Lily Kahn - Colloquial Yiddish - The Complete Course For Beginners-Routledge (2015)

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 GRADED DEVELOPMENT OF SPEAKING LISTENING READING AND WRITING SKILLS

s REALISTIC AND ENTERTAINING DIALOGUES
s JARGON FREE AND CLEARLY STRUCTURED GRAMMATICAL EXPLANATIONS
s A RANGE OF DYNAMIC AND APPROPRIATE SUPPORTING EXERCISES
s SUPPLEMENTARY TEXTS PRESENTING MANY OF THE MOST SIGNIFICANT AND
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
) HATE MY JOB
12 ďėđčĜĳèēĴĜĎĈĝĳĹčđĴěĳĆĊčĖĴĉđĹĎĊĊ 180
How much did you pay for the CDs?
13 ĞĎĈĎĎĘīąĒđĎĹĒėíĕĳĔėċđĎĊĊďĎą 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-
TION OR SUPPORT BUT IS OFTEN SUBJECT TO THE OLD STEREOTYPES SUGGESTING
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 )T IS WRITTEN FROM RIGHT TO LEFT

s )T HAS BASIC LETTERS
s )T HAS SEVERAL OTHER LETTERS THAT ARE FORMED BY ADDING MARKS TO
THESE BASIC LETTERS
s 4HERE IS NO DISTINCTION BETWEEN CAPITAL AND LOWER CASE LETTERS
s &IVE LETTERS HAVE A DIFFERENT SHAPE WHEN THEY APPEAR AT THE END OF
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 4HE HANDWRITTEN VERSION IS AS THE NAME SUGGESTS USED FOR WRITING
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 %ACH 9IDDISH LETTER HAS A NAME THAT MAY BE USED TO REFER TO THAT
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

a AS IN %NGLISH @Father’) pasekh alef êø Ĳ
o AS IN %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
u AS IN 3PANISH @uno’) vov ý ĉ
v tsvey vovn ýý ĉĉ

u melupm vov è ô
(see point 5)
z zayen þ Ċ
kh AS IN @"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
i ELSEWHERE AS IN %NGLISH
@KeeP OR SOMETIMES @Sit’)
SEE POINT
i (see point 4) khirek yud ā č
ey AS IN %NGLISH @GRey’) tsvey yudn ğ ī
ay AS IN %NGLISH @My’) pasekh tsvey à ì
yudn
oy AS IN %NGLISH @Boy’) vov yud Ğ Ī
k (used only in kof Ô á
loshn-koydesh words;
see point 7)
kh AS IN @"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
e AS IN %NGLISH @Get’) ayen Ċ Ė
p pey Û ç
f fey Ĭ ĸ

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.
■ 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)
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 ĝčćĎĎ 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 ruik n NOT royk (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 blien n NOT blyen (to blossom)

ĝĎĖĜąĖĈ hebreish n NOT hebreysh (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)
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
%NGLISH LOAN WORDS
%XAMPLE YIVO transliteration Combination

AND %NGLISH EQUIVALENT
ěčĔìĞč tshaynik (teapot) tsh LIKE %NGLISH cheap) ĝČ

ĖąĲĞċ zhabe (frog) zh LIKE %NGLISH BEIge) ĝĊ
ĊĖĞċĈ dzhez ( jazz) dzh LIKE %NGLISH joke) ĝĊć

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
■ 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.
&OR EXAMPLE IN (EBREW AND !RAMAIC VOWELS ARE NOT ALWAYS WRITTEN
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
BY A PHONETIC TRANSCRIPTION )N 5NITS n THIS CONSISTS OF 2OMAN TRANS
LITERATION IN 5NITS n AND IN THE GLOSSARY IT CONSISTS OF A PHONETIC
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 5NITS n AND word
5NITS n 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:
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

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 A WORD ABOUT STRESS 9IDDISH WORDS ARE GENERALLY STRESSED ON
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,
NOT AN ACTUAL PART OF THE 9IDDISH WRITING SYSTEM &OR EXAMPLE
Meaning YIVO transliteration Yiddish word

5NITS n
student stuVnt ČĔĖҔćĉČĕ

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!)
Unit One
ĊčĖĐĳēĖĴĊĊĒĐĎđėĒĊđĞ
Hello! How are you?
In this unit you will learn:

s HOW TO INTRODUCE YOURSELF AND OTHERS
s HOW TO ASK HOW SOMEONE IS
s HOW TO ASK AND ANSWER YESNO QUESTIONS
s HOW TO ASK AND ANSWER OPEN ENDED QUESTIONS
s HOW TO USE THE INDEFINITE ARTICLE AAN
s PRONOUNS
s THE PRESENT TENSE OF THE VERBS ēìĊ TO BE AND ēąĳĈ TO HAVE
16 Unit 1: ĊčĖĐĳēĖĴĊĊĒĐĎđėĒĊđĞ
Dialogue 1
(Audio 1:7)
+HANE THE 9IDDISH EQUIVALENT OF (ANNAH IS A NEW STUDENT ON AN
INTENSIVE WEEK LONG 9IDDISH COURSE !FTER ONE OF THE LESSONS SHE
WANTS TO TRY OUT SOME OF THE GREETINGS THAT SHE HAS LEARNED 3HE
INTRODUCES HERSELF TO 2OKHL 2ACHEL A MORE ADVANCED STUDENT
đďčĐĖđĉĐĝ ĈĔċ
đĉĐĝđďčĐĖ ĐċĜ
ĉČĕīĈčĉĉĈĔċĕīĈĎčĄ ĈĔċ
ĉČĕďĲĒĕĳĉĉĐċĜĕīĈĎčĄ ĐċĜ
ĉČĕďĲĒĕĳĉĉěĔĲćĲČĉĆĜĖīĊ ĈĔċ
ČĖąĜĲĎĕĲąĳĈĎčĄēĉĄ ćčĒĜĖīĊēčąĎčĄČĝčĔĆĖĜĸ ĐċĜ
+(!.% SHOLEM ALEYKHEM

2/+(, ALEYKHEM SHOLEM
+(!.% IKH HEYS KHANE VI HEYSTU
2/+(, IKH HEYS ROKHL VOS MAKHSTU
+(!.% ZEYER GUT A DANK VOS MAKHSTU
2/+(, FREG NISHT IKH BIN ZEYER MID UN IKH HOB A SAKH ARBET
+(!.% 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
HELLO IN REPLY aleykhem sholem <đĖĐĳĝđĖďīĐĲ>đĉĐĝđďčĐĖ
I ikh ĎčĄ
Unit 1: Hello! How are you? 17
AM CALLED heys ĕīĈ

7HATS YOUR NAME vi heystu? ĉČĕīĈčĉĉ
LITERALLY HOW ARE YOU
CALLED
HOW vi čĉĉ
(OW ARE YOU vos makhstu? ĉČĕďĲĒĕĳĉĉ
WHAT vos ĕĳĉĉ
VERY zeyer ĜĖīĊ
GOOD gut ČĉĆ
THANKS a dank ěĔĲćĲ
$ONT ASK freg nisht! ČĝčĔĆĖĜĸ
AM bin ēčą
TIRED mid ćčĒ
AND un ēĉĄ
HAVE hob ąĳĈ
A LOT 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 COMES FROM THE loshn-koydesh (EBREW !RAMAIC COMPONENT
IN WHICH IT LITERALLY MEANS @PEACE UPON YOU 4HE RESPONSE TO THIS IS
đĉĐĝđďčĐĖ LITERALLY @UPON YOU PEACE
9OU CAN ALSO SAY ēĆĜĳĒ ČĉĆ WHICH LITERALLY MEANS @GOOD MORNING
BUT CAN BE USED IN THE AFTERNOON TOO )F SOMEONE GREETS YOU THIS WAY
YOU CAN RESPOND EITHER BY REPEATING ēĆĜĳĒČĉĆ OR WITH ĜĳčČĉĆ gut yor
LITERALLY GOOD YEAR 9OU CAN ALSO SAY ĜĳčČĉĆēĆĜĳĒČĉĆ A COMBINA
TION OF THE TWO
4HESE GREETINGS ARE EQUALLY COMMON AND CAN BE USED RELATIVELY
INTERCHANGEABLY
@'OODBYE IS ČĔĉĊҔ ĖĆìĊ zay gezOt LITERALLY BE HEALTHY WHEN SPEAK
ING TO ONE PERSON OR ČĔĉĊҔ ĖĆ ČìĊ zayt gezOt WHEN SPEAKING TO MORE
THAN ONE PERSON
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
@HOW ARE YOU
4HE FOLLOWING ARE POSSIBLE ANSWERS TO ĉČĕďĲĒĕĳĉĉ
VERY WELL (zeyer) gut ČĉĆĜĖīĊ

ALL RIGHT /+ in Pdenung ĆĔĉĔĖćĜĳҊ ēčĄ
SO SO LITERALLY NEITHER nisht ahTn ĜĖҔĈĲČĝčĔēčҔĈĲČĝčĔ
HERE NOR THERE nisht ahG
NOT SO GOOD nisht (azY) gut ČĉĆĪҔĊĲ ČĝčĔ
AT LEAST )VE GOT MY abT gezOt ČĔĉҔĊĖĆčҔąĲ
HEALTH LITERALLY
AS LONG AS HEALTHY
)M GETTING BY LITERALLY me shlept zikh ĎčĊČçĖĐĝĖĒ
ONE DRAGS ONESELF
$ONT ASK 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
SOUND A BIT NEGATIVE FROM AN %NGLISH SPEAKING PERSPECTIVE )N 9IDDISH
SPEAKING CULTURE HOWEVER EXPRESSIONS LIKE ČĝčĔĆĖĜĸ AND ĎčĊČçĖĐĝĖĒ
ARE CONSIDERED QUITE ACCEPTABLE AND ARE COMMONLY HEARD IN RESPONSE
TO ĉČĕďĲĒĕĳĉĉ
Exercise 1
Fill in the gaps in the following conversation.
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 1
đĉĐĝđďčĐĖ
2
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 3
ĈĔċĕīĈĎčĄ
4
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ 5
ČĝčĔĆĖĜĸ
6
Dialogue 2
(Audio 1:9)
+HANE WANTS TO FIND OUT SOME MORE ABOUT 2OKHL 3HE WONDERS
WHETHER 2OKHL IS A TEACHER OR A STUDENT WHAT SHE THINKS OF THE
COURSE AND WHO ELSE SHE KNOWS THERE
ĳćĖěĜĖĜĖĐĲĉČĕčą ĈĔċ
ĉćēĉĄĖěČĔĖćĉČĕĲēčąĎčĄēīĔ ĐċĜ
ĕĖčĚěĖĐĖĔìćēĖĔĖĊĜĖąīĈĔĳēĲēčąĎčĄĖěČĔĖćĉČĕĲĎĪĄēčąĎčĄ ĈĔċ
ĜĖĉĉĝ
ĜĖĉĉĝĜĖīĊĳč ĐċĜ
ĕĳćĊčĄĜĖĉĉ ĈĔċ
ĳćČĔĖćĉČĕĲĎĪĄĊčĄĜĖćĉćĊčĄĕĳć ĐċĜ
ĕĲĐěēąĐĖĊđĖćēčĄĜčĄČìĊ ĈĔċ
ĐĪĸēčąĎčĄēĉĄĆĉĐěĊčĄĜĖĜĖąĳĕĲĐěēąĐĖĊđĖćēčĄēĖĔĖĊĜčĒĳč ĐċĜ
+(!.% BISTU A LERERKE DO

2/+(, NEYN IKH BIN A STUDENTKE UN DU
+(!.% IKH BIN OYKH A STUDENTKE IKH BIN AN ONHEYBER ZENEN DAYNE
LEKTSYES SHVER
2/+(, YO ZEYER SHVER
+(!.% VER IZ DOS
2/+(, DOS IZ DOVID ER IZ OYKH A STUDENT DO
+(!.% ZAYT IR IN DEM ZELBN KLAS
2/+(, YO MIR ZENEN IN DEM ZELBN KLAS OBER ER IZ KLUG UN IKH BIN
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!
Vocabulary
ARE YOU SEE LANGUAGE POINT bistu ĉČĕčą
A SEE LANGUAGE POINT a Ĳ
FEMALE TEACHER lGerke ĖěĜĖĜĖѸĐ
HERE do ĳć
NO neyn ēīĔ
FEMALE STUDENT studentke ĖěČĔĖćĉČĕ
YOU SINGULAR du ĉć
ALSO oykh ĎĪĄ
AN SEE LANGUAGE POINT an ēĲ
BEGINNER Xheyber ĜĖąīĈĔĳҊ
WETHEY ARE zenen ēĖĔĖĊ
YOUR dayne ĖĔìć
LESSONS lektsyes ĕĖčĚěĖĐ
DIFFICULT CAN ALSO MEAN @HEAVY shver ĜĖĉĉĝ
OR @HARD IN OTHER CONTEXTS
YES yo ĳč
WHO ver ĜĖĉĉ
IS iz ĊčĄ
THAT dos ĕĳć
$AVID dovid <ćčĉĉĳć>ćĉć
HE er ĜĖ
STUDENT MALE studFt ČĔĖҔćĉČĕ
YOU PLURAL ARE zayt ČìĊ
YOU PLURAL 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
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 YOU INFORMAL
īĊ ĜčĄ
THEY YOU POLITE
ĜĖ
HE
čĊ
SHE
ĕĖ
IT
4HERE ARE TWO FORMS FOR @YOU SINGULAR ĉć AND ĜčĄz ĉć IS USED IN
INFORMAL SITUATIONS EG WHEN SPEAKING TO FAMILY FRIENDS COLLEAGUES
OR CHILDREN ĜčĄ IS USED IN MORE FORMAL SITUATIONS EG WHEN SPEAKING
POLITELY TO FIGURES OF AUTHORITY OR OLDER PEOPLE (OWEVER USE OF THESE
TWO FORMS IS NOT UNIFORM WITHIN THE 9IDDISH SPEAKING WORLD THUS IN
%NGLISH SPEAKING COUNTRIES AND )SRAEL THE POLITE FORM ĜčĄ IS NOT USED
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
NEW AND WANT TO SHOW RESPECT IT IS ALWAYS FINE TO ERR ON THE SIDE OF
CAUTION AND USE ĜčĄ GENERALLY THE PERSON YOU ARE ADDRESSING WILL TELL
YOU THAT IT IS FINE TO USE ĉć WITH HIM OR HER
.OTE THAT ĜčĄ IS ALSO THE WORD FOR @YOU PLURAL WITHOUT ANY NUANCES
OF POLITENESS #ONTEXT WILL ALLOW YOU TO DISTINGUISH BETWEEN THE POLITE
SINGULAR AND PLURAL USES OF THIS FORM
4 The present tense of the verb Ĕíċ (to be)

9IDDISH VERBS ALL HAVE A BASIC FORM CALLED THE INFINITIVE WHICH ENDS
IN ē¯ 4HIS IS THE FORM THAT YOU USE WHEN YOU LOOK UP A VERB IN THE
GLOSSARY OR DICTIONARY 4HE INFINITIVE OF THE VERB @TO BE IN 9IDDISH IS ēìĊ
)N ADDITION 9IDDISH VERBS HAVE DIFFERENT TENSES TIMES AT WHICH THE
ACTION HAPPENS IE PRESENT PAST FUTURE 4HE PRESENT TENSE REFERS TO
AN ACTION HAPPENING AT THE TIME OF SPEAKING )N $IALOGUE +HANE AND
2OKHL USED SEVERAL DIFFERENT FORMS OF ēìĊ IN THE PRESENT TENSE 6ERBS
CHANGE THEIR FORM IN THE PRESENT TENSE DEPENDING ON WHO IS DOING THE
ACTION IE THEY MATCH THE PRONOUN BEING USED #HANGING THE FORM OF
A VERB TO MATCH ITS PRONOUN IS CALLED @CONJUGATING THE VERB (ERE IS
THE COMPLETE CONJUGATION LIST OF CHANGES FOR ēìĊ IN THE PRESENT TENSE
7ELL LEARN THIS VERB FIRST BECAUSE IT IS VERY COMMON BUT KEEP IN MIND
THAT IT IS IRREGULAR AS IS THE VERB @TO BE IN %NGLISH )N 5NIT WELL LOOK
AT THE PRESENT TENSE OF REGULAR VERBS WHICH ARE SIMPLER TO CONJUGATE
.OTE THAT THE PRONOUNS AND VERB FORMS CAN BE REFERRED TO BY LABELS
THE @) FORM IS CALLED @FIRST PERSON SINGULAR THE @YOU SINGULAR FORM IS
CALLED @SECOND PERSON SINGULAR ETC
0LURAL 3INGULAR
ēĖĔìĊ=ēĖĔĖĊĜčĒ 1ST PERSON ēčąĎčĄ 1ST PERSON

7E ARE PLURAL ) AM SINGULAR
ČĔĖĊ=ČìĊĜčĄ 2 ND
PERSON Čĕčąĉć 2ND PERSON
9OU ARE PLURAL 9OU ARE SINGULAR
ēĖĔìĊ=ēĖĔĖĊīĊ 3RD PERSON ĊčĄĕĖ=čĊ=ĜĖ 3RD PERSON
4HEY ARE PLURAL (ESHEIT IS SINGULAR
.OTE THAT THE FIRST SECOND AND THIRD PERSON PLURAL ALL HAVE TWO VARIANT
VERB FORMS %ACH ONE IS EQUALLY ACCEPTABLE AND YOU CAN USE WHICH
EVER ONE YOU LIKE
.OTE ALSO THAT THE FIRST AND THIRD PERSON PLURAL VERB FORMS ARE THE
SAME 4HIS IS TRUE OF ALL 9IDDISH VERBS
5 The indefinite article ĳ/Ĕĳ (a/an)
)N $IALOGUE 2OKHL SAID ĖěČĔĖćĉČĕ Ĳ ēčą ĎčĄ @) AM A STUDENT 4HE

WORD Ĳ IS CALLED THE INDEFINITE ARTICLE AND IS USED BEFORE NOUNS WORDS
FOR PEOPLE PLACES OR THINGS THAT ARE NOT SPECIFIC )T RESEMBLES THE
%NGLISH INDEFINITE ARTICLE @AAN IN BOTH SOUND AND MEANING *UST LIKE
IN %NGLISH THE 9IDDISH INDEFINITE ARTICLE HAS TWO FORMS Ĳ IS USED BEFORE
WORDS BEGINNING WITH A CONSONANT WHILE ēĲ AN IS USED BEFORE WORDS
BEGINNING WITH A VOWEL 4HIS VARIATION IS PURELY PHONETIC BOTH FORMS
MEAN EXACTLY THE SAME THING #OMPARE THESE TWO SENTENCES FOR
ILLUSTRATION
ĐçėĔĳĊčĄĕĳć ĖěČĔĖćĉČĖĳēčąĎčĄ
4HIS IS an aPPLE ) AM a 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
SAME CLASS
(OWEVER WHEN ASKING A QUESTION THAT CAN BE ANSWERED WITH ĳč
OR ēīĔ YES OR NO THIS ORDER IS REVERSED SO THAT THE VERB COMES BEFORE
THE SUBJECT 4HUS +HANE ASKED 2OKHL ĕĲĐě ēąĐĖĊ đĖć ēčĄ ĜčĄ ČìĊ
@!RE YOU IN THE SAME CLASS
.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 THE PRONOUN MERGES WITH THE VERB AND THE ć DISAPPEARS WHEN
YOU REVERSE THE SUBJECT AND VERB 4HE SEQUENCE BELOW ILLUSTRATES THIS
PROCESS 4HIS RULE APPLIES TO ALL VERBS NOT JUST ēìĊ SO KEEP IT IN MIND
BECAUSE LATER YOULL NEED TO USE IT WHEN ASKING YESNO QUESTIONS WITH
OTHER VERBS
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
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)
2OKHL INTRODUCES +HANE TO HER FRIEND $OVID +HANE ASKS $OVID SOME
MORE QUESTIONS BUT THEN GETS TIRED FROM SPEAKING SO MUCH 9IDDISH
ĳćĖěČĔĖćĉČĕĖìĔĲĊčĄčĊĈĔċĊčĄĕĳććĉć ĐċĜ
ĉČĕďĲĒĕĳĉĉćĉćđďčĐĖđĉĐĝ ĈĔċ
ČĖąĜĲĐčĸĉĚąĳĈĎčĄĜĖąĳĆĔĉĔĖćĜĳēčĄ ćĉć
ĐčĸĪĊĲĜčĄČĳĈĕĳĉĉĜĲĸČĖąĜĲĎĕĲĎĪĄČĳĈĐċĜ ĈĔċ
ēĲČĕčąĉćĐĊĒĲČĕĳĈĉćČĖąĜĲĒīĈĎĕĲěčćĔĖČĝēąĳĈĜčĒ
ćĉć
ĜĖąīĈĔĳ
ĝčć ččĐčĸĪĊĲēćĖĜēĉĸćčĒĜĖīĊēčąĎčĄ ĐĊĒĲ ĈĔċ
2/+(, DOVID DOS IZ KHANE ZI IZ A NAYE STUDENTKE DO

+(!.% SHOLEM ALEYKHEM DOVID VOS MAKHSTU
$/6)$ IN ORDENUNG OBER IKH HOB TSU lL ARBET
+(!.% ROKHL HOT OYKH A SAKH ARBET FAR VOS HOT IR AZOY lL
$/6)$ MIR HOBN SHTENDIK A SAKH HEYMARBET DU HOST A MAZL
DU BIST AN ONHEYBER
+(!.% A MAZL IKH BIN ZEYER MID FUN REDN AZOY lL YIDISH
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!
Vocabulary
NEW naye ĖìĔ
TOO MUCH tsu fil ĐčĸĉĚ
HESHEIT HAS YOU PLURAL hot ČĳĈ
HAVE SEE LANGUAGE POINT
WHY farvQ/far vos ĕĳҊĉĉĜĲĸ
CAN ALSO BE SPELLED AS
ĕĳĉĉĜĲĸ
SO azY ĪҔĊĲ
SO MUCH azY fil ĐčĸĪҔĊĲ
WE HAVE THEY HAVE hobn ēąĳĈ
SEE LANGUAGE POINT
ALWAYS shtendik ěčćĔĖČĝ
HOMEWORK hHmarbet ČĖąĜĲĒīҔĈ
YOU SINGULAR HAVE host ČĕĳĈ
LUCK mazl <ĐĊĲĒ>ĐĊĒ
FROM OF fun ēĉĸ
TO SPEAK SPEAKING redn ēćĖĜ
9IDDISH yidish ĝčć čč
Language points
7 The present tense of the verb ĔĆĴĉ
(to have)
(ERE IS THE CONJUGATION OF THE PRESENT TENSE OF THE VERB ēąĳĈ TO HAVE
4HIS IS ANOTHER VERY COMMON BUT SLIGHTLY IRREGULAR VERB 4HIS TIME NOTE
THE SUFFIXES ENDINGS IN BOLD THEY CORRESPOND TO EACH PRONOUN AND
WELL SEE THEM AGAIN WHEN WE LOOK AT REGULAR VERBS IN THE PRESENT
TENSE
0LURAL 3INGULAR
ēąĳĈĜčĒ ST
1 PERSON ąĳĈĎčĄ 1ST PERSON
7E HAVE PLURAL ) HAVE SINGULAR
čĳĈĜčĄ 2 ND
PERSON čĖĳĈĉć 2ND PERSON
9OU HAVE PLURAL 9OU HAVE SINGULAR
ĔąĳĈīĊ RD
3 PERSON čĳĈĕĖ=čĊ=ĜĖ 3RD PERSON
4HEY HAVE PLURAL (ESHEIT HAS SINGULAR
.OTE THE FOLLOWING PATTERNS WHICH CAN BE APPLIED TO ALMOST ALL 9IDDISH
VERBS IN THE PRESENT TENSE
4HE FIRST AND THIRD PERSON PLURAL FORMS ARE IDENTICAL TO EACH OTHER
AND TO THE INFINITIVE
4HE THIRD PERSON SINGULAR AND SECOND PERSON PLURAL FORMS ARE
IDENTICAL
.OTE THE FOLLOWING IRREGULARITY SPECIFIC TO ēąĳĈ THE ą DISAPPEARS IN THE

SECOND AND THIRD PERSON SINGULAR AND IN THE SECOND PERSON PLURAL
8 Asking and answering open-ended

questions
)N $IALOGUE +HANE ASKED 2OKHL ĕĳćĊčĄĜĖĉĉ @7HOS THAT 4HIS IS

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
WORD LIKE ĜĖĉĉ WHO ĕĳĉĉ WHAT OR ĕĳĉĉĜĲĸ WHY THEN ADD THE VERB
FOLLOWED BY THE SUBJECT 4HIS WORD ORDER IS THE SAME AS FOR YESNO
QUESTIONS WITH THE ADDITION OF THE QUESTION WORD AT THE BEGINNING
,OOK AT THESE EXAMPLES OF OPEN ENDED QUESTIONS AND POSSIBLE ANSWERS
Answer Question
ĈĔċĊčĄĖěČĔĖćĉČĕĖìĔčć ĖěČĔĖćĉČĕĖìĔčćĊčĄĜĖĉĉ
4HE NEW STUDENT IS +HANE 7HO IS THE NEW STUDENT
ĐçĖēĲĊčĄĕĳć ĕĳćĊčĄĕĳĉĉ
4HATS AN APPLE 7HATS THAT
ĝčć ččēĉĸČĔĖćĉČĕĲĊčĄćĉć ćĉćĊčĄĜĖĉĉ

$OVID IS A STUDENT OF 9IDDISH 7HO IS $OVID
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)
+HANE HAS RECENTLY STARTED KEEPING A JOURNAL IN ORDER TO PRACTISE HER
9IDDISH 4RY READING THIS EXCERPT FROM IT
ĐĊùğüĈħćĦćāùĂāøđāûāāćýĬĊďĀĈĊûýĀĉĦćāùĂāøüĈÿĉğüĂāø
ĂāøćýøĐĊýýđĐĊğþćĊĈĊþĉĊāĎďĊĄāûĐĊùħĀýúþāøĊďĐĊĐĊĄāû
ćĊĈĊþğþćĀĈĊûýĀĉĂĞøćĊĈĊþûýûćýøĄÿĐĀĊùĐĦĆğüĄāĬýĎùħü
ćĊĈĊþĐāĆĀĊùĐĦĆğüĂĉĦĂĞøćùħüğþĉĦĄďćùĄĊþąĊûćāø
ûāĆďāûĈĊĀđ
Unit Two
ĊčĖĕīĊĊõĊĊ
Where do you live?

s HOW TO TALK ABOUT WHERE YOU AND OTHERS LIVE
s COUNTRIES AND LANGUAGES
s REGULAR VERBS IN THE PRESENT TENSE
s QUESTION WORDS
s HOW TO NEGATE VERBS
s HOW TO SAY @THERE IS AND @THERE ARE
s THE DEFINITE ARTICLE THE AND GENDER OF NOUNS
Dialogue 1
(Audio 1:15)
+HANE 2OKHL AND $OVID HAVE GONE FOR COFFEE AFTER A LESSON
+HANE WANTS TO KNOW MORE ABOUT 2OKHL AND $OVID SO SHE
ASKS THEM WHERE THEYRE FROM WHERE THEY LIVE AND WHICH
LANGUAGES THEY SPEAK
ēĳćĔĳĐēčĄĉČĕĔĪĉĉ ĐċĜĉČĕĔĪĉĉôĉĉ ĈĔċ

ěĜĳč¯ĉčĔēĉĸĖěčĜĖĒĲēĉĸđĉěĎčĄĜĖąĳēĳćĔĳĐēčĄēĪĉĉĎčĄĳč ĐċĜ
ēĳćĔĳĐēčĄĎĪĄĉČĕĔĪĉĉ ćĉćĉČĕĒĉěēĖĔĲĉĉēĉĸēĉĄ ĈĔċ
ćĔĲĐĕĉĜĖčĐĲĜČĕĪĄēčĄČĔĪĉĉĈċçĝĒēìĒĜĖąĳĳćĎĪĄēĪĉĉĎčĄ ćĉć
ĐĄĜûč ēĉĄ
ĉČĕćĖĜēďĲĜçĝĐĸčĉĉ ĈĔċ
ĝčĔĲçĝĐĕčąĲēĉĄĝ čĖĜąĖĈĝčĕĉĜĝčć ččĝčĐĆĔĖćĖĜĎčĄ ćĉć
ēďĲĜçĝĖĐĲČćĖĜĜĖĆĉĐěĉĚĊčĄĜĖ ĐċĜ
30 Unit 2: ĊčĖĕīĊĊõĊĊ
KHANE VU VOYNSTU ROKHL VOYNSTU IN LONDON

2/+(, YO IKH VOYN IN LONDON OBER IKH KUM FUN AMERIKE FUN
NYU YORK
KHANE UN FUN VANEN KUMSTU DOVID VOYNSTU OYKH IN LONDON
$/6)$ IKH VOYN OYKH DO OBER MAYN MISHPOKHE VOYNT IN OYSTRALYE
RUSLAND UN YISROEL
KHANE VIm SHPRAKHN REDSTU
$/6)$ IKH RED ENGLISH YIDISH RUSISH HEBREISH UN A BISL SHPANISH
2/+(, ER IZ TSU KLUG ER REDT ALE SHPRAKHN
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
DO YOU LIVE voynstu ĉČĕĔĪĉĉ
,ONDON london ēĳćĔĳĐ
) LIVE voyn ēĪĉĉ
) COME kum đĉě
!MERICA aKrike ĖěčĜĖҔĒĲ
.EW 9ORK nyu-york ěĜĳč¯ĉčĔ
FROM WHERE fun vanen ēĖĔĲĉĉēĉĸ
DO YOU COME 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
HOW MANY vifl Đĸčĉĉ
LANGUAGES shprakhn ēďĲĜçĝ
DO YOU SPEAK redstu ĉČĕćĖĜ
) SPEAK red ćĖĜ
%NGLISH english ĝčĐĆĔĖ
2USSIAN rusish ĝčĕĉĜ
(EBREW hebreish ĝ čĖĜąĖĈ
A LITTLE BIT a bisl ĐĕčąĲ
3PANISH shpanish ĝčĔĲçĝ
TOO tsu ĉĚ
SPEAKS redt ČćĖĜ
ALL ale ĖĐĲ
Additional vocabulary
■ Countries
Note:
%MPHASIS HAS BEEN PLACED ON %ASTERN %UROPE AND COUNTRIES TO WHICH
LARGE NUMBERS OF 9IDDISH SPEAKERS HAVE EMIGRATED
4HE 5KRAINE 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
0OLAND poyln ēĐĪç

&RANCE frankraykh ĎìĜěĔĲĜĸ
#ANADA kanade ĖćĲĔĲě
2OMANIA rumenye ĖčĔĖĒĉĜ
2USSIA rusland ćĔĲĐĕĉĜ
3COTLAND shotland ćĔĲĐČĳĝ
3WEDEN shvedn ēćĖĉĉĝ
■ Languages
Note:
.AMES OF LANGUAGES ALWAYS END IN 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
ENDS IN ē¯ 9OU ALSO LEARNED THE PRESENT TENSE OF TWO IRREGULAR VERBS
ēìĊ AND ēąĳĈ )N $IALOGUE YOU SAW SEVERAL MORE VERBS 9OU MAY
HAVE NOTICED THAT THEY HAVE SOME OF THE SAME SUFFIXES AS THE ONES
YOU LEARNED PREVIOUSLY 4HESE ARE REGULAR VERBS IN THE PRESENT TENSE
)T IS VERY EASY TO FORM THE PRESENT TENSE OF 9IDDISH VERBS ,ETS
START WITH THE INFINITIVE WHICH IS THE FORM LISTED IN THE GLOSSARY AT THE
END OF THIS BOOK AND IN 9IDDISH DICTIONARIES OF THE VERB ēćĖĜ TO SPEAK
)F YOU REMOVE THE INFINITIVE SUFFIX ē¯ YOU GET WHAT IS CALLED THE @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
ARE SHOWN IN THE FOLLOWING CHART
0LURAL 3INGULAR
ĔćĖĜĜčĒ ST PERSON ćĖĜĎčĄ ST PERSON

7E SPEAK PLURAL ) SPEAK SINGULAR
čćĖĜ ĜčĄ 2 ND
PERSON čĖćĖĜ ĉć 2ND PERSON
9OU SPEAK PLURAL 9OU SPEAK SINGULAR
ĔćĖĜīĊ RD
3 PERSON čćĖĜ ĕĖ=čĊ=ĜĖ 3RD PERSON
4HEY SPEAK PLURAL (ESHEIT SPEAKS SINGULAR
.OTE THE FOLLOWING PATTERNS YOU SAW SOME OF THESE IN 5NIT
4HE FIRST PERSON SINGULAR FORM IS SIMPLY THE BASE OF THE VERB
4HE THIRD PERSON SINGULAR AND SECOND PERSON PLURAL FORMS ARE THE
SAME
4HE FIRST PERSON PLURAL THIRD PERSON PLURAL AND INFINITIVE FORMS ARE
THE SAME
4HERE ARE A FEW MORE SMALL POINTS TO NOTE
!S YOU SAW IN 5NIT WHEN YOU ASK A QUESTION YOU REVERSE THE
SUBJECT AND VERB
)F THE VERB IS SECOND PERSON SINGULAR ĉć MERGES WITH THE VERB
AND THE ć DISAPPEARS
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
FORMS OF SUCH VERBS LOOK IDENTICAL 4HE FOLLOWING CHART ILLUSTRATES

THIS PROCESS
čĕĖ ← čĖĕĖ ← čĖ¯+ ¯ĕĖ ← ēĕĖ

INCORRECT
)F THE BASE OF THE VERB ENDS IN Č EG ēČĖąĜĲ TO WORK ADDING ON
THE THIRD PERSON SINGULAR SUFFIX Č¯ WOULD RESULT IN A DOUBLE Č 4O
AVOID THIS NO SUFFIX IS ADDED SO THE FIRST AND THIRD PERSON SINGULAR
FORMS OF SUCH VERBS LOOK IDENTICAL EG ČĖąĜĲĎčĄ z ČĖąĜĲĜĖ
&INALLY SOME VERBS CONJUGATE SLIGHTLY DIFFERENTLY FROM ēćĖĜ ,OOK AT

THE INFINITIVE ēĖĔĪĉĉ TO LIVE )TS INFINITIVE SUFFIX IS ēĖ¯ INSTEAD OF ē¯ 7HEN
YOU REMOVE THE INFINITIVE SUFFIX YOU GET THE BASE FORM ēĪĉĉ WHICH
ENDS IN ē "ECAUSE AS YOUVE SEEN ABOVE THE FIRST AND THIRD PERSON
PLURAL FORM IS THE SAME AS THE INFINITIVE THIS MEANS THAT THE FIRST AND
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 (ERE IS THE COMPLETE PRESENT TENSE CONJUGATION OF ēĖĔĪĉĉ
0LURAL 3INGULAR
ĔėĔĪĉĉĜčĒ ST PERSON ēĪĉĉĎčĄ ST PERSON

7E LIVE PLURAL ) LIVE SINGULAR
čĔĪĉĉ ĜčĄ 2ND PERSON čĖĔĪĉĉ ĉć 2ND PERSON

9OU LIVE PLURAL 9OU LIVE SINGULAR
ĔėĔĪĉĉ īĊ 3RD PERSON čĔĪĉĉ ĕĖ=čĊ=ĜĖ 3RD PERSON

4HEY LIVE PLURAL (ESHEIT LIVES 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
ENDS IN ONE OF THE FOLLOWING LETTERS OR COMBINATIONS OF LETTERS
Ē EG ēĖēĉě TO COME

Ĕ EG ēĖĕĪĉĉ TO LIVE
ĆĔ EG ēĖćĕčĊ TO SING
ěĔ EG ēĖĜĕčĜČ TO DRINK
Đ PRECEDED BY A CONSONANT EG ēĖđĐīĒĝ TO SMILE
A STRESSED VOWEL OR DIPHTHONG EG ēĖíĜĝ TO YELL
&ROM NOW ON NEW REGULAR PRESENT TENSE VERBS APPEARING IN THE DIALOGUES
WILL BE GIVEN IN THE VOCABULARY LISTS IN THE INFINITIVE FORM ONLY &OR NOW
IRREGULAR PRESENT TENSE VERBS OF WHICH THERE ARE ONLY A FEW IN 9IDDISH
WILL CONTINUE TO BE LISTED BOTH IN THE FORM IN WHICH THEY APPEAR IN THE
DIALOGUES AND IN THE INFINITIVE FORM 7ELL LOOK AT THESE VERBS IN 5NIT
&INALLY NOTE THAT THE 9IDDISH PRESENT TENSE CORRESPONDS TO THREE
DIFFERENT %NGLISH TENSES
) SPEAK
) AM SPEAKING = ćĖĜĎčĄ
) HAVE BEEN SPEAKING
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
WHICH OF THESE NUANCES IS INTENDED
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
OFTEN START WITH @WH
WHAT vos ĕĳĉĉ

WHO ver ĜĖĉĉ
WHERE vu ôĉĉ
WHEN ven ēĖĉĉ
HOW MANYHOW MUCH vifl Đĸčĉĉ
HOW CAN BE USED ALONE OR IN SET vi čĉĉ
EXPRESSIONS LIKE ĉČĕīĈčĉĉ
HOW A SYNONYM OF čĉĉ BUT CANNOT vi azY ĪҔĊĲčĉĉ
BE USED IN SET EXPRESSIONS
WHY farvQ/far vos ĕĳĉĉĜĲĸ=ĕĳҔĉĉĜĲĸ
FROM WHERE fun vanen ēĖĔĲĉĉēĉĸ
TO WHERE vuhTn ēčҔĈôĉĉ

WHICH WHAT KIND OF voser ĜĖĕĳĉĉ
WHICH WHAT KIND OF A SYNONYM 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
A GLASS OF WATER 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
Dialogue 2
(Audio 1:17)
2OKHL AND $OVID ARE CHATTING ABOUT WHAT THEY THINK OF OTHER
PEOPLE ON THE 9IDDISH COURSE +HANE IS FRUSTRATED THAT SHE CANT
UNDERSTAND EVERYTHING
ĝčć ččČĉĆĪĊĲČćĖĜčĊĆĉĐěĜĖīĊĊčĄēĐĪçēĉĸĪĜĸčć ćĉć

ēčĄČĝčĔĊčĄĕĖ ĕĲĐěĜĖĊćĔĉĄēčĄčĊČĚčĊĕĳĉĉĜĲĸČĉĆĉĚČćĖĜčĊ ĐċĜ
ĆĔĉĔĖćĜĳ
ēĐĪçēčĄĝčć ččČĔĜĖĐčĊĊĲēīĒĎčĄēĉĄĜĖĉĉĝĜĖīĊČĖąĜĲčĊ ćĉć
ēìĊěčćĔĖČĝĕĖĆĜĲĸĎčĄ ĕĲĐěēčĄēĚčĉĉČĐīĚĜĖćĕĳĉĉēĲĒĜĖćēĉĄ ĐċĜ
ēĖĒĳĔ
ĎìĜěĔĲĜĸēĉĸČĒĉěĜĖĐĜĖąČĕīĈĜĖĊčĄĕĳćĜĖĉĉĕīĉĉĎčĄĳč ćĉć
ČĝčĔĉČĕćĖĜĕĳĉĉĜĲĸĈĔċ ĐċĜ
ČĆĳĊĜčĄĕĳĉĉČĝčĔīČĝĜĲĸĎčĄ ĈĔċ
$/6)$ DI FROY FUN POYLN IZ ZEYER KLUG ZI REDT AZOY GUT YIDISH
2/+(, ZI REDT TSU GUT FARVOS ZITST ZI IN UNDZER KLAS ES IZ NISHT IN
ORDENUNG
$/6)$ ZI ARBET ZEYER SHVER UN IKH MEYN AZ ZI LERNT YIDISH IN POYLN
2/+(, UN DER MAN VOS DERTSEYLT VITSN IN KLAS IKH FARGES SHTENDIK
ZAYN NOMEN
$/6)$ YO IKH VEYS VER DOS IZ ER HEYST BERL ER KUMT FUN FRANKRAYKH
2/+(, KHANE FARVOS REDSTU NISHT
KHANE IKH FARSHTEY NISHT VOS IR ZOGT
$/6)$ 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!
Vocabulary
THE FEMININE SEE LANGUAGE POINT di čć
WOMAN froy ĪĜĸ
TO SIT zitsn ēĚčĊ
OUR undzer ĜĖĊćĔĉĄ
NOT nisht ČĝčĔ
TO WORK arbetn ēČĖąĜĲ
TO THINK BELIEVE meynen ēĖĔīĒ
THAT CAN ALSO MEAN @WHEN az ĊĲ
TO TEACH CAN ALSO MEAN @TO STUDY lernen ēĖĔĜĖĐ
THE MASCULINE SEE LANGUAGE POINT der ĜĖć
MAN man ēĲĒ
WHOTHATWHICH IN THE ABOVE CONTEXT vos ĕĳĉĉ
TO TELL dertseyln ēĐīĚĜĖć
JOKES vitsn ēĚčĉĉ
TO FORGET fargesn ēĕĖĆĜĲĸ
HIS zayn ēìĊ
NAME nomen ēĖĒĳĔ
) KNOW → TO KNOW veys → visn ēĕčĉĉ← ĕīĉĉ
"ERL MANS NAME berl ĐĜĖą
TO UNDERSTAND farshtHn ēīҔČĝĜĲĸ
TO SAY zogn ēĆĳĊ
Language point
3 Negating verbs
)TS VERY EASY TO NEGATE A VERB IE TO SAY THAT SOMEONE ISNT OR
DOESNT DO SOMETHING IN 9IDDISH 3IMPLY PUT ČĝčĔ NOT DIRECTLY AFTER
THE VERB AS IN
čĞĎĕīČĝĜĲĸĎčĄ ← īČĝĜĲĸĎčĄ
) don’t UNDERSTAND ) UNDERSTAND
ĆĔĉĔĖćĜĳēčĄčĞĎĕĊčĄĕĖ ← ĆĔĉĔĖćĜĳēčĄĊčĄĕĖ
)TS not ALL RIGHT )TS ALL RIGHT
4HE WORD ČĝčĔ HAS A VARIANT FORM ČčĔ "OTH WORDS MEAN EXACTLY THE
SAME THING ČĝčĔ IS MORE TYPICAL OF #ENTRAL AND 3OUTHEASTERN 9IDDISH
WHEREAS ČčĔ IS MORE COMMON IN .ORTHEASTERN 9IDDISH HOWEVER BOTH
VARIANTS ARE ACCEPTABLE IN 3TANDARD 9IDDISH AND CAN BE USED INTER
CHANGEABLY 9OU CAN USE WHICHEVER YOU PREFER
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 2OKHL TRIES TO CHEER +HANE UP BY TELLING HER SOME GOSSIP
ABOUT THE OTHER STUDENTS IN HER CLASS
ĜĖīĊĊčĄčĊēčĜĖĆĔčĊĲĊčĄčĊ ēĐčĜąčćČčĒĪĜĸčćĉČĕĖĊĈĔċ ĐċĜ

ČĒčĜĲą
ĜĖĉĉđčĔçČĔĲěĲąĲČčĒĕĲĐěēìćēčĄēĲĒĲĳćĊčĄĕĖ ĖěĲČ ĈĔċ
ĜĖĊčĄ
ĜĳčČěĲēĲĊčĄĜĖ ĜĳĈĖĚĜĲĉĉĝčćČčĒēĲĒĜĖć ĐċĜ
ĕĲĐěĜĖćĕĲĐěēìćēčĄēĝČĔĖĒĖČĒčĜĲąĎĕĲĳćēĖĔĖĊĕĖĪĄ ĈĔċ
ČĔĲĕĖĜĖČĔčĄĜĖīĊ ĜĖďčĊĊčĄ
ĊčĄĜĖĊĲěčćĔĖČĝČĆĳĊĜĳčČěĲĜĖćĕĖěčĔćĉĔēĖĔĖĊīĊĜĖąĳĳč ĐċĜ
ĝčČēìĒēĉĸĎĉąĜĖČĜĖĉĉĕĳćěčćĔĖČĝČĒĖĔēčĜĖĆĔčĊčćēĉĄ ĆĉĐěĜĖīĊ
ěčĜĉĚ ČĝčĔČĒĉěēĉĄ
2/+(, KHANE ZESTU DI FROY MIT DI BRILN ZI IZ A ZINGERIN ZI IZ ZEYER
BARIMT
KHANE TAKE ES IZ DO A MAN IN DAYN KLAS MIT A BAKANT PONIM
VER IZ ER
2/+(, DER MAN MIT DI SHVARTSE HOR ER IZ AN AKTYOR

KHANE OY ES ZENEN DO A SAKH BARIMTE MENTSHN IN DAYN KLAS
DER KLAS IZ ZIKHER ZEYER INTERESANT
2/+(, YO OBER ZEY ZENEN NUDNIKES DER AKTYOR ZOGT SHTENDIK
AZ ER IZ ZEYER KLUG UN DI ZINGERIN NEMT SHTENDIK DOS
VERTERBUKH FUN MAYN TISH UN KUMT NISHT TSURIK
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
TO SEE zen ēĖĊ
WITH mit ČčĒ
THE NEUTER SEE LANGUAGE POINT dos ĕĳć
GLASSES briln ēĐčĜą
FEMALE SINGER zTngerin ēčĜĖĆĔčҔĊ
FAMOUS barTmt ČĒčҔĜĲą
REALLY take ĖěĲČ
THERE IS THERE ARE SEE LANGUAGE es iz do; ĳćĊčĄĕĖ
POINT es zenen do ĳćēĖĔĖĊĕĖ
FAMILIAR bakAt ČĔĲҔěĲą
FACE ponem đčĔç
BLACK shvartse ĖĚĜĲĉĉĝ
HAIR hor ĜĳĈ
ACTOR aktyP ĜĳҔčČěĲ
OH OH DEAR OH NO oy ĪĄ
PEOPLE mentshn ēĝČĔĖĒ
SURE SURELY CERTAINLY zikher ĜĖďčĊ

INTERESTING interesAt ČĔĲҔĕĖĜĖČĔčĄ
ANNOYING PEOPLE PAINS IN THE NECK nMnikes ĕĖěčĔćĉҔĔ
TO TAKE nemen ēĖĒĖĔ
DICTIONARY vGterbukh ĎĉąĜĖČĜĖҔĉĉ
TABLE tish ĝčČ
BACK AS IN @COME BACK tsurTk ěčҔĜĉĚ
Language points
4 ĴĈċĎąĖė (there is) and ĴĈĔėĕíċ=ĔėĕėċĖė
(there are)
4HE 9IDDISH EQUIVALENTS OF THE %NGLISH EXPRESSIONS @THERE IS AND

@THERE ARE ARE ĳćĊčĄĕĖ AND ĳćēĖĔìĊ=ēĖĔĖĊĕĖ $ONT PAY ATTENTION TO
THE LITERAL MEANING @IT IS HERE THIS IS A SET IDIOMATIC FORMULA AND THE
WORD ĳć IN THIS SETTING DOESNT ACTUALLY REFER TO @HERE ITS JUST PART OF
THE FORMULA )F YOU WANT TO SAY @THERE IS AN 8 HERE YOU HAVE TO ADD
ANOTHER ĳć AT THE END 9OU CAN SEE HOW THIS EXPRESSION IS USED IN
THESE EXAMPLES
ĕĲĐěēčĄēČĔĖćĉČĕĴĈĔėĕėċĖė
There are STUDENTS IN ;THE= CLASS
ĕĲĐěēčĄČĔĖćĉČĕĲĴĈċĎąĖė
There is A STUDENT IN ;THE= CLASS
ĕĲĐěēčĄĴĈēČĔĖćĉČĕĴĈĔėĕėċĖė
There are STUDENTS here IN ;THE= CLASS
ĕĲĐěēčĄĴĈČĔĖćĉČĕĲĴĈċĎąĖė
There is A STUDENT here IN ;THE= CLASS
5 The definite article (ĝėĈ,z ĎĈ,z ĖĴĈ) and the

gender of nouns
9IDDISH NOUNS ARE DIVIDED INTO CATEGORIES CALLED GENDERS 4HERE ARE
THREE GENDERS MASCULINE FEMININE AND NEUTER )N THE CASE OF NOUNS
REFERRING TO LIVING BEINGS IT IS OFTEN EASY TO PREDICT LOGICALLY WHICH
GENDER CATEGORY A NOUN BELONGS TO &OR EXAMPLE THE WORD ēĲĒ MAN
IS MASCULINE WHILE THE WORD ĪĜĸ WOMAN IS FEMININE
(OWEVER IN THE CASE OF INANIMATE OBJECTS AND SOMETIMES IN THE
CASE OF LIVING BEINGS TOO THERE IS NO LOGICAL REASON WHY A GIVEN NOUN
BELONGS TO A PARTICULAR GENDER CATEGORY 4HUS WHILE SOME INANIMATE
NOUNS ARE NEUTER EG Ďĉą BOOK OTHERS ARE MASCULINE OR FEMININE
&OR EXAMPLE ĝčČ TABLE IS MASCULINE WHILE ĆĔĉČìĚ NEWSPAPER IS
FEMININE &URTHERMORE CERTAIN NOUNS REFERRING TO PEOPLE AND ANIMALS
ARE NEUTER EG ćĔčě CHILD ĐĆĔ čč BOY AND ĐćīĒ GIRL
)N SOME CASES YOU CAN GUESS THE GENDER OF A NOUN BY LOOKING AT ITS
ENDING &OR EXAMPLE NOUNS ENDING IN Ė ARE ALMOST ALWAYS FEMININE
EG ĖčĊčĉĉĖĐĖČ 46 9OULL START TO RECOGNIZE SUCH PATTERNS AS YOU
BECOME MORE FAMILIAR WITH 9IDDISH (OWEVER IN MANY CASES YOU JUST
HAVE TO MEMORIZE THE GENDER OF NEW NOUNS WHEN YOU LEARN THEM
4HE EASIEST WAY TO FIND OUT THE GENDER OF A NOUN IS TO CHECK
THE FORM OF THE DEFINITE ARTICLE USED WITH IT 9IDDISH HAS THREE WORDS
ĜĖć z čć AND ĕĳć CORRESPONDING TO THE %NGLISH DEFINITE ARTICLE @THE
ĜĖć IS USED WITH MASCULINE NOUNS čć IS USED WITH FEMININE NOUNS
AND ĕĳć IS USED WITH NEUTER NOUNS 4HE FORM USED WITH PLURAL NOUNS
IS ALWAYS čć WHETHER THEY ARE MASCULINE FEMININE OR NEUTER 7HEN
YOU LEARN A NEW NOUN IT IS BEST TO MEMORIZE ITS ARTICLE AT THE SAME
TIME THEN YOU WILL KNOW WHICH GENDER THE NOUN IS &ROM NOW ON
EACH NEW NOUN INTRODUCED WILL APPEAR IN THE VOCABULARY LISTS TOGETHER
WITH ITS DEFINITE ARTICLE 3OMETIMES A NOUN HAS MORE THAN ONE POS
SIBLE GENDER FOR EXAMPLE ĜĖĒčĚ ROOM CAN BE EITHER MASCULINE OR
NEUTER )N SUCH CASES YOU CAN CHOOSE WHICH ARTICLE TO USE EG YOU
CAN SAY EITHER ĜĖĒčĚĜĖć OR 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

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@@@@@@@@ûđāûāāċĞøþāøĉĊćĊğĄćýøúĈýĀàĎ@@@@@@@@ûąĊĈĂāø
ĂĞøþāøĂýùĐĊĀĐĊýý@@@@@@@@ûĐĊùħĂýùĐĊĀĐĊýýĦčāĈĂāøĐĊýýđþāø
þĦĀúħþĊďĀĈĊûýĀĉ@@@@@@@@ûĉħýýĐĦĬĀđāĈğĀđĐĦĬĂāøĐĊýýđ
ĄýĬĊďĦĀþāøĉĦĄď@@@@@@@@ûyĀăĦĐĀĂāøćğđĞþĦþāøûāĄ@@@@@@@@û
xĀĈĦĉĊĐĊĀĈāøćĊĈĊþĉĊďāĈûýĈ@@@@@@@@ûĐĊùħĉĊďāĈûýĈĀāĆ
Unit Three
ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ
What do you like to do?

s HOW TO TALK ABOUT LIKES AND DISLIKES
s THE DAYS OF THE WEEK
s THE VERB ēąĳĈąčĐ TO LIKELOVE
s IRREGULAR VERBS IN THE PRESENT TENSE
s THE GENDER OF ADJECTIVES
s HOW TO USE ADJECTIVES IN SENTENCES
s ADVERBS
Dialogue 1
(Audio 1:20)
+HANE AND 2OKHL HAVE ARRANGED TO MEET UP AND ARE TRYING TO
DECIDE WHAT TO DO
ēĐĪçēčĄēć ččēĆĖĉĉđĐčĸĲĳćĊčĄĕĖ ĳĔčěēčĄēīĆĉĚąčĐĉČĕĳĈ ĈĔċ

ĖĔćĉĔĪĊĲēĖĔĖĊīĊēĖĒĐčĸĖĝčĜĳČĕčĈēĖĊĉĚąčĐČĝčĔąĳĈĎčĄ
ĐċĜ
ĖĒĝČĖĜěēčĄēīĆēĖĔĖěĜčĒ
ĜĖČĲĖČēčĄēīĆČčĒĕĳĉĉĕĖĒĝČĖĜěąčĐČĝčĔąĳĈĎčĄ ĈĔċ
ĆĔĲĐĪĊĲēĚčĊĉĚąčĐČĝčĔąĳĈĎčĄēĉĄĜĖìČĉĚĊčĄĕĖēīĔ ĐċĜ
ąčĐĉČĕĳĈĎĳĔĕĳĉĉ ēĳČĜčĒēĖĔĖěĕĳĉĉĪĊĲąĪĄ ĈĔċ
ēĕĖĉĚąčĐąĳĈĎčĄēĲĜĳČĕĖĜēčĄēīĆĜčĒĳĐ ĐċĜ
KHANE HOSTU LIB TSU GEYN IN KINO ES IZ DO A lLM VEGN YIDN IN POYLN
2/+(, IKH HOB NISHT LIB TSU ZEN HISTORISHE lLMEN ZEY ZENEN AZOY
NUDNE MIR KENEN GEYN IN KRETSHME
KHANE IKH HOB NISHT LIB KRETSHMES VOS MIT GEYN IN TEATER
Unit 3: What do you like to do? 45
2/+(, NEYN ES IZ TSU TAYER UN IKH HOB NISHT LIB TSU ZITSN AZOY LANG
KHANE OYB AZOY VOS KENEN MIR TON VOS NOKH HOSTU LIB
2/+(, LOMIR GEYN IN RESTORAN IKH HOB LIB TSU ESN
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
TO LIKE TO LOVE SEE LANGUAGE POINT lib hobn ēąĳĈąčĐ
TO SEE LANGUAGE POINT tsu ĉĚ
TO GO TO WALK geyn ēīĆ
TO SEE LANGUAGE POINT 5NIT in ēčĄ
CINEMA kino (der) ĜĖć ĳĔčě
FILM FILMS film (der), filmen ēĖĒĐčĸ ĜĖć đĐčĸ
ABOUT vegn ēĆĖĉĉ
*EWS yidn ēć čč
HISTORICAL histPishe ĖĝčĜĳҔČĕčĈ
BORING nudne ĖĔćĉĔ
PUBBAR PUBSBARS ALSO kretshme (di), čć ĖĒĝČĖĜě
INN INNS kretshmes ĕĖĒĝČĖĜě
WHAT ABOUT LITERALLY WHAT WITH vos mit ČčĒĕĳĉĉ
THEATRE teater ĜĖČĲĖČ
EXPENSIVE tayer ĜĖìČ
LONG lang ĆĔĲĐ
IF SO IN THAT CASE oyb azY ĪҔĊĲąĪĄ
DO ton ēĳČ
ELSE MORE nokh ĎĳĔ
LETS lomir ĜčĒĳĐ
RESTAURANT restorA (der) ĜĖć ēĲҔĜĳČĕĖĜ
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
IRREGULAR VERB ēąĳĈ WHICH WAS INTRODUCED IN 5NIT WHILE THE SECOND
PART ąčĐ IS A WORD THAT APPEARS ONLY IN THIS VERB 4HE WHOLE PHRASE
IS ONE UNIT MEANING @TO LIKE OR @TO LOVE
4O CONJUGATE THIS VERB IN THE PRESENT TENSE FIRST TAKE ēąĳĈ AND ADD
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
WHEN 2OKHL SAYS
ēĕĖĉĚĆĎđĆĴĉĎčĄ
) like TO EAT
4O NEGATE THIS VERB ADD ČčĔ=ČĝčĔ AFTER THE CONJUGATED PART ēąĳĈ AND
BEFORE ąčĐ AS IN +HANES STATEMENT
ĕĖĒĝČĖĜěąčĐčĞĎĕąĳĈĎčĄ
) don’t LIKE PUBS
3IMILARLY TO MAKE A QUESTION WITH ēąĳĈąčĐ REVERSE THE SUBJECT AND
ēąĳĈ BUT LEAVE ąčĐ WHERE IT WAS AS IN
ēĖĒĐčĸĆĎđĈĔċčĴĉ
Does +HANE like lLMS
4O SAY THAT YOU REALLY LIKELOVE SOMETHING PUT THE WORD ěĜĲČĝ OR ĜĖīĊ
BETWEEN ēąĳĈ AND ąčĐ EG
ēĖĒĐčĸąčĐĜĝĳčĞČĳĈĈĔċ
ēĖĒĐčĸąčĐĝėĬċČĳĈĈĔċ
+HANE really LIKES lLMSLIKES lLMS very 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
DISCUSSED THOROUGHLY IN LANGUAGE POINT 5NIT
/NE MORE POINT ABOUT ēąĳĈąčĐ WHEN IT IS FOLLOWED BY THE INFINITIVE
OF ANOTHER VERB THE WORD ĉĚ TO IS USUALLY PLACED BETWEEN ēąĳĈąčĐ
AND THE OTHER VERB AS IN
ĳĔčěēčĄēīĆĊěąčĐąĳĈĎčĄ
) LIKE to GO TO THE CINEMA
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
SLIGHTLY IRREGULAR AND THEIR PRESENT TENSE FORMS ARE A BIT DIFFERENT FROM
WHAT YOU WOULD EXPECT BY LOOKING AT THEIR INFINITIVES
4HE FIRST GROUP OF IRREGULAR VERBS CONSISTS OF ēīĆ GO ēīČĝ STAND
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
FORMS END IN ēĖ¯ 4HUS IN CONTRAST TO MOST VERBS THE FIRST AND THIRD
PERSON PLURAL FORMS OF THESE VERBS LOOK DIFFERENT FROM THE INFINITIVE
9OU CAN SEE THIS BY COMPARING THE FOLLOWING TWO EXAMPLES
ĳĔčěēčĄĔĬćĉĚąčĐĉČĕĳĈ
$O YOU LIKE TO go TO THE CINEMA
ĳĔčěēčĄĔėĬćĜčĒ
7Ere going TO THE CINEMA
.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
THE INFINITIVE 4HE BASE VOWEL OF ēĳČ BECOMES ĉ IN THE PRESENT TENSE
AND THE BASE VOWEL OF ēĕčĉĉ BECOMES ī (ERE IS THE COMPLETE PRESENT
TENSE CONJUGATION OF THESE VERBS
TO DO ēĳČ
0LURAL 3INGULAR
ēĖĊČĜčĒ ST PERSON PLURAL ĊČĎčĄ ST PERSON SINGULAR

ČĊČĜčĄ ND PERSON PLURAL ČĕĊČĉć ND PERSON SINGULAR
ēĖĊČīĊ RD PERSON PLURAL ČĊČĕĖ=čĊ=ĜĖ RD PERSON SINGULAR
TO KNOW ēĕčĉĉ

0LURAL 3INGULAR
ēĕĬĉĉĜčĒ ST PERSON PLURAL ĕĬĉĉĎčĄ ST PERSON SINGULAR

ČĕĬĉĉĜčĄ ND PERSON PLURAL ČĕĬĉĉĉć ND PERSON SINGULAR
ēĕĬĉĉīĊ RD PERSON PLURAL ČĕĬĉĉĕĖ=čĊ=ĜĖ RD PERSON SINGULAR
&INALLY THE VERB ēąĖĆ GIVE IS IRREGULAR BECAUSE THE BASE VOWEL CHANGES
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
(ERE IS THE COMPLETE PRESENT TENSE CONJUGATION
TO GIVE ēąĖĆ

0LURAL 3INGULAR
ēąĎĆĜčĒ ST PERSON PLURAL ąĎĆĎčĄ ST PERSON SINGULAR

ČĎĆĜčĄ ND PERSON PLURAL ČĕĎĆĉć ND PERSON SINGULAR
ēąĎĆīĊ RD PERSON PLURAL ČĎĆĕĖ=čĊ=ĜĖ RD PERSON SINGULAR

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
Exercise 3
Answer the following questions about yourself.
ĳĔčěēčĄēīĆĉĚąčĐĉČĕĳĈ
ČĝčĔČĕČĖąĜĲĉćēĖĉĉēĳČĉĚąčĐĉČĕĳĈĕĳĉĉ
ĜĖČĲĖČēčĄēīĆĉĚąčĐĉČĕĳĈ
ēĖĊĉĚąčĐĉČĕĳĈēĖĒĐčĸĖĜĖĕĳĉĉ
ēĲĜĳČĕĖĜēčĄēīĆĉĚąčĐĉČĕĳĈ 5
Dialogue 2
(Audio 1:22)
2OKHL AND +HANE ARE IN THE RESTAURANT 2OKHL WANTS TO INVITE +HANE
AND $OVID TO HER FLAT FOR DINNER AND IS TRYING TO FIND A DAY THAT SUITS
THEM ALL
ČĒĉěćĉć ĎĳĉĉĖěčćĔĖĒĉěčćĜčĒìąĖĜĖĝČĖĉĉēĕĖĉČĕĐčĉĉĈĔċ ĐċĜ

ĎĪĄ
ĆĳČĜĖďĐĖĉĉĳč ĈĔċ
ĞąĝēĉĄěčČìĜĸēĖĒĉĔĜĲĸĊčĄćĉćĖĆĲĜĸĖČĉĆĲĊčĄĕĳć ĐċĜ
ĆĳČĜĖČĉĆĲĕĳćĊčĄěčČĔĉĊìĜĸēčąĎčĄ ĈĔċ
ĊčąČĖąĜĲĎčĄĐìĉĉČĉĆČĝčĔēĖĔĖĊěčČĕĔčćēĉĄěčČĔĳĒěčČĔĉĊ
ĐċĜ
ĎĳĉĉČčĒēĖĒĉěĉČĕĔĖěđĳĜěĜĖďčą ēčĄČĖçĝ
ČĔĉĉĳēčĄĕĲĐěĲąĳĈĎčĄĐìĉĉĆĳČĜĖĜĖĉĉĝĲĊčĄĎĳĉĉČčĒ ĈĔċ
ěčČĝĜĖĔĳćĉČĕĉČĕĳĉĉ ĐċĜ
ēć ččĖĝčĐĪçēĆĖĉĉđĐčĸđĖćēĖĊĐčĉĉĎčĄ ĈĔċ
ĖĜĖĝČĖĉĉĖěĲĒĝĖĆĲēĕĖĉĚĜĖĕĖąĊčĄĕĖđĐčĸĜĖĔćĉĔĜĖĔĖčĪĄ ĐċĜ
2/+(, KHANE VILSTU ESN VETSHERE BAY MIR DI KUMENDIKE VOKH

DOVID KUMT OYKH
KHANE YO VELKHER TOG
2/+(, DOS IZ A GUTE FRAGE DOVID IZ FARNUMEN FRAYTIK UN SHABES
KHANE IKH BIN FRAY ZUNTIK IZ DOS A GUTER TOG
2/+(, ZUNTIK MONTIK UN DINSTIK ZENEN NISHT GUT VAYL IKH ARBET BIZ
SHPET IN BIKHERKROM KENSTU KUMEN MITVOKH
KHANE MITVOKH IZ A SHVERER TOG VAYL IKH HOB A KLAS IN OVNT
2/+(, VOS TUSTU DONERSHTIK
KHANE IKH VIL ZEN DEM lLM VEGN POYLISHE YIDN
2/+(, OY YENER NUDNER lLM ES IZ BESER TSU ESN A GESHMAKE

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
DO YOU WANT → TO WANT SEE vilstu → veln ēĐĖĉĉ← ĉČĕĐčĉĉ
LANGUAGE POINT 5NIT
DINNERSUPPER vDshere (di) čć ĖĜĖĝČĖҔĉĉ
AT LIKE chez IN &RENCH bay ìą
ME SEE LANGUAGE POINT 5NIT mir ĜčĒ
NEXT FEMININE SEE LANGUAGE POINT kNendike ĖěčćĔĖĒĉҔě
WEEK vokh (di) čć Ďĳĉĉ
WHICH MASCULINE SEE LANGUAGE velkher ĜĖďĐĖĉĉ
POINT
BUSY farnumen ēĖĒĉĔĜĲĸ
&RIDAY fraytik (der) ĜĖć ěčČìĜĸ
3ATURDAY THE *EWISH 3ABBATH SEE shabes (der) ĜĖć <ĕĖąĲĝ>Ğąĝ
CULTURE POINT 5NIT
FREE fray ìĜĸ
3UNDAY zuntik (der) ĜĖć ěčČĔĉĊ
GOOD MASCULINE SEE LANGUAGE guter ĜĖČĉĆ
POINT
-ONDAY montik (der) ĜĖć ěčČĔĳĒ
4UESDAY dinstik ĜĖć ěčČĕĔčć

UNTIL biz Ċčą
LATE shpet ČĖçĝ
BOOKSHOP bTkherkrom (di) čć đĳĜěĜĖďčҔą
7EDNESDAY mitvokh (der) ĜĖć ĎĳĉĉČčĒ
DIFFICULT MASCULINE SEE LANGUAGE shverer ĜĖĜĖĉĉĝ
POINT
EVENING ovnt (der) ĜĖć ČĔĉĉĳ
4HURSDAY dXershtik (der) ĜĖć ěčČĝĜĖĔĳҔć
) WANT → TO WANT SEE LANGUAGE vil → veln ēĐĖĉĉ← Đčĉĉ
POINT 5NIT
THAT MASCULINE SEE LANGUAGE yener ĜĖĔĖč
POINT
BETTER beser ĜĖĕĖą
TASTY FEMININE SEE LANGUAGE geshmake ĖěĲĒĝĖĆ
POINT
Language points
3 Gender of adjectives; how to use
adjectives in sentences
!DJECTIVES ARE WORDS USED TO DESCRIBE NOUNS EG ĆĉĐě z ČĉĆ z ČĔĲĕĖĜĖČĔčĄ
)N 9IDDISH ADJECTIVES CAN APPEAR IN TWO DIFFERENT POSITIONS 4HE FIRST
IS FOLLOWING A VERB USUALLY ēìĊ EG
ćĊđĜĊčĄćĉć
$AVID IS clever
!DJECTIVES IN THIS POSITION HAVE THE SAME FORM WHETHER THE NOUN THAT
THEY REFER TO IS MASCULINE FEMININE NEUTER SINGULAR OR PLURAL 4HIS IS CALLED
THE BASE FORM 3O YOU CAN SAY ĆĉĐěĊčĄĪĜĸčć z ĆĉĐěĊčĄćĔčěĕĳć OR
ĆĉĐě ēĖĔĖĊ ēČĔĖćĉČĕ čć AND THE ADJECTIVE ĆĉĐě ALWAYS REMAINS IN THE
BASE FORM
4HE SECOND POSITION IN WHICH AN ADJECTIVE CAN APPEAR IS IMMEDI
ATELY BEFORE A NOUN !DJECTIVES IN THIS POSITION DECLINE TAKE DIFFERENT
SUFFIXES TO MATCH THE GENDER MASCULINE FEMININE OR NEUTER AND
NUMBER SINGULAR OR PLURAL OF THE FOLLOWING NOUN 4O DECLINE AN

