav etmol.
671
UNIT
UNIT
22
HEBREW
BASIC
Instructor: maxar.
"tomorrow" COURSE
Student: moSe yekabel mixtav maxar."Moshe will get a letter tomorrow".
When the instructor supplies a new subject the student responds by changing the
verb form to the correct person while maintaining the tense.
Example: Instructor: moSe yekabel mixtav maxar."Moshe will get a letter tomorrow"
Student: moSe yekabel mixtav maxar.
Instructor: miryam.
"Miriam".
Student: miryam tekabel mixtav maxar."Miriam will get a letter
tomorrow".
These drills require the students to pay very close attention because the
shifts are quick. If the student gives correct sentence but not the response called
for by the cue, then the instructor should give the cue again without discussion.
This will keep the drills moving rapidly. The entire responses of some drills are
given below in Hebrew. These sentences may be used as a reading drill, also.
A. hu medaber axSav im haxenvani. "He's speaking with the storekeeper now."
672
UNIT
HEBREW
BASIC COURSE
.
1
.
2
.
3
! .
.
.
.
.
.
.
axSav
dalya
13
etmol
14.
atem
15
axSav
16
.
mar kaspi
17
etmol
.
19
xcina
18
.
19
.
20
.
21
.
22
,
.2
.
24
.
25
.
26
maxar
20.
hem
21.
axSav
22.
hi
23
etmol
24.
ata vemoSe
25
maxar
26
.
hu veiSto
27
axSav
28.
anu
29
.4
.5
.6
.
.8
.9
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
.
18
.
27
.
28
.
29
'raxel
1.
etmol
2.
aten
axSav
hem
maxar
hen
etmol
hu
maxar
4.
5
6.
7
8.
9
10.
anu
11.
12.
20
[fiote: /axSav/ôccurs with the future and past tenses, also, but with a change
"of meaning, /dibarti ito axSav./ "I have just spoken with him.
/adaber ito axSav. / "I'll soeak with him now." However, in these drills
]/axsav/ is used only as a cue for the present tense.
673
BASIC
UNIT
HEBREW
COURSE
22
"B. hu meSalem lo axSav et hakesef. "He's paying him the money now.
.8
.
.9
.10
.11
.12
.13
.14
.15
.16
.17
.18
.19
.20
.21
.22
.23
.24
.25
.2.6
.27
.28
.
.
.
.
.
.
.
.
.
.
.
.
^ .
.
.
.
,
.
.
.
R,;: :/
1.
sara
etmol
2.
yaakov
3
axSav
4.
hen
5
maxar baboker
6.
anu
7
baSavua Seavar
8.
ani
9
10. axSav
11. hem
12. beod xodeS
13 at
14. lifney yomaim
15 hu
16. axSav
17 aten
18 baSavua haba
19 ata
20. lifney Saa
21. ani
22. berega ze
23 raxel
24. beod Saa
25 mlSpaxat zahavi
26. SilSom
27. yael
28 axSav
.1
.2
.3
.4
.5

.
.6

.
.7
"C. hu mekabel et haxavila axSav. "He's receiving the package now.
674
UNIT
HEBREW
BASIC COURSE
.1
.3
.4
.2
.5
.6
.7
.8
.
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
.
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
20
.
27

'
.

.
.
.
.
.

.
.
.

.
.
.
675
20
hi
baSana Seavra
at
axSav
hem
beod xodeS
hen
lifney Savua
mo&e
axSav
lSa
maxar
ata
lifney x6deS
atem
axSav
ani
bekarov
aten
lifney yomaim
yaakov
axSav
miryam
beod yomaim
gveret jones
etmol
ata
1.
2.
3
4.
5
6.
7
8.
9
10.
11.
12
13
1^.
15
16.
17
18
19
20.
21.
22.
23
24.
25
26.
27
BASIC COURSE_________________________HEBREW ____________________________UNIT
21
(b) Alternating first radicals

When the first root consonant Is b, or k (spelled ) the consonant will
vary. Xn prefixed forms the consonant is /v/,/f/, and /x/ respectively. In other
forms it is /b/, /p/, and /k/. The chart below illustrates this alternation.
Prefixed forms
Infinitive: le VakeS
Imperative:
BakeS etc.
Future: a vakeS
te vakeS etc.
Present: me VakeS etc.

Past: BikaSti
BikaSta etc.
Some roots have /v/ (spelled ) throughout the conjugation:/viter/ "he

conceded" . There are not many of these verbs, and no verbs have /b/ throughout.
Some slang verbs have /f/ throughout the conjugation: /fisfes/ "he missed (the
target)".
The k/x alternation poses a problem, although once the student has learned to
read he can use the spelling to help fix the alternation, or lack of it, in his speech
habits.
Some verbs have /k/ in all forms of the binyan. /lekabel/ "to receive".
These are spelled with .
Some have /x/ in all forms: /xilek/ "he
distributed". These are spelled with
(c) Verbs with four radicals

Verbs with four root consonants occur in the pi'el. The pattern is similar to the
regular verbs but with the two middle consonants taking the place of the second
consonant of the three-consonant verb roots.
m.s. imv. / ta rg em/ "translate" / da
b er/ "speak"
In one respect these four-consonant verbs are simpler than the three- consonant
verbs. In the forms with a vowel suffix the dropping of the precedinc vowel would cause
a three-consonant cluster to result. The /e/ would then occui anyway. Thus, the stems of
these verbs are constant throughout the tenses.
2 m.s. /tetargem/ "you will translate"
2 f.s. /tetargemi/
|jtn the following drill the time word is put first in order to avoid an ambiguity J)
D. axav hu mevakeS midavid lavo bazman. "NOW he's asking David to come on time."
676
.
1
.2
.3
.
.
.
.
.
.
.
.
.
.
11
.
12
.4
.5
.6
.7
.8
.9
.
10
.
13
raxel
1.
etmol
atem
axSav
hem
maxar
hen
etmol
hu
maxar
2.
anu
.
HEBREW 14
UNIT 21
.
.
15
is a list of substitutions to be used in drilling the sentences
.
.
16
etmol
miSpaxat alon
etmol
SoSana
maxar
hem
ax&av
ata vemo&e
maxar
haxayalim
axSav
maxar hu yefahek bakita.

"
.
.
.
.
.
.
;: .
.
.
.
11
.
12
.
13
maxar
at
!: .
.
.5
.6
.7
.8
.9
.
10
.
14
.
15
.
16
.
17
.
16
.
19
.
20
.
21
.
22
.
23
.
sara
1.
etmol
yaakov
axSav
hen
maxar baboker
2.
3
anu
etmol baerev
ani
axSav
hem
677
11
.
18
.
19
20
.
21
.
22
.
23
24
.
25
26
.
27
28
.
E.
1
.
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
26
.
27
.
28
10
.
.4
8.
9
mar kaspi
.
17
.
1
.2
.3
5
6.
7
17
II
4.
12 axSav
.
13 dalya
14 etmol
BASIC .COURSE
15 aten
The following
axSav
1
6
Tomorrow he'11 be yawning in

class
.
5
6.
7
8.
9
10
.
11
.
12
.
13
lifney yomaim
hu
axSav
aten
maxar
ata
lifney Saa
anu
berega ze
raxel
Saa
beod
15
16
.
17
18
.
19
20
.
21
.
22
.
23
24
Some of the substitutions will produce sentences which may seem strange out of
context. It should be remembered that the translations of the three Hebrew tenses need
not be simple and rigid. Thus, the sentence /lifney Savua hu gidel perot banegev/ may
be translated "A week ago he was growing fruit in the Negev. [This week he's working in
an office in the city}", rather than the awkward "A week ago he grew fruit in the
Negev." In any case,the goal is to control automatically and with ease all the forms of
the binyan with any root.

.
.

.
.
.
.
.

.
.
.
.
.

.
.

.
.
A.He is setting the clocks.

B.He* s ruining the program.
C.He refused to eat the meal.
D.He passed up the ice cream.
E.He's wiping the glasses.
F.He's straightening the house.
G.He telephoned Mr. âspi.
H.He told him the truth.
I.He embarrassed Moshe.
J. He didn't visit his house.
K. He's strolling on the beach. L. He's not
hurrying to the office.
M. He translates from English to Hebrew. N.
He broadcasts the news on the radio.
O. He grows fruit in the Negev. P. He runs
the school.
678
HEBREW
BASIC COURSE
UNIT
Q. He folds the letters. R. He distributes the mail.

For further drill the instructor should combine sentences to make an expansion drill.
For example:
Instructor: hu nigev et hakosot. Student: hu nigev et
hakosot vesider et habait. Instructor: hi nigva et hakosot. Student:
hi nigva et hakosot vesidra et habait. Other suggestions for
combinations are:
. .
.
21-5 lamed hey verbs in the pi'el conjugation
The following chart illustrates the conjugation of a lamed hey, verb in the pi'el.
Note that the stem is / xak/ in all forms except in the past where it is /xik-/. To
these stems are added the regular prefixes (if any) and the endings characteristic of
all lamed hey verbs.
Infinitive: le xak OT
Imperative: m.s. xak E f.s. xak I
Future: I s - a xak E 2 m.s. te xak
E
2f.s. te xak I
3m. s. ye xak E 3 f.s.
te xak E
Present: m.s. me xak E f.s. ne xak A
Past: 1 s. xik ITI 2 m.s. xik fTA

2"f.s. xik IT
3m.s. xik A 3 f-s. xik

i
TA
m.pl. xak U f.pl. xak

NA
1pi. ne .:ak E
2m.pl. te xak U
2f.pl. te xak 1nA
3m.pl. ye xak U
3 f.pl. te xak NA
m.pl. me xak IM f.pl.
me xak OT
1pi. xik fNU
2m.pl. xik fTEM
2f.pl. xik fTEN
3pi. xik U
The list of substitutions from the preceding page should be used with the following
drill sentences:
A.He's waiting for a letter from the government.
B.He's hoping for good news.
C.He changed his mind.
.
.
.
This last drill may be varied by having /daato/ changed to agree with the subject or
not.
/ani Sinlti et daati/ " I changed my mind." /ani Siniti
679
21
et daato/ " I changed his opinion."

21.6 Stem Vowel Variations in the pi'el
a)In the past tense of some pi'el verbs whose second root consonant is
or r the first stem vowel is /e/ rather than /i/, and the 3 m.s. stem has the
vowels /-e-a-/ instead of /-i-e-/.
/berarti/ "I found out"
/berar/ "he found out"
This usage is more like classical Hebrew, and some instructors will insist on it as
more "correct" than the regularized form /birer/. The latter, however, is commonly used
and has been cited in this text.
b)Some pi'el verbs have /of as the first stem vowel throughout the binyan. These verbs
are listed under roots with second radical vav ( )or yud ( ) or under roots whose
second and third radicals are the same.
/komem/ "he re-established"
/Sorer/ "he sang"
/sovev/ "he circled"
root kvm
root Syr
root sbb
Some roots have two pi'el types with different meanings:

The root kvm has the pi'el form /kiyem/ "he fulfilled" as well as /komem/
" he re-established".
The root k v n ? has the pi'el form /konen/ " h e
a s / * k i v e n / " h e directed".
established" as well
The list of substitutions in section 21.4 should be used with the following
sentences:
.
.
. .
.
.
A.He circled the building.

B.He sang in the show.
C.He encouraged the students.
c) When the third radical is (spelled ) the /'/ is dropped at the end of a word or
before a consonant. The first and second person past tense forms have the stem vowels
/-i-e-/.
680
HEBREW
BASIC COURSE
Imperative:
Past:
2
2
3
m. s
f.s.
male
mal' i
s.
m.s.
f.s.
m.s.
f.s.
mileti
mileta
milet
mile
mil' a
m.pl.
mal' u
f.pl.
malena
2
2
pi.
m.pl.
f.pl.
milenu
miletem
mileten
pi.
mil' u
D.He filled the bottles.
E.He made sure
of the address.
21.1 Verbal Nouns of the pi'el

A noun may be derived from pi'el verbs in one of two patterns, or both.
C1iC2uC3 /kivun/
/s ipur/
/kibul/
"direction"
"story"
"capacity"
C1ac2ac3a /kavana/
/bakaSa/
/kabala/
"intention"
"request"
"reception"
The first type is masculine, and the second is feminine.

It cannot be predicted for a particular verb which of these types will
occur, nor can the exact meaning be predicted. Compare the derived nouns of these
verbs:
/kiven/ "he directed"
/kivun/ "direction"
/kavana/ "intention, aim"

/kibel/ "he received"
/kibul/ "capacity"
/kabala/ "reception"
/bikeS/ "he requested"
/bikuS/ "demand" (opp. of supply)

/bakaSa/ "request"
In trying to form (guess) a verbal noun, the student should try the pattern C!
iC2uC3 first. There are more verbal nouns of this type than of the C1aC2aC3a type.
681
UNIT
21
.
.
In lamed hey verbs /y/ is used as the third consonant. See Grammar Note 20.5b.
/Sinuy/ "change"
In verbs whose second radical is (spelled ) or r the first type has the
vowels /-e-u-/. Cf. Grammar Note 21.6a,
/Serut/ "service"
Instructor: He visited Haifa. Student: The visit was yesterday.
.
. . D
. . E
. . F
. . G
682
BASIC COURSE 21-8 The pu'al ConjugationHEBREW

Compare the forms in the following
__________________pairs:
UNIT 21
/yesader/
"he will arrange"
/yesudar/ "it will be arranged"
/mekalkel/ "damages"
/ m e k u l k a l /
7
" d a m a g e d
Note that the second form of each pair has the stem vowel pattern /-u-a-/ where the
other form has the pattern /-a-e-/ which has been drilled in the previous sections of this
unit. Note further that the second form is the passive of the first.
These passive forms are part of a conjugation traditionally called the pu'al (since the
3 m.s. past has that pattern.) The pu'al is very simple in structure. It is exactly like
the corresponding pi'el except that the vowels /-u-a-/ occur throughout in place of the
pi'el stem vowels. The /-a-/ will be dropped before suffixes beginning with a stressed
vowel: /yesudru avurenu batim/ "Houses will be arranged for us".
The f.s. present has the pattern: C!uC2eC3et /mesuderet/ "arranged"
The pu'al, however, is comparatively restricted in use. Not all pi'el verbs are so
easily transformed into passives. In theory they could be, but idiomatically other
constructions or conjugations are often used, for example, hitpa'el: /lehitkabel/ " to be
received"; the generalized statement:/medabrim ivrit kan/ "Hebrew is spoken here"; etc.
With some verbs only third person or impersonal subjects make sense in the pu'al:
/dubar/ "it was said".'
The present tense forms of certain verbs are in very frequent use, and these forms are
often treated as adjectives. Examples from the units so far are:
/meuxar/
/mecuyan/
/mekulkal/
/me'unary
/meSune/
"late"
"excellent"
"damaged"
"cloudy"
"strange"
When the second radical is spelled (spelled ) or r_, the stem vowels are /-o-a/.
These roots were discussed in Grammar Note 21.6a.
/mefo'ar/ "luxurious"
The following drills should be done in reverse, also. A. Transformation Drill
683
UN*T
22
_________________________
HEBREW
_________________________
Instructor: He will arrange a house for us.
Student: A house will be arranged for us.
BASIC COURSE
. .
1
.
2
.
3
.
4
.
5
.
.
.
Instructor: He set up the house.
Student: The house was set.
.1 .
.2 .
.,3 .
.4 .
.5 .
.6 .
.
.
.
.
Instructor: He is straightening up the house.

Student: The house is in order.
.1 .
.2 .
.3 .
.4 .
.5 .
684
UNIT
HEBREW
BASIC COURSE
20
. 1 ?
. 2 ?
. 3 ?
. 4 ?
. 5 ?
. 6 ?
:
:
:
:
:
:
, . ?
, . .
?
. .
? 0 , .
, .
,: , ? : . .
? :
. : ? : , . :
. : ..
: ?
: . , . :
.
: ?! .
: . : ?
: . :
? : . . ?! : .
: , ? : . : ?! ? :
. :? ?
: ? , .
685
UNIT
HEBREW
22
BASIC
COURSE
22.1 At the Box Office /bakupa/

DAVID
Sir.
Ple
ase
giv
e
me
thr
ee
tic
ket
s
for
toa
ior
row
.
adoni
ten li
bevaka
Sa
SloSa
kartis
im
lemaxa
r.
tic
ket
,
car
k
a
r
t
i
s
(
m
)
686

^^
HEBREW
BASIC COURSE
20
Good seats,
please.
mekomot tovim
bevakaSa.
CASHIER /kupai/ !
I have
three
ticket
s
in
the
balcon
y.
yeS li
Sl
oS
a^
ka
rt
isim
bayac
ia.
y
a
c
i
a
(
m
)
balcony
DAVID
In the center?
baimca
?
middle, center
emca
(m)
CASHIER
A
bit on
the side,
but
it's
possible
to
see
well.
s
i
d
e
baca
d,
aval
efSa
r
lir'
ot
tov.
c
a
d
b
u
t
(
m
)
a
v
a
l
e
f
S
a
r
p
o
s
s
i
b
l
e
kcat
DAVID
In which row?
row
beeyze Sura?
Sura (f)
687
UNIT
UNIT
HEBREW
22
BASIC
COURSE
CASHIER
Ar
e
yo
u
in
te
re
st
ed
in
th
e
se
ve
nt
h
ro
w?
a
t
a
n
y
a
n
b
a
S
u
r
a
h
a
S
v
i
i
t
?
intere
sted
m
e
u
meuny
an(m.
s.)
DAVID
These are
the
las
t
tic
ket
s?
elu
h
a
k
a
r
t
i
s
i
m
h
a
a
x
a
r
o
n
i
m
?
elu
axaron
thes
e
last
688
HEBREW
BASIC COURSE
20
689
UNIT
UNIT
BASIC
HEBREW
22
COURSE
CASHIER
Yes, sir.
Do you want them?
ken, adoni.
ata roce otam?
. ,
?
DAVID
eyn li brera. ekax

otam. kama ani
xayav lexa?
brera (f)
All right. I have no choice. I'll

take them. How much do I owe you?
tov.
choice
.
.
.
?
CASHIER
Eighteen liras.

Give me three
seats in the orchestra.
hall, orchestra
I'm interested
in good seats
on the aisle.
aisle
There
are
seats on the
left or on the
right.
left right
The seats are near the
stage.
stage, platform
The seats are near the
entrance.
entrance
The seats are near the exit.
exit
There is a parking place.
parking
They charge for parking.
fee,payment
The parking is free.
free
ten li Sloâ
Smone'esre lirot.
kartisim baulam.
ulam (m)
ani meunyan
bemekomot tovim
al yad hamaavar.
maavar (m)
yeS mekomot bacad
hasmali o bacad
hayemini.
smali (m.s.)
yemini
(m.s.)
hamekomot krovim
labama.
bama (f)
hamekomot krovim
laknisa.
knisa (f)
hamekomot krovim
layecia.
yecia (f)
ye'S mekom xanaya.
xanaya (f)
haxanaya betaSlum.
taSlum (m)
haxanaya xofSit.
xofSi (m.s.)
690

.

.

.
.
.
.
HEBREW
BASIC COURSE
20
22-3 The kal (pa'al) Conjugation

Though its name means "easy" this conjugation requires more drill to master
than the pi'el because there are more stem patterns for the tenses and more
consonant alternations. However, if the student has thoroughly learned the Basic
Sentences and verb drills of the preceding units he will find that he has already
mastered the most frequent variations and that the following charts will merely
diagram this knowledge.
At this point the student should review the phonological rules discussed in
Grammar Note 6.9* In the following charts the stems are indicated in capital letters,
but the euphonic vowels which break up the threeconsonant clusters are in lower-case letters.
A completely regular verb will
introduced one by one afterwards.
be
given
first,
be and the variations will
(a) Regular verb pattern

Forms with vowel suffix
Infinitive:
Imperative:
li
GMOR
GMO
R
m.s
.
f.s.
m.pl.
GM6R na
f.pl.
1
2
3
3
1
s.
e GMOR
GMeR i
m. s.2 f.s.titiGMOR
m. s.
yi GMOR
ti GMOR
F.s.
2m.pl. ti GMeR u
pi.
ni GMOR
3m.pl. yi GMeR u
ti GM6 R na
2 f.pl.
3 f.pl.
ti
691
m6r
na
G
GiMR i
GiMR u
UNIT
UNIT
BASIC
HEBREW
22
COURSE
A. hu yigmor et hahaxanot maxar. "He'll finish the preparations tomorrow."
GOMR im
GOMR ot
GAMR a
GAMR u
m.pl.
Present:
f.pl.
m.s.
f.s.
GOMER
Past:
s.
GAMXR
ti
GAMAR
ta
GAMAR
GAMAR
GAMAR
GAMAR
GAMAR
nu
tem
ten
3 f.s.
3 Pi-
2 m. s.
2 f.s.
3 m. s.
1 pi. 2
m.pl. 2
f.pl.
et
GOMR
692
UNIT
HEBREW
BASIC COURSE
.1
.2
.3
.4
.5
.6
.8
.9
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
.
18
.
19
.
.
etmol
2.
ata
ax&av
4.
david
maxar
6.
atem
etmol
8.
iSto
axSav
9
10.
hen
11.
maxar
12.
aten
13
etmol
14.
anu
15
axSav
16.
hem
17
beod xodeS
18.
at
19
ani
201.
"B. hu sagar et haxanut etmol. "He closed the store yesterday.
693
BASIC
HEBREW
COURSE
.1
.2
.3
.4
.5
.6
.7
.8
.9
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
.
18
.
19
UNIT
22
at
beod xodeS
hem
axSav
anu
etmol
aten
maxar
hen
axSav
1.
2.
3
4.
5
6.
7
8.
9
10.
.
. .
.
.
.
.
.
.
.
.
11.
i&to
etmol
12.
atem
13
bekarov
14.
mar kohen
15
axSav
16.
ata
17
SilSom
18.
ani
19
b) verbs with future stem vowel /a/
) and certain other , not Verbs whose third root consonant is or x ( spelled
verbs have /a/ as a stem vowel in the imperative and future, instead of /o/. The
) when these are at ( ) or( student is reminded that the vowel /a/ must precede/x/
"the end of the word: /Soleax/ "sends
li Sloax
m s.
.
f pi.
.
1 s.
ti
2 m. s.
SLAX
na
etc.
SLAX
SLAX
SLAX
Infinitive:
Imperative:
Future:
The following is a list of substitutions to be used in drilling the

sentences below. The substitutions may be varied similarly to the list in Unit
21.
694
HEBREW
BASIC COURSE
20
C.Yesterday he sent the package by air mail.

D.Yesterday he found the post office without any
trouble.
E.He"s listening to the broadcast now.
F.She's washing the bottles now.
G.Now she reads Hebrew easily.
H.Tomorrow 1'11 learn how to make ice cream.
. .
. .
. .
. .
. .
. .
695
UNIT
UNIT
HEBREW
22
BASIC
COURSE
c) Alternating first radicals

In Grammar Note 21.4b we saw that the consonants /b/,/p/ and /k/(spelled )
alternated with /v/, /f/ and /x/ when they were the first root consonant of the verb.
The same rules apply in the kal as in the pi'el: In prefixed forms the consonant
is /v/, /f/ and /x/ respectively. In other forms it is /b/ /p/ and
A/
In some respects the. alternations in the kal are simpler to remember. First of
all, there are no roots with v ( )as the first radical. Thus, all /v/ is the result
of the b/v alternation.
Second, the prefix before A/ (spelled )is /ti-, yi- / etc., and the prefix
before /x/ (spelled ) is /ta-, ya- / etc.
/tixtov/ "you will write"
/taxSov/ "you will think"
Prefixed forms
Infinitive:
liVdok
Imperative: m.s. Bdok

f.s. Bidki etc.,
I s . evdok 2 m.s. tivdok 2 f.s. tiVdeki

etc.
Present: m.s. Bodek

f.s. Bodeket etc.,
Past: I s . Badakti
2 m.s. Badakta etc.,
I. We checked the program yesterday.

J. Moshe opened the new store a week ago.
K. Atara will write to her tomorrow.
. .
.
.
. .
L. I'11 think about it tomorrow.
. .
M. They tied up the packages yesterday.
. .
696
UNIT
HEBREW
BASIC COURSE
20
N. Transformation Drill - Affirmative to Negative
Instructor: Check the boxes right now.
Student: Don't check the boxes now, wait till tomorrow.
.
.
,
.
,
.
,
.
697
BASIC
COURSE
UNIT
HEBREW
22
O. Transformation Drill - Negative to Affirmative

Instructor: Don't open the windows. It's cold outside.
Student: Open the windows. It's hot in the house.
. .
. .
. .
. .
. .
.
. ,
698
UNIT
HEBREW
BASIC COURSE
20
P. Transformation Drill - Affirmative to Negative
Instructor: Write him a letter.
Student: Don't write him a letter. Phone him.
. .
. .
. .
. ,
Q. Transformation Drill - Negative to Affirmative

Instructor: Don't work right now. It's still early.
Student: Get to work right away. Otherwise the time will
pass.
.
.
.
.
.
.
.
.
.
.
.
699
UNIT
22
HEBREW
The above drills should also be done in reverse.
700
BASIC
COURSE
HEBREW
BASIC COURSE
20
(d) Alternating second radicals

To complicate things a bit more, the three consonants b, and k ( )
alternate when they are the second radical of the verb. In prefixed forms the
second root consonant is /b/, /p/ and /k/ and in the unprefixed forms they
are /v/, /f/ and /x/. !1his is the reverse of the pattern described in the
predecing section for the alternating first radical.
Prefixed forms
Infinitive:
Future:
1 s.
2 m. s.
3 m.s.
3 f.s.
1 pi.
2 m.pl.
2 f.pl.
3 m.pl.
3 f.pl.
lisPo
r
Imperative:
m.s.
f.s.
m.pl
.
f.pl
.
sFor
siFr
i
siFr
u
sFor
na
esPor
tisPor
yisPor
tisPor
nisPor
tisPeru
tisPorna
yisPeru
tisPorna
In the stark imperative of some verbs the student may hear vacillation between forms,
for example, /Sxax ~ Skax/ "forget". (See section 21.2, Drill F) This can result when the
speaker drops the /ti**/ of the gentle imperative /tiSkax/ to make a regularized stark
imperative /Skax/. Similarly one might hear /Sikxi/ as the feminine singular instead
of /Sixexi/.
Such regularizations are not surprising, but they are often deplored by
educated speakers.
The division of the conjugation into prefixed forms and unprefixed forms is merely
a handy device to help the student in doing the drills of these verbs. The general
rules for the b/v, p/f and k/x alternations in verbs are complex and are no benefit
to the student at this point.
In any event, the student should not try to memorize rules but must keep drilling
the correct forms until, for example, /timkor/ and /moxer/ just sound right, and the
incorrect forms */timxor/ and Smoker/ jar his ears.
701
UNIT
BASIC
UNIT
HEBREW
COURSE
soFer
m s.
.
f s.
m pi.
.
f.pl.
saFarti
1 s.
saFarta
2 m.s.
2 f.s.
3 m.s.
3 f.s.
1 pi.
2 m.pl.
2 f.pl.
3 pi.
soFeret
soFrim
soFrot
saFart
saFar
saFra
saFarnu
saFartem
saFarten
saFru
22
Present:
Past:
R. He counted the jars the day before yesterday.
.
. 1 .
.
.
. 2
. 3 .
1
. 4 .
.
.
. 5
2
.
. 6
.
. 7 .
3
. 8 .
.
. 9 .
4
. 10 .
5
.
. 11
!6
.
. 12
.7
. 8 . 13 .
.
.9 . 14
. 15 .
.
.
. 16
10
. 17 .
. 1 1
.
. 18
.
. 19 .
12
.
. 20
.
13
.
S. He broke some of the jars yesterday morning.
14
. .
15 .
. .
.
16 .
. .
.
17 . .
.
.
18 . .
. .
. .
.
. .
T. He sold the tickets yesterday evening.
L .
702
UNIT
HEBREW
BASIC COURSE
.
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
.
9
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
8
.
703
20
UNIT
BASIC
HEBREW
22
COURSE
U. Transformation Drill - Affirmative to Negative Instructor: Please count the nuts

for me.
Student: Don't count the nuts. I already know how many there are.
. .
. .
. .
. ,
. ,
. ,
. 3 0 ,
. .
V. Transformation Drill - Negative to Affirmative
Instructor: Don't sell the house. Student: Sell the house.
.
.
.
.
W. Substitution Drill
.
.
.
.
Break something else but not the glass.
. ,

(e)verbs with first radical _

[The following remarks pertain to most, not all, verbs whose first radical is .
Verbs different from those described in this section are not too frequent, and the
student can learn them as he meets them.^
A distinction must be made between verbs whose first radical is ( )and those
whose first radical is ( ) . The charts below illustrate the patterns of two ,such
verbs.
In the present and past tenses there is no distinction, and both types have the
regular vowel patterns of the kal in these tenses.
If the second radical is b, or k ( )then only the alternants /v/,/f/ and /x/
occur. The rules described in the preceding section (d) do not apply. The examples
chosen for the charts illustrate this.
The main feature to observe in the following charts is the prefix of each type.
The future stem vowel of the first type is /a/: /toxal/ "you will eat", and the
future stem vowel of the second type is /o/:/taavor/ "yu will pass".
704
HEBREW
BASIC COURSE
20
Infinitive:
Imperative:
m. s.
f.s.
m.pl.
f.pl.
LEExol
LAAvor
Exol
ixli
ixlu
Exolna
Avor
ivri
ivru
Avorna
Oxal
TOxal
TOxli
YOxal
TOxal
NOxal
EEvor
TAAvor
TAAvor
YAAvor
TAAvor
NAAvor
2 m.pl.
2 f.pl.
3 m.pl.
3 f.pl.
TOxlu
TOxalna
YOxlu
TOxalna
TAAvru
TAAvorna
YAAvru
TAAvorna
Present:
m.s.
f.s.
m.pl.
f.pl.
oxel
oxelet
oxlim
oxlot
over
overet
ovrim
ovrot
Past:
1 s.
2 m.s.
2 f.s.
3 m.s.
3 f.s.
axalti
axalta
axalt
axal
axla
avarti
avarta
avart
avar
avra
1 pi.
axalnu
avarnu
axaltem
axalten
axlu
avartem
avarten
avru
Future:
1 s.
2 m.s.
2 f.s.
3 m.s.
3 f.s.
1 pi.
2 m.pl.
2 f.pl.
3 Pi-
infinitive of /amar
/is /lomar/ "to say", spelled
Use the list of substitution cues given
in section 22.3(b),
X. I told him not to wait for me.

Y.
. 1
.
ate it aii because it's good.
Z. I liked to stroll in the evening.
AA. X passed by the cafe.
.!> i^J ( f) lamed hey verbs in the kal
lamed hey verbs in the kal have the features common to all such verbs, and the
705
UNIT
UNIT
BASIC
HEBREW
22
COURSE
student should find them quite familiar. In the past tense of the kal the stem vowels
are /-a-i/ in the first and second person: /kaniti/ "I bought".
In addition to the features of lamed hey verbs, the first and second root
consonants may cause the alternations described in Sections (c) to (e). For
example:
pnh " turn" has the first radical alternation described in Section (c): /pne/
/tifne/.
'lh " go up, cost" has the features of a first radical ( )described in
Section /(e): /eele/ ~ /taale/
bkh " cry" combines the alternations of Sections (c) and (d): /yivke/
~ /baxa/.
Infinitive:
Imperative:
Future:
liknOT
m s.
.
f s.
.
1 s.
kne
2 m.
tikne
2
3
3
Present:
Past:
s.
f.s
.
m.
s f.s
.
m.
s.
f.s
.
1
s.
2
m.
2
f.
3
m.
m pi.
.
f pi.
.
1 pi.
nikne
2 m.pl.
tiknu
tikni
2 f.pl.
tiknena
yikne
3 m.pl.
yiknu
3 f.pl.
tiknena
kone
m.pl.
konim
kona
f.pl.
konot
1 pi.
kaninu
kni
ekne
1
1
tikne
kaniti
s
kamta
kanit
kana
3 s
f-
knu
knena
2 m.pl.
kanitem
2 f.pl.
kaniten
kanu
3 Pi1 1
kanta
706
HEBREW
BASIC COURSE
20Us
BB
.
e
Sh
e
CC
.
Sh
e
DD
.
Sh
e
EE
.
Sh
e
the list of substitution cues given in
Sectio
n
22.3 (b):
saw the storekeeper outside the store. .
bought flour and sugar.

.
went up to the house and set things up.

.
turned at the second intersection.
FF. He wanted to swim.
. He swam in the new pool.
GG
. He cried when he heard the news.
HH
ayin v a v
( ) verbs
A frequently occurring type of verb is the ayin vav verb, whose second radical
is listed as vav ( ) in the dictionaries(hence the term ayin vav), although it
does not represent the consonant /v/ but rather the vowel /u/.
The chart below illustrates what is traditionally called the kal conjugation
of these verbs. This classification as kal is based on historical reasons and the
fact that it is the simplest conjugation of this type of verb.
Some verbs resemble the ayin vav verbs in all respects except that they have
yud, representing /i/, instead of the vav. These verbs are called,
appropriately, ayin y u d ( ) " verbs.
707
(g)
UNIT
UNIT
BASIC
HEBREW
22
Imperative:
m. s .
Infinitive:
1 s.
m. s.
f.s.
3
3
kum '
la kum
m.pl.
f.pl.
a kum 1
1 pi.
kum i 1
f.s.
Future:
COURSE
ta kum
m.pl.
ta kum i '
f.pl.
m. s.
ya kum |
m.pl.
f.s.
ta kum
f.pl.
Present: m. s.
kum
kum na
n
a
t
a
t
a
y
a
t
a
kum
kum u
kum na
kum u
kum na
kam |
m.pl.
kam im
f.s.
kam a
f.pl.
kam ot
Past: 1 s.
kam ti 1
1 pi.
kam nu
m.pl.
f.pl.
kam tem
kam ten
2
2
3
3
m. s.
f.s.
m. s
f.s
kam ta
kam t
kam
kama
2
2
pi.
kam u
3
1
A frequently heard variant of the 2 and 3 f.pl. forms is /takomna/ in the
ayin vav verbs and /taSerna/ in the ayin yud verbs.
The verb /lavo/ "to come" is an ayin vav verb, but with /o/ as a stem
vowel. It is listed in the dictionaries under . The first radical alternates
between /b/ and /v/ as described in Section (c).
II.
Use the substitution cues given in Section 22.3 (b).
I stayed at the Savoy Hotel yesterday.
JJ. I got up early yesterday.
.
.
K I ran to the bus yesterday.

K.
LL I came to the theater yesterday.
.
M I sang in the show yesterday.
M.
22.4 Verbal Noun of the kal
The verbal noun of the kal has the following pattern: /C1C2iC3a/
These nouns are feminine and have the plural pattern: /C1CaiC3ot/
Examples which have occurred in the text are:
/slixa/ "pardon"
six
/knisa/ "entrance" kns
/yeci'a/"exit"
(in the third example the /e/ breaks up the beginning cluster /yc-/.)
As with verbal nouns of all conjugations it is hard to predict the exact
708
HEBREW
BASIC COURSE
20
shade of meaning which it might have. The translations, therefore, may cover a wide
range.
The root kns occurs in the nif1al with the meaning "to enter", but the verbal
noun is still in the kal.
The verbal nouns of lamed hey verbs have yr as the third root consonant. Cf.
Grammar Note 21.7 However, since the glide from the vowel /i/ to the vowel /a/
produces the /y/ anyway, the nouns are transcribed without the /y/:
/knia/ "purchase" knh (kny)
In ordinary speech verbal nouns of roots whose third consonant is are often
pronounced with a smooth glide: /yecia/ as well as /yeci'a/.
When the first root consonant is h or x, then the pattern is:/CiaC2iC3a/
/,axila/ "eating"
A. Translation Drill
(The instructor reads both parts of the
meet in a cafe.
sentence before the student translates)
1.The doctor examined him, and the

examination was quick.
, . 1
.
2.He went to Eilat, and the trip was long.
, . 2
.
3 He opened the store,

and the opening was beautiful.
, . 3
.
4. He walked six kilometers, but the walk

was easy.
, . 4
.
5 They went to eat, because it came time

to eat.
, . 5
.
6. He wrote one letter,

and it took a long time to write.
, . 6
.
7 We swim every day, because we like to

swim.
, . 7
.
8. They went to Israel in the last

immigration.
. . 8
. .S
.
9 He sold the jelly. The jelly was on

sale.
, .10
.
10. I'm going to meet Miriam, and we'll

? .1
? .2
? .3
? .4
? .5
? .6
709
UNIT
BASIC
COURSE
UNIT
HEBREW
22
: , ? : . ? :
. : .
: . . : .:
. . : ?
: . . 6 . : .
: . :?
: .
: ?
: .
: .
: .
: . . .
: .
: . . : ?
: . .
: . : ? ? :
. : .
: . : ?
: . : ? : .
.
710
HEBREW
BASIC COURSE
20
23*1 Before The Play
Atara,
I see that
you have won again.
again
he won
atara,
ani roe SeSuv nicaxt.
&uv
niceax
YONATAN
,
.

ATARA
I
ani
generally
win
menacaxat,
because I have
a good husband.
bederex klal
ki yeS li
baal tov.

generalization klal (m)
DAVID
Do you want to
drink anything?
he drank
something
chocolate
atem rocim
ustot ma'Sehu?
gata
maSehu (m)
Sokolad (m)
ATARA
No, thanks. I'm
not thirsty. Oh the bell is
ringing.
thirsty
bell
rang
lo toda. ani
lo cmea. o hapaamon
mecalcel.
came
paamon (m)
cilcel
.
.
.
YONATAN
bou nigaS lamekomot Selanu.
Let's go to
our seats.
DAVID
anu yoSvim
bayacia.
We're sitting in the balcony.

ATARA
711
UNIT
UNIT
HEBREW
22
The seats
BASIC
COURSE
are pretty good.

enough
da
y
harnekomot
day tovim.
712
HEBREW
BASIC COURSE
UNIT
20
DAVID
What do you want

for six liras? To
sit
in the front row?
ma at roca beSeS
lxrot, laSevet
baSura hariona?
ATARA
Quiet.
Seket .
Don't disturb.
he disturbed
al tafria.
hifri
a
The curtain's going up.

curtain
luncheonette
hamasax ole.
masax (m)
The first act is over.

act
hamaaraxa hariSona
nigmera. maaraxa (f)
There's an intermission for

ten minutes.
interruption he
interrupted
yeS hafsaka leeser

dakot.
hafsaka (f)
hifsik
You're not allowed to smoke

inside.
forbidde
n
he
smoked
interior
asur leaSen bifnim.

asur (m.s.)
iSen
pnim (m)
Smoking is permitted in the

lobby.
lobby
Use the ashtray.
I'm hungry.
ani raev.
hungry
ashtray
Where's the snack bar?

raev (m.s.)
mutar leaden
bamisderon.
misderon (m)
hiStame)bamaafera.
maafera (f)
eyfo hamiznon?
miznon (m)
.
?
/came/ "thirsty"

. .
/raev/ "hungry"
- - -
He's not hungry; he's thirsty.
B. Substitution Drill /hiStameS/ "use" Use the exit on the
right.
713
UNIT
BASIC
HEBREW
22
COURSE
23.4 VERB DRILLS

The student may soon begin to feel overwhelmed at the large number of different
forms that a verb root may have in the various conjugations. He will be required to
conjugate fully almost every new verb that occurs. A shift in tense, person, gender,
or number - and the form learned in the Basic Sentence is incorrect in the new
sentence.
However, the task is not nearly so difficult as it may seem at this point. The
student will find that the regularities of the system are very great and that a few
patterns take care of the large majority of verbs which actually occur in ordinary
speech. Conscientious overlearning of these drills will bring an increasing measure of
confidence.
In previous units the different forms of new words have been drilled in the
Vocabulary Drill sections. In this and following units new verbs will be drilled in
special Verb Drill sections. These will serve as a constant review of the binyanim
and verb types. Pertinent comments for individual verbs will be made from time to
time.
(a) ./nicax/ "he won"

The third root consonant of this verb is x ( ) , and the vowel /a/ must
precede it at the end of a word.
A.Substitution-Agreement Drill - Past Tense
I'm happy that I've won again.
- - - - - - -
- -
(This drill may be varied by varying /sameax/ to agree with the alternations of
/nicaxti/: /ata sameax SeSuv nicaxta/, /anu smexim SeSuv nicaxnu/, etc.)
B.Substitution-Agreement Drill - Present Tense
I generally win.
. 1
- - - - -
C. Substitution-Agreement Drill - Future Tense

1 hope you'll win tomorrow.
- - - - - -
-
D. Substitution-Agreement Drill - All Tenses
. .
We win every time.

