Hebrew Basic Course

HEBREW
BASIC COURSE

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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

FOREIGN SERVICE INSTITUTE

WASHINGTON, D.C.

1965

o EPA R T MEN T

o F

S TAT E

BASIC COURSE

HEBREW

FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by

LLOYD B. SWIFT

ii

HEBREW

BASIC COYUE

PREFACE

Hebrew 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 [orm, the course is based on classroom experience witl, Government personnel whose duties require a knoioledge of spoken lle brew. It is designed to provide material sufficient to enable the student to obtain minimUIII professional competence both in speaking anti in reading modern lie brew.

The linguist in charge of tlie project was [os ep]: 11. Rei], Scientific Linguist on the staff of the Department of Near Eastern and African Languages. TIle lie brew material was principally written by MfS. llanna Levinson, language instructor, Tape recordings we(c 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. Irvin" 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. .

4(.;~

School of Language and Area Studies Foreign Service Institute

iii

BASIC COURSE

HEBREW

CONTENTS

Introduction:

Pro nunc La tion:

Tape Recordings

Unit 1.

Basic Conversation:

Grammar Notes:

Review Conversations

Unit 2.

Basic Conversation:

Grammar Notes:


Unit 3.

Basic Conversation:

Grammar Notes:


TABLE OF CONTENTS

Purpose

Style of Hebrew Used Methods and Procedure Material

Drills

Translations

Tests

Readings

Summary

Transcription Consonants Consonant Clusters Vowels

Stress and Intonation

1.1 1.2 1.3 1.4

1·5 L.6

1·7

Qreet~ngs (TWO men meet) Greetings (TWO women meet) Additional Vocabulary Classroom Expressions Masculine and Feminine

Pronominal Suffixes - Singular Set Alternate Forms of Nouns before Suffixes

2.1 2.2 2·3 2.4

2·5

Introductions (TWO men are introduced) Introductions (TwO women are introduced) Additional Vocabulary

Equational Sentences

The Direct Object Preposition let - ot-I

3·1 3·2 3·3 3·4 3·5 3·6

Introductions, contd. (Two men) Introductions, contd. (Two women) Additionalvocabulary

Alternate Forms of Nouns

Dual Number in Nouns

Pronominal Suffixes - Plural Set

v

xiv xv xv xvii xx xxii xxiii xxiv xxiv

xxv xxvi xxix xxxii xxxiv

xxxvi

1 2 2 3 4

5 6

7

9 10 10 11 12 14

15 16 If 17 17 17 20

CONTENTS

HEBREW

BASIC COURSE

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Unit 6.

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


4.1 4.2 4·3 4.4

4·5 4.6

~~ing Arrangements (TWO men speaking) Housing Arrangements (TWO women speaking) Additional Vocabulary

The Preposition ~el/ 'of'

The Preposition /avur/ 'for, on behalf of' Contraction of /le- - ha-/ 'to the'

5.1 §.E_eaking Hebrew (Men) 5.2 Speaki~g_Hebrew (Women)

5.3 Past Tense of Verbs - First and Second Persons 5.4 Alternation /mi- - me-/ 'from'

5.5 Consonant Alternation / b - v/

6.1 6.2 6·3 6.4

6·5 6.6

6.7 6.8 6.9

~skinq Directions (A man asks a man) Asking Directions (A woman asks a woman) Additional Vocabulary

Stark Imperatives

Gentle imperatives

Negative Imperatives

Contraction of /be - - ha-/ 'at the, in the' Alternate Forms /ve- - u-/ 'and'

Loss of Final Stem Vowel in Verbs

7·1 7·2

liande~i~~hro~~!el Ayiy(speaking to man) passerby Wandering through Tel Aviv(speaking to woman passerby)

7.3 Vocabulary Drill

7.4 Gender and Number - Present Tense Verbs and Adjectives

7.5 It/ - Suffix Feminine Forms

8.1 8.2 8·3 8.11-

li~~de~i!!9..__T.b.~ou9b._Tel Aviv (contd.) Wandering Through Tel Aviv (contd.) vocabulary Drill

/a/ - Suffix Feminine Forms

vi

21 22

~~

27

~~

29 30 31 36 36 37

39 40 41 42 45 47 51 51 51 52

53 54 55 57

58 62

63 64

65 66 70

BASIC COURSE

HEBREW

CONTENTS

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation

Grammar Notes:


10.1 10.2 10·3 10.4

10·5

9·1 9·2 9·3 9·4 9·5

wand~!:.i~rough_~~L~~iv (contd.) ~an<:!~~!:.hr~':!..9.h Tel Aviv (contd.) Vocabulary Drills