ADJECTIVE SO THAT IT MATCHES ITS NOUN TAKE THE BASE FORM AND ADD
THESE SUFFIXES
%XAMPLE !DJECTIVE SUFFIX 'ENDER AND

NUMBER OF NOUN
ēĲĒĝėĆĉĐěĳ ĜĖ¯ MASCULINE SINGULAR

ēĲĒĝėĆĉĐěĝėĈ
ĪĜĸėĆĉĐěĳ Ė¯ FEMININE SINGULAR
ĪĜĸėĆĉĐěĎĈ
ćĔčěĆĉĐěĳ NO SUFFIX NEUTER SINGULAR
WHEN THE ADJECTIVE AND
NOUN ARE PRECEDED BY Ĳ
ćĔčěėĆĉĐěĖĴĈ Ė¯
WHEN THE ADJECTIVE AND
NOUN ARE PRECEDED BY ĕĳć
ēČĔĖćĉČĕėĆĉĐě Ė¯ PLURAL ALL GENDERS

ēČĔĖćĉČĕėĆĉĐěčć
.OTE THAT IN THE CASE OF MASCULINE AND FEMININE SINGULAR NOUNS AS

WELL AS ALL PLURAL NOUNS THE ADJECTIVE SUFFIX IS THE SAME WHETHER THE
NOUN AND ADJECTIVE ARE PRECEDED BY THE DEFINITE ARTICLE OR NOT (OWEVER
IN THE CASE OF NEUTER SINGULAR NOUNS THE ADJECTIVE HAS TWO DIFFERENT
FORMS DEPENDING ON WHETHER THE ADJECTIVENOUN PHRASE IS PRECEDED
BY THE DEFINITE ARTICLE OR NOT
&ROM NOW ON ADJECTIVES WILL BE LISTED IN THE VOCABULARIES IN THE
BASE FORM
4HERE ARE THREE FINAL POINTS TO REMEMBER WHEN DECLINING ADJECTIVES
)F THE BASE FORM OF THE ADJECTIVE ALREADY ENDS IN Ė EG ĖĔćĉĔ

YOU CANT ADD THE Ė¯ SUFFIX SO THE FEMININE SINGULAR NEUTER SINGULAR
PRECEDED BY ĕĳć AND PLURAL FORMS LOOK THE SAME AS THE BASE
FORM
)F THE BASE FORM OF THE ADJECTIVE ENDS IN A CONSONANT PLUS Đ OR Ĕ
EG ĐćīĄ GENTLE ēćĐĳĆ GOLDEN WHEN YOU ADD ON THE ĜĖ¯ AND Ė¯
SUFFIXES YOU HAVE TO INSERT AN EXTRA Ė BEFORE THE FINAL Đ OR Ĕ OF THE
BASE FORM 4HIS @HELPING VOWEL IS JUST THERE TO MAKE PRONUNCIATION

EASIER 4HE FOLLOWING EXAMPLE ILLUSTRATES THIS PHENOMENON
ĝČĔĖĒĝėĐėćīĄēĲ
A GENTLE PERSON
Note:
THIS DOES NOT APPLY TO ADJECTIVES ENDING IN ēĜ¯ EG ēĜĖҔćĳĒ MODERN
ĜĖĔĜĖćĳĒ
4HE STRESS OF THE ADJECTIVE STAYS ON THE SAME SYLLABLE WHETHER IT
HAS A SUFFIX OR NOT EG ěĲҔĒĝĖĆ z ĜĖěĲҔĒĝĖĆ
4 Adverbs
!DVERBS ARE WORDS TELLING YOU WHEN OR HOW AN ACTION HAPPENED )N

%NGLISH THEY USUALLY END IN @ LY EG SLOWLY USUALLY THOUGH NOT ALWAYS
EG WELL SOMETIMES OFTEN
)N 9IDDISH ADVERBS ARE ALMOST ALWAYS THE SAME AS THE BASE FORM
OF THE ADJECTIVE EG
ĔĬĞČĆĔčĊčĊ
3HE SINGS beautifully
(OWEVER SOME 9IDDISH ADVERBS ARE INDEPENDENT FORMS THAT CANNOT

BE USED AS ADJECTIVES 3UCH ADVERBS USUALLY REFER TO TIME EG ĕĔČĚĖĐ
RECENTLY
Exercise 4
Insert the correct adjective suffixes into the following sentences.
ĝČĔĖĒ@@@@@@@@@@@@@@@@@@@@ĆĉĐěĲĊčĄćĉć
ĖěČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ČĉĆĲĊčĄĈĔċ
ēĖĒĐčĸ@@@@@@@@@@@@@@@@@@@@ČĔĲĕĖĜĖČĔčĄąčĐČĳĈĐċĜ
ćčĐ@@@@@@@@@@@@@@@@@@@@ĔīĝĕĳćąčĐąĳĈĎčĄ
ĐĜĖąČĕīĈćĔčě SMALL @@@@@@@@@@@@@@@@@@@@ĔīĐěĕĳć 5
ČĉĆĪĊĲČĝčĔĊčĄđĐčĸ@@@@@@@@@@@@@@@@@@@@ìĔĜĖć 6
ĆĔĲĐĜĖīĊĊčĄĎĉą@@@@@@@@@@@@@@@@@@@@ĜĖĉĉĝĕĳć 7
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)
(ERE IS A DESCRIPTION OF 2OKHLS WEEK TAKEN FROM +HANES JOURNAL
ćýøďāĀĈħĆďāĀĈýþĀĊùĐĦāþąħĐďĐĊăāùĦćāøĀĊùĐĦĄÿĐ
ćāøĀğúāþďāĀđĐĊĈħûćýøĂħýýĀāĆĀđāĈĀĊùĐĦāþďāĀĉĈāû
ĀħüāþĐĊùħđāûāāùāĄĀħüĄÿĐđāûāāĀĐāûýĀđāþèýýĀĊĀāĉĐĊýýāĈýø
āþćùàĐđćþýĆćĀĈĊûýĀĉāûĉħýýĀĊùĐĦĆğüĊĐĊýýđāûùāĄĞþĦĀđāĈ
ĦþāøĉĊþĦĀĈğĆāþĄàýýĉĦĄďćāøćĎāþýĎùāĄāýþĦĀđāĈĂĞøĀħü
āþĄĞĬĐĊğþþāøāþĐĊùħĊďĀĈĊûýĀĉĊĀýúĦþāøĄÿĐĊĈûýĈĄĉāù
ĂýùđāûāāĐĊýýđĦćĊĈĊğĄĀħĀđĈĦĊĆđĀĊĐďćāøĀĬħĀğú
Unit Four
ĔĬđĜĊěċĎąĉĝĎĈĔíē
My flat is too small!

s HOW TO DESCRIBE WHERE YOU LIVE
s HOW TO TALK ABOUT VISITING SOMEONE
s HOW TO MAKE NEGATIVE SENTENCES WITH ēīě
s THE NEGATIVE OF ĳćĊčĄĕĖ
s THE DIMINUTIVE AND IMINUTIVE
s THE PLURAL OF NOUNS
Dialogue 1
(Audio 1:26)
+HANE AND $OVID HAVE JUST ARRIVED AT 2OKHLS FOR DINNER AND SHE
SHOWS THEM AROUND THE FLAT +HANE AND $OVID LIKE THE FLAT BUT
2OKHL HAS LOTS OF COMPLAINTS ABOUT IT
ēīĐěĜĖīĊĊčĄčĊ ĈĜčćčćēĖĊČĐčĉĉĜčĄĄąĈĎĉĜą ĐċĜ

ĕĪĜĆęĔĲĆĖěĲČĊčĄēĳĐĲĕĜĖćēĉĄēīĝĪĊĲĕĪĄČĖĊčĊ ĈĔċ
đĖĉĉěĲąĪĊĲČĝčĔĊčĄĖěĸĳĕčćēĉĄĝčČēīěČĝčĔąĳĈĎčĄĜĖąĳ ĐċĜ
ĜĖīĊĊčĄĜĖČĚĔĖĸĜĖćēĉĄČĔĖĉĉčćėĪĄĜĖćĐčąčćąčĐąĳĈĎčĄ ćĉć
ĕĪĜĆ
ĊčĄĐçĒĖĐĕĳćēĉĄĖčĊčĉĉĖĐĖČĖĕĪĜĆēīěČĝčĔąĳĈĎčĄĜĖąĳ ĐċĜ
ĕĉĄčĒ
ēĜĖćĳĒĜĖīĊēĖĔĖĊēČĕĲěĊìĄĜĖćēĉĄēĉĉĪĄĜĖć ĎčěčćĕĳćĊčĄ ćĉć
ĖĔĲĉĉēīěĳČĝčĔĊčĄĕĖēĉĄĐĜĖČĚĔĖĸēīĄĜĳĔČĳĈĎčěčćĜĖąĳ ĐċĜ
ĎčĄ~ēīĐěĉĚĊčĄĜĖĒčĚĸĳĐĝĜĖćēĉĄĝĉćĲĜĳĔĜĖĒčĚćĳą ēčĄ
ĖĐĖČĖąĲĜĳĔČĖą ēīěČĝčĔąĳĈ
56 Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē
2/+(, BOREKH HABE IR VILT ZEN DI DIRE ZI IZ ZEYER KLEYN

+(!.% ZI ZET OYS AZOY SHEYN UN DER SALON IZ TAKE GANTS GROYS
2/+(, OBER IKH HOB NISHT KEYN TISH UN DI SOFKE IZ NISHT AZOY
BAKVEM
$/6)$ IKH HOB LIB DI BILDER OYF DI VENT UN DER FENTSTER IZ ZEYER
GROYS
2/+(, OBER IKH HOB NISHT KEYN GROYSE TELEVIZYE UN DOS LEMPL IZ
MIES
$/6)$ IZ DOS DI KIKH DER OYVN UN DER AYZKASTN ZENEN ZEYER
MODERN
2/+(, OBER DI KIKH HOT NOR EYN FENTSTERL UN ES IZ NISHTO KEYN
VANE IN BODTSIMER NOR A DUSH UN DER SHLOFTSIMER IZ TSU
KLEYN n IKH HOB NISHT KEYN BET NOR A BETELE
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
LOOKS LIKE SEEMS → TO zet oys → oyszen ēĖĊĕĪĄ← ĕĪĄČĖĊ
LOOK LIKE TO SEEM
SEE LANGUAGE POINT
5NIT FOR EXPLANATION
OF THIS TYPE OF VERB
Unit 4: My flat is too small! 57
LIVING ROOM salX (der) ĜĖć ēĳҔĐĲĕ

QUITE gants ęĔĲĆ
BIG groys ĕĪĜĆ
NEGATIVE ARTICLE SEE LANGUAGE keyn ēīě
POINT
SOFA sofke (di) čć Ėěĸĳĕ
COMFORTABLE bakvẽm đĖҔĉĉěĲą
PICTURES bilder ĜĖćĐčą
ON THIS WORD HAS ONLY ONE oyf/af ėĪĄ
SPELLING BUT VARIANT
PRONUNCIATIONS
WALLS vent ČĔĖĉĉ
WINDOW fentster (der/dos) ĕĳć=ĜĖć ĜĖČĚĔĖĸ
46 televizye (di) čć ĖčĊčĉĉĖĐĖČ
LAMP LIGHT lempl (dos) ĕĳć ĐçĒĖĐ
UGLY mies <ĕĖčĒ>ĕĉĄčĒ
KITCHEN kikh (di) čć Ďčě
OVEN COOKERSTOVE oyvn (der) ĜĖć ēĉĉĪĄ
FRIDGE {zkastn (der) ĜĖć ēČĕĲěĊìҔĄ
ONLY BUT RATHER nor ĜĳĔ
ONE eyn ēīĄ
SMALL WINDOW SEE LANGUAGE fFtsterl ĐĜĖČĚĔĖҔĸ
POINT
BATHBATHTUB vane (di) čć ĖĔĲĉĉ
WASHROOMBATHROOM b|tsimer (der) ĕĳć=ĜĖć ĜĖĒčĚćĳҔą
BEDROOM shl}tsimer (der) ĕĳć=ĜĖć ĜĖĒčĚĸĳҔĐĝ
BED bet (dos) ĕĳć ČĖą
TINY BED SEE LANGUAGE POINT bDele (dos) ĕĳć ĖĐĖČĖҔą
WARDROBE almer (der) ĜĖć ĜĖĒĐĲ

SINK opgos (der) ĜĖć ĕĳĆçĳ
DOOR tir (di) čć ĜčČ
MIRROR shpigl (der) ĜĖć ĐĆčçĝ
Language points
1 Negative sentences with ĔĬĜ
)N 5NIT YOU LEARNED HOW TO MAKE NEGATIVE SENTENCES BY PUTTING

ČĝčĔ OR ČčĔ DIRECTLY AFTER THE VERB
(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
&OR EXAMPLE
ĝčČĔĬĜčĞĎĕąĳĈĎčĄ
) DONT HAVE A TABLE
ēīě IS USED IN CONJUNCTION WITH ČčĔ=ČĝčĔ TO NEGATE SENTENCES THAT HAVE

AN INDEFINITE NOUN FOLLOWING THE VERB )N SENTENCES WITH A SINGULAR
INDEFINITE NOUN THE NOUN IS USUALLY INTRODUCED BY THE INDEFINITE ARTICLE
Ĳ=ēĲ SO ēīě REPLACES THE INDEFINITE ARTICLE AND IS THEREFORE SOMETIMES
CALLED THE @NEGATIVE ARTICLE &OR EXAMPLE
ĝčČĔĬĜčĞĎĕąĳĈĎčĄ ← ĝčČĳąĳĈĎčĄ
) don’t HAVE a TABLE ) HAVE a TABLE
)N SENTENCES WITH A PLURAL NOUN FOLLOWING THE VERB THERE IS NO INDEFIN

ITE ARTICLE SO YOU JUST ADD ēīě AFTER ČčĔ=ČĝčĔ
ĜĖćĐčąĔĬĜčĞĎĕąĳĈĎčĄ ← ĜĖćĐčąąĳĈĎčĄ
) don’t HAVE (any) PICTURES ) HAVE PICTURES
)N ADDITION SOME SENTENCES WITH AN INDEFINITE SINGULAR NOUN DONT

HAVE THE INDEFINITE ARTICLE 4HIS IS PARTICULARLY COMMON WITH ABSTRACT
AND COLLECTIVE NOUNS EG ČìĚ AND ČĐĖĆ MONEY 3UCH SENTENCES ARE
NEGATED WITH ēīě AS WELL
ČìĚĔĬĜčĞĎĕąĳĈĎčĄ ← ČìĚąĳĈĎčĄ
) don’t HAVE (any) TIME ) HAVE TIME
)T IS OFTEN HELPFUL TO THINK OF THE WORD ēīě AS A ROUGH EQUIVALENT OF

THE %NGLISH @ANY AS IN THE TRANSLATION OF THE SENTENCE DIRECTLY ABOVE
(OWEVER THIS DOESNT ALWAYS WORK FOR EXAMPLE IN THE SENTENCE
ĝčČēīěČĝčĔąĳĈĎčĄ IT DOESNT MAKE SENSE TO TRANSLATE ēīě AS @ANY
)N SUCH CASES YOU JUST HAVE TO REMEMBER TO INCLUDE THE ēīě THE
9IDDISH SENTENCE WOULD BE INCORRECT WITHOUT IT EVEN THOUGH IT DOESNT

REALLY ADD ANY SPECIFIC MEANING
.OTE THAT ēīě MUST COME IMMEDIATELY BEFORE THE INDEFINITE NOUN
)N MOST CASES IT ALSO HAPPENS TO FOLLOW ČčĔ=ČĝčĔ (OWEVER IF ČčĔ=ČĝčĔ
IS SEPARATED FROM THE NOUN BY ANOTHER WORD ēīě GOES STRAIGHT BEFORE
THE NOUN EG
ĈĜčćĔĬĜēčĄčĞĎĕēĪĉĉĎčĄ
) don’t LIVE IN a mAT
2EMEMBER THAT IF THE NOUN FOLLOWING THE VERB IS PRECEDED BY THE

DEFINITE ARTICLE ĕĳć=čć=ĜĖć YOU NEGATE THE SENTENCE ONLY WITH ČčĔ=ČĝčĔ
NOT WITH ēīě
ĜĖćĐčąčćčĞĎĕąĳĈĎčĄ ← ĜĖćĐčąčćąĳĈĎčĄ
) don’t HAVE THE PICTURES ) HAVE THE PICTURES
2EMEMBER THAT WHEN YOU NEGATE THE EXPRESSION ĎĕĲ MANY MUCH
YOU HAVE TO REPLACE THE Ĳ WITH ēīě
ČìĚĎĕĔĬĜčĞĎĕąĳĈĎčĄ ← ČìĚĎĕĳąĳĈĎčĄ
) don’t HAVE a LOT OF TIME ) HAVE a LOT OF TIME
4O MAKE THE EXPRESSIONS ĳć ĊčĄ ĕĖ THERE IS AND ĳć ēĖĔìĊ=ēĖĔĖĊ ĕĖ

THERE ARE NEGATIVE INSERT ČĝčĔ OR ČčĔ AFTER THE VERB AND THEN ADD ēīě
4HE ć IN THE WORD ĳć AT THE END OF THE EXPRESSION MERGES WITH THE ČĝčĔ
RESULTING IN THE FORM ĳČĝčĔ 9OU SAW AN EXAMPLE OF THIS IN $IALOGUE
ĖĔĲĉĉēīěĴčĞĎĕĊčĄĕĖ
There isn’t A BATHthere’s no BATH
2 The diminutive and iminutive
■ Diminutive
9IDDISH NOUNS HAVE A SPECIFIC FORM THAT IS USED TO INDICATE THAT THE
PERSON OR THING IN QUESTION IS SMALL 4HIS FORM CALLED THE DIMINUTIVE
IS EASY TO MAKE JUST ADD THE SUFFIX Đ¯ TO THE NOUN AS IN THIS EXAMPLE
FROM $IALOGUE
đĜĖČĚĔĖĸ ← ĜĖČĚĔĖĸ
LITTLE WINDOW WINDOW
3OMETIMES THE FORMATION OF THE DIMINUTIVE IS NOT QUITE SO STRAIGHT

FORWARD )N MANY NOUNS THERE IS A VOWEL CHANGE WHEN THE Đ¯ SUFFIX
IS ADDED 4HE FOLLOWING GUIDELINES SHOW YOU THE MOST COMMON VOWEL
CHANGES (OWEVER NOT ALL VOWELS CHANGE IN THIS WAY SO IN ORDER TO
BE SURE IT IS BEST TO CHECK THE GLOSSARY AT THE BACK OF THIS BOOK
WHICH LISTS DIMINUTIVES WITH VOWEL CHANGES
%XAMPLES .EW VOWEL IN ← /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
)F THE NOUN ENDS IN ē ADD ć BEFORE THE DIMINUTIVE SUFFIX AS IN
ĐĈĔČĜĖĆ ← GARDEN ēČĜĳĆ
)F THE NOUN ENDS IN A VOWEL PLUS Đ ADD ď BEFORE THE DIMINUTIVE

SUFFIX AS IN
ĐĐĐìĒ ← MOUTH đĪĒ
!S YOU CAN SEE THERE MAY BE A VOWEL CHANGE TOO BUT THIS IS NOT
CAUSED BY THE ē OR Đ
!NOTHER FEATURE OF THE DIMINUTIVE IS THAT NO MATTER WHICH GENDER
THE ORIGINAL NOUN IS ONCE IT BECOMES DIMINUTIVE IT IS always NEUTER
SO YOU NEVER HAVE TO WONDER ABOUT THE GENDER OF A DIMINUTIVE NOUN
)N ADDITION TO THE BASIC MEANING OF @SMALL THE DIMINUTIVE OFTEN
HAS NUANCES OF AFFECTION AND CUTENESS #ONVERSELY IT MAY BE USED
SARCASTICALLY TO CONVEY DISMISSIVENESS AND INFERIORITY 3O DEPENDING
ON THE CONTEXT ĐĜĖČĚĔĖĸ MAY MEAN @SMALL WINDOW @CUTE WINDOW
OR AS 2OKHL MEANT IT IN $IALOGUE @SMALL POKY WINDOW
&INALLY SOME NOUNS EG ĐçĒĖĐ HAPPEN TO BE DIMINUTIVE BUT DONT
HAVE ANY PARTICULAR CONNOTATIONS OF SMALLNESS OR CUTENESS
■ Iminutive
)N ADDITION TO THE DIMINUTIVE 9IDDISH HAS AN @IMINUTIVE WHICH IS USED
TO INDICATE THAT SOMETHING IS even smaller AS WELL AS CUTER MORE
LOVABLE OR POSSIBLY MORE INFERIOR THAN A DIMINUTIVE NOUN )T IS EASY
TO FORM THE IMINUTIVE TAKE THE DIMINUTIVE NOUN AND ADD AN Ė BEFORE
AND AFTER THE Đ !NY VOWEL CHANGES MADE WHEN FORMING THE DIMINU
TIVE REMAIN IN THE IMINUTIVE 4HESE EXAMPLES ILLUSTRATE THE FORMATION
OF THE IMINUTIVE
ėđėČĖą ← ĐČĖą ← ČĖą

ėđėČĔėĈ ← ĐČĔĖĈ ← ČĔĲĈ
/FTEN NOUNS OF TWO OR MORE SYLLABLES EG ĜĖČĚĔĖĸ DONT HAVE AN
IMINUTIVE JUST A DIMINUTIVE 5SUALLY THIS IS SOMEWHAT INTUITIVE n IF THE
NOUN IS LONG AND HARD TO PRONOUNCE WHEN YOU ADD ON THE IMINUTIVE
SUFFIX THAT PROBABLY MEANS THAT IT DOESNT HAVE ONE
#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
A SEPARATE IMINUTIVE 4HUS ĖĐĈĜčć SERVES AS BOTH THE DIMINUTIVE AND
IMINUTIVE OF 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

OF PEOPLES NAMES IN ORDER TO CONVEY AFFECTION AND FAMILIARITY 4HERE
ARE VARIOUS DIFFERENT WAYS OF MAKING NAMES DIMINUTIVE /NE WAY IS
BY ADDING THE Đ¯ AND ĖĐĖ¯ SUFFIXES EG Đćĉć z ĖĐĈĔċ 4HERE IS A RANGE
OF OTHER DIMINUTIVE SUFFIXES FOR NAMES SOME OF WHICH VARY BY DIALECT
&OR EXAMPLE Ėě¯ IS USED IN ,ITHUANIAN 9IDDISH ĖĝČ¯ AND čĝ¯ IN 0OLISH
9IDDISH AND ĉčĔ¯ IN 5KRAINIAN 9IDDISH
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
A DIMINUTIVE FORM BUT NO IMINUTIVE
ĦĄÛĆĊĄĦĀāĆćħĄĦĉĦĀħüüĐāûāûüĐāûĦćāøĀĈĞýýĄÿĐ
ĦĀāĆĐĊĆāĎĬħĄđĦĂĞøĀħüāþąĞùĦćýĬûĄāùĦćýøĐĊĀĎĈĊĬ
đāĀĦćýøĀĊù
Exercise 3
Look at this picture of Dovid’s house and say what is and isn’t
there.
Example ēĳĐĲĕēčĄĖěĸĳĕĲĳćĊčĄĕĖ
ĎčěēčĄĜĖČĚĔĖĸēīěĳČĝčĔĊčĄĕĖ
Exercise 4
Write a paragraph in Yiddish describing your house or flat/apartment.
Dialogue 2
(Audio 1:27)
$URING DINNER +HANE TELLS 2OKHL AND $OVID ABOUT HER HOUSE
ĈĜčćĲĜĖćĳĊĪĈĲēčĄĉČĕĔĪĉĉ ćĉć
ĊĪĈĕĪĜĆĲĊčĄĕĖĎĖĐćīĒĖĜĖćĔĲìĜćČčĒĊĪĈĲēčĄēĪĉĉĎčĄ ĈĔċ
ĎčěĲēĉĄēĳĐĲĕĲēĜĖĒčĚĸĳĐĝĜčĸ~ēĜĖĒčĚĕěĖĊČčĒ
ĜĖĔČĜĖĆąčĐĜĖīĊąĳĈĎčĄ ēČĜĳĆĲĉČĕĳĈ ĐċĜ
ēČĜĳĆēčĄēĖĒĉĐąĎĕĲĳćČĚčĄēĖĔĖĊĕĖēĉĄĳč ĈĔċ
ēČĜĳĆēčĄēĚčĊēĉĄēĖĒĉěĐĳĒĲĐčĉĉĎčĄĈčċĒĲ ĐċĜ
ēĳĐĲĕĜĖĕĪĜĆĲĳćĊčĄĕĖĊĪĈĕĳćēĖĊĉĚēĖĒĉěĖěĲČČĊĉĒĜčĄ ĈĔċ
ĎĖĐěĔĖąĖĒĖĉĉěĲąĜĖďčąĖĝčć ččČčĒĐĉĸēĖĔĖĊĕĳĉĉĕĖĚčĐĳçĎĕĲČčĒ
ēĳĐĲĕēčĄēĚčĊĉĚąčĐąĳĈĎčĄĜĖČĚĔĖĸĖĕĪĜĆēĉĄĕĖěĸĳĕēĉĄ
ēīĆĕĪĜĲĜĖĒČĕĸĜĲćĉćđīĈĜĖćēčĄĐčĸĉĚČĚčĊĉćĊĲēīĒĎčĄ ĐċĜ
ēīĆĉĚĕĪĜĲąčĐĪĊĲČĝčĔąĳĈĎčĄ ĈĔċ
ēĖĒČĆĳĊĪĊĲ¯ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ ćĉć
$/6)$ VOYNSTU IN A HOYZ ODER A DIRE

+(!.% IKH VOYN IN A HOYZ MIT DRAY ANDERE MEYDLEKH ES IZ A GROYS
HOYZ MIT ZEKS TSIMERN n lR SHLOFTSIMERN A SALON UN A KIKH
2/+(, HOSTU A GORTN IKH HOB ZEYER LIB GERTNER
+(!.% YO UN ES ZENEN ITST DO A SAKH BLUMEN IN GORTN
2/+(, A MEKHAYE IKH VIL A MOL KUMEN UN ZITSN IN GORTN
+(!.% IR MUZT TAKE KUMEN TSU ZEN DOS HOYZ ES IZ DO A GROYSER
SALON MIT A SAKH POLITSES VOS ZENEN FUL MIT YIDISHE BIKHER
BAKVEME BENKLEKH UN SOFKES UN GROYSE FENTSTER IKH HOB
LIB TSU ZITSN IN SALON
2/+(, IKH MEYN AZ DU ZITST TSU lL IN DER HEYM DU DARFST MER
AROYSGEYN
+(!.% IKH HOB NISHT AZOY LIB AROYSTSUGEYN
$/6)$ UMETUM IZ GUT UN IN DER HEYM IZ BESER n AZOY ZOGT MEN
$/6)$ 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)!
Vocabulary
HOUSE hoyz (dos) ĕĳć ĊĪĈ
OR oder ĜĖćĳ
OTHER ander ĜĖćĔĲ
SIX zeks ĕěĖĊ
ROOMS tsimern ēĜĖĒčĚ
FOUR fir Ĝčĸ
GARDEN gortn (der) ĜĖć ēČĜĳĆ
GARDENS gertner ĜĖĔČĜĖĆ
FLOWERS blumen ēĖĒĉĐą
BLISS A DELIGHT mekhaye (di) čć <ĖìďĖĒ>ĈčċĒ
TIME OCCASION mol (dos) ĕĳć ĐĳĒ
SOME TIME SOMETIMES LITERALLY a mol ĐĳĒĲ
A TIME
TO HAVE TO MUST muzn ēĊĉĒ
SHELVES pWitses ĕĖĚčĐĳҔç
9IDDISH*EWISH SEE LANGUAGE yidish ĝčć čč
POINT
BOOKS bikher ĜĖďčą
CHAIRS benklekh ĎĖĐěĔĖą
SOFAS sofkes ĕĖěĸĳĕ
AT HOME LITERALLY IN THE HOME in der heym đīĈĜĖćēčĄ
MORE mer ĜĖĒ
TO GO OUT SEE LANGUAGE POINT aroysgeyn; ēīĆĕĪĜĲ
5NIT arYstsugeyn ēīĆĉĚĕĪҔĜĲ
EVERYWHERE umetN đĉҔČĖĒĉĄ
IMPERSONAL PRONOUN LIKE THE %NGLISH men ēĖĒ
@ONE OR MORE INFORMALLY @YOU
SEE LANGUAGE POINT 5NIT
Proverb
ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ
umetum iz gut un in der heym iz beser.
4HERES NO PLACE LIKE HOME LITERALLY EVERYWHERE IS GOOD
AND AT HOME IS BETTER
Language points
3 The plural of nouns
,OOKING AT THE VARIOUS PLURAL NOUNS IN $IALOGUE YOU CAN SEE THAT
9IDDISH HAS MORE THAN ONE WAY OF FORMING THE PLURAL )N MANY CASES
YOU CAN CONSISTENTLY PREDICT THE PLURAL FORM OF A GIVEN NOUN BY LOOK
ING AT ITS SINGULAR FORM (ERE ARE THE RULES FOR FORMING THE PLURAL OF
SIX DIFFERENT TYPES OF NOUNS 4HESE RULES CAN BE APPLIED CONSISTENTLY
TO ALMOST ANY RELEVANT NOUN
.OUNS ENDING IN Ė FORM THEIR PLURAL BY ADDING 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¯ WHICH SOUNDS LIKE ĕĖ¯ IN THIS POSITION
Example ğĊĜčć ← ĉĜčć
)N ADDITION SOME loshn-koydesh NOUNS NOT ENDING IN Ĉ FORM THEIR PLURAL
WITH Ğĉ¯ IN SUCH CASES THERE MAY BE A VOWEL CHANGE IN THE BASE
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
.OTE 4HE STRESS OF THE WORD USUALLY MOVES ONE SYLLABLE CLOSER TO
THE END WHEN đč¯ IS ADDED THEREBY REMAINING ON THE PENULTIMATE
SYLLABLE IN BOTH THE SINGULAR AND PLURAL
$IMINUTIVE NOUNS FORM THEIR PLURALS BY ADDING ĎĖ¯
Example ďėĐěĔĖą ← ĐěĔĖą

)MINUTIVE NOUNS FORM THEIR PLURAL BY ADDING Ď¯
Example ďĖĐĖěĔĖą ← ĖĐĖěĔĖą

.OUNS OF 3LAVIC DERIVATION ENDING IN ěč ěčĔ AND ěĲ FORM THEIR PLURAL
BY ADDING ĕĖ¯
Example ĖėěčĔćĉĔ ← ěčĔćĉĔ

(OWEVER NOT ALL NOUNS FORM THEIR PLURALS THIS SYSTEMATICALLY .OUNS
NOT BELONGING TO THE ABOVE CATEGORIES CAN FORM THEIR PLURALS IN VARIOUS
WAYS AND THERE ARE NO CONSISTENT RULES DICTATING WHICH NOUNS TAKE
WHICH PLURAL FORM 4HIS MEANS THAT OFTEN YOU JUST HAVE TO MEMORIZE
THE PLURAL OF NEW NOUNS THOUGH THERE ARE OCCASIONAL TENDENCIES THAT
MAY HELP YOU GUESS SOMETIMES &ROM NOW ON PLURAL FORMS WILL APPEAR
FOLLOWING NEW NOUNS IN THE VOCABULARY LISTS AND CAN BE FOUND IN THE
GLOSSARY AS WELL (ERE ARE THE REMAINING WAYS OF FORMING PLURALS
3UFFIX ĜĖ¯ .OUNS WITH THIS PLURAL OFTEN END IN A CONSONANT PLUS 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 đ AND CONSONANT PLUS Đ IN NOUNS THAT ARE NOT DIMINUTIVES
Examples ĔėĒĉĐą ← đĉĐą

ĔėĐěčČĜĲ ← ARTICLE ĐěčČĜĲ
.O SUFFIX JUST A VOWEL CHANGE 4HIS CAN BE COMPARED TO %NGLISH

NOUNS LIKE FOOT PLURAL FEET AND GOOSE PLURAL GEESE BUT IS MORE
COMMON IN 9IDDISH 4HE VOWEL CHANGES ARE GENERALLY THE SAME AS
THOSE LISTED FOR THE DIMINUTIVE
Examples ĕĎĸ ← FOOT ĕĉĸ
ĆėČ ← ĆĳČ
3OME NOUNS HAVE NO DISTINCT PLURAL FORM AND ONLY CONTEXT CAN TELL
YOU WHETHER THE NOUN IS SINGULAR OR PLURAL
Example ĜĖČĚĔĖĸ ← ĜĖČĚĔĖĸ
Note:
7ITH THE EXCEPTION OF đč¯ ADDING A PLURAL SUFFIX DOES NOT CAUSE THE
STRESS OF THE WORD TO CHANGE
&INALLY BEAR IN MIND THAT YOU WILL OCCASIONALLY ENCOUNTER EXCEPTIONS

TO THE RULES OUTLINED ABOVE FOR EXAMPLE SOME loshn-koydesh NOUNS
TAKE PLURAL SUFFIXES OTHER THAN đč¯ OR Ğĉ¯ WHILE SOME NOUNS NOT END
ING IN Ė TAKE THE PLURAL SUFFIX ĕ¯
4 The adjective ĞĎĈĎĎ

4HE ADJECTIVE ĝčć čč CAN MEAN EITHER @9IDDISH OR @*EWISH 5SUALLY THE
CONTEXT WILL MAKE IT CLEAR WHICH MEANING IS INTENDED BUT SOMETIMES
THE WORD CAN BE AMBIGUOUS FOR EXAMPLE ĜĖďčąĖĝčć čč CAN MEAN EITHER
@9IDDISH BOOKS OR @*EWISH BOOKS

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
Supplementary text
(Audio 1:30)
! POPULAR SETTING FOR 9IDDISH TALES IS THE VILLAGE OF #HELM đĖĐĖď IN
0OLAND )N !SHKENAZI FOLK CULTURE #HELM IS FAMOUS FOR BEING POPULATED
BY FOOLS 4HE *EWS OF #HELM ēć čč ĜĖĒĖĐĖҔď OFTEN EMPLOY THEIR OWN
SPECIAL BRAND OF BIZARRE LOGIC TO SOLVE PROBLEMS AS IN THIS STORY #HECK
THE GLOSSARY AT THE END OF THE BOOK FOR ANY NEW WORDS
đĜĕėĆĳĔĊąĔĈĎĎĝėēėđėĐĬĊĊě
ČçĖĐĝĜĖēĳĐĲĕēìĊĜĲĸĐěĔĖąìĔēīĝĲČĸĪěć ččĜĖĒĖĐĖďĲ

īĉĉĪĄĜĖČĆĳĊĜčČēìĊĉĚČĒĉěć ččĜĖćēĖĉĉđīĈĲĐěĔĖąĕĳć

ēĉĄČĒĉěĜĖĒĖĐĖďĜĖćĔĲēĲĜčČēìĒĜĲĸĕĪĜĆĉĚĊčĄĐěĔĖąĕĳć

ĜčĒĳĐĕĪĜĆĜĖīĊĊčĄĜĖĒčĚĸĳĐĝēìćēčĄĜĖČĚĔĖĸĜĖćČĆĳĊ

ČĆĳĊĜĖĒĖĐĖďĜĖČĝĜĖĜĖćĜĖČĚĔĖĸđĖćĎĜĉćĐěĔĖąĕĳćēçĉČĝĔìĜĲ
ĕĳćČĆĳĊĜĶċĜĖć ēĳČĜčĒēĖĔĖěĕĳĉĉĎĪĈĉĚĊčĄĜĖČĚĔĖĸĜĖć
čćēĸĜĲĉĉēĉĄĐěĔĖąĕĳćēěĲĈĖĚēĖĔĖěĜčĒđĖĐąĳĜçēīěČĝčĔĊčĄ
ĜĖČĚĔĖĸđĖćĎĜĉćĎĖĐěčČĝ
Unit Five
ĉČèĞēĔíĈčĕīĊĊõĊĊ
Where does your family live?

s HOW TO TALK ABOUT FAMILY
s HOW TO COUNT TO
s HOW TO ASK ABOUT AND GIVE SOMEONES AGE
s HOW TO TELL THE TIME
s POSSESSIVE ADJECTIVES
s THE NOMINATIVE AND ACCUSATIVE CASES
s ABOUT 3HABES THE *EWISH 3ABBATH
Dialogue 1
(Audio 1:32)
+HANE AND $OVID ARE TALKING ABOUT THEIR FAMILIES +HANE LOVES THE
IDEA OF HAVING A BIG FAMILY LIKE $OVID BUT $OVID IS NOT QUITE AS
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 VIm MENTSHN ZENEN DO IN DAYN MISHPOKHE TSI VOYNT IR ALE

TSUZAMEN
$/6)$ IKH HOB TSVEY SHVESTER UN TSVEY BRIDER EYN SHVESTER IZ A
KHASENE GEHATE UN VOYNT MIT IR MAN UN ZEYERE KINDER UN
EYN BRUDER LERNT IN YESHIVE IN YISROEL IKH UN DI ANDERE TSVEY
VOYNEN BAY MAYNE ELTERN
KHANE HOSTU OYKH A SAKH MUMES UN FETERS
$/6)$ DER TATE HOT DRAY SHVESTER UN TSVEY BRIDER UN DI MAME HOT
lNF SHVESTER UN DRAY BRIDER A SAKH FUN ZEY VOYNEN LEBN
UNDZ
KHANE TAKE DU HOST ZIKHER A SAKH SHVESTERKINDER
$/6)$ YO IKH HOB BEEREKH DRAYSIK KUZINEN UN DRAYSIK KUZINKES
KHANE UN VOS MIT PLIMENIKES UN PLIMENITSES
$/6)$ NOR TSVEY DER PLIMENIK IZ ZIBN YOR ALT UN DI PLIMENITSE IZ lR
YOR ALT
KHANE IKH VIL VOYNEN BAY DAYN MISHPOKHE MAYN MISHPOKHE IZ
AZOY KLEYN n ES IZ DO NOR DER TATE DI MAME A BOBE UN A
ZEYDE
$/6)$ DU MUZST KUMEN TSU UNDZ OYF SHABES OBER MER VI EYN TOG
BAY UNDZ UN DU KENST MESHUGE VERN
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
INTRODUCES A YESNO tsi čĚ
QUESTION OPTIONAL
BUT QUITE COMMON
TOGETHER tsuzamen ēĖĒĲĊĉĚ
TWO tsvey īĉĉĚ
SISTER SISTERS shvester (di), – ~ čć ĜĖČĕĖĉĉĝ
BROTHER bruder (der), brider ĜĖćčĜą ĜĖć ĜĖćĉĜą
MARRIED WOMAN kLsene-gehate ĖČĲĈĖĆ¯<ĖĔĖĕĲҔď>ĈĔĉĞċ
(di), – ~ čć
HER ir, -e Ė¯ĜčĄ
HUSBAND MAN man (der), mener ĜĖĔĖĒ ĜĖć ēĲĒ
THEIR zeyer, -e Ė¯ĜĖīĊ
CHILD kind (dos), -er ĜĖ¯ ĕĳć ćĔčě
TO STUDY IN THE ABOVE lernen ēĖĔĜĖĐ
CONTEXT
YESHIVA ACADEMY FOR yeshive (di), -es Ğĉ¯ čć <ĖĉĉčĝĖč>ĈĶčĝč
THE STUDY OF 4ALMUD
AND *EWISH LAW
MY mayn, -e Ė¯ēìĒ
PARENTS eltern PLURAL ēĜĖČĐĖ
AUNT mume (di), -s ĕ¯ čć ĖĒĉĒ

UNCLE feter (der), -s ĕ¯ ĜĖć ĜĖČĖĸ
THREE dray ìĜć
FIVE finf ėĔčĸ
NEAR lebn ēąĖĐ
US undz ĊćĔĉĄ
COUSIN shvesterkTnd (dos), -er ĜĖ¯ ĕĳć ćĔčҔěĜĖČĕĖĉĉĝ
APPROXIMATELY beerekh <ĎĖĜĖĖą>ĎĜĖą
THIRTY draysik ěčĕìĜć
MALE COUSIN kuzTn (der), -en ēĖ¯ ĜĖć ēčҔĊĉě
FEMALE COUSIN kuzin(k)e (di), -s ĕ¯ čć Ė ě ĔčĊĉě
NEPHEW plimenik (der), -es ĕĖ¯ ĜĖć ěčĔĖĒčĐç
NIECE pliKnitse (di), -s ĕ¯ čć ĖĚčĔĖҔĒčĐç
SEVEN zibn ēąčĊ
YEAR yor (dos), -n ē¯ ĕĳć Ĝĳč
OLD alt ČĐĲ
FATHER DAD tate (der), -s ĕ¯ ĜĖć ĖČĲČ
MOTHER MUMMOM mame (di), -s ĕ¯ čć ĖĒĲĒ
GRANDMOTHER GRANDMA bobe (di), -s ĕ¯ čć Ėąĳą
GRANDFATHER GRANDPA zeyde (der), -s ĕ¯ ĜĖć ĖćīĊ
MORE THAN mer vi čĉĉĜĖĒ
CRAZY meshuge <ĖĆĉĝĖĒ>ĖĆĉĝĒ
TO BECOME vern ēĜĖĉĉ
SON zun (der), zin ēčĊ ĜĖć ēĉĊ

DAUGHTER tokhter (di), tekhter ĜĖČďĖČ čć ĜĖČďĳČ
WIFE vayb (dos), -er ĜĖ¯ ĕĳć ąìĉĉ
GRANDCHILD Hnikl (dos), -ekh ĎĖ¯ ĕĳć ĐěčĔīҔĄ
FATHER IN LAW shver (der), -n ē¯ ĜĖć ĜĖĉĉĝ
MOTHER IN LAW shviger (di), -s ĕ¯ čć ĜĖĆčĉĉĝ
BROTHER IN LAW shvoger (der), -s ĕ¯ ĜĖć ĜĖĆĳĉĉĝ
SISTER IN LAW shSgerin (di), -s ĕ¯ čć ēčĜĖĆĖҔĉĉĝ
SON IN LAW eydem (der), -s/-es ĕĖ¯=ĕ¯ ĜĖć đĖćīĄ

DAUGHTER IN LAW shnur (di), -n/shnir ĜčĔĝ=ē¯ čć ĜĉĔĝ
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

BEFORE SINGULAR NOUNS AND THE OTHER BEFORE PLURAL NOUNS (ERE IS THE
SET USED BEFORE SINGULAR NOUNS 5NLIKE OTHER ADJECTIVES POSSESSIVE
ADJECTIVES DO NOT CHANGE DEPENDING ON THE GENDER OF THE NOUN
ĜĖĊćĔĉĄ ēìĒ
OUR MY
ĜĖìĄ ēìć
YOUR PLURAL YOUR SINGULAR
ēìĊ
ĜĖīĊ HIS
THEIR ĜčĄ
HER
(ERE IS THE SET USED BEFORE PLURAL NOUNS )T ENDS IN Ė LIKE ALL OTHER
9IDDISH PLURAL ADJECTIVES
ėĜĖĊćĔĉĄ ėĔìĒ
OUR MY
ėĜĖìĄ ėĔìć
YOUR PLURAL YOUR SINGULAR
ėĔìĊ
ėĜĖīĊ HIS
THEIR ėĜčĄ
HER
#OMPARE THE USE OF THE SINGULAR AND PLURAL POSSESSIVE ADJECTIVES
Plural Singular
ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĔìĒ ĈĶčĝčēčĄČĔĜĖĐćĔčěĔíē
-Y CHILDREN STUDY IN YESHIVA -Y CHILD STUDIES IN YESHIVA
ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĜĖĊćĔĉĄ ĈĶčĝčēčĄČĔĜĖĐćĔčěĝėċĈĕĊą
/UR CHILDREN STUDY IN YESHIVA /UR CHILD STUDIES IN YESHIVA
2 Numbers 0–100
(ERE ARE THE 9IDDISH NUMBERS FROM ZERO TO
ēĉĄīĉĉĚ 22 ėĐĖ ĕĔīĄ

ěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚ ėĐĖĉĉĚ WHEN COUNTING
ěčĕìĜć ēĚìĜć ēīĄ
ěčĚĜĖĸ ēĚĜĖĸ BEFORE A NOUN
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
n PLUS ēĚ¯ IN MOST CASES THERE IS A VOWEL CHANGE AS WELL
3IMILARLY THE NUMBERS n ARE FORMED BY TAKING THE NUMBERS
n AND REPLACING ēĚ¯ WITH ěčĚ¯ 4HE ONLY EXCEPTION IS WHICH
HAS ěčĕ¯ INSTEAD OF ěčĚ¯
2EMEMBER THAT IN ALL COMPOUND NUMBERS ETC THE
SINGLE DIGIT COMES FIRST
3 Ages
@(OW OLD ARE YOU IN 9IDDISH IS ĉČĕčąČĐĲčĉĉ

4HE ANSWER IS ČĐĲĜĳč________ ēčąĎčĄ )M ???????? YEARS OLD
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
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.
Dialogue 2
(Audio 1:34)
$OVID HAS INVITED +HANE AND 2OKHL TO HIS HOUSE FOR 3HABES
2OKHL TELLS $OVID AND HIS 9IDDISH SPEAKING RELATIVES ABOUT HER FAMILY
ąčĐČĕĳĈĉćĕĳĉĉĜĲĸīČĝĜĲĸĎčĄćĉćěĲĒĝĖĆĪĊĲĊčĄēĕĖĕĳć ĐċĜ
ČĉĆĜĖīĊēďĳěīĊēĜĖČĐĖčćìąēĖĔĪĉĉ ĉĚ
ěĜĳč¯ĉčĔēčĄĖĐĲēĖĔĖĊ ĈċçĝĒēìćČĔĪĉĉôĉĉĖĐċĜ Ėąĳą
ĜĖćĉĜąēĜĖČĐĖēĲąĳĈĎčĄĜĖąĳěĜĳč¯ĉčĔēčĄēĖĔĪĉĉĖĒĲĒ¯ĖČĲČ ĐċĜ
ĖĜĖĆĔ ččĲēĉĄĕĖĐĖĝĊćĔĲĕĳĐēčĄĜĖćĉĜąēĜĖĆĔ ččĲĊčĜĲç ēčĄ
ĐĳĖĜČĔĳĒ ēčĄĜĖČĕĖĉĉĝ
ĈċçĝĒĜĖćēĉĸČìĉĉĪĊĲēĖĔĪĉĉĉĚĜĖĉĉĝĜĖďčĊĊčĄĕĖ ĖćīĊ
ĜĖćĉĜąēĜĖČĐĖđĖćēďĉĊĲąēĖěĎčĄĈčċĒĲĊčĄĕĖČĜĖěĜĲĸēīĔ ĐċĜ
ĖĔīĐěĕĳćēďĉĊĲąēĖěĎčĄēĉĄĊčĜĲçēčĄĖčĚĲěĲĉĉĲĐčĉĉĎčĄ ēĖĉĉ
ēĖĊēĖěĎčĄēĉĄĐĳĖĜČĔĳĒēčĄĖčĚĲěĲĉĉĲĐčĉĉĎčĄēĖĉĉĐĜĖČĕĖĉĉĝ
ěĜĳč¯ĉčĔĎĳĔěĔĖąĎčĄēĖĉĉēĜĖČĐĖ čć
ĕĖĐĖĝĊćĔĲĕĳĐēčĄĜĖćĉĜąēĜĖĆĔ ččđĖćĉČĕďĉĊĲąēĉĄ Ėąĳą
ĊĆĉĜąěčćĔĖČĝēĖĔĖĊĜčĒēĉĄČìĉĉĉĚĊčĄĕĖĈĐčĐċ ĐċĜ
ēīěČĝčĔĊčĄČĉĐąĜĖćĉĜąēìćČčĒĊĆĉĜąēìĊĉĚČĉĆČĝčĔĊčĄĕĖ Ėąĳą
ĜĖĕĲĉĉ
ēīĆĒīĈĲĊĉĒĎčĄĜĖĆīĊĲėĔčĸēĪĝĊčĄĕĖĪĄ ĐċĜ
2/+(, DOS ESN IZ AZOY GESHMAK DOVID IKH FARSHTEY FARVOS
DU HOST LIB TSU VOYNEN BAY DI ELTERN ZEY KOKHN
ZEYER GUT
"/"% ROKHELE VU VOYNT DAYN MISHPOKHE ZENEN ALE IN
NYU YORK
2/+(, TATE MAME VOYNEN IN NYU YORK OBER IKH HOB AN
ELTERN BRUDER IN PARIZ A YINGERN BRUDER IN LOS
ANDZHELES UN A YINGERE SHVESTER IN MONTREOL
:%9$% ES IZ ZIKHER SHVER TSU VOYNEN AZOY VAYT FUN DER
MISHPOKHE
2/+(, NEYN FARKERT ES IZ A MEKHAYE IKH KEN BAZUKHN
DEM ELTERN BRUDER VEN IKH VIL A VAKATSYE IN PARIZ UN
IKH KEN BAZUKHN DOS KLEYNE SHVESTERL VEN IKH VIL A
VAKATSYE IN MONTREOL UN IKH KEN ZEN DI ELTERN VEN
IKH BENK NOKH NYU YORK
"/"% UN BAZUKHSTU DEM YINGERN BRUDER IN LOS ANDZHELES
2/+(, KHOLILE ES IZ TSU VAYT UN MIR ZENEN SHTENDIK

BROYGEZ
"/"% ES IZ NISHT GUT TSU ZAYN BROYGEZ MIT DAYN BRUDER
BLUT IZ NISHT KEYN VASER
2/+(, OY ES IZ SHOYN lNF A ZEYGER IKH MUZ AHEYMGEYN
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¯ ĕĳć ēĕĖ
TO COOK kokhn ēďĳě
DIMINUTIVE OF 2OKHL rokhele <ĖĐĖďĳĜ>ĖĐċĜ
PARENTS tate-mame PLURAL ĖĒĲĒ¯ĖČĲČ
OLDER elter ĜĖČĐĖ
OLDER MASCULINE ACCUSATIVE eltern ēĜĖČĐĖ

SEE LANGUAGE POINT
0ARIS parTz ĊčҔĜĲç
YOUNGER yinger ĜĖĆĔ čč
YOUNGER MASCULINE ACCUSATIVE yingern ēĜĖĆĔ čč
SEE LANGUAGE POINT
,OS !NGELES los Adzheles ĕĖĐĖĝĊćĔĲҊ ĕĳĐ
-ONTREAL montreW ĐĳҔĖĜČĔĳĒ
FAR vayt Čìĉĉ
OPPOSITE REVERSED farkGt ČĜĖҔěĜĲĸ
TO VISIT bazukhn ēďĉĊĲą
HOLIDAYVACATION vakatsye (di), -s ĕ¯ čć ĖčĚĲěĲĉĉ
TO MISS TO LONG FOR benken nokh ĎĳĔēĖěĔĖą
'OD FORBID kholile <ĖĐčĐĳď>ĈĐčĐċ
FEUDING NOT ON SPEAKING broygez <ĊĖĆĪĜą>ĊĆĉĜą
TERMS
BLOOD blut (dos), – ~ ĕĳć ČĉĐą
ALREADY shoyn ēĪĝ
OCLOCK a zeyger ĜĖĆīĊĲ
TO GO HOME aheymgeyn ēīĆĒīĈĲ
Proverb
ĜĖĕĲĉĉēīěČĝčĔĊčĄČĉĐą
blut iz nisht keyn vaser.
"LOOD IS THICKER THAN WATER LITERALLY BLOOD IS NOT WATER
Language points
4 The nominative and accusative cases
3O FAR WE HAVE LEARNED THAT IN 9IDDISH THE DEFINITE ARTICLE AND ADJEC
TIVES HAVE DIFFERENT SHAPES DEPENDING ON THE GENDER AND NUMBER OF
THE NOUN WITH WHICH THEY ARE ASSOCIATED
)N ADDITION THE DEFINITE ARTICLE AND ADJECTIVES MAY CHANGE THEIR SHAPE
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
7HEN A WORD FUNCTIONS AS A SUBJECT WE SAY THAT IT IS IN THE @NOMINA
TIVE CASE
! WORD CAN ALSO BE THE DIRECT OBJECT OF A SENTENCE 4HIS MEANS
THAT INSTEAD OF DOING THE ACTION OF THE VERB IT IS BEING DIRECTLY AFFECTED
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
PERFORMING THE ACTION EATING WHILE ĐçĖēĲ IS THE DIRECT OBJECT BECAUSE
IT IS BEING EATEN
! WORD FUNCTIONING AS THE DIRECT OBJECT IS SAID TO BE IN THE @ACCUSA
TIVE CASE )N 9IDDISH THE DEFINITE ARTICLE OF MASCULINE SINGULAR NOUNS
CHANGES FROM ĜĖć TO đĖć IN THE ACCUSATIVE
Accusative Nominative
ĜĖćĉĜąĒėĈČĕĖĐçĖēĲ ← ĐçĖēĲČĕĖĜĖćĉĜąĝėĈ
!N APPLE EATS THE BROTHER 4HE BROTHER EATS AN APPLE
.OT QUITE AS COMMON
)F WE ADD ADJECTIVES TO OUR ORIGINAL SENTENCE WE GET
ĜĖćĉĜąĔĆĉĐěĒėĈČĕĖĐçĖēĲ ← ĐçĖēĲČĕĖĜĖćĉĜąĝėĆĉĐěĝėĈ
!N APPLE EATS THE CLEVER 4HE CLEVER BROTHER EATS AN
BROTHER APPLE
3O NOT ONLY THE DEFINITE ARTICLE BUT ALSO THE ADJECTIVE ASSOCIATED WITH
A MASCULINE SINGULAR NOUN CHANGES 5SUALLY THE NOMINATIVE ĜĖ¯ SUFFIX
CHANGES TO ē¯ AS IN THE ABOVE EXAMPLE 4HERE ARE ONLY A FEW EXCEP
TIONS TO THIS
4HE MASCULINE SINGULAR ACCUSATIVE SUFFIX OF ADJECTIVES WHOSE BASE

FORM ENDS IN ē IS đĖ¯
Base form Accusative Nominative

Ĕīĝ ĆĳČĒėĔīĝĲ=ĒėĈ ← ĆĳČĝėĔīĝĲ=ĝėĈ
4HE MASCULINE SINGULAR ACCUSATIVE SUFFIX OF ADJECTIVES WHOSE BASE
FORM ENDS IN đ or IN A STRESSED VOWELDIPHTHONG IS 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
EXCEPTIONAL IT ENDS IN đĖ¯ INSTEAD OF THE EXPECTED ēĖ¯
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
THE SAME IN THE ACCUSATIVE SO YOUVE LEARNED EVERYTHING THERE IS TO
KNOW ABOUT THIS CASE
5 Telling the time
4O ASK WHAT TIME IT IS IN 9IDDISH YOU SAY EITHER
ĜĖĆīĊĜĖćĊčĄĐĸčĉĉ LITERALLY HOW MUCH IS THE CLOCK OR

ĊčĄČĖçĝčĉĉ LITERALLY HOW LATE IS ;IT=
4HE ANSWER IS
ĜĖĆīĊĲ________ ĊčĄĕĖ )TS ???????? OCLOCK

Example ĜĖĆīĊĲĕĔīĄĊčĄĕĖ
)TS ONE OCLOCK
(ERE ARE THE OTHER EXPRESSIONS THAT YOU NEED TO BE ABLE TO TELL THE
TIME IN 9IDDISH
Example Expression
ėĐĖĎĳĔėĔčĸ ĎĳĔ ________

???????? PAST
ēĖĚĎĳĔĐČĖĜĸĲ ĐČĜĖĸĲ

A QUARTER
ČďĲąĐĲĈ ???????? ąĐĲĈ

HALF ????????
Note: )N 9IDDISH YOU
LOOK FORWARD TO THE
NEXT HOUR SO ČďĲąĐĲĈ
MEANS RATHER
THAN
īĉĉĚĜĲĸěčĚĔĲĉĉĚ ĜĲĸ=ĉĚ ________

īĉĉĚĉĚěčĚĔĲĉĉĚ ???????? TO
čĜĸĜĖćēčĄēìĔąĐĲĈ čĜĸĜĖćēčĄ

IN THE MORNING
ĳČčĒĎĳĔìĜćĉĚĐČĜĖĸĲ ĆĳČčĒĎĳĔ

Ć IN THE AFTERNOON
ČĔĉĉĳēčĄĜĖĆīĊĲēąčĊ ČĔĉĉĳēčĄ

IN THE EVENING
ČďĲĔìąĕĔīĄąĐĲĈ ČďĲĔìą

AT NIGHT
ČďĲĔĖąĐĲĈ
MIDNIGHT
9IDDISH HAS NO WORDS FOR AM AND PM SO IF YOU WANT TO SPECIFY
JUST ADD čĜĸĜĖćēčĄ ETC
Culture point
Shabes
3HABES THE *EWISH 3ABBATH STARTS JUST BEFORE SUNSET ON &RIDAY

EVENING AND LASTS APPROXIMATELY HOURS UNTIL NIGHTFALL ON 3ATURDAY
NIGHT 3HABES IS KEPT IN VARIOUS WAYS BY *EWS OF DIFFERENT DENOMINA
TIONS AND LEVELS OF OBSERVANCE !N /RTHODOX FAMILY LIKE $OVIDS
OBSERVES 3HABES IN THE TRADITIONAL MANNER WOMEN AND GIRLS SAY A
BLESSING AND LIGHT CANDLES TO MARK THE BEGINNING OF 3HABES AND THERE
IS A SHORT SYNAGOGUE SERVICE FOLLOWED BY A &RIDAY EVENING MEAL IN
THE HOME TO WHICH GUESTS ARE COMMONLY INVITED 4HE MEAL STARTS WITH
BLESSINGS RECITED OVER WINE AND TWO LOAVES OF ĈĐċ<ĖĐĲď> BRAIDED EGG
BREAD AND INCLUDES TRADITIONAL !SHKENAZI FOOD LIKE CHICKEN SOUP
KUGEL AND TSIMES SEE 5NIT FOR DETAILS )N ADDITION ĞĉĜčĒĊ<ĕĖĜčĒĊ>
(EBREW AND !RAMAIC SONGS ARE OFTEN SUNG AT THE 3HABES TABLE )N
THE MORNING THERE IS A LONGER SYNAGOGUE SERVICE AT WHICH THE WEEKS
ĈĝĜç<ĖĝĜĲç> 4ORAH PORTION IS READ !FTER SYNAGOGUE THERE IS ANOTHER
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
MEANS THAT THE REST OF THE DAY IS USUALLY SPENT RELAXING VISITING FRIENDS
SLEEPING OR STUDYING *EWISH TEXTS ,ESS OBSERVANT *EWS MAY KEEP
SOME OR ALL OF THESE TRADITIONS TO VARYING DEGREES BUT FOOD FRIENDS
RELAXATION AND STUDY ARE CENTRAL 3HABES THEMES FOR *EWS ACROSS THE
DENOMINATIONS
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@@@@@@@@ĐĊúĈāā@@@@@@@@ûùāĄĞþĦĀđāĈĀħüāþĐĊùħ
@@@@@@@@ ĈğĄďĦĀħüĐĊĀĉĊýýđ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ĐĊúĈāāĦĂĞø
ĀĬĞďāþďāĈĊĆāĄÛ@@@@@@@@ ĈğĄďĐāøćăýþĦùýĎùāĄĀħüĄÿĐûĈāď
ćĊýýĐĊûĈāďĐĦĬąĄāĬ@@@@@@@@àĈĦĐĊûħĂýù@@@@@@@@ ĈğđĦďāûĈĊĀđ
@@@@@@@@ûćýøďāĈĊĆāĄÛ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ûĀăýþĦùāþ
ĄħĊĐĀĈħĆćāøąāĪýĐď@@@@@@@@ĐĊûĈĦ
Exercise 6
Say what time it is in each of the following pictures.

