Biblical B2 en PDF

Authors: Ohad Cohen and Sarah Baker
Academic Manager: Ohad Cohen

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Dear Students,
Shalom! Welcome!
Hebrew is an ancient and fascinating language with a rich history.

Learning Biblical Hebrew will enable you to read the Bible first
hand in the language in which it was written. It will also enable
you to grasp the meaning of the original text without needing to
rely on a translation.
The second course builds a solid foundation for the fluent reading
of prosaic texts. During the course students acquire a better grasp
of the morphology of nouns and verbs, learn more syntactical
Ohad Cohen structures and expand their vocabulary, significantly improving
their ability to read the Hebrew Bible. The grammatical topics are
Curriculum Supervisor and learned within the framework of famous biblical stories.
Academic Manager This workbook is designed to accompany you throughout the
lessons that make up your Biblical Hebrew course.
ClassicalHebrew.com
For each lesson we have provided in the workbook the glossary of
new Hebrew words you will be learning during that specific lesson.
All of the vocabulary words for this course and course A are
compiled in an Excel spreadsheet that is located in the “Homework
and Extras” section of your online “Student Locker.”
We’ve also added some selected slides from each lesson, which
appear in identical format in the online class session. Including
these slides in the workbook will help you to adapt to the world of
online education by giving you the opportunity to take notes in a
written format. Giving you these slides in the workbook also
enables your teacher to offer exercises that can be completed both
over the Internet and on paper.
After the glossary and slides for each lesson, you will find your
homework exercises. Answers for these exercises can be found in
the lesson files located in your “Student Locker” in the online
campus.
I would like to wish you an enjoyable and productive learning

experience.
Yours,
Ohad Cohen
ClassicalHebrew.com
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Table of Contents 16-30
No. Lesson Name Lesson Description Page
16 The Pual Verb In this lesson, we will focus on the Pual binyan, the passive 1
member of the doubled stem. We will learn what the Pual
verb looks like in its different conjugations (Qatal, Yiqtol,
etc.). By taking a look at the stories of Job and Samson, we
will also be able to compare the forms of the Pual verb with
the forms of the Qal and Piel binyanim.
17 Judah’s Sons In this lesson, we will begin reading the story of Judah and 17
Tamar in Genesis 38. We will discuss the cultural context
of this narrative and explore its connections with the story
of Ruth. As we read, we will review previous material like
the object suffixes and the Piel and Pual binyanim. We will
also learn how guttural letters can affect the form of Piel
and Pual verbs.
18 The Nifal Verb In this lesson, we will focus on the Nifal binyan, the stem 29
that is characterized by a prefixed letter ‫נ‬. We will learn
what the Nifal verb looks like in each of its different
conjugations (Qatal, imperative, etc.). In our class exercises
and in the biblical verses that we will read, we will see how
the Nifal can express a passive, reciprocal, or reflexive
voice.
19 The Hitpael In this lesson, we will learn about the Hitpael binyan, 45
Verb which is the third member of the doubled verb group. We
will discuss its two primary voices, reflexive and
reciprocal, and look at how this verb appears in its various
conjugations. We will also examine several examples of
this verb in the stories of Abraham, Jacob, and Isaiah.
20 Judah and In this lesson, we will continue reading the story of Judah 61
Tamar and Tamar in Genesis 38, and we will discuss how the
writer purposefully chooses his words in this narrative. We
will find examples of each of the binyanim we have learned
up to this point, and we will discover that we can recognize
these binyanim even when unusual letters like gutturals
change their form slightly.
21 The Hifil Verb In this lesson, we return to our discussion of the Hebrew 73
verbal system and learn about the Hifil verb, the active
causative binyan. While we learn about the unique
morphology of this verb, we will also compare this form to
the previous binyanim we have learned. Finally, we will
read some examples of Hifil verbs in the biblical text and
see how much we are now able to translate!
22 The Hufal Verb In this lesson, we will finish our discussion of the Hebrew 89
binyanim by learning about the morphology and voices of
the Hufal binyan, the passive member of the causative verb
group. As we read biblical texts to find examples of the
Hufal verb form, we will also be able to contrast this verb
with its active counterpart, Hifil, and with the other
binyanim we have learned.
23 Tamar Succeeds In this lesson we will continue the story of Judah and 105
Tamar. We will find examples in the text of the different
verbs we have learned, and we will review the
characteristics of all seven Hebrew binyanim. We will also
discuss some peculiarities of the Hebrew language: Is the
same root always used with the same meaning? Can the
Hifil binyan have a passive that is not Hufal?
24 Participles, While we finish reading the story of Judah and Tamar in 117
con’t this lesson, we will encounter the participle in several
unfamiliar forms. We will discover what the participle
looks like in each one of the new binyanim we have
learned. Returning to the final verses of Genesis 38, we will
also examine how the characters and motifs here fit into the
broader story from Abraham to David.
25 Hebrew What do Hebrew adverbs look like? In this lesson, we will 129
Adverbs learn about some different ways in which adverbs are
formed in the Hebrew language. We will find examples in
the biblical text of each type of adverb. Our examples will
include some verses that we read in Course A, but now
have the Hebrew understanding to translate more
completely!
26 David, Nabal & In this lesson we will read and discuss the story of David, 145
Abigail Nabal and Abigail in 1 Samuel 25. Wordplay,
characterization and skillful rhetoric are a few of the
literary techniques we see the writer use here. During our
discussion, we’ll review some of the verb forms we have
studied up to this point. We’ll also learn how Hebrew turns
the Qal participle into a passive verb.
27 Relative Clauses In this lesson we will learn how to understand “relative 159
clauses,” phrases that describe a noun just like an adjective
does. We will compare the Hebrew syntax to English in
order to see how best to translate these phrases. We will
also find examples of the two Hebrew relative particles in
different genres of the biblical text and examine how they
are used in various contexts.
28 The Dual Form In this lesson, we will learn what Hebrew numbers look 175
& Numbers like in both the masculine and feminine genders. We will
also discover that Hebrew has a special suffix to mark
nouns that come in pairs, and we will explore some
different situations in which this “dual form” appears. As
usual, we will look into the biblical text for examples.
29 Creation & In this lesson, we’ll read and discuss the creation story in 189
Pronominal Genesis 1-2, specifically the verses about the creation of
Suffixes the woman. We’ll hear some of the Jewish midrashim on
this text and see how they interact with the Hebrew here.
As we read, we’ll encounter several different kinds of
pronominal suffixes, and we’ll learn what these suffixes
look like on feminine plural nouns.
30 Where We’ve See how far we have come! In this meeting, we’ll begin by 203
Been reading a few verses (without translation) about the
patriarch Isaac. We’ll focus in on some verb forms and
other grammatical subjects we find here and remind
ourselves what we’ve learned this semester. Then we’ll
return to the verses and see how much we can translate with
all the Hebrew knowledge we now have.
Lesson 16
The Pual Verb

Lesson Description:
In this lesson, we will focus on the Pual binyan, the passive member of the doubled stem. We
will learn what the Pual verb looks like in its different conjugations (Qatal, Yiqtol, etc.). By
taking a look at the stories of Job and Samson, we will also be able to compare the forms of the
Pual verb with the forms of the Qal and Piel binyanim.
New Words in this Lesson 10
Total New Words 160
Lesson 16
1
Vocabulary
Category Hebrew Transliteration Pronunciation English
‫ְל ֵבנָה‬ ləbēnāh ləvena brick (f.s.)
Nouns
‫ֵשׂ ָער‬ śē‘ār se’ar hair (m.s.)
Adjective ‫ָכּ ֵבד‬ kābēd kaved heavy
‫ִגּ ַלּח‬ gillah gilah he shaved
he strengthened,
‫ִחזַּק‬ hizzaq hizak
he hardened
he defiled,
‫ִח ֵלּל‬ hillēl hilel
he profaned
he honored,
Verbs ‫ִכּ ֵבּד‬ kibbēd kibed he glorified;
he made heavy
‫ִל ַמּד‬ limmad limad he taught
‫ִק ֵבּץ‬ qibbēs kibets he gathered together
he set apart as
‫ִק ַדּשׁ‬ kiddaš kidash sacred,
he consecrated
m. = masculine f. = feminine s. = singular
See page 226 for the complete paradigm of the Pual binyan.
Lesson 16
2
Slides from the Lesson
Lesson 16
3
Lesson 16
4
Lesson 16
5
Lesson 16
6
Lesson 16
7
Lesson 16
8
Lesson 16
9
Lesson 16
10
Grammatical Remarks
In this lesson we discuss the Pual binyan, the passive member of the Doubled stem. Every Pual
verb corresponds to an active Piel verb. For example, the passive form of the active Piel verb
‫“ ִשׁ ֵבּר‬he broke” is simply the Pual form of the same root: ‫“ ֻשׁ ַבּר‬it was broken.”
The full paradigm of the forms is in your workbook, but here are a few extra notes:
Important things to remember about the form of Pual:
1. The second root letter is doubled with a dagesh in all conjugations.
2. The vowel of the first root letter is [u] in all conjugations.
Pual Suffix Conjugations (Qatal/Weqatal)

• Basic form (‫שׁ ַבּר‬ ֻ ) – The basic root vowel pattern is [u-a]. When only a vowel is suffixed
to the root (‫שׁ ְבּרוּ‬
ֻ ), the accent moves forward to the suffixed vowel, causing the original
[a] vowel of the second root letter to reduce to a shewa.
• Accent of Qatal – Only the 1cs, 2ms, and 1cp forms have a penultimate accent.
Pual Prefix Conjugations (Yiqtol/Wayyiqtol)

• Yiqtol (‫שׁ ַבּר‬
ֻ ְ‫ – )י‬The basic root vowel pattern is [u-a]. The vowel of the prefix is shewa
(the 1cs guttural ‫ א‬takes the reduced [ă] vowel: ‫שׁ ַבּר‬ ֻ ‫) ֲא‬. When only a vowel is suffixed
to the root (‫שׁ ְבּרוּ‬ֻ ְ‫)י‬, the accent moves forward to the suffixed vowel, causing the original
[a] vowel of the second root letter to reduce to a shewa. The accent of the 2fp/3fp form is
penultimate.
• 3m Wayyiqtol (‫שׁ ַבּר‬ֻ ְ‫ – ) ַוי‬The 3m Wayyiqtol forms omit the usual dagesh of the
Wayyiqtol prefix in the letter ‫י‬. This is because ‫ י‬with a shewa very often will not take a
dagesh.
• There are no imperative or infinitive forms for this passive binyan.
Lesson 16
11
Homework
1. Using the Lesson 16 vocabulary list, write the Hebrew for the following words
and fill in the crossword puzzle with the consonants and vowel letters
(disregard the vowel pointing when entering words into the crossword puzzle).
Across
2. 1.
‫ג ל ח‬ 1. he shaved ‫ִגּ ַלּח‬

3. heavy
3. 4. hair
4.
5. he consecrated
6. he strengthened
5.
7. brick
6. Down
2. he taught
7. 3. he honored
5. he gathered
6. he defiled
2. Translate the following phrases from Hebrew into English.

He shall shave all his hair and
‫( וְ גִ ַלּח ֶאת־ ָכּל־ ְשׂ ָערוֹ וְ ָר ַחץ ַבּ ַמּיִ ם‬Lev. 14:8) wash with water.
‫הוּדה‬
ָ ְ‫( ְל ַל ֵמּד ְבּ ָע ֵרי י‬2 Chr. 17:7)
‫( ַק ֵבּץ ֲא ַק ֵבּץ ְשׁ ֵא ִרית יִ ְשׂ ָר ֵאל‬Mic. 2:12)
ַ ‫( וְ ַע ָתּה ַחזֵּק ֶאת־י‬Neh. 6:9)
‫ָדי‬
ֵ ‫( ִכּי־ז‬1 Sam. 4:18)
‫ָקן ָה ִאישׁ וְ ָכ ֵבד‬
‫וְ ֶאת־ ֶא ְל ָעזָר ְבּנוֹ ִק ְדּשׁוּ ִל ְשׁמֹר‬
‫( ֶאת־ ֲארוֹן יְ הוָה‬1 Sam. 7:1)
‫ ַכּ ְבּדוּ יְ הוָה‬... ‫( ַעל־ ֵכּן‬Isa. 24:15)
Lesson 16
12
3. Fill in the correct Qatal or Yiqtol form of the Pual verb ‫ שׁלח‬in each sentence
below and finish the translations, according to the examples and the given
subjects.
‫יהם‬
ֶ ‫ַחמ ֵֹר‬
ֲ ‫ָשׁים ֻשׁ ְלּחוּ ֵה ָמּה ו‬
ִ ‫( ָה ֲאנ‬Gen. 44:3)
The men were sent away, they and their donkeys.
‫ָשׁים ֻשׁ ְלּחוּ‬
ִ ‫ָה ֲאנ‬ The men were sent away.
. ‫ָה ִא ָשּׁה‬ was sent away.
. ‫ֲאנִ י‬ was sent away.
. ‫הוּדה‬
ָ ְ‫י‬ was sent away.
‫ַחנוּ נְ ֻשׁ ַלּח‬
ְ ‫ֲאנ‬ We will be sent away.
. ‫אַ ָתּה‬ will be sent away.

. ‫אַתּם‬ֶ will be sent away.
. ‫ֵהנָּה‬ will be sent away.
Lesson 16
13
4. Identify the root, verb form, and subject of each of the following Pual verbs:
Verb Root Form Subject*
‫ֻפּ ָלה‬
ְ‫ע‬ ‫עפל‬ Qatal 3fs
‫ֻשּׁל‬
ַ ‫ְתּב‬
‫ֻח ַצּ ְב ֶתּם‬
‫ֻבּס‬
ַ ‫וְ כ‬
‫ֻלּ ְח ִתּי‬
ַ‫גּ‬
‫ֻקּשׁ‬
ַ ‫וַיְ ב‬
‫ֻקּטוּ‬
ְ ‫ְתּל‬
‫וְ ֻא ְסּפוּ‬
*Subject Key s = singular p = plural
m = masculine f = feminine c = common (m. and/or f.)
1 = first person (I, we) 2 = second person (you) 3 = third person (s/he, they)
Lesson 16
14
Recommended Bibliography
1. Gesenius' Hebrew Grammar, As Edited and Enlarged by the Late E. Kautzsch, Second
English Ed. Revised in accordance with the Twenty-eighth German Ed. by A. E. Cowley,
Oxford, 1910. (§52 = p. 139-43)
2. Joüon, P., Muraoka, T., A Grammar of Biblical Hebrew, Rome, 1996. (§56 = p. 156)
3. Lambdin, T.O., Introduction to Biblical Hebrew, Norwich, 1976. (§154 = pp. 205-07)
Lesson 16
15
Lesson 17
Judah’s Sons
Lesson Description:
In this lesson, we will begin reading the story of Judah and Tamar in Genesis 38. We will
discuss the cultural context of this narrative and explore its connections with the story of Ruth.
As we read, we will review previous material like the object suffixes and the Piel and Pual
binyanim. We will also learn how guttural letters can affect the form of Piel and Pual verbs.
Total New Words 170
Lesson 17
17
Vocabulary
daughter-in-law,
‫ַכּ ָלּה‬ kallāh kala
bride (f.s.)
Nouns
palm tree,
‫ָתּ ָמר‬ tāmār tamar
date palm (m.s.)
it burned, it was
‫ָבּ ַער‬ bā‘ar ba’ar
kindled; it consumed
he kindled /
‫ִבּ ֵער‬ bi‘ēr bi’er burned (transitive);
he purged/removed
he was clean (morally

‫ָט ֵהר‬ tāhēr taher
and/or ceremonially)
he cleansed/purified;
‫ִט ַהר‬ tihar tihar
Verbs he pronounced clean
he hurried,
‫ִמ ַהר‬ mihar mihar
he did quickly
he comforted,
‫נִ ַחם‬ niham niham
he consoled
he spoiled, he ruined,
‫ִשׁ ֵחת‬ šihēt shihet
he destroyed
he ministered,
‫ֵשׁ ֵרת‬ šērēt sheret
he served
Lesson 17
18
Lesson 17
19
Lesson 17
20
Lesson 17
21
Lesson 17
22
Lesson 17
23
Lesson 17
24
Grammatical Remarks
The primary goal of this lesson is to review previous material, but we do encounter several other
topics as we begin to read the story of Judah and Tamar in Genesis 38.
Theophoric Names
“Theophoric names” are personal names that include part of the name of God (e.g. ּ‫שׁ ְעיָהו‬ ַ ְ‫י‬,
‫) ְיהוֹ ֻשׁ ַע‬. The theophoric element can appear either at the beginning or at the end of the name,
and it is often used with a verb, so that the name itself is actually a sentence. The giving of
theophoric names was very common in the ancient Near East, both in Israel and in the
surrounding cultures.
Piel/Pual with Guttural Letters