We won yesterday,
and
we'll
win
today.
-
-
- - - - -
714
HEBREW
BASIC COURSE
20
(b)/cilcel/ "rang"
This verb is conjugated exactly like /kilkel/ "he damaged". The pi'el is used in
both the transitive meaning /cilcalti bapaamon/ "I rang the bell" and the intransitive
meaning /hapaamon cilcel/ "the bell rang".
E.Substitution-Agreement Drill - Past Tense
we rang the beii on time.
- - - - - - -
-
F.Substitution-Agreement Drill - Present Tense

we ring the beiis at noon.
G.Substitution-Agreement Drill - Future Tense

when will he ring the beii?
- - - - - -
(c)/ien/ "he smoked"

H.Substitution-Agreement Drill - Past Tense
she smoked aii morning.
- - - - - - - -
I.Substitution-Agreement Drill - Present Tense

x smoke in my free time.
- - - - - -
J. Substitution-Agreement Drill - Future Tense

We'll smoke during the second intermission.
- - - - - - -
715
UNIT
UNIT
BASIC
HEBREW
22
COURSE
(d) /Sata/ "he drank"

This is a lamed hey verb of the kal. It is conjugated exactly like /kana/ "he
bought" . The 3 fs. past tense is /âteta/
K. Transformation Drill - Affirmative to Negative
Instructor: Drink tea.
Student: Don't drink
coffee.
tea.
Drink
.
.
.
.
.
.
.
.
L. Transformation Drill - Past to Future

Instructor: I drank the milk. Student: I'll drink the milk.
M.
. . .
. . . . .
. .
.
This drill should be done in reverse,
. .
.
. .
.
.
.
.
also.
Substitution-Agreement Drill - Present Tense Do you

drink plain .water?
716
HEBREW
BASIC COURSE
20
235 The nif'al Conjugation

The present and past tenses of the nif'al were drilled in Unit 19 and should be
quite familiar to the student. The future tense is simple in structure, but in verbs
whose first or second radical is b, , or k ( ), the alternation of consonants may be
confusing at first. Care should also be taken not to confuse the future tense pattern
of the nif'al with that of the pi'el.
In the charts below, the vowel of the prefix in the imperative and future is
separated from the consonant of the prefix in order to point out more clearly the
differences from the pi'el. Euphonic vowels are in lower case when they occur within a
capitalized pattern.
The following charts will have some forms which would make sense only in rather
contrived contexts: For example, the imperative /hisager/ "be locked in". However, they
are included in order to illustrate the complete conjugation.
As with the pu'al (see Grammar Note 21.8) some forms make sense only in the third
person. No general rules can be given to predict these, but the student can usually
rely on his own judgment, though English idiom can be misleading. For example, "I will
be finished" meaning "I will finish" is rendered in Heorew in the kal: /egmor/. The
nif'al form /egamer/ would be a slang inno- vation.
(a) Pattern with unchanging root consonants:
717
UNIT
UNIT
BASIC
HEBREW
22
COURSE

Infinitive:
Imperative:
le h ISAGER
m.s*
ISAGER
f.s.
m.pl
.
h ISAGR i
h ISAGR u
f.
s.
t ISAGR i
ISAGER na
m.pl
.
t ISAGR u
ISAGER na
3 m.pl
y ISAGR u
3 f.
ni SGeR a
3 pi.
ni SGeR u
ISAGER na
f.pl.
Future:
s.
m.s.
m. s.
f.s.
pi.
m.s.
n
i
n
i
n
i
n
i
n
i
n
i
n
i
n
i
m.pl.
f.pl.
1
s.
2.M.s.
2
f.s.
m.s.
ISAGER
ISAGER
ISAGER
.s.
ISAGER
3 f.pl.
Past:
ESAGER
3
3
2 f.pl.
Present:
SGAR
SG1SR
et
SGAR im
SGAR ot
SGAR
ti
SGAR ta
SGAR t
SGAR
s.
A.
pi.
m.pl.
f.pl.
n
i
n
i
n
i
SGAR nu
SGAR tem
SGAR ten
Expansion Drill
Instructor: I will hurry.
Student: If I don't hurry I will be locked in the building.
718
UNIT
HEBREW
BASIC COURSE
!.
,
,

.
,
20
.
, .
B. Transformation Drill - Future to Past

Instructor: He will be locked in the building. Student: He was locked in the building
yesterday.
0 "1.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
The drill should be done in reverse, also.
) (b) Alternating root consonants b,p, k f

The pattern of root consonant alternations in the n i f 1 a l is different from that in
the kal. In the nif'al all forms have a prefix, and therefore,the handy rule about
prefixed and unprefixed forms would not be applicable.
However, if the /ni-/ of the present and past tenses is disregarded, then the rule
for the alternations is exactly the reverse of the kal. The following charts will
illustrate this more clearly.
719
UNIT
Prefixed Unprefixed
Prefixed Unprefixed
(disregard /ni-/)
yiVdok
yiBadek
ni Vdak
Badak
Future:
Past:
k/x
Future:
Past:
COURSE
Alternating first radicals (1 )

kal
nif'al
b/v
Future:
Past:
E/f
BASIC
HEBREW
22
yiFtax
yiPatax
Pa tax
yiXtov
Katav
ni Ftax
yiKatev
ni Xtav
- - - - -
- - -
.
. .
.
.
. .
.
. .
D. Transformation Drill Past to Future
Instructor: The building
You will be examined tomorrow morning.
was examined yesterday. Student: The building will be

examined tomorrow.
. ,
. .
. .
.
. .
.
.
Do this drill in reverse, also.
E. Transformation Drill - Past to Future

.
.
. .
.
.
.
Instructor: The door was opened
an hour ago. Student: The door will be opened in

an hour.
.
. .
.
.
. .
F.Substitution Drill
The following greetings are used on the Hebrew New Year, Rosh Hashana. The verb
forms are Classical Hebrew and are slightly different from the ordinary modern
Hebrew forms.
May you be inscribed for a good year.
leSana tova tikatev.
tikatevi
tikatevu
720
HEBREW
BASIC COURSE
20
tikatavna
G.Substitution Drill
come into the office, please.
. ,
(in ordinary speech the shortened forms /kanes, kansi/ etc., will often be
heard.)
721
UNIT
The following drill can be varied by leaving off the phrase /lak^xat et
hamixtavim/.
I will go into his office tomorrow to get the letters.
1.
2.
4
.
5
6.
I:
9
.
10
.
11
.
12
13
.
14
15
.
16
17
.
18
.
. 19 .
,
.
.
20 ,
21
.
.
.
22
23
.
24
25
.
1
scira
.

etmol

.
yaakov
.2
.
maxar
baboker

axSav
.

.3

hen

.4
. anu.
baavua
Seavar .
.5
.
.6
ani
.
.7
hayom
hem
.
.8
beod xodeS .
.9

.
.
at
lifney yomaim
10

.
.
hu

11

. 12
.
axSav aten .

.
baSavua haba .
13

.
ata .

14
lifney Saa .

nu
.
berega ze .
15

raxel beod ...
.
mi^pSxat
zah&vi aa
16

.
.
17
ilom .
.
yael
.
18
hayom
.

19

Affirmative to Negative
.
X. 20 Transformation Drill
Instructor: Come in, please.
.2 1
Student: Don't come in. 1'11 come out.
.
22
. . . .
.
23
)J. Expansion Drill . (Keep the tense the same in both parts of the response
24
. .
.
.
. .
25
. . .
.
.
.

26
Instructor: He went into the house.
he came right out.
.
Student: He went into the house, but
.
27
.
28
.
.
.
.
.
26
27
.
28
722
UNIT
HEBREW
BASIC COURSE
20
BASIC COURSE_______________________________HEBREW________________________________________UNIT 23
.K. Expansion Drill (Reverse of Drill j) Instructor: He came out of the house
Student: He came out of the house, but he went right bac in.
k
.
.
.
.
.
.
.
.
.
,
.
.
.
.
.
.
. Substitution-Agreement DrillI
He'll get together with David this evening.
.
- - - -
- - - -
M. Transformation Drill
Instructor: He'11 meet David this evening. Student:
He'll get together with David this evening.
.
. .
.
.
. . .
.
together with Atara in the cafe. Student: We

Atara in the cafe.
.
.
. .
723
.
.
. .
.
. .

Future to
Past
N. Transformation Drill
Instructor: We'll get
got together with
.
.
. .
.
724
HEBREW
BASIC COURSE
20
(2) Alternating second radicals
b/v
Future:
Past:
Prefixed
kal
yi&Bor
E/l
Future: Past:
k/x
Future:
nif'al Prefixed
Unprefixed
(disregard /ni-/)
yiSaVer
ni SBar
Unprefixed
SaVar
yiSPo
x
yimKo
r
yiSaFe
x
SaFa
x
ni
ni
Spax
yimaXe
r
maxa mKar
r
Some exceptions to the pattern

in the column on right ("unprefixed") have
already been noted. In Grammar
Note 195 it was noted that the second radical
is /v/, //, or /x/ if the prefix is /nee-/ or /no-/. For example:
/neexal/ "eaten"
0. Substitution-Agreement Drill The
- -
- -
glass will break.
P. Substitution-Agreement Drill The glass broke.

- - - -
Q. Transformation Drill - Future to Past

Instructor: The glass will break. Student: The glass broke.
725
UNIT
.
.
.
.
.

.
.
.
.
.
.
.
.
.
.
.
726
HEBREW
BASIC COURSE
20
UNIT 23_______________________________HEBREW_______________________________BASIC COURSE
R. Transformation Drill
Instructor: Be careful that you don't break the glass. Student: Be careful that
the glass doesn't get broken.
.
.
.
.
.
.
.
.
This drill may be varied by putting the first part in the feminine or plural:
.
S. Substitutions-Agreement Drill
The house will be sold by tomorrow.
.
- - -
- - -
T. Substitution-Agreement Drill
The house was sold before 1 got there.
.
- - - -
- -
U. Transformation Drill - Future to Past

Instructor: The tickets will be sold today.
Student: The tickets
have already been sold.
.
. . -: .
.
. .
. reverse, also.
Do this drill in
V. Transformation Drill
Instructor: They have sold the vegetables already. Student: The vegetables have
already been sold.
727
UNIT
.
.

.
.
.

.
9
W. Transformation Drill
Instructor: He will sell his house. Student: His house will be sold.
.
.
.
.
(c) Verbs with first radical r, x, ( ) , or h

If the first root consonant of the verb is r, x ( ) , or h then the vowel of the
prefix in the infinitive, imperative and future is /e/7 rather than /i/. Examples are:
/
/
/
/
/
In
tense
/ni-/.
leheraSem/ "to be recorded" /yeraSem/ "it will be recorded"

/lehera'ot/ "to be seen" /yera'e/ "he will be seen"
lehexa&ev/ "to be considered" /yexaSev/ "he will be considered"
lehe* axel/ "to be eaten" /ye'axel/ "it will be eaten"
lehe'asot/ "to be done" /ye'ase/ "it will be done"
lehehanot/ "to enjoy" /yehane/ "he will enjoy"
(See 24.4(c), p.282)
Grammar Note 19-5 it was noted that the present and

past
than
prefix of the last three types is /ne-/, rather
X. Substitution-Agreement Drill The bread will be eaten first.

- - - - -
- - -
- -
Y. Substitution-Agreement Drill
728
HEBREW
BASIC COURSE
20
The cheese was eaten first.
729
UNIT
HEBREW
BASIC COURSE
20
DD. Transformation Drill - Future to Past

Instructor: You'11 look better after the vacation. Student: You looked better
before the vacation.
.
.
.
.
.
.
.
,
.
.
.
.
.
.
.
.
.
.
.
.
(e) Verbs with first radical Y
If the first root consonant (as listed for the kal) is y .< then it occurs as v
(spelled ) in the nif1al. In the present and past tenses the forms begin
with /no-/. See Grammar Note 195< part 1(e): /nolad/ "born"
In the infinitive, imperative, and future this root consonant is pronounced /v/
and the vowel pattern is the same as with regular verbs. For example:
/yivaled/ "it will be born" root yld

/yivada/ "it will be known" root yd'
(The future tense of these verbs will not be drilled here, but the drills on
the past tense in Unit 19 may be reviewed.)
The following are drills on the nif'al of various verbs which have occurred in
the text.
EE. Expansion Drill

Instructor: Speak louder.
Student: Speak louder; then you'll be heard better.
. . .
.
.
.
.
730
UNIT
BASIC
UNIT
HEBREW
COURSE
the play over? Student: What time will the play

?be over
?
?
?
?
22
?
?
?
?
FF. Transformation Drillpast to Future
GG. Substitution-Agreement Drill
Instructor: What time was
Moshe is being careful not to break the glasses.
.
.1
.2
.3
.4
.5
.6
.
.8
.9
.
10
.
11
.
12
.
13
.
14
.
15
.
16
.
17
.
18
.
19
.
20
.
21
.
22
.
23
.
24
.
25
.
2.
6
.
27
.
28
.
.
.
.
.
.
.
.
.
.
hayom
dalya
etmol
aten
hayom
maxar
27 haxayalim
28 hayom
.
731
raxel
etmol
atem
ax&av
hem
maxar
hen
etmol
hu
maxar
anu
mar keispi
etmol
SoSlina
maxar

hem
hayom
miSpaxat alon
etmol
ata umoSe
1.
2.
3
4.
5
6.
7
8.
9
10
.
11
.
12
.
13
14
.
15
16
.
17
18
.
19
20
.
21
22
.
23
24
.
25
26
.
UNIT
HEBREW
22
HH. Substitution-Agreement Drill
I will be sent to Israel next year.
732
BASIC
COURSE
UNIT
HEBREW
BASIC COURSE
20
.1 ?
.2 ?
.3 ?
.4 , ?
.5 ?
.6 ?
: , . :
. . :
, . : ,
.
: . :
. . :
. : ! .
733
UNIT
HEBREW
BASIC COURSE
20
. : . .
: ?
: .?
: .
:! .
734
HEBREW BASIC COURSE
: ? :
. ? :.
. :
. :
.
: , .
. : .:
. .
: . .
: . :
? . :,
.:
, .
: .
: ? :
.
735
UNIT 22
UNIT
28
HEBREW
BASIC COURSE
24.1 Discussing the Show

Come, let's go
to the Kasit
and get a cup
of coffee.
(name of a
coffee
shop)
ATARA
bou nigaS
lekasit
veniSte
kos kafe.
kasi
t
DAVID
Good
idea
.
We'
11
see
the
acto
rs
ther
e.
pla
yer
,
act
or
pla
yer
,
act
res
s
r
a
a
y
o
n
t
o
v
.
n
i
r
'
e
S
a
m
e
t
h
a
s
a
x
k
a
n
i
m
.
sax
kan
(m)
sax
kan
it
(f)
YONATAN
Atara,
atara,
how did you enjoy
ex nehenet
the performance?
mehahacaga?
he enjoyed,
deri
ved
bene
fit
nehen
a
ATARA
I
had
a
ver
y
goo
d
t
i
m
e
.
T
h
e
s
t
a
g
e
736
HEBREW
BASIC COURSE
se
tti
ng
was
won
der
ful
,
and
the
act
ors
wer
e
goo
d.
a
n
i
t
i
f
o
r
a
h
a
y
t
a
st
ag
e
se
tt
in
g
wo
nd
er
fu
l,
fa
sc
in
at
in
g
m
e
o
d
m
a
k
s
i
m
a
,
v
e
h
a
s
a
x
k
a
n
i
m
h
a
y
u
t
o
v
i
m
.
tif'ora
(f)
maksim
(m.s.)
n
e
h
e
n
e
t
i
.
h
a
YONATAN
d
etail
especi
ally
g
a
m
a
n
i
n
e
h
e
n
e
t
i
.
b
i
f
r
a
t
m
i
m
i
737
UNIT
20
UNIT
28
HEBREW
prat
( m)
ryam
narkis
.
I
'
m
o
o
)
n
o
t
l
o
w
.
c
r
a
z
y
a
b
o
u
t
h
e
r
.
S
h
e
'
s
o
l
d
,
a
n
d
h
e
r
v
o
i
c
e
i
s
(
t
v
e
h
a
k
o
l
he
went
crazy
after
me old
low
,
sho
rt
(he
igh
t)
DAV
ID
S
e
l
a
n
a
m
u
x
.
hi^tagea
axaray zaken
(m.s. namux
(m.s.
a
n
i
l
o
m
i
S
t
a
g
e
a
a
x
a
r
e
h
a
.
h
i
z
k
e
n
a
BASIC COURSE
738
BASIC COURSE
HEBREW
UNIT
20

.
ATARA
You're sorry that you
went?
he regretted
hitxare
t
ata
mitxaret
êhalaxta?
739
UNIT
28
HEBREW
BASIC COURSE
DAVID
No,
.
I would
have
enjoyed
B
u
t
l
o
.
I
w
o
u
l
d
a
x
h
a
i
t
i
h
a
v
e
n
e
h
e
n
e
e
n
j
o
y
e
d
y
o
t
e
r
b
e
t
t
e
r
m
i
s
e
r
e
t
a
g
o
o
d
t
o
v
.
haiti
nehen
e
m
o
v
i
e
ATARA
Y
o
n
a
t
a
n
,
I
740
HEBREW
BASIC COURSE
'
m
s
u
r
e
t
h
a
t
y
o
u
r
p
a
r
e
n
t
s
w
o
u
l
d
h
a
v
e
e
n
j
o
y
e
d
t
h
e
s
h
o
w
v
e
r
y
m
u
c
h
.
sure, certain
y
<
5
n
a
t
a
n
,
a
n
i
b
t
u
x
a
S
e
h
a
h
o
r
i
m
S
e
l
x
a
h
a
y
u
n
e
h
e
n
i
m
741
UNIT
20
UNIT
28
HEBREW
BASIC COURSE
a
c
a
g
a
.
batua
x
(m.s.
)
m
e
o
d
m
e
h
a
h
YONATAN
Yes,
it's
too
bad
that
ken,
xaval
this
was
Sezu
hayta
the
last
perfor
mance.
hahaca
ga
haaxro
na.
.
742
it'
s
too
bad
tha
t
HEBREW
BASIC COURSE
UNIT
xav
al
Se
this
zu (f)
24.2
ADDITI
ONAL
VOCABU
LARY
T
h
e
w
a
h
e
T
l
i
s
h
o
w
I
h
e
L
h
e
L
h
e
h
a
h
h
i
l
x
a
h
h
i
b
h
i
b
w
a
s
b
o
r
i
n
g
.
h
e
b
o
r
e
d
(
s
.
o
.
)
743
20
UNIT
28
HEBREW
BASIC COURSE
o
n
i
t
k
a
r
e
v
l
a
b
a
m
a
.
hitka
rev
bama
(f)
744
UN"24
__________________
BASIC COURSE
_HEBREW
24.3 VOCABULARY DRILL

"/zaken/ "aged
)(in the feminine and plural forms the initial cluster /zk-/ is pronounced /sk-/
He's not so old.

7
- - .
"B. Substitution-Agreement Drill /namux/ "short, low

.
The table is low.
- - -
C Substitution-Agreement Drill
I'm sure it's aii right.
- - - - -
D Expansion Drill
Instructor: The Dan Hotel is on Hayarkon Street.
Student: I'm certain that the Dan Hotel is on Hayarkon Street.
! .
.
6
.
9

.

.
.
2
.
3
.
4
.
5
.
6
745
UNIT
28
HEBREW
The instructor may vary this drill further by having

the students respond with plural forms /cinu btuxim/
or /anu btuxot/, or by varying the subject in the
response sentence. For example: /xana btuxa Sehialon
dan nimca birxov hayarkon.E. Substitution Drill
/axarey/ "after"
They arrived after me.
746
BASIC COURSE
UNIT 27
BASIC COURSE HEBREW

F. Expansion Drill

.
.
.
.
.
.
.
.
.
.
.
Instructor: I arrived first.

Student: I arrived first and they came after me.
. .
. .
. .
. .
. .
747
UNIT
28
HEBREW
BASIC COURSE
24.4 VERB DRILLS

(a) /nigaS/ "he approached"
This verb is unusual in that it is conjugated in the kal in the infinitive
imperative, and future, and in the nif'al in the present and past tenses. The
infinitive is /lageSet/ .
A . Substitution Drill Come to the window. (Some speakers

.
say / geS, geSna /)
B Transformation Drill - Future to Past

Instructor: He'll come to the embassy.
Student: He came to the embassy.
. .
. . .
. .
.
C. SubstitutionAgreement Drill She is
- - -
- -
coming to the window.
(b) /)
i'amem/ "he bored (some one)"
The root of this verb has four consonants S'mm.

All forms of this
verb have the consonant sequence / -'m-/, and therefore the /a/ is inserted. The
juncture /'/ is often replaced by a smooth transition: /Siamem/ as well as / i
amem/.
Don't bore us so much.

748
.
.
.
.
.
.
.
UNIT 27
BASIC COURSE HEBREW

)
(
)
(
()
)
(
If you
contin
ue
this
way,
you'll
bore
them
to
death.
)
(
)
(
()
p. Substitution-Agreement Drill
He's very
boring.

- -
G
Substitutio
n-Agreement
Drill I
think you
bored them.
- -
-
-
-
- -
(c) /nehena/ "he enjoyed"

Most speakers conjugate the
infinitive and future tense of
/nehena/ in the kal instead of in
the nif'al. The difference is
mainly in the vowel of the
unstressed syllable.
Infinitive:
Future: 1 s.
m.s. tehene
etc.,
lehenot
ehene 2
kal
nif
'al
etc.,
749
lehehano
t
ehane
tehane
28
HEBREW
BASIC COURSE
UNIT
H
Substit
utionAgreeme
nt
Drill
'You
ll
enjo
y
the
hike
very
much
.
- - -
- -
-
750
you enjoy the

movie? Student: I
enjoyed the movie
very much.
?
J.
Response
Drill
Instruc
tor:
How did
UNIT 27
BASIC COURSE HEBREW
24.5 The hitpa'el Conjugation

In English the distinction between transitive and intransitive verbs, between
active, passive, and reflexive verbs is often made by changing the structure of the
sentence rather than the form of the verb. For example, in the sentences "He cooled the
coffee" and "The coffee cooled" the verb forms are identical, but in the first sentence
there is a subject-verb-object construction, and in the second sentence just a subjectverb construction. The verb in the first sentence is usually said to be "transitive",
that is, having a direct object; and the verb in the second is said to be
"intransitive".
Sometimes the verb forms are quite different and without any obvious relationship. For example, "to bring (something) near" and "to approach" do not show any
overt relationship, though the latter may be paraphrased as "to bring oneself near".
This latter construction is said to be"reflexive."
In Hebrew the intransitive, reflexive and passive counterparts of verbs are often
conjugated in the hitpa'el.
/kibel/
/hitkabel/
"he accepted"
"he was accepted"
/ciref/
/hictaref/
"he joined (two things together)"

"he joined (himself to other people)"
/Sina/
"he changed (something)"
/hiStana/ "he changed, became different"
The characteristic feature of this binyan is the prefix /hit-/. In the future and
present tenses the /h-/ is dropped after other prefixes.
There are no root consonant alternations in the hitpa'el .
Infinitive
:
Future:
Present:
m.s.
f.s.
le hit kaSer
1 s.
2 m. s.
3 m.s.
3 f.s.
1 pi.
2 f.pl.
3 f.pl.
m it kaSer
m it kaSer et
e
t
i
t
i
t
i
t
i
t
i
t
i
t
2 f.s. t it kaSr i
kaSer
kaSer
2m.pl. t it kaSr
u
3m.pl. y it kaSr
kaSer
kaSer
kaSer
kaSer na
ka&er na
m.pl. m it kaSr im
f.pl. m it kaMr ot
751
UNIT
28
HEBREW
BASIC COURSE
Some verbs have the prefix /nit-/ in the past tense. These verbs are more clearly
the passive counterparts of pi'el verbs, but there is no general rule for predicting
which verbs will have /nit-/ instead of /hit-/.
1 s.
2 m.s.
2 f.s.
3 m. s.
3
1 pi. f.s.
2 m.pl.
2 f.pl.3
PI .
hit kaSar
hit kaSar
hit kaSar
ti
ta
t
hit kaSer
hit kar a
hit kaSar nu
te
m
hit kaSr
hit kaSar
te u
n
/mina/ "he
hit kaSar
appointed"
/nitmana/ "he was appointed"
Some verbs have either possibility, depending on the context: /hitkabel/ "he was
received" /nitkabel/ "he was received"
/hitkabel/ is usually followed by a prepositional phrase such as "at the
university, for an interview, etc.," and /nitkabel/ is usually followed by /al yedey/
"by" : /hu nitkabel al yedey hamenahel/ "he was received by the director."
Verbs which have the stem vowels /-o-e-/ in the pi'el will have /-o-e-/ in the
hitpa'el, also.
/konen/ "he established"
/hitkonen/ "he set himself up (to do something)"

The /t/ of the prefix coalesces with a first radical t or d.
(b) Verbs with first radical s, c, z
When the first root consonant is s, or c, then the /t/ of the hitpa'el prefix
follows it:
/his tader/ "he got along"
sdr
/hig tagea/ "he went crazy" /hi_taref/ "he joined"

[Note that the /t/ of the prefix is spelled when preceded by /c/ J
When the first root consonant is z then the /t/ of the prefix not only follows
the /z/ but becomes /d/:
/hiz__damen/ "he had the opportunity" /hiz daken/ "he
grew old"
]
1 was impressed by their program of s
t
u
d
i
e
s
.
752
HEBREW
UNIT 24
.
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
.
9
.
1
0
.
1
1
.
1
2
.
1
3
BASIC
COURSE
ani
hem
at
anu
hu
ata
atara
iSti veani
hayoec
hatalmidim
hamenahel veata
at vedalya
atem
B. Substitution-Agreement Drill
(Use the underlined words as cues.) I think
you'11 regret it if you don't go.
753
C. Expansion Drill
Instructor: Tell him when you're going.

Student: Tell him when you're going, and
he'll join you.
754
.
.
.
7
7 .
.
HEBREW
BASIC
COURSE
He calls his family
every evening.
UNIT 24
- -
-
(c) lamed hey verbs in the hitpa'el

In the past tense the first and second
person forms have the vowel /e/ before the
pronoun suffixes:
/hiStane'ti/ "I changed"
lehiStano
t
755
Infinitive:
Future: 1 s.
eStane
2 m.s. tiStane, etc.
Present: m.s. miStane
Past:
f.s. mi&tana, etc. (Many speakers use

the f.s. form /miStanet/)
hiStaneti, etc.
3 m.s. hi&tana 3 f.s. hiStanta 3 pi hiStanu
756
UNIT 24______________________________________HEBREW
BASIC COURSE
E Substitution-Agreement Drill
You haven't changed a bit.
.
- - -
- - -
They will be appointed to the Embassy in Tel Aviv.
.
- -
- - - -
G.Transformation Drill - pi'el to hitpa'el

Instructor: The program didn't
interest me. Student: I wasn't
interested in the program.
.

.
.

.

H Transformation Drill
Instructor: I was cold
outside. Student: I caught
.cold outside
.
.
.
.
.
.
.
.
757
Instructor: We were tired from the

hike. Student: We got tired hiking.
.
.
.
.
.
.
758
, .
.
.
BASIC COURSE_________________________HEBREW________________________________UNIT 24
J. Transformation Drill
Instructor: The director will receive him tomorrow.
Student: He will be received tomorrow.
. .

. .
. .
, . .
. .
.

.

Instructor:School bores me.

I get bored in
Student:
school.
.
. .
.
.
.
K. Transformation Drill - pi'el to hitpa'el

.
G O away from the window.
M. Expansion Drill
Instructor: I'm going out for a walk.
Student: I'm going out for a walk, but I won't go far from the house.
, .
.
,

,
. ,
.
, .
.
,
N. Expansion Drill
Instructor: I don't let him go out.
Student: I don't let him go out because he goes far from the house.
759
UNIT
28
HEBREW
BASIC COURSE
0. Expansion Drill
Instructor: We didn't see the ship.

Student: We didn't see the ship until we came close to the port.
.
.
.
.
. ,
24.6 verbal Noun of the hitpa'el

The verbal noun of the hitpa'el has the pattern /hitC!aC2C3Ut/.
/hitra&mut/ "being impressed"
/hitkarvut/ "approaching"
/hitraxakut/ "estrangement"
These nouns are feminine and have the plural pattern /hitC!aC2C3uyot/.
/hitkaSruyot/ "relations, connections"
/hitraSmuyot/ "impressions"
When the first root consonant

prefix follows.
/hictalvut/
/hizdamnut/
is s^, S, , or z
the /t/ (or /d/) of the
"intersection"
"opportunity"
760
UNIT 27
BASIC COURSE HEBREW
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 ?
.7 ?
.8 , ?
.9 ?
: . : ?
: . : .
: .
: ,? : . :
?
: . : .
: . . . :
.
: . : . . :
. :? .
: . :
. : . . :
.
: . : ? .:
, . :? ? : . ,
.
761
____________UNIT 27
___________________
HEBREW________BASIC
COURSE
: . :
. .:
, . :
.
: .
: .
. : .:
. . .
762
UNIT 27
BASIC COURSE HEBREW

25.1 Leaving the Cafe
ATARA
David,
Le
t'
s
go
ho
me
.
It
's
la
te
.
davi
d,
bo
nele
x
haba
yta.
kvar
meux
ar.
(to
)
hom
e
hab
ayt
a
DAVID
Wait a
while. I
want to
drink
another cup
of coffee.
xaki rega.
ani roce
liStot od
kos kafe.
763
UNIT
28
HEBREW
BASIC COURSE
ATARA
No. Come. We have to get up early tomorrow.
YONATAN
You're
leaving
already?
It's
still
early.
atem
kvar
holxim?
od
mukdam.
ATARA
.
.
lo. bo. carix

lakum maxar
mukdam.
What do you mean 'early' It's midnight.

midnight
YONATAN
I'm
going
to
stay a
while
longer
.
Maybe
I'11
meet
some
friend
s.
ani
eSa
er
od
kca
t.
ula
y
efg
o
S
x
a
v
e
r
i
m
.
he
st
ay
ed
fr
ie
nd
ma mukdam'.
kvar xacot.
xacot
niS'ar
xaver
(m)
DAVID
764
!?
BASIC COURSE HEBREW
As you wish.
How much is the bill?

bill, account
UNIT 27
kirconxa. ma
haxeSbon.
xeSbon
YONATAN
Don't worry. It's
on my bill.
he worried
al tid'ag ze al
xeSboni.
da' ag
(m
)
.
.
765
UNIT
28
HEBREW
BASIC COURSE
y6natan. DAVID
leyl
menuxa.
menuxa
(f)
Thank you very

much. So long,
Yonatan. Sleep
well.
rest
toda raba. Salom
YONATAN
Good
night
.
Thank
s for
the
pleas
ant
compa
ny.
layla
tov
laxem.
toda
nig
ht
com
pan
y
25.2
ADDITIONAL
VOCABULARY
It's 3
o'clock in
the morning.
near,
before
a
v
u
r
h
a
x
e
v
r
a
h
a
n
e
i
m
a
.
layla
dawn.
I'm tired.
tired
I want to
sleep.
Pleasa
he
nt
slept
dreams
I'm falling
.
asleep.
d
he fell
r
asleep
e
a
I'm dozing.
m
he
dozedhaSaa SaloS
1ifnot boker.
I wake up at
lif
h
e
w
o
k
e
u
p
d
a
w
n
(m
xevra
(f
not
ani
a
y
e
f
.
a
y
e
f
(
m
.
s
.
)
ani roce
liSo
n.
yaSa
n
766
UNIT 27
BASIC COURSE HEBREW
ani nirdam.
nirdam
ani
menam
nem.
nimnem
ani mit'orer
im Saxar.
hit'orer
Saxar (m)
xalomot
neimim.
xalom (m)
.
&

A.Substitution-Agreement Drill /xaver/
"friend"
He's a good friend of ours.

.
-
-
B.Substitution-Agreement Drill /ayef/

"tired"
Are you tired?

?
767
UNIT
28
HEBREW
BASIC COURSE
768
UNIT 27
BASIC COURSE HEBREW
25.4 VERB DRILLS

(a) /niS'ar/ "he remained"
The vowel /a/ is inserted in forms which

would otherwise have the sequence /-,r-/: For
example: f.s. imv. /hiSa'ari/.
Stay here. I'll go.
.
B.Substitution-Agreement Drill
HOW MUCH longer will we stay?
?
She stays late every Monday and
Thursday.
.
1
- - - -
D.Transformation Drill - Future to Past

Instructor: I'll stay a little while
longer. Student: I stayed a while
longer and then I left.

.

769
.

.
.
.
UNIT
28
HEBREW
BASIC COURSE

.

.

.

.

.

.

.
(b) /da'ag/ "he worried"
The second root consonant of this

verb i s
' _ ,
also. The future
stem vowel is /a/ - /tid'ag/. The
infinitive is /lid'og/.
E. Substitution Drill
Don't worry about us.
.
F.
Substitution-Agreement
Drill
He worries about
each and every
student.

.
-
- -
770
UNIT 25
HEBREW
G. Transformation Drill - Future to Past
.

.
.

.
.

.
Instructor:
I'll see about
getting
the
tickets.
Student: I took
care of getting
the tickets.
(c) /yaSan/ "he slept"
The future of this verb has the stem

vowel /a/ and is regular except for a couple
of minor features: The prefix and first root
consonant sometimes coalesce: /tiySan
tiSan/. This difference is hard for an
English speaker to hear and is unimportant,
anyway. The first person singular is /iySan/
"I will sleep".
The present tense is /yaen/, and the
feminine is /yeSena/. This is similar to
/sameax *
smexa/, which has been treated
as an adjective. Many speakers, however, use
the present tense forms /yoSen~ yoSenet/
based on analogy with other kal verbs.
He will sleep at the

a
h
a
i
771
BASIC COURSE
BASIC COURSE
28
HEBREW
UNIT
- -
-
- - -
-
- -
-
she slept aii night.

.
- -
- -
(
d
)
/
n
i
r
d
a
m
/
"
h
e
772
UNIT 25
HEBREW
f
e
l
l
a
s
l
e
e
p
"
K
.
E
x
p
a
n
s
i
o
n
D
r
773
BASIC COURSE
BASIC COURSE
HEBREW
28
UNIT
i
l
l
Instructor: Give him some rest.

Student: Give him some rest; he'11 fall
asleep right away.
.
.
.
.
. .
.
.
. .
.
.
774
UNIT 25
HEBREW
BASIC COURSE
L. Expansion Drill
Instructor: He studies the whole night.
Student: He studies the whole night,
and in the morning he
falls asleep in class.

.

.

.

.
M. Expansion Drill
Instructor: I was bored.
Student: I was bored and fell asleep.
,
.
.
Wake up, it's late '.
(e) /hit'orer/ "he woke up" N.

Substitution Drill
,

0 Expansion Drill
Instructor: I don't have an alarm clock.
Student: I don't have an alarm clock, but
I get up early anyway.
.
,
. .
P. Response Drill
Instru
ctor:
When
did
you
get up
this
mornin
g?
Studen
t: I
got up
at
dawn.
775
BASIC COURSE
HEBREW
28
UNIT
.
?
.
?
? .
?
.
776
BASIC COURSE HEBREW
UNIT 27
25.5 The hif'il conjugation

The hif'il conjugation has the basic meaning "to cause (whatever the root
means] to happen". This is evident to an English speaker in many cases:
"h
e
causative
meaning is
/hif il/
"h
not apparent either because the
e
English translations of the
/yada/
"h
roots in various conjugations
e
are so different or because the
/hodia/
"h
causative meaning has changed
in Hebrew itself.
e

/gadal/
"h
The pattern of the hif'il
e
is comparatively simple. The
/higdil/
"h
characteristic feature is a
prefix of the form /h-/ or the

e
infixed vowel /i/ or both, as

/katav/
"h
in
the
e
ran"
name
/hixtiv/
"h
/hif'il/
e
"he
caused
to
r
u
n
"
itself.
/axal/
"h

In the
e
/he"exil/
"h
e
/rac/
"h
e
/heric/
"h
e
past tense the prefix is /hi-/, /he-/, or /ho-/ depending on the consonants of
the root. These prefixes were described in Grammar Note 17.7 and the student
should review them at this point.
In other cases, however, the
/pa'al/
In the infinitive, imperative, future, and present the vowel of the prefix is
/a/, except for pey yud verbs, such as yd', in which case the prefix vowel becomes
/o/ : /yodia/ "he will inform."
The stem vowel /i/ is not dropped in any of the suffixed forms of the
hif'il. Except for the present tense, the suffixes are not stressed.
(a) General pattern of the hif'il
(Note the stem vowel /e/ in the underlined forms.)
Infinitive:
le
hamSix
777
UNIT
28
Future:
HEBREW
m.s
.f.s.
hamSex
hamSIx
1 s.
amSix
2 m. s.
1 pi.
2 m.pl.
2 f.s.
3 m. s.
y amSix
3 m.pl.
t amS
ix
m amSix
f.pl.
m.s.
f.s.
Past:
f.pl.
t amS
ix
t amSix i
3 f.s.
Present:
BASIC COURSE
m
amSix
2 f.pl.
...
m.pl.
f.pl.
hamSix u
hamSex na
n
amSix
t
amSIx
t
amSx
amSix
t
amSex
m amS
ix
m
amSix
na
na
im
ot
'
3 1 s.
f.s.
himSix
himSax ati
2 m.s.
himSax ta
2 f.s.
3 m.s.
himSax t
himSix
!-I.
1
2 m.pl.
2
f.pl.
3 pl-
himSix
nu
himSci
x
himSax
himSix
tem
ten
u
If the first radical is n, then the n is dropped in the hif'il. (similar dropping
of a radical n was noted for the nif'al).
/yakir/ "he will recognize" - root nkr
/yagia/ "he will arrive"
- root ng'
Occasional variations from the above pattern will be heard, for example, /mekir/
"knows" as well as the regular /makir/.
Start speaking. Everybody is waiting.
. .
1'n start speaking Hebrew when 1 get there..

- - - -
- - -
- - -
C. Transformation Drill - Future to Past

Instructor: I'll start working as soon as I get there. Student: I
started working as soon as I got here.
.
.
778
UNIT 27
BASIC COURSE HEBREW

D. Substitution-Agreement Drill.
starts working at 9 : 0 0
- - -
we'll move up the meeting to 3 : 0 0 .
.

F. - - - - - - - -
Instructor: He comes early every day.
Student: Every day he comes earlier (than the day before).
.
.

.
.
.
. .
.
G. Transformation Drill - Future to Past

Instructor: I'll go to the office early this
morning. Student: I got to the office early this
morning.
.
.
.
.
.
.
.
.
.
.
. .

H. Transformation Drill - Future to Past
*
when to go. Student: I haven1t yet

decided when to go.
.

.
.
.
.
.
779
Instructor:
1'11 decide
(b) Verbs with first radical
UNIT
28
HEBREW
BASIC COURSE
In the past tense the forms of these verbs begin with /he'e-/; For
example:
/he'exil/ "he fed"
In the other tenses the forms begin with /ha'a-/ or /-a1 a-/ if
there is a pronoun prefix. For example, /ha'axel/ "feed" (m.s. imv.)
/ya" axil/ "he will feed."
There is no difference between verbs spelled with or in this
respect.
780
BASIC COURSE HEBREW

Imperative:
Future:
Infinitive:
m.s.
1 s.
2 m.s.
Present:
m.s.
Past:
1 s.
m. s.
f.s.
3 pi.
ha
axel
a
t
a
m
a
he
axil
axil
he
he
he
axil
exal t
i
exil
exil a
exil u
UNIT 27
le ha'axil
f.s.
ha1axil
etc.
1
1
2
etc.
f.s.
t a'axil i
etc.
etc.
J
.
.
.
.
.
j. Transformation Drill Future to Past
Feed the children. They're hungry.
Instructor: She'11 feed the children.

Student: She fed the children.
.
.
.
.
.
.
K. Transformation Drill
Instructor: He eats at my house. Student: I give him to eat.
.
,
,
.
,
.

.
.
.
Put the table over here.

.
- - - -
? -:
- - -
He'11 put the table near the window.
!; . ?
781
UNIT
28
?
?
?
N. Transformation Drill Future to Past
HEBREW
BASIC COURSE
Instructor: Where will you put the coffee?

Student: Where did you put the coffee?
?
?
?
?
?
782
UNIT 27____________
___________________
HEBREW________BASIC
(c) Verbs with first radical b, p, k, ( )

If the first radical is b, p, or k ( )then
it occurs
as /v/, /f/, or /x/ throughout the hif'il conjugation.
COURSE
/hivdil/ "he distinguished"

/hif'il/ "he caused to operate"
/hixtiv/ "he dictated"
0 Transformation Drill
Instructor: My clock isn't
working. Student: I'11 start
the clock.
. .
. . .
.
!
P. Transformation Drill
Instructor: My clock is working now.
Student: I started the clock.

;

. -
.

. .
.
-
.. cn .

- _

.

.
.
.

Q. Transformation Drill
Instructor: I'11 write a letter for
him. Student: He111 dictate a
letter to me.
783
_
.
28
HEBREW
BASIC COURSE
j
.

784
UNIT
BASIC COURSE HEBREW
UNIT 27
Do this drill in reverse, also.R.

Instructor: I wrote a letter for him.
Student: He dictated a letter
:ro
Do this drill
.
to me.
.
. . .
.
. . .
.!

Instructor: Do you write letters?

Student: No, I dictate them.

?
?

/he'evir/
/he'efil/
/he'exil/
"he
/hovil/
/hofia/
/hoxiax
/
in reverse, also.
.S. Response Drill
. ,
,
, .
, .
.
(d) verbs with second radical b, p,

k (
or k ( )then it occurs as /b/, /p/, or /k/
If the second radical is

throughout the hif'il conjugation.
b,
/hisbir/ "he
explained" /hispik/ "he
had an opportunity"
/hizkir/ "he reminded"
However,
if
the
first
radical is or (spelled second 2
radical occurs as /v/, /f/,
or

/x/.
brought over"
"he darkened"
"he fed"
in the hif'il) then the
"he transported"
"he appeared"
"he proved"
T. Substitution Drill
785
UNIT
28
HEBREW

,
.
(The
sequence
assimilated
to
/-sb-/
is
/-zb-/).
Explain it to me, please.
786
BASIC COURSE
UNIT 27
BASIC COURSE HEBREW

U. Transformation Drill
Instructor: He knows about it.

Student: He'll explain it to us.
>.P
.
.
.
.
.
.
V. Expansion Drill
Instructor: I read the story.
Student: I read the story and
explained it to them.
.

.
onAgreement
Drill I'11
bring over
the books.
787

.
-
- - -
- -
W.
Substituti
UNIT
28
.
-
-
-

HEBREW
X.
Substitut
ionAgreement
Drill
David
brought
over the
books.
(e) lamed hey verbs in the hif'il.

In the past tense of lamed hey
verbs the vowel preceding the pronoun
suffixes is /e/: /hifneti/ " I
t u r n e d " - . The rest
of the conjugation has the typical
pattern of such verbs.
788
BASIC COURSE
UNIT 27
BASIC COURSE HEBREW

Infinitive:
Imperative:
l
e
hafnot
m.s.
hafne
1 1
f.s.
Future:
1 s.
2 m. s.
af ne
tafne
2 f.s.
Present:
m.s.
mafne
f.s.
Past:
1 s.
hifneti
etc.
3 in. s.
pi.
3
hif na
hifnu
haf ni
etc.
tafni
etc.
maf na
etc.
1 1
3 f.s.
hifneta
Y. Substitution Drill
Turn your face to the
audience.
()
()

.
()
()
()
Z. Substitution
Drill Show me your
hands.
AA. Substitution Drill

Bring up the books to the third floor.
BB. Substitution-Agreement Drill

1 1 1 show him the way.
.
- - - -
- - - - -
CC. Transformation Drill - Future to Past

Instructor: 1'11 show him the way. Student: I showed him the way.
789
28
HEBREW
BASIC COURSE
UNIT
. . . .
. . . .
DD. Expansion Drill

Instructor: The tourists come to him.
Student: The tourists come to him, and he shows them the city.
.

.

.

.