Use the following list to say what Rokhl does at different times during
the day.
Example īĉĉĚĕĲĐěēčĄČīĆĐċĜ ← ĕĲĐěēčĄČīĆ

ĆĳČčĒĎĳĔ ĜĖĆīĊĲ
COFFEE ĖĉĉĲěČěĔčĜČ

ČĖąĜĲĒīĈČąìĜĝ 2
đĳĜěĜĖďčąēčĄČīĆ 3
MIDDAY MEAL 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.
Supplementary text
(Audio 1:36)
4HIS IS ANOTHER 9IDDISH FOLKTALE WHICH INCORPORATES SURPRISING LOGIC
ĘđėċĎąĔĆĎċĔĊąĔĆĎċ
ČĆĖĜĸēĕĖČěčćĔĖĜĖēĖĉĉĖĒĝČĖĜěĲēčĄĖĜĖĝČĖĉĉēĕĖČīĆēĲĒĲ
ēĐĳĚĲąĎčĄĊĉĒĐĸčĉĉĖČĞčąĈ¯ĐĖąčćĜĖ
ĎĪĄ¯ČĪĜąēĝĳĜĆēąčĊ¯ĕĖąĐĉąČčĒĝīĐĸČĆĳĊĖĞČčąĈ¯ĐĖąčć
ēĝĳĜĆėĐĖēĖĒĲĊĉĚēĝĳĜĆēąčĊ
ēĚĜĖĸĊčĄēąčĊēĉĄēąčĊĜĖćĒĖĜĸĜĖćČĆĳĊěčČďčĜČĝčĔĊčĄĕĳć
ėĐĖČĝčĔ
ĎčĄ ĕĳĉĉĜĲĸĉČĕīĉĉĖČĞčąĈ¯ĐĖąčćČĆĳĊěčČďčĜĊčĄĕĳćēīĔ
ĜčĸĎĪĄČĳĈēĲĒĜĖìĔēìĒēĲĒēČĝĜĖēìĒēĉĸĜĖćĔčěĜčĸąĳĈ
ĊĲČĕīĈĕĳćēĖĒĲĊĉĚĜĖćĔčěìĜćĎĳĔēąĳĈĜčĒĜĖčĜĸēĉĸĜĖćĔčě
ėĐĖĳćēĖĔĖĊĕĖĜĖąĳĜĖćĔčěēąčĊČĳĈĜĖēĉĄĜĖćĔčěēąčĊąĳĈĎčĄ
ēĚĜĖĸČĝčĔĊĪĈĜĖĊćĔĉĄēčĄĜĖćĔčě
Unit Six
ĬĊĊĝĎēčĊčèĴĜĝėĈ
My head hurts!

s PARTS OF THE BODY
s HOW TO DESCRIBE PEOPLE
s HOW TO TALK ABOUT HEALTH ILLNESS AND GOING TO THE DOCTOR
s THE DATIVE CASE
s THE IMPERSONAL PRONOUN ĖĒ=ēĖĒ
s CONTRACTIONS WITH PREPOSITIONS AND THE DEFINITE ARTICLE IN THE
ACCUSATIVE AND DATIVE
s THE FORM OF NAMES IN THE ACCUSATIVE AND DATIVE
s ABOUT NOUNS THAT DECLINE IN THE ACCUSATIVE AND DATIVE
s HOW TO EXPRESS POSSESSION
&ROM NOW ON THERE WILL BE NO %NGLISH TRANSLATIONS OF THE DIALOGUES

AND NO 2OMAN TRANSLITERATION OF THE DIALOGUES OR VOCABULARY LISTS
$ONT WORRY THIS IS AN ACHIEVEMENT n YOU HAVE PROGRESSED FAR ENOUGH
IN YOUR STUDY OF 9IDDISH TO MANAGE WITHOUT THEM
Dialogue 1
(Audio 1:38)
2OKHL IS SHOWING $OVID AND +HANE PHOTOS OF A RECENT VISIT TO
.EW 9ORK AND TELLING THEM ABOUT THE FRIENDS THAT SHE SAW THERE
ĜĳĈĖČĐĊìĜěĖĆĖćĔĳĐąčćČčĒĐćīĒĕĳćĊčĄĜĖĉĉ ĈĔċ
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¯ čć ĖěČĕčĐĲĔĜĉĝĊ
&ORVERTS &ORWARD A PROMINENT ĜĖć ĕČĜĖĉĉĜĳĸ
WEEKLY 9IDDISH NEWSPAPER
BASED IN .EW 9ORK
SMILE ēĖ¯ ĕĳć=ĜĖć ĐďīĒĝ
TO WEAR TO CARRY ēĆĳĜČ
RING ĎĖ¯ ĕĳć ĐĜĖĆĔčҔĸ
LEFT ěĔčĐ
HAND ČĔĖĈ čć ČĔĲĈ
SOON ćĐĲą
GET MARRIED SEE LANGUAGE ēąĳĈ<ĖĔĖĕĲҔď>ĈĔĉĞċ
POINT 5NIT
BOY GUY đčĜĉċą ĜĖć <ĜĖďĳą>Ĝĉċą
<đčĜĉďĳą=đčĜĖďĳҔą>
ROUND ćĔĉĜ
90 Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ
RED ČĪĜ
BEARD ćĜĖą čć ćĜĳą
#HAIM MANS NAME <đ čĲď>đīċ
FIANCÏ GROOM đčĔĞċ ĜĖć <ēĕĳď>ēĞċ
<đčĔĲĕĲď>
TALL HIGH ĎĪĈ
BROWN ēĪĜą
EYE ē¯ ĕĳć ĆĪĄ
TO HOLD ēČĐĲĈ
RIGHT ČďĖĜ
*OSEPH <ėĖĕĳč=ėĖĕĪč>ėĕĉč
IN LOVE ēčĄ+ ČąčҔĐĜĲĸ
SOMETHING SOME KIND OF ĕĖçĖ
BLUE ĪĐą
HAT ĎĖ¯ ĕĳć ĐČčĈ
HEAD çĳě
-IRIAM <đĖčĜčĒ>đčĜĒ
SCHOOL CAN ALSO MEAN ē¯ čć Đĉĝ
@SYNAGOGUE
ONE THEY YOU SEE LANGUAGE ĖĒ
POINT
PARTY Ğĉ¯ čć <ĖąčĕĖĒ>ĈąčĕĒ
TO LOOK ēěĉě
TERRIBLE ĎĖĐěĖĜĝ
FOOT LEG ĕčĸ ĜĖć ĕĉĸ
EAR ē¯ ĕĳć=ĜĖć ĜĖĪĄ

SIDELOCK Ğĉ¯ čć <Ėīç>ĈĄç
TO HEAR ēĜĖĈ
NOSE ĊĖĔ čć ĊĳĔ
CHEEK ē¯ čć ěĲą
MOUSTACHE (PLURAL ĕĖĚĔĳĉĉ
MOUTH ĜĖĐìĒ ĕĳć ĐĪĒ
TOOTH ēīĚ ĜĖć ēĳĚ

TONGUE ĜĖĆĔčĚ čć ĆĔĉĚ
CHIN ĕ¯ čć ĖąĒĳĆ
NECK ĕ¯ ĜĖć ēěĲĔ
SHOULDER ēĖ¯ ĜĖć ĐĕěĲ
BACK ĕ¯ ĜĖć ēěĉĜ
CHEST ČĕčĜą čć ČĕĉĜą
HEART ĜĖĚĜĖĈ ĕĳć ęĜĲĈ
STOMACH ĜĖďìą ĜĖć ĎĪą
BELLY BUTTON ĕĖ¯ ĜĖć ěčçĉç
ARM ĕ¯ ĜĖć đĖĜĳ
ELBOW ĕ¯ ĜĖć ēĆĪąĔĐĖҔ
lNGER ~ ĜĖć ĜĖĆĔčĸ
KNEE ēĖ¯=¯ čć=ĜĖć čĔě
Language points
1 The dative case
7EVE ALREADY LOOKED AT THE NOMINATIVE CASE WHICH IS USED FOR THE
SUBJECT OF A SENTENCE AND THE ACCUSATIVE WHICH IS USED FOR THE DIRECT
OBJECT 4HERE IS ONLY ONE CASE LEFT THE DATIVE 4HIS CASE IS USED WITH
INDIRECT OBJECTS !S THE NAME SUGGESTS AN INDIRECT OBJECT IS AFFECTED
INDIRECTLY BY THE ACTION OF THE VERB IN CONTRAST TO THE DIRECT OBJECT
WHICH DIRECTLY SUFFERS THE EFFECT OF THE ACTION ,ETS LOOK AT THE EXAMPLE
OF THE BROTHER AND THE APPLE AGAIN
ĐçĖēĲČĕĖĜĖćĉĜąĜĖć
4HE BROTHER EATS AN APPLE
.OW LETS SAY THAT WE WOULD LIKE TO KNOW how when OR where THE
BROTHER EATS THE APPLE 7E CAN ELABORATE AND END UP WITH SOMETHING
LIKE THIS
ĜĝĳèĳĔĎąĐçĖēĲČĕĖĜĖćĉĜąĜĖć
4HE BROTHER EATS AN APPLE in 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
INDIRECT OBJECT FOLLOWS ēčĄ WHICH IS A PREPOSITION ! PREPOSITION IS A
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 )N 9IDDISH ANY NOUN FOLLOWING A PREPOSITION
IS CONSIDERED AN INDIRECT OBJECT AND SO MUST BE IN THE DATIVE CASE
!S IN THE NOMINATIVE AND ACCUSATIVE IN THE DATIVE SINGULAR THE
DEFINITE ARTICLE AND ADJECTIVE CHANGE !GAIN IN THE PLURAL THERE ARE NO
CHANGES (ERE IS THE COMPLETE TABLE OF THE DATIVE
ĜĶċĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ ē¯ đĖć=Ĳ -ASCULINE
ĖČĜĶċĝėĆĉĐěĝėĈČčĒČćĖĜĐċĜ ĜĖ¯ ĜĖć=Ĳ &EMININE
ĐćīĒĆĉĐěĲČčĒČćĖĜĐċĜ ~ Ĳ .EUTER
ĐćīĒĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ ē¯ đĖć
ėĆĉĐě ĎĈ ČčĒČćĖĜĐċĜ Ė¯ čć=¯ 0LURAL
ĎĖĐćīĒ=ĕĖČĜĶċ=đčĜĶċ
4HERE ARE TWO IMPORTANT POINTS TO NOTE HERE

&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
THE ARTICLE IS đĖć THE ADJECTIVE ENDS IN ē¯ THIS APPLIES TO THE MASCU
LINE ACCUSATIVE AND DATIVE AS WELL AS TO THE NEUTER DATIVE 3IMILARLY
WHENEVER THE ARTICLE IS ĜĖć THE ADJECTIVE ENDS IN ĜĖ¯ THIS APPLIES
TO THE MASCULINE NOMINATIVE AND FEMININE DATIVE WHICH MAY BE CON
FUSING AT FIRST
3ECOND NEUTER ADJECTIVES HAVE TWO DIFFERENT SUFFIXES DEPENDING
ON WHETHER THEY ARE PRECEDED BY THE DEFINITE OR INDEFINITE ARTICLE JUST
AS THEY DO IN THE OTHER TWO CASES
4HIRD REMEMBER THAT REGARDING MASCULINE AND NEUTER DATIVE
ADJECTIVES TAKING THE ē¯ SUFFIX THE SAME EXCEPTIONS THAT WE LEARNT IN
5NIT WILL APPLY IE IF THE ADJECTIVE ENDS IN ē THE SUFFIX IS đĖ¯ ETC
&OR EXAMPLE
ĜëĕĄČĕīĈĐďīĒĝĒėĔīĝĒėĈČčĒĐćīĒĕĳć
4HE GIRL WITH THE BEAUTIFUL SMILE IS CALLED %STHER
(ERE IS A SUMMARY CHART OF THE ARTICLES AND ADJECTIVES IN ALL THREE

GENDERS AND CASES
$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

DATIVE EVEN WITHOUT A PREPOSITION 4HE MOST COMMON OF THESE VERBS
ARE ēĸĐĖĈ HELP ēąĖĆ GIVE ēĆĳĊ SAY AND ēĐīĚĜĖć TELL 4HE FOLLOWING
EXAMPLES SHOW YOU HOW THIS WORKS
ćĔčěĒėĔīĐěĒėĈČĸĐĖĈĈĔċ
+HANE HELPS THE SMALL CHILD DATIVE
đĐčĸđĖćēĆĖĉĉĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ
2OKHL TELLS THE STUDENT DATIVE ABOUT THE lLM
4HE VERBS ēąĖĆ AND ēĐīĚĜĖć CAN ADDITIONALLY HAVE A DIRECT OBJECT 4HIS
IS THE THING THAT IS GIVEN EG A BOOK A PRESENT OR TOLD EG A STORY
A JOKE AS OPPOSED TO THE PERSON TO WHOM IT IS GIVEN OR TOLD 4HE
DIRECT OBJECT IS IN THE ACCUSATIVE CASE AS YOU WOULD EXPECT
ĈûĖĒĎĈĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ
2OKHL TELLS THE STUDENT DATIVE THE STORY ACCUSATIVE
2 The impersonal pronoun ėē=Ĕėē
4HE IMPERSONAL PRONOUN ēĖĒ OR THE VARIANT FORM ĖĒ IS EQUIVALENT TO

THE %NGLISH @ONE @THEY OR @YOU WHEN REFERRING TO A GENERAL UNSPE
CIFIED SUBJECT )T IS VERY COMMONLY USED IN 9IDDISH 9OU SAW AN EXAMPLE
OF IT IN $IALOGUE WHEN 2OKHL SAID
ĖěĜĖĜĖĐĖČĉĆĲĜĖīĊĊčĄčĊĊĲČĆĳĊėē
They SAYone SAYS THAT SHES A VERY GOOD TEACHER
ĖĒ=ēĖĒ IS ALWAYS USED WITH A THIRD PERSON SINGULAR VERB 4HE TWO VARI
ANTS ARE INTERCHANGEABLE WHEN APPEARING BEFORE THE VERB AS IN
ēĜĖĪĄčćČčĒČĜĖĈĔėē
ēĜĖĪĄčćČčĒČĜĖĈėē
/NE HEARSYOU HEAR WITH THE EARS
(OWEVER IF THE PRONOUN FOLLOWS THE VERB EG IN A QUESTION YOU HAVE
TO USE ēĖĒ 4HUS IN THE FOLLOWING EXAMPLE ONLY ēĖĒ IS CORRECT ĖĒ IS
NOT POSSIBLE
ĖěĜĖĜĖĐĖČĉĆĲĊčĄčĊĊĲĔėēČĆĳĊ
$O THEYDOES ONE SAY THAT SHES A GOOD TEACHER
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
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)
$OVID IS ILL AND TELLS +HANE AND 2OKHL ABOUT HIS SYMPTOMS
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
Vocabulary
YOU LOOK LIKE SEEM SEE LANGUAGE POINT ĕĪĄČĕĖĊ
5NIT
TO HAVE A COLD LITERALLY TO BE @COLDED ČĐčҔěĜĲĸēìĊ
FLU ĕ¯ čć ĖçčĜĆ
INFECTION ĕ¯ čć ĖčěĚĖĸĔčĄ
FEVER ~ ĕĳć=ĜĖć ĜĖąčĸ
TO COUGH ēČĕĉĈ
TO SNEEZE ēĕčĔ
EXHAUSTED ČĖĝČĉĒĖĆĕĪҔĄ
THROAT ĜĖĊćĐĖĈ ĜĖć ĊćĐĲĈ
LUNG ēĖ¯ čć ĆĔĉĐ
TO HURT SEE IDIOMS (+ DATIVE ēĳČīĉĉ
COAT ēĖ¯ ĜĖć ĐČĔĲĒ
CAFÏ ēĖ¯ ĜĖć ĖҔĸĲě
HOT ĕīĈ
TEA īČ
TO THE SEE LANGUAGE POINT đĖćĉĚ= đĉĚ
DOCTOR đčĜĪČěĳć ĜĖć ĜĖČěĳć
HOSPITAL ĕĳć=ĜĖć ĐĳČčçĝ
ĜĖĐĖČčçĝ=ē¯
ANTIBIOTIC ē¯ ĜĖć ěčČĳčąčČĔĲ
IDEA ē¯ ĜĖć ĐĲĸĔìĄ
FATHER DATIVE SEE LANGUAGE POINT ēČĲČ
TO BE ABLE TO SEE LANGUAGE POINT 5NIT ēĖĔĖě ← ēĖě
TO YOU SEE LANGUAGE POINT 5NIT Ĝčć
PRESCRIPTION ē¯ ĜĖć ČçĖҔĚĖĜ
IDEA PLAN ĜĖĔĖĐç ĜĖć ēĲĐç
+HANES SEE LANGUAGE POINT ĕĈĔċ
TO PHONE ēĜčĔĳĸĖĐĖČ
"ERL ACCUSATIVEDATIVE SEE LANGUAGE POINT ēĖĐĜĖą
COURSE ē¯ ĜĖć ĕĜĉě
NEVER IN CONJUNCTION WITH ČčĔ=ČĝčĔ ĐĳĒēīě
REASON Ğĉ¯ čć <Ėąčĕ>Ĉąčĕ
MEDICINE ēĖ¯ čć ēčҔĚčćĖĒ
POCKET ĕ¯ čć ĖĔĖĝĖҔě
Idioms
7HATS THE MATTER ĜĖĒĜĖćĊčĄĕĳĉĉ

7HATS WRONG
-Y ???????? HURTS LITERALLY ČĉČ???????? ĕĳć=čć=ĜĖć
THE ???????? HURTS FOR ME (SINGULAR īĉĉĜčĒ
-Y ???????? HURT LITERALLY ĜčĒēĖĉČ???????? čć
THE ???????? HURT FOR ME (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
AND THE RESULTING CONTRACTIONS ARE EXTREMELY COMMON AND ACCEPTABLE
IN BOTH THE SPOKEN AND WRITTEN LANGUAGE 4HIS APPLIES WHETHER THE
NOUN ASSOCIATED WITH đĖć IS MASCULINE OR NEUTER ACCUSATIVE OR DATIVE
HOWEVER IT HAPPENS ONLY WITH đĖć NOT WITH 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(ACCORDING TO ČĪĐ
ĔČčĒ ← đĖćČčĒ
ĔďĳĔ ← đĖć(AFTER ĎĳĔ
ĔĜĲĸ ← đĖć(FOR BEFORE ĜĲĸ
ĔąčĐĉĚ ← đĖć(BECAUSE OF ąčҔĐĉĚ
)F THE PREPOSITION ENDS IN A VOWEL đĖć BECOMES đ¯ AS IN
Ēìą ← đĖćìą
ĒĉĚ ← đĖćĉĚ
)F THE PREPOSITION ENDS IN ē z đĖć BECOMES đĖ¯ AS IN
ĒėĔčĄ ← đĖćēčĄ
ĒėĔĳ ← đĖć(WITHOUT ēĳ
ĒėĔĉĸ ← đĖćēĉĸ
9OU DONT HAVE TO START USING THESE CONTRACTIONS NOW JUST LEARN TO
RECOGNIZE THEM AND AFTER A WHILE YOU WILL NATURALLY START TO INCORPORATE
THEM INTO YOUR OWN SPEECH AND WRITING
4 Names in the accusative and dative
4HE DEFINITE ARTICLE AND ADJECTIVES ARE NOT THE ONLY TYPES OF WORDS
THAT CHANGE THEIR SHAPE IN THE ACCUSATIVE AND DATIVE PEOPLES NAMES
CHANGE TOO 7HEN A PERSONS NAME IS THE DIRECT OR INDIRECT OBJECT OF
A VERB YOU HAVE TO ADD A SPECIAL ACCUSATIVEDATIVE SUFFIX TO IT 5SUALLY
THIS SUFFIX IS ē¯ AS IN
ĔĜëĕĄēĖěĎčĄĜëĕĄĊčĄĕĳć
4HIS IS %STHER ) KNOW %STHER
4HIS ē¯ IS ADDED DIRECTLY TO loshn-koydesh NAMES ENDING IN Ĉ WHICH

MIGHT LOOK A BIT STRANGE AT FIRST BUT MAKES SENSE WHEN YOU REMEMBER
THAT THE Ĉ IN SUCH NAMES SOUNDS LIKE Ė SO THE RESULTING FORM ISNT
HARD TO PRONOUNCE
<ēĖĔĲď>ĔĈĔċēĖěĎčĄĈĔċĊčĄĕĳć
4HIS IS +HANE ) KNOW +HANE
(OWEVER WHEN A NAME ENDS IN đ ē CONSONANT + Đ OR A STRESSED

VOWEL OR DIPHTHONG THE SUFFIX IS ēĖ¯ AS IN
ĔėĒīċēĖěĎčĄđīċĊčĄĕĳć
4HIS IS #HAIM ) KNOW #HAIM
ĔėĔĉĖĒĝēĖěĎčĄ<ēĖĒčĝ>ēĉĖĒĝĊčĄĕĳć
4HIS IS 3HIMEN 3IMON ) KNOW 3HIMEN
ĔėĐĜĖąēĖěĎčĄĐĜĖąĊčĄĕĳć
4HIS IS "ERL ) KNOW "ERL
4HE SUFFIX IS NOT USED IN NEGATIVE SENTENCES WITH ēīě AS IN

ĐĜĖąēīěČĝčĔēĖěĎčĄēīĔ ĔėĐĜĖąĉČĕĔĖě
$O YOU KNOW "ERL .O ) DONT KNOW ANY "ERL
(OWEVER IT IS USED IN NEGATIVE SENTENCES WITHOUT ēīě EG
ĔėĐĜĖąČĝčĔēĖěĎčĄ
) DONT KNOW "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
ACCUSATIVE AND DATIVE 4HIS SUFFIX IS ē¯ THE SAME AS THE ACCUSATIVE
DATIVE SUFFIX FOR PEOPLES NAMES )N THE CASE OF TWO NOUNS ĖČĲČ
AND ĖćīĊ THE FINAL Ė DISAPPEARS WHEN THE SUFFIX IS ADDED
ĔČĲČ ← ĖČĲČ
ĔćīĊ ← ĖćīĊ
<ēąĖĜ>ĔčąĜ ← REBBE SEE CULTURE POINT <ĖąĖĜ>čąĜ
Ĕć čč ← ć čč
ĔĝČĔĖĒ ← ĝČĔĖĒ
)N THE CASE OF ĝČĔĖĒ AND ć čč THIS SUFFIXED SINGULAR ACCUSATIVEDATIVE
FORM LOOKS THE SAME AS THE PLURAL FORM (OWEVER CONTEXT WILL ALWAYS
HELP YOU DISTINGUISH THE TWO BECAUSE THE SINGULAR FORM WILL BE PRE
CEDED BY đĖć OR Ĳ AND ANY ASSOCIATED ADJECTIVES WILL BE IN THE SINGULAR
ACCUSATIVEDATIVE
&EMININE AND NEUTER NOUNS LIKE FEMININE AND NEUTER DEFINITE ARTICLES
AND ADJECTIVES DONT CHANGE THEIR SHAPE IN THE ACCUSATIVE (OWEVER
THE FOLLOWING THREE FEMININE NOUNS GET THIS ē¯ SUFFIX IN THE DATIVE
ĔĖĒĲĒ ← ĖĒĲĒ
ĔĖĒĉĒ ← ĖĒĉĒ
ĔĖąĳą ← Ėąĳą
&INALLY ONE NEUTER NOUN ęĜĲĈ SOMETIMES TAKES THE SUFFIX IN THE DATIVE
BUT ONLY WHEN BEING USED IN A METAPHORICAL SENSE AS IN
ĔĚĜĲĈēĚĔĄĆēČčĒ
WHOLEHEARTEDLY LITERALLY WITH THE WHOLE HEART
6 Possession with Ė° and the dative
)T IS OFTEN POSSIBLE TO EXPRESS POSSESSION IN 9IDDISH WITH ēĉĸ EQUIVALENT

TO %NGLISH @OF AS IN
ĐČĔĲĒđĖćĔĊĹĖĔĖĝĖěĜĖćēčĄĊčĄēčĚčćĖĒčć
4HE MEDICINE IS IN THE POCKET of THE COAT
(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
POSSESSIVE CONSTRUCTION WITH S
ēĞċĖĜëĕĄĊčĄĕĳć
4HIS IS %STHERs lANCÏ
)F THE WORD SUFFIXED BY ĕ¯ IS PRECEDED BY A DEFINITE ARTICLE ANDOR
ADJECTIVE THESE WILL BE IN THE DATIVE
ćĔìĜĸĖĖěĜĖĜĖĐĝėČĉĆĝėĈĊčĄĐċĜ
2OKHL IS THE GOOD TEACHERS FRIEND
)N THE CASE OF THE FIVE MASCULINE NOUNS THAT TAKE A ē¯ SUFFIX IN THE
ACCUSATIVE AND DATIVE THE POSSESSIVE ĕ¯ IS ADDED TO THE ē¯ AS IN
ĎĉąĖĕćīĊđĖćĊčĄĕĳć
4HATS THE GRANDFATHERS BOOK
(OWEVER THIS DOES NOT APPLY TO PEOPLES NAMES NOR TO THE FEMININE
AND NEUTER NOUNS THAT DECLINE IN THE ACCUSATIVE AND DATIVE IN SUCH
INSTANCES THE ē¯ SUFFIX IS not ADDED BEFORE THE ĕ¯ POSSESSIVE SUFFIX
ĎĉąĖĖĒĉĒĜĖćĊčĄĕĳć
4HIS IS THE AUNTS BOOK
ĎĉąĖĐċĜĊčĄĕĳć
4HIS IS 2OKHLS BOOK
Culture point
Rebbe
4HE WORD čąĜ REBBE HAS TWO DIFFERENT MEANINGS THE FIRST IS THE
TITLE BY WHICH CHILDREN ADDRESS THE MELAMED OR TEACHER IN A CHEDER
A TRADITIONAL *EWISH SCHOOL THE SECOND AND MORE FREQUENT IS A (ASIDIC

SPIRITUAL LEADER 4HE FOUNDER AND FIRST REBBE OF THE (ASIDIC MOVEMENT
THE "AAL 3HEM 4OV LIVED CA n !FTER HIS DEATH (ASIDISM
SPLIT INTO VARIOUS DYNASTIES EACH CENTRED AROUND ITS OWN REBBE AND
NAMED AFTER ITS PLACE OF ORIGIN IN %ASTERN %UROPE 0ROMINENT (ASIDIC
DYNASTIES TODAY INCLUDE "ELZ "RASLAV "OBOV 'ER ,UBAVITCH ALSO
KNOWN AS #HABAD AND 3ATMAR 0ARTICULARLY WELL KNOWN (ASIDIC REBBES
INCLUDE .AHMAN OF "RASLAV n WHO WAS THE "AAL 3HEM
4OVS GREAT GRANDSON AND AUTHOR OF A COLLECTION OF ALLEGORICAL TALES
IN 9IDDISH AND (EBREW AND THE LAST ,UBAVITCHER 2EBBE -ENACHEM
-ENDEL 3CHNEERSON n WHOSE 9IDDISH TALKS AND WRITINGS
ARE STUDIED BY *EWS AROUND THE WORLD
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
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)
4HIS IS A FAMOUS LEGEND ABOUT 2ABBI *UDAH ,OEW OF 0RAGUE CA n
ALSO KNOWN BY THE ACRONYM @THE -AHARAL WHO CREATED A GOLEM
OR CLAY MAN AND USED MAGIC TO BRING HIM TO LIFE SO THAT HE COULD
HELP PROTECT THE *EWS OF 0RAGUE FROM ANTI 3EMITIC ATTACKS #HECK THE
GLOSSARY FOR THE MEANING OF NEW VOCABULARY AND FOR THE PRONUNCIATION
OF UNFAMILIAR loshn-koydesh WORDS
ćĴĝèĔĊĹĒđĊćĝėĈ
đĉĐċĲēčĄČĖĊ*ĐĜĈĒĜĖćĈĔáĕĜĖĕĪĜĆĲēčĄēąĖĐĆĳĜçēĉĸēć čččć
ĜĖĈĔáĕĜĖćēĉĸēć čččćēĚčĝĲąēĸĐĖĈĉĚčćáđĐĉĆĲēďĲĒĊĉĒĜĖĊĲ
đčĄēĊĉĒīĊĊĲīĊČĐīĚĜĖćēĉĄćčĒĐëēČĉĆēìĊēĉĄđĖćīĄēìĊČĸĉĜ

ĲēĖĪąīĊđīĐēĖĒĖĔēĉĄĎìČđĉĚēĖīĆīĊđĐĉĆđĖćēďĲĒēĸĐĖĈ
ēěĉĜēĸĪĄČĆčĐĕĳĉĉĝČĔĖĒĲčĉĉĕĪĄČĖĊĜĉĆčĸčćđīĐđĖĔĉĸĜĉĆčĸ
ĜĖćĜĖČĜĖĉĉ¯ėĉĝčáēĖĐĒĜĉĒēĉĄĐĳĒēąčĊĜĉĆčĸĜĖćđĉĜĲēĜčĚĲçĝīĊ
ēĉĄĜĖĆĔčĸčćėĪĄēĕěĲĉĉĐĆĖĔĜĳĈČčĒĐĉĸČĜĖĉĉđĐĉĆđĖĔĉĸėĉĆ

đĐĉĆĜĖćēĉĄĎĔëēĉĸěĉĕçĲēĆĳĊīĊēĆĪĄčćĜĖąčĄēĕěĲĉĉēĖĒĖĜą
đĐĉĆđĖćČĆĳĊĶĜĜĖćĜĖćĔôĉĉČčĒęĐĲėĪĄČěĉěĜĖēĆĪĄčć†ČĔĸĖ
đĐĉĆđĖćēąčĆīĊ‡ėĪĄČīČĝđĐĉĆĜĖćēĉĄēīČĝĸĪĄĉČĕĊĉĒČĚčĄ
ČĖĊĜĖĝČĔĖĒĜĖĞĒĄēĲčĉĉČěĔĉçĕĪĄČĖĊĜĖ§ĎčĝēĉĄĜĖćīĐě
ēć čččćČĸĐĖĈđĐĉĆĜĖćČĝčĔČćĖĜĜĖĜĖąĳęĐĲČīČĝĜĲĸēĉĄČĜĖĈ
ČĜĖĉĉēć čččćēĉĸĶĚĒĜĖćēĖĉĉĈĔáĕēĉĸīĊČĚčĝĲąēĉĄĆĳĜçēĉĸ

ĜĖēĖĉĉđĐĉĆđĉĚćčĒĐëēìĊēĉĄđĖćīĄēìĊČčĒĶĜĜĖćČīĆĜĖĕĖą
ĐĳĒēąčĊđčĄđĉĜĲēĖīĆēĉĄđĐĉĆđĖĔĉĸçĳěđìąēĖīČĝīĊČĸĳĐĝ
đĐĉĆĜĖćēĉĄČĜĖěĜĲĸĜĳĔĐĳĒĲĎĳĔĜĖČĜĖĉĉ¯ėĉĝčáčćēĖĐĒĜĉĒīĊ
đīĐĐěčČĝĲĜĖćčĉĉČĜĖĉĉ
!CCORDING TO (EBREW AND 9IDDISH SPELLING CONVENTION THE SYMBOL IS PLACED

BEFORE THE LAST LETTER OF ACRONYMS
†
INlNITIVE ēĖĔĖĸĖ 4HIS VERB IS SLIGHTLY IRREGULAR IN THAT THE SECOND Ė OF THE BASE
DISAPPEARS IN ALL FORMS EXCEPT THE INlNITIVE AND lRST AND THIRD PERSON PLURAL OF THE
PRESENT TENSE
‡
THIRD PERSON SINGULAR PRESENT TENSE OF ēččČĝĸčĉĄ SEE LANGUAGE POINT 5NIT
§
PLURAL OF Ďĉĝ
Unit Seven
ĔĬĞĖīąčėċĈēėĉėěĝĳĊĊĞĖĴĈ
The black shirt looks nice!

s HOW TO GIVE ORDERS AND MAKE REQUESTS
s HOW TO TALK ABOUT CLOTHES AND DESCRIBE WHAT SOMEONE IS
WEARING
s THE COLOURS
s THE IMPERATIVE
s PRONOUNS IN THE ACCUSATIVE AND DATIVE
s MODAL VERBS IN THE PRESENT TENSE
s HOW TO USE THE DEFINITE ARTICLE INSTEAD OF POSSESSIVE ADJECTIVES
Dialogue 1
(Audio 1:44)
2OKHL IS MOVING TO A NEW FLAT 3HE INVITES +HANE OVER TO TRY ON
SOME OF HER CLOTHES BECAUSE SHE WANTS TO GIVE THEM AWAY
BEFORE SHE MOVES
ĜčćČĕĲçĕĳĉĉēĖĊĜčĒĳĐĜĖćīĐěčćđĖĔēĉĄĳćęčĊĈĔċ ĐċĜ
ĜĖćīĐěĐčĸĪĊĲēąĖĆĜčĒČĕĐčĉĉĉćĊĲĜĖďčĊĖěĲČĉČĕčą ĈĔċ
ĉČČĝčĔĎčĊđĖĝĉĔĈĜčćĜĖìĔĜĖćēčĄēĖĒĖĔČĝčĔīĊĐčĉĉĎčĄĳč ĐċĜ
ēĕĲçĖĔčĜĆčćČčĒĖĚčĔćĉçĕĖĐĖĆ čćēĳ
ĜčĒĜĲĸěĜĲČĝĉĚĐĕčąĲēĖĔĖĊēĜčĐĳěčćĜĖďčĊČĝčĔēčąĎčĄĉĔ ĈĔċ

ĐćīĐěĖĪĜĆĕĳćēĳČĔĳĎčĄ ēĖěĜĝĸĄ
ĕĖėĜĲćĎčĄĕĉĄčĒĪĊĲĊčĄĐćīĐěĕĳć ĉČĕćĖĜĖĝĊĕĳĉĉ
ĐċĜ
čćđĖĔēĉĄçĖĔěĖĕĪĜĆčćČčĒĖěĊĉĐąĖĊĳĜčćēĳ ĉČēĸĜĲĉĉĕĪĜĲ
ēĖĒĲĊĉĚēĆĳĜČīĊČĕĔĖěĉćēĐĲćĔĲĕ ĖĪĐąčćĜĖćĳĐĉĉčČĝĖĕìĉĉ
Unit 7: The black shirt looks nice! 105
ĖĊĳĜąčĐĪĊĲČĝčĔąĳĈĎčĄČĝčĔĕīĉĉĎčĄĉĔ ĈĔċ
ēĆĳĜČĜĳĔĉČĕĐčĉĉ ĜĖćīĐěĖĔīĝąčĐČĝčĔĉČĕĳĈ ĜčćČčĒĊčĄĕĳĉĉ
ĐċĜ
čćēĉĄĐěčĐĲĝĝĊĔĲĜĳĕĳćēĳĉČ ĕĖČĲĒĝĖĐĖěĔĉČĖĝčćĳĒČĐĲ
ēĖĒčĜēČĪĜēČčĒĖĚčĔćĉçĕ ĲĐčĐ
ĜĝĸĄēīĝĕĪĄČĖĊĐąĜĲĖĆĔĲĐčćČčĒćĒĖĈĖĚĜĲĉĉĝĕĳćČĜĲĉĉ ĈĔċ
ēĖěĎčĄĜĖąĳđīĈĜĖćēčĄćĒĖĈĲĊĲąĳĈĎčĄēĖĒĖĔ ĕĖĎčĄēĖě
ēĖĔčĸĖĆČĝčĔ ČìĚĖĆĔĲĐĲēĪĝĕĖ
ĜčćĊĉĒĎčĄĊĲěčćĔĖČĝĕĖĆĜĲĸĎčĄćĒĖĈēìćĖěĲČĊčĄĕĳćĪĄ ĐċĜ
ēąĖĆěčĜĉĚ
Vocabulary
SIT SEE LANGUAGE POINT ęčĊ
TAKE SEE LANGUAGE POINT đĖĔ
LETS SEE LANGUAGE POINT ĜčĒĳĐ
TO FIT TO SUIT + DATIVE ēĕĲç
SO WELL COME ON ĉĔ
TO BE EMBARRASSED SEE LANGUAGE ĎčĊēĖĒĖĝ ← ĎčĊđĖĝ
POINT SEE LANGUAGE POINT
5NIT FOR VERBS WITH ĎčĊ
TO PUT ON SEE LANGUAGE POINT ēĳČĔĳ ← ēĳĉČ
5NIT
YELLOW ĐĖĆ
SKIRT ĕ¯ čć ĖĚčĔćĉҔçĕ
GREEN ēčĜĆ
STRIPE ē¯ ĜĖć ĕĲç
COLOUR ē¯ ĜĖć ĜčҔĐĳě
STRONG ěĜĲČĝ
GREY ĪĜĆ
DRESS ĎĖ¯ ĕĳć ĐćīĐě
SO FOLLOWS QUESTION WORDS LIKE ĖĝĊ
ĜĖĉĉ z ēĖĉĉ z ôĉĉ OR IMPERATIVES WHEN
FOLLOWING ĕĳĉĉ THE TWO WORDS ARE
PRONOUNCED TOGETHER AS <ĖĝĊĳĉĉ>
THROW OUT ēĸĜĲĉĉĕĪҔĜĲ
PINK ĖĊĳĜ
BLOUSE ĕ¯ čć ĖěĊĉĐą
BUTTON çĖĔě ĜĖć çĳĔě
106 Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝĳĊĊĞĖĴĈ
WHITE ĕìĉĉ
BOOT ~ ĜĖć ĐĉĉčČĝ
SANDAL ē¯ ĜĖć ĐĲҔćĔĲĕ
OLD FASHIONED ĝčćĳĒČĐĲ
DARK ĐěĔĉČ
RAG OLD CLOTHES ĕ¯ čć ĖČĲĒĝ
ORANGE DOESNT DECLINE ĝĊĔĲҔĜĳ
SCARF ĎĖ¯ ĕĳć ĐěčĐĲҔĝ
PURPLE DOESNT DECLINE ĲĐčĐ
BELT ĕ¯ ĜĖć ēĖĒčĜ
WAIT SEE LANGUAGE POINT ČĜĲĉĉ
SHIRT ĜĖ¯ ĕĳć ćĒĖĈ
SLEEVE ¯ ĜĖć ĐąĜĲ
SUCH A ĲҔĊĲ
TO FIND ēĖĔčĸĖĆ
TO GIVE BACK ēąĖĆěčҔĜĉĚ
Idioms
7HATS WRONG WITH YOU ĜčćČčĒĊčĄĕĳĉĉ

LITERALLY WHATS WITH YOU
7HAT ARE YOU TALKING ABOUT ĉČĕćĖĜ<ĖĝĊĳĉĉ>ĖĝĊĕĳĉĉ
LITERALLY SO WHAT ARE YOU TALKING
Language points
1 The imperative
)F YOU WANT TO TELL SOMEONE TO DO SOMETHING IN 9IDDISH YOU USE A

SPECIAL FORM OF THE VERB CALLED THE IMPERATIVE 4HE IMPERATIVE CAN BE
USED FOR COMMANDS AS WELL AS POLITE REQUESTS
4HE IMPERATIVE HAS TWO FORMS A SINGULAR FOR GIVING COMMANDS TO
ONE PERSON AND PLURAL FOR GIVING COMMANDS TO MORE THAN ONE PERSON
OR WHEN SPEAKING FORMALLY TO ONE PERSON "OTH FORMS ARE VERY EASY
TO MAKE
4HE SINGULAR IMPERATIVE IS IDENTICAL TO THE FIRST PERSON SINGULAR

PRESENT TENSE FORM WHICH YOU ALREADY KNOW )N MOST CASES THIS ALSO
HAPPENS TO BE THE SAME AS THE BASE OF THE VERB (ERE ARE A FEW
EXAMPLES FROM $IALOGUE
Singular imperative Infinitive

ęčĊ ← ĔĚčĊ
ČĜĲĉĉ ← ĔČĜĲĉĉ
đĖĔ ← ĔĖĒĖĔ
(OWEVER IN THE CASE OF IRREGULAR VERBS THE FIRST PERSON SINGULAR PRESENT
TENSE FORM AND THEREFORE THE SINGULAR IMPERATIVE MIGHT LOOK A BIT
DIFFERENT FROM THE BASE OF THE VERB AS IN
Singular imperative Base Infinitive

ąĎĆ ← ¯ąėĆ ĔąĖć
4HERE IS ONLY ONE EXCEPTION TO THIS THE IMPERATIVE OF ēìĊ IS ìĊ
4O FORM THE PLURAL OR POLITE SINGULAR IMPERATIVE TAKE THE SINGULAR
IMPERATIVE AND ADD Č¯ 4HE RESULTING FORM HAPPENS TO BE THE SAME
AS THE SECOND PERSON PLURAL PRESENT TENSE FORM
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 OR THE PHRASE ČĉĆĪĊĲìĊ SINGULAR OR ČĉĆĪĊĲČìĊ PLURAL BEFORE
IT ČĉĆĪĊĲČìĊ=ìĊ LITERALLY MEANS @BE SO GOOD BUT IS ANOTHER WAY OF
SAYING @PLEASE
4O NEGATE AN IMPERATIVE PUT ČčĔ=ČĝčĔ DIRECTLY AFTER IT AS IN
čĞĎĕČĜĲĉĉ ← ČĜĲĉĉ
Don’t WAIT 7AIT
!S WELL AS TELLING SOMEONE ELSE TO DO SOMETHING YOU CAN SUGGEST THAT

YOU AND THE LISTENERS DO SOMETHING TOGETHER 4HESE 9IDDISH @FIRST PERSON
COMMANDS ARE THE EQUIVALENT OF THE %NGLISH @LETS AS IN @LETS GO @LETS
TRY ETC 4HEY ARE FORMED BY THE WORD ĜčĒĳĐ LETS PLUS AN INFINITIVE 9OU
SAW AN EXAMPLE OF THIS CONSTRUCTION IN $IALOGUE WHEN 2OKHL SAID
ĜčćČĕĲçĕĳĉĉĔėċĝĎēĴđ
Let’s see WHAT SUITS YOU
)F YOU WANT TO NEGATE A FIRST PERSON COMMAND PUT ČčĔ=ČĝčĔ BETWEEN

ĜčĒĳĐ AND THE INFINITIVE AS IN
ēīĆčĞĎĕĜčĒĳĐ ← ēīĆĜčĒĳĐ
,ETS not GO ,ETS GO
2 Pronouns in the accusative and dative
9OUVE ALREADY LEARNED THE PRONOUNS IN THE NOMINATIVE CASE ĎčĄ z ĉć

ETC *UST LIKE THE DEFINITE ARTICLE AND ADJECTIVES PRONOUNS DECLINE IN
THE ACCUSATIVE AND DATIVE 4HE ACCUSATIVE AND DATIVE FORMS OF THE
PRONOUNS ARE USED IN THE SAME CONTEXTS AS THE ARTICLES AND ADJECTIVES
THE ACCUSATIVE FORM IS USED FOR DIRECT OBJECTS AND THE DATIVE FOR INDIR
ECT OBJECTS FOLLOWING A PREPOSITION OR A VERB LIKE ēąĖĆ OR ēĸĐĖĈ
(ERE IS THE COMPLETE CHART OF PRONOUNS IN THE NOMINATIVE ACCUSA
TIVE AND DATIVE
ĜčĒ ĎčĒ ĎčĄ ST PERSON SINGULAR
Ĝčć Ďčć ĉć ND PERSON SINGULAR
đčĄ ĜĖ RD PERSON MASCULINE

SINGULAR
ĜčĄ čĊ RD PERSON FEMININE SINGULAR
đčĄ ĕĖ RD PERSON NEUTER SINGULAR
ĊćĔĉĄ ĜčĒ ST PERSON PLURAL
ĎìĄ ĜčĄ ND PERSON PLURAL
īĊ RD PERSON PLURAL

9OU CAN SEE THAT ONLY THE FIRST AND SECOND PERSON SINGULAR PRONOUNS
HAVE THREE DIFFERENT FORMS IN THE OTHERS THE ACCUSATIVE AND DATIVE
OR SOMETIMES NOMINATIVE AND ACCUSATIVE FORMS ARE THE SAME 4HE
THIRD PERSON PLURAL REMAINS THE SAME IN ALL THREE CASES
)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
NOT A PRONOUN IN SUCH SENTENCES THE OBJECT GOES AFTER THE INFINITIVE
)T IS ALSO DIFFERENT FROM %NGLISH SO TAKE SPECIAL NOTE OF IT (ERES
AN EXAMPLE
ēĖĊĬċČīĆĐċĜ ← ĒĎĝķČėĝĎąēĖĊČīĆĐċĜ
2OKHL GOES TO SEE them 2OKHL GOES TO SEE her friends
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
@@@@@@@@@@ĎĳĔēĖěĔĖąđčĜĶċĖĔìćĐċĜČĆĳĊčĊēĳĸĖĐĖČēĸĪĄČĸĳ<čĊ>
ĐċĜ<ĜčĒ>@@@@@@@@@@ĉĚěčĜĉĚđĉěēĖĊ<ĉć>@@@@@@@@@@ēĐčĉĉēĉĄ<ĉć>

ąčĐąĳĈĎčĄĜĖąĳĎĪĄ<ĜčĄ>@@@@@@@@@@ĎĳĔěĔĖąĎčĄČĜĖĸČĔĖ

ĖĔìĒēĸĖĜČČĔĖěĜčĄĳćēďĉĊĲą<ĎčĄ>@@@@@@@@@@ČĔĖěĜčĄēĳćĔĳĐ
<īĊ>@@@@@@@@@@ČčĒĝčć ččēćĖĜĉĐčĸĲēĉĄēĳćĔĳĐēčĄēĖĔĪĉĉĕĳĉĉđčĜĶċ
Dialogue 2
(Audio 1:46)
$OVID HAS INVITED +HANE AND 2OKHL TO HIS BROTHERS WEDDING
AND IS TELLING THEM WHO THE GUESTS ARE
ĊčĄĜĖ ēĊĪĈĖĪĜĆčćēĉĄĖěĐĒĜĲčĜĖĔčĜĆĜĖćČčĒēĲĒđĖćĜčĄČĖĊ ćĉć

ĜĖČĖçĝđčĄČčĒēćĖĜČĕĊĉĒĜčĄĝčć ččēĖěĜĖĐěĔĲč ĜĖČĖĸĜĖć
ĞĉčûĖĒĖČĔĲĕĖĜĖČĔčĄĜĖīĊ ēĐīĚĜĖćĎìĄēĖěĜĖ
ĖČĳçĲěĖĆĔĲĐĲēĉĄĐČčĈęĜĲĉĉĝĲČĆĳĜČĕĳĉĉēĲĒĜĖćĊčĄĜĖĉĉ ĐċĜ
ěčĔćąċĲĊčĄĜĖąīĐ¯ĈčĜĄĜĖćĉĜąĕĈĐáĜĖćĊčĄĕĳć ćĉć
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¯ čć ĖěĐĒĜĲč
TROUSERS PLURAL ēĊĪĈ
9ANKL MANS NAME ĐěĔĲč
LATER ĜĖČĖçĝ
STORY <ĕĖĕìĒ>ĞĉčûĖĒ čć <ĖĕìĒ>ĈûĖĒ
LONG COAT OFTEN WORN BY (ASIDIC MEN ĕ¯ čć ĖČĳçĲě
BRIDE Ğĉ¯ čć <ĖĐĲě>ĈĐá
!RYEH MANS NAME <ĖčĜĲ>ĈčĜĄ
,EYB MANS NAME ąīĐ
#HABADNIK FOLLOWER OF THE ,UBAVITCH ĕĖ¯ ĜĖć <ěčĔćĲąĲď>ěčĔćąċ
(ASIDIC MOVEMENT
(ASIDIC <ĝčćčĕď>ĝčćčĕċ
(ASID <đčćčĕď>đč¯ ĜĖć <ćčĕĳď>ćčĕċ
SECOND ĕ¯ čć ĖćĔĉěĖĕ
GLOVE ĕ¯ čć ĖěĝČĔĖĈ
JACKET ĎĖ¯ ĕĳć ĐěĖĜ
ANGRY Ċīą
OH DEAR OH NO īĉĉĪĄ
)SAAC <ěĳďĚ čč>ěċĚč
HE CAME SEE LANGUAGE POINT 5NIT ēĖĒĉěĖĆĊčĄĜĖ
) FORGOT SEE LANGUAGE POINT 5NIT ēĕĖĆĜĲĸąĳĈĎčĄ
SEE LANGUAGE POINT 5NIT FOR
EXPLANATION OF THIS TYPE OF VERB
TO PICK UP SEE LANGUAGE POINT ēĖĒĖĔçĳҔ
5NIT
AIRPORT ĜĖĚĖĐçčҔĐĸ ĜĖć ęĲĐçčĐĸ
TO GO AWAY SEE LANGUAGE POINT ēīĆěĖĉĉĲ
5NIT
ANGRY LITERALLY IN ANGER <ĕĲě>ĕĖáēčĄ
SYNONYM OF Ċīą
SOCK ē¯ čć=ĜĖć ěĳĊ

SUIT ē¯ ĜĖć ČĖҔĐçĒĳě
SHTREIMEL FUR HAT WORN BY ēĖ=ĎĖ¯= ĕĳć ĐĒìĜČĝ
SOME (ASIDIC MEN ON
3HABES AND AT FESTIVALS
TIE ē¯ ĜĖć ĕçčĔĝ
SOCK SYNONYM OF ěĳĊ ĕ¯ čć ĖěČĖçĜĲҔěĝ
SHOELACE ĕ¯ čć ĖĐćĲĉĉĖĜĉĔĝ
TIGHTS PLURAL çĒčĜČĝ
TALLIT *EWISH PRAYER SHAWL <đčĕīĐĲČ>đč¯ ĜĖć <ĕĖĐĲČ>ĞčĐČ
Language points
3 Modal verbs
4HERE ARE SEVEN VERBS IN 9IDDISH THAT BELONG TO A SPECIAL CATEGORY

CALLED @MODAL -ODAL VERBS BEHAVE DIFFERENTLY FROM OTHER VERBS IN THE
PRESENT TENSE BECAUSE THE THIRD PERSON SINGULAR DOES NOT END IN Č¯
INSTEAD IT LOOKS LIKE THE FIRST PERSON SINGULAR 9OU SAW AN EXAMPLE
OF THIS IN $IALOGUE
ĝčć ččēćĖĜĔėĜĜĖ
(E can SPEAK 9IDDISH
(ERE ARE THE SEVEN MODAL VERBS
HAVE TO NEED TO ēĸĜĲć

WANT ēĐĖĉĉ
SHOULD ēĐĳĊ
MUST ēĊĉĒ
BE PERMITTED ēĆĖĒ
NOT BE PERMITTED ēĜĳČČĝčĔ
CAN BE ABLE TO KNOW A PERSON OR SKILL 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
CONJUGATION OF ēĊĉĒ AS A MODEL FOR THE OTHER MODAL VERBS
0LURAL 3INGULAR
ĔĊĉĒĜčĒ ST PERSON PLURAL ĊĉĒĎčĄ ST PERSON SINGULAR

čĊĉĒĜčĄ ND PERSON PLURAL čĖĊĉĒ ĉć ND PERSON SINGULAR
ĔĊĉĒīĊ RD PERSON PLURAL ĊĉĒĕĖ=čĊ=ĜĖ RD PERSON SINGULAR
*UST REMEMBER THAT ēĖĔĖě HAS AN INFINITIVE ENDING IN ēĖ¯ SO THIS WILL
DISAPPEAR IN ALL BUT THE FIRST AND THIRD PERSON PLURAL EG ēĖěĜĖ
"Y CONTRAST ēĐĖĉĉ IS IRREGULAR AS ITS STEM VOWEL CHANGES FROM Ė TO
č IN ALL PRESENT TENSE FORMS (ERE IS THE COMPLETE PRESENT TENSE CON
JUGATION OF ēĐĖĉĉ
-ODAL VERBS HAVE ONE MORE SPECIAL CHARACTERISTIC DISCUSSED IN LANGUAGE POINT
5NIT
0LURAL 3INGULAR
ĔĐĎĉĉĜčĒ ST
PERSON PLURAL ĐĎĉĉĎčĄ ST PERSON SINGULAR
čĐĎĉĉĜčĄ ND PERSON PLURAL čĖĐĎĉĉ ĉć ND PERSON SINGULAR
ĔĐĎĉĉīĊ RD PERSON PLURAL ĐĎĉĉĕĖ=čĊ=ĜĖ RD PERSON SINGULAR
9OU CAN SEE THAT MANY OF THESE VERBS CLOSELY RESEMBLE THEIR %NGLISH
COUNTERPARTS )NDEED %NGLISH ALSO HAS A CATEGORY OF MODAL VERBS AND
MANY OF THE 9IDDISH MODAL VERBS ARE MODAL IN %NGLISH AS WELL &OR
EXAMPLE IN %NGLISH YOU SAY @HE CAN NOT @HE CANS (OWEVER NOT ALL
OF THE SAME VERBS ARE MODAL IN BOTH LANGUAGES n IN 9IDDISH ēĐĖĉĉ IS
MODAL SO THE THIRD PERSON SINGULAR IS ĐčĉĉčĊ=ĜĖ BUT IN %NGLISH @TO WANT
TO IS NOT MODAL SO THE THIRD PERSON SINGULAR IS @HESHE WANTs TO
&INALLY NOTE THAT ēĜĳČČĝčĔ IS USED ONLY IN THE NEGATIVE EG
ĐČĔĲĒĲēĆĳĜČĉĚēĕĖĆĜĲĸčĞĎĕĝĴčĖĒ
/NEYOU MUSTNT FORGET TO WEAR A COAT
4 Using the definite article instead

of possessive adjectives
7HEN TALKING ABOUT FAMILY MEMBERS AND PARTS OF THE BODY IT IS VERY
COMMON IN 9IDDISH TO USE THE DEFINITE ARTICLE INSTEAD OF POSSESSIVE
ADJECTIVES AS LONG AS THE CONTEXT MAKES IT CLEAR WHO THE POSSESSOR
IS &OR EXAMPLE IN $IALOGUE $OVID SAID
ěċĚčĜĖČĖĸĝėĈĊčĄĕĳć
4HATS MY LITERALLY THE UNCLE 9ITSKHOK
4HE DEFINITE ARTICLE CAN BE SUBSTITUTED FOR ANY OF THE POSSESSIVE ADJEC
TIVES DEPENDING ON THE CONTEXT )N A QUESTION YOU CAN GUESS THAT IT
IS REPLACING ĖĔìć=ēìć OR ĖĜĖìĄ=ĜĖìĄ BECAUSE THIS IS THE MOST NATURAL
ASSUMPTION
ćĉćĜĖČĖĸĝėĈČďĲĒĕĳĉĉ
(OWS YOUR LITERALLY THE UNCLE $OVID
)F THE CONTEXT IS AMBIGUOUS AND YOU WANT TO AVOID CONFUSION USE THE
POSSESSIVE ADJECTIVE WHICH HAS THE EFFECT OF ADDING EMPHASIS
ČĝčĔĜĖČĖĸĔíēĜĖąĳĝčć ččČćĖĜĜĖČĖĸĔíċ
His UNCLE SPEAKS 9IDDISH BUT my UNCLE DOESNT
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>@@@@@@@@@@ĐĊĐĊùħđāûāāĀýúĐĊğþćûĊĐ<ćĊĈĊď>@@@@@@@@@@ûýû
ćğďćĐħĬ<ćþýĆ>@@@@@@@@@@@@@@@ýûyĀúħþĄÿĐĐĊĆćĐāĎāĀďĦĐÛ
ĀúħþûýûxđāûāāĂĉĦĀĐħûćûĊĐ<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.
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
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
PEOPLE IN NEED
ąĎķĕĉĊĉĎđąĔĊąķĊč°ĒĞ°đėĆĒėĕĊĹĔĝėčđėĎĈ
ČĐĲĜĖīĊēĪĝēĖĔĖĊīĊĪĜĸēìĊČčĒēĲĒĲČąĖĐĐČĖČĝēīĐěĲēčĄ
ĉĚēĲĒĖĜĳēĲČĒĉěĞąĝ¯ĶĜĖēīĄĜĖćĔčěēīěČĝčĔēąĳĈīĊĜĖąĳ
ĖĚĜĲĉĉĝĖĔĖĕčĜĖĚĲćĒĖĈĕìĉĉěčĚĉĒĝČĐĲēĲČĆĳĜČĜĖĜčČĜĖīĊ
ĜĖďĖĐČčĒĐĉĸēĖĔĖĊĕĳĉĉĐĉĉčČĝĖĔĪĜąĖČĐĲēĊĪĈĖĔĖĕčĜĖĚĖČĳçĲě
ČĝčĔČěĉěěĐĳĸĜĳçĕĳćĜĖąĳĕĖČĲĐČčĒĐĉĸĊčĄĕĳĉĉĐČčĈĲēĉĄ

ēčĄēĖĒĉěĐĳĊĜĖēĲĒĖĜĳđĖćēČĖąīĊĜĖćīĐěĖěčĚĉĒĝĖČĐĲčćėĪĄ
ČĖąđĖĜĲĉĉĲēĉĄĖĜĖĝČĖĉĉĖěĲĒĝĖĆĖďìĜĲđčĄēąčĆīĊąĉČĝ
ēĖĉĉĆĖĉĉēĸĪĄĎčĊČčĒēĖĒĖĔĉĚČĐĖĆēĉĄēĕĖđčĄīĊēąčĆĞąĝ¯ĄĚĉĒ
ĄčĶĔĈĉĈčĐĄēčąĎčĄĜĖČĆĳĊĜčČĜĖćìąēĪĝČīČĝēĲĒĖĜĳĜĖć
ęĜĲĈēĸĳČīĜąĲČčĒČčĆĜčĄēĝČĔĖĒĖĐĖćīĄČìĊĜčĄĊĲĖĊĎčĄ
ēĉĊĜĖćēĉĄČĐĖĉĉčćēČďìĐĲąČĖĉĉĕĳĉĉēĉĊĲēĜĪąĖĆćĐĲą†ČĖĉĉĜčĄ
ĶĉČ¯đĝ¯ĐĖąĜĖćĊčĄēĜĪąĖĆČĜĖĉĉĕĳĉĉ
PLURAL OF ĎĳĐ
†
@WILL FUTURE TENSE SEE LANGUAGE POINT 5NIT
Unit Eight
ĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ
ĞĎĹėčđĎĹėć
You didn’t eat the gefilte fish!

s HOW TO TALK ABOUT FOOD AND COOKING
s HOW TO TALK ABOUT THINGS YOUVE DONE IN THE PAST
s THE PAST TENSE FORMED WITH ēąĳĈ
s THE EXPRESSION ěčĜĉĚČčĒ AGO
s ORDINAL NUMBERS n
s ABOUT TRADITIONAL FOOD OF THE 9IDDISH SPEAKING WORLD
Dialogue 1
(Audio 1:50)
2OKHLS FRIEND %STHER HAS COME TO VISIT FROM .EW 9ORK AND 2OKHL
HAS INVITED $OVID AND +HANE TO HER FLAT FOR DINNER SO THAT THEY CAN
ALL GET TO KNOW EACH OTHER %STHER WANTS TO HELP 2OKHL WITH THE
COOKING BUT 2OKHL REFUSES THE OFFER
ĎčěēčĄėĐčĈēīěČĝčĔČĕĸĜĲćĉćĊĲČĆĳĊĖĆČĕĳĈĉćĐċĜ ĜëĕĄ

ČīĜĆĖĆęĐĲĖěĲČēĪĝĉČĕĳĈ ĜĖďčĊĉČĕčą ĜĖąĳ
ēčĄĕĖąĐĉąčćČĐĖČĝĖĆąĳĈĎčĄČěčćĔĖĖĆČĖĒáąĳĈĎčĄĳč ĐċĜ
çĉĊčćČďĳěĖĆąĳĈĎčĄēĉĄěčĜĉĚĈĖĝĲČčĒ ēĉĉĪĄ
ČĲĐĲĕĲēďĲĒĜĖćĳēĕĔčĜĆēćìĔĝĎčĄēĖěĜĝĸĄ ĜëĕĄ
ČďĲĒĖĆēĉĄēĕĔčĜĆčćČīĜĆĖĆēĪĝąĳĈĎčĄěĔĲćĲēīĔ ĐċĜ

ĲēĉĄēďĉěćĲĐĳěĳĝĲČĸĪěĖĆĎĪĄąĳĈĎčĄ ČĲĐĲĕđĖć
ēìĉĉĐĝĖĐĸ
118 Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ
ąĳĈĎčĄĖČĞčąĈ¯ĐĖąĲĊĲČĕčąĉćĊĲČĕôĉĉĖĆČĝčĔąĳĈĎčĄ ĜëĕĄ
ĉČĕĳĈěĜĳč¯ĉčĔēčĄēďĳěČĝčĔĐĐďąČĕĔĖěĉć ĊĲČĔīĒĖĆ
ēĖĔĲĜĳČĕĖĜ ēčĄēĕĖĆĖĆěčćĔĖČĝ
ĜĳçĲČĔĖīĐĖĆąĳĈĎčĄĜĖĉĉĝĪĊĲČĝčĔĊčĄĕĖ ĉČĕćĖĜĖĝĊĕĳĉĉ ĐċĜ
ēčĄČĔĪĉĉĖĆąĳĈĎčĄēĖĉĉēďĳěČĔĖěĖĆēĪĝąĳĈĎčĄĜĖďčą¯Ďĳě
ĖČĉĝçĲēČīĜĆĉĚČĝčĔēĖěĎčĄĊĲČĔīĒĖĆĖěĲČĉČĕĳĈěĜĳč¯ĉčĔ
ĖĜĖĝČĖĉĉ
ČĕôĉĉĖĆČĝčĔąĳĈĎčĄĐċĉĒìĊ ĜëĕĄ
ēĉĉĪĄēĉĸēĕĖĕĳćēĖĒĖĔĕĪĜĲĜčĒĳĐĉĔĕĪĄČĝčĔČďĲĒĕĖ ĐċĜ
īĊĊĲĜĖďčĊĉČĕčąĪĜĐĕčąĲĎĳĔēĖĔĖĊĕĖąĐĉąčćĊĲĎčĊČďĲć ĜëĕĄ
ČīĜĆēĖĔĖĊ
ēĉĉĪĄđĖćēćĔčĚĔĳēĕĖĆĜĲĸąĳĈĎčĄīĉĉĪĄ ĐċĜ
Vocabulary
SAID SEE LANGUAGE POINT ēĆĳĊ← ČĆĳҔĊĖĆ
HELP ~ čć ėĐčĈ
EVERYTHING ęĐĲ
PREPARED SEE LANGUAGE POINT ēČīĜĆ ← ČīҔĜĆĖĆ
ALMOST <ČĲҔĒčě>ČĖĒá
FINISHED SEE LANGUAGE POINT ēěčćĔĖҔ ← ČěčćĔĖĖĆ
PUT SEE LANGUAGE POINT ēĐĖČĝ ← ČĐĖҔČĝĖĆ
POTATO ĕ¯ čć ĖąĐĉą
HOUR <ēĖĳĝ>ēĖ¯ čć <ĳĝ>ĈĖĝ
AGO SEE LANGUAGE POINT ěčĜĉĚČčĒ
COOKED SEE LANGUAGE POINT ēďĳě ← ČďĳҔěĖĆ
SOUP ē¯ čć çĉĊ
MAYBE <ĜĖĝĸĖ>ĜĝĸĄ
TO CUT ēćìĔĝ
VEGETABLE ē¯ ĕĳć ĕĔčĜĆ
SALAD LETTUCE ē¯ ĜĖć ČĲҔĐĲĕ
MADE SEE LANGUAGE POINT ēďĲĒ ← ČďĲҔĒĖĆ
BOUGHT SEE LANGUAGE POINT ēĸĪě ← ČĸĪҔěĖĆ
CHOCOLATE ē¯ ĜĖć ćĲҔĐĳěĳĝ
CAKE ĕ¯ ĜĖć ēďĉě
Unit 8: You didn’t eat the gefilte fish! 119
BOTTLE ĎĖ¯ ĕĳć ĐĝĖĐĸ

WINE ēĖ¯ ĜĖć ēìĉĉ
KNEW SEE LANGUAGE POINT ēĕčĉĉ ← ČĕôҔĉĉĖĆ
THOUGHT SEE LANGUAGE POINT ēĖĔīĒ ← ČĔīҔĒĖĆ
AT ALL IN GENERAL <ĐĲҔĐďčą>ĐĐďą
ATE SEE LANGUAGE POINT ēĕĖ← ēĕĖĆĖĆ
READ SEE LANGUAGE POINT ēĖĔĖīĐ ← ČĔĖīĐĖĆ
COUPLE PAIR ē¯ ĕĳć=čć Ĝĳç
COOKBOOK ĜĖďčą¯Ďĳě ĕĳć Ďĉą¯Ďĳě
COULD SEE LANGUAGE POINT ēĖĔĖě ← ČĔĖҔěĖĆ
LIVED SEE LANGUAGE POINT ēĖĔĪĉĉ ← ČĔĪҔĉĉĖĆ
TO PREPARE ēČīĜĆĉҔĚ
SIMPLE <ČĖĝĳç>Čĉĝç
SORRY EXCUSE ME SINGULAR <ĐďĪĒ>ĐċĉĒìĊ
PLURAL ĐċĉĒČìĊ
TO TAKE OUT SEE LANGUAGE POINT ēĖĒĖĔĕĪҔĜĲ
5NIT
FOOD ĕ¯ ĕĳć ēĕĖ
IT SEEMS ĎčĊČďĲć
RAW ĪĜ
READY ČīĜĆ
TO TURN ON TO LIGHT SEE LANGUAGE ēćĔčĚĔĳҊ
POINT 5NIT
Idiom
)T DOESNT MATTER ĕĪĄČĝčĔČďĲĒĕĖ
YESTERDAY ēČďĖĔ
THE DAY BEFORE YESTERDAY ēČďĖĔĜĖīҔĄ
Language points
1 The past tense formed with ĔĆĴĉ
4O TALK ABOUT SOMETHING THAT HAPPENED IN THE PAST YOU NEED TO USE
A SPECIAL PAST TENSE FORM OF THE VERB 4HERE ARE MANY PAST TENSE
VERBS IN $IALOGUE EG
çĉĊčćčĐĴĜėćĆĴĉĎčĄ
) cooked THE SOUP
4HE PAST TENSE OF MOST 9IDDISH VERBS IS FORMED LIKE THIS 4O PUT A
VERB INTO THE PAST TENSE FOLLOW THESE STEPS
4AKE THE SUBJECT AND THE APPROPRIATE present tense FORM OF THE
VERB ēąĳĈ EG ąĳĈĎčĄz ČĕĳĈĉćz ČĳĈĜĖ 7HEN USED IN THIS WAY
ēąĳĈ DOES NOT MEAN @HAVE BUT IS SIMPLY AN AUXILIARY HELPING VERB
THAT SERVES TO SIGNAL THE PAST TENSE
4AKE THE BASE OF THE VERB THAT YOU WOULD LIKE TO PUT IN THE PAST
EG ¯ďĳě
!DD THE PREFIX ¯ĖĆ TO THE BEGINNING OF THE VERB EG ¯ďĳěėć
&INALLY ADD THE SUFFIX Č¯ OR ē¯ TO THE VERB EG čďĳěėć 4HE RESULTING
FORM IS CALLED THE PAST PARTICIPLE .OTE THAT THE STRESS OF THE PAST
PARTICIPLE IS ON THE BASE NOT ON THE ¯ĖĆ PREFIX
!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 &ROM NOW ON THE PAST PARTICIPLE OF NEW VERBS WILL APPEAR
IN THE VOCABULARY LISTS AND THE PAST PARTICIPLES OF ALL VERBS INTRODUCED
IN THIS COURSE ARE LISTED IN THE GLOSSARY (OWEVER MORE PAST PARTICIPLES
END IN Č¯ THAN IN ē¯ SO THIS IS THE DEFAULT CHOICE IF YOURE NOT SURE
(ERE IS THE COMPLETE PAST TENSE CONJUGATION OF ēďĳě
0LURAL 3INGULAR
ČďĳěĖĆēąĳĈĜčĒ ST
PERSON ČďĳěĖĆąĳĈĎčĄ ST PERSON
7E COOKED PLURAL ) COOKED SINGULAR
ČďĳěĖĆČĳĈĜčĄ ND
PERSON ČďĳěĖĆČĕĳĈĉć ND PERSON
9OU COOKED PLURAL 9OU COOKED SINGULAR
ČďĳěĖĆēąĳĈīĊ RD
PERSON ČďĳěĖĆČĳĈĕĖ=čĊ=ĜĖ RD PERSON
4HEY COOKED PLURAL (ESHEIT COOKED SINGULAR
4HERE ARE A FEW MORE POINTS TO CONSIDER WITH EACH TYPE OF PAST PAR
TICIPLE ,ETS LOOK FIRST AT ISSUES RELATING TO VERBS WITH PAST PARTICIPLES
ENDING IN Č¯
)F THE BASE OF THE VERB ALREADY ENDS IN Č YOU DONT ADD ANOTHER
ONE WHEN FORMING THE PAST PARTICIPLE EG
čĖąĜĲėć ← ēčĖąĜĲ
3OME VERBS UNDERGO VOWEL CHANGES WHEN THEY BECOME PAST
PARTICIPLES 3UCH CHANGES ARE NOT VERY FREQUENT WITH PAST PARTICIPLES
ENDING IN Č¯ BUT DO OCCUR WITH TWO COMMON VERBS NOTE THAT THESE
VERBS ARE IRREGULAR IN THE PRESENT TENSE AS WELL
ČĕõĉĉĖĆ ← ēĕĎĉĉ
ČĐĴĉĉĖĆ ← ēĐėĉĉ
6ERY OCCASIONALLY THERE IS A CONSONANT CHANGE AS WELL EG
ČĳĈĖĆ ← ēĆĴĈ
.OW HERE ARE A FEW POINTS TO NOTE ABOUT VERBS WITH PAST PARTICIPLES
ENDING IN ē¯
)F THE VERBS INFINITIVE ENDS IN ēĖ¯ THE PAST PARTICIPLE WILL END IN ēĖ¯
INSTEAD OF ē¯ EG
ĔėĒĉĔĖĆ ← ĔėĒĖĔ
ĔėĆĔĉĊĖĆ ← ĔėĆĔčĊ
ĔėěĔĉĜČĖĆ ← ĔėěĔčĜČ
(OWEVER REMEMBER THAT MANY VERBS WHOSE INFINITIVE ENDS IN ēĖ¯
HAVE PAST PARTICIPLES ENDING IN Č¯ IN WHICH CASE THIS DOESNT APPLY
EG ĔėĔĪĉĉ → zčĔĪĉĉĖĆ
6OWEL CHANGES ARE MORE COMMON WITH PAST PARTICIPLES ENDING
IN ē¯ EG
ēĸĐĴĈĖĆ ← ēĸĐėĈ
ēąĎĜĝĖĆ ← ēąíĜĝ
ēĖěĔĊĜČĖĆ ← ēĖěĔĎĜČ
ēĖĒĊĔĖĆ ← ēĖĒėĔ
/CCASIONAL PAST PARTICIPLES ENDING IN ē¯ HAVE A CONSONANT CHANGE
AS WELL
ēĕĖćĖĆ ← ēĕĖ
ēćĎĜĝĖĆ ← ēĖìĜĝ
4O NEGATE A PAST TENSE VERB INSERT ČčĔ=ČĝčĔ BETWEEN THE AUXILIARY VERB
AND THE PAST PARTICIPLE
ČďĳěĖĆčĞĎĕąĳĈĎčĄ
) didn’t COOK
)F THE SENTENCE HAS A DIRECT OR INDIRECT OBJECT IT USUALLY FOLLOWS THE

ENTIRE PAST TENSE CONSTRUCTION AS YOUVE SEEN
èĊċĎĈČďĳěĖĆąĳĈĎčĄ
) COOKED the soup
(OWEVER IF THE DIRECT OBJECT IS A PRONOUN IT GOES BETWEEN ēąĳĈ AND

THE PAST PARTICIPLE AS IN
ČďĳěĖĆĖėąĳĈĎčĄ
) COOKED it
&INALLY NOTE THAT THE 9IDDISH PAST TENSE CORRESPONDS TO SEVERAL DIFFER
ENT %NGLISH TENSES &OR EXAMPLE ČďĳěĖĆąĳĈĎčĄ MAY BE TRANSLATED
WITH ANY OF THE FOLLOWING DEPENDING ON THE CONTEXT
s ) COOKED
s ) HAVE COOKED
s ) WAS COOKING
s ) HAD COOKED
2 The expression ĜĎĝĊě. . .čĎē ( . . . ago)
4O SAY THAT SOMETHING HAPPENED SOME TIME AGO USE THE EXPRES
SION ěčĜĉĚČčĒ AND PUT THE LENGTH OF TIME IN THE MIDDLE AS IN $IALOGUE
ĜĎĝĊěĉėĞĳčĎēēĉĉĪĄēčĄĕĖąĐĉąčćČĐĖČĝĖĆąĳĈĎčĄ
) PUT THE POTATOES IN THE OVEN an hour ago
(ERE ARE SOME MORE EXAMPLES OF THIS CONSTRUCTION .OTE THAT ČĉҔĔčĒ
MINUTE ĈĖĝ HOUR AND Ĝĳč YEAR REMAIN IN THE SINGULAR WHEN USED
IN CONJUNCTION WITH NUMBERS
A MINUTE AGO ěčĜĉĚČĉĔčĒĲČčĒ

