Helen Younansardaroud

Classical Syriac Course Book

Translated
by

Graham Wetherall

Berlin 2016
Berlin: Universitätsbibliothek der Freien Universität
ISBN 978-3-946234-57-9 (Online)
 Contents

Foreword ...................................................................................................................................................... XVI

Lesson 1 ........................................................................................................................................................... 1
1. 1. Introduction and Classification.......................................................................................................................................... 1
1. 2. Attested Alphabetic Scripts ................................................................................................................................................ 1
1. 3. Alphabet Table ..................................................................................................................................................................... 3
3
1. 4. Writing the Consonants in the Eastern Syriac and Serṭō Scripts .................................................................................. 4
1. 4. 1. Ligatures ....................................................................................................................................................................... 7
1. 5. The Eastern Syriac Vowel System .................................................................................................................................... 8
1. 6. The Western Syriac Vowel System .................................................................................................................................. 8
1. 7. Transcription Employed in this Book............................................................................................................................... 9
1. 8. Vowel Correspondences between ES and WS ................................................................................................................ 9
1. 9. Vowel Assimilation ........................................................................................................................................................... 10
1. 9. 1. Assimilation /a/ > /e/ ................................................................................................................................................. 10
1. 9. 2. Assimilation /u/ > /o/ (only in ES) .......................................................................................................................... 11
1. 10. Diphthongs ......................................................................................................................................................................... 11
1. 11. Vocabulary ......................................................................................................................................................................... 12
1. 12. Exercises.............................................................................................................................................................................. 12
Lesson 2 ......................................................................................................................................................... 13
2. 1. Consonants in the ES and Serṭō Scripts ......................................................................................................................... 13
2. 2. The Two Pronunciations of the Bḡaḏkp̄aṯ-Consonants ................................................................................................ 13
2. 2. 1. Writing Geminate Consonants ................................................................................................................................. 15
2. 2. 2. The ʾÅlap̄ .................................................................................................................................................................... 15
2. 3. Prothesis .............................................................................................................................................................................. 15
2. 4. Graphic Symbols and Punctuation Marks...................................................................................................................... 16
2. 4. 2. Punctuation Marks ..................................................................................................................................................... 16
2. 4. 3. Linea Occultans ......................................................................................................................................................... 16
2. 5. Vocabulary ......................................................................................................................................................................... 17
2. 6. Exercises ................................................................................................................................................................................ 17
Lesson 3 ......................................................................................................................................................... 18
3. 1. Total Assimilation of Consonants (/n/, /l/) .................................................................................................................... 18
3. 1. 1. The Assimilation of Dentals .................................................................................................................................... 18
3. 2. Consonant Dissimilation .................................................................................................................................................. 18
3. 3. Consonant Correspondences: Syraic – Hebrew - Arabic ............................................................................................ 19
3. 4. Syllable Structure and Vowel Reduction ....................................................................................................................... 19
 3. 5. Root Structure .................................................................................................................................................................... 20
3. 6. Nominals ............................................................................................................................................................................. 20
3. 6. 1. Gender, Number, State .............................................................................................................................................. 20
3. 6. 2. Irregular Nominals..................................................................................................................................................... 23
3. 6. 3. Nominals and Attributive Adjectives ..................................................................................................................... 24
3. 6. 4. Nominals and Apposition ......................................................................................................................................... 25
3. 7. Vocabulary ......................................................................................................................................................................... 25
3. 8. Exercises ................................................................................................................................................................................ 25
Lesson 4 ......................................................................................................................................................... 27
4. 1. Important Types of Nominal Formation ........................................................................................................................ 27
4. 1. 1. Monosyllabic Root .................................................................................................................................................... 27
4. 1. 2. Disyllabic Root ........................................................................................................................................................... 27
4. 1. 3. With Prefixes (ma-, mi-, ta-) ...................................................................................................................................... 29
4. 1. 4. With Affixes (ån, ōn) ................................................................................................................................................. 29
4. 2. Particularities of *qVṭl-Nominals ................................................................................................................................... 30
4. 3. The Determinative Pronoun d- ........................................................................................................................................ 30
4. 4. Active Participles (Base Stem) ........................................................................................................................................ 31
4. 5. Vocabulary ......................................................................................................................................................................... 31
4. 6. Exercises ................................................................................................................................................................................ 32
Lesson 5 ......................................................................................................................................................... 33
5. 1. Independent and Enclitic Personal Pronouns ................................................................................................................ 33
5. 1. 1. The Active Participle with the Enclitic Personal Pronoun as Expression of the Present ................................ 33
5. 1. 2. The Enclitic Personal Pronoun as Copula in Nominal Clauses .......................................................................... 34
5. 2. Demonstrative Pronouns .................................................................................................................................................. 35
5. 3. Interrogative Pronouns and Adverbs .............................................................................................................................. 36
5. 4. Words for »Somebody« and »Something« .................................................................................................................... 36
5. 5. kol »every, all« .................................................................................................................................................................. 37
5. 6. Reflexive Expressions....................................................................................................................................................... 37
5. 7. Vocabulary ......................................................................................................................................................................... 38
5. 8. Exercises ................................................................................................................................................................................ 38
Lesson 6 ......................................................................................................................................................... 40
6. 1. Pronominal Suffixes (Possessive Suffixes) ................................................................................................................... 40
6. 2. *qVṭl-Nominals with Possessive Suffixes ..................................................................................................................... 41
6. 3. Irregular Nominals with Possessive Suffixes ................................................................................................................ 42
6. 4. Prepositions with Pronominal Suffixes .......................................................................................................................... 43
6. 5. Pronominal Suffixes (Object Suffixes) .......................................................................................................................... 44
6. 6. The Verb of Existence ʾīṯ ................................................................................................................................................. 44
6. 7. Vocabulary ......................................................................................................................................................................... 45
 6. 8. Exercises ................................................................................................................................................................................ 46
Lesson 7 ......................................................................................................................................................... 47
7. 1. The Perfect: Basic Stem ................................................................................................................................................... 47
7. 2. The Preposition l- .............................................................................................................................................................. 48
7. 3. The Perfect Form of the Verb of Being hwå ................................................................................................................. 49
7. 3. 1. Indicating Focus with the Enclitic -hū .................................................................................................................... 49
7. 4. The Passive Participle ....................................................................................................................................................... 50
7. 5. Adverbs ending in -åʾīṯ ..................................................................................................................................................... 50
7. 6. Vocabulary ......................................................................................................................................................................... 50
7. 7. Exercises ............................................................................................................................................................................. 51
Lesson 8 ......................................................................................................................................................... 53
8. 1. The Imperfect: Basic Stem ............................................................................................................................................... 53
8. 2. The Imperative: Basic Stem ............................................................................................................................................. 55
8. 3. The Infinitive: Basic Stem ............................................................................................................................................... 55
8. 4. The So-Called dativus ethicus ......................................................................................................................................... 56
8. 5. Negation of Words and Clauses ...................................................................................................................................... 56
8. 6. Vocabulary ......................................................................................................................................................................... 57
8. 7. Exercises ............................................................................................................................................................................. 58
Lesson 9 ......................................................................................................................................................... 59
9. 1. The Verb Stem System: Introduction ............................................................................................................................. 59
9. 2. The Paradigm of the Verb Stems .................................................................................................................................... 61
9. 3. Remarks on Some Forms in the Paradigms ................................................................................................................... 67
9. 4. Other (unproductive) Verb Stems: Šap̄ʽel, ʾEštap̄ʽal .................................................................................................... 68
9. 5. Vocabulary .......................................................................................................................................................................... 69
9. 6. Exercises ................................................................................................................................................................................ 70
Lesson 10 ....................................................................................................................................................... 72
10. 1. Distinctive Characteristics of Verbs with a Pharyngal or an /r/ as 3 rd Radical ........................................................ 72
10. 2. Distinctive Characteristics of Verbs with a Sibilant as 1st Radical ............................................................................ 72
10. 3. Verbs with Object Suffixes: Introduction ...................................................................................................................... 72
10. 4. The Perfect with Object Suffixes .................................................................................................................................... 74
10. 5. The Imperfect with Object Suffixes................................................................................................................................ 76
10. 6. The Imperative with Object Suffixes .............................................................................................................................. 77
10. 7. The Infinitive with Object Suffixes ................................................................................................................................ 78
10. 8. Vocabulary ......................................................................................................................................................................... 79
10. 9. Exercises ............................................................................................................................................................................. 80
Lesson 11 ....................................................................................................................................................... 81
11. 1. Weak Verbs: I-n Verbs ..................................................................................................................................................... 81
11. 2. I-ʾÅlap̄ Verbs ..................................................................................................................................................................... 84
 11. 3. I-y Verbs ............................................................................................................................................................................. 88
11. 4. The Tense System: Perfect, Active Participle, Imperfect ............................................................................................ 91
11. 5. The Passive Participle ....................................................................................................................................................... 94
11. 6. Composite Constructions with hwå ................................................................................................................................ 94
11. 7. Vocabulary ......................................................................................................................................................................... 95
11. 8. Exercises ............................................................................................................................................................................. 96
Lesson 12 ....................................................................................................................................................... 98
12. 1. II-ʾÅlap̄ Verbs .................................................................................................................................................................... 98
12. 2. II-w and II-y Verbs .......................................................................................................................................................... 101
12. 3. II=III Verbs (mediae geminatae) .................................................................................................................................... 105
12. 4. II-h Verbs .......................................................................................................................................................................... 108
12. 5. Vocabulary ....................................................................................................................................................................... 108
12. 6. Exercises............................................................................................................................................................................ 109
Lesson 13 ..................................................................................................................................................... 110
13. 1. III-y Verbs (including III-w and III-ʾÅlap̄) ................................................................................................................. 110
13. 2. III-y Verbs with Object Suffixes ................................................................................................................................... 114
13. 3. Cardinal Numbers ............................................................................................................................................................ 118
13. 4. Ordinal Numbers ............................................................................................................................................................. 119
13. 5. Other Expressions of Number ....................................................................................................................................... 120
13. 6. Vocabulary ....................................................................................................................................................................... 120
13. 7. Exercises ........................................................................................................................................................................... 121
Lesson 14 ..................................................................................................................................................... 122
14. 1. Verbs with Two Weak Radicals .................................................................................................................................... 122
14. 2. Irregular Verbs ................................................................................................................................................................. 122
14. 3. Note on Word Order in Verbal Clauses ....................................................................................................................... 124
14. 4. Verbs with Proleptic Object Suffixes ........................................................................................................................... 124
14. 5. Question Clauses ............................................................................................................................................................. 125
14. 6. Subordinate Clauses ........................................................................................................................................................ 125
14. 7. Conditional Clauses ........................................................................................................................................................ 126
14. 8. Vocabulary ........................................................................................................................................................................ 127
14. 9. Exercises............................................................................................................................................................................ 127
Lesson 15 ..................................................................................................................................................... 128
15. 1. Verbs with Four Radicals and Related Matters........................................................................................................... 128
15. 2. Verbs with Five Radicals ............................................................................................................................................... 129
15. 3. Expressions of Comparison ........................................................................................................................................... 130
15. 5. Pendens Constructions .................................................................................................................................................... 130
15. 6. Vocabulary ........................................................................................................................................................................ 130
15. 7. Exercises ............................................................................................................................................................................ 131
Glossary........................................................................................................................................................ 130
Abbreviations .............................................................................................................................................. 149
List of Symbols ............................................................................................................................................ 150
Abbreviations of biblical books ................................................................................................................ 152
Bibliography ................................................................................................................................................ 153
and Abbreviations for Works Cited .......................................................................................................... 153
 Foreword

The following book was assembled from teaching materials developed for Syriac lessons. The manuscript has been
repeatedly reworked on the basis of experience in the seminar room. In this way, the encouragement and
suggestions for improvement of Prof. Dr. Josef Tropper (Humboldt University, Berlin) have helped shape this book.
The process of constant revision of the manuscript could, of course, have continued over many further semesters,
and it is certain that the book's readers will find that some parts remain deficient. In spite of these reservations,
however, I have decided to publish this work in its current form in the hope that it will be a useful scholarly resource
for academic Syriac lessons. Over the course of 15 lessons, it addresses all areas of Syriac grammar, with an
increasing level of difficulty. The lessons are accompanied by corresponding exercises. The texts used for the
exercises are drawn from classical Syriac literature, and serve to illustrate the grammatical themes addressed in the
lesson. Each lesson also contains a table of vocabulary prior to the exercises. Knowledge of the vocabulary presented
in the lesson is assumed. Beginning with Lesson 8, verb forms are presented separately, following the vocabulary
table. At the back of the book, you will find a glossary and a bibliography.
The original work from 2012 was comprehensively corrected by my teacher, Professor Emeritus Dr. Rainer Voigt,
for which I owe him particular thanks. I would also like to thank him for including the original German monograph
in the series Semitica et semitohamitica Berolinensia.
This edition is a corrected and heavily revised version of the original, translated into English by Mr. Graham
Wetherall (M.A.). I am very grateful to him for his dedication and hard work.

Berlin, April 2016 Helen Younansardaroud

Lesson 1
1. 1. Introduction and Classification

Classical Syriac (herafter Syriac) belongs to the Eastern group of Aramaic languages, which together with the
Canaanite languages (Phoenician, Hebrew etc.) make up the Northwestern group of Semitic languages. The earliest
known written examples of Aramaic languages date back to the beginning of the 1 st century BC. From the 6th century
BC, Aramaic enjoyed a period of flourishing during the Neo-Babylonian and Achaemenid Empires, at which time it
became the language of trade throughout the whole of the Middle East, advancing from Eygpt/Asia Minor to
India/Central Asia (the era of so-called Imperial Aramaic). Aramaic first went into decline in the West following the
Muslim conquest of the 7th Century AD. Aramaic languages have survived to the present day in certain parts of Syria,
the south of Turkey, Iraq and Iran.

Syriac is an offshoot of the local Eastern Aramaic dialect of the city of Edessa, which is fairly closely related to Jewish
Babylonian Aramaic on the one hand, and Mandaic on the other. The oldest evidence of the language are inscriptions
dating from the 1st century AD. In the wake of the early Christianisation, Syriac Bible translations emerged as early as
the 2nd century AD (Vetus Syra and Pšīṭtå). As a result, Syriac became a significant Christian literary language in the
Syrian-Mesopotamian region, with two important centres in Nisibis (under Persian rule) and Edessa (under Roman
rule). Due to this political and geographical separation, two different written forms of Syriac emerged (East Syriac
and West Syriac).

Beginning in the 7th century, Syriac was increasingly supplanted by Arabic as a spoken language. Nonetheless, it
remained in wide usage in the church and amongst scholars until the Mongol invasion of the 13th century. Dialects
closely related to Syriac have survived to the present day. The most important of these include: a) Ṭūrōyo(spoken in
Ṭūr ‛Abdīn, South-East Turkey) and related dialects (including Suryōyō., ’Ōrōmōyō, etc.); and b) Northeastern Neo-
Aramaic (spoken mostly in Iran, Iraq and Syria), which incorporates a wide variety of dialects (including ’Ātōråyå.,
Surat. and Swådåyå).

The volume of Syriac literature is far greater than that of any other Aramaic language. It predominantly comprises
Bible translations and commentaries, legends and other religious texts. Nonetheless, there are also extant works of
history, profane literature and poetry.

1. 2. Attested Alphabetic Scripts

Classical Syriac, like other Semitic languages, uses an alphabet composed solely of consonants. There are three
variants of the Syriac alphabet, each with slightly different character forms:
2 Lesson 1

(1) Esṭrangelå, the oldest script form,

(2) The Eastern Syriac (Nestorian) script, which arose from a regional variation of Esṭrangelå. (traceable to around
600 AD),
(3) The Western Syriac script, known as Serṭō., which has a decisively rounded, arched character form (traceable
to around the 8th Century).

All three variants are in principle cursive scripts. It is characteristic of the scripts that most (though not all) letters
are written joined up, and that some letters take a specific form when written at the end of a word. Serṭō. is the most
fluidly cursive of the scripts.

Below is a table showing .Serṭō., and Eastern Syriac scripts, together with a guide to pronunciation 1.

1 Typeset: Gentium, Estrangolo Edessa, Serto Mardin, East Syriac Adiabene, Traditional Arabic, SBL Hebrew
(Syriac fonts used with the kind permission of http://bethmadutho.org/ and http://jaas.org/).
 ‫‪Lesson 1‬‬ ‫‪3‬‬

‫‪1. 3.‬‬ ‫‪Alphabet Table‬‬

‫‪TRANSCRIPTION‬‬
‫‪JOINED TO THE‬‬
‫‪JOINED TO THE‬‬

‫‪ESṬRANGELÅ‬‬

‫‪HEWBREW‬‬
‫‪ISOLATED‬‬
‫‪POSITION‬‬
‫‪CENTRAL‬‬

‫‪EASTERN‬‬

‫‪ARABIC‬‬
‫‪SYRIAC‬‬
‫‪RIGHT‬‬

‫‪LEFT‬‬ ‫ܳ ܠ‬
‫ܢܐ‬ ‫ܐ‬ ‫‪ʾ‬‬ ‫ܐ‬ ‫ا‬ ‫ܐܰ‬
‫ܦ‬ ‫اِلٍفّ ܰ‬ ‫̄‪ʾÅ(Ō)lap‬‬ ‫א‬ ‫ا‬
‫ܒ ܒܢ ܢܒܢ ܢܒ‬ ‫‪b/ḇ‬‬ ‫ܒ‬ ‫ب‬ ‫بًيةّ ܶܒܝܬܰ‬ ‫‪Bȩ̄ṯ‬‬ ‫ב‬ ‫ب‬
‫هِمٍل‬
‫ܓ ܟܓـ ܢܓ‬ ‫ܓ‬ ‫ه ܓ‬ ‫ג‬ ‫ج‬
‫ܳܓ ܠܡܠ‬
‫̄‪g/g‬‬ ‫‪Gå(ō)mal‬‬
‫ܢ‬
‫ܠܕܰ‬‫دِلٍدآل ܳܕ ܠ‬ ‫ד‬
‫ܢܕ‬ ‫ܕ‬ ‫̱‪d/d‬‬ ‫ܕ‬ ‫د‬ ‫̱‪Då(ō)lad‬‬ ‫د‬
‫ܢܗ‬ ‫ܗ‬ ‫‪h‬‬ ‫ܗ‬ ‫ى‬ ‫ىًأ ܶܗܐ‬ ‫̄‪Hȩ‬‬ ‫ה‬ ‫ة‬
‫ܢܘ‬ ‫ܘ‬ ‫‪w‬‬ ‫ܘ‬ ‫و‬ ‫وِاو ܠܘܐܘ‬ ‫‪Wå(a)’w‬‬ ‫ו‬ ‫و‬
‫زٍين (زًين)‬
‫ܢܙ‬ ‫ܙ‬ ‫ܙ‬ ‫ز‬ ‫ז‬ ‫ز‬
‫ܠܙܝܢ‬
‫‪z‬‬ ‫‪Zay(ȩ̄)n‬‬

‫ܢܚ‬ ‫ܚ ܚܢ ܢܚܢ‬ ‫‪ḥ‬‬ ‫ܚ‬ ‫ح‬ ‫حًيةّ ܶܚܝܬܰ‬ ‫‪Ḥȩ̄ṯ‬‬ ‫ח‬ ‫ح‬
‫ܶ‬ ‫ט‬
‫ܢܛ‬ ‫ܛ ܛܢ ܢܛܢ‬ ‫‪ṭ‬‬ ‫ܛ‬ ‫ط‬ ‫طًيةّ ܛܝܬܰ‬ ‫‪Ṭȩ̄ṯ‬‬ ‫ط‬
‫ܝܝ‬ ‫ܝ ܝܝ ܝܝܢ‬ ‫‪j‬‬ ‫ܝ‬ ‫ي‬ ‫ي ألودآل ܽܝܘܕܰ‬ ‫̱‪Jō(ū)d‬‬ ‫י‬ ‫ي‬
‫ܢܟ‬ ‫ܟ ܟܢ ܟܟـ‬ ‫‪k/ḵ‬‬ ‫ܟܢܟ‬ ‫كك‬ ‫كِفّ ܳܟܦܰ‬ ‫̄‪Kå(ō)p‬‬ ‫כ‬ ‫ك‬
‫ܠ ܠܡܕܰ‬ ‫لِمٍدآل ܳ‬ ‫‪Lå(ō)ma‬‬
‫ל‬
‫ܢܠ‬ ‫ܠ ܠܢ ܢܠܢ‬ ‫‪l‬‬ ‫ܠ‬ ‫ل‬ ‫̱‪d‬‬ ‫ل‬
‫ܡ‬ ‫ܡ ܡܢ ܡܡـ‬ ‫‪m‬‬ ‫ܡܢܡ‬ ‫مم‬ ‫متم ܺܡܝܡ‬ ‫‪Mīm‬‬ ‫מ‬ ‫م‬
‫ܢܢ‬ ‫ܢ ܢܢ ܢܢܢ‬ ‫‪n‬‬ ‫ܢܢܢ‬ ‫نن‬ ‫نوآلن ܽܢܘܢ‬ ‫‪Nūn‬‬ ‫נ‬ ‫ن‬
‫سَمكٍةّ‬ ‫ס‬
‫ܣ ܣܢ ܢܣܢ ܢܣ‬ ‫‪s‬‬ ‫ܣ‬ ‫س‬ ‫ܶܣ ܠ‬ ‫‪Semkaṯ‬‬ ‫س‬
‫ܡܟܬܰ‬
‫ܥ ܥܢ ܢܥܢ ܢܥ‬ ‫‪ʿ‬‬ ‫ܥ‬ ‫ع‬ ‫عًأ ܶܥܐ‬ ‫‪ʿĒ‬‬ ‫ע‬ ‫ع‬

‫ܦܡ ܡ ܦ ܢ ܦ‬ ‫ܦ‬ ‫̄‪p/p‬‬ ‫ܦ‬ ‫ف‬ ‫فًأ ܶܦܐ‬ ‫̄‪Pȩ‬‬ ‫פ‬ ‫ف‬
‫ܬ‬
‫ܢܨ‬ ‫ܨ‬ ‫‪ṣ‬‬ ‫ܨ‬ ‫ؤ‬ ‫ؤِدآلًا ܳܨ ܶܕܐ‬ ‫̄‪Ṣå(ō)ḏȩ‬‬ ‫ص צ‬
‫ܩܢ ܢܩܢ ܝܩ‬ ‫ܩ‬ ‫‪q‬‬ ‫ܩ‬ ‫ق‬ ‫قوألفّ ܽܩܘܦܰ‬ ‫̄‪Qō(ū)p‬‬ ‫ق ק‬
‫ܺ‬ ‫ر ר‬
‫ܢܪ‬ ‫ܪ‬ ‫‪r‬‬ ‫ܪ‬ ‫ر‬ ‫رًش ܪܝܫ‬ ‫‪Rẹ̄(ī)š‬‬

‫ܫܫ ܫܫܫ ܢܫ‬ ‫ܫ‬ ‫‪š‬‬ ‫ܫ‬ ‫ش‬ ‫شنت ܺܫܝܢ‬ ‫‪Šīn‬‬ ‫ش ש‬
‫ܠ‬
‫ܢܬ‬ ‫ܬ‬ ‫‪t/ṯ‬‬ ‫ܬ‬ ‫ة‬ ‫ةِاو ܬܐܘ‬ ‫‪Tå(a)’w‬‬ ‫ت ת‬
4 Lesson 1

1. 4. Writing the Consonants in the Eastern Syriac and Serṭō. Scripts

Syriac is written from right to left.2 The form of the letters varies according to whether they are written in isolation,
or occur at the beginning, in the middle or at the end of a word (see the alphabet table  1. 3.). Most of the letters
change their form when they are written as part of a word. The table above shows all of these forms for Serṭō.; for
Esṭrangelå and Eastern Syriac, only the main forms and actual final forms are given. The three consonants ‫ ك‬k, ‫ م‬m,
and ‫ ن‬n all have special forms when written at the end of a word. Here are some examples from Serṭō and Eastern
Syriac:

JOINED TO THE CENTRAL JOINED TO THE

ES
RIGHT (WS) POSITION (WS) LEFT (WS)

‫ܐܢ ܢ ܐ ܢ ܢ ܐ‬ ‫ܐ‬
3 1 2

1
ʾÅ(Ō)lap̄ 1

Bȩ̄ṯ
‫ܒܢ ܢܒܢ ܢܒ‬
2

3
1
1

2
‫ܒ‬
2

3 1

Gå(ō)mal ‫ܓܢ ܢܓܢ ܢܓ‬

3

4
2
1
1

2
‫ܓ‬
1

Då(ō)laḏ
‫ܕܢ ܢܕܢ ܢܕ‬
3

4
2
1 1

2
‫ܕ‬ 3
1
2

‫ܗܢ ܢܗ ܢܗ‬
Hȩ̄

‫ܗ‬
1 2
4 3
1
3 2 2 1

2 See the following websites for further information on Syriac notation: <http://learnassyrian.com/aramaic/> and
<http://nativlang.com/aramaic-language/aramaic-writing-cursive.php> (last accessed 11.03.2012).
 ‫‪Lesson 1‬‬ ‫‪5‬‬

‫‪Wå’w‬‬
‫ܢܘ‬
‫‪3‬‬

‫‪2‬‬
‫‪1‬‬

‫ܢܘܢ‬ ‫ܘ ܘܢ‬ ‫‪2‬‬

‫‪1‬‬
‫‪2‬‬
‫‪1‬‬

‫‪Zay(ȩ̄)n‬‬
‫ܢܙ‬ ‫‪3‬‬ ‫‪2‬‬
‫‪1‬‬

‫ܢ ܙܢ‬ ‫ܙ ܙܢ‬ ‫‪1‬‬

‫‪1‬‬

‫‪Ḥȩ̄ṯ‬‬
‫ܢܚ‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪1‬‬

‫ܢܚܢ‬ ‫ܚ ܚܢ‬ ‫‪2‬‬

‫‪1‬‬

‫‪2 1‬‬

‫ܢܛ‬ ‫ܢܛܢ‬ ‫ܛ ܛܢ‬

‫‪1‬‬
‫‪3‬‬ ‫‪1‬‬

‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬

‫‪Ṭȩ̄ṯ‬‬
‫‪3‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪1‬‬

‫‪4‬‬ ‫‪2‬‬

‫̱‪Jō(ū)d‬‬
‫ܢܝ‬ ‫‪3‬‬
‫‪2‬‬
‫‪1‬‬

‫ܢܝ ܢ‬ ‫ܝ ܝܢ‬ ‫‪2‬‬

‫‪1‬‬
‫‪2‬‬
‫‪1‬‬

‫ܟܢ‬
‫̄‪Kå(ō)p‬‬
‫ܢܟ‬ ‫‪2‬‬ ‫‪4‬‬
‫‪3‬‬
‫‪1‬‬

‫ܢܟܢ‬ ‫ܟ ܟܢ‬ ‫‪1‬‬

‫‪2‬‬

‫‪2‬‬
‫‪1‬‬
‫‪2‬‬

‫‪3‬‬
‫‪1‬‬

‫ܢܠ‬ ‫ܠ ܠܢ ܢܠܢ‬
‫‪3‬‬

‫‪1‬‬ ‫‪2‬‬
‫‪2‬‬
‫̱‪Lå(ō)mad‬‬ ‫‪1‬‬ ‫‪1‬‬

‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬

‫ܡܡ‬
‫ܢܡ‬ ‫ܡ ܡܢ ܢܡܢ‬
‫‪2‬‬
‫‪1‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪3‬‬
‫‪Mīm‬‬ ‫‪4‬‬ ‫‪2‬‬
‫‪5‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪5‬‬
‫‪3 1‬‬
‫‪6‬‬ ‫‪Lesson 1‬‬

‫‪Nūn‬‬
‫ܢܢ ܢܢܢ ܢܢ‬
‫‪2‬‬

‫‪3‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬

‫ܢܢܢ‬ ‫‪1‬‬

‫‪2‬‬
‫‪1‬‬

‫‪Semkaṯ‬‬
‫ܣܢ ܢܣܢ ܢܣ‬
‫‪6‬‬
‫‪5‬‬
‫‪3‬‬

‫‪4‬‬
‫‪2‬‬
‫‪1‬‬

‫ܣ‬
‫‪3‬‬

‫‪4‬‬
‫‪1‬‬

‫‪2‬‬

‫‪ʿĒ‬‬
‫ܢܥ‬ ‫‪3‬‬

‫‪4‬‬
‫‪2‬‬ ‫‪1‬‬

‫ܢܥܢ‬ ‫‪4‬‬
‫ܥܢ‬
‫‪2‬‬

‫‪3‬‬
‫‪1‬‬
‫‪2‬‬

‫ܥ‬ ‫‪3‬‬
‫‪1‬‬

‫̄‪Pȩ‬‬
‫ܢܦ‬ ‫‪2‬‬

‫‪3‬‬
‫‪1‬‬

‫ܢܦܢ‬ ‫ܦܢ‬ ‫‪1‬‬ ‫‪2‬‬ ‫ܦ‬

‫‪2‬‬

‫‪3 1‬‬

‫̄‪Ṣå(ō)ḏȩ‬‬
‫ܢܨ‬
‫‪3‬‬ ‫‪2‬‬
‫‪1‬‬

‫ܢܨܟ‬ ‫ܨܝ‬ ‫‪3‬‬ ‫ܨ‬ ‫‪2‬‬

‫‪4‬‬

‫‪2‬‬
‫‪1‬‬

‫̄‪Qō(ū)p‬‬
‫ܢܩ‬ ‫‪3‬‬

‫‪5‬‬
‫‪4‬‬

‫‪2‬‬
‫‪1‬‬

‫ܢܩܢ‬ ‫ܩܢ‬ ‫‪1‬‬

‫‪3‬‬
‫‪2‬‬
‫‪3‬‬

‫ܩ‬ ‫‪4‬‬
‫‪1‬‬

‫ܢܪ‬ ‫ܢܪܢ‬ ‫ܪܢ‬

‫‪2‬‬

‫ܪ‬
‫‪1‬‬ ‫‪3‬‬
‫‪4‬‬ ‫‪1‬‬
‫‪Rẹ̄(ī)š‬‬
‫‪3‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪Šīn‬‬
‫ܢܫ‬ ‫‪2‬‬
‫‪3‬‬

‫‪4‬‬
‫‪1‬‬

‫ܢܫܢ‬ ‫ܫܢ‬
‫‪2‬‬

‫‪3‬‬
‫‪1‬‬
‫‪3‬‬

‫ܫ‬ ‫‪2‬‬

‫‪4‬‬
‫‪1‬‬
 Lesson 1 7

‫ܬܢ ܢܬܢ ܢܬ‬

3

‫ܬ‬
1
2 2 2
4 1
Tå(a)’w
1
3

1. 4. 1. Ligatures
The following letters take on a new form in combination with other letters:

OS:
Låmaḏ,
ʾÅlap̄
‫لِإ‬ lå
»not«
‫اَلِإ‬ ellå
»but«

ܳ ܳ
WS:
Lōmaḏ,
ʾŌlap̄
‫ܰܠ‬ lō
»not«
‫ܐܰܰܠ‬ ellō
»but«

OS:
Låmaḏ,
‫لل‬ ‫مٍلَل‬ mallel
»he spoke«

ܶ ‫ܠ‬
Låmaḏ

WS:
Lōmaḏ,
Lōmaḏ
‫ܠܠ‬ ܰ ‫ܡ‬
‫ܠ‬ mallel
»he spoke«

OS:
Tå’w,
ʾÅlap̄ ‫ظ‬ ِِِّ‫بٍي ܴܿظ‬ baytå
»house«

WS:
Ta’w,
ʾŌlap̄
‫ܬܐ‬ ‫ܒܝܬܐ‬ ‫ܠ‬ baytō
»house«
8 Lesson 1

1. 5. The Eastern Syriac Vowel System

Eastern Syriac employs a system of diacritical dots which serve to denote the following seven vowels:

/a/ ٍ‫ـــ‬ ‫ فةِّحِأ‬pṯåḥå

/å/ ِ‫ـــ‬ ‫ زقِفِأ‬zqåp̄å
/e/ َ‫ـــ‬ ‫زلِمِأ فشتقِأ‬/‫ رثِؤءأ اٍرختِأ‬rḇåṣå ’arrīḵå/zlåmå pšīqå
/ȩ/, /ẹ/ ‫زلِمِأ قٍشيِأ ــ ًـ‬/‫ رثِؤءأ كٍريِأ‬rḇåṣå karyå/zlåmå qašyå
3

/i/ ‫ت‬ ‫ ي ألودآل حثِؤءأ‬yōḏ ḥḇåṣå

/o/ ‫وأل‬ ‫ وِاو روحتِأ‬wå’w rwīḥå
/u/ ‫وآل‬ ‫ وِاو اٍلتؤءأ‬wå’w ’allīṣå

National grammarians such as Bar Hebraeus draw a further distinction in the case of ē, distinguishing a close from
an open e-vowel. This distinction is also observed in this book: the open variant is transcribed as ȩ̄, and the close
variant with ẹ̄ (traditionally, both are simply written as ē).
This system essentially only distinguishes vowel qualities, even though the Syriac names suggest a distinction
between long or short sounds – a distinction one would also expect from the language-historical point of view.
According to this system, the difference between å (Zqåp̄å) (trad. ā) and a (Pṯaḥå) does not concern the length
(quantity), but rather the degree of openness of the vowel. Zqåp̄å is pronounced as an open a, i.e. as å [ɔ]; by
contrast, Pṯaḥå is pronounced as a close a. Handwritten sources often show up deviations in the transcription of
vowels (in particular å instead of a).
The Eastern Syriac vowel system is multifaceted, and is better suited to the learning of the language than the
Western Syriac system, in which vowels are less clearly distinguished from one another. As such, we encourage
the use of the Eastern Syriac pronunciation for learners of the language.

1. 6. The Western Syriac Vowel System

The older variant of Syriac was written entirely without vowel signs. Instead, they made use of plene-writing (
1. 8.) and so-called grammatical dots ( 2. 4.). Specific vowel signs used in addition to matres lectionis first emerged
at the end of the classical period. Different systems were developed in Eastern and Western Syriac.

3
/ẹ/ is also referred to as yōḏ ma aqṯå in the literature.
 Lesson 1 9

In the 8th Century, Western Syriac began to make use of Greek vowel signs written above or underneath
consonants. This system distinguishes between five vowel qualities, and does not denote vowel length:

ܳ
/a/ ܰܰ‫ܠ‬ ‫ܦܬ ܳܚܐ‬ pṯōḥō
/o/ ܰܰܳ ‫ܳܙܩ ܳܦܐ‬ zqōp̄ō
ܶ ܳ
/e/ ܰܰ ‫ܪܒ ܳܨܐ‬ rḇōṣō
/i/ ܰܰܺ ‫ܚܒ ܳܨܐ‬ܳ ḥḇōṣō
/u/ ܰܰܽ ‫ܥܨ ܳܨܐ‬
ܳ ʿṣōṣō

1. 7. Transcription Employed in this Book

The transcription of vowels in this textbook is based on the Eastern Syriac vowel system. As such, it differentiates
between the following seven vowel qualities (cf.  1. 8.): a, å, e, ȩ̄/ẹ̄, ī, ō, ū.

For historical-etymological reasons, as well as for the sake of the clarity of the syllable structures and various sound
changes, this book also distinguishes vowel lengths. In this manner, the symbols a and e are understood to be short
vowels, while the symbols å, ȩ̄ (open) and ẹ̄ (close) denote long vowels. Furthermore, in the case of u and o, a distinction
is made between historically short vowels (u, o) and long vowels (ū, ō) . Examples:
‫ قوألدآلشِأ‬quḏšå »sanctuary«
‫ مٍلكِّوآلةِّأ‬malkūṯå »kingdom«
‫ كل‬kol (WS ‫ ܽܰܟܠ‬kul) »every, all«
‫ فِروألقِأ‬pårōqå »saviour«
For certain Western Syriac word forms and pronunciation variations, a transcription is occasionally provided, e.g.
‫ كل‬kol (WS ‫ ܽܰܟܠ‬kul) »every, all«. Schwa vowels (in the sense of the Hebrew shewa mobile) are not taken into account in
the notation, e.g. qṭal instead of qeṭal.
In the notation used in this book, unspoken consonants are written in superscript (with or without linea occultans 
3. 1.; 7. 3.), e.g.:
‫ اٍنْةِّي‬ʾa tt »you« (f.)
n y

‫’ اٍنْةِّةِّأ‬a ttå »woman, wife«

n

‫ اٍيخ‬ʾa ḵ »like«
y

1. 8. Vowel Correspondences between ES and WS

The following table shows vowel correspondences between Eastern and Western Syriac (unequal correspondences
are shown in bold):

ES aٍ‫ـــ‬ åِ‫ـــ‬ eَ‫ـــ‬ ȩ̄ ً‫ـــ‬ ẹ̄‫ــ ًـ‬ ī‫ت‬ o/ō ‫وأل‬ u/ū ‫وآل‬
ܶ ܶ
WS aܰܰ‫ܠ‬ ōܰܰܳ eܰܰ ȩ̄ ܰܰ ܰܺ
īܰ ܰܺ
īܰ u/ū ܰ ܰܽ ܰܽ
u/ū ܰ
10 Lesson 1

As the table shows, WS is characterised by a tendency towards vowel narrowing (a reduction of the degree of
openness), as well as by chain shifts. As such, å is no longer present in WS, all o/ō vowels become u/ū, and all
closed ẹ̄ vowels become ī.
Examples of similar vowel correspondences:

ES WS
‫عٍل‬ ‛al ‫ܠܥܠ‬ ‛al on, because of
//‫مَن‬ men ܰ‫ ܼܡܢ‬/‫ܶܡܢ‬ men from
‫دًين‬ dȩ̄n ‫ܶܰܕܝܢ‬ dȩ̄n but, by the way, however
‫بتش‬ bīš ‫ܒܝܫ‬ܺ bīš bad

Examples for å (trad. ā) > ō; ẹ̄ (trad. ē) > ī; o/ō > u/ū:

ES WS
‫شلِمِأ‬ šlåmå ‫ܫܠ ܳܡܐ‬ ܳ šlōmō peace
ܳ
‫بًارِا‬ bẹ̄ʾrå ‫ܺܒܐܪܐ‬ bī ʾrō a well
‫كل‬ kol ‫ܽܰܟܠ‬ kul every, all
ܳ
‫ؤلوألةِّأ‬ ṣlōṯå ‫ܨܠ ܽܘ ܼܬܐ‬ ṣlūṯō prayer

The 22 letters of the Syriac script essentially constitute a purely consonantal alphabet. Nonetheless, three letters,
‫ا‬ ‫و‬ ‫ي‬
namely ’ålap̄ ( ), wå’w ( ) and yōḏ ( ), are also used to denote vowels (so-called plene-writing), mostly originally long
vowels:
 ‫ي‬
Yōḏ ( ) stands for ī and, in the middle of a word, for (close) ẹ̄ (= WS ī) and (open) ȩ̄. Examples: ‫ دًين‬dȩ̄n »but,
ܳ ܺ
by the way, however«, ‫ ىِلًني‬hålȩ̄n »these«, ‫ بتش‬bīš »bad«, ‫ رًيشِأ‬rẹ̄šå (WS ‫ ܪܝܫܐ‬rīšō) »head«. In the case of
‫ رًشِأ‬rẹ̄šå (WS ‫ ܺܰܪ ܳܫܐ‬rīšō) »head«, spellings without the corresponding vowel letters (so-called defective
spellings) are common.
 ‫و‬
Wå’w ( ) stands for u/o (= WS u), and also not infrequently for historically short vowels. Examples:
ܳ݁ ܽ ݁ ܶ
‫حوآلبِِّــِأ‬
ِ ‫ ةَشبِِّوألحـ‬tešboḥtå (WS ‫ܚܬܐ‬
ḥubbå »love«, ‫ةِّأ‬ ‫ ܬܫܒܘ‬tešbuḥtō) »glory«. Defective spellings are common for
‫ كل‬kol (old form: ‫( )كوألل‬WS ‫ ܟܠ‬kul) »every, all« and ‫ مَطل‬meṭṭol (older form: ‫( )مطوألل‬WS ‫ܶܡ ܽܛܠ‬
ܽ
meṭṭul) »because of«.
 ‫ا‬
’Ålap̄ ( ) stands for any å (= WS ō), ȩ̄ or ẹ̄ at the end of a word. Examples: ‫ مٍلكِّــِأ‬malkå »king«, ‫ مٍلكِّــًأ‬malkȩ̄
ܺ
»kings« (pl.  3. 6. 1.), ‫ نًأ‬nẹ̄ (WS ‫ ܢܐ‬nī) »I beg!«.

1. 9. Vowel Assimilation.
1. 9. 1. Assimilation. /a/ > /e/

Before /š/, and occasionally also before /s/, an /a/ vowel sound becomes an /e/, e.g.
‫ ةَمشَشةِِِّأ‬tešmeštå < *tašmeštå »ministry, service«
 Lesson 1 11

‫ بَسةٍِِّر‬bestar < *bastar »behind«

‫ بَسرِا‬besrå < *basarå »flesh«
1. 9. 2. Assimilation. /u/ > /o/ (only in ES)

In ES, preceding a guttural sound, an /r/ or an /l/, /u/ sometimes becomes /o/ (in WS, it remains /u/), e.g.
‫ تشوألع‬Īšō‛ »Jesus« (WS ‫ܫܘܥ‬ ܽ ‫ ܶܝ‬Yešū‛)
‫ زعوألرِا‬z‛ōrå »small, junior« (WS ‫ܙܥܘܳ ܳܪܐ‬
ܽ z‛ūrō)
‫ هدآلوأللِإ‬gḏōlå »plaits of hair« (WS ‫ܘܠ‬
ܰ ‫ܓܕ‬ܽ gḏūlō)

1. 10. Diphthongs

Syriac has the following diphthongs:

åw ‫ــِ و‬ ‫ مِو ِةِّأ‬måwtå »death«

ܳ
aw (WS) ‫ــܰܘ‬ ‫ ܠܡ ݁ܘܬܐ‬mawtå »death«
åy ‫ــِ ي‬ ‫ ىِي‬håy »that«
ōy (WS) ‫ــܰܘ‬ ‫ ܳܗܝ‬hōy »that«
ay ‫ــٍ ي‬ ‫ زٍّيةِِّأ‬zaytå »olive tree«
īw ‫تو‬ ‫ اٍرمتو‬ʾarmīw »he threw«
ūhy ‫ــ وآلىْي‬ ‫ اٍحوآلىْي‬ʾaḥū y »his brother«
h

ȩ̄why ‫ــً يوىْي‬ ‫ نَرمًًيوىْي‬nermȩ̄w hy

»he shall throw it«

 Å followed by the semivowel w (= ) results in åw (= å). IN ES, åw is always substituted for aw (in WS aw
ܳ
remains unchanged), e.g. ES ‫ مِوةِِّأ‬måwtå, WS ‫ ܠܡ ݁ܘܬܐ‬mawtō »death«, OS ‫ يِومِأ‬yåwmå, WS ‫ܘܡܐ‬
ܳ ‫ ܠܝ‬yawmō
»day«. In certain cases (such as st.cs. ( 3. 6. 1.)), åw = aw changes to the monophthong o, and åy to ȩ̄, e.g.
‫ يوألم‬yom »day« (st.cs. of ‫ يِومِأ‬yåwmå), ّ‫ بًية‬bȩ̄ṯ »the house of« (st.cs. of ‫ بٍي ِةِّأ‬baytå).

ܳ
Å followed by y or i (also ī) results in åy (WS ōy), e.g. ‫ ىِي‬håy, WS ‫ ܗܝ‬hōy »that«.
 A followed by y or i (also ī) results in ay, e.g. ES/WS ‫ زٍّيةِِّأ‬zaytå »olive tree«, ‫ بٍيةِِّأ‬baytå »house« . 4

 Ī or ȩ̄ followed by w or u result in īw or ȩ̄w respectively, e.g. ‫ اٍرمتو‬ʾarmīw »he threw« (cf. ‫ قشت ىْو‬qšī- w h

[read: qšīw] »it is hard«) ‫ نَرمًًيوىْي‬nermȩ̄w [read: nermȩ̄w] »he shall throw it« ( 13. 2.).
hy5

4
Exception: ‫اٍيخ‬ ’ayḵ [Read! aḵ] »like«.
5
In the transcription, the unspoken consonant, which is marked with a linea occultans, is written in superscript ( 1. 7.).
12 Lesson 1

1. 11. Vocabulary
A. for, to l‫ل‬ which, what ʾaynå ‫اٍينِأ‬
not lå ‫لِأ‬ but ʾellå ‫اَلِإ‬
it was, it became hwå ‫ىوِأ‬ king malkå ‫مٍلكِّــِأ‬
this hånå ‫ىِنِأ‬ queen malkṯå ‫مٍلكِّةِّأ‬
on, because of ‛al ‫عٍل‬ Ishaq ʾῙ ḥåq ‫اتسحِق‬
from men ‫مَن‬// every, all kol ‫كل‬
he hū ‫ىوآل‬ by the way, even gȩ̄r ‫هًري‬
I ʾenå ‫اَنِأ‬ Lord, master måryå ‫مِريِأ‬
head rẹ̄šå ‫رًشِأ‬ concerning, because of meṭṭol ‫مَطل‬
that håw ‫ىِو‬ also ’åp̄ ّ‫اِف‬
B. house baytå ‫بٍيةِِّأ‬ together, with ‛am ‫عٍم‬
day yåwmå ‫يِومِأ‬ earth, land ʾar‛å ‫اٍرعِأ‬

1. 12. Exercises

A. Practise writing the following words until fluent, then transcribe them according to the transcription used in this
book:
/ܰ10 ‫ܰاَنِأ‬9ܰ‫ܰىِنِأ‬8ܰ‫ ملٍلكِّــِأ‬7 ‫ܰىِو‬6ܰ‫ܰىوآل‬5ܰ‫ܰىوِأ‬4ܰ‫ܰمٍلكِّــِأ‬3ܰ‫ܰلِأ‬2 ‫ܰرًشِأ‬1
ܶ ܴܿ ‫ܠܡ‬ ܴܿ ‫ܰ ܠܡ‬3ܰ‫ܰܳܰܠ‬2ܰ‫ܝܫܐ‬
ܳ ‫ܰ ܺܪ‬1
‫ܰ ܼܡܢ‬10ܰ‫ܰܐ ܳܢܐ‬9ܰ‫ܰ ܳܗ ܳܢܐ‬8ܰ‫ܠܟܐ‬ ‫ܰ ܠ‬7ܰ‫ܰ ܠܗܘ‬6ܰ‫ܰ ܽܗܘ‬5ܰ‫ܗܘܐ‬
ܳ ܰ4ܰ‫ܠܟܐ‬

‫ ܡܢ‬10 ‫ ܐܢܐ‬9 ‫ ܗܢܐ‬8 ‫ ܠܡܠܟܐ‬7 ‫ ܗܘ‬6 ‫ ܗܘ‬5 ‫ ܗܘܐ‬4 ‫ ܡܠܟܐ‬3 ‫ ܐܠ‬2 ‫ ܪܫܐ‬1
B. Practise writing the following words until fluent, then transcribe them according to the transcription used in this
book:
‫ عٍم‬12 ‫ اَلِإ‬11 ‫ يِومِأ‬10 ‫ܰمٍلكِّةِّأ‬9ّܰ‫ܰاِف‬8ܰ‫ܰمطل‬7ܰ‫ܰمِريِأ‬6 ‫ܰاتسحِق‬5ܰ‫ܰهًري‬4ܰ‫ܰكل‬3ܰ‫ܰدًين‬2ܰ‫ܰبٍيةِِّأ‬1
‫ اٍينِأ‬14 ‫ اٍرعِأ‬13
ܶ ܳ ܳ ܽ ܳ ‫ܰ ܺܐܝ‬5ܰ‫ܰ ܶܓܝܪ‬4ܰ‫ܰܟܠ‬3ܰ‫ܰ ܶܕܝܢ‬2ܰ‫ܝܬܐ‬ ܴܿ ‫ܠ‬
ܳ
ܰܰ12ܰܰ‫ܰܐܠ‬11ܰ‫ܰ ܠܝܘܡܐ‬10ܰ‫ܬܐ‬ܼܰ ‫ܰ ܠܡܠ ܴܿܟ‬9ܰ‫ܦ‬
ܼܰ ‫ܰܰܐ‬8ܰ‫ܰܡܛܠ‬7ܰ‫ܰ ܳܡ ܳܪܝܐ‬6ܰ‫ܣܚܩ‬ ‫ܰܒ‬1
ܳ‫ܰ ܠܐܝܢܐ‬14 ‫ܪܥܐ‬ܳ ‫ܰ ܠܐ‬13ܰ‫ܰ ܠܥܡ‬

11 ‫ ܝܘܡܐ‬10 ‫ ܡܠܟܬܐ‬9 ‫ ܐܦ‬8 ‫ ܡܛܠ‬7 ‫ ܡܪܝܐ‬6 ‫ ܐܝܣܚܩ‬5 ‫ ܓܝܪ‬4 ‫ ܟܠ‬3 ‫ ܕܝܢ‬2 ‫ ܒܝܬܐ‬1
‫ ܐܝܢܐ‬14 ‫ ܐܪܥܐ‬13 ‫ ܥܡ‬12 ‫ܐܐܠ‬
Lesson 2
2. 1. Consonants in the ES and Serṭō. Scripts.

Syriac consonants can be broken down into three groups according to their manner of articulation (unvoiced,
emphatic, voiced) as follows:

unvoiced emphatic voiced

Labials ِِّ‫ف‬/̇‫ ܦ‬/p/ ِِّ‫ب‬/̇‫ ܒ‬/b/
Labiodental ّ‫ف‬/̇‫ ܦ‬/p̄/ ‫ث‬/̇‫ ܒ‬/ḇ/
Dental ِّ‫ة‬/̇‫ ܬ‬/t/ ‫ط‬/‫ ܛ‬/ṭ/ ِِّ‫د‬/̇‫ ܕ‬/d/
Interdental ّ‫ة‬/̇‫ ܬ‬/ṯ/ ‫دآل‬/̇‫ ܕ‬/ḏ/
Sibilant ‫ش‬/‫ ܫ‬/š/, ‫س‬/‫ ܣ‬/s/ ‫ؤ‬/‫ ܨ‬/ṣ/ ‫ز‬/‫ ܙ‬/z/
Velar ِِّ /ِِّ /k/
_V ‫ق‬/‫ ܩ‬/q/ ܰ ܴܿ /g/
ِِّ‫ه‬/‫ܓ‬
Uvular _V ّ /ّ /ḵ/ ‫غ‬/̇‫ ܓ‬/ḡ/
Pharyngeal ‫ح‬/‫ ܚ‬/ḥ/ ‫ع‬/‫ ܥ‬/‛/
Laryngeal ‫ى‬/‫ ܗ‬/h/, ‫ا‬/‫ ܐ‬/’/
Syriac resonants/sonorants (nasal, liquid)

Nasal Liquid
Bilabial _m/ /m/‫ܡ‬
Dental/Alveolar _n/ /n/ ‫ل‬/‫ ܠ‬/l/, ‫ر‬/‫ ܪ‬/r/
2. 2. The Two Pronunciations of the Bḡaḏkp̄aṯ-Consonants.

Depending on its phonetic position, the Bḡaḏkp̄aṯ-sound ( ّ‫)بغٍدآلكِّفٍـّة‬ is either plosive. ( ‫قوآلشِيِأ‬ Quššåyå ِِّ‫ــ‬
»hardening«) or spirant, i.e. fricative ( ‫ روآلكِّــِخِأ‬Rukkåḵå ّ‫» ــ‬softening«). The plosive variant is denoted with a dot
above, the spirant with a dot below:

‫ ق آلوشِيِأ‬Quššåyå ‫ ر آلوكِّــِخِأ‬Rukkåḵå
Bgadkpat Bḡaḏḵp̄aṯ
ES ِّ‫بِِّهٍـِِّدِِّكِّفٍـِِّة‬ ّ‫ثغٍدآلكّفٍـّة‬
‫ܠ‬
ܰ݁ ‫݁ܒ ݁ ܠܓ ݁ܕ ݁ܟ ݁ܦ‬
WS ‫ܬ‬ ܰ‫ܒ ܠܓܕܟ ܠܦܬ‬

The variation in the pronunciation of these consonants follows two basic rules:
(1) Geminated (lengthened) consonants are never pronounced as a spirant, e.g. dd in ‫ مَدَِِّم‬meddem »something«.
(2) A (simple) Bḡaḏkp̄aṯ-sound is always pronounced as a spirant when preceded by any regular vowel, or by a
murmured vowel which was formerly a short vowel. Otherwise, i.e. following a consonant, it is pronounced as a
plosive. This rule also applies across the word boundary:
14 Lesson 2

(e.g. ‫ ىِنِأ بّـٍيةِِّأ‬hånå ḇaytå »this house« ( 5. 2.).

When applying rule (2) in the case of a formal Ø-vowel, the reader must distinguish whether it is to be read, in terms
of the distinction familiar from Hewbrew, as a Shewa quiescens. (i.e. structural or actual vowellessness.), or as a Shewa
mobile. (i.e. purely superficial vowellessness resulting from a reduced vowel). The following rules of thumb are helpful in
such cases (consonant here refers to the Bḡaḏkp̄aṯ-consonant):
 The onset consonant of an isolated word form is always pronounced as a plosive, which is why it is not
marked with a ‫ قوآلشِيِأ‬Quššåyå ِِّ‫ ــ‬. However, in the context of a sentence, it is only pronounced as a plosive
after a consonant at the end of the previous word, e.g. ‫ بٍيةِِِّأ‬baytå »house« (isolated), or ‫ كل بِِّــٍيةِِِّأ‬kol
baytå »the whole house«, in contrast to ‫ ىِنِأ بّـٍيةِِِّأ‬hånå ḇaytå »this house«.
 The second consonant in a formal double consonance at the beginning of a word is pronounced as a spirant,
e.g. ‫ كةِّثِأ‬kṯåḇå »book«; exceptions: ‫ شـ ِةِّأ‬štå »six«, ‫ شةِّتن‬štīn »sixty«.
 Double consonance at the end of a word is elided. In this case, Bḡaḏkp̄aṯ-consonants become spirants, e.g. ّ‫رٍب‬
raḇ < *rabb »great« (St. abs.  3. 6. 1.); exception: ِّ‫ اٍنْة‬ʾa tt »you«.
n

 Consonants following a closed syllable are not pronounced as spirants, e.g. ‫ مٍلكِّــِأ‬malkå »king«.
 A consonant following a geminate is pronounced as a spirant, e.g. ‫ دوآلكِّةِّأ‬dukkṯå < *dukk ṯå »place«.
e 6

 Consonants following the diphthongs åw (= WS aw) and åy are pronounced as plosives rather than as spirants,
e.g. ES ‫ مِوةِِّأ‬måwtå »death«, ‫ بٍيـ ِةِّأ‬baytå »house«; exceptions: ‫ اٍيخ‬ʾa ḵ [read: aḵ] »like, as«.
y

 The onset consonant k which features in various pronominal suffixes to nouns is pronounced as a spirant e.g.
‫ فِروألقخوألن‬påroqḵōn »your saviour«. This is because there was originally a case ending vowel (V) between
the final consonant of the noun and the suffix: *påroqV-ḵōn ( 6. 1.).
 In the case of syllable reduction or the omission of vowels, the consonant is pronounced as a spirant, e.g.
‫ دٍىثِأ‬dahḇå < *dahabå »gold« ( 3. 4.).
Note also:
 The feminine ending. -t ( 3. 6. 1.) is generally pronounced as a spirant (so long as it is not geminated as a
result of assimilation, e.g. ‫ يِلَدِِّ ِةِّأ‬yålettå < *yåledtå »begetter, mother«) e.g. ‫ مٍلكِّةِّأ‬malkṯå »queen«,
‫مشوآلحةِّأ‬mšuḥṯå »measure«. This is because there is usually an underlying *-aṯ. There are however several
exceptions (as well as deviations in pronunciation), e.g. ‫ بةّوآللـةِِّأ‬bṯultå »virgin«, ‫ ةَشبِِّوألحـةِِّأ‬tešboḥtå
»glory«.7
Additionally, the spirantization of the Bḡaḏkp̄aṯ-sound occurs. when the proclitic particles ‫ ب‬b- (preposition »in«), ‫ل‬
l- (preposition »for, to«), ‫ د‬d- (determinative pronoun.) or ‫ و‬w- (conjunction »and«) occur before nomina with a
vowelless onset consonant e.g. ‫ بٍخةِّثِأ‬ba-ḵṯåḇå »in the book«, as well as in the case of accumulation of these
proclitics., e.g. ‫ دٍثثـٍيةِِِّأ‬daḇ-ḇaytå »(he) who (is) in the house«.

6
Conversely, in such cases, the spirant points to the gemination of the preceding consonant.
7
Occasionally, words that would otherwise be pronounced the same are distinguished by varying the pronunciation of a Bḡaḏkp̄aṯ-consonant, e.g.
‫ هٍربِِّــِأ‬garbå »leprous« in contrast to ‫ هٍرثِأ‬garḇå »Leprosy«.
 Lesson 2 15

2. 2. 1. Writing Geminate Consonants

Syriac uses both simple and geminate (lengthened) consonants. This difference, however, is not denoted in the written
script. Geminate consonants are not denoted using double letters, as is usually the case in semitic languages. However,
in the case of ّ‫ بغٍدآلكِّفٍـّة‬Bḡaḏkp̄aṯ-consonants, it is possible to draw this distinction, since geminate consonants are
never pronounced as spirants. Examples:
‫ سٍهِِّتاِأ‬saggī ʾå »much, many«
‫ سوآلكِّــِلِإ‬sukkålå »meaning, sense«
‫ سَةِِّرِا‬settårå »protection«
‫ سٍكِّتنِأ‬sakkīnå »knife«
2. 2. 2. The ʾÅlap̄

In the following cases, the glottal stop ʾÅlap̄ is not pronounced. Although it is not articulated (cf. the shewa quiescent.
from Hebrew grammar), it is nonetheless preserved in written form8:
 ʾÅlap̄ in the syllable onset.:
‫ مِاأ‬måʾ »100« ( 13. 3.)
‫ باتدآلِا‬b-ʾīḏå »in the hand« (also across the morpheme boundary)
‫ مٍلٍاخِأ‬malaʾḵå »angel«

In the following cases, the ʾÅlap̄ is silent, but is usually written with linea occultans, e.g.
‫ اْنِشِأ‬ʾnåšå »man, people« 9

‫ اْحرًين‬ʾḥrẹ̄n »another« 10

‫ اْحرًينِأ‬ʾḥrẹ̄nå »another«
2. 3. Prothesis
In rare cases, particularly before /št/, a prothetic syllable of the form /ʾV/ (ʾÅlap̄ + vowel) is introduced before what
would otherwise be a double consonant onset, for ease of pronunciation. Examples:

 ‫شةأ‬ ِِِّ َ‫ ا‬ʾeštå »bottom«
‫ اَشةِِِّأ‬ʾeštå »six« (or ‫شةأ‬
ِِِّ štå) ( 13. 3.)
‫ اَشةِّتن‬ʾeštīn »60« (or ‫ شةِّتن‬štīn) ( 13. 3.)

8
There would otherwise be no difference in the transcription between må (= ‫مِأ‬ må »what?«) and må (= ‫مِاأ‬ måʾ »100«).
9
‫اْنِشِأ‬
In dictionaries, such words are generally listed according to their written form (i.e. ’nåšå is listed under ʾ-n-š).
10
In dictionaries, such words are generally listed according to their written form, including for spellings without Ålap̄ (i.e. ‫ حرًين‬ḥrẹ̄n is listed
under ʾ-ḥ-r).
16 Lesson 2

2. 4. Graphic Symbols and Punctuation Marks

As well as diacritical points, (cf. Bḡaḏkp̄aṯ-consonants.  2. 2.), Syraic also makes use of grammatical points denoting
number and gender.
Especially in texts without vowel signs, words that are orthographically identical are often marked with a dot above, in
order to denote a full and dark pronunciation, in contrast to a finer and weaker pronunciation. A dot above is used in
the following cases:
 For the active participle ( 4. 4.) in order to distinguish it from the perfect ( 7. 1.), e.g. ‫ كِــِِّةَّث‬kåṯeḇ
»writing«, ‫ث‬2ٍ‫ كــّة‬kṯaḇ »he wrote«.
 For the possessive and object suffixes of the 3.f.sg., to distinguish them from the 3.m.sg. ( 6. 1.), e.g. ‫دتنِآ‬
dīnåh »her judgement«, ‫ دتنًى‬dīnȩ̄h »his judgement«.
 Above certain words, e.g. ‫ ىِِّنوألن‬hånōn »those«, to distinguish it from ‫ ىّنوألن‬hennōn »they«; ‫ وِِّإل‬wålȩ̄
»fitting, proper« in distinction to ‫ وإل‬w-lå »and not«; ‫‛ عِِّثدآلا‬ḇåḏå »work« in distinction to ‫‛ عّثدِِّا‬aḇdå
»Slave«.
In the East Syrian tradition, two dots are occasionally placed under the suffix of the 3.f.sg. to distinguish it from the
‫ كَةّبٍـِِّة‬keṯbaṯ »she wrote« in contrast to ّ‫ كَةّبَِِّة‬keṯbeṯ »I wrote«. These two dots are also used to distinguish
1.sg., e.g. 28
the voiced ‫ ى‬in ‫وِأ‬ 8 ‫ ى‬hwå »it was, it happened« (in contrast to ‫ ىْوِأ‬wå). h

For Syåmȩ̄-dots, see ( 3. 6. 1.).

2. 4. 2. Punctuation Marks

The following punctuation marks are particularly common:

 .
Single dot: at the end of a sentence.
 Point above ( ‫‛ عَلِيِأ‬ellåyå): ‫܇‬
 Point below (‫ ةٍحةِّيِأ‬taḥṯåyå): ‫܆‬
 Colon (‫ شوٍيِــأ‬šwåyyå)::
 ‫ ܀‬is used to denote the end of a paragraph.