790
BASIC COURSE HEBREW
UNIT 27
(f) ayin vav verbs in the hif'il

In previous units these verbs have been described as having only radicals, with a
vav ( )or yud ( ) supplied to make three radicals for dictionary listings.
In the hif'il the pattern of these verbs is the same as verbs with three radicals
except that in the present and past tenses the prefix vowel is /e/.
If the first radical is b, , or k ( > ) then it occurs as /v/, /f/, or /x/
just as with verbs with three radicals.
/hevin/ "he understood"
/hefic/ " he spread"
/hexin/ "he prepared"
Infinitive:
Imperative:
Future:
Present:
Past:
le havin
m s.
.
f s.
.
1 s.
Root
haven
m.pl.
havin
havin i
f.pl.
haven
na
avin
1 pi.
n
avin
t
2 m. s.
t avin
2 m.pl.
2 f.s.
t avin i
2 f.pl.
3 m.s.
y avin
3 m.pl.
3 f.s.
t avin
3 f.pl.
m.s.
m evin
m.pl.
f.s.
m evin a
f.pl.
1 s.
2 m.s.
2 f.s.
hevan ti
he
ta
van
hevan t
3 m.s.
hevin
3 f.s.
hevin a
avfn
t
aven
y
avfn
t
aven
m
evin
na
ot
na
im
1 pi.
2 m.pl.
evin
hevan
hevan
2 f.pl.
hevan
ten
pi.
hevin
nu
tem
EE. Expansion Drill

Instructor: Explain it to him.
Student: If you explain it to him well, I'm sure he'll understand.
. HT
. DT
.
.
..
PP. Expansion Drill
Instructor: You explained it to him very well.
Student: You explained it to him very well but he still didn't understand.
791
28
HEBREW
BASIC COURSE

GG. Substitution Drill
UNIT
,
.

.
.
Prepare the food, we're starved.
HH. Substitution-Agreement Drill
- - - -
- - - -
?Who will prepare the meal
II. Substitution-Agreement Drill

They prepared a banana split
exactly as in America.
- - - - -
-
.
- 1 -' -
- - -
JT. Substitution-Agreement
Drill I put up the house.
KK. Transformation Drill - Past to Future

Instructor: I put up the house. Student: I will put up the house.
. ?

. ,
. .
? . .
.
.
.

.
.
.
.
. .
. .
.
. .
Transformation Drill - Past to Future (The vowel

preceding the suffix in the first and /heveti/ "I
792
second person forms is /e/:

. Grammar "filled
UNIT 27
BASIC COURSE HEBREW

Cf. /mileti/ brought".
)"1 Note 21.6c
Instructor: I brought the
chalas for Shabbat.
Student: I'll bring the
chalas for Shabbat.
793
UNIT 27____________
___________________
HEBREW________BASIC
COURSE
25.6 Verbal Nouns of the hif'il

There are two verbal noun patterns of the hif'il:
a)heCiC2eC3 - /hesber/ "explanation"

/hemSex/ "continuation"
These nouns are masculine, and their plurals end in /-im/ :
/hesberim/"explanations"
b)haC1C2aC3a - /hatxala/ "beginning"
/hazmana/ "invitation"
/hagzama/ "exaggeration"
/haxlata/ "decision"
/hakdama/ "introduction"
/hoda'a/ "announcement"
/havana/ "understanding"
/haxana/ "preparation"
These nouns are feminine and their plurals end in /-ot/:
/hatxalot/"beginnings"
Some verbs have nouns of both types:
/heker/ "indication"
/hakara/ "recognition"
As with the verbal nouns of the other binyanim it is difficult to predict which type
will occur or what its precise meaning will be.
Some of these verbal nouns occur only in stereotyped expressions:
/behexlet/"certainly"
/behekdem/"as soon as possible"

The verbal nouns of lamed hey verbs usually have /'/ ( )as the third radical:
/ha*ala'a/"promotion"
Instructor: He began yesterday. Student: The beginning was yesterday.
. . .
.
.

.
. .
. .
Instructor: He explained it yesterday.
Student: I didn't like the explanation.
. .
. .
25-7 The hof'al Conjugation
The passive of the hif'il is the hof1al conjugation. This conjugation is
traditionally considered a separate binyan, but it is a simple change of the
hif'il and does not have an infinitive or imperative.
794
BASIC COURSE HEBREW
UNIT 27
The prefix and stem vowels /-ua-/ occur throughout the conjugation in
place of the hif'il vowels. All rules about root consonants, lamed hey verbs,
ayin vav verbs, etc., are the same as for the hif'il.
The vowels suffixes are stressed in the future and past tenses.
Future:
Present
:
1 s.
uzman
1 pi.
2 m.s.
t uzman
2 m.pl.
2 f.s.
t uzmen i
2 f.pl.
3 m.s.
y uzman
3 m.pl.
3 f.s.
t uzman
3 f.pl.
m.s.
m uzman
m.pl.
f.s.
m uzman a
f.pl.
n uzma
n
t uzme
n
t uzma
n
y uzme
n
t uzma
n
m uzma
n
m uzma
n
u
na
u
na
im
ot
[With some verbs the present tense has a /-t/ feminine: /mukdemet/. With some verbs both
types are in use /muzmenet/ as well as /muzmana/.]
Past:
1 s.
2 m.s.
2 f.s.
3 m.s.
3 f.s.
huzma
n
huzma
n
huzma
n
huzma
n
huzme
n
ti
1 pi.
ta
2 m.pl.
2 f.pl.
3 Pi
huzma nu
n
huzma tem
n
huzma ten
n
huzme u
n
With some verbs the prefix vowel is /o/: /hor'a/ "it was shown" . In modern
Hebrew many of these have been regularized to the /-ua-/ pattern. For example, though
the name of the binyan has the /of vowel, hof'al, the passive of the verb /hif'il/ "he
caused to operate" is /huf al/ "it was put into operation."
In theory all hif'il verbs have a passive counterpart in the hof'al. However, in
ordinary speech the hof'al is not in frequent use, and the active construction is used.
The hof'al is more frequent in written Hebrew such as newspaper style, etc.
The present tense forms of certain verbs are in very frequent use, and these forms
are often treated as adjectives, nouns, or verb auxiliaries.
/mukdam/
/muxan/
/muvan/
/muxlat/
"early"
"prepared, ready"
"understood"
"decided, definite"
/mu'amad/
"candidate"
/muxrax/
"must"
795
BASIC COURSE
HEBREW
28
UNIT
[Compare the description of the

hof'al with the description of the
pu'al conjugation in Grammar Note
A. Transformation 21.8.
Drill - Active to Passive
Instructor: He moved up the

meeting. Student: The meeting
was moved up.

.
. m .

.
.
.
.
.
.
.
.
.
.
.
. .
.
796
BASIC COURSE HEBREW
UNIT 27
B. Transformation Drill - Active to Passive

.

.

.

.
t
h
e
i
c
e
c
r
e
a
m
,
.
Instructor:
I
prepared
Student: The
ice cream
i
s
r
e
a
d
y
.
797
BASIC COURSE
28
HEBREW
UNIT
C. Transformation Drill - Active to Passive
.

.
.
.
Instructor: I'll dictate the letter.

Student: The letter will be
.
dictated.
.
.
.
D. Substitution-Agreement Drill We were invited

to the embassy.
- - - - - -
-
E. Transformation Drill - Future to Past

Instructor: The food will be prepared by
five o'clock. Student: The food was
prepared by five o'clock.

.
.

.
.

.
.
.
.

.
.
.
.
798
UNIT 27
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 ?
: . :? .
: ?! . : ?
: .
: ? : . ,? :
, . :
. : .
.
: ? : ,?
: . .
: , . .
: ..
: ?
: .
: ?
: .
799
BASIC COURSE HEBREW
BASIC COURSE
HEBREW
: . .
: ?
: . . .
: ?
: .
:? .
: . .
: .
: , .
: .
: . .
: . .
800
28
UNIT
BASIC COURSE HEBREW
UNIT 27
26.1 Military Service
H
e
l
l
o
,
A
v
i
g
d
o
r
.
I
t
'
s
.
he
hid
(hims
elf)
M
R
.
W
I
L
L
I
A
M
S
a
v
b
e
e
n
a
l
o
n
g
t
i
m
e
s
i
n
c
e
I
'
v
e
s
e
e
n
y
o
u
801
UNIT
28
HEBREW
r. ze
harbe
zman
Selo
raxti
otxa.
eyfo
ata
mitxab
e.
mitxab
e
802
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
I'
ve
be
en
se
rv
in
g
in
th
e
ar
my
a
ye
ar
al
re
ad
y.
he
se
rv
ed
mi
li
ta
ry
se
rv
ic
es
AVIG
DOR
ani
meSaret
bacava
kvar
Sana.
Seret
cava (m)
MR.
WILLIA
MS
803
UNIT
28
HEBREW
BASIC COURSE
In
wh
ic
h
br
an
ch
ar
e
yo
u
se
rv
in
g?
bra
nch
of
ser
vic
e
beeyze
xail ata
meâret?
xail (m)
AVIGDO
R
804
BASIC COURSE HEBREW
I
'
m
s
e
r
v
i
n
g
i
n
t
h
e
a
i
r
f
o
r
c
e
.
And
how
is
your
siste
r
Miria
m?
siste
r
f
i
h
i
a
order
conscript
ion
UNIT 27
a
n
M
R
.
W
I
L
L
I
A
M
S
u
AV
IG
DO
R
S
S
h
e
'
s
f
i
n
e
.
S
h
e
805
UNIT
28
ha
gi
mn
as
ia
ha
ka
ic
.
HEBREW
BASIC COURSE
g
i
m
n
a
s
i
a
(
f
)
ve
hi
me
xa
ka
le
ca
v
gi
yu
s.
ca
v
(m
)
gi
yu
s
(m
)
806
UNIT 27
BASIC COURSE HEBREW
Wonde
rful.
The
whole
famil
y
will
be in
servi
ce.
H
o
w
m
u
c
h
A
M
S
yofi.
k
o
l
h
a
m
i
S
p
a
x
a
t
i
h
y
e
t
i
m
e
y
o
u
b
a
c
a
v
a
.
h
a
v
e
y
o
f
i
t
o
(
m
)
d
o
s
e
r
v
e
y
e
t
?
k
a
m
a
M
R
.
W
I
L
L
I
z
m
a
n
a beaut
t y
a
c
a
r
i
807
UNIT
28
HEBREW
x
o
d
l
e
S
a
r
e
t
.
808
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
AVIGDOR
Another year and a

half.
od Sana vaxeci.
809
UNIT
28
HEBREW
And
how
long does
Miriam
have
to
serve?
Miriam
serve
a
and
a
Girls
less.
will
year
half.
serve
daughter
girls,
daughters
less, fewer
MR. WILLIAMS
vemiryam
kama
zman
crixa
leSaret?
AVIGDOR
miryam teSaret
Sana vaxeci.
banot meSartot paxot.
bat (f) banot
(f.pl.) paxot
.
.
810
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
26.2 ADDITIONAL
VOCABULARY
He's a soldier.
She's a soldier.
He's serving in the
navy.
He's serving in the
army.
dry land, continent

He's a parachutist.
He's an officer.
He's only a private.
only private
We'11 be discharged
next year.
we
he was freed
hu xayal.
hi xayelet.
hu meSaret bexeyl
hayam.
hu me&aret bexeyl
hayabaSa.
yabaSa (f
hu canxan. hu
kacin. hu rak
turai.
rak
turai (m)
anaxnu ni&taxrer
baSana habaa.
anaxnu hiStaxrer
.
.

811
UNIT
28
HEBREW
BASIC COURSE
26.3 VOCABULARY DRILL

A.Substitution-Agreement Drill /xayal/ "soldier"
Moshe is a good soldier.
.
- - -
B.Substitution-Agreement Drill /kacin/ "officer"

He's an officer in the air force.
- - .
-
812
BASIC COURSE HEBREW
UNIT 27
26.4 VERB DRILLS

(a) /hitxabe/ "he hid himself"
The third radical of this verb is (). In the first and second person forms
of the past tense the stem vowel before the suffix is /e/: /hitxabeti/ " I hid
myself". This pattern is similar to that of /mileti/ " I filled" See
Grammar Note 21.6(c).
. ,
David is hiding behind the house.

- - -
B. Transformation Drill - Past to Future

Instructor: I!was hiding on the other side of the building.
Student: 1'11 hide on the other side of the building.
.
.
.
.
. .
.
.
.
.
. .1
.
.
.
.
(b) /Seret/ "he served"
The first and second person forms are spelled with only one - etc. In
ordinary speech /êrateti/ is heard more frequently than /Seratti/.
Some speakers have regularized the past tense to /liret/ etc. See Grammar Note
21.6(a).
Instructor: We'11 serve in the navy. Student: We served in the navy.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
813
UNIT
28
HEBREW
BASIC COURSE
In which branch are you serving?
- - -
(c) /guyas/ "he

was drafted"
. This is
the pu'al
of /giyes/.
E.
SubstitutionAgreement Drill
I was drafted a
month ago.

.
- -
- - -
814
BASIC COURSE
HEBREW
28
UNIT
] F. Transformation Drill - Past to

Future
Instructor: I was drafted a month
ago. Student: 1'11 be drafted next
month.
.
.
.
.
.
.
815
UNIT
28
HEBREW
BASIC COURSE
G Transformation Drill
Instructor: I'm waiting
for a draft notice.
Student: 1'11 be drafted
soon.
. .
.
.
(d) /hitgayes/ "he registered for the
draft"
He registered for the draft

yesterday.
- - - -
-

;
.
.
816
BASIC COURSE HEBREW
UNIT 27
(e) /hiStaxrer/ "he was freed"

The root of this verb has four consonants, Sxrr
/t/ of the prefix follows the }
. As with
four-consonant roots in the pi'el the second
and third radicals take the place of the
middle radical of three-consonant roots:
/hicta r ef/ "he
joined"
/hiSta xr er/ "he

was freed"
.
-
- -
- -
I. SubstitutionAgreement Drill
We will be
discharged
next year.
817
In the hitpA'el,
the
UNIT
28
HEBREW
-
-
- -
-
J.
SubstitutionAgreement
Drill
I was
discharged
just the
day before
yesterday.
818
BASIC COURSE
UNIT 27
BASIC COURSE HEBREW
.
;:
.

.
K.
Transformation
Drill - pi'el
to hitpa'el
.
819
Instr
uctor
:
'They
11
disch
arge
me
next
week.
Stude
nt:
I'11
be
disch
arged
next
week.
28
HEBREW
BASIC COURSE
UNIT
L.
Transformation
Drill - pi'el
to hitpa'el
Inst
ruct
or:
They
disc
harg
ed
me a
year
ago.
Stud
ent:
I
was
disc
harg
ed a
year
ago.
820
.
.
.
BASIC COURSE HEBREW
UNIT 27
821
UNIT
28
26.5
HEBREW
Members of the Family (a)
Parents and children
/horim
veyeladim/
(b) Grandparents and grandchildren
822
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
are as
(m
.s
.
yo
ur
(f
.s
.
hi
s
fa
th
er
he
r
fa
th
er
father
father
father
father
father
father
Lf
LI
1CI.
your (m.s.)
(m.s
your (f.s.)
.
his brother
(f.s
her brother
.
our brother
your (m.
(m.s.) brother
your s.
(f.s.) brother )
their brother )
(f.s
(m.pl. brother
thei .
(f.pl.
r
fathers mothers
sons
daughters
brothers
sisters
grandfathers
grandmothers
grandsons
granddaughter
s
great-grandsons
greatgranddaughters
The suffixed forms of /av/ "father"
my father your
823
/avot/
/imahot/
/banim/
/banot/
/
axim/ /
axayot/
/sabim,savim/
/sabtot, savot/
/
nexadim
/
/nexado
t/
/ninim/
/ninot/
follows:
/
avi/
/avixa/
UNIT
28
HEBREW
The plurals of the nouns in the preceding charts are:

/avix/
/aviv/
/avxha/
/avxnu/
/avixem/
/avixen/
/av'hem/
/avihen/
/axi/
/axixa/
/axix/
/axiv/
/axiha/
/axinu/
/axixem/
/axixen/
/axihem/
/axihen/
our
father
your
(m.pl.)
your
(f.pl.)
their
(m.pl.
their
(f.pl.
The suffixed forms of /ax/ "brother" are similar to those of /av/:
my brother
brother
brother
BASIC COURSE
824
BASIC COURSE HEBREW
UNIT 27
The forms /em/, /bat/ and /ben/ have the variants /im-/, /bit-/,
and /bn-/, respectively, before the singular set of pronominal
suffixes:
my mother
your (m.s.) mother
my daughter
your (m.s.) daughter
son
my son your (m.s. his son her son
our son your (pi.) the ir son
son
*[These forms have an inserted /i/ to break up the beginning threeconsonant cluster /bnx-/.|
/imi/ /
1mxa/
etc
/biti/ .
îtxa/etc.
/bni/
/binxa/
* /bno/
/bna/
/bnenu/
/binxem/ *
/bnam/
825
28
HEBREW
BASIC COURSE
and /lma/xox are used to address one's The forms /aba/

parents. In ordinary conversation they are used before the
preposition /el/ instead of /haav/ and /haem/, e.g. /aba elxa/ "your
father", /una TSelxa/ "your mother".
A. Response Drill
?
?
?
?
?
?
?
?
Instructor: How is
?your father
Student: He's fine.
.
.
.
.
.
.
.
.
.

.
.
.

.
.
.

.
.
.
. .
. .
. .
. .
. .
My brother is a good student.
:
. .
. .
. .
. .
. .
.

.
.
.

.
.
.

.
.
.
My father is a good teacher.
D. Transformation Drill . My mother likes to bake.
:
. .
>. . .
.
826
UNIT
UNIT 27
BASIC COURSE HEBREW
His daughter is a big girl.
:
.
.
.
.
.
.
.
.
.

CDI

My son is studying Hebrew.
:
.
. .
.
. .

G. Conversational Exercise
The instructor asks each student the following questions, and
the student gives the correct answer pertaining to himself..
.
.
.
.
.
.
?
. _
How many brother do you have?

I have _ brothers.
How many sisters do you have?
X have _ sisters.
?
. _
How many children do you have?

I have _ children.
?
. _
How many sons do you have?

I have _ sons.
?
. _

How many daughters do you have?

I have _ daughters.
?
.
? parents have?
How many grandchildren do your
How many grandchildren does your
grandfather have ?
My father's father has _____
,grandchildren
and my mother's father has _____
.grandchildren
your?
&
, _________
.
. How many great-grandchildren does

grandfather have
My grandfather has _______
. __________
great-grandchildren .
:
'
D n
827
grandchildren.
BASIC COURSE
28
HEBREW
UNIT

.
.
.

.
.
.

.
.
.

.
My parents live
outside the city.
:

.

.

.

.

.

.

.

.

.

.
Do this drill in
reverse, also.
828
UNIT 27
BASIC COURSE HEBREW
.

.
.
.
.

.
.
)(Note the form /exav/ "his brothers".
My brothers are serving in the navy.
:

also.
829
.

.
.

.
.

.
.

.
.

.
.

.
.
Do this drill in
reverse.
BASIC COURSE
28
HEBREW
UNIT
)pronominal suffixes.
:
.
.
.
.
.
j. Transformation Drill
(Note the variant /axyot-/ before My
sisters finished high school.
:
.
.
.
.
.
830
BASIC COURSE HEBREW
UNIT 27
Do this drill in reverse, also.K. Transformation Drill

(Note the variant /bn-/ before the second and third person plural
suffixes.) My sons received their draft notice.
:
. . . .

(c) Inlaws
/mexutanim/
/xamot/
mother-inlaw
/gisa/ sister-in-law
In addition to the above terms Hebrew has two additional terms which
must be paraphrased in English:
/mexutan/ "son's /xatan/
(or daughter's)
sonfather-inlaw" /mexutenet/ in-law
"son's (or /kala/
daughter's) daughterin-law
mother-in-law"

!

Some speakers use /xoten/
"father-in-law"
in-law.
.
.
.
,
.
,
.
.
The plural of /xamot/

is /xamayot/ L. Completion
Drill
Instructor: My wife's father
is ___________________________.
Student: My
wife's father
is my father831
.
.
.
.
.
.
UNIT
28
HEBREW
The instructor may vary this drill by changing the pronoun

s
u
f
f
i
x
:
.
832
BASIC COURSE
UNIT 27
.1 ?
.2 ?
.3 ?
.4 .
.5 ?
.6 ?
.7 ?
: ?
: .
:? ? 18
: .19 : .
: ? !
: ,
: . . :?
. : .
: .
: .
: ?
: .
: ?
: .
: .
: ,?
: .
833
BASIC COURSE HEBREW
BASIC COURSE
HEBREW
. : ? :
. : ? :
.
: ,?
: . .
: ?
: , .
: ?
: .
: . .
: ?
: .
: .
: ?
: .?
: .
: .
: , ?
: . .
: ?
: .
834
28
UNIT
BASIC COURSE HEBREW
27.1 At the
Barbershop
UNIT 27
.
MR. WILLIAMS
ani roce lehistaper
velehitgaleax.
histaper
hitgalea
x
Hello, sir.
What can I
do for you.
I'd like a
haircut and a
shave.
he got a
haircut he
shaved
(himself), got a
shave
/bamaspera/
BARBER
/sapar/
S
a
l
o
m
a
d
o
n
i
.
m
a
a
n
i
y
a
x
o
l
l
a
a
s
o
t
b
i
S
v
i
l
x
a
835
UNIT
28
HEBREW
BASIC COURSE
Please sit down. I'11 be free right

away.
he became unoccupied
What kind of haircut do you want?
hairdo
BARBER
Sev bevakaSa, ani miyad mitpane

elexa.
hitpana
eyze tisporet ata roce.
tisporet (f)
836
BASIC COURSE HEBREW
UNIT 27
MR. WILLIAMS
short
tisporet kcara.
kacar (m.s.)
Do you want a shampoo?

BARBER
shampoo
ata roce xafifa?

xafifa
(f)
A short haircut.
837
UNIT
28
HEBREW
No, but
trim the mustache.
he
shortened
mustache
MR. WILLIAMS
lo. aval
kacer li et hasafam.
kicer safam (m)
.
.
838
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
BARBER
ani mekave

Seata sva racon
,
adoni .
.
sva racon (m.s .)
I hope
you're satisfied, Sir.
satisfied
839
UNIT
28
HEBREW
Yes. Thank you.

How much do I owe you?
Two
liras
for
haircut and one
for the shave.
the
lira
shave
MR. WILLIAMS ken.

toda.
kama ani xayav lexa. BARBER
Stey lirot hatisporet, velira
axat hagiluax.
giluax (m)
. .
?
840
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
ani
I want
a
.
shampoo
and
xafifa
set.
vesidur.
want to dye my
gray hair.
he dyed hair a
hair hair,
hairs gray
roca
ani roca licboa et

saarot haseva Seli.
cava
sear (m.s.)
seara(f.s.)
searot seva
(f)
841
UNIT
28
HEBREW
How much is a hairdo?

hairdo
I want a permanent.
kama ola tisroket.
tisrok
et (f)
ani roca permanent.
?

842
BASIC COURSE
BASIC COURSE HEBREW
UNIT 27
How much is a
permanent wave?
curling
permane
nt
kama ole silsul
tmidi.
silsul
(m)
tmidi
(m.s.)

?
843
UNIT
I want a
manicure.
28
HEBREW
BASIC COURSE
ani roca manikyur.

27-3 VOCABULARY DRILL
A. Substitution-Agreement Drill /kacar/ "short" The day is short.
- -
- - - -
/sva racon/ "satisfied"
I'm satisfied with the service.
. -
-
-
Are you pleased with the
food?
- - - -
844
BASIC COURSE HEBREW
UNIT 27
274 VERB DRILLS A.

I'll get a haircut on
Friday.
/histaper/ "he got a
haircut" 0
.
- - - -
- - - -
845
UNIT
28
HEBREW
BASIC COURSE
I get a haircut every two weeks.
- - -
.
- - - -
- - -
C. Substitution-Agreement
Drill I got a haircut only
last week.
846
BASIC COURSE HEBREW
UNIT 27
D. Substitution-Agreement Drill I'll
shave just before Shabbat.

/hitgaleax/ "he shaved"
- - - - -
Sometimes I shave twice in one day.
- - -
F. Substitution-Agreement Drill I
- - - - -
shaved last night.
G. Transformation Drill - hitpa'el to pi'el

Instructor: I got shave at the barber's. Student: The barber shaved me.
.
.
.
.

.
.
.
.
.
.
847
UNIT 27____________
___________________
HEBREW________BASIC
H. Expansion Drill
COURSE
Instructor: I'm waiting.

Student: I'm waiting until the barber is ready for me.
.

.
'

.

.
I. Substitution-Agreement Drill
Just today I got some free time to write letters.
.
- - -
- - - -
J. Substitution Drill
/cava/ "he painted, dyed"
paint the house.

.
K. Transformation Drill - Negative to Affirmative

Instructor: Don't paint the house. Student: Paint the house.
.
.
.
L. Substitution-Agreement Drill
.
.
.
.
I paint the house every

three years.

.
- - - -
848
BASIC COURSE HEBREW
UNIT 27
M. SubstitutionAgreement Drill When

did she dye her
hair?

?
- - -
849
28
HEBREW
BASIC COURSE
"/kcer/ "he shortened
. .
)(
N. Substitution Drill
Shorten the way. Go straight.
)(

))
O. Expansion Drill
Instructor: I'll go straight.
Student: If I go straight, I'11 shorten the way.
, .
, .
, .
, .
, .
, .
, .
, .
P. Substitution-Agreement Drill
He writes briefly .
- - -
Q. Substitution-Agreement Drill
1 shortened the letter.
.
- - - -
- - - -
R. Transformation Drill - Future to Past.

Instructor: I'11 cut my hair short. Student: I cut my hair short.
.
.
.
.
.
~ 1 .
.
.
.
.
.
.
.
.
.
.
GRAMMAR NOTES
850
UNIT
UNIT 27
BASIC COURSE HEBREW
27.5 /haya/ " he was"

The pronunciation of the forms of /lihyot/ "to be" will vary, depending on the
rate of speech- In slow, deliberate speech the vowel /i/ or /e/ may be inserted
between the /h/ and a following consonant: /tihiye/ "you will be". In more rapid
speech the /h/ will be dropped: /tiye/.
In the past tense a definite y- glide is heard only in very careful speech.
There is always some glide from the /a/ to the /i/ but in ordinary speech it is
rather weak: /hg^.ti/. See Grammar Note 1 J . 8 , Drill EE.
/haya/ is a lamed hey verb conjugated in the kal. In the
following chart the root consonants h are shown throughout as though it were a
regular verb. The student should note the instructor's pronunciation of the forms
and also be aware that in pronouncing the forms carefully the instructor will tend
to say,for example, /eheye/ "I will be" rather than /eye/.
Infinitive:
1ihyot
Imperative:
m.s.
f.s.
Future:
1 s.
ehye
m.s.
f.s.
m.s.
f.s.
tihye
tihyi
yihye
tihye
2
2
3
3
Present:
Past:
he ye
heyi
m.pl.
f.pl.
heyu
heyena
1 pi.
nihye
m.pl.
2 f.pl.
3 m.pl.
3 f.pl.
2
tihyu
tihyena
yihyu
tihyena
See below
1 s.
hayiti
1 pi.
2 m.s.
2 f.s.
hayita
hayit
2 m.pl.
2 f.pl.
3 m. s.
haya
3 f.s.
hayta
1 1
pi.
hayinu
hayitem
hayiten
hayu
In poetry the form /hove/ is sometimes used as a present tense form

meaning "exists". Otherwise, there is no present tense of this verb. See Grammar Note
2.4 Eguational Sentences.
The word /hove/ is also the grammatical term for "present tense"

.:
A. Substitution Drill Be
at school at 8:00.
851
UNIT
28
HEBREW
BASIC COURSE
B Expansion Drill
Instructor: Don't be there at 9:00.
Student: Don't be there at 9:00; be there at 8:00.
.
.
.
.
Do this drill in reverse,.
.
.
._

also
(The instructor supplies only the verb form. The student should make
the necessary changes in /muxan/.)
x'li be ready at 7:00.
)(
)(
)(
()( )
)(
)(
)(
) )
D.Substitution-Agreement Drill
Rachel will be at home this evening.
- - - - -
- - - - -
E.Substitution-Agreement Drill
yaakov was a student in the language s
- - - -
- - - -
F. Transformation Drill - Future to Past

Instructor: Rachel will be at our house next week. Student: Rachel
was at our house last week.
.
.
.
. .
852
UNIT 27
BASIC COURSE HEBREW
.
.
. .
. .
.
.
.
.
.
.
, .
.
853
UNIT
28
HEBREW
BASIC COURSE
27.6 " I had" , "I will have"

In Grammar Note 11.6 the construction /yeS li/ " I have" was described. In
the past and future tenses the verb /haya/ replaces /yeS/. The negative /eyn/
is replaced by /lo haya/, etc.
The forms of /haya/ must agree in gender and number with the objects possessed.
/haya li sefer/
"I had a book"

/hayta li e&kolit/ "I had a grapefruit"
/hayu li sfarim/
"I had
books"

Though the object possessed is the grammatical subject of the Hebrew
construction the preposition /et/ is used by many speakers when this object is
definite:
/haya li et hasefer/ "I had the book"

A. Transformation Drill - Present to Past, Masculine Singular

Instructor: I have a book. Student: I had a book.
:
- - - - - - - -
- -
B. Transformation Drill - Present to Past, Feminine Singular

Instructor: I have a lira. Student: I had a lira.
.___________ :
.__________ :
- - - - - -
C. Transformation Drill - Present to Past, Plural

Instructor: I have two telegrams. Student: I had two telegrams.
.______________ :
.___________ _' :
- - - -
- - -
D. Transformation Drill - Present to Past
Instructor: I have a good boss. Student: I used to have a good boss.
854
BASIC COURSE HEBREW
UNIT 27
____________ :
.__________ :
- - - - -
-
Drills A to D should be varied by changing the sentences to negative sentences:
Instructor: I don't have a house.
.
Student: I didn't have a house.
.
855
28
HEBREW
BASIC COURSE
UNIT
E. Expansion Drill
Instructor: I bought a house.

Student: I bought a house because I didn't have a house.
.
.
.
.
Note: This drill may be varied by changing the subject of the

verb /kaniti/: Instructor: Moshe bought a house.
Student: Moshe bought a house because he didn't have a house.
.
F. Expansion Drill
856
Instructor: She bought fruit.

St
u
d
e
nt
:
S
h
e
b
UNIT 27
o
u
g
ht
fr
ui
t.
b
ec
a
us
e
sh
e
di
d
'n
t
h
a
v
e
a
n
.y
857
BASIC COURSE HEBREW
28
HEBREW
BASIC COURSE
UNIT
G. Transformation Drill - Present to Future, Masculine Singular
Instructo
r: I have
a book.
Student:
I'11 have
a book.
- - - - -
- - - -
H. Transformation Drill - Present to Future, Feminine Singular
Instructor: I have
an appointment.
Student: I'11 have
an appointment.
: _____________.
: __________.
- - -
- - -
858
UNIT 27
BASIC COURSE HEBREW
Future, Masculine Plural
.____________ :
- -
- -
I. Transformation Drill - Present to
Instructor: I have two telegrams. Student:
I'll have two telegrams.
.__________
-
859
UNIT
28
HEBREW
Future, Feminine Plural
BASIC COURSE
J. Transformation Drill - Present to
.______________ ;
- - -
: - -
Instructor: I have good news.

Student: I'll have good news.
.____________

K. Transformation Drill - Present to Future

Instructor: I have three tickets.
Student: I'll have three tickets.
.______________ :
._____________ :
- - - -
- - - -
- - -
L. Transformation Drill - Past to Future

Instructor: I had a parking place.
Student: I'11 have a parking
place.
860
UNIT 27
BASIC COURSE HEBREW
:.
.: :.
861
BASIC COURSE
28
HEBREW
UNIT
Do this drill in reverse, also.RAPID RESPONSE DRILL
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 ?
.7 ?
: , , . :?
? : . ,? :
. .
: ?
: . .
: ?
: .
: , .
: , .
: , .
: . , .
: , . .
: . .
: . .
862
UNIT 27
: . .
:.
: , .
: . .
: , . .
: .
: ,?
: .
: ? ?
: .
: . .
: ?
: .
: ?
: . .
: ?
: .
863
BASIC COURSE HEBREW
UNIT
28
HEBREW
28.1 At the Cleaner's

Ma'am
, I
want
to
put
in
thes
e
clot
hes
for
clean
ing.
he
deli
vere
d
garm
ent
he
clea
ned
MR
S.
WI
LL
IA
MS
gvir
ti,
ani
roca
lims
or
et
habg
adim
leni
kuy.
BASIC COURSE
/
bamaxbesa/
masar
beged
(m)
nika
864
BASIC COURSE HEBREW
UNIT 27
CLERK /pkida/
piece
xatixa (f)
MRS. WILLIAMS
T
w
o
v
e
S
n
e
y
zugot
mixnas
aim.
s
u
i
t
s
a
n
d
t
w
o
pairs
of
pants
.
trou
sers
,
slac
ks
S
t
e
y
sui
t
pai
r
xalif
a (f)
zuc[.
(m)
m
i
x
n
a
s
a
i
m
(
m
.
d
u
.
)
x
a
l
i
f
o
t
CLERK
Yes. I see .
ken, ani roa.
: .
MRS. WILLIAMS
865
UNIT
P
a
y
a
t
t
e
n
t
i
o
n
28
HEBREW
o
t
h
e
s
t
a
i
n
s
.
BASIC COURSE
sim
i
lev
lak
tam
im.
sam
le
v
(m
)
ke
te
m put heart
he
(m
)
CLERK
Do you know
what the stains are

from?
MRS. WILLIAMS
a
n
i
x
o
S
e
v
e
t
S
e
h
a
k
t
a
m
i
m
a
l
h
a
m
i
x
grease
n
a
s
a
i
m
h
e
m
m
i
&
u
m
a
n
.
at yodaat mima
haktamim?
Suman
(m)
866
,
.
UNIT
28
BASIC COURSE
HEBREW
CLERK
haSaket?
And the stains

on the jacket?
vehakta
mim al
j
acket
Oh, they"re from
pomegranate juice.
MRS. WILLIAMS
Saket
(m)
o - hem mimic
rimon.
-
,
CLERK
Do you know that
pomegranate
juice
doesn't
come out easily?
at yodaat
Semic rimon
lo yored
bekalut.
kalut (f)
eas
e
MRS. WILLIAMS
Yes, but try
to get them
out as best
as you can.
he tried
he brought
down the
best
ability
ken.
aval
We"11
try
to
get
it
clean
.
When
do
you
need
the
h
e
s
t
r
o
v
e
c
l
e
a
n
nasi
lehoridam
kemeytav
yexoltex.
nisa
horid
h
y
e
n
a
k
i
.
hiSta
del
naki
(m.s.
)
C
L
E
R
K
n
i
S
t
a
d
e
l
S
e
y
i
le
ma
ta
y
at
cr
ix
a
et
ha
bg
867
1 .

.
meytav
vexolet (f)
c
l
o
t
h
e
s
?
hey11 be ready.
BASIC COURSE
hebrew
adim?
UNIT32
For
the
week end
Will they
be ready?
MRS.
WILLIAM
S
lesof
haSav
ua.
hem
yihyu
muxan
im?
sof
(m)
.

?
CLERK
ken. hem yihyu muxanim.
. .
en
d
868
UNIT
28
BASIC COURSE
HEBREW

hasimla
lenikuy
yaveS.
I took the
dress in to
be dry
cleaned.
masarti
dress
Simla
(f)
yaveS
et
I brought in
the skirt
with the
pleats to be
pressed.
s
k
i
r
t
p
l
e
heveti
et
haxacai
t im
hakfali
m
legihuc
.
I brought in
the "linen" to
the laundry.
sheets
underwear, etc.
lau
ndr
y
masarti et
halvanim
efSar
x
a
c
kv
is
a
(f
)
l
e
v
It1s
possible to
wash this
with soap.
ait
(f)
kef
el
(m)
gih
ec
at he
presse
d
an
im
(m
.p
l.
)
lekvisa.
.
he
la
un
de
re
d
so
ap
le
xa
be
s
et
ze
be
sa
bo
n.
kibes
sabon
(m)
869
BASIC COURSE
hebrew
UNIT32

A. Substitution-Agreement Drill /naki/ "clean"

The table is clean.

- - - -
- -
B. Substitution-Agreement Drill /yaveS/ "dry"
The weather is dry.

- - - -
- -
28.4
DRILLS
VERB
(a)
/masar/
delivered,
"he
transmitted"
Take the clothes to
the cleaners.
870
hebrew
BASIC COURSE
teacher.
- - - - -
- - -
28
UNIT
My brother will get the books to the

?
.
.
.

,
.
.
.
..
Instructor: Who will take in the laundry? Student:

?who took in the laundry
?
. c .

.
.
. .
.
He's delivering the message.
.
- - -
"(b) /nika/ "he cleaned

clean the windows.
we'll clean the tables.
- - - - - - -
-
1 clean the house every day.
- - -
871
UNIT pfi_hebrew
_______BASIC COURSE
H. Transformation Drill - Future to Past
Instructors She will clean the clothes.

Student: She cleaned the clothes.
.
. .
.
. .
.
(c) /sam/ "he put"

This is an ayin yud verb and is conjugated like /Sar/ "he sang",
Pay attention, please.
0. SubstitutionAgreement Drill
- - - - - -
I'll put the fruit on the table.
He puts everything in its place.
- - -
L. Expansion Drill
Instructor:I didn't hear.
Student: I didn't hear because I wasn't paying attention.
3^872
hebrew
UNIT32
BASIC COURSE
.
.
"(d) /nisa/ "he attempted
M. Substitution Drill
Try your best.
))( )( (
N. Substitution-Agreement Drill
He'11 try to finish on time.
^ .
- - - -
- - -
0 Substitution-Agreement Drill
(change the form /yexolti/,
)also
I try my best.
? .
- - -
- - -
P. Expansion Drill
Instructor: I didn't go.
Student:I didn't go nor did I even try togo.

.
.
.
.
.
.
"(e) /horid/ "he brought down

Q. Substitution Drill "This is the hif'il of /yarad/ "he descended
Take the men down to the first floor.
.
873
UNIT pfi_hebrew
_______BASIC COURSE
R. Substitution-Agreement Drill
1 1 1 get the spots o
- - - - -
3^874
hebrew
UNIT32
BASIC COURSE
S. Expansion Drill
Instructor: I brought up the box.
Student: I brought up the box and took down the
bottles.
.
.
.
.
.
'.
T. "(f) /hiStade1/ "he strove

.
Substitution Drill Try to come
early.
Agreement Drill 1'11
try to visit him
- - -
- - - - -
today.
U. Substitution-
V. Substitution-Agreement Drill
: .
- - - -
W. Substitution-Agreement Drill
)(change the form /yaxolti/, also.

.
t1 tried to understand you, but 1 couidn

.
- -
-
-
875
UNIT pfi_hebrew
_______BASIC COURSE
hitpa'el
X. Transformation Drill - pi'el to
Instructor: He
persuaded me to study
Hebrew. Student: I
tried to learn Hebrew.
We try
harder.
3^876
basic course
28
hebrew unit
.
.
.
.
.
.
.

.
. "(9) /gihec/ "he pressed
Y. Substitution Drill
Press all the dresses.
Z* Expansion Drill
Instructor: I'll clean the suits.

Stuuent: I'll clean and press the
suits.
.
^1 .
.
.
.
.
.
.
.
nicely.
-
.
-
-
-
AA. Substitution-Agreement
Drill They
press very
BB. Exxânsion Drill

Instructor: He cleaned the skirts.
Student: He pressed the skirts that he
cleaned.
3^877
UNIT pfi_hebrew
_______BASIC COURSE
3^878

.

.

.

.

.

.
basic course
28
hebrew unit
"(h) /kibes/ "he laundered

The first root consonant alternates k/x. CC. Substitution Drill Wash the laundry.
!
.
DD. Expansion Drill - Negative to Affirmative

Instructor: Don't wash the clothes in hot water.
Student: Don't wash the clothes in hot water, wash them in cold water.
. .
.
.
. .
. .
EE. Substitution-Agreement Drill
We'll wash the laundry with soap.
- - -
-
-
FF. Substitution-Agreement Drill

My wife does the laundry once a week.
.
- - - -
DD. Transformation Drill - Future to Past

?Instructor: When will you do the laundry
?Student: When did you do the laundry
? ?
?
?

! ! ?
?
?
?
?
?
3^879
?
?
UNIT
28
BASIC COURSE
HEBREW
28.5 Object Suffixes of Verbs

Examine the following sentence from the Basic Conversations
/nasi lehoridam kemeytav yexoltex./ "Try to t,et them out as best as you
can". Compare this sentence with the following paraphrase: /nasi lehorid
otam kemeytav yexoltex./
Note that the form /lehoridam/ is a contraction of /lehorid otam/. Such
contractions are made with a verb form plus the following suffixes: (Except
for the first person singular they are the singular set of pronominal
suffixes.)
1 s.
/oti/ -
2 m.s.
/otxa/
2 f.s.
/otax/
3 m.s.
3 f.s.
/oto /
/ota/
, ~
eni
/
xa
/
ex
/
a /
enu
/
xem
/
xen
/
am/
an/
1 pi.
/otanu/
2 m.pl.
/etxem/
2 f.pl.
/etxen/
3 m.pl.
3 f-pi.
/otam/
/otan/
-/
If the verb form has a vowel suffix then the object suffixes are as follows:
Is.
2 m.s.
2f.s.
3m.s.
f.s.
1 pi.
2 m.pl.
2f.pl.
3m.pl.
3f.pl.
/
/
/
/
/
/
/
/
/
/
ni/
xa/
x /
hu/
ha/
nu/
-xem/
-xen/
- m /
- n /
/yekabluni/
/yekabluxa/
/yekablux /
/yekabluhu/
/yekabluha/
"they
"they
"they
"they
"they
will
will
will
will
will
receive
receive
receive
receive
receive
me"
you"
you"
him" 3
her"
/yekablunu/ "they will receive us"

/yekabluxem/ "they will receive you"
/yekabluxen/ "they will receive you"
/yekablum/ "they will receive them"

/yekablun/ "they will receive them"
After the 1 singular past tense the suffix / - 0/ has the variant / - v/:
/kibaltiv/ " I received him."
Note that the stress remains on the vowel suffix. However, the stress will
generally be on the suffix if there is no vowel suffix to the original verb form.
The verb forms will be changed under certain conditions, and these changes
complicate the patterns.
In the pi'el, the stem vowel /e/ will be dropped for all object suffixes:
880
basic course
28
hebrew unit
/yekabel otxa/ /yekablexa/ "he will receive you" (The /e/in the
contraction breaks up the resulting /-blx-/ cluster).
In the infinitive of the kal the /o/ shifts back to precede the second root
consonant:
/ligmor oto/ /legomro/ "to finish it"
3^881
UNIT
28
BASIC COURSE
HEBREW
Other changes in the verb form will occasionally occur:

/lakaxti otxa/ /lekaxtixa/ "I took you"
Other forms of some of the object suffixes exist, but the student can learn
them as he meets them.
Such contractions are characteristic of the literary or formal styles
of Hebrew, but they are used in informal speech, also. The uncontracted
forms (with /ot-/) are correct in all styles, but the student should be
acquainted with the contracted forms, too.
The following drills will familiarize the student with the more freguent
types of contractions. It should be remembered that the differences are
stylistic and that some contractions are never made because of the awkwardness
of the resulting forms.
Each of the following drills are to be done in three ways. First, as a

substitution drill in which the student repeats the contracted forms. Second,
as a transformation drill in which the instructor gives the contracted form
and the student responds with the full paraphrase. Third, the reverse of the
second way, in which the instructor gives the uncontracted forms and the
student responds with the contraction. The instructor may further vary the
drills by selecting sentences randomly.
a.
Substitut
ion Transfor
mation
Drill He
will
receive
me right
.away
.