TEN MINUTES AGO ěčĜĉĚČĉĔčĒēĖĚČčĒ
AN HOUR AGO ěčĜĉĚĈĖĝĲČčĒ
TWO HOURS AGO ěčĜĉĚĈĖĝīĉĉĚČčĒ

THREE DAYS AGO ěčĜĉĚĆĖČìĜćČčĒ
A WEEK AGO ěčĜĉĚĎĳĉĉĲČčĒ
TWO WEEKS AGO ěčĜĉĚēďĳĉĉīĉĉĚČčĒ
A MONTH AGO ěčĜĉĚ<ĝĖćĪď>ĝćĉċĲČčĒ
FOUR MONTHS AGO ěčĜĉĚ<đčĝĳćĲď>đčĝćċĜčĸČčĒ
A YEAR AGO ěčĜĉĚĜĳčĲČčĒ
lVE YEARS AGO ěčĜĉĚĜĳčėĔčĸČčĒ

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
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)
$OVID IS VISITING HIS UNCLE 9ANKL AND AUNT 2EYZL FOR &RIDAY NIGHT
DINNER AND ENDS UP ARGUING ABOUT BEING VEGETARIAN
ĝčĸĖČĐčĸĖĆčćēĕĖĆĖĆČĝčĔČĕĳĈĉćĝīĐĸĐěčČĝĲđĖĔćĉć ĐěĔĲč
ėĪĄĐĆĉěēĉĄĕĖĒčĚĜĳĔČĕĳĈĉćēĉĄĜĖąĖĐĖČěĲĈĖĆ čćĜĖćĳ
ĜĖĐĖČēìć
ĲēčąĎčĄĝīĐĸēīěČĝčĔĕĖĎčĄĜĖąĳĜĖČĖĸěĔĲćĲ
ćĉć
ČĆĳĊĖĆĜĖčĜĸēĪĝĎìĄąĳĈĎčĄ ĜĖčĜĲČĖĆĖĉĉ
ĐćĔčĈĐĕčąĲĎĉĊĜĲĸĪĊĲąĪĄĉĔ ĝīĐĸēĕĖČĝčĔČĕīĈĕĳĉĉ ĐĊīĜ
ĊĲēīĒĎčĄĝčĸĜĖćĳĐćĔčĈēīěČĝčĔĎĪĄĕĖĎčĄĖĒĉĒĐċĉĒìĊ ćĉć
ēčĔĖđĖćēĆĖĉĉēćĖĜĜčĒĕĳĉĉĐĳĒĖČĔĖĚĕĳćĊčĄ ĕĳć
ĳčĉČĕĖĕĳĉĉ ĉČĕćĖĜĖĝĊĕĳĉĉ ĐěĔĲč
ČďĉĜĸēďĲĊīĐĜĖĐáĐĳĒČĜĖćĔĉĈČĆĳĊĖĆēĪĝĎìĄąĳĈĎčĄ ćĉć
¯ĎĖĐĖąĖąĖĝĲěēĝěĳĐČĪĜąĊĖěĜĖīĄ ēĕĔčĜĆ
ČĝčĔąĪĄĝīĐĸēĕĖČĕĊĉĒĉć ĕĳćĊčĄĞĖĆĉĝĒĲĜĲĸĕĳĉĉ ĐĊīĜ
ēĜĖĉĉěĔĲĜěĈĐčĐċ ĉČĕĔĖě
ęĔĲĆĊčĄĕĖČĐĖĉĉĜĖćėĪĄĜĖčĜĲČĖĆĖĉĉĜĖČĝĜĖĜĖćČĝčĔēčąĎčĄ ćĉć
ēČìĚĖěčČĔìĈčćēčĄĎĖĐČĔīĉĉĖĆ
ĜĖčĜĲČĖĆĖĉĉĲìĊēĝěĖĜĖĕĪĜĆĲČĕčąĉćēĳČēĖĒēĖěĕĳĉĉĉĔ ĐěĔĲč
ČĕĐčĉĉ ĉćąĪĄ
ĐďìčēìĒĝČĳďĎĉĊĜĲĸĜĖąĳČĕĐčĉĉĉćĕĳĉĉĉČĳč ĐĊīĜ
ćĐĲĉĉĆ ćĉć
Vocabulary
PIECE ĎĖ¯ ĕĳć ĐěčČĝ
MEAT ē¯ ĕĳć ĝīĐĸ
GEFILTE FISH LITERALLY FILLED FISH SEE PLURAL ĝčĸĖČĐčĸĖĆ
CULTURE POINT
CHOPPED LIVER čć ĜĖąĖĐĖČěĲĈĖĆ
TSIMES SEE CULTURE POINT ē¯ ĜĖć ĕĖĒčĚ
KUGEL SEE CULTURE POINT ēĖ¯ ĜĖć ĐĆĉě
VEGETARIAN ~ ĜĖć ĜĖčĜĲČĖĆĖĉĉ
BEFORE EARLIER ĜĖčĜĸ
TO TASTE SEE LANGUAGE POINT 5NIT ēďĉĊĜĲĸ
FOR EXPLANATION OF HOW TO FORM THE
PAST TENSE OF THIS TYPE OF VERB
CHICKEN ĎĖ¯ ĕĳć ĐćĔčĈ
FISH ~ ĜĖć ĝčĸ
TENTH SEE LANGUAGE POINT ČĔĖĚ
ISSUE ĕĳć=ĜĖć <ēĖčĔčĄ>ēčĔĖ
<đčĔĳčĔčĄ>đč¯
ALL KINDS OF <īĐĜĖĐĳҔě>īĐĜĖĐá
FRUIT ē¯ čć ČďĉĜĸ
EGG ĜĖ¯ ĕĳć īĄ
CHEESE ē¯ ĜĖć ĊĖě
BREAD ē¯ ĕĳć ČĪĜą
NOODLE ē¯ ĜĖć ĝěĳĐ
PORRIDGE ĕ¯ čć ĖĝĲě
BEAN Ď¯ ĕĳć ĖĐĖąĖą
MADNESS ē¯ ĕĳć <ĕĲҔĆĉĝĖĒ>ĞĖĆĉĝĒ
IF ąĪĄ
FIRST SEE LANGUAGE POINT ČĝĜĖ
WORLD ē¯ čć ČĐĖĉĉ
COMMON USUAL ĎĖĐČĔīĉĉĖĆ
CONTEMPORARY ěčČĔìĈ
STUBBORN PERSON <đčĔĳĝěĲ>đč¯ ĜĖć <ēĝěĲ>ēĝěĖ
AT LEAST CAN ALSO MEAN @ALTHOUGH ĝČĳď
CLEAR CHICKEN SOUP SEE CULTURE POINT ĎĖ¯ ĕĳć Đďìč
Idioms
7HAT DOES THAT MEAN ČĕīĈĕĳĉĉ

(ELP -ERCY ćĐĲĉĉĆ
TO BAKE Č¯ĖĆ=ē¯ĖĆēěĲą
FORK ēĖ¯ ĜĖć ĐçĳĆ
GLASS ĎĖ¯ ĕĳć ĐĊĖĐĆ
HERRING ~=ēĖ¯ ĜĖć ĆĔčĜĖĈ
SALT ē¯ ĕĳć=čć ęĐĲĊ
JUICE ē¯ ĜĖć ČĸĲĊ
POT çĖČ ĜĖć çĳČ
CUP ĎĖ¯ ĕĳć ĐçĖČ
CHOLENT SEE CULTURE POINT ĕĳć=ĜĖć ČĔĐĳĝČ
5NIT ĜĖ¯=ē¯
KOSHER SEE CULTURE POINT <ĜĖĝĳě>Ĝĝá
SPOON ~ ĜĖć ĐĸĖĐ
MILK ~ čć ĎĐčĒ
DAIRY SEE CULTURE POINT ěčďĐčĒ
KNIFE ĕ¯ ĕĳć=ĜĖć ĜĖĕĖĒ
CARROT ē¯ čć=ĜĖć ĜĖĒ
FRYING PAN ĕ¯ čć ĖćĳĜĉĉĳҔěĕ
ĕ¯ čć ĖčĔĐĖČĲç
PAREV NEUTRAL NEITHER ĖĉĉĖĜĲҔç
MEATY NOR DAIRY SEE
CULTURE POINT
TOMATO ē¯ ĜĖć ĜĳҔćčĒĳç
ORANGE ē¯ ĜĖć ęĔĲҔĜĖĒĳç
TO FRY Č¯ĖĆēĖĐĆĖĜç
MEATY SEE CULTURE POINT ěčĝīĐĸ
PEPPER ~ ĜĖć ĜĖĸĖĸ
SUGAR ~ ĜĖć ĜĖěĉĚ
ONION ĕ¯ čć ĖĐĖąčҔĚ
GARLIC ~ ĜĖć ĐąĳĔě
MUSHROOM ēĖ¯ čć=ĜĖć đĳĉĉĝ
BOWL ēĖ¯ čć Đĕčĝ
Language points
3 Ordinal numbers 1–100
4HE ORDINAL NUMBERS FIRST SECOND THIRD ETC IN 9IDDISH ARE ADJEC
TIVES MADE BY TAKING THE CARDINAL NUMBER ONE TWO THREE ETC AND
ADDING A SUFFIX TO IT
4HE ORDINALS ST TO TH ARE FORMED WITH THE SUFFIX Č¯ AS SHOWN IN
THE FOLLOWING CHART 4HE ORDINALS ST RD TH AND TH ARE IRREGULAR FOR
8TH THERE IS NO CHANGE BECAUSE THE CARDINAL ČďĲ ALREADY ENDS IN Č
5TH HAS TWO VARIANTS ONE REGULAR AND THE OTHER IRREGULAR
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
4HE ORDINALS TH AND ABOVE ARE FORMED WITH THE SUFFIX Čĕ¯
čĖěčĚĔĳĉĉĚ=čĖěčĚĔĲĉĉĚ ěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚ
čĖěčĕìĜć ěčĕìĜć
čĖěčĚĜĖĸ ěčĚĜĖĸ
čĖěčĚĸĉĸ ěčĚĸĉĸ
čĖěčĚďĖĊ ěčĚďĖĊ
čĖěčĚĖąčĊ ěčĚĖąčĊ
čĖěčĚďĲ ěčĚďĲ
čĖěčĚĔìĔ ěčĚĔìĔ
čĖČĜĖćĔĉĈ ČĜĖćĔĉĈ
)N THE CASE OF COMPOUNDS ONLY THE LAST PART IS MADE INTO AN ORDINAL
EG čĖěčĚĔĲĉĉĚēĉĄēīĄ zST čĖěčĕìĜćēĉĄēąčĊ zTH
/RDINAL NUMBERS FUNCTION LIKE OTHER ADJECTIVES TAKING GENDER AND

CASE SUFFIXES EG
ĜĖčĜĲČĖĆĖĉĉĝėČĝĜĖĝėĈČĝčĔēčąĎčĄ
)M NOT THE lRST VEGETARIAN MASCULINE SINGULAR NOMINATIVE
ĐĳĒėČĔĖĚĖĴĈĊčĄĕĳć
4HIS IS THE TENTH TIME NEUTER SINGULAR NOMINATIVE
ĔČīĉĉĚĒėĈČĝčĔĜĖąĳđĐčĸĔČĝĜĖĒėĈēĖĊĖĆąĳĈĎčĄ
)VE SEEN THE lRST lLM BUT NOT THE SECOND MASCULINE SINGULAR
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
OFTEN EQUIVALENT TO USING ITALICS OR STRESSING A PARTICULAR WORD IN %NGLISH
&OR EXAMPLE IN $IALOGUE $OVID SAID
ĝčĸĜĖćĳĐćĔčĈēīěČĝčĔĕĖĎčĄ
) DONT EAT CHICKEN OR lSH
4O WHICH 9ANKL REPLIED
ĴĎĉČĕĖĕĳĉĉ
7HAT do YOU EAT
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
CLOVEN HOOVES ARE PERMITTED AS FOOD 3IMILARLY ONLY CERTAIN TYPES OF
FOWL ARE ALLOWED 0ERMITTED ANIMALS AND FOWL MUST BE SLAUGHTERED
ACCORDING TO STRICT REGULATIONS IN ORDER TO BE Ĝĝá KOSHER FIT ACCEPT
ABLE &ISH MUST HAVE FINS AND SCALES SO ALL SHELLFISH IS PROHIBITED )N
ADDITION MEAT AND DAIRY MUST NOT BE MIXED 4HIS PROHIBITION EXTENDS
TO CUTLERY UTENSILS AND COOKING APPLIANCES SO OBSERVANT HOUSEHOLDS
HAVE SEPARATE ěčĝīĐĸ MEATY AND ěčďĐčĒ DAIRY POTS AND PANS OVENS
AND SINKS &ISH EGGS FRUIT AND VEGETABLES ARE ĖĉĉĖĜĲç NEUTRAL 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 SPEAKING WORLD INCLUDE ĐĆĉě A BAKED CASSEROLE THAT MAY BE
SWEET MADE WITH NOODLES OR SAVOURY MADE WITH POTATOES ĎĪč OFTEN
REFERRED TO BY THE DIMINUTIVE Đďìč A CLEAR CHICKEN SOUP ĕĖĒčĚ A
SWEET DISH OF CARROTS AND RAISINS ĝčĸĖČĐčĸĖĆ CARP OR WHITEFISH PATTIES
THAT MAY BE EITHER SWEET IN THE 0OLISH STYLE OR SALTED IN THE ,ITHUANIAN
STYLE AND CHOPPED EGG CHICKEN LIVER OR HERRING
Exercise 4
Look at this illustration and say what the people are doing. Refer to each
person using ordinal numbers.
Example ĎĉąĲČĔĖīĐĝČĔĖĒĜĖČĝĜĖĜĖć
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 @@@@@@@@@@@@@@@@ĕĳćēĪĝĊčĄĕĳćĊĲĐčĸĎčĄ
ĐĄĜûč
Supplementary text
(Audio 1:53)
(ERE IS A STORY ABOUT (ERSHELE /STROPOLYER THE POPULAR 9IDDISH FOLK
HERO FAMOUS FOR CHAMPIONING THE POOR AND MOCKING THE RICH
ėēĞčėĝĜĔĎąčĬćėđėĞĝėĉ
*ēĜĳĉĉĖĆĊčĄĜĖĈĖčĕĔĖĆĔĲĐĲČďĲĒĖĆČĳĈĜĖčĐĳçĳĜČĕĳĖĐĖĝĜĖĈ
ČĳĈĜĖĜĖąĳĖĜĖĝČĖĉĉēĕĖČĐĳĉĉĖĆČĳĈēĉĄěčĜĖĆĔĉĈēĉĄćčĒĜĖīĊ
ĆĖĉĉēĸĪĄĖĒĝČĖĜěĲēčĄ†ēĖĆĔĲĆĖĆĔìĜĲĊčĄĜĖČĐĖĆēīěČĲĈĖĆČĝčĔ
ĕĖĐĖĝĜĖĈėĪĄČěĉěĖĆČĳĈĖČĞčąĈ¯ĐĖąčćĖĜĖĝČĖĉĉēČĖąĖĆČĳĈēĉĄ
ēīěČĝčĔČĳĈĜĖĊĲ‡ēĖĔĲČĝĜĲĸČĳĈēĉĄĜĖćīĐěĖěčĚĉĒĝĖČĐĲ
đčĄČĳĈčĊĖĜĖĝČĖĉĉēīěēąĖĆđčĄČĐĳĉĉĖĆČĝčĔčĊČĳĈČĐĖĆ
ēąĖĆČĝčĔĜĳĆĎìĄēĖěĎčĄēĕĖēīěČĝčĔąĳĈĎčĄČĆĳĊĖĆ
ČĳĈĜĖēĉĄĖĒĝČĖĜěēčĄēĕĖĳćĊčĄĕĖĊĲēĖĊĖĆČĳĈĖĐĖĝĜĖĈ
ĝčĸēīěČĝčĔĝīĐĸēīěČĝčĔ ČĝčĔĜĳĆĖěĲČĜčĄČĳĈČĆĖĜĸĖĆ
ēīĔ ČĪĜąēīěČĝčĔĉĐčĸĲČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČĳĈēīĔ
ČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČĳĈ
PAST TENSE OF ēĜĖĉĉ SEE LANGUAGE POINT 5NIT

†
PAST TENSE OF ēīĆĔìĜĲ SEE LANGUAGE POINT 5NIT AND LANGUAGE POINT 5NIT
‡
PAST PARTICIPLE OF ēīČĝĜĲĸ SEE LANGUAGE POINT 5NIT

ĜčĄąĪĄēĆčĜĝĖĆČĳĈĜĖĕĖáēčĄĜĖīĊēĜĳĉĉĖĆĊčĄĖĐĖĝĜĖĈ
ĪĜĸčćēĳČĖĆČĳĈĖČĲČēìĒĕĳĉĉĎčĄĉČēĕĖēīěČĝčĔĜčĒČčĆ
ĜĖĐĖČēĕĪĜĆĲēĖĐĖĝĜĖĈČĆĔĖĜąĖĆĎìĐĆČĳĈēĉĄČĲĈĖĆĄĜĉĒČĳĈ
ĪĜĸčćČĳĈēĕĖČěčćĔĖĖĆČĳĈĖĐĖĝĜĖĈēĖĉĉĕĖąĐĉąēĉĄĝīĐĸ
ēĳČĖĆĖČĲČĜĖìĄČĳĈĕĳĉĉĖČčąĜčĒČĆĳĊČĆĖĜĸĖĆ
ĜĖěčĜĖĆĔĉĈĲēĸĳĐĝ§ēĖĆĔĲĆĖĆĊčĄĜĖČĜĖĸČĔĖĖĆĖĐĖĝĜĖĈČĳĈ
¶
§
PAST TENSE OF ēīĆ SEE LANGUAGE POINT 5NIT
¶
ěčĜĖĆĔĉĈ USED AS A MASCULINE NOUN
Unit Nine
ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ
How was the trip?

s HOW TO TALK ABOUT TRAVEL AND DESCRIBE PLACES
s THE PAST TENSE FORMED WITH ēìĊ
s PREPOSITIONS MEANING @TO
s ēīĆ AND ēĜĳĸ
s LARGE NUMBERS AND DATES
s HOW TO DECLINE ĜĖćĖč AND ĜĖĔīĄ
s ADJECTIVES BASED ON PLACE NAMES
s ABOUT *EWISH 6ILNIUS
Dialogue 1
(Audio 1:55)
$OVID HAS JUST COME BACK FROM )SRAEL WHERE HE WENT TO VISIT HIS
BROTHER IN YESHIVA (E TELLS +HANE AND 2OKHL ABOUT HIS TRIP
đčēčĄēĖĒčĉĉĝēĖĆĔĲĆĖĆĉČĕčą ĈĖčĕĔčćēĖĉĉĖĆĊčĄčĉĉĉĔ ĐċĜ

ĶčĶĳ¯ĐëČĝčĔđčĐĝĉĜčēīěēĜĳĸĖĆēčąĎčĄ ĉČĕćĖĜĕĳĉĉĐċĜ ćĉć
ēčąĐĳĒĖČĚĖĐĕĳćĐĄĜûčēīěēĜĳĸĖĆēčąĎčĄēĖĉĉćĳĝĲĊčĄĕĳć ĐċĜ
ēĳČĖĆĉČĕĳĈĕĳĉĉĳČČìĚĖĚĔĲĆčćĖĝĊĲĐçĜĖćėĪĄ ēĆĖĐĖĆĎčĄ
ēĚĔĲĆĲēČĜĳćēąčĐąĖĆēĉĄČĳČĝĜĖČĐĲĜĖćēčĄēĖĆĔĲĆĖĆēčąĎčĄ ćĉć
ĎĪĄēčąĎčĄěĜĖĒĖĕĪĜĆčćēĉĄĐĞĉáđĖćēĖĊĖĆąĳĈĎčĄĆĳČ

ĲėĪĄēĖĉĉĖĆēĖĔĖĊĜčĒĜĖćĉĜąēìĒČčĒēĖĖĸĲěēčĄĎĕĲēĕĖĊĖĆ
ēĖĔĖĊĜčĒČĲĈĖĆĈĔĉĞċČĳĈđčĜĶċĕĜĖćĉĜąēìĒēĉĸĜĖĔīĄ~ĈċĒčû
ĖČĒčĜĲąčćēčĄēĖĆĔĲĆĖĆēĉĄĈĸčċēīěĕĉąĳČĪĄēČčĒēĜĳĸĖĆĎĪĄ
ēĉĊĐčĸĉĚēĉĸČĪĜēĚĔĲĆēčĄēĜĳĉĉĖĆēčąĎčĄēČĜĳćĜĖĔČĜĖĆ
Unit 9: How was the trip? 133
đčĜĖĝĈĄĒēčĄēĖĒĳĜě¯ĜĖďčąĖĝčć čččćēčĄēĖĉĉĖĆĉČĕčą ĈĔċ

ēĖĔĲĒĳĜ¯ĉĉčČěĖČĖć~đčĜĸĕēĉĄĜĖďčąĎĕĲČĸĪěĖĆąĳĈĎčĄĳč ćĉć
~ĜĖąĳĝčć ččėĪĄĞĉćĆĲēĉĄĈďĐĈ
ĜčĒĊìĉĉ īĊēĖĔĖĊôĉĉĉĔ ēĖĔĲĒĳĜ¯ĉĉčČěĖČĖć ĐċĜ
ēĲĐçĳĜĖēĸĪĄČĊĳĐĖĆīĊąĳĈĎčĄ~ĝčĜĲĔĪĊĲēĖĉĉĖĆēčąĎčĄ ćĉć
Vocabulary
WAS SEE LANGUAGE POINT ēìĊ ← ēĖҔĉĉĖĆ
TRIP Ğĉ¯ čć <ĖčĕĖĔ>ĈĖčĕĔ
SEA ēĖ¯ ĜĖć <đĲč>đč
TO SEE LANGUAGE POINT ēīě
*ERUSALEM <đ čĲĐĳĝĉĜĖč>đčĐĝĉĜč
4EL !VIV <ĉĉčҔĉĉĲ¯ĐĖČ>ĶčĶĳ¯Đë
PITY SHAME ~ ĜĖć ćĳĝ
TRAVELLEDWENT BY VEHICLE ēĜĳĸ← ēĜĳĸĖĆ
SEE LANGUAGE POINTS AND
LAY SEE LANGUAGE POINT ēĆčĐ← ēĆĖĐĖĆ
BEACH ĕ¯ čć ĖĝĊĲĐç
SO ĳČ
WALKED WENT SEE LANGUAGE ēīĆ← ēĖĆĔĲĆĖĆ
POINTS AND
CITY ČĖČĝ čć ČĳČĝ
STAYED SEE LANGUAGE POINT ēąìĐą← ēąčĐąĖĆ
THERE ē ČĜĳć
4HE 7ESTERN 7ALL ĜĖć <ĐĕĪě>ĐĞĉá
MARKET ěĜĖĒ ĜĖć ěĜĲĒ
TO SEE LANGUAGE POINT ėĪĄ
CELEBRATION Ğĉ¯ čć <ĖďĒčĕ>ĈċĒčû
ONE SEE LANGUAGE POINT MASCULINE ĜĖĔīĄ
BUS ē¯ ĜĖć ĕĉąĳČĪҔĄ
(AIFA <Ėĸīď>Ĉĸčċ
BECAME SEE LANGUAGE POINT ēĜĖĉĉ← ēĜĳĉĉĖĆ
COMPLETELY ēĚĔĲĆēčĄ
134 Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ
SUN ēĖ¯ čć ēĉĊ

SHOP STORE ēĖ¯ čć đĳĜě
-EAH 3HEARIM (AREDI <đčĜĳĖĝĖīĒ>đčĜĖĝĈĄĒ
NEIGHBOURHOOD OF *ERUSALEM
*EWISH RELIGIOUS BOOK đč¯ ĜĖć <ĜĖĸīĕ>Ĝĸĕ
<đčĜĳĸĕ>
DETECTIVE ē¯ ĜĖć ĉĉčҔČěĖČĖć
NOVEL ēĖ¯ ĜĖć ēĲҔĒĳĜ
HALAKHA *EWISH LAW Ğĉ¯ čć <ĖďĳĐĲĈ>ĈďĐĈ
LEGEND NON LEGAL SECTIONS Ğĉ¯ čć <ĖćĳĆĲ>ĈćĆĲ
OF CLASSICAL RABBINIC TEXTS
EG 4ALMUD AND MIDRASH
STUPID SILLY ĝčĜĲĔ
TO LEAVE ALSO TO LET ē¯ĖĆ=Č¯ĖĆēĊĳĐ
PLANE ēĖ¯ ĜĖć ēĲҔĐçĳĜĖ
CAR ĕ¯ ĜĖć ĳČĪĄ

UNDERGROUNDSUBWAY ēĖ¯ čć ēĲą¯ČĔĉĜĆĜĖČĔĉҔĄ
TRAIN ēĖ¯ čć ēĲą
TRAM ēĖ¯ ĜĖć ìҔĉĉĒĲĜČ
MOTORCYCLE ēĖ¯ ĜĖć ĐěčĚĳČĳĒ
MOTOR ē¯ ĜĖć ĜĳҔČĳĒ
UNDERGROUNDSUBWAY USED IN 53 ĕ¯ čć=ĜĖć īĉĉąĳĕ
ON FOOT ĕĉĸĉĚ
WHEEL ĜĖćĖĜ ĕĳć=čć ćĳĜ
BICYCLE ĕ¯ ĜĖć ĜĖĉĉĳĜ
BOAT SHIP ē¯ čć ėčĝ
NORTH ĜĖć <ēĸĳĚ>ēĉĸĚ
SOUTH ĜĖć <đĖĜĳć>đĉĜć
EAST ĜĖć <ĎĖĜĊčĒ>ċĜĊčĒ
WEST ĜĖć <ĉĉĖĜìĒ>ĶĜĖĒ
Language points
1 The past tense formed with Ĕíċ
)N 5NIT YOU LEARNED THE USUAL WAY OF FORMING THE PAST TENSE IN
9IDDISH IE WITH A PRESENT TENSE FORM OF THE AUXILIARY VERB ēąĳĈ FOL
LOWED BY A PAST PARTICIPLE (OWEVER THERE IS A SMALL GROUP OF ABOUT
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 $OVID SAID
đčĐĝĉĜčēīěĔĝĴĹėćĔĎĆĎčĄ
) travelled TO *ERUSALEM
(ERE IS THE COMPLETE PAST TENSE CONJUGATION OF ēĜĳĸ TO GOTRAVEL BY

VEHICLE WHICH YOU CAN USE AS A MODEL FOR VERBS FORMING THEIR PAST
TENSE WITH ēìĊ
0LURAL 3INGULAR
ēĜĳĸĖĆēĖĔìĊ=ēĖĔĖĊĜčĒ ST PERSON ēĜĳĸĖĆēčąĎčĄ ST PERSON

7E WENT PLURAL ) WENT SINGULAR
ēĜĳĸĖĆČìĊĜčĄ ND PERSON ēĜĳĸĖĆČĕčąĉć ND PERSON

9OU WENT PLURAL 9OU WENT SINGULAR
ēĜĳĸĖĆēĖĔìĊ=ēĖĔĖĊīĊ RD PERSON ēĜĳĸĖĆĊčĄĕĖ=čĊ=ĜĖ RD PERSON

4HEY WENT PLURAL (ESHEIT WENT 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
DIRECT OR INDIRECT OBJECT IT USUALLY GOES AFTER THE PAST PARTICIPLE BUT
IF THE DIRECT OBJECT IS A PRONOUN IT GOES BETWEEN THE AUXILIARY VERB
AND THE PAST PARTICIPLE THE RANGE OF POSSIBLE TRANSLATIONS IS THE SAME
EG ) WENT ) HAVE GONE ) WAS GOING ) HAD GONE
4HERE IS NO COMPLETELY FOOLPROOF METHOD OF PREDICTING WHICH VERBS
CONJUGATE WITH ēìĊ INSTEAD OF ēąĳĈ AS WITH OTHER ASPECTS OF 9IDDISH
GRAMMAR THE BEST THING TO DO IS JUST TO MEMORIZE THEM INDIVIDUALLY
(OWEVER SINCE THERE ARE ONLY ABOUT OF THEM THIS IS NOT A BIG
PROBLEM -OREOVER HERE ARE A FEW GUIDELINES THAT CAN HELP YOU TO
REMEMBER WHICH VERBS BELONG TO THIS CATEGORY
!LL VERBS THAT FORM THEIR PAST TENSE WITH ēìĊ HAVE A MEANING THAT
HAS SOMETHING TO DO WITH THE BODY MOVEMENT OR EXISTENCE
3OMETIMES THIS MEANING IS OBVIOUS EG ēĖĆĔčĜçĝ JUMP ēĚčĊ SIT
ēīČĝ STAND ēĸĪĐ RUN OTHER TIMES IT IS MORE GENERAL EG ēìĊ BE
ēąĜĲČĝ DIE ēąìĐą STAYREMAIN ēĜĖĉĉ BECOME
!LL @ēìĊ VERBS ARE INTRANSITIVE IE THEY CANNOT TAKE A DIRECT OBJECT
!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
-ANY VERBS IN THIS CATEGORY HAVE INTERNAL VOWEL ANDOR CONSONANT
CHANGES 3OME OF THEM ARE EXTREMELY IRREGULAR
3TUDY THE FOLLOWING LISTS OF THE MOST COMMON @ēìĊ VERBS 4HEY HAVE
BEEN DIVIDED INTO DIFFERENT GROUPS ACCORDING TO HOW THEIR PAST PARTICIPLE
IS FORMED
0AST PARTICIPLE ENDING IN ē¯ WITH NO FURTHER CHANGES
ĔėĒĉěėć ← ēĖĒĉě
COME
ĔĜĳĸėć ← ēĜĳĸ
GO BY VEHICLE
*ĔĸĳĐĝėć ← ēĸĳĐĝ
SLEEP
ĔĐĲĸėć ← ēĐĲĸ
FALL
CAN CONJUGATE WITH ēąĳĈ AS WELL
0AST PARTICIPLE ENDING IN ē¯ WITH VOWEL CHANGE
ĔąĎĐąėć ← ēąìĐą
STAY
*ĔĕěĴĉĉėć ← ēĕěĲĉĉ
GROW
ĔĜĴĉĉėć ← ēĜĖĉĉ
BECOME
ĔĸĴĐėć ← ēĸĪĐ
RUN
ĔĆėĐėć ← ēĆčĐ
LIE
ĔďĴĜěėć ← ēďčĜě
CRAWL
†
ĔČĎĜėć ← ēČìĜ
RIDE A HORSE ETC
ĔąĜĴČĝėć ← ēąĜĲČĝ
DIE
CAN BE ēĕěĲĉĉĖĆ AS WELL
†
CAN CONJUGATE WITH ēąĳĈ AS WELL
0AST PARTICIPLE ENDING IN ēĖ¯ WITH VOWEL CHANGE
ĔėĆĔĴĈėć ← ēĖĆĔĖĈ
HANG
ĔėĒõĉĉĝėć ← ēĖĒčĉĉĝ
SWIM
ĔėĆĔĊĜçĝėć ← ēĖĆĔčĜçĝ
JUMP
0AST PARTICIPLE ENDING IN ē¯ WITH VOWEL AND CONSONANT CHANGE
ĔĖėĊėć ← ēĚčĊ
SIT
ĔćīĐĸėć ← ēĖčĐĸ
mY
0AST PARTICIPLE ENDING IN ēĖ¯ WITH VOWEL AND CONSONANT CHANGE
ĔėćĕĳĆėć ← ēīĆ
GO ON FOOT
ĔėĕĳČĝėć ← ēīČĝ
STAND
ĔėĊĊėć ← ēìĊ
BE
2 Prepositions meaning ‘to’
)N 9IDDISH THERE ARE FOUR SEPARATE PREPOSITIONS 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
BE EASY TO KNOW WHEN TO USE EACH ONE
ēīě IS USED BEFORE GEOGRAPHICAL LOCATIONS WITH THEIR OWN NAME

INCLUDING CITIES COUNTRIES REGIONS TOWNS AND VILLAGES &OR
EXAMPLE
đčĐĝĉĜčĔĬĜēĜĳĸĖĆēčąĎčĄ
) TRAVELLED to *ERUSALEM
4HERE ARE ONLY A FEW EXCEPTIONS TO THIS RULE DISCUSSED IN

POINT
ēčĄ IS USED BEFORE LOCATIONS WITHIN A CITY OR TOWN USUALLY BUILDINGS

SUCH AS SHOPS RESTAURANTS CINEMAS LIBRARIES ETC 4YPICALLY THESE
KINDS OF PLACES DO NOT HAVE THEIR OWN UNIQUE NAME BUT RATHER ARE
REFERRED TO BY A GENERAL NOUN SUCH AS @THE LIBRARY OR @THE CINEMA
&OR EXAMPLE
ēĖĒĳĜě¯ĜĖďčąĖĝčć čččćĔĎąēĖĆĔĲĆĖĆĉČĕčą
$ID YOU GO to THE 9IDDISH BOOKSTORES
%VEN IF SUCH A LOCATION HAS ITS OWN PROPER NAME YOU STILL USE ēčĄ
RATHER THAN ēīě EG
đčĜĖĝĈĄĒĔĎąēĖĆĔĲĆĖĆēčąĎčĄ
) WENT to -EAH 3HEARIM
&INALLY BEFORE THE NAMES OF A FEW COUNTRIES ēčĄ IS USED INSTEAD

OF ēīě 4HESE EXCEPTIONS ARE AS FOLLOWS
ęìĉĉĝĜĖćĔĎąēĜĳĸĖĆēčąĎčĄ ← ęìĉĉĝ
) WENT to 3WITZERLAND 3WITZERLAND
ĖČčĐĜĖćĔĎąēĜĳĸĖĆēčąĎčĄ ← ĖČčĐ
) WENT to ,ITHUANIA ,ITHUANIA
ĖĔ čĲĜěĉĄĜĖćĔĎąēĜĳĸĖĆēčąĎčĄ ← ĖĔ čĲĜěĉĄ

) WENT to 5KRAINE 5KRAINE
ēČĲČĝ ĖČěčĔīĄĜĲĸčćĔĎąēĜĳĸĖĆēčąĎčĄ ← ēČĲČĝĖČěčĔīĄĜĲĸčć

) WENT to THE 5NITED 3TATES THE 5NITED 3TATES
.OTE THAT THE DEFINITE ARTICLE APPEARS BEFORE ALL OF THESE EXCEPTIONAL
COUNTRY NAMES WHEN THEY ARE IN THE DATIVE CASE THIS MAY HELP
YOU REMEMBER THEM
ĉĚ IS USED IN CONJUNCTION WITH PEOPLE WHETHER REFERRED TO BY THEIR

PROPER NAME EG ĈĔċ z ĐċĜ OR BY A COMMON NOUN EG ĖĒĲĒ z ĜĖĜĖĐ
/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
) WENT to $OVID;S HOUSE=
ēĖĒĉĒĜĖćĊěēĜĳĸĖĆēčąĎčĄ
) WENT to MY LITERALLY THE AUNT;S HOUSE=
ėĪĄ IS USED BEFORE WORDS DESCRIBING EVENTS SCHEDULED FOR A

PARTICULAR TIME EG ĈąčĕĒ z ĈĔĉĞċ z ĖčĚěĖĐ
ĈċĒčûĲĘīąēĖĆĔĲĆĖĆēĖĔĖĊĜčĒ
7E WENT to A CELEBRATION
3 ĔĬć and ĔĝĴĹ
.OTE THAT WHILE ēīĆ AND ēĜĳĸ CAN BOTH BE TRANSLATED AS @GO THEY ARE
USED IN DIFFERENT CONTEXTS
ēīĆ USUALLY MEANS @GO ON FOOT OR @WALK EG
đčĜĖĝĈĄĒēčĄĔėćĕĳćėćēčąĎčĄ
) WENT ;ON FOOT= TO -EAH 3HEARIM
!DDITIONALLY IT CAN MEAN @GO IN A GENERAL SENSE WITHOUT SPECIFIC

REFERENCE TO WALKING
ēĖĒčĉĉĝĔėćĕĳćėćĉČĕčą
$ID YOU GO SWIMMING
#ONVERSELY ēĜĳĸ ALWAYS MEANS @TRAVELGO BY VEHICLE
ĐĄĜûčēīěĔĝĴĹėćēčąĎčĄ
) WENTTRAVELLED ;EG BY PLANE= 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
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
ĊĎĈĦúāûđāûāāćûĊĐćýøĉĊāĎďĊĄđāûāā@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆ
ĐāĆąāø@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆþāĐĦÛćāøĀĈĞýýĐĊûýĐùćàĆĀàĎ
ĊĈğđ@@@@@@@@@@@@@@@ćýøćĊĈĦĐħĀĉĊĐĊĀýú@@@@@@@@@@@@@@@ćğúĂĞøćĊĈĊď
xĉĊĆđĀĊĐď
4HE -EDEM "IBLYOTEK-EDEM "IBLIOTHÒQUE IS A 9IDDISH CENTRE IN 0ARIS WITH AN

EXTENSIVE RANGE OF CLASSES COURSES AND CULTURAL EVENTS AS WELL AS A 9IDDISH CAFÏ
LIBRARY AND BOOKSHOP
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
EARTH GROUND ćĜĖĜĖćĜĖČĔĉĄēīĆēĖĒĊĉĒđčĄČčĒēĜĳĸĐčĉĉĖĒąĪĄ
4
ĜĳČĳĒĲēĉĄĜĖćĖĜīĉĉĚČĳĈĕĖ 5
ĜĳČĳĒĲēĉĄēĜčČĜčĸĜĖćĳīĉĉĚČĳĈĕĖ 6
Dialogue 2
(Audio 1:56)
+HANE IS CONSIDERING SIGNING UP FOR AN INTENSIVE 9IDDISH SUMMER
COURSE IN 6ILNIUS ,ITHUANIA 3HE ASKS 2OKHL WHO HAS DONE THE
COURSE BEFORE WHAT IT WAS LIKE
ĕĜĉě¯ĜĖĒĉĊēĸĪĄĖĔĐčĉĉēīěēĜĳĸĉĚčĄćáĊčĄĕĖĊĲĉČĕĔīĒ ĈĔċ
čĄćáĝĒĒĊčĄĕĖĖĆĲĜĸĲĜĲĸĕĳĉĉ ĐċĜ
ČďĲĒĖĆēČĜĳćČĕĳĈĉćĕĳĉĉĕĜĉěĜĖćēĖĉĉĖĆĊčĄčĉĉ ĈĔċ
ēĉĄĝćĉċĲēĖĉĉĖĆēČĜĳćēčąĎčĄĎĖĐČĔīĉĉĖĆĜĖĕĪĄēĖĉĉĖĆĊčĄĕ
ĐċĜ
ĎĕĲēĸĳĜČĖĆąĳĈĎčĄČìĚĖĚĔĲĆčćĝčć ččČćĖĜĖĆ ąĳĈĎčĄ
ēĖĆĔĲĆĖĆēĖĔĖĊĜčĒĞĉĔčćĒīĐĜĖĐá ēĉĸēĝČĔĖĒĖČĔĲĕĖĜĖČĔčĄ

ēĆĖĉĉēČĲĜĖĸĖĜ ēĖĉĉĖĆ ēĖĔĖĊĕĖēĉĄēĖĔĲĜĳČĕĖĜĎĕĲēčĄēĖĒĲĊĉĚ
ČĔĉĉĳēćĖčČĖĒáĖĔĐčĉĉēčĄēć ččēĉĸĖČďčĝĖĆĜĖć
ēĖĊĖĆēČĜĳćĉČĕĳĈĕĳĉĉ ēīĝČĳČĝčćĊčĄ ĈĔċ
ĜĖČĐĲĜĖćēčĄČĔĪĉĉĖĆąĳĈĎčĄěčČďĖĜçĊčĄĄČčĐćđčĐĝĉĜčĪĄ 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 čć ĖĔĐčĉĉ
SUMMER ĕ=ē¯ ĜĖć ĜĖĒĉĊ
REALLY <ĝĖĒĲĒ>ĝĒĒ
CONTRACTION OF ĕĖ ĕ
EXTRAORDINARY AMAZING ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ
TO MEET ēĸĳĜČĖĆēĸĖĜČ
COUNTRY Ğĉ¯ čć <ĖĔčćĖĒ>ĈĔčćĒ
LECTURE ē¯ ĜĖć ČĲҔĜĖĸĖĜ

HISTORY ĕ¯ čć ĖČďčĝĖĆ
EACH EVERY SEE LANGUAGE POINT MASCULINE ACCUSATIVE ēćĖč
6ILNIUS LITERALLY *ERUSALEM OF ,ITHUANIA <ĖČčĐĖćđ čĲĐĳĝĉĜĖč>ĄČčĐćđčĐĝĉĜč
GORGEOUS ěčČďĖĜç
BUILDING <đčĔĳčĔčą>đč¯ ĕĳć=ĜĖć <ēĖčĔčą>ēčĔą
AT LEAST <ĕĖďĳçĖĐ>ĞĉċçĐ
COLOURFUL ĐĉĸĜčĐĳě
ART GALLERY ĕ¯ čć ĖčĜĖĐĲĆ¯ČĕĔĉě
4HE 6ILNA 'AON 2ABBI %LIJAH BEN <ēĖĳĆ>ēĉĄĆĜĖĔĐčĉĉĜĖć
3HLOMO :ALMAN SEE CULTURE POINT
METRE ĕ¯ ĜĖć ĜĖČĖĒ
SAD ěčĜĖĪҔĜČ
FOR EXAMPLE <ĐĝĳҔĒĖĐ>ĐĝĒĐ
ENTRANCE ēĖ¯ ĜĖć ĆĔĲĆĔìĜĲ
CLOSE ČĔĖĳĔ
OF 6ILNIUS SEE LANGUAGE POINT ĜĖĔĐčĉĉ
GHETTO ĕ¯ ĕĳć=čć ĳČĖĆ
ITSELF ēīҔĐĲ
TO CRAWL OUT SEE LANGUAGE POINT ēďčĜěĕĪҔĜĲ
5NIT
Language points
4 Lengths of time
)N 9IDDISH WHEN YOU SAY HOW LONG SOMETHING LASTED YOU DONT USE A PRE
POSITION LIKE %NGLISH @FOR 9OU SAW THIS IN $IALOGUE WHEN 2OKHL SAID
ĝćĉċĲēĖĉĉĖĆēČĜĳćēčąĎčĄ
) WAS THERE ;FOR= A MONTH
)F THE NOUN DESCRIBING THE AMOUNT OF TIME HAS AN ASSOCIATED ARTICLE
ANDOR ADJECTIVE THESE WILL BE IN THE ACCUSATIVE
ĝćĉċĔĚĔĲĆĒėĈēĖĉĉĖĆēČĜĳćēčąĎčĄ
) WAS THERE ;FOR= THE WHOLE MONTH
5 Large numbers and dates
,ARGE NUMBERS IN 9IDDISH ARE VERY EASY TO FORM (ERE ARE SOME
EXAMPLES
ĕĔīĄ ēĉĄ ČĜĖćĔĉĈ

īĉĉĚ ēĉĄ ČĜĖćĔĉĈ
ēĖĚ ēĉĄ ČĜĖćĔĉĈ
ėĐĖ ēĉĄ ČĜĖćĔĉĈ
ěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚ ēĉĄ ČĜĖćĔĉĈ
ěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚēĉĄēīĄČĜĖćĔĉĈ
ěčĕìĜć ēĉĄ ČĜĖćĔĉĈ
ěčĚĔìĔēĉĄēìĔČĜĖćĔĉĈ
ČĜĖćĔĉĈīĉĉĚ
ĕĔīĄ ēĉĄ ČĜĖćĔĉĈīĉĉĚ
ČĜĖćĔĉĈìĜć
ČĜĖćĔĉĈēìĔ
ĜĖ¯ ĜĖć ČĔĊĪČ
ČĜĖćĔĉĈīĉĉĚČĔĊĪČ
ěčĚĜĖĸēĉĄėĔčĸČĜĖćĔĉĈìĜćČĔĊĪČ
ČĔĊĪČīĉĉĚ
ČĔĊĪČČĜĖćĔĉĈ
ēĖ¯ ĜĖć ēĳčĐčĒ
ē¯ ĜĖć ćĜĲčĐčĒ
$ATES CAN BE READ IN TWO WAYS BOTH OF WHICH ARE EQUALLY ACCEPTABLE
4HE FIRST WAY RESEMBLES %NGLISH
ěčĚďĲēĉĄėĔčĸēĚĔìĔ
4HE SECOND WAY IS A BIT DIFFERENT FROM %NGLISH
ěčĚďĲēĉĄėĔčĸČĜĖćĔĉĈēìĔČĔĊĪČ
&OR DATES IN THE TWENTY FIRST CENTURY THERE IS ONLY ONE POSSIBILITY
ēĚĸĉĸČĔĊĪČīĉĉĚ
6 ĔėĊĊėćĔėĕėċ=ċĎąĖė (There was/were)
4O SAY @THERE WASWERE IN THE PAST FOLLOW THESE STEPS
4AKE THE PRESENT TENSE EXPRESSION ĳć ĊčĄ ĕĖ OR ĳć ēĖĔìĊ=ēĖĔĖĊ ĕĖ

AND REMOVE THE ĳć
0UT THE VERB INTO THE PAST TENSE 9OU END UP WITH
THERE WAS ēĖĉĉĖĆĊčĄĕĖ

Example ČĳČĝĜĖČĐĲĜĖćēčĄēĲĜĳČĕĖĜĜĖČĉĆĲĔėĊĊėćċĎąĖė
There was A GOOD RESTAURANT IN THE /LD #ITY
THERE WERE ēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ

Example ĖĔĐčĉĉēčĄēć ččēĆĖĉĉēČĲĜĖĸĖĜĔėĊĊėćĔėĕėċĖė
There were LECTURES ABOUT *EWS IN 6ILNIUS
4O MAKE THIS EXPRESSION NEGATIVE PUT ČčĔ=ČĝčĔ AFTER ĊčĄ OR ēĖĔìĊ=ēĖĔĖĊ

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

Example ĜĖćēčĄēĲĜĳČĕĖĜĜĖČĉĆĔĬĜĔėĊĊėćčĞĎĕċĎąĖė
ČĳČĝĜĖČĐĲ
There was no GOOD RESTAURANT IN THE /LD #ITY
THERE WERENT ĔĬĜēĖĉĉĖĆčĞĎĕēĖĔìĊ=ēĖĔĖĊĕĖ

Example ĖĔĐčĉĉēčĄēć ččēĆĖĉĉēČĲĜĖĸĖĜĔĬĜĔėĊĊėćčĞĎĕĔėĕėċĖė
There weren’t any LECTURES ABOUT *EWS IN
6ILNIUS
7 Declining ĝėĈėĎ (each/every)
4HE ADJECTIVE ĜĖćĖč EACHEVERY IS LIKE OTHER ADJECTIVES EXCEPT IN TWO

RESPECTS
)T HAS NO BASE FORM IT ALWAYS APPEARS DIRECTLY BEFORE A NOUN AND

THUS ALWAYS HAS A GENDER AND CASE SUFFIX EG ēĲĒ ĜĖćĖč z ĸ ĖćĖč
ĪĜ z ēĲĒēćĖčČčĒ
4HE NEUTER NOMINATIVEACCUSATIVE FORM IS ĕĖćĖč WHICH IS DIFFERENT

FROM MOST OTHER ADJECTIVES &OR EXAMPLE
ĜĳčĖėćĖčĖĔĐčĉĉēīěĜĳĸĎčĄ
) GO TO 6ILNIUS EVERY YEAR
8 Declining ĝėĕĬą (one)
4HE NUMBER ēīĄ ONE CAN BE USED LIKE A NOUN AS IN 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
ĒėĔīĄ ĝėĔīĄ -ASCULINE
ĝėĔīĄ ėĔīĄ &EMININE
ĒėĔīĄ ĖĔīĄ .EUTER
(ERE ARE SOME EXAMPLES OF THIS USAGE
ĈĔĉĞċĜĖćėĪĄēĖĒĉěĖĆĊčĄđčĜĶċĖĔìĒēĉĸĝėĔīĄ
/NE MASCULINE NOMINATIVE OF MY FRIENDS CAME TO THE
WEDDING
ČĜĳćđčĜĶċĖĔìĒēĉĸĒėĔīĄēĖĊĖĆąĳĈĎčĄ
) SAW ONE MASCULINE ACCUSATIVE OF MY FRIENDS THERE
ĜĖČĕĖĉĉĝĖĔìĊēĉĸĝėĔīĄČčĒēĕĖĊĖĆĊčĄĜĖ
(E WAS SITTING WITH ONE FEMININE DATIVE OF HIS SISTERS
9 Adjectives based on place names
!DJECTIVES BASED ON NAMES OF CITIES OR COUNTRIES EG ĜĖĔĐčĉĉ z ĜĖĒĖĐĖď z

ĜĖĔĲěčĜĖĒĲ !MERICAN ĜĖĔĲěčĕěĖĒ -EXICAN USUALLY END IN ĜĖ¯
AND DONT DECLINE EG ĳČĖĆĜĖĔĐčĉĉĜĖć z ĪĜĸĜĖĔĐčĉĉčć z ćĔčěĜĖĔĐčĉĉĕĳć z
đčĔčĔąĜĖĔĐčĉĉčć z ĳČĖĆĜĖĔĐčĉĉđĖć
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
CENTURY IT BECAME THE SEAT OF THE -ISNAGDIM OR OPPONENTS OF (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
TWENTIETH CENTURIES 6ILNIUS DEVELOPED A THRIVING SECULAR *EWISH CULTURE
WITH A VIBRANT 9IDDISH PRESS AS WELL AS A WEALTH OF LITERATURE MUSIC
AND ARTISTIC ACTIVITIES INCLUDING THE 9)6/ THE RENOWNED 9IDDISH ACA
DEMIC INSTITUTE )N THE INTER WAR PERIOD *EWS COMPRISED APPROXIMATELY
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
9IDDISH SPEAKERS
Exercise 5
Answer the following questions in Yiddish about your most recent
holiday.
ēĜĳĸĖĆĉČĕčąēčĈôĉĉ

ēąčĐąĖĆĉČĕčąĆĔĲĐčĉĉ

ēĜĳĸēČĜĳćČĐĳĉĉĖĆĉČĕĳĈĕĳĉĉĜĲĸ

ĜĖćĳēĲąĜĖćČčĒĳČĪĄēĲČčĒēĲĐçĳĜĖēĲČčĒēĜĳĸĖĆĉČĕčą 4
ĕĉąĳČĪĄ ēČčĒ
ēĖĊĖĆĉČĕĳĈĜĖČĜĖĖĜĖĕĳĉĉ
5

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

Supplementary text
(Audio 1:58)
4HIS IS A FOLK TALE ABOUT A MANS TRAVELS IN SEARCH OF A TREASURE
ĜĎĝĆĝėĊĊėĞĝĳĊĊĝėĈĝėčĕĊąĝěĊąĝėĈ
ěčĊìĄēĉĊĕĐěĖčěčĊìĄēĕīĈĖĆČĳĈĕĳĉĉć ččĲēĖĉĉĖĆĐùĳĒĲĊčĄĕĖ
ĜĚĉĄēĲČĆčĐĕĖĊĲČĒĉĐċĖĆČďĲĔēīĄČĳĈĜĖđĖĜĳĜĖīĊēĖĉĉĖĆĊčĄ
ěčĜąĜĖĉĉĖĝĜĲĉĉĜĖćĜĖČĔĉĄ

ĉĚēĖĒĉěĖĆĊčĄĜĖěčĜąčćēĖĔčĸĖĆĉĚčćáĖĝĜĲĉĉēīěēĜĳĸĖĆĜĖĊčĄ
ēčĄĜĚĉĄđĖćēĖĊĖĆČĳĈĜĖôĉĉČĜĳĕĳćČďĉĊĖĆČĳĈēĉĄěčĜąĜĖć
ěčĊìĄČĜĳĕĳćČčĈĖĆēĉĄēĖĔĲČĝĖĆČĜĳćĊčĄČĲćĐĳĕĲĜĖąĳđĉĐċ
ēīĆěĖĉĉĲČĖĉĉČĲćĐĳĕĜĖćĊĲČĸĳĈĖĆēĉĄČĜĲĉĉĖĆČĳĈ
ĊčĄēĉĄěčĜąĜĖćėĪĄČīČĝĝČĔĖĒĲĊĲēĖĊĖĆČĳĈČĲćĐĳĕĜĖć
ĐčĉĉĜĖĕĳĉĉēěčĊìĄČĆĖĜĸĖĆČĳĈĜĖČĉČĜĖĕĳĉĉēĖĊĉĚēĖĆĔĲĆĖĆ
ĜĚĉĄēĲēĉĸČĒĉĐċĖĆČĳĈĜĖĊĲĞĒĄđĖćČĆĳĊĖĆđčĄČĳĈěčĊìĄ
ēīĐĲĎčĄĜĲĔĲČĕčąĉćČĆĳĊĖĆČĳĈČĲćĐĳĕĜĖćěčĜąĜĖćĜĖČĔĉĄ
ĜĖćēčĄēĉĉĪĄēĜĖČĔčĈČĆčĐĕĳĉĉĜĚĉĄēĕĪĜĆĲēĉĸČĒĉĐċĖĆēČďĖĔąĳĈ
ĊĲČĝčĔČĕīĈĕĳćĜĖąĳēĉĊĕĐěĖčěčĊìĄČĕīĈĕĳĉĉć ččĲēĉĸđīĈ
ĜĚĉĄđĖćēďĉĊĉĚčćáēĜĳĸĔčĈĲėĜĲćĎčĄ
ēĜĖČĔčĈĜĚĉĄēĕĪĜĆĲēĖĔĉĸĖĆČĳĈĜĖ*ēĜĳĸĖĆĒīĈĲěčĊìĄĊčĄ
ĎìĜĜĖīĊēĜĳĉĉĖĆĊčĄēĉĄēĉĉĪĄ
∗
TRAVELLED HOME SEE LANGUAGE POINT 5NIT
Unit Ten
ĔėĬĕĞĈđĳĆčėĊĊĖė
It’s going to snow soon!

s HOW TO TALK ABOUT THE WEATHER AND SEASONS
s HOW TO TALK ABOUT THE FUTURE
s THE MONTHS OF THE YEAR AND THE *EWISH CALENDAR
s THE FUTURE TENSE
s THE EXPRESSION đĉĜĲēčĄ IN TIME
s HOW REDUNDANT ĕĖ IS USED
s ABOUT INVERSIONS OF SUBJECT AND VERB
s WORDS FOR @THIS AND @THAT
Dialogue 1
(Audio 2:1)
)TS A FREEZING WINTER DAY +HANE AND 2OKHL ARE DREAMING OF
SUMMER BUT $OVID IS HAPPY WITH THE COLD WEATHER
ĐĳĒĲĎĳĔČĖĉĉēĉĊčćĊčąĆĔĲĐčĉĉĜĖČĔčĉĉđĖćČĔìĸąĳĈĎčĄ ĐċĜ
ēĖĔìĝ
ĎčĄČĒĉěđĖĜĉČĝĜĖĕĪĜĆĲĊĲČĜĖĈĖĆąĳĈĎčĄĎĳĜąĲĊčĄ ĕĳč ĈĔċ
đĉĜĲĈĖĝĜĳçĲēčĄēĖīĔĝēąīĈĔĳČĖĉĉ ĕĖĊĲēīĒ
ĎĪĄ ČĖĉĉĕĖĊĲėĳĈĎčĄĜĲąĜĖćĔôĉĉēìĊČĖĉĉĕĳć īĔĝ đĖĜĉČĝĲ ćĉć
ēĚčĐą ēĉĄēĜĖĔĉć
ĜĖČĖĉĉēďĖĐěĖĜĝĲĊĲąčĐĖěĲČĉČĕĳĈ ĕĳĉĉ ĈĔċ
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
TO HATE SEE LANGUAGE POINT 5NIT FOR ēąĳĈČĔìĸ
EXPLANATION OF HOW TO FORM THE PAST
TENSE OF THIS TYPE OF VERB
WINTER ĕ=ē¯ ĜĖć ĜĖČĔčĉĉ
WILL SEE LANGUAGE POINT ČĖĉĉ
TO START SEE LANGUAGE POINT 5NIT FOR ēąīĈĔĳҊ
EXPLANATION OF HOW TO FORM THE PAST
TENSE OF THIS TYPE OF VERB
TO SHINE Č¯ĖĆēĖĔìĝ
DISASTER ē¯ ĜĖć ĎĳĜą
STORM ĕ¯ ĜĖć đĖĜĉČĝ
TO SNOW Č¯ĖĆēĖīĔĝ
IN TIME SEE LANGUAGE POINT đĉҔĜĲēčĄ
WONDERFUL ĜĲąĜĖćĔôҔĉĉ
TO HOPE Č¯ĖĆēĸĳĈ
TO THUNDER Č¯ĖĆēĜĖĔĉć
LIGHTNING A VERB WITH NO %NGLISH EQUIVALENT Č¯ĖĆēĚčĐą
WARM đĖĜĲĉĉ
OUTSIDE ēĕĪĜćēčĄ
TO WALK TO TAKE A WALK SEE LANGUAGE ēĜčĚĲçĝ
POINT 5NIT FOR EXPLANATION OF
HOW TO FORM THE PAST TENSE OF THIS
TYPE OF VERB
152 Unit 10: ĔėĬĕĞĈđĳĆčėĊĊĖė
WIND ē¯ ĜĖć ČĔčĉĉ

TO BLOW ē¯ĖĆēĊĳĐą
CLOUD ĕ¯ ĜĖć ēěĐĳĉĉ
EXACT EXACTLY ĪҔĔĖĆ
WALK ē¯ ĜĖć ĜčҔĚĲçĝ
Idioms
)TS RAINING LITERALLY IT GOES ēĆĖĜĲČīĆĕĖ

A RAIN
)TS SNOWING LITERALLY IT GOES īĔĝĲČīĆĕĖ
A SNOW
/H NO (OW AWFUL ĎĳĜąĲ
) CANT WAIT FOR ėĪĄ ēČĜĲĉĉĜĖćČĝčĔĎčĊēĖěĎčĄ
TOMORROW ēĆĜĳĒ
THE DAY AFTER TOMORROW ēĆĜĳĒĜĖąčҔĄ
SPRING ēĖ¯ ĜĖć ĆĔčĐčĜĸ
AUTUMN ĕ¯ ĜĖć ēĖčĕĳē¯ ĜĖć ČĕąĜĲĈ
(ERE ARE THE MONTHS OF THE YEAR IN 9IDDISH ACCORDING TO THE 'REGORIAN
CALENDAR !LL MONTH NAMES ARE MASCULINE
*ANUARY ĜĲĉĔĲҔč
&EBRUARY ĜĲĉĜąĖҔĸ
-ARCH ęĜĲĒ
!PRIL ĐčҔĜçĲ
-AY ìĒ
*UNE čĔĉč
*ULY čĐĉč
!UGUST ČĕĉĆĪĄ
3EPTEMBER ĜĖąĒĖČçĖĕ
/CTOBER ĜĖąĳČěĳ
.OVEMBER ĜĖąĒĖĉĉĳĔ
$ECEMBER ĜĖąĒĖĚĖć
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
AN IRREGULAR VERB IN THE PRESENT TENSE
0LURAL 3INGULAR
ĔĐĖĉĉĜčĒ ST PERSON ĐĖĉĉĎčĄ ST PERSON

7E WILL PLURAL ) WILL SINGULAR
čĖĉĉĜčĄ ND PERSON čĖĖĉĉĉć ND PERSON

9OU WILL PLURAL 9OU WILL SINGULAR
ĔĐĖĉĉīĊ RD PERSON čĖĉĉĕĖ=čĊ=ĜĖ RD PERSON

4HEY WILL PLURAL (ESHEIT WILL SINGULAR
4HERE ARE THREE POINTS TO REMEMBER ABOUT THIS FUTURE AUXILIARY VERB
)T HAS NO INFINITIVE AND DOES NOT CONJUGATE IN ANY OTHER TENSES

ITS ONLY USE IS TO INDICATE FUTURE TENSE
4HE Đ OF THE BASE DISAPPEARS IN THE SECOND AND THIRD PERSON
SINGULAR AND SECOND PERSON PLURAL
)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
HAVE A č EG ĐčĉĉĎčĄ AND A Đ EG 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 IN THE INFINITIVE 4HE RESULTING FUTURE VERB LOOKS LIKE THIS
ēČĜĳĆēčĄĔćĎđđėĊĊĎčĄ
)ll lie IN ;THE= GARDEN
ĔĝėĕĊĈčėĊĊĕĖ
)T will thunder
4O NEGATE A FUTURE VERB PLACE ČčĔ=ČĝčĔ BETWEEN THE AUXILIARY VERB AND
INFINITIVE EG
ēĜĖĔĉćčĞĎĕčėĊĊĕĖ
)T won’t THUNDER
&INALLY REMEMBER THAT THE 9IDDISH FUTURE TENSE CAN CORRESPOND TO

%NGLISH @WILL AND @GOING TO DEPENDING ON THE CONTEXT
2 The expression ĒĊĝĳĔĎą (in . . . time)
)N $IALOGUE +HANE SAID
ĒĊĝĳĉėĞĝĴèĳĔĎąēĖīĔĝēąīĈĔĳČĖĉĉĕĖ
)TS GOING TO START SNOWING in a few hours’ time
4HE EXPRESSION đĉĜĲēčĄ IS USED FOR SAYING WHEN SOMETHING IS

GOING TO HAPPEN IN THE FUTURE *UST INSERT THE AMOUNT OF TIME INTO THE
BLANK IN THE MIDDLE
(ERE ARE SOME MORE EXAMPLES
IN A MINUTES TIME đĉĜĲČĉĔčĒĲēčĄ

IN THREE HOURS TIME đĉĜĲĈĖĝìĜćēčĄ
IN FOUR DAYS TIME đĉĜĲĆĖČĜčĸēčĄ
IN A WEEKS TIME đĉĜĲĎĳĉĉĲēčĄ
IN TWO WEEKS TIME đĉĜĲēďĳĉĉīĉĉĚēčĄ
IN A MONTHS TIME đĉĜĲĝćĉċĲēčĄ
IN SIX MONTHS TIME đĉĜĲđčĝćċĕěĖĊēčĄ
IN A YEARS TIME đĉĜĲĜĳčĲēčĄ
IN TEN YEARS TIME đĉĜĲĜĳčēĖĚēčĄ
3 ĔíċčėĊĊĖė (there will be)
4HE FUTURE EQUIVALENTS OF ĳćĊčĄĕĖ AND ĳćēĖĔìĊ=ēĖĔĖĊĕĖ ARE AS FOLLOWS
THERE WILL BE ēìĊČĖĉĉĕĖ

SINGULAR
Example ēĆĜĳĒěĜĳč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆĲĔíċčėĊĊĖė
There’s going to be A BIG STORM IN .EW 9ORK
TOMORROW
THERE WILL BE ēìĊēĐĖĉĉĕĖ

PLURAL
Example ĎĳĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕĲĔíċĔđėĊĊĖė
There are going to be LOTS OF STORMS NEXT WEEK
.OTE THAT AS IN THE PAST IN THE FUTURE ĳć DISAPPEARS FROM THE

EXPRESSION
4O MAKE THIS NEGATIVE PUT ČčĔ=ČĝčĔ BETWEEN THE AUXILIARY VERB AND
ēìĊ REMEMBERING TO ADD ēīě IN THE APPROPRIATE PLACE &OR EXAMPLE
ēĆĜĳĒěĜĳč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆĔĬĜēìĊčĞĎĕČĖĉĉĕĖ
4HERE isn’t GOING TO BE A BIG STORM IN .EW 9ORK TOMORROW
ĎĳĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕĔĬĜēìĊčĞĎĕēĐĖĉĉĕĖ
4HERE aren’t GOING TO BE LOTS OF STORMS NEXT WEEK
4 Redundant Ėė
4HE WORD ĕĖ CAN BE USED IN THREE DIFFERENT WAYS IN 9IDDISH 9OU HAVE
ALREADY ENCOUNTERED TWO OF THESE USAGES BOTH OF WHICH MIRROR %NGLISH
AS A PRONOUN REFERRING TO A NEUTER SUBJECT
Example ČĉĆĊčĄĖė ← ČĉĆĊčĄďĊĆĖĴĈ

It IS GOOD The book IS GOOD
AS A @FILLER WORD TO START THE SENTENCE WHEN THERE IS NO ACTUAL

SUBJECT
Example ēĕĪĜćēčĄČĐĲěĊčĄĖė
ItS COLD OUTSIDE
(OWEVER ĕĖ CAN ALSO BE USED IN SENTENCES THAT ALREADY HAVE A SUB-

JECT &OR EXAMPLE IN $IALOGUE 2OKHL SAID
čĕĎĊĊĝėĈČĊĳĐąĖė
The wind IS BLOWING
)N THIS SENTENCE ĕĖ IS NOT STRICTLY NECESSARY BECAUSE THE SENTENCE

ALREADY HAS A SUBJECT ČĔčĉĉĜĖć 4HIS @REDUNDANT OR @EXPLETIVE USE OF
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 AS WELL 4HIS USE OF ĕĖ IS OPTIONAL AND DOESNT
REALLY CHANGE THE MEANING OF THE SENTENCE BUT BECAUSE IT IS SO

FREQUENT YOU SHOULD LEARN TO RECOGNIZE IT AND AS YOU PROGRESS IN YOUR
STUDY OF 9IDDISH YOULL START TO USE IT NATURALLY )F YOU START A SENTENCE
WITH REDUNDANT ĕĖ JUST REMEMBER THAT THE VERB COMES NEXT AND ONLY
AFTER IT THE @REAL SUBJECT 4HE FOLLOWING SENTENCES SHOW YOU FURTHER
EXAMPLES OF THIS USAGE .OTE THAT THE %NGLISH TRANSLATION IS THE SAME
WHETHER OR NOT ĕĖ IS USED
ēĉĊčćČĔìĝĖė ← ČĔìĝēĉĊčć
4HE SUN IS SHINING 4HE SUN IS SHINING
ēĆĖĜĲČīĆĖė ← ČīĆēĆĖĜĲ
)TS RAINING )TS RAINING
çĳěĜĖćīĉĉČĉČĖė ← īĉĉČĉČçĳěĜĖć
-Y LITERALLY THE HEAD HURTS -Y LITERALLY THE HEAD HURTS
ĝČĔĖĒĲČĒĉěĖė ← ČĒĉěĝČĔĖĒĲ
! PERSONS COMING ! PERSONS COMING
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