2. 4. 3. Linea Occultans

In words that are orthographically identical, a line ( ‫ مٍرىطِنِأ‬marhṭånå) is drawn above the consonant to indicate the
absence of a vowel, e.g. ‫ طْلَقو‬ṭleq »they passed away« (cf.  7. 1.) in contrast to ‫ طٍلَقو‬ṭalleq »they finished« (cf.
w w

 9. 2.). This line (linea occultans) is also drawn above consonants within a word which are not pronounced, e.g. ‫ىْوِأ‬
h h ̄ ܰ݁ ‫ ܠܡ‬malka- w) »he is king«,
wå (= wå) »to be, to happen« ( 7. 3.), ‫ مٍلكِّــِأ ىْو‬malkå- w [read: malkåw] (WS ‫ܠܟܐ ܰܗܘ‬ h

‫ يٍىْث‬ya ḇ [read: yaḇ] »he gave« ( 14. 2.).

h

In the WS tradition, the linea occultans is also drawn under the consonant (‫ مىٍهيِنِأ‬mhaggyånå), e.g. ‫ܗܘܐ‬ ̱ wō (= wō)
h

»be, happen«. A line drawn under also serves to indicate an additional e vowel, e.g. ‫ دَحٌّلةِّأ‬deḥelṯå au deḥlṯå »fear«.
 Lesson 2 17

2. 5. Vocabulary

A. kingdom malkūṯå ‫ مٍلكِّوآلةِّأ‬B. much, many saggī ʾå ‫سٍهِِّتاِأ‬

something meddem ‫مَدَِِّم‬ when kaḏ ‫كٍدآل‬
death ِ
måwtå ‫مِوةِّأ‬ you ʾantt ِّ‫اٍنْة‬
place dukkṯå ‫دوآلكِّةِّأ‬ one ḥaḏ ‫حٍدآل‬
book kṯåḇå ‫كةّثِأ‬ ِ love ḥubbå ‫حوآلبِِّــِأ‬
son brå ‫برِا‬ like, as ʾayḵ ‫اٍيخ‬
just as ʾayḵ d ‫اٍيخ د‬
hand ʾīḏå ‫اتدآلِا‬

2. 6. Exercises
A. Sort the following words according to the pronunciation of the Bḡaḏkp̄aṯ, and transcribe them according to the
transcription used in this book:
‫ اتدآلِا‬,ّ‫ اِف‬3 ‫ دوآلكِّةِّأ‬,‫ كةِّثِأ‬,‫ بٍيةِِّأ‬,‫ܰمٍلكِّوآلةِّأ‬2 ‫ܰمِو ِِّةِأ‬,‫ برِا‬,‫ܰمَدَِِّم‬1
ܺ ܳ ܳ ݁ܽ ܳ ܳ݁ ܶ
ܼܰ ‫ܰܐ‬3ܰ‫ܰܕܘܟ ܼܬܐ‬,‫ܟܬ ܼܳܒܐ‬
ܰ‫ܰܐ ܳܝܕܐ‬,‫ܦ‬ ܼ ܰ,‫ܰ ܠܒܝܬܐ‬,‫ܰܡܠܟ ܽܘܬܐ‬2ܰ‫̇ܡܘܬܐ‬,‫̇ܒܪܐ‬,‫ܰܡ ݁ ܶܕܡ‬1

‫ ܐܝܕܐ‬,‫ ܐܦ‬3 ,‫ ܕܘܟܬܐ‬,‫ ܟܬܒܐ‬,‫ ܒܝܬܐ‬,‫ ܡܠܟܘܬܐ‬2 ‫ ܡܘܬܐ‬,‫ ܒܪܐ‬,‫ ܡܕܡ‬1

B. Sort the following words according to the pronunciation of the Bḡaḏkp̄aṯ and transcribe them according to the
transcription used in this book:
‫ حٍدآل‬,‫ كٍدآل‬,‫ دًين‬3 ‫ حوآلبِِّــِأ‬,‫ بٍيةِِّأ‬,ِّ‫ܰاٍنْة‬2 ‫ܰدوآلكِّةِّأ‬,‫ اٍيخ‬,‫ܰكل‬1
ܳ݁ ‫ܠ‬ ܳ ܽ
ܰ‫ܰܰ ܠܚ ܼܕ‬,ܰ‫ܰ ܠܟܕ‬,‫ܰ ܶܕܝܢ‬3ܰ‫ܝܬܐ‬ ‫ܰܒ‬,̇‫ܰܐܢ̄ܬ‬2ܰ‫ܚܘ ܴܿܒܐ‬̇,‫̇ ܽܕܘܟܬܐ‬,̇‫̇ܐܝܟ‬,‫ܰܟܠ‬1

‫ ܟܕ ܰܚܕ‬,‫ ܕܝܢ‬3 ‫ ܒܝܬܐ‬,‫ ܐܢ̄ܬ‬2 ‫ ܚܘܒܐ‬,‫ ܕܘܟܬܐ‬,‫ ܐܝܟ‬,‫ ܟܠ‬1

Lesson 3
3. 1. Total Assimilation of Consonants (/n/, /l/)
In most cases, a vowelless /n/ is assimilated to the following consonant (exceptions: /h/, see  11. 1.). As a
consequence, the consonant in question is pronounced geminate. The assimilated /n/ is dealt with in various different
ways orthographically. For nominal word forms, it is usually denoted with linea occultans, e.g.
‫ مدآلتنْـةِِّأ‬mḏī ttå < *m ḏīntå < *m ḏīn ṯå »city, town« (in contrast to st.cs. ّ‫ مدآلتنٍة‬mḏīnaṯ ( 3. 6. 1.))
n e e e

‫ شٍنْـةِِّأ‬ša ttå »year« (in contrast to st.cs. ّ‫ شنٍة‬šnaṯ ( 3. 6. 1.)).

n

By contrast, in the case of compounds with ‫ مَن‬/ ‫ مّن‬men »from«, a vowelless /n/ it not written ( 6. 4.), e.g.
‫ مَكًِّيل‬mekkȩ̄l < *menkȩ̄l »from that time, henceforth«
‫ مَكِّــِأ‬mekkå < *menkå »from this place«
For the assimilation of /n/ in verbal forms, see Verbs I-n ( 11. 1.).
In rare cases, /l/ is assimilated to the preceding syllable; see also ( 14. 2.), e.g. ‫ مٍسٍقةِّأ‬ma aqṯå < *ma laqṯå »ascent«.

In very rare cases, /r/ is not pronounced, but is retained in the orthography, e.g.
‫ بٍرْةّ مٍلكِّــِأ‬ba ṯ (< *barṯ) malkå »daughter of the king«
r

‫ بٍرْةّ قيِمِأ‬ba ṯ (< *barṯ) qyåmå »daughter of the holy covenant = nun«
r

3. 1. 1. The Assimilation of Dentals

In some word forms, adjacent dentals give rise to a partial assimilation. In purely consantal writing, the assimilation is
not expressed.
A common phenomena is the regressive assimilation of dentals in nouns preceding the feminine ending A( 3. 6. 1.),
e.g.
‫‛ عٍبِِّتطةِِّأ‬abbīttå < *‛abbīṭtå »thick, heavy«
‫ ح ٍآلدةِِّأ‬ḥḏattå < *ḥḏaṯtå »new«
However, in the case of ‫* < فشتطةِِّأ‬pšīṭtå »simple« (tt < *ṭt), this book uses the original form of transcription, i.e.
‫ فشتطةِِّأ‬pšīṭtå.

For the partial assimilation of the stem marker /t/ in T-stems, see ( 9. 1.).

3. 2. Consonant Dissimilation
The following are some of the most important consonant dissimilations (transformation or omission of a phoneme) in
Syriac:
/b/ zu /ḇ/ zu /w/ in: ‫ كٍوكِّثِأ‬kawkḇå < *kabkab »star«
 Lesson 3 19

/‛/ zu /’/ in: ‫’ اٍعفِّــِأ‬a‛på < * ‛a‛på »double«

/‛/ zu /Ø/ in: ‫ ةشِةٍِِّعسٍر‬tšåta‛ ar < * tša‛ta‛ ar »19«
/r/ zu /n/ in: ‫ ةرًين‬trȩ̄n < *tnȩ̄n »two«; ‫ برِا‬brå < *bnå »son«
3. 3. Consonant Correspondences: Syraic – Hebrew - Arabic.

In Syraic (and in Aramaic languages in general), five of the semitic consonants have a different phoneme
correspondence to Hebrew; namely, the three semitic interdentals ṯ, ḏ and  , and the laterals ś and ṣ́ (= ḍ). In classical
Arabic, these consonants have all been preserved as distinct phonemes )‫ ث‬، ‫ذ‬ ، ‫ ظ‬and ‫ ش‬، ‫)ض‬.
In Syraic, the interdentals merged with the corresponding dentals (ṯ > , ḏ > , ṭ > ‫ة‬ ‫د‬
‫)ط‬, whereas in Hebrew, they
merged with the sibilants (ṯ > ‫שׁ‬, ḏ > ‫ז‬, ṭ > ‫)צ‬. The voiceless lateral ś in Syriac merged with ‫س‬, while in Hebrew it
remained as ‫ש‬. The emphatic lateral ṣ́ in Syriac merged with ‫ع‬, whereas in Hebrew it merged with ‫צ‬. As a result of
this divergence in phoneme merging, Syriac T-consonants sometimes correspond to Hewbrew S-consonants.
Furthermore, the Syriac phonemes ‫ س‬and ‫ع‬ correspond to the Hebrew ‫ ׂש‬and ‫ צ‬respectively. There is still,
however, a 1: 1 correlation between the T-consonants S- consonants, and ‫ع‬.

Examples:

t/š/ṯ ّ‫ ةلِة‬tlåṯ ‫ָׁשֹלוש‬ ‫ثَالث‬ three

d/z/ḏ ‫ دٍىثِأ‬dahḇå ‫זָׁ ָׁהב‬ ‫ذَهَب‬ gold
ṭ/ṣ/ ‫ طَلِلِإ‬ṭellålå ‫ֵצל‬ َ
‫ظل‬ shadow
/ś/š ‫‛ عسٍر‬sar ‫שר‬
ַׂ ‫ֲע‬ ‫َعشر‬ ten
ʿ/ṣ/ ḍ ‫’ اٍرعِأ‬ar‛å ‫ֶא ֶרץ‬ ‫اَرض‬ land

3. 4. Syllable Structure and Vowel Reduction.

Ancient semitic languages only contain the following three syllable types: {CV} (short open syllable.), {Cv̅ } (long open
syllable.) and {CvC (closed syllable., considered as long) (C = consonant; v = any short vowel, v̅ = long vowel). CvW and
CvY are treated as {CvC}-syllables, e.g. baytå = bay|tå »house«. Syriac has also developed secondary syllable patterns. The
following four distinctive forms should be noted:
(1) A short initial syllable {Cv} preceding the tone syllable is reduced to {Ce} – except when it follows (’Ålap̄) . It is
likely that originally, e was voiced as a murmured vowel corresponding to the Hewbrew Shewa mobile, and later
ceased to be voiced at all.. This gave rise to words with double consonants in the initial sound, e.g. {CCVC},
‫ قطٍل‬qṭal < *q ṭal < *qaṭal »he killed« ( 7. 1.).
e

(2) Final vowels were dropped, giving rise to secondary double closed syllables of the structure {CVCC} at the end
of a word, e.g. ِّ‫ ك ٍّةثة‬kṯaḇt < *kṯaḇta/å »you wrote« ( 7. 1.).
(3) Final vowels were no longer stressed, but were still written according to the old orthography, e.g. ‫مٍلكِّي‬
malky < *malkī »my king« ( 6. 2.), ‫ ك ّةٍثو‬kṯaḇ w
< *kṯaḇū »they wrote« ( 7. 1.).
20 Lesson 3

(4) In the case of two successive originally untoned syllables of the form {Cv|Cv}, {Cv̅|Cv} or {CvC|Cv}, the vowel of
the second syllable is reduced, e.g. ‫ دٍىثِأ‬dahḇå < *dahabå »gold«, ‫ مٍلكِّةِّأ‬malkṯå < *malkatå »queen«.
(5) A vowelless y (and ye) in the initial word sound becomes an ī vowel, resulting in secondary words with an initial
vowel sound. In the orthography, this is written as Yoḏ, or sometimes as ʾÅlap̄ (as vowel bearer). Examples:
‫تدع‬ 2ٍ ), ‫ تشوألع‬Īšo‛»Jesus«, ‫’ اتدآلِا‬īḏå <
2ٍ īḏa‛ < *y da‛ »he knew« ( 11. 3.) (also sometimes with ʾÅlap̄ ‫تدع‬
e

*yedå »hand«.

3. 5. Root Structure.

As is generally the case in semitic languages, most syriac word forms have an underlying structure consisting of three
consonantal or semivowel elements (or radicals). This structure is called the root, and it contains the primary lexical
meaning of a word (which is usually verbal). Word formation succeeds by means of different patterns of vowels (the so-
called schema), and often also through external affixes (prefixes and suffixes; and in rare cases, infixes).
By way of illustration, here is the root k-t-b with the basic meaning ‘write’, together with some important derived
forms:
a) Verb forms:
‫ كةٍّث‬kṯaḇ »he wrote« (Perfect.  7. 1.)
‫ نَخةِّوألث‬neḵtoḇ »he shall write« (Imperfect.  8. 1.)

b) Nominal derivatives:
‫ كِةَّث‬kåṯeḇ »writing« = »(he) is writing« (active participle  4. 4.)
‫ كةّتث‬kṯīḇ »wrote« (passive participle  7. 4.)
‫ كةِّثِأ‬kṯåḇå »handwriting, book«
‫ كِةّوألثِأ‬kåṯōḇå »writer« (Nomina agentis.  4. 1. 2. (No. 10))
‫ كِةّوألثوآلةِّأ‬kåṯōḇūṯå »art of writing«
‫ مٍخةِّثِنِأ‬maḵtḇånå »author«
3. 6. Nominals
3. 6. 1. Gender, Number, State

Nominals – a term which groups together nouns (n.) and adjectives (adj.) – are divided into two genders, masculine and
feminine. Masculine (m.) nominals are not denoted in any way, while feminine (f.) nominals are generally denoted with
the phoneme –t-, e.g.
‫ مٍلكِّــِأ‬malkå »king« (m.), ‫ مٍلكِّةِّأ‬malkṯå »queen« (f.)
‫ بتشــِأ‬bīšå »bad« (m., adj.), ‫ بتشةِّأ‬bīšṯå »bad« (f., adj.)
In addition, there are a series of feminine nouns with no corresponding ending, including many parts of the body, as
well as names for articles of clothing, containers and tools:
‫’ اَمِأ‬emmå »mother« (f.), ‫‛ عَزءأ‬ezzå »goat« (f.), ‫‛ عِنِأ‬ånå »small cattle« (f.), ‫‛ عٍينِأ‬aynå »eye, fountain« (f.), ‫ كًافِّأ‬kẹ̄ʾp̄å
»stone« (WS ‫ ܺܟܐܦܐ‬kī ʾp̄ō) (f.).
 Lesson 3 21

A number of nouns with feminine endings are treated as masculine nouns, with the -t- taken to belong to the radical
(see  3. 5. and 4. 1.) e.g. ‫ بٍيةِِِّأ‬baytå »house« (m.) from bwt, ‫ مِوةِِّأ‬måwtå »death« (m.) from mwt.
Number distinguishes between singular (sg.) and plural (pl.). There is no specific dual form, nor any distinction
according to case. There is, however, a remnant of the dual form in the number words ‫ةذًين‬ trȩ̄n »two« and ‫مِاةًّين‬
må’ṯȩ̄n »two hundred« ( 13. 3.).
Syriac uses two dots called ‫ سيِمُأ‬syåmȩ̄ ‫ ــ‬to distinguish the plural from the singular, e.g. ‫ مٍلكِّــِأ‬malkå »king«,
‫ مٍلكِّــًأ‬malkȩ̄ »kings«. In words containing ‫ر‬, the plural dots are often written above this letter. In this case, only one
additional dot is written, leaving two rather than three dots above the letter. For words in which ‫ ر‬occurs twice, the
plural points are usually drawn above the final ‫ ;ر‬otherwise they are written at a random location. Examples:
‫ كٍرمِأ‬karmå »vineyard« (sg.) : ‫ كٍذمًأ‬karmȩ̄ »vineyards« (pl.)
‫ شرِرِا‬šrårå »truth« (sg.) : ‫ شرِذًا‬šrårȩ̄ » truths« (pl.)
In addition, plural points are used:
 For plurale tantum nominals., e.g. ‫ مٍيِــأ‬mayyå »water«.
 For all verbs of the form 3.f.pl., eg. ‫كةّثي‬
ٍ kṯaḇ »they wrote« ( 7. 1.), ‫ نَخةّثِــن‬neḵṯḇån »they shall write«
y

( 8. 1.).
 For collective nouns which have no plural form, e.g. ‫‛ عِنِــأ‬ånå »small cattle«.
Depending on syntactic positioning and function, nominals take one of the following three states:
(1) Status absolutus (absolute state) (the “free” form of the nominal); abbreviated as: st.abs.
(2) Status constructus (construct state) (the “bound” form of the nominal preceding an immediately dependent
genitive expresion); abbreviated as: st.cs.
(3) Status emphaticus (emphatic state), abbreviated as: St.emph.
Depending on gender, number and state, nominals take different endings in their singular and plural forms. Dictionaries
specify the plural building for all nominals.

St.abs. St.cs. St.emph.

m.sg. − − -å
m.pl. −īn −ay -ȩ̄
f.sg. −å −aṯ -tå/-ṯå
f.pl. −ån -åṯ -åṯå

The following is an inflection table for the singular and plural forms of the adjective ‫ طِث‬ṭåḇ »good«:

St.abs. St.cs. St.emph.

m.sg. ‫ طِث‬ṭåḇ ‫ طِث‬ṭåḇ ‫ طِثِأ‬ṭåḇå
m.pl. ‫ طِثتن‬ṭåḇīn ‫ طِثـٍي‬ṭåḇay ‫ طِثـُأ‬ṭåḇȩ̄
f.sg. ‫ طِثِأ‬ṭåḇå ّ‫ طِثـٍة‬ṭåḇaṯ ‫ طِثةِّأ‬ṭåḇṯå
f.pl. ‫ طِثِــن‬ṭåḇån ّ‫ طِثِــة‬ṭåḇåṯ ‫ طِثِــةِّأ‬ṭåḇåṯå
22 Lesson 3

Of these three states, the st.emph. is most common. It is the standard form, and as such the form in which nouns are
usually cited. Although from a historical viewpoint, its ending -å contains the definite article (cf. the prefix article. ha-
and its variants in Hewbrew), a nominal in the st.emph. form is not necessarily determined.. A noun such as ‫ طوآلرِا‬ṭūrå
can – depending on context – mean either »the mountain« or »a mountain«.
Furthermore, it should be noted that the st.abs. f.sg. and the st.emph. m.sg usually have the same endings.
Further examples with masculine nouns, using the examples of ‫ طوآلرِا‬ṭūrå (m.) »mountain« and ‫ كةِّثِِأ‬kṯåḇå (m.)
»book«:

St.abs. St.cs. St.emph.

m.sg. ‫ طوآلر‬ṭūr ‫ طوآلر اٍلِىِأ‬ṭūr ’alåhå ‫ طوآلرِا‬ṭūrå

»the mountain of God« »mountain«
m.pl. ‫ طوآلذتن‬ṭūrīn ‫ طوآلذٍي اٍلِىِأ‬ṭūray ’alåhå ‫ طوآلذًا‬ṭūrȩ̄
»mountains« »mountains of God« »mountains«
m.sg. ‫ كةِّث‬kṯåḇ ‫ كةِّث مٍلكِّــِأ‬kṯåḇ malkå ‫ كةِّثِِأ‬kṯåḇå
»the king’s book« »book«
m.pl. ‫ كةِّثتن‬kṯåḇīn ‫ كةِّثـٍي مٍلكِّــِأ‬kṯåḇay malkå ‫ كةِّثـُأ‬kṯaḇȩ̄
»books« »the king‘s books« »books«

Examples with feminine nouns, using the examples of ‫ دم آلوةِّأ‬dmūṯå (m.) »image«, ‫ برتةِّأ‬brīṯå (m.) »creation«:

St.abs. St.cs. St.emph.

f.sg. ‫ دموآل‬dmū ‫ دموآلةّ رًشِأ‬dmūṯ rẹ̄šå ‫ دم آلوةِّأ‬dmūṯå

»the image of the head« »image«
f.pl. ‫ دَموِن‬demwån ‫ دَموِةّ رًشِأ‬demwåṯ rẹ̄šå ‫ دَموِةِّأ‬demwåṯå
»images of heads« »images«
f.sg. ‫ برت‬brī ‫ برتةّ عِلمِأ‬brīṯ ‛ålmå ‫ برتةِّأ‬brīṯå
»creation of the world« »creation«
f.pl. ‫ بَذيِن‬beryån ‫ بَذيِةّ عِلمِأ‬beryåṯ ‛ålmå ‫ بَذيِةِّأ‬beryåṯå
»creations of the world« »creations«

As the table shows, feminine nouns with the (derivational affixes) -ūṯ and -īṯ in the st.abs.sg. end with -ū and -ī
respectively.
The st.abs is relatively common for adjectives (including participles) in the predicate function, e.g. ‫لٍحمِأ مطٍشيِأ‬
‫ ثـٍستم‬laḥmå (m.) mṭåššyå (m.) ḇa īm (m.) »bread eaten in secret is pleasant«. By contrast, an adjective which modifies
a noun takes the st.emph., e.g. ‫ لٍحمِأ ثـٍستمِأ‬laḥmå (m.) ḇa īmå (m.) »pleasant bread«. Nouns in st.abs.:
 Lesson 3 23

(1) following ‫ كل‬kol » every, all« (actually »the whole of ...«), e.g. ‫كل يوألم‬ kol yom »every day«, ‫ كل اْنِش‬kol
’nåš »every one«
(2) sometimes following ‫ لِأ‬lå »not«, e.g. ‫ دلِإ اٍلِى‬d-lå ’alåh »godless«
(3) in conjunction with numbers, e.g. ‫ ةلِةِّأ هٍثرتن‬tlåṯå gaḇrīn »three men«
(4) with ‫ مَدَِِّم‬meddem »something«, cf. also ‫ مَدَِِّم اْحرًين‬meddem ’ḥrȩ̄n »something else«
(5) in distributive phrases. such as ‫ بٍزثـٍن زثـٍن‬ba-zḇan zḇan »now and then«, and in other
(6) adverbial phrases, e.g. ‫ لعِلٍم‬l-‛ålam »for ever«, ‫ يوألم ليوألم‬/ men yom l-yom »from day to day«.
St.cs. occurs almost exclusively in set phrases and idiomatic sayings, e.g. ‫ رٍبّ كِّنوآلشةِِِّأ‬raḇ knūštå »director of the
synagogue«. In such cases, we can speak of a construct chain. Such chains can consist of several constituent parts, e.g.
‫ بعٍينٍي رٍبّ بًِِّيةّ اٍستذًا‬b-ʿaynay raḇ bȩ̄ṯ ’a īrȩ̄ »(Joseph found favour) in the eyes of the prison warden«, literally
»in the eyes of the leader of the house of prisoners«. Some construct chains are joined to form a single word, e.g.
‫ بعَلدآلثِثِأ‬bʿelḏḇåḇå »enemy« (literally »master of slander«). However, in the majority of cases, the connection in
question is expressed by periphrase (circumlocution).

3. 6. 2. Irregular Nominals

The following is a list of important nominals with irregular inflection. The following three things should be noted:
a) Many of the nominals listed below have a two-consonant basis in the st.emph. singular, which in other forms is
expanded by a third consonant, e.g. ‫’ اَمِأ‬emmå »mother« (sg. st. emph.), ‫’ اَمىِةِّأ‬emmhåṯå »mothers« (pl. st.
emph.).
b) Several nominals are characterised by irregular plural formation (pl. st.emph.), taking -ayyå instead of -ȩ̄, e.g.
‫ بنٍيِــأ‬bnayyå »sons«, plural form of ‫ برِا‬brå »son«.
c) The lexemes ‫ مشٍيِأ‬šmayyå »heaven« and ‫ مٍــيِأ‬mayyå »water«, which also take the ending –ayyå, are used
only in the plural.
d) Several masculine words take the feminine plural form, e.g. sg. ‫’ اٍريِأ‬aryå (m.) »lion«, pl. ‫’ اٍذيِوِةِّأ‬aryåwåṯå
»lions«.
e) Several feminine words have the feminine ending in the sg. but not in the pl., e.g. ‫’ اٍنْةِّةِّأ‬a ttå (f.) »woman,
n

wife«,pl. ‫ نَشُأ‬neššȩ̄ »women«.

Sg. st.emph. St.cs. Pl. st.emph.

name ‫ مشِأ‬šmå (m.) ‫ شَم‬šem ‫ شــمِىِةِّأ‬šmåhåṯå
‫ مشِىُأ‬šmåhȩ̄
mother ‫’ اَمِأ‬emmå (f.) ‫’ اَم‬em ‫’ اَمىِةِّأ‬emmhåṯå
father ‫’ اٍثِأ‬aḇå (m.) ― ‫’ اٍثِىُأ‬aḇåhȩ̄ »parents, fathers«
‫’ اٍثِــىِةِّأ‬aḇåhåṯå »forefathers«
brother ‫’ اٍحِأ‬aḥå (m.) ― ‫’ اٍحُأ‬aḥȩ̄
other ‫’ اْحرًينِأ‬ḥrȩ̄nå (m.) ‫’ اْحرًين‬ḥrȩ̄n ‫’ اْحذِنًأ‬ḥrånȩ̄
(pl.abs. ‫’ اْحذِننت‬ḥrånīn)
24 Lesson 3

other ‫’ اْحرًةِّأ‬ḥrẹ̄ṯå (f.) ّ‫اْحرِنيٍة‬ ‫’ اْحذِنيِةِّأ‬ḥrånyåṯå

’ḥrånyåṯ (pl.abs. ‫’ اْحذِنيِن‬ḥrånyån)
hand ‫’ اتدآلِا‬ī4då (f.) ِ‫ يٍدآل‬ya4d ‫’ اتدآلِيِا‬ī4dayyå
‫ اتدآل‬ʾī4d ‫’ اتدآلُا‬ī4dȩ̄
‫ ’ اتدآلتن‬ī4dīn
lion ‫’ اٍريِأ‬aryå (m.) ― ‫’ اٍذيِوِةِّأ‬aryåwåṯå
‫’ اٍذيِوِن‬aryåwån
man, people ‫’ اْنِشِأ‬nåšå (m.) ‫’ اْنِش‬nåš ‫’ اْنِشتن‬nåšīn (only pl.abs.)
woman ‫’ اٍنْةِّةِّأ‬a ttå (f.)
n
ّ‫’ اٍنْـةِِِّة‬a ttåṯ
n
‫ نَشُأ‬neššȩ̄
son ‫ برِا‬brå (m.) ‫ بٍر‬bar ‫ بنٍيِــأ‬bnayyå
daughter ‫ بٍرةِّأ‬barṯå (f.) ّ‫ بٍرْة‬ba ṯ r
‫ بنِــةِّأ‬bnåṯå
house ‫ بٍيةِِّأ‬baytå (m.) ّ‫ بًية‬bȩ̄ṯ ‫ بِــةًِّأ‬båttȩ̄; ‫ بِــةِّتن‬båttīn
father-in-law ‫ محِأ‬ḥmå (m.) ― ‫ محِىُأ‬ḥmåhȩ̄
sister ‫ حِةِّأ‬ḥåṯå (f.) ― ‫’ اٍحوِةِّأ‬aḥwåṯå
water ‫ مٍــيِأ‬mayyå (m.) ‫ مٍــي‬may ―
abs. ‫ مــنت‬mīn
Lord, God ‫ مِرِا‬mårå (m.) ‫ مِرًا‬mårȩ̄ ‫ مِذٍيِأ‬mårayyå
‫ مِريِأ‬måryå (m.) ‫ مِذٍوِن‬mårawån
Lady ‫ مِرةِِّأ‬mårtå (f.) ّ‫ مِرٍة‬måraṯ ‫ مِذِةِّأ‬måråṯå
village, field ‫ قرتةِّأ‬qrīṯå (f.) cs. ّ‫قَريٍة‬ ‫ قوآلذيِأ‬quryå
qeryaṯ and
ّ‫قوآلريٍة‬
quryaṯ
abs. ‫ قرًا‬qrȩ̄
year ‫ شٍنْـةِِّأ‬ša ttå (f.)
n
abs. ‫ شنِأ‬šnå ‫ شنٍيِــأ‬šnayyå
cs. ّ‫ شنٍة‬šnåṯ ‫ شننت‬šnīn

3. 6. 3. Nominals and Attributive Adjectives

Attributive adjectives agree in gender, number and state with the noun which they describe. Generally speaking the
adjective comes after the noun in question, e.g.
‫ كًافِّأ طِثةِّأ‬kẹ̄ʾp̄å (f.) ṭåḇṯå (f.) »a precious stone«
‫ بٍيةِِِّأ شٍفِّرتِا‬baytå (m.) šappīrå (m.) »the beautiful house/a beautiful house«
‫ لطوآلرِا رِمِأ‬l-ṭūrå (m.) råmå (m.) »into a high mountain« (Mk 9,2).
Where specific emphasis is placed on the adjective, it may precede the noun, e.g.
‫ ىِلًني قٍلتل مَلٍي‬hålȩ̄n qallīl mellay »these few words«.
The adjectives ‫ سٍهِِّت‬aggī »much, many« and ‫’ اْحرًين‬ḥrẹ̄n »other« often precede the noun even when they are not
emphasised. Further attributive adjectives used in conjunction with them can be placed after the noun, e.g.
 Lesson 3 25

‫ سٍهِِّتاُأ عثِدآلُا شٍفِّتذًا‬saggī ʾȩ̄ ‛ḇåḏȩ̄ šappīrȩ̄ »many excellent works« (Jn 10,32)
cf. however ‫’ اْنِشِأ سٍهِِّتاُأ‬nåšå aggī ʾȩ̄ »many people« (Jn 10,41)
‫ زٍّثننت سٍهِِّتاِن‬zaḇnīn aggī ʾån »many times«
‫’ اْحرًينِأ مٍةّلِإ‬ḥrȩ̄nå maṯlå »another parable« (Mt 13,24).
3. 6. 4. Nominals and Apposition.

An apposition can either precede or follow the noun to which it relates. Generally speaking, honorific appositions
precede the noun, while explicatory appositions follow it. Examples:
‫ مِري اٍفّرًيم‬mår ’Ap̄rȩ̄m »Mår Aphrem«
y

‫ مِري اٍفّرًيم طوآلثِنِأ‬mår ’Ap̄rȩ̄m ṭūḇånå »blessed Mår Aphrem«

y

‫’ اٍمتدِِّ مدآلتنْـةِِّأ‬Ammīd mḏī ttå »the city of Amid«

n

‫ بًيةّ عٍنيِأ قرتةِّأ‬Bȩ̄ṯ ‛anyå qrīṯå »the village of Bethany« (Jn 11,1)
‫ مٍلكِّــِأ اٍنٍسةِّوألس‬malkå ’Anastos »the emperor Anastasius«
‫ يوألثتنيٍنوألس مٍلكِّــِأ زٍّكِّــِيِأ‬Yoḇīnyanos malkå zakkåyå »the victorious emperor Yoḇīnyanos«.
3. 7. Vocabulary

A. mother ’emmå ‫اَمِأ‬ Addai ’Adday ‫اٍدٍِِّي‬

mountain ṭūrå ‫طوآلرِِأ‬ Jacob Ya‛qōḇ ‫يٍعقوألث‬
beautiful šappīrå ‫شٍفِّرتِا‬ heaven šmayyå ‫مشٍيِأ‬
Name šmå ‫مشِأ‬ street šūqå ‫شوآلقِأ‬
B. good ṭåḇå ‫طِثِأ‬ holy qaddīšå ‫قٍدِِّتشِأ‬
offspring zar‛å ‫زٍّرعِأ‬ blessed ṭūḇånå ‫طوآلثِنِأ‬
apostle šlīḥå ‫شلتحِأ‬ C. Anastasius ’Anastos ‫اٍنٍسةِّوألس‬
much, many saggī ‫سٍهِِّت‬ Mår Aphrem måry’Ap̄rȩ̄m ‫مِري اٍفّرًيم‬
prophet nḇīyå ‫نثتـِأ‬

3. 8. Exercises
A. Give the st.abs./cs. sg. and st. pl. forms of the following words:
‫ مشِأ‬10 ‫ܰبرِا‬7ܰ‫ܰط آلورِا‬6ܰ‫ܰبٍي ِةِّأ‬5ܰ‫ܰيِومِأ‬4ܰ‫ܰمٍلكِّوآلةِّأ‬3ܰ‫ܰاَمِأ‬2ܰ‫ܰات آلدِا‬1

B. Rewrite the following words according to the transcription used in this book, and translate:
7ܰ‫نثتُأ‬ ‫ܰسٍهِِّتاُأ‬6ܰ‫ كَنشِأ سٍهِِّتاُأ‬5 ‫ܰقٍدِِّتشِأ مِري يٍعقوألث‬4ܰ‫ܰبشوآلقِأ‬3 ‫ اٍدٍِِّي شلتحِأ‬2 ‫ܰزٍّرعِأ طِثِأ‬1
‫كةِّثِأ‬
C. Read the following words, and practise writing them until they are familiar:
ܰ‫ܰسٍهِِّتاُأ عثِ آلدُا شٍفِّتذًا‬4ܰ‫ܰاٍنٍسةِّوألس مٍلكِّــِأ زٍّكِّــِيِأ‬3ܰ‫ܰقٍدِِّتشِأ مِري يٍعقوألث‬2ܰ‫ܰمِري اٍفّرًيم طوآلثِنِأ‬1
ܰ‫ܰروآلحِأ قٍدِِّتشِأ‬5
‫‪26‬‬ ‫‪Lesson 3‬‬

‫ܠ‬
‫ܐܰܥܒܕ ܠ‬
‫ܐܰܫ ݁ܦ ܺܝܪܐܰ‪ܰ5‬‬ ‫ܣܰܡ ݁ ܳ ܠ‬
‫ܠܟܐܰܙ ݁ ܳܟ ܳܝܐܰ‪ ܰ4‬ܠܣ ݁ܓ ܺܝܐ ܼܳ‬ ‫ܥܩܘ ܼܒܰ‪ܰ3‬ܝ ܽܘ ܼܒ ܺܝ ܠܢܝ ܽܢܘ ܠ‬
‫ܪܝܰܝ ܽ‬ ‫ܝܡܰܛܘ ܠܼܒܢܠܐܰ‪ ܰ2‬ܠܩ ݁ܕ ܺܝ ܳܰܫ ܳ‬
‫ܐܰܡ ܠ‬ ‫ܽ‬ ‫‪ܳ ܰ1‬ܡܪܝܰܐ ܼܦ ܶܪ‬
‫ܽܪܘ ܳܰܚܐܰ ܠܩ ݁ܕ ܺܝ ܳܰܫܐܰ‬
‫̈‬
‫ܥܒܕܐ‬ ‫̈‬
‫ܣܓܝܐܐ‬ ‫‪ 1‬ܡܪܝ ܐܦܪܝܡ ܛܘܒܢܐ ‪ 2‬ܩܕܝܫܐ ܡܪܝ ܝܥܩܘܒ ‪ 3‬ܝܘܒܝܢܝܢܘܣ ܡܠܟܐ ܙܟܝܐ ‪4‬‬
‫ܫܦܝ̈ܪܐ ‪ 5‬ܪܘܚܐ ܩܕܝܫܐ‬
‫‪‬‬
Lesson 4
4. 1. Important Types of Nominal Formation
The majority of Syriac nominals (nouns and. adjectives) are formed according to the patterns listed below. All of them
begin with a root consisting of three radicals. The following examples are all formed from the root word q-ṭ-l »kill«. All
nominals are cited in the st.emph.

4. 1. 1. Monosyllabic Root

1. qaṭl, st.emph. ‫ قٍطلِإ‬qaṭlå

‫’ اٍلفِّــِأ‬alpå »1000«, ‫ هٍثرِا‬gaḇrå »man«, ‫نٍفّشِأ‬ nap̄šå »soul«, ‫ فٍغرِا‬paḡrå »body«, ‫ ةٍرعِأ‬tar‛å »door, gate«, ‫مٍلكِّــِأ‬
malkå »king«, f. ‫ مٍلكِّةِّأ‬malkṯå »queen« 

2. qiṭl, st.emph.‫ قَطلِإ‬qeṭlå

‫ سَفّرِا‬ep̄rå »book«, ‫ رَغلِإ‬reḡlå »foot«, ‫‛ عَؤبِِّــِأ‬esbå »herb«, ‫ فَلغِأ‬pelḡå »half« 

3. quṭl, st.emph. ‫ قوآلطلِإ‬quṭlå

‫ بوآلركِّــِأ‬burkå »Knee«, ‫ ق آلودآلشِأ‬quḏšå »sanctuary«, ‫ شوآلحدِِِّا‬šuḥdå »bribery«, ‫ بوآلركِّةِّأ‬burkṯå »blessing«
4. 1. 2. Disyllabic Root

‫ قٍطلِإ‬qaṭlå
1. qaṭal, st.emph.
‫ سٍثرِا‬aḇrå »hope«, ‫ كٍرخِأ‬karḵå »city«, ‫ حٍثرِا‬ḥaḇrå »companion«

‫ قَطلِإ‬qeṭlå
2. qiṭal, st.emph.
‫ بَسرِا‬besrå »flesh«, ‫ كَنفِّأ‬kenp̄å »wing«

3. qaṭål, st.emph.‫ قطِلِإ‬qṭålå

‫’ اٍلِىِأ‬alåhå »God«, ‫’ اْنِشِأ‬nåšå »man, people«, ‫ محِرِا‬ḥmårå »donkey«, ‫‛ عثِدآلِا‬ḇåḏå »action«, ‫ قرِثِأ‬qråḇå »battle«,
‫ شلِمِأ‬šlåmå »peace«

4. quṭål, st.emph.‫ قطِلِإ‬qṭålå

‫ زعوألرِا‬z‛ōrå »small«, ‫ شعوأللِإ‬š‛ōlå »coughing«

‫ قطِلِإ‬qṭålå
5. qiṭål, st.emph.
‫ هثِحِأ‬gḇåḥå »baldheaded«, ‫ شنِيِأ‬šnåyå »insanity«

‫ قطتلِإ‬qṭīlå
6. qaṭil, st.emph.
‫ كلتلِإ‬klīlå »crown«, ‫ سفّتنْـةِِِّأ‬p̄ī ttå »ship«
n
28 Lesson 4

7. qaṭūl, st.emph. ‫ قطوآللِإ‬qṭūlå

‫ بةّوآللةِِِّأ‬bṯūltå »virgin«, ‫ لثوآلشِأ‬lḇūšå »clothing«, ‫ رحوآلمِأ‬rḥūmå »loved«

‫ قِطلِإ‬qåṭlå
8. qåṭal, st.emph.
‫ حِةّمِأ‬ḥåṯmå »seal«, ‫‛ عِلمِأ‬ålmå »eternity, world«

9. qåṭil, st.emph. ‫ قِطلِإ‬qåṭlå

= active participle of the Base Stem ( 4. 4.): ‫ كِةّبِِّــِأ‬kåṯbå »writing«, ‫ فِرحِأ‬pårḥå »flying«, ‫ رِمحِأ‬råḥmå »loving,
friend«, ‫ ةِّثرِأ‬tåḇrå »breaking«

10. qåṭōl, St.emph. ‫ قِطوأللِإ‬qåṭōlå

= Nomen agentis: ‫ويِأ‬ ‫ هِل أل‬gålōyå »revelator«, ‫ فِروألقِأ‬pårōqå »saviour«

11. qaṭṭål, st.emph. ‫ قٍطِلِإ‬qaṭṭålå
A common pattern for nouns denoting professional activities: ‫ زٍّكِّــِيِأ‬zakkåyå »victorious«, ‫ هٍنِثِأ‬gannåḇå »thief«,
‫ هٍنْبِِّــِرِا‬ga bbårå »hero«
n

12. qiṭṭål, st.emph. ‫ قَطِلِإ‬qeṭṭålå

‫ طَلِلِإ‬ṭellålå »shade«, ‫ لَشِنِأ‬leššånå »tongue, language«, ‫‛ عَلِيِأ‬ellåyå »upper«, ‫‛ عَقِرِا‬eqqårå »root«

13. quṭṭål, st.emph. ‫ قوآلطِلِإ‬quṭṭålå
‫’ ا آلوكِمِأ‬ukkåmå »black«, ‫ شوآلاِلِإ‬šuʾʾålå »question«, ‫ شوآللِمِأ‬šullåmå »completion«

14. qaṭṭīl, st.emph.‫ قٍطتلِإ‬qaṭṭīlå

= adjective: ‫ مٍكِّتخِأ‬makkīḵå »humble«, ‫سٍهِِّتاِأ‬ aggī ʾå »much, many«, ‫ شٍلتطِأ‬šallīṭå »strong«, ‫ شٍفِّرتِا‬šappīrå
»beautiful«

15. qaṭṭūl, st.emph. ‫ قٍطوآللِإ‬qaṭṭūlå

‫’ اٍبِِّوآلثِأ‬abbūḇå »flute«, ‫‛ عٍموآلدآلِا‬ammūḏå »pillar«, ‫ يٍلوآلدآلِا‬yallūḏå »child«

16. qiṭṭōl, st.emph.‫ قَطوأللِإ‬qeṭṭōlå

‫ حَشوألخِأ‬ḥeššōḵå »darkness«, ‫ دَبِِّ ألورِا‬debbōrå »wasp«, f. ‫ دَبِِّوألرةِِِّأ‬debbōrtå »bee«

‫ قطٍيلِإ‬qṭaylå
17. quṭayl, st.emph.
‫ حنٍيؤِأ‬ḥnayṣå »piglet«, ‫‛ علٍيمِأ‬laymå »young man«, ‫‛ علٍيمةِّأ‬laymṯå »girl«

 Lesson 4 29

4. 1. 3. With Prefixes (ma-, mi-, ta-)

1. maqṭal, st.emph. ‫ مٍقطلِإ‬maqṭlå

‫ مٍدِِّعِأ‬maḏḏ‛å »knowledge«, ‫ مٍشكِّنِأ‬mašknå »place of dwelling«, ‫ مٍشةِّيِأ‬maštyå »drink«
2. miqṭal, st.emph. ‫ مَقطلِإ‬meqṭlå, st.abs. ‫ مَقطٍل‬meqṭal
= Infintive base stem ( 8. 3.): ‫ مًازلِإ‬mȩ̄’zlå »walk«, ‫ مًاخلِإ‬mȩ̄’ḵlå »food«, ‫ مًاةّيِأ‬mȩ̄’ṯyå »arrival«

3. maqṭål, st.emph. ‫ مٍقطِلِإ‬maqṭålå

‫ مٍةّقِلِإ‬maṯqålå »weight«, ‫ مٍعبِِّــِدآلِا‬ma‛båḏå »sorcery«

4. miqṭål, st.emph. ‫ مَقطِلِإ‬meqṭålå

‫ مَدآليِرِا‬meḏyårå »dwelling«

5. maqṭūl, st.emph. ‫ مٍقطوأللِإ‬maqṭūlå

‫ مٍبِِّوآلعِأ‬mabū‛å »spring«, ‫ مٍحشوآللِإ‬maḥšūlå »storm«, ‫ مٍخشوآللِإ‬maḵšūlå »offence«

6. taqṭal, st.emph. ‫ ةٍقطلِإ‬taqṭlå

‫ ةٍىلِلةِّأ‬tahlålṯå »mockery«, ‫ ةٍطوٍشةِّأ‬taṭwašṯå »pollution« 

7. taqṭål, st.emph. ‫ ةٍقطِلِإ‬taqṭålå

‫ ةٍوةِِِّثِأ‬tawtåḇå »settler«

8. taqṭīl, st.emph. ‫ ةٍقطتلِإ‬taqṭīlå

‫ ةٍملتدآلِا‬talmīḏå »disciple, pupil«, ‫ ةٍعدآلترِا‬ta‛ḏīrå »help«

9. taqṭūl, st.emph. ‫ ةٍقطوآللِإ‬taqṭūlå

‫ ةٍحلوآلفِّأ‬taḥlūp̄å »an exchange«, ‫ ةٍحةِّوآلرِا‬taḥtūrå »haughtiness«, ‫ ةٍخةِّوآلشِأ‬taḵtūšå »conflict, fight«

4. 1. 4. With Affixes (ån, ōn)

1. q-ṭ-l-ån
‫ بَنيِنِأ‬benyånå »building«, ‫ اوآللؤِنِأ‬ʾulṣånå »torment«, ‫ فوآلقدِِِّنِأ‬puqdånå »order«

2. q-ṭ-l-ōnå (WS q-ṭ-l-ūnå) (diminutive)

‫ طٍليوألنِأ‬ṭalyōnå »little boy«, ‫ بروألنِأ‬brōnå »little son«, ‫ مٍلكِّوألنِأ‬malkōnå »prince«

3. Nominals ending in-åyå (relational adjective, nisba)

‫ يٍونِيِأ‬yawnåyå »Greek«, ‫‛ عٍرثِيِأ‬arḇåyå »Arab«, ‫ مٍلكِّــِيِأ‬malkåyå »kingly«
30 Lesson 4

4. q-ṭ-l-ūṯ (abstract ending)

‫ مٍلكِّوآلةِّأ‬malkūṯå »kingdom«, ‫ هٍنْبِِّــِر آلوةِّأ‬ga bbårūṯå »heroism«, ‫ مَشةِِِّثقِنوآلةِّأ‬meštaḇqånūṯå »abandonment«,
n

‫ مَةّهِِّـٍليِن آلوةِّأ‬meṯgalyånūṯå »revelation«, ‫ مغٍزيوآلةِّأ‬mḡazyūṯå »childlessness«

Alongside nominals with three radicals, Syriac also has some nominals with two radicals (e.g. ‫ مشِأ‬šmå »name« with an
irregular plural ( 3. 6. 2.) and ‫ دمِأ‬dmå »blood«), as well as nominals with multiple radicals. A few examples:
‫‛ عقٍرثِأ‬qarḇå »scorpion«, ‫‛ عوآلقبِِّرِا‬uqbrå »mouse«.
4. 2. Particularities of *qVṭl-Nominals
Monosyllabic nominals of the type *qaṭl, *qiṭl and *quṭl (such as ‫ هٍثرِا‬gaḇrå »man«, ‫سَفّرِا‬ ep̄rå »book« and ‫قوآلدآلشِأ‬
quḏšå »sanctuary«) in the endingless st.abs. = st.cs. form have a vowel following the second radical, while the root vowel
is reduced to a schwa. For *quṭl-words, the new vowel always corresponds to the root vowel (ES /o/, WS /u/); for *qaṭl
and *qiṭl words, the new vowel is usually an /e/, or an /a/ if the third radical which it precedes is either guttural or an
/r/. Examples:

St.emph. St.abs./cs.
‫ مٍلكِّــِأ‬malkå ‫ ملَخ‬mleḵ < * m leḵ »king«
e

‫ نٍفّشِأ‬nap̄šå ‫ نفّـَش‬np̄eš < *n p̄eš »soul«

e

‫ قوآلدآلشِأ‬quḏšå ‫ ق آلدوآلش‬qḏuš < *q ḏuš »sanctuary«

e

‫ رَغلِإ‬reḡlå ‫ رغـَل‬rḡel < *r ḡel »foot« etc.

e

but:
‫ ةٍرعِأ‬tar‛å ‫ ةرٍع‬tra‛ (due to /‛/ as 3 radical) »door«
rd

‫ سَفّرِا‬ep̄rå ‫ سفّــٍر‬p̄ar (due to /r/ as 3 radical) »book«

rd

4. 3. The Determinative Pronoun d-

The primary meaning of the indeclinable Syriac determinative pronoun ِِّ‫ د‬d- < *di (also known as the relative pronoun) is »
that of«. It has the following roles:
a) to introduce a genitive nominal phrase, and
b) to introduce a whole relative clause ( 14. 6.).
The genitive d- is used in paraphrases of the construct state.
Examples: ‫ بٍيةِِِّأ دآلمٍلكِّــِأ‬baytå ḏ-malkå »the house of the king«. This can also be expressed using the constructus
state‫ بًيةّ مٍلكِّــِأ‬bȩ̄ṯ malkå »(those) of the house of king«. Frequently, the first term takes a (proleptic) pronominal
suffix ( 6. 1.) in order to denote a genitive construction, e.g. ‫ بٍيةًِّى دِِّمٍلكِـِِّأ‬baytȩ̄h d-malkå, »his house, (that) of the
king«. These three possibilities are summarised in the table below:
 Lesson 4 31

Genitive construction: Examples:

[St.emph.] ḏ-/ḏa-[St.emph.] ‫ بٍيةِِّأ دآلمٍلكِّــِأ‬baytå ḏ-malkå »the house of the king«
[St.cs.] [St.emph.] ‫ بًيةّ مٍلكِّــِأ‬bȩ̄ṯ malkå »(those) of the house of king«
[Nomen + Pron.suff.] d-/da-[St.emph.] ‫ بٍيةًِّى دِِّمٍلكِّــِأ‬baytȩ̄h d-malkå »his house, (that) of the king «

Sometimes st.cs. connections are also used, in which the second term is preceded by a preposition, e.g. ‫زعوألذٍي‬
‫ بِِّمَنيِنِأ‬z‛ōray b-menyånå »small in number«.

In this context, it is also important to memorize the form ‫ دتل‬dīl-, which is formed from the determinative pronoun ‫د‬
d- (base form ‫ دت‬dī-) together with the preposition ‫ ل‬l-. ‫ دتل‬dīl-, together with the relevant suffixes, denotes relations
of possession ( 6. 1.), e.g. ‫ دتلًى‬dīl-ȩ̄h »(this) of him« = »his« (‫ كةِّثِأ دآلتلًى‬kṯåḇå ḏīl-ȩ̄h »his book«).

4. 4. Active Participles (Base Stem)

The active (present) participle is an adjective derived from a verb. For the simplest verb stem, the so-called base stem, it
follows the phoneme row K1-å-K2-e-K3 (K1-3 here denote the regular consonantal radicals of the root). It follows the
inflection of nominals, and is used to express the present. In the following, its forms are demonstrated using the
example word ‫ كِــِِّةَّث‬kåṯeḇ »writing«. They are as follows:

Sg. Pl.
m. St.abs. ‫ܰكِــِِّةَّّث‬kåṯeḇ ‫ܰكِــِِّةّبِِّنت‬kåṯbīn
m. St.emph. ‫ܰكِــِِّةّبِِّــِأ‬kåṯbå ‫ܰكِــِِّةّبِِّــُأ‬kåṯbȩ̄
f. St.abs. ‫ܰكِــِِّةّبِِّــِأ‬kåṯbå ‫ܰكِــِِّةّبِِّــِن‬kåṯbån
f. St.emph. ‫ܰكِــِِّةَّّثةِِّأ‬kåṯeḇtå ‫ܰكِــِِّةّبِِّــِـةِّأ‬kåṯbåṯå
Note.: in ES, ‫ كِــِِّ ًّةث‬kåṯȩ̄ḇ (with a secondary lengthening of the stressed final syllable) is sometimes used in place of
‫ كِــِِّةَّث‬kåṯeḇ.

4. 5. Vocabulary
A. alive ḥayyå ‫حٍيِأ‬ C. doing ʽåḇeḏ ‫عِثـَدآل‬
eternity, world ‛ålmå ‫عِلمِأ‬ writing kåṯeḇ ‫كِةّث‬َ
light nuhrå ‫نوآلىرِا‬ putting nåseḇ ‫نِسَث‬
image ṣalmå ‫ؤٍّملِأ‬ pursuing råḏep̄ ّ‫رِدآلَف‬
birthday bȩ̄ṯ yalḏå ‫بًيةّ يٍلدِآلا‬ helping påreq ‫فِرَق‬
foot reḡlå ‫رَغلِإ‬ saying ʾåmar ‫اِمٍر‬
Jesus Īšō‛ ‫تشوألع‬ witnessing åheḏ ‫سِىَدآل‬
B. place of dwelling mašknå ‫مٍشكِّنِأ‬ D. heart lebbå ‫لَبِِّــِأ‬
‫‪32‬‬ ‫‪Lesson 4‬‬

‫‪completion‬‬ ‫شوآللِمِأ ‪šullåmå‬‬ ‫‪soul, life, self‬‬ ‫‪‬نٍفّشِأ ‪nap̄šå‬‬

‫‪goodness‬‬ ‫‪ E. order‬طٍيبِِّوآلةِّأ ‪ṭaybūṯå‬‬ ‫ِ‬
‫فوآلقدِِّنِأ ‪puqdånå‬‬
‫‪deed‬‬ ‫سوآلعرِنِأ ‪sū‛rånå‬‬ ‫‪synagogue director‬‬ ‫‪raḇ kåhnå‬‬ ‫رٍبّ كِّــِىنِأ‬
‫‪number‬‬ ‫مَنيِنِأ ‪menyånå‬‬ ‫‪law‬‬ ‫‪‬نِموألسِأ ‪(< gr.) nåmō å‬‬
‫‪helper‬‬ ‫عِدآلوألرِا ‪‛åḏōrå‬‬
‫‪tongue, language‬‬ ‫‪‬لَشِنِأ ‪leššånå‬‬

‫‪4. 6. Exercises‬‬

‫‪A. Transcribe and translate the following words:‬‬

‫‪ܰ1‬مٍلكِّ آلوةِّأ دآلٍمشٍيِأܰ‪ܰ2‬بٍيةًِّى دِِّمٍلكِـِِّأܰ‪ܰ3‬رغَل اْنِشِأܰ‪ܰ4‬كةِّثٍي مٍلكِّــِأ ‪ܰ5‬يِومِأ آلدبِِّـًيةّ يٍلدِآلاܰ‪ܰ6‬‬
‫ؤٍّملًى دِِّتشوألعܰ‪ 7‬نوآلىرًى دِِّعِلمِأ ‪ 8‬يِومٍي حٍيًأ‬

‫‪B. Identify the following nominal forms:‬‬

‫رَغلِإ‪ ,‬شوآللِمِأ‪ ,‬شٍفِّرتِا‪ ,‬لَشِنِأ‪ ,‬مٍشكِّنِأ‪ ,‬سوآلعرِنِأ‪ ,‬ةٍملتدآلِا‪ ,‬فِروألقِأ‬

‫‪C. Form the active participle (f.sg. and m.pl. in St.abs.) of the following verbs:‬‬
‫‪ܰ1‬كِــِِّةَّّث ‪ 2‬رِدآلَفّܰ‪ܰ3‬اِمٍــِِّرܰ ‪ 4‬نِسَِِّث‪ܰ 5‬سِىَِِّدآلܰ‪ܰ6‬عِثـَـِِّدآل ‪ܰ7‬فِــِِّرَق‬

‫‪D. Form the St.cs. of the following nominals:‬‬

‫مٍلكِّــِأ‪ ,‬عِلمِأ‪ ,‬نٍفّشِأ‬

‫‪E. Write out the following until familiar :‬‬

‫‪ܰ1‬كةِّثٍي مٍلكِّــِأ‬
‫‪ܰ2‬بًيةّܰرٍبّ كِّــِىنُأ‬
‫‪ܰ3‬نِموألسًى دِِّمٍلكِـِِّأ‬
‫‪ 4‬فوآلقدِِِّنِأ دآلمٍلكِّــِأ‬
‫‪ 5‬بًيةّ ملَخ مٍلكُأ‬
‫ܳ ܠ ܠ ܴܿ ܳ‬
‫ܠܟܐܰ‬ ‫‪ܰ1‬ܟܬܒܝܰܡ‬
‫ܶ ܼ ܼ ܠ ܴܿ ܴܿ ܳ ܶ‬
‫‪ܰ2‬ܒܝܬܰܪܒܰܟܗܢܐ‬
‫ܠ ܽ ܼ ܶ ܴܿ ܠ ܴܿ ܳ‬
‫‪ܰ3‬ܢܡܘܣܗܰܕܡܠܟܐ‬
‫ܽ ܴܿ ܳ ܳ ܴܿ ܠ ܴܿ ܳ‬
‫ܠܟܐ ܰ‬ ‫‪ 4‬ܦܘܩܕܢܐܰܕܡ‬
‫ܴܿ‬ ‫ܠ‬ ‫ܶ‬ ‫ܶ‬
‫ܝܬܰܡܠ ܼܟܴܰܿܡܠܟܐ ܰ‬ ‫‪5‬ܒ ܼ‬
‫̈‬
‫ܟܬܒܝ ܡܠܟܐ‬ ‫‪ܰ1‬‬
‫̈‬
‫‪ܰ2‬ܒܝܬ ܪܒ ܟܗܢܐ‬
‫‪ܰ3‬ܢܡܘܣܗ ܕܡܠܟܐ‬
‫‪Lesson 4‬‬ ‫‪33‬‬

‫‪ܰ4‬ܦܘܩܕܢܐ ܕܡܠܟܐ‬
‫̈‬
‫ܡܠܟܐ‬ ‫‪ܰ5‬ܒܝܬ ܡܠܟ‬
Lesson 5
5. 1. Independent and Enclitic Personal Pronouns
Depending on syntactic usage, we can distinguish between independent and (shortened) enclitic personal pronouns.
The latter are always enclitic, i.e. unstressed, and follow on from a preceding nominal word form. The forms are as
follows:

Independent enclitic
sg.1.c. ‫ܰاَنِأ‬ʾenå »I« ‫ اْنِأ‬-ʾnå
2.m. ِّ‫ܰاٍنْة‬ʾa tt »you«
n
ِّ‫ ــٍ ة‬-(a)tt
2.f. ‫ اٍنْةِّي‬ʾa tt »you«
n y
‫ ــٍ ةِّي‬-(a)tty

3.m. ‫ ىوآل‬hū »he« ‫ ىْو‬- ū or –w

h

3.f. ‫ ىت‬hī »she« ‫ ىْي‬- ī or –y

h

pl.1.c. ‫ حنٍن‬ḥnan »we« ‫نٍن‬-nan

2.m. ‫ اٍنْةِّوألن‬ʾa ttōn »you«
n
‫ ةِّوألن‬-tōn
ܽ ݁̄ ‫ܠ‬
(WS ‫ ܐܢܬܘܢ‬ʾa ttūn) n ܽ ݁
(WS ‫– ܬܘܢ‬tūn)
2.f. ‫ اٍنْةًِّين‬ʾa ttȩ̄n »you«
n
‫ ةًِّين‬-tȩ̄n
3.m. ‫ ىَنوألن‬hennōn »they« ‫ اَنوألن‬ʾennōn
ܽ ܶ
(WS ‫ ܗܢܘܢ‬hennūn)
ܽ ܶ
(WS ‫ ܐܢܘܢ‬ʾennūn)
3.f. ‫ ىَنًني‬hennȩn »they« ‫ اَنًني‬ʾennȩ̄n

It is important to note the composite forms ‫ ىوآليوآل‬hūyū »it is he who …« (< hū + enclitic ū) and ‫ ىتت‬hīyī »it is she who
h

…« (< hī + enclitic hī).

The 3rd person m.sg. pronoun can also be used for emphasis; in this case, it occurs before a noun or an enclitic pronoun
of a different grammatical person, e.g. ‫ حلٍدّ ىْوآل اٍلِىِأ سِغديّن حْنٍن‬l-ḥad- ū ’alåhå h
åḡḏīn-ḥnan »we adore one God«.

5. 1. 1. The Active Participle with the Enclitic Personal Pronoun as Expression of the Present

Often, an enclitic pronoun follows a participle. The active participle in st.abs. followed by an enclitic pronoun serves to
express the present tense:

sg. 1.m ‫ كِــِِّةَّّث اْنِأ‬kåṯeḇ-ʾnå/‫ كِــِِّةَّّثنِأ‬kåṯeḇ-nå »I am writing«

1.f. ‫ كِــِِّةّبِِّــِأ اْنِأ‬kåṯbå-ʾnå/‫ كِــِِّةّبِِّــِنِأ‬kåṯbå-nå »I am writing«
2.m. ِّ‫ كِــِِّةَّّث اٍنْة‬kåṯeḇ-ʾa tt/ِّ‫كِــِِّةّبِِّـٍة‬/kåṯb-att
n
»you are writing«
2.f. ‫ كِــِِّةّبِِّــِأ اٍنْةِّي‬kåṯbå-ʾa tt /‫كِــِِّةّبِِّـٍةِّي‬/kåṯb-att
n y y
»you are writing«
3.m. ‫ كِــ ِِّّةَّث ىْوآل‬kåṯeḇ- ū/‫ كِةّثوآل‬kåṯḇū/‫ كِــِِّةَّّث‬kåṯeḇ
h
»he is writing«
3.f. ‫ كِــِِّةّبِِّــِأ ىْي‬kåṯbå- y/‫ كِــِِّةّبِِّــِي‬kåṯbåy/‫ كِــِِّةّبِِّــِأ‬kåṯbå
h
»she is writing«
 Lesson 5 34

pl. 1.m. ‫ كِــِِّةّبِِّنت حْنٍن‬kåṯbīn- nan/‫ كِــِِّةّبِِّتنٍن‬kåṯbīn-nan

ḥ
»we are writing «
1.f. ‫ كِــِِّةّبِِّــِن حْنٍن‬kåṯbån- nan/‫ كِــِِّةّبِِّــِنٍن‬kåṯbån-nan
ḥ
»we are writing «
2.m. ‫ كِةّبِِّنت انْةِّوألن‬kåṯbīn-ʾ tōn/‫ كِةّبِِّتةِّوألن‬kåṯbī-ttōn
n
»you are writing«
2.f. ‫ كِةّبِِّــِن انْةًِّين‬kåṯbån-ʾ tȩ̄n/‫ كِةّبِِّــِةًِّين‬kåṯbå-ttȩ̄n
n
»you are writing«
3.m. ‫ كِةبِِّنت اَنوألن‬kåṯbīn-ʾennōn/‫ كِةّبِِّنت‬kåṯbīn »they are writing«
3.f. ‫ كِةّبِِّــِن اَنًني‬kåṯbån-ʾennȩ̄n/‫ كِةّبِِّــِن‬kåṯbån »they are writing«

5. 1. 2. The Enclitic Personal Pronoun as Copula in Nominal Clauses

Following on from a noun or a pronoun, the enclitic pronoun functions as the so-called copula of a formal noun clause
comprising three terms, i.e. a sentence without a verb, consisting of a subject (nominal), a predicate and a further
element which serves to link the subject with the predicate. It corresponds roughly to the English auxiliary verb to be.
Examples:

‫ اَنِأ اْنِا مٍلكِـِِّأ‬ʾenå-ʾnå malkå »I am the king«

‫ ىوآل مٍلكِـِِّأ ىْو‬hū malkå- w »he is the king«
h

‫ ىت مٍلكِّةِّأ ىْي‬hī malkṯå- y »she is the queen«

h

‫ مٍلكِـِِّأ ةٍِّمِن ىْوآل‬malkå ṯammån- ū »the king is there«

h

‫ مٍلكِّةِّأ ةٍِّمِن ىْت‬malkṯå ṯammån- ī »the queen is there«

h

‫ اٍنْةِّوألن ةٍِّمِن اٍنْةِّوألن‬ʾa ttōn tammån-ʾa ttōn »you (m. pl. informal) are there«
n n

‫ اَنِأ نوآلىرًى اْنِا دآلعِلمِأ‬ʾenå nuhrȩ̄h-ʾnå ḏ-‛ålmå »I am the light of the world« (cf. Jn 9,5)

As already noted in lesson one, ( 1. 10.), å followed by y or i (or ī) becomes åy (WS ōy), e.g. ‫مٍلكِّةِّأ ىْي‬ malkṯå-hy <
*malkṯå + hī »she is the queen«. In ES, å followed by w or u (or ū) becomes åw; in WS however, it remains unchanged as
aw, e.g. ES ‫ مٍلكِـِِّأ ىْو‬malkå- w < *malkå + hū »he is the king« [Read: malkåw], WS ‫ܠܟܐܰ ̄ܰܗܘ‬
h ݁ ‫ ܠܡ‬malka- w. h

In a three-term nominal clause, the copula can take either the second or the third position in the sentence – especially
where the subject and the predicate are both nouns. »David is my Lord« can thus be expressed in the following ways:

(1) ‫مِري ىْ آلو دآلٍوتدآل‬ måry-hū D̠awīḏ (predicate – copula – subject)

(2) ‫مِري دٍِِّوتدآل ىْوآل‬ måry Dawīḏ-hū (predicate – subject – copula)
(3) ‫دٍّوتدآل ىْوآل مِري‬ Dawīḏ-hū måry (subject – copula – predicate)
(4) ‫ْو‬
‫دٍوتدآل مِري ى آل‬ Dawīḏ måry-hū (subject – predicate – copula)
Each of these variations involves a subtle shift of emphasis. The specific emphasis depends on which element of the
sentence falls in the first, stressed position. Sentences (1) and (2) are descriptive. They are responses to the question:
35 Lesson 5

»Who is (David)?« (answer: »He is my Lord«). By contrast, Sentences (3) and (4) are responses to the question »Who is
(my Lord)?« (answer: »It is David«). Sentence (4) gives the impression of drawing a contrast (»It is David and nobody
else«). (Of the sentence forms listed here, (2) is especially common in poetry).