The Construct State of Nouns

Definite Article /ha-/ Prefixed to Adjectives

73 73 74 75 77 80

~~~de~th£ough Tel Aviv (concluded) wanderin~ thr~~gh_!el Aviv (concluded) Vocabulary Drills

The Relative Conjunction /~e-/ Adjectives used to Modify Verbs

81 82 83 84 86 87

11.1 Dinner Invitation 11.2 Additional Vocabulary 11.3 vocabulary Drills 11.4 Cardial Numbers

11.5 Contraction of Initial syllables 11.6 /yes li/, /eyn li/

89 90 90 92 93 93 95

12.1 ~ri~veni~~nner 12.2 Additional Vocabulary 12.3 Vocabulary Drills

12. L} Cardial Numbers with Nouns 12.5 Ordinal Numbers

97 97 98 99

103 106

13.1 Fr iday_Eveni!!S. Dinner (contd.) 13.2 Additional Vocabulary

13.3 Vocabulary Drills

13.4 Consonant Alternation /k - x/ 13.5 Formation of the Future Tense 13.( Use of the Future Tense

107 108 109 111 111 1:1.3 122

vi:i.

CONTENTS

HEBREW

BAS IC COURSE

Unit 14.

Basic Conversation:

Grammar Notes:


Basic conversation:

Grammar Notes:

Rapid Response Drill Review Conversations

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


14.1 At the Grocery Store 14.2 Additional Vocabulary 14.3 vocabulary Drills

14.4 Cardinal Numbers, 20 - 1000 14.5 Colors

14.6 /0 - u/ Alternation in Related Forms 14.7 Review of Negative Sentences

125 126 128 129 131 132 133 136

15.1 At a Coffee House 15.2 Additional-Vocabulary 15.3 Vocabulary Drills 15.4 Roots

15.5 Patterns Occurring with Roots 15.6 Alternating Radicals

15.7 Alternating Patterns

15.8 Designation of Patterns

15.9 Designation of Radicals

139 140 141 145 145 147 148 148 149 150

151

16.1 Conversation in the Coffee House 16.2 Additional Vocabulary

16.3 vocabulary Drills

16.4 Third Person Past Tense Verb Forms

153 154 155 15h 163 164

17·1 17·2 17·3 17·4 17·5 17·6 17·7 17·8

At the Post Office
Additional Vocabulary
Vocabulary Drills
Past Tense of ~el
Past Tense of ka!. _lE~~!.)
Past Tense of !:!.itp~el
Past Tense of hif'il
Past Tense of I~~ed_hey Verbs 167 168 168 170 170 172 173 176 178 179

18.1 Telling_!~me

18.2 Additional Vocabulary 18.3 Vocabulary Drills 18.4 Clock Drills

18.5 The Expected Future 18.6 /matay ~e-/

181 182 183 189 190 191 191 192

viii

BASIC COURSE

HEBREW

CONTENTS

Basic Conversation:

Granunar Notes:


Basic Conversations:

Granunar Notes:


Unit 21.

Basic Conversation:

Grammar Notes:


Basic Conversation:

Granunar Notes:


Basic Conversation:

Granunar Notes:


19.1 Cal~ing Long Distance 19.2 Additional Vocabulary 19.3 Vocabulary Drills 19.4 Adverbs

19.5 The nif' al Conjugat·ion - Present and Past

195 196 196 199

19.6 Present Tense of the nif'al 19.7 Past Tense of the Qif'al --

Tenses 200 201 204 209

20.1 Hot Weather 20.2 Cold Weather

20.3 Additional vocabulary 20.4 Vocabulary Drills

20.5 Further Remarks on lamed~ Verbs 20.6 Verbs with Initial Radical y

20.7 Loss of Q before Consonants

21.1 Qoi~_the _Thea ter 21.2 Vocabulary Drills 21.3 Generalizations

21.4 The ~el Conjugation

21.5 lamed~ Verbs in the £l'el Conjugation 21.6 stem Vowel Variations in the pi'el

21.7 Verbal Nouns of the ~~

21.8 The Eu'a~ Conjugation

22.1 At the Box Office 22.2 Additional Vocabulary

22.3 The kal (pa'al) Conjugation 22.4 Verbal Noun of the kal

23.1 Before the Play

23·2 Additional Vocabulary 23.3 Vocabulary Drills 23.4 Verb Drills

23.5 The Qif'a~ Conjugation

lx

211 212 213 214 216 218 220 221 222

223 224 229 230 236 237 238 239 240 241

243 244 245 256 257 257

259 260 260 261 264 275 275

CONTENTS

HEBREW

BASIC COURSE

Basic Conversation:

Grammar Notes:


24.1 Discussing th~Show 24.2 Additional Vocabulary 24.3 Vocabulary Drills 24.4 Verb Drills

24.5 The hitpa'el Conjugation

277 278 279 281 283 288 289

Unit 25.
Basic Conversation: 25·1 Leavin<L..!:_he £afe 291
25·2 Additional Vocabulary 292
25·3 Vocabulary Drills 292
25·4 Verb Drills 293
Grammar Notes: 25·5 The hif'il Conjugation 296
25·6 Verbal Nouns of the hif' il 306
25·7 The hof'a! conjugation----- 307
Rapid Response Drill 309
Review Conversations 309
!:l.!l it 2§' •
Basic Conversation: 26.1 !':iil,i ta~rvic~ 311
26.2 Additional Vocabulary 312
26·3 Vocabulary Drill 312
26.4 Verb Drills 313
26·5 Members of the Family
Rapid Response Drill 322
Review Conversations 322 Basic Conversation:

Grammar Notes:


Unit 2(l.

Basic Conversation:


27.1 At the BarbershQE 27.2 Additional Vocabulary 27.3 Vocabulary Drills 27.4 Verb Drills

27.5 /haya/ "he was"

27.6 "I had", "I will have"

325 326 326 327 330 332 335 335

28.1 At the Cleaner's

28.2 Additional Vocabulary 28.3 Vocabulary Drills 28.4 Verb Drills

28.5 Object Suffixes of Verbs

337 339 339 339 346 349 349

x

BASIC COURSE

HEBREW

CONTENTS

Basic Conversation:


Unit 30.

Basic Conversation:

Grammar Notes:


!!nit 31.

Basic Conversation:

Grammar Notes:


Unit 32.

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:

Rapid Response Review Conversations

29.1 At the Shoemaker's 29.2 Additional Vocabulary 29.3 Verb Drills

29.4 loto h~-/ "The same"

30.1 Aches and Pains

30.2 Additional Vocabulary 30.3 Vocabulary Drills 30.4 Verb Dr ills

30.5 The Preposition /mi-/ "from" 30.6 Comparatives and Superlatives

31.1 Friends Meet at an Office 31.2 Additional Vocabulary 31.3 Vocabulary Drills

31. 4 Verb Drills

31. 5 Too Much

31. 6 The Passive Participle

32.1 Friends Meet at an OfficeJcontd.) 32.2 Additional Vocabulary

32.3 Verb Drills

32.4 The Prepositions /~~-/, /kmo/

33.1 Friends Meet at an Office (contd.) 33.2 Additional vocabulary


33.4 Verb Drills

33.5 Suppositions and Conditional Sentences

xi

351 352 352 355 357 358

361 362 363 364 366 367 370 371

373 374 374 375 376 377 379 379

381 382 382 38.'+ 38~ 387

389 390 390 .5 '1 392 39);

395

CONTENTS

HEBREW

BASIC COURSE

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


Unit 31..

Basic Conversation:

Grammar Notes:


Basic Conversation:

Grammar Notes:


34.1 Friends Meet at an Office (concluded) 34.2 Additional vocabulary


34.4 Verb Drills

34.5 Nouns with Pronominal Suffixes- Singular set

35.1 Gettin~~ in the Morning 35.2 Additional Vocabulary 35.3 Verb Dr ills

35.4 Nouns with Pronominal Suffixes-Plural Set 35.5 Prepositions with Pronominal Suffixes

36.1 Getting Up in the Morning (contd.) 36.2 Additional Vocabulary

36.3 Verb Drills

36.4 construct State of Plural Nouns

37.1 Getti~QE_in the Morning (concluded) 37.2 Additional Vocabulary


37.4 Verb Drills

37.5 Abstract Nouns in /-uy "-ness" 37.6 Hortatives

38.1 Purim Parade

38.2 Additional Vocabulary 38.3 vocabulary Drills

')8. if Verb Dr ills

38.3 Negative Adverbials

xii

397 398 398 398 405 407 408

409 409 410 411 417 418 419

421 422 423 424 425 426

429 430 430 !.;.31 433 433 434 435

1137 438 438 :+39 ;+40 4~1 442

BASIC COURSE

HEBREW

CONTENTS

Unit 39.

Basic Conversation:

39·1 Buying Clothes

39.2 Additional Vocabulary 39.3 Ikvarl and IOdl

41t3 44:+ 41.5 445 446

Granunar Notes:


Unit LlO.

Basic Conversation:

40.1 Going to the Irrigation Project 40.2 At the Irrigation Project

40.3 Additional Vocabulary

40.4 Derived Nouns - mif'al

40·5 Derived Adjectives-=-pa'il

447 448 449 450 450 450

Granunar Notes:

Rapid Response Drill

Tests:

Interpreter Situations Taped Tests

451 456

Reader:

The Hebrew Alphabet

463

Story 1. n"n:~ n~~~'~n 488

Story 2. n~~n n,vY 491

Story 3· P'C;' 7'"'Y7.l;' 493

Story 4. n'~n;, "~'':;J? ;",;'':'7.l ni~n:l 495

Story 5· ~J'7.l~~n 7Y'J~'l\n 497

Story 6. ~J'~'~n 'WP~ n"pl'1 500

Story 7· "1 ~ ~ -;:1 n y ~ 1 ~ 502

Story 8. wp'~7.ln ?~'J;-; 505

story 9· WX'~7.l~ l~?pn 507

Story 10. C~YO'J '~n ?~~n j~'~ 510

Story 11. ny' :1::.1, n," ?:I'? 51'4-

story 12. nPJ'~7.l '"c" '11\ 515

Story 13. 'J'~?un '~vn i~W~ ?K'W' i"', 516

story 14. c'=" nJ,,,n:l C'Y'::.I~ 3 517

Story 15. ll-n7.l'~ O~7.ln '~n7.l n,y,;-; 518

story 16. 0:1'~~: ,1-;:1 i'''';:,'n 519

Story 17· Y'~N"Y YO~ 520

story 18 7"7.)j7:1 T" 'l'~'17 521

Story 19· ""iiin ?'lr.l n7.l17n 522

Story 20. nrien n"'~n;"'; nny 523

Story 21. 'W:I n?':lK ~'nK 'n'n~? ,g~Km :I'" 525

story 22. 1!IK ":I':I:J ,poy ?'~ln ,r.lW7.l '1!IJK 526

story 23. n:l?7.ln 'J~:J :J::l"n~ T7.l' ",lon 528

story 24. • •• 00":1' nn 529

Story 25. WK:J 'nl"'~ o',,\;n 530

story 26. nnn~J '''\:)10 ,'w 1'1"0" 531

story 27· n:l::l,n n::l~'p 1'X n'Xi' n::l' ,?' 532

story 28. K'~Jn ~"y '?:lpnJ O'J"DS7.l o""n 533

Story 29. K'i:.'J? ,n:lJ iT',:; 534

story 30. n'J=,cn n?nJ;-;:I "':ln7.l "~J iTl.:: 536

Common Proverbs and Expressions

537

Glossary

538

xiii

INTRODUCTION

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 s}ioken as a native language by a community of peo}ile, at least until the First Century, B.C., and possibly for several centuries after that. But even though it ceased to be a livins language in this sense, a larse and important body of literature has remained in constal"'t 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 }ioets. 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 be Lnq tausht to immigrants speaking a wide varietY,of native languages, and the soal

is to have all the inhabitants learn to s}ieak 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 develo}ied to express concepts not dreamed of two thousand years ago. But the rnodern 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 s}ieakers of Hebrew, foreign accents can hardly be called rare, and one should not feel the slightest embarrassment in making even haltins 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 trainins manual, designed to teach a non-speaker of Hebrew to

speak and comprehend with some degree of fluency an acce.l?table form of the modern Lanqua qe , Its relationship to a re ference ~,rammaris analogous to the rela tionship 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 sU.l?posed to work at the material .l?resented here until he can s.l?eak 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 ~arts of a car in order to be a good driver. Many excellent drivers even have wrons notions about the mechanical as}iects of an automobile. Similarly, it is not necessary to be able to discuss accurately and comprehensively the grarnmar of a lanSuage in order to s}ieak it fluently and correctly. Intensive drillins will produce the proper habits. When the student }iarticipates 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 s~oken langu~3e 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.

xiv

BASIC COURSE

HEBREW

INTRODUCTION

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 probabl~,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.

STYLE OF HEBREW USED

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 langua.ge. Furthermore, H;ebrew 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/berariand /etxem/. In such cases the student will find that either choice will be acceptable in conversation.

METHODS AND PROCEDURE

The Native Speaker

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.

xv

INTRODUCTION

HEBREW

BASIC COURSE

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 educated-man 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 speakers 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.

xvi

BASIC COUR.SE

HEBREW

INTRODUCTION

The drill techniques described pelow 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 ta~e recordings to giv& the individual student practicp. in speaking.

An important aspect of the method is OVERLEARNING, that is, learning sentences so thoroughly that they corne 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 ~n 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 \\ithout 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.

xvii

INTRODUCTION

HEBREW

BASIC COURSE

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 piece~ to ~e pres~nt~d are,printed on separate lines. For example, the group: /toda raba. ~lom~ tov. uma ~lomxa?/ "Thank you very much. I'm fine. And how are you?" is written in the book like this:

Thank you very much. tod~ rab~. • i1Ji i111r,
I'm fine. ~lom! tov. • JlO ~7J1/:':;
And how are you? um~ ~lomx~? ?l7J1/:':': i17J1
It is presented to the student as follows:
Instructor Tape: , ~lomxa?
or uma
Student: , ~lomxa?
uma
Instructor ~lom! , , ~lomxa?
or Tape: tov. uma
Student: ~lom! , , ~lomxa?
tov. uma
Instructor toda raba. ~lom{ tov. , ~lomxa?
or Tape: uma
Student: toda raba. ~lom{ tov. , ~lomxa?
uma
Instructor toda rab,L ~lom{ tov. , ~lomxa? (repetition)
or Tape: uma
Student: toda raba. ~lom! tov. , ~lomxa?
uma 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 £Or 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.

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INTRODUCTION

Additional Vocabulary

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 mani~ulations. Whenever, for example, an adjective is introduced in a Basic Sentence or Additional Vocabulary all other forms (masculine, feminine, singular, vlural) 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 ovvortunity to illustrate different meanings and the use of forms in different contexts.

Grammar Notes and Drills

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 eAplaining 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 itca~ 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 contradicte~. The Grammar Notes are intended as guides, and the student

should not expect them to be compr.ehensive 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 biny~, 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.

xix

INTRODUCTION

HEBREW

BASIC COURSE

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 the~ 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 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. Answere 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 ~n 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.

xx

BASIC COURSE

HEBREW

ImopucTION

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 reinforces 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 re~nforce 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

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, vehami~paxa ~elo tag!a beod ~av6a.

Instructor: He's staying at the Dan Hotel.

Student: He's staying at the Dan Hotel, and his family will arrive in a week.

In this case the reference to the subject of the first sentence is maintained in the added sentence: !hu - ~elo! "he - his".

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BASIC COURSE

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 t'ext, 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 ~lomxa/ 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.

xxii

BASIC COURSE

HEBREW

INTRODUCTION

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, 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.

Interpreter Situations

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 situ-

ations 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 recoraer 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.

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INTRODUCTION

HEBREW

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 v.ocabulary, 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.

xxiv

BASIC COURSE

HEBREW

PRONUNCIATION

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 ::l and t' , and /t/ is used for both ~ and n. Transcr iptions 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 w~ll 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 use~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 tranRlations: For example, chala, Moshe, etc.

TABLE OF SYMBOLS

Consonants:
Voiceless: p t k c ~ f s ~ x h
Voiced: b d 9 j v z ~ r
Nasal: m n
Lateral: 1
Glide: y
Open juncture:
Vowels: i e a 0 u
Stress: Strong 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.

xxv

PRONUNCIATION

HEBREW

BASIC COURSE

CONSONANTS

/1/ 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 /1/ should be thoroughly learned since substitution of the English or American articulation gives one a "thick" accent to the Israeli ear.

Ii "to me"
10 "to him"
la "to her"
lanu "to us"
lev "heart" ~alom ~e1i ~elo ~elanu milon

"hello" limine II

"his"

"ours" "dictionary"

el al kol gadol meil kilkul klal menahel gidel gbdel

II toll lIonll "all" "big" "coat"

"malfunction"

"generalization" "director" "he raised" "size"

/x/ Voiceless velar fricative.

The articulation represented by this letter does not exist in English,

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 n

This pronunciation is affected on the radio, also. However, it is not used in qeneral speech and will not be heard on the accompanying tapes.

II warm II lexem "bread" , "guest"
xam oreax
xalav "milk" bxel "food" eyx "how"
xom "heat" exad II one II ~lomex "(greeting)"
xcSde~ "month" axal "he ate" ~elax "yours"
, "half" ~axav "he lay" "short"
xeci namux
,
xika "waited" axim "brothers" macliax "succeeds"
xuc "outside" axot "sister" tox "inside"
xidu~ "renewal"
xada~ "new"
xex "palate"
xaxam "smart"
~lomxa "(greeting)"
xemed "delight"
xaval "pity"
xut "thread" xxvi

BASIC COUR.SE

HEBREW

PRONUNCIATION

/r/ Voiced velar fricative.

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" ~oter "policeman"
rax "soft" teruc "excuse" xaver "friend"
ri.on " first" derex "way" s$fer "book"
rikud "dance" erev "evening" ir "city"
, "minute" arox "long" "minister"
rega sar
r'gel "foot" garim "live" kar "cold"
dax "wind" xaverim " friends" or " light"
ro. "head" ~agrirut "embassy" barur "clear"
rak "only" ~agrir "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 ~elet safot kapot

"good" "when" "time"

" you" (f. s • ) "letter" "sign" "languages" "spoons"

omedet menahthet ~evet zait

bait

~tut

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" ~otek "keeps quiet"
selek "beet" ~ok "thigh" matok "sweet"
tadlik "kindle" .uk "market" pihuk "yawn"
emek "valley" porek "unloads" xelek "part" xxvii

PRONUNCIATION

HEBREW

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 was taken out"
/hutsa/ "she was flown"
koc "thorn" cav "turtle"
yoec "advisor" cava "army"
ec "tree" c~dek "justice"
lauc "to advise" cec.ef "shell
kaic "summer" cemed "pair"
acic "flowerpot" , "color"
ceva
toceret "product" cimuk "raisin"
kacav "butcher" cincenet "jar"
tocaa "result" cipor "bird"
mecit "lighter" cir "represen-
tative" cafon cara came carud coek cofe colea colelet cur

cuk

"north" "trouble" "thirsty" "hoarse" "hollers" "scout" "lame" "submarine" "rock" "cliff"

/y/ This sound is similar to the English glide and forms diphthongs with preceding vowels.

/iy/ /ey/ /ay/ /oy/ /uy/

The diphthong /iy/ is rare and tends to be reduced to /i/ when it occurs.

/tiysan/

-

/tisan/ "you will sleep."

/yisrael/

-

/israel/

At the beginning of a word the sequence /yi/ tends to be reduced to /i/

/'/ 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 ~". -- -- --

/'/ occurs mainly in slow or deliberate speech. it is elided or barely audible.

/' / is spelled N or Y The latter has an Arabicized pronunciation

which is used by some speakers but which is not heard generaily. It does not occur on the accompanying tapes.

In ordinary conversation

The following pairs are given as illustrations. They should not require
much practice on the part of the English-speaking student.
/lirot/ "to shoot" 1'I11'? /lir' ot/ "to beell I'll I'.: I?
/maca/ "he found" I'(~r.: /mac' a/ "she ieuna" OlN~r.:
/nasa/ "he travelled" Y:lJ /nas' a/ "she travelled" OlYOJ
/mila/ "word" ;o?r.l /mil' a/ "she filled" .,~;? r.l xxviii

BASIC COURSE

HEBREW

PRONUNCIATION

For the pronunciation of vowels when the intervening 1'1 is elided see the note on vowel clusters.

Ihl 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 Ihl is dropped it is replaced by zero, not 1'/.

Ilehakirl

Ileakirl

"to recognize"

(not

Ile'akir/)

The Ihl 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 1'1 and Ihl will produce homonyms.

Igaharl Iga'arl

Igaarl Igaarl

"he crouched" "he scolded"

,.,l. 'Yl.

The following consonants are infrequent and occur only in loan-words and proper names.

~I as the ch in English cheese.

~izbatl Ijl as in English ~.

"tall tale"

/jipl

"jeep"

~I as the ~ in English measure or the i in French.

