Colloquial

Yiddish
Specially written by an experienced teacher, Colloquial Yiddish offers
a step-by-step approach to Yiddish as it is spoken and written today.
Colloquial Yiddish provides the first widely available, easily accessible,
comprehensive Yiddish course designed primarily for the twenty-
first-century international English-speaking independent learner and
suitable for use in Yiddish classes worldwide.
Each unit presents numerous grammatical points that are reinforced
with a wide range of exercises for regular practice. A full answer key,
a grammar summary and glossaries can be found at the back as well
as useful vocabulary lists throughout.
Key features include:

s GRADEDDEVELOPMENTOFSPEAKINGLISTENINGREADINGANDWRITINGSKILLS

s REALISTICANDENTERTAININGDIALOGUES
s JARGON FREEANDCLEARLYSTRUCTUREDGRAMMATICALEXPLANATIONS
s ARANGEOFDYNAMICANDAPPROPRIATESUPPORTINGEXERCISES
s SUPPLEMENTARYTEXTSPRESENTINGMANYOFTHEMOSTSIGNIFICANTAND
relevant aspects of Yiddish culture.

By the end of this rewarding course you will be able to communicate

confidently and effectively in Yiddish in a broad range of situations.
Audio material to accompany the course is available to download
free in MP3 format from www.routledge.com/cw/colloquials. Recorded
by native speakers, the audio material features the dialogues and texts
from the book and will help develop your listening and pronunciation
skills.
 THE COLLOQUIAL SERIES
Series Adviser: Gary King

The following languages are available in the Colloquial series:

Afrikaans German Romanian

Albanian Greek Russian
Amharic 'UJARATI Scottish Gaelic
Arabic (Levantine) Hebrew Serbian
Arabic of Egypt Hindi Slovak
Arabic of the Gulf Hungarian Slovene
Basque Icelandic Somali
Bengali Indonesian Spanish
Breton Irish Spanish of Latin America
Bulgarian Italian Swahili
Burmese Japanese Swedish
Cambodian Kazakh Tamil
Cantonese Korean Thai
Catalan Latvian Tibetan
Chinese (Mandarin) Lithuanian Turkish
Croatian Malay Ukrainian
Czech Mongolian Urdu
Danish Norwegian Vietnamese
Dutch 0ANJABI Welsh
English Persian Yiddish
Estonian Polish Yoruba
Finnish Portuguese Zulu (forthcoming)
French Portuguese of Brazil

COLLOQUIAL 2s series: The Next Step in Language Learning

Chinese German Russian

Dutch Italian Spanish
French Portuguese of Brazil Spanish of Latin America

Colloquials are now supported by FREE AUDIO available online. All audio tracks
referenced within the text are free to stream or download from www.routledge.com/cw/
colloquials. If you experience any difficulties accessing the audio on the companion
website, or still wish to purchase a CD, please contact our customer services team
through www.routledge.com/info/contact.
Colloquial
Yiddish
The Complete Course
for Beginners

Lily Kahn
First published 2012
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2012 Lily Kahn
The right of Lily Kahn to be identified as author of this work has been
asserted by her in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Kahn, Lily.
Colloquial Yiddish : the complete course for beginners /
Lily Kahn. — 1st ed.
p. cm. — (The colloquial series)
Includes bibliographical references and index.
1. Yiddish language—Textbooks for foreign speakers—English.
2. Yiddish language—Spoken Yiddish. I. Title.
PJ5116.K24 2011
439′.182421—dc22
2010039644

ISBN 978-1-138-96042-8 (pbk)

Typeset in Avant Garde and Helvetica

by Graphicraft Limited, Hong Kong
Contents

Acknowledgements vii
Introduction viii

The Yiddish alphabet and pronunciation 1

1 ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ 15
Hello! How are you?
2 ĊčĖĕīĊĊõĊĊ 29
Where do you live?
3 ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ 44
What do you like to do?
4 ĔĬđĜĊěċĎąĉĝĎĈĔíē 55
My flat is too small!
5 ĉČèĞēĔíĈčĕīĊĊõĊĊ 70
Where does your family live?
6 ĬĊĊĝĎēčĊčèĴĜĝėĈ 88
My head hurts!
7 ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ 104
The black shirt looks nice!
8 ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ 117
You didn’t eat the gefilte fish!
9 ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ 132
How was the trip?
10 ĔėĬĕĞĈđijĆčėĊĊĖė 150
It’s going to snow soon!
11 čėĆĝijĔíēčĕíĹĆĴĉďĎą 165
)HATEMYJOB

12 ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ 180
How much did you pay for the CDs?
13 ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą 194
I want to see a new film in Yiddish!
vi Contents

14 ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą 208
I can’t read my emails!
15 ďĖijĔėĕėĬđćėđĹďĎą 220
I used to read a lot

Additional resources 232

Grammar summary 235
Key to exercises 249
Yiddish–English glossary 262
English–Yiddish glossary 285
Grammatical index 292
Topic index 294
Acknowledgements

I would like to express my deepest gratitude to the many people who

have made so many positive contributions to this book.
I wish to thank the editorial team at Routledge, particularly Andrea
Hartill, Gary King, and Samantha Vale Noya, for their expert guidance
and encouragement throughout the writing and publication process.
I would additionally like to thank Christopher Moseley for raising the
idea of Colloquial Yiddish with Routledge in the first place.
I am greatly indebted to Khayele (Helen) Beer for inspiring me
with her passion for Yiddish, as well as for her unstinting dedication
in examining the entire manuscript and for her countless invaluable
comments and recommendations.
I am grateful to my students over the years, who have contributed
in so many ways to the creation of this book.
Special thanks go to James Holz for drawing the illustrations, as
well as for his unflagging support, companionship, and numerous
insightful contributions.
Finally, I would like to express my gratitude to Kai Kahn for her
continual enthusiasm and encouragement, as well as for her myriad
excellent suggestions that have played such a crucial role in the
development of the manuscript.

Lily Kahn
Introduction

The Yiddish language

Yiddish is the traditional language of the Ashkenazi, or Eastern
European, Jews. It is a fascinating language reflecting a rich history,
a vibrant culture, and a vast and diverse literature. The origins of
Yiddish are not entirely clear; however, it is commonly believed that
the earliest roots of the language can be traced to approximately 1000
CE, when Jews speaking the Jewish Romance languages Judaeo-
French and Judaeo-Italian settled in the Germanic-speaking regions
of Central Europe and adopted the local Germanic dialects. They
infused their speech with Semitic elements deriving from Hebrew, the
primary Jewish language, and from Aramaic, which is closely related
to Hebrew and was a Jewish lingua franca in the early Common Era.
When the Jews migrated east into Poland and Russia over the next
few centuries, they took this language with them and it acquired a
large infusion of Slavic vocabulary and structure. This mix of compon-
ents combined to form a fusion language in which Germanic, Slavic,
Semitic, and Romance elements can all be found in the same sen-
tence, and sometimes even within the same word. Yiddish vocabulary
reflects this diversity: approximately 70 per cent is Germanic, 25 per
cent derives from the Hebrew-Aramaic component (termed loshn-
koydesh, literally ‘holy tongue’ in Yiddish), and the remaining 5 per
cent is Slavic, with a few Romance elements traceable to Judaeo-
French and Judaeo-Italian. The grammar bears similar witness to this
diversity: while many basic structures are Germanic, much of Yiddish
grammar differs markedly from German and instead reflects a strong
influence from the Slavic languages. The close links between the
Yiddish language and Jewish culture are evident not only in the large
Introduction ix

loshn-koydesh component, but also in the fact that Yiddish has always
been written in the Hebrew alphabet.
The earliest dated example of written Yiddish is a sentence
appearing in a Jewish prayer book from 1272. During the medieval
period a diverse body of Yiddish literature developed, including Bible
translations and commentaries, poetry, parables, tales, adaptations
of European epics, medical texts, and more. In addition, Yiddish
served as the central vehicle of a vibrant folk culture with a rich array
OF SONGS FOLKTALES PROVERBS AND JOKES 3TARTING IN THE NINETEENTH
century it evolved into a modern literary language with an extensive
output of novels, short stories, and novellas as well as theatre, ori-
ginal and translated works of non-fiction, and a thriving press. This
literature includes the work of the three classic authors of the late
nineteenth and early twentieth centuries: Mendele Moykher Sforim,
Sholem Aleichem, and Y. L. Peretz, and was the cultural basis for
later Yiddish writers such as Isaac Bashevis Singer, who won the
Nobel Prize for literature in 1978.
On the eve of the Second World War Yiddish was spoken by
11–13 million people, roughly 75 to 80 per cent of the entire Jewish
population globally. Despite its extensive use and literary wealth, how-
ever, Yiddish has often been held in low esteem both by its speakers
and others: common misperceptions of Yiddish include the view that
it is not a real language, that it has no grammar, that it is a corrupt
form of German, and that it is merely a vehicle for colourful curses and
idiomatic expressions but is unsuitable for use either as a medium of
everyday communication or as a language of high culture.
A variety of interconnected factors, chiefly the Holocaust, wide-
spread immigration to Israel, Western Europe and North America,
and Stalinist repression in the Soviet Union led to a dramatic reduction
in the number of Yiddish speakers during the twentieth century, and
it is now an endangered language with an (approximately) estimated
1–2 million speakers. This sudden decline in native speakers has been
negatively compounded by the facts that Yiddish has always been
a stateless language, that its speakers are geographically dispersed
worldwide, and that in most countries it receives no official recogni-
TIONORSUPPORTBUTISOFTENSUBJECTTOTHEOLDSTEREOTYPESSUGGESTING
that it is unworthy of preservation.
However, Yiddish is still used actively by two main groups. The
first, and largest, consists of Haredi (strictly Orthodox), mostly Hasidic
x Introduction

(followers of a Jewish spiritual movement emphasizing mysticism and

centred around a rebbe, or spiritual leader) Jewish communities, where
Yiddish frequently continues to thrive as an everyday language in both
speech and writing and is widely transmitted to the younger gener-
ations. Notable metropolitan areas with a high concentration of Haredi
Yiddish speakers include Brooklyn, Antwerp, London’s Stamford Hill,
the Bnei Brak suburb of Tel Aviv and the Meah Shearim neighbour-
hood of Jerusalem. In these areas Yiddish is regularly used to perform
all types of daily activities like ordering in a café and conducting
transactions in shops.
The second group of Yiddish speakers includes non-Haredi Jews
from all types of backgrounds who learned Yiddish as their first lan-
guage either in Eastern Europe or in one of the immigrant destinations
(Israel, North and South America, Western Europe, South Africa, and
Australia). This group is heir to the legacy of the flowering of secular
Yiddish culture in the late nineteenth and early twentieth centuries.
Such speakers are generally more dispersed than the Haredi Yiddish
speakers and have a much lower rate of passing the language down
to the younger generations. However, in recent years many of the
descendants of this group have begun to rediscover an interest in
the heritage of their Yiddish-speaking ancestors.

Motivations for learning Yiddish

The past twenty-five to thirty years have seen a heightened interest in

the language among adult students. This trend is attributable to a com-
bination of factors. Firstly, there is a degree of newfound appreciation
among Jewish students of Eastern European backgrounds of the cultural
significance of their ancestral language. Thus, many students are herit-
age learners who have been exposed to some Yiddish through their
grandparents or older-generation extended family and would now like
to be able to communicate with them in their native language. Similarly,
others who have never had any direct contact with Yiddish through
immediate family members nevertheless know that it was spoken by
their ancestors and want to be able to tap into this key aspect of their
identity. In some cases Yiddish was actually the students’ first lan-
guage but they stopped using it actively at a young age, either through
their own choice or due to circumstances beyond their control.
Introduction xi

Others decide to study Yiddish because they are interested in

or professionally involved with traditional Eastern European Jewish
klezmer and folk music and would like to be able to understand
the lyrics. Moreover, there is a growing interest among the general
population in the traditions of the Yiddish-speaking Jews, and many
students would like to be able to acquire insight into this culture.
In addition, there is a certain degree of interest among non-Orthodox
Jews in the culture and traditions of the Hasidic communities. Those
who would like to be able to interact with Hasidic communities for
either professional or personal reasons recognize that knowledge of
Yiddish will enable them to gain a unique access to and perspective
on this population.
Conversely, many students decide to study Yiddish for academic
purposes. Some are interested in being able to appreciate the rich
body of Yiddish literature, little of which has been translated into
any other language. Finally, a proportion of students are interested in
researching Eastern European Jewish history and recognize that
knowledge of Yiddish is a key prerequisite for serious work in this
field, as many historical documents, biographies and memoirs were
written in this language and have not been translated.

Colloquial Yiddish
Course content

This course is designed as a complete resource for the independent

learner who wishes to acquire the ability to speak, understand, read,
and write basic Yiddish for any or all of the motivations discussed
above. The course starts with an introduction to the Yiddish alphabet
and pronunciation. It then moves on to introduce the basics of con-
temporary Yiddish vocabulary, grammar, and culture, covering roughly
the equivalent of a one-year university-level Yiddish course. The lessons
are built around topics of immediate relevance for Yiddish students
(greetings, family, food, work, health, travel, etc.). They centre on the
experiences of three friends, Khane, Rokhl, and Dovid, who meet at
an intensive Yiddish summer course in London and keep in contact
as they continue learning Yiddish. Each lesson contains two or three
dialogues introducing high-frequency vocabulary and new grammatical
xii Introduction

structures. The grammatical structures are then explained and you

will be given the opportunity to practise them through a variety of
exercises. The Yiddish alphabet will be used throughout the book,
but in the first five units transliteration in the Roman alphabet (follow-
ing the official YIVO* transliteration system, which is almost universally
recognized) will be provided for the dialogues and lists of new vocab-
ulary. Most units conclude with a supplementary listening or reading
comprehension text. These texts include folk tales and articles on a
wide variety of topics that have been selected in order to give you
an idea of the rich array of classic and contemporary Yiddish culture.
At the end of the book you will find suggestions for further study of
Yiddish, a grammar summary, a key to the exercises, and a two-way
glossary containing all of the vocabulary introduced in the course. All
of the materials in the book are accompanied by audio recordings
made by native Yiddish speakers, which gives you a chance to hear
and internalize the language as spoken naturally and authentically.

Yiddish dialects and Standard Yiddish

Yiddish has three main dialects. These constitute Northeastern or

Lithuanian Yiddish (traditionally spoken in what is now Lithuania,
Latvia, Estonia, Belarus, Northern Ukraine, and Russia), Central or
Polish Yiddish (spoken chiefly in what is now Poland), and Southeastern
or Ukrainian Yiddish (spoken in Eastern Ukraine and Romania).
Moreover, within these three main divisions there are further dialect
variations. Northeastern, Central, and Southeastern Yiddish are mutu-
ally intelligible, but exhibit significant differences in pronunciation
(chiefly the pronunciation of vowels), grammar, and vocabulary. In
addition, during the twentieth century a standardized language, called
Standard Yiddish, developed. Standard Yiddish is largely based on
the pronunciation of the Northeastern dialect, which more closely
resembles the written language, while retaining certain key elements

* YIVO, which stands for yidisher visnshaftlekher institut (YIVO Institute for Jewish
Research), is a leading centre for the study of Yiddish and Ashkenazi culture.
Founded in Vilnius in 1925, it is now based in New York and contains an extensive
library and archives in addition to offering Yiddish language classes, cultural events,
and an intensive summer course.
Introduction xiii

of Central and Southeastern pronunciation and grammar. This variety

of Yiddish became widespread throughout the secular Yiddish school
system and, because of its greater correspondence to written Yiddish,
has become the standard language taught in academic environ-
ments. This course thus teaches Standard Yiddish. This means that
if you are familiar with or specifically want to learn one of the dialects,
particularly the Central and Southeastern varieties, the pronuncia-
tion Nevertheless, you will be able to make yourself fully understood
by Yiddish speakers and, after having acquired a solid grounding
in Standard Yiddish, will be able to familiarize yourself much more
easily with the dialect that is of specific relevance to you. Finally, it
is important to note that this course is largely geared towards the
type of Yiddish associated with the modern secular literary tradition
and the current predominantly non-traditional, academic milieu rather
than the Hasidic environment in which it is additionally spoken today.
However, the course includes dialogues, texts, and cultural informa-
tion centring on Hasidic Yiddish speakers, and can be used equally
by those whose primary motivation for studying Yiddish is communi-
cation with Hasidic speakers.
It is hoped that this course will make learning Yiddish a fun and
satisfying experience, and that it will constitute the first step in your
subsequent long-term involvement with this endlessly fascinating and
rewarding language.
This page intentionally left bank
The Yiddish alphabet and
pronunciation

Yiddish is written in the Hebrew alphabet. The use of the Hebrew

alphabet instantly marks Yiddish as a specifically Jewish language
and links it inextricably to an ancient canon of classic Jewish literature
in Hebrew and Aramaic including the Hebrew Bible, the Mishna, the
Talmud, and medieval rabbinic writings, all of which share this alphabet.
In addition, the use of the Hebrew alphabet connects Yiddish to a
wide variety of other languages of the Jewish Diaspora including
Ladino, Judaeo-Arabic, and Judaeo-Persian, which are all traditionally
written in the same alphabet.
Here are a few key points that you need to know about the Yiddish
alphabet before you start learning the letters themselves:

s )TISWRITTENFROMRIGHTTOLEFT
s )THASBASICLETTERS
s )T HAS SEVERAL OTHER LETTERS THAT ARE FORMED BY ADDING MARKS TO
THESEBASICLETTERS
s 4HEREISNODISTINCTIONBETWEENCAPITALANDLOWER CASELETTERS
s &IVELETTERSHAVEADIFFERENTSHAPEWHENTHEYAPPEARATTHEENDOF
a word. This is a historical quirk inherited from Hebrew; there is no
difference in pronunciation between the usual form of a letter and
its final form.
s %ACH LETTER HAS A PRINTED VERSION AND A HANDWRITTEN VERSION 4HE
printed version is used in all published materials, so you need to be
able to recognize printed letters. However, you won’t need to learn
to write them.
s 4HEHANDWRITTENVERSIONISASTHENAMESUGGESTSUSEDFORWRITING
by hand and so is found in a wide variety of contexts (e.g. letters
and postcards, lists, journal entries, writing on the board in a
classroom, etc.). Therefore you will need to learn to read as well
2 The Yiddish alphabet and pronunciation

as write these letters. Note that although most of the Yiddish in this
book appears in printed letters, approximately one exercise per
unit appears in handwritten letters so you will have the opportunity
to practise reading them.
s $ONT WORRY n IN MANY CASES THE PRINTED AND HANDWRITTEN LETTERS
are extremely similar to each other, so it’s not as though you have
to learn two completely different versions of the alphabet.
s 4HE 9IDDISH ALPHABET IS ALMOST COMPLETELY PHONETIC EACH LETTER
has only one sound, and each sound has only one letter (or specific
combination of letters). The only exception to this is words deriving
from the loshn-koydesh component of the language, which are
written in the same way as in Hebrew and Aramaic and will be
addressed separately below.
s %ACH9IDDISHLETTERHASANAMETHATMAYBEUSEDTOREFERTOTHAT
letter or when reciting the alphabet. The Yiddish alphabet itself is
called the alef-beys, after the names of its first two letters.

Here is a complete chart of the Yiddish alphabet in dictionary order.

It includes final forms, both printed and handwritten variants, the
name of the letter, and transliteration in Roman script according to
the YIVO system.

(Audio 1:2)
YIVO Name of Handwritten Printed
transliteration letter letter letter

silent (see point 3 below) shtumer alef ø Ą

aASIN%NGLISH@Father’) pasekh alef êø IJ
oASIN%NGLISH@For’) komets alef éø ij
b beys ù ą
v (used only in words of veys Ī Ķ
loshn-koydesh origin;
see point 7)
g giml ú Ć
d dalet û ć
h hey ü Ĉ
uASIN3PANISH@uno’) vov ý ĉ
v tsvey vovn ýý ĉĉ
The Yiddish alphabet and pronunciation 3

YIVO Name of Handwritten Printed

transliteration letter letter letter

u melupm vov è ô
(see point 5)
z zayen þ Ċ
khASIN@"Ach’) (used only khes ÿ ċ
in loshn-koydesh words;
see point 7)
t tes Ā Č
y (before or after a vowel) yud ā č
iELSEWHERE ASIN%NGLISH
@KeePORSOMETIMES@Sit’)
SEEPOINT
i (see point 4) khirek yud ’ā ™č
eyASIN%NGLISH@GRey’) tsvey yudn ğ ī
ayASIN%NGLISH@My’) pasekh tsvey à ì
yudn
oyASIN%NGLISH@Boy’) vov yud Ğ Ī
k (used only in kof Ô á
loshn-koydesh words;
see point 7)
khASIN@"Ach’) khof ă ď
kh (final form; see point 1) langer Ă Ď
khof
l lamed Ą Đ
m mem Ć Ē
m (final form; see point 1) shlos-mem ą đ
n nun Ĉ Ĕ
n (final form; see point 1) langer nun ć ē
s samekh ĉ ĕ
eASIN%NGLISH@Get’) ayen Ċ Ė
p pey Û ç
f fey Ĭ ĸ
4 The Yiddish alphabet and pronunciation

YIVO Name of Handwritten Printed

transliteration letter letter letter

f (final form; see point 1) langer fey ċ ė

ts tsadek Ď Ě
ts (final form; see point 1) langer tsadek č ę
k kuf ď ě
r (usually pronounced reysh Đ Ĝ
gutturally; rolled by
some speakers)
sh shin đ ĝ
s (used only in sin ï û
loshn-koydesh
words; see point 7)
t (used only in tof ß ë
loshn-koydesh words;
see point 7)
s (used only in sof Ē Ğ
loshn-koydesh
words; see point 7)

The pronunciation of most of these letters is straightforward: each

letter has one sound and each sound has one letter (or combination
OF LETTERS  &OR EXAMPLE THE WORD ĕijĉĉ vos, (what), is composed of
the three letters ĉĉ v, ij o, and ĕ s. As the Yiddish alphabet is phonetic,
letters are not doubled unless the two letters together represent a
single sound, e.g. ĉĉ = v, or both letters are pronounced individually,
e.g. ēČďčĜĜIJĸ farrikhtn, (to fix), which is pronounced with two distinct
reysh sounds, i.e. far-rikhtn.
However, there are a few small points to add.
The Yiddish alphabet and pronunciation 5

■ 1. Final forms
The following five letters have final forms that appear only at the end of
a word. These final forms are pronounced exactly the same as their
non-final counterparts. They must be used instead of the non-final
form whenever that sound appears at the end of a word.

Final form Standard form

Ď kh ď kh
ďijĐ lokh (hole) ēçIJĐ khapn (grab)
đm Ēm
ĒīĈ heym (home) ĐĪē moyl (mouth)
ēn Ĕn
Ĕīĝ sheyn (beautiful) Čĝčĕ nisht (not)
ėf ĸf
ĘčČ tif (deep) ēĹĪě koyfn (to buy)
ę ts Ě ts
ĚĜIJĉĉĝ shvarts (black) ĉě tsu (to)

■ 2. Pronunciation of č yud
The letter č, called yud, is pronounced as the consonant y when
appearing directly before or after a vowel, and as the vowel i when
appearing elsewhere.

Examples before/after a vowel ĊĖĔijĎIJĒ mayonez (mayonnaise)

elsewhere ćĎĒ mid (tired)

■ 3. Shtumer alef
The first letter, Ą, called shtumer alef (silent alef), is placed at the
beginning of a word whose next letter is one of the following vowels
or diphthongs:

ĉu ēĊą un (and)
Ī oy Ďīą oykh (also)
či ēĎą in (in)
ī ey Ĭą ey (egg)
ì ay Ċíą ayz (ice)
6 The Yiddish alphabet and pronunciation

Note that if a prefix is added to a word beginning with a shtumer alef,

the shtumer alef remains even though it is no longer at the beginning
of a word.

Example ČěčĔīąĜIJĸ fareynikt (united)

This is composed of the prefix ¯ĜIJĸ far- and
the base ČěčĔīĄ¯ -eynikt.

■ 4. Khirek yud
When a word starts with the consonant sound y followed by the
vowel sound i, it is written with two yuds and a dot is placed under
the second one. This dotted yud is called khirek yud.

Example ĝčćšĎĎ yidish (Yiddish)

Khirek yud is also used to indicate that a vov directly followed by a
yud should be read as two separate vowels, u and i, rather than as
the expected diphthong oy.

Example ěùĎĉĜ ruiknNOTroyk (calm)

&INALLY khirek yud is found directly preceding or following another
vowel in order to show that the yud should be pronounced as the
vowel i rather than as the consonant y.

Examples ēĖùĎĐą bliennNOTblyen (to blossom)

ĝšĎĖĜąĖĈ hebreishnNOThebreysh (Hebrew)

■ 5. Melupm vov
When the consonant ĉĉ v directly precedes or follows the vowel ĉ u,
the vowel is marked with a dot so that you can tell that the other two
vovs represent the consonant v. This dotted vov is called melupm vov.

Examples õĉĉ vu (where)

ĉĉõĜç pruv (try)
The Yiddish alphabet and pronunciation 7

Exercise 1 (Audio 1:3)

Practise reading the following Yiddish words and place names and try
to work out their meanings.

ijčćIJĜ 11  ěĜijč¯ĉčĔ 1
ěčĊĉĒ   ĜĖČĉčçĒijě 
ĖčĊčĉĉĖĐĖČ 13  ćIJĐijěijĝ 3
ĆĔijěĆĔijĈ 14 ēijćĔijĐ 4
ĖćIJĔIJě 15 ĐĆīą 5
ěčČIJĒĖČIJĒ 16 ćĔIJĐĆĔĖ 6
ēIJĐçijĜĖ 17 ēijĸĖĐĖČ 7
ĖěčĜĸIJ 18 ČĔĖćĉČĕ 8
ĖçijĜīĄ 19 ĖčĐIJĜČĕĪĄ 9
ēĜĉąĐĖĒ  ĖěčĜĖĒIJ 

■ 6. Combinations of letters (Audio 1:4)

A few sounds in Yiddish are spelt with a combination of two or three
letters. They are often found in words of Slavic derivation and in
%NGLISHLOANWORDS

%XAMPLE YIVO transliteration Combination

AND%NGLISHEQUIVALENT

ěčĔìĞč tshaynik (teapot) tshLIKE%NGLISHcheap) ĝČ

ĖąIJĞċ zhabe (frog) zhLIKE%NGLISHBEIge) ĝĊ
ĊĖĞċĈ dzhez ( jazz) dzhLIKE%NGLISHjoke) ĝĊć

Exercise 2 (Audio 1:5)

Practise reading the following Yiddish words and place names containing
two- or three-letter combinations and try to work out their meanings.

ēĖĒĐČĔĖĝĊć 6 ČĕčĐIJĔĜĉĝĊ 1
ĕĖĐĖĝĊćĔIJĕijĐ 7 ĐĆĔijĝĊć 
ČĖěIJĝĊ 8 ěĖĝČ 3
ĐąijĔĜĖĝČ 9 ĝĊčČĕĖĜç 4
ĜčĔĖĝĊĔčĄ  ijĐĖĝČ 5
8 The Yiddish alphabet and pronunciation

■ 7. Reading loshn-koydesh words

Yiddish words deriving from the loshn-koydesh component are spelt
the same as they are in Hebrew or Aramaic. This means that they
are not subject to the phonetic rules governing other Yiddish words.
&OREXAMPLEIN(EBREWAND!RAMAICVOWELSARENOTALWAYSWRITTEN
and when they are written, the same letter may have more than one
possible pronunciation. Similarly, certain sounds can be written with
MORE THAN ONE LETTER THIS IS COMPARABLE TO %NGLISH IN WHICH FOR
EXAMPLE THE SOUND @K CAN BE WRITTEN WITH C K OR Q  4HIS MEANS
that it is often difficult to predict the spelling and pronunciation of
new loshn-koydesh words; instead, it is easier just to memorize them.
In this course new loshn-koydesh words will always be accompanied
BYAPHONETICTRANSCRIPTION)N5NITSnTHISCONSISTSOF2OMANTRANS
LITERATIONIN5NITSnANDINTHEGLOSSARYITCONSISTSOFAPHONETIC
transcription in Yiddish letters inside square brackets. (Note that this
phonetic transcription is for study purposes only; loshn-koydesh
words should never actually be spelt this way.) The following example
illustrates these conventions:

Meaning YIVO Phonetic transcription Loshn-koydesh

transliteration 5NITSnAND word
5NITSn glossary)

the Jewish shabes <ĕĖąIJĝ> Ğąĝ

Sabbath

In addition, there are a few pointers that can help you work out the
pronunciation of new loshn-koydesh words.
There are 6 letters that appear only in loshn-koydesh words. These
letters all have the same sound as another letter that is used more
widely for spelling Yiddish words of both loshn-koydesh and other
derivations. The following chart illustrates this:
The Yiddish alphabet and pronunciation 9

YIVO Letter with same sound Letter used only in

transliteration used in both loshn-koydesh loshn-koydesh words
and other words

v ĉĉ Ķ
kh ď ċ
k ě á
s ĕ û
t Č ë
s ĕ Ğ

In addition, several widely used letters and combinations of letters

may have a different pronunciation (or indeed more than one possible
pronunciation) when appearing in loshn-koydesh words. Here are the
most common ones:

YIVO Pronunciation equivalents Letter

transliteration in phonetic Yiddish

e Ė Ą (at end of word)

e Ė Ĉ (at end of word)
v, u, oy, o, e ĖijĪĉĉĉ ĉ
e Ė č (at end of word)
a, o, ay ìijIJ Ė

The following examples illustrate some of these possibilities, as well

as some of the other characteristics of loshn-koydesh spelling dis-
cussed above.

Meaning YIVO Phonetic Loshn-koydesh

transliteration transcription word

flat /apartment dire <ėĜčć> ĉĜčć

relatives kroyvim <đčĉĉīĜě> đčĶĊĜě
voice kol <ĐĴě> ĐĊě
peace sholem <đėĐijĝ> đĊĐĝ
story mayse <ĖĕíĒ> ĈûėĒ
10 The Yiddish alphabet and pronunciation

Exercise 3 (Audio 1:6)

Practise reading the following loshn-koydesh words, names, and place
names and try to work out their meanings. Don’t worry if this is a bit
more difficult than the previous exercises – just have a go and check
the answer key if you get stuck.

ĈáĉĔċ 6  ąĝ
Ğ 1
Ĝĉçčá¯đĉč 7 ĝćĉě¯ēĉĝĐ 
đčĜĒ 8 ĜëĕĄ 3
ĈĜĉë 9 ĈĔĝĈ¯ĝijĜ 4
ĶĉČ-ĐĊĒ  ĐĄĜûč 5

■ 8. Stress
&INALLYAWORDABOUTSTRESS9IDDISHWORDSAREGENERALLYSTRESSEDON
the penultimate (second-to-last) syllable. When this is not the case,
the symbol ˜ will be placed above the word’s stressed syllable in the
vocabulary lists and glossary, as well as in new words introduced in
grammar explanations and exercises. Again, this is just a study aid,
NOTANACTUALPARTOFTHE9IDDISHWRITINGSYSTEM&OREXAMPLE

Meaning YIVO transliteration Yiddish word

5NITSn

student stuVnt ČĔĖҔćĉČĕ

The Yiddish alphabet and pronunciation 11

Exercise 4
Here are the handwritten letters with arrows showing you the steps to
follow in order to form them correctly. Practise writing out the letters in
the spaces provided. (As you continue to study Yiddish and are exposed
to different types of handwriting, you will almost certainly encounter
stylistic variations on these letters – this is nothing to worry about!)
12 The Yiddish alphabet and pronunciation
The Yiddish alphabet and pronunciation 13
14 The Yiddish alphabet and pronunciation
Unit One
ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ
Hello! How are you?

In this unit you will learn:

s HOWTOINTRODUCEYOURSELFANDOTHERS
s HOWTOASKHOWSOMEONEIS
s HOWTOASKANDANSWERYESNOQUESTIONS
s HOWTOASKANDANSWEROPEN ENDEDQUESTIONS
s HOWTOUSETHEINDEFINITEARTICLEAAN
s PRONOUNS
s THEPRESENTTENSEOFTHEVERBS ēìĊTOBE AND ēąijĈTOHAVE
16 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

Dialogue 1
(Audio 1:7)
+HANETHE9IDDISHEQUIVALENTOF(ANNAH ISANEWSTUDENTONAN
INTENSIVEWEEK LONG9IDDISHCOURSE!FTERONEOFTHELESSONSSHE
WANTSTOTRYOUTSOMEOFTHEGREETINGSTHATSHEHASLEARNED3HE
INTRODUCESHERSELFTO2OKHL2ACHEL AMOREADVANCEDSTUDENT

đďčĐĖđĉĐĝ Ĕċ
Ĉ
đĉĐĝđďčĐĖ Đ ċĜ
ĉČĕīĈčĉĉĈĔċĕīĈĎčĄ Ĕċ
Ĉ
ĉČĕďIJĒĕijĉĉĐċĜĕīĈĎčĄ ĐċĜ
ĉČĕďIJĒĕijĉĉěĔIJćIJČĉĆĜĖīĊ ĈĔċ
ČĖąĜIJĎĕIJąijĈĎčĄēĉĄ ćčĒĜĖīĊēčąĎčĄČĝčĔĆĖĜĸ ĐċĜ

+(!.% SHOLEMALEYKHEM

2/+(, ALEYKHEMSHOLEM

+(!.% IKHHEYSKHANEVIHEYSTU
2/+(, IKHHEYSROKHLVOSMAKHSTU
+(!.% ZEYERGUTADANKVOSMAKHSTU
2/+(, FREGNISHT
IKHBINZEYERMIDUNIKHHOBASAKHARBET

+(!.% Hello!
2/+(, Hello!
+(!.% My name is (literally: I am called) Khane. What’s your name
(literally: how are you called)?
2/+(, My name is Rokhl. How are you?
+(!.% Good, thanks. How are you?
2/+(, Don’t ask! I’m very tired and I have a lot of work!

Vocabulary
(ANNAH khane <ĖĔIJď>ĈĔċ
HELLO sholem aleykhem <đĖďīĐIJđĖĐijĝ>đďčĐĖđĉĐĝ
2ACHEL rokhl <ĐďijĜ>ĐċĜ
HELLOINREPLY aleykhem sholem <đĖĐijĝđĖďīĐIJ>đĉĐĝđďčĐĖ
I ikh ĎčĄ
Unit 1: Hello! How are you? 17

AMCALLED heys ĕīĈ

7HATSYOURNAME vi heystu? ĉČĕīĈčĉĉ
LITERALLYHOWAREYOU
CALLED 
HOW vi čĉĉ
(OWAREYOU vos makhstu? ĉČĕďIJĒĕijĉĉ
WHAT vos ĕijĉĉ
VERY zeyer ĜĖīĊ
GOOD gut ČĉĆ
THANKS a dank ěĔIJćIJ
$ONTASK
freg nisht! ČĝčĔĆĖĜĸ
AM bin ēčą
TIRED mid ćčĒ
AND un ēĉĄ
HAVE hob ąijĈ
ALOTMUCH a sakh <ĎIJĕ>ĎĕIJ
WORK arbet ČĖąĜIJ

Language points
1 Greetings

4HERE ARE TWO MAIN WAYS OF SAYING HELLO IN 9IDDISH 4HE FIRST đĉĐĝ
đďčĐĖCOMESFROMTHEloshn-koydesh(EBREW !RAMAIC COMPONENT
INWHICHITLITERALLYMEANS@PEACEUPONYOU4HERESPONSETOTHISIS
đĉĐĝđďčĐĖLITERALLY@UPONYOUPEACE
9OU CAN ALSO SAY ēĆĜijĒ ČĉĆ WHICH LITERALLY MEANS @GOOD MORNING
BUTCANBEUSEDINTHEAFTERNOONTOO)FSOMEONEGREETSYOUTHISWAY
YOUCANRESPONDEITHERBYREPEATING ēĆĜijĒČĉĆORWITH ĜijčČĉĆgut yor
LITERALLYGOODYEAR 9OUCANALSOSAY ĜijčČĉĆēĆĜijĒČĉĆACOMBINA
TIONOFTHETWO
4HESE GREETINGS ARE EQUALLY COMMON AND CAN BE USED RELATIVELY
INTERCHANGEABLY
@'OODBYEISČĔĉĊҔ ĖĆìĊzaygezOtLITERALLYBEHEALTHY WHENSPEAK
ING TO ONE PERSON OR ČĔĉĊҔ ĖĆ ČìĊ zayt gezOt WHEN SPEAKING TO MORE
THANONEPERSON
18 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

2 Asking and answering how someone is

@(OW ARE YOU IN 9IDDISH IS ĉČĕďIJĒ ĕijĉĉ 4HIS IS COMPOSED OF ĕijĉĉ
LITERALLY @WHAT AND ĉČĕďIJĒ WHICH IS A VERB THAT LITERALLY MEANS @ARE
YOU DOING BUT THE WHOLE EXPRESSION IS IDIOMATIC AND MEANS ONLY
@HOWAREYOU
4HEFOLLOWINGAREPOSSIBLEANSWERSTO ĉČĕďIJĒĕijĉĉ

VERY WELL (zeyer) gut ČĉĆĜĖīĊ

ALLRIGHT/+ in Pdenung ĆĔĉĔĖćĜijҊ ēčĄ
SO SOLITERALLYNEITHER nisht ahTn ĜĖҔĈIJČĝčĔēčҔĈIJČĝčĔ
HERENORTHERE nisht ahG
NOTSO GOOD nisht (azY) gut ČĉĆĪҔĊIJ ČĝčĔ
ATLEAST)VEGOTMY abT gezOt ČĔĉҔĊĖĆčҔąIJ
HEALTHLITERALLY
ASLONGASHEALTHY
)MGETTINGBYLITERALLY me shlept zikh ĎčĊČçĖĐĝĖĒ
ONEDRAGSONESELF
$ONTASK
freg nisht! ČĝčĔĆĖĜĸ
3OME OF THESE RESPONSES HAVE PRECISE EQUIVALENTS IN %NGLISH EG
ČĉĆ GOOD AND ĆĔĉĔĖćĜij ēčĄ ALL RIGHT  HOWEVER MANY OF THEM MAY
SOUNDABITNEGATIVEFROMAN%NGLISH SPEAKINGPERSPECTIVE)N9IDDISH
SPEAKINGCULTUREHOWEVEREXPRESSIONSLIKEČĝčĔĆĖĜĸANDĎčĊČçĖĐĝĖĒ
ARECONSIDEREDQUITEACCEPTABLEANDARECOMMONLYHEARDINRESPONSE
TO ĉČĕďIJĒĕijĉĉ

Exercise 1
Fill in the gaps in the following conversation.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
1
đĉĐĝđďčĐĖ 
2
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3
ĈĔċĕīĈĎčĄ 
4
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5
ČĝčĔĆĖĜĸ 
6
Unit 1: Hello! How are you? 19

Dialogue 2
(Audio 1:9)
+HANEWANTSTOFINDOUTSOMEMOREABOUT2OKHL3HEWONDERS
WHETHER2OKHLISATEACHERORASTUDENTWHATSHETHINKSOFTHE
COURSEANDWHOELSESHEKNOWSTHERE

ijćĖěĜĖĜĖĐIJĉČĕčą Ĕċ
Ĉ
ĉćēĉĄĖěČĔĖćĉČĕIJēčąĎčĄēīĔ Đ ċĜ
ĕĖčĚěĖĐĖĔìćēĖĔĖĊĜĖąīĈĔijēIJēčąĎčĄĖěČĔĖćĉČĕIJĎĪĄēčąĎčĄ ĈĔċ
ĜĖĉĉĝ
ĜĖĉĉĝĜĖīĊijč Đ ċĜ
ĕijćĊčĄĜĖĉĉ Ĕċ
Ĉ
ijćČĔĖćĉČĕIJĎĪĄĊčĄĜĖćĉćĊčĄĕijć ĐċĜ
ĕIJĐěēąĐĖĊđĖćēčĄĜčĄČìĊ ĈĔċ
ĐĪĸēčąĎčĄēĉĄĆĉĐěĊčĄĜĖĜĖąijĕIJĐěēąĐĖĊđĖćēčĄēĖĔĖĊĜčĒijč ĐċĜ

+(!.% BISTUALERERKEDO
2/+(, NEYNIKHBINASTUDENTKEUNDU
+(!.% IKHBINOYKHASTUDENTKEIKHBINANONHEYBERZENENDAYNE
LEKTSYESSHVER
2/+(, YOZEYERSHVER

+(!.% VERIZDOS
2/+(, DOSIZDOVIDERIZOYKHASTUDENTDO
+(!.% ZAYTIRINDEMZELBNKLAS
2/+(, YOMIRZENENINDEMZELBNKLASOBERERIZKLUGUNIKHBIN
FOYL

+(!.% Are you a teacher here?

2/+(, No, I’m a student. And you?
+(!.% I’m also a student. I’m a beginner. Are your lessons hard?
2/+(, Yes, very hard!
+(!.% Who’s that?
2/+(, That’s Dovid. He’s also a student here.
+(!.% Are you in the same class?
2/+(, Yes, we’re in the same class, but he’s clever and I’m lazy!
20 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

Vocabulary
AREYOUSEELANGUAGEPOINT bistu ĉČĕčą
ASEELANGUAGEPOINT a IJ
FEMALE TEACHER lGerke ĖěĜĖĜĖѸĐ
HERE do ijć
NO neyn ēīĔ
FEMALE STUDENT studentke ĖěČĔĖćĉČĕ
YOUSINGULAR du ĉć
ALSO oykh ĎĪĄ
ANSEELANGUAGEPOINT an ēIJ
BEGINNER Xheyber ĜĖąīĈĔijҊ
WETHEY ARE zenen ēĖĔĖĊ
YOUR dayne ĖĔìć
LESSONS lektsyes ĕĖčĚěĖĐ
DIFFICULTCANALSOMEAN@HEAVY shver ĜĖĉĉĝ
OR@HARDINOTHERCONTEXTS
YES yo ijč
WHO ver ĜĖĉĉ
IS iz ĊčĄ
THAT dos ĕijć
$AVID dovid <ćčĉĉijć>ćĉć
HE er ĜĖ
STUDENTMALE studFt ČĔĖҔćĉČĕ
YOUPLURAL ARE zayt ČìĊ
YOUPLURAL ir ĜčĄ
IN in ēčĄ
THE dem đĖć
SAME zelbn ēąĐĖĊ
CLASS klas ĕIJĐě
WE mir ĜčĒ
BUT ober ĜĖąij
CLEVER klug ĆĉĐě
LAZY foyl ĐĪĸ
Unit 1: Hello! How are you? 21

Language points
3 Pronouns

0RONOUNS ARE WORDS THAT CAN BE USED IN PLACE OF NOUNS TO REFER TO
PEOPLE ANIMALS PLACES OR THINGS 0RONOUNS CAN BE EITHER SINGULAR
OR PLURAL (ERE IS A CHART OF THE 9IDDISH PRONOUNS AND THEIR %NGLISH
EQUIVALENTS

0LURAL 3INGULAR

ĜčĒ ĎčĄ
WE I
ĜčĄ ĉć
YOU YOUINFORMAL
īĊ ĜčĄ
THEY YOUPOLITE
ĜĖ
HE
čĊ
SHE
ĕĖ
IT

4HERE ARE TWO FORMS FOR @YOU SINGULAR  ĉć AND ĜčĄz ĉć IS USED IN
INFORMALSITUATIONSEGWHENSPEAKINGTOFAMILYFRIENDSCOLLEAGUES
ORCHILDRENĜčĄISUSEDINMOREFORMALSITUATIONSEGWHENSPEAKING
POLITELYTOFIGURESOFAUTHORITYOROLDERPEOPLE(OWEVERUSEOFTHESE
TWOFORMSISNOTUNIFORMWITHINTHE9IDDISH SPEAKINGWORLDTHUSIN
%NGLISH SPEAKINGCOUNTRIESAND)SRAELTHEPOLITEFORM ĜčĄISNOTUSED
VERY OFTEN AND IT IS FINE TO USE THE INFORMAL ĉć IN MOST SITUATIONS
EXCEPT IF YOU WANT TO BE PARTICULARLY POLITE )F YOU MEET SOMEONE
NEWANDWANTTOSHOWRESPECTITISALWAYSFINETOERRONTHESIDEOF
CAUTIONANDUSE ĜčĄGENERALLYTHEPERSONYOUAREADDRESSINGWILLTELL
YOUTHATITISFINETOUSE ĉćWITHHIMORHER
.OTETHATĜčĄISALSOTHEWORDFOR@YOUPLURAL WITHOUTANYNUANCES
OFPOLITENESS#ONTEXTWILLALLOWYOUTODISTINGUISHBETWEENTHEPOLITE
SINGULARANDPLURALUSESOFTHISFORM
22 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

4 The present tense of the verb Ĕíċ (to be)

9IDDISHVERBSALLHAVEABASICFORMCALLEDTHEINFINITIVEWHICHENDS
IN ē¯ 4HIS IS THE FORM THAT YOU USE WHEN YOU LOOK UP A VERB IN THE
GLOSSARYORDICTIONARY4HEINFINITIVEOFTHEVERB@TOBEIN9IDDISHISēìĊ
)NADDITION9IDDISHVERBSHAVEDIFFERENTTENSESTIMESATWHICHTHE
ACTIONHAPPENSIEPRESENTPASTFUTURE 4HEPRESENTTENSEREFERSTO
ANACTIONHAPPENINGATTHETIMEOFSPEAKING)N$IALOGUE+HANEAND
2OKHLUSEDSEVERALDIFFERENTFORMSOF ēìĊINTHEPRESENTTENSE6ERBS
CHANGETHEIRFORMINTHEPRESENTTENSEDEPENDINGONWHOISDOINGTHE
ACTIONIETHEYMATCHTHEPRONOUNBEINGUSED#HANGINGTHEFORMOF
AVERBTOMATCHITSPRONOUNISCALLED@CONJUGATINGTHEVERB(EREIS
THECOMPLETECONJUGATIONLISTOFCHANGES FORēìĊINTHEPRESENTTENSE
7ELLLEARNTHISVERBFIRSTBECAUSEITISVERYCOMMONBUTKEEPINMIND
THATITISIRREGULARASISTHEVERB@TOBEIN%NGLISH )N5NITWELLLOOK
ATTHEPRESENTTENSEOFREGULARVERBSWHICHARESIMPLERTOCONJUGATE
.OTETHATTHEPRONOUNSANDVERBFORMSCANBEREFERREDTOBYLABELS
THE@)FORMISCALLED@FIRSTPERSONSINGULARTHE@YOUSINGULARFORMIS
CALLED@SECONDPERSONSINGULARETC

0LURAL 3INGULAR

ēĖĔìĊ=ēĖĔĖĊĜčĒ 1STPERSON ēčąĎčĄ 1STPERSON

7EARE PLURAL )AM SINGULAR
ČĔĖĊ=ČìĊĜčĄ 2 PERSON Čĕčąĉć
ND
2NDPERSON
9OUARE PLURAL 9OUARE SINGULAR
ēĖĔìĊ=ēĖĔĖĊīĊ 3RDPERSON ĊčĄĕĖ=čĊ=ĜĖ 3RDPERSON
4HEYARE PLURAL (ESHEITIS SINGULAR

.OTETHATTHEFIRSTSECONDANDTHIRDPERSONPLURALALLHAVETWOVARIANT

VERBFORMS%ACHONEISEQUALLYACCEPTABLEANDYOUCANUSEWHICH
EVERONEYOULIKE
.OTEALSOTHATTHEFIRSTANDTHIRDPERSONPLURALVERBFORMSARETHE
SAME4HISISTRUEOFALL9IDDISHVERBS

5 The indefinite article ij/Ĕij (a/an)

)N $IALOGUE  2OKHL SAID ĖěČĔĖćĉČĕ IJ ēčą ĎčĄ @) AM A STUDENT 4HE
WORDIJISCALLEDTHEINDEFINITEARTICLEANDISUSEDBEFORENOUNSWORDS
Unit 1: Hello! How are you? 23

FOR PEOPLE PLACES OR THINGS THAT ARE NOT SPECIFIC )T RESEMBLES THE
%NGLISHINDEFINITEARTICLE@AANINBOTHSOUNDANDMEANING*USTLIKE
IN%NGLISHTHE9IDDISHINDEFINITEARTICLEHASTWOFORMSIJISUSEDBEFORE
WORDSBEGINNINGWITHACONSONANTWHILEēIJAN ISUSEDBEFOREWORDS
BEGINNINGWITHAVOWEL4HISVARIATIONISPURELYPHONETICBOTHFORMS
MEAN EXACTLY THE SAME THING #OMPARE THESE TWO SENTENCES FOR
ILLUSTRATION

ĐçėĔijĊčĄĕijć ĖěČĔĖćĉČĖijēčąĎčĄ
4HISISan aPPLE )AMa sTUDENT

6 Asking and answering yes/no questions

)N A 9IDDISH SENTENCE THE SUBJECT THE NOUN OR PRONOUN REFERRING
TO THE PERSON THAT IS DOING THE ACTION COMES BEFORE THE VERB
&OR EXAMPLE 2OKHL SAID ĕIJĐě ēąĐĖĊ đĖć ēčĄ ēĖĔĖĊ ĜčĒ @7ERE IN THE
SAMECLASS
(OWEVER WHEN ASKING A QUESTION THAT CAN BE ANSWERED WITH ijč
ORēīĔYESORNO THISORDERISREVERSEDSOTHATTHEVERBCOMESBEFORE
THE SUBJECT 4HUS +HANE ASKED 2OKHL ĕIJĐě ēąĐĖĊ đĖć ēčĄ ĜčĄ ČìĊ
@!REYOUINTHESAMECLASS
.OTICE THAT WHEN +HANE ASKED IF 2OKHL WAS A TEACHER SHE SAID
ĖěĜĖĜĖĐ IJ ĉČĕčą RATHER THAN ĖěĜĖĜĖĐ IJ ĉć Čĕčą WHICH YOU MIGHT
HAVE EXPECTED 4HIS IS BECAUSE IN YESNO QUESTIONS WITH ĉć AS THE
SUBJECTTHEPRONOUNMERGESWITHTHEVERBANDTHEćDISAPPEARSWHEN
YOUREVERSETHESUBJECTANDVERB4HESEQUENCEBELOWILLUSTRATESTHIS
PROCESS4HISRULEAPPLIESTOALLVERBSNOTJUST ēìĊSOKEEPITINMIND
BECAUSELATERYOULLNEEDTOUSEITWHENASKINGYESNOQUESTIONSWITH
OTHERVERBS

ĉČĕčą ← ĉćČĕčą ← ĉćČĕčą ← Čĕčąĉć

INCORRECT INCORRECT

Exercise 2
Fill in the gaps with the correct form of ēìĊ in the present tense.

ĖěĜĖĜĖĐIJ@@@@@@@@@@@@@@@@@@@@ĎčĄ 
1
ČĔĖćĉČĕIJ@@@@@@@@@@@@@@@@@@@@ĜĖ 
2
ćčĒ@@@@@@@@@@@@@@@@@@@@ĜčĒ 
3
ĕIJĐěēąĐĖĊđĖćēčĄ@@@@@@@@@@@@@@@@@@@@īĊ 
4
24 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

ĖěČĔĖćĉČĕIJ@@@@@@@@@@@@@@@@@@@@ĉć 5
ĕIJĐěđĖćēčĄ@@@@@@@@@@@@@@@@@@@@ĜčĄ 6
ĜĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ĕĖčĚěĖĐčć 7


Exercise 3
Answer the following questions based on Dialogue 2.

ĖěČĔĖćĉČĕIJĐċĜĊčĄ 1 
ĖěĜĖĜĖĐIJĈĔċĊčĄ 2
ćĉćĊčĄĜĖĉĉ 3
ĆĉĐěćĉćĊčĄ 4
ĐĪĸĐċĜĊčĄ 
5
ĕIJĐěēąĐĖĊđĖćēčĄćĉćēĉĄĈĔċēĖĔĖĊ 6

Exercise 4
Insert the correct form of the indefinite article (IJ or ēIJ) into the following
sentences.

ĖěČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ĊčĄĐċĜ 
1
ĐçĖ@@@@@@@@@@@@@@@@@@@@ąijĈĎčĄ 
2
ČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ĊčĄćĉć 
3
ĜĖąīĈĔij@@@@@@@@@@@@@@@@@@@@ĊčĄĈĔċ 
4
ĖčĚěĖĐ@@@@@@@@@@@@@@@@@@@@ąijĈĎčĄ 
5

Dialogue 3
(Audio 1:11)
2OKHLINTRODUCES+HANETOHERFRIEND$OVID+HANEASKS$OVIDSOME
MOREQUESTIONSBUTTHENGETSTIREDFROMSPEAKINGSOMUCH9IDDISH

ijćĖěČĔĖćĉČĕĖìĔIJĊčĄčĊĈĔċĊčĄĕijććĉć Đ ċĜ
ĉČĕďIJĒĕijĉĉćĉćđďčĐĖđĉĐĝ Ĕċ
Ĉ
ČĖąĜIJĐčĸĉĚąijĈĎčĄĜĖąijĆĔĉĔĖćĜijēčĄ ćĉć
ĐčĸĪĊIJĜčĄČijĈĕijĉĉĜIJĸČĖąĜIJĎĕIJĎĪĄČijĈĐċĜ ĈĔċ
ēIJČĕčąĉćĐĊĒIJČĕijĈĉćČĖąĜIJĒīĈĎĕIJěčćĔĖČĝēąijĈĜčĒ ćĉć
ĜĖąīĈĔij
ĝčć™ ččĐčĸĪĊIJēćĖĜēĉĸćčĒĜĖīĊēčąĎčĄ ĐĊĒIJ ĈĔċ
Unit 1: Hello! How are you? 25

2/+(, DOVIDDOSIZKHANEZIIZANAYESTUDENTKEDO

+(!.% SHOLEMALEYKHEMDOVIDVOSMAKHSTU
$/6)$ INORDENUNGOBERIKHHOBTSUlLARBET
+(!.% ROKHLHOTOYKHASAKHARBET
FARVOSHOTIRAZOYlL
$/6)$ MIRHOBNSHTENDIKASAKHHEYMARBETDUHOSTAMAZL
DUBISTANONHEYBER

+(!.% AMAZL
IKHBINZEYERMIDFUNREDNAZOYlLYIDISH

2/+(, Dovid, this is Khane. She’s a new student here.

+(!.% Hi, Dovid. How are you?
$/6)$ OK, but I have too much work.
+(!.% Rokhl also has a lot of work! Why do you have so
much?
$/6)$ We always have a lot of homework. You’re lucky
(literally: you have a luck); you’re a beginner!
+(!.% Lucky?! I’m really tired from speaking so much Yiddish!
26 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

Vocabulary
NEW naye ĖìĔ
TOOMUCH tsu fil ĐčĸĉĚ
HESHEIT HASYOUPLURAL hot ČijĈ
HAVESEELANGUAGEPOINT
WHY farvQ/far vos ĕijҊĉĉĜIJĸ
CANALSOBESPELLEDAS
ĕijĉĉĜIJĸ
SO azY ĪҔĊIJ
SOMUCH azY fil ĐčĸĪҔĊIJ
WE HAVETHEY HAVE hobn ēąijĈ
SEELANGUAGEPOINT
ALWAYS shtendik ěčćĔĖČĝ
HOMEWORK hHmarbet ČĖąĜIJĒīҔĈ
YOUSINGULAR HAVE host ČĕijĈ
LUCK mazl <ĐĊIJĒ>ĐĊĒ
FROMOF fun ēĉĸ
TOSPEAKSPEAKING redn ēćĖĜ
9IDDISH yidish ĝčć™ čč

Language points
7 The present tense of the verb ĔĆĴĉ
(to have)

(EREISTHECONJUGATIONOFTHEPRESENTTENSEOFTHEVERBēąijĈTOHAVE 
4HISISANOTHERVERYCOMMONBUTSLIGHTLYIRREGULARVERB4HISTIMENOTE
THESUFFIXESENDINGS INBOLDTHEYCORRESPONDTOEACHPRONOUNAND
WELL SEE THEM AGAIN WHEN WE LOOK AT REGULAR VERBS IN THE PRESENT
TENSE
Unit 1: Hello! How are you? 27

0LURAL 3INGULAR

ēąijĈĜčĒ ST
1 PERSON ąijĈĎčĄ 1STPERSON
7EHAVE PLURAL )HAVE SINGULAR
čijĈĜčĄ 2 PERSON čĖijĈĉć
ND
2NDPERSON
9OUHAVE PLURAL 9OUHAVE SINGULAR
ĔąijĈīĊ 3RDPERSON čijĈĕĖ=čĊ=ĜĖ 3RDPERSON
4HEYHAVE PLURAL (ESHEITHAS SINGULAR

.OTETHEFOLLOWINGPATTERNSWHICHCANBEAPPLIEDTOALMOSTALL9IDDISH
VERBSINTHEPRESENTTENSE

 4HEFIRSTANDTHIRDPERSONPLURALFORMSAREIDENTICALTOEACHOTHER
ANDTOTHEINFINITIVE
 4HE THIRD PERSON SINGULAR AND SECOND PERSON PLURAL FORMS ARE
IDENTICAL

.OTETHEFOLLOWINGIRREGULARITYSPECIFICTOēąijĈTHEąDISAPPEARSINTHE
SECONDANDTHIRDPERSONSINGULARANDINTHESECONDPERSONPLURAL

8 Asking and answering open-ended

questions

)N$IALOGUE+HANEASKED2OKHL ĕijćĊčĄĜĖĉĉ@7HOSTHAT4HISIS
AN OPEN ENDED QUESTION REQUIRING AN ANSWER OTHER THAN YES OR NO
4O ASK AN OPEN ENDED QUESTION IN 9IDDISH YOU FIRST TAKE A QUESTION
WORDLIKE ĜĖĉĉWHO  ĕijĉĉWHAT OR ĕijĉĉĜIJĸWHY THENADDTHEVERB
FOLLOWED BY THE SUBJECT 4HIS WORD ORDER IS THE SAME AS FOR YESNO
QUESTIONS WITH THE ADDITION OF THE QUESTION WORD AT THE BEGINNING
,OOKATTHESEEXAMPLESOFOPEN ENDEDQUESTIONSANDPOSSIBLEANSWERS

Answer Question
ĈĔċĊčĄĖěČĔĖćĉČĕĖìĔčć ĖěČĔĖćĉČĕĖìĔčćĊčĄĜĖĉĉ
4HENEWSTUDENTIS+HANE 7HOISTHENEWSTUDENT

ĐçĖēIJĊčĄĕijć ĕijćĊčĄĕijĉĉ
4HATSANAPPLE 7HATSTHAT

ĝčć™ ččēĉĸČĔĖćĉČĕIJĊčĄćĉć ćĉćĊčĄĜĖĉĉ

$OVIDISASTUDENTOF9IDDISH 7HOIS$OVID
28 Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

Exercise 5
Fill in the gaps with the correct form of the verb ēąijĈ in the present tense.

ČĖąĜIJĒīĈĎĕIJ@@@@@@@@@@@@@@@@@@@@ĜčĒ 
1
ĐçĖēIJ@@@@@@@@@@@@@@@@@@@@ĎčĄ 
2
ČĖąĜIJĐčĸĉĚ@@@@@@@@@@@@@@@@@@@@ĉć 
3
ĐĊĒIJ@@@@@@@@@@@@@@@@@@@@ĜčĄ 
4
ĖěČĔĖćĉČĕĖìĔIJ@@@@@@@@@@@@@@@@@@@@ĖěĜĖĜĖĐčć 
5
BOOK ĎĉąIJ@@@@@@@@@@@@@@@@@@@@īĊ 
6

Exercise 6
Fill in the blanks with the appropriate question word. Choose from among
ĜĖĉĉ,z ĕijĉĉ,z čĉĉ, and ĕijĉĉĜIJĸ.
ćĉćĊčĄ@@@@@@@@@@@@@@@@@@@@ 
1
ćčĒĈĔċĊčĄ@@@@@@@@@@@@@@@@@@@@ 2
ĉČĕīĈ@@@@@@@@@@@@@@@@@@@@ 
3
ĉČĕďIJĒ@@@@@@@@@@@@@@@@@@@@ 
4
ĖěČĔĖćĉČĕĖìĔIJĊčĄ@@@@@@@@@@@@@@@@@@@@ 5
ĐĪĸĪĊIJĐċĜĊčĄ@@@@@@@@@@@@@@@@@@@@ 6
ĐĊĒIJČijĈ@@@@@@@@@@@@@@@@@@@@ 7

Supplementary text
(Audio 1:13)
+HANEHASRECENTLYSTARTEDKEEPINGAJOURNALINORDERTOPRACTISEHER
9IDDISH4RYREADINGTHISEXCERPTFROMIT

ĐĊùğüĈħćĦćāùĂāøđāû’āāćýĬĊďĀĈĊûýĀĉĦćāùĂāøüĈÿĉğüĂāø
ĂāøćýøĐĊýýđĐĊğþćĊĈĊþĉĊāĎďĊĄāûĐĊùħĀýúþāøĊďĐĊĐĊĄāû
ćĊĈĊþğþćĀĈĊûýĀĉĂĞøćĊĈĊþûýûćýøĄÿĐĀĊùĐĦĆğüĄāĬýĎùħü
ćĊĈĊþĐāĆĀĊùĐĦĆğüĂĉĦĂĞøćùħüğþĉĦĄďćùĄĊþąĊûćāø
ûāĆďāûĈĊĀđ
Unit Two
ĊčĖĕīĊĊõĊĊ
Where do you live?

In this unit you will learn:

s HOWTOTALKABOUTWHEREYOUANDOTHERSLIVE
s COUNTRIESANDLANGUAGES
s REGULARVERBSINTHEPRESENTTENSE
s QUESTIONWORDS
s HOWTONEGATEVERBS
s HOWTOSAY@THEREISAND@THEREARE
s THEDEFINITEARTICLETHE ANDGENDEROFNOUNS

Dialogue 1
(Audio 1:15)
+HANE2OKHLAND$OVIDHAVEGONEFORCOFFEEAFTERALESSON
+HANEWANTSTOKNOWMOREABOUT2OKHLAND$OVIDSOSHE
ASKSTHEMWHERETHEYREFROMWHERETHEYLIVEANDWHICH
LANGUAGESTHEYSPEAK

ēijćĔijĐēčĄĉČĕĔĪĉĉ ĐċĜĉČĕĔĪĉĉôĉĉ Ĕċ
Ĉ
ěĜijč¯ĉčĔēĉĸĖěčĜĖĒIJēĉĸđĉěĎčĄĜĖąijēijćĔijĐēčĄēĪĉĉĎčĄijč Đ ċĜ
ēijćĔijĐēčĄĎĪĄĉČĕĔĪĉĉ ćĉćĉČĕĒĉěēĖĔIJĉĉēĉĸēĉĄ Ĕċ
Ĉ
ćĔIJĐĕĉĜĖčĐIJĜČĕĪĄēčĄČĔĪĉĉĈċçĝĒēìĒĜĖąijijćĎĪĄēĪĉĉĎčĄ ćĉć
ĐĄĜûč ēĉĄ
ĉČĕćĖĜēďIJĜçĝĐĸčĉĉ Ĕċ
Ĉ
ĝčĔIJçĝĐĕčąIJēĉĄĝ™ čĖĜąĖĈĝčĕĉĜĝčć™ ččĝčĐĆĔĖćĖĜĎčĄ ć ĉć
ēďIJĜçĝĖĐIJČćĖĜĜĖĆĉĐěĉĚĊčĄĜĖ ĐċĜ
30 Unit 2: ĊčĖĕīĊĊõĊĊ

KHANE VUVOYNSTUROKHLVOYNSTUINLONDON

2/+(, YOIKHVOYNINLONDONOBERIKHKUMFUNAMERIKEFUN
NYU YORK
KHANE UNFUNVANENKUMSTUDOVIDVOYNSTUOYKHINLONDON
$/6)$ IKHVOYNOYKHDOOBERMAYNMISHPOKHEVOYNTINOYSTRALYE
RUSLANDUNYISROEL
KHANE VImSHPRAKHNREDSTU
$/6)$ IKHREDENGLISHYIDISHRUSISHHEBREISHUNABISLSHPANISH
2/+(, ERIZTSUKLUG
ERREDTALESHPRAKHN

KHANE Where do you live, Rokhl? Do you live in London?

2/+(, Yes, I live in London, but I come from America, from
New York.
KHANE And where do you come from, Dovid? Do you also live in
London?
$/6)$ I live here too, but my family lives in Australia, Russia, and
Israel.
KHANE How many languages do you speak?
$/6)$ I speak English, Yiddish, Russian, Hebrew, and a little bit
of Spanish.
2/+(, He’s too clever! He speaks all languages!

Vocabulary
WHERE vu ôĉĉ
DOYOULIVE voynstu ĉČĕĔĪĉĉ
,ONDON london ēijćĔijĐ
) LIVE voyn ēĪĉĉ
) COME kum đĉě
!MERICA aKrike ĖěčĜĖҔĒIJ
.EW9ORK nyu-york ěĜijč¯ĉčĔ
FROMWHERE fun vanen ēĖĔIJĉĉēĉĸ
DOYOUCOME kumstu ĉČĕĒĉě
MY mayn ēìĒ
FAMILY mishpokhe <ĖďijçĝčĒ>ĈċçĝĒ
LIVES voynt ČĔĪĉĉ
Unit 2: Where do you live? 31

!USTRALIA oystralye ĖčĐIJĜČĕĪĄ

2USSIA rusland ćĔIJĐĕĉĜ
)SRAEL yisroel <ĐĖijĜĕ™ čč>ĐĄĜûč
HOWMANY vifl Đĸčĉĉ
LANGUAGES shprakhn ēďIJĜçĝ
DOYOUSPEAK redstu ĉČĕćĖĜ
) SPEAK red ćĖĜ
%NGLISH english ĝčĐĆĔĖ
2USSIAN rusish ĝčĕĉĜ
(EBREW hebreish ĝ™ čĖĜąĖĈ
ALITTLEBIT a bisl ĐĕčąIJ
3PANISH shpanish ĝčĔIJçĝ
TOO tsu ĉĚ
SPEAKS redt ČćĖĜ
ALL ale ĖĐIJ

Additional vocabulary

■ Countries
Note:
%MPHASISHASBEENPLACEDON%ASTERN%UROPEANDCOUNTRIESTOWHICH
LARGENUMBERSOF9IDDISHSPEAKERSHAVEEMIGRATED

4HE5KRAINE ukraine ĖĔ™ čIJĜěĉĄ

)TALY italye ĖčĐIJČčĄ
!RGENTINA argentine ĖĔčČĔĖĆĜIJ
"RAZIL brazTl ĐčҔĊIJĜą
'ERMANY daytshland ćĔIJĐĝČìć
3OUTH!FRICA dorem-Brike ĖěčĜĸIJҊ <đĖĜijć>¯đĉĜć
*APAN yapA ēIJҊçIJč
)SRAEL yisroel <ĐĖijĜĕ™ čč>ĐĄĜûč
#HINA khine ĖĔčď
,ITHUANIA lite ĖČčĐ
,ATVIA letland ćĔIJĐČĖĐ
-EXICO mCsike ĖěčĕěĖҔĒ
%NGLAND england ćĔIJĐĆĔĖ
32 Unit 2: ĊčĖĕīĊĊõĊĊ

0OLAND poyln ēĐĪç

&RANCE frankraykh ĎìĜěĔIJĜĸ
#ANADA kanade ĖćIJĔIJě
2OMANIA rumenye ĖčĔĖĒĉĜ
2USSIA rusland ćĔIJĐĕĉĜ
3COTLAND shotland ćĔIJĐČijĝ
3WEDEN shvedn ēćĖĉĉĝ

■ Languages
Note:
.AMESOFLANGUAGESALWAYSENDIN ĝč¯

5KRAINIAN ukrainish ĝčĔ™ čIJĜěĉĄ

)TALIAN italyenish ĝčĔĖčĐIJČčĄ
!RABIC arabish ĝčąIJĜIJ
'ERMAN daytsh ĝČìć
(EBREW hebreish ĝ™ čĖĜąĖĈ
*APANESE yapanish ĝčĔIJçIJč
#HINESE khinezish ĝčĊĖĔčď
,ITHUANIAN litvish ĝčĉĉČčĐ
,ATVIAN letish ĝčČĖĐ
%NGLISH english ĝčĐĆĔĖ
0ORTUGUESE portugalish ĝčĐIJĆĉČĜijç
0OLISH poylish ĝčĐĪç
&RENCH frantseyzish/ =ĝčĊīĚĔIJĜĸ
frantsoyzish ĝčĊĪĚĔIJĜĸ
2OMANIAN rumenish ĝčĔĖĒĉĜ
2USSIAN rusish ĝčĕĉĜ
3WEDISH shvedish ĝčćĖĉĉĝ

Language points
1 Regular verbs in the present tense

)N THE PREVIOUS UNIT YOU LEARNED THAT THE INFINITIVE OF 9IDDISH VERBS
ENDSIN ē¯9OUALSOLEARNEDTHEPRESENTTENSEOFTWOIRREGULARVERBS
ēìĊ AND ēąijĈ )N $IALOGUE  YOU SAW SEVERAL MORE VERBS 9OU MAY
Unit 2: Where do you live? 33

HAVE NOTICED THAT THEYHAVESOMEOFTHESAMESUFFIXESASTHEONES

YOULEARNEDPREVIOUSLY4HESEAREREGULARVERBSINTHEPRESENTTENSE
)T IS VERY EASY TO FORM THE PRESENT TENSE OF 9IDDISH VERBS ,ETS
STARTWITHTHEINFINITIVEWHICHISTHEFORMLISTEDINTHEGLOSSARYATTHE
ENDOFTHISBOOKANDIN9IDDISHDICTIONARIES OFTHEVERBēćĖĜTOSPEAK 
)FYOUREMOVETHEINFINITIVESUFFIX ē¯YOUGETWHATISCALLEDTHE@BASE
OF THE VERB IE THE VERBAL STEM WITH NO SUFFIXES OF ANY KIND 4HEN
YOU ADD ON THE APPROPRIATE PRESENT TENSE PERSONAL SUFFIXES 4HESE
ARESHOWNINTHEFOLLOWINGCHART

0LURAL 3INGULAR

ĔćĖĜĜčĒ STPERSON ćĖĜĎčĄ STPERSON

7ESPEAK PLURAL )SPEAK SINGULAR
čćĖĜ ĜčĄ 2 PERSON čĖćĖĜ ĉć
ND
2NDPERSON
9OUSPEAK PLURAL 9OUSPEAK SINGULAR
ĔćĖĜīĊ 3RDPERSON čćĖĜ ĕĖ=čĊ=ĜĖ 3RDPERSON
4HEYSPEAK PLURAL (ESHEITSPEAKS SINGULAR

.OTETHEFOLLOWINGPATTERNSYOUSAWSOMEOFTHESEIN5NIT 

 4HEFIRSTPERSONSINGULARFORMISSIMPLYTHEBASEOFTHEVERB
 4HETHIRDPERSONSINGULARANDSECONDPERSONPLURALFORMSARETHE
SAME
 4HEFIRSTPERSONPLURALTHIRDPERSONPLURALANDINFINITIVEFORMSARE
THESAME

4HEREAREAFEWMORESMALLPOINTSTONOTE

 !S YOU SAW IN 5NIT  WHEN YOU ASK A QUESTION YOU REVERSE THE
SUBJECTANDVERB
)F THE VERB IS SECOND PERSON SINGULAR ĉć MERGES WITH THE VERB
ANDTHE ćDISAPPEARS

ĉČĕćĖĜ ← ČĕćĖĜĉć
 )F THE BASE OF THE VERB ENDS IN ĕ EG ēĕĖ TO EAT  ADDING ON
THE SECOND PERSON SINGULAR SUFFIX Čĕ¯ WOULD RESULT IN A DOUBLE
ĕ 3INCE 9IDDISH DOESNT USUALLY HAVE DOUBLED CONSONANTS ONLY
ONE ĕ IS WRITTEN AND SO THE SECOND AND THIRD PERSON SINGULAR
34 Unit 2: ĊčĖĕīĊĊõĊĊ

FORMS OF SUCH VERBS LOOK IDENTICAL 4HE FOLLOWING CHART ILLUSTRATES
THISPROCESS

čĕĖ ← čĖĕĖ ← čĖ¯+ ¯ĕĖ ← ēĕĖ

INCORRECT

 )FTHEBASEOFTHEVERBENDSIN ČEG ēČĖąĜIJTOWORK ADDINGON

THE THIRD PERSON SINGULAR SUFFIX Č¯ WOULD RESULT IN A DOUBLE Č 4O
AVOIDTHISNOSUFFIXISADDEDSOTHEFIRSTANDTHIRDPERSONSINGULAR
FORMSOFSUCHVERBSLOOKIDENTICALEG ČĖąĜIJĎčĄz ČĖąĜIJĜĖ 

&INALLY SOME VERBS CONJUGATE SLIGHTLY DIFFERENTLY FROM ēćĖĜ ,OOK AT
THEINFINITIVEēĖĔĪĉĉTOLIVE )TSINFINITIVESUFFIXISēĖ¯INSTEADOFē¯7HEN
YOU REMOVE THE INFINITIVE SUFFIX YOU GET THE BASE FORM ēĪĉĉ WHICH
ENDSIN ē"ECAUSEASYOUVESEENABOVETHEFIRSTANDTHIRDPERSON
PLURALFORMISTHESAMEASTHEINFINITIVETHISMEANSTHATTHEFIRSTAND
THIRD PERSON PLURAL OF ēĖĔĪĉĉ WILL ALSO BE ĔėĔĪĉĉ RATHER THAN ĔĔĪĉĉ )N ALL
OTHER RESPECTS HOWEVER THIS TYPE OF VERB IS THE SAME AS THE ēćĖĜ
TYPE(EREISTHECOMPLETEPRESENTTENSECONJUGATIONOF ēĖĔĪĉĉ

0LURAL 3INGULAR

ĔėĔĪĉĉĜčĒ STPERSON ēĪĉĉĎčĄ STPERSON

7ELIVE PLURAL )LIVE SINGULAR

čĔĪĉĉ ĜčĄ 2NDPERSON čĖĔĪĉĉ ĉć 2NDPERSON

9OULIVE PLURAL 9OULIVE SINGULAR

ĔėĔĪĉĉ īĊ 3RDPERSON čĔĪĉĉ ĕĖ=čĊ=ĜĖ 3RDPERSON

4HEYLIVE PLURAL (ESHEITLIVES SINGULAR

)TS EASY TO DETERMINE WHICH VERBS FALL INTO WHICH CATEGORY ! VERB
WILL TAKE THE INFINITIVE SUFFIX ēĖ¯ AND CONJUGATE LIKE ēĖĔĪĉĉ IF ITS BASE
ENDSINONEOFTHEFOLLOWINGLETTERSORCOMBINATIONSOFLETTERS

 ĒEG ēĖēĉěTOCOME
 ĔEG ēĖĕĪĉĉTOLIVE
 ĆĔEG ēĖćĕčĊTOSING
 ěĔEG ēĖĜĕčĜČTODRINK
 ĐPRECEDEDBYACONSONANTEG ēĖđĐīĒĝTOSMILE
 ASTRESSEDVOWELORDIPHTHONGEG ēĖíĜĝTOYELL 
Unit 2: Where do you live? 35

&ROMNOWONNEWREGULARPRESENTTENSEVERBSAPPEARINGINTHEDIALOGUES
WILLBEGIVENINTHEVOCABULARYLISTSINTHEINFINITIVEFORMONLY&ORNOW
IRREGULARPRESENTTENSEVERBSOFWHICHTHEREAREONLYAFEWIN9IDDISH
WILLCONTINUETOBELISTEDBOTHINTHEFORMINWHICHTHEYAPPEARINTHE
DIALOGUESANDINTHEINFINITIVEFORM7ELLLOOKATTHESEVERBSIN5NIT
&INALLY NOTE THAT THE 9IDDISH PRESENT TENSE CORRESPONDS TO THREE
DIFFERENT%NGLISHTENSES

)SPEAK
)AMSPEAKING = ćĖĜĎčĄ
)HAVEBEENSPEAKING

9IDDISH HAS NO EQUIVALENT OF THE %NGLISH PRESENT PROGRESSIVE ) AM
SPEAKING OR PRESENT PERFECT PROGRESSIVE ) HAVE BEEN SPEAKING  SO
YOU USE THE PRESENT TENSE TO EXPRESS THESE MEANINGS 7HEN YOU
ENCOUNTER A 9IDDISH PRESENT TENSE VERB CONTEXT WILL MAKE IT CLEAR
WHICHOFTHESENUANCESISINTENDED

2 Question words

)N 5NIT  YOU ENCOUNTERED THE QUESTION WORDS ĜĖĉĉz čĉĉz ĕijĉĉ AND
ĕijĉĉĜIJĸ )N $IALOGUE  ABOVE YOUVE SEEN A FEW MORE IE ôĉĉz
ēĖĔIJĉĉ ēĉĸ AND Đĸčĉĉ (ERE IS THE COMPLETE LIST OF 9IDDISH WORDS THAT
YOU CAN USE TO ASK OPEN ENDED QUESTIONS .OTE THAT MOST OF THEM
START WITH ĉĉ THIS IS VERY SIMILAR TO THEIR %NGLISH EQUIVALENTS WHICH
OFTENSTARTWITH@WH 

WHAT vos ĕijĉĉ

WHO ver ĜĖĉĉ
WHERE vu ôĉĉ
WHEN ven ēĖĉĉ
HOWMANYHOWMUCH vifl Đĸčĉĉ
HOWCANBEUSEDALONEORINSET vi čĉĉ
EXPRESSIONSLIKE ĉČĕīĈčĉĉ
HOWASYNONYMOF čĉĉBUTCANNOT vi azY ĪҔĊIJčĉĉ
BEUSEDINSETEXPRESSIONS
WHY farvQ/far vos ĕijĉĉĜIJĸ=ĕijҔĉĉĜIJĸ
FROMWHERE fun vanen ēĖĔIJĉĉēĉĸ
36 Unit 2: ĊčĖĕīĊĊõĊĊ

TOWHERE vuhTn ēčҔĈôĉĉ

WHICHWHATKINDOF voser ĜĖĕijĉĉ
WHICHWHATKINDOFASYNONYM vos far a IJĜIJĸĕijĉĉ
OF ĜĖĕijĉĉ

Exercise 1
Fill in the gaps with the correct form of the verb in the present tense.
ēijćĔijĐēčĄ<ēĖĔĪĉĉ>@@@@@@@@@@@@@@@@@@@@īĊ

ěĜijč¯ĉčĔēĉĸ<ēĖĒĉě>@@@@@@@@@@@@@@@@@@@@ĎčĄ 2
ēďIJĜçĝĎĕIJ<ēćĖĜ>@@@@@@@@@@@@@@@@@@@@ćĉć 3
AGLASSOFWATER ĜĖĕIJĉĉĐĊĖĐĆIJ<ēĖěĔčĜČ>@@@@@@@@@@@@@@@@@@@@ĜčĄ 4
ĊčĜIJçēčĄ<ēČĖąĜIJ>@@@@@@@@@@@@@@@@@@@@ĜčĒ 5
ĐçĖēIJ<ēĕĖ>@@@@@@@@@@@@@@@@@@@@ĉć 6
ĝčć™ ččWRITE <ēąìĜĝ>@@@@@@@@@@@@@@@@@@@@čĊ 7

Exercise 2
Transform the following statements into questions. Remember to invert
the subject and verb.
Example ĎĉąIJĜĖČĔĖīĐ ← ĎĉąIJ READS ČĔĖīĐĜĖ
ĝčĕĉĜēĉĄĝčĐĆĔĖēćĖĜīĊ

ĖćIJĔIJěēčĄČĕĔĪĉĉĉć 2
WATER ĜĖĕIJĉĉČěĔčĜČĐċĜ 3
ĕIJĐěĝčć™ ččēĉĸēĖĒĉěćĉćēĉĄĈĔċ 4
ĝčć™ ččČąìĜĝĜčĄ 5
ĝčĔIJçĝČĔĖīĐćĉć 6

Exercise 3
Transform the following statements into questions using an appropriate
question word.
Example ćĉćČĔĪĉĉôĉĉ ← ēijćĔijĐēčĄČĔĪĉĉćĉć
ČĖąĜIJĎĕIJČijĈčĊ BECAUSE ĐìĉĉćčĒĊčĄĖěČĔĖćĉČĕčć

ĜĖĕIJĉĉĐĊĖĐĆIJČěĔčĜČčĊ 2
ēďIJĜçĝ FOUR ĜčĸČćĖĜćĉć 3
ĖěčĜĖĒIJēĉĸČĒĉěĐċĜ 4
ĈĔċĊčĄĕijć 5
Ďĉąĝčć™ ččIJĊčĄĕijć 6
Unit 2: Where do you live? 37

Dialogue 2
(Audio 1:17)
2OKHLAND$OVIDARECHATTINGABOUTWHATTHEYTHINKOFOTHER
PEOPLEONTHE9IDDISHCOURSE+HANEISFRUSTRATEDTHATSHECANT
UNDERSTANDEVERYTHING

ĝčć™ ččČĉĆĪĊIJČćĖĜčĊĆĉĐěĜĖīĊĊčĄēĐĪçēĉĸĪĜĸčć ćĉć

ēčĄČĝčĔĊčĄĕĖ ĕIJĐěĜĖĊćĔĉĄēčĄčĊČĚčĊĕijĉĉĜIJĸČĉĆĉĚČćĖĜčĊ ĐċĜ
ĆĔĉĔĖćĜij
ēĐĪçēčĄĝčć™ ččČĔĜĖĐčĊĊIJēīĒĎčĄēĉĄĜĖĉĉĝĜĖīĊČĖąĜIJčĊ ćĉć
ēìĊěčćĔĖČĝĕĖĆĜIJĸĎčĄ ĕIJĐěēčĄēĚčĉĉČĐīĚĜĖćĕijĉĉēIJĒĜĖćēĉĄ ĐċĜ
ēĖĒijĔ
ĎìĜěĔIJĜĸēĉĸČĒĉěĜĖĐĜĖąČĕīĈĜĖĊčĄĕijćĜĖĉĉĕīĉĉĎčĄijč ć ĉć
ČĝčĔĉČĕćĖĜĕijĉĉĜIJĸĈĔċ Đ ċĜ
ČĆijĊĜčĄĕijĉĉČĝčĔīČĝĜIJĸĎčĄ ĈĔċ

$/6)$ DIFROYFUNPOYLNIZZEYERKLUGZIREDTAZOYGUTYIDISH

2/+(, ZIREDTTSUGUT
FARVOSZITSTZIINUNDZERKLASESIZNISHTIN
ORDENUNG

$/6)$ ZIARBETZEYERSHVERUNIKHMEYNAZZILERNTYIDISHINPOYLN
2/+(, UNDERMANVOSDERTSEYLTVITSNINKLASIKHFARGESSHTENDIK
ZAYNNOMEN
$/6)$ YOIKHVEYSVERDOSIZERHEYSTBERLERKUMTFUNFRANKRAYKH
2/+(, KHANEFARVOSREDSTUNISHT
KHANE IKHFARSHTEYNISHTVOSIRZOGT

$/6)$ The woman from Poland is really clever. She speaks

Yiddish so well!
2/+(, She speaks too well! Why is she sitting in our class?
It’s not fair (literally: it’s not all right)!
$/6)$ She works really hard, and I think that she teaches Yiddish
in Poland.
2/+(, And the man who tells jokes in class? I always forget his
name.
$/6)$ Yes, I know who that is. He’s called Berl. He comes from
France.
2/+(, Khane, why aren’t you talking?
KHANE I don’t understand what you’re saying!
38 Unit 2: ĊčĖĕīĊĊõĊĊ

Vocabulary
THEFEMININESEELANGUAGEPOINT di čć
WOMAN froy ĪĜĸ
TOSIT zitsn ēĚčĊ
OUR undzer ĜĖĊćĔĉĄ
NOT nisht ČĝčĔ
TOWORK arbetn ēČĖąĜIJ
TOTHINKBELIEVE meynen ēĖĔīĒ
THATCANALSOMEAN@WHEN az ĊIJ
TOTEACHCANALSOMEAN@TOSTUDY lernen ēĖĔĜĖĐ
THEMASCULINESEELANGUAGEPOINT der ĜĖć
MAN man ēIJĒ
WHOTHATWHICHINTHEABOVECONTEXT vos ĕijĉĉ
TOTELL dertseyln ēĐīĚĜĖć
JOKES vitsn ēĚčĉĉ
TOFORGET fargesn ēĕĖĆĜIJĸ
HIS zayn ēìĊ
NAME nomen ēĖĒijĔ
) KNOW→TOKNOW veys → visn ēĕčĉĉ← ĕīĉĉ
"ERLMANSNAME berl ĐĜĖą
TOUNDERSTAND farshtHn ēīҔČĝĜIJĸ
TOSAY zogn ēĆijĊ

Language point
3 Negating verbs

)TS VERY EASY TO NEGATE A VERB IE TO SAY THAT SOMEONE ISNT OR
DOESNTDOSOMETHING IN9IDDISH3IMPLYPUT ČĝčĔNOT DIRECTLYAFTER
THEVERBASIN

čĞĎĕīČĝĜIJĸĎčĄ ← īČĝĜIJĸĎčĄ
)don’tUNDERSTAND )UNDERSTAND

ĆĔĉĔĖćĜijēčĄčĞĎĕĊčĄĕĖ ← ĆĔĉĔĖćĜijēčĄĊčĄĕĖ
)TSnotALLRIGHT )TSALLRIGHT
Unit 2: Where do you live? 39

4HE WORD ČĝčĔ HAS A VARIANT FORM ČčĔ "OTH WORDS MEAN EXACTLY THE
SAMETHINGČĝčĔISMORETYPICALOF#ENTRALAND3OUTHEASTERN9IDDISH
WHEREAS ČčĔISMORECOMMONIN.ORTHEASTERN9IDDISHHOWEVERBOTH
VARIANTS ARE ACCEPTABLE IN 3TANDARD 9IDDISH AND CAN BE USED INTER
CHANGEABLY9OUCANUSEWHICHEVERYOUPREFER

Exercise 4
Negate the following sentences by inserting ČĝčĔ or ČčĔ in the appropri-
ate place.

ĖčĚěĖĐčćīČĝĜIJĸĎčĄ

ćčĒĜĖīĊĊčĄĐċĜ 2
ĕIJĐěēìĒēčĄČĚčĊēIJĒĜĖć 3
ēĚčĉĉčćČĕĐīĚĜĖćĉć 4
ĖčĐIJĜČĕĪĄēĉĸČĒĉěĜčĄ 5
ĜĖĉĉĝēČĖąĜIJĜčĒ 6
ēĖĒijĔēìĊĕĖĆĜIJĸĎčĄ 7

Dialogue 3
(Audio 1:18)
,ATER2OKHLTRIESTOCHEER+HANEUPBYTELLINGHERSOMEGOSSIP
ABOUTTHEOTHERSTUDENTSINHERCLASS

ĜĖīĊĊčĄčĊēčĜĖĆĔčĊIJĊčĄčĊ ēĐčĜąčćČčĒĪĜĸčćĉČĕĖĊĈĔċ ĐċĜ

ČĒčĜIJą
ĜĖĉĉđčĔçČĔIJěIJąIJČčĒĕIJĐěēìćēčĄēIJĒIJijćĊčĄĕĖ ĖěIJČ ĈĔċ
ĜĖĊčĄ
ĜijčČěIJēIJĊčĄĜĖ ĜijĈĖĚĜIJĉĉĝčćČčĒēIJĒĜĖć ĐċĜ
ĕIJĐěĜĖćĕIJĐěēìćēčĄēĝČĔĖĒĖČĒčĜIJąĎĕIJijćēĖĔĖĊĕĖĪĄ ĈĔċ
ČĔIJĕĖĜĖČĔčĄĜĖīĊ ĜĖďčĊĊčĄ
ĊčĄĜĖĊIJěčćĔĖČĝČĆijĊĜijčČěIJĜĖćĕĖěčĔćĉĔēĖĔĖĊīĊĜĖąijijč ĐċĜ
ĝčČēìĒēĉĸĎĉąĜĖČĜĖĉĉĕijćěčćĔĖČĝČĒĖĔēčĜĖĆĔčĊčćēĉĄ ĆĉĐěĜĖīĊ
ěčĜĉĚ ČĝčĔČĒĉěēĉĄ
2/+(, KHANEZESTUDIFROYMITDIBRILNZIIZAZINGERINZIIZZEYER
BARIMT
KHANE TAKEESIZDOAMANINDAYNKLASMITABAKANTPONIM
VERIZER
40 Unit 2: ĊčĖĕīĊĊõĊĊ

2/+(, DERMANMITDISHVARTSEHORERIZANAKTYOR
KHANE OYESZENENDOASAKHBARIMTEMENTSHNINDAYNKLAS

DERKLASIZZIKHERZEYERINTERESANT

2/+(, YOOBERZEYZENENNUDNIKES
DERAKTYORZOGTSHTENDIK
AZERIZZEYERKLUGUNDIZINGERINNEMTSHTENDIKDOS
VERTERBUKHFUNMAYNTISHUNKUMTNISHTTSURIK

2/+(, Khane, do you see the woman with the glasses? She’s a
singer. She’s very famous.
KHANE Really? There’s a man in your class with a familiar face.
Who is he?
2/+(, The man with the black hair? He’s an actor.
KHANE Oh, there are a lot of famous people in your class!
The class must be (literally: is surely) really interesting.
2/+(, Yes, but they’re pains in the neck! The actor is always
saying that he’s really clever, and the singer always takes
the dictionary from my desk and doesn’t come back!

Vocabulary
TOSEE zen ēĖĊ
WITH mit ČčĒ
THENEUTERSEELANGUAGEPOINT dos ĕijć
GLASSES briln ēĐčĜą
FEMALE SINGER zTngerin ēčĜĖĆĔčҔĊ
FAMOUS barTmt ČĒčҔĜIJą
REALLY take ĖěIJČ
THEREISTHEREARESEELANGUAGE es iz do; ijćĊčĄĕĖ
POINT es zenen do ijćēĖĔĖĊĕĖ
FAMILIAR bakAt ČĔIJҔěIJą
FACE ponem đčĔç
BLACK shvartse ĖĚĜIJĉĉĝ
HAIR hor ĜijĈ
ACTOR aktyP ĜijҔčČěIJ
OHOHDEAROHNO oy ĪĄ
PEOPLE mentshn ēĝČĔĖĒ
Unit 2: Where do you live? 41

SURESURELYCERTAINLY zikher ĜĖďčĊ

INTERESTING interesAt ČĔIJҔĕĖĜĖČĔčĄ
ANNOYINGPEOPLEPAINSINTHENECK nMnikes ĕĖěčĔćĉҔĔ
TOTAKE nemen ēĖĒĖĔ
DICTIONARY vGterbukh ĎĉąĜĖČĜĖҔĉĉ
TABLE tish ĝčČ
BACKASIN@COMEBACK tsurTk ěčҔĜĉĚ

Language points
4 ĴĈċĎąĖė (there is) and ĴĈĔėĕíċ=ĔėĕėċĖė
(there are)

4HE 9IDDISH EQUIVALENTS OF THE %NGLISH EXPRESSIONS @THERE IS AND
@THEREAREARE ijćĊčĄĕĖAND ijćēĖĔìĊ=ēĖĔĖĊĕĖ$ONTPAYATTENTIONTO
THELITERALMEANING@ITISHERETHISISASETIDIOMATICFORMULAANDTHE
WORD ijćINTHISSETTINGDOESNTACTUALLYREFERTO@HEREITSJUSTPARTOF
THEFORMULA)FYOUWANTTOSAY@THEREISAN8HEREYOUHAVETOADD
ANOTHER ijć AT THE END 9OU CAN SEE HOW THIS EXPRESSION IS USED IN
THESEEXAMPLES

ĕIJĐěēčĄēČĔĖćĉČĕĴĈĔėĕėċĖė
There areSTUDENTSIN;THE=CLASS

ĕIJĐěēčĄČĔĖćĉČĕIJĴĈċĎąĖė
There isASTUDENTIN;THE=CLASS

ĕIJĐěēčĄĴĈēČĔĖćĉČĕĴĈĔėĕėċĖė
There areSTUDENTShereIN;THE=CLASS

ĕIJĐěēčĄĴĈČĔĖćĉČĕIJĴĈċĎąĖė
There isASTUDENThereIN;THE=CLASS
42 Unit 2: ĊčĖĕīĊĊõĊĊ

5 The definite article (ĝėĈ,z ĎĈ,z ĖĴĈ) and the

gender of nouns

9IDDISH NOUNS ARE DIVIDED INTO CATEGORIES CALLED GENDERS 4HERE ARE
THREEGENDERSMASCULINEFEMININEANDNEUTER)NTHECASEOFNOUNS
REFERRING TO LIVING BEINGS IT IS OFTEN EASY TO PREDICT LOGICALLY WHICH
GENDERCATEGORYANOUNBELONGSTO&OREXAMPLETHEWORDēIJĒMAN
ISMASCULINEWHILETHEWORD ĪĜĸWOMAN ISFEMININE
(OWEVERINTHECASEOFINANIMATEOBJECTSANDSOMETIMESINTHE
CASEOFLIVINGBEINGSTOO THEREISNOLOGICALREASONWHYAGIVENNOUN
BELONGSTOAPARTICULARGENDERCATEGORY4HUSWHILESOMEINANIMATE
NOUNS ARE NEUTER EG Ďĉą BOOK  OTHERS ARE MASCULINE OR FEMININE
&OR EXAMPLE ĝčČ TABLE IS MASCULINE WHILE ĆĔĉČìĚ NEWSPAPER IS
FEMININE&URTHERMORECERTAINNOUNSREFERRINGTOPEOPLEANDANIMALS
ARENEUTEREG ćĔčěCHILD  ĐĆĔ™ ččBOY AND ĐćīĒGIRL 
)NSOMECASESYOUCANGUESSTHEGENDEROFANOUNBYLOOKINGATITS
ENDING&OREXAMPLENOUNSENDINGIN ĖAREALMOSTALWAYSFEMININE
EG ĖčĊčĉĉĖĐĖČ  46  9OULL START TO RECOGNIZE SUCH PATTERNS AS YOU
BECOMEMOREFAMILIARWITH9IDDISH(OWEVERINMANYCASESYOUJUST
HAVETOMEMORIZETHEGENDEROFNEWNOUNSWHENYOULEARNTHEM
4HE EASIEST WAY TO FIND OUT THE GENDER OF A NOUN IS TO CHECK
THEFORMOFTHEDEFINITEARTICLEUSEDWITHIT9IDDISHHASTHREEWORDS
ĜĖćz čćAND ĕijć CORRESPONDINGTOTHE%NGLISHDEFINITEARTICLE@THE 

ĜĖć IS USED WITH MASCULINE NOUNS čć IS USED WITH FEMININE NOUNS
ANDĕijćISUSEDWITHNEUTERNOUNS4HEFORMUSEDWITHPLURALNOUNS
IS ALWAYS čć WHETHER THEY ARE MASCULINE FEMININE OR NEUTER 7HEN
YOU LEARN A NEWNOUNITISBESTTOMEMORIZEITSARTICLEATTHESAME
TIME THEN YOU WILL KNOW WHICH GENDER THE NOUN IS &ROM NOW ON
EACHNEWNOUNINTRODUCEDWILLAPPEARINTHEVOCABULARYLISTSTOGETHER
WITH ITS DEFINITE ARTICLE 3OMETIMES A NOUN HAS MORE THAN ONE POS
SIBLE GENDER FOR EXAMPLE ĜĖĒčĚ ROOM CAN BE EITHER MASCULINE OR
NEUTER)NSUCHCASESYOUCANCHOOSEWHICHARTICLETOUSEEGYOU
CANSAYEITHER ĜĖĒčĚĜĖćOR ĜĖĒčĚĕijć

)N FACT 9IDDISH ALSO HAS ANOTHER FORM OF THE DElNITE ARTICLE đĖć WHICH YOU
SAW IN 5NIT  $ONT WORRY ABOUT đĖć FOR NOW IT WILL BE EXPLAINED IN LANGUAGE
POINT5NIT
Unit 2: Where do you live? 43

Exercise 5 (Audio 1:19)

Rokhl has made a list of the different kinds of people in her class. Use
the list to make sentences with ijćĊčĄĕĖ and ijćēĖĔìĊ=ēĖĔĖĊĕĖ.

Example ĎìĜěĔIJĜĸēĉĸēIJĒIJijćĊčĄĕĖ ← ĎìĜěĔIJĜĸēĉĸēIJĒIJ

ĕIJĐě
ĕĐċĜēčĄ

‫פֿרױ פֿון פּױלן‬ ‫אַ‬ 

‫סך גוטע סטודענטן‬ ‫אַ‬ 2
‫אַקטיאָר‬ ‫אַן‬ 3
‫זינגערין‬ ‫אַ‬ 4
‫סך באַרימטע מענטשן‬ ‫אַ‬ 5
‫מאַן מיט ברילן‬ ‫אַ‬ 6

2OKHLS

Exercise 6
Fill in the gaps in this excerpt from Khane’s journal with the correct form
of the definite article ĕijć=čć=ĜĖć. Use the glossary at the end of the book
to check the meaning and gender of any unfamiliar words.

