BARRON by the FOREIGN SERVICE INSTITUTE The same course used by the U.S. Government to train ® Diplomatic Personnel ¥ LEARN TO SPEAK FLUENTLY AT YOUR OWN PACE ¢ IN YOUR SPARE TIME! Build your vocabulary Practice your pronunciation Develop conversational skill Master essential grammarMAS TERING HEBREW | | HEAR IT: SPEAK IT- WRITEIT- READ IT Developed for the FOREIGN SERVICE INSTITUTE, DEPARTMENT OF STATE by Joseph A. Reif and Hanna Levinson BARRON’S is One Ni mMBASIC COURSE HEBREW Cover design by Milton Glaser, Inc. This course was developed for the Foreign Service Institute, Department of State, by Joseph A. Reif and Hanna Levinson. The title of the original course is Hebrew Basic Course This edition published in 1988 by Barron's Educational Series, Inc. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, New York, 11788 Paper Edition International Standard Book No. 0-8120-3990-4 A large part of the text of this book 1s recorded on the accompanying tapes as follows: Unit 1 Tape 1A Unit 15 Tape 5A, 58 Unit 2 Tape 1A Unit 16 Tape 5B, 6A Unit 3 Tape 1A, 1B Unit 17 ‘Tape 6A, 6B Unit 4 Tape 1B Unit 18 Tape 7A Unit 5 Tape 1B, 24 Unit 19 ‘Tape 7B Unit 6 Tape 2A Unit 20 Tape 8A Unit 7 Tape 2B Unit 21 ‘Tape BA, 83, 9A Unit 8 Tape 2B, 3A Unit 22 ‘Tape 9A, 9B, 108 Unit 9 Tape 3A Unit 23 Tape 10A, 10B Unit 10 ‘Tape 3B Unit 24 Tape 11A Unit 11 ‘Tape 3B Unit 25 ‘Tape 11A, 11B, 12A Unit 12 ‘Tape 4a Unit 26 ‘Tape 12A Unit 13 ‘Tape 4A, 4B Unit 27 Tape 128 Unit 14 Tape 5A PRINTED IN THE UNITED STATES OF AMERTCA 5 800 987 La Marepian, saxawenuli aatopeskum niBASIC COURSE HEBREW comments TABLE OF CONTENTS Introduction: Purpose xiv Style of Hebrew Used xv Methods and Procedure xv Material xvii Drills xx ‘Translations wid Tests pod Readings soy ‘Summary pov Pronunciation: ‘Transcription xxv Consonants avi Consonant Clusters xxx Vowels rood Stress and Intonation sooty Tape Recordings soocva, unit 45 Basic Conversation: Grammar Notes: Review Conversations Unit 2. Basic Conversation: Grammar Notes: Review Conversations unit 3. Basic Conversation: Grammar Notes: Review Conversations 4-4 Greetings (Two men meet) 4 1:2 Greetings (Two women meet) 2 4:3 Additional Vocabulary 2 4:4 Classroom Expressions 3 45 Masculine and Feminine 4 1:6 Pronominal suffixes - Singular set 5 LeT alternate Torna Of Koons Refore mustixes 6 Introductions (Two men are introduced) 9 Introductions (two wonen are introduced) 10 Additional Vocabulary 10 Equational Sentences aL The Direct Object Preposition /et ~ ot-/ # 2 3.41 Introductions, conta. (Two men) 15 3.2 Introductions, contd. (two women) 16 3-3 Additional Vocabulary 16 3-4 Alternate Forms of Nouns 17 Dual Number in Nouns 17 3.6 Pronominal suffixes - Plural set 47 20CoNTENTS HEBREW BASIC COURSE Grammar Notes: Review Conversations unit Basic Conversation: Grammar Notes: Review Conversations nit 6. Basic Conversation: Grammar Notes: Review Conversations unit Basic Conversation: Grammar Notes: Review Conversations unit 8. Basic Conversation: Grammar Notes: Review Conversations jousing Arrangements (two men speaking) jousing Arrangements (Two wonen speaking) \aditional Vocabulary Preposition /Xel/ ‘o£ Preposition /avar/ ‘for, on behalf oft intraction of /le- - ha-/''to the! det Be ne piel 233 peaking Hebrew (Men) aking Hebrew (Women) ‘St Tense of Verbs ~ First and Second Persons ‘ternation /mi- ~ me-/ * fron’ consonant Alternation / b ~ v/ lt Bet 5.2 5.3 5.4 565 1 Asking Directions {n man asks a man) 2 Asking Directions (A woman asks a woman) 3 Additional Vocabulary Stark Imperatives 5 Gentle imperatives 6 Negative Imperatives Z Contraction of /be - - ha-/ ‘at the, in the’ Alternate Forms /ve~ ~ u-/ ‘and! 9 of Final Stem Vowel in Verbs 7-1 Wandering through Tel Aviv(speaking to nan. Passerby) 7.2 Wandering through Tel Aviv(speaking to woman passerby) 7-3 Yocabulary Drill 7-4 Gender and Number - Present Tense Verbs and Adjectives: 7.5 /e/ ~ Suffix Feminine Forms 8.1 Wandering Through Tel Aviv (conta. Wandering Through Tel Aviv (contd.) 