~aketl Ibe~1

"jacket" "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 I - zk -I, or voiceless-voiced, such as 1- sg -I then the first will assimilate to the second. In slow or very careful speech the distinction may be maintained.

Slow speech voiced-voiceless

Normal speech

Itizkorl

Itiskorl

"you will remember"

voiceless-voiced

Itisgorl

., 1 J.. o n

Itizgorl

"you will close"

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:

Iyexapesl "he will seek" '<I!;:n'

Iyexabesl

"he will launder"

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PRONUNCIATION

HEBREW

BASIC COURSE

The plural forms, though, will usually sound the same:

(/yexabsu/ _ )

/yexapsu/ /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 cornmon, 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/ /nifrad/

"veil" not "separated" not

* /mazve/ * /nivrad/

;'

/c/ assimilates to a following voiced consonant, also: /hicbia/ "voted" y~ :1:11;"1

often sounds like /hidzbla/.

The above examples show medial consonant clusters, that is, clusters

between vowels. Clusters also occur initially (at the beginning of a word)

and finally (at the end of a word). Medial and final clusters should give

the English speaker no particular difficulty.

Initial Consonant Clusters

Some initial clusters are similar to their English counterparts and should not present any pronunciation problems,

/pl/ /tr/ /kl/

/plitim/ /truma/ /klita/

"refugees" "contribution" "absorption"

C~\:",~ ;"17.l1-,n ;'~~':>17

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 cornmon error that English speakers make is to insert a vowel
between the consonants.
/pt/ ~tax/ "open" nn~
ptixa/ "opening" i"1n'n~
/pn/ /pne/ "turn" ;"1J~
/pnim/ " interior" C~J~
/tm/ /tmari1 "dates" C~-'7.ln
/tmuna "picture" ;'J17.ln
/tl/ /tluya/ "dependent" ;'~1':>n
/tli~ut/ "detachment" n11L'~':>n
/kt/ !ktnVej/ "address" n:J1n:J
/ktana "small" i1J~v
/cr/ /crix1 "necessary" ;':J~iJl
/cror "bundle" i'iJl
/cf/ /cfat/ "Safed" n~JI
/cfoni/ " nor t.he.r n" 'J1::JI xxx

BASIC COURSE HEBREW PRONUNCIATION
/CV/ /cvat/ "pliers" n:n:
/cvai/ "military" '!-: ;J)l
/bd/ /bdika/ "examination" 011"':;
/bdixa/ "joke" O1n',:c
/bg/ /bgadi1 "clothes" 0" "-.J
/bgida "treason" :1""-::1
/dl/ /dli/ "bucket" " ,
/dlatot/ "doors" n,n"
/dv/ /dva~/ "honey" 1Il:l,
/dvora/ "bee" :1" :n
/gv/ /gverey "Mrs. " r",,-
/gvina "cheese" ;1J':Jl
/gd/ /9dOlj' "big" 01"'''-
/gdud "troop" "'l
Clusters of Three Consonants Medial clusters of three consonants are rare. When they occur as a result of grammatical patterning then a vowel (usually lei) 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, cluster is non-permissible, then a vowel is inserted, usually lei. first of the two consonants is /h/, /x/, or /'/ then the inserted usually /a/.

but the If the vowel is

Examples of non-permissible clusters occurring in a grammatical pattern
are:
m.s. f.s.
/gadol/ "big" /gdola/
/yaxol/ "able" /yexola/ for Yyxola/
/xazak/ "strong" /xazaka/ for Yxzaka/
/'acuv/ "sad" /'acuva/ for Y' cuva/
/na'im/ "pleasant" /ne'ima/ for Yn'ima/ The insertion of such vowels is discussed and drilled for each particular grammatical pattern.

xxxi

PRONUNCIATION

HEBREW

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.

Irexov alenbil Iberexov alenbil or

/birxov alenbil

(The shorter form is often the more formal or literary style.)

"Allenby Road" "On Allenby Road"

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.

Iii High front vowel, tenser than the i of English bit
im "with" li~tot "to drink" ani "r"
i~ It man" naim "pleasant" mi "who"
i~a "woman" '. "water" bli "without"
malm
ir "city" tikansi "enter" kli "dish"
bi~vili "for me" adoni "js Lr " lei This 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 ~ of English bet.

Students should be very careful not to replace it with leyl at the end of a word - Ikafel does not sound like the English ~afe. The final lei is like the ~ 0 f be t with the 1. cu t 0 f f •

bet "second letter" betax "sure" nae "nice"
omed "stands" yafe "pretty" kafe "coffee"
oxel "eats" et "time" roe "sees"
In primary stress position before a vowel it is slightly higher and
followed by a y. glide.
yodea "knows" ~omea "hears" korea " tears" In other positions it is more centralized, like tt.e ~ of democra£Z.

meod meot mevin kesef yei:§d

"very" "hundreds" "understands" "money"

"boy"

lamadeti derex bes~der i;vaka~a

"I studied" "way"

"O.K. u "please"

xxxii

BASIC COURSE

HEBREW

/a/ Low central vowel

PRONUNCIATION

This vowel is pronounced like the 0 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 ~ of English below.

at rak ~ama~ mama~ ahav ad

"you" f.s. "only" "custodian" "really"

" loved" "until"

arnad gag az kala xala teva

/0/ Low-mid back vowel.

"stood" "roof" "strong" "bride" "twist bread" "nature"

This vowel is similar to the 2£ 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 Q 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 ~ of English below.

kof "monkey" baker "morning" oto "him"
tov "good" boker "herdsman" 10 fino"
sof "end" axel "food" 0 II or II
xade~ "month" oxel "eats" ~lamo "Solomon"
yom "day" ohev "loves"
/u/ High back vowel This vowel is slightly higher than the 00 of shook. Be careful not to substitute a diphthong with a ~-off-glide such as the 00 of food.

~uk ~uv ~iput sulam sidur ud

uf

uc

hu

"market" "again" "jurisdiction" " ladder" "arrangement" " firebrand" "flyaway" "advise"

II he"

yifnu yi~tu ~avu banu banu kanu avdu kumu

,

uru

vowel Clusters

"they will turn" "they will drink" "they returned"

II in us"

"they built" "they bought" "they worked" "get up"

"wake up"

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.

xxxiii

PRONUNCIATION

HEBREW

BASIC 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 /'/' /h/, and /y/ does ~ mean that the speech is "sloppy" or "corrupt". In slow or emphatic speech they ~ occur. But in normal, everyday, "natural" speech they are dropped by native speakers of Hebrew. Maintaining these consonants in this informal style will sound awkward.

paam taavor laalot oait israel naim menaalin leexol neima meod beemet yoec yoacim bou, ~avua batuax ~euit

"time"

"you will cross" "to go up" "house"

" Israel" "pleasant" "directors"

"to eat" "pleasant" "very"

"really" "counsellor" "counsellors" "come"

"week"

"sure"

"beans"

maa~aa

"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 I-til and I-tal 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/

/Homo/ "his peace" /~16mo/

/emca/ "I will find" /emca/

/banu/ "they bu il t" /banu/

"food"

"Solomon" "middle"

"in us"

but two:

words of three or more syllables the stress is on the last syllable

/ma~ehu/ "something", /m{~ehu/ "someone"

/otobus/ "bus" /amerika/ "America"

(In general, loan-words tend to retain the stress where it was in the language from which it was borrowed.)

In some

xxxiv

BASIC COURSE

HEBREW

PRONUNCIATION

Only the main stress of a word is indicated. 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: /tagld 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:

Informal /~mone/ /hi baa/ /amartem/

Formal I~monel /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 wLth a period, not with a question mark.

A question mark indicates a rising intonation. Yes-or-no questions and rejoinder questions (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.

xxxv

RECORDINGS

HEBREW

BASIC COURSE

TAPE RECORDINGS

The tape recordings which accompany FSI-Hebrew Basic Course have the following format:

(1) Basic Conversation

(al 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) ~ialo~e 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 buildups 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.

xxxvi

BASIC COURSE

HEBREW

1.1 Greetings (Two men meet)

UNIT 1

Hello, Moshe. How are you?

peace, welfare what

the welfare of you, your (m.s.)

Thank you very much. I'm fine.

And how are you? thanks much

me, my and

Fine. How is

the family? the family

All right. How is your wife?

in order

wife, woman

She's fine, too. Excuse me.

I have to

run.

too, also her

pardon (noun) I

have to, must to

run

Oh, yes!

·It's La ce already. Goolibye.

yes alreaay late

MR. WILLIAMS

§a16m mo§e. ma §lomxa.

§a16m (m) ma

§16m

-xa (m.s.)

toda raba. §lomi t6v. ~)'na § Lomxa?

toda (f) raba (f) -i

u-

MR. WILLIAMS

t6v.

ma §16m hami§paxa.

hami§paxa (f)

beseder. ma §16m i§texa.

be-

seder (m) i§a (f)

MR. WILLIAMS

gam §loma t6v. slixa.

ani muxrax larue.

gam -a

slixa (f) ani

muxrax (m.s.) la-

rue

, o

}~v&:r meux~r. salam.

k~n kv&:r

,

meuxar

1

C, '1I11 itT.)

-7.) '''tV ,-

-it

alititn';o 'll< n':J HI -; y,.,

• iWTJ , [n '7-.:1 ?1TJ1'7w ilTJ

.ilJ1 rrrin

• :210 ., TJ 1 '7:0 ?17J1 '7w il7.:) 1

.::210 01'7:0 il7.:) ? iln::WTJil

.1'CJ Ol'7w il7.:) ?1ntJ/N

• :11 0 ilTJ 1 '?to CI 1 .iln"'7o n1:::>17.:) ''IN . rn'7

! 1:::> -- 1N

• 1m N7J 1:1:::> • C! 1~)W

UNIT 1

HEBREW

BASIC COURSE

So long.

Be seeing you.

to see again

1.2 Greetings (Two women meet)

Hello, Miriam. How are you?

you, your (f.s.)

Thank you very much. I'm fine.

And how are you?

Fine.

How is the family?

All right. How is

your husband? husband

He's fine, too. Excuse me.

I have to

run.

him, his

have to, must

Oh, yes~ It's late already. So len'::!.

So long. Be seeing you.

1.3 ADDITIONAL VOCABULARY

We are fine.
How are you? (m. p l . )
How are you? (f. p l , )
How are they? (m. pI. )
How are they? (f. p I , ) Mr. Carmi

Mr. Carmi (alternate form) Miss or Mrs. Carmi

It is early.

MR. WILLIAMS §alom.

lehitraot. lehitraot

fiRS. WILLIAMS

§alom, miryam. ma §lomex.

-ex

MIRIAM

toda raba. §lomi tov. uma ~lomex?

MRS. WILLIAMS

tov.

ma ~lom hami~paxa.

MIRIAM

beseder. ma §lom baalex.

baal (m)

MRS. WILLIAMS

gam !Homo tov. 51ixa.

ani muxraxa larue.

-0

muxraxa (f.5.)

MIRIAM

o kEm:

3alont.

k.var meuxa r ,

MRS. WILLIAMS

~alom. lehitraot.

~lomenu tov. ma §lomxem. ma §lomx€m. ma §lomam. rna §lornan.

mar karmi adon karrni gveret karmi mukdam.

2

• [:l1 'i1Q .mX1I"lil'i

.O"~ ,01'7", ?lD1'iW ilD

,-

.ilJ1 il11n .J10 "D17o ? 17J , 'iw ilD 1

.J10 ?iln~WDil 01'iU i17J

.110J o ,'i1o ilD n'iYJ

.J10 'D1'ira 01 .iln"'io iln1J17J "ll'< • Y,.,'i

.1n'I'<D 1JJ 11J -- 1X .0170

.J'O 'Ji'J,'iw 1[JJ7.)''i:o il7J ?1J.7J1'iW il7J ?CJT.l,'iw il7J 117.)1 'i~' i17J

"D1J 1T.l "')1:;) ,,11'< "T.l1:J n1J1 .011'1T.l

BASIC COURSE

HEBREW

UNIT 1

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.

1. Close the door.

(said to a man) (said to a woman)

2. Sit down, please.

(said to a man)

(said to a woman) (said to men or both)

3. Quiet, please. 4. Open your books.

(said to men or both) (said to women)

5. Speak louder.

(said to a man) (said to a woman)

6. All together.

7. Again.

8. Do you understand? (said to a man) (said to a woman)

9. I don't understand. (said by a man) (said by a woman)

10. I don't know.

(said by a man) (said by a woman)

11. Please translate. (said to a man) (said to a woman)

12. How do you say table in Hebrew?

sg6r et hadelet. sigr! et hadelet.

.n71il n1'< 1UO .n71il n1'< '110

~ev, bevaka~A. §vi, bevaka s a. ~vU, bevaka~A.

• ilt.:,'I' JJ ,:JJJ

• i1'.llI'JJ ,':JJJ ii.JI'JJ ,':JJJ

• iiQI7J:::J ,tll'W

~eket, bevaka~A.

~i~X~ et hasfar!m. ptaxna et hasfar!m.

• tJ' 1~ Oil m~ , nn~ .t:l'1~Oil n1'< runre

daber yoter bek61. dabri yoter bek61.

.7'1'.2 1m' iTI .7'I'J 1n1' '1J"1

• 1n' J 071:)

kulAm beyaxad.

6d hapAam.

.0Y~il 1W

atA mev!n? At mevinA?

? 1'J7.J iln1'<
? n J' J7.J n1'<
.1'J7.J 1'<7 ' Jl'<
• ilJ' J7.J N7 'IN
.Y1" 1'<7 'IN
.nY1" 1'<7 ' J1'< an! 16 mev!n. ani 16 mevinA.

an! 16 yodea. an! 16 yodAat.

targem, bevaka~A. targemi, bevaka~A.

.i1WI'JJ ,t:l11n .ilWI'JJ ,'7.Jlin

t:l'17.J1N l'K ?n'1JYJ table

eyx omr!m

table beivrit. \

3

UNIT 1

HEBREW

BASIC COURSE

GRAl-...MAR DRILLS

1.5 Masculine and Feminine

Compare the following sets of corresponding sentenc~o =~om conversations 1.1 and 1.2:

a. §a16m, mo§e. rnA §lornxA. Hello, Moshe. How are you?
§a16m, miryam. rna §lomex. Hello, Miriam. How are you?
b. rnA §16m i§texA. How is your wife?
rna §16m baalex. How is your husband? 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

.tqe 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 /xana/ (woman).

The drills are to be done as follows:

Instructor: §a16m mo§e rna §lomxA. Student: (repeats) §a16m mo§e. rnA §lornxa. Instructor: miryam

Student: §a16m miryAm. rnA §lomex.

Instructor: (repeats) §a16m miryAm. rnA §lomex. mAr k6hen

A. §a16m mo§e. rnA §lomxa.

miryAm

§a16m miryam. rna §lomex.

mar k6hen

§a16m mar k6hen. rnA §lomxa.

lilJ ~

gveret williams §a16m gveret Williams. rnA §lomex.
gveret kaspi §a16m gveret kaspi. rna §lomex.
mar Williams §a16m mar Williams. rna §lomxa.
avigdor §a16m avigdor. rna §lornxA.
xana §a16m xana. rna §lomex.
mar kaspi §a16m mar kaspi. rna §lomxA.
mo~e ~a16m mo~e. rnA ~lomxA. 1"1":::ll<

ilJn

4

BASIC COURSE

HEBREW

UNIT 1

B. rnA ~lom i~texa, mar Williams.

? 0/::i{" '; " l l 1[' ,1r,:':'r{ w' ';W ill)

gveret Will Lams rnA ~lom baalex, gveret Williams.

mAr kohen rnA ~lom i~texa, ma r k ohe n ,
gveret karmi rna ~lom baa l.ex , gveret karmi.
x~ma rna ~lom baalex, xAna.
mo~e rna ~l6m i~texa, mo~e.
mAr Williams rna ~lom i~texA, mar Williams.

1.6 Pronominal Suffixes - Singular Set 1 ilJ II)

"I'::IJ 'J).

iiJrl

ii'.:.7)

,

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.

rna ~lomxA. (literally) What is your peace?

rna ~lom i~texa. How is your wife?

~lomi tov. (literally) ~ 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
rnA ~lomxa. How are you?
~lomex
~lomxem
~lomam
~loman
~l()mo
~lomxen
~loma
B. Substitution Drill
~lomi tov. I'm fine.
~lomenu
~lomo
~loman
~loma
~lomAm ?1017iD ili:) 11) '';',

L:n)1'7~; tr..;,,;:, ..

17':' ,';'1.:",'':'

1JI.:.'';' - il~'?"

.J';J "1.,'';; ..

, J i.;' 'r: 'i::J ,1..;:,,'

1I,d-;:: ili'.:," l( " n,'!'.:.

C. Response Drill

Ins'tructor: rna ~lomxa. rna ~lomxem. rna ~lomam. rna ~lomo. rna ~lomxen. rna ~loma. rnA ~lomex.

Student: ~lomi tov. ~lomenu tov. ~lomAm tov. ~lomo tov. ~lomenu tov. ~loma tov. ~lomi t6v.

n7: , ';', ~11:' ?r)i_ , '". ill..::,

n: i':' ';'.. ill.: ? 'i. ,',~. Iii'::

?1 :nn'l''' iiD ?ili': 1';"_: ii?) ? i/.: 1 'T, il7,.:

5

UNIT 1

HEBREW

BASIC COURSE

D. Response Drill
Instructor: rna §16m baalex. Student: §lom6 t6v. ?,;Y:J 0,;11/ om
rna §16m i§texa. §loma t6v. ? lm:;x c,;p 01~
rna §16m hami spaxa , §loma t6v. ?01n~pr.101 0';11/ 017:1
rna §16m 'baa l.a , §lom6 t6v. ? O1;:n 0';11/ 017:1
rna §16m i§t6. §loma t6v. ?,n1lil-( 0,;11/ 01~ [Note: In the form /i§texa/ 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.
§a16m 'welfare' , §loml. 'my welfare'
H~a 'wife' i§ti 'my wife'
Compa:ce, on the other hand: baal 'husband' baall. '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 he has mastered them.

When a suffixed noun occurs in a Basic Sentence the indepen,dent form of the noun will be given in the vocabulary breakdown, and, as much as possible, drills will be provided.

6

BASIC COURSE

HEBREW

UNIT 1

REVIEW CONVERSATIONS

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.

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.

2. The instructor rereads the conversation several times with half the class 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 various roles in turn until all have taken both parts in the conversation.

7. Individual students make substitutions freely, including whatever changes may be necessary elsewhere in the conversation. These free conversations should not be prolonged more than four minutes or so. This will give all the students an opportunity to try their hand at the same situation. The instructor should refrain from adding a lot of voc~bulary at this point.

B: tod!. §lomi t6v, um! §lomx!?

?1D17w ~ .1~~ n'J1 ,C17w :X ?10170 ~~1 .J10 ~r.17w .~11n :J

A: §aI6m, gveret k6hen. m! §lomex.

A: g!m §lomi t6v, tod!.

B: m! §16m mo§e.

.~11n ,J10 ~~17w 01 :X ?iTJi~ C 17ril ~ : J

A: ani 16 yodea.

.Y1P ~, ~]X :X

C: m! §16m i§tex!, m!r k!rmi.

C: 6, gam ani muxraxa larue. §a16m.

?~~,~ ~ ,ln~x 01'W ~ :1 ?l'YJ 01;W ~~ .~11n ,'10J :1 ?~n~W~~ 0170 ~ .J10 1~17~ :1 .,n1XD .~n~'o .~11n ,J10 :1 .01;W .Y1.' ~n'J'~ ~]X 01 ,1X :1

D: beseder, tod!. m! §16m baalex?

C: §lom6 t6v. m! §16m hami§pax!?

D: t6v, toda. slixa. meuxar.

D: §a16m, lehitra6t.

7

UNIT 1

HEBREW

BASIC COURSE
.07.)X"'7"11 ""V.J ,r:I1'nl :il
?0:;)7.)17to il7.) • 07.)X" '7" 1 1 n1::Jl ,01'7tO
• ::J'O 1 J7.) 1 7to .il::J1 il11n : 1
?., ::JilT rrtn ,17.)17to ~
?iln:ltODil 01'7tO il7.) .110::J :il
OY:lil 1W .1"::J7.) X7 "JX .iln"70 : 1 E: §a16m, mar Williams.

§a16m, gveret Williams. rna §lornxem.

F: toda raba. §lomenu t6v.

rna §lomex, gveret zahavi.
E: beseder. rna §16m hami§paxa?
F: slixa. ani 16 mevi.n. 6d hapaam,
bevaka§a.
E: rna §16m hami§paxa.
F: §loma t6v, toda. • ilrOI'::J::J ?iln:lt07.)il 017tO ~ :il .il11n ,::J10 il7.)1'7tO :,

G: §a16m, mar karmi.

H: o~ §a16m, mo§e~ rna §lornxa.

G: §lomi t6v. rna §16m hami§paxa.

H: beseder. sg6r et hadelet, bevaka§a. G: ken. slixa.

• "7.)1:;) 17.) ,017tO : T
?lm'i:o il7.) li1t07.) ,017to I 1X :n
?iln:lt07.)il 017tO il7.) .::J10 "7.)1 '7tO : T
• i1tO In::J ,n71il nx 1110 • 11;)::J :n
.iln"70 .1J : T
.i1tOji::J::J ,:JJJ ,07.)X"7"11 ""V.J :0
.1" ::J7.) X7 "JX • i1i4i Ii JJ , c:,Y:l n 11Y . .,
.i1tOP::J::J ,'JJJ :0
.il'1n .1" ::J7.) "JX .1J 'X : .,
• Y'17 n1J17.) ., JX .0"17.) ,iln"70 :J
•011"1:) • iltOl'::J::J ,:JJJ • ~{7 :7
.1n1X7.) .il11n , ~{7 :J
.n1X1nil7 • ::210 :7
• iT.oP::2J ,01"0 :7.)
•711'J 1n1" 1J1 .iln"70 : J
? 1" :J7:) ilnx 1017tO :7.)
• iln"7:) • 1" J7.) ., Ji, • ::2'0 : J I: mar Williams, §ev, bevaka§a.

J: 6d hapaam, bevaka§a. ani 16 mevin. I: §ev, bevaka§a.

J: 6 ken. ani mevin. toda.

K: slixa, miryam. ani muxrax larue. L: 16. §ev, bevaka§a. mukdam.

K: 16, toda. meuxar.

L: t6v. lehitra6t.

M: §eket, bevaka~~.
N: s Ld.xa , daber yoter bek61.
M: Mket~ ata mevin?
N: t6v. ani mevin. slixa. 8

BASIC COURSE

HEBREW

UNIT 2

2.1 Introductions (Two men are introduced) MR. CASPI

Mr. Cohen, please meet Mr. Williams.

you will know (preposition indicating object of verb)

I'm very happy to meet you, Mr. Williams.

pleasant to me very

to know (a person) you (m.s., obj.)

How do you do, Mr. Cohen.

Mr. Williams

is Counsellor of

the American Embassy.

he, it

counsellor, adviser embassy

American

When

did you arrive in the country, Mr. Williams?

when (interrogative) you arrived (m.s.) country

I arrived two days ago, Mr. Cohen.

I arrived before, ago day

two days

mar k6hen, takir bevaka§a et mar Williams.

takir (m. s , ) et

MR. COHEN

naim Ii me6d lehakir otxa, mar Williams.

na Lm (m. s. ) H

me6d lehakir ot.xa (m. s.)

MR. WILLIAMS

na1m me6d, mar k6hen~

MR. CASPI

C"Yl .,.,

'ND ''':Jil'1 ,n'N

mar Williams hu yoec ha§agrirut

b aame r Lkad t ,

hu N'il

yoec (m) YY'"

§agrirut (f) n""'1W

arne r i.ka L (m. s.) "Nv"'T.lN

MR. COHEN matay

higata laarec,

mar Williams. matay

higata (m.s.) erec (f)

MR. WILLIAMS

higati

I ifney yoma Lm , mar k6hen.

higati lifney y6m (m) yomaim

9

"nY1il "l~" C,"

C""T.l,"

, 1 ilJ 11:) i"W1'.i.i ,,, In

.ODX"'"'' ~ nx

1XD ", O"Yl , 1n1X '''Jil' .OOX"'"'' ~

,1m O"Yl • lilJ 17)

OOX",,,,, ~ )'Y'" Xlil m''''l'!'il .n"xv"17)Xil

"nD nYlil ,)"x,

.ODX"'"'' 17)

"nYlil ,0""7.)1" "3;)' • 1 ilJ 17)

UNIT 2

HEBREW

BASIC COURSE

2.2 Introductions (Two women are introduced)

Mrs. Cohen, please meet Mrs. Williams.

you will know (f.s.)

I'm very happy to meet you, Mrs. Williams.

you (f. s. ,obj. )

How do you do, Mrs. Cohen.

Mrs. Williams is the wife

of the Counsellor

of the American Embassy.

she, it of

When

did you arrive in the country, Mrs. Williams?

you arrived (f.s.)

I arrived two days ago, Mrs. Cohen.

MRS. CASPI

gv€!ret k6hen, takiri bevaka§a

et gv€!ret Williams.

t ak Lr L {f.s.

,1i1:J n'Jl ilWl':JJ ',':m .O~~'7'" n'Jl n~

MRS. COHEN

naim li me6d lehakir od.x, gv€!ret Williams.

otax (f. s , )

,~ '7 C'Yl ,1m~ ":Ji17 .O~~'7'" n'Jl

MRS. WILLIAMS

naim me6d, gv€!ret k6hen.

,'~~ C'Yl .1i1:J n'Jl

MRS. CASPI

gv€!ret Williams hi i§t6