@@@@@@@@ûćĀĈĊûýĀĉ@@@@@@@@ûĀāĆûĊĐćýøĉĦĄďĉĄÿĐćāøčāþĂāø
ĐĊğþþāøąĄāĬ@@@@@@@@ûąĄāĬĦćāøĄāÛđĂāøyĀúħþĐħāĀďĦ
ùħüĂāøĀýúĀđāĈþāøąĄāĬćàûyĀúħþćāĐĊúĈāþ@@@@@@@@ûxĀĆāĐĦù
þāøĉĊćğđĐĊğþþāøûāĄćàĆþĦćĊĈğĆćđĀĈĊĆ@@@@@@@@ûûāĄàĈĦ
xĀýúĐĊğþþāøĄďāĀĐĦ@@@@@@@@ûûāĄćàĆćúĊýýúĈýĀàĎćāøĄďāĀĐĦćĦħû
ĂĦĐÛđ@@@@@@@@ûđāû’āāċĞøþāøĉĊćĊğĄćýøúĈýĀàĎ@@@@@@@@ûąĊĈĂāø
ĂĞøþāøĂýùĐĊĀĐĊýý@@@@@@@@ûĐĊùħĂýùĐĊĀĐĊýýĦčāĈĂāøĐĊýýđþāø
þĦĀúħþĊďĀĈĊûýĀĉ@@@@@@@@ûĉħýýĐĦĬĀđāĈğĀđĐĦĬĂāøĐĊýýđ
ĄýĬĊďĦĀþāøĉĦĄď@@@@@@@@ûyĀăĦĐĀĂāøćğđĞþĦþāøûāĄ@@@@@@@@û
xĀĈĦĉĊĐĊĀĈāøćĊĈĊþĉĊďāĈûýĈ@@@@@@@@ûĐĊùħĉĊďāĈûýĈĀāĆ
Unit Three
ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ
What do you like to do?

In this unit you will learn:

s HOWTOTALKABOUTLIKESANDDISLIKES
s THEDAYSOFTHEWEEK
s THEVERB ēąijĈąčĐTOLIKELOVE
s IRREGULARVERBSINTHEPRESENTTENSE
s THEGENDEROFADJECTIVES
s HOWTOUSEADJECTIVESINSENTENCES
s ADVERBS

Dialogue 1
(Audio 1:20)
+HANEAND2OKHLHAVEARRANGEDTOMEETUPANDARETRYINGTO
DECIDEWHATTODO

ēĐĪçēčĄēć™ ččēĆĖĉĉđĐčĸIJijćĊčĄĕĖ ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ ĈĔċ

ĖĔćĉĔĪĊIJēĖĔĖĊīĊēĖĒĐčĸĖĝčĜijČĕčĈēĖĊĉĚąčĐČĝčĔąijĈĎčĄ ĐċĜ
ĖĒĝČĖĜěēčĄēīĆēĖĔĖěĜčĒ
ĜĖČIJĖČēčĄēīĆČčĒĕijĉĉĕĖĒĝČĖĜěąčĐČĝčĔąijĈĎčĄ Ĕċ
Ĉ
ĆĔIJĐĪĊIJēĚčĊĉĚąčĐČĝčĔąijĈĎčĄēĉĄĜĖìČĉĚĊčĄĕĖēīĔ Đ ċĜ
ąčĐĉČĕijĈĎijĔĕijĉĉ ēijČĜčĒēĖĔĖěĕijĉĉĪĊIJąĪĄ ĈĔċ
ēĕĖĉĚąčĐąijĈĎčĄēIJĜijČĕĖĜēčĄēīĆĜčĒijĐ ĐċĜ

KHANE HOSTULIBTSUGEYNINKINOESIZDOAlLMVEGNYIDNINPOYLN
2/+(, IKHHOBNISHTLIBTSUZENHISTORISHElLMENZEYZENENAZOY
NUDNE
MIRKENENGEYNINKRETSHME
KHANE IKHHOBNISHTLIBKRETSHMESVOSMITGEYNINTEATER
Unit 3: What do you like to do? 45

2/+(, NEYNESIZTSUTAYERUNIKHHOBNISHTLIBTSUZITSNAZOYLANG

KHANE OYBAZOYVOSKENENMIRTONVOSNOKHHOSTULIB
2/+(, LOMIRGEYNINRESTORAN
IKHHOBLIBTSUESN

KHANE Do you like to go to the cinema? There’s a film about Jews

in Poland.
2/+(, I don’t like to see historical films; they’re so boring! We can
go to [the] pub.
KHANE I don’t like pubs. What about going to [the] theatre?
2/+(, No, it’s too expensive and I don’t like to sit so long.
KHANE In that case, what can we do? What else do you like?
2/+(, Let’s go to [a] restaurant! I like to eat.

Vocabulary
TOLIKETOLOVESEELANGUAGEPOINT lib hobn ēąijĈąčĐ
TOSEELANGUAGEPOINT tsu ĉĚ
TOGOTOWALK geyn ēīĆ
TOSEELANGUAGEPOINT5NIT in ēčĄ
CINEMA kino (der)
ĜĖćijĔčě
FILMFILMS film (der), filmen ēĖĒĐčĸ
ĜĖćđĐčĸ
ABOUT vegn ēĆĖĉĉ
*EWS yidn ēć™ čč
HISTORICAL histPishe ĖĝčĜijҔČĕčĈ
BORING nudne ĖĔćĉĔ
PUBBARPUBSBARSALSO kretshme (di), 
čćĖĒĝČĖĜě
INNINNS kretshmes ĕĖĒĝČĖĜě
WHATABOUTLITERALLYWHATWITH vos mit ČčĒĕijĉĉ
THEATRE teater ĜĖČIJĖČ
EXPENSIVE tayer ĜĖìČ
LONG lang ĆĔIJĐ
IFSOINTHATCASE oyb azY ĪҔĊIJąĪĄ
DO ton ēijČ
ELSEMORE nokh ĎijĔ
LETS lomir ĜčĒijĐ
RESTAURANT restorA (der)
ĜĖćēIJҔĜijČĕĖĜ
46 Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

Language points
1 The verb ĔĆĴĉĆĎđ (to like/love)

4HE VERB ēąijĈ ąčĐ IS MADE UP OF TWO PARTS 4HE FIRST PART IS THE
IRREGULARVERBēąijĈWHICHWASINTRODUCEDIN5NITWHILETHESECOND
PART ąčĐISAWORDTHATAPPEARSONLYINTHISVERB4HEWHOLEPHRASE
ISONEUNITMEANING@TOLIKEOR@TOLOVE
4OCONJUGATETHISVERBINTHEPRESENTTENSEFIRSTTAKEēąijĈANDADD
THE APPROPRIATE PERSONAL SUFFIX TO MATCH THE SUBJECT EG ČĕijĈ ĉćz
ČijĈ ĜĖ 4HEN ADD ąčĐ 9OU CAN SEE AN EXAMPLE OF THIS IN $IALOGUE
WHEN2OKHLSAYS
ēĕĖĉĚĆĎđĆĴĉĎčĄ
)likeTOEAT
4ONEGATETHISVERBADD ČčĔ=ČĝčĔAFTERTHECONJUGATEDPARTēąijĈ AND
BEFORE ąčĐASIN+HANESSTATEMENT
ĕĖĒĝČĖĜěąčĐčĞĎĕąijĈĎčĄ
)don’tLIKEPUBS
3IMILARLY TO MAKE A QUESTION WITH ēąijĈąčĐ REVERSE THE SUBJECT AND
ēąijĈBUTLEAVE ąčĐWHEREITWASASIN
ēĖĒĐčĸĆĎđĈĔċčĴĉ
Does+HANElikelLMS
4OSAYTHATYOUREALLYLIKELOVESOMETHINGPUTTHEWORDěĜIJČĝORĜĖīĊ
BETWEEN ēąijĈAND ąčĐEG
ēĖĒĐčĸąčĐĜĝijčĞČijĈĈĔċ
ēĖĒĐčĸąčĐĝėĬċČijĈĈĔċ
+HANEreallyLIKESlLMSLIKESlLMSvery much
4HROUGHOUT THE COURSE YOU WILL MEET OTHER VERBS THAT ARE MADE UP
OF TWO PARTS AND CONJUGATE LIKE ēąijĈ ąčĐ 4HIS TYPE OF VERB WILL BE
DISCUSSEDTHOROUGHLYINLANGUAGEPOINT5NIT
/NEMOREPOINTABOUTēąijĈąčĐWHENITISFOLLOWEDBYTHEINFINITIVE
OF ANOTHER VERBTHEWORD ĉĚTO ISUSUALLYPLACEDBETWEEN ēąijĈąčĐ
ANDTHEOTHERVERBASIN
ijĔčěēčĄēīĆĊěąčĐąijĈĎčĄ
)LIKEtoGOTOTHECINEMA
Unit 3: What do you like to do? 47

2 Irregular verbs in the present tense

4HE VAST MAJORITY OF 9IDDISH VERBS ARE REGULAR IN THE PRESENT TENSE
IE THEY CONJUGATE LIKE ēćĖĜ AND ēĖĔĪĉĉ  (OWEVER A FEW VERBS ARE
SLIGHTLYIRREGULARANDTHEIRPRESENTTENSEFORMSAREABITDIFFERENTFROM
WHATYOUWOULDEXPECTBYLOOKINGATTHEIRINFINITIVES
4HEFIRSTGROUPOFIRREGULARVERBSCONSISTSOF ēīĆGO  ēīČĝSTAND 
AND ēīČĝĜIJĸ UNDERSTAND  4HESE THREE VERBS ARE IRREGULAR BECAUSE
THEIR INFINITIVE DOES NOT END IN ēĖ¯ EVEN THOUGH THEIR BASE ENDS IN A
VOWEL OR DIPHTHONG #ONVERSELY THEIR FIRST AND THIRD PERSON PLURAL
FORMSENDIN ēĖ¯4HUSINCONTRASTTOMOSTVERBSTHEFIRSTANDTHIRD
PERSON PLURAL FORMS OF THESE VERBS LOOK DIFFERENT FROM THE INFINITIVE
9OUCANSEETHISBYCOMPARINGTHEFOLLOWINGTWOEXAMPLES

ijĔčěēčĄĔĬćĉĚąčĐĉČĕijĈ
$OYOULIKETOgoTOTHECINEMA

ijĔčěēčĄĔėĬćĜčĒ
7Ere goingTOTHECINEMA

.EXT THE VERBS ēijČ DO AND ēĕčĉĉ KNOW ARE IRREGULAR BECAUSE THE
VOWEL OF THE BASE IS NOT THE SAME IN THE PRESENT TENSE AS IT IS IN
THEINFINITIVE4HEBASEVOWELOF ēijČBECOMES ĉINTHEPRESENTTENSE
ANDTHEBASEVOWELOFēĕčĉĉBECOMESī(EREISTHECOMPLETEPRESENT
TENSECONJUGATIONOFTHESEVERBS

TODO ēijČ
0LURAL 3INGULAR

ēĖĊČĜčĒ STPERSONPLURAL ĊČĎčĄ STPERSONSINGULAR

ČĊČĜčĄ NDPERSONPLURAL ČĕĊČĉć NDPERSONSINGULAR
ēĖĊČīĊ RDPERSONPLURAL ČĊČĕĖ=čĊ=ĜĖ RDPERSONSINGULAR

TOKNOW ēĕčĉĉ
0LURAL 3INGULAR

ēĕĬĉĉĜčĒ STPERSONPLURAL ĕĬĉĉĎčĄ STPERSONSINGULAR

ČĕĬĉĉĜčĄ NDPERSONPLURAL ČĕĬĉĉĉć NDPERSONSINGULAR
ēĕĬĉĉīĊ RDPERSONPLURAL ČĕĬĉĉĕĖ=čĊ=ĜĖ RDPERSONSINGULAR
48 Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

&INALLYTHEVERBēąĖĆGIVE ISIRREGULARBECAUSETHEBASEVOWELCHANGES

TO č IN THE PRESENT TENSE AND IN ADDITION THE ą DISAPPEARS IN THE
SECOND AND THIRD PERSON SINGULAR AND IN THE SECOND PERSON PLURAL
(EREISTHECOMPLETEPRESENTTENSECONJUGATION

TOGIVE ēąĖĆ
0LURAL 3INGULAR

ēąĎĆĜčĒ STPERSONPLURAL ąĎĆĎčĄ STPERSONSINGULAR

ČĎĆĜčĄ NDPERSONPLURAL ČĕĎĆĉć NDPERSONSINGULAR
ēąĎĆīĊ RDPERSONPLURAL ČĎĆĕĖ=čĊ=ĜĖ RDPERSONSINGULAR

Exercise 1 (Audio 1:21)

Answer the following questions with ēąijĈąčĐ.

Example ēīĆĉĚąčĐąijĈĎčĄijč ←
ijč ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ
ijĔčěēčĄ

ēīĔ ĕĖĒĝČĖĜěąčĐĈĔċČijĈ


ijč ĜĖČIJĖČąčĐĉČĕijĈ 

ēīĔ ČĖąĜIJĒīĈąčĐēČĔĖćĉČĕčćēąijĈ 

ēīĔ ēĚĔIJČĉĚąčĐĈĔċČijĈ 

ijč ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐĉČĕijĈ 5

Exercise 2
Fill in the gaps with the correct form of the verb in the present tense.

ĝčć™ ččēĆĖĉĉĎĕIJ<ēĕčĉĉ>@@@@@@@@@@@@@@@@@@@@ćĉć

ĜĖČIJĖČēčĄ<ēīĆ>@@@@@@@@@@@@@@@@@@@@ĜčĒ 
ĎĉąĜĖČĜĖĉĉIJēČĔĖćĉČĕčć<ēąĖĆ>@@@@@@@@@@@@@@@@@@@@ĉć 
ijĔčěēčĄ<ēīĆ>@@@@@@@@@@@@@@@@@@@@ĐċĜēĉĄĈĔċ 
ĝčć™ čč<ēīČĝĜIJĸ>@@@@@@@@@@@@@@@@@@@@ĕĖěĜĖĜĖĐčć 5
TODAY ČĔìĈĉć<ēijČ>@@@@@@@@@@@@@@@@@@@@ĕijĉĉ 6
ćĔIJĐĕĉĜēčĄēć™ ččēĆĖĉĉđĐčĸIJ<ēĖĊ>@@@@@@@@@@@@@@@@@@@@ĜčĒ 7
ĊčĄĝČĔĖĒĜĖćĜĖĉĉČĝčĔ<ēĕčĉĉ>@@@@@@@@@@@@@@@@@@@@ĎčĄ 8
Unit 3: What do you like to do? 49

Exercise 3
Answer the following questions about yourself.

ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ

ČĝčĔČĕČĖąĜIJĉćēĖĉĉēijČĉĚąčĐĉČĕijĈĕijĉĉ 
ĜĖČIJĖČēčĄēīĆĉĚąčĐĉČĕijĈ 
ēĖĊĉĚąčĐĉČĕijĈēĖĒĐčĸĖĜĖĕijĉĉ 
ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐĉČĕijĈ 5

Dialogue 2
(Audio 1:22)
2OKHLAND+HANEAREINTHERESTAURANT2OKHLWANTSTOINVITE+HANE
AND$OVIDTOHERFLATFORDINNERANDISTRYINGTOFINDADAYTHATSUITS
THEMALL

ČĒĉěćĉć ĎijĉĉĖěčćĔĖĒĉěčćĜčĒìąĖĜĖĝČĖĉĉēĕĖĉČĕĐčĉĉĈĔċ ĐċĜ

ĎĪĄ
ĆijČĜĖďĐĖĉĉijč Ĕċ
Ĉ
ĞąĝēĉĄěčČìĜĸēĖĒĉĔĜIJĸĊčĄćĉćĖĆIJĜĸĖČĉĆIJĊčĄĕijć Đ ċĜ
ĆijČĜĖČĉĆIJĕijćĊčĄěčČĔĉĊìĜĸēčąĎčĄ Ĕċ
Ĉ
ĊčąČĖąĜIJĎčĄĐìĉĉČĉĆČĝčĔēĖĔĖĊěčČĕĔčćēĉĄěčČĔijĒěčČĔĉĊ ĐċĜ
ĎijĉĉČčĒēĖĒĉěĉČĕĔĖěđijĜěĜĖďčą ēčĄČĖçĝ
ČĔĉĉijēčĄĕIJĐěIJąijĈĎčĄĐìĉĉĆijČĜĖĜĖĉĉĝIJĊčĄĎijĉĉČčĒ Ĕċ
Ĉ
ěčČĝĜĖĔijćĉČĕĉČĕijĉĉ Đ ċĜ
ēć™ ččĖĝčĐĪçēĆĖĉĉđĐčĸđĖćēĖĊĐčĉĉĎčĄ Ĕċ
Ĉ
ĖĜĖĝČĖĉĉĖěIJĒĝĖĆIJēĕĖĉĚĜĖĕĖąĊčĄĕĖđĐčĸĜĖĔćĉĔĜĖĔĖčĪĄ ĐċĜ

2/+(, KHANEVILSTUESNVETSHEREBAYMIRDIKUMENDIKEVOKH

DOVIDKUMTOYKH
KHANE YO
VELKHERTOG
2/+(, DOSIZAGUTEFRAGEDOVIDIZFARNUMENFRAYTIKUNSHABES
KHANE IKHBINFRAYZUNTIKIZDOSAGUTERTOG
2/+(, ZUNTIKMONTIKUNDINSTIKZENENNISHTGUTVAYLIKHARBETBIZ
SHPETINBIKHERKROMKENSTUKUMENMITVOKH
KHANE MITVOKHIZASHVERERTOGVAYLIKHHOBAKLASINOVNT
2/+(, VOSTUSTUDONERSHTIK
KHANE IKHVILZENDEMlLMVEGNPOYLISHEYIDN
50 Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

2/+(, OYYENERNUDNERlLM
ESIZBESERTSUESNAGESHMAKE
VETSHERE

2/+(, Khane, do you want to eat dinner at my house next week

(literally: the next week)? Dovid’s coming too.
KHANE Yes! Which day?
2/+(, That’s a good question. Dovid is busy Friday and Saturday.
KHANE I’m free Sunday. Is that a good day?
2/+(, Sunday, Monday, and Tuesday aren’t good because I work
until late in [the] bookshop. Can you come Wednesday?
KHANE Wednesday is a hard day because I have a class in [the]
evening.
2/+(, What are you doing Thursday?
KHANE I want to see the film about Polish Jews.
2/+(, Oh no, that boring film! It’s better to eat a tasty dinner!

Vocabulary
DOYOUWANT→TOWANTSEE vilstu → veln ēĐĖĉĉ← ĉČĕĐčĉĉ
LANGUAGEPOINT5NIT
DINNERSUPPER vDshere (di)
čćĖĜĖĝČĖҔĉĉ
ATLIKEchezIN&RENCH bay ìą
MESEELANGUAGEPOINT5NIT mir ĜčĒ
NEXTFEMININESEELANGUAGEPOINT kNendike ĖěčćĔĖĒĉҔě
WEEK vokh (di)
čćĎijĉĉ
WHICHMASCULINESEELANGUAGE velkher ĜĖďĐĖĉĉ
POINT
BUSY farnumen ēĖĒĉĔĜIJĸ
&RIDAY fraytik (der)
ĜĖćěčČìĜĸ
3ATURDAYTHE*EWISH3ABBATHSEE shabes (der)
ĜĖć<ĕĖąIJĝ>Ğąĝ
CULTUREPOINT5NIT
FREE fray ìĜĸ
3UNDAY zuntik (der)
ĜĖćěčČĔĉĊ
GOODMASCULINESEELANGUAGE guter ĜĖČĉĆ
POINT
-ONDAY montik (der)
ĜĖćěčČĔijĒ
Unit 3: What do you like to do? 51

4UESDAY dinstik
ĜĖćěčČĕĔčć
UNTIL biz Ċčą
LATE shpet ČĖçĝ
BOOKSHOP bTkherkrom (di)
čćđijĜěĜĖďčҔą
7EDNESDAY mitvokh (der)
ĜĖćĎijĉĉČčĒ
DIFFICULTMASCULINESEELANGUAGE shverer ĜĖĜĖĉĉĝ
POINT
EVENING ovnt (der)
ĜĖćČĔĉĉij
4HURSDAY dXershtik (der)
ĜĖćěčČĝĜĖĔijҔć
) WANT→TOWANTSEELANGUAGE vil → veln ēĐĖĉĉ← Đčĉĉ
POINT5NIT
THATMASCULINESEELANGUAGE yener ĜĖĔĖč
POINT
BETTER beser ĜĖĕĖą
TASTYFEMININESEELANGUAGE geshmake ĖěIJĒĝĖĆ
POINT

Language points
3 Gender of adjectives; how to use
adjectives in sentences

!DJECTIVESAREWORDSUSEDTODESCRIBENOUNSEGĆĉĐězČĉĆzČĔIJĕĖĜĖČĔčĄ 

)N9IDDISHADJECTIVESCANAPPEARINTWODIFFERENTPOSITIONS4HEFIRST
ISFOLLOWINGAVERBUSUALLY ēìĊ EG

ćĊđĜĊčĄćĉć
$AVIDISclever

!DJECTIVESINTHISPOSITIONHAVETHESAMEFORMWHETHERTHENOUNTHAT
THEYREFERTOISMASCULINEFEMININENEUTERSINGULARORPLURAL4HISISCALLED
THE BASE FORM 3O YOUCANSAY ĆĉĐěĊčĄĪĜĸčćz ĆĉĐěĊčĄćĔčěĕijćOR
ĆĉĐě ēĖĔĖĊ ēČĔĖćĉČĕ čć AND THE ADJECTIVE ĆĉĐě ALWAYS REMAINS IN THE
BASEFORM
4HESECONDPOSITIONINWHICHANADJECTIVECANAPPEARISIMMEDI
ATELY BEFORE A NOUN !DJECTIVES IN THIS POSITION DECLINE TAKE DIFFERENT
SUFFIXES TO MATCH THE GENDER MASCULINE FEMININE OR NEUTER AND
52 Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

NUMBER SINGULAR OR PLURAL OF THE FOLLOWING NOUN 4O DECLINE AN
ADJECTIVE SO THAT IT MATCHES ITS NOUN TAKE THE BASE FORM AND ADD
THESESUFFIXES

%XAMPLE !DJECTIVESUFFIX 'ENDERAND

NUMBEROFNOUN

ēIJĒĝėĆĉĐěij ĜĖ¯ MASCULINESINGULAR

ēIJĒĝėĆĉĐěĝėĈ
ĪĜĸėĆĉĐěij Ė¯ FEMININESINGULAR
ĪĜĸėĆĉĐěĎĈ
ćĔčěĆĉĐěij NOSUFFIX NEUTERSINGULAR
WHENTHEADJECTIVEAND
NOUNAREPRECEDEDBY IJ

ćĔčěėĆĉĐěĖĴĈ Ė¯
WHENTHEADJECTIVEAND
NOUNAREPRECEDEDBY ĕijć

ēČĔĖćĉČĕėĆĉĐě Ė¯ PLURALALLGENDERS
ēČĔĖćĉČĕėĆĉĐěčć

.OTE THAT IN THE CASE OF MASCULINE AND FEMININE SINGULAR NOUNS AS
WELLASALLPLURALNOUNSTHEADJECTIVESUFFIXISTHESAMEWHETHERTHE
NOUNANDADJECTIVEAREPRECEDEDBYTHEDEFINITEARTICLEORNOT(OWEVER
INTHECASEOFNEUTERSINGULARNOUNSTHEADJECTIVEHASTWODIFFERENT
FORMSDEPENDINGONWHETHERTHEADJECTIVENOUNPHRASEISPRECEDED
BYTHEDEFINITEARTICLEORNOT
&ROM NOW ON ADJECTIVES WILL BE LISTED IN THE VOCABULARIES IN THE
BASEFORM
4HEREARETHREEFINALPOINTSTOREMEMBERWHENDECLININGADJECTIVES

 )F THE BASE FORM OF THE ADJECTIVE ALREADY ENDS IN Ė EG ĖĔćĉĔ
YOUCANTADDTHEĖ¯SUFFIXSOTHEFEMININESINGULARNEUTERSINGULAR
PRECEDED BY ĕijć AND PLURAL FORMS LOOK THE SAME AS THE BASE
FORM
 )FTHEBASEFORMOFTHEADJECTIVEENDSINACONSONANTPLUS ĐOR Ĕ
EG ĐćīĄGENTLE  ēćĐijĆGOLDEN WHENYOUADDONTHE ĜĖ¯AND Ė¯
SUFFIXESYOUHAVETOINSERTANEXTRA ĖBEFORETHEFINAL ĐOR ĔOFTHE
Unit 3: What do you like to do? 53

BASEFORM4HIS@HELPINGVOWELISJUSTTHERETOMAKEPRONUNCIATION
EASIER4HEFOLLOWINGEXAMPLEILLUSTRATESTHISPHENOMENON

ĝČĔĖĒĝėĐėćīĄēIJ
AGENTLEPERSON

Note:
THISDOESNOTAPPLYTOADJECTIVESENDINGINēĜ¯EGēĜĖҔćijĒMODERN 
ĜĖĔĜĖćijĒ
 4HE STRESS OF THE ADJECTIVE STAYS ON THE SAME SYLLABLE WHETHER IT
HASASUFFIXORNOTEG ěIJҔĒĝĖĆz ĜĖěIJҔĒĝĖĆ

4 Adverbs

!DVERBS ARE WORDS TELLING YOU WHEN OR HOW AN ACTION HAPPENED )N
%NGLISHTHEYUSUALLYENDIN@ LYEGSLOWLYUSUALLY THOUGHNOTALWAYS
EGWELLSOMETIMESOFTEN 
)N9IDDISHADVERBSAREALMOSTALWAYSTHESAMEASTHEBASEFORM
OFTHEADJECTIVEEG

ĔĬĞČĆĔčĊčĊ
3HESINGSbeautifully

(OWEVERSOME9IDDISHADVERBSAREINDEPENDENTFORMSTHATCANNOT
BEUSEDASADJECTIVES3UCHADVERBSUSUALLYREFERTOTIMEEGĕĔČĚĖĐ
RECENTLY 

Exercise 4
Insert the correct adjective suffixes into the following sentences.

ĝČĔĖĒ@@@@@@@@@@@@@@@@@@@@ĆĉĐěIJĊčĄćĉć

ĖěČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ČĉĆIJĊčĄĈĔċ 
ēĖĒĐčĸ@@@@@@@@@@@@@@@@@@@@ČĔIJĕĖĜĖČĔ襹čĐČijĈĐċĜ 
ćčĐ@@@@@@@@@@@@@@@@@@@@ĔīĝĕijćąčĐąijĈĎčĄ 
ĐĜĖąČĕīĈćĔčě SMALL @@@@@@@@@@@@@@@@@@@@ĔīĐěĕijć 5
ČĉĆĪĊIJČĝčĔĊčĄđĐčĸ@@@@@@@@@@@@@@@@@@@@ìĔĜĖć 6
ĆĔIJĐĜĖīĊĊčĄĎĉą@@@@@@@@@@@@@@@@@@@@ĜĖĉĉĝĕijć 7
54 Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

Exercise 5
Make sentences from the following groups of words. Conjugate the verbs
in the present tense. Remember that adjectives immediately preceding
a noun will decline, while all others will remain in the base form.

Example ćĔčěĖĔīĐěĕijć ← ěĔIJĜě+ ēìĊ+ ćĔčě+ ēīĐě+ ĕijć

ěĔIJĜěĊčĄ
ēīĝ+ ēìĊ+ ijĔčě+ ìĔ+ ĜĖć

ĖĜĖĝČĖĉĉ+ ěIJĒĝĖĆ+ IJ+ ēĕĖ+ ĖěČĔĖćĉČĕ+ ćčĒ+ čć 
ĜĖĉĉĝ+ ēìĊ+ ēďIJĜçĝ+ ìĔ+ ĖĐIJ 
ĝčć™ čč+ ēīČĝĜIJĸ+ ēčĜĖĆĔčĊ+ ČĒčĜIJą+ čć 
WORDS ĜĖČĜĖĉĉ+ ĜĖĉĉĝ+ ēąijĈ+ Ďĉą+ ČĉĆ+ ĕijć 5
SONGS ĜĖćčĐ+ ēīĝ+ ēĖĆĔčĊ+ ĐćīĒ+ ĆĉĐě+ ĕijć 6

Supplementary text
(Audio 1:24)
(EREISADESCRIPTIONOF2OKHLSWEEKTAKENFROM+HANESJOURNAL

ćýøďāĀĈħĆďāĀĈýþĀĊùĐĦāþąħĐďĐĊăāùĦćāøĀĊùĐĦĄÿĐ
ćāøĀğúāþďāĀđĐĊĈħûćýøĂħýýĀāĆĀđāĈĀĊùĐĦāþďāĀĉĈāû
ĀħüāþĐĊùħđāû’āāùāĄĀħüĄÿĐđāû’āāĀĐāûýĀđāþèýýĀĊĀāĉĐĊýýāĈýø
āþćùàĐđćþýĆćĀĈĊûýĀĉāûĉħýýĀĊùĐĦĆğüĊĐĊýýđāûùāĄĞþĦĀđāĈ
ĦþāøĉĊþĦĀĈğĆāþĄàýýĉĦĄďćāøćĎāþýĎùāĄāýþĦĀđāĈĂĞøĀħü
āþĄĞĬĐĊğþþāøāþĐĊùħĊďĀĈĊûýĀĉĊĀýúĦþāøĄÿĐĊĈûýĈĄĉāù
Ăýùđāû’āāĐĊýýđĦćĊĈĊğĄĀħĀđĈĦĊĆđĀĊĐďćāøĀĬħĀğú
Unit Four
ĔĬđĜĊěċĎąĉĝĎĈĔíē
My flat is too small!

In this unit you will learn:

s HOWTODESCRIBEWHEREYOULIVE
s HOWTOTALKABOUTVISITINGSOMEONE
s HOWTOMAKENEGATIVESENTENCESWITH ēīě
s THENEGATIVEOF ijćĊčĄĕĖ
s THEDIMINUTIVEANDIMINUTIVE
s THEPLURALOFNOUNS

Dialogue 1
(Audio 1:26)
+HANEAND$OVIDHAVEJUSTARRIVEDAT2OKHLSFORDINNERANDSHE
SHOWSTHEMAROUNDTHEFLAT+HANEAND$OVIDLIKETHEFLATBUT
2OKHLHASLOTSOFCOMPLAINTSABOUTIT

ēīĐěĜĖīĊĊčĄčĊ ĈĜčćčćēĖĊČĐčĉĉĜ襥ąĈĎĉĜą Đ ċĜ
ĕĪĜĆęĔIJĆĖěIJČĊčĄēijĐIJĕĜĖćēĉĄēīĝĪĊIJĕĪĄČĖĊčĊ Ĕċ
Ĉ
đĖĉĉěIJąĪĊIJČĝčĔĊčĄĖěĸijĕčćēĉĄĝčČēīěČĝčĔąijĈĎčĄĜĖąij ĐċĜ
ĜĖīĊĊčĄĜĖČĚĔĖĸĜĖćēĉĄČĔĖĉĉčćėĪĄĜĖćĐčąčćąčĐąijĈĎčĄ ćĉć
ĕĪĜĆ
ĊčĄĐçĒĖĐĕijćēĉĄĖčĊčĉĉĖĐĖČĖĕĪĜĆēīěČĝčĔąijĈĎčĄĜĖąij ĐċĜ
ĕĉĄčĒ
ēĜĖćijĒĜĖīĊēĖĔĖĊēČĕIJěĊìĄĜĖćēĉĄēĉĉĪĄĜĖć ĎčěčćĕijćĊčĄ ćĉć
ĖĔIJĉĉēīěijČĝčĔĊčĄĕĖēĉĄĐĜĖČĚĔĖĸēīĄĜijĔČijĈĎčěčćĜĖąij ĐċĜ
ĎčĄ~ēīĐěĉĚĊčĄĜĖĒčĚĸijĐĝĜĖćēĉĄĝĉćIJĜijĔĜĖĒčĚćiją ēčĄ 
ĖĐĖČĖąIJĜijĔČĖą ēīěČĝčĔąijĈ
56 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

2/+(, BOREKHHABE
IRVILTZENDIDIREZIIZZEYERKLEYN

+(!.% ZIZETOYSAZOYSHEYN
UNDERSALONIZTAKEGANTSGROYS
2/+(, OBERIKHHOBNISHTKEYNTISHUNDISOFKEIZNISHTAZOY
BAKVEM
$/6)$ IKHHOBLIBDIBILDEROYFDIVENT
UNDERFENTSTERIZZEYER
GROYS
2/+(, OBERIKHHOBNISHTKEYNGROYSETELEVIZYEUNDOSLEMPLIZ
MIES
$/6)$ IZDOSDIKIKHDEROYVNUNDERAYZKASTNZENENZEYER
MODERN
2/+(, OBERDIKIKHHOTNOREYNFENTSTERL
UNESIZNISHTOKEYN
VANEINBODTSIMERNORADUSH
UNDERSHLOFTSIMERIZTSU
KLEYNnIKHHOBNISHTKEYNBETNORABETELE

2/+(, Welcome! Do you want to see the flat? It (literally: she) is

very small!
+(!.% It looks so beautiful! And the living room is really quite big.
2/+(, But I don’t have a table, and the sofa isn’t so comfortable.
$/6)$ I like the pictures on the walls! And the window is very
big.
2/+(, But I don’t have a big television, and the lamp is ugly.
$/6)$ Is that the kitchen? The oven and the fridge are really
modern.
2/+(, But the kitchen has only one small window! And there’s
no bath in the washroom, only a shower! And the bedroom
is too small – I don’t have a [proper] bed, just a tiny little
bed!

Vocabulary
WELCOME borekh habe ĄąĈĎĉĜą
<ĖąIJĈĎĖĜiją>
FLATAPARTMENT dire
čć<ĖĜčć>ĈĜčć
LOOKSLIKE SEEMS→TO zet oys → oyszen ēĖĊĕĪĄ← ĕĪĄČĖĊ
LOOKLIKE TOSEEM
SEELANGUAGEPOINT
5NITFOREXPLANATION
OFTHISTYPEOFVERB
Unit 4: My flat is too small! 57

LIVINGROOM salX (der)

ĜĖćēijҔĐIJĕ
QUITE gants ęĔIJĆ
BIG groys ĕĪĜĆ
NEGATIVEARTICLESEELANGUAGE keyn ēīě
POINT
SOFA sofke (di)
čćĖěĸijĕ
COMFORTABLE bakvẽm đĖҔĉĉěIJą
PICTURES bilder ĜĖćĐčą
ONTHISWORDHASONLYONE oyf/af ėĪĄ
SPELLINGBUTVARIANT
PRONUNCIATIONS
WALLS vent ČĔĖĉĉ
WINDOW fentster (der/dos)
ĕijć=ĜĖćĜĖČĚĔĖĸ
46 televizye (di)
čćĖčĊčĉĉĖĐĖČ
LAMPLIGHT lempl (dos)
ĕijćĐçĒĖĐ
UGLY mies <ĕĖčĒ>ĕĉĄčĒ
KITCHEN kikh (di)
čćĎčě
OVENCOOKERSTOVE oyvn (der)
ĜĖćēĉĉĪĄ
FRIDGE {zkastn (der)
ĜĖćēČĕIJěĊìҔĄ
ONLYBUTRATHER nor ĜijĔ
ONE eyn ēīĄ
SMALLWINDOWSEELANGUAGE fFtsterl ĐĜĖČĚĔĖҔĸ
POINT
BATHBATHTUB vane (di)
čćĖĔIJĉĉ
WASHROOMBATHROOM b|tsimer (der)
ĕijć=ĜĖćĜĖĒčĚćijҔą
BEDROOM shl}tsimer (der)
ĕijć=ĜĖćĜĖĒčĚĸijҔĐĝ
BED bet (dos)
ĕijćČĖą
TINYBEDSEELANGUAGEPOINT bDele (dos)
ĕijćĖĐĖČĖҔą

Additional vocabulary

WARDROBE almer (der)

ĜĖćĜĖĒĐIJ
SINK opgos (der)
ĜĖćĕijĆçij
DOOR tir (di)
čćĜčČ
MIRROR shpigl (der)
ĜĖćĐĆčçĝ
58 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

Language points
1 Negative sentences with ĔĬĜ

)N 5NIT  YOU LEARNED HOW TO MAKE NEGATIVE SENTENCES BY PUTTING
ČĝčĔOR ČčĔDIRECTLYAFTERTHEVERB
(OWEVER IN $IALOGUE  THERE ARE SOME NEGATIVE SENTENCES THAT
LOOK A BIT DIFFERENT IN ADDITION TO THE EXPECTED ČčĔ=ČĝčĔ AFTER THE
VERB THERE IS ANOTHER WORD ēīě IMMEDIATELY PRECEDING THE NOUN
&OREXAMPLE

ĝčČĔĬĜčĞĎĕąijĈĎčĄ
)DONTHAVEATABLE

ēīěISUSEDINCONJUNCTIONWITHČčĔ=ČĝčĔTONEGATESENTENCESTHATHAVE
AN INDEFINITE NOUN FOLLOWING THE VERB )N SENTENCES WITH A SINGULAR
INDEFINITENOUNTHENOUNISUSUALLYINTRODUCEDBYTHEINDEFINITEARTICLE
IJ=ēIJSOēīěREPLACESTHEINDEFINITEARTICLEANDISTHEREFORESOMETIMES
CALLEDTHE@NEGATIVEARTICLE &OREXAMPLE

ĝčČĔĬĜčĞĎĕąijĈĎčĄ ← ĝčČijąijĈĎčĄ
)don’tHAVEaTABLE )HAVEaTABLE

)NSENTENCESWITHAPLURALNOUNFOLLOWINGTHEVERBTHEREISNOINDEFIN
ITEARTICLESOYOUJUSTADD ēīěAFTER ČčĔ=ČĝčĔ

ĜĖćĐčąĔĬĜčĞĎĕąijĈĎčĄ ← ĜĖćĐčąąijĈĎčĄ
)don’tHAVE(any) PICTURES )HAVEPICTURES

)N ADDITION SOME SENTENCES WITH AN INDEFINITE SINGULAR NOUN DONT
HAVE THE INDEFINITE ARTICLE 4HIS IS PARTICULARLY COMMON WITH ABSTRACT
ANDCOLLECTIVENOUNSEGČìĚANDČĐĖĆMONEY 3UCHSENTENCESARE
NEGATEDWITH ēīěASWELL

ČìĚĔĬĜčĞĎĕąijĈĎčĄ ← ČìĚąijĈĎčĄ
)don’tHAVE(any)TIME )HAVETIME

)T IS OFTEN HELPFUL TO THINK OF THE WORD ēīě AS A ROUGH EQUIVALENT OF
THE%NGLISH@ANYASINTHETRANSLATIONOFTHESENTENCEDIRECTLYABOVE
(OWEVER THIS DOESNT ALWAYS WORK FOR EXAMPLE IN THE SENTENCE
ĝčČēīěČĝčĔąijĈĎčĄITDOESNTMAKESENSETOTRANSLATEēīěAS@ANY
)N SUCH CASES YOU JUST HAVE TO REMEMBER TO INCLUDE THE ēīě THE
Unit 4: My flat is too small! 59

9IDDISHSENTENCEWOULDBEINCORRECTWITHOUTITEVENTHOUGHITDOESNT
REALLYADDANYSPECIFICMEANING
.OTETHAT ēīěMUSTCOMEIMMEDIATELYBEFORETHEINDEFINITENOUN
)NMOSTCASESITALSOHAPPENSTOFOLLOW ČčĔ=ČĝčĔ(OWEVERIF ČčĔ=ČĝčĔ
ISSEPARATEDFROMTHENOUNBYANOTHERWORDēīěGOESSTRAIGHTBEFORE
THENOUNEG

ĈĜčćĔĬĜēčĄčĞĎĕēĪĉĉĎčĄ
)don’tLIVEINamAT

2EMEMBER THAT IF THE NOUN FOLLOWING THE VERB IS PRECEDED BY THE
DEFINITEARTICLE ĕijć=čć=ĜĖćYOUNEGATETHESENTENCEONLYWITH ČčĔ=ČĝčĔ
NOTWITH ēīě

ĜĖćĐčąčćčĞĎĕąijĈĎčĄ ← ĜĖćĐčąčćąijĈĎčĄ
)don’tHAVETHEPICTURES )HAVETHEPICTURES

2EMEMBERTHATWHENYOUNEGATETHEEXPRESSION ĎĕIJMANYMUCH 

YOUHAVETOREPLACETHE IJWITH ēīě

ČìĚĎĕĔĬĜčĞĎĕąijĈĎčĄ ← ČìĚĎĕijąijĈĎčĄ
)don’tHAVEaLOTOFTIME )HAVEaLOTOFTIME

4O MAKE THE EXPRESSIONS ijć ĊčĄ ĕĖ THERE IS AND ijć ēĖĔìĊ=ēĖĔĖĊ ĕĖ
THEREARE NEGATIVEINSERTČĝčĔORČčĔAFTERTHEVERBANDTHENADDēīě
4HEćINTHEWORDijćATTHEENDOFTHEEXPRESSIONMERGESWITHTHEČĝčĔ
RESULTINGINTHEFORM ijČĝčĔ9OUSAWANEXAMPLEOFTHISIN$IALOGUE

ĖĔIJĉĉēīěĴčĞĎĕĊčĄĕĖ
There isn’tABATHthere’s noBATH

2 The diminutive and iminutive

■ Diminutive
9IDDISH NOUNS HAVE A SPECIFIC FORM THAT IS USED TO INDICATE THAT THE
PERSONORTHINGINQUESTIONISSMALL4HISFORMCALLEDTHEDIMINUTIVE
ISEASYTOMAKEJUSTADDTHESUFFIXĐ¯TOTHENOUNASINTHISEXAMPLE
FROM$IALOGUE

đĜĖČĚĔĖĸ ← ĜĖČĚĔĖĸ
LITTLEWINDOW WINDOW
60 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

3OMETIMES THE FORMATION OF THE DIMINUTIVE IS NOT QUITE SO STRAIGHT
FORWARD)NMANYNOUNSTHEREISAVOWELCHANGEWHENTHE Đ¯SUFFIX
ISADDED4HEFOLLOWINGGUIDELINESSHOWYOUTHEMOSTCOMMONVOWEL
CHANGES(OWEVERNOTALLVOWELSCHANGEINTHISWAYSOINORDERTO
BE SURE IT IS BEST TO CHECK THE GLOSSARY AT THE BACK OF THIS BOOK
WHICHLISTSDIMINUTIVESWITHVOWELCHANGES

%XAMPLES .EWVOWELIN ← /RIGINAL

DIMINUTIVE VOWEL

đČĔėĈ ←HAND ČĔijĈ IJ

Ė ←
đçėě ←HEAD çĴě ij
đĊíĈ ←HOUSE ĊīĈ ì ← Ī
đĒĬą ←TREE đīą ī ← Ī
đďĎą ← ĎĊą č ← ĉ

4HERE ARE A FEW OTHER CHANGES WITH NOUNS ENDING IN CERTAIN
CONSONANTS

 )FTHENOUNENDSIN ēADD ćBEFORETHEDIMINUTIVESUFFIXASIN

ĐĈĔČĜĖĆ ← GARDEN ēČĜijĆ

 )F THE NOUN ENDS IN A VOWEL PLUS Đ ADD ď BEFORE THE DIMINUTIVE
SUFFIXASIN

ĐĐĐìĒ ← MOUTH đĪĒ

!S YOU CAN SEE THERE MAY BE A VOWEL CHANGE TOO BUT THIS IS NOT
CAUSEDBYTHE ēOR Đ
!NOTHER FEATURE OF THE DIMINUTIVE IS THAT NO MATTER WHICH GENDER
THE ORIGINAL NOUN IS ONCE IT BECOMES DIMINUTIVE IT IS always NEUTER
SOYOUNEVERHAVETOWONDERABOUTTHEGENDEROFADIMINUTIVENOUN
)N ADDITION TO THE BASIC MEANING OF @SMALL THE DIMINUTIVE OFTEN
HAS NUANCES OF AFFECTION AND CUTENESS #ONVERSELY IT MAY BE USED
SARCASTICALLYTOCONVEYDISMISSIVENESSANDINFERIORITY3ODEPENDING
ON THE CONTEXT ĐĜĖČĚĔĖĸ MAY MEAN @SMALL WINDOW @CUTE WINDOW
ORAS2OKHLMEANTITIN$IALOGUE @SMALLPOKYWINDOW
&INALLYSOMENOUNSEGĐçĒĖĐHAPPENTOBEDIMINUTIVEBUTDONT
HAVEANYPARTICULARCONNOTATIONSOFSMALLNESSORCUTENESS
Unit 4: My flat is too small! 61

■ Iminutive
)NADDITIONTOTHEDIMINUTIVE9IDDISHHASAN@IMINUTIVEWHICHISUSED
TO INDICATE THAT SOMETHING IS even smaller AS WELL AS CUTER MORE
LOVABLE OR POSSIBLY MORE INFERIOR THAN A DIMINUTIVE NOUN )T IS EASY
TOFORMTHEIMINUTIVETAKETHEDIMINUTIVENOUNANDADDAN ĖBEFORE
AND AFTER THE Đ !NY VOWEL CHANGES MADE WHEN FORMING THE DIMINU
TIVE REMAIN IN THE IMINUTIVE 4HESE EXAMPLES ILLUSTRATE THE FORMATION
OFTHEIMINUTIVE

ėđėČĖą ← ĐČĖą ← ČĖą

ėđėČĔėĈ ← ĐČĔĖĈ ← ČĔIJĈ
/FTEN NOUNS OF TWO OR MORE SYLLABLES EG ĜĖČĚĔĖĸ DONT HAVE AN
IMINUTIVEJUSTADIMINUTIVE5SUALLYTHISISSOMEWHATINTUITIVEnIFTHE
NOUNISLONGANDHARDTOPRONOUNCEWHENYOUADDONTHEIMINUTIVE
SUFFIXTHATPROBABLYMEANSTHATITDOESNTHAVEONE
#ONVERSELY FOR NOUNS ENDING IN Ė AND loshn-koydesh NOUNS
ENDING IN Ĉ WHICH SOUNDS THE SAME  THE DIMINUTIVE AND IMINUTIVE
FORMS ARE THE SAME BECAUSE YOU CANT ADD ON ANOTHER Ė TO MAKE
ASEPARATEIMINUTIVE4HUS ĖĐĈĜčćSERVESASBOTHTHEDIMINUTIVEAND
IMINUTIVEOF ĈĜčć
.OTE THAT THE IMINUTIVE SUFFIX NEVER AFFECTS A WORDS STRESS EG
ĈĜčҔćz ĖĐĈĜčҔć

Culture point
Diminutives of names

)T IS VERY COMMON IN 9IDDISH SPEAKING CULTURE TO MAKE DIMINUTIVES
OFPEOPLESNAMESINORDERTOCONVEYAFFECTIONANDFAMILIARITY4HERE
ARE VARIOUS DIFFERENT WAYS OF MAKING NAMES DIMINUTIVE /NE WAY IS
BYADDINGTHE Đ¯AND ĖĐĖ¯SUFFIXESEG Đćĉćz ĖĐĈĔċ 4HEREISARANGE
OFOTHERDIMINUTIVESUFFIXESFORNAMESSOMEOFWHICHVARYBYDIALECT
&OREXAMPLEĖě¯ISUSEDIN,ITHUANIAN9IDDISHĖĝČ¯ANDčĝ¯IN0OLISH
9IDDISHAND ĉčĔ¯IN5KRAINIAN9IDDISH
62 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

Exercise 1
Make the following sentences negative, remembering to use ēīě where
appropriate.

ĐçĖēIJĕĖĎčĄ

ĜĖćĐčąĖĔīĝČijĈĐċĜ 
ČĔĖĉĉčćėĪĄēĖĔĖĊĜĖćĐčąčć 
ĖčĊčĉĉĖĐĖČĖìĔčćąčĐēąijĈĜčĒ 4
ĈĜčćIJēčĄēĖĔĪĉĉēČĔĖćĉČĕčć 5
ČĐĖĆĎĕIJČijĈćĉć 6
ĎĉąĜĖČĜĖĉĉIJČĕijĈĉć 7
ćčĒēĖĔĖĊēČĔĖćĉČĕčć 8
ČìĚČijĈĈĔċ 9

Exercise 2
Read the following excerpt from Khane’s journal. Put the nouns in bold
first into the diminutive and then into the iminutive.

Note:
3OME NOUNS ARE ALREADY IN THE DIMINUTIVE OR HAVE NO DIMINUTIVE
FORM SO YOU CAN PUT THEM STRAIGHT INTO THE IMINUTIVE /THERS HAVE
ADIMINUTIVEFORMBUTNOIMINUTIVE

ĦĄÛĆĊĄĦĀāĆćħĄĦĉĦĀħüüĐāûāûüĐāûĦćāøĀĈĞýýĄÿĐ
ĦĀāĆĐĊĆāĎĬħĄđĦĂĞøĀħüāþąĞùĦćýĬûĄāùĦćýøĐĊĀĎĈĊĬ
đāĀĦćýøĀĊù

Exercise 3
Look at this picture of Dovid’s house and say what is and isn’t
there.

Example ēijĐIJĕēčĄĖěĸijĕIJijćĊčĄĕĖ
ĎčěēčĄĜĖČĚĔĖĸēīěijČĝčĔĊčĄĕĖ
Unit 4: My flat is too small! 63

Exercise 4
Write a paragraph in Yiddish describing your house or flat/apartment.

Dialogue 2
(Audio 1:27)
$URINGDINNER+HANETELLS2OKHLAND$OVIDABOUTHERHOUSE

ĈĜčćIJĜĖćijĊĪĈIJēčĄĉČĕĔĪĉĉ ćĉć
ĊĪĈĕĪĜĆIJĊčĄĕĖĎĖĐćīĒĖĜĖćĔIJìĜćČčĒĊĪĈIJēčĄēĪĉĉĎčĄ ĈĔċ
ĎčěIJēĉĄēijĐIJĕIJēĜĖĒčĚĸijĐĝĜčĸ~ēĜĖĒčĚĕěĖĊČčĒ
ĜĖĔČĜĖĆąčĐĜĖīĊąijĈĎčĄ ēČĜijĆIJĉČĕijĈ Đ ċĜ
ēČĜijĆēčĄēĖĒĉĐąĎĕIJijćČĚčĄēĖĔĖĊĕĖēĉĄijč Ĕċ
Ĉ
ēČĜijĆēčĄēĚčĊēĉĄēĖĒĉěĐijĒIJĐčĉĉĎčĄĈčċĒIJ ĐċĜ
ēijĐIJĕĜĖĕĪĜĆIJijćĊčĄĕĖĊĪĈĕijćēĖĊĉĚēĖĒĉěĖěIJČČĊĉĒĜčĄ ĈĔċ
ĎĖĐěĔĖąĖĒĖĉĉěIJąĜĖďčąĖĝčć™ ččČčĒĐĉĸēĖĔĖĊĕijĉĉĕĖĚčĐijçĎĕIJČčĒ
ēijĐIJĕēčĄēĚčĊĉĚąčĐąijĈĎčĄĜĖČĚĔĖĸĖĕĪĜĆēĉĄĕĖěĸijĕēĉĄ
64 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

ēīĆĕĪĜIJĜĖĒČĕĸĜIJćĉćđīĈĜĖćēčĄĐčĸĉĚČĚčĊĉćĊIJēīĒĎčĄ Đ ċĜ
ēīĆĉĚĕĪĜIJąčĐĪĊIJČĝčĔąijĈĎčĄ ĈĔċ
ēĖĒČĆijĊĪĊIJ¯ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ ćĉć

$/6)$ VOYNSTUINAHOYZODERADIRE
+(!.% IKHVOYNINAHOYZMITDRAYANDEREMEYDLEKHESIZAGROYS
HOYZMITZEKSTSIMERNnlRSHLOFTSIMERNASALONUNAKIKH
2/+(, HOSTUAGORTNIKHHOBZEYERLIBGERTNER
+(!.% YOUNESZENENITSTDOASAKHBLUMENINGORTN
2/+(, AMEKHAYE
IKHVILAMOLKUMENUNZITSNINGORTN

+(!.% IRMUZTTAKEKUMENTSUZENDOSHOYZESIZDOAGROYSER
SALONMITASAKHPOLITSESVOSZENENFULMITYIDISHEBIKHER
BAKVEMEBENKLEKHUNSOFKESUNGROYSEFENTSTERIKHHOB
LIBTSUZITSNINSALON
2/+(, IKHMEYNAZDUZITSTTSUlLINDERHEYMDUDARFSTMER
AROYSGEYN

+(!.% IKHHOBNISHTAZOYLIBAROYSTSUGEYN
$/6)$ UMETUMIZGUTUNINDERHEYMIZBESERnAZOYZOGTMEN

$/6)$ Do you live in a house or a flat?

+(!.% I live in a house with three other girls. It’s a big house
with six rooms – four bedrooms, a living room, and a
kitchen.
2/+(, Do you have a garden? I really like gardens.
+(!.% Yes, and there are lots of flowers in [the] garden now.
2/+(, Bliss! I want to come and sit in [the] garden some time!
+(!.% You really have to come to see the house. There’s a big
living room with lots of shelves that are full of Yiddish
books, comfortable chairs and sofas, and big windows.
I love to sit in the living room.
2/+(, I think that you stay (literally: sit) at home too much.
You have to go out more!
+(!.% I don’t really like to go out.
$/6)$ There’s no place like home (literally: everywhere is good
and home is better) – that’s what they say (literally:
so says one)!
Unit 4: My flat is too small! 65

Vocabulary
HOUSE hoyz (dos)
ĕijćĊĪĈ
OR oder ĜĖćij
OTHER ander ĜĖćĔIJ
SIX zeks ĕěĖĊ
ROOMS tsimern ēĜĖĒčĚ
FOUR fir Ĝčĸ
GARDEN gortn (der)
ĜĖćēČĜijĆ
GARDENS gertner ĜĖĔČĜĖĆ
FLOWERS blumen ēĖĒĉĐą
BLISSADELIGHT mekhaye (di)
čć<ĖìďĖĒ>ĈčċĒ
TIMEOCCASION mol (dos)
ĕijćĐijĒ
SOMETIMESOMETIMESLITERALLY a mol ĐijĒIJ
ATIME
TOHAVETOMUST muzn ēĊĉĒ
SHELVES pWitses ĕĖĚčĐijҔç
9IDDISH*EWISHSEELANGUAGE yidish ĝčć™ čč
POINT
BOOKS bikher ĜĖďčą
CHAIRS benklekh ĎĖĐěĔĖą
SOFAS sofkes ĕĖěĸijĕ
ATHOMELITERALLYINTHEHOME in der heym đīĈĜĖćēčĄ
MORE mer ĜĖĒ
TOGOOUTSEELANGUAGEPOINT aroysgeyn; ēīĆĕĪĜIJ
5NIT arYstsugeyn ēīĆĉĚĕĪҔĜIJ
EVERYWHERE umetN đĉҔČĖĒĉĄ
IMPERSONALPRONOUNLIKETHE%NGLISH men ēĖĒ
@ONEORMOREINFORMALLY@YOU
SEELANGUAGEPOINT5NIT
66 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

Proverb

ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ
umetum iz gut un in der heym iz beser.
4HERESNOPLACELIKEHOMELITERALLYEVERYWHEREISGOOD
ANDATHOMEISBETTER 

Language points
3 The plural of nouns

,OOKING AT THE VARIOUS PLURAL NOUNS IN $IALOGUE  YOU CAN SEE THAT
9IDDISHHASMORETHANONEWAYOFFORMINGTHEPLURAL)NMANYCASES
YOUCANCONSISTENTLYPREDICTTHEPLURALFORMOFAGIVENNOUNBYLOOK
ING AT ITS SINGULAR FORM (ERE ARE THE RULES FOR FORMING THE PLURAL OF
SIXDIFFERENTTYPESOFNOUNS4HESERULESCANBEAPPLIEDCONSISTENTLY
TOALMOSTANYRELEVANTNOUN

 .OUNSENDINGIN ĖFORMTHEIRPLURALBYADDING ĕ¯

Example ĖĖěĜĖĜĖĐ ← ėěĜĖĜĖĐ

 Loshn-koydesh NOUNS ENDING IN Ĉ WHICH SOUNDS LIKE Ė IN THIS
POSITION USUALLY FORM THEIR PLURAL BY DROPPING THE Ĉ AND ADDING
Ğĉ¯WHICHSOUNDSLIKE ĕĖ¯INTHISPOSITION 
Example ğĊĜčć ← ĉĜčć
)NADDITIONSOMEloshn-koydeshNOUNSNOTENDINGINĈFORMTHEIRPLURAL
WITH Ğĉ¯INSUCHCASESTHEREMAYBEAVOWELCHANGEINTHEBASE

Example <ĕĖĔĪĝĖĐ>ğĊĔĉĝĐ ← LANGUAGE <ēĝijĐ>ēĉĝĐ

 -OST OTHER loshn-koydesh NOUNS FORM THEIR PLURALS BY ADDING
đč¯ SOMETIMES WITH A VOWEL CHANGE THAT YOU HAVE TO MEMORIZE
SEPARATELY 

Example <đčĜīĉĉIJď>ĒĎĜĶċ ← FRIEND <ĜĖĉĉIJď>ĜĶċ

.OTE4HESTRESSOFTHEWORDUSUALLYMOVESONESYLLABLECLOSERTO
THEENDWHEN đč¯ISADDEDTHEREBYREMAININGONTHEPENULTIMATE
SYLLABLEINBOTHTHESINGULARANDPLURAL 
Unit 4: My flat is too small! 67

 $IMINUTIVENOUNSFORMTHEIRPLURALSBYADDING ĎĖ¯

Example ďėĐěĔĖą ← ĐěĔĖą

 )MINUTIVENOUNSFORMTHEIRPLURALBYADDING Ď¯

Example ďĖĐĖěĔĖą ← ĖĐĖěĔĖą

 .OUNSOF3LAVICDERIVATIONENDINGINěčěčĔANDěIJFORMTHEIRPLURAL
BYADDING ĕĖ¯

Example ĖėěčĔćĉĔ ← ěčĔćĉĔ

(OWEVER NOT ALL NOUNS FORM THEIR PLURALS THIS SYSTEMATICALLY .OUNS
NOTBELONGINGTOTHEABOVECATEGORIESCANFORMTHEIRPLURALSINVARIOUS
WAYS AND THERE ARE NO CONSISTENT RULES DICTATING WHICH NOUNS TAKE
WHICHPLURALFORM4HISMEANSTHATOFTENYOUJUSTHAVETOMEMORIZE
THEPLURALOFNEWNOUNSTHOUGHTHEREAREOCCASIONALTENDENCIESTHAT
MAYHELPYOUGUESSSOMETIMES &ROMNOWONPLURALFORMSWILLAPPEAR
FOLLOWINGNEWNOUNSINTHEVOCABULARYLISTSANDCANBEFOUNDINTHE
GLOSSARYASWELL(EREARETHEREMAININGWAYSOFFORMINGPLURALS

 3UFFIX ĜĖ¯.OUNSWITHTHISPLURALOFTENENDINACONSONANTPLUS ć

Example ĝėćĐčą ← ćĐčą

 3UFFIX ĜĖ¯ PLUS INTERNAL VOWEL CHANGES 4HESE VOWEL CHANGES ARE
USUALLY THE SAME AS THOSE FOR THE DIMINUTIVE SEE LANGUAGE POINT
ABOVE 

Examples ĝėďĎą ← Ďĉą

ĝėĊíĈ ← ĊĪĈ
 3UFFIX ē¯ 4HIS IS A COMMON SUFFIX FOR NOUNS ENDING IN VARIOUS
CONSONANTS

Examples ĔĜĖĒčĚ ← ĜĖĒčĚ

Ĕďčě ← Ďčě
Ĕć™ čč ← *EW ć™ čč
ĔĝČĔĖĒ ← ĝČĔĖĒ
 3UFFIX ēĖ¯ 4HIS IS COMMON WITH BUT NOT LIMITED TO NOUNS ENDING
IN đANDCONSONANTPLUS ĐINNOUNSTHATARENOTDIMINUTIVES 

Examples ĔėĒĉĐą ← đĉĐą

ĔėĐěčČĜIJ ← ARTICLE ĐěčČĜIJ
68 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

 .O SUFFIX JUSTA VOWELCHANGE4HISCANBECOMPAREDTO%NGLISH

NOUNS LIKE FOOTPLURALFEET ANDGOOSEPLURALGEESE BUTIS MORE
COMMONIN9IDDISH4HEVOWELCHANGESAREGENERALLYTHESAMEAS
THOSELISTEDFORTHEDIMINUTIVE
Examples ĕĎĸ ← FOOT ĕĉĸ
ĆėČ ← ĆijČ
 3OMENOUNSHAVENODISTINCTPLURALFORMANDONLYCONTEXTCANTELL
YOUWHETHERTHENOUNISSINGULARORPLURAL
Example ĜĖČĚĔĖĸ ← ĜĖČĚĔĖĸ
Note:
7ITHTHEEXCEPTIONOF đč¯ADDINGAPLURALSUFFIXDOESNOTCAUSETHE
STRESSOFTHEWORDTOCHANGE

&INALLYBEARINMINDTHATYOUWILLOCCASIONALLYENCOUNTEREXCEPTIONS
TOTHERULESOUTLINEDABOVEFOREXAMPLESOMEloshn-koydeshNOUNS
TAKEPLURALSUFFIXESOTHERTHAN đč¯OR Ğĉ¯WHILESOMENOUNSNOTEND
INGIN ĖTAKETHEPLURALSUFFIX ĕ¯

4 The adjective ĞĎĈšĎĎ

4HEADJECTIVE ĝčć™ ččCANMEANEITHER@9IDDISHOR@*EWISH5SUALLYTHE
CONTEXTWILLMAKEITCLEARWHICHMEANINGISINTENDEDBUTSOMETIMES
THEWORDCANBEAMBIGUOUSFOREXAMPLEĜĖďčąĖĝčć™ ččCANMEANEITHER
@9IDDISHBOOKSOR@*EWISHBOOKS

Exercise 5 (Audio 1:29)

Rewrite the following sentences, putting the nouns in bold into the
plural form. Remember to make verbs and adjectives plural and to
remove the indefinite article when necessary.
ďĊĆIJČijĈĈĔċ

ēijćĔijĐēčĄČĔĪĉĉėĜĝėĝėđčć 
ēīĝĊčĄđèēėđĕijć 
ėĜĹĴĖIJČijĈĝėēĎěĜĖć 4
ĈđĎĆēīĝIJČijĈĐċĜ 5
ĆĔIJĐĊčĄćĴčĜĖć 6
ĝķČIJČčĒČćĖĜĐċĜ 7
đĖĉĉěIJąČĝčĔĊčĄĉĝĎĈĖĔīĐěčć 8
Unit 4: My flat is too small! 69

Supplementary text
(Audio 1:30)
! POPULAR SETTING FOR 9IDDISH TALES IS THE VILLAGE OF #HELM đĖĐĖď IN
0OLAND)N!SHKENAZIFOLKCULTURE#HELMISFAMOUSFORBEINGPOPULATED
BY FOOLS 4HE *EWS OF #HELM ēć™ čč ĜĖĒĖĐĖҔď OFTEN EMPLOY THEIR OWN
SPECIALBRANDOFBIZARRELOGICTOSOLVEPROBLEMSASINTHISSTORY#HECK
THEGLOSSARYATTHEENDOFTHEBOOKFORANYNEWWORDS

đĜĕėĆijĔĊąĔĈšĎĎĝėēėđėĐĬĊĊě

ČçĖĐĝĜĖēijĐIJĕēìĊĜIJĸĐěĔĖąìĔēīĝIJČĸĪěć™ ččĜĖĒĖĐĖďIJ

īĉĉĪĄ€ĜĖČĆijĊĜčČēìĊĉĚČĒĉěć™ ččĜĖćēĖĉĉđīĈIJĐěĔĖąĕijć

ēĉĄČĒĉěĜĖĒĖĐĖďĜĖćĔIJēIJĜčČēìĒĜIJĸĕĪĜĆĉĚĊčĄĐěĔĖąĕijć

ĜčĒijĐĕĪĜĆĜĖīĊĊčĄĜĖĒčĚĸijĐĝēìćēčĄĜĖČĚĔĖĸĜĖć€ČĆijĊ

ČĆijĊĜĖĒĖĐĖďĜĖČĝĜĖĜĖćĜĖČĚĔĖĸđĖćĎĜĉćĐěĔĖąĕijćēçĉČĝĔìĜIJ
ĕijć€ČĆijĊĜĶċĜĖć ēijČĜčĒēĖĔĖěĕijĉĉĎĪĈĉĚĊčĄĜĖČĚĔĖĸĜĖć€
čćēĸĜIJĉĉēĉĄĐěĔĖąĕijćēěIJĈĖĚēĖĔĖěĜčĒđĖĐąijĜçēīěČĝčĔĊčĄ
ĜĖČĚĔĖĸđĖćĎĜĉćĎĖĐěčČĝ
Unit Five
ĉČèĞēĔíĈčĕīĊĊõĊĊ
Where does your family live?

In this unit you will learn:

s HOWTOTALKABOUTFAMILY
s HOWTOCOUNTTO
s HOWTOASKABOUTANDGIVESOMEONESAGE
s HOWTOTELLTHETIME
s POSSESSIVEADJECTIVES
s THENOMINATIVEANDACCUSATIVECASES
s ABOUT3HABESTHE*EWISH3ABBATH

Dialogue 1
(Audio 1:32)
+HANEAND$OVIDARETALKINGABOUTTHEIRFAMILIES+HANELOVESTHE
IDEAOFHAVINGABIGFAMILYLIKE$OVIDBUT$OVIDISNOTQUITEAS
ENTHUSIASTIC

ēĖĒIJĊĉĚĖĐIJĜčĄČĔĪĉĉčĚ ĈċçĝĒēìćēčĄijćēĖĔĖĊēĝČĔĖĒĐĸčĉĉ  Ĕċ
Ĉ
IJĊčĄĜĖČĕĖĉĉĝēīĄĜĖćčĜąīĉĉĚēĉĄĜĖČĕĖĉĉĝīĉĉĚąijĈĎčĄ ćĉć
ēīĄēĉĄĜĖćĔčěĖĜĖīĊēĉĄēIJĒĜčĄČčĒČĔĪĉĉēĉĄ ĖČIJĈĖĆ¯ĈĔĉĞċ
ìąēĖĔĪĉĉīĉĉĚĖĜĖćĔIJčćēĉĄĎčĄĐĄĜûč ēčĄĈĶčĝčēčĄČĔĜĖĐĜĖćĉĜą
ēĜĖČĐĖĖĔìĒ
ĕĜĖČĖĸēĉĄĕĖĒĉĒĎĕIJĎĪĄĉČĕijĈ  Ĕċ
Ĉ
ČijĈĖĒIJĒčćēĉĄĜĖćčĜąīĉĉĚ ēĉĄĜĖČĕĖĉĉĝìĜćČijĈĖČIJČĜĖć ćĉć
ĊćĔĉĄēąĖĐēĖĔĪĉĉīĊēĉĸĎĕIJĜĖćčĜąìĜćēĉĄĜĖČĕĖĉĉĝ ėĔčĸ
ĜĖćĔčěĜĖČĕĖĉĉĝĎĕIJĜĖďčĊČĕijĈĉć ĖěIJČ ĈĔċ
ĕĖěĔčĊĉěěčĕìĜćēĉĄēĖĔčĊĉěěčĕìĜćĎĜĖąąijĈĎčĄijč ćĉć
Unit 5: Where does your family live? 71

ĕĖĚčĔĖĒčĐçēĉĄĕĖěčĔĖĒčĐçČčĒĕijĉĉēĉĄ ĈĔċ
ĜčĸĊčĄĖĚčĔĖĒčĐçčćēĉĄČĐIJĜijčēąčĊĊčĄěčĔĖĒčĐçĜĖćīĉĉĚĜijĔ ćĉć
ČĐIJĜijč
ĊčĄĕĖ¯ēīĐěĪĊIJĊčĄĈċçĝĒēìĒĈċçĝĒēìćìąēĖĔĪĉĉĐčĉĉĎčĄ ĈĔċ
ĖćīĊIJēĉĄĖąijąIJĖĒIJĒčćĖČIJČ ĜĖćĜijĔijć
ĊćĔĉĄìąĆijČēīĄčĉĉĜĖĒĜĖąijĞąĝėĪĄĊćĔĉĄĉĚēĖĒĉěČĕĊĉĒĉć ćĉć
ēĜĖĉĉĖĆĉĝĒČĕĔĖě ĉćēĉĄ

KHANE VImMENTSHNZENENDOINDAYNMISHPOKHETSIVOYNTIRALE
TSUZAMEN
$/6)$ IKHHOBTSVEYSHVESTERUNTSVEYBRIDEREYNSHVESTERIZA
KHASENE GEHATEUNVOYNTMITIRMANUNZEYEREKINDERUN
EYNBRUDERLERNTINYESHIVEINYISROELIKHUNDIANDERETSVEY
VOYNENBAYMAYNEELTERN
KHANE HOSTUOYKHASAKHMUMESUNFETERS
$/6)$ DERTATEHOTDRAYSHVESTERUNTSVEYBRIDERUNDIMAMEHOT
lNFSHVESTERUNDRAYBRIDERASAKHFUNZEYVOYNENLEBN
UNDZ
KHANE TAKEDUHOSTZIKHERASAKHSHVESTERKINDER

$/6)$ YOIKHHOBBEEREKHDRAYSIKKUZINENUNDRAYSIKKUZINKES
KHANE UNVOSMITPLIMENIKESUNPLIMENITSES
$/6)$ NORTSVEYDERPLIMENIKIZZIBNYORALTUNDIPLIMENITSEIZlR
YORALT
KHANE IKHVILVOYNENBAYDAYNMISHPOKHE
MAYNMISHPOKHEIZ
AZOYKLEYNnESIZDONORDERTATEDIMAMEABOBEUNA
ZEYDE
$/6)$ DUMUZSTKUMENTSUUNDZOYFSHABESOBERMERVIEYNTOG
BAYUNDZUNDUKENSTMESHUGEVERN

KHANE How many people are there in your family? Do you all live
together?
$/6)$ I have two sisters and two brothers. One sister is married
and lives with her husband and their children, and one
brother is studying in yeshiva in Israel. The other two and I
(literally: I and the other two) live with my parents.
KHANE Do you also have lots of aunts and uncles?
$/6)$ My (literally: the) father has three sisters and two brothers,
and my (literally: the) mother has five sisters and three
brothers. Many of them live near us.
72 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

KHANE Really? You must have (literally: you surely have) a lot of
cousins!
$/6)$ Yes, I have about thirty [male] cousins and thirty [female]
cousins.
KHANE And what about nephews and nieces?
$/6)$ Just two. My (literally: the) nephew is seven years old, and
my (literally the) niece is four years old.
KHANE I want to live with your family! My family’s so small – there’s
just my (literally: the) father, my (literally: the) mother, a
grandmother, and a grandfather!
$/6)$ You have to come to our house (literally: to us) for Shabes
(Shabbat/Sabbath). But more than one day with us and you
may go (literally: become) crazy!

Vocabulary
INTRODUCESAYESNO tsi čĚ
QUESTIONOPTIONAL
BUTQUITECOMMON
TOGETHER tsuzamen ēĖĒIJĊĉĚ
TWO tsvey īĉĉĚ
SISTERSISTERS shvester (di), – ~
čćĜĖČĕĖĉĉĝ
BROTHER bruder (der), brider ĜĖćčĜą
ĜĖćĜĖćĉĜą
MARRIEDWOMAN kLsene-gehate ĖČIJĈĖĆ¯<ĖĔĖĕIJҔď>ĈĔĉĞċ
(di), – ~
čć
HER ir, -e Ė¯ĜčĄ
HUSBANDMAN man (der), mener ĜĖĔĖĒ
ĜĖćēIJĒ
THEIR zeyer, -e Ė¯ĜĖīĊ
CHILD kind (dos), -er ĜĖ¯
ĕijććĔčě
TOSTUDYINTHEABOVE lernen ēĖĔĜĖĐ
CONTEXT
YESHIVAACADEMYFOR yeshive (di), -es Ğĉ¯
čć<ĖĉĉčĝĖč>ĈĶčĝč
THESTUDYOF4ALMUD
AND*EWISHLAW
MY mayn, -e Ė¯ēìĒ
PARENTS eltern PLURAL ēĜĖČĐĖ
Unit 5: Where does your family live? 73

AUNT mume (di), -s ĕ¯

čćĖĒĉĒ
UNCLE feter (der), -s ĕ¯
ĜĖćĜĖČĖĸ
THREE dray ìĜć
FIVE finf ėĔčĸ
NEAR lebn ēąĖĐ
US undz ĊćĔĉĄ
COUSIN shvesterkTnd (dos), -er ĜĖ¯
ĕijććĔčҔěĜĖČĕĖĉĉĝ
APPROXIMATELY beerekh <ĎĖĜĖĖą>ĎĜĖą
THIRTY draysik ěčĕìĜć
MALECOUSIN kuzTn (der), -en ēĖ¯
ĜĖćēčҔĊĉě
FEMALECOUSIN kuzin(k)e (di), -s ĕ¯
čćĖ
ěĔčĊĉě
NEPHEW plimenik (der), -es ĕĖ¯
ĜĖćěčĔĖĒčĐç
NIECE pliKnitse (di), -s ĕ¯
čćĖĚčĔĖҔĒčĐç
SEVEN zibn ēąčĊ
YEAR yor (dos), -n ē¯
ĕijćĜijč
OLD alt ČĐIJ
FATHERDAD tate (der), -s ĕ¯
ĜĖćĖČIJČ
MOTHERMUMMOM mame (di), -s ĕ¯
čćĖĒIJĒ
GRANDMOTHERGRANDMA bobe (di), -s ĕ¯
čćĖąiją
GRANDFATHERGRANDPA zeyde (der), -s ĕ¯
ĜĖćĖćīĊ
MORETHAN mer vi čĉĉĜĖĒ
CRAZY meshuge <ĖĆĉĝĖĒ>ĖĆĉĝĒ
TOBECOME vern ēĜĖĉĉ

Additional vocabulary

SON zun (der), zin ēčĊ

ĜĖćēĉĊ
DAUGHTER tokhter (di), tekhter ĜĖČďĖČ
čćĜĖČďijČ
WIFE vayb (dos), -er ĜĖ¯
ĕijćąìĉĉ
GRANDCHILD Hnikl (dos), -ekh ĎĖ¯
ĕijćĐěčĔīҔĄ
FATHER IN LAW shver (der), -n ē¯
ĜĖćĜĖĉĉĝ
MOTHER IN LAW shviger (di), -s ĕ¯
čćĜĖĆčĉĉĝ
BROTHER IN LAW shvoger (der), -s ĕ¯
ĜĖćĜĖĆijĉĉĝ
SISTER IN LAW shSgerin (di), -s ĕ¯
čćēčĜĖĆĖҔĉĉĝ
74 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

SON IN LAW eydem (der), -s/-es ĕĖ¯=ĕ¯

ĜĖćđĖćīĄ
DAUGHTER IN LAW shnur (di), -n/shnir ĜčĔĝ=ē¯
čćĜĉĔĝ
IN LAWS mekhutonim <đčĔijČĉďĖĒ>đčĔëĉċĒ
PLURAL
RELATIVE korev (der), kroyvim 
ĜĖć<ĉĉĖĜijě>ĶĉĜě
<đčĉĉĪĜě>đč¯

Language points
1 Possessive adjectives (my, your, his, etc.)

4HERE ARE TWO SETS OF POSSESSIVE ADJECTIVES IN 9IDDISH ONE USED
BEFORESINGULARNOUNSANDTHEOTHERBEFOREPLURALNOUNS(EREISTHE
SETUSEDBEFORESINGULARNOUNS5NLIKEOTHERADJECTIVESPOSSESSIVE
ADJECTIVESDONOTCHANGEDEPENDINGONTHEGENDEROFTHENOUN

ĜĖĊćĔĉĄ ēìĒ
OUR MY

ĜĖìĄ ēìć
YOURPLURAL YOURSINGULAR

ēìĊ
ĜĖīĊ HIS
THEIR ĜčĄ
HER

(ERE IS THE SET USED BEFORE PLURAL NOUNS )T ENDS IN Ė LIKE ALL OTHER
9IDDISHPLURALADJECTIVES

ėĜĖĊćĔĉĄ ėĔìĒ
OUR MY

ėĜĖìĄ ėĔìć
YOURPLURAL YOURSINGULAR

ėĔìĊ
ėĜĖīĊ HIS
THEIR ėĜčĄ
HER
Unit 5: Where does your family live? 75

#OMPARETHEUSEOFTHESINGULARANDPLURALPOSSESSIVEADJECTIVES

Plural Singular
ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĔìĒ ĈĶčĝčēčĄČĔĜĖĐćĔčěĔíē
-YCHILDRENSTUDYINYESHIVA -YCHILDSTUDIESINYESHIVA

ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĜĖĊćĔĉĄ ĈĶčĝčēčĄČĔĜĖĐćĔčěĝėċĈĕĊą
/URCHILDRENSTUDYINYESHIVA /URCHILDSTUDIESINYESHIVA

2 Numbers 0–100

(EREARETHE9IDDISHNUMBERSFROMZEROTO

ēĉĄīĉĉĚ 22 ėĐĖ  ĕĔīĄ 

ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ėĐĖĉĉĚ  WHENCOUNTING
ěčĕìĜć  ēĚìĜć  ēīĄ
ěčĚĜĖĸ  ēĚĜĖĸ  BEFOREANOUN
ěčĚĸĉĸ  ēĚĸĉĸ  īĉĉĚ 2
ěčĚďĖĊ  ēĚďĖĊ  ìĜć 3
ěčĚĖąčҔĊ  ēĚĖąčҔĊ  Ĝčĸ 4
ěčĚďIJ  ēĚďIJ  ėĔčĸ 5
ěčĚĔìĔ  ēĚĔìĔ  ĕěĖĊ 6
ČĜĖćĔĉĈ  ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ  ēąčĊ 7
ĐĉĔ  ēĉĄēīĄ  ČďIJ 8
ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ēìĔ 
ēĖĚ 
9OU CAN SEE THAT THE NUMBERS n ARE THE SAME AS THE NUMBERS
nPLUS ēĚ¯INMOSTCASESTHEREISAVOWELCHANGEASWELL
3IMILARLY THE NUMBERS n ARE FORMED BY TAKING THE NUMBERS
n AND REPLACING ēĚ¯ WITH ěčĚ¯ 4HE ONLY EXCEPTION IS  WHICH
HAS ěčĕ¯INSTEADOF ěčĚ¯
2EMEMBERTHATINALLCOMPOUNDNUMBERSETC THE
SINGLEDIGITCOMESFIRST

3 Ages

@(OWOLDAREYOUIN9IDDISHIS ĉČĕčąČĐIJčĉĉ
4HEANSWERIS ČĐIJĜijč________ ēčąĎčĄ)M????????YEARSOLD 
76 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

Exercise 1
Insert the possessive adjective that matches the pronoun provided in
brackets.

Example ĔíēĊčĄĈĔċ ← ĜĖČĕĖĉĉĝ<ĎčĄ>@@@@@@@@@@ĊčĄĈĔċ

ĜĖČĕĖĉĉĝ
ēĖĔčĊĉě<ĉć>@@@@@@@@@@@@@@@@@@@@ĖĐIJĉČĕĔĖěčĚ 
ĖĐĈĔċČĕīĈĜĖČĕĖĉĉĝ<ĜĖ>@@@@@@@@@@@@@@@@@@@@ 2
ēĜĖČĐĖ<ĜčĒ>@@@@@@@@@@@@@@@@@@@@ìąēĖĔĪĉĉĜčĒ 3
ĜĖćčĜą<ĜĖ>@@@@@@@@@@@@@@@@@@@@ČčĒČćĖĜćĉć 4
ĞąĝėĪĄĜĖČĖĸ<ĜčĄ>@@@@@@@@@@@@@@@@@@@@ĉĚČīĆĜčĄ 5
ćĔčěĜĖČĕĖĉĉĝ<īĊ>@@@@@@@@@@@@@@@@@@@@ąčĐēąijĈīĊ 6
ČĐIJĜijčěčĚĔìĔēĉĄīĉĉĚĊčĄĖĒĉĒ<ĎčĄ>@@@@@@@@@@@@@@@@@@@@ 7
ēīĐěĉĚĊčĄĈċçĝĒ<čĊ>@@@@@@@@@@@@@@@@@@@@ĊIJČĔīĒĈĔċ 8
ĕĖąiją<ĎčĄ>@@@@@@@@@@@@@@@@@@@@ČĝčĔēĖěĎčĄ 9
ĜĖćĉĜą<ĉć>@@@@@@@@@@@@@@@@@@@@ČčĒČĸijĉČĕćĖĜ  

Exercise 2
Say how old each of Dovid’s relatives is.

Example ČĐIJĜijčěčĚĖąčĊēĉĄĜčĸĊčĄĖĒĉĒčć ← 74 = ĖĒĉĒčć

26=ĜĖćĉĜąĜĖć

35=ĜĖČĕĖĉĉĝčć 2
=ĖěĔčĊĉěčć 3
73=ĜĖČĖĸĜĖć 4
7=ěčĔĖĒčĐçĜĖć 5
88=Ėąijąčć 6
=ĖćīĊĜĖć 7
59=ĖĒIJĒčć 8
Unit 5: Where does your family live? 77

Exercise 3
Label this illustration of Dovid’s family tree with the appropriate terms
(Ėąiją,z ĖćīĊ, etc.). Label the relatives as seen from Dovid’s point of view.
78 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

Dialogue 2
(Audio 1:34)
$OVIDHASINVITED+HANEAND2OKHLTOHISHOUSEFOR3HABES
2OKHLTELLS$OVIDANDHIS9IDDISH SPEAKINGRELATIVESABOUTHERFAMILY

ąčĐČĕijĈĉćĕijĉĉĜIJĸīČĝĜIJĸĎčĄćĉćěIJĒĝĖĆĪĊIJĊčĄēĕĖĕijć Đ ċĜ
ČĉĆĜĖīĊēďijěīĊēĜĖČĐĖčćìąēĖĔĪĉĉ ĉĚ
ěĜijč¯ĉčĔēčĄĖĐIJēĖĔĖĊ ĈċçĝĒēìćČĔĪĉĉôĉĉĖĐċĜ Ėąiją
ĜĖćĉĜąēĜĖČĐĖēIJąijĈĎčĄĜĖąijěĜijč¯ĉčĔēčĄēĖĔĪĉĉĖĒIJĒ¯ĖČIJČ Đ ċĜ
ĖĜĖĆĔ™ ččIJēĉĄĕĖĐĖĝĊćĔIJĕijĐēčĄĜĖćĉĜąēĜĖĆĔ™ ččIJĊčĜIJç ēčĄ
ĐijĖĜČĔijĒ ēčĄĜĖČĕĖĉĉĝ
ĈċçĝĒĜĖćēĉĸČìĉĉĪĊIJēĖĔĪĉĉĉĚĜĖĉĉĝĜĖďčĊĊčĄĕĖ ĖćīĊ
ĜĖćĉĜąēĜĖČĐĖđĖćēďĉĊIJąēĖěĎčĄĈčċĒIJĊčĄĕĖČĜĖěĜIJĸēīĔ Đ ċĜ
ĖĔīĐěĕijćēďĉĊIJąēĖěĎčĄēĉĄĊčĜIJçēčĄĖčĚIJěIJĉĉIJĐčĉĉĎčĄ ēĖĉĉ
ēĖĊēĖěĎčĄēĉĄĐijĖĜČĔijĒēčĄĖčĚIJěIJĉĉIJĐčĉĉĎčĄēĖĉĉĐĜĖČĕĖĉĉĝ
ěĜijč¯ĉčĔĎijĔěĔĖąĎčĄēĖĉĉēĜĖČĐĖ čć
ĕĖĐĖĝĊćĔIJĕijĐēčĄĜĖćĉĜąēĜĖĆĔ™ ččđĖćĉČĕďĉĊIJąēĉĄ Ėąiją
ĊĆĉĜąěčćĔĖČĝēĖĔĖĊĜčĒēĉĄČìĉĉĉĚĊčĄĕĖĈĐčĐċ ĐċĜ
ēīěČĝčĔĊčĄČĉĐąĜĖćĉĜąēìćČčĒĊĆĉĜąēìĊĉĚČĉĆČĝčĔĊčĄĕĖ Ė ąiją
ĜĖĕIJĉĉ
ēīĆĒīĈIJĊĉĒĎčĄĜĖĆīĊIJėĔčĸēĪĝĊčĄĕĖĪĄ ĐċĜ

2/+(, DOSESNIZAZOYGESHMAK
DOVIDIKHFARSHTEYFARVOS

DUHOSTLIBTSUVOYNENBAYDIELTERN
ZEYKOKHN
ZEYERGUT
"/"% ROKHELEVUVOYNTDAYNMISHPOKHEZENENALEIN
NYU YORK
2/+(, TATE MAMEVOYNENINNYU YORKOBERIKHHOBAN
ELTERNBRUDERINPARIZAYINGERNBRUDERINLOS
ANDZHELESUNAYINGERESHVESTERINMONTREOL
:%9$% ESIZZIKHERSHVERTSUVOYNENAZOYVAYTFUNDER
MISHPOKHE
2/+(, NEYNFARKERT
ESIZAMEKHAYEIKHKENBAZUKHN
DEMELTERNBRUDERVENIKHVILAVAKATSYEINPARIZUN
IKHKENBAZUKHNDOSKLEYNESHVESTERLVENIKHVILA
VAKATSYEINMONTREOLUNIKHKENZENDIELTERNVEN
IKHBENKNOKHNYU YORK
"/"% UNBAZUKHSTUDEMYINGERNBRUDERINLOSANDZHELES
Unit 5: Where does your family live? 79

2/+(, KHOLILE
ESIZTSUVAYTUNMIRZENENSHTENDIK

BROYGEZ
"/"% ESIZNISHTGUTTSUZAYNBROYGEZMITDAYNBRUDER

BLUTIZNISHTKEYNVASER

2/+(, OYESIZSHOYNlNFAZEYGER
IKHMUZAHEYMGEYN

2/+(, The food is so tasty! Dovid, I understand why

you like to live with your parents! They cook
really well.
'2!.$-/4(%2 Rokhele, where does your family live? Are [they] all
in New York?
2/+(, Mum and dad live in New York, but I have an older
brother in Paris, a younger brother in Los Angeles,
and a younger sister in Montreal.
'2!.$&!4(%2 It must be difficult to live so far from your (literally:
the) family.
2/+(, No, the opposite! It’s delightful. I can visit my
(literally: the) older brother when I want a holiday in
Paris, and I can visit my (literally: the) little sister
when I want a holiday in Montreal. And I can visit
my (literally: the) parents when I miss New York.
'2!.$-/4(%2 And do you visit your (literally: the) younger brother
in Los Angeles?
2/+(, God forbid! It’s too far, and we’re never on speaking
terms.
'2!.$-/4(%2 It’s not good not to be on speaking terms with
your brother! Blood is thicker than water (literally:
blood isn’t water)!
2/+(, Oh, it’s already five o’clock! I have to go home.

Vocabulary
FOOD esn (dos), -s ĕ¯
ĕijćēĕĖ
TOCOOK kokhn ēďijě
DIMINUTIVEOF2OKHL rokhele <ĖĐĖďijĜ>ĖĐċĜ
PARENTS tate-mame PLURAL ĖĒIJĒ¯ĖČIJČ
OLDER elter ĜĖČĐĖ
80 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

OLDERMASCULINEACCUSATIVE eltern ēĜĖČĐĖ

SEELANGUAGEPOINT
0ARIS parTz ĊčҔĜIJç
YOUNGER yinger ĜĖĆĔ™ čč
YOUNGERMASCULINEACCUSATIVE yingern ēĜĖĆĔ™ čč
SEELANGUAGEPOINT
,OS!NGELES los Adzheles ĕĖĐĖĝĊćĔIJҊ ĕijĐ
-ONTREAL montreW ĐijҔĖĜČĔijĒ
FAR vayt Čìĉĉ
OPPOSITEREVERSED farkGt ČĜĖҔěĜIJĸ
TOVISIT bazukhn ēďĉĊIJą
HOLIDAYVACATION vakatsye (di), -s ĕ¯
čćĖčĚIJěIJĉĉ
TOMISSTOLONGFOR benken nokh ĎijĔēĖěĔĖą
'ODFORBID kholile <ĖĐčĐijď>ĈĐčĐċ
FEUDINGNOTONSPEAKING broygez <ĊĖĆĪĜą>ĊĆĉĜą
TERMS
BLOOD blut (dos), – ~
ĕijćČĉĐą
ALREADY shoyn ēĪĝ
OCLOCK a zeyger ĜĖĆīĊIJ
TOGOHOME aheymgeyn ēīĆĒīĈIJ

Proverb

ĜĖĕIJĉĉēīěČĝčĔĊčĄČĉĐą
blut iz nisht keyn vaser.
"LOODISTHICKERTHANWATERLITERALLYBLOODISNOTWATER 

Language points
4 The nominative and accusative cases

3OFARWEHAVELEARNEDTHATIN9IDDISHTHEDEFINITEARTICLEANDADJEC
TIVESHAVEDIFFERENTSHAPESDEPENDINGONTHEGENDERANDNUMBEROF
THENOUNWITHWHICHTHEYAREASSOCIATED
Unit 5: Where does your family live? 81

)NADDITIONTHEDEFINITEARTICLEANDADJECTIVESMAYCHANGETHEIRSHAPE
DEPENDING ON WHAT THEIR ASSOCIATED NOUN IS DOING IN THE SENTENCE
3O FAR MOST OF THE NOUNS ADJECTIVES AND DEFINITE ARTICLES THAT WE
HAVE SEEN HAVE BEEN FUNCTIONING AS THE SUBJECT OF THE SENTENCE
7HENAWORDFUNCTIONSASASUBJECTWESAYTHATITISINTHE@NOMINA
TIVECASE
! WORD CAN ALSO BE THE DIRECT OBJECT OF A SENTENCE 4HIS MEANS
THATINSTEADOFDOINGTHEACTIONOFTHEVERBITISBEINGDIRECTLYAFFECTED
BY THIS ACTION &OR EXAMPLE IN THE SENTENCE ĐçĖ ēIJ ČĕĖ ĜĖćĉĜą ĜĖć
THE BROTHER EATS AN APPLE  ĜĖćĉĜą ĜĖć IS THE SUBJECT BECAUSE HE IS
PERFORMINGTHEACTIONEATING WHILEĐçĖēIJISTHEDIRECTOBJECTBECAUSE
ITISBEINGEATEN
!WORDFUNCTIONINGASTHEDIRECTOBJECTISSAIDTOBEINTHE@ACCUSA
TIVECASE)N9IDDISHTHEDEFINITEARTICLEOFMASCULINESINGULARNOUNS
CHANGESFROM ĜĖćTO đĖćINTHEACCUSATIVE

Accusative Nominative
ĜĖćĉĜąĒėĈČĕĖĐçĖēIJ ← ĐçĖēIJČĕĖĜĖćĉĜąĝėĈ
!NAPPLEEATSTHEBROTHER 4HEBROTHEREATSANAPPLE
.OTQUITEASCOMMON

)FWEADDADJECTIVESTOOURORIGINALSENTENCEWEGET

Accusative Nominative
ĜĖćĉĜąĔĆĉĐěĒėĈČĕĖĐçĖēIJ ← ĐçĖēIJČĕĖĜĖćĉĜąĝėĆĉĐěĝėĈ
!NAPPLEEATSTHECLEVER 4HECLEVERBROTHEREATSAN
BROTHER APPLE
82 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

3ONOTONLYTHEDEFINITEARTICLEBUTALSOTHEADJECTIVEASSOCIATEDWITH
AMASCULINESINGULARNOUNCHANGES5SUALLYTHENOMINATIVEĜĖ¯SUFFIX
CHANGESTO ē¯ASINTHEABOVEEXAMPLE4HEREAREONLYAFEWEXCEP
TIONSTOTHIS

 4HEMASCULINESINGULARACCUSATIVESUFFIXOFADJECTIVESWHOSEBASE
FORMENDSIN ēIS đĖ¯

Base form Accusative Nominative

Ĕīĝ ĆijČĒėĔīĝIJ=ĒėĈ ← ĆijČĝėĔīĝIJ=ĝėĈ
 4HEMASCULINESINGULARACCUSATIVESUFFIXOFADJECTIVESWHOSEBASE
FORMENDSIN đorINASTRESSEDVOWELDIPHTHONGIS ēĖ¯

Base form Accusative Nominative

RELIGIOUS ĒĉĜĸ ēIJĒĔėĒĉĜĸIJ=ĒėĈ ← ēIJĒĝėĒĉĜĸIJ=ĝėĈ
íĜĸ ēIJĒĔėìĜĸIJ=ĒėĈ ēIJĒĝėìĜĸIJ=ĝėĈ
 4HE MASCULINE SINGULAR ACCUSATIVE SUFFIX OF THE ADJECTIVE ìĔ IS
EXCEPTIONALITENDSIN đĖ¯INSTEADOFTHEEXPECTED ēĖ¯

Accusative Nominative
ČĔĖćĉČĕĒėìĔIJ=ĒėĈ ← ČĔĖćĉČĕĝėìĔIJ=ĝėĈ
$EFINITE ARTICLES AND ADJECTIVES ASSOCIATED WITH FEMININE AND NEUTER
SINGULAR NOUNS AS WELL AS WITH PLURAL NOUNS OF ALL GENDERS REMAIN
THESAMEINTHEACCUSATIVESOYOUVELEARNEDEVERYTHINGTHEREISTO
KNOWABOUTTHISCASE

5 Telling the time

4OASKWHATTIMEITISIN9IDDISHYOUSAYEITHER

ĜĖĆīĊĜĖćĊčĄĐĸčĉĉLITERALLYHOWMUCHISTHECLOCK OR
ĊčĄČĖçĝčĉĉLITERALLYHOWLATEIS;IT=
4HEANSWERIS

ĜĖĆīĊIJ________ ĊčĄĕĖ)TS????????OCLOCK
Example ĜĖĆīĊIJĕĔīĄĊčĄĕĖ
)TSONEOCLOCK
Unit 5: Where does your family live? 83

(ERE ARE THE OTHER EXPRESSIONS THAT YOU NEED TO BE ABLE TO TELL THE
TIMEIN9IDDISH

Example Expression

 ėĐĖĎijĔėĔčĸ ĎijĔ ________

????????PAST

 ēĖĚĎijĔĐČĖĜĸIJ ĐČĜĖĸIJ

AQUARTER

 ČďIJąĐIJĈ ???????? ąĐIJĈ

HALF????????
Note: )N9IDDISHYOU
LOOKFORWARDTOTHE
NEXTHOURSO ČďIJąĐIJĈ
MEANSRATHER
THAN

 īĉĉĚĜIJĸěčĚĔIJĉĉĚ ĜIJĸ=ĉĚ ________

īĉĉĚĉĚěčĚĔIJĉĉĚ ????????TO

 čĜĸĜĖćēčĄēìĔąĐIJĈ čĜĸĜĖćēčĄ

INTHEMORNING

 ijČčĒĎijĔìĜćĉĚĐČĜĖĸIJ ĆijČčĒĎijĔ

Ć INTHEAFTERNOON

 ČĔĉĉijēčĄĜĖĆīĊIJēąčĊ ČĔĉĉijēčĄ

INTHEEVENING

 ČďIJĔìąĕĔīĄąĐIJĈ ČďIJĔìą

ATNIGHT
ČďIJĔĖąĐIJĈ
MIDNIGHT

9IDDISH HAS NO WORDS FOR AM AND PM SO IF YOU WANT TO SPECIFY
JUSTADD čĜĸĜĖćēčĄETC
84 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

Culture point
Shabes

3HABES THE *EWISH 3ABBATH STARTS JUST BEFORE SUNSET ON &RIDAY
EVENINGANDLASTSAPPROXIMATELYHOURSUNTILNIGHTFALLON3ATURDAY
NIGHT3HABESISKEPTINVARIOUSWAYSBY*EWSOFDIFFERENTDENOMINA
TIONS AND LEVELS OF OBSERVANCE !N /RTHODOX FAMILY LIKE $OVIDS
OBSERVES 3HABES IN THE TRADITIONAL MANNER WOMEN AND GIRLS SAY A
BLESSINGANDLIGHTCANDLESTOMARKTHEBEGINNINGOF3HABESANDTHERE
IS A SHORT SYNAGOGUE SERVICE FOLLOWED BY A &RIDAY EVENING MEAL IN
THEHOMETOWHICHGUESTSARECOMMONLYINVITED4HEMEALSTARTSWITH
BLESSINGSRECITEDOVERWINEANDTWOLOAVESOFĈĐċ<ĖĐIJď>BRAIDEDEGG
BREAD AND INCLUDES TRADITIONAL !SHKENAZI FOOD LIKE CHICKEN SOUP
KUGELANDTSIMESSEE5NITFORDETAILS )NADDITION ĞĉĜčĒĊ<ĕĖĜčĒĊ>
(EBREW AND !RAMAIC SONGS ARE OFTEN SUNG AT THE 3HABES TABLE )N
THEMORNINGTHEREISALONGERSYNAGOGUESERVICEATWHICHTHEWEEKS
ĈĝĜç<ĖĝĜIJç>4ORAHPORTIONISREAD!FTERSYNAGOGUETHEREISANOTHER
MEAL OFTEN WITH GUESTS AND SONGS AND USUALLY INCLUDING CHOLENT A
TRADITIONAL 3HABES DISH OF POTATOES BEANS AND MEAT THAT IS MADE
BEFORE 3HABES AND LEFT TO COOK ALL &RIDAY NIGHT !CTIVITIES CLASSIFIED
AS WORK ACCORDING TO *EWISH LAW ARE PROHIBITED ON 3HABES WHICH
MEANSTHATTHERESTOFTHEDAYISUSUALLYSPENTRELAXINGVISITINGFRIENDS
SLEEPING OR STUDYING *EWISH TEXTS ,ESS OBSERVANT *EWS MAY KEEP
SOMEORALLOFTHESETRADITIONSTOVARYINGDEGREESBUTFOODFRIENDS
RELAXATIONANDSTUDYARECENTRAL3HABESTHEMESFOR*EWSACROSSTHE
DENOMINATIONS
Unit 5: Where does your family live? 85

Exercise 4
Insert the correct forms of the definite article. Some require the nomina-
tive, while others require the accusative.