When the middle letter of a Piel or Pual verb is a guttural, it cannot take the dagesh that is
characteristic of these binyanim. This sometimes causes the preceding vowel (under the first root
letter) to lengthen. Regular doubled verbs (e.g. ‫[ ִשׁ ֵבּר‬šibbēr]) begin with CVCC (consonant-
vowel-consonant-consonant); but when the second consonant cannot double (e.g. ‫שׁ ֵרת‬ ֵ [šērēt]),
Hebrew sometimes compensates by including an extra vowel instead: CVVC. This double vowel
appears as a long vowel. The principle of which guttural letters cause changes (and where) may
be remembered by listing the guttural letters alphabetically on a small menorah, as shown on a
slide in class.
1. ‫ ח‬never causes the preceding vowel to lengthen: ‫ ִשׁ ֵחת‬.
2. ‫ ה‬and ‫ ע‬cause the preceding vowel to lengthen only in Pual. Since the vowel of the first
root letter in this binyan is typically [u], and there is a very close relationship between the
[u] and [o] vowels in Hebrew, the vowel before a middle ‫ ה‬or ‫ ע‬will become [ō] in the
Pual binyan. Compare ‫ֹהר‬ ַ ‫( ט‬Pual: [u] Æ [ō]) with ‫( ִט ֵהר‬Piel: no vowel change).
3. ‫ א‬and ‫ ר‬always cause the preceding vowel to lengthen, both in Piel and in Pual. Again,
the [u] of Pual will lengthen to [ō]. The [i] of the Piel suffix conjugations lengthens to
[ē], since there is a very close relationship between the [i] and [e] vowels in Hebrew. The
[a] of the Piel prefix conjugations will lengthen to [ā]. Compare the strong Piel verbs
‫ ִשׁ ֵבּר‬and ‫ יְ ַשׁ ֵבּר‬with the guttural verbs ‫ ֵשׁ ֵרת‬and ‫יְ ָשׁ ֵרת‬.
Lesson 17
25
Homework
1. With the help of the lesson 17 vocabulary list, translate the following verbs and
identify the binyan of each:
‫יִ ְב ַער‬ it will be kindled / burn (Qal)

‫ִמ ַה ְר ִתּי‬
‫ִשׁ ֲחתוּ‬
‫נִ ְט ַהר‬
‫ֻחם‬ ַ ‫ְתּנ‬
‫נְ ַט ֵהר‬
‫ִבּ ַע ְר ֶתּם‬
‫ֲא ָשׁ ֵרת‬
‫יה ַהכּ ֵֹהן ֵע ִצים‬

ָ ‫וּב ֵער ָע ֶל‬
ִ (Lev. 6:5) And the priest shall burn wood upon
it.
‫ִשׁ ְב ִעים ְתּ ָמ ִרים‬ (Num. 33:9)
‫אוֹתם‬
ָ ‫ַחם‬
ֵ ‫וַיְ נ‬ (Gen. 50:21)
‫ְל ַט ֵהר ֵבּית יְ הוָה‬ (2 Chr. 29:15)
‫ֳמי ֶאל־רוּת ַכּ ָלּ ָתהּ‬

ִ ‫ֹאמר ָנע‬
ֶ ‫ַותּ‬
(Ruth 2:22)
‫אַהרֹן‬
ֲ ‫וּל‬
ְ ‫וַיְ ַמ ֵהר ַפּ ְרעֹה ִל ְקרֹא ְלמ ֶֹשׁה‬
(Exo. 10:16)
‫ ֲא ַט ֵהר ֶא ְת ֶכם‬... ‫וּט ַה ְר ֶתּם‬

ְ (Eze. 36:25)
Lesson 17
26
3. Match each Hebrew word to its equivalent phrase and to its English translation.
‫ְמ ָכרוֹ‬ ‫ָמ ַכר א ָֹתם‬ he sold you (m.s.)
‫ְמ ָכ ְר ָך‬ ‫ָמ ַכר א ִֹתי‬ he sold her
‫ְמ ָכ ַרנִ י‬ ‫ָמ ַכר אֹתוֹ‬ he sold you (m.p.)
‫ְמ ָכ ָרם‬ ‫ָמ ַכר א ָֹתהּ‬ he sold me
‫ְמ ָכ ְר ֶכם‬ ‫ָמ ַכר א ָֹתנוּ‬ he sold you (f.s.)
‫ְמ ָכ ָרהּ‬ ‫ָמ ַכר א ְֹת ָך‬ he sold us
‫ְמ ָכ ָרנוּ‬ ‫ָמ ַכר אֹ ָת ְך‬ he sold him
‫ְמ ָכ ֵר ְך‬ ‫ָמ ַכר ֶא ְת ֶכם‬ he sold them (m.)
4. Identify the root, binyan, verb form, and subject of each of the following verbs:
Verb Root Binyan Form Subject*
‫ָדל‬
ַ‫גּ‬ ‫גדל‬ Qal Qatal 3ms
‫ִגּ ֵדּל‬
‫ֵר ָשׁה‬
ְ ‫וְ ג‬
‫ֻח ְצ ְתּ‬
ַ‫ר‬
‫נִ ְכרֹת‬
‫גּ ְֹרשׁוּ‬
‫ֹאלוּ‬
ֲ ‫וַיְ ג‬
‫ְל ָח ֵרף‬

Lesson 17
27
(on Piel and Pual with gutturals)
Oxford, 1910. (§64d-e = p. 170)
2. Joüon, P., Muraoka, T., A Grammar of Biblical Hebrew, Rome, 1996. (§69a3 = p. 182)
3. Lambdin, T.O., Introduction to Biblical Hebrew, Norwich, 1976. (§149 = pp. 195-97;
§154 = pp. 205-07)
Lesson 17
28
Lesson 18
The Nifal Verb

Lesson Description:
In this lesson, we will focus on the Nifal binyan, the stem that is characterized by a prefixed
letter ‫נ‬. We will learn what the Nifal verb looks like in each of its different conjugations (Qatal,
imperative, etc.). In our class exercises and in the biblical verses that we will read, we will see
how the Nifal can express a passive, reciprocal, or reflexive voice.
Total New Words 180
Lesson 18
29
Vocabulary
“a round”: a round
district (esp. of the
‫ִכּ ָכּר‬ kikkār kikar Jordan valley); a loaf
of bread; a round
Nouns weight/talent (f.s.)
secretary, scribe,
‫ס ֵֹפר‬ sōpēr sofer
learned man (m.s.)
‫ֶפּ ַשׁע‬ péša‘ pesha transgression (m.s.)
‫ִגּ ְל ָעד‬ gil‘ād gil’ad Gilead

Proper
Nouns ‫ִמ ְדיָן‬ midyān midyan Midian
he hid himself;
‫נִ ְס ַתּר‬ nistar nistar
he was hidden
it was difficult to
‫נִ ְפ ָלא‬ niplā’ nifla do/understand;
it was wonderful*
Verbs
he forgave,
(‫ָס ַלח ) ְל‬ sālah salah
he pardoned**
‫ָר ָפא‬ rāpā’ rafa he healed
he seized, he
‫ָתּ ַפשׂ‬ tāpaś tafas
grasped, he caught

* This verb most frequently appears in the participle form ‫נִ ְפ ָלאוֹת‬, with the
meaning of “marvelous deeds” or “wonderful acts.”
** The subject of the verb ‫ ָס ַלח‬is always God.
See page 223 for the complete paradigm of the Nifal binyan.
Lesson 18
30
Lesson 18
31
Lesson 18
32
Lesson 18
33
Lesson 18
34
Lesson 18
35
Lesson 18
36
Lesson 18
37
Lesson 18
38
Lesson 18
39
Grammatical Remarks
In this lesson we discuss Nifal, the reflexive/reciprocal binyan of the N stem (named after its ‫נ‬
prefix). Nifal can also have a passive voice, usually corresponding to the Qal binyan. For
example, the passive form of the active Qal verb ‫תב‬ ַ ‫“ ָכּ‬he wrote” is the Nifal form of the same
root: ‫תּב‬ ַ ‫“ נִ ְכ‬it was written.” The full paradigm of the forms is in your workbook, but here are a
few extra notes:
Important things to remember about the form of Nifal:
1. The prefix ִ‫ נ‬is visible before the root in every Qatal or Weqatal form (and a few
infinitive forms).
2. The first root letter is doubled with a dagesh in all prefix conjugations (Yiqtol/Wayyiqtol,
imperative, most infinitives). These imperative and infinitive forms also begin with the
prefix ‫ ִה‬.
Nifal Suffix Conjugations (Qatal/Weqatal)

• Nifal prefix – The prefix ִ‫ נ‬is visible before the root in every Qatal or Weqatal form. The
first root letter takes a silent shewa, closing this first syllable.
• Basic form (‫מר‬ ַ ‫ – )נִ ְשׁ‬The basic vowel of the second root letter is [a]. When only a vowel
is suffixed to the root (‫)נִ ְשׁ ְמרוּ‬, the accent moves forward to the suffixed vowel, causing
the original [a] vowel of the second root letter to reduce to a shewa.
Nifal Prefix Conjugations (Yiqtol/Wayyiqtol, Imperative, Infinitive)

In these conjugations, the Nifal prefix ‫ נ‬is not followed by a vowel (‫מר‬ ֵ ‫ = יִ נְ ָשׁ‬yinšāmēr), so it
assimilates to the first root letter (‫מר‬
ֵ ‫ = יִ ְשׁ ָשׁ‬yiššāmēr). Therefore we see the first root letter
written with a strong dagesh, which is the Hebrew method of writing a double consonant.
• Yiqtol (‫מר‬ ֵ ‫ – )יִ ָשּׁ‬The basic root vowel pattern is [ā-ē], with an [i] vowel under the prefix
letter (an [e] vowel after the 1cs guttural ‫)א‬. When only a vowel is suffixed to the root
(‫שּׁ ְמרוּ‬ָ ִ‫)י‬, the accent moves forward to the suffixed vowel, causing the original [ē] vowel
of the second root letter to reduce to a shewa.
• 2fp/3fp Yiqtol (‫מ ְרנָה‬
ַ ‫ – ) ִתּ ָשּׁ‬This form has the vowel pattern [ā-a] and a penultimate
accent.
• Imperative (‫מר‬ֵ ‫ – ) ִה ָשּׁ‬The imperative form is derived from the Yiqtol form without the
prefix. When the Yiqtol prefix drops, it is replaced by the prefix ‫ ִה‬.
• Infinitive (‫מר‬
ֵ ‫ – ) ִה ָשּׁ‬The infinitive construct and most infinitive absolute forms look
identical. They can only be distinguished from each other and from the m.s. imperative by
the context. There are two other possible variants of the infinitive absolute, both of which
use the [ō] vowel after the second root letter: ‫( נִ ְשׁמֹר‬preserving the ‫ נ‬prefix) and ‫שּׁמֹר‬
ָ ‫ ִה‬.
Lesson 18
40
Homework
1.
Across
‫ג‬ 2. he forgave
2.
‫ל‬ 3. Midian
‫ע‬ 5. he hid himself
4. 3.
8. he healed
‫ד‬
Down
6. 5. 1. Gilead ‫ִגּ ְל ָעד‬
7.
4. scribe
5. it was wonderful
6. he seized
9. 8.
7. a round
9. transgression
ְ ‫ָכּל־ ְפּ ָשׁ ָעיו ֲא ֶשׁר ָע ָשׂה לֹא יִ זּ‬

‫ָכרוּ‬ all his transgressions that he has
(Eze. 18:22) done, they will not be remembered
‫ ֶאת־ ָכּל־אַנְ ֵשׁי ִג ְל ָעד‬... ‫( וַיִּ ְקבֹּץ‬Jdg. 12:4)
‫ָה ַל ְכ ָתּ ְל ִה ָלּ ֵחם ְבּ ִמ ְדיָן‬ (Jdg. 8:1)
‫ֶיך ֶא ָסּ ֵתר‬
ָ ‫וּמ ָפּנ‬
ִ (Gen. 4:14)
‫( ְס ַלח־נָא ַלעֲוֹן ָה ָעם ַהזֶּה‬Num. 14:19)
Lesson 18
41
‫ ִתּ ָתּ ֵפשׂ‬...‫אַתּה לֹא ִת ָמּ ֵלט ִמיָּדוֹ‬ ָ ְ‫ו‬
‫ָתן‬
ֵ ‫וּביָדוֹ ִתּנּ‬ ְ (Jer. 34:3)
‫ וַיִּ ָכּ ֵתב‬... ‫וַיִּ ָקּ ְראוּ ס ְֹפ ֵרי ַה ֶמּ ֶל ְך‬
‫( ְכּ ָכל־ ֲא ֶשׁר־ ִצוָּה‬Est. 3:12)
3. Fill in the correct Yiqtol or Qatal form of the Nifal verb ‫ נמלט‬in each sentence
below and finish the translations, according to the examples and the given
subjects.
‫( וְ ֵא ֶלּה יִ ָמּ ְלטוּ ִמיָּדוֹ‬Dan. 11:41)

And these will escape from his hand:
‫הוּא יִ ָמּ ֵלט‬ He will escape.
. ‫אַתּם‬ֶ will escape.

. ‫ַחנוּ‬ְ ‫ֲאנ‬ will escape.
. ‫ַה ְמּ ָלכוֹת‬ will escape.
‫הוּא נִ ְמ ַלט‬ He escaped.
. ‫ֲאנִ י‬ escaped.
. ‫ַה ְמּ ָל ִכים‬ escaped.
. ‫אַתּה‬
ָ escaped.
Lesson 18
42
4. Identify the root, verb form, and subject of each of the following Nifal verbs:
‫נִ ְל ַחם‬ ‫לחם‬ Qatal 3ms
‫ִתּ ָפּ ֵרד‬
‫ִה ָשּׁ ֵבר‬
‫אַרתּם‬
ֶ ‫וְ נִ ְשׁ‬
‫ָא ָסּ ֵתר‬
ֶ‫ו‬
‫נִ ָפּ ֵקד‬
‫ִה ָמּ ְלטוּ‬
‫ַתּ ָלּ ַכ ְדנָה‬
ִ‫ו‬
Lesson 18
43
Oxford, 1910. (§51 = pp. 137-39)
2. Joüon, P., Muraoka, T., A Grammar of Biblical Hebrew, Rome, 1996. (§51 = pp. 149-51)
3. Lambdin, T.O., Introduction to Biblical Hebrew, Norwich, 1976. (§140-41 = pp. 175-79)
Lesson 18
44
Lesson 19
The Hitpael Verb

Lesson Description:
In this lesson, we will learn about the Hitpael binyan, which is the third member of the doubled
verb group. We will discuss its two primary voices, reflexive and reciprocal, and look at how
this verb appears in its various conjugations. We will also examine several examples of this verb
in the stories of Abraham, Jacob, and Isaiah.
Total New Words 190
Lesson 19
45
Vocabulary
‫ִמ ָטּה‬ mittāh mita couch, bed (f.s.)
Nouns
‫ר ַֹחב‬ rṓhab róhav breadth, width (m.s.)
Proper ‫יְ ַשׁ ְעיָהוּ‬ yəša‘yā́hû yəshayáhu Isaiah

Noun
he mourned,
‫אָבל‬
ַ ’ābal ’aval
he lamented*
‫אַבּל‬
ֵ ‫ִה ְת‬ hit’abbēl hitabel he mourned*
he walked (about /
‫ִה ְת ַה ֵלּ ְך‬ hithallēk hithalekh
back and forth)
he gloried,
Verbs ‫ִה ְת ַה ֵלּל‬ hithallēl hithalel
he boasted
he strengthened
‫ִה ְת ַח ֵזּק‬  zzēq
hitha hithazek
himself
‫ִה ְת ַנ ֵבּא‬ hitnabbē’ hitnabe he prophesied
he consecrated /
‫ִה ְת ַק ֵדּשׁ‬ hitqaddēš hitqadesh
purified himself
* The Hitpael verb ‫אַבּל‬

ֵ ‫ ִה ְת‬is most often used in prose (regular narrative), while
the Qal verb ‫אָבל‬
ַ is commonly seen in poetic texts and writing of a higher
style.
See page 227 for the complete paradigm of the Hitpael binyan.
Lesson 19
46
Lesson 19
47
Lesson 19
48
Lesson 19
49
Lesson 19
50
Lesson 19
51
Lesson 19
52
Lesson 19
53
Lesson 19
54
Lesson 19
55
Grammatical Remarks
In this lesson we discuss the Hitpael binyan, the reflexive/reciprocal member of the Doubled
stem. The full paradigm of the forms is in your workbook, but here are a few extra notes:
Important things to remember about the form of Hitpael:
1. The second root letter is doubled with a dagesh in all conjugations.
2. The syllable ‫ ִהת‬is prefixed to the root in all conjugations. The ‫ ת‬of this prefix will
always be visible, even though the ‫ ה‬drops out in some forms.
Hitpael Suffix Conjugations (Qatal/Weqatal)