§el yo€!e ha§agrirut

h aeme r Lk a i.t.. hi §€!l

O~~'7'" n'Jl 'ntO~ ~"i1 YY1' 7tO m''''lfJii1 .n'~I'''~~i1

rv,RS . COHEN

matay higH la€lrec,

gv€!ret Williams. higat (f.s.)

'm:) nYli1 ,Y'~7 ?D~~'7'" n'Jl

n:a1J.n

MRS. WILLIAMS

hig€lti

lifn€!y yomaim, gv€!ret k6hen.

'nYli1 ,t"~" "l~7 • 1i1:J n'Jl

I arrived yesterday. higati etm6l. .7'Om, 'nYli1
I arrived the day before higati lHl!6m. .C1U7tO 'nYli1
yesterday.
I arrived a week ago. higati lifn€!y §avua. .Y,::1J.i 'J~7 'nYli1
week §avua (m) y,~W
I arrived two weeks ago. higati lifney §vuaim. .O""Y'::7J.i 'JS7 'nYli1
I arrived a month ago. higati lifney x6de§. • to, ,ri 'J;)7 'nYli1
month x6de§ (m) w"n
I arrived two months ago. higati lifney xod§€lim. .O""t01,n "J~7 "nni1
10 BASIC COURSE

HEBREW

UNIT 2

GRAMMAR DRILLS

2.4 Equational Sentences

Compare the following sentences and their English translations:

a. rna lHomxa

( literally)

What is your peace?

b. lHomi t6v

( literally)

My peace is good.

c mar Williams hu yo~c ha§agrirut haamerikait.

Mr. Williams is the Counsellor 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 ~, is and are is the juxtaposition of the two parts of the sentence. Such sentences are called equational sentences.

In Sentence £ the form /hu/ 'he' is a pleonastic subject.

Now compare the following sentences and their translations:

d. meuxar ,

It is late.

e. naim m'=-od..

It is very pleasant.

In these sentenoes 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.


hu ame.r i.k a.i , He is an American.
ani
mo§e hu
mar Williams
baala
B. Substituti()Jl DrEl
hi amerikait. She is an American.
ani
il~ti
gveret Williams
m i r'yam hi
C. Substitution Drill
:1l~: -roe·~ hc..scgrirut. :-Ie is the Counsellor of the Embassy.
ani
~'(':ar Williams hu
baala
D. Substitutior) Drill
meuxa r me6d. It is very late.
mukdam
naim • "XI'''"''llJX ~{1;' ., J:,

~~1;' ;'_7~ :Jmp'i"" ll) ;,';) J

• r;" j\P" 7.lX X";' ., J',

Dm{"';''''1 rlJl X";' L" l?~

.n'-l"U(';' yy," ~n,l "J:\ ,,"il 07.::';"';"'1 li'':: ;,';:n

• 1~:7-' In 1K::

C1V172 C"YJ

11

UNIT 2

HEBREW

BASIC COURSE

2.5 The Direct Obje~t Pre-;;osition let - ot-I

The preposition /et/ preceded a direct object of a verb when the object is

definite. An object is definite in any of the following cQsee:

a. It is precedad by the definite article prefix /ha-/ 'the';

b. It has a s>ronoun suffix, e.-:;-., /Hh:i/ 'wy '!:ife';

c. It is a proper name, e.g., /mo§e/ 'Moshe';

d. It is the first noun of a noun-noun construction in which the second noun is definite, e.g., /yoec h",~agrirut/ '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. /ma/ '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.

sgor delet. Close a door.

The sequence let ha-/ is often ~ontracted in ordinary speech to Ita-I.

Isgor tadelet.1 /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 otxa. naim li meod lehakir otax.

Some speakers use a .:egularized form of the latter - /ocex/~The first person plural form is /otanu/ rather than */ot€mu/. These variants of _ the pronominal suffixes, /-ax/ and /-anu/, occur with certain other prepositions.

The second person plural forms are either /otxem, otxen/ or /etxem, etxen/.

The latter, however, are considered rather literary and somewhat stilted, though these are the only ones occurring in the classical language.


Please meet Mr. Williams.

takir bevaka§a et maf Williams. gveret Williams mo§e

hayoec hamgpaxa

iHi

yoec ha§agrirut baala

i§to

xana


sgor et hadelet. hasfarim

Close the door.


pitxu et hadelet. hasfarim ha§agrirut

Open the door.

D. Subs(_i~ution Drill

.0~~~?'11 i~ n~ ~OV~~ i~Jn 0~~~?'11 ni~l

i1~~

YY1'i1

i1n~7J7.)i1

'ntO~

n1i'iltOi1 YY1'

,'?Y~

1rI11i~

i1Jn

.n?1i1 n~ i110 u'i~Oi1

.n?1i1 n~ 1nn~ u'i~vi1 ri1i'iltOi1

I'm very happy to meet you.

naim li meod lehakir otxa. .ln1~ i'Ji1? 1~~ ~? O'YJ

otax ln1~

oto 'n1~

et mar Williams O~~'?~1' ID n~

et i§to ml'~ nK

12

BASIC COURSE

HEBREW

UNIT 2

E. Substitution-Agreement Drill

r'm very happy to meet you, Mr. Williams.

naim Li, !"';eod lehakir ot.xa , mar Williams.

gveret kohen naim 1i meod lehakir ot.ax , gveret kohen. 1ilJ • ::21
gveret Williams naim 1i meod lehakir o t.ax , gveret Williams. 07.J1'<"'"'' • ::21
mar kaspi naim 1i meod lehakir otxa, mar kaspi. "~OJ 17.J
mo~e naim Ii meod lehakir otxa, mo~e. i1t07.J
m i.r y am naim Ii meod lehakir o t.ax , miryam. O"17.J
gveret zahavi naim Ii meod lehaklr otax, gveret z ahav i . ., ::2ilT 111::21
mar oren naim Ii meod lehaklr otxa, mar oren. 11'1'< 17.J
xana nalm Ii meod lehaklr ot~x , xaria , ilJn
avlgdor naim Ii meod lehakir otxa, avigdor. 1"1"::21'< lAd:>'. 'I. r!.I.,r

I 1'1

I .:

, .'

I 1/ '

13

UNIT 2

HEBREW

BASIC COURSE


A: ~a16m, gveret Williams. taklri bevaka~a et i~t{.

.DDX~7~" nlJ1 ,017~ :X • ~nol'{ nx i1~17JJ ~l~Jn

B: naim li me6d lehakir~ui:{ gveret zahavi. rna ~lomex.

,ln1X l~Ji17 11'<D ~7 O~YJ :J ?lD17~ i1D .~Ji1T nlJ1

C: gam li naim lehakir otax.

D: miryam. takiri et baala §el sara.

E: naim Ii me6d lehakir otxa, mar zahavi.

F: naim me6d.

.1XD O~YJ :1

G: rna ~lomex, miryam. matay higat la~agrirut. ·IW •.

H: higati lifney yomaim, mar Williams. takir bevaka~a et baali.

?0~1O ,lD17~ i1D :T ?n11'll~7 nY1i1 ~nD

I: naim me6d, mar Williams.

• DDX"7~ 1 1 10 ,lP~D1~ ~):;7 ~nY1i1 :n
• ~'7YJ nx ~172J l~Jn
.1i1J lD ,ln1X l'Ji1'7 11'<D ~7 O~YJ : T
.ODI'{~7~'1 10 ,1m O~Y) :0 G: naim Ii me6d lehakir otxa, mar k6hen.

J: matay higata laarec, mar Jones.

J: gam ani higati etm61.

?0)1'1 lI) ,Y1H7 nY1i1 ~m .~ .71DnX "nYli1 :J .71~nX "nY1i1 "JX 01 .~

K: higati etm61.

L: at.ar a , matay higat letel aviv. ?J"J/{ 7fi7 nY1i1 ~nD .i11lJY :7
M: higati Li.f ney x6de~. .~11n ~ JS7 'nY1i1 :D
matay higata la~agrirut, david. ?11' ,n11'llW7 IIYli1 "IllJ
L: higati ~ilMm. .01~71l "nY1i1 :7 N: david. sg6r et b ade l.e t , bevaka~a. .i1~jl JJ ,n71i1 nr-: 1110 .1" : J
0: et rna? ?i1D III'< :Y
N: et hadelet. .1l71i1 fiX : )
0: 6 ken. slixa. .i1n"70 .1J , 1X :Y 14

BASIC COURSE HEBREW

UNIT 3

3.1 Introductions, contd. (Two men)

How did you come? By plane or

by ship?

how

airplane or

ship

I came

by plane to Lydda.

Lydda (place name)

MR. COHEN

ex hig§.ta. beavir6n 6 beonia.

ex, eyx avir6n (m) 6

onia (f)

MR. WILLIAMS

hig§.ti beavir6n lelud.

Ltid , 16d

MR. COHEN

How ex

were you impressed hitra§§.mta

by Lydda? milud.

you were impressed hitra§§.mta (m.s.)

from, by mi-, me-

Lydda is

a beautiful and modern airport.

port flight

beautiful, pretty and

modern

I hope that

you like our country.

hope

that (conjunction)

find

favor, charm eye

[two] eyes

your (m.s.) eyes

Oh, yes.

The country is very pretty.

beautiful, pretty

MR. WILLIAMS

Iud hu nem§.l teuf§. yafe vexadi§.

nam§.l, namel (m) teufa (f)

yafe (m. s , )

ve-

xadU (m. s , )

MR. COHEN

ani mekave §earcenu

m6cet xen beeynexa.

mekave (m.s.,pres.) §e-

mocet (f.s. ,pres.) xen (m)

!in (f)

eyn§.im

eynexa

MR. WILLIAMS

6 ken. ha§.rec yaf§. meed.

yaf§. (Ls.)

15

"1'1 1''''''1'1 '1'1 l"1':I'K

.",

n"i'1:)

-TIl

nN:lnl:)

In l'Y O":I'Y ,'l'Y

?rlYlil "1'( '1'( 1 ,.,., , '1'(:)

?il"J'I'(:)

"rlYlil """"1'(:) . ".,.,

1'(1il '1" il~wn "~J il~" .W",n1

-w i11 1 I'~ "J I'( ,n.,1'(

In nl'(~1~ .''')'Y:)

.1J ,11'( Y"l'(il • 11'<r.l il~"

UNIT 3 HEBREW

BASIC COURSE

3.2 Introductions, contd. (Two women)

MRS. COHEN

How did you come? By plane or

by ship?

ex higat. beaviron 0 beonia.

?nYlill"~ ,~ 111" 1 1KJ ?il" l 1KJ

MRS. WILLIAMS

I came by plane to Lydda.

higati beaviron lelud.

"nYlil 111" 1 1KJ

.""

MRS. COHEN

How

were you impressed by Lydda?

ex hitra§amt m i Ltid ,

you were impressed

hitra§amt (f.s.)

MRS. WILLIAMS

Lydda is

a beautiful and modern airport.

lud hu nemal teufa yaH! vexadi§.

~1il ", il~1Yn 7r.Jl il~" .w",m

hope (present) your (f.s.) eyes

MRS. COHEN ani mekava §earc€mu

mocet xen beeynaix.

mekava (f.s. ,pres.) eynaix

-w il 1 1,7r.J ., l ~ 1nl~ In n~~1r.J

.1"PYJ

I hope that

you like our country.

MRS. WILLIAMS

Oh, yes.

The country is very pretty.

6 ken. haarec yafa meod.

.1J ,'~ Yl~il

.'1'\7:) il~"


How did you come?
(said to men or both) ex higatem. ?ony;:.;, 1"~
(said to women) ex higaten. ?lDY1;' l"X
We came by plane. higanu beaviron. .'!11"'1XJ 1 lYlil
I like the country. haarec mocet xen beeynay. ."PYJ in n~~'r.J Yl~;'
He likes the country. haarec mocet xen beeynav. .1"J"YJ 1n nX;i1r.J Y1Xi1
She likes the country. haarec mocet xen beeyriehe , .;-)"J"YJ 1n IlX~'1T.l Y1X;;
We like the country. haarec mocet xen beF'!neynU. ."PPYJ 1n nx:n~ Y1X;"'I
You [m, pl. ) like the country. haarec mocet xen beeyneyxem .• OJ"J"YJ ,n rx~ni'J Y1X;"'I
You (f. pl. ) like the country. haarec mocet xen beeyneyxen·.l:"l"YJ In fiX;i'1?J Y1X;"J
They (m) like the country. haarec mocet xen beeyneyhem .• C;'1" j "YJ 11" rl\;i 1 'J Y1X;'
They (f) like the country. haarec mocet xem beeyneyhen·.1~"l"YJ ,- mC~"lT.l YiX;-J
. ' 16

BASIC COURSE

HEBREW

UNIT 3

GRAf.'~1AR DRILLS

3.4 Alternate Forms of Nouns

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:

. §a16m namal

'welfare' 'port'

§l6m hami§paxa nemal teufa

'the welfare of the family' 'airport'

Compare, on the other hand:

yoec

'counsellor'

'the C-:)unsellor of t.he Br~-'bassy'

As with suffixed nouns, it is difficult to predict which nouns will have an alternate form or what the alternate form will be. It mayor may not be the same form of the noun which occurs with suffixes (except for stress placement), e.g., /§lomi/ and /§lom hami§paxa/.

When a noun occurs in a Basic Sentence as the first noun in such a sequence the independent form will be gi~en in the vocabulary breakdown.

3.5 Dual Number in Nouns

In addition to singular and plural as grammatical numbers Hebrew has a noun suffix, /-aim/, which indicates dual number. Some examples are:

y6m 'day' yoma Lm 'two days'
§avUa 'week' §vuaim 'two weeks'
x6de§ 'month' xod§aim 'two morrt.h s"
Hn 'eye' eynaim ' [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 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 Se:~t:i'm J..6 t.he 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.

eynl

'my eye'

eyn!y'

'my eyes'

[Note: As in many other instances, /e',/ io; sometimes shortened to lei. This may cause some confusion in the first and second person plural suffixes of the two sets. ]

17

UNIT 3

HEBREW

BASIC COURSE


haArec mocet xen beeynay. I like the country.

beeynexa

beeynaix

beeynav

beeyneha

beeyneynu

beeyneyxem

beeyneyxen

beeyneyhem

beeyneyhen

B. Expansion Drill

• "l"YJ tn flK~'r.l YiNi1 '''l''Y:l

'''l''Y:l

'''l''Y:l

;'''l''Y:l

'J"l"Y:l C;,"l"Y:l

l;'''l''Y:l C;'''J''Y:l l;"l"Y:l

The student re!.)C,.lts the question of the instructor and asks the second question.

Instructor: How are you?

Student: How are you? How do you like the country?

rna ~lomxa. ex mocet xen beeynexa haarec. rna ~lom i~texa. ex mocet beeyneha haarec.

rna ~lom hami~paxa. ex mocet xen beeyneha haarec. rna ~lomex. ex mocet xen beeynaix haarec.

rna ~lomxem. ex mocet xen beeyneyxem haArec.

rna ~lom baalex. ex mocet xen beeynav haArec.

rna ~loma. ex mocet xen beeyneha haarec.

rna ~lomxen. ex mocet xen beeyneyxen haarec. rnA ~lom david. ex mocet xen beeynav haarec. rna ~lomo. ex mocet xen beeynav haarec.

rna ~lomam. ex mocet xen beeyneyhem haarec.

C. Response Drill
Instructor: Student:
How are you? Fine. I like the country.
rna slornxa. tov. haarec rr,ocet xen beeynay.
rna nom david. tov. haarec mocet xen beeynav.
rna ~lornxem. tov. haarec mocet xen beeyneynu.
rna ~lom i~texA. tov. haarec mocet xen beeyneha.
rna ~lom mo~e vei~to. tov. haarec mocet xen beeyneyhem.
rna ~lomex. tov. haArec mocet xen beeynAy.
rna ~lom xana umiryam. tov. haarec mocet xen beeyneyhe:1.
D. Transformation Drill - Pronominal suffixes, singular and Plural Sets Instructor: Student:
His country is very beautiful. He likes the country.
arc6 yafa meod. haarec mocet xen beeynav.
arci yafa meod. haarec mocet xen beeynay.
arcenu yafa meod. haarec mocet xen beeyneynu.
arcam yafa meod. haArec mocet xen beeyneyhem.
arcexa yafa meod. haArec mocet xen beeynexa.
arcex yafa meod. haaree moeet xen beeynaix.
area yafa meod. haaree moeet xen beeyneha.
areexem yafa meod. haaree moeet xen beeyneyxem. E. Transformation Drill - Repeat Drill D in reverse.

18

BASIC COURSE

HEBREW

UNIT 3

F. substitution-Agreement Drill

In the following drill responses by men should begin with /an{ mekav~/ and those of women should begin with /ani mekava/. The instructor should repeat the correct answer of the particular student.

qveret Williams

ani mekave §earcenu mocet xen beeynexa, mar Williams.

mar kohen

gveret Smith

mar Jones

qveret Fuller

qveret Jones

mar Williams

~.

C

~J'

ani mekave searcenu mocet xen beeynaix,
gveret Williams.
ani mekave searcenu mocet xen beeynexa,
mar kohen.
gveret Smith.
ani mekave searcenu mocet xen beeynexa,
mar Jones.
gveret Fuller.
ani mekave searcenu mocet xen beeynaix, ii1~ "7.)

0"7.)0 ':21

OJ"l "7.)

"7'~ ':Jl

on'l ':21

s;veret Jones.

ani mekave searcenu mocet xen beeynexa, mar Williams.

OW<"7"" "7)

19

UNIT 3

HEBREW

BASIC COURSI.


A: §a16m, david. matay higata laarec.

?Y1X7 nYlil "m .'11 , D17W : X

B: higati etm6l beonia lexayfa.

A: ex hitra§amta mehanamal?

B: hanamal xadl§ veyafe.

C: matay higata la§agrirut, mar Jones.

D: higati lifney §avua, miryam.

c: ani mekava §eha§agrirut m6cet xen beenexa.

rn nKn7J m1'1l~llil:O il1177J "JX : 1 .,., PY:l

D: ken. ha§agrirut me6d m6cet xen beenay.

E: gveret k6hen. eyx higat laarec. ?Y11'<7 rlYlil '''1'< ,1i1J n1:ll :i1
F: higati beonia lexayfa. .i1~"n7 il")I'<:l "nYlil : 1
E: ani mekave §ehitra§amt mehaonia. • il" ) l'<il7J rl7JW1niTll il 1177J ")1'< :il
F: ken. haonia yafa me6d. • 11'<7J il~" il")l'<il • 1:) : 1 G: mar Williams. matay higata. ,07JI'<"7"11
?rlYlil "~7J 17J : T
H: higati etm6l, mar k6hen.
.1m 17J ,717Jnl'< "nYlil :n
G: eyx higata.
?nYlil ,"X : T
H: higati beavir6n lelud.
.1177 1n"11'<:::2 "nYlil :n 20

BASIC COURSE

HEBREW

UNIT 4

4.1 Housing Arrangements (Two men speaking)

Where

are you staying, Mr. Williams?

where you reside

I'm staying

in the meantime at the Dan Hotel.

meanwhile hotel

Very good. It's close

to the Embassy.

it, this, that near, close

Yes, that's right. correct

And where do you plan to live?

where plan

to reside

There will be arranged for us

a house in Ramat Gan.

will be arranged for, on behalf of house

Have you seen the house?

(yes-or-no question introducer)

you Sd.\'!

MR. COHEN

heyx€m ata gar,

mar Williams. heyxan ata (m. s.)

gar (m.s. pres.)

MR. WILLIAMS

ani gar beynataim bema16n dan.

beynataim ma16n (m)

MR. COHEN

t6v me6d. ze kar6v la~agrirut.

ze (m)

kar6v (m , s. )

MR. WILLIAMS

ken. nax6n.

naxon (m. s , )

MR. COHEN

veeyfo

ata mitkonen lagur?

l::l'tn nnK "U,

l'I::ll

eyr6, eyCo n~'tK mitkonen (m.s. pres.) ll'::ln~ lagur "1~

MR. WILLIAMS

yesudar avurenu

bait beramat gan. yesudar (3.m. s.) avur

bait (m)

MR. COHEN

haim raita

et habait?

ha Im

ra.ita (rn )

. s.

21

l::>"i1 ,'1 iIfl~ ?OO~"7"1 1 "17.)

'1 "J~ 0" "np J .11 n'mJ

.,~ J'O J"v i1T .m'''-lltll7

.n:)] .1::>

i1~"~' lJ,::>no i1n~ nU7

"'0" ,n1JY

.11 nO'J n"J

0~i1 r,.,~' ?n"Ji1 n~

UNIT 4

HEBREW

BASIC COUR.SE

No. But

I've heard that the house is

big and beautiful. but

I heard

big, large, great

When will

your family arrive? will arrive of you, yours

My family

will arrive in about a month.

of me, mine still, yet approximately, as days

MR. WILLIAMS

16. ax §am,flti §ehabHt

gad61 veyafe.

ax §amati

gad61 (m.s.)

MR. COHEN

matay tagia hami§paxa §elxa.

tagh (3. e, s.) §elxa (m. s , )

MR. WILLIAMS

hami§paxa §ell. tagl.a be6d kex6de§ yamim.

§ell. 6d keyaml.m

(pl. of /y6m/)

4.2 Housing Arrangements (Two women speaking)

Where

are you staying, Mrs. Williams?

you (f.s)

reside (f.s.pres.)

I'm staying

in the meantime at the Dan Hotel.

Very good. It's close

to the Embassy.

Yes, that's right.

MRS. COHEN

heyxan at gara,

gveret Williams.

at (£.s.)

gara (f.s.pres.)

MRS. WILLIAMS

ani gara beynataim bema16n dan.

MRS. COHEN

t6v me6d. ze kar6v la§agrirut,

MRS. WILLIAMS

ken, naxon ,

22

IN .X7 -W ' rlY7.Yll rl'Ji1 .i1~' 1 7"1

Y'lrl 'rl~ ?l7W i1n~W~i1

'71JJ i1mJW~i1 1WJ Y'lrl .O'~' W11n::J

l::J'i1 ,i111 11X ?Cm~'7' 1 1 rl1J1 nN

•

i111 'IN o"nJ"J .11 117~J

• 1/1i~ J10 J1117 i1T .f'111'11tlJ7

.1DJ .1;:)

BASIC COURSE

HEBREW

UNIT 4

And where do you plan to live?

plan

There will be arranged for us

a house in Ramat Gan.

Have you seen the house?

you saw

No. But

I've heard that the house is

big and beautiful.

When will

the rest of your family arrive?

rest, remainder of you, yours

My family

will arrive in about a month.


His house is very nice.
Her house is very nice.
OUr house is very nice.
Your (m.p1-) house is very
nice.
Your (fop1-) house is very veeYfa

at mitkonenet lagur?

m Lt.k orierie t;

•

(fo s • j;.Ire s • )

MRS. WILLIAMS

yesudar

,

avurenu

bait beramat gan.

ha Im raft et habait?

ra.f.t (fos.)

MRS. WILLIAMS

10. ax ~amati ~ehabait

gadal veyafe.

MRS. COHEN

ma t.ay tag.f.a yeter hami~paxa ~elax.

yeter

~elax (fos.)

MRS. WILLIAMS

hami~paxa ~el.f. tag.f.a bead kexade~ yam.lm.

habait ~ela yafe mead. habait ~ela yafe mead. habait ~elanu yafe mead. habait ~elaxem yafe mead.

nice.

Their (m) house is very nice. habait ~elahem yafe mead. Their (f) house is very nice. habait ~elahen yafe mead.

We (m) live in Haifa.

You (m.pl.) live in Haifa. They (m) live in Haifa.

We (f) live in Haifa.

You (f.pl.) live in Haifa. They (f) live in Haifa.

anu gar1m bexaYfa. atem gar.lm bexayfa. hem gar.f.m bexaYfa.

anu garat bexaYfa. aten garat bexayfa. hen garot bexayfa.

23

nJ3 DfrlJ nlt( ?11l'l

1'1,0:" ln1JY .1::" r?JTl f:")

r, "1\, :X:i ?r:" J:1 rx n"",

-IX • ?-:'1

- ::: ., r, Y7Y,::

Ti" 11 • il::'" 1 '1111

y"::..n "r,1.) iln:;;:"lJil iP ?j'l.:_

., '7'.:' rn; :.:lJil lWJ Y" In • ::"?J" "L",.liiJ

.1X1J 1:- ., 1/:~ r "1il
• -iX?_; ,l::" il'l'': r," n
• 1~,{~ il:.: ., 13'1:: r" :i1
• l~~D :1" ., CJ'I.~ ..,., ,;-)
, - I, • ':\i'~ I: ., 1 J~,'~" r" .1;-)
• 1~:1.j ;-)~ ., C"i'l.: ['," "Jil
· ,:-.;;:; :"1: ., 1 :;-..,. " r' ·2;j
1,(..- .~::. "ii] C"IJ. 1:31\ .;;:_ "in C" 1J. rrx .:i:_"-:1 C'l::" r.::1

.:1:' ":11 r.i u ~JX .;-)::"r1 rill:" trx .:1:_"i'Jr:1I:' 1,

UNIT 4

HEBREW

BASIC COURSE

GRAMMAR NOTES

4.4 The Preposition /~el/ 'of'

Examine these sentences which have occurred in the text:

matay tagia hami~paxa ~elxa.

She is the wife of the Counsellor of the Embassy.

When will your family arrive?

habait ~ela yafe mead.

His house is very nice.

Note that the preposition /~el/ 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 /§el/ is made definite with /ha-/ or with a pronominal suffix /i§ta/. The latter is not used when a pronoun is suffixed to /§el/ itself. The difference is primarily one of style.

hai~a §el mar Williams i§te §el mar Williams

The wife of Mr. Williams The wife of Mr. Williams

The construction with the suffixed preposition is synonymous with the suffixed noun construction.

habaal §ela naim meed. baala naim meed.

Her husband is very pleasant. Her husband is very pleasant.

when the noun preceding /§el/ is indefinite the usual English equivalent is a prepositional phrase construction.

avirbn §elanu.

An airplane of ours.

The singular set of pronominal suffixes is used with /§el/, with variations in the feminine second person singular, /§elax/, and in the plural suffixes. (compare /ota.x/ and /otanu/.)

A. Substitution Drill.

My house is very modern.

habait seli xadi§ meed. §elxa

§elax

§elo

§ela

§elanu

§elaxem

§elaxen

§elahem

§elahen

.1ND ~~1n ~7W n~J~ 1710

1'110

'7W

;,'JID

'l'JlD C;'?ID

P71ll Ci17;:; li1?;:;

24

BASIC COURSE

HEBREW

B. Transformation Drill

UNIT 4

Instructor:

Mr. Carmi's plane is in Lydda.

haaviran §el mar karmi belud. haaviran §el xana belud. haaviran §el mo§e velea belud. haaviran §el hayoec belud. haaviran ~el ha~agrirut belud. haaviran ~el baalex belud. haaviran ~el i~ti belud.

C. Transformation Drill

My wife is very pretty.

Instructor:

i§ti yafa mead. gta yafa mead. i§texa yafa mead.

Stude:l.''::

Eis plane is in Lydda.