23 Vocabulary Drill 8:4 /a/ - Suftix Feminine Forms va aa 22 2 2 27 2 2 53 54 55 57 2 6: 6 70BASIC COURSE comments unit 9. Basic Conversation: 9-4 Wandering through Tel Aviv Neer B 9.2 Wandering through Tel Aviv (conta, B 9.3 Vocabulary Drills T Grammar Notes: 9.4 The Construct state of Nouns Dp 3. Review Conversations ait 10. Basic Conversation: Gramnar Notes: Review Conversations Unit 44. Basic Conversation: Gramar Notes: Review Conversations unit 4 Basic Conversation: Grammar Notes: Review Conversations Unit 13. Basic Conversation Grammar Notes: Review Conversations 10.4 Wandering througn Tel Aviv 10.3 Vocabulary Drills 40.4 the Relative Conjunction /Se-/ 40:5 Adjectives used to Modify Verba 44-4 Dinner_tnvitation 41.2 Additional vocabulary 41-3 Vocabulary Drills 11.4 cardial Numbers 11‘5 contraction of initial syllables 11-6 /yéB 14/, /éyn 1i/ Friday Evening Dinner Additional Vocabulary 18.3 Vocabulary Drills 12:4 cardial Numbers with Nouns 42:5 Ordinal Numbers 43-4 Friday Evening Dinner (conta) 13.2 Additional Vocabulary 43:3 Vocabulary Drills 13:4 consonant Alternation /k ~ x/ 33:5 Formation of the Future Tense 13-6 Use of the Future Tense vit (concluded) 40:2 Wandering through ‘Tel Aviv (concluded) 5 Definite Article /ha-/ Prefixed to Adjectives 77 SRLSSL RLESSSSCONTENTS nit 4). Basic Conversation: Grammar Notes: Review Conversations unit 15. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 46. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 47. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Bait 18. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations HEBREW BASIC COURSE 44.4 At_the Grocery store 44.2 additional vocabulary 44.3 Vocabulary Drills 4. carainal Numbers, 20 - 1000 44,5 Colors 14.6 Jo ~ u/ alternation in Related Forms 44.7 Review of Negative sentences 415.4 At_a Coffee House 415.2 Additional Vocabulary 45.3 Vocabulary Drills 15.4 Roots 15:5 Patterns Occurring with Roots 15.6 Alternating Radical: 45.7 Alternating Patterns 45.8 Designation of Patterns 15.9 Designation of Radicals 16.4 Conversation in the Coffee House 46:2 Additional vocabulary 16-3 Vocabulary Drills 16.4 vnird Person Past Tense verb Forms 17-4 At the Post office 47.2 Additional Vocabulary iE wie g of pie: 47-5 of kal (patal) 47-6 Past Tense of hitpa'el 47-7 Past Tense of hif'il 17-8 Past Tense of laned hey verbs 18.1 Telling Tine 18.2 Additional Vocabulary 18.3 Vocabulary Drills 418.4 Clock Drills 18.5 The Expected Future 18:6 /natay Se-/ vitt 139 280 a8 145 145 4a au 448 449 150 154 15% 45) iBASIC COURSE HEBREW CONTENTS ———— unit 19. Basic Conversation: Granmar Note: Review Conversations Unit 20. Basic Conversation: Granmar Notes: Rapid Response Drill Review Conversations Unit 24, Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 22 Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 23. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations 49.4 calling Long Distance 19.2 Additional Vocabulary 49.3 Vocabulary Drills 19.4 adverbs 19-5 The nif'al Conjugation - Present and Past Tenses 49-6 Present Tense of the nif‘al 19.7 Past Tense of the nif'al 20.4 Hot Weather 20:2 Cold Weather 20.3 Additional Vocabulary 20:4 Vocabulary Drills 20.5 Further Remarks on lamed hey verbs 20.6 Verbs with Initial Radical y 20.7 Loss of n before Consonants 21-1 Going to the Theater 212 Vocabulary Drills 213 Generalizations 21.3 The pitel Conjugation 21:5 lamed hey Verbs in the pi'el Conjugation 21.6 Stem Vowel Variations in the pi'el 21:7 Verbal Nouns of the pi'el 21:8 The putal Conjugation 28.1 At_the Box Office 22.2 Additional Vocabulary 22:3 The kal (patal) conjugation 22.4 verbal Woun of the kal 23-4 Before the Play 23.2 Additional Vocabulary 23-3 Vocabulary Drills 23-4 verb Drills 23.5 The nif'al Conjugation ix ata 212 21: atl 246 218 220 224 222 22% eal 209 230 236 23 3 239 240 ala. 24. au 245 256 257 257CONTENTS Unit 2. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations pit 25. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 26- Basic Conversation: Rapid Response Drill Review Conversations Unit 27. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations pit 28. Basic Conversation: Rapid Response Drill Review Conversations 24.4 Discussing the show 21.2 Additional Vocabulary 24.3 Vocabulary Drills 24.4 verb Drills 24.5 The hitpa'el Conjugation 25.1 Leaving the cate 25.2 Additional vocabulary 25.3 Vocabulary Drills 25.1 verb Drills 25.5 The hif'il Conjugation 25.6 verbal Nouns of the hif'il 25.7 The hof'al Conjugation Military service Additional Vocabulary Vocabulary Drill Verb Drills Members of the Family BR FRARA Gaune Re At_the Barbershop Additional Vocabulary Vocabulary Drills Verb Drills {oaya/ “he was" *T had", "I will have" RRRBRE RSRSRN ann Fistor 28.1 At _the cleaner 28.2 Additional vocabulary 28.3 Vocabulary Drills 28.4 verb Drills 28.5 Object Suffixes of verbs BASIC COURSE 291 292 292 306 307 309 309 3a. 312 312 343 322 322 327 330 332 333 335BASIC COURSE HEBREW cowrenrs Unit 29. Basic Conversation: Rapid Response Drill Review Conversations unit 30. Basic Conversation: Grammar Note: Rapid Response Drill Review Conversations nit 31. Basic Conversation: Granmar Notes: Rapid Reaponse Drill Review Conversations unit 32. Basic Conversation: Granmar Notes: Rapid Response Drill Review Conversations unit 33+ Basic Conversation: Granmar Notes: Rapid Response Review Conversations 2904 29.2 29:3 2g.h 30-4 30.2 30.3 30.4 30.5 30.6 Bhat 3ac2 31.3 Back 3425 316 At the Shosmaker's Additional Vocabalary Verb Drills /oto ha-/ "the same" Aches and pains Additional vocabulary Vocabulary Drilis verb Deities The Preposition /mi-/ "tron" Conparatives and Superlatives Friends Meet at an Office Additional Vocabulary Vocabulary Drills Verb Drills Too Much The Passive Participle an Office (contd) Additional Vocabulary Verb Drills The Prepositions /ke-/, /kmo/ Friends Meet at an office (contd.) Additional Vocabulary Vocabulary Drills Verb Drills Suppositions and Conditional sentences 352 352 352 355 25 364 362 363 y 3 367 379 371 37: 37 315 376 317 319 319CONTENTS HEBREW BASIC COURSE Unit 3h. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 35. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations pnit 36. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Voit 37- Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations it 38. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations 34.4 Friends Meet at an Office (concluded) 34.2 additional vocabalary 34.3 Vocabulary Drills 34.8 Verb Drills 34.5 Nouns with Pronominal Suffixes- Singular sot 35-1 Getting Up in the Morning 35.2 Additional vocabulary 35.3 Verb Drills 35:4 nouns with pronominal suffixes-plural set 35.5 Prepositions with Pronominal suffixes 36-1 Getting Up in the Morning (conta. ) 36.2 Additional vocabulary 36.3 Verb Drills 36-4 construct State of Plural Nouns 37-1 Getting Up in the Morning (concluded) 37-2 Additional vocabulary 37-3 Vocabulary Drills 37-4 verb Drills 31-5 Abstract Nouns in /-ut/ *-ness" 37-6 Hortatives 38-1 Purim Parade_ 38.2 Additional Vocabulary 38.3 Vocabulary Drills 38.4 verb Drills 38.5 Negative Adverbials xi 409 440 aaa ay ant wag aon 422 423, ia 2 426 429 430 Bo 32 433, 43h 435, 43, 438 439 ako waa 4aBASIC COURSE Unit Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 40. Basic Conversation: Grammar Notes: Rapid Response Drill Tests: Reader: HEBREW 4 Buying clothes z 39:3 Jevar/and foay ” 40.4 Going to the Irrigation Project 40.2 At the Irrigation Project 40-3 Additionel vocabulary 40.4 Derived Nouns - miftal 