• Hitpael prefix – The full prefix ‫ ִהת‬is visible before the root in every Qatal or Weqatal
form.
• 3ms form (‫ַצּב‬
ֵ ‫ – ) ִה ְתי‬The basic root vowel pattern of the 3ms form is usually [a-ē],
though occasionally we might see the variant pattern [a-a] as in ‫ ִה ְתאַ ַפּק‬.
• All other forms (‫ַצּ ְב ִתּי‬
ַ ‫ ִה ְתי‬, ‫ַצּבוּ‬
ְ ‫ – ) ִה ְתי‬The basic root vowel pattern of all other forms
is [a-a]. When only a vowel is suffixed to the root (‫ַצּבוּ‬ ְ ‫) ִה ְתי‬, the accent moves forward
to the suffixed vowel, causing the original [a] vowel of the second root letter to reduce to
a shewa.
Hitpael Prefix Conjugations (Yiqtol/Wayyiqtol, Imperative, Infinitive)

The letter of the Yiqtol prefix replaces the ‫ ה‬of Hitpael, since the letter ‫ ה‬is a consonant that is
likely to disappear between two vowels in Hebrew; but the [i] vowel and ‫ ת‬of Hitpael remain.
When the Yiqtol prefix drops in the infinitive and imperative, the ‫ ה‬of the original Hitpael prefix
reappears.
• Yiqtol (‫ַצּב‬ ֵ ‫ – )יִ ְתי‬The basic root vowel pattern is [a-ē]. (As with Qal, the prefix vowel
after the 1cs guttural ‫ א‬is [e], not [i]: ‫ַצּב‬ ֵ ‫ ֶא ְתי‬.) When only a vowel is suffixed to the root
(‫ַצּבוּ‬
ְ ‫)יִ ְתי‬, the accent moves forward to the suffixed vowel, causing the original [ē]
vowel of the second root letter to reduce to a shewa. The accent of the 2fp/3fp form is
penultimate.
• Imperative (‫ַצּב‬
ֵ ‫ – ) ִה ְתי‬The imperative form is based on the Yiqtol form without the
prefix.
• Infinitive (‫ַצּב‬
ֵ ‫ – ) ִה ְתי‬The infinitive construct and infinitive absolute forms look
identical. They can only be distinguished from each other, from the m.s. imperative, and
from the 3ms Qatal form by the context.
Lesson 19
56
Homework
1. Read aloud the following words from the vocabulary list and write the
appropriate word under each picture below.
‫ִה ְת ַק ֵדּשׁ ִמ ָטּה‬ ‫ִה ְת ַחזֵּק‬ ‫ִה ְת ַה ֵלּל‬ ‫ִה ְת ַה ֵלּ ְך‬ ‫אָבל‬
ַ
a) ‫ִה ְת ַק ֵדּשׁ‬ b) c)
d) e) f)
‫אַמּה א ֶֹר ְך ַה ֵתּ ָבה‬

ָ ‫ְשׁלֹשׁ ֵמאוֹת‬ three hundred cubits (shall be) the
‫אַמּה ָר ְח ָבּהּ‬ָ ‫( ֲח ִמ ִשּׁים‬Gen. 6:15) length of the ark; fifty cubits its
width
‫ַבּאוּ ַבּ ַמּ ֲחנֶה‬
ְ ‫וַיִּ ְתנ‬ (Num. 11:26)
Lesson 19
57
ִ ‫אַבּל ַעל־ ְבּנוֹ י‬
‫ָמים ַר ִבּים‬ ֵ ‫( וַיִּ ְת‬Gen. 37:34)
‫ָביא ֶאל־יְ הוָה‬
ִ ‫וַיִּ ְק ָרא יְ ַשׁ ְעיָהוּ ַהנּ‬
(2 Kgs. 20:11)
‫ֵיכם‬
ֶ ‫ַאנִ י ִה ְת ַה ַלּ ְכ ִתּי ִל ְפנ‬
ֲ ‫( ו‬1 Sam. 12:2)
‫ַפ ִשׁי‬
ְ ‫( ַבּיהוָה ִתּ ְת ַה ֵלּל נ‬Psa. 34:3)
‫ ִה ְת ַה ֵלּ ְך ְל ָפנַי‬... ‫ֹאמר ֵא ָליו‬
ֶ ‫ַויּ‬
(Gen. 17:1 – imperative)
3. Fill in the correct Yiqtol or Qatal form of the Hitpael verb ‫ התהל ְך‬in each
sentence below and finish the translations, according to the examples and the
given subjects.
ַ ‫ָל ֵכן נְ ֻאם־יְ הוָה ֱאל ֵֹהי יִ ְשׂ ָר ֵאל אָמוֹר‬

‫אָמ ְר ִתּי‬
ָ ‫יך ִי ְת ַה ְלּכוּ ְל ָפנַי ַעד־‬
‫עוֹלם‬ ָ ‫אָב‬
ִ ‫וּבית‬
ֵ ‫ית ָך‬
ְ ‫( ֵבּ‬1 Sam. 2:30)
Therefore, thus says the LORD, the God of Israel: “I did indeed say, ‘Your
house and the house of your father will walk before me forever.’”
‫ֵהם יִ ְת ַה ְלּכוּ‬ They will walk.
. ‫ַחנוּ‬ ְ ‫ֲאנ‬ will walk.

. ‫אַתּ‬
ְ will walk.
. ‫ֲאנִ י‬ will walk.
‫הוּא ִה ְת ַה ֵלּ ְך‬ He walked.
. ‫אַתּם‬
ֶ walked.
. ‫ִהיא‬ walked.
. ‫אַתּה‬
ָ walked.
Lesson 19
58
4. Identify the root, verb form, and subject of each of the following Hitpael verbs:
‫ַצּב‬
ֵ ‫יִ ְתי‬ ‫יצב‬ Yiqtol 3ms
‫ִה ְת ַע ַבּ ְר ָתּ‬
‫וַיִּ ְת ַע ְצּבוּ‬
‫אַפּק‬
ֵ ‫ְל ִה ְת‬
‫ֶא ְת ַחנֵּן‬
‫ַק ֶתּם‬
ְ ‫וְ ִה ְת ַחזּ‬
‫ִה ְת ַק ְבּצוּ‬
‫וַנִּ ְת ַפּ ֵלּל‬
Lesson 19
59
Oxford, 1910. (§54 = pp. 149-51)
Lesson 19
60
Lesson 20
Judah and Tamar

Lesson Description:
In this lesson, we will continue reading the story of Judah and Tamar in Genesis 38, and we will
discuss how the writer purposefully chooses his words in this narrative. We will find examples
of each of the binyanim we have learned up to this point, and we will discover that we can
recognize these binyanim even when unusual letters like gutturals change their form slightly.
Total New Words 200
Lesson 20
61
Vocabulary
he caused to grow,
‫ ִגּ ַדּל‬/ ‫ִגּ ֵדּל‬ giddēl / giddal gidel / gidal
he made great
‫ֵרשׁ‬
ֵ‫גּ‬ gērēš geresh he drove out / away
he conceived,
‫ָה ָרה‬ hārāh hara
became pregnant
he committed
‫ָזנָה‬ zānāh zana fornication, acted as
a prostitute*
‫ָח ַתם‬ hātam hatam he sealed
‫ִכּ ָסּה‬ kissāh kisa he covered

Verbs
he turned / changed
‫ֶה ַפּ ְך‬
ְ‫נ‬ nehpak nehpakh (himself); he was
turned/changed
he was honored;
‫נִ ְכ ַבּד‬ nikbad nikhbad he gained glory or
honor for himself
he was humiliated,
‫נִ ְכ ַלם‬ niklam nikhlam
he was ashamed
he humbled,
‫ִענָּה‬ ‘innāh ’ina
he afflicted
* This verb is often used figuratively for Israel’s disloyalty in trusting other
nations and/or chasing after other gods.
Lesson 20
62
Lesson 20
63
Lesson 20
64
Lesson 20
65
Lesson 20
66
Lesson 20
67
Lesson 20
68
Grammatical Remarks
topics as we continue to read the story of Judah and Tamar in Genesis 38.
Further Notes on Previous Material

• Nifal Yiqtol – We saw in the verb ‫ָחם‬ ֶ ‫( וַיִּ נּ‬Genesis 38:12) that there is a variant Yiqtol
form in the Nifal binyan that uses the short [e] instead of the long [ē] after the second
root letter. This is simply a variant form that appears with some roots; it does not affect
the meaning.
• Locative ‫ – ה‬In Genesis 38:13, we saw how a feminine singular form like ‫ִתּ ְמנָה‬
“Timnah” will take a construct ‫ ת‬when it is accompanied by the locative ‫ה‬, as in
‫ָתה‬
ָ ‫“ ִתּ ְמנ‬to Timnah.”
Weak Verbs
Hebrew contains many “weak verbs,” or verbs in which one (or more) of the root letters affects
the form of the verb in some way. We encountered some examples in this lesson, but we saw
that we could still use what we know of each binyan to identify the form. For example, even
though the third root letter of ‫סּה‬ ָ ‫ ִכּ‬causes the form of this verb to be different from a regular
verb like ‫ ִשׁ ֵבּר‬, we still know that it is a Piel verb because there is a strong dagesh in the second
root letter and a short [i] vowel after the first root letter.
Also, we saw that the gutturals in verbs like ‫שׁ ַלּח‬ ַ ‫( ֲא‬Genesis 38:17) can cause nearby vowels to
shift, often to the [a] vowel that is preferred by most gutturals. A guttural letter in a position that
would usually take a shewa often takes a reduced vowel instead (e.g. ‫אשׁוּ‬ ֲ ‫ ִה ְת ָבּ‬, ‫ֶא ַכל‬
ֱ ‫)וְ נ‬. In
verbs like ‫אשׁוּ‬ ֲ ‫ ִה ְת ָבּ‬, we saw that the changes we discussed in Lesson B17 in regard to gutturals
as the middle root letter of Piel and Pual verbs also apply to Hitpael verbs; here too the inability
to put a dagesh in the guttural can sometimes cause the preceding vowel to lengthen.
We will discuss all of these weak verb forms in more detail in Course C; but in the meantime,
know that for most of them, you will still be able to see the characteristic traits of each binyan.
Lesson 20
69
Homework
2. 1.
Across
‫ה‬ ‫נ‬ ‫ז‬
1. he committed ‫ָזנָה‬
fornication
4. 3.
3. he afflicted
5. 7. he drove away
8. he was honored
9. he sealed
Down
7. 6.
2. he conceived
4. he turned himself
8.
5. he covered
6. he was humiliated
9.
7. he caused to grow
ֻ ְ‫ַבּיּוֹם ַההוּא ִגּ ַדּל יְ הוָה ֶאת־י‬

‫הוֹשׁ ַע ְבּ ֵעינֵי‬ On that day, the LORD made Joshua
‫( ָכּל־יִ ְשׂ ָר ֵאל‬Josh. 4:14) great in the eyes of all Israel.
‫ָחשׁ‬ ְ ‫( ַה ַמּ ֶטּה ֲא ֶשׁר־נ‬Exo. 7:15)
ָ ‫ֶה ַפּ ְך ְלנ‬
‫ֹהנִ ים וְ ַה ְלוִ יִּ ם נִ ְכ ְלמוּ וַיִּ ְת ַק ְדּשׁוּ‬
ֲ ‫וְ ַהכּ‬
(2 Chr. 30:15)
‫( ִכּ ָסּה ֶה ָענָן ֶאת־ ַה ִמּ ְשׁ ָכּן‬Num. 9:15)

‫ַתּ ְחתֹּם‬
ַ ‫אַחאָב ו‬
ְ ‫ַתּ ְכתֹּב ְס ָפ ִרים ְבּ ֵשׁם‬
ִ‫ו‬
(1 Kgs. 21:8)
Lesson 20
70
‫אָמה‬‫ָרשׁ ָה ָ‬ ‫אַב ָר ָהם גּ ֵ‬
‫ֹאמר ְל ְ‬
‫ַותּ ֶ‬
‫)‪ַ (Gen. 21:10‬הזֹּאת וְ ֶאת־ ְבּנָהּ‬
‫ָדעוּ ִמ ְצ ַריִ ם ִכּי־ ֲאנִ י יְ הוָה‬
‫וְ י ְ‬
‫)‪ְ (Exo. 14:18‬בּ ִה ָכּ ְב ִדי ְבּ ַפ ְרעֹה‬
‫‪3. Circle the verb of the given binyan in each row:‬‬
‫‪Hitpael‬‬ ‫יִ ְג ַדּל‬ ‫יְ ַג ֵדּל‬ ‫יִ ְת ַגּ ֵדּל‬

‫‪Nifal‬‬ ‫ָכּ ַב ְד ִתּי‬ ‫נִ ְכ ַבּ ְד ִתּי‬ ‫ִכּ ַבּ ְד ִתּי‬
‫‪Piel‬‬ ‫ִח ְזּקוּ‬ ‫ָח ְזקוּ‬ ‫ִה ְת ַח ְזּקוּ‬
‫‪Qal‬‬ ‫ִתּ ָכּ ֵתב‬ ‫ִתּ ְכתֹּב‬ ‫ְתּ ַכ ֵתּב‬
‫‪Pual‬‬ ‫ַלּחוּ‬
‫ִה ְתגּ ְ‬ ‫ִגּ ְלּחוּ‬ ‫ֻגּ ְלּחוּ‬
‫‪Nifal‬‬ ‫ַתּ ָשּׁ ֵבר‬
‫וִ‬ ‫ַתּ ַשׁ ֵבּר‬
‫וְ‬ ‫ַתּ ְשׁבֹּר‬
‫וִ‬
‫‪Hitpael‬‬ ‫נִ ָקּ ֵדשׁ‬ ‫נִ ְת ַק ֵדּשׁ‬ ‫נִ ְק ַדּשׁ‬
‫‪Piel‬‬ ‫ִה ָקּ ֵבץ‬ ‫ְקבֹץ‬ ‫ַק ֵבּץ‬
‫‪Lesson 20‬‬
‫‪71‬‬

‫וְ ֻשׁ ַטּף‬ ‫שׁטף‬ Pual Weqatal 3ms
‫נִ ְכ ְרתוּ‬
‫וַנְּ ַס ֵפּר‬
‫ִתּ ְת ַנ ְשּׂאוּ‬
‫ָחבֹל‬
‫ְתּ ֻק ַלּל‬
‫וַיִּ ָקּ ֵהל‬
‫ִה ְת ַפּ ְתּ ִחי‬

Lesson 20
72
Lesson 21
The Hifil Verb

Lesson Description:
In this lesson, we return to our discussion of the Hebrew verbal system and learn about the Hifil
verb, the active causative binyan. While we learn about the unique morphology of this verb, we
will also compare this form to the previous binyanim we have learned. Finally, we will read
some examples of Hifil verbs in the biblical text and see how much we are now able to translate!
Total New Words 210
Lesson 21
73
Vocabulary
‫ֶה ֱא ִמין‬ he’ĕmîn he’emin he trusted, he believed
he took hold (of),

(-‫ֶה ֱח ִזיק ) ְבּ‬ hehĕzîq heheziq
he seized
he caused (something)
‫ֶה ֱע ִביר‬ he‘ĕbîr he’evir
to pass over/through/by
he stationed, he caused
‫ֶה ֱע ִמיד‬ he‘ĕmîd he’emid
(something) to stand
he made to smoke
‫ִה ְק ִטיר‬ hiqtîr hiktir (usually of sacrifices;
also of burning incense)
Verbs
he had/gave insight, he
‫ִה ְשׂ ִכּיל‬ hiśkîl hiskil
considered/understood
he spoiled, he ruined,
‫ִה ְשׁ ִחית‬ hišhît hishhit
he destroyed
he rose early (to get an

‫ִה ְשׁ ִכּים‬ hiškîm hishkim
early start at something)
he annihilated,
‫ִה ְשׁ ִמיד‬ hišmîd hishmid
he exterminated (people)
he caused to hear / be
‫יע‬
ַ ‫ִה ְשׁ ִמ‬ hišmî́a‘ hishmía
heard, he proclaimed
See page 228 for the complete paradigm of the Hifil binyan.
Lesson 21
74
Lesson 21
75
Lesson 21
76
Lesson 21
77
Lesson 21
78
Lesson 21
79
Lesson 21
80
Lesson 21
81
Lesson 21
82
Grammatical Remarks
In this lesson we discuss the Hifil binyan, the active member of the causative H stem. The full
paradigm of the forms is in your workbook, but here are a few extra notes:
Important things to remember about the form of Hifil:
1. The prefix ‫ ִה‬is visible before the root in every Qatal or Weqatal form.
2. All prefix conjugations have a short [a] vowel under the prefix letter, which is ‫נ‬/‫ת‬/‫י‬/‫א‬
for Yiqtol/Wayyiqtol and ‫ ה‬for the imperative and infinitive forms.
Hifil Suffix Conjugations (Qatal/Weqatal)