haaviran §ela belud. .117J "7.nJ -'lJ 7JJ 11-''' lll'<il
haaviran ~ela 'be Lud , .117J rnn 7rJJ 11-'''11I'<il
haaviran ~elahem belud.117J ill'<71 iT.vlJ 7rJJ 11-''' lll'<il
haaviran ~ela belud. • ,'7J YYPil 7rJJ "-''' 1 11'<il
haaviran ~ela be Lud , .1,7J n'-'''-'l~il 7rJJ l'-'''11I'<il
haaviron ~elo belud. .1,7J 17YJ 7'JJ 1 ,.,., 1 ll'<il
haaviron §ela be Lud , .1,7J "rwl'< 7rJJ "-''' 1 11'<il Student:

hai~a ~eli yafa meod. hai§a §ela yafa meod. hai§a selxa yafa mead.

D. Transformation Drill - Repeat Drill C in reverse.

E. Transformation Drill

Her husband is staying at the Dan Hotel.

Instructor:

baala gar bemalan dan. baalex gar bemalan dan. baali gar bemalan dan.

Student:

habaal §ela gar bemalan dan. habaal §elax gar bemalan dan. habaal §eli gar bemalan dan.

F. Transformation Drill - Repeat Drill E in reverse.

G. Transformation Drill

Our country is very beauti:~:l,l.

Instructor:

arcenu yafa mead. arci yafa mead. arca yafa mead. arcam yafa mead. arcan yafa me6d. arcexem yafa mead. arcexen yafa mead. arca yafa mead.

Student:

haarec §elanu yafa mead. haarec §eli yafa mead. haarec §ela yafa mead. haarec §elahem yafa mead. haarec §elahen yafa mead. haarec §elaxem yafa mead. haarec §elaxen yafa mead. haarec §ela yafa mead.

H. Transformation Drill - Repeat Drill G in reverse.

25

• 11'<lJ i1:J" ., nON

• 11'<lJ i1~" ,ntllN .1NlJ i1~" lnrJJN

.11 117lJJ -'1 il7YJ .11 117lJJ 11 17YJ .11 117lJJ 11 '7YJ

.11'<lJ ii~' lHll'< .1NlJ il~" 'X-'I'< .11'<lJ il:J" n-,I'< .1NlJ il:J" DX-'I'< .11'<lJ il:J' rnl'<

.11'<lJ il:J" CJX-'I'< .11'<lJ il:J" 1 JX11'< .11'<lJ il:J' il~-'I'<

UNIT 4

HEBREW

BASIC COURSE

I. Transformation Drill

Instructor:

He lives in Haifa.

student:

His family lives in Haifa.

hii gar bexayfa.

hi ~~lra bexay£a. anu garim bexayfa. hem garim bexayfa. ani gar bexayfa. hen gar6t bexayfa.

hami§paxa §el6 gara bexayfa. hami§paxa §ela gara bexayfa. hami§paxa §elanu gara bexayfa. hami§paxa §elahem gara bexayfa. hami§paxa §eli gara bexayfa. hami§paxa §elahen gara bexayfa.

J. Transformation Drill - Repeat Drill I. in reverse.

K. Expansion Drill

.il~'nJ lJ. X1il .il~'nJ rru I'<'il .il~'nJ C "11 1JX .il~'nJ tJ"11 Oil .il~'nJ 11 'JX .il~'nJ mil in

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 bemal6n dan.veharni§paxa §el6 tagia be6d §avlia.

hem garim bemal6n dan.vehami§paxa §elahem tagia be6d §avua. ani gar bemal6n dan.vehami§paxa §eli tagia be6d §avua.

hi gara bemal6n dan.vehami§paxa §ela tagia be6d §avua.

anu garim bemal6n dan.vehami§paxa §elanu tagia be6d §avua. hayoec gar bemal6n dan.vehami§paxa ~e16 tagia be6d §avlia.

hii vei§t6 garim bema16n dan.vehami§paxa §elahem .11

tagia be6d §avlia.

L. Transformation Drill

Instructor:

I like the country.

Student:

My country is very pretty.

• 11 ,,'77:)J Il K1il .11 11'77:)J O"ll Oil .11 11'77:)J 11 'JK .11 11'7~~ ill1 ~'il .11 11'7DJ 0"11 1JK .11 11'77:)J 11 YY1'il

11:7:)J 0"11 1n~X1 X1il

haarec m6cet xen beeynay. haarec §eli yafa me6d. ."J"YJ 1n nX~'7:) Y"1Xil
haarec m6cet xen beeynexa. haarec §elxa yafa me6d. .1" J"YJ 1h nX~17:) Y"1Xil
haarec m6cet xen beenflix. haarec ~elax yafa me6d. .l' J"YJ 1n nX~17J Y1Kil
haarec m6cet xen beeyneynu.haarec ~elanu yafa me6d. .,PPYJ 1n n~1r." Y"~il
haarec m6cet xen beeyneyxem.haarec ~elaxem yafa me6d. .OJ' J"Y:J 111 nX~17J Y"1Xil
haarec m6cet xen beeyn~ha. haarec §ela yafa me6d. .il'J'Y:J 1n nN~'i.J Y1l\i1
haarec m6cet xe!n beeyneyxen.haarec ~eJ.axe·1 -'afa ':eod. • 1J' J'YJ 1n m{~17J Y"1Xil M. Response Drill

Instructor: Student:

Where is your family staying? My family is staying at the Dan Hotel.

heyxan gara hami~paxa ~elxa. hami§paxa ~eH gara ?l'7ro iln:J~7Jil ill1 1J"il
behldlon clan.
heyxan gara hami~paxa §el6. hami~paxa ~el6 gara ?''7~ iln~'07Jil ill1 l::J"il
bema16n dan.
heyxan gara hami~paxa §elaxem.hami~paxa ~elanu gara ?DJ'7:.u il m: '07:) i1 il.,l 1J"il
bemalon dan.
heyxan gara hami§paxa §elax. hami§paxa §ell. gara ?l'7'i.' iln~'DT.lil il.,l lJ";'
bema16n dan.
heyxan gara hami§paxa §elahen.hami§paxa §elahen gflra ?lil'7ro il n s ',Il7:) il ill1 1J"il
bemal6n dAn. BASIC COURSE

HEBREW

UNIT 4

4.5 The Preposition lavUrl 'for~ on behalf of'

The preposition /avUr/ is used with the singular set of pronominal suffixes. yesudar avurenu bait beramat gan.

A. substitution Drill

A house will be arranged for me.

yesudar avuri bait. avurxa avurex avur6 avura avurenu avurxem avurxen avuram avuran

.n':J ",:JY ,"0'
'''';')1
'''';')1
'''';')1
n"';')1
,:1"';')1
C;"';')I
P";')I
C";')I
1";')1 B. Transformation Drill

Instructor: A house will be arranged for Mr. Williams. Student: A house will be, arranged for him.

yesudar avur mar Williams bait. yesudar avur6 bait •• n':J 07.:)X'7'" "1D ." :JY ,'10'
yesudar avur miryam bait. yesudar avu r a bait. .n':J Cl'"1D .,ny .,'10'
yesudar avti r yaak6v velea bait. yesudar avur am bait. .n':J il1'<7' :JI'Y' .,ny .,'10'
yesudar avUr hami§paxa §e16 bait. yesudar avura bait. .n':J ,'7w iln~~7.:liI ." :JY ,"0'
yesudar avUr hayoec bait. yesudar avur6 bait. .n':2 YY1'iI .,,:2Y .,"0'
C. Transformation Drill Instructor: His house will be arranged. Student: A house will be arranged for him.

haba Lt, §el6 yesudar. yesudar avur6 bait. . .,"0' '7<11 n':JiI
habait §elxa yesudar. yesudar avurxa bait. . .,"0' 17q,1 n':JiI
habait §eHmu ye auda r , yesudar avurenu bait. .,"0' , J7(ll n':JiI
habait §eli yesudar. yesudar avur I bait. . .,"0' '7"JJ Il':lil
habait §elax yesudar. yesudar avurex bait. . .,"0' 17:9 n":JiI
habait §ela yesudar. yesudar avura bait. . .,"0' il7:9 n":JiI
habait §elahem yesudar. yesudar avurarn bait. .""0" Oil7:O n"::lil
habait §elaxem yesudar. yesudar avurxem bait. . .,"0' 0::>711 n'::lil
habait §el david yesudar, yesudar avur david bait. . .,"0" ", 7rJJ n"::lil
D. Transformation Drill - Repeat Drill C in reverse.
4.6 Contraction of /le- + ha-/ 'to the' Examine the underlined forms in the following:

Le Lud 'to Lydda'

ha§agrirut 'the embassy'

la§agrirut '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, lagur/. However, it is;not a contraction of /leha-/ in these cases,

27

UNIT 4

HEBREW

BASIC COURSE

REVIEW CONVERSA')'IONS

A: heyxan ata gar, mar Williams?

B: ani vei§ti garim bema16n beynataim.

A: bema16n dan?

B: ken. ze kar6v la§agrirut.

A: haim ata mitkonea lagur betel av!v?

B: 16. ani mitkonen lagur beramat gan.

A: haim yesudar avurxem bait?

B: ken. ax 16 raiti ot6.

c: haim hami§paxa §elxa betel av!v?

D: 16. hard~~)a}{~ §ell. bearl'\erika.

c: matay tagia hami§paxa laarec?

D: be6d x6de§.

E: haim raita et habait §el mar karmi?

F: ken. vehitra§amti me6d mehabait.

E: §amati §ehabait gad6l.

F: ken. nax6n. habait gad6l vexadi§.

G: heyxan at mitkonenet lagur, atara.

H: ani 16 yodaat. beynataim ani gara bema16n.

G: 16 yesudar avurex bait?

H: ken. §amati §eyesudar bait. ax ani 16 yodaat eyf6 umatay.

I: dalya, rait et hayoec haamerikai?

J: ken. hu naim me6d.

I: eyfo hu gar?
J: hu vei§t6 garim bema16n dan.
I: rait et i§t6?
J: 16. ax §amati §ehi yafa me6d. ?~N'7'" ~ ,11 ~nN lJ'~ :N
.0"nJ'J 117DJ 0'11 'nWN1 'IN :J
?11 117DJ :N
.rnl'11w7 In,, ~T .1J :J
?J'JN 7nJ 1117 lJ1JnD ~nN I::JN~ :N
.11 nD"J .,117 1JDnD 'IN .N7 :J
?n'J OJ11JY .,'10' ON~ :N
.1rnN 'n'N., N7 IN .1J :J
?J'JN 7nJ l7w ~n~tl/D~ DN~ :l
.~i"IDNJ "7W ~n:)tl/D~ .N7 :1
?y.,N7 ~n~WD~ Y"ln "nD :l
.W11n 11YJ :1 .n"J~D 'ND "nDw"n~' .1J :1 .71'1 n"J~W "nYDtl/ :~

O""nl"J .ny,," N7 'IN :n • 117DJ ~11 ' IN

?n"J l"'JY .,'10' N7 :T

.n'J .,,'O'tl/ 'nYDW .1J :n .'no1 ~~'N ny,,' N7 ''IN IN

.1ND O'Yl N'~ .1J :'

BASIC COURSE

HEBREW

UNIT 5

5.1 Speaking Hebrew (Men)

Tell me, please.

Where did 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

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. COHEN

em6r Ii bevaka~a. heyxan lamadeta ledaber i vd. t kol ka;, :;,rafa.

em6r (m. s , imv. ) lamadeta (m.s.) ledaber

k6l

kol kax

MR. WILLIAMS

lamadeti ledaber ivrit be ame r i.ka ,

lamadeti

MR. COHEN

beeyze bet sefer lamadeta.

eyze (m) sefer (m) bet sefer

MR. WILLIAMS

bevet hasefer lesaf6t ~el

misrad haxuc ~elanu. safa (f) saf6t (f. p l., ) misrM (m) xuc

MR. COHEN

t6v me6d asita ~elamadeta ivrit lifney ~e-

bat a hena.

asita (m.s.) bata (m.s.) hena

ata medaber ivrit

mama~ km6 israeli.

medaber (m.s.pT.es.) mama§

km6

29

',7,)N n,7,); ,:1,;

;:::l 1:::l ;:::l

,"7 ,101'< • il'VP::r:J n17.)7 1J'i1 n ",:2Y ,:217 1i1~" -p ';'J

"n17:l7 n ':2Y ,:217 .i1i7"17J~:2

i1Pt::2 ,~c n':2 ?n11j7

'~Oi1 n"):2 '7w mry1l7 • 1 J 7~' n ni1 1im iI~1I1

n'~111

"1110

y,n

n"'JlY 11'<7.) :210 n",:2Y n1D7w -'Jl "J~7

• ill i1 nl'<:2

':21D i1nl'< n"':2Y 10J roDD • "7K1'V"

UNIT 5

HEBREW

BASIC COURSE

Don't exaggerate. Like an Israeli as yet

I don't speak. don't you will as yet not

I don't

You speak very well.

I'm happy

with the results. happy result results

MR. WILLIAMS

Al tagzim. km6 israeli adAin

eyneria me dabe r ,

al (neg.part.)

exaggerate tagzim

adain

eyn (neg.part.) eyneni

MR. COHEN

ata medaber yafe me6d.

MR. WILLIAMS

ani sameax mehatoca6t.

sameax

tocaa (f) toca6t (f. p l , )

5.2 Speaking Hebrew (women)

Tell me,

Please, please Where did you learn to speak such a beautiful Hebrew?

tell, say (imv.) you learned

I learned

to speak Hebrew in America.

In which school

did you study?

In the school of languages of

our state Department.

MRS. COHEN

imri li bevaka§a. heyxan lamadet ledaber ivrit k o L kax yafa.

imri

Lamade t, (f. s , )

MRS. WILLIAMS

lamadeti ledaber ivrit beamerika.

MRS. COHEN

beeyze bet sefer lamadet?

MRS. WILLIAMS

bevet hasefer lesaf6t §el

misrad haxuc selanu.

30

?K O~Tl.n 7"~'Y PK "l)~X

n7.llD nx,nn r., Xl., n

.0" r in 'I'{ "'1WW" 'i.D 1"",y • iJ'~ ")PI'{

iJ'~ i1nl'{ .,~~ i1~"

nml ")1'{ .mK:nnil~

." "i~1'{ .iIilli7JJ n'~' lJ"i1 n"iJY i::n, ?i1~" iJ ,:

"n'~' n"iJY '1J"

• i1~'" I?JXJ

i1PI'{J i:JO n"J ?n'~'

i::;O;-; r;":JJ 7r;; n 1S~" • , J71JJ nnil '70'J

BASIC COURSE

HEBREW

UNIT I:;

You did well

to learn Hebrew before

you came here. you did you came

You speak Hebrew just like an Israeli

speak Israeli

Don't exaggerate. Like an Israeli as yet

I don't speak.

you will exaggerate

You speak very well.

I'm happy

with the results. happy

MRS. COHEN

t6v me6d aslt §elamadet ivrlt lifney §e-

bat hena.

n':4/Y 1l<~ J,tl n'1JY n1~7~ -rJJ ' J;J7 .i1Ji1 nl<J

aslt (f.s.) bat (f.s.)

at medaberet ivrlt

mama§ km6 israellt.

n1J1~ nl< n'1JY '~:J W~~ .n'7l<11JJ'

medaberet (f.s.pres.) n'j'~ israellt (fJ n'~K'w'

MRS. WILLIAMS

al tagzlmi. km6 israellt adain

eyneni medaberet.

tagzlmi (f.s.)

• ' ~, nn 7l< n''il<11JJ' '~J 1"1Y .n1J1~ , J J'l< '~"Tl.n

MRS. COHEN

at medaberet yafe me6d.

MRS. WILLIAMS

ani smexa mehatoca6t.

smexa (f. s. )

i1nDW ' ax .ml<~'ni17.j

31

UNIT

HEBREW

BASIC COURSE

GRAMMAR NOTES

5·3 Past Tense of Verbs - First and Second Persons

Compare the underlined forms in the following sentences:

1. matay hiqata laarec, mar Williams. matay hiqat laarec, gveret Williams.

2. heyxan lamadeta ledaber ivrit kol kax yafa. heyxan lamadet ledaber ivrit kol kax yafa.

3. tev meed asita ~elamadeta ivrit lifney §ebata hena. tev meed asit §elamadet ivrit lifney ~ebat hena.

Note that in speaking to a man the forms end in I-tal, and in speaking to a woman they end in I-t/. Now compare the following forms as spoken by either a man or a woman.

4. hiqati lifney yomaim.

5. lamadeti ledaber ivrit beamerika.

Note that these forms end in I-til. Comparison with some plqral verb forms yields three more suffixes.

I-nul 'we' hiqanu lifney yomaim.

I-teml 'you' (m.pl.) matay higatem laarec. I-tenl 'you' (f.pl.) matay higaten laarec.

These pronominal suffixes are affixed to the past tense stems Jf 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 higati hen a etmel. matay ata higata.

~ got here yesterday. When did you get here?


When did you get here?

matay higata hena. hig~t higaterr. higaten

?i1l:1 nYl:1 "no nYloil CnYloil lnYloi1

32

BASIC COURSE

HEBREW

UNIT 5


In which school did you study?

beeyze bet sefer lamadeta. lamadet lamadetem lamadeten

?r,17J7 .,~O n':J i1T'~:J r.'7J7

On'7J7

,r17J7

C. Expansion Drill

Instructor:

Student:

You came yesterday.

You did well that you came yesterday.

bata e tmo l , tov asl.ta §ebata etmol. • '7u)mc nl(~w n"wy ~,,, .7'7Jn~ nKJ
banu etmol. tov asl.nu §ebanu etmol. • '7 Ulnl( ':lX~W ,:I"WY ~,,, .7'7Jru\ , l~:J
bat etmol. tov asl.t §ebat etmol. .'7'l:)nl( nl(~w n"UlY ~,,, • 7'7JnX nX:J
bati e trno.l , tov asl.ti §ebati etmol. .'7'l:)nx "nx~w 'tn"UlY ~,,, • 7'7.JnX 'nKJ
batem etmol. tov asl.tem §ebatem e tmo.l , • '7 '7.)nJoC cnl(~w cn"UlY ~,,, • 7 '7.Jnx OnKJ
ba:ten etmol. tov as!ten ~eba:ten etmol. .'7'7.)nx lnx~w In''It7Y ~,,, .7'7Jn~ 1nX:J D. Expansion Drill

Instructor:

Student:

I arrived yesterday.

I arrived yesterday, and I'm staying at the Savoy Hotel.

hiqati etmol. veani gar bemalon savoy. higatem etmol. veatem garl.m bemalon savoy • higanu etmol. veanu garl.m bemalon savoy. hiqat etmol. veat gara bemalon savoy. higaten etmol. veaten garot bemalon savoy • higata etmol. veata gar bemalon savoy.

."'~O 1''71:)~ ,~ "l~' • "'~O l''7I:)~ C"'~ cnx, ."'~O l''7I:)~ C"'~ ':IN' ."'~O 1''77.)~ n'~ nx, • "'~O l''7I:)~ n"~ 1"1('

."'~O l''7r.~ ,~ nnx,

.'71T.lnl( "ny~n .'7,7.)nl( onY~n .'7'l:)nl( 1lY~n

.'7'l:)nl( nY~i1 ."7.)nx InY~n

.'7'7.)nl( ny~n

Note: Women students may respond with /anl. gara/ and /anu garot/.

E. Expansion Drill

Instructor: Hello, David.

Student: Hello, David. When did you get here?

§alom david. matay higi..ta hema.
§alom sara. rnatay higat hema.
§alom. mar k a rrn i , mdtay higata hEma.
§alom. xana , §alom. lea. matay higaten hena.
§alom. avigdor. matay higata hena.
§alom. mo§e. §alom. dove matay higatem hena.
§alom. gveret kohen. matay higat hena. ?n:ln nv~n "n7.) .", ,c,'7w ?nln nY~n "n7.) .n,UI ,c,'7w ?i1ln ny~n 'nl:) ."I:)'~ '7.) ,C,'7U1 ?nln lny~n "nl:) .Mx'7,c,'7w .nln,c"w ?nln ny~n 'nl:) ."'~'jl( ,c,'w ?n:ln cnY~n 'nl:) .j"C,'W .nwl:).c,'w ?ilJil nY~il "nl:) .1n~ n'j~ ,o"w

33

UNIT

HEBREW

BASIC COURSE

F. Transformation Drill

Instructor:

Student:

I was very impressed by the school.

I saw that the school is modern and beautiful.

hitra~amti me6d mibet hasefer.

raiti ~ebet hasefer xadi§ veyafe. hitra~amnu me6d mibet hasefer.

rainu ~ebet hasefer xadi~ veyafe. hitra§amtem me6d mibet hasefer.

raitem ~ebet hasefer xadi~ veyafe. hitra§amt me6d mibet hasefer.

rait ~ebet hasefer xadi~ veyafe. hitra~amta me6d mibet hasefer.

raita ~ebet hasefer xadi~ veyafe. hitra§amten me6d mibet hasefer.

raiten ~ebet hasefer xadi~ veyafe.

.":JDi1 n'J~ 1X~ 'n~tllini1
.n!l" 'l1' ,n "!lon n':Z'l1 'n'K.,
.1:JOil n'J~ 1XlJ ,mWlni1
.n!l" 'l1',n ,~on n':z'l1 ':I"K'
• 1::0i1 n'J7) 1m ClnlJWlni1
.n~'" 'l1',n ,~on n":z'l1 on'K'
.1~Oi1 n'J7) 1l'\~ m:J'1]ln.l
.1'Hl' , 'l1',n "!l 0 n n':z1U n'K.,
.1~Oi1 n'J~ 1l'\lJ nlJWlnil
.n~'" 'l1',n ,~o., n':z'l1 n'x"
..,SOi1 Ii'J~ 1XlJ 1n1JW.,ni1
.n!l" 'l1',n '!lon n':z'l1 In'K' This drill may be varied by making it an expansion drill.

Instructor:

Student:

hitra~amti me6d mibet hasefer.

hitra§amti me6d mibet hasefer. raiti ~ebet hasefer xadi§ veyafe.

G. 'rr"msformation Drill

Instructor:

Student:

You live in Tel Aviv.

You have seen the Dan Hotel.

atem garim betel aviv. at gara betel aviv. ani gar betel aviv. anu garim betel aviv. ata gar betel aviv. aten gar6t betel aviv.

raitem et mal6n dan. rait et mal6n dan. raiti et mal6n dan. rainu et mal6n dan. raita et mal6n dan. raiten et ma16n dan.

.J'Jl'\ '1nJ 0'11 onx • J' Jl'\ '1nJ i1.,1 fli{ .J'Jl'\ '1nJ 11 'J1\ .J'J~< '1nJ Cl'11 'H: .J'JX '1nJ 11 ilnH .J'Jl'\ '1IiJ mil 1m{

This drill may be varied by making it an exp~nsion drill.

Instructor:

Student:

atem garim betel aviv. atem garim betel aviv.

H. rj~i'ansformation Drill

Instructor:

Student:

I learned to speak Hebrew in America. I studied Hebrew before I came here.

lamadeti ledaber ivrit beamerika.

lamadeti ivrit lifney ~ebati hena. lamadnu ledaber ivrit beamerika.

lamadnu ivrit lifney ~ebanu hena. lamadeta ledaber ivrit beamerika.

lamadeta ivrit lifney §ebata hena. lamadet ledaber ivrit beamerika.

lamadet ivrit lifney §ebat hena. lamadeten ledaber ivrit beamerika.

lamadeten ivrit lifney §ebaten hena. lamadetem ledaber ivrit beamerika.

lamadetem ivrit lifney ~ebatem hena.

34

raitem et ma16n dan.

.ill"11JKJ n'IJY IJ1'1 'li1~7
.1'1:1., "nK:Z'l1 ':I~; n',,:zy 'n'~;
• i1I' ' .,r.lKJ n'IJY IJ1'1 '31lJ'I
.1'1:1., ,:1 N:Z1Z/ ':I~? n",:zy ':I'~;
• iii'" -,r;~~~ r'I:1)1 1", nl~'1
.1'1:11'1 nK:Z1Z/ ':I!l; n',:zy n,7.:);
• ill" IlJl'\J n"IJY IJ1'1 n1lJ'I
.n:l., nx:z1Z/ ':I~; n",:zy n,7.:);
.i1I'''I1J~{J Ii'IJY IJ''1 1n'~'1
.1'I:ln 11'l1CJ'l1 ':I~; n',,:zy In,7.:);
• i1I'" '1'.:l~';J rl'IJY -':21'1 Clli1D'i
• .,:11'1 onK:Z1Z/ ':I~? n",:zy 01'l'7,); BASIC COURSE

HEBREW

UNIT 5

1. '!'ransforrration Drill

Instructor: I heard that Haifa is very beautiful.

Student: I haven't seen Haifa.

~amati ~exayfa yafa meod.

10 raiti et xayfa. ~amatem §exayfa yafa meod. 10 raitem et xayfa. §amat ~exayfa yafa me6d.

10 rait et xayfa. ~amanu §exayfa yafa meed.

16 rainu et xayfa. §arnata §exayfa yafa mead.

la raita et xayfa. §amaten §exayfa yafa mead. la raiten et xayfa.

.~~~n nK ~n~K' K~

.1Nn ~~~ ~~~n~ onyDW

.1XD ~~~ ~~~nv 'JYD~ .~~~n nK 'l~~' K~

• 1ND ~~~ ~~~n~ 1nYD~' .~~~n nK ln~K' K~

J. Transforma.tion Drill. - RePf>at Drill 1 in reverse.

Drills I and J may be varied by making them expansion drills.

Instructor:

Student:

§amati §exayfa yafa mead.

§amati §exayfa yafa meod, ax la raiti ota.

Instructor:

Student;

la raiti et xayfa.

10 raiti et xayfa, ax §amati §ehi yafa mead.

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: bati hena lifney yomadm,
Student: bati hema lifney yomaim.
Instructor: ata
Student: bata hena lifney yomadrn, (or) ata bat a hena lifney
yomaim. K. Substitution Drill

I came here two days ago.

ata - anu - at - atem

aten - anu - ata - ani

L. Substitution Drill

anK - nK

~lK - ~nK

You did well to get to Israel a month ago.

tav asita §ehigata laarec lifney xade§. ..1l11n ~JS7 Y1,<7 nYl~:.:i n'IliY J1lJ

ani - at - atem - anu at - aten - ani - ata

35

UNIT 5

HEBREW

BASIC COURSE

M. Substitution Drill

We've heard him and we've seen him.

§amanu oto veraInu oto.

anI - at - ata - an! atem - ata - aten - anu

~lX - ~nx - nx - ~lX 'lX - lnx - ~nx cnx

N. Substitution - Agreement Drill

When did you arrive in the country, Mr. Williams?

matay higata laarec, mar Williams.

gveret fuler

matay higat laarec, gveret fuler.

miryam

matay higat laarec, miryarn.

avigdor

matay higata laarec, avIgdor.

.,"l"JI'<

gveret kohen

matay higat laarec, gveret kohen.

FD 'J1

mar oren

matay higata laarec, mar oren.

matay higat laarec, gveret kaspi.

":iOJ 'J1

mar Williams

matay higata laarec, mar Williams.

5.4 Alternation /mi- ~

me-/ 'from'

The prefixed preposition /mi-/ 'from' has the alternate form /me-/ when immediately followed by a vowel or by /h/.

ex hitra§amta milud. ani sameax mehatocaot.

Many speakers, especially in more formal speech, use /me-/ before /x/ and /r/.

~xayfa. ~ramat gan.

5.5 Consor.ant Alternation /b '" vi

The consonant /b/ often alternates with /v/ when not initial in the word.

bet hasefer bevet hasefer

'the school' 'in the school'

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 a s j_'c 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. ]

BASIC COURSE

HEBREW

UNIT 5


A. heyxan 1amadeta 1edaber ivrit, mar Williams.

,n'iJY IJ17 n1~7 1J~~ :~ ?DfJl'P 7~ 11 ~

B. Lamade t i, ivrit beamerika.

A. t6v asita §e1amadeta ivrit.

B. ken, ani sameax mehatoca6t.

C. hitra§amti me6d mibet hasefer 1esaf6t.

D.

.. ? o .

ata 16 israe11.?

.n1:JW? 1'_: Oil n ~ :JT.) 1~?J ~n~~!nn.1 : 1
.J10 "i:J0 II~J ilT .1J :1
1:J0 n~JJ n~IJY "n1~7 ~Jl< 01 : 1
.n1:JWI
? "7~"'TJ},' ~l ilnl< ! 1~ :1
.;"I~ '113 1ilrJ il.Jd "II~J .~I : 1 c. gam ani 1amadeti ivrit bevet sefer 1esaf6t.

c.

16.

E. at medaberet ivrl.t km6 israe1it.

F. a1 tagzl.m. km6 israe1it eyneni medaberet.

n~7~1W~ 1?JJ .u~T1n 7~ :1 .nIJ1~ "JJ"~

E. at medaberet yafe me6d.

.1~ ;"I:J" n 1~1~ nl< :;"1

F. toda raba.

.;"IJI :l11l1 : 1

G. §amati §ehabait §e1 mo§e gad61 veyafe.