.

.
882
basic course
28
hebrew unit

.
.
.
.
.
.
.
.
.
.
B Substitution _Transformation.Drill I received you yesterday.
.
.
.
""! .
.
.
.
3^883
.
.
,
,
.
,
,
.
C.
UNIT pfi_hebrew
_______BASIC COURSE
Substitution -Transformation
Drill They will count me in
class.

.
!* .
:
.
D. Substitution - Transformation
Drill They counted me in class.
3^884
hebrew unit
.
; .
.
.
.
.
.
.
: .
.
basic course
28
E. Substitution - Transformation Drill

He'll take me down to the first floor.
3^885
pfi_hebrew

.:
.
.

.

.
.

;.
::
;
:
.

,

.

.
.

;:

.
UNIT
BASIC COURSE

_______
!

.
F. Substitution_Transformation Drill
I recognized you right away
. .
. .
.
.
3^886
basic course
28
hebrew unit
. 1 . ?
. 2 ?
. 3 ?
. 4 ?
. 5 ?
. 6
? .
?
,
:
.
?
:
:::
:
:. .
.
:
, ! .
:
.
.
:
3^887
BASIC COURSE
HEBREW
.
:
? : . :
?
, . ?
:
: .
:
: .
. ? :
:
.
. .
:
.
:
. .
:
:
:
:
:
:
?
.
? ,?
?
? .
:
:
:
:
?
.
?
.
:
:
:
! .
! ?
.. , .
888
28
UNIT
BASIC COURSE
hebrew
UNIT32
29.1 At the Shoemaker's /basandlaria/

Salom.
ani roce
limsor et
hanaalaim
letikun.
naal (f)
tiken
Hello. I want
to give in
these shoes
to be fixed.
shoe he
repaired
MR. WILLIAMS
What has to be fixed?
MR. WILLIAMS
lanaalai
m
haSxorot
veakevim
lasandal
im.
What kind
of heels
do you
want rubber or
leather?
rubb
er
leat
her,
skin
SHOEMAKER
(
f
)
g
u
m
i
o
o
r
.
eyze
akevim
ata roce
How much
will it be?
MR.
WILLIAMS
ak
ev
(m
)
sa
nd
al
(m
)
s
u
l
i
a
sol
e
hee
l
san
dal
suliot xadaSot
Six liras
all
together.
SHOEMAKER /sandlar/ ma carix letaken.

?
New soles
for the
black
shoes and
heels for
the
sandals.
Rubber heels.
gu
mi
(m
)
or
(m
akevey
gumi.
kama
ze
yaale
li.
SHOEMAKER Se3 lrot beyaxad.
889
BASIC COURSE
hebrew
UNIT32
MR. WILLIAMS
ze harbe kesef.
kesef (m)
Sir, I
have a
uniform
price.
This is
the
price.
SHOEMAKER
adoni.
ecli
mexir
That1s a lot of money.

money, silver
pr
ic
e
un
if
or
m
a
x
i
d
.
z
e
h
u
h
a
m
e
x
i
r
.
exir
(m)
axid
(m.s.
)
890
UNIT
29
HEBREW
Well, all
right. Fix
them,
MR. WILLIAMS
BASIC COURSE
out
nail
masm
er
(m)
: ,
.

nu meyle. taken
otam . vetoci et
hamasmer beoto
hakesef.
meyle hoci
and take out the

nail for the same
money.
so be it
he took

Sew the strap.
he sewed
strap
tafar
recua (f)
Polish the shoes.
tfor et harecua.
caxceax et hanaalaim.
he polished
I need new laces.
cixceax
ani carix sroxim xadaSim. .

srox (m)
lace
I need shoe polish.

ointment
ani carix miSxat n a

miSxa (f)
29*3 VERB DRILLS

(a) /tiken/ "he repaired" A. Substitution Drill
Repair the clothes.
I'll repair it before the day is over.
.
- - - -
- - -
891
UNIT
28
HEBREW
Her husband repairs what the children
break.
892
BASIC COURSE

.
- - -
BASIC COURSE
hebrew
UNIT32
D. Substitution-Agreement
- - - -
- - -
Drill Who fixed the clock?
(b) /hoci/ "he took out"

In the first and second person forms of the past tense the stem vowel is /e/:
/hoceti/ "I brought out".
.
Take the children

outside.
Student: 1'11 bring the children in now

and 1'11 take them out after they eat.
^

,

-
:
.
.
.
.
F. Expansion Drill
Instructor: 1'11 bring

the children in now.
. -
- - - -
- - -
I took the money out of the

bank.
(c) /tafar/ "he sewed"

The second root consonant of this verb alternates ]2/f. Some speakers
use /f/ throughout the conjugation, e.g., /yitfor/ instead of /yitpor/ "he
will sew".
H. Substitution Drill Sew the
:
.
dresses.
893
UNIT
28
BASIC COURSE
HEBREW
. -
- - - -
- - - -
I'll sew the clothes.
- - -
- - -
He sewed the straps.
(d) /cixceax/ "he polished"

This is a pi'el verb with four root consonants. K. Substitution Drill

L.
Shine your shoes before you go out.
..
He'll shine
the
()
shoes for
()
)u
(
- - - - -
You haven't shined your

shoes yet?
894
hebrew
UNIT32
- - - -
895
BASIC COURSE
UNIT
28
BASIC COURSE
HEBREW
GRAMMAR
NOTES 29.4 /oto ha- / "The same"-"
Examine the following sentence from the Basic Conversation.
/toci et hamasmer beoto hakesef/ "Take out the nail for the same money."
Note that the English expression "the same" is translated by the
construction /oto ha-/. When the following noun is feminine singular the
construction is /ota ha-/, and before masculine and feminine plurals the forms
are /otam ha-/ and /otan ha-/.
m.s. /oto haiS/ "the same man f.s. /ota haiSa/ "the same woman
!
>
m.pl. /otam hamir&amim/ "The same recipes."
f.pl. /otan hamiSpaxot/ "The same f a m i l i e s . "

This construction may be preceded by any preposition, independent or
prefixed, including the direct object indicator /et/. Some speakers omit /et/
before this construction.
/ani gar beoto harexov/ "I live on the same
street." /raiti et ota hahacaga/ "I saw the same
show."
In a construct state noun sequence the /ha-/ is omitted:
/nigaSnu leoto bet kafe/
We went tQ thg same CQffee house
Instructor: He lives on Mozkin Street. Student: I live on the same street.
. . .
. .
. . .
. . .
. .
. . . .
.
.
. .
.
.- _
.
.
896
hebrew
UNIT32
BASIC COURSE
the new show. Student:I saw the same show.
.
;!- .
.
,
.
.
.
!_ .
.
.
.
.
.
. .
.
.
.
.
Instructor: He saw
897
BASIC COURSE
28
HEBREW
.
.
.
.
.
.
.

:
.
UNIT
Instructor: He spoke to some soldiers

Student: I spoke to the same soldiers
.
.
Instructor: He speaks five languages,
Student: I speak the same languages.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Instructor: He's staying at the Savoy Hotel.

Student: I'm staying at the same hotel.
898
hebrew
UNIT32
.
.

.
.

,
.

.
.

.
.

.
.

.
.

.
.1
.2
.3
.4
.5
.6
.

.
DRILL
899
BASIC COURSE
.\
.

.
.
.
.

.
.
.
.
.

.
.
.
.

RAPID RESPONSE
?
?
?
BASIC COURSE
HEBREW
.7 ?
900
28
UNIT
hebrew
UNIT32
. ?
. .
, 0> .
: .
: ?
: > .
:
? .
901
BASIC COURSE
BASIC COURSE
HEBREW
?
, ?
:.
;!
! :
: , ?
: . .
: .
:^ . .
: .
: .
:: ? ?
:.
: .
902
28
UNIT
hebrew
UNIT32
.
:
?
:

:
[
:.
?
:

:.
. ,: ,;; -
903
BASIC COURSE
UNIT
28
BASIC COURSE
HEBREW
30.1 Aches and Pains

H
e
l
l
o
,
M
i
r
i
a
m
.
H
o
w
a
r
e
y
o
u
?
MIRIAM ZAHAVI
C
A
S
P
I
S
a
l
o
m
m
i
r
y
a
m
,
m
a
S
l
o
m
e
x
. body
leg
hand
head
M
O
S
H
Not
good.
I'm
ick.
he got sick
lo tov.
ani
xola.
xala
MOSHE CASPI
What hurts you?
it hurt
ma koev lax?
ka' av
MIRIAM ZAHAVI
M
y
w
h
o
l
e
.
h
a
guf fm
regel
(f yad
(f roS
(m
b
o
d
y
904
hebrew
UNIT32
BASIC COURSE
905
UNIT
28
BASIC COURSE
HEBREW
MOSHE CASPI
Have you been to
the doctor?
rofe
(m)
doc
tor
MIRIAM ZAHAVI
yes. He said
that I
have the
flu
without
fever.
i
n
f
l
u
e
n
z
a
,
g
r
i
p
p
e
ken.
hu
amar
Seye
S li
Sapa
at
bli
xom.
hayit
ecel
harofe?
S
a
p
a
a
t
(
f
)
906
BASIC COURSE
That's not so bad.
hebrew
UNIT32
terri
ble
MIRIAM ZAHAVI
Wha
t's
wit
h
you
?
How
do
you
fee
l?
uma
itx
a?
eyx
ata
mar
giS
?
hirgiS
MOSHE CASPI
lo nora.
he felt
nora
(m)
907
?

;

UNIT
28
BASIC COURSE
HEBREW
MOSHE CASPI
1' 11 tell you
the truth,
I don't feel
omar lax
well either.
margiS tov.
et haemet,
gam ani lo
MIRIAM ZAHAVI
?
!; ^
Q
What's the matter ma yeS lexa ?
with?
you
I
have
strong
stomach
pains and my
ears hurt.
pain
stomach,
abdomen strong
ear
MOSHE CASPI
Oho '.
We'll have to open
a
hospital
already.
yeS li
keevey beten xazakim
vekoavot
li
haoznaim.
keev (m)
beten (f)
xazak
(m.s.)
ozen
(f.s.)
oho '.
nictarex kvar liftoax
bet xolim.
MIRIAM ZAHAVI

Dov has a cold.
head cold
I caught it from him.

he was attached
from him
ledov yeS nazelet.
nazelet (f)
I've been sneezing
and coughing all
day.
he sneezed
nidbakti mimenu.
davak
ani mit'ateS
908
he
cough
ed
umiSta'el kol
hayom.
hit'
ateS
hebrew
UNIT32
BASIC COURSE
hiSta'el
909
UNIT
28
HEBREW
What does the

thermometer show?
thermometer
The thermometer shows
thirty eight degrees.
degree, a virtue
ma mar'e hamadxom.
madxom (m)
hamadxom mar'e SloSim
veSmone maalot.
maala (f)
910
BASIC COURSE
hebrew
BASIC COURSE
My throat hurts.
UNIT32
ev li hagaron. throat garon

( m)
koev li haxaze.
chest
xaze (m)
koev li halev.
My chest hurts.
My heart hurts.
My tooth aches.
My knee hurts.
koevet li
haberex. knee
berex (f)
My finger hurts.
koevet li
haecba. finger
ecba
(f)
koavot
My legs hurt. My
li
.
.
koavot li hayadaim.
hurt.
My
teeth
koavot li haoznaim.
hurt.
My
knees
koavot li haeynaim.
.
.
ko
.
.
koavot li
The doctor prescribed a

medicine.
he listed
medicine
The drugstore is across (the
street).
oppos ite
.
koavot li haSinaim.
hurt.
.
.
haraglaim.
ears hurt. My eyes
30.3
.
.
koevet li haSen.
Sen (f)
tooth
hands hurt. My
habirkaim.
Get well.
healthy
Health 18
the main
thing.
principl
e health
VOCABULARY
DRILLS
Substitution-Agreement
Drill
harofe raSam
refua.
raSam
refua
(f)
bet hamerkaxat
nimca mimul.
mul
tihye bari.
bari
(m.s.)
haikar habrlut.
ikar (m)
briut
(
f
)
A.
- - -
My
brother is very strong.
B. Substitution-Agreement Drill Get well
- -
911
UNIT
28
BASIC COURSE
HEBREW
30.4 VERB DRILLS

(a) /xala/ "he got sick"
A. Substitution-Agreement Drill Mr. Cohen is
.
sick today.
- - - - .
-
!7
.
Substitution-
- -
- -
- -
-
Agreement
Drill Yaakov
came down
B.
with the flu.
(b) /ka'av/ "it hurt"
The future stem vowel of this verb is /a/:

/yix'av/ "it will hurt"
Your feet will hurt.
.
- - - -
D. Substitution-Agreement Drill My throat

,
hurt.
- - - -
- , -
(c) /hirgiS/ "he felt"
E. Expansion Drill
Instructor: Take the medicine.
Student: If you take the medicine you'll feel
better.

912
hebrew
UNIT32
.

.
.

.
. :.
.
.

.
.

.
913
BASIC COURSE

.

.

::

;:
BASIC COURSE___HEBREW __________________________________UNIT 30
how do you feel?
?
- - - -
G.Expansion Drill
Instructor: I took the medicine.
Student: After I took the medicine I felt better.
(d)/davak/ "he was attached"

This verb will be drilled here in the nif'al. Some speakers use /b/ instead
of /v/ in the future, /yidabek/
/yidavek/.
H.Substitution-Agreement Drill
You' 11 catch (a cold) from him.
.'1 .
- - - -
- - - -
I.Substitution-Agreement Drill
1
picked it up from
- - - -
- - - -
e)/hit'ateS/ "he sneezed"

He's been sneezing all day.
- - - -
914
BASIC COURSE
hebrew
UNIT32
f)/hiSta'el/ "he coughed"

He couched an night without a let-up.
- - -
- -
915
30.5 The Preposition /mi-/ "from"
/
/
/
The preposition /mi-/ "from" has the following suffixed forms:

/mimeni/
"from me" "from you"
1 s.
/mimxa/
"from you" "from him"
2 m.s.
/mimex/
"from her"
2 f.s.
/mimenu/
/mimena/
3 m.
s.
/meitanu/
"from us"
3 f.s.

/mimxem/
"from you"

/mimxen/
"from you"
1 pi.
/mehem/
"from them"
2 m.pl
/mehen/
"from them"
.
2 f.pl
The second person plural has the alternate forms /mikem/ and
.
miken/ .
3 m.pl
There is a literary form /mimenu/ "from us", identical with
.
mimenu/ "from him", but it has been replaced in modern Hebrew
3 f.pl
by /meitanu/. The other forms of this type: /meiti/ "from me",
.
meitxa/ "from you", etc., are also used, but are more formal in
style.
An independent form of the preposition /min/ will also be heard. For the
alteration /mi- ~ me-/. See Grammar Note 5*5
I got an invitation from you
B Substitution Drill
Buy the book from
me.
C. Expansion Drill
Instructor: I had the flu.
Student: I had the flu and he caught it from me.
916
hebrew
UNIT32
ry -

i

!

.
:

^
* .
.:

ry

:
1

-

-
BASIC COURSE
r.y
?:
.
_ :
ry..
..
ry
:
ry
:.
D. Expansion Drill
Instructor: He lives in Savyon.

Student: He lives in Savyon and I live not far from him.

.
.
.
,
,

1

me.
1 .
u .
/
917
from

.
.

.
.

.
.
UNIT
28
BASIC COURSE
HEBREW
30.6 Comparatives and Superlatives (a)

Comparatives
The comparative construction is formed by the word
/yoter/ "more" preceding the adjective and the preposition
/mi-/ following it:
/dov yoter xazak mimoSe./ "Dov is stronger than Moshe."
/sara yoter yafa meraxel./ "Sara is more beautiful than
Rachel."
Instructor: I gave him the order.
Student: He took the order
A reversed construction
may be made by using
/paxot/ "less".
/moSe paxot xazak midov./ "Moshe is less strong than Dov."

/raxel paxot yafa misara./ "Rachel is less beautiful than
Sarah."
Constructions
using
/paxot/
are
more
translated into English as "not as..as" -
idiomatically
"Moshe is not as strong as Dov." "Rachel is not as beautiful

as Sarah."
In formal style /yoter/ may be omitted:
/ata xazak mimenu/
You are
stronger than he is."

/yoter/ and /paxot/ are also used with verbs and adverbs:
/selek ole yoter mitapuxey adama/ "Beets cost more than
potatoes."
/tapuxey
adama
olim
paxot
miselek/
"Potatoes
than beets."
/daber kcat yoter leat/ "Speak a little slower."
918
cost
less
hebrew
BASIC COURSE
UNIT32
When /mi-/ "than" does not immediately precede a noun in the

Hebrew it is usually replaced by /meaSer/ "than" .
/batim olim yoter betel aviv meager berexovot./ "Houses cost more in
Tel Aviv than they do in Rehovot."
In the above example /meaner/ immediately precedes the preposition /be-/ "in".
A. Expansion Drill
Instructor: I am a good swimmer.

Student: I am a good swimmer but David is a better swimmer than I am.
.
.
.
:
!
B. Expansion Drill
Instructor: I don1t have much money.
Student: I don1t have much money, and Moshe has even less than I do.
919
BASIC COURSE
28
HEBREW
.
.
.
.
.
.
.
Instructor: I speak Hebrew.

Student: I speak Hebrew but Miriam speaks better than I do.
.

.

.

.

.
:
.

.

..
;?
C. Expansion Drill
920
UNIT
hebrew
UNIT32
BASIC COURSE
D. Transformation Drill
Instructor: He is healthier than you. Student: You are not
as healthy as he is.
.

.
.

.
.
.

.
.-
.
.
Do this drill in reverse,
also.
.

.

.

.

.
.

.
.

- .
.
Instructor: The weather is hot.
Student: The weather is hotter today than it was
yesterday.
.
.
.
.
.
.
.
.
.
.
.
.
.
The instructor may vary this drill by
921
UNIT
28
BASIC COURSE
HEBREW
substituting /paxot/ for /yoter/. (b)

Superlatives
The superlative construction is formed by the word
/beyoter/ following the adjective or adverb:
/tel aviv hair hagdola beyoter baarec./ "Tel Aviv is the
biggest city in the
c
o
u
n
t
r
y
.
"
As in English, paraphrases may be used:

/hu hatalmid hatov beyoter bevet hasefer./ "He is the
best student in the
/hu talmid yoter tov mikol hatalmidim./ He is a better

student than all the
s
c
h
o
o
l
.
"
/ze habinyan haxi gadol bair./ "This is the biggest

building in the city."
922
.
.
.
[
o
t
h
e
r
]
s
t
u
d
e
n
t
s
.
"
An alternative construction is formed by preceding the

adjective with /haxi/ . The definite article is omitted
before the adjective when /haxi/ is used.
.
.
.
hebrew
UNIT32
Instructor: His house is big.
Student: His house is the biggest in the
city.
BASIC COURSE
.
.
.
. ;. ..
.
.

.
.
.
.
.
.
.
. .
F.
Transformatio
n Drill
/beyoter/
big.
biggest in the city.
G. Transformation Drill /haxi/

Instructor: His house is
Student: His house is the
.
.
. .
.
,
.
. .
! .
. .
. .
.

.1 ?
.2 ?
?
.3
.4 ?
.5 ?
.6 ?
. - ?
923
UNIT32
: ? : . .:
? : . :
.
: ,?
: .
: , ?
: . .
: .
: , .
:?
: .
: ?
: . .
: .
: ?
40 :.
: .
: .
: .
:.
: ?
: . .
: .
: .
: ?
: . .
924
hebrew
BASIC COURSE
hebrew
UNIT32
: .
: ?
: ..
: .
: . .
:! .
: ?
: .
: ?
: . .
: .
: . .
: .
: . .
: .
: , .
: . .
:? ?
:.
: .
. :.
925
BASIC COURSE
UNIT
28
BASIC COURSE
HEBREW
31.1 Friends Meet at an Office /pgiSat xaverim/

MENAHEM
Hello, Dov.
, :
What are you doing

here?
Salom dov,
ma ata ose
kan.
Oh, hello Menahem,

What are you doing
here?
o
Salom,
menaxem.
ma
ata ose kan.
DOV
MENAHEM
s
imple he
worked
Very
simple.
I
work here.
avad
paSut
ani
kan.
.
,
meod.
oved
paSut (m.s.)
DOV
Really? How long?
??
beemet? kama
zman?
MENAHEM
kvar kim'at Sana.
About a year now.

almost, approximately
kim' at
DOV
In which section do you work?

section, class department,
division
beeyze maxlaka ata oved?
maxlaka (f)
MENAHEM
I work
in the economic
section.
econ
omic
ani oved
bamaxlaka hakalkalit.
kalkali
(m.s.)
DOV
926
BASIC COURSE
hebrew
UNIT32
How is the work? Interesting?

work, j ob
Yes,
quite
interesting.
I'm
satisfied.
MENAHEM
ken.
day
meanyenet.
ani
sva
racon.
ex
haavoda.
meanyenet?
927
.
.
avoda
(f)
?
?
UNIT
28
HEBREW

I
wo
rk
in
th
e
ad
mi
ni
st
ra
ti
ve
se
ct
io
n.
administr
ation
I
wo
rk
in
th
e
ag
ri
cu
lt
ur
al
se
ct
io
n.
I
w
o
r
k
i
n
t
h
e
c
o
m
m
e
r
c
i
a
l
s
e
c
t
i
o
n
.
commerc
ial
I
w
o
r
K
i
n
t
h
e
c
o
n
s
u
l
a
r
agricul
s
e
agricul
c
t
i
o
n
.
I
w
o
r
k
i
n
t
h
e
f
i
n
a
n
c
i
a
l
s
e
c
t
i
o
n
.
financ
ial
I
w
o
r
k
i
n
t
h
e
i
n
f
o
r
m
a
t
i
o
n
s
consular
e
r
v
i
c
e
.
inform
ation
I
w
o
r
k
928
BASIC COURSE
BASIC COURSE
i
n
t
h
e
p
o
l
i
t
i
c
a
l
s
e
c
t
i
o
n
.
jyolitica
l
I
w
o
r
k
i
n
t
h
e
p
r
e
s
s
s
e
c
t
i
o
n
.
hebrew
ani
oved
bamaxla
ka
haxakla
it.
xaklai
(m.s.)
xaklaut
(f)
ani
oved
Damaxla
ka
hamisxa
rit.
misxari
(m.s.)
ani
oved
bamaxla
ka
hakonsu
larit.
konsul
(m)
konsula
ri(m.s.
'
ani
oved
bamaxla
ka
hakaspi
t:.
kasi-i
(m.s.)
ani
oved
beêrut
hahasba
ra.
hasbara
(f)
ani
oved
bamaxla
ka
hamedin
it.
medini
(m.s.)
ani
newspap
oved
bemaxle
ket
ani oved
haitonu
bemaxleke
t.
t
iton
hamangano
(m)
n.
itonut
manyanon
(f)
(in)
UNIT32
929
BASIC COURSE
28
HEBREW
UNIT

A. Substitution-Agreement
"Drill /paût/ "simple
Miriam's job is very
simple.
.
-
-
-
-
-
-
-
Expansion Drill
"/kim'at/ "almost
Instructor: Moshe has been
working here two years.
Student: Moshe has been
working here almost two
years.
.
.8

.
-

.

.

930
.1
.
.2
.
.3
.
.4

.
.5

.
.6

.
.7
hebrew
BASIC COURSE

.

31.4 VERB DRILLS
UNIT32
.

.
/avad/ "he worked"

work till 5 o'clock.
,

He will work in the
economic section.
.
- - -
- - -
Miriam works in a movie
theater.
.
- - - -
- - -
-
Yonatan worked in the American
Embassy. .
- - - -
- - -
-
E.Transformation Drill - Past

to future
I
n
s
t
r
u
c
t
931
UNIT
28
HEBREW
o
r
s
W
e
w
o
r
k
e
d
i
n
a
g
o
v
e
r
n
m
e
n
t
o
f
f
i
c
e
.
S
t
u
d
e
n
t
:
W
e
w
i
l
l
w
o
r
k
i
n
a
932
BASIC COURSE
hebrew
UNIT32
BASIC COURSE
g
o
v
e
r
n
m
e
n
t
o
f
f
i
c
e
.
933
UNIT
28
HEBREW
GRAMMAR NOTES
Do this
drill in
reverse,
also.
3I.5 Too much

The excessive degree,
"too, too much", is
rendered by the phrase
/yoter miday/ "more than
enough" .
/habait yoter miday gadol
biSvilenu./ "The house is
too big for us."
2r/ may be omitted, in
which case /miday/ usually
follows the modifiej is
more formal in style.
/habait gadol miday
biSvilenu./ "The house is
too big for us."
934
BASIC COURSE
hebrew
UNIT32
BASIC COURSE
I
n
s
t
r
u
c
t
o
r
:
T
h
e
t
r
i
p
i
s
v
e
r
y
l
o
n
g
.
S
t
u
d
e
n
t
:
T
h
e
t
r
i
p
i
s
t
o
o
l
o
n
g
f
o
r
u
s
.
935
.1
.
.2
.
.3
.
.4
.
.5
.
.6
.
.7

.
.8
.
.9
.
.10
A.
Transfo
rmation
Drill /
yoter
miday/
BASIC COURSE
28
HEBREW
936
UNIT
hebrew
UNIT32
BASIC COURSE
Transformation Drill /miday/

is too
expensive for
us.
.10

.
.11

.
.12
.
.13
.
.14
.
.15

.
.
.
.8
937
Instru
ctor:
The
hotel
is
very
expens
ive
Studen
t: The
hotel
BASIC COURSE
28
HEBREW
938
UNIT
BASIC COURSE
hebrew
UNIT32
Instructor: He ate a lot.
Student: He ate too much.
.
.

.

.

.
.

.
31.6 The Passive Participle

(a) A passive participle
is formed with many
roots in the pattern C!
aC2uC3 These participles
are used as adjectives
and are inflected for
gender and number.
The English translations
of most of these participles
are past participles:
"opened", "closed", etc.
Others are translated as
adjectives: "simple",
"certain", etc.
Examples which have
occurred so far are:
/
paSut
/
"simp
le"
/
batua
x/
"cert
ain"
/
namux
/
939
BASIC COURSE
28
HEBREW
"shor
"t
.1 .
.2 .
.3 .
(b) The third consonant of lamed hey

verbs is /y/
.4 .
.5 .
in this pattern:
.6 .
/
panuy/
"vaca
"nt
/
a
s
u
y
/
.7 .
.8 .
"
m
a
d
e
,
d
o
n
e
"
/
r
a
'
u
y
940
UNIT
hebrew
BASIC COURSE
UNIT32
/
"
s
u
i
t
a
b
l
e
"
(c) When the third radical i s (

but not ) then the third
consonant of the participle
varies. In some verbs it is /'/; in
others it is /y/; in still others it
is /y/ in the masculine singular
but / in the feminine and plurals.
m.
s.
f.s
.
/karu,
karuy/
.
f.s
.
/kru'a, kruya/
,
available"
m.s
"called"
/
macuy/ /
mecuya/
941
UNIT
28
BASIC COURSE
HEBREW
A. Transformation Drill /sagur/ "closed"

Instructor: He
window.
window is
m.
s.
f.s.
closed the
Student: The
closed.
/nasuy/
/nesu'a/
married
.
.
.
.
.
.
B. Transformation Drill /patuax/ "open"
Instructor: They
opened the office.
Student: The office
is open.
.
.
.
.
C- Transformation Drill /panuy/ "vacant"
Instructor: They
.
.
.
.
cleared the
house. Student:
The house is
Vacant.
942
hebrew
UNIT32
BASIC COURSE
.
.
.
.
"D. Transformation Drill /asuy/ "made, done

Instructor: He did a
good repair job.
Student: The repair
job was done well.
.
.
.
! .
.
.
.
.
943
hebrew UNIT 1
BASIC COURSE

.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
: ,?
: .
: ,?
: .
: . .
: ?
: .
: ?
: . .
: . .
: ?
: .
: ?
: .
: ?
BASIC COURSE
hebrew UNIT 1
. . :
BASIC COURSE
: ?
: .
:?
: .
:?
: .
: .
:?
: .
: ?
: . . .
: ?
: . .
: ?
: . .
: . .
: .
: . .
: ?
: .
: , ?
: . .
: ?
: 8- ,1 3- .
: _ 1 ?3
: . .4-
946
HEBREW
UNIT 31
32.1
BASIC COURSE
hebrew
Friends meet at an office (contd.)
UNIT32
MENAHEM
What's with
you, Dov? Do
you still
work at the
electric
company?
ma
it
xa
,
do
v.
at
m
a
l
?
o
d
e
l
e
c
t
r
i
c
i
t
y
o
v
e
d
b
e
x
e
v
r
a
t
h
a
x
a
S
xaSmal(m
)
,
?
DOV
No, I
changed
my job,
and I
work
in a
commercial
firm.
h
e
e
x
c
h
a
n
lo,
hexl
afti
et
meko
m
haav
oda,
vean
i
oved
bexe
vra
misx
arit
.
ged
hexlif
MENAHEM
In
the
sa
me
w
o
947
UNIT
28
BASIC COURSE
HEBREW
rk?
As a
bookk
eeper
?
dut
y,
fun
cti
on
not
ebo
ok,
led
ger
beoto
hatafki
d?
kemenah
el
pinkasi
m?
tafkid (m)
pinkas
DOV
No.
I'm a
certified
public
accountan
t.
cco
unt
ant
cer
tif
ied
,
ord
ain
ed
aut
hor
ize
d,
ple
nip
ote
nti
ary
lo.
ani roe xeSbon
musmax.
roe
xeSbon
(m)T

musmax
(m.s.)
MENAHEM
Finally,
you
finished
your
studies.
end
h
sof
sof
siy
amt
e
finish
ed
a
e
t
h
a
948
BASIC COURSE
limudim.
hebrew
s
o
f
(
m
)
UNIT32
siyem
DOV
Yes. Barely.
About six
months ago.
ken.
bekoSi
.
lifney
kexaci
Sana.
949
UNIT
28
BASIC COURSE
HEBREW

She is a secretary.
secretary
She works as a secretary.
She works as a secretary.
line, turn
She works like a horse.
horse
hi mazkira.
mazkir (m)
hi ovldet kemazkira.
hi ovedet betor mazkira.
tor (m)
hi ovedet kino sus.

sus (m)
.
0 0
32.3 VERB DRILLS
(a) /hexlif/ "he exchanged" A. Substitution Drill Change your clothes.
.
.
B. Substitution-
- - - -
Agreement Drill Sara will change her
-- - -
job.
(1)Substitution-Agreement Drill
He replaces me in the evening.
.
- - -
-
(2)Substitution-Agreement Drill
we exchanged the books this morning.
.
- - -
- - -
950
UNIT
28
HEBREW
BASIC COURSE
GRAMMAR
NOTES 32.4 The Prepositions /ke-/, /kmo/
Students should note very carefully the usage of prepositions /ke-/ and
/kino/.
(a) Zkz/
(3)Before numbers /ke-/ means "approximately, about", /lex kearbaa
rexovot./ "Go about four blocks." /lifney kexaci Sana"/ "About a

half year ago."
/hu oved kexameS Sanim baxevra./ "He's been working about 5 years in the
company."
This may be paraphrased with /beerex/.

/hu oved beerex xameS Sanim baxevra./
/hu gar xamiSa rexovot mikan beerex./ "He lives about 5 blocks from here."
Both forms may be used.

/hu gar beerex kexamiSa rexovot mikan./
(4)Before other words it means "as".
/hi ovedet kemazkira./ "She works as a secretary." This may be paraphrased with /betor/. /hi ovedet
betor mazkira./
(b) /kmo/
/kmo/ means "like, similar to, etc." It may be used before the
conjunction /Se-/.
/ata medaber ivrit kmo israeli./ "You speak Hebrew like an Israeli."
/ata medaber ivrit kmo Semedabrim baarec./ "You speak Hebrew like they do
in Israel."
Traditional English grammar prescribes the use of as in the last sentence above. However, this does
not accord with actual English usage, and some confusion may arise in the use of /ke-/ and /kmo/ by speakers
of English. The following examples illustrate possible mistakes and absurdities which may be caused by this
confusion.
/hi ovedet kemazkira/ means (paraphrased) "She is employed as a secretary."
/hi ovedet kmo mazkira/ means "Her working habits,schedule, manner of operation, etc., are those of
a secretary; but her real job is something else."
951
BASIC COURSE__________________________________HEBREW ___________________________________________UNIT ?2
Two English translations are:

"She works like a secretary." "She works as a secretary does."
but not "She works as a secretary."
/hi ovedet kmo sus/ means (figuratively, of course) "She works like
a horse."
/hi ovedet kesus/ would mean that she is doing the actual work of a
horse, pulling a wagon, etc. That is, "She works as a horse."
(c) Suffixed forms of /kmo/
The suffixed forms of /kmo/ are:
1 s.
m.s.
2 f.s
2.
3
m.s
1 .pi.3
f.s.
2m.pl.
2
f.pl.
3m.pl.
3 f.pl
/kamoni/
/kamoxa/
/kamox/
/kamohu/
/kamoha/
/kamonu/
/kamoxem, kmoxem/
/kamoxen, kmoxen/
/kamohem, kmohem/
/kamohen,
kmohen/
"like me" "like you" like you"
"like him" "like her"
"like us" "like you" "like you"
"like them" "like them"
.Instructor: He is a waiter. Student:

He works as a waiter
.
.
.
.
.
.

. ;
.
.
.
Instructor: She works as a secretary.
Student: She works as a secretary.
.
.
.!
.:
.
.
.~
:

952
\
.;
.:
:
hebrew
UNIT32
BASIC COURSE
Instructor: I live about three blocks from here. Student: I live about
three blocks from here.
.
.
.
, .
.
.
1 .
.
! .
.
.
.
D. Expansion Drill
Instructor: I speak Hebrew like an Israeli.
Student: I speak Hebrew like an Israeli, and David speaks like me.

.1 ?
.2 ?
?
.4 ?
.5 ?
953
.6
: ? : .
: . : .?
. : ! . :
.
: . : , . : ?
: .
: . :? ? :
. : ? ? : . .
: . : , . : .
. : ? : . . :.
954
basic course
hebrew
unit !
, : . ? , :
: . .
. . : . : . :?
1*33 Friends Meet at an Office (contd.)
MENAHEM
How is the salary?
salary
ex hamaskoret?
maskoret (f)
DOV
Very good. d
I'm earning .
almost
double.
a
n
he earned i
double
t
m
o
a
v
r
a
v
i
m
a
e
x
o
k
i
m
'
a
t
hirvi'ax
kiflaim
k
i
f
l
a
i
m
.
.
.
MENAHEM
You're exaggerating a
bit. Double?!
ata
magzimkcat.
kiflaim? 1
.
?
DOV
No.
lo.
bexol harecinut.
kim'at kiflaim.
In all seriousness. Almost

double.
seriousness
recinut (f)
MENAHEM
Soon you'll be rich,

and you won't speak to
me.
bekarov tihye
air, velo
tedaber iti.
ri
ch
.s.)
a
^
ir
(
m
955
basic course
hebrew
unit !
DOV
If you would be
working in a
private firm you,
too, would be
earning more.
if
o
n
prati
lu
haita (m.s.)
oved
bexevra
pratit gam
ata haita
marviax
yoter.
lu
MENAHEM
Possibly. But
here I have
tenure of ten
years.
tenure
length of
service
yaxol lihyot. ax
kan ye li
vetek el 4ser
anim.
.

.
v
e
t
e
k
(m)
956
UNIT 31
HEBREW
BASIC COURSE
DOV
yes, tenure is an ken. vetek ze

important thing. davar xaSuv.
important

He's not a poor man.
poor
He has a high salary.
high, tall
i"lT p m .
xaSuv (m.s.)
sustenance
hu lo i ani.
ani (m.s.)
yeS lo maskoret gvoha.
gavoa (m.s.)
He makes a good livinc.
hu marviax maspik
lemixya.
mixya (f)
He earns
three times as
much, (as he earned
before)
time
s
hu
marviax
pi
SaloS.
(mima Sehirviax
kodem)
Pi
()
vetek gives rights.

vetek majcne zxuyot.
he transferred ownership
hikna
right, privilege
zxut (f)
333 VOCABULARY DRILLS
/aSir/ "rich"
A.Substitution-Agreement Drill
- -
-
He's richer than I am.
/ani/ "poor"
1 - -
- -
He's not so poor.
957
______________ UNIT
_______________hebrew
____________________BASIC
COURSE
Substitution-Agreement Drill /xaSuv/

""important
He's important to the company.
C.
GRAMMAR NOTES
- - -
D. Substitution-Agreement Drill /gavoa/ "high, tall" 1
(The third consonant of this word is h . At the end of a word it is not
pronounced, but the vowel /a/ must precede it as before a word-final (.
.
The building is
very tall.
Agreement Drill
-
-
-
33-4 VERB DRILLS

/hirviax/ "he
earned" A. Substitution-
David
will
earn
more
in
the
new
job.
- - - - - - - -
Yaakov earns enough.

.
C.
- - - -
Instructor: I'11 earn more
next year. Student: I earned
less last year.
.

.
.
.
.
.
.
.

958
.
.
.
.
.
.

,
.
.
.
Drill
Transformation
Future to Past
BASIC COURSE
hebrew
UNIT32
959
UNIT ______________
_______________hebrew
____________________BASIC
COURSE
GRAMMAR NOTES
33-5 Suppositions and Conditional Sentences

Examine the following sentences from the Basic Conversations:
/ani batuax Sehahorim Selxa hayu nehenim meod mehahacaga./ "I am sure
that your parents would have enjoyed the show very much."
/lu halta oved bexevra pratit, gam ata halta marviax yoter./ "If you would be working in a private
firm, you, too, would be earning more."
Note that the verb phrase consists of an auxiliary and a main verb. The auxiliary is the past tense
of /haya/, and it agrees in person, gender, and number with the subject The main verb is in the present
tense form, and it agrees in gender and number with the subject.
The supposition may refer to a past contrary-to-fact situation or to a future situation:
or
"Your parents would have enjoyed the show."

"If you would be working in a private f i r m . . . "
The second example above could also be translated "If you had been working in a private firm,
you, too, would have earned more."
The context conveys the tense of the situation.
The construction is the same in both clauses of a n " i f . . . then" sentence. However, if the
supposition is about the past, then the past tense may be used in the if-clause.
/lu avadeta bexevra pratit, gam ata haita marviax yoter./
The future tense may be used in a supposition about the future.
/im taavod bexevra pratit, gam ata tarviax yoter./
In the following drills the instructor states a fact, either affirmative or negative. The student
responds with a supposition about a situation contrary to the fact.
Instructor: You didn"t work in a private firm, and you didn't earn much money.
Student: If you had worked in a private firm, you would have earned a lot of money.
.. , .1
. ,
. , .2
. ,
. , .3
. ,
. , .4
. ,
. .5
. ,
. :: , , .6
. ,
. .
960
hebrew
UNIT32
BASIC COURSE
Instructor: She worked in a government office, and she earned a small salary. Student: If she hadn't
worked in a government office, she wouldn't have earned a small salary.
.6 , .
, .
.7 , .
, .
.8 .
, .
.9 :
, -
.
.10 .
.
.11 ;: .
.
.12 .
Instructor: I won"t send the letter by air mail, and it won't arrive tomorrow. Student: If I would send the
letter by air mail, it would arrive tomorrow.
' .
.13
.
.14 .
.
.15 .
.
.16 .
.
.17 r:-. .
, .
961
BASIC COURSE
HEBREW
28
UNIT
Instructor: I*11 send the letter by air mail and it will arrive tomorrow. Student: If
I didn't send the letter by air mail it wouldn't arrive tomorrow.
.18: .
.
.19 .
.
.20 .
.
.21 .
.
.22 .
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
962
hebrew
UNIT32
BASIC COURSE
: ,? : . .? :
. : ? :.
: . . : .
: . : ?
. : .
: , .
: .
: .
: ?
: .
: .
:? .
: .
: .
: .
: . ?
: .
: . . .
: . .
963
UNIT
28
BASIC COURSE
HEBREW
34.1Jriends Meet at an Office (concluded)

DOV
Tell
me,
Menah
em.
How
do
you
manag
e
on
your
salar
y?
tagid
he told
he
managed
himself
li,
men
axe
m.
ex
ata
mis
tad
er
bam
ask
ore
t
Sel
xa?
higid
histader
MENAHEM
We manage.
We live on a
budget.
l
i
v
e
,
mistadrim.
anu xayim
betakeiv.
a
l
iv
e
bu
dg
et
xay
takc
iv
(m)
.