• Hifil prefix – The prefix ‫( ִה‬or possibly ‫ ֶה‬before a guttural) is visible before the root in
every Qatal or Weqatal form. The first root letter takes a silent shewa, closing this first
syllable.
• 3ms, suffixed vowel (‫יך‬ְ ‫ ִה ְשׁ ִל‬, ‫ – ) ִה ְשׁ ִליכוּ‬In the 3ms form and in the forms to which
only a vowel is suffixed (3fs and 3cp), the vowel of the second root letter is [î], marked
with the mater lectionis ‫י‬. The 3fs and 3cp forms have a penultimate accent.
• Suffixed consonant (‫ – ) ִה ְשׁ ַל ְכ ִתּי‬In forms whose suffix begins with a consonant, the
second root letter is [a]. The 1cs, 2ms, and 1cp forms have a penultimate accent.
Hifil Prefix Conjugations (Yiqtol/Wayyiqtol, Imperative, Infinitive)

All prefix conjugations use an [a] vowel under the prefix letter. The first root letter takes a silent
shewa, closing this first syllable. The letter of the Yiqtol prefix replaces the ‫ ה‬of Hifil, as in the
Hitpael binyan; but the [a] vowel remains. When the Yiqtol prefix drops in the infinitive and
imperative, the ‫ ה‬of the original Hifil prefix reappears.
• Yiqtol (‫יך‬
ְ ‫ַשׁ ִל‬
ְ ‫ – )י‬The basic vowel of the second root letter is [î], marked with the mater
lectionis ‫ י‬and accented in all forms. The 2fp/3fp form (‫תּ ְשׁ ֵל ְכנָה‬ַ ) has a penultimate
accent and uses the [ē] vowel after the second root letter.
• Wayyiqtol (‫ – ) ַו ַיּ ְשׁ ֵל ְך‬The Wayyiqtol forms that have no suffix use the [ē] vowel after the
second root letter. This is the only place in the strong verb where we can see the original
difference between the two historical prefix forms, Yiqtol and Wayyiqtol. (There are
some exceptions in which a Wayyiqtol form behaves like Yiqtol by analogy, using the [î]
vowel.)
• Imperative (‫ – ) ַה ְשׁ ֵל ְך‬The imperative form is based on the vowel pattern of the prefixed
verb, though the m.s. form takes the [ē] vowel after the second root letter like Wayyiqtol.
• Infinitive Absolute (‫ – ) ַה ְשׁ ֵל ְך‬This form takes the [ē] vowel after the second root letter,
so it can only be distinguished from the m.s. imperative by the context.
• Infinitive Construct (‫ – ) ַה ְשׁ ִלי ְך‬This form takes the [î] vowel after the second root letter.
Lesson 21
83
Homework
‫יע‬
ַ ‫ֱמיד ִה ְק ִטיר ִה ְשׂ ִכּיל ִה ְשׁ ִחית ִה ְשׁ ִכּים ִה ְשׁ ִמ‬
ִ ‫ֶהע‬
a) ‫ִה ְשׂ ִכּיל‬ b) c)
d) e) f)
ֶ ‫רוּח ַעל־ ָה‬

‫אָרץ‬ ַ ‫ֲבר ֱאל ִֹהים‬
ֵ ‫( ַו ַיּע‬Gen. 8:1) God caused a wind to pass over the
earth.
‫ַשׁ ִמיד ֶאת־ ַהגּוֹיִ ם ָה ֵא ֶלּה‬
ְ ‫הוּא־י‬
(Deut. 31:3)
‫ָדיו‬
ָ ‫ַחזֵק ִבּ ְבג‬
ֲ ‫ַויּ‬ (2 Kgs. 2:12)
Lesson 21
84
ֲ ‫ִאם־לֹא י‬
‫ַא ִמינוּ‬ (Exo. 4:8)
‫ֹאמר יְ הוָה ֶאל־מ ֶֹשׁה ַה ְשׁ ֵכּם ַבּבּ ֶֹקר‬

ֶ ‫ַויּ‬
(Exo. 8:16)
‫לֹא־ ֶה ֱא ַמנְ ֶתּם ִבּי‬ (Num. 20:12)
‫( ִה ְק ִריבוּ עֹלוֹת ֵלאל ֵֹהי יִ ְשׂ ָר ֵאל‬Ezra 8:35)
3. Fill in the correct Qatal or Yiqtol form of the Hifil verb ‫המליך‬
ְ in each
given subjects.
‫יך ֶאת־ ְשׁלֹמֹה‬

ְ ‫( ֲאדֹנֵינוּ ַה ֶמּ ֶל ְך־ ָדּוִ ד ִה ְמ ִל‬1 Kgs. 1:43)
“Our lord King David has made Solomon king.”

ְ ‫ַה ֶמּ ֶל ְך־ ָדּוִ ד ִה ְמ ִל‬ King David made Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫ֲאנִ י‬ made Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫ָשׁים‬

ִ ‫ָה ֲאנ‬ made Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫אַתּם‬

ֶ made Solomon king.

ְ ‫ַה ֶמּ ֶל ְך־ ָדּוִ ד ַי ְמ ִל‬ King David will make Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫ַחנוּ‬

ְ ‫ֲאנ‬ will make Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫ָה ִא ָשּׁה‬ will make Solomon king.
‫ֶאת־ ְשׁלֹמֹה‬ ‫אַתּ‬

ְ will make Solomon king.
Lesson 21
85
4. Identify the root, verb form, and subject of each of the following Hifil verbs:
‫ִה ְב ַדּ ְל ִתּי‬ ‫בדל‬ Qatal 1cs
‫ַשׁ ִאירוּ‬
ְ‫י‬
‫ַתּ ְג ִדּילוּ‬
ַ‫ו‬
‫ַה ְע ִתּירוּ‬
‫ַכ ִרית‬
ְ‫נ‬
‫ַתּ ְק ֵרא‬
ַ‫ו‬
‫ישׁה‬
ָ ‫ִה ְל ִבּ‬
‫יקי‬
ִ ‫ַה ֲח ִז‬
Lesson 21
86
Oxford, 1910. (§53 = pp. 144-49)
3. Lambdin, T.O., Introduction to Biblical Hebrew, Norwich, 1976.
(§157-58, 160 = pp. 211-14, 218-19)
Lesson 21
87
Lesson 22
The Hufal Verb

Lesson Description:
In this lesson, we will finish our discussion of the Hebrew binyanim by learning about the
morphology and voices of the Hufal binyan, the passive member of the causative verb group. As
we read biblical texts to find examples of the Hufal verb form, we will also be able to contrast
this verb with its active counterpart, Hifil, and with the other binyanim we have learned.
Total New Words 220
Lesson 22
89
Vocabulary
‫ַמ ְלכוּת‬ malkût malkhut royalty, royal power,
Noun
reign, kingdom (f.s.)
Chaldeans (people
Proper ‫ַכּ ְשׂ ִדּים‬ kaśdîm kasdim living in region of
Noun lower Tigris and
Euphrates)
‫ָדּ ַבק‬ dābaq davak he clung (to)
‫ִה ְב ִדּיל‬ hibdîl hivdil he divided,

he separated
he caused to stick /
‫ִה ְד ִבּיק‬ hidbîq hidbik cling (to); he pursued
closely
he devoted to the
‫ֶה ֱח ִרים‬ hehĕrîm heherim LORD (usually by
destroying entirely);
he destroyed
Verbs
he cut off (from life),
‫ִה ְכ ִרית‬ hikrît hikhrit he cut down /
destroyed
he gave as a
‫ִהנְ ִחיל‬ hinhîl hinhil possession /
inheritance; he
caused to inherit
‫ִה ְפ ִקיד‬ hipqîd hifkid he appointed, made

overseer; he entrusted
‫ָחל‬
ַ‫נ‬ nāhal nahal he took possession,
he inherited
f. = feminine s. = singular
See page 230 for the complete paradigm of the Hufal binyan.
Lesson 22
90
Lesson 22
91
Lesson 22
92
Lesson 22
93
Lesson 22
94
Lesson 22
95
Lesson 22
96
Lesson 22
97
Lesson 22
98
Grammatical Remarks
In this lesson we discuss the Hufal binyan, the passive member of the causative H stem. Every
Hufal verb corresponds to an active Hifil verb. For example, the passive form of the active Hifil
verb ‫יך‬
ְ ‫“ ִה ְשׁ ִל‬he threw” is simply the Hufal form of the same root: ‫“ ָה ְשׁ ַל ְך‬it was thrown.” The
full paradigm of the forms is in your workbook, but here are a few extra notes:
Important things to remember about the form of Hufal:
1. All conjugations have a short [o] vowel or short [u] vowel under the prefix letter, which
is ‫ ה‬for the Qatal/Weqatal and infinitive forms, and ‫נ‬/‫ת‬/‫י‬/‫ א‬for the Yiqtol/Wayyiqtol
forms.
Hufal Suffix Conjugations (Qatal/Weqatal)

• Hufal prefix – The prefix ‫[ ָה‬ho-] or ‫ה‬ ֻ [hu-] is visible before the root in every Qatal or
Weqatal form. (There is no difference in meaning between these two variant vowel
patterns.) The first root letter takes a silent shewa, closing this first syllable.
• Basic form (‫ – ) ָה ְשׁ ַל ְך‬The basic vowel of the second root letter is [a]. When only a
vowel is suffixed to the root (‫) ָה ְשׁ ְלכוּ‬, the accent moves forward to the suffixed vowel,
causing the original [a] vowel of the second root letter to reduce to a shewa.
Hufal Prefix Conjugations (Yiqtol/Wayyiqtol)

All prefix conjugations use the [o] or [u] vowel under the prefix letter. The first root letter takes
a silent shewa, closing this first syllable. The letter of the Yiqtol prefix replaces the ‫ ה‬of Hufal;
but the [o] or [u] vowel remains. When the Yiqtol prefix drops in the infinitive, the ‫ ה‬of Hufal
reappears.
• Yiqtol (‫ָשׁ ַל ְך‬
ְ ‫ – )י‬The vowel of the second root letter is [a]. When only a vowel is suffixed
to the root (‫ָשׁ ְלכוּ‬ ְ ‫)י‬, the accent moves forward to the suffix, causing the original [a]
vowel of the second root letter to reduce to a shewa. The accent of the 2fp/3fp form is
penultimate.
• There is no imperative form for this passive binyan. The infinitive forms are very rare,
and they are distinguished by the vowel of the second root letter. The infinitive construct
uses a short [a] vowel (‫) ָה ְשׁ ַל ְך‬, while the infinitive absolute uses a long [ē] vowel
(‫) ָה ְשׁ ֵל ְך‬.
Lesson 22
99
Homework
1.
Across
‫ה‬
4. he separated
‫ח‬ 6. Chaldeans
3. 2.
‫ר‬ 7. he cut off

5. 4.
‫י‬ 9. he caused to
6.
inherit/possess
‫ם‬ Down
7. 1. he devoted ‫ֶה ֱח ִרים‬
2. he clung
3. royalty
8.
5. he made stick
9.
7. he appointed
8. he inherited
‫אַתּה ָה ְשׁ ַל ְכ ָתּ ִמ ִקּ ְב ְר ָך‬
ָ ְ‫( ו‬Isa. 14:19) But you have been cast out from
your tomb.
‫לֹא נִ נְ ַחל ִא ָתּם‬ (Num. 32:19)
‫וּבין ַהח ֶֹשׁ ְך‬

ֵ ‫ַב ֵדּל ֱאל ִֹהים ֵבּין ָהאוֹר‬
ְ ‫ַויּ‬
(Gen. 1:4)
‫( ֲא ֶשׁר ָה ְמ ַל ְך ַעל ַמ ְלכוּת ַכּ ְשׂ ִדּים‬Dan. 9:1)

ֶ ‫( וְ ִה ְכ ִריתוּ ֶאת־ ְשׁ ֵמנוּ ִמן־ ָה‬Josh. 7:9)
‫אָרץ‬
Lesson 22
100
‫ִה ְפ ִקיד אֹתוֹ ְבּ ֵביתוֹ‬ (Gen. 39:5)
ֶ ‫אוֹתם ֶאת־ ָה‬

‫אָרץ‬ ָ ‫( הוּא יַנְ ִחיל‬Deut. 3:28)
3. Fill in the correct Qatal or Yiqtol form of the Hufal verb ‫ הכלם‬in each
given subjects. (You may use either the basic form with the [o] vowel or the
variant with the [u].)
‫ָשׁים ט ִֹבים ָלנוּ ְמאֹד וְ לֹא ָה ְכ ַל ְמנוּ‬

ִ ‫( וְ ָה ֲאנ‬1 Sam. 25:15)
“But the men were very good to us; and we were not insulted.”
‫ ֻה ְכ ַל ְמנוּ‬/ ‫ַחנוּ לֹא ָה ְכ ַל ְמנוּ‬

ְ ‫ֲאנ‬ We were not insulted.
. ‫הוּא לֹא‬ was not insulted.
. ‫אַתּה לֹא‬
ָ were not insulted.
. ‫ֵה ָמּה לֹא‬ were not insulted.
‫ֻכ ַלם‬
ְ ‫ נ‬/ ‫ָכ ַלם‬
ְ ‫ַחנוּ לֹא נ‬
ְ ‫ֲאנ‬ We will not be insulted.
. ‫ִהיא לֹא‬ will not be insulted.
. ‫אַתּם לֹא‬ ֶ will not be insulted.
. ‫אָנ ִֹכי לֹא‬ will not be insulted.
Lesson 22
101
4. Identify the root, verb form, and subject of each of the following Hufal verbs:
‫ָה ְפ ַקד‬ ‫פקד‬ Qatal 3ms

‫ֻשׁ ְלכוּ‬
ְ‫י‬
‫וְ ֻה ְשׁ ַכּב‬
‫ָהנְ ַח ְל ִתּי‬
‫ָח ַרם‬
ֳ‫י‬
‫ַתּ ְשׁ ְל ִכי‬
ֻ‫ו‬
‫ָהנְ ְתּקוּ‬
‫ָה ֳח ֵרב‬
Lesson 22
102
Oxford, 1910. (§53 = pp. 144-49)
2. Joüon, P., Muraoka, T., A Grammar of Biblical Hebrew, Rome, 1996. (§57 = p. 166)
Lesson 22
103
Lesson 23
Tamar Succeeds
Lesson Description:
In this lesson we will continue the story of Judah and Tamar. We will find examples in the text
of the different verbs we have learned, and we will review the characteristics of all seven
Hebrew binyanim. We will also discuss some peculiarities of the Hebrew language: Is the same
root always used with the same meaning? Can the Hifil binyan have a passive that is not Hufal?
Total New Words 230
Lesson 23
105
Vocabulary
he destroyed,
‫ִא ַבּד‬ ’ibbad ’ibad
he killed, he wiped out
he destroyed,
‫ֶה ֱא ִביד‬ he’ĕbîd he’evid
he put to death
he made great,
‫ִה ְג ִדּיל‬ higdîl higdil he magnified*;
he did great things
he mentioned,
‫ִה ְז ִכּיר‬ hizkîr hizkir brought to mind (i.e.
caused to remember)
he vexed,
Verbs ‫ִה ְכ ִעיס‬ hik‘îs hikhis
he provoked to anger
‫ִה ְס ִתּיר‬ histîr histir he concealed, he hid
he gave attention,
‫ִה ְק ִשׁיב‬ hiqšîb hikshiv
he listened
‫ִה ְשׁ ִאיר‬ hiš’îr hishir he left over, he spared
he added, increased;
‫ָסף‬
ַ‫י‬ yāsap yasaf
he did again
he was righteous;
‫ָצ ַדק‬ sādaq tsadak he was justified;
he was in the right
* This verb is sometimes used in a negative sense: “he became arrogant”

(i.e. considered himself to be great).
Lesson 23
106
Lesson 23
107
Lesson 23
108
Lesson 23
109
Lesson 23
110
Lesson 23
111
Lesson 23
112
Grammatical Remarks
topics as we continue to read the story of Judah and Tamar in Genesis 38.
Parallelism
In Genesis 38:19, we encountered the Hebrew phenomenon of parallelism, in which similar (or
sometimes exactly opposite) words or phrases are repeated. It is usually customary to speak of
parallelism as one of the typical characteristics of biblical poetry, as we will discuss in more
detail in Course D, but this phenomenon also exists in prose. Parallelism can happen even over a
range of verses. For example, in Genesis 38:14, Tamar took off her widow’s garments and put
on a veil; but in verse 19, she took off the veil and put on her widow’s garments. The parallelism
in this particular context is a literary device to mark the beginning and end of a specific narrative
section.
Same Root – Different Meanings