ěčĔĖĒčĐç@@@@@@@@@@@@@@@@@@@@ćąčĐČijĈĖČIJČ@@@@@@@@@@@@@@@@@@@@ć

ēĕĖ@@@@@@@@@@@@@@@@@@@@ćēďijěēĜĖČĐĖ@@@@@@@@@@@@@@@@@@@@ć 2
ČĸijĖąiją@@@@@@@@@@@@@@@@@@@@ćČĖĊćĔčě@@@@@@@@@@@@@@@@@@@@ć 3
ĊĆĉĜąēĖĔĖĊĖćīĊ@@@@@@@@@@@@@@@@@@@@ćēĉĄĜĖČĖĸ@@@@@@@@@@@@@@@@@@@@ć 4
ĜĖćĉĜą@@@@@@@@@@@@@@@@@@@@ćČďĉĊIJąĜĖČĕĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ć 5
ĐěčĔīĄ@@@@@@@@@@@@@@@@@@@@ćąčĐČijĈĖćīĊ@@@@@@@@@@@@@@@@@@@@ć 6

Exercise 5
Insert the correct nominative and accusative definite article and adjective
suffixes into this excerpt from Khane’s journal.

ĐĊûýĐù@@@@@@@@ĐĊĀĄĊ@@@@@@@@ûùāĄĀħüāþĐĊûāĐùğýýĎĀħüĄÿĐ
ĀħüāþĐĊûýĐù@@@@@@@@ĐĊúĈ’āā@@@@@@@@ûùāĄĞþĦĀđāĈĀħüāþĐĊùħ
@@@@@@@@ ĈğĄďĦĀħüĐĊĀĉĊýýđ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ĐĊúĈ’āāĦĂĞø
ĀĬĞďāþďāĈĊĆāĄÛ@@@@@@@@ ĈğĄďĐāøćăýþĦùýĎùāĄĀħüĄÿĐûĈāď
ćĊýýĐĊûĈāďĐĦĬąĄāĬ@@@@@@@@àĈĦĐĊûħĂýù@@@@@@@@ ĈğđĦďāûĈĊĀđ
@@@@@@@@ûćýøďāĈĊĆāĄÛ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ûĀăýþĦùāþ
ĄħĊĐĀĈħĆćāøąāĪýĐď@@@@@@@@ĐĊûĈĦ
86 Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

Exercise 6
Say what time it is in each of the following pictures.

Exercise 7 (Audio 1:35)

Use the following list to say what Rokhl does at different times during
the day.

Example īĉĉĚĕIJĐěēčĄČīĆĐċĜ ← ĕIJĐěēčĄČīĆ


ĆijČčĒĎijĔĜĖĆīĊIJ

 COFFEE ĖĉĉIJěČěĔčĜČ


 ČĖąĜIJĒīĈČąìĜĝ 2
 đijĜěĜĖďčąēčĄČīĆ 3
 MIDDAYMEAL ĕĖĒĖĜIJҔĉĉČĕĖ 4
 đīĈIJČīĆ 5
 ĖĜĖĝČĖĉĉČĕĖ 6
 ijĔčěēčĄČīĆ 7
 ijĔčěēĉĸěčĜĉĚČĒĉě 8

Exercise 8
Write a paragraph in Yiddish describing what you do at different times
of the day.
Unit 5: Where does your family live? 87

Supplementary text
(Audio 1:36)
4HISISANOTHER 9IDDISHFOLKTALEWHICHINCORPORATESSURPRISINGLOGIC

ĘđėċĎąĔĆĎċĔĊąĔĆĎċ

ČĆĖĜĸēĕĖČěčćĔĖĜĖēĖĉĉĖĒĝČĖĜěIJēčĄĖĜĖĝČĖĉĉēĕĖČīĆēIJĒIJ
 ēĐijĚIJąĎčĄĊĉĒĐĸčĉĉ€ĖČĞčąĈ¯ĐĖąčćĜĖ
ĎĪĄ¯ČĪĜąēĝijĜĆēąčĊ¯ĕĖąĐĉąČčĒĝīĐĸ€ČĆijĊĖĞČčąĈ¯ĐĖąčć
ēĝijĜĆėĐĖēĖĒIJĊĉĚēĝijĜĆēąčĊ
ēĚĜĖĸĊčĄēąčĊēĉĄēąčĊ€ĜĖćĒĖĜĸĜĖćČĆijĊěčČďčĜČĝčĔĊčĄĕijć€
ėĐĖČĝčĔ
ĎčĄ ĕijĉĉĜIJĸĉČĕīĉĉ€ĖČĞčąĈ¯ĐĖąčćČĆijĊěčČďčĜĊčĄĕijćēīĔ€
ĜčĸĎĪĄČijĈēIJĒĜĖìĔēìĒēIJĒēČĝĜĖēìĒēĉĸĜĖćĔčěĜčĸąijĈ
ĊIJČĕīĈĕijćēĖĒIJĊĉĚĜĖćĔčěìĜćĎijĔēąijĈĜčĒĜĖčĜĸēĉĸĜĖćĔčě
ėĐĖijćēĖĔĖĊĕĖĜĖąijĜĖćĔčěēąčĊČijĈĜĖēĉĄĜĖćĔčěēąčĊąijĈĎčĄ
ēĚĜĖĸČĝčĔĊĪĈĜĖĊćĔĉĄēčĄĜĖćĔčě
Unit Six
ĬĊĊĝĎēčĊčèĴĜĝėĈ
My head hurts!

In this unit you will learn:

s PARTSOFTHEBODY
s HOWTODESCRIBEPEOPLE
s HOWTOTALKABOUTHEALTHILLNESSANDGOINGTOTHEDOCTOR
s THEDATIVECASE
s THEIMPERSONALPRONOUN ĖĒ=ēĖĒ
s CONTRACTIONSWITHPREPOSITIONSANDTHEDEFINITEARTICLEINTHE
ACCUSATIVEANDDATIVE
s THEFORMOFNAMESINTHEACCUSATIVEANDDATIVE
s ABOUTNOUNSTHATDECLINEINTHEACCUSATIVEANDDATIVE
s HOWTOEXPRESSPOSSESSION

&ROM NOW ON THERE WILL BE NO %NGLISH TRANSLATIONS OF THE DIALOGUES
AND NO 2OMAN TRANSLITERATION OF THE DIALOGUES OR VOCABULARY LISTS
$ONTWORRYTHISISANACHIEVEMENTnYOUHAVEPROGRESSEDFARENOUGH
INYOURSTUDYOF9IDDISHTOMANAGEWITHOUTTHEM

Dialogue 1
(Audio 1:38)
2OKHLISSHOWING$OVIDAND+HANEPHOTOSOFARECENTVISITTO
.EW9ORKANDTELLINGTHEMABOUTTHEFRIENDSTHATSHESAWTHERE

ĜijĈĖČĐĊìĜěĖĆĖćĔijĐąčćČčĒĐćīĒĕijćĊčĄĜĖĉĉ Ĉ Ĕċ
ēčĄČąìĜĝčĊĖěČĕčĐIJĔĜĉĝĊIJĊčĄčĊĜëĕĄĖČĜĶċēìĒĊčĄĕijć ĐċĜ
ĕČĜĖĉĉĜijĸ€ ēĝčć™ ččđĖć
Unit 6: My head hurts! 89

ĜĖćėĪĄĐĜĖĆĔčĸēīĝIJČĆijĜČčĊĪĄĐďīĒĝđĖĔīĝIJČijĈčĊ ĈĔċ
ČĔIJĈĜĖěĔčĐ
đčĔçēćĔĉĜđĖćČčĒĜĉċąđĖćĜčĄČĖĊēąijĈĈĔĉĞċćĐIJąČīĆčĊijč ĐċĜ
ēĞċĜčĄĊčĄĜĖđīċČĕīĈĜĖ ćĜijąĜĖČĪĜ ĜĖćēĉĄ
ĎĉąĜĖČĜĖĉĉIJČĐIJĈĜĖ ēĆĪĄĖĔĪĜąčćČčĒēIJĒĜĖďĪĈĜĖćĊčĄĜĖĉĉ ćĉć
ēčĄĎĉąĜĖČĜĖĉĉIJĜĖČĔĖīĐĕijĉĉĜIJĸČĔIJĈĜĖČďĖĜ ĜĖćēčĄ
 ēIJĜijČĕĖĜ
IJĕĖçĖěčćĔĖČĝČijĈĜĖēďIJĜçĝēčĄČąčĐĜIJĸĊčĄĜĖėĕĉčĊčĄĕijć ĐċĜ
ėĪĄĐČčĈēĖĪĐąđĖćČčĒĪĜĸčćĜčĄČĖĊČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉ
čĊĊIJČĆijĊĖĒĐĉĝIJēčĄĝčć™ ččČĔĜĖĐčĊđčĜĒČĕīĈčĊ çijěđĖć
ĖěĜĖĜĖĐ ĖČĉĆIJĜĖīĊĊčĄ
ĈąčĕĒIJėĪĄČĕĚĔIJČĉććĐčąČĔIJĕĖĜĖČĔčĄēIJĊčĄĕijćĐċĜ ĈĔċ
ēĚĔIJČČĝčĔēĖěĎčĄĎĖĐěĖĜĝĊčĄĕĖćĐčąđĖćėĪĄČĝčĔČěĉě ĐċĜ
ĕčĸĖěĔčĐīĉĉĚ ąijĈĎčĄ~

Vocabulary
BLOND ćĔijĐą
CURLY ČĐĊìĜěĖĆ
FEMALE FRIEND ĕ¯
čć<ĖČĜĖĉĉIJҔď> ĖČĜĶċ
%STHER <ĜĖČĕĖ>ĜëĕĄ
FEMALE JOURNALIST ĕ¯
čćĖěČĕčĐIJĔĜĉĝĊ
&ORVERTS&ORWARD APROMINENT
ĜĖćĕČĜĖĉĉĜijĸ
WEEKLY9IDDISHNEWSPAPER
BASEDIN.EW9ORK
SMILE ēĖ¯
ĕijć=ĜĖćĐďīĒĝ
TOWEARTOCARRY ēĆijĜČ
RING ĎĖ¯
ĕijćĐĜĖĆĔčҔĸ
LEFT ěĔčĐ
HAND ČĔĖĈ
čćČĔIJĈ
SOON ćĐIJą
GETMARRIEDSEELANGUAGE ēąijĈ<ĖĔĖĕIJҔď>ĈĔĉĞċ
POINT5NIT
BOYGUY đčĜĉċą
ĜĖć<ĜĖďiją>Ĝĉċą
<đčĜĉďiją=đčĜĖďijҔą>
ROUND ćĔĉĜ
90 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

RED ČĪĜ
BEARD ćĜĖą
čć ćĜiją
#HAIMMANSNAME <đ™ čIJď>đīċ
FIANCÏGROOM đčĔĞċ
ĜĖć<ēĕijď>ēĞċ
<đčĔIJĕIJď>
TALLHIGH ĎĪĈ
BROWN ēĪĜą
EYE ē¯
ĕijćĆĪĄ
TOHOLD ēČĐIJĈ
RIGHT ČďĖĜ
*OSEPH <ėĖĕijč=ėĖĕĪč>ėĕĉč
INLOVE
ēčĄ+ČąčҔĐĜIJĸ
SOMETHINGSOMEKINDOF ĕĖçĖ
BLUE ĪĐą
HAT ĎĖ¯
ĕijćĐČčĈ
HEAD çijě
-IRIAM <đĖčĜčĒ>đčĜĒ
SCHOOLCANALSOMEAN ē¯
čćĐĉĝ
@SYNAGOGUE
ONETHEYYOUSEELANGUAGE ĖĒ
POINT
PARTY Ğĉ¯
čć<ĖąčĕĖĒ>ĈąčĕĒ
TOLOOK ēěĉě
TERRIBLE ĎĖĐěĖĜĝ
FOOTLEG ĕčĸ
ĜĖćĕĉĸ

Additional vocabulary

EAR ē¯
ĕijć=ĜĖćĜĖĪĄ
SIDELOCK Ğĉ¯
čć<Ėīç>ĈĄç
TOHEAR ēĜĖĈ
NOSE ĊĖĔ
čćĊijĔ
CHEEK ē¯
čćěIJą
MOUSTACHE (PLURAL ĕĖĚĔijĉĉ
MOUTH ĜĖĐìĒ
ĕijćĐĪĒ
Unit 6: My head hurts! 91

TOOTH ēīĚ
ĜĖćēijĚ
TONGUE ĜĖĆĔčĚ
čćĆĔĉĚ
CHIN ĕ¯
čćĖąĒijĆ
NECK ĕ¯
ĜĖćēěIJĔ
SHOULDER ēĖ¯
ĜĖćĐĕěIJ
BACK ĕ¯
ĜĖćēěĉĜ
CHEST ČĕčĜą
čćČĕĉĜą
HEART ĜĖĚĜĖĈ
ĕijćęĜIJĈ
STOMACH ĜĖďìą
ĜĖćĎĪą
BELLY BUTTON ĕĖ¯
ĜĖćěčçĉç
ARM ĕ¯
ĜĖćđĖĜij
ELBOW ĕ¯
ĜĖćēĆĪąĔĐĖҔ
lNGER ~
ĜĖćĜĖĆĔčĸ
KNEE ēĖ¯=¯
čć=ĜĖćčĔě

Language points
1 The dative case

7EVE ALREADY LOOKED AT THE NOMINATIVE CASE WHICH IS USED FOR THE
SUBJECTOFASENTENCEANDTHEACCUSATIVEWHICHISUSEDFORTHEDIRECT
OBJECT4HEREISONLYONECASELEFTTHEDATIVE4HISCASEISUSEDWITH
INDIRECTOBJECTS!STHENAMESUGGESTSANINDIRECTOBJECTISAFFECTED
INDIRECTLY BY THE ACTION OF THE VERB IN CONTRAST TO THE DIRECT OBJECT
WHICHDIRECTLYSUFFERSTHEEFFECTOFTHEACTION,ETSLOOKATTHEEXAMPLE
OFTHEBROTHERANDTHEAPPLEAGAIN

ĐçĖēIJČĕĖĜĖćĉĜąĜĖć
4HEBROTHEREATSANAPPLE

.OW LETS SAY THAT WE WOULD LIKE TO KNOW how when OR where THE
BROTHEREATSTHEAPPLE7ECANELABORATEANDENDUPWITHSOMETHING
LIKETHIS

ĜĝijèijĔĎąĐçĖēIJČĕĖĜĖćĉĜąĜĖć
4HEBROTHEREATSANAPPLEin a park

ěĜIJç IJ IS THE INDIRECT OBJECT THAT GIVES US THIS EXTRA INFORMATION
AND THEREFORE IS IN THE DATIVE CASE 9OU CAN ALSO SEE THAT THE
INDIRECTOBJECTFOLLOWS ēčĄWHICHISAPREPOSITION!PREPOSITIONISA
92 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

WORD GIVING INFORMATION ABOUT THE POSITION OR RELATIONSHIP BETWEEN

TWO OR MORE THINGS /THER PREPOSITIONS WEVE ALREADY SEEN INCLUDE
ēĉĸz ČčĒz ėĪĄAND ēĆĖĉĉ )N9IDDISHANYNOUNFOLLOWINGAPREPOSITION
ISCONSIDEREDANINDIRECTOBJECTANDSOMUSTBEINTHEDATIVECASE
!S IN THE NOMINATIVE AND ACCUSATIVE IN THE DATIVE SINGULAR THE
DEFINITEARTICLEANDADJECTIVECHANGE!GAININTHEPLURALTHEREARENO
CHANGES(EREISTHECOMPLETETABLEOFTHEDATIVE

ĜĶċĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ ē¯ đĖć=IJ -ASCULINE

ĖČĜĶċĝėĆĉĐěĝėĈČčĒČćĖĜĐċĜ ĜĖ¯ ĜĖć=IJ &EMININE

ĐćīĒĆĉĐěIJČčĒČćĖĜĐċĜ ~ IJ .EUTER
ĐćīĒĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ ē¯ đĖć
ėĆĉĐě
ĎĈČčĒČćĖĜĐċĜ Ė¯ čć=¯ 0LURAL
ĎĖĐćīĒ=ĕĖČĜĶċ=đčĜĶċ

4HEREARETWOIMPORTANTPOINTSTONOTEHERE
&IRST IF YOU COMPARE THE ARTICLE AND ADJECTIVE SUFFIXES OF THE
DATIVE WITH THOSE OF THE NOMINATIVE AND ACCUSATIVE YOU CAN SEE
THAT THE ARTICLE AND ADJECTIVE ALWAYS FORM A UNIT 4HUS WHENEVER
THEARTICLEIS đĖćTHEADJECTIVEENDSIN ē¯THISAPPLIESTOTHEMASCU
LINE ACCUSATIVE AND DATIVE AS WELL AS TO THE NEUTER DATIVE 3IMILARLY
WHENEVER THE ARTICLE IS ĜĖć THE ADJECTIVE ENDS IN ĜĖ¯ THIS APPLIES
TOTHEMASCULINENOMINATIVEANDFEMININEDATIVEWHICHMAYBECON
FUSINGATFIRST

3ECOND NEUTER ADJECTIVES HAVE TWO DIFFERENT SUFFIXES DEPENDING
ONWHETHERTHEYAREPRECEDEDBYTHEDEFINITEORINDEFINITEARTICLEJUST
ASTHEYDOINTHEOTHERTWOCASES 
4HIRD REMEMBER THAT REGARDING MASCULINE AND NEUTER DATIVE
ADJECTIVESTAKINGTHE ē¯SUFFIXTHESAMEEXCEPTIONSTHATWELEARNTIN
5NIT  WILL APPLY IE IF THE ADJECTIVE ENDS IN ē THE SUFFIX IS đĖ¯ ETC
&OREXAMPLE

ĜëĕĄČĕīĈĐďīĒĝĒėĔīĝĒėĈČčĒĐćīĒĕijć
4HEGIRLWITHTHEBEAUTIFULSMILEISCALLED%STHER

(ERE IS A SUMMARY CHART OF THE ARTICLES AND ADJECTIVES IN ALL THREE
GENDERSANDCASES
Unit 6: My head hurts! 93

$ATIVE !CCUSATIVE .OMINATIVE

ēIJĒĔČĉĆĒėĈ ēIJĒĝėČĉĆĝėĈ -ASCULINE

ēIJĒĔČĉĆIJ ēIJĒĝėČĉĆIJ
ĪĜĸĝėČĉĆĝėĈ ĪĜĸėČĉĆĎĈ &EMININE
ĪĜĸĝėČĉĆIJ ĪĜĸėČĉĆIJ
ĎĉąĔČĉĆĒėĈ ĎĉąėČĉĆĖĴĈ .EUTER

ĎĉąČĉĆIJ
ĜĖďčąēĖĪĜĸĜĖĔĖĒėČĉĆ
ĎĈ 0LURAL

)N ADDITION A FEW VERBS CAUSE ANY FOLLOWING NOUN TO GO INTO THE
DATIVEEVENWITHOUTAPREPOSITION4HEMOSTCOMMONOFTHESEVERBS
ARE ēĸĐĖĈHELP  ēąĖĆGIVE  ēĆijĊSAY AND ēĐīĚĜĖćTELL 4HEFOLLOWING
EXAMPLESSHOWYOUHOWTHISWORKS

ćĔčěĒėĔīĐěĒėĈČĸĐĖĈĈĔċ
+HANEHELPSTHESMALLCHILDDATIVE 

đĐčĸđĖćēĆĖĉĉĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ
2OKHLTELLSTHESTUDENTDATIVE ABOUTTHElLM

4HEVERBSēąĖĆANDēĐīĚĜĖćCANADDITIONALLYHAVEADIRECTOBJECT4HIS
ISTHETHINGTHATISGIVENEGABOOKAPRESENT ORTOLDEGASTORY
A JOKE  AS OPPOSED TO THE PERSON TO WHOM IT IS GIVEN OR TOLD 4HE
DIRECTOBJECTISINTHEACCUSATIVECASEASYOUWOULDEXPECT

ĈûĖĒĎĈĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ
2OKHLTELLSTHESTUDENTDATIVE THESTORYACCUSATIVE 

2 The impersonal pronoun ėē=Ĕėē

4HEIMPERSONALPRONOUN ēĖĒORTHEVARIANTFORM ĖĒISEQUIVALENTTO

THE%NGLISH@ONE@THEYOR@YOUWHENREFERRINGTOAGENERALUNSPE
CIFIEDSUBJECT)TISVERYCOMMONLYUSEDIN9IDDISH9OUSAWANEXAMPLE
OFITIN$IALOGUEWHEN2OKHLSAID

ĖěĜĖĜĖĐĖČĉĆIJĜĖīĊĊčĄčĊĊIJČĆijĊėē
TheySAYoneSAYSTHATSHESAVERYGOODTEACHER
94 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

ĖĒ=ēĖĒISALWAYSUSEDWITHATHIRDPERSONSINGULARVERB4HETWOVARI
ANTSAREINTERCHANGEABLEWHENAPPEARINGBEFORETHEVERBASIN
ēĜĖĪĄčćČčĒČĜĖĈĔėē
ēĜĖĪĄčćČčĒČĜĖĈėē
/NEHEARSYOUHEARWITHTHEEARS
(OWEVERIFTHEPRONOUNFOLLOWSTHEVERBEGINAQUESTION YOUHAVE
TO USE ēĖĒ 4HUS IN THE FOLLOWING EXAMPLE ONLY ēĖĒ IS CORRECT ĖĒ IS
NOTPOSSIBLE
ĖěĜĖĜĖĐĖČĉĆIJĊčĄčĊĊIJĔėēČĆijĊ
$OTHEYDOESONESAYTHATSHESAGOODTEACHER

Exercise 1
Insert the correct dative form of the definite article into the following
sentences.

ČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ćČčĒČćĖĜćĉć

ČĔIJĈ@@@@@@@@@@@@@@@@@@@@ćėĪĄĐĜĖĆĔčĸIJČijĈĐćīĒĕijć 
Ďĉą@@@@@@@@@@@@@@@@@@@@ćēĆĖĉĉēćĖĜĜčĒ 
ĖěČĕčĐIJĔĜĉĝĊ@@@@@@@@@@@@@@@@@@@@ćČčĒĖĜĖĝČĖĉĉČĕĖĐċĜ 
ćĐčą@@@@@@@@@@@@@@@@@@@@ćėĪĄēěĉěćĉćēĉĄĈĔċ 
ēčĊĉěēìĒĊčĄćĜiją@@@@@@@@@@@@@@@@@@@@ćČčĒēIJĒĜĖć 6
ĖěĜĖĜĖĐ@@@@@@@@@@@@@@@@@@@@ćėĐĖĈĎčĄ 7
ĜĖćĐčąĖìĔčćđčĜĶċ@@@@@@@@@@@@@@@@@@@@ćČčĆĐċĜ 8

Exercise 2
Add the correct dative suffixes onto the definite articles and adjectives
in the following sentences.

ČĔIJĈ@@@@@@@@@@@@@@@@ěĔčĐ@@@@@@@@@@@@@@@@ćČčĒČąìĜĝĈĔċ

ĆĔĉČìĚ@@@@@@@@@@@@@@@@ìĔ@@@@@@@@@@@@@@@@ćēčĄĐěčČĜIJēIJēĖĔĖīĐĜčĒ 
ćĜiją@@@@@@@@@@@@@@@@ćĔijĐą@@@@@@@@@@@@@@@@ćČčĒēIJĒđĖćĉČĕĖĊ 
ĜëĕĄČĕīĈĐďīĒĝ@@@@@@@@@@@@@@@@Ĕīĝ@@@@@@@@@@@@@@@@ćČčĒĐćīĒĕijć 
ĖěĜĖĜĖĐIJĊčĄĜijĈ@@@@@@@@@@@@@@@@ČĐĊìĜěĖĆ@@@@@@@@@@@@@@@@ćČčĒĪĜĸčć 
ČijČĝ@@@@@@@@@@@@@@@@ĕĪĜĆ@@@@@@@@@@@@@@@@ćēčĄēĖĔĪĉĉĉĚąčĐČijĈĐċĜ 6
ěčćĉĉĖĔċĊčĄēěIJą@@@@@@@@@@@@@@@@ČĪĜ@@@@@@@@@@@@@@@@ćČčĒćĔčěĕijć
7
(CHARMINGCUTE <ěčćĉĉĖĔīҔď>
ąĉČĝ@@@@@@@@@@@@@@@@ĒĖĉĉěIJą@@@@@@@@@@@@@@@@ćēčĄČĸijČĚčĊĈĔċ
8
ČĔIJĈ@@@@@@@@@@@@@@@@ČďĖĜ@@@@@@@@@@@@@@@@ćēčĄĎĉąIJČĐIJĈĜĉċąĜĖć 9
Unit 6: My head hurts! 95

Exercise 3
Use the following pairs of words to make sentences saying what one
does with different body parts. Use the impersonal pronoun ĖĒ=ēĖĒ and
the dative case when appropriate.

Example ČĔIJĈĜĖćČčĒČąìĜĝĖĒ=ēĖĒ ← ČĔIJĈēąìĜĝ

ĕčĸēĸĪĐ  ĐĪĒēćĖĜ

ēīĚ(CHEW ēĖìě 6 ēĆĪĄēĖĔĖīĐ 
ĊijĔ(SMELL ēěĖĒĝ 7 çijěēČďIJĜČ 
ēĜĖĪĄēĜĖĈ 

Dialogue 2
(Audio 1:40)
$OVIDISILLANDTELLS+HANEAND2OKHLABOUTHISSYMPTOMS

 ČĐčěĜIJĸĉČĕčą ĜĖĒĜĖćĊčĄĕijĉĉĎĖĐěĖĜĝĕĪĄČĕĖĊĉććĉć ĐċĜ

ĖçčĜĆ IJĉČĕijĈ
ēĉĄČĕĉĈĎčĄĜĖąčĸIJąijĈĎčĄĖčĚěĖĸĔčĄĊćĐIJĈIJąijĈĎčĄēīĔ ćĉć
ēĖĆĔĉĐčćēĉĄĊćĐIJĈĜĖćçijěĜĖćēĉĄ ČĖĝČĉĒĖĆĕĪĄ ēčąĎčĄĕčĔ
īĉĉĜčĒēĖĉČ
ēĖĒĖĔĉĚěčćĔĖČĝČĕĖĆĜIJĸĉć¯ěĔIJĜěČĕčąĉćĕijĉĉĜIJĸĕīĉĉĎčĄ ĐċĜ
ČĖąēčĄēĆčĐČĕĸĜIJćĉć ĖĸIJěēčĄijćĉČĕĚčĊĕijĉĉĜIJĸ ĐČĔIJĒēìć
īČĖĕīĈēĖěĔčĜČēĉĄ
ČĕĸĜIJćĉćĊIJēīĒĎčĄĐijČčçĝēčĄĜĖćijĜĖČěijćđĉĚēīĆČĕĊĉĒĉć ĈĔċ
ĜĖēČIJČēìĒČčĒēćĖĜČĕĔĖěĉćĐIJĸĔìĄēIJąijĈĎčĄěčČijčąčČĔIJ
ČçĖĚĖĜIJēąĖĆĜčćēĖěĜĖĜĖČěijć IJĊčĄ
ĊčĄĜĖēČIJČĕĈĔċĉĚēīĆČĕĊĉĒĉććĉćēIJĐçĜĖČĉĆIJĊčĄĕijćijč ĐċĜ
ĝčć™ ččēĉĸēĖĐĜĖąēĜčĔijĸĖĐĖČČĕĔĖěĉćĜĖćijĜĖČěijćĜĖČĉĆ IJĜĖīĊ
ĜĖČěijćIJĎĪĄ ĊčĄĜĖĕĜĉě
ěčČijčąčČĔIJēĪĝąijĈĎčĄĜĖČěijćđĉĚēīĆČĝčĔėĜIJćĎčĄēīĔ ćĉć
ēčąĎčĄĕijĉĉĜIJĸĈąčĕčćĊčĄĕijćČĝčĔĐijĒēīěĕĖ đĖĔĎčĄĜĖąij

ěĔIJĜěĪĊIJ
ĕijĉĉĜIJĸ ēčĚčćĖĒēìćČĝčĔČĕĒĖĔĉć ĐċĜ
ēčĄĊčĄĐČĔIJĒēìĒēĉĄĖĔĖĝĖěĐČĔIJĒēìĒēčĄĊčĄēčĚčćĖĒčćĐìĉĉ ćĉć
đīĈĜĖć
96 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

Vocabulary
YOULOOKLIKE SEEMSEELANGUAGEPOINT ĕĪĄČĕĖĊ
5NIT
TOHAVEACOLDLITERALLYTOBE@COLDED ČĐčҔěĜIJĸēìĊ
FLU ĕ¯
čćĖçčĜĆ
INFECTION ĕ¯
čćĖčěĚĖĸĔčĄ
FEVER ~
ĕijć=ĜĖćĜĖąčĸ
TOCOUGH ēČĕĉĈ
TOSNEEZE ēĕčĔ
EXHAUSTED ČĖĝČĉĒĖĆĕĪҔĄ
THROAT ĜĖĊćĐĖĈ
ĜĖćĊćĐIJĈ
LUNG ēĖ¯
čćĆĔĉĐ
TOHURTSEEIDIOMS (+DATIVE ēijČīĉĉ
COAT ēĖ¯
ĜĖćĐČĔIJĒ
CAFÏ ēĖ¯
ĜĖćĖҔĸIJě
HOT ĕīĈ
TEA īČ
TOTHESEELANGUAGEPOINT đĖćĉĚ= đĉĚ
DOCTOR đčĜĪČěijć
ĜĖćĜĖČěijć
HOSPITAL 
ĕijć=ĜĖćĐijČčçĝ
ĜĖĐĖČčçĝ=ē¯
ANTIBIOTIC ē¯
ĜĖćěčČijčąčČĔIJ
IDEA ē¯
ĜĖćĐIJĸĔìĄ
FATHERDATIVESEELANGUAGEPOINT ēČIJČ
TOBEABLETOSEELANGUAGEPOINT5NIT ēĖĔĖě ← ēĖě
TOYOUSEELANGUAGEPOINT5NIT Ĝčć
PRESCRIPTION ē¯
ĜĖćČçĖҔĚĖĜ
IDEAPLAN ĜĖĔĖĐç
ĜĖćēIJĐç
+HANESSEELANGUAGEPOINT ĕĈĔċ
TOPHONE ēĜčĔijĸĖĐĖČ
"ERLACCUSATIVEDATIVESEELANGUAGEPOINT ēĖĐĜĖą
COURSE ē¯
ĜĖćĕĜĉě
NEVERINCONJUNCTIONWITH ČčĔ=ČĝčĔ ĐijĒēīě
REASON Ğĉ¯
čć<Ėąčĕ>Ĉąčĕ
MEDICINE ēĖ¯
čćēčҔĚčćĖĒ
POCKET ĕ¯
čćĖĔĖĝĖҔě
Unit 6: My head hurts! 97

Idioms

7HATSTHEMATTER ĜĖĒĜĖćĊčĄĕijĉĉ
7HATSWRONG
-Y????????HURTSLITERALLY ČĉČ???????? ĕijć=čć=ĜĖć
THE????????HURTSFORME  (SINGULAR īĉĉĜčĒ
-Y????????HURTLITERALLY ĜčĒēĖĉČ???????? čć
THE????????HURTFORME  (PLURAL īĉĉ

Language points
3 Contractions with prepositions and
the definite article ĒėĈ in the accusative
and dative
-ANY 9IDDISH PREPOSITIONS CAN MERGE WITH THE DEFINITE ARTICLE đĖć
ANDTHERESULTINGCONTRACTIONSAREEXTREMELYCOMMONANDACCEPTABLE
IN BOTH THE SPOKEN AND WRITTEN LANGUAGE 4HIS APPLIES WHETHER THE
NOUNASSOCIATEDWITHđĖćISMASCULINEORNEUTERACCUSATIVEORDATIVE
HOWEVERITHAPPENSONLYWITH đĖćNOTWITH ĜĖćz čćOR ĕijć
4HE CONTRACTIONS FORM ACCORDING TO THREE PATTERNS )F THE PRE
POSITION ENDS IN A CONSONANT đĖć BECOMES ē¯ AS IN THE FOLLOWING
CONTRACTIONS

ĔĸĪĄ ← đĖćėĪĄ
ĔĜĖČĔĉĄ ← đĖć(UNDER ĜĖČĔĉĄ
ĔĜĖąčĄ ← đĖć(OVER ĜĖąčĄ
ĔĊčą ← đĖć(UNTIL Ċčą
ĔďĜĉć ← đĖć(THROUGH ĎĜĉć
ĔĜĖČĔčĈ ← đĖć(BEHIND ĜĖČĔčĈ
ĔČĪĐ ← đĖć(ACCORDINGTO ČĪĐ
ĔČčĒ ← đĖćČčĒ
ĔďijĔ ← đĖć(AFTER ĎijĔ
ĔĜIJĸ ← đĖć(FORBEFORE ĜIJĸ
ĔąčĐĉĚ ← đĖć(BECAUSEOF ąčҔĐĉĚ
)FTHEPREPOSITIONENDSINAVOWEL đĖćBECOMES đ¯ASIN

Ēìą ← đĖćìą
ĒĉĚ ← đĖćĉĚ
98 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

)FTHEPREPOSITIONENDSIN ēz đĖćBECOMES đĖ¯ASIN

ĒėĔčĄ ← đĖćēčĄ
ĒėĔij ← đĖć(WITHOUT ēij
ĒėĔĉĸ ← đĖćēĉĸ
9OU DONT HAVE TO START USING THESE CONTRACTIONS NOW JUST LEARN TO
RECOGNIZETHEMANDAFTERAWHILEYOUWILLNATURALLYSTARTTOINCORPORATE
THEMINTOYOUROWNSPEECHANDWRITING

4 Names in the accusative and dative

4HE DEFINITE ARTICLE AND ADJECTIVES ARE NOT THE ONLY TYPES OF WORDS
THATCHANGETHEIRSHAPEINTHEACCUSATIVEANDDATIVEPEOPLESNAMES
CHANGETOO7HENAPERSONSNAMEISTHEDIRECTORINDIRECTOBJECTOF
AVERBYOUHAVETOADDASPECIALACCUSATIVEDATIVESUFFIXTOIT5SUALLY
THISSUFFIXIS ē¯ASIN

ĔĜëĕĄēĖěĎčĄĜëĕĄĊčĄĕijć
4HISIS%STHER)KNOW%STHER

4HIS ē¯ISADDEDDIRECTLYTOloshn-koydeshNAMESENDINGIN ĈWHICH

MIGHTLOOKABITSTRANGEATFIRSTBUTMAKESSENSEWHENYOUREMEMBER
THAT THE Ĉ IN SUCH NAMES SOUNDS LIKE Ė SO THE RESULTING FORM ISNT
HARDTOPRONOUNCE

<ēĖĔIJď>ĔĈĔċēĖěĎčĄĈĔċĊčĄĕijć
4HISIS+HANE)KNOW+HANE

(OWEVER WHEN A NAME ENDS IN đ ē CONSONANT + Đ OR A STRESSED

VOWELORDIPHTHONGTHESUFFIXIS ēĖ¯ASIN

ĔėĒīċēĖěĎčĄđīċĊčĄĕijć
4HISIS#HAIM)KNOW#HAIM

ĔėĔĉĖĒĝēĖěĎčĄ<ēĖĒčĝ>ēĉĖĒĝĊčĄĕijć
4HISIS3HIMEN3IMON )KNOW3HIMEN

ĔėĐĜĖąēĖěĎčĄĐĜĖąĊčĄĕijć
4HISIS"ERL)KNOW"ERL
Unit 6: My head hurts! 99

4HESUFFIXISNOTUSEDINNEGATIVESENTENCESWITH ēīěASIN
ĐĜĖąēīěČĝčĔēĖěĎčĄēīĔ ĔėĐĜĖąĉČĕĔĖě
$OYOUKNOW"ERL.O)DONTKNOWANY "ERL
(OWEVERITISUSEDINNEGATIVESENTENCESWITHOUT ēīěEG
ĔėĐĜĖąČĝčĔēĖěĎčĄ
)DONTKNOW"ERL

5 Nouns that decline in the accusative

and dative

!LTHOUGH MOST NOUNS DONT CHANGE THEIR SHAPE ACCORDING TO CASE
THE FOLLOWING FIVE MASCULINE NOUNS DO TAKE A SUFFIX IN THE SINGULAR
ACCUSATIVEANDDATIVE4HISSUFFIXIS ē¯THESAMEASTHEACCUSATIVE
DATIVE SUFFIX FOR PEOPLES NAMES )N THE CASE OF TWO NOUNS ĖČIJČ
AND ĖćīĊTHEFINAL ĖDISAPPEARSWHENTHESUFFIXISADDED
ĔČIJČ ← ĖČIJČ

ĔćīĊ ← ĖćīĊ 
<ēąĖĜ>ĔčąĜ ← REBBESEECULTUREPOINT <ĖąĖĜ>čąĜ 
Ĕć™ čč ← ć™ čč 
ĔĝČĔĖĒ ← ĝČĔĖĒ 
)NTHECASEOF ĝČĔĖĒAND ć™ ččTHISSUFFIXEDSINGULARACCUSATIVEDATIVE
FORMLOOKSTHESAMEASTHEPLURALFORM(OWEVERCONTEXTWILLALWAYS
HELPYOUDISTINGUISHTHETWOBECAUSETHESINGULARFORMWILLBEPRE
CEDEDBYđĖćORIJANDANYASSOCIATEDADJECTIVESWILLBEINTHESINGULAR
ACCUSATIVEDATIVE
&EMININEANDNEUTERNOUNSLIKEFEMININEANDNEUTERDEFINITEARTICLES
ANDADJECTIVESDONTCHANGETHEIRSHAPEINTHEACCUSATIVE(OWEVER
THEFOLLOWINGTHREEFEMININENOUNSGETTHIS ē¯SUFFIXINTHEDATIVE
ĔĖĒIJĒ ← ĖĒIJĒ 
ĔĖĒĉĒ ← ĖĒĉĒ 
ĔĖąiją ← Ėąiją 
&INALLYONENEUTERNOUNęĜIJĈSOMETIMESTAKESTHESUFFIXINTHEDATIVE
BUTONLYWHENBEINGUSEDINAMETAPHORICALSENSEASIN
ĔĚĜIJĈēĚĔĄĆēČčĒ
WHOLEHEARTEDLYLITERALLYWITHTHEWHOLEHEART
100 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

6 Possession with Ė° and the dative

)TISOFTENPOSSIBLETOEXPRESSPOSSESSIONIN9IDDISHWITHēĉĸEQUIVALENT
TO%NGLISH@OFASIN
ĐČĔIJĒđĖćĔĊĹĖĔĖĝĖěĜĖćēčĄĊčĄēčĚčćĖĒčć
4HEMEDICINEISINTHEPOCKETofTHECOAT
(OWEVER WHEN THE POSSESSOR IS HUMAN IT IS MUCH MORE COMMON
TO EXPRESS THE POSSESSIVE RELATIONSHIP BY SUFFIXING ĕ¯ TO THE WORD
OR NAME REFERRING TO HIM OR HER 4HIS IS VERY SIMILAR TO THE %NGLISH
POSSESSIVECONSTRUCTIONWITHS
ēĞċĖĜëĕĄĊčĄĕijć
4HISIS%STHERslANCÏ
)F THE WORD SUFFIXED BY ĕ¯ IS PRECEDED BY A DEFINITE ARTICLE ANDOR
ADJECTIVETHESEWILLBEINTHEDATIVE
ćĔìĜĸĖĖěĜĖĜĖĐĝėČĉĆĝėĈĊčĄĐċĜ
2OKHLISTHEGOODTEACHERSFRIEND
)N THE CASE OF THE FIVE MASCULINE NOUNS THAT TAKE A ē¯ SUFFIX IN THE
ACCUSATIVEANDDATIVETHEPOSSESSIVE ĕ¯ISADDEDTOTHE ē¯ASIN
ĎĉąĖĕćīĊđĖćĊčĄĕijć
4HATSTHEGRANDFATHERSBOOK
(OWEVERTHISDOESNOTAPPLYTOPEOPLESNAMESNORTOTHEFEMININE
AND NEUTER NOUNS THAT DECLINE IN THE ACCUSATIVE AND DATIVE IN SUCH
INSTANCESTHE ē¯SUFFIXISnotADDEDBEFORETHE ĕ¯POSSESSIVESUFFIX
ĎĉąĖĖĒĉĒĜĖćĊčĄĕijć
4HISISTHEAUNTSBOOK
ĎĉąĖĐċĜĊčĄĕijć
4HISIS2OKHLSBOOK

Culture point
Rebbe

4HE WORD čąĜ REBBE HAS TWO DIFFERENT MEANINGS THE FIRST IS THE
TITLEBYWHICHCHILDRENADDRESSTHEMELAMEDORTEACHERINACHEDER
Unit 6: My head hurts! 101

ATRADITIONAL*EWISHSCHOOLTHESECONDANDMOREFREQUENTISA(ASIDIC

SPIRITUALLEADER4HEFOUNDERANDFIRSTREBBEOFTHE(ASIDICMOVEMENT
THE "AAL 3HEM 4OV LIVED CA n !FTER HIS DEATH (ASIDISM
SPLIT INTO VARIOUS DYNASTIES EACH CENTRED AROUND ITS OWN REBBE AND
NAMEDAFTERITSPLACEOFORIGININ%ASTERN%UROPE0ROMINENT(ASIDIC
DYNASTIES TODAY INCLUDE "ELZ "RASLAV "OBOV 'ER ,UBAVITCH ALSO
KNOWNAS#HABAD AND3ATMAR0ARTICULARLYWELL KNOWN(ASIDICREBBES
INCLUDE .AHMAN OF "RASLAV n  WHO WAS THE "AAL 3HEM
4OVS GREAT GRANDSON AND AUTHOR OF A COLLECTION OF ALLEGORICAL TALES
IN9IDDISHAND(EBREWANDTHELAST,UBAVITCHER2EBBE-ENACHEM
-ENDEL 3CHNEERSON n  WHOSE 9IDDISH TALKS AND WRITINGS
ARESTUDIEDBY*EWSAROUNDTHEWORLD

Exercise 4
Insert the correct dative form of the definite article in the following sen-
tences. Whenever possible, rewrite the sentence using contractions of
the preposition and definite article. Use the glossary to find the gender
of new words if necessary.

ĜĖČěijć@@@@@@@@ćĉĚČĝčĔČīĆćĉć 
(COMPUTER ĜĖČĉčçĒijě@@@@@@@@ćČčĒĝčć™ ččėĪĄēąìĜĝĉČĕĔĖě 
ĕČĜĖĉĉĜijĸ€@@@@@@@@ćìąČĖąĜIJĜëĕĄ 
ćčĐ@@@@@@@@ćēĉĸĜĖČĜĖĉĉčćČĝčĔīČĝĜIJĸĎčĄ 
ČĔIJĕĖĜĖČĔčĄēĖĔĖĊĕĜĉě@@@@@@@@ćėĪĄēČĔĖćĉČĕčć 
ĜĖČĕĖĉĉĝ@@@@@@@@ćČčĒČćĖĜĖĆĉČĕijĈ 6
ēIJĜijČĕĖĜ@@@@@@@@ćēčĄēĕĖĕijćąčĐČijĈĐċĜ 7

Exercise 5
Answer the following questions based on information from the dialogues.
Remember to add the accusative/dative suffix to names as appropriate.

ĜĖćĐčąĕĐċĜēčĄĈĔċČĖĊēĖĒĖĉĉ

ēąijĈĈĔĉĞċĜëĕĄČīĆēĖĒĖĉĉČčĒ 
ēIJĜijČĕĖĜēčĄĖĜĖĝČĖĉĉĐċĜČĕĖēĖĒĖĉĉČčĒ 
ČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉIJěčćĔĖČĝČijĈĜĖĉĉ 
ĕčĸĖěĔčĐīĉĉĚČijĈĜĖĉĉ 
ĖĸIJěēčĄćĉćČćĖĜēĖĒĖĉĉČčĒ 6
102 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

Exercise 6
Insert the correct form of the definite article into the following sentences
and add the accusative/dative suffix to any nouns that require it. Some
of the words may need to be rewritten, as their base changes slightly
when the suffix is added.

@@@@@@@@ĖČIJČ@@@@@@@@ćČčĒČćĖĜĈĔċ

@@@@@@@@čąĜĜĖĝČčĉĉIJąĉčĐ@@@@@@@@ćēĆĖĉĉĎĉąIJČĔĖīĐĐċĜ 
@@@@@@@@ĖĒĉĒ@@@@@@@@ćēĉĸćĐčąIJĊčĄĕijć 
@@@@@@@@ĖćīĊ@@@@@@@@ćĉČĕĔĖě 
@@@@@@@@Ėąiją@@@@@@@@ćČĸĐĖĈćĉć 
@@@@@@@@ĖĒIJĒ@@@@@@@@ćĖĊĎčĄ 6

Exercise 7
Use the prompts provided to answer the following questions using
possessive constructions.

Example ĜĖćĊčĄĕijć ←  ĕijćĊčĄĎĉą(WHOSE ĕĔĖĒĖĉĉ


ĎĉąĕĖĒIJĒ
ĖĒIJĒčć

ćĉć ĕijćĊčĄĐČĔIJĒĕĔĖĒĖĉĉ


ĜëĕĄ ĕijćĊčĄĐĜĖĆĔčĸĕĔĖĒĖĉĉ 

ĜĉċąĜĖć ĕijćĊčĄĜĶċĕĔĖĒĖĉĉ 

ĖěĜĖĜĖĐčć īĊēĖĔĖĊĜĖćĐčąĕĔĖĒĖĉĉ 

ĈĔċ ĜĖČěijćIJĊčĄĖČIJČĕĔĖĒĖĉĉ 

ĐċĜ ēīĐěĉĚĊčĄĈĜčćĕĔĖĒĖĉĉ 6

ĖěČĕčĐIJĔĜĉĝĊčć ĕijćĊčĄĜĖČĉčçĒijěĕĔĖĒĖĉĉ 7

ČĔĖćĉČĕĜĖć ĕijćĊčĄĎĉąĜĖČĜĖĉĉĕĔĖĒĖĉĉ 8

Supplementary text
(Audio 1:42)
4HISISAFAMOUSLEGENDABOUT2ABBI*UDAH,OEWOF0RAGUECAn
ALSOKNOWNBYTHEACRONYM@THE-AHARAL WHOCREATEDAGOLEM
OR CLAY MAN AND USED MAGIC TO BRING HIM TO LIFE SO THAT HE COULD
HELPPROTECTTHE*EWSOF0RAGUEFROMANTI 3EMITICATTACKS#HECKTHE
GLOSSARYFORTHEMEANINGOFNEWVOCABULARYANDFORTHEPRONUNCIATION
OFUNFAMILIARloshn-koydeshWORDS
Unit 6: My head hurts! 103

ćĴĝèĔĊĹĒđĊćĝėĈ
đĉĐċIJēčĄČĖĊ*ĐĜĈĒĜĖćĈĔáĕĜĖĕĪĜĆIJēčĄēąĖĐĆijĜçēĉĸēć™ čččć
ĜĖĈĔáĕĜĖćēĉĸēć™ čččćēĚčĝIJąēĸĐĖĈĉĚčćáđĐĉĆIJēďIJĒĊĉĒĜĖĊIJ
đčĄēĊĉĒīĊĊIJīĊČĐīĚĜĖćēĉĄćčĒĐëēČĉĆēìĊēĉĄđĖćīĄēìĊČĸĉĜ

IJēĖĪąīĊđīĐēĖĒĖĔēĉĄĎìČđĉĚēĖīĆīĊđĐĉĆđĖćēďIJĒēĸĐĖĈ
ēěĉĜēĸĪĄČĆčĐĕijĉĉĝČĔĖĒIJčĉĉĕĪĄČĖĊĜĉĆčĸčćđīĐđĖĔĉĸĜĉĆčĸ
ĜĖćĜĖČĜĖĉĉ¯ėĉĝčáēĖĐĒĜĉĒēĉĄĐijĒēąčĊĜĉĆčĸĜĖćđĉĜIJēĜčĚIJçĝīĊ
ēĉĄĜĖĆĔčĸčćėĪĄēĕěIJĉĉĐĆĖĔĜijĈČčĒĐĉĸČĜĖĉĉđĐĉĆđĖĔĉĸėĉĆ

đĐĉĆĜĖćēĉĄĎĔëēĉĸěĉĕçIJēĆijĊīĊēĆĪĄčćĜĖąčĄēĕěIJĉĉēĖĒĖĜą
đĐĉĆđĖćČĆijĊĶĜĜĖćĜĖćĔôĉĉČčĒęĐIJėĪĄČěĉěĜĖēĆĪĄčć†ČĔĸĖ
đĐĉĆđĖćēąčĆīĊ‡ėĪĄČīČĝđĐĉĆĜĖćēĉĄēīČĝĸĪĄĉČĕĊĉĒČĚ血
ČĖĊĜĖĝČĔĖĒĜĖĞĒĄēIJčĉĉČěĔĉçĕĪĄČĖĊĜĖ§ĎčĝēĉĄĜĖćīĐě
ēć™ čččćČĸĐĖĈđĐĉĆĜĖćČĝčĔČćĖĜĜĖĜĖąijęĐIJČīČĝĜIJĸēĉĄČĜĖĈ
ČĜĖĉĉēć™ čččćēĉĸĶĚĒĜĖćēĖĉĉĈĔáĕēĉĸīĊČĚčĝIJąēĉĄĆijĜçēĉĸ

ĜĖēĖĉĉđĐĉĆđĉĚćčĒĐëēìĊēĉĄđĖćīĄēìĊČčĒĶĜĜĖćČīĆĜĖĕĖą
ĐijĒēąčĊđčĄđĉĜIJēĖīĆēĉĄđĐĉĆđĖĔĉĸçijěđìąēĖīČĝīĊČĸijĐĝ
đĐĉĆĜĖćēĉĄČĜĖěĜIJĸĜijĔĐijĒIJĎijĔĜĖČĜĖĉĉ¯ėĉĝčáčćēĖĐĒĜĉĒīĊ
đīĐĐěčČĝIJĜĖćčĉĉČĜĖĉĉ

!CCORDING TO (EBREW AND 9IDDISH SPELLING CONVENTION THE SYMBOL € IS PLACED
BEFORETHELASTLETTEROFACRONYMS
†
INlNITIVE ēĖĔĖĸĖ 4HIS VERB IS SLIGHTLY IRREGULAR IN THAT THE SECOND Ė OF THE BASE
DISAPPEARSINALLFORMSEXCEPTTHEINlNITIVEANDlRSTANDTHIRDPERSONPLURALOFTHE
PRESENTTENSE
‡
THIRDPERSONSINGULARPRESENTTENSEOFēččČĝĸčĉĄSEELANGUAGEPOINT5NIT
§
PLURALOFĎĉĝ
Unit Seven
ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ
The black shirt looks nice!

In this unit you will learn:

s HOWTOGIVEORDERSANDMAKEREQUESTS
s HOWTOTALKABOUTCLOTHESANDDESCRIBEWHATSOMEONEIS
WEARING
s THECOLOURS
s THEIMPERATIVE
s PRONOUNSINTHEACCUSATIVEANDDATIVE
s MODALVERBSINTHEPRESENTTENSE
s HOWTOUSETHEDEFINITEARTICLEINSTEADOFPOSSESSIVEADJECTIVES

Dialogue 1
(Audio 1:44)
2OKHLISMOVINGTOANEWFLAT3HEINVITES+HANEOVERTOTRYON
SOMEOFHERCLOTHESBECAUSESHEWANTSTOGIVETHEMAWAY
BEFORESHEMOVES

ĜčćČĕIJçĕijĉĉēĖĊĜčĒijĐĜĖćīĐěčćđĖĔēĉĄijćęčĊĈĔċ Đ ċĜ
ĜĖćīĐěĐčĸĪĊIJēąĖĆĜčĒČĕĐčĉĉĉćĊIJĜĖďčĊĖěIJČĉČĕčą Ĕċ
Ĉ
ĉČČĝčĔĎčĊđĖĝĉĔĈĜčćĜĖìĔĜĖćēčĄēĖĒĖĔČĝčĔīĊĐčĉĉĎčĄijč ĐċĜ
ēĕIJçĖĔčĜĆčćČčĒĖĚčĔćĉçĕĖĐĖĆ čćēij
ĜčĒĜIJĸěĜIJČĝĉĚĐĕčąIJēĖĔĖĊēĜčĐijěčćĜĖďčĊČĝčĔēčąĎčĄĉĔ Ĉ Ĕċ
ĐćīĐěĖĪĜĆĕijćēijČĔijĎčĄ ēĖěĜĝĸĄ
ĕĖėĜIJćĎčĄĕĉĄčĒĪĊIJĊčĄĐćīĐěĕijć ĉČĕćĖĜĖĝĊĕijĉĉ ĐċĜ
čćđĖĔēĉĄçĖĔěĖĕĪĜĆčćČčĒĖěĊĉĐąĖĊijĜčćēij ĉČēĸĜIJĉĉĕĪĜIJ
ēĖĒIJĊĉĚēĆijĜČīĊČĕĔĖěĉćēĐIJćĔIJĕ ĖĪĐąčćĜĖćijĐĉĉčČĝĖĕìĉĉ
Unit 7: The black shirt looks nice! 105

ĖĊijĜąčĐĪĊIJČĝčĔąijĈĎčĄČĝčĔĕīĉĉĎčĄĉĔ Ĕċ
Ĉ
ēĆijĜČĜijĔĉČĕĐčĉĉ ĜĖćīĐěĖĔīĝąčĐČĝčĔĉČĕijĈ ĜčćČčĒĊčĄĕijĉĉ ĐċĜ
čćēĉĄĐěčĐIJĝĝĊĔIJĜijĕijćēijĉČ ĕĖČIJĒĝĖĐĖěĔĉČĖĝčćijĒČĐIJ
ēĖĒčĜēČĪĜēČčĒĖĚčĔćĉçĕ IJĐčĐ
ĜĝĸĄēīĝĕĪĄČĖĊĐąĜIJĖĆĔIJĐčćČčĒćĒĖĈĖĚĜIJĉĉĝĕijćČĜIJĉĉ ĈĔċ
ēĖěĎčĄĜĖąijđīĈĜĖćēčĄćĒĖĈIJĊIJąijĈĎčĄēĖĒĖĔ ĕĖĎčĄēĖě
ēĖĔčĸĖĆČĝčĔ ČìĚĖĆĔIJĐIJēĪĝĕĖ
ĜčćĊĉĒĎčĄĊIJěčćĔĖČĝĕĖĆĜIJĸĎčĄćĒĖĈēìćĖěIJČĊčĄĕijćĪĄ ĐċĜ
ēąĖĆěčĜĉĚ

Vocabulary
SITSEELANGUAGEPOINT ęčĊ
TAKESEELANGUAGEPOINT đĖĔ
LETSSEELANGUAGEPOINT ĜčĒijĐ
TOFITTOSUIT +DATIVE ēĕIJç
SOWELLCOMEON ĉĔ
TOBEEMBARRASSEDSEELANGUAGE ĎčĊēĖĒĖĝ ← ĎčĊđĖĝ
POINTSEELANGUAGEPOINT
5NITFORVERBSWITH ĎčĊ
TOPUTONSEELANGUAGEPOINT ēijČĔij ← ēijĉČ
5NIT
YELLOW ĐĖĆ
SKIRT ĕ¯
čćĖĚčĔćĉҔçĕ
GREEN ēčĜĆ
STRIPE ē¯
ĜĖćĕIJç
COLOUR ē¯
ĜĖćĜčҔĐijě
STRONG ěĜIJČĝ
GREY ĪĜĆ
DRESS ĎĖ¯
ĕijćĐćīĐě
SOFOLLOWSQUESTIONWORDSLIKE ĖĝĊ
ĜĖĉĉz ēĖĉĉz ôĉĉORIMPERATIVESWHEN
FOLLOWING ĕijĉĉTHETWOWORDSARE
PRONOUNCEDTOGETHERAS <ĖĝĊijĉĉ>
THROWOUT ēĸĜIJĉĉĕĪҔĜIJ
PINK ĖĊijĜ
BLOUSE ĕ¯
čćĖěĊĉĐą
BUTTON çĖĔě
ĜĖćçijĔě
106 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

WHITE ĕìĉĉ
BOOT ~
ĜĖćĐĉĉčČĝ
SANDAL ē¯
ĜĖćĐIJҔćĔIJĕ
OLD FASHIONED ĝčćijĒČĐIJ
DARK ĐěĔĉČ
RAGOLDCLOTHES ĕ¯
čćĖČIJĒĝ
ORANGEDOESNTDECLINE ĝĊĔIJҔĜij
SCARF ĎĖ¯
ĕijćĐěčĐIJҔĝ
PURPLEDOESNTDECLINE IJĐčĐ
BELT ĕ¯
ĜĖćēĖĒčĜ
WAITSEELANGUAGEPOINT ČĜIJĉĉ
SHIRT ĜĖ¯
ĕijććĒĖĈ
SLEEVE ¯
ĜĖćĐąĜIJ
SUCHA IJҔĊIJ
TOFIND ēĖĔčĸĖĆ
TOGIVEBACK ēąĖĆěčҔĜĉĚ

Idioms

7HATSWRONGWITHYOU ĜčćČčĒĊčĄĕijĉĉ
LITERALLYWHATSWITHYOU
7HATAREYOUTALKINGABOUT ĉČĕćĖĜ<ĖĝĊijĉĉ>ĖĝĊĕijĉĉ
LITERALLYSOWHATAREYOUTALKING

Language points
1 The imperative

)F YOU WANT TO TELL SOMEONE TO DO SOMETHING IN 9IDDISH YOU USE A
SPECIALFORMOFTHEVERBCALLEDTHEIMPERATIVE4HEIMPERATIVECANBE
USEDFORCOMMANDSASWELLASPOLITEREQUESTS
4HE IMPERATIVE HAS TWO FORMS A SINGULAR FOR GIVING COMMANDS TO
ONEPERSON ANDPLURALFORGIVINGCOMMANDSTOMORETHANONEPERSON
ORWHENSPEAKINGFORMALLYTOONEPERSON "OTHFORMSAREVERYEASY
TOMAKE
Unit 7: The black shirt looks nice! 107

4HE SINGULAR IMPERATIVE IS IDENTICAL TO THE FIRST PERSON SINGULAR
PRESENTTENSEFORMWHICHYOUALREADYKNOW)NMOSTCASESTHISALSO
HAPPENS TO BE THE SAME AS THE BASE OF THE VERB (ERE ARE A FEW
EXAMPLESFROM$IALOGUE

Singular imperative Infinitive

ęčĊ ← ĔĚčĊ
ČĜIJĉĉ ← ĔČĜIJĉĉ
đĖĔ ← ĔĖĒĖĔ
(OWEVERINTHECASEOFIRREGULARVERBSTHEFIRSTPERSONSINGULARPRESENT
TENSE FORM AND THEREFORE THE SINGULAR IMPERATIVE MIGHT LOOK A BIT
DIFFERENTFROMTHEBASEOFTHEVERBASIN

Singular imperative Base Infinitive

ąĎĆ ← ¯ąėĆ ĔąĖć
4HEREISONLYONEEXCEPTIONTOTHISTHEIMPERATIVEOF ēìĊIS ìĊ
4OFORMTHEPLURALORPOLITESINGULAR IMPERATIVETAKETHESINGULAR
IMPERATIVEANDADD Č¯4HERESULTINGFORMHAPPENSTOBETHESAME
ASTHESECONDPERSONPLURALPRESENTTENSEFORM

Plural imperative Singular imperative

čĚčĊ ← ęčĊ
čĒĖĔ ← đĖĔ
čìĊ ← ìĊ
(OWEVER IF THE SINGULAR IMPERATIVE ALREADY ENDS IN Č DONT ADD
ANOTHER

Plural imperative Singular imperative

čĜIJĉĉ ← ČĜIJĉĉ
)F YOU WANT TO MAKE AN IMPERATIVE SOUND POLITE YOU CAN PUT ĖČčą
PLEASE ORTHEPHRASEČĉĆĪĊIJìĊSINGULAR ORČĉĆĪĊIJČìĊPLURAL BEFORE
IT ČĉĆĪĊIJČìĊ=ìĊLITERALLYMEANS@BESOGOODBUTISANOTHERWAYOF
SAYING@PLEASE
4ONEGATEANIMPERATIVEPUT ČčĔ=ČĝčĔDIRECTLYAFTERITASIN

čĞĎĕČĜIJĉĉ ← ČĜIJĉĉ
Don’tWAIT
7AIT

!SWELLASTELLINGSOMEONEELSETODOSOMETHINGYOUCANSUGGESTTHAT
YOUANDTHELISTENERS DOSOMETHINGTOGETHER4HESE9IDDISH@FIRSTPERSON
108 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

COMMANDSARETHEEQUIVALENTOFTHE%NGLISH@LETSASIN@LETSGO@LETS

TRYETC4HEYAREFORMEDBYTHEWORDĜčĒijĐLETS PLUSANINFINITIVE9OU
SAWANEXAMPLEOFTHISCONSTRUCTIONIN$IALOGUEWHEN2OKHLSAID

ĜčćČĕIJçĕijĉĉĔėċĝĎēĴđ
Let’s seeWHATSUITSYOU

)FYOUWANTTONEGATEAFIRSTPERSONCOMMANDPUT ČčĔ=ČĝčĔBETWEEN

ĜčĒijĐANDTHEINFINITIVEASIN
ēīĆčĞĎĕĜčĒijĐ ← ēīĆĜčĒijĐ
,ETSnotGO ,ETSGO

2 Pronouns in the accusative and dative

9OUVEALREADYLEARNEDTHEPRONOUNSINTHENOMINATIVECASEĎčĄz ĉć
ETC *USTLIKETHEDEFINITEARTICLEANDADJECTIVESPRONOUNSDECLINEIN
THE ACCUSATIVE AND DATIVE 4HE ACCUSATIVE AND DATIVE FORMS OF THE
PRONOUNSAREUSEDINTHESAMECONTEXTSASTHEARTICLESANDADJECTIVES
THEACCUSATIVEFORMISUSEDFORDIRECTOBJECTSANDTHEDATIVEFORINDIR
ECTOBJECTSFOLLOWINGAPREPOSITIONORAVERBLIKE ēąĖĆOR ēĸĐĖĈ 
(EREISTHECOMPLETECHARTOFPRONOUNSINTHENOMINATIVEACCUSA
TIVEANDDATIVE

$ATIVE !CCUSATIVE .OMINATIVE

ĜčĒ ĎčĒ ĎčĄ STPERSONSINGULAR

Ĝčć Ďčć ĉć NDPERSONSINGULAR

đčĄ ĜĖ RDPERSONMASCULINE
SINGULAR

ĜčĄ čĊ RDPERSONFEMININESINGULAR

đčĄ ĕĖ RDPERSONNEUTERSINGULAR

ĊćĔĉĄ ĜčĒ STPERSONPLURAL

ĎìĄ ĜčĄ NDPERSONPLURAL

īĊ RDPERSONPLURAL
Unit 7: The black shirt looks nice! 109

9OUCANSEETHATONLYTHEFIRSTANDSECONDPERSONSINGULARPRONOUNS
HAVE THREE DIFFERENT FORMS IN THE OTHERS THE ACCUSATIVE AND DATIVE
OR SOMETIMES NOMINATIVE AND ACCUSATIVE FORMS ARE THE SAME 4HE
THIRDPERSONPLURALREMAINSTHESAMEINALLTHREECASES
)N A SENTENCE WITH A MAIN VERB AND INFINITIVE IF THERE IS A PRONOUN
IN THE ACCUSATIVE OR DATIVE IT MUST GO BEFORE THE INFINITIVE 4HIS
WORD ORDER IS DIFFERENT FROM THAT OF SENTENCES WHERE THE OBJECT IS
NOTAPRONOUNINSUCHSENTENCESTHEOBJECTGOESAFTERTHEINFINITIVE
)T IS ALSO DIFFERENT FROM %NGLISH SO TAKE SPECIAL NOTE OF IT (ERES
ANEXAMPLE

ēĖĊĬċČīĆĐċĜ ← ĒĎĝķČėĝĎąēĖĊČīĆĐċĜ
2OKHLGOESTOSEEthem 2OKHLGOESTOSEEherfriends

Exercise 1
Insert the correct form of the imperative or first person command based
on the infinitive in brackets.

ĈûĖĒčć<ēĐīĚĜĖć>@@@@@@@@@@@@@@@@@@@@ćĉćēĉĄĐċĜ

ĜĖćīĐěčć<ēĖĒĖĔ>@@@@@@@@@@@@@@@@@@@@ĈĔċ 
<ēīĆ> @@@@@@@@@@@@@@@@@@@@@@@@@@ijč ēIJĜijČĕĖĜēčĄĜčĒČčĒēīĆĉČĕĐčĉĉ 
ĎĉąĜĖČĜĖĉĉĕijćĜčĒ<ēąĖĆ>@@@@@@@@@@@@@@@@@@@@ćĉć 
đĐčĸIJ<ēĖĊ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ēijČĜčĒēĖĔĖěĕijĉĉ 5
ĜčĒČčĒ<ēĖĒĉě>@@@@@@@@@@@@@@@@@@@@đīċēĉĄĜëĕĄ 6
ĐěčČĜIJđĖć<ēĖĔĖīĐ>@@@@@@@@@@@@@@@@@@@@đčĜĒ 7
ēĖĒIJĊĉĚČĖąĜIJĒīĈčć<ēďIJĒ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉĔ 8

Exercise 2
Insert the correct form of the pronoun based on the nominative form in
brackets.

@@@@@@@@@@ČčĒČćĖĜēĉĄēĖĐċĜĎijĔČěĔĖąčĊěĜijč¯ĉčĔēčĄČĔĪĉĉĜëĕĄ
@@@@@@@@@@ĎijĔēĖěĔĖąđčĜĶċĖĔìćĐċĜ€ČĆijĊčĊēijĸĖĐĖČēĸĪĄČĸij<čĊ>
ĐċĜ<ĜčĒ>@@@@@@@@@@ĉĚěčĜĉĚđĉěēĖĊ<ĉć>@@@@@@@@@@ēĐčĉĉēĉĄ<ĉć>

ąčĐąijĈĎčĄĜĖąijĎĪĄ<ĜčĄ>@@@@@@@@@@ĎijĔěĔĖąĎ血ČĜĖĸČĔĖ

ĖĔìĒēĸĖĜČČĔĖěĜčĄijćēďĉĊIJą<ĎčĄ>@@@@@@@@@@ČĔĖěĜčĄēijćĔijĐ
<īĊ>@@@@@@@@@@ČčĒĝčć™ ččēćĖĜĉĐčĸIJēĉĄēijćĔijĐēčĄēĖĔĪĉĉĕijĉĉđčĜĶċ
110 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

Dialogue 2
(Audio 1:46)
$OVIDHASINVITED+HANEAND2OKHLTOHISBROTHERSWEDDING
ANDISTELLINGTHEMWHOTHEGUESTSARE

ĊčĄĜĖ ēĊĪĈĖĪĜĆčćēĉĄĖěĐĒĜIJčĜĖĔčĜĆĜĖćČčĒēIJĒđĖćĜčĄČĖĊ ćĉć

ĜĖČĖçĝđčĄČčĒēćĖĜČĕĊĉĒĜčĄĝčć™ ččēĖěĜĖĐěĔIJč ĜĖČĖĸĜĖć
ĞĉčûĖĒĖČĔIJĕĖĜĖČĔčĄĜĖīĊ ēĐīĚĜĖćĎìĄēĖěĜĖ
ĖČijçIJěĖĆĔIJĐIJēĉĄĐČčĈęĜIJĉĉĝIJČĆijĜČĕijĉĉēIJĒĜĖćĊčĄĜĖĉĉ Đ ċĜ
ěčĔćąċIJĊčĄĜĖąīĐ¯ĈčĜĄĜĖćĉĜąĕĈĐáĜĖćĊčĄĕijć ć ĉć
ĖĜĖćĔIJēīěČĝčĔĖĊĎčĄ ĈċçĝĒĜĖĝčćčĕċIJēĉĸĈĐáčćČĒĉě ĈĔċ
ijćđčćčĕċ
ČĖĊđĉĜĸĪĊIJČĝčĔēĖĔĖĊĖĜĖćĔIJčććčĕċIJĊčĄĜĖćĉĜąĜĖćĜijĔēīĔ ćĉć
ĕĈĐáĜĖćĊčĄĜĖ ĎčĝĖĔĪĜąčćēĉĄēĐčĜąčćČčĒēIJĒ đĖćĜčĄ
ĜčĄČĐčĉĉĜĖćčĐĖĝčć™ ččĎĕIJēĖěēĉĄĜĖĆĔčĊ IJĊčĄĜĖćĔčěĜĖČĕĖĉĉĝ
đčĄČčĒēćĖĜ
ĕĖěĝČĔĖĈČĆijĜČĕijĉĉēIJĒđĖćĉČĕĖĊĖćĔĉěĖĕēīĄĜĖąijijč ĐċĜ
ĊīąĜĖīĊĕĪĄČĖĊēĉĄĊćĔĉĄėĪĄČěĉěĜĖ ĐěĖĜ ęĜIJĉĉĝIJēĉĄ
đčĄĉČĕĔĖě
ēĉĸēĖĒĉěĖĆČĔìĈĊčĄĜĖěċĚčĜĖČĖĸĜĖćĊčĄĕijćīĉĉĪĄ ćĉć
ĜčĒijĐĎčĆęIJĐçčĐĸēĉĸēĖĒĖĔçijđčĄēĕĖĆĜIJĸąijĈĎčĄ ēĉĄĖčĐIJĜČĕĪĄ
ĕĖáēčĄĪĊIJĊčĄĜĖēĖĉĉđčĄČčĒēćĖĜČĝčĔ ĐčĉĉĎčĄēīĆěĖĉĉIJ

Vocabulary
KIPPAYARMULKESKULLCAP ĕ¯
čćĖěĐĒĜIJč
TROUSERS PLURAL ēĊĪĈ
9ANKLMANSNAME ĐěĔIJč
LATER ĜĖČĖçĝ
STORY <ĕĖĕìĒ>ĞĉčûĖĒ
čć<ĖĕìĒ>ĈûĖĒ
LONGCOATOFTENWORNBY(ASIDICMEN ĕ¯
čćĖČijçIJě
BRIDE Ğĉ¯
čć<ĖĐIJě>ĈĐá
!RYEHMANSNAME <ĖčĜIJ>ĈčĜĄ
,EYBMANSNAME ąīĐ
#HABADNIKFOLLOWEROFTHE,UBAVITCH ĕĖ¯
ĜĖć<ěčĔćIJąIJď>ěčĔćąċ
(ASIDICMOVEMENT
Unit 7: The black shirt looks nice! 111

(ASIDIC <ĝčćčĕď>ĝčćčĕċ
(ASID <đčćčĕď>đč¯
ĜĖć<ćčĕijď>ćčĕċ
SECOND ĕ¯
čćĖćĔĉěĖĕ
GLOVE ĕ¯
čćĖěĝČĔĖĈ
JACKET ĎĖ¯
ĕijćĐěĖĜ
ANGRY Ċīą
OHDEAROHNO
īĉĉĪĄ
)SAAC <ěijď̙ čč>ěċĚč
HECAMESEELANGUAGEPOINT5NIT ēĖĒĉěĖĆĊčĄĜĖ
)FORGOTSEELANGUAGEPOINT5NIT ēĕĖĆĜIJĸąijĈĎčĄ
SEELANGUAGEPOINT5NITFOR
EXPLANATIONOFTHISTYPEOFVERB
TOPICKUPSEELANGUAGEPOINT ēĖĒĖĔçijҔ
5NIT
AIRPORT ĜĖĚĖĐçčҔĐĸ
ĜĖćęIJĐçčĐĸ
TOGOAWAYSEELANGUAGEPOINT ēīĆěĖĉĉIJ
5NIT
ANGRYLITERALLYINANGER <ĕIJě>ĕĖáēčĄ
SYNONYMOF Ċīą

Additional vocabulary

SOCK ē¯
čć=ĜĖćěijĊ
SUIT ē¯
ĜĖćČĖҔĐçĒijě
SHTREIMELFURHATWORNBY ēĖ=ĎĖ¯=
ĕijćĐĒìĜČĝ
SOME(ASIDICMENON
3HABESANDATFESTIVALS
TIE ē¯
ĜĖćĕçčĔĝ
SOCKSYNONYMOF ěijĊ ĕ¯
čćĖěČĖçĜIJҔěĝ
SHOELACE ĕ¯
čćĖĐćIJĉĉĖĜĉĔĝ
TIGHTS PLURAL çĒčĜČĝ
TALLIT*EWISHPRAYER SHAWL <đčĕīĐIJČ>đč¯
ĜĖć<ĕĖĐIJČ>ĞčĐČ
112 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

Language points
3 Modal verbs

4HERE ARE SEVEN VERBS IN 9IDDISH THAT BELONG TO A SPECIAL CATEGORY
CALLED@MODAL-ODALVERBSBEHAVEDIFFERENTLYFROMOTHERVERBSINTHE
PRESENTTENSEBECAUSETHETHIRDPERSONSINGULARDOESNOTENDIN Č¯
INSTEAD IT LOOKS LIKE THE FIRST PERSON SINGULAR
9OU SAW AN EXAMPLE
OFTHISIN$IALOGUE

ĝčć™ ččēćĖĜĔėĜĜĖ
(EcanSPEAK9IDDISH

(EREARETHESEVENMODALVERBS

HAVETONEEDTO ēĸĜIJć
WANT ēĐĖĉĉ
SHOULD ēĐijĊ
MUST ēĊĉĒ
BEPERMITTED ēĆĖĒ
NOTBEPERMITTED ēĜijČČĝčĔ
CANBEABLETOKNOWAPERSONORSKILL ēĖĔĖě
!LL OF THE MODAL VERBS EXCEPT ēĐĖĉĉ CONJUGATE LIKE REGULAR VERBS IN
ALL BUT THE THIRD PERSON SINGULAR 5SE THIS TABLE OF THE PRESENT TENSE
CONJUGATIONOF ēĊĉĒASAMODELFORTHEOTHERMODALVERBS

0LURAL 3INGULAR

ĔĊĉĒĜčĒ STPERSONPLURAL ĊĉĒĎčĄ STPERSONSINGULAR

čĊĉĒĜčĄ NDPERSONPLURAL čĖĊĉĒ ĉć NDPERSONSINGULAR
ĔĊĉĒīĊ RDPERSONPLURAL ĊĉĒĕĖ=čĊ=ĜĖ RDPERSONSINGULAR

*UST REMEMBER THAT ēĖĔĖě HAS AN INFINITIVE ENDING IN ēĖ¯ SO THIS WILL
DISAPPEARINALLBUTTHEFIRSTANDTHIRDPERSONPLURALEG ēĖěĜĖ
"Y CONTRAST ēĐĖĉĉ IS IRREGULAR AS ITS STEM VOWEL CHANGES FROM Ė TO
čINALLPRESENTTENSEFORMS(EREISTHECOMPLETEPRESENTTENSECON
JUGATIONOF ēĐĖĉĉ

-ODALVERBSHAVEONEMORESPECIALCHARACTERISTICDISCUSSEDINLANGUAGEPOINT
5NIT
Unit 7: The black shirt looks nice! 113

0LURAL 3INGULAR

ĔĐĎĉĉĜčĒ ST
 PERSONPLURAL ĐĎĉĉĎčĄ STPERSONSINGULAR
čĐĎĉĉĜčĄ NDPERSONPLURAL čĖĐĎĉĉ ĉć NDPERSONSINGULAR
ĔĐĎĉĉīĊ RDPERSONPLURAL ĐĎĉĉĕĖ=čĊ=ĜĖ RDPERSONSINGULAR

9OUCANSEETHATMANYOFTHESEVERBSCLOSELYRESEMBLETHEIR%NGLISH
COUNTERPARTS)NDEED%NGLISHALSOHASACATEGORYOFMODALVERBSAND
MANY OF THE 9IDDISH MODAL VERBS ARE MODAL IN %NGLISH AS WELL &OR
EXAMPLEIN%NGLISHYOUSAY@HECANNOT@HECANS(OWEVERNOTALL
OF THE SAME VERBS ARE MODAL IN BOTH LANGUAGES n IN 9IDDISH ēĐĖĉĉ IS
MODALSOTHETHIRDPERSONSINGULARISĐčĉĉčĊ=ĜĖBUTIN%NGLISH@TOWANT
TOISNOTMODALSOTHETHIRDPERSONSINGULARIS@HESHEWANTsTO
&INALLYNOTETHAT ēĜijČČĝčĔISUSEDONLYINTHENEGATIVEEG

ĐČĔIJĒIJēĆijĜČĉĚēĕĖĆĜIJĸčĞĎĕĝĴčĖĒ
/NEYOUMUSTNTFORGETTOWEARACOAT

4 Using the definite article instead

of possessive adjectives
7HENTALKINGABOUTFAMILYMEMBERSANDPARTSOFTHEBODYITISVERY
COMMON IN 9IDDISH TO USE THE DEFINITE ARTICLE INSTEAD OF POSSESSIVE
ADJECTIVESASLONGASTHECONTEXTMAKESITCLEARWHOTHEPOSSESSOR
IS&OREXAMPLEIN$IALOGUE$OVIDSAID

ěċĚčĜĖČĖĸĝėĈĊčĄĕijć
4HATSMYLITERALLYTHE UNCLE9ITSKHOK

4HEDEFINITEARTICLECANBESUBSTITUTEDFORANYOFTHEPOSSESSIVEADJEC
TIVESDEPENDINGONTHECONTEXT)NAQUESTIONYOUCANGUESSTHATIT
ISREPLACING ĖĔìć=ēìćOR ĖĜĖìĄ=ĜĖìĄBECAUSETHISISTHEMOSTNATURAL
ASSUMPTION

ćĉćĜĖČĖĸĝėĈČďIJĒĕijĉĉ
(OWSYOURLITERALLYTHE UNCLE$OVID

)FTHECONTEXTISAMBIGUOUSANDYOUWANTTOAVOIDCONFUSIONUSETHE
POSSESSIVEADJECTIVEWHICHHASTHEEFFECTOFADDINGEMPHASIS

ČĝčĔĜĖČĖĸĔíēĜĖąijĝčć™ ččČćĖĜĜĖČĖĸĔíċ
HisUNCLESPEAKS9IDDISHBUTmyUNCLEDOESNT
114 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

Exercise 3
Read this excerpt from Khane’s journal and insert the correct form of
the modal verbs based on the infinitives in brackets. Check the glossary
for unfamiliar words.

<ćĄĊýý>@@@@@@@@@@ĐĊĐĊùħđāû’āāĀýúĐĊğþćûĊĐ<ćĊĈĊď>@@@@@@@@@@ûýû
ćğďćĐħĬ<ćþýĆ>@@@@@@@@@@@@@@@ýûyĀúħþĄÿĐĐĊĆćĐāĎāĀďĦĐÛ
Āúħþûýûxđāû’āāĂĉĦĀĐħûćûĊĐ<ćĊĈĊď>@@@@@@@@@@@@@@@ýûďĐħā¨ýāĈ
úýĈĊúĀđāĈùħüĂāøĐĊùħďĐħā¨ýāĈćğďćĐħĬ<ćĄĊýý>@@@@@@@@@@@@@@@Ăāøy
ĀúħþāþĀĄĊúćĐħÛđ<ćþýĆ>@@@@@@@@@@@@@@@ûýûþĦĀúħþĄÿĐxĀĄĊú
@@@@@@@@@@@@@@@ýûĐĊăāùĄāĬĞþĦćĬĞď<ćĐħĀĀđāĈ>@@@@@@@@@@@@@@@ýûy
ĀđāĈ<ćĄħþ>@@@@@@@@@@@@@@@ýûāûÔďĊĀħāĄùāùćýĬĐĊăāùćĊĆĊĈ<ćĊĈĊď>
@@@@@@@@@@@@@@@ĐĊăāùĄāĬĞþĦĀđāĈĀĉĬĞďýûćĊýýĄāĬĞþĦćĬĞď
xďĐħā¨ýāĈćğďćĐħĬýû<ćĊĈĊď>

Exercise 4
Look at this picture of Dovid and Rokhl and describe what they’re wearing.
Unit 7: The black shirt looks nice! 115

Exercise 5
Use the clues below to solve this crossword puzzle featuring Yiddish
clothes vocabulary.

↓ ←
ēĆĪĄčćēĸĐĖĈīĊ
 īĊēĉĸīĉĉĚČijĈćĒĖĈIJ

ĕčĸčćėĪĄīĊČĆijĜČĖĒ  ĊćĐIJĈēĸĪĄĕĖČĆijĜČĖĒ 
ĐČĔIJĒĜĖĚĜIJĉĉĝĜĖĆĔIJĐIJ  ĎčĝčćĜĖČĔĉĄīĊČĆijĜČĖĒ 5
çijěēĸĪĄĕĖČĆijĜČĖĒ 6 ČĔĖĈčćėĪĄīĊČĆijĜČĖĒ 6
ēīĐěēĉĄćĔĉĜēĖĔĖĊīĊ 7 ĕĖēĖĉĉĕčĸčćėĪĄīĊČĆijĜČĖĒ
8
ĕīĈĊčĄ
116 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

Supplementary text
(Audio 1:48)
4HIS IS A LEGEND ABOUT AN ENCOUNTER BETWEEN THE PARENTS OF THE
"AAL 3HEM 4OV THE FOUNDER OF (ASIDISM AND THE BIBLICAL PROPHET
%LIJAH WHO ACCORDING TO *EWISH TRADITION RETURNS TO EARTH TO HELP
PEOPLEINNEED

ąĎķĕĉĊĉĎđąĔĊąķĊč°ĒĞ°đėĆĒėĕĊĹĔĝėčđėĎĈ

ČĐIJĜĖīĊēĪĝēĖĔĖĊīĊĪĜĸēìĊČčĒēIJĒIJČąĖĐĐČĖČĝēīĐěIJēčĄ
ĉĚēIJĒĖĜijēIJČĒĉěĞąĝ¯ĶĜĖēīĄĜĖćĔčěēīěČĝčĔēąijĈīĊĜĖąij
ĖĚĜIJĉĉĝĖĔĖĕčĜĖĚIJćĒĖĈĕìĉĉěčĚĉĒĝČĐIJēIJČĆijĜČĜĖĜčČĜĖīĊ

ĜĖďĖĐČčĒĐĉĸēĖĔĖĊĕijĉĉĐĉĉčČĝĖĔĪĜąĖČĐIJēĊĪĈĖĔĖĕčĜĖĚĖČijçIJě
ČĝčĔČěĉěěĐijĸĜijçĕijćĜĖąijĕĖČIJĐČčĒĐĉĸĊčĄĕijĉĉĐČčĈIJēĉĄ

ēčĄēĖĒĉěĐijĊĜĖēIJĒĖĜijđĖćēČĖąīĊĜĖćīĐěĖěčĚĉĒĝĖČĐIJčćėĪĄ
ČĖąđĖĜIJĉĉIJēĉĄĖĜĖĝČĖĉĉĖěIJĒĝĖĆĖďìĜIJđčĄēąčĆīĊąĉČĝ
ēĖĉĉĆĖĉĉēĸĪĄĎčĊČčĒēĖĒĖĔĉĚČĐĖĆēĉĄēĕĖđčĄīĊēąčĆĞąĝ¯ĄĚĉĒ
ĄčĶĔĈĉĈčĐĄēčąĎčĄĜĖČĆijĊĜčČĜĖćìąēĪĝČīČĝēIJĒĖĜijĜĖć
ęĜIJĈēĸijČīĜąIJČčĒČčĆĜčĄēĝČĔĖĒĖĐĖćīĄČìĊĜčĄĊIJĖĊĎčĄ
ēĉĊĜĖćēĉĄČĐĖĉĉčćēČďìĐIJąČĖĉĉĕijĉĉēĉĊIJēĜĪąĖĆćĐIJą†ČĖĉĉĜčĄ
ĶĉČ¯đĝ¯ĐĖąĜĖćĊčĄēĜĪąĖĆČĜĖĉĉĕijĉĉ

PLURALOFĎijĐ
†
@WILLFUTURETENSESEELANGUAGEPOINT5NIT
Unit Eight
ĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ
ĞĎĹėčđĎĹėć
You didn’t eat the gefilte fish!

In this unit you will learn:

s HOWTOTALKABOUTFOODANDCOOKING
s HOWTOTALKABOUTTHINGSYOUVEDONEINTHEPAST
s THEPASTTENSEFORMEDWITH ēąijĈ
s THEEXPRESSION ěčĜĉĚČčĒAGO
s ORDINALNUMBERSn
s ABOUTTRADITIONALFOODOFTHE9IDDISH SPEAKINGWORLD

Dialogue 1
(Audio 1:50)
2OKHLSFRIEND%STHERHASCOMETOVISITFROM.EW9ORKAND2OKHL
HASINVITED$OVIDAND+HANETOHERFLATFORDINNERSOTHATTHEYCAN
ALLGETTOKNOWEACHOTHER%STHERWANTSTOHELP2OKHLWITHTHE
COOKINGBUT2OKHLREFUSESTHEOFFER

ĎčěēčĄėĐčĈēīěČĝčĔČĕĸĜIJćĉćĊIJČĆijĊĖĆČĕijĈĉćĐċĜ Ĝ ëĕĄ

ČīĜĆĖĆęĐIJĖěIJČēĪĝĉČĕijĈ ĜĖďčĊĉČĕčą ĜĖąij
ēčĄĕĖąĐĉąčćČĐĖČĝĖĆąijĈĎčĄČěčćĔĖĖĆČĖĒáąijĈĎčĄijč Đ ċĜ
çĉĊčćČďijěĖĆąijĈĎčĄēĉĄěčĜĉĚĈĖĝIJČčĒ ēĉĉĪĄ
ČIJĐIJĕIJēďIJĒĜĖćijēĕĔčĜĆēćìĔĝĎčĄēĖěĜĝĸĄ Ĝ ëĕĄ
ČďIJĒĖĆēĉĄēĕĔčĜĆčćČīĜĆĖĆēĪĝąijĈĎčĄěĔIJćIJēīĔ Đ ċĜ
IJēĉĄēďĉěćIJĐijěijĝIJČĸĪěĖĆĎĪĄąijĈĎčĄ ČIJĐIJĕđĖć
ēìĉĉĐĝĖĐĸ
118 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

ąijĈĎčĄĖČĞčąĈ¯ĐĖąIJĊIJČĕčąĉćĊIJČĕôĉĉĖĆČĝčĔąijĈĎčĄ Ĝ ëĕĄ
ĉČĕijĈěĜijč¯ĉčĔēčĄēďijěČĝčĔĐĐďąČĕĔĖěĉć ĊIJČĔīĒĖĆ
ēĖĔIJĜijČĕĖĜ ēčĄēĕĖĆĖĆěčćĔĖČĝ
ĜijçIJČĔĖīĐĖĆąijĈĎčĄĜĖĉĉĝĪĊIJČĝčĔĊčĄĕĖ ĉČĕćĖĜĖĝĊĕijĉĉ Đ ċĜ
ēčĄČĔĪĉĉĖĆąijĈĎčĄēĖĉĉēďijěČĔĖěĖĆēĪĝąijĈĎčĄĜĖďčą¯Ďijě
ĖČĉĝçIJēČīĜĆĉĚČĝčĔēĖěĎčĄĊIJČĔīĒĖĆĖěIJČĉČĕijĈěĜijč¯ĉčĔ
ĖĜĖĝČĖĉĉ
ČĕôĉĉĖĆČĝčĔąijĈĎčĄĐċĉĒìĊ ĜëĕĄ
ēĉĉĪĄēĉĸēĕĖĕijćēĖĒĖĔĕĪĜIJĜčĒijĐĉĔĕĪĄČĝčĔČďIJĒĕĖ ĐċĜ
īĊĊIJĜĖďčĊĉČĕčąĪĜĐĕčąIJĎijĔēĖĔĖĊĕĖąĐĉąčćĊIJĎčĊČďIJć Ĝ ëĕĄ
ČīĜĆēĖĔĖĊ
ēĉĉĪĄđĖćēćĔčĚĔijēĕĖĆĜIJĸąijĈĎčĄīĉĉĪĄ ĐċĜ

Vocabulary
SAIDSEELANGUAGEPOINT ēĆijĊ← ČĆijҔĊĖĆ
HELP ~
čćėĐčĈ
EVERYTHING ęĐIJ
PREPAREDSEELANGUAGEPOINT ēČīĜĆ ← ČīҔĜĆĖĆ
ALMOST <ČIJҔĒčě>ČĖĒá
FINISHEDSEELANGUAGEPOINT ēěčćĔĖҔ ← ČěčćĔĖĖĆ
PUTSEELANGUAGEPOINT ēĐĖČĝ ← ČĐĖҔČĝĖĆ
POTATO ĕ¯
čćĖąĐĉą
HOUR <ēĖijĝ>ēĖ¯
čć<ijĝ>ĈĖĝ
AGOSEELANGUAGEPOINT ěčĜĉĚČčĒ
COOKEDSEELANGUAGEPOINT ēďijě ← ČďijҔěĖĆ
SOUP ē¯
čćçĉĊ
MAYBE <ĜĖĝĸĖ>ĜĝĸĄ
TOCUT ēćìĔĝ
VEGETABLE ē¯
ĕijćĕĔčĜĆ
SALADLETTUCE ē¯
ĜĖćČIJҔĐIJĕ
MADESEELANGUAGEPOINT ēďIJĒ ← ČďIJҔĒĖĆ
BOUGHTSEELANGUAGEPOINT ēĸĪě ← ČĸĪҔěĖĆ
CHOCOLATE ē¯
ĜĖććIJҔĐijěijĝ
CAKE ĕ¯
ĜĖćēďĉě
Unit 8: You didn’t eat the gefilte fish! 119

BOTTLE ĎĖ¯
ĕijćĐĝĖĐĸ
WINE ēĖ¯
ĜĖćēìĉĉ
KNEWSEELANGUAGEPOINT ēĕčĉĉ ← ČĕôҔĉĉĖĆ
THOUGHTSEELANGUAGEPOINT ēĖĔīĒ ← ČĔīҔĒĖĆ
ATALLINGENERAL <ĐIJҔĐďčą>ĐĐďą
ATESEELANGUAGEPOINT ēĕĖ← ēĕĖĆĖĆ
READSEELANGUAGEPOINT ēĖĔĖīĐ ← ČĔĖīĐĖĆ
COUPLEPAIR ē¯
ĕijć=čćĜijç
COOKBOOK ĜĖďčą¯Ďijě
ĕijćĎĉą¯Ďijě
COULDSEELANGUAGEPOINT ēĖĔĖě ← ČĔĖҔěĖĆ
LIVEDSEELANGUAGEPOINT ēĖĔĪĉĉ ← ČĔĪҔĉĉĖĆ
TOPREPARE ēČīĜĆĉҔĚ
SIMPLE <ČĖĝijç>Čĉĝç
SORRYEXCUSEME SINGULAR <ĐďĪĒ>ĐċĉĒìĊ
PLURAL ĐċĉĒČìĊ
TOTAKEOUTSEELANGUAGEPOINT ēĖĒĖĔĕĪҔĜIJ
5NIT
FOOD ĕ¯
ĕijćēĕĖ
ITSEEMS ĎčĊČďIJć
RAW ĪĜ
READY ČīĜĆ
TOTURNONTOLIGHTSEELANGUAGE ēćĔčĚĔijҊ
POINT5NIT

Idiom

)TDOESNTMATTER ĕĪĄČĝčĔČďIJĒĕĖ

Additional vocabulary

YESTERDAY ēČďĖĔ
THEDAYBEFOREYESTERDAY ēČďĖĔĜĖīҔĄ
120 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

Language points
1 The past tense formed with ĔĆĴĉ
4OTALKABOUTSOMETHINGTHATHAPPENEDINTHEPASTYOUNEEDTOUSE
A SPECIAL PAST TENSE FORM OF THE VERB 4HERE ARE MANY PAST TENSE
VERBSIN$IALOGUEEG
çĉĊčćčĐĴĜėćĆĴĉĎčĄ
)cookedTHESOUP
4HE PAST TENSE OF MOST 9IDDISH VERBS IS FORMED LIKE THIS 4O PUT A
VERBINTOTHEPASTTENSEFOLLOWTHESESTEPS
 4AKE THE SUBJECT AND THE APPROPRIATE present tense FORM OF THE
VERB ēąijĈEG ąijĈĎčĄz ČĕijĈĉćz ČijĈĜĖ 7HENUSEDINTHISWAY
ēąijĈDOESNOTMEAN@HAVEBUTISSIMPLYANAUXILIARYHELPING VERB
THATSERVESTOSIGNALTHEPASTTENSE
 4AKE THE BASE OF THE VERB THAT YOU WOULD LIKE TO PUT IN THE PAST
EG ¯ďijě 
 !DDTHEPREFIX ¯ĖĆTOTHEBEGINNINGOFTHEVERBEG ¯ďijěėć 
 &INALLYADDTHESUFFIXČ¯ORē¯TOTHEVERBEGčďijěėć 4HERESULTING
FORMISCALLEDTHEPASTPARTICIPLE.OTETHATTHESTRESSOFTHEPAST
PARTICIPLEISONTHEBASENOTONTHE ¯ĖĆPREFIX
!S IN THE CASE OF NOUN GENDER AND PLURAL FORMS THERE IS NO WAY OF
PREDICTING WHETHER A GIVEN PAST PARTICIPLE WILL END IN Č¯ OR ē¯ 4HIS
MEANS THAT IT IS BEST TO MEMORIZE THE PAST PARTICIPLE OF EACH VERB
INDIVIDUALLY&ROMNOWONTHEPASTPARTICIPLEOFNEWVERBSWILLAPPEAR
INTHEVOCABULARYLISTSANDTHEPASTPARTICIPLESOFALLVERBSINTRODUCED
INTHISCOURSEARELISTEDINTHEGLOSSARY(OWEVERMOREPASTPARTICIPLES
ENDIN Č¯THANIN ē¯SOTHISISTHEDEFAULTCHOICEIFYOURENOTSURE
(EREISTHECOMPLETEPASTTENSECONJUGATIONOF ēďijě

0LURAL 3INGULAR

ČďijěĖĆēąijĈĜčĒ ST
 PERSON ČďijěĖĆąijĈĎčĄ STPERSON
7ECOOKED PLURAL )COOKED SINGULAR
ČďijěĖĆČijĈĜčĄ  PERSON ČďijěĖĆČĕijĈĉć
ND
NDPERSON
9OUCOOKED PLURAL 9OUCOOKED SINGULAR
ČďijěĖĆēąijĈīĊ RDPERSON ČďijěĖĆČijĈĕĖ=čĊ=ĜĖ RDPERSON
4HEYCOOKED PLURAL (ESHEITCOOKED SINGULAR
Unit 8: You didn’t eat the gefilte fish! 121

4HEREAREAFEWMOREPOINTSTOCONSIDERWITHEACHTYPEOFPASTPAR
TICIPLE,ETSLOOKFIRSTATISSUESRELATINGTOVERBSWITHPASTPARTICIPLES
ENDINGIN Č¯

 )F THE BASE OF THE VERB ALREADY ENDS IN Č YOU DONT ADD ANOTHER
ONEWHENFORMINGTHEPASTPARTICIPLEEG
čĖąĜIJėć ← ēčĖąĜIJ
 3OME VERBS UNDERGO VOWEL CHANGES WHEN THEY BECOME PAST
PARTICIPLES3UCHCHANGESARENOTVERYFREQUENTWITHPASTPARTICIPLES
ENDINGINČ¯BUTDOOCCURWITHTWOCOMMONVERBSNOTETHATTHESE
VERBSAREIRREGULARINTHEPRESENTTENSEASWELL 
ČĕõĉĉĖĆ ← ēĕĎĉĉ
ČĐĴĉĉĖĆ ← ēĐėĉĉ
 6ERYOCCASIONALLYTHEREISACONSONANTCHANGEASWELLEG
ČijĈĖĆ ← ēĆĴĈ
.OWHEREAREAFEWPOINTSTONOTEABOUTVERBSWITHPASTPARTICIPLES
ENDINGIN ē¯

 )FTHEVERBSINFINITIVEENDSIN ēĖ¯THEPASTPARTICIPLEWILLENDIN ēĖ¯

INSTEADOF ē¯EG
ĔėĒĉĔĖĆ ← ĔėĒĖĔ
ĔėĆĔĉĊĖĆ ← ĔėĆĔčĊ
ĔėěĔĉĜČĖĆ ← ĔėěĔčĜČ
(OWEVER REMEMBER THAT MANY VERBS WHOSE INFINITIVE ENDS IN ēĖ¯
HAVEPASTPARTICIPLESENDINGINČ¯INWHICHCASETHISDOESNTAPPLY
EG ĔėĔĪĉĉ→zčĔĪĉĉĖĆ 
 6OWEL CHANGES ARE MORE COMMON WITH PAST PARTICIPLES ENDING
IN ē¯EG
ēĸĐĴĈĖĆ ← ēĸĐėĈ
ēąĎĜĝĖĆ ← ēąíĜĝ
ēĖěĔĊĜČĖĆ ← ēĖěĔĎĜČ
ēĖĒĊĔĖĆ ← ēĖĒėĔ
 /CCASIONALPASTPARTICIPLESENDINGIN ē¯HAVEACONSONANTCHANGE
ASWELL
ēĕĖćĖĆ ← ēĕĖ
ēćĎĜĝĖĆ ← ēĖìĜĝ
122 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

4ONEGATEAPASTTENSEVERBINSERTČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERB
ANDTHEPASTPARTICIPLE

ČďijěĖĆčĞĎĕąijĈĎčĄ
)didn’tCOOK

)F THE SENTENCE HAS A DIRECT OR INDIRECT OBJECT IT USUALLY FOLLOWS THE
ENTIREPASTTENSECONSTRUCTIONASYOUVESEEN

èĊċĎĈČďijěĖĆąijĈĎčĄ
)COOKEDthe soup

(OWEVERIFTHEDIRECTOBJECTISAPRONOUNITGOESBETWEEN ēąijĈAND

THEPASTPARTICIPLEASIN

ČďijěĖĆĖėąijĈĎčĄ
)COOKEDit

&INALLYNOTETHATTHE9IDDISHPASTTENSECORRESPONDSTOSEVERALDIFFER
ENT%NGLISHTENSES&OREXAMPLE ČďijěĖĆąijĈĎčĄMAYBETRANSLATED
WITHANYOFTHEFOLLOWINGDEPENDINGONTHECONTEXT

s )COOKED
s )HAVECOOKED
s )WASCOOKING
s )HADCOOKED

2 The expression ĜĎĝĊě. . .čĎē ( . . . ago)

4OSAYTHATSOMETHINGHAPPENEDSOMETIMEAGOUSETHEEXPRES
SIONěčĜĉĚČčĒANDPUTTHELENGTHOFTIMEINTHEMIDDLEASIN$IALOGUE

ĜĎĝĊěĉėĞijčĎēēĉĉĪĄēčĄĕĖąĐĉąčćČĐĖČĝĖĆąijĈĎčĄ
)PUTTHEPOTATOESINTHEOVENan hour ago

(ERE ARE SOME MORE EXAMPLES OF THIS CONSTRUCTION .OTE THAT ČĉҔĔčĒ
MINUTE  ĈĖĝHOUR AND ĜijčYEAR REMAININTHESINGULARWHENUSED
INCONJUNCTIONWITHNUMBERS

AMINUTEAGO ěčĜĉĚČĉĔčĒIJČčĒ
TENMINUTESAGO ěčĜĉĚČĉĔčĒēĖĚČčĒ
ANHOURAGO ěčĜĉĚĈĖĝIJČčĒ
Unit 8: You didn’t eat the gefilte fish! 123

TWOHOURSAGO ěčĜĉĚĈĖĝīĉĉĚČčĒ
THREEDAYSAGO ěčĜĉĚĆĖČìĜćČčĒ
AWEEKAGO ěčĜĉĚĎijĉĉIJČčĒ
TWOWEEKSAGO ěčĜĉĚēďijĉĉīĉĉĚČčĒ
AMONTHAGO ěčĜĉĚ<ĝĖćĪď>ĝćĉċIJČčĒ
FOURMONTHSAGO ěčĜĉĚ<đčĝijćIJď>đčĝćċĜčĸČčĒ
AYEARAGO ěčĜĉĚĜijčIJČčĒ
lVEYEARSAGO ěčĜĉĚĜijčėĔčĸČčĒ

Exercise 1 (Audio 1:51)

Rewrite this excerpt from Khane’s journal, putting the verbs into the
past tense. You might have to check the glossary for some of the past
participles.

