Ancient Hebrew PDF

Ancient Hebrew
A Student Grammar
The Gezer Calendar, 10th century Hebrew
John A. Cook
Robert D. Holmstedt
Ancient Hebrew: A Student Grammar (Draft Copy)
2007 by John A. Cook and Robert D. Holmstedt
All rights reserved.
Preface
Purpose
This textbook is intended for a university classroom. It is divided into thirty lessons,
corresponding to the typical thirty-week academic year. Following the sequence of lessons will
provide the average student with a cutting-edge understanding of ancient Hebrew grammar and
will enable the student to read both prose passages and less complex poems from biblical and
non-biblical texts. Additionally, the textbook introduces the student to the standard Biblical
Hebrew lexicon1 and includes an appendix on the Masoretic accents, which may be
incorporated into the sequence of lessons at whatever point the instructor desires.
Because of the variety of first-year biblical Hebrew textbooks currently available, it is worth
briefly noting what this textbook is not: it is not a reference grammar; it is not meant to be used
without supplementation from the instructor; it is not meant for self-study; it is not theologically
oriented. What this textbook does not do represents fairly well the character of almost every
other available textbook, and thereby indicates that there exists a significant lacuna in the world
of Hebrew textbooks. This textbook is intended to fill this hole.
History
The genesis of this introductory textbook for ancient Hebrew lies in the experience of the two
authors in teaching first-year biblical Hebrew at the University of Wisconsin as graduate
instructors, from 1996 to 2002. The desire for something different was born early in this
period, after dissatisfaction with the out-datedness of Weingreen2 (which, in many ways, has yet
to be surpassed in terms of pedagogy as a classroom textbook) and outright frustration with the
lack of pedagogical awareness in Kelley,3 Seow,4 and Kittel,5 to name the most prominent
textbooks then on the market. Necessity is the mother of invention, as the proverb goes, and, as
in the case of most textbooks, eventually we decided that it was time to develop something
different ourselves. As we continued to teach Hebrew after Wisconsin, we clarified the focus for
our project and we identified three primary objectives: classroom pedagogy, a firm linguistic
foundation, and inclusion of non-biblical ancient Hebrew (hence, the title).
Design Objectives
Our concern for classroom pedagogy is based on the simple observation that many of the
textbooks on the market provide the student with entirely too much information. We found
ourselves instructing our students to skip entire sections in some of the textbooks we used. Not
only is this frustrating for instructor and student alike, it both establishes an underlying tension
between the instructor and the textbook and creates a sense of distrust in the often expensive
textbook the student was required to purchase for the course. Clearly, we needed a textbook that
was created for the classroom and no more. In other words, we felt that the desire of many
textbook authors to present, essentially, mini-reference grammars was an obstacle in the
1
Brown, F., S. R. Driver, and C. A. Briggs. [1906] 1979. The New Brown-Driver-Briggs Hebrew-English
Lexicon. Peabody, MA: Hendrickson.
2
Weingreen, J. 1939. A Practical Grammar for Classical Hebrew. Oxford: Oxford University. [2nd edition, 1959
and 1967]
3
Kelley, P. H. 1992. Biblical Hebrew: An Introductory Grammar. Grand Rapids, MI: Eerdmans.
4
Seow, C.-L. 1987. A Grammar for Biblical Hebrew. Nashville, TN: Abingdon. [Revised edition, 1995]
5
Kittel, B. P., V. Hoffer, and R. Abts Wright. 1989. Biblical Hebrew: A Text and Workbook. New Haven, CN.:
Yale University. [Revised edition, 2005]
ii
effective presentation of the material and quite often resulted in information overload. It is
difficult to count the number of people who have recounted to us their experience of learning
Hebrew with anguish in their voices and a traumatic look in their eyes, and a little sensitive
digging almost always turns up one overriding reason: poor pedagogy.
To address the pedagogy issue we established an approach to each lesson that was based on three
simple criteria: (1) what can we accomplish in the classroom in one week and still have fun? (2)
what must the students learn? and (3) what do the students not need to learn? The result was the
thirty-lesson structure that moves the students quickly through the necessary but often less
engaging introductory material to get to issues more salient for interpreting the ancient texts,
such as clause structure and verbs. This enables us to introduce our students to stretches of
biblical and non-biblical texts as early as the fourth week of the course. And since understanding
texts is the motivation of the overwhelming majority of students in our courses, it only makes
sense that this would both please them and reduce the dreaded mid-year attrition rate.
It is important to note a critical feature of our textbook at this point: since it presents no more
than is necessary, it does not itself introduce students to long stretches of Hebrew discourse.
Moreover, we do not introduce students to the features of either the Masoretic codices or the
modern printed Hebrew Bibles, including the critical apparatus of the Biblica Hebraica
Stuttgartensia. A number of student-oriented introductions to these issues already exist and are
likely in the nearest library; thus, we saw no good reason to reinvent the wheel, as it were. What