We saw several examples in this lesson of a common semantic phenomenon that sometimes
happens with Hebrew roots. We can find in Hebrew different words that share a common root,
but which use that same root with a certain meaning in one word and exactly the opposite
meaning in another word. For example, compare ‫שׁה‬ ָ ‫“ ְק ֵד‬prostitute” with ‫“ ָקדוֹשׁ‬holy,” or
‫“ גָּאַל‬redeem” with ‫ֵאל‬ ֵ ‫“ גּ‬defile.” While knowing the basic meaning of a root is often helpful
when encountering a new word, be aware that sometimes a meaning from one word will not
apply in another, so you should look up the new word in a lexicon to be sure.
Hifil & Nifal

There are a number of verbs in which the regular passive of an active Hifil verb is not Hufal, but
rather Nifal. For example, the active Hifil verb ‫“ ִה ְס ִתּיר‬he hid” corresponds to the passive
Nifal verb ‫תּר‬ ַ ‫“ נִ ְס‬he was hidden.” (In this case, and also in several other Hifil/Nifal roots, the
Nifal verb could also have a reflexive meaning in certain contexts, e.g. ‫תּר‬ ַ ‫“ נִ ְס‬he hid himself.”)
Lesson 23
113
Homework
1. With the help of the lesson 23 vocabulary list (and our previous vocabulary),
match each of the following Hebrew verbs to its translation.
‫ִה ְס ַתּ ְר ִתּי‬ you (m.s.) will mention

‫אָבדוּ‬ ְ we remained
‫ַתּ ְז ִכּיר‬ I concealed
‫אַרנוּ‬ ְ ‫נִ ְשׁ‬ we spared
‫ֶה ֱא ִבידוּ‬ they perished
‫נִ ְס ַתּ ְר ִתּי‬ you (m.s.) will remember
‫אַרנוּ‬ְ ‫ִה ְשׁ‬ I hid myself
‫ִתּ ְזכֹּר‬ they put to death
‫ָס ְפ ָתּ ְל ָך עוֹד ָשׁלֹשׁ ָע ִרים‬

ַ ‫( וְ י‬Deut. 19:9) You shall add for yourself three
more cities.
‫ַכ ֵעס ֶאת־יְ הוָה ֱאל ֵֹהי יִ ְשׂ ָר ֵאל‬
ְ ‫ַויּ‬
(1 Kgs. 22:54)
‫ָרא‬
ֵ ‫ַס ֵתּר מ ֶֹשׁה ָפּנָיו ִכּי י‬
ְ ‫( ַויּ‬Exo. 3:6)
‫ַה ְק ִשׁיבוּ ֵא ַלי ַע ִמּי‬ (Isa. 51:4)
‫ַתּ ְג ֵדּל ַח ְס ְדּ ָך‬

ַ ‫ֶיך ו‬
ָ ‫ָמ ָצא ַע ְב ְדּ ָך ֵחן ְבּ ֵעינ‬
(Gen. 19:19)
‫וְ ִא ַבּ ְד ֶתּם ֶאת־ ְשׁ ָמם ִמן־ ַה ָמּקוֹם ַההוּא‬

(Deut. 12:3)
ַ ‫ַבּיהוָה יִ ְצ ְדּקוּ וְ יִ ְת ַה ְללוּ ָכּל־ז‬
‫ֶרע יִ ְשׂ ָר ֵאל‬
(Isa. 45:25)
Lesson 23
114
‫‪3. Circle the verb of the given binyan in each row:‬‬
‫‪Hifil‬‬ ‫י ְַג ִדּיל‬ ‫יְ ַג ֵדּל‬ ‫יִ ְג ַדּל‬

‫‪Nifal‬‬ ‫אַר ָתּ‬
‫ָשׁ ְ‬ ‫אַר ָתּ‬
‫נִ ְשׁ ְ‬ ‫אַר ָתּ‬
‫ִה ְשׁ ְ‬
‫‪Hufal‬‬ ‫ָכ ַלם‬
‫נְ‬ ‫נִ ָכּ ֵלם‬ ‫ַכ ִלים‬
‫נְ‬
‫‪Piel‬‬ ‫ֶה ֱא ַב ְדנוּ‬ ‫אָ ַב ְדנוּ‬ ‫ִא ַבּ ְדנוּ‬
‫‪Hifil‬‬ ‫ָה ְפ ַק ְד ֶתּם‬ ‫ִה ְפ ַק ְד ֶתּם‬ ‫ְפּ ַק ְד ֶתּם‬
‫‪Qal‬‬ ‫ַתּ ְצ ִדּיק‬ ‫ְתּ ַצ ֵדּק‬ ‫ִתּ ְצ ַדּק‬
‫‪Hitpael‬‬ ‫אַבּ ְל ִתּי‬
‫ִה ְת ַ‬ ‫ֶה ֱא ַב ְל ִתּי‬ ‫אָב ְל ִתּי‬
‫ַ‬
‫‪Hifil‬‬ ‫ִה ָשּׁ ֵחת‬ ‫ַשׁ ֵחת‬ ‫ַה ְשׁ ֵחת‬
‫‪115‬‬

‫ָצ ַד ְק ִתּי‬ ‫צדק‬ Qal Qatal 1cs
‫ֻגּעוּ‬
ְ ‫יְ נ‬
‫וְ ִח ַבּ ְר ָתּ‬
‫ָח ַרם‬
ֳ‫י‬
‫וַנִּ ְפרֹשׂ‬
‫יבי‬
ִ ‫ַה ְק ִשׁ‬
‫ָא ְת ַמ ֵשּׁל‬
ֶ‫ו‬
‫ִה ָשּׁ ֵמד‬

Lesson 23
116
Lesson 24
Participles, con’t
Lesson Description:
While we finish reading the story of Judah and Tamar in this lesson, we will encounter the
participle in several unfamiliar forms. We will discover what the participle looks like in each one
of the new binyanim we have learned. Returning to the final verses of Genesis 38, we will also
examine how the characters and motifs here fit into the broader story from Abraham to David.
Total New Words 240
Lesson 24
117
Vocabulary
‫ֶפּ ֶרץ‬ péres pérets breach, outburst (m.s.)
scarlet (especially as a
Nouns ‫ָשׁנִ י‬ šānî shani
thread/material) (m.s.)
‫ֶמ ְר ָכּ ָבה‬ merkābāh merkava chariot (f.s.)
he was silent
‫ֶה ֱח ִרישׁ‬ hehĕrîš heherish
(i.e. showed silence)
‫ִה ְל ִבּישׁ‬ hilbîš hilbish he clothed (transitive)
he made prosperous /
‫יח‬
ַ ‫ִה ְצ ִל‬ hislî́ah hitslíah successful; he
prospered / succeeded
Verbs he rose, shone (often

‫ָרח‬
ַ‫ז‬ zārah zarah
of sun); he appeared
‫ָפּ ַרץ‬ pāras parats he broke through*
he burned sacrifices /
‫ִק ֵטּר‬ qitter kiter
incense (made smoke)
he spied out (i.e.

‫ִרגֵּל‬ riggēl rigel
walked about as a spy)
* This verb can also appear with the nuance of “break down (a wall/gate),”
“break out (from an enclosure),” “increase (i.e. break over limits),” etc.
See pages 223 (Nifal), 225 (Piel), 226 (Pual), 227 (Hitpael), 229 (Hifil), and 230
(Hufal) for the complete paradigm of the participle form in each binyan.
Lesson 24
118
Lesson 24
119
Lesson 24
120
Lesson 24
121
Lesson 24
122
Lesson 24
123
Lesson 24
124
Grammatical Remarks
The Participle Form in Other Binyanim
In Lesson B5 we learned about the Qal participle. Now we learn the participle forms for the
other six binyanim. The full paradigm of the forms is in your workbook, but here are a few extra
notes:
• Doubled verbs (Piel, Pual, Hitpael), H stem (Hifil, Hufal) – The participle takes the
basic vowel pattern of the Yiqtol form, but uses the prefix ‫ מ‬instead of the Yiqtol prefix.
o Pual, Hufal – The binyanim that usually take a short [a] vowel after the second
root letter in the Yiqtol verb take a long [ā] vowel in the participle. This qamats
remains visible even when a plural suffix is added.
• Nifal – The Nifal participle looks more like the Qatal form, since it preserves the
prefixed ‫ נ‬of the N stem. The only difference between the Nifal participle and the Nifal
3ms Qatal form is that the participle uses the long [ā] vowel after the second root letter,
as opposed the short [a] vowel seen under the second root letter of the Qatal verb. As
with Pual and Hufal, this qamats remains visible even when a plural suffix is added.
• Suffixes of the Participle – As with Qal, the participle of any binyan takes only the
number and gender endings of an adjective; it does not mark first/second/third person.
Uses of the Participle (See the grammatical remarks from Lesson B5 for more details.)
• Noun – When used as a noun, the participle is used for the person who does the action of
the verb: “the one who does X.” Sometimes the literal translation, “He who does X,”
might have a more simple English translation, e.g. ‫ֹתב‬
ֵ ‫“ כּ‬he who writes” = “writer.”
• Adjective – As an adjective, the participle follows the noun it describes and matches it in
gender, number, and definiteness. The participle might also be seen in an adjectival
construction like ‫ֹתב‬ֵ ‫“ ָה ִאישׁ ַהכּ‬the man who is writing.” Though the adjective of an
active/reflexive/reciprocal binyan can usually be translated with the suffix “-ing,” the
participles of the passive binyanim usually take a passive English form, e.g. ‫מ ְשׁ ָל ְך‬
ֻ
“thrown.”
• Verb – The participle as a verb expresses a relationship of inclusion, which is usually
best translated by the English progressive (“-ing”). As the Qatal and Yiqtol forms can
express anteriority (“before”) or posteriority (“after”) in past, present, or future, so also
the participle can express a relationship of inclusion in any of these times: “was/is/will be
doing.”
Lesson 24
125
Homework
1.
Across
‫פ‬
2. breach
‫ר‬ 4. he clothed
3. 2.
‫ץ‬ 6. he was silent

8. he rose
5. 4.
9. chariot
Down
6. 1. he broke ‫ָפּ ַרץ‬
through
3. he spied out
7.
5. scarlet
6. he succeeded
9. 8.
7. he burned
sacrifices
Lesson 24
126
2. Write the number of the correct translation after each phrase, paying attention
to how the highlighted participle is used in each context (as a noun, adjective,
or verb).
‫יח‬
ַ ‫( ִאישׁ ַמ ְצ ִל‬Gen. 39:2) 2
‫( ַה ַמּ ֲחנֶה ַה ִנּ ְשׁאָר‬Gen. 32:9)
‫( הוּא ְל ַבדּוֹ ִנ ְשׁאָר‬Gen. 42:38)
‫אַתּם‬ ֶ ‫ֹאמר ֲא ֵל ֶהם ְמ ַר ְגּ ִלים‬ ֶ ‫( ַויּ‬Gen. 42:9)
‫ֳמד ַבּ ֶמּ ְר ָכּ ָבה‬
ָ ‫( ַה ֶמּ ֶל ְך ָהיָה ָמע‬1 Kgs. 22:35)
ַ ‫ֹאמר ֶאת־‬
‫אַחי אָנ ִֹכי ְמ ַב ֵקּשׁ‬ ֶ ‫( ַויּ‬Gen. 37:16)
‫ַחנוּ ֶאת־ ַה ָמּקוֹם ַהזֶּה‬
ְ ‫( ִכּי־ ַמ ְשׁ ִח ִתים ֲאנ‬1 Sam. 9:11)
‫ ז ְֹב ִחים ַבּגַּנּוֹת וּ ְמ ַק ְטּ ִרים‬... ‫( ָה ָעם ַה ַמּ ְכ ִע ִסים א ִֹתי‬Isa. 65:3)
1. He alone is left.
2. a successful man
3. the camp which remains
4. He said to them, “You are spies.”
5. For we are about to destroy this place.
6. The king was propped up in the chariot.
7. And he said, “I am seeking my brothers.”
8. a people who provoke me to anger,
sacrificing in gardens and burning incense
Lesson 24
127
3. Identify the root, binyan, gender (masculine or feminine), and number (singular
or plural) of each participle below:
Verb Root Binyan Gender Number

‫ְמ ַנגֵּן‬ ‫נגן‬ Piel masculine singular
‫ַדּ ִבים‬
ְ ‫ִמ ְתנ‬
‫ֻמ ְר ֶבּ ֶכת‬
‫ְמ ֻשׁ ָבּ ִצים‬
‫צ ְֹמחוֹת‬
‫נִ ְק ָרע‬
‫ַמ ְפ ֶר ֶסת‬
‫ְמ ַב ְשּׂרוֹת‬
‫וְ ֶה ֱח ִרישׁוּ ָה ָעם‬ (2 Kgs. 18:36) But the people were silent.
‫ַתּ ְל ֵבּשׁ ֶאת־ ַי ֲעקֹב ְבּנָהּ‬

ַ‫ו‬ (Gen. 27:15)
‫ִק ְטּרוּ ַעל־ ֶה ָה ִרים‬ (Isa. 65:7)
ֻ ְ‫אָכים ֲא ֶשׁר־ ָשׁ ַלח י‬

‫הוֹשׁ ַע ְל ַרגֵּל‬ ִ ‫ַה ַמּ ְל‬
(Josh. 6:25)
‫רוּשׁ ַלִם‬
ָ ְ‫חוֹמת י‬
ַ ‫וַיִּ ְפרֹץ ְבּ‬ (2 Kgs. 14:13)
‫ִכּי־ ָע ָשׂה יְ הוָה ֶפּ ֶרץ ְבּ ִשׁ ְב ֵטי יִ ְשׂ ָר ֵאל‬

(Jdg. 21:15)
‫אוֹר ָך‬
ֶ ‫ָרח ַבּח ֶֹשׁ ְך‬
ַ ‫וְ ז‬ (Isa. 58:10)
Lesson 24
128
Lesson 25
Hebrew Adverbs
Lesson Description:
What do Hebrew adverbs look like? In this lesson, we will learn about some different ways in
which adverbs are formed in the Hebrew language. We will find examples in the biblical text of
each type of adverb. Our examples will include some verses that we read in Course A, but now
have the Hebrew understanding to translate more completely!
Total New Words 250
Lesson 25
129
Vocabulary
faithfulness,
‫ֱאמוּנָה‬ ’ĕmûnāh ’emuna
steadfastness (f.s.)
Nouns
‫ָע ֶלה‬ ‘āleh ’ale leaf, leafage (m.s.)
Proper ‫הוֹשׁ ָפט‬

ָ ְ‫י‬ yəhôšāpāt yəhoshafat Jehoshaphat
Noun
Adjective ‫ ֵריק‬/ ‫ֵרק‬ rēq / rêq rek empty, worthless
freely, for
‫ִחנָּם‬ hinnām hinam nothing;
without cause
‫יוֹמם‬
ָ yômām yomam daytime, by day
‫ִפּ ְתאֹם‬ pit’ōm pit’om suddenly

Adverbs
empty(-handed),
‫יקם‬
ָ ‫ֵר‬ rêqām rekam
emptily, vainly
the day before

‫ִשׁ ְלשֹׁם‬ šilšōm shilshom
yesterday*
‫ָשׁ ָמּה‬ šā́mmāh sháma thither (=to there)
* Always appears in combination with ‫ ֶא ְתמוֹל‬/ ‫ ְתּמוֹל‬as an idiom