40.5 Derived Adjectives - pa’ il Interpreter Situations Taped Tests ‘The Hebrew Alphabet Conrewrs Story 4. poanan nqaten Story 2. moan ny Story 3. ja70n wyan Story 4. naan ww) AyD ATen Story 5. aambxn [yD IRA Story 6. aren wes Aven Story 7: 7x72 nY7AD Story 8. wpraen daran story 9. wxiDn 1E%—n Story 10. Beyera een bran TOW Story 11. ryvayy m7 9397 story 12. m73720 AION TK Story 13. yaypben spn aeuy dT? KIT Story 14. coDn7 naira coyize 3 Story 15. yasno72 Bean AAA AbYIA Story 16. OATaK AKI TINIen Story 47. yreRbay yoo Story 41 TwpP2_ NY wap Story 19. aien yap napa Story 20. non nyvenn nay Story 21. wa nyroK 2anx ININV? WweXe 2dN Story 22. wx 212933 ypoy Pizan oUt Story story story story 203K aayen 9222 2x99Ny THI TTAeT #s-D07927 An xa" 4nne oan Anne2 i"oxa 2 nieya Story 27. — nazan_nenap 7K nid AY Ty Story 28. xowan >"y rbapna O37 2D Bryson Story 29. yv3y 923 TT Story 30. nazsq0en nynana yeqane 3923 71 Common Proverbs and Expressions Glossary lthINTRODUCTION HEBREW BASIC_COURSE INTRODUCTION Americans know of Hebrew as tho language of the Old Testament. Hebrew had been a living language, that is, it was spoken as a native language by a community of people, at least until the First Century, B.C., and possibly for several centuries after that. But even though it ceased to be a living language in this sense, a large and important body of literature has remained in constant daily use for prayer and study. During the Middle Ages and into the Renaissance Hebrew served as a lingua franca for Jews throughout the world, and the literature was expanded by scholars and poets. Hebrew thus was kept in continuous familiarity, and in the last century successful efforts were begun to revive it as a modern language. Today Hebrew is the official language of the State of Israel. It is being taught to immigrants speaking a wide variety of native languages, and the goal is to have all the inhabitants learn to speak it. To be sure, modern tebrow 4s dirrerent from the Biblical language. The phonology (sound system) has been symplified, and new syntactic patterns and vocabulary have been developed to express concepts not dreamed of two thousand years ago. But the modern language is unmistakably the descendant of the Janguage of the Psalns and the prophets. The sounds of modern Hebrew are fairly easy for Americans to learn. since only a minority of the present population are native speakers of Hebrew, foreign accents can hardly be called rare, and one should not feel the slightest embarrassment in making even halting efforts to speak it. PURPOSE It should be stated very clearly at the outset that this book is not intended as an elementary text for the study of the Bible or other Hebrew literature. It is also not intended as a reference granmar of Hebrew. There are a number of good books on the market to fulfill those needs. This book is intended as a training manual, designed to teach a non-speaker of Hebrew to speak and comprehend with some degree of fluency an acceptable form of the modern language. Its relationship to a reference orammar is analogous to the relation- ship of a program of calisthenics to a textbook on physiology. ‘The student is not supposed to read this book in order to find out about Hebrew: he is supposed to work at the material presented here until he can speak Hebrew, and he will have to work hards ‘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 automo- tive engineer or to know the technical terms for the parts of a car in order to be a good driver. Many excellent drivers even have wronc notions about the mechanical aspects of an automobile. Similarly, it is not necessary to be able to discuss accurately and comprehensively the cranmar of a language in order to speak it fluently and correctly. Intensive drilling will produce the proper habits. When the student participates in