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.
Exercise 4
Rewrite these sentences using redundant ĕĖ.
ČīĆīĔĝĲ
ČĒĉěđĖĜĉČĝĲ
īĉĉĜčĒČĉČĊćĐĲĈĜĖć
ČĔìĝēĉĊčć
ČĊĳĐąČĔčĉĉĲ 5
Dialogue 2
(Audio 2:3)
2OKHLS FRIEND -IRIAM IS PLANNING TO COME AND VISIT HER IN ,ONDON IN
THE SUMMER 3HE ASKS 2OKHL WHAT THE WEATHER WILL BE LIKE
ĜĖČĖĉĉĜĖćčĉĉĉČĕīĉĉĖçĳĜīĄēīěēĜĳĸĖĆČĝčĔĐĳĒēīěēčąĎčĄ đčĜĒ
ĜĖĒĉĊ đĖćēìĊČĖĉĉ
đĖćĜćĕáĎčĊČìąĜĖČĖĉĉĜĖćēĕčĉĉĉĚĎĖĐĆĖĒĒĉĄĊčĄĕĖ ĐċĜ
ĎĪĄĜĖąĳĕĒĖĜĉČĝēĉĄēĆĖĜĎĕĲČĲĈĖĆĜčĒēąĳĈ ĐĝĒĐĜĖČĔčĉĉ
ĜĖČĖĉĉĜĖćĊčĄĎĳĉĉčćēĉĄēĖĐĒčĈ ĖĜĳĐěČčĒĞĉĸĉěëĖĆĔĲĐ

đĖĜĲĉĉęĔĲĆ
ČìĚĜĖĒĉĊĐĐá¯ĎĜćąĜčĄČĳĈĜĖČĖĉĉĲĜĲĸĕĳĉĉĜĖąĳ đčĜĒ
ČìĚĜĖČĔčĉĉčĉĉĖĔćĳĒĪĊĲČěĔĉçĜĖČĖĉĉĜĖćĊčĄČìĚĜĖĒĉĊ ĐċĜ
ēĜĉČĲĜĖçĒĖČĖďĪĈĜĖīĊČĲĈĖĆĜčĒēąĳĈ ĜĖĒĉĊ đĖĔĖĆĔĲĆĜĲĸ

ĜĖĔĉćČčĒĕĒĖĜĉČĝĖĕĪĜĆĉĐčĸĲ ēĉĄēĆĖĜĎĕĲĎĪĄĜĖąĳ

ēĚčĐąēĉĄ
ĎĖĐĊĳĐĜĲĸĜĖěčĔīĉĉĜĖČĖĉĉĜĖćČĜĖĉĉĜĝĸĄĖĔćĳĒĜĖīĊĊčĄĕĳć đčĜĒ
ĎĕĲēčĄĝĜĖćĔĲēĪĝĊčĄĜĖČĖĉĉĜĖćĎčĊČìąČĲĒčĐě ĜĖćĐìĉĉ
ĈċçĝĒčćēďĉĊĲąĉĚĳČĔĳĜĳČēīěēĜĳĸĖĆ ĎčĄēčąĕĔČĚĖĐĜĖČĜĖ
ēĖĉĉīĔĝēīěēĖĉĉĖĆČĝčĔĊčĄ ĕĖēĉĄđĖĜĲĉĉęĔĲĆēĖĉĉĖĆĊčĄĕĖ

ēĚĔĲĆ ĲīĔĝ ČĲĈĖĆĜĳčĕĖćĖčĜčĒēąĳĈćĔčěĲēĖĉĉĖĆēčąĎčĄ
ĜĖČĔčĉĉ
ēĖĉĉĖĆĜĖČĖĉĉĜĖćĊčĄĜĖčĜĸĊĲČĆĳĊĖĒČďĖĜĖĆĉČĕčąĜĝĸĄĳč ĐċĜ
ēĊĳĐĜĲĸĎčĊēĖĒēĖěĎĲĊēīĄėĪĄĜĖąĳĎĪĄćĔĲĐĆĔĖ ēčĄĝĜĖćĔĲ
ēĖĔĳĊĖĕĖĐĲēčĄĪĜĆ ĐĒčĈ ĜĖćĊčĄēĳćĔĳĐēčĄ
Vocabulary
%UROPE čć ĖçĳĜīĄ
IMPOSSIBLE ĎĖĐĆĖĒĒĉĄ
TO CHANGE ONESELF SEE LANGUAGE ĎčĊēČìą
POINT 5NIT
CONSTANTLY <ĜĖćīĕĖě>Ĝćĕá
PERIOD Ğĉ¯ čć <ĖĸĉěČ>Ĉĸĉěë
CLEAR ĜĳĐě
USUALLY <ĐĲĐě¯ĎĖĜĖćĖą>ĐĐá¯ĎĜćą
;IN= SUMMERTIME ČìĚĜĖĒĉҔĊ
EXACTLY ČěĔĉç
AS AS čĉĉĪҔĊĲ
STRANGE ĖĔćĳĒ
;IN= WINTERTIME ČìĚĜĖČĔčҔĉĉ
LAST ēĖĆĔĲĆĜĲĸ
TEMPERATURE ē¯ čć ĜĉҔČĲĜĖçĒĖČ
EVEN <ĖĐčĸĲ>ĉĐčĸĲ
THUNDER ē¯ ĜĖć ĜĖĔĉć
LIGHTNING ē¯ ĜĖć ęčĐą
LESS ĜĖěčĔīҔĉĉ
RELIABLE ĎĖĐĊĳĐĜĲĸ
CLIMATE ē¯ ĜĖć ČĲҔĒčĐě
DIFFERENT ĝĜĖćĔĲ
PLACE ĜĖČĜĖ ĕĳć=ĜĖć ČĜĳ
RECENTLY ĕĔČĚĖĐ
4ORONTO ĳČĔĳĜĳČ
RIGHT REFERRING TO A PERSON ČďĖҔĜĖĆ
TO RELY ON SEE LANGUAGE POINTS ėĪĄĎčĊēĊĳĐĜĲĸ
AND 5NIT
SEASON ēĖ¯ ĜĖć ēĳҔĊĖĕ
Language points
5 Inversions
9IDDISH SENTENCES NORMALLY BEGIN WITH THE SUBJECT FOLLOWED BY

THE VERB AND THEN ANY DIRECT OBJECTS INDIRECT OBJECTS AND ADVERBS
4HE FOLLOWING SENTENCE IS AN EXAMPLE OF THIS TYPICAL 9IDDISH WORD
ORDER
ČĚčĄěĜĲçēčĄęčĊĎčĄ
)M SITTING IN ;THE= PARK NOW
)F YOU BREAK DOWN THE SENTENCE INTO ITS INDIVIDUAL ELEMENTS IT LOOKS
LIKE THIS
ČĚčĄ ěĜĲçēčĄ ęčĊ ĎčĄ

!DVERB )NDIRECT OBJECT 6ERB 3UBJECT
0REPOSITION + NOUN
(OWEVER 9IDDISH WORD ORDER IS VERY FLEXIBLE SO IT IS POSSIBLE TO START

WITH THE DIRECT OBJECT INDIRECT OBJECT OR ADVERB IF YOU WANT TO EMPHA-
SIZE THAT PART OF THE SENTENCE AND ADD THE SUBJECT LATER
(AVING SAID THAT THERE IS ONE STRICT RULE CONCERNING 9IDDISH WORD
ORDER THE VERB MUST BE IN THE SECOND POSITION IN THE SENTENCE 3O IF
YOU WANT TO START THE ABOVE SENTENCE WITH THE ADVERB ČĚčĄ IN ORDER
TO EMPHASIZE IT YOU HAVE A PROBLEM BECAUSE THE RESULTING SENTENCE
BREAKS THIS RULE &OR EXAMPLE THE FOLLOWING SENTENCE IS INCORRECT IN
9IDDISH
ěĜĲçēčĄęčĊĎčĄČĚčĄ
.OW ) SIT IN ;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
WORDS IN THE SENTENCE REMAIN IN EXACTLY THE SAME PLACE 4HE RESULT
ING SENTENCE IS PERFECTLY ACCEPTABLE IN 9IDDISH
ěĜĲçēčĄĎčĄęčĊČĚčĄ
.OW ) SIT LITERALLY SIT ) IN ;THE= PARK
4HIS PHENOMENON OF SWITCHING THE SUBJECT AND VERB IS CALLED @INVER-

SION )NVERSION IS COMPULSORY IN 9IDDISH WHENEVER THE SENTENCE STARTS
WITH A WORD OTHER THAN THE SUBJECT 4HERE ARE FOUR MAIN CATEGORIES OF
WORDS AND PHRASES THAT TRIGGER INVERSION
!DVERBS

Example ēīěĎčĄĜĳĸĔćĝĴē ← ĳČĔĳĜĳČēīěĜĳĸĎčĄ
ĳČĔĳĜĳČ ĔćĝĴē
Tomorrow )M )M TRAVELLING TO
TRAVELLING TO 4ORONTO 4ORONTO tomorrow
0REPOSITIONAL PHRASES USUALLY AN INDIRECT OBJECT COMPOSED OF A

PREPOSITION AND A NOUN

Example ĐĒčĈĜĖćĊčĄĔĴĈĕĴđĔĎą ← ĔĎąĪĜĆĊčĄĐĒčĈĜĖć

ĪĜĆ ĔĴĈĕĴđ
In London THE SKY IS 4HE SKY IS GREY in
GREY London
$IRECT OBJECTS PUTTING THE DIRECT OBJECT AT THE BEGINNING OF A

SENTENCE PLACES EMPHASIS ON IT
Example ĎčĄĖĊĖĕĜđĴĊĊĎĈ ← ĖĕĜđĴĊĊĎĈĖĊĎčĄ

) SEE the clouds ) SEE the clouds
LITERALLY THE CLOUDS
) SEE
! DEPENDENT CLAUSE PART OF A SENTENCE FOLLOWED BY A MAIN CLAUSE

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 )NDEPENDENT CLAUSE $EPENDENT CLAUSE

ĲīĔĝČĲĈĖĆĜčĒēąĳĈ
ĈĕĎĜĳĔėĊĊėćĔĎĆĔĎąĔėĊĊ
ĜĖČĔčĉĉēĚĔĲĆ When I was a child,
7E HAD SNOW ALL WINTER
/FTEN A DIRECT QUOTE TAKES THE PLACE OF THE DEPENDENT CLAUSE
Example )NDEPENDENT CLAUSE $IRECT QUOTE

ćĉćČĆĳĊ ĝėčĕĎĊĊĆĎđĆĴĉďĎą
SAYS $OVID ‘I love winter’,
)N ADDITION TO THESE FOUR CATEGORIES IT IS QUITE COMMON IN 9IDDISH TO

INVERT THE SUBJECT AND VERB IN A SENTENCE IN ORDER TO CONVEY THE IDEA
OF @SO EG
ĐČĔĲĒĲĎčĄĆĳĜČēĕĪĜćēčĄČĐĲěĊčĄĕĖ
)TS COLD OUT SO )M WEARING A COAT
4HIS PRACTICE IS QUITE COMMON IN STORIES IN WHICH CLAUSE AFTER CLAUSE

AND EVEN SENTENCE AFTER SENTENCE MAY HAVE INVERTED WORD ORDER ,OOK
OUT FOR EXAMPLES OF THIS IN THE TEXT AT THE END OF THIS UNIT
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
&OR EXAMPLE
ĎĉąĖĴĈČĔĖīĐĖĆąĳĈĎčĄ
)VE READ this/that BOOK
)N ADDITION IT IS POSSIBLE TO PUT THE WORD Čĳ JUST BEFORE THE ARTICLE

IN ORDER TO EMPHASIZE THIS MEANING
ĎĉąĖĴĈčĴČĔĖīĐĖĆąĳĈĎčĄ
!LTERNATIVELY YOU CAN ADD THE ADJECTIVE ěčĊĳć WHICH IS NOT USED
OUTSIDE THIS CONTEXT AFTER THE ARTICLE 4HIS SERVES THE SAME FUNCTION
OF EMPHASIZING THE MEANING @THISTHAT ěčĊĳć DECLINES LIKE A NORMAL
ADJECTIVE
ĎĉąėĜĎċĴĈĖĴĈČĔĖīĐĖĆąĳĈĎčĄ
&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
SIMILARLY TO ĜĖćĖč EACHEVERY IT HAS NO BASE FORM AND THE NEUTER

FORM IS ĕĔĖč &OR EXAMPLE
ĎĉąĖĕėĎČĔĖīĐĖĆąĳĈĎčĄ
)VE READ that BOOK
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
THE FIRST DAY OF THE MONTH (OWEVER THIS LUNAR SYSTEM IS MODIFIED BY
ADDING A @LEAP MONTH EVERY FEW YEARS IN ORDER TO KEEP IN LINE WITH
THE SOLAR YEAR AND THEREBY ENSURE THAT THE *EWISH FESTIVALS ALWAYS FALL
IN THE SAME SEASON
"ELOW IS A LIST OF THE *EWISH MONTHS 4HESE MONTH NAMES ARE OFTEN
USED INSTEAD OF THE INTERNATIONAL MONTH NAMES IN (AREDI CIRCLES AND
WHEN DISCUSSING TRADITIONAL *EWISH TOPICS EG FESTIVALS %ACH *EWISH
MONTH FALLS OVER PARTS OF TWO INTERNATIONAL MONTHS 4HE MONTHS ARE
ALL MASCULINE
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 !PRIL IN LEAP YEARS ONLY <ĕīąĜĖćĳ>ąĜćĳ
-ARCH !PRIL <ēĕčĔ>ēĕčĔ
!PRIL -AY <ĜĖ čĄ>ĜīĄ
-AY *UNE <ēĉĉčĕ>ēĉĉčĕ
*UNE *ULY <ĊĖĒĲČ>ĊĉĒë
*ULY !UGUST <ĉĉĳ>Ķĳ
!UGUST 3EPTEMBER <ĐĖĐĖ>ĐĉĐĄ
Exercise 5
Rewrite these sentences by placing the words in bold at the beginning
of the sentence and inverting the subject and verb.
číěĝėčĕĎĊĊĎĕĲėĳĐĝĎčĄ
ĝėčĕĎĊĊčĕíĹĆĴĉďĎąČĆĳĊĐċĜ
ĔčĐėĕĪĐąēĖĉĉĖĆĊčĄĐĒčĈĜĖć
ĔĖīĝĈĔĎąčđĳĜċĎąĖėĔėĊĊěčĜĖĆĔĉĈěčćĔĖČĝĊčĄĈĔċ
ĔčíěėĕĝėĈĴēĎĈĔĎąĖĔćĳĒĜĖīĊĊčĄĜĖČĖĉĉĜĖć 5
ēĖĐċĜČĝčĔĔĈĊĈēĖěĎčĄ 6
Supplementary text
(Audio 2:4)
(ERE IS ANOTHER FOLK TALE ABOUT THE *EWS OF #HELM IN WHICH THEY USE
THEIR OWN SPECIAL REASONING TO KEEP THE WINTER SNOW FROM GETTING
COVERED IN FOOTPRINTS
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!

s HOW TO TALK ABOUT WORK AND PROFESSIONS
s HOW TO MAKE COMPARISONS
s COMPARATIVE AND SUPERLATIVE ADJECTIVES AND ADVERBS
s MASCULINE AND FEMININE NAMES OF PROFESSIONS
s WHEN TO USE ĉĚ BEFORE INFINITIVES
s ABOUT OMITTING ĉć
Dialogue 1
(Audio 2:6)
$OVID HATES WORKING AS AN ADMINISTRATOR IN A LAWYERS OFFICE
(E 2OKHL AND +HANE DISCUSS THE ADVANTAGES AND DISADVANTAGES
OF VARIOUS OTHER PROFESSIONS
ĈĖĝĲēĪĝĜčćėĪĄēČĜĲĉĉĜčĒ ČĖçĝĪĊĲĉČĕĒĉěĕĳĉĉĜĲĸ ĐċĜ

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
ēČĖąĜĲĉĚČĝčĔĐĐďąĜĖĕĖąĊčĄĕ ĐċĜ
Vocabulary
LAWYER SEE LANGUAGE POINT ē¯ ĜĖć ČĲҔěĳĉĉćĲ
LATER SEE LANGUAGE POINT ĜĖČĖçĝČčĒ
OFFICE ēĖ¯ ĕĳć=ĜĖć ĳĜĉčą
DOCTORATE 0H$ ē¯ ĜĖć ČĲҔĜĳČěĳć
MORE DIFFICULT SEE LANGUAGE POINT ĜĖĜĖĉĉĝ
MALE 0H$ STUDENT SEE LANGUAGE POINT ē¯ ĜĖć ČĔĲҔĜĳČěĳć
ACADEMIC SEE LANGUAGE POINT ĕ¯ ĜĖć ĜĖěčĒĖҔćĲěĲ
LONGER SEE LANGUAGE POINT ĜĖĆĔĖĐ
POSITION ĕ¯ čć ĖčĚčĊĳç
SALARY ē¯ ĕĳć ČĐĲҔĈĖĆ
MORE INTERESTING SEE LANGUAGE POINT ĜĖČĔĲĕĖĜĖČĔčĄ
MORE COMFORTABLE SEE LANGUAGE POINT ĜĖĒĖĉĉěĲą
MALE TEACHER SEE LANGUAGE POINT ĜĖĜĖĐ
MALE LIBRARIAN SEE LANGUAGE POINT ĕ¯ ĜĖć ĜĖěĖČĳčĐąčą
EASIER SEE LANGUAGE POINT ĜĖČďìĐ
IDEA ēĖ¯ ĜĖć ěĔĲҔćĖĆ
WORSE SEE LANGUAGE POINT ĜĖĆĜĖ
FEMALE LIBRARIAN SEE LANGUAGE POINT ĕ¯ čć ēčĜĖěĖҔČĳčĐąčą
Idiom
TO STUDY IN ORDER TO BECOME ĜĖĜĖĐĜĖČěĳć ėĪĄēĜčćĉČĝ

A DOCTOR TEACHER LAWYER ČĲěĳĉĉćĲ
Unit 11: I hate my job! 167
Language points
1 Comparative adjectives
■ Forming the comparative

9IDDISH HAS A SPECIAL FORM OF THE ADJECTIVE WHICH IS USED WHEN YOU
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¯ TO THE ADJECTIVES BASE FORM &OR EXAMPLE
ĝėČďìĐ ← ČďìĐ
EASIER EASY
4HIS PRACTICE IS JUST LIKE %NGLISH EG EASYEASIER BIGBIGGER (OWEVER

UNLIKE %NGLISH 9IDDISH USES THE ĜĖ¯ EVEN ON LONG ADJECTIVES
ĝėČĔĲĕĖĜĖČĔčĄ ← ČĔĲĕĖĜĖČĔčĄ
more INTERESTING INTERESTING
ĝėĒĖĉĉěĲą ← đĖĉĉěĲą
more COMFORTABLE 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
COMMON TYPES OF VOWEL CHANGES
Ĳ
ĳ
Ė ←
Ī
ī
Examples ĝėČĐė ← ČĐĳ
ĝėČĐėě ← ČĐĳě
ĝėČĔĖėĔ ← ČĔĖĴĔ
ĝėĕėĜĆ ← ĕīĜĆ
ĝėďėĈ ← ĎīĈ
ĝėĔėĐě ← ēĬĐě
ĝėĔėĝ ← ēĬĝ
č ← ĉ
Examples ĝėĆĔĎč ← 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
COMPARATIVES WITH VOWEL CHANGES AS YOU ENCOUNTER THEM 3UCH FORMS
ARE LISTED IN THE GLOSSARY AS WELL AS IN 9IDDISH DICTIONARIES
)N ADDITION THERE ARE TWO ADJECTIVES WITH COMPLETELY IRREGULAR COM-
PARATIVE FORMS
ĝėĖėĆ ← ČĉĆ
ĝėćĝė ← BAD ČďĖĐĝ
.OTE THAT THE STRESS OF A COMPARATIVE ADJECTIVE STAYS ON THE SAME

SYLLABLE AS IN THE BASE FORM 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
THE NOUN THAT THEY MODIFY 7HEN THEY APPEAR AFTER A VERB THEY NEVER
DECLINE ONLY THE BASE FORM IS USED FOR EXAMPLE
ĝėčĐíđĊčĄČĖąĜĲēìć
9OUR JOB IS easier
ĝėćĕėđēĜĖĉĉēĖĈĖĝčć
4HE HOURS ARE GETTING longer
(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
DATIVE SUFFIX WHICH COINCIDENTALLY IS ALSO ĜĖ¯ 3OMETIMES AN ADJEC-
TIVE WILL HAVE TWO ĜĖ¯ SUFFIXES IN A ROW THE FIRST BEING THE COMPARATIVE
SUFFIX AND THE SECOND ONE THE GENDERCASE SUFFIX AS IN THE FIRST
EXAMPLE BELOW
ěĖČĳčĐąčąĲēčĄČĖąĜĲĜĖćĉĜąĜĖĝėČĐĖĜĖć
4HE OLDer MASCULINE NOMINATIVE BROTHER WORKS IN A LIBRARY
ēčĜĖěĖČĳčĐąčąėĪĄČĜčćĉČĝĜĖČĕĖĉĉĝĖĝėĆĔ ččēìĒ
-Y YOUNGer FEMININE NOMINATIVE SISTER IS STUDYING TO BE A
LIBRARIAN
ĜĖČĕĖĉĉĝĜĖĝėĆĔ ččĜĖćČčĒćĖĜĎčĄ
)M TALKING TO THE YOUNGer FEMININE DATIVE SISTER
4HE 9IDDISH EQUIVALENTS OF %NGLISH @THAN ARE čĉĉ FOLLOWED BY A NOUN

IN THE NOMINATIVE CASE OR ēĉĸ FOLLOWED BY A NOUN IN THE DATIVE CASE
4HESE ARE INTERCHANGEABLE AND EQUALLY ACCEPTABLE &OR EXAMPLE
ĜĖćĉĜąĝėĈĎĊĊĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć
ĜĖćĉĜąĒėĈĔĊĹĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć
4HE SISTER IS OLDER than the BROTHER
2 Comparative adverbs
#OMPARATIVE ADVERBS ARE IDENTICAL TO THE BASE FORM OF COMPARATIVE

ADJECTIVES
ĜĖćĉĜąĜĖćčĉĉĝėĕėĞČĆĔčĊĜĖČĕĖĉĉĝčć
4HE SISTER SINGS more beautifully THAN THE BROTHER
3 Masculine and feminine names of

professions
-OST 9IDDISH NOUNS DESCRIBING PROFESSIONS HAVE A MASCULINE FORM

AND A FEMININE FORM 4HE MASCULINE FORM OFTEN ENDS IN ĜĖ¯ EG ĜĖĜĖĐ z
ĜĖěĖČĳčĐąčą BUT MAY END IN Čĕč- EG čĖĎđĲĔĜĉĝĊ JOURNALIST OR HAVE
NO SPECIAL ENDING EG ČĲěĳĉĉćĲ
4HERE ARE A FEW DIFFERENT WAYS OF FORMING THE FEMININE VERSION
4HE FEMININE FORM OF PROFESSIONS ENDING IN ĜĖ¯ IS MADE BY ADDING

EITHER Ėě¯ OR ēč¯ "OTH ARE EQUALLY ACCEPTABLE
Example ėĜĜĖĜĖĐ ← ĜĖĜĖĐ

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

BY ADDING ĖČ¯
Example <ĖČĜĖąĲďĖĒ>ėčĜąċĒ ← <ĜĖąĲďĖĒ>ĜąċĒ

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

MADE BY ADDING Ėĝ¯
Example ėĞĜĳĕĖĸĳĜç ← ĜĳĕĖĸĳĜç

PROFESSOR
)N MOST OTHER CASES THE FEMININE FORM IS MADE WITH Ėě¯
Examples ėĜČĔĲĜĳČěĳć ← ČĔĲĜĳČěĳć

ėĜČĕčĐĲĔĜĉĝĊ ← ČĕčĐĲĔĜĉĝĊ
&INAL POINTS TO NOTE
s 4HE STRESS OF THE WORD DOES NOT CHANGE WHEN THE FEMININE SUFFIX
IS ADDED
s 4HE PLURAL OF ALL FEMININE NOUNS DESCRIBING PROFESSIONS IS 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 )N SUCH CASES MASCULINE ADJECTIVES ARE USED
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

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)
$OVID TELLS HIS UNCLE 9ANKL THAT HE IS THINKING OF LEAVING HIS JOB IN
ORDER TO DO A 0H$ IN 9IDDISH 3TUDIES 9ANKL WORRIES THAT THIS MIGHT
NOT BE A GOOD CAREER MOVE
ČĖąĜĲĜĖćìąĎčĊČĉČĕĳĉĉ ĎčĊČĜĖĈĕĳĉĉĐćĉćĉĔ ĐěĔĲč

ĜĖćēĉĸēĆĳĊçĳćĐĲąĎčĊĐĖĉĉĎčĄĊĲĎčĄēīĒČĆĳĊĖĆĞĒĄđĖć
ćĉć
ČĖąĜĲ
ĖĒĜčĸĜĖĜĖĕĖĜĆĲēčĄĖčĚčĊĳçĖĜĖĕĖąĲēĖĔĉĸĖĆĉČĕĳĈ ĕĳĉĉ ĐěĔĲč
đčćĉĒčĐĖĝčć ččēčĄČĲĜĳČěĳćĲēąìĜĝĐčĉĉĎčĄēīĔ ćĉć
ČĕĖĉĉĉć đĖćČčĒēĳČēĖĔĖěĉČĕĖĉĉĕĳĉĉ ēĖĔčĊēĉĸçĳĜĲČĕčą ĐěĔĲč

ĉćĜĖĐČĖąĲĜĖćĳĜĖČĖąĜĲ¯ěčĜąĲĸĲĜĖćĳĜĖĔĐĖěĲ ēĜĖĉĉ
ēĳćĔĳĐēčĄēĚąěĜĖČĕĖĜĆ ĜĖćēìĊČĕĖĉĉ
ČčĒēČĖąĜĲĕĳĉĉēĝČĔĖĒĎĕĲēĖěĎčĄĜĖČĖĸČĝčĔĎčĊĆĜĳĊ ćĉć
ēĉĄĜĖąìĜĝĖĝčć ččēĆĖĉĉČĲĜĳČěĳćĲēěčćĔĖćĐĲąČĖĉĉĐċĜ ĝčć čč
ĖČĜĶċĜčĄĕĔČĕĳçĖĝčĒĖćĲěĲĖĔĖćīĝĜĲĸėĪĄ ČĚčĄ ČĜčěčĐçĲ
ĜčĄēĉĄĕČĜĖĉĉĜĳĸēĝčć ččđìąĖěČĕčĐĲĔĜĉĝĊ ĲĊčĄĜëĕĄ
ČĖąĜĲēĖĔčĸĖĆĎĪĄĐĖĉĉĎčĄĖěĜĖĜĖĐĝčć čč ĲĊčĄđčĜĒĖČĜĶċ

ĝčć ččČčĒ
čćČĜĖĈĖĆĐĳĒĲąĳĈĎčĄĕĳĉĉēĲĐçĜĖČĕĆĜĖĜĖćĊčĄĕĳć ĐěĔĲč
ĊčĄĈĕĔĜçČĕčąĉćôĉĉēąìĐąĊčĄēĳČČĕĔĖěĉćĕĳĉĉĎĲĊ ĖČĕĆčĐě
ěčČďčĉĉĎĪĄ
ĜĖČĕĒĖĜĳĜĖćēìĊĎčĄĐĖĉĉĜĝĸĄĈĜĉċĕĖČĕĖąčćĊčĄĈĜĉëĜĖąĳ ćĉć
ĜĖČĕďĖĐěčĐĆĜĖćēìĊĎĪĄĐĖĉĉĎčĄĜĖąĳĕĖěčĔĖĒčĐçĖĔìć ēĉĸ
Vocabulary
TO RESIGN SEE LANGUAGE POINT 5NIT ēĉĸ ĎčĊēĆĳĊçĳҊ
AND LANGUAGE POINT 5NIT
FIRM ĕ¯ čć ĖĒĜčĸ
STUDIES PLURAL đčćĉĒčĐ
WAITER ~=ĕ¯ ĜĖć ĜĖĔĐĖě
FACTORY ē¯ čć ěčҔĜąĲĸ
WORKER ~=ĕ¯ ĜĖć ĜĖČĖąĜĲҊ
BEGGAR ~=ĕ¯ ĜĖć ĜĖĐČĖą
BIGGEST SEE LANGUAGE POINT ĜĖČĕĖĜĆ
PAUPER ĜĖć <ēĚçĲě>ēĚąě
<đčĔĳĚçĲě>đč¯
TO WORRY SEE LANGUAGE POINT 5NIT Č¯ĖĆĎčĊĎčĊēĆĜĳĊ
WRITER ~=ĕ¯ ĜĖć ĜĖąìĜĝ
TO APPLY FOR SEE LANGUAGE POINT ėĪĄ ēĜčěčĐçĲ
5NIT
VARIOUS
ēćīĝĜĲĸ
OFTEN PRONOUNCED ēćčĝĜĲĸ
POST POSITION ĕ¯ ĜĖć ēČĕĳç
WORST SEE LANGUAGE POINT ČĕĆĜĖ
CLEVEREST SEE LANGUAGE POINT ČĕĆčĐě

LIVELIHOOD A LIVING Ğĉ¯ čć <ĖĕĳĔĜĲç>ĈĕĔĜç
IMPORTANT ěčČďčĉĉ
4ORAH Ğĉ¯ čć <ĖĜĪČ>ĈĜĉë
MERCHANDISE Ğĉ¯ čć <ĖĜĪďĕ>ĈĜĉċĕ
POOREST SEE LANGUAGE POINT ČĕĒĖĜĳ
HAPPY ĎĖĐěčĐĆ
HAPPIEST SEE LANGUAGE POINT ČĕďĖĐěčĐĆ
Idioms and proverbs
7HATS NEW LITERALLY WHATS HEARD ĎčĊČĜĖĈĕĳĉĉ

7HATS GOING ON LITERALLY WHATS DONE ĎčĊČĉČĕĳĉĉ
TO TELL THE TRUTH LITERALLY THE TRUTH TOLD ČĆĳĊĖĆĞĒĄđĖć
OUT OF ONES MIND ēĖĔčĊēĉĸçĳҔĜĲ
4ORAH IS THE BEST MERCHANDISE ĖČĕĖąčćĊčĄĈĜĉë
IE EDUCATION AND *EWISH LEARNING ĈĜĉċĕ
ARE THE MOST IMPORTANT PURSUITS
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
SUPERLATIVE IN 9IDDISH *UST FOLLOW THESE STEPS
4AKE THE comparative form OF THE ADJECTIVE
Examples ĜĖČďìĐ
ĜĖĔĖĝ
ĜĖĆĔ čč
ĜĖĕĖą
ĜĖĆĜĖ
2EMOVE THE COMPARATIVE ĜĖ¯ SUFFIX )N SOME CASES THE RESULTING

FORM WILL BE THE SAME AS THE ORIGINAL BASE OF THE ADJECTIVE BUT IF
THERE IS A VOWEL CHANGE IN THE COMPARATIVE THIS WILL REMAIN
Examples ¯ČďìĐ
¯ĔĖĝ
¯ĆĔ čč
¯ĕĖą
¯ĆĜĖ
!DD THE SUPERLATIVE SUFFIX Čĕ¯ ONTO THIS FORM
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

4HE SUPERLATIVE FORM OF THE ADJECTIVE IS NOT USED ON ITS OWN INSTEAD
IT ALWAYS APPEARS TOGETHER WITH THE DEFINITE ARTICLE 4HIS IS THE SAME
AS %NGLISH EG @THE BEST @THE BIGGEST 4HEREFORE YOU NEED TO USE
THE DEFINITE ARTICLE THAT MATCHES THE NOUN ASSOCIATED WITH THE SUPER-
LATIVE ADJECTIVE )F THE SUPERLATIVE ADJECTIVE FOLLOWS THE VERB OF THE
SENTENCE ITS ARTICLE WILL ALWAYS BE NOMINATIVE SO YOU JUST NEED TO
MATCH IT WITH THE GENDER OF THE PRECEDING NOUN ,OOK AT THE FOLLOWING
EXAMPLES
ĝėČĕĆĔ ččĝėĈĊčĄĜĖćĉĜąĜĖć
4HAT BROTHER IS THE YOUNGEST MASCULINE NOMINATIVE
ėČĕĆĔ ččĎĈĊčĄĜĖČĕĖĉĉĝčć
4HAT SISTER IS THE YOUNGEST FEMININE NOMINATIVE
ėČĕĆĔ ččĖĴĈĊčĄćĔčěĕĳć
4HAT CHILD IS THE YOUNGEST NEUTER NOMINATIVE
)F THE SUPERLATIVE IS DIRECTLY MODIFYING A NOUN YOU HAVE TO MAKE SURE

YOU PUT IT IN THE RIGHT CASE AS WELL &OR EXAMPLE
ĜĖćĉĜąĔČĕĆĔ ččĒėĈČĖĊćĉć
$OVID SEES THE YOUNGEST BROTHER MASCULINE ACCUSATIVE
ĜĖČĕĖĉĉĝĝėČĕĆĔ ččĝėĈČčĒČćĖĜĐċĜ
2OKHLS TALKING TO THE YOUNGEST SISTER FEMININE DATIVE
&INALLY IF THE ADJECTIVE DIRECTLY FOLLOWS A POSSESSIVE CONSTRUCTION

EG ēìĒ z ēìć z ēìĊ OR A CONSTRUCTION LIKE ĜĖćĉĜą ĕćĉć DONT ADD THE
DEFINITE ARTICLE &OR EXAMPLE
ēĜĉąĐĖĒēčĄČĔĪĉĉĜĖČĕĖĉĉĝėčĖčđėĝĎą
Her eldest SISTER LIVES IN -ELBOURNE
ĖĸĲěĲēčĄČĖąĜĲĜĖćĉĜąĝėčĖćĕĎĎĖĈĊĈ
Dovid’s youngest BROTHER WORKS IN A CAFÏ
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
2OKHL SINGS the 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
$OVID HATES TO WORK IN AN OFlCE
(OWEVER THERE ARE SOME RULES GOVERNING THE USE OF ĉĚ BEFORE INFINI-
TIVES ĉĚ IS not USED IN THE FOLLOWING CASES
AFTER MODAL VERBS
Example ČĖąĜĲĖìĔĲēĖĔčĸĖĆĐčĉĉćĉć
$OVID WANTS TO lND A NEW JOB
AFTER THE VERBS ēĸĐĖĈ z ēąìĐą z ēěčćĔĖ z ēĉĉôĜç TRY ēČĖą z ēĖĔĜĖĐ AND
ĎčĊēĖĔĜĖĐ LEARN
Examples ČĲĜĳČěĳćĲēąìĜĝČěčćĔĖĐċĜ
2OKHL IS lNISHING WRITING A 0H$
ČĖąĜĲĖìĔĲēĖĔčĸĖĆēćĉćČĸĐĖĈĈĔċ
+HANE IS HELPING $OVID lND A NEW JOB
AFTER VERBS OF MOTION EG ēīĆ z ēĖĒĉě z ēĜĳĸ
Example ČĖąĜĲēďĉĊĖěčĜĖĒĲēīěČĜĳĸĐċĜ
2OKHL IS GOING TO !MERICA TO LOOK FOR WORK
#ONVERSELY ĉĚ MUST BE USED IN SENTENCES STARTING WITH ĕĖ + zēìĊ +

ADJECTIVE
Example ČĔĖćĉČĕĲēìĊĊěĜĖĉĉĝĊčĄĕĖ
)TS HARD TO BE A STUDENT
)T IS ALSO TYPICALLY USED AFTER ēąĳĈąčĐ AND ēąĳĈČĔìĸ
Example ĳćēČĖąĜĲĊěąčĐąĳĈĎčĄ
) LIKE TO WORK HERE
)N OTHER CASES YOU CAN CHOOSE WHETHER OR NOT TO USE ĉĚ BEFORE AN

INFINITIVE
7 Omitting ĊĈ
)T IS RELATIVELY COMMON IN 9IDDISH TO OMIT THE PRONOUN ĉć PARTICULARLY

IN QUESTIONS AND SENTENCES WITH INVERSIONS 9OU SAW AN EXAMPLE OF
THIS IN $IALOGUE WHEN 9ANKL SAID
ēĖĔčĊēĉĸçĳĜĲČĕčą
!RE ;YOU= OUT OF YOUR MIND
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>@@@@@@@@@@@@@@@@@@ćČĆĳĊPROVERB 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
TO GO IDLE LITERALLY EMPTY
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¯
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
ČĖąĜĲĖìĔĲēďĉĊīĆĎčĄČĆĳĊćĉć 6
Supplementary text
(Audio 2:10)
4HIS IS A STORY ABOUT AN ENCOUNTER BETWEEN A BEGGAR AND THE FAMOUS
FINANCIER AND PHILANTHROPIST "ARON 2OTHSCHILD
ĝėđčėĆĝėĈĔĊąĈđĎĞčĴĝĔĴĝĳĆĝėĈ
ĜĖćìąĜĖĔčćĲēćĐčĝČĳĜĉĚēĖĒĉěĖĆĜĖĐČĖąĜĖĒĖĜĳēĲĊčĄĐĳĒĲ
ĜĖćČĳĈēĳĜĲąđĖćēĖĊĊĉĒĎčĄĐčĉĉĜĖĕĳĉĉČĆĖĜĸĖĆđčĄČĳĈĜčČ
ČĜĖĸČĔĖĖĆĜĖĐČĖą
đčĄČĳĈĕĳĉĉĜĲČĖĜěĖĕĕćĐčĝČĳĜĉĚēĖĒĉĔĖĆđčĄĜĖĔčćĜĖćČĳĈ
ēĸĐĖĈĎìĄĎčĄēĖěĕĳĉĉČčĒČĆĖĜĸĖĆ
ēĜčČĉěĕčćĉĚēčĔĖēěčČďčĉĉĲąĳĈĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČĳĈ

ĜĖīĊĊčĄēĳĜĲąĜĖćĊĲČĆĳĊĖĆČĳĈĜĲČĖĜěĖĕĜĖćēĳĜĲąēČčĒ
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?

s HOW TO TALK ABOUT BUYING THINGS PRICES AND CURRENCIES
s UNSTRESSED PREFIXED VERBS
s VERBS ENDING IN ēĜč¯
s ABOUT OMITTING THE DEFINITE ARTICLE AFTER PREPOSITIONS
s VERBS WITH ĎčĊ
s ABOUT %ASTERN %UROPEAN *EWISH MUSIC
Dialogue 1
(Audio 2:12)
$OVID GOES TO BUY #$S IN A BOOKSHOP RUN BY 9IDDISH SPEAKING
(ASIDIC *EWS
ěčĊĉĒĜĖĝčć ččČčĒĎĖĐČěĲçĒĳěĜčĄČĳĈ ćĉć

đčĔĉĆčĔĖĝčćčĕċ ĞĉĔĊċ ĜčĄČďĉĊĕĳĉĉčĄćĉĉĲĳč ĜĖĒĖĜě
ēĜčćĔĖĒĳěĖĜĕĖçĖĜčĄČĔĖěđčĔĉĆčĔĖĝčćčĕċĜĝĸĄ ćĉć
ēīĝĜĖīĊĊčĄĕĖ ĕĳćĜčĄČĔĖěēĖĊĜčĒĳĐ ĜĖĒĖĜě
ĜĖČĜĖĉĉČčĒĜĖćčĐĎĪĄĳćēĖĔĖĊĜĖćĳđčĔĉĆčĔĜĳĔĕĖČĳĈ ćĉć
ĜĖČĜĖĉĉĄěĉĉćĜčĄČĐčĉĉĕĳĉĉĜĲĸđčĔĉĆčĔĜĳĔēĖĔĖĊĕĳć ĜĖĒĖĜě
Ėĝčć ččČčĒĜĖćčĐēĜĖĈĉĚąčĐąĳĈĎčĄēĉĄĝčć ččĎčĊēĜĖĐĎčĄ ćĉć
ĜĖČĜĖĉĉ
ĎĲĜçĝĜĖìĄ ěĲĉĉČčĐĲĜĖĜĖĐĜĖćĊčĄ ĝčć ččĎčĊČĔĜĖĐĜčĄ ĜĖĒĖĜě
ĝčĉĉČčĐ ČĆĔčĐě
Unit 12: How much did you pay for the CDs? 181
ĝčĉĉČčĐčĉĉČěĔĉçČĝčĔĊčĄĕĖĝčć čč¯ĐĐáČĜčćĉČĝąĳĈĎčĄēīĔ ćĉć

ĎĖĐĔĖĜĖīĊĜĖąĳ ĝčć čč
ĝčć ččėĪĄČĆĔčĊĜĖ ēďčĐĜĖĶĉČđĉčąčĐĜčĄČĳĈēČďĲĜČĜčĒĳĐ ĜĖĒĖĜě
ĶěĖčćčĐēČčĒĐČěĲçĒĳěĕĳćĜčĄČĳĈąčĐđčĄąĳĈĎčĄĳč ćĉć
ĎĳĔąĳĈĎčĄĜĖąĳČĐĖČĝĲąĕĔČĚĖĐĕĖēąĳĈĜčĒĊĲĕīĉĉĎčĄ ĜĖĒĖĜě
ĐĖĉĉďĖĆĜĲČĜĲĉĉēĖĒĉěĖĆĔĳēĪĝĊčĄĕĖčĚČĜčĐĳĜČĔĳě ČĝčĔ
ēĖĒĖĔČĐčĉĉĜčĄĖďĖĐČĖēąĳĈĜčĒĳč ĳĜĉčąēčĄ ěĉěĲēąĖĆ
ĖČčąĳč ćĉć
ēČĜĳć~ĜĖćčĐčćēĉĸĈĳĔĈČĳĈēĉĄČĔĉĊĖĆČìĊČĉĆĪĊĲČìĊ ĜĖĒĖĜě
ĝčć čč¯ĐĐáēīěČĝčĔēĉĝĐĝčĒīĈĲēĜĖĈ ĜčĄČĖĉĉ
Vocabulary
#$ ĎĖ¯ ĕĳć ĐČěĲçĒĳě
MUSIC ~ čć ěčҔĊĉĒ
SHOPKEEPER ĕ¯ ĜĖć ĜĖĒĖĜě
CERTAINLY OF COURSE <ĖćĲĉĉĲ>čĄćĉĉĲ
TO LOOK FOR Č¯ĖĆēďĉĊ
*EWISH CANTORIALLITURGICAL MUSIC ~ ĕĳć <ĕĖĔĳĊĲď>ĞĉĔĊċ
SEE CULTURE POINT
MELODY OFTEN USED IN REFERENCE TO WORDLESS <đčĔĉĆčĔ>đč¯ ĜĖć <ēĆčĔ>ēĉĆčĔ
(ASIDIC MELODIES SEE CULTURE POINT
TO RECOMMEND SEE LANGUAGE POINT ēĜčćĔĖĒĳěĖĜ
OF ALL THINGS PRECISELY <ĖěĸĲć>Ąěĉĉć
,ITHUANIAN *EW ĕĖ¯ ĜĖć ěĲĉĉČčĐ
,ITHUANIAN 9IDDISH ĝčĉĉČčĐ
STUDIED SEE LANGUAGE POINT ēĜčćĉČĝ ← ČĜčҔćĉČĝ
3TANDARD 9IDDISH ĕĳć ĝčć čč¯<ĐĲĐě>ĐĐá
SIMILAR ĎĖĐĔĖ
9OM 4OV %HRLICH A POPULAR (ASIDIC SINGER ĎčĐĜĖ<ėĖČĔĳč>ĶĉČđĉč
9AAKOV *ACOB A FAMOUS SONG BY 9OM 4OV *<ĉĉĖěĔĲč>ĶěĖč
%HRLICH ABOUT AN %ASTERN %UROPEAN *EWISH
REFUGEE IN 5ZBEKISTAN DURING 7ORLD 7AR
ORDERED SEE LANGUAGE POINT ēĐĖČĝĲą ← ČĐĖҔČĝĲą
PRONOUNCED ĉĉĳěĲč IN THIS SONG

182 Unit 12: ďėđčĜĳèēĴĜĎĈĝĳĹčđĴěĳĆĊčĖĴĉđĹĎĊĊ
WHETHER FOLLOWED BY INVERSION čĚ

ARRIVED SEE LANGUAGE POINT 5NIT ēĖĒĉěĔĳҔ ← ēĖĒĉěĖĆĔĳҔ
MOMENT ĕ¯ čć <ĖĆĖĜ>ĖĆĜ
CONTRACTION OF ĎčĄ ď
SOME ĖďĖĐČĖҔ
HERE YOU ARE IN THE ABOVE CONTEXT (SINGULAR ČĉĆĪҔĊĲìĊ
PLURAL ČĉĆĪҔĊĲČìĊ
TO ENJOY SEE LANGUAGE POINT 5NIT ēąĳĈ<ĖĪĔĲĈ>ĈĳĔĈ
HOMEY TRADITIONAL ĝčĒīĈ
Idiom
TO TAKE LITERALLY GIVE A LOOK 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 /NE SUCH GROUP IS CALLED @UNSTRESSED PREFIXED VERBS 6ERBS
BELONGING TO THIS CATEGORY START WITH A PREFIX THAT DOES NOT GET THE
ACCENT WHEN YOU PRONOUNCE THE WORD 9OU ALREADY KNOW QUITE A FEW
OF THESE VERBS FOR EXAMPLE IN THE VERBS ēĖěĔĖćėć REMEMBER ēĐīĚĝėĈ
TELL AND ēĕĖĆĝĳĹ FORGET THE FIRST SYLLABLE IN BOLD IS ACTUALLY AN
UNSTRESSED PREFIX 4HERE ARE SIX OF THESE PREFIXES
¯ČĔĲ EG ēĸĪĐčĕĳ ESCAPE RUN AWAY

¯Ĳą EG ēĖĒĉěĳĆ RECEIVE
¯ĜĖć EG ēĐīĚĝėĈ TELL
¯ĖĆ EG ēĖěĔĖćėć REMEMBER
¯ĜĲĸ EG ēĕĖĆĝĳĹ FORGET
¯ĖĚ EG ēďĖĜąėě BREAK
!S YOU CAN SEE THE PREFIXED VERBS ARE OFTEN BASED ON OTHER UNPREFIXED
VERBS THAT YOU MAY KNOW EG ēĸĪĐČĔĲ IS DERIVED FROM ēĸĪĐz ēĖĒĉěĲą
IS DERIVED FROM ēĖĒĉě 4HE PREFIXES OFTEN HAVE A MEANING OF SORTS
&OR EXAMPLE ¯ČĔĲ OFTEN MEANS @AWAY 9OU CAN SEE THIS CLEARLY BY
COMPARING THE UNPREFIXED ēĸĪĐ RUN WITH THE PREFIXED ēĸĪĐČĔĲ ESCAPE
RUN AWAY (OWEVER IN MANY CASES IT IS DIFFICULT OR IMPOSSIBLE TO WORK
OUT THE RELATIONSHIP BETWEEN A PREFIXED VERB AND ITS UNPREFIXED EQUIVA
LENT &OR EXAMPLE THE LINK BETWEEN ēĖĒĉě COME AND ēĖĒĉěĳĆ RECEIVE
IS NOT AT ALL TRANSPARENT )N ADDITION SOME PREFIXED VERBS HAVE NO
UNPREFIXED EQUIVALENT AT LEAST IN -ODERN 9IDDISH THEY MAY HAVE DONE
IN AN EARLIER FORM OF THE LANGUAGE &OR EXAMPLE WE HAVE THE PREFIXED
VERB ēĕĖĆĜĲĸ BUT THERE IS NO UNPREFIXED VERB @ēĕĖĆ 4HEREFORE IT IS
BEST JUST TO MEMORIZE INDIVIDUAL PREFIXED VERBS WHEN YOU ENCOUNTER
THEM AS YOU HAVE BEEN DOING UNTIL NOW
5NSTRESSED PREFIXED VERBS CONJUGATE JUST LIKE OTHER VERBS except
in the past tense 4HE PAST TENSE DIFFERS BECAUSE THE PAST PARTICIPLE
OF THESE VERBS NEVER TAKES THE PREFIX ¯ĖĆ 4HIS IS LOGICAL BECAUSE THESE
VERBS ALREADY HAVE A PREFIX OF THEIR OWN SO THEY WONT ACCEPT ANOTHER
ONE ,OOK AT THESE EXAMPLES
ĐČěĲçĒĳěĲČĐĖČĝĳĆąĳĈĎčĄ
) ORDERED A #$
ēĖĒĳĔēìĊēĕĖĆĝĳĹąĳĈĎčĄ
) FORGOT HIS NAME
)N ALL OTHER RESPECTS THE PAST TENSE OF THESE VERBS IS JUST LIKE THAT OF
OTHER VERBS
4HE PAST TENSE CAN BE FORMED WITH EITHER ēąĳĈ OR ēìĊ )T IS SIMPLE
TO WORK OUT WHICH PREFIXED VERBS HAVE ēìĊ AS THEIR AUXILIARY VERB
IF THE @BASE VERB TAKES ēìĊ THE PREFIXED VERB DOES TOO
Example ēĸĳĐčĕĳĔĎĆĎčĄ ← ēĸĳĐĖĆĔĎĆĎčĄ
) RAN AWAY ) RAN
4HE ONLY EXCEPTION TO THIS IS IF THE PREFIXED VERB IS TRANSITIVE IE CAN
TAKE A DIRECT OBJECT )N SUCH CASES IT ALWAYS FORMS ITS PAST TENSE
WITH ēąĳĈ BECAUSE IT NO LONGER MEETS THE CRITERIA FOR ēìĊ VERBS
WHICH MUST BE INTRANSITIVE IE NOT TAKE A DIRECT OBJECT
Example ēĖĒĉěĳĆĆĴĉĎčĄ ← ēĖĒĉěĖĆĔĎĆĎčĄ

) RECEIVED TRANSITIVE ) CAME INTRANSITIVE
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
PAST PARTICIPLE OF THE CORRESPONDING UNPREFIXED VERB THEN YOU CAN

APPLY THIS TO THE PREFIXED VERSION &OR EXAMPLE
Example (MOURN čĕĬĊĊĲąēĖĔīĉĉĲą ← (CRY čĕĬĊĊĖĆēĖĔīĉĉ

ĔėēĊĜĲąēĖĒĉěĲą ← ĔėēĊĜĖĆēĖĒĉě
ĔĹĴđČĔĲēĸĪĐČĔĲ ← ĔĹĴđĖĆēĸĪĐ
)F YOU COME ACROSS A NEW UNSTRESSED PREFIXED VERB AND YOU DONT
RECOGNIZE ITS BASE VERB JUST MEMORIZE ITS PAST PARTICIPLE AS YOU WOULD
FOR ANY OTHER NEW VERB
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
NEVER UNDERGO VOWEL OR CONSONANT CHANGES MAKING THEM VERY EASY
TO CONJUGATE (ERE ARE SOME EXAMPLES FROM $IALOGUE
ĝčć čč¯ĐĐáčĝĎĈĊčĞąĳĈĎčĄ
) studied 3TANDARD 9IDDISH
čĝĎđĴĝčĕĴĜČĝčĔĎĳĔąĳĈĎčĄ
) HAVENT checked YET
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
&OR EXAMPLE IN $IALOGUE THE SHOPKEEPER SAID
ĳĜĉčąĔĎąěĉěĲēąĖĆĐĖĉĉ ď
)LL HAVE A LOOK in ;THE= OFlCE
(ERE ARE SOME MORE EXAMPLES OF THIS USAGE
ěĖČĳčĐąčąĔĎąēčąĎčĄ
)M in ;THE= LIBRARY
ēĲĜĳČĕĖĜĔĊĹēĖĒĉěĜčĒ
7ERE COMING from ;THE= RESTAURANT
ěĜĲçĔĆėđČĔĪĉĉćĉć
$OVID LIVES near ;THE= PARK
)N THE CASE OF NEUTER NOUNS THE FACT THAT DEFINITENESS IS IMPLIED

EXTENDS TO ANY ASSOCIATED ADJECTIVES WHICH TAKE THE SAME DATIVE
SUFFIXES THAT THEY DO WHEN FOLLOWING THE DEFINITE ARTICLE
ĐČěĲçĒĳěĒėíĕĔĊĹČĒĉěćčĐĕĳć
4HAT SONG COMES from ;THE= new #$
4HIS USAGE DOES NOT APPLY TO THE PLURAL DEFINITE ARTICLE WHICH CAN
NEVER BE OMITTED AFTER THESE PREPOSITIONS &OR EXAMPLE
ēěĖČĳčĐąčąĎĈĔĎąīĆĎčĄ
)M GOING to the LIBRARIES
3IMILARLY IT DOES NOT APPLY TO THE INDEFINITE ARTICLE
ěĖČĳčĐąčąĳĔĎąīĆĎčĄ
)M GOING to a LIBRARY
&INALLY THE SINGULAR DEFINITE ARTICLE CANNOT BE OMITTED IF IT IS BEING

USED TO MEAN @THIS OR @THAT &OR EXAMPLE
ĎĉąĒėĈĔĎąČĔĖīĐĖĆĕĖąĳĈĎčĄ
) READ IT in this/that BOOK

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
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 $OVID ARE TALKING ABOUT 9IDDISH MUSIC
đĖćČĖČčĕĜĖĉĉčĔĉĄēčĄěčĊĉĒĜĖĝčć ččČčĒČĜĖĚĔĳěĲēìĊČĖĉĉĕĖ ĐċĜ

ēīĆĜčĒĳĐěčČĝĜĖĔĳć ēěčćĔĖĒĉě
ĖčĐĖçĲěčćĉČĕĔĖě ĈĔċ
īĊČĜĖĈĖĆĐĳĒĲēĪĝīĊąĳĈĎčĄĜĖąĳēĖĒĳĔđĖćČĝčĔěĔĖćĖĆď ĐċĜ

ĊčĄčĊĐćčĸČĐčçĝĕĳĉĉĐćīĒĕĳćēĖěĎčĄěčĊĉĒĜĒĊ¯čĐáēĐčçĝ
ČĉĆęĔĲĆ
ĕĖčĐĖçĲěĜĒĊ¯čĐáąčĐĪĊĲČĝčĔąĳĈĎčĄ īĊēĖĔĖĊĐĖĔĳčĚčćĲĜČčĉĉ ĈĔċ
ēČĔĖĒĉĜČĕĔčĄēĉĄđčĔĉĆčĔĖĔĜĖćĳĒ ēĚčĔĕĳĉĉ
ēďĲĊĖĝčćĳĒČĐĲąčĐĜĳĔĉČĕĳĈ ěčĊĉĒĖìĔēīěąčĐČĝčĔĉČĕĳĈ ĐċĜ
ēďčĐĜĖĶĉČđĉčēĉĸĐČěĲçĒĳěĲČĸĪěĖĆēČďĖĔĎčĊąĳĈĎčĄĶĆĄ
ćĉć
ĈĔċēĐĖĸĖĆĜčćĕĖ ČĖĉĉĜĝĸĄ
ĎčĊēĖěĎčĄ ČĕĳěĖĆĕĖČĳĈĐĸčĉĉ ČĸĪěĖĆĕĖĉČĕĳĈôĉĉ
ĐċĜ
ĐčĸĉĚČĐĳĚĲą ČĕĳĈ ĉćĊĲēĐĖČĝĜĳĸ
ČĔĉĸēĚĸĉĸČĕĳěĖĆČĳĈĕĖĊĪĈēìĒĉĚČĔĖĳĔđĳĜěĲēčĄ ćĉć
ĜčćĎčĄĐĖĉĉĐĳĒĖěčćĔĖĒĉěĕĳćĐĲćĔĲěĕĲĊčĄĕĳćČĔĉĸēĚĸĉĸ ĐċĜ
ĉČĕĔĖěČĜĳćęĖĔĜĖČĔčĄĜĖćėĪĄĖěčĜĖĒĲēĉĸēĐĖČĝĲą ĉĚčĉĉēĊìĉĉ
ĜĲĐĳćēĖĚĜĲĸĐČěĲçĒĳě ĖąĐĖĊĕĳćēĖĔčĸĖĆ
ēīěČĕĸĪěĉćĜĖąĳĜĖěčĐčąēĖĔčĸĖĆČĕĔĖěĉćĊĲĜćĕáČĕĆĳĊĉć
ćĉć
ĖĔìĒěčćĔĖČĝČĕĆĜĳąĉć¯ĎĖĐČěĲçĒĳěēīě ČĝčĔĐĳĒ
Vocabulary
CONCERT ē¯ ĜĖć ČĜĖҔĚĔĳě
BAND ĕ¯ čć ĖčĐĖçĲě
TO PLAY Č¯ĖĆēĐčçĝ
KLEZMER MUSICIAN SEE CULTURE POINT ĜĖć <ĜĖĒĊĖĐě>ĜĒĊ¯čĐá
<đčĜĳĒĊĖĐě>đč¯
FIDDLE VIOLIN ēĖ¯ čć=ĜĖć Đćčĸ
TRADITIONAL ĐĖҔĔĳčĚčćĲĜČ
INSTRUMENT ē¯ ĜĖć ČĔĖҔĒĉĜČĕĔčĄ
BY THE WAY <ĉĉĖĆĲ>ĶĆĲ
TO BE PLEASING EQUIVALENT TO %NGLISH (+ DATIVE *ē¯ēĐĖĸĖĆ
@TO LIKE EG ĜčĒČĐĖĸĖĆĕĖ = ) LIKE IT
TO COST Č¯ĖĆēČĕĳě
TO IMAGINE SEE LANGUAGE POINT ĎčĊēĐĖČĝĜĳҔĸ
SEE ALSO LANGUAGE POINT 5NIT
POUND ē¯ ĕĳć=ĜĖć ČĔĉĸ
SCANDAL ē¯ ĜĖć ĐĲҔćĔĲěĕ
TO SHOW ēĊčĉĉĖĆēĊìĉĉ
)NTERNET ē¯ čć ęĖĔĜĖČĔčĄҔ
DOLLAR ē¯ ĜĖć ĜĲĐĳć
TO BORROW Č¯ĖĆēĆĜĳą
CONJUGATES WITH ēìĊ IN PAST TENSE

Language points
4 Verbs with ďĎċ
■ Uses of ĎčĊ
4HE WORD ĎčĊ ONESELF IS A REFLEXIVE PRONOUN A PRONOUN USED WHEN
REFERRING TO THE SELF )T CAN BE USED FOR ALL PERSONS CORRESPONDING TO
THE %NGLISH @MYSELF @YOURSELF @HIMSELF @HERSELF @OURSELVES @YOUR
SELVES AND @THEMSELVES )T CAN BE USED AS AN OBJECT EG
ĐĆčçĝēčĄďĎċĖĊĎčĄ
) SEE myself IN ;THE= MIRROR
(OWEVER THE MOST COMMON USE OF ĎčĊ IS AS PART OF A VERB 9OU HAVE
ALREADY SEEN A FEW SUCH VERBS EG ĎčĊēĖĔĜĖĐ LEARN ĎčĊēĆĜĳĊ WORRY
ĎčĊ ēČìą CHANGE 3OME VERBS MAY BE USED BOTH WITH AND WITHOUT
ĎčĊ IN SUCH CASES THE VARIANT WITH ĎčĊ MEANS SOMETHING DIFFERENT FROM
THE ONE WITHOUT IT /THER VERBS EXIST ONLY WITH ĎčĊ 6ERBS WITH ĎčĊ FALL
INTO FOUR MAIN CATEGORIES
1. REFLEXIVE
4HESE VERBS ARE USED WHEN THE OBJECT OF THE VERB IS THE SAME AS THE
SUBJECT 4HEY CORRESPOND TO REFLEXIVE VERBS IN LANGUAGES LIKE &RENCH
3PANISH AND 'ERMAN 4HESE VERBS HAVE THE SAME BASIC MEANING AS
THEIR EQUIVALENTS WITHOUT ĎčĊ 3OMETIMES THESE CORRESPOND TO VERBS
WITH @ONESELF IN %NGLISH BUT IN MANY CASES THE %NGLISH EQUIVALENT IS
SLIGHTLY DIFFERENT 9OU CAN SEE THIS IN THE FOLLOWING EXAMPLE
ďĎċĝĲĉĉĎčĄ ← ĜĖćīĐěčćĝĲĉĉĎčĄ
) WASH myself) HAVE A WASH ) WASH the clothes
)N MANY CASES A REFLEXIVE VERB WITH ĎčĊ AND THE CORRESPONDING VERB
WITHOUT IT MAY BE TRANSLATED BY THE SAME %NGLISH VERB AS IN THIS
EXAMPLE
ďĎċČìąĜĖČĖĉĉĜĖć ← ĐČěĲçĒĳěĕĳćČìąĎčĄ
4HE WEATHER CHANGES LITERALLY itself ) CHANGE the CD
2. RECIPROCAL
)N THESE VERBS ĎčĊ CORRESPONDS TO %NGLISH @EACH OTHER 6ERBS LIKE THIS
ALWAYS HAVE A PLURAL SUBJECT EG
ČĖČčĕĜĖĉĉčĔĉĄēĉĸďĎċēĖĔĖěīĊ
4HEY KNOW each other FROM UNIVERSITY
!S IN #ATEGORY THE ĎčĊ IS A NECESSARY COMPONENT IN 9IDDISH BUT

@EACH OTHER CAN OFTEN BE LEFT OUT IN %NGLISH EG
ČĜĖĚĔĳěđìąďĎċēĸĖĜČīĊ
4HEYRE MEETING LITERALLY EACH OTHER AT THE CONCERT
3. PASSIVE
3OMETIMES A VERB WITH ĎčĊ MOST CLOSELY CORRESPONDS TO A PASSIVE
VERB IN %NGLISH EG IS DONE IS HEARD IS MADE &OR EXAMPLE
ĜĖČĚĔĖĸēďĜĉćďĎċČĜĖĈēĉĆčĔĜĖĔīĝĲ
! BEAUTIFUL MELODY IS HEARD LITERALLY HEARS ITSELF THROUGH THE
WINDOW
4. NO PARTICULAR MEANING
3OME VERBS JUST REQUIRE ĎčĊ WITHOUT THE PRONOUN CONVEYING ANY
PARTICULAR MEANING )N THESE CASES JUST MEMORIZE THE VERB TOGETHER
WITH ĎčĊ AS A SINGLE UNIT &OR EXAMPLE
ēćĉćēĆĖĉĉďĎċĆĜĳĊĎčĄ
) WORRY ABOUT $OVID
)F YOU COME ACROSS A NEW VERB WITH ĎčĊ THE CONTEXT USUALLY MAKES IT
CLEAR WHICH CATEGORY IT FALLS INTO )N ADDITION IF YOU WANT TO CONVEY THE
MEANING OF @ONESELF OR @EACH OTHER IT IS GENERALLY POSSIBLE TO ADD ĎčĊ TO
A VERB THAT YOU ALREADY KNOW AND TURN IT INTO A REFLEXIVE OR RECIPROCAL VERB
■ Conjugating verbs with ĎčĊ

6ERBS WITH ĎčĊ CONJUGATE JUST LIKE REGULAR VERBS IN ALL TENSES 4HE ONLY
THING YOU HAVE TO REMEMBER IS THAT THE ĎčĊ ALWAYS GOES DIRECTLY AFTER
THE MAIN CONJUGATED PART OF THE VERB )N THE PRESENT TENSE THIS IS
SIMPLE BECAUSE THE VERB HAS ONLY ONE PART
ďĎċĆĜĳĊĎčĄ
) WORRY
)N THE PAST AND FUTURE IT GOES DIRECTLY AFTER THE AUXILIARY VERB
ČĆĜĳĊĖĆďĎċąĳĈĎčĄ
) WORRIED
ēĆĜĳĊďĎċĐĖĉĉĎčĄ
)LL WORRY
)F YOU WANT TO NEGATE THE VERB PUT ČčĔ=ČĝčĔ after ĎčĊ IN ALL TENSES
čĞĎĕďĎċĆĜĳĊĎčĄ
) DONT WORRY
ČĆĜĳĊĖĆčĞĎĕďĎċąĳĈĎčĄ
) DIDNT WORRY
ēĆĜĳĊčĞĎĕďĎċĐĖĉĉĎčĄ
) WONT WORRY
5 Prices and currencies
7ORDS FOR CURRENCIES EG ČĔĉĸ z ĜĲĐĳć REMAIN IN THE SINGULAR IN CON
JUNCTION WITH NUMBERS EG
čĕĊĹēĚĸĉĸČĕĳěĖĆČĳĈĕĖ
)T COST lFTEEN pound[s]
ĝĳđĴĈēĖĚĜĲĸĐČěĲçĒĳěĖąĐĖĊĕĳćēĖĔčĸĖĆĉČĕĔĖěČĜĳć
9OU CAN lND THE SAME #$ FOR TEN dollar[s] THERE
(ERE ARE THE NAMES OF SOME MORE CURRENCIES THAT ARE PARTICULARLY
RELEVANT TO 9IDDISH SPEAKERS
EURO ĕ¯ ĜĖć ĳĜīĄ

ROUBLE ~ ĜĖć ĐąĉĜ
SHEKEL <đčĐĳěĝ>đč¯ ĜĖć <ĐěĖĝ>Đěĝ
Culture point
Eastern European Jewish music
4HE 9IDDISH SPEAKING WORLD HAS A VAST MUSICAL HERITAGE /NE OF THE
OLDEST FORMS OF MUSIC IS ĞĉĔĊċ LITURGICAL COMPOSITIONS TRADITIONALLY SUNG
BY CANTORS IN THE SYNAGOGUE ON 3HABES AND AT FESTIVALS !NOTHER IS
THE ēĉĆčĔ A WORDLESS MELODY ORIGINALLY POPULARIZED IN (ASIDIC CIRCLES
AS A FORM OF MEDITATION
4HERE IS ALSO A RICH TRADITION OF 9IDDISH FOLK SONGS 4HE LYRICS COVER
AN ENORMOUS RANGE OF SUBJECT MATTER REFLECTING ALL ASPECTS OF *EWISH
LIFE 3OME HAVE NO KNOWN AUTHOR WHILE OTHERS WERE WRITTEN BY POETS
AND THEN ABSORBED INTO THE @FOLK REPERTOIRE &OLK MELODIES MAY DERIVE
FROM THE *EWISH RELIGIOUS TRADITION WITH INFLUENCES FROM VARIOUS
%UROPEAN CULTURES
)N PRE 7ORLD 7AR %ASTERN %UROPE A MUSICIAN WAS KNOWN AS A
@KLEZMER +LEZMORIM PLAYED A VARIETY OF INSTRUMENTS EG VIOLIN ACCOR
DION CLARINET HAMMERED DULCIMER BASS DRUMS IN DIFFERENT SETTINGS
INCLUDING WEDDINGS AND CELEBRATIONS !ROUND THIS TYPE OF MUSIC
WAS ADAPTED INTO A GENRE CALLED @KLEZMER +LEZMER NOW ENJOYS WIDE
SPREAD POPULARITY WITH GROUPS PERFORMING BOTH TRADITIONAL AND
MODERN REPERTOIRES
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.
Exercise 5
Look at the following items and say how much each one costs.
Example ČĜĖćĔĉĈīĉĉĚČĕĳěĖčĊčĉĉĖĐĖČčć
←
ĜĲĐĳćěčĚĜĖĸ
Supplementary text
(Audio 2:16)
4HIS TALE CENTRES ON A dybbuk THE SPIRIT OF A DEAD PERSON THAT POS
SESSES A LIVING BODY AND MUST BE EXORCIZED BY A RABBI 4HE dybbuk
IS A FAMILIAR THEME IN 9IDDISH FOLK CULTURE
ĔĊćĎĕĜĊĆĎĈĝėĈ
ĜĖČĐĖēìĊąčĐĉĚēĊċĜĖČĐĲēĲēĖĉĉĖĆĐĳĒĲĊčĄĐČĖČĝēīĐě ĲēčĄ
ĐČĖČĝēĉĸēć čččćēąĳĈĎĖĐĊĳĐĜĲĸēĖĉĉĖĆČĝčĔēĪĝĐĉěĕĔĊċđĖćĊčĄ
ēĖĔĉĸĖĆēąĳĈīĊēĊċđĖìĔĲēĖĔčĸĖĆĉĚČìĚēĪĝĊčĄĕĖĊĲēĕĳĐĝĲą
ĜĖĆĔčĊĜĖĜĲąĜĖćĔôĉĉĲĎĪĄēĉĄđĉĜĸĜĖīĊēĖĉĉĖĆĊčĄĕĳĉĉēĲĒēĆĔĉčĲ
ēĖĆĔĉĊĖĆČĳĈĜĖēĖĉĉēĜĖĈĉĚĈčċĒĲēĖĉĉĖĆĊčĄĕĖĐĉěěčČďĖĜçĲČčĒ