.
DOV
What do you mean,
ma zot omeret

atem xayim
?
you live on a budget?

betakciv?
Very simple.
We list all
the expenses,
divide the
income
according to
the expenses
and the
balance we
put in the
bank.
he
listed
he
div
ide
d
bal
anc
e,
rem
ain
der
ban
k
M
E
N
A
H
E
M
964
hebrew
BASIC COURSE
Sam
xil
ek
yit
ra
(f)
ban
k
(m)
aSut
meod
.
roSmim et
kol
hahocaot,
mexalkim et
hahaxnasa
belief em
lahocaot,
veet hayitra
maxnisim
labank.
UNIT32
r
a
DOV
c
a
n
'
t
s
a
v
e
e
v
e
n
he
su
cc
ee
de
d
he
sa
ve
d
ev
en
pe
nn
y
ani lo
macliax
laxsox
afilu
pruta.
hicliax xasax
afilu pruta
(1000 pruta =
IL 1)
a
p
e
n
n
y
MENAHEM
No
wonder.
You've just
finished
your
studies.
wonde
r
lo
pele.
harey
rak
siyamta
et
halimud
im
.
pele (m)
965
UNIT
28
BASIC COURSE
HEBREW

DOV
Nevertheless, 1
don't
understand how
you manage.
ani bexol zot
lo mevin
ex ata
mistader.

jd
966
BASIC COURSE
hebrew
UNIT32
MENAHE
M
Nothing strange. My
wifeworks,
too.
34.2
ADDITION
AL
VOCABULA
RY
I opened
a bank
account.
pataxti
xeSbon
bankai.
I
h
a
v
e
a
n
e
w
c
h
e
c
k
b
o
o
k
.
c
h
e
c
k
I
b
o
r
r
o
w
e
967
1
0
0
0
l
e
n
t
p
o
u
n
d
s
.
h
e
m
e
b
o
r
r
o
w
e
d
T
h
e
b
a
n
1
0
0
0
p
o
u
n
d
s
.
h
e
l
e
n
t
I
UNIT
28
BASIC COURSE
HEBREW
g
o
t
a
l
o
a
n
i
n
t
h
e
a
m
o
u
n
t
o
f
1
0
0
0
p
o
u
n
d
s
.
T
h
e
i
n
t
e
r
e
s
t
i
s
h
i
g
968
h
.
i
n
t
e
r
e
s
t
I
p
a
i
d
o
f
f
t
h
e
n
o
t
e
.
ek
l
a
v
i
t
i
e
l
e
f
l
i
r
o
t
.
lava
h
a
b
a
n
k
h
i
l
he vpaid (a
a
debt)
debt
note, bill
y
l
e
i
S
e
l
l
i
e
f
p
i
l
n
i
k
r
a
o
s
t
.
hilva
e
k
k
i
i
m
b
a
x
l
a
t
d
i
a
g
h
.
BASIC COURSE
hebrew
UNIT32
a
l
v
a
a
b
e
s
a
x
S
e
l
e
l
e
f
l
i
r
o
t
.
h
a
r
i
b
i
t
g
v
o
h
a
.
p
a
r
a
t
i
e
t
h
a
S
t
a
r
.
halvaa( f)
sax
ribit
(f)
.
para Star
969
BASIC COURSE
HEBREW

.
.
IL
LS
A.
Su
bs
ti
tu
ti
on
Ag
re
em
en
Dr
970
28
UNIT
BASIC COURSE
hebrew
UNIT32
t.
xa
y/
"l
iv
e,
al
iv
e"
34.4
VERB
DRILLS
(a)
/higid/
"he
told"
T
he
past
and
presen
t
tenses
of
this
verb
are
not
971
UNIT
28
HEBREW
used
in
spoken
modern
Hebrew
. The
verb /
amar/
is
used
instea
d. In
the
infini
tive,
impera
tive,
and
future
tense
both
verbs
are
used.
972
BASIC COURSE
hebrew
UNIT32
BASIC COURSE
?Tell me, Menahem, How do you manage
. ?
- - -
SubstitutionAgreement
Drill I'll
tell him the
whole truth.
973

,.
- -
- -
-
- -
-
B.
C. Transformation DrillFuture to Past

Instructor: 1'11 tell
him where we live.
Student: I told him
where we live.
.

.

.

BASIC COURSE
28
HEBREW

.

.

,

.

.
he (b) /histader/
"managed
The /t/ of the prefix
follows the /s/ of the
.
.
.
.
.
root.
D.Substitution
Drill Get
in line.
E.Transformation Drill
Instructor: I'll get along with the
new boss. Student: I got along with
the new boss.
^
.
.

.
.

.

.

.
.

.
.
974
UNIT
hebrew
UNIT32
.
Do this drill in
reverse, also.
975
BASIC COURSE
BASIC COURSE
28
HEBREW
UNIT
He's managing with the money he has.
.
- - - -
Write down all the
numbers.
"(c) /raSam/ "he listed
H. Transformation Drill - Future to

Past
Instructor: He'll write down the
correct numbers. Student: He wrote
down the correct numbers.
.

.

.

.

976
.

.

.

.

.

.

BASIC COURSE
hebrew
UNIT32
.
Do this drill in
reverse, also.
we list aii the expenses.
.
- -
-
(d) /xilek/ "he divided"
J. Substitution Drill
Distribute the mail.
>
977
BASIC COURSE
36
HEBREW
UNIX
K Transformation Drill - Future to Past

Instructor: We'11 divide up the work.
Student: We divided up the work.

.

.
.

.
.

.

.

.

.

.

.

.
978
hebrew
UNIT32
reverse
, also.
BASIC COURSE
D
o
L.
Substitu
t
h
i
s
t Drill
d
r
i
l
l
tionAgreemen
The
waitress
serves
the
i
n
food.
.
- - -
"(e) /hicllax/ "he succeeded
Go and succeed
)(
)(
N. Transformation Drill - Future to Past

Instructor: He'll succeed in his new
job. Student: He succeeded in his new
job.
)(
979
BASIC COURSE
HEBREW
.
Do this drill in
reverse, also. .
.
980
36
UNIX
hebrew
UNIT32
BASIC COURSE
He succeeds in everything.
- - - -
"(f) /xasax/ "he saved

P. substitution Drill Save the
money.
Future to
Past
981
.

.

.

.

.

.
UNIX
36
HEBREW
BASIC COURSE
r.
Student:
I saved
what was
left
over.
I
n
s
t
r
u
c
t
o
r
:
I
'
l
l
s
a
v
e
w
h
a
t
'
s
l
e
f
t
o
v
e
R. Substitution-Agreement
Do this drill
in reverse,
also.

.

.

.

.

.

.

Drill She
982
hebrew
UNIT32
.
-
-
-
983
BASIC COURSE
saves
every
penny.
hebrew
BASIC COURSE
UNIT32
(g) /lava/ "he borrowed"
Future to
Past
S. Transformation Drill
Instructor: We'11 borrow the money.
Student: We borrowed
.
the money.
.
.
.
.
.
.
.
.
.
.
.

.
.

.
.

.
.
(h) /
hilva
/ "he
lent"
T.
Substitu
tion-
Agreemen
t Drill
Substitution
Drill
Lend me five pounds.
-
-
-
-
He
borrowed
too
much.
V. Transformation Drill
Future to
Past
Instructor: They'11 lend him the

money. Student: They lent him the
money.
984
U.
UNIt 35
hebrew

.

.

.
.

.

.

.

.
.
BASIC COURSE

.

.

.

.
985
UNIX
36
HEBREW
BASIC COURSE
W. Substitution-Agreement Drill
The banks lend at a high interest rate.
.
- - -
X. Transformation Drill - hif il to kal

Instructor: The bank lent me a thousand pounds. Student: I borrowed a thousands
pounds from the bank.
986
UNIt 35
.
1
.
2
.
3
.
4
.
5
.
6
.
.
8
.
9

.
.
hebrew
BASIC COURSE
.
.

.
.
_
.
.
.
.
'.
Note: Many speakers

use the hif'il for both meanings "to lend" and "to
borrow". Context and the difference of prepositions,
/le-/ and /mi-/, relieve any ambiguity.GRAMMAR NOTES
34.5 Nouns with Pronominal Suffixes - Singular Set
987
UNIX
36
HEBREW
BASIC COURSE
Many nouns have an alternant form before the pronominal suffixes. For
example:
/Salom/ "peace"
/Slomi/ "my peace"
/bait / "house"
/beyti/ "my house"
/erec / "country"
/arci / "my country"
The following is a general description of the alternations. In general they
are similar to the alternations of absolute and construct state forms. See Grammar
Note 9*4 (b).
(1) Nouns of the pattern /cacvc/ have an alternant without the /a/:
/Salom/ "peace"
/davar/ "saying"
/garon/ "throat"
/Slomi/ "my peace"

/dvari/ "my saying"
/groni/ "my throat"
If the resulting initial cluster is non-permissible, then /e/ is inserted:

/racon/ "wish"
/makom/ "place"
/reconi/ "my wish"

/mekomi/ "my place
If the first consonant is /x/ or /'/ then /a/ is inserted:

/xaver/ "friend"
/'adon/ "lord"
/xaveri/ "my friend"

/
adoni/ "my lord"
Exceptions to this rule usually reflect a classical Hebrew form of a

different type:
/rayon / "idea"
/rayoni / "my idea"
In classical Hebrew the form was /ra'yon/. Note the spelling
988
BASIC COURSE
UNIt 35
hebrew
2}) Feminine nouns ending in /-a/ have an alternant form with /-at-/:
/gisa/ "sister-in-law" /gisati/ "my sister-in-law"
/avoda/"work"
/avodati/ "my work"
/halvaa/ "loan"
/halvaati/ "my loan"
Sometimes there are other changes in addition to the /-t-/:
/braxa/ "blessing"
/safa/ "lip"
/miSpaxa/"family"
/birkati/ "my blessing"

/sfati/ "my lip"
/miSpaxti/ "my family"
(3) In nouns of the pattern /ovCvC/ the second vowel is dropped.

If the first vowel is /e/ it changes to /i/ or /a/. The student must memorize
which vowel is substituted.
/'ozen/ "ear"
/'ozni/
"my ear"
/beged/ "garment"
/bigdi/
"my garment"
/' erec/ "country"
/' arci/
"my country"
/yeled/ "boy"
/yaldi/
"my boy"
/sefer/ "book"
/sifri/
"my book"
Exceptions to this change of vowel are /nexed/ "grandson" /nexdi/ "my
grandson"; /xelek/ "part" /xelki/ "my part".
The use of pronominal suffixes with nouns to show possession is more literary
or formal. The usual spoken Hebrew construction is /ha
Seli/.
A
I washed my garment.
989
BASIC COURSE
:.
-.
:.
!.
HEBREW

:.
990
36
UNIX
UNIt 35
hebrew
BASIC COURSE
B.
I read your book.
.
.
.
.
.
:.
.
.
.
.
.
.
.
.
I met your daughter.
991
C.
BASIC COURSE
jV
11
HEBREW
.
:.
36
UNIX
.
.
.
.
.
1 am satisfied with his work.
992
UNIt 35
.1 ?
.2 : ?
993
hebrew
BASIC COURSE
,
.
.
.
BASIC COURSE
HEBREW
36
.3 ?
.4 ?
CONVERSATIONS
? R E V I E W
:
:
:
:
:
?
.
, ?
. .
.
:
:
:
:
.
. . : . .
?
. .
: *
?
:
994
UNIX
UNIt 35
hebrew
BASIC COURSE
: .
,?
:
. .
:
: . : ? : 6
.
995
UNIX
36
HEBREW
BASIC COURSE
35.1 Getting up in the Morning
1.
Menahem,
What
time do
you get
up every
morning?
eraor li, menaxem,

beeyze
ata
kam kol boker?
I get up
at 6:30.
And you?
T
e
l
l
DOV
,
,

!

?
m
e
,
,
?
2.
MENAHEM
ani kam
jjeSaa
veata?
vaxeci.
DOV
3.
S
i
x
t
h
i
r
t
y
1
S
o
e
a
r
l
y
?
I
j
u
s
t
a
b
o
u
t
j
u
m
p
o
u
t
k
a
kafac mita
(f)
o
f
b
e
d
a
t
7
:
1
5
he jumped bed
v
a
x
e
c
i
k
o
l
996
BASIC COURSE
hebrew
UNIt 35
)
.
997
UNIX
36
HEBREW
BASIC COURSE
4.
MENAHEM
5.
What
time
do you
start
workin
g?
beeyze
Saa
ata
matxil
laavod
?
A
6.
DOV
7.
ani
matxil
laavod
beSaa
Smone.
ax ani
tamid
meaxer
.
tamid
ixer
!
.
998
UNIt 35
hebrew
BASIC COURSE
8.
35-2
9.
ADDITIONAL
VOCABULARY
I
shower
every
evenin
g.
ani
mitk
alea
x
kol
erev
.
h
i
t
k
a
l
e
a
x
he
sho
wer
ed
10.
I
have
a
chanc
e
to
comb
my
hair.
he
combe
d his
hair
h
i
t
l
a
b
a
S
t
i
g
o
t
d
r
e
s
s
e
d
i
n
a
h
u
r
r
y
.
t(f
)
l
o
h
i
s
p
a
k
t
i
l
e
h
i
s
t
a
r
e
k
.
histarek
b
i
m
h
i
r
u
t
.
he
got
dre
sse
d
hur
ry
I
didn4t
4 s
tar
t
wor
k
at
8:0
0
labelS
mehiru
DUt
alwa
ys
come
late
.
999
UNIX
36
HEBREW

:.
BASIC COURSE
1000
BASIC COURSE
353
hebrew
UNIt 35
VERB DRILLS
I'll drop over to see you.
(a) /kafac/ "he jumped"

- - -
- -
11.
He jumped out of bed.
.
- - -
- - -
12.
. .
- - - - - -
hair,
^ ,
.
- - - - - -
(b) /ixer/ "he was late"
C.Substitution-Agreement Drill Don't
worry, we won't be late.
- - - - -
- -
Miriam was late this morning.
(c) /hitkaleax/ "he showered"

/hitlabeS/ "he got dressed"
/histarek/ "he combed his hair"
He showered, got dressed, combed his
and left the house in a hurry.
1001
UNIX
36
HEBREW
BASIC COURSE
GRAMMAR NOTES
35.4 Nouns with Pronominal Suffixes - Plural Set

Plural nouns have alternant forms before the plural set of pronominal
suffixes.
There are usually two such alternant forms - one occurs before the singular
suffixes and first person plural, and the other occurs before the second and third
person plural suffixes.
In more formal pronunciation the stress is on the second syllable of the suffixes
of the latter group. The other suffixes have either one syllable or the stress on the
first of two syllables. In ordinary spoken style the stress is on the first syllable of
all suffixes: /-eyxem, -eyxen, -eyhem, -eyhen/.
^-exa/ /-aix/ /-av/ /
/-eynu/
/-eyxem/
All suffixes of
for example, /-o/
spelling by _ and .
(a) /-im/ Plural Nouns
Before the
suffix the /-im/ is
/banim/"sons"
1 s.
2 m.
s.
2 f.s
.
3 m.
s.
3 f.s
.
1 pi.
2 m.p
l
2 f.p
l
3 m.p
l
3 f.p
l
eta/
/-eyxen/ /-eyhem/ /-eyhen/
the plural set are spelled with a yud . Thus,
and /-av/ "his" are distinguished in the
singular suffixes and the first person plural

dropped and the suffix added.
/sfarim/"books" /binyanim/"buildings"
/avironim/"airplanes
1002
BASIC COURSE
hebrew
UNIt 35
If an Initial three-consonant cluster results, then /i/ or /a/ is inserted between

the first two consonants. The student must memorize which vowel is inserted.
Is.
banay
2m.
2m.pl. banexa
s.2 f.pl.
2f.s.
banaix
3m.pl.
3m.
banav
s.3 f.pl
3f.s.
baneha
Ipl.
baneynu
If the vowel preceding
sfaray
/banim/
sfarexa
bneyxem
binyanay
binyanexa
avironay
avironexa
bneyxen
sfaraix
binyanaix
bneyhem
sfarav
binyanav
bneyhen
sfareha
binyaneha
sfareynu
binyaneynu
the suffix is /a/ then it is dropped before the
person plural suffixes.
/sfarim/
avironaix
avironav
avironeha
avironeynu
second and third
/yeladim/
2 m.pl. sifreyxem
yaldeyxem
2f.pl. sifreyxen
yaldeyxen
3m.pl. sifreyhem
yaldeyhem 3 f.pl. sifreyhen
yaldeyhen
/The /e/ of /yeladim/ was originially inserted to break up the non- permissible
initial two-consonant cluster /yl-/. In the form /yaldeyhem/ the /a/ breaks up an
initial three-consonant cluster /yld-/.)
There are exceptions to these rules:
/katim/ "houses"
/raSim/ "heads"
2 m.pl.
bateyxem
raSeyxem
2f.pl.
bateyxen
raSeyxen
3m.pl.
bateyhem
raSeyhem 3
f-pl.
bateyhen
raSeyhen
In informal spoken Hebrew the /a/ preceding these suffixes is usually retained in
a number of noun patterns:
/mirSamim/ "recipes"
/binyanim/ "buildings" 2
m.pl. mirSameyxem binyaneyxem

2f.pl.
mirSameyxen
binyaneyxen
3m.pl.
mirSameyhem
binyaneyhem
3 f.pl mir&ameyhen binyaneyhen

Note that the /-ey-/ is usually stressed in these forms, also.
(b) /-ot/ Plural Nouns
The plural set of suffixes is added to the plural noun after the /ot/:
1003
UNIX
36
HEBREW
BASIC COURSE
/aruxot/ "meals"
/pg iSot/"appo intments"
/raayonot/ "ideas
1 s.
2 m.s.
2 f.s.
aruxotay
aruxotexa
aruxotaix
pgiSotay
pgiSotexa
pgiSotaix
raayonotay
raayonotexa
raayonotaix
3 m.s.
aruxotav
pgiSotav
raayonotav
3 f.s.
aruxoteha
pgiSoteha
raayonoteha
1 pi.
aruxoteynu
pgiSoteynu
raayonoteynu
2 m.pl.
aruxoteyxem
pgiSoteyxem
raayonoteyxem
2 f.pl.
aruxoteyxen
pgiSoteyxen
raayonoteyxen
3 m.pl.
aruxoteyhem
pgiSoteyhem
raayonoteyhem
3 f.pl.
aruxoteyhen
pgiSoteyhen
raayonoteyhen
If the vowel in the syllable immediately preceding the /-ot/ is /a/, then it is
often dropped. Any resulting non-permissible clusters are broken up according to the
rules for the /-im/ plurals.
/banot/ "daughters"
/smalot/ "dresses"
1 s.
bnotay
simlotay
2 m.s.
2 f.s.
bnotexa
bnotaix
simlotexa
simlotaix
3 m. s.
bnotav
simlotav
3 f-s.
bnoteha
simloteha
1 pi.
bnoteynu
s imloteynu
2 m.pl.
bnoteyxem
simloteyxem
2 f.pl.
3 m.pl.
bnoteyxen
bnoteyhem
simloteyxen
simloteyhem
3 f.pl.
bnoteyhen
simloteyhen
(in the form /simlotav/ the vowel /!/ breaks up the resulting initial
three-consonant cluster /sml-/.)
The /a/ is not always dropped. There are classes of nouns in which it is
retained in all styles of speech and other nouns in which it is retained in
informal spoken style.
(c) /-aim/ Dual Nouns
The pattern of the dual nouns is similar to /-im/ plural nouns before
suffixes. The /-aim/ is dropped and the suffixes are added. Before the second and
third person plural suffixes a preceding /a/ is usually dropped. Resulting
consonant clusters are broken up according to the same rules as for /-im/ plural
nouns.
1004
BASIC COURSE
hebrew
UNIt 35
/raglaim/ "feet"
/yadaim/ "hands
1 s.
raglay
yaday
2 m.s.
raglexa
yadexa
2 f.s.
raglaix
yada ix
3 m.s.
3 f.s.
1 pi.
raglav
ragleha
ragleynu
yadav
yadeha
yadeynu
2 m.pl.
ragleyxem
yedeyxem
2 f.pl.
3 m.pl.
ragleyxen
ragleyhem
yedeyxen
yedeyhem
3 f.pl.
ragleyhen
yedeyhen
1005
BASIC COURSE
HEBREW
36
As
with
/-im/
and
/-ot/
plural
nouns,
the
entire
paradigm is
often
regularized
in informal
speech.
Thus,
for
example,
/yadeyxem/
will
be
heard
as
well
as
/yedeyxem/.
UNIX
A.
These are my books.
.
.
.
.
.
.
.
.
.
13.
14.
1006
UNIt 35
hebrew
1007
BASIC COURSE
UNIX
36
HEBREW
T
r
a
n
s
f
BASIC COURSE
r
m
a
t
o
n
r
i
l
l
M
y
c
h
i
1008
UNIt 35
hebrew
BASIC COURSE

.
.

.
.

.
.
r
e
n
s
t
u
d
y
w
e
l
15.
1009
BASIC COURSE
HEBREW
36
.
:
T
r
a
n
s
f
o
r
m
a
t
i
o
n
1010
UNIX
UNIt 35
hebrew
BASIC COURSE
r
i

.

.

.

.

.
b
r
o
t
h
e
r
s
l
i
v
e
i
n
1011
BASIC COURSE
HEBREW
:
.
.

.
.
:
.
.

.
.
Transformation Drill My friends

are going to Israel.
E.
36
UNIX
.
.
.
.
.
.
,
16.
: . . . .
: .
. .
. .
.
: . .
Transformation Drill Your ideas
are excellent.
.
.
.
.
17.
1012
UNIt 35
hebrew
Her cakes are delicious.
.
.
.
.
.
.
.
.
.
.
1013
BASIC COURSE
:.
..
.
HEBREW
BASIC COURSE
36
UNIX
G Transformation Drill
They cleaned our clothes.

.
.

.

.
W
i
1

.
.
.
.
.
18.
19.
.
1014
BASIC COURSE
UNIt 35
hebrew
.
H.Tra
n
s
f
o
r
m
a
t
i
o
n
D
r
i
l
l
M
y
f
e
e
t
1015
BASIC COURSE
HEBREW
36
UNIX
r
t
.
o
. .
w
.
.
. .
a
.
r
e
I.Tra
y
o
r
e
n
r
i
20.
1016
UNIt 35
hebrew
. :
1017
?
?
1
?
BASIC COURSE
?
?
?
?
?
?
?
?
BASIC COURSE_________________________________HEBREW_________________________________________UNIT
35
J. Transformation Drill
houses.
Moshe hasn't seen our

.
35.5 Prepositions with Pronominal Suffixes

prepositions occurring with the plural set of pronominal suffixes alternate in the
same way as nouns.
1018
BASIC COURSE
hebrew
UNIt 35
B. Expansion Drill
1 S.
2
2
3
3
m.s.
2
2
m.pl.
f.pl.
f.s.
m. s.
f.s.
1 pi.
f.pl.
3 m.pl.
A. Expansion
.

/lefanim/
"formerly"
.: "before
::
lefanay
me"
.!! :

lefanexa
"before
you"
.
lefanaix
etc.,
.:
lefanav
.
lefaneha
.-
lefaneynu
_ .
.
lifneyxem
.
lifneyxen
. :
lifneyhem
lifneyhen
Drill
Instructo : I'm standing in line.

r
Student: 'm standing
in line, and Moshe
I
/odot/ "about"
.
odotay "about roe"
t you"

odo texa "abou

odotav

odoteha

odoteynu

odoteyxem
odoteyxen
odoteyhem

odoteyhen
is standing in front of me.
Instructor: I stood in line.

Student: I stood in line and Miriam stood behind me.
1019
odotaix etc.,
BASIC COURSE
HEBREW
.1 ?
.2 ?
.3 ?
.4 ?
? REVIEW CONVERSATIONS
1020
36
UNIX
UNIt 35
hebrew
: ?
: ,?
: .
: ?
:.
: , .
: ?
: , , ,.
: ?
: .
: ?
: . .
: . ?
: .
: . .
: , .
: .
: . .
: ?
: , .
:? ?
: . .
: .
: ?
: .
: .
: . .
1021
BASIC COURSE
BASIC COURSE
: ?
: . . .
: . .
1022
HEBREW
36
UNIX
hebrew
BASIC COURSE
UNIT 36
36.1 Getting Up In the Morning (contd.)

1.
MENAHEM
2.
Listen,
Dov,
it makes a
bad
impression
when
you're
late every
day.
impres
sion,
mark
Xma, dov.
ze ose
roem
ra
Seata
meaxer
kol
yom.
roSe
m
(m)
,
.
eyx ze yaxol
lihyot?
3.
DOV
4.
I'11
tell
you,
Menahem.
Even
when I
get up
early
I'm
late.
omar
lexa
menaxem.
afilu
keani
5.
ka
m
mu
kd
am
an
i
me
ax
er
.
MENAHEM
How is that possible?
7.
6.
DOV
8.
I'll cîve
1023
UNIX
36
HEBREW
ou an
example.
Last week
I left the
house at
seven, and
I thought
this time
I'11 get
there
hine agla
early.
mukdam.
e
x
a
m
p
l
e
l
o
o
k
(
c
o
n
j
u
n
c
t
i
o
n
c
a
l
l
i
n
g
a
t
t
e
n
t
i
o
n
BASIC COURSE
to what
follows)
eten lexa dugma.

beSavua Xeavar
yacati mehabait
beSeva vexaSavti
dugma (f)
hine
9.
MENAHEM
1024
hebrew
BASIC COURSE
UNIT 36
10.
And what happened?
it happened
11.
DOV
12.
l
o
h
a
m
e
x
o
n
i
t
y
a
x
o
l
t
i
S
e
l
i
.
l
e
h
a
d
l
i
k
e
t
hidlik
mexonit
13.
MENAHEM
What was wrong?
ma haya hakilkul?
uma
kara?
?
kar
a
1025
UNIX
36
HEBREW
BASIC COURSE
DOV
I didn't have any gasoline. lo haya li
delek.
14.
gasoline
15.
delek (m)
MENAHEM
16.
Dov, you
have to
watch the
amount of
fuel in
the car.
h
e
w
a
t
c
h
e
d
dov, ata
carix
liSmor al
kamut
hadelek
bamexona.
q
u
a
n
t
i
t
y
m
a
chi
ne,
car
S
a
m
a
r
k
a
m
u
t
(
f
)
m
e
x
o
n
a
(
f
)
,
17.
DOV
18.
Yes, I know
but for some reason
I forget.
ken, ani yodea. ax
miSum ma ani
Soxeax.
1026
.
.

.
19.
20.
UNIt 35
hebrew
BASIC COURSE
because of because of something
MENAHEM
21.
You're an absent-minded
t
e
r
e
d
baxur (m)
ata baxur
fellow.
mefuzar.
young man
absentminded,scat
mefuzar (m.s.)
22.
36.2 ADDITIONAL VOCABULARY I
miSum
mi?um
ma
had a flat.
puncture
23.
I had
to
chang
e the
tire.
hayi
ti
cari
x
lehaxl
if et
hacami
g.
cami
g(m)
24.
karta li teunat draxim.
accident
teuna(f)
I had
an
accident.
hitn
agaX
t
i
im
oto
masa
.
25.
he
colli
ded
auto
load,
burde
n
haya li teker.
teker(
m)
tir
e
26.
They're fixing the car
et haoto
metaknim

in the repair shop.
basadna.
.
hitnag
eS oto
(m)
masa
(m)
1027
UNIX
36
HEBREW
repair shop, garage

(f)
BASIC COURSE
sadna
1028
UNIt 35
hebrew
BASIC COURSE
36.3 VERB DRILLS
"(a) /kara/ "it happened
27.
Wha
t
wil
l
hap
pen
?
Stu
den
t:
Wha
t
hap
pen
?ed
?

.
.
Do this drill in
reverse, also.
?

.

.

.
:.
A.
Transformatio
n DrillFuture to
Past
I
n
s
t
r
u
c
t
o
r
:
28.
B. "(b) /hidlik/ "he lit
Substitution Drill Turn on the
light.
29.
1029
BASIC COURSE
HEBREW
C.
Transformati
on DrillFuture to
Past
Ins
tru
cto
r:
'He
ll
sta
rt
the
car
.
Stu
den
t:
He
sta
rte
d
the
car
.

.

.

1030
36
UNIX
UNIt 35
hebrew

.

.

.

.
BASIC COURSE
"(c) /Samar/ "he guarded
watch the children.
.

1031
30.
BASIC COURSE
HEBREW
36
UNIX
E. Substitution-Agreement
;.
Drill I watch my diet.
31.
- - -
)(/Seli/ may be varied or not.
32.
.
F.
Transformation
Drill - Past to
Future
Instructors
The soldiers
guarded the
plane.
Student: The
soldiers
will guard
the plane.

.

.

.

.

.
1032
BASIC COURSE
hebrew
UNIt 35
33.
G
R
A
M
M
A
R
N
O
T
E
S
3
6
.
4
C
o
n
s
t
r
u
c
t
S
t
a
t
e
o
1033
UNIX
36
HEBREW
BASIC COURSE
f
P
l
u
r
a
l
N
o
u
n
s
a)/-im/- Plural nouns and dual
nouns
An /-im/-plural noun or
dual noun in the construct
state has the same form as
the noun with a third person
plural pronoun suffix but
minus the /-hem/.
/bateyhem/
"their nouses"
/batey/ "houses
of"
/bneyhem /
"their sons"
/bney / "sons
of"
/
yaldeyhe
m/"their
children
"
/yaldey/
"childre
n of"
/sifreyh
em/"thei
r books"
/sifrey/
"books
of"
/yedeyhem/"their
hands"
1034
BASIC COURSE
hebrew
UNIt 35
/yedey/ "hands
of"
/ozneyhem/"their
ears"
/ozney/ "ears
of"
/
ragleyhem/"their
feet"
/ragley/"feet
of"
b)/-ot/ Plural Nouns
An /-ot/ - plural noun in
the construct state has the
same form as it does before a
pronoun suffix.
/bnotay/ "my
daughters"
/bnot/
"daughters of"
/miSpexoteynu/
"our
families"
/miSpexot/
"families of"
Most /-ot/ plural nouns
will have a construct state
form identical with the
absolute state form.
/ugot/ "cakes"
/ugot gvina/
"cheesecakes"
/aruxot/ "meals"
/aruxot erev/
"evening meals"
1035
BASIC COURSE
Singular to Plural
Instructor: They work in a post
office. Student: They work in post
offices.
; .
.
.
.
.
.
. .
.
HEBREW
36
UNIX
.

.
.
.
.
.
.
.
.
Transformation Drill -
34.
35.
Instructor: We ate an apple
cake. Student: We ate apple
cakes.
.
.
.
.
.
.
.
.
.
.
.
.
.

. .
.
- Singular to Plural
36.
.1 ?
.2 ?
.3 ?
.4 ?
.5 .
.6 ?
1036
UNIt 35
hebrew
: ? : . . : ? :
. . : ? : .
: - - . : ? !
: ..
: ?
: . . : ?
: .
: . : ?
: .
: ?
: . .
: .
: .
: .
: ,?
: ..
: , .
: . .
: ?
: .
: . .
: ?
: .
: ?
: .
: ? .
: . .
: .
: ? ?
: . .
: ?
1037
BASIC COURSE
BASIC COURSE
: .
...
1038
HEBREW
36
UNIX
BASIC COURSE
UNIt 35
hebrew
37-1 Getting Up in the Morning (concluded)

MENAHEM
Keep coming late to work, tamSix leaxer laavoda
the boss will fire you.

he fired (an employee)
hamenahel yefater otxa.

piter
DOV
37.
Of this
I'm not afraid.
He needs me.
38.
39.
he feared
.

.
mize
ani lo mefaxed.
hu carix oti.
paxa
d
MENAHEM
40.
I believe
that he needs you,
but there's a limit
to everything.
he believed
boundary, limit
ani maamin Sehu

carix otxa. ax
lekol davar yeS
gvul.
heemin gvul (m)

.
.
41.
DOV
42.
Listen, Menahem. There
are many things more
serious in life than
coming late to work,
right?
there are(m.pl.)
serious
Sma menaxem.
yeSnam
harbe dvarim yoter
reciniim baxaim meaSer
ixurim laavoda, naxon?
yeSnam
recini
43.
,
.

? .
MENAHEM
44.
Right.
But you don't have to

cross the boundary.
naxon. ax lo carix
laavor et hagvul.
45.
DOV
46.
I know.
I'm like that,
and that's it.
that, this (m.s.)
ani yodâ.
ani kaze,
vezehu ze.
zehu
1039
UNIX
36
HEBREW
BASIC COURSE
1040
BASIC COURSE
UNIt 35
hebrew

(Let it remain)
between us he
won't be able to
manage without me.
without,
except
SeyiSaer
beyneynu - hu lo yuxal
lehistader
toil*aday.
bil'adey
47.
(a) /yeS ~ yen-/ "there is, there are"
The particle /ye%/ has the suffixed variant
/yeSn-/ is used only with a third person
subject, and the suffix agrees with it in
gender and number - /yeSno, yeSna, yeSnam,
ye&nan./
Only /yeS/ is used with /le-/ in the meaning
"to have".
48.

.

.

.

.
offices in this
building.

.

.

.

.""
There are many

49.
b)/recini/ "serious"
The
students
are
very
serious.
1041
UNIX
36
HEBREW
BASIC COURSE
.

""
-

-
-
c)/beyn/ "between, among"
The preposition /beyn/ is used with the

singular set of pronominal suffixes - /beyni/,
etc..
The
construction
"between... and ..." is rendered
/beyn... leveyn.../ orêyn... le.../.
1042
BASIC COURSE
UNIt 35
hebrew
C. Expansion Drill
Instructor: I"11 tell you something.

50.
Student: I'll tell you something.

me and you.
.
.
.
.
.
.
.
.
Let it remain between
-
-
-
-
-

-
(d) /bil'adey/ "without, except"

The preposition /bli/ "without" has the alternant
form/k>il'ad-/ before pronoun suffixes. The plural set of
suffixes is used with this form. The "plural construct"
form /bil'adey/ occurs in formal style before nouns.
Instruc
tor: I
won't
go with
Moshe.
Student
: Moshe
will go
without
me.
.

.
.
.
1043
UNIX
36
HEBREW
BASIC COURSE
1044
BASIC COURSE
hebrew
UNIt 35
1045
BASIC COURSE
36
HEBREW
UNIX
.
.
.
.
.
.
.

.
.
.
4 VERB DRILLS
37
(a /piter/ "he
") fired
to Past
Future
will fire you.
A. Transformation
Drill
Instructor: The
boss
Student: The boss fired you.

. .
. .
1046
UNIt 35
hebrew
BASIC COURSE
Do this drill in reverse, also.B. Transformation Drillpi'el to hitpa'el

Instructor: The boss will fire her from the job.
Student: She will resign from the job.
.
.
.
.
.
.
fire me. I quit.
.

.

.
:
.
C.
Expansion
Drill
Instruc
tor:
They
didn't
fire
me.
Student
: They
didn't
1047
UNIX
36
HEBREW
BASIC COURSE
(b) /paxad/ "he feared"

The verb /paxad/ is unusual. In the past tense it
is conjugated in the kal, in the future it is
conjugated in the pi'el - /yefaxed/; in the present
tense it is conjugated in either - /poxed/, /mefaxed/.
D. Substitution-
- -
Agreement Drill I
- - -
won't be afraid of
- -
the dog.
(The conjugations should be drilled separately.)
.( or) .
- - - - - -
-
I'm not afraid of that.
1048
UNIt 35
hebrew
BASIC COURSE
. :
- - -
- - -
F- Substitution-Agreement Drill I was

afraid he'd be late.
(c) /he'emin/ "he believed"
Don't believe what he tells you.
- - -
I believe that this is correct.
37.5 Abstract Nouns in /-ut/ "-ness"

Abstract nouns may be derived from many nouns and adjectives by adding the
suffix /-ut/.
These nouns are feminine.
/mahir/ "quick"
/mehirut/ "quickness"
/recini/
/recinut/
"seriousness"
"serious" /gadol/
/gadlut/
"greatness"
"great" /efSari/
/efgarut/
"possibility"
"possible" /naim/
/neimut/
"pleasantness"
"pleasant"
37.6 Hortatives
A wish or desire on the part of the speaker that someone else should do
something or that something should happen is expressed by the construction /ge-/
followed by the future tense of the verb.
/SeyiSaer beyneynu/ "Let it remain between us."
/Seyavo maxar/ "Let him come tomorrow."
The English "let" in the above sentences simply expresses the speaker's wish.
It does not mean "permit, allow". This would be rendered in Hebrew /ten lo lavo
maxar./
The construction with /Se-/ may be considered an elliptical sentence with a
preceding clause deleted such as /ani roce/ or /ani mekave/.
/ani roce Seyavo maxar./ "I want him to come tomorrow."
1049
BASIC COURSE
Moshe come earlier.
.
.

5.
.
.
.
HEBREW
36
UNIX

. .
.
.
.

.
Instructor: I hope Moshe will
come earlier. Student: Let
.1 ?
.2 ?
.3 ?
.4 ?
1050
UNIt 35
hebrew
BASIC COURSE
: - : ?
: . : . .
: .
: ?
: .
: ?
: .
:?
: .
: , .
: ?
: .
: , .
:?
: .
1051
UNIX
36
HEBREW
BASIC COURSE
38.1 Purim Parade

MR. WILLIAMS
What is this
noise in the
street?
raaS (m)
ma ze
haraaS
haze
barexov.
MR. CARMI
I
t
'
s
t
h
e
A
d
l
o
y
a
d
a
.
Pu
ri
m,
Fe
as
t
of
Lo
ts
z
u
adloyada(f)
purim
T
o
d
a
y
i
s
P
u
r
i
m
.
P
u
r
i
m
f
e
s
t
i
v
a
l
1052
BASIC COURSE
hebrew
UNIt 35
1053
36
UNIX
HEBREW
BASIC COURSE
MR. WILLIAMS
W
h
a
t
y
z
i
s
P
u
r
i
m
?
W
h
a
t
k
i
n
d
o
f
h
o
l
i
d
a
y
i
s
i
t
?
m
a
z
e
x
a
g
p
u
r
i
m
?
e
1054
BASIC COURSE
hebrew
UNIt 35
g
z
e
.
1055
UNIX
36
Purim
is
t
h
e
h
a
p
p
i
e
s
t
h
o
l
i
d
a
y
,
a
n
d
e
s
p
e
c
i
a
l
l
y
f
o
r
t
h
e
c
h
i
l
d
r
e
n
.
HEBREW
BASIC COURSE
Wh
y
ju
st
fo
r
ch
il
dr
en
?
They put
on
costumes
, go to
parties,
and eat
poppyseed
cakes,
he
disguise
d
himself
party,
ball
(special
Purim
cake)
M
R
.
C
A
R
M
I
xag
purim hu
haxag
hasameax
beyoter
ubemeyux
ad
layeladi
m.
meyuxad
MR.
WIL
LIA
MS
special
la
ma
da
vk
1056
hebrew
BASIC COURSE
l
a
y
e
l
a
d
i
m
?
ze
n
h a
m a
n (
M
R
.
C
A
R
M
I
mitxap
sim,
holxim
leneSa
fim
veoxli
m
ozney
haman.
UNIt 35
f )

MR
.
WI
hitxa
neMef
LL
IA
MS
T
h
i
s
m
o
r
n
i
n
g
I
s
a
w
c
h
i
l
d
r
e
a dressed
mask
a
v
lavuS
masexa (f)
,
,
.

1057
UNIX
36
HEBREW
BASIC COURSE
1058
BASIC COURSE
hebrew
UNIt 35
MR. CARMI
M
r
.
h
i
b
i
t
t
a
h
a
l
u
x
a
(
f
)
W
i
l
l
i
a
m
s
,
l
o
o
k
a
t
t
h
e
p
a
r
a
d
e
.
mar
Wil
lia
ms,
hab
et
al
hat
aha
lux
a.
he
lo
ok
ed
pa
ra
de
,
pr
oc
es
si
on
1059
UNIX
36
HEBREW
BASIC COURSE
MR. WILLIAMS
V
e
r
y
i
n
t
e
r
e
s
t
i
n
g
.
L
o
o
k
a
t
t
h
e
b
e
a
u
t
i
f
u
l
f
l
o
a
t
s
.
1
'
v
e
n
e
v
e
r
s
e
e
n
a
p
a
r
a
d
e
l
i
k
e
t
h
i
s
.
m
e
a
n
y
e
n
m
e
o
d
.
r
e
e
e
t
h
a
b
u
b
o
t
h
a
y
a
1060
doll,
mannekin
never
BASIC COURSE
hebrew
UNIt 35
fo
t.
me
ol
am
lo
ra
ft
i
ta
ha
l
u
x
a
k
a
z
o
.
(f
)
meolam...lo
buba

eve
r
ey
paam
H
a
h
a
a paam...lo
af

This year no one
w
a
s
d
r
e
s
s
e
d
a
s
a
c
l
o
w
n
.
n
a
a
f
e
x
a
d
l
o
h
i
t
x
a
no one p
e
h
s
a
S
l
a
1
'
1
1
1061
e
l
e
y
c
a
n
.
a
e
.
f
x a d . .
l o
l
e
l
.
10
UNIX
36
HEBREW
BASIC COURSE
e
o
l
a
m
.
a
f
a
1062
BASIC COURSE
hebrew
UNIt 35
38.3
VOCABULARY
DRILLS
a)/meyuxad/
"special"
A.Substitution
-Agreement
Drill
This plane
is
specially
for
tourists.
.
- -
- -
b)/lavuS/
"dressed"
B.Substitution
-Agreement
Drill
she was
dressed in
a brown
suit.
.
1063
BASIC COURSE
- - - -
1064
HEBREW
36
UNIX
BASIC COURSE
hebrew
UNIt 35
38.4 VERB DRILLS

(a) /hitxapes/ "he disguised himself" A.
- -
- -
What are you going to be dressed as on Purim?
?;
.
- -
- -
He disguised himself as a movie actor.
(b) /hibit/ "he looked" C. Substitution Drill Look at the costumes.
.
.
.
.
, .
.
D. Transformation Drill Past to Future
Instructor: Moshe
looked out the window.
Student: Moshe will
look out the window.
.
.
. .
.
(c) /afa/ "he baked"

The future forms of this verb are /yofe / etc. A frequent variant is /yeefe/.
1065
UNIX
36
HEBREW
BASIC COURSE
E. Transformation Drill - Future to Past

Instructor: My mother will bake a cake for the
holiday. Student: My mother baked a cake for the
holiday.
.
.
?
.
.
.
?
.
GRAMMAR NOTES
38.5 Negative Adverbials
The negative adverbials /meolam, leolam, af paam, af exad, klum, Sum

davar/ are used with /lo/ when the verb occurs in the sentence.
/meolam lo raiti tahaluxa
kazo./ "I've never seen such
a parade."
In equational sentences /eyn/ may be used.
/eyn klum bacincenet./ "There
is nothing in the jar."
In response to a question they may be used without /lo/ or /eyn/, but
they still are negative.
/ma Samata meaxixa./ "What did you hear from your brother."
/Sum davar/
"Nothing"
The adverbials /meolam/ and /leolam/ "never" are used with past, and
future tense forms, respectively.
/meolam lo raiti oto./ "I've never seen
him." /leolam lo er'e oto./ "I'll never
see him."
/af paam/ "never" may be used with any tense.
/af paam lo dibarti ito./ "I've never spoken to
him." /ani af paam lo medaber ito./ "I never
speak to him." /af paam lo adaber ito./ "I'll
never speak to him."
1066
UNIt 35
Instructor: have you ever eaten a

pomegranate? Student: Never.
.
.
.
.
hebrew
BASIC COURSE
.1 1
?
.2
?
.3
?
.4 ?
.5 ?
.6 ?
A. Response Drill
The responses may be varied with /meolam/ etc.
B. Response Drill
.1Instructor: What did you hear from him? Student: Nothing. ?