The 3rd person enclitic pronoun often functions as a copula in conjunction with a personal pronoun in the 2nd or (less
commonly) 1st person. In this case, it takes the place of the 1st or 2nd person enclitic pronoun. Examples:
‫ اٍنْةِّ ىْوآل مشتحِأ‬ʾa tt- ū mšīḥå »you are the Christ« (Mk 8,29)
n h

‫ اٍنْةِّ ىْوآل مٍلكِّــِأ‬ʾa tt- ū malkå »you are the king«

n h

Compare:
ِّ‫ اٍنْةِّ مٍلكِّــِأ اٍنْة‬ʾa tt malk-ʾa tt »you are king«
n n

‫ اٍنْةِّ مٍلكِّــِأ ىْوآل‬ʾa tt malkå- w »you are king«

n h

‫ اٍنْةِّوألن اَنوألن ٍةِِّمِن‬ʾa ttōn-ʾennōn tammån »you are there«

n

‫ اَنِأ شلتحِأ ىْوآل دٍِِّالِىِأ‬ʾenå šlīḥå- w d-ʾalåhå »I am the apostle of God«

h

More commonly written as:

‫ اَنِأ اْنِأ شلتحِأ دٍِِّالِىِأ‬ʾenå-ʾnå šlīḥå ḏ-ʾalåhå) »I am the apostle of God«

Nominal clauses consisting of two elements are less common than those with three:
‫ مٍلكِّــِأ اْنِأ‬malkå-ʾnå »I am king«
‫‛ عٍفّرِا اْنِأ وقَطمِأ‬ap̄rå-ʾnå w-qeṭmå »I am dust and ashes.«
In this form, the enclitic pronoun takes on the role of the subject.

5. 2. Demonstrative Pronouns
There are two sets of demonstrative pronouns: one for near deixis and one for far deixis.
The near deixis takes the following forms:

Sg. Pl.
m. ‫ ىِنِأ‬hånå »this« (rarely ‫ ىِن‬hån) ‫ ىِلًني‬hålȩ̄n »these«
f. ‫ ىِدآلًا‬håḏȩ̄ »this« (rarely ‫ ىِدآل‬håḏ)

Combination with enclitic personal pronouns in the singular results in the forms h ̄ ‫ ܳܗ ܠܢ‬håna-
‫ ىِنِأ ىْو‬hånå- w (WS ‫ܐܰܗܘ‬
h
w) and ‫ى آلِدِا ىْي‬ håḏå- y (!), usually to be translated as »this is ...«.
h

The demonstratives listed above can be used either as substantives or adjectives (i.e. attributes). In the latter case, they
can either directly precede or follow the word, e.g.
‫ ىِنِأ ثـٍيةِِِّأ‬hånå ḇaytå »this house«
or
‫ بٍيةِِِّأ ىِنِأ‬baytå hånå »this house«.
 Lesson 5 36

The far deixis takes the following forms:

Sg. Pl.
m. ‫ ِِِّىو‬håw »that« ‫ ِِِّىنوألن‬hånōn (WS ‫ܢܘܢ‬ ܽ ‫ܗ‬ hånūn) »those«
f. ‫ ىِِِّي‬håy »that« ‫ ِِِّىنًني‬hånȩ̄n »those«

ِِّ‫ ِِّىِو د‬haw d- (m.sg.), ِِّ‫ ِِّىِي د‬håy d- (f.sg.) are used to express »he/she, who«, whereas in the plural ِِّ‫ ىِلًني د‬hålȩ̄n d-
»those, who« is usually used. »This one (m.)/(f.), who« is expressed using ‫ دٍايخ ىِنِأ‬d-’a ḵ hånå, ‫ِدِا‬
y
‫ دٍايخ ى آل‬d-’a ḵ håḏȩ̄.
y

5. 3. Interrogative Pronouns and Adverbs

Substantive pronouns:
‫ مِِّـٍن‬man »who?« with an enclitic: ‫ܰمِِّـٍنوآل‬mannū (< *mann-hū) »who is it?«
‫ مِأ‬må, ‫ مِـِِّن‬mån, ‫ مِنِأ‬månå »what?«
With an enclitic: ‫ مِنِو‬månåw (WS ‫ ܡܢܘ‬månaw) »what is it that …?«

 Adjective pronouns:
m.sg. ‫ اٍينِأ‬ʾaynå »Which?«
f.sg. ‫ اٍيدِِِّا‬ʾaydåܰ»Which?«
pl. ‫ اٍيلًني‬ʾaylȩ̄nܰ»Which?«

 Important interrogative adverbs:

‫ اٍيكِّــِأ‬ʾaykå »Where?«
‫ اَمٍةّي‬ʾemmaṯ »When?«
y

‫ اٍيكِّــٍنِِأ‬ʾaykannå, ‫ اٍيكِّــٍن‬ʾaykan »How?«

‫ ملِنِأ‬l-månå »Why?«
5. 4. Words for »Somebody« and »Something«
The expression »somebody« or »one« is denoted using ‫’ اْنِش‬nåš (eig.: »a man«); ‫ لِإ اْنِش‬lå ’nåš means »nobody«; the
plural ‫’ اْنِشتن‬nåšīn (st.abs.) means »some (people)«. »Some« can also be expressed with ِِّ‫ اتةّ د‬ʾīṯ d- (literally: »there
is (someone), who«).
»Something« is denoted using ‫ مَدَِِّم‬meddem (< *mnd‛m, derived from the root y-d-‛ »to know«). When it is followed by
an accompanying noun, it can be written in st.abs. (e.g. ‫ مَدَِِّم بِِّتش‬meddem bīš » something evil«) or in st.emph. (e.g.
‫ مَدَِِّم رٍبِِّــِأ‬meddem rabbå »something great«).
37 Lesson 5

5. 5. kol »every, all«

The noun ‫ كل‬kol (WS ‫ ܾܟܠ‬kul), which has the basic meaning »every, all« (e.g. ‫ مِرًا خل‬mårȩ̄ ḵol »The Lord of all«),
takes a geminate /l/ when preceding a pronominal suffix (e.g. ‫ كلىًني‬kollhȩ̄n »they all«) and functions as an
indeterminate word with the meaning »whole«, »every«, »all«. It can either precede or follow a substantive, either in
st.cs or in combination with a pronominal suffix:

a) ‫ كل‬kol in st.cs. before determined substantives in sg. oder pl.:

‫ كل مدآلتنْـةِِّأ‬kol mḏī ttå »every city«
n

‫ كل اٍةّرِا‬kol ʾaṯrå »every place«

ِّ‫ كل يِومٍي حٍيِـيك‬kol yåwmay ḥayyåyk »every day of my life«

b) ‫ كل‬kol with a pronominal suffix:

‫ كلخوألن‬kollḵōn »you all«
‫ كلٍن‬kollan »we all«
‫ كلىًني‬kollhȩ̄n »they all«

c) ‫ كل‬kol with a pronominal suffix. preceding a substantive in the sg. or pl.:

‫ كلِىِِّ مدآلتنْـةِِّأ‬kollåh mḏī ttå (f.) »the whole city«
n

‫ كلىوألن قٍدِِّتشُأ‬kollhōn qaddīšȩ̄ (m. pl.) »all the saints«

‫ كلىوألن يِومِةِّأ‬kollhōn yåwmåṯå (m. pl.) »every day«
‫ كلىًني مَلٌإ ىِلًني‬kollhȩ̄n mellȩ̄ (f. pl.) hålȩ̄n »all these words«

d) ‫ كل‬kol with pronominal suffix following a substantive in the sg. oder pl.:
ِِّ‫ مدآلتنْـ ِةِّأ كّلِى‬mḏī ttå ḵollåh »the whole city«
n

ِِّ‫ نٍفّشي كِّلِى‬nap̄š (f.) kollåh »my whole soul«

y

Also note: ِِّ‫كل د‬ kol d- »everyone who«; ‫ كل اٍينِأ دآل‬kol ʾaynå ḏ- »everyone who«; ِِّ‫ كل مَدَِِّم د‬kol meddem d-
»everything which«.

5. 6. Reflexive Expressions

Syriac has no reflexive pronouns. Instead, the nouns ‫ نٍفّشِأ‬nap̄šå »soul, self« and ‫ قنوألمِأ‬qnōmå »self, nature« are used
in place of reflexive pronouns e.g.
‫‛ عِثـَـِِّدآل اٍنْةِّ نٍفّشِخ اٍلِىِأ‬åḇeḏ-ʾa tt nap̄šåḵ ʾalåhå »(because you, being a man,) make yourself God« (Jn 10,33)
n

‫ اِمٍــِِّر ىْوِأ لٍقنوألمًى‬ʾåmar- wå la-qnōmȩ̄h »he said within himself«.

h
 Lesson 5 38

5. 7. Vocabulary
A. It is I ʾenå-ʾnå ‫اَنِأ اْنِأ‬ What? mōn ‫موألن‬
father ʾaḇå ‫اٍثِأ‬ Which? ʾaynå ‫اٍينِأ‬
but, unless ʾellå ‫اَلِإ‬ he wrote kṯaḇ ‫كةّث‬ ٍ
flesh besrå ‫بَسرِا‬ you ʾantt ِّ‫اٍنْة‬
testament dyåtȩ̄qȩ̄ ‫ديِةًقًأ‬ bad, evil bīš ‫بتش‬
it is he who hūyū ‫ىوآليوآل‬ Why? l-månå ‫ملِنِأ‬
God ʾalåhå ‫آلٍاٍلِىِأ‬ just kẹ̄ʾnå ‫كًانِأ‬
What? månå ‫مِنِأ‬ truth šrårå ‫شرِرِا‬
salt melḥå ‫مَلحِأ‬
Nazarene nåṣråyå ‫نِؤرِيِأ‬

5. 8. Exercises

A. Write the following sentences according to the transcription used in this book, and translate:
‫ܰاَنِأ اْنِأ نوآلىرًى دِِّعِلمِأ‬1
(Jn 8,12)
‫ܰاٍنْةِّ ىْ آلو مٍلكِّــِأ‬2
(Jn 8,23) ‫ܰاٍنْةِّوألن مّن ىِنِأ اٍنْةِّوألن عِلمِأ‬3
‫ܰكِةَِِّّّث ىوآل ديِةًقًأ‬4
‫ܰىوآلي آلو بٍشرِرِا فِروألقًى دِِّعِلمِأ‬5
(Jn 9,17) ‫ܰاَنِأ اِمٍــِِّر اْنِأ دآلٍنثتِأ ىْو‬6
(Jn 8,18)ܰ‫د اْنِأ‬‫ܰاَنِأ اْنِأ دآلسِىَِِّ آل‬7
(Mk 3,11) ‫ܰاٍنْةِّ ىوآل بّرًى دٍِِّالِىِأ‬8
(Acts 22,8) ِّ‫ܰاَنِأ ىْو تشوألع نِؤرِيِأ دآلٍانْةِّ رِدَّفّ اٍنْة‬9
(Mk 9,50) ‫ܰشٍفِّرتِا ىْي مَلحِأ‬10
 (AMS 432) ‫ لِإ عِثـِِّـَ آلد اْنِأ خبوألن بتشةِِِّأ اَلِإ ىِشِأ موألن اِمِِّرتن اٍنْةِّوألن لت؟‬11
(Mk 8,29) ‫ܰاٍنْةِّ ىْوآل مشتحِأ‬12

B. Write out according to the transcription used in this book:

‫ مَطل اٍينِأ عثِدآلِا‬1
‫ مَدَِِّم بِِّتش‬2
‫ كلِىِِّ مدآلتنْـةِِّأ‬3
C. Read the following sentences, and practice writing them until fluent:
ܰ‫ܰاَنِأ اْنِأ دآلسِىَِِّ آلد اْنِأ‬1
(Jn 8,18)
(Mk 3,11) ‫دالِىِأ‬ ٍِِّ ‫ܰاٍنْةِّ ىوآل بّرًى‬2
(Acts 22,8) ِّ‫دٍانْةِّ رِدَآلفّ اٍنْة‬
‫ܰاَنِأ ىْو تشوألع نِؤرِيِأ آل‬3
ܶ
(Jn 8,18)ܰ‫ܰܐ ܳܢܐܰܐ̱ ܳܢܐܰܕ ܳܣ ܶܗܕܰܐ̱ ܳܢܐ‬1
‫‪39‬‬ ‫‪Lesson 5‬‬

‫)‪(Mk 3,11‬‬
‫ܠ ݁ܠ ܳ‬
‫ܗܰܕܐ ܳܗܐ‬ ‫ܰܗܘܰܒܪ‬
‫̱‬ ‫‪ ܰ2‬ܠܐܢ ̱ ݁ܬ ܽ‬
‫ܶ ܽ ܳ ܳܳ ܠ ܳ ܠ‬
‫ܐܰܕܐܢ ̱ ݁ܬܰܪ ܶܕܦܰܐܢ ̱ ݁ܰ‬
‫ܬ )‪(Acts 22,8‬‬ ‫ܐܰܗܘܰܝܫܘܥܰܢܨܪܝ‬ ‫ܶܳ‬
‫‪ܰ3‬ܐܢ ̱‬

‫ܐܢܐܰ‬
‫)‪(Jn 8,18‬‬ ‫ܐܢܐ ܕܣܗܕ ̱‬
‫‪ܰ1‬ܐܢܐ ̱‬
‫ܗܘ ܒܪܗ ܕܐܠܗܐ )‪(Mk 3,11‬‬‫‪ܰ2‬ܐܢ̱ܬ ̱‬
‫̇‬
‫ܕܐܢܬ ܪܕܦ ܐܢ̱ܬ )‪(Acts 22,8‬‬‫‪ܰ3‬ܐܢܐ ̱ܗܘ ܝܫܘܥ ܢܨܪܝܐ ̱‬
Lesson 6
6. 1. Pronominal Suffixes (Possessive Suffixes)
Like several other semitic languages, Syriac makes use of pronominal suffixes which can be attached to nouns,
prepositions or verbs. When attached to a noun, they usually serve to indicate possession (= possessive suffixes); in
conjunction with verbs, they serve to indicate the object (= object suffixes).
At the formal level, possessive suffixes are attached to nominals in the st.emph without a final vowel, except for nouns
in the masc. plural, in which case they are attached to the st.cs. with the ending -ay.
We can distinguish between two main sets of personal pronouns, set A and set B. Roughly speaking, set A can be
considered the singular set, and set B the plural set:

 Set A is used with most (formally) masculine nominals in the singular (for exceptions, see  6. 3.), and with
all feminine nominals in both the singular and the plural. In some suffixes, the final vowel has lost its stress
and is no longer pronounced, although they are still written according to the old orthography, e.g ‫مٍلكِّي‬
malky < *malkī »my king«,‫ دتين‬dīn »my judgement«. The initial consonant k common to many pronominal
y

suffixes attached to nouns is pronounced spirant in the singular, e.g. ‫ دتنِخ‬dīnåḵ »your judgement« ( 2.
2.).
 Set B is used only for nominals in the masc. plural. In the endings cited here, the element -ay- is the st.cs
ending; exceptions to this are the 3. Person sg. in set B: 3.m.sg. -åwhy and 3.f.sg. -ȩ̄h.

Set A Set B
Singular set Plural set
Sg.3.m. ‫ــًى‬ -ȩ̄h ‫ــِوىْي‬ -åwhy
ܶ ‫ܠ‬
(WS ‫ ܰܗ‬-ȩ̄h) (WS ‫ܗܝ‬
̱ ‫ ܰܘ‬-awhy)
3.f. ‫ ِــ ى‬-åh ‫ ــًيآ‬-ȩ̄h
2.m. ‫ ــِ خ‬-åḵ ِّ‫ ــٍيك‬-ayk
2.f. ‫ ــًخي‬-ȩ̄ḵ y
‫ ــٍيكِّي‬-ayk y

1.c. ‫– ي‬Ø (< - ) y

‫ ــٍي‬-ay
Pl.3.m. ‫ ىوألن‬-hōn ‫ ـــٍيىوألن‬-ayhōn
ܽ
(WS ‫ ܗܘܢ‬-hūn)
ܽ
(WS ‫ ܰܝܰܗܘܢ‬-ayhūn)
‫ܠ‬
3.f. ‫ًىًني‬ -hȩ̄n ‫ـــٍيىًني‬ -ayhȩ̄n

2.m. ‫خوألن‬ -ḵōn ‫ــٍيكِّوألن‬ -aykōn

(WS ‫ ܼܟܘܢ‬-ḵūn)
ܽ ܽ ܴܿ ‫ܠ‬
(WS ‫ ܰܝܰܟܘܢ‬-aykūn)
2.f. ‫ خـًني‬-ḵȩ̄n ‫ ــٍيكًِّني‬-aykȩ̄n
1.c. ‫ ــٍ ن‬-an ‫ ــٍين‬-ayn
41 Lesson 6

Taking the example of ‫ دتنِأ‬dīnå »judgement«, the full paradigm is as follows (in all cases, the vowel of the final
syllable is stressed, e.g. ‫ دتنٍن‬dīnan »our judgement«, ِّ‫ دتنٍيك‬dīnayk »your (m.) judgements«, ‫ دتنِيكِّوألن‬dīnaykōn
»your (m.) judgement«).
Nouns in the singular (masc.) with suffixes (set A):
Sg. Pl.
3.m. ‫ دتنًى‬dīnȩ̄h »his judgement« ‫ دتنىوألن‬dīnhōn »their judgements«
ܽ
(WS ‫ ܕܝܢܗܘܢ‬dīnhūn)
ܺ
3.f. ‫ دتنِآ‬dīnåh »her judgement« ‫ دتنىًًني‬dīnhȩ̄n »their judgements«
2.m. ‫ دتنِخ‬dīnåḵ »your judgement« ‫ دتنخوألن‬dīnḵōn »your judgements«
(WS ‫ܝܢܟܘܢ‬
ܽ ܺ
ܼ ‫ ܕ‬dīnḵūn)
2.f. ‫ دتنًخي‬dīnȩ̄ḵ »your judgement«
y
‫ دتنخـًني‬dīnḵȩ̄n »your judgements«
1.c. ‫ دتين‬dīn »my judgement«
y
‫ دتنٍن‬dīnan »our judgements«

Nouns in the plural (masc.) with suffixes (set B):

Sg. Pl.
3.m. ‫ دتنِوىْي‬dīnåw hy
»his judgements« ‫ دتنٍيىوألن‬dīnayhōn »their judgements«
ܰ ܺ
(WS ‫ ܕܝܢܘ̈ܗ̄ܝ‬dīnaw hy
»his judgements«)
ܽ
(WS ‫ ܕܝܢܗܘܢ‬dīnhūn)
ܺ
3.f. ‫ دتنًيآ‬dīnȩ̄h »her judgements« ‫ دتنٍي ًىًني‬dīnayhȩ̄n »their judgements«
2.m. ِّ‫ دتنٍيك‬dīnayk »your judgements« ‫ دتنِيكِّوألن‬dīnaykōn »your judgements«
2.f. ‫ دتنٍيكِّي‬dīnayk »your judgements«
y
‫ دتنٍيكًِِّني‬dīnaykȩ̄n »your judgements«
1.c. ‫ دتنٍي‬dīnay »my judgements« ‫ دتنٍين‬dīnayn »our judgements«

6. 2. *qVṭl-Nominals with Possessive Suffixes

Pronominal suffixes attached to monosyllabic nominals of the form *qVṭl are always attached to the base form of the
st.emph.
The paradigm for *qVṭl-nominals with possessive suffixes are as follows, illustrated using the example word ‫مٍلكِّــِأ‬
malkå »king«, i.e. malk-:
Sg. Pl.
3.m. ‫ مٍلكًِّى‬malkȩ̄h »his king« ‫ مٍلكِّــِوىْي‬malkåw »his kings« hy

3.f. ِِّ‫ مٍلكِّــِى‬malkåh »her king« ‫ مٍلكِّـًيآ‬malkȩ̄h »her kings«

2.m. ‫ مٍلكِّــِخ‬malkåḵ »your king« ِّ‫ مٍلكِّــٍـيــك‬malkayk »your kings«
2.f. ‫ مٍلكًِّكّي‬malkȩ̄ḵ »your king«
y
‫ مٍلكِّــٍـيــكِّي‬malkayk »your kings« y

1.c. ‫ مٍلكِّي‬malky »my king« ‫ مٍلكِّــٍي‬malkay »my kings«

etc. etc.
 Lesson 6 42

6. 3. Irregular Nominals with Possessive Suffixes

Many of the nominals cited in  3. 6. 2. take irregular forms when a possessive suffix is attached. A few examples:
 For many nominals, the attachment of suffixes is based on the st.cs, e.g. ‫ مٍلكِّةِّأ‬malkṯå »queen« (sg.
st.emph.): ‫ مٍلكِّةِّآ‬malkṯåh »her queen«, in contrast to ‫ مٍلكِّـٍةّىوألن‬malkaṯhōn (St.cs. + Suff.) »their (pl.)
queen«.
 Nominal forms with several consonants are often subject to vowel reductions when suffixes are attached, e.g.
‫ مٍشكِّنِأ‬mašknå (sg. st.emph.): ‫ مٍشكِّنِآ‬mašknåh »her place of dwelling« in contrast to ‫مٍشكِّنٍةّىوألن‬
mašknaṯhōn (St.cs. + Suff.) »their (pl.) place of dwelling«.
 For some nominals, such as ‫ اٍثِأ‬ʾaḇå »father«, ‫ اٍحِأ‬ʾaḥå »brother«, ‫ محِأ‬ḥmå »father-in-law« and ‫ مشِأ‬šmå
»name«, the attachment of a suffix in the 1.sg. (‫ اِثي‬ʾåḇ , ‫ اِحي‬ʾåḥ , ‫ حًمي‬ḥȩ̄m , ‫ شًمي‬šȩ̄m ) results in a
y y y y

lengthening of the stem vowel; the nominals ‫ اٍثِأ‬ʾaḇå »father«, ‫ اٍحِأ‬ʾaḥå »brother«, ‫ محِأ‬ḥmå »father-in-
law« take /u/ as a final vowel prior to all possessive suffixes (except for the 1.sg.); (cf. e.g. ‫ اٍثوآلىْي‬ʾaḇū y »his
h

Vater« in contrast to ‫ مشًى‬šmȩ̄h »his name« and the suffixes which begin with consonants, e.g. ‫اٍثوآلخوألن‬
ʾaḇūḵōn »your father« and ‫ شَمخوألن‬šemḵōn »your name«).

The paradigm for irregular nominals with possessive suffixes is as follows, taking ‫ اٍثِأ‬ʾaḇå »father« as our example:
Sg. Pl.
3.m. ‫ اٍثوآلىْي‬ʾaḇū yh
‫ اٍثوآلىوألن‬ʾaḇūhōn
ܽ ܽ ‫ܠ‬
(WS ‫ܒܘܗܘܢ‬
ܼ ‫ ܐ‬ʾaḇūhūn)
3.f. ‫ اٍثوآلى‬ʾaḇūh ‫ اٍثوآلىًني‬ʾaḇūhȩ̄n
2.m. ‫ اٍثوآلخ‬ʾaḇūḵ ‫ اٍثوآلخوألن‬ʾaḇūḵōn
ܽ ܽ ‫ܠ‬
(WS ‫ܒܘ ܼܟܘܢ‬
ܼ ‫ ܐ‬ʾaḇūḵūn)
2.f. ‫ اٍثوآلخي‬ʾaḇūḵ y
‫ اٍثوآلخــًني‬ʾaḇūḵȩ̄n
1.c. ‫ اِثي‬ʾåḇ y
‫ اٍثوآلن‬ʾaḇūn

The paradigm of ‫ اٍثِىُأ‬ʾaḇåhȩ̄ »parents«, the plural of ‫ اٍثِأ‬ʾaḇå »father«, is as follows:

Sg. Pl.
3.m. ‫ اٍثِىوآلىْي‬ʾaḇåhū y h
‫ اٍثِىٍيىوألن‬ʾaḇåhayhōn
3.f. ‫ اٍثِىوآلى‬ʾaḇåhūh ‫ اٍثِىٍيىًني‬ʾaḇåhayhȩ̄n
2.m. ّ‫ اٍثِىوآلك‬ʾaḇåhūḵ ‫ اٍثِىٍيكِّوألن‬ʾaḇåhaykōn
2.f. ‫ اٍثِى آلوكّي‬ʾaḇåhūḵ y
‫ اٍثِىٍيكِّـًني‬ʾaḇåhaykȩ̄n
1.c. ‫ اٍثِىٍي‬ʾaḇåhay ‫ اٍثِىوآلن‬ʾaḇåhūn
43 Lesson 6

6. 4. Prepositions with Pronominal Suffixes

Pronominal suffixes are often attached to prepositions. Some prepositions take the suffixes from set A (singular set),
while others take the suffixes from set B (plural set). Examples:
A. Prepositions with suffixes from set A:

Sg. Pl.
3.m. ‫ مَنًى‬mennȩ̄h »from him« ‫ مَنىوألن‬mennhōn »from them«
3.f. ‫ مَنِآ‬mennåh »from her« ‫ مَنىًًني‬mennhȩ̄n »from them«
2.m. ‫ مَنِخ‬mennåḵ »from you« ‫ مَنخوألن‬mennḵōn »from you«
2.f. ‫ مَنًخي‬mennȩ̄ḵ »from you«
y
‫ مَنخــًني‬mennḵȩ̄n »from you«
1.c. ‫ مَين‬men »from me«
y
‫ مَنٍن‬mennan »from us«

It is important to note that with an attached suffix in 1.sg, ‫ ب‬b- »in, with« and ‫ ل‬l- »to, for« become ‫ بت‬bī and . ‫ لت‬lī
respectively (full vowel /i/!), and that preceding a suffix, the /n/ of the preposition ‫ مّن‬men »from« is geminate ( 3.
1.).

 Here are some important prepositions with suffixes from set A:

‫ ب‬b- »in, with«, ‫ ل‬l- »to, for«, ‫‛ عٍم‬am »together with«, ‫ مّن‬men »from«, ‫ بِةٍّر‬båṯar »after«, ‫ بَسةٍّر‬bestar »after,
behind«, ّ‫ لوِة‬lwåṯ »beside, by« ّ‫ لفّوآلة‬lp̄uṯ »according to, corresponding«; also: ‫ لوآلقبِِّــٍل‬luqbal »against, facing« and
‫ لقوآلثل‬lquḇl- (e.g. ‫ لقوآلثلًى‬lquḇlȩ̄h »against him«; by contrast: ‫ لوآلقبِِّــٍلخوألن‬luqbalḵōn »against you«).

B. Prepositions with suffixes from set B:

Many prepositions are combined with suffixes from set B. In some cases, it is possible for suffixes from both sets to
appear alongside one another. Certain prepositions take a particular form when attached to pronominal suffixes (e.g.
‫ اٍخوِ ّة‬ʾaḵwåṯ
the form with an additional -åṯ-), which are not identical with their basic form (without a suffix), e.g.
(without suffix: ‫ اٍيخ‬ʾa ḵ »like«), ّ‫ مَطلِة‬meṭṭolåṯ »on your account« (without suffix: ‫ مطل‬meṭṭol), ّ‫ بٍينِة‬baynåṯ
y

»between« (without suffix: ّ‫ بًية‬bȩ̄ṯ).

 Here are some important prepositions with suffixes from set B:

‫‛ عٍل‬al- »on, by« (e.g. ‫‛ علٍي‬lay »on him«, ‫‛ علٍيكِّوألن‬laykōn »upon them«; without suffix: ‫‛ عٍل‬al), ‫ ؤيدآل‬ṣȩ̄ḏ / ‫ ؤًاد‬ṣȩ̄’ḏ
»beside, next to«, ّ‫ حلِف‬ḥlåp̄ »instead of«, ‫دِم‬‫ ق آل‬qḏåm or ‫ قوآلدآلم‬quḏm »before« (without suffix: ‫ قدآلِم‬qḏåm), ‫بٍلحوألدآل‬
ba-lḥoḏ »alone« (e.g. ‫ بٍلحوألدٍآلي‬ba-lḥoḏay »I only«), ‫ بَلعِدآل‬bel‛åḏ »without«, ّ‫وة‬
‫ ةح آل‬tḥuṯ »under« (without suffix:
ّ‫ ةحًية‬tḥẹṯ and ّ‫ ةح آلوة‬tḥuṯ), ‫ لعًني‬l‛ȩ̄n »in full view of«, ‫ ح آلِدرٍي‬ḥḏåray »around«, ‫ بٍني‬bayn- »between« (e.g.
‫ بٍينٍيىوألن‬baynayhōn »between them«; without suffix: ّ‫ بًية‬bȩ̄ṯ; cf. also ّ‫ بٍينِة‬baynåṯ together with the suffixes from
set A).
 Lesson 6 44

C. Prepositions which do not take suffixes:

Certain prepositions never take a pronominal suffix, and can only precede nouns. These are, for the most part,
compound word forms.
 The following prepositions are never combined with pronominal suffixes:
‫ سطٍر‬ṭar »except«, ‫ لعَل‬l-‛el »above«, ِّ‫لةٍحة‬ ّ l-ṯaḥt »under«, ‫ لِّو مّن‬l-ḡåw men »within« and ‫ لثـٍر‬l-ḇar »outside«.
ّ‫ بًية‬bȩ̄ṯ »between« and ‫عدمِأ‬ ‫‛ ٍآل‬ḏammå »until« are also frequently not directly suffixed. Instead, periphrase with ‫ ل‬l-
»to, for« is common, e.g. ‫‛ عدٍآلمِأ خلوألن‬ḏammå l-ḵōn »unto you«.

D. Prepositions which can be combined with one another, for example:

‫ لعَل مَنًى‬l-‛el mennȩ̄h »above him«
‫ لثـٍر مَنىوألن‬l-ḇar mennhōn »outside of them«
6. 5. Pronominal Suffixes (Object Suffixes)
The object suffixes attached to verbs are presented in full later in this book ( 10. 3.; 10. 4.; 10. 5.; 10. 6.; 10. 7.). However,
it is important to note at this stage that the object suffix 1.c.sg. takes the form -(a)ny (e.g. ‫ٍثةني‬
ٍّ ‫كة‬
ّ kṯaḇṯan < *katabat-
y

anni »she wrote me«), and that enclitic personal pronouns are used in place of object suffixes in the 3.m./f.pl. forms (e.g.
‫ قطٍل اَنوألن‬qṭal-ʾennon »he killed her (m.pl.)«, not: qṭal-hōn).
6. 6. The Verb of Existence ʾīṯ

Syriac employs a particle, ّ‫ اتة‬ʾīṯ, whose basic function is to denote existence. It is used without a suffix (usually
followed by the preposition ‫ ل‬l »to, for« + pronominal suffix) to mean »there is«, e.g.
‫ اتةّ لٍن شلِمِأ‬ʾīṯlan šlåmå »we have freedom« (literally: »there is peace for us«)
‫ واتةّ دِِِّامرتن‬...‫ اتةّ دِِِّامرتن‬ʾīṯ d-ʾåmrīn ... w-ʾīṯ d-ʾåmrīn »there are those who say ... and there are those who say«
(= »some claim…but others claim«).

ّ‫ اتة‬ʾīṯ is mostly used in conjunction with pronominal suffixes, taken from set B. The paradigm is as follows:

Sg. Pl.
3.m. ‫ اتةِّوىْي‬ʾīṯåw »he is«
hy
‫ ات ّةٍيىوألن‬ʾīṯayhōn »they are«
3.f. ‫ ات ّةًيآ‬ʾīṯȩ̄ h »she is«
y
‫ ات ّةٍيىًًني‬ʾīṯayhȩ̄n »they are«
2.m. ِّ‫ اتةٍّيك‬ʾīṯayk »you are« ‫ اتةٍّيكِّوألن‬ʾīṯaykōn »you are«
2.f. ‫ اتةٍّيكِّي‬ʾīṯayk »you are«
y
‫ اتةٍّيكًِِّني‬ʾīṯaykȩ̄n »you are«
1.c. ‫ ات ٍةّي‬ʾīṯay »I am« ‫ اتةٍّين‬ʾīṯayn »we are«

Examples:

ٍّ ʾīṯayhōn b-hayklå »they are in the temple«

‫اتةيىوألن بِِّىٍيكِّلِأ‬
45 Lesson 6

‫ اتةِّوىْي مٍلكِّــِأ بّىٍيكِّلِأ‬ʾīṯåw malkå ḇ-hayklå »the king is in the temple«

hy

‫ اَنِأ هّـًري اتةٍّي سِثِأ‬ʾenå ḡȩ̄r ʾīṯay åḇå »for I am an old man« (LK 1,18).
The corresponding negative form of ّ‫ اتة‬ʾīṯ is ّ‫ لِإ اتة‬lå ʾīṯ or (more frequently) ِّ‫ لٍية‬layt (< *lå + ʾīt) »there is not«; it
also takes suffixes from set B, e.g.:
‫ مٍيــِأ لٍيةِِِّوىْي‬mayyå laytåw »there is no water«
hy

‫ اَن اٍنْةِّ لِإ اتةٍّيكِّ مشتحِأ‬ʾen ʾa tt lå ʾīṯayk mšīḥå »if you are not the Christ« (Jn 1,25).
n

ّ‫ اتة‬ʾīṯ and ِّ‫ لٍية‬layt can also be used in combination with the preposition ‫ ل‬l »to, for« together with pronominal
suffixes (from set A) to express belonging (or non-belonging), e.g.
‫ܰاَن دًِِّين لٍيةِّ لًى بِِّنٍيُأ دآلَخذًا‬ʾen dȩ̄n laylȩ̄h bnayyȩ̄ ḏeḵrȩ̄ »if he has no male children ...« (SR § 1,4)
‫ دِِّاتةّ لًخي اٍيخ ىِنِأ يٍلوآلدآلِا‬:‫ طوآلثِأ لًكّي اَومتِأ‬ṭūḇå lȩ̄ḵ ʾEwmiyå d-ʾīṯlȩ̄ḵ ʾa ḵ hånå yallūḏå »you are lucky,
y y y

ʾEwmīyå, to have such a son« (AMS 435).

6. 7. Vocabulary
A. if ’en ‫اَن‬ woman, wife ’anttå ‫اٍنْةِّةِّأ‬
son brå ‫برِا‬ I was hwȩ̄ṯ ّ‫ىوًية‬
(pl. bnayyå ‫)بنٍيــِأ‬ or ’åw ‫اِو‬
male (pl.) deḵrȩ̄ ‫دآلَخذًا‬ either ... or ’åw …’åw ‫اِو … اِو‬
daughter barṯå ‫بٍرةِّأ‬ under tḥȩ̄ṯ ّ‫ةحًية‬
(pl. bnåṯå ‫)بنِــةِّأ‬ authority šulṭånå ‫شوآللطِنِأ‬
B. he answered ‛nå ‫عنِأ‬ mother ʾemmå ‫اَمِأ‬
old såḇå ‫سِثِأ‬ (those) which ʾaylȩ̄n ‫اٍيلًني‬
leaving šåḇeq ‫شِــِِّثـَق‬ The Gospel sḇarṯå ‫سبّـٍرةِّأ‬
brother ʾaḥå ‫اٍحِأ‬ house baytå ‫بٍيةِِّأ‬
(pl. ʾaḥȩ̄ ‫)اٍحُأ‬ (pl. båttȩ̄ ‫)بــِـةًِّأ‬
fear deḥelṯå ‫ دَحٌّلةِّأ‬C. Amen ʾamīn ‫اٍمنت‬
sister ‫حِةِّأ‬
ḥåṯå strength ḥaylå ‫حٍيلِإ‬
(pl. ʾaḥwåṯå ‫)اٍحوِةِّأ‬ till ‛ḏammå ‫عدمِأ‬ ٍّ
there is ʾīṯ ّ‫اتة‬ after ٍ
båṯar ‫بِةّر‬
there is not layt ِّ‫لٍية‬ deluge (< akkad.) ṭūppånå ‫طوآلفِّــِنِأ‬
village, field qrīṯå ‫قرتةِّأ‬ temple hayklå ‫ىٍيكِّلِأ‬
(Pl. quryå ‫)قوآلذيِأ‬
 ‫‪Lesson 6‬‬ ‫‪46‬‬

‫‪6. 8. Exercises‬‬
‫‪A. Add vowels to the following:‬‬
‫‪ܰ1‬انأ نوىرى اْنا دعلمأ‪.‬‬
‫)‪(Jn 8,12‬‬
‫‪ܰ2‬عبــِِّد انْة نفشك الىأ‪.‬‬
‫‪ܰ3‬ان دين لية ىل بنيـأ دخذا بنةُّى يذةن ىل لغربا‪(SR § 1,4) .‬‬
‫‪ܰ4‬وافن اية ىل بنيـأ ةحية شولطنأ دابأ دابوىون‪(SR § 2) .‬‬

‫‪B. Rewrite the following using the transcription used in this book, and translate:‬‬
‫)‪(Jn 16,15‬‬ ‫‪ 1‬كل مَدَِِّم دِِّاتةّ لِاثي دِِّتلي ىْوآل‪.‬‬
‫‪ 2‬وًامٍر زخـٍريِأ ملٍلٍاخِأ ‪ ...‬اَنِأ غـًري اتةٍّي سِثِأ‪(Lk 1,18) .‬‬
‫‪ܰ3‬اَنِأ ىْو تشوألع نِؤرِيِا دٍآلانْةِّ رِدَآلفّ اٍنْةِّ‪(Acts 22,8) .‬‬
‫‪ܰ4‬عنِأ تشوألع وًامٍر اٍمنت اِمٍر اْنِأ خلوألن܆ دِِّلٍيةِّ اْنِش دِِّشِــِِّثَق بِِّــِـةًِّأ اِو اٍحُأ اِو اٍحوِةِّأ܇ اِو اٍثِأ‬
‫اِو اَمِأ܇ اِو اٍنْةِّةِّأ اِو بِِّنٍيـــِأ‪.‬اِو قوآلذيِأ‪.‬مَطلِةّي ومطل سبّــٍرةّي‪(Mk 10,29-31).‬‬
‫‪ܰ 5‬ولٍإيلًني دِِّنِموألسِأ لٍيةِّ لىوألن ىوًيةّ اٍيخ دِِّلِإ نِموألس كِّــٍدآل لِإ اتةٍّي لٍالِىِأ دآللِإ نِموألس اَلِإ‬
‫ثنِموألسًى دٍِِّمشتحِأ‪(1. Cor 9,21) .‬‬

‫‪C. Rewrite the following using the transcription used in this book:‬‬
‫‪ܰ1‬ق آلدِم مٍلكِّــِأ‬
‫‪ܰ2‬بروآلحِأ وٍثحٍيلِإ‬
‫‪ܰ3‬عدٍآلمِأ ليِومِأ‬
‫‪ܰ4‬ومّن بِةٍّر طوآلفِّــِنِأ‬
‫‪ܰ5‬مطل دِِّدآلتلِخ ىْت مٍلكِّوآلةِّأ وحٍيلِإ )‪(Mt 6,13‬‬
Lesson 7
7. 1. The Perfect: Basic Stem
In Syriac, the perfect indicates past action, making it a preterite tense. It is also known as the suffix conjugation, since
inflection is achieved using specific endings. The perfect (abbreviation: pf.) of the basic stem is formed on the basis of the
morpheme types *qaṭal, *qaṭil oder *qaṭul (see also  9. 1.), which in Syriac correspond to ‫ قطٍل‬qṭal, ‫ قطَل‬qṭel and
‫ قطوألل‬qṭol, owing to vowel reduction. The variable vowel is known as the thematic vowel. Of the morpheme types listed,
qṭal is the most common, above all for transitive verbs, while qṭel and qṭol (WS ‫ܩܛܘܠ‬ ܽ qṭul) are for the most part limited
‫ ܩܦܰ ܽܰܘܕ‬qp̄uḏ »to bristle«); as such, it
to intransitive verbs. The type qṭol is used with very few verbs (e.g. ‫قفّوألدآل‬qp̄oḏ, WS ܰ
will not be further considered in the following.
The specific personal endings correspond to the suffix conjungation endings in other semitic languages. Particular
note should be taken of the ending of the 1st person sg., -eṯ (in contrast to hebr. -ti and arab. -tu). In the 2.f.sg., 3.m.pl. and
(in part) the 3.f.pl., the written form indicates the former presence of a final vowel (*-ti, *-ū, *-ī), which is no longer
pronounced.

An overview of the personal endings:

Sg. Pl.
3.m. Ø ‫و‬ -w,
‫وآلن‬ - ūn ( newer Form)
3.f. ّ‫ــٍ ة‬ -aṯ Ø,
‫ي‬ - y,
‫ـًين‬ -ȩ̄n (newer Form)

2.m. ِّ‫ ة‬-t ‫ ةِّوألن‬-tōn

2.f. ‫ ةِّي‬-t y
‫ ةًِّين‬-tȩ̄n
1.c. ّ‫ ــَ ة‬-eṯ ‫ ن‬-n,
‫ نٍن‬-nan (newer Form)

Endings which begin with a vowel (3.f.sg. and 1.sg.) take an auxiliary vowel, /e/, between the 1st and 2nd radicals, e.g.
3.f.sg. ّ‫ قَطلٍة‬qeṭlaṯ < *qaṭVlaṯ, 1.sg. ّ‫ قَطلَة‬qeṭleṯ < *qaṭVleṯ.
‫كةثي‬
All verb forms in the 3.f.pl. are written with plural dots, e.g.ٍّ kṯaḇ »they wrote«.
y

The regressive assimilation of dentals can also be observed ( 3. 1. 1.), e.g. ِّ‫‛ عثـٍدِِّة‬ḇatt < *‛ḇadt »you made«.
 Lesson 7 48

The following table presents the paradigm for the types ٍّ kṯaḇ »to
‫ قطٍل‬qṭal and ‫ قطَل‬qṭel, taking the verbs ‫كةث‬
write« and ‫ رحَم‬rḥem »to love« as examples.

a-Type (transitive) e-Type (intransitive)

Sg.3.m. ‫كةٍث‬ ّ kṯaḇ »he wrote« ‫ رحَم‬rḥem »he loved«
3.f. ّ‫ كَةّبِِّـٍة‬keṯbaṯ »she wrote« ّ‫ رَمحٍة‬reḥmaṯ »she loved«
2.m. ِّ‫ كةٍّثة‬kṯaḇt »you wrote« ِّ‫ رحَمة‬rḥemt »you loved«
2.f. ‫كةٍثةِّي‬ ّ kṯaḇt »you wrote«
y
‫ رحَمةِّي‬rḥemt »you loved«
y

1.c. ّ‫ كَةّبَِِّة‬keṯbeṯ »I wrote« ّ‫ رَمحَة‬reḥmeṯ »I loved«

Pl.3.m. ‫كةٍثو‬ ّ kṯaḇ »they wrote«
w
‫ رحَمو‬rḥem »they loved«
w

‫كةٍثوآلن‬ ّ kṯaḇūn ‫ رحَموآلن‬rḥemūn

3.f. ‫كةٍث‬ ّ kṯaḇ »they wrote« ‫ رحَم‬rḥem »they loved«
‫كةٍثي‬ ّ kṯaḇ
y
‫ ذحَمي‬rḥemy

‫كةٍثـًين‬ ّ kṯaḇȩ̄n ‫ ذحَمًني‬rḥemȩ̄n

2.m. ‫كةٍثـةِّوألن‬ ّ kṯaḇtōn »you wrote« ‫ رحَمةِّوألن‬rḥemtōn »you loved«
2.f. ‫كةٍثةًِّين‬ ّ kṯaḇtȩ̄n »you wrote« ‫ رحَمةًِّين‬rḥemtȩ̄n »you loved«
1.c. ‫كةٍثن‬ ّ kṯaḇn »we wrote« ‫ رحَمن‬rḥemn »we loved«
‫كةٍثنٍن‬ ّ kṯaḇnan ‫ رحَمنٍن‬rḥemnan

In the purely consonantal script, the following forms are always identical, as already noted above:
3.f.sg. ‫ كةبة‬keṯbaṯ »she wrote« ‫ رمحة‬reḥmaṯ »she loved«
2.m.sg. ‫ كةبة‬kṯaḇt »you wrote« ‫ رمحة‬rḥemt »you loved«
1.c.sg. ‫ كةبة‬keṯbeṯ »I wrote« ‫ رمحة‬reḥmeṯ »I loved«
In the absence of a transcription or vowel signs, the sense must be decided on the basis of context.
Note.: In ES ّ‫ كَةّبًِِّة‬keṯbȩ̄ṯ(with a secondary lengthening of the stressed final syllable.) is sometimes used in place of
ّ‫ كَةّبَِِّة‬keṯbeṯ.
The 3.m.sg. perfect is identical to the verb stem, and takes no ending. As such, it is the form in which verbs are cited,
functioning as an infinitive ( ٍّ kṯaḇ »write«), i.e. it is the basic form of the verb which is listed in dictionaries. In
‫كةث‬
addition to this, all verbs have a true infinitive form (s. e.g. Pe. Inf. ‫ مَخةٍِِّث‬meḵtaḇ  8. 3.). Since in most dictionaries,
the perfect form is given with the infinitive, we adhere to this principle in the vocabulary section of this chapter for the
sake of simplicitly.

7. 2. The Preposition l-

The Syriac preposition ‫ ل‬l- has several syntactic functions. It is used:

(1) to introduce an indirect object, and
(2) to introduce a direct object which is considered as determined.
49 Lesson 7

Examples for (1) and (2):

(1) ‫كةٍث لكّوألن فِّوآلقدِِِّنِا ىِنِأ‬
ّ kṯåḇlḵōn puqdånå hånå »he wrote you this commandment« (Mk 10,5)
(2) ‫( وٍقرِا تشوألع خلَنشِأ خلًى‬qrʾ Pf.) wa-qrå Īšō‛ l-ḵenšå ḵollȩ̄h »And Jesus called the people to him« (Mk 7,14).

7. 3. The Perfect Form of the Verb of Being hwå

The perfect of the verb ‫ ىوِأ‬hwå »to be, to happen« (hwy) is used very frequently. As a verb with a so-called weak third
radical. (y), its flexion is as follows (cf.  13. 1. Verben III-y):

Sg. Pl.
3.m. ‫ ىوِأ‬hwå »he was« ‫ ىوِو‬hwåw »they were«
3.f. ّ‫ ىوِة‬hwåṯ »she was« ‫ ىوٍي‬hway »they were«
2.m. ِّ‫ ىوٍية‬hwayt »you were« ‫ ىوٍيةِّوألن‬hwaytōn »you were«
2.f. ‫ ىوٍيةِّي‬hwayt »you were«
y
‫ ىوٍيةًِّين‬hwaytȩ̄n »you were«
1.c. ّ‫ ىوًية‬hwȩ̄ṯ »I was« ‫ ىوٍين‬hwayn »we were«
(WS ‫ܝܬ‬
ܺ hwīṯ)
ܼܰ ‫ܗܘ‬
When used in the enclitic form, the initial consonant /h/ is not pronounced, but is preserved in the orthography,
written with a linea occultans, e.g. ‫‛ عِثَدآل ىْوِأ‬åḇeḏ- wå »he was making«, ّ‫‛ عِث آلدِا ىْوِة‬åḇḏå- wåṯ »she was making«
h h

(active participle (  5. 1. 1.)+ ‫ ىوِأ‬hwå).

The verb ‫ ىوِأ‬hwå »to be, to happen« is used above all:
a) as an independent verb denoting the present, e.g. ّ‫ ىوًية‬hwȩ̄ṯ »I am« in
‫ اَنِأ لِإ ىوًيةّ مّن ىِنِأ عِلمِأ‬ʾenå lå hwȩ̄ṯ men hånå ‛ålmå »I am not of this world« (Jn 8,23).

b) in the enclitic form following an active participle; in this case, the addition of ‫ ىْوِأ‬wå determines the continuous
h

form expressed by the participle as past; e.g.

‫ وىِلًني ةِّمتىِةِّأ عِثــَِِّدآل ىْوِّأ بّفِّوآلقدِِِّنِأ دآلاٍلِىِأ‬w-hålȩ̄n tmīhåṯå ‛åḇeḏ- wå ḇ-puqdånå ḏ-’alåhå »he performed
h

this miracle on God’s command« (AMS 446).

c) in combination with the forms of the perfect or imperfect to build the so-called compound tenses ( 11. 6.), e.g.
‫ وسٍهِِّتـُاأ دٍآلمشٍعو ىْوِو مَلةِّأ ىٍيمَنو ىْوِو‬w-saggīʾȩ̄ ḏa-šma‛ - wåw mellṯå haymen - wåw »But many of those
w h w h

who had heard the word believed« (Acts 4,4).

7. 3. 1. Indicating Focus with the Enclitic -hū

The enclitic personal pronoun in the 3.m.sg. often follows a sentence element (either a nominal or a verb) with the sole
purpose of stressing the element in question.. Examples:
‫ حلٍ آلد ىْوآل اٍلِىِأ سِغدِِّتنٍن‬l-ḥaḏ- ū ʾalåhå såḡdīnan »we worship but one God«
h

‫ خلوألن ىْوآل تىتث‬lḵōn- ū īhīḇ »To you it has been given« (Mt 13,11)
h

‫ زَل ىْوآل‬zel- ū »go!«.

h
 Lesson 7 50

7. 4. The Passive Participle.

Two participles can be built using the basic stem:

a) a present-active participle (abbreviated as: act. part.);
b) a perfect-passive participle (abbreviated as: pass. part.).

The active participle forms (basic form: qåṭel) have already been listed at  5. 1. 1. The passive participle has the basic
form ‫ قطتل‬qṭīl (< *qaṭīl), e.g. ‫ كةّتث‬kṯīḇ »written«. It is inflected in the same way as a nominal:

Sg. Pl.
m. St.abs. ‫ كةّتث‬kṯīḇ ‫ كةّتثتن‬kṯīḇīn
m. St.emph. ‫ كةّتثِأ‬kṯīḇå ‫ كةّتثـُأ‬kṯīḇȩ̄
f. St.abs. ‫ كةّتثِأ‬kṯīḇå ‫ كةّتثِن‬kṯīḇån
f. St.emph. ‫ كةّتثةِِّأ‬kṯīḇtå ‫ كةّتثِةِّأ‬kṯīḇåṯå

7. 5. Adverbs ending in -åʾīṯ

Syriac makes productive use of the ending ّ‫ ــِاتة‬-åʾīṯ , which does not feature in other semitic languages. On the basis
of adjectives in the singular st.abs. f./st.emph. m. (ending –å), it can be used to build corresponding adverbs. Analogously,
(secondary) adverbs can also be directly turned into nouns (on the basis of the st.emph. m. auf –å). This gives rise to
what can be loosely considered a specific adverbial ending, ّ‫ ــِ اتة‬-åʾīṯ.
Examples:

‫ شٍفِّرتِا‬šappīrå »beautiful« ّ‫ شٍفِّرتِاتة‬šappīråʾīṯ »beautifully« (Adv.)

‫ شٍرترِا‬šarrīrå »true« ّ‫ شٍرترِاتة‬šarrīråʾīṯ »truly«
‫ فٍغرِنِأ‬paḡrånå »carnal« ّ‫ فٍغرِنِاتة‬paḡrånåʾīṯ »carnally« (Adv.)
‫ اٍلِىِأ‬ʾalåhå »god« ّ‫ اٍلِىِاتة‬ʾalåhåʾīṯ »divinely« (Adv.)

In addition, some other adverbial lexemes take the feminine ending -aṯ (mostly likely from the st.abs. with the /ṯ/
retained), e.g. ّ‫ حٍيٍة‬ḥayyaṯ »alive«, ّ‫ قٍدآلمِيٍة‬qaḏmåyaṯ »at first«. Certain Lexemes are also used as adverbs without a
specific ending in the st.abs.m.

7. 6. Vocabulary
A. blessed brīḵ ‫برتخ‬ one ḥaḏ ‫حٍدآل‬
without bel‛åḏ ‫بَلعِدآل‬ family šarbṯå ‫شٍربِِّةِّأ‬
free, noble ḥẹ̄rå ‫حًارِا‬ he came near qreḇ ‫قرَث‬
when kaḏ ‫د‬
‫كٍ آل‬ name šmå ‫مشِأ‬
day yåwmå ‫ يِومِأ‬C. he set in order ٍ
ḏar ‫سدر‬
2
(pl. yåwmåṯå ‫)يِومِةِّأ‬ that is to say ’amīrå ‫اٍمرتِا‬
‫‪51‬‬ ‫‪Lesson 7‬‬

‫‪In the beginning‬‬ ‫برتشتةّ ‪b-rẹ̄šīṯ‬‬ ‫‪he heard‬‬ ‫مشٍع ‛‪šma‬‬

‫‪word‬‬ ‫مَلةِّأ ‪mellṯå‬‬ ‫‪excellent‬‬ ‫ٍ‬
‫ميٍةِّر ‪myattar‬‬
‫‪(pl.‬‬ ‫)مَلُإ ̄‪mellȩ‬‬ ‫‪three‬‬ ‫ةلِةِّأ ‪tlåṯå‬‬
‫‪service‬‬ ‫ِ‬
‫ةَمشَشةِّأ ‪tešmeštå‬‬ ‫‪helper‬‬ ‫ورِا ‪‛aḏōrå‬‬
‫عٍدآل أل‬
‫‪rich‬‬ ‫عٍةِّترِا ‪‛attīrå‬‬ ‫‪no, not‬‬ ‫لِو ‪låw‬‬
‫‪nature‬‬ ‫كيِنِأ ‪kyånå‬‬ ‫‪elephant‬‬ ‫فتلِإ ‪pīlå‬‬
‫‪man‬‬ ‫هٍثرِا ‪gaḇrå‬‬ ‫‪teacher‬‬ ‫مٍلفّــِنِأ ‪mallp̄ånå‬‬
‫‪true‬‬ ‫شٍرترِا ‪šarrīrå‬‬ ‫‪sea‬‬ ‫يٍمِأ ‪yammå‬‬
‫‪with, near‬‬ ‫لوِةّ ‪lwåṯ‬‬ ‫‪disciple‬‬ ‫ةٍملتدآلِا ‪talmīḏå‬‬
‫‪he feared‬‬ ‫دحًل ‪dḥel‬‬ ‫‪month‬‬ ‫يٍرحِأ ‪yarḥå‬‬
‫‪believer‬‬ ‫مىٍيمنِأ ‪mhaymnå‬‬ ‫‪two‬‬ ‫ةرًين ‪trȩ̄n‬‬
‫‪family‬‬ ‫طوألىمِأ ‪(< pers.) ṭohmå‬‬ ‫‪hour‬‬ ‫شِعةِّأ ‪šå‛ṯå‬‬
‫‪that is‬‬ ‫اِوكًِّيةّ ‪’åwkȩ̄ṯ‬‬ ‫‪he made‬‬ ‫سعٍر ‪s‛ar‬‬
‫‪B. he went out‬‬ ‫‪ D. he dwelt‬نفّـٍق ‪np̄aq‬‬ ‫عمٍر ‪‛mar‬‬
‫‪he ordered‬‬ ‫فقٍدآل ̱‪pqad‬‬
‫‪he saved‬‬ ‫فرٍق ‪praq‬‬

‫‪7. 7.‬‬ ‫‪Exercises‬‬

‫‪A. Translate the following:‬‬
‫)‪(Lk 19,38‬‬ ‫‪ܰ1‬وِامرتن ىْوِو܆ بِِّرتخ ىْ آلو مٍلكِّــِأ‪.‬‬
‫‪ܰ 2‬برتشتةّ ات ّةِوىْي ىْوِأ مَلةِّأ‪ .‬وىوآل مَلةِّأ ات ِّةوىْي ىْوِأ لوِةّ اٍلِىِأ‪ .‬وٍالِىِأ ات ِّةوىْي ىْوِأ ىوآل‬
‫ةّوىْي ىْوِأ بّرتشتةّ لوِةّ اٍلِىِأ‪(Gn 1,1) .‬‬ ‫مَلةِّأ‪ .‬ىِنِأ ات ِ‬
‫دِا ىّوِةّ مَدَِِّم دٍِِّىوِأ‪(Jn 1 1-3).‬‬
‫كِّل بِِّاتدً‪2‬ى ىّوِأ‪ .‬وثـَلعِدآلِوىْي اِفّلِإ ح آل‬
‫‪ܰ3‬اتةّ ىْوِّأ مِِّن اْنِش مىٍيمنِأ حًارِا ددِآلحًِِّل الٍلِىِأ‪ :‬عٍةِّترِا مِِّن بىِلًني دعِلمِأ وٍثىِلًني دٍِِّخيِنِأ‪:‬‬
‫‪‬تدآلتعِأ د‪ً2‬ين بِِّطوألىمِأ وٍثشٍربِِّةِّأ‪(MJ 3) .‬‬
‫وةِّأ دٍ‪2‬ةّذًين هِِّــٍثذتن شٍرترِا ىْي‪(Jn 8,17).‬‬ ‫‪ܰ4‬وٍثنِموآلسخوألن دًِِّين كِّةّتث دِِّسِىدِِّ آل‬
‫‪ 5‬مَطل دِِّاتةِّوىْي ىْوِّأ اٍيخ بِِّرِىِِّ‪(AMS 436).‬‬
‫‪B. Translate the following:‬‬
‫)‪(Mt 4,11‬‬‫‪ܰ1‬وىِأ مٍلٍإخـُأ قرَثو‬
‫‪ܰ2‬وٍنفّــٍق ةِّوآلث لوِةّ يٍمِأ‪(Mk 2,13).‬‬
‫‪ܰ3‬لعٍثدًِِّى دِِّرٍث كِّــِىنُأ )‪(Mk 14,47‬‬
‫‪ 4‬وٍكّةٍّث وًامٍر يوآلحٍنِن ىْوآل مشًى‪(Lk 1,63).‬‬
‫‪ܰ5‬وًامٍر حٍنٍنيِأ مِري شَمعَةّ مّن سٍهِِّتـًاأ عٍل هِِّــٍثرِا ىِنِأ )‪(Acts 9,13‬‬
‫‪C. Add vowels and translate the following:‬‬
‫‪ 1‬ومّن بةر ىلني دسدٍ‪2‬ر انون امّر ىلِِّ اَمٍري لت ملكةأ شنْـةأ ويٍرحأ ويومأ وشعةأ دبية‬
‫يلدكّي وٍامرٍةّ ىل اِلوألمفتدِا )‪(VA 9‬‬
 ‫‪Lesson 7‬‬ ‫‪52‬‬

‫‪ܰ2‬وامرتا دىلني ةلةأ ميةر حد من حد‪ :‬هربا من هربا وفتإل من فتإل و ملفنأ من ملفنأ‪.‬‬
‫مطل داْنش لو مبنينأ دعدوذا اإل بطيبوةأ دعدوذا سـِِّعر سوعرنأ‪(KD 8).‬‬

‫‪D. a) Build the passive participle (f. st.abs./sg. and m. st.emph./pl.) of the following verbs:‬‬
‫ردٍفّܰ‬
‫كةٍثܰ‪ܰ4‬فقٍدآلܰ‪ ܰ5‬آل‬
‫‪ 1‬فرٍق ‪ 2‬عمٍر ‪ّ ܰ3‬‬

‫‪D. b) Build the perfect (3.f. and 2.f. sg./pl.) of the following words, and give their definition:‬‬
‫ردٍفّܰ‪ܰ5‬نفّـٍقܰ‪ܰ6‬قرَث‬
‫كةٍثܰ‪ܰ3‬فقٍدآلܰ‪ ܰ4‬آل‬
‫‪ 1‬سعٍر ‪ّ ܰ2‬‬
‫‪E. Add vowels to the following:‬‬
‫‪ ܰ1‬انْةون دين إل ىْويةون ببسر‪ .‬اإل بروح ان شريراية روحى دالىأ عمِِّرا بكون‪ .‬ان دين‬
‫اْنش لية بى روحى دمشيحأ ىنأ إل ىْوأ ديلى‪(Rm 8,9).‬‬
‫‪ 2‬انأ اْنأ مِمِأ عبدى دالىأ‪(AMS 447) .‬‬
‫‪ 3‬ونّفـق ةوب لوة ميأ‪(Mk 2,13).‬‬
Lesson 8
8. 1. The Imperfect: Basic Stem
In Syriac, both future states of affairs and actions as well as modal verbs (should, must, may, can etc.) are generally
expressed using the imperfect (abbreviate as : impf.). This conjugation is also known as the prefix conjugation, since its
flexion is mostly achieved using prefixes, though it sometimes also makes use of suffixes.
In Syriac, the imperfect of the basic stem is built on the basis of the morpheme types Keqṭol (WS Keqṭul), Keqṭal or Keqṭel
(K = prefix consonant). Of these, Keqṭol is the most common, and Keqṭel the least common (only five verbs take Keqṭel:
‫ نَعبَِِّدآل‬ne‛beḏ »he shall make«, ‫ نَزبَِِّن‬nezben »he shall buy«, ‫ نَفَِّل‬neppel < *nenpel »he shall fall down«, ‫ نَفَِّؤ‬neppeṣ <
*nenpeṣ »he shall shake off«, ‫ نَةَِّث‬netteḇ < *newteḇ »he shall sit«). Keqṭol is particularly common for transitive verbs,
while Keqṭal is common for intransitive verbs (including verbs of movement) on the one hand (e.g. ‫ نَدآلمٍخ‬neḏmaḵ »he
shall sleep«), and verbs with a guttaral as 3 radical on the other (e.g. ‫ نَشمٍع‬nešma‛ »he shall hear«).
rd

The thematic vowels in the perfect and imperfect are thus often opposed. Typical transitive verbs are characterised by
the opposition a : u ( ‫ قطٍل‬qṭal : ‫ نَقطوألل‬neqṭol (WS ‫ܩܛܘܠ‬ ܽ ܶ‫ ܢ‬neqṭul) »to kill«; ‫كةٍث‬ ّ kṯaḇ : ‫ نَخةِّوألث‬neḵtoḇ (WS
ܽ ݁ ܶ
ܰ‫ ܢܟܬܘܒ‬neḵtuḇ) »to write«, and typical intransitive verbs by the opposition e : a (e.g. ‫ دمَخ‬dmeḵ : ‫ نَدآلمٍخ‬neḏmaḵ »to
sleep«, ‫ رحَم‬rḥem : ‫ نَرحٍم‬nerḥam »to love«).
The pairing a : a is also common, above all for verbs with a guttaral as 3 radical (e.g. ‫ مشٍع‬šma‛ : ‫ نَشمٍع‬nešma‛ »to
rd

hear«, ‫‛ عمٍل‬mal : ‫ نَعمٍل‬ne‛mal »to make an effort«).