this means is that the texts and the history of the Hebrew Bible must be covered within the lesson
planning external to the textbook.
As with many modern language textbooks, even those with vibrant color and snazzy drawings or
photographs, it is worth remembering that the textbook is a means to another end, not an end in
and of itself. This explains why we eschew defining every language term we use (for example,
pharyngeal): it is the instructors responsibility to have a basic competence in Hebrew
grammar and grammatical terminology. Whenever it is necessary we do briefly define the
linguistic terms we use (i.e., valency with regard to the binyanim, focus with regard to word
order). For the items we do not define, we suggest using Gary Longs handbook,6 which can (and
probably should) be used as a supplemental text. Combining our textbook with Longs handbook
achieves comprehensiveness without needlessly bloating the lessons.
The second objective for our textbook is to build the lessons on a firm linguistic foundation.
Both authors do research on the grammatical features of ancient (biblical and non-biblical)
Hebrew within explicitly linguistic frameworks, mostly typological and generative, and our
conclusions have often been at odds with the consensus described in standard reference
grammars and introductory textbooks (for example, you will find no reference in this textbook to
the so-called waw-consecutive imperfect and perfect verbs, but instead will find the labels past-
narrative and modal perfect, respectively). Hence, we desired a textbook that communicates our
linguistically-grounded views to a first-year Hebrew audience. While we try to avoid enmeshing
the first-year student in the complexity of linguistics and typical linguistic description, we also
take a high view of our audiences capacity to process basic linguistic concepts and to see how
they apply to both Hebrew and English.
6
Long, G. A. 2002. Grammatical Concepts 101 for Biblical Hebrew: Learning Biblical Hebrew Grammatical
Concepts through English Grammar. Peabody, MA: Hendrickson.
iii
Our third objective for the textbook is inclusiveness. A quick survey of introductory Hebrew
textbooks confirms two strong tendencies: (1) they originate within theological contexts, and
thus (2) they are aimed at theological audiences. For instance, there does not seem to be a single
textbook in English on the market that is not about biblical Hebrew. Yet, the Hebrew Bible is a
confessionally-defined corpus. In socio-linguistic terms, ancient Hebrew included much more
than the biblical texts. Moreover, many of these texts are of interest even to the theologically-
minded student. Some of the inscriptions, such as those from Kuntillet Ajrud and Khirbet el-
Qom, illustrate the diversity of religious beliefs in ancient Israel, with which the students may
compare passages in the Hebrew Bible. And the Dead Sea Scrolls introduce the earliest examples
of biblical commentary and together with the Septuagint witness the beginnings of bible
preservation.
[First Note to the Reader: the inclusion of non-biblical examples and exercises is undergoing
revision. These materials are currently external to the textbook and will be worked back into the
textbook in the near future. RDH 2/15/2007]
Finally, this textbook is what some might call traditional in its essential organization and
presentation. Although each lesson does contain a diversity of categories for easier learning, the
student is moved through the linguistic categories of phonology, morphology, syntax, semantics,
and pragmatics in mostly this order. With that said, we use more modern, or second language
acquisition, teaching techniques in the classroom. Again, we did not write this textbook for
every task of the language classroom. It is intentionally limited, and in light of this, we
encourage instructors who use this textbook to plan accordingly: additional activities will be
required for the first-year students to learn Hebrew and, critically, for them to enjoy the process.
(For interested parties, we invite requests for sample syllabi and other teaching materials.)
[Second Note to the Reader: the glossary is currently undergoing revision; the glosses were
initially based on a combination of information from the two primary Hebrew-English lexica,
BDB and HALOT. Additionally, a third set of glossing choices was motivated by simplicity and
pedagogy rather than the often awkward English glosses given in either of the two lexica. The
glossary and vocabulary lists will be normalized to HALOT entries in the next revision.]
Acknowledgments
The detail and complexity of writing a introductory language textbook exceeded our wildest
dreams. It is entirely possible that if we had not begun this project as ambitious, energetic
doctoral students, we might never had begun it at all. Certainly, we are indebted to the eagle eyes
of numerous instructors who followed us at UW and who willingly accepted the challenge of
using a draft textbook. In particular, we are grateful to Michael Lyons, Kent Reynolds, and James
Kirk for their numerous lists of typos and other infelicities. Additionally, their queries helped us
to formulate more clearly our design objectives. We are also indebted to Cynthia Miller, who
endured the many drafts and yet remained willing to have the textbook used at UW. Finally, we
are most recently thankful of the proofreading and general feedback that John Hobbins
(Madison), Laliv Clenman (U of T), and Brauna Doidge (U of T) have provided.
John A. Cook Robert D. Holmstedt