conversation easily and fluently with a minimum of either "accent" or of conscious effort then he has achieved the goal of the course. Emphasis on the spoken language does not mean that reading and writing are to be ignored or downgraded in overall importance for the educated speaker. These latter skills are a separate problem which in the initial stages of study are treated as secondary.image not availableimage not availableimage not available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 pieces to he presented are printed on separate lines. For example, the group, "/toad rabée Bion! tév. und ¥lonya?/ “thank you very mich I'm Es ee ea tania tee nia tine ise Tm fines y ™Oh Steed" eB Picts And how are you? und ¥1omxd? Zt is presented to the student as follows: Instructor or Tape: uf Slonxé? Students und ¥lonxd? Instructor or Tape: S1on{ tév. umd Slomxd? Student: Slon{ tév. umd Slomxd? Instructor or Tapes todd rabé. Slon{ tév. umd Slomxd? Student: todd rabé. Blonf tdv. und Slomed? Instructor or Tapes toa raps. Flonf edv. und Blond? (repetition) Students toaé rabé. Bionf edv. unk Biomed? Ax much as possible the sentences have been divided into natural sounding piece 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 instruc- tor 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 aces 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 over- learning, as mentioned above. As a final step, the students act out the entire Basic Conversation fron memory, with the instructor or with other students. Only when the Basic Sentences have been mastered to this extent can they be considered to provide an adequate basis for grammatical drills and for control Of the spoken language. Some Basic Conversations are rather long, and are therefore broken up 4nto 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. xvidimage not availableimage not availableimage not availableINTRODUCTION HEBREW BASIC COURSE ‘The instructor repeats the entire response of the student. After the Grill has been done a number of times the instructor may omit this repetition in order to speed up the drill in class. {ransformation 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 al] 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 ao that the student will understand what sort of transformation he is supposed to make. Response Drills The purpose of response drills ic to simulate a situation which nay occur in a real conversation. The question and response is extracted from such @ 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 Anstructed 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 Drilis ‘The purpose of translation drills is to familiarize the student with the Adion of Hebrew or with characteristic constructions of Hebrew whose literal English translation might be misleading. Translations drills are comparatively few in number in the course, but all drills may be used as translation exercises by asking for spot translations into English as explained above. ‘TRANSLATIONS ‘Two kinds of translations are used in this text, literal and free. The jatter is often nore in the nature of an English equivalent, that is, what would be said in English in an equivalent situation rather than a linguistic trans- lation, 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 Sloma/ is "What is your Peace?" We have translated this as "How are you?", which is what an English speaker says in the sane situation. Conversely, though, the literal equiva- lent of the English, /eyx ata?