(‫ ֶא ְתמוֹל ִשׁ ְלשֹׁם‬/ ‫) ְתּמוֹל ִשׁ ְלשֹׁם‬, meaning “previously,” “formerly,”
“up until now.”
Lesson 25
130
Lesson 25
131
Lesson 25
132
Lesson 25
133
Lesson 25
134
Lesson 25
135
Lesson 25
136
Lesson 25
137
Lesson 25
138
Grammatical Remarks
In this lesson we spoke about Hebrew adverbs. An adverb is a word that modifies any other
part of language (except for nouns, which are usually modified by determiners or adjectives).
Adverbs can modify verbs, adjectives, numbers, clauses, sentences and other adverbs. Adverbs
typically answer questions such as how?, when?, where?, why? and to what extent?.
In contrast to English and other languages in which there is a very common adverbial morpheme
(“-ly” in English), in Hebrew there is no such automatic way to create an adverb. In this lesson
we learned about five common morphological categories into which Hebrew adverbs fall:
1. Basic Adverbs (e.g. ‫“ ְמאֹד‬very”) – There are a number of short words in Hebrew that
are used in a fixed manner in an adverbial role. Since these adverbs have no distinct
common morphological characteristic, we simply need to memorize these words as they
are.
2. Adverbial Suffix (e.g. ‫יוֹמם‬ָ “by day”) – A small group of adverbs are declined with a
suffix in a similar manner to how English adverbs are declined with [-ly]. There are two
variants to the adverbial suffix: [-ām] and [-ōm]. (Historically, these were the same
suffix.) In contrast to English, this group is small and limited, and this suffix can not be
freely added to any noun.
3. Hifil Infinitive Absolute (e.g. ‫יטב‬
ֵ ‫“ ֵה‬well”) – As we mentioned in Lesson B9 (on the
infinitive absolute), a number of Hifil infinitive absolute forms became frozen forms of
the adverb in Hebrew. (These forms can also be used in the other roles of the infinitive.)
4. Preposition + Substantive (e.g. ‫מת‬ ֶ ‫“ ֶבּ ֱא‬in truth”) – Another way to create an adverb in
Hebrew is to combine a preposition with a substantive. A substantive is any word or
word group that functions syntactically as a noun. This can include nouns, pronouns, and
other particles that function like nouns in a sentence.
5. Doubling of a Noun (e.g. ‫“ ְשׁנַיִ ם ְשׁנַיִ ם‬two by two”) – Adverbs can also be created by
doubling a noun. When the same noun appears consecutively, with one identical noun
directly after the next, this can often be used in a sentence in an adverbial role. As seen in
examples like ‫“ יוֹם ְבּיוֹם‬every day,” sometimes a preposition might also be included
here.
Lesson 25
139
Homework
1. Match each adverb on the left with the word on the right that has the same root.
(We have already learned each of the words on the right; so if you don’t
remember one of them, take a minute to look it up in the course vocabulary
spreadsheet!)
“wherever” ‫ַבּ ֲא ֶשׁר‬ ‫ָר ַחק‬

“as a favor” ‫ִחנָּם‬ ‫ָשׁלֹשׁ‬
“three days ago” ‫ִשׁ ְלשֹׁם‬ ‫ֲא ֶשׁר‬
“forever” ‫עוֹלם‬
ָ ‫ְל‬ ‫ֶא ָחד‬
“far off” ‫ְבּ ָרחוֹק‬ ‫ֵחן‬
“as one” ‫ְכּ ֶא ָחד‬ ‫ִמ ַהר‬
“well”‫יטב‬
ֵ ‫ֵה‬ ‫עוֹלם‬
ָ
“quickly” ‫ַמ ֵהר‬ ‫טוֹב‬
ַ ‫ֶאל־ ַעם ֲא ֶשׁר לֹא־י‬

‫ָד ַע ְתּ ְתּמוֹל ִשׁ ְלשׁוֹם‬ to a people whom you did not
(Ruth 2:11) know previously
‫ֹאמר יְ הוָה ִפּ ְתאֹם ֶאל־מ ֶֹשׁה‬
ֶ ‫ַויּ‬
(Num. 12:4)
ָ ְ‫ ֶאל־י‬... ‫אָמר‬
‫הוֹשׁ ָפט‬ ַ ‫אָז‬ (1 Kgs. 22:50)
‫ִחנָּם נִ ְמ ַכּ ְר ֶתּם‬ (Isa. 52:3)
‫ ֵכּ ִלים ֵר ִקים‬... ‫ַשׁ ֲא ִלי־ ָל ְך‬ (2 Kgs. 4:3)
‫יוֹמם ְבּ ַעמּוּד ָענָן‬

ָ ‫ֵיהם‬
ֶ ‫וַיהוָה ה ֵֹל ְך ִל ְפנ‬
(Exo. 13:21)
Lesson 25
140
‫ֶאמוּנָתוֹ ְל ֵבית יִ ְשׂ ָר ֵאל‬
ֱ ‫ָכר ַח ְסדּוֹ ו‬
ַ‫ז‬
(Psa. 98:3)
‫ִה ָמּ ֵלט ָשׁ ָמּה‬ (Gen. 19:22)
3. Write the correct Hebrew adverb in each sentence below, according to the given
translations and the options provided.
‫אמרוּ ִאם־ ְמ ַשׁ ְלּ ִחים ֶאת־ ֲארוֹן ֱאל ֵֹהי יִ ְשׂ ָר ֵאל‬

ְ ֹ‫ַויּ‬
‫יקם‬ ָ ‫( אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ ֵר‬1 Sam. 6:3)
And they said, “If you’re sending away the ark
of the God of Israel, don’t send it away empty.”
‫ִחנָּם‬ ‫יוֹמם‬
ָ ‫ְל ַבדּוֹ‬ ‫ָמ ָחר‬ ‫ִפּ ְתאֹם‬ ‫ָשׁ ָמּה‬
ָ ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ ֵר‬

‫יקם‬ don’t send it away empty
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away suddenly
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away tomorrow
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away in daytime
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away to there
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away freely
. ‫אַל־ ְתּ ַשׁ ְלּחוּ אֹתוֹ‬ don’t send it away by itself
Lesson 25
141
4. How were these adverbs formed? Next to each adverb below, write the number
of the method that best describes how it was created.
1. Basic Adverbs (independent words)

2. Adverbial Suffix [-ām] / [-ōm]
3. Hifil Infinitive Absolute
4. Preposition + Substantive (~noun)
5. Doubling of a Word
‫ִשׁ ְלשֹׁם‬ 2 ‫ַבּ ֶח ֶסד‬ ‫ַע ָתּה‬

‫ִשׁ ְב ָעה ִשׁ ְב ָעה‬ ‫יוֹמם‬
ָ ‫ַה ְר ֵחק‬
‫פֹּה‬ ‫ַלבּ ֶֹקר ַלבּ ֶֹקר‬ ‫עוֹלם‬
ָ ‫ֵמ‬
Lesson 25
142
Oxford, 1910. (§100 = pp. 294-97)
2. Joüon, P., Muraoka, T., A Grammar of Biblical Hebrew, Rome, 1996.
(§102 = pp. 329-35)
Lesson 25
143
Lesson 26
David, Nabal & Abigail

Lesson Description:
In this lesson we will read and discuss the story of David, Nabal and Abigail in 1 Samuel 25.
Wordplay, characterization and skillful rhetoric are a few of the literary techniques we see the
writer use here. During our discussion, we’ll review some of the verb forms we have studied up
to this point. We’ll also learn how Hebrew turns the Qal participle into a passive verb.
Total New Words 260
Lesson 26
145
Vocabulary
(from 1 Samuel 25)
‫ַעל‬
ַ ‫ְבּ ִליּ‬ bəliyyá‘al bəliyá’al worthlessness (m.s.)
‫ְבּ ָר ָכה‬ bərākāh bərakha blessing; gift (f.s.)
‫ֲלל‬
ָ ‫ַמע‬ ma‘ălāl ma’alal deed, practice (m.s.)
Nouns
leader, ruler,
‫ָנ ִגיד‬ nāgîd nagid
prince (m.s.)
prudence,
‫ ֶשׂ ֶכל‬/ ‫ֵשׂ ֶכל‬ śḗkel / śékel sékhel
insight (m.s.)
‫רוּך‬
ְ ‫ָבּ‬ blessed (only as
bārûk barukh
(‫) ָבּ ַר ְך‬ passive participle)
‫ָחגַר‬ hāgar hagar he girded (on)
to meet / encounter;
‫ִל ְק ַראת‬
liqra’t likrat toward, against (only
(‫) ָק ָרא‬ as infinitive with -‫) ְל‬
Verbs
he withheld,
‫ָמנַע‬ māna‘ mana
he held back
he was (made)
‫ֶא ַמן‬
ֱ‫נ‬ ne’ĕman ne’eman lasting, reliable,
faithful
See page 222 for the complete paradigm of the Qal passive participle.
Lesson 26
146
Lesson 26
147
Lesson 26
148
Lesson 26
149
Lesson 26
150
Lesson 26
151
Lesson 26
152
Lesson 26
153
Grammatical Remarks
topics as we read the story of David and Abigail in 1 Samuel 25.
Weqatal as Imperative
We see in 1 Samuel 25:5 that a string of commands in Hebrew can be started with an imperative
form (‫)עֲלוּ‬, but then be continued with the Weqatal form (‫אתם‬
ֶ ‫וּב‬
ָ and ‫וּשׁ ֶא ְל ֶתּם‬
ְ ).
Passive Participle
When we learned the different binyanim, we indicated that when Hebrew wants to express the
passive of the Qal binyan, it uses the Nifal binyan (e.g. ‫תב‬ַ ‫“ ָכּ‬he wrote” Æ ‫“ נִ ְכ ַתּב‬it was
written”). This picture is correct for all conjugations except the participle. The participle of the
Qal binyan has both an active form and a passive form.
The passive participle has an [ā-û] vowel pattern (‫) ָכּתוּב‬, though the original long [ā] vowel is
shortened to a shewa when a suffix is added (‫תוּבים‬ִ ‫) ְכּ‬. Sometimes there is also a short [u]
vowel instead of a long [û] when a suffix is added (‫ת ִבים‬ֻ ‫) ְכּ‬. The passive participle takes the
regular nominal suffixes of gender and number, just as the active participle does.
Translation: The Qal passive participle, like the participles of the passive binyanim Pual and
Hufal, is typically translated as an adjective, e.g. ‫רוּך‬
ְ ‫“ ָבּ‬blessed.”
Lesson 26
154
Homework
1.
Across
‫מ ע ל ל‬
2. 1. deed ‫ֲלל‬
ָ ‫ַמע‬
3. 3. blessing
4. leader
6. to meet
4.
8. blessed
5. Down
6.
1. he withheld
7.
2. insight
3. worthlessness
5. he was reliable
8. 7. he girded
‫יְ הוָה ֱאל ֵֹהי יִ ְשׂ ָר ֵאל ֲא ֶשׁר ְשׁ ָל ֵח ְך‬ the LORD, the God of Israel, who
‫אתי‬ִ ‫( ַהיּוֹם ַהזֶּה ִל ְק ָר‬1 Sam. 25:32) sent you this day to meet me
‫ָנ ִגיד ַעל־יִ ְשׂ ָר ֵאל‬ (1 Sam. 25:30)
‫ָענִ י‬
ַ ‫( ְמנ‬1 Sam. 25:34)
‫אתהּ‬ ָ ‫ָשׁיו י ְֹר ִדים ִל ְק ָר‬
ָ ‫ַאנ‬
ֲ ‫ָדוִ ד ו‬
(1 Sam. 25:20)
Lesson 26
155
‫אָכים ֵמ ַה ִמּ ְד ָבּר‬
ִ ‫ִהנֵּה ָשׁ ַלח ָדּוִ ד ַמ ְל‬
‫( ְל ָב ֵר ְך ֶאת־ ֲאדֹנֵינוּ‬1 Sam. 25:14)
‫יה ֵלאמֹר ָדּוִ ד ְשׁ ָל ָחנוּ ֵא ַליִ ְך‬
ָ ‫וַיְ ַד ְבּרוּ ֵא ֶל‬
(1 Sam. 25:40)
‫ִכּי־ ִמ ְל ֲחמוֹת יְ הוָה ֲאדֹנִ י נִ ְל ָחם‬
‫( וְ ָר ָעה לֹא־ ִת ָמּ ֵצא ְב ָך‬1 Sam. 25:28)
3. Fill in the matching passive participle form of the verb ‫ כתב‬in each of the
following phrases and complete the translations, according to the example.
‫תּוֹרה ַהזֶּה‬
ָ ‫תוּבה ְבּ ֵס ֶפר ַה‬
ָ ‫( ַה ְבּ ִרית ַה ְכּ‬Deut. 29:20)
“the covenant written in this book of the law”
‫תוּבה‬
ָ ‫ַה ְבּ ִרית ַה ְכּ‬ the covenant written
. ‫ַה ָדּ ָבר ַה‬ written
. ‫ַה ִמּ ְצוֹת ַה‬ written
. ‫ַה ְדּ ָב ִרים ַה‬ written
. ‫ַהחֹק ַה‬ written
. ‫ַה ִמּ ְצוָה ַה‬ written
. ‫ַה ֻח ִקּים ַה‬ written
Lesson 26
156

‫ִמ ְת ָפּ ְר ִצים‬ ‫פרץ‬ Hitpael participle mp
‫נְ ַק ֵבּל‬
‫נִ ְשׁ ְק ָפה‬
‫ֻמ ְצ ָהב‬
‫וְ ִה ְת ַע ַלּ ְמ ָתּ‬
‫יבי‬
ִ ‫ַתּ ְק ִר‬
ַ‫ו‬
‫ֻבּעוֹת‬
ָ ‫ְמר‬
‫ִתּ ְפשׂוּ‬

Lesson 26
157
(passive participle)
Oxford, 1910. (§50f = p. 136; §116k = pp. 358-59)
(§50c = pp. 147-48; §121o = pp. 416-17)
Lesson 26
158
Lesson 27
Relative Clauses
Lesson Description:
In this lesson we will learn how to understand “relative clauses,” phrases that describe a noun
just like an adjective does. We will compare the Hebrew syntax to English in order to see how
best to translate these phrases. We will also find examples of the two Hebrew relative particles
in different genres of the biblical text and examine how they are used in various contexts.
Total New Words 270
Lesson 27
159
Vocabulary
‫ֶבר‬
ֶ‫גּ‬ géber géver man (m.s.)
‫ָדּת‬ dāt dat decree, law (f.s.)
‫ְמ ִדינָה‬ mədînāh mədina province (f.s.)
molten metal
‫ַמ ֵסּ ָכה‬ massēkāh masekha
or image (f.s.)
pillar (as memorial
‫ַמ ֵצּ ָבה‬ massēbāh matseva or monument)
Nouns (f.s.)
flying creatures;
‫עוֹף‬ ‘ôp ’of birds, insects
(collective) (m.s.)
‫ֶפּ ֶסל‬ pésel pésel idol, image (m.s.)
creeping /
‫ֶר ֶמשׂ‬ rémeś rémes moving things
(collective) (m.s.)
Proper Noun ‫ֱאדוֹם‬ ’ĕdôm ’edom Edom
Relative -‫ֶשׁ‬ še- she- that, which, who

Particle
Lesson 27
160
Lesson 27
161
Lesson 27
162
Lesson 27
163
Lesson 27
164
Lesson 27
165
Lesson 27
166
Lesson 27
167
Grammatical Remarks
In this lesson we learn about how relative clauses work in Hebrew.
Definition: A relative clause is a phrase whose role is comparable to that of an adjective.
In other words, it describes, defines, expands or narrows the noun to which it is attached.
Relative Pronouns
Hebrew has two relative pronouns (also called “relative particles”): ‫שׁר‬ ֶ ‫ ֲא‬and -‫ ֶשׁ‬. When these
are used as relative pronouns, there is no difference between them in regard to their function.
The main difference between them is in their distribution. ‫שׁר‬ֶ ‫ ֲא‬is almost the only pronoun used
in biblical prose. The word -‫שׁ‬ֶ is more common in poetry, though it occasionally appears in later
prose texts.
Relative Clauses
One of the basic differences between relative clauses in Hebrew and in English is that in
Hebrew, the relative pronoun itself does not change. The relative pronoun indicates that the
clause that follows it is a relative clause, but it does not by itself indicate the grammatical
relationship of that clause to the noun that it describes. The relationship between the described
noun and the relative clause is usually indicated in Hebrew by a pronominal element within the
clause. Just as adjectives agree in gender and number with the noun they describe, there is
agreement between the relative clause and the described noun. These are the common roles that
the described noun can play in a relative clause:
• Subject – ‫את ַהקּוֹל‬ ֵ ‫“ ָה ִאישׁ ֲא ֶשׁר ָשׁ ַמע‬the man who heard the voice” – When the
described noun functions as the subject in a relative clause, the English relative pronoun
is “who” (for people) or “that/which” (for inanimate objects). Remember that Hebrew
verbs include their subject, so the pronominal element in this example is in the 3ms verb
‫ ָשׁ ַמע‬.
• Object – ‫מ ְע ִתּי אֹתוֹ‬ ַ ‫“ ָה ִאישׁ ֲא ֶשׁר ָשׁ‬the man whom I heard” – When the described
noun functions as the object in a relative clause, the English relative pronoun is “whom”
(= “who him”) or “that/which.” In these cases the object marker ‫את‬ ֵ , attached to the
pronominal suffix that agrees with the noun, is sometimes added (e.g. ‫)אֹתוֹ‬. But often
this retrospective object pronoun (the one that refers to the described noun) is omitted
(e.g. ‫מ ְע ִתּי‬
ַ ‫) ָה ִאישׁ ֲא ֶשׁר ָשׁ‬, so we must learn from the context that the described noun is
the object.
Lesson 27
168
• Genitive – ‫את קוֹלוֹ‬ ֵ ‫“ ָה ִאישׁ ֲא ֶשׁר ָשׁ ַמ ְע ִתּי‬the man whose voice I heard” – When the
described noun functions as a genitive in a relative clause, the English relative pronoun is
typically “whose” (= “who his”). In these cases a possessive personal pronoun refers
back to the described noun, and this pronoun is not likely to be omitted.
The “genitive” is when a noun is modifying another noun in some way. It often
indicates possession (English [’s] as in “David’s,” or a genitive/possessive pronoun
like “my”); but it can also indicate other relationships like material (“house of
brick”), origin (“people of Israel”), etc. We have already met Hebrew genitives in
pronominal suffixes and construct chains (in which the second noun is the genitive,
since it describes the first noun).
• Place – ‫שׁם‬ ָ ‫“ ַה ָמּקוֹם ֲא ֶשׁר ָשׁ ַמע‬the place where he heard” – When the described
noun functions as the place in a relative clause, the English relative pronoun is “where.”
In these cases the adverb ‫שׁם‬ ָ is often added to indicate the status of the noun as a
description of place. But sometimes this adverb does not appear (e.g. ‫שׁר‬ ֶ ‫ַה ָמּקוֹם ֲא‬
‫) ָשׁ ַמע‬, so we must learn from the context that the described noun is the place.
In cases not listed above, translate as best fits the context. For example, when the pronominal
element that agrees with the noun is found in a prepositional phrase within the relative clause,
we might translate “whom/which” (e.g. ‫רתּי ִאתּוֹ‬ ִ ‫“ ָה ִאישׁ ֲא ֶשׁר ִדּ ַבּ‬the man with whom I
spoke”).
Asyndetic Relative Clause