Wilmore, KY Toronto, ON
November 15, 2007
iv
Table of Contents
Lesson 1.................................................................................................................................1
1.1. The Biblical Hebrew Alphabet
1.2. Vocabulary #1
Exercises
Lesson 2.................................................................................................................................8
2.1. The Biblical Hebrew Vowel System
2.2. Simple Sheva
2.3. Compound Sheva
2.4. Independent Personal Pronouns
2.5. Verbless Clauses
2.6. Dagesh Qal and Dagesh Chazaq
2.7. Guttural Consonants
2.8. Open and Closed Syllables and Word Stress
2.9. Vocabulary #2
Exercises
Lesson 3.................................................................................................................................19
3.1. Grammatical Words versus Lexical Words
3.2. Definiteness
3.3. Definiteness in Biblical Hebrew
3.4. The Article
3.5. Inseparable Prepositions (, , , and sometimes )
3.6. Vav Conjunction (-)
3.7. Vocabulary #3
Exercises
Lesson 4.................................................................................................................................29
4.1. Masculine and Feminine Singular Nouns
4.2. Introduction to Verbs
4.3. Qal Perfect Conjugation - Singular
4.4. Objects in Biblical Hebrew
4.5. Vocabulary #4
Exercises
Lesson 5.................................................................................................................................38
5.1. Masculine and Feminine Plural and Dual Nouns
5.2. Qal Perfect Conjugation - Plural
5.3. Qal Perfect Conjugation of
5.4. Vocabulary #5
Exercises
Lesson 6.................................................................................................................................43
6.1. Construct Relationship.
6.2. Chart of Frequent Irregular Nouns
6.3. Vocabulary #6
Exercises
v
Lesson 7.................................................................................................................................49
7.1. Suffixed Pronouns
7.2. Segolate Nouns
7.3. Modal Use of the Perfect Conjugation
7.4. Vocabulary #7
Exercises
Lesson 8.................................................................................................................................57
8.1. Qal Imperfect Conjugation
8.2. Past Narrative Conjugation
8.3. Qal Imperfect Conjugation of
8.4.
8.5. Vocabulary #8
Exercises
Lesson 9.................................................................................................................................62
9.1. Adjectives
9.2. Demonstrative Pronouns
9.3. Vocabulary #9
Exercises
Lesson 10...............................................................................................................................68
10.1. Qal Active Participle
10.2. Qal Passive Participle
10.3. Vocabulary #10
Exercises
Lesson 11...............................................................................................................................74
11.1. Introduction to the Binyanim
11.2. Piel and Hifil Perfect Conjugations
Exercises
Lesson 12...............................................................................................................................80
12.1. Piel and Hifil Imperfect Conjugations
12.2. Piel and Hifil Past Narrative Conjugations
12.3. Piel and Hifil Participles
Exercises
Lesson 13...............................................................................................................................86
13.1. Introduction to the Prefix Pattern Modal System (Jussives and Imperatives)
13.2. Overview of the Biblical Hebrew Verbal System
Exercises
Lesson 14...............................................................................................................................92
14.1. Infinitive Construct
14.2. Infinitive Absolute
vi
Exercises
Lesson 15...............................................................................................................................98
15.1. Introduction to the Passive-Reflexive Binyanim
15.2. Perfect Conjugation in the Passive-Reflexive Binyanim
15.3. Imperfect Conjugation in the Passive-Reflexive Binyanim
15.4. Imperative and Jussive in the Passive-Reflexive Binyanim
15.5. Infinitive Construct and Absolute in the Passive-Reflexive Binyanim
15.6. Participles in the Passive-Reflexive Binyanim
Exercises
Lesson 16...............................................................................................................................106
16.1. Using a Lexicon
16.2. Dynamic and Stative Verbs
Exercises
Lesson 17...............................................................................................................................113
17.1. Introduction to Guttural Verbs
17.2. I-Guttural Verbs
17.3. II-Guttural Verbs
17.4. III-Guttural Verbs
Exercises
Lesson 18...............................................................................................................................120
18.1. Introduction to Weak Verbs
18.2. Object Pronouns Suffixed to Verbs
Exercises
Lesson 19...............................................................................................................................127
19.1. I-Alef Weak Verbs
19.2. III-Alef Weak Verbs
Exercises
Lesson 20...............................................................................................................................133
20.1. I-Nun Weak Verbs
20.2. and
Exercises
Lesson 21...............................................................................................................................137
21.1. I-Vav/Yod Weak Verbs
21.2.
Exercises
vii
Lesson 22...............................................................................................................................142
22.1. III-He Weak Verbs
Exercises
Lesson 23...............................................................................................................................146
23.1. II-Vav/Yod Weak Verbs
Exercises
Lesson 24...............................................................................................................................151
24.1. II-III Weak Verbs
Exercises
Lesson 25...............................................................................................................................155
25.1. Doubly-Weak Verbs
25.2. Identifying the Roots of Doubly-Weak Verbs
Exercises
Lesson 26...............................................................................................................................159
26.1. Introduction to Syntax in Biblical Hebrew: Part 1
26.2. Complements and Adjuncts
26.3. Argument Structure
Exercises
Lesson 27...............................................................................................................................165
27.1. Introduction to Syntax in Biblical Hebrew: Part 2
27.2. Main and Subordinate Clauses
27.3. Biblical Hebrew Word Order
Exercises
Lesson 28...............................................................................................................................173
28.1. Introduction to Semantics in Biblical Hebrew
28.2. Lexical Semantics
28.3. Case Roles in Biblical Hebrew
Exercises
Lesson 29...............................................................................................................................179
29.1. Introduction to Pragmatics in Biblical Hebrew
29.2. Information Structure
29.3. Biblical Hebrew Word Order and Information Structure
Exercises
Lesson 30...............................................................................................................................186
30.1. Introduction to Biblical Hebrew Discourse
viii
30.2. The Foreground and Background of Narrative
30.3. Discourse Topic
Exercises
Appendices............................................................................................................................191
A. Noun, Adjective, and Pronoun Paradigms
1. Noun/Adjective Inflection
2. Frequent Irregular Nouns
3. Personal Pronouns
4. Demonstrative Pronouns
5. Suffixed Pronouns on Nouns, Prepositions, and the Object Marker
B. Strong Verb Paradigms