ĦćĊúĈĊĐùĂāøćýøûýûćĊĄÿĐàùĊĐĊđĀĊýýćĉĊĂāøćýøĐßĉøûýû
ćýýèĐÛĐāĆxćĉĊćğďćĊúĈĊĐùĀđāĈĀĬĐĦûĐāøyĀúħþĄÿĐćăýď
ĀĦĄĦĉĦĀăĦĆāþċĄāüćğďĀđāĈĄāýýāþĐĊùħĂāďćāøćĊĄÿĐćĬĄĊü
ćĉĊćďāûĈĊĐāĆxĐĊýýđýĎĀĉĀĊùĐĦýûyúħþĂāøÛýþĦĀăħďćýø
ćûĊĐĐāĆćàýýĂĞøćĊďĈāĐĀûýûćýøĄÿĐğĀĊĉğüþûĈýøĀāúĄÿĐćýø
ĀĊÛđþāù

Exercise 2
Answer the following questions based on Dialogue 1.

ČďijěĖĆēĪĝĐċĜČijĈĕijĉĉ

ēijČČĐijĉĉĖĆĜëĕĄČijĈĕijĉĉ 
ėĐčĈČĐijĉĉĖĆČĝčĔĐċĜČijĈĕijĉĉĜIJĸ 
ěĜijč¯ĉčĔēčĄČĔĪĉĉĖĆČijĈčĊēĖĉĉēĕĖĆĖĆĐċĜČijĈôĉĉ 4
ēĉĉĪĄđĖćēćĔčĚĔijČěĔĖćĖĆĐċĜČijĈ 5
124 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

Exercise 3
Answer the following questions using the expression ěčĜĉĚČčĒ.

ěčĜĉĚĜijčėĔčĸČčĒČĔĪĉĉĖĆĉČĕijĈôĉĉ

ěčĜĉĚĜijčIJČčĒĝčć™ ččēćĖĜČĔĖěĖĆĉČĕijĈ 
ěčĜĉĚđčĝćċĕěĖĊČčĒČĖąĜIJĖĆĉČĕijĈôĉĉ 
ĐijĒLAST ĖČĚĖĐĕijćĖčĚIJěIJĉĉIJČIJĈĖĆĉČĕijĈēĖĉĉ 4
ČĔìĈBREAKFAST ěčČĝčĜĸēĕĖĆĖĆĉČĕijĈēĖĉĉ 5

Dialogue 2
(Audio 1:52)
$OVIDISVISITINGHISUNCLE9ANKLANDAUNT2EYZLFOR&RIDAYNIGHT
DINNERANDENDSUPARGUINGABOUTBEINGVEGETARIAN

ĝčĸĖČĐčĸĖĆčćēĕĖĆĖĆČĝčĔČĕijĈĉćĝīĐĸĐěčČĝIJđĖĔćĉć Đ ěĔIJč

ėĪĄĐĆĉěēĉĄĕĖĒčĚĜijĔČĕijĈĉćēĉĄĜĖąĖĐĖČěIJĈĖĆ čćĜĖćij
ĜĖĐĖČēìć
IJēčąĎčĄĝīĐĸēīěČĝčĔĕĖĎčĄĜĖąijĜĖČĖĸěĔIJćIJ ć ĉć
ČĆijĊĖĆĜĖčĜĸēĪĝĎìĄąijĈĎčĄ ĜĖčĜIJČĖĆĖĉĉ
ĐćĔčĈĐĕčąIJĎĉĊĜIJĸĪĊIJąĪĄĉĔ ĝīĐĸēĕĖČĝčĔČĕīĈĕijĉĉ ĐĊīĜ
ĊIJēīĒĎčĄĝčĸĜĖćijĐćĔčĈēīěČĝčĔĎĪĄĕĖĎčĄĖĒĉĒĐċĉĒìĊ ć ĉć
ēčĔĖđĖćēĆĖĉĉēćĖĜĜčĒĕijĉĉĐijĒĖČĔĖĚĕijćĊčĄ ĕijć
ijčĉČĕĖĕijĉĉ ĉČĕćĖĜĖĝĊĕijĉĉ Đ ěĔIJč
ČďĉĜĸēďIJĊīĐĜĖĐáĐijĒČĜĖćĔĉĈČĆijĊĖĆēĪĝĎìĄąijĈĎčĄ ć ĉć
¯ĎĖĐĖąĖąĖĝIJěēĝěijĐČĪĜąĊĖěĜĖīĄ ēĕĔčĜĆ
ČĝčĔąĪĄĝīĐĸēĕĖČĕĊĉĒĉć ĕijćĊčĄĞĖĆĉĝĒIJĜIJĸĕijĉĉ Đ ĊīĜ
ēĜĖĉĉěĔIJĜěĈĐčĐċ ĉČĕĔĖě
ęĔIJĆĊčĄĕĖČĐĖĉĉĜĖćėĪĄĜĖčĜIJČĖĆĖĉĉĜĖČĝĜĖĜĖćČĝčĔēčąĎčĄ ć ĉć
ēČìĚĖěčČĔìĈčćēčĄĎĖĐČĔīĉĉĖĆ
ĜĖčĜIJČĖĆĖĉĉIJìĊēĝěĖĜĖĕĪĜĆIJČĕčąĉćēijČēĖĒēĖěĕijĉĉĉĔ Đ ěĔIJč
ČĕĐčĉĉ ĉćąĪĄ
ĐďìčēìĒĝČijďĎĉĊĜIJĸĜĖąijČĕĐčĉĉĉćĕijĉĉĉČijč ĐĊīĜ
ćĐIJĉĉĆ ćĉć
Unit 8: You didn’t eat the gefilte fish! 125

Vocabulary
PIECE ĎĖ¯
ĕijćĐěčČĝ
MEAT ē¯
ĕijćĝīĐĸ
GEFILTEFISHLITERALLYFILLEDFISHSEE PLURAL ĝčĸĖČĐčĸĖĆ
CULTUREPOINT
CHOPPEDLIVER
čćĜĖąĖĐĖČěIJĈĖĆ
TSIMESSEECULTUREPOINT ē¯
ĜĖćĕĖĒčĚ
KUGELSEECULTUREPOINT ēĖ¯
ĜĖćĐĆĉě
VEGETARIAN ~
ĜĖćĜĖčĜIJČĖĆĖĉĉ
BEFOREEARLIER ĜĖčĜĸ
TOTASTESEELANGUAGEPOINT5NIT ēďĉĊĜIJĸ
FOREXPLANATIONOFHOWTOFORMTHE
PASTTENSEOFTHISTYPEOFVERB
CHICKEN ĎĖ¯
ĕijćĐćĔčĈ
FISH ~
ĜĖćĝčĸ
TENTHSEELANGUAGEPOINT ČĔĖĚ
ISSUE 
ĕijć=ĜĖć<ēĖčĔčĄ>ēčĔĖ
<đčĔijčĔčĄ>đč¯
ALLKINDSOF <īĐĜĖĐijҔě>īĐĜĖĐá
FRUIT ē¯
čćČďĉĜĸ
EGG ĜĖ¯
ĕijćīĄ
CHEESE ē¯
ĜĖćĊĖě
BREAD ē¯
ĕijćČĪĜą
NOODLE ē¯
ĜĖćĝěijĐ
PORRIDGE ĕ¯
čćĖĝIJě
BEAN Ď¯
ĕijćĖĐĖąĖą
MADNESS ē¯
ĕijć<ĕIJҔĆĉĝĖĒ>ĞĖĆĉĝĒ
IF ąĪĄ
FIRSTSEELANGUAGEPOINT ČĝĜĖ
WORLD ē¯
čćČĐĖĉĉ
COMMONUSUAL ĎĖĐČĔīĉĉĖĆ
CONTEMPORARY ěčČĔìĈ
STUBBORNPERSON <đčĔijĝěIJ>đč¯
ĜĖć<ēĝěIJ>ēĝěĖ
ATLEASTCANALSOMEAN@ALTHOUGH ĝČijď
CLEARCHICKENSOUPSEECULTUREPOINT ĎĖ¯
ĕijćĐďìč
126 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

Idioms

7HATDOESTHATMEAN ČĕīĈĕijĉĉ
(ELP
-ERCY
ćĐIJĉĉĆ

Additional vocabulary

TOBAKE Č¯ĖĆ=ē¯ĖĆēěIJą
FORK ēĖ¯
ĜĖćĐçijĆ
GLASS ĎĖ¯
ĕijćĐĊĖĐĆ
HERRING ~=ēĖ¯
ĜĖćĆĔčĜĖĈ
SALT ē¯
ĕijć=čćęĐIJĊ
JUICE ē¯
ĜĖćČĸIJĊ
POT çĖČ
ĜĖćçijČ
CUP ĎĖ¯
ĕijćĐçĖČ
CHOLENTSEECULTUREPOINT 
ĕijć=ĜĖćČĔĐijĝČ
5NIT ĜĖ¯=ē¯
KOSHERSEECULTUREPOINT <ĜĖĝijě>Ĝĝá
SPOON ~
ĜĖćĐĸĖĐ
MILK ~
čćĎĐčĒ
DAIRYSEECULTUREPOINT ěčďĐčĒ
KNIFE ĕ¯
ĕijć=ĜĖćĜĖĕĖĒ
CARROT ē¯
čć=ĜĖćĜĖĒ
FRYINGPAN ĕ¯
čćĖćijĜĉĉijҔěĕ
ĕ¯
čćĖčĔĐĖČIJç
PAREVNEUTRALNEITHER ĖĉĉĖĜIJҔç
MEATYNORDAIRYSEE
CULTUREPOINT
TOMATO ē¯
ĜĖćĜijҔćčĒijç
ORANGE ē¯
ĜĖćęĔIJҔĜĖĒijç
TOFRY Č¯ĖĆēĖĐĆĖĜç
MEATYSEECULTUREPOINT ěčĝīĐĸ
PEPPER ~
ĜĖćĜĖĸĖĸ
SUGAR ~
ĜĖćĜĖěĉĚ
ONION ĕ¯
čćĖĐĖąčҔĚ
GARLIC ~
ĜĖćĐąijĔě
MUSHROOM ēĖ¯
čć=ĜĖćđijĉĉĝ
BOWL ēĖ¯
čćĐĕčĝ
Unit 8: You didn’t eat the gefilte fish! 127

Language points
3 Ordinal numbers 1–100

4HE ORDINAL NUMBERSFIRST SECOND THIRD ETC IN 9IDDISHAREADJEC

TIVESMADEBYTAKINGTHECARDINALNUMBERONETWOTHREEETC AND
ADDINGASUFFIXTOIT
4HEORDINALSSTTOTHAREFORMEDWITHTHESUFFIX Č¯ASSHOWNIN
THEFOLLOWINGCHART4HEORDINALSSTRDTHANDTHAREIRREGULARFOR
8TH THERE IS NO CHANGE BECAUSE THE CARDINAL ČďIJ ALREADY ENDS IN Č
5THHASTWOVARIANTSONEREGULARANDTHEOTHERIRREGULAR

Ordinal Cardinal Ordinal Cardinal

čĸĐĖ ėĐĖ  čĞĝė ĕĔīĄ 
čĸĐĖĉĉĚ ėĐĖĉĉĚ  čīĉĉĚ īĉĉĚ 
čĔĚìĜć ēĚìĜć  čĎĜć ìĜć 
čĔĚĜĖĸ ēĚĜĖĸ  čĜėĸ Ĝčĸ 4
čĔĚĸĉĸ ēĚĸĉĸ  čĸĊĸ=čĸĔčĸ ėĔčĸ 5
čĔĚďĖĊ ēĚďĖĊ  čĕěĖĊ ĕěĖĊ 
čĔĚĖąčĊ ēĚĖąčĊ  čėąčĊ ēąčĊ 
čĔĚďIJ ēĚďIJ  čďIJ ČďIJ 8
čĔĚĔìĔ ēĚĔìĔ  čĔìĔ ēìĔ 
čĔĖĚ ēĖĚ 

4HEORDINALSTHANDABOVEAREFORMEDWITHTHESUFFIX Čĕ¯

čĖěčĚĔijĉĉĚ=čĖěčĚĔIJĉĉĚ ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ 
čĖěčĕìĜć ěčĕìĜć 
čĖěčĚĜĖĸ ěčĚĜĖĸ 
čĖěčĚĸĉĸ ěčĚĸĉĸ 
čĖěčĚďĖĊ ěčĚďĖĊ 
čĖěčĚĖąčĊ ěčĚĖąčĊ 
čĖěčĚďIJ ěčĚďIJ 
čĖěčĚĔìĔ ěčĚĔìĔ 
čĖČĜĖćĔĉĈ ČĜĖćĔĉĈ 

)NTHECASEOFCOMPOUNDSONLYTHELASTPARTISMADEINTOANORDINAL
EG čĖěčĚĔIJĉĉĚēĉĄēīĄzST  čĖěčĕìĜćēĉĄēąčĊzTH 
128 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

/RDINALNUMBERSFUNCTIONLIKEOTHERADJECTIVESTAKINGGENDERAND
CASESUFFIXESEG

ĜĖčĜIJČĖĆĖĉĉĝėČĝĜĖĝėĈČĝčĔēčąĎčĄ
)MNOTTHElRSTVEGETARIANMASCULINESINGULARNOMINATIVE 

ĐijĒėČĔĖĚĖĴĈĊčĄĕijć
4HISISTHETENTHTIMENEUTERSINGULARNOMINATIVE

ĔČīĉĉĚĒėĈČĝčĔĜĖąijđĐčĸĔČĝĜĖĒėĈēĖĊĖĆąijĈĎčĄ
)VESEENTHElRSTlLMBUTNOTTHESECONDMASCULINESINGULAR
ACCUSATIVE 

4 Using ĴĎ to emphasize a contrast

)N 9IDDISH THE WORD ijč CAN BE ADDED TO A STATEMENT IN ORDER TO
EMPHASIZE THAT IT CONTRASTS WITH SOMETHING SAID PREVIOUSLY 4HIS IS
OFTENEQUIVALENTTOUSINGITALICSORSTRESSINGAPARTICULARWORDIN%NGLISH
&OREXAMPLEIN$IALOGUE$OVIDSAID

ĝčĸĜĖćijĐćĔčĈēīěČĝčĔĕĖĎčĄ
)DONTEATCHICKENORlSH

4OWHICH9ANKLREPLIED

ĴĎĉČĕĖĕijĉĉ
7HATdoYOUEAT

Culture point
Eastern European Jewish food

4RADITIONAL !SHKENAZI CUISINE IS SHAPED BY THE *EWISH DIETARY LAWS
!CCORDING TO THESE LAWS ONLY ANIMALS THAT CHEW THE CUD AND HAVE
CLOVENHOOVESAREPERMITTEDASFOOD3IMILARLYONLYCERTAINTYPESOF
FOWL ARE ALLOWED 0ERMITTED ANIMALS AND FOWL MUST BE SLAUGHTERED
ACCORDINGTOSTRICTREGULATIONSINORDERTOBE ĜĝáKOSHERFITACCEPT
ABLE &ISHMUSTHAVEFINSANDSCALESSOALLSHELLFISHISPROHIBITED)N
ADDITIONMEATANDDAIRYMUSTNOTBEMIXED4HISPROHIBITIONEXTENDS
TOCUTLERYUTENSILSANDCOOKINGAPPLIANCESSOOBSERVANTHOUSEHOLDS
Unit 8: You didn’t eat the gefilte fish! 129

HAVESEPARATEěčĝīĐĸMEATY ANDěčďĐčĒDAIRY POTSANDPANSOVENS

ANDSINKS&ISHEGGSFRUITANDVEGETABLESARE ĖĉĉĖĜIJçNEUTRAL AND
MAY BE MIXED WITH BOTH MEAT AND DAIRY BUT TRADITIONALLY FISH IS NOT
SERVED DURING THE SAME COURSE AS MEAT 4YPICAL SPECIALITIES OF THE
9IDDISH SPEAKINGWORLDINCLUDE ĐĆĉěABAKEDCASSEROLETHATMAYBE
SWEETMADEWITHNOODLES ORSAVOURYMADEWITHPOTATOES ĎĪčOFTEN
REFERRED TO BY THE DIMINUTIVE Đďìč  A CLEAR CHICKEN SOUP ĕĖĒčĚ A
SWEETDISHOFCARROTSANDRAISINSĝčĸĖČĐčĸĖĆCARPORWHITEFISHPATTIES
THATMAYBEEITHERSWEETINTHE0OLISHSTYLE ORSALTEDINTHE,ITHUANIAN
STYLE ANDCHOPPEDEGGCHICKENLIVERORHERRING

Exercise 4
Look at this illustration and say what the people are doing. Refer to each
person using ordinal numbers.

Example ĎĉąIJČĔĖīĐĝČĔĖĒĜĖČĝĜĖĜĖć
130 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

Exercise 5
Insert ordinal numbers in the correct cases into this story, using the
prompts in brackets.

@@@@@@@@@@@@@@@@ĜĖćĊčĄĜĖĜĖąijėĔčĸēĉĸćĔčě
@@@@@@@@@@@@@@@@ĕijćĊčĄćĉć
ĉĚčćáĐĄĜûčēīěćĐIJąČĜijĸćĉćĐĄĜûčēčĄČĔĪĉĉĜĖćĉĜąēìĊēĉĊ

ĐĄĜûčēīěĈĖčĕĔ
@@@@@@@@@@@@@@@@ĕćĉćČĝčĔĊčĄĕijćĜĖćĉĜąđĖćēďĉĊIJą
ČĜijćĜĖćĉĜąēìĊČďĉĊIJąĜĖĕijĉĉĐijĒ
4@@@@@@@@@@@@@@@@ĕijćēĪĝĊčĄĕĖ
ĜĖĐìĉĉĐĄĜûčČIJĈĖĆąčĐĪĊIJČĝčĔĜĖČijĈĐijĒ
@@@@@@@@@@@@@@@@ĕijć

ČĆijĊĜĖąčĐěĜIJČĝĜĖČijĈČĚčĄĜĖąijĝ™ čĖĜąĖĈČĔĖěĖĆČĉĆČĝčĔČijĈ
ēīěĜijĸĎčĄĕijĉĉĐijĒ
@@@@@@@@@@@@@@@@ĕijćēĪĝĊčĄĕijćĊIJĐčĸĎ血

ĐĄĜûč

Supplementary text
(Audio 1:53)
(EREISASTORYABOUT(ERSHELE/STROPOLYERTHEPOPULAR9IDDISHFOLK
HEROFAMOUSFORCHAMPIONINGTHEPOORANDMOCKINGTHERICH

ėēĞčėĝĜĔĎąčĬćėđėĞĝėĉ

*ēĜijĉĉĖĆĊčĄĜĖĈĖčĕĔĖĆĔIJĐIJČďIJĒĖĆČijĈĜĖčĐijçijĜČĕijĖĐĖĝĜĖĈ
ČijĈĜĖĜĖąijĖĜĖĝČĖĉĉēĕĖČĐijĉĉĖĆČijĈēĉĄěčĜĖĆĔĉĈēĉĄćčĒĜĖīĊ
ĆĖĉĉēĸĪĄĖĒĝČĖĜěIJē襆ēĖĆĔIJĆĖĆĔìĜIJĊčĄĜĖČĐĖĆēīěČIJĈĖĆČĝčĔ
ĕĖĐĖĝĜĖĈėĪĄČěĉěĖĆČijĈĖČĞčąĈ¯ĐĖąčćĖĜĖĝČĖĉĉēČĖąĖĆČijĈēĉĄ
ēīěČĝčĔČijĈĜĖĊIJ‡ēĖĔIJČĝĜIJĸČijĈēĉĄĜĖćīĐěĖěčĚĉĒĝĖČĐIJ
đčĄČijĈčĊĖĜĖĝČĖĉĉēīěēąĖĆđčĄČĐijĉĉĖĆČĝčĔčĊČijĈČĐĖĆ
ēąĖĆČĝčĔĜijĆĎìĄēĖěĎčĄēĕĖēīěČĝčĔąijĈĎ血ČĆijĊĖĆ
ČijĈĜĖēĉĄĖĒĝČĖĜěēčĄēĕĖijćĊčĄĕĖĊIJēĖĊĖĆČijĈĖĐĖĝĜĖĈ 
 ĝčĸēīěČĝčĔĝīĐĸēīěČĝčĔ ČĝčĔĜijĆĖěIJČĜčĄČijĈ€ČĆĖĜĸĖĆ
ēīĔ€ ČĪĜąēīěČĝčĔĉĐčĸIJ€ČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČijĈēīĔ€
ČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČijĈ

PASTTENSEOFēĜĖĉĉSEELANGUAGEPOINT5NIT
†
PASTTENSEOFēīĆĔìĜIJSEELANGUAGEPOINT5NITANDLANGUAGEPOINT5NIT
‡
PASTPARTICIPLEOFēīČĝĜIJĸSEELANGUAGEPOINT5NIT
Unit 8: You didn’t eat the gefilte fish! 131


Ĝ襹ĪĄ€ēĆčĜĝĖĆČijĈĜĖĕĖáēčĄĜĖīĊēĜijĉĉĖĆĊčĄĖĐĖĝĜĖĈ 
ĪĜĸčćēijČĖĆČijĈĖČIJČēìĒĕijĉĉĎčĄĉČēĕĖēīěČĝčĔĜčĒČčĆ
ĜĖĐĖČēĕĪĜĆIJēĖĐĖĝĜĖĈČĆĔĖĜąĖĆĎìĐĆČijĈēĉĄČIJĈĖĆĄĜĉĒČijĈ
ĪĜĸčćČijĈēĕĖČěčćĔĖĖĆČijĈĖĐĖĝĜĖĈēĖĉĉĕĖąĐĉąēĉĄĝīĐĸ
 ēijČĖĆĖČIJČĜĖìĄČijĈĕijĉĉĖČčąĜčĒČĆijĊ€ČĆĖĜĸĖĆ
 ĜĖěčĜĖĆĔĉĈIJēĸijĐĝ§ēĖĆĔIJĆĖĆĊčĄĜĖ€ČĜĖĸČĔĖĖĆĖĐĖĝĜĖĈČijĈ 
¶

§
PASTTENSEOFēīĆSEELANGUAGEPOINT5NIT
¶
ěčĜĖĆĔĉĈUSEDASAMASCULINENOUN
Unit Nine
ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ
How was the trip?

In this unit you will learn:

s HOWTOTALKABOUTTRAVELANDDESCRIBEPLACES
s THEPASTTENSEFORMEDWITH ēìĊ
s PREPOSITIONSMEANING@TO
s ēīĆAND ēĜijĸ
s LARGENUMBERSANDDATES
s HOWTODECLINE ĜĖćĖčAND ĜĖĔīĄ
s ADJECTIVESBASEDONPLACENAMES
s ABOUT*EWISH6ILNIUS

Dialogue 1
(Audio 1:55)
$OVIDHASJUSTCOMEBACKFROM)SRAELWHEREHEWENTTOVISITHIS
BROTHERINYESHIVA(ETELLS+HANEAND2OKHLABOUTHISTRIP

đčēčĄēĖĒčĉĉĝēĖĆĔIJĆĖĆĉČĕčą ĈĖčĕĔčćēĖĉĉĖĆĊčĄčĉĉĉĔ Đ ċĜ
ĶčĶij¯ĐëČĝčĔđčĐĝĉĜčēīěēĜijĸĖĆēčąĎčĄ ĉČĕćĖĜĕijĉĉĐċĜ ć ĉć
ēčąĐijĒĖČĚĖĐĕijćĐĄĜûčēīěēĜijĸĖĆēčąĎčĄēĖĉĉćijĝIJĊčĄĕijć ĐċĜ
ēijČĖĆĉČĕijĈĕijĉĉijČČìĚĖĚĔIJĆčćĖĝĊIJĐçĜĖćėĪĄ ēĆĖĐĖĆĎčĄ
ēĚĔIJĆIJēČĜijćēąčĐąĖĆēĉĄČijČĝĜĖČĐIJĜĖćēčĄēĖĆĔIJĆĖĆēčąĎčĄ ćĉć
ĎĪĄēčąĎčĄěĜĖĒĖĕĪĜĆčćēĉĄĐĞĉáđĖćēĖĊĖĆąijĈĎčĄĆijČ

IJėĪĄēĖĉĉĖĆēĖĔĖĊĜčĒĜĖćĉĜąēìĒČčĒēĖĖĸIJěēčĄĎĕIJēĕĖĊĖĆ
ēĖĔĖĊĜčĒČIJĈĖĆĈĔĉĞċČijĈđčĜĶċĕĜĖćĉĜąēìĒēĉĸĜĖĔīĄ~ĈċĒčû
ĖČĒčĜIJąčćēčĄēĖĆĔIJĆĖĆēĉĄĈĸčċēīěĕĉąijČĪĄēČčĒēĜijĸĖĆĎĪĄ
ēĉĊĐčĸĉĚēĉĸČĪĜēĚĔIJĆēčĄēĜijĉĉĖĆēčąĎčĄēČĜijćĜĖĔČĜĖĆ
Unit 9: How was the trip? 133

đčĜĖĝĈĄĒēčĄēĖĒijĜě¯ĜĖďčąĖĝčć™ čččćēčĄēĖĉĉĖĆĉČĕčą Ĕċ
Ĉ
ēĖĔIJĒijĜ¯ĉĉčČěĖČĖć~đčĜĸĕēĉĄĜĖďčąĎĕIJČĸĪěĖĆąijĈĎčĄijč ćĉć
~ĜĖąijĝčć™ ččėĪĄĞĉćĆIJēĉĄĈďĐĈ
ĜčĒĊìĉĉ īĊēĖĔĖĊôĉĉĉĔ ēĖĔIJĒijĜ¯ĉĉčČěĖČĖć Đ ċĜ
ēIJĐçijĜĖēĸĪĄČĊijĐĖĆīĊąijĈĎčĄ~ĝčĜIJĔĪĊIJēĖĉĉĖĆēčąĎčĄ ć ĉć

Vocabulary
WASSEELANGUAGEPOINT ēìĊ ← ēĖҔĉĉĖĆ
TRIP Ğĉ¯
čć<ĖčĕĖĔ>ĈĖčĕĔ
SEA ēĖ¯
ĜĖć<đIJč>đč
TOSEELANGUAGEPOINT ēīě
*ERUSALEM <đ™ čIJĐijĝĉĜĖč>đčĐĝĉĜč
4EL!VIV <ĉĉčҔĉĉIJ¯ĐĖČ>ĶčĶij¯Đë
PITYSHAME ~
ĜĖććijĝ
TRAVELLEDWENTBYVEHICLE ēĜijĸ← ēĜijĸĖĆ
SEELANGUAGEPOINTSAND
LAYSEELANGUAGEPOINT ēĆčĐ← ēĆĖĐĖĆ
BEACH ĕ¯
čćĖĝĊIJĐç
SO ijČ
WALKEDWENTSEELANGUAGE ēīĆ← ēĖĆĔIJĆĖĆ
POINTSAND
CITY ČĖČĝ
čćČijČĝ
STAYEDSEELANGUAGEPOINT ēąìĐą← ēąčĐąĖĆ
THERE
ēČĜijć
4HE7ESTERN7ALL
ĜĖć<ĐĕĪě>ĐĞĉá
MARKET ěĜĖĒ
ĜĖćěĜIJĒ
TOSEELANGUAGEPOINT ėĪĄ
CELEBRATION Ğĉ¯
čć<ĖďĒčĕ>ĈċĒčû
ONESEELANGUAGEPOINT MASCULINE ĜĖĔīĄ
BUS ē¯
ĜĖćĕĉąijČĪҔĄ
(AIFA <Ėĸīď>Ĉĸčċ
BECAMESEELANGUAGEPOINT ēĜĖĉĉ← ēĜijĉĉĖĆ
COMPLETELY ēĚĔIJĆēčĄ
134 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

SUN ēĖ¯
čćēĉĊ
SHOPSTORE ēĖ¯
čćđijĜě
-EAH3HEARIM(AREDI <đčĜijĖĝĖīĒ>đčĜĖĝĈĄĒ
NEIGHBOURHOODOF*ERUSALEM
*EWISHRELIGIOUSBOOK đč¯
ĜĖć<ĜĖĸīĕ>Ĝĸĕ
<đčĜijĸĕ>
DETECTIVE ē¯
ĜĖćĉĉčҔČěĖČĖć
NOVEL ēĖ¯
ĜĖćēIJҔĒijĜ
HALAKHA*EWISHLAW Ğĉ¯
čć<ĖďijĐIJĈ>ĈďĐĈ
LEGENDNON LEGALSECTIONS Ğĉ¯
čć<ĖćijĆIJ>ĈćĆIJ
OFCLASSICALRABBINICTEXTS
EG4ALMUDANDMIDRASH
STUPIDSILLY ĝčĜIJĔ
TOLEAVEALSOTOLET ē¯ĖĆ=Č¯ĖĆēĊijĐ
PLANE ēĖ¯
ĜĖćēIJҔĐçijĜĖ

Additional vocabulary

CAR ĕ¯
ĜĖćijČĪĄ
UNDERGROUNDSUBWAY ēĖ¯
čćēIJą¯ČĔĉĜĆĜĖČĔĉҔĄ
TRAIN ēĖ¯
čćēIJą
TRAM ēĖ¯
ĜĖćìҔĉĉĒIJĜČ
MOTORCYCLE ēĖ¯
ĜĖćĐěčĚijČijĒ
MOTOR ē¯
ĜĖćĜijҔČijĒ
UNDERGROUNDSUBWAYUSEDIN53 ĕ¯
čć=ĜĖćīĉĉąijĕ
ONFOOT ĕĉĸĉĚ
WHEEL ĜĖćĖĜ
ĕijć=čććijĜ
BICYCLE ĕ¯
ĜĖćĜĖĉĉijĜ
BOATSHIP ē¯
čćėčĝ
NORTH
ĜĖć<ēĸijĚ>ēĉĸĚ
SOUTH
ĜĖć<đĖĜijć>đĉĜć
EAST
ĜĖć<ĎĖĜĊčĒ>ċĜĊčĒ
WEST
ĜĖć<ĉĉĖĜìĒ>ĶĜĖĒ
Unit 9: How was the trip? 135

Language points
1 The past tense formed with Ĕíċ

)N 5NIT  YOU LEARNED THE USUAL WAY OF FORMING THE PAST TENSE IN
9IDDISHIEWITHAPRESENTTENSEFORMOFTHEAUXILIARYVERB ēąijĈFOL
LOWEDBYAPASTPARTICIPLE(OWEVERTHEREISASMALLGROUPOFABOUT
 VERBS THAT DO NOT FORM THEIR PAST TENSE WITH ēąijĈ INSTEAD THEY
USE ēìĊ 9OU SAW SOME EXAMPLES OF THIS IN $IALOGUE  FOR EXAMPLE
WHEN$OVIDSAID

đčĐĝĉĜčēīěĔĝĴĹėćĔĎĆĎčĄ
)travelledTO*ERUSALEM

(EREISTHECOMPLETEPASTTENSECONJUGATIONOF ēĜijĸTOGOTRAVELBY
VEHICLE WHICH YOU CAN USE AS A MODEL FOR VERBS FORMING THEIR PAST
TENSEWITH ēìĊ

0LURAL 3INGULAR

ēĜijĸĖĆēĖĔìĊ=ēĖĔĖĊĜčĒ STPERSON ēĜijĸĖĆēčąĎčĄ STPERSON

7EWENT PLURAL )WENT SINGULAR

ēĜijĸĖĆČìĊĜčĄ NDPERSON ēĜijĸĖĆČĕčąĉć NDPERSON

9OUWENT PLURAL 9OUWENT SINGULAR

ēĜijĸĖĆēĖĔìĊ=ēĖĔĖĊīĊ RDPERSON ēĜijĸĖĆĊčĄĕĖ=čĊ=ĜĖ RDPERSON

4HEYWENT PLURAL (ESHEITWENT SINGULAR

)N MOST OTHER RESPECTS THESE VERBS BEHAVE JUST LIKE THOSE USING ēąijĈ
THE PAST PARTICIPLE IS FORMED WITH ¯ĖĆ AND A SUFFIX ČčĔ=ČĝčĔ GOES
BETWEEN THE AUXILIARY VERB AND THE PAST PARTICIPLE IF THE VERB HAS A
DIRECTORINDIRECTOBJECTITUSUALLYGOESAFTERTHEPASTPARTICIPLEBUT
IF THE DIRECT OBJECT IS A PRONOUN IT GOES BETWEEN THE AUXILIARY VERB
ANDTHEPASTPARTICIPLETHERANGEOFPOSSIBLETRANSLATIONSISTHESAME
EG)WENT)HAVEGONE)WASGOING)HADGONE 
4HEREISNOCOMPLETELYFOOLPROOFMETHODOFPREDICTINGWHICHVERBS
CONJUGATEWITH ēìĊINSTEADOF ēąijĈASWITHOTHERASPECTSOF9IDDISH
GRAMMARTHEBESTTHINGTODOISJUSTTOMEMORIZETHEMINDIVIDUALLY
(OWEVER SINCE THERE ARE ONLY ABOUT  OF THEM THIS IS NOT A BIG
136 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

PROBLEM -OREOVER HERE ARE A FEW GUIDELINES THAT CAN HELP YOU TO
REMEMBERWHICHVERBSBELONGTOTHISCATEGORY

 !LL VERBS THAT FORM THEIR PAST TENSE WITH ēìĊ HAVE A MEANING THAT
HAS SOMETHING TO DO WITH THE BODY MOVEMENT OR EXISTENCE
3OMETIMESTHISMEANINGISOBVIOUSEG ēĖĆĔčĜçĝJUMP  ēĚčĊSIT 
ēīČĝSTAND ēĸĪĐRUN OTHERTIMESITISMOREGENERALEGēìĊBE 
ēąĜIJČĝDIE  ēąìĐąSTAYREMAIN  ēĜĖĉĉBECOME 
 !LL@ēìĊVERBSAREINTRANSITIVEIETHEYCANNOTTAKEADIRECTOBJECT 
 !LL @ēìĊ VERBS HAVE A PAST PARTICIPLE ENDING IN ē¯ OR ēĖ¯ RATHER
THAN Č¯ 4HEREFORE IF YOU KNOW THAT THE PAST PARTICIPLE OF ANY
GIVEN VERB ENDS IN Č¯ YOU CAN BE SURE THAT ITS AUXILIARY VERB IS
NOT ēìĊ
 -ANYVERBSINTHISCATEGORYHAVEINTERNALVOWELANDORCONSONANT
CHANGES3OMEOFTHEMAREEXTREMELYIRREGULAR

3TUDYTHEFOLLOWINGLISTSOFTHEMOSTCOMMON@ēìĊVERBS4HEYHAVE
BEENDIVIDEDINTODIFFERENTGROUPSACCORDINGTOHOWTHEIRPASTPARTICIPLE
ISFORMED

 0ASTPARTICIPLEENDINGIN ē¯WITHNOFURTHERCHANGES

ĔėĒĉěėć ← ēĖĒĉě
COME

ĔĜijĸėć ← ēĜijĸ
GOBYVEHICLE

*ĔĸijĐĝėć ← ēĸijĐĝ
SLEEP

ĔĐIJĸėć ← ēĐIJĸ
FALL

CANCONJUGATEWITHēąijĈASWELL
Unit 9: How was the trip? 137

 0ASTPARTICIPLEENDINGIN ē¯WITHVOWELCHANGE

ĔąĎĐąėć ← ēąìĐą
STAY

*ĔĕěĴĉĉėć ← ēĕěIJĉĉ
GROW

ĔĜĴĉĉėć ← ēĜĖĉĉ
BECOME

ĔĸĴĐėć ← ēĸĪĐ
RUN

ĔĆėĐėć ← ēĆčĐ
LIE

ĔďĴĜěėć ← ēďčĜě
CRAWL
†
ĔČĎĜėć ← ēČìĜ
RIDEAHORSEETC

ĔąĜĴČĝėć ← ēąĜIJČĝ
DIE

CANBEēĕěIJĉĉĖĆASWELL
†
CANCONJUGATEWITHēąijĈASWELL

 0ASTPARTICIPLEENDINGIN ēĖ¯WITHVOWELCHANGE

ĔėĆĔĴĈėć ← ēĖĆĔĖĈ
HANG

ĔėĒõĉĉĝėć ← ēĖĒčĉĉĝ
SWIM

ĔėĆĔĊĜçĝėć ← ēĖĆĔčĜçĝ
JUMP

 0ASTPARTICIPLEENDINGIN ē¯WITHVOWELANDCONSONANTCHANGE

ĔĖėĊėć ← ēĚčĊ
SIT

ĔćīĐĸėć ← ēĖčĐĸ
mY
138 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

 0ASTPARTICIPLEENDINGIN ēĖ¯WITHVOWELANDCONSONANTCHANGE

ĔėćĕijĆėć ← ēīĆ
GOONFOOT

ĔėĕijČĝėć ← ēīČĝ
STAND

ĔėĊĊėć ← ēìĊ
BE

2 Prepositions meaning ‘to’

)N9IDDISHTHEREAREFOURSEPARATEPREPOSITIONS ēīěz ēčĄz ĉĚAND ėĪĄ

CORRESPONDING TO THE %NGLISH @TO AS IN @) AM GOING TO THE LIBRARYTO
)SRAELTO A CONCERT %ACH OF THESE PREPOSITIONS IS USED IN SPECIFIC
CONTEXTS SO ONCE YOUVE LEARNT THE DIFFERENCE BETWEEN THEM IT WILL
BEEASYTOKNOWWHENTOUSEEACHONE

 ēīě IS USED BEFORE GEOGRAPHICAL LOCATIONS WITH THEIR OWN NAME
INCLUDING CITIES COUNTRIES REGIONS TOWNS AND VILLAGES &OR
EXAMPLE

đčĐĝĉĜčĔĬĜēĜijĸĖĆēčąĎčĄ
)TRAVELLEDto*ERUSALEM

4HERE ARE ONLY A FEW EXCEPTIONS TO THIS RULE DISCUSSED IN
POINT

 ēčĄISUSEDBEFORELOCATIONSWITHINACITYORTOWNUSUALLYBUILDINGS
SUCHASSHOPSRESTAURANTSCINEMASLIBRARIESETC4YPICALLYTHESE
KINDSOFPLACESDONOTHAVETHEIROWNUNIQUENAMEBUTRATHERARE
REFERREDTOBYAGENERALNOUNSUCHAS@THELIBRARYOR@THECINEMA
&OREXAMPLE

ēĖĒijĜě¯ĜĖďčąĖĝčć™ čččćĔĎąēĖĆĔIJĆĖĆĉČĕčą
$IDYOUGOtoTHE9IDDISHBOOKSTORES

%VENIFSUCHALOCATIONHASITSOWNPROPERNAMEYOUSTILLUSE ēčĄ

RATHERTHAN ēīěEG

đčĜĖĝĈĄĒĔĎąēĖĆĔIJĆĖĆēčąĎčĄ
)WENTto-EAH3HEARIM
Unit 9: How was the trip? 139

&INALLY BEFORE THE NAMES OF A FEW COUNTRIES ēčĄ IS USED INSTEAD
OF ēīě4HESEEXCEPTIONSAREASFOLLOWS

ęìĉĉĝĜĖćĔĎąēĜijĸĖĆēčąĎčĄ ← ęìĉĉĝ
)WENTto3WITZERLAND 3WITZERLAND

ĖČčĐĜĖćĔĎąēĜijĸĖĆēčąĎčĄ ← ĖČčĐ
)WENTto,ITHUANIA ,ITHUANIA

ĖĔ™ čIJĜěĉĄĜĖćĔĎąēĜijĸĖĆēčąĎčĄ ← ĖĔ™ čIJĜěĉĄ

)WENTto5KRAINE 5KRAINE

ēČIJČĝ ĖČěčĔīĄĜIJĸčćĔĎąēĜijĸĖĆēčąĎčĄ ← ēČIJČĝĖČěčĔīĄĜIJĸčć

)WENTtoTHE5NITED3TATES THE5NITED3TATES

.OTETHATTHEDEFINITEARTICLEAPPEARSBEFOREALLOFTHESEEXCEPTIONAL
COUNTRY NAMES WHEN THEY ARE IN THE DATIVE CASE THIS MAY HELP
YOUREMEMBERTHEM

 ĉĚISUSEDINCONJUNCTIONWITHPEOPLEWHETHERREFERREDTOBYTHEIR
PROPERNAMEEGĈĔċzĐċĜ ORBYACOMMONNOUNEGĖĒIJĒzĜĖĜĖĐ 
/FTEN WHEN YOU SAY THAT YOU ARE GOING @TO A PERSON IN 9IDDISH
YOU MEAN THAT YOU ARE GOING TO THEIR PLACE OR THEIR HOUSE &OR
EXAMPLE

ēćĉćĊěēĖĆĔIJĆĖĆēčąĎčĄ
)WENTto$OVID;SHOUSE=

ēĖĒĉĒĜĖćĊěēĜijĸĖĆēčąĎčĄ
)WENTtoMYLITERALLYTHE AUNT;SHOUSE=

 ėĪĄ IS USED BEFORE WORDS DESCRIBING EVENTS SCHEDULED FOR A
PARTICULARTIMEEG ĈąčĕĒz ĈĔĉĞċz ĖčĚěĖĐ

ĈċĒčûIJĘīąēĖĆĔIJĆĖĆēĖĔĖĊĜčĒ
7EWENTtoACELEBRATION
140 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

3 ĔĬć and ĔĝĴĹ

.OTETHATWHILE ēīĆAND ēĜijĸCANBOTHBETRANSLATEDAS@GOTHEYARE

USEDINDIFFERENTCONTEXTS
ēīĆUSUALLYMEANS@GOONFOOTOR@WALKEG
đčĜĖĝĈĄĒēčĄĔėćĕijćėćēčąĎčĄ
)WENT;ONFOOT=TO-EAH3HEARIM

!DDITIONALLY IT CAN MEAN @GO IN A GENERAL SENSE WITHOUT SPECIFIC
REFERENCETOWALKING

ēĖĒčĉĉĝĔėćĕijćėćĉČĕčą
$IDYOUGOSWIMMING

#ONVERSELY ēĜijĸALWAYSMEANS@TRAVELGOBYVEHICLE

ĐĄĜûčēīěĔĝĴĹėćēčąĎčĄ
)WENTTRAVELLED;EGBYPLANE=TO)SRAEL

Exercise 1
Insert the correct auxiliary verbs and past participles, using the infinitives
in brackets.

ĐĄĜûčēĉĸ<ēĖĒĉě>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ćĉć 
ĊčĜIJçēčĄ<ēìĊ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ 
đčēčĄ<ēĖĒčĉĉĝ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ 
ĖĝĊIJĐçĜĖćėĪĄ<ēĆčĐ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ 4
ēIJĐçijĜĖēIJČčĒ<ēĖčĐĸ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ 5
ĕĉąijČĪĄēČčĒ<ēĜijĸ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@đčĜĶċčć 6
ĈċĒčûIJėĪĄ<ēīĆ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜēĉĄĈĔċ 7
ēČĜijĆēčĄ<ēĚčĊ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉć 
ēĉĊĜĖćēĉĸČĪĜ<ēĜĖĉĉ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ 9
ČĖçĝĊčą<ēĸijĐĝ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ  
Unit 9: How was the trip? 141

Exercise 2
Complete this excerpt from Khane’s journal with the correct prepositions
(choose from ēīě,z ēčĄ,z ĉĚ and ėĪĄ).

ĀúħþĊúĐāĆĀħüāþþāĐĦÛ@@@@@@@@@@@@@@@ćĐħĬĀĄħýýĊúĀħüĄÿĐ
*ďĊĀħāĄùāùąĊûĊĆ@@@@@@@@@@@@@@@ćğúĄāýýĂāøćĊĆĦþýĎćĐħĬĐāĆħĄy
ĊĎĈĦúāûđāû’āāćûĊĐćýøĉĊāĎďĊĄđāû’āā@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆ
ĐāĆąāø@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆþāĐĦÛćāøĀĈĞýýĐĊûýĐùćàĆĀàĎ
ĊĈğđ@@@@@@@@@@@@@@@ćýøćĊĈĦĐħĀĉĊĐĊĀýú@@@@@@@@@@@@@@@ćğúĂĞøćĊĈĊď
xĉĊĆđĀĊĐď

4HE-EDEM"IBLYOTEK-EDEM"IBLIOTHÒQUEISA9IDDISHCENTREIN0ARISWITHAN
EXTENSIVERANGEOFCLASSESCOURSESANDCULTURALEVENTSASWELLASA9IDDISHCAFÏ
LIBRARYANDBOOKSHOP

Exercise 3
Complete these sentences with either ēīĆ or ēĜijĸ, as appropriate.
ĐĄĜûčēīěćĔIJĐĆĔĖēĉĸ@@@@@@@@@@@@@@@ČĐijĉĉĖĆČijĈćĉć

ČìĉĉĉĚĕĖĊčĄĜĖćijČijČĝēčĄ@@@@@@@@@@@@@@@ĉČĕĔĖě 
ĈĜčćĜčĄēąĖĐěĜIJçēčĄ@@@@@@@@@@@@@@@ĉĚąčĐČijĈĐċĜ 
ēIJąĜĖćČčĒ@@@@@@@@@@@@@@@ĉĚąčĐČĝčĔČijĈĈĔċ 4

Exercise 4
Read the following descriptions of different types of transport and provide
the term that best fits the description. The first one has been done.

ĔijđèĴĝė= đčĄČčĒēĖčĐĸēĖěēĖĒ 
đčēĸĪĄđčĄČčĒČĜijĸĖĒ 
ĜijČijĒēīěČĝčĔēĉĄĜĖćĖĜīĉĉĚČijĈĕĖ 
EARTHGROUND ćĜĖĜĖćĜĖČĔĉĄēīĆēĖĒĊĉĒđčĄČčĒēĜijĸĐčĉĉĖĒąĪĄ 
4
ĜijČijĒIJēĉĄĜĖćĖĜīĉĉĚČijĈĕĖ 5
ĜijČijĒIJēĉĄēĜčČĜčĸĜĖćijīĉĉĚČijĈĕĖ 6
142 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

Dialogue 2
(Audio 1:56)
+HANEISCONSIDERINGSIGNINGUPFORANINTENSIVE9IDDISHSUMMER
COURSEIN6ILNIUS,ITHUANIA3HEASKS2OKHLWHOHASDONETHE
COURSEBEFOREWHATITWASLIKE

ĕĜĉě¯ĜĖĒĉĊēĸĪĄĖĔĐčĉĉēīěēĜijĸĉĚčĄćáĊčĄĕĖĊIJĉČĕĔīĒ Ĕċ
Ĉ
čĄćáĝĒĒĊčĄĕĖĖĆIJĜĸIJĜIJĸĕijĉĉ Đ ċĜ
ČďIJĒĖĆēČĜijćČĕijĈĉćĕijĉĉĕĜĉěĜĖćēĖĉĉĖĆĊčĄčĉĉ Ĕċ
Ĉ
ēĉĄĝćĉċIJēĖĉĉĖĆēČĜijćēčąĎčĄĎĖĐČĔīĉĉĖĆĜĖĕĪĄēĖĉĉĖĆĊ襁ĕ ĐċĜ
ĎĕIJēĸijĜČĖĆąijĈĎčĄČìĚĖĚĔIJĆčćĝčć™ ččČćĖĜĖĆ ąijĈĎčĄ
ēĖĆĔIJĆĖĆēĖĔĖĊĜčĒĞĉĔčćĒīĐĜĖĐá ēĉĸēĝČĔĖĒĖČĔIJĕĖĜĖČĔčĄ

ēĆĖĉĉēČIJĜĖĸĖĜ ēĖĉĉĖĆ ēĖĔĖĊĕĖēĉĄēĖĔIJĜijČĕĖĜĎĕIJēčĄēĖĒIJĊĉĚ
ČĔĉĉijēćĖčČĖĒáĖĔĐčĉĉēčĄēć™ ččēĉĸĖČďčĝĖĆĜĖć
ēĖĊĖĆēČĜijćĉČĕijĈĕijĉĉ ēīĝČijČĝčćĊčĄ ĈĔċ
ĜĖČĐIJĜĖćēčĄČĔĪĉĉĖĆąijĈĎčĄěčČďĖĜçĊ襥ČčĐćđčĐĝĉĜčĪĄ ĐċĜ
ĜijčČĜĖćĔĉĈėĔčĸĜĖćijĜčĸĞĉċçĐēĖĔĖĊēČĜijćđčĔčĔą ĎĕIJČijČĝ
ēčĄēĖĆĔIJĆĖĆēĉĄēĖĖĸIJěēčĄēĕĖĊĖĆēčąĎčĄ ĐĉĸĜčĐijěĜĖīĊēĉĄČĐIJ
ĜĖīĊĎĪĄĊčĄČijČĝĜĖćēĉĸĖČďčĝĖĆ Ėĝčć™ čččćĕĖčĜĖĐIJĆ¯ČĕĔĉě
ēĉĸĜĖČĖĒ ČĜĖćĔĉĈĜijç IJĜijĔČĔĪĉĉĖĆČijĈēĉĄĆĜĖĔĐčĉĉĜĖćĎìĜ

ĜĖćĐĝĒĐ ¯ěčĜĖĪĜČēĖĉĉĖĆĖČďčĝĖĆčćĊčĄĐijĒIJĈĜčćēìĒ
ijČĖĆĜĖĔĐčĉĉēĉĸĆĔIJĆĔìĜIJđĉĚČĔĖijĔĜĖīĊĊčĄČĖČčĕĜĖĉĉčĔĉĄ
ĕĖčěĚĖĐčćēĖĉĉĖĆēĖĔĖĊčĉĉ ēīĐIJĕĜĉěēČčĒĕijĉĉēĉĄ ĈĔċ
ČĝčĔąijĈĎčĄ¯ĖĐIJėĪĄēĖĉĉĖĆČĝčĔēčąĎčĄĕĖčĚěĖĐčćĪĄ ĐċĜ
čĜĸĜĖćēčĄČĖąēĉĸēďčĜěĕĪĜIJ ČĔĖěĖĆ

Vocabulary
WORTHWHILEADVISABLE <ìҔćĖě>čĄćá
6ILNIUS
čćĖĔĐčĉĉ
SUMMER ĕ=ē¯
ĜĖćĜĖĒĉĊ
REALLY <ĝĖĒIJĒ>ĝĒĒ
CONTRACTIONOF ĕĖ ĕ
EXTRAORDINARYAMAZING ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ
TOMEET ēĸijĜČĖĆēĸĖĜČ
COUNTRY Ğĉ¯
čć<ĖĔčćĖĒ>ĈĔčćĒ
Unit 9: How was the trip? 143

LECTURE ē¯
ĜĖćČIJҔĜĖĸĖĜ
HISTORY ĕ¯
čćĖČďčĝĖĆ
EACHEVERYSEELANGUAGEPOINT MASCULINEACCUSATIVE ēćĖč
6ILNIUSLITERALLY*ERUSALEMOF,ITHUANIA <ĖČčĐĖćđ™ čIJĐijĝĉĜĖč>ĄČčĐćđčĐĝĉĜč
GORGEOUS ěčČďĖĜç
BUILDING <đčĔijčĔčą>đč¯
ĕijć=ĜĖć<ēĖčĔčą>ēčĔą
ATLEAST <ĕĖďijçĖĐ>ĞĉċçĐ
COLOURFUL ĐĉĸĜčĐijě
ARTGALLERY ĕ¯
čćĖčĜĖĐIJĆ¯ČĕĔĉě
4HE6ILNA'AON2ABBI%LIJAHBEN <ēĖijĆ>ēĉĄĆĜĖĔĐčĉĉĜĖć
3HLOMO:ALMANSEECULTUREPOINT
METRE ĕ¯
ĜĖćĜĖČĖĒ
SAD ěčĜĖĪҔĜČ
FOREXAMPLE <ĐĝijҔĒĖĐ>ĐĝĒĐ
ENTRANCE ēĖ¯
ĜĖćĆĔIJĆĔìĜIJ
CLOSE ČĔĖijĔ
OF6ILNIUSSEELANGUAGEPOINT ĜĖĔĐčĉĉ
GHETTO ĕ¯
ĕijć=čćijČĖĆ
ITSELF ēīҔĐIJ
TOCRAWLOUTSEELANGUAGEPOINT ēďčĜěĕĪҔĜIJ
5NIT

Language points
4 Lengths of time

)N9IDDISHWHENYOUSAYHOWLONGSOMETHINGLASTEDYOUDONTUSEAPRE
POSITIONLIKE%NGLISH@FOR9OUSAWTHISIN$IALOGUEWHEN2OKHLSAID
ĝćĉċIJēĖĉĉĖĆēČĜijćēčąĎčĄ
)WASTHERE;FOR=AMONTH
)F THE NOUN DESCRIBING THE AMOUNT OF TIME HAS AN ASSOCIATED ARTICLE
ANDORADJECTIVETHESEWILLBEINTHEACCUSATIVE
ĝćĉċĔĚĔIJĆĒėĈēĖĉĉĖĆēČĜijćēčąĎčĄ
)WASTHERE;FOR=THEWHOLEMONTH
144 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

5 Large numbers and dates

,ARGE NUMBERS IN 9IDDISH ARE VERY EASY TO FORM (ERE ARE SOME
EXAMPLES

ĕĔīĄ
ēĉĄČĜĖćĔĉĈ 
īĉĉĚ
ēĉĄČĜĖćĔĉĈ 
ēĖĚ
ēĉĄČĜĖćĔĉĈ 
ėĐĖ
ēĉĄČĜĖćĔĉĈ 
ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ
ēĉĄČĜĖćĔĉĈ 
ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄēīĄČĜĖćĔĉĈ 
ěčĕìĜć
ēĉĄČĜĖćĔĉĈ 
ěčĚĔìĔēĉĄēìĔČĜĖćĔĉĈ 
ČĜĖćĔĉĈīĉĉĚ 
ĕĔīĄ
ēĉĄČĜĖćĔĉĈīĉĉĚ 
ČĜĖćĔĉĈìĜć 
ČĜĖćĔĉĈēìĔ 
ĜĖ¯
ĜĖćČĔĊĪČ 
ČĜĖćĔĉĈīĉĉĚČĔĊĪČ 
ěčĚĜĖĸēĉĄėĔčĸČĜĖćĔĉĈìĜćČĔĊĪČ 
ČĔĊĪČīĉĉĚ 
ČĔĊĪČČĜĖćĔĉĈ 
ēĖ¯
ĜĖćēijčĐčĒ 
ē¯
ĜĖććĜIJčĐčĒ 

$ATESCANBEREADINTWOWAYSBOTHOFWHICHAREEQUALLYACCEPTABLE
4HEFIRSTWAYRESEMBLES%NGLISH

ěčĚďIJēĉĄėĔčĸēĚĔìĔ 

4HESECONDWAYISABITDIFFERENTFROM%NGLISH

ěčĚďIJēĉĄėĔčĸČĜĖćĔĉĈēìĔČĔĊĪČ 

&ORDATESINTHETWENTY FIRSTCENTURYTHEREISONLYONEPOSSIBILITY

ēĚĸĉĸČĔĊĪČīĉĉĚ 
Unit 9: How was the trip? 145

6 ĔėĊĊėćĔėĕėċ=ċĎąĖė (There was/were)

4OSAY@THEREWASWEREINTHEPASTFOLLOWTHESESTEPS

 4AKE THE PRESENT TENSE EXPRESSION ijć ĊčĄ ĕĖ OR ijć ēĖĔìĊ=ēĖĔĖĊ ĕĖ
ANDREMOVETHE ijć
 0UTTHEVERBINTOTHEPASTTENSE9OUENDUPWITH

THEREWAS ēĖĉĉĖĆĊčĄĕĖ
Example ČijČĝĜĖČĐIJĜĖćēčĄēIJĜijČĕĖĜĜĖČĉĆIJĔėĊĊėćċĎąĖė
There wasAGOODRESTAURANTINTHE/LD#ITY

THEREWERE ēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ
Example ĖĔĐčĉĉēčĄēć™ ččēĆĖĉĉēČIJĜĖĸĖĜĔėĊĊėćĔėĕėċĖė
There wereLECTURESABOUT*EWSIN6ILNIUS

4OMAKETHISEXPRESSIONNEGATIVEPUT ČčĔ=ČĝčĔAFTER ĊčĄOR ēĖĔìĊ=ēĖĔĖĊ

AND REMEMBER TO ADD ēīě BEFORE THE NOUN WHETHER SINGULAR OR
PLURAL

THEREWASNT ĔĬĜēĖĉĉĖĆčĞĎĕĊčĄĕĖ
Example ĜĖćēčĄēIJĜijČĕĖĜĜĖČĉĆĔĬĜĔėĊĊėćčĞĎĕċĎąĖė
ČijČĝĜĖČĐIJ
There wasnoGOODRESTAURANTINTHE/LD#ITY

THEREWERENT ĔĬĜēĖĉĉĖĆčĞĎĕēĖĔìĊ=ēĖĔĖĊĕĖ
Example ĖĔĐčĉĉēčĄēć™ ččēĆĖĉĉēČIJĜĖĸĖĜĔĬĜĔėĊĊėćčĞĎĕĔėĕėċĖė
There weren’t anyLECTURESABOUT*EWSIN
6ILNIUS

7 Declining ĝėĈėĎ (each/every)

4HEADJECTIVE ĜĖćĖčEACHEVERY ISLIKEOTHERADJECTIVESEXCEPTINTWO

RESPECTS

 )THASNOBASEFORMITALWAYSAPPEARSDIRECTLYBEFOREANOUNAND
THUS ALWAYS HAS A GENDER AND CASE SUFFIX EG ēIJĒ ĜĖćĖčz ĸ ĖćĖč
ĪĜz ēIJĒēćĖčČčĒ 
146 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

 4HENEUTERNOMINATIVEACCUSATIVEFORMIS ĕĖćĖčWHICHISDIFFERENT

FROMMOSTOTHERADJECTIVES&OREXAMPLE

ĜijčĖėćĖčĖĔĐčĉĉēīěĜijĸĎčĄ
)GOTO6ILNIUSEVERYYEAR

8 Declining ĝėĕĬą (one)

4HENUMBER ēīĄONE CANBEUSEDLIKEANOUNASIN ĖĔìĒēĉĸĝėĕĬą

đčĜĶċ one OF MY FRIENDS  )N SUCH CASES IT TAKES GENDER AND CASE
SUFFIXES USUALLY FOUND WITH ADJECTIVES AS SHOWN IN THE FOLLOWING
TABLE

$ATIVE !CCUSATIVE .OMINATIVE

ĒėĔīĄ ĝėĔīĄ -ASCULINE

ĝėĔīĄ ėĔīĄ &EMININE

ĒėĔīĄ ĖĔīĄ .EUTER

(EREARESOMEEXAMPLESOFTHISUSAGE

ĈĔĉĞċĜĖćėĪĄēĖĒĉěĖĆĊčĄđčĜĶċĖĔìĒēĉĸĝėĔīĄ
/NEMASCULINENOMINATIVE OFMYFRIENDSCAMETOTHE
WEDDING

ČĜijćđčĜĶċĖĔìĒēĉĸĒėĔīĄēĖĊĖĆąijĈĎčĄ
)SAWONEMASCULINEACCUSATIVE OFMYFRIENDSTHERE

ĜĖČĕĖĉĉĝĖĔìĊēĉĸĝėĔīĄČčĒēĕĖĊĖĆĊčĄĜĖ
(EWASSITTINGWITHONEFEMININEDATIVE OFHISSISTERS

9 Adjectives based on place names

!DJECTIVESBASEDONNAMESOFCITIESORCOUNTRIESEGĜĖĔĐčĉĉzĜĖĒĖĐĖďz

ĜĖĔIJěčĜĖĒIJ !MERICAN  ĜĖĔIJěčĕěĖĒ -EXICAN  USUALLY END IN ĜĖ¯
ANDDONTDECLINEEGijČĖĆĜĖĔĐčĉĉĜĖćzĪĜĸĜĖĔĐčĉĉčćzćĔčěĜĖĔĐčĉĉĕijćz
đčĔčĔąĜĖĔĐčĉĉčćz ijČĖĆĜĖĔĐčĉĉđĖć
Unit 9: How was the trip? 147

Culture point
Jewish Vilnius

6ILNIUS ,ITHUANIA OFTEN REFERRED TO IN 9IDDISH AS ĄČčĐć đčĐĝĉĜč
*ERUSALEM OF ,ITHUANIA  HAS A RICH *EWISH HISTORY DATING BACK TO
AT LEAST THE SIXTEENTH CENTURY )T WAS A CENTRE OF *EWISH RELIGIOUS
LEARNING AND THE HOME OF MANY FAMOUS YESHIVAS )N THE EIGHTEENTH
CENTURYITBECAMETHESEATOFTHE-ISNAGDIMOROPPONENTSOF(ASIDISM
AND THE *EWISH %NLIGHTENMENT UNDER THE LEADERSHIP OF THE GREAT
4ALMUDIC SCHOLAR 2ABBI %LIJAH BEN 3HLOMO :ALMAN n  COM
MONLY KNOWN AS THE 6ILNA 'AON )N THE LATE NINETEENTH AND EARLY
TWENTIETHCENTURIES6ILNIUSDEVELOPEDATHRIVINGSECULAR*EWISHCULTURE
WITHAVIBRANT9IDDISHPRESSASWELLASAWEALTHOFLITERATUREMUSIC
AND ARTISTIC ACTIVITIES INCLUDING THE 9)6/ THE RENOWNED 9IDDISH ACA
DEMICINSTITUTE)NTHEINTER WARPERIOD*EWSCOMPRISEDAPPROXIMATELY
 PER CENT OF THE CITYS POPULATION $URING THE (OLOCAUST THE *EWS
WERE CONFINED TO THE 6ILNA GHETTO AND MOST WERE SUBSEQUENTLY
DEPORTED TO CONCENTRATION CAMPS OR MURDERED 4ODAY THE *EWISH
COMMUNITY OF 6ILNIUS NUMBERS ROUGHLY  MANY OF WHOM ARE
9IDDISHSPEAKERS

Exercise 5
Answer the following questions in Yiddish about your most recent
holiday.

ēĜijĸĖĆĉČĕčąēčĈôĉĉ 

ēąčĐąĖĆĉČĕčąĆĔIJĐčĉĉ 

ēĜijĸēČĜijćČĐijĉĉĖĆĉČĕijĈĕijĉĉĜIJĸ 

ĜĖćijēIJąĜĖćČčĒijČĪĄēIJČčĒēIJĐçijĜĖēIJČčĒēĜijĸĖĆĉČĕčą 4
ĕĉąijČĪĄ ēČčĒ
ēĖĊĖĆĉČĕijĈĜĖČĜĖĖĜĖĕijĉĉ 
5
148 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

Exercise 6 (Audio 1:57)

Use the following prompts to describe what there was and wasn’t at
the Yiddish summer course that Rokhl attended.

Example đìąēĝČĔĖĒĎĕIJēĖĉĉĖĆēĖĔĖĊĕĖ ← ēĝČĔĖĒĎĕIJ

ĕĜĉě¯ĜĖĒĉĊ
ĕĜĖĜĖĐĖČĉĆ

ĕĖěčĔćĉĔēīěČĝčĔ 
ēČIJĜĖĸĖĜĖČĔIJĕĖĜĖČĔčĄ 
čĜĸĜĖćēčĄĕĖčĚěĖĐĐčĸĉĚ 4
ČìĚĖìĜĸēīěČĝčĔ 5
ČĖąĜIJĒīĈĖĜĖĉĉĝĎĕIJ 6

Exercise 7
Say what there was and wasn’t on your last holiday, using the expres-
sions ēĖĉĉĖĆČĝčĔĊčĄĕĖ=ēĖĉĉĖĆĊčĄĕĖ.

Example đčĔčĔąĖĔīĝĎĕIJēĖĉĉĖĆēĖĔĖĊĕĖ

Exercise 8
Read the following dates aloud.

 
 
 
 4
 5
 6
 7
 
 9
 

Unit 9: How was the trip? 149

Supplementary text
(Audio 1:58)
4HISISAFOLK TALEABOUTAMANSTRAVELSINSEARCHOFATREASURE

ĜĎĝĆĝėĊĊėĞĝijĊĊĝėĈĝėčĕĊąĝěĊąĝėĈ

ěčĊìĄēĉĊĕĐěĖčěčĊìĄēĕīĈĖĆČijĈĕijĉĉć™ ččIJēĖĉĉĖĆĐùijĒIJĊčĄĕĖ
ĜĚĉĄēIJČĆčĐĕĖĊIJČĒĉĐċĖĆČďIJĔēīĄČijĈĜĖđĖĜijĜĖīĊēĖĉĉĖĆĊčĄ
ěčĜąĜĖĉĉĖĝĜIJĉĉĜĖćĜĖČĔĉĄ

ĉĚēĖĒĉěĖĆĊčĄĜĖěčĜąčćēĖĔčĸĖĆĉĚčćáĖĝĜIJĉĉēīěēĜijĸĖĆĜĖĊčĄ 
ēčĄĜĚĉĄđĖćēĖĊĖĆČijĈĜĖôĉĉČĜijĕijćČďĉĊĖĆČijĈēĉĄěčĜąĜĖć
ěčĊìĄČĜijĕijćČčĈĖĆēĉĄēĖĔIJČĝĖĆČĜijćĊčĄČIJćĐijĕIJĜĖąijđĉĐċ
ēīĆěĖĉĉIJČĖĉĉČIJćĐijĕĜĖćĊIJČĸijĈĖĆēĉĄČĜIJĉĉĖĆČijĈ
ĊčĄēĉĄěčĜąĜĖćėĪĄČīČĝĝČĔĖĒIJĊIJēĖĊĖĆČijĈČIJćĐijĕĜĖć 
ĐčĉĉĜĖĕijĉĉēěčĊìĄČĆĖĜĸĖĆČijĈĜĖČĉČĜĖĕijĉĉēĖĊĉĚēĖĆĔIJĆĖĆ
ĜĚĉĄēIJēĉĸČĒĉĐċĖĆČijĈĜĖĊIJĞĒĄđĖćČĆijĊĖĆđčĄČijĈěčĊìĄ
ēīĐIJĎčĄĜIJĔIJČĕčąĉćČĆijĊĖĆČijĈČIJćĐijĕĜĖćěčĜąĜĖćĜĖČĔĉĄ
ĜĖćēčĄēĉĉĪĄēĜĖČĔčĈČĆčĐĕijĉĉĜĚĉĄēĕĪĜĆIJēĉĸČĒĉĐċĖĆēČďĖĔąijĈ
ĊIJČĝčĔČĕīĈĕijćĜĖąijēĉĊĕĐěĖčěčĊìĄČĕīĈĕijĉĉć™ ččIJēĉĸđīĈ
ĜĚĉĄđĖćēďĉĊĉĚčćáēĜijĸĔčĈIJėĜIJćĎčĄ
ēĜĖČĔčĈĜĚĉĄēĕĪĜĆIJēĖĔĉĸĖĆČijĈĜĖ*ēĜijĸĖĆĒīĈIJěčĊìĄĊčĄ 
ĎìĜĜĖīĊēĜijĉĉĖĆĊčĄēĉĄēĉĉĪĄ

∗
TRAVELLEDHOMESEELANGUAGEPOINT5NIT
Unit Ten
ĔėĬĕĞĈđijĆčėĊĊĖė
It’s going to snow soon!

In this unit you will learn:

s HOWTOTALKABOUTTHEWEATHERANDSEASONS
s HOWTOTALKABOUTTHEFUTURE
s THEMONTHSOFTHEYEARANDTHE*EWISHCALENDAR
s THEFUTURETENSE
s THEEXPRESSION đĉĜIJēčĄINTIME
s HOWREDUNDANT ĕĖISUSED
s ABOUTINVERSIONSOFSUBJECTANDVERB
s WORDSFOR@THISAND@THAT

Dialogue 1
(Audio 2:1)
)TSAFREEZINGWINTERDAY+HANEAND2OKHLAREDREAMINGOF
SUMMERBUT$OVIDISHAPPYWITHTHECOLDWEATHER

ĐijĒIJĎijĔČĖĉĉēĉĊčćĊčąĆĔIJĐčĉĉĜĖČĔčĉĉđĖćČĔìĸąijĈĎčĄ ĐċĜ
ēĖĔìĝ
ĎčĄČĒĉěđĖĜĉČĝĜĖĕĪĜĆIJĊIJČĜĖĈĖĆąijĈĎčĄĎijĜąIJĊčĄ ĕijč ĈĔċ
đĉĜIJĈĖĝĜijçIJēčĄēĖīĔĝēąīĈĔijČĖĉĉ ĕĖĊIJēīĒ
ĎĪĄ ČĖĉĉĕĖĊIJėijĈĎčĄĜIJąĜĖćĔôĉĉēìĊČĖĉĉĕijć īĔĝ đĖĜĉČĝIJ ćĉć
ēĚčĐą ēĉĄēĜĖĔĉć
ĜĖČĖĉĉēďĖĐěĖĜĝIJĊIJąčĐĖěIJČĉČĕijĈ ĕijĉĉ Ĕċ
Ĉ
ĎčĄēĉĄēĉĊčćąčĐĪĊIJČĝčĔąijĈĎčĄĜĖČĔčĉĉąčĐĪĊIJąijĈĎčĄijč ćĉć
đĖĜIJĉĉĉĚēìĊČĝčĔČĖĉĉĜĖĒĉĊ ĜĖćĊIJėijĈ
Unit 10: It’s going to snow soon! 151

ĜĖĒĉĊēĸĪĄēČĜIJĉĉĜĖćČĝčĔĎčĊēĖěĎčĄ ĉČĕćĖĜĖĝĊĕijĉĉ ĐċĜ

čćēĕĪĜćēčĄēĚčĊĐĖĉĉĎčĄĕīĈĜĖīĊēìĊČĖĉĉ ĕĖĊIJėijĈĎčĄ

ČìĚĖĚĔIJĆ
ēīĆēĖĔĖěēĐĖĉĉĜčĒēĉĄēĖĔIJĒijĜēĖĔĖīĐēĉĄēČĜijĆēčĄēĆčĐĐĖĉĉĎčĄ ĈĔċ
ěĜIJçēčĄ ēĜčĚIJçĝ
ēčĄēĜčĚIJçĝēīĆČĚčĄĐĖĉĉĎčĄ ĜĖĒĉĊēĊčąēČĜIJĉĉĜčĄČĖĉĉĕijĉĉĜIJĸ ćĉć
ěĜIJç
ĐĉĸĊčĄĐĒčĈĜĖćČĔčĉĉĜĖćČĊijĐąĕĖēĆĖĜIJČīĆĕĖ ĖĆĉĝĒĉČĕčą ĐċĜ
ēĖīĔĝćĐIJąČĖĉĉĕĖēĉĄĕĔěĐijĉĉ ČčĒ
ĜčĚIJçĝIJĜIJĸĜĖČĖĉĉĜĖĜIJąĜĖćĔôĉĉIJĊčĄĕĖĪĔĖĆijč ćĉć

Vocabulary
TOHATESEELANGUAGEPOINT5NITFOR ēąijĈČĔìĸ
EXPLANATIONOFHOWTOFORMTHEPAST
TENSEOFTHISTYPEOFVERB
WINTER ĕ=ē¯
ĜĖćĜĖČĔčĉĉ
WILLSEELANGUAGEPOINT ČĖĉĉ
TOSTARTSEELANGUAGEPOINT5NITFOR ēąīĈĔijҊ
EXPLANATIONOFHOWTOFORMTHEPAST
TENSEOFTHISTYPEOFVERB
TOSHINE Č¯ĖĆēĖĔìĝ
DISASTER ē¯
ĜĖćĎijĜą
STORM ĕ¯
ĜĖćđĖĜĉČĝ
TOSNOW Č¯ĖĆēĖīĔĝ
INTIMESEELANGUAGEPOINT đĉҔĜIJēčĄ
WONDERFUL ĜIJąĜĖćĔôҔĉĉ
TOHOPE Č¯ĖĆēĸijĈ
TOTHUNDER Č¯ĖĆēĜĖĔĉć
LIGHTNINGAVERBWITHNO%NGLISHEQUIVALENT Č¯ĖĆēĚčĐą
WARM đĖĜIJĉĉ
OUTSIDE ēĕĪĜćēčĄ
TOWALKTOTAKEAWALKSEELANGUAGE ēĜčĚIJçĝ
POINT5NITFOREXPLANATIONOF
HOWTOFORMTHEPASTTENSEOFTHIS
TYPEOFVERB
152 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

WIND ē¯
ĜĖćČĔčĉĉ
TOBLOW ē¯ĖĆēĊijĐą
CLOUD ĕ¯
ĜĖćēěĐijĉĉ
EXACTEXACTLY ĪҔĔĖĆ
WALK ē¯
ĜĖćĜčҔĚIJçĝ

Idioms

)TSRAININGLITERALLYITGOES ēĆĖĜIJČīĆĕĖ
ARAIN 
)TSSNOWINGLITERALLYITGOES īĔĝIJČīĆĕĖ
ASNOW 
/HNO
(OWAWFUL
ĎijĜąIJ
)CANTWAITFOR  
ėĪĄēČĜIJĉĉĜĖćČĝčĔĎčĊēĖěĎčĄ

Additional vocabulary

TOMORROW ēĆĜijĒ
THEDAYAFTERTOMORROW ēĆĜijĒĜĖąčҔĄ
SPRING ēĖ¯
ĜĖćĆĔčĐčĜĸ
AUTUMN ĕ¯
ĜĖćēĖčĕijē¯
ĜĖćČĕąĜIJĈ
(EREARETHEMONTHSOFTHEYEARIN9IDDISHACCORDINGTOTHE'REGORIAN
CALENDAR!LLMONTHNAMESAREMASCULINE

*ANUARY ĜIJĉĔIJҔč
&EBRUARY ĜIJĉĜąĖҔĸ
-ARCH ęĜIJĒ
!PRIL ĐčҔĜçIJ
-AY ìĒ
*UNE čĔĉč
*ULY čĐĉč
!UGUST ČĕĉĆĪĄ
3EPTEMBER ĜĖąĒĖČçĖĕ
/CTOBER ĜĖąijČěij
.OVEMBER ĜĖąĒĖĉĉijĔ
$ECEMBER ĜĖąĒĖĚĖć
Unit 10: It’s going to snow soon! 153

Language points
1 The future tense

4HE 9IDDISH FUTURE TENSE IS VERY EASY )T IS FORMED WITH A SPECIAL
AUXILIARY VERB THAT CORRESPONDS TO %NGLISH @WILL AND CONJUGATES LIKE
ANIRREGULARVERBINTHEPRESENTTENSE

0LURAL 3INGULAR

ĔĐĖĉĉĜčĒ STPERSON ĐĖĉĉĎčĄ STPERSON

7EWILL PLURAL )WILL SINGULAR

čĖĉĉĜčĄ NDPERSON čĖĖĉĉĉć NDPERSON

9OUWILL PLURAL 9OUWILL SINGULAR

ĔĐĖĉĉīĊ RDPERSON čĖĉĉĕĖ=čĊ=ĜĖ RDPERSON

4HEYWILL PLURAL (ESHEITWILL SINGULAR

4HEREARETHREEPOINTSTOREMEMBERABOUTTHISFUTUREAUXILIARYVERB

 )T HAS NO INFINITIVE AND DOES NOT CONJUGATE IN ANY OTHER TENSES
ITSONLYUSEISTOINDICATEFUTURETENSE
 4HE Đ OF THE BASE DISAPPEARS IN THE SECOND AND THIRD PERSON
SINGULARANDSECONDPERSONPLURAL
 )T IS EASY TO CONFUSE THIS FUTURE AUXILIARY VERB WITH THE IRREGULAR
MODAL VERB ēĐĖĉĉ TO WANT  *UST REMEMBER THAT THE PRESENT TENSE
FORMS OF ēĐĖĉĉ DIFFER FROM THE FUTURE AUXILIARY VERB IN THAT THEY ALL
HAVEA čEG ĐčĉĉĎčĄ ANDA ĐEG Đčĉĉ ĜĖ 

4AKE THE FORM OF THE AUXILIARY VERB THAT MATCHES THE SUBJECT OF THE
SENTENCE AND PLACE THE VERB YOU WANT TO MAKE FUTURE DIRECTLY AFTER
ITINTHEINFINITIVE4HERESULTINGFUTUREVERBLOOKSLIKETHIS

ēČĜijĆēčĄĔćĎđđėĊĊĎčĄ
)ll lieIN;THE=GARDEN

ĔĝėĕĊĈčėĊĊĕĖ
)Twill thunder
154 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

4ONEGATEAFUTUREVERBPLACE ČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERBAND

INFINITIVEEG

ēĜĖĔĉćčĞĎĕčėĊĊĕĖ
)Twon’tTHUNDER

&INALLY REMEMBER THAT THE 9IDDISH FUTURE TENSE CAN CORRESPOND TO
%NGLISH@WILLAND@GOINGTODEPENDINGONTHECONTEXT

2 The expression ĒĊĝijĔĎą (in . . . time)

)N$IALOGUE+HANESAID

ĒĊĝijĉėĞĝĴèijĔĎąēĖīĔĝēąīĈĔijČĖĉĉĕĖ
)TSGOINGTOSTARTSNOWINGin a few hours’ time

4HE EXPRESSION đĉĜIJēčĄ IS USED FOR SAYING WHEN SOMETHING IS
GOINGTOHAPPENINTHEFUTURE*USTINSERTTHEAMOUNTOFTIMEINTOTHE
BLANKINTHEMIDDLE
(EREARESOMEMOREEXAMPLES

INAMINUTESTIME đĉĜIJČĉĔčĒIJēčĄ
INTHREEHOURSTIME đĉĜIJĈĖĝìĜćēčĄ
INFOURDAYSTIME đĉĜIJĆĖČĜčĸēčĄ
INAWEEKSTIME đĉĜIJĎijĉĉIJēčĄ
INTWOWEEKSTIME đĉĜIJēďijĉĉīĉĉĚēčĄ
INAMONTHSTIME đĉĜIJĝćĉċIJēčĄ
INSIXMONTHSTIME đĉĜIJđčĝćċĕěĖĊēčĄ
INAYEARSTIME đĉĜIJĜijčIJēčĄ
INTENYEARSTIME đĉĜIJĜijčēĖĚēčĄ

3 ĔíċčėĊĊĖė (there will be)

4HEFUTUREEQUIVALENTSOFijćĊčĄĕĖANDijćēĖĔìĊ=ēĖĔĖĊĕĖAREASFOLLOWS

THEREWILLBE ēìĊČĖĉĉĕĖ
SINGULAR

Example ēĆĜijĒěĜijč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆIJĔíċčėĊĊĖė
There’s going to beABIGSTORMIN.EW9ORK
TOMORROW
Unit 10: It’s going to snow soon! 155

THEREWILLBE ēìĊēĐĖĉĉĕĖ
PLURAL

Example ĎijĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕIJĔíċĔđėĊĊĖė
There are going to beLOTSOFSTORMSNEXTWEEK

.OTE THAT AS IN THE PAST IN THE FUTURE ijć DISAPPEARS FROM THE
EXPRESSION
4OMAKETHISNEGATIVEPUT ČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERBAND
ēìĊREMEMBERINGTOADD ēīěINTHEAPPROPRIATEPLACE&OREXAMPLE
ēĆĜijĒěĜijč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆĔĬĜēìĊčĞĎĕČĖĉĉĕĖ
4HEREisn’tGOINGTOBEABIGSTORMIN.EW9ORKTOMORROW

ĎijĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕĔĬĜēìĊčĞĎĕēĐĖĉĉĕĖ
4HEREaren’tGOINGTOBELOTSOFSTORMSNEXTWEEK

4 Redundant Ėė

4HEWORDĕĖCANBEUSEDINTHREEDIFFERENTWAYSIN9IDDISH9OUHAVE
ALREADYENCOUNTEREDTWOOFTHESEUSAGESBOTHOFWHICHMIRROR%NGLISH

 ASAPRONOUNREFERRINGTOANEUTERSUBJECT

Example ČĉĆĊčĄĖė ← ČĉĆĊčĄďĊĆĖĴĈ

ItISGOOD The bookISGOOD

 AS A @FILLER WORD TO START THE SENTENCE WHEN THERE IS NO ACTUAL
SUBJECT

Example ēĕĪĜćēčĄČĐIJěĊčĄĖė
ItSCOLDOUTSIDE

(OWEVER ĕĖCANALSOBEUSEDINSENTENCESTHATALREADYHAVEASUB-
JECT&OREXAMPLEIN$IALOGUE2OKHLSAID

čĕĎĊĊĝėĈČĊijĐąĖė
The windISBLOWING

)N THIS SENTENCE ĕĖ IS NOT STRICTLY NECESSARY BECAUSE THE SENTENCE
ALREADYHASASUBJECT ČĔčĉĉĜĖć4HIS@REDUNDANTOR@EXPLETIVEUSEOF
ĕĖ IS EXTREMELY WIDESPREAD IN 9IDDISH )T IS PARTICULARLY COMMON IN
SENTENCES REFERRING TO WEATHER AND THE BODY BUT IT IS ACCEPTABLE IN
MANY OTHER CONTEXTS ASWELL4HISUSEOF ĕĖISOPTIONALANDDOESNT
156 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

REALLY CHANGE THE MEANING OF THE SENTENCE BUT BECAUSE IT IS SO
FREQUENTYOUSHOULDLEARNTORECOGNIZEITANDASYOUPROGRESSINYOUR
STUDYOF9IDDISHYOULLSTARTTOUSEITNATURALLY)FYOUSTARTASENTENCE
WITHREDUNDANTĕĖJUSTREMEMBERTHATTHEVERBCOMESNEXTANDONLY
AFTER IT THE @REAL SUBJECT 4HE FOLLOWING SENTENCES SHOW YOU FURTHER
EXAMPLESOFTHISUSAGE.OTETHATTHE%NGLISHTRANSLATIONISTHESAME
WHETHERORNOT ĕĖISUSED

ēĉĊčćČĔìĝĖė ← ČĔìĝēĉĊčć
4HESUNISSHINING 4HESUNISSHINING

ēĆĖĜIJČīĆĖė ← ČīĆēĆĖĜIJ
)TSRAINING )TSRAINING

çijěĜĖćīĉĉČĉČĖė ← īĉĉČĉČçijěĜĖć
-YLITERALLYTHE HEADHURTS -YLITERALLYTHE HEADHURTS

ĝČĔĖĒIJČĒĉěĖė ← ČĒĉěĝČĔĖĒIJ
!PERSONSCOMING !PERSONSCOMING

Exercise 1
Insert the correct forms of the future auxiliary verb into this excerpt from
Khane’s journal.

āþĄàýýąýĐĦćăħýýĐħÛĦćāøĪāĪħ¨ĄßćğďćĐħĬ@@@@@@@@@@@@@@@@ĄÿĐ
ĀúĊĐĬĊúāþùħüĂāøćħûĈħĄćāøĐĊĀĈāýýćĀĄĦďąĊûĀĈàĬĀħü
x ĪāĪħ¨Ąßćāøćàþ@@@@@@@@@@@@@@@@ýûćĊýýćħĀýû@@@@@@@@@@@@@@@@ĉħýýy
ùħüĂāøxąāĐĪÿýĎćğú@@@@@@@@@@@@@@@@ĂāøyĀĐĊĬĀĈĊĊúĀħüĄÿĐ
úĀħþĊúĀħüĄÿĐx ćĊĆĦþýĎćħĀĐāø@@@@@@@@@@@@@@@@ĉħýýyĀúĊĐĬĊú
@@@@@@@@@@@@@@@@ğþćýøćĊĈĦĐħĀĉĊĐĊĀýúćāøćğú@@@@@@@@@@@@@@@@ĐāĆy
ĐĊûċĞøćúāĄĂĞø@@@@@@@@@@@@@@@@ĐāĆąāĄđýĐāćğďĐāĆĀāĆćĐħĬ
ĂāøćýøĐĊûğĄďĊĆĊĐĦýýćğďćúħĐĀĀđāĈ@@@@@@@@@@@@@@@@ĂāøĊđþĦĄÛ
ćāøĐāĆċĞøĀĐĦýýĉħýýĀĊùĐĦĐĊûćúĊýýćĀăĦĐĀĀđāĈ@@@@@@@@@@@@@@@@
xąğüĐĊû
Unit 10: It’s going to snow soon! 157

Exercise 2 (Audio 2:2)

Answer the following questions in Yiddish using the future tense.

ēĆĜijĒēĆĖĜIJēīĆČĖĉĉĕĖĊIJĉČĕĔīĒ

đĉĜIJĝćĉċIJēčĄĜĖČĖĉĉĜĖćēìĊČĖĉĉčĉĉ 
đĉĜIJđčĝćċĕěĖĊēčĄēìĊĉČĕĖĉĉôĉĉ 
đĉĜIJĜijčIJēčĄĕĜĉě¯ĜĖĒĉĊIJėĪĄēĜijĸĉČĕĖĉĉ 
đĉĜIJĜijčėĔčĸēčĄēĖĔĪĉĉČĕĖĉĉĉćôĉĉĉČĕīĉĉ 5
đĉĜIJĜijčČĜĖćĔĉĈēčĄĕīĈĜĖīĊēìĊČĖĉĉĜĖČĖĉĉĜĖćĊIJĉČĕĔīĒ 6

Exercise 3
Describe what the weather is like in the following pictures.
158 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

Exercise 4
Rewrite these sentences using redundant ĕĖ.