ēĊċĜĖČĐĲĜĖćČīĜĸĖĆĎčĊČĳĈĐČĖČĝĖĚĔĲĆĕĳćēĉĄĞĉĐčĸëčć
ĜĖćČčĒĕĖáēčĄēĖĉĉĖĆĊčĄĜĖēćčĜĸĉĚĒĉĄěĜĲČĝēĖĉĉĖĆĊčĄĜĖąĳ
ĜĖīĊčĉĉēąĳĈČĝčĔēĪĝđčĄēĐčĉĉīĊĊĲēĕĳĐĝĲąČĳĈĕĳĉĉĈĐčĈě
ēĊċđĖìĔđĖćČĜĳĉĉĎĖĐČĔìĜĸĲēĆĳĊČĔĖěĖĆČĝčĔČĳĈĜĖēĉĄēĊċ

ĊčĄēĉĄĝĸĔ¯ĞĒĆĖēĉĸěĔĲĜěēĜĳĉĉĖĆēĊċĜĖČĐĲĜĖćĊčĄėĉĕđĉĚ
ĈĔĝĈ¯ĝĳĜĜĲĸČěĔĉçēąĜĳČĝĖĆ
ĈĐčĈěĖĚĔĲĆčćēĉĄēĊċĜĖìĔĜĖćēĊċēČĐĲđĖćČĔīĉĉĲąēąĳĈĖĐĲ
ČĳĈēĊċĜĖìĔĜĖćĞĉĐčĸëĈĔĝĈ¯ĝĳĜčćēĖĔĉĉĲćĐĉĝēčĄēĖĆĔĲĆĖĆēĖĔĖĊ

ČĳĈĜĖēĖĆĔčĊČĔĖěĖĆČĝčĔĜĖČĳĈđĖĚĉĐçĜĖąĳĐĪĒĕĳćČĔĸĖĖĆ
đĖĔĉĸĐĉěĕĳćčĉĉēĜĖĈĉĚēěĳĜĝĜĖćĎčĊČĳĈēĉĄĐĳĒĲĎĳĔČĜčąĉĜç
ęĐĲēĉĄēĖĆĔĉĊĖĆĜĖČìĉĉČĳĈĜĖĊćĐĲĈēìĊēĉĸČĒĉěēĊċđĖĔĖąĜĳČĝĖĆ

ĎìĐĆēĊċĜĖìĔĜĖćČĳĈēĊċēČĐĲđĖĔĉĸĐĉěēČĪĐēĖĉĉĖĆĊčĄ
ĊčĄĖĒēĖĉĉěĖĜĝēĉĸČĝĐċĖĆĜĖČĳĈěĉąčćĲĊčĄĕĳćĊĲēĖĔĲČĝĜĲĸ
ēĊċēČĐĲđĖĔĉĸĐĉěĕĳćČĜĖĈĜĖćĎčĊČĳĈēçĖĐĝĒīĈĲđčĄēĖĒĉěĖĆ
čćēĖĆĔčĊĐĖĉĉĎčĄĐĉĝēìĒĊčĄĕĳćēĉĄĐČĖČĝēĉĸēĊċĜĖćēčąĎčĄ
ēĉĆčĔēìĒČĪĐĞĉĐčĸë
čąĜĜĖćČĳĈēĊċĜēčąĜđĉĚēĊċēĆĔĉčđĖćČĆĔĖĜąĖĆēĖĒČĳĈ
ČĚčĄìąĜĲĸēĪĝĊčĄćĜĖĜĖćėĪĄČìĚēìćěĉąčćđĉĚČĆĳĊĖĆ
ČĳČĝĔĲēĖĆĔčĊēĊċēĆĔĉčđĖćēĊĳĐēĉĄĉĜĜĖěčąīĄēìćĉĚēīĆĉČĕĊĉĒ
ēĖĆĔčĊČĜčąĉĜçČĳĈēĊċĜĖĆĔĉčĜĖćēĸĐĳĈĖĆČĝčĔČĳĈĕĳćĜĖąĳĜčć
ĕĔĊċēČĐĲđĖćēĖĉĉĖĆĊčĄĐĉěĕĳćĜĖąĳ
ĐĖĉĉĎčĄČĆĳĊĖĆĜĖČĳĈēĊċĜĐĳĒĲĎĳĔČĜčąĉĜçčąĜĜĖćČĳĈ

ĎčćČĖĉĉĕĳĉĉēĉĆčĔĜĖĔĖČĐĖĊĲĊčĄĕĖēĉĆčĔđĖìĔĲēĖĔĜĖĐĜčć
ēĉĸēĜĖĪČčćēĖĔĖĸĖēĉĄćĜĖĜĖćėĪĄĳćēČďčĐĸĖĔìćēĉĸēĖìĜĸĲą
ēćĖ¯ēĆēčĄđčěčćĚčćĉĚēĉĆčĔđĖćēĖĆĔčĊČĕĖĉĉĉćĄąĈ¯đĐĉĖ
ēĉĄēćčĜĸĉĚēĖĉĉĖĆĊčĄēĊċĜĖČĐĲĜĖćēĉĆčĔđĖćēĖĆĔĉĊĖĆčąĜĜĖćČĳĈ
ČĳĈēĊċĜĖĆĔĉčĜĖćēĊċēĆĔĉčđĖĔĉĸėĉĆđĖćēĊĳĐĜĲĸČĳĈěĉąčćĜĖć
ĐĉěēīĝēìĊČĜĖĈĖĆēąĳĈĖĐĲēĉĄēĖĆĔĉĊĖĆēĉĄĐĪĒĕĳćČĔĸĖĖĆ
Unit Thirteen
ĞĎĈĎĎĘīąĒđĎĹĒėíĕĳĔėċđĎĊĊďĎą
I want to see a new film in Yiddish!

s HOW TO SPECULATE ABOUT POSSIBILITIES
s HOW TO MAKE FULFILLABLE CONDITIONS
s CONVERBS STRESSED PREFIXED VERBS
s HOW TO DECLINE THE ADJECTIVE ĜĖćĔĲ OTHER
s ABOUT 9IDDISH THEATRE AND FILM
Dialogue 1
(Audio 2:18)
4HERES GOING TO BE A SCREENING OF @4HE $YBBUK AT THE *EWISH
CULTURAL CENTRE 2OKHL ASKS $OVID AND +HANE IF THEY WANT TO GO
ČĐčĉĉěčČĕĔčćĜĖČĔĖĚ¯ĜĉČĐĉěēĝčć ččēčĄěĉąčćĜĖćēĊìĉĉČĖĉĉĖĒ ĐċĜ

ēīĆĜčĄ
ĲēąìĜĝĎĳĔėĜĲćĎčĄĜĖąĳēīĆĎčĄĐĖĉĉČìĚēąĳĈĐĖĉĉĎčĄąĪĄ ćĉć
ĕĖčĚĲěčĐçĲ¯ČĲĜĳČěĳć Ďĕ
ĐĳĒĐčĸĪĊĲēĖĊĖĆēĪĝĕĖąĳĈďěĝċąĳĈĎčĄąĪĄČĝčĔĕīĉĉĎčĄ ĈĔċ
ēĲĜěĖēĕĪĜĆĲėĪĄēìĊČĖĉĉĕĳćđīĈĜĖćēčĄēĖĊĖĆĕĖČĕĳĈĉćĜĖąĳ ĐċĜ
ČĳČĝĔĲĜĖąĳēīĆĜĝĸĄĎčĄĐĖĉĉċĉáēąĳĈĐĖĉĉĎčĄąĪĄēĖĊĜčĒĳĐĉĔ ĈĔċ
đĐčĸđĖìĔĲēĖĊĉĚĳĔčěēčĄēīĆČĉĝçĜčĒ ēĖĔĖěěĉąčć ĜĖć
ėĪĄēìĊČĝčĔđĐčĸĜĖćČĖĉĉĳĔčěēčĄēīĆēĐĖĉĉĜčĒąĪĄĜĖąĳ ĐċĜ
ēčĔĖĜĖĚĔĲĆĜĖćēĖĉĉĖĆ ĊčĄĕĳćĝčć čč
ēąĳĈĜčĒĕĳĉĉđĐčĸēĝčć ččĲēĖĊēĉĄđīĈĜĖćēčĄēąìĐąČčĒĕĳĉĉ ĈĔċ

ēĉĄĖĐĖĒĲĒĐćčĸēČčĒĐć ččČĸĪěĖĆąĳĈĎčĄ ēĖĊĖĆ ČĝčĔĎĳĔ
ēĖĊīĊēĊčĉĉĲąČĝčĔĎĳĔēĉĄĐĉĉìČ ēĉĄĝČĔĖĒČĳĆ
Unit 13: I want to see a new film in Yiddish! 195
ĜĖĔīĐěēìćėĪĄēĖĊīĊēĊĉĒĜčĒēĐĖĉĉēĳČĕĳćēĐĖĉĉĜčĒąĪĄĜĖąĳ ĐċĜ
ĳĔčěēčĄēīĆČĐĳĉĉĖĆąĳĈĎčĄĖčĊčĉĉĖĐĖČ
ēĉĄěčČĕĔčćěĉąčćĜĖćēĖĊĉĚĜčćČčĒēīĆĐĖĉĉĎčĄĆĔĉĔĖćĜĳēčĄĉĔ ćĉć
ĎĳĉĉČčĒĕĖčĚĲěčĐçĲ čćēěčćĔĖ
ēĖĒĐčĸĖĜĖćĔĲčćēĖĊĉĚěčČĝĜĖĔĳćĜčĒĉĚēĖĒĉěĜčĄČĔĖěēĲćēĉĄ ĈĔċ
ĎčĄĐĖĉĉĎĳĉĉēīĄēčĄēĖĒĐčĸĖĝčć ččĖČĐĲĐčĸĪĊĲēĖĊĐĖĉĉĎčĄąĪĄ ĐċĜ
ĕìĉĉēĉĄęĜĲĉĉĝėĪĄęĐĲēĖĊ ēąīĈĔĳ
Vocabulary
TO SHOW ēĊčĉĉĖĆēĊìĉĉ
CULTURE ē¯ čć ĜĉҔČĐĉě
CENTRE ĕ¯ ĜĖć ĜĖČĔĖĚ
APPLICATION ĕ¯ čć ĖčĚĲěčĐçĲ
DESIRE ~ ĜĖć <ěĖĝīď>ěĝċ
SCREEN ēĖ¯ ĜĖć ēĲҔĜěĖ
STRENGTH POWER ENERGY <ĕĖďĪě>Ğĉ¯ ĜĖć <ĎĖĪě>ċĉá
INSTEAD OF ČĳҔČĝĔĲ
POINT IN THE ABOVE CONTEXT <đčĔĳčĔčĄ>đč¯ ĜĖć <ēĖčĔčĄ>ēčĔĖ
'OD ĜĖČĖĆ ĜĖć ČĳĆ
DEVIL đčĔĳĐĉĉìČ ĜĖć ĐĉĉìČ
TO MANAGE TO DO IN TIME ēĊčĉĉĲąēĊìĉĉĲą
THEN ēĲć
Idiom
TO FEEL LIKE ěĝċēąĳĈ
Language point
1 Fulfillable conditions
)N 9IDDISH WHEN YOU WANT TO SAY THAT SOMETHING MIGHT HAPPEN IN

THE FUTURE IF A PARTICULAR CONDITION IS MET YOU USE A CONSTRUCTION CALLED
196 Unit 13: ĞĎĈĎĎĘīąĒđĎĹĒėíĕĳĔėċđĎĊĊďĎą
A @FULFILLABLE CONDITION 9OU SAW SEVERAL EXAMPLES OF THIS IN $IALOGUE

&OR EXAMPLE $OVID SAID
ēīĆĎčĄĐĖĉĉČìĚēąĳĈĐĖĉĉĎčĄąĪĄ
)F ) HAVE TIME )LL GO
! FULFILLABLE CONDITION IS MADE UP OF TWO CLAUSES 4HE FIRST IS A DEPENDENT

CLAUSE STATING THE CONDITION EG @)F ) HAVE TIME )T IS FORMED LIKE THIS
OBJECT IF RELEVANT + FUTURE TENSE VERB + SUBJECT + IF ąĪĄ

←
Example ČìĚ + ēąĳĈĐĖĉĉ + ĎčĄ + ąĪĄ

←
ČìĚēąĳĈĐĖĉĉĎčĄąĪĄ
)F ) HAVE TIME
4HIS IS ALMOST THE SAME AS %NGLISH EXCEPT THAT IN 9IDDISH THE VERB
IS IN THE FUTURE TENSE WHILE IN %NGLISH IT IS IN THE PRESENT
4HE SECOND CLAUSE IS AN INDEPENDENT CLAUSE TELLING US WHAT WILL
HAPPEN IF THE CONDITION GIVEN IN THE FIRST CLAUSE IS MET 4HIS @OUTCOME
CLAUSE IS FORMED AS FOLLOWS
OBJECT + INlNITIVE + SUBJECT + FUTURE AUXILIARY

IF RELEVANT VERB
←
Example ĳĔčěēčĄ + ēīĆ + ĎčĄ + ĐĖĉĉ

←
ĳĔčěēčĄēīĆĎčĄĐĖĉĉ
)LL GO TO ;THE= CINEMA
4HE MOST IMPORTANT POINT TO NOTE HERE IS THAT BECAUSE THIS IS AN

INDEPENDENT CLAUSE FOLLOWING A DEPENDENT ONE INVERSION OCCURS AND
SO THE FUTURE AUXILIARY VERB COMES BEFORE THE SUBJECT
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
THERE IS NO INVERSION IN THE @CONDITION CLAUSE AND THERE IS USUALLY NO
COMMA BETWEEN THE TWO CLAUSES
ČìĚēąĳĈĐĖĉĉĎčĄąĪĄēīĆĐĖĉĉĎčĄ
)LL GO IF ) HAVE TIME
Exercise 1
Change these statements into fulfillable conditions.
Example ĐĖĉĉČìĚēąĳĈĐĖĉĉĎčĄąĪĄ
← 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
Exercise 3
Use fulfillable conditions to answer these questions.
ČĔìĈĳĔčěēčĄēīĆĉČĕĖĉĉČìĚēąĳĈČĕĖĉĉĉćąĪĄ
ēĖĊĉČĕĖĉĉĕĳĉĉĳĔčěēčĄēīĆČĕĖĉĉĉćąĪĄ 2
IN THE MIDDLE ēČčĒēčĄēĊĳĐĜĲĸĉČĕĖĉĉČďĖĐĝēìĊČĖĉĉđĐčĸĜĖćąĪĄ 3
ěĜĲçēčĄēīĆĉČĕĖĉĉēĆĜĳĒēĖĔìĝČĖĉĉēĉĊčćąĪĄ 4
đīĈĜĖćēčĄēąìĐąĉČĕĖĉĉēĆĜĳĒēĆĖĜĲēīĆČĖĉĉĕĖąĪĄ 5
Dialogue 2
(Audio 2:19)
2OKHL AND $OVID ARE AT +HANES WATCHING 9IDDISH FILMS
2OKHL LAMENTS THE LACK OF NEW 9IDDISH FILMS AND DRAMA
ēĖĒĉěĖĆĕĪĜĲĊčĄĕĖĜĖąĳēīĝĜĖīĊēĖĉĉĖĆĊčĄĐćčĸēČčĒĐć čč
ĐċĜ
ēĲĜĲĸĊčĄĕĜĖąĳĝčć ččėĪĄđĐčĸđĖìĔĲēĖĊĐčĉĉĎčĄ ēčĄ
ěčĔīĉĉĪĊĲ
ėĪĄēĚĔĲĆēčĄđĐčĸĜĖìĔĲĊčĄĕĳć ČĸĖĝĖĆĲēĖĊĖĆĉČĕĳĈ
ćĉć
ĝčć čč
ĝčć ččėĪĄēìĊđëĕĈĆĜćĒĜĖěčĜĖćčĔĲĊĲėĪĄēĖĉĉĖĆĊčĄđĐčĸĜĖć ĐċĜ
ĈûĖĒĈ¯ĜĉçčĕēěĜĲČĝĲēąĳĈĎĪĄėĜĲćđĐčĸĜĖć¯ĆĉĔĖĆ ČĝčĔĊčĄ
ĎīĝĕĳĉĉēĉĄĞĉĜçá ėĪĄĕĖĆĪČČĝčĔĲ ēĜĳčČěĲĖČĉĆēĉĄ

ĐčĸĪĊĲĳČĝčĔēĖĔĖĊĕĖĜĖĕĖą ĎĕēīěČĝčĔĶĚĒĜĖćĊčĄĜĖČĲĖČ
ČĐĖĉĉĜĖćėĪĄĕĜĖČĲĖČĖĝčć čč
ĜčĄČĔīĒĕĳĉĉĖĕĖčçĖĝčć ččĲēČīĜĆĉĚēīĐĲĜčĒēĖĔĖěĜĝĸĄĉĔ ćĉć
ĖďĐĖĊĲėĪĄČìĚČĳĈĜĖĉĉĜĖąĳěĔĲćĖĆĜĖĔīĝĲĊčĄĕĳć
ĐċĜ
ēČěĖčĳĜç
ĲēąìĐěĕĪĄēĖěĖĒĈûĖĒĖìĔĲēČďĲĜČĕĪĄēīĐĲČĝčĔėĜĲćĖĒ ćĉć
ĜĖćĔĲēĲēĉĸĜĖćĳēĚĜçĐčēĖĒďčĐĖđĉĐĝēĉĸĜĝĸĄ ĖĕĖčçĖČĉĆ
ēčĐČìĚ ēĜĈĲčĉĉĜĖąìĜĝēČĉĆ
ēąīĈĔĳĜčĒĳĐĉĔ ĈĔċ
Ėĝčć ččĖìĔēĖĊČĐĳĉĉĖĆĜĳĔąĳĈĎčĄĜĖąĳČīĈĜĖČĔĉĊĖĆēĳČąīĈ
ĐċĜ
ĖĝĜĳĕčĝĊĖĜēĉĄĖĕčĜČěĲēĲēĜĖĉĉ ČĝčĔēĖĒĐčĸ
ēĖěĖĒčĉĉēĐĖĉĉēĖĒėĜĲćĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊĲĉĔ ćĉć
Vocabulary
CAME OUT SEE LANGUAGE POINT ēĖĒĉěĕĪҔĜĲ← ēĖĒĉěĖĆĕĪҔĜĲ
FEW LITTLE ěčĔīĉĉ
BUSINESS SHOP DEAL ē¯ ĕĳć ČĸĖҔĝĖĆ
LOW ěčĜĖćčҔĔ
LEVEL Ğĉ¯ čć <ĖĆīĜćĲĒ>ĈĆĜćĒ
JUST FOR NO REASON <đĲČĕ>đëĕ
PLOT Ğĉč¯ ĜĖć <ĖĕìĒĲĜĖçčĕ>ĈûĖĒĈ¯Ĝĉçčĕ
OTHERWISE ČĝčҔĔĲ
TO BE USEFUL GOOD FOR SOMETHING Č¯ĖĆēĆĪČ
CEREMONY TRADITIONALLY DONE JUST <ĕĖĜĳçĲě>ĞĉĜçá
BEFORE 9OM +IPPUR THE $AY OF
!TONEMENT IN WHICH A CHICKEN
OR ITS EQUIVALENT IN MONEY IS
RITUALLY GIVEN AS A SIN OFFERING
RELATING TO <ĎĖìĝ>Ďīĝ
PLAY ĕ¯ čć ĖĕĖčç
SUCH USED WITH PLURAL NOUNS ĖďĐĖĊĲ
PROJECT ē¯ ĜĖć ČěĖҔčĳĜç
TO INVENT SEE LANGUAGE POINT ēČďĲĜČĕĪҔĄ
TO CHOOSE SEE LANGUAGE POINT ēąìĐěĕĪҔĄ
3HOLEM !LEICHEM PSEUDONYM đďčĐĖđĉĐĝ
OF 9IDDISH AUTHOR 3HOLEM
2ABINOWITZ n SEE
SUPPLEMENTARY TEXT 5NIT
9 , 0ERETZ 9IDDISH AUTHOR <ęĖĜĖç>ęĜçĐč
n SEE SUPPLEMENTARY
TEXT 5NIT
!ARON :EITLIN 9IDDISH AUTHOR ēčĐČìĚ<ēĜĲ>ēĜĈĲ
n
START IMPERATIVE SEE LANGUAGE ēĳČąīĈ
POINT
IN GOOD HEALTH ČīҔĈĜĖČĔĉĊĖĆ
ACTRESS ĕ¯ čć ĖĕčĜČěĲ
FEMALE DIRECTOR ĕ¯ čć ĖĝĜĳĕčĝĊĖĜ
Idioms and proverbs
SYNONYM OF ĳćēĖĔĖĊ=ĊčĄĕĖ ēĲҔĜĲĸēĖĔĖĊ=ĊčĄĕĖ

TO BE GOOD FOR NOTHING LITERALLY ĞĉĜçáėĪĄēĆĪČ
GOOD FOR THE KAPORES CEREMONY
AS FOR REGARDING Ďīĝĕĳĉĉ
FOLLOWING IMPERATIVE SIMILAR TO @BY ČīҔĈĜĖČĔĉĊĖĆ
ALL MEANS OR @ FOR ALL ) CARE
EG @"Y ALL MEANS START @3TART
FOR ALL ) CARE
)F YOU CANT ;DO= WHAT YOU WANT
ĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊĲ
WANT WHAT YOU CAN ;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
@CONVERBS OR @STRESSED PREFIXED VERBS !S THE SECOND NAME INDICATES
THESE VERBS HAVE A PREFIX THAT GETS THE ACCENT WHEN THE WORD IS
PRONOUNCED 4HERE ARE SEVERAL OF THESE IN $IALOGUE FOR EXAMPLE
ēĖĒĉěĖīĝĳ COME OUT ēąīĈĕĴ START 4HE BOLD PART OF THE WORD IS THE
STRESSED PREFIX #ONVERBS RESEMBLE UNSTRESSED PREFIXED VERBS IN TWO
WAYS THEY ARE DERIVED FROM @BASE VERBS AND THE RELATIONSHIP
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
MORE THAN PREFIXES AS OPPOSED TO JUST AND THEY CONJUGATE
DIFFERENTLY
&IRST LETS LOOK AT HOW TO CONJUGATE CONVERBS AND THEN WELL
EXAMINE THE MEANINGS OF THE DIFFERENT PREFIXES
■ Conjugating converbs
4HE INFINITIVE OF CONVERBS ALWAYS CONSISTS OF A STRESSED PREFIX FOLLOWED
BY THE @BASE WHICH OPERATES ACCORDING TO THE NORMAL RULES OF INFINITIVES
IE SOME END IN ē¯ AND SOME IN ēĖ¯
)N THE PRESENT TENSE THE PREFIX SEPARATES FROM THE BASE AND GOES
AFTER IT &OR EXAMPLE
ĖīĝĳīĆĎčĄ ← ēīĆĖīĝĳ
) GO out TO GO out
)F YOU WANT TO NEGATE THE VERB INSERT ČčĔ=ČĝčĔ AFTER THE BASE AND BEFORE
THE PREFIX
ĖīĝĳČĝčĔīĆĎčĄ
) DONT GO out
(ERE IS THE COMPLETE PRESENT TENSE CONJUGATION OF ēīĆĕĪĜĲ
0LURAL 3INGULAR
ĕĪĜĲēĖīĆĜčĒ ST PERSON ĕĪĜĲīĆĎčĄ ST PERSON

PLURAL SINGULAR
ĕĪĜĲČīĆĜčĄ 2ND PERSON ĕĪĜĲČĕīĆĉć 2ND PERSON
PLURAL SINGULAR
ĕĪĜĲēĖīĆīĊ 3RD PERSON ĕĪĜĲČīĆĕĖ=čĊ=ĜĖ 3RD PERSON
PLURAL SINGULAR
4O FORM THE PAST TENSE OF A CONVERB FOLLOW THESE STEPS

&IRST REMOVE THE PREFIX THEN PUT THE BASE VERB INTO THE PAST TENSE
IE CHOOSE THE CORRECT HELPING VERB ēąĳĈ OR ēìĊ FOLLOWED BY THE
PAST PARTICIPLE )F YOU KNOW THE BASE VERB THIS IS EASY IF YOU DONT
YOU CAN FIND IT IN THE GLOSSARY OF THIS BOOK OR IN A 9IDDISH DICTION
ARY &OR EXAMPLE
ēĖĒĉĔĖĆąĳĈĎčĄ ← ēĖĒĖĔ ← TAKE OUT ēĖĒĖĔĖīĝĳ
ēĖĆĔĲĆĖĆēčąēčĄ ← ēīĆ ← ēīĆĖīĝĳ
.EXT ATTACH THE PREFIX DIRECTLY TO THE PAST PARTICIPLE
ēĖĒĉĔĖĆĖīĝĳąĳĈĎčĄ ← ēĖĒĉĔĖĆąĳĈĎčĄ
ēĖĆĔĲĆĖĆĖīĝĳēčąĎčĄ ← ēĖĆĔĲĆĖĆēčąĎčĄ
.OTE THAT THE STRESS STAYS ON THE PREFIX RATHER THAN MOVING TO THE
VERBS PENULTIMATE SYLLABLE
)F YOU WANT TO ADD ČčĔ=ČĝčĔ PUT IT AFTER THE AUXILIARY VERB AS YOU
WOULD WITH AN UNPREFIXED VERB
ēĖĆĔĲĆĖĆĕĪĜĲčĞĎĕēčąĎčĄ ← ēĖĆĔĲĆĖĆĕĪĜĲēčąĎčĄ
4O FORM THE FUTURE TENSE OF A CONVERB PUT THE INFINITIVE FORM AFTER THE
FUTURE AUXILIARY VERB
ēīĆĕĪĜĲĐĖĉĉĎčĄ
)LL GO OUT
!GAIN ČčĔ=ČĝčĔ GOES DIRECTLY AFTER THE AUXILIARY VERB
ēīĆĕĪĜĲčĞĎĕĐĖĉĉĎčĄ
) won’t GO OUT
)N THE IMPERATIVE AS IN THE PRESENT TENSE THE PREFIX SEPARATES FROM

THE BASE AND GOES AFTER IT
ĕĪĜĲ Č īĆ
'O OUT
!S USUAL ČčĔ=ČĝčĔ GOES AFTER THE BASE VERB
ĕĪĜĲčĞĎĕ Č īĆ
Don’t GO OUT
)F ĉĚ IS USED IN CONJUNCTION WITH THE INFINITIVE OF A CONVERB IT GETS

SANDWICHED BETWEEN THE PREFIX AND THE BASE
ēīĆĊěĕĪĜĲąčĐČĝčĔČĳĈĈĔċ
+HANE DOESNT LIKE TO GO OUT
&INALLY NOTE THAT CONVERBS MAY APPEAR IN CONJUNCTION WITH ĎčĊ )N SUCH
CASES ĎčĊ GOES DIRECTLY AFTER THE CONJUGATED PART OF THE VERB AS EXPECTED
ėĪĄďĎċçĲďĎčĄ
) WAKE UP
ČçĲďĖĆĸĪĄďĎċąĳĈĎčĄ ĎčĊēçĲďĸĪĄ
←
) WOKE UP TO WAKE UP
ČçĲďĖĆĸĪĄČĝčĔďĎċąĳĈĎčĄ
) DIDNT WAKE UP
■ Meaning of converbs
#ONVERB PREFIXES CAN BE DIVIDED INTO TWO CATEGORIES DEPENDING ON
MEANING $ONT WORRY BOTH CATEGORIES CONJUGATE IN THE SAME WAY
#ATEGORY CONSISTS OF PREFIXES HAVING SOMETHING TO DO WITH DIRECTION
EG ¯ĔìĜĲ IN ¯ĕĪĜĲ OUT ¯çĳĜĲ DOWN ¯ĸĪĜĲ UP ¯ĒĉĜĲ AROUND
4HESE PREFIXES CAN BE ADDED MECHANICALLY TO ANY VERB HAVING SOME

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
COMBINATION OF THAT ACTION AND THAT DIRECTION &OR EXAMPLE
ēĖĒĉěĕĪĜĲ = ēĖĒĉě + ¯ĕĪĜĲ

COME OUT COME OUT
ēĸĪĐĒĉĜĲ = ēĸĪĐ + ¯ĒĉĜĲ

RUN AROUND 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
JUGATED PART OF THE VERB AS IN
ąĉČĝēčĄĜĖďčąčćĔíĝĳČĒĖĔĜĖ
(E TAKES THE BOOKS INTO THE HOUSE
"UT OFTEN THEY CAN GO IN THE MIDDLE OR AT THE END AFTER ANY DIRECT
ANDOR INDIRECT OBJECTS
ąĉČĝēčĄĔíĝĳĜĖďčąčćČĒĖĔĜĖ
ĔíĝĳąĉČĝēčĄĜĖďčąčćČĒĖĔĜĖ
(E TAKES THE BOOKS INTO THE HOUSE
(ERE IS A COMPLETE LIST OF #ATEGORY PREFIXES 9OU CAN USE THEM TO

WORK OUT THE MEANING OF NEW CONVERBS
IN ¯ĔìҔĜĲ THROUGH ¯ďĜĉć Ĳ

WITH ¯ČčĒ AWAY ¯ěĖҔĉĉĲ
AFTER ¯ĎĳĔ OPPOSITE ¯ĔĆĖěČĔĲ
BY ALONGSIDE ¯ìҔąĜĲĸ DOWN ¯ĜĖćčĔĲ
IN ADVANCE ¯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
PRECISE RELATIONSHIP IS NOT ALWAYS PREDICTABLE &OR EXAMPLE IT IS EASY
TO SEE THAT THERE IS A CONNECTION BETWEEN ēćĖĜ SPEAK AND ēćĖĜĔìĄ

PERSUADE BUT IT IS DIFFICULT TO WORK OUT EXACTLY HOW THE MEANING
@PERSUADE WAS REACHED BY ADDING THE PREFIX ¯ĔìĄ TO THE BASE VERB
AND THERE IS NO WAY OF PREDICTING WHAT THE SAME PREFIX WILL MEAN
WHEN ADDED TO A DIFFERENT BASE VERB )N OTHER CASES IT IS VERY DIFFICULT
TO IDENTIFY ANY KIND OF LINK BETWEEN THE BASE AND PREFIXED VERBS
EG ēĜĖĈ @HEAR VS ēĜĖĈĸĪĄ @STOP ēąīĈ @LIFT VS ēąīĈĔĳ @START 4HERE ARE
SOME PATTERNS GOVERNING THE USE OF #ATEGORY PREFIXES BUT THEY ARE
NOT CLEAR ENOUGH TO BE USEFUL AT THIS STAGE SO ITS BETTER JUST TO
MEMORIZE THE MEANING OF INDIVIDUAL CONVERBS AS YOU ENCOUNTER THEM
.OTE THAT #ATEGORY PREFIXES IN THE PRESENT TENSE GENERALLY FOLLOW
THE CONJUGATED PART OF THE VERB RELATIVELY CLOSELY RATHER THAN GOING AT
THE END OF THE SENTENCE
ĖĕĖčçĲĊěēČīĜĆīĊ
4HEYRE PUTTING ON LITERALLY PREPARING A PLAY
(ERE IS A LIST OF COMMON #ATEGORY PREFIXES !LTHOUGH FAMILIARIZING

YOURSELF WITH THESE PREFIXES WONT NECESSARILY HELP YOU WORK OUT THE
MEANING OF NEW CONVERBS IT WILL ENABLE YOU TO RECOGNIZE THEM AS
SUCH AND THEREBY ALLOW YOU TO CONJUGATE THEM CORRECTLY
¯ìą ¯ĜĖąčĄ ¯ĕĪĄ

¯Ĝĳĸ ¯ĔìĄ ¯ĸĪĄ
¯ĉĚ ¯Ĕĳ ¯ĒĉĄ
¯çĳ ¯ĜĖČĔĉĄ
3 Declining the adjective ĝėĈĕĳ (other)
4HE ADJECTIVE ĜĖćĔĲ TAKES THE SAME GENDER AND CASE SUFFIXES AS OTHER
ADJECTIVES WHEN IT FOLLOWS THE DEFINITE ARTICLE OR A POSSESSIVE ADJECTIVE
EG đĐčĸ ĜĖĜĖćĔĲ ĜĖć zĖĕĖčç ĖĜĖćĔĲ čć z đĐčĸ ĜĖĜĖćĔĲ ēìĊ (OWEVER
WHEN FOLLOWING THE INDEFINITE ARTICLE OR THE NEGATIVE ARTICLE ēīě AS WELL
AS WHEN USED IN CONJUNCTION WITH A PLURAL INDEFINITE NOUN IT DOES NOT
TAKE GENDER OR CASE SUFFIXES )N SUCH CASES IT HAS ONLY TWO FORMS
THE SINGULAR ĜĖćĔĲ AND THE PLURAL ĖĜĖćĔĲ
đĐčĸĜĖćĔĲēĲĊčĄĕĳć
4HATS ANOTHER MASCULINE NOMINATIVE lLM
ĖĕĖčçĜĖćĔĲēĲĊčĄĕĳć
4HATS ANOTHER FEMININE NOMINATIVE PLAY
đĐčĸĜĖćĔĲēĲēĖĊĖĆąĳĈĎčĄ
) SAW ANOTHER MASCULINE ACCUSATIVE lLM
ēĖĒĐčĸėĜĖćĔĲēĖěĎčĄ
) KNOW OTHER PLURAL 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

Rewrite the following excerpt from Khane’s journal in the past tense.
Check the glossary for any unfamiliar converbs.
ĐĊăāùĂĉĦĉĞĐĦćĊĆĊĈćýøďĊĀħāĄùāùćāøćàĐĦćĊğúĂāøćýøûýû
ĉĞøćĊĊþĉĊĉĊāÛĂĉĦćĊĈĊğĄýĎćħćùğüĐāĆĉĊĉĊāÛĊđāûāāĀāĆ
ĐĊýýđþāøĉĊĄàýýĊĉĊāÛćğďĉĞøĀđāĈćùàĄďĐāĆĐĊùħĀĈĦĉĊĐĊĀĈāø
ćýøûāĆĀĐĊýýûýûćĊĈĊğĄċĞøĐĊüćýøþğùĐĊýýĂāøćĉāĄđĦùýĎ
ćàøĀĬħĄđ
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)
ĞĎĈĎĎĘīąĒđĎĹĔĊąĝėčĳėč

ēĉĸĖčĚčćĲĜČĜĖČĐĲĜĖćēĉĸČĐěčĉĉČĔĲĎčĊČĳĈĜĖČĲĖČĜĖĝčć ččĜĖć
ČìĚ¯đčĜĉçČĐĖČĝĖĆĜĳĸČĳĈĖĒĕĳĉĉĕĖĕĖčçĖĝčĒĳěēĐčçĝ¯đčĜĉç
đĈĜĶĲēĕīĈĖĆČĳĈĜĖČĲĖČēĝčć ččđĖĔĜĖćĳĒđĖĔĉĸĜĖČĳĸĜĖć
ĕĖĒĲĜćĳĐĖĒČĐĖČĝĖĆĜĳĸēĉĄēąčĜĝĖĆČĳĈĜĖ n ēćĲĸćĐĳĆ
ąīĈĔĳēčĄćĔĲĐĕĉĜēĉĄĎìĜČĕĖĖčĔĖĒĉĜēčĄĕĖĕĖčçĖĝčĐĲěčĊĉĒēĉĄ

ĜĉĕĳēĖĉĉĖĆĊčĄĕĖôĉĉćĔĲĐĕĉĜēčĄĐĖčĚĖçĕĜĖĉĉĝēĖĉĉĖĆĊčĄ
ĜĖąĳ ēĉĸĖčĚĉĐĳĉĉĖĜĜĖćĊčąĝčć ččėĪĄĕĖĕĖčçēĐĖČĝĉĚĜĳĸ
ēĉĄćĔĲĐĕĉĜēĐĪçēčĄČčĐąĖĆĜĖČĲĖČĜĖĝčć ččĜĖćČĳĈĜĖČĖçĝ
ēąĳĈĕĳĉĉēć ččēąĳĈđĖćęĉċĲĖçĳĜīĄ¯ċĜĊčĒēĉĸĜĖćĔĖĐĖĜĖćĔĲ

ąīĈĔĳēĉĄēČĔĚĔìĔėĉĕĖçĳĜīĄ¯ĶĜĖĒēĉĄĖěčĜĖĒĲēīěČĜčĜĆčĒčĄ
ĖìĔčćēčĄĕĜĖČĲĖČĖĝčć ččēćĔčĜĆēąĪĈĖĆĔĳČĜĖćĔĉĈĜĳčēČĕěčĚĔĳĉĉĚ
ĜĖČĲĖČēĉĸĖčĚčćĲĜČĖěĜĲČĝĲĜĖīĊČĐěčĉĉČĔĲĎčĊČĳĈĕĖĜĖćĔĖĐ
ěĜĳč¯ĉčĔēĉĄĕĖĜìĄ¯ĕĳĔĖĉąĊčĜĲçēĳćĔĳĐēčĄĝčć ččėĪĄ
ĳćēĖĔĖĊĕĖĕĖĒĖČīĐĜĖĐáēĆĖĉĉĕĖĕĖčçĖĝčć ččēąčĜĝĖĆČĳĈĖĒ
ĝēĉĸěĉąčćĜĖćĐĝĒĐĜĳĐěĐĳĸēĝčć ččđĖĔĉĸēĖĒĲČĝĕĳĉĉĕĖĕĖčç
ĞĉčûĖĒēĉĄĖěčĜĖĒĲēčĄēČĔĲĜĆčĒčĄĖĝčć ččēĆĖĉĉĕĖĒĲĜćēčěĕ¯ĔĲ
đĉĚčĉĉĖçĳĜīĄ¯ċĜĊčĒēčĄēąĖĐēĝčć ččēĉĸēČěĖçĕĲĖĔĖćīĝĜĲĸēĆĖĉĉ
ĕĖĕĖčçČĜčĊĲąēĖĒČĳĈĐĳĒČĸĳĞĉĜĉćēĝčĉĉĚēČěčĐĸĔĳěĐčçĝìą
ČĳĈĖĒđďčĐĖđĉĐĝčĉĉĜĖąìĜĝĖĝčć ččĖČĒčĜĲąēĉĸěĜĖĉĉčćėĪĄ
ČĳĆĐĝĒĐēďĲĜçĝĖĜĖćĔĲēĉĸěĜĖĉĉĖĝčĜĲĜĖČčĐČĜčČçĲćĲĎĪĄ
ČĕĉĲĸĕĖČĖĆėĪĄĎčĊČĚčČĝēĖĔčćĜĳĆĶěĖčēĉĸĐĉĉìČēĉĄĝČĔĖĒ
ČĜĖćĔĉĈĜĳčēČĕěčĚĔĳĉĉĚēĉĸēĜĳčĜĖěčĕìĜćēĉĄĜĖěčĚĔĳĉĉĚčćēčĄ
ėĪĄēĖĒĐčĸČďĲĒĖĆČĳĈĖĒĳĔčěēĝčć ččēĉĸčĐąĸĪĄēĲēĖĉĉĖĆĎĪĄĊčĄ
ĖěčĜĖĒĲēčĄìĕēĉĄēĐĪçēčĄĜěčĖĜĖćĖçĳĜīĄ¯ċĜĊčĒēčĄìĕĝčć čč
ēĖĉĉĖĆēĖĔĖĊēĖĒĐčĸĖĝčć čččćēčĄČĐćĔĲĈĲąČĳĈĖĒĕĳĉĉĕĖĒĖČčć
Đć čččĉĉĕĖčćĖĒĳěĖĝčĐĲěčĊĉĒēĖĉĉĖĆēĖĔĖĊĕĖĕĖĕĖčçčćĉĚĎĖĐĔĖ
ēĉĄēąĖĐēĝčć ččđĖćēĆĖĉĉĕĖĒĲĜćĖĐĖĒĲĒēĉĄĐćčĸēČčĒ
ĎĪĄēĖĔĖĊĕĖĕĖčçĖĝčć ččĎĕĲēĖĔĲĒĳĜĖĝčć ččēĉĸēĖĆĔĉČĖąĜĲĜĖąčĄ
ēčĄĐĉĉìČēĉĄĝČĔĖĒČĳĆēĉĄěĉąčćĜĖćĐĝĒĐčĉĉēĖĒĐčĸēĜĳĉĉĖĆ
ČĳĈĖčĚĲĐčĒčĕĲēĉĄēąĜĉċđĖćąčĐĉĚēĜĳčĜĖěčĚďĖĊēĉĄĜĖěčĚĸĉĸčć
ĜĖąĳČĳĈĖĒēĖĒĐčĸĖĝčć ččĖìĔēĸĲĝČĜĖĈĖĆĸĪĄēĚĔĲĆēčĄČĖĒáēĖĒ
ĜĖćĔĖĐīĐĜĖĐáēčĄĝčć ččėĪĄēĖĆĔĉĐĖČĝĜĳĸĜĖČĲĖČČčĒēĖĉĉĖĆĎčĝĒĒ
ēčĄĖĔčąĕěĐĳĸĜĖćìąĕĖĕĖčçĖĝčć ččēĖĊĎĳĔēĖĒēĖěĆĳČĉĚČĔìĈ

ĊčĜĲçĐĄĜûčĐčçĝìąđĉĚĜĖČĜĖĖĜĖćĔĲēčĄĐĳĒĲēĉĄěĜĳč¯ĉčĔ
ĜĖČĝĜĖĜĖćēĖĒĉěĖĆĕĪĜĲĊčĄ ĜĳčēčĄČĝĖĜĲěĉąēĉĄĆĜĉąĊĲĜČĝ
ĖĝčćčĕċĲēĜĳčĜĖěčĚĸĉĸčćČĔčĊĝčć ččėĪĄēĚĔĲĆēčĄđĐčĸ
ēĖĒĉěĖĆĕĪĜĲĊčĄ ēčĄČĸĖĝĖĆĲČĕīĈĕĳĉĉĖĒĲĜć¯ĐĲĔčĒčĜě

ēìĒ čąĄĞčąĖĒĲĜćĖěčćĐĄĜûččćĝčć ččėĪĄēĚĔĲĆēčĄđĐčĸĲĎĳĔ
ēĉĸČĝĔĖĒĲēĉĸĈûĖĒčćČĐīĚĜĖćĕĳĉĉ ĝ čĖĜąĖĈėĪĄąĉČĝĕĔČĲČ
ēąĜĉċēďĳĔĜĳčĜĳçĲĐĄĜûčēčĄĈČčĐçĈ¯ĞčĜĄĝĜĖć
Unit Fourteen
ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą
I can’t read my emails!

s HOW TO COMPLAIN AND TALK ABOUT PROBLEMS
s HOW TO TALK ABOUT MODERN TECHNOLOGY
s HOW TO MAKE UNFULFILLED CONDITIONS
s HOW TO FORM RELATIVE CLAUSES
s PERIPHRASTIC VERBS
s ABOUT 9IDDISH ON THE )NTERNET
Dialogue 1
(Audio 2:24)
$OVID HAS FORGOTTEN HIS PASSWORD AND CANT OPEN HIS EMAIL
ACCOUNTS (E IS FRUSTRATED BECAUSE HE WANTS TO KNOW IF HE HAS
BEEN ACCEPTED TO DO A 0H$ 2OKHL SUGGESTS PHONING THE
UNIVERSITIES TO ENQUIRE
ČĆĖĜĖĆĸĪĄĪĊĲēčąĎčĄĪĄ ćĉć
ČĜčĕĲçČĳĈĕĳĉĉ ĈĔċ
ēĉĄĕĔďīĚČĜĳĉĉĖĔìĒĖĐĲČčĒĜčçĲçĐěčČĝĕĳćēĜĪĐĜĲĸąĳĈĎčĄ ćĉć
ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĝčĔĎčĄ ēĖěČĚčĄ
ēďīĚČĜĳĉĉēìćČĝčĔĉČĕěĔĖćĖĆ ĈĔċ
ēīěČĲĈĖĆČĝčĔĎčĄČĐĳĉĉēďīĚČĜĳĉĉēìĒČěĔĖćĖĆČĐĳĉĉĎčĄąĪĄ ćĉć
ĎčĄČĐĳĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐĳĉĉĎčĄąĪĄ đĖĐąĳĜç
ėĪĄČĜĲĉĉĎčĄČĔĲĜĳČěĳćĲčĉĉēĖĒĉĔĖĆĔĳ ĎčĒ ČĳĈĖĒčĚČĕôĉĉĖĆ
ēČĖČčĕĜĖĉĉčĔĉĄ ĎĕĲēĉĸĕĜĖĸČĔĖ
Unit 14: I can’t read my emails! 209
ēĖĆĔčĐěĔĳīĊĉČĕĔĖěĜĝĸĄ ĐċĜ
ēčĄēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸĎĕĲĜĖąĳēĲĐçĜĖČĉĆĲĊčĄĕĳć ćĉć
ČĐĳĉĉĕĖēīĆĒīĈĲĐĖĉĉďĊčąēČĜĲĉĉēĊĉĒĐĖĉĉďĊčĄ ĖěčĜĖĒĲ

ĖěĐĖĚĜĖćēĉĸēĖĆĔĉĐěĖĆĔĳČĐĳĉĉĎčĄ ąĪĄěčČĔĳčĲĒĲČĕĳěĖĆ
đĔčċąČĖĒáĖěčĜĖĒĲēĜčĔĳĸĖĐĖČēĖěĎčĄĖěĐĖĚēìĒēĚčĔČĕĔĖěĉć ĐċĜ
ēąĳĈēČĖČčĕĜĖĉĉčĔĉĄĖĜĖĕĳĉĉČĚčĄēĕčĉĉĜĖćĎčĊēĖĔĖěĜčĒ ēĐĖĉĉĪĊĲ
ēĖĒĉĔĖĆĔĳĎčć
ĖĐĲčćČĚčĄēĜčĔĳĸĖĐĖČČĝčĔēĖěĎčĄĪĄěĔĲćĲĆĔĉĔĖćĜĳēčĄ ćĉć
ĐěčČĝēąĐĖĊēĸĪĄēĖĉĉĖĆēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸēĜĖĒĉĔ¯ēĳĸĖĐĖČ
ĕĔďīĚČĜĳĉĉ čćčĉĉĜčçĲç
Vocabulary
ANNOYED UPSET ČĆĖĜĖĆĸĪҔĄ
TO HAPPEN Č¯ēĜčĕĲç
TO LOSE ēĜĳĐĜĲĸ=ēĜĪĐĜĲĸēĜčĐĜĲĸ
PAPER ē¯ ĕĳć ĜčҔçĲç
PASSWORD ĕ¯ ĜĖć ēďīĚČĜĳҔĉĉ
EMAIL ~ ĜĖć ĉĉčĜąĚčĐą
WOULD SEE LANGUAGE POINT ČĐĳĉĉ
TO ACCEPT ēĖĒĉĔĖĆĔĳҔ ēĖĒĖĔĔĳҔ
TO PHONE ēĖĆĔĉĐěĖĆĔĳҔ ēĖĆĔčĐěĔĳҔ
FORTUNE ~ ĜĖć ěčČĔĳčĲĒ
MOBILECELLPHONE ĕ¯ čć ĖěĐĖĚ
FREE OF CHARGE <đĖĔčďĖą>đĔčċą
TO FIND OUT ČĕôҔĉĉĜĖćĎčĊĎčĊēĕčĉĉĜĖć
210 Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą
Language point
1 Unfulfilled conditions
)N 5NIT YOU LEARNED HOW TO TALK ABOUT A FULFILLABLE FUTURE CONDITION

)N ADDITION THERE IS ANOTHER TYPE OF CONDITIONAL SENTENCE IN 9IDDISH
THAT YOU CAN USE TO TALK ABOUT A CONDITION THAT HAS NOT BEEN MET AS
OF THE TIME THAT THE STATEMENT IS MADE 4HERE ARE SEVERAL SUCH @UNFUL-
FILLED CONDITIONS IN $IALOGUE &OR EXAMPLE $OVID SAID
ČĕôĉĉĖĆĎčĄČĐĳĉĉ ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐĳĉĉĎčĄąĪĄ
)F ) COULD READ MY EMAILS ) WOULD KNOW
4HIS DIFFERS FROM A FULFILLABLE CONDITION BECAUSE INSTEAD OF SPECULATING

ABOUT A FUTURE CONDITION THAT MAY BE MET HERE THE POINT IS THAT THE CON
DITION HAS ALREADY FAILED TO BE REALIZED AND SO THE SENTENCE IS PRESENTING
US WITH AN IMAGINARY COUNTERFACTUAL VERSION OF THE PRESENT SITUATION
IN REALITY $OVID can’t READ HIS EMAILS AND THEREFORE doesn’t KNOW
,IKE FULFILLABLE CONDITIONS UNFULFILLED CONDITIONS ARE COMPOSED OF
TWO CLAUSES A DEPENDENT @CONDITION CLAUSE INTRODUCED BY ąĪĄ AND
AN INDEPENDENT @OUTCOME CLAUSE WITH INVERSION OF SUBJECT AND VERB
)N ADDITION WHILE FULFILLABLE CONDITIONS USE THE FUTURE TENSE UNFUL-
FILLED CONDITIONS USE A SPECIAL CONDITIONAL VERB FORM ČĐĳĉĉ 4HIS FORM
IS RELATED TO THE %NGLISH @WOULD BOTH ETYMOLOGICALLY AND IN MEANING
)T CONJUGATES LIKE A PRESENT TENSE VERB
0LURAL 3INGULAR
ĔČĐĳĉĉĜčĒ ST PERSON ČĐĳĉĉĎčĄ ST PERSON

7E WOULD PLURAL ) WOULD SINGULAR
ČĐĳĉĉĜčĄ 2ND PERSON čĖČĐĳĉĉĉć 2ND PERSON

9OU WOULD PLURAL 9OU WOULD SINGULAR
ĔČĐĳĉĉīĊ RD PERSON ČĐĳĉĉĕĖ=čĊ=ĜĖ RD PERSON

4HEY WOULD PLURAL (ESHEIT WOULD 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
IN THE @OUTCOME CLAUSE OF UNFULFILLED CONDITIONS 4HIS IS HOW YOU FORM

EACH CLAUSE OF AN UNFULFILLED CONDITION
‘Condition’ clause
OBJECTS + PAST + ČĐĳĉĉ + SUBJECT + ąĪĄ
IF APPROPRIATE PARTICIPLE ←
Example ČìĚ + ČĲĈĖĆ + ČĐĳĉĉ + ĎčĄ + ąĪĄ

←
ČìĚČĲĈĖĆČĐĳĉĉĎčĄąĪĄ
)F ) HAD TIME
‘Outcome’ clause
OBJECTS + PAST + SUBJECT + ČĐĳĉĉ
IF APPROPRIATE PARTICIPLE ←
Example ĉĉčĜąĚčĐąēìć + ČĜĖĸČĔĖĖĆ + ĎčĄ + ČĐĳĉĉ

←
ĉĉčĜąĚčĐąēìćČĜĖĸČĔĖĖĆĎčĄČĐĳĉĉ
) WOULD ANSWER YOUR EMAIL
!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
ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐĳĉĉĎčĄąĪĄČĕôĉĉĖĆČĐĳĉĉĎčĄ
) WOULD KNOW IF ) COULD READ MY EMAILS
)N ADDITION TO ąĪĄ THE @CONDITION CLAUSE OF UNFULFILLED CONDITIONS CAN

BE INTRODUCED BY ēĖĉĉ OR ĊĲ WITH NO CHANGE IN MEANING
ČĕôĉĉĖĆĎčĄČĐĳĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐĳĉĉĎčĄĔėĊĊ
ČĕôĉĉĖĆĎčĄČĐĳĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐĳĉĉĎčĄċĳ
If ) COULD READ MY EMAILS ) WOULD KNOW
&INALLY NOTE THAT THE 9IDDISH UNFULFILLED CONDITION ACTUALLY CORRESPONDS

TO TWO DIFFERENT %NGLISH CONSTRUCTIONS DEPENDING ON CONTEXT IT MIGHT
REFER TO A COUNTERFACTUAL VERSION OF THE PAST INSTEAD OF THE PRESENT
&OR EXAMPLE THE SENTENCE ABOVE COULD BE TRANSLATED ALTERNATIVELY AS
@)F ) HAD BEEN ABLE TO READ MY EMAILS ) WOULD HAVE KNOWN $ONT
WORRY ABOUT THIS BECAUSE THE CONTEXT WILL SHOW YOU WHICH INTERPRETA-
TION MAKES THE MOST SENSE

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)
$OVID HAS PHONED ALL OF THE UNIVERSITIES AND HAS FOUND OUT THAT
HE HAS BEEN ACCEPTED TO DO A 0H$ IN -ELBOURNE !USTRALIA
-EANWHILE 2OKHL HAS BEEN OFFERED A JOB IN .EW 9ORK .OW +HANE
2OKHL AND $OVID ARE DISCUSSING HOW THEYLL KEEP IN TOUCH
ēĖĔĖěĜčĒēĐĖĉĉčĉĉēĜĳĸěĖĉĉĲČĖĉĉĜčĄĊĲēąĪĐĆČĝčĔēĖěĎčĄ ĈĔċ
ČěĲČĔĳě ēčĄēąìĐą
ēĖĔĖěĜčĒ ČĜĖćĔĉĈĜĳčēČĔĚĔìĔēčĄēąĖĐĜčĒĊĲĉČĕĔīĒĕĳĉĉ
ĐċĜ
ĜĖćėĪĄēĕĖĉĒĝĉĉčĜąĚčĐąēěčĝĖěĐĖĚ ĜĖćėĪĄēćĖĜ

ČĸĲĝČĔìĜĸėĪĄēīĐĲĎčĊ ēĉĸĜĖćĐčąĖìĔēĐĖČĝēĉĄęĖĔĜĖČĔčĄ
ĎĖĐČìĊąĖĉĉ
ĖčĚĲĒĜĳĸĔčĄĖďĖĐĔĖĊĜĖçĐčĸĪĊĲēĐĖČĝĉĚĄĜĉĒČĝčĔĉČĕĳĈĐċĜ ĈĔċ
ēĐĳĊĖĐĲĊĲěĔĲćĖĆđĖćąčĐĪĊĲČĝčĔąĳĈĎčĄ ęĖĔĜĖČĔčĄ ĜĖćėĪĄ
ĜĖćĐčąĖĔìĒėĪĄēěĉěēĉĄĜčĒ ēĆĖĉĉēĖĔĖīĐēĖĔĖě
ĜĖďčĊēĚĔĲĆēčĄĊčĄęĖĔĜĖČĔčĄčćęĐĲĜĲĸĄĜĉĒČĕĳĈĉć ĐċĜ
ĜĖćĜĲĸēąĳĈĄĜĉĒČĝčĔėĜĲćĖĒēĖĐċĜČčĒđčáĕĒēčąĎčĄ ćĉć
ęĖĔĜĖČĔčĄ
ėĪĄĞĉĔĒċĜĎĪĄąĳĈĎčĄĄĜĉĒąĳĈĎčĄĊĲĜĳĔČĝčĔĊčĄĕĖ ĈĔċ
ĖěĐĖĚĲČčĒĜĖČĉčçĒĳěđìąČìĚĖĚĔĲĆčćēĚčĊ ĕĳĉĉēĝČĔĖĒ

đĐĖĔēĝČĔĖĒēĝčĉĉĚēĖĆĔĉćĔčąĜĲĸ ĖĞĒĄ ēĐĖĉĉĪĊĲČĔĲĈĜĖćēčĄ

ēĜĖĉĉ
ęĖĔĜĖČĔčĄĜĖćėĪĄēĕĖĉĒĝēĐĖĉĉćĉćēĉĄĎčĄĪĊĲēďĲĒĜčĒĳĐ
ĐċĜ
ĖĐĖąìČĲČčĒēěčĝīĊēĉĄĉĉčĜąēąìĜĝ ČĕĔĖěĉćēĉĄ
ēĖĊČĖĉĉĜčĄēĖĉĉēąĳĈĈČĜċČĖĉĉĜčĄĜčĒēĉĸěĊĉċČĝčĔČďĲĒ ĈĔċ
ĉĉčĜą ĖĔīĝĖĔìĒ
Vocabulary
CONTACT ē¯ ĜĖć ČěĲҔČĔĳě
TO CHAT Č¯ĖĆēĕĖĉĒĝ
MYSELF YOURSELF ETC ēīҔĐĲĎčĊ
FRIENDSHIP ē¯ čć ČĸĲĝČĔìĜĸ
WEBSITE ĎĖ¯ ĕĳć ĐČìĊąĖҔĉĉ
TO BE AFRAID OF SEE LANGUAGE POINT ĜĲĸ ēąĳĈ<ĖĜĪĒ>ĄĜĉĒ
PERSONAL ĎĖĐĔĖĊĜĖç
INFORMATION ĕ¯ čć ĖčĚĲĒĜĳĸĔčĄ
SAFE SECURE IN THE ABOVE CONTEXT ĜĖďčĊ
TO AGREE WITH SEE LANGUAGE POINT ČčĒ ēìĊ<đĖěĕĲĒ>đčáĕĒ
TO FEEL SORRY FOR TO HAVE PITY ON ėĪĄ ēąĳĈ<ĕĖĔĳĒďĲĜ>ĞĉĔĒċĜ
SEE LANGUAGE POINT
REAL <ĕĖĒĖ>ĞĒĄ
CONNECTION CONTACT ēĖ¯ čć ĆĔĉćĔčąĜĲĸ
TO DISAPPEAR SEE LANGUAGE POINT ēĜĖĉĉ<đĖĐīĔ>đĐĖĔ

DOVE PIGEON ē¯ čć ąĪČ← ĖĐĖąìҔČ
TO MAKE FUN OF SEE LANGUAGE POINT ēĉĸ ēďĲĒ<ěĖĊĪď>ěĊĉċ
TO REGRET SEE LANGUAGE POINT 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
&OR EXAMPLE
ĐċĜČĕīĈĜĖČĉčçĒĳěđìąČĚčĊĖĴĊĊĝČĔĖĒĜĖć
4HE PERSON who IS SITTING BY THE COMPUTER IS CALLED 2OKHL
ČĜčĚčĐçĒĳěēĖĉĉĖĆĊčĄēĕĖĆĜĲĸąĳĈĎčĄĖĴĊĊēďīĚČĜĳĉĉĜĖć
4HE PASSWORD that ) FORGOT WAS COMPLICATED
(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
SUFFIXES AS A NORMAL ADJECTIVE EXCEPT THAT THE NEUTER NOMINATIVE FORM
IS ĕĖďĐĖĉĉ &OR EXAMPLE
ćĉćČĕīĈĖěĐĖĚĲėĪĄČćĖĜĝėĐđėĊĊĝČĔĖĒĜĖć
4HE PERSON whoS SPEAKING ON A MOBILE IS CALLED $OVID
ēĖĒďčĐĖđĉĐĝēĉĸĊčĄēĖīĐĎčĄĖėĐđėĊĊĎĉąĕĳć
4HE BOOK that )M READING IS BY 3HOLEM !LEICHEM
ĜĖďĐĖĉĉ IS PARTICULARLY COMMONLY USED WHEN THE RELATIVE PRONOUN IS

SERVING AS AN INDIRECT OBJECT FOLLOWING A PREPOSITION &OR EXAMPLE
ČĜĖĈĖĆąĳĈĎčĄĝėĐđėĊĊĔćėĊĊĪĜĸčćĊčĄĕĳć
4HATS THE WOMAN about whom ) HEARD
ēĖĒĖĐąĳĜçČĲĈĖĆąĳĈĎčĄĔĐđėĊĊčĎēĜĖČĉčçĒĳěĜĖćĊčĄĕĳć
4HATS THE COMPUTER with which ) HAD PROBLEMS
!DDITIONALLY IF THE ANTECEDENT IS A PERSON AND THE RELATIVE PRONOUN IS

FUNCTIONING AS A DIRECT OR INDIRECT OBJECT YOU CAN USE ēĖĒĖĉĉ CORRES
PONDING TO THE %NGLISH RELATIVE PRONOUN @WHOM INSTEAD OF ĕĳĉĉ OR
ĜĖďĐĖĉĉ &OR EXAMPLE
ĐċĜČĕīĈēĖĊĖĆąĳĈĎčĄĔėēėĊĊĝČĔĖĒĜĖć
4HE PERSON whom ) SAW IS CALLED 2OKHL
ĐċĜČĕīĈČćĖĜĖĆąĳĈĎčĄĔėēėĊĊČčĒĝČĔĖĒĜĖć
4HE PERSON WITH whom ) SPOKE IS CALLED 2OKHL
4HE POSSESSIVE FORM OF ēĖĒĖĉĉ IS ĕĔĖĒĖĉĉ WHOSE
ĜĖČĉčçĒĳěđìąČĚčĊĐċĜĊčĄēĖĒĳĔĖĕėēėĊĊĝČĔĖĒĜĖć
4HE PERSON whose NAME IS 2OKHL IS SITTING BY THE COMPUTER
4HERE ARE OTHER WAYS OF FORMING RELATIVE CLAUSES IN 9IDDISH BUT YOU
CAN LEARN THEM AT A LATER STAGE OF STUDY
3 Periphrastic verbs
4HERE IS ANOTHER CATEGORY OF VERBS IN 9IDDISH CALLED @PERIPHRASTIC

VERBS 9OU ARE ALREADY FAMILIAR WITH TWO COMMON PERIPHRASTIC VERBS
ēąĳĈąčĐ AND ēąĳĈČĔìĸ )N $IALOGUE YOU ENCOUNTERED A FEW MORE
EG ēìĊđčáĕĒ z ēĜĖĉĉđĐĖĔ 4HESE VERBS ARE ALL MADE UP OF TWO PARTS
@PERIPHRASTIC MEANS SOMETHING WITH MORE THAN ONE PART A CONJUGATED
PART EG ēąĳĈ z ēìĊ AND AN UNCHANGING PART EG ąčĐ z đčáĕĒ 4HE
UNCHANGING PART GIVES THE MEANING OF THE VERB WHILE THE CONJUGATED
PART FUNCTIONS AS AN AUXILIARY VERB 5NLIKE PREFIXED VERBS PERIPHRASTIC
VERBS CANNOT BE DIVIDED INTO DIFFERENT CATEGORIES OF MEANING DEPEND-
ING ON THE AUXILIARY VERB OR UNCHANGING PART JUST LEARN THE MEANING
OF EACH ONE AS YOU ENCOUNTER IT /FTEN THE UNCHANGING PART OF PERI-
PHRASTIC VERBS DERIVES FROM loshn-koydesh EG đčáĕĒ z ĈČĜċ BUT NOT
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
4HE INFINITIVE OF PERIPHRASTIC VERBS ALWAYS STARTS WITH THE UNCHANG-

ING PART FOLLOWED BY THE AUXILIARY VERB EG ēìĊ đčáĕĒ 4O FORM THE
PRESENT TENSE REVERSE THE ORDER
0LURAL 3INGULAR
ēĖĔìĊ=ēĖĔĖĊĜčĒ ST PERSON đčáĕĒēčąĎčĄ ST PERSON

đčáĕĒ PLURAL SINGULAR
đčáĕĒČìĊĜčĄ 2ND PERSON đčáĕĒČĕčąĉć 2ND PERSON

PLURAL SINGULAR
ēĖĔìĊ=ēĖĔĖĊīĊ RD PERSON đčáĕĒĊčĄĕĖ=čĊ=ĜĖ RD PERSON

đčáĕĒ PLURAL SINGULAR
4O NEGATE PUT ČčĔ=ČĝčĔ BETWEEN THE TWO PARTS IE AFTER THE CONJUGATED
PART AS USUAL
đčáĕĒčĞĎĕēčąĎčĄ
) don’t AGREE
4O FORM THE PAST TENSE FIRST PUT THE CONJUGATED AUXILIARY VERB INTO
THE PAST AND THEN STICK THE UNCHANGING PART BETWEEN THE TWO PARTS
OF THE CONJUGATED VERB
ČĲĈĖĆĆĎđąĳĈĎčĄ ← ČĲĈĖĆąĳĈĎčĄ ← ēąĳĈąčĐ

ČďĲĒĖĆĜċĊČąĳĈĎčĄ ← ČďĲĒĖĆąĳĈĎčĄ ← ēďĲĒěĊĉċ
ēĖĒĉĔĖĆđĬčĕĴąĳĈĎčĄ ← ēĖĒĉĔĖĆąĳĈĎčĄ ← ēĖĒĖĔĐīČĔĳ
4O NEGATE PUT ČčĔ=ČĝčĔ DIRECTLY AFTER THE CONJUGATED PART
ĖĕĖčçĜĖćēčĄēĖĒĉĔĖĆĐīČĔĳčĞĎĕąĳĈĎčĄ
) didn’t TAKE PART IN THE PLAY
! CURIOUS CHARACTERISTIC OF PERIPHRASTIC VERBS FORMED WITH ēìĊ IS THAT

CONTRARY TO WHAT YOU WOULD EXPECT THEY USE ēąĳĈ AS THEIR PAST TENSE
AUXILIARY VERB 0AY SPECIAL ATTENTION TO THIS POINT BECAUSE IT IS EASY
TO FORGET &OR EXAMPLE
ēĖĉĉĖĆđčáĕĒĆĴĉĎčĄ ← đčáĕĒēčąĎčĄ
(OWEVER PERIPHRASTIC VERBS FORMED WITH ēĜĖĉĉ BEHAVE AS EXPECTED
AND USE ēìĊ AS THEIR PAST TENSE AUXILIARY VERB
ēĜĳĉĉĖĆđĐĖĔċĎąĕĖ ← đĐĖĔČĜĖĉĉĕĖ
4O FORM THE FUTURE START WITH THE FUTURE AUXILIARY VERB AND THEN ADD
THE INFINITIVE OF THE PERIPHRASTIC VERB EG
ēìĊđčáĕĒĐĖĉĉĎčĄ
)LL AGREE
4O NEGATE PUT ČčĔ=ČĝčĔ AFTER THE FUTURE AUXILIARY VERB
ēìĊđčáĕĒčĞĎĕĐĖĉĉĎčĄ
) won’t AGREE
7HEN USING ĉĚ BEFORE THE INFINITIVE OF A PERIPHRASTIC VERB PUT IT BETWEEN
THE TWO PARTS
ēąĳĈĊěĄĜĉĒČĉĆČĝčĔĊčĄĕĖ
)TS NOT GOOD to BE AFRAID
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