1. Strong Verb
2. Object Pronouns Suffixed to Verbs
3. Parsing Flow Chart
C. Weak Verb (and Guttural Verb) Paradigms

1. I-Guttural
2. II-Guttural
3. III-Guttural
4. I-Alef and III-Alef
5. I-Nun
6. I-Vav/Yod
7. III-He
8. II-Vav/Yod
9. II-III
D. Numerals
E. Masoretic accents
Glossary................................................................................................................................ 218
Hebrew Songs....................................................................................................................... 230

Lesson 1
Lesson Summary:
The Hebrew Alphabet
1.1 The Hebrew Alphabet

The Hebrew -( alphabet) is composed of the following.
It consists of 23 consonants read right-to-left.

It has five letters with alternate final forms that are used when
the letter occurs at the end of a word.
Regular form:
Final form: e.g.,
BeGaD KeFaT It has six letters, ( mnemonically referred to as the

letters BeGaD KeFaT), which can appear with a dot in them called
a dagesh qal. Three of these letters have two pronunciations:
one with the dagesh qal, and one without it.
like b in Boy BUT like v in Voice

like k in Keep BUT like ch in BaCH
like p in Pie BUT like f in Fish
AND like g in Give
AND like d in Dog
AND like t in Tide
Lesson 1 2
Name (Final) Form Pronunciation

Hebrew
Alphabet lef ) glottal stop or silent
bet like b in Boy
like v in Voice
gmel ) * like g in Give
dlet ) like d in Dog
he like h in Hat
vav like v in Voice
zyin * +) like z in Zip
chet like ch in BaCH
tet like t in Tide
yod like y in Yellow
kaf + like k in Keep
)( like ch in BaCH
lmed ) like l in Letter
mem ) ( like m in Mother
nun )( like n in Noon
smech ) like s in Sit
yin * + ) pharyngeal or silent
pe like p in Pie
)( like f in Fish
tsde ) )( like ts in caTS
qof like k in Keep
resh like r in Race
sin * like s in Sit
shin * like sh in SHin
tav like t in Tide
Lesson 1 3
Notice that the Hebrew alphabet has several letters which are
pronounced the same.
Similar and silent

sounding letters and like v in Voice
and like ch in Bach
and / like t in Tide
and like k in Keep
and like s in Sit
1.2 Vocabulary #1
PN YHWH (often the LORD in translations of the Bible).
Traditionally pronounced a-do-nai Lord or ha-shem the Name.

It is possible that this name was originally pronounced yah-weh,
and was the middle word of a longer epithet El yahweh tseva'ot,
which might have meant El/God (who) makes hosts exist.
Vocabulary Learning Tips:

1. Make flash cards: Hebrew on front, English on back (in addition to practicing
with the cards, writing the vocabulary words on the cards will help you learn
them).
2. Quiz yourself with the cards. Put aside those that you know, return to the pile
those that you do not know and continue quizzing until you know them all.
3. Review the words regularly and keep up with new ones.
Exercises
1. Practice singing the Hebrew alphabet to the English ABC tune