.2 .
.
?
.
.3 ?
.
. ? .
.
.
The responses may be varied with /klum/.
C. Response Drill
Instructor: Who are you talking
to? Student: Nobody.
.1 <: ?
:?
:. : ,
. 3 ?
.,-, :. ?
.5 ?
.1 ?
.2 ?
.3 ,.. ?
.4 ?
.5 ?
1067
BASIC COURSE
.6 - ?
1068
HEBREW
36
UNIX
UNIt 35
: ? :
. : . . :
, .
? : .
: ?
: . ?
: .
: ?: ?
: .
: . ? ?
_ : .
: ?
:.
: ?
: .
: ?
: .
: ?
: . . : -
? :.
: ?
: .
: ?
: .
: :, ?
: .
: . ?
: . .
1069
hebrew
BASIC COURSE
UNIX
36
HEBREW
BASIC COURSE
39! Buying clothes

David
,
liste
n. I
need
a new
suit
for
the
holid
ays.
Y
O
N
A
TAN
. ,

dav
idSma
.
ani
car
ix
xal
ifa
xad
aSa
lax
agi
ra.
lefi
mida (f)
DAVID
D
o
y
o
u
w
a
n
t
a
r
e
a
d
y
m
a
d
e
a
dac
co
rd
in
g
to
me
as
ur
e,
si
ze
a
t
s
u
i
t
o
r
c
u
s
t
o
m
m
1070
UNIt 35
hebrew
BASIC COURSE
1071
UNIX
36
HEBREW
BASIC COURSE
YONATAN
I
i
tx
aa
i
l
o
r
d
o
n
'
t
k
n
o
w
.
(
f
i
n
t
h
e
D
o
n
e
i
g
h
b
o
r
h
o
o
d
?
y
o
u
k
n
o
w
a
g
o
o
d
a
n
DAVID
You
can
order
a
custom
-made
suit.
In the
men's
clothi
ng
store.
a
t
a
y
a
x
o
l
l
e
h
a
z
m
i
n
x
a
manl
i
f
a
l
e
f
i
m
i
d
a
b
a
x
a
n
u
t
l
e
b
i
g
d
e
y
1072
hebrew
BASIC COURSE
g
v
a
r
i
m
.
gever
(m)
UNIt 35
YONATAN
beemet? lo
yadati.
Really? I didn1t
know.
DAVID
If you wish,
I'm ready to go
with you there.
im ata roce ani

muxan lalexet itxa
leSam.
YONATAN
ode lexa
meod.
I'd be very grateful.

Y
o
u
'
1
1
h
e
D
A
V
I
D
n
e
e
d
?
.
a
t
i
e
t
o
m
a
t
c
h
1073
UNIX
36
HEBREW
BASIC COURSE
1074
UNIX
36
HEBREW
BASIC COURSE
YONATAN
ken. nir'e
eyze mivxar
yeS lahem.
Y
e
s
.
W
e
'
1
1
mivxar(m
)
:
.
s
e
e
w
h
a
t
s
e
l
e
c
t
i
o
n
t
h
e
y
h
a
v
e
.
select
ion
DAVID
1075
HEBREW
BASIC COURSE
YONATAN
B
y
o
e
s
.
incidentally
a
g
a
v
,
a
n
i
t
h
e
w
a
y
,
I
a
l
s
o
c
a
r
i
x
n
e
e
d
aga
v
g
a
m
z
u
g
p
a
i
r
n
a
a
l
a
i
m
.
o
f
s
h
DAVID
O
h
o
3
9
.
2
A
d
d
i
t
i
o
n
a
l
I
a
1076
UNIX
36
HEBREW
BASIC COURSE
a
s
e
,
a
n
e
w
c
o
a
t
,
a
n
e
w
h
a
t
.
a
n
e
w
r
a
i
n
c
o
a
t
,
a
n
e
w
r
o
b
e
,
a
n
e
w
w
a
l
l
e
t
,
a
n
e
w
s
w
e
a
t
e
r
1077
e
w
a
n
t
HEBREW
BASIC COURSE
1078
.
.
.
BASIC COURSE
1079
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1080
BASIC COURSE
1081
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1082
BASIC COURSE
1083
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1084
BASIC COURSE
1085
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1086
BASIC COURSE
1087
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1088
BASIC COURSE
1089
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1090
BASIC COURSE
1091
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1092
BASIC COURSE
1093
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1094
BASIC COURSE
1095
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1096
BASIC COURSE
1097
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1098
BASIC COURSE
1099
HEBREW
36
UNIX
HEBREW
BASIC COURSE
1100
BASIC COURSE
1101
HEBREW
36
UNIX
HEBREW
BASIC COURSE
ani
crixa...
a
n
e
w
d
r
e
s
s
,
a
n
e
w
s
k
i
r
t
,
a
n
e
w
b
l
o
u
s
e
,
a
n
e
w
I need...
b
r
a
.
a
n
e
w
s
l
i
p
,
a
n
e
w
u
m
b
r
e
l
l
a
,
n
e
w
s
t
o
c
k
i
n
g
s
.
S
i
m
l
a
x
a
d
a
S
a
...
x
a
c
a
i
t
x
a
ta
far
1102
.

:
.
UNIX
36
HEBREW
BASIC COURSE
d
a
s
a
.
r
i
a
x
u
l
c
a
x
a
d
a
S
a
.
x
a
d
a
S
a
.
g
a
r
b
a
i
m
x
a
z
i
a
x
a
d
a
&
o
t
.
x
a
d
a
S
a
.
a
n
i
m
a
k
i
r
a
t
a
x
t
o
n
i
t
t
o
f
e
r
e
t
x
a
d
a
S
a
.
t
o
v
a
.
m
i
t
1103
HEBREW
BASIC COURSE
GRAMMAR NOTES
39-3 /kvar/ and /od/
/kvar/ generally stresses the fact that the action has been completed or is to be
completed. It is often translated as "already".
/kvar meuxar/
"It's late already."
With expressions of time it is equivalent to the English "has been."

/hu oved kan kvar xodSaim/ "He has been working here for two months."
In questions it is eguivalent to "yet", /od/ is not used.
/kvar axalta?/ "Have you eaten yet?"
With verbs /od/ is usually translatable as "yet" or "still".
/od lo axalti/ "I haven't eaten yet" /od mukdam/ "It's still early."
With nouns /od/ means "another, more".
/od davar exad/ "one more thing."
/ani eSaer kan od Svuaim./ "I'm staying another two weeks here."
With certain time expressions /od/ means "no later than", "as early as", /od
hayom/ "before today is over"
In negative sentences /od/ may be ambiguous.
/eyn od xadaSot./ "There is no news as yet."
or possibly "There is no more news."
On the other hand - /od eyn xadaSot./ "There is no news as yet."
? .1
? - .2
. .3
? .4
? .5
1104
UNIt 35
hebrew
: , .
: . . : ? :
. . : . .
: ?
: .
: .
: ?
: .
: ::?
: .
: ?
: , ,.
: .
: . .
: ?
: .
:?
: .
: ?
: .
: ?
, .1
:
:? .
: . ;-.
: ?
: .
1105
BASIC COURSE
hebrew
BASIC COURSE
UNIT 36
Going to 40.1
the Irrigation Project
MR. WILLIAMS
Hello, Mr.
Carmi.
I'm Mr.
Williams
from the
American
Embassy.
m
e
r
i
k
a
.
I heard about
you in
America.
about
a
t
You're the
a
director of
m
the bureau of
e
development.
d n
e a
v h
e e
l l
o m
p i
m s
e r
n a
t d
h
Sal
a
om
p
mar
i
kar
t
mi.
u
ani
a
mar
x
Wil
.
lia
ms
meh
aSa
gri
rut
haa
mer
ika
it.
Sam
ati
odo
tex
a
od
bea
o
d
o
t
p
i
t
u
a
x
(
m
)
MR. CARMI
Oh Mr.
Willia
ms '.
I've
h
e
a
r
d
a
b
o
u
1106
UNIt 35
hebrew
BASIC COURSE
t you,
too.
ha
im
at
a
me
un
ya
n
li
r^
ot
et
mi
f'
al
ha
ma
im
ha
xa
da
S
ba
ne
ge
v?
Are
you
intere
sted
in
seeing
the
new
irriga
tion
projec
t
in
the
Negev?
project
southern
part of
Israel
o- mar
Willia
ms gam
ani
Samati
odotex
a.
Yes,
certain
ly. My
wife
and I
would
be very
happy
to
visit
there.
mif
'al
(m)
m
e
o
d
l
e
v
a
k
e
cer r
tai
S
he a
vis m
ite .
MR.
WILLIAM
S
ken.
bevaday
. iSti
veani
nismax
Tell me when
it's
convenient
for you to
go, and I'11
take you for
a tour.
neg
ev
vaday
biker
convenie
nt,
comforta
ble
he
told
tour
M
R
C
A
R
M
I
tagid
1107
hebrew
BASIC COURSE
li matay
Senoax laxem
linsoa,
veekax otxem
lesiyur.
h
i
g
i
d
n
o
a
x
(
m
N
e
x
t
T
u
e
s
d
a
y
I
h
a
v
e
f
r
e
e
.s.
)
siy
ur
(m)
t
i
m
e
.
MR.
WIL
LIA
MS
bey
om
Sli
Si
hab
a
yeS
li
zma
n
pan
uy.
pa
nu
y
(m
.s
.)
vacant
MR. CARMI
Very
good.
Then I'11
come to
get you
in the
morning.
At six
o'clock in
the
evening,
You'11 be
back at
home.
tov meod.
az avo
lakcixat
otxem
baboker.
be
Sa
a
Se
S
ba
er
ev
ti
yu
Xu
v
ba
ba
it
.
1108
UNIT 36
BASIC COURSE
hebrew
UNIt 35
1109
UNIX
36
HEBREW
BASIC COURSE
MR. WILLIAMS
Thank
you.
t
6
a
x
I'm
sure
that
we'll
enjoy
it
very
much.
to
da
ra
ba
.
an
i
ba
S
e
n
e
h
e
n
e
m
e
o
d
.
40.2 At the
Irrigation
Project
MR. CARMI
Look Mr.
Williams.
histakel, mar
Williams.
Here is the
pumping
station, hine
taxanat
haSe'iva.
histakel
taxana (f)
he looked
at station
he drew
(water)
Sa1 av
MR. WILLIAMS
Wha
t I
We'
re
the
re
alr
ead
y?
Whe
re
are
we?
m
a
1110
k
v
,
.
BASIC COURSE
hebrew
UNIt 35
MR. CARMI
W
e
r
e
i
n
U
p
p
e
r
G
a
l
i
l
e
e
.
T
h
e
r
e
i
s
L
a
k
e
K
i
n
e
r
e
t
.
n
i
m
c
a
i
m
b
a
g
a
l
i
l
h
a
e
l
y
o
n
.
h
i
n
e
a
g
a
m
.
galil
elyon (m.s.)
agam
(m)
k
i
top, highest
e
lake, pond
r
a
e
n
t
.
u
MR.
WILLIAMS
I see
the pipes.
pipe
ani
roe
et
haci
noro
t.
c
i
n
1111
UNIX
36
HEBREW
BASIC COURSE
o
r
(
m
)
MR.
CARMI
T
h
e
p
i
p
e
s
t
a
k
e
u
t
transp
orted
reserv
South
h
a
hovil
maagar
(m)
darom
t
h
e
w
a
t
e
r
t
o
t
h
e
m
a
i
n
r
e
s
e
r
v
o
i
r
i
n
t
h
e
s
o
1112
UNIt 35
1113
hebrew
BASIC COURSE
UNIX
36
HEBREW
BASIC COURSE
MR. WILLIAMS
How is
water?
Sweet?
the
eyx hamaim?
metukim?
MR- CARMI
Yes. The waters of Kineret
are sweet.
ken. mey hakineret

metukim.
1114
?
?
BASIC COURSE
hebrew
UNIt 35

,
?
MR. WILLIAMS
ma orex movil
hamaim, mar
( karmi .
What is the
length of
the water
carrier, Mr.
Carmi?
m
)
ore
x
length
T
h
MR.
CARMI
o
mil
W
e
y
o
t
h
MR.
WILLIA
MS
a
1115
UNIX
36
HEBREW
BASIC COURSE
I'
a
m
y
ha
pp
y
yo
u
en
jo
ye
d
it
.
Le
t'
s
st
ar
t
ho
me
.
MR.
CARM
a
n
i
s
a
m
e
a
x
S
e
n
e
h
e
n
e
t
e
m
.
n
a
t
x
i
l
l
a
x
z
o
r
h
a
b
1116
BASIC COURSE
hebrew
UNIt 35
40.3
ADDITIO
NAL
VOCABUL
ARY
Galilee
is
in the
north
of
Israel.
The Jordan is
in the east.
ha
ga
li
l
ni
mc
a
bi
cf
on
ha
ar
ec
.
north
hayarden
nimca
bamizrax.
mizrax
T
h
e
t
.
h
a
y
a
m
M
e
d
i
t
e
r
r
a
n
e
a
n
h
a
t
i
x
o
n
n
i
m
c
a
i
s
middl
e
west
i
n
b
a
m
a
a
r
a
v
.
t
h
e
w
e
s
tixon (m.s.)
maarav
1117
cafo
n
UNIX
36
HEBREW
BASIC COURSE
Have a good time.

he
spen
t
(tim
e)
tevalu beneimim.
bila
1118
hebrew
BASIC COURSE
UNIt 35
GRAMMAR NOTES
404Derived Houns - mif'al

A frequently occurring noun derivation is the pattern /miccac/. Such nouns
usually designate a concrete result of the action of the verb. These nouns are
masculine.
/raSam/ "he listed" /mirSam/ "recipe" i.e. list of
ingredients
/pa'al/ "he worked" /mif'al/ "project" /safar/

"he counted" /mispar/ "number" /saxar/ "he
traded" /misxar/ "commerce" /katav/ "he wrote"
/mixtav/ "letter"
/baxar/ "he chose"
/mivxar/ "selection"
The prefix may be /ma-/ or /me-/ before /'/, /r/, /x/.
/,asa/ "he did"
/,agar/ "he collected"
/ra'a/ "he saw"
/xala/ "he got sick"
/raxok/ "distant"
/ma'ase/ "deed"
/ma'agar/ "reservoir"
/mar'e/ "sight"
/maxala/ "sickness"
/merxak/ "distance"
Occasionally a feminine derivation with /-a/ is used.
/se'uda/ "meal/
/mis'ada/ "restaurant"
/ralvrak/ "telegram" /mivraka/ "telegraph office"
405Derived Adjectives - pa'il
A frequently occurring adjective derivation is /cacic/. These adjectives
express qualities such as expressed in English with "-able".
/Savar/
/miher/
/xideS/
/bxor/
"he broke"
"he hurried"
"he renewed"
"eldest son"
/Savir/
/mahir/
/xadiS/
/baxir/
"breakable, fragile"
"quick"
"modern"
"senior"
? .1
? .2
? .3
? .4
? .5
? .6
? .
? .7
.10 ? .8
?
1119
UNIX
36
HEBREW
BASIC COURSE
TESTS
In addition to the Review Conversations the following two types of

tests are suggested for measuring the overall ability of the students in
speaking Hebrew. In both of them the student is required to convey a message
accurately. Tests on specific points of grammar or vocabulary are not given.
Instead, the instructor must sort any particular deficiencies out of the
total conversation and review the drills on these points to correct them.
The instructor should make notes during these tests so as not to interrupt a
free-flowing conversation. He should, of course, use his judgment in case
there is any real difficulty or the conversation goes too far from the main
message.
The instructor pretends to know no English and engages in a
conversation with some one who, ideally, knows no Hebrew. The student acts
as the interpreter.
The following are suggested situations. The Hebrew is for the
instructor and the English for his conversation partner. The student does
not use the book.
Before starting, the instructor and his partner should read through the
conversation to get the gist of it. During the conversation the student's
translations determine the course of the conversation. If he mis-translates,
the instructor should not correct him but should continue the conversation.
The corrections are made afterwards, and the student then tries again.
In many cases the correct message will be conveyed even if there are
errors in the grammar or vocabulary of the translation. The instructor
should definitely not interrupt at such points. Continuing the conversation
will build confidence on the part of the student. It also illustrates how
seemingly insignificant errors turn out to be crucial while other seemingly
gross errors are comparatively minor.
Suggested situations are given for use after Unit 4 and Unit 10. The instructor
should make up additional ones for the rest of the units. Ad-libbing, within limits,
will enliven the situation.
Occasionally the student will encounter forms which he could not

possibly know at the particular stage of the course. He should make an
intelligent guess and continue the conversation. Results of such guesses
often provide humorous relief from the intensity of the course.
Interpreting Technique
While most people learn informally how to work with interpreters and
how to function as an interpreter, the following guiding principles will be
of help to both the student acting as the interpreter and to the instructor
and his partner who are conversing with each other through the interpreter.
The remarks are intended only as rules of thumb for informal interpreting
situations such as those suggested here. In official or more serious
situations the student should not attempt to act as interpreter until he is
considerably more fluent in Hebrew. Indeed, he should not use an interpreter
himself until he has had some experience working with one in ordinary
conversations.
(a)The interpreter is not a party to the conversation. He is, in a
sense, only a machine through which the others talk. The two people
should address each other as though they understood every word that the
other was saying. They do not address each other in the third person
through the interpreter. Thus, rather than saying "Ask him where he
lives", one should simply say directly, "Where do you live?".
In the use of interpreting situations as tests, the two persons holding
the conversation may understand each other without the student's
translations. In such case, they will have no difficulty addressing each
other directly, but they must resist the temptation to correct the
1120
BASIC COURSE
translations.
hebrew
UNIt 35
(b)One should not lapse into side comments to the interpreter which he is
not expected to translate or which one assumed that the foreign national
will not understand. For one thing, it is impolite. For another, it is easy
to be misunderstood. In addition, almost all native Israelis speak at least
some English, and such asides may create the wrong atmosphere for
communication.
(c)The interpreter translates directly what the others say. Thus, when
one asks the other, "/heyxan ata gar/", the interpreter says "Where do
you live?" and not "He wants to know where you live."
Prohibiting such third-person paraphrases will enable the instructor to
test the student's competehce on specific points much more directly. For
example, if the instructor wishes to test the student's knowledge of
pronominal suffixes, he may "load" the conversation with suffixed forms for
the student to translate. Or conversely, he may have his conversation
partner use a number of English constructions which will require suffixed
forms in Hebrew. Any deficiencies on the part of the student will be
revealed immediately and without subjecting him to the tension or
artificiality of a formal test.
Occasional informal interpreting is not a primary goal of this course,
but students should achieve the minimal skill for it as an incidental
result.
Professional interpreting requires a great deal of training, a
prodigious memory, familiarity with the subjects of the conversation or text
being translated, in addition to a degree of fluency which is not expected
to be achieved from a basic course such as this.
Unit 4.
A: Good morning, Mr. Oren.
B: So long. Be seeing you.
B: Hello, how are you?
. ,
As Fine, thanks.
How1s the wife and the family?
.
?
B: Fine, thanks.
Where do you live?
?.
. ,
A: I live in Tel Aviv.

Where are you staying?
: . : 1
?
B: I'm staying at the Dan Hotel in the

meantime.
. ""
. ""
A: The Dan Hotel is very nice.
-
.
Bs I plan to live in Ramat Gan in about a

month.
.

.
A: Very good.
I hope you like Ramat Gan.
B: Thank you.
. .
. .
I heard that the house is very nice.

A: So long.
1121
Unit 10.
UNIX 36
Situation 1
A: Excuse me, Sir.
I'm
new
in
Tel
Avi
v.
I
wan
t
to
get
to
the
pos
t
off
ice
.
B: OK.
You're
now
o
n
H
a
y
a
r
k
o
n
S
t
r
e
e
t
T
h
e
P
o
s
t
O
f
f
HEBREW
BASIC COURSE
i
c
e
i
s
o
n
A
l
l
e
n
b
y
S
t
r
e
e
t
.
A: Yes.
B: Turn
left at
th
e
fi
rs
t
co
rn
er
an
d
go
st
ra
ig
ht
to
th
e
Po
st
Of
fi
ce
bu
1122
BASIC COURSE
ild
ing
.
A: Is it
far from
here?
Bs
No.
It's
very
close.
A: Thank
you very
much.
Bs Don't
mention
it.
:
.
hebrew
UNIt 35
.
. :
1123
BASIC COURSE
36
HEBREW
UNIX
:.
:J

.
:
.

?
1124
.
,
BASIC COURSE
are

you?
?
?
.
?
.
-
?
.
.

.

.
,
Unit
10.
Situat
ion 2
A:
Hello,
Mr.
Oren.
B:
Hello,
Mr.
Levi.
How
hebrew
UNIt 35
A:
Fine.
Thanks.
What's
new
with
you?
Bs
Everyth
ing's
fine.
As Do
you
want
to eat
ice
cream?
Bs No
why?
A: My
wife is
making
ice
cream.
Bs Oh,
really?
As Yes.
indeed.
B:
That's
differe
nt. I'm
coming
now.
I'd
lik
e
to
eat
her
ice
cre
am.
1125
UNIX
36
HEBREW
.
?
. .

?
.

?
.

.

.
.

?
.
BASIC COURSE
B:
Unit 10. Situation 3

thanks.
You've B:
come to
eat my ice cream?
Why didn't you tell

me before that you're making
ice cream?
Mrs. A: You didn't give me a chance. I

hope you like the ice cream.
B!
From what I've eaten

the ice cream is very good.
Mrs. A: Thank you.

Does your wife
make ice
cream?
B:
: :
NO.
Mrs. As Why not?

B:
She doesn't know how.
?
.
Hello, Mrs. Levi.
How are
you?
: :
: :
Mrs. A: Fine,
1126
BASIC COURSE
Taped Tests
hebrew
UNIt 35
The following tests require the use of a tape recorder for the student to record
his responses. Each test takes only a few minutes to administer. They are kept short
since the instructor must listen to each tape individually in order to mark it.
The purpose of these tests is to judge the students' functional ability in the
language, not necessarily his ability to translate a specific word or construction or
sentence. The student is told to convey a particular message in a particular situation.
Thus, for example, the following instruction may be given:
Mr. Caspi and you have just finished eating lunch, but you do
not have to be back to the office for another half hour. Ask
him if he would like to go for a little walk with you.
The student reads this instruction and responds with something like this:
(recording his response)
/haim ata roce letayel kcat?/
Note that the student is not told: Translate the following sentence - "Do you want
to stroll a little bit?"
Sample tests are given for use after Units 11 through 15 In preparing additional
tests the supervising linguist and instructor must make sure that the given situation
is not far-fetched and that the expected response is within the capability of the
student at the particular stage of the course. An easy way to prepare such tests is to
compose the responses first, and then fashion a situation for them. Students will often
be amazed at the wide range of possibilities that exist even at an early stage of the
course. It is also advisable to include vocabulary that has not been used for several
units.
Numerical Grades
Numerical grades are given for these tests. Letter grades should be based on a
distribution curve of the numerical grades achieved.
The following system should be used in marking the responses:
1)The prime criterion is the correctness of the message. If the response is perfectly
correct grammatically and the pronunciation is very good, but the message is wrong, then
the student gets a zero for that question. For example, if the instructions is "Ask Mr.
Caspi what he is doing on Tuesday", and the student responds with /ma ata ose beyom
Seni/, then he gets a zero. This is very important. There is no appeal from an incorrect
message.
2)If the response is grammatically correct, the pronunciation is good, and the message
is correct, then the student gets four (4) points for the response.
3)A grade of one, two, or three points is given on a more-or-less subjective basis
determined by the completeness of the message, correctness of grammar and vocabulary,
intelligibility of pronunciation, and lack of hesitation in responding. A combination
of deficinencies should be given a lower mark, and if the response is really garbled
then a zero should be given. For example, the following responses to "Ask Mr. Caspi what
he is doing on Tuesday evening" should be marked as noted.
(a)/ma ata ose beyom SliSi/ - 2 points. The message is incomplete since /baerev/
was left out.
(b)/ma ata ose bayom SliSi beerev/ - 3 points. The message is complete and correct
except for the grammatical errors of /ba-/ and /be-/.
(c)/ma at osa beyom SliSi baerev/ - 2 points. The mistake in gender is more
crucial than the errors in response (b).
(d)/ma ose beyom SliSi erev/ - 1 point. The message is intelligible in
context, but the construction is poor.
Occasionally certain pronunciation errors produce incorrect messages, such as the
possible confusion of /Selaxem/ and /Selahem/. in general, the instructor should hold
1127
UNIX 36
HEBREW
BASIC COURSE
to the rule that an incorrect message receives a zero.
The score is then totalled and a percentage grade given based on what a perfect
score for the particular test would have been. For example, if there are ten questions
(or instructions) a perfect score would be 40. A total score of 30 would give the
student a grade of 75
Some instructors may prefer, for mathematical simplicity, to give a grade of 5
points for a perfect response. However, it is recommended that the range be kept small.
The number 4 will give enough leeway for the instructor's judgment and still prevent
wide discrepancies in marking different students. It will be found that with only a
little experience different instructors will give similar grades for the same test.
These tests are not intended to give the student a series of grades from which a
final grade for the course may be computed. They are intended as "bench marks" for the
student so that he may have some idea how he is doing relative to the other members of
the class and to a satisfactory rate of progress during the course.
Unit 11.. Taped Test A

Situation: you are talking to Mr. Caspi in your office.
1.Find out if he is free Wednesday evening.
2.Invite him and his wife for dinner. 3 Find out if 7:00 is convenient.
4. Mr. Caspi says that seven o'clock is too early. Suggest a later time.
5 Give him your address: Mozkin Street, No. 5
6. Tell him it's about six blocks from your office.
7 Tell him it's not far from the Embassy.
8 Tell him it1s in the vicinity of the Dan Hotel.
Unit 12. Taped Test A
You are dinner quests of the caspis.
1.It is Friday night. What do you say to Mr. and Mrs. Caspi as you enter?
2.Mrs. Caspi says that she is happy you were able to come. What do you say? 3 You
arrived a little late. Tell Mr. Caspi that you were not able to get
there early.
4. Mrs. Caspi mentions that their daughter has just become engaged. What do you say?
5 Mr. Caspi asks you about your plans for touring Israel. Tell him
that you and your wife plan to visit three big cities this week. 6. Mrs. Caspi
mentions that she was in your neighborhood the other day but couldn't find your house.
Tell her that it's the fourth house from the corner.
7 Mrs. Caspi asks you how to get to your house from her husband's office. Tell her to
go seven blocks on Herzl St. and turn left at the seventh intersection.
Unit 12. Taped Test B

Mr. and Mrs. Caspi are your guests for dinner. 1 It is a holiday. What do you say
1128
BASIC COURSE
hebrew
UNIt 35
to them as they enter your house? 2. Mr. Caspi tells you that he saw five new American
planes at the airport that morning. Tell him that you saw the five planes the day before
yesterday.
3 Mrs. Caspi says that she saw two new Israeli ships in the harbor.
Tell her that you saw the two ships in New York harbor. 4. Tell them that you
think the third new ship will arrive in Haifa
in two weeks. Then correct yourself to say, ,No, I'm sorry. In three weeks. 5 In
answer to your questions Mr. Caspi says he will have a drink.
Tell your wife to pour some cognac for Mr. Caspi. 6. Mr. Caspi asks you why you
didn't stop by his office yesterday. Tell
him that you didn't come because you couldn't get there before 5:00. 7 Mr. and
Mrs. Caspi are leaving. Tell them good night and that you'll see them tomorrow.
Unit 12. Taped Test C
The Zahavis are your dinner guests .
1.It is Wednesday evening. What do you say to them as they enter?
2.The food is ready. Invite them to sit down at the table. 3 In answer to Mr.
zahavi's question tell him that you came
to Israel on an American ship. 4. Mrs. Zahavi asks you which of the two ships
she has seen in the harbor
is American. Tell her both ships are American. 5 Mr. Zahavi wants to give you
directions to the tourist office.
Tell him, thank you, but that you know where it is. 6. Mr. Zahavi asks you what
happened to some furniture and books that used to be in the office you are using. Tell
him that you gave the three tables to Mr. Smith. 7 Tell him that you gave twelve books
to Mr. Caspi and the rest of the books to Mr. Cohen.
Unit 13 Taped Test A

You are quests of the caspis.
1.Mrs. caspi asks you how you like the food. Tell her that you are enjoying it very
much.
2.Ask Mrs. Caspi if she would tell you how to make gefilte fish. 3 Ask Mr. Caspi if
they have gefilte fish every Friday evening.
1129
UNIX
36
HEBREW
BASIC COURSE
4. You are trying to lose weight. Mrs. Caspi is offering you more to eat.
Refuse it and explain why. 5 Mrs. caspi asks you what you like best about Israel.
Tell her that you
find the people to be very nice. 6. She asks you what part of Tel Aviv you find
most beautiful. Tell her that Dizengoff Street is very nice.
Unit 13 Taped Test B
You meet Mr. Caspi during the morning .
1. Tell Mr. Caspi that you haven't had your ten o'clock break yet.
2 Ask him if he has a mid-morning snack.
3 Invite him to lunch.
4. As you leave the office, tell your secretary that you'll finish lunch by two o'clock.
5 Mr. Caspi asks you how you like your house. Tell him you expect to be very happy
there.
6. Ask Mr. Caspi what time he will close his office today.
7 Mr. Caspi asks you if your wife will be coming to meet you this afternoon. Tell him
that she will come by the office at 4:00.
8. Tell him that your wife and his wife are going to the movies this evening.
9 Mr. Caspi tells you that he and his wife are meeting some foreign visitors tomorrow.
Ask him in what language they will address them.
Unit 14. Tapes Test A

You enter a grocery store to buy some things.
1. Ask the grocer for half a kilo of yellow cheese.
2 Find out when the grocer got in the eggs.
3 Tell him you want a dozen eggs and a kilo of fresh apples.
4. Ask the grocer why the vegetables are so expensive today.
5 You see cans of ripe olives. Find out if he has green olives, also.
6. You want to be sure that the olives stay moist. Tell him you want them in a jar, not
in a box.
7 Ask him how much all of it costs. You
are working in the embassy.
8. A man and a woman come into your office. Offer your services.
9 The woman needs help filling out an application. Ask her for her date and place of
1130
BASIC COURSE
hebrew
UNIt 35
birth.
10. Ask her for her address and telephone number.
Unit 15 Taped Test A
1.You are walking along Allenby Road and meet two friends that you haven't seen for some
time. Greet them and find out what's new with them.
2.They say that a lot has happened since you last met. Suggest that you all go to a
coffe house.
3 The waiter asks you for your order. Order two cups of tea for them and an espresso for
yourself.
4. The waiter asks if you want any cake with it. Your friends would like
cheese cake, but you are on a diet. Order two servings of cheese cake for them and
tell the waiter that you don't want anything for yourself.
5 Your espresso is very hot. Ask your friends if the tea is hot, too.
6. They say that the tea is very hot. Tell them to wait a bit until the tea cools.
7 You are now sitting relaxed. Ask your friends to tell you all the news.
8 They mention that they were in Haifa last week. Tell them that your wife was there
with the whole family, also.
9 Your friends want to visit you Saturday morning. Tell them not to come in the morning
but to come in the afternoon.
10.Tell them to come early and that you'11 go for a walk on the beach.
11.Ask them if the cheese cake was sweet.
12.Tell the waiter that the espresso is very bitter and that you want some sugar.
THE HEBREW ALPHABET
Hebrew is written from right to left with an alphabet of twenty-two letters.
Five of these letters have an alternant form when they are the last letter of a
word.
The names of the letters, the consonant sounds they represent, and their
printed forms are as follows: (Two sizes of type are used in this book)
1131
UNIX
36
HEBREW
1.
BASIC COURSE
alef
2.
bet (vet)
gimel
4.
da let
hey
6.
vav
zain
8.
xet
tet
10.
yud or yod
11.
kaf (xaf)
//
/b,v/
/g /
//
/*/
/y/
A-V
M/
A/
M
kaf sofit
12.
lamed
/!/
13
mem
/m/
mem sofit
14.
nun
/n/
nun sofit
samex
16.
a in
17
pey (fey)
18.
15
//
/pf/
fey sofit
/f/
cadi
/</
kof or kuf
20.
reS
21.
Sin, sin
22.
cadi sofit
19
tav
A/
A/
/*/ //
A/
The infrequent consonants /j/, //, and // are written

letters plus an apostrophe:
with
//
with /cadi/
/j/
with /gimel/
'1
/X/
with /zain/
the
following
Be careful not to confuse the following:

(a) bet and kaf
2 .
The bet has a slight projection in the lower right hand corner. The kaf is a
1132
BASIC COURSE
smooth curve.
UNIt 35
hebrew
(b) cjimel and nun 3 1

The gimel has a notch in the bottom.
(c) dalet, reS and kaf sofit
1 ~
The dalet has a slight projection in the upper right. The kaf sofit extends
below the line.
(d) hey, xet, and tav .
The hey and xet are the same except that the left vertical of the hey is not
connected to the top, but the left vertical of the xet is. The left vertical of
the tav has a foot projecting to the left.
(e) vav, zain, nun sofit
The vertical stroke of the vav descends from the right hand edge of the top, and
the vertical stroke of the zain descends from the center of the top. The vertical
stroke of the zain also has a wiggle to it. The nun sofit extends below the line.
f)tet and mem

The tet is open at the top, and the mem is open at the bottom.
g)mem sofit and samex D C
The lower half of the mem sofit is box-shaped, and the lower half of the samex is
elliptical.
h)ain and cadi V
The right vertical of the ain curves down to the left, and the left vertical
slants down and connects to it.
The left vertical of the cadi slants down to the bottom right corner and forms a
sharp angle with the bottom horizontal. The right vertical slants down to the left
and connects to the middle of the left vertical.
i)Sin and sin
A.In fully punctuated texts the Sin has a dot on the right and the sin a
dot on the left . In most publications, though, there is no way to
differentiate, and the reader must know what the particular word is.
However, it is extremely rare that both possibilities could occur in the
same context.Memorize and recite the letters of the /^lef bet/ in order. Do
not include the final letters or /sin/
B.Read off the following letters from right to left.

.11
.12
13
.8
.6
r 0
.14
15
.10
.1
.2

,
.4
.5
Vowel Points
The above list gives the consonantal values of the letters. There is a system
of dots, "points", which are used in the old Testament, poetry, dictionaries,
etc., to indicate the vowels.
They are as follows:
1133
UNIX
36
HEBREW
BASIC COURSE
/The letter alef is used to illustrate.)
A/
//
/ /
// ' / u /
These vowel points represented different vowel qualities or lengths in

Classical Hebrew. in modern Hebrew these distinctions have been reduced to
the five phonemes /i, e, a, o, u/, and therefore, there are several ways to
represent some of these vowels.
The "points" are used today mainly in editions of the Old Testament, poetry,
dictionaries, text books, and children's publications. School children are taught
to read them, but most adult native Israelis do not use them and even have
difficulty punctuating a text correctly. They are provided here only for
reference. Students will find that they can learn to read unpointed Hebrew fairly
easily, and there is no need to detour by practicing first with pointed texts.
1134
hebrew
BASIC
COURSE
texts.Spelling
STORY 18.
The remarks on spelling in the next section apply to unpointed
There are two varieties of spelling in common use, /xaser/ "lacking" and
/male/ "full" . The /xaser/ spelling is used in older and more conservative
publications. It is basically the classical or Biblical spellings but without
the vowel points. Thus, the following are spelled the same way:
/axal/
/oxel/
eating"
but compare /oxel/
/
xadaS/ /
xideS/
/daber/ "speak"
/davar/ "thing"
"he ate"
"food"
"new"
"he renewed"
"month"
"he spoke"
The /male/ spelling is

used in most newspapers,
periodicals, official publications, etc. In the /male/ spelling almost all /o/
and /u/ vowels are written with the letter vav , and almost all /i/ vowels
with the letter yod . Exceptions are short, common words l i k e / k o l /
" 3 1 1 " , / .1 / " i f " , /im/ "with" , etc. A y between two
vowels or after a consonant may be written with two yod's . A vav
pronounced /v/ will be written with two vav's . Thus, for example, the
following forms will be
distinguished:
"speak"
"thing"
he ate"
food"
new"
/xadaS/ "new"
/xideS/ "he renewed" /xodeS/ he renewed"

month"
/diber/
"he
spoke"
he spoke"
/davar/ "thing"
speak"
The following will be
thing"
/axal/ "he ate"

/oxel/ "food"
" month"
/daber "speak"
spelled the same:
/oxel/
/oxel/ "is eating"
"food"
Examples of the use of two yod's and vav's for /y/ and /v/ are:
/meanyen/ "interesting"
/d&vka/ "only thus"
In this course the /male/ spelling is generally used. Random words are in
the /xaser/ spelling to Illustrate the possibilities.
The basic principle of Hebrew spelling is that all consonants are written
and that vowels are to be supplied by the reader after the consonants. An
English sentence written in a comparable fashion would look like this: 'nglsh
's mr dffclt thn Hbrw t lrn t rd."
Almost all educated speakers of English will have no trouble supplying the
vowels for this sentence.
1135
HEBREW
GLOSSARY
BASIC COURSE
With the use of vav and yod in the /male/ spelling Hebrew is just as easy to
read provided the student has a good basis in spoken Hebrew.
The following drills and explanatory notes will introduce the student to the
writing system. For a rapid exercise in recognition of letters and words the
Basic Conversations of the first ten units may be used. Students should know
them so thoroughly that reading them will be no problem at all.
The instructor should have the students cover the transcription or he may
copy the words from the following drills on to flash cards for use in class.
In using the book by himself the student can prepare a notched card such as
this
1 . By moving the card down the columns he will expose the next
I I word and the transcription of the preceding word for checking I !
his own reading.
A. The vowel /a/ is supplied in the following

words, the end of a word are not pronounced.
1136
alef, hey, and ain

at
BASIC
COURSE
hebrew
baal
sax
.11
xadaS
STORY 18.
ba
ma
.1
13
ba' a
.14
matay
.4
.12
mar
gam
15
arba a
.2
.16
raba
.6
kvar
.17
kcat
lama
.18
natata
7
.8
ata
mamaS
10
s f a t hayam
at
yaSar
Supply the vowels /i/
higata
hitraSamta
19
.20
and /a/.
1
.3
miSpaxa
.1
.9
binyan
.2
tislax
.10
misrad
nimca
.11
ivrit
habait
.12
i&a
david
13
miryam
.6
.14
r ivka
yicxak
C. Supply the vowel /e/.
1137
.4
HEBREW
GLOSSARY
ken
.11
Seket
^cel
.12
sefer
pne
13
gveret
telex
.14
erec
teSev
Q'ZT
!
15
beseder
.16
et
eyx
eyneyxem
17
beemet
eyneyhem
.18
ze
behexlet
19
eyze
.20
yeS
derex
I indicates
the vowel /i/.
Suppl
y
/e/ or /a/ elsewhere.
tagzim
.11
na" im
pina
.12
yamim
garim
13
glida
yamina
.14
lehakir
lehikanes
15
dabri
mexinim
16
mevin
.17
Sagrir
.18
xadiM
hi
ra'iti
memaharim
19
ani
memSalti
.20
slixa
E. The vav indicates either /o/ or /u/. Supply /e/ or /a/ elsewhere.
1138
.
1
.
2
3
.
4
5
.
6
7
.
8
9
1
0
.
1
.
2
3
.
4
.
5
.
6
7
.
8
9
1
0
BASIC COURSE
BASIC
COURSE
hebrew
STORY 18.
xodeS
.11
Salom
yoec
.12
toda
kodem
.13
Sloma
rexov
.14
me uxar
yaxol
15
mukdam
.16
muxrax
.17
etmol
.18
eyzo
hu
eclo
avurenu
gadol
19
kmo
xoSev
.20
ma Ion
.
1
.
2
3
.
4
.
6
.
8
9
1
0
F. The definite article is always written 11 . In formal style it is

sometimes pronounced /he-/ but for the purpose of this course the student
may use /ha-/ will all words.
Read first the word without /ha-/ and then the same word with /ha-/.
Example: /i/ - /hai/. This drill is practice in recognition and not a
test. The transcription is given only for the first word on each line.
18
yoec
sfer
.1
.2
.6
.8
memSalti
bet sefer
s f a t yam
9
.
1
0
.
1
1
.
1
2
dllet
Sagrirut
doar
misrad
binyan
nemal teufa
G. The /-t/ feminine singular is always spelled . The rest of the word is
identical with the masculine singular in spelling except that the masculine
1139
HEBREW
GLOSSARY
BASIC COURSE
singular may have one of the final letters. If the student makes a mistake on
the feminine form after reading the masculine form correctly then he should
review the grammar drills of Unit 7
medaber
omer
medaberet
omeret
xoSev
xoSevet
mitkonen
mitkonenet
yodea
moce
nimca
nimcet
amerikai
amerikait
axer
memaher _
.1
.2
3
.4
yodaat
mocet
axeret
memaheret
5
.6
7
.8
9
.
1
0
H The /-a/ feminine singular is always spelled The rest of the word is
identical in spelling with the masculine singular except that the latter may
have a final letter. If the !nasculine singular is a lamed hey form ending in
/-e/ then the two forms will be identical in spelling.
If the student makes a mistake on the feminine form after reading the
masculine form correctly then he should review the grammar drills of Unit 8.
muxrax
muxraxa
mevin
mevina
yaxol
yexola
gar
gara
sameax
smexa
xadaS
xadaSa
mekave
mekava
roe
roa
roce
roca
yafe
yafa
.
1
.
2
3
.
4
5
.
6
7
.
8
9
.
10
I. The plural endings /-im/ and /-ot/ are spelled and Many plurals have
completely different vowels from the singular, but the consonants are generally
the same, and the meaning can be gotten by sight.
1140
BASIC
COURSE
hebrew
STORY 18.
sefer
erec
aracot
.2
malon
melonot
misrad
misradim
.4
miSpaxa
miSpaxot
dvar im
5
.6
davar
s far im
.1
binyan
binyanim
xadaS
xadaSim
xadaSa
xadaSot
7
.8
9
yodea
yod'im
.
10
rexov
rexovot
.
11
roce
rocim
.
12
xodeS
xodaSim

1
3
yodaat
yod'ot

.
14
aviron
avironim
15
safa
saf ot
.
16
bait
batim
17
anaSim
.
18
iSa
naSim

19
J. The letters , at the'beginning of a word may represent the prepositions
/be-/, /ke-/, /le-/, and /mi-/. The first three may also represent the contraction
of preposition and definite article /ba-/, /ka-/, /la-/.
1141
HEBREW
GLOSSARY
maIon dan
bemalon dan
nemal hateufa
.1
lenemal hateufa
.2
arba'a
kearba'a
3
.4
amerika
meamerika
hamisrad
bamisrad
hayam
layam
habinyan
mehabinyan
habait
babait
seder
besdder
kol
bekol
hakivun haze
bakivun haze
hair
lair
hatocaot
mehatocaot
bet hasefer
mibet hasefer
hahictalvut
ad lahictalvut
hadoar hamerkazi
ladoar hamerkazi
israel
beisrael
misrad hatayarut
hapina hariSona
rexov hayarkon
lemisrad hatayarut
bapina hariSona
lerexov hayarkon
5
.6
7
.8
9
.
10
.
11
.
12
1
3
.
14
15
.
16
1
7
.
18
19
.
20
K. The letters , and may represent b/v, k/x, g/f respectively.

pni
tifni
ken
vexen
bo
tavo
ptax
tiftax
bevakaSa
.
1
.
2
3
.
4
READER_________________________________HEBREW________________________________BASIC COURSE
The root consonant structure of the language 1s transparent in the
1142
BASIC COURSE
hebrew
BASIC
COURSE
STORY 18.
spelling. Alternate forms of nouns before suffixes or in

construct state sequences are usually spelled the same way.
- - .8
- .9
- .10
- .11
- .12
- . - - .13
- - - - .14
- .15
- .16
The /-t/ alternant of feminine nouns before suffixes or in the construct
state has a replacing the .
- 3 - 2 - .1
- .4
The unstressed /a/ which is inserted before a or at the end of a
:word is not spelled
same(a)x//
/yode(a)'/
A similar rule applies to a root consonantal /h/ at the end of a

word: /gavo(a)h/ . In modern Hebrew this /h/ is not pronounced at the end
of a word, but it functions as a consonant when suffixed: /gvoha/ Such
roots are few in number and are not to be confused with the lamed hey roots
discussed in the Grammar Notes.
IMPORTANT NOTE ON PROCEDURE
The material in the following sections is not a substitute for the regular
conversational units. It is intended only as supplemental material for
introduction to reading.
In this section the Basic Conversations are written without transcription. They are followed by
narratives of the conversations. New words are underlined and translated at the end of the narrative. The
student will have to guess a bit at the exact meaning of some forms, particularly third-person verb forms
which have not yet been drilled.