By contrast, the oppositions a : e (e.g. ‫‛ عبّـٍدآل‬ḇaḏ : ‫ نَعبَِِّدآل‬ne‛beḏ »to make«), e : e (‫ تةَّّث‬īṯeḇ : ‫ نَةَِّث‬netteḇ »to sit«) and e :
o (e.g. ‫ قرَث‬qreḇ : ‫ نَقروألث‬neqroḇ (WS ܰ
ܽ ܶ‫ ܢ‬neqruḇ) »to come near«) are rare. As such, we can speak of the /a-o/-
‫ܩܪܘܒ‬
conjugation, the /e-a/-conjugation, the /a-e/-conjugation, the /e-e/-conjugation and the /e-o/-conjugation.
In principle, the specific personal prefixes and endings (2.f.sg. and 3./2.pl) correspond to the affixes of the prefix
conjugation in other semitic languages. However, all grammatical persons which take a y- prefix in other languages take
the consonant n- in Syriac (e.g. ُ ُ ‫ َيكت‬yaktubu and hebr. ‫̣ ְיכתֺּב‬
‫ نَخةِّوألث‬neḵtoḇ »he shall write« in contrast to arab. ‫ب‬
yiḵtoḇ).
In contrast to older aramaic (and other semitic) languages, which distinguish between a long form (imperfect) and a
short form (jussive), syriac knows only one formal variant of the prefix conjugation. Its function corresponds to that of
both the imperfect and the jussive.
 Lesson 8 54

The following is an overview of the personal prefixes and the endings of the imperfect:

Sg. Pl.
3.m. َ‫ ― نـ‬Ø َ‫وآلن ― نـ‬
ne ― Ø ne ― ūn
3.f. َ‫ ― ة‬Ø َ‫ــنِ ― نـ‬
te ― Ø ne ― ån
َ‫ي ― ة‬
te ― y

2.m. َ‫ ― ة‬Ø َ‫وآلن ― ة‬

te ― Ø te ― ūn
2.f. َ‫تن ― ة‬ َ‫ِـن ― ة‬
te ― īn te ― ån
1.c. َ‫ ― ا‬Ø َ‫ ― نـ‬Ø
’e ― Ø ne ― Ø

Below is the paradigm for the types Keqṭol and Keqṭal, using the verbs ٍّ kṯaḇ »to write« and ‫ رحٍم‬rḥem »to love« as
‫كةث‬
examples:

o-Type (transitive) a-Type (often intransitive)

Sg.3.m. ‫ نَخةِّوألث‬neḵtoḇ »he shall write« ‫ نَرحٍم‬nerḥam »he shall love«

3.f. ‫ ةَخةِّوألث‬teḵtoḇ »she shall write« ‫ ةَرحٍم‬terḥam »she shall love«
‫ ةَخةِّوألثي‬teḵtoḇ »she shall write«
y
‫ ةَرحٍمي‬terḥam »she shall love«
y

2.m. ‫ ةَخةِّوألث‬teḵtoḇ »you shall write« ‫ ةَرحٍم‬terḥam »you shall love«

2.f. ‫ ةَخةِّثنت‬teḵtḇīn »you shall write« ‫ ةَرمحنت‬terḥmīn »you shall love«
1.c. ‫’ اَخةِّوألث‬eḵtoḇ »I shall write« ‫ اَرحٍم‬ʾerḥam »I shall love«
Pl.3.m. ‫ نَخةِّثوآلن‬neḵtḇūn »they shall write« ‫ نَرمحوآلن‬nerḥmūn »they shall love«
3.f. ‫ نَخةِّثِن‬neḵtḇån »they shall write« ‫ نَذمحِن‬nerḥmån »they shall love«
2.m. ‫ ةَخةِّثوآلن‬teḵtḇūn »you shall write« ‫ ةَرمحوآلن‬terḥmūn »you shall love«
2.f. ‫ ةَخةِّثِن‬teḵtḇån »you shall write« ‫ ةَذمحِن‬terḥmån »you shall love«
1.c. ‫ نَخةِّوألث‬neḵtoḇ »we shall write« ‫ نَرحٍم‬nerḥam »we shall love«
55 Lesson 8

In the purely consonantal script, the following forms are identical:

3.m.sg. ‫» نكةوب‬he shall write« ‫» نرحم‬he shall love«
1.c.pl. ‫» نكةوب‬we shall write« ‫» نرحم‬we shall love«
and
3.f.sg. ‫» ةكةوب‬she shall write« ‫» ةرحم‬she shall love«
2.m.sg. ‫» ةكةوب‬you shall write« ‫» ةرحم‬you shall love«
In the absence of a transcription or vowel signs, the meaning must be determined on the basis of context.

From this point onward, all verbs listed in the vocabulary section at the end of each chapter will be given in two forms:
3.m.sg. perfect and 3.m.sg. imperfect, e.g. »to write« ٍّ kṯaḇ / ‫ نَخةِّوألث‬neḵtoḇ
‫كةث‬
8. 2. The Imperative: Basic Stem.

The imperative (abbreviation: imp.) largely corresponds to the 2nd person imperfect without prefixes. The thematic
vowels are identical. Below is the paradigm for the types ‫قطوألل‬qṭol (WS ‫ܩܛܘܠ‬ ܽ qṭul) (which corresponds to the
imperfect Keqṭol) and ‫ قطٍل‬qṭal (corresponding to Keqṭal), using the verbs ‫ كةٍّث‬kṯaḇ »write« and ‫ رحَم‬rḥem »to love«
as examples (there are two variants of the plural forms):

o-Type (transitive) a-Type (often intransitive)

sg.m. ‫ كةّوألث‬kṯoḇ »write!« ‫ رحٍم‬rḥam »love!«

f. ‫ كةّوألثي‬kṯoḇ »write!«
y
‫ رحٍمي‬rḥam »love!«
y

pl.m. ‫ كةّوألثو‬kṯoḇ »write!«

w
‫ رحٍمو‬rḥam »love!«
w

‫ كةّوألثوآلن‬kṯoḇūn »write!« ‫ رحٍموآلن‬rḥamūn »love!«

f. ‫ كةّوألثي‬kṯoḇ »write!«
y
‫ ذحٍمي‬rḥam »love!«
y

‫ كةّوألثـًين‬kṯoḇȩ̄n »write!« ‫ ذحٍمًني‬rḥamȩ̄n »love!«

Imperatives cannot be negated. Instead, negation is expressed using ‫ لِإ‬lå + the 2 nd
person imperfect. ( = jussive.).
Examples:
‫ مِنوآل غـًري دِِّلِإ نَثخـًأ‬månū ḡȩ̄r d-lå neḇḵȩ̄ »who should not cry?« (√bk’ »to weep«)
‫َىوًأ رٍمحِأ وحٍثرِأ حلٍؤتفّ اٍفِّــُأ خروآلمةِّنِأ‬2‫ لِإ ة‬lå ṯehwȩ̄ raḥmå w-ḥaḇrå l-ḥaṣṣīp̄ ’appȩ̄ ḵrūmṯånå » you should
not be a friend to insolent, impertinent people« (√hw’ »to be«) (EA, KdD 11/10).

8. 3. The Infinitive: Basic Stem.

The nominal formation type ‫ مَقطٍل‬meqṭal ( 4. 1. 3.) serves as the infinitive (abbreviation: inf.) of the basic stem, e.g.
‫ مَخةٍِِّث‬meḵtaḇ and ‫ مَرحٍم‬merḥam. Infinitiv.es are often used in final clauses, usually following the preposition. ‫ ل‬l-
»to, for«, e.g.
‫ ملَخةٍِِّث‬l-meḵtaḇ »to write«
‫ شٍرت ملَخةٍِِّث‬šarrī l-meḵtaḇ »he began to write«
 Lesson 8 56

8. 4. The So-Called dativus ethicus

In Syriac, verb forms (especially verbs of movement) are often followed by the preposition ‫ ل‬l- with a pronominal suffix
referring back to the actor (the so-called dativus ethicus). This reference to the actor can in most cases not be captured in
English translations. As such, constructions of this kind are generally not translated. Examples:
‫ نفّــٍق لًى‬np̄aqlȩ̄h »he went out«
‫ رَىطٍةّ لِآ‬rehṭaṯlåh »she ran«
‫ قوآلم لِخ‬qumlåḵ »arise!«
‫ متةّ لىوألن‬mīṯlhōn »they died«
‫ وٍنفّــٍق لَى مّن بًِِّيةّ اتدٍّيىوألن وًاْزٍّل لَى لعَثرِا دآليوألردِِّنِن‬wa-np̄aqlȩ̄h men bȩ̄ṯ ʾīḏayhōn w-’ezallȩ̄h l-‛eḇrå ḏ-
Jordnån »but he escaped from their hands. He went away again across the Jordan« (Jn 10,39-40).

8. 5. Negation of Words and Clauses.

In Syriac, the general word used to express negation is ‫ لِإ‬lå »no, not«. It can be used both to negate single words (e.g.
‫ لِإ ىٍيمِنوآلةّىوألن‬lå haymånūṯhōn »your faithlessness«) or to negate any kind of clause. In verbal clauses, ‫ لِإ‬lå usually
comes immediately before the verb.. Examples:
‫ مَطل دِِّاٍثِىٍيكِّوألن لِإ عّبّــٍرو فِّوآلقدِِِّنِأ دآلمٍلكِّــِأ‬meṭṭol d-’aḇåhaykōn lå ‛ḇar puqdånå ḏ-malkå »since your parents
w

have not disobeyed the king’s order « (AMS 432)

‫ٍملتدآلِوىْي لؤٍّملُأ‬2‫ لِإ ى̤و ولِإ ة‬:‫ دِِّلِإ سِــِِّغَدآل‬d-lå såḡeḏ lå hū w-lå ṯalīḏåw l-ṣalmȩ̄ »neither he nor his students have
hy

worshiped the images« (AMS 436)

‫ لِإ عِثـَِِّدآل اْنِأ ثكوألن بِِّتشةِّأ‬:‫ وىِشِأ اَن ةَِِّمشعوآلن فِّوآلقدِِِّنٍي‬w-håšå ’en tešm‛ūn puqdånay lå ‛åḇeḏ-’nå-ḇḵōn bīšṯå
»and now, if you heed my command, I will do you no evil (literally: I will not do you evil)« (AMS 432).

‫ لِإ‬lå:
Nominal clauses are also usually negated using
‫ وٍدآلنَسهِِّدآلوآلن ىْوِّو لؤٍّّملُأ حٍذشًأ دآللِإ ممٍللنت واِفّلِإ شِمِِّعنت‬wa-ḏ-nesgḏūn- wåw l-ṣalmȩ̄ ḥaršȩ̄ ḏ-lå mmamllīn
h

w-åp̄-lå šåm‛īn »such that they worshiped the silent images, which could neither speak nor hear« (AMS 431).

In such clauses, the negation is often followed by the enclitic ‫ ىوِأ‬hwå (hwy, Pf. Pe.), which generally serves to achieve
a particular emphasis:
‫ لِإ ىْوِأ ىِنِأ بّرًى دِِّنٍهِِّــِرِا‬lå- wå hånå ḇrȩ̄h d-naggårå »Is not this the carpenter’s son?« (Mt 13,55)
h

‫ اَنِأ دآلًين لِإ ىْوِأ مّن بِِّــٍر اْنِشِأ نِــِِّسَث اْنِأ سِىدِِّوآلةِّأ‬ʾenå ḏȩ̄n lå- wå men bar-ʾnåšå nå eḇ-ʾnå
h
åhdūṯå »But I
receive not testimony from man« (Jn 5,34).

‫ لِإ ىْوِأ‬lå- wå is also found in nominal question clauses:

h

‫ اٍيكِّـٍن لِإ اَسةٍكِّــٍلةِّوألن دِِّلِإ ىْوِأ عٍل لٍحمِأ اٍمرَةّ خلوألن‬ʾaykan lå ʾe takkaltōn d-lå- wå ‛al laḥmå ‛amreṯlḵōn
h

»how do you not understand that I did not speak to you of bread« (Mt 16,11)
57 Lesson 8

In ES, the negation ‫ لِإ‬lå followed by the encliticܳ personal ‫ܠ‬

pronoun –ū or –w is written ‫ لِو‬låw; in WS, it is written ‫ܠܘ‬
h
̄ ‫ܠ ܠ ܠ‬
law, e.g.‫ لِو اٍلِىِأ ىْو‬låw ʾalåhå- w (WS ‫ ܠܘܰܐܗܐܰܗܘ‬law ʾalōha- w) »he is no God «. h

ّ‫ اتة‬ʾīṯ-nominal clauses are negated with either ّ‫ لِإ اتة‬lå ʾīṯ or ِّ‫لٍية‬ layt e.g. ‫مٍيــِأ لٍيةِِِّوىْي‬ mayyå laytåwhy »there
is no water«
‫ لٍيةِّ ىْوِأ لًى عَقِرِا‬layt- wå- lȩ̄h ‛eqqårå »he had no root«.
h

8. 6. Vocabulary
A. magician ḥarråšå ‫حٍرِشِأ‬ B. barley sa‛rå ‫سٍعرِا‬
governor heḡmōnå ‫ىًغموألنِأ‬ wheat ḥeṭṭṯå ‫حَطةِّأ‬
faith haymånūṯå ‫ىٍيمِنوآلةِّأ‬ (pl. ḥeṭṭȩ̄ ‫)حَطُأ‬
silver, money kespå ‫كَسفِأ‬ sin ḥṭåhå ‫حطِىِأ‬
eat ʾeḏnå ‫اَدآلنِأ‬ (pl. ḥṭåhȩ̄ ‫)حطِىُأ‬
(pl. ʾeḏnȩ̄ ‫)اَدآلنُأ‬ stone kẹ̄ʾp̄å ‫كًافِّأ‬
way ʾūrḥå ‫اوآلرحِأ‬ they went ʾezalw ‫اَزٍّلّو‬
boy ṭalyå ‫طٍليِأ‬ dream ḥelmå ‫حَلمِأ‬
Satan såṭånå ‫سِطِنِأ‬ bread laḥmå ‫لٍحمِأ‬
defectiveness ḥassīrūṯå ‫حٍسرتوآلةِّأ‬ bone garmå ‫هٍرمِأ‬
man, people bar ʾnåšå ‫بٍر اْنِشِأ‬ (pl. garmȩ̄ ‫)هٍذمًأ‬
(pl. bnaynåšå ‫)بنٍينِشِأ‬ Lord, master mårå ‫مِرِا‬
word (< pers.) peṯḡåmå ‫فَةّهِّمِأ‬

Verb Forms
Pe. to choose neḡbȩ̄ ‫ نَهّبًِِّأ‬/ gḇå ‫هثِأ‬
Pe. to say, to speak nẹ̄ʾmar ‫ نًامٍر‬/ ʾemar ‫اَمٍر‬
Pe. to take nessaḇ ‫ نَسٍث‬/ nsaḇ ‫نسٍث‬
Pe. to go out (a-o) neppoq ‫ نَفِّوألق‬/ np̄aq ‫نفّـٍق‬
Pe. to go nẹ̄ʾzal ‫ نًازٍّل‬/ ʾezal ‫اَزٍّل‬
Pe. to make (a-e) neʽbeḏ ‫د‬
‫ نَعبَِِّ آل‬/ ʽåḇeḏ ‫عثـٍدآل‬
Pe. to hear (a-a) nešmaʽ ‫ نَشمٍع‬/ šmaʽ ‫مشٍع‬
Pe. to deny (a-o) neḵpor ‫ نَكّفِّوألر‬/ kp̄ar ‫كفّــٍر‬
Pe. to bury (a-o) neṭmor ‫ نَطموألر‬/ ṭmar ‫طمٍر‬
Pe. to love (a-a) nerḥam ‫ نَرحٍم‬/ rḥam ‫رحٍم‬
Pe. to flee (a-o) ne‛roq‫ نَعروألق‬/ ‛raq ‫عرٍق‬
Pe. to take away (a-o) nešqol ‫ نَشقوألل‬/ šqal ‫شقٍل‬
Pe. to find, to be able (a-a) neškaḥ ‫ نَشكِّــٍح‬/ ʾeškaḥ ‫اَشكِّــٍح‬
Pe. to know nedda‛ ‫ نَدٍِِّع‬/ īḏa‛ ‫تدٍّع‬
 ‫‪Lesson 8‬‬ ‫‪58‬‬

‫)‪Pe. to turn back (a-o‬‬ ‫ىفّــٍخ ‪ / hp̄aḵ‬نَىفِّـوألخ ‪nehpoḵ‬‬

‫)‪Pe. to worship (a-o‬‬ ‫د ̱‪nesgod‬‬
‫سهّـَدآل ̱‪ / sḡed‬نَسهِّوأل آل‬
‫)‪Pe. to serve, to work (a-o‬‬ ‫وح ‪nep̄loḥ‬‬
‫فلٍح ‪ / plaḥ‬نَفّل أل‬
‫‪Pe. to be, to happen‬‬ ‫ىوِأ ‪ / hwå‬نَىوًأ ̄‪nehwȩ‬‬
‫)‪Pe. to write (a-o‬‬ ‫كةٍّث ‪ / kṯaḇ‬نَخةِّوألث ‪neḵtoḇ‬‬
‫‪Pe. to answer‬‬ ‫عنِأ ‪ / ‛nå‬نَعنًأ ̄‪ne‛nȩ‬‬

‫‪8. 7.‬‬ ‫‪Exercises‬‬

‫‪A. Translate the following:‬‬

‫‪ܰ1‬مَطل دِِّلٍيةِّ بِِّت حٍيلِإ‪ .‬وسِثِا اتة‪ٍ2‬ي‪.‬‬
‫)‪(AMS 434‬‬
‫‪ܰ2‬ىِنِأ هٍثرِا لِو حٍرِشِأ ىْو اِو بتشِأ‪ .‬اِمِِّــٍر لىوألن ىًغموألنِأ‪ :‬كَسفِأ نسٍثةِّوألن مَنًى‪(AMS 448) .‬‬
‫دِم اِثي دِِّثـٍشمٍيِأ‪(Mt 10,33) .‬‬
‫‪ܰ3‬مٍن دًِِّين دِِّنَخفِّوألر بِِّت ق آلدِم بِِّنٍينِشِأ‪ .‬اَخفِّوألر بًِِّى اِفّ اَنِأ ق آل‬
‫‪ܰ4‬اَمٍر لًى مٍلكِّــِأ‪ :‬اٍنْةِّ طٍليِأ اتة‪ٍ2‬يكِّ‪ :‬لِإ ة‪َ2‬عّبَِِّدآل لِخ حطِىُأ‪(AMS 437).‬‬
‫‪ܰ5‬مٍن دِِّاتةّ لًى اَدآلنُأ دآلنَشمٍع نَشمٍع‪(Mt 11,15) .‬‬
‫‪ܰ6‬اِمِِّـٍر لًى مِري مِمِأ قٍدآلتشِأ‪ :‬دآلاَنِأ لِإ شِمِِّــٍع اْنِأ لِخ‪ :‬ولِإ ملَلٍيكِّ‪ :‬ولِإ الٍثوآلك سِطِنِأ‪(AMS 438) .‬‬
‫‪ܰ7‬نفّـٍق دًِِّين واَزٍلّ اوآلرحِأ ديِومِأ حٍدآل مّن مدآلينْةِّأ دتلىوألن وٍغثِأ لًى ملَعمٍر ةٍِِّمِن‪(MJ 7) .‬‬
‫وةِّأ ملَعثٍدآل‪(VA 12) .‬‬ ‫‪ܰ8‬وانْة مَشكٍح انْة ىدا حٍسرت آل‬
‫‪B. Add vowels and translate the following:‬‬
‫‪ܰ1‬ايكنأ حنن نعروق‪.‬‬ ‫)‪(Heb 2,3‬‬
‫‪ܰ2‬ان ىكيل ةسهّود قدمي ديلي نىوأ كلى‪ .‬عنِّأ يشوع وامر ىل كةيب ىْو دملريأ الىك‬
‫ةسهود وىل بلحودوىْي ةفلوح‪(Lk 4,7-8).‬‬
‫‪ܰ3‬منو دين منكون داية ىل عبدا‪(Lk 17,7) .‬‬
‫‪ܰ4‬دلروحأ بسرا وهذمأ لية ىلِِّ‪(Lk 24,39).‬‬
‫‪ܰ5‬وامر يشوع شقولو كافأ ىدا‪(Jn 11,39).‬‬
‫‪ܰ 6‬عنّأ يشوع وامّر ىل كةيب ىْو دإل ىْوأ بلحمأ بلحود حيأ برنشأ اإل بكل فةهم‬
‫دالىأ‪(Lk 4,4).‬‬
‫‪ܰ7‬ايك حطُّأ وسعذا دطمتذن بارعأ وإل يدعنت حطُّأ من سعذا‪(KD 7) .‬‬
Lesson 9
9. 1. The Verb Stem System: Introduction
All of the verb forms discussed in previous chapters, including participles and infinitives, use the ground stem. In
addition to this stem, Syriac has several derived patterns. The various verb patterns serve to distinguish between
kinds of verbal action (intensive/factitive., causative.) and between grammatical voices (active, passive/reflexive.).
Syriac has a system of six productive patterns. The morphological means of building and differentiating these
patterns are:
a) consonantal prefixes (ʾ and t-),
b) the lengthing of the central radical and
c) a combination of (a) and (b).

The system of verb stems can be combined with other morphological verb categories: on the one hand with the finite
verb forms (perfect, imperfect, imperative.), and on the other, the nominal categories of the participle and the
infinitive. Every stem can be used to build a perfect, an imperfect, an imperative and an infinitive. For
passive/reflexive stems, there is only a passive participle; all other stems have both an active and a passive participle.
In theory, each verb stem can be build using each verb root. Generally speaking, however, only certain stems are
customary and attested in extant texts. Since there is no pattern as to which roots build which stems, this can only be
determined by consulting a lexicon.
The six Syriac verb stems have names which are formed on the basis of the root p-‛-l »to work, to do« (which is itself
only attested in the basic stem ‫ فعٍل‬p‛al). These names reflect the morphological characteristics of the respective
perfect forms:

Transitive Verb Intransitive Verb

Pcal ‫فعٍل‬
Pa‛‛el ‫فٍعَل‬
ʾAp̄‛el ‫اٍفّعَل‬
ʾEṯp‛el. ‫اَةّفِّعَل‬
ʾEṯpa‛‛al. ‫اَةّفِّــٍعٍل‬
ʾEttap̄‛al ‫اَةِّةٍِِّفّعٍل‬
‫كةث‬ ٍّ kṯaḇ
‫ كٍةَِِّث‬katteḇ
‫ اٍخةَِِّث‬ʾaḵteḇ
‫ اَةّكِّةَّث‬ʾeṯkṯeḇ
‫ اَةّكِّــٍةٍِِّث‬ʾeṯkattaḇ
‫ اَةِّةٍِِّخةٍِِّث‬ʾettaḵtaḇ
‫ رحَم‬rḥem
‫ رٍحَم‬raḥḥem
‫ اٍرحَم‬ʾarḥem
‫ اَةّرحَم‬ʾeṯrḥem
‫ اَةّرٍحٍم‬ʾeṯraḥḥam
‫ اَةِّةٍِِّرحٍم‬ʾettarḥam

In this book, we will use the following abbreviations: Pe. = Pcal ‫ ;فعٍل‬Pa. = Pa‛‛el ‫ ;فٍعَل‬ʾAp̄. = ʾAp̄‛el ‫ ;اٍفّعَل‬ʾEṯpe. =
ʾEṯp‛el. ‫ ;اَةّفِّعَل‬ʾEṯpa. = ʾEṯpa‛‛al. ‫ اَةّفِّــٍعٍل‬and ʾEttap̄. = ʾEttap̄‛al ‫اَةِّةٍِِّفّعٍل‬.
The schema can be understood as follows: there are three basic patterns, each of which also has a corresponding so-
called T-variant, i.e. a variant preceded by a ّ‫ اَة‬ʾeṯ-element, with slightly varying vowel patterns. The somewhat
unusual construction ʾEttap̄‛al can be traced back to *ʾEtʾap̄‛al, and corresponds directly to ʾAp̄‛el. The base of Pa‛‛el
and ʾEṯpa‛‛al. is characterised by the lengthening (doubling.) of the middle radical; the base of ʾAp̄‛el and ʾEttap̄‛al is
 Lesson 9 60

characterised by a prefigured ٍ‫ ا‬ʾa- element in the perfect. (On the P‛al base, see  7. 1.; ʾEṯp‛el. corresponds to its T-
stem.).
The basic functions of the verb stems listed above can be described as follows:
 P‛al serves to express the basic lexical meaning of a verb.
 For verbs of action, Pa‛‛el often has an intensive or iterative meaning, whereas for state verbs, it has a
factitive meaning. Examples:
‫ قثـٍل‬qḇal »to accuse« : ‫ قٍبَِِّل‬qabbel »to receive«
‫ܰبسَم‬bsem »to enjoy onself« : ‫ بٍسَم‬bassem »to delight«
‫ بطَل‬bṭel »to cease« : ‫ بٍطَل‬baṭṭel »to abolish«
‫ هحَخ‬gḥeḵ »to laugh« : ‫ هٍحَخ‬gaḥḥeḵ »to mock«
 ʾAº‛el serves to express a causative action, e.g.
ٍّ kṯaḇ »to write« : ‫ اٍخةَِّث‬ʾaḵteḇ »to compose«
‫كةث‬
 ʾEṯp‛el, ʾEṯpa‛‛al and ʾEttap̄‛al are the passive or (more rarely) reflexive. forms of the basic verb stems.
Examples:
‫ نطٍر‬nṭar »to guard« : ‫ اَةّنطٍر‬ʾeṯnṭar »to be preserved«
(passive) and »to keep onself« (reflexive.)
‫ قٍبَِِّل‬qabbel »to receive« : ‫ اَةّقٍبِِّــٍل‬ʾeṯqabbal »to be receive«.
In the case of action verbs, Pa‛‛el can sometimes scarcely be distinguished from P‛al; on the other hand, for state
verbs, Pa‛‛el and ʾAp̄‛el often serve to express similar meanings, e.g. Pa. ‫ مٍلت‬mallī and ʾAp̄. ‫ اٍملت‬ʾamlī, respectively
»to fill out«; and Pe. ‫ ملِإ‬mlå »to be full«.
The precise meaning of the verb stems of concrete verbs can only be determined by consulting a dictionary.
The first three Syriac verb stems correspond to the following Hebrew and Arabic stems:

Syriac Hebrew Arabic

P‛al ‫فعٍل‬ Qal ‫ָׁפעל‬ َ َ‫فَع‬
fa‛ala ‫ل‬
Pa‛‛el ‫فٍعَل‬ Pi‛el ‫על‬‫פ‬ ََ َّ‫فَع‬
fa‛‛ala ‫ل‬
ʾAp̄‛el ‫اٍفّعَل‬ Hif ‛il ‫עיל‬‫פ‬‫ה‬ ََ َ‫اَفع‬.
ʾaf ‛ala ‫ل‬

The remaining Syriac verb stems correspond to the following Hebrew and Arabic stems:

Syriac Hebrew Arabic

ʾEṯp‛el. ‫اَةّفِّعَل‬ (Nif ‛al ‫)נִ ֽפעל‬ 11
َ ‫افت َ َع‬
ifta‛ala12 ‫ل‬
ʾEṯpa‛‛al ‫اَةّفِّــٍعٍل‬ Hiṯpa‛‛el ‫התפַּׂעֵַׂל‬
ֽ  َ َّ‫ت َ َفع‬
tafa‛‛ala ‫ل‬
ʾEttap̄‛al ‫اَةِّةٍِِّفّعٍل‬ — —13

11
This form is in fact not attested, but its function corresponds to that of Nif ‛al ‫ ִַׂנ ֽפעל‬.
12
In Arabic, this is stem form VIII (with an infixed t).
13
Morphologically, stem form X corresponds to ‫ل‬ َ َ‫استَفع‬.
61 Lesson 9

9. 2. The Paradigm of the Verb Stems

The following is the complete paradigm of the six productive verb stems taking the example verb ٍّ kṯaḇ (ktb)
‫كةث‬
»to write«. This example was chosen since all three radicals can be spirantized:
The perfect P‘al, Pa‘‘el and ʾAp̄‛el:

P‘al Pa‘‘el ʾAp̄‛el

Sg.3.m. ‫كةٍث‬
ّ ‫كٍةَِّث‬ ‫اٍخةَِّث‬
kṯaḇ katteḇ ʾaḵteḇ
3.f. ّ‫كَةّبِِّـٍة‬ ّ‫كٍةِّبّـٍة‬ ّ‫اٍخةِّثـٍة‬
keṯbaṯ kattḇaṯ ʾaḵtḇaṯ
2.m. ِّ‫كةٍثة‬
ّ ِّ‫كٍةَِّثة‬ ِّ‫اٍخةَِّثة‬
kṯaḇt katteḇt ʾaḵteḇt
2.f. ‫كةٍثةِّي‬
ّ ‫كٍةَِّثةِّي‬ ‫اٍخةَِّثةِّي‬
y y y
kṯaḇt katteḇt ʾaḵteḇt
1.c. ّ‫كَةّبَِِّة‬ ّ‫كٍةِّبّـَة‬ ّ‫اٍخةِّثـَة‬
keṯbeṯ kattḇeṯ ʾaḵtḇeṯ
Pl.3.m. ‫كةٍثو‬
ّ ‫كٍةَِّثو‬ ‫اٍخةَِّثو‬
kṯaḇw katteḇw ʾaḵteḇw
‫كةٍثوآلن‬
ّ ‫كٍةَِّثوآلن‬ ‫اٍخةَِّثوآلن‬
kṯaḇūn katteḇūn ʾaḵteḇūn
3.f. ‫كةٍث‬
ّ 14
‫كٍةَِّث‬15
‫اٍخةَِّث‬ 16

kṯaḇ katteḇ ʾaḵteḇ

‫كةٍثـًين‬
ّ ‫كٍةَِّثـًين‬ ‫اٍكّةَِّثـًين‬
kṯaḇȩ̄n katteḇȩ̄n ʾaḵteḇȩ̄n
2.m. ‫كةٍثـةِّوألن‬
ّ ‫كٍةَِّثـةِّوألن‬ ‫اٍكّةَِّثةِّوألن‬
kṯaḇtōn katteḇtōn ʾaḵteḇtōn
2.f. ‫كةٍثةًِّين‬
ّ ‫كٍةَِّثةًِّين‬ ‫اٍكّةَِّثةًِّين‬
kṯaḇtȩ̄n katteḇtȩ̄n ʾaḵteḇtȩ̄n
1.c. ‫كةٍثن‬
ّ ‫كٍةَِّثن‬ ‫اٍكّةَِّثن‬
kṯaḇn katteḇn ʾaḵteḇn
‫كةٍثنٍن‬
ّ ‫كٍةَِّثنٍن‬ ‫اٍكّةَِّثنٍن‬
kṯaḇnan katteḇnan ʾaḵteḇnan

14
‫كةثي‬ ٍّ kṯaḇ is also attested.
y

15
‫ كٍةَِّثي‬katteḇ is also attested.
y

16
‫ اٍكّةَّثي‬ʾaḵteḇ is also attested.
y
 Lesson 9 62

The perfect ʾEṯp‛el, ʾEṯpa‛‛al and ʾEttap̄‛al:

ʾEṯp‛el ʾEṯpa‛‛al ʾEttap̄‛al

Sg.3.m. ‫اَةّكِّةَّث‬ ‫اَةّكِّــٍ ٍةِّث‬ ‫اَةِّةٍِّخةٍِّث‬
ʾeṯkṯeḇ ʾeṯkattaḇ ʾettaḵtaḇ
3.f. ّ‫اَةّكِّـٍةّبِِّـٍة‬ ّ‫اَةّكِّـٍةِّبّـٍة‬ ّ‫اَةِّةٍِّخةِّثـٍة‬
ʾeṯkaṯbaṯ ʾeṯkattḇaṯ ʾettaḵtḇaṯ
2.m. ِّ‫اَةّكِّةَّثة‬ ِّ‫اَةّكِّـٍةٍِّبّة‬ ِّ‫اَةِّةٍِّخةٍِّثة‬
ʾeṯkṯeḇt ʾeṯkattaḇt ʾettaḵtaḇt
2.f. ‫اَةّكِّةَّثةِّي‬ ‫اَةّكِّـٍةٍِّبّةِّي‬ ‫اَةِّةٍِّخةٍِّثةِّي‬
y y
ʾeṯkṯeḇt ʾeṯkattaḇt ʾettaḵtaḇty
1. c. ّ‫اَةّكِّـٍةّبَِِّة‬ ّ‫اَةّكِّـٍةِّبّـَة‬ ّ‫اَةِّةٍِّخةِّثـَة‬
ʾeṯkaṯbeṯ ʾeṯkattḇeṯ ʾettaḵtḇeṯ
Pl.3.m. ‫اَةّكِّةَّثو‬ ‫اَةّكِّــٍ ٍةِّثو‬ ‫اَةِّةٍِّخةٍِّثو‬
w w
ʾeṯkṯeḇ ʾeṯkattaḇ ʾettaḵtaḇw
‫اَةّكِّةَّثوآلن‬ ‫اَةّكِّــٍ ٍةِّثوآلن‬ ‫اَةِّةٍِّخةٍِّثوآلن‬
ʾeṯkṯeḇūn ʾeṯkattaḇūn ʾettaḵtaḇūn
3.f. ‫اَةّكِّةَّث‬ 17
‫اَةّكِّــٍ ٍةِّث‬ 18
‫اَةِّةٍِّخةٍِّث‬19

ʾeṯkṯeḇ ʾeṯkattaḇ ʾettaḵtaḇ

‫اَةّكِّةَّثـًين‬ ‫اَةّكِّــٍ ِِّةثـًين‬ ‫اَةِّةٍِّخةٍِّثـًين‬
ʾeṯkṯeḇȩ̄n ʾeṯkattḇȩ̄n ʾettaḵtaḇȩ̄n
2.m. ‫اَةّكِّةَّثةِّوألن‬ ‫اَةِّةٍِّخةٍِّثةِّوألن اَةّكِّــٍ ٍةِّثةِّوألن‬
ʾeṯkṯeḇtōn ʾeṯkattaḇtōn ʾettaḵtaḇtōn
2.f. ‫اَةّكِّةَّثةًِّين‬ ‫اَةّكِّــٍةٍِّثةًِّين‬ ‫اَةِّةٍِّخةٍِّثةًِّين‬
ʾeṯkṯeḇtȩ̄n ʾeṯkattaḇtȩ̄n ʾettaḵtaḇtȩ̄n
1.c. ‫اَةّكِّةٍّثن‬ ‫اَةّكِّــٍ ٍةِّثن‬ ‫اَةِّةٍِّخةٍِّثن‬
ʾeṯkṯaḇn ʾeṯkattaḇn ʾettaḵtaḇn
‫اَةّكِّةٍّثنٍن‬ ‫اَةّكِّــٍ ٍةِّثنٍن‬ ‫اَةِّةٍِّخةٍِّثنٍن‬
ʾeṯkṯaḇnan ʾeṯkattaḇnan ʾettaḵtaḇnan


17
‫ اَةّكِّ َّةثي‬ʾeṯkṯeḇ is also attested.
y

18
‫ اَةّكِّـٍةٍِّثي‬ʾeṯkattaḇ is also attested.
y

19
‫ اَةِّةٍِّكّةٍِّثي‬ʾettaḵtaḇ is also attested.
y
63 Lesson 9

The imperfect P‘al, Pa‘‘el, ʾAp̄‛el:

P‘al Pa‘‘el ʾAp̄‛el

Sg.3.m. ‫نَخةِّوألث‬ ‫خنـٍ ِّةَث‬ ‫نٍخةَِّث‬
neḵtoḇ nḵatteḇ naḵteḇ
3.f. ‫ةَخةِّوألث‬ ‫ةخـٍ ِّةَث‬ ‫ةٍخةَِّث‬
teḵtoḇ 20
tḵatteḇ 21
taḵteḇ 22

2.m. ‫ةَخةِّوألث‬ ‫ةخـٍ ِّةَث‬ ‫ةٍخةَِّث‬

teḵtoḇ tḵatteḇ taḵteḇ
2.f. ‫ةَخةِّثنت‬ ‫ةخـٍةِّثنت‬ ‫ةٍخةِّثنت‬
teḵtḇīn tḵattḇīn taḵtḇīn
1.c. ‫اَخةِّوألث‬ ‫اَكِّــٍةَِّث‬ ‫اٍكّةَِّث‬
ʾeḵtoḇ ʾekkatteḇ ʾaḵteḇ
Pl.3.m. ‫نَخةِّثوآلن‬ ‫خنـٍةِّثوآلن‬ ‫نٍخةِّثوآلن‬
neḵtūn nḵattḇūn naḵtḇūn
3.f. ‫نَخةِّثِن‬ ‫خنُّــٍةِّثِن‬ ‫نٍخةِّثِن‬
neḵtḇån nḵattḇån naḵtḇån
2.m. ‫ةَخةِّثوآلن‬ ‫ةخـٍةِّثوآلن‬ ‫ةٍخةِّثوآلن‬
teḵtḇūn tḵattḇūn taḵtḇūn
2.f. ‫ةَخةِّثِن‬ ‫ةخــٍةِّثِن‬ ‫ةٍخةِّثِن‬
teḵtḇån tḵattḇån taḵtḇån
1.c. ‫نَخةِّوألث‬ ‫نكّــٍةَِّث‬ ‫نٍكّةَِّث‬
neḵtoḇ nḵatteḇ naḵteḇ

20
‫ ةَخةِّوألثي‬teḵtoḇ is also attested.
y

21
‫ ةخـٍةَِّثي‬tḵatteḇ is also attested.
y

22
‫ ةٍخةَِّثي‬taḵteḇ is also attested.
y
 Lesson 9 64

The Imperfect ʾEṯp‛el, ʾEṯpa‛‛al and ʾEttap̄‛al:

ʾEṯp‛el ʾEṯpa‛‛al ʾEttap̄‛al

Sg.3.m. ‫نَةّكِّةَّث‬ ‫نَةّكِّــٍ ٍةِّث‬ ‫نَةِّةٍِّخةٍِّث‬
neṯkṯeḇ neṯkattaḇ nettaḵtaḇ
3.f. ‫ةَةّكِّةَّث‬ 23
‫ةَةّكِّــٍةٍِّث‬ 24
‫ةَةٍِّخةٍِّث‬ 25

teṯkṯeḇ teṯkattaḇ tettaḵtaḇ

2.m. ‫ةَةّكِّةَّث‬ ‫ةَةّكِّــٍةٍِّث‬ ‫ةَةٍِّخةٍِّث‬
teṯkṯeḇ teṯkattaḇ tettaḵtaḇ
2.f. ‫ةَةّكِّــٍةّبِِّنت‬ ‫ةَةّكِّــٍةِّبّنت‬ ‫ةَةٍِّكّةِّبّنت‬
teṯkaṯbīn teṯkattḇīn tettaḵtḇīn
1.c. ‫اَةّكِّةَّث‬ ‫اَةّكِّــٍ ٍةِّث‬ ‫اَةِّةٍِّخةٍِّث‬
ʾeṯkṯeḇ ʾeṯkattaḇ ʾettaḵtaḇ
Pl.3.m. ‫نَةّكِّــٍةّبِِّوآلن‬ ‫نَةّكِّــٍةِّثوآلن‬ ‫نَةّ ٍةِّكّةِّثوآلن‬
neṯkaṯbūn neṯkattḇūn nettaḵtḇūn
3.f. ‫نَةّكِّــٍةّبِِّــِن‬ ‫نَةّكِّــٍةِّبّــِن‬ ‫نَةّ ٍةِّكّةِّثِن‬
neṯkaṯbån neṯkattḇån nettaḵtḇån
2.m. ‫ةَةّكِّــٍةّبِِّوآلن‬ ‫ةَةّكِّــٍةِّثوآلن‬ ‫ةَةٍِّكّةِّثوآلن‬
teṯkaṯbūn teṯkattḇūn tettaḵtḇūn
2.f. ‫ةَةّكِّــٍةّبِِّــِن‬ ‫ةَةّكِّــٍةِّبّــِن‬ ‫ةَةٍِّكّةِّثِن‬
teṯkaṯbån teṯkattḇån tettaḵtḇån
1.c. ‫نَةّكِّةَّث‬ ‫نَةّكِّــٍ ٍةِّث‬ ‫نَةِّةٍِّخةٍِّث‬
neṯkṯeḇ neṯkattaḇ nettaḵtaḇ

23
‫َثي‬2‫ ةَةّكِّة‬teṯkṯeḇ is also attested.
y

24
‫ ةَةّكِّــٍةٍِّثي‬teṯkattaḇ is also attested.
y

25
‫ ةَةّخةٍِّثي‬tettaḵtaḇ is also attested.
y
65 Lesson 9

The imperative P‘al, Pa‘‘el, ʾAp̄‛el:

P‛al Pa‘‘el ʾAp̄‛el

Sg.m. ‫كةّوألث‬ ‫كٍ ِّةَث‬ ‫اٍكّةَِّث‬
kṯoḇ katteḇ ʾaḵteḇ
f. ‫كةّوألثي‬ ‫كٍةَِّثي‬ ‫اٍكّةَِّثي‬
y y y
ktoḇ katteḇ ʾaḵteḇ
Pl.m. ‫كةّوألثو‬ ‫كٍةَِّثو‬ ‫اٍكّةَِّثو‬
w w w
kṯoḇ katteḇ ʾaḵteḇ
‫كةّوألثوآلن‬ ‫كٍةَِّثوآلن‬ ‫اٍكّةَِّثوآلن‬
kṯoḇūn katteḇūn ʾaḵteḇūn
f. ‫كةّوألثي‬ ‫كٍةَِّثي‬ ‫اٍكّةَِّثي‬
y y y
kṯoḇ katteḇ ʾaḵteḇ
‫كةّوألثـًني‬ ‫كٍةَِّثـُني‬ ‫اٍكّةَِّثـُني‬
kṯoḇȩ̄n katteḇȩ̄n ʾaḵteḇȩ̄n

The imperative ʾEṯp‛el, ʾEṯpa‛‛al and ʾEttap̄‛al:

ʾEṯp‛el ʾEṯpa‛‛al ʾEttap̄‛al

Sg.m. ِِّ‫اَةّكِّــٍةّب‬ ‫اَةّكِّــٍ ٍةِّث‬ ‫اَةِّةٍِّخةٍِّث‬
ʾeṯkaṯb ʾeṯkattaḇ ʾettaḵtaḇ
f. ‫اَةّكِّــٍةّبِِّي‬ ‫اَةّكِّــٍ ٍةِّثي‬ ‫اَةِّةٍِّخةٍِّثي‬
ʾeṯkaṯby ʾeṯkattaḇy ʾettaḵtaḇy
Pl.m. ‫اَةّكِّــٍةّبِِّو‬ ‫اَةّكِّــٍ ٍةِّثو‬ ‫اَةِّةٍِّخةٍِّثو‬
ʾeṯkaṯbw ʾeṯkattaḇw ʾettaḵtaḇw
‫اَةّكِّــٍةّبِِّوآلن‬ ‫اَةّكِّــٍ ٍةِّثوآلن‬ ‫اَةِّةٍِّخةٍِّثوآلن‬
ʾeṯkaṯbūn ʾeṯkattaḇūn ʾettaḵtaḇūn
f. ‫اَةّكِّــٍةّبِِّي‬ ‫اَةّكِّــٍ ٍةِّثي‬ ‫اَةِّةٍِّخةٍِّثي‬
ʾeṯkaṯby ʾeṯkattaḇy ʾettaḵtaḇy
‫اَةّكِّــٍةّبًِِّين‬ ‫اَةّكِّــٍ ٍةِّثـًين‬ ‫اَةِّةٍِّخةٍِّثـًين‬
ʾeṯkaṯbȩ̄n ʾeṯkattaḇȩ̄n ʾettaḵtaḇȩ̄n
 Lesson 9 66

The active participle P‘al, Pa‘‘el, ʾAp̄‛el:

P‛al Pa‘‘el ʾAp̄‛el

Sg.m. ‫كِةَّث‬ ‫خمــٍةَِّث‬ ‫مٍكّةَِّث‬
kåṯeḇ mḵatteḇ maḵteḇ
f. ‫كِةّبِِّــِأ‬ ‫خمــٍةِّثِأ‬ ‫مٍكّةِّثِأ‬
kåṯbå mḵattḇå maḵtḇå
Pl.m. ‫كِةّبِِّنت‬ ‫خمــٍةِّثنت‬ ‫مٍكّةِّثنت‬
kåṯbīn mḵattḇīn maḵtḇīn
f. ‫كِةّبِِّــُأ‬ ‫خمــٍةِّثِن‬ ‫مٍخةِّثِن‬
kåṯbȩ̄ mḵattḇån maḵtḇån

The passive participle P‘al, Pa‘‘el, ʾAp̄‛el:

P‛al Pa‘‘el ʾAp̄‛el

Sg.m. ‫كةّتث‬ ‫خمــٍةٍِّث‬ ‫مٍخةٍِّث‬
kṯīḇ mḵattaḇ maḵtaḇ
f. ‫كةّتثِأ‬ ‫خمــٍةِّثِأ‬ ‫مٍكّةِّثِأ‬
kṯīḇå mḵattḇå maḵtḇå
Pl.m. ‫كةّتثتن‬ ‫خمــٍةِّثنت‬ ‫مٍكّةِّثنت‬
kṯīḇīn mḵattḇīn maḵtḇīn
f. ‫كةّتثـُأ‬ ‫خمــٍةِّثِــن‬ ‫مٍخةِّثِــن‬
kṯīḇȩ̄ mḵattḇån maḵtḇån

The active participle ʾEṯp‛el, ʾEṯpa‛‛al and ʾEttap̄‛al:

ʾEṯp‛el ʾEṯpa‛‛al ʾEttap̄‛al

m. ‫مَةّكِّةَّث‬ ‫مَةّكِّــٍةٍِّث‬ ‫مَةِّةٍِّخةٍِّث‬
meṯkṯeḇ meṯkattaḇ mettaḵtaḇ
f. ‫مَةّكِّــٍةّبِِّــِأ‬ ‫مَةّكِّــٍةِّثِأ‬ ‫مَةِّةٍِّخةِّثِأ‬
meṯkaṯbå meṯkattḇå mettaḵtḇå
67 Lesson 9

The infinitives for all stems:

P‛al Pa‘‘el ʾAp̄‛el ʾEṯp‛el ʾEṯpa‛‛al ʾEttap̄‛al

‫مَةِّةٍِّخةِِّثوآل مَةّكِّــٍ ِةِّثوآل مَةّكِّةِّثوآل مٍخةِِّثوآل خمــٍةِِّثوآل مَخةٍِّث‬
meḵtaḇ mḵattåḇū maḵtåḇū meṯkṯåḇū meṯkattåḇū mettaḵtåḇū

9. 3. Remarks on Some Forms in the Paradigms.

 Paʽʽel, impf. 1.c.sg.: on the basis of tradition, the form is pronounced ‫ اَكِّــٍةَِّث‬ʾekkatteḇ (however, the
st
gemination of the 1 radical is secondary).
 ʾEṯpʽel: Two morpheme variants can be observed, ʾeṯ-kṯeḇ- and ʾeṯ-kaṯb-, which are used for different forms: ʾeṯ-
kaṯb- is used:
a. for the pf. 3.f.sg. and 1.sg., e.g. ّ‫ اَةّكِّـٍةّبِِّـٍة‬ʾeṯkaṯbaṯ; ّ‫ اَةّكِّـٍةّبَِِّة‬ʾeṯkaṯbeṯ
b. as well as for all impf. and particple forms which take endings, e.g. 2.f.sg. (Impf.) ‫ ةَةّكِّــٍةّبِِّنت‬teṯkaṯbīn;
‫ مَةّكِّــٍةّبِِّــِأ‬meṯkaṯbå (part. act, f.sg.)
c. and all imp. forms (most likely modelled on the impf. form with endings), e.g. ِِّ‫ اَةّكِّــٍةّب‬ʾeṯkaṯb (m.sg);
‫ اَةّكِّــٍةّبِِّي‬ʾeṯkaṯb (f.sg).
y

d. For all other forms, the morpheme variant ʾeṯ-kṯeḇ- is used.

 Concerning the distinction between ʾEṯpaʽʽal and ʾEṯpʽel: the forms listed in the last section have the same
vowel sequence in ʾEṯpʽel and in ʾEṯpaʽʽal. Nonetheless, the ʾEṯpaʽʽal-forms are characterised by the gemination
of the middle radical, e.g. pf. 3.f.sg.:
ّ‫ اَةّكِّــٍةِّبّــٍة‬ʾeṯkattḇaṯ < *ʾetkatt bat (ʾEṯpa.) : ّ‫ اَةّكِّــٍةّبِِّــٍة‬ʾeṯkaṯbaṯ (ʾEṯpe.)
e

Part. f.sg.:
‫ مَةّكِّــٍةِّبّــِأ‬meṯkattḇå (ʾEṯpa.)ܴܿ : ‫ مَةّكِّــٍةّبِِّــِܶأ‬meṯkaṯbå (ʾEṯpe.). ܴܿ ܶ
 Imp. ʾEṯpaʽʽal: In later WS, ܰ‫ ܰܐ ܼܬ ݁ ܠܟܬܒ‬ʾeṯkatḇ is usually used instead of ܰ‫ ܐ ܼܬ ݁ ܠܟܬܒ‬ʾeṯkattaḇ. In contrast to the imp.
ʾEṯpʽel (ِِّ‫ اَةّكِّــٍةّب‬ʾeṯkaṯb), the third radical is always pronounced as spirant.

Note: in the ʾEttap̄ʿal-verb stem (and only here) the geminate tt (originating in t + ʾ) is always written doubled, e.g.
‫ اَةِّ ٍةِّمرٍق‬ʾettamraq »be cleansed« (mrq)
‫ اَةِّ ٍةِّودٍِِّع‬ʾettawdaʿ »be recognised« (ydʿ ).

In the T-stems (ʾEṯp‛el, ʾEṯpa‛‛al, ʾEttap̄‛al), the presence of adjacent dentals results in partial assimilation. The direction
of assimilation is usually regressive ( 3. 1. 1.). These assimilations are not expressed in the consonantal orthography.
Examples:
‫ اَةِّطٍشت‬ʾeṭṭaššī < *ʾeṯṭaššī »to be hidden« (ṭšy)
‫ اَةِّدٍِِّمٍر‬ʾeddammar < *ʾeṯdammar »to be amazed« (dmr)
‫ اَةِّدٍِِّنٍح‬ʾeddannaḥ < *ʾeṯdannaḥ »to appear« (dnḥ)
‫ اَةِّةٍِِّبٍـِِّر‬ʾettabbar < *ʾeṯtabbar »to be broken«» (tbr).
 Lesson 9 68

However, the sequence /t/ + vowelless /d/ is assimilated to /tt/ (progessive assimilation), e.g.
‫ اَةِّدِِّخـٍر‬ʾettḵar < *ʾeṯd( )ḵar «»to remember«» (dkr).
e

In verbs in which the first radical is a sibilant, the stem marker /t/ of the T-stem is partially assimilated, e.g. preceding
/z/ it is assimilated to /d/, and preceding /ṣ/ it is assimilated to /ṭ/; at the same time, the sequence dental (= /t/) –
sibilant is always transposed to sibilant – dental (metathesis) e.g.
‫ اَزدِِّثـٍن‬ʾezdḇan < ʾezdban < *ʾetz( )ḇan »to be sold« (zbn)
e

‫ اَؤطثـٍع‬ʾeṣṭḇa‛ < ʾeṭṣḇa‛ < *ʾetṣ( )ḇa‛ »to be immersed« (ṣb‛).

e

9. 4. Other (unproductive) Verb Stems: Šap̄ʽel, ʾEštap̄ʽal

Alongside the six productive verb stems given above, Syriac also contains the remnants of verb stems with different
formations. They are only attested for a few particular verb roots, which are however common.
‫( شٍفّعَل‬with the rarer phonetic variant Sap̄. = Sap̄ʽel ‫ )سٍفّعَل‬and ʾEštap̄. = ʾEštap̄ʽal ‫اَشةٍِّفّعٍل‬
The stems Šap̄. = Šap̄ʽel
(with the rarer variant ʾEstap̄ = ʾEstap̄ʽal ‫ )اَسةٍِّفّعٍل‬are relatively common. They are known to have been used with
more than twenty roots, in particular those with a weak 1st radical and a double weak root.
Šap̄ʽel (and Sap̄ʽel) is morphologically and semantically comparable with ʾAp̄ʽel; like the latter, it usually has a causative
meaning. ʾEštap̄ʽal and ʾEstap̄ʽal are the passive-reflexive counterparts to Šap̄ʽel and Sap̄ʽel, and are thus comparable with
ʾEttap̄ʽal. There are verbs which, build ʾAp̄ʽel and Šap̄ʽel (with similar meanings), e.g. ydʽ »to know« for
ʾAp̄.‫ اٍودألٍع‬ʾawdaʽ »to inform«
Šap̄. ‫ شٍودألٍع‬šawdaʽ »to make clear«
ʾEštap̄. ‫ اَشةٍِّودألٍع‬ʾeštawdaʽ »to recognize«.
The forms are built analogously to ʾAp̄ʽel/Paʽʽel and ʾEṯpaʽʽal/ʾEttap̄ʽal; compare the following (simplified) paradigm for
Šap̄ʽel/ʾEštap̄ʽal-verbs (example verb ّ‫ شٍحلَف‬šaḥlep̄ »to change«, ّ‫ اَشةٍِّحلٍف‬ʾeštaḥlap̄ »to be changed«; Sap̄ʽel/ʾEstap̄ʽel-
verbs follow the same inflection pattern):

Šap̄ʽel ʾEštap̄ʽal
Pf. 3.m.sg. ّ‫ شٍحلَف‬šaḥlep̄ ّ‫ اَشةٍِّحلٍف‬ʾeštaḥlap̄
Impf. 3.m.sg. ّ‫ نشٍحلَف‬nšaḥlep̄ ّ‫ نَشةٍِّحلٍف‬neštaḥlap̄
Imp. m.sg. ّ‫ شٍحلَف‬šaḥlep̄ ّ‫ اَشةٍِّحلٍف‬ʾeštaḥlap̄
Part. m.sg. ّ‫ مشٍحلَف‬mšaḥlep̄ ّ‫ مَشةٍِّحلٍف‬meštaḥlap̄

Here are some common Šap̄ʽel/ʾEštap̄ʽal- verbs:

Šap̄ʽel ʾEštap̄ʽal
‫ شٍوهِِّــٍر‬šawgar »to hurl« (ygr) ‫ اَشةٍِّوهِِّــٍر‬ʾeštawgar
‫ اَشةٍِّودٍِِّع‬ʾeštawdaʽ »to recognize « (ydʽ) ‫ اَشةٍِّودألت‬ʾeštawdī
‫ شٍوزَث‬šawzeḇ »to deliver« (< akkad.) (šwzb) ‫ اَشةٍِّوزٍث‬ʾeštawzaḇ
69 Lesson 9

‫ شٍوحٍر‬šawḥar »to hinder« (ʾḥr) ‫ اَشةٍِّوحٍر‬ʾeštawḥar

‫ شٍوشَط‬šawšeṭ »to cause to advance« (yšṭ) ‫ اَشةٍِّوشٍط‬ʾeštawšaṭ
‫ شٍعبَِِّدآل‬šaʽbeḏ »to enslave« (ʽbd) ‫ اَشةٍِّعبِِّــٍدآل‬ʾeštaʽbaḏ
‫ شٍعلت‬šaʽlī »to exalt« (ʽly) ‫ اَشةٍِّعلت‬ʾeštaʽlī
‫ شٍربَِِّل‬šarbel »to dirty« (rbl) ‫ اَشةٍِّربِِّــٍل‬ʾeštarbal
‫ شٍرهَِِّل‬šargel »to impede« (rgl) ‫ اَشةٍِّرهِِّــٍل‬ʾeštargal
‫ شٍلىَث‬šalheḇ »to inflame« (lhb) ‫ اَشةٍِّلىٍث‬ʾeštalhaḇ
‫ شٍملت‬šamlī »to accomplish« (mly) ‫ اَشةٍِّملت‬ʾeštamlī
‫ شٍكِّلَل‬šaklel »to finish« (kll) ‫ اَشةٍِّكِّلٍل‬ʾeštaklal
‫ شٍرشَل‬šaršel »to drag (of clothing)« (ršl) ‫ اَشةٍِّرشٍل‬ʾeštaršal
‫ شٍرشٍع‬šaršaʽ »to conceal wickedness« (ršʽ) ‫ اَشةٍِّرشٍع‬ʾeštaršaʽ
‫ شٍرةٍِّح‬šartaḥ »to supply abundantly« (rtḥ) ‫ اَشةٍِّرةٍِّح‬ʾeštartaḥ

Here are some common Sap̄ʽel/ʾEstap̄ʽal-verbs:

Sap̄ʽel ʾEstap̄ʽal
‫ سٍوست‬aw ī »to heal« (ʾ ʾ) ‫ اَس ٍةِّوست‬ʾe taw ī
‫ سٍرىَث‬arheḇ »to hasten« (rhb) ‫ اَسةٍِّرىٍث‬ʾe tarhaḇ
‫ سٍقبَِِّل‬saqbel »to accuse« (qbl) ‫ اَسةٍِّقبِِّــٍل‬ʾe taqbal

9. 5. Vocabulary
A. sacrifice qurbånå ‫قوآلربِِّــِنِأ‬ barrel ḥezbå ‫حَزبِِّــِأ‬
people ʽammå ‫عٍمِأ‬ creation brīṯå ‫برتةِّأ‬
(pl. ʽammȩ̄ ‫)عٍممُأ‬ (Pl. beryåṯå ‫)بَذيِةِّأ‬
gloom ʽamṭånå ‫عٍمطِنِأ‬ quality ‫دتلِيةِّأ‬
dīlåyṯå
blood demmå ‫ دَمِأ‬B. land, place ʾaṯrå ‫اٍةّرِا‬
foreign nuḵråyå ‫نوآلخرِيِأ‬ sort, kind (< pers.) znå ‫زنِأ‬
sun šemšå ‫شَمشِأ‬ face, countenance (< gr.) parṣōpå ‫فٍرؤوألفِّــِأ‬
lie ِ
kaddåḇūṯå ‫كٍدِِّثوآلةِّأ‬ glance ḥwårå ‫حوِرِا‬
moon sahrå ‫سٍىرِا‬ thought, idea re‛yånå ‫رَعيِنِأ‬
secret (< pers.) ʾråzå ‫اْرِزءأ‬ wise ḥakkīmå ‫حٍكِّتمِأ‬
Verb Forms
Pe. to love (e-a) nerḥam ‫ نَرحٍم‬/ rḥem ‫رحَم‬
ʾEṯpe. to be loved neṯrḥam ‫ نَةّرحَم‬/ ʾeṯrḥem ‫اَةّرحَم‬
Pe. to turn back (a-o) nehpoḵ ‫ نَىفِّوألخ‬/ hp̄aḵ ‫ىفّـٍخ‬
ʾEṯpe. to turn neṯhp̄eḵ ‫ نَةّىفّــَخ‬/ ʾeṯhp̄eḵ ‫اَةّىفّــَخ‬
ʾEṯpe. to forgive neštḇeq ‫ نَشـةِّثـَق‬/ ʾeštḇeq ‫اَشـةِّثـَق‬
 ‫‪Lesson 9‬‬ ‫‪70‬‬

‫‪Pa. to receive‬‬ ‫قٍبَِِّل ‪ / qabbel‬نقٍبَِِّل ‪nqabbel‬‬

‫‪Pa. to exchange‬‬ ‫̄‪ / ḥallep‬حنٍلَفّ ̄‪nḥallep‬‬ ‫حٍلَ ّ‬
‫ف‬
‫‪ʾEṯpa. to be exchange‬‬ ‫اَةّحٍلٍفّ ̄‪ / ʾeṯḥallap‬نَةّحٍلٍفّ ̄‪neṯḥallap‬‬
‫)‪Pe. to work (a-o‬‬ ‫فلٍح ‪ / plaḥ‬نَفّلوألح ‪nep̄loḥ‬‬
‫‪Šap̄. to change‬‬ ‫شٍحلَفّ ̄‪ / šaḥlep‬نشٍحلَفّ ̄‪nšaḥlep‬‬
‫‪ʾEštap̄. To recognize‬‬ ‫اَشةٍِّودٍِِّع ‪ / ʾeštawdaʽ‬نَشةٍِّودٍِِّع ‪neštawdaʽ‬‬
‫‪Pe. to wish‬‬ ‫ؤثِأ ‪ / ṣḇå‬نَؤبًِِّأ ‪neṣḇå‬‬
‫‪Pa. to serve‬‬ ‫شٍمَش ‪ / šammeš‬نشٍمَش ‪nšammeš‬‬
‫)‪Pe. to sleep (e-a‬‬ ‫دمَخ ‪ / dmeḵ‬نَدآلمٍخ ‪neḏmaḵ‬‬
‫‪Pa. to sanctify‬‬ ‫قٍدَِِّش ‪ / qaddeš‬نقٍدَِِّش ‪nqaddeš‬‬
‫‪ʾEṯpa. to be brocen‬‬ ‫اَةِّةٍِّبِِّــٍر ‪ /ʾettabbar‬نَةِّةٍِّبِِّــٍر ‪nettabbar‬‬
‫‪Pa. to answer‬‬ ‫فٍنت ‪ / pannī‬نفّــٍنت ‪np̄annī‬‬
‫‪ʾAp̄. to feel‬‬ ‫اٍرهَِِّش ‪ / ʾargeš‬نٍرهَِِّش ‪nargeš‬‬
‫)‪Pe. to laugh (a-a‬‬ ‫هحٍخ ‪ / gḥaḵ‬نَهّحٍخ ‪neḡḥaḵ‬‬
‫‪Pa. to praise‬‬ ‫شٍبِِّــٍح ‪ / šabbaḥ‬نشٍبِِّــٍح ‪nšabbaḥ‬‬
‫‪ʾEṯpe. to be said‬‬ ‫اَةًّامٍر ‪ / ʾeṯȩ̄ʾmar‬نَةًّامٍر ‪neṯȩ̄ʾmar‬‬

‫‪9. 6. Exercises‬‬
‫‪A. Translate the following:‬‬
‫‪ܰ1‬ىِو دًِِّين دِِّرِحَم لت نَةّرحَم مّن اِثي‪.‬‬
‫)‪(Jn 14,21‬‬
‫‪ܰ2‬اِمِِّــٍر لًى ةًاوألدآلوألطوألس‪ :‬دلِإ اَنِأ ىِفًِّخ اْنِأ ولِإ اٍنْةٍةّي‪ :‬ولِإ مشٍحلفتنٍن ىٍيمِنوآلةٍن دِِّبّـٍمشتحِأ‪.‬‬
‫)‪(AMS 432f.‬‬
‫)‪(MJ 4‬‬ ‫‪8 ܰ3‬ىو هّـًري بِِّطٍيبِِّوآلة‪ً2‬ى وٍثذٍمحِوىْي قٍبَِِّلّ بِِّــِعوآلةّىوألن واَةّرٍحٍم علٍيىوألن‪.‬‬
‫وةِّأ‪ .‬وٍدآلحَلو وشٍمَشو لثَذيِةِّأ‪(Rm 1,25) .‬‬ ‫‪ܰ4‬وحٍلَفّو شرِرًى دٍِِّالِىِأ ثخــٍدٍِِّث آل‬
‫‪ܰ5‬ىِأ اِمٍر اْنِأ خلوألن اْرِزءأ‪ .‬لِو كِّلٍن نَدآلمٍخ܆ كِّلٍن دًِِّين نَةّحٍلٍفّ‪(1. Cor 15,51) .‬‬
‫‪ܰ6‬دًاىوًأ مشٍمشِنِأ لتشوألع مشتحِأ ثعٍممُأ‪ .‬وًافّلوألح لًإوٍنهًِِّلتوألن دٍِِّالِىِأ دِِّنَىوًأ قوآلربِِّــِنِأ‬
‫دآلعٍممُأ مقٍبَِِّل وٍمقٍدٍِِّش بِِّروآلحِأ دآلقوآلدآلشِأ‪(Rm 15,16) .‬‬
‫‪ܰ7‬شَمشِأ نَةّحٍلٍفّ بِِّعٍمطِنِأ وسٍىرِا ثـٍدآلمِأ‪(Acts 2,20) .‬‬
‫‪ 8‬ولِإ اٍرهَِِّش بِِّمَدَِِّم اَلِإ دآلغِحَِِّخ ىْوِأ وحِد‪ً2‬ا وٍمشٍبِِّــٍح الٍلِىِأ‪(AMS 442) .‬‬

‫‪B. Add vowels and translate the following:‬‬

‫‪ܰ 1‬واحرين امّر ىل دان نةةبر ىنأ حزبأ دبى مسةةر انة منأ ةعبد وىّو فّنت دان حزبأ‬
‫نةةبر اةرا دبى إل نةةبر܀)‪(BH, KdT 7‬‬
‫‪ܰ 2‬اَةّامٍر دعل منأ إل رحِِّم لك ملكأ وىّو فّنت دديليةأ ىي دملكُّأ دإل نرمحون الينأ درب‬
‫منىون܀ )‪(BH, KdT 9‬‬
‫‪ܰ 3‬مطل دانش حكتمأ من فرؤوفى ومن زنوىي ومن حورى دانش مشةودع رعينأ ومّن دؤِِّبأ‬
‫دنعبد‪(KD 5).‬‬
Lesson 10
10. 1. Distinctive Characteristics of Verbs with a Pharyngal. or an /r/ as 3rd Radical .

For verbs with a pharyngal /ḥ/ or /‛/ as 3rd radical, /e/ becomes /a/ – i.e. the verbs in question always exhibit an a-
vocalism before the 3rd radical instead of an e. For example, the Pf. Pa. of šdr is ‫ شٍدألٍر‬šaddar < *šadder »he sent«. The
ʾAp̄. of dkr is ‫ اٍدآلكِّــٍر‬ʾaḏkar < *ʾaḏker »he mentioned«.
Further examples:
‫ اِمٍر‬ʾåmar < *ʾåmer »saying«
‫ شٍبِِّــٍح‬šabbaḥ < *šabbeḥ »he praised«
‫ع‬2ٍ‫ يِد‬yåḏa‛ < *yåḏe‛ »knowing«
10. 2. Distinctive Characteristics of Verbs with a Sibilant as 1st Radical.