(Note: for the sake of the songs rhythm, we have included both forms of the three BeGaD
KeFaT letters that change pronunciation with or without the dagesh qal weve put the
second of the pair, not normally included in the alphabet, in subscripted position.)
/////
Lesson 1 4
2. Write out a full line of each consonant of the Biblical Hebrew alphabet (use the
following letters as a guide).
Lesson 1 5
3. Fill in the blank with the missing consonant according to the order of the
alphabet (ignore the absence/presence of the dagesh), e.g., .
__ __ ( j __ ( g __ ( d __ ( a
__ __ (k __ (h __ ( e __ ( b
__ __ __ (l __ (i __ ( f __ __ __ ( c
4. Write an English word for each letter of the Hebrew alphabet which has the
sound of the Hebrew letter in it (do not use the words given in the chart in 1.1):
e.g., as in boat.
as in _______ (m as in _______ (a
as in _______ (n as in _______ (b
as in _______ (o as in _______ (c
as in _______ (p as in _______ (d
as in _______ (q as in _______ (e
as in _______ (r as in _______ (f
as in _______ (s as in _______ (g
as in _______ (t as in _______ (h
as in _______ (u as in _______ (i
as in _______ (v as in _______ (j
as in _______ (w as in _______ (k
as in _______ (x as in _______ (l
Lesson 1 6
5. Draw lines to connect each letter with its corresponding final form:
6. Draw a line from the Hebrew proper name to the English equivalent.
Judah Tamar
Jacob Esau
Levi Rachel
Israel Hezekiah
Philistine Joseph
Shadrach Canaan
Abraham Solomon
Adam Nebuchadnezzar
Moses Leah
Pharaoh Sarah
7. Find the names of the letters of the alphabet in the puzzle (no left-to-right or
backwards ones).

Lesson 1 7
8. Follow the directions for each of the following verses.

a) Say aloud the names of the letters in the following verses.

Thus says YHWH: Act with justice and righteousness, and deliver from the hand of the
oppressor anyone who has been robbed. And do no wrong or violence to the alien, the
orphan, and the widow, or shed innocent blood in this place. (Jer 22:3)
b) Circle the letters which are final form.

. . . to seize spoil and carry off plunder; to assail the waste places that are now inhabited,
and the people who were gathered from the nations, who are acquiring cattle and goods, who
live at the center of the earth. (Ezek 38:12)
Lesson 2
Lesson Summary:
Hebrew Vowels and Vowels Signs
Simple Sheva:
Compound Sheva:
Independent Personal Pronouns
Verbless Clauses
Dagesh Chazaq and Dagesh Qal:
Gutturals: ( and )
Open and Closed Syllables, Word Stress:
2.1 The Biblical Hebrew Vowel System
Vowels Sign Name Pronunciation Class & Length

ptach short
qmets a in Father a-class long
qmets-he long
sgol e in Met short
tsre long
ey in They
tsre-yod i-class long
chreq i in Sit short
chreq-yod ee in Seen long
qmets-chatuf short
chlem o in Go long
chlem-vav u-class long
qibbuts short
u in Rude
shreq long
The Biblical Hebrew vowels have the following characteristics:

The vowels appear under, over, or following the consonant
Lesson 2 9
they are pronounced after. For example, is pronounced

[yad].
Some long vowels are written as a vowel point and a

consonant. When , , or are used in this way they are called
vowel letters. They are not consonants in these cases!
represents both long a-class qamets and short u-class

qamets-chatuf. Distinguishing which vowel it represents in a
given instance depends on knowing in what type of syllable it
occurs (see 2.2).
The vowels in Biblical Hebrew are categorized by class (a-

class, i-class, or u-class) and length (short or long).
2.2 Simple Sheva

Simple Sheva The vowel system created by the Tiberian Masoretes (c. 500 C.E.)
required that every consonant have a vowel sign, except at the end
of a word. If a syllable ended in a consonant or began with two
consonants in a row it still required a vowel sign. For this purpose
they used the sheva, which means nothingness ().
The sign is not properly a vowel, but in some places it is vocal,

pronounced like the hurried a as above and transliterated with :
[ brit]
In other places it is a silent place marker, showing that the

preceding syllable is closed:
[ midbar]
A sheva is vocal:
at the beginning of a word:
-[ sh-mo]
Lesson 2 10
at the beginning of a syllable:

in --[ yish-m-ru]
Note: If two sheva are adjacent in a word, the first is silent and
the second is vocal.
following a long vowel:

--[ su-s-chem]
Compound 2.3 Compound Sheva

Sheva
A compound sheva (also called composite sheva) is a half
vowel that appears under guttural consonants in place of a simple
sheva. There are three compound sheva: an a-class, an i-class, and
a u-class. They are pronounced the same as their full vowel
counterparts but for a shorter duration.
Sign Name Pronunciation Class

chtef ptach a in Arse a class
chtef sgol e in Excse i class
chtef qmets o in Omt u class
2.4 Independent Personal Pronouns

Independent Like English, Biblical Hebrew has independent personal
Personal
Pronouns pronouns that are used as subjects of clauses.
These correspond to English I, you, he/she, we, they.
I (am) Joseph (Gen 45:3)
3MS he 3MP / they

3FS she 3FP / they
2MS you 2MP you
2FS you 2FP you
1CS I 1CP we
Lesson 2 11
2.5 Verbless Clauses