~~~ 7W n~J;"IW ~nY?Jw :T .;"I:J"1 7111

H. a1 tagzim. raiti et habait, vehu 16 k61 kax gad61.

,~~J;"I n~ "n'XI .0"T1n ,~ :n .7111 IJ 7J ~7 ~1il1

I. haim raitem et habait §e1anu?

J. 16,ax §amanu mimo§e §ehabait §e1axem yafe me6d.

;"JI,lPYJ 1 3 W_'CJJ l~ • ~7 : ~ . ,;,1) il:J" OJ7V r:"J;"IW

I. matay raitem et mo§e?

J. rainu ot6 1ifney yomaim.

I. eyf6 hu gar?

J. ani 16 yodea. rainu ot6 bemisrad haxuc.

1mN 1 J'W'1 .Y11" ~7 ~ H, . ., • Yi~;l '-'JPJJ

37

UNIT 5

HEBREW

BASIC COURSE

K. yaak6v. §amata? hayoec haamerikai medaber ivr!t.

L. ken. §amati. hu medaber yafe me6d.

K. km6 israeli.?

L. 16. 16 km6 israeli. ax hu medaber t6v.

M. ra!nu et habait §elxa.

N. eyx hitra§amtem.

M. hitra§amnu me6d. habait §elxa xadi.§ me6d.

N. an! mekave §egamavurxem yesudar bait yafe.

,M. gam ani mekave.

38

YY1"il ?nY7.)tO 1 JI7Y" :J .n",JY ,J,D "Xv"~JXil

• 1WJ il~" iJ1D X1il • "rIYDW ,1 J : '7 ? "'7t-C1Jl" 1DJ : J

."'7XItO" 1DJ x'7 .x'7 :7 .J10 iJ1i'J 1<1il lX

.l'7w n"Jil nx 1PX, :i'J
?OnDr,znnil l"X : J
-j"NJ n"Jil • 1Xi'J 1 )DtO,nil :i'J
.1X7J w",n
OJ,1JY OltO il11j7i'J .,)X : )
.il~" n"J i'10"
.il1117i'J .,)X 01 :i'J BASIC COURSE

HEBREW

UNIT 6

6.1 Asking Directions (A man asks a man)

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

The first intersection?

MR. WILLIAMS

em6r Ii bevaka§a. ex ani yaxol lehagia mikan lad6ar hamerkazi.

yax6l (m.s.) lehagia

kan

d6ar (m) merkazi (m, s , )

PASSERBY

pne kan

bapina hari§ona yemina.

pne (m, s . imv. ) pina (f) ri§ona (f.s.) yemina

MR. WILLIAMS

PASSERBY

lex

kearbaa rexov6t, ve§am

tifne sm6la.

lex (m.s.imv.) arbaa (m) rex6v (m)

§am

tifne (m.s.) sm6la

MR. WILLIAMS

PASSERBY

tam§ix yaMr

ad lahictalvUt. tam§ix (m. s , ) yaMr (m, s.) ad

hictalvut (f)

MR, WILLIAMS

hahictalvut hari§ona?

39

",:3' Y'l.iI" TX:3

'X'"1 'T:3'7:I

ill!:! ill'!:! ill'WX' ill'7:I'

,,, ilV~'X ~,n' ow ilJ!:!n iI"X7:lW

1'1I17:1n '1ZI' 'V

n'~"tl:in

,i'Wii'JJ ,'7 .,'rJK 71:)' , lK l'K 1KJrJ Y'lil7 t> T Ylr.lil .,K'17

1KJ ill:J ill 'WK.,il ill '~J .ill'r.l'

-- 1J

17 ,m:l1n., ilYJ"KJ ow, • il7Kr.lW ill ~n

-- 1J

'W' l''llrJn • n , J70:lil7 1Y

mJ70~i1il ? ill 'WK'il

UNIT 6

HEBREW

BASIC COURSE

Yes. Go past the lights,

and continue straight

to the post office building. cross, pass traffic light continue

building

Is it

far from here? far

No, it's not far.

Thank you very much,

sir.

sir

Don't mention it. on thing

PASSERBY

ken. avor

et haramzorim, veham§ex ya§ar

ad lebinyan hadoar. avor (m, s , imv. ) ramzor (m)

ham§ex (m.s.imv.) binyan (m)

MR. WILLIAMS

haim ze raxok mikan?

raxok (m. s , )

PASSERBY

16. ze 10 rax6k.

MR. WILLIAMS

toda raba lexa, adoni.

adoni

PASSERBY

al 10 davar. al

davar (m.,)

6.2 Asking Directions (A woman asks a woman)

Tell me, please, how can I

get from here

to the main post office? can

Turn here

at the first corner to the right.

turn

Yes-

MRS. WILLIAMS

imri li bevaka§a. ex ani yexola lehagia mikan lad6ar hamerkazi.

yexo l.a (f. s , )

PASSERBY

pni kan

bapina hari§ona

yeml.l1a.

pni ( f • s , imv. )

MRS. WILLIAMS

40

11:JY olJ ,O'1,m1il nle 1t1l' lrzlDil1 o 1N' lil l' J:J7 1Y ~,:W

~'TO'

1100n

7'l~

ilT ONil ? 11,:JD j? 1n1

,17 il:J1 il1,n o"J1iN

.1:J1 N7 7':1

, ilrzl in:J " '7 ' '"17J N . il71J' , IN l'N lNJD Y'lil7 ?'TJIIJil IN'17

lNJ 'J::l i1J ,rJJKlil n J ' ~:J oill'D'

-- 1J

BASIC COURSE

HEBREW

UNIT 6

Go

about four blocks, and there

turn left.

go

you will turn

Yes-

Continue straight to the intersection.

you will continue

The first intersection?

Yes. Go past the lights

and continue straight

to the post office building.

cross, pass continue

Is it

far from here?

No, it's not far.

Thank you very much, ma'am.

rna' am

Don't mention it.


Continue straight.

(said to men or both) (said to women)

PASSERBY

lexl

kearbaa rexov6t ve~arn

tifnl sm6la.

lexl (f. s , imv. ) tifnl (f.s.)

MRS. WILLIAMS

PASSERBY

tam~lxi ya~ar

ad lahictalvut. tamHxi (f. s , )

MRS. WILLIAMS

hahictalvut hari~ona?

PASSERBY

ken. ivrl

et haramzorlm veham~ixi ya~ar

ad lebinya'l hadoa r •

i vr I (f. s , imv. ) ham~lxi (f.s.imv.)

MRS. WILLIAMS

halm ze rax6k mikan?

PASSERBY

10. ze 16 rax6k.

MRS. WILLIAMS

toda rabl lax, gvirtL

gvirti

PASSERBY

al 16 davar.

ham~ixu ya~ar. ham~exna ya~ar.

41

• "J7 rnznm n.Y:J-'XJ Ctll' .il7XDtll 'J~n

-'w' 'J"::J7Jn • n , :J70:m'7 1.Y

nn7lHni1 ?,1J 1tlli<Jil

, 1:J.Y • 1 J 0'11 TD1i1 r,x -w' ':J"t.l,iDn, • -,X, 1il l' n7 1Y

nT Ol'<il ? 11'<JD 1'1n-,

,l7 ilJ1 il11n .'fi1"Jl

• "'J1 1'<7 7Y

• -':.:1'. 1J't.l,iDil

• J'I7" il )J'':.i7.J i1

UNIT 6

HEBREW

BASIC COURSE

GRAMMAR NOTES

6.4 Stark Imperatives


~. sg6r et hadelet. sigri et hadelet.

b. §ev, bevaka§a. §vi, bevaka§a.

c. daber, yoter bek61. dabri,yoter bek61.

d. targem, bevaka§a. targemi, bevaka§a.

e. em6r li bevaka§a. imri li bevaka§a.

heyxan lamadeta ledaber ivrit. heyxan lamadet ledaber ivrit.

f. pne kan bapina hari§ona yemina. pni kan bapina hari§ona yemina.

g. lex kearba rexov6t. lexi kearba rexov6t.

h. av6r et hararnzorim veharn§ex ya§ar. ivri et hararnzorim veharn§ixi ya§ar.

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-if and the feminine singular does. In some the I-if does not bear the stress /ham§ixi/, and in some it does /imri, sigri, pni/.

Examine now the plural forms which have occurred in the text.

i. harn~ixu ya~ar. harn~exna ya§ar.

Note that the masculine plural is identical to the feminine singular except for the final vowel, /-u/ instead of I-if; 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: /ham§ixi - harn§ixu/ and /sigri - sigr6/. 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, 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.

42

BASIC COURSE

HEBREW

UNIT 6


Tell me, please, where is the post office?

emor 11 bevaka~a. eyfo hadoar. emorna

imri

imru

emor

?11'<1'il il~),'X ,iT.o17JJ ,''7 117JX

il3117JX "1~X 1~X 117J1<

B. Substitution - Agreement Drill

In the following drill the instructor may vary the substitutions supplied as cues, alternating between the imperatives and the pronouns.

Tell me, please, where do you live?

emor li bevaka§a eyfo ata gar. ? -'l. Olnl\ i1~"1\ , Ol'1li'::J::J ,'" ~
emorna 11 bevaka~a. eyfo aten garot. ?n,-,l. Inl\ 0l~"1\ , 0l'1li':J:J , ." Ol::l-"7:l1\
imr5. 11 bevaka~a. eyfo at gara. ?Ol-'l. ~ n~"1\ , O1'1l,?::J:J ," ",7:11\
imru 11 bevaka~a. eyfo atem garim. ?c"-'l. cnl\ il~"1\ ,01'1li'::J:J ,'" "7.H(
imri 11 bevaka§a. eyfo at gara. ? O1'l. nl\ il~"1\ ,01'1li'::l:J ,'" "-'7:11\
emor 11 bevaka~a. eyfo ata gar. ? .,l. nnl\ il~'1\ , O1'1l,'::l:J ," .,,7:11\
imru 11 bevaka§a. eyfo atem garim. ?c"-'l. cnl\ il~'1\ ,01'1li'::l:J ,'" ~
em6rna 11 bevaka§a. eyfo aten garot. 'r n ,-'l. ~ il~"1\ ,01'1li'::l:J ,'" O1::1.,'T.l1\
imri 11 bevaka§a. eyfo at gara. ?O1.,l. nl\ il!" x , iltll,?:J:J ,'I, '.,7:11\ C. Substitution Drill

Go past the first intersection.

avor et hahictalv6t hari~ona. av6rna

ivri

ivru

avor

ivr1

ivru

• il J 1 "DXlil n 1J'7\J~ i1i1 liX I1JY

il311JY "IJY l1JY 11JY "1:JY 11:JY

D. substitution Drill

Close the door, please.

sigri et hadelet, bevaka§a. sigru

sgor

sgorna

sigru

sigr1

sgor

• iTL'j7.JJ ,1i'7'il iiI'< "Ila 1110 IUO

il31110 1110 "110 1110

43

UNIT 6

HEBREW

BASIC COURSE

E. substitution Drill

Open the door, please.

pitxu et hadelet bevaka§a. pitxi

ptaxna

ptax

pitxi

p i.t.xu

ptax

.~vJJ ,n7'~ nx 'nn~ 'nn~ i1:lnn~ nn~ "nn~ ,nn~ nn~

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 kan yemina pni kan yemina pnu kan yemina pnena kan yemL1a pne kan yeminu pnu kan yemina £!!i kan yemina

velex ya§ar. velexi ya§ar. velexu ya§ar. velexna ya§ar. velex ya§ar. velexu ya§ar. velexi ya§ar.