/, is used in Hebrew but only as a rejoinder to @ previous greeting. rodimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availablePRONUNCIATION HEBREW BASIC COURSE ‘The plural forms, though, will usually sound the same: /yexapea/, “they will seek." wens (/yexabsu/ — ) /yexapsu/ hey will launder " 0229 English speakers should have no difficulty learning such pronunciations, though in English the second consonant often assimilates to the first rather than the reverse: “observe” is pronounced obzerve, rather than opserve. The student should be aware of the possibilities since the occurrences are quite common, but context usually relieves any ambiguity. The four consonants which do not have voiceless counterparts /m, n, 1, y/ (see chart) as well as /r/ and /v/ do not cause the assimilation of a preceding voiceless consonant. /rasve/ "veil" not —*/mazve/ Ynitrad/ "separated" not —*/nivrad/ /c/ assimilates to a following voiced consonant, also: /hicb{a/ “voted” yvaxn Often sounds like /nidebla/. ‘The above examples show medial consonant clusters, that is, clusters between vovels. 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, Ap, - fplit: “refageos" Gey Rca contribution" py Pedita/ "absorption" Many frequently occurring initial clusters will be unfamiliar and will require practice. Some examples are given below, but many more will occur in the course material. ‘The most common error that English speakers make is to insert a vowel between the consonants. 4 open" ans /ptixa/ opening” anne Son/ ne Jpne/ “turn” 1 Feain/ Mintertox” 0033 fenf = twain tates” penn /esuna, "picture" naven sayy /einya/ “dependent” avyon JeiiBut/ “detachment” nywyn et/ - /xtévet, "address" nain> ‘fetana, “small” niep fexf = ferixg necessary” noone Yeror, "bundle" an ' eff = [etat/, "safea” nox ‘ Yetoni/ "northern" oanszimage not availableimage not availableimage not availableSTATION. HEBREW ASIC_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 not mean that the speech is "sloppy" or “corrupt”. In slow or emphatic speech they must occur. But in normal, everyday, "natural" speech they are dropped by native speakers of Hebrew: Maintaining these consonants in this informal style will sound awkward. paam "time" taavor “you will cross" agaiot “to go up" t “house” israel "Israel" naim "pleasant" menaalin "directors" Jeexol “to eat" neima "pleasant" meod “very” beemet "really" yoec “counsellor” ‘yoactm "counsellors" 2 "come" Bavia nweek" batiax “sure” Beuit “beans' maa¥a: "wnat 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 conments will explain the general occurrence of stress on Andividual words and in connected speech. The learning of the Basic Sentences and the acting out of the conversations constitute the drills on stress and Antonation. In the transcription an accent mark “ indicates a syllable which may receive strong stress. In words of more-than one syllable the placenent of stress is meaningful. In individual words, particularly when pronounced in isolation, the stress 4s 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 gramatical pattern, but in others it must be memorized as part of the individual word. For example, the 7/-t4/ and /-ta/ suffixes of the past tense are never stressed: /amérti/ "I said”, Jamacta/ “you said". On the other hand the following pairs of words are @istinguished from each other by the stress placement. foxéi/ “(ne 4s) eating” /6xei/ “too” 7PSon6/ "his peace" 7én0/ "solomon" Yemcs§/ " I will find” Ténce, "middle" Yoani/ " they built" Poanu/ “in us" In sone words of three or more syllables the stress is on the last syllable EAD ApSSeru/ “something”, —/m{¥eru/ “someone Zeeobus/ "bus" | Yanérika/ "America" (im general, loan-words tend to retain the stress where it was in the language from which it was borrowed.)image not availableimage not availableimage not availableUNIT 1 HEBREW BASIC_COURSE ‘MR, WILLIAMS 80 long. Balén. sorw Be seeing you. lehitrast. mwas to see again Jehitraét niwann? 1.2 Greetings (Two women meet) MRS. WILLTANS Hello, Miriam. Balém, miyém, .0% DI How are you? mh Blonéx. api 7m you, your (f.s.) “6x + MIRIAM ‘Thank you very much. ‘toda rapa. “77 I'm fine. Bloms tév. 2310 71D ‘And how are you? und Bloméx? Pp mM RS, WILLIAMS tov. 220 How is the family? m& 816m hami8paxé, ranean 597 7 MORIAM All right. eséder. 