Verbless Clause The present tense of the verb to be is not expressed lexically
(i.e., by a word) in Hebrew. Thus, it must be supplied in English.
they are not gods (2 Kgs 19:18)

These types of clauses are called verbless clauses.
2.6 Dagesh Qal and Dagesh Chazaq

Dagesh Qal In 1.2 you learned about the six consonants ( ) called
BeGaD KeFaT letters. Only these six consonants can have a dot
called a dagesh qal in them.
A dagesh qal in , , and marks their pronunciation as a stop

(i.e., [b], [k], [p] in which the air flowing through the mouth is
stopped) instead of the corresponding continuant (i.e., [v], [ch],
[f], in which the air flows through the mouth continuously).
A dagesh qal appears in a BeGaD KeFaT letter wherever there is

not a vowel (or vocal sheva) preceding it:
at the beginning of a word:

[ davar]
at the beginning of a syllable following a closed syllable

[ midbar]
Dagesh Chazaq The same dot can represent another type of dagesh called the
dagesh chazaq (strong dagesh). A dagesh chazaq can occur in
any consonant (except gutturals and )and lengthens it.
= -[ biqqesh]
The BeGaD KeFaT letters can also have a dagesh chazaq. In

addition to lengthening the consonant, this dagesh also makes the
pronunciation of , , and a stop just like the dagesh qal.
= -[ habben]
Lesson 2 12
Here are three principles for telling the two types of dagesh apart:
1) A dagesh in a non-BeGaD KeFaT letter is a dagesh chazaq.
2) A dagesh in a BeGaD KeFaT letter preceded by a vowel is

a dagesh chazaq.
3) A dagesh in a BeGaD KeFaT letter not preceded by a

vowel is a dagesh qal.
Note: A dagesh chazaq affects the syllable structure:

is --[ biq-q-shu]. A sheva under a consonant with a
dagesh chazaq is always vocal.
2.7 Guttural Consonants

Gutturals Several pharyngeal and laryngeal consonants, pronounced in the
back of the throat, are grouped together under the label guttural
consonants: .
Four characteristics of gutturals are notable:

1) Gutturals (and )cannot be lengthened; that is, they cannot
have a dagesh chazaq.
2) Gutturals prefer a-class vowels nearby, i.e., before or after.
[ ya'amod]
3) Gutturals , , and at the end of a word following a long

vowel take an a-class helping vowel called a furtive
patach (this is the only instance where two vowels occur in
a row).
[ ruach]
4) Gutturals usually have a compound sheva (2.6) instead of

simple sheva (2.3).
'[ asher] (instead of *)

Lesson 2 13
Syllable 2.8 Open and Closed Syllables and Word Stress

A syllable begins with a consonant (C) and ends with either a
vowel (CV = open), or a consonant (CVC = closed).
has two syllables:

an open ( CV)
and
Mappiq
a closed ( CVC).
Note: The vowel letters (, , )and do not close syllables!

However, at the end of a word does close a syllable. The
dot, called a mappiq, indicates that the is a consonant and
Open syllable not a vowel letter.
Open syllables usually have long vowels (as in )

unless stressed then they may have short vowels (as
in ).
Closed syllable
Closed syllables usually have short vowels (as in )

unless stressed then they may have long vowels (as
in ).
Note: The vowel represents the short u-class qamets-chatuf

if it is in a closed, unstressed syllable, otherwise it is the long
a-class qamets.
-[ = chochma]
Word stress
A syllable is either stressed or unstressed: in most words the last

syllable is stressed. Words that are not stressed on the last
syllable in the lessons and exercises have an accent mark over the
stressed syllable, written as .
Lesson 2 14
2.9 Vocabulary #2
M father; P M day; P
PN (EPITHET) the LORD PN Israel
M man; P M priest
PREP to, towards ADV no, not
PN God, gods M king
F earth, land F queen
F woman, wife; P PN Moses
M son; P F city
M word, thing M people
PN David
Exercises
1. a) Write each of the Biblical Hebrew vowels with each of the consonants; b)
Pronounce aloud the combination of consonant and vowel as you write them,
e.g., .
2. a) Write each compound sheva with each of the guttural consonants. b)

Pronounce aloud the combination of consonant and vowel as you write them,
e.g., .
Lesson 2 15
3. Read aloud the name of each vowel and write the correct sign under the .
(a )f )k
)b )g )l
)c )h )m
)d )i )n
)e )j )o
4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right or
backwards ones).