ČīĆīĔĝIJ

ČĒĉěđĖĜĉČĝIJ 
īĉĉĜčĒČĉČĊćĐIJĈĜĖć 
ČĔìĝēĉĊčć 
ČĊijĐąČĔčĉĉIJ 5

Dialogue 2
(Audio 2:3)
2OKHLSFRIEND-IRIAMISPLANNINGTOCOMEANDVISITHERIN,ONDONIN
THESUMMER3HEASKS2OKHLWHATTHEWEATHERWILLBELIKE

ĜĖČĖĉĉĜĖćčĉĉĉČĕīĉĉĖçijĜīĄēīěēĜijĸĖĆČĝčĔĐijĒēīěēčąĎčĄ đ čĜĒ
ĜĖĒĉĊ đĖćēìĊČĖĉĉ
đĖćĜćĕáĎčĊČìąĜĖČĖĉĉĜĖćēĕčĉĉĉĚĎĖĐĆĖĒĒĉĄĊčĄĕĖ Đ ċĜ
ĎĪĄĜĖąijĕĒĖĜĉČĝēĉĄēĆĖĜĎĕIJČIJĈĖĆĜčĒēąijĈ ĐĝĒĐĜĖČĔčĉĉ
ĜĖČĖĉĉĜĖćĊčĄĎijĉĉčćēĉĄēĖĐĒčĈ ĖĜijĐěČčĒĞĉĸĉěëĖĆĔIJĐ

đĖĜIJĉĉęĔIJĆ
ČìĚĜĖĒĉĊĐĐá¯ĎĜćąĜčĄČijĈĜĖČĖĉĉIJĜIJĸĕijĉĉĜĖąij đ čĜĒ
ČìĚĜĖČĔčĉĉčĉĉĖĔćijĒĪĊIJČěĔĉçĜĖČĖĉĉĜĖćĊčĄČìĚĜĖĒĉĊ Đ ċĜ
ēĜĉČIJĜĖçĒĖČĖďĪĈĜĖīĊČIJĈĖĆĜčĒēąijĈ ĜĖĒĉĊ đĖĔĖĆĔIJĆĜIJĸ

ĜĖĔĉćČčĒĕĒĖĜĉČĝĖĕĪĜĆĉĐčĸIJ ēĉĄēĆĖĜĎĕIJĎĪĄĜĖąij

ēĚčĐąēĉĄ
ĎĖĐĊijĐĜIJĸĜĖěčĔīĉĉĜĖČĖĉĉĜĖćČĜĖĉĉĜĝĸĄĖĔćijĒĜĖīĊĊčĄĕijć đ čĜĒ
ĎĕIJēčĄĝĜĖćĔIJēĪĝĊčĄĜĖČĖĉĉĜĖćĎčĊČìąČIJĒčĐě ĜĖćĐìĉĉ
ĈċçĝĒčćēďĉĊIJąĉĚijČĔijĜijČēīěēĜijĸĖĆ ĎčĄēčąĕĔČĚĖĐĜĖČĜĖ
ēĖĉĉīĔĝēīěēĖĉĉĖĆČĝčĔĊčĄ ĕĖēĉĄđĖĜIJĉĉęĔIJĆēĖĉĉĖĆĊčĄĕĖ

ēĚĔIJĆ IJīĔĝ ČIJĈĖĆĜijčĕĖćĖčĜčĒēąijĈćĔčěIJēĖĉĉĖĆēčąĎčĄ
ĜĖČĔčĉĉ
ēĖĉĉĖĆĜĖČĖĉĉĜĖćĊčĄĜĖčĜĸĊIJČĆijĊĖĒČďĖĜĖĆĉČĕčąĜĝĸĄijč Đ ċĜ
ēĊijĐĜIJĸĎčĊēĖĒēĖěĎIJĊēīĄėĪĄĜĖąijĎĪĄćĔIJĐĆĔĖ ēčĄĝĜĖćĔIJ
ēĖĔijĊĖĕĖĐIJēčĄĪĜĆ ĐĒčĈ ĜĖćĊčĄēijćĔijĐēčĄ
Unit 10: It’s going to snow soon! 159

Vocabulary
%UROPE
čćĖçijĜīĄ
IMPOSSIBLE ĎĖĐĆĖĒĒĉĄ
TOCHANGEONESELF SEELANGUAGE ĎčĊēČìą
POINT5NIT
CONSTANTLY <ĜĖćīĕĖě>Ĝćĕá
PERIOD Ğĉ¯
čć<ĖĸĉěČ>Ĉĸĉěë
CLEAR ĜijĐě
USUALLY <ĐIJĐě¯ĎĖĜĖćĖą>ĐĐá¯ĎĜćą
;IN=SUMMERTIME ČìĚĜĖĒĉҔĊ
EXACTLY ČěĔĉç
ASAS čĉĉĪҔĊIJ
STRANGE ĖĔćijĒ
;IN=WINTERTIME ČìĚĜĖČĔčҔĉĉ
LAST ēĖĆĔIJĆĜIJĸ
TEMPERATURE ē¯
čćĜĉҔČIJĜĖçĒĖČ
EVEN <ĖĐčĸIJ>ĉĐčĸIJ
THUNDER ē¯
ĜĖćĜĖĔĉć
LIGHTNING ē¯
ĜĖćęčĐą
LESS ĜĖěčĔīҔĉĉ
RELIABLE ĎĖĐĊijĐĜIJĸ
CLIMATE ē¯
ĜĖćČIJҔĒčĐě
DIFFERENT ĝĜĖćĔIJ
PLACE ĜĖČĜĖ
ĕijć=ĜĖćČĜij
RECENTLY ĕĔČĚĖĐ
4ORONTO ijČĔijĜijČ
RIGHTREFERRINGTOAPERSON ČďĖҔĜĖĆ
TORELYONSEELANGUAGEPOINTS ėĪĄĎčĊēĊijĐĜIJĸ
AND5NIT
SEASON ēĖ¯
ĜĖćēijҔĊĖĕ
160 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

Language points
5 Inversions

9IDDISH SENTENCES NORMALLY BEGIN WITH THE SUBJECT FOLLOWED BY

THEVERBANDTHENANYDIRECTOBJECTSINDIRECTOBJECTSANDADVERBS
4HE FOLLOWING SENTENCE IS AN EXAMPLE OF THIS TYPICAL 9IDDISH WORD
ORDER

ČĚčĄěĜIJçēčĄęčĊĎčĄ
)MSITTINGIN;THE=PARKNOW

)FYOUBREAKDOWNTHESENTENCEINTOITSINDIVIDUALELEMENTSITLOOKS
LIKETHIS

ČĚčĄ ěĜIJçēčĄ ęčĊ ĎčĄ

!DVERB )NDIRECTOBJECT 6ERB 3UBJECT
0REPOSITION+NOUN

(OWEVER9IDDISHWORDORDERISVERYFLEXIBLESOITISPOSSIBLETOSTART

WITHTHEDIRECTOBJECTINDIRECTOBJECTORADVERBIFYOUWANTTOEMPHA-
SIZETHATPARTOFTHESENTENCEANDADDTHESUBJECTLATER
(AVINGSAIDTHATTHEREISONESTRICTRULECONCERNING9IDDISHWORD
ORDERTHEVERBMUSTBEINTHESECONDPOSITIONINTHESENTENCE3OIF
YOUWANTTOSTARTTHEABOVESENTENCEWITHTHEADVERB ČĚčĄINORDER
TOEMPHASIZEITYOUHAVEAPROBLEMBECAUSETHERESULTINGSENTENCE
BREAKS THIS RULE &OR EXAMPLE THE FOLLOWING SENTENCE IS INCORRECT IN
9IDDISH

ěĜIJçēčĄęčĊĎčĄČĚčĄ
.OW)SITIN;THE=PARK

)N ORDER TO SOLVE THIS PROBLEM YOU HAVE TO SWITCH THE SUBJECT AND
THE VERB SO THAT THE VERB REMAINS IN SECOND POSITION !LL THE OTHER
WORDSINTHESENTENCEREMAININEXACTLYTHESAMEPLACE4HERESULT
INGSENTENCEISPERFECTLYACCEPTABLEIN9IDDISH

ěĜIJçēčĄĎčĄęčĊČĚčĄ
.OW)SITLITERALLYSIT) IN;THE=PARK

4HISPHENOMENONOFSWITCHINGTHESUBJECTANDVERBISCALLED@INVER-
SION)NVERSIONISCOMPULSORYIN9IDDISHWHENEVERTHESENTENCESTARTS
Unit 10: It’s going to snow soon! 161

WITHAWORDOTHERTHANTHESUBJECT4HEREAREFOURMAINCATEGORIESOF
WORDSANDPHRASESTHATTRIGGERINVERSION

 !DVERBS


Example ēīěĎčĄĜijĸĔćĝĴē ← ijČĔijĜijČēīěĜijĸĎčĄ
ijČĔijĜijČ ĔćĝĴē
Tomorrow)M )MTRAVELLINGTO
TRAVELLINGTO4ORONTO 4ORONTOtomorrow

 0REPOSITIONAL PHRASES USUALLY AN INDIRECT OBJECT COMPOSED OF A

PREPOSITIONANDANOUN 


Example ĐĒčĈĜĖćĊčĄĔĴĈĕĴđĔĎą ← ĔĎąĪĜĆĊčĄĐĒčĈĜĖć

ĪĜĆ ĔĴĈĕĴđ
In LondonTHESKYIS 4HESKYISGREYin
GREY London

 $IRECT OBJECTS PUTTING THE DIRECT OBJECT AT THE BEGINNING OF A
SENTENCEPLACESEMPHASISONIT 

Example ĎčĄĖĊĖĕĜđĴĊĊĎĈ ← ĖĕĜđĴĊĊĎĈĖĊĎčĄ

)SEEthe clouds )SEEthe clouds
LITERALLYTHECLOUDS
)SEE 

 !DEPENDENTCLAUSEPARTOFASENTENCE FOLLOWEDBYAMAINCLAUSE
IN SENTENCES WITH TWO PARTS SEPARATED BY A COMMA USUALLY ONLY
ONE PART CAN EXIST AS A SENTENCE ON ITS OWN WHILE THE OTHER IS
DEPENDENT IE IT DEPENDS ON THE OTHER PART OF THE SENTENCE IN
ORDER TO MAKE SENSE  $EPENDENT CLAUSES OFTEN START WITH WORDS
LIKE ēĖĉĉz ĊIJOR ąĪĄ

Example )NDEPENDENTCLAUSE $EPENDENTCLAUSE

IJīĔĝČIJĈĖĆĜčĒēąijĈ
 ĈĕĎĜijĔėĊĊėćĔĎĆĔĎąĔėĊĊ
ĜĖČĔčĉĉēĚĔIJĆ When I was a child,
7EHADSNOWALLWINTER

/FTENADIRECTQUOTETAKESTHEPLACEOFTHEDEPENDENTCLAUSE

Example )NDEPENDENTCLAUSE $IRECTQUOTE

ćĉćČĆijĊ €ĝėčĕĎĊĊĆĎđĆĴĉďĎą
SAYS$OVID ‘I love winter’,
162 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

)NADDITIONTOTHESEFOURCATEGORIESITISQUITECOMMONIN9IDDISHTO
INVERTTHESUBJECTANDVERBINASENTENCEINORDERTOCONVEYTHEIDEA
OF@SOEG

ĐČĔIJĒIJĎčĄĆijĜČēĕĪĜćēčĄČĐIJěĊčĄĕĖ
)TSCOLDOUTSO)MWEARINGACOAT

4HISPRACTICEISQUITECOMMONINSTORIESINWHICHCLAUSEAFTERCLAUSE
ANDEVENSENTENCEAFTERSENTENCEMAYHAVEINVERTEDWORDORDER,OOK
OUTFOREXAMPLESOFTHISINTHETEXTATTHEENDOFTHISUNIT

6 ‘This’ and ‘that’

9IDDISH HAS NO SPECIAL WORD FOR @THIS AND DOES NOT ALWAYS USE THE
WORD FOR @THAT 4HE MOST COMMON WAY OF EXPRESSING BOTH @THIS
AND @THAT IS TO USE THE DEFINITE ARTICLE )N SPOKEN 9IDDISH YOU ADD
EXTRA STRESS TO THE ARTICLE WHEN USING IT TO MEAN @THIS OR @THAT BUT
IN WRITTEN 9IDDISH YOU HAVE TO INFER THE MEANING FROM THE CONTEXT
&OREXAMPLE

ĎĉąĖĴĈČĔĖīĐĖĆąijĈĎčĄ
)VEREADthis/thatBOOK

)NADDITIONITISPOSSIBLETOPUTTHEWORD Čij JUST BEFORETHEARTICLE

INORDERTOEMPHASIZETHISMEANING

ĎĉąĖĴĈčĴČĔĖīĐĖĆąijĈĎčĄ
)VEREADthis/thatBOOK

!LTERNATIVELY YOU CAN ADD THE ADJECTIVE ěčĊijć WHICH IS NOT USED
OUTSIDE THIS CONTEXT AFTER THE ARTICLE 4HIS SERVES THE SAME FUNCTION
OFEMPHASIZINGTHEMEANING@THISTHAT ěčĊijćDECLINESLIKEANORMAL
ADJECTIVE

ĎĉąėĜĎċĴĈĖĴĈČĔĖīĐĖĆąijĈĎčĄ
)VEREADthis/thatBOOK

&INALLY THERE IS A SPECIAL WORD FOR @THAT THE ADJECTIVE ĜĖĔĖč WHICH
CAN BE USED WHEN YOU PARTICULARLY WANT TO STRESS THAT THE NOUN IN
QUESTION IS FAR AWAY FROM YOU IN TIME ANDOR SPACE ĜĖĔĖč DECLINES
Unit 10: It’s going to snow soon! 163

SIMILARLY TO ĜĖćĖč EACHEVERY  IT HAS NO BASE FORM AND THE NEUTER
FORMIS ĕĔĖč&OREXAMPLE

ĎĉąĖĕėĎČĔĖīĐĖĆąijĈĎčĄ
)VEREADthatBOOK

Culture point
The Jewish calendar

4HE *EWISH CALENDAR HAS  MONTHS OF  OR  DAYS EACH 4HE
MONTHS ARE BASED ON THE LUNAR CYCLE WITH THE NEW MOON MARKING
THEFIRSTDAYOFTHEMONTH(OWEVERTHISLUNARSYSTEMISMODIFIEDBY
ADDING A @LEAP MONTH EVERY FEW YEARS IN ORDER TO KEEP IN LINE WITH
THESOLARYEARANDTHEREBYENSURETHATTHE*EWISHFESTIVALSALWAYSFALL
INTHESAMESEASON
"ELOWISALISTOFTHE*EWISHMONTHS4HESEMONTHNAMESAREOFTEN
USEDINSTEADOFTHEINTERNATIONALMONTHNAMESIN(AREDICIRCLESAND
WHENDISCUSSINGTRADITIONAL*EWISHTOPICSEGFESTIVALS%ACH*EWISH
MONTH FALLS OVER PARTS OF TWO INTERNATIONAL MONTHS 4HE MONTHS ARE
ALLMASCULINE

3EPTEMBER/CTOBER <ĖĜĝčČ>čĜĝčë
/CTOBER.OVEMBER <ēĉĉĝĊĖď>ēĉĉĝċ
.OVEMBER$ECEMBER <ĉĉĖĐĕčě>ĉĐĕčá
$ECEMBER*ANUARY <ĕĖĉĉīČ>ĞĶČ
*ANUARY&EBRUARY <ČIJĉĉĝ>ČĶĝ
&EBRUARY-ARCH <ĜĖćij>Ĝćij
-ARCH!PRILINLEAPYEARSONLY <ĕīąĜĖćij>ąĜćij
-ARCH!PRIL <ēĕčĔ>ēĕčĔ
!PRIL-AY <ĜĖ™ čĄ>ĜīĄ
-AY *UNE <ēĉĉčĕ>ēĉĉčĕ
*UNE*ULY <ĊĖĒIJČ>ĊĉĒë
*ULY!UGUST <ĉĉij>Ķij
!UGUST3EPTEMBER <ĐĖĐĖ>ĐĉĐĄ
164 Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

Exercise 5
Rewrite these sentences by placing the words in bold at the beginning
of the sentence and inverting the subject and verb.

číěĝėčĕĎĊĊĎĕIJėijĐĝĎčĄ

€ĝėčĕĎĊĊčĕíĹĆĴĉďĎąČĆijĊĐċĜ 
ĔčĐėĕĪĐąēĖĉĉĖĆĊčĄĐĒčĈĜĖć 
ĔĖīĝĈĔĎąčđijĜċĎąĖėĔėĊĊěčĜĖĆĔĉĈěčćĔĖČĝĊčĄĈĔċ 
ĔčíěėĕĝėĈĴēĎĈĔĎąĖĔćijĒĜĖīĊĊčĄĜĖČĖĉĉĜĖć 5
ēĖĐċĜČĝčĔĔĈĊĈēĖěĎčĄ 6

Supplementary text
(Audio 2:4)
(EREISANOTHERFOLK TALEABOUTTHE*EWSOF#HELMINWHICHTHEYUSE
THEIR OWN SPECIAL REASONING TO KEEP THE WINTER SNOW FROM GETTING
COVEREDINFOOTPRINTS

ĒėđėĐĔĎąĝėčĕĎĊĊ
ēćĖčĜĖČĖĉĉēČĐIJěđĖćČIJĈĖĆąčĐěĜIJČĝēąijĈēć™ ččĜĖĒĖĐĖďčć
ĊčĄīĔĝĜĖČĝĜĖĜĖćēĖĉĉēćčĜĸĉĚěĜIJČĝēĜijĉĉĖĆīĊēĖĔĖĊĜĖČĔčĉĉ
đĖĐĖďĖĚĔIJĆĕijćčĉĉēĖĊĉĚČIJĈĖĆąčĐēąijĈīĊĐČĖČĝēčĄēĐIJĸĖĆ
ĊIJČĸijĈĖĆēĉĄČĕąĜIJĈēĚĔIJĆIJČĜIJĉĉĖĆēąijĈīĊēīĝēĉĄĕìĉĉČĜĖĉĉ
čćēĉĄēĐIJĸĖĆīĔĝĜĖćĊčĄČìĚ¯ēĉĉĝċēĖĒĉěćĐIJąČĖĉĉīĔĝĜĖć
čćáēĕĪĜćēčĄēĖĔIJČĝĖĆīĊēĖĔĖĊĈċĒčû¯ĄĐĒēĖĉĉĖĆēĖĔĖĊĜĖĒĖĐĖď
ēąijĈīĊēĖĉĉěčČĖĒĉĄēĜijĉĉĖĆēĖĔĖĊīĊĜĖąijīĔĝđĖĔīĝēĸĪĄēěĉěĉĚ
īĊēąijĈĎčĝĖĜĖīĊēĉĸěčĚĉĒĝēĉĄēĪĜąČĜĖĉĉīĔĝĜĖćčĉĉēĖĊĖĆ
ČijĈēīĜēąìĐąĐijĊīĔĝĜĖćčćáēijČĉĚĕijĉĉČďIJĜČĖĆēĉĄČďIJĜČĖĆ
čćĜĖąčĄēīĆČĖĉĉĕijĉĉēĝČĔĖĒIJēěčĝĜčĒijĐČĆijĊĖĆĜĖĒĖĐĖďēīĄ
ĖĜĖćĔIJčćĜĖąijđīĈĜĖćēčĄēąìĐąēĊĉĒĖĐIJĊIJēĖìĜĝēĉĄēĕIJĆ
ČĖĉĉĝČĔĖĒĜĖćĐìĉĉēĸĐĖĈČĝčĔČĖĉĉĕijćĊIJČĆijĊĖĆēąijĈĜĖĒĖĐĖď
 ēijČĜčĒēĖĔĖěĕijĉĉĎčĝĖĔìĊČčĒěčĚĉĒĝīĔĝđĖćēďIJĒēīĐIJ
ĖĐIJĕijĉĉĆĔĉĊīĐIJēĖĔĉĸĖĆĜĖĒĖĐĖďčćēąijĈėĉĕđĉĚČĆĖĜĸĖĆīĊēąijĈ
ēčĄēąìĐąĊĉĒĖĒĊIJēĖìĜĝČĖĉĉĕijĉĉĝČĔĖĒĜĖćČIJĈĖĆąčĐēąijĈ
ēĐĖĉĉēĝČĔĖĒĖĜĖćĔIJĜčĸ~īĔĝēĜĖąčĄēīĆČĝčĔēīĐIJČĖĉĉđīĈĜĖć
ēĆijĜČđčĄ
Unit Eleven
čėĆĝijĔíēčĕíĹĆĴĉďĎą
I hate my job!

In this unit you will learn:

s HOWTOTALKABOUTWORKANDPROFESSIONS
s HOWTOMAKECOMPARISONS
s COMPARATIVEANDSUPERLATIVEADJECTIVESANDADVERBS
s MASCULINEANDFEMININENAMESOFPROFESSIONS
s WHENTOUSE ĉĚBEFOREINFINITIVES
s ABOUTOMITTING ĉć

Dialogue 1
(Audio 2:6)
$OVIDHATESWORKINGASANADMINISTRATORINALAWYERSOFFICE
(E2OKHLAND+HANEDISCUSSTHEADVANTAGESANDDISADVANTAGES
OFVARIOUSOTHERPROFESSIONS

ĈĖĝIJēĪĝĜčćėĪĄēČĜIJĉĉĜčĒ ČĖçĝĪĊIJĉČĕĒĉěĕijĉĉĜIJĸ Đ ċĜ
čćČĖąĜIJĜĖĝčĜIJĔĜĖćìąēąìĐąČĊĉĒĖĆąijĈĎčĄĐċĉĒČìĊ ćĉć
ąijĈĎčĄēĖĉĉČěĔĉçČĖąĜIJČčĒĆĜIJąIJēąĖĆĖĆĜčĒ ēąijĈēČIJěijĉĉćIJ
đìąēĕĖĊĖĆĎijĔĎčĄēčąĜĖČĖçĝĈĖĝ īĉĉĚČčĒēīĆěĖĉĉIJČĐijĉĉĖĆ

ēĚĔIJĆIJēĚčĊČĝčĔĐčĉĉĎčĄ ČĖąĜIJēìĒČĔìĸąijĈĎčĄĜĖČĉčçĒijě

ĐċĜĉćčĉĉĪĊIJ ČIJĜijČěijćIJēąìĜĝĐčĉĉĎčĄijĜĉčąIJēčĄĆijČ
ĉĚĜĖĜĖĉĉĝēĉĄĜĖĜĖĉĉĝČĜĖĉĉĕĖ ĜĖĕĖąēìĊČĖĉĉĕijćĊIJĉČĕĔīĒ ĐċĜ
ĕĖēĖĈĖĝĖĜĖĆĔĖĐČĖąĜIJēĖĒĜĖěčĒĖćIJěIJĜĖćijČĔIJĜijČěijć IJēìĊ
ĜĖĔĖĐěČĜĖĉĉČĐIJĈĖĆĕijćēĉĄĕĖčĚčĊijçĜĖěčĔīĉĉ ijćēĖĔĖĊ
ĉćĜĖĒĖĉĉěIJąēĉĄĜĖČĔIJĕĖĜĖČĔčĄĎĕIJĊčĄČĖąĜIJēìćĜĖąij ćĉć
ijĜĉčąēčĄēīĆČĝčĔČĕĸĜIJćĉćēĉĄČĖçĝ Ċčą ēĸijĐĝČĕĔĖě
166 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

ĊčĄĕijć ĜĖěĖČijčĐąčąĜĖćijĜĖĜĖĐėĪĄēĜčćĉČĝĉČĕĔĖěĜĝĸĄ ĈĔċ

ěĖČijčĐąčąIJēčĄČĖąĜIJĖĒIJĒ ēìĒČIJĜijČěijćIJēąìĜĝ čĉĉĜĖČďìĐ
ąčĐĕĖČijĈčĊēĉĄ
ČĖąĜIJēìĒčĉĉĜĖĆĜĖēìĊČĝčĔēĖěĕĖěĔIJćĖĆĜĖČĉĆIJĊčĄĕijćijč ćĉć
ėĪĄČĜčćĉČĝĜĖČĕĖĉĉĝĖĜĖĆĔ™ ččēìĒĜĖĆĜĖēìĊijčēĖě ĕ ĐċĜ
ČĔìĸĕĖČijĈ čĊēĉĄēčĜĖěĖČijčĐąčą
ĖčĕĖĸijĜçĖĜĖĕĖąIJĊčĄĕijĉĉijČ ĈĔċ
ēČĖąĜIJĉĚČĝčĔĐĐďąĜĖĕĖąĊ衂ĕ Đ ċĜ

Vocabulary
LAWYERSEELANGUAGEPOINT ē¯
ĜĖćČIJҔěijĉĉćIJ
LATERSEELANGUAGEPOINT ĜĖČĖçĝČčĒ
OFFICE ēĖ¯
ĕijć=ĜĖćijĜĉčą
DOCTORATE0H$ ē¯
ĜĖćČIJҔĜijČěijć
MOREDIFFICULTSEELANGUAGEPOINT ĜĖĜĖĉĉĝ
MALE 0H$STUDENTSEELANGUAGEPOINT ē¯
ĜĖćČĔIJҔĜijČěijć
ACADEMICSEELANGUAGEPOINT ĕ¯
ĜĖćĜĖěčĒĖҔćIJěIJ
LONGERSEELANGUAGEPOINT ĜĖĆĔĖĐ
POSITION ĕ¯
čćĖčĚčĊijç
SALARY ē¯
ĕijćČĐIJҔĈĖĆ
MOREINTERESTINGSEELANGUAGEPOINT ĜĖČĔIJĕĖĜĖČĔčĄ
MORECOMFORTABLESEELANGUAGEPOINT ĜĖĒĖĉĉěIJą
MALE TEACHERSEELANGUAGEPOINT ĜĖĜĖĐ
MALE LIBRARIANSEELANGUAGEPOINT ĕ¯
ĜĖćĜĖěĖČijčĐąčą
EASIERSEELANGUAGEPOINT ĜĖČďìĐ
IDEA ēĖ¯
ĜĖćěĔIJҔćĖĆ
WORSESEELANGUAGEPOINT ĜĖĆĜĖ
FEMALE LIBRARIANSEELANGUAGEPOINT ĕ¯
čćēčĜĖěĖҔČijčĐąčą

Idiom

TOSTUDYINORDERTOBECOME ĜĖĜĖĐĜĖČěijćėĪĄēĜčćĉČĝ

ADOCTORTEACHERLAWYER
ČIJěijĉĉćIJ
Unit 11: I hate my job! 167

Language points
1 Comparative adjectives

■ Forming the comparative

9IDDISHHASASPECIALFORMOFTHEADJECTIVEWHICHISUSEDWHENYOU
WANT TO COMPARE DIFFERENT THINGS AND SAY THAT ONE IS BETTER WORSE
BIGGER SMALLER ETC 4HIS COMPARATIVE FORM IS MADE BY ADDING THE
SUFFIX ĜĖ¯TOTHEADJECTIVESBASEFORM&OREXAMPLE

ĝėČďìĐ ← ČďìĐ
EASIER EASY

4HISPRACTICEISJUSTLIKE%NGLISHEGEASYEASIERBIGBIGGER (OWEVER

UNLIKE%NGLISH9IDDISHUSESTHE ĜĖ¯EVENONLONGADJECTIVES

ĝėČĔIJĕĖĜĖČĔčĄ ← ČĔIJĕĖĜĖČĔčĄ
moreINTERESTING INTERESTING

ĝėĒĖĉĉěIJą ← đĖĉĉěIJą
moreCOMFORTABLE COMFORTABLE

)N ADDITION IN MANY CASES THE VOWEL IN THE BASE OF AN ADJECTIVE
CHANGES WHEN THE COMPARATIVE SUFFIX IS ADDED (ERE ARE THE MOST
COMMONTYPESOFVOWELCHANGES

 IJ
ij
Ė ←
Ī
ī
Examples ĝėČĐė ← ČĐij
ĝėČĐėě ← ČĐijě
ĝėČĔĖėĔ ← ČĔĖĴĔ
ĝėĕėĜĆ ← ĕīĜĆ
ĝėďėĈ ← ĎīĈ
ĝėĔėĐě ← ēĬĐě
ĝėĔėĝ ← ēĬĝ
168 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

 č ← ĉ
Examples ĝėĆĔšĎč ← ĆĔĊč
ĝėĒĎĜĸ ← đĊĜĸ
ĝėĚĜĎě ← SHORT ęĜĊě
ĝėČĔĎĊĖĆ ← ČĔĊĊĖĆ
)T IS IMPORTANT TO NOTE THAT NOT ALL ADJECTIVES CONTAINING THE VOWELS
LISTED ABOVE WILL CHANGE WHEN THE COMPARATIVE SUFFIX IS ADDED &OR
EXAMPLE THE COMPARATIVE FORM OF ěĔIJĜě SICK IS ĝėěĔIJĜě SICKER 
WITH NO VOWEL CHANGE )T IS BEST TO MEMORIZE THE MOST COMMON
COMPARATIVESWITHVOWELCHANGESASYOUENCOUNTERTHEM3UCHFORMS
ARELISTEDINTHEGLOSSARYASWELLASIN9IDDISHDICTIONARIES
)NADDITIONTHEREARETWOADJECTIVESWITHCOMPLETELYIRREGULARCOM-
PARATIVEFORMS

ĝėĖėĆ ← ČĉĆ
ĝėćĝė ← BAD ČďĖĐĝ

.OTE THAT THE STRESS OF A COMPARATIVE ADJECTIVE STAYS ON THE SAME
SYLLABLEASINTHEBASEFORMEG đĖҔĉĉěIJąz ĜĖĒĖҔĉĉěIJą

■ Using the comparative

#OMPARATIVE ADJECTIVES FUNCTION JUST LIKE OTHER ADJECTIVES IE THEY
CAN BE FOUND IN TWO POSITIONS EITHER AFTER A VERB OR DIRECTLY BEFORE
THENOUNTHATTHEYMODIFY7HENTHEYAPPEARAFTERAVERBTHEYNEVER
DECLINEONLYTHEBASEFORMISUSEDFOREXAMPLE

ĝėčĐíđĊčĄČĖąĜIJēìć
9OURJOBISeasier

ĝėćĕėđēĜĖĉĉēĖĈĖĝčć
4HEHOURSAREGETTINGlonger

(OWEVER WHEN THEY APPEAR DIRECTLY BEFORE THE NOUN THEY TAKE
THE NORMAL GENDER AND CASE SUFFIXES "E CAREFUL NOT TO CONFUSE THE
COMPARATIVE SUFFIX ĜĖ¯ WITH THE MASCULINE NOMINATIVE AND FEMININE
DATIVESUFFIXWHICHCOINCIDENTALLY ISALSO ĜĖ¯3OMETIMESANADJEC-
TIVEWILLHAVETWO ĜĖ¯SUFFIXESINAROWTHEFIRSTBEINGTHECOMPARATIVE
SUFFIX AND THE SECOND ONE THE GENDERCASE SUFFIX AS IN THE FIRST
EXAMPLEBELOW
Unit 11: I hate my job! 169

ěĖČijčĐąčąIJēčĄČĖąĜIJĜĖćĉĜąĜĖĝėČĐĖĜĖć
4HEOLDerMASCULINENOMINATIVE BROTHERWORKSINALIBRARY

ēčĜĖěĖČijčĐąčąėĪĄČĜčćĉČĝĜĖČĕĖĉĉĝĖĝėĆĔ™ ččēìĒ
-YYOUNGerFEMININENOMINATIVE SISTERISSTUDYINGTOBEA
LIBRARIAN

ĜĖČĕĖĉĉĝĜĖĝėĆĔ™ ččĜĖćČčĒćĖĜĎčĄ
)MTALKINGTOTHEYOUNGerFEMININEDATIVE SISTER

4HE 9IDDISH EQUIVALENTS OF %NGLISH @THAN ARE čĉĉ FOLLOWED BY A NOUN
INTHENOMINATIVECASEOR ēĉĸFOLLOWEDBYANOUNINTHEDATIVECASE
4HESEAREINTERCHANGEABLEANDEQUALLYACCEPTABLE&OREXAMPLE

ĜĖćĉĜąĝėĈĎĊĊĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć
ĜĖćĉĜąĒėĈĔĊĹĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć
4HESISTERISOLDERthan theBROTHER

2 Comparative adverbs

#OMPARATIVE ADVERBS ARE IDENTICAL TO THE BASE FORM OF COMPARATIVE
ADJECTIVES

ĜĖćĉĜąĜĖćčĉĉĝėĕėĞČĆĔčĊĜĖČĕĖĉĉĝčć
4HESISTERSINGSmore beautifullyTHANTHEBROTHER

3 Masculine and feminine names of

professions

-OST 9IDDISH NOUNS DESCRIBING PROFESSIONS HAVE A MASCULINE FORM

ANDAFEMININEFORM4HEMASCULINEFORMOFTENENDSINĜĖ¯EGĜĖĜĖĐz
ĜĖěĖČijčĐąčąBUTMAYENDINČĕč-EGčĖĎđIJĔĜĉĝĊJOURNALIST ORHAVE
NOSPECIALENDINGEG ČIJěijĉĉćIJ
4HEREAREAFEWDIFFERENTWAYSOFFORMINGTHEFEMININEVERSION

 4HEFEMININEFORMOFPROFESSIONSENDINGIN ĜĖ¯ISMADEBYADDING
EITHER Ėě¯OR ēč¯"OTHAREEQUALLYACCEPTABLE

Example ėĜĜĖĜĖĐ ← ĜĖĜĖĐ

ĔĎĜĖĜĖĐ
170 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

 4HE FEMININE FORM OF loshn-koydesh PROFESSIONS IS USUALLY MADE

BYADDING ĖČ¯

Example <ĖČĜĖąIJďĖĒ>ėčĜąċĒ ← <ĜĖąIJďĖĒ>ĜąċĒ

AUTHOR

 4HE FEMININE FORM OF PROFESSIONS ENDING IN ĜIJ¯ OR Ĝij¯ IS USUALLY
MADEBYADDING Ėĝ¯

Example ėĞĜijĕĖĸijĜç ← ĜijĕĖĸijĜç

PROFESSOR

 )NMOSTOTHERCASESTHEFEMININEFORMISMADEWITH Ėě¯

Examples ėĜČĔIJĜijČěijć ← ČĔIJĜijČěijć

ėĜČĕčĐIJĔĜĉĝĊ ← ČĕčĐIJĔĜĉĝĊ
&INALPOINTSTONOTE

s 4HESTRESSOFTHEWORDDOESNOTCHANGEWHENTHEFEMININESUFFIX
ISADDED
s 4HEPLURALOFALLFEMININENOUNSDESCRIBINGPROFESSIONSIS ĕ¯
s )N THE CASE OF PROFESSIONS NOT TRADITIONALLY HELD BY WOMEN THE
MASCULINE FORM MAY BE USED WITH REFERENCE TO A WOMAN EG
ĜĖěčĒĖćIJěIJēIJĊčĄčĊ)NSUCHCASESMASCULINEADJECTIVESAREUSED
EG ĜĖěčĒĖćIJěIJĜĖČĉĆIJĊčĄčĊ

Exercise 1
Insert comparative adjectives into these sentences, using the base form
in brackets.

ČĖąĜIJĕćĉćčĉĉ<ČĔIJĕĖĜĖČĔčĄ>@@@@@@@@@@@@@@@@ĊčĄČĖąĜIJĕĐċĜ

ĐijĖĜČĔijĒčĉĉ<ĕĪĜĆ>@@@@@@@@@@@@@@@@ĊčĄěĜijč¯ĉčĔ 2
ČĖąĜIJĕĈĔċēĉĸ<ĜĖĉĉĝ>@@@@@@@@@@@@@@@@ĊčĄČĖąĜIJĕćĉć 
ēČĖąĜIJĉĚČĝčĔĐĐďą<ČĉĆ>@@@@@@@@@@@@@@@@ĊčĄĕĖĊIJČĆijĊĐċĜ 4
ĜĖĜĖĐĜĖćčĉĉ<ćčĒ>@@@@@@@@@@@@@@@@ĊčĄČĔĖćĉČĕĜĖć 5
ĐċĜčĉĉ<ĆĔĉč>@@@@@@@@@@@@@@@@ĊčĄĜĖČĕĖĉĉĝĕĐċĜ 6
ĖčĚčĊijçĜĖČĐIJēìĒēĉĸ<ČďĖĐĝ>@@@@@@@@@@@@@@@@ĊčĄĖčĚčĊijçĖìĔēìĒ 7
ēĜĉąĐĖĒčĉĉ<ēīĐě>@@@@@@@@@@@@@@@@ĊčĄĖĔĐčĉĉ 8
Unit 11: I hate my job! 171

Exercise 2 (Audio 2:7)

Read this excerpt from Khane’s journal and insert the correct comparative
form of the adjectives in brackets. Remember to add the appropriate
gender and case suffixes.

ćĐĊýýĂāøĄĊýýĐđĬøyĀúħþĐĊĀĊùĐĦ<Āýú>@@@@@@@@@@@@@@@@ĦĄāýýûýû
<úĈýā>@@@@@@@@@@@@@@@@ćàĆĀāĆûĊĐyĀúħþĄÿĐxĐĊďĊĀħāĄùāùĦ
@@@@@@@@@@@@@@@@ćĦćāøćàþĀĉĊýýýûþĦćúħþĐāûĀĊýýāþĐĊĀĉĊýýđ
ĦćĐĊýýĀĉĊýýýûùĞøĊāĎāþħÛ<ĐĊýýđ>@@@@@@@@@@@@@@@@ćýø<ĀăĊĄđ>
ĦćĐĊýýýĎþāøďĈĦûĊú<úýĄď>@@@@@@@@@@@@@@@@ĦĐĊďĊĀħāĄùāù
ĀúħþûýûxĊāĉĊĬħĐÛ<ćğđ>@@@@@@@@@@@@@@@@ĦþāøĉħûćĦĆĉĀĬĊđĊú
ćùħüćýøćĊüĊđ<úĈĦĄ >@@@@@@@@@@@@@@@@ćĀĊùĐĦĀàĄĉĀĬĊđĊúĐĊùħ
<ĀăàĄ >@@@@@@@@@@@@@@@@ĦĄāýýĂāøĉĊāĎĦďĦýý<čĐýď>@@@@@@@@@@@@@@@@
xĀĎāøāýýĊāĉĊĬħĐÛ<ĀĈĦĉĊĐĊĀĈāø>@@@@@@@@@@@@@@@@

Exercise 3
Write a paragraph comparing two things, people, or places of your choice.

Dialogue 2
(Audio 2:8)
$OVIDTELLSHISUNCLE9ANKLTHATHEISTHINKINGOFLEAVINGHISJOBIN
ORDERTODOA0H$IN9IDDISH3TUDIES9ANKLWORRIESTHATTHISMIGHT
NOTBEAGOODCAREERMOVE

ČĖąĜIJĜĖćìąĎčĊČĉČĕijĉĉ ĎčĊČĜĖĈĕijĉĉĐćĉćĉĔ Đ ěĔIJč

ĜĖćēĉĸēĆijĊçijćĐIJąĎčĊĐĖĉĉĎčĄĊIJĎčĄēīĒČĆijĊĖĆĞĒĄđĖć ć ĉć
ČĖąĜIJ
ĖĒĜčĸĜĖĜĖĕĖĜĆIJēčĄĖčĚčĊijçĖĜĖĕĖąIJēĖĔĉĸĖĆĉČĕijĈ ĕijĉĉ ĐěĔIJč
đčćĉĒčĐĖĝčć™ ččēčĄČIJĜijČěijćIJēąìĜĝĐčĉĉĎčĄēīĔ ćĉć
172 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

ČĕĖĉĉĉć đĖćČčĒēijČēĖĔĖěĉČĕĖĉĉĕijĉĉ ēĖĔčĊēĉĸçijĜIJČĕčą Đ ěĔIJč

ĉćĜĖĐČĖąIJĜĖćijĜĖČĖąĜIJ¯ěčĜąIJĸIJĜĖćijĜĖĔĐĖěIJ ēĜĖĉĉ
ēijćĔijĐēčĄēĚąěĜĖČĕĖĜĆ ĜĖćēìĊČĕĖĉĉ
ČčĒēČĖąĜIJĕijĉĉēĝČĔĖĒĎĕIJēĖěĎčĄĜĖČĖĸČĝčĔĎčĊĆĜijĊ ć ĉć
ēĉĄĜĖąìĜĝĖĝčć™ ččēĆĖĉĉČIJĜijČěijćIJēěčćĔĖćĐIJąČĖĉĉĐċĜ ĝčć™ čč
ĖČĜĶċĜčĄĕĔČĕijçĖĝčĒĖćIJěIJĖĔĖćīĝĜIJĸėĪĄ ČĚčĄ ČĜčěčĐçIJ
ĜčĄēĉĄĕČĜĖĉĉĜijĸ€ēĝčć™ ččđìąĖěČĕčĐIJĔĜĉĝĊ IJĊčĄĜëĕĄ
ČĖąĜIJēĖĔčĸĖĆĎĪĄĐĖĉĉĎčĄĖěĜĖĜĖĐĝčć™ čč IJĊčĄđčĜĒĖČĜĶċ

ĝčć™ ččČčĒ
čćČĜĖĈĖĆĐijĒIJąijĈĎčĄĕijĉĉēIJĐçĜĖČĕĆĜĖĜĖćĊčĄĕijć Đ ěĔIJč
ĊčĄĈĕĔĜçČĕčąĉćôĉĉēąìĐąĊčĄēijČČĕĔĖěĉćĕijĉĉĎIJĊ ĖČĕĆčĐě
ěčČďčĉĉĎĪĄ
ĜĖČĕĒĖĜijĜĖćēìĊĎčĄĐĖĉĉĜĝĸĄĈĜĉċĕĖČĕĖąčćĊčĄĈĜĉëĜĖąij ć ĉć
ĜĖČĕďĖĐěčĐĆĜĖćēìĊĎĪĄĐĖĉĉĎčĄĜĖąijĕĖěčĔĖĒčĐçĖĔìć ēĉĸ

Vocabulary
TORESIGNSEELANGUAGEPOINT5NIT
ēĉĸĎčĊēĆijĊçijҊ
ANDLANGUAGEPOINT5NIT
FIRM ĕ¯
čćĖĒĜčĸ
STUDIES PLURAL đčćĉĒčĐ
WAITER ~=ĕ¯
ĜĖćĜĖĔĐĖě
FACTORY ē¯
čćěčҔĜąIJĸ
WORKER ~=ĕ¯
ĜĖćĜĖČĖąĜIJҊ
BEGGAR ~=ĕ¯
ĜĖćĜĖĐČĖą
BIGGESTSEELANGUAGEPOINT ĜĖČĕĖĜĆ
PAUPER 
ĜĖć<ēĚçIJě>ēĚąě
<đčĔijĚçIJě>đč¯
TOWORRYSEELANGUAGEPOINT5NIT Č¯ĖĆĎčĊĎčĊēĆĜijĊ
WRITER ~=ĕ¯
ĜĖćĜĖąìĜĝ
TOAPPLYFOR SEELANGUAGEPOINT
ėĪĄēĜčěčĐçIJ
5NIT
VARIOUS 
ēćīĝĜIJĸ
OFTENPRONOUNCEDēćčĝĜIJĸ
POSTPOSITION ĕ¯
ĜĖćēČĕijç
WORSTSEELANGUAGEPOINT ČĕĆĜĖ
Unit 11: I hate my job! 173

CLEVERESTSEELANGUAGEPOINT ČĕĆčĐě
LIVELIHOODALIVING Ğĉ¯
čć<ĖĕijĔĜIJç>ĈĕĔĜç
IMPORTANT ěčČďčĉĉ
4ORAH Ğĉ¯
čć<ĖĜĪČ>ĈĜĉë
MERCHANDISE Ğĉ¯
čć<ĖĜĪďĕ>ĈĜĉċĕ
POORESTSEELANGUAGEPOINT ČĕĒĖĜij
HAPPY ĎĖĐěčĐĆ
HAPPIESTSEELANGUAGEPOINT ČĕďĖĐěčĐĆ

Idioms and proverbs

7HATSNEWLITERALLYWHATSHEARD ĎčĊČĜĖĈĕijĉĉ
7HATSGOINGONLITERALLYWHATSDONE ĎčĊČĉČĕijĉĉ
TOTELLTHETRUTHLITERALLYTHETRUTHTOLD ČĆijĊĖĆĞĒĄđĖć
OUTOFONESMIND ēĖĔčĊēĉĸçijҔĜIJ
4ORAHISTHEBESTMERCHANDISE ĖČĕĖąčćĊčĄĈĜĉë
IEEDUCATIONAND*EWISHLEARNING ĈĜĉċĕ
ARETHEMOSTIMPORTANTPURSUITS 

Language points
4 Superlative adjectives

■ Forming the superlative

!S WELL AS SAYING THAT ONE THING IS BETTER WORSE OR BIGGER THAN
ANOTHER YOU CAN SAY THAT IT IS THE BEST THE WORST THE BIGGEST 4HIS
IS CALLED THE SUPERLATIVE FORM OF THE ADJECTIVE )T IS EASY TO FORM THE
SUPERLATIVEIN9IDDISH*USTFOLLOWTHESESTEPS

 4AKETHEcomparative formOFTHEADJECTIVE

Examples ĜĖČďìĐ
ĜĖĔĖĝ
ĜĖĆĔ™ čč
ĜĖĕĖą
ĜĖĆĜĖ
174 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

 2EMOVE THE COMPARATIVE ĜĖ¯ SUFFIX )N SOME CASES THE RESULTING
FORMWILLBETHESAMEASTHEORIGINALBASEOFTHEADJECTIVEBUTIF
THEREISAVOWELCHANGEINTHECOMPARATIVETHISWILLREMAIN

Examples ¯ČďìĐ
¯ĔĖĝ
¯ĆĔ™ čč
¯ĕĖą
¯ĆĜĖ
 !DDTHESUPERLATIVESUFFIX Čĕ¯ONTOTHISFORM

Examples čĖČďìĐ
čĖĔĖĝ
čĖĆĔ™ čč
čĖĆĜĖ
Note:
)F THE BASE OF THE ADJECTIVE ENDS IN ĕ DONT ADD ANOTHER JUST
ADD Č¯

Examples čĕčĊ ← SWEET ¯ĕčĊ

čĕĖą ← ¯ĕĖą

■ Using superlative adjectives

4HESUPERLATIVEFORMOFTHEADJECTIVEISNOTUSEDONITSOWNINSTEAD
ITALWAYSAPPEARSTOGETHERWITHTHEDEFINITEARTICLE4HISISTHESAME
AS%NGLISHEG@THEBEST@THEBIGGEST 4HEREFOREYOUNEEDTOUSE
THEDEFINITEARTICLETHATMATCHESTHENOUNASSOCIATEDWITHTHESUPER-
LATIVE ADJECTIVE )F THE SUPERLATIVE ADJECTIVE FOLLOWS THE VERB OF THE
SENTENCE ITS ARTICLE WILL ALWAYS BE NOMINATIVE SO YOU JUST NEED TO
MATCHITWITHTHEGENDEROFTHEPRECEDINGNOUN,OOKATTHEFOLLOWING
EXAMPLES

ĝėČĕĆĔ™ ččĝėĈĊčĄĜĖćĉĜąĜĖć
4HATBROTHERISTHEYOUNGESTMASCULINENOMINATIVE 

ėČĕĆĔ™ ččĎĈĊčĄĜĖČĕĖĉĉĝčć
4HATSISTERISTHEYOUNGESTFEMININENOMINATIVE 

ėČĕĆĔ™ ččĖĴĈĊčĄćĔčěĕijć
4HATCHILDISTHEYOUNGESTNEUTERNOMINATIVE 
Unit 11: I hate my job! 175

)FTHESUPERLATIVEISDIRECTLYMODIFYINGANOUNYOUHAVETOMAKESURE
YOUPUTITINTHERIGHTCASEASWELL&OREXAMPLE

ĜĖćĉĜąĔČĕĆĔ™ ččĒėĈČĖĊćĉć
$OVIDSEESTHEYOUNGESTBROTHERMASCULINEACCUSATIVE 

ĜĖČĕĖĉĉĝĝėČĕĆĔ™ ččĝėĈČčĒČćĖĜĐċĜ
2OKHLSTALKINGTOTHEYOUNGESTSISTERFEMININEDATIVE 

&INALLY IF THE ADJECTIVE DIRECTLY FOLLOWS A POSSESSIVE CONSTRUCTION

EG ēìĒz ēìćz ēìĊ OR A CONSTRUCTION LIKE ĜĖćĉĜą ĕćĉć  DONT ADD THE
DEFINITEARTICLE&OREXAMPLE

ēĜĉąĐĖĒēčĄČĔĪĉĉĜĖČĕĖĉĉĝėčĖčđėĝĎą
Her eldestSISTERLIVESIN-ELBOURNE

ĖĸIJěIJēčĄČĖąĜIJĜĖćĉĜąĝėčĖćĕšĎĎĖĈĊĈ
Dovid’s youngestBROTHERWORKSINACAFÏ

5 Superlative adverbs

3UPERLATIVE ADVERBS ARE FORMED WITH đĉĚ OR ¯ĒIJ FOLLOWED BY THE
SUPERLATIVE ADJECTIVE WITH THE MASCULINE SINGULAR ACCUSATIVE SUFFIX
EG

ĔčĖĕėĞĒĊěČĆĔčĊĐċĜ
ĔčĖĕėĞēijČĆĔčĊĐċĜ
2OKHLSINGSthe most beautifully

6 When to use Ċě before infinitives

4HE 9IDDISH WORD ĉĚ OFTEN APPEARS BEFORE INFINITIVES JUST LIKE THE
%NGLISH @TO AS IN @TO RUN @TO GO )N MOST CASES THIS ĉĚ IS OPTIONAL
AND THE SENTENCE IS PERFECTLY CORRECT EITHER WAY AS IN THE FOLLOWING
EXAMPLES

ijĜĉčąIJēčĄēČĖąĜIJČĔìĸČijĈćĉć
ijĜĉčąIJēčĄēČĖąĜIJĊěČĔìĸČijĈćĉć
$OVIDHATESTOWORKINANOFlCE
176 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

(OWEVERTHEREARESOMERULESGOVERNINGTHEUSEOF ĉĚBEFOREINFINI-

TIVES ĉĚISnotUSEDINTHEFOLLOWINGCASES

 AFTERMODALVERBS

Example ČĖąĜIJĖìĔIJēĖĔčĸĖĆĐčĉĉćĉć
$OVIDWANTSTOlNDANEWJOB

 AFTER THE VERBS ēĸĐĖĈz ēąìĐąz ēěčćĔĖz ēĉĉôĜç TRY  ēČĖąz ēĖĔĜĖĐ AND
ĎčĊēĖĔĜĖĐLEARN
Examples ČIJĜijČěijćIJēąìĜĝČěčćĔĖĐċĜ
2OKHLISlNISHINGWRITINGA0H$

ČĖąĜIJĖìĔIJēĖĔčĸĖĆēćĉćČĸĐĖĈĈĔċ
+HANEISHELPING$OVIDlNDANEWJOB

 AFTERVERBSOFMOTIONEG ēīĆz ēĖĒĉěz ēĜijĸ

Example ČĖąĜIJēďĉĊĖěčĜĖĒIJēīěČĜijĸĐċĜ
2OKHLISGOINGTO!MERICATOLOOKFORWORK

#ONVERSELY ĉĚ MUST BE USED IN SENTENCES STARTING WITH ĕĖ + zēìĊ +
ADJECTIVE

Example ČĔĖćĉČĕIJēìĊĊěĜĖĉĉĝĊčĄĕĖ
)TSHARDTOBEASTUDENT

)TISALSOTYPICALLYUSEDAFTER ēąijĈąčĐAND ēąijĈČĔìĸ

Example ijćēČĖąĜIJĊěąčĐąijĈĎčĄ
)LIKETOWORKHERE

)N OTHER CASES YOU CAN CHOOSE WHETHER OR NOT TO USE ĉĚ BEFORE AN
INFINITIVE

7 Omitting ĊĈ

)TISRELATIVELYCOMMONIN9IDDISHTOOMITTHEPRONOUN ĉćPARTICULARLY
INQUESTIONSANDSENTENCESWITHINVERSIONS9OUSAWANEXAMPLEOF
THISIN$IALOGUEWHEN9ANKLSAID

ēĖĔčĊēĉĸçijĜIJČĕčą
!RE;YOU=OUTOFYOURMIND
Unit 11: I hate my job! 177

Exercise 4
Insert the correct superlative adjectives using the base forms in brackets.
Remember to add the appropriate article (if needed) and gender/case
suffixes.

ĜĖćėĪĄ<ČďĖĐĝ>@@@@@@@@@@@@@@@@@@ćĊčĄČĖąĜIJēìĊĊIJČĔīĒćĉć 

ČĐĖĉĉ
ēĖĈĖĝ<ĆĔIJĐ>@@@@@@@@@@@@@@@@@@ćēČĖąĜIJĕĜĖěčĒĖćIJěIJĊIJČĆijĊĐċĜ 2

ĕĖčĕĖĸijĜçĖĐIJēĉĸ
<ĜĖĉĉĝ>@@@@@@@@@@@@@@@@@@ć€ČĆijĊPROVERB ČĜijĉĉďčĜçĝĝčć™ ččIJ 

*ēīĆĉĚěčćīĐĊčĄČĖąĜIJ
ĉĚ ČĝčĔĐĐďąĊčĄĖčĕĖĸijĜç<ČĉĆ>@@@@@@@@@@@@@@@@@@ć€ ČĆijĊĐċĜĜĖąij 4
ēČĖąĜIJ
ĈĶčĝčēčĄČĔĜĖĐĜĖćĉĜą<ĆĔĉč>@@@@@@@@@@@@ĕćĉć
5
ēčĄČĖČčĕĜĖĉĉčĔĉĄ<ĕĪĜĆ>@@@@@@@@@@@@@@@@@@ćēčĄČĜčćĉČĝĐċĜ
6
ćĔIJĐĆĔĖ
ČĖąĜIJ<ČďìĐ>@@@@@@@@@@@@@@@@@@ćēijČĜijĔĐčĉĉĎčĄ
7
ēijćĔijĐ ēčĄĈĜčć<ēīĐě>@@@@@@@@@@@@@@@@@@ćēčĄČĔĪĉĉčĊĊIJČĔīĒĐċĜ
8

TOGOIDLELITERALLYEMPTY

Exercise 5
Make sentences with superlative adjectives describing the following groups
of three. Use the adjectives provided.

Example
ČìĚĖČĕĆĔĖĐčćČĔĪĉĉćĉć Ĝijč5 ēĪĝēijćĔijĐēčĄČĔĪĉĉ ĐċĜ
ēijćĔijĐēčĄ ēąĖĐęĔIJĆēìĊēijćĔijĐēčĄČĔĪĉĉćĉć

ČìĚĖČĕĚĜčěčćČĔĪĉĉĈĔċ ← Ĝijč ēĪĝēijćĔijĐēčĄČĔĪĉĉĈĔċ
ēijćĔijĐēčĄ ĆĔIJĐ¯
ęĜĉě¯
ĎijĉĉIJĈĖĝ  ČĖąĜIJĐċĜ 

ĎijĉĉIJĈĖĝ45 ČĖąĜIJćĉć
ĎijĉĉIJĈĖĝ ČĖąĜIJĈĔċ 
ĆĔIJĐ¯
ęĜĉě¯ 
178 Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

ēĜĖĒčĚĕěĖĊČijĈĊĪĈĕĈĔċ 2
ēĜĖĒčĚČďIJČijĈĊĪĈĕćĉć 
ēĜĖĒčĚìĜćČijĈĈĜčćĕĐċĜ 
ĕĪĜĆ¯ 
ēīĐě¯ 
ČĐIJĜijč  ĊčĄĖćīĊĕćĉć 
ČĐIJĜijč  ĊčĄĜĖČĖĸĕćĉć 
ČĐIJĜijč7 ĊčĄěčĔĖĒčĐçĕćĉć 
ČĐIJ¯
ĆĔĉč¯ 

Exercise 6
Insert ĉĚ into these sentences if appropriate.

ĆijČIJĈĖĝėĐĖĉĉĚēČĖąĜIJČĉĆČĝčĔĊčĄĕĖ

PROGRAMMES ēĖĒIJĜĆijĜç¯ČIJĜijČěijćėĪĄēĜčěčĐçIJēćĉćČĸĐĖĈĐċĜ 2
ĝčć™ ččĎĕIJēīČĝĜIJĸēĖĔĖěĜčĒ 
ČĖąĜIJĖČĔIJĕĖĜĖČĔčĄēIJēĖĔčĸĖĆĐčĉĉćĉć 4
ĜĖćčĐĖĝčć™ ččēĖĆĔčĊĎčĊČĔĜĖĐĈĔċ 5
ČĖąĜIJĖìĔIJēďĉĊīĆĎ血ČĆijĊćĉć 6

Supplementary text
(Audio 2:10)
4HISISASTORYABOUTANENCOUNTERBETWEENABEGGARANDTHEFAMOUS
FINANCIERANDPHILANTHROPIST"ARON2OTHSCHILD

ĝėđčėĆĝėĈĔĊąĈđĎĞčĴĝĔĴĝijĆĝėĈ
ĜĖćìąĜĖĔčćIJēćĐčĝČijĜĉĚēĖĒĉěĖĆĜĖĐČĖąĜĖĒĖĜijēIJĊčĄĐijĒIJ
ĜĖćČijĈēijĜIJąđĖćēĖĊĊĉĒĎčĄĐčĉĉĜĖĕijĉĉČĆĖĜĸĖĆđčĄČijĈĜčČ
ČĜĖĸČĔĖĖĆĜĖĐČĖą
đčĄČijĈĕijĉĉĜIJČĖĜěĖĕĕćĐčĝČijĜĉĚēĖĒĉĔĖĆđčĄĜĖĔčćĜĖćČijĈ 
 ēĸĐĖĈĎìĄĎčĄēĖěĕijĉĉČčĒČĆĖĜĸĖĆ
ēĜčČĉěĕčćĉĚēčĔĖēěčČďčĉĉIJąijĈĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈ 

ĜĖīĊĊčĄēijĜIJąĜĖćĊIJČĆijĊĖĆČijĈĜIJČĖĜěĖĕĜĖćēijĜIJąēČčĒ
Unit 11: I hate my job! 179

ēìĊČĖĉĉĕĖđčĄČčĒēćĖĜĉĚČìĚēīěČĝčĔČĚčĄČijĈēĉĄēĖĒĉĔĜIJĸ
ĜĖĐČĖąĜĖćĜĖąijČĆijĊĖĆĜĖČijĈĜčĒČčĒēćĖĜĉĚĜĖĕĖąēĉĄĜĖďčĆ

ēČčĒĜijĔēćĖĜĐčĉĉĎčĄČĆijĊĖĆĜĖČijĈēīĔēĝěĖēIJēĖĉĉĖĆĊčĄ

ēĖĆĔIJĆĖĆĊčĄēĉĄēąĖĆďijĔČĊĉĒĖĆĜIJČĖĜěĖĕĜĖćČijĈėĉĕđĉĚēijĜIJą
ĜĖĐČĖąēČčĒēćĖĜĊĉĒĜĖĊIJēijĜIJąđĖćēĆijĊ
ĐčĉĉĜĖĕijĉĉĜĖĐČĖąđĖćČĆĖĜĸĖĆČijĈēĉĄēĖĒĉěĖĆćĐčĝČijĜĊčĄ 

ąijĈĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈēĞĒĄĜĖćēčĄČĝčĔĜijĆĉĔ
ĎìĄìąĈĶćĔIJēČĖąČĐijĉĉĖĆĜijĔ
ĉĚčćáĜijĔČĜĖČĝĖĆĎčĒČijĈĜčĄĕĖáēčĄēĜijĉĉĖĆēijĜIJąĜĖćĊčĄ 
ĖĜĖěčČďčĉĉēĉĄĖĜĖĕĖĜĆąijĈĎčĄĊIJČĝčĔĜčĄČīČĝĜIJĸ ĈĶćĔIJēČĖą
ēìĒìąēČĖąČĔĖěĖĆČĝčĔĜčĄČijĈĕijĉĉĜIJĸ ēĜčĸĉĚēČĸĖĝĖĆ
ČĆĖĜĸĖĆĜĖČijĈ ĜIJČĖĜěĖĕ
ĊIJĕīĉĉĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈēijĜIJąĜĖĜĖìČēìĒ 
ĜčĒČčĆĖČčąĜĖąijČĐĖĉĉĜĖćėĪĄēIJĒĕČĸĖĝĖĆĜĖČĕĖĜĆĜĖćČìĊĜčĄ
ìĜĖĐČĖąēĆĖĉĉĞĉĚĖēīěČĝčĔ
Unit Twelve
ĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ
ďėđčĜijèēĴĜ
How much did you pay for the CDs?

In this unit you will learn:

s HOWTOTALKABOUTBUYINGTHINGSPRICESANDCURRENCIES
s UNSTRESSEDPREFIXEDVERBS
s VERBSENDINGIN ēĜč¯
s ABOUTOMITTINGTHEDEFINITEARTICLEAFTERPREPOSITIONS
s VERBSWITH ĎčĊ
s ABOUT%ASTERN%UROPEAN*EWISHMUSIC

Dialogue 1
(Audio 2:12)
$OVIDGOESTOBUY#$SINABOOKSHOPRUNBY9IDDISH SPEAKING
(ASIDIC*EWS

ěčĊĉĒĜĖĝčć™ ččČčĒĎĖĐČěIJçĒijěĜčĄČijĈ ć ĉć
đčĔĉĆčĔĖĝčćčĕċ ĞĉĔĊċ ĜčĄČďĉĊĕijĉĉčĄćĉĉIJijč ĜĖĒĖĜě
ēĜčćĔĖĒijěĖĜĕĖçĖĜčĄČĔĖěđčĔĉĆčĔĖĝčćčĕċĜĝĸĄ ćĉć
ēīĝĜĖīĊĊčĄĕĖ ĕijćĜčĄČĔĖěēĖĊĜčĒijĐ ĜĖĒĖĜě
ĜĖČĜĖĉĉČčĒĜĖćčĐĎĪĄijćēĖĔĖĊĜĖćijđčĔĉĆčĔĜijĔĕĖČijĈ ćĉć
ĜĖČĜĖĉĉĄěĉĉćĜčĄČĐčĉĉĕijĉĉĜIJĸđčĔĉĆčĔĜijĔēĖĔĖĊĕijć ĜĖĒĖĜě
Ėĝčć™ ččČčĒĜĖćčĐēĜĖĈĉĚąčĐąijĈĎčĄēĉĄĝčć™ ččĎčĊēĜĖĐĎčĄ ć ĉć
ĜĖČĜĖĉĉ
ĎIJĜçĝĜĖìĄ ěIJĉĉČčĐIJĜĖĜĖĐĜĖćĊčĄ ĝčć™ ččĎčĊČĔĜĖĐĜčĄ ĜĖĒĖĜě
ĝčĉĉČčĐ ČĆĔčĐě
Unit 12: How much did you pay for the CDs? 181

ĝčĉĉČčĐčĉĉČěĔĉçČĝčĔĊčĄĕĖĝčć™ čč¯ĐĐáČĜčćĉČĝąijĈĎčĄēīĔ ć ĉć
ĎĖĐĔĖĜĖīĊĜĖąij ĝčć™ čč
ĝčć™ ččėĪĄČĆĔčĊĜĖ ēďčĐĜĖĶĉČđĉčąčĐĜčĄČijĈēČďIJĜČĜčĒijĐ Ĝ ĖĒĖĜě
 ĶěĖč€ćčĐēČčĒĐČěIJçĒijěĕijćĜčĄČijĈąčĐđ襹ijĈĎčĄijč ć ĉć
ĎijĔąijĈĎčĄĜĖąijČĐĖČĝIJąĕĔČĚĖĐĕĖēąijĈĜčĒĊIJĕīĉĉĎčĄ ĜĖĒĖĜě
ĐĖĉĉďĖĆĜIJČĜIJĉĉēĖĒĉěĖĆĔijēĪĝĊčĄĕĖčĚČĜčĐijĜČĔijě ČĝčĔ
ēĖĒĖĔČĐčĉĉĜčĄĖďĖĐČĖēąijĈĜčĒijč ijĜĉčąēčĄ ěĉěIJēąĖĆ
ĖČčąijč ćĉć
ēČĜijć~ĜĖćčĐčćēĉĸĈijĔĈČijĈēĉĄČĔĉĊĖĆČìĊČĉĆĪĊIJČìĊ ĜĖĒĖĜě
ĝčć™ čč¯ĐĐáēīěČĝčĔēĉĝĐĝčĒīĈIJēĜĖĈ ĜčĄČĖĉĉ

Vocabulary
#$ ĎĖ¯
ĕijćĐČěIJçĒijě
MUSIC ~
čćěčҔĊĉĒ
SHOPKEEPER ĕ¯
ĜĖćĜĖĒĖĜě
CERTAINLYOFCOURSE <ĖćIJĉĉIJ>čĄćĉĉIJ
TOLOOKFOR Č¯ĖĆēďĉĊ
*EWISHCANTORIALLITURGICALMUSIC ~
ĕijć<ĕĖĔijĊIJď>ĞĉĔĊċ
SEECULTUREPOINT
MELODYOFTENUSEDINREFERENCETOWORDLESS <đčĔĉĆčĔ>đč¯
ĜĖć<ēĆčĔ>ēĉĆčĔ
(ASIDICMELODIES SEECULTUREPOINT
TORECOMMENDSEELANGUAGEPOINT ēĜčćĔĖĒijěĖĜ
OFALLTHINGSPRECISELY <ĖěĸIJć>Ąěĉĉć
,ITHUANIAN*EW ĕĖ¯
ĜĖćěIJĉĉČčĐ
,ITHUANIAN9IDDISH ĝčĉĉČčĐ
STUDIEDSEELANGUAGEPOINT ēĜčćĉČĝ ← ČĜčҔćĉČĝ
3TANDARD9IDDISH
ĕijćĝčć™ čč¯<ĐIJĐě>ĐĐá
SIMILAR ĎĖĐĔĖ
9OM4OV%HRLICHAPOPULAR(ASIDICSINGER ĎčĐĜĖ<ėĖČĔijč>ĶĉČđĉč
9AAKOV*ACOB AFAMOUSSONGBY9OM4OV *<ĉĉĖěĔIJč>ĶěĖč
%HRLICHABOUTAN%ASTERN%UROPEAN*EWISH
REFUGEEIN5ZBEKISTANDURING7ORLD7AR
ORDEREDSEELANGUAGEPOINT ēĐĖČĝIJą ←  ČĐĖҔČĝIJą

PRONOUNCEDĉĉijěIJčINTHISSONG
182 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

WHETHERFOLLOWEDBYINVERSION čĚ
ARRIVEDSEELANGUAGEPOINT5NIT ēĖĒĉěĔijҔ ← ēĖĒĉěĖĆĔijҔ
MOMENT ĕ¯
čć<ĖĆĖĜ>ĖĆĜ
CONTRACTIONOF ĎčĄ ď
SOME ĖďĖĐČĖҔ
HEREYOUAREINTHEABOVECONTEXT (SINGULAR ČĉĆĪҔĊIJìĊ
PLURAL ČĉĆĪҔĊIJČìĊ
TOENJOYSEELANGUAGEPOINT5NIT ēąijĈ<ĖĪĔIJĈ>ĈijĔĈ
HOMEYTRADITIONAL ĝčĒīĈ

Idiom

TOTAKELITERALLYGIVE ALOOK ěĉěIJēąĖĆ

Language points
1 Unstressed prefixed verbs

7HILE MOST 9IDDISH VERBS CONJUGATE LIKE THE ONES THAT WE HAVE
STUDIED SO FAR THERE ARE SEVERAL GROUPS OF VERBS THAT WORK SLIGHTLY
DIFFERENTLY/NESUCHGROUPISCALLED@UNSTRESSEDPREFIXEDVERBS6ERBS
BELONGING TO THIS CATEGORY START WITH A PREFIX THAT DOES NOT GET THE
ACCENTWHENYOUPRONOUNCETHEWORD9OUALREADYKNOWQUITEAFEW
OFTHESEVERBSFOREXAMPLEINTHEVERBSēĖěĔĖćėćREMEMBER ēĐīĚĝėĈ
TELL  AND ēĕĖĆĝijĹ FORGET  THE FIRST SYLLABLE IN BOLD IS ACTUALLY AN
UNSTRESSEDPREFIX4HEREARESIXOFTHESEPREFIXES

 ¯ČĔIJEG ēĸĪĐčĕijESCAPERUNAWAY

 ¯IJąEG ēĖĒĉěijĆRECEIVE
 ¯ĜĖćEG ēĐīĚĝėĈTELL
 ¯ĖĆEG ēĖěĔĖćėćREMEMBER
 ¯ĜIJĸEG ēĕĖĆĝijĹFORGET
 ¯ĖĚEG ēďĖĜąėěBREAK
!SYOUCANSEETHEPREFIXEDVERBSAREOFTENBASEDONOTHERUNPREFIXED
VERBSTHATYOUMAYKNOWEG ēĸĪĐČĔIJISDERIVEDFROM ēĸĪĐz ēĖĒĉěIJą
IS DERIVED FROM ēĖĒĉě  4HE PREFIXES OFTEN HAVE A MEANING OF SORTS
Unit 12: How much did you pay for the CDs? 183

&OR EXAMPLE ¯ČĔIJ OFTEN MEANS @AWAY 9OU CAN SEE THIS CLEARLY BY
COMPARINGTHEUNPREFIXEDēĸĪĐRUN WITHTHEPREFIXEDēĸĪĐČĔIJESCAPE
RUNAWAY (OWEVERINMANYCASESITISDIFFICULTORIMPOSSIBLETOWORK
OUTTHERELATIONSHIPBETWEENAPREFIXEDVERBANDITSUNPREFIXEDEQUIVA
LENT&OREXAMPLETHELINKBETWEENēĖĒĉěCOME ANDēĖĒĉěijĆRECEIVE
IS NOT AT ALL TRANSPARENT )N ADDITION SOME PREFIXED VERBS HAVE NO
UNPREFIXEDEQUIVALENTATLEASTIN-ODERN9IDDISHTHEYMAYHAVEDONE
INANEARLIERFORMOFTHELANGUAGE &OREXAMPLEWEHAVETHEPREFIXED
VERB ēĕĖĆĜIJĸ BUT THERE IS NO UNPREFIXED VERB @ēĕĖĆ 4HEREFORE IT IS
BESTJUSTTOMEMORIZEINDIVIDUALPREFIXEDVERBSWHENYOUENCOUNTER
THEMASYOUHAVEBEENDOINGUNTILNOW 
5NSTRESSED PREFIXED VERBS CONJUGATE JUST LIKE OTHER VERBS except
in the past tense4HEPASTTENSEDIFFERSBECAUSETHEPASTPARTICIPLE
OFTHESEVERBSNEVERTAKESTHEPREFIX¯ĖĆ4HISISLOGICALBECAUSETHESE
VERBSALREADYHAVEAPREFIXOFTHEIROWNSOTHEYWONTACCEPTANOTHER
ONE
,OOKATTHESEEXAMPLES
ĐČěIJçĒijěIJČĐĖČĝijĆąijĈĎčĄ
)ORDEREDA#$
ēĖĒijĔēìĊēĕĖĆĝijĹąijĈĎčĄ
)FORGOTHISNAME
)NALLOTHERRESPECTSTHEPASTTENSEOFTHESEVERBSISJUSTLIKETHATOF
OTHERVERBS
 4HEPASTTENSECANBEFORMEDWITHEITHER ēąijĈOR ēìĊ)TISSIMPLE
TO WORK OUT WHICHPREFIXEDVERBSHAVE ēìĊASTHEIRAUXILIARYVERB
IFTHE@BASEVERBTAKES ēìĊTHEPREFIXEDVERBDOESTOO
Example ēĸijĐčĕijĔĎĆĎčĄ ← ēĸijĐĖĆĔĎĆĎčĄ
)RANAWAY )RAN
4HEONLYEXCEPTIONTOTHISISIFTHEPREFIXEDVERBISTRANSITIVEIECAN
TAKEADIRECTOBJECT )NSUCHCASESITALWAYSFORMSITSPASTTENSE
WITH ēąijĈ BECAUSE IT NO LONGER MEETS THE CRITERIA FOR ēìĊ VERBS
WHICHMUSTBEINTRANSITIVEIENOTTAKEADIRECTOBJECT 

Example ēĖĒĉěijĆĆĴĉĎčĄ ← ēĖĒĉěĖĆĔĎĆĎčĄ

)RECEIVEDTRANSITIVE )CAMEINTRANSITIVE
 4HE PAST PARTICIPLE CAN END IN Č¯z ē¯ OR ēĖ¯ AND MAY HAVE VOWEL
ANDOR CONSONANT CHANGES !GAIN IF YOU KNOW HOW TO FORM THE
184 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

PASTPARTICIPLEOFTHECORRESPONDINGUNPREFIXEDVERBTHENYOUCAN
APPLYTHISTOTHEPREFIXEDVERSION&OREXAMPLE

Example (MOURN čĕĬĊĊIJąēĖĔīĉĉIJą ← (CRY čĕĬĊĊĖĆēĖĔīĉĉ

ĔėēĊĜIJąēĖĒĉěIJą ← ĔėēĊĜĖĆēĖĒĉě
ĔĹĴđČĔIJēĸĪĐČĔIJ ← ĔĹĴđĖĆēĸĪĐ
)F YOU COME ACROSS A NEW UNSTRESSED PREFIXED VERB AND YOU DONT
RECOGNIZEITSBASEVERBJUSTMEMORIZEITSPASTPARTICIPLEASYOUWOULD
FORANYOTHERNEWVERB

2 Verbs ending in ĔĝĎ°

4HERE IS ANOTHER GROUP CONSISTING OF VERBS THAT HAVE THREE OR MORE
SYLLABLES AND END IN ēĜč¯ EG ēĜčĚIJçĝz ēĜčĐijĜČĔijěz ēĜčćĉČĝ 4HESE
VERBS LIKE UNSTRESSED PREFIXED VERBS DO NOT USE ¯ĖĆ TO FORM THEIR
PAST PARTICIPLE )N ADDITION THEIR PAST PARTICIPLES ALL END IN Č¯ AND
NEVERUNDERGOVOWELORCONSONANTCHANGESMAKINGTHEMVERYEASY
TOCONJUGATE
(EREARESOMEEXAMPLESFROM$IALOGUE

ĝčć™ čč¯ĐĐáčĝĎĈĊčĞąijĈĎčĄ
)studied3TANDARD9IDDISH

čĝĎđĴĝčĕĴĜČĝčĔĎijĔąijĈĎčĄ
)HAVENTcheckedYET

3 Omitting the definite article after prepositions

)T IS VERY COMMON IN 9IDDISH TO LEAVE OUT THE DEFINITE ARTICLE AFTER
THE PREPOSITIONS OF DIRECTION ēčĄz ēąĖĐ AND ēĉĸ )N SUCH CASES THE
NOUN FOLLOWING THE PREPOSITION IS STILL UNDERSTOOD AS BEING DEFINITE
&OREXAMPLEIN$IALOGUETHESHOPKEEPERSAID

ijĜĉčąĔĎąěĉěIJēąĖĆĐĖĉĉ ď
)LLHAVEALOOKin;THE=OFlCE

(EREARESOMEMOREEXAMPLESOFTHISUSAGE

ěĖČijčĐąčąĔĎąēčąĎčĄ
)Min;THE=LIBRARY
Unit 12: How much did you pay for the CDs? 185

ēIJĜijČĕĖĜĔĊĹēĖĒĉěĜčĒ
7ERECOMINGfrom;THE=RESTAURANT

ěĜIJçĔĆėđČĔĪĉĉćĉć
$OVIDLIVESnear;THE=PARK

)N THE CASE OF NEUTER NOUNS THE FACT THAT DEFINITENESS IS IMPLIED
EXTENDS TO ANY ASSOCIATED ADJECTIVES WHICH TAKE THE SAME DATIVE
SUFFIXESTHATTHEYDOWHENFOLLOWINGTHEDEFINITEARTICLE

ĐČěIJçĒijěĒėíĕĔĊĹČĒĉěćčĐĕijć
4HATSONGCOMESfrom;THE=new#$

4HIS USAGE DOES NOT APPLY TO THE PLURAL DEFINITE ARTICLE WHICH CAN
NEVERBEOMITTEDAFTERTHESEPREPOSITIONS&OREXAMPLE

ēěĖČijčĐąčąĎĈĔĎąīĆĎčĄ
)MGOINGto theLIBRARIES

3IMILARLYITDOESNOTAPPLYTOTHEINDEFINITEARTICLE

ěĖČijčĐąčąijĔĎąīĆĎčĄ
)MGOINGto aLIBRARY

&INALLY THE SINGULAR DEFINITE ARTICLE CANNOT BE OMITTED IF IT IS BEING
USEDTOMEAN@THISOR@THAT&OREXAMPLE

ĎĉąĒėĈĔĎąČĔĖīĐĖĆĕĖąijĈĎčĄ
)READITinthis/thatBOOK

Exercise 1 (Audio 2:13)

Insert the correct auxiliary verbs and past participles, using the infinitives
in brackets.

ĖČĔIJĕĖĜĖČĔčĄ <ēĐīĚĜĖć>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐěĔIJčĜĖČĖĸĜĖć 

ĞĉčûĖĒ
ČìĚĜĖČĔčĉĉ ĉĐčĸIJěĜIJçēčĄ<ēĜčĚIJçĝ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ

ĎĖĐČěIJçĒijěĖìĔ<ēĐĖČĝIJą>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ 
ĕĖčĚčĊijç ĖĔĖćīĝĜIJĸėĪĄ<ēĜčěčĐçIJ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ 
ĐČĔIJĒēìćēĖĒĖĔĉĚ<ēĕĖĆĜIJĸ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉć 5
(RADIO ijčćIJĜĜčĄ<ēďĖĜąĖĚ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĈĔċ 6
ēĉĆčĔđĖĔīĝđĖć<ēĖěĔĖćĖĆ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ 7
ěčĊĉĒ Ėĝčć™ ččĎĕIJ<ēĸĪěĜIJĸ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĕĜĖĒĖĜěčć 8
186 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

Exercise 2
Rewrite the following sentences, omitting the definite article if possible.

ČijČĝĜĖćēčĄĎĖĐČěIJçĒijěčćČĸĪěĖĆąijĈĎčĄ

ēĖĒijĜěĖìĔčćēčĄēīĆēĐčĉĉĜčĒ 
ěĖČijčĐąčąĜĖćēčĄČĚčĊĈĔċ 
ijĜĉčąđĖćēčĄěĉěIJČčĆĜĖĒĖĜěĜĖć 
ČĖČčĕĜĖĉĉčĔĉĄđĖćēčĄČīĆĐċĜ 5
ĖĸIJěđĖćēčĄēĖĆĔIJĆĖĆĉČĕčą 6
ēIJĜijČĕĖĜIJēčĄĖĜĖĝČĖĉĉēĕĖĐčĉĉćĉć 7

Dialogue 2
(Audio 2:14)
2OKHL+HANEAND$OVIDARETALKINGABOUT9IDDISHMUSIC

đĖćČĖČčĕĜĖĉĉčĔĉĄēčĄěčĊĉĒĜĖĝčć™ ččČčĒČĜĖĚĔijěIJēìĊČĖĉĉĕĖ ĐċĜ

ēīĆĜčĒijĐěčČĝĜĖĔijć ēěčćĔĖĒĉě
ĖčĐĖçIJěčćĉČĕĔĖě ĈĔċ
īĊČĜĖĈĖĆĐijĒIJēĪĝīĊąijĈĎčĄĜĖąijēĖĒijĔđĖćČĝčĔěĔĖćĖƁď ĐċĜ

ĊčĄčĊĐćčĸČĐčçĝĕijĉĉĐćīĒĕijćēĖěĎčĄěčĊĉĒĜĒĊ¯čĐáēĐčçĝ
ČĉĆęĔIJĆ
ĕĖčĐĖçIJěĜĒĊ¯čĐáąčĐĪĊIJČĝčĔąijĈĎčĄ īĊēĖĔĖĊĐĖĔijčĚčćIJĜČčĉĉ ĈĔċ
ēČĔĖĒĉĜČĕĔčĄēĉĄđčĔĉĆčĔĖĔĜĖćijĒ ēĚčĔĕijĉĉ
ēďIJĊĖĝčćijĒČĐIJąčĐĜijĔĉČĕijĈ ěčĊĉĒĖìĔēīěąčĐČĝčĔĉČĕijĈ Đ ċĜ
ēďčĐĜĖĶĉČđĉčēĉĸĐČěIJçĒijěIJČĸĪěĖĆēČďĖĔĎčĊąijĈĎčĄĶĆĄ ćĉć
ĈĔċēĐĖĸĖĆĜčćĕĖ ČĖĉĉĜĝĸĄ
ĎčĊēĖěĎčĄ ČĕijěĖĆĕĖČijĈĐĸčĉĉ ČĸĪěĖĆĕĖĉČĕijĈôĉĉ ĐċĜ
ĐčĸĉĚČĐijĚIJą ČĕijĈ ĉćĊIJēĐĖČĝĜijĸ
ČĔĉĸēĚĸĉĸČĕijěĖĆČijĈĕĖĊĪĈēìĒĉĚČĔĖijĔđijĜěIJēčĄ ć ĉć
ĜčćĎčĄĐĖĉĉĐijĒĖěčćĔĖĒĉěĕijćĐIJćĔIJěĕIJĊčĄĕijćČĔĉĸēĚĸĉĸ ĐċĜ
ĉČĕĔĖěČĜijćęĖĔĜĖČĔčĄĜĖćėĪĄĖěčĜĖĒIJēĉĸēĐĖČĝIJą ĉĚčĉĉēĊìĉĉ
ĜIJĐijćēĖĚĜIJĸĐČěIJçĒijě ĖąĐĖĊĕijćēĖĔčĸĖĆ
ēīěČĕĸĪěĉćĜĖąijĜĖěčĐčąēĖĔčĸĖĆČĕĔĖěĉćĊIJĜćĕáČĕĆijĊĉć ćĉć
ĖĔìĒěčćĔĖČĝČĕĆĜijąĉć¯ĎĖĐČěIJçĒijěēīě ČĝčĔĐijĒ
Unit 12: How much did you pay for the CDs? 187

Vocabulary
CONCERT ē¯
ĜĖćČĜĖҔĚĔijě
BAND ĕ¯
čćĖčĐĖçIJě
TOPLAY Č¯ĖĆēĐčçĝ
KLEZMERMUSICIANSEECULTUREPOINT 
ĜĖć<ĜĖĒĊĖĐě>ĜĒĊ¯čĐá
<đčĜijĒĊĖĐě>đč¯
FIDDLEVIOLIN ēĖ¯
čć=ĜĖćĐćčĸ
TRADITIONAL ĐĖҔĔijčĚčćIJĜČ
INSTRUMENT ē¯
ĜĖćČĔĖҔĒĉĜČĕĔčĄ
BYTHEWAY <ĉĉĖĆIJ>ĶĆIJ
TOBEPLEASINGEQUIVALENTTO%NGLISH (+DATIVE *ē¯ēĐĖĸĖĆ
@TOLIKEEG ĜčĒČĐĖĸĖĆĕĖ=)LIKEIT
TOCOST Č¯ĖĆēČĕijě
TOIMAGINESEELANGUAGEPOINT ĎčĊēĐĖČĝĜijҔĸ
SEEALSOLANGUAGEPOINT5NIT
POUND ē¯
ĕijć=ĜĖćČĔĉĸ
SCANDAL ē¯
ĜĖćĐIJҔćĔIJěĕ
TOSHOW ēĊčĉĉĖĆēĊìĉĉ
)NTERNET ē¯
čćęĖĔĜĖČĔčĄҔ
DOLLAR ē¯
ĜĖćĜIJĐijć
TOBORROW Č¯ĖĆēĆĜiją

CONJUGATESWITHēìĊINPASTTENSE
188 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

Language points
4 Verbs with ďĎċ

■ Uses of ĎčĊ
4HE WORD ĎčĊ ONESELF IS A REFLEXIVE PRONOUN A PRONOUN USED WHEN
REFERRINGTOTHESELF)TCANBEUSEDFORALLPERSONSCORRESPONDINGTO
THE%NGLISH@MYSELF@YOURSELF@HIMSELF@HERSELF@OURSELVES@YOUR
SELVESAND@THEMSELVES)TCANBEUSEDASANOBJECTEG

ĐĆčçĝēčĄďĎċĖĊĎčĄ
)SEEmyselfIN;THE=MIRROR

(OWEVERTHEMOSTCOMMONUSEOF ĎčĊISASPARTOFAVERB9OUHAVE

ALREADYSEENAFEWSUCHVERBSEGĎčĊēĖĔĜĖĐLEARN ĎčĊēĆĜijĊWORRY 
ĎčĊ ēČìą CHANGE  3OME VERBS MAY BE USED BOTH WITH AND WITHOUT
ĎčĊINSUCHCASESTHEVARIANTWITHĎčĊMEANSSOMETHINGDIFFERENTFROM
THEONEWITHOUTIT/THERVERBSEXISTONLYWITH ĎčĊ6ERBSWITH ĎčĊFALL
INTOFOURMAINCATEGORIES

1. REFLEXIVE
4HESEVERBSAREUSEDWHENTHEOBJECTOFTHEVERBISTHESAMEASTHE
SUBJECT4HEYCORRESPONDTOREFLEXIVEVERBSINLANGUAGESLIKE&RENCH
3PANISHAND'ERMAN4HESEVERBSHAVETHESAMEBASICMEANINGAS
THEIR EQUIVALENTS WITHOUT ĎčĊ 3OMETIMES THESE CORRESPOND TO VERBS
WITH@ONESELFIN%NGLISHBUTINMANYCASESTHE%NGLISHEQUIVALENTIS
SLIGHTLYDIFFERENT9OUCANSEETHISINTHEFOLLOWINGEXAMPLE

ďĎċĝIJĉĉĎčĄ ← ĜĖćīĐěčćĝIJĉĉĎčĄ
)WASHmyself)HAVEAWASH )WASHthe clothes

)NMANYCASESAREFLEXIVEVERBWITH ĎčĊANDTHECORRESPONDINGVERB

WITHOUT IT MAY BE TRANSLATED BY THE SAME %NGLISH VERB AS IN THIS
EXAMPLE

ďĎċČìąĜĖČĖĉĉĜĖć ← ĐČěIJçĒijěĕijćČìąĎčĄ
4HEWEATHERCHANGESLITERALLYitself  )CHANGEthe CD
Unit 12: How much did you pay for the CDs? 189

2. RECIPROCAL
)NTHESEVERBS ĎčĊCORRESPONDSTO%NGLISH@EACHOTHER6ERBSLIKETHIS
ALWAYSHAVEAPLURALSUBJECTEG

ČĖČčĕĜĖĉĉčĔĉĄēĉĸďĎċēĖĔĖěīĊ
4HEYKNOWeach otherFROMUNIVERSITY

!S IN #ATEGORY  THE ĎčĊ IS A NECESSARY COMPONENT IN 9IDDISH BUT
@EACHOTHERCANOFTENBELEFTOUTIN%NGLISHEG

ČĜĖĚĔijěđìąďĎċēĸĖĜČīĊ
4HEYREMEETINGLITERALLYEACHOTHER ATTHECONCERT

3. PASSIVE
3OMETIMES A VERB WITH ĎčĊ MOST CLOSELY CORRESPONDS TO A PASSIVE
VERBIN%NGLISHEGISDONEISHEARDISMADE &OREXAMPLE

ĜĖČĚĔĖĸēďĜĉćďĎċČĜĖĈēĉĆčĔĜĖĔīĝIJ
!BEAUTIFULMELODYISHEARDLITERALLYHEARSITSELF THROUGHTHE
WINDOW

4. NO PARTICULAR MEANING
3OME VERBS JUST REQUIRE ĎčĊ WITHOUT THE PRONOUN CONVEYING ANY
PARTICULAR MEANING )N THESE CASES JUST MEMORIZETHE VERB TOGETHER
WITH ĎčĊASASINGLEUNIT&OREXAMPLE

ēćĉćēĆĖĉĉďĎċĆĜijĊĎčĄ
)WORRYABOUT$OVID

)FYOUCOMEACROSSANEWVERBWITH ĎčĊTHECONTEXTUSUALLYMAKESIT

CLEARWHICHCATEGORYITFALLSINTO)NADDITIONIFYOUWANTTOCONVEYTHE
MEANINGOF@ONESELFOR@EACHOTHERITISGENERALLYPOSSIBLETOADDĎčĊTO
AVERBTHATYOUALREADYKNOWANDTURNITINTOAREFLEXIVEORRECIPROCALVERB

■ Conjugating verbs with ĎčĊ

6ERBSWITH ĎčĊCONJUGATEJUSTLIKEREGULARVERBSINALLTENSES4HEONLY
THINGYOUHAVETOREMEMBERISTHATTHE ĎčĊALWAYSGOESDIRECTLYAFTER
THE MAIN CONJUGATED PART OF THE VERB )N THE PRESENT TENSE THIS IS
SIMPLEBECAUSETHEVERBHASONLYONEPART

ďĎċĆĜijĊĎčĄ
)WORRY
190 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

)NTHEPASTANDFUTUREITGOESDIRECTLYAFTERTHEAUXILIARYVERB

ČĆĜijĊĖĆďĎċąijĈĎčĄ
)WORRIED

ēĆĜijĊďĎċĐĖĉĉĎčĄ
)LLWORRY

)FYOUWANTTONEGATETHEVERBPUT ČčĔ=ČĝčĔafter ĎčĊINALLTENSES

čĞĎĕďĎċĆĜijĊĎčĄ
)DONTWORRY

ČĆĜijĊĖĆčĞĎĕďĎċąijĈĎčĄ
)DIDNTWORRY

ēĆĜijĊčĞĎĕďĎċĐĖĉĉĎčĄ
)WONTWORRY

5 Prices and currencies

7ORDSFORCURRENCIESEG ČĔĉĸz ĜIJĐijć REMAININTHESINGULARINCON

JUNCTIONWITHNUMBERSEG

čĕĊĹēĚĸĉĸČĕijěĖĆČijĈĕĖ
)TCOSTlFTEENpound[s]

ĝijđĴĈēĖĚĜIJĸĐČěIJçĒijěĖąĐĖĊĕijćēĖĔčĸĖĆĉČĕĔĖěČĜijć
9OUCANlNDTHESAME#$FORTENdollar[s]THERE

(ERE ARE THE NAMES OF SOME MORE CURRENCIES THAT ARE PARTICULARLY
RELEVANTTO9IDDISHSPEAKERS

EURO ĕ¯
ĜĖćijĜīĄ
ROUBLE ~
ĜĖćĐąĉĜ
SHEKEL <đčĐijěĝ>đč¯
ĜĖć<ĐěĖĝ>Đěĝ
Unit 12: How much did you pay for the CDs? 191

Culture point
Eastern European Jewish music

4HE9IDDISH SPEAKINGWORLDHASAVASTMUSICALHERITAGE/NEOFTHE
OLDESTFORMSOFMUSICISĞĉĔĊċLITURGICALCOMPOSITIONSTRADITIONALLYSUNG
BY CANTORS IN THE SYNAGOGUE ON 3HABES AND AT FESTIVALS !NOTHER IS
THE ēĉĆčĔ A WORDLESS MELODY ORIGINALLY POPULARIZED IN (ASIDIC CIRCLES
ASAFORMOFMEDITATION
4HEREISALSOARICHTRADITIONOF9IDDISHFOLKSONGS4HELYRICSCOVER
ANENORMOUSRANGEOFSUBJECTMATTERREFLECTINGALLASPECTSOF*EWISH
LIFE3OMEHAVENOKNOWNAUTHORWHILEOTHERSWEREWRITTENBYPOETS
ANDTHENABSORBEDINTOTHE@FOLKREPERTOIRE&OLKMELODIESMAYDERIVE
FROM THE *EWISH RELIGIOUS TRADITION WITH INFLUENCES FROM VARIOUS
%UROPEANCULTURES
)N PRE 7ORLD 7AR  %ASTERN %UROPE A MUSICIAN WAS KNOWN AS A
@KLEZMER+LEZMORIMPLAYEDAVARIETYOFINSTRUMENTSEGVIOLINACCOR
DIONCLARINETHAMMEREDDULCIMERBASSDRUMS INDIFFERENTSETTINGS
INCLUDINGWEDDINGSANDCELEBRATIONS!ROUNDTHISTYPEOFMUSIC
WASADAPTEDINTOAGENRECALLED@KLEZMER+LEZMERNOWENJOYSWIDE
SPREAD POPULARITY WITH GROUPS PERFORMING BOTH TRADITIONAL AND
MODERNREPERTOIRES

Exercise 3
Rewrite the following sentences in the past tense, remembering to
put ĎčĊ in the right place. Check the glossary for the meaning of any
unfamiliar verbs.

ČĜĖĚĔijěēĸĪĄĎčĊēĐìĄĜčĒ

ČĖČčĕĜĖĉĉčĔĉĄēčĄĝčć™ ččĎčĊēĜĖĐĎčĄ 
ĐČěIJçĒijěìĔIJĎčĊČĸĪěćĉć 
ČĜĖĚĔijěđìąĎčĊēĸĖĜČđčĜĶċčć 
ěčĊĉĒĖČĐIJĜijĔąčĐČijĈĈĔċĕijĉĉĜIJĸĎčĊČĕĆĖĜĸĉć 5
ĐČěIJçĒijěēìĊēćĉćēąĖĆěčĜĉĚĊĉĒčĊĊIJĎčĊČĔijĒĜĖćĐċĜ 6

Exercise 4
Rewrite the above sentences in the future tense.
192 Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

Exercise 5
Look at the following items and say how much each one costs.

Example ČĜĖćĔĉĈīĉĉĚČĕijěĖčĊčĉĉĖĐĖČčć
 ←
ĜIJĐijćěčĚĜĖĸ

Supplementary text
(Audio 2:16)
4HISTALECENTRESONAdybbuk THESPIRITOFADEADPERSONTHATPOS
SESSESALIVINGBODYANDMUSTBEEXORCIZEDBYARABBI4HEdybbuk
ISAFAMILIARTHEMEIN9IDDISHFOLKCULTURE

ĔĊćĎĕĜĊĆĎĈĝėĈ
ĜĖČĐĖēìĊąčĐĉĚēĊċĜĖČĐIJēIJēĖĉĉĖĆĐijĒIJĊčĄĐČĖČĝēīĐě IJēčĄ
ĐČĖČĝēĉĸēć™ čččćēąijĈĎĖĐĊijĐĜIJĸēĖĉĉĖĆČĝčĔēĪĝĐĉěĕĔĊċđĖćĊčĄ
ēĖĔĉĸĖĆēąijĈīĊēĊċđĖìĔIJēĖĔčĸĖĆĉĚČìĚēĪĝĊčĄĕĖĊIJēĕijĐĝIJą
ĜĖĆĔčĊĜĖĜIJąĜĖćĔôĉĉIJĎĪĄēĉĄđĉĜĸĜĖīĊēĖĉĉĖĆĊčĄĕijĉĉēIJĒēĆĔĉčIJ
Unit 12: How much did you pay for the CDs? 193

ēĖĆĔĉĊĖĆČijĈĜĖēĖĉĉēĜĖĈĉĚĈčċĒIJēĖĉĉĖĆĊčĄĕĖĐĉěěčČďĖĜçIJČčĒ

ēĊċĜĖČĐIJĜĖćČīĜĸĖĆĎčĊČijĈĐČĖČĝĖĚĔIJĆĕijćēĉĄĞĉĐčĸëčć
ĜĖćČčĒĕĖáēčĄēĖĉĉĖĆĊčĄĜĖēćčĜĸĉĚĒĉĄěĜIJČĝēĖĉĉĖĆĊčĄĜĖąij
ĜĖīĊčĉĉēąijĈČĝčĔēĪĝđčĄēĐčĉĉīĊĊIJēĕijĐĝIJąČijĈĕijĉĉĈĐčĈě
ēĊċđĖìĔđĖćČĜijĉĉĎĖĐČĔìĜĸIJēĆijĊČĔĖěĖĆČĝčĔČijĈĜĖēĉĄēĊċ

ĊčĄēĉĄĝĸĔ¯ĞĒĆĖēĉĸěĔIJĜěēĜijĉĉĖĆēĊċĜĖČĐIJĜĖćĊčĄėĉĕđĉĚ
ĈĔĝĈ¯ĝijĜĜIJĸČěĔĉçēąĜijČĝĖĆ
ĈĐčĈěĖĚĔIJĆčćēĉĄēĊċĜĖìĔĜĖćēĊċēČĐIJđĖćČĔīĉĉIJąēąijĈĖĐIJ
ČijĈēĊċĜĖìĔĜĖćĞĉĐčĸëĈĔĝĈ¯ĝijĜčćēĖĔĉĉIJćĐĉĝēčĄēĖĆĔIJĆĖĆēĖĔĖĊ

ČijĈĜĖēĖĆĔčĊČĔĖěĖĆČĝčĔĜĖČijĈđĖĚĉĐçĜĖąijĐĪĒĕijćČĔĸĖĖĆ
đĖĔĉĸĐĉěĕijćčĉĉēĜĖĈĉĚēěijĜĝĜĖćĎčĊČijĈēĉĄĐijĒIJĎijĔČĜčąĉĜç
ęĐIJēĉĄēĖĆĔĉĊĖĆĜĖČìĉĉČijĈĜĖĊćĐIJĈēìĊēĉĸČĒĉěēĊċđĖĔĖąĜijČĝĖĆ

ĎìĐĆēĊċĜĖìĔĜĖćČijĈēĊċēČĐIJđĖĔĉĸĐĉěēČĪĐēĖĉĉĖĆĊčĄ
ĊčĄĖĒēĖĉĉěĖĜĝēĉĸČĝĐċĖĆĜĖČijĈěĉąčćIJĊčĄĕijćĊIJēĖĔIJČĝĜIJĸ
ēĊċēČĐIJđĖĔĉĸĐĉěĕijćČĜĖĈĜĖćĎčĊČijĈēçĖĐĝĒīĈIJđčĄēĖĒĉěĖĆ
čćēĖĆĔčĊĐĖĉĉĎčĄĐĉĝēìĒĊčĄĕijćēĉĄĐČĖČĝēĉĸēĊċĜĖćēčąĎ血
ēĉĆčĔēìĒČĪĐĞĉĐčĸë
čąĜĜĖćČijĈēĊċĜ€ēčąĜđĉĚēĊċēĆĔĉčđĖćČĆĔĖĜąĖĆēĖĒČijĈ
ČĚčĄìąĜIJĸēĪĝĊčĄćĜĖĜĖćėĪĄČìĚēìć€ěĉąčćđĉĚČĆijĊĖĆ
ČijČĝĔIJēĖĆĔčĊēĊċēĆĔĉčđĖćēĊijĐēĉĄĉĜĜĖěčąīĄēìćĉĚēīĆĉČĕĊĉĒ
ēĖĆĔčĊČĜčąĉĜçČijĈēĊċĜĖĆĔĉčĜĖćēĸĐijĈĖĆČĝčĔČijĈĕijćĜĖąijĜčć
ĕĔĊċēČĐIJđĖćēĖĉĉĖĆĊčĄĐĉěĕijćĜĖąij
ĐĖĉĉĎčĄČĆijĊĖĆĜĖČijĈēĊċĜ€ĐijĒIJĎijĔČĜčąĉĜçčąĜĜĖćČijĈ

ĎčćČĖĉĉĕijĉĉēĉĆčĔĜĖĔĖČĐĖĊIJĊčĄĕĖēĉĆčĔđĖìĔIJēĖĔĜĖĐĜčć
ēĉĸēĜĖĪČčćēĖĔĖĸĖēĉĄćĜĖĜĖćėĪĄijćēČďčĐĸĖĔìćēĉĸēĖìĜĸIJą
ēćĖ¯ēĆēčĄđčěčćĚčćĉĚēĉĆčĔđĖćēĖĆĔčĊČĕĖĉĉĉ楹Ĉ¯đĐĉĖ
ēĉĄēćčĜĸĉĚēĖĉĉĖĆĊčĄēĊċĜĖČĐIJĜĖćēĉĆčĔđĖćēĖĆĔĉĊĖĆčąĜĜĖćČijĈ
ČijĈēĊċĜĖĆĔĉčĜĖćēĊċēĆĔĉčđĖĔĉĸėĉĆđĖćēĊijĐĜIJĸČijĈěĉąčćĜĖć
ĐĉěēīĝēìĊČĜĖĈĖĆēąijĈĖĐIJēĉĄēĖĆĔĉĊĖĆēĉĄĐĪĒĕijćČĔĸĖĖĆ
Unit Thirteen
ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą
I want to see a new film in Yiddish!