For verbs with a sibilant as 1st radical, the forms of the verb stems ʾEṯp‛el. and ʾEṯpa‛‛al are irregular. The sequence
dental – sibilant is reversed to sibilant – dental (i.e. ʾEºt‛el and ʾEºta‛‛al instead of ʾEṯp‛el. and ʾEṯpa‛‛al). If the sibilant
in question is /z/ or /ṣ/, there is also a partial assimilation of the stem marker /t/, which is also expressed in the
orthography.
Examples:
‫ اَش ٍِِّةمٍش‬ʾeštammaš < *ʾeṯšammaš »he was served« (šmš)
‫ اَس ِِّةٍكِّــٍل‬ʾestakkal < *ʾeṯsakkal »he understood« (skl)
‫ اَزدِِّثـَن‬ʾezdḇen < ʾedzḇen < *ʾeṯzḇen »he/it was bought« (zbn)
‫ اَؤطٍبِِّــٍع‬ʾeṣṭabba‛ < ʾeṭṣabba‛ < *ʾeṯṣabba‛ »he was immersed (in water)/ he was made wet« (ṣb‛)

By contrast, the formation of ʾEttaº‛al is regular.

10. 3. Verbs with Object Suffixes: Introduction

The perfect, imperfect, imperative and infinitive – but not the participle – can have directly attached pronominal
suffixes (object suffixes) ( 6. 1.). There are no object suffixes for 3.m./f.pl.; instead, the enclitic personal pronouns
are used (.e.g. ‫ ك ٍّةث اَنوألن‬kṯaḇ-ʾennon »he wrote to them (m.pl.)«, not: kṯaḇ-hon). Verb forms of the 1.c.sg. cannot be
attached to the 1.sg. suffix (»I wrote to myself«), nor can forms of the 1.c.pl. be attached to 1.c.pl. suffixes, or forms
in the 2nd person sg. or pl. to the 2nd person. sg. or pl suffixes.
Verb forms with object suffixes are generally speaking not formally identical to the corresponding non-suffixed
forms. They often have a different syllable structure as well as old endings which are not (or no longer) present in
the corresponding non-suffixed forms, since they have dropped away in the absolute word ending.
 Lesson 10 73

The object suffixes in the perfect are as follows:

1.c.sg. 2.m.sg. 2.f.sg. 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.3.m. ‫ ــٍين‬-an y
‫ ــِخ‬-åḵ ‫ ـــًخي‬-ȩ̄ḵ y
‫ ـــًى‬-ȩ̄h ‫ ــِآ‬-åh ‫ ـــٍن‬-an ‫ خوألن‬-ḵōn
3.f. ‫ ــٍين‬-an y
‫ ــِخ‬-åḵ ‫ ـــًخي‬-ȩ̄ḵ y
‫ ـــًى‬-ȩ̄h ‫ ــِآ‬-åh ‫ ـــٍن‬-an ‫ خوألن‬-ḵōn
2.m. ‫ ــِين‬-ån y
— — ‫ يىْي‬-y hy
‫ ــِآ‬-åh ‫ ــِن‬-ån —
2.f. ‫ ني‬-ny
— — ‫ وىْي‬-w hy
‫ ِِّى‬-h ‫ ن‬-n —
1.c. — ‫ ــِخ‬-åḵ ‫ ـــًخي‬-ȩ̄ḵ y
‫ ـــًى‬-ȩ̄h ‫– ــِآ‬åh — ‫ خوألن‬-ḵōn
Pl.3.m. ‫ ني‬-ny
‫ خ‬-ḵ ‫ خي‬-ḵ y
‫ ىْي‬- y
h
‫ ِِّى‬-h ‫ ـن‬-n ‫ خوألن‬-ḵōn
3.f. ‫ ــِين‬-ån y
‫ ــِــخ‬-åḵ ‫ ـ ًـخي‬-ȩ̄ḵ y
‫ يىْي‬-y hy
‫ ــِــآ‬-åh ‫ ــِـــن‬-ån ‫ ــخوألن‬-ḵōn
2.m. ‫ ــِين‬-ån —
y
— ‫ يىْي‬-y hy
‫ ــِآ‬-åh ‫ ــِن‬-ån —
2.f. ‫ ــِين‬-ån —
y
— ‫ يىْي‬-y hy
‫ ــِآ‬-åh ‫ ــِن‬-ån —
1.c. — ‫ ــِخ‬-åḵ ‫ ــًخي‬-ȩ̄ḵ y
‫ يىْي‬-y hy
‫ ــِآ‬-åh — ‫ خوآلن‬-ḵōn
With regard to the form of the object suffixes, the following must be emphasized:
 The 1.c.sg. suffix has a basic form, ‫ ــٍين‬-(a)n < *-(a)nni, i.e. following on from the consonant ending –an , e.g.
y y

‫ ك ٍّةث ٍةّني‬kṯaḇṯan < *katabat-anni »she wrote to me«, otherwise –n in

y y

‫ كةٍّثةِّتين‬kṯaḇtīn »you (f.) wrote to me«.

y

 The 2.m./f.sg. suffixes ‫ ــِخ‬-åḵ and ‫ ـــًخي‬-ȩ̄ḵ when following forms ending on a vowel become ‫ خ‬-ḵ and
y

‫ خي‬-ḵ , e.g.
y

‫ كٍةّثوآلخ‬kaṯḇūḵ »they (m.) wrote to you (m.)«

‫ كٍةّثوآلخي‬kaṯḇūḵ »they (m.) wrote to you (f.)«.
y

 The 3.m.sg. suffix has both a short form, ‫ ـــًى‬-ȩ̄h, and several long form variants: ‫ يىْي‬-y , ‫ وىْي‬-w and ‫ىْي‬ hy hy

- y (the consonant sequence <hy> is never pronounced!). The short form ‫ ـــًى‬-ȩ̄h usually follows forms which
h

end on a consonant,26 including

‫ كٍةّبّـًى‬kaṯḇȩ̄h »he wrote to him« (Pf. Pe.),
‫ كةٍّثةًّى‬kṯaḇṯȩ̄h »she wrote to him« (Pf. Pe.),
‫ كةٍّثةًِِّى‬kṯaḇtȩ̄h »I wrote to him« (Pf. Pe.) and
‫ مَخةِّثًى‬meḵtḇȩ̄h »his writing« (Inf. Pe.).
The long form variants often follow forms which end on a vowel,
including the 2.f.sg. and 1.-3. pl. perfect, as well as all forms of the imperative. By contrast,
both suffix forms (the short form and the long form variants) can be used with all imperfect forms
(see also  10. 3.).
Further rules can be specified for the long form variants ‫ وىْي‬-w hy
and ‫ ىْي‬- y:h

- the ‫ وىْي‬-w hy
variant mostly occurs following the feminine ending –y (full vowel –ī-)

26
These endings can most likely be explained historically as follows: - ȩ̄h < -Vhī; -åy < -åhi; -īw < -īhū; -ū < -ūhū (-hū and -hī as variations of the basic
form of the suffix 3.m.sg.).
74 Lesson 10

e.g.
‫ ك ٍّةثةِّتوىْي‬kṯaḇtīw »you (f.) wrote to him« (Pf. Pe.),
hy

‫ كةّوألثتوىْي‬kṯoḇīw »write (f.) to him!« (Imp. Pe.).

hy

- the -hy variant occurs only after the masculine ending -w (full vowel –ū-)
e.g. in
‫ كٍةّثوآلىْي‬kaṯḇū y »they (m.) wrote to him« [Read! kaṯḇūy] (Pf. Pe.) and
h

‫ كوآلةّثوآلىْي‬kuṯḇū y »write (m.) to him!« [Read! kuṯḇūy] (Imp. Pe.).

h

Further examples:
‫كةثةِّتوىْي‬ ٍّ kṯaḇtīw »she wrote to him« (Pf., Pe.)
hy

‫ نَخةِّثوآلنِيىْي‬neḵtḇūnåy »they (m.) shall write to him« (Impf., Pe.)

hy

‫ نَخةِّثوآلنًى‬neḵtḇūnȩ̄h »they (m.) shall write to him« (Impf., Pe.)

‫ كةّوألثِيىْي‬kṯoḇåy »write to him!« (Imp., Pe.)
hy

 The 3.f.sg. suffix is ‫ ــِآ‬-åh (following a final consonant) or ‫ آ‬-h (following a final vowel in the verb form., e.g.
ِِّ‫ كةٍّثةِِِّى‬kṯaḇtåh < *katabtī-h(å) »you (f.) wrote to her«).
 The. 1.c.pl. suffix is ‫– ـــٍن‬an / ‫ ـــِن‬-ån (following a final consonant) or ‫ ـن‬-n (following a final vowel in the verb
form, e.g. ‫ كةٍّثةِّتن‬kṯaḇtīn < *katabtī-n(a) »you (f.) wrote to us«).

Wih regard to personal endings preceding .suffixes, the following must be emphasized:
 The 2.m.sg. form in the imperfect and imperative takes the (secondary) ending –ay- when followed by the
1.c.sg. suffix.., e.g. ‫ ةَخةِّوألثــٍيين‬teḵtoḇayn y
»you (m.) shall write to me«; ‫ كةّوألثــٍيين‬kṯoḇayn y
»write to
me!«.
 The 3.m.sg. form in the imperfect takes the ending –ī- (full vowel) when followed by the 3.m.sg. suffix,
analogous to the feminine form, e.g. ‫ نَخةِّثـتوىْي‬neḵtḇīw hy
»he shall write to him«.
 The m.pl. form in the imperative. takes one of two endings, either –ū- or (in parallel to the 2.m.pl. preceding
‫ كوآلةّبِِّوآلني‬kuṯbūn »write (m.) to me!« or ‫ ك آلوةّبِِّوآلنِين‬kuṯbūnån »write (m.) to me!«.
suffixes.) –ūnå- e.g. y y

 The f.pl. form takes one of two endings, either –å- or –ȩ̄nå-, e.g. ‫ كةّوألثِني‬kṯoḇån »write (f.) to me!« or
y

‫ كةّوألثـًينِين‬kṯoḇȩ̄nån »write (f.) to me!«

y

10. 4. The Perfect with Object Suffixes

When it precedes object suffixes (with the exception of 2.pl.), the base of the perfect in several forms is ‫ كٍةّث‬kaṯḇ- <
*katab- (in contrast to ‫ ك ٍّةث‬kṯaḇ- for corresponding forms without suffixes.); otherwise, it is ‫ ك ٍّةث‬kṯaḇ- (also in the
3.f.sg. and 1.c.sg., in contrast to the base ‫ رَحم‬reḥm- for corresponding forms without suffixes.). Verbs with the
thematic vowel e have *qṭel as their base instead of *qṭal, e.g. ‫ رحَمةِّآ‬rḥemṯåh »she loved her«.
 Lesson 10 75

The following is the paradigm for the perfect P‛al with object suffixes, taking ‫ ك ٍّةث‬kṯaḇ »to write« as an example:

P‛al 1.c.sg. 2.m.sg. 2.f.sg.

Sg.3.m. ‫كةٍّث‬ ‫كٍةّثـٍين‬ ‫كٍةّثِخ‬ ‫كٍةّثـًخي‬
y
kṯaḇ kaṯḇan kaṯḇåḵ kaṯḇȩ̄ḵy
3.f. ّ‫كَةّبِِّـٍة‬ ‫كةٍٍّث ٍّةني‬ ‫كةٍّثةِّخ‬ ‫ثةًخي‬
ّ ٍّ‫كة‬
y
keṯbaṯ kṯaḇṯan kṯaḇṯåḵ kṯaḇṯȩ̄ḵy
2.m. ِّ‫كةٍّثة‬ ‫كةٍّثةِِّني‬ — —
y
kṯaḇt kṯaḇtån
2.f. ‫كةٍّثةِّي‬ ‫كةٍٍّثـةِّتين‬ — —
y y
kṯaḇt kṯaḇtīn
1.c. ّ‫كَةّبَِِّة‬ — ‫كةٍّثةِِّخ‬ ‫كةٍّثةًِّخي‬
keṯbeṯ kṯaḇtåḵ kṯaḇtȩ̄ḵy
Pl.3.m. ‫كةٍٍّثو‬ ‫كٍةّثوآلني‬ ‫كٍةّثوآلخ‬ ‫كٍةّثوآلخي‬
w y
kṯaḇ kaṯḇūn kaṯḇūḵ kaṯḇūḵy
3.f. ‫كةٍّثي‬ ‫كٍةّثِين‬ ‫كٍةّثِــخ‬ ‫كٍةّثــُخي‬
y y
kṯaḇ kaṯḇån kaṯḇåḵ kaṯḇȩ̄ḵy
2.m. ‫كةٍّثـةِّوألن‬ ‫كةٍّثـةِّوألنِين‬ — —
y
kṯaḇtōn kṯaḇtōnån
2.f. ‫كةٍّثـةًِّينِين كةٍّثةًِّين‬ — —
y
kṯaḇtȩ̄n kṯaḇtȩ̄nån
1.c. ‫كةٍّثن‬ — ‫كةٍّثنِخ‬ ‫كةٍّثنًخي‬
kṯaḇn kṯaḇnåḵ kṯaḇnȩ̄ḵy

P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.3.m. ‫كةٍث‬
ّ ‫كٍةّثـًى‬ ‫كٍةّثِآ‬ ‫كٍةّثـٍن‬ ‫كةٍّثخوألن‬
kṯaḇ kaṯḇȩ̄h kaṯḇåh kaṯḇan kṯaḇḵōn
3.f. ّ‫كَةّبِِّـٍة‬ ‫ثةًى‬
ّ ٍّ‫كة‬ ‫كةٍّثةِّآ‬ ‫ثةٍن‬
ّ ٍّ‫كة‬ ‫كَةّبِِّـٍةّخوألن‬
keṯbaṯ kṯaḇṯȩ̄h kṯaḇṯåh kṯaḇṯan keṯbaṯḵōn
2.m. ِّ‫كةٍثة‬
ّ ‫كةٍّثةِِّيىْي‬ ِِّ‫كةٍٍّثةِِّى‬ ‫كةٍٍّثةِِّن‬ —
kṯaḇt kṯaḇtåyhy kṯaḇtåh kṯaḇtån
2.f. ‫كةٍثةِّي‬
ّ ‫كةٍٍّثةِّتوىْي‬ ِِّ‫كةٍٍّثةِّتى‬ ‫كةٍٍّثةِّتن‬ —
kṯaḇty kṯaḇtīwhy kṯaḇtīh kṯaḇtīn
1.c. ّ‫كَةّبَِِّة‬ ‫كةٍٍّثةًِّى‬ ‫كةٍثةِِّآ‬ — ‫كةٍّبّةِّخوألن‬
keṯbeṯ kṯaḇtȩ̄h kṯaḇtåh kṯaḇtḵōn
76 Lesson 10

Pl.3.m. ‫كةٍثو‬
ّ ‫كٍةّثوآلىْي‬ ِِّ‫كٍةّثوآلى‬ ‫كٍةّثوآلن‬ ‫كٍةّبّوآلخوألن‬
kṯaḇw kaṯḇūhy kaṯḇūh kaṯḇūn kaṯḇūḵōn
3.f. ‫كةٍثي‬
ّ ‫كٍةّثِيىْي‬ ‫كٍةّثِــآ‬ ‫كٍةّثــِــن‬ ‫كةٍٍّثــخوألن‬
kṯaḇy kaṯḇåyhy kaṯḇåh kaṯḇån kṯaḇḵōn
2.m. ‫كةٍثـةِّوألن‬
ّ ‫كةٍٍّثـةِّوألنِن كةٍٍّثـةِّوألنِآ كةٍٍّثـةِّوألنِيىْي‬ —
kṯaḇtōn kṯaḇtōnåyhy kṯaḇtōnåh kṯaḇtōnån
2.f. ‫كةٍثةًِّين‬
ّ ‫كةٍٍّثـةًِّينِن كةٍٍّثـةًِّينِآ كةٍٍّثـةًِّنِيىْي‬ —
kṯaḇtȩ̄n kṯaḇtēnåyhy kṯaḇtȩ̄nåh kṯaḇtȩ̄nån
1.c. ‫كةٍثن‬
ّ ‫كةٍٍّثـنِيىْي‬ ‫كةٍٍّثنِآ‬ — ‫كةٍٍّثنِخوآلن‬
kṯaḇn kṯaḇnåyhy kṯaḇnåh Kṯaḇnåḵōn

The perfect forms of derived verb stems with suffixes are formed analogously.

10. 5. The Imperfect with Object Suffixes

The paradigm of the imperfect with object suffixes is as follows:

P‛al 1.c.sg. 2.m.sg. 2.f.sg.

Sg.3.m. ‫نَخةِّوألث‬ ‫نَخةِّثــٍين‬ ‫نََخةِّثِخ‬ ‫نَخةِّثـًخي‬
neḵtoḇ neḵtḇany neḵtḇåḵ neḵtḇȩ̄ḵy
3.f. ‫ةَخةِّوألث‬ ‫ةَخةِّثــٍين‬ ‫ةَخةِّثِخ‬ ‫ةَخةِّثـًخي‬
teḵtoḇ teḵtḇany teḵtḇåḵ teḵtḇȩ̄ḵy
‫ةَخةِّوألثــٍيين ةَخةِّوألثي‬
teḵtoḇy teḵtoḇayny
2.m. ‫ةَخةِّوألث‬ ‫ةَخةِّثــٍين‬ — —
teḵtoḇ teḵtḇany
‫ةَخةِّوألثــٍيين‬
teḵtoḇayny
2.f. ‫ةَخةِّوألثنت‬ ‫ةَخةِّثتنِين‬ — —
teḵtoḇīn teḵtḇīnåny

Pl.3.m. ‫نَخةِّثوآلن‬ ‫نَخةِّثوآلنِين‬ ‫نَخةِّثوآلنِخ‬ ‫نَخةِّثوآلنًخي‬

neḵtḇūn neḵtḇūnåny neḵtḇūnåḵ neḵtḇūnȩ̄ḵy
3.f. ‫نَخةِّثِــن‬ ‫نَخةِّثِنِني‬ ‫نَخةِّثِنِــخ‬ ‫نَخةِّثِنًخي‬
neḵtḇån neḵtḇånåny neḵtḇånåḵ neḵtḇånȩ̄ḵy


 Lesson 10 77

P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.3.m. ‫نَخةِّوألث‬ ‫نَخةِّثـتآ نَخةِّثـًى‬ ‫نَخةِّوألثخوألن نَخةِّثــٍن‬
neḵtoḇ neḵtḇȩ̄h neḵtḇīh neḵtḇan neḵtoḇḵōn
‫نَخةِّثـتوىْي‬
neḵtḇīwhy
3.f. ‫ةَخةِّوألث‬ ‫ةَخةِّثـًى‬
teḵtoḇ teḵtḇȩ̄h
‫ةَخةِّثتوىْي ةَخةِّوألثي‬
teḵtoḇy teḵtḇīwhy
2.m. ‫ةَخةِّثتآ ةَخةِّثتوىْي ةَخةِّوألث‬ ‫ةَخةِّثــٍن‬ —
hy
teḵtoḇ teḵtḇīw teḵtḇīh teḵtḇan
‫ةَخةِّوألثــٍني ةَخةِّوألثـًيآ ةَخةِّثـًى‬
teḵtḇȩ̄h teḵtoḇȩ̄h teḵtoḇayn
‫ةَخةِّوألثِيىْي‬
teḵtoḇåyhy
2.f. ‫ةَخةِّثتنِن ةَخةِّثتنِآ ةَخةِّثتنِيىْي ةَخةِّثنت‬ —
hy
teḵtḇīn teḵtḇīnåy teḵtḇīnåh teḵtḇīnån
‫ةَخةِّثتنًى‬
teḵtḇīnȩ̄h
Pl.3.m. ‫نَخةِّثوآلنِخوألن نَخةِّثوآلنِن نَخةِّثوآلنِآ نَخةِّثوآلنِيىْي نَخةِّثوآلن‬
neḵtḇūn neḵtḇūnåyhy neḵtḇūnåh neḵtḇūnån neḵtḇūnåḵōn
‫نَخةِّثوآلنًى‬
neḵtḇūnȩ̄h
3.f. ‫نَخةِّثِنِخوألن نَخةِّثـِنِــن نَخةِّثِنِــآ نَخةِّثِنِيىْي نَخةِّثِــن‬
neḵtḇån neḵtḇånåyhy neḵtḇånåh neḵtḇånån neḵtḇånåḵōn
‫نَخةِّثِنُى‬
neḵtḇånȩ̄h

10. 6. The Imperative with Object Suffixes

Imperatives only take 1st and 3rd person suffixes. With the exception of the 2.m.pl, the base is ‫ كةّوألث‬kṯoḇ-, and is
thus the same as the forms without suffixes (with the thematic vowel a e.g. ‫ رحٍم‬rḥam- »love!«, and with the
thematic vowel e e.g. ‫ زثــَن‬zḇen- »buy!«). As a general rule, only the 2.m.pl. takes the base ِِّ‫ كوآلةّب‬kuṯb-.
78 Lesson 10

The paradigm of the imperative with object suffixes is as follows:

P‛al 1.c.sg. 2.m.sg. 2.f.sg.

Sg.m. ‫كةّوألث‬ ‫كةّوألثـٍيين‬ — —
kṯoḇ kṯoḇayn y

f. ‫كةّوألثي‬ ‫كةّوألثتين‬ — —
ḵtoḇ y
kṯoḇīn y

Pl.m. ‫كةّوألثو‬ ‫كوآلةّبِِّوآلني‬ — —

y
kṯoḇ w
kuṯbūn
‫كةّوألثوآلن‬ ‫كوآلةّبِِّوآلنِين‬ — —
y
kṯoḇūn kuṯbūnån
f. ‫كةّوألثو‬ ‫كةّوألثِني‬ — —
y
kṯoḇ w
kṯoḇån
‫كةّوألثـًني‬ ‫كةّوألثـًينِين‬ — —
y
kṯoḇȩ̄n kṯoḇȩ̄nån

P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.m. ‫كةّوألث‬ ‫كةّوألثِيىْي‬ ‫كةّوألثـًيآ‬ ‫كةّوألثـٍني‬ —
kṯoḇ kṯoḇåyhy kṯoḇȩ̄h kṯoḇayn
f. ‫كةّوألثي‬ ‫كةّوألثتوىْي‬ ‫كةّوألثتآ‬ ‫كةّوألثنت‬ —
ḵtoḇy kṯoḇīwhy kṯoḇīh kṯoḇīn

Pl.3.m. ‫كةّوألثو‬ ‫كوآلةّبِِّوآلىْي‬ ِِّ‫كوآلةّبِِّوآلن كوآلةّبِِّوآلى‬ —

w h
kṯoḇ kuṯbū y kuṯboh kuṯbūn
‫كوآلةّبِِّوآلنِن كوآلةّبِِّوآلنِآ كوآلةّبِِّوآلنِيىْي كةّوألثوآلن‬ —
hy
kṯoḇōn kuṯbunåy kuṯbunåh kuṯbunån
3.f. ‫كةّوألثو‬ ‫كةّوألثِيىْي‬ ‫كةّوألثِــآ‬ ‫كةّوألثِــن‬ —
w hy
kṯoḇ kṯoḇåy kṯoḇåh kṯoḇån
‫كةّوألثـًينِن كةّوألثـًينِآ كةّوألثـًينِيىْي كةّوألثـًني‬ —
hy
kṯoḇȩ̄n kṯoḇȩ̄nåy kṯoḇȩ̄nåh kṯoḇȩ̄nån

10. 7. The Infinitive with Object Suffixes

Infinitives can have nominal or verbal rection. As such, they can take possessive suffixes or object suffixes, according
to syntax: e.g. ‫ مَخةٍِِّثي‬meḵtaḇ »my writing«; but also: ‫ ملَخةِّثـٍين‬l-meḵtḇan
y y
»to write to me/in order to write to
me«.
 Lesson 10 79

For the infinitive of the basic stem, the a-vowel of the second syllable is reduced to schwa when preceding a suffix,
except for the 2.pl. The forms (of ٍّ kṯaḇ) are:
‫كةث‬

P‛al 1.c.sg. 2.m.sg. 2.f.sg. 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

‫مَخةٍِّثخوألن مَخةِّثـٍن مَخةِّثـِآ مَخةِّثـًى مَخةِّثـًخي مَخةِّثِخ مَخةِّثـٍين مَخةٍِّث‬
meḵtaḇ meḵtḇany meḵtḇåḵ meḵtḇȩ̄ḵy meḵtḇȩ̄h meḵtḇåh meḵtḇan meḵtaḇḵōn

The infinitives of derived stems take the ending -ūṯ- (in place of –ū) when followed by a suffix.
The syllable structure does not change. The forms of ʾAº‛el are as follows (the forms of the remaining stems are built
analogously):

ʾAº‛el 1.c.sg. 2.m.sg. 2.f.sg. 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

‫مٍخةِِّثوآل‬ ‫مٍخةِِّث آلوةّخوألن مٍخةِِّثوآلةٍّن مٍخةِِّث آلوةِّآ مٍخةِِّثوآلةًّى مٍخةِِّثوآلةًّخي مٍخةِِّثوآلةِّخ مٍخةِِّثوآلةٍّني‬
maḵtåḇū maḵtåḇūṯany maḵtåḇūṯåḵ maḵtåḇūṯȩ̄ḵ y maḵtåḇūṯȩ̄h maḵtåḇūṯåh maḵtåḇūṯan maḵtåḇūṯḵōn

10. 8. Vocabulary

A. blasphemy guddåp̄å ‫ه آلودِِِّفِّأ‬ assembly knūšṯå ‫كنوآلشةِّأ‬

judge
pain
single, hermit
prison
peace
Verb Forms
ʾEṯpa. to be apportioned
ʾEṯpe. to be crucified
Pe. to be baptized (a-a)
ʾEṯpa. to be justified
Pe. to accompany
Pe. to kill (a-o)
Pe. to kill by stoning (a-o)
ʾEṯpa. to provoke
ʾEṯpa. to have mercy
ʾAp̄. to hand over
ʾEṯpe. to become separated
Pe. to injure (a-o)
ʾAp̄. to obtain
ʾAp̄. to be aware of
dayyånå ‫دٍيِنِأ‬ pain ḥaššå ‫حٍشِأ‬
kẹ̄ʾḇå ‫كًاثِأ‬ bosom ‛ubbå ‫عوآلبِِّــِأ‬
īḥīḏåyå ‫حتتدآلِيِأ‬ profit yōṯrånå ‫يوألةّرِنِأ‬
bȩ̄ṯ ’assīrȩ̄ ‫بًيةّ اٍستذًا‬ B. foolish saḵlå ‫سٍخلِإ‬
šlåmå ‫شلِمِأ‬ person, self qnōmå ‫قنومِأ‬ ‫أل‬
neṯpallaḡ ّ‫ نَةّفِّــٍلٍه‬/ ʾeṯpallaḡ ّ‫اَةّفِّــٍلٍه‬
nezḏqep̄ ّ‫ نَزدآلقَف‬/ ʾezḏqep̄ ّ‫اَزدآلقَف‬
ne‛maḏ ‫ نَعمٍدآل‬/ ‛maḏ ‫د‬
‫عمٍ آل‬
nezdåddaq‫ نَز ٍِِّد ٍِِّدق‬/ ʾezdåddaq ‫اَز ٍِِّد ٍِِّدق‬
neqqap̄ ّ‫ نَقٍف‬/ nqep̄ ّ‫نقَف‬
neqṭol ‫ول‬ ‫ نَقط أل‬/ qṭal ‫قطٍل‬
nerḡom ‫ نَرهّوألم‬/ rḡam ‫رهّــٍم‬
neṯḥammaṯ ّ‫ نَةّحٍمٍة‬/ ’eṯḥammaṯ ّ‫اَةّحٍمٍة‬
neṯraḥḥam ‫ نَةّرٍحٍم‬/ ʾeṯraḥḥem ‫اَةّرٍحٍم‬
našlem ‫ نٍشلَم‬/’ašlem ‫اٍشلَم‬
neṯpreš ‫ نَةّفِّرَش‬/ ʾeṯpreš ‫اَةّفِّرَش‬
nesḡop̄ ّ‫وف‬
‫ نَسهّ أل‬/ sḡap̄ ّ‫سهّــٍف‬
naḏreḵ ‫ نٍدآلرَخ‬/ ’aḏreḵ ‫اٍدآلرَخ‬
narḡeš ‫ نٍرهّــَش‬/ ’arḡeš ‫اٍرهّــَش‬
‫‪80‬‬ ‫‪Lesson 10‬‬

‫‪10. 9.‬‬ ‫‪Exercises‬‬

‫‪A. Translate the following:‬‬
‫‪ܰ 1‬كٍدآل د‪ً2‬ين اٍرهَشّو اٍثِىِوىي بىِد‪ً2‬ا‪ :‬حٍشِأ رٍبــِأ اٍدآلرَخ اَنوألن‪ :‬وكــًاثِأ عوآلبِِّيِنِيِأ نقَفّ لىوألن‪:‬‬
‫دحتتدآلىوألن مَةّفرَش مَنىوألن‪(MJ 6).‬‬
‫‪ܰ 2‬دٍملِأ اَةّفِّــٍلٍهّ لًى مشتحِأ‪ .‬اِو ملِأ فِّــِولِوس اَزدِِّقَفّ عٍل اٍفِّــٍيكِّوألن‪ .‬اِو بِِّـٍشمًى دِِّفِّــِولِوس‬
‫عمٍدِِّةِّوألن‪(1. Cor 1,13).‬‬
‫وةِّأ نَىوًأ لٍن شلِمِأ لوِةّ اٍلِىِأ‪ .‬بِِّمِرٍن تشوألع مشتحِأ‪(Rm 5,1) .‬‬ ‫‪ܰ3‬مطل دَِِّازدٍِِّدٍِِّقن ىِختل بِِّىٍيمِن آل‬
‫‪ 4‬ونَردِِّفّوآلنِخوألن ونٍشلموآلنِخوألن لٍخنوآلُّشِةِّأ وٍلثًيةّ اٍستذًا وٍنقٍرثوآلنِخوألن قدآلِم مٍلكِّــُأ وىًغموألنُأ‬
‫مَطل شَمي‪(Lk 21,12) .‬‬
‫‪ܰ 5‬مطل ىِنِأ اِمٍر اْنِأ خلوألن دِِّخل حطِىتن وغوآلدِِِّفّتن‪ .‬نَشةٍِِّثقوآلن لٍثنٍينِشِأ‪ .‬هِِّوآلدٍِِّفِّأ دً‪2‬ين دِِّعٍل‬
‫روآلحِأ لِإ نَشةِّثَق لٍثنٍينِشِأ‪(Mt 12,31).‬‬
‫‪ܰ6‬وِامٍر لىوألن‪ .‬دٍ‪2‬ثرًى دِِّاْنِشِأ مَشةِّلَم بِِّاتدٍ‪2‬ي اْنِشِأ‪ .‬ونَقطلوألنِيىْي‪(Mk 9,31).‬‬
‫‪ܰ7‬ىِيدًين اَةّحٍمٍةّ دٍيِنِأ‪ :‬وٍفّقٍدآل دنَرهِِّموآلنِيىي لقٍدتشِأ‪(AMS 438).‬‬

‫‪B. Add vowels and translate the following:‬‬

‫‪ܰ1‬ىوأ بيومةى دىَرِو ‪2‬دَس ملكأ دآلتىوآلدآلِا‪.‬كىنأ حد دمشى ىْوأ زكّــٍريِأ‪ .‬من ةمششةأ دبية اٍثيٍأ‬
‫وانْةةى من بنةى دٍاىروألن مشىِِّ ىْوأ اَلتشبّــٍع‪(Lk 1,5) .‬‬
‫‪ܰ2‬وقرا بقإل رمأ وامر ابي‪ .‬اٍثرِىِم اةرحم علي‪ .‬وشدر للِعزٍر‪(Lk 16,24) .‬‬
‫‪ܰ3‬افوقرطيس امّر دمِِّن دمسهف قنومى مطل يوةرنأ مدم دحربى سكإل ىْو܀)‪(BH, KdT 15‬‬
Lesson 11
11. 1. Weak Verbs: I-n Verbs
Verbs with three or (more rarely) four consonantal radicals which do not exhibit any changes (in the sense of
assimilations or similar phenomena) in the different verb forms are known as strong verbs. By contrast, weak verbs
are verbs which contain at least one variable radical. This inclues the semivowels w and y, as well as ʾ, and also n
when it occupies the first position in the root. Traditionally, the mediae geminatae verbs with identical 2nd and 3rd
radicals are also considered to be weak verbs (e.g. ‫ بٍز‬baz »to plunder « bzz).
I-n verbs (also known as primae Nun verbs) have a distinctive characteristic, namely, that the initial n, when non-
vocalized, is assimilated to the consonant which follows it (with the exception of h) ( 3. 1.). For example, the p‛al of
‫ نفّـٍق‬np̄aq is: ‫ نَفِّوألق‬neppoq < *nenpoq »to go out« (by contrast, there is no assimilation in ‫ نىٍر‬nhar : ‫ نَنىٍر‬nenhar
»to be lit«). Analogous assimilations also occur in Aº‛el and ʾEttaº‛al, e.g. ‫ اٍفَِّق‬ʾappeq < *ʾanpeq »he brought out«,
‫ اَةِّةٍِِّفِّــٍق‬ʾettappaq < *ʾettanpaq »he was driven out«.
For most I-n verbs, the imperative. P‛al is built without the 1 st radical, e.g.
‫ فوألق‬poq »go out!«
‫ فَل‬pel »fall down!«
‫ سٍث‬saḇ »take!«.

All I-n verbs which are also III-y verbs build the imperative with the 1 st radical., e.g. ‫ نؤت‬nṣī »argue!«.
82 Lesson 11

The following is the paradigm for I-n verbs, taking ‫ نفّــٍق‬np̄aq »to go out«, ‫ نفّــٍل‬np̄al »to fall down«, ‫ نسٍث‬nsaḇ
»to take« as examples:

Imperfect:
P‛al
Sg.3.m. ‫نَفِّوألق‬ ‫نَفَِّل‬ ‫نَسٍث‬
neppoq neppel nessaḇ
3.f. ‫ةَفِّوألق‬ ‫ةَفَِّل‬ ‫ةَسٍث‬
teppoq teppel tessaḇ
2.m. ‫ةَفِّوألق‬ ‫ةَفَِّل‬ ‫ةَسٍث‬
teppoq teppel tessaḇ
2.f. ‫ةَفِّقنت‬ ‫ةَفِّلنت‬ ‫ةَسثنت‬
teppqīn tepplīn tessḇīn
1.c. ‫اَفِّوألق‬ ‫اَفَِّل‬ ‫اَسٍث‬
’eppoq ’eppel ’essaḇ
Pl.3.m. ‫نَفِّقوآلن‬ ‫نَفِّلوآلن‬ ‫نَسثوآلن‬
neppqūn nepplūn nessḇūn
3.f. ‫نَفِّقِــن‬ ‫نَفِّلِــن‬ ‫نَسثِــن‬
neppqån nepplån nessḇån
2.m. ‫ةَفِّقوآلن‬ ‫ةَفِّلوآلن‬ ‫ةَسثوآلن‬
teppqūn tepplūn nessḇūn
2.f. ‫ةَفِّقِــن‬ ‫ةَفِّلِــن‬ ‫ةَسثِــن‬
teppqån tepplån te ḇån
1.c. ‫نَفِّوألق‬ ‫نَفَِّل‬ ‫نَسٍث‬
neppoq neppel nessaḇ
 Lesson 11 83

Perfect: Imperfect:
ʾAp̄‛el ʾEttaº‛al ʾAp̄‛el ʾEttaº‛al
Sg.3.m. ‫اٍفَِّق‬ ‫اَةِّةٍِّفِّــٍق‬ ‫نٍفَِّق‬ ‫نَةِّةٍِّفِّــٍق‬
’appeq ʾettappaq nappeq nettappaq
3.f. ّ‫اٍفِّقٍة‬ ّ‫اَةِّةٍِّفِّقٍة‬ ‫ةٍفَِّق‬ ‫ةَةٍِّفِّــٍق‬
’appqaṯ ʾettappqaṯ tappeq tettappaq
2.m. ِّ‫اٍفَِّقة‬ ِّ‫اَةِّةٍِّفِّــٍقة‬ ‫ةٍفَِّق‬ ‫ةَةٍِّفِّــٍق‬
’appeqt ʾettappaqt tappeq tettappaq
2.f. ‫اٍفَِّقةِّي‬ ‫اَةِّةٍِّفِّــٍقةِّي‬ ‫ةٍفِّقنت‬ ‫ةَةٍِّفِّقنت‬
’appeqty ʾettappaqty tappqīn tettappqīn
1.c. ّ‫اٍفِّقَة‬ ّ‫اَةِّةٍِّفِّقَة‬ ‫اٍفَِّق‬ ‫اَةِّةٍِّفِّــٍق‬
’appqeṯ ʾettappqeṯ ’appeq ’ettappaq
Pl.3.m. ‫اٍفَِّقو‬ ‫اَةِّةٍِّفِّــٍقو‬ ‫نٍفِّقوآلن‬ ‫نَةِّةٍِّفِّقوآلن‬
’appeqw ’ettappaqw nappqūn nettappqūn
3.f. ‫اٍفَِّقي‬ ‫اَةِّةٍِّفِّــٍقي‬ ‫نٍفِّقِــن‬ ‫نَةِّةٍِّفِّقِــن‬
’appeqy ’ettappaqy nappqån nettappqån
2.m. ‫اَةِّةٍِّفِّــٍقةِّوألن اٍفَِّقةِّوألن‬ ‫ةٍفِّقوآلن‬ ‫ةَةٍِّفِّقوآلن‬
’appeqtōn ’ettappaqtōn tappqūn tettappqūn
2.f. ‫اَةِّةٍِّفِّــٍقةًِّين اٍفَِّقةًِّين‬ ‫ةٍفِّقِــن‬ ‫ةَةٍِّفِّقِــن‬
’appeqtȩ̄n ’ettappaqtȩ̄n tappqån tettappqån
1.c. ‫اٍفَِّقن‬ ‫اَةِّةٍِّفِّــٍقن‬ ‫نٍفَِّق‬ ‫نَةِّةٍِّفِّــٍق‬
’appeqn ’ettappaqn nappeq Nettappaq
‫اٍفَِّقنٍن‬ ‫اَةِّةٍِّفِّــٍقنٍن‬
’appeqnan ’ettappaqnan
84 Lesson 11

Imperative:

P‛al ʾAp̄‛el ʾEttaº‛al

Sg.2.m. ‫فوألق‬ ‫فَل‬ ‫سٍث‬ ‫اٍفَِّق‬ ‫اَةِّةٍِّفِّــٍق‬
poq pel saḇ ’appeq ’ettappaq
2.f. ‫فوألقي‬ ‫سٍثي فَلي‬ ‫اٍفَِّقي‬ ‫اَةِّةٍِّفِّــٍقي‬
y y y y
poq pel saḇ ’appeq ’ettappaqy
Pl.2.m. ‫فوألقو‬ ‫سٍثو فَلو‬ ‫اٍفَِّقو‬ ‫اَةِّةٍِّفِّــٍقو‬
poqw pelw saḇw ’appeqw ’ettappaqw
‫فوألقوآلن‬ ‫سٍثوآلن فَلوآلن‬ ‫اٍفَِّقوآلن‬ ‫اَةِّةٍِّفِّــٍقوآلن‬
poqūn pelūn saḇūn ’appeqūn ’ettappaqūn
2.f. ‫فوألقي‬ ‫سٍثي فَلي‬ ‫اٍفَِّقي‬ ‫اَةِّةٍِّفِّــٍقي‬
poqy pely saḇy ’appeqy ’ettappaqy
‫فوألقًين‬ ‫سٍثـًين فَلًين‬ ‫اٍفَِّقًين‬ ‫اَةِّةٍِّفِّــٍقًين‬
poqȩ̄n pelȩ̄n saḇȩ̄n ’appeqȩ̄n ’ettappaqȩ̄n
Participles:
P‛al ʾAp̄‛el ʾEttaº‛al
Partizip Akt. m. ‫نِفّـَل نِفّـَق‬ ‫نِسَث‬ ‫مٍفَِّق‬ ‫مَةِّةٍِّفِّــٍق‬
nåp̄eq nåp̄el nåseḇ mappeq mettappaq
Partizip Akt. f. ‫نِفّـلِإ نِفّـقِأ‬ ‫نِسثِأ‬ ‫مٍفِّقِأ‬ ‫مَةِّةٍِّفِّقِأ‬
nåp̄qå nåp̄lå nåsḇå mappqå Mettappqå
Partizip Pass. m. ‫نفّتل نفّتق‬ ‫نستث‬ ‫مٍفِّــٍق‬ —
np̄īq np̄īl nsīḇ mappaq
Partizip Pass. f. ‫نفّتلِإ نفّتقِأ‬ ‫نستثِأ‬ ‫مٍفِّــٍقِأ‬ —
np̄īqå np̄īlå nsīḇå mappaqå
Infinitive:
P‛al ʾAp̄‛el ʾEttaº‛al
‫مَفِّــٍق‬ ‫مَفِّــٍل‬ ‫مَسٍث‬ ‫مٍفِّــِقوآل‬ ‫مَةِّةٍِّفِّــِقوآل‬
meppaq Meppal me aḇ mappåqū mettappåqū

11. 2. I-ʾÅlap̄ Verbs

The following rules apply to the paradigm for I-ʾÅlap̄ verbs:
1. In forms where a strong verb would take a schwa-vowel after the 1st radical., I-ʾÅlap̄ verbs take a full vowel.
It is usually /e/, or more rarely /a/ (when preceding an /o/-vowel or an /i/-vowel), e.g.
ٍّ kṯaḇ)
‫ اَخـٍل‬ʾeḵal »he ate« (cf. Pe. Pf. 3.m.sg. ‫كةث‬
Pe. Pf. 3.m.sg.
Pe. Imp. m.sg. ‫ اٍخوألل‬ʾaḵol »eat!« (cf. Pe. Imp. m.sg. ‫ كةّوألث‬kṯoḇ)
Pe. Imp. m.sg. ‫ اَمٍر‬ʾemar »say!« (cf. Pe. Imp. m.sg. ‫ رحٍم‬rḥam)
 Lesson 11 85

Pe. Part. Pass. ‫ اٍختل‬ʾaḵīl »eaten«; ‫ اٍمرت‬ʾamīr »said«

ʾEṯpe. Pf. 3.m.sg. ‫ اَةًّاخــَل‬ʾeṯȩ̄ʾḵel »he was eaten« (cf. ʾEṯpe. Pf. 3.m.sg. ‫َث‬2‫ اَةّكِّة‬ʾeṯkṯeḇ)
ʾEṯpe. Impf. 3.m.sg. ‫ نَةًّاخــَل‬neṯȩ̄ʾḵel »he will be eaten« (cf. ʾEṯpe. Pf. 3.m.sg. ‫َث‬2‫ نَةّكِّة‬neṯkṯeḇ)
ʾEṯpe. Part. ‫ مَةًّاخــَل‬meṯȩ̄ʾḵel »eaten« (cf. ʾEṯpe. Part. ‫َث‬2‫ مَةّكِّة‬meṯkṯeḇ)
ʾEṯpe. Imp. m.sg. ‫ اَةٍّاخل‬ʾeṯaʾḵl (cf. ʾEṯpe. Imp. m.sg. ‫ اَةّكِّــٍةّث‬ʾeṯkaṯḇ).

1st In verb forms of the derived verb stems (ʾEṯp‛el, ʾEṯpa‛‛al), ʾÅlap̄ is sometimes assimilated to a preceding
vowelless /t/, e.g. ‫ اَةِّةِّحَدآل‬ʾettḥeḏ < *ʾeṯʾeḥeḏ »he was taken/seized« (from ‫ اَحٍدآل‬ʾeḥaḏ »to take, to lay hold of«).

3. The stems ʾAº‛el and ʾEttaº‛al are built analogously to I-y verbs (= former I-w verbs). The forms in question
take a /w/ in place of /ʾ/, and follow the strong conjugation:
‫ܠ‬ ܶ
ʾAp̄. Pf. ‫ اِوكَِّل‬ʾåwkel (WS ‫ ܐ ݁ܘܟܠ‬ʾawkel); ʾEttap̄. ‫ اَةِّ ِِِّةوكِّــٍل‬ʾettåwkal (WS ‫ ܐ ݁ܬ ݁ܬ ݁ܘܟܠ‬ʾettawkal).
The impf. pe. must be singled out for particular attention, since here ES and WS differ significantly. ES always has an
/e/ vocalization in the prefix, whereas WS has an /e/ for verbs with an /o/ thematic vowel (=transitive type), but an
/i/ for verbs with an /a/ thematic vowel (intransitive type). These difference have an historical basis:

ES WS
‫ نًاخوألل‬nȩ̄ʾḵol (< *naʾḵol) ‫ ܢܶܐܟܰ ܽܰܘܠ‬nȩ̄ʾḵul »he shall eat«
‫ نًامٍر‬nẹ̄ʾmar (< *niʾmar) ‫ ܺܢ ܠ‬nī ʾmar »he shall say«
‫ܐܡܪ‬

Additionally, the inf. pe. is formed as follows:

ES WS
‫ مًاخــٍل‬mȩ̄ʾḵal ‫ܐܟܠ‬ܰ‫ ܶܡ ܠ‬mȩ̄ʾḵal »eating«
‫ مًامٍر‬mẹ̄ʾmar ‫ ܺܰܡ ܠ‬mīʾmar
‫ܐܡܪ‬ »saying«

The impf. pe. 1.sg. – with the dropping of the 1st radical (also in the orthography!) – is
ܶ ‫ اًخوألل‬ʾȩḵol < *ʾeʾḵol (WS
ܽ ‫ܠ‬
‫ ܐܟܘܠ‬ʾȩḵul) »I shall eat«; ‫ اًمٍر‬ʾẹmar < *ʾiʾmar (WS ‫ ܐܡܪ‬ʾīmar) »I shall say«. The corresponding form in the otherwise
‫ اٍكَِّل‬ʾakkel (instead of: *ʾ ʾakkel).
regular stem Pa‛‛el stem is e

It is important to note that. the verbs ‫ اَةِّأ‬ʾeṯå »to come«, ‫ اَزٍّل‬ʾezal »to go« and ّ‫ اٍلَف‬ʾallep̄ »to teach« (Pa.) take
irregular forms ( 14. 2.).
86 Lesson 11

The paradigm for I-ʾÅlap̄ verbs is as follows, taking ‫ اَخـٍل‬ʾeḵal »to eat« and ‫ اَمٍر‬ʾemar »to say« (without regular
forms) as examples:
Perfect:
P‛al Pa‛‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.3.m. ‫اَخـٍل‬ ‫اَمٍر‬ ‫اٍكَِّل‬ ‫اَةًّاخـَل‬ ‫اَةٍّاكِّــٍل‬
ʾeḵal ʾemar ʾakkel ʾeṯȩ̄ʾḵel ʾeṯaʾkkal
3.f. ّ‫اَخلٍة‬ ّ‫اَمرٍة‬ ّ‫اٍكِّلٍة‬ ّ‫اَةٍّاخلٍة‬ ّ‫اَةٍّاكِّلٍة‬
ʾeḵlaṯ ʾemraṯ ʾakklaṯ ʾeṯaʾḵlaṯ ʾeṯaʾkklaṯ
2.m. ِّ‫اَخـٍلة‬ ِّ‫اَمٍرة‬ ِّ‫اٍكِّــٍلة‬ ِّ‫اَةًّاخـَلة‬ ِّ‫اَةٍّاكِّــٍلة‬
ʾeḵalt ʾemart ʾakkalt ʾeṯȩ̄ʾḵelt ʾeṯaʾkkalt
2.f. ‫اَةٍّاكِّــٍلةِّي اَةًّاخـَلةِّي اٍكِّــٍلةِّي اَمٍرةِّي اَخـٍلةِّي‬
ʾeḵalty ʾemarty ʾakkalty ʾeṯȩ̄ʾḵelty ʾeṯaʾkkalty
1.c. ّ‫اَخلَة‬ ّ‫اَمرَة‬ ّ‫اٍكِّلَة‬ ّ‫اَةٍّاخلَة‬ ّ‫اَةٍّاكِّلَة‬
ʾeḵleṯ ʾemreṯ ʾakkleṯ ʾeṯaʾḵleṯ ʾeṯaʾkkleṯ
Pl.3.m. ‫اَخـٍلو‬ ‫اَمٍرو‬ ‫اٍكَِّلو‬ ‫اَةًّاخـَلو‬ ‫اَةٍّاكِّــٍلو‬
ʾeḵalw ʾemarw ʾakkelw ʾeṯȩ̄ʾḵelw ʾeṯaʾkkalw
‫اَةٍّاكِّــٍلوآلن اَةًّاخـَلوآلن اٍكَِّلوآلن اَمٍروآلن اَخـٍلوآلن‬
ʾeḵalūn ʾemarūn ʾakkelūn ʾeṯȩ̄ʾḵelūn ʾeṯaʾkkalūn
3.f. ‫اَخـٍلي‬ ‫اَمٍذي‬ ‫اٍكَِّلي‬ ‫اَةًّاخـَلي‬ ‫اَةٍّاكِّــٍلي‬
ʾeḵaly ʾemary ʾakkely ʾeṯȩ̄ʾḵely ʾeṯaʾkkaly
‫اَخـٍلًين‬ ‫اَمٍذًين‬ ‫اٍكَِّلًين‬ ‫اَةًّاخـَلًين‬ ‫اَةٍّاكِّــٍلًين‬
ʾeḵalȩ̄n ʾemarȩ̄n ʾakkelȩ̄n ʾeṯȩ̄ʾḵelȩ̄n ʾeṯaʾkkalȩ̄n
2.m. ‫اَةٍّاكِّــٍلةِّوألن اَةًّاخـَلةِّوألن اٍكَِّلةِّوألن اَمٍرةِّوألن اَخـٍلةِّوألن‬
ʾeḵaltōn ʾemartōn ʾakkeltōn ʾeṯȩ̄ʾḵeltōn ʾeṯaʾkkaltōn
2.f. ‫اَةٍّاكِّــٍلةًِّين اَةًّاخـَلةًِّين اٍكَِّلةًِّين اَمٍرةًِّين اَخـٍلةًِّين‬
ʾeḵaltȩ̄n ʾemartȩ̄n ʾakkeltȩ̄n ʾeṯȩ̄ʾḵeltȩ̄n ʾeṯaʾkkaltȩ̄n
1.c. ‫اَخـٍلن‬ ‫اَمٍرن‬ ‫اٍكَِّلن‬ ‫اَةًّاخـَلن‬ ‫اَةٍّاكِّــٍلن‬
ʾeḵaln ʾemarn ʾakkeln ʾeṯȩ̄ʾḵeln ʾeṯaʾkkaln
‫اَخـٍلنِن‬ ‫اَمٍرنٍن‬ ‫اٍكَِّلنٍن‬ ‫اَةًّاخـَلنٍن‬ ‫اَةٍّاكِّــٍلنٍن‬
ʾeḵalnan ʾemarnan ʾakkelnan ʾeṯȩ̄ʾḵelnan ʾeṯaʾkkalnan
 Lesson 11 87

Imperfect:
P‛al Pa‛‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.3.m. ‫نًاخوألل‬ ‫نًامٍر‬ ‫نٍاكَِّل‬ ‫نَةًّاخـَل‬ ‫نَةٍّاكِّــٍل‬
nȩ̄ʾḵol nẹ̄ʾmar naʾkkel neṯȩ̄ʾḵel neṯaʾkkal
3.f. ‫ةًاخوألل‬ ‫ةًامٍر‬ ‫ةٍاكَِّل‬ ‫ةَةًّاخـَل‬ ‫ةَ ّةٍاكِّــٍل‬
tȩ̄ʾḵol tẹ̄ʾmar taʾkkel teṯȩ̄ʾḵel teṯaʾkkal
2.m. ‫ةًاخوألل‬ ‫ةًامٍر‬ ‫ةٍاكَِّل‬ ‫ةَةًّاخـَل‬ ‫ةَ ّةٍاكِّــٍل‬
tȩ̄ʾḵol tẹ̄ʾmar taʾkkel teṯȩ̄ʾḵel teṯaʾkkal
2.f. ‫ةٍاكِّلنت ةًامرتن ةًاخلنت‬ ‫ةَةٍّاكّلنت‬ ‫ةَ ّةٍاكِّلنت‬
tȩ̄ʾḵlīn tẹ̄ʾmrīn taʾkklīn teṯaʾḵlīn neṯaʾkklīn
1.c. ‫اًخوألل‬ ‫اًمٍر‬ ‫اٍكَِّل‬ ‫اَةًّاخـَل‬ ‫اَ ّةٍاكِّــٍل‬
’ȩḵol ’ẹmar ’akkel ’eṯȩ̄ʾḵel ’eṯaʾkkal
Pl.3.m. ‫نَةٍّاكِّلوآلن نَةٍّاكّلوآلن نٍاكِّلوآلن نًامروألن نًاخلوآلن‬
nȩ̄ʾḵlūn nẹ̄ʾmrūn naʾkklūn neṯaʾḵlūn neṯaʾkklūn
3.f. ‫نًاخـلِن‬ ِ ً‫نٍاكِّـلِـن ن‬
‫امذن‬ ‫نَةٍّاكّلِــن‬ ‫نَةٍّاكِّلِــن‬
nȩ̄ʾḵlån nẹ̄ʾmrån naʾkklån neṯaʾḵlån neṯaʾkklån
2.m. ‫ةَةٍّاكِّلوآلن ةَةٍّاكّلوآلن ةٍاكِّلوآلن ةًامروألن ةًاخلوآلن‬
tȩ̄ʾḵlūn tẹ̄ʾmrūn taʾkklūn teṯaʾḵlūn teṯaʾkklūn
2.f. ‫ةًاخـلِن‬ ‫ةٍاكِّـلِـن ةًامذِن‬ ‫ةَةٍّاكّلِــن‬ ‫ةَةٍّاكِّلِــن‬
nȩ̄ʾḵlån tẹ̄ʾmrån taʾkklån teṯaʾḵlån teṯaʾkklån
1.c. ‫نًاخوألل‬ ‫نًامٍر‬ ‫نٍاكَِّل‬ ‫نَةًّاخـَل‬ ‫نَةٍّاكِّــٍل‬
nȩ̄ḵol nẹ̄ʾmar naʾkkel neṯȩ̄ʾḵel neṯaʾkkal

Imperative:
P‛al Pa‛‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.2.m. ‫اٍخوألل‬ ‫اَمٍر‬ ‫اٍكَِّل‬ ‫اَةٍّاكّل‬ ‫اَةٍّاكِّــٍل‬
’aḵol ’emar ’akkel ʾeṯaʾḵl ’eṯaʾkkal
2.f. ‫اٍخوأللي‬ ‫اَمٍري‬ ‫اٍكَِّلي‬ ‫اَةٍّاكّلي‬ ‫اَةٍّاكِّــٍلي‬
’aḵoly ’emary ’akkely ʾeṯaʾḵly ’eṯaʾkkaly
Pl.2.m. ‫اٍخوأللو‬ ‫اَمٍرو‬ ‫اٍكَِّلو‬ ‫اَةٍّاكّلو‬ ‫اَةٍّاكِّــٍلو‬
’aḵolw ’emarw ’akkelw ʾeṯaʾḵlw ’eṯaʾkkalw
2.f. ‫اٍخوأللي‬ ‫اَمٍذي‬ ‫اٍكَِّلي‬ ‫اَةٍّاكّلي‬ ‫اَةٍّاكِّــٍلي‬
’aḵoly ’emary ’akkely ʾeṯaʾḵly ’eṯaʾkkaly
‫اٍخ ألولًين‬ ‫اٍكَِّلًين اًمٍذًين‬ ‫اَةٍّاكّلًين‬ ‫اَةٍّاكِّــٍلًين‬
’aḵolȩ̄n ’emarȩ̄n ’akkelȩ̄n ʾeṯaʾḵlȩ̄n ’eṯaʾkkalȩ̄n
88 Lesson 11

Participles:

P‛al Pa‛‛el ʾEṯp‛el ʾEṯpa‛‛al

Partizip Akt. m. ‫اِخــَل‬ ‫اِمٍر‬ ‫مََةًّاخـَل مٍاكِّــَل‬ ‫مَةٍّاكِّــٍل‬
’åḵel ’åmar maʾkkel meṯȩ̄ʾḵel meṯaʾkkal
Partizip Akt. f. ‫اِخلِإ‬ ‫اِمرِا‬ ‫مََةًّاخلِإ مٍاكِّلِإ‬ ‫مَةٍّاكِّلِإ‬
’åḵlå ’åmrå maʾkklå meṯȩ̄ʾḵlå meṯaʾkklå
Partizip Pass. m. ‫اِختل‬ ‫اٍمرت‬ ‫مٍاكِّــٍل‬ — —
’åḵīl ’amīr maʾkkal
Partizip Pass. f. ‫مٍاكِّــٍلِإ اٍمرتِا اِختلِإ‬ — —
’åḵīlå ’amīrå maʾkkalå

Infinitive:
P‛al Pa‛‛el ʾEṯp‛el ʾEṯpa‛‛al
‫مًاخــٍل‬ ‫مًامٍر‬ ‫مٍاكِّــِلوآل‬ ‫مََةًّاخِلوآل‬ ‫مَةٍّاكِّــِلوآل‬
mȩ̄ʾḵal mẹ̄ʾmar maʾkkålū meṯȩ̄ʾḵålū meṯaʾkkålū

11. 3. I-y Verbs
This group also includes verbs which originally had /w/ as their 1st radical (generally speaking, in North-West Semitic
languages, /w/ at the onset of a word has come to be replaced by /y/).
The most important characteristic of this group of verbs is that initial /y/ appears as /ī/. Examples:
‫تدع‬ 2ٍ īḏa‛ »he knew« [nicht yiḏa‛] (Pf. Pe.),
‫ اَةّتلَدآل‬ʾeṯīleḏ < *ʾeṯy leḏ »he was born« ( Pf. ʾEṯpe.) but
e

ّ‫عة‬2ٍ‫ يَد‬yeḏa‛ṯ »she knew« (Pf. Pe.) and

‫ يِدآلعنت‬yåḏ‛īn »knowing« (Part. Act. Pe. St. abs. pl. m.)
‫تةث‬ َّ īṯeḇ »he sat« [not yiṯeḇ] (Pf. Pe.) etc.