702 How is mh 816m pion mm your husband? baaléx. 2192 husband baal (m) ova ‘MRS. WILLIAMS: He's fine, too. g&m Slomé tév. 227 11d? br Excuse me. slixd. I have to ani muxraxé run, laréc, him, his 6 - have to, must muxzaxi (f.0,) ANTDID MIRIAM oh, yes! It's late already. 6 -- kén! kvar meuxfr, ND 7ID119 == WK 80’ Jong. Salim. 0170 So long. Be seeing you. 41.3 ADDITIONAL VOCABULARY We are fine, wow are you? (m.pl.) How are you? (¢.pl.) How are they? (m.pl.) How ace they? (£.pl.) wr, Carmi, Mr. Carmi (alternate form) Miss or Mrs, Carmi it is early, MRS, WILLTAMS Balém, lehitraét. Blonénu tév. n& Slomxém, m& Blonxén, n& Blondm, n& Blonfn. n&r kérmi adén kérmi gvéret kérmi mukaém, anyon 0177 2210 1320770 ?02D177 7 nw Mm 7272 D712 11K 713 1932 30777image not availableimage not availableimage not availableUNIT 1 HEBREW BASIC COURSE D. Response Drill Instructor: m& 816m baaléx. Student: Blom tév. 2avva orb no m& Bl6m iBtexé. Bloma tév. 2noK DIY nD m& 816m hamiSpaxé, Blomé tév. ?nnowon ory AD m& 816m baal4, Blomé tév. Inova ody no m& Bl6m i8t6, Bloma tév. TanvK ory no (Note: in the form /i8texé/ the /-e-/ is inserted for phonological reasons, to ‘break up the three-consonant cluster /-Stx-/, which would otherwise result. ] 1.7 Alternate forms of nouns before suffixes Many nouns have an alternate form when occurring with a pronominal suffix. Salén ‘welfare’ * Bont ans ‘wite” abet Compaxe, on the other hand: b&al ‘husband’ = baalf ‘my husband’ It is very difficult to predict which nouns will have such alternate form: or what the alternate forn will be, The student should simply drill these they occur in the text until he has mastered thom. ‘When a suffixed noun occurs in a Rasic Sentence the independent form of the noun will be given in the vocabulary breakdown, and, as much as possible, drills will be provided.image not availableimage not availableimage not availableUNIT 2 HEBREW BASIC_COURSE 2.2 Introductions (Two women are introduced) MRS. CASPI Mrs. Cohen, gvéret k6hen, 317 m3 please meet takiri bevakasa Tup22 Pn Mrs. Willians. et gvéret Williams. -00x77777 122 NX you will know (£.5.) x'm very happy to meet you, Mrs, Willians, you (f, 10bj.) How do you do, Mrs. Cohen. Mes. Willians is the wife of the Counsellor of the Anerican Enbassy, of at When aia you arrive in the country, Mrs, Williams? you arrived (£.8.) I arrived two days ago, ‘Mrs. Cohen. 223 ADDITIONAL VOCABULARY I arrived yesterday. I arrived the day before yesterday. I arrived a week ago, week I arrived two weeks ago. I arrived a month ago, month I arrived two months ago. takiri (£15. ‘MRS. COHEN naim 1i meéa lehakir otsx, gvéret Willians. etd (£. RS, WILLIAMS naim me6a, gvéret kéhen. MRS, CASPT gvéret Willians nL i8t6 Bel yoée hakagrirdt haamerikéit. ne él ‘MS._COHEN matéy niga laarec, gvéret Willians, higét (£.8.) ws, WILLIAMS. hig&ti Lifnéy yomsim, gvéret kthen. hig&ti etmo1, hig&ti $i186m, higéti Linéy Savéa, Savéa (m) hig&ti 1ignéy Bvasim. hig&ti Litnéy xéde xédeX (m) higéti Lifnéy xod8sim, 10 von Wo 77 _0y3 201X207 «00K7777 FD WK ND 0°92 “1 ma. 00N°9997 FII2 Wx Pn yr Ww nya PPP? wen vo ona yan RY 700N77771 1722 ryan nya sery 7359 17> M32 <770NN *Tyan sDwy onyan 297 7259 Pryan yazv 2O77V1BW 7S) onyAn su7In 7259 >ryan vain 207UTIN 7759 nyaimage not availableimage not availableimage not availableUNIT 2 HEBREW BASIC _COURSE REVIEW CONVERSATIONS Az Balém, gvéret willians, takiri bevaka¥é et ist{. Bs naim 1i me64 lehakir otd&x gvéret zah4vi, mf Bloméx, C+ gém 14 naim lehakir ot fx. D: miry$n, takiri et baalé Bel sfra, Es naim 14 me6d lehakir otx&, m&r zahfvi. F: naim meéd, G: m& Bloméx, mixy4m, matéy higdt ladagririt. Hz hig&ti lifnéy yomfim, m&r Williams, takir bevakasa et baali. G: naim 