In this unit you will learn:

s HOWTOSPECULATEABOUTPOSSIBILITIES
s HOWTOMAKEFULFILLABLECONDITIONS
s CONVERBSSTRESSEDPREFIXEDVERBS
s HOWTODECLINETHEADJECTIVE ĜĖćĔIJOTHER
s ABOUT9IDDISHTHEATREANDFILM

Dialogue 1
(Audio 2:18)
4HERESGOINGTOBEASCREENINGOF@4HE$YBBUKATTHE*EWISH
CULTURALCENTRE2OKHLASKS$OVIDAND+HANEIFTHEYWANTTOGO

ČĐčĉĉěčČĕĔčćĜĖČĔĖĚ¯ĜĉČĐĉěēĝčć™ ččēčĄěĉąčćĜĖć€ēĊìĉĉČĖĉĉĖĒ ĐċĜ

ēīĆĜčĄ
IJēąìĜĝĎijĔėĜIJćĎčĄĜĖąijēīĆĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ ćĉć
ĕĖčĚIJěčĐçIJ¯ČIJĜijČěijć Ďĕ
ĐijĒĐčĸĪĊIJēĖĊĖĆēĪĝĕĖąijĈďěĝċąijĈĎ襹ĪĄČĝčĔĕīĉĉĎčĄ Ĕċ
Ĉ
ēIJĜěĖēĕĪĜĆIJėĪĄēìĊČĖĉĉĕijćđīĈĜĖćēčĄēĖĊĖĆĕĖČĕijĈĉćĜĖąij ĐċĜ
ČijČĝĔIJĜĖąijēīĆĜĝĸĄĎčĄĐĖĉĉċĉáēąijĈĐĖĉĉĎ襹ĪĄēĖĊĜčĒijĐĉĔ ĈĔċ
đĐčĸđĖìĔIJēĖĊĉĚijĔčěēčĄēīĆČĉĝçĜčĒ ēĖĔĖěěĉąčć ĜĖć€
ėĪĄēìĊČĝčĔđĐčĸĜĖćČĖĉĉijĔčěēčĄēīĆēĐĖĉĉĜčĒąĪĄĜĖąij ĐċĜ
ēčĔĖĜĖĚĔIJĆĜĖćēĖĉĉĖĆ ĊčĄĕijćĝčć™ čč
ēąijĈĜčĒĕijĉĉđĐčĸēĝčć™ ččIJēĖĊēĉĄđīĈĜĖćēčĄēąìĐąČčĒĕijĉĉ Ĉ Ĕċ
ēĉĄĖĐĖĒIJĒ€ĐćčĸēČčĒĐć™ čč€ČĸĪěĖĆąijĈĎčĄ ēĖĊĖĆ ČĝčĔĎijĔ
ēĖĊīĊēĊčĉĉIJąČĝčĔĎijĔēĉĄĐĉĉìČ ēĉĄĝČĔĖĒČijƀ
Unit 13: I want to see a new film in Yiddish! 195

ĜĖĔīĐěēìćėĪĄēĖĊīĊēĊĉĒĜčĒēĐĖĉĉēijČĕijćēĐĖĉĉĜčĒąĪĄĜĖąij ĐċĜ
ijĔčěēčĄēīĆČĐijĉĉĖĆąijĈĎčĄĖčĊčĉĉĖĐĖČ
ēĉĄěčČĕĔčćěĉąčćĜĖć€ēĖĊĉĚĜčćČčĒēīĆĐĖĉĉĎčĄĆĔĉĔĖćĜijēčĄĉĔ ćĉć
ĎijĉĉČčĒĕĖčĚIJěčĐçIJ čćēěčćĔĖ
ēĖĒĐčĸĖĜĖćĔIJčćēĖĊĉĚěčČĝĜĖĔijćĜčĒĉĚēĖĒĉěĜčĄČĔĖěēIJćēĉĄ ĈĔċ
ĎčĄĐĖĉĉĎijĉĉēīĄēčĄēĖĒĐčĸĖĝčć™ ččĖČĐIJĐčĸĪĊIJēĖĊĐĖĉĉĎ襹ĪĄ ĐċĜ
ĕìĉĉēĉĄęĜIJĉĉĝėĪĄęĐIJēĖĊ ēąīĈĔij

Vocabulary
TOSHOW ēĊčĉĉĖĆēĊìĉĉ
CULTURE ē¯
čćĜĉҔČĐĉě
CENTRE ĕ¯
ĜĖćĜĖČĔĖĚ
APPLICATION ĕ¯
čćĖčĚIJěčĐçIJ
DESIRE ~
ĜĖć<ěĖĝīď>ěĝċ
SCREEN ēĖ¯
ĜĖćēIJҔĜěĖ
STRENGTHPOWERENERGY <ĕĖďĪě>Ğĉ¯
ĜĖć<ĎĖĪě>ċĉá
INSTEADOF ČijҔČĝĔIJ
POINTINTHEABOVECONTEXT <đčĔijčĔčĄ>đč¯
ĜĖć<ēĖčĔčĄ>ēčĔĖ
'OD ĜĖČĖĆ
ĜĖćČijĆ
DEVIL đčĔijĐĉĉìČ
ĜĖćĐĉĉìČ
TOMANAGETODOINTIME ēĊčĉĉIJąēĊìĉĉIJą
THEN ēIJć

Idiom

TOFEELLIKE ěĝċēąijĈ

Language point
1 Fulfillable conditions

)N 9IDDISH WHEN YOU WANT TO SAY THAT SOMETHING MIGHT HAPPEN IN
THEFUTUREIFAPARTICULARCONDITIONISMETYOUUSEACONSTRUCTIONCALLED
196 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

A@FULFILLABLECONDITION9OUSAWSEVERALEXAMPLESOFTHISIN$IALOGUE
&OREXAMPLE$OVIDSAID

ēīĆĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ
)F)HAVETIME)LLGO

!FULFILLABLECONDITIONISMADEUPOFTWOCLAUSES4HEFIRSTISADEPENDENT
CLAUSESTATINGTHECONDITIONEG@)F)HAVETIME )TISFORMEDLIKETHIS

OBJECTIFRELEVANT + FUTURETENSEVERB + SUBJECT + IF ąĪĄ

←

Example ČìĚ + ēąijĈĐĖĉĉ + ĎčĄ + ąĪĄ

←
ČìĚēąijĈĐĖĉĉĎ襹ĪĄ
)F)HAVETIME

4HIS IS ALMOST THE SAME AS %NGLISH EXCEPT THAT IN 9IDDISH THE VERB
ISINTHEFUTURETENSEWHILEIN%NGLISHITISINTHEPRESENT
4HE SECOND CLAUSE IS AN INDEPENDENT CLAUSE TELLING US WHAT WILL
HAPPENIFTHECONDITIONGIVENINTHEFIRSTCLAUSEISMET4HIS@OUTCOME
CLAUSEISFORMEDASFOLLOWS

OBJECT + INlNITIVE + SUBJECT + FUTUREAUXILIARY

IFRELEVANT VERB
←

Example ijĔčěēčĄ + ēīĆ + ĎčĄ + ĐĖĉĉ

←
ijĔčěēčĄēīĆĎčĄĐĖĉĉ
)LLGOTO;THE=CINEMA

4HE MOST IMPORTANT POINT TO NOTE HERE IS THAT BECAUSE THIS IS AN
INDEPENDENTCLAUSEFOLLOWINGADEPENDENTONEINVERSIONOCCURSAND
SOTHEFUTUREAUXILIARYVERBCOMESBEFORETHESUBJECT
4HERE IS USUALLY BUT NOT NECESSARILY A COMMA BETWEEN THE TWO
CLAUSES
!S IN %NGLISH IF YOU WANT TO PLACE EMPHASIS ON THE @OUTCOME
CLAUSE YOU CAN PUT IT BEFORE THE @CONDITION CLAUSE )F YOU DO THIS
THEREISNOINVERSIONINTHE@CONDITIONCLAUSEANDTHEREISUSUALLYNO
COMMABETWEENTHETWOCLAUSES

ČìĚēąijĈĐĖĉĉĎ襹ĪĄēīĆĐĖĉĉĎčĄ
)LLGOIF)HAVETIME
Unit 13: I want to see a new film in Yiddish! 197

Exercise 1
Change these statements into fulfillable conditions.

Example ĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ ← ĎčĄīĆČìĚąijĈĎčĄ

ijĔčěēčĄēīĆĎčĄ ijĔčěēčĄ
đĐčĸIJĜčĒēĖĖĊěĝċēąijĈĜčĒ

ĖěčĜĖĒIJēīěčĊČĜijĸēijćĔijĐēčĄČĖąĜIJēīěČĝčĔČĔčĸĖĆĐċĜ 2
ĎĪĄĕĖĎčĄĖĊđĐčĸđĖćąčĐČĕijĈĉć 3
ĝčć™ ččĎĕIJĎčĄćĖĜđčĜĖĝĈĄĒēčĄĜijĸĎčĄ 4
ēćčĜĸĉĚĒĉĄĐěĔIJčĜĖČĖĸĜĖćĊčĄČĔĖćĉČĕIJČĜĖĉĉćĉć 5
ĎĖĐěčĐĆĈĔċĊčĄēijćĔijĐēčĄČąìĐąĐċĜ 6
ČĉĆĜĖīĊĝčć™ ččēìćČĜĖĉĉĎĕIJČĕćĖĜĉć 7
ČIJĜijČěijćđĖććĐIJąčĊČěčćĔĖĜĖĉĉĝČĖąĜIJĐċĜ 8

Exercise 2
Rokhl has made a list of all the things she’s going to do tomorrow if she
has time. Use the list to make sentences with fulfillable conditions.

Example ČĖĉĉČìĚēąijĈČĖĉĉĐċĜąĪĄ ← ěĖČijčĐąčąēčĄēīĆ

ěĖČijčĐąčąēčĄēīĆčĊ

‫ שלאָפֿן ביז צוועלף אַ זײגער‬

‫ גיין אױף אַ לעקציע וועגן ייִדישן טעאַטער‬2
‫ טרעפֿן זיך מיט חנהן‬3
‫ לײענען אַ ייִדישע מעשׂה‬4
‫ גײן אין ביכערקראָם‬5
‫ זען אַ פֿילם‬6
‫ הערן ייִדישן ראַדיאָ אױף דער אינטערנעץ‬7
198 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

Exercise 3
Use fulfillable conditions to answer these questions.

ČĔìĈijĔčěēčĄēīĆĉČĕĖĉĉČìĚēąijĈČĕĖĉĉĉćąĪĄ

ēĖĊĉČĕĖĉĉĕijĉĉijĔčěēčĄēīĆČĕĖĉĉĉćąĪĄ 2
INTHEMIDDLE ēČčĒēčĄēĊijĐĜIJĸĉČĕĖĉĉČďĖĐĝēìĊČĖĉĉđĐčĸĜĖćąĪĄ 3
ěĜIJçēčĄēīĆĉČĕĖĉĉēĆĜijĒēĖĔìĝČĖĉĉēĉĊčćąĪĄ 4
đīĈĜĖćēčĄēąìĐąĉČĕĖĉĉēĆĜijĒēĆĖĜIJēīĆČĖĉĉĕĖąĪĄ 5

Dialogue 2
(Audio 2:19)
2OKHLAND$OVIDAREAT+HANESWATCHING9IDDISHFILMS
2OKHLLAMENTSTHELACKOFNEW9IDDISHFILMSANDDRAMA

ēĖĒĉěĖĆĕĪĜIJĊčĄĕĖĜĖąijēīĝĜĖīĊēĖĉĉĖĆĊčĄĐćčĸēČčĒĐć™ čč€ ĐċĜ

ēIJĜIJĸĊ襁ĕĜĖąijĝčć™ ččėĪĄđĐčĸđĖìĔIJēĖĊĐčĉĉĎčĄ  ēčĄ
ěčĔīĉĉĪĊIJ
ėĪĄēĚĔIJĆēčĄđĐčĸĜĖìĔIJĊčĄĕijć ČĸĖĝĖĆIJ€ēĖĊĖĆĉČĕijĈ ćĉć
ĝčć™ čč
ĝčć™ ččėĪĄēìĊđëĕĈĆĜćĒĜĖěčĜĖćčĔIJĊIJėĪĄēĖĉĉĖĆĊčĄđĐčĸĜĖć ĐċĜ
ĈûĖĒĈ¯ĜĉçčĕēěĜIJČĝIJēąijĈĎĪĄėĜIJćđĐčĸĜĖć¯ĆĉĔĖĆ ČĝčĔĊčĄ
ĎīĝĕijĉĉēĉĄĞĉĜçáėĪĄĕĖĆĪČČĝčĔIJēĜijčČěIJĖČĉĆēĉĄ

ĐčĸĪĊIJijČĝčĔēĖĔĖĊĕĖĜĖĕĖąĎĕēīěČĝčĔĶĚĒĜĖćĊčĄĜĖČIJĖČ
ČĐĖĉĉĜĖćėĪĄĕĜĖČIJĖČĖĝčć™ čč
ĜčĄČĔīĒĕijĉĉĖĕĖčçĖĝčć™ ččIJēČīĜĆĉĚēīĐIJĜčĒēĖĔĖěĜĝĸĄĉĔ ć ĉć
ĖďĐĖĊIJėĪĄČìĚČijĈĜĖĉĉĜĖąijěĔIJćĖĆĜĖĔīĝIJĊčĄĕijć ĐċĜ
ēČěĖčijĜç
IJēąìĐěĕĪĄēĖěĖĒĈûĖĒĖìĔIJēČďIJĜČĕĪĄēīĐIJČĝčĔėĜIJćĖĒ ćĉć
ĜĖćĔIJēIJēĉĸĜĖćijēĚĜçĐčēĖĒďčĐĖđĉĐĝēĉĸĜĝĸĄĖĕĖčçĖČĉĆ
ēčĐČìĚēĜĈIJčĉĉĜĖąìĜĝēČĉĆ
ēąīĈĔijĜčĒijĐĉĔ ĈĔċ
Ėĝčć™ ččĖìĔēĖĊČĐijĉĉĖĆĜijĔąijĈĎčĄĜĖąijČīĈĜĖČĔĉĊĖĆēijČąīĈ ĐċĜ
ĖĝĜijĕčĝĊĖĜēĉĄĖĕčĜČěIJēIJēĜĖĉĉČĝčĔēĖĒĐčĸ
ēĖěĖĒčĉĉēĐĖĉĉēĖĒėĜIJćĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊIJĉĔ ćĉć
Unit 13: I want to see a new film in Yiddish! 199

Vocabulary
CAMEOUTSEELANGUAGEPOINT ēĖĒĉěĕĪҔĜIJ← ēĖĒĉěĖĆĕĪҔĜIJ
FEWLITTLE ěčĔīĉĉ
BUSINESSSHOPDEAL ē¯
ĕijćČĸĖҔĝĖĆ
LOW ěčĜĖćčҔĔ
LEVEL Ğĉ¯
čć<ĖĆīĜćIJĒ>ĈĆĜćĒ
JUSTFORNOREASON <đIJČĕ>đëĕ
PLOT Ğĉč¯
ĜĖć<ĖĕìĒIJĜĖçčĕ>ĈûĖĒĈ¯Ĝĉçčĕ
OTHERWISE ČĝčҔĔIJ
TOBEUSEFULGOODFORSOMETHING Č¯ĖĆēĆĪČ
CEREMONYTRADITIONALLYDONEJUST <ĕĖĜijçIJě>ĞĉĜçá
BEFORE9OM+IPPURTHE$AYOF
!TONEMENT INWHICHACHICKEN
ORITSEQUIVALENTINMONEY IS
RITUALLYGIVENASASINOFFERING
RELATINGTO <ĎĖìĝ>Ďīĝ
PLAY ĕ¯
čćĖĕĖčç
SUCHUSEDWITHPLURALNOUNS ĖďĐĖĊIJ
PROJECT ē¯
ĜĖćČěĖҔčijĜç
TOINVENTSEELANGUAGEPOINT ēČďIJĜČĕĪҔĄ
TOCHOOSESEELANGUAGEPOINT ēąìĐěĕĪҔĄ
3HOLEM!LEICHEMPSEUDONYM đďčĐĖđĉĐĝ
OF9IDDISHAUTHOR3HOLEM
2ABINOWITZnSEE
SUPPLEMENTARYTEXT5NIT
9,0ERETZ9IDDISHAUTHOR <ęĖĜĖç>ęĜçĐč
nSEESUPPLEMENTARY
TEXT5NIT
!ARON:EITLIN9IDDISHAUTHOR ēčĐČìĚ<ēĜIJ>ēĜĈIJ
n
STARTIMPERATIVESEELANGUAGE ēijČąīĈ
POINT
INGOODHEALTH ČīҔĈĜĖČĔĉĊĖĆ
ACTRESS ĕ¯
čćĖĕčĜČěIJ
FEMALE DIRECTOR ĕ¯
čćĖĝĜijĕčĝĊĖĜ
200 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

Idioms and proverbs

SYNONYMOF ijćēĖĔĖĊ=ĊčĄĕĖ ēIJҔĜIJĸēĖĔĖĊ=ĊčĄĕĖ

TOBEGOODFORNOTHINGLITERALLY ĞĉĜçáėĪĄēĆĪČ
GOODFORTHEKAPORESCEREMONY
ASFORREGARDING Ďīĝĕijĉĉ
FOLLOWINGIMPERATIVESIMILARTO@BY ČīҔĈĜĖČĔĉĊĖĆ
ALLMEANSOR@FORALL)CARE


EG@"YALLMEANSSTART
@3TART
FORALL)CARE

)FYOUCANT;DO=WHATYOUWANT 
ĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊIJ
WANTWHATYOUCAN;DO=
ēĖěĖĒčĉĉēĐĖĉĉēĖĒėĜIJć

Language points
2 Converbs (stressed prefixed verbs)

)N 5NIT  WE DISCUSSED UNSTRESSED PREFIXED VERBS LIKE ēĐīĚĜĖć AND
ēĕĖĆĜIJĸ 4HERE IS ANOTHER TYPE OF PREFIXED VERB IN 9IDDISH CALLED
@CONVERBSOR@STRESSEDPREFIXEDVERBS!STHESECONDNAMEINDICATES
THESE VERBS HAVE A PREFIX THAT GETS THE ACCENT WHEN THE WORD IS
PRONOUNCED 4HERE ARE SEVERAL OF THESE IN $IALOGUE  FOR EXAMPLE
ēĖĒĉěĖīĝijCOMEOUT ēąīĈĕĴSTART 4HEBOLDPARTOFTHEWORDISTHE
STRESSEDPREFIX#ONVERBSRESEMBLEUNSTRESSEDPREFIXEDVERBSINTWO
WAYS THEYAREDERIVEDFROM@BASEVERBSAND THERELATIONSHIP
BETWEEN THE @BASE VERB AND ITS PREFIXED EQUIVALENT IS SOMETIMES
CLEAR BUT OFTEN NOT (OWEVER CONVERBS DIFFER FROM UNSTRESSED PRE
FIXED VERBS IN TWO IMPORTANT WAYS  THEY CAN BE COMPOSED OF
MORETHANPREFIXESASOPPOSEDTOJUSTAND THEYCONJUGATE
DIFFERENTLY
&IRST LETS LOOK AT HOW TO CONJUGATE CONVERBS AND THEN WELL
EXAMINETHEMEANINGSOFTHEDIFFERENTPREFIXES

■ Conjugating converbs
4HEINFINITIVEOFCONVERBSALWAYSCONSISTSOFASTRESSEDPREFIXFOLLOWED
BYTHE@BASEWHICHOPERATESACCORDINGTOTHENORMALRULESOFINFINITIVES
IESOMEENDIN ē¯ANDSOMEIN ēĖ¯ 
Unit 13: I want to see a new film in Yiddish! 201

)NTHEPRESENTTENSETHEPREFIXSEPARATESFROMTHEBASEANDGOES
AFTERIT&OREXAMPLE
ĖīĝijīĆĎčĄ ← ēīĆĖīĝij
)GOout TOGOout
)FYOUWANTTONEGATETHEVERBINSERTČčĔ=ČĝčĔAFTERTHEBASEANDBEFORE
THEPREFIX
ĖīĝijČĝčĔīĆĎčĄ
)DONTGOout
(EREISTHECOMPLETEPRESENT TENSECONJUGATIONOF ēīĆĕĪĜIJ

0LURAL 3INGULAR

ĕĪĜIJēĖīĆĜčĒ STPERSON ĕĪĜIJīĆĎčĄ STPERSON

PLURAL SINGULAR
ĕĪĜIJČīĆĜčĄ 2NDPERSON ĕĪĜIJČĕīĆĉć 2NDPERSON
PLURAL SINGULAR
ĕĪĜIJēĖīĆīĊ 3RDPERSON ĕĪĜIJČīĆĕĖ=čĊ=ĜĖ 3RDPERSON
PLURAL SINGULAR

4OFORMTHEPASTTENSEOFACONVERBFOLLOWTHESESTEPS
 &IRSTREMOVETHEPREFIXTHENPUTTHEBASEVERBINTOTHEPASTTENSE
IECHOOSETHECORRECTHELPINGVERB ēąijĈOR ēìĊFOLLOWEDBYTHE
PASTPARTICIPLE )FYOUKNOWTHEBASEVERBTHISISEASYIFYOUDONT
YOUCANFINDITINTHEGLOSSARYOFTHISBOOKORINA9IDDISHDICTION
ARY&OREXAMPLE
ēĖĒĉĔĖĆąijĈĎčĄ ← ēĖĒĖĔ ← TAKEOUT ēĖĒĖĔĖīĝij
ēĖĆĔIJĆĖĆēčąēčĄ ← ēīĆ ← ēīĆĖīĝij
 .EXTATTACHTHEPREFIXDIRECTLYTOTHEPASTPARTICIPLE
ēĖĒĉĔĖĆĖīĝijąijĈĎčĄ ← ēĖĒĉĔĖĆąijĈĎčĄ
ēĖĆĔIJĆĖĆĖīĝijēčąĎčĄ ← ēĖĆĔIJĆĖĆēčąĎčĄ
.OTETHATTHESTRESSSTAYSONTHEPREFIXRATHERTHANMOVINGTOTHE
VERBSPENULTIMATESYLLABLE
)F YOU WANT TO ADD ČčĔ=ČĝčĔ PUT IT AFTER THE AUXILIARY VERB AS YOU
WOULDWITHANUNPREFIXEDVERB

ēĖĆĔIJĆĖĆĕĪĜIJčĞĎĕēčąĎčĄ ← ēĖĆĔIJĆĖĆĕĪĜIJēčąĎčĄ
202 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

4OFORMTHEFUTURETENSEOFACONVERBPUTTHEINFINITIVEFORMAFTERTHE
FUTUREAUXILIARYVERB

ēīĆĕĪĜIJĐĖĉĉĎčĄ
)LLGOOUT

!GAIN ČčĔ=ČĝčĔGOESDIRECTLYAFTERTHEAUXILIARYVERB

ēīĆĕĪĜIJčĞĎĕĐĖĉĉĎčĄ
)won’tGOOUT

)N THE IMPERATIVE AS IN THE PRESENT TENSE THE PREFIX SEPARATES FROM
THEBASEANDGOESAFTERIT

ĕĪĜIJ
ČīĆ
'OOUT

!SUSUAL ČčĔ=ČĝčĔGOESAFTERTHEBASEVERB

ĕĪĜIJčĞĎĕ
ČīĆ
Don’tGOOUT

)F ĉĚ IS USED IN CONJUNCTION WITH THE INFINITIVE OF A CONVERB IT GETS
SANDWICHEDBETWEENTHEPREFIXANDTHEBASE

ēīĆĊěĕĪĜIJąčĐČĝčĔČijĈĈĔċ
+HANEDOESNTLIKETOGOOUT

&INALLYNOTETHATCONVERBSMAYAPPEARINCONJUNCTIONWITHĎčĊ)NSUCH
CASESĎčĊGOESDIRECTLYAFTERTHECONJUGATEDPARTOFTHEVERBASEXPECTED

ėĪĄďĎċçIJďĎčĄ
)WAKEUP

ČçIJďĖĆĸĪĄďĎċąijĈĎčĄ ĎčĊēçIJďĸĪĄ
←
)WOKEUP TOWAKEUP

ČçIJďĖĆĸĪĄČĝčĔďĎċąijĈĎčĄ
)DIDNTWAKEUP

■ Meaning of converbs
#ONVERB PREFIXES CAN BE DIVIDED INTO TWO CATEGORIES DEPENDING ON
MEANING $ONT WORRY BOTH CATEGORIES CONJUGATE IN THE SAME WAY

#ATEGORYCONSISTSOFPREFIXESHAVINGSOMETHINGTODOWITHDIRECTION
EG ¯ĔìĜIJIN  ¯ĕĪĜIJOUT  ¯çijĜIJDOWN  ¯ĸĪĜIJUP  ¯ĒĉĜIJAROUND 
Unit 13: I want to see a new film in Yiddish! 203

4HESEPREFIXESCANBEADDEDMECHANICALLYTOANYVERBHAVINGSOME
THING TO DO WITH MOVEMENT OR DIRECTION EG ēīĆz ēĖĒĉěz ēĸĪĐz ēĚĔIJČz
ēĖĒĖĔ AND THE MEANING IS USUALLY COMPLETELY PREDICTABLE AS THE
COMBINATIONOFTHATACTIONANDTHATDIRECTION&OREXAMPLE

ēĖĒĉěĕĪĜIJ = ēĖĒĉě + ¯ĕĪĜIJ

COMEOUT COME OUT

ēĸĪĐĒĉĜIJ = ēĸĪĐ + ¯ĒĉĜIJ

RUNAROUND RUN AROUND

)N THE PRESENT TENSE THE POSITION OF #ATEGORY  PREFIXES WITHIN A
SENTENCE CAN BE QUITE FLEXIBLE 4HEY CAN GO DIRECTLY AFTER THE CON
JUGATEDPARTOFTHEVERBASIN

ąĉČĝēčĄĜĖďčąčćĔíĝijČĒĖĔĜĖ
(ETAKESTHEBOOKSINTOTHEHOUSE

"UT OFTEN THEY CAN GO IN THE MIDDLE OR AT THE END AFTER ANY DIRECT
ANDORINDIRECTOBJECTS

ąĉČĝēčĄĔíĝijĜĖďčąčćČĒĖĔĜĖ
ĔíĝijąĉČĝēčĄĜĖďčąčćČĒĖĔĜĖ
(ETAKESTHEBOOKSINTOTHEHOUSE

(EREISACOMPLETELISTOF#ATEGORYPREFIXES9OUCANUSETHEMTO
WORKOUTTHEMEANINGOFNEWCONVERBS

IN ¯ĔìҔĜIJ THROUGH ¯ďĜĉć

IJ
WITH ¯ČčĒ AWAY ¯ěĖҔĉĉIJ
AFTER ¯ĎijĔ OPPOSITE ¯ĔĆĖěČĔIJ
BYALONGSIDE ¯ìҔąĜIJĸ DOWN ¯ĜĖćčĔIJ
INADVANCE ¯ĕĪҔĜijĸ DOWN ¯çijҔĜIJ
APART ¯ĜĖćĔIJĔĉĸ OUT ¯ĕĪҔĜIJ
TOGETHER ēĖĒIJĊĉĚ UP ¯ĸĪҔĜIJ
TOGETHER ¯ĸĪҔĔĉĚ AROUND ¯ĒĉҔĜIJ
BACK ¯ěčҔĜĉĚ UNDER ¯ĜĖČĔĉĜIJ
OVER ¯ĜĖąčĜIJ
#ATEGORY  BY CONTRAST CONSISTS OF PREFIXES WHOSE MEANINGS ARE
LESS CLEAR 3OMETIMES YOU CAN SEE A CONNECTION BETWEEN CONVERBS
WITH THESE PREFIXES AND THEIR UNPREFIXED EQUIVALENTS THOUGH THE
PRECISERELATIONSHIPISNOTALWAYSPREDICTABLE&OREXAMPLEITISEASY
204 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

TO SEE THAT THERE IS A CONNECTION BETWEEN ēćĖĜ SPEAK AND ēćĖĜĔìĄ
PERSUADE  BUT IT IS DIFFICULT TO WORK OUT EXACTLY HOW THE MEANING
@PERSUADEWASREACHEDBYADDINGTHEPREFIX ¯ĔìĄTOTHEBASEVERB
AND THERE IS NO WAY OF PREDICTING WHAT THE SAME PREFIX WILL MEAN
WHENADDEDTOADIFFERENTBASEVERB)NOTHERCASESITISVERYDIFFICULT
TO IDENTIFY ANY KIND OF LINK BETWEEN THE BASE AND PREFIXED VERBS
EG ēĜĖĈ@HEARVS ēĜĖĈĸĪĄ@STOP ēąīĈ@LIFTVS ēąīĈĔij@START4HEREARE
SOMEPATTERNSGOVERNINGTHEUSEOF#ATEGORYPREFIXESBUTTHEYARE
NOT CLEAR ENOUGH TO BE USEFUL AT THIS STAGE SO ITS BETTER JUST TO
MEMORIZETHEMEANINGOFINDIVIDUALCONVERBSASYOUENCOUNTERTHEM
.OTETHAT#ATEGORYPREFIXESINTHEPRESENTTENSEGENERALLYFOLLOW
THECONJUGATEDPARTOFTHEVERBRELATIVELYCLOSELYRATHERTHANGOINGAT
THEENDOFTHESENTENCE

ĖĕĖčçIJĊěēČīĜĆīĊ
4HEYREPUTTINGONLITERALLYPREPARING APLAY

(ERE IS A LIST OFCOMMON#ATEGORYPREFIXES!LTHOUGHFAMILIARIZING

YOURSELFWITHTHESEPREFIXESWONTNECESSARILYHELPYOUWORKOUTTHE
MEANING OF NEW CONVERBS IT WILL ENABLE YOU TO RECOGNIZE THEM AS
SUCHANDTHEREBYALLOWYOUTOCONJUGATETHEMCORRECTLY

¯ìą ¯ĜĖąčĄ ¯ĕĪĄ

¯Ĝijĸ ¯ĔìĄ ¯ĸĪĄ
¯ĉĚ ¯Ĕij ¯ĒĉĄ
¯çij ¯ĜĖČĔĉĄ

3 Declining the adjective ĝėĈĕij (other)

4HEADJECTIVEĜĖćĔIJTAKESTHESAMEGENDERANDCASESUFFIXESASOTHER
ADJECTIVESWHENITFOLLOWSTHEDEFINITEARTICLEORAPOSSESSIVEADJECTIVE
EG đĐčĸ ĜĖĜĖćĔIJ ĜĖć zĖĕĖčç ĖĜĖćĔIJ čćz đĐčĸ ĜĖĜĖćĔIJ ēìĊ  (OWEVER
WHENFOLLOWINGTHEINDEFINITEARTICLEORTHENEGATIVEARTICLEēīěASWELL
ASWHENUSEDINCONJUNCTIONWITHAPLURALINDEFINITENOUNITDOESNOT
TAKE GENDER OR CASE SUFFIXES )N SUCH CASES IT HAS ONLY TWO FORMS
THESINGULAR ĜĖćĔIJANDTHEPLURAL ĖĜĖćĔIJ

đĐčĸĜĖćĔIJēIJĊčĄĕijć
4HATSANOTHERMASCULINENOMINATIVE lLM
Unit 13: I want to see a new film in Yiddish! 205

ĖĕĖčçĜĖćĔIJēIJĊčĄĕijć
4HATSANOTHERFEMININENOMINATIVE PLAY

đĐčĸĜĖćĔIJēIJēĖĊĖĆąijĈĎčĄ
)SAWANOTHERMASCULINEACCUSATIVE lLM

ēĖĒĐčĸėĜĖćĔIJēĖěĎčĄ
)KNOWOTHERPLURAL lLMS

Exercise 4
Insert the correct present tense form of the converb, using the infinitives
in brackets.

ĜĖČĔĖĚ¯ĜĉČĐĉěēĉĸ<ēĖĒĉěĕĪĜIJ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ

ijĔčěēčĄ<ēīĆĔìĜIJ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ 2
ĖĕĖčçĖĜĖĉĉĝIJēĖĔĖīĐ<ēąīĈĔij>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ 3
ēĉĸ ĕĖĕĖčçĖĝčć™ ččĎĕIJ<ēĖĒĖĔĕĪĜIJ>@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@ ćĉć
4
ěĖČijčĐąčą
ĖĕĖčç ĖĜĖĉĉĝčćēĖĔĖīĐ<ēĜĖĈĸĪĄ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ
5
ĜĖČIJĖČđĖìĔIJ<ēīĆìąĜIJĸ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ 6
ĖĕĖčçIJ<ēČīĜĆĉĚ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĈĔċēĉĄćĉć 7
ēĜIJĸēĖĒĐčĸ ĖČĔIJĕĖĜĖČĔčĄ<ēąìĐěĕĪĄ>@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ĉć
8
CLUB ąĉĐě¯đĐčĸ

Exercise 5 (Audio 2:21)

Rewrite the following excerpt from Khane’s journal in the past tense.
Check the glossary for any unfamiliar converbs.

ĐĊăāùĂĉĦĉĞĐĦćĊĆĊĈćýøďĊĀħāĄùāùćāøćàĐĦćĊğúĂāøćýøûýû
ĉĞøćĊĊþĉĊĉĊāÛĂĉĦćĊĈĊğĄýĎćħćùğüĐāĆĉĊĉĊāÛĊđāû’āāĀāĆ
ĐĊýýđþāøĉĊĄàýýĊĉĊāÛćğďĉĞøĀđāĈćùàĄďĐāĆĐĊùħĀĈĦĉĊĐĊĀĈāø
ćýøûāĆĀĐĊýýûýûćĊĈĊğĄċĞøĐĊüćýøþğùĐĊýýĂāøćĉāĄđĦùýĎ
ćàøĀĬħĄđ
206 Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

Exercise 6
Rewrite the excerpt from Exercise 5 in the future tense.

Exercise 7
Insert the correct form of the adjective ĜĖćĔIJ in these sentences.

ĝčć™ ččėĪĄĖĕĖčç@@@@@@@@@@@@@@@@ĜĖćĔIJēIJēĖĊĐčĉĉĎčĄ

đĐčĸ@@@@@@@@@@@@@@@@ĜĖćĔIJĜĖćĊčĄĕijĉĉēĆĖĉĉ 2
ijĔčě@@@@@@@@@@@@@@@@ĜĖćĔIJēIJēčĄēīĆĜčĒijĐ 3
ēĖĒĐčĸ@@@@@@@@@@@@@@@@ĜĖćĔIJēīěČĝčĔĉČĕijĈ 4
ēĜĖĔIJĝĊ@@@@@@@@@@@@@@@@ĜĖćĔIJĎĪĄĜĖąij DRAMAS ĕĖĒIJĜćąčĐąijĈĎčĄ
5
GENRES
Ďĉą@@@@@@@@@@@@@@@@ĜĖćĔIJĕijćĊčĄôĉĉ
6
ĜĖĒčĚ@@@@@@@@@@@@@@@@ĜĖćĔIJđĖĔčĄĊčĄĕĖ 7

Supplementary text
(Audio 2:22)

ĞĎĈšĎĎĘīąĒđĎĹĔĊąĝėčijėč


ēĉĸĖčĚčćIJĜČĜĖČĐIJĜĖćēĉĸČĐěčĉĉČĔIJĎčĊČijĈĜĖČIJĖČĜĖĝčć™ ččĜĖć
ČìĚ¯đčĜĉçČĐĖČĝĖĆĜijĸČijĈĖĒĕijĉĉĕĖĕĖčçĖĝčĒijěēĐčçĝ¯đčĜĉç
đĈĜĶIJēĕīĈĖĆČijĈĜĖČIJĖČēĝčć™ ččđĖĔĜĖćijĒđĖĔĉĸĜĖČijĸĜĖć
ĕĖĒIJĜćijĐĖĒČĐĖČĝĖĆĜijĸēĉĄēąčĜĝĖĆČijĈĜĖ
 nēćIJĸćĐijĆ
ąīĈĔijēčĄćĔIJĐĕĉĜēĉĄĎìĜČĕĖĖčĔĖĒĉĜēčĄĕĖĕĖčçĖĝčĐIJěčĊĉĒēĉĄ

ĜĉĕijēĖĉĉĖĆĊčĄĕĖôĉĉćĔIJĐĕĉĜēčĄĐĖčĚĖçĕĜĖĉĉĝēĖĉĉĖĆĊčĄ
ĜĖąij ēĉĸĖčĚĉĐijĉĉĖĜĜĖćĊčąĝčć™ ččėĪĄĕĖĕĖčçēĐĖČĝĉĚĜijĸ
ēĉĄćĔIJĐĕĉĜēĐĪçēčĄČčĐąĖĆĜĖČIJĖČĜĖĝčć™ ččĜĖćČijĈĜĖČĖçĝ
ēąijĈĕijĉĉēć™ ččēąijĈđĖćęĉċIJĖçijĜīĄ¯ċĜĊčĒēĉĸĜĖćĔĖĐĖĜĖćĔIJ

ąīĈĔijēĉĄēČĔĚĔìĔėĉĕĖçijĜīĄ¯ĶĜĖĒēĉĄĖěčĜĖĒIJēīěČĜčĜĆčĒčĄ
ĖìĔčćēčĄĕĜĖČIJĖČĖĝčć™ ččēćĔčĜĆēąĪĈĖĆĔijČĜĖćĔĉĈĜijčēČĕěčĚĔijĉĉĚ
ĜĖČIJĖČēĉĸĖčĚčćIJĜČĖěĜIJČĝIJĜĖīĊČĐěčĉĉČĔIJĎčĊČijĈĕĖĜĖćĔĖĐ
ěĜijč¯ĉčĔēĉĄĕĖĜìĄ¯ĕijĔĖĉąĊčĜIJçēijćĔijĐēčĄĝčć™ ččėĪĄ
ijćēĖĔĖĊĕĖĕĖĒĖČīĐĜĖĐáēĆĖĉĉĕĖĕĖčçĖĝčć™ ččēąčĜĝĖĆČijĈĖĒ 
ĝēĉĸěĉąčćĜĖć€ĐĝĒĐĜijĐěĐijĸēĝčć™ ččđĖĔĉĸēĖĒIJČĝĕijĉĉĕĖĕĖčç
Unit 13: I want to see a new film in Yiddish! 207

ĞĉčûĖĒēĉĄĖěčĜĖĒIJēčĄēČĔIJĜĆčĒčĄĖĝčć™ ččēĆĖĉĉĕĖĒIJĜćēčěĕ¯ĔIJ
đĉĚčĉĉĖçijĜīĄ¯ċĜĊčĒēčĄēąĖĐēĝčć™ ččēĉĸēČěĖçĕIJĖĔĖćīĝĜIJĸēĆĖĉĉ
ĕĖĕĖčçČĜčĊIJąēĖĒČijĈĐijĒČĸijĞĉĜĉćēĝčĉĉĚēČěčĐĸĔijěĐčçĝìą
ČijĈĖĒđďčĐĖđĉĐĝčĉĉĜĖąìĜĝĖĝčć™ ččĖČĒčĜIJąēĉĸěĜĖĉĉčćėĪĄ
ČijƀĐĝĒĐēďIJĜçĝĖĜĖćĔIJēĉĸěĜĖĉĉĖĝčĜIJĜĖČčĐČĜčČçIJćIJĎĪĄ
ČĕĉIJĸ€ĕĖČĖĆėĪĄĎčĊČĚčČĝēĖĔčćĜijĆĶěĖčēĉĸĐĉĉìČēĉĄĝČĔĖĒ
ČĜĖćĔĉĈĜijčēČĕěčĚĔijĉĉĚēĉĸēĜijčĜĖěčĕìĜćēĉĄĜĖěčĚĔijĉĉĚčćēčĄ 
ėĪĄēĖĒĐčĸČďIJĒĖĆČijĈĖĒijĔčěēĝčć™ ččēĉĸčĐąĸĪĄēIJēĖĉĉĖĆĎĪĄĊčĄ
ĖěčĜĖĒIJēčĄìĕēĉĄēĐĪçēčĄĜěčĖĜĖćĖçijĜīĄ¯ċĜĊčĒēčĄìĕĝčć™ čč
ēĖĉĉĖĆēĖĔĖĊēĖĒĐčĸĖĝčć™ čččćēčĄČĐćĔIJĈIJąČijĈĖĒĕijĉĉĕĖĒĖČčć
Đć™ čč€čĉĉĕĖčćĖĒijěĖĝčĐIJěčĊĉĒēĖĉĉĖĆēĖĔĖĊĕĖĕĖĕĖčçčćĉĚĎĖĐĔĖ
ēĉĄēąĖĐēĝčć™ ččđĖćēĆĖĉĉĕĖĒIJĜćĖĐĖĒIJĒ€ēĉĄĐćčĸēČčĒ
ĎĪĄēĖĔĖĊĕĖĕĖčçĖĝčć™ ččĎĕIJēĖĔIJĒijĜĖĝčć™ ččēĉĸēĖĆĔĉČĖąĜIJĜĖąčĄ
ēčĄĐĉĉìČēĉĄĝČĔĖĒČijƀēĉĄěĉąčćĜĖć€ĐĝĒĐčĉĉēĖĒĐčĸēĜijĉĉĖĆ
ČijĈĖčĚIJĐčĒčĕIJēĉĄēąĜĉċđĖćąčĐĉĚēĜijčĜĖěčĚďĖĊēĉĄĜĖěčĚĸĉĸčć
ĜĖąijČijĈĖĒēĖĒĐčĸĖĝčć™ ččĖìĔēĸIJĝČĜĖĈĖĆĸĪĄēĚĔIJĆēčĄČĖĒáēĖĒ
ĜĖćĔĖĐīĐĜĖĐáēčĄĝčć™ ččėĪĄēĖĆĔĉĐĖČĝĜijĸĜĖČIJĖČČčĒēĖĉĉĖĆĎčĝĒĒ
ēčĄĖĔčąĕěĐijĸĜĖćìąĕĖĕĖčçĖĝčć™ ččēĖĊĎijĔēĖĒēĖěĆijČĉĚČĔìĈ

ĊčĜIJçĐĄĜûčĐčçĝìąđĉĚĜĖČĜĖĖĜĖćĔIJēčĄĐijĒIJēĉĄěĜijč¯ĉčĔ
ĜĖČĝĜĖĜĖćēĖĒĉěĖĆĕĪĜIJĊčĄ ĜijčēčĄČĝĖĜIJěĉąēĉĄĆĜĉąĊIJĜČĝ
ĖĝčćčĕċIJēĜijčĜĖěčĚĸĉĸčćČĔčĊĝčć™ ččėĪĄēĚĔIJĆēčĄđĐčĸ
ēĖĒĉěĖĆĕĪĜIJĊčĄ ēčĄČĸĖĝĖĆIJ€ČĕīĈĕijĉĉĖĒIJĜć¯ĐIJĔčĒčĜě

ēìĒ€蹥Ğ豀ĖĒIJĜćĖěčćĐĄĜûččćĝčć™ ččėĪĄēĚĔIJĆēčĄđĐčĸIJĎijĔ
ēĉĸČĝĔĖĒIJēĉĸĈûĖĒčćČĐīĚĜĖćĕijĉĉ
ĝ™ čĖĜąĖĈėĪĄąĉČĝĕĔČIJČ
ēąĜĉċēďijĔĜijčĜijçIJĐĄĜûčēčĄĈČčĐçĈ¯ĞčĜĄĝĜĖć
Unit Fourteen
ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą
I can’t read my emails!

In this unit you will learn:

s HOWTOCOMPLAINANDTALKABOUTPROBLEMS
s HOWTOTALKABOUTMODERNTECHNOLOGY
s HOWTOMAKEUNFULFILLEDCONDITIONS
s HOWTOFORMRELATIVECLAUSES
s PERIPHRASTICVERBS
s ABOUT9IDDISHONTHE)NTERNET

Dialogue 1
(Audio 2:24)
$OVIDHASFORGOTTENHISPASSWORDANDCANTOPENHISEMAIL
ACCOUNTS(EISFRUSTRATEDBECAUSEHEWANTSTOKNOWIFHEHAS
BEENACCEPTEDTODOA0H$2OKHLSUGGESTSPHONINGTHE
UNIVERSITIESTOENQUIRE

ČĆĖĜĖĆĸĪĄĪĊIJēčąĎčĄĪĄ ć ĉć
ČĜčĕIJçČijĈĕijĉĉ Ĕċ
Ĉ
ēĉĄĕĔďīĚČĜijĉĉĖĔìĒĖĐIJČčĒĜčçIJçĐěčČĝĕijćēĜĪĐĜIJĸąijĈĎčĄ ćĉć
ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĝčĔĎčĄ ēĖěČĚčĄ
ēďīĚČĜijĉĉēìćČĝčĔĉČĕěĔĖćĖĆ Ĕċ
Ĉ
ēīěČIJĈĖĆČĝčĔĎčĄČĐijĉĉēďīĚČĜijĉĉēìĒČěĔĖćĖĆČĐijĉĉĎ襹ĪĄ ćĉć
ĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄ đĖĐąijĜç
ėĪĄČĜIJĉĉĎčĄČĔIJĜijČěijćIJčĉĉēĖĒĉĔĖĆĔij ĎčĒ ČijĈĖĒčĚČĕôĉĉĖĆ
ēČĖČčĕĜĖĉĉčĔĉĄ ĎĕIJēĉĸĕĜĖĸČĔĖ
Unit 14: I can’t read my emails! 209

ēĖĆĔčĐěĔijīĊĉČĕĔĖěĜĝĸĄ Đ ċĜ
ēčĄēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸĎĕIJĜĖąijēIJĐçĜĖČĉĆIJĊčĄĕijć ćĉć
ČĐijĉĉĕĖēīĆĒīĈIJĐĖĉĉďĊčąēČĜIJĉĉēĊĉĒĐĖĉĉďĊčĄ ĖěčĜĖĒIJ

ĖěĐĖĚĜĖćēĉĸēĖĆĔĉĐěĖĆĔijČĐijĉĉĎčĄ ąĪĄěčČĔijčIJĒIJČĕijěĖĆ
đĔčċąČĖĒáĖěčĜĖĒIJēĜčĔijĸĖĐĖČēĖěĎčĄĖěĐĖĚēìĒēĚčĔČĕĔĖěĉć ĐċĜ
ēąijĈēČĖČčĕĜĖĉĉčĔĉĄĖĜĖĕijĉĉČĚčĄēĕčĉĉĜĖćĎčĊēĖĔĖěĜčĒ ēĐĖĉĉĪĊIJ
ēĖĒĉĔĖĆĔijĎčć
ĖĐIJčćČĚčĄēĜčĔijĸĖĐĖČČĝčĔēĖěĎčĄĪĄěĔIJćIJĆĔĉĔĖćĜijēčĄ ćĉć
ĐěčČĝēąĐĖĊēĸĪĄēĖĉĉĖĆēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸēĜĖĒĉĔ¯ēijĸĖĐĖČ
ĕĔďīĚČĜijĉĉ čćčĉĉĜčçIJç

Vocabulary
ANNOYEDUPSET ČĆĖĜĖĆĸĪҔĄ
TOHAPPEN Č¯ēĜčĕIJç
TOLOSE ēĜijĐĜIJĸ=ēĜĪĐĜIJĸēĜčĐĜIJĸ
PAPER ē¯
ĕijćĜčҔçIJç
PASSWORD ĕ¯
ĜĖćēďīĚČĜijҔĉĉ
EMAIL ~
ĜĖćĉĉčĜąĚčĐą
WOULDSEELANGUAGEPOINT ČĐijĉĉ
TOACCEPT ēĖĒĉĔĖĆĔijҔ ēĖĒĖĔĔijҔ
TOPHONE ēĖĆĔĉĐěĖĆĔijҔ ēĖĆĔčĐěĔijҔ
FORTUNE ~
ĜĖćěčČĔijčIJĒ
MOBILECELLPHONE ĕ¯
čćĖěĐĖĚ
FREEOFCHARGE <đĖĔčďĖą>đĔčċą
TOFINDOUT ČĕôҔĉĉĜĖćĎčĊĎčĊēĕčĉĉĜĖć
210 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

Language point
1 Unfulfilled conditions

)N5NITYOULEARNEDHOWTOTALKABOUTAFULFILLABLEFUTURECONDITION
)N ADDITION THERE IS ANOTHER TYPE OF CONDITIONAL SENTENCE IN 9IDDISH
THATYOUCANUSETOTALKABOUTACONDITIONTHATHASNOTBEENMETAS
OFTHETIMETHATTHESTATEMENTISMADE4HEREARESEVERALSUCH@UNFUL-
FILLEDCONDITIONSIN$IALOGUE&OREXAMPLE$OVIDSAID

ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄ
)F)COULDREADMYEMAILS)WOULDKNOW

4HISDIFFERSFROMAFULFILLABLECONDITIONBECAUSEINSTEADOFSPECULATING
ABOUTAFUTURECONDITIONTHATMAYBEMETHERETHEPOINTISTHATTHECON
DITIONHASALREADYFAILEDTOBEREALIZEDANDSOTHESENTENCEISPRESENTING
USWITHANIMAGINARYCOUNTERFACTUALVERSIONOFTHEPRESENTSITUATION
INREALITY$OVIDcan’tREADHISEMAILSANDTHEREFOREdoesn’tKNOW
,IKE FULFILLABLE CONDITIONS UNFULFILLED CONDITIONS ARE COMPOSED OF
TWO CLAUSES A DEPENDENT @CONDITION CLAUSE INTRODUCED BY ąĪĄ AND
ANINDEPENDENT@OUTCOMECLAUSEWITHINVERSIONOFSUBJECTANDVERB
)NADDITIONWHILEFULFILLABLECONDITIONSUSETHEFUTURETENSEUNFUL-
FILLEDCONDITIONSUSEASPECIALCONDITIONALVERBFORM ČĐijĉĉ4HISFORM
ISRELATEDTOTHE%NGLISH@WOULDBOTHETYMOLOGICALLYANDINMEANING
)TCONJUGATESLIKEAPRESENT TENSEVERB

0LURAL 3INGULAR

ĔČĐijĉĉĜčĒ STPERSON ČĐijĉĉĎčĄ STPERSON

7EWOULD PLURAL )WOULD SINGULAR

ČĐijĉĉĜčĄ 2NDPERSON čĖČĐijĉĉĉć 2NDPERSON

9OUWOULD PLURAL 9OUWOULD SINGULAR

ĔČĐijĉĉīĊ RDPERSON ČĐijĉĉĕĖ=čĊ=ĜĖ RDPERSON

4HEYWOULD PLURAL (ESHEITWOULD SINGULAR

ČĐijĉĉ IS FOLLOWED BY THE PAST PARTICIPLE OF THE MAIN VERB 4HIS CON
STRUCTION IS USED IN BOTH THE @CONDITION CLAUSE AND THE @OUTCOME
CLAUSE 0AY SPECIAL ATTENTION TO THIS POINT BECAUSE IN THIS RESPECT
9IDDISH DIFFERS FROM %NGLISH IN WHICH THE WORD @WOULD IS USED ONLY
Unit 14: I can’t read my emails! 211

INTHE@OUTCOMECLAUSEOFUNFULFILLEDCONDITIONS4HISISHOWYOUFORM
EACHCLAUSEOFANUNFULFILLEDCONDITION

‘Condition’ clause
OBJECTS + PAST + ČĐijĉĉ + SUBJECT + ąĪĄ
IFAPPROPRIATE PARTICIPLE ←

Example ČìĚ + ČIJĈĖĆ + ČĐijĉĉ + ĎčĄ + ąĪĄ

←
ČìĚČIJĈĖĆČĐijĉĉĎ襹ĪĄ
)F)HADTIME

‘Outcome’ clause
OBJECTS + PAST + SUBJECT + ČĐijĉĉ
IFAPPROPRIATE PARTICIPLE ←

Example ĉĉčĜąĚčĐąēìć + ČĜĖĸČĔĖĖĆ + ĎčĄ + ČĐijĉĉ

←
ĉĉčĜąĚčĐąēìćČĜĖĸČĔĖĖĆĎčĄČĐijĉĉ
)WOULDANSWERYOUREMAIL

!S WITH FULFILLABLE CONDITIONS IT IS POSSIBLE TO SWITCH THE ORDER OF
THE CLAUSES IN WHICH CASE THERE IS NO INVERSION IN THE DEPENDENT
CLAUSE

ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄČĕôĉĉĖĆČĐijĉĉĎčĄ
)WOULDKNOWIF)COULDREADMYEMAILS

)NADDITIONTO ąĪĄTHE@CONDITIONCLAUSEOFUNFULFILLEDCONDITIONSCAN

BEINTRODUCEDBY ēĖĉĉOR ĊIJWITHNOCHANGEINMEANING

ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎčĄĔėĊĊ
ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎčĄċij
If)COULDREADMYEMAILS)WOULDKNOW

&INALLYNOTETHATTHE9IDDISHUNFULFILLEDCONDITIONACTUALLYCORRESPONDS
TOTWODIFFERENT%NGLISHCONSTRUCTIONSDEPENDINGONCONTEXTITMIGHT
REFER TO A COUNTERFACTUAL VERSION OF THE PAST INSTEAD OF THE PRESENT
&OREXAMPLETHESENTENCEABOVECOULDBETRANSLATEDALTERNATIVELYAS
@)F ) HAD BEEN ABLE TO READ MY EMAILS ) WOULD HAVE KNOWN $ONT
WORRYABOUTTHISBECAUSETHECONTEXTWILLSHOWYOUWHICHINTERPRETA-
TIONMAKESTHEMOSTSENSE
212 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

Exercise 1 (Audio 2:25)

Change these statements into unfulfilled conditions.

Example đĖĐąijĜçēīěČĝčĔĜĖčĴĉēďīĚČĜijĉĉēìĊčĜĕėĈėććĉć
↓

ČĝčĔĜĖčđĴĊĊēďīĚČĜijĉĉēìĊčĜĕėĈėćčđĴĊĊćĉćĆīą
đĖĐąijĜçēīěčijĉėć
ęĖĔĜĖČĔčĄĜĖćėĪĄĜĖďčąĎčĄėĪěČĐĖĆąijĈĎčĄ

ĉĉčĜąĚčĐąČijČĝĔIJĉĉčĜąčĊČąìĜĝČìĚČijĈĈĔċ 2
ēĜčĔijĸĖĐĖČČĚčĄĜčĒēĖĔĖěĖěĐĖĚIJēąijĈĜčĒ 
ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐĎčĄēĖěēďīĚČĜijĉĉēìĒČĝčĔĕĖĆĜIJĸĎčĄ 4
đĉěĎčĄēĖĉĉĉČĕīĉĉĉĉčĜąĚčĐąĖĔìĒČĕĒĉěIJąĉć 5
ēćčĜĸĉĚČĝčĔĜĖĊčĄijĜĉčąIJēčĄČĖąĜIJćĉć 6
ēčĄČĝčĔīĊēąìĐąęĖĔĜĖČĔčĄĜĖćėĪĄČĝčĔēĕĖĉĒĝĐċĜēĉĄćĉć
7
ČěIJČĔijě

Exercise 2
Answer these questions, using unfulfilled conditions. Check any unfa-
miliar words in the glossary.

ĕĔčĉĉĖĆĖĕĪĜĆĕijćēĖĔôĉĉĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ

ēąìĐěĕĪĄČĔĖěĖĆČĕČĐijĉĉĉćąĪĄČĔĪĉĉĖĆĉČĕČĐijĉĉôĉĉ 2
ĜĖČĕčĔčĒ¯ĜĖčĒĖĜçĜĖćēĖĉĉĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ 

ČĕĔĪĉĉĉćôĉĉĈĔčćĒĜĖćēĉĸČĔĖćčĊĖĜçĜĖćij ĎĐĒ
ĈĖčĕĔĖĆĔIJĐIJēďIJĒČĔĖěĖĆČĕČĐijĉĉĉćąĪĄēĜijĸĖĆĉČĕČĐijĉĉēčĈôĉĉ
4
ěčĜĉĚĜijčČĜĖćĔĉĈČčĒČąĖĐĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ
5

Dialogue 2
(Audio 2:26)
$OVIDHASPHONEDALLOFTHEUNIVERSITIESANDHASFOUNDOUTTHAT
HEHASBEENACCEPTEDTODOA0H$IN-ELBOURNE!USTRALIA
-EANWHILE2OKHLHASBEENOFFEREDAJOBIN.EW9ORK.OW+HANE
2OKHLAND$OVIDAREDISCUSSINGHOWTHEYLLKEEPINTOUCH
Unit 14: I can’t read my emails! 213

ēĖĔĖěĜčĒēĐĖĉĉčĉĉēĜijĸěĖĉĉIJČĖĉĉĜčĄĊIJēąĪĐĆČĝčĔēĖěĎčĄ ĈĔċ
ČěIJČĔijě ēčĄēąìĐą
ēĖĔĖěĜčĒ ČĜĖćĔĉĈĜijčēČĔĚĔìĔēčĄēąĖĐĜčĒĊIJĉČĕĔīĒĕijĉĉ ĐċĜ
ĜĖćėĪĄēĕĖĉĒĝĉĉčĜąĚčĐąēěčĝĖěĐĖĚ ĜĖćėĪĄēćĖĜ

ČĸIJĝČĔìĜĸėĪĄēīĐIJĎčĊ ēĉĸĜĖćĐčąĖìĔēĐĖČĝēĉĄęĖĔĜĖČĔčĄ
ĎĖĐČìĊąĖĉĉ
ĖčĚIJĒĜijĸĔčĄĖďĖĐĔĖĊĜĖçĐčĸĪĊIJēĐĖČĝĉĚĄĜĉĒČĝčĔĉČĕijĈĐċĜ ĈĔċ
ēĐijĊĖĐIJĊIJěĔIJćĖĆđĖćąčĐĪĊIJČĝčĔąijĈĎčĄ ęĖĔĜĖČĔčĄ ĜĖćėĪĄ
ĜĖćĐčąĖĔìĒėĪĄēěĉěēĉĄĜčĒ ēĆĖĉĉēĖĔĖīĐēĖĔĖě
ĜĖďčĊēĚĔIJĆēčĄĊčĄęĖĔĜĖČĔčĄčćęĐIJĜIJĸĄĜĉĒČĕijĈĉć Đ ċĜ
ĜĖćĜIJĸēąijĈĄĜĉĒČĝčĔėĜIJćĖĒēĖĐċĜČčĒđčáĕĒēčąĎčĄ ćĉć
ęĖĔĜĖČĔčĄ
ėĪĄĞĉĔĒċĜĎĪĄąijĈĎ襥ĜĉĒąijĈĎčĄĊIJĜijĔČĝčĔĊčĄĕĖ ĈĔċ
ĖěĐĖĚIJČčĒĜĖČĉčçĒijěđìąČìĚĖĚĔIJĆčćēĚčĊ ĕijĉĉēĝČĔĖĒ

đĐĖĔēĝČĔĖĒēĝčĉĉĚēĖĆĔĉćĔčąĜIJĸ ĖĞĒĄ ēĐĖĉĉĪĊIJČĔIJĈĜĖćēčĄ

ēĜĖĉĉ
ęĖĔĜĖČĔčĄĜĖćėĪĄēĕĖĉĒĝēĐĖĉĉćĉćēĉĄĎčĄĪĊIJēďIJĒĜčĒijĐ ĐċĜ
ĖĐĖąìČIJČčĒēěčĝīĊēĉĄĉĉčĜąēąìĜĝ ČĕĔĖěĉćēĉĄ
ēĖĊČĖĉĉĜčĄēĖĉĉēąijĈĈČĜċČĖĉĉĜčĄĜčĒēĉĸěĊĉċČĝčĔČďIJĒ ĈĔċ
ĉĉčĜą ĖĔīĝĖĔìĒ

Vocabulary
CONTACT ē¯
ĜĖćČěIJҔČĔijě
TOCHAT Č¯ĖĆēĕĖĉĒĝ
MYSELFYOURSELFETC ēīҔĐIJĎčĊ
FRIENDSHIP ē¯
čćČĸIJĝČĔìĜĸ
WEBSITE ĎĖ¯
ĕijćĐČìĊąĖҔĉĉ
TOBEAFRAIDOF SEELANGUAGEPOINT
ĜIJĸēąijĈ<ĖĜĪĒ>ĄĜĉĒ
PERSONAL ĎĖĐĔĖĊĜĖç
INFORMATION ĕ¯
čćĖčĚIJĒĜijĸĔčĄ
SAFESECUREINTHEABOVECONTEXT ĜĖďčĊ
TOAGREEWITH SEELANGUAGEPOINT
ČčĒēìĊ<đĖěĕIJĒ>đčáĕĒ
TOFEELSORRYFOR TOHAVEPITYON
ėĪĄēąijĈ<ĕĖĔijĒďIJĜ>ĞĉĔĒċĜ
SEELANGUAGEPOINT
REAL <ĕĖĒĖ>ĞĒĄ
CONNECTIONCONTACT ēĖ¯
čćĆĔĉćĔčąĜIJĸ
214 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

TODISAPPEARSEELANGUAGEPOINT ēĜĖĉĉ<đĖĐīĔ>đĐĖĔ
DOVEPIGEON ē¯
čćąĪČ← ĖĐĖąìҔČ
TOMAKEFUNOF SEELANGUAGEPOINT
ēĉĸēďIJĒ<ěĖĊĪď>ěĊĉċ
TOREGRETSEELANGUAGEPOINT ēąijĈ<ĖČijĜIJď>ĈČĜċ

Language points
2 Relative clauses

! RELATIVE CLAUSE IS A CLAUSE THAT TELLS YOU A BIT MORE ABOUT A
SUBJECT OR OBJECT THAT HAS JUST BEEN MENTIONED EG THE GIRL WHO
WORKS HERE THE PASSWORD THAT ) FORGOT  )N 9IDDISH IT IS VERY EASY
TO FORM RELATIVE CLAUSES GENERALLY YOU CAN USE ĕijĉĉ TO INTRODUCE
THEM WHATEVER THE GENDER CASE AND NUMBER OF THE ANTECEDENT
THE PERSON OR THING ABOUT WHICH YOURE GIVING MORE INFORMATION 
&OREXAMPLE

ĐċĜČĕīĈĜĖČĉčçĒijěđìąČĚčĊĖĴĊĊĝČĔĖĒĜĖć
4HEPERSONwhoISSITTINGBYTHECOMPUTERISCALLED2OKHL

ČĜčĚčĐçĒijěēĖĉĉĖĆĊčĄēĕĖĆĜIJĸąijĈĎčĄĖĴĊĊēďīĚČĜijĉĉĜĖć
4HEPASSWORDthat)FORGOTWASCOMPLICATED

(OWEVER THERE ARE A FEW POINTS TO CONSIDER &IRST IN ADDITION TO ĕijĉĉ
THE RELATIVE PRONOUN ĜĖďĐĖĉĉ CAN BE USED TO FORM RELATIVE CLAUSES
5NLIKE ĕijĉĉz ĜĖďĐĖĉĉ DECLINES )T TAKES THE SAME GENDER AND CASE
SUFFIXESASANORMALADJECTIVEEXCEPTTHATTHENEUTERNOMINATIVEFORM
IS ĕĖďĐĖĉĉ&OREXAMPLE

ćĉćČĕīĈĖěĐĖĚIJėĪĄČćĖĜĝėĐđėĊĊĝČĔĖĒĜĖć
4HEPERSONwhoSSPEAKINGONAMOBILEISCALLED$OVID

ēĖĒďčĐĖđĉĐĝēĉĸĊčĄēĖīĐĎčĄĖėĐđėĊĊĎĉąĕijć
4HEBOOKthat)MREADINGISBY3HOLEM!LEICHEM

ĜĖďĐĖĉĉ IS PARTICULARLY COMMONLY USED WHEN THE RELATIVE PRONOUN IS
SERVINGASANINDIRECTOBJECTFOLLOWINGAPREPOSITION&OREXAMPLE

ČĜĖĈĖĆąijĈĎčĄĝėĐđėĊĊĔćėĊĊĪĜĸčćĊčĄĕijć
4HATSTHEWOMANabout whom)HEARD
Unit 14: I can’t read my emails! 215

ēĖĒĖĐąijĜçČIJĈĖĆąijĈĎčĄĔĐđėĊĊčĎēĜĖČĉčçĒijěĜĖćĊčĄĕijć
4HATSTHECOMPUTERwith which)HADPROBLEMS

!DDITIONALLYIFTHEANTECEDENTISAPERSONANDTHERELATIVEPRONOUNIS
FUNCTIONINGASADIRECTORINDIRECTOBJECTYOUCANUSE ēĖĒĖĉĉCORRES
PONDING TO THE %NGLISH RELATIVE PRONOUN @WHOM INSTEAD OF ĕijĉĉ OR
ĜĖďĐĖĉĉ&OREXAMPLE
ĐċĜČĕīĈēĖĊĖĆąijĈĎčĄĔėēėĊĊĝČĔĖĒĜĖć
4HEPERSONwhom)SAWISCALLED2OKHL

ĐċĜČĕīĈČćĖĜĖĆąijĈĎčĄĔėēėĊĊČčĒĝČĔĖĒĜĖć
4HEPERSONWITHwhom)SPOKEISCALLED2OKHL

4HEPOSSESSIVEFORMOF ēĖĒĖĉĉIS ĕĔĖĒĖĉĉWHOSE 

ĜĖČĉčçĒijěđìąČĚčĊĐċĜĊčĄēĖĒijĔĖĕėēėĊĊĝČĔĖĒĜĖć
4HEPERSONwhoseNAMEIS2OKHLISSITTINGBYTHECOMPUTER

4HEREAREOTHERWAYSOFFORMINGRELATIVECLAUSESIN9IDDISHBUTYOU
CANLEARNTHEMATALATERSTAGEOFSTUDY

3 Periphrastic verbs

4HERE IS ANOTHER CATEGORY OF VERBS IN 9IDDISH CALLED @PERIPHRASTIC
VERBS9OUAREALREADYFAMILIARWITHTWOCOMMONPERIPHRASTICVERBS
ēąijĈąčĐAND ēąijĈČĔìĸ)N$IALOGUEYOUENCOUNTEREDAFEWMORE
EG ēìĊđčáĕĒz ēĜĖĉĉđĐĖĔ 4HESE VERBS ARE ALL MADE UP OF TWO PARTS
@PERIPHRASTICMEANSSOMETHINGWITHMORETHANONEPART ACONJUGATED
PART EG ēąijĈz ēìĊ AND AN UNCHANGING PART EG ąčĐz đčáĕĒ  4HE
UNCHANGINGPARTGIVESTHEMEANINGOFTHEVERBWHILETHECONJUGATED
PARTFUNCTIONSASANAUXILIARYVERB5NLIKEPREFIXEDVERBSPERIPHRASTIC
VERBSCANNOTBEDIVIDEDINTODIFFERENTCATEGORIESOFMEANINGDEPEND-
ING ON THE AUXILIARY VERB OR UNCHANGING PART JUST LEARN THE MEANING
OFEACHONEASYOUENCOUNTERIT/FTENTHEUNCHANGINGPARTOFPERI-
PHRASTICVERBSDERIVESFROMloshn-koydeshEG đčáĕĒz ĈČĜċ BUTNOT
ALWAYS
-OST PERIPHRASTIC VERBS HAVE ēąijĈ OR ēìĊ AS THEIR AUXILIARY VERB
BUT QUITE A FEW HAVE ēĜĖĉĉ AND SOME HAVE ēďIJĒ /CCASIONALLY PERI-
PHRASTIC VERBS HAVE A DIFFERENT AUXILIARY VERB EG ēĖĒĖĔ ĐīČĔij TO
PARTICIPATE USES ēĖĒĖĔ
216 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

4HEINFINITIVEOFPERIPHRASTICVERBSALWAYSSTARTSWITHTHEUNCHANG-
ING PART FOLLOWED BY THE AUXILIARY VERB EG ēìĊ đčáĕĒ  4O FORM THE
PRESENTTENSEREVERSETHEORDER

0LURAL 3INGULAR

ēĖĔìĊ=ēĖĔĖĊĜčĒ STPERSON đčáĕĒēčąĎčĄ STPERSON

đčáĕĒ PLURAL SINGULAR

đčáĕĒČìĊĜčĄ 2NDPERSON đčáĕĒČĕčąĉć 2NDPERSON

PLURAL SINGULAR

ēĖĔìĊ=ēĖĔĖĊīĊ RDPERSON đčáĕĒĊčĄĕĖ=čĊ=ĜĖ RDPERSON

đčáĕĒ PLURAL SINGULAR

4ONEGATEPUTČčĔ=ČĝčĔBETWEENTHETWOPARTSIEAFTERTHECONJUGATED
PARTASUSUAL 

đčáĕĒčĞĎĕēčąĎčĄ
)don’tAGREE

4O FORM THE PAST TENSE FIRST PUT THE CONJUGATED AUXILIARY VERB INTO
THEPASTANDTHENSTICKTHEUNCHANGINGPARTBETWEENTHETWOPARTS
OFTHECONJUGATEDVERB

ČIJĈĖĆĆĎđąijĈĎčĄ ← ČIJĈĖĆąijĈĎčĄ ← ēąijĈąčĐ

ČďIJĒĖĆĜċĊČąijĈĎčĄ ← ČďIJĒĖĆąijĈĎčĄ ← ēďIJĒěĊĉċ
ēĖĒĉĔĖĆđĬčĕĴąijĈĎčĄ ← ēĖĒĉĔĖĆąijĈĎčĄ ← ēĖĒĖĔĐīČĔij
4ONEGATEPUT ČčĔ=ČĝčĔDIRECTLYAFTERTHECONJUGATEDPART

ĖĕĖčçĜĖćēčĄēĖĒĉĔĖĆĐīČĔijčĞĎĕąijĈĎčĄ
)didn’tTAKEPARTINTHEPLAY

!CURIOUSCHARACTERISTICOFPERIPHRASTICVERBSFORMEDWITH ēìĊISTHAT
CONTRARYTOWHATYOUWOULDEXPECTTHEYUSEēąijĈASTHEIRPASTTENSE
AUXILIARY VERB 0AY SPECIAL ATTENTION TO THIS POINT BECAUSE IT IS EASY
TOFORGET&OREXAMPLE

ēĖĉĉĖĆđčáĕĒĆĴĉĎčĄ ← đčáĕĒēčąĎčĄ
(OWEVER PERIPHRASTIC VERBS FORMED WITH ēĜĖĉĉ BEHAVE AS EXPECTED
ANDUSE ēìĊASTHEIRPASTTENSEAUXILIARYVERB

ēĜijĉĉĖĆđĐĖĔċĎąĕĖ ← đĐĖĔČĜĖĉĉĕĖ
Unit 14: I can’t read my emails! 217

4O FORM THE FUTURE START WITH THE FUTURE AUXILIARY VERB AND THEN ADD
THEINFINITIVEOFTHEPERIPHRASTICVERBEG
ēìĊđčáĕĒĐĖĉĉĎčĄ
)LLAGREE
4ONEGATEPUT ČčĔ=ČĝčĔAFTERTHEFUTUREAUXILIARYVERB
ēìĊđčáĕĒčĞĎĕĐĖĉĉĎčĄ
)won’tAGREE
7HENUSINGĉĚBEFORETHEINFINITIVEOFAPERIPHRASTICVERBPUTITBETWEEN
THETWOPARTS
ēąijĈĊěĄĜĉĒČĉĆČĝčĔĊčĄĕĖ
)TSNOTGOODtoBEAFRAID

Exercise 3
Choose the correct relative pronoun from those provided in brackets.

ĕćĉć
ēďĐĖĉĉėĪĄĕĔĖĒĖĉĉĜĖďĐĖĉĉėĪĄ@@@@@@@@@@@@@@@@@@@@ĜčçIJçĕijć

STREET ĕIJĆēčĄČĆčĐēĖĔĖĊĕĔďīĚČĜijĉĉ

ĕijĉĉēďĐĖĉĉēĖĒĖĉĉ@@@@@@@@@@@@@@@@@@@@ēĝČĔĖĒėĪĄĞĉĔĒċĜČijĈĈĔċ
2
ĜĖČĉčçĒijěđìąěčćĔĖČĝēĚčĊ
ēĖĔĖĊ ĕĔďīĚČĜijĉĉ
ĜĖďĐĖĉĉĕĔĖĒĖĉĉĕijĉĉ@@@@@@@@@@@@@@@@@@@@ĝČĔĖĒĜĖć 

ćĉćČĕīĈēĜijĉĉĖĆđĐĖĔ
ĕĖĉĒĝĎčĄ
ĕĖďĐĖĉĉČčĒĕijĉĉēĖĒĖĉĉČčĒ@@@@@@@@@@@@@@@@@@@@ĐćīĒĕijć
4
ĐċĜČĕīĈ
ėĪĄ@@@@@@@@@@@@@@@@@@@@ĎĖĐČìĊąĖĉĉčćėĪĄēěĉěĉĚčĄćáĊčĄĕĖ
5
ĕĖìĔĖĝčć™ ččēĖĔĖīĐēĖěĖĒ
ēĖĒĖĉĉ ėĪĄĖďĐĖĉĉėĪĄĕĔĖĒĖĉĉ
ąčĐČĝčĔČijĈ
ēďĐĖĉĉĕĔĖĒĖĉĉĕijĉĉ@@@@@@@@@@@@@@@@@@@@ĝČĔĖĒĜĖć
6
ĈĔċČĕīĈĎĖĐČìĊąĖĉĉČĸIJĝČĔìĜĸ

Exercise 4
Answer the following questions in Yiddish, using the periphrastic verbs
in bold.

ĕĖěĐĖĚĆĎđĊčĖĴĉ

ĎIJĊPOSITIVE ĖĉĉčČčĊijçIJĊčĄęĖĔĜĖČĔčĄčćĊIJĒĎâĖēĊčĖĎĆ 2
ĎĕIJĜĖīĊęĖĔĜĖČĔčĄčćēĚčĔĕijĉĉēĝČĔĖĒėĪĄğĊĕēČĝĈĔċčĴĉ 
ęĖĔĜĖČĔčĄčćēĚčĔČĝčĔĐčĉĉčĊĐìĉĉēĈĔċēĉĸĜċĊČĐċĜčĐijē 4
ĜĖďčĊČĝčĔĊčĄęĖĔĜĖČĔčĄčćĊIJąĝĊēĈĔċčĴĉ 5
218 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

Exercise 5 (Audio 2:27)

Rewrite this excerpt from Khane’s journal, putting the bold verbs into
the past tense. Check any unfamiliar verbs in the glossary.

ćýøĉĊďĄĊĎþĦďāûĊĈĀđúħþĂāøĄàýýĐāĆćýĬďþýÿĀăĦĆĄÿĐ
þāøčĊĈĐĊĀĈāøāûyĀúħþāþĀĄĊýýāûĊāĄĦďćăĦĆĉĐĊĀýāÛĆħď
ĀāĆĂāđĆĆćāùĂāøĐāøĀāĆąāÔĉĆĀđāĈćāùĂāøĐĊùħxĐĦùĐĊûĈèýý
ĐĊûćýøýýāĐùĎāĄùćúĈĦĄĦĂāøùàĐđĄħĆĀĬħćĊďĈĦûĊúĊĈàĆ
ĂāøĉħýýüĀĐÿĂāøùħüĄħĆĉĊûĊāąĄĊĈąĊĎýĄÛĀĐĊýýýýāĐùĎāĄù
ĐāÛĦÛćýøĐĊûĊĬĦĀāĆýýāĐùĦćùāĐđĊúĀđāĈùħü

Exercise 6
Insert the correct future tense verb forms, using the infinitives provided
in brackets at the end of each sentence.

<ēąijĈ ĈĔĉĞċ>đĉĜIJĎijĉĉIJēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@đīċēĉĄĜëĕĄ

čć ēĊijĐĜIJĸČĕijĈĉćĊIJ@@@@@@@@@@@@@@@@@@@@@@@@@ĉć€ČĆijĊĜĖČĖĸĕćĉć
2
<ēąijĈĈČĜċ>ČĖąĜIJ
<ēąijĈąčĐ>ĉĉčĜąĖĔīĝĕĈĔċ@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ

<ēĜĖĉĉ đĐĖĔČĝčĔ>@@@@@@@@@@@@@@@@@@@@@@@@@ ĉĉčĜąĚčĐąĖìĔĖĔìĒĊIJėijĈĎčĄ 4
<ēąijĈ ČĔìĸ>ČďĖĐĝĪĊIJĊčĄĕĖđĐčĸđĖìĔđĖć@@@@@@@@@@@@@@@@@@@@@@@ĉć
5
Unit 14: I can’t read my emails! 219

Supplementary text
(Audio 2:28)

ĚėĕĝėčĕĎąĝėĈĘīąĞĎĈšĎĎ


ĖĝčćijĒČĐIJēIJĊčĄĝčć™ ččĊIJĆĔĉĔīĒĖĝčçčČijĖĜĖČĕIJēIJĜIJĸĊčĄĕĖ
ĜĖĝčĆijĐijĔďĖČĜĖĔĜĖćijĒĜĖćĉĚČĕIJçĖĆĉĚČĝčĔĎčĊČijĈĕijĉĉĎIJĜçĝ
ĈĝĉĜč¯ĜĉČĐĉěĖČĐIJĜĉĄčćçijČĐĆčçĝĝčć™ ččĊIJĞĒĄĊ襁ĕĝČijďČĐĖĉĉ
ĖĐIJČčĒĎIJĜçĝĖĔĜĖćijĒIJĎĪĄĕĖĊčĄěĐijĸēĝčć™ ččđĖĔĉĸ
ęĖĔĜĖČĔčĄĜĖćėĪĄĎĪĄĎčĊČĔčĸĖĆĝčć™ ččĊIJČĕīĈĕijćĕĖěĉĉĖĝČčç
ĎIJĜçĝ¯ČīĈĜĖćĔčĒIJĎijćĊčĄĝčć™ ččĝčĆijĐĜijĆĕijćĊčĄēĞĒĄĜĖćēčĄ
ęĖĔĜĖČĔčĄĜĖćĎĜĉćĜĖąijĜĖČĔĖĚēĝčĸIJĜĆijĖĆēīěČĝčĔČijĈĕijĉĉ
ēčĄēąìĐąČĐĖĉĉĜĖĚĔIJĆĜĖćĜĖąčĄēĝČĔĖĒĖěčćĔćĖĜĝčć™ ččēĖĔĖě
ĎĕIJijćēĖĔĖĊĕĖēĐIJčĜĖČIJĒĖĝčć™ ččēČīĜçĝĜIJĸēĉĄĆĔĉćĔčąĜIJĸ
ĎčĊēĖĒĖĔĜIJĸĖďĐĖĉĉēĝČĔĖĒĜIJĸĎĖĐĚčĔĜĖīĊēĖĔĖĊĕijĉĉĎĖĐČìĊąĖĉĉ
ēĉĄĕČĜĖĉĉĜijĸ€ēĖĆĔĉČìĚĖĝčć™ čččćēĖĔĖīĐĐĝĒĐēĖěĖĒĝčć™ ččČčĒ
ēĝčć™ ččēĜĖĈēĖěĖĒēĉĄęĖĔĜĖČĔčĄĜĖćėĪĄĐIJĔĜĉĝĊĜĖĔīĒĖĆĐIJ€

đĖćėĪĄĐĄĜûčēĉĄěĜijč¯ĉčĔĖčĐIJĜČĕĪĄĐčçĝìąđĉĚēĉĸijčćIJĜ
ĝčć™ ččėĪĄēĖĒIJĜĆijĜçijĖćčĉĉēĖĊĎĪĄēĖĒēĖěĐČìĊąĖĉĉĕČĜĖĉĉĜijĸ€
ĊčĄĕĖĐIJčĜĖČIJĒēČĜijĕĖĜĖćĔIJČčĒĎĖĐČìĊąĖĉĉēIJĜIJĸĎĪĄēĖĔĖĊĕĖ
ĜĖĝčć™ ččĜĖĐIJĔijčĚIJĔĜĖćēĉĸĐČìĊąĖĉĉēĸĪĄěĉěIJēąĖĆĉĚčĄćáĝĒĒ
ēĖĒĖĔçijĜIJēĉĄēĖĔĖīĐēĖěĖĒôĉĉĕČĖĕĉĝČIJĕIJĒēčĄĖĐIJĜČĔĖĚ¯ĜĖďčą
ĕĖēĉĄēĜĖĔIJĝĊĖĐIJēĉĸĜĖďčąĖĝčć™ ččĖĝčĕIJĐěČĔĊĪČēĖĚĜĖąčĄđĔčċą
ĖčćĖçijĐěčĚĔĖ¯ęĖĔĜĖČĔčĄĖĜĖĐĉçijçčćĊIJēĕčĉĉĉĚČĔIJĕĖĜĖČĔčĄĊčĄ
ēĉĄĜćĕáĎčĊČĐěčĉĉČĔIJĕĖĝčć™ ččėĪĄĎĪĄēIJĜIJĸĊčĄĖčćĖçčěčĉĉ€

ĕĖĒĖČīĐĜĖĐáēĆĖĉĉēĖĐěčČĜIJĜĖČĔĊĪČēĖĔčĸĖĆēĖĒēĖěēČĜijć
ĖčĸIJĜĆijĖĆěčĊĉĒěčČčĐijçĞĉćčĕċĖČďčĝĖĆČīěĝčć™ ččČĔďĖĜĖĆĔìĜIJ
ēĜĉČĐĉě¯ČĐĖĉĉēĉĄěčČIJĒĖČIJĒ
Unit Fifteen
ďĖijĔėĕėĬđćėđĹďĎą
I used to read a lot

In this unit you will learn:

s HOWTOTALKABOUTTHINGSYOUUSEDTODOINTHEPAST
s THEPASTHABITUALFORM ĆĖĐĸ
s THEPASSIVE
s DATIVECONSTRUCTIONS
s HOWTOEXPRESSDESIREWITH ēĐijĊ
s ABOUT9IDDISHLITERATURE

Dialogue 1
(Audio 2:30)
$OVIDAND+HANEAREDISCUSSINGMODERN9IDDISHLITERATUREWITH
2OKHLWHOSPECIALIZESINTHISFIELD

Čĕčąĉć ĜĖěčĕIJĐěčćēĉĸēĖĔĖīĐĉĚĕĖçĖēĆīĐĜijĸĜčĒĉČĕĔĖěĐċĜ ćĉć

ēčĶĒ IJĎijć
ēĉĸĜĖĒĉĜěĜĖćĖěĝčĸ€ČĔĖīĐĖĆĉČĕijĈĐčĸĪĊIJēIJĜIJĸĊ襁ĕ ĐċĜ
čćĜĖćij ēĖĒďčĐĖđĉĐĝēĉĸĕĔĊċđĖćčĕīçĐČijĒ€ĜĖćij ēĖĐĖćĔĖĒ
ēĚĜçēĉĸĞĉčûĖĒĖďĖĐĒčČĕěĐijĸ ēĉĄĖĝčćčĕċ
ēčąĎčĄĊIJēĖĒďčĐĖđĉĐĝēĉĄēĚĜçēĉĸĞĉčûĖĒĎĕIJēĖĔĖīĐĆĖĐĸĎčĄ ćĉć
čćēĖĐĖćĔĖĒēĉĸĎĕēīěČĔĖīĐĖĆČĝčĔąijĈĎčĄĜĖąijĜĖĆĔ™ čč ēĖĉĉĖĆ

ĜĖČĜĖĉĉĝćĉě¯ēĉĝĐĎĕIJČčĒĜĖĉĉĝ ĐĕčąIJĊčĄĎIJĜçĝ
ąijĈĎčĄēĖĉĉēĖĔĖīĐđčĄČĕĊĉĒĉćĖćīĊĜĖćĎijćĊčĄĜĖĜĖąij ĐċĜ
ēīĄēčĄĈûĖĒĜĖćČčĒēĚčĊĎčĄĆĖĐĸēĖĐĖćĔĖĒēĖĔĖīĐ ĉĚēąĪĈĖĆĔij
đĖćēĉĸēĕčĔĖĆČĕĖĉĉĉćĜĖČīĉĉĚĜĖćēčĄ ĎĉąĜĖČĜĖĉĉIJēĉĄČĔIJĈ
ĉĚĜčćĆijĊĎčĄ
Unit 15: I used to read a lot 221

ČĜčćĔĖĒijěĖĜČĕČĐijĉĉĉćĕijĉĉĕĔČĚĖĐĕĖçĖČĔĖīĐĖĆČĕijĈ ĈĔċ
ČìĚēīěČĝčĔĎ襹ijĈĕĔČĚĖĐĜĖąijĎĕIJēĖĔĖīĐĎčĄĆĖĐĸĜĖčĜĸ ĐċĜ
ēĉĸēĜijĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ čĊĔáĝIJĜĖćčĜąčć€ ČčĒĕijĉĉ
ēIJĒijĜĜĖČĔďīĚĖĆĕĪĄēIJĊčĄĕĖ ĜĖąij ĜĖěčĕIJĐěčćēĉĸđĖĔīĄ
ĕčĉĉĖĝIJą ēąčĜĝĖĆĕĖČijĈĜĖĉĉ Ĕċ
Ĉ
ąìĐěĎčĄĕijĉĉćijĝIJĊčĄĕĖĖĐĈĔċĜĖĆĔčĊččĜĖćĉĜąēìĊēīĔ ĐċĜ
ĜĖćēĆĖĉĉēĖĔĜĖĐĉĚĕijĉĉĎĕIJČĕijĈĉć¯ĖěčĜĖĒIJēīě ĜĖąčĜIJĎčĊ
ĜĉČIJĜĖČčĐĜĖĝčć™ čč

Vocabulary
TOSUGGEST ČĆīĐĖĆĜijҔĸ ēĆīĐĜijҔĸ
CLASSICAUTHOROF9IDDISHLITERATURE ¯=ĕ¯
ĜĖćĜĖěčĕIJҔĐě
EXPERT <đčĔčĉĉĖĒ>đč¯
ĜĖć<ēĉĉīĒ>ēčĶĒ
Fishke the LameNOVELBY-ENDELE ĜĖĒĉĜěĜĖćĖěĝčĸ
PUBLISHED
-ENDELE-OYKHER3FORIM ĖĐĖćĔĖҔĒ
PSEUDONYMOF3HOLEM*ACOB
!BRAMOWITZn
SEESUPPLEMENTARYTEXT
Motl Peyse the Cantor’s Son ĕĔĊċđĖćčĕīçĐČijĒ
NOVELBY3HOLEM!LEICHEM
PUBLISHEDn
FOLK STYLE ĎĖĐĒčČĕěĐijҔĸ
USEDTOSEELANGUAGEPOINT ĆĖĐĸ
loshn-koydesh
ĕijć<ĝĖćĪě¯ēĝijĐ>ĝćĉě¯ēĉĝĐ
AFTERALLDONTYOUREALIZE Ďijć
TOBENEFITFROM
ēĉĸēĕijĔĖĆēĕčĔĖĆ
TOPROMISE ČĆijĊĖĆĉҔĚ ēĆijĊĉҔĚ
TORECOMMEND Č¯ēĜčćĔĖĒijěĖĜ
EARLIERPREVIOUSLY ĜĖčĜĸ
The Brothers Ashkenazi <čĊIJĔĖěĝIJ>čĊĔáĝIJĜĖćčĜąčć
NOVELBY)*3INGER
PUBLISHED
EXCELLENTOUTSTANDING ČĔďīĚĖĆĕĪҔĄ
BYINTHEABOVECONTEXT ēĉĸ
222 Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

"ASHEVIS)SAAC"ASHEVIS3INGER ĕčĉĉĖĝIJą
n
)SRAEL*OSHUA3INGER9IDDISHAUTHOR ĜĖĆĔčĊčč
n
;THEFACT=THATINTHEABOVECONTEXT ĕijĉĉ
TOMOVE ēąčĐěĖĆĜĖąčҔĜIJĎčĊĎčĊēąìĐěĜĖąčҔĜIJ
LITERATURE ē¯
čćĜĉҔČIJĜĖČčĐ

Language points
1 The past habitual form ćėđĹ

)N9IDDISHIFYOUWANTTOTALKABOUTSOMETHINGTHATYOUDIDFREQUENTLY
ORHABITUALLYINTHEPASTYOUCANUSEASPECIALCONSTRUCTIONCONSIST
ING OF THE FORM ĆĖĐĸ WHOSE MEANING IS ROUGHLY EQUIVALENT TO @USED
TO%VENTHOUGH ĆĖĐĸREFERSTOTHEPASTITCONJUGATESLIKEAPRESENT
TENSEVERB

0LURAL 3INGULAR

ĔĆĖĐĸĜčĒ STPERSON ĆĖĐĸĎčĄ STPERSON

7EUSEDTO PLURAL )USEDTO SINGULAR

čĆĖĐĸĜčĄ 2NDPERSON čĖĆĖĐĸĉć 2NDPERSON

9OUUSEDTO PLURAL 9OUUSEDTO SINGULAR

ĔĆĖĐĸīĊ RDPERSON
čĆĖĐĸĕĖ=čĊ=ĜĖ RDPERSON
4HEYUSEDTO PLURAL (ESHEITUSEDTO SINGULAR

.OTETHATTHETHIRDPERSONSINGULARFORMHASTWOEQUALLYACCEPTABLE
VARIANTSONEWITHTHEEXPECTED Č¯ANDONEWITHOUTIT
ĆĖĐĸISFOLLOWEDBYTHEINFINITIVEEG
ĜĖĆĔ™ ččēĖĉĉĖĆēčąĎčĄēĖĉĉĎĕIJĔėĕėĬđćėđĹĎčĄ
)used to readALOTWHEN)WASYOUNGER

4ONEGATEPUT ČčĔ=ČĝčĔBETWEEN ĆĖĐĸANDTHEINFINITIVE

ĎĕēīěēĖĔĖīĐčĞĎĕĆĖĐĸĎčĄ
)didn’tUSEDTOREADALOT
Unit 15: I used to read a lot 223

2 The passive
■ Forming the passive
4HE PASSIVE IS A VERBAL FORM USED WHEN YOU WANT TO SAY THAT THE
SUBJECT OF A SENTENCE IS THE ONE HAVING THE ACTION DONE TO HIM
HERIT EG @THE BOOK GETS WRITTEN @THE #$ WAS PLAYED @THE FILM WILL
BE SHOWN )N 9IDDISH THE PASSIVE IS FORMED WITH ēĜĖĉĉ WHICH ACTS
ASANAUXILIARYVERBINDICATINGPASSIVITYANDCONJUGATESINALLTENSES
FOLLOWED BY THE PAST PARTICIPLE DENOTING THE ACTION IN QUESTION
9OUSAWANEXAMPLEOFTHISCONSTRUCTIONIN$IALOGUE
ĜĖěčĕIJĐěčćēĉĸđĖĔīĄēĉĸēĜijĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ
)TWASNTWRITTENBYONEOFTHECLASSICAUTHORS
4HEPRESENTTENSEOFTHEPASSIVEISFORMEDLIKETHIS
PASTPARTICIPLEOF + PRESENTTENSEOF ēĜĖĉĉ + SUBJECT
MAINVERB ←
Example ēąčĜĝĖĆ + ČĜĖĉĉ + Ďĉąĕijć
←
ēąčĜĝĖĆČĜĖĉĉĎĉąĕijć
4HEBOOKISBEINGWRITTEN
ORTHEBOOKGETSWRITTEN 
4HEPASTTENSEISFORMEDLIKETHIS
ēĜijĉĉĖĆ + PAST + PRESENTTENSE + SUBJECT
PARTICIPLE OF ēìĊTHEPAST ←
OFMAIN TENSEAUXILIARY
VERB VERBFOR ēĜĖĉĉ
Example ēĜijĉĉĖĆ + ēąčĜĝĖĆ + ĊčĄ + Ďĉąĕijć
←
ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕijć
4HEBOOKWASWRITTEN
4HEFUTURETENSEISFORMEDLIKETHIS
ēĜĖĉĉ + PASTPARTICIPLE + FUTURE + SUBJECT
OFMAINVERB AUXILIARYVERB ←
Example ēĜĖĉĉ + ēąčĜĝĖĆ + ČĖĉĉ + Ďĉąĕijć
←
ēĜĖĉĉēąčĜĝĖĆČĖĉĉĎĉąĕijć
4HEBOOKWILLBEWRITTEN
224 Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

5NFULFILLEDCONDITIONSAREFORMEDLIKETHIS

ēĜijĉĉĖĆ + PASTPARTICIPLE + ČĐijĉĉ + SUBJECT

OFMAINVERB ←

Example ēĜijĉĉĖĆ + ēąčĜĝĖĆ + ČĐijĉĉ + Ďĉąĕijć

←
ēĜijĉĉĖĆēąčĜĝĖĆČĐijĉĉĎĉąĕijć
4HEBOOKWOULDBEWRITTEN

4ONEGATEAPASSIVEVERBINANYTENSEPUTČčĔ=ČĝčĔAFTERTHECONJUGATED
PARTEG

ēąčĜĝĖĆčĞĎĕČĜĖĉĉĎĉąĕijć
4HEBOOKisn’tBEINGWRITTEN

ēĜijĉĉĖĆēąčĜĝĖĆčĞĎĕĊčĄĎĉąĕijć
4HEBOOKwasn’tWRITTEN

■ Using the passive

4HEPASSIVEISUSEDLESSFREQUENTLYIN9IDDISHTHANIN%NGLISHBECAUSE
ACTIVE SENTENCES WITH THE IMPERSONAL PRONOUN ēĖĒ=ĖĒ CAN BE USED
INTHESAMEWAYEGYOUCOULDSAY ĎĉąIJēąčĜĝĖĆČijĈĖĒINSTEADOF
ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąIJ (OWEVERTHEPASSIVEISSTILLCOMMONENOUGH
PARTICULARLYWITHINANIMATETHIRDPERSONSUBJECTSEG ĎĉąIJz ĖĕĖčçIJ 
/FTEN IN A PASSIVE SENTENCE THE AGENT THE PERSON OR THING WHO
CAUSEDTHEPASSIVEACTIONTOHAPPEN ISNOTMENTIONED&OREXAMPLE
INTHESENTENCE ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąIJWEDONTKNOWBYWHOMTHE
BOOKWASWRITTEN(OWEVERITISPOSSIBLETOADDTHISINFORMATIONUSING
THEPREPOSITION ēĉĸWHICHINTHISCONTEXTMEANS@BY FOLLOWEDBYTHE
AGENTINTHEDATIVE&OREXAMPLE

ĔėđėĈĕėēĔĊĹēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕijć
4HEBOOKWASWRITTENby Mendele

Exercise 1
Insert the correct form of ĆĖĐĸ into these sentences.

ČĸĪěĖĆąijĈĎčĄĜĖćīĄČĔIJĈĜĖćČčĒĉĉčĜąēąìĜĝ@@@@@@@@@@@@@@@@ĎčĄ 
ĜĖČĉčçĒijě IJ
ĖěČĔĖćĉČĕIJēĖĉĉĖĆĊčĄčĊēĖĉĉĖĒĝČĖĜěēčĄČĸijēīĆ@@@@@@@@@@@@@@@@ĐċĜ 2

Unit 15: I used to read a lot 225

ijĜĉčąēčĄČĖąĜIJĖĆČijĈĜĖēĖĉĉĖĉĉIJěĎĕIJēĖěĔčĜČ@@@@@@@@@@@@@@@@ćĉć 
Ďĕ IJĜčĒēĖīĆČĚčĄĜĖąijČĸijĪĊIJijĔčěēčĄēīĆČĝčĔ@@@@@@@@@@@@@@@@ĜčĒ 

¯ĉčĔēčĄČĔĪĉĉĖĆČĕijĈĉćēĖĉĉĖĔčąĕěĐijĸ€ēčĄēīĆĉć@@@@@@@@@@@@@@@

ěĜijč
ĜĖćĔčěēĖĉĉĖĆČìĊĜčĄēĖĉĉĜĖďčąĎĕIJēĖĔĖīĐĜčĄ @@@@@@@@@@@@@@@@ 

Exercise 2 (Audio 2:31)

Use these prompts to make sentences with ĆĖĐĸ describing what Dovid
used to do as a child.

ĜĖďčąēĖĔĖīĐ

ĜĖćĐčąPAINT ēĐijĒ 2
ěčĊĉĒēĜĖĈ 
đčĜĶċČčĒēćĖĜ 
ěĜIJçēčĄēīĆ 
ĐćčĸēĐčçĝ 
ĞĉčûĖĒēąìĜĝ 
ĖčĊčĉĉĖĐĖČĎĕēīěēĖĊČĝčĔ 

Exercise 3
Khane has been reading about Yiddish literature and has made some
notes for herself. Rewrite each sentence of her notes in the passive. If
the subject of the active sentence is ēĖĒ=ĖĒ, the passive sentence won’t
have an agent. Check any unfamiliar vocabulary in the glossary.