The formation of the impf. and inf. pe. of almost all verbs in this group corresponds to that of the I-ʾÅlap̄ group, e.g.
Impf. ESّ‫ نًازٍّف‬nẹ̄zap̄ (WS ܰ‫ ܺܢ ܠܐܙܦ‬nīzap̄) »he shall borrow«, Inf. ES ّ‫ مًازٍّف‬mẹ̄zap̄ (WS ܰ‫ ܺܡ ܠܐܙܦ‬mīzap̄).
Exceptions are ‫ع‬2ٍ‫ تد‬īḏa‛ »to know« and ‫ تةَّث‬īṯeḇ »to sit«. Instead, their formation corresponds to that of the I-n
group:
Impf. ‫ نَدٍِِّع‬nedda‛ »he shall know«; ‫ نَةَِّث‬netteḇ »he shall sit«
Inf. ‫ مَدٍِِّع‬medda‛ »knowledge«; ‫ مَةَِّث‬metteḇ »sitting«
The inf. of the irregular verb ‫ يٍىْث‬ya ḇ [Read! yaḇ] »to give« ( 14. 2.) is also formed in this way: ‫ مَىٍث‬mehhaḇ
h

»giving«.
 Lesson 11 89

The formation of the imp. pe. Corresponds to that of the pf., e.g. ّ‫ تزٍّف‬īzap̄ »borrow!« (m.). Only the following verbs
st
build the imp. without the 1 radical.:
2ٍ īḏa‛ »to know« (Pf.) : ‫ دٍع‬da‛ »know!« (Imp.)
‫تدع‬
‫تةث‬َّ īṯeḇ »to sit« (Pf.) : ‫ ةَث‬teḇ »sit!« (Imp.)
‫ يٍىْث‬ya ḇ »to give« (Pf.) : ‫ ىٍث‬haḇ »give!« (Imp.)
h

The ʾAp̄‛el-forms are the same as if they were built on the base I-w:
ܶ ‫ܠ‬
Pf. ʾAp̄. ‫ اِولَدآل‬ʾåwleḏ (WS ܰ‫ܘܠܕ‬ ‫ ܐ‬ʾawleḏ) »he begot«
Impf. ʾAp̄. ‫ نِولَدآل‬nåwleḏ »he shall beget«
Imp. ʾAp̄. ‫ اِولَدآل‬ʾåwleḏ »beget!«
Inf. ʾAp̄. ‫ مِولِدآلوآل‬måwlåḏū »to beget«
Part. Act. ‫ مِولَدآل‬måwleḏ »begetting«.
Exceptions are the ʾAp̄‛el-forms of ‫ اٍينَق‬ʾayneq »to suckle« and ‫ اٍيلَل‬ʾaylel »to wail« (built in the same way as I-y).
The I-y verb paradigm is as follows, taking ‫ تلَدآل‬īleḏ »to beget« and ‫ع‬2ٍ‫ تد‬īḏa‛ »to know« as examples:
Perfect:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.3.m. ‫تلَدآل‬ ‫ٍآل‬
‫تدع‬ ‫اِولَدآل‬ ‫اَةّتلَدآل‬ ‫اَةِّةٍِّولٍدآل‬
īleḏ īḏa‛ ʾåwleḏ ʾeṯīleḏ ʾettawlaḏ
3.f. ّ‫يَلدٍِِّة‬ ّ‫يَ آلدعٍة‬ ّ‫اِول ٍآلدة‬ ّ‫اَةّيٍلدٍِِّة‬ ّ‫اَةِّةٍِّول آلدٍة‬
yeldaṯ yeḏ‛aṯ ʾåwlḏaṯ ʾeṯyaldaṯ ʾettawlḏaṯ
2.m. ِّ‫تلَدآلة‬ ‫ٍآل‬
ِّ‫تدعة‬ ِّ‫اِولَدآلة‬ ِّ‫اَةّتلَدآلة‬ ِّ‫اَةِّةٍِّولٍدآلة‬
īleḏt īḏa‛t ʾåwleḏt ʾeṯīleḏt ʾettawlaḏt
2.f. ‫ٍآل‬
‫تدعةِّي تلَدآلةِّي‬ ‫اَةِّةٍِّولٍدآلةِّي اَةّتلَدآلةِّي اِولَدآلةِّي‬
īleḏty īḏa‛ty ʾåwleḏty ʾeṯīleḏty ʾettawlaḏty
1.c. ّ‫يَلدَِِّة‬ ّ‫يَ آلدعَة‬ ّ‫دة‬2َ ‫اِول‬ ّ‫اَةّيٍلدَِِّة‬ ّ‫دة‬2َ ‫اَةِّةٍِّول‬
yeldeṯ yeḏ‛eṯ ʾåwlḏeṯ ʾeṯyaldeṯ ʾettawlḏeṯ
Pl.3.m. ‫تلَدآلو‬ ‫ٍآل‬
‫تدعو‬ ‫اِولَدآلو‬ ‫اَةّتلَدآلو‬ ‫اَةِّةٍِّولٍدآلو‬
w w w w
īleḏ īḏa‛ ʾåwleḏ ʾeṯīleḏ ʾettawlaḏw
3.f. ‫تلَدآلي‬ ‫ٍآل‬
‫تدعي‬ ‫اِولَدآلي‬ ‫اَةّتلَدآلي‬ ‫اَةِّةٍِّولٍدآلي‬
y y y y
īleḏ īḏa‛ ʾåwleḏ ʾeṯīleḏ ʾettawlaḏy
2.m. ‫اَةِّةٍِّولٍدآلةِّوألن اَةّتلَدآلةِّوألن اِولَدآلةِّوألن ٍآل‬
‫تدعةِّوألن تلَدآلةِّوألن‬
īleḏtōn īḏa‛tōn ʾåwleḏtōn ʾeṯīleḏtōn ʾettawlaḏtōn
2.f. ‫ٍآل‬
‫تدعةًِّين تلَدآلةًِّين‬ ‫اَةِّةٍِّولٍدآلةًِّين اَةّتلَدآلةًِّين اِولَدآلةًِّين‬
īleḏtȩ̄n īḏa‛tȩ̄n ʾåwleḏtȩ̄n ʾeṯīleḏtȩ̄n ʾettawlaḏtȩ̄n
1.c. ‫تلَدآلن‬ ‫ٍآل‬
‫تدعن‬ ‫اِولَدآلن‬ ‫اَةّتلَدآلن‬ ‫اَةِّةٍِّولٍدآلن‬
īleḏn īḏa‛n ʾåwleḏn ʾeṯīleḏn ʾettawlaḏn
‫تلَدآلنٍن‬ ‫ٍآل‬
‫تدعنٍن‬ ‫اِولَدآلنٍن‬ ‫اَةّتلَدآلنٍن‬ ‫اَةِّةٍِّولٍدآلنٍن‬
īleḏnan īḏa‛nan ʾåwleḏnan ʾeṯīleḏnan ʾettawlaḏnan
90 Lesson 11

Imperfect:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.3.m. ‫نًالٍدآل‬ ‫نَ ٍِِّدع‬ ‫نِولَدآل‬ ‫نَةّتلَدآل‬ ‫نَةِّةٍِّولٍدآل‬
nẹ̄laḏ nedda‛ nåwleḏ neṯīleḏ nettawlaḏ
3.f. ‫ةًالٍدآل‬ ‫ةَ ٍِِّدع‬ ‫ةِولَدآل‬ ‫ةَةّتلَدآل‬ ‫ةَةٍِّولٍدآل‬
tẹ̄laḏ tedda‛ tåwleḏ teṯīleḏ tetawlaḏ
2.m. ‫ةًالٍدآل‬ ‫ةَ ٍِِّدع‬ ‫ةِولدآل‬ ‫ةَةّتلَدآل‬ ‫ةَةٍِّولٍدآل‬
tẹ̄laḏ tedda‛ tåwleḏ teṯīleḏ tetawlaḏ
2.f. ‫ةًالدِِّتن‬ ‫ةِولدآلتن ةَ ِِّدعنت‬ ‫ةَةّيٍلدِِّتن‬ ‫ةَةٍِّولدآلتن‬
tẹ̄ldīn tedd‛īn tåwlḏīn teṯyaldīn teṯawlḏīn
1.c. ‫اًلٍدآل‬ ‫اَ ٍِِّدع‬ ‫اِولَدآل‬ ‫اَةّتلَدآل‬ ‫اَةِّةٍِّولٍدآل‬
ʾẹ̄laḏ ʾedda‛ ʾåwleḏ ʾeṯīleḏ ʾettawlaḏ
Pl.3.m. ‫الدوآلن‬
ِِّ ً‫نِولدآلوآلن نَ ِِّدعوآلن ن‬ ‫نَةّيٍلدِِّوآلن‬ ‫نَةِّةٍِّولدآلوآلن‬
nẹ̄ldūn nedd‛ūn nåwlḏūn neṯyaldūn nettawlḏūn
3.f. ‫نًاُّلـدِِِّن‬ ‫نَ ِِّدعِــن‬ ‫نِولدآلِن‬ ‫نَةّيٍلـ ِِِّدن‬ ‫نَةِّةٍِّولدآلِن‬
nẹ̄ldån nedd‛ån nåwlḏån neṯyaldån nettawlḏån
2.m. ‫ةَةّيٍلدِِّوآلن ةِولدآلوآلن ةَ ِِّدعوآلن ةًالدِِّوآلن‬ ‫ةَةٍِّولدآلوآلن‬
tẹ̄ldūn tedd‛ūn tåwlḏūn teṯyaldūn tetawlḏūn
2.f. ‫ةًاُّلـدِِِّن‬ ‫ةَ ِِّدعِــن‬ ‫ةِولدآلِن‬ ‫ةَةّيٍلـ ِِِّدن‬ ‫ةَةٍِّولدآلِن‬
tẹ̄ldån tedd‛ån tåwlḏån teṯyaldån tetawlḏån
1.c. ‫نًالٍدآل‬ ‫نَ ٍِِّدع‬ ‫نِولَدآل‬ ‫نَةّتلَدآل‬ ‫نَةِّةٍِّولٍدآل‬
nẹ̄laḏ nedda‛ nåwleḏ neṯīleḏ nettawlaḏ

Imperative:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.2.m. ‫تلٍدآل‬ ‫ٍدع‬ ‫اِولَدآل‬ ِِّ‫اَةّيٍلد‬ ‫اَةِّةٍِّولٍدآل‬
īlaḏ da‛ ʾåwleḏ ʾeṯyald ʾettawlaḏ
2.f. ‫تلٍدآلي‬ ‫ٍدعي‬ ‫اِولَدآلي‬ ‫اَةّيٍلدِِّي‬ ‫اَةِّةٍِّولٍدآلي‬
īlaḏy da‛ y ʾåwleḏ y ʾeṯyald y ʾettawlaḏ y
Pl.2.m. ‫تلٍدآلو‬ ‫ٍدعو‬ ‫اِولَدآلو‬ ‫اَةّيٍلدِِّو‬ ‫اَةِّةٍِّولٍدآلو‬
īlaḏw da‛w ʾåwleḏ w ʾeṯyald w ʾettawlaḏ w
2.f. ‫تلٍدآلًين‬ ‫اِولَدًآلين ٍدعًين‬ ‫اَةّيٍلدًِِّين‬ ‫اَةِّةٍِّولٍدآلًين‬
īlaḏȩ̄n da‛ȩ̄n ʾåwleḏȩ̄n ʾeṯyaldȩ̄n ʾettawlaḏȩ̄n
 Lesson 11 91

Participles:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Partizip Akt. m. ‫يِلَدآل‬ ‫يِ ٍآلدع‬ ‫مَةّتلَدآل مِولَدآل‬ ‫مَةِّةٍِّولٍدآل‬
yåleḏ yåḏa‛ måwleḏ meṯīleḏ mettawlaḏ
Partizip Akt. f. ‫يِلدآلِا‬ ‫يِ آلدعِأ‬ ‫مَةّتلدآلِا مِولدآلِا‬ ‫مَةِّةٍِّولدآلِا‬
yålḏå yåḏ‛å måwlḏå meṯīlḏå mettawlḏå
Partizip Pass. m. ‫تدآلتع تلتدآل‬ ‫مِولٍدآل‬ — —
īlīḏ īḏī ‛ måwlaḏ
Partizip Pass. f. ‫تدآلتعِا تلتدآلِا‬ ‫مِولٍدآلِا‬ — —
īlīḏå īḏī ‛å måwlaḏå

Infinitive:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
‫مًالٍدآل‬ ‫مَدٍِِّع‬ ‫مِولِدآلوآل‬ ‫مَةّتلِدآلوآل‬ ‫مَةِّةٍِّولِدآلوآل‬
mẹ̄laḏ medda‛ måwlåḏū meṯīlåḏū mettawlåḏū

11. 4. The Tense System.: Perfect, Active Participle, Imperfect

In terms of function, the Syriac verb system combines a (relative) tense system with an aspect system. In terms of tense,
Syriac differentiates between posteriority (generally a state or condition in the past) : contemporaneity (generally a
state or condition in the present) : anteriority (generally a state or condition in the future). In terms of aspect, Syriac
distinguishes according to the opposition »perfective« (viewing a state or condition as a whole from without) :
imperfective (viewing a state or condition from within; an ongoing state or condition). Tense always stands in the
foreground.
In order to differentiate between tenses and aspects, Syriac makes use of three central morphological categories:
the perfect, the imperfect and the active participle. Their use can be summarised as follows:

The Perfect:
 The perfect is used to denote anterior and, in most cases, perfective events in both main and subordinate
clauses. As such, it is the most common tense for accounts of simple past events, as well as for narration,
.e.g. ‫لةٍحةّ مّن رقتعِأ وثـًيةّ مٍيِـأ دٍِِّلعٍل مّن‬ ِِّ ٍ‫وٍعثـٍدآل اٍلِىِأ رقتعِأ وٍفّرٍش بًِِّيةّ مٍيِــأ ِِّد‬
.‫ رقتعِأ‬wa-ʽḇaḏ ʾalåhå rqī ʽå wa- p̄raš bȩ̄ṯ mayyå ḏa-l-taḥṯ men rqī ʽå w-ḇȩ̄ṯ mayyå ḏa-l-ʽal men rqī ʽå. » And God
made the firmament, and divided the waters which were under the firmament from the waters which were
above the firmament« (Gn 1,7).
For verbs pertaining to thought or feeling, the perfect denotes ongoing states, and as such should be
translated in the present. Examples:
ّ‫ رَمحَة‬reḥmeṯ »I love« (< »I have taken pleasure«)
ٍِِّ īda‛n »we know« (< »we have realised«).
‫تدعن‬
92 Lesson 11

 The perfect is also used in unreal (hypothetical) or optative conditional clauses, e.g.
‫ اَل آلو لِإ اَشةٍِّوحٍرن كِّثـٍر دًِِّين ىفّــٍخن‬ʾellū lå ʾeštåwḥarn kḇar dȩ̄n hp̄aḵn
»if we had not delayed, we should already have returned« (Gn 43,10)
‫ مٍن دًِِّين عٍهَِِّل لٍن كًِّافِّأ‬man dȩ̄n ‛aggel lan kẹ̄ʾp̄å »O, that one would roll away the stone!« (Mk 16,3).
 In the apodosis of temporal or conditional clauses, the perfect relates to the future, e.g.
‫ مِأ دآلقِمو ىفّــٍخ لىوألن لٍشيوألل‬må ḏ-qåm w
hp̄aḵ-lhōn la-šyōl »as soon as you h“ve arisen, you will
return to sh’eol«.
 The perfect of ‫ ىوِأ‬hwå »to be« also has special functions. It is used to form various compound tenses (see
below). Its absolute usage should be translated in the present, e.g.
‫’ اٍلِىِأ لِإ ىْوِأ طِلوألمِأ‬alåhå lå- wå ṭålōmå »God is not unjust«.
h

The 2nd person forms can also function as a jussive, e.g.

‫ ىوٍيةِّ حلتم‬hwayt ḥlīm »be well!«
‫ ىِكّــٍنِأ ىوٍيةِّ عِثـَدآل‬håḵannå hwayt ‛åḇeḏ »do thou likewise!« (Lk 10,37).

The Active (Present) Participle.:

The following (marginal) functions should also be noted:

 For verbs pertaining to thought or feeling, the participle, like the perfect, denotes ongoing states, and as
such should be translated in the present. (see above). Examples:
‫ع اْنِأ‬2ٍ‫ يِد‬yåḏa‛-ʾnå »I know (Part. Act.)«
‫ع اْنِأ لِإثي‬2ٍ‫ع لت اِثي وًانِأ يِد‬2ٍ‫ اٍيكِّــٍنِأ دآليِد‬ʾaykannå ḏ-yåḏa-‛lī ʾåḇ w-ʾenå yåḏa‛-ʾnå l-ʾåḇ »even as
y y

the Father knows me, and I know the Father« (Jn 10,15)
‫ اِثي رِحَم لت‬ʾåḇ råḥem-lī »the Father loves me« (Jn 10,17).
y

The active (present) participle denotes contemporaneous, and often also imperfective, events. As such, it is primarily
used to denote the actual present, but can also be used to express the general present. Examples:
‫اٍريِأ هّــًري بَِِّسرِا اِخـَل مّن كِّيِنًى‬ʾaryå ḡȩ̄r besrå ʾåḵel men kyånȩ̄h »the lion eats meat by its nature«.

The following further functions must also be noted:

 The participle is also used to express imminent future events. Examples:
‫ مَدَِِّم دِِِّعثـَ آلد اْنِأ‬meddem d-‛åḇeḏ-ʾnå »that which I am about to do«
‫ مَطل اٍينِأ عثِ آلدِا مَنىوألن رِغمنت اٍنْةِّوألن لت‬meṭṭol ʾaynå ‛ḇåḏå mennhōn råḡmīn-ʾa ttōnlī »for which
n

of those works do you stone me?« (Jn 10,32)

 Lesson 11 93

‫ اِفّ حنٍن مِيةِّتنٍن عٍمًى‬ʾåp̄ ḥnan måytīn-an ‛ammȩ̄h »that we may die with him« (Jn 11,16)
‫ وقِلِإ اَشةِّمٍع مّن مشٍيِــأ شٍبِِّحَةّ وةّوآلث مشٍبِِّــٍح اْنِأ‬w-qålå ʾeštma‛ men šmayyå šabbḥeṯ w-ṯuḇ
mšabbaḥ-ʾnå »Then there came a voice out of the sky, saying, "I have both glorified it, and will glorify it
again.« (Jn 12,28)
 When used to introduce speech, the active participle of. ʾmr »to say« should be translated in the simple
‫ اِمٍر‬ʾåmar »he said«, e.g.
past, e.g.
‫‛ عنِو وِامرتن‬nåw wå-ʾmrīn »they answered (Pf.) and said (Part. Act.)«.
 The participle is frequently used in adverbial clauses in the past, usually following the conjunction ‫ كٍدآل‬kaḏ
»as«, e.g.
‫ حزِو ملَؤذِيًأ كّـٍدآل اِةًّين‬ḥzåw l-meṣråyȩ̄ ḵaḏ ʾåṯȩ̄n »and behold, the Egyptians were marching« (Ex 14,10)
‫ وكّـٍدآل نِحةِّتن مّن طوآلرِا܆ فِّــٍقَدآل اَنوألن تشوألع‬w-ḵaḏ nåḥtīn men ṭūrå paqqeḏ- ʾennon Īšō‛ »And as they
descended from the mountain, Jesus charged them« (Mt 17,9)

The Imperfect
The imperfect is only rarely used in main clauses. It is used to express anteriority or modal verbs such as should,
must, can etc. Examples:

‫ لِإ نَىوًأ ةّوآلث طوآلفِّــِنِأ‬lå nehwȩ̄ ṯuḇ ṭūpånå »there will never again be a flood« (Gn 9,11)
‫ ةٍمِن نَىوًأ بَخيِأ‬tammån nehwȩ̄ beḵyå »In that place there will be weeping« (Mt 22,13) ِ

 The imperfect is frequently used in subordinate clauses (relative clauses) to express finality or
consecutiveness. Examples:
‫دمنٍلَل‬2ٍ ‫ شٍرت‬šarrī ḏa-nmallel »he began to speak« (Mk 12,1)
‫ فقٍدآل لىوألن دِِّنَقطلوآلنِيىْي‬pqaḏ-lhōn d-neqṭlūnåy »he ordered them to kill him«
hy

 You will also sometimes encounter corresponding constructions without relative pronouns, e.g. ‫اٍفَِّق‬
ّ‫ بِِّرِخ منوآلة‬ʾappeq bråḵ nmūṯ »bring out thy son, that he may die«.
 The imperfect is also used in temporal clauses which are introduced with ِِّ‫ ق آلدِم د‬qḏåm d- or ‫‛ عٍدآللِإ‬aḏ-lå,
»before«. In such cases, the imperfect should be translated either in the present or the past, depending on
context. Either:
‫ ق آلدِم دِِّنَقرًا ٍّةرنِغلِإ‬qḏåm d-neqrȩ̄ ṯarnåḡlå »before the rooster crows« (Mt 26,34)

In the case of the modal verb must, the periphrase construction in Syriac ‫وِلًإ لت‬ wålȩ̄-lī + Inf. »I should/I ought to«
iis often used, e.g. ‫ وِلًإ لت ملٍيةِِِّيوآل اَنوألن‬wålȩ̄-lī l-maytåyū ʾennōn »I must bring them« (Jn 10,16). The
Syriac‫ ملٍيةِِِّيوآل‬contains an infinitive form of ‫ اَةِّأ‬ʾeṯå »to come« ( 14. 2.).

‫ لِإ‬lå + 2 nd
person imperfect is used to negate imperatives ( 8. 2.), e.g.
‫ لِإ ةَّشةِّوألق‬lå ṯeštōq »Donʾt be silent!«.
 Lesson 11

11. 5. The Passive Participle

The perfective participle generally has a resultative.-passive meaning when used as a predicate in a nominal clause,
e.g.
‫‛ عثتدآل‬ḇīḏ »done«
‫ كةّتث‬kṯīḇ »written«.
The passive participle has a verbal function in the special construction ‫‛ عثتدآل لت‬ḇīḏ-lī »I have done«. In this case, it
is used like the perfect, examples:
‫مشتع لٍن‬2ٍ‫ اٍيكِّــٍنِأ د‬ʾaykannå ḏa-šmī ‛-lan »as we have heard«
‫ قرًين لِخ كِّةِّبّـُأ‬qrȩ̄n-låḵ kṯåḇȩ̄ »have you read the books?«
For some verbs, the perfective participle has an active, and sometimes also a transitive meaning, e.g.
‫ شقـٍل‬šqal »to take«
‫ قنِأ‬qnå »to earn«.
Such participles are used in the same way as the active participle, e.g.
‫ شقتلنت لِآ ٍّزدِِّتقُأ لٍارعِأ‬šqīlīn-låh zaddīqȩ̄ l-ʾar‛å »the righteous bear the earth«.
11. 6. Composite Constructions with hwå

Syria uses the verb of being ‫ ىوِأ‬hwå »to be, to happen« – ( 7. 3.) mostly in the enclitic perfect form ‫ىْوِأ‬ h
wå – in
combination with the perfect, participle or imperfect of another verb to construct a range of composite tense
structures. Of the three constructions considered here, ٍّ kṯaḇ- wå and, in particular, ‫ كِةَّث ىْوِأ‬kåṯeḇ- wå
‫كةث ىْوِأ‬ h h

are common, whereas ‫ نَخةِّوألث ىْوِأ‬neḵtoḇ- wå is rare.

h

Perfect + ‫ ىْوِأ‬wå
h

 The construction ٍّ kṯaḇ- wå (Perfect + ‫ ىْوِأ‬wå) has the same function as the simple perfect. It is
‫كةث ىْوِأ‬ h h

used as a stylistic variant, and is often used at the beginning of narrative blocks. It is only very rarely to be
translated with the pluperfect, e.g.
‫ كٍدآل اَةّتلَدآل ىْوِأ‬kaḏ ʾeṯīleḏ- wå »when/after he was born/had been born«
h

‫س شٍدٍِِّر ىْوِأ اٍحدًِِّى ليوآلحٍنِن‬2َ‫ ىوآل غـًري ىَرِود‬hū ḡȩ̄r Heråwḏe šaddar- wå ʾaḥdȩ̄h l-Jūḥannån »for Herod
h

himself had sent forth and laid hold upon John« (Mk 6,17).
 Lesson 11 95

Active Participle + ‫ ىْوِأ‬wå

h

 The construction ‫ كِةَّث ىْوِأ‬kåṯeḇ- wå (active participle + ‫ىْوِأ‬

h h
wå) is used to express duration, habit or
repetition in the past. The general translation »he is wont to« or »he constantly did« can often be used, e.g.
‫ بِخـًأ ىْوِأ‬båḵȩ̄- wå »he constantly cried«.
h

 In conditional clauses, and also sometimes in other contexts, the construction is used to express a
hypothetical or unreal state of affairs, e.g.
ٍّ
‫منتةن‬ ‫د‬2ٍ ‫ اَل آلو ؤِثـًأ ىْوِأ اٍلِىِأ‬ʾellū ṣåḇȩ̄- wå ʾalåhå ḏa-nmīṯan »if God wanted to kill us«
h

‫ ملوألن عِرَق ىْوِأ‬lmōn ‛åreq- wå »why should he flee?« (a construction with the perfect is also known
h

to have be used : ‫ ملوألن نَعروألق ىْوِأ‬l-mōn ne‛roq- wå »why should he flee / should he have fled?«).
h

 Where several participles with the same function occur together, ‫ ىْوِأ‬wå need only occur once:
h

‫ًا وٍمشٍبِِّــٍح الٍلِىِأ‬2‫ ولِإ اٍرهَِِّشّ بِِّمَدَِِّم اَلِإ دآلغِحَِِّخ ىْوِأ وحِد‬w-lå ʾargeš b-meddem ʾellå ḏ-ḡåḥeḵ- wå w-
h

ḥåḏȩ̄ wa-mšabbaḥ l-ʾalåhå »he felt nothing, but laughed, was joyful and praised God « (AMS 442).

Imperfect. + ‫ ىْوِأ‬wå
h

 The construction ‫ نَخةِّوألث ىْوِأ‬neḵtoḇ- wå (imperfect + ‫ىْوِأ‬

h h
wå) is used in a similar way to the simple
imperfect, and is most commonly found in a past or hypothetical context. Examples:
‫ ق آلدِم دِِّنَفِّوألق ىْوِأ‬qḏåm d-neppoq- wå »before he emerged«
h

‫ ملوألن نَعروألق ىْوِأ‬l-mōn ne‛roq- wå »why should he flee/ should he have fled?«.
h

11. 7. Vocabulary

A. voice, sound qålå ‫قِلِإ‬ youth, boy ṭalyå ‫طٍليِأ‬

Christ (< gr.) kresṭyånå ‫كرَسطيِنِأ‬ election gaḇyūṯå ‫هٍثيوآلةِّأ‬
gladness ḥaḏūṯå ‫دوآلةِّأ‬
‫حٍ آل‬ until now ‛ḏakkȩ̄l ‫عدٍكًِّيل‬
idol (< pers.) pṯaḵrå ‫فةخرِا‬
2 ٍ justice kẹ̄ʾnūṯå ‫كًانوآلةِّأ‬
hard qšȩ̄ ‫قشًأ‬ again men drīš ‫مّن دِِّرتش‬
strong ‛aššīn ‫عٍشنت‬ judge dayyånå ‫دٍيِنِأ‬
to remember dḵar ‫دخـٍر‬ kind, sort ’åḏšå ‫اِدشِأ‬
appearence gelyånå ‫هــَليِنِأ‬ outward barråyå ‫بٍرِيِأ‬
inner gawwåyå ‫ آلهٍوِيِأ‬B. Creater bårōyå ‫بِروأليِأ‬
crown klīlå ‫كلتلِإ‬ not at all la såḵ ّ‫لِإ سِك‬
date tamrȩ̄ ‫ةٍمذًا‬ walnut gåwzå ‫هِوزءأ‬
I should/I
ought to wålȩ̄-lī ‫وِلًإ لت‬ left hand semålå ‫سَمِلِإ‬
earnest rahḇūnå ‫رٍىثوآلنِأ‬ right hand yammīnå ‫يٍمتنِأ‬
‫‪96‬‬ ‫‪Lesson 11‬‬

‫‪Verb Forms‬‬
‫‪Pe. to keep‬‬ ‫نطٍر ‪ / nṭar‬نَطٍر ‪neṭṭar‬‬
‫‪ʾEṯpe. to be kept‬‬ ‫اَةّنطٍر ‪ / ʾeṯnṭar‬نَةّنطٍر ‪neṯnṭar‬‬
‫)‪Pe. to worship (e-o‬‬ ‫ودآل ̱‪nesḡod‬‬
‫سغَ آلد ̱‪ / sḡed‬نَسغ أل‬
‫‪Pa. to speak, to talk‬‬ ‫مٍلَل ‪ / mallel‬منٍلَل ‪nmallel‬‬
‫‪Pe. to profit by‬‬ ‫تةر ‪ / īṯar‬نًاةٍّر ‪nẹ̄ʾṯar‬‬
‫ٍّ‬
‫)‪Pe. to lack (a-a‬‬ ‫حسٍر ‪ / ḥsar‬نَحسٍر ‪neḥsar‬‬
‫‪Pe. to give‬‬ ‫يٍىْث ‪ / yahḇ‬نَةَِّل ‪nettel‬‬
‫‪Pe. to know‬‬ ‫تدٍّع ‛‪ / īḏa‬نَدٍِِّع ‛‪nedda‬‬
‫‪Payel to believe‬‬ ‫ىٍيمَن ‪ / haymen‬نىٍيمَن ‪nhaymen‬‬
‫‪ʾEṯpa. to be amazed‬‬ ‫اَةِّدٍِّمٍر ‪ / ’eddammar‬نَةِّدٍِّمٍر ‪neddammar‬‬
‫‪ʾEtpe. to be begotten‬‬ ‫اَةّتلَ آلد ̱‪ / ’eṯīled‬نَةّتلَ آل‬
‫د ̱‪neṯīled‬‬
‫‪ʾEṯpe. to be thrown away‬‬ ‫اَسةِّلت ‪ / ’estlī‬نَسةِّلت ‪nestlī‬‬
‫‪ʾAº. to love‬‬ ‫اٍحَبّ ‪ / ʾaḥḥeḇ‬نٍحَبّ ‪naḥḥeḇ‬‬
‫‪Pa. to go‬‬ ‫ىٍلَكّ ‪ / halleḵ‬نىٍلَكّ ‪nhalleḵ‬‬
‫‪Pe. to eat‬‬ ‫ول ‪nȩ̄ʾḵol‬‬
‫اَخـٍل ‪ / ʾeḵal‬نًاخ أل‬
‫‪ʾEṯpe. to be eaten‬‬ ‫اَةًّاخــَل ‪ / ʾeṯȩ̄ʾḵel‬نَةًّاخــَل ‪neṯȩ̄ʾḵel‬‬
‫‪Pa. to prepare‬‬ ‫د ̱‪ / ‛atted‬نعٍةَِّدآل ̱‪n‛atted‬‬
‫عٍةَِّ آل‬
‫‪ʾEṯpe. to be created‬‬ ‫‪neṯbrå‬‬ ‫اَةّبِِّرِا ‪ / ʾeṯbrå‬نَةّبِِّرِا‬
‫)‪Pe. to reward (a-o‬‬ ‫وع ‛‪nep̄ro‬‬ ‫فرٍع ‛‪ / pra‬نَفّر أل‬

‫‪11. 8.‬‬ ‫‪Exercises‬‬

‫‪A. Translate the following:‬‬
‫‪ܰ1‬وقِلِإ ىو‪ِ8‬أ مّن مشٍيِأ داِمِِّـٍر لًى‪ :‬شقوألل ىِدً‪2‬ا شٍبِِّوآلقةِأ‪ :‬دة‪َ2‬ىوًأ نِطِّرِا لِخ‪ :‬اٍيخ دٍِِّنطٍرة‪ً2‬ى‬
‫دوآلةِّأ رٍبِِّةِّأ‪(AMS 440) .‬‬
‫ملوآلشًأ‪ .‬ونٍسّبِىِِّ مِمِأ حبٍ آل‬
‫‪ܰ2‬وسِــِِّغَدآل ىْوِّأ لٍفّة‪ٍ2‬خذًا ورِد‪َ2‬فّ ىْوِّأ لٍخذَسطيِنًأ ر آلدوآلفّيِأ قٍشيِأ وعٍشتنِأ‪ :‬وٍدآلنَسهِِّ آلدوآلن ىْوِّو لؤٍّملُأ‬
‫حٍذشًأ دآللِإ ممٍللنت واِفّلِإ شِمِِّعنت‪(AMS 431) .‬‬
‫‪ܰ 3‬اَمٍر لًى مِامِأ‪ :‬دلِأ دَحلِأ وٍدآللِأ زءوعِأ‪ :‬واِفَن طٍليِأ اتةٍِِّي‪ :‬يِد‪ٍ2‬عِِّ اْنِأ موألن مِوةٍر لت وموألن‬
‫مٍحسٍر لت‪ :‬ويِد‪ٍ2‬عِِّ اْنِأ دآللٍيةِّ يوآلةّرِنِأ باٍلِىٍيكِّ‪ :‬اَلِإ مىٍيمَن اْنِأ بّـٍمشتحِأ‪(AMS 437).‬‬
‫د لٍن لِىِِّ لىِد‪ً2‬ا اٍلِىِأ ىْو‪ .‬ىِو دِِّيٍىْث لٍن رٍىثوآلنِأ دآلروآلحًى‪(2. Cor 5,5).‬‬ ‫‪ܰ4‬ودٍ‪2‬معٍةَِّ آل‬
‫‪ܰ5‬لِإ ةَةِّدٍِِّمٍر دَِِّامرَةّ لِخ دِِّوِلًإ خلوألن ملَةّتلِدآلوآل مّن دِِّرتش‪(Jn 3,7).‬‬
‫‪ܰ 6‬اِودِِّعَةّ مشِخ لٍثنٍي اْنِشِأ ىِنوألن دِِّيٍىْثةِّ لت مّن عِلمِأ܆ دِِّتلِخ ىْوِو‪ .‬ولت يٍىْثةِّ اَنوألن‪ .‬وٍنطٍرو‬
‫مَلةِّخ ىِشِأ يَدآلعَةّ دِِّخل مِأ دآليٍىْثةِّ لت مّن لوِةِّخ ىْوآل‪(Jn 17,6-7) .‬‬
‫‪ܰ7‬ومّن ىِشِأ نطرت لت كّلتلِإ آلدكّــًانوآلةِّأ‪ .‬دِِّنَفّرعتوىْي لت مِري‪ .‬بِِّيِومِأ ىِو دآلىوآليوآل دٍّيِنِأ كّــًانِأ‬
‫د لت اَلِإ اِفّ لٍإيلًني دٍِِّاحَثو لغــَليِنًى‪(2. Tm 4,8) .‬‬ ‫لِإ د‪ً2‬ين بِِّــٍلحوأل آل‬
‫‪ܰ 8‬ملوآلشًأ مِِّن اَةامٍر‪ :‬ىِأ يٍىّْبٍةِخ اٍلِىِأ لفَرعوألن‪ .‬هٍثي آلوةًى‪ :‬مَطل طِث آلوةّ ؤََّثيِنًى مِودِِّعِأ‪.‬‬
‫د لِإ نَىوًأ عدٍكًِّيل‪ :‬تدآلتع دقٍشيِأ ىّْو اَسةِّلّت‪(MJ 8-9) .‬‬ ‫وقٍشيوآلةّ لَبًِِّى دفَرعوألن‪ :‬وٍدآلكٍ آل‬
 ‫‪Lesson 11‬‬ ‫‪97‬‬

‫‪B. Add vowels and translate the following:‬‬

‫‪ܰ 1‬احرين امِِّر دحكيمأ مشةودع لسكإل بىِِّي داف ىّو من قديم سكإل ىْوأ‪ .‬سكإل دين إل‬
‫مشةودع حلكيمأ كد إل سك ىّوأ ىل حكيمأ܀)‪(BH, KdT 11‬‬
‫‪ܰ 2‬إلحرين اةامر دعل منأ بةمرا بريى مةاكل وبهوزأ هويى‪ .‬وىّو فّين دبطيلوةى‬
‫دبرويأ لو عل ىِِّي دايكن نةاكل ىِِّو مأ دمةبرا ايةيىِِّ‪ .‬اإل دايكنأ نةنطر ادشى لعلم‪.‬‬
‫وىكنأ ىِِّو دبى مةنطر هويأ بةريىون‪ .‬وافن ىِِّو مِِّن مةاكلنأ ىو‪ .‬ىِِّو دين إل‬
‫مةاكلنأ܀ )‪(BH, KdT 9f.‬‬
‫‪ 3‬وامرتا دىو دميتنأ من مسلى إل يدعِِّ إل زِِّدق عمى ملىلكو‪(KD 8).‬‬
Lesson 12
12. 1. II-ʾÅlap̄ Verbs
The paradigm for II-ʾÅlap̄ verbs is governed by a rule which states that the middle radical (glottal stop ʾÅlap̄) is always
‫ شًال‬š ʾȩ̄l »to ask«), except in the act. part. m.sg., st.abs. ‫ شِاَل‬šåʾel; and in the case of gemination, i.e. in
silent (e.g. pf. pe.
the Pa‛‛el-stem and the ʾEṯpa‛‛al-stem, e.g. pf. pa. ‫ شٍاَل‬šaʾʾel and pf. ʾEṯpa. ‫ اَشةٍِّاٍل‬ʾeštaʾʾal. Although the 2 radical is not
nd

pronounced, it is nonetheless still written. Only verbs which take the /e-a/- conjugation belong to the II-ʾÅlap̄ class of
verbs, (pf. With the thematic vowel /e/, impf. with /a/). Examples:
Pe. Pf. 3.m.sg. ‫ شًال‬š ʾȩ̄l »he asked«
Pe. Impf. 3.m.sg. ‫ نَشٍال‬nešʾal »he shall ask«
(cf. Pe. Impf. 3.m.sg. ‫ نَخةِّوألث‬neḵtoḇ)
Pe. Imp. m.sg. ‫ شٍال‬šʾal »ask!« (cf. Pe. Imp. m.sg. ‫ كةّوألث‬kṯoḇ).

The 3.f.sg. and 1.c.sg. perfect forms of the ʾEṯp‛el-stem require particular attention, since they differ substantially in ES
and WS:
‫ اَشةًِّال‬ʾeštʾȩ̄l »to decline«
ES, pf. 3.f.sg. ّ‫ اَشةٍِّالٍة‬ʾeštaʾlaṯ; ES, pf. 1.c.sg. ّ‫ اَشةٍِّالَة‬ʾeštaʾleṯ
(cf. pf. 3.f.sg. ّ‫ اَةّكِّــٍةِّبِِّــٍة‬ʾeṯkatbaṯ; pf. 1.c.sg. ّ‫ اَةّكِّــٍةّبِِّـَة‬ʾeṯkaṯbeṯ)
(/a/-vocalism, as in strong verbs.)
ܶ݁ ܶ
‫ܫܬ ܠ‬ ܶ ܶ݁ ܶ
(WS, Pf. 3.f.sg. ܰ ‫ܐܠ‬
‫ܬ‬ ‫ ܐ‬ʾeštʾȩ̄ʾlaṯ; WS, Pf. 1.c.sg. ܰ‫ܫܬܐܠܬ‬ ‫ ܐ‬ʾeštʾȩ̄ʾleṯ)
(/e/-vocalism, as in the other persons of strong verbs.).

The corresponding forms of the ʾEttap̄‛al-stem are accordingly:

Pf. 3.f.sg.ّ‫ اَةِّةٍِّشًالٍة‬ʾettaš ʾȩ̄laṯ (cf. Pf. 3.f.sg. ّ‫ اَةِّةٍِّخةِّثـٍة‬ʾettaḵtḇaṯ)
Pf. 1.c.sg. ّ‫ اَةِّةٍِّشًالَة‬ʾettaš ʾȩ̄leṯ (cf. Pf. 1.c.sg. ّ‫ اَةِّةٍِّخةَِّثة‬ʾettaḵteḇṯ). 
 Lesson 12 99

The Paradigm of II-ʾÅlap̄ verbs is as follows, taking ‫ شًال‬š ʾȩ̄l »to ask« (with the metathesis tš > št in ʾEṯpe. and ʾEṯpa.) as
an example:
Perfect:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.3.m. ‫شًال‬ ‫اٍشًال‬ ‫اَشةًِّال‬ ‫اَةِّةٍِّشٍال‬
š ʾȩ̄l ʾaš ʾȩ̄l ʾeštʾȩ̄l ʾettašʾal
ܶ݁ ܶ
‫ܫܬ ܠ‬
3.f. ّ‫شًالٍة‬ ّ‫اٍشًالٍة‬ ّ‫( اَشةٍِّالٍة‬WS ܰ‫ܐܠܬ‬ ‫)ܐ‬ ّ‫اَةِّةٍِّشًالٍة‬
š ʾȩ̄laṯ ʾaš ʾȩ̄laṯ ʾeštaʾlaṯ (WS ʾeštʾȩ̄ʾlaṯ) ʾettašʾȩ̄laṯ
2.m. ِّ‫شًالة‬ ِّ‫اٍشًالة‬ ِّ‫اَشةًِّالة‬ ِّ‫اَةِّةٍِّشٍالة‬
š ʾȩ̄lt ʾaš ʾȩ̄lt ʾeštʾȩ̄lt ʾettašʾalt
2.f. ‫اٍشًالةِّي شًالةِّي‬ ‫اَشةًِّالةِّي‬ ‫اَةِّةٍِّشٍالةِّي‬
y y y
š ʾȩ̄lt ʾaš ʾȩ̄lt ʾeštʾȩ̄lt ʾettašʾalty
ܶ ܶ݁ ܶ
1.c. ّ‫شًالَة‬ ّ‫( اَشةٍِّالَةّ اٍشًالَة‬WS ܰ‫ܐܠܬ‬‫)ܐܫܬ‬ ّ‫اَةِّةٍِّشًالَة‬
š ʾȩ̄leṯ ʾaš ʾȩ̄leṯ ʾeštaʾleṯ (WS ʾeštʾȩ̄ʾleṯ) ʾettašʾȩ̄leṯ
Pl.3.m. ‫شًالو‬ ‫اٍشًالو‬ ‫اَشةًِّالو‬ ‫اَةِّةٍِّشٍالو‬
w w w
š ʾȩ̄l ʾaš ʾȩ̄l ʾeštʾȩ̄l ʾettašʾalw
‫اٍشًالوآلن شًالوآلن‬ ‫اَشةًِّالوآلن‬ ‫اَةِّةٍِّشٍالوآلن‬
š ʾȩ̄lūn ʾaš ʾȩ̄lūn ʾeštʾȩ̄lūn ʾettašʾalūn
3.f. ‫شًالي‬ ‫اٍشًالي‬ ‫اَشةًِّالي‬ ‫اَةِّةٍِّشٍالي‬
y y y
š ʾȩ̄l ʾaš ʾȩ̄l ʾeštʾȩ̄l ʾettašʾaly
‫شًالًين‬ ‫اٍشًالًين‬ ‫اَشةًِّالًين‬ ‫اَةِّةٍِّشٍالًين‬
š ʾȩ̄lȩ̄n ʾaš ʾȩ̄lȩ̄n ʾeštʾȩ̄lȩ̄n ʾettašʾalȩ̄n
2.m. ‫اٍشًالةِّوألن شًالةِّوألن‬ ‫اَةِّةٍِّشٍالةِّوألن اَشةًِّالةِّوألن‬
š ʾȩ̄ltōn ʾaš ʾȩ̄ltōn ʾeštʾȩ̄ltōn ʾettašʾaltōn
2.f. ‫اٍشًالةًِّين شًالةًِّين‬ ‫اَةِّةٍِّشٍالةًِّين اَشةًِّالةًِّين‬
š ʾȩ̄ltȩ̄n ʾaš ʾȩ̄ltȩ̄n ʾeštʾȩ̄ltȩ̄n ʾettašʾaltȩ̄n
1.c. ‫شًالن‬ ‫اٍشًالن‬ ‫اَشةًِّالن‬ ‫اَةِّةٍِّشٍالن‬
š ʾȩ̄ln ʾaš ʾȩ̄ln ʾeštʾȩ̄ln ʾettašʾaln
‫شًالنٍن‬ ‫اٍشًالنٍن‬ ‫اَشةًِّالنٍن‬ ‫اَةِّةٍِّشٍالنٍن‬
š ʾȩ̄lnan ʾaš ʾȩ̄lnan ʾeštʾȩ̄lnan ʾettašʾalnan
 Lesson 12 100

Imperfect:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.3.m. ‫نَشٍال‬ ‫نٍشًال‬ ‫نَشةًِّال‬ ‫نَةِّةٍِّشٍال‬
nešʾal naš ʾȩ̄l neštʾȩ̄l nettašʾal
3.f. ‫ةَشٍال‬ ‫ةٍشًال‬ ‫ةَشةًِّال‬ ‫ةَ ٍةِّشٍال‬
tešʾal taš ʾȩ̄l teštʾȩ̄l tetašʾal
2.m. ‫ةَشٍال‬ ‫ةٍشًال‬ ‫ةَشةًِّال‬ ‫ةَ ٍةِّشٍال‬
tešʾal taš ʾȩ̄l teštʾȩ̄l tetašʾal
2.f. ‫ةٍشًالنت ةَشٍالنت‬ ‫ةَش ٍةِّالنت‬ ‫ةَ ٍةِّشٍالنت‬
tešʾalīn taš ʾȩ̄līn teštaʾlīn tetaš ʾalīn
1.c. ‫اَشٍال‬ ‫اٍشًال‬ ‫اَشةًِّال‬ ‫اَةِّةٍِّشٍال‬
ʾeš ʾal ʾaš ʾȩ̄l ʾeštʾȩ̄l ʾettašʾal
Pl.3.m. ‫نٍشًالوآلن نَشٍالوآلن‬ ‫نَش ٍةِّالوآلن‬ ‫نَةِّةٍِّشًالوآلن‬
neš ʾalūn naš ʾȩ̄lūn neštaʾlūn nettaš ʾȩ̄lūn
3.f. ‫نٍشًالِــن نَشٍالِــن‬ ‫نَش ٍةِّالِــن‬ ‫نَةِّةٍِّشًالِــن‬
neš ʾalån naš ʾȩ̄lån neštaʾlån nettaš ʾȩ̄lån
2.m. ‫ةٍشًالوآلن ةَشٍالوآلن‬ ‫ةَش ٍةِّالوآلن‬ ‫ةَ ٍةِّشًالوآلن‬
teš ʾalūn taš ʾȩ̄lūn teštaʾlūn tetaš ʾȩ̄lūn
2.f. ‫ةٍشًالِــن ةَشٍالِــن‬ ‫ةَش ٍةِّالِــن‬ ‫ةَ ٍةِّشًالِــن‬
teš ʾalån taš ʾȩ̄lån teštaʾlån tetaš ʾȩ̄lån
1.c. ‫نَشٍال‬ ‫نٍشًال‬ ‫نَش ٍةِّال‬ ‫نَةِّةٍِّشٍال‬
neš ʾal naš ʾȩ̄l neštʾȩ̄l nettašʾal

Imperative:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Sg.2.m. ‫شٍال‬ ‫اٍشًال‬ ‫اَشةٍِّال‬ ‫اَةِّةٍِّشٍال‬
š ʾal ʾaš ʾȩ̄l ʾeštaʾl ʾettaš ʾal
2.f. ‫شٍالي‬ ‫اٍشًالي‬ ‫اَشةٍِّالي‬ ‫اَةِّةٍِّشٍالي‬
š ʾaly ʾaš ʾȩ̄ly ʾeštaʾly ʾettaš ʾaly
Pl.2.m. ‫شٍالو‬ ‫اٍشًالو‬ ‫اَشةٍِّالو‬ ‫اَةِّةٍِّشٍالو‬
š ʾalw ʾaš ʾȩ̄lw ʾeštaʾlw ʾettašʾalw
‫اٍشًالوآلن شٍالوآلن‬ ‫اَشةٍِّالوآلن‬ ‫اَةِّةٍِّشٍالوآلن‬
š ʾalūn ʾaš ʾȩ̄lūn ʾeštaʾlūn ʾettašʾalūn
2.f. ‫شٍالي‬ ‫اٍشًالي‬ ‫اَشةٍِّالي‬ ‫اَةِّةٍِّشٍالي‬
š ʾaly ʾaš ʾȩ̄ly ʾeštaʾly ʾettašʾaly
‫اٍشًالًين شٍالًين‬ ‫اَشةٍِّالًين‬ ‫اَةِّةٍِّشٍالًين‬
š ʾalȩ̄n ʾaš ʾȩ̄lȩ̄n ʾeštaʾlȩ̄n ʾettašʾalȩ̄n
 Lesson 12 101

Participle:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
Act. Participle m. ‫شِاَل‬ ‫مٍشًال‬ ‫مَشةًِّال‬ ‫مَةِّةٍِّشٍال‬
šåʾel maš ʾȩ̄l meštʾȩ̄l mettašʾal
Act. Participle f. ‫شِالِإ‬ ‫مٍشًالِأ‬ ‫مَشةًِّالِإ‬ ‫مَةِّةٍِّشٍالِإ‬
šåʾlå maš ʾȩ̄lå meštʾȩ̄lå mettašʾalå
Pass.Participle m. ‫شاتل‬ ‫مٍشٍال‬ — —
šʾīl maš ʾal
Pass. Participle f. ‫شاتلِإ‬ ‫مٍشٍالِإ‬ — —
š ʾīlå maš ʾalå

Infinitive:
P‛al ʾAº‛el ʾEṯp‛el ʾEttaº‛al
‫مَشٍال‬ ‫مٍشِالوآل‬ ‫مَشةِِّالوآل‬ ‫مَةِّةٍِّشِالوآل‬
mešʾal mašåʾlū meštåʾlū mettašåʾlū

12. 2. II-w and II-y Verbs
Verbs of this class have a semivowel as the 2nd radical. The paradigm is shaped by the following factors:
1. The distinction between verbs with a etymological /w/ and those with a /y/ is largely dropped. Almost all
verbs form the derived verb stems according to the same pattern as the II-y class (e.g. Pa‛‛el ‫ قٍيَم‬qayyem
»he erected«).
2. The ʾEṯp‛el. and ʾEttaº‛al stems are amalgamated. They build forms of the kind ‫ اَةّةِّقتم‬ʾettqīm (pf.),
‫ نَةّةِّقتم‬nettqīm (impf.).

Remark:
 With the exception of ّ‫ متة‬mīṯ »he died« (myt), all verbs always exhibit /a/ vocalism in pf. pe. The forms of
qwm »to stand up« are as follows:
‫ قِم‬qåm (< *qawam) »he stood up«
ّ‫ قِمٍة‬qåmaṯ »she stood up«
ِّ‫ قِمة‬qåmt »you stood up«, etc.
 By contrast, the root myt »to die« generally builds the perfect with /ī/-vocalism:
ّ‫ متة‬mīṯ »he died«
ّ‫ة‬2‫متة‬
ٍ mīṯaṯ »she died«
ِّ‫ متةّة‬mītt (< *mīṯt) »you died« etc.
However, forms with /å/ are also known to have been used ( ّ‫ مِة‬måṯ, ّ‫ٍة‬2‫ مِة‬måṯaṯ, etc.).
 With the exception of ‫ سِم‬såm »to put«, all verbs have /u/-vocalism in the impf. and imp. (they have been
amalgamated with II-w verbs, and are built analogously to II-w verbs), e.g.
102 Lesson 12

‫ نقوآلم‬nqūm (< *n qwum) »he shall stand up«

e

‫ اَقوآلم‬ʾeqūm »I shall stand up«

‫ قوآلم‬qūm »stand up!«
The verb ‫ سِم‬såm (sym) »he put« forms the impf. and imp. with /ī/:
‫ نستم‬n īm (< *n yīm) »he shall put«
e

‫ ستم‬īm »put!«.
 The basic form of the act. part. (m.sg., st.abs.) is built according to the type ‫ قِاَم‬qåʾem »standing«, i.e. in the
same way as the II-ʾÅlap̄ class (secondary glottal stop ʾÅlap̄ instead of a semivowel). Nonetheless, the forms
with endings are ‫ قِيمِأ‬qåymå, ‫ قِيمنت‬qåymīn, etc.
The infinitive is ‫ مقِم‬mqåm »standing up«, ‫ مسِم‬msåm »putting«.
 The pf. ʾAp̄‛el is built according to the type ‫ اٍقتم‬ʾaqīm »he rose up«; the corresponding impf. is ‫ نقتم‬nqīm
»he shall rise up « (in contrast to ‫ نٍخةَِّث‬naḵteḇ for strong verbs.!), and the imp. is ‫ اٍقتم‬ʾaqīm »arise!«.
 Instead of distinguishing between ʾEṯp‛el and ʾEttap̄‛al, only a single, uniformly built T-stem is attested:
‫ اَةّةِّقتم‬ʾettqīm (< *ʾeṯtqīm) »he was constituted« (Pf.)
‫ نَةّةِّقتم‬nettqīm »he/it shall be constituted« (Impf.)
‫ مَةّةِّقتم‬mettqīm »constituted« (Part.) and
‫ مَةّةٍِِّقِموآل‬mettaqåmū »constituting« (Inf.).
 Pa‛‛el and ʾEṯpa‛‛al take the strong forms. Most verbs always have a geminate /yy/, e.g. ‫ قٍيَم‬qayyem, ‫قٍيٍَم‬2‫اَة‬
ʾeṯqayyam. Nonetheless, some verbs have a geminate /ww/, e.g. ‫ طٍوَش‬ṭawweš »he dirtied«.
 In most lexicons, II-w/y verbs are listed together under K1-w-K3 (K1/3 = 1st/ 3rd root consonant). (Only
Brockelmann (1928) distinguishes between II-w and II-y according to the form of the imp. pe., and lists verbs
of this class under either K1-w-K3 or K1-y-K3. However, he presents them orthographically according to the
perfect form as K1-K3 without a 2nd radical.)
 Lesson 12 103

The paradigm for II-w/y verbs is as follows, taking ‫ قِم‬qåm »to stand up« and ّ‫ متة‬mīṯ »to die« as examples:

Perfect:
P‛al ʾAº‛el ʾEṯp‛el = ʾEttaº‛al
Sg.3.m. ‫قِم‬ ّ‫متة‬ ‫اٍقتم‬ ‫اَةّةِّقتم‬
qåm mīṯ ʾaqīm ʾettqīm
3.f. ّ‫قِمٍة‬ 2ٍ
ّ‫متةة‬ ّ‫اٍقتمٍة‬ ّ‫اَةّةِّقتمٍة‬
qåmaṯ mīṯaṯ ʾaqīmaṯ ʾettqīmaṯ
2.m. ِّ‫قِمة‬ ِّ‫متةّة‬ ِّ‫اٍقتمة‬ ِّ‫اَةّةِّقتمة‬
qåmt mītt ʾaqīmt ʾettqīmt
2.f. ‫قِمةِّي‬ ‫متةّةِّي‬ ‫اٍقتمةِّي‬ ‫اَةّةِّقتمةِّي‬
qåmty mītty ʾaqīmty ʾettqīmty
1.c. ّ‫قِمَة‬ 2َ
ّ‫متةة‬ ّ‫اٍقتمَة‬ ّ‫اَةّةِّقتمَة‬
qåmeṯ mīṯeṯ ʾaqīmeṯ ʾettqīmeṯ
Pl.3.m. ‫قِمو‬ ‫متةّو‬ ‫اٍقتمو‬ ‫اَةّةِّقتمو‬
qåmw mīṯw ʾaqīmw ʾettqīmw
3.f. ‫قِمي‬ ‫متةّي‬ ‫اٍقتمي‬ ‫اَةّةِّقتمي‬
qåmy mīṯy ʾaqīmy ʾettqīmy
2.m. ‫قِمةِّوألن‬ ‫متةّةِّوألن‬ ‫اٍقتمةِّوألن‬ ‫اَةّةِّقتمةِّوألن‬
qåmtōn mīttōn ʾaqīmtōn ʾettqīmtōn
2.f. ‫قِمةًِّين‬ ‫متةّةًِِّين‬ ‫اٍقتمةًِّين‬ ‫اَةّةِّقتمةًِّين‬
qåmtȩ̄n mīttȩ̄n ʾaqīmtȩ̄n ʾettqīmtȩ̄n
1.c. ‫قِمن‬ ‫متةّن‬ ‫اٍقتمن‬ ‫اَةّةِّقتمن‬
qåmn mīṯn ʾaqīmn ʾettqīmn
‫قِمنٍن‬ ‫متةّنٍن‬ ‫اٍقتمنٍن‬ ‫اَةّةِّقتمنٍن‬
qåmnan mīṯnan ʾaqīmnan ʾettqīmnan
104 Lesson 12

Imperfect:
P‛al ʾAp̄‛el ʾEṯp‛el = ʾEttap̄‛al
Sg.3.m. ‫نقوآلم‬ ‫نستم‬ ‫نقتم‬ ‫نَةّةِّقتم‬
nqūm n īm nqīm nettqīm
3.f. ‫ةقوآلم‬ ‫ةستم‬ ‫ةقتم‬ ‫ةَةِّقتم‬
tqūm t īm tqīm tetqīm
2.m. ‫ةقوآلم‬ ‫ةستم‬ ‫ةقتم‬ ‫ةَةِّقتم‬
tqūm t īm tqīm tetqīm
2.f. ‫ةستمنت ةقوآلمنت‬ ‫ةقتمنت‬ ‫ةَةِّقتمنت‬
tqūmīn t īmīn tqīmīn tetqīmīn
1.c. ‫اَقوآلم‬ ‫اَستم‬ ‫اٍقتم‬ ‫اَةّةِّقتم‬
ʾeqūm ʾe īm ʾaqīm ʾettqīm
Pl.3.m. ‫نستموآلن نقوآلموآلن‬ ‫نقتموآلن‬ ‫نَةّةِّقتموآلن‬
nqūmūn n īmūn nqīmūn nettqīmūn
3.f. ‫نقوآلمِــن‬ ‫نستمِــن‬ ‫نقتمِــن‬ ‫نَةّةِّقتمِــن‬
nqūmån n īmån nqīmån nettqīmån
2.m. ‫ةستموآلن ةقوآلموآلن‬ ‫ةقتموآلن‬ ‫ةَةِّقتموآلن‬
tqūmūn t īmūn tqīmūn tetqīmūn
2.f. ‫ةستمِــن ةقوآلمِــن‬ ‫ةقتمِــن‬ ‫ةَةِّقتمِــن‬
tqūmån t īmån tqīmån tetqīmån
1.c. ‫نقوآلم‬ ‫نستم‬ ‫نقتم‬ ‫نَةّةِّقتم‬
nqūm n īm nqīm nettqīm

Imperative:
P‛al ʾAº‛el ʾEṯp‛el = ʾEttaº‛al
Sg.2.m. ‫قوآلم‬ ‫ستم‬ ‫اٍقتم‬ ‫اَةّةِّقتم‬
qūm īm ’aqīm ’ettqīm
2.f. ‫قوآلمي‬ ‫ستمي‬ ‫اٍقتمي‬ ‫اَةّةِّقتمي‬
qūmy īmy ’aqīmy ’ettqīmy
Pl.2.m. ‫قوآلمو‬ ‫ستمو‬ ‫اٍقتمو‬ ‫اَةّةِّقتمو‬
qūmw īmw ’aqīmw ’ettqīmw
2.f. ‫قوآلمًين‬ ‫ستمًين‬ ‫اٍقتمًين‬ ‫اَةّةِّقتمًين‬
qūmȩ̄n īmȩ̄n ’aqīmȩ̄n ’ettqīmȩ̄n
 Lesson 12 105

Participle:
P‛al ʾAº‛el ʾEṯp‛el = ʾEttaº‛al
Partizip Akt. m. ‫قِاَم‬ ‫سِاَم‬ ‫مقتم‬ ‫مَةّةِّقتم‬
qåʾem såʾem mqīm mettqīm
Partizip Akt. f. ‫قِيمِأ‬ ‫سِيمِأ‬ ‫مقتمِأ‬ ‫مَةّةِّقتمِأ‬
qåymå såymå mqīmå mettqīmå
Partizip Pass. m. ‫قتم‬ ‫ستم‬ ‫مقِم‬ —
qīm sīm mqåm
Partizip Pass. f. ‫قتمِأ‬ ‫ستمِأ‬ ‫مقِمِأ‬ —
qīmå sīmå mqåmå

Infinitive:
P‛al ʾAº‛el ʾEṯp‛el = ʾEttaº‛al
‫مقِم‬ ‫مسِم‬ ‫مقِموآل‬ ‫مَةّةِّقِموآل‬
mqåm msåm mqåmū mettqåmū

12. 3. II=III Verbs (mediae geminatae)

In verbs of this class, the 2nd and 3rd radicals are identical. Put otherwise: they have a geminate 2nd radical.; e.g. bzz »to
plunder« (structure: K1-K2-K2). The paradigm of these verbs exhibits several peculiarities. The three most important
rules are as follows:
1. The gemination of the 2nd = 3rd radical which one would normally expect only occurs in the perfect (1.c.sg and
3.f.sg) and the act. part. P‛al, and is in these cases only partially implemented (e.g.ّ‫ بَزَة‬bezzeṯ »I plundered«).
At the beginning of syllables and words, gemination is simplified, e.g. ‫ بٍز‬baz < *bazz »he plundered«, ِّ‫ بٍزة‬bazt
»you plundered «.

2. Following preformatives (impf. inf. pe, ʾAp̄., ʾEttap̄.), the 1st radical is geminate instead of the 2nd. The forms are
exactly the same as they would be if formed from the I-n root, e.g. impf. pe. impf. ‫ نَبِِّوألز‬nebboz (accordingly,
the imp. is ‫ بوألز‬boz); ʾAp̄. Pf. ‫ اٍبَِِّز‬ʾabbez, impf. ‫ نٍبَِِّز‬nabbez, imp. ‫ اٍبَِِّز‬ʾabbez.

3. The Part. Pass. Pe. as well as ʾEṯp‛el, Pa‛‛el and ʾEṯpa‛al are built regularly ("strong"): ‫ بزتز‬bzīz, ‫ اَةّبِِّزَز‬ʾeṯbzez,
‫ بٍزَز‬bazzez, ‫ اَةّبِِّــٍزَز‬ʾeṯbazzaz.
Remarks:
 The impf. pe. conforms – depending on the thematic vowel – to the types ‫ نَبِِّوألز‬nebboz »he shall plunder« (or
ّ‫ نَرٍه‬nerraḡ »he shall desire«), with the gemination of the 1st radical as in the class I-n. Analagously, the imp.
pe. is :
‫ بوألز‬boz »plunder!«
ّ‫ رٍه‬raḡ »desire!«.
106 Lesson 12

 The basic form of the part. akt. pe. is built according to the type ‫ بِاَز‬båʾez »plundering«, i.e. analogously to
the classa II-ʾÅlap̄ or II-w/y. However, the forms with endings are as follows:
‫ بِزءأ‬båzå
‫ بِزتن‬båzīn, etc.