.11
? ,

:
:
. .
1143
. .
.3
HEBREW
GLOSSARY
BASIC COURSE
.1 .
.2 .
.3 . .
.4 . .3
.5 .
.12
:
:
:
:
:
he asked /Saal/
he received /kibel/
. , , ?
, .
.
?
. , .
.1 .
.2 . ,
1144
hebrew
STORY 18.
BASIC
COURSE
: .
: .
: , .
.
:
, ,
: , , . :
. : .
.
.:
: .
,13
1.
.1 ,
.2 .
.3 .
.4 , .
.5 . ,
.6 .
.14
, .
:
? :
.
?
:
. ?
:
.
:
.
:
? ?
:
. . ?
:
.
:
.
:
.1 ., .
.2 .
.3
.
.4
.5 . .
1145
HEBREW
GLOSSARY
BASIC COURSE
.6 .
1146
hebrew
STORY 18.
BASIC
COURSE
.7
.8
.9 - .
answers (present tense) /one,ona/
on the same day /beoto haydm/
.15
. ?

:
:
.
:
:
. ?
.
) (
, ,.
:
?
:
.
:
.
:
?
:
?
:
.
:
,.
:
.
:
..
:
, .
:
.1 .
.2 .
.3 .
.4 . .
.5 .
.6 ) .
.7 (.
.8 .
.9 : .
.10 .
.11 .
he suggested
1147
HEBREW
GLOSSARY
BASIC COURSE
/hicla/
afterwards /axar
he kax/
brought /hevi/
.16
:
:
:
.
:
:
:
:
:
:
.
:
:
:
:
.
? ?

,?
. .
? ?
.
?
.
?
.
?
. .
.1
.
.2 .
.3, .
.4 ,
.5 . .
.6 .
.7 .
.8 .
/
remembe
rs
/zoxer
/
1148
hebrew
STORY 18.
.17
apparen
tly
'/kanir
e
BASIC
COURSE
:
, :
?
.
:
.
:
?
:
. .
:
? .
:
, .
:
. ?
:
. .
:
.
:
.1 .
.2
.
.3
.4 .
.5 .
.6 . .

.7 .

.8 .
.9 .
sure, certain /batuax/
1149
HEBREW
GLOSSARY
BASIC COURSE
? .
.18
?
. .:
.
. . :
::
. . .
:
.
.
::
. .
::
.1 .

.
.2
.

.3
.

.4

.
.5 .

.6 .

.19
2.
, ? .
. . ,?
. , .
.
- , - , .
- .- ..
1150
STORY 18.
hebrew
BASIC
COURSE
.
? . . .
, ?
. .
:
:
:
-
::
.".
"
:
:
1151
HEBREW
GLOSSARY
BASIC COURSE
.1
.2 . .
.3 .
.4 .
.5
.6 - .19 .
.7 19 . .
.8 .
decides /maxlit/
operator /merkazanit/
20.1
:
:
:
:
:
:
:
:
:
.
. .
.
.
?
. .?
. .
?
. .
.1 .
.2 . .
.3 . .
.4 .
.5 . .
.6 .
agrees /maskim/
adds /mosif/
1152
hebrew
STORY 18.
20.2
:
:
:
:
:
:
:
:
.
. .
?
. .
.
. .
?
. ..
.1 .
.2 . .
.3 .
.4 , . .
.5 .
.6 .
In the following section only the narratives of the Basic

Conversation are given. Units 21 to 25, and 31 to 37 are continuous
conversations and may be read as single selections when final sections
are completed.
.21
.1
.2 .
.3 ,
.4 .
.5 ,
1153
BASIC
COURSE
HEBREW
GLOSSARY
BASIC COURSE
.6 .
.7 . .
they parted /nifredu/
.
.22
.1 .
.2 .
.3 - .
.4 .
.5
.6 . 18 .
.23
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
.7 .
.8
2 2 2 . 5
he joked /hitlocec/
anyway /beyn ko vaxo/
he showed /her'a/
he was surprised /hityale/
from him /mimenu/
1154
hebrew
STORY 18.
.24
.1 .
.2 , .
.3 .
.4 . , .
.5 .
.6 .
.7 .
.8 , .
.9
,
.
.10 .
.25
.1 .
.2 , .
.3 .
.4 ,
.5 . .
.6 . .
.7 . .
he she urged /heica/
/ciyen/
out
pointed
she answered /heSiva/
.26
.1

.2 , .
.3 .
.4 ,
.5 . " : !
1155
BASIC
COURSE
HEBREW
GLOSSARY
BASIC COURSE
.6 ".
.7 . ,
.8 .
he laughed /caxak/
.27
.1.
.1

.2 .
.
.3 .
.
.4

.5 .
.2 .
.3 .
.4 .
.5 .
.6 , .
; ,
-.7
.8 .
.9 .
.10 ,
.11 . .
.12 .
.13 .
promises /mavtixa/
1156
hebrew
STORY 18.
.1.
.14
.15 . .
.16 , .
.17 . , .
.18 .
.19 .
.20 .
.21 .
complains /mitlonenA
.1 .
.22 .
.23 . .
.24 ,
.25 . ,
.26 . .
.27 , .
.37 - 31
.1 .
.2
.3 .
.4 .
.5 . .
.6 .
.7 .
.8 .
.9
.10 .
.11 .
1157
BASIC
COURSE
HEBREW
GLOSSARY
BASIC COURSE
.12 . .
.13 .
.14 .
.15 .
.16
.17 . ,
.18 , .
.19 .
.20 .
.21 ,
.22 ,
.23 . ^ .
.24 .
.25
.26 , .
.27 .
.28 .
.29 . " : ?
.30 ?!"
.31 . ,
.32 , .

.34 . -
.35 .
.36
.37 . ,
.38 . ,
.39
.40 , .
.41 . ,
.42 , .
1158
STORY 18.
hebrew
.43
.44 , ,
.45 .
.46 . .
.47 ,
.48 .
.49 .
Line
1159
BASIC
COURSE
HEBREW
GLOSSARY
BASIC COURSE
Finance Ministry
despite
misrad haocar
al af
.1
.9
according to
kfi
.
10
.
13
to believe
lehaamin
certainly
bevaday
he smiled
xiyex
doubled
kfula
if
ilu
according to
lefi
deposit
mafkidim
even
af
amazement
hitpaalut
conducts himself
mitnaheg
typical
tipusi
dependent
taluy
it turns out for him
yoce lo
he realized
noxax ladaat
is correct
codek
apologetically
behitnaclut
to influence
lehaSpla
confidence
bitaxon
.
14
.
15
.
16
.
20
.
22
.
23
.
29
.
32
.
33
.
37
.
38
.
40
.
41
.
42
.
43
.
45
The following section of the Reader is designed as a means of

developing the students' ability to proceed from a fixed text to free
conversation. The techniques supplement those of the conversational
units. The conversational units provide the drills which are necessary
for fluent handling of the pronunciation, grammar, and basic vocabulary
of the language. The material is deliberately limited in scope in order
to provide the maximum amount of practice in manipulating the structure
of Hebrew.
1160
hebrew
BASIC
COURSE
STORY 18.
The core of each unit in the course is the Basic Conversation. In

contrast to this, the core of each lesson in the following section is
non-dialogue material - an anecdote, a news article, a descriptive
paragraph, or the like.
The first part consists ot presenting the anecdote so that the
students can understand it easily. The second part consists of
conducting a conversation around the anecdote. The students should go
away from the class each time feeling that they have used Hebrew freely
and naturally in a significant communication. The general techniques
for presenting the story and conducting the conversation are described
below.
(a) Presenting the story
The basic story of each lesson is presented in two versions.
They are called /nusax alef/ "Style A" and /nusax bet/ "Style B".
Version B is the original story. Version A is a simplification for
learning purposes.
In version A the facts or elements of the story are given in
short, simple sentences. Only one new word or construction is
introduced in each sentence. Many sentences contain no new items, but
are included so as to give the complete story.
In version B the story is presented with the elements and
constructions which had been removed in order to simplify it for Style
A . These elements include such things as and, or, when, after, before,
because etc. The constructions include relative clauses,
nominalizations, and other transformations.
Version A is presented orally first. Students' books are closed.
The sentences are printed with a cue-word to the right. This cue-word
is generally a new word or construction, but it may serve simply to
recall a point of the story.
1.The instructor reads one sentence from A at a time. Students repeat
first in unison and then individually. Some of the sentences may be too
long for
the students to comprehend and repeat as a whole the first time. The
instructor should then present them in the same "reverse partial" manner
of the Basic Sentences of the conversational units. There are double
spaces between some words to aid the instructor in breaking the
sentences into parts.
2.The instructor should make sure that the students understand each
sentence before proceeding to the next. If necessary, he may ask for a
translation, but the use of English should be kept to a minimum.
3 After presenting several sentences the instructor should review them.
He gives the cue-word, and a student responds with the entire sentence.
The sentences should be reviewed in order first, but after the students
1161
GLOSSARY
HEBREW
BASIC COURSE
are able to respond easily he may select cue-words at random.

The instructor is not restricted to the cue-words given here but
may give any part of a particular sentence as a cue. He may also call
on different students one after the other for the same sentence but
with different cues.
1162
BASIC
COURSE
hebrew
STORY 18.
When all the sentences of A' have been presented and reviewed, each student
should be asked to recite all of them in order. The student will thus be giving a
description or telling an anecdote, albeit in a very simplified manner.
4.
5 With the student's books still closed, the instructor then reads Version
B . Students should comprehend the whole story. If there is any difficulty, the
instructor should read the story slowly until the students can understand
completely at normal speed.
6. The students read Version B from the text.
With a very quick class or with one which has had previous training in
reading Hebrew, step 6 may be omitted. In any case, the students need not
"overlearn" it as with the sentences of the Basic Conversations. The conversation
about the stories, as explained in (b), will enable the students to enlarge on
the original anecdote with ease and enjoyment.
(b) Conducting the Conversation
1.The basic technique is the use of different types of questions of varying
difficulty and relative interest.
The simplest type is the "yes-no" question.
In this type the student replies simply "Yes" or "No", or, if asked to give a
complete sentence, he will find the vocabulary and phrasing in the question
itself.
Example: Is Avigdor in the air force?
Answer: Yes. or Yes, Avigdor
is in the air force.
2.The next easiest are "alternative" questions in which the student replies by
selecting one of two answers suggested in the question.
Example: Is Avigdor in the air force or the navy? Answer: Avigdor is in the
air force.
"Alternative" questions are effective in expanding vocabulary since the
student can learn antonyms in a conversational context.
Example: Is Avigdor tall or short?
3. The most difficult questions are those which begin with an interrogative word
or phrase. In these the answer is not contained in the wording of the question,
and the student often has to make certain grammatical transformations in the
reply.
Example: In which branch is Avigdor serving?
Answer: Avigdor is in the air force.
Questions are also classified according to their closeness to the basic
fixed text. These are divided into stages, labeled /Slavim/ "rungs"
Questions in Stage 1, /Slav alef/, ask for answers contained within the wording
of the basic story. Questions in Stage 2, /Slav bet/, ask for answers that must
be inferred from the story. Questions in Stage 3 /Slav gimel), ask about the
student's own life and experiences.
Below is a chart which shows samples of the three types of questions
in each of the three stages. Note that in general the difficulty and also
the interest of these questions increases from /Slav alef/ to /Slav gimel/
and from top to bottom. The story on which these questions are based is the
Basic Conversation of Unit 26.
1163
STORY 10.
hebrew
Stage 1
Yes-No
Alternative
Interrogative word
Is Avigdor in the air

force?
Is Avigdor in the air
force or navy?
Stage 2
BASIC
COURSE
Stage 3 1
Does Avigdor like the

service?
Were you ever in the

service?
Was Avigdor in uniform

or in civilian clothes?
Were you an officer or an

enlisted man?
How much longer

What is the draft age in Where did you serve while in
does Avigdor have to Israel?
the Army?
serve?
The instructor should proceed to ask the questions in the order given
here, at least for the first time with each story. This will enable the
students to learn the new vocabulary and to control the range of the
discussion. Afterwards, the instructor may ask the guestions in random order or
in random order of students depending on what each student has to contribute to
the discussion.
CAUTION:
The instructor should not give the students a lot of new vocabulary. This
will bog down the class in lists of words instead of enabling the class to
maintain a lively pace. This temptation is especially strong at Stage 3, ,
when students often want to relate involved experiences.
Story 1.

116
4
hebrew
STORY 18.
.
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
.
.
9
BASIC
COURSE
.
.

.
.

;!
.
.
. ,
, . .
.
, .
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 - ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
?
.12
.13 ?
.14 ?
.15 - ?
.16 ?
1165
BASIC
COURSE
hebrew
.17 ?
.18 ? '.19
.20 ?
.21 ?
.22 ?
116
6
STORY 10.
STORY 18.
hebrew
BASIC
COURSE
.
.23
?
.1
? ?
.3
?
.2
.4

?
?

.5
.6
.7
?
?
.8
?
?
?
.9
.
10
.
1
1
?
?
? ?
.
? ?
12
* ?
?
?
.1
?
.3
.2
.4
?
?
.6
? ?
.5
.7
.8
.9
.10
11
.
12
.
.13
.14
.15
.16
.17
.18
1167

?

?
?
?
hebrew
BASIC
COURSE
STORY 10.
Story 2.

.
1
.
2
.
3
.
4
C
C
.
6
.
7
.
8

.
.
.
. .
.
- ,
, .

.1
.2
.3
.4
.5
.6
.7
?
?
?
?
?
?
?
.8 ?
?
9
.1 ?
.2
?
.3
?
.4
116
8
hebrew
STORY 18.
?
.5
?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
.1 ?
.2 ?
.3 ? 4
?
.5
.6
.7
.8
?
?
?
!?
.1 ?
.2 ?
.3 ?
.4 ?
.5
.6
.7
.8
?
?

?
?
.9 ?
.10 ?
1169
BASIC
COURSE
STORY
BASIC COURSE
HEBREW
26.

?Story
3.
1.
2.

.

25.
,

.
1170
hebrew
STORY 18.
1171
BASIC
COURSE
STORY
BASIC COURSE
HEBREW
26.
2
5
1172
hebrew
STORY 18.
1173
BASIC
COURSE
STORY
BASIC COURSE
HEBREW
26.
.1

?
.2
25-
?
.3
?
4

?
5

1174
hebrew
STORY 18.
BASIC
COURSE
.6
?
.7
?
.6
25-
50?
S

?
.10
?
.11
.12
?
.13
?
.14

?
.15
1175
STORY
BASIC COURSE
HEBREW
26.
?
.16
1176
.1
.2
.3
.4
.5
.6
.7
hebrew
STORY 18.
.17
. 1

?
. 2

?
. 3
25
?
. 4

?
. 5

?
. 6
25
.
?
. 7
. 8
?
. 9
25

?
. 10
1177
BASIC
COURSE
STORY
BASIC COURSE
HEBREW
26.
. 1
?
. 2
?
. 3

?
. 4

?
. 5
?
. 6
,
. 7
,

.g
?
,
?
. 9
?
. 10
1178
STORY 18.
hebrew
?
. 11
c
. 12
?
1179
BASIC
COURSE
hebrew
BASIC
COURSE
STORY 10.
Story 4.

3.

. .

.
.
.
"" .
.
.
.

.
.
.
1
.
2
4.
.
3
.
4
.
5
.
.10 6
.11 .
7
.
8
5.
.
9

6.
:
.

"" ,
.
,

. !
,
.
"",
,
,
118
0
hebrew
STORY 18.
BASIC
COURSE
.

""
.

.
7.

8.
'.

""?

?

?

""?
?
?

?
"" !
;.

?
.
1
.
2
.
3
.
4
.
5
1181
.
6
.
7
.
8
.
9
.
1
0
BASIC
COURSE
STORY 10.
hebrew
.1 ?
.2
?
.3
?
.4
?
.5 ""
""?
.6 ?
.7 ?
.8 ?
.9 "" ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?
.15 ?
.16 ?
.17 ?
.18 ?

? ""?
?
""?
?
? "" ?
?
?

?
? ""?
?
118
2
.1
.
2
.
3
.
4
.
5
.6
.
7
.
8
.
9
.
1
0
.
1
1
.
1
2
,
1
3
.
1
4
.
1
5
STORY 18.
hebrew
? ?
1183
BASIC
COURSE
hebrew
BASIC
COURSE
STORY 10.
.1 ?110
.2 ?
.3 ?
.4 ?
.5 ?
.6 , ?
.7 ?
.8 , ?
.9 ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?
.15 - ?
Story 5

.
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
118
4
STORY 18.
hebrew

.
"".
1185
BASIC
COURSE
hebrew BASIC
ST6RY 5
COURSE
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

.2 .1
.3
.4
.5
.6
.7
.8
.9
.10
11
.
12
.
.13
? ?
?
? ?
?
?
?
?
?
?
?
?
?
?
?
?
.14
15
.
16
.
.17
.18
.19
.20
21
.
22
.
.23
.24
.
1
.
2
.3
.
4
.5
.
6
.
1186
.
8
.
9
hebrew
STORY 18.
.10
.11
.12
.13
.14
.15
.16
?
?
?
[ ?
?
?
?
.17 ?
.18 ?
.19 ?
.20 - ?
.21 ?
.22 ?
.23 ?
.24 ?
.25 ?
.1
.2
.3
.4
.5
.6
?
?
?
?
?
?
.7 ?
.8 ?
.9 , ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?
.15 ?
.16 ?
.17 ?
.18 ?
1187
BASIC
COURSE
sôry 6.__________________________hebrew_____________________________BASIC
COURSE
Story 6.

.
1
.
2
.
3
.
4
.
5
.
6
61- 62-

61- .62-
- 16
.

.1
.2
.3
.4
?
61- 62- ?
16 ?
!
.5 ?
.6 61- 62- ?
.7 16
?
.8 ?
.9 ?
.10 ?16
.11 ?
118
8
STORY
BASIC COURSE
HEBREW
26.

.1
.2
.3
.4
.5
.6
.7
?
?
?
?
?
?
16 ?
.8 ?
.9 , ?
.10 , ?
.11 ?
.12 ?
.13 ?
.14 ?
.15 ?
.16 ?
, ?
.17
.1
.2
.3
.4
.5
.6
.7
.8
.9
?
?
?
?
?
?
?
?
?
.10 ?
.11 ?
.12 ?
1189
BASIC COURSE
hebrew
STORY 7
.13 ?
.14 ?
.15 ?
.16 ?
.17 ?
.18 ?
Story
. . . 1
. . .2
, . .3
. .
.4
.5
.6
.7
.8
"" ""
,
.
' .
. .

.1 ?
.2 ""?
.3 ?
.4 ?
.5 ?
.6 ?
.7 ?
1190
STORY 18.
hebrew
.8
.9 "" ?
.10 "" ""?
.11 ?
.12 ?
.13 ?
.14 ' ?
.15 ?
.16 ""?
.17 ?
.18 ?
.19 ?
.20 ?
.21 ?
.22 ?
.23 ?

.1 "" ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?

.4 .
?
1
?
.
2
?
.
1191
BASIC
COURSE
BASIC COURSE
.5 ?
.6 ?
.7 ?
.8 ?
.9 ?
1192
hebrew
STORY 7
hebrew
STORY 18.
BASIC
COURSE
)bet mexes (m
customs house
)(m
xevel
rope
)(m
keveS
gangplank
)(m
mit'an
cargo
)(ro
manof
crane
)(m
sipun
deck
)(m
ogen
anchor
)(m
racif
pier
Story 8.

.
. .
.
.
. .37
.
.
.
.1
.2
.3
.4
.5
.6
.7
.8
.9
.10
,
-
.
, ,37
- , ,
, . ^

.
1193
hebrew
BASIC
COURSE
STORY 10.
?
?
?
? ?
?35
?
?
?
.
1
.
2
119
4
.
3
.
4
.
5
.
6
.
7
.
8
.
9
hebrew
STORY 18.
.10
.11
.12
.13
.14
.15
BASIC
COURSE
?
?
?
35 ?
?
?
.16 ?
.17 ?
.18 ?
.19 ?
.20 ?
.21 ?
.22 ?

.1
?
.2 ?
.3 ?
.4 37 ?
.5 ?
.6
?
.7
?
.8
?
.9 ?
.10
?
1195
BASIC
COURSE
hebrew
STORY 10.
.11
?
.12 ?37
.13 ?
119
6
hebrew
STORY 18.
.2 .1
.3
.4
.5
.6
BASIC
COURSE
.14
- ? - ?
- ?
?
?
?
?
.
.8
.9
.11 .10
? ?
?
?
Story
.-: .

.1
.2
.3
.
4.5
.6
.
.8
.9
.
1
0
.
1
1
.
1
2
.
1
3
1197
BASIC
COURSE
hebrew
STORY 10.
.92 . . .
. . .
. .
. . .
. 0
" - - . , "
92 ,.
,

.
, ,
, .
" "
- .
.1 ?
.2 ?
.3 ?
.4 ?
.5 ?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
.12 ?
.13 ?
.14
.15
.16
.17
.18
.19
.20
.21
.22
.23
92 ?120
?
?
?
?
?
?
?
, ?
?
119
8
hebrew
STORY 18.
.24 ?
.25
?
?
2G
.27 ?
.28 ?
.29 ?
.30 ?
.31 ?
.32 ?
.33 ?
.34 ?

.1 ?
.2 ?
.3 ?
.4 ?
.5- ?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?

.1
.2
.3
.4
.5
.6
.7
?
?
?
?
?
?
?
1199
BASIC
COURSE
BASIC
COURSE
hebrew
.8 ?
.9 ?
.10 ?
.11 ?
.12 ( ?
.13 , ?
.14 , ?
.15 , ?
.16 ? *
.17 ?
.18 ?
.19 ?
.20 ?
Story 10.
120
0
STORY 10.
hebrew
STORY 18.
.
1
.
2
.
3
.
4
.
5
.
6
.
7
.
8
.
9
.
1
0
.
1
1
.
1
2
.
1
3
.
1
4
.
1
5
.
1
6
2.30- .
, ,
, .
' 2;30
,
.

.
,
1201
BASIC
COURSE
hebrew
BASIC
COURSE
STORY 10.
.
J ,
! :
. ,
.
.1 ?
.2 ?
.3 ?
.4 3:30- ?
.5 ?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?
.15
.16
.17
.18
.19
.20
*'
?
4 5?
?
?
?
? ?
0
.21 ?
.22 ?
.23 ?
.24 ?
.25 ?
.26 ?
.27 ?
120
2
hebrew
STORY 18.
.1
.2
.3
.4
.5
?
?
?
?
?
.6 ?
.7 ?
.8 ?
.9 ?
.10 ?
.11 ?
.12 ?
.13 ?
.14 ?
.1
.2
.3
.4
.5
?
?
?
?
?
.5 ?
.6 ?
.7 , ?
.8 ?
.9 ?
.10 ?
.11 ?
.12 ?
1203
BASIC
COURSE
STORY 10.
hebrew
BASIC
COURSE
The following section of the Reader contains selections from newspapers and
periodicals. New vocabulary is given with illustrative sentences. These sentences do not
necessarily reflect the content of the story itself. Occasion- ally these sentences use forms
of the new words which are different from the forms occurring in the story. Many words
which seem new or strange at first glance are simply different forms of words or roots
familiar from the preceding parts of the course. Only the more unusual abbreviations are
explained.
The selections are not presented in any particular order of subject matter.
Comparative difficulty has been taken into account, the shorter, easier articles being
presented first, but the judgment is subjective.
Selections were made mainly from 1965 publications, but many articles were
selected specifically because they would not become dated.
120
4
hebrew
BASIC
COURSE
STORY 10.
Story 11.
1.

.

apartment /dira/
)(f
empty /reyk/
)(m.s.
3.
.
5.
he
re
al
he
iz
ed
mp
/n
la
ox
in
ax
ed
/
/h
120
5
painter /cabai/
)(m
4.
co
he rented out
2.
/hiskir/
STORY 10.
hebrew
BASIC
COURSE
it
lo
(m
ne
n/
de
ce
se
pt
ct
io
io
n,
n,
sw
de
in
pa
dl
rt
me
nt
/m
ad
or
120
6
hebrew
BASIC
COURSE
(
f
)
ke
y
/m
af
te
ax
/
(m
120
7
STORY 10.
hebrew
BASIC
COURSE
STORY 10.
6.
he collected
/gava/
7.
120
8
hebrew
BASIC
COURSE
"" -
120
9
STORY 10.
hebrew
BASIC
COURSE
121
0
STORY 10.
hebrew
BASIC
COURSE
121
1
STORY 10.
hebrew
BASIC
COURSE
121
2
STORY 10.
hebrew
BASIC
COURSE
121
3
STORY 10.
hebrew
BASIC
COURSE
-
,

-.
121
4
STORY 10.
BASIC
COURSE
hebrew
...
.
;.
,
,

6C0

3
.
121
5
STORY 10.
STORY 18.
hebrew
BASIC
COURSE
Story 12.
)/tadir/ (m.s.
frequent - .
8.
strengthened
)/sadir/ (m.s.
)/meruvax/ (m.s.
was
it
beginning /hugbar/
from, as of /haxel 1
against,
/ 1
opposite /leumat/
) traffic, movement /tnua/(f
6 - 4 .
9.
10.
regular .
spacious
.
11.
--
""

- - .

3-
. , -
4
1216
hebrew BASIC
STORY 13.
COURSE
.
""
.
- -
1217
hebrew BASIC
STORY 13.
COURSE
Story
he acquired /raxaS/
'iOl
-
)/afik/ (m
)(m.s.
channel
undersea
/tatyami/
it was )continent, dry land /yabaSa/(f
based /tusas/
)land, ground /karka/ (m
niiH
)network /reSet/ (f
he
'1
umatan/
)/kayam/(m.s.
/masa
negotiations
lasting
existing,
reduced /cimcem/
.
.
. -
. ?
.
.
.
. .
.
he improved /Siper/
12.

2.5 ,
- - , 1
.
,
, .
,
.
.
,
- .
, .
1218
hebrew
STORY 18.
BASIC
COURSE
Story 14.

juncture
/ciyet/
)(m
/tamrur/
)/comet/ (m
"
he obeyed .
signpost , "
13.
he collided /hitnageS/ ,
). motor scooter /katnoa/ (m
he crossed .
/xaca/
"" , ,
""
,
24 .
,
, , 47
-
.
, ,
,70
. - .
-.
1219
STORY 10.
hebrew
- " "-
122
0
BASIC
COURSE
hebrew
STORY 18.
BASIC
COURSE
Story 15
14.
1221
hebrew
BASIC
COURSE
122
2
STORY 10.
hebrew
STORY 18.
1223
BASIC
COURSE
STORY 10.
hebrew
BASIC
COURSE
rep
in
res
spit
ent
e of
ati
/al
ve
af/
/na
cig
opp
(m)
osi
tio
par
hit
ty,
nag
gro
dut
up
/si
(f)
a/
(f)
122
4
BASIC
COURSE
hebrew
STORY 18.
coun
mun
cil
ici
/moa
pal
ca/
/ir
(f)
oni
(m.
muni
s.)
cipa
lity
/iri
off
a/
ici
(f)
al
que
ry
tax
/Se
/mas
ilt
a/
(m)
(f)
1225
STORY 10.
hebrew
BASIC
COURSE
gio
reas
us
on /
/da
siba
ti/
(m.
(f)
s.)
reli
15.
"
122
6
hebrew
STORY 18.
BASIC
COURSE
"
1227
hebrew
BASIC
COURSE
122
8
STORY 10.
hebrew
STORY 18.
1
7
1229
BASIC
COURSE
hebrew
BASIC
COURSE
123
0
STORY 10.
hebrew
STORY 18.
7
0
.
,
.
,
,
.
,

! ,
:

1231
BASIC
COURSE
hebrew
BASIC
COURSE
Story
16.
.
123
2
STORY 10.
BASIC
COURSE
hebrew
STORY 18.
w
e
l
l
/
b
e
'
e
r
/
1233
STORY 10.
hebrew
BASIC
COURSE
f
)
it
was
res
tor
ed
/Su
xza
123
4
BASIC
COURSE
hebrew
STORY 18.
r/
1235
STORY 10.
hebrew
BASIC
COURSE
a
n
c
i
e
n
t
123
6
BASIC
COURSE
hebrew
STORY 18.
a
t
i
k
/
(
m
.
s
.
)
1237
STORY 10.
hebrew
BASIC
COURSE
123
8
BASIC
COURSE
hebrew
STORY 18.
i
t
w
a
s
r
e
n
o
v
a
t
1239
STORY 10.
hebrew
BASIC
COURSE
e
d
/
S
u
p
a
c
/
Y
E
T
i
124
0
BASIC
COURSE
hebrew
STORY 18.
pur
pos
e,
tar
get
/ma
tar
a/
(f)
1241
STORY 10.
hebrew
BASIC
COURSE
att
rib
ute
d /
yix
es/
124
2
BASIC
COURSE
hebrew
STORY 18.
per
iod
,
era
/tk
ufa
/
(f)
1243
hebrew
BASIC
COURSE
was
it
neglected
Auznax/
it
124
4
STORY 10.
BASIC
COURSE
hebrew
STORY 18.
was
sur
rou
nde
d /
huk
af/
ruin
Aarisa
/ (f)
1245
hebrew
BASIC
COURSE
mak
ing
fit
/haxSa
)ra/ (f
124
6
STORY 10.
BASIC
COURSE
hebrew
STORY 18.
are
a /
gt
ax/
(m)
1247
STORY 10.
hebrew
BASIC
COURSE
124
8
BASIC
COURSE
hebrew
STORY 18.
p
l
a
n
t
i
n
g
/
n
e
t
i
a
/
1249
hebrew
BASIC
COURSE
f
)
"
"
125
0
STORY 10.
hebrew
STORY 18.
BASIC
COURSE
1251
STORY 10.
hebrew
BASIC
COURSE
125
2
hebrew
STORY 18.
BASIC
COURSE
Story 17.
/masa/
)(m
journey .
16.
apprentice .
)/xanix/ (m
he .
arranged /arax/
masquerade , .
; : n n /taxposet/ (f) r 1 -
he joined .
/hitlava/
. instrument,
)dish Ali/ (m
1253
BASIC
COURSE
STORY 10.
hebrew
17.
farmer .
18.
yard .
19.
""
- .
: ,
/ikar/ , .
)(m
/xacer/
) (f .
" " .
125
4
hebrew
STORY 18.
1 8 .
Story
chairman -.
)/yoSevroS/ (m
he took off (by plane) /himri/
)capital /bira/ (f
)ivory /Senhav/ (m
)end /torn/ (m
he met /no'ad/
)area, boundary /txum/ (m
shared, cooperative /me&utaf/
BASIC
COURSE
)delegation /miSlaxat/ (f
. "
) 18 ,( - , ,
, - ,
48
, .
- ,-
, , , ,
-: .
" -
- , .
1255
hebrew
BASIC
COURSE
STORY 10.
Story 1 9
)/mlgda 1/ (m
)/yesod/ (m
)/gova/ (m
tower .
foundation .

, 1 0 0 -

height
20.
)/pisga/ (f
/hitnase/
)/nandasa/ (f
,
peak
18,
he reached up
.
engineering
21.
district, .
region
)/maxoz/ (m
. putting
together
)/harkava/(f
.
unassembled
.
reception
.
population
125
6
STORY 18.
hebrew
BASIC
COURSE
wide .
22.
.
)uppermost,supreme /elyon/(m.s.
protected .
system, .
method
)/Sita/ (f
. power,
:
/zair/
)(m.s.
/meforak/

strength
)/k1ita/(f
/uxiusia/
)/ocma/ (f
small, low .
)/raxav/ (m.s.
:

""
- .

. - -
.
, 1CC
,
, 18
.
1257
) / m e x u s a n / ( m . s .

hebrew
BASIC
COURSE
STORY 10.
, ,
. .
.
. " " ,
. .
, ,
. , , , "
" , .
Story2
)digging /xafira/ (f
)district /eyzor/ (m
s i t e
he uncovered /xasaf/
.
T N

stream
b r o o k ,
)gathering, party /mesiba/ (f
) ( m
)club, meeting hall /moadon/(m

he stressed /hit" im/
)mine /mixre/ (m
because of /ekev/
)manufacturing /yicur/ (m

/ a t a r /

)/naxal/ (m
.
.
.
.
.
.
125
8
hebrew
STORY 18.
)copper /nexoSet/ (f
/sikum/
)(m
on
.
. -
/edut/
)(f
)survey /seker/ (m
BASIC
COURSE
account of /biglal/
.
)frogman /colelan/ (m
)remnant /sarid/ (m
.
23.
.
24.
)/taglit/ (f
discovery

summary .
evidence .
25.
28-
- . 28- ,-
, .
- , -
-
, .
, ,
" , 1960 ,
. ,
,
.
, - -
- , .
1259
BASIC
COURSE
hebrew
.
, ,
.
, .
- .
126
0
STORY 10.
HEBREW
STORY 21.
BASIC
COURSE
Story 21.
26.
.

.
1261
hebrew
BASIC
COURSE
^,
126
2
STORY 10.
HEBREW
STORY 21.
1263
BASIC
COURSE
STORY 10.
hebrew
BASIC
COURSE
(in)
/
xome
r/
(m)
Aigi
/
S/
saf
/
(m)
perm
itte
d
/
pit
aro
n/
126
4
he expressed
guest
end
/mut
often
ar/
bitterness
(m.s
anger
BASIC
COURSE
HEBREW
STORY 21.
.)
tat
ion
/ce
sub
max
sti
tut
(m)
che
/ta
mic
xii
al
f/
(m)
/xi
mi/
(m.
pl
s.)
an
t,
ve
comm
ge
itte
1265
STORY 10.
hebrew
BASIC
COURSE
(m)
/va
ada
ins
/
uff
(f)
era
ble
/bi
fi
lti
tn
nis
es
bal
s
^C2
de
cr
ee
har
/h
dsh
ex
ip
Se
r/
126
6
/tl
BASIC
COURSE
HEBREW
STORY 21.
aa
/ke
threshol
(f
c/
(m)
solution
material
he
offered
/
txu
hib
fot
fa/
/
/me
or
rir
ea
ut/
x/
(f)
(m
1267
STORY 10.
hebrew
/r
(m)
og
ez
126
8
BASIC
COURSE
hebrew
STORY 18.
BASIC
COURSE
""
:
- - -
- . " " ,
- .4
, ,
" " "" - ,
"" . "" -
- "" .
- - ,
.
"" ""
.
Story 22.
/asak/
)/kibuy/ (m
)/dleka/ (f
/parac/
)/mizbala/(f
)/samux/ (m.s.
)/meSek/(m
/paSat/
1 !
/hiSxit/
)/tvua/ (f
/makbil/
)/cad/ (m
he was busy .
. extinguishing
. fire, conflagration
. it burst, broke out
. dump
. nearby, close to
. farm
. it spread, stretched
. he destroyed
. harvest
. parallel
. side '
1269
/ulam/
hebrew
BASIC
COURSE
STORY 10.
,.

was
.
.
he
/histapek/
satisfied
Alapey/
opposite,
however
against
27.

""

, -
.
28.

.
, , ,

127
0
basic course
HEBREW
STORY 23
Story 23
/hityacev/
present
. queen
/malka/
.
instruction
)/horaa/ (f
/cilinder/
/tekes/
top
hat
/raaya/
wife
-
)(m) /cir/ (m
ceremony
>/nispax/ (m
minister
)/arraon/ (m
,7
,
/ktav
credentials
haamana/
)/merkava/ (f
. .-
1 . .
attache
chariot . , .
)/malxuti/ (m.s.
royal
""
.
, ,
1271
palace
BASIC
COURSE
hebrew
- .
- -
, , 1
.
, ,
, , . , ,
. ,
, ,
.
127
2
STORY 10.
STORY 18.
hebrew
BASIC
COURSE
Story 24.
)/cimxoni/(m
3 )/tiv' oni/(m
JO
vegetarian . .
naturalist
29.
for the purpose .
. of /leregel/
)summer vacation /kait/ (m
30.
.
remainder .
settlement .
food
)/Sear/ (m
. /moSav/ (m) .! )/mazon/ (m
1273
hebrew
BASIC
COURSE
STORY 10.
31.
)coarse, plain /gas/ (m.s.
nutritious
/mezin/
! )(m.s.
32.
meat eater .
)/basrani/(m
he abstained .

/hitnazer/
that one .
.:
\
/hala/
/
hala/ he pushed aside /hesit/ indeed /omnam/
,
,
he sipped .
/lagam/
he liked .
/xibev/
separately .
/lexud/
127
4
STORY 18.
hebrew
BASIC
COURSE
33.
...
:
, ,
, ,
;? "' ,
;. , :
.
1275
hebrew
BASIC
COURSE
STORY 10.
,; :1
-" : !
) , (
. ,
' : ,
- :
",.
2 5
S t o r y
34.
-
!
hay
position
)/mucav/(m
)/neek/(m
/leever/
)/xacir/ (m
weapons
across
.
35.
intermittently/
/leserugin
~! )/maxcit/(f half .
.X seized/
/tafas .
/maxse/(m
)refuge, shelter
127
6
hebrew
STORY 18.
BASIC
COURSE
.
/xakira/(f
', )investigation
.
/maSkif/(m.s
!"- )observer.
.
:: :: United Nations r
/umot meuxadot/ .
he was rescued /xulac/
.
: ;:
, ,

- . :
-
.

1 7 . 2 C

,
;
.
,
- :
, , ! .
,
1277
STORY
BASIC COURSE
HEBREW
26.
26.
S t o r y
) / h a g a n a / ( f

d e f e n s e
r
t e
36.
h
y
m p o
) A e c e v / ( m
,
37.
h u n t i n g
a s
s a
s s
i n
a t
i o
n
.
.
1278
hebrew
STORY 18.
BASIC
COURSE
1279
STORY
BASIC COURSE
HEBREW
26.
n
t
.
1280
hebrew
BASIC
COURSE
STORY 18.
b u r i e d
b
o
s t i c
x
k ,
.
rod
1281
BASIC COURSE
HEBREW
26.
.:!^
AitnakSu
t/rv
emcaut/
/(f) r
/pcaca/(f
Aitu/
o
) :
Anufya/(f
h e l d
/macod/(m)
.
!
/bicua/(m)
. ! IJ
Bone/(.)
/m . s
//
hitmin
)
/makel/(m
)
teyva/
/(f
/nakat/
38.
1282
STORY
STORY 18.
hebrew
) 21 ,( -

' )( ,

,

.

1: : , 18

.: 5
; : ,
" .
1283
BASIC
COURSE
hebrew
BASIC
COURSE
STORY 10.
Story 27. .
)/rakevet/(f
train
)/mixSol/ (m
obstacle .
- )/mesila/(f
track .
39.
)Aatar/(m
he turned over .
/hithap
> ex/
40.
)/zaazua/(m
)/roxav/(m
)/barzel/(m
locomotive
.
/meurgal/
/koter/
)/nafa/(f
)/maahal/(m
shaking
.
width
iron
.
.
)rolled(metal
2".
diameter
.
district
.
)/5vet/ (m
128
4
STORY 18.
hebrew
BASIC
COURSE
encampment
tribe .
41.