.'IIl" J2., ill"7.l" 1N::l ~
.'IIl" "::l'7, ill'7.l" IN::l zza
. 'Ill" D'7, ill'7.l' 1M::l ..:ll£
.'IiI" ~, ill'7.l" IN::l ill" H)
.'IIl" J2., ill'?:)' IN::l ilJ~
.'IIl' D'7, il J , 7.)" 110 'l~
.'IIl" '::l'n ilJ'7.l' IN::l ~ G. substitution Drill

Continue straight to the school.

harn§ex ya§ar ad lebet hasefer. harn§ixu

harn§ixi

harn§exna

harn§ex

harn§ixi

.I:)O~ n'J7 1Y IV' lW7Jil '::l'IIl7.lil "::l"IIl7.lil ilJ::llll7.lil

111l7.lil '::l'IIl7.lil

H. Substitution - Agreement Drill

This drill may be varied by alternating the substitution cues as in Drill F.

Close the door and sit down, please.

sg6r et hade let ve§ev bevaka§a. .illlli'::l:J ,~, n'7,il nx ":10
sigru et hade let ve§vu bevaka§a. .illlli':J:J ,.23:£' n'7,,, nx ~
sigri et hadelet ve§vi bev aka s a, • illlll' :::l:J ':Jill' n'7'il nN ":10
,--
sg6rna et hadelet ve§evna bevaka§a. .il1iJi':J:J ,,,l:JIIl' n'7,il nK ;-1l":10
sg6r et hade let ve§ev bevaka§a. • ill!! I' :J:J ,.2YZ ' n",,, nx ":10
sigri et hade let ve§vi bevaka~a. .ilIllV:J:J ':Jill' n'7'iI nx ":10
,--
sigru et hadelet ve§v6 bevakas a , .ilIll17:J:J , ::11;; 1 n'7'il nx ~
,-- 44

BASIC COURSE

HEBREW

UNIT 6

I. Substitution Drill

Please speak Hebrew.

daber ivrit, bevaka§a. dabri

dabru

daberna

daber

.~~vjj ,n'IJY IJ1 'IJ1 'IJ1 ~nJ1 1::J1

6.5 Gentle Imperatives


a. takir bevaka§a et mar Williams. takiri bevaka§a et gveret Williams.

b. §am tifne sm61a. ~am tifni smo La ,

c. tam§ix ya§ar ad lahictalvUt. tam§ixi ya§ar ad lahictalvUt.

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 It-/. 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.

tifne (m.s.) tifnena (f. pl. )

tifni (f. s , ) tifnu (m. pl. )

The exception singular is I-i-I. the others /-a-/.

is with verbs in which the final vowel of the masculine In most of these verbs the feminine plural has /-e-/, in

tam~ix takir (When the feminine plural has /-a-I,

tam§exna takerna

this will be especially noted.)

[In the vocabulary breakdown of the basic sentences the gentle imperat~ves 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 Ii, e, a, 01, but it is the same in all four forms. At this point the substitution drills should be re~:Jeatedm1til the vowel of the prefix is memorized.

45

UNIT 6

HEBREW

BASIC COURSE


Turn left at the first corner.

tifne smola bapina hari§ona. tHnr.

tifnu

tifnena

tHnr.

tifnu

tHne


Cross the intersection.

taavor et hahictalvut. taavri

taavru

taavorna

taavrr.

taavor

taavru


Keep on speaking.

I understand.

tam§ix ledaber. tam!Hxi

tam§r.xu tam§exna tam§ix

t.ams Ix L

anr. mevr.n.

Women students should respond with /ani mevina/.

D. Substitution Drill

Please meet my wife (husband).

takir bevaka§a et i§tr. (baali). takiri

takiru

takerna

46

.~J'~~1~ ~J~~~ ~7~W ~J~n ~J~n

'J~n

~PJ~n ~J~n

'J~n rnen

.n'~70~~~ n~ 1'~Yn ~'~yn "~Yn

~n'~Yn ~1~Yn 1nyn

"~Yn

.,~~ ~JK .'~'7 l~~Dn ~J~'D7.m 1J~'l!7Jn ~D~Dn

l''.llDn ~J "l!Dn

• (~7YJ) ~m)~ n~ ~'OI7JJ ''In '1'Jn "~Jn ~nJn

BASIC COURSE

HEBREW

UNIT 6

E. substitution - Agreement Drill

Moshe, please meet Mr. Oren.

mo§e. taklr bevaka§a et mar 6ren.

miryam

mar kaspi mar Williams qveret k6hen xana

--,---:: aVl.gdor

miryam. taklri bevaka§a et mar 6ren.

mar kaspi. taklr bevaka§a et mar 6ren.

mar Williams. taklr bevakaa et mar 6ren. gveret k6hen. taklri bevaka§a et mar 6ren. xana. taklri bevaka§a et mar 6ren. av{gdor. taklr bevaka§a et mar 6ren.

[J"~ "::IOJ ~

01:)N" '7 " " -'1:)

1ilJ n-'J1 mn -"11" IN

F. 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. Drill 2. Drill 3.

tisq6r et hddelet. te§ev be§eket.

tisg6r et hadelet vete§ev be13·3ket.

Close the door and sit quietly.

tisg6r et hade let vete§ev be§eket. . ° i''Z'::l ::llt'n, n'7,n nK ~
tisgeru et hadelet vete§vu be§eket. . ° i'1ZI::l ~, n'7'i1 nK ~
tisgerl et hade let vete§vl be§eket. .0i'1ZI::l ~, n'7'i1 nK ~
tisg6rna et hadelet vete§evna be§eket. .0i'1ZI::l ~, n'7'i1 nK i1::J"l.cn
tisg6r et hade let vete§ev be§eket. .0i'W::l .:!E!' n'7'i1 nK ~
tisgerl et hadelet vete§vl be§eket. .0i'1ZI::l ~, n'7'i1 nK ~
tisgeru et hadelet vete§vU be§eket. .0i'w:! ~, n'7'i1 nK ~ G. Substitution Drill

Open the office for me.

tiftax et hamisrad avurl. tiftexl

tiftexu

tiftaxna

tiftexl

tiftexu

tiftax

."-',JY 1iWDil nx nn~n "nn::n ,nn::ln i1lnn~n "nn::ln 'nn~n nn::n

6.6 Negative Imperatives

The negative of both imperatives consists of the construction /al/+ gentle imperative.

fl.l tagzlm.

'Don't exaggerate.'

47

UNIT 6

HEBREW

BASIC COURSE

\


Don't exaggerate. The house isn't that big.

al tagzim. habait 10 kol kax gadol. tagzimi

tagzimu

tagzim

tagzemna

tagzimi

.711l lJ 7J N7 n~J~ ;D~Tln 'IN "7.l'Tl.n

H)' T an C"Tl.n ;t)7.lTl.n '7.l'Tl.n

B. Transformation Drill - Affirmative to Negative

Instructor: Turn left here. Student: Don't turn left here.

:i1.,,7.l

pne smola. al tifne smola.
pni smola. al tifni srno La,
pnu smola. al tifnu smola.
pnena smola. al tifnena smola.
pne smola. al tifne smola. .~7N7.JtO rner. 'IN .~7N7.Jr.z..' ~J:m 'IN .~71\~t.!l 1J~r; 'IN

.~7N7:r./l ~J' J:Jr, 'IN .~7N7.Jt./l ~J~n 'IN

.~7N7:)~' ~J:) • ~7N7:)rll ~ J:J .~7Nn'D 1)~

.~7N7:)r.z..' ~PJ~ .~7N7:)t./l ~J~

C. Transformation - Expansion Drill

Repeat Drill B with student adding /pne yemina./ 'Turn right'.

Instructor: pne smola.

Student: al 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.

lex ladoar hamerkazi. lexi ladoar hamerkazf. lexna ladoar hamerkazi. lexu ladoar hamerkazi. lexi ladoar hamerkazi. lex larloar hamerkazi.

al telex ladoar hamerkazi. al telxi ladoar hamerkazi. al telexna ladoar hamerkazi. al telxu ladoar hamerkazi. al telxi ladoar hamerkazi. al telex ladoar hamerkazi.

• ~ D17:)~ 1N117 l7 ."TJ17:)~ 1N117 ~J7 .~TJ17:)~ 11\117 ~)J7 • ~ D1iJ~ 1N'17 D7 .~TJ17:)~ 1X117 ~J7 • ~ D17:)~ 1N'17 l7

E. Transformation - Expansion Drill

Repeat Drill D with student adding /lex la§agrirut./ 'Go to the embassy.'

Instructor: lex ladoar hamerkazi.

Student: al telex ladoar hamerkazi. lex la~agrirut.

48

BASIC COURSE

HEBREW

UNIT 6

F. Transformation Drill - Affirmative to Negative

Instructor: Continue straight to the intersection. Student: Don't continue straight.

ham~ex ya~ar ad lahictalv6t. ham~ixu ya~ar ad lahictalv6t. ham~ixi ya~ar ad lahictalv6t. ham~exna ya~ar ad lahictalvut. ham~ex ya§ar ad lahictalv6t. ham~ixi ya~ar ad lahictalv6t.

al tam§ix ya§ar. al tam§ixu ya§ar. al tam§ixi ya§ar. al tam§exna ya§ar. al tam§ix ya§ar. al tam§ixi ya§ar.

.n'~;~~~; ,y ~W' 1w~~ .n'~;~~~; ,y ~W' '~'W~~ .n'~;~~~; ,y ~W' '~'W~~ .n'~;~x~; ,y ~w' ~l~w~~

.n'~;~~~; ,y ~w' 'W~~ .n'~;~~~; ,y ~w' '~'w~~

G. Transformation - Expansion Drill

Repeat Drill F with student adding /pne smola./ 'Turn left.'

Instructor: ham§ex ya§ar ad lahictalv6t. Student: al tam§ix ya§ar. pne smola.

H. Transformation Drill - Affirmative to Negative.

Instructor: Cross the lights. Student: Don't cross the lights.

avor et haramzorim. al taavor et haramzorim. .0'i'T~i~ nx i'JY
ivri et haramzorim. ai taavri et haramzorim. .0'i'm1~ nx 'iJY
avorna et haramzorim. al taavorna et haramzorim. .O'i'T~i~ nx ~J1'JY
avor et haramzorim. al taavor et haramzorim. .0'i'T~i~ ~X i'JY
ivru et haramzorim. al taavru et haramzorim. .c=n mi~ nx 'iJY
ivri et haramzorim. al taavri et haramzorim. .0'i1T~i~ nx 'iJY I. Transformation Drill - Negative to Affirmative

Instructor: Don't speak loudly. Student: Speak loudly.

al tedaber bekol. daber bekol.
al tedabru bekol. dabru bek o.l •
al tedabri beko L. dabri oekol.
al tedaberna bekol. dabe r na bek6l.
al tedaber bekol. daber bek6l.
.3.l tedabri bekol. dabri bek61. .;'V~ ~~, .;,i'~ ,~~,

.;'i'j "~j' .;'I?~ ~l~~' .;'i'~ ~j' .;,v~ '~j'

• '7, 17J 1::nn '7x

• '7'17J 'iJ1n '7x

• '7117.:2 '1.:2111 '71<

• '7'I7J ~nJ1il '71< • '7, 17J 1J1n '71< .'7'17J 'iJ1r: '7x

J. Transformation Drill - Affirmative to Negative

Repeat Drill I in reverse.

K. Transformation - Expansion Drill

Drill I is repeated as follows.

Instructor: daber bekoJ..

Student: :11 tedaber. bekol. dabe r be~eket.

49

UNIT 6

HEBREW

BASIC COURSE

L. Substitution Drill

Don't say goodbye.

al tomar §a16m. tomri t.omarna tomru

tomar

tomri

.017W '17.)Nr1 7X

',r.)lm ;'1:1 ,7:1 1\ n

"7:ll\n '7:ll\n "7:ll\n

M. Expansion Drill

Instructor: Don't say qoodbye to me.

Student: Don't say goodbye to me: say 'Be seeing you'.

al tomar 11 §a16m. em6r 11 lehitra6t. .n,l\,nn7 '7 "7.)1\ .c,71U '7 ,7:1 1\ n 71\
al tomri 11 §a16m. imri 11 lehitra6t. .n,l\,nn7 '7 "7.)1\ .c,71U "7 "'7.)l\n ;1\
.3.1 tomarna 11 §a16m. em6rna 11 lehitra6t. .n,l\,n,," ,., n1"7.)1\ .c,710 '7 n1'7:ll\n "x
al tomru 11 §a16m. imru 11. lehitra6t. .n,l\,nn; .,; "7.)1\ .C'''1U '7 "7.)Nn 71\
al tomri 11 §a16m. imri 11 lehitra6t. .n,x,nn7 '7 "7.)1\ .c,710 '7 '''7.)Nn "1\
a1 tomar 11 §a16m. em6r 11 lehitra6t. .n,x,n,,7 '7 "7.)X .C'''1U ,., '7.)xn ;x

N. 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: pne kan sm6la.

Student: al tifne kan. ham§ex ya§ar.

.~7X7.)W lXJ ~J~ :""0 .I!1l' r07.)~ .1?\J ~J~n 7X :"7.)7n

lex lad6ar hamerkazi.

pni bapina hari§ona yemina. daber anglit, bevaka§a. lexu lema16n dan.

av6r et hahictalvut.

ivri et haramzorim.

ham§ixu ya§ar ad la§agrirut. hamlHxi Ledabe r ,

pnu bahictalvut hari§ona yemina.

.'T~'7.lt1 ,x,,7 17 .t11'7.l' "l'1UN'" "1'~~ 'l~ ."IOV~~ ,n'''11K ,~,

.1' 1'707 '~7· .n'~7u~"" nx ,,~y .C,.,'T7.l'" nx ',~y .n""11U7 ,y '1U' '~'1U7:ln .'~'7 '~'Illon .n1'7:I' n1'1UN,n n'~7u~n~ '1~

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-/.

hapina hari§ona bapina hari§ona

'the first corner' 'at the first corner'

This contraction is similar to that of /le- + ha-/ to /la-/, described in Section 4.6, and it is equally obligatory.

50

BASIC COUR.SE

HEBREW

UNIT 6

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.

mo§e .lli!!.iryam.

lex u~6r et hadelet.

In informal speech the form /u-/ is heard occasionally in these cases and in stereotyped expressions, such as /uma §lomxa/ 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.

sigru et hadelet ve§v6 be§eket. sigru et hadelet u§vG be§eket.

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:

dabri dabru

Iv! 1v6

taav6r taav6rna

taavr! taavru

Note that the forms in the right-hand column have a suffix beginning with a stressed vowel /-i, -u/ and that the final vowel of the verb stem is dropped. Now compare the

following pairs:
hamlex hamUxi
hamlexna haml!xu
takir takiri
takerna tak!ru
right-hand column the suffix is not stressed, and the In the forms of the final vowel of the stem remains.

When a suffix beginning with a stressed vowel is affix~d 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.

W.len 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.

tiftax targem lex

tiftex! targem! lexi

[for * /tiftxi/ ] [for * /targm!/J [for * /lxi/]

51

UNIT 6

HEBREW

BASIC COURSE

The latter pair is comparable to /§ev- §vi/ except that /§v-/ 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.

te§ev telex

te§vi telxi

When an initial three-consonant cluster results /-i-/ is usually inserted between the first' two.

sg6r ptax

sigri pitxi

[for * /sgri/) [for * /ptxl.j)

) .10 ~onant_~!.ternation..LE__:_iL in Related Forms

Examine the following pairs of forms:

ptax tiftclx

pne 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. imr1 11 bevaka§a. eyx ani yax61 lehagia lema16n dan.

71~" "JX l"X ,iT.!ij7:.lJ "'I "I1.lX :X
? n 1177.J7 Y" lil7
, il7N7.JW i1J~ ,n1~1nl ilYJlKJ 17 :~
.1177.J7 1Y ltD" 1 "W7.Jn1
?j?1nl ilT OXil :K
.~1l,7 ilT .1'<7 :~
.il'.Jl,7JJ ,n"l~Y lJ1 : 1
?n""JY lJ17.J ilnx :1
.l~Oil n"J~ "n17.J7 .1~ :1
.J'O lJ 7J l~11.:l "JPN ., )1'{ :1
• .,...;Uil f 1".1'7 17 : 1
?l~O n ,,~ il T" K7 :1
.i1J"~IJ 11'\J .n1SIll7 l~Oil n":J7 :1 B. lex kearba rexov6t, pne sm6la, vetam§ix ya§ar ad lamal6n.

A. haim ze rax6k?

B. 16, ze kar6v.

C. daber ivrit, bevaka§a.

D. ata medaber ivrit?

C. ken. lamadeti bevet hasefer.

D. ani eyneni medaber kol kax t6v.

C. lex lebet hasefer.

D. leeyze bet sefer?

C. lebet hasefer lesaf6t. kan bapina.

,)2

BASIC COURSE

HEBREW

UNIT 7

7.1 Wandering Through Tel Aviv (speaking to man passerby)

Pardon me, sir. I want

to get

to the tourist office. you will pardon want

tourism

To the Government tourist office? governmental

Yes. Is it far from here?

No, it's not far. you are

now next to

the Mugrabi Theater, right?

situated, found now

next to, alongside movie theater

Yes,

I think

so.

think

What do you mean, you think so?

You don't see that this is

the Mugrabi Theater? it, this say

see

Sir,

speak a little slower.

a little, some

MR. WILLIAMS

tislax Ii, adoni. ani roce

lehagia

lemisrad hatayarut. tislax (m.s.) roce (m.s.pres.) tayarut (f)

PASSERBY

lemisrad hatayarut hamems a). ti?

memaa l t L (m. s.)

MR. WILLIAMS

ken. haim ze r axck m i.k an ?

PASSERBY

10. ze 10 raxok. ata nimca

ax~av al yad

ko l noa mugrabi.

naxon?

nimca (m.s.) ax~av

al yad kolnoa (m)

MR. WILLIAMS

k€m,

ani xo~ev k§.x.

xo~e'v (m, s.pres.)

PASSERBY

rna zot omeret, ata xo~ev kax. ata 10 roe .

~eze

kolnoa mugrabi? zot (f)

omeret (f.s.pres.) r:)e (m.s.pres.)

MR. WILLIAMS

adon I , daber kcat yoter leat.

k ca t,

,"J11?< ,"'7 n'7on i1X,., ., J?<

Y"li1'7 .rrrr' 'n:l 11V?:l'7 n;on

n:l,j

n,j""n

rrrr= m 1"1O?:l'7 ?"n'7w?:l?:li1

i1T Cl?<i1 .1J ?1 ?<J?:l ,'1ni

• j? 1ni ?<'7 i1T ,?<'7 ?<X?:lJ i1n?< ,., '7Y ''''JJJY • "Jil 1?:l Y1J'71i' ?l1J)

N:l7.):S , "1!I~Y ,., ;y

Y':S;'i'

,1J :7111n ., J?< .lJ

,r.i?:l1?< n?<T :l?:l ?lJ :701n :In?< i1?<1i 1'\'7 :In?< :l v» ?"Ji11?:l Y1J'71j7

..,)'1?< n:ij? iJ1 .D?<'7 in,.,

UNIT 7

HEBREW

BASIC COURSE

I'm new

in the country. new

I come

from America. come

ani xada§ baarec.

W1n "3N .Y1NJ

xaMt§ (m. s , )

ani ba

me ame r i.k a ,

ba (m. s.pres.)

/\J "H{ • ;"'ll'" 17Ji\7J

Ie:!