ĐĊďāăĄāĆąĊûüāĪĀćúĊýýĒýāïĊĆĂĉĦćùāĐđĊúĀħüąăāĄĊąýĄđ
ćùħüćđĀĈĊĆĂĉĦćĊúĈýĀàĎĊđāû’āāćāøĒýāïĊĆāûĀĐāďāĄùýÛĀħüĊĆ
ĦĐĊĀĊÛđćýøĊĉĊāÛĊđāû’āāĦĀăĦĆĊúĀħüĊĆĒýāïĊĆāûĀĈĊğĄĊú
đāĄúĈĊċĞøĊĉĊāÛĦĀăĦĆĊúćĊĆĀħü1964ćāøćüāĪĀćúĊýýąĄāĬ
ĊĉĊāÛāûĀĐāþĦùĀħüĊĆxĂĦûćĬĞøĐĊĄûāĬyĊĉĊāÛāûĀĬýĐĊĆ
ćāøąĄāĬćđāû’āāąĊûćĊĆĀĬĞďĐĦĬĀĈàüĒýāïĊĆĉĆăāĄĊąýĄđċĞø
āûćĄĊĀđĐħĬĐĊăāþĀĊýýĊĆćýøčĊĈĐĊĀĈāøĐĊûċĞøćýøćĊĆħĐď
đāû’āāċĞøĄħĆĂĉĦĂħĈĊĉĊāÛ
226 Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

Dialogue 2
(Audio 2:32)
$OVID+HANEAND2OKHLAREMEETINGFORONEOFTHELASTTIMES
BEFORE$OVIDAND2OKHLAREDUETOLEAVEFOR!USTRALIAAND!MERICA
"UTALLDOESNOTGOASEXPECTED

ĎčĄĜĖąijijćēąìĐąČĐijĊĜčĄĊIJĐčĉĉĎčĄěčČĖĒĉĄĪĊIJĊčĄĜčĒ ĈĔċ
ćĉćĖčĐIJĜČĕĪĄēčĄēĉĄĖěčĜĖĒIJēčĄČĉĆēìĊČĖĉĉ ĎìĄĊIJĕīĉĉ
ęIJĐçčĐĸēčĄēČīĐĆIJą ĎčćēĐijĊĜčĒĊIJČĕĐčĉĉ
ąijĈĎčĄĊIJĜčĄČěĔĖćĖĆēĐīĚĜĖćĕĖçĖĎìĄĊĉĒĎčĄĉĔ ćĉć
ĐìĉĉēĜijĉĉĖĆČĝčĒĖĚēčąĎčĄĉĔ ēČĖČčĕĜĖĉĉčĔĉĄ ĖĐIJČĜčĔijĸĖĐĖČ
ąijĈĎčĄēČĖČčĕĜĖĉĉčĔĉĄĖĔĖćīĝĜIJĸ ĐčĸĪĊIJČčĒČćĖĜĖĆąijĈĎčĄ
ĜĖąijēĜĉąĐĖĒēčĄēĜijĉĉĖĆ ēĖĒĉĔĖĆĔijĊčĄĖčĚIJěčĐçIJēìĒĊIJČĔīĒĖĆ
ēijćĔijĐēĖĉĉĖĆĊčĄĕĖĊIJČĕôĉĉĜĖćČĝĜĖĎčĊąijĈď
 ijćČIJĜijČěijćđĖćēąìĜĝČĕĖĉĉĉćĊčĄ ĕijĉĉ Đ ċĜ
ĪĊIJęĐIJĎijĔĊ襁ĕĜĖąijĕĖìĔĖĜIJąĜĖćĔôĉĉĊčĄĕijććĉć Ĉ Ĕċ
ĊIJČĐijĉĉĖĆąijĈĎčĄĐċĜĖěčĜĖĒIJēīě ČĜijĸ ĐċĜĊIJěčĜĖĪĜČ

Ėĝčć™ ččēĖĔĜĖĐĎčĒēĉĄēijćĔijĐ ēčĄČĖąĜIJēĖĔčĸĖĆČĕĐijĊĉć

ĜĉČIJĜĖČčĐ
ĎčĄĊIJēćĐijĒĖĆĜčĒēĖĒČijĈēČďĖĔĎìĄĜIJĸĕĖìĔĎĪĄąijĈĎčĄĉĔ ĐċĜ
ĜĖĝčć™ ččĜĖĔĜĖćijĒēĉĸĖěĜĖĜĖĐIJčĉĉēČĕijçIJēĖĒĉěIJą ąijĈ 
ijćČĖČčĕĜĖĉĉčĔĉĄ ēčĄĜĉČIJĜĖČčĐ
 ēijćĔijĐēčĄēąìĐąĎĪĄČĕĖĉĉĉćĊčĄ ĕijĉĉ ćĉć
ČĖĉĉĈĔċēĉĄĉćčĉĉĐīČçijēąĐĖĊđĖĔčĄēìĊĐĖĉĉĎčĄ¯ĕijćĜijĔČĝčĔ ĐċĜ
ĕĖčĚěĖĐĖĔìĒėĪĄ ēĖĒĉě ēĖĔĖě
ĊčĄČĉĆĊčĄėĉĕĜĖćĊIJĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐēĐĖĉĉĜčĒĪĄ Ĉ Ĕċ
ČĉĆęĐIJ

Vocabulary
SAD ěčČĖĒĉҔĄ
TOACCOMPANY Č¯ēČīĐĆIJą
CONFUSED ČĝčҔĒĖĚ
JUSTIE)VEJUSTFOUNDOUT ČĝĜĖ
SONOTTOBECONFUSEDWITHTHEIDENTICALLY ĊčĄ
WRITTENANDPRONOUNCEDTHIRDPERSON
SINGULARFORMOFTHEVERB ēìĊ
Unit 15: I used to read a lot 227

NEWS ¯
ĕijć=čćĕĖìĔ
TOINFORM ēćĐijĒĖĆēćĐĖĒ
DEPARTMENT ē¯
ĜĖćĐīČçij

Idioms and proverbs

TOLIVETHEGOODLIFELITERALLY ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐ
TOLIVELIKE'ODIN&RANCE
!LLSWELLTHATENDSWELL ČĉĆęĐIJĊčĄČĉĆĊčĄėĉĕĜĖćĊIJ

Language points
3 Dative constructions

)N$IALOGUE+HANESAID
ěčČĖĒĉĄĪĊIJĊčĄĜčĒ
4HIS MEANS @)M SO SAD BUT LITERALLY TRANSLATES AS @FOR ME ;IT= IS SO
SAD
)NTHISSENTENCETHEDATIVEPRONOUN ĜčĒISUSEDWITHREFERENCE
TOWHATWEWOULDTHINKOFASTHESUBJECTIE@) ANDTHEVERBISTHIRD
PERSONSINGULARRATHERTHANFIRSTPERSONSINGULAR
4HISISCALLEDA@DATIVECONSTRUCTIONBECAUSETHEPRONOUNORNOUN
REFERRINGTOWHATWEWOULDEXPECTTOBETHESUBJECTISINTHEDATIVE
INSTEADOFTHENOMINATIVE
4ECHNICALLY THE SUBJECT IN SUCH CONSTRUCTIONS IS ĕĖ )F THE DATIVE
PRONOUN OR NOUN STARTS THE SENTENCE THIS ĕĖ DISAPPEARS AS IN THE
ABOVEEXAMPLE(OWEVERITISALSOPOSSIBLETOSTARTTHESENTENCEWITH
ĕĖANDPUTTHEDATIVEPRONOUNORNOUNAFTERTHEVERBEG
ěčČĖĒĉĄĪĊIJĜčĒĊčĄĖė
$ATIVECONSTRUCTIONSARESTANDARDINSENTENCESCONTAININGANADJECTIVE
REFERRINGTOANEMOTIONORPHYSICALEXPERIENCEUSUALLYTEMPERATURE 
EG ČĐIJěz ĕīĈz ěčČĖĒĉĄz ČĉĆz ČďĖĐĝ
)FTHEDATIVEELEMENTISANOUNTHEDEFINITEARTICLEANDANYASSO
CIATEDADJECTIVES WILLBEINTHEDATIVEWITHOUTAPREPOSITIONEG
ĕīĈĊčĄćĔčěĒėĕĬđĜĒėĈ
4HESMALLCHILDISHOTLITERALLY;IT=SHOT;FOR=THESMALLCHILD 
228 Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

)FTHEDATIVEELEMENTISAPERSONSNAMEITTAKESTHEACCUSATIVEDATIVE
SUFFIX

ČďĖĐĝĊčĄĔėđČĝ
2OKHLSNOTWELLLITERALLY;IT=SBAD;FOR=2OKHL 

0AYSPECIALATTENTIONTOTHISCONSTRUCTIONBECAUSEITSQUITEDIFFERENT
FROM %NGLISH AND THEREFORE EASY TO FORGET +EEP IN MIND THAT IF YOU
DIRECTLY TRANSLATE AN %NGLISH SENTENCE LIKE @)M HOT INTO 9IDDISH THE
MEANINGISQUITEDIFFERENT ĕīĈēčąĎčĄMEANS@)MHOTTOTHETOUCH
NOT@)FEELHOT

4 Expressing desire with ĔđĴċ

)N9IDDISHTOSAYTHATSOMEONEWANTSTODOSOMETHINGYOUUSETHE

CONSTRUCTION SUBJECT + ēĐĖĉĉ + INFINITIVE EG ēĖĐĖćĔĖĒ ēĖĔĖīĐ Đčĉĉ ćĉć
4HISISTHESAMEAS%NGLISH$OVIDWANTSTOREAD-ENDELE 
(OWEVER TO SAY THAT SOMEONE WANTS someone else TO DO SOME
THINGTHE9IDDISHCONSTRUCTIONISDIFFERENTFROM%NGLISH,OOKATTHIS
EXAMPLE

ijćēąìĐąČĐijĊĜčĄĊIJĐčĉĉĎčĄ
)WANTYOUTOSTAYHERELITERALLY)WANTTHATYOUSHOULDSTAY
HERE 

4HECONSTRUCTIONISFORMEDLIKETHIS

INlNITIVE + ēĐijĊ + SUBJECT + ĊIJ + ēĐĖĉĉ + SUBJECT

IN OPTIONAL IN ←
PRESENT APPROPRIATE
TENSE TENSE

4HISCONSTRUCTIONISALSOUSEDWITHTHEVERBSēĜĖćijĸDEMANDREQUIRE
AND ēĕīĈWHICHCANMEAN@COMMANDORDERASWELLAS@BECALLED 
EG

ēĚĜçēĖĔĖīĐēĐijĊēČĔĖćĉČĕčć
ĊIJČĜĖćijĸĜĖĜĖĐĜĖć
4HETEACHERREQUIRESTHESTUDENTSTOREAD0ERETZ
Unit 15: I used to read a lot 229

Exercise 4
Use these prompts to make sentences with dative constructions.

Example ĕīĈĊčĄćĔčěđĖć ← ĕīĈ

ćĔčěĕijć@@@@@
ČĉĆĊčĄđčĄ ← ČĉĆ
ĜĖ@@@@@
ČĐIJě
ĎčĄ @@@@@@@@@@@@@@@

ČĉĆ
đčĜĶċčć @@@@@@@@@@@@@@@ 2
đĖĜIJĉĉĉĚ
ĜčĒ@@@@@@@@@@@@@@@ 
ěčČĖĒĉĄ
čĊ@@@@@@@@@@@@@@@ 
ČĉĆČĝčĔ
ĐċĜ@@@@@@@@@@@@@@@ 

Exercise 5 (Audio 2:33)

Use these prompts to make sentences expressing desire with ēĐijĊ.

Example ĐijĊĐċĜ
ĊIJĐčĉĉĈĔċ
 ← ēijćĔijĐēčĄēąìĐąĐċĜĈĔċ
ēijćĔijĐēčĄēąìĐą
ēĖĐĖćĔĖĒēĖĔĖīĐćĉćĐċĜ

ĜĉČIJĜĖČčĐĖĝčć™ ččēĜčćĉČĝĈĔċĐċĜ 2
ČIJĜijČěijćēīěēąìĜĝČĝčĔćĉćĐěĔIJčĜĖČĖĸĜĖć 
ĝčć™ ččēąijĈąčĐēČĔĖćĉČĕčćĖěĜĖĜĖĐčć 
ēĖĒĐčĸĖĝčć™ ččēĖĊĜčĄĎčĄ 
ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐđčĜĶċìĜćčćĜčĒ 

Supplementary text
(Audio 2:34)

ĝĊčijĝėčĎđėĞĎĈšĎĎĎĈ
ĖĒĝčć™ ččėĪĄĜĉČIJĜĖČčĐēĉĸĖčĚčćIJĜČĖČĐIJēIJĜĖīĊēIJĜIJĸĊčĄĕĖ
đĖćēĉĸēĜIJČĔĖĒijěĎĔëčćēčĄĝčć™ ččēĉĸēĜĉçĝēĖĔčĸĖĆēĪĝēĖě

ĜijčČĔĊĪČČčĒĎìĜěĔIJĜĸēčĄČąĖĐĖĆČijĈĜĖďĐĖĉĉčĝĜĶĜēČĒčĜIJą
ĊčĄČĕěĖČIJēčĄĝčć™ ččēĉĸĊìĉĉIJąĜĖČĜčČIJćĜĖČĝĜĖĜĖćĜĖąijěčĜĉĚ
IJĜĖīĊČĐěčĉĉČĔIJĎčĊČijĈĜĖČĐĖ¯ĐČčĒēčĄ  ēĉĸĜĉĊċĒIJēčĄ
ĖĜĖćĔIJēĝčĉĉĚēĖĉĉĖĆĐĐĉáČijĈĕijĉĉĝčć™ ččėĪĄĜĉČIJĜĖČčĐĖďìĜ

ĜĖćčĐđčĐĝĒĞĉčûĖĒĎĔëēĉĸēĖĆĔĉČĖąĜIJIJąēĉĄēĖĆĔĉĚĖĊĜĖąčĄ
230 Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

ĖČĒčĜIJąĕijćĐĝĒĐčĉĉĞĉčûĖĒĖĝ™ čĖçijĜīĄēĉĸĞĉĄċĕĉĔēĉĄĜĕĉĒ



ĜĉěĒēĝčĔĖčĐIJČčĄēIJėĪĄēĜijĉĉĖĆČĜčĊIJąĊčĄĕijĉĉĎĉą¯ijĉĉiją€
ēĜijĉĉĖĆČĜčěčĐąĉçĊčĄČĜĖćĔĉĈĜijčēČ ēčĄēČĕěĖČĖĝčĔčĚčćĖĒēĉĄ
čćĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖćēčĄěĜĖĉĉĖČĕČĒčĜIJąĖĒIJĕčćēĉĸĕĔīĄ
ĕijĉĉĎĔëđĖĔĉĸĖčĚIJČĖĜçĜĖČĔčĄēĉĄĆĔĉĜĖĐěĜĖćIJĈĔčĄĜĉ¯ĈĔčĄĚ€
ĜĖćēĉĸěĜĖĉĉěčČďčĉĉĜijĆĜĖćĔIJēIJĆijČēěčČĔìĈēĊčąČĜčćĉČĝČĜĖĉĉ

IJĐĒIJĈĐěčĐĆēĉĸēĜijĉĉĖĆēąčĜĝĖĆĊčĄĕijĉĉĎĉąIJĊčĄĈĸĉěë
ĜĖďĐĖĉĉēĉĸēĉĄēąĖĐĜčĄēĆĖĉĉēąčĜĝĖĆČijĈĕijĉĉĈĔĒĐIJĖĝčëąĈ¯ĐĖą
ČìĚĜĖěčĊijćĜĖćēčĄēć™ ččēĉĸĶĚĒđĖćēĆĖĉĉĎĕIJēĖĔĜĖĐēĖěĖĒ
ĐĐá¯ĎĜćąēć™ ččēąijĈĜĉČIJĜĖČčĐēĉĸĖčĚčćIJĜČĜĖďìĜĜĖćČijęijĜČ
ĖĔĜĖćijĒIJēĉĄĜĉČĐĉěĜĖďĪĈēĉĸĎIJĜçĝIJčĉĉĝčć™ ččēĉĸČďIJĜČĖĆČĝčĔ

ĜĖćČčĒČĖçĝĉĉčČIJĐĖĜĊčąČĐěčĉĉČĔIJČĝčĔĎčĊČijĈĜĉČIJĜĖČčĐ
ēĉĸēąìĜĝĕijćČīĜçĝĜIJĸĎčĊČijĈČĜĖćĔĉĈĜijčēČ ēčĄĈĐáûĈ
đìąĝčć™ ččēČčĒĖĆĕĪĄČijĈĖĒĜĖąijēć™ ččìąēĖĔIJĒijĜēĉĄĞĉčûĖĒ
ĖĜĖćĔIJĜĖćijĝČìćĝćĉě¯ēĉĝĐėĪĄēąčĜĝĖĆđĖćČijČĝĔIJēĉĄąīĈĔij
ēĖĒČijĈČĜĖćĔĉĈĜijčēČ ēČčĒēčĄĜĖąijēďIJĜçĝĖĝ™ čĖçijĜīĄ
čćčćáĎĪĄĝčć™ ččėĪĄēĖĔIJĒijĜēĉĄĞĉčûĖĒĎĕIJēąìĜĝēąĪĈĖĆĔij
ĕĖěĜĖĉĉčćĉĚČčĜČĉĚēąijĈēĐijĊĝčć™ ččĜijĔČćĖĜĖĆēąijĈĕijĉĉēĕIJĒ

čćēĉĸĜĖĔīĄĜĉČIJĜĖČčĐĖďìĜēĉĄĖĕĪĜĆIJēĜijĉĉĖĆČĐěčĉĉČĔIJĎčĆĊčĄ
ČĜĖĉĉĕijĉĉđčĜĸĕĜďĉĒĖĐĖćĔĖĒĊčĄĈĸĉěëĜĖćēĉĸĜĖąìĜĝĖČĕĖĜĆ
ČijĈĜĖĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖĔĜĖćijĒĜĖćēĉĸĖćīĊĜĖć€ēĸĉĜĖĆ
ĜĖćēĆĖĉĉČīěĸĜIJĝēĉĄĜijĒĉĈĎĕIJČčĒēĖĔIJĒijĜēĉĄĞĉčûĖĒēąčĜĝĖĆ
ČIJĈĖĆČijĈĜĖĖçijĜīĄ¯ċĜĊčĒēčĄČĸIJĝĐĖĊĖĆĜĖĝčć™ ččĜĖĐĖĔijčĚčćIJĜČ

ēąčĜĝĖĆēąijĈĕijĉĉēĚĜçĐčēĉĄēĖĒďčĐĖđĉĐĝėĪĄĈĖçĝĈĖěĜIJČĝIJ
ĈĸĉěëĜĖīĊēčĄēąĖĐēĝčć™ ččđĖćēĉĸēČěĖçĕIJĖĐIJČĖĒáēĆĖĉĉ
ĜĖćēĉĸĜĖěčĕIJĐě€ìĜćčćēĸĉĜĖĆēĜĖĉĉęĜçēĉĄđďčĐĖđĉĐĝĖĐĖćĔĖĒ
ĜĉČIJĜĖČčĐĜĖĝčć™ čč
ĜĖěčĊčĜIJēĖĉĉĖĆĊčĄČĜĖćĔĉĈĜijčēČ ēĉĸČĸĐĖĈĜĖČĝĜĖĜĖćēčĄ

ēĐIJĔĜĉĝĊĖĝčĜIJĜĖČčĐēĖĆĔĉČìĚĕĖĒIJĜćĖčĊĖijçĖĊijĜçēĉĸčĐąĸĪĄ
ĜĖćĔĖĐčćēčĄìĕēĉĄĖçijĜīĄ¯ċĜĊčĒēčĄìĕĝčć™ ččėĪĄēĖīĕĖēĉĄ
čćČĜĖČĝĖĚČijĈēąĜĉċĜĖćĜĖąijČĜčĜĆčĒčĄēąijĈēć™ ččĖďĐĖĉĉēčĄ
Ėĝ™ čĖçijĜīĄ¯ċĜĊčĒĶĉĜĕēčĄĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖćēĉĸĆĔĉĐěčĉĉČĔIJ
ēčĄČīěčČĖČĜĖīĊēĖĉĉĖĆĎčĝĒĒēąijĈĜĖąìĜĝĖĝčć™ ččĜĖćĔĖĐ

ēĉĸēĜijĉĉĖĆČĖĆĜĈĖĆēĖĔĖĊīĊēĉĸĎĕIJĜĖąijćĔIJąĜIJĸ¯ēČĖĉĉijĕ
ĐìĉĉĜĖĉĉĝēĖĉĉĖĆĎĪĄĶĚĒĜĖćĊčĄĐĄĜûčēčĄ ēčĄēĖĔčĐIJČĕ

ĖČĒčĜIJąĖďĖĐČĖĝČijďĝčć™ ččĉĚĖčČIJçčČĔIJĖěĜIJČĝIJēĖĉĉĖĆĊčĄĕĖ
đĈĜĶIJēīČĝĜčąĐĕijčĜĖĉĉĖěĚĉĕđĈĜĶIJĐĝĒĐčĉĉĜĖąìĜĝĖĝčć™ čč
ĜĖćĎijĔČĜijćČĖąĜIJĖĆēĉĄČąĖĐĖĆēąijĈĖĜĖćĔIJēĉĄĝČčĉĉijĔčçĜIJě
ĖĜĖćĔIJēĉĄĖěčĜĖĒIJĖçijĜīĄ¯ĶĜĖĒēčĄēČĔIJĜĆčĒčĄĖĝčć™ ččĈĒċĐĒ
Unit 15: I used to read a lot 231

ēĪĝēĖĔĖĊĖčĚIJĐčĒčĕIJąčĐĉĚĜĖąijēąìĜĝĉĚēĖĉĉĖĆĎčĝĒĒēąijĈĜĖćĔĖĐ
ēĖěĆijČĉĚČĔìĈĞĉĜĉćĖĜĖĆĔ™ čččćēĝčĉĉĚĕĜĖĔĖīĐĎĕēīěēĖĉĉĖĆČĝčĔ
ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄĜijĔĝčć™ ččėĪĄĜĖďčąĖìĔēĖĔčĸĖĆęĐIJĎijĔēĖĒ

ēĊìĜěĖĝčćčĕċčćēčĄČīěĔČĐĖĊIJěĜĖĉĉĖĝčĜIJĜĖČčĐĖìĔēĖĔĖĊ
ĶĉĜĕēĖĔIJĒijĜĖĝčć™ ččĖìĔĐĕčąĝçčĈIJČĜčěčĐąĉçĜĖąijēĜĖĉĉ
ĜĖćĔčěēĖĔčĸĖĆĎĪĄēĖěĖĒĕĖĒIJĜćĈċçĝĒēĉĄēĖĔIJĒijĜ¯ĉĉčČěĖČĖć
ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄìĕēĉĄĖĝčćčĕċčćēčĄìĕĝčć™ ččėĪĄĜĖďčą
ĜĖĝčć™ ččĜĖćēĉĸĈĸĉěë¯čĐąĜĖćēĉĸĐIJčĜĖČIJĒĐčĸĪĊIJijćĊčĄĕĖēĉĄ

ēďIJĜçĝĖĜĖćĔIJėĪĄČĚĖĊĖĆĜĖąčĄěčĔīĉĉĜĖīĊČĜĖĉĉĕijĉĉĜĉČIJĜĖČčĐ
ēěčČĸĖĝIJąĉĚĎčĊĕijĉĉČčĒēąijĈěčćĔĖČĝēĐĖĉĉĝčć™ ččēĉĸĕĜĖĔĖīĐĊIJ
Additional resources

Here are some more resources to help you as you continue studying
Yiddish. This list is intended to provide a good selection but is not
exhaustive.

Background reading about Yiddish

Harshav, Benjamin. 1990. The Meaning of Yiddish. Berkeley and Los
Angeles: University of California Press.
Katz, Dovid. 2004. Words on Fire: The Unfinished Story of Yiddish.
New York: Basic Books.
Weinreich, Max. 2008. History of the Yiddish Language. 2 volumes.
Edited by Paul Glasser; translated by Shlomo Noble with the
assistance of Joshua A. Fishman. New Haven, CT: Yale University
Press.

Dictionaries
Harkavy, Alexander. 1928. Yiddish–English–Hebrew Dictionary. Reprinted,
New Haven, CT, Yale University Press, 2006.
A good, comprehensive dictionary, although dated.
Niborski, Yitskhok. 1997. ėđćė𥥠đĖĈčĭćĘ°ĘĂĄĖ°ĎĄĘċ ĎĄij ĉĄĀėđćėđĄĄ
ĘĈÚĈĈĎĈÿ. Paris: Bibliothèque Medem.
Dedicated solely to words deriving from loshn-koydesh component,
with phonetic transcription, definition, and examples.
Niborski, Yitskhok and Bernard Vaisbrot. 2002. Dictionnaire Yiddish–
Français. Paris: Bibliothèque Medem.
Additional resources 233

The most up-to-date, comprehensive Yiddish dictionary. Yiddish–

French only.
Weinreich, Uriel. 1968. Modern English–Yiddish Yiddish–English
Dictionary. New York: Random House.
A good first dictionary for learners and the only one with an English–
Yiddish section.

Grammars
Jacobs, Neil. 2005. Yiddish: A Linguistic Introduction. Cambridge:
Cambridge University Press.
Katz, Dovid. 1987. Grammar of the Yiddish Language. London:
Duckworth.
Mark, Yudel. 1978. ĉĭėâĘ°ċċÜ ėđĘĈÚĈĈ ėđĂ ĎĄij ĖĈćĭčĭėā. New York:
Congress for Jewish Culture.

Online bookstores
http://www.bikher.org/
National Yiddish Book Center, with bookstore and over 10,000 free
downloadable Yiddish texts.

http://www.yiddishstore.com/
Yiddish books, CDs, and DVDs.

http://www.yiddishweb.com/
Bookstore of the Medem Biblyotek.

Online newspapers
http://www.yiddish.forward.com

http://www.algemeiner.com/generic.asp?cat=4
234 Additional resources

Online radio
http://www.yiddish.forward.com
Weekly 1-hour programme from New York.

http://www.sbs.com.au/yourlanguage/yiddish
Twice weekly 1-hour programme from Australia.

Summer courses
London (1 week; annual): http://www.jmi.org.uk/

New York (6 weeks; annual): http://yivo.as.nyu.edu/page/home

Paris (3 weeks; every 3 years): http://www.yiddishweb.com/

Tel Aviv (4 weeks; annual):

https://www.telavivuniv.org/SummerYiddish.aspx

Vilnius (4 weeks; annual):

http://www.judaicvilnius.com/en/main/summer/introduction

Textbooks with intermediate/advanced

material
Aptroot, Marion and Holger Nath. 2002. Einführung in die jiddische
Sprache und Kultur. Hamburg: Helmut Buske Verlag.
Estraikh, Gennady. 1996. Intensive Yiddish. Oxford: Oksforder Yidish
Press.
Goldberg, David. 1996. Yidish af Yidish. New Haven, CT: Yale University
Press.
Shaechter, Mordkhe. 2003. Yiddish II: An Intermediate and Advanced
Textbook. Fourth edition. New York: League for Yiddish.
Zucker, Sheva. 2002. Yiddish: An Introduction to the Language,
Literature and Culture, Volume II. New York: Workmen’s Circle.
Grammar summary

Nouns and pronouns

The indefinite article

The indefinite article is IJ before consonants and ēIJ before vowels.

Noun gender, number, and case

Yiddish has three genders (masculine, feminine, and neuter), two

numbers (singular and plural), and three cases (nominative [subject
case], accusative [direct object case], and dative [indirect object case] ).
Definite articles and adjectives change according to gender, number,
and case as follows:

Dative Accusative Nominative

ēIJĒĔČĉĆĒėĈ ēIJĒĝėČĉĆĝėĈ Masculine

ēIJĒĔČĉĆIJ ēIJĒĝėČĉĆIJ
ĪĜĸĝėČĉĆĝėĈ ĪĜĸėČĉĆĎĈ Feminine
ĪĜĸĝėČĉĆIJ ĪĜĸėČĉĆIJ
ĎĉąĔČĉĆĒėĈ ĎĉąėČĉĆĖĴĈ Neuter

ĎĉąČĉĆIJ
ĜĖďčąēĖĪĜĸĜĖĔĖĒėČĉĆ
ĎĈ Plural
236 Grammar summary

Pronouns

The pronouns decline as follows:

Dative Accusative Nominative

ĜčĒ ĎčĒ ĎčĄ 1st person singular

Ĝčć Ďčć ĉć 2nd person singular

đčĄ ĜĖ 3rd person masculine singular

ĜčĄ čĊ 3rd person feminine singular

đčĄ ĕĖ 3rd person neuter singular

ĊćĔĉĄ ĜčĒ 1st person plural

ĎìĄ ĜčĄ 2nd person plural

īĊ 3rd person plural

Plurals

Yiddish plurals can be formed by adding one of the following suffixes

to the noun:

1 ĕ¯
2 Ğĉ¯
3 đč¯
4 ĎĖ¯ (for diminutives)
5 Ď¯ (for iminutives)
6 ĕĖ¯
7 ĜĖ¯ (sometimes with vowel change in base)
8 ē¯
9 ēĖ¯.
The following possibilities exist as well:

1 no suffix; vowel change in base

2 no distinct plural form.
Grammar summary 237

Diminutive and iminutive

The diminutive is formed by adding Đ¯ to the noun. In addition, one

of the following vowel changes may occur:

Ė ← IJ
ij
ì ← Ī
ī ← Ī
č ← ĉ
Additionally, if the noun ends in ē,z ć is added before the diminutive suf-
fix. If the noun ends in a vowel plus Đ,z ď is added before the diminu-
tive suffix.
The iminutive is formed by adding ĖĐĖ¯ to the noun. The vowel
and consonant changes found in the diminutive apply to the iminutive
as well.

Adjectives
Adjective gender and case

See Noun gender, number, and case.

Use of adjectives

Adjectives do not decline when following a verb (usually ēìĊ) and not
directly preceding a noun.
Adjectives decline for gender, number, and case if they directly
precede their associated noun.

Exceptional adjectives

The masculine accusative/dative and neuter dative suffix of two types

of adjectives differ from the standard listed above:
238 Grammar summary

1 Adjectives whose base form ends in ē take the suffix đĖ¯.

2 Adjectives whose base form ends in đ or in a stressed vowel/
diphthong take the suffix ēĖ¯. (Note that the adjective ìĔ is
exceptional, taking the suffix đĖ¯ instead of ēĖ¯.)

■ Other exceptions
1 ĜĖĔĖč and ĜĖćĖč
The neuter nominative/accusative of these adjectives is ĕĔĖč and
ĕĖćĖč respectively.
2 ĜĖćĔIJ
When following ēIJ this declines only for number, not gender or case.
3 Adjectives ending in ĜĖ¯ based on place names do not decline at all.

Comparative adjectives

The comparative is formed by adding ĜĖ¯ to the adjective.

In addition, the following vowel changes may occur:

1 Ė ← IJ
ij
Ī
ī
2 č ← ĉ
This list contains the most common comparative adjectives with vowel
changes.

ĝėČĐė ČĐij
ĝėČĐėě ČĐijě
ĝėČĔĖėĔ ČĔĖĴĔ
ĝėĕėĜĆ ĕīĜĆ
ĝėďėĈ ĎīĈ
ĝėĔėĐě ← ēĬĐě
ĝėĔėĝ ēĬĝ
ĝėĆĔšĎč ĆĔĊč
ĝėĒĎĜĸ đĊĜĸ
ĝėĚĜĎě ęĜĊě
ĝėČĔĎĊĖĆ ČĔĊĊĖĆ
Grammar summary 239

These adjectives have irregular comparative forms:

ĝėĖėĆ ČĉĆ
←
ĝėćĝė ČďĖĐĝ

Superlative adjectives
The superlative is formed by replacing the comparative suffix ĜĖ¯ with
the superlative suffix Čĕ¯. Any vowel changes and other irregularities
found in the comparative remain.
The superlative is used in conjunction with the definite article and
appropriate gender and case suffixes.

Possessive adjectives
Possessive adjectives have two forms, singular and plural. They do
not decline for gender or case.

Plural Singular

ėĔìĒ 1st person singular ēìĒ 1st person singular

ėĔìć 2nd person singular ēìć 2nd person singular
ėĔìĊ ēìĊ
3rd person singular 3rd person singular
ėĜčĄ ĜčĄ

ėĜĖĊćĔĉĄ 1st person plural ĜĖĊćĔĉĄ 1st person plural

ėĜĖìĄ 2nd person plural ĜĖìĄ 2nd person plural
ėĜĖīĊ 3rd person plural ĜĖīĊ 3rd person plural

Adverbs
Adverbs are identical to the base form of adjectives.
Comparative adverbs are identical to the base form of comparative
adjectives.
Superlative adverbs consist of đĉĚ or ¯ĒIJ followed by the super-
lative adjective with masculine singular accusative suffix.
240 Grammar summary

Verbs
Infinitives

The infinitive of most verbs is formed with the suffix ē¯, e.g. ēąìĜĝ,z ēĚĔIJČ.
The suffix ēĖ¯ is used with verbs whose base ends in one of the
following letters or combinations of letters:

1 Ē, e.g. ēĖēĉě
2 Ĕ, e.g. ēĖĕĪĉĉ
3 ĆĔ, e.g. ēĖćĕčĊ
4 ěĔ, e.g. ēĖĜĕčĜČ
5 Đ preceded by a consonant, e.g. ēĖđĐīĒĝ
6 a stressed vowel or diphthong, e.g. ēĖíĜĝ.

Regular verbs in the present tense

The present tense of regular verbs is formed by removing the infinitive

suffix and adding the appropriate personal suffixes.
The present tense of verbs with the infinitive suffix ē¯ is formed
as follows:

Plural Singular

ĔąìĜĝĜčĒ 1st person plural ąìĜĝĎčĄ 1st person singular

čąìĜĝ ĜčĄ 2nd person plural čĖąìĜĝ ĉć 2nd person singular
ĔąìĜĝīĊ 3rd person plural ĕĖ=čĊ=ĜĖ 3rd person singular
čąìĜĝ

The present tense of verbs with the infinitive suffix ēĖ¯ is formed as
follows:

Plural Singular

ĔėĔĪĉĉĜčĒ 1st person plural ēĪĉĉĎčĄ 1st person singular

čĔĪĉĉ ĜčĄ 2nd person plural čĖĔĪĉĉ ĉć 2nd person singular
ĔėĔĪĉĉ īĊ 3rd person plural ĕĖ=čĊ=ĜĖ 3rd person singular
čĔĪĉĉ
Grammar summary 241

Additional points:

1 In questions, the second person singular pronoun ĉć merges with

the verb and the ć disappears, e.g. ĉćČĕąìĜĝ → zĉČĕąìĜĝ.
2 If the base of the verb ends in ĕ, the second person singular suffix
is Č¯ instead of Čĕ¯, e.g. ēĕĖ → zČĕĖĉć.
3 If the base of the verb ends in Č, the third person singular suffix
is not added, e.g. ēČĖąĜIJ → zČĖąĜIJĜĖ.

Modal verbs

Yiddish has seven modal verbs:

ēĸĜIJć
ēĐĖĉĉ
ēĐijĊ
ēĊĉĒ
ēĆĖĒ
ēĜijČČĝčĔ
ēĖĔĖě
Modal verbs differ from other verbs as follows:

1 The third person singular present tense form does not take a suffix.
2 If a modal verb is followed by an infinitive, the infinitive is not
introduced by ĉĚ.

Irregular verbs in the present tense

The following nine common verbs are irregular in the present tense.

1 The verb ēìĊ conjugates as follows:

Plural Singular

ēĖĔìĊ=ēĖĔĖĊ ĜčĒ 1st person plural ēčąĎčĄ 1st person singular

ČĔĖĊ=ČìĊĜčĄ 2nd person plural Čĕčąĉć 2nd person singular

ēĖĔìĊ=ēĖĔĖĊ īĊ 3rd person plural ĊčĄĕĖ=čĊ=ĜĖ 3rd person singular

242 Grammar summary

2 The first and third person plural suffix of the verbs ēīĆ,z ēīČĝ, and
ēīČĝĜIJĸ is ēĖ¯ instead of ē¯.
3 The base vowel of the verb ēijČ becomes ĉ and the first and third
person plural suffix is ēĖ¯.
4 The base vowel of the verb ēĕčĉĉ becomes ī.
5 The base vowel of the verb ēąĖĆ becomes č and the ą disappears
in the second and third person singular and second person
plural.
6 The base vowel of the modal verb ēĐĖĉĉ becomes č.
7 The verb ēąijĈ drops the ą in the second and third person singular
and the second person plural.

Negation

To make a sentence negative, put ČčĔ=ČĝčĔ directly after the conjugated

part of the verb.
If the object or predicate (the part of the sentence following the
verb ēìĊ) is indefinite, insert ēīě immediately before it, e.g. IJąijĈĎčĄ
ĖčĊčĉĉĖĐĖČ →z ĖčĊčĉĉĖĐĖČĔĬĜčĞĎĕąijĈĎčĄ.

Imperative

There are two imperative forms, singular and plural. The singular is
identical to the first person singular present tense form (except for
ēìĊ, whose imperative is ìĊ). The plural is formed by suffixing Č¯ to
the singular (except if the singular already ends in Č).
First person plural commands are formed with ĜčĒijĐ (‘let’s’) +
infinitive.

Past tense

The past tense is formed with the appropriate present tense form
of ēąijĈ or ēìĊ + past participle.
The past participle consists of the base of the verb with the
prefix ¯ĖĆ and the suffix Č¯ or ē¯. Sometimes there are vowel and/or
consonant changes to the base as well.
Grammar summary 243

This table illustrates the past tense of the verb ēĖĔĪĉĉ.

Plural Singular

čĔĪĉĉėćēąijĈĜčĒ 1st person čĔĪĉĉėćąijĈĎčĄ 1st person

plural singular
čĔĪĉĉėćČijĈĜčĄ 2nd person čĔĪĉĉėćČĕijĈĉć 2nd person
plural singular
čĔĪĉĉėćēąijĈīĊ 3rd person ČijĈĕĖ=čĊ=ĜĖ 3rd person
plural čĔĪĉĉėć singular

These verbs have ēìĊ as their past tense auxiliary verb*:

ēĜijĸ 12 ēąìĐą 1
ēĖčĐĸ 13 ēīĆ 2
ēĖĒĉě 14 ēĐĖĸĖĆ 3
ēďčĜě 15 ēĖĆĔĖĈ 4
ēČìĜ 16 ēĕěIJĉĉ 5
ēĖĒčĉĉĝ 17 ēĜĖĉĉ 6
ēąĜIJČĝ 18 ēìĊ 7
ēīČĝ 19 ēĚčĊ 8
ēĸijĐĝ 20 ēĸĪĐ 9
ēĖĆĔčĜçĝ 21 ēĆčĐ 10
ēĐIJĸ 11

Future tense
The future is formed with an auxiliary verb equivalent to ‘will’ (shown
below), followed by the infinitive.

Plural Singular

ĔĐĖĉĉĜčĒ 1st person plural ĐĖĉĉĎčĄ 1st person singular

čĖĉĉĜčĄ 2nd person plural čĖĖĉĉĉć 2nd person singular
ĔĐĖĉĉīĊ 3 person plural čĖĉĉĕĖ=čĊ=ĜĖ 3rd person singular
rd

* Another verb not studied in this course, ēĖĝĖĆ (to happen), also conjugates
with ēìĊ.
244 Grammar summary

Past habitual (ćėđĹ)

Past habitual actions can be expressed with the form ĆĖĐĸ + infinitive.
ĆĖĐĸ conjugates as follows:

Plural Singular

ĔĆĖĐĸĜčĒ 1st person plural ĆĖĐĸĎčĄ 1st person singular

čĆĖĐĸĜčĄ 2nd person plural čĖĆĖĐĸĉć 2nd person singular
ĔĆĖĐĸīĊ 3rd person plural ĕĖ=čĊ=ĜĖ 3rd person singular

čĆĖĐĸ

Unstressed prefixed verbs

Verbs with one of the prefixes listed below differ from other verbs as
their past participles do not take the ¯ĖĆ prefix, only the Č¯ or ē¯ suffix.
¯ČĔIJ 1
¯IJą 2
¯ĖĆ 3
¯ĜĖć 4
¯ĜIJĸ 5
¯ĖĚ 6

Verbs ending in ĔĝĎ°

Similarly, the past participles of verbs ending in ēĜč¯ do not take the
¯ĖĆ prefix; furthermore, they always take the Č¯ suffix.
Grammar summary 245

Verbs with ďĎċ

The reflexive pronoun ĎčĊ is placed directly after the conjugated part
of the verb. If the verb is negative, ČčĔ=ČĝčĔ goes after ĎčĊ:

present tense
ČčĔ=ČĝčĔďĎċēĜĖĐĎčĄ
past tense ČĔĜĖĐĖĆ
ČčĔ=ČĝčĔďĎċąijĈĎčĄ
future tense ēĖĔĜĖĐ
ČčĔ=ČĝčĔďĎċĐĖĉĉĎčĄ
imperative 
ČčĔ=ČĝčĔďĎċēĜĖĐ
ĆĖĐĸ ēĖĔĜĖĐ
ČčĔ=ČĝčĔďĎċĆĖĐĸĎčĄ
ČĐijĉĉ ČĔĜĖĐĖĆ
ČčĔ=ČĝčĔďĎċČĐijĉĉĎčĄ

Converbs (stressed prefixed verbs)

Converbs conjugate as follows:

infinitive ēąīĈĉĚĕĴēąīĈĕĴ
present tense ĔĴąīĈĎčĄ
past tense ēąĪĈĖĆĕĴąijĈĎčĄ
future tense ēąīĈĕĴĐĖĉĉĎčĄ
imperative ĔĴąīĈ
ĆĖĐĸ ēąīĈĕĴĆĖĐĸĎčĄ
ČĐijĉĉ ēąĪĈĖĆĕĴČĐijĉĉĎčĄ
These are the most common converb prefixes:

Category 1 (transparent meaning)

¯ĔìĜIJ ¯ďĜĉć
IJ
¯ČčĒ ¯ěĖĉĉIJ
¯ĎijĔ ¯ĔĆĖěČĔIJ
¯ìąĜIJĸ ¯ĜĖćčĔIJ
¯ĕĪĜijĸ ¯çijĜIJ
¯ĜĖćĔIJĔĉĸ ¯ĕĪĜIJ
ēĖĒIJĊĉĚ ¯ĸĪĜIJ
¯ĸĪĔĉĚ ¯ĒĉĜIJ
¯ěčĜĉĚ ¯ĜĖČĔĉĜIJ
¯ĜĖąčĜIJ
246 Grammar summary

Category 2 (less transparent meaning)

¯Ĕij ¯ĕĪĄ
¯çij ¯ĸĪĄ
¯ìą ¯ĒĉĄ
¯Ĝijĸ ¯ĜĖČĔĉĄ
¯ĉĚ ¯ĜĖąčĄ
¯ĔìĄ

Periphrastic verbs

Periphrastic verbs consist of an unchanging part and a conjugating

part, usually ēąijĈ,z ēìĊ, or ēĜĖĉĉ but occasionally other verbs, e.g.
ēďIJĒ,z ēĖĒĖĔ. They conjugate as follows:
infinitive ēìĊđčáĕĒ
present tense đčáĕĒēčąĎčĄ
past tense ēĖĉĉĖĆđčáĕĒąijĈĎčĄ
future tense ēìĊđčáĕĒĐĖĉĉĎčĄ
imperative đčáĕĒìĊ
ĆĖĐĸ ēìĊđčáĕĒĆĖĐĸĎčĄ
ČĐijĉĉ ēĖĉĉĖĆđčáĕĒČĐijĉĉĎčĄ
Note:
Periphrastic verbs with ēìĊ have ēąijĈ as their past tense auxiliary verb.

The passive

The passive is formed with the auxiliary verb ēĜĖĉĉ in the appropriate
tense in conjunction with the passive participle of the relevant verb,
as follows:

present tense ēąčĜĝĖĆČĜĖĉĉĕĖ

past tense ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĕĖ
future tense ēĜĖĉĉēąčĜĝĖĆČĖĉĉĕĖ
ĆĖĐĸ ēĜĖĉĉēąčĜĝĖĆ
ČĆĖĐĸĕĖ
ČĐijĉĉ ēĜijĉĉĖĆēąčĜĝĖĆČĐijĉĉĕĖ
The agent (person/thing who causes the passive action to happen)
is introduced by ēĉĸ (by).
Grammar summary 247

Ċě before infinitives
ĉĚ is not used following:
1 modal verbs
2 the verbs ēĸĐĖĈ,z ēąìĐą,z ēěčćĔĖ,z ēĉĉôĜç,z ēČĖą,z ēĖĔĜĖĐ, and ĎčĊēĖĔĜĖĐ
3 verbs of motion.

Conversely, ĉĚ must be used following the construction ĕĖ +z ēìĊ +

adjective, and is typically used after ēąijĈąčĐ and ēąijĈČĔìĸ.
In other contexts ĉĚ is optional.

Sentence structure
Fulfillable conditions

Fulfillable conditions are formed as follows:

condition clause
object + future tense + subject + ąĪĄ
(if relevant) verb ←

+ outcome clause
object + infinitive + subject + future auxiliary
(if relevant) verb
←

Example đĐčĸIJēĖĊĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ

Unfulfilled conditions

Unfulfilled conditions use a special auxiliary verb, ČĐijĉĉ(would), which

conjugates as follows:

Plural Singular

ĔČĐijĉĉĜčĒ 1st person plural ČĐijĉĉĎčĄ 1st person singular

ČĐijĉĉĜčĄ 2nd person plural čĖČĐijĉĉĉć 2nd person singular
ĔČĐijĉĉīĊ 3rd person plural ĕĖ=čĊ=ĜĖ 3rd person singular
ČĐijĉĉ
248 Grammar summary

Unfulfilled conditions are formed as follows:

condition clause
objects (if + past + ČĐijĉĉ + subject + ĊIJ=ēĖĉĉ=ąĪĄ
appropriate) participle ←

+ outcome clause
objects (if + past + subject + ČĐijĉĉ
appropriate) participle ←

Example ēIJçIJčēīěēĜijĸĖĆĎčĄČĐijĉĉČĐĖĆČIJĈĖĆČĐijĉĉĎ襹ĪĄ

Inversions

Standard Yiddish word order is subject + verb + object. However, the

subject and verb switch places in these circumstances:

1 in sentences beginning with an adverb, prepositional phrase, or

direct object
2 in a main clause following a dependent clause or quote
3 optionally, to convey the meaning ‘so’ or stylistically in stories.

Expressing desire with ĔđĴċ

The following construction is used to indicate that someone wants

someone else to do something:
infinitive + ēĐijĊ + subject 2 + ĊIJ + ēĐĖĉĉ + subject 1
in (optional) (in ←
present appropriate
tense tense)

Example ĎĉąĕijćēĖĔĖīĐČĕĐijĊĉć
ĊIJĐčĉĉĎčĄ
Key to exercises

The Yiddish alphabet and pronunciation

Exercise 1
1 nyu-york (New York) 2 kompyuter (computer) 3 shokolad (chocolate)
4 london (London) 5 beygl (bagel) 6 england (England) 7 telefon (tele-
phone) 8 student (student) 9 oystralye (Australia) 10 amerike (America)
11 radyo (radio) 12 muzik (music) 13 televizye (television) 14 hong
kong (Hong Kong) 15 kanade (Canada) 16 matematik (mathematics)
17 eroplan (aeroplane) 18 afrike (Africa) 19 eyrope (Europe) 20 melburn
(Melbourne)

Exercise 2
1 zhurnalist ( journalist) 2 dzhongl (jungle) 3 tshek (cheque) 4 prestizh
( prestige) 5 tshelo (cello) 6 dzhentlmen (gentleman) 7 los andzheles
( Los Angeles) 8 zhaket (jacket) 9 tshernobl (Chernobyl) 10 inzhenir
(engineer)

Exercise 3
1 shabes (Sabbath) 2 loshn-koydesh (Hebrew/Aramaic component of
Yiddish) 3 ester (Esther) 4 rosheshone (Rosh HaShana/Jewish New
Year) 5 yisroel (Israel) 6 khanike (Hanukka) 7 yomkiper (Yom Kippur/
Day of Atonement) 8 miryem (Miriam) 9 toyre (Torah) 10 mazltov
(congratulations)
250 Key to exercises

Unit 1

Exercise 1
ĉČĕďIJĒĕijĉĉ 5  ĉČĕīĈčĉĉ 3 đďčĐĖđĉĐĝ 1

Exercise 2
ēĖĔìĊ=ēĖĔĖĊ 7 ČĔĖĊ=ČìĊ6 Čĕčą 5 ēĖĔìĊ=ēĖĔĖĊ 4 ēĖĔìĊ=ēĖĔĖĊ 3 ĊčĄ 2 ēčą 1

Exercise 3
ĎĪĄ ĊčĄ ćĉć 3 ĖěČĔĖćĉČĕ IJ ĊčĄ ĈĔċ ēīĔ 2 ĖěČĔĖćĉČĕ IJ ĊčĄ ĐċĜ ijč 1
ēĖĔĖĊćĉćēĉĄĐċĜēīĔ 6 ĐĪĸĊčĄĐċĜijč 5 ĆĉĐěĊčĄćĉćijč4 ČĔĖćĉČĕIJ
ĕIJĐěēąĐĖĊđĖćēčĄ

Exercise 4
IJ5 ēIJ4 IJ3 ēIJ2 IJ 1

Exercise 5
ēąijĈ 6 ČijĈ 5 ČijĈ 4 ČĕijĈ 3 ąijĈ 2 ēąijĈ 1

Exercise 6
ĜĖĉĉ7 ĕijĉĉĜIJĸ6 ĜĖĉĉ 5 ĕijĉĉ4 čĉĉ 3 ĕijĉĉĜIJĸ 2 ĜĖĉĉ1

Unit 2

Exercise 1
ČąìĜĝ 7 ČĕĖ 6 ēČĖąĜIJ 5 ČěĔčĜČ 4 ČćĖĜ 3 đĉě 2 ēĖĔĪĉĉ 1

Exercise 2
 ĜĖĕIJĉĉĐċĜČěĔčĜČ 3  ĖćIJĔIJěēčĄĉČĕĔĪĉĉ2  ĝčĕĉĜēĉĄĝčĐĆĔĖīĊēćĖĜ 1
ćĉć ČĔĖīĐ 6  ĝčć™ čč ĜčĄ ČąìĜĝ 5  ĕIJĐě ĝčć™ čč ēĉĸ ćĉć ēĉĄ ĈĔċ ēĖĒĉě 4
ĝčĔIJçĝ
Key to exercises 251

Exercise 3
ČćĖĜēďIJĜçĝđĹĎĊĊ 3 čĊČěĔčĜČĖĴĊĊ 2 ćčĒĖěČĔĖćĉČĕčćĊčĄĖĴĊĊĝijĹ 1
ĕijćĊčĄĖĴĊĊ 6 ĕijćĊčĄĝėĊĊ 5 ĐċĜČĒĉěĔėĕijĊĊĔĊĹ 4 ćĉć

Exercise 4
ĜĖć 3 ćčĒ ĜĖīĊ čĎĕ=čĞĎĕ ĊčĄ ĐċĜ 2 ĖčĚěĖĐ čć čĎĕ=čĞĎĕ īČĝĜIJĸ ĎčĄ 1
ĜčĄ5 ēĚčĉĉčćčĎĕ=čĞĎĕČĕĐīĚĜĖćĉć4 ĕIJĐěēìĒēčĄčĎĕ=čĞĎĕČĚčĊēIJĒ
ĕĖĆĜIJĸĎčĄ7ĜĖĉĉĝčĎĕ=čĞĎĕēČĖąĜIJĜčĒ 6ĖčĐIJĜČĕĪĄēĉĸčĎĕ=čĞĎĕČĒĉě
ēĖĒijĔēìĊčĎĕ=čĞĎĕ

Exercise 5
ĖČĉĆĎĕIJijćēĖĔìĊ=ēĖĔĖĊĕĖ 2 ĕIJĐěĕĐċĜēčĄēĐĪçēĉĸĪĜĸIJijćĊčĄĕĖ 1
ĕĖ 4 ĕIJĐě ĕĐċĜ ēčĄ ĜijčČěIJ ēIJ ijć ĊčĄ ĕĖ 3 ĕIJĐě ĕĐċĜ ēčĄ ēČĔĖćĉČĕ
ēĝČĔĖĒĖČĒčĜIJąĎĕIJijćēĖĔìĊ=ēĖĔĖĊĕĖ 5ĕIJĐěĕĐċĜēčĄēčĜĖĆĔčĊIJijćĊčĄ
ĕIJĐěĕĐċĜēčĄēĐčĜąČčĒēIJĒIJijćĊčĄĕĖ 6 ĕIJĐěĕĐċĜēčĄ

Exercise 6
čćĜĖćĕijćčćĕijćčćčćĜĖćčćčćĜĖćĜĖćčć

Unit 3

Exercise 1
ēīĔ 3 ĜĖČIJĖČ ąčĐ ąijĈ ĎčĄ ijč 2 ĕĖĒĝČĖĜě ąčĐ ČĝčĔ ČijĈ ĈĔċ ēččĔ 1
ēĚĔIJČĉĚąčĐČĝčĔČijĈĈĔċēīĔ4 ČĖąĜIJĒīĈąčĐČĝčĔēąijĈēČĔĖćĉČĕčć
ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐąijĈĎčĄijč5

Exercise 2
ĕīĉĉ 8 ēĖĖĊ 7 ĉČĕĉČ 6 ēĖīČĝĜIJĸ 5 ēĖīĆ 4 ČĕčĆ 3 ēĖīĆ 2 Čĕīĉĉ 1

Exercise 4
ėĜĖĉĉĝ 7 ĝėìĔ 6 ėĔīĐě5 ėĔīĝ4 ėČĔIJĕĖĜĖČĔčĄ3 ėČĉĆ2 ĝėĆĉĐě 1
252 Key to exercises

Exercise 5
ĖĜĖĝČĖĉĉĖěIJĒĝĖĆIJČĕĖĖěČĔĖćĉČĕĖćčĒčć 2 ēīĝĊčĄijĔčěĜĖìĔĜĖć 1
ČīČĝĜIJĸ ēčĜĖĆĔčĊ ĖČĒčĜIJą čć 4 ĜĖĉĉĝ ēĖĔìĊ=ēĖĔĖĊ ēďIJĜçĝ ĖìĔ ĖĐIJ 3
ČĆĔčĊ ĐćīĒ ĖĆĉĐě ĕijć 6 ĜĖČĜĖĉĉ ĖĜĖĉĉĝ ČijĈ Ďĉą ĖČĉĆ ĕijć 5 ĝčć™ čč
ĜĖćčĐĖĔīĝ

Unit 4

Exercise 1
čć 3 ĜĖćĐčą ĖĔīĝ ēīě ČĝčĔ ČijĈ ĐċĜ 2 ĐçĖ ēīě ČčĔ=ČĝčĔ ĕĖ ĎčĄ 1
ĖčĊčĉĉĖĐĖČĖìĔčćąčĐČčĔ=ČĝčĔēąijĈĜčĒ4ČĔĖĉĉčćėĪĄČčĔ=ČĝčĔēĖĔĖĊĜĖćĐčą
ēīě ČčĔ=ČĝčĔ ČijĈ ćĉć 6 ĈĜčć ēīě ēčĄ ČčĔ=ČĝčĔ ēĖĔĪĉĉ ēČĔĖćĉČĕ čć 5
ČčĔ=ČĝčĔēĖĔĖĊēČĔĖćĉČĕčć 8 ĎĉąĜĖČĜĖĉĉēīěČčĔ=ČĝčĔČĕijĈĉć 7 ČĐĖĆĎĕ
ČìĚēīěČčĔ=ČĝčĔČijĈĈĔċ 9 ćčĒ

Exercise 2
ĖĐĖĒīą ĐĒīą ĖĐĖćĐčą ĐćĐčą ¯ ĐĜĖČĚĔĖĸ ĖĐĖçĒĖĐ ¯ ĖĐĈĜčć ¯
ĖĐĖĝčČĐĝčČĖĐĖČĖąĐČĖą¯ĐĜĖĒčĚĸijĐĝ

Exercise 5
=ēĖĔĖĊ ĎĖĐçĒĖĐ čć 3 ēijćĔijĐ ēčĄ ēĖĔĪĉĉ ĕĖěĜĖĜĖĐ čć 2 ĜĖďčą ČijĈ ĈĔċ 1
ĆĖČčć 6 ĜĖćĐčąĖĔīĝČijĈĐċĜ 5 ĕĖěĸijĕēąijĈēĜĖĒčĚčć 4 ēīĝēĖĔìĊ
ČĝčĔēĖĔìĊ=ēĖĔĖĊĞĉĜčćĖĔīĐěčć 8 đčĜĶċČčĒČćĖĜĐċĜ 7 ĆĔIJĐēĖĔìĊ=ēĖĔĖĊ
đĖĉĉěIJą

Unit 5

Exercise 1
ĖĔìĒ 9 ĜčĄ 8 ēìĒ 7 ĜĖīĊ 6 ĜĖìĄ 5 ĖĔìĊ 4 ĖĜĖĊćĔĉĄ 3 ēìĊ 2 ĖĔìć 1
ēìć10

Exercise 2
ĊčĄĜĖČĕĖĉĉĝčć 2 ČĐIJĜIJčěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄĕěĖĊĊčĄĜĖćĉĜąĜĖć 1
ĜĖČĖĸ ĜĖć 4 ČĐIJ Ĝijč ėĐĖĉĉĚ ĊčĄ ĖěĔčĊĉě čć 3 ČĐIJ Ĝijč ěčĕìĜć ēĉĄ ėĔčĸ
Ėąijąčć 6 ČĐIJĜijčēąčĊĊčĄěčĔĖĒčĐçĜĖć 5 ČĐIJĜijčěčĚĖąčĊēĉĄìĜćĊčĄ
Key to exercises 253

čć 8 ČĐIJĜijčěčĚĔìĔēĉĄēīĄĊčĄĖćīĊĜĖć 7 ČĐIJĜijčěčĚďIJēĉĄČďIJĊčĄ

ČĐIJĜijčěčĚĸĉĸēčĄēìĔĊčĄĖĒIJĒ

Exercise 3

Exercise 4
ĕijćĜĖć 6 đĖćčć 5 ĜĖćĜĖć4 čćĕijć 3 ĕijćčć 2 đĖćĜĖć 1

Exercise 5
čćđĖćčćđĖìĔēīĝđĖĔīĐěēīĐěčćĖĜĖĆĔ™ ččēĜĖĆĔ™ ččđĖćēĜĖČĐĖđĖć
ĖĜĖćĔIJ

Exercise 6
=ěčĚĔIJĉĉĚ ēĉĄ ėĔčĸ 4 ēìĔ ąĐIJĈ 3 ēąčĊ ĎijĔ ĐČĜĖĸ IJ 2 ĜĖĆīĊ IJ ėĐĖĉĉĚ 1
ĕĔīĄ ĎijĔ ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ 6 īĉĉĚ ĜIJĸ=ĉĚ ėĔčĸ 5 ėĐĖ ĜIJĸ=ĉĚ ěčĚĔijĉĉĚ
ĕěĖĊĜIJĸ=ĉĚēĖĚ 8 ìĜćĜIJĸ=ĉĚēĖĚ7

Exercise 7
ČĖąĜIJĒīĈČąìĜĝĐċĜ2 
čĜĸĜĖćēčĄĜĖĆīĊIJČďIJĖĉĉIJěČěĔčĜČĐċĜ 1
ēčĄēìĔĜIJĸ=ĉĚĐČĜĖĸIJěĖČijčĐąčąēčĄČīĆĐċĜ 3 
čĜĸĜĖćēčĄēìĔąĐIJĈ
đīĈIJČīĆĐċĜ 5 
ĆijČčĒĎijĔĕĔīĄąĐIJĈĕĖĒĖĜIJĉĉČĕĖĐċĜ4 
čĜĸĜĖć
ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ĖĜĖĝČĖĉĉ ČĕĖ ĐċĜ 6 
ČĔĉĉij ēčĄ ēąčĊ ĜIJĸ=ĉĚ ĐČĜĖĸ IJ
ĜIJĸ=ĉĚěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄėĔčĸijĔčěēčĄČīĆĐċĜ 7 
ČĔĉĉijēčĄēąčĊĎijĔ

ČďIJĔìąēĖĚĎijĔēĖĚijĔčěēĉĸěčĜĉĚČĒĉěĐċĜ8 
ČĔĉĉijēčĄēìĔ
254 Key to exercises

Unit 6

Exercise 1
čć8 ĜĖć7 ĜĖć6 đĖć5 ĜĖć4 đĖć 3 ĜĖć 2 đĖć 1

Exercise 2
ĖČĐĊìĜěĖĆ čć 5 đĖĔīĝ đĖć 4 ĜĖćĔijĐą ĜĖć 3 ĜĖìĔ ĜĖć 2 ĜĖěĔčĐ ĜĖć 1
ĜĖČďĖĜĜĖć9 ĜĖĒĖĉĉěIJąĜĖć8 ĖČĪĜčć7 ĜĖĕĪĜĆĜĖć6

Exercise 3
ČčĒČďIJĜČ
ēĖĒ3 ēĆĪĄčćČčĒČĔĖīĐ
ēĖĒ2 ĐĪĒđĖćČčĒČćĖĜ
ēĖĒ 1

ēĖĒ 6 ĕčĸ čć ČčĒ ČĸĪĐ 
ēĖĒ 5 ēĜĖĪĄ čć ČčĒ ČĜĖĈ 
ēĖĒ 4 çijě đĖć
ĊijĔĜĖćČčĒČěĖĒĝ
ēĖĒ7 ēīĚčćČčĒČìě

Exercise 4
đĖĔĉĸ← đĖćēĉĸ 4 đìą← đĖćìą 3 ēČčĒ← đĖćČčĒ 2 đĉĚ← đĖćĉĚ 1
đĖĔčĄ← đĖćēčĄ 7 ĜĖćČčĒ 6 ēĸĪĄ← đĖćėĪĄ 5

Exercise 5
ČīĆĜëĕĄ 2 .ĜĖćĐčąĕĐċĜēčĄēĖĒčĜĒēĉĄēĸĕĉčēĖĒīċēĜëĕĄČĖĊĈĔċ 1
ēĉĄēĸĕĉčēĖĒīċēĜëĕĄČčĒĖĜĖĝČĖĉĉČĕĖĐċĜ 3 ēĖĒīċČčĒēąijĈĈĔĉĞċ
īĉĉĚČijĈĐċĜ5 ČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉIJěčćĔĖČĝČijĈėĕĉč 4 ēĖĒčĜĒ
ēĈĔċēĉĄēĖĐċĜČčĒČćĖĜćĉć 6 ĕčĸĖěĔčĐ

Exercise 6
čć 6 ēĖąiją ĜĖć 5 ēćīĊ đĖć 4 ēĖĒĉĒ ĜĖć 3 ēčąĜ đĖć 2 ēČIJČ đĖć 1
ĖĒIJĒ

Exercise 7
ĕĜĉċąđĖćĊčĄĕijć3 ĐĜĖĆĔčĸĕĜëĕĄĊčĄĕijć2 ĐČĔIJĒĕćĉćĊčĄĕijć 1
ĕĐċĜ 6ĜĖČěijćIJĊčĄĖČIJČĕĈĔċ 5ĜĖćĐčąĕĖěĜĖĜĖĐĜĖćēĖĔĖĊīĊ 4ĜĶċ
ĊčĄ ĕijć 8 ĜĖČĉčçĒijě ĕĖěČĕčĐIJĔĜĉĝĊ ĜĖć ĊčĄ ĕijć 7 ēīĐě ĉĚ ĊčĄ ĈĜčć
ĎĉąĜĖČĜĖĉĉĕČĔĖćĉČĕđĖć
Key to exercises 255

Unit 7

Exercise 1
ĜčĒijĐ 8 ēĖīĐ 7 ČĒĉě 6 ēĖĊĜčĒijĐ 5 ąčĆ 4 ēīĆĜčĒijĐ 3 đĖĔ 2 ČĐīĚĜĖć 1
ēďIJĒ

Exercise 2
īĊĎčĒĎìĄĊćĔĉĄĎčćĜčćĜčĄ

Exercise 3
ĉČĕĔĖěČĕĐijĊČĕĆĖĒČĝčĔČĕĜijČĊĉĒĐčĉĉČĕĔĖěČĕĊĉĒĐčĉĉēĖě

Exercise 4
ēĊĪĈ ēĖĒčĜ IJ ēĕIJç ČčĒ ćĒĖĈ IJ ĐČĔIJĒ IJ ēĐčĜą ĖěĐĒĜIJč IJ ČĆijĜČ ćĉć
ĎčĝēĉĄēěijĊ
ēĉĄ ĐąĜIJ ĖĆĔIJĐ ČčĒ ĖěĊĉĐą IJ ēĕIJç ČčĒ ĐěčĐIJĝ IJ ĐČčĈ IJ ČĆijĜČ ĐċĜ
ĐĉĉčČĝēĉĄēěijĊēĕIJçČčĒĖĚčĔćĉçĕĖĆĔIJĐIJçĖĔěĖĕĪĜĆ

Exercise 5
←
ēĐIJćĔIJĕ8 ĕĖěĝČĔĖĈ6 ēěijĊ5 ĐěčĐIJĝ 3 ĐąĜIJ 1
↓
çĖĔě 7 ĐČčĈ 6 ĖČijçIJě 4 Ďčĝ 3 ēĐčĜą 2

Unit 8

Exercise 1

ēąijĈ ĎčĄ ēĉĄ ćĉć ēĖĐċĜ ìą ĖĜĖĝČĖĉĉ ēĕĖĆĖĆ ēąijĈ ĎčĄ ēĉĄ ĜëĕĄ ćĉć
ēĖĆĔĖĜąČĸĜIJćĖĆČĝčĔČijĈĜčĄČĆijĊĖĆČijĈĐċĜēďĉěIJČďIJĜąĖĆ=ČĆĔĖĜąĖĆ
ČĝčĔ ČijĈ čĊ ĜĖąij Ďčě ēčĄ ēĖĐċĜ ēĸĐĖĈ ČĉĉôĜçĖĆ ēąijĈ ĜčĒ ēĕĖ ēīě
ąijĈ ĎčĄ çĉĊ IJ ČďijěĖĆ ēĉĄ ČIJĐIJĕ IJ ČďIJĒĖĆ ČijĈ čĊ ėĐčĈ ēīě ČĐijĉĉĖĆ
ĐċĜ ēĉĄ ēĕĖ ČěčćĔĖĖĆ ēąijĈ ĜčĒ ĜĖĉĉĝ ĉĚ ČĖąĜIJĖĆ ČĕijĈ ĉć ČĆijĊĖĆ
ĜčĒ ēìĉĉ ēĖěĔĉĜČĖĆ ĎĪĄ ēąijĈ ćĉć ēĉĄ ĐċĜ īČ ĖĕīĈ ēąĖĆĖĆ ĊćĔĉĄ ČijĈ
ČĖçĝĊčąČćĖĜĖĆēąijĈ
256 Key to exercises

Exercise 2
ĐċĜ3 ēĖĐċĜēĸĐĖĈČĐijĉĉĖĆČijĈĜëĕĄ2 çĉĊčćČďijěĖĆēĪĝČijĈĐċĜ 1
ēĕĖĆĖĆČijĈĐċĜ4 ČěčćĔĖĖĆČĖĒáēĪĝČijĈčĊĐìĉĉėĐčĈČĐijĉĉĖĆČĝčĔČijĈ
ēĕĖĆĜIJĸČijĈĐċĜēīĔ5 ěĜijč¯ĉčĔēčĄČĔĪĉĉĖĆČijĈčĊēĖĉĉēĖĔIJĜijČĕĖĜēčĄ
ēĉĉĪĄđĖćēćĔčĚĔij

Exercise 4
ĜĖć 3 ČąìĜĝ ĝČĔĖĒ ĜĖČīĉĉĚ ĜĖć 2 Ďĉą IJ ČĔĖīĐ ĝČĔĖĒ ĜĖČĝĜĖ ĜĖć 1
ĝČĔĖĒĜĖČĸĉĸĜĖć5ČĸijĐĝĝČĔĖĒĜĖČĜĖĸĜĖć4ēďĉěČĕĖĝČĔĖĒĜĖČčĜć

ĜĖČĖąčĊ ĜĖć 7 ĖčĊčĉĉĖĐĖČ ČĖĊ ĝČĔĖĒ ĜĖČĕěĖĊ ĜĖć 6 ĖĉĉIJě ČěĔčĜČ
ēĸĪĄČćĖĜĝČĔĖĒĜĖČĔìĔĜĖć 9 ČĸĪĐĝČĔĖĒĜĖČďIJĜĖć 8 ČĚĔIJČĝČĔĖĒ

ijčćIJĜČĜĖĈĝČĔĖĒĜĖČĔĖĚĜĖć 10 ēijĸĖĐĖČ

Exercise 5
ĖČĕěčĚĸĉĸĖČĝĜĖĖČĜĖĸĖČĝĜĖĜĖČīĉĉĚĖČčĜć

Unit 9

Exercise 1
=ČìĊ 5 ēĆĖĐĖĆ ĊčĄ 4 ēĖĒôĉĉĝĖĆ ēĖĔìĊ=ēĖĔĖĊ 3 ēĖĉĉĖĆ ēčą 2 ēĖĒĉěĖĆ ĊčĄ 1
ēĕĖĊĖĆ Čĕčą 8 ēĖĆĔIJĆĖĆ ēĖĔìĊ=ēĖĔĖĊ 7 ēĜijĸĖĆ ēĖĔìĊ=ēĖĔĖĊ 6 ēĆĪĐĸĖĆ ČĔĖĊ
ēĸijĐĝĖĆēčą10 ēĜijĉĉĖĆēĖĔìĊ=ēĖĔĖĊ9

Exercise 2
ēčĄēčĄĉĚėĪĄēčĄēīě

Exercise 3
ēĜijĸ4 ēīĆ3 ēīĆ2 ēĜijĸ 1

Exercise 4
ijČĪĄ6 ĐěčĚijČijĒ 5 ēIJą¯ČĔĉĜĆĜĖČĔĉĄ 4 ĜĖĉĉijĜ3 ėčĝ 2
Key to exercises 257

Exercise 6
ČĝčĔēĖĔìĊ=ēĖĔĖĊĕĖ 2 ĕĜĉě¯ĜĖĒĉĊđìąĕĜĖĜĖĐĖČĉĆēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 1
ēČIJĜĖĸĖĜĖČĔIJĕĖĜĖČĔčĄēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 3 ĕĖěčĔćĉĔēīěēĖĉĉĖĆ

ēĖĉĉĖĆČĝčĔĊčĄĕĖ 5 čĜĸĜĖćēčĄĕĖčĚěĖĐĐčĸĉĚēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 4
ČĖąĜIJĒīĈĖĜĖĉĉĝĎĕIJēĖĉĉĖĆĊčĄĕĖ 6 ČìĚĖìĜĸēīě

Exercise 8
ěčĚĖąčĊ ēĉĄ īĉĉĚ ēĚĖąčĊ 3 ěčĚďĖĊ ēĚĖąčĊ 2 ěčĚĖąčĊ ēĉĄ īĉĉĚ ėĐĖĉĉĚ 1
ėĔčĸēĚĔìĔ8 ēĚĸĉĸēĚĔìĔ7 ČďIJēĚĔìĔ 6 ěčĚďIJēĉĄēīĄēĚďIJ5 ēĖĚēĚďIJ4
ěčĕìĜćēĉĄīĉĉĚČĔĊĪČīĉĉĚ10 ēĚĜĖĸČĔĊĪČīĉĉĚ 9 ěčĚĜĖĸēĉĄ

Unit 10

Exercise 1
ĐĖĉĉĐĖĉĉēĐĖĉĉēĐĖĉĉēĐĖĉĉČĖĉĉĐĖĉĉČĕĖĉĉĉČĕĖĉĉČĖĉĉ

Exercise 3
ēĖĔĖĊ ĕĖ ēĆĖĜ IJ ČīĆ ĕĖ 2 ČĔìĝ ēĉĊ čć ĐĒčĈ ēčĄ ĕĔěĐijĉĉ ijć ēĖĔĖĊ ĕĖ 1
ijć ēĖĔĖĊ ĕĖ īĔĝ IJ ČīĆ ĕĖ 3 ČĔčĉĉ IJ ČĊijĐą ĕĖ ĐĒčĈ ēčĄ ĕĔěĐijĉĉ ijć
ĕĔěĐijĉĉ ēīě ijČĝčĔ ēĖĔĖĊ ĕĖ ČĔìĝ ēĉĊ čć 4 ĐĒčĈ ēčĄ ĕĔěĐijĉĉ Ďĕ IJ
IJČīĆĕĖĐĒčĈēčĄĕĔěĐijĉĉĖĚĜIJĉĉĝijćēĖĔĖĊĕĖČĚčĐąĕĖ 5 ĐĒčĈēčĄ 
ēĆĖĜ

Exercise 4
ĕĖ 4 ĊćĐIJĈĜĖćīĉĉĜčĒČĉČĕĖ 3 đĖĜĉČĝIJČĒĉěĕĖ 2 īĔĝIJČīĆĕĖ 1
ČĔčĉĉIJČĊijĐąĕĖ 5 ēĉĊčćČĔìĝ

Exercise 5
ēČďĖĔ3ĐċĜČĆijĊĜĖČĔčĉĉČĔìĸąijĈĎ血2ĎĕIJĎčĄėijĐĝČìĚĜĖČĔčĉĉ 1
ěčćĔĖČĝ ĈĔċ ĊčĄ ēĕĪĜć ēčĄ ČĐIJě ĊčĄ ĕĖ ēĖĉĉ 4 ĪĐą ēĖĉĉĖĆ ĐĒčĈ ĜĖć ĊčĄ
ēĖě ēćĉć 6 ĖĔćijĒ ĜĖīĊ ĜĖČĖĉĉ ĜĖć ĊčĄ ēČìĚ ĖĔĜĖćijĒ čć ēčĄ 5 ěčĜĖĆĔĉĈ
ēĖĐċĜČĝčĔĎčĄ
258 Key to exercises

Unit 11

Exercise 1
ĜĖĆĜĖ 7 ĜĖĆĔ™ čč 6 ĜĖćčĒ 5 ĜĖĕĖą 4 ĜĖĜĖĉĉĝ 3 ĜĖĕĖĜĆ 2 ĜĖČĔIJĕĖĜĖČĔčĄ 1
ĜĖĔĖĐě8

Exercise 2
ĖĜĖĚĜčě ĖĜĖĆĔĖĐ ĖĜĖĔĖĝ ĜĖĜĖĆčĐě ĜĖĜĖĉĉĝ ĜĖĜĖĆĜĖ ĜĖĜĖĆĔ™ čč ĖĜĖĕĖą
ĖĜĖČĔIJĕĖĜĖČĔčĄĖĜĖČďìĐ

Exercise 4
đĖć 6 ĜĖČĕĆĔ™ čč 5 ĖČĕĖą čć 4 ĖČĕĜĖĉĉĝ čć 3 ĖČĕĆĔĖĐ čć 2 ĖČĕĆĜĖ čć 1
ĜĖČĕĔĖĐěĜĖć8 ĖČĕČďìĐčć7 ēČĕĖĜĆ

Exercise 5
ĊĪĈĕćĉć2 .ēĖĈĖĝĖČĕĚĜčěčćČĖąĜIJĈĔċēĖĈĖĝĖČĕĆĔĖĐčćČĖąĜIJćĉć 1
ĜĖČĕČĐĖĜĖćĊčĄĖćīĊĕćĉć 3ĖČĕĔĖĐěčćĊčĄĈĜčćĕĐċĜĖČĕĖĜĆĕijćĊčĄ
ĜĖČĕĆĔ™ ččĜĖćĊčĄěčĔĖĒčĐçĕćĉć

Exercise 6
ĆijČIJĈĖĝėĐĖĉĉĚēČĖąĜIJĊěČĉĆČĝčĔĊčĄĕĖ 1
ĉĚ cannot be used in these sentences: 6–2

Unit 12

Exercise 1
ČĕijĈ 5ČĜčěčĐçIJČijĈ 4ČĐĖČĝIJąČijĈ 3ČĜčĚIJçĝēąijĈ 2 ČĐīĚĜĖćČijĈ 1
ČĸĪěĜIJĸēąijĈ8 ČěĔĖćĖĆąijĈ7 ēďijĜąĖĚČijĈ6 ēĕĖĆĜIJĸ

Exercise 2
ĖìĔčćēčĄēīĆēĐčĉĉĜčĒ 2 ČijČĝēčĄĎĖĐČěIJçĒijěčćČĸĪěĖĆąijĈĎčĄ 1
5 ijĜĉčą ēčĄ ěĉě IJ ČčĆ ĜĖĒĖĜě ĜĖć 4 ěĖČijčĐąčą ēčĄ ČĚčĊ ĈĔċ 3 ēĖĒijĜě
ēĕĖ Đčĉĉ ćĉć 7  ĖĸIJě ēčĄ ēĖĆĔIJĆĖĆ ĉČĕčą 6 ČĖČčĕĜĖĉĉčĔĉĄ ēčĄ ČīĆ ĐċĜ
ēIJĜijČĕĖĜIJēčĄĖĜĖĝČĖĉĉ
 Key to exercises 259

Exercise 3
ēčĄ ĝčć™ čč ČĔĜĖĐĖĆ ĎčĊ ąijĈ ĎčĄ 2 ČĜĖĚĔijě ēĸĪĄ ČĐìĄĖĆ ĎčĊ ēąijĈ ĜčĒ 1
ēąijĈđčĜĶċčć4 ĐČěIJçĒijě ìĔ IJ ČĸĪěĖĆ ĎčĊ ČijĈ ćĉć 3 ČĖČčĕĜĖĉĉčĔĉĄ

ąčĐ ČijĈ ĈĔċ ĕijĉĉĜIJĸ ČĆĖĜĸĖĆ ĎčĊ ČĕijĈ ĉć 5 ČĜĖĚĔijě đìą ēĸijĜČĖĆ ĎčĊ
ēìĊ ēćĉć ēąĖĆěčĜĉĚ ĊĉĒ čĊ ĊIJ ČĔijĒĜĖć ĎčĊ ČijĈ ĐċĜ 6 ěčĊĉĒ ĖČĐIJ ĜijĔ
ĐČěIJçĒijě

Exercise 4
ēĸĪě ĎčĊ ČĖĉĉ 3 ēĖĔĜĖĐ ĎčĊ ĐĖĉĉ 2 ēĐìĄ ĎčĊ ēĐĖĉĉ 1
ēĖĔijĒĜĖćĎčĊČĖĉĉ6ēĆĖĜĸĎčĊČĕĖĉĉ5ēĸĖĜČĎčĊēĐĖĉĉ4

Exercise 5
ēąčĊČĕijěĐćčĸĜĖć 2 ĜIJĐijćěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚČĕijěĐČěIJçĒijěĕijć 1
ČĜĖćĔĉĈČĕijěĜĖĉĉijĜĜĖć4 ČĔĉĸēĚĸĉĸČĕijěĖĚčĔćĉçĕčć3 ĐěĝČĜĖćĔĉĈ
ĜĖČĉčçĒijě ĜĖć 6 ijĜīĄ ěčĕìĜć Čĕijě ĎĉąĜĖČĜĖĉĉ ĕijć 5 ijĜīĄ ěčĚĜĖĸ
ĜIJĐijćěčĚĸĉĸČĜĖćĔĉĈĕěĖĊČĕijě

Unit 13

Exercise 1
ČĝčĔ ČĖĉĉ ĐċĜ ąĪĄ 2 đĐčĸ IJ ēĖĊ ĜčĒ ēĐĖĉĉ ěĝċ ēąijĈ ēĐĖĉĉ ĜčĒ ąĪĄ 1
ČĕĖĉĉĉćąĪĄ3 ĖěčĜĖĒIJēīěēĜijĸčĊČĖĉĉēijćĔijĐēčĄČĖąĜIJēīěēĖĔčĸĖĆ
ĈĄĒ ēčĄ ēĜijĸ ĐĖĉĉ ĎčĄ ąĪĄ 4 ēĖĊ ĎĪĄ ĕĖ ĎčĄ ĐĖĉĉ đĐčĸ đĖć ēąijĈ ąčĐ
ĜĖćČĖĉĉČĔĖćĉČĕIJēĜĖĉĉČĖĉĉćĉćąĪĄ5ĝčć™ ččĎĕIJēćĖĜĎčĄĐĖĉĉđčĜĖĝ
ĈĔċČĖĉĉēijćĔijĐēčĄēąìĐąČĖĉĉĐċĜąĪĄ6 ēćčĜĸĉĚĒĉĄēìĊĐěĔIJčĜĖČĖĸ
8 ČĉĆ ĜĖīĊ ēĜĖĉĉ ĝčć™ čč ēìć ČĖĉĉ Ďĕ IJ ēćĖĜ ČĕĖĉĉ ĉć ąĪĄ 7 ĎĖĐěčĐĆ ēìĊ
ČIJĜijČěijćđĖćēěčćĔĖćĐIJąčĊČĖĉĉĜĖĉĉĝēČĖąĜIJČĖĉĉĐċĜąĪĄ

Exercise 2
ēīĆ 2 ĜĖĆīĊ IJ ėĐĖĉĉĚ Ċčą ēĸijĐĝ 1 čĊ ČĖĉĉ ČìĚ ēąijĈ ČĖĉĉ ĐċĜ ąĪĄ
ēīĆ 5 ĈûĖĒ Ėĝčć™ čč IJ ēĖĔĖīĐ 4 ēĈĔċ ČčĒ ēĸĖĜČ ĎčĊ 3 ĖčĚěĖĐ IJ ėĪĄ
ęĖĔĜĖČĔčĄĜĖćėĪĄijčćIJĜēĝčć™ ččēĜĖĈ7 đĐčĸIJēĖĊ6 .đijĜěĜĖďčąēčĄ

Exercise 4
ČīĆ 6 ėĪĄ ēĜĖĈ 5 ĕĪĜIJ ČĒĖĔ 4 ēij ēąīĈ 3 ēìĜIJ īĆ 2 ĕĪĜIJ ČĒĉě 1
ĕĪĄČĕąìĐě8 ĉĚēČīĜĆ7 ìąĜIJĸ
260 Key to exercises

Exercise 5
ĎĕIJēĖĒĉĔĖĆĕĪĜIJēąijĈēĉĄěĖČijčĐąčąēčĄēĖĆĔIJĆĖĆĔìĜIJēĖĔĖĊĎčĄēĉĄćĉć
ēąijĈĕĖĕĖčçĎĕIJēĖĔĖīĐĉĚēąĪĈĖĆĔijēąijĈĜčĒĕĖĕĖčçĖĝčć™ ččČčĒĜĖďčą
Đìĉĉ ĖĕĖčç ēīě ēąčĐěĖĆĕĪĄ ČĝčĔ ēąijĈ ĜčĒ ĜĖąij ČĔIJĕĖĜĖČĔčĄ ēĖĊĖĆĕĪĄ
ČĜĖĈĆĖĸĪĄ ąijĈ ēĉĄ ēĜijĉĉĖĆ Ċīą ēčą ĎčĄ ēĕčĐĝIJą ĉĚ ĜĖĉĉĝ ēĖĉĉĖĆ ĊčĄ ĕĖ
ēĸijĐĝĖĆĔìĄĊčĄēĉĄēĜijĉĉĖĆćčĒĊčĄćĉćēĖĔĖīĐ

Exercise 6
ēĖĊĕĪĄēĐĖĉĉēąīĈĔijēĐĖĉĉēĖĒĖĔĕĪĜIJēĐĖĉĉēīĆĔìĜIJēĐĖĉĉ
ČĖĉĉēĜĖĈĸĪĄĐĖĉĉēĜĖĉĉĊīąĐĖĉĉēìĊČĖĉĉēąìĐěĕĪĄČĝčĔēĐĖĉĉ
ēĸijĐĝĔìĄČĖĉĉēĜĖĉĉćčĒ

Exercise 7
ēĜĖćĔIJ 7 ĖĜĖćĔIJ6 ĖĜĖćĔIJ5 ĖĜĖćĔIJ4 ĜĖćĔIJ3 ĜĖĜĖćĔIJ2 ĜĖćĔIJ 1

Unit 14

Exercise 1
ęĖĔĜĖČĔčĄĜĖćėĪĄĜĖďčąČĸĪěĖĆĎčĄČĐijĉĉČĐĖĆČIJĈĖĆČĐijĉĉĎ襹ĪĄ 1
ĉĉčĜąĚčĐą ČijČĝĔIJ ĉĉčĜą ēąčĜĝĖĆ čĊ ČĐijĉĉ ČìĚ ČIJĈĖĆ ČĐijĉĉ ĈĔċ ąĪĄ 2
ēĜčĔijĸĖĐĖČ ČĔĖěĖĆ ČĚčĄ ĜčĒ ēČĐijĉĉ ĖěĐĖĚ IJ ČIJĈĖĆ ēČĐijĉĉ ĜčĒ ąĪĄ 3
ēĖĔĖīĐ ČĔĖěĖĆ ĎčĄ ČĐijĉĉ ēďīĚČĜijĉĉ ēìĒ ēĕĖĆĜIJĸ ČĝčĔ ČĐijĉĉ ĎčĄ ąĪĄ 4
ĉČĕČĐijĉĉ ĉĉčĜąĚčĐą ĖĔìĒ ēĖĒĉěIJą ČĕČĐijĉĉ ĉć ąĪĄ 5 ĉĉčĜąĚčĐą ĖĔìĒ
ČĝčĔĜĖČĐijĉĉijĜĉčąIJēčĄČĖąĜIJĖĆČĐijĉĉćĉćąĪĄ6 đĉěĎčĄēĖĉĉČĕôĉĉĖĆ
ęĖĔĜĖČĔčĄĜĖćėĪĄČĕĖĉĒĝĖĆČĝčĔēČĐijĉĉĐċĜēĉĄćĉćąĪĄ7ēćčĜĸĉĚēĖĉĉĖĆ
ČěIJČĔijěēčĄēąčĐąĖĆČĝčĔīĊēČĐijĉĉ

Exercise 3
ĕijĉĉ 6 ĖďĐĖĉĉėĪĄ 5 ēĖĒĖĉĉČčĒ 4 ĕĔĖĒĖĉĉ 3 ĕijĉĉ 2 ēďĐĖĉĉėĪĄ 1

Exercise 5
ēĉĄ ĕĖěĐĖĚ ĊIJ ěčćĖĔČĝ ĆijĊ ĎčĄ Đìĉĉ ĜčĒ ēĉĸ čĐijēėć ĜċĊČ čĴĉ ĐċĜ

ęĖĔĜĖČĔčĄčć€čćĴċėćčĴĉčĊČĐĖĉĉčćčĐijēėćėĎđijĜĔĆĴĉĕĜĖČĉčçĒijě
ďĎĞēēĆĴĉĎčĄĜčĄČčĒĔėĊĊėćĒĎâĖēČĝčĔĆĴĉĎčĄĜĖąijĜIJąĜĖćĔôĉĉĊčĄ
ēĉĄĉĉčĜąĚčĐąēĆĔIJĐIJĔĆĎĝĞėćĎčĄĆĴĉĐijĒČĸijēĖěĔIJćĖĆĖĔìĒČčĒĔėĊĊėć
Key to exercises 261

čijĉėćĉčĝČĎčĄĆĴĉĐijĒĕĖćĖčĔĝĴĊĊėćĒđėĕđĖĚĉĐçċĎąĉĉčĜąĚčĐąĜĖć
ĜčçIJçēĉĄĜĖćĖĸIJČčĒĉĉčĜąIJēąčĜĝĖĆČĝčĔąijĈĎčĄĕijĉĉ

Exercise 6
đĐĖĔČĝčĔēĐĖĉĉ 4 ēąijĈąčĐČĖĉĉ 3 ēąijĈĈČĜċČĕĖĉĉ 2 ēąijĈĈĔĉĞċēĐĖĉĉ 1
ēąijĈČĔìĸČĕĖĉĉ 5 ēĜĖĉĉ

Unit 15

Exercise 1
ČĆĖĐĸ 6 ĉČĕĆĖĐĸ 5 ēĆĖĐĸ 4
ČĆĖĐĸ 3
ČĆĖĐĸ 2 ĆĖĐĸ 1

Exercise 2
ćĔčěIJēĖĉĉĖĆĊčĄĜĖēĖĉĉĜĖďčąēĖĔĖīĐ
ČĆĖĐĸćĉć 1

Exercise 3
đĉĐĝēĉĸēĜijĉĉĖĆēąčĜĝĖĆēĖĔìĊ=ēĖĔĖĊĜĖěčďĐčĒđĖćĈčĶČēĆĖĉĉĞĉčûĖĒĎĕIJ
čć ēĖĆĔĉČìĚ Ėĝčć™ čč ēčĄ ēĜijĉĉĖĆ ČĜčěčĐąĉç ēĖĔìĊ=ēĖĔĖĊ ĞĉčûĖĒ čć ēĖĒďčĐĖ
ēĉĄ ĖĕĖčç Ėĝčć™ čč IJ ēĝČĔĖĒ Ďĕ IJ ēĉĸ ēĜijĉĉĖĆ ČĔĖīĐĖĆ ēĖĔìĊ=ēĖĔĖĊ ĞĉčûĖĒ
IJ ĊčĄ 1964 ēčĄ ēĈčĶČ ēĆĖĉĉ ēĜijĉĉĖĆ ČďIJĒĖĆ ēĖĔìĊ=ēĖĔĖĊ đĐčĸ IJ ĜĖČĖçĝ
ēĸĪĄ ĜĖĐćčĸ€ ēĸĉĜĖĆ ČĜĖĉĉ ĖĕĖčç čć ĝčĐĆĔĖ ėĪĄ ēĜijĉĉĖĆ ČďIJĒĖĆ ĖĕĖčç
ČĜĖĉĉČĔìĈĞĉčûĖĒĕĒďčĐĖđĉĐĝėĪĄēĜijĉĉĖĆČĜčĊIJąĊčĄĖĕĖčçčćĎIJć
čć ēĉĄ ęĖĔĜĖČĔčĄ ĜĖć ėĪĄ ēĉĄ ēĖĒijĜě ēčĄ ČĸĪěĜIJĸ đĐčĸ ĜĖĝčć™ čč ĜĖć
ĝčć™ ččėĪĄĐijĒĎĕIJĎijĔēĜĖĉĉČĐĖČĝĖĆĜijĸĜĖďčĊČĖĉĉĖĕĖčç

Exercise 4
ĊčĄ ĜčĄ 4 đĖĜIJĉĉ ĉĚ ĊčĄ ĊćĔĉĄ 3 ČĉĆ ĊčĄ đčĜĶċ čć 2 ČĐIJě ĊčĄ ĜčĒ 1
ČĉĆČĝčĔĊčĄēĖĐċĜ 5 ěčČĖĒĉĄ

Exercise 5
ēĜčćĉČĝ ĐijĊ ĈĔċ 
ĊIJ Đčĉĉ ĐċĜ 2 ēĖĐĖćĔĖĒ ēĖĔĖīĐ ĐijĊ ćĉć 
ĊIJ Đčĉĉ ĐċĜ 1
ēīě ēąìĜĝ ČĝčĔ ĐijĊ ćĉć 
ĊIJ Đčĉĉ ĐěĔIJč ĜĖČĖĸ ĜĖć 3 ĜĉČIJĜĖČčĐ Ėĝčć™ čč
ĎčĄ5 ĝčć™ ččēąijĈąčĐēĐijĊēČĔĖćĉČĕčć
ĊIJĐčĉĉĖěĜĖĜĖĐčć4 ČIJĜijČěijć
ēĐijĊ đčĜĶċ ìĜć čć 
ĊIJ ēĐčĉĉ ĜčĒ 6 ēĖĒĐčĸ Ėĝčć™ čč ēĖĊ ČĐijĊ ĜčĄ 
ĊIJ Đčĉĉ
ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐ
Yiddish–English glossary

oh; oh dear; ĪĄ ą
oh no a /an ēIJ=IJ
oh no! īĉĉĪĄ as long as čҔąIJ
if ąĪĄ but; however ĜĖąij
eye 
ĐĆīĄē¯
ĕijćĆĪĄ July/August <ĉĉij>Ķij
(diminutive) Abraham <đijĜĉĉIJ>đĈĜĶIJ
August
ĜĖćČĕĉĆĪĄ legend; non- 

čć<ĖćijĆIJ>ĈćĆIJ
oven; 
ĜĖćēĉĉĪĄ legal sections Ğĉ¯
cooker/stove ĐĉĉīĄĕ¯ of classical
(diminutive) rabbinic texts,
car ĕ¯
ĜĖćijČĪĄ e.g. Talmud
bus ē¯
ĜĖćĕĉąijČĪҔĄ and midrash
also ĎĪĄ to adapt Č¯ēĜčČçIJćIJ
exhausted ČĖĝČĉĒĖĆĕĪҔĄ lawyer ē¯
ĜĖćČIJҔěijĉĉćIJ
outstanding ČĔďīĚĖĆĕĪҔĄ or ĜĖćij
to look (like); ēĖĊĖĆĕĪҔĄ ēĖĊĕĪĄ February/March <ĜĖćij>Ĝćij
to seem March/April (leap <ĕīąĜĖćij>ąĜćij
Australia
čćĖčĐIJĜČĕĪĄ years only)
to avoid ēćìĒĕĪҔĄ
 (to) home đīҔĈIJ
ēČčĒĖĆĕĪҔĄ to go home ēīĆĒīĈIJ

amazing; ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ ēĖĆĔIJĆĖĆĒīҔĈIJ
extraordinary
ēìĊ +
to choose ēąìĐěĕĪҔĄ (to) there ēčҔĈIJ
ēąčĐěĖĆĕĪҔĄ to travel there ēĜijĸĔčҔĈIJ
ear ē¯
ĕijć=ĜĖćĜĖĪĄ ēĜijĸĖĆĔčҔĈIJ
on; about; to ėĪĄ
ēìĊ +
(an event); in (to) here ĜĖҔĈIJ
(a language); of course <ĖćIJĉĉIJ>čĄćĉĉIJ
for (length of evening ē¯
ĜĖćČĔĉĉij
time) to go away ēīĆěĖĉĉIJ

blossoming ēĖ¯
ĜĖćčĐąĸĪĄ ēĖĆĔIJĆĖĆěĖҔĉĉIJ
annoyed; upset ČĆĖĜĖĆĸĪҔĄ
ēìĊ +
Yiddish–English glossary 263

Italy
čćĖčĐIJČčĄ to stop ēĜĖĈĸĪҔĄ
Italian
ĕijćĝčĔĖčĐIJČčĄ ČĜĖĈĖĆĸĪҔĄ
(adjective); to wake up ĎčĊĎčĊēçIJďĸĪҔĄ 
Italian ČçIJďĖĆĸĪҔĄ
language to get up; to ēīČĝĸĪĄ

egg ĜĖ¯
ĕijćīĄ stand up ēĖĔIJČĝĖĆĸĪҔĄ
eternal ěčąīĄ
ēìĊ +
gentle ĐćīĄ impossible ĎĖĐĆĖĒĒĉĄ
son-in-law ĕĖ¯=ĕ¯
ĜĖćđĖćīĄ everywhere đĉҔČĖĒĉĄ
ice ¯
ĕijćĊìĄ sad ěčČĖĒĉҔĄ
fridge; coolbox/ ĕ¯
ĜĖćēČĕIJěĊìҔĄ displeased ēćčĜĸĉĚĒĉĄ
cooler and ēĉĄ
you (accusative/ ĎìĄ us ĊćĔĉĄ
dative plural) our Ė¯ĜĖĊćĔĉĄ
to hurry Č¯ĖĆĎčĊĎčĊēĐìĄ under ĜĖČĔĉĄ
one (before ēīĄ underground/ ēIJą¯ČĔĉĜĆĜĖČĔĉҔĄ 
noun) tube/subway ēĖ¯
čć
one (noun)
ĜĖĔīĄ ĜĖČĔĉĄ= ēĜĖČĔĉĄ

grandchild ĎĖ¯
ĕijćĐěčĔīҔĄ đĖć
one (in ĕĔīĄ treasure 

ĜĖć<ĜĖĚĪĄ>ĜĚĉĄ
counting) <ĕĖĜĚĪĄ>Ğĉ¯
idea ē¯
ĜĖćĐIJĸĔìĄ Ukrainian
ĕijćĝčĔ™ čIJĜěĉĄ
to fall asleep ēĸijĐĝĔìҔĄ  (adjective);
ēĸijĐĝĖĆĔìҔĄ Ukrainian

ēìĊ + language
your (plural) Ė¯ĜĖìĄ the Ukraine
čćĖĔ™ čIJĜěĉĄ
the day before ēČďĖĔĜĖīҔĄ ancient ČĐIJĜĉĄ
yesterday that; when; if ĊIJ
April/May
ĜĖć<ĜĖ™ čĄ>ĜīĄ such a IJҔĊIJ
euro ĕ¯
ĜĖćijĜīĄ so ĪҔĊIJ
Europe
čćĖçijĜīĄ as . . . as čĉĉĪҔĊIJ
European ĝ™ čĖçijĜīĄ besides <ęĉҔďIJ>ęĉċIJ
I ĎčĄ over ĜĖąčĄ
him đčĄ adaptation; 
čćĆĔĉČĖąĜIJĜĖąčҔĄ 
immigrant ē¯
ĜĖćČĔIJҔĜĆčĒčĄ revision ēĖ¯
immigrate Č¯ēĜčĜĆčĒčĄ đĖćĜĖąčĄ= ēĜĖąčҔĄ
in; to ēčĄ the day after ēĆĜijĒĜĖąčҔĄ
OK ĆĔĉĔĖćĜijҔ ēčĄ tomorrow
in . . . time đĉҔĜIJēčĄ translation ēĖ¯
čćĆĔĉĚĖĊĜĖąčҔĄ
in truth 
ēĞĒĄĜĖćēčĄ to translate ēĚĖĊĜĖąčҔĄ

<ēĕĖĒĖҔ> ČĚĖĊĖĆĜĖąčҔĄ
in the morning čĜĸĜĖćēčĄ so ĊčĄ
264 Yiddish–English glossary

true; real <ĕĖĒĖ>ĞĒĄ outside ēĕĪĜćēčĄ

(adjective) engineer ē¯
ĜĖćĜčҔĔĖĝĊĔčĄ
without ēij Internet ē¯
čćęĖĔĜĖČĔčҔĄ
other ĜĖćĔIJ interesting ČĔIJҔĕĖĜĖČĔčĄ
different ĝĜĖćĔIJ interpretation 
ĖčĚIJČĖĜçĜĖČĔčĄ
beginning ē¯
ĜĖćąīĈĔij ē¯
čć
to start ēąĪĈĖĆĔijҔ ēąīĈĔijҔ instrument ČĔĖҔĒ
 ĉĜČĕĔčĄ
beginner ĕ¯
ĜĖć ĜĖąīĈĔijҔ ē¯
ĜĖć
to put on ēijČĖĆĔijҔ ēijČĔij đĖćēčĄ= đĖĔčĄ
(clothes) information 
ĖčĚIJĒĜijĸĔčĄ
development ēĖ¯
čćĆĔĉĐěčĉĉČĔIJ ĕ¯
čć
to develop Č¯ēĖĐěčĉĉČĔIJ infection 

čćĖčěĚĖĸĔčĄ
antibiotic ē¯
ĜĖćěčČijčąčČĔIJ ĕ¯
dislike ĕ¯
čćĖčČIJçčČĔIJ now ČĚčĄ
to escape; to 
ēĸijĐČĔIJēĸĪĐČĔIJ you (plural); ĜčĄ
run away
ēìĊ + her (dative
to accept ēĖĒĉĔĖĆĔijҔ ēĖĒĖĔĔijҔ pronoun)
đĖćēij= đĖĔij her (possessive Ė¯ĜčĄ
to arrive ēĖĒĉěĖĆĔijҔ ēĖĒĉěĔijҔ adjective)

ēìĊ + eight; eighth ČďIJ
to phone ēĖĆĔčĐěĔijҔ eighty ěčĚďIJ
ēĖĆĔĉĐěĖĆĔijҔ eightieth ČĕěčĚďIJ
instead of ČijҔČĝĔIJ eighteen ēĚďIJ
forbidden <ĜĖĕij>Ĝĉĕij eighteenth ČĔĚďIJ
assimilation ĕ¯
čćĖčĚIJĐčĒčĕIJ general ēīĒĖĆĐIJҔ
autumn ĕ¯
ĜĖćēĖčĕij August /
ĜĖć<ĐĖĐĖ>ĐĉĐĄ
many <ĎIJĕ>ĎĕIJ September
aspect ē¯
ĜĖćČěĖҔçĕIJ old 
ĜĖČĐĖČĐIJ
sink ē¯
ĜĖćĕijĆçij (comparative)
to resign ĎčĊĎčĊēĆijĊçijҔ old-fashioned ĝčćijĒČĐIJ
ČĆijĊĖĆçijҔ the prophet ĄčĶĔĈĉĈčĐĄ

department ē¯
ĜĖćĐīČçij Elijah <čĉĉijĔIJĈĉĈijčĐĖ>
to apply (for)
ėĪĄČ¯ēĜčěčĐçIJ alone; oneself ēīҔĐIJ
to pick up ēĖĒĉĔĖĆçijҔ ēĖĒĖĔçijҔ widow 
<ĖĔijĒĐIJ>ĈĔĒĐIJ
April
ĜĖćĐčҔĜçIJ Ğĉ¯
čć
to reflect ēĖĐĆčçĝçijҔ wardrobe ĕ¯
ĜĖćĜĖĒĐIJ
ČĐĆčçĝĖĆçijҔ all (plural) ĖĐIJ
often Čĸij everything ęĐIJ
often ĐijĒČĸij American ĜĖĔIJěčĜĖĒIJ
even <ĖĐčĸIJ>ĉĐčĸIJ America
čćĖěčĜĖҔĒIJ
open ēĸij truth 
ĜĖć<ĕĖĒĖ>ĞĒĄ
Africa
čćĖěčĜĸIJҔ <ēĕĖĒĖҔ> ē¯
Yiddish–English glossary 265