-
"

- - ,
,
- .
, ,
,
, 2".
.
,
,
.
,12 , ,
" ,
".
1285
hebrew
BASIC
COURSE
STORY 10.
Story 28.
he excelled .
/hictayen/
42.
) duty,obligati&n /xova/ (f .
/oneg/
)(m
43.
more, above .
)/carif/ (m
/ l e
m a l
a /
44.
.

b a r r a c k
/maakav/
)(m
) ( m
minority .
s t a f f
: 0

o f
/ m i ' u t /
c h i e f
/ r a m a t k a l /
45.
,

f o l l o w i n g
successive,
c o n s t a n t
/ r a c u f /
.

) e v e r y ( t i m e

/ m i d e y /
.

t h e eve of
/ b i f r o s /
.

128
6
hebrew
STORY 18.
BASIC
COURSE
/
.
m i s g e r e
) ( f
/
t /
f r a m e w o r k

b a x i r /
) ( m . s .

46.
"

" -
, ,
,
.
-
,
-.-

,

1287
BASIC
COURSE
hebrew
, ,
. ,

. ::
. ",.
128
8
STORY 10.
hebrew
BASIC
COURSE
STORY 18.
Story 29
47.
-
oath of office
.
-
/
h
a
c
h
a
r
a
t
e
m
u
n
i
m
/
/cavar/
Aalpey/(f)
/muamad/
(m.s.)
/nimna/
1289
STORY 10.
hebrew
BASIC
COURSE
voting
/hacbaa/(f)
48.
h
107
p
. .

u

.

c a n d i d a t e
b
.

a b
s
t
h e
n e d
e
/
i l e d
needar/
(m.s.)
a l l o
/hamanoax/
b o x
/tamax/
/levad/
/metax/
(m) /sarar/
/xagigi/
(m.s.)
/nura/(f)
/calam/
129
0
(m)
BASIC
COURSE
hebrew
STORY 18.
plenary
chamber/ula
m
me
lia/
cheered
Aeria/
1291
he
hebrew
BASIC
COURSE
of
STORY 10.
slip
paper
/petek/
- l~r
absent .
the late he
.
,
supported
alone
tension he
prevailed
. .
.
,
.
festive
light bulb
photographe
r
.
"" ,
.
.
.
129
2
hebrew
STORY 18.
BASIC
COURSE

. .
-
. .
1 0 7

, 67
.

-

:. . - 67 ,.
33 7 . 12- ..
. .
, "" " .
.
, ,
, .
; . -
.
4: .
) . , . " , . " . (.
- .
13 -
.

.
:
. .
-
4 . 0 0

.
4 . / :0 -

.
.
"" .
, "" "
.
1293
BASIC
COURSE
hebrew
129
4
STORY 10.
hebrew
BASIC
COURSE
3 0 .
STORY 10.
S t o r y
)/soxnut/ (f
a g e n c y
). Diaspora, exile /gola/ (f
high, loud !
)(m.s.
/ram/
.
.
49.
;: .
)anxiety,terror /xarada/ (f
)prayer /tfila/ (f
)(f
)(m.s.
)/nistar/(m. s.
hidden
)/neum/ (m
speech
) meal, banquet /seuda/ (f ,.

. comptroller
)/mevaker/ (m
partition
/mexica/
host
/meareax/
gift
)/Say/ (m
souvenir
)/mazkeret/ (f
.
.
.
.
50.
) candelabrum, lamp /menora/(f .
) style /signon/(m .

"- ,
, - , ,-
" - , , ,
" " ,.
,
12 .
^ ,
129
5
HEBREW
GLOSSARY
BASIC COURSE
, , ;.
. . ; , - ; " .

: t r .
- ,
.
1296
hebrew
BASIC
COURSE
STORY 10.
The following are common proverbs and expressions. They are fully pointed
in order to familiarize the student with the vowel points.
^- . .
IT
.

:*
?
.
t* :
.
1
*V
.
s

- ; .
T
v v T .
.
.
* T
?
; , } .
.
51.

! I: 1
t
? ? :
6
;
- ,
v v
f ; .

! - ! 1
.
- * v V .
.
f
129
7
HEBREW
GLOSSARY
BASIC COURSE
52.
GLOSSARY
! 1
The glossary lists words as they appear in the breakdown following

the sentences of the Basic Conversations and Additional Vocabulary,
certain words appear in more than one form, such as masculine and
feminine, when the grammatical explanation for the differences has not yet
been given in the units up to the point where the word first occurs. In
later units verbs are listed only in the 3 m.s. past tense form and
adjectives only in the m.s. form regardless of the form which occurs in
the Basic Sentence itself.
Words are listed alphabetically in transcription. /%/ follows /s/,
and /'/ is disregarded. The unit in which the word first occurs is also
given.
The words introduced in the Reader are not listed here. There are
several good dictionaries available which will serve the student"s
purposes well. One of the handiest for general use is Ben-Yehuda's Pocket
English-Hebrew-Hebrew- English Dictionary, edited by Ehud Ben-Yehuda and
David Weinstein, Washington Square Press, Inc., New York, 1961, 90^
(paperback).
53.
-a
ad6
a da in
adloyada (f)
adorn (m.s.)
adoni
af exad...lo
af paam...lo
afa
afarsek (m)
afflu
afor (m.s.)
afuna (f)
agam (m)
agas (m)
agav
agora (f)
agvania (f)
ahav
ain (f)
akev (m)
al (neg. part.)
5
38
14
6
38
38
38
14
9
20
14
40
14
39
14
14
20
3
29
5
al
al yad
amad
amar
amarta (m.s.)
amerikai (m.s.)
anan (m)
anavim (m.pl.)
anaxnu
ani
ani (m.s.)
arba (f)
arbaa (m)
arbaasar (m
arbaesre (f)
arim (f.pl.)
arnak (m^
aruxa (f)
asaper
asara (m)
asimon (m)
asit (f.s.)
1298
6
7
18
16
7
2
20
14
26
1
33
11
5
11
11
8
39
11
15
11
19
5
BASIC COURSE
HEBREW
her
until, up to
as yet
Purim celebration
red
sir
no one
never
he baked
peach
even
gray
peas
lake, pond
pear
by the way
agora (1/100 lira)
tomato
he liked, loved
eye
heel
don't
on
next to, alongside
he stood
he said
you said
American
cloud
grapes
we
I
poor
four
four
fourteen
fourteen
cities
wallet, purse
meal
I will tell
ten
token
you did
5you did
23forbidden
rich
you
you
he worked
but
16he passed
14watermelon
17air
3airplane
6pass, cross
4for, on behalf of
but
eleven
129
9
GLOSSARY

...
...
-
-
33
4
4
31
22
4
11
-
HEBREW
GLOSSARY
BASIC COURSE
asita (m.s.)
asur (m.s.)
alSir (m.s.)
at (f
s) ata
(m.s.) avad
aval avar
avatiax (m)
avir (m)
aviron (m)
avor
(m.s.imv)
avur ax
axad'asar (m)
axake 54.
axalti
axaray
axarey
axaron (m.s.)
axat (f)
axat"esre (f)
axer (m.s.)
axid (m.s.)
axot (f) axSav
ayef (m.s.) az
15X will wait

I ate
24after me
10after, behind
last
11one
11
7other
29
26
7
25tired 7
ba
(m.s
.pre
s.)
baa
(f.s
.pre
s.)
baal
(m)
baca
l
(m)
baca
l
13
22
eleven -
uniform
sister
now
then, so
yarok (m) badak bait

(m) bakbuk (m) bama
(f) bank (m) banot
(f.pl.) bari (m.s.)
bat (f.s.) bat (f)
bata (m.s.) batuax
(m.s.) baxur (m) bebediyuk beerex beged
(m) behexlet be im
beracon berex (f)
bet sefer (m) be tax
beten (f) beyca ^f)
beynataim bifrat
biker bil'adey
binyan (m) birer
7
7
1
1
4
1
4
1
8
4
1
4
2
2
3
4
2
6
3
0
5
2
6
5
1
4
3
6
1
1
0
2
1
2
8
1
0
1300
1
7
1
3
3
0
5
2
0
3
0
1
4
4
2
4
4
0
37
19
hebrew
BASIC
COURSE
biSvi
l bli
bo
(m.s.imv
.) braxa
(f)
brera
(f)
briut
(f)
cad (m)
buba
cafon
(f)
cahov
(m.s.) came
(m.s.)
camig (m)
carix
(m.s.) cav
(m) cava
(m) cava
Sek (m)
ceva (m)
cilcel
cincenet
(f) cinor
(m) cixceax
cnon (m)
cnonit (f)
14for
STORY 18.
come
come
husband
onion
scallion
he examined
house
bottle
stage, platform
bank
girls, daughters
healthy
you came
daughter
you came
sure, certain
young man
in, at
exactly
approximately
garment
definitely
if
willingly
knee
school
sure
stomach, abdomen
egg
meanwhile
especially
he visited
without, except
building
he found out

15without
come
blessing
choice
health
doll

'
-
15
10
22
30
38
55.
22side 40north 14 yellow
23thirsty 36 tire
14
need, must, have to
26
order, command
26military services
27he dyed 34 check 14
color
it rang 14 jar
40
pipe
29
he polished
14
turnip
14
radish
23
56.
25
he worried
1301
HEBREW
GLOSSARY
BASIC COURSE
21
your opinion
13
fish
18minute 40
13diet
16
6 mail, post office
19uncle 19
36 example
14cherries
da" ag daatxa dag

(m) daka (f)
darom davak davar
(m) davka
daxuf (m.s.) day
dea (f) delek (m)
derex (f) dieta
(f) diber doar
(m) dod (m) doda
(f) dugma (f)
duvdevanim (m.pl.)
ecba (f)
ecel
efes (m)
ef&ar
elef
elu
elyon
(m.s.)
emca
(m)
emet
(f)
emor
(m.s.im
v.)
erec
if)
erev
(m)
erex
(m)
eser
(f) esr
im
30
finger
9at
19
10possible
thousand
these
top, highest, supreme
middle, center
truth
tell; say
country
11evening
value
ten
twenty
1302
south
1. he
was
attached 6
thing
2. just,
it
so
happens
17
urgent
23
enough
21
opinion
36
gasoline
10
way, path,
through
he spoke
aunt
zero
14
22
40
22
9
5
2
21
11
11
hebrew
BASIC
COURSE
eSkolit (f) et
et (f) eten ex
-ex
exad
(m) ey
paam
eyfo
eyn (neg. part.)
eynaim (f.du.)
eynaix
eyneni
eynexa
eyx
eyze (m) eyzo
(f)
gadol
(m.s.) gam
gar (m.s.)
gara (f.s.)
garbaim
(f.du.) garon
(m) gavoa
(m.s.)
(m) (m)
geSe
(m)
m
geve
r
geze
r
gihe
c
gimnasia
(f) giyus
(m) glida
(f) gram
(m) gruS
(m) guf (m)
gufia (f)
gumi (m)
gvina (f)
gvirti gvul
(m)
ha- ^
habayta
hacaga (f)
hafsaka (f)
hafux (m.s.)
haim
hakol
halvaa (f)
hamSex (m.s.imv.)
hamSixi (f.s.imv.)
harbe
harey
hasbara (f) hava
heemin hena
hexlif hexlit
heyxan hi (f.s.)
hibit hicig
12
14
2
20
13
3
1
11
38
4
5
3
3
5
3
3
5
9
4
grapefruit
(pre . indicating object)
p
time
I will give
how your
(f
you,
. s.)
one
ever
wher
e
not
eyes (f.s.)
your
eyes
,t,
I
1 not
don I'm
your (m.s.) eyes
how
whic
h
whic
h
big, large. great
1
4
too, also
live stay
,
4
live, stay
39
stockings
30
throat
33
high, tall
20
rain
39
man
14
carrot
28he pressed 26
high
school 26
conscription 9
ice cream
14
gram
19
agora (old name)
30
body
39
undershirt
29rubber
1303
STORY 18.
HEBREW
GLOSSARY
BASIC COURSE
14
6
37
cheese
ma' am
boundary, limit
the
25
21
23
15
4
14
3^
6
6
17
8
31
12
37
5
32
(to) home
show, presentation
interruption, intermission
reversed, inverted
yes-or-no question word
everything
loan
continue
continue
much, many
(interj ection)
information
let s
he believed
hither, (to) here
he exchanged
21
4
2
38
21
he decided
where
she
he looked
he showed, presented
1304
hebrew
BASIC
COURSE
hicliax 57.
hictalvut (f)
hictaref
hictarex
hidlik
hifria
hifsik
higat (f.s.)
higata (m.s.)
higati
higia
higid
hikna
hilva
hine
hirgiS
hirviax
hispik
histader
histakel
histaper
histarek
hiStaamem
hiStadel
hiSta'el
hiStagea
hit'anyen
hit'ateS
hitgaleax
hitkaleax
hitkarev
hitkaSer
hitlabeS
hitnageS
hit"orer
hitpana
hitraSamt (f.s.)
hitraSamta (m.s.)
hitraxec
hitraxek
hitxapes
hitxaret
hizaher (m.s.imv.)
hizdamnut (f)
hoci
hodia
hor id
horim (m.pl.)
hovil
hu
34
6
21
18
36
22
23
2
2
2
16
34
33
34
36
30
33
18
34
40
27
35
24
28
30
24
24
30
27
35
24
18
35
36
25
27
3
3
20
24
38
24
15
8
29
21
28
18
40
2
STORY 18.
he succeeded
intersection
he joined
he needed
he ignited, kindled
he disturbed
he interrupted
you arrived
you arrived
I arrived
he arrived
he told
he transferred ownership
he lent
look'.
he felt
he earned
he made it in time
he managed himself
he looked at
he got a haircut
he combed his hair
he became bored
he strove
he coughed
he went crazy
he became-interested
he sneezed
he shaved (himself)
he showered
he approached
he got in touch
he got dressed
he collided
he woke up
he became unoccupied
you were impressed
you were impressed
he bathed
he withdrew
he disguised himself
he regretted
be careful
opportunity
he took out
he informed
he brought down
1
parents
3
he transported
0
8
he , it
15
,
-i
ikar (m)
im
im
imr i
(f.s.imv.) ir
(f)
israeli
1305
I
5
1
2
3
1
8
2
0
3
1
3
1
(m.s.) iSa
(f) i2en
iti
itim
(f.pl.)
iton (m)
itonut (f)
my, me
HEBREW
GLOSSARY
BASIC COURSE
principle if
with
tell, say city
Israeli wife,
woman he
1306
smoked with
me times
newspaper
press
BASIC COURSE
HEBREW
GLOSSARY
6
5
35
cross, pass
Hebrew
he was late
30it hurt
27short
26officer
35he jumped
15coffee
20summer V
31economic
28ease
14
21he called, read

36it happened
near, close
22ticket, card
financial
orange
line
blue
19in order to
4approximately
30pain
28pleat
20dog
14
1
29money, silver
stain, spot
21because, that
I received
16he received
he laundered
27he shortened
12Sabbath ceremony
double
19he damaged
31almost, approximately
squash
8direction
23generalization
13nothing
22entrance
before
all
so, as much
Ivoice
14kohlrabi
movie theater
17story, floor
20cold
21call, read
consul
consular
15drinking glass
IIdifficulty
hat
cabbage
cauliflower
5^3
Y5?
:
how much, how many
1. here
31
14
19
14
2. a little, some
flour
yes
28
"

14
28
33
14

1. like
7
5
5

31
31

02
39
14
14
BASIC COURSE
HEBREW
GLOSSARY
ivri (f.s.imv.)
ivrit (f)
ixer
ka'av
kacar (m.s.)
kacin (m)
kafac
kafe (m)
kaic (m)
kalkali (m.s.)
kalut (f)
kama
kan
kara
kara
karov (m.s.)
kartis (m)
kaspi (m.s.)
katom
kav (m)
kaxol (m.s.)
kcat
kdey
kekeev (m)
kefel
(m)
kelev
(m)
kemax
(m) ken
kesef
(m)
ketem
(m) ki
kibalti kibel
kibes kicer
kiduS (m)
kiflaim kilkel
kim'at
kiSuim (m.pl.)
kivun (m) klal
(m) klum kmo
knisa (f)
kodem
kol
kol kax
kol (m)
kolerabi
(m)
kolnoa
(m) koma
(f) kor
(m)
kore
(m.s.pre
s.)
konsul
(m)
konsular
i (m.s.)
kos (f)
koSi (mj
kova (ml
kruv (m)
kruvit
(f) kSektovet (f)
10when (conj.)
11
5^3
'*
HEBREW
GLOSSARY
BASIC COURSE
12address
1309
hebrew
BASIC
COURSE
kufsa (f)
kufsaot
(f.pl.)
kutonet (f)
kvisa (f)
1314
14
39
28
box, can
boxes, cans
shirt
laundry
lalaasot lagur
lalexet lama
lamadet (f.s.)
lamadeta (m.s.)
lamadeti
lanu
latet
lava
lavan (m.s.)
lavetax lavuS
layla (m)
ledaber leexol
lefi lehagia
lehakir
lehazmin
lehikanes
lehitraot
leolam ...
lesarev
letayel lev
levanim lex
(m.s. lexi
(f.s. li
lo
lifney lifnot
liknot limonim
(m.pl.) linsoa
lira (f) lir
ot lisxot
imv
liSloax liStot
)
lu
imv
lud, lod
)
1to
14
10to go
7why
5you learned
you learned
I learned
11to us
13to give 34
14white 21
38dressed
night
5to speak 9
39according to
2to know (a person)
11to invite
to enter
1to see again
never
12to refuse
2to me
2before, ago
15near, before
to buy
lemons
to travel
14Israeli pound
to see
to swim
to send
15to drink
if only
3Lydda (place name)
ma
maafera (f)
maagar (m)
maala (f)
maarav
maaraxa (f)
maavar (mj
madxom (m)
maim (m.pl.)
makom (m)
maksim
(m.s.) malon
mamaS
manganon (m)
mar (m.s.)
STORY 18.
1310
to do
1. to reside
5
5
he borrowed
for sure
11
to eat
2. to arrive
9

38
stroll,
28
heart
28
sheets,
underwear etc.
6
go
6
go
3. to
hike
14
14
18
8
21
17
33
hebrew
BASIC
COURSE
mar'e
masa (m)
masar
masax (m)
masexa (f)
maskoret (f)
masmer (m)
masoret (f)
maspik
maSehu (m)
mataim
matay
mat'im (m.s. pres)
matok
matos (m)
mavet (m)
maxar
maxlaka (f)
mazal (m)
mazkir
ma a
meat
mecig (m.s. pres)
mecuyan (m.s.)
medaber (m.s. pres)
medaberet (f.s. pres)
medini (m.s.)
mefuzar (m.s.)
mehirut (f)
meil (m)
mekava (f.s. pres)
mekave (m.s. pres)
mekulkal (m.s.)
melafefonim (m.pl.)
melcar (m)
melcarit (f)
melon (m)
melax (m)
memaher (m.s. pres)
memSalti (m.s.)
memula
menuxa (f)
meod
meolam ... lo
merkazi (m.s.)
meSune (m.s.)
meunyan (m.s.)
mexes (m)
mexin (m.s.)
mexir
mexona (f)
mexonit
meyle
meytav
meyuxad (m.s.)
mezeg (m)
mezeg avir
mezog (m.s. imv)
mi-, memic
mic tapuzim
mida (f)
mif'al (m)
mil
mimenu
20
36
28
23
38
33
29
13
18
23
14
11
15
18
24
19
31
12
32
14
20
21
21
5
5
31
36
35
39
3
3
19
14
15
15
14
14
13
25
2
38
20
23
18
9
29
36
36
29
28
38
20
20
12
3
14
14
39
40
40
30
STORY 18.
mimxata (f)
39
sight, vision
load, burden
he delivered
curtain
mask
salary
nail
tradition
enough
something
two hundred

when (interrogative)
is suitable
sweet
airplane
death
he sold
department, division
luck
secretary
hundred
a little, few
show
!
excellent

speak
speak
political
absent-minded, scattered
hurry
-
coat
hope

hope

out of order
cucumbers
waiter
waitress
canteloupe
salt
hurry
governmental
filled
rest
very
never

central
odd, strange
interested
customs
prepare
price
machine, car
automobile
so be it
the best
special
temperament
weather
-
pour
from, by
-
juice
orange juice
measure
project
mile
from him
handkerchief
1311
STORY 10.
mirSam (m)
mis'ada
(f)
misderon
(m) mispar
(m| misrad
(m)
misrad (m) misxari
(m.s :a (f)
miSpaxa mi&um miSxa
(f) mita (f)
mitkonen (m.s. pres)
mitkonenet (f.s.
pres)
mitria (f)
mitxabe
mivrak (m)
mivraka (f)
mivxar (m)
mixnasaim (m. du.)
mixtav (m)
mixya (f)
miyad
miznon (m)
mizrax
mocet (f.s. pres)
modiin (m.s.) mul
musmax
hebrew
BASIC
COURSE
(m.s.) muxrax (m.s.) muxraxa

(f.s.)
13
rec ipe
15
restaurant
23
lobby
11number 7
office
31commercial 1
family
36
because of
29ointment 35
bed
5
plan
4
plan
39
umbrella
26
he hid (himself)
17
telegram, cable
12telegram office
28
trousers, slacks
17letter
33
sustenance
18immediately 23
luncheonette
40east 3 find
19information (service)
30oppos ite
32certified,
ordained,
have to, must
1
have to, must
1. selec
tion
authorized
58.
naal (f)
naim (m.s.)
naki (m.s.)
namal, namel
namux (m.s.)
nasa ( 3 m.s. past)
naSva (3 f.s.)
natata (2 m.s.)
naxon (m.s.)
nazelet (f)
nehedar (m.s.)
nehena
neSef (m)
nexmad
niceax
nidme (m.s. pres)

nigaX
nika
nimcet (f.s.) nimca (m.s.) nimca ( 1
pi. fut.) nimkar (m.s.) nimnem nirdam
nir'e (m.s. pres)
nisa
nisa
nismax ( 1 pi. fut.)
niS'ar
niSma (m.s.)
nitmana (3 m.s. past)
noax (m.s.)
noladeta
nora (m)
131
2
^
\>
;
^
shoe
pleasant
clean
port
low, short(height)
he travelled
(it)blew
you gave
correct
head cold
wonderful
heBASIC
enjoyed, derived benefit
party,
ball
COURSE
lovely, nice
he won
seems
we will
he cleaned
situated, found
situated, found
we will find
is sold
he dozed
he fell asleep
is seen, appears
he tried
we will go (by vehicle)
we will be happy
he stayed
is heard
he was appointed
convenient, comfortable
you were born
terrible
29
2
28
3
24
16
20
7
4
30
13
24
38
20
23
18
12
-o od
28
odef (m) odot
7
ole (m.s. pres)
7
omeret (f.s.
pres) onia (f) or 11
(m) orex (m) ose 19
(m.s. pres) otax 25
(f.s. obj) oto
25
(m)
16
otxa (m.s. obj)
28
oxel (m) ozen
21
ozen haman (f)
11
25
15
16
40
14
paam (f)
30
paamon (m)
pagati panuy
(m.s.) para
paSut (m.s.)
paxad
paxot
pele (m)
petruzilia (f)
pi
pijama (f)
pina
(f( pinkas
piter pkida
pne (m. s pni
(f.s pnim (m)
po
imv
prat (m) j
prati (m.s.)
imv
pri (m) pruta
)
or
him, his
still, yet
surplus
about
cost
say
ship
leather, skin
length
do
you
auto
you
food
ear
special Purim cake
hebrew
rimonim (m.pl.)
riSona (f.s.) roca
(f.s. pres) roce
(m.s. pres) roa
(f.s. pres) roe
(m.s. pres) roe
xeSbon (m) rofe (m)
roS (m) roSem (m)
ruax (f) rue
6
street
14
jelly
34
interest
14
pomegranates
6
first
6want
7want 7 see
7
see
32
accountant
30
doctor
30
head
36
impression
20
wind
1
run
time (occurrence)
raa (3 m.s.
past) raaS (m)
raba (f.s.)
racon (m) raev
(m.s.) ragil
rait(fs.)
raita (m.s.)
rak
ramzor (m)
raSam
raxok (m.s.)
rayon, raayon
recini
recinut (f)
recua (f)
refua (f)
rega (m)
regel (f)
reva (m)
bell
I met
vacant
he paid (a debt)
s imple
he feared
less
wonder
parsley
time
pajamas
corner
notebook, ledger
he fired (an employee)
clerk
turn
turn
interior
here
detail
private
fruit
penny (1000 pruta - IL. 1)
he saw
noise
much
desire
hungry
regular
you saw
you saw
only
traffic light
he listed
far
idea
serious
seriousness
strap
medicine
minute, moment
foot, leg
quarter
1313
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
59.
1314
hebrew
BASIC
COURSE
Saa () 27
saara (f.s.)
saarot
Sa' av (f.pl.)
27
sabon
(m}
Sagrirut
(f)sadna
(f)
safa
(f)
28
Salax
safam
(m) safot
Salom ^m)
(f.pl.) sameax 36
Salossandal
5
sam
Sam
sandlar
sapar 27
Samar
sax
5
Samati
sax
5
Samenet (f)
(m.s.
28
saxa
Samir (m)
29
saxkan
Sana (f)(m)
29
saxkanit
Sapaat (f) (f)
pres)27
saxyan
(m)
Sata
34
saxyanit
Savua (m) (f)
sear
(m.s.)
8
Saxar (m)
seder (m) sefer21
Saxax
(m) segol selek24
Saxorseret (m)
(m)
Se- (f) sfat 24
seva
Selegsilsul (m) 21
yam
Sel
Simla
(f) siper21
sixa
siyem 27
Selax (f)
(f.s.)
siyur
1
Sell slixa
smali
smexa
Selxa (m.s.)
5
smola
Sem (m)soda (f) 14
sof
Semen(m)
(m)srox
(m) sukar (mj 14
SemeS ()
sulia
(f) sus 21
Semot (m.pl.)
27
(m)
Sen (f)
sva
racon
8
Seret
(m.s.)
sveder 27
SeS'esre
(f)(f) 28
(m)
sviva
SeS (f)
16
Seva
(m.
19
Seuit (f)
s.
Sezifim(f.
(m.pl.) 32
40
Siamem s.
1 (m)
SiSa (m) SiSa'asar
22
1
1
1
5
SlSi (m.s.)
6
Siv"a (m)
15
Sivaasar (m)
28
Slax
29
Slom
SloSaasar (m)
14
SloSa (m)
29
SloS'esre (f)
32
SloSim
27
Sma (m.s. imv) 39
Smona (m)
39
/|
5j
Smona'asar (m)
Smone (f)
Smone'esre (f)
Smonim
Sn&im (m)
Snataim (f)
Sneym"asar (m)
Sokolad (m)
Staim (f)
Star
Steym"esre (f)
Sulxan (m)
Sum (m)
Suman (m)
Sura (f)
Suv
18
hour
a hair
40
he
drew
hair, hairs

2
Embassy
soap

15
he sent
repair
shop,
garage
1
peace, welfare
11
three
shore, language, lip
6
there
mustache
36
he watched
languages
I heard
happy4
14
sour cream
he put
14
dill
sandal
12
year
shoemaker
30
influenza, grippe
barber
23
he drank
amount
2
week
say 25
dawn
he swam
21
he forget
player,
14 actor black
player,
3 actress
that (conjunction)
swimmer

22
snow
swimmer

4
of
hair 4
of you, yours
order4
of me, mine
of you, yours
book 4
19
name
purple
oil
beet 14
film,20ribbon sun
names
gray 19
hair
30
tooth
seashore

26
he served
curling
sixteen
dress11
11
six
he told
11
seven
conversation
.
14
beans
he finished
14
plums
tour 24
he bored
pardon
6
six
left 11
sixteen
happy11
sixth
to the
11 left
seven
club 11
soda
seventeen
end 17
send
lace 1
the welfare of
thirteen
sugar11
three
sole 11
thirteen
horse11
11
thirty
satisfied

8
listen
sweater

11
eight
ne ighborhood

11
11
11
14
11
26
11
23
eighteen
eight
eighteen
eighty
two
two years
twelve
chocolate

-

-

11
34
11
12
14
28
22
23
two
debt note, bill
twelve
table
garlic
grease
row
again
1315
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
tafar
tafkid (m) tafus
(m.s.) tagia (m.s.)
tagia (3 f.s.)
tagzim
tagzimi (f.s.)
tahaluxa (f) takciv
takir
takiri (fs.) tamSix
(m.s.) tamSixi
(f.s.) tamid tapuax
(m)
tapuxey adama
(m.pl.)
tapuzim (m.pl.)
tari (m.s.)
taSlum (m)
taxana (f)
taxtonim (m.pl.)
taxtonit (f)
tayarut (f)
teena (f)
teenim (f.pl.)
teker (m)
ten (m.s. imv)
1
9
2
9
3
2
4
4
5
38
3
4
2
2
6
6
3
5
1
4
1
4
1
4
1
4
2
2
4
0
tered (m)
teSa (f)
teufa (f)
teuna (f)
tifne (m.s.)
tifni (f.s.)
tif1ora (f)
tigmor (m.s.)
tik (m)
tiken
tiras (m)
tislax (m.s.)
tisporet (f)
tisroket (f)
tiS'a (m)
tiSa'asar (m)
tixon (m.s.)
tmarim (m.pl.)
tmidi (m.s.)
tocaa (f)
tocaot (f.pl.)
toda (f)
tor
toxnit tr^ysar (m) tSa'esre (f) turai (m)
3
9
3
9
7
1
4
1
4
3
6
1
1
1
4
1
1
3
3
6
6
6
2
4
1
0
3
9
2
9
1
4
7
2
7
2
7
1
1
1
1
4
0
1
4
2
7
5
5
1
3
2
1
1
1
4
1
1
2
6
1316
BASIC
COURSE
hebrew
1317
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1318
BASIC
COURSE
hebrew
1319
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1320
BASIC
COURSE
hebrew
1321
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1322
BASIC
COURSE
hebrew
1323
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1324
BASIC
COURSE
hebrew
1325
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1326
BASIC
COURSE
hebrew
1327
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1328
BASIC
COURSE
hebrew
1329
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1330
BASIC
COURSE
hebrew
1331
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1332
BASIC
COURSE
hebrew
1333
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1334
BASIC
COURSE
hebrew
1335
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1336
BASIC
COURSE
hebrew
1337
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1338
BASIC
COURSE
hebrew
1339
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1340
BASIC
COURSE
hebrew
1341
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1342
BASIC
COURSE
hebrew
1343
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1344
BASIC
COURSE
hebrew
1345
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1346
BASIC
COURSE
hebrew
1347
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1348
BASIC
COURSE
hebrew
1349
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1350
BASIC
COURSE
hebrew
1351
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1352
BASIC
COURSE
hebrew
1353
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1354
BASIC
COURSE
hebrew
1355
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1356
BASIC
COURSE
hebrew
1357
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1358
BASIC
COURSE
hebrew
1359
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1360
BASIC
COURSE
hebrew
1361
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1362
BASIC
COURSE
hebrew
1363
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1364
BASIC
COURSE
hebrew
1365
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1366
BASIC
COURSE
hebrew
1367
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1368
BASIC
COURSE
hebrew
1369
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1370
BASIC
COURSE
hebrew
1371
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1372
BASIC
COURSE
hebrew
1373
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1374
BASIC
COURSE
hebrew
1375
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1376
BASIC
COURSE
hebrew
1377
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1378
BASIC
COURSE
hebrew
1379
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1380
BASIC
COURSE
hebrew
1381
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1382
BASIC
COURSE
hebrew
1383
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1384
BASIC
COURSE
hebrew
1385
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1386
BASIC
COURSE
hebrew
1387
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1388
BASIC
COURSE
hebrew
1389
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1390
BASIC
COURSE
hebrew
1391
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1392
BASIC
COURSE
hebrew
1393
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1394
BASIC
COURSE
hebrew
1395
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1396
BASIC
COURSE
hebrew
1397
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1398
BASIC
COURSE
hebrew
1399
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1400
BASIC
COURSE
hebrew
1401
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1402
BASIC
COURSE
hebrew
1403
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1404
BASIC
COURSE
hebrew
1405
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1406
BASIC
COURSE
hebrew
1407
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1408
BASIC
COURSE
hebrew
1409
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1410
BASIC
COURSE
hebrew
1411
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1412
BASIC
COURSE
hebrew
1413
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1414
BASIC
COURSE
hebrew
1415
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1416
BASIC
COURSE
hebrew
1417
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1418
BASIC
COURSE
hebrew
1419
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1420
BASIC
COURSE
hebrew
1421
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1422
BASIC
COURSE
hebrew
1423
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1424
BASIC
COURSE
hebrew
1425
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
1426
BASIC
COURSE
60.
hebrew
booth
he sewed
duty, function
occupied
you will arrive
she will arrive
you will exaggerate
you will exaggerate
parade, procession
budget
you will know
you will know
you will continue
you will continue
always
apple
potatoes
oranges
fresh
fee, payment
station
undershorts
slip
tourism
fig
figs
puncture
give
spinach
nine
flight
accident
you will turn
you will turn
stage setting
you will finish
brief case, file folder
he repaired
corn
you will pardon
haircut, hairdo
hair do
nine
nineteen
middle
dates
permanent
result
results
thanks
line, turn
plan, program
dozen
nineteen
private (military rank)
1427
STORY 18.
HEBREW
GLOSSARY
BASIC COURSE
1
15
22
17
40
3
33
13
uuga (f)
ulam
(m)
ulay
vada
y
vevete
k
vexe
n
and
cake
hall, orchestra
maybe, perhaps
certain
and
length of service
and so
1428
1
2
8
1
4
1
4
1
8
BASIC
COURSE
7
7
3
-xa (m.s.) xacait

(f) xaci
(construct)
xacilim (m.pl.)
xacot
xadaS (m.s.)
xadaSa (f.s.)
xadiS (m.s.)
xafifa (f) xag
(m) xagora (f)
xail (m) xaklai
(m.s.) xaklaut
(f) xala (f) xala
xalav (m) xalifa
(f) xaluk (m) xam
(m.s.) xameS (f)
xameS'esre (f)
xamiSa (m)
xamiSaasar (m)
xamsin (m) xamuc
xanaya (f) xardal
(m) xasa (f)
xasax xaSmal
xaSuv (m.s.)
xatixa (f) xaval
xaver (m) xavila
(f) xay xayav
xayal xayat (m)
xayim (m.pl.)
xazak (m.s xaze

(m) xazia (f)
xeci (m) xem'a
(f) xen
xeSbon (m) xevra
(f) xilek xiyeg
xodeS (m) xof
xofSi (m.s.) xom
(m) xoref (m)
xoSev (m.s.
xoSevet (f. xuc
xulca (f) xum
xupim (m.pl.) you,
your
skirt
half of
eggplants
midnight
new
new
modern
shampoo
holiday
belt
branch of
service
agricultural pres)
agriculture s.
chala, twist pres)
bread
he got sick
2
7
1
2
3
9
2
6
3
1
3
1
13
31
14
2
8
3
9
1
5
1
1
1
1
1
1
1
1
2
1
1
5
2
2
1
4
1
4
3
4
32
3
3
2
8
hebrew
milk
suit
robe
hot, warm
five
fifteen
five
fifteen
desert heat wave
sour
parking
mustard
lettuce
he saved
electricity
important
piece
it's too bad friend
package live, alive owe
soldier
tailor
life
strong
chest
bra
half
butter
favor, charm
bill, account
company
he divided
he dialed
month
beach, shore, coast
free
heat
winter
think
think
outside
blouse
brown
beaches, shores, coasts
24
2
5
1
4
3
4
1
4
2
6
3
9
2
4
3
0
30
3
9
1
4
1
4
3
2
5
2
5
3
4
1
9
2
1
2
0
2
2
7
7
5
3
9
1
4
2
1
1429
STORY 18.
HEBREW
GLOSSARY
BASIC COURSE
14
s)
yaale (3 m yabaSa
(f) yacia (m)26yad
2?
(f) yafa (f.s.Y
yafe (m.s.) yain
30
(m) yakar (m.s.)
3
yam (m) yamim3
yarad yarok yaSan
12
yaSar (m.s.)14
yaSir (m.s.)
a
yaveS
yaxol (m.s.) 4
yaxolnu yecia22(f)
yemama yemina14
yemini yerek 25
yesudar (s 19
m.s.)
19
yeS
yeSnam yeter 28
yexola (f.s.)6
vexolet
(f)12
yikax
22
yitkarer (3 m.s.
18
yitra (f)(m.s.)
6
yoec (m)
22
yofi (m)
14
yom (m)
4
yomaim
9
yoter
37
4
6
28
17
15
34
2
26
2
2
13
zaken (m.!
Saket (m) 24
zarax
ze
28
zehu
20
zeytim (m.pl.)
4
zman
37
zol (m.s.) 14
zot (f) zu
18
(f) zug
14
(m) zxut
7
(f)
13
28
23
will cost, go up
dry land, continent
balcony
hand
beautiful, pretty
beautiful, pretty
wine
expensive, dear
sea
days
he descended
green
he slept
straight
direct
dry
is able
we were able
exit
24 hour period
to the right
right
vegetable
will be arranged
there is, there are
there are
rest, remainder
can
ability
will take
it will cool
balance, remainder
counsellor, adviser
beauty
day
two days
more
TIN
G
OfFI
CE
1973
0498030
1.
ham
iSp
axf
i
Sel
i
tag
ia
!
My
fam
ily
wil
l
arr
ive
beo
d
kex
ode
S
yam
im.
in
abo
ut
a
mon
th.
"
,
In an included
sentence it often
corresponds to
the simple
English verb.
2.axare
y
Set
igm
or
et
hag
lid
fi,
Af
ter
you
fin
ish
the
ice
cre
am
tam
Six
yaS
ar
lek
ivu
n
hay
fim
.
con
tin
old
jacket
it shined
it, this
that, this
olives
time
cheap
it, this
it, this
pair
right, privilege
U.S. G
O
V
E
R
N
M
E
N
T
P
R
IN
55
2
1430
hebrew
BASIC
COURSE
u
e
born in (the
year) 19^8.
I.
t
o
w
a
r
d
s
T
r
a
t
h
e
s
e
a
.
"
o
r
Other
sentences
which
illustrate
its use
and the
correspond
ing
English
are:
3.amfi
rt
a
li
Se
at
xl
l
ma
xf
ir
.
Y
ou
sa
id
th
at
1
wo
ul
d
be
gi
n
I was
m
a
t
i
o
n
D
r
i
l
l
tomorrow."
N
e
1431
STORY 18.
GLOSSARY
HEBREW
BASIC COURSE
a
t
l
l
t
o
f
i
R
e
p
e
a
2. lean hu roce
liSloax et hamixtav.
3 ham hu yiSlax et
hamixtav bedoar
avr o bedoar
ragil. kama yaale lo
liSloax et hamixtav.
5 kama zman yikax
lamixtav lehaga
learnerika.
6. ham hamixtav
daxuf? 7 ham mar
Williams yiSlax
mivrak? 8 heyxan
1432
BASIC
COURSE
hebrew
nimcet
hamivraka.
1. matay omdim
hahorim Sel aviva
lehagia. 1

' :
2. ma
crixa
avfva
livdok.
2.
3 kama
zman
lifney
Sehamato
s yagia
3.

roce dov
lehagia leiud.
%

4. lean roca aviva
Unsoa.
?4.

5 haim dov yikax

ota ito?
?5.

6. lema hem
yictarxu lexakot. ?
6.

7 haim hem yagiu

bazman?
?7.

8. im mi aviva
STORY 18.
How many hours

do you usually
sleep?
I couldn't
start my
car.
he
kindled,
ignited
automobile
I collided with a
truck.
I know
a good seamstress.
he sewed
I
what
23
ashtray
40
reservoir
30
degree,
a
virtue
40
west
23act
22 aisle
30the rmome ter

15
water
IIplace
24wonderful,
fascinating
4
hotel
-
5
really
31administration :
15
bitter
crixa
lehitkaSer. ?
8.

I. SubstitutionAgreement Drill I
enjoy films in
Hebrew.
(in the future 1
s. some speakers
use the prefix
/a-/: /atkaSer/.)
I.
Substitution
-Agreement
Drill
1433

Fsi Hebrew Basic Course Student Text Raw OCR

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fsi Hebrew Basic Course Student Text Raw OCR

Uploaded by

Copyright:

Available Formats

H E B R E W

This work was compiled and pub lished with

JOSEPH A. REIF HANNA LEVINSON

School of Language and Area Studies Foreign Service

Style of Hebrew Used

Greetinqs (Two women meet)

Masculine and Feminine

Pronominal Suffixes - Singular Set

Grammar Notes: Review

22Introductions (Two women are introduced)

BASIC COURSE HEBREW CONTENTS

9.1 Wandering through Tel Aviv (contd.)

Basic Conversation: 11.1 Dinner Invitation

13-1 Friday Evening Dinner (contd.)

At the Grocery Store

Rapid Response Drill

15*1 At a Coffee House

16.1 Conversation in the Coffee House

17.1 At the Post Office

18.1 Telling Time

Rapid Response Drill

Rapid Response Drill Review Conversations

Grammar Notes: Rapid Response

221At the Box Office

Drill Review Conversations

25-1 Leaving the Cafe

Rapid Response Drill

26.1 Military Service

27-1 At the Barbershop 325

27.5 /haya/ "he was"

28.1 At the Cleaner's

Basic Conversation: 34.1 Friends Meet at an Office

35-1 Getting Up in the Morning

39! Buying Clothes

The Hebrew Alphabet

STYLE OF HEBREW USED

The language presented here as a model for students

Modern Hebrew is a living language and as such it is changing daily. Slang

Since the emphasis is on speech throughout the course, an indispensable

Thank you very much.

It is presented to the student as follows:

Appropriate additional vocabulary is presented in this section which

Material for instruction and practice in reading Hebrew is given in a

The correspondences of these symbols with the letters of the Hebrew

The articulation of the tongue is similar to that of /x/, but it is accompanied by

"on the corner"

/t/ Voiceless alveolar stop.

/k/ Voiceless velar stop.

was taken out"

/y/ This sound is similar to the English glide and

/tiSan/ "you will sleep."

At the beginning of a word the sequence /yi/ tends to be reduced to /i/

/'/ is spelled or . The latter has an

/j/ as in English ]eep.

/X/ as the s_ in English measure or the in French.

/tiskor/ "you will remember"

/tizgor/ "you will close"

"he will seek"

"he will launder"

The plural forms, though, will usually sound the same:

"they will seek."

"they will launder

English speakers should have no difficulty learning such pronunciations,