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@@@@@@@@@@@@@@@@@@@@@@@@@ĉćČĆĳĊĜĖČĖĸĕćĉć 2
<ēąĳĈĈČĜċ>ČĖąĜĲ
<ēąĳĈąčĐ>ĉĉčĜąĖĔīĝĕĈĔċ@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ
<ēĜĖĉĉ đĐĖĔČĝčĔ>@@@@@@@@@@@@@@@@@@@@@@@@@ ĉĉčĜąĚčĐąĖìĔĖĔìĒĊĲėĳĈĎčĄ 4
<ēąĳĈ ČĔìĸ>ČďĖĐĝĪĊĲĊčĄĕĖđĐčĸđĖìĔđĖć@@@@@@@@@@@@@@@@@@@@@@@ĉć 5
Supplementary text
(Audio 2:28)
ĚėĕĝėčĕĎąĝėĈĘīąĞĎĈĎĎ

ĖĝčćĳĒČĐĲēĲĊčĄĝčć ččĊĲĆĔĉĔīĒĖĝčçčČĳĖĜĖČĕĲēĲĜĲĸĊčĄĕĖ
ĜĖĝčĆĳĐĳĔďĖČĜĖĔĜĖćĳĒĜĖćĉĚČĕĲçĖĆĉĚČĝčĔĎčĊČĳĈĕĳĉĉĎĲĜçĝ
ĈĝĉĜč¯ĜĉČĐĉěĖČĐĲĜĉĄčćçĳČĐĆčçĝĝčć ččĊĲĞĒĄĊčĄĕĝČĳďČĐĖĉĉ
ĖĐĲČčĒĎĲĜçĝĖĔĜĖćĳĒĲĎĪĄĕĖĊčĄěĐĳĸēĝčć ččđĖĔĉĸ
ęĖĔĜĖČĔčĄĜĖćėĪĄĎĪĄĎčĊČĔčĸĖĆĝčć ččĊĲČĕīĈĕĳćĕĖěĉĉĖĝČčç
ĎĲĜçĝ¯ČīĈĜĖćĔčĒĲĎĳćĊčĄĝčć ččĝčĆĳĐĜĳĆĕĳćĊčĄēĞĒĄĜĖćēčĄ
ęĖĔĜĖČĔčĄĜĖćĎĜĉćĜĖąĳĜĖČĔĖĚēĝčĸĲĜĆĳĖĆēīěČĝčĔČĳĈĕĳĉĉ
ēčĄēąìĐąČĐĖĉĉĜĖĚĔĲĆĜĖćĜĖąčĄēĝČĔĖĒĖěčćĔćĖĜĝčć ččēĖĔĖě
ĎĕĲĳćēĖĔĖĊĕĖēĐĲčĜĖČĲĒĖĝčć ččēČīĜçĝĜĲĸēĉĄĆĔĉćĔčąĜĲĸ
ĎčĊēĖĒĖĔĜĲĸĖďĐĖĉĉēĝČĔĖĒĜĲĸĎĖĐĚčĔĜĖīĊēĖĔĖĊĕĳĉĉĎĖĐČìĊąĖĉĉ
ēĉĄĕČĜĖĉĉĜĳĸēĖĆĔĉČìĚĖĝčć 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

s HOW TO TALK ABOUT THINGS YOU USED TO DO IN THE PAST
s THE PAST HABITUAL FORM ĆĖĐĸ
s THE PASSIVE
s DATIVE CONSTRUCTIONS
s HOW TO EXPRESS DESIRE WITH ēĐĳĊ
s ABOUT 9IDDISH LITERATURE
Dialogue 1
(Audio 2:30)
$OVID AND +HANE ARE DISCUSSING MODERN 9IDDISH LITERATURE WITH
2OKHL WHO SPECIALIZES IN THIS FIELD
Čĕčąĉć ĜĖěčĕĲĐěčćēĉĸēĖĔĖīĐĉĚĕĖçĖēĆīĐĜĳĸĜčĒĉČĕĔĖěĐċĜ ćĉć

ēčĶĒ ĲĎĳć
ēĉĸĜĖĒĉĜěĜĖćĖěĝčĸČĔĖīĐĖĆĉČĕĳĈĐčĸĪĊĲēĲĜĲĸĊčĄĕ ĐċĜ
čćĜĖćĳ ēĖĒďčĐĖđĉĐĝēĉĸĕĔĊċđĖćčĕīçĐČĳĒĜĖćĳ 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
ČìĚēīěČĝčĔĎčĄąĳĈĕĔČĚĖĐĜĖąĳĎĕĲēĖĔĖīĐĎčĄĆĖĐĸĜĖčĜĸ ĐċĜ
ēĉĸēĜĳĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ čĊĔáĝĲĜĖćčĜąčć ČčĒĕĳĉĉ
ēĲĒĳĜĜĖČĔďīĚĖĆĕĪĄēĲĊčĄĕĖ ĜĖąĳ ĜĖěčĕĲĐěčćēĉĸđĖĔīĄ
ĕčĉĉĖĝĲą ēąčĜĝĖĆĕĖČĳĈĜĖĉĉ ĈĔċ
ąìĐěĎčĄĕĳĉĉćĳĝĲĊčĄĕĖĖĐĈĔċĜĖĆĔčĊččĜĖćĉĜąēìĊēīĔ
ĐċĜ
ĜĖćēĆĖĉĉēĖĔĜĖĐĉĚĕĳĉĉĎĕĲČĕĳĈĉć¯ĖěčĜĖĒĲēīě ĜĖąčĜĲĎčĊ
ĜĉČĲĜĖČčĐĜĖĝčć čč
Vocabulary
TO SUGGEST ČĆīĐĖĆĜĳҔĸ ēĆīĐĜĳҔĸ
CLASSIC AUTHOR OF 9IDDISH LITERATURE ¯=ĕ¯ ĜĖć ĜĖěčĕĲҔĐě
EXPERT <đčĔčĉĉĖĒ>đč¯ ĜĖć <ēĉĉīĒ>ēčĶĒ
Fishke the Lame NOVEL BY -ENDELE ĜĖĒĉĜěĜĖćĖěĝčĸ
PUBLISHED
-ENDELE -OYKHER 3FORIM ĖĐĖćĔĖҔĒ
PSEUDONYM OF 3HOLEM *ACOB
!BRAMOWITZ n
SEE SUPPLEMENTARY TEXT
Motl Peyse the Cantor’s Son ĕĔĊċđĖćčĕīçĐČĳĒ
NOVEL BY 3HOLEM !LEICHEM
PUBLISHED n
FOLK STYLE ĎĖĐĒčČĕěĐĳҔĸ
USED TO SEE LANGUAGE POINT ĆĖĐĸ
loshn-koydesh ĕĳć <ĝĖćĪě¯ēĝĳĐ>ĝćĉě¯ēĉĝĐ
AFTER ALL DONT YOU REALIZE Ďĳć
TO BENEFIT FROM ēĉĸ ēĕĳĔĖĆēĕčĔĖĆ
TO PROMISE ČĆĳĊĖĆĉҔĚ ēĆĳĊĉҔĚ
TO RECOMMEND Č¯ēĜčćĔĖĒĳěĖĜ
EARLIER PREVIOUSLY ĜĖčĜĸ
The Brothers Ashkenazi <čĊĲĔĖěĝĲ>čĊĔáĝĲĜĖćčĜąčć
NOVEL BY ) * 3INGER
PUBLISHED
EXCELLENT OUTSTANDING ČĔďīĚĖĆĕĪҔĄ
BY IN THE ABOVE CONTEXT ēĉĸ
222 Unit 15: ďĖĳĔėĕėĬđćėđĹďĎą
"ASHEVIS )SAAC "ASHEVIS 3INGER ĕčĉĉĖĝĲą

n
)SRAEL *OSHUA 3INGER 9IDDISH AUTHOR ĜĖĆĔčĊčč
n
;THE FACT= THAT IN THE ABOVE CONTEXT ĕĳĉĉ
TO MOVE ēąčĐěĖĆĜĖąčҔĜĲĎčĊĎčĊēąìĐěĜĖąčҔĜĲ
LITERATURE ē¯ čć ĜĉҔČĲĜĖČčĐ
Language points
1 The past habitual form ćėđĹ
)N 9IDDISH IF YOU WANT TO TALK ABOUT SOMETHING THAT YOU DID FREQUENTLY
OR HABITUALLY IN THE PAST YOU CAN USE A SPECIAL CONSTRUCTION CONSIST
ING OF THE FORM ĆĖĐĸ WHOSE MEANING IS ROUGHLY EQUIVALENT TO @USED
TO %VEN THOUGH ĆĖĐĸ REFERS TO THE PAST IT CONJUGATES LIKE A PRESENT
TENSE VERB
0LURAL 3INGULAR
ĔĆĖĐĸĜčĒ ST PERSON ĆĖĐĸĎčĄ ST PERSON

7E USED TO PLURAL ) USED TO SINGULAR
čĆĖĐĸĜčĄ 2ND PERSON čĖĆĖĐĸĉć 2ND PERSON

9OU USED TO PLURAL 9OU USED TO SINGULAR
ĔĆĖĐĸīĊ RD PERSON č ĆĖĐĸĕĖ=čĊ=ĜĖ RD PERSON

4HEY USED TO PLURAL (ESHEIT USED TO SINGULAR
.OTE THAT THE THIRD PERSON SINGULAR FORM HAS TWO EQUALLY ACCEPTABLE
VARIANTS ONE WITH THE EXPECTED Č¯ AND ONE WITHOUT IT
ĆĖĐĸ IS FOLLOWED BY THE INFINITIVE EG
ĜĖĆĔ ččēĖĉĉĖĆēčąĎčĄēĖĉĉĎĕĲĔėĕėĬđćėđĹĎčĄ
) used to read A LOT WHEN ) WAS YOUNGER
4O NEGATE PUT ČčĔ=ČĝčĔ BETWEEN ĆĖĐĸ AND THE INFINITIVE
ĎĕēīěēĖĔĖīĐčĞĎĕĆĖĐĸĎčĄ
) didn’t USED TO READ A LOT
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
AS AN AUXILIARY VERB INDICATING PASSIVITY AND CONJUGATES IN ALL TENSES
FOLLOWED BY THE PAST PARTICIPLE DENOTING THE ACTION IN QUESTION
9OU SAW AN EXAMPLE OF THIS CONSTRUCTION IN $IALOGUE
ĜĖěčĕĲĐěčćēĉĸđĖĔīĄēĉĸēĜĳĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ
)T WASNT WRITTEN BY ONE OF THE CLASSIC AUTHORS
4HE PRESENT TENSE OF THE PASSIVE IS FORMED LIKE THIS
PAST PARTICIPLE OF + PRESENT TENSE OF ēĜĖĉĉ + SUBJECT
MAIN VERB ←
Example ēąčĜĝĖĆ + ČĜĖĉĉ + Ďĉąĕĳć
←
ēąčĜĝĖĆČĜĖĉĉĎĉąĕĳć
4HE BOOK IS BEING WRITTEN
OR THE BOOK GETS WRITTEN
4HE PAST TENSE IS FORMED LIKE THIS
ēĜĳĉĉĖĆ + PAST + PRESENT TENSE + SUBJECT
PARTICIPLE OF ēìĊ THE PAST ←
OF MAIN TENSE AUXILIARY
VERB VERB FOR ēĜĖĉĉ
Example ēĜĳĉĉĖĆ + ēąčĜĝĖĆ + ĊčĄ + Ďĉąĕĳć
←
ēĜĳĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕĳć
4HE BOOK WAS WRITTEN
4HE FUTURE TENSE IS FORMED LIKE THIS
ēĜĖĉĉ + PAST PARTICIPLE + FUTURE + SUBJECT
OF MAIN VERB AUXILIARY VERB ←
Example ēĜĖĉĉ + ēąčĜĝĖĆ + ČĖĉĉ + Ďĉąĕĳć
←
ēĜĖĉĉēąčĜĝĖĆČĖĉĉĎĉąĕĳć
4HE BOOK WILL BE WRITTEN
5NFULFILLED CONDITIONS ARE FORMED LIKE THIS
ēĜĳĉĉĖĆ + PAST PARTICIPLE + ČĐĳĉĉ + SUBJECT

OF MAIN VERB ←
Example ēĜĳĉĉĖĆ + ēąčĜĝĖĆ + ČĐĳĉĉ + Ďĉąĕĳć

←
ēĜĳĉĉĖĆēąčĜĝĖĆČĐĳĉĉĎĉąĕĳć
4HE BOOK WOULD BE WRITTEN
4O NEGATE A PASSIVE VERB IN ANY TENSE PUT ČčĔ=ČĝčĔ AFTER THE CONJUGATED
PART EG
ēąčĜĝĖĆčĞĎĕČĜĖĉĉĎĉąĕĳć
4HE BOOK isn’t BEING WRITTEN
ēĜĳĉĉĖĆēąčĜĝĖĆčĞĎĕĊčĄĎĉąĕĳć
4HE BOOK wasn’t WRITTEN
■ Using the passive

4HE PASSIVE IS USED LESS FREQUENTLY IN 9IDDISH THAN IN %NGLISH BECAUSE
ACTIVE SENTENCES WITH THE IMPERSONAL PRONOUN ēĖĒ=ĖĒ CAN BE USED
IN THE SAME WAY EG YOU COULD SAY ĎĉąĲēąčĜĝĖĆČĳĈĖĒ INSTEAD OF
ēĜĳĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĲ (OWEVER THE PASSIVE IS STILL COMMON ENOUGH
PARTICULARLY WITH INANIMATE THIRD PERSON SUBJECTS EG ĎĉąĲ z ĖĕĖčçĲ
/FTEN IN A PASSIVE SENTENCE THE AGENT THE PERSON OR THING WHO
CAUSED THE PASSIVE ACTION TO HAPPEN IS NOT MENTIONED &OR EXAMPLE
IN THE SENTENCE ēĜĳĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĲ WE DONT KNOW BY WHOM THE
BOOK WAS WRITTEN (OWEVER IT IS POSSIBLE TO ADD THIS INFORMATION USING
THE PREPOSITION ēĉĸ WHICH IN THIS CONTEXT MEANS @BY FOLLOWED BY THE
AGENT IN THE DATIVE &OR EXAMPLE
ĔėđėĈĕėēĔĊĹēĜĳĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕĳć
4HE BOOK WAS WRITTEN by Mendele
Exercise 1
Insert the correct form of ĆĖĐĸ into these sentences.
ČĸĪěĖĆąĳĈĎčĄĜĖćīĄČĔĲĈĜĖćČčĒĉĉčĜąēąìĜĝ@@@@@@@@@@@@@@@@ĎčĄ
ĜĖČĉčçĒĳě Ĳ
ĖěČĔĖćĉČĕĲēĖĉĉĖĆĊčĄčĊēĖĉĉĖĒĝČĖĜěēčĄČĸĳēīĆ@@@@@@@@@@@@@@@@ĐċĜ 2
ĳĜĉčąēčĄČĖąĜĲĖĆČĳĈĜĖēĖĉĉĖĉĉĲěĎĕĲēĖěĔčĜČ@@@@@@@@@@@@@@@@ćĉć
Ďĕ ĲĜčĒēĖīĆČĚčĄĜĖąĳČĸĳĪĊĲĳĔčěēčĄēīĆČĝčĔ@@@@@@@@@@@@@@@@ĜčĒ
¯ĉčĔēčĄČĔĪĉĉĖĆČĕĳĈĉćēĖĉĉĖĔčąĕěĐĳĸēčĄēīĆĉć@@@@@@@@@@@@@@@
ěĜĳč
ĜĖćĔčěēĖĉĉĖĆČìĊĜčĄēĖĉĉĜĖďčąĎĕĲēĖĔĖīĐĜčĄ @@@@@@@@@@@@@@@@

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
ćùħüćđĀĈĊĆĂĉĦćĊúĈýĀàĎĊđāûāāćāøĒýāïĊĆāûĀĐāďāĄùýÛĀħüĊĆ
ĦĐĊĀĊÛđćýøĊĉĊāÛĊđāûāāĦĀăĦĆĊúĀħüĊĆĒýāïĊĆāûĀĈĊğĄĊú
đāĄúĈĊċĞøĊĉĊāÛĦĀăĦĆĊúćĊĆĀħü1964ćāøćüāĪĀćúĊýýąĄāĬ
ĊĉĊāÛāûĀĐāþĦùĀħüĊĆxĂĦûćĬĞøĐĊĄûāĬyĊĉĊāÛāûĀĬýĐĊĆ
ćāøąĄāĬćđāûāāąĊûćĊĆĀĬĞďĐĦĬĀĈàüĒýāïĊĆĉĆăāĄĊąýĄđċĞø
āûćĄĊĀđĐħĬĐĊăāþĀĊýýĊĆćýøčĊĈĐĊĀĈāøĐĊûċĞøćýøćĊĆħĐď
đāûāāċĞøĄħĆĂĉĦĂħĈĊĉĊāÛ
Dialogue 2
(Audio 2:32)
$OVID +HANE AND 2OKHL ARE MEETING FOR ONE OF THE LAST TIMES
BEFORE $OVID AND 2OKHL ARE DUE TO LEAVE FOR !USTRALIA AND !MERICA
"UT ALL DOES NOT GO AS EXPECTED
ĎčĄĜĖąĳĳćēąìĐąČĐĳĊĜčĄĊĲĐčĉĉĎčĄěčČĖĒĉĄĪĊĲĊčĄĜčĒ ĈĔċ
ćĉćĖčĐĲĜČĕĪĄēčĄēĉĄĖěčĜĖĒĲēčĄČĉĆēìĊČĖĉĉ ĎìĄĊĲĕīĉĉ
ęĲĐçčĐĸēčĄēČīĐĆĲą ĎčćēĐĳĊĜčĒĊĲČĕĐčĉĉ
ąĳĈĎčĄĊĲĜčĄČěĔĖćĖĆēĐīĚĜĖćĕĖçĖĎìĄĊĉĒĎčĄĉĔ
ćĉć
ĐìĉĉēĜĳĉĉĖĆČĝčĒĖĚēčąĎčĄĉĔ ēČĖČčĕĜĖĉĉčĔĉĄ ĖĐĲČĜčĔĳĸĖĐĖČ
ąĳĈĎčĄēČĖČčĕĜĖĉĉčĔĉĄĖĔĖćīĝĜĲĸ ĐčĸĪĊĲČčĒČćĖĜĖĆąĳĈĎčĄ
ĜĖąĳēĜĉąĐĖĒēčĄēĜĳĉĉĖĆ ēĖĒĉĔĖĆĔĳĊčĄĖčĚĲěčĐçĲēìĒĊĲČĔīĒĖĆ
ēĳćĔĳĐēĖĉĉĖĆĊčĄĕĖĊĲČĕôĉĉĜĖćČĝĜĖĎčĊąĳĈď
ĳćČĲĜĳČěĳćđĖćēąìĜĝČĕĖĉĉĉćĊčĄ ĕĳĉĉ ĐċĜ
ĪĊĲęĐĲĎĳĔĊčĄĕĜĖąĳĕĖìĔĖĜĲąĜĖćĔôĉĉĊčĄĕĳććĉć ĈĔċ

ĊĲČĐĳĉĉĖĆąĳĈĎčĄĐċĜĖěčĜĖĒĲēīě ČĜĳĸ ĐċĜĊĲěčĜĖĪĜČ

Ėĝčć ččēĖĔĜĖĐĎčĒēĉĄēĳćĔĳĐ ēčĄČĖąĜĲēĖĔčĸĖĆČĕĐĳĊĉć

ĜĉČĲĜĖČčĐ
ĎčĄĊĲēćĐĳĒĖĆĜčĒēĖĒČĳĈēČďĖĔĎìĄĜĲĸĕĖìĔĎĪĄąĳĈĎčĄĉĔ ĐċĜ
ĜĖĝčć ččĜĖĔĜĖćĳĒēĉĸĖěĜĖĜĖĐĲčĉĉēČĕĳçĲēĖĒĉěĲą ąĳĈ
ĳćČĖČčĕĜĖĉĉčĔĉĄ ēčĄĜĉČĲĜĖČčĐ
ēĳćĔĳĐēčĄēąìĐąĎĪĄČĕĖĉĉĉćĊčĄ ĕĳĉĉ ćĉć
ČĖĉĉĈĔċēĉĄĉćčĉĉĐīČçĳēąĐĖĊđĖĔčĄēìĊĐĖĉĉĎčĄ¯ĕĳćĜĳĔČĝčĔ ĐċĜ
ĕĖčĚěĖĐĖĔìĒėĪĄ ēĖĒĉě ēĖĔĖě
ĊčĄČĉĆĊčĄėĉĕĜĖćĊĲĎìĜěĔĲĜĸēčĄČĳĆčĉĉēąĖĐēĐĖĉĉĜčĒĪĄ ĈĔċ

ČĉĆęĐĲ
Vocabulary
SAD ěčČĖĒĉҔĄ
TO ACCOMPANY Č¯ēČīĐĆĲą
CONFUSED ČĝčҔĒĖĚ
JUST IE )VE JUST FOUND OUT ČĝĜĖ
SO NOT TO BE CONFUSED WITH THE IDENTICALLY ĊčĄ
WRITTEN AND PRONOUNCED THIRD PERSON
SINGULAR FORM OF THE VERB ēìĊ
NEWS ¯ ĕĳć=čć ĕĖìĔ

TO INFORM ēćĐĳĒĖĆēćĐĖĒ
DEPARTMENT ē¯ ĜĖć ĐīČçĳ
Idioms and proverbs
TO LIVE THE GOOD LIFE LITERALLY ĎìĜěĔĲĜĸēčĄČĳĆčĉĉēąĖĐ

TO LIVE LIKE 'OD IN &RANCE
!LLS WELL THAT ENDS WELL ČĉĆęĐĲĊčĄČĉĆĊčĄėĉĕĜĖćĊĲ
Language points
3 Dative constructions
)N $IALOGUE +HANE SAID

ěčČĖĒĉĄĪĊĲĊčĄĜčĒ
4HIS MEANS @)M SO SAD BUT LITERALLY TRANSLATES AS @FOR ME ;IT= IS SO
SAD )N THIS SENTENCE THE DATIVE PRONOUN ĜčĒ IS USED WITH REFERENCE
TO WHAT WE WOULD THINK OF AS THE SUBJECT IE @) AND THE VERB IS THIRD
PERSON SINGULAR RATHER THAN FIRST PERSON SINGULAR
4HIS IS CALLED A @DATIVE CONSTRUCTION BECAUSE THE PRONOUN OR NOUN
REFERRING TO WHAT WE WOULD EXPECT TO BE THE SUBJECT IS IN THE DATIVE
INSTEAD OF THE NOMINATIVE
4ECHNICALLY THE SUBJECT IN SUCH CONSTRUCTIONS IS ĕĖ )F THE DATIVE
PRONOUN OR NOUN STARTS THE SENTENCE THIS ĕĖ DISAPPEARS AS IN THE
ABOVE EXAMPLE (OWEVER IT IS ALSO POSSIBLE TO START THE SENTENCE WITH
ĕĖ AND PUT THE DATIVE PRONOUN OR NOUN AFTER THE VERB EG
ěčČĖĒĉĄĪĊĲĜčĒĊčĄĖė
$ATIVE CONSTRUCTIONS ARE STANDARD IN SENTENCES CONTAINING AN ADJECTIVE
REFERRING TO AN EMOTION OR PHYSICAL EXPERIENCE USUALLY TEMPERATURE
EG ČĐĲě z ĕīĈ z ěčČĖĒĉĄ z ČĉĆ z ČďĖĐĝ
)F THE DATIVE ELEMENT IS A NOUN THE DEFINITE ARTICLE AND ANY ASSO
CIATED ADJECTIVES WILL BE IN THE DATIVE WITHOUT A PREPOSITION EG
ĕīĈĊčĄćĔčěĒėĕĬđĜĒėĈ
4HE SMALL CHILD IS HOT LITERALLY ;IT=S HOT ;FOR= THE SMALL CHILD
)F THE DATIVE ELEMENT IS A PERSONS NAME IT TAKES THE ACCUSATIVEDATIVE

SUFFIX
ČďĖĐĝĊčĄĔėđČĝ
2OKHLS NOT WELL LITERALLY ;IT=S BAD ;FOR= 2OKHL
0AY SPECIAL ATTENTION TO THIS CONSTRUCTION BECAUSE ITS QUITE DIFFERENT

FROM %NGLISH AND THEREFORE EASY TO FORGET +EEP IN MIND THAT IF YOU
DIRECTLY TRANSLATE AN %NGLISH SENTENCE LIKE @)M HOT INTO 9IDDISH THE
MEANING IS QUITE DIFFERENT ĕīĈēčąĎčĄ MEANS @)M HOT TO THE TOUCH
NOT @) FEEL HOT
4 Expressing desire with ĔđĴċ
)N 9IDDISH TO SAY THAT SOMEONE WANTS TO DO SOMETHING YOU USE THE

CONSTRUCTION SUBJECT + ēĐĖĉĉ + INFINITIVE EG ēĖĐĖćĔĖĒ ēĖĔĖīĐ Đčĉĉ ćĉć
4HIS IS THE SAME AS %NGLISH $OVID WANTS TO READ -ENDELE
(OWEVER TO SAY THAT SOMEONE WANTS someone else TO DO SOME
THING THE 9IDDISH CONSTRUCTION IS DIFFERENT FROM %NGLISH ,OOK AT THIS
EXAMPLE
ĳćēąìĐąČĐĳĊĜčĄĊĲĐčĉĉĎčĄ
) WANT YOU TO STAY HERE LITERALLY ) WANT THAT YOU SHOULD STAY
HERE
4HE CONSTRUCTION IS FORMED LIKE THIS
INlNITIVE + ēĐĳĊ + SUBJECT + ĊĲ + ēĐĖĉĉ + SUBJECT

IN OPTIONAL IN ←
PRESENT APPROPRIATE
TENSE TENSE
4HIS CONSTRUCTION IS ALSO USED WITH THE VERBS ēĜĖćĳĸ DEMANDREQUIRE

AND ēĕīĈ WHICH CAN MEAN @COMMANDORDER AS WELL AS @BE CALLED
EG
ēĚĜçēĖĔĖīĐēĐĳĊēČĔĖćĉČĕčć ĊĲ ČĜĖćĳĸĜĖĜĖĐĜĖć
4HE TEACHER REQUIRES THE STUDENTS TO READ 0ERETZ
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 @@@@@@@@@@@@@@@

Use these prompts to make sentences expressing desire with ēĐĳĊ.
Example ĐĳĊĐċĜ ĊĲ ĐčĉĉĈĔċ ← ēĳćĔĳĐēčĄēąìĐąĐċĜĈĔċ

ēĳćĔĳĐēčĄēąìĐą
ēĖĐĖćĔĖĒēĖĔĖīĐćĉćĐċĜ
ĜĉČĲĜĖČčĐĖĝčć ččēĜčćĉČĝĈĔċĐċĜ 2
ČĲĜĳČěĳćēīěēąìĜĝČĝčĔćĉćĐěĔĲčĜĖČĖĸĜĖć
ĝčć ččēąĳĈąčĐēČĔĖćĉČĕčćĖěĜĖĜĖĐčć
ēĖĒĐčĸĖĝčć ččēĖĊĜčĄĎčĄ
ĎìĜěĔĲĜĸēčĄČĳĆčĉĉēąĖĐđčĜĶċìĜćčćĜčĒ
Supplementary text
(Audio 2:34)
ĝĊčĳĝėčĎđėĞĎĈĎĎĎĈ
ĖĒĝčć ččėĪĄĜĉČĲĜĖČčĐēĉĸĖčĚčćĲĜČĖČĐĲēĲĜĖīĊēĲĜĲĸĊčĄĕĖ
đĖćēĉĸēĜĲČĔĖĒĳěĎĔëčćēčĄĝčć ččēĉĸēĜĉçĝēĖĔčĸĖĆēĪĝēĖě

ĜĳčČĔĊĪČČčĒĎìĜěĔĲĜĸēčĄČąĖĐĖĆČĳĈĜĖďĐĖĉĉčĝĜĶĜēČĒčĜĲą
ĊčĄČĕěĖČĲēčĄĝčć ččēĉĸĊìĉĉĲąĜĖČĜčČĲćĜĖČĝĜĖĜĖćĜĖąĳěčĜĉĚ
ĲĜĖīĊČĐěčĉĉČĔĲĎčĊČĳĈĜĖČĐĖ¯ĐČčĒēčĄ ēĉĸĜĉĊċĒĲēčĄ
ĖĜĖćĔĲēĝčĉĉĚēĖĉĉĖĆĐĐĉáČĳĈĕĳĉĉĝčć ččėĪĄĜĉČĲĜĖČčĐĖďìĜ

ĜĖćčĐđčĐĝĒĞĉčûĖĒĎĔëēĉĸēĖĆĔĉČĖąĜĲĲąēĉĄēĖĆĔĉĚĖĊĜĖąčĄ
ĖČĒčĜĲąĕĳćĐĝĒĐčĉĉ ĞĉčûĖĒĖĝ 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 ččĜĖĔĜĖćĳĒĜĖćēĉĸĖćīĊĜĖćēĸĉĜĖĆ
ĜĖćēĆĖĉĉČīěĸĜĲĝēĉĄĜĳĒĉĈĎĕĲČčĒēĖĔĲĒĳĜēĉĄĞĉčûĖĒēąčĜĝĖĆ
ČĲĈĖĆČĳĈĜĖĖçĳĜīĄ¯ċĜĊčĒēčĄČĸĲĝĐĖĊĖĆĜĖĝčć ččĜĖĐĖĔĳčĚčćĲĜČ

ēąčĜĝĖĆēąĳĈĕĳĉĉēĚĜçĐčēĉĄēĖĒďčĐĖđĉĐĝėĪĄĈĖçĝĈĖěĜĲČĝĲ
ĈĸĉěëĜĖīĊēčĄēąĖĐēĝčć ččđĖćēĉĸēČěĖçĕĲĖĐĲČĖĒáēĆĖĉĉ
ĜĖćēĉĸĜĖěčĕĲĐěìĜćčćēĸĉĜĖĆēĜĖĉĉęĜçēĉĄđďčĐĖđĉĐĝĖĐĖćĔĖĒ
ĜĉČĲĜĖČčĐĜĖĝčć čč
ĜĖěčĊčĜĲēĖĉĉĖĆĊčĄČĜĖćĔĉĈĜĳčēČ ēĉĸČĸĐĖĈĜĖČĝĜĖĜĖćēčĄ

ēĐĲĔĜĉĝĊĖĝčĜĲĜĖČčĐēĖĆĔĉČìĚĕĖĒĲĜćĖčĊĖĳçĖĊĳĜçēĉĸčĐąĸĪĄ
ĜĖćĔĖĐčćēčĄìĕēĉĄĖçĳĜīĄ¯ċĜĊčĒēčĄìĕĝčć ččėĪĄēĖīĕĖēĉĄ
čćČĜĖČĝĖĚČĳĈēąĜĉċĜĖćĜĖąĳČĜčĜĆčĒčĄēąĳĈēć ččĖďĐĖĉĉēčĄ
Ėĝ čĖçĳĜīĄ¯ċĜĊčĒĶĉĜĕēčĄĜĉČĲĜĖČčĐĜĖĝčć ččĜĖćēĉĸĆĔĉĐěčĉĉČĔĲ
ēčĄČīěčČĖČĜĖīĊēĖĉĉĖĆĎčĝĒĒēąĳĈĜĖąìĜĝĖĝčć ččĜĖćĔĖĐ

ēĉĸēĜĳĉĉĖĆČĖĆĜĈĖĆēĖĔĖĊīĊēĉĸĎĕĲĜĖąĳćĔĲąĜĲĸ¯ēČĖĉĉĳĕ
ĐìĉĉĜĖĉĉĝēĖĉĉĖĆĎĪĄĶĚĒĜĖćĊčĄĐĄĜûčēčĄ ēčĄēĖĔčĐĲČĕ

ĖČĒčĜĲąĖďĖĐČĖĝČĳďĝčć ččĉĚĖčČĲçčČĔĲĖěĜĲČĝĲēĖĉĉĖĆĊčĄĕĖ
đĈĜĶĲēīČĝĜčąĐĕĳčĜĖĉĉĖěĚĉĕđĈĜĶĲĐĝĒĐčĉĉĜĖąìĜĝĖĝčć čč
ĜĖćĎĳĔČĜĳćČĖąĜĲĖĆēĉĄČąĖĐĖĆēąĳĈĖĜĖćĔĲēĉĄĝČčĉĉĳĔčçĜĲě
ĖĜĖćĔĲēĉĄĖěčĜĖĒĲĖçĳĜīĄ¯ĶĜĖĒēčĄēČĔĲĜĆčĒčĄĖĝčć ččĈĒċĐĒ
ēĪĝēĖĔĖĊĖčĚĲĐčĒčĕĲąčĐĉĚĜĖąĳēąìĜĝĉĚēĖĉĉĖĆĎčĝĒĒēąĳĈĜĖćĔĖĐ
ēĖěĆĳČĉĚČĔìĈĞĉĜĉćĖĜĖĆĔ čččćēĝčĉĉĚĕĜĖĔĖīĐĎĕēīěēĖĉĉĖĆČĝčĔ
ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄĜĳĔĝčć ččėĪĄĜĖďčąĖìĔēĖĔčĸĖĆęĐĲĎĳĔēĖĒ

ēĊìĜěĖĝčćčĕċčćēčĄČīěĔČĐĖĊĲěĜĖĉĉĖĝčĜĲĜĖČčĐĖìĔēĖĔĖĊ
ĶĉĜĕēĖĔĲĒĳĜĖĝčć ččĖìĔĐĕčąĝçčĈĲČĜčěčĐąĉçĜĖąĳēĜĖĉĉ
ĜĖćĔčěēĖĔčĸĖĆĎĪĄēĖěĖĒĕĖĒĲĜćĈċçĝĒēĉĄēĖĔĲĒĳĜ¯ĉĉčČěĖČĖć
ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄìĕēĉĄĖĝčćčĕċčćēčĄìĕĝčć ččėĪĄĜĖďčą
ĜĖĝčć ččĜĖćēĉĸĈĸĉěë¯čĐąĜĖćēĉĸĐĲčĜĖČĲĒĐčĸĪĊĲĳćĊčĄĕĖēĉĄ
ēďĲĜçĝĖĜĖćĔĲėĪĄČĚĖĊĖĆĜĖąčĄěčĔīĉĉĜĖīĊČĜĖĉĉĕĳĉĉ ĜĉČĲĜĖČčĐ
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. ėđćėđĄĄ đĖĈčĭćĘ°ĘĂĄĖ°ĎĄĘċ ĎĄĳ ĉĄĀėđćėđĄĄ
ĘĈĂĈĈĎĈÿ. 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 ėđĘĈĂĈĈ 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
ĝėĆĔĎč 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
č ĆĖĐĸ
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=ČĝčĔ ďĎċēĜĖĐĎčĄ

past tense ČĔĜĖĐĖĆ ČčĔ=ČĝčĔ ďĎċąĳĈĎčĄ
future tense ēĖĔĜĖĐ ČčĔ=ČĝčĔ ďĎċĐĖĉĉĎčĄ
imperative ČčĔ=ČĝčĔ ďĎċēĜĖĐ
ĆĖĐĸ ēĖĔĜĖĐ ČčĔ=ČĝčĔ ďĎċĆĖĐĸĎčĄ
ČĐĳĉĉ ČĔĜĖĐĖĆ ČčĔ=ČĝčĔ ďĎċČĐĳĉĉĎčĄ
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 Č ĆĖĐĸĕĖ
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 đĐčĸĲēĖĊĎčĄĐĖĉĉČìĚēąĳĈĐĖĉĉĎčĄąĪĄ
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 ēĲçĲčēīěēĜĳĸĖĆĎčĄČĐĳĉĉČĐĖĆČĲĈĖĆČĐĳĉĉĎčĄąĪĄ
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 ĊĲ ĐčĉĉĎčĄ

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
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
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
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 čĜĸĜĖćēčĄ ĜĖĆīĊĲČďĲĖĉĉĲěČěĔčĜČĐċĜ 1
ēčĄ ēìĔĜĲĸ=ĉĚĐČĜĖĸĲěĖČĳčĐąčąēčĄČīĆĐċĜ 3 čĜĸĜĖćēčĄ ēìĔąĐĲĈ
đīĈĲČīĆĐċĜ 5 ĆĳČčĒĎĳĔ ĕĔīĄąĐĲĈĕĖĒĖĜĲĉĉČĕĖĐċĜ4 čĜĸĜĖć
ěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚ ĖĜĖĝČĖĉĉ ČĕĖ ĐċĜ 6 ČĔĉĉĳ ēčĄ ēąčĊ ĜĲĸ=ĉĚ ĐČĜĖĸ Ĳ
ĜĲĸ=ĉĚěčĚĔĳĉĉĚ=ěčĚĔĲĉĉĚēĉĄėĔčĸĳĔčěēčĄČīĆĐċĜ 7 ČĔĉĉĳēčĄ ēąčĊĎĳĔ
ČďĲĔìą ēĖĚĎĳĔēĖĚĳĔčěēĉĸěčĜĉĚČĒĉěĐċĜ8 ČĔĉĉĳēčĄ ēìĔ
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 ē ĖĒ3 ēĆĪĄčćČčĒČĔĖīĐ ē ĖĒ2 ĐĪĒđĖćČčĒČćĖĜ ē ĖĒ 1
ē ĖĒ 6 ĕčĸ čć ČčĒ ČĸĪĐ ē ĖĒ 5 ēĜĖĪĄ čć ČčĒ ČĜĖĈ ē ĖĒ 4 çĳě đĖć
ĊĳĔĜĖćČčĒČěĖĒĝ ē ĖĒ7 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
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
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
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
ēČďĖĔ3ĐċĜČĆĳĊĜĖČĔčĉĉČĔìĸąĳĈĎčĄ2ĎĕĲĎčĄėĳĐĝČìĚĜĖČĔčĉĉ 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
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
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
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
ęĖĔĜĖČĔčĄĜĖćėĪĄĜĖďčąČĸĪěĖĆĎčĄČĐĳĉĉČĐĖĆČĲĈĖĆČĐĳĉĉĎčĄąĪĄ 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

ęĖĔĜĖČĔčĄčćčćĴċėćčĴĉčĊČĐĖĉĉčćčĐĳēėćėĎđĳĜĔĆĴĉĕĜĖČĉčçĒĳě
ďĎĞēēĆĴĉĎčĄĜčĄČčĒĔėĊĊėćĒĎâĖēČĝčĔĆĴĉĎčĄĜĖąĳĜĲąĜĖćĔôĉĉĊčĄ
ēĉĄĉĉčĜąĚčĐąēĆĔĲĐĲĔĆĎĝĞėćĎčĄĆĴĉĐĳĒČĸĳēĖěĔĲćĖĆĖĔìĒČčĒĔėĊĊėć
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 Č ĆĖĐĸ 3 Č ĆĖĐĸ 2 ĆĖĐĸ 1
Exercise 2
ćĔčěĲēĖĉĉĖĆĊčĄĜĖēĖĉĉĜĖďčąēĖĔĖīĐ Č ĆĖĐĸćĉć 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 ĊĲ ĐčĉĉĖěĜĖĜĖĐčć4 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¯ ĕĳć ĆĪĄ July/August <ĉĉĳ>Ķĳ
(diminutive) Abraham <đĳĜĉĉĲ>đĈĜĶĲ
August ĜĖć ČĕĉĆĪĄ legend; non- čć <ĖćĳĆĲ>ĈćĆĲ
oven; ĜĖć ēĉĉĪĄ legal sections Ğĉ¯
cooker/stove ĐĉĉīĄĕ¯ of classical
(diminutive) rabbinic texts,
car ĕ¯ ĜĖć ĳČĪĄ e.g. Talmud
bus ē¯ ĜĖć ĕĉąĳČĪҔĄ and midrash
also ĎĪĄ to adapt Č¯ēĜčČçĲćĲ
exhausted ČĖĝČĉĒĖĆĕĪҔĄ lawyer ē¯ ĜĖć ČĲҔěĳĉĉćĲ
outstanding ČĔďīĚĖĆĕĪҔĄ or ĜĖćĳ
to look (like); ēĖĊĖĆĕĪҔĄ ēĖĊĕĪĄ February/March <ĜĖćĳ>Ĝćĳ
to seem March/April (leap <ĕīąĜĖćĳ>ąĜćĳ
Australia čć ĖčĐĲĜČĕĪĄ 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=ĜĖć ĜĖĪĄ ēĜĳĸĖĆĔčҔĈĲ
on; about; to ėĪĄ ēìĊ +
(an event); in (to) here ĜĖҔĈĲ
(a language); of course <ĖćĲĉĉĲ>čĄćĉĉĲ
for (length of evening ē¯ ĜĖć ČĔĉĉĳ
time) to go away ēīĆěĖĉĉĲ

blossoming ēĖ¯ ĜĖć čĐąĸĪĄ ēĖĆĔĲĆĖĆěĖҔĉĉĲ
annoyed; upset ČĆĖĜĖĆĸĪҔĄ ēìĊ +
Italy čć ĖčĐĲČčĄ to stop ēĜĖĈĸĪҔĄ

Italian ĕĳć ĝčĔĖčĐĲČčĄ ČĜĖĈĖĆĸĪҔĄ
(adjective); to wake up ĎčĊĎčĊēçĲďĸĪҔĄ
Italian ČçĲďĖĆĸĪҔĄ
language to get up; to ēīČĝĸĪĄ

egg ĜĖ¯ ĕĳć īĄ stand up ēĖĔĲČĝĖĆĸĪҔĄ
eternal ěčąīĄ ēìĊ +
gentle ĐćīĄ impossible ĎĖĐĆĖĒĒĉĄ
son-in-law ĕĖ¯=ĕ¯ ĜĖć đĖćīĄ everywhere đĉҔČĖĒĉĄ
ice ¯ ĕĳć ĊìĄ sad ěčČĖĒĉҔĄ
fridge; coolbox/ ĕ¯ ĜĖć ēČĕĲěĊìҔĄ 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) Ĝ ĖĔīĄ ĜĖČĔĉĄ= ēĜĖČĔĉĄ

grandchild ĎĖ¯ ĕĳć ĐěčĔīҔĄ đĖć
one (in ĕĔīĄ treasure ĜĖć <ĜĖĚĪĄ>ĜĚĉĄ
counting) <ĕĖĜĚĪĄ>Ğĉ¯
idea ē¯ ĜĖć ĐĲĸĔìĄ Ukrainian ĕĳć ĝčĔ čĲĜěĉĄ
to fall asleep ēĸĳĐĝĔìҔĄ (adjective);
ēĸĳĐĝĖĆĔìҔĄ Ukrainian
ēìĊ + language
your (plural) Ė¯ĜĖìĄ the Ukraine čć ĖĔ čĲĜěĉĄ
the day before ēČďĖĔĜĖīҔĄ ancient ČĐĲĜĉĄ
yesterday that; when; if ĊĲ
April/May ĜĖć <ĜĖ čĄ>ĜīĄ such a ĲҔĊĲ
euro ĕ¯ ĜĖć ĳĜīĄ so ĪҔĊĲ
Europe čć ĖçĳĜīĄ as . . . as čĉĉĪҔĊĲ
European ĝ čĖçĳĜīĄ besides <ęĉҔďĲ>ęĉċĲ
I ĎčĄ over ĜĖąčĄ
him đčĄ adaptation; čć ĆĔĉČĖąĜĲĜĖąčҔĄ
immigrant ē¯ ĜĖć ČĔĲҔĜĆčĒčĄ revision ēĖ¯
immigrate Č¯ēĜčĜĆčĒčĄ đĖćĜĖąčĄ= ēĜĖąčҔĄ
in; to ēčĄ the day after ēĆĜĳĒĜĖąčҔĄ
OK ĆĔĉĔĖćĜĳҔ ēčĄ tomorrow
in . . . time đĉҔĜĲēčĄ translation ēĖ¯ čć ĆĔĉĚĖĊĜĖąčҔĄ
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¯ ĜĖć ĜčҔĔĖĝĊĔčĄ
without ēĳ Internet ē¯ čć ęĖĔĜĖČĔčҔĄ
other ĜĖćĔĲ interesting ČĔĲҔĕĖĜĖČĔčĄ
different ĝĜĖćĔĲ interpretation
ĖčĚĲČĖĜçĜĖČĔčĄ
beginning ē¯ ĜĖć ąīĈĔĳ 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¯ čć ĆĔĉĐěčĉĉČĔĲ ĕ¯ čć
to develop Č¯ēĖĐěčĉĉČĔĲ infection čć ĖčěĚĖĸĔčĄ
antibiotic ē¯ ĜĖć ěčČĳčąčČĔĲ ĕ¯
dislike ĕ¯ čć ĖčČĲçčČĔĲ 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¯ čć ĖčĚĲĐčĒčĕĲ general ēīĒĖĆĐĲҔ
autumn ĕ¯ ĜĖć ēĖčĕĳ August / ĜĖć <ĐĖĐĖ>ĐĉĐĄ
many <ĎĲĕ>ĎĕĲ September
aspect ē¯ ĜĖć ČěĖҔçĕĲ old
ĜĖČĐĖČĐĲ
sink ē¯ ĜĖć ĕĳĆçĳ (comparative)
to resign ĎčĊĎčĊēĆĳĊçĳҔ old-fashioned ĝčćĳĒČĐĲ
ČĆĳĊĖĆçĳҔ the prophet ĄčĶĔĈĉĈčĐĄ

department ē¯ ĜĖć ĐīČçĳ Elijah <čĉĉĳĔĲĈĉĈĳčĐĖ>
to apply (for) ėĪĄ Č¯ēĜčěčĐçĲ alone; oneself ēīҔĐĲ
to pick up ēĖĒĉĔĖĆçĳҔ ēĖĒĖĔçĳҔ widow
<ĖĔĳĒĐĲ>ĈĔĒĐĲ
April ĜĖć ĐčҔĜçĲ Ğĉ¯ čć
to reflect ēĖĐĆčçĝçĳҔ wardrobe ĕ¯ ĜĖć ĜĖĒĐĲ
ČĐĆčçĝĖĆçĳҔ all (plural) ĖĐĲ
often Čĸĳ everything ęĐĲ
often ĐĳĒČĸĳ American ĜĖĔĲěčĜĖĒĲ
even <ĖĐčĸĲ>ĉĐčĸĲ America čć ĖěčĜĖҔĒĲ
open ēĸĳ truth
ĜĖć<ĕĖĒĖ>ĞĒĄ
Africa čć ĖěčĜĸĲҔ <ēĕĖĒĖҔ> ē¯
Ashkenazi Jew <čĊĲĔĖěĝĲ>čĊĔáĝĲ academic ĜĖěčĒĖҔćĲěĲ

đč¯ ĜĖć ĕ¯ ĜĖć
October ĜĖć ĜĖąĳČěĳ
Ć actor ē¯ ĜĖć ĜĳҔčČěĲ
adaptation ēĖ¯ čć ĆĔĉČĖąĜĲҔĲą actress ĕ¯ čć ĖĕčĜČěĲ
grandmother ĕ¯ čć Ėąĳą shoulder ēĖ¯ ĜĖć ĐĕěĲ
(dative) ēĖąĳą Arab (adjective); ĕĳć ĝčąĲĜĲ
to accompany Č¯ēČīĐĆĲą Arabic
bathroom/ ē¯ ĜĖć ĜĖĒčĚćĳҔą language
washroom orange (does not ĝĊĔĲҔĜĳ
to deal with Č¯ēĖĐćĔĲĈĲą decline)
evidence ē¯ ĜĖć ĊìҔĉĉĲą to download ēĖĒĖĔçĳҔĜĲ
to mourn Č¯ēĖĔīĉĉĲą ēĖĒĉĔĖĆçĳҔĜĲ
to visit Č¯ēďĉĊĲą insane ēĖĔčĊēĉĸçĳҔĜĲ
to base Č¯ēĜčĊĲą sleeve ¯ ĜĖć ĐąĜĲ
soon ćĐĲą work ē¯ čć ČĖąĜĲ
to illuminate ēČďìĐĲą to work Č¯ĖĆēČĖąĜĲҔ
ēČďĪĐĲą=Č¯ worker ¯=ĕ¯ ĜĖć ĜĖČĖąĜĲҔ
train ēĖ¯ čć ēĲą Argentina čć ĖĔčČĔĖĆĜĲ
to free Č¯ēĖìĜĸĲą to go out ēīĆĕĪĜĲ

to pay Č¯ēĐĳĚĲą ēĖĆĔĲĆĖĆĕĪҔĜĲ
cheek ĐěĖąē¯ čć ěĲą 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¯ ĜĖć ēĳҔĜĲą around đĉҔĜĲ
to borrow; to lend Č¯ĖĆēĆĜĳą place ĕĳć=ĜĖć ČĜĳ
beard ĐćĜĖąćĜĖą čć ćĜĳą
ĐČĜĖĜĖČĜĖ
(diminutive) (diminutive)
famous ČĒčҔĜĲą article ēĖ¯ ĜĖć ĐěčČĜĲ
to order Č¯ēĐĖČĝĲą to move (house, ĎčĊēąìĐěĜĖąčҔĜĲ
to protect Č¯ēĚčĝĲą country) ēąčĐěĖĆĜĖąčҔĜĲĎčĊ
to decide ēĕĳĐĝĲąēĕčĐĝĲą entrance ēĖ¯ ĜĖć ĆĔĲĆĔìĜĲ
to occupy ĎčĊēěčČĸĖҔĝĲą including ČĔďĖĜĖĆĔìҔĜĲ
oneself (with) ČčĒ Č¯ĎčĊ to push in ēçĉČĝĔìҔĜĲ
usually ĐĐá¯ĎĜćą
ČçĉČĝĖĆĔìҔĜĲ
<ĐĲĐě¯ĎĖĜĖćĖą> arm ĕ¯ ĜĖć đĖĜĳ
stomach ĜĖďìą ĜĖć ĎĪą poor đĖĜĳ
(diminutive) Đďìą pauper ĜĖć ēĲҔĒĖĜĳ
to build Č¯ĖĆēĖĪą ČìĐ¯ĖĒĖĜҔĳ
bean Ď¯ ĕĳć ĖĐĖąĖҔą book ĜĖďčą ĕĳć Ďĉą

bed ē¯ ĕĳć ČĖą (diminutive) Đďčą
beggar ¯=ĕ¯ ĜĖć ĜĖĐČĖą Buenos Aires ĕĖĜìĄ¯ĕĳĔĖĉą
begging ĕĳć ìҔĜĖĐČĖą 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¯ čć ěĖҔČĳčĐąčą
proprietress librarian
ĜĖěĖČĳčĐąčą
well-to-do
ĝčëąĈ¯ĐĖą ĕ¯ ĜĖć
<ĝčČĲąĖĐĲą> office ēĖ¯ ĕĳć=ĜĖć ĳҔĜĉčą
Ba’al Shem Tov ĶĉČ¯đĝ¯ĐĖą until Ċčą
(founder of <ĉĉĳČ¯đĖĝ¯ĐĲą> đĖćĊčą= ēĊčą
Hasidism) ĜĖć please ĖČčą
chair ĎĖ¯ ĕĳć ĐěĔĖą at ìą
to miss, long for ĎĳĔ Č¯ĖĆēĖěĔĖą bagel ¯ ĜĖć ĐĆīą
approximately <ĎĖĜĖĖą>ĎĜĖą angry; nasty Ċīą
Brazil ĕĳć ĐčҔĊĲĜą to change ēČčąĖĆēČìą
disaster ē¯ ĜĖć ĎĳĜą (transitive)
How awful! ĎĳĜąĲ to change ēČčąĖĆĎčĊĎčĊēČìą
feuding <ĊĖĆĪĜą>ĊĆĉĜą (oneself )
brother ĜĖć ĜĖćĉĜą example ē¯ ĜĖć Đčçĝìą
ĐĜĖćčĜąĜĖćčĜą for example ĐčçĝìąđĉĚ
(diminutive) bookshop ēĖ¯ čć đĳĜěĜĖďčҔą
bread ē¯ ĕĳć ČĪĜą picture; photo ĜĖ¯ ĕĳć ćĐčą
brown ēĪĜą little bit ĎĖ¯ ĕĳć Đĕčą
welcome ĄąĈĎĉĜą at all <ĐĲҔĐďčą>ĐĐďą
<ĖąĲĈĎĖĜĳą> to blow ē¯ĖĆēĊĳĐą
chest ČĕčĜą čć ČĕĉĜą blond ćĔĳĐą
broad; wide ČīĜą blouse ĕ¯ čć ĖěĊĉĐą
glasses (plural) ēĐčĜą blood ¯ ĕĳć ČĉĐą
(spectacles) blue ĪĐą
bridge ē¯ čć ěčĜą flower ĐĒčĐąēĖ¯ čć đĉĐą
eyebrow ēĖ¯ čć đĖĜą (diminutive)
to bring ēĖĆĔĖĜą to stay ēąčĐąĖĆēąìĐą
ČďĲҔĜąĖĆ=Č¯ĖĆ ēìĊ +
to blossom Č¯ĖĆēĖ čĐą
ć lightning ē¯ ĜĖć ęčĐą
chin ĕ¯ čć ĖąĒĳĆ email ¯ ĜĖć ĉĉčĜąĚčĐą
genius ĜĖć <ēĖĳĆ>ēĉĄĆ lightning (verb) Č¯ĖĆēĚčĐą
<đčĔĪĖĆ>đč¯ building ĜĖć <ēĖčĔčą>ēčĔą
golden ēćĐĳĆ <đčĔĳčĔčą>đč¯
enough ĆĉҔĔĖĆ quite ęĔĲĆ

exact(ly) ĪҔĔĖĆ completely ēĚĔĲĆēčĄ
to benefit (from) ēĉĸ ēĕĳĔĖĆēĕčĔĖĆ street ĐĕĖĆē¯ čć ĕĲĆ
to find ēĖĔĉĸĖĆēĖĔčĸĖĆ (diminutive)
to be located;
ĎčĊĎčĊēĖĔčĸĖĆ fork ēĖ¯ ĜĖć ĐçĳĆ
to exist ēĖĔĉĸĖĆ quite ĜĳĆ
to be pleasing ēìĊ + ē¯ēĐĖĸĖĆ garden ĜĖć ēČĜĳĆ
(+ dative) ĐćĔČĜĖĆĜĖĔČĜĖĆ
curly ČĐĊìĜěĖĆ (diminutive)
right (referring ČďĖҔĜĖĆ help! mercy! ćĐĲĉĉĆ
to a person) good ĜĖĕĖąČĉĆ

history ĕ¯ čć ĖČďčĝĖĆ (comparative)
tasty ěĲҔĒĝĖĆ ČĕĖą
to happen ēìĊ + ē¯ēĖҔĝĖĆ (superlative)
business; shop ē¯ ĕĳć ČĸĖҔĝĖĆ golem (clay man) ĜĖć <đĖĐĪĆ>đĐĉĆ
businessman ĜĖć ēĲĒĕČĸĖĝĖĆ <đčĒĳĐĪĆ>đč¯
ČìĐĕČĸĖĝĖĆ body đč¯ ĜĖć ėĉĆ
groschen (Polish ĕ¯ ĜĖć ēĝĳĜĆ 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¯ ĕĳć ĐĊĖĐĆ
green ēčĜĆ Paradise
<ēćīĄ¯ēĲĆ>ēćĖ¯ēĆ
to establish ēćĔčĜĆ
ĕ¯ ĕĳć=ĜĖć
ČĖćĔčĜĆĖĆ=Č¯ĖĆ geography ĕ¯ čć ĖčĸĲĜĆĳĖĆ
vegetable ē¯ ĕĳć ĕĔčĜĆ geographical ĝčĸĲĜĆĳĖĆ
flu ĕ¯ čć ĖçčĜĆ to give birth to ē¯ēĜĪąĖĆ
to give ē¯ĖĆēąĖĆ
Ĉ idea; thought ēĖ¯ ĜĖć ěĔĲҔćĖĆ
here ĳć salary ē¯ ĕĳć ČĐĲҔĈĖĆ
to pray Č¯ĖĆēĖĔĉĉĲć common; usual ĎĖĐČĔīĉĉĖĆ
this/that (after Ĝ ĖěčĊĳҔć prize ē¯ ĕĳć ĕĔčҔĉĉĖĆ
definite article) the jackpot ĕĔčҔĉĉĖĆĖĕĪĜĆĕĳć
dated ČĜčҔČĲć healthy ĜĖČĔčĊĖĆČĔĉҔĊĖĆ
roof ĜĖďĖć ĜĖć ĎĲć (comparative)
(diminutive) ĐďĖć society ē¯ čć ČĸĲĝĐĖĊĖĆ
after all; don’t Ďĳć ghetto ĕ¯ ĕĳć=čć ĳČĖĆ
you realize Goethe ĖČĖĆ
to seem Č¯ĖĆĎčĊĎčĊēČďĲć yellow ĐĖĆ
to discuss Č¯ēĜčČĉěĕčć dollar ē¯ ĜĖć ĜĲĐĳć

you (dative Ĝčć Thursday ē¯ ĜĖć ěčČĝĜĖĔĳҔć
singular) thank ēĖ¯ ĜĖć ěĔĲć
flat/apartment Ğĉ¯ čć <ĖĜčć>ĈĜčć thanks ěĔĲćĲ
detective ē¯ ĜĖć ĉĉčҔČěĖČĖć the (neuter); that ĕĳć
the (masculine đĖć PhD ē¯ ĜĖć ČĲҔĜĳČěĳć
accusative; PhD student ĜĖć ČĔĲҔĜĳČěĳć
masculine and ē¯
neuter dative) doctor ĜĖć ĜĖČěĳć
December ĜĖć ĜĖąĒĖĚĖć đčĜĪČěĳć
the (masculine ĜĖć there ē ČĜĳć
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¯ ĜĖć ĜĖĔĉć
oneself (of) ēčĄ Č¯ to thunder Č¯ĖĆēĜĖĔĉć
to tell Č¯ēĐīĚĜĖć generation ĜĖć <Ĝĳć>Ĝĉć
explanation ēĖ¯ čć ĆĔĉĜĖĐěĜĖć <ĕĖĜĪć>Ğĉ¯
to be shocked
ĎčĊĎčĊēěĖĜĝĜĖć through ĎĜĉć
ēěĳĜĝĜĖć đĖćĎĜĉć= ēďĜĉć
drama ĕ¯ čć ĖĒĲĜć jungle ēĖ¯ ĜĖć ĐĆĔĳĝĊć
south ĜĖć <đĖĜĳć>đĉĜć jazz ¯ ĜĖć ĊĖĝĊć
South Africa
<đĖĜĳć>¯đĉĜć gentleman ĜĖć ēĖĒĐČĔĖҔĝĊć
čć ĖěčĜĸĲҔ 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 ĕĳć ĝČìć
(adjective);
ĉ German
to have ČĲҔĈĖĆēąĳĈ language
half (adjective) ąĐĲĈ Germany ĕĳć ćĔĲĐĝČìć
throat ĜĖć ĊćĐĲĈ your (singular) Ė¯ēìć
ĐĊćĐĖĈĜĖĊćĐĖĈ you (accusative Ďčć
(diminutive) singular)
to hold ē¯ĖĆēČĐĲĈ poet ¯=ĕ¯ ĜĖć ĜĖČďčć
to enjoy ēąĳĈ<ĖĪĔĲĈ>ĈĳĔĈ Tuesday ē¯ ĜĖć ěčČĕĔčć
ČĲҔĈĖĆĈĳĔĈ servant ¯=ĕ¯ ĜĖć ĜĖĔčć
shirt ĜĖ¯ ĕĳć ćĒĖĈ hand ČĔĖĈ čć ČĔĲĈ

to hang ēĖĆĔĳĈĖĆēĖĆĔĖĈ ĐČĔĖĈ
(intransitive) ēìĊ + (diminutive)
glove ĕ¯ čć ĖěĝČĔĖĈ to hope Č¯ĖĆēĸĳĈ
to hear Č¯ĖĆēĜĖĈ hair (plural) ĜĳĈ
to kill <ēĖĔĖĆĜĲҔĈ>ēĖĔĖĆĜĈ autumn ē¯ ĜĖć ČĕąĜĲĈ
ČĖĆĜĈĖĆ heart ĜĖĚĜĖĈ ĕĳć ęĜĲĈ
<ČĖĆĜĲĈĖĆ> (dative) ēĚĜĲĈ
influence
<ĖĳçĝĲĈ>ĈĖçĝĈ ĐĚĜĖĈ
Ğĉ¯ čć (diminutive)
Jewish
<ĖĐĳěĕĲĈ>ĈĐáûĈ house ĜĖĊìĈ ĕĳć ĊĪĈ
Enlightenment čć (diminutive) ĐĊìĈ
trousers (plural) ēĊĪĈ
Ċ high; tall
ĜĖďĖĈĎĪĈ
week ē¯ čć Ďĳĉĉ (comparative)
would ČĐĳĉĉ humour ē¯ ĜĖć ĜĳҔĒĉĈ
cloud ĕ¯ ĜĖć ēěĐĳĉĉ hungry ěčĜĖĆĔĉҔĈ
wall ČĔĖĉĉ čć ČĔĲĉĉ hundred ĜĖć ČĜĖćĔĉĈ
ĐČĔĖĉĉ ĜĖ¯
(diminutive) hundredth ČĕČĜĖćĔĉĈ
bath ĕ¯ čć ĖĔĲĉĉ to cough Č¯ĖĆēČĕĉĈ
from where ēĖĔĲĉĉēĉĸēĖĔĲĉĉ hat ĎĖ¯ ĕĳć ĐČčĈ
moustache; (plural) ĕĖĚĔĳĉĉ to guard; Č¯ĖĆēČčĈ
whiskers to keep
what; that/who/ ĕĳĉĉ home ēĖ¯ čć đīĈ
which; [the homework ē¯ čć ČĖąĜĲĒīҔĈ
fact] that homey; ĝčĒīĈ
water ē¯ ĕĳć ĜĖĕĲĉĉ traditional
which Ė¯ĜĖĕĳĉĉ today ČĔìĈ
which ĲĜĲĸĕĳĉĉ contemporary ěčČĔìĈ
holiday/vacation ĕ¯ čć ĖčĚĲěĲĉĉ nowadays ĆĳČĉĚČĔìĈ
to grow ēĕěĲĉĉ hot ĕīĈ
ēĕěĳĉĉĖĆ=ēĕěĲĉĉĖĆ to be called; ē¯ĖĆēĕīĈ
ēìĊ + to command;
word ĕĳć ČĜĳĉĉ to mean
ĐČĜĖĉĉĜĖČĜĖĉĉ chicken ĎĖ¯ ĕĳć ĐćĔčĈ
(diminutive) historical ĝčĜĳČĕčĈ
to wait (for) ėĪĄ Č¯ĖĆēČĜĲĉĉ a substantial ĐĕčąĝçčĈĲĝçčĈ
password ĕ¯ ĜĖć ēďīĚČĜĳҔĉĉ amount
warm đĖĜĲĉĉ halakha, <ĖďĳĐĲĈ>ĈďĐĈ
midday meal ē¯ ĕĳć ĕĖĒĖĜĲҔĉĉ Jewish law Ğĉ¯ čć
to throw ēĸĜĳĉĉĖĆēĸĜĲĉĉ Hebrew language ĕĳć ĝ čĖĜąĖĈ
Warsaw čć ĖĝĜĲĉĉ half (noun) ē¯ čć ČĸĐĖĈ
which Ĝ ĖďĐĖĉĉ from/of Warsaw ĜĖĉĉĖĝĜĲҔĉĉ