Ashkenazi Jew <čĊIJĔĖěĝIJ>čĊĔáĝIJ academic ĜĖěčĒĖҔćIJěIJ

đč¯
ĜĖć ĕ¯
ĜĖć
October
ĜĖćĜĖąijČěij
Ć actor ē¯
ĜĖćĜijҔčČěIJ
adaptation ēĖ¯
čćĆĔĉČĖąĜIJҔIJą actress ĕ¯
čćĖĕčĜČěIJ
grandmother 
ĕ¯
čćĖąiją shoulder ēĖ¯
ĜĖćĐĕěIJ
(dative) ēĖąiją Arab (adjective);
ĕijćĝčąIJĜIJ
to accompany Č¯ēČīĐĆIJą Arabic
bathroom/ ē¯
ĜĖćĜĖĒčĚćijҔą language
washroom orange (does not ĝĊĔIJҔĜij
to deal with Č¯ēĖĐćĔIJĈIJą decline)
evidence ē¯
ĜĖćĊìҔĉĉIJą to download ēĖĒĖĔçijҔĜIJ
to mourn Č¯ēĖĔīĉĉIJą ēĖĒĉĔĖĆçijҔĜIJ
to visit Č¯ēďĉĊIJą insane ēĖĔčĊēĉĸçijҔĜIJ
to base Č¯ēĜčĊIJą sleeve ¯
ĜĖćĐąĜIJ
soon ćĐIJą work ē¯
čćČĖąĜIJ
to illuminate ēČďìĐIJą to work Č¯ĖĆēČĖąĜIJҔ
ēČďĪĐIJą=Č¯ worker ¯=ĕ¯
ĜĖćĜĖČĖąĜIJҔ
train ēĖ¯
čćēIJą Argentina
čćĖĔčČĔĖĆĜIJ
to free Č¯ēĖìĜĸIJą to go out ēīĆĕĪĜIJ

to pay Č¯ēĐijĚIJą ēĖĆĔIJĆĖĆĕĪҔĜIJ
cheek 
ĐěĖąē¯
čćěIJą
ēìĊ +
(diminutive) to throw out ēĸĜIJĉĉĕĪҔĜIJ
to bake ē¯ĖĆ=Č¯ĖĆēěIJą ēĸĜijĉĉĖĆĕĪҔĜIJ
familiar ČĔIJҔěIJą to crawl out ēďčĜěĕĪҔĜIJ
comfortable đĖҔĉĉěIJą ēďijĜěĖĆĕĪҔĜIJ
to receive ēĖ¯ēĖĒĉěIJą
ēìĊ +
Baron ēĖ¯
ĜĖćēijҔĜIJą around đĉҔĜIJ
to borrow; to lend Č¯ĖĆēĆĜiją place 

ĕijć=ĜĖćČĜij
beard ĐćĜĖąćĜĖą
čć ćĜiją
 ĐČĜĖĜĖČĜĖ
(diminutive) (diminutive)
famous ČĒčҔĜIJą article ēĖ¯
ĜĖćĐěčČĜIJ
to order Č¯ēĐĖČĝIJą to move (house, ĎčĊēąìĐěĜĖąčҔĜIJ
to protect Č¯ēĚčĝIJą country) ēąčĐěĖĆĜĖąčҔĜIJĎčĊ
to decide ēĕijĐĝIJąēĕčĐĝIJą entrance ēĖ¯
ĜĖćĆĔIJĆĔìĜIJ
to occupy ĎčĊēěčČĸĖҔĝIJą including ČĔďĖĜĖĆĔìҔĜIJ
oneself (with)
ČčĒČ¯ĎčĊ to push in ēçĉČĝĔìҔĜIJ
usually ĐĐá¯ĎĜćą
 ČçĉČĝĖĆĔìҔĜIJ
<ĐIJĐě¯ĎĖĜĖćĖą> arm ĕ¯
ĜĖćđĖĜij
stomach 
ĜĖďìą
ĜĖćĎĪą poor đĖĜij
(diminutive) Đďìą pauper 
ĜĖćēIJҔĒĖĜij
to build Č¯ĖĆēĖĪą ČìĐ¯ĖĒĖĜҔij
266 Yiddish–English glossary

bean Ď¯
ĕijćĖĐĖąĖҔą book 
ĜĖďčą
ĕijćĎĉą
bed ē¯
ĕijćČĖą (diminutive) Đďčą
beggar ¯=ĕ¯
ĜĖćĜĖĐČĖą Buenos Aires ĕĖĜìĄ¯ĕijĔĖĉą
begging
ĕijćìҔĜĖĐČĖą boy; guy 
ĜĖć<ĜĖďiją>Ĝĉċą
to request ē¯ĖĆēČĖą =đčĜĖďijҔą>đčĜĉċą
hostess; ĖČĞčąĈ¯ĐĖą <đčĜĉďiją
housekeeper; 
čć<ĖČĕijąĖĐIJą> free (of charge) <đĖĔčďĖą>đĔčċą
housewife; <ĕĖČĕijąĖĐIJą>ĕ¯ library ē¯
čćěĖҔČijčĐąčą
proprietress librarian 
ĜĖěĖČijčĐąčą
well-to-do 
ĝčëąĈ¯ĐĖą ĕ¯
ĜĖć
<ĝčČIJąĖĐIJą> office ēĖ¯
ĕijć=ĜĖćijҔĜĉčą
Ba’al Shem Tov ĶĉČ¯đĝ¯ĐĖą until Ċčą
(founder of <ĉĉijČ¯đĖĝ¯ĐIJą> đĖćĊčą= ēĊčą
Hasidism)
ĜĖć please ĖČčą
chair ĎĖ¯
ĕijćĐěĔĖą at ìą
to miss, long for
ĎijĔČ¯ĖĆēĖěĔĖą bagel ¯
ĜĖćĐĆīą
approximately <ĎĖĜĖĖą>ĎĜĖą angry; nasty Ċīą
Brazil
ĕijćĐčҔĊIJĜą to change ēČčąĖĆēČìą
disaster ē¯
ĜĖćĎijĜą (transitive)
How awful! ĎijĜąIJ to change ēČčąĖĆĎčĊĎčĊēČìą
feuding <ĊĖĆĪĜą>ĊĆĉĜą (oneself )
brother 

ĜĖćĜĖćĉĜą example ē¯
ĜĖćĐčçĝìą
ĐĜĖćčĜąĜĖćčĜą for example ĐčçĝìąđĉĚ
(diminutive) bookshop ēĖ¯
čćđijĜěĜĖďčҔą
bread ē¯
ĕijćČĪĜą picture; photo ĜĖ¯
ĕijććĐčą
brown ēĪĜą little bit ĎĖ¯
ĕijćĐĕčą
welcome ĄąĈĎĉĜą at all <ĐIJҔĐďčą>ĐĐďą
<ĖąIJĈĎĖĜiją> to blow ē¯ĖĆēĊijĐą
chest ČĕčĜą
čćČĕĉĜą blond ćĔijĐą
broad; wide ČīĜą blouse ĕ¯
čćĖěĊĉĐą
glasses (plural) ēĐčĜą blood ¯
ĕijćČĉĐą
(spectacles) blue ĪĐą
bridge ē¯
čćěčĜą flower 
ĐĒčĐąēĖ¯
čćđĉĐą
eyebrow ēĖ¯
čćđĖĜą (diminutive)
to bring ēĖĆĔĖĜą to stay ēąčĐąĖĆēąìĐą
ČďIJҔĜąĖĆ=Č¯ĖĆ
ēìĊ +
to blossom Č¯ĖĆēĖ™ čĐą
ć lightning ē¯
ĜĖćęčĐą
chin ĕ¯
čćĖąĒijĆ email ¯
ĜĖćĉĉčĜąĚčĐą
genius 

ĜĖć<ēĖijĆ>ēĉĄĆ lightning (verb) Č¯ĖĆēĚčĐą
<đčĔĪĖĆ>đč¯ building 

ĜĖć<ēĖčĔčą>ēčĔą
golden ēćĐijĆ <đčĔijčĔčą>đč¯
Yiddish–English glossary 267

enough ĆĉҔĔĖĆ quite ęĔIJĆ

exact(ly) ĪҔĔĖĆ completely ēĚĔIJĆēčĄ
to benefit (from)
ēĉĸēĕijĔĖĆēĕčĔĖĆ street 
ĐĕĖĆē¯
čćĕIJĆ
to find ēĖĔĉĸĖĆēĖĔčĸĖĆ (diminutive)
to be located; 
ĎčĊĎčĊēĖĔčĸĖĆ fork ēĖ¯
ĜĖćĐçijĆ
to exist ēĖĔĉĸĖĆ quite ĜijĆ
to be pleasing 
ēìĊ +ē¯ēĐĖĸĖĆ
 garden 

ĜĖćēČĜijĆ
(+ dative) ĐćĔČĜĖĆĜĖĔČĜĖĆ
curly ČĐĊìĜěĖĆ (diminutive)
right (referring ČďĖҔĜĖĆ help! mercy! ćĐIJĉĉĆ
to a person) good ĜĖĕĖąČĉĆ

history ĕ¯
čćĖČďčĝĖĆ (comparative)
tasty ěIJҔĒĝĖĆ ČĕĖą
to happen
ēìĊ +ē¯ēĖҔĝĖĆ (superlative)
business; shop ē¯
ĕijćČĸĖҔĝĖĆ golem (clay man) 
ĜĖć<đĖĐĪĆ>đĐĉĆ
businessman 

ĜĖćēIJĒĕČĸĖĝĖĆ <đčĒijĐĪĆ>đč¯
ČìĐĕČĸĖĝĖĆ body đč¯
ĜĖćėĉĆ
groschen (Polish ĕ¯
ĜĖćēĝijĜĆ go; walk
ēìĊ +ēĖĆĔIJĆĖĆēīĆ
coin of little it’s raining/ īĔĝ=ēĆĖĜIJČīĆĕĖ
value, similar snowing
to ‘penny’) quick ĎčĆ
grey ĪĜĆ straight; ĎìĐĆ
big 
ĜĖĕĖĜĆĕĪĜĆ immediately
(comparative) happy ĎĖĐěčĐĆ
to prepare Č¯ĖĆēČīĜĆ glass ĎĖ¯
ĕijćĐĊĖĐĆ
green ēčĜĆ Paradise 
<ēćīĄ¯ēIJĆ>ēćĖ¯ēĆ
to establish ēćĔčĜĆ
 ĕ¯
ĕijć=ĜĖć
ČĖćĔčĜĆĖĆ=Č¯ĖĆ geography ĕ¯
čćĖčĸIJĜĆijĖĆ
vegetable ē¯
ĕijćĕĔčĜĆ geographical ĝčĸIJĜĆijĖĆ
flu ĕ¯
čćĖçčĜĆ to give birth to ē¯ēĜĪąĖĆ
to give ē¯ĖĆēąĖĆ
Ĉ idea; thought ēĖ¯
ĜĖćěĔIJҔćĖĆ
here ijć salary ē¯
ĕijćČĐIJҔĈĖĆ
to pray Č¯ĖĆēĖĔĉĉIJć common; usual ĎĖĐČĔīĉĉĖĆ
this/that (after
ĜĖěčĊijҔć prize ē¯
ĕijćĕĔčҔĉĉĖĆ
definite article) the jackpot ĕĔčҔĉĉĖĆĖĕĪĜĆĕijć
dated ČĜčҔČIJć healthy ĜĖČĔčĊĖĆČĔĉҔĊĖĆ
roof ĜĖďĖć
ĜĖćĎIJć (comparative)
(diminutive) ĐďĖć society ē¯
čćČĸIJĝĐĖĊĖĆ
after all; don’t Ďijć ghetto ĕ¯
ĕijć=čćijČĖĆ
you realize Goethe ĖČĖĆ
to seem Č¯ĖĆĎčĊĎčĊēČďIJć yellow ĐĖĆ
268 Yiddish–English glossary

to discuss Č¯ēĜčČĉěĕčć dollar ē¯

ĜĖćĜIJĐijć
you (dative Ĝčć Thursday ē¯
ĜĖćěčČĝĜĖĔijҔć
singular) thank ēĖ¯
ĜĖćěĔIJć
flat/apartment Ğĉ¯
čć<ĖĜčć>ĈĜčć thanks ěĔIJćIJ
detective ē¯
ĜĖćĉĉčҔČěĖČĖć the (neuter); that ĕijć
the (masculine đĖć PhD ē¯
ĜĖćČIJҔĜijČěijć
accusative; PhD student 
ĜĖćČĔIJҔĜijČěijć
masculine and ē¯
neuter dative) doctor 

ĜĖćĜĖČěijć
December
ĜĖćĜĖąĒĖĚĖć đčĜĪČěijć
the (masculine ĜĖć there
ēČĜijć
nominative; to need Č¯ĖĆēĸĜIJć
feminine dative) you (nominative ĉć
to be heard Č¯ĎčĊĎčĊēĜĖĈĜĖć singular)
to find out 
ĎčĊĎčĊēĕčĉĉĜĖć of all things; <ĖěĸIJć>Ąěĉĉć
ČĕôҔĉĉĜĖć precisely
to remind 
ĎčĊĎčĊēĖĔijĒĜĖć thunder ē¯
ĜĖćĜĖĔĉć
oneself (of)
ēčĄČ¯ to thunder Č¯ĖĆēĜĖĔĉć
to tell Č¯ēĐīĚĜĖć generation 

ĜĖć<Ĝijć>Ĝĉć
explanation ēĖ¯
čćĆĔĉĜĖĐěĜĖć <ĕĖĜĪć>Ğĉ¯
to be shocked 
ĎčĊĎčĊēěĖĜĝĜĖć through ĎĜĉć
ēěijĜĝĜĖć đĖćĎĜĉć= ēďĜĉć
drama ĕ¯
čćĖĒIJĜć jungle ēĖ¯
ĜĖćĐĆĔijĝĊć
south
ĜĖć<đĖĜijć>đĉĜć jazz ¯
ĜĖćĊĖĝĊć
South Africa 
<đĖĜijć>¯đĉĜć gentleman 
ĜĖćēĖĒĐČĔĖҔĝĊć

čćĖěčĜĸIJҔ ĜĖ¯
third ČčĜć the (feminine čć
three ìĜć nominative/
thirty ěčĕìĜć accusative;
thirtieth ČĕěčĕìĜć plural)
thirties ĜĖěčĕìҔĜć dybbuk 
ĜĖć<ěĖąčć>ěĉąčć
thirteen ēĚìĜć <đčěĉąčć>đč¯
thirteenth ČĔĚìĜć German
ĕijćĝČìć
(adjective);
ĉ German
to have ČIJҔĈĖĆēąijĈ language
half (adjective) ąĐIJĈ Germany
ĕijććĔIJĐĝČìć
throat 
ĜĖćĊćĐIJĈ your (singular) Ė¯ēìć
ĐĊćĐĖĈĜĖĊćĐĖĈ you (accusative Ďčć
(diminutive) singular)
to hold ē¯ĖĆēČĐIJĈ poet ¯=ĕ¯
ĜĖćĜĖČďčć
to enjoy ēąijĈ<ĖĪĔIJĈ>ĈijĔĈ Tuesday ē¯
ĜĖćěčČĕĔčć
ČIJҔĈĖĆĈijĔĈ servant ¯=ĕ¯
ĜĖćĜĖĔčć
Yiddish–English glossary 269

shirt ĜĖ¯
ĕijććĒĖĈ hand ČĔĖĈ
čćČĔIJĈ
to hang ēĖĆĔijĈĖĆēĖĆĔĖĈ ĐČĔĖĈ
(intransitive)
ēìĊ + (diminutive)
glove ĕ¯
čćĖěĝČĔĖĈ to hope Č¯ĖĆēĸijĈ
to hear Č¯ĖĆēĜĖĈ hair (plural) ĜijĈ
to kill <ēĖĔĖĆĜIJҔĈ>ēĖĔĖĆĜĈ autumn ē¯
ĜĖćČĕąĜIJĈ
ČĖĆĜĈĖĆ heart ĜĖĚĜĖĈ
ĕijćęĜIJĈ
<ČĖĆĜIJĈĖĆ> (dative) ēĚĜIJĈ
influence 
<ĖijçĝIJĈ>ĈĖçĝĈ ĐĚĜĖĈ
Ğĉ¯
čć (diminutive)
Jewish 
<ĖĐijěĕIJĈ>ĈĐáûĈ house ĜĖĊìĈ
ĕijćĊĪĈ
Enlightenment
čć (diminutive) ĐĊìĈ
trousers (plural) ēĊĪĈ
Ċ high; tall 
ĜĖďĖĈĎĪĈ
week ē¯
čćĎijĉĉ (comparative)
would ČĐijĉĉ humour ē¯
ĜĖćĜijҔĒĉĈ
cloud ĕ¯
ĜĖćēěĐijĉĉ hungry ěčĜĖĆĔĉҔĈ
wall 
ČĔĖĉĉ
čćČĔIJĉĉ hundred 

ĜĖćČĜĖćĔĉĈ
ĐČĔĖĉĉ ĜĖ¯
(diminutive) hundredth ČĕČĜĖćĔĉĈ
bath ĕ¯
čćĖĔIJĉĉ to cough Č¯ĖĆēČĕĉĈ
from where ēĖĔIJĉĉēĉĸēĖĔIJĉĉ hat ĎĖ¯
ĕijćĐČčĈ
moustache; (plural) ĕĖĚĔijĉĉ to guard; Č¯ĖĆēČčĈ
whiskers to keep
what; that/who/ ĕijĉĉ home ēĖ¯
čćđīĈ
which; [the homework ē¯
čćČĖąĜIJĒīҔĈ
fact] that homey; ĝčĒīĈ
water ē¯
ĕijćĜĖĕIJĉĉ traditional
which Ė¯ĜĖĕijĉĉ today ČĔìĈ
which IJĜIJĸĕijĉĉ contemporary ěčČĔìĈ
holiday/vacation ĕ¯
čćĖčĚIJěIJĉĉ nowadays ĆijČĉĚČĔìĈ
to grow ēĕěIJĉĉ hot ĕīĈ
ēĕěijĉĉĖĆ=ēĕěIJĉĉĖĆ to be called; ē¯ĖĆēĕīĈ

ēìĊ + to command;
word 
ĕijćČĜijĉĉ to mean
ĐČĜĖĉĉĜĖČĜĖĉĉ chicken ĎĖ¯
ĕijćĐćĔčĈ
(diminutive) historical ĝčĜijČĕčĈ
to wait (for)
ėĪĄČ¯ĖĆēČĜIJĉĉ a substantial ĐĕčąĝçčĈIJĝçčĈ
password ĕ¯
ĜĖćēďīĚČĜijҔĉĉ amount
warm đĖĜIJĉĉ halakha, <ĖďijĐIJĈ>ĈďĐĈ
midday meal ē¯
ĕijćĕĖĒĖĜIJҔĉĉ Jewish law Ğĉ¯
čć
to throw ēĸĜijĉĉĖĆēĸĜIJĉĉ Hebrew language
ĕijćĝ™ čĖĜąĖĈ
Warsaw
čćĖĝĜIJĉĉ half (noun) ē¯
čćČĸĐĖĈ
270 Yiddish–English glossary

which
ĜĖďĐĖĉĉ from/of Warsaw ĜĖĉĉĖĝĜIJҔĉĉ
(masculine/ where ôĉĉ
feminine) where to ēčҔĈôĉĉ
(we, they) will ēĐĖĉĉ to live Č¯ĖĆēĖĔĪĉĉ
to want ČĐijҔĉĉĖĆēĐĖĉĉ wonder ¯=ĕ¯
ĜĖćĜĖćĔôĉĉ
whom ēĖĒĖĉĉ wonderful ĜIJąĜĖćĔôҔĉĉ
(accusative/ as; how; than čĉĉ
dative of ĜĖĉĉ) how ĪҔĊIJčĉĉ
whose ĕĔĖĒĖĉĉ video ĕ¯
ĜĖćijĖćčҔĉĉ
when; if ēĖĉĉ again ĜĖćčĉĉ
(you singular) ČĕĖĉĉ wife; woman ĜĖ¯
ĕijćąìĉĉ
will to show ēĊčĉĉĖĆēĊìĉĉ
who ĜĖĉĉ far Čìĉĉ
dictionary 
ĕijćĎĉąĜĖČĜĖҔĉĉ again; further ĜĖČìĉĉ
ĜĖďčą¯ to hurt ēijҔČĖĆīĉĉēijČīĉĉ
ĐďčąĜĖČĜĖҔĉĉ (+ dative)
(diminutive) because Đìĉĉ
to become;
ēìĊ +ēĜijĉĉĖĆēĜĖĉĉ to cry Č¯ĖĆēĖĔīĉĉ
passive less ĜĖěčĔīҔĉĉ
auxiliary verb white ĕìĉĉ
(literary) work ¯
ĕijćěĜĖĉĉ important ěčČďčĉĉ
Vilnius
čćĖĔĐčĉĉ
ċ from/of Vilnius ĜĖĔĐčĉĉ
to say Č¯ĖĆēĆijĊ wind ē¯
ĜĖćČĔčĉĉ
should Č¯ĖĆēĐijĊ winter ĕ=ē¯
ĜĖćĜĖČĔčĉĉ
salt ē¯
ĕijć=čćęĐIJĊ [in] wintertime ČìĚĜĖČĔčҔĉĉ
juice ē¯
ĜĖćČĸIJĊ to know ČĕôҔĉĉĖĆēĕčĉĉ
sock 
ē¯
čć=ĜĖćěijĊ how many/much Đĸčĉĉ
(diminutive) ĐěĖĊ joke ē¯
ĜĖćęčĉĉ
to worry Č¯ĖĆĎčĊĎčĊēĆĜijĊ Wikipedia
čćĖčćĖçčěčĉĉ
to look for Č¯ĖĆēďĉĊ website ĎĖ¯
ĕijćĐČìĊąĖҔĉĉ
summer ĕ=ē¯
ĜĖćĜĖĒĉĊ road; way ē¯
ĜĖćĆĖĉĉ
[in] summertime ČìĚĜĖĒĉҔĊ about ēĆĖĉĉ
son 
ĐćĔčĊēčĊ
ĜĖćēĉĊ vegetarian 
ĜĖčĜIJČĖĆĖĉĉ
(diminutive) ¯
ĜĖć
sun ēĖ¯
čćēĉĊ (he/she/it, you ČĖĉĉ
Sunday ē¯
ĜĖćěčČĔĉĊ plural) will
she čĊ dinner/supper ĕ¯
čćĖĜĖĝČĖҔĉĉ
seven ēąčĊ world ē¯
čćČĐĖĉĉ
seventh ČĖąčĊ (I) will ĐĖĉĉ
seventy ěčĚĖąčҔĊ secular ĎĖĐČĐĖĉĉ
seventieth ČĕěčĚĖąčҔĊ which (neuter) ĕ
ĖďĐĖĉĉ
Yiddish–English glossary 271

Č seventeen ēĚĖąčҔĊ
Chabadnik, <ěčĔćIJąIJď>ěčĔćąċ they īĊ
follower of ĕĖ¯
ĜĖć here you are; ČĉĆĪҔĊIJ
ČìĊ
the Lubavitch please
Hasidic clock; watch ĕ¯
ĜĖćĜĖĆīĊ
movement o’clock ĜĖĆīĊIJ
friend 
ĜĖć<ĜĖĉĉIJď>ĜĶċ grandfather 
ĕ¯
ĜĖćĖćīĊ
<đčĜīĉĉIJď>đč¯ (dative) ēćīĊ
(female) friend 
<ĖČĜĖĉĉIJď>ĖČĜĶċ his Ė¯ēìĊ
ĕ¯
čć to be
ēìĊ +ēĖҔĉĉĖĆēìĊ
month 

ĜĖć<ĝĖćĪď>ĝćĉċ very ĜĖīĊ
<đčĝijćIJď>đč¯ their Ė¯ĜĖīĊ
to make fun (of ) 
ēďIJĒ<ěĖĊĪď>ěĊĉċ oneself ĎčĊ

ēĉĸČ¯ĖĆěĊĉċ oneself ēīҔĐIJĎčĊ
Holocaust
ĜĖć<đąĜĉď>ēąĜĉċ certain; safe; ĜĖďčĊ
cantorial music 
<ĕĖĔijĊIJď>ĞĉĔĊċ sure

ĕijć to sing ēĖĆĔĉĊĖĆēĖĆĔčĊ
Haifa
čć<Ėĸīď>Ĉĸčċ (female) singer ĕ¯
čćēčĜĖĆĔčҔĊ
challa, braided Ğĉ¯
čć<ĖĐIJď>ĈĐċ since ČĔčĊ
bread for to sit
ēìĊ +ēĕĖĊĖĆēĚčĊ
Shabes and Shabes table <ĕĖĜčĒĊ> ĞĉĜčĒĊ

festivals songs (plural)
dream 
ĜĖć<đĖĐijď>đĉĐċ sixty ěčĚďĖĊ
<ĕĖĒĪĐIJď>Ğĉ¯ sixtieth ČĕěčĚďĖĊ
to dream <ēĖĒĖĐijҔď>ēĖĒĉĐċ sixties ĜĖěčĚďĖҔĊ
<ČĒĖĐijďĖĆ>Č¯ĖĆ sixteen ēĚďĖĊ
God forbid <ĖĐčĐijď>ĈĐčĐċ same
ĜĖąĐĖĊ
to faint <ēĝĖĐIJҔď >ēĝĐċ rare; special ēČĐĖĊ
<ČĝĖĐIJďĖĆ>Č¯ĖĆ rarity ē¯
čćČīěĔČĐĖĊ
Hanukka
ĜĖć<ĖěčĔIJҔď>ĈáĉĔċ to see ē¯ĖĆēĖĊ
charming; <ěčćĉĉĖĔīҔď>ěčćĉĉĖĔċ six ĕěĖĊ
cute sixth ČĕěĖĊ
Hasid 
ĜĖć<ćčĕijď>ćčĕċ frog ĕ¯
čćĖąIJĝĊ
<đčćčĕď>đč¯ genre ĕ=ē¯
ĜĖćĜĖĔIJĝĊ
Hasidism 
<ĕĖćčĕď>Ğĉćčĕċ jacket ē¯
ĜĖćČĖҔěIJĝĊ

ĕijć journal; magazine ē¯
ĜĖćĐIJҔĔĜĉĝĊ
Hasidic <ĝčćčĕď>ĝčćčĕċ (male) journalist ē¯
ĜĖćČĕčҔĐIJĔĜĉĝĊ
to regret 
<ĖČijĜIJď>ĈČĜċ (female) 
ĖěČĕčĐIJĔĜĉĝĊ
ĈČĜċēąijĈ journalist ĕ¯
čć
ČIJҔĈĖĆ so (following ĖĝĊ
October/
ĜĖć<ēĉĉĝĊĖď>ēĉĉĝċ question
November words)
272 Yiddish–English glossary

table ē¯
ĜĖćĝčČ wedding <ĖĔĖĕIJҔď >ĈĔĉĞċ
prayer shawl 
ĜĖć<ĕĖĐIJČ>ĞčĐČ Ğĉ¯
čć
đčĞčĐČ married woman ĈĔĉĞċ

<đčĕīĐIJČ> ĖČIJĈĖĆ¯<ĖĔĖĕIJҔď>
activity ē¯
čćČīěčČĖҔČ ¯
čć
technology ĕ¯
čćĖčĆijĐijĔďĖČ to get married <ĖĔĖĕIJҔď >ĈĔĉĞċ
technological ĝčĆijĐijĔďĖČ ĈĔĉĞċēąijĈ
television ĕ¯
čćĖčĊčĉĉĖĐĖČ ČIJҔĈĖĆ
telephone ēĖ¯
ĜĖćēijҔĸĖĐĖČ fiancé; groom 

ĜĖć<ēĕijď>ēĞċ
to phone Č¯ēĜčĔijĸĖĐĖČ <đčĔIJĕIJď>đčĔĞċ
plate ĕ¯
ĜĖćĜĖĐĖČ
topic ĕ¯
čćĖĒĖČ č
temperature ē¯
čćĜĉҔČIJĜĖçĒĖČ so ijČ
cup ĎĖ¯
ĕijćĐçĖČ day ĆĖČ
ĜĖćĆijČ
text ē¯
ĜĖćČĕěĖČ dad; father 
ĕ¯
ĜĖćĖČIJČ
traditional ĐĖҔĔijčĚčćIJĜČ ēČIJČ
tradition ĕ¯
čćĖčĚčćIJĜČ (accusative/
to carry; to wear ē¯ĖĆēĆijĜČ dative)
to think Č¯ĖĆēČďIJĜČ parents (plural) ĖĒIJĒ¯ĖČIJČ
tram ēĖ¯
ĜĖćìҔĉĉĒIJĜČ daughter 

čćĜĖČďijČ
despite ęijĜČ ĐĜĖČďĖҔČ ĜĖČďĖČ
sad ěčĜĖĪҔĜČ (diminutive)
to drink ēĖěĔĉĜČĖĆēĖěĔčĜČ to do ē¯ĖĆēijČ
to meet ēĸijĜČĖĆēĸĖĜČ cooking pot çĖČ
ĜĖćçijČ
to meet each 
ĎčĊĎčĊēĸĖĜČ really <ĝĖĒIJĒ>ĝĒĒĖěIJČ
other ēĸijĜČĖĆ Toronto ijČĔijĜijČ
cholent 

ĕijć=ĜĖćČĔĐijĝČ not to be 
ēĜijČČ
ĝčĔēĜijČ
ĜĖ¯=ē¯ permitted Č¯ĖĆČ
ĝčĔ
teapot ĕĖ¯
ĜĖćěčĔìĝČ Tevye (man’s <ĖčĉĉĖČ>ĈčĶČ
cello ĕ¯
ĜĖćijĐĖĝČ name)
cheque ē¯
ĜĖćěĖĝČ December/
ĜĖć <ĕĖĉĉīČ>ĞĶČ
January
Ď dove; pigeon 
ĐąìČē¯
čćąĪČ
yes ijč (diminutive)
January
ĜĖćĜIJĉĔIJҔč thousand ĜĖ¯
ĜĖćČĔĊĪČ
Japan
ĕijćēIJҔçIJč gate ē¯
ĜĖćĜĖĪČ
Japanese
ĕijćĝčĔIJçIJč dark ĐěĔĉČ
(adjective); tea ēĖ¯
čć=ĜĖćīČ
Japanese river ē¯
ĜĖćĎìČ
language cherished; ĜĖìČ
year ē¯
ĕijćĜijč expensive
century 
ĜĖćČĜĖćĔĉĈĜijč deep ėčČ
ĜĖ¯ door ē¯
čćĜčČ
Yiddish–English glossary 273

Israeli 
ěčćĐĄĜûč kippa/yarmulke/ ĕ¯
čćĖěĐĒĜIJč
<ěčćĐĖijҔĜĕ™ čč> skullcap
clear chicken 
Đďìčē¯
čćĎĪč
â soup (diminutive)
advisable, <ìҔćĖě>čĄćá July
ĜĖćčĐĉč
worthwhile (Jewish) festival; <ėĖČĔijč>ĶĉČ¯đĉč
in order to <īҔćĖě>čćá man’s name đč¯
ĜĖć
to include ēìĊ<ĐĖĐĪě>ĐĐĉá <đčĉĉčĉČĔijč>
ēĖҔĉĉĖĆĐĐĉá Yom Kippur/ Day Ĝĉçčá¯đĉč

Western Wall
ĜĖć<ĐĕĪě>ĐĞĉá of Atonement
ĜĖć<ĜĖçčěĒijč>
November/
ĜĖć<ĉĉĖĐĕčě>ĉĐĕčá young ĜĖĆĔ™
 ččĆĔĉč
December (comparative)
magic 
ĜĖć<ėĖĝčě>ėĉĝčá June
ĜĖćčĔĉč
<đčĸĉĝčě>đč¯ Jew ēć™ ččē¯
ĜĖćć™ čč
bride; fiancée Ğĉ¯
čć<ĖĐIJě>ĈĐá (accusative/
klezmer 
<ĜĖĒĊĖĐě>ĜĒĊ¯čĐá dative)
musician đč¯
ĜĖć Jewish/Yiddish
ĕijćĝčć™ čč
<đčĜijĒĊĖĐě> (adjective);
Standard Yiddish ĝčć™ čč¯<ĐIJĐě>ĐĐá Yiddish

ĕijć language
all kinds of <īĐĜĖĐijҔě>īĐĜĖĐá Jewishness;
ĕijć=čćČīěĝčć™ čҔč
almost <ČIJҔĒčě>ČĖĒá Judaism
constantly <ĜĖćīĕĖě>Ĝćĕá boy ĎĖ¯
ĕijćĐĆĔ™ čč
anger
ĜĖć<ĕIJě>ĕĖá ocean; sea ēĖ¯
ĜĖć<đIJč>đč
angry (with)
ČčĒ=ėĪĄĕĖáēčĄ every (neuter) ĕĖćĖč
every (masculine/
ĜĖćĖč
Đ feminine)
ĎčĄ= ď that (neuter) ĕĔĖč
although; ĝČijď that (masculine/
ĜĖĔĖč
at least feminine)
to catch Č¯ĖĆēçIJď Yekl (man’s ĐěĖč
China
čćĖĔčď name)
Chinese
ĕijćĝčĊĖĔčď heritage <ĖĝĉĜĖč>ĈĝĉĜč
(adjective); Ğĉ¯
čć
Chinese Jerusalem đčĐĝĉĜč

language <đ™ čIJĐijĝĉĜĖč>
Chelm đĖĐĖď Vilnius 
ĄČčĐćđčĐĝĉĜč
from/of Chelm ĜĖĒĖĐĖҔď đ™ čIJĐijĝĉĜĖč>
<ĖČčĐĖć
đ yeshiva 

čć<ĖĉĉčĝĖč>ĈĶčĝč
logical ĝčĆijĐ Ğĉ¯
to leave; to let ē¯ĖĆ=Č¯ĖĆēĊijĐ Israel <ĐĖijĜĕ™ čč>ĐĄĜûč
patch ĕ¯
čćĖČIJĐ
ĕijć
274 Yiddish–English glossary

Latvia
ĕijććĔIJĐČĖĐ let’s ĜčĒijĐ
lamp, light ĎĖ¯
ĕijćĐçĒĖĐ country ĜĖćĔĖĐ
ĕijććĔIJĐ
spoon ¯
ĜĖćĐĸĖĐ (diminutive) ĐćĔĖĐ
last ČĚĖĐ London ēijćĔijĐ
recently ĕĔČĚĖĐ long ĜĖĆĔĖĐĆĔIJĐ

lesson ĕ¯
čćĖčĚěĖĐ (comparative)
to teach; Č¯ĖĆēĖĔĜĖĐ noodle ē¯
ĜĖćĝěijĐ
to study Los Angeles ĕĖĐĖĝĊćĔIJҔ ĕijĐ
to learn Č¯ĖĆĎčĊĎčĊēĖĔĜĖĐ according to ČĪĐ
(male) teacher ¯=ĕ¯
ĜĖćĜĖĜĖĐ đĖćČĪĐ= ēČĪĐ
(female) teacher ĕ¯
čćĖěĜĖĜĖҔĐ to run
ēìĊ +ēĸijĐĖĆēĸĪĐ
at least <ĕĖďijçĖĐ>ĞĉċçĐ lung ēĖ¯
čćĆĔĉĐ
language 

ĕijć<ēĝijĐ>ēĉĝĐ to like; to love ČIJҔĈĖĆąčĐēąijĈąčĐ
<ĕĖĔĪĝĖĐ>Ğĉ¯ to lie
ēìĊ +ēĆĖĐĖĆēĆčĐ
Hebrew-Aramaic ĝćĉě¯ēĉĝĐ
 Lithuanian Jew ĕĖ¯
ĜĖćěIJĉĉČčĐ
component of <ĝĖćĪě¯ēĝijĐ> Lithuanian Jewish
ĕijćĝčĉĉČčĐ
Yiddish
ĕijć (adjective);
Lithuanian
ē Yiddish
strange ĖĔćijĒ Lithuania
čć ĖČčĐ
modern ēĜĖҔćijĒ literature ē¯
čćĜĉҔČIJĜĖČčĐ
Meah Shearim 
ĖīĒ>đčĜĖĝĈĄĒ literary ĝčĜIJĜĖČčĐ
<đčĜijĖĝ empty ěčćīĐ
motorcycle ēĖ¯
ĜĖćĐěčĚijČijĒ to be idle 
ěčćīĐēīĆěčćīĐ
motor ē¯
ĜĖćĜijҔČijĒ
ēìĊ +ēĖĆĔIJĆĖĆ
mathematics
čćěčČIJĒĖČIJĒ solution ēĖ¯
čćĆĔĉĊīĐ
material ē¯
ĜĖćĐIJҔčĜĖČIJĒ easy ČďìĐ
fortune ¯
ĜĖćěčČĔijčIJĒ clay
ĕijć=čćđīĐ
mayonnaise
ĜĖćĊĖҔĔijčIJĒ to read Č¯ĖĆēĖĔĖīҔĐ
to do; to make Č¯ĖĆēďIJĒ reader ¯=ĕ¯
ĜĖćĜĖĔĖīҔĐ
instance, time ¯
ĕijćĐijĒ purple (does not IJĐčĐ
sometimes ĐijĒIJ decline)
to paint ē¯ĖĆ=Č¯ĖĆēĐijĒ studies (plural) đčćĉĒčĐ
mother; mum/ 
ĕ¯
čćĖĒIJĒ left ěĔčĐ
mom (dative) ēĖĒIJĒ for example <ĐĝijĒĖĐ>ĐĝĒĐ
husband; man ĜĖĔĖĒ
ĜĖćēIJĒ near ēąĖĐ
Monday ē¯
ĜĖćěčČĔijĒ life ĕ¯
ĕijćēąĖĐ
coat ēĖ¯
ĜĖćĐČĔIJĒ to live Č¯ĖĆēąĖĐ
Montreal ĐijҔĖĜČĔijĒ Latvian
ĕijćĝčČĖĐ
masses (plural) ēĕIJĒ (adjective);
tomorrow ēĆĜijĒ Latvian
March
ĜĖćęĜIJĒ language
Yiddish–English glossary 275

my Ė¯ēìĒ market ěĜĖĒ

ĜĖćěĜIJĒ
opinion ēĖ¯
čćĆĔĉĔīĒ expert 
ĜĖć<ēĉĉīĒ>ēčĶĒ
to believe Č¯ĖĆēĖĔīĒ <đčĔčĉĉĖĒ>đč¯
me (accusative) ĎčĒ country, nation 

čć<ĖĔčćĖĒ>ĈĔčćĒ
million ēĖ¯
ĜĖćēijҔčĐčĒ Ğĉ¯
billion ē¯
ĜĖććĜIJҔčĐčĒ Maharal (Rabbi <ĐIJҔĜIJĈIJĒ>ĐĜĈĒ
milk
čćĎĐčĒ Judah Loew) 
ĜĖć
dairy ěčďĐčĒ music ē¯
čćěčҔĊĉĒ
milkman ĜĖěčďĐčҔĒ musical ĝčĐIJěčĊĉĒ
minority ē¯
čćČīĈĜĖćĔčҔĒ to have to; Č¯ĖĆēĊĉĒ
minute ē¯
čćČĉҔĔčĒ must
we; me (dative) ĜčĒ to pardon <ĐďĪĒ>ĐċĉĒ

overjoyed ĈċĒčû¯ĄĐĒ
 ēĖҔĉĉĖĆĐċĉĒēìĊ
<ĖďĒčĕ¯ĖĐijĒ> mouth 
ĜĖĐìĒ
ĕijćĐĪĒ
war 
<ĖĒijďĐčĒ>ĈĒċĐĒ ĐďĐìĒ
Ğĉ¯
čć (diminutive)
king 

ĜĖć<ĎĖĐīĒ>ĎĐĒ aunt 
ĕ¯
čćĖĒĉĒ
<đčďijĐĖĒ>đč¯ (dative) ēĖĒĉĒ
really <ĝĖĒIJĒ>ĝĒĒ Saturday night Ğąĝ¯ĄĚĉĒ

to continue 
<ĎĖĝĒIJĒ>ĎčĝĒĒ (after end of <ĕĖąIJĝ¯ĖĚĪĒ>
ēĖҔĉĉĖĆĎčĝĒĒēìĊ Shabes)
party 
<ĖąčĕĖĒ>ĈąčĕĒ to be afraid (of ) 
ēąijĈ<ĖĜĪĒ>ĄĜĉĒ
Ğĉ¯
čć
ĜIJĸ ČIJҔĈĖĆĄĜĉĒ
to agree (with) 
<đĖěĕIJĒ>đčáĕĒ to murmur Č¯ĖĆēĖĐĒĜĉĒ
đčáĕĒēìĊ luck
ĕijć<ĐĊIJĒ>ĐĊĒ

ČčĒēĖҔĉĉĖĆ congratulations <ĉĉijČĐĊIJĒҊ> ĶĉČ¯ĐĊĒ
one/you/they
ēĖĒ in-laws 
<đčĔijČĉďĖĒ>đčĔëĉċĒ
to be permitted Č¯ĖĆēĆĖĒ (plural)
medicine ēĖ¯
čćēčҔĚčćĖĒ machzor, Jewish <ĜĖĊďIJĒ>ĜĉĊċĒ
medical ĝčĔčĚčćĖĒ holiday prayer đč¯
ĕijć=ĜĖć
metre ĕ¯
ĜĖćĜĖČĖĒ book <đčĜĪĊďIJĒ>
melodrama ĕ¯
čćĖĒIJĜćijĐĖĒ a delight 

čć<ĖìďĖĒ>ĈčċĒ
to inform ēćĐijĒĖĆēćĐĖĒ Ğĉ¯
person 
ē¯
ĜĖćĝČĔĖĒ ugly <ĕĖčĒ>ĕĉĄčĒ
ēĝČĔĖĒ tired ćčĒ
(accusative/ east
ĜĖć<ĎĖĜĊčĒ>ċĜĊčĒ
dative) with ČčĒ
knife ĕ¯
ĕijć=ĜĖćĜĖĕĖĒ Wednesday ē¯
ĜĖćĎijĉĉČčĒ
Mexico
čćĖěčĕěĖҔĒ Middle Ages
ĜĖćĜĖČĐĖ¯ĐČčĒ
Mexican ĜĖĔIJěčĕěĖĒ đĖćČčĒ= ēČčĒ
more ĜĖĒ May
ĜĖćìĒ
carrot ē¯
čć=ĜĖćĜĖĒ girl ĎĖ¯
ĕijćĐćīĒ
276 Yiddish–English glossary

zero ĐĉĔ what’s the ĜĖćĊčĄĕijĉĉĜĖĒ

version 
ĜĖć<ĎĖĕĉĔ>ċĕĉĔ matter? ĜĖĒ
ĞĉijċĕĉĔ west
ĜĖć<ĉĉĖĜìĒ>ĶĜĖĒ
<ĕĖijďĕĉĔ> story 

čć<ĖĕìĒ>ĈûĖĒ
melody 
đč¯
ĜĖć<ēĆčĔ>ēĉĆčĔ <ĕĖĕìĒ>ĞĉčûĖĒ
<đčĔĉĆčĔ> situation 

ĜĖć<ĉĉĖĚIJĒ>ĶĚĒ
New York ěĜijč¯ĉčĔ <đčĉĉijĚIJĒ>đč¯
not ČčĔ source 

ĜĖć<ĜĖěijĒ>ĜĉěĒ
new ìĔ <đčĜĪěĖĒ>đč¯
no ēīĔ crazy <ĖĆĉĝĖĒ>ĖĆĉĝĒ
nine ēìĔ madness <ĕIJҔĆĉĝĖĒ>ĞĖĆĉĝĒ
ninth ČĔìĔ ē¯
ĕijć
ninety ěčĚĔìĔ fable; parable <ĐĝijĒ>ĐĝĒ

ninetieth ČĕěčĚĔìĔ 
ĕijć=ĜĖć
nineteen ēĚĔìĔ <đčĐijĝĖĒ>đč¯
nineteenth ČĔĚĔìĔ family 
<ĖďijçĝčĒ>ĈċçĝĒ
news
ĕijć=čćĕĖìĔ Ğĉ¯
čć
March/April
ĜĖć<ēĕčĔ>ēĕčĔ
to sneeze ēĕijĔĖĆēĕčĔ ĕ
to use Č¯ĖĆēĚčĔ November
ĜĖćĜĖąĒĖĉĉijĔ
not ČĝčĔ nose 
ĐĊĖĔĊĖĔ
čćĊijĔ
trip 

čć<ĖčĕĖĔ>ĈĖčĕĔ (diminutive)
Ğĉ¯ after; more; still ĎijĔ
fingernails (plural) ĐĆĖĔ to relent ēąĖĆĖĆďijҔĔ ēąĖĆďijҔĔ
to disappear 
ēĜĖĉĉ<đĖĐīĔ>đĐĖĔ night ČďĖĔ
čćČďIJĔ
ēĜijĉĉĖĆđĐĖĔ đĖćĎijĔ= ēďijĔ
(ēìĊ +) name ēĖĒĖĔ
ĜĖćēĖĒijĔ
to take ēĖĒĉĔĖĆēĖĒĖĔ close ĜĖČĔĖĖҔĔ ČĔĖijĔ
(comparative)
Ė national ĐIJҔĔijčĚIJĔ
ĕĖ= ĕ neck ĕ¯
ĜĖćēěIJĔ
underground/ ĕ¯
čć=ĜĖćīĉĉąijĕ fool; idiot đčĔijĜIJĔ
ĜĖćĜIJĔ
subway (used only; but rather ĜijĔ
in US) silly; stupid ĝčĜIJĔ
Soviet Union ćĔIJҔąĜIJĸ¯ēČĖĉĉijĕ charitable 
<ĖĉĉijćĖĔ>ĈĶćĔ

ĜĖć donation Ğĉ¯
čć
living room ēĖ¯
ĜĖćēijҔĐIJĕ come on; so; ĉĔ
soldier ē¯
ĜĖćČIJҔćĐijĕ well
very ĖĒIJĕ annoying ĕĖ¯
ĜĖćěčĔćĉĔ
(+ superlative, person, pain
e.g. ‘the very in the neck
biggest’) boring ĖĔćĉĔ
Yiddish–English glossary 277

English
ĕijćĝčĐĆĔĖ sandal ē¯
ĜĖćĐIJҔćĔIJĕ
(adjective); sofa ĕ¯
čć Ėěĸijĕ
English sort ē¯
ĜĖćČĜijĕ
language end ē¯
ĜĖć<ėijĕ>ėĉĕ
to finish Č¯ĖĆēěčćĔĖҔ merchandise 
<ĖĜĪďĕ>ĈĜĉċĕ
issue; point 
<ēĖčĔčĄ>ēčĔĖ Ğĉ¯
čć

ĕijć=ĜĖć Stalin ēčĐIJČĕ
<đčĔijčĔčĄ>đč¯ (male) student ē¯
ĜĖćČĔĖҔćĉČĕ
similar ĎĖĐĔĖ (female) student ĕ¯
čćĖěČĔĖćĉČĕ
encyclopaedia 

čćĖčćĖçijĐěčĚĔĖ stereotypical ĝčçčČijĖĜĖČĕ
ĕ¯ reason Ğĉ¯
čć<Ėąčĕ>Ĉąčĕ
Austria
ĕijćĎìĜČĕĖ May/June
ĜĖć<ēĉĉčĕ>ēĉĉčĕ
apple ¯
ĜĖćĐçĖ both . . . and ìĕìĕ
something; ĕĖçĖ danger 
<ĖĔijěIJĕ>ĈĔáĕ
some kind of Ğĉ¯
čć
to open ČĔĸĖĖĆēĖĔĖĸĖҔ season ēĖ¯
ĜĖćēijҔĊĖĕ
advice Ğĉ¯<ĖĚīĄ>ĈĚĖ September
ĜĖćĜĖąĒĖČçĖĕ
screen ēĖ¯
ĜĖćēIJҔĜěĖ second ĕ¯
čćĖćĔĉěĖĕ
stubborn person 

ĜĖć<ēĝěIJ>ēĝěĖ secretary ē¯
ĜĖćĜIJҔČĖĜěĖĕ
<đčĔijĝěIJ>đč¯ skirt ĕ¯
čćĖĚčĔćĉҔçĕ
he ĜĖ especially ĐĖҔčĚĖçĕ
aeroplane ēĖ¯
ĜĖćēIJҔĐçijĜĖ Jewish religious 

ĜĖć<ĜĖĸīĕ>Ĝĸĕ
Friday evening/ 
ĉĉĖĜĖ>Ğąĝ¯ĶĜĖ book <đčĜijĸĕ>đč¯
night
ĜĖć<ĕĖąIJĝ frying pan ĕ¯
čćĖćijĜĉĉijҔěĕ
earth ¯
čććĜĖ scandal ē¯
ĜĖćĐIJҔćĔIJěĕ
first; just recently ČĝĜĖ most (of ) <ĉĉijĜĕ> ĶĉĜĕ

è ė
sidelock Ğĉ¯
čć<Ėīç>ĈĄç unhappiness ĝĸĔ¯ĞĒĆĖ

positive ĉĉčҔČčĊijç <ĝĖĸĖĔ¯ĕĖĒĆIJ>
position ĕ¯
čćĖčĚčĊijç
ĕijć
politics ē¯
čćěčҔČčĐijç afterlife/world to 
ĄąĈ¯đĐĉĖ
shelf ĕ¯
čćĖĚčĐijҔç come <ĖąIJĈ¯đĖĐĪĄ>
tomato ē¯
ĜĖćĜijҔćčĒijç
čć=ĜĖć
orange ē¯
ĜĖćęĔIJҔĜĖĒijç some ĖďĖĐČĖ
stripe ē¯
ĜĖćĕIJç parents (plural) ēĜĖČĐĖ
position, post ĕ¯
ĜĖćēČĕijç hello (reply) đĉĐĝđďčĐĖ

to happen Č¯ēĜčĕIJç <đĖĐijĝđĖďīĐIJ>
to fit; to suit (+ dative) Č¯ĖĆēĕIJç elbow ĕ¯
ĜĖćēĆĪąĔĐĖҔ
poetry ĕ¯
čćĖčĊĖijç eleven ėĐĖ
popular ĜĖҔĐĉçijç eleventh ČĸĐĖ
paper ē¯
ĕijćĜčҔçIJç England
ĕijććĔIJĐĆĔĖ
278 Yiddish–English glossary

prestige ¯
ĜĖćĝĊčҔČĕĖĜç couple; few; pair ē¯=¯
ĕijć=čćĜijç
Torah portion 
čć<ĖĝĜIJç>ĈĝĜç Portuguese ĝčĐIJĆĉČĜijç
<ĕĖĝĜIJç>ĞĉčĝĜç Paris ĊčҔĜIJç
neither meaty ĖĉĉĖĜIJҔç
Ĺ nor dairy
factory ē¯
čćěčҔĜąIJĸ couple 
ĕijćěĐijҔĸĜijç
to demand; to Č¯ĖĆēĜĖćijĸ ĜĖěĐĖĸĜijç
require to publish Č¯ēĜčěčĐąĉç
father ĕ¯
ĜĖćĜĖČijĸ Polish (adjective); ĝčĐĪç
to fall
ēìĊ +ē¯ĖĆēĐIJĸ Polish language
folklore ¯
ĜĖćĜijҔĐěĐijĸ Poland
ĕijćēĐĪç
Folksbiene
čćĖĔčąĕěĐijҔĸ exactly ČěĔĉç
(Yiddish belly-button ĕĖ¯
ĜĖćěčçĉç
theatre in Purim play ē¯
čćĐčçĝ¯đčĜĉç
New York) detail ĕ¯
čćĖěĉĉĖĝČčҔç
folk-style ĎĖĐĒčČĕěĐijҔĸ play ĕ¯
čćĖĕĖčç
before; for ĜIJĸ beach ĕ¯
čćĖĝĊIJĐç
united ČěčĔīĄĜIJĸ idea; plan ĜĖĔĖĐç
ĜĖćēIJĐç
United States ēČIJČĝĖČěčĔīҔĄĜIJĸ suddenly đĖĚĉĐç
past ìҔąĜIJĸ niece ĕ¯
čćĖĚčĔĖҔĒčĐç
connection; ēĖ¯
čćĆĔĉćĔčąĜIJĸ nephew ĕĖ¯
ĜĖćěčĔĖĒčĐç
contact face 

ĕijć<đĖĔijç>đčĔç
last (month, ēĖĆĔIJĆĜIJĸ <ĜĖĒĖĔĖҔç>ĜĖ¯
year) <ĐĒĖĔĖҔç>ĐĒčĔç
to forget ē¯ēĕĖĆĜIJĸ (diminutive)
why ĕijĉĉĜIJĸ=ĕijҔĉĉĜIJĸ biblical verse 
ĜĖć<ěĖĕijç>ěĉĕç
Forward (Yiddish
ĜĖćĕČĜĖĉĉĜijĸ <đčěĉĕç>đč¯
newspaper) personal ĎĖĐĔĖĊĜĖç
to taste Č¯ēďĉĊĜIJĸ problem ēĖ¯
čćđĖҔĐąijĜç
reliable ĎĖĐĊijĐĜIJĸ Prague ĆijĜç
to leave ē¯ēĊijĐĜIJĸ programme ēĖ¯
čć đIJҔĜĆijĜç
to rely (on) 
ĎčĊĎčĊēĊijĐĜIJĸ to produce Č¯ēĜčĚĉćijĜç

ėĪĄē¯ prose ĕ¯
čćĖĊijĜç
in love (with)
ēčĄČąčҔĐĜIJĸ to practise Č¯ēĜčĚčČěIJĜç
to suggest ČĆīĐĖĆĜijҔĸ ēĆīĐĜijҔĸ to try Č¯ēĜčąĉĜç
to lose 
ēĜčĐĜIJĸ to try Č¯ĖĆēĉĉôĜç
ēĜijĐĜIJĸ=ēĜĪĐĜIJĸ livelihood 
<ĖĕijĔĜIJç>ĈĕĔĜç
đĖćĜIJĸ= ēĜIJĸ Ğĉ¯
čć
to go (by
ēìĊ +ē¯ĖĆēĜijĸ president ē¯
ĜĖćČĔĖҔćčĊĖĜç
vehicle); gorgeous ěčČďĖĜç
to travel prime minister ĜĖČĕčĔčĒ¯ĜĖčĒĖҔĜç
busy ēĖĒĉĔĜIJĸ ēĜijČĕčĔčĒ¯
ĜĖć
Yiddish–English glossary 279

four Ĝčĸ to occupy ĎčĊĎčĊēĖĒĖĔĜIJĸ

company, firm ĕ¯
čćĖĒĜčĸ oneself (with)
ČčĒēĖĒĉĔĜIJĸ
fish ~
ĜĖćĝčĸ having a cold ČĐčҔěĜIJĸ
meat ē¯
ĕijćĝīĐĸ opposite; ČĜĖҔěĜIJĸ
meaty ěčĝīĐĸ reversed
obligation ē¯
čćČďčĐĸ to fix 
ēČďčĜĜIJĸ
to fly 
ēĆĪĐĸĖĆēĖčĐĸ ēČďijĜĜIJĸ=Č¯

ēìĊ + to understand ēīҔČĝĜIJĸ
airport 

ĜĖćęIJĐçčĐĸ ēĖĔIJČĝĜIJĸ
ĜĖĚĖĐçčҔĐĸ performance ēĖ¯
čćĆĔĉĐĖČĝĜijҔĸ
used to ĆĖĐĸ to introduce; to ēĐĖČĝĜijҔĸ
February
ĜĖćĜIJĉĜąĖҔĸ perform ČĐĖČĝĖĆĜijҔĸ
feather; pen ē¯
čćĜĖćĖĸ to imagine ĎčĊĎčĊēĐĖČĝĜijҔĸ
uncle ĕ¯
ĜĖćĜĖČĖĸ ČĐĖČĝĖĆĜijҔĸ
window ~
ĕijć=ĜĖćĜĖČĚĔĖĸ different; various ēćīĝĜIJĸ
pepper
ĜĖćĜĖĸĖĸ to disseminate Č¯ēČīĜçĝĜIJĸ
fourth ČĜĖĸ lazy ĐĪĸ
quarter ĎĖ¯
ĕijćĐČĜĖĸ from; of; by ēĉĸ
forty ěčĚĜĖĸ pound ē¯
ĕijć=ĜĖćČĔĉĸ
fortieth ČĕěčĚĜĖĸ đĖćēĉĸ= đĖĔĉĸ
forties ĜĖěčĚĜĖҔĸ foot 
Đĕčĸĕčĸ
ĜĖćĕĉĸ
fourteen ēĚĜĖĸ (diminutive)
fourteenth ČĔĚĜĖĸ on foot ĕĉĸĉĚ
French ĝčĊīĚĔIJĜĸ=ĝčĊĪĚĔIJĜĸ fifth Čĸĉĸ
(adjective); fifty ěčĚĸĉĸ
French fiftieth ČĕěčĚĸĉĸ
language fifties ĜĖěčĚĸĉҔĸ
France
ĕijćĎìĜěĔIJĜĸ fifteen ēĚĸĉĸ
fruit ē¯
čćČďĉĜĸ fifteenth ČĔĚĸĉĸ
observant, 
ĜĖĒčĜĸđĉĜĸ fever ~
ĕijć=ĜĖćĜĖąčĸ
religious (comparative) figure ē¯
čćĜĉҔĆčĸ
early čĜĸ fiddle, violin ēĖ¯
čć=ĜĖćĐćčĸ
free ìĜĸ fiddler ĕ¯
ĜĖćĜĖĐćčĸ
Friday ē¯
ĜĖćěčČìĜĸ to hate 
ČĔìĸēąijĈČĔìĸ
friend ~
ĜĖćČĔìĜĸ=ćĔìĜĸ ČIJҔĈĖĆ
friendly ĎĖĐČĔìĜĸ so much ĐčĸĪҔĊIJĐčĸ
friendship ē¯
čćČĸIJĝČĔìĜĸ too much ĐčĸĉĚ
to be happy; to Č¯ĖĆĎčĊĎčĊēĖīĜĸ film ēĖ¯
ĜĖćđĐčĸ
rejoice finger ~
ĜĖćĜĖĆĔčĸ
spring ēĖ¯
ĜĖćĆĔčĐčĜĸ ring ĎĖ¯
ĕijćĐĜĖĆĔčҔĸ
before; earlier ĜĖčĜĸ five ėĔčĸ
previous ěčćĜĖčҔĜĸ fifth ČĸĔčĸ
280 Yiddish–English glossary

to give back ēąĖĆěčҔĜĉĚ breakfast ē¯

ĜĖćěčČĝčĜĸ
ēąĖĆĖĆěčҔĜĉĚ to ask Č¯ĖĆēĆĖĜĸ
introduces yes/ čĚ to ask oneself/ Č¯ĖĆĎčĊĎčĊēĆĖĜĸ
no questions; each other
whether foreigner; 
ĜĖćĜĖćĒĖĜĸ
onion ĕ¯
čćĖĐĖąčҔĚ stranger ĖćĒĖĜĸ
a dish of ē¯
ĜĖćĕĖĒčĚ (declines like
carrots and adjective)
raisins
room ē¯
ĕijć=ĜĖćĜĖĒčĚ ě
to chop apart Č¯ēěIJĈĖĚ Tsenerene, ĈĔčĄĜĉ¯ĈĔčĄĚ
mobile/cellphone ĕ¯
čćĖěĐĖĚ Yiddish Bible
čć<ĖĔĖĜĖĔĖĚ>
confused; mixed ČĝčҔĒĖĚ commentary
together tooth ēīĚ
ĜĖćēijĚ
ten ēĖĚ ĐćĔīĚ
tenth ČĔĖĚ (diminutive)
centre ĕ¯
ĜĖćĜĖČĔĖĚ righteous person 
ĜĖć<ěčćIJĚ>ěčćĚ
headquarters ĕ¯
čćĖĐIJĜČĔĖĚ đč¯
torn ēĕčĜĖĚ to; too ĉĚ
to destroy Č¯ēĜĖČĝĖĚ to prepare ČīĜĆĖĆĉҔĚ ēČīĜĆĉҔĚ
north
ĜĖć<ēĸijĚ>ēĉĸĚ twenty ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ
twentieth =ČĕěčĚĔIJĉĉĚ

Ĝ ČĕěčĚĔijĉĉĚ
coffee ĕ¯
čćĖĉĉIJě twenties ĜĖěčĚĔijҔĉĉĚ
cookbook 

ĕijćĎĉą¯Ďijě two īĉĉĚ
ĜĖďčą¯Ďijě second ČīĉĉĚ
to cook Č¯ĖĆēďijě twelve ėĐĖĉĉĚ
cold 
ĜĖČĐĖěČĐIJě twelfth ČĸĐĖĉĉĚ
(comparative) to promise ČĆijĊĖĆĉҔĚ ēĆijĊĉҔĚ
to destroy ĖčĐIJěēďIJĒĖčĐIJě together ēĖĒIJĊĉĚ
Č¯ĖĆ access
ĜĖćČčĜČĉĚ
colour ē¯
ĜĖćĜčҔĐijě because of ąčҔĐĉĚ
colourful ĐĉĸĜčĐijě đĖćąčҔĐĉĚ= ēąčĐĉĚ
funny ĝčĒijě đĖćĉĚ= đĉĚ
comedy ĕ¯
čćĖčćĖĒijě tongue 
ĜĖĆĔčĚ
čćĆĔĉĚ
commentary ē¯
ĜĖćĜIJҔČĔĖĒijě (diminutive) ĐĆĔčĚ
CD 

ĕijćĐČěIJçĒijě to adapt oneself ĎčĊĎčĊēĕIJçĉҔĚ
ĎĖ¯ ČĕIJçĖĆĉҔĚ
computer ĕ¯
ĜĖćĜĖČĉčçĒijě happy; ēćčĜĸĉĚ
suit ē¯
ĜĖćČĖҔĐçĒijě satisfied
Canada
čćĖćIJĔIJě sugar
ĜĖćĜĖěĉĚ
contact ē¯
ĜĖćČěIJҔČĔijě back ěčҔĜĉĚ
Yiddish–English glossary 281

clear 
ĜĖĜĖĐěĜijĐě conflict ē¯
ĜĖćČěčҔĐĸĔijě
(comparative) to cost Č¯ĖĆēČĕijě
club ē¯
ĜĖćąĉĐě head 
çĖě
ĜĖćçijě
clever ĜĖĆčĐěĆĉĐě (diminutive) ĐçĖě
(comparative) long coat ĕ¯
čćĖČijçIJě
dress ĎĖ¯
ĕijćĐćīĐě band (music) ĕ¯<čć>ĖčĐĖçIJě
clothes (plural) ĜĖćīĐě café ēĖ¯
ĜĖćĖҔĸIJě
small 
ĜĖĔĖĐěēīĐě porridge ĕ¯
čćĖĝIJě
(comparative) pauper 

ĜĖć<ēĚçIJě>ēĚąě
climate ē¯
ĜĖćČIJҔĒčĐě <đčĔijĚçIJě>đč¯
garlic ~
ĜĖćĐąijĔě community 
<ĖĐčĈĖě>ĈĐčĈě
knee ēĖ¯=¯
čć=ĜĖćčĔě Ğĉ¯
čć
button 
çĖĔě
ĜĖćçijĔě potato or noodle ēĖ¯
ĜĖćĐĆĉě
ĐçĖĔě casserole
(diminutive) (male) cousin ēĖ¯
ĜĖćēčҔĊĉě
cheese ē¯
ĜĖćĊĖě (female) cousin ĕ¯
čćĖ
ěĔčĊĉě
waiter ~=ĕ¯
ĜĖćĜĖĔĐĖě to buy Č¯ĖĆēĸĪě
to be able; can; Č¯ĖĆēĖĔĖě voice 

ĕijć<Đijě>Đĉě
to know (a <ĜĖĐĖě>ĜĖ¯
language, <ĐďĐĖě>ĐďĐĉě
person) (diminutive)
pocket ĕ¯
čćĖĔĖĝĖҔě culture ē¯
čćĜĉҔČĐĉě
shop 
ēĖ¯
čćđijĜě to come
ēìĊ +ēĖ¯ĖĆēĖĒĉě
ĐĒĖĜě next ěčćĔĖĒĉҔě
(diminutive) art gallery 
ĖčĜĖĐIJĆ¯ČĕĔĉě
relative 
ĜĖć<ĉĉĖĜijě>ĶĉĜě ĕ¯
čć
<đčĉĉĪĜě>đč¯ look ē¯
ĜĖćěĉě
circle ē¯
ĜĖćĊìĜě to look Č¯ĖĆēěĉě
to crawl 
ēďijĜěĖĆēďčĜě course ē¯
ĜĖćĕĜĉě

ēìĊ + short 
ĜĖĚĜčěęĜĉě
criminal ĐIJҔĔčĒčĜě (comparative)
inn; bar, pub ĕ¯
čćĖĒĝČĖĜě to; negative ēīě
shopkeeper ĕ¯
ĜĖćĜĖĒĖĜě article
never Č
ĝčĔĐijĒēīě
ĝ to chew Č¯ĖĆēĖìě
wheel ĜĖćĖĜ
ĕijć=čććijĜ kitchen ē¯
čćĎčě
radio ĕ¯
ĜĖćijčćIJĜ cinema ĕ¯
ĜĖćijĔčě
bicycle ĕ¯
ĜĖćĜĖĉĉijĜ child ĜĖ¯
ĕijććĔčě
pink ĖĊijĜ class ē¯
ĜĖćĕIJĐě
novel ēĖ¯
ĜĖć ēIJҔĒijĜ classic author 
ĜĖćĜĖěčĕIJҔĐě
Jewish New ĈĔĝĈ¯ĝijĜ
 ~=ĕ¯
Year
ĜĖć<ĖĔijĝĖĝijĜ> classic ĝčĕIJĐě
282 Yiddish–English glossary

prescription; ē¯
ĜĖćČçĖҔĚĖĜ Mr <ąĖĜ>ąĜ= Ĝ
recipe rabbi 
ĜĖć<ĉĉijĜ>ĶĜ
to recommend Č¯ēĜčćĔĖĒijěĖĜ <đčĔijąIJĜ>đčĔąĜ
jacket ĎĖ¯
ĕijćĐěĖĜ rebbe 

ĜĖć<ĖąĖĜ>čąĜ
Rashi (Rabbi <ĖĝIJĜ>čĝĜ <đ™ čĖąIJĜ>đč¯
Solomon <ēąĖĜ>ēčąĜ
ben Isaac, (accusative/
1040–1105) dative)
moment ĕ¯
čć<ĖĆĖĜ>ĖĆĜ
Ğ rest
čćĉĜ
pity
ĜĖććijĝ rouble ~
ĜĖćĐąĉĜ
Scotland
ĕijććĔIJĐČijĝ red ČĪĜ
scarf ĎĖ¯
ĕijćĐěčĐIJҔĝ calm ě™ čĉĜ
S. An-Ski čěĕ¯ĔIJĝ Romania
čćĖčĔĖĒĉĜ
(Yiddish Romanian
ĕijćĝčĔĖĒĉĜ
author and (adjective);
folklorist, Romanian
1863–1920) language
to create; to ē¯ĖĆēĸIJĝ round ćĔĉĜ
produce Russian
ĕijćĝčĕĉĜ
chocolate ē¯
ĜĖććIJҔĐijěijĝ (adjective);
survivors, 
ĈČčĐçĈ¯ĞčĜĄĝ Russian
especially of <ĖČīĐçIJĈĕĖĜīĝ> language
the Holocaust ¯
čć Russia
ĕijććĔIJĐĕĉĜ
sharpness ČīěĸĜIJĝ to call ē¯ĖĆēĸĉĜ
the Jewish 

ĜĖć<ĕĖąIJĝ>Ğąĝ back ĕ¯
ĜĖćēěĉĜ
Sabbath; <đčĕijąIJĝ>đč¯ to feel sorry (for) 
<ĕĖĔijĒďIJĜ>ĞĉĔĒċĜ
Saturday ĞĉĔĒċĜēąijĈ
January/February
ĜĖć<ČIJĉĉĝ>ČĶĝ
ėĪĄČIJҔĈĖĆ
brother-in-law ĕ¯
ĜĖćĜĖĆijĉĉĝ huge ěčĊčĜ
mushroom 
ēĖ¯
čć=ĜĖćđijĉĉĝ to ride
ēìĊ +ēČčĜĖĆēČìĜ
ĐĒĖĉĉĝ rich ĎìĜ
(diminutive) clean ēīĜ
mother-in-law ĕ¯
čćĜĖĆčĉĉĝ belt ĕ¯
ĜĖćēĖĒčĜ
Switzerland
čćęìĉĉĝ rain ĕ¯
ĜĖćēĆĖĜ
to swim 
ēĖĒôĉĉĝĖĆēĖĒčĉĉĝ to speak Č¯ĖĆēćĖĜ

ēìĊ + speaking ěčćĔćĖĜ
sister-in-law ĕ¯
čćēčĜĖĆĖҔĉĉĝ revolution ĕ¯
čćĖčĚĉĐijĉĉĖĜ
Swedish
ĕijćĝčćĖĉĉĝ right ČďĖĜ
(adjective); relative(ly) ĉĉčҔČIJĐĖĜ
Swedish restaurant ēĖ¯
ĜĖćēIJҔĜijČĕĖĜ
language lecture ē¯
ĜĖćČIJҔĜĖĸĖĜ
Yiddish–English glossary 283

to sleep
ēìĊ+ē¯ĖĆēĸijĐĝ Sweden
ĕijćēćĖĉĉĝ
bedroom ē¯
ĜĖćĜĖĒčĚĸijҔĐĝ sister ~
čćĜĖČĕĖĉĉĝ
peace
ĜĖć<đĖĐijĝ>đĉĐĝ cousin ćĔčҔě
 ĜĖČĕĖĉĉĝ
hello đďčĐĖđĉĐĝ
 ĜĖ¯
ĕijć
<đĖďīĐIJđĖĐijĝ> difficult; hard; ĜĖĉĉĝ
bad 
ĜĖĆĜĖČďĖĐĝ heavy
(comparative) father-in-law ē¯
ĜĖćĜĖĉĉĝ
ČĕĆĜĖ already ēĪĝ
(superlative) shoe 
Ďčĝ
ĜĖćĎĉĝ
to drag Č¯ĖĆēçĖĐĝ (diminutive) Đďčĝ
rag ĕ¯
čćĖČIJĒĝ school; ē¯
čćĐĉĝ
to chat Č¯ĖĆēĕĖĉĒĝ synagogue
dirty ěčĚĉĒĝ city ČĖČĝ
čćČijČĝ
smile 
ĕijć=ĜĖć ĐďīĒĝ
 to originate Č¯ĖĆēĖĒIJČĝ
ēĖ¯ to die 
ēąĜijČĝĖĆēąĜIJČĝ
to smile Č¯ĖĆēĖĐďīĒĝ
ēìĊ +
to smell Č¯ĖĆēěĖĒĝ strong; (with ěĜIJČĝ
(transitive) ēąijĈąčĐ)
daughter-in-law ĜčĔĝ=ē¯
čćĜĉĔĝ very much
shoelace 
čćĖĐćIJĉĉĖĜĉĔĝ house ĜĖąčČĝ
čćąĉČĝ
ĕ¯ to study Č¯ēĜčćĉČĝ
snow ēĖ¯
ĜĖćīĔĝ storm ĕ¯
ĜĖćđĖĜĉČĝ
to cut ēČčĔĝĖĆēćìĔĝ boot ~
ĜĖćĐĉĉčČĝ
to snow Č¯ĖĆēĖīĔĝ manner ĕ¯
ĜĖćĜĖĆīČĝ
tie ē¯
ĜĖćĕçčĔĝ to stand 
ēĖĔIJČĝĖĆēīČĝ
hour 

čć<ijĝ>ĈĖĝ
ēìĊ +
<ēĖijĝ>ēĖ¯ to be based (on) 
ĎčĊĎčĊēĚčČĝ
to be Č¯ĖĆĎčĊĎčĊēĖĒĖĝ
ėĪĄČ¯ĖĆ
embarrassed piece ĎĖ¯
ĕijćĐěčČĝ
Spanish
ĕijćĝčĔIJçĝ shtetl; village ĎĖ¯
ĕijćĐČĖČĝ
(adjective); always ěčćĔĖČĝ
Spanish to bother Č¯ĖĆēĜĖČĝ
language shtreimel, 

ĕijćĐĒìĜČĝ
walk ē¯
ĜĖćĜčҔĚIJçĝ fur hat worn ēĖ=ĎĖ¯
to walk Č¯ēĜčĚIJçĝ by some
to save Č¯ĖĆēĜijçĝ Hasidim
vestige ē¯
čć=ĜĖćĜĉçĝ tights (plural) çĒčĜČĝ
mirror ēĖ¯
ĜĖćĐĆčçĝ beautiful ĜĖĔĖĝēīĝ

hospital 
ĕijć=ĜĖćĐijҔČčçĝ (comparative)
ĜĖĐĖČčçĝ=ē¯ to shine Č¯ĖĆēĖĔìĝ
to act; Č¯ĖĆēĐčçĝ bowl ēĖ¯
čćĐĕčĝ
to play ship ē¯
čćėčĝ
284 Yiddish–English glossary

ì late ČĖçĝ
Torah 
čć<ĖĜĪČ>ĈĜĉë language ē¯
čćĎIJĜçĝ
Ğĉ¯ to jump ēĖĆĔčĜçĝ

September/
ĜĖć<ĖĜĝčČ>čĜĝčë ēĖĆĔĉĜçĝĖĆ
October
ēìĊ+
Tel Aviv ĶčĶij¯Đë sock ĕ¯
čćĖěČĖçĜIJҔěĝ
<ĉĉčҔĉĉIJ¯ĐĖČ> shekel 

ĜĖć<ĐěĖĝ>Đěĝ
student 
<ćĖĒĐIJČ>ćčĒĐë <đčĐijěĝ>đč¯
đč¯
ĜĖć to scream, Č¯ĖĆēĖìĜĝ
June/July
ĜĖć<ĊĖĒIJČ>ĊĉĒë to shout
Hebrew Bible <ĎIJҔĔIJČ>ĎĔë fright ē¯
čć=ĜĖćěĖĜĝ
ē¯
ĜĖć terrible ĎĖĐěĖĜĝ
prayer 
<ĖĐčĸČ>ĈĐčĸë
Ğĉ¯
čć ü
period (of time) 
<ĖĸĉěČ>Ĉĸĉěë celebration; joy <ĖďĒčĕ>ĈċĒčû
Ğĉ¯
čć Ğĉ¯
čć
English–Yiddish glossary

Note: refer to the Yiddish–English glossary for plurals, diminutives, compara-

tives, and past participles.

A B
a/an ēIJ=IJ back (adverb) ěčҔĜĉĚ
about ēĆĖĉĉ back (noun)
ĜĖćēěĉĜ
(to) accept ēĖĒĖĔĔijҔ bad ČďĖĐĝ
after ĎijĔ bathroom
ĜĖćĜĖĒčĚćijҔą
again ĐijĒIJĎijĔ (to) be ēìĊ
(to) agree 
<đĖěĕIJĒ>đčáĕĒ (to) be able ēĖĔĖě
ēìĊ beautiful ēīĝ
almost <ČIJҔĒčě>ČĖĒá because Đìĉĉ
alone ēīҔĐIJ (to) become ēĜĖĉĉ
already ēĪĝ bed
ĕijćČĖą
also ĎĪĄ bedroom
ĜĖćĜĖĒčĚĸijҔĐĝ
although ĝČijď before ĜIJĸ
always ěčćĔĖČĝ bicycle
ĜĖćĜĖĉĉijĜ
amazing ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ big ĕĪĜĆ
and ēĉĄ blue ĪĐą
angry Ċīą body
ĜĖćėĉĆ
apartment
čć<ĖĜčć>ĈĜčć book
ĕijćĎĉą
apple
ĜĖćĐçĖ bookshop
čćđijĜěĜĖďčҔą
approximately <ĎĖĜĖĖą>ĎĜĖą boring ĖĔćĉĔ
arm
ĜĖćđĖĜij (to) borrow ēĆĜiją
(to) arrive ēĖĒĉěĔijҔ bowl
čćĐĕčĝ
(to) ask ēĆĖĜĸ boy
ĕijćĐĆĔ™ čč
at ìą bread
ĕijćČĪĜą
at least <ĕĖďijçĖĐ>ĞĉċçĐ breakfast
ĜĖćěčČĝčĜĸ
aunt
čćĖĒĉĒ (to) bring ēĖĆĔĖĜą
autumn 

ĜĖćČĕąĜIJĈ brother
ĜĖćĜĖćĉĜą

ĜĖćēĖčĕij brown ēĪĜą
286 English–Yiddish glossary

building
ĜĖć<ēĖčĔčą>ēčĔą D
bus
ĜĖćĕĉąijČĪҔĄ daughter
čćĜĖČďijČ
business
ĕijćČĸĖҔĝĖĆ day
ĜĖćĆijČ
busy ēĖĒĉĔĜIJĸ (to) decide ēĕčĐĝIJą
but ĜĖąij die ēąĜIJČĝ
(to) buy ēĸĪě different ēćīĝĜIJĸ
dirty ěčĚĉĒĝ
C (to) discuss ēĜčČĉěĕčć
(to) call ēĸĉĜ (to) do ēijČ
car
ĜĖćijČĪĄ doctor
ĜĖćĜĖČěijć
(to) carry ēĆijĜČ dream
ĜĖć<đĖĐijď>đĉĐċ
centre
ĜĖćĜĖČĔĖĚ dress
ĕijćĐćīĐě
chair
ĕijćĐěĔĖą (to) drink ēĖěĔčĜČ
(to) change ēČìą
(transitive) E
cheese
ĜĖćĊĖě early čĜĸ
chicken
ĕijćĐćĔčĈ east
ĜĖć<ĎĖĜĊčĒ>ċĜĊčĒ
child
ĕijććĔčě easy ČďìĐ
city
čćČijČĝ egg
ĕijćīĄ
class
ĜĖćĕIJĐě eight ČďIJ
clean ēīĜ eighty ěčĚďIJ
clever ĆĉĐě eleven ėĐĖ
clock
ĜĖćĜĖĆīĊ empty ěčćīĐ
clothes (plural) ĜĖćīĐě end
ĜĖć<ėijĕ>ėĉĕ
coat
ĜĖćĐČĔIJĒ English ĝčĐĆĔĖ
coffee
čćĖĉĉIJě enough ĆĉҔĔĖĆ
cold ČĐIJě even <ĖĐčĸIJ>ĉĐčĸIJ
colour
ĜĖćĜčҔĐijě evening
ĜĖćČĔĉĉij
(to) come ēĖĒĉě every 

ĜĖćĖč
comfortable đĖҔĉĉěIJą (masculine/
completely ēĚĔIJĆēčĄ feminine)
computer
ĜĖćĜĖČĉčçĒijě (neuter) ĕĖćĖč
(to) cook ēďijě everywhere đĉҔČĖĒĉĄ
correct (person)ČďĖҔĜĖĆ exact(ly) ĪҔĔĖĆ
(thing) ěčČďčĜ example
ĜĖćĐčçĝìą
(to) cost ēČĕijě exhausted ČĖĝČĉĒĖĆĕĪҔĄ
country
ĕijććĔIJĐ expensive ĜĖìČ
cousin 
ĜĖćēčҔĊĉě eye
ĕijćĆĪĄ

čćĖ
ěĔčĊĉě
crazy <ĖĆĉĝĖĒ>ĖĆĉĝĒ F
(to) cry ēĖĔīĉĉ face
ĕijć<đĖĔijç>đčĔç
cup
ĕijćĐçĖČ (to) fall ēĐIJĸ
English–Yiddish glossary 287

family <ĖďijçĝčĒ>ĈċçĝĒ grandfather

ĜĖćĖćīĊ

čć grandmother
čćĖąiją
famous ČĒčҔĜIJą green ēčĜĆ
far Čìĉĉ (to) grow ēĕěIJĉĉ
father
ĜĖćĖČIJČ
fifteen ēĚĸĉĸ H
fifty ěčĚĸĉĸ hair (plural) ĜijĈ
film
ĜĖćđĐčĸ half (adjective) ąĐIJĈ
(to) find ēĖĔčĸĖĆ hand
čćČĔIJĈ
finger
ĜĖćĜĖĆĔčĸ (to) happen ēĜčĕIJçēĖҔĝĖĆ
(to) finish ēěčćĔĖҔ happy ĎĖĐěčĐĆ
first ČĝĜĖ hard ĜĖĉĉĝ
fish
ĜĖćĝčĸ hat
ĕijćĐČčĈ
five ėĔčĸ (to) hate ēąijĈČĔìĸ
foot
ĜĖćĕĉĸ (to) have ēąijĈ
for ĜIJĸ he ĜĖ
for example 
<ĐĝijĒĖĐ>ĐĝĒĐ head
ĜĖćçijě
ĐčçĝìąđĉĚ healthy ČĔĉҔĊĖĆ
(to) forget ēĕĖĆĜIJĸ (to) hear ēĜĖĈ
fork
ĜĖćĐçijĆ heart
ĕijćęĜIJĈ
forty ěčĚĜĖĸ her (possessive Ė¯ĜčĄ
four Ĝčĸ adjective)
fourteen ēĚĜĖĸ her (pronoun) (accusative) čĊ

free ìĜĸ (dative) ĜčĄ
free (of charge) <đĖĔčďĖą>đĔčċą here ijć
Friday
ĜĖćěčČìĜĸ him đčĄ
friend 

ĜĖć<ĜĖĉĉIJď>ĜĶċ his Ė¯ēìĊ

ĜĖćČĔìĜĸ=ćĔìĜĸ history
čćĖČďčĝĖĆ
from ēĉĸ (to) hold ēČĐIJĈ
fruit
čćČďĉĜĸ home
čćđīĈ
funny ĝčĒijě (to) hope ēĸijĈ
hospital
ĕijć=ĜĖć ĐijҔČčçĝ
G hot ĕīĈ
garden
ĜĖćēČĜijĆ hour
čć<ijĝ>ĈĖĝ
(to) get ēĖĒĉěIJą house
čćąĉČĝ
ĕijćĊĪĈ
girl
ĕijćĐćīĒ how many/ Đĸčĉĉ
(to) give ēąĖĆ much
glass
ĕijćĐĊĖĐĆ hundred
ĜĖćČĜĖćĔĉĈ
glasses (plural) ēĐčĜą husband
ĜĖćēIJĒ
go ēīĆ
good ČĉĆ I
grandchild
ĕijćĐěčĔīҔĄ I ĎčĄ
288 English–Yiddish glossary

idea 

ĜĖćĐIJĸĔìĄ M

ĜĖćěĔIJҔćĖĆ (to) make ēďIJĒ
if ąĪĄ man
ĜĖćēIJĒ
important ěčČďčĉĉ many <ĎIJĕ>ĎĕIJ
impossible ĎĖĐĆĖĒĒĉĄ me (accusative) ĎčĒ

in ēčĄ (dative) ĜčĒ
influence
čć<ĖijçĝIJĈ>ĈĖçĝĈ meat
ĕijćĝīĐĸ
information
čćĖčĚIJĒĜijĸĔčĄ (to) meet ēĸĖĜČ
instead of ČijҔČĝĔIJ milk
čćĎĐčĒ
interesting ČĔIJҔĕĖĜĖČĔčĄ minute
čćČĉҔĔčĒ
it ĕĖ modern ēĜĖҔćijĒ
Monday
ĜĖćěčČĔijĒ
J month 
<ĝĖćĪď>ĝćĉċ
Jew
ĜĖćć™ čč
ĜĖć
Jewish ĝčć™ čč more ĜĖĒ
joke
ĜĖćęčĉĉ mother
čćĖĒIJĒ
(to) jump ēĖĆĔčĜçĝ mouth
ĕijćĐĪĒ
music
čćěčҔĊĉĒ
K must ēĊĉĒ
kitchen
čćĎčě my Ė¯ēìĒ
(to) know ēĕčĉĉ
N
L name
ĜĖćēĖĒijĔ
lamp
ĕijćĐçĒĖĐ (to) need ēĸĜIJć
language
čćĎIJĜçĝ never Č
ĝčĔĐijĒēīě
last ČĚĖĐ new ìĔ
late ČĖçĝ news
ĕijć=čćĕĖìĔ
(to) learn ĎčĊēĖĔĜĖĐ next ěčćĔĖĒĉҔě
(to) leave ēĊijĐĜIJĸ night
čćČďIJĔ
left (opposite ěĔčĐ nine ēìĔ
of right) nineteen ēĚĔìĔ
lesson
čćĖčĚěĖĐ ninety ěčĚĔìĔ
library
čćěĖҔČijčĐąčą no ēīĔ
life
ĕijćēąĖĐ north
ĜĖć<ēĸijĚ>ēĉĸĚ
(to) like ēąijĈąčĐ nose
čćĊijĔ
(to) live ēąĖĐēĖĔĪĉĉ not Č
ĝčĔ
living room
ĜĖćēijҔĐIJĕ
long ĆĔIJĐ O
(to) look ēěĉě of ēĉĸ
(to) look for ēďĉĊ office
ĕijć=ĜĖćijҔĜĉčą
(to) love ēąijĈąčĐ often ĐijĒČĸijČĸij
luck
ĕijć<ĐĊIJĒ>ĐĊĒ old ČĐIJ
English–Yiddish glossary 289

one (before noun) ēīĄ

 relative <ĉĉĖĜijě>ĶĉĜě
(in counting) ĕĔīĄ restaurant
ĜĖć ēIJҔĜijČĕĖĜ
only ĜijĔĊĪĐą rich ĎìĜ
open ēĸij right (opposite of ČďĖĜ
(to) open ēĖĔĖĸĖҔ left)
or ĜĖćij ring
ĕijćĐĜĖĆĔčҔĸ
other ĜĖćĔIJ road
ĜĖćĆĖĉĉ
our Ė¯ĜĖĊćĔĉĄ room
ĕijć=ĜĖćĜĖĒčĚ
outside ēĕĪĜćēčĄ round ćĔĉĜ
(to) run ēĸĪĐ
P
paper
ĕijćĜčҔçIJç S
parents (plural) ĖĒIJĒ¯ĖČIJČ sad ěčČĖĒĉҔĄ
party
čć<ĖąčĕĖĒ>ĈąčĕĒ salt
ĕijć=čćęĐIJĊ
(to) pay ēĐijĚIJą same
ĜĖąĐĖĊ
pen
čćĜĖćĖĸ Saturday
ĜĖć<ĕĖąIJĝ>Ğąĝ
person
ĜĖćĝČĔĖĒ (to) say ēĆijĊ
(to) phone ēĜčĔijĸĖĐĖČēĖĆĔčĐěĔijҔ school
čćĐĉĝ
picture
ĕijććĐčą (to) scream ēĖìĜĝ
piece
ĕijćĐěčČĝ sea
ĜĖć<đIJč>đč
place
ĕijć=ĜĖćČĜij season
ĜĖćēijҔĊĖĕ
plate
ĜĖćĜĖĐĖČ secretary 
ĜĖćĜIJҔČĖĜěĖĕ
please ĖČčą
čćĖĝĜIJČĖĜěĖĕ
pocket
čćĖĔĖĝĖҔě (to) see ēĖĊ
poor đĖĜij seven ēąčĊ
problem
čćđĖҔĐąijĜç seventeen ēĚĖąčҔĊ
(to) push ēçĉČĝ seventy ěčĚĖąčҔĊ
she čĊ
Q shelf
čćĖĚčĐijҔç
quick ĎčĆ ship
čćėčĝ
quite ęĔIJĆ shirt
ĕijććĒĖĈ
shoe
ĜĖćĎĉĝ
R shop
čćđijĜě
rabbi
ĜĖć<ĉĉijĜ>ĶĜ short ęĜĉě
radio
ĜĖćijčćIJĜ should ēĐijĊ
rain
ĜĖćēĆĖĜ show ēĊìĉĉ
(to) rain ēĖĔĖĆĖҔĜ similar ĎĖĐĔĖ
(to) read ēĖĔĖīҔĐ since ČĔčĊ
really ĖěIJČ (to) sing ēĖĆĔčĊ
reason
čć<Ėąčĕ>Ĉąčĕ sister
čćĜĖČĕĖĉĉĝ
recently ĕĔČĚĖĐ (to) sit ēĚčĊ
red ČĪĜ six ĕěĖĊ
290 English–Yiddish glossary

sixteen ēĚďĖĊ T
sixty ěčĚďĖĊ table
ĜĖćĝčČ
skirt
čćĖĚčĔćĉҔçĕ (to) take ēĖĒĖĔ
(to) sleep ēĸijĐĝ tall ĎĪĈ
small ēīĐě tasty ěIJҔĒĝĖĆ
(to) smile ēĖĐďīĒĝ tea
čć=ĜĖćīČ
snow
ĜĖćīĔĝ (to) teach ēĖĔĜĖĐ
(to) snow ēĖīĔĝ teacher 
ĜĖćĜĖĜĖĐ
so ijČĪҔĊIJ
čćĖěĜĖĜĖҔĐ
some ĖďĖĐČĖҔ telephone
ĜĖćēijҔĸĖĐĖČ
something ĕĖçĖ television
čćĖčĊčĉĉĖĐĖČ
sometimes ĐijĒIJ (to) tell ēĐīĚĜĖć
son
ĜĖćēĉĊ ten ēĖĚ
soon ćĐIJą terrible ĎĖĐěĖĜĝ
south 
<đĖĜijć>đĉĜć than ēĉĸčĉĉ

ĜĖć thanks ěĔIJćIJ
(to) speak ēćĖĜ the (masculine) ĜĖć
spoon
ĜĖćĐĸĖĐ (feminine) čć
spring
ĜĖćĆĔčĐčĜĸ (neuter) ĕijć
(to) stand ēīČĝ (plural) čć
(to) start ēąīĈĔijҔ their Ė¯ĜĖīĊ
(to) stay ēąìĐą there
ēČĜijć
stomach
ĜĖćĎĪą they īĊ
(to) stop ēĜĖĈĸĪҔĄ (to) think ēČďIJĜČ
story
čć<ĖĕìĒ>ĈûĖĒ thirteen ēĚìĜć
strange ĖĔćijĒ thirty ěčĕìĜć
street
čćĕIJĆ thousand
ĜĖćČĔĊĪČ
strong ěĜIJČĝ three ìĜć
student 
ĜĖćČĔĖҔćĉČĕ through ĎĜĉć

čćĖěČĔĖćĉČĕ Thursday
ĜĖćěčČĝĜĖĔijҔć
<ćĖĒĐIJČ>ćčĒĐë tired ćčĒ
ĈćčĒĐë
ĜĖć today ČĔìĈ

čć<ĖćčĒĐIJČ> together ēĖĒIJĊĉĚ
stupid ĝčĜIJĔ tomorrow ēĆĜijĒ
suddenly đĖĚĉĐç too ĉĚ
sugar
ĜĖćĜĖěĉĚ too much ĐčĸĉĚ
summer
ĜĖćĜĖĒĉĊ tooth
ĜĖćēijĚ
sun
čćēĉĊ train
čćēIJą
Sunday
ĜĖćěčČĔĉĊ trousers (plural) ēĊĪĈ
supper
čćĖĜĖĝČĖҔĉĉ true <ĕĖĒĖ>ĞĒĄ
sure ĜĖďčĊ (to) try ēĜčąĉĜç
swim ēĖĒčĉĉĝ Tuesday
ĜĖćěčČĕĔčć
English–Yiddish glossary 291

twelve ėĐĖĉĉĚ west

ĜĖć<ĉĉĖĜìĒ>ĶĜĖĒ
twenty ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ what ĕijĉĉ
two īĉĉĚ when ēĖĉĉ
where ôĉĉ
U which 
ĕijĉĉĖ¯ĜĖĕijĉĉ
ugly <ĕĖčĒ>ĕĉĄčĒ IJĜIJĸ
uncle
ĜĖćĜĖČĖĸ white ĕìĉĉ
under ĜĖČĔĉĄ who ĜĖĉĉ
(to) understand ēīҔČĝĜIJĸ whose ĕĔĖĒĖĉĉ
until Ċčą wide ČīĜą
us ĊćĔĉĄ wife
čćĪĜĸ
ĕijćąìĉĉ
(to) use ēĚčĔ wind
ĜĖćČĔčĉĉ
usual(ly) ĎĖĐČĔīĉĉĖĆ window
ĕijć=ĜĖćĜĖČĚĔĖĸ
winter
ĜĖćĜĖČĔčĉĉ
V with ČčĒ
vacation
čćĖčĚIJěIJĉĉ wonderful ĜIJąĜĖćĔôҔĉĉ
vegetable
ĕijćĕĔčĜĆ word
ĕijćČĜijĉĉ
very ĜĖīĊ work
čćČĖąĜIJ
(to) visit ēďĉĊIJą (to) work ēČĖąĜIJҔ
voice
ĕijć<Đijě>Đĉě (to) worry ĎčĊēĆĜijĊ

W Y
(to) wait ēČĜIJĉĉ year
ĕijćĜijč
(to) wake up ĎčĊēçIJďĸĪҔĄ yellow ĐĖĆ
(to) walk ēĜčĚIJçĝēīĆ yes ijč
wall
čćČĔIJĉĉ you (singular) (nominative) ĉć

(to) want ēĐĖĉĉ (accusative) Ďčć
war 
<ĖĒijďĐčĒ>ĈĒċĐĒ (dative) Ĝčć

čć you (plural) (nominative) ĜčĄ

warm đĖĜIJĉĉ ĎìĄ
watch
ĜĖćĜĖĆīĊ (accusative/dative)
water
ĕijćĜĖĕIJĉĉ young ĆĔĉč
we ĜčĒ your (singular) Ė¯ēìć
(to) wear ēĆijĜČ your (plural) Ė¯ĜĖìĄ
wedding
čć<ĖĔĖĕIJҔď>ĈĔĉĞċ
Wednesday
ĜĖćĎijĉĉČčĒ Z
week
čćĎijĉĉ zero ĐĉĔ
Grammatical index

accusative see cases definite article 42, 113, 235

adjectives accusative 80–2, 97–8, 235
case 80–2, 91–3, 235, contraction of 97–8
237–8 dative 91–3, 97–8, 235
comparative 167–9, omission of 184–5
238–9 diminutive 59–60, 61, 237
gender 51–3, 235
superlative 173–5, 239 fulfillable conditions
adverbs 53, 160–1, 239 see conditions
comparative 169, 239 future tense 153–5, 243
superlative 175, 239
auxiliary verbs gender
conditional 210–11, 247–8 of adjectives 51–3, 235
future 153–4, 243, 247 of nouns 42, 235
passive 223–4, 246
past 120, 135–6, 242–3 iminutive 61, 237
periphrastic 215–17, 246 imperative 106–8, 242
impersonal pronoun 93–4
cases indefinite article 22–3, 235
accusative 80–2, 97–9, 235 infinitives 22, 32–5, 175–6, 240,
dative 91–3, 97–100, 235 247
nominative 80–2, 235 inversions 160–2, 248
conditions irregular verbs 22, 26–7, 47–8,
fulfillable 195–6, 247 107, 112–13, 241–2
unfulfilled 210–11, 224,
247–8 modal verbs 112–13, 241
converbs (stressed prefixed
verbs) 200–4, 245–6 names in accusative and
dative 98–9
dative see cases negation 38–9, 58–9, 242
dative constructions 227–8 nominative see cases
Grammatical index 293

numbers present tense 22, 26–7, 32–5, 46,

0–100 75 47–8, 112–13, 240–2
100 and up 144 pronouns 21, 108–9, 236
cardinal 75, 144
ordinal 127–8 question words 35–6

passive 223–4, 246 reflexive verbs 188, 245

past tense 120–2, 135–8, 242–3
periphrastic verbs 215–17, 246
plurals 66–8, 236
possession 74–5, 100, 113, 239
possessive adjectives 74–5, 113, 239
prefixed verbs 182–4, 200–4, 244,
245–6
prepositions 91–2, 97–8, 184–5
meaning ‘to’ 138–9
relative clauses 214–15
stressed prefixed verbs see
converbs
unfulfilled conditions see
conditions
unstressed prefixed verbs 182–4,
244
Topic index

age 75 months 152, 163

music 180–2, 186–7, 191
body 88–91
numbers
clothes 104–6, 110–11 0–100 75
colours 105–6 100 and up 144
countries 31–2 cardinal 75, 144
currencies 190 ordinal 127–8

dates 144 pastimes 44–5

days of the week 49–51 prices 190

family 70–4, 78–80 seasons 150–2, 158–9

film 194–5, 198–9, 206–7
food 117–9, 124–5, 126, 128–9
furniture 55–7, 63–5
greetings 17
telling the time 82–3
theatre 198–9, 206–7
transport 132–4
travel 132–4

health 95–7 weather 150–2, 158–9

houses and flats 55–7, 63–5 work 166, 172–3

illness 95–7

languages 32
likes and dislikes 44–5, 46
literature 220–2, 229–31