The paradigm of II=III verbs is as follows, taking ‫ بٍز‬baz »to plunder« and ّ‫ رٍه‬raḡ »to desire« as examples:

P‛al ʾAº‛el ʾEṯp‛el

Sg.3.m. ‫بٍز‬ ّ‫رٍه‬ ‫اٍبَِِّز‬ ‫اَةّبِِّزَز‬
baz raḡ ’abbez ’eṯbzez
3.f. ّ‫بَ ٍّزة‬ ّ‫رَهِِّــٍة‬ ّ‫اٍبِِّزٍّة‬ ّ‫اَةّبِِّـٍززٍة‬
bezzaṯ reggaṯ ’abbzaṯ ’eṯbazzaṯ
2.m. ِّ‫بٍزة‬ ِّ‫رٍهّة‬ ِّ‫اٍبَِِّزة‬ ِّ‫اَةّبِِّزَزة‬
bazt raḡt ’abbezṯ ’eṯbzezt
2.f. ‫بٍزةِّي‬ ‫رٍهّةِّي‬ ‫اٍبَِِّزةِّي‬ ‫اَةّبِِّزَزةِّي‬
bazty raḡty ’abbezty ’eṯbzezty
1.c. ّ‫بَزَة‬ ّ‫رَهِِّـَة‬ ّ‫اٍبِِّزَة‬ ّ‫اَةّبِِّـٍززَة‬
bezzeṯ reggeṯ ’abbzeṯ ’eṯbazzeṯ
Pl.3.m. ‫بٍزو‬ ‫رٍهّو‬ ‫اٍبَِِّزو‬ ‫اَةّبِِّزَزو‬
bazw raḡw ’abbezw ’eṯbzezw
3.f. ‫بٍزي‬ ‫ٍذهّي‬ ‫اٍبَِِّزي‬ ‫اَةّبِِّزَزي‬
bazy raḡy ’abbezy ’eṯbzezy
2.m. ‫بٍزةِّوألن‬ ‫رٍهّةِّوألن‬ ‫اَةّبِِّزَزةِّوألن اٍبَِِّزةِّوألن‬
baztōn raḡtōn ’abbeztōn ’eṯbzeztōn
2.f. ‫بٍزةًِّين‬ ‫رٍهّةًِّين‬ ‫اٍبَِِّزةًِّين‬ ‫اَةّبِِّزَزةًِّين‬
baztȩ̄n raḡtȩ̄n ’abbeztȩ̄n ’eṯbzeztȩ̄n
1.c. ‫بٍزن‬ ‫رٍهّن‬ ‫اٍبَِِّزن‬ ‫اَةّبِِّزَزن‬
bazn raḡn ’abbezn ’eṯbzezn
 Lesson 12 107

Imperfect:
P‛al ʾAº‛el ʾEṯp‛el
Sg.3.m. ‫نَبِِّوألز‬ ّ‫نَرٍه‬ ‫نٍبَِِّز‬ ‫نَةّبِِّزَز‬
nebboz nerraḡ nabbez neṯbzez
3.f. ‫ةَبِِّوألز‬ ّ‫ةَرٍه‬ ‫ةٍبَِِّز‬ ‫ةَةّبِِّزَز‬
tebboz terraḡ tabbez teṯbzez
2.m. ‫ةَبِِّوألز‬ ّ‫ةَرٍه‬ ‫ةٍبَِِّز‬ ‫ةَةّبِِّزَز‬
tebboz terraḡ tabbez teṯbzez
2.f. ‫ةَبِِّزتن‬ ‫ةَرهّنت‬ ‫ةَةّبِِّـٍززتن ةٍبِِّزتن‬
tebbzīn terrḡīn tabbzīn teṯbazzīn
1.c. ‫اَبِِّوألز‬ ّ‫اَرٍه‬ ‫اٍبَِِّز‬ ‫اَةّبِِّزَز‬
’ebboz ’erraḡ ’abbez ’eṯbzez
Pl.3.m. ‫نَبِِّزوآلن‬ ‫نَرهّوآلن‬ ‫نَةّبِِّـٍززوآلن نٍبِِّزوآلن‬
nebbzūn nerrḡūn nabbzūn neṯbazzūn
3.f. ‫نَبِِّــزءن‬ ‫نَذهِّن‬ ‫نَةّبِِّــٍززءن نٍبِِّــزءن‬
nebbzån nerrḡån nabbzån neṯbazzån
2.m. ‫ةَبِِّزوآلن‬ ‫ةَةّبِِّـٍززوآلن ةٍبِِّزوآلن ةَرهّوآلن‬
tebbzūn terrḡūn tabbzūn teṯbazzūn
2.f. ‫ةَبِِّــزءن‬ ‫ةَذهِِّن‬ ‫ةَةّبِِّـٍززءن ةٍبِِّــزءن‬
tebbzån terrḡån tabbzån teṯbazzån
1.c. ‫نَبِِّوألز‬ ّ‫نَرٍه‬ ‫نٍبَِِّز‬ ‫نَةّبِِّزَز‬
nebboz nerraḡ nabbez neṯbzez

Imperative:
P‛al ʾAº‛el ʾEṯp‛el
Sg.2.m. ‫بوألز‬ ّ‫رٍه‬ ‫اٍبَِِّز‬ ‫اَةّبِِّـٍز‬
boz raḡ ’abbez ’eṯbaz
2.f. ‫بوألزي‬ ‫رٍهّي‬ ‫اٍبَِِّزي‬ ‫اَةّبِِّـٍزي‬
bozy raḡy ’abbezy ’eṯbazy
Pl.2.m. ‫بوألزو‬ ‫رٍهّو‬ ‫اٍبَِِّزو‬ ‫اَةّبِِّـٍزو‬
bozw raḡw ’abbezw ’eṯbazw
2.f. ‫ب ألوزًين‬ ‫ٍذهّــًني‬ ‫اَةّبِِّـٍززًين اٍبَِِّزًين‬
bozȩ̄n raḡȩ̄n ’abbezȩ̄n ’eṯbazzȩ̄n
108 Lesson 12

Participles:
P‛al ʾAº‛el ʾEṯp‛el
Partizip Akt. m. ‫بِاَز‬ ّ‫رِاَه‬ ‫مٍبَِِّز‬ ‫مَةّبِِّزَز‬
bå’ez rå’eḡ mabbez meṯbzez
Partizip Akt. f. ‫بِزءأ‬ ‫رِهِّأ‬ ‫مٍبِِّزءأ‬ ‫مَةّبِِّـٍززءأ‬
båzå råḡå mabbzå meṯbazzå
Partizip Pass. m. ‫بزتز‬ ‫رهّتغ‬ ‫مٍبِِّــٍز‬ —
bzīz rḡīḡ mabbaz
Partizip Pass. f. ‫بزتزءأ‬ ‫رهّتغِأ‬ ‫مٍبِِّزءأ‬ —
bzīzå rḡīḡå mabbzå

Infinitive:
P‛al ʾAº‛el ʾEṯp‛el
‫مَبِِّــٍز‬ ‫مَرٍغ‬ ‫مٍبِِّــِزوآل‬ ‫مَةّبِِّزءزوآل‬
mebbaz merraḡ mabbåzū meṯbzåzū

12. 4. II-h Verbs
Verbs with /h/ as their 2nd radical build regular forms. Forms with an /h/ which is not pronounced are also attested,
though they are rare, e.g.
Imp. ʾEṯpe. m.sg. ‫ < اَزدٍِِّىْر‬ʾezda r (instead of: *ʾezdahr) »Beware!« (zhr)
h

Imp. ʾEṯpe. m.pl. ‫ اَزدٍِِّىْرو‬ʾezda r »Beware!« (Mk 8,15); cf.

h w
by contrast the regularly built pf.
ʾEṯpe. ‫ اَزدآلىٍر‬ʾezḏahr.
12. 5. Vocabulary

A. then håydȩ̄n ‫ىِيدًِِّين‬ openly barrånå’īṯ ّ‫بٍرِنِاتة‬

simply pšīqå’īṯ ّ‫فشتقِاتة‬ shout g‛åṯå ‫هعِةِّأ‬
sweet ḥalyå ‫حٍليِإ‬ sadness ‛åqṯå ‫عِقةِّأ‬
what? månåw ‫مِنِو‬ tear dem‛ṯå ‫دَمعةِّأ‬
As soon as må ḏ- ‫مِأ د‬ (pl. dem‛ȩ̄ ‫)دَمعًأ‬
speech swådå ‫سوِدِا‬ sorrow ’eḇlå ‫اَثلِإ‬
between baynåṯ ّ‫بٍينِة‬ possessions qenyånå ‫قَنيِنِأ‬
promise šūwdåyå ‫شوآلودِِِّيِأ‬ fishing ṣåyyaḏå ‫ؤٍيِدآلِا‬
revered yåqqīrå ‫يٍقرتِا‬ outward barråyå ‫بٍرِيِأ‬
departure puršånå ‫فوآلرشِنِأ‬ snare paḥḥå ‫فٍحِأ‬
impiety ruš‛å ‫روآلشعِأ‬ bait leqṭå ‫لَقطِأ‬
 ‫‪Lesson 12‬‬ ‫‪109‬‬

‫‪Verb Forms‬‬

‫‪Pe. to die‬‬ ‫متةّ ‪ / mīṯ‬منوألةّ ‪nmōṯ‬‬

‫‪Pa. to dwell‬‬ ‫دٍيٍر ‪ / dayyar‬ندآلٍيٍر ‪nḏayyar‬‬
‫‪ʾAº. to give permission‬‬ ‫‪ / ’appe‬نٍفَِّس ‪nappes‬‬ ‫اٍفَِّس‬
‫‪Pe. to think‬‬ ‫رنِأ ‪ / rnå‬نَرنِأ ̄‪nernȩ‬‬
‫‪ʾAp̄. to annoy‬‬ ‫اٍعتق ‪ / ’a‛īq‬نٍعتق ‪na‛īq‬‬
‫‪ʾEṯpa. to pray‬‬ ‫اَةّكٍشٍفّ ̄‪ / ’eṯkaššåp‬نَةّكٍشٍفّ ̄‪neṯkaššåp‬‬
‫‪Pe. to judge‬‬ ‫دِن ‪ / dån‬ندآلوألن ‪nḏōn‬‬
‫‪Pe. to be moved‬‬ ‫ءزع ‛‪ / zå‬نزوألع ‛‪nzō‬‬
‫‪Pe. to look‬‬ ‫حِر ‪ / ḥår‬حنوألر ‪nḥōr‬‬
‫‪Pe. to hunt‬‬ ‫ؤءدآل ̱‪ / ṣåd‬نؤوألدآل ̱‪nṣōd‬‬
‫‪ʾEṯpe. to rest‬‬ ‫اَةِّةِّنتح ‪ / ʾettnīḥ‬نَةِّةِّنتح ‪nettnīḥ‬‬
‫‪Pe. to ask‬‬ ‫شًال ‪ / š ʾȩ̄l‬نَشٍال ‪nešʾal‬‬
‫)‪Pe. to help (a-o‬‬ ‫دوألر ‪ne‛ḏor‬‬
‫عدٍّر ‪ / ‛ḏar‬نَع آل‬
‫‪Pe. to remain‬‬ ‫فِش ‪ / påš‬نفّوألش ‪np̄oš‬‬
‫‪Pe. to stand up‬‬ ‫قِم ‪ / qåm‬نقوآلم ‪nqūm‬‬
‫‪Pe. to see‬‬ ‫حزأ ‪ / ḥzå‬نَحزًأ ̄‪neḥzȩ‬‬
‫ء‬
‫‪Pe. to desire‬‬ ‫رٍهّ ̄‪ / rag‬نَرٍهّ ̄‪nerrag‬‬
‫)‪Pe. to scatter (a-o‬‬ ‫در ‪ / bḏar‬نَبّدِِّوألر ‪neḇdor‬‬ ‫ٍ‬
‫ب آل‬

‫‪12. 6. Exercises‬‬
‫‪A. Translate the following:‬‬

‫)‪(Jn 11,14‬‬‫‪ܰ1‬ىِيدًِِّين اَمٍر لىوألن تشوألع فِّشتقِاتةّ لِعِزٍر متةّ لًى‪.‬‬

‫‪ܰ2‬وامّر ىلِِّ وِِّإل دةًامٍر لت رعينخي‪ .‬ومنو آو دبِعيٍةي ملشٍاِلوآل اِودٍعتين‪(VA 9-10).‬‬
‫‪ܰ 3‬كٍدآل دًين حزءة‪ 8‬هٍثرِىِِّ دمّتةّ‪ :‬وٍثرِا ديَلدٍة‪ :8‬عنِة‪ 8‬واَمرٍة‪ :8‬مشتحِأ برًى داٍلِىِأ‪ :‬سٍبًيآ لنٍفّشي‪....‬‬
‫ومِأ داَمرٍة‪ 8‬ىِلًني‪ :‬اَةِّةِّنتحٍة‪ 8‬واٍشلمٍة‪ 8‬روآلحِآ‪ .‬وفِش يٍلوآلدِا بٍينِةّىوألن‪(AMS 434) .‬‬
‫‪ܰ 4‬قِمّو ىْوِّو هًري بلَبِأ شحتقِأ واَةّكٍشٍفّو لًى‪ :‬وشوآلودِيًأ عِلمِنِيُأ قٍرَثو لًى‪ .‬ملِنِأ لٍم برٍن‬
‫يٍقرتِا‪ :‬رحتم علٍيك فوآلرشِنٍن؟ اٍيكٍنِأ رغتغ اٍنْةِّ لعِقةٍن؟ ملِنِأ دًين حلًإ علٍيك اَثلٍن؟ رنت‬
‫دٍملٍن فِاَش قَنيِنٍن؟ ‪ ...‬وكٍدآل بدَمعًأ بدٍايخ ىِلًني اٍفتسّوآلىي‪ :‬وبٍغعِةّىوألن بٍسوِدًا دِميِيُأ‬
‫اٍعتقّوآلىي‪ :‬اَشةِّمٍعّ لىوألن بٍرِنِاتةّ‪ :‬ودٍيٍر عٍمىوألن فٍغرِنِاتةّ‪ :‬لِإ دًين ؤَثيِنِاتةّ‪(MJ 6) .‬‬
‫‪ܰ5‬وىِشِأ ىِأ دِاًِّن اْنِأ خلوألن‪ :‬عدٍمِأ داِةًِّأ مشتحِأ معٍدٍر خلوألن‪ :‬وفِرَق خلوألن مّن اتدٍي‪(AMS 432).‬‬
‫‪ ܰ6‬شال حد من احأ البأ سوسايس وامّر ىل منأ عبِِّد انة ابا دنفِّلة امّر ىل سبأ قوم امِِّر‬
‫ىل احأ زبنني سهياُّن نفِّلة وقِّمة عدمأ دين المةي نفِّل انأ وقام امأ امِِّر ىل سبأ عدمأ‬
‫دندركك موةأ حبد منىون بقومأ امِِّر انأ ومبفولةأ܀)‪(BH, KdT 37‬‬
‫‪ܰ7‬ؤيِِّدا دؤِِّاد ؤيدا܆عل فحى بِِّدر لقطأ وسطنأ مبلةأ دروشعأ܆ ؤِِّاد سكلــإ بطعيأ‪ܰ (EA, KdD 5).‬‬
Lesson 13
13. 1. III-y Verbs (including III-w and III-ʾÅlap̄)
In Syriac, verbs with an etymological /w/ or /ʾ/ as 3rd radical have fallen together with class III-y verbs. (Only very few
III-ʾÅlap̄ verbs moved into the tertiae infirmae class of verbs; these are built as strong verbs, like byʾ with: Pa. Pf. ‫بٍيٍأ‬
bayyaʾ »he consoled«, ّ‫ بٍيٍاة‬bayyaʾṯ »she consoled«, etc. and
Pa. Impf. ‫ نبّــٍيٍأ‬nḇayyaʾ »he shall console« (with final /a/ sound).

The Perfect:
 Almost all III-y verbs in the pf. pe. have the thematic vowel /å/, e.g. ‫ هلِإ‬glå < *galay(a) »he revealed« and
‫ رمِأ‬rmå »he threw« (transitive form); only a handful of verbs take /ī/, e.g. ‫ حدآلت‬ḥḏī < *ḥaḏiy »he rejoiced«
(intransitive form.), and in these cases, the form with /å/ is also attested, e.g. ‫ حدآلِا‬ḥḏå »he rejoiced«.
 The 3.m.sg. perfect forms of all derived verb stems end in -ī, e.g. ‫ هٍلت‬gallī (Pa. Pf. 3.m.sg.), ‫ اَةّهٍلت‬ʾeṯgallī
(ʾEṯpa. Pf. 3.m.sg.).
 The 3.m.pl. perfect forms of all derived verb stems end in -īw < *iyū (e.g.. Pa. ‫ هٍلتو‬gallīw).

The Imperfect:
 The Impf. Pe. of both transitive and intransitive verbs ends in -ȩ̄, e.g.
‫ نَغلًإ‬neḡlȩ̄ »he shall reveal«
‫ نَرمًأ‬nermȩ̄ »he shall throw«
‫ نَحدًِِّا‬neḥdȩ̄ »he shall rejoice«.
 As such, the distinction between transitive and intransitive verbs no longer holds in the imperfect, or for the
derived verb forms. For this reason, the tables below continue the paradigm for the imperfect and the derived
stems with ‫ نَغلًإ‬neḡlȩ̄ »he shall reveal«.

The Imperative:
 ‫ هلت‬glī »reveal!« (transitive) or ‫ حدآلت‬ḥḏī »rejoice!«
The imp. pe. m.sg. of almost all verbs ends in -ī, e.g.
(intransitive); only ‫ متٍي‬īmay »swear!« (as well as ‫ متت‬īmī (ymy), likewise I-y) and ‫ اَشةٍِّي‬ʾeštay »drink!«
(šty) exhibit the /a/-vocalism typical of intransitive verbs. (šty builds the perfect and imperative forms
with a prosthetic vowel ( 2. 3.): pf. ‫ اَشةّت‬ʾeštī < *štī, Imp. ‫ اَشةٍِّي‬ʾeštay < *štay).
 In ES, the imp. ʾEṯpe. m.sg. sometimes takes the form ‫ اَةّهٍليي‬ʾeṯgal (sic!) (analogous to strong verbs (cf.
yy

‫ اَةّكِّــٍةِّث‬ʾeṯkatḇ); the 1 radical

st
ܶ undergoes L-vocalisation, and a double ܶ Jōḏ written at the end). In WS, by
contrast, it is usually
‫ ܐܬ ݁ܓ ܠ‬ʾeṯglay (though sometimes also ‫ ܐܬ ݁ ܠܓܠܝ‬ʾeṯgal ).
‫ܠܝ‬ y

 In all other derived stems (except ʾEtpe.), the imp. m.sg. ends in -å, e.g. Pa. ‫ هٍلِإ‬gallå.
 The f.sg., m.pl. and f.pl. imperative forms have the same ending in all stems:
f.sg. -åy (< *-ayi), e.g. Pe.‫ هلِي‬glåy, etc.;
m.pl. -åw (WS -aw), .e.g. Pe. ‫ هلِو‬glåw, etc.;
f.pl. -åyȩ̄n, e.g. Pe. ‫ هلِيًين‬glåyȩ̄n, etc.
 Lesson 13 111

Note:
The paradigm of III-y verbs, e.g. ‫ هلِإ‬glå (gly) »to reveal« deviates significantly from the paradigm of strong verbs. The
most important rules are:
1. In a few cases, the 3rd radical in the paradigm takes the normal form of the consonant /y/, examples:
Pe. Pf. 2.m.sg. ‫ هلٍي ِّة‬glayt »you revealed«
Pe. Pf. 3.f.pl. ‫ هلٍي‬glay »they revealed«
Pe. Impf. 3.f.pl. ‫ نَغليِــن‬neḡlyån »they shall reveal«
Pe. Imp. f.sg. ‫ هلِي‬glåy »reveal!«
Pa. Part. Pass. ‫ مغٍلٍي‬mḡallay »to be revealed«
ʾAp̄. Part. Pass. ‫ مٍغلٍي‬maḡlay »to be revealed«
2. In the majority of forms, however, there is only a vowel reflex of the 3rd radical. Examples:
*aya > å in Pe. Pf. 3.m.sg. ‫ هلِإ‬glå < *galaya
*ey > ȩ̄ (WS -ī) in Pe. Pf. 1.sg. ّ‫ هلًية‬glȩ̄ṯ (WS ‫ܝܬ‬
ܺ glīṯ)
ܼܰ ‫ܓܠ‬
in Pe. Impf. 3.m.sg. ‫ نَغلًإ‬neḡlȩ̄
*ayū > åw in Pe. Pf. 3.m.pl. ‫ هلِو‬glåw (WS ‫ ܓܠܘ‬glaw)
27
‫ܠ‬
*iyū > īw in Pa. Pf. 3.m.pl. ‫ هٍلتو‬gallīw
ܽ ܶ
*ayūn > ōn (WS -ūn) in Pe. Impf. 3.m.pl. ‫ نَغلوألن‬neḡlōn (WS ‫ ܢܓܠ ܘܢ‬neḡlūn)
*ayīn > ȩ̄n in Pe. Part. Akt. m.pl., St. abs. ‫ هِلًني‬gålȩ̄n
*iy > ī in Pa. Pf. ‫ هٍلت‬gallī

According to the developments of the Syriac language discussed above, the following rules of thumb can be applied: all
forms which end in -ūn or -īn in the paradigm of strong verbs take the ending -ōn (WS -ūn) or -ȩ̄n in class III-y. In other
words: the /ō/- or /ē/- vocalism of such word forms can be taken to indicate the presence of an III-y root.
Furthermore, the paradigm is characterized by numerous analogous approximations.

27
In addition to the type
‫ ܠ‬glaw) »they revealed«, the extended forms ‫ هلِووآلن‬glåwūn and ‫ هلِإوآلن‬glåʾūn »they revealed« are
‫ هلِو‬glåw (WS ‫ܓܠܘ‬
also attested.
112 Lesson 13

The paradigm for III-y verbs is as follows, taking ‫ هلِإ‬glå »to reveal« and ‫ حدآلت‬ḥḏī »to rejoice« as examples:

Perfect:
P‛al Pa‛‛el ʾAº‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.3.m. ‫هلِإ‬ ‫حدآلت‬ ‫هٍلت‬ ‫اٍغلت‬ ‫اَةّهـِِّلت‬ ‫اَةّهـِِّــٍلت‬
glå ḥḏī gallī ’aḡlī ʾeṯglī ʾeṯgallī
3.f. ّ‫هلِة‬ ّ‫حَدآليٍة‬ ّ‫هٍليٍة‬ ّ‫اَةّهـِِّــٍلـيٍةّ اٍغليٍة‬ ّ‫اَةّهـِِّــٍلـيٍة‬
glåṯ ḥeḏyaṯ gallyaṯ ’aḡlyaṯ ʾeṯgalyaṯ ʾeṯgallyaṯ
2.m. ِّ‫هلٍية‬ ِّ‫حدآلتة‬ ِّ‫هٍلتة‬ ِّ‫اٍغلتة‬ ِّ‫اَةّهـِِّلتة‬ ِّ‫اَةّهـِِّــٍلـتة‬
glayt ḥḏīt gallīt ’aḡlīt ʾeṯglīt ʾeṯgallīt
2.f. ‫هلٍيةِّي‬ ‫هٍلتةِّي حدآلتةِّي‬ ‫اَةّهـِِّــٍلـتةِّي اَةّهـِِّلتةِّي اٍغلتةِّي‬
glayty ḥḏīty gallīty ’aḡlīty ʾeṯglīty ʾeṯgallīty
1.c. ّ‫هلًية‬ ّ‫حدآلتة‬ ّ‫هٍلتة‬ ّ‫اٍغلتة‬ ّ‫اَةّهـِِّلتة‬ ّ‫اَةّهـِِّــٍلـتة‬
glȩ̄ṯ ḥḏīṯ gallīṯ ’aḡlīṯ ʾeṯglīṯ ʾeṯgallīṯ
Pl.3.m. ‫هلِو‬ ‫حدآلتو‬ ‫هٍلتو‬ ‫اٍغلتو‬ ‫اَةّهـِِّلتو‬ ‫اَةّهـِِّــٍلـتو‬
glåw ḥḏīw gallīw ’aḡlīw ʾeṯglīw ʾeṯgallīw
3.f. ‫هلٍت‬ ّ‫حدآلي‬ ‫هٍلت‬ ‫اٍغلت‬ ‫اَةّهـِِّلت‬ ‫اَةّهـِِّــٍلـت‬
glay ḥḏī gallī ’aḡlī ʾeṯglī ʾeṯgallī
2.m. ‫اَةّهـِِّــٍلتةِّوألن اَةّهـِِّلتةِّوألن اٍغلتةِّوألن هٍلتةِّوألن حدآليّةِّوألن هلٍيةِّوألن‬
glaytōn ḥḏītōn gallītōn ’aḡlītōn ʾeṯglītōn ʾeṯgallītōn
2.f. ‫هلٍيةًِّين‬ ‫اَةّهـِِّلتةًِّين اٍغلتةًِّين هٍلتةًِّين حدآليّةًِّين‬ ‫اَةّهـِِّــٍلتةًِّين‬
glaytȩ̄n ḥḏītȩ̄n gallītȩ̄n ’aḡlītȩ̄n ʾeṯglītȩ̄n ʾeṯgallītȩ̄n
1.c. ‫هلٍني‬ ‫حدآليّن‬ ‫هٍلنت‬ ‫اٍغلنت‬ ‫اَةّهـِِّلنت‬ ‫اَةّهـِِّــٍلنت‬
glayn ḥḏīn gallīn ’aḡlīn ʾeṯglīn ʾeṯgallīn

Imperfect:
P‛al Pa‛‛el ʾAº‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.3.m. ‫نَغلًإ‬ ‫نهّــٍلًإ‬ ‫نٍغلًإ‬ ‫نَةّهـِِّلًإ‬ ‫نَةّهـِِّــٍلـًإ‬
neḡlȩ̄ nḡallȩ̄ naḡlȩ̄ neṯglȩ̄ neṯgallȩ̄
3.f. ‫ةَغلًإ‬ ‫ةهّــٍلًإ‬ ‫ةٍغلًإ‬ ‫ةَةّهـِِّلًإ‬ ‫ةَةّهـِِّــٍلـًإ‬
teḡlȩ̄ tḡallȩ̄ taḡlȩ̄ teṯglȩ̄ teṯgallȩ̄
2.m. ‫ةَغلًإ‬ ‫ةهّــٍلًإ‬ ‫ةٍغلًإ‬ ‫ةَةّهـِِّلًإ‬ ‫ةَةّهـِِّــٍلـًإ‬
teḡlȩ̄ tḡallȩ̄ taḡlȩ̄ teṯglȩ̄ teṯgallȩ̄
2.f. ‫ةَغلًني‬ ‫ةهّــٍلًني‬ ‫ةٍغلًني‬ ‫ةَةّهـِِّــٍلـًني ةَةّهـِِّلًني‬
teḡlȩ̄n tḡallȩ̄n taḡlȩ̄n teṯglȩ̄n teṯgallȩ̄n
1.c. ‫اَغلًإ‬ ‫اَهّــٍلًإ‬ ‫اٍغلًإ‬ ‫اَةّهـِِّلًإ‬ ‫اَةّهـِِّــٍلـًإ‬
’eḡlȩ̄ ’eḡallȩ̄ ’aḡlȩ̄ ’eṯglȩ̄ ’eṯgallȩ̄
 Lesson 13 113

Pl.3.m. ‫نَغلوألن‬ ‫نهّــٍلوألن‬ ‫نٍغلوألن‬ ‫نَةّهـِِّــٍلـوألن نَةّهـِِّلوألن‬

neḡlōn nḡallōn naḡlōn neṯglōn neṯgallōn
3.f. ‫نَغليِــن‬ ‫نهّــٍليِــن‬ ‫نَةّهِِّــٍليِــن نَةّهِِّــٍليِــن نٍغليِــن‬
neḡlyån nḡallyån naḡlyån neṯgalyån neṯgallyån
2.m. ‫ةهّــٍلوألن ةَغلوألن‬ ‫ةٍغلوألن‬ ‫ةَةّهـِِّــٍلـوألن ةَةّهـِِّلوألن‬
teḡlōn tḡallōn taḡlōn teṯgalōn teṯgallōn
2.f. ‫ةهّــٍليِــن ةَغليِــن‬ ‫ةَةّهِِّــٍليِــن ةَةّهِِّــٍليِــن ةٍغليِــن‬
teḡlyån tḡallyån taḡlyån teṯgalyån teṯgallyån
1.c. ‫نَغلًإ‬ ‫نهّــٍلًإ‬ ‫نٍغلًإ‬ ‫نَةّهـِِّلًإ‬ ‫نَةّهـِِّــٍلـًإ‬
neḡlȩ̄ nḡallȩ̄ naḡlȩ̄ neṯglȩ̄ neṯgallȩ̄

Imperative:
P‛al Pa‛‛el ʾAº‛el ʾEṯp‛el ʾEṯpa‛‛al
Sg.2.m. ‫هلت‬ ‫هٍلِإ‬ ‫اَةّهـِِّلٍي اٍغلِإ‬ 28
‫اَةّهـِِّــٍلِإ‬
glī gallå ’aḡlå ’eṯglay ’eṯgallå
2.f. ‫هلِي‬ ‫هٍلِي‬ ‫اٍغلِي‬ ‫اَةّهـِِّلِي‬ ‫اَةّهـِِّــٍلِي‬
glay gallåy ’aḡlåy ’eṯglåy ’eṯgallåy
Pl.2.m. ‫هلِو‬ ‫هٍلِو‬ ‫اٍغلِو‬ ‫اَةّهـِِّلِو‬ ‫اَةّهـِِّــٍلِو‬
glåw gallåw ’aḡlåw ’eṯglåw ’eṯgallåw
2.f. ‫هلِيًين‬ ‫هٍلِيًين‬ ‫اَةّهـِِّلِيًين اٍغلِيًين‬ ‫اَةّهـِِّــٍلِيًين‬
glåyȩ̄n gallåyȩ̄n ’aḡlåyȩ̄n ’eṯglåyȩ̄n ’eṯgallåyȩ̄n

Participles:
P‛al Pa‛‛el ʾAº‛el ʾEṯp‛el ʾEṯpa‛‛al
Partizip Akt. m. ‫هِلًإ‬ ‫مهـّـٍلًإ‬ ‫مٍهّلًإ‬ ‫مَةّهـِِّــٍلًإ مَةّهـِِّلًإ‬
gålȩ̄ mḡallȩ̄ maḡlȩ̄ meṯglȩ̄ meṯgallȩ̄
Partizip Akt. f. ‫هِليِإ‬ ‫مهـّـٍليِإ‬ ‫مَةّهـِِّــٍليِأ مَةّهـِِّــٍليِأ مٍهّليِإ‬
gålyå mḡallyå maḡlyå meṯgalyå meṯgallyå
Partizip Pass. m. ‫هلًإ‬ ‫مهـّـٍلٍي‬ ‫مٍهّلٍي‬ — —
glȩ̄ mḡallay maḡlay
Partizip Pass. f. ‫هٍليِأ‬ ‫مهـّـٍليِأ‬ ‫مٍهّليِأ‬ — —
galyå mḡallyå maḡlyå

28
ES also knows the form ‫ اَةّهٍليي‬ʾeṯgal . yy
114 Lesson 13

Infinitive:
P‛al Pa‛‛el ʾAº‛el ʾEṯp‛el ʾEṯpa‛‛al
‫مَهّلِإ‬ ‫مهّــٍلِيوآل‬ ‫مٍهّلِيوآل‬ ‫مَةّهـِِّــٍلِيوآل مَةّهــِِّلِيوآل‬
meḡlå mḡallåyū maḡlåyū meṯglåyū meṯgallåyū

13. 2. III-y Verbs with Object Suffixes

The attachment of object suffixes to weak verbs is straightforward, with the exception of the class III-. For III-y verbs
with suffixes, the following characteristics should be noted:

1. Verb forms ending on a consonant are attached to suffixes in the same way as strong verbs, e.g.
Pf. Pe. 3.f.sg. ‫ةى‬2ً ِ‫ رم‬rmåṯȩ̄h »she threw him / it« (cf. Pf. Pe. 3.f.sg. ‫ٍثةًى‬
2 ‫كة‬
2 kṯaḇṯȩ̄h).
As a result, the Pf. Pa. / ʾAp̄. 3.f.sg. has the same form prior to a suffix as it has without a suffix, e.g.
Pa. ‫ى‬2ً‫ رٍميٍة‬rammyaṯȩ̄h »she threw him« (in contrast to ‫ًى‬2‫ كٍةَِّثة‬katteḇṯȩ̄h).

2. The following applies for verb forms ending with a vowel:

 -å remains unchanged, e.g.
Pf. Pe. ‫ رمِين‬rmån »he threw me «
y

Inf. Pe. (vor -ḵōn/ḵȩ̄n) ‫ مَرمِِخوألن‬mermåḵōn

 The forms with -y- , e.g.
Pf. Pa. 3.m.sg. ‫ رٍميٍين‬rammyan (except before -ḵōn/ḵȩ̄n).
y

Inf. Pe., e.g. ‫ مَرميٍين‬mermyan . y

3. The following applies for verb forms ending with a diphthong:

-åw [WS -aw] (Pf. Pe. 3.m.pl., Imp. m.pl.) > -aʾū- (more rarely: -awu-)
‫ رمٍاوآلىْي‬rma’ū y »they threw him« / »throw him!«
h

-īw (Pf. Pa. 3.m.pl.) > -yū-

‫ رٍميوآلني‬rammyūn »they threw me«
y

-ay (Pf. Pe. 3.f.pl.) > -ayå-

‫ ذمٍيِين‬rmayån »they threw me «
y

-åy (Imp. Pe. f.sg.) > -åʾī- (more rarely: -åyi-)

‫ رمِاتآ‬rmå’īh »throw her!«
 Lesson 13 115

The paradigm fof III-y verbs with suffixes is as follows:

P‛al 1.c.sg. 2.m.sg. 2.f.sg.

Sg.3.m. ‫رمِأ‬ ‫رمِين‬ ‫رمِخ‬ ‫رمِخي‬
y y
rmå rmån rmåḵ rmåḵ
3.f. ّ‫رمِة‬ ‫رمِةٍّني‬ ‫رمِةِّخ‬ ‫رمِةًّخي‬
y y
rmåṯ rmåṯan rmåṯåḵ rmåṯȩ̄ḵ
2.m. ِّ‫رمٍية‬ ‫رمٍيةِِّني‬ — —
y
rmayt rmaytån
2.f. ‫رمٍيةِّي‬ ‫رمٍيةِّتين‬ — —
y y
rmayt rmaytīn
1.c. ّ‫رمًية‬ — ‫رمًيةِّخ‬ ‫رمًيةًّخي‬
rmȩ̄ṯ rmȩ̄ṯåḵ rmȩ̄ṯȩ̄ḵy
P‛al 1.c.sg. 2.m.sg. 2.f.sg.
Pl.3.m. ‫رمِو‬ ‫رمٍاوآلني‬ ‫رمٍاوآلخ‬ ‫رمٍاوآلخي‬
y y
rmåw rma’ūn rma’ūḵ rma’ūḵ
3.f. ‫ذمٍي‬ ‫ذمٍيِين‬ ‫ذمٍيِخ‬ ‫ذمٍيًخي‬
y y
rmay rmayån rmayåḵ rmayȩ̄ḵ
2.m. ‫رمٍيةِّوألن‬ ‫رمٍيـةِّوألنِين‬ — —
y
rmaytōn rmaytōnån
2.f. ‫رمٍيةًِّين‬ — — —
rmaytȩ̄n
1.c. ‫رمٍني‬ — ‫رمٍينِخ‬ ‫رمٍينًخي‬
rmayn rmaynåḵ rmaynȩ̄ḵy
116 Lesson 13

P‛al Suff.3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.3.m. ‫رمِأ‬ ‫رمِيىْي‬ ‫رمِآ‬ ‫رمٍن‬ ‫رمِخوألن‬
hy
rmå rmåy rmåh rman rmåḵōn
3.f. ّ‫رمٍة‬ ‫رمِةًّى‬ ‫رمِةِّآ‬ ‫رمِةّخوألن رمِةٍّن‬
rmaṯ rmåṯȩ̄h rmåṯåh rmåṯan rmåṯḵōn
2.m. ِّ‫رمٍية‬ ‫رمٍيةِِّيىْي‬ ِِّ‫رمٍيةِِّى‬ ‫رمٍيةِِّن‬ —
hy
rmayt rmaytåy rmaytåh rmaytån
2.f. ‫رمٍيةِّي‬ ‫رمٍيةِّتوىْي‬ ِِّ‫رمٍيةِّتى‬ ‫رمٍيةِّتن‬ —
y hy
rmayt rmaytīw rmaytīh rmaytīn
1.c. ّ‫رمًية‬ ‫رمًيةًّى‬ ِِّ‫رمًيةِّى‬ — ‫رمًيةّخوألن‬
rmȩ̄ṯ rmȩ̄ṯȩ̄h rmȩ̄ṯåh rmȩ̄ṯḵōn
P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.
Pl.3.m. ‫رمِو‬ ‫رمٍاوآلىْي‬ ‫رمٍاوآلآ‬ ‫رمٍاوآلخوألن رمٍاوآلن‬
h
rmåw rma’ū y rma’ūh rma’ūn rma’ūḵōn
3.f. ‫ذمٍي‬ ‫ذمٍيِيىْي‬ ِِّ‫ذمٍيِى‬ ‫ذمٍيِن‬ —
hy
rmay rmayåy rmayåh rmayån
2.m. ‫رمٍيةِّوألنِن رمٍيةِّوألنِآ رمٍيةِّوألنِيىْي رمٍيةِّوألن‬ —
hy
rmaytōn rmaytōnåy rmaytōnåh rmaytōnån
2.f. ‫رمٍيةًِّين‬ — — — —
rmaytȩ̄n
1.c. ‫رمٍني‬ ‫رمٍينِيىْي‬ ‫رمٍينِآ‬ — ‫رمٍينِخوألن‬
hy
rmayn rmaynåy rmaynåh rmaynåḵōn

 Lesson 13 117

Imperative
P‛al 1.c.sg. 2.m.sg. 2.f.sg. 2.m.pl.
Sg.2.m. ‫رمت‬ ‫رمتين‬ — — —
rmī rmīny
2.f. ‫رمِي‬ ‫رمِاتين‬ — — —
rmåy rmå’īny
P‛al 1.c.sg. 2.m.sg. 2.f.sg. 2.m.pl.
Pl.2.m. ‫رمِو‬ ‫رمٍاٍوني‬ — — —
rmåw rma’awny
2.f. ‫ذمِيًني‬ ‫ذمِيَنِين‬ — — —
rmåyȩ̄n rmåyenåny

P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.

Sg.2.m. ‫رمت‬ ‫رمتوىْي‬ ‫رمتآ‬ ‫رمنت‬ —
rmī rmīwhy rmīh rmīn
2.f. ‫رمِي‬ ‫رمِاتوىْي‬ ‫رمِاتآ‬ ‫رمِاتن‬ —
rmåy rmå’īwhy rmå’īh rmå’īn
P‛al 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.
Pl.2.m. ‫رمِو‬ ‫رمٍاوآلىْي‬ ‫رمٍاوآلآ‬ ‫رمٍاوآلن‬ —
h
rmåw rma’ū y rmå’ūh rma’ūn
2.f. ‫ذمِيًني‬ ‫ذمٍيَنِيىْي‬ ِِّ‫ذمِيَنِـى‬ ‫ذمٍيَنِن‬ —
hy
rmåyȩ̄n rmayenåy rmåyenåh rmayenån

Infinitive:
P‛al 1.sg. 2.m.sg. 2.f.sg. 3.m.sg. 3.f.sg. 1.c.pl. 2.m.pl.
‫مَرميِآ مَرميًى مَرميًخي مَرميِخ مَرميٍين مَرمِأ‬ ‫مَرمِخوألن مَرميٍن‬
y y
mermå mermyan mermyåḵ mermyȩ̄ḵ mermyȩ̄h mermyåh mermyan mermåḵōn








118 Lesson 13

13. 3. Cardinal Numbers

The numbers 1 – 10 are formally nominals in the st.abs. They are for the most part the same as in other semitic
languages:

masc. fem.
1ܰ‫ حٍدآل‬ḥaḏ ‫ حدِآلا‬ḥḏå
2 ‫ ةذًين‬trȩ̄n ‫ةٍذةًِّين‬ tartȩ̄n
3 ‫ ةلِةِّأ‬tlåṯå ّ‫ ةلِة‬tlåṯ
4 ‫اٍربِِّعِأ‬ʼarb‛å ‫ اٍربِِّــٍع‬ʼarba‛
5 ‫ حٍمشِأ‬ḥamšå ‫ حٍمَش‬ḥameš
6 ‫شةِِِّأ‬štå, ‫ اَشةِِِّأ‬ʼeštå ّ‫ شَة‬šeṯ
7 ‫شٍثعِأ‬šaḇ‛å ‫شثـٍع‬šḇa‛
8 ‫ ةمِنيِأ‬tmånyå ‫ةمِنًأ‬tmånȩ̄
9 ‫ةَشعِأ‬teš‛å ‫ ةشٍٍع‬tša‛
10 ‫عَسرِا‬‛esrå ‫عسٍر‬‛sar

Notes on syntax:
‫ حٍدآل‬ḥaḏ »one« often precedes the counted object, e.g. ‫ حٍدآل شعِأ‬ḥaḏ š‛å »one hour«. When following a noun, it can also
function as an indefinite article, e.g. ‫ هٍثرِا حٍدآل‬gaḇrå ḥaḏ »a man«.
In conjunction with the numbers 2 – 10, the counted object is usually given in the st.abs.
For the numbers 3 – 10, formally feminine numerals are usually used with masculine nouns, and masculine numerals
with feminine nouns (so-called gender polarity, also encountered in most other semitic langauges), e.g.
‫ ةلِةِّأ هٍثذتن‬tlåṯå gaḇrīn »three men«, ‫ ةلِةّ نَشنت‬tlåṯ neššīn »three women«.

The formation of the numbers 11-19 is non-uniform. The main forms are:

m. f.
11 ‫حدعسٍر‬2ٍ ḥḏa‛sar 2ٍ ḥḏa‛srȩ̄ /‫حدعَسذًا‬
‫حدعسذًا‬ 2ٍ ḥḏa‛esrȩ̄
12 ‫ ةرًعسٍر‬tre‛sar ‫ ةٍذةٍِّعسذًا‬tarta‛srȩ̄ /‫ ةٍذةٍِّعَسذًا‬tarta‛esrȩ̄
13 ‫ٍعسٍر‬2‫ ةلِة‬tlåṯa‛sar ‫ٍعسذًا‬2‫ ةلِة‬tlåṯa‛srȩ̄ /‫عَسذًا‬2ٍ‫ ةلِة‬tlåṯa‛esrȩ̄
14 ‫’ اٍربِِّــٍعسٍر‬arba‛sar/ ‫ةعسٍر‬2ٍ ‫’ اٍربٍع‬arba‛ṯa‛sar 29
‫’ اٍربِِّــٍعسذًا‬arba‛srȩ̄ /‫’ اٍربِِّعَسذًا‬arb‛esr ȩ̄
15 ‫ حٍمشٍعسٍر‬ḥamša‛sar/ ‫حٍمَشةٍِّعسٍر‬ḥamešta‛sar ‫ حٍمشٍعسذًا‬ḥamša‛ arȩ̄ / ‫ حٍمشٍعَسذًا‬ḥamša‛e arȩ̄
16 ‫ شَةِّةّعسٍر‬šett‛sar ‫ٍعسذًا‬2‫ شَةِّة‬šetta‛sarȩ̄ / ‫عَسذًا‬2ٍ‫ شَةِّة‬šetta‛esarȩ̄

29
Other variations are: ‫ اٍربِِّةٍّعسٍر‬ʼarbṯa‛sar/ ‫ اٍرَبِِّةٍّعسٍر‬ʼarebṯa‛sar
 Lesson 13 119

17 ‫ شثـٍعسٍر‬šḇa‛sar / ‫ شثـٍع ٍةِّعسٍر‬šḇa‛ta‛sar ‫شثـٍعسٍذًا‬šḇa‛ta‛sar ȩ̄ / ‫ شثـٍعَسٍذًا‬šḇa‛ta‛esar ȩ̄

18 ‫ ةمِنٍعسٍر‬tmåna‛sar / ‫ ةمِنةٍِّعسٍر‬tmånat‛sar ‫ ةمِنٍعسٍذًا‬tmåna‛sar ȩ̄ / ‫ ةمِنٍعَسٍذًا‬tmåna‛esar ȩ̄
19 ‫ ةشٍٍعسٍر‬tša‛sar / ‫ ةشٍع ٍةِّعسٍر‬tša‛ta‛sar ‫ ةشٍٍعسٍذًا‬tš‛åsar ȩ̄ / ‫ ةشٍعَسٍذًا‬tš‛å‛esar ȩ̄

The multiples of ten between 20 - 90 take the ending -īn (m.pl., St.abs.).

20 ‫‛ عَسرتن‬e rīn 60 ‫ شةِّتن‬štīn, ‫ اَشةِّتن‬ʼeštīn

30 ‫ ةلِةّتن‬tlåṯīn 70 ‫ شٍثعنت‬šaḇ‛īn
40 ‫ اٍربِِّعنت‬ʼarb‛īn 80 ‫ ةمِننت‬tmånīn
50 ‫حٍمشنت‬ ḥamšīn 90 ‫ ةَشعنت‬teš‛īn

Higher numbers:

100ܰ‫ مِاأ‬måʾ 1000 ّ‫ اِلَف‬ʼålep̄

200 ‫ مِاةًّين‬måʾṯȩ̄n 2000 ‫ ةذًين اِلفّنت‬trȩ̄n ʼålp̄īn
300 ‫ ةلِةّمِاأ‬tlåṯmåʾ 10000 ‫ رَبِِّوآل‬rebbū, ‫ ذَبِِّوِةِّأ‬rebbwåṯå
etc. etc.

In compound expressions of number, the higher unit precedes the lower unit; the units are joined with w- »and«, e.g.
‫ اٍربِِّــٍعمِاأ وعَسرتن وٍحدآلِا‬ʾarba‛måʾ w-ʾe rīn wa-ḥḏå »421«.
13. 4. Ordinal Numbers
Syriac only has specific ordinal forms for 1st – 10th. They all exhibit the nisbe-ending -åyå ( 4. 1. 4 (No. 3)). From »3rd«
onward, the ordinal numbers are built according to the nominal form ‫ قطتلِيِأ‬qṭīlåyå:

m. f.
1. ‫ قٍدآلمِيِأ‬qaḏmåyå ‫ قٍدآلمٍيةِِّأ‬qaḏmaytå
2. ‫ ةرٍيِنِأ‬trayånå ‫ ةرٍيِنتةِّأ‬trayånīṯå
3. ‫ ةلتةِّيِأ‬tlīṯåyå ‫ ةلتةِّيةِِّأ‬tlīṯåytå
4. ‫’ اٍربِِّتعِيِأ‬arbī ‛åyå ‫’ اٍربِِّتعِيةِِّأ‬rbī ‛åytå
5. ‫ محتشِيِأ‬ḥmīšåyå ‫ محتشِيةِِّأ‬ḥmīšåytå
6. ‫ شةّتةِّيِأ‬šṯīṯåyå ‫ شةّتةِّيةِِّأ‬šṯīṯåytå
7. ‫ شثتعِيِأ‬šḇī ‛åyå ‫ شثتعِيةِِّأ‬šḇī ‛åytå
8. ‫ ةمتنِيِأ‬tmīnåyå ‫ ةمتنِيةِِّأ‬tmīnåytå
9. ‫ ةشتعِيِأ‬tšī ‛åyå ‫ ةشتعِيةِِّأ‬tšī ‛åytå
10. ‫ ‛ عسرتِيِأ‬īråyå ‫ ‛ عسرتِيةِِّأ‬īråytå
120 Lesson 13

For values higher than »10«, cardinal numbers are used instead of ordinals. Ordinal numbers are also commonly used in
place of cardinal numbers for values lower than 10. To specify dates, d- (determinative pronoun) + cardinal number is
often used, e.g. ‫ٍةّذًين‬2‫ يِومِأ د‬yawmå ḏa-ṯrȩ̄n (= ‫ يِومِأ ةّرِيِنِأ‬yawmå ṯråyånå) »the second day«.
13. 5. Other Expressions of Number
 ‫ حوآلمشِأ‬ḥumšå »one fifth«.
Fractions are built on the basis of the morpheme type *quṭlå, e.g.
 Distributive numerals are formed through the repetition of cardinal numbers, e.g. ‫ شثـٍعشثـٍع‬šḇa‛-šḇa‛
»seven by seven«.
 Adverbial numerals (»x number of times«) are mostly expressed with the constructions ‫ زٍّثنِأ‬zaḇnå or
‫ زثـٍنْـةِِّأ‬zḇa ttå »time«, e.g. ‫ بٍزثـٍن‬ba-zḇan »Once«. »Once« or »twice« can also be expressed using the
n

numeral adverbs together with »times«, but without ‫ زٍّثنِأ‬zaḇnå or ‫ زثـٍنْـةِِّأ‬zḇa ttå, e.g. ‫ حدآلِا‬ḥḏå »once«,
n

‫ًين‬2‫ ةٍذة‬tartȩ̄n »twice«.

The days of the week are as follows:

Monday ‫ ةذًين بِِّشٍبِِّــِأ‬trȩ̄n b-šabbå

Tuesday ‫ ةلِةّ بِِّشٍبِِّــِأ‬tlåṯb-šabbå
Wednesday ‫’ اٍربِِّــٍعبِِّشٍبِِّــِأ‬arba‛ b-šabbå
Thursday ‫ حٍمَشبِِّشٍبِِّــِأ‬ḥameš b-šabbå
Friday ‫‛ عروآلثةِِّأ‬ruḇtå
Saturday ‫ شٍبِِّةِّأ‬šabbṯå
Sunday ‫ حٍدآل بِِّشٍبِِّــِأ‬ḥaḏ b-šabbå

13. 6. Vocabulary
A. woe! wåy ‫وِي‬ pure daḵyå ‫دٍخيِأ‬
thinking ḥuššåḇå ‫حوآلشِثِأ‬ light nahhīrå ‫نٍىرتِا‬
glittering neṭḥå ‫نَطحِأ‬ skillful mhīr ‫مىرت‬
study yulp̄ånå ‫يوآللفِّنِأ‬ treatment dūbbårå ‫دوآلبِِّــِرِا‬
belly karså ‫كٍرسِأ‬ manner ’aykannåyūṯå ‫اٍيكٍنِيوآلةِّأ‬
oven ’attōnå ‫اٍةِّوألنِأ‬ shoe msånå ‫مسِنِأ‬
couple (< gr.) zåwgå ‫زءوهِِّــِأ‬ Paradise ٍ
Pardayså ‫فٍردِِّيسِأ‬
September ’ȩ̄lōl ‫اًيلوألل‬ victory ‫ءزكّوآلةِّأ‬
zåḵūṯå
eminent m‛alyå ‫معٍليِأ‬ October tešrẹ̄n qaddīm ‫ةَشرًين قٍدمت‬

Verb Forms
Pe. to direct neṯroṣ ‫وؤ‬
‫ نَةّر أل‬/ traṣ ‫ةرٍؤ‬
ʾEṯpa. to be amazed ٍ
neṯdammar‫ نَةّدّمٍر‬/ ʾeṯdammar ‫اَةّدّمٍر‬ ٍ
ʾAp̄. to admonish nartī ‫ نٍرةِّت‬/ ’artī ‫اٍرةِّت‬
 ‫‪Lesson 13‬‬ ‫‪121‬‬

‫‪Pe. to build‬‬ ‫بنِأ ‪ / bnå‬بنِأ ̄‪neḇnȩ‬‬

‫)‪Pe. to drive away (a-o‬‬ ‫دحٍق ‪ / dḥaq‬نَدآلحوألق ‪neḏḥoq‬‬
‫‪Pa. to show‬‬ ‫حٍوت ‪ / ḥawwī‬حنٍوت ‪nḥawwī‬‬
‫)‪Pe. to rise (a-a‬‬ ‫دنٍح ‪ / dnaḥ‬نَدآلنٍح ‪neḏnaḥ‬‬
‫‪Pa. to be proved‬‬ ‫شٍرٍر ‪ / šarrar‬نشٍرٍر ‪nšarrar‬‬
‫‪Pe. to grow up‬‬ ‫رثِأ ‪ / rḇå‬نَربّــًأ ̄‪nerḇȩ‬‬
‫‪Pe. to kiss‬‬ ‫نشٍق ‪ / nšaq‬نَشٍق ‪neššaq‬‬
‫‪ʾEṯpe. to be burnt‬‬ ‫اَشةِّهّــٍر ‪ / ʾeštḡar‬نَشةِّهّــٍر ‪neštḡar‬‬
‫‪ʾEṯpe. to be supposed‬‬ ‫اَسةِّثــٍر ‪ / ʾestḇar‬نَسةِّثــٍر ‪nestḇar‬‬
‫)‪Pe. to fear (a-a‬‬ ‫قنٍط ‪ / qnaṭ‬نَقنٍط ‪neqnaṭ‬‬
‫‪Pa. to be displaced‬‬ ‫شٍنت ‪ / šannī‬نشٍنت ‪nšannī‬‬
‫)‪Pe. to carry (a-o‬‬ ‫ول ‪nesbol‬‬
‫سبّــٍل ‪ / sḇal‬نَسبِّ أل‬

‫‪13. 7.‬‬ ‫‪Exercises‬‬

‫‪A. Translate the following:‬‬

‫‪ܰ1‬وِي خلوألن‪ .‬دِِّثِنًني اْنةِّوألن قٍثذًا دٍ‪2‬نثتـُأ‪ .‬دٍِِّاثِىٍيكِّوألن قِطَلو اَنوألن‪.‬‬
‫)‪(Lk 11,47‬‬
‫‪ܰ 2‬ومِأ دٍرثِأ وٍىوِ‪8‬أ بٍر ةلِةّ شنتن‪ :‬نسٍثةًى اًومتِأ عٍل اتدًيآ ونٍشَقةًى‪(AMS 435).‬‬
‫‪ 3‬اتة ىْوِّأ هٍبّرِا حٍدآل دٍمشًى ةًاوألدوألطوألس‪ :‬واٍنْةِّةًى مشِىِِّ روآلفّتنِأ‪(AMS 431).‬‬
‫‪(AMS‬‬ ‫‪ ܰ4‬واٍيلًني دحِزًِِّين ىْوِّو لًى لطٍليِأ‪ :‬اٍيخ آو داتةّ ىْوِّأ لًى حٍمَش شنٍيِــأ مَةِّدٍمرتن ىْوِّو بًى‪.‬‬
‫)‪435‬‬
‫)‪(AMS 435‬‬ ‫‪ܰ 5‬ومِأ دٍىوِ‪8‬أ مِامِأ شٍنْـظِ حدآلِا‪ :‬ىوِ‪8‬أ مِامِأ دمٍلَف خللىوألن اٍيلًني ديِــِِّلفنت ىْوِّو عٍمًى‪.‬‬
‫د مٍلكِأ‪ :‬دنَشةِّهٍر اٍةِّوألنِأ ةلِـظِآل يِومتن‪(AMS 443) .‬‬
‫‪ܰ6‬ىِيدًين فــّقٍ آل‬
‫‪ 7‬ىوآل د‪ً2‬ين تشوألع اتةِّوىْي ىْوِأ اٍيخ بِِّــٍر شننت ةِّلِةّتن‪ .‬ومَسةِّثــٍر ىْوِأ܆ بِِّــٍر يِوسَفّ‪.‬بِِّـٍر ىًلت‪.‬‬
‫)‪(Lk 3,23‬‬
‫‪ 8‬وفِولوألس اَمٍر‪ :‬لِإ دحٍقّ اٍلِىِأ لعٍمًى‪ :‬اٍينِأ دمّن قدآلمت ‪‬تدآلتع ىْوِّأ لًى‪ :‬مَطل ؤَثيِنِأ مِِّن شٍفرتِا‬
‫وحوآلُّشِبًأ دخـٍيِـأ‪ .‬مّن دًِِّين هٍثيوآلةِّأ ‪‬تدآلعُأ مِِّن مَدَم مَةّحِوًين بفٍرؤوألفِأ هٍثيِأ‪ :‬ودِآلحنِّنت مَنًى نَطحُأ‬
‫دمِودِِّعنت دٍلطٍيبِِّ آلوةِّأ ىّْو شِوًِِّأ‪ .‬مٍرهَِِّش مِِّن بِِّىوألن اٍينِأ دنٍىرت‪ :‬لِإ د‪ً2‬ين يِدٍعِِّ لىوألن اٍينِأ دلِإ‬
‫مىرت‪ .‬مَطل دهٍثيِأ ىّْو فٍرؤوألفِأ‪ :‬دٍعلِوىي مَلةِّأ‪ :‬دٍلدآل آلوبِرِا معٍليِأ‪ :‬اَةّالَؤن داٍيكٍنِيوآلةّ‬
‫وةًى نًامٍر‪ :‬ودٍلؤَثيِنِأ شٍلمِأ ى‪8‬ي ىِدًا نشٍرٍر‪(MJ 9) .‬‬ ‫هٍثي آل‬
‫‪ܰ9‬ىَنوألن دًِِّين بِِّد‪َ2‬حٌّلةِّأ رٍبِِّةِّأ شٍنتو مّن لوِةًّى‪(AMS 448) .‬‬
‫‪ܰ10‬بايرح ةشرين قدمت دشنة ةمنأماأ وةمنأ بديونيأ داتةيىِِّ بدفذسيأ شنة ةشع دقِوِد‬
‫ملك ملكُّأ بعسرتن وحد بى بريحأ ىنأ‪ .‬كنوشيأ داحأ مدحنيأ دعمرتن يومنأ بنؤتبنت‬
‫مدينْةأ دفذسيأ‪ .‬قربو قدم قدتشأ ورمحأ دالىأ مري ىوألشًع افيسقوفأ ديلىِِّ دنؤتبنت‪.‬‬
‫)‪(SN 56‬‬
Lesson 14
14. 1. Verbs with Two Weak Radicals
Some verbs have two weak radicals. The paradigm for these verbs combines the characteristics of two different classes
of weak verb. The particular rules of both classes must be observed. The following in particular should be noted:
a) Verbs II-ʾÅlap̄, which are at the same time III-y
b) Verbs II-w, which are at the same time III-y.
‫ كِاأ‬kʾå (kʾy »to reprove, to
For II-ʾÅlap̄/III-y verbs, the basic form wird of the pf. pe. is built according to the type
rebuke«), and the impf. according to the type ‫ نَخًاأ‬neḵȩ̄ »he shall rebuke«. The imp. pe. is ‫ كات‬kʾī »rebuke!«, the inf.
pe. ‫ مَخِأ‬meḵå »to rebuke«.
In II-w/III-y verbs, the middle radical /w/ is always treated as strong, and thus always appears as a consonant.
Consequently, their paradigm follows the III-y verb forms, e.g.
‫ لوِأ‬lwå : ‫ نَلوًأ‬nelwȩ̄ »to accompany«
30

‫ شوِأ‬šwå : ‫ نَشوًأ‬nešwȩ̄ »to be equal«, etc.

14. 2. Irregular Verbs

Additionally, there is a series of verbs whose flexion exhibits various irregularities. These include:
 ‫ اَزٍّل‬ʾezal : ‫ نًازٍّل‬nẹ̄zal (WS ‫ ܺܢ ܠܐܙܠ‬nīzal) (ʾzl) »to go«, which has two specific characteristics:
a) In all forms which feature adjacent vowelless /z/ and /l/s, the /l/ is assimilated ( 3. 1.). Examples:
ّ‫ اَ ٍّزلْة‬ʾezza ṯ < ʾezlaṯ »she went«, ّ‫ اَزَلْة‬ʾezze ṯ < ʾezleṯ »I went«
Pf. l l

Impf. ‫ نًازلْوآلن‬nezz ūn < *nezlūn »they shall go«

l

Part. Act. f.sg. ‫ اِزءلْأ‬ʾåzz å < *ʾåzlå, m.pl. ‫ اِزلْنت‬ʾåzz īn < *ʾåzllīn (but: ‫ اِزَل‬ʾåzel m.sg.)
l l

b) The Imp. is built without the first radical, and takes an /e/-vowel: ‫ زَل‬zel »go!«.

 ‫ اَةِّأ‬ʾeṯå (ʾty) »to come«: The imp. is built without the first radical:
‫ ةِأ‬tå »come!« (f.sg. ‫ ةِي‬tåy, m.pl. ‫ ةِو‬tåw, f.pl. ‫ ةِيًني‬tåyȩ̄n)
The conjugation of ʾAp̄‛el is also irregular: Pf. ‫ اٍيةِّت‬ʾaytī »he brought«; impf. ‫ نٍيةًِّأ‬naytȩ̄ »he shall bring«,
Part. ‫ مٍيةًِّأ‬maytȩ̄ »bringing «.

 ‫ ىوِأ‬hwå (hwy) »to be, to happen«: in addition to the regular impf. ‫ نَىوًأ‬nehwȩ̄ »he shall be« there are also
forms without /w/, e.g. ‫ نىًأ‬nhȩ̄ (3.m.sg.), ‫ نىوألن‬nhōn (3.m.pl.). Furthermore, as already noted above ( 7.
3.), the pf. Is often entclitic; in this case, the first radical /h/ is not pronounced, e.g. ‫ كِةّبِِّنت ىْوِو‬kåṯbīn-
h
wåw »they were writing«.

30
The form ‫ لوت‬lwī is also attested.
 Lesson 14 123

 ‫ حيِأ‬ḥyå (ḥyy) »to live«: Alongside the Impf. pe. ‫ نَحًأ‬neḥḥȩ̄ and the inf. pe. ‫ مَحِأ‬meḥḥå, forms which
ܶ ‫ ܺܢ‬or ‫ܐܚܐ‬
conform to the class I-ʾÅlap̄ are also attested: impf. ‫ نًحًأ‬or ‫ نًاحًأ‬nẹ̄ḥȩ̄ (WS ‫ܚܐ‬ ܶ ‫ ܰ ܺܢ‬nīḥȩ̄), inf. ‫مًاحِأ‬
mẹ̄ḥå (WS ܶ ‫ ܺܡ‬mīḥȩ̄).
‫ܐܚܐ‬
The paradigm for ‫حيِأ‬ ḥyå »to live« partly follows the class III-y, and partly the class mediae
geminatae.
a) Pf. imp. and part. des pe. are build according to III-y:
‫ حيِأ‬ḥyå »he lived«, ‫ حت‬ḥyī »live!«, ‫ حِيًأ‬ḥåyȩ̄ »living«.
b) Forms with preformatives comply with the rules of the class mediae
geminatae:
Impf. pe. ‫ نَحًأ‬neḥḥȩ̄ »he shall live«, inf. pe. ‫ مَحِأ‬meḥḥå »living«
Pf. ʾAp̄. ‫ اٍحت‬ʾaḥḥī »he gave life«, impf. ʾAp̄. ‫ نٍحًأ‬naḥḥȩ̄ »he will give life «;
Pf. ʾEttap̄. ‫ اَةِّةٍِّحت‬ʾettaḥḥī.

 ‫ يٍىْث‬ya ḇ (< *y haḇ, yhb) »to give«: in the pf. pe., the /h/ is not pronounced, with the exception of the
h e

3.f.sg. ّ‫ يَىبِِّــٍة‬yehbaṯ »she gave« and the 1.c.sg. ّ‫ يَىبَِِّة‬yehbeṯ »I gave«:

‫ يٍىْث‬ya ḇ »he gave«
h

ِّ‫ يٍىْبّة‬ya ḇt »you gave«, etc.

h

The imp. is ّ‫ ىٍب‬haḇ »give!« (without the first radical).

This verb never builds an imp., and only very rarely an inf. (ّ‫ مَىٍب‬mehhaḇ »giving«). Instead, the
corresponding forms of the verb with the same meaning, ‫ نَةَِّل‬nettel »he shall give« (ntl < *ntn), are used.
This latter, in turn, does not build a pf.:
Impf. ‫ نَةَِّل‬nettel »he shall give«, etc.
Inf. ‫ مَةَِّل‬mettel »giving «.
The ʾEṯpe. ‫ اَةّيىَث‬ʾeṯyheḇ »he/it was given« follows a regular conjugation.

 ّ‫ تلَف‬īlep̄ (ylp) or ّ‫ نًالَف‬nẹ̄lep̄ »to learn« : the Pa‛‛el ّ‫ اٍلَف‬ʾallep̄ »to teach« is built according to the class I-
ʾÅlap̄. In the Impf. and Part., ʾÅlap̄ is generally not written:
Pa. Impf. ّ َ‫ نٍل‬nallep̄ »he will teach«
‫ف‬
Pa. Part. ّ‫ مٍلَف‬mallep̄ »teaching«.

 ‫ سلَق‬sleq (slq) »to go up«: in all forms in which /s/ and /l/ appear adjacent to one another, /l/ is
(progressively) assimilated ( 3. 1.). The forms (Pe., ʾAp̄., ʾEttap̄.) look the same as if they were formed from
the class I-n, e.g.
Impf. Pe. ‫ نَسٍق‬nessaq < *neslaq »he shall go up«
Imp. Pe. ‫ سٍق‬saq »go up!«
Inf. Pe. ‫ مَسٍق‬messaq < *meslaq »going up«
Pf. ʾAp̄. ‫ اٍسَق‬ʾasseq < *ʾasleq »to bring up«
124 Lesson 14

Impf. ʾAp̄. ‫ نٍسَق‬nasseq < *nasleq »he shall bring up«.

 ‫ رىَط‬rheṭ »to run«: The imp. is ‫ ىٍرط‬harṭ »run!« (metathesis). Additionally, ‫ ىٍط‬haṭ is also attested.

 ‫ اَشكِّــٍح‬ʾeškaḥ (škḥ) »to find, to be able«: With the exception of the pass. part. ‫ شكِّتح‬šḵīḥ, this verb only
builds ʾAp̄‛el-forms, which, possibly owing to the /š/, feature the unusual vowel sequence /e-a/:
Pf. ʾAp̄. ‫ اَشكِّــٍح‬ʾeškaḥ »he found«
Impf. ʾAp̄. ‫ نَشكِّــٍح‬neškaḥ »he shall find«
Part. ʾAp̄. ‫ مَشكِّــٍح‬meškaḥ »found«
Inf. ʾAp̄. ‫ مَشكِّــِحوآل‬meškåḥū »finding «.
The ʾEṯp‛el functions as the T-passive: ‫ اَشةِّكِّــٍح‬ʾeštḵaḥ »be found, exist«.

14. 3. Note on Word Order in Verbal Clauses

We have already seen the different possible word orderings for nominal clauses above (see  5. 1. 2.) (this also includes
sentences in which the part. akt. functions as a predicate). The order of sentence elements is similarly free in verbal
clauses, i.e. in clauses with a finite verb form as a predicate (Perf, Impf., Imp.). The sentence structures V-S-O and S-V-O
(V = Verb, S = Subject, O = Object) are the most common. Examples:
‫ًا وٍمشٍبِِّــٍح الٍلِىِأ‬2‫ وحِد‬w-ḥåḏȩ̄ wa-mšabbaḥ l-ʾalåhå »re rejoiced and praised God.« (AMS 442)
‫ شقتلنت لِآ ٍّزدِِّتقُأ لٍارعِأ‬šqīlīn-låh zaddīqȩ̄ l-ʾar‛å » the righteous bear the earth«
‫ اٍريِأ هّــًري بَِِّسرِا اِخـَل مّن كِّيِنًى‬ʾaryå ḡȩ̄r besrå ʾåḵel men kyånȩ̄h » the lion eats meat by its nature«.

Where an object or an adverbial determiner occurs at the opening of a sentence, this usually indicates stress, e.g.
‫ بت اَن اْنِش نَعوألل نًحًأ‬bī ʾen ʾnåš ne‛‛ol nẹ̄ḥȩ̄ »If anyone enters by me, he will be saved« (Jn 10,9).

Certain logical sentence particles such as ‫ دًين‬dȩ̄n »but« and ‫ هًري‬gȩ̄r »even« never occur at the beginning of a
sentence, instead often following the first element of the sentence, which can sometimes comprise two words. In this
regard, they correspond to the Greek particles de (gr. δέ) and gar (gr. γάρ). In English translations, these particles, which
are used very frequently, can simply be omitted. Examples:
ّ‫ سٍفّرِا دًِِّين حٍدآل اَمٍر ليِوسَف‬såp̄rå dȩ̄n ḥaḏ ʾemar l-Jåwsep̄ »a scribe (but) said to Joseph«
‫ اِمٍر لىوألن دًِِّين ةِّوآلث تشوألع‬ʾåmar l-hōn dȩ̄n tūḇ Īšō‛ »So Jesus again said to them« (Jn 10,7)
‫ لِإ هًِِّري مّن يِومٍي بِِّنًأ لت بَِِّنيِنِأ‬lå ḡȩ̄r men yåwmay bnȩ̄lī benyånå » for I have never (yet) in my life
constructed a building«

14. 4. Verbs with Proleptic Object Suffixes

The phenomenon of the anticipation (prolepsis) of an object through an object suffixed attached to the verb is very
common in Syriac, e.g.
‫ شٍدِِّرًى لٍثرِا‬šaddrȩ̄h la-ḇrå »he sent his son«, literally.: »he sent him, (namely) the son« (rarely: ‫شٍدِِّرًى بِِّرِا‬
 Lesson 14 125

šaddrȩ̄h brå)
‫ قٍبِِّلوآلىْي شلتحِأ‬qabblū y šlīḥå »they received the apostle«.
h

14. 5. Question Clauses

Polar questions are not marked in Syriac. There is no specific question particle. Whether a sentence is meant as an
assertion or a question can only be decided on the basis of context, e.g.:
‫ اٍنْةِّ ىْت اَمًى دِِّىِنِأ طٍليِأ‬ʾa tt- ī ʾemmȩ̄h d-hånå ṭalyå could mean either »you are the mother of this boy« or
n h

»Are you the mother of this boy?«.