Lesson 2 16
5. Identify a similar sounding English word for each Hebrew word, e.g., = car.
_________ = ) q _________ = ) i ________ = ) a
_________ = ) r _________ = ) j _________ = ) b
_________ = ) s ________ = ) k _________ = ) c
_________ = ) t ________ = ) l _________ = ) d
________ = ) u ________ = ) m _________ = ) e
_________ = ) v _________ = ) n ________ = ) f
_________ = ) w _________ = ) o _________ = ) g
_________ = ) x ________ = ) p ________ = ) h
6. Spell these English words with Hebrew consonants and vowels, e.g., bed = .
a) shed = _________ i) hot = _________ q) tar = _________
b) sheet = _________ j) near = _________ r) sew = _________
c) keep = _________ k) say = _________ s) name = _________
d) sight = _________ l) peet = _________ t) cave = _________
e) road = _________ m) key = _________ u) cots = _________
f) ooze = _________ n) ray = _________ v) red = _________
g) root = _________ o) vote = _________ w) doze = _________
h) soup = _________ p) soap = _________ x) give = _________
7. Practice reading the following verses until you can do so smoothly and then
identify each sheva as silent or vocal.

Say: Thus says YHWH God: Will it prosper? Will he not pull up its roots, cause its fruit to rot
and wither all its fresh sprouting leaves to fade? No strong arm or mighty army will be
needed to pull it from its roots. (Ezek 17:9)
Lesson 2 17
8. Practice reading the following verses until you can do so smoothly and then
identify each dagesh as a dagesh qal or dagesh chazaq.

The Chaldeans who are fighting against this city shall come, set it on fire, and burn it, with
the houses on whose roofs offerings have been made to Baal and libations have been poured
out to other gods, to provoke me to anger. (Jer 32:29)
9. Divide the following words into syllables: mark the syllable as open (CV) or
closed (CVC) and the vowel in each syllable as long (L) or short (S), e.g.,
CSC/CLC /
__________ ) j __________ ) a
__________ ) k __________ ) b
__________ ) l __________) c
__________ ) m __________ ) d
__________ ) n __________ ) e
__________ ) o __________ ) f
__________ ) p __________ ) g
__________ ) q __________ ) h
__________ ) r __________ ) i
Lesson 2 18
10. Translate the following phrases into Hebrew, and then practice saying them
with a classmate or friend.
a) I am a man f) I (M) am a king
b) He is a father g) We are a people
c) You (P) are not gods h) He is the Lord
d) She is not a man i) I (F) am a queen
e) They (FP) are not sons j) It is Israel
11. Form five of your own phrases using independent personal pronouns and the
items from the vocabulary list.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 3
Lesson Summary:
Grammatical Words versus Lexical Words

Definiteness
Definiteness in Biblical Hebrew
The Article:
Inseparable Prepositions: ( , , , and )
Vav Conjunction: ()
3.1 Grammatical Words versus Lexical Words

All items within the lexicon of a language can be separated into one
of two categories: grammatical words and lexical words.
Grammatical Grammatical words are words that do not carry semantic content,
Words but rather they signal grammatical relationships. For example,
conjunctions signal the syntactic relationship between clauses,
phrases, and words. However, conjunctions do not have meaning
apart from the relationship they signal; in other words, grammatical
words do not refer to something in the real world. Other examples
are pronouns, prepositions, and articles.
Lexical Words Lexical words, by contrast, do carry semantic content. Thus, nouns,
adjectives, and verbs are lexical wordsthey refer to people / places
/ things, qualities / quantities, and actions / events, respectively.
3.2 Definiteness
Definiteness A further basic classification of nouns is whether they are definite or
not. Definiteness is a grammatical category (like gender, number, or
tense) that represents a nouns identifiability. When a noun is
definite, the item to which it refers is identifiable by a
reader/listener. Consider the following English example:
I want to buy the book.

Lesson 3 20
In the clause given, the definite noun phrase the book signals to the
reader that the real-world referent (i.e., the precise book) should be
identifiable by the reader/listener. However, when a noun phrase is
not definite (as below), its referent (e.g., that of the phrase a book) is
unidentifiable until it is identified by sight, description, etc.
I want to buy a book.
Languages express and use definiteness differently. For example, in

some languages noun phrases referring to specific (but
unidentifiable) items are definite (as in Biblical Hebrew), whereas in
other languages, such specific, unidentifiable noun phrases are
indefinite (as in English). Consider the following verse:

just as a man flees from the lion and the bear meets him and he
enters the house and leans his hand upon the wall and the snake
bites him (Amos 5:19)
In Amos 5:19, the noun phrases the lion, the bear, the house,
the wall, and the snake denote an arbitrary member of the class
described by each (e.g., an arbitrary member of the class bear).
In Biblical Hebrew, such noun phrases are often definite; whereas in

English, such noun phrases are overwhelmingly indefinite.
Compare the English translation given above (which directly reflects
the Hebrew) with the English translation given below from the New
Revised Standard Version:
as if someone fled from a lion, and was met by a bear; or went

into the house and rested a hand against the wall, and was bitten
by a snake.
While definiteness in Biblical Hebrew and definiteness in English

often correspond, we will find that this is not always the case.
3.3 Definiteness in Biblical Hebrew