(masculine/ where ôĉĉ
feminine) where to ēčҔĈôĉĉ
(we, they) will ēĐĖĉĉ to live Č¯ĖĆēĖĔĪĉĉ
to want ČĐĳҔĉĉĖĆēĐĖĉĉ wonder ¯=ĕ¯ ĜĖć ĜĖćĔôĉĉ
whom ēĖĒĖĉĉ wonderful ĜĲąĜĖćĔôҔĉĉ
(accusative/ as; how; than čĉĉ
dative of ĜĖĉĉ) how ĪҔĊĲčĉĉ
whose ĕĔĖĒĖĉĉ video ĕ¯ ĜĖć ĳĖćčҔĉĉ
when; if ēĖĉĉ again ĜĖćčĉĉ
(you singular) ČĕĖĉĉ wife; woman ĜĖ¯ ĕĳć ąìĉĉ
will to show ēĊčĉĉĖĆēĊìĉĉ
who ĜĖĉĉ far Čìĉĉ
dictionary ĕĳć ĎĉąĜĖČĜĖҔĉĉ 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 ¯ ĕĳć ěĜĖĉĉ important ěčČďčĉĉ
Vilnius čć ĖĔĐčĉĉ
ċ from/of Vilnius ĜĖĔĐčĉĉ
to say Č¯ĖĆēĆĳĊ wind ē¯ ĜĖć ČĔčĉĉ
should Č¯ĖĆēĐĳĊ winter ĕ=ē¯ ĜĖć ĜĖČĔčĉĉ
salt ē¯ ĕĳć=čć ęĐĲĊ [in] wintertime ČìĚĜĖČĔčҔĉĉ
juice ē¯ ĜĖć ČĸĲĊ to know ČĕôҔĉĉĖĆēĕčĉĉ
sock ē¯ čć=ĜĖć ěĳĊ how many/much Đĸčĉĉ
(diminutive) ĐěĖĊ joke ē¯ ĜĖć ęčĉĉ
to worry Č¯ĖĆĎčĊĎčĊēĆĜĳĊ Wikipedia čć ĖčćĖçčěčĉĉ
to look for Č¯ĖĆēďĉĊ website ĎĖ¯ ĕĳć ĐČìĊąĖҔĉĉ
summer ĕ=ē¯ ĜĖć ĜĖĒĉĊ road; way ē¯ ĜĖć ĆĖĉĉ
[in] summertime ČìĚĜĖĒĉҔĊ about ēĆĖĉĉ
son ĐćĔčĊēčĊ ĜĖć ēĉĊ vegetarian
ĜĖčĜĲČĖĆĖĉĉ
(diminutive) ¯ ĜĖć
sun ēĖ¯ čć ēĉĊ (he/she/it, you ČĖĉĉ
Sunday ē¯ ĜĖć ěčČĔĉĊ plural) will
she čĊ dinner/supper ĕ¯ čć ĖĜĖĝČĖҔĉĉ
seven ēąčĊ world ē¯ čć ČĐĖĉĉ
seventh ČĖąčĊ (I) will ĐĖĉĉ
seventy ěčĚĖąčҔĊ secular ĎĖĐČĐĖĉĉ
seventieth ČĕěčĚĖąčҔĊ which (neuter) ĕ Ė ďĐĖĉĉ
Č seventeen ēĚĖąčҔĊ
Chabadnik, <ěčĔćĲąĲď>ěčĔćąċ they īĊ
follower of ĕĖ¯ ĜĖć here you are; ČĉĆĪҔĊĲ Č ìĊ
the Lubavitch please
Hasidic clock; watch ĕ¯ ĜĖć ĜĖĆīĊ
movement o’clock ĜĖĆīĊĲ
friend ĜĖć <ĜĖĉĉĲď>ĜĶċ grandfather ĕ¯ ĜĖć ĖćīĊ
<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
ēĉĸ Č¯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¯ čć ēčĜĖĆĔčҔĊ
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 Ĝ ĖąĐĖĊ
to faint <ēĝĖĐĲҔď >ēĝĐċ rare; special ēČĐĖĊ
<ČĝĖĐĲďĖĆ>Č¯ĖĆ rarity ē¯ čć ČīěĔČĐĖĊ
Hanukka ĜĖć <ĖěčĔĲҔď>ĈáĉĔċ to see ē¯ĖĆēĖĊ
charming; <ěčćĉĉĖĔīҔď>ěčćĉĉĖĔċ six ĕěĖĊ
cute sixth ČĕěĖĊ
Hasid ĜĖć <ćčĕĳď>ćčĕċ frog ĕ¯ čć ĖąĲĝĊ
<đčćčĕď>đč¯ genre ĕ=ē¯ ĜĖć ĜĖĔĲĝĊ
Hasidism
<ĕĖćčĕď>Ğĉćčĕċ jacket ē¯ ĜĖć ČĖҔěĲĝĊ
ĕĳć journal; magazine ē¯ ĜĖć ĐĲҔĔĜĉĝĊ
Hasidic <ĝčćčĕď>ĝčćčĕċ (male) journalist ē¯ ĜĖć ČĕčҔĐĲĔĜĉĝĊ
to regret
<ĖČĳĜĲď>ĈČĜċ (female)
ĖěČĕčĐĲĔĜĉĝĊ
ĈČĜċēąĳĈ journalist ĕ¯ čć
ČĲҔĈĖĆ so (following ĖĝĊ
October/ ĜĖć <ēĉĉĝĊĖď>ēĉĉĝċ question
November words)
table ē¯ ĜĖć ĝčČ wedding <ĖĔĖĕĲҔď >ĈĔĉĞċ

prayer shawl ĜĖć <ĕĖĐĲČ>ĞčĐČ Ğĉ¯ čć
đčĞčĐČ married woman ĈĔĉĞċ

<đčĕīĐĲČ> ĖČĲĈĖĆ¯<ĖĔĖĕĲҔď>
activity ē¯ čć ČīěčČĖҔČ ¯ čć
technology ĕ¯ čć ĖčĆĳĐĳĔďĖČ to get married <ĖĔĖĕĲҔď >ĈĔĉĞċ
technological ĝčĆĳĐĳĔďĖČ ĈĔĉĞċēąĳĈ
television ĕ¯ čć ĖčĊčĉĉĖĐĖČ ČĲҔĈĖĆ
telephone ēĖ¯ ĜĖć ēĳҔĸĖĐĖČ fiancé; groom ĜĖć <ēĕĳď>ēĞċ
to phone Č¯ēĜčĔĳĸĖĐĖČ <đčĔĲĕĲď>đčĔĞċ
plate ĕ¯ ĜĖć ĜĖĐĖČ
topic ĕ¯ čć ĖĒĖČ č
temperature ē¯ čć ĜĉҔČĲĜĖçĒĖČ so ĳČ
cup ĎĖ¯ ĕĳć ĐçĖČ day ĆĖČ ĜĖć ĆĳČ
text ē¯ ĜĖć ČĕěĖČ dad; father ĕ¯ ĜĖć ĖČĲČ
traditional ĐĖҔĔĳčĚčćĲĜČ ēČĲČ
tradition ĕ¯ čć ĖčĚčćĲĜČ (accusative/
to carry; to wear ē¯ĖĆēĆĳĜČ dative)
to think Č¯ĖĆēČďĲĜČ parents (plural) ĖĒĲĒ¯ĖČĲČ
tram ēĖ¯ ĜĖć ìҔĉĉĒĲĜČ daughter čć ĜĖČďĳČ
despite ęĳĜČ ĐĜĖČďĖҔČ ĜĖČďĖČ
sad ěčĜĖĪҔĜČ (diminutive)
to drink ēĖěĔĉĜČĖĆēĖěĔčĜČ to do ē¯ĖĆēĳČ
to meet ēĸĳĜČĖĆēĸĖĜČ cooking pot çĖČ ĜĖć çĳČ
to meet each
ĎčĊĎčĊēĸĖĜČ really <ĝĖĒĲĒ>ĝĒĒĖěĲČ
other ēĸĳĜČĖĆ Toronto ĳČĔĳĜĳČ
cholent ĕĳć=ĜĖć ČĔĐĳĝČ not to be ēĜĳČČ ĝ čĔēĜĳČ
ĜĖ¯=ē¯ permitted Č¯ĖĆČ ĝ čĔ
teapot ĕĖ¯ ĜĖć ěčĔìĝČ Tevye (man’s <ĖčĉĉĖČ>ĈčĶČ
cello ĕ¯ ĜĖć ĳĐĖĝČ name)
cheque ē¯ ĜĖć ěĖĝČ December/ ĜĖć <ĕĖĉĉīČ>ĞĶČ
January
Ď dove; pigeon ĐąìČē¯ čć ąĪČ
yes ĳč (diminutive)
January ĜĖć ĜĲĉĔĲҔč thousand ĜĖ¯ ĜĖć ČĔĊĪČ
Japan ĕĳć ēĲҔçĲč gate ē¯ ĜĖć ĜĖĪČ
Japanese ĕĳć ĝčĔĲçĲč dark ĐěĔĉČ
(adjective); tea ēĖ¯ čć=ĜĖć īČ
Japanese river ē¯ ĜĖć ĎìČ
language cherished; ĜĖìČ
year ē¯ ĕĳć Ĝĳč expensive
century ĜĖć ČĜĖćĔĉĈĜĳč deep ėčČ
ĜĖ¯ door ē¯ čć ĜčČ
Israeli
ěčćĐĄĜûč kippa/yarmulke/ ĕ¯ čć ĖěĐĒĜĲč
<ěčćĐĖĳҔĜĕ čč> skullcap
clear chicken Đďìčē¯ čć ĎĪč
â soup (diminutive)
advisable, <ìҔćĖě>čĄćá July ĜĖć čĐĉč
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 ĜĖć čĔĉč
<đčĸĉĝčě>đč¯ Jew ēć ččē¯ ĜĖć ć čč
bride; fiancée Ğĉ¯ čć <ĖĐĲě>ĈĐá (accusative/
klezmer
<ĜĖĒĊĖĐě>ĜĒĊ¯čĐá dative)
musician đč¯ ĜĖć Jewish/Yiddish ĕĳć ĝčć čč
<đčĜĳĒĊĖĐě> (adjective);
Standard Yiddish ĝčć čč¯<ĐĲĐě>ĐĐá Yiddish
ĕĳć language
all kinds of <īĐĜĖĐĳҔě>īĐĜĖĐá Jewishness; ĕĳć=čć Čīěĝčć čҔč
almost <ČĲҔĒčě>ČĖĒá Judaism
constantly <ĜĖćīĕĖě>Ĝćĕá boy ĎĖ¯ ĕĳć ĐĆĔ čč
anger ĜĖć <ĕĲě>ĕĖá ocean; sea ēĖ¯ ĜĖć <đĲč>đč
angry (with) ČčĒ=ėĪĄ ĕĖáēčĄ every (neuter) ĕĖćĖč
every (masculine/ Ĝ ĖćĖč
Đ feminine)
ĎčĄ= ď that (neuter) ĕĔĖč
although; ĝČĳď that (masculine/ Ĝ ĖĔĖč
at least feminine)
to catch Č¯ĖĆēçĲď Yekl (man’s ĐěĖč
China čć ĖĔčď name)
Chinese ĕĳć ĝčĊĖĔčď 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¯ čć ĖČĲĐ ĕĳć
Latvia ĕĳć ćĔĲĐČĖĐ let’s ĜčĒĳĐ

lamp, light ĎĖ¯ ĕĳć ĐçĒĖĐ country ĜĖćĔĖĐ ĕĳć ćĔĲĐ
spoon ¯ ĜĖć ĐĸĖĐ (diminutive) ĐćĔĖĐ
last ČĚĖĐ London ēĳćĔĳĐ
recently ĕĔČĚĖĐ long ĜĖĆĔĖĐĆĔĲĐ

lesson ĕ¯ čć ĖčĚěĖĐ (comparative)
to teach; Č¯ĖĆēĖĔĜĖĐ noodle ē¯ ĜĖć ĝěĳĐ
to study Los Angeles ĕĖĐĖĝĊćĔĲҔ ĕĳĐ
to learn Č¯ĖĆĎčĊĎčĊēĖĔĜĖĐ according to ČĪĐ
(male) teacher ¯=ĕ¯ ĜĖć ĜĖĜĖĐ đĖćČĪĐ= ēČĪĐ
(female) teacher ĕ¯ čć ĖěĜĖĜĖҔĐ to run ēìĊ + ēĸĳĐĖĆēĸĪĐ
at least <ĕĖďĳçĖĐ>ĞĉċçĐ lung ēĖ¯ čć ĆĔĉĐ
language ĕĳć <ēĝĳĐ>ēĉĝĐ to like; to love ČĲҔĈĖĆąčĐēąĳĈąčĐ
<ĕĖĔĪĝĖĐ>Ğĉ¯ to lie ēìĊ + ēĆĖĐĖĆēĆčĐ
Hebrew-Aramaic ĝćĉě¯ēĉĝĐ
Lithuanian Jew ĕĖ¯ ĜĖć ěĲĉĉČčĐ
component of <ĝĖćĪě¯ēĝĳĐ> Lithuanian Jewish ĕĳć ĝčĉĉČčĐ
Yiddish ĕĳć (adjective);
Lithuanian
ē Yiddish
strange ĖĔćĳĒ Lithuania čć ĖČčĐ
modern ēĜĖҔćĳĒ literature ē¯ čć ĜĉҔČĲĜĖČčĐ
Meah Shearim
ĖīĒ>đčĜĖĝĈĄĒ literary ĝčĜĲĜĖČčĐ
<đčĜĳĖĝ empty ěčćīĐ
motorcycle ēĖ¯ ĜĖć ĐěčĚĳČĳĒ to be idle
ěčćīĐēīĆěčćīĐ
motor ē¯ ĜĖć ĜĳҔČĳĒ ēìĊ + ēĖĆĔĲĆĖĆ
mathematics čć ěčČĲĒĖČĲĒ solution ēĖ¯ čć ĆĔĉĊīĐ
material ē¯ ĜĖć ĐĲҔčĜĖČĲĒ easy ČďìĐ
fortune ¯ ĜĖć ěčČĔĳčĲĒ clay ĕĳć=čć đīĐ
mayonnaise ĜĖć ĊĖҔĔĳčĲĒ to read Č¯ĖĆēĖĔĖīҔĐ
to do; to make Č¯ĖĆēďĲĒ reader ¯=ĕ¯ ĜĖć ĜĖĔĖīҔĐ
instance, time ¯ ĕĳć ĐĳĒ purple (does not ĲĐčĐ
sometimes ĐĳĒĲ decline)
to paint ē¯ĖĆ=Č¯ĖĆēĐĳĒ studies (plural) đčćĉĒčĐ
mother; mum/ ĕ¯ čć ĖĒĲĒ left ěĔčĐ
mom (dative) ēĖĒĲĒ for example <ĐĝĳĒĖĐ>ĐĝĒĐ
husband; man ĜĖĔĖĒ ĜĖć ēĲĒ near ēąĖĐ
Monday ē¯ ĜĖć ěčČĔĳĒ life ĕ¯ ĕĳć ēąĖĐ
coat ēĖ¯ ĜĖć ĐČĔĲĒ to live Č¯ĖĆēąĖĐ
Montreal ĐĳҔĖĜČĔĳĒ Latvian ĕĳć ĝčČĖĐ
masses (plural) ēĕĲĒ (adjective);
tomorrow ēĆĜĳĒ Latvian
March ĜĖć ęĜĲĒ language
my Ė¯ēìĒ market ěĜĖĒ ĜĖć ěĜĲĒ

opinion ēĖ¯ čć ĆĔĉĔīĒ expert ĜĖć <ēĉĉīĒ>ēčĶĒ
to believe Č¯ĖĆēĖĔīĒ <đčĔčĉĉĖĒ>đč¯
me (accusative) ĎčĒ country, nation čć <ĖĔčćĖĒ>ĈĔčćĒ
million ēĖ¯ ĜĖć ēĳҔčĐčĒ Ğĉ¯
billion ē¯ ĜĖć ćĜĲҔčĐčĒ Maharal (Rabbi <ĐĲҔĜĲĈĲĒ>ĐĜĈĒ
milk čć ĎĐčĒ Judah Loew) ĜĖć
dairy ěčďĐčĒ music ē¯ čć ěčҔĊĉĒ
milkman ĜĖěčďĐčҔĒ musical ĝčĐĲěčĊĉĒ
minority ē¯ čć ČīĈĜĖćĔčҔĒ to have to; Č¯ĖĆēĊĉĒ
minute ē¯ čć ČĉҔĔčĒ must
we; me (dative) ĜčĒ to pardon <ĐďĪĒ>ĐċĉĒ

overjoyed ĈċĒčû¯ĄĐĒ
ēĖҔĉĉĖĆĐċĉĒēìĊ
<ĖďĒčĕ¯ĖĐĳĒ> mouth ĜĖĐìĒ ĕĳć ĐĪĒ
war
<ĖĒĳďĐčĒ>ĈĒċĐĒ ĐďĐìĒ
Ğĉ¯ čć (diminutive)
king ĜĖć <ĎĖĐīĒ>ĎĐĒ aunt ĕ¯ čć ĖĒĉĒ
<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
ČčĒ ēĖҔĉĉĖĆ congratulations <ĉĉĳČĐĊĲĒҊ> ĶĉČ¯ĐĊĒ
one/you/they ē ĖĒ in-laws
<đčĔĳČĉďĖĒ>đčĔëĉċĒ
to be permitted Č¯ĖĆēĆĖĒ (plural)
medicine ēĖ¯ čć ēčҔĚčćĖĒ machzor, Jewish <ĜĖĊďĲĒ>ĜĉĊċĒ
medical ĝčĔčĚčćĖĒ holiday prayer đč¯ ĕĳć=ĜĖć
metre ĕ¯ ĜĖć ĜĖČĖĒ book <đčĜĪĊďĲĒ>
melodrama ĕ¯ čć ĖĒĲĜćĳĐĖĒ a delight čć <ĖìďĖĒ>ĈčċĒ
to inform ēćĐĳĒĖĆēćĐĖĒ Ğĉ¯
person ē¯ ĜĖć ĝČĔĖĒ ugly <ĕĖčĒ>ĕĉĄčĒ
ēĝČĔĖĒ tired ćčĒ
(accusative/ east ĜĖć <ĎĖĜĊčĒ>ċĜĊčĒ
dative) with ČčĒ
knife ĕ¯ ĕĳć=ĜĖć ĜĖĕĖĒ Wednesday ē¯ ĜĖć ĎĳĉĉČčĒ
Mexico čć ĖěčĕěĖҔĒ Middle Ages ĜĖć ĜĖČĐĖ¯ĐČčĒ
Mexican ĜĖĔĲěčĕěĖĒ đĖćČčĒ= ēČčĒ
more ĜĖĒ May ĜĖć ìĒ
carrot ē¯ čć=ĜĖć ĜĖĒ girl ĎĖ¯ ĕĳć ĐćīĒ
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=čć ĕĖìĔ Ğĉ¯ čć
March/April ĜĖć <ēĕčĔ>ēĕčĔ
to sneeze ēĕĳĔĖĆēĕčĔ ĕ
to use Č¯ĖĆēĚčĔ November ĜĖć ĜĖąĒĖĉĉĳĔ
not ČĝčĔ nose ĐĊĖĔĊĖĔ čć ĊĳĔ
trip čć <ĖčĕĖĔ>ĈĖčĕĔ (diminutive)
Ğĉ¯ after; more; still ĎĳĔ
fingernails (plural) ĐĆĖĔ to relent ēąĖĆĖĆďĳҔĔ ēąĖĆďĳҔĔ
to disappear
ēĜĖĉĉ<đĖĐīĔ>đĐĖĔ night ČďĖĔ čć ČďĲĔ
ēĜĳĉĉĖĆđĐĖĔ đĖćĎĳĔ= ēďĳĔ
(ēìĊ +) name ēĖĒĖĔ ĜĖć ēĖĒĳĔ
to take ēĖĒĉĔĖĆēĖĒĖĔ close ĜĖČĔĖĖҔĔ ČĔĖĳĔ
(comparative)
Ė national ĐĲҔĔĳčĚĲĔ
ĕĖ= ĕ neck ĕ¯ ĜĖć ēěĲĔ
underground/ ĕ¯ čć=ĜĖć īĉĉąĳĕ fool; idiot đčĔĳĜĲĔ ĜĖć ĜĲĔ
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¯ ĜĖć ēĳҔĐĲĕ come on; so; ĉĔ
soldier ē¯ ĜĖć ČĲҔćĐĳĕ well
very ĖĒĲĕ annoying ĕĖ¯ ĜĖć ěčĔćĉĔ
(+ superlative, person, pain
e.g. ‘the very in the neck
biggest’) boring ĖĔćĉĔ
English ĕĳć ĝčĐĆĔĖ sandal ē¯ ĜĖć ĐĲҔćĔĲĕ

(adjective); sofa ĕ¯ čć Ėěĸĳĕ
English sort ē¯ ĜĖć ČĜĳĕ
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¯ ĜĖć ČĔĖҔćĉČĕ
similar ĎĖĐĔĖ (female) student ĕ¯ čć ĖěČĔĖćĉČĕ
encyclopaedia čć ĖčćĖçĳĐěčĚĔĖ stereotypical ĝčçčČĳĖĜĖČĕ
ĕ¯ reason Ğĉ¯ čć <Ėąčĕ>Ĉąčĕ
Austria ĕĳć ĎìĜČĕĖ May/June ĜĖć <ēĉĉčĕ>ēĉĉčĕ
apple ¯ ĜĖć ĐçĖ both . . . and ìĕìĕ
something; ĕĖçĖ danger
<ĖĔĳěĲĕ>ĈĔáĕ
some kind of Ğĉ¯ čć
to open ČĔĸĖĖĆēĖĔĖĸĖҔ season ēĖ¯ ĜĖć ēĳҔĊĖĕ
advice Ğĉ¯<ĖĚīĄ>ĈĚĖ September ĜĖć ĜĖąĒĖČçĖĕ
screen ēĖ¯ ĜĖć ēĲҔĜěĖ second ĕ¯ čć ĖćĔĉěĖĕ
stubborn person ĜĖć <ēĝěĲ>ēĝěĖ secretary ē¯ ĜĖć ĜĲҔČĖĜěĖĕ
<đčĔĳĝěĲ>đč¯ skirt ĕ¯ čć ĖĚčĔćĉҔçĕ
he ĜĖ especially ĐĖҔčĚĖçĕ
aeroplane ēĖ¯ ĜĖć ēĲҔĐçĳĜĖ Jewish religious ĜĖć <ĜĖĸīĕ>Ĝĸĕ
Friday evening/
ĉĉĖĜĖ>Ğąĝ¯ĶĜĖ book <đčĜĳĸĕ>đč¯
night ĜĖć <ĕĖąĲĝ frying pan ĕ¯ čć ĖćĳĜĉĉĳҔěĕ
earth ¯ čć ćĜĖ scandal ē¯ ĜĖć ĐĲҔćĔĲěĕ
first; just recently ČĝĜĖ most (of ) <ĉĉĳĜĕ> ĶĉĜĕ
è ė
sidelock Ğĉ¯ čć <Ėīç>ĈĄç unhappiness ĝĸĔ¯ĞĒĆĖ

positive ĉĉčҔČčĊĳç <ĝĖĸĖĔ¯ĕĖĒĆĲ>
position ĕ¯ čć ĖčĚčĊĳç ĕĳć
politics ē¯ čć ěčҔČčĐĳç afterlife/world to
ĄąĈ¯đĐĉĖ
shelf ĕ¯ čć ĖĚčĐĳҔç come <ĖąĲĈ¯đĖĐĪĄ>
tomato ē¯ ĜĖć ĜĳҔćčĒĳç čć=ĜĖć
orange ē¯ ĜĖć ęĔĲҔĜĖĒĳç some ĖďĖĐČĖ
stripe ē¯ ĜĖć ĕĲç parents (plural) ēĜĖČĐĖ
position, post ĕ¯ ĜĖć ēČĕĳç hello (reply) đĉĐĝđďčĐĖ

to happen Č¯ēĜčĕĲç <đĖĐĳĝđĖďīĐĲ>
to fit; to suit (+ dative) Č¯ĖĆēĕĲç elbow ĕ¯ ĜĖć ēĆĪąĔĐĖҔ
poetry ĕ¯ čć ĖčĊĖĳç eleven ėĐĖ
popular ĜĖҔĐĉçĳç eleventh ČĸĐĖ
paper ē¯ ĕĳć ĜčҔçĲç England ĕĳć ćĔĲĐĆĔĖ
prestige ¯ ĜĖć ĝĊčҔČĕĖĜç couple; few; pair ē¯=¯ ĕĳć=čć Ĝĳç
Torah portion čć <ĖĝĜĲç>ĈĝĜç Portuguese ĝčĐĲĆĉČĜĳç
<ĕĖĝĜĲç>ĞĉčĝĜç Paris ĊčҔĜĲç
neither meaty ĖĉĉĖĜĲҔç
Ĺ nor dairy
factory ē¯ čć ěčҔĜąĲĸ couple ĕĳć ěĐĳҔĸĜĳç
to demand; to Č¯ĖĆēĜĖćĳĸ ĜĖěĐĖĸĜĳç
require to publish Č¯ēĜčěčĐąĉç
father ĕ¯ ĜĖć ĜĖČĳĸ Polish (adjective); ĝčĐĪç
to fall ēìĊ + ē¯ĖĆēĐĲĸ Polish language
folklore ¯ ĜĖć ĜĳҔĐěĐĳĸ Poland ĕĳć ēĐĪç
Folksbiene čć ĖĔčąĕěĐĳҔĸ exactly ČěĔĉç
(Yiddish belly-button ĕĖ¯ ĜĖć ěčçĉç
theatre in Purim play ē¯ čć Đčçĝ¯đčĜĉç
New York) detail ĕ¯ čć ĖěĉĉĖĝČčҔç
folk-style ĎĖĐĒčČĕěĐĳҔĸ play ĕ¯ čć ĖĕĖčç
before; for ĜĲĸ beach ĕ¯ čć ĖĝĊĲĐç
united ČěčĔīĄĜĲĸ idea; plan ĜĖĔĖĐç ĜĖć ēĲĐç
United States ēČĲČĝĖČěčĔīҔĄĜĲĸ suddenly đĖĚĉĐç
past ìҔąĜĲĸ niece ĕ¯ čć ĖĚčĔĖҔĒčĐç
connection; ēĖ¯ čć ĆĔĉćĔčąĜĲĸ nephew ĕĖ¯ ĜĖć ěčĔĖĒčĐç
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 ĜĖć ĕČĜĖĉĉĜĳĸ <đčěĉĕç>đč¯
newspaper) personal ĎĖĐĔĖĊĜĖç
to taste Č¯ēďĉĊĜĲĸ problem ēĖ¯ čć đĖҔĐąĳĜç
reliable ĎĖĐĊĳĐĜĲĸ Prague ĆĳĜç
to leave ē¯ēĊĳĐĜĲĸ programme ēĖ¯ čć đĲҔĜĆĳĜç
to rely (on)
ĎčĊĎčĊēĊĳĐĜĲĸ to produce Č¯ēĜčĚĉćĳĜç
ėĪĄ ē¯ prose ĕ¯ čć ĖĊĳĜç
in love (with) ēčĄ ČąčҔĐĜĲĸ 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¯ ĜĖć ČĔĖҔćčĊĖĜç
vehicle); gorgeous ěčČďĖĜç
to travel prime minister ĜĖČĕčĔčĒ¯ĜĖčĒĖҔĜç
busy ēĖĒĉĔĜĲĸ ēĜĳČĕčĔčĒ¯ ĜĖć
four Ĝčĸ to occupy ĎčĊĎčĊēĖĒĖĔĜĲĸ

company, firm ĕ¯ čć ĖĒĜčĸ oneself (with) ČčĒ ēĖĒĉĔĜĲĸ
fish ~ ĜĖć ĝčĸ having a cold ČĐčҔěĜĲĸ
meat ē¯ ĕĳć ĝīĐĸ opposite; ČĜĖҔěĜĲĸ
meaty ěčĝīĐĸ reversed
obligation ē¯ čć ČďčĐĸ to fix
ēČďčĜĜĲĸ
to fly
ēĆĪĐĸĖĆēĖčĐĸ ēČďĳĜĜĲĸ=Č¯
ēìĊ + to understand ēīҔČĝĜĲĸ
airport ĜĖć ęĲĐçčĐĸ ēĖĔĲČĝĜĲĸ
ĜĖĚĖĐçčҔĐĸ performance ēĖ¯ čć ĆĔĉĐĖČĝĜĳҔĸ
used to ĆĖĐĸ to introduce; to ēĐĖČĝĜĳҔĸ
February ĜĖć ĜĲĉĜąĖҔĸ perform ČĐĖČĝĖĆĜĳҔĸ
feather; pen ē¯ čć ĜĖćĖĸ to imagine ĎčĊĎčĊēĐĖČĝĜĳҔĸ
uncle ĕ¯ ĜĖć ĜĖČĖĸ ČĐĖČĝĖĆĜĳҔĸ
window ~ ĕĳć=ĜĖć ĜĖČĚĔĖĸ different; various ēćīĝĜĲĸ
pepper ĜĖć ĜĖĸĖĸ to disseminate Č¯ēČīĜçĝĜĲĸ
fourth ČĜĖĸ lazy ĐĪĸ
quarter ĎĖ¯ ĕĳć ĐČĜĖĸ from; of; by ēĉĸ
forty ěčĚĜĖĸ pound ē¯ ĕĳć=ĜĖć ČĔĉĸ
fortieth ČĕěčĚĜĖĸ đĖćēĉĸ= đĖĔĉĸ
forties ĜĖěčĚĜĖҔĸ foot Đĕčĸĕčĸ ĜĖć ĕĉĸ
fourteen ēĚĜĖĸ (diminutive)
fourteenth ČĔĚĜĖĸ on foot ĕĉĸĉĚ
French ĝčĊīĚĔĲĜĸ=ĝčĊĪĚĔĲĜĸ fifth Čĸĉĸ
(adjective); fifty ěčĚĸĉĸ
French fiftieth ČĕěčĚĸĉĸ
language fifties ĜĖěčĚĸĉҔĸ
France ĕĳć ĎìĜěĔĲĜĸ fifteen ēĚĸĉĸ
fruit ē¯ čć ČďĉĜĸ fifteenth ČĔĚĸĉĸ
observant,
ĜĖĒčĜĸđĉĜĸ fever ~ ĕĳć=ĜĖć ĜĖąčĸ
religious (comparative) figure ē¯ čć ĜĉҔĆčĸ
early čĜĸ fiddle, violin ēĖ¯ čć=ĜĖć Đćčĸ
free ìĜĸ fiddler ĕ¯ ĜĖć ĜĖĐćčĸ
Friday ē¯ ĜĖć ěčČìĜĸ to hate
ČĔìĸēąĳĈČĔìĸ
friend ~ ĜĖć ČĔìĜĸ=ćĔìĜĸ ČĲҔĈĖĆ
friendly ĎĖĐČĔìĜĸ so much ĐčĸĪҔĊĲĐčĸ
friendship ē¯ čć ČĸĲĝČĔìĜĸ too much ĐčĸĉĚ
to be happy; to Č¯ĖĆĎčĊĎčĊēĖīĜĸ film ēĖ¯ ĜĖć đĐčĸ
rejoice finger ~ ĜĖć ĜĖĆĔčĸ
spring ēĖ¯ ĜĖć ĆĔčĐčĜĸ ring ĎĖ¯ ĕĳć ĐĜĖĆĔčҔĸ
before; earlier ĜĖčĜĸ five ėĔčĸ
previous ěčćĜĖčҔĜĸ fifth ČĸĔčĸ
to give back ēąĖĆěčҔĜĉĚ breakfast ē¯ ĜĖć ěčČĝčĜĸ

ēąĖĆĖĆěčҔĜĉĚ to ask Č¯ĖĆēĆĖĜĸ
introduces yes/ čĚ to ask oneself/ Č¯ĖĆĎčĊĎčĊēĆĖĜĸ
no questions; each other
whether foreigner; ĜĖć ĜĖćĒĖĜĸ
onion ĕ¯ čć ĖĐĖąčҔĚ stranger ĖćĒĖĜĸ
a dish of ē¯ ĜĖć ĕĖĒčĚ (declines like
carrots and adjective)
raisins
room ē¯ ĕĳć=ĜĖć ĜĖĒčĚ ě
to chop apart Č¯ēěĲĈĖĚ Tsenerene, ĈĔčĄĜĉ¯ĈĔčĄĚ
mobile/cellphone ĕ¯ čć ĖěĐĖĚ Yiddish Bible čć <ĖĔĖĜĖĔĖĚ>
confused; mixed ČĝčҔĒĖĚ commentary
together tooth ēīĚ ĜĖć ēĳĚ
ten ēĖĚ ĐćĔīĚ
tenth ČĔĖĚ (diminutive)
centre ĕ¯ ĜĖć ĜĖČĔĖĚ righteous person ĜĖć <ěčćĲĚ>ěčćĚ
headquarters ĕ¯ čć ĖĐĲĜČĔĖĚ 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¯ čć ĖĉĉĲě twenties ĜĖěčĚĔĳҔĉĉĚ
cookbook ĕĳć Ďĉą¯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 ĜĖć ČčĜČĉĚ
colour ē¯ ĜĖć ĜčҔĐĳě because of ąčҔĐĉĚ
colourful ĐĉĸĜčĐĳě đĖćąčҔĐĉĚ= ēąčĐĉĚ
funny ĝčĒĳě đĖćĉĚ= đĉĚ
comedy ĕ¯ čć ĖčćĖĒĳě tongue ĜĖĆĔčĚ čć ĆĔĉĚ
commentary ē¯ ĜĖć ĜĲҔČĔĖĒĳě (diminutive) ĐĆĔčĚ
CD ĕĳć ĐČěĲçĒĳě to adapt oneself ĎčĊĎčĊēĕĲçĉҔĚ
ĎĖ¯ ČĕĲçĖĆĉҔĚ
computer ĕ¯ ĜĖć ĜĖČĉčçĒĳě happy; ēćčĜĸĉĚ
suit ē¯ ĜĖć ČĖҔĐçĒĳě satisfied
Canada čć ĖćĲĔĲě sugar ĜĖć ĜĖěĉĚ
contact ē¯ ĜĖć ČěĲҔČĔĳě back ěčҔĜĉĚ
clear
ĜĖĜĖĐěĜĳĐě conflict ē¯ ĜĖć ČěčҔĐĸĔĳě
(comparative) to cost Č¯ĖĆēČĕĳě
club ē¯ ĜĖć ąĉĐě head çĖě ĜĖć çĳě
clever ĜĖĆčĐěĆĉĐě (diminutive) ĐçĖě
(comparative) long coat ĕ¯ čć ĖČĳçĲě
dress ĎĖ¯ ĕĳć ĐćīĐě band (music) ĕ¯<čć>ĖčĐĖçĲě
clothes (plural) ĜĖćīĐě café ēĖ¯ ĜĖć ĖҔĸĲě
small
ĜĖĔĖĐěēīĐě porridge ĕ¯ čć ĖĝĲě
(comparative) pauper ĜĖć <ēĚçĲě>ēĚąě
climate ē¯ ĜĖć ČĲҔĒčĐě <đčĔĳĚçĲě>đč¯
garlic ~ ĜĖć ĐąĳĔě community
<ĖĐčĈĖě>ĈĐčĈě
knee ēĖ¯=¯ čć=ĜĖć čĔě Ğĉ¯ čć
button çĖĔě ĜĖć çĳĔě potato or noodle ēĖ¯ ĜĖć ĐĆĉě
ĐçĖĔě casserole
(diminutive) (male) cousin ēĖ¯ ĜĖć ēčҔĊĉě
cheese ē¯ ĜĖć ĊĖě (female) cousin ĕ¯ čć Ė ě ĔčĊĉě
waiter ~=ĕ¯ ĜĖć ĜĖĔĐĖě 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¯ čć ĖĔĖĝĖҔě culture ē¯ čć ĜĉҔČĐĉě
shop ēĖ¯ čć đĳĜě to come ēìĊ + ēĖ¯ĖĆēĖĒĉě
ĐĒĖĜě next ěčćĔĖĒĉҔě
(diminutive) art gallery
ĖčĜĖĐĲĆ¯ČĕĔĉě
relative ĜĖć <ĉĉĖĜĳě>ĶĉĜě ĕ¯ čć
<đčĉĉĪĜě>đč¯ look ē¯ ĜĖć ěĉě
circle ē¯ ĜĖć ĊìĜě to look Č¯ĖĆēěĉě
to crawl
ēďĳĜěĖĆēďčĜě course ē¯ ĜĖć ĕĜĉě
ēìĊ + short
ĜĖĚĜčěęĜĉě
criminal ĐĲҔĔčĒčĜě (comparative)
inn; bar, pub ĕ¯ čć ĖĒĝČĖĜě to; negative ēīě
shopkeeper ĕ¯ ĜĖć ĜĖĒĖĜě article
never Č ĝ čĔĐĳĒēīě
ĝ to chew Č¯ĖĆēĖìě
wheel ĜĖćĖĜ ĕĳć=čć ćĳĜ kitchen ē¯ čć Ďčě
radio ĕ¯ ĜĖć ĳčćĲĜ cinema ĕ¯ ĜĖć ĳĔčě
bicycle ĕ¯ ĜĖć ĜĖĉĉĳĜ child ĜĖ¯ ĕĳć ćĔčě
pink ĖĊĳĜ class ē¯ ĜĖć ĕĲĐě
novel ēĖ¯ ĜĖć ēĲҔĒĳĜ classic author ĜĖć ĜĖěčĕĲҔĐě
Jewish New ĈĔĝĈ¯ĝĳĜ
~=ĕ¯
Year ĜĖć <ĖĔĳĝĖĝĳĜ> classic ĝčĕĲĐě
prescription; ē¯ ĜĖć ČçĖҔĚĖĜ Mr <ąĖĜ>ąĜ= Ĝ

recipe rabbi ĜĖć <ĉĉĳĜ>ĶĜ
to recommend Č¯ēĜčćĔĖĒĳěĖĜ <đčĔĳąĲĜ>đčĔąĜ
jacket ĎĖ¯ ĕĳć ĐěĖĜ 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 čć ĉĜ
pity ĜĖć ćĳĝ rouble ~ ĜĖć ĐąĉĜ
Scotland ĕĳć ćĔĲĐČĳĝ red ČĪĜ
scarf ĎĖ¯ ĕĳć ĐěčĐĲҔĝ calm ě čĉĜ
S. An-Ski čěĕ¯ĔĲĝ Romania čć ĖčĔĖĒĉĜ
(Yiddish Romanian ĕĳć ĝčĔĖĒĉĜ
author and (adjective);
folklorist, Romanian
1863–1920) language
to create; to ē¯ĖĆēĸĲĝ round ćĔĉĜ
produce Russian ĕĳć ĝčĕĉĜ
chocolate ē¯ ĜĖć ćĲҔĐĳěĳĝ (adjective);
survivors,
ĈČčĐçĈ¯ĞčĜĄĝ Russian
especially of <ĖČīĐçĲĈĕĖĜīĝ> language
the Holocaust ¯ čć Russia ĕĳć ćĔĲĐĕĉĜ
sharpness ČīěĸĜĲĝ to call ē¯ĖĆēĸĉĜ
the Jewish ĜĖć <ĕĖąĲĝ>Ğąĝ back ĕ¯ ĜĖć ēěĉĜ
Sabbath; <đčĕĳąĲĝ>đč¯ to feel sorry (for)
<ĕĖĔĳĒďĲĜ>ĞĉĔĒċĜ
Saturday ĞĉĔĒċĜēąĳĈ
January/February ĜĖć <ČĲĉĉĝ>ČĶĝ ėĪĄ ČĲҔĈĖĆ
brother-in-law ĕ¯ ĜĖć ĜĖĆĳĉĉĝ huge ěčĊčĜ
mushroom ēĖ¯ čć=ĜĖć đĳĉĉĝ to ride ēìĊ + ēČčĜĖĆēČìĜ
ĐĒĖĉĉĝ rich ĎìĜ
(diminutive) clean ēīĜ
mother-in-law ĕ¯ čć ĜĖĆčĉĉĝ belt ĕ¯ ĜĖć ēĖĒčĜ
Switzerland čć ęìĉĉĝ rain ĕ¯ ĜĖć ēĆĖĜ
to swim
ēĖĒôĉĉĝĖĆēĖĒčĉĉĝ to speak Č¯ĖĆēćĖĜ
ēìĊ + speaking ěčćĔćĖĜ
sister-in-law ĕ¯ čć ēčĜĖĆĖҔĉĉĝ revolution ĕ¯ čć ĖčĚĉĐĳĉĉĖĜ
Swedish ĕĳć ĝčćĖĉĉĝ right ČďĖĜ
(adjective); relative(ly) ĉĉčҔČĲĐĖĜ
Swedish restaurant ēĖ¯ ĜĖć ēĲҔĜĳČĕĖĜ
language lecture ē¯ ĜĖć ČĲҔĜĖĸĖĜ
to sleep ēìĊ+ ē¯ĖĆēĸĳĐĝ Sweden ĕĳć ēćĖĉĉĝ

bedroom ē¯ ĜĖć ĜĖĒčĚĸĳҔĐĝ sister ~ čć ĜĖČĕĖĉĉĝ
peace ĜĖć <đĖĐĳĝ>đĉĐĝ cousin ćĔčҔě
ĜĖČĕĖĉĉĝ
hello đďčĐĖđĉĐĝ
ĜĖ¯ ĕĳć
<đĖďīĐĲđĖĐĳĝ> difficult; hard; ĜĖĉĉĝ
bad
ĜĖĆĜĖČďĖĐĝ heavy
(comparative) father-in-law ē¯ ĜĖć ĜĖĉĉĝ
ČĕĆĜĖ already ēĪĝ
(superlative) shoe Ďčĝ ĜĖć Ďĉĝ
to drag Č¯ĖĆēçĖĐĝ (diminutive) Đďčĝ
rag ĕ¯ čć ĖČĲĒĝ school; ē¯ čć Đĉĝ
to chat Č¯ĖĆēĕĖĉĒĝ synagogue
dirty ěčĚĉĒĝ city ČĖČĝ čć ČĳČĝ
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¯ čć ĜĉĔĝ very much
shoelace čć ĖĐćĲĉĉĖĜĉĔĝ house ĜĖąčČĝ čć ąĉČĝ
ĕ¯ to study Č¯ēĜčćĉČĝ
snow ēĖ¯ ĜĖć īĔĝ storm ĕ¯ ĜĖć đĖĜĉČĝ
to cut ēČčĔĝĖĆēćìĔĝ boot ~ ĜĖć ĐĉĉčČĝ
to snow Č¯ĖĆēĖīĔĝ manner ĕ¯ ĜĖć ĜĖĆīČĝ
tie ē¯ ĜĖć ĕçčĔĝ to stand
ēĖĔĲČĝĖĆēīČĝ
hour čć <ĳĝ>ĈĖĝ ēìĊ +
<ēĖĳĝ>ēĖ¯ to be based (on)
ĎčĊĎčĊēĚčČĝ
to be Č¯ĖĆĎčĊĎčĊēĖĒĖĝ ėĪĄ Č¯ĖĆ
embarrassed piece ĎĖ¯ ĕĳć ĐěčČĝ
Spanish ĕĳć ĝčĔĲçĝ shtetl; village ĎĖ¯ ĕĳć ĐČĖČĝ
(adjective); always ěčćĔĖČĝ
Spanish to bother Č¯ĖĆēĜĖČĝ
language shtreimel, ĕĳć ĐĒìĜČĝ
walk ē¯ ĜĖć ĜčҔĚĲçĝ fur hat worn ēĖ=ĎĖ¯
to walk Č¯ēĜčĚĲçĝ by some
to save Č¯ĖĆēĜĳçĝ Hasidim
vestige ē¯ čć=ĜĖć Ĝĉçĝ tights (plural) çĒčĜČĝ
mirror ēĖ¯ ĜĖć ĐĆčçĝ beautiful ĜĖĔĖĝēīĝ

hospital ĕĳć=ĜĖć ĐĳҔČčçĝ (comparative)
ĜĖĐĖČčçĝ=ē¯ to shine Č¯ĖĆēĖĔìĝ
to act; Č¯ĖĆēĐčçĝ bowl ēĖ¯ čć Đĕčĝ
to play ship ē¯ čć ėčĝ
ì late ČĖçĝ
Torah čć <ĖĜĪČ>ĈĜĉë language ē¯ čć ĎĲĜçĝ
Ğĉ¯ to jump ēĖĆĔčĜçĝ

September/ ĜĖć <ĖĜĝčČ>čĜĝčë ēĖĆĔĉĜçĝĖĆ
October ēìĊ+
Tel Aviv ĶčĶĳ¯Đë sock ĕ¯ čć ĖěČĖçĜĲҔěĝ
<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=ĜĖć ěĖĜĝ
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) ĜĖć ēěĉĜ
(to) accept ēĖĒĖĔĔĳҔ bad ČďĖĐĝ
after ĎĳĔ bathroom ĜĖć ĜĖĒčĚćĳҔą
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 ĕĳć ČĖą
also ĎĪĄ bedroom ĜĖć ĜĖĒčĚĸĳҔĐĝ
although ĝČĳď before ĜĲĸ
always ěčćĔĖČĝ bicycle ĜĖć ĜĖĉĉĳĜ
amazing ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ big ĕĪĜĆ
and ēĉĄ blue ĪĐą
angry Ċīą body ĜĖć ėĉĆ
apartment čć <ĖĜčć>ĈĜčć book ĕĳć Ďĉą
apple ĜĖć ĐçĖ bookshop čć đĳĜěĜĖďčҔą
approximately <ĎĖĜĖĖą>ĎĜĖą boring ĖĔćĉĔ
arm ĜĖć đĖĜĳ (to) borrow ēĆĜĳą
(to) arrive ēĖĒĉěĔĳҔ bowl čć Đĕčĝ
(to) ask ēĆĖĜĸ boy ĕĳć ĐĆĔ čč
at ìą bread ĕĳć ČĪĜą
at least <ĕĖďĳçĖĐ>ĞĉċçĐ breakfast ĜĖć ěčČĝčĜĸ
aunt čć ĖĒĉĒ (to) bring ēĖĆĔĖĜą
autumn ĜĖć ČĕąĜĲĈ brother ĜĖć ĜĖćĉĜą
ĜĖć ēĖčĕĳ brown ēĪĜą
286 English–Yiddish glossary
building ĜĖć <ēĖčĔčą>ēčĔą D

bus ĜĖć ĕĉąĳČĪҔĄ daughter čć ĜĖČďĳČ
business ĕĳć ČĸĖҔĝĖĆ day ĜĖć ĆĳČ
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 ĜĖć ĳČĪĄ doctor ĜĖć ĜĖČěĳć
(to) carry ēĆĳĜČ dream ĜĖć <đĖĐĳď>đĉĐċ
centre ĜĖć ĜĖČĔĖĚ dress ĕĳć ĐćīĐě
chair ĕĳć ĐěĔĖą (to) drink ēĖěĔčĜČ
(to) change ēČìą
(transitive) E
cheese ĜĖć ĊĖě early čĜĸ
chicken ĕĳć ĐćĔčĈ east ĜĖć <ĎĖĜĊčĒ>ċĜĊčĒ
child ĕĳć ćĔčě easy ČďìĐ
city čć ČĳČĝ egg ĕĳć īĄ
class ĜĖć ĕĲĐě eight ČďĲ
clean ēīĜ eighty ěčĚďĲ
clever ĆĉĐě eleven ėĐĖ
clock ĜĖć ĜĖĆīĊ empty ěčćīĐ
clothes (plural) ĜĖćīĐě end ĜĖć <ėĳĕ>ėĉĕ
coat ĜĖć ĐČĔĲĒ English ĝčĐĆĔĖ
coffee čć ĖĉĉĲě enough ĆĉҔĔĖĆ
cold ČĐĲě even <ĖĐčĸĲ>ĉĐčĸĲ
colour ĜĖć ĜčҔĐĳě evening ĜĖć ČĔĉĉĳ
(to) come ēĖĒĉě every Ĝ ĖćĖč
comfortable đĖҔĉĉěĲą (masculine/
completely ēĚĔĲĆēčĄ feminine)
computer ĜĖć ĜĖČĉčçĒĳě (neuter) ĕĖćĖč
(to) cook ēďĳě everywhere đĉҔČĖĒĉĄ
correct (person)ČďĖҔĜĖĆ exact(ly) ĪҔĔĖĆ
(thing) ěčČďčĜ example ĜĖć Đčçĝìą
(to) cost ēČĕĳě exhausted ČĖĝČĉĒĖĆĕĪҔĄ
country ĕĳć ćĔĲĐ expensive ĜĖìČ
cousin ĜĖć ēčҔĊĉě eye ĕĳć ĆĪĄ
čć Ė ě ĔčĊĉě
crazy <ĖĆĉĝĖĒ>ĖĆĉĝĒ F
(to) cry ēĖĔīĉĉ face ĕĳć <đĖĔĳç>đčĔç
cup ĕĳć ĐçĖČ (to) fall ēĐĲĸ
family <ĖďĳçĝčĒ>ĈċçĝĒ grandfather ĜĖć ĖćīĊ

čć grandmother čć Ėąĳą
famous ČĒčҔĜĲą green ēčĜĆ
far Čìĉĉ (to) grow ēĕěĲĉĉ
father ĜĖć ĖČĲČ
fifteen ēĚĸĉĸ H
fifty ěčĚĸĉĸ hair (plural) ĜĳĈ
film ĜĖć đĐčĸ half (adjective) ąĐĲĈ
(to) find ēĖĔčĸĖĆ hand čć ČĔĲĈ
finger ĜĖć ĜĖĆĔčĸ (to) happen ēĜčĕĲçēĖҔĝĖĆ
(to) finish ēěčćĔĖҔ happy ĎĖĐěčĐĆ
first ČĝĜĖ hard ĜĖĉĉĝ
fish ĜĖć ĝčĸ hat ĕĳć ĐČčĈ
five ėĔčĸ (to) hate ēąĳĈČĔìĸ
foot ĜĖć ĕĉĸ (to) have ēąĳĈ
for ĜĲĸ he ĜĖ
for example
<ĐĝĳĒĖĐ>ĐĝĒĐ head ĜĖć çĳě
ĐčçĝìąđĉĚ healthy ČĔĉҔĊĖĆ
(to) forget ēĕĖĆĜĲĸ (to) hear ēĜĖĈ
fork ĜĖć ĐçĳĆ heart ĕĳć ęĜĲĈ
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 ĜĖć ěčČìĜĸ him đčĄ
friend ĜĖć <ĜĖĉĉĲď>ĜĶċ his Ė¯ēìĊ
ĜĖć ČĔìĜĸ=ćĔìĜĸ history čć ĖČďčĝĖĆ
from ēĉĸ (to) hold ēČĐĲĈ
fruit čć ČďĉĜĸ home čć đīĈ
funny ĝčĒĳě (to) hope ēĸĳĈ
hospital ĕĳć=ĜĖć ĐĳҔČčçĝ
G hot ĕīĈ
garden ĜĖć ēČĜĳĆ hour čć <ĳĝ>ĈĖĝ
(to) get ēĖĒĉěĲą house čć ąĉČĝ ĕĳć ĊĪĈ
girl ĕĳć ĐćīĒ how many/ Đĸčĉĉ
(to) give ēąĖĆ much
glass ĕĳć ĐĊĖĐĆ hundred ĜĖć ČĜĖćĔĉĈ
glasses (plural) ēĐčĜą husband ĜĖć ēĲĒ
go ēīĆ
good ČĉĆ I
grandchild ĕĳć ĐěčĔīҔĄ I ĎčĄ
idea ĜĖć ĐĲĸĔìĄ M

ĜĖć ěĔĲҔćĖĆ (to) make ēďĲĒ
if ąĪĄ man ĜĖć ēĲĒ
important ěčČďčĉĉ many <ĎĲĕ>ĎĕĲ
impossible ĎĖĐĆĖĒĒĉĄ me (accusative) ĎčĒ

in ēčĄ (dative) ĜčĒ
influence čć <ĖĳçĝĲĈ>ĈĖçĝĈ meat ĕĳć ĝīĐĸ
information čć ĖčĚĲĒĜĳĸĔčĄ (to) meet ēĸĖĜČ
instead of ČĳҔČĝĔĲ milk čć ĎĐčĒ
interesting ČĔĲҔĕĖĜĖČĔčĄ minute čć ČĉҔĔčĒ
it ĕĖ modern ēĜĖҔćĳĒ
Monday ĜĖć ěčČĔĳĒ
J month
<ĝĖćĪď>ĝćĉċ
Jew ĜĖć ć čč ĜĖć
Jewish ĝčć čč more ĜĖĒ
joke ĜĖć ęčĉĉ mother čć ĖĒĲĒ
(to) jump ēĖĆĔčĜçĝ mouth ĕĳć ĐĪĒ
music čć ěčҔĊĉĒ
K must ēĊĉĒ
kitchen čć Ďčě my Ė¯ēìĒ
(to) know ēĕčĉĉ
N
L name ĜĖć ēĖĒĳĔ
lamp ĕĳć ĐçĒĖĐ (to) need ēĸĜĲć
language čć ĎĲĜçĝ never Č ĝ čĔĐĳĒēīě
last ČĚĖĐ new ìĔ
late ČĖçĝ news ĕĳć=čć ĕĖìĔ
(to) learn ĎčĊēĖĔĜĖĐ next ěčćĔĖĒĉҔě
(to) leave ēĊĳĐĜĲĸ night čć ČďĲĔ
left (opposite ěĔčĐ nine ēìĔ
of right) nineteen ēĚĔìĔ
lesson čć ĖčĚěĖĐ ninety ěčĚĔìĔ
library čć ěĖҔČĳčĐąčą no ēīĔ
life ĕĳć ēąĖĐ north ĜĖć <ēĸĳĚ>ēĉĸĚ
(to) like ēąĳĈąčĐ nose čć ĊĳĔ
(to) live ēąĖĐēĖĔĪĉĉ not Č ĝ čĔ
living room ĜĖć ēĳҔĐĲĕ
long ĆĔĲĐ O
(to) look ēěĉě of ēĉĸ
(to) look for ēďĉĊ office ĕĳć=ĜĖć ĳҔĜĉčą
(to) love ēąĳĈąčĐ often ĐĳĒČĸĳČĸĳ
luck ĕĳć <ĐĊĲĒ>ĐĊĒ old ČĐĲ
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 ĕĳć ĐĜĖĆĔčҔĸ
other ĜĖćĔĲ road ĜĖć ĆĖĉĉ
our Ė¯ĜĖĊćĔĉĄ room ĕĳć=ĜĖć ĜĖĒčĚ
outside ēĕĪĜćēčĄ round ćĔĉĜ
(to) run ēĸĪĐ
P
paper ĕĳć ĜčҔçĲç S
parents (plural) ĖĒĲĒ¯ĖČĲČ sad ěčČĖĒĉҔĄ
party čć <ĖąčĕĖĒ>ĈąčĕĒ salt ĕĳć=čć ęĐĲĊ
(to) pay ēĐĳĚĲą same Ĝ ĖąĐĖĊ
pen čć ĜĖćĖĸ Saturday ĜĖć <ĕĖąĲĝ>Ğąĝ
person ĜĖć ĝČĔĖĒ (to) say ēĆĳĊ
(to) phone ēĜčĔĳĸĖĐĖČēĖĆĔčĐěĔĳҔ school čć Đĉĝ
picture ĕĳć ćĐčą (to) scream ēĖìĜĝ
piece ĕĳć ĐěčČĝ sea ĜĖć <đĲč>đč
place ĕĳć=ĜĖć ČĜĳ season ĜĖć ēĳҔĊĖĕ
plate ĜĖć ĜĖĐĖČ secretary ĜĖć ĜĲҔČĖĜěĖĕ
please ĖČčą čć ĖĝĜĲČĖĜěĖĕ
pocket čć ĖĔĖĝĖҔě (to) see ēĖĊ
poor đĖĜĳ seven ēąčĊ
problem čć đĖҔĐąĳĜç seventeen ēĚĖąčҔĊ
(to) push ēçĉČĝ seventy ěčĚĖąčҔĊ
she čĊ
Q shelf čć ĖĚčĐĳҔç
quick ĎčĆ ship čć ėčĝ
quite ęĔĲĆ shirt ĕĳć ćĒĖĈ
shoe ĜĖć Ďĉĝ
R shop čć đĳĜě
rabbi ĜĖć <ĉĉĳĜ>ĶĜ short ęĜĉě
radio ĜĖć ĳčćĲĜ should ēĐĳĊ
rain ĜĖć ēĆĖĜ show ēĊìĉĉ
(to) rain ēĖĔĖĆĖҔĜ similar ĎĖĐĔĖ
(to) read ēĖĔĖīҔĐ since ČĔčĊ
really ĖěĲČ (to) sing ēĖĆĔčĊ
reason čć <Ėąčĕ>Ĉąčĕ sister čć ĜĖČĕĖĉĉĝ
recently ĕĔČĚĖĐ (to) sit ēĚčĊ
red ČĪĜ six ĕěĖĊ
sixteen ēĚďĖĊ T
sixty ěčĚďĖĊ table ĜĖć ĝčČ
skirt čć ĖĚčĔćĉҔçĕ (to) take ēĖĒĖĔ
(to) sleep ēĸĳĐĝ tall ĎĪĈ
small ēīĐě tasty ěĲҔĒĝĖĆ
(to) smile ēĖĐďīĒĝ tea čć=ĜĖć īČ
snow ĜĖć īĔĝ (to) teach ēĖĔĜĖĐ
(to) snow ēĖīĔĝ teacher ĜĖć ĜĖĜĖĐ
so ĳČĪҔĊĲ čć ĖěĜĖĜĖҔĐ
some ĖďĖĐČĖҔ telephone ĜĖć ēĳҔĸĖĐĖČ
something ĕĖçĖ television čć ĖčĊčĉĉĖĐĖČ
sometimes ĐĳĒĲ (to) tell ēĐīĚĜĖć
son ĜĖć ēĉĊ ten ēĖĚ
soon ćĐĲą terrible ĎĖĐěĖĜĝ
south
<đĖĜĳć>đĉĜć than ēĉĸčĉĉ
ĜĖć thanks ěĔĲćĲ
(to) speak ēćĖĜ the (masculine) ĜĖć
spoon ĜĖć ĐĸĖĐ (feminine) čć
spring ĜĖć ĆĔčĐčĜĸ (neuter) ĕĳć
(to) stand ēīČĝ (plural) čć
(to) start ēąīĈĔĳҔ their Ė¯ĜĖīĊ
(to) stay ēąìĐą there ē ČĜĳć
stomach ĜĖć ĎĪą they īĊ
(to) stop ēĜĖĈĸĪҔĄ (to) think ēČďĲĜČ
story čć <ĖĕìĒ>ĈûĖĒ thirteen ēĚìĜć
strange ĖĔćĳĒ thirty ěčĕìĜć
street čć ĕĲĆ thousand ĜĖć ČĔĊĪČ
strong ěĜĲČĝ three ìĜć
student ĜĖć ČĔĖҔćĉČĕ through ĎĜĉć
čć ĖěČĔĖćĉČĕ Thursday ĜĖć ěčČĝĜĖĔĳҔć
<ćĖĒĐĲČ>ćčĒĐë tired ćčĒ
ĈćčĒĐë ĜĖć today ČĔìĈ
čć <ĖćčĒĐĲČ> together ēĖĒĲĊĉĚ
stupid ĝčĜĲĔ tomorrow ēĆĜĳĒ
suddenly đĖĚĉĐç too ĉĚ
sugar ĜĖć ĜĖěĉĚ too much ĐčĸĉĚ
summer ĜĖć ĜĖĒĉĊ tooth ĜĖć ēĳĚ
sun čć ēĉĊ train čć ēĲą
Sunday ĜĖć ěčČĔĉĊ trousers (plural) ēĊĪĈ
supper čć ĖĜĖĝČĖҔĉĉ true <ĕĖĒĖ>ĞĒĄ
sure ĜĖďčĊ (to) try ēĜčąĉĜç
swim ēĖĒčĉĉĝ Tuesday ĜĖć ěčČĕĔčć
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 ĜĖć ĜĖČĖĸ white ĕìĉĉ
under ĜĖČĔĉĄ who ĜĖĉĉ
(to) understand ēīҔČĝĜĲĸ whose ĕĔĖĒĖĉĉ
until Ċčą wide ČīĜą
us ĊćĔĉĄ wife čć ĪĜĸ ĕĳć ąìĉĉ
(to) use ēĚčĔ wind ĜĖć ČĔčĉĉ
usual(ly) ĎĖĐČĔīĉĉĖĆ window ĕĳć=ĜĖć ĜĖČĚĔĖĸ
winter ĜĖć ĜĖČĔčĉĉ
V with ČčĒ
vacation čć ĖčĚĲěĲĉĉ wonderful ĜĲąĜĖćĔôҔĉĉ
vegetable ĕĳć ĕĔčĜĆ word ĕĳć ČĜĳĉĉ
very ĜĖīĊ work čć ČĖąĜĲ
(to) visit ēďĉĊĲą (to) work ēČĖąĜĲҔ
voice ĕĳć <Đĳě>Đĉě (to) worry ĎčĊēĆĜĳĊ
W Y
(to) wait ēČĜĲĉĉ year ĕĳć Ĝĳč
(to) wake up ĎčĊēçĲďĸĪҔĄ yellow ĐĖĆ
(to) walk ēĜčĚĲçĝēīĆ yes ĳč
wall čć ČĔĲĉĉ you (singular) (nominative) ĉć

(to) want ēĐĖĉĉ (accusative) Ďčć
war
<ĖĒĳďĐčĒ>ĈĒċĐĒ (dative) Ĝčć
čć you (plural) (nominative) ĜčĄ

warm đĖĜĲĉĉ ĎìĄ
watch ĜĖć ĜĖĆīĊ (accusative/dative)
water ĕĳć ĜĖĕĲĉĉ young ĆĔĉč
we ĜčĒ your (singular) Ė¯ēìć
(to) wear ēĆĳĜČ your (plural) Ė¯ĜĖìĄ
wedding čć <ĖĔĖĕĲҔď>ĈĔĉĞċ
Wednesday ĜĖć ĎĳĉĉČčĒ Z
week čć Ďĳĉĉ 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 relative clauses 214–15
periphrastic verbs 215–17, 246
plurals 66–8, 236 stressed prefixed verbs see
possession 74–5, 100, 113, 239 converbs
possessive adjectives 74–5, 113, 239
prefixed verbs 182–4, 200–4, 244, unfulfilled conditions see
245–6 conditions
prepositions 91–2, 97–8, 184–5 unstressed prefixed verbs 182–4,
meaning ‘to’ 138–9 244
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 telling the time 82–3
furniture 55–7, 63–5 theatre 198–9, 206–7
transport 132–4
greetings 17 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

Lily Kahn - Colloquial Yiddish - The Complete Course For Beginners-Routledge (2015)

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Lily Kahn - Colloquial Yiddish - The Complete Course For Beginners-Routledge (2015)

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Colloquial

s GRADED DEVELOPMENT OF SPEAKING LISTENING READING AND WRITING SKILLS

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

The following languages are available in the Colloquial series:

Afrikaans German Romanian

COLLOQUIAL 2s series: The Next Step in Language Learning

Chinese German Russian

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

Typeset in Avant Garde and Helvetica

The Yiddish alphabet and pronunciation 1

Additional resources 232

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

The Yiddish language

(followers of a Jewish spiritual movement emphasizing mysticism and

Motivations for learning Yiddish

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

Others decide to study Yiddish because they are interested in

This course is designed as a complete resource for the independent

structures. The grammatical structures are then explained and you

Yiddish dialects and Standard Yiddish

Yiddish has three main dialects. These constitute Northeastern or

of Central and Southeastern pronunciation and grammar. This variety

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

s )T IS WRITTEN FROM RIGHT TO LEFT

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

silent (see point 3 below) shtumer alef ø Ą

YIVO Name of Handwritten Printed

YIVO Name of Handwritten Printed

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

The pronunciation of most of these letters is straightforward: each

Final form Standard form

Examples before/after a vowel ĊĖĔĳĎĲĒ mayonez (mayonnaise)

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

Example ČěčĔīąĜĲĸ fareynikt (united)

Example ĝčćĎĎ yidish (Yiddish)

Example ěùĎĉĜ ruik n NOT royk (calm)

Examples ēĖùĎĐą blien n NOT blyen (to blossom)

Examples õĉĉ vu (where)

Exercise 1 (Audio 1:3)

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

%XAMPLE YIVO transliteration Combination

ěčĔìĞč tshaynik (teapot) tsh LIKE %NGLISH cheap) ĝČ

Exercise 2 (Audio 1:5)

■ 7. Reading loshn-koydesh words

Meaning YIVO Phonetic transcription Loshn-koydesh

the Jewish shabes <ĕĖąĲĝ> Ğąĝ

YIVO Letter with same sound Letter used only in

In addition, several widely used letters and combinations of letters

YIVO Pronunciation equivalents Letter

e Ė Ą (at end of word)

The following examples illustrate some of these possibilities, as well

Meaning YIVO Phonetic Loshn-koydesh

flat /apartment dire <ėĜčć> ĉĜčć

Exercise 3 (Audio 1:6)

Meaning YIVO transliteration Yiddish word

student stuVnt ČĔĖҔćĉČĕ

In this unit you will learn:

+(!.% SHOLEM ALEYKHEM

AM CALLED heys ĕīĈ

2 Asking and answering how someone is

@(OW ARE YOU IN 9IDDISH IS ĉČĕďĲĒ ĕĳĉĉ 4HIS IS COMPOSED OF ĕĳĉĉ

VERY WELL (zeyer) gut ČĉĆĜĖīĊ

+(!.% BISTU A LERERKE DO

s )T IS WRITTEN FROM RIGHT TO LEFT

Example ĝčćĎĎ yidish (Yiddish)

ěčĔìĞč tshaynik (teapot) tsh LIKE %NGLISH cheap) ĝČ

@(OW ARE YOU IN 9IDDISH IS ĉČĕďĲĒ ĕĳĉĉ 4HIS IS COMPOSED OF ĕĳĉĉ

VERY WELL (zeyer) gut ČĉĆĜĖīĊ

+(!.% BISTU A LERERKE DO

)N $IALOGUE 2OKHL SAID ĖěČĔĖćĉČĕ Ĳ ēčą ĎčĄ @) AM A STUDENT 4HE

)N A 9IDDISH SENTENCE THE SUBJECT THE NOUN OR PRONOUN REFERRING

2/+(, DOVID DOS IZ KHANE ZI IZ A NAYE STUDENTKE DO

.OTE THE FOLLOWING IRREGULARITY SPECIFIC TO ēąĳĈ THE ą DISAPPEARS IN THE

)N $IALOGUE +HANE ASKED 2OKHL ĕĳćĊčĄĜĖĉĉ @7HOS THAT 4HIS IS

ĝčć ččēĉĸČĔĖćĉČĕĲĊčĄćĉć ćĉćĊčĄĜĖĉĉ

ēĳćĔĳĐēčĄĉČĕĔĪĉĉ ĐċĜĉČĕĔĪĉĉôĉĉ ĈĔċ

KHANE VU VOYNSTU ROKHL VOYNSTU IN LONDON

4HE 5KRAINE ukraine ĖĔ čĲĜěĉĄ

5KRAINIAN ukrainish ĝčĔ čĲĜěĉĄ

ĔćĖĜĜčĒ ST PERSON ćĖĜĎčĄ ST PERSON

.OTE THE FOLLOWING PATTERNS YOU SAW SOME OF THESE IN 5NIT

4HERE ARE A FEW MORE SMALL POINTS TO NOTE

FORMS OF SUCH VERBS LOOK IDENTICAL 4HE FOLLOWING CHART ILLUSTRATES

&INALLY SOME VERBS CONJUGATE SLIGHTLY DIFFERENTLY FROM ēćĖĜ ,OOK AT

ĔėĔĪĉĉĜčĒ ST PERSON ēĪĉĉĎčĄ ST PERSON

Ē EG ēĖēĉě TO COME

9IDDISH HAS NO EQUIVALENT OF THE %NGLISH PRESENT PROGRESSIVE ) AM

ĝčć ččČĉĆĪĊĲČćĖĜčĊĆĉĐěĜĖīĊĊčĄēĐĪçēĉĸĪĜĸčć ćĉć

ĜĖīĊĊčĄčĊēčĜĖĆĔčĊĲĊčĄčĊ ēĐčĜąčćČčĒĪĜĸčćĉČĕĖĊĈĔċ ĐċĜ

2/+(, DER MAN MIT DI SHVARTSE HOR ER IZ AN AKTYOR

SURE SURELY CERTAINLY zikher ĜĖďčĊ

4HE 9IDDISH EQUIVALENTS OF THE %NGLISH EXPRESSIONS @THERE IS AND

‫פֿרױ פֿון פּױלן‬ ‫אַ‬

ēĐĪçēčĄēć ččēĆĖĉĉđĐčĸĲĳćĊčĄĕĖ ĳĔčěēčĄēīĆĉĚąčĐĉČĕĳĈ ĈĔċ

ēĖĊČĜčĒ ST PERSON PLURAL ĊČĎčĄ ST PERSON SINGULAR

TO KNOW ēĕčĉĉ

ēĕĬĉĉĜčĒ ST PERSON PLURAL ĕĬĉĉĎčĄ ST PERSON SINGULAR

TO GIVE ēąĖĆ

ēąĎĆĜčĒ ST PERSON PLURAL ąĎĆĎčĄ ST PERSON SINGULAR

Example ēīĆĉĚąčĐąĳĈĎčĄĳč ← ĳč ĳĔčěēčĄēīĆĉĚąčĐĉČĕĳĈ

ČĒĉěćĉć ĎĳĉĉĖěčćĔĖĒĉěčćĜčĒìąĖĜĖĝČĖĉĉēĕĖĉČĕĐčĉĉĈĔċ ĐċĜ

2/+(, KHANE VILSTU ESN VETSHERE BAY MIR DI KUMENDIKE VOKH

NUMBER SINGULAR OR PLURAL OF THE FOLLOWING NOUN 4O DECLINE AN

ēČĔĖćĉČĕėĆĉĐě Ė¯ PLURAL ALL GENDERS

)F THE BASE FORM OF THE ADJECTIVE ALREADY ENDS IN Ė EG ĖĔćĉĔ

BASE FORM 4HIS @HELPING VOWEL IS JUST THERE TO MAKE PRONUNCIATION

!DVERBS ARE WORDS TELLING YOU WHEN OR HOW AN ACTION HAPPENED )N