Non-polar questions are marked using various interrogative pronouns or adverbs ( 5. 3.). They usually come at the
beginning of a sentence, although this is by no means always the case. Examples:
‫ اٍيدِِِّا دَحٌّلةِّأ شٍرترِا‬ʾaydå deḥelṯå šarrīrå »which religion is true?«
ّ‫ لعَل مّن مشٍيِأ مِنِأ اتة‬l-‛el men šmayyå månå ʾīṯ »what is above the sky?«
‫ ىِلًني كِّةِّبّــًأ دآلمٍنوآل اتةٍّيىوألن‬hålȩ̄n kṯåḇȩ̄ ḏ-mannū ʾiṯayhōn »whose books are these?« (literall.: these books,
whose are they?)

14. 6. Subordinate Clauses

By far the most common form of subordinate clause in Syriac is the relative clause, introduced with ِِّ‫ د‬d- (relative
pronoun), e.g.
‫ بٍيةِِّخ دِِّىوآلي آلو ىٍيكِّلًى دٍِِّالِىِأ‬baytåḵ d-hūyū hayklȩ̄h da-ʾlåhå »your house, which is the temple of God«.

Relative clauses can also be used in place of non-verbal sentence elements such as an object or (less commonly) a
subject.
In these cases, constructions with ِِّ‫ د‬d- are often used, such as ‫ ؤثِأ دآل‬ṣḇå ḏ- »to be willing, that«; ‫ بعِأ دآل‬b‛å ḏ- »to seek,
‫اَمٍر ِِّد‬ʾemar d- »to say, that«, e.g.
that«,
‫ًى اَمًى دٍِِّمشٍنٍي هِونًى‬2‫ حزءة‬ḥzåṯȩ̄h ʾemmȩ̄h da-mšannay gåwnȩ̄h »his mother saw (him,) that his colour was
altered«.
For this reason, d- (like the Greek ὃτι hoti) often precedes direct speech.

Relative clauses can also function as adverbs, in which case they are used in the same way as conjunctional clauses (i.e.
subordinate clauses introduced with conjunctions). Relative clauses often have a final, causal or conditional meaning, or
take the function of a that-clause. Examples:
‫ كِاًين ىْوِو بًِِّى دِِّنَشةِّوألق‬kåʾȩ̄n-wåw bȩ̄h d-neštoq »(they) rebuked him, that he should be quiet« (Lk 18,39)
‫ اَلِإ عِرقِأ مَنًى دِِّلِإ يِدآلعِأ قِلًى دِِّنوآلخرِيِأ‬ʾellå ‛årqå mennȩ̄h d-lå yåḏ‛å qålȩ̄h d-nuḵråyå »but (they) will flee
him; for they know not the voice of strangers« (Jn 10,5)
However, such clauses are far more frequently introduced with a particle constructed from a preposition together
with d-. These particles include:
126 Lesson 14

 ‫كٍدآل‬ kaḏ »at the time, when, whereas« (temporal and causal)
‫مّن ِِّد‬ men d- 1. »since«
2. »(bigger) than« (comparative)
‫عٍل ِِّد‬ ‛al d- »then, that; because«
ِِّ‫مّن بِِّــِةٍّر د‬ men båṯar d- »after«
ِِّ‫مطل د‬ meṭṭol d- »because« (WS meṭṭul d-)
ِِّܰ‫بيٍ آلد د‬ b-yaḏ d- »because«
ِِّ‫اٍيخ د‬ y
ʾa ḵ d- »just as« (comparative); »so that« (final und consecutive)
‫اٍيكِّــِنِأ دآل‬ ʾaykannå ḏ- »like«
‫عدمِأ دآل‬ 2ٍ ‛ḏammå ḏ- »until, that«

The following particles are also used as conjunctions without d-:

‫‛ عٍدآل‬aḏ »until; as long as; (even) before; ‫‛ عٍ آلد لِإ‬aḏ lå »before« (to introduce temporal clauses)
‫ اٍيخ‬ʾa ḵ »(so) like« (comparative), »as though«.
y

14. 7. Conditional Clauses

Conditional clauses can be distinguished according to whether the conditions they specify are real or unreal: real
conditions (i.e. conditions presented as possible) are introduced with ‫ اَن‬ʾen »if, in the event that«, or when expressed
negatively with ‫ اَن لِإ‬ʾen lå or (more often) ‫ اَلِإ‬ʾellå »if not«. Unreal conditions (i.e. conditions presented as
impossible) are introduced with ‫ اَلوآل‬ʾellū (< ʾen + lū; cf. arab. law, used to introduce unreal conditions.), or when
expressed negatively with ‫ اَلوآل لِإ‬ʾellū lå. In general, conditional clauses (protasis) precede the corresponding main
clause (apodosis).
 Real conditions (conjunction ‫ اَن‬ʾen »if, in the event that«)
The use of tense in the protasis is variable. Most common is the part. akt.; less common the impf.;
the pf. is used only to express the past. The use of tense in the apodosis is also variable (however, it often
takes the same tense as the protasis.).

 Unreal conditions (conjunction ‫ اَلوآل‬ʾellū »if not«)

The protasis usually employs the pf. or part. act. + ‫ىوِأ‬ h
wå. The apodosis usually employs the part. act.
+ ‫ىوِأ‬ h
wå.
Examples:
‫ اَن ؤءبّــًِِّأ اٍنْةِّ دِِّةًاةًأ عٍمٍن لوِةّ ىًغموألنِأ ةِّأ واَلِإ حنٍن اِزِِّلْتنٍن لٍن‬ʾen ṣåḇȩ̄-ʾa tt d-ṯȩ̄ṯȩ̄ ‛amman lwåṯ heḡmōnå
n

ṯå w-ʾellå ḥnan ʾåzzlīnanlan »if you want to come with us to the proconsul, then come with us; if not, we shall go now«
(AMS 447f.).
ِّ‫ اَن فِــِِّقَدآل اٍنْةِّ سٍرىَث نٍهَِِّدآل لٍن بىِوأل مِأ دآلؤءبــًِِّأ اٍنْة‬ʾen påqeḏ ʾa tt sarheḇ naggeḏlan b-håw må ḏ-ṣåḇȩ̄-ʾa tt »if you
n n

wish to give orders, then hurry, punish us as you wish« (AMS 433)
 ‫‪Lesson 14‬‬ ‫‪127‬‬

‫‪ ʾellū lå ʾeštåwḥarn kḇar dȩ̄n hp̄aḵn »If we had not delayed, surely we would‬اَلوآل لِإ اَشةٍِّوحٍرن كِّثـٍر دًِِّين ىفّــٍخن‬
‫‪have returned« (Gn 43,10).‬‬

‫‪14. 8. Vocabulary‬‬
‫‪A. afar‬‬ ‫روآلحقِأ ‪ruḥqå‬‬ ‫‪struggle‬‬ ‫‪(< gr.) ʾaḡūnå‬‬ ‫اٍهّوآلنِأ‬
‫‪book‬‬ ‫سَفّرِا ‪ep̄rå‬‬ ‫‪patience‬‬ ‫مسٍيبِِّرِنوآلةِّأ ‪msaybrånūṯå‬‬
‫‪trouble‬‬ ‫‪ṭūrråpå‬‬ ‫طوآلرِفِأ‬ ‫‪justice‬‬ ‫كًانوآلةِّأ ‪kẹ̄ʾnūṯå‬‬

‫‪Verb Forms‬‬
‫‪Pe. to go up‬‬ ‫سلَق ‪ / sleq‬نَسٍق ‪nessaq‬‬
‫‪Pe. to take, to seize on‬‬ ‫اَحٍدآل ̱‪ / ʾeḥad‬نًاحوألدآل ̱‪nȩ̄ʾḥod‬‬
‫‪Pe. to put‬‬ ‫سِم ‪ / såm‬نستم ‪nsīm‬‬
‫)‪Pe. to run (e-e‬‬ ‫رىَط ‪ / rheṭ‬نَرىَط ‪nerhaṭ‬‬
‫‪Pe. to learn‬‬ ‫̄‪nẹ̄ʾlap‬‬ ‫تلَفّ ̄‪ / īlep‬نًالٍفّ‬

‫‪14. 9. Exercises‬‬

‫‪A. Translate the following:‬‬

‫‪ܰ1‬اتةّ ىوٍي دًِِّين اِفّ نَشُأ مَن روآلحقِأ دآلحِزيِن ىْوٍي ‪...‬وٍاْحذِنيِةِّأ سٍهِِّتِــاةِّأ دٍآلسلَق ىْوٍي عٍمًى‬
‫ورًشلَم‪(Mk 15,40-41) .‬‬ ‫ال أل‬
‫‪ܰ2‬لٍيةِّ طِثِأ اَلِإ اَن حٍدآل اٍلِىِأ܂ )‪(Mk 10,18‬‬
‫‪ܰ 3‬ومِأ دٍرثِأ مِامِأ‪ :‬يٍىْثةًى دنًالٍف سَفرِا‪ .‬ويَىبٍة‪ 8‬طٍليِأ دٍمشٍمَش لًى دمَةّقرًا اٍقلتمِاطوألس‪:‬‬
‫ويِلــًِِّف ىْوِّأ عٍمًى‪ .‬ومِأ دٍىو‪ِ8‬أ مِامِأ شٍنْةِأ حدِآلا‪ :‬ىو‪ِ8‬أ مِامِأ آلدمٍلَف خللىوألن اٍيلًني دِِّيِلـــِِّفنت‬
‫ىْوِّو عٍمًى‪ .‬وىِوِِّ مٍلفِنًى مَةِّدٍمٍر ىْوِأ بًى وٍثلَبًى‪ :‬ديِلـــًِِّف ىْوِّأ كلمَدَم‪(AMS 435) .‬‬
‫وةِّأ نَرىطتوىْي لٍاهّوآلنِأ ىِنِأ دآلستم لٍن܂)‪(Heb 12,1‬‬ ‫‪ 4‬وبّـٍمسٍيبِِّرِن آل‬
‫‪ 5‬اٍنْةِّ دًِِّين اِو بِِّــٍرنِشِأ دٍّالِىِأ ‪ /‬ىِلًني عروألق وىٍرط بِِّــِةٍّر زٍدآلتقوآلةِّأ وبّــٍةٍّر كًِّانوآلةِّأ وبّــٍةٍّر‬
‫وبِِّــِأ وبّــٍةٍّر مسٍيبِِّرِنوآلةِّأ وبّــٍةٍّر مٍكِّتكّوآلةِّأ‪(1. Tm 6,11) .‬‬‫ىٍيمِن آلوةِّأ وبّــٍةٍّر ح آل‬
‫و غـًري ىَرِود‪َ2‬س شٍدٍِِّر ىْوِأ اٍحدًِِّى ليوآلحٍنِن܂ )‪(Mk 6,17‬‬ ‫‪ 6‬ى آل‬
Lesson 15
15. 1. Verbs with Four Radicals and Related Matters
Some Syriac verbs have four radicals. These are for the most part denominated verbs. Examples:

Verb Related nominal form

‫ ةٍملَدآل‬talmeḏ »to teach« ‫ ةٍملتدآلِا‬talmīḏå »disciple«
‫ ةٍرهَِِّم‬targem »to translate« ‫ ةٍرهِِّمِنِأ‬targmånå »translator«
‫ نٍخرت‬naḵrī »to estrange« ‫ نوآلخرِيِأ‬nuḵråy »foreign«
‫ اَةّعٍرفِّــٍل‬ʾeṯ‛arpal »to grow dark, to ‫‛ عٍرفَِّلِإ‬arpelå »dark fog«
cloud over«
‫ اَةّ ِِّدٍيوٍن‬ʾeṯdaywan »to be possessed by ‫ دٍيوٍن‬daywån »demonic« (< pers.)
a demon«
‫ فٍلىَدآل‬palheḏ »to drive away«

There are only two verb stems for verbs with four radicals, an active stem of the type ‫ فٍلىَدآل‬palheḏ »to drive away« and
a passive stem of the type ‫اَةّفِّــٍلىٍدآل‬ ʾeṯpalhaḏ »to be disturbed«. The flexion is analagous to that of the Pa‛‛el- or
ʾEṯpa‛‛al.-stem of verbs with three radicals (some verbs are only attested in the passive stem):

Active Passive

Pf./Imp. ‫ فٍلىَدآل‬palheḏ ‫ اَةّفِّــٍلىٍدآل‬ʾeṯpalhaḏ

Impf. ‫ نفّــٍلىَدآل‬np̄alheḏ ‫ نَةّفِّــٍلىٍدآل‬neṯpalhaḏ
Part. Act. ‫ مفّــٍلىَدآل‬mp̄alheḏ ‫ مَةّفِّــٍلىٍدآل‬meṯpalhaḏ
Part. Pass. ‫ مفّــٍلىٍدآل‬mp̄alhaḏ
Inf. ‫ مفّــٍلىِدآلوآل‬mp̄alhåḏū ‫ مَةّفِّــٍلىِدآلوآل‬meṯpalhåḏū

In addition to verbs with four radicals in the narrow sense, there is a series of verbs which formally have four radicals
(or four consonants), but which can be traced back to a three-radical base. These verbs follow particular conjugation
patterns. The most important conjugation types are (1 = 1st radical..; 2 = 2nd radical; 3 = 3rd radical):

 The Palpel type, i.e. reduplicated 1-2-1-2 structure (relatively common); examples:
‫ بٍلبَِِّل‬balbel »to confuse« (bll »to confuse«)
‫ زٍّعزٍّع‬za‛za‛ »to shake« (zw‛ »to shake«)
‫ هٍرهِِّــٍر‬gargar »to drag« (grr »to drag«)
‫ مٍرمٍر‬marmar »to embitter« (mrr »to be bitter«)
‫ قٍلقَل‬qalqel »to throw into confusion« (cf. qll »to diminish«)
 Lesson 15 129

 The Pa‛lel type, i.e. reduplicated 1-2-3-3 structure; examples:

‫‛ عٍبّدَِِّدآل‬aḇdeḏ »to make a slave of« (derived from ‫‛ عٍبّدِِِّا‬aḇdå »slave«)
‫ ىِونَن‬håwnen »to mind«; ʾEṯpalpal ‫ اَةّىِونٍن‬ʾeṯhåwnan »to be mindful« (‫ ىِونِأ‬håwnå »mind«)

 The Pa‛pel type, i.e. reduplicated 1-2-1-3 structure; e.g.

‫ طٍرطَش‬ṭarṭeš »to blot« (ṭrš »to spot«)

 The Pay‛el (also: Paylel) type, i.e. 1-y-2-3 structure (or 1-y-2-2); examples:
‫ سٍيبِِّــٍر‬saybar »to nourish« (sbr)
‫ ىٍيمَن‬haymen »to believe« (ʾmn)
 The Paw‛el (also: Pawlel) type, i.e. 1-w-2-3 structure (or 1-w-2-2); examples:
‫ اَةّهِِّــٍورٍٍر‬ʾeṯgawrar »to chew the cud« (grr)
‫ اَةّبِِّــٍورٍٍر‬ʾeṯbawrar »to be amazed« (brr)

Alternatively, these types can also be treated as (rare) stems of verbs with three radicals – like the Š/Saf‛el- and
Eš/staf‛al-stem patterns given above in  9. 4. In lexicons, they are listed together with the corresponding roots with
three radicals. By contrast, the four radical verbs in the narrow sense discussed above are always listed as having four
radicals.

15. 2. Verbs with Five Radicals

Verbs which formally have five radicals are very rare. For the most part, they exhibit the P‛al‛al structure, i.e. the
reduplicated structure 1-2-3-2-3, examples:
‫ اَةّحلٍملٍم‬ʾeṯḥlamlam »to ejaculate while asleep (and dreaming)« (ḥlm »to dream«)
‫ اَةّحزٍوزت‬ʾeṯḥzawzī »to make a show or spectacle of onerself« (ḥzy »to see«)
Stem formation and flexion are similar to that of the verbs with four radicals (the same vocalisation, plus a vowelless
first radical):

Aktive Passive

Pf./Imp. ‫ حلٍملَم‬ḥlamlem ‫ اَةّحلٍملٍم‬ʾeṯḥlamlam

Impf. ‫ نَحلٍملَم‬neḥlamlem ‫ اَةّحلٍملٍم‬ʾeṯḥlamlam
Part. Act. ‫ مَحلٍملَم‬meḥlamlem ‫ مَةّحلٍملٍم‬meṯḥlamlam
Part. Pass. ‫ مَحلٍملَم‬meḥlamlam
Inf. ‫ مَحلٍملِموآل‬meḥlamlåmū ‫ مَةّحلٍملِموآل‬meṯḥlamlåmū
130 Lesson 15

15. 3. Expressions of Comparison

In Syriac, adjectives do not vary in degree, i.e. there are no comparatives or superlatives. Instead, an increase in the
degree of an adjective is usually expressed with ‫ يٍةِّتر‬yattīr »greater, more« or ‫ طِث‬ṭåḇ »very« (literally: »good«), e.g.
‫ يِومِةِّأ يٍةِّتذًا‬yåwmåṯå yattīrȩ̄ »many days«
‫ سٍهِِّت يٍةِّتر‬aggī yattīr »much more«
‫ سٍهِِّتاُأ دآلطِث‬aggī’ȩ̄ ḏ-ṭåḇ »very much«.

For comparisons, the simple adjective is followed by an expression introduced with the preposition men or with yattīr
men »much more than« or ‫ طِث مّن‬ṭåḇ men »better than«. Examples:
‫ ىْوِأ غًري يٍةِّتر مّن شَمشِأ‬wå ḡȩ̄r yattīr men šemšå »he was fairer than the sun«
h

‫طِث مّن شوآلثحِأ‬... ‫ ورِحَم ىْوِأ اتقِرِا‬w-råḥem- wå ʾīqårå ... ṭåḇ men šuḇḥå »and he loved honour ... rather than
h

glory«.

15. 5. Pendens Constructions

Pendens constructions are syntactic constructions in which an isolated nominal or pronominal element precedes a
syntactially complete sentence. The prefixed element (pendens) correlates with a snytactic constitutuent of the clause
which follows it. The isolation of the pendens from the clause can be expressed in two ways: it is either resumed in the
clause by a pronoun or an adverb; or else a clear sentence break occurs between the pendens and the clause, e.g. using a
conjunction such as “and”, or a question pronoun.. As a rule, the pendens is stressed. The basic English translation is »as
regards/as to/as for …«. Examples:
‫ ح آلوبِِّــِأ نٍهِِّرتِا ىْي روآلحًى وبّــٍستم‬ḥubbå naggīrå- y ruḥȩ̄h w-ḇa
h
īm »Love is patient and kind« (1. Cor 13,4),
(literally: »as regards love – its spirit is patient and (it is) kind«)
ِّ‫ اٍنْةِّ مٍن اٍنْة‬ʾa tt man ʾa tt »you – who are you?« (Jn 8,25)
n n

‫ا اتةّ لت ملًامٍر‬2ً‫ اَنِأ ىِد‬ʾenå håḏȩ̄ ʾīṯ-lī l-mẹ̄mar »as for myself, I have the following to say«.
15. 6. Vocabulary
A. friend råḥmå ‫ذِمحِأ‬ dweller ‛åmōrå ‫ورِا‬
‫عِم أل‬
small, junior z‛ōrå ‫زعوألرِا‬ hunger kap̄nå ‫كٍفّنِأ‬
four ʼarb‛å ‫اٍربِِّعِأ‬ pure daḵyå ‫دٍخيِأ‬
ecclesiastical ‛ẹ̄ttånayå ‫عًدآلةِِّنِيِأ‬ light nahhīrå ‫نٍىرتِا‬
more than yattīr men ‫يٍةِّتر مّن‬ humility makkīḵūṯå ‫مٍكِّتخوآلةِّأ‬
desert maḏbrå ‫مٍدآلبِِّرِأ‬ already men kaddū‫مّن كِّــٍدآلو‬
desolate šahyå ‫شٍىيِأ‬ six štå ‫شـةِِّأ‬
bitter marrīr ‫مٍرتر‬ thirteen tlåṯa‛srȩ̄ ‫ةلِةٍّعسذًا‬

enemy bʿelḏḇåḇå ‫بعَلدآلثِثِأ‬ thousand ’alp̄å ‫اٍلفِّأ‬

traveller råḏōyå ‫رِدآلوأليِأ‬ (pl. ’alp̄ȩ̄ ‫)اٍلفّــُأ‬
way šḇīlå ‫شثتلِإ‬ month yarḥå ‫يٍرحِأ‬
(pl. yarḥȩ̄ ‫)يٍذحًأ‬
 ‫‪Lesson 15‬‬ ‫‪131‬‬

‫‪Verb forms‬‬
‫‪ʾEṯpa. to be disputed‬‬ ‫‪neṯdarraš‬‬ ‫اَةِّدٍرٍش ‪ / ʾeṯdarraš‬نَةّدٍرٍش‬
‫‪Pa. to scourge‬‬ ‫نٍهَِِّدآل ̱‪ / nagged‬نٍهَِِّدآل ̱‪nagged‬‬
‫‪Sap̄. to hasten‬‬ ‫سٍرىَث ‪ / arheḇ‬نسٍرىَث ‪n arheḇ‬‬
‫‪ʾEṯpe. to be cut‬‬ ‫اَةّفِّسَق ‪ / ʾeṯpseq‬نَةّفِّسَق ‪neṯpseq‬‬
‫)‪Pe. to happen (e-e‬‬ ‫هدٍّش ‪ / gḏaš‬نَهّدٍش ‪neḡdaš‬‬
‫)‪Pe. to destroy (a-o‬‬ ‫وث ‪neḥroḇ‬‬
‫حرٍث ‪ / ḥraḇ‬نَحر أل‬
‫‪Pe. to perish‬‬ ‫د ̱‪nẹ̄ʾḇad‬‬
‫اَثــٍدآل ̱‪ / ’eḇad‬نًاثــٍ آل‬
‫‪Pe. to enter‬‬ ‫‪ne‛ol‬‬‫عٍل ‪ / ‛al‬نَعوألل‬
‫)‪Pe. to sow (a-o‬‬ ‫زرٍع ‛‪ / zra‬نَزروألع ‛‪nezro‬‬
‫)‪Pe. to carry (e-a‬‬ ‫طعَن ‪ / ṭ‛en‬نَطعٍن ‪neṭ‛an‬‬
‫‪Pa. to arrive‬‬ ‫مٍنٍع ‛‪ / manna‬منٍنٍع ‛‪nmanna‬‬
‫)‪Pe. to take away (a-o‬‬ ‫هلٍز ‪ / glaz‬نَهّلوألز ‪neḡloz‬‬
‫‪ʾEṯpe. to plunder‬‬ ‫اَةّبِِّزَز ‪ / ’eṯbzez‬نَةّبِِّزَز ‪neṯbzez‬‬

‫‪15. 7. Exercises‬‬
‫‪A. Translate the following:‬‬

‫‪ܰ1‬حوآلبِِّــِأ دآلرٍث مّن ىِنِأ لٍيةِّ دِِّاْنِش نٍفّشًى نستم حلٍفّ ذِمحِوىْي‪.‬‬
‫)‪(Jh 15,13‬‬
‫‪ܰ2‬وٍىوِ‪8‬و لًى اٍربِِّعِأ بنتن‪ .‬زع ألورِا مّن كلىوألن مَةّقرًا ىْوِّأ مٍرقوألس‪ :‬ىِنِأ اَةِّدٍرٍشّ بيوآللفِنِأ‬
‫عًدةِنِيِأ يٍةتر مّن كلىوألن اٍحِوىي‪(MJ 10).‬‬
‫و مِأ دؤءبــًِِّأ اٍنْةِّ‪(AMS 433) .‬‬
‫‪ 3‬اَن فِــِِّقَ آلد اٍنْةِّ سٍرىَث نٍهَِِّدآل لٍن بىِ أل‬
‫‪ܰ4‬لٍيةِّ ةٍّملتدآلِا دآليٍةِّتر مّن لرٍبًِِّى ولِإ عٍثدِِِّا مّن مِرًى‪(Mt 10,24) .‬‬
‫‪ܰ 5‬ومّن ةٍمِن اَزٍلّو للوألطوألن اٍةّرِا بٍةّرًين يٍذحنت‪ :‬بط آلورِفِأ وٍثعٍملِإ دىِوأل مٍدآلبِِّرِأ شٍىيِأ‪ .‬هلتز‬
‫ىْوِّأ هًري مّن عِموألذًا‪ :‬مَطل دمِوىي مٍرترتن ىْوِّو‪ :‬ولِإ مَزدرٍع بًى مَدَم‪ :‬وٍملٍحسَن خبل ا آلورٍح‬
‫ةمِنيِأ يِومتن مَشةٍخحنت بًى مٍيِــأ حلٍيِــأ ملٍطعِنوآل ذِدآلوأليًأ‪ .‬وٍثيِومِــظآلِ دموآلنِعىوألن للوألطوألن‪:‬‬
‫هدٍشّ ىْوِّأ حَريِنِأ بًيةّ ملَخ مٍلكُأ خِان ملٍلكِأ اوألقوأل‪ :‬وٍعرٍقّ مَنًى وعٍلّ الٍةّرِا‪ .‬وٍحرٍث اٍلفُأ‬
‫دٍثنٍينِشِأ باٍةّرِا ىِوأل‪ :‬واَةّفسَقّو اوآلذحِـظآلِ وٍشثتلٌإ‪ :‬وٍحّسٍر عث آلورِا ولِإ مَشةِّكٍح ىْوِّأ‪ :‬وسٍهِِّتاًأ‬
‫مّتةّو بكٍفنِأ واَثــٍدآلو‪ .‬وثِةٍر شظِ يٍذحنت نفٍقّو حتتدآلِيًأ مّن ةٍمِن‪ :‬واَةِّو الٍةّرِا دكٍشكِر وٍحّزءاوآلآ‬
‫وذًيآ‪ :‬اَةّبٍززٍة‪ 8‬هًري مّن كٍدوآل مّن بعَلدثِبُأ‪(MJ 18-19) .‬‬ ‫لٍمدآلتنْةِّأ دٍسفتقِأ مّن عِم أل‬
‫‪ܰ 6‬بايرح اًيلوألل دشنة ةلةعسذا دزكوةى دمرمحنأ وعبِِّد طبةأ نطرت ومةنطر بذمحأ‬
‫دمّن مشيأ مشني علمأ مرن زكيأ دلعلمنت كّوألسروأل ملك ملكُّأ مبدبرنوةأ درمحأ هبيأ‬
‫دالىأ ابون مربكأ‪(SN 51).‬‬
 Glossary
‫ا‬
‫ اٍثِأ‬ʾaḇå father; ‫’ اٍثِىُأ‬aḇåhȩ̄ parents, and ‫’ اٍثِــىِةِّأ‬aḇåhåṯå forefathers (pl.)
‫’ اَثــٍدآل‬eḇaḏ Pe. to perish; ʾAp̄. to destroy
‫’ اٍبِِّوآلثِأ‬abbūḇå flute
‫’ اَثلِإ‬eḇlå sarrow
‫ اٍهّوآلنِأ‬ʾaḡūnå struggle (< gr.)
‫ اَدآلنِأ‬ʾeḏnå ear
‫’ اِو‬åw or; ‫’ اِو … اِو‬åw …’åw either ... or
‫ اَوٍنهًِِّلتوألن‬ʾewangȩ̄lyōn Gospel (< gr.)
‫ اَزٍّل‬ʾezal Pe. to go
‫ اٍحِأ‬ʾaḥå brother
‫ اَحٍدآل‬ʾeḥaḏ Pe. to take; ʾEṯpe. Pa .
‫’ اْحرًين‬ḥrẹ̄n, ‫’ اْحرًينِأ‬ḥrẹ̄nå other, another
‫ اٍينِأ‬ʾaynå which? (m.sg.), ‫ اٍيدِِِّا‬ʾaydå which? (f.sg.), ‫ اٍيلًني‬ʾaylȩ̄n which? (pl.c.); ‫ اٍينِأ دآلىوآل‬ʾaynå ḏ-hū whoever, a
certain
‫’ اٍيخ‬a ḵ like, with ‫ د‬d- just as
y

‫ اٍيكِّــِأ‬ʾaykå where?
‫ اٍيكِّــٍن‬ʾaykan like, ‫ اٍيكِّــٍنِِأ‬ʾaykannå how?, with ‫ د‬d- as, just as
‫’ اًيلوألل‬ȩ̄lōl September
ّ‫اتة‬ʾīṯ there is
‫ اَخـٍل‬ʾeḵal Pe. to eat; ʾEṯpe. Pa .
‫ مًاخلِإ‬mȩ̄’ḵlå eating
‫ ا آلوكِمِأ‬ʾukkåmå black
‫ اَلِإ‬ʾellå if not; ‫ اَلِإ اَن‬ʾellå ʾen unless
‫ اٍلِىِأ‬ʾalåhå God; ّ‫ اٍلِىِاتة‬ʾalåhåʾīṯ divinely
‫ اَلوآل‬ʾellū if
‫ اٍلفِّــِأ‬ʾalpå 1000
‫’ اَلٍؤ‬elaṣ Pe. to be necessary
‫ اَمِأ‬ʾemmå mother; ‫’ اَمىِةِّأ‬emmhåṯå (pl.)
ِِّ‫’ اٍمتد‬Ammīd Amid
‫ اٍمنت‬ʾamīn constant
‫ اَمٍر‬ʾemar Pe. to say, to speak; ʾEṯpe. Pa .
‫ اَمٍةّي‬ʾemmaṯ when?
y

‫ اَن‬ʾen if
‫’ اَنِأ‬enå I
‫’ اْنِشِأ‬nåšå g. man, St.abs. one; St.abs.pl. several, certain; ‫’ اْنِشتن‬nåšīn (pl.)
 Glossar 134

‫’ اْنِشِيِأ‬nåšåyå human
ِّ‫’ اٍنْة‬a tt you
n

‫’ اٍنْةِّةِّأ‬a ttå woman, wife, ‫ نَشُأ‬neššȩ̄ pl. women, wifes

n

‫’ اَسٍر‬esar Pe. to bind; Part. Pass. prisoner

‫ بًيةّ اٍستذًا‬bȩ̄ṯ ’a īrȩ̄ prison
‫’ اٍعفِّــِأ‬a‛på double
ّ‫ اِف‬ʾåp̄ also
‫ اْرِزءأ‬ʾråzå secret (< pers.)
‫ اوآلرحِأ‬ʾūrḥå way
‫ اٍريِأ‬ʾaryå lion; ‫’ اٍذيِوِةِّأ‬aryåwåṯå (pl.) and ‫’ اٍذيِوِن‬aryåwån (pl.)
‫ اٍرعِأ‬ʾar‛å earth, land
‫ اَشةِِِّأ‬ʾeštå bottom
‫ اَةِّأ‬ʾeṯå Pe. to come; ʾAp̄. to make come
‫ اٍةِّوألنِأ‬ʾattōnå oven
‫ اٍةّرِا‬ʾaṯrå place

‫ب‬
ِِّ‫ ب‬b- in
‫ بتش‬bīš bad
‫ بتش آلوةِّأ‬bīšūṯå wickedness
‫ بٍز‬baz Pe. to plunder; ʾEṯpe. Pa .
‫ بَزةِّأ‬bezṯå robbery
‫ بطَل‬bṭel Pe. to cease; Pa. to abolish
‫ بٍيٍأ‬bayyaʾ Pa. to console
ّ‫ بٍينِة‬baynåṯ between
ّ‫ بًية‬bȩ̄ṯ between
‫ بٍيةِِّأ‬baytå house; ‫ بِــةًِّأ‬båttȩ̄ (pl.) and ‫ بِــةِّتن‬båttīn (pl.)
‫ بٍلبَِِّل‬balbel to confuse
‫ بٍلحوألدآل‬balḥoḏ with Pl.-suff. alone
‫ بَلعِدآل مّن‬bel‛åḏ men without
‫ بنِأ‬bnå Pe. to build; Eṯpe. Pa .
‫ بَنيِنِأ‬benyånå building
‫ بسَم‬bsem Pe. to enjoy onself; Pa. to delight; ʾEṯpe. = Pe.
‫ بَسرِا‬besrå flesh
‫ بسٍر‬bsar ʾEṯpe. to despise
‫ بَسةٍّر‬bestar after, behind
‫ بعِأ‬b‛å Pe. to seek
135 Glossar

‫ بٍعلِإ‬baʿlå lord, owner

‫ بعَلدآلثِثِأ‬bʿelḏḇåḇå enemy (< akkad.)
‫ برِا‬brå son; St.cs.; ‫ بنٍيِــأ‬bnayyå (pl.)
‫ بــٍر اْنِشِأ‬bar ʾnåšå man, people
‫ بٍرةِّأ‬barṯå daughter; ‫ بنِــةِّأ‬bnåṯå (pl.)
‫ بٍرْةّ قيِمِأ‬ba ṯ qyåmå nun
r

‫ بٍرِيِأ‬barråyå outward
‫ برِا‬brå Pe. to create, ʾEṯpe.
‫ بِروأليِأ‬bårōyå creator
‫ برتةِّأ‬brīṯå creation
‫ برٍخ‬braḵ Pe. to bend the knee, Part. Pass. blessed; Pa. blesss
‫ بوآلركِّةِّأ‬burkṯå blessing
‫ بةّوآللـةِِّأ‬bṯultå virgin
‫ بِةٍّر‬båṯar after

‫ه‬
‫ هثِأ‬gḇå Pe. choose
‫ هثِحِأ‬gḇåḥå bald
‫ هٍثرِا‬gaḇrå man
‫ هٍنْبِِّــِرِا‬ga bbårå »hero
n

‫ هٍنْبِِّــِر آلوةِّأ‬ga bbårūṯå heroism

n

‫ هدآلوأللِإ‬gḏōlå plaits of hair

‫هدش‬ َ2 gḏeš Pe. to happen
‫ هِو‬gåw inward; ‫ لِّو مّن‬l-ḡåw men within
‫ هٍوِيِأ‬gawwåyå inner
‫ هحَخ‬gḥeḵ Pe. to laugh; Pa. to mock
‫ هًري‬gȩ̄r by the way, even (< gr.)
‫ هلِإ‬glå Pe. to reveal; ʾEṯpe.
‫ هِل ألويِأ‬gålōyå revealer
‫ مَةّهِِّـٍليِن آلوةِّأ‬meṯgalyånūṯå revelation
‫ هلٍز‬glaz Pe. to take away
‫ هنٍث‬gnaḇ Pe. to steal
‫ هٍنِثِأ‬gannåḇå thief
‫ هعِةِّأ‬g‛åṯå shout
‫ هٍرثِأ‬garḇå leprosy; ‫ هٍربِِّــِأ‬garbå leper
‫ هٍرهِِّــٍر‬gargar Palpel to drag
‫ هٍرمِأ‬garmå bone
 Glossar 136

‫ ه آلومشِأ‬gušmå body

‫د‬
ِِّ‫ د‬d- relative pronoun. who?, which?, what?; he, she, they who, that, which
‫ دَبِِّ ألورِا‬debbōrå wasp
‫ دٍىثِأ‬dahḇå gold
‫ دِن‬dån Pe. to judge
‫ دتنِأ‬dīnå judgement
‫ دٍيٍر‬dayyar to dwell
‫ مَدآليِرِا‬meḏyårå dwelling
‫ دحًل‬dḥel Pe. to fear
‫ دَحٌّلةِّأ‬deḥelṯå fear
‫ دٍيوٍن‬daywån devil (< pers.); ʾEṯpe. to be possessed by a demon
‫ دًين‬dȩ̄n but, by the way, however
‫ ديِةًقًأ‬dyåtȩ̄qȩ̄ testament (< gr.)
‫ دوآلكِّةِّأ‬dukkṯå place
‫ دٍخيِأ‬daḵyå pure
‫ دخـٍر‬dḵar Pe. to remember
‫ دمِأ‬dmå blood
‫ دم آلوةِّأ‬dmūṯå image
‫ دمَخ‬dmeḵ Pe. to sleep
‫ دَمعةِّأ‬dem‛ṯå tear
‫ دمٍر‬dmar; ʾEṯpa. to wonder, to be amazed
‫ دنٍح‬dnaḥ Pe. to rise
‫’ اٍ آلدرَخ‬aḏreḵ ʾAº. to obtain
‫ درٍش‬draš Pe. to dispute; ʾEṯpa.

‫ى‬
‫ ىِأ‬hå behold!
‫ ىِ آلدًا‬håḏȩ̄ this
‫ ىوآل‬hū he, ‫ ىِو‬håw that, ‫ ىوآليوآل‬hūyū it is he who …
‫ ىوِأ‬hwå Pe. to be, to happen
‫ ىت‬hī she, ‫ ىِي‬håy that
‫ ىِيدًِِّين‬håydȩ̄n then
‫ ىٍيكِّلِأ‬hayklå tempel (< akkad.)
‫ ىٍيمَن‬haymen Payel to believe
‫ ىٍيمِنوآلةِّأ‬haymånūṯhōn faith
137 Glossar

ّ‫ ىٍلَك‬halleḵ Pa. to go
‫ ةٍىلِلةِّأ‬tahlålṯå mockery
‫ ىِلًني‬hålȩ̄n these
‫ ىِنِأ‬hånå this
‫ ىَنوألن‬hennōn they (3.m.pl.), ‫ ىَنًني‬hennȩ̄n they (3.f.pl.), ‫ ىِنوألن‬hånōn those (m.pl.)

‫و‬
‫ و‬w-, wa and
‫ وٍي‬way Oh!, woe!
‫ وِلًإ‬wålȩ̄ fitting, proper

‫ز‬
‫ زبّــٍن‬zḇan Pe. to buy ; Pa. to sell
‫ زٍّثنِأ‬zaḇnå time; ‫ بٍزثـٍن‬ba-zḇan once
‫ق‬2َ‫ زءد‬zåḏeq it ought
‫ زَدآلقةِّأ‬zeḏqṯå alms
‫ زءوهِِّــِِأ‬zåwgå couple (< gr.)
‫يةِأ‬
ِِّ ٍّ‫ ز‬zaytå olive tree
‫ زءع‬zå‛ Pe. to be moved
‫ زٍّعزٍّع‬za‛za‛ Palpel to shake
‫ ءزكّ آلوةِّأ‬zåḵūṯå victory
‫ زٍّكِّــِيِأ‬zakkåyå victorious
‫ زنِأ‬znå sort, kind (< pers.); ‫( زنٍيِــأ‬pl.)
‫ زعوألرِا‬z‛ōrå small, junior
‫ زرٍع‬zra‛ Pe. to sow
‫ زٍّرعِأ‬zar‛å offspring

‫ح‬
‫ حوآلبِِّــِأ‬ḥubbå love
‫ حٍثرِأ‬ḥaḇrå friend
‫ حٍدآل‬ḥaḏ (m.), ‫ حدِآلا‬ḥḏå one (f.)
‫حدعسٍر‬ ٍ2 ḥḏa‛sar 11
‫ حٍدآل بِِّشٍبِِّــِِأ‬ḥaḏ b-šabbå Sunday
‫ حدآلت‬ḥḏī Pe. to rejoice
‫ حٍ آلدوآلةِّأ‬ḥaḏūṯå gladness
‫ ح آلِدرٍي‬ḥḏåray around
‫ حدٍآلةِِّأ‬ḥḏattå new
 Glossar 138

‫ حٍوت‬ḥawwī Pa. to show

‫ حِر‬ḥår Pe. to look
‫ حوِرِا‬ḥwårå glance
‫ حزءأ‬ḥzå Pe. to see; ʾEṯpe.
‫ حَزوِأ‬ḥezwå appearance
‫ حَطةِّأ‬ḥeṭṭṯå, ‫ حَطُأ‬ḥeṭṭȩ̄ wheat (pl.)
‫ حطِىِأ‬ḥṭåhå sin
‫ حيِأ‬ḥyå to live; ʾAp̄. to give life
‫ حٍيِأ‬ḥayyå alive; ‫ حٍيًأ‬ḥayyȩ̄ life (pl.)
‫ حٍيلِإ‬ḥaylå strength
‫ حٍكِّتمِأ‬ḥakkīmå wise
‫ حٍليِإ‬ḥalyå sweet
‫ حَلمِأ‬ḥelmå dream
ّ‫ حلِف‬ḥlåp̄ instead of
ّ‫ حٍلَف‬ḥallep̄ Pa. to exchange; Šap̄., ʾEštap̄.
‫ محِأ‬ḥmå father-in-law; ‫ محِىُأ‬ḥmåhȩ̄ (pl.)
ّ‫’ اَةّحٍمٍة‬eṯḥammaṯ; denominative ʾEṯpa. to provoke
‫ حٍمشِأ‬ḥamšå five
‫ حٍمشٍعسٍر‬ḥamša‛sar 15
‫ حوآلمشِأ‬ḥumšå one fifth
‫ حنٍن‬ḥnan we
‫ حنٍيؤِأ‬ḥnayṣå piglet
‫ حسٍر‬ḥ ar Pe. to insufficient
‫ حٍسرت آلوةِّأ‬ḥa īrūṯå defectiveness
‫ حًارِا‬ḥẹ̄’rå free, nobel
‫ حرٍث‬ḥraḇ Pe. to destroy
‫ حٍرِشِأ‬ḥarråšå magician
‫ حٍش‬ḥaš to suffer
‫ حٍشِأ‬ḥaššå pain
‫ حَشوألخِأ‬ḥeššōḵå darkness
‫ حِةِّأ‬ḥåṯå daughter; ‫’ اٍحوِةِّأ‬aḥwåṯå (pl.)
‫ حِةّمِأ‬ḥåṯmå seal

‫ط‬
‫ طبّــٍع‬ṭḇå‛ Pe. to sink; ʾEṯpe.
‫ طوألىمِأ‬ṭohmå family (< pers.)
‫ طِثِأ‬ṭåḇå good
139 Glossar

‫ طٍيبِِّ آلوةِّأ‬ṭaybūṯå goodness

‫ طوآلثِنِأ‬ṭūḇånå blessed
‫ طوآلرِا‬ṭūrå mountain
‫ طَلِلِإ‬ṭellålå shadow
‫ طٍليِأ‬ṭalyå boy, young
‫ طلَق‬ṭleq Pe. to pass away
‫ طعَن‬ṭ‛en Pe. to carry
‫ طشِأ‬ṭšå to hide

‫ي‬
‫’ ات آلدِا‬ī4då hand; ‫’ اتدآلِيِا‬ī4dayyå (pl.) and ‫’ ات آلدُا‬ī4dȩ̄ (pl.) and ‫ ’ اتدآلتن‬ī4dīn (pl.)
‫ بيٍدآل‬byaḏ through, ِِّܰ‫ بيٍدآل د‬b-yaḏ d- because
‫ع‬2ٍ‫ تد‬īḏa‛ Pe. to know; ʾAp̄.; ʾEštap̄.
‫ مٍدِِّعِأ‬maḏḏ‛å knowledge
‫ يٍىْث‬ya ḇ Pe. to give; Impf. Pe. ‫ نَةَِّل‬nettel
h

‫ يِومِأ‬yåwmå day
‫ حتتدآلِيِأ‬īḥīḏåyå unique, hermit
‫ اٍيلَل‬ʾaylel ʾAp̄. to wail
‫ تلَدآل‬īleḏ Pe. to beget; ʾEtpe.
‫ يٍلوآلدآلِا‬yallūḏå child
ّ‫ تلَف‬īlep̄ Pe. to learn; Pa. to teach
‫ يوآللفِّنِأ‬yulp̄ånå study
‫ مٍلفّــِنِأ‬mallp̄ånå teacher
‫ متٍي‬īmay Pe. to swear
‫ يٍمتنِأ‬yammīnå right hand
‫ اٍينَق‬ʾayneq ʾAp̄. to suckle
‫ اتقِرِا‬ʾīqårå honour
‫ يٍرحِأ‬yarḥå month
‫ تشوألع‬Īšō‛ Jesus
‫تةث‬ َّ īṯeḇ Pe. to sit
‫ ةٍوةِِِّثِأ‬tawtåḇå settler
‫تةر‬ ٍّ īṯar Pe. to profit
‫ يٍةِّتر‬yattīr greater, overmuch

‫ك‬
‫ كِاأ‬kʾå Pe. to reprove, to rebuke
‫ كًاثِأ‬kẹ̄ʾḇå pain
 Glossar 140

‫ كًانِأ‬kẹ̄ʾnå just
‫ كًان آلوةِّأ‬kẹ̄ʾnūṯå justice
‫ كًافِّأ‬kẹ̄ʾp̄å stone
‫ كٍدآل‬kaḏ when ‫ مّن كِّــٍدآلوآل‬men already
‫ كٍدِِِّثوآلةِّأ‬kaddåḇūṯå lie
‫ كٍوكِّثِأ‬kawkḇå star
‫ كيِنِأ‬kyånå nature
‫كل‬, ‫ كوألل‬kol every, all
‫ كلتلِإ‬klīlå crown
‫ شٍكِّلَل‬šaklel Šap̄. to finish; ʾEštap̄. Pa . (< akkad.)
‫ كٍلبِِّــِأ‬kalbå dog
‫ كَنفِّأ‬kenp̄å wing
‫ كَنشِأ‬kenšå multitude of people
‫ كَسفِأ‬kespå silver, money
‫ كفّــٍر‬kp̄ar Pe. to deny
‫ كٍرخِأ‬karḵå city
‫ كٍرمِأ‬karmå vineyard
‫ كٍرسِأ‬karså belly
‫ كرَسطيِنِأ‬kre ṭyånå Christ (< gr.)
ّ‫’ اَةّكٍشٍف‬eṯkaššåp̄ ʾEṯpa. to pray
‫كةث‬2ٍ kṯaḇ Pe. to write; ’Ap̄. to compose
‫ كةِّثِأ‬kṯåḇå book, handwriting
‫ كِةّوألثِأ‬kåṯōḇå writer
‫ كِةّوألثوآلةِّأ‬kåṯōḇūṯå art of writing
‫ مٍخةِّثِنِأ‬maḵtḇånå autor
‫ ةٍخةِّوآلشِأ‬taḵtūšå conflict, fight

‫ل‬
‫ ل‬l- to, for
‫ لِإ‬lå not; ‫ د لِإ‬d-lå without
‫ لَبِِّــِأ‬lebbå heart
‫ لثَش‬lḇeš Pe. to put on
‫ لثوآلشِأ‬lḇūšå clothings
‫ شٍلىَث‬šalheḇ Šap̄. to inflame
‫ لِو‬låw no, not
‫ لوِأ‬lwå to accompany
‫ لوآلقبِِّــٍل‬luqbal vor, against, facing
141 Glossar

ّ‫ لوِة‬lwåṯ with, near

‫ لٍحمِأ‬laḥmå bread
ِّ‫ لٍية‬layt there is not
‫ لعَل‬l-‛el above
ّ‫ لفّوآلة‬lp̄uṯ according to, corresponding
‫ لَشِنِأ‬leššånå tongue, language

‫م‬
‫ مِأ‬må; ‫ مِنِأ‬månå what?
‫ ملِنِأ‬l-månå why?
‫ مِاأ‬måʼ 100
‫ مِاةًّين‬må’ṯȩ̄n 200
‫ مٍبِِّوآلعِأ‬mabū‛å spring
‫ مدآلتنْـةِِّأ‬mḏī ttå city, town
n

‫ مَدَِِّم‬meddem something
ّ‫ متة‬mīṯ Pe. to die; ʼAp̄. to kill
‫ مِوةِِّأ‬måwtå death
‫مَطل‬, ‫ مطوألل‬meṭṭol because of
‫ مٍحشوآللِإ‬maḥšūlå storm
‫ مٍيِــأ‬mayyå water
‫ مَكًِّيل‬mekkȩ̄l from that time, thence; ‫ مَكِّــِأ‬mekkå from this place
‫ مٍكِّتخِأ‬makkīḵå humble
‫ مٍكِّتخ آلوةِّأ‬makkīḵūṯå humility
‫ مٍخشوآللِإ‬maḵšūlå offence
‫ مٍلٍاخِأ‬malaʾḵå angel
‫ مَلةِّأ‬mellṯå word
‫ مٍلَل‬mallel Pa. to speak, to talk
‫ ملِإ‬mlå Pe. to be full; Pa.; ʾAp̄.
‫ مٍلكِّــِأ‬malkå king; ‫ مٍلكِّةِّأ‬malkṯå queen
‫ مٍلكِّوآلةِّأ‬malkūṯå kingdom
/ men from
‫ مِِّـٍن‬man who?
‫ مِأ‬må, ‫ مِـِِّن‬mån, ‫ مِنِأ‬månå what?
‫ ملِنِأ‬l-månå why?
‫ مٍنٍع‬manna‛ Pa. to arrive
‫ مسِنِأ‬msånå shoe
‫ مٍرمٍر‬marmar Palpel to embitter
 Glossar 142

‫ مِرِا‬mårå, ‫ مِريِأ‬måryå Lord, God; ‫ مِذٍيِأ‬mårayyå (pl.) and ‫ مِذٍوِن‬mårawån (pl.)

‫ مِرةِِّأ‬mårtå Lady; ‫ مِذِةِّأ‬måråṯå (pl.)
‫ مشوآلحةِّأ‬mšuḥṯå measure
‫ مشتحِأ‬mšīḥå Christ
‫ مٍةّلِإ‬maṯlå parable

‫نن‬
‫ نًأ‬nẹ̄ I beg!
‫ نثتـِأ‬nḇīyå prophet
‫ نٍهَِِّدآل‬naggeḏ Pa. to scourge
‫ نٍهِِّرتِا‬naggīrå patient
‫ نٍىرتِا‬nahhīrå light
‫ نَطحِأ‬neṭḥå glittering
‫ نطٍر‬nṭar Pe. to keep; ʾEṯpe. and ʾEṯpa. Pa .
‫ نوآلخرِيِأ‬nuḵråyå foreign
‫ نٍخرت‬naḵrī to estrange
‫ نِموألسِأ‬nåmō å law (< gr.)
‫ نسٍث‬nsaḇ Pe. to take
‫ نفّــٍل‬np̄al Pe. to fall down
‫ نفّــٍق‬np̄aq Pe. to go out; ʾAp̄.
‫ نٍفّشِأ‬nap̄šå soul, self
ّ‫ نقَف‬nqep̄ Pe. to accompany
‫ نشٍق‬nšaq Pe./Pa. to kiss

‫س‬
‫ سِثِأ‬åḇå old man/woman
‫ سبّــٍل‬sḇal Pe. to carry
‫ سثــٍر‬ḇar Pe./Pa. to hope; ʾEṯpe.
‫ سٍثرِا‬aḇrå hope
‫ سبّـٍرةِّأ‬sḇarṯå The Gospel
‫ مسٍيبِِّرِنوآلةِّأ‬msaybrånūṯå patience
‫ سٍهِِّتاِأ‬aggī ’å much, many
‫ سهّـَدآل‬ḡeḏ Pe. to bow oneself; ʾEṯpe. Pa .
ّ‫ سهّــٍف‬ḡap̄ Pe. to injure
‫سدر‬ ٍ2 ḏar to set in order
‫ سىَدآل‬heḏ Pe. to witness
‫ سِم‬såm to put
143 Glossar

‫ سِطِنِأ‬såṭånå Satan
‫ سٍخلِإ‬aḵlå foolish
‫ اٍسكَل‬ʾAp̄. to play the fool; ʾEṯpa.
‫ سوآلكِّــِلِإ‬sukkålå meaning, sense
‫ سٍكِّتنِأ‬sakkīnå knife
‫’ اَسةِّلت‬e tlī ʾEṯpe. to be thrown away
‫ سلَق‬sleq Pe. to go up; ʾAp̄.; ʾEṯpe.
‫ سَمِلِإ‬semålå left hand
‫ سفّتنْـةِِِّأ‬p̄ī ttå ship
n

‫ سَفّرِا‬ep̄rå book
‫ سِفّرِا‬åp̄rå scribe
‫ سٍةٍِّر‬sattar Pa. to cover; ʾEṯpa.
‫ سَةِِّرِا‬settårå protection

‫ع‬
‫‛ عبّـٍدآل‬ḇaḏ Pe. to make; Šap̄.
‫‛ عثِدآلِا‬ḇåḏå action, work
‫‛ عٍبّدِِِّا‬aḇdå slave
‫ مٍعبِِّــِدآلِا‬ma‛båḏå sorcery
‫‛ عٍبِِّتطةِِّأ‬abbīttå thick, heavy
‫عدمِأ‬ ‫‛ ٍآل‬ḏammå until
‫عدر‬ 2ٍ ‛ḏar Pe. Pa. to help
‫‛ عِدآل ألورِا‬åḏōrå helper
‫ ةٍعدآلترِا‬ta‛ḏīrå help
‫‛ عًدآلةِِِّنِيِأ‬ẹ̄ttånayå ecclesiastical
‫‛ عوآلبِِّــِأ‬ubbå bosom
‫’ اٍعتق‬a‛īq ʾAp̄. to annoy
‫‛ عِقةِّأ‬åqṯå sadness
‫‛ عَزءأ‬ezzå goat
‫ عٍينِأ‬ʿaynå eye, fountain
‫ لعًني‬l‛ȩ̄n in full view of
‫‛ عٍل‬al on, because of
‫‛ عٍل‬al Pe. to enter
‫‛ عَلِيِأ‬ellåyå upper
‫ معٍليِأ‬m‛alyå eminent
‫‛ عِلمِأ‬ålmå eternity, world
‫‛ علٍيمِأ‬laymå young man; ‫‛ علٍيمةِّأ‬laymṯå young girl
 Glossar 144

‫‛ عٍم‬am with
‫ عٍمِأ‬ʽammå people
‫‛ عمٍدآل‬maḏ Pe. to be baptized
‫‛عٍموآلدآلِا‬ammūḏå pillar
‫‛ عٍملِإ‬amlå labour, trouble
‫‛ عِنِأ‬ånå small cattle
‫‛ عنِأ‬nå Pe. to answer
‫‛ عَسرِا‬esrå 10
‫‛ عٍفّرِا‬ap̄rå dust
‫‛ عَؤبِِّــِأ‬esbå herb
‫‛ عوآلقبِِّرِا‬uqbrå mouse
‫‛ عَقِرِا‬eqqårå root
‫‛ عقٍرثِأ‬qarḇå scorpion
‫‛ عروآلثةِِّأ‬ruḇtå Friday
‫‛ عرٍق‬raq Pe. to flee
‫‛ عٍشنت‬aššīn strong
‫‛ عٍةَِّدآل‬atteḏ Pa. to prepare
‫‛ عٍةِّترِا‬attīrå rich

‫ف‬
‫ فًارِا‬pẹ̄ʾrå fruit
‫ فٍغرِأ‬paḡrå body
‫ فِش‬påš Pe. to remain
‫ فلٍه‬plaḡ Pe. to divide; ʾEṯpa.
‫ فَلغِأ‬pelḡå half
‫ فلٍح‬plaḥ Pe. to serve, to work
‫ فنِأ‬pnå Pe. to return; Pa. to answer
‫ فقٍدآل‬pqaḏ Pe. to order
‫ فوآلقدِِِّنِأ‬puqdånå order
‫ فرٍع‬pra‛ Pe. to reward
‫ فٍرؤوألفِّــِأ‬parṣōpå face, countenance (< gr.)
‫ فرٍق‬praq Pe. and ʾAp̄. to save
‫ فِروألقِأ‬pårōqå saviour
‫ فرٍش‬praš Pe. to separate
‫ فشتطةِِّأ‬pšīṭtå the Pshitta, Simple Version
‫ فَةّهِّمِأ‬peṯḡåmå word (< pers.)
‫فةخرِا‬ ٍ2 pṯaḵrå idol (< pers.)
145 Glossar

‫ؤ‬
‫ ؤثِأ‬ṣḇå Pe. to wish
‫ ءؤدآل‬ṣåḏ to hunt, to fish
‫ ؤٍيِدآلِا‬ṣåyyaḏå fishing
‫ ؤيدآل‬ṣȩ̄ḏ / ‫ ؤًاد‬ṣȩ̄’ḏ beside, next to
‫ ؤٍّملِأ‬ṣalmå image
‫ ؤلوألةِّأ‬ṣlōṯå prayer

‫ق‬
‫ قٍبَِِّل‬qabbel Pa. to receive
‫ ق آلدِم‬qḏåm before
‫ قٍدآلمِيةِِّأ‬qaḏmåytå first
‫ قٍدَِِّش‬qaddīš Pa. to sanctify
‫ قوألدآلشِأ‬quḏšå sanctuary
‫ قٍدِِّتشِأ‬qaddīšå holy
‫ قِم‬qåm Pe. to stand up; ʾAp̄.; ʾEṯp.
‫ قيِمِأ‬qyåmå standing
‫ قطٍل‬qṭal Pe. to kill
‫ قَطمِأ‬qeṭmå ashes
‫ قِلِإ‬qålå voice
‫ قٍلتل‬qallīl light, little
‫ قٍلقَل‬qalqel Palpel to throw into confusion
‫ قنِأ‬qnå Pe. to earn
‫ قَنيِنِأ‬qenyånå possessions
‫ قنوألمِأ‬qnōmå self, nature
‫ قنٍط‬qnaṭ Pe. to fear
‫ قرِا‬qrå Pe. to read
‫ قرَث‬qreḇ Pe. to come near
‫ قرتةِّأ‬qrīṯå village, field; ‫ قوآلذيِأ‬quryå (pl.)
‫ قشِأ‬qšå hard
‫ قوآلشِيِأ‬Quššåyå hardening

‫ر‬
‫ رٍبِِّــِأ‬rabbå great
‫ رثِأ‬rḇå Pe. groß to grow up
‫ رٍبّ كِّنوآلشةِِِّأ‬raḇ knūštå leader of the synagogue
ّ‫ رٍه‬raḡ Pe. to desire
 Glossar 146

‫ رَغلِإ‬reḡlå foot
‫ رهّــٍم‬rḡam Pe. to kill by stoning
‫ رهّــَش‬rḡeš Pe./ ʾAp̄. to be aware of
ّ‫ٍف‬2‫ رد‬rḏap̄ Pe. to pursue
‫ رٍىثوآلنِأ‬rahḇūnå earnest
‫ رىَط‬rheṭ Pe. to run
‫ روآلحِأ‬ruḥå wind, spirit
‫ رِمِأ‬råmå high
‫ رحَم‬rḥem Pe. to love; ʾEṯpe.; ʾEṯpa.
‫ رِمحِأ‬råḥmå friend
‫ رحوآلمِأ‬rḥūmå loved
‫ روآلحقِأ‬ruḥqå afar
‫ رًشِأ‬rẹ̄šå head
‫ رٍكِّــٍتخِأ‬rakkīḵå soft
‫ روآلكِّــِخِأ‬rukkåḵå softening
‫ رمِأ‬rmå Pe. to throw
‫ رنِأ‬rnå Pe. to think
‫ رَعيِنِأ‬re‛yånå thought, idea
‫ روآلشعِأ‬ruš‛å impiety
‫’ اٍرةِّت‬artī ʾAp̄. to admonish

‫ش‬
‫ شًال‬š ʾȩ̄l Pe., Pa. to ask; ʾEṯpe.
‫ شوآلاِلِإ‬šuʾʾålå question
‫ شٍبِِّةِّأ‬šabbṯå Saturday
‫ شٍبِِّــٍح‬šabbaḥ Pa. to praise
‫ ةَشبِِّوألحـةِِّأ‬tešboḥtå glory
‫ شٍثعِأ‬šaḇ‛å seven
‫ شثـٍق‬šḇaq Pe. to leave
‫ شوِأ‬šwå Pe. to be equal
‫ شٍوزَث‬šawzeḇ Šap̄. to deliver; ʾEštap̄. Pa . (< akkad.)
‫ شوآلحدِِِّا‬šuḥdå bribery
‫ شوآلقِأ‬šūqå street
‫ اَشكِّـٍح‬ʾeškaḥ Pe. to find, to be able
‫ مٍشكِّنِأ‬mašknå place of dwelling
‫ شٍلتطِأ‬šallīṭå strong
‫ شلِمِأ‬šlåmå peace
147 Glossar

‫ شوآللِمِأ‬šullåmå completion
‫ مشِأ‬šmå name; ‫ شــمِىِةِّأ‬šmåhåṯå (pl.) and ‫ مشِىُأ‬šmåhȩ̄ (pl.)
‫ مشٍيِأ‬šmayyå heaven
‫ مشٍع‬šma‛ Pe. to hear
‫ شَمشِأ‬šemšå sun
‫ شٍمَش‬šammeš Pa. to serve
‫ ةَمشَشةِِِّأ‬tešmeštå ministry, service
‫ شٍنْـةِِّأ‬ša ttå year; ‫ شنٍيِــأ‬šnayyå (pl.) and ‫ شننت‬šnīn (pl.)
n

‫ شنِيِأ‬šnåyå insanity
‫ شِعةِّأ‬šå‛ṯå hour
‫ شعوأللِإ‬š‛ōlå coughing
‫ شٍفِّرتِا‬šappīrå beautiful
‫ شقٍل‬šqal Pe. to take
‫ شرِرِا‬šrårå truth
‫ شٍرترِا‬šarrīrå true
‫ شٍرٍر‬šarrar Pa. to be proved
‫ شٍربِِّةِّأ‬šarbṯå family
‫ شـةِِّأ‬štå six
‫ شةِّتن‬štīn 60
‫ اَشةّت‬ʾeštī Pe. to drink
‫ مٍشةِّيِأ‬maštyå drink
‫شةق‬ َ2 šṯeq Pe. to be still

‫ة‬
‫ ةثــٍر‬tḇar Pe. to break; ʾEṯpa.
ّ‫ ةح آلوة‬tḥuṯ under
‫ ةٍملت آلدِا‬talmīḏå disciple
‫ ةٍملَدآل‬talmeḏ to teach
ّ‫ ةلِة‬tlåṯ three
‫ ةمتىِأ‬tmīhå amazed; ‫ ةِّمتىِةِّأ‬tmīhåṯå (pl.)
‫ ةٍمِن‬tammån there
‫ مٍةّقِلِإ‬maṯqålå weight
‫ ةرًين‬trȩ̄n two
‫ ةرِيِنِأ‬tråyånå second
‫ ٍةرنِغلِإ‬tarnåḡlå rooster (< akkad.)
‫ ةٍرعِأ‬tar‛å door, gate
‫ ةرٍؤ‬traṣ Pe. to direct
 Glossar 148

‫ةَشعِأ‬teš‛å nine
149

Abbreviations
ʾAp̄. ʾAp̄‛el
Adj. adjective
Adv. adverb
akkad. Akkadian
Act. active
arab. Arabic
c. (genus) communis
ʾEstap̄ ʾEstap̄ʽal
ʾEštap̄. ʾEštap̄ʽal
ʾEṯpe. ʾEṯp‛el
ʾEṯpa. ʾEṯpa‛‛al
ʾEttap̄. ʾEttap̄‛al
emph. emphatic
f., fem. feminine
gr. Greek
hebr. Hebrew
Imp. imperative
Impf. imperfect
Inf. infinitive
C consonant
m., masc. masculine
No. number
O object
ES East Syriac
Pe. P‛al
Pa. Pa‛‛el
Part. participle
Pass. Passive
pers. Persian
Pf. perfect
Pl., Pl. plural
Pron.suff. pronominal suffix
S Subject
 Abkürzungen 150

Sap̄. Sap̄ʽel
Šap̄. Šap̄ʽel
sg., Sg. singular
St.abs. Status absolutus (=absolute state)
St.cs. Status constructus (=constructed state)
St.emph. Status Emphaticus (= emphatic state)
Suff. Suffix
trad. traditional
V verb
v short vowel
v̅ long vowel
WS West Syriac

List of Symbols
I, II, III 1., 2., 3. radical
< developed from
> developed into
* reconstructed form
 see cited section number ( …)
// denotes phonemic vocalisations
[ ] denotes phonetical pronunciation
- denotes a naturally long vowel
Ø zero morpheme
152

Abbreviations of biblical books

Old Testament
Gn Genesis
Ex Exodus
K Kings

New Testament
Mt Matthew
Mk Mark
Lk Luke
Jn John
Ac Acts
Rm Romans
Cor Corinthians
Heb Hebrews
Tm Timothy
 153

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