In addition to those clauses that are introduced in biblical Hebrew by a relative pronoun, there
are also relative clauses before which no relative pronoun appears. These are called “asyndetic”
relative clauses, meaning that the usual connecting word ‫שׁר‬ ֶ ‫ ֲא‬or -‫ ֶשׁ‬is omitted. This structure is
especially common in biblical poetry. Asyndetic relative clauses can also occur in English,
especially in colloquial speech, wherever the described noun is the object or place in a relative
clause. Therefore feel free in your translations of such Hebrew phrases to omit the relative
pronoun in English as well. For example, ‫תּ‬ ָ ‫ָד ְע‬
ַ ‫( ְבּ ֶא ֶרץ לֹא י‬Jeremiah 15:14) may be translated,
“In a land you do not know.”
Lesson 27
169
Homework
‫ֶבר‬
ֶ‫גּ‬ ‫ָדּת‬ ‫ַמ ֵצּ ָבה ַמ ֵסּ ָכה‬ ‫עוֹף‬ ‫ֶר ֶמשׂ‬
a) ‫ַמ ֵסּ ָכה‬ b) c)
d) e) f)
‫( הוּא ֲא ֶשׁר יִ ָמּ ֵצא ִאתּוֹ‬Gen. 44:10) he with whom it is found
‫ָה ִא ָשּׁה ֲא ֶשׁר־ ָל ַק ְח ָתּ‬ (Gen. 20:3)
‫וְ ֵא ֶלּה ַה ְמּ ָל ִכים ֲא ֶשׁר ָמ ְלכוּ ְבּ ֶא ֶרץ ֱאדוֹם‬

(Gen. 36:31)
Lesson 27
170
‫( יְ הוָה ֲא ֶשׁר־ ִה ְת ַה ַלּ ְכ ִתּי ְל ָפנָיו‬Gen. 24:40)
‫( ֲא ֶשׁר ָמ ַשׁ ְח ָתּ ָשּׁם ַמ ֵצּ ָבה‬Gen. 31:13)
‫ֶשׁ ַעל ַמ ְל ֵכי ִמ ְדיָן‬ (Jdg. 8:26)
‫ָד ְע ָתּ‬
ַ ‫ֱאל ִֹהים ֲא ֵח ִרים ֲא ֶשׁר לֹא י‬
(Deut. 13:7)
‫אַרצוֹ‬
ְ ‫ַה ְכּ ַנעֲנִ י ֲא ֶשׁר אָנ ִֹכי י ֵֹשׁב ְבּ‬
(Gen. 24:37)
3. Fill in the correct translation of the relative pronoun ‫שׁר‬

ֶ ‫ ֲא‬in each sentence
below, according to the context.
‫יכם ֲא ֶשׁר־ ְמ ַכ ְר ֶתּם א ִֹתי‬

ֶ ‫יוֹסף ֲא ִח‬
ֵ ‫( ֲאנִ י‬Genesis 45:4)
“I am Joseph your brother, whom you sold.”
‫יוֹסף ֲא ֶשׁר־ ְמ ַכ ְר ֶתּם א ִֹתי‬

ֵ ‫ֲאנִ י‬ I am Joseph, whom you sold.
‫הוּדה ֲא ֶשׁר־ ָמ ַכ ְר ִתּי א ְֹת ָך‬

ָ ְ‫ֲאנִ י י‬ I am Judah, sold you.
ִ ‫הוּדה ֲא ֶשׁר־‬
‫אָחי נִ ְמ ַכּר‬ ָ ְ‫ֲאנִ י י‬ I am Judah, brother was sold.
‫ֲאנִ י ָה ִאישׁ ֲא ֶשׁר־נִ ְמ ַכּ ְר ָתּ ִלי‬ I am the man to you were sold.
‫יכם ֲא ֶשׁר־נִ ְמ ַכּ ְר ִתּי‬

ֶ ‫יוֹסף ֲא ִח‬
ֵ ‫ֲאנִ י‬ I am Joseph your brother, was sold.
ֵ ‫זֶה ַה ָמּקוֹם ֲא ֶשׁר־ ָשׁם‬

‫יוֹסף נִ ְמ ַכּר‬ This is the place Joseph was sold.
ַ ‫יוֹסף ֲא ֶשׁר־‬
‫אַחי ָמ ְכרוּ א ִֹתי‬ ֵ ‫ֲאנִ י‬ I am Joseph brothers sold me.
‫אָחינוּ ֲא ֶשׁר־ ָמ ַכ ְרנוּ אֹתוֹ‬

ִ ‫הוּא‬ He is our brother, we sold.
Lesson 27
171
4. Write the number of the correct translation after each phrase.
‫ָה ִאישׁ ֶה ָח ָכם ָכּ ַתב ֵאת ַה ֵסּ ֶפר‬ 1

‫ַה ֵסּ ֶפר ֲא ֶשׁר ָכּ ַתב ָה ִאישׁ ֶה ָח ָכם‬
‫ָה ִאישׁ ֶה ָח ָכם ֲא ֶשׁר ָכּ ַת ְב ִתּי לוֹ ֵס ֶפר‬
‫ָה ִאישׁ ֶה ָח ָכם ֲא ֶשׁר ָכּ ַתב ֵאת ַה ֵסּ ֶפר‬
‫ָה ִאישׁ ֶה ָח ָכם ֲא ֶשׁר ָכּ ַת ְב ִתּי ֵאת ִס ְפרוֹ‬
‫ַה ָמּקוֹם ֲא ֶשׁר ָכּ ַתב ָשׁם ָה ִאישׁ ֶה ָח ָכם‬
‫ָה ִאישׁ ֲא ֶשׁר־הוּא ָח ָכם ָכּ ַתב ֵאת ַה ֵסּ ֶפר‬
1. The wise man wrote the letter.

2. the wise man whose letter I wrote
3. the wise man who wrote the letter
4. the letter which the wise man wrote
5. the place where the wise man wrote
6. The man who is wise wrote the letter.
7. the wise man for whom I wrote a letter
Lesson 27
172
Oxford, 1910. (§36 = p. 112; §155 = pp. 485-89)
(§38 = pp. 118-19; §158 = pp. 591-600)
(§32 = p. 24; §70 = pp. 64-65)
Lesson 27
173
Lesson 28
The Dual Form & Numbers

Lesson Description:
In this lesson, we will learn what Hebrew numbers look like in both the masculine and feminine
genders. We will also discover that Hebrew has a special suffix to mark nouns that come in
pairs, and we will explore some different situations in which this “dual form” appears. As usual,
we will look into the biblical text for examples.
Total New Words 280
Lesson 28
175
Vocabulary
Noun ‫ֻשׁ ְל ָחן‬ šulhān shulhan table (m.s.)
‫אַר ָבּ ָעה‬
ְ ’arbā‘āh ’arba’a four (m.)
‫ֲח ִמ ָשּׁה‬ hămiššāh hamisha five (m.)
‫ֲשׂ ָרה‬
ָ‫ע‬ ‘ăśārāh ’asara ten (m.)
‫ִשׁ ְב ָעה‬ šib‘āh shiv’a seven (m.)
Numbers ‫ְשׁל ָֹשׁה‬ šəlōšāh shəlosha three (m.)
‫ְשׁמֹנָה‬ šəmōnāh shəmona eight (m.)
‫ִשׁ ָשּׁה‬ šiššāh shisha six (m.)
‫ְשׁ ַתּיִ ם‬ šəttáyim shətáyim two (f.)
‫ִתּ ְשׁ ָעה‬ tiš‘āh tish’a nine (m.)
Lesson 28
176
Lesson 28
177
Lesson 28
178
Lesson 28
179
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180
Lesson 28
181
Lesson 28
182
Grammatical Remarks
The Dual Form
In addition to the regular suffixes of gender and number, Hebrew also has a dual suffix ‫ַיִ ם‬
“áyim,” which expresses the idea of “two” of something (this suffix does not specify gender).
The dual form is not common in biblical Hebrew, and its use is generally limited to a small
group of nouns:
1. Body parts that come in pairs (note that many of these are feminine nouns)
2. Units: numbers, time, measurements, etc.
• When attached to a feminine form, the dual suffix could be attached to either the f.s.
construct ‫( ת‬e.g. ‫תיִ ם‬
ַ ‫ ) ְשׂ ָפ‬or the f.p. ‫( וֹת‬e.g. ‫)חֹמ ַֹתיִ ם‬. There is no semantic
difference.
• Some nouns have three forms: singular, dual, and plural (e.g. ‫אַמּה‬ ָ “a cubit,” ‫אַמּ ַת ִים‬
ָ
“two cubits,” ‫אַר ַבּע אַמּוֹת‬ ְ “four cubits”). Others use the dual form to express the plural
as well (e.g. ‫“ ֶרגֶל‬a foot,” ‫“ ַר ְג ַל ִים‬two feet,” ‫אַר ַבּע ַר ְג ַל ִים‬
ְ “four feet”).
• Since the adjective has no dual form, an adjective that matches a dual noun will simply
use the plural form of the correct gender (e.g. ‫“ ֵעינַיִ ם יָפוֹת‬beautiful eyes”).
• The construct form of the dual suffix looks just like the m.p. construct form ( ‫) ֵי‬,
regardless of the actual gender of the noun. Therefore the pronominal suffixes attached to
a dual noun look exactly like those attached to a masculine plural noun.
Numbers 1-10
The Hebrew numbers 1-10 each have separate forms for masculine and feminine.
#1-2: These numbers show expected characteristics like the feminine ‫אַחת( ת‬ ַ , ‫ ) ְשׁ ַתּיִ ם‬and
the dual suffix (‫ ְשׁ ַנ ִים‬, ‫תּ ִים‬
ַ ‫) ְשׁ‬. The number 1 in particular is used like an adjective,
appearing after the noun it describes (the other numbers typically appear before the noun).
#3-10: These numbers are unusual because they reverse the regular masculine and feminine
suffixes of nouns and adjectives. In other words, the masculine numbers take the suffix ‫ָה‬-
(e.g. ‫ֹשׁה‬
ָ ‫) ְשׁל‬, whereas the feminine do not take any suffix at all (e.g. ‫) ָשׁלֹשׁ‬. The reason for
this phenomenon is unclear; but what is certain is that this phenomenon occurred at a very
early stage, since it occurs not only in Hebrew, but also in every other known Semitic
language.
Lesson 28
183
Homework
1. Read aloud the following masculine numbers from the vocabulary list and write
the appropriate number under each picture below.
‫ְשׁמֹנָה ְשׁל ָֹשׁה‬ ‫ִשׁ ָשּׁה‬ ‫ִתּ ְשׁ ָעה‬

‫אַר ָבּ ָעה‬
ְ ‫ֲח ִמ ָשּׁה‬ ‫ֲשׂ ָרה‬
ָ‫ע‬ ‫ִשׁ ְב ָעה‬
a) ‫ְשׁל ָֹשׁה‬ b) c)
d) e)
f) g) h)
Lesson 28
184
‫‪2. Translate the following phrases from Hebrew into English.‬‬
‫ָדיִ ם יְ ֵדי ֵע ָשׂו‬

‫ַהקֹּל קוֹל ַי ֲעקֹב וְ ַהיּ ַ‬ ‫‪The voice is the voice of Jacob, but‬‬
‫)‪(Gen. 27:22‬‬ ‫‪the hands are the hands of Esau.‬‬
‫אַחת‬
‫ַעם ֶא ָחד וְ ָשׂ ָפה ַ‬ ‫)‪(Gen. 11:6‬‬
‫סוּסים‬
‫אַל ַפּיִ ם ִ‬
‫ְ‬ ‫)‪(2 Kgs. 18:23‬‬
‫יהם‬
‫)‪ (Gen. 43:24‬וַיִּ ְר ֲחצוּ ַר ְג ֵל ֶ‬
‫ַעל־ ֵכּן לֹא־ ָבא ֶאל־ ֻשׁ ְל ַחן ַה ֶמּ ֶל ְך‬
‫)‪(1 Sam. 20:29‬‬
‫אָזנַיִ ם ִל ְשׁמ ַֹע‬ ‫לֹא־נ ַ‬
‫ָתן יְ הוָה ָל ֶכם ‪ְ ...‬‬
‫)‪(Deut. 29:3‬‬
‫ָשׁים ְבּנוֹת ֵאם־ ַ‬
‫אַחת‬ ‫ְשׁ ַתּיִ ם נ ִ‬
‫)‪(Eze. 23:2‬‬
‫‪3. Circle the number that best matches each noun.‬‬
‫יְ ָל ִדים‬ ‫ָשׁלֹשׁ‬ ‫ְשׁל ָֹשׁה‬

‫ָשׁים‬
‫ֲאנ ִ‬ ‫ִתּ ְשׁ ָעה‬ ‫ֵתּ ַשׁע‬
‫ַחיּוֹת‬ ‫ֵשׁשׁ‬ ‫ִשׁ ָשּׁה‬
‫אַמּוֹת‬ ‫ֲשׂ ָרה‬
‫עָ‬ ‫ֶע ֶשׂר‬
‫ֵכּ ִלים‬ ‫ִשׁ ְב ָעה‬ ‫ֶשׁ ַבע‬
‫ֲאתֹנוֹת‬ ‫ְשׁמֹנֶה‬ ‫ְשׁמֹנָה‬
‫נְ ָד ִרים‬ ‫ֲח ִמ ָשּׁה‬ ‫ָח ֵמשׁ‬
‫ְשׁ ָפחוֹת‬ ‫אַר ָבּ ָעה‬
‫ְ‬ ‫אַר ַבּע‬
‫ְ‬
‫‪185‬‬
4. Add the dual suffix to each noun below and translate.
‫ָת ִים‬
ַ ‫) ָשׁ ָנה( ְשׁנ‬ two years
‫)יוֹם( יוֹמ‬
‫אַמּת‬
ָ (‫)אַ ָמּה‬
‫)יָד( יָד‬
‫)מאָה( ָמאת‬
ֵ
‫)כּנָף( ְכּנָפ‬
ָ
‫)חוֹמה( חֹמֹת‬
ָ
‫בוּע( ְשׁבֻע‬
ַ ‫)שׁ‬ָ
Lesson 28
186
Oxford, 1910. (§88 = pp. 244-47; §97 = pp. 286-92)
(§91 = pp. 272-75; §100 = pp. 322-27)
(§119 = p. 135; §130 = pp. 159-60)
Lesson 28
187
Lesson 29
Creation & Pronominal Suffixes