PASSERBY

?Y1XJ W1~ ;'''In/\ ,~N .1n/\ lJ1 ~j

Oh, you're new in the country.a- ata xada§ baarec?

That's something else. ze davar axer.

other axer (m.s.)

So why didn't az lama 16

you tell me amarta li

before? kodem?

then, so why

you said before, earlier

When before?

You didn't give me a chance to speak.

you gave

chance, opportunity

1'<7 ;"'l7J7 TI'< "7 ni7J1'< ?t:J1'i'

az lama

amarta (2 m.s.) kodem

MR. WILLIAMS

matay kodem.

10 natata li hizdamnut ledaber.

natata (2 m.s.) hizdamnut (f)

?01'1' "n7J "i nm 1\7 .1::217 J'11 m1Til

7.2 Wandering through Tel Aviv (speaking to woman passerby)

Excuse me, ma'am. I want

to get

to the tourist office. want

To the Government tourist office?

Yes. Is it far from here?

No, it's not far. You are

now next to

the Mugrabi Theater, right?

situated, found

MRS. WILLIAMS

tislexi li, gvirti. ani roca

lehagia

lemisrad hatayarut.

roca (f.s. pres.)

,"r:iJ1 ,"7 "n70n ;-JJ;,'" "3/\ Y"J..~7 .mi""n~ ''''1L'7J7

PASSERBY

lemisrad hatayarut hamem§alti?

n ,~., "rii '"1r7J7 ? ., r 7'L'7J7J;"'l

MRS. WILLIAMS

k en , haim ze r axok rn i.k a n ?

;"'li CI\i1 .1:) ? 11'<:7J ji ';;1

PASSERBY

10. ze 16 rax6k. at nimcet

ax§av al y4Q.

k o l.noa mugrabi.

.'/ini 1\7 ;'''IT .1\7 nx:mJ nx ,., 7Y 1"'VJY

,"JI117J Y'J'1" ?l1JJ

naxon?

nimcet (r.s.)

54

BASIC COURSE

HEBREW

UNIT 7

Yes.

I think so,

t.h i.nk

What do you mean, you think so? You don't see that this is

the Mugrabi Theater? see

Ma' am,

speak a little slower.

I'ILl new

in the country new

I come

from America. come

MRS. WILLIAMS

k{m.

ani xo§evet kax.

xo§evet (f.s.pres.)

PASSERBY

rna zot omeret, at xa§evet kax. at 16 roa

§eze

ko1noa mugrabi?

raa (f. s , pres. )

MRS. WILLIAMS

gvirtL dabri kcat yoter 1eat.

ani xada§a baarec.

xadaM (f. s.)

ani baa

me ame r i.k a ,

baa (f. 5. pres. )

PASSERBY

Oh, you're new in the country.a- at xada§a baarec?

That's something else. ze davar axer.

So why didn't you tell me before?

When before?

You didn't give me a chance to speak.



az lama 16 amart 1i k6dem.

MRS. WILLIAMS

mat ay k6dem?

16 natih Ii hizdamnut 1edaber.

Excuse me, I don't understand.

tis1ax 1i. ani 16 mevin. tislexi

tis1exu

tis1axna

(Women students should substitute /ani 16 mevina/. )

55

.1J n:1ll1n ., JI'<

.lJ

..

,nJT.)1X nXT i1T.) ?lJ n:J'01n nl'< i11\11 1'<'1 nl'< i1TtLi ?"Ji11T.) Y1J'I1i7

;"IX"

i1'Oln ., JI'< • Yil'<J

i1I'<J "JI\

• i117" iDI\D

?YiI\J i1Clnn nl'{ ,i11< .im, iJl i1T

1'<'1 i1D'ITI< "'1 niDI'( ?01111

?011:1 "nD ." nm x'? .iJl'Ii1J1J1Ti1

.1~JIJ 1\'1 "JI\ ,.,~ n'lon H170n ,n70n :1Jn70n

UNIT 7

HEBREW

BASIC COURSE

B. Substitution - Agreement Drill /tislax -tislexi/

Excuse me, Moshe, I have to run.

tislax Ii, mo§e. ani muxrax larue.

xana - gvirti - mar kaspi - miryam avigdor - adoni - gveret k6hen - david

O~i~ - ~~o~ i~ - ~nij~ - ~~n ", - 1~~ nij~ - ~~"N - i"~~jN

(Women students should substitute /ani muxraxa/.)

C. Substitution - Agreement Drill /amarti/" I said" ~ni~N

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 gara, anu gar6t/.

I told Moshe that I live in Tel Aviv.

ar .. ~arti lerr,o§e §eani gar bet€!l aviv. amarnu lemo§e §eanu garim betel aviv. amart lemo§e §eat gara betel aviv. amartem lemo§e §eatem garim betel aviv. amarta lemo§e §eata gar betel aviv. amarten lemo§e §eaten gar6t betel aviv.

. J~JX '7nJ -'1 ~JX'J) il~IJ'7 "n-'lJx
J~JX 7nJ Cl~-'l i J1':tV iltf.,·IJ'7 , J -'1J1':
. J~ JX 7r.J Cl~"'i1 , JWJJ i'fJJIJ'7 n-'lJx
• J~ JX 7nJ D~-'l i JXtV iltVlJ'7 Dn-'IJX
.J~JX 7r,J E""'i1 i J 1'::;J il:.J'IJ'7 n-'lJx
. J"JX '7nJ Cli"'i1 i J I\'J) ilrlllJ '7 HnlJX D. Substitution- Agreement Drill

I didn't give David the books.

16 natati ledavid et hasfarim.

ata - anu - at - ani atem - aten - ata - at

~~N - nx - 'IN - ~nN nN - ~nN - lnK - onN

BASIC COURSE

HEBREW

UNIT 7

GRAMMAR NOTES

7.4 Gender and Number - Present Tense Verbs and Adjectives

Examine the underlined forms in the following sentences:

1. ata medaber ivrit mama§ kmo israeli. at medaberet ivrit mama§ kmo israelit.

.~7X1W' 1D~ WDD n'i~Y 1~1D ~nx .n~7XIW' 1D~ WDD n~i~Y ni~1D nx

2. ani 10 yodea. ani 10 yodaat.

.Y11' X7 'JX .nY11' X7 'JX

3. ata nimca axMv al yad kolnoa mugrabi.~~i117;) Y1J71i? l' 7Y l'iJI~Y X~DJ ~nx at nimcet ax§av al yad kolnoa mugrabi.~~i11D Y1J71V l' 7Y 1'W~Y nX~DJ nx

4. ani roce lehagia lemisrad hatayarut. .n'i"n~ 11WD7 Y'1~7 ~~1I ' JX
ani roca lehagia lemisrad hatayarut. .n'i"n~ 1-WD7 Y'1~7 ~~1i 'IN
c:; ani muxrax laruc. , .Y1i7 ni~1D 'JX
.J'
ani muxraxa laruc. • ni7 ~ni~'D 'JX
6. ani gar beynataim bemalon dan. .n n7D~ o"np ~ il 'JX
ani gara beynataim bemalon dan. ." l'7D~ O"nJ'~ ~il 'JX 7. eyx ani yaxol lehagia ladoar hamerkazi .• 'T~ID~ iX'17 Y'1~7 7'~' 'JX l'X eyx ani yexola lehagia ladoar hamerkazi.'T~iD~ 1~'17 Y'l~7 ~7'~' 'JX l~X

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 xada§ baarec. ani xada§a baarec.

• YiX) tZnn ' JX ."(iX) ~W1n 'JX

The similarity extends to the plurals.

anu garim bexayfa. anu garot bexayfa.

.~~'n~ O'il ,JX .~~'n~ mil ,JX

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.

Plurals of present tense verb forms and of adjectives are all alike in that the masculine plural has the suffix I-iml and the feminine plural has the suffix I-ot/.

[Note: Some masculine plural ~ end in I-otl and some feminine plural ~ in I-im/. The present tense verbs and adjectives for these plurals, however, end in I-iml and I-otl respectively. J

'rhe feminine singular forms are of two major types - those that have a suffix entling in I_t/ and those that have the suffix I-a!. 'I'he forms which have thus far c';-:-:'rred are:

57

UNIT 7

HEBREW

BASIC COURSE

I-tl feminines medaberet omeret xol;levet mitkonenet yodaat

mocet

nimcet amerikait

I-al feminines muxraxa mevina yexola

gara

riIJona

baa

xada§a

smexa

mekav~

roca

roa

yata

The variations of these two major types will be described and drilled in turn.

7.5 It/ - Suffix Feminine Forms

a) Present Tense of Verbs with Stem Pattern /-ee/

Examine the verb forms in the following sentences: ata medaber ivrit.

at medaberet ivrit.

In this pattern the masculine singular ends in I-eel. The feminine is the same as the masculine but with an added unstressed I-et/. In the plurals the final stem vowel /-e-I is dropped, unless a three-consonant cluster would result or two similar consonants would be jux~aposed.

atem medabrim ivrit. aten medabrot ivrit.

at em mitko~im lagur beramat gan. aten mitko~ot lagur beramat gan.

The

adjective laxer/ m. s. /axerl f.s. /axeretl

is also of this pattern. m. pl. laxerlml

f. pl. I axerotl

The forms are:

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.

ata medaber tov meod ivrit.

• ~'1JY 1ND J10 1J1D ~~N

at - hem - mar Williams - xana aten - hu - atem - anu - ata

Mln - O~K7;'" ,~ - OM - nK MnK - 'lK - cnK - K,n - lnK

BASIC COURSE

HEBREW

UNIT 7

B. Moshe says that it's very late.

mo~e orner ~ekvar meuxar meod.

ani - hu - anu - miryam - hem gveret kaspi - hen - aten - mo~e

0i1 0"'7.) - ,JX

i1ID7.) - 1nx - 1i1

X,i1 - 'tJX "~O:::l n':Jl.

C. What do you think - is it far from here?

hi - atem - at - aten hem - hu - hen - ata

1nx - nx - onx - X'i1 i1nx - 1i1 - X,i1 - Oi1

D. I plan to live in Savyon.

ani mitkonen lagur besavyon.

hem - avigdor - i~ti veani - hi anu - hen - hu - atara - ani

K"i1 - 'tJX, "nlDX - "'1'~X - on 'tJX - i1'CY - X,i1 - li1 - ,JX

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 roe davar axer.

onia - namal - sfarim - bait

melonot - oniot - binyan - delet ~agrirut - misradim - mi~paxot - davar

n't~ - O"'~O - 77.)J - i1"J'X n7' - l"J~ - n'''J'X - n'J'~7.) ,~, - n,n~lD7.) - O""1D7.) - n,,',1lD

b) Present Tense of Verbs with Stem Pattern /-ea(x)/

This is the pattern of /yodea/ 'know'. The four forms are:

m.s. yode a f.s. yodaat ny,," y,,'t

m. p l , y od" im f. p l , yod' ot n , Y" ., 0" Y" .,

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 f o.rrr s have the following endings:

m.s. -eax f.s. -axat

m.pl. -xim f.pl. -xot

[There is a close correspondence with written Hebrew in that all such words are spelled with Y or n and not with l< or J . ]

F. He knows I'm new in the country.

ata - i~to - hen - gveret kohen aten - at - davId - atem - hu

1i1:::l n'~1 - 1i1 - ,nlDX X,i1 - onx - ", - nx

59

UNIT 7

HEBREW

BASIC COUR.SE

I think he knows how to speak Hebrew.

ani xo~ev ~ehu yodea ledaber ivrit.

~ehi - ~eata - ~ehem - ~ei~texa ~ebaalex - ~ehen - ~ed6v vemo~e - ~ehu

,n1llK1II - 0;'111 K';'1II - ;'1117.)' :J,1II

;,nK1II - K';'1II 7;'111 - ,'Y:J1II

c) Present Tense Pattern /moce -mocet/

This pattern is characterized by the singular ending in /-e --et/ and by an internal open juncture functioning as a third root consonant in the plural /-'im - _Iot/. The full present of /moce/ is:

m.s. moce m.pl. moc'im

f.s. mocet f.pl. moc'6t

In the plurals this pattern is similar to that of /yod'im/ in Section Q.

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 Y - the reverse of verbs like /yodea/.

H. I like the country.

haarec mocet xen beeynay.

habait - ha~agrirut - hasfarim - haaviran haoniat - hem - aten - harexovot - haarec

7,,"l(n-o'~~0i1-n'~'~~wn-n':Jn Y,K;,-n':J,~,n-7nl(-on-n"JKn

I. He finds that the house is very nice.

hu moce ~ehabait yafe mead.

ani - mar zahavi - i~texa - hem aten - anu - i~ta vei~ti - hu

on - ,n1llx - ':Ji11 ,7.) - 'IN

x,n - 'nCK' ,n1llN - 1JX 1nK

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. nimca f.s. nimcet

m.pl. nimcaim

f.pl. nimcaot

Some speakers use the pronunciation /nimceim, nimceat/ in the plural.

This particular pattern is similar to that of /moce/ in that such verbs are always spelled with K. In fact, /moce/ and /nimca/ are different conjugations of the same verb root - /moce/ I finds I, /nimca/ I is found' - but c.dis point will be discussed in detail further on.

J. The Embassy is located in Tel Aviv. hasagrirut nimcet betel avlv.

habait sell - mar Williams - ist6 vehu hen - kulam - ist6 - istexa -xana velea ha siaqr Lru t

x,n, lnWN - 07.)X"'" '7.) - "111 n':J;' nx" nJ~ - inwN - ,nox - o,,~ - 1n n',"~1V;'

6)

BASIC COURSE

HEBREW

UNIT 7

e. Derived

Adjectives with !-i!

Adjectives are often de~ived from other parts of speecl, by the addition of I-ii, in certain cases with other changes in the form. Examples from our text so far are:

/mem§alti/ /amerikai/ /~erkazl./

derived from /mem§ala/ derived from /amerika/ derived from /merkaz/

'government' 'America' 'center'

The endings for these m. s , /-i/

m.pl. /-Um/

adjectives are of the following pattern: f. s. /-it/

f. pl. / -i6t/

In some adjectives the stress is on a non final syllable as in /amerikai, amerikait/.

The above pattern occurs in derived adjectives. There are also derived ~, which have similar patterns.

For example:

m.s. yisraeli m.pl. yisraelim

f. s , f.pl.

yisraell.t yisraeli6t

Note that a distinction is made in the following case:

noun: /yisraell.m/ 'Israelis'

adjective: /avironim yisraelil.m/ 'Israeli airplanes'

K. Where is the Government office?

heyxan hamisrad hamem§alti.

?"n'7tJJr.lr.lil ,-Wr.lil P"il yy,~~ _ o~"w~~ - l~J~~ "w~~ - o~~Y'~~ - o~J~J~~

habinyan - hamisradl.m - hayoec habinyanim - hayoacim - hamisrad

L. Where is the American Embassy?

eyf6 ha§agrirut haamerikait.

hayoec - haonia - habinyanim haoni6t - hakolnoa - ha§agrirut

?n" Kp" Ir.lXil m I" -;ltL'il il:J" K O"J'J~~ - ~~J'~~ - yy,~~ n'i"~W~ - Y'J7'v~ - n'''J'N~

UNIT 7

HEBREW

BASIC COURSE


B: ~a16m miryam. an! muxrax larue lemisrad hatayarut.

Y1i7 niJ1~ ~]~ .W~I~ w17~ .~ .rrri- ~m 1i~7J7

A: leeyze misrad tayarut.

B: lemisrad hatayarut hamem~alt{.

c: an! nimea ax~av al yad kalnoa mugrabL naxon?

D: ken. naxon. veata race lehag!a lisfat hayam?

Y1 ]71,7 V 7Y 1 ";LJY N::i~ J ~]~ .1 ?11'J] ."Ji1'1~

Y~1~7 ~::i1i ~~~1 .11J] .1J .1 np~ n~ili7

c: ken. haim ze raxok mikan?

D: 10. ze 10 raxok • lex ¥a~ar , berexov alenbi ad lesfat hayam.

?1~J~ p1ni ~T CK~ .1J .1 i~~ 17 .v,ni ~7 ~T.~7 .1 .w~~ n~ili7 1Y "J]7~ ~'ni~

E: adan!. daber keat yater leat.

.OK7 in" nx,7 iJ1 ,~]11~ .~
?n~iJY P.JlJ X7 ~n~ .1
• Y~J :':l1n ~]I\ .nx> .~
.lnK iJ1 ~T ?Yi~J i,:,'1n ~n~ .1
.~I?~"~X~ ~J ~]~ .~ F: ata 10 mev!n ivr!t?

E: an! ba meamerika.

62

BASIC COURSE

HEBREW

UNIT 8

8.1 Wandering through Tel Aviv (cont'd.)

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)

Not really.

I want to walk around and see the city.

to stroll, hike to see

city

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.

The what?

PASSERBY

nu t6v. Az amarta

§eata roce lehagia lemisrAd hatayarut. naxon?

MR. WILLIAMS

ken. nax6n.

PASSERBY

§ma.

ata memaher?

§ma (m. s . imv. ) memaher (m.s.pres.)

MR. WILLIAMS

16 kol kax.

ani race letayel velir'ot et hair.

letayel lir'ot ir (f)

arim (f. pt . )

PASSERBY

im k ax ,

lex ya§ar

berex6v alenbi lekivlin sfat hayam.

im

kivun (m) safa (f) yam (m) sfat yam

MR. WILLIAMS

bakivun haze?

PASSERBY

ken. taavor et bruklin bar.

MR. WILLIAMS

.J'O 1] n~l< Tl< Y'li17 i1~'1 i1nNW ,n11"ni1 '1tOr.l7 ?,,::lJ

.1::l 7::l l<7 7""0? i1~" "Jl<

• 1"Yi1 nl< n1l<17' " ,,,,

n'K"

,"y

o",y

.1J::l OX w" 17 , JJ7X :nn1J

.0" i1 n~tO 11 1"::l7 ON

P"::1

n~1l1

0'

c., n~1l1

?i1Ti1 11 1"::lJ

nN 1'Jyn .1::l .1J 1'71' nJ

UNIT 8

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. (interjection)

PASSERBY

et bruklin bar. at§. yodea

eyfo ~ebruklin bar?

.1:J 1'71"1:J rn< y,," i1nN ?1:J 1'71"1~ i1~"~,

MR. WILLI1.MS

16. ani 10 yodea. harey amarti lexa §eani xada§ baarec.

harey

.Y'''' 1'<7 "JI'< .1'<7 l7 "n~1'< "1i1 • Y11'<:J ~J1n ., J I'\W

8.2 wandering through Tel Aviv (cont'd.)

All right. So you say

you want to get

to the tourist office, right?

Yes, that's right.

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?

Yes. You'll pass the Brooklyn Bar.

The what?

PASSERBY

nu tov. az amart

§eat roca lehagia lemisrad hatayarut. nax6n?

.:J'O ,J n1DI'< TI'<

Y"1i17 i1X'1 nl'\W .rrri- "ni1 ''lJlD7 ? 11JJ

MRS. WILLIAMS

ken. naxon ,

PASSERBY

!Hm'L

at memaheret?

MRS. WILLI1.MS

16 kol kfuc.

ani roca letayel velir'ot et hair.

.l) 7) 1'<7 7""07 i1X," "JI'<

• ,,"Yi1 nl'< mln7'

PASSERBY

im kax,

lexi ya!!ar

berexov alenbi lekiv6n sfat hayam.

,lJ 01'< 1t1J., "J7 "::1J71'< J,n"J .0"i1 n:lr]] 11 ,.,J7

MRS. WILLIAMS

bakiviin haze?

?i1Ti1 l'''')J

PASSERBY

ken. taavri et brukl in bar.

nl'< ""Jyn .1J ..,J 1"7!/11J

MRS. WILLI1.MS

64

Hebrew Basic Course

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