1i me6a lehakfr otx&, mr k6hen, T: naim me6d, mr Williams, J: matéy higSta lafrec, m&r Jones, Kr hig&ti etmol, ‘J: gm anf higSti etm61. Lt atéra, matéy higSt let’1 aviv, hig&ti Lignéy x6des. matéy higdta laMagrirét, david. hig&ti Bi1B6m, N: david, eg6r et hadélet, bevakaBé, O: et ma? WN: et hadélet. elixé, 0: 6 kén, wm 2bON777 17 NII. OW s7nax nk TgpI2 F7Dn 9 TW VIM? Wo 9 Ory2 2 mH .7IIT NID 2K PA? Dra > D2: 27 Yo A232 TK VIN .o-—D IT WD WK VIN? Wo 7 oyT 2D OPyd 209% 7177 7 any aw? nyan >no 200N77771 7 ,077017 7359 *nyINn 3 9ya nx WUPIa PIN 212] WK WIT? TWO °F Ory2 2DONPD7T7 WD TD OVI sf 7o31'2 WD YIN? nyan no <710nK *nyaT 21nK onyAN 73K O1 22°2K ‘ny nyan om. {WTI 935% onyan 3 77 NP Ww? Ayan on Dw *nyan : wpa nw NK 30 67117 27 1K .nvT nk snnr70 41-4 1K 3X 22 37 an av at wyimage not availableimage not availableimage not availableUNIT 3 HEBREW BASIC_COURSE Tape 1B A, Substitution Drill haérec mécet xén beeynfy, I like the country. 272792 TN ERED INT Deeynéxa sp292 beeynéix q23092 beeynév vney3 beeynéha naa7y3 beeynéynu yara2v> beeyneyxén 0373793 ‘beeyneyxén 1273993 eeyneyhém anva>ya ‘beeyneyhén qnva7ya Expansion Drill The student repeuts the question of the instructor and aske the second question, Instructor: How are you? Student: How are you? How do you like the country? m& Slomxé. 6x mécet xén beeynéxa hadrec. ma Slém iBtex4, éx nécet beeynéha hagrec, m& 816m hami’pax4, éx mécet xén beeynéha hafrec. m& BSloméx, 6x mécet xén beeyndix hadrec. m4 Blonxém. ex mécet xén beeyneyxén hadrec. Ba Blém banléx, 6x mécet xén beeynfv hadrec. n& Slomd. éx nécet xén beeynéha hafrec, mA Blomxén. 6x mécet xén beeyneyxén hafrec. BA Blém david. &x mécet xén beeynév hafrec. m4 Blond, &x mécet xén beeynfv hadrec. m4 Sloman, éx m6cet xén beeyneyhém hadrec, Response Drill Instructor: Student: How are you? Fine, I like the country, m& Slomxé, t6v. hagrec mcet xén beegnéy. mé 816m david, t6v, hafrec mécet xn beeynév. m& Blomxém. t&v. hagrec micot xén beeynéynu, m& Blém iBtex4, tév. hasrec mécet x&n beeynéha. mA Blom noBé veist6. tév. hadrec mcet x6n beeyneyhém. m4 Sloméx. tév. hafrec mcet xén beeynéy. m4 816m xdna uniryém, t6v, hafrec mécet xén beeyneyhéa. Transformation Drill ~ Pronominal suffixes, singular and Plural sets Instructor: stodent: His country is very beautiful, He likes the country. arcd yafs meSa. hadree mécet x&n beeynsv, arci yaf4 me6d. hadree nécet xén beeynfy, arcénu yafé meéd, hafrec mécet xén beeynéynu. arcim yagi ne6a. hafree nécet xén beoyneyhém. arcexé yaf& me6a. hadrec nécet xén beeynéxa, arcéx yaf& me6d. hadrec nécet xén beeyndix. arc& yaf4 me6d, hafrec nécet xén beeynéha. arcexém yafé me6a, hadrec mécet xén beeyneyxém. ‘Transformation Drill - Repeat Drill D in reverse. 18 Marepian, 2axu hi mimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableimage not availableONT 5 HEBREW BASIC COURSE ‘MR,_WELLIAMS, Don't exaggerate, 41 tagzin, moran 9x Like an Israeli ‘km6 israel{ ow? > as yet adfin wy I don't speak. eynéni medabér. <2] 712°K don't 41 (neg. part.) / you will exaggerate tagzim peran addin pow yn (neg. part. ) KR 4 s3a0K MB, COHEN ‘You speak at& medabér 77m AMK very vell. yaté me6d, wD 7? ‘MR,_WELLTAMS, ani saméax mow °1N mehatocaét, PANETT sanéax noe tocaa (£) nexin tocadt (£.pl.) rucin 5.2 Speaking Hebrew (Women) ‘MRS, COHEN Tell ne, jmrf i °” OK P please Devakass. 70223 Where did you learn heyxén lanfdet nw? 1390 to apeak such a ledabée ivrft maa 39 beautiful Hebrew? Kol k&x yafé, ne? 72 79 tell, say (imv.) imri 7K you learned lam&det (f.8.) nw MRS, WILLIAMS: I learned lamSdeti on? to speak Hebrew ledabér ivrtt ray 3377 in Americ: Deanériki 9 WNI RS, Couey In which beéyze aroK2 school bet séfor 780 1? did you study? lamidet? nm? ‘MRS, WILLIAMS In the school devét haséter pon 32 of languages of lesafét Bel o TIEW? our State Department. misr&d haxtic Sel4na, 30 2170 yinn wa