Lesson Description:
In this lesson, we’ll read and discuss the creation story in Genesis 1-2, specifically the verses
about the creation of the woman. We’ll hear some of the Jewish midrashim on this text and see
how they interact with the Hebrew here. As we read, we’ll encounter several different kinds of
pronominal suffixes, and we’ll learn what these suffixes look like on feminine plural nouns.
Total New Words 290
Lesson 29
189
Vocabulary
(from Genesis 2)
breath; breathing
‫נְ ָשׁ ָמה‬ nəšāmāh nəshama
thing (f.s.)
Nouns
side (wall, panel,
‫ֵצ ָלע‬ sēlā‘ tsela
chamber); rib (f.s.)
‫יעי‬
ִ ‫ְר ִב‬ rəbî‘î rəvi’i fourth
Adjectives ‫יעי‬
ִ ‫ְשׁ ִב‬ šəbî‘î shəvi’i seventh
‫ישׁי‬
ִ ‫ְשׁ ִל‬ šəlîšî shəlishi third
‫ִה ְמ ִטיר‬ himtîr himtir he sent rain
he caused to
‫יח‬
ַ ‫ִה ְצ ִמ‬ hismî́ah hitsmíah
sprout / spring up
‫ָטע‬
ַ‫נ‬ nāta‘ nata he planted
Verbs
it sprouted /
‫ָצ ַמח‬ sāmah tsamah
sprang up
it ceased; he rested
‫ָשׁ ַבת‬ šābat shavat
(from working)
f. = feminine s. = singular
Lesson 29
190
Lesson 29
191
Lesson 29
192
Lesson 29
193
Lesson 29
194
Lesson 29
195
Lesson 29
196
Lesson 29
197
Grammatical Remarks
The primary goal of this lesson is to review previous material, but we do encounter several new
topics as we read from the creation story in Genesis 2.
Translating the Conjunction

The translation of the Hebrew conjunction ְ‫ ו‬depends largely on the context. In various contexts,
this word could be translated as “and,” “then,” “so,” “but,” “or,” etc. There is no difference in
the Hebrew – this is simply a connecting word – but be careful when translating to choose the
meaning that seems most appropriate in the context.
Pronominal Suffixes on Feminine Plural Nouns

When a pronominal suffix is attached to a noun that has a feminine plural ending (‫)וֹת‬, a
peculiar phenomenon happens in Hebrew: before the ‫ וֹת‬ending takes the pronominal suffix, it
also takes the masculine plural construct suffix ( ‫) ֵי‬. This causes the pronominal suffixes
attached to feminine plural nouns to look just like the pronominal suffixes attached to masculine
plural nouns, except that the ‫ֹת‬/‫ וֹת‬ending appears before the rest of the suffix. For example,
‫“ = סוּס ָֹתיו‬his mares (f.).”
With the 3mp and 3fp pronominal suffixes, alongside the regular form in which the m.p.
construct suffix is added (e.g. ‫יהם‬
ֶ ‫)סוּס ֵֹת‬, there is also a form that does not include the m.p.
construct suffix (e.g. ‫ֹתם‬ָ ‫)סוּס‬. In either case, the translation is the same (“their (m.) mares
(f.)”); the presence or absence of the m.p. construct suffix has no effect on the actual gender of
the feminine plural noun.
Assimilation of the Preposition ‫ ִמן‬Before a Guttural

We have already learned that the preposition ‫“ ִמן‬from” can be attached to the word it precedes.
When this happens, the ‫ נ‬of ‫ ִמן‬assimilates to the first letter of the word; so all we see is the ‫מ‬,
the short [i], and a dagesh that tells us that the ‫ נ‬has assimilated. Since the ‫ נ‬cannot assimilate
into a guttural letter (guttural letters do not take a dagesh), when the preposition ‫ ִמן‬precedes a
word that begins with a guttural, the short [i] vowel under the ‫ מ‬lengthens into a long [ē] to
compensate for the missing dagesh. Hence in Gen. 2:23 we see ‫שׂ ִרי‬ ָ ‫“ ִמ ְבּ‬from my flesh,” but
‫“ ֵמ ֲע ָצ ַמי‬from my bones.”
Lesson 29
198
Homework
‫ִה ְמ ִטיר‬ ‫ָצ ַמח‬ ‫יעי‬

ִ ‫ְר ִב‬ ‫יעי‬
ִ ‫ְשׁ ִב‬ ‫ָשׁ ַבת‬ ‫ישׁי‬
ִ ‫ְשׁ ִל‬
a) ‫ָצ ַמח‬ b) c)
d) e) f)
Lesson 29
199
‫( ֶצ ַלע ַה ִמּ ְשׁ ָכּן‬Exo. 26:20) the side of the tabernacle
ַ ‫( ִמי־ ָה ִאישׁ ֲא ֶשׁר־נ‬Deut. 20:6)

‫ָטע ֶכּ ֶרם‬
‫( לֹא ִה ְשׁ ִאירוּ ָכּל־נְ ָשׁ ָמה‬Josh. 11:14)
‫ישׁי‬
ִ ‫ָהר ַה ְשּׁ ִל‬
ָ ‫( ֵשׁם ַהנּ‬Gen. 2:14)
‫ַצ ַמח יְ הוָה ֱאל ִֹהים ִמן־ ָה ֲא ָד ָמה ָכּל־ ֵעץ‬
ְ ‫ַויּ‬
(Gen. 2:9)
ִ ‫וַיְ ָב ֶר ְך ֱאל ִֹהים ֶאת־יוֹם ַה ְשּׁ ִב‬
‫יעי וַיְ ַק ֵדּשׁ‬
‫אכתּוֹ‬ְ ‫( אֹתוֹ ִכּי בוֹ ָשׁ ַבת ִמ ָכּל־ ְמ ַל‬Gen. 2:3)
ֶ ‫לֹא ִה ְמ ִטיר יְ הוָה ֱאל ִֹהים ַעל־ ָה‬
‫אָרץ‬
‫אָדם אַיִ ן* ַל ֲעבֹד ֶאת־ ָה ֲא ָד ָמה‬
ָ ְ‫( ו‬Gen. 2:5)
* ‫ֵאין = אַיִ ן‬
3. Sons? Daughters? Whose, and how many? Match each Hebrew word below to
its translation, paying close attention to the suffixes.
‫ֶיך‬
ָ ‫ָבּנ‬ your (f.s.) daughters
‫ְבּנ ַֹתי‬ his daughters
‫ְבּנ ָֹתיו‬ your (f.s.) sons
‫ִבּ ִתּי‬ his daughter
‫ְבּנ ַֹתיִ ְך‬ your (m.s.) sons
‫יך‬
ָ ‫ְבּנ ֶֹת‬ my daughters
‫ָבּנַיִ ְך‬ your (m.s.) daughters

‫ִבּתּוֹ‬ my daughter
Lesson 29
200
4. Fill in the correct pronominal suffixes for the nouns below, according to the
translations given. (The suffix should be written on both nouns in the Hebrew,
though English only requires the possessive to be written on the first noun.)
ָ ‫וְ ָשׁ ַמ ְר ָתּ ֶאת־ ֻח ָקּיו וְ ֶאת־ ִמ ְצ‬

‫וֹתיו‬ (Deut. 4:40)
“You shall keep his laws and his commandments.”
ָ ‫ֶאת־ ֻח ָקּיו וְ ֶאת־ ִמ ְצ‬

‫וֹתיו‬ his laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ your (m.s.) laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ her laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ my laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ their (m.) laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ your (m.p.) laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ our laws and commandments
. ‫וְ ֶאת־ ִמ ְצוֹת‬ ‫ֶאת־ ֻחקּ‬ your (f.s.) laws and commandments
Lesson 29
201
(pronominal suffixes on feminine plural nouns)
Oxford, 1910. (§91m-q = pp. 258-59)
(§94f-g = pp. 287-88)
Lesson 29
202
Lesson 30
Where We’ve Been

Lesson Description:
See how far we have come! In this meeting, we’ll begin by reading a few verses (without
translation) about the patriarch Isaac. We’ll focus in on some verb forms and other grammatical
subjects we find here and remind ourselves what we’ve learned this semester. Then we’ll return
to the verses and see how much we can translate with all the Hebrew knowledge we now have.
Total New Words 300
Lesson 30
203
Vocabulary
(from Genesis 26)
oath (in testimony
‫אָלה‬
ָ ’ālāh ’ala or of covenant);
curse (f.s.)
charge; function;
‫ִמ ְשׁ ֶמ ֶרת‬ mišméret mishméret
Nouns guard, watch (f.s.)
feast, banquet;
‫ִמ ְשׁ ֶתּה‬ mišteh mishte
drink (m.s.)
‫בוּעה‬
ָ ‫ְשׁ‬ šəbû‘āh shəvu’a oath (f.s.)
for the sake of;

Adverb ‫ַבּעֲבוּר‬ ba‘ăbûr ba’avur because of;
in order that
why?
Interrogative ‫דּוּע‬
ַ ‫ַמ‬ maddúa‘ madúa
for what reason?
he enlarged,
‫ִה ְר ִחיב‬ hirhîb hirhiv
he made wide
he sowed,
‫ָרע‬
ַ‫ז‬ zāra‘ zara
he scattered seed
Verbs
he dug;
‫ָח ַפר‬ hāpar hafar
he searched (for)
he was jealous of;

‫ִקנֵּא‬ qinnē’ kine
he was zealous for
Lesson 30
204
Lesson 30
205
Lesson 30
206
Lesson 30
207
Lesson 30
208
Lesson 30
209
Lesson 30
210
Lesson 30
211
Lesson 30
212
Lesson 30
213
Lesson 30
214
Lesson 30
215
Lesson 30
216
Homework
2. 1.
Across
‫א‬
3. 1. he was jealous of
‫ל‬ 4. oath
4.
‫ה‬ 5. he enlarged
8. a charge; a watch
7. 6. 5.
9. he sowed
Down
2. oath; curse ‫אָלה‬
ָ
3. feast, banquet
8. 6. he dug
7. for the sake of
8. why?
9.
Lesson 30
217
2. For each verb below, identify the root, binyan, form, and subject (if applicable):

‫וְ ֻס ְגּרוּ‬ ‫סגר‬ Pual Weqatal 3cp
‫ָה ְב ְק ָעה‬
‫ַמ ְמ ִטיר‬
‫ַמ ְלּ ִטי‬
‫ָתק‬
ֵ ‫יִ נּ‬
‫ָא ְת ַמ ֵשּׁל‬
ֶ‫ו‬
‫ָשׁקוֹל‬
‫נִ ְז ָע ִמים‬

3. Write the number of the correct translation after each phrase.
‫אַשׁ ִחית ַבּעֲבוּר ָה ֶע ְשׂ ִרים‬

ְ ‫ֹאמר לֹא‬
ֶ ‫( ַויּ‬Gen. 18:31) 4
‫אָביו‬
ִ ‫אַב ָר ָהם‬
ְ ‫ימי‬ ִ ‫ָכל־ ַה ְבּ ֵארֹת ֲא ֶשׁר ָח ְפרוּ ַע ְב ֵדי‬
ֵ ‫אָביו ִבּ‬
(Gen. 26:15)
‫ַתּ ַקנֵּא ָר ֵחל ַבּ ֲאח ָֹתהּ‬
ְ ‫( ו‬Gen. 30:1)
ְ ‫יך ֶאת־ ְגּב‬
‫ֻל ָך ַכּ ֲא ֶשׁר נִ ְשׁ ַבּע‬ ְ ‫וְ ִאם־י‬
ָ ‫ַר ִחיב יְ הוָה ֱאל ֶֹה‬
ֶ ‫ָתן ְל ָך ֶאת־ ָכּל־ ָה‬
‫אָרץ‬ ַ ‫יך וְ נ‬
ָ ‫( ַל ֲאב ֶֹת‬Deut. 19:8)
Lesson 30
218
‫וְ לֹא ִא ְתּ ֶכם ְל ַב ְדּ ֶכם אָנ ִֹכי כּ ֵֹרת ֶאת־ ַה ְבּ ִרית ַהזֹּאת‬
ָ ‫( וְ ֶאת־ ָה‬Deut. 29:13)
‫אָלה ַהזֹּאת‬
‫בוּעה ֲא ֶשׁר־נִ ְשׁ ַבּ ְענוּ ָל ֶהם‬
ָ ‫( ַה ְשּׁ‬Josh. 9:20)
ָ ‫וְ ָשׁ ַמ ְר ָתּ ֶאת־ ִמ ְשׁ ֶמ ֶרת יְ הוָה ֱאל ֶֹה‬
‫ ִל ְשׁמֹר ֻחקּ ָֹתיו‬... ‫יך‬
‫תוֹרת מ ֶֹשׁה‬
ַ ‫ ַכּ ָכּתוּב ְבּ‬... ‫וּמ ְשׁ ָפּ ָטיו‬ִ ‫וֹתיו‬ ָ ‫( ִמ ְצ‬1 Kgs. 2:3)
‫ֻעת יְ הוָה‬
ַ ‫דּוּע לֹא ָשׁ ַמ ְר ָתּ ֵאת ְשׁב‬
ַ ‫( ַמ‬1 Kgs. 2:43)
1. the oath which we swore to them

2. Rachel became jealous of her sister.
3. Why haven’t you kept the oath of the LORD?
4. And he said, “I will not destroy, for the sake of the twenty.”
5. And not with you alone am I making this covenant and this oath.
6. all the wells which his father’s servants had dug in the days of
Abraham his father
7. And if the LORD your God enlarges your border, just as he swore
to your fathers, and gives you all the land…
8. And you shall keep the charge of the LORD your God, to keep his
laws, his commandments, and his judgments, as is written in the
Law of Moses.
We’re so glad that you joined us for this second level of our
Hebrew program. Congratulations on all your accomplishments!
We look forward to seeing you again in our next course ☺
Lesson 30
219

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Hebrew is an ancient and fascinating language with a rich history.

I would like to wish you an enjoyable and productive learning

The Pual Verb

New Words in this Lesson 10

Total New Words 160

Adjective ‫ָכּ ֵבד‬ kābēd kaved heavy

‫ִגּ ַלּח‬ gillah gilah he shaved

‫ִל ַמּד‬ limmad limad he taught

‫ִק ֵבּץ‬ qibbēs kibets he gathered together

m. = masculine f. = feminine s. = singular

Pual Suffix Conjugations (Qatal/Weqatal)

Pual Prefix Conjugations (Yiqtol/Wayyiqtol)

‫ג ל ח‬ 1. he shaved ‫ִגּ ַלּח‬

2. Translate the following phrases from Hebrew into English.

. ‫ָה ִא ָשּׁה‬ was sent away.

. ‫ֲאנִ י‬ was sent away.

. ‫אַ ָתּה‬ will be sent away.

Verb Root Form Subject*

*Subject Key s = singular p = plural

m = masculine f = feminine c = common (m. and/or f.)

New Words in this Lesson 10

Total New Words 170

he was clean (morally

m. = masculine f. = feminine s. = singular

Piel/Pual with Guttural Letters

‫יִ ְב ַער‬ it will be kindled / burn (Qal)

2. Translate the following phrases from Hebrew into English.

‫יה ַהכּ ֵֹהן ֵע ִצים‬

‫ְל ַט ֵהר ֵבּית יְ הוָה‬ (2 Chr. 29:15)

‫ֳמי ֶאל־רוּת ַכּ ָלּ ָתהּ‬

‫ ֲא ַט ֵהר ֶא ְת ֶכם‬... ‫וּט ַה ְר ֶתּם‬

*Subject Key s = singular p = plural

The Nifal Verb

New Words in this Lesson 10

Total New Words 180

‫ֶפּ ַשׁע‬ péša‘ pesha transgression (m.s.)

‫ִגּ ְל ָעד‬ gil‘ād gil’ad Gilead

‫ָר ָפא‬ rāpā’ rafa he healed

m. = masculine f. = feminine s. = singular

Nifal Suffix Conjugations (Qatal/Weqatal)

Nifal Prefix Conjugations (Yiqtol/Wayyiqtol, Imperative, Infinitive)

2. Translate the following phrases from Hebrew into English.

ְ ‫ָכּל־ ְפּ ָשׁ ָעיו ֲא ֶשׁר ָע ָשׂה לֹא יִ זּ‬

‫( ְס ַלח־נָא ַלעֲוֹן ָה ָעם ַהזֶּה‬Num. 14:19)

‫( וְ ֵא ֶלּה יִ ָמּ ְלטוּ ִמיָּדוֹ‬Dan. 11:41)

‫הוּא יִ ָמּ ֵלט‬ He will escape.

. ‫אַתּם‬ֶ will escape.

‫הוּא נִ ְמ ַלט‬ He escaped.

. ‫ַה ְמּ ָל ִכים‬ escaped.

Verb Root Form Subject*

‫נִ ְל ַחם‬ ‫לחם‬ Qatal 3ms

*Subject Key s = singular p = plural

m = masculine f = feminine c = common (m. and/or f.)

The Hitpael Verb

New Words in this Lesson 10

Total New Words 190

Proper ‫יְ ַשׁ ְעיָהוּ‬ yəša‘yā́hû yəshayáhu Isaiah

‫ִה ְת ַנ ֵבּא‬ hitnabbē’ hitnabe he prophesied

m. = masculine f. = feminine s. = singular