Definiteness
in Biblical Definiteness, like other grammatical categories such as gender,
Hebrew
number, tense, and aspect, often takes on a morphological form.
This is accomplished by means of grammatical words referred to as
definite (and indefinite) articles. Some languages have both a
Lesson 3 21
definite and indefinite article (so English: the versus a/an), whereas
many others have just one or the other.
Biblical Hebrew only has a definite article (). However, noun

phrases in Biblical Hebrew are also marked as definite by other
means.
Biblical Hebrew nouns are marked as definite in one of four ways:

If it is inherently definite (e.g., names, appellatives, pronouns)
David + God I
If the article is prefixed to the noun:

the heart
If it is in a construct relationship with a definite noun (see 6.1):

- the word of the king
If a possessive pronoun is suffixed:

my heart
Note: Nouns may only be marked as definite in one of these
ways; Biblical Hebrew nouns may not be doubly-marked for
definiteness. In other words, inherently definite nouns, nouns in
construct, or nouns with suffixes cannot take the article since
they are all already definite! The only exceptions are those few
proper (i.e., inherently definite) nouns whose origins were as
common nouns, such as + God.
The Hebrew 3.4 The Article ( )

Article
The definite article takes the form of prefixed to the word it
modifies and a dagesh chazaq in the first letter of the modified
word.
= + the wilderness
However, this basic form may be modified. The form of the article
is as follows:
Lesson 3 22
1) before non-guttural consonants: the horse

2) usually before , , or : the head
3) usually before or : the temple
4) before , , or ( unstressed!): the mountains
5) before - or - (stressed!): the mountain
BUT before - (stressed!) it is : - the valor
Summary of the article before gutturals:

stressed unstressed
qamets qamets

- -
Note: There are a few nouns whose first vowel changes when the
article is added to them:
- - + the earth
+ the garden
+ the people
Inseparable 3.5 Inseparable Prepositions (, , , and sometimes )

Prepositions
Prepositions are another type of grammatical word; that is, they
serve only to relate a noun, noun phrase, or clause syntactically to
other words in the sentence.
For example, the English preposition into in the following clause

relates the immediately following noun phrase the store to the
preceding verb phrase they ran:
They ran into the store.
Thus, prepositional phrases serve to specify the location, direction,

Lesson 3 23
manner, means, time, possession, etc., for other constituents such as

verb phrases, noun phrases, and clauses.
The most common prepositions in Biblical Hebrew are clitics, i.e.,

words that cannot stand on their own. There are three inseparable
prepositions, which may be prefixed to nouns, adjectives,
infinitives, and participles (thus, they are proclitic):
in, at like, as to, for
The principles of vocalization for the inseparable prepositions are:

, , before a consonant with a full vowel.
- to/for a king
- in/at a house
, , before a consonant with a simple sheva, .
according to a covenant
BUT before the vowel becomes .

+ to/for Judah
The corresponding full vowel before a compound sheva.
+ like that which

+ + + for Edom
The article vocalization before a noun with the article (i.e., the
articles consonant is replaced by the inseparable
preposition).
- - + to/for the king
Some special cases:

Quiescent : to/for God to/for the Lord
, , before a stressed syllable in some words: in this

Lesson 3 24
The preposition ( from) is mostly written as a separate word; in

such cases it is connected to the noun with a maqqef (). This is its
usual form before a noun with the article.
- from the king
The preposition may also be inseparable. In this case, the

vocalization is:
before non-gutturals (the assimilation of into the following

consonant is marked by a dagesh chazaq).
+ from there
BUT before the vowel becomes a .

+ from Judah
before gutturals (the vowel lengthens because the guttural

cannot be lengthened, i.e., they do not allow dagesh chazaq).
+ from a man
Vav 3.6 Vav Conjunction ()

Conjunction
As mentioned above in 3.1, conjunctions are a type of grammatical
word, like the article. Conjunctions serve to connect words, phrases,
clauses, and sentences to each other syntactically, e.g., and, or, but.
The basic Hebrew conjunction (and, in fact, the most frequent word
in the Hebrew Bible) is the vav conjunction: . Like the article and
the inseparable prepositions, it is attached to the front of a word.
The vav conjunction has two functions:

1) It connects words and phrases together, signaling a
coordinating relationship (it may be translated with and,
or, or but).
- the people and the king

Lesson 3 25
2) It marks the beginning of a new clause and is untranslatable

(the type of clause and the context determine the type of
connection required for English translation).
+ -
(and) God said, Let there be light! (Gen 1:3)
The vocalization of the vav conjunction:

normally.
and David
Note: The definite article remains when the conjunction is added.
and the man
before .
+ and Judah
with the corresponding full vowel before a compound sheva.

+ and Edom and I
before , , , or simple sheva (other than ). This may be

mnemonically referred to as the BuMP-Sheva Rule.

- - + and a house
+ and a face
M + and from Judah
+ and great (things)
Note: This is the only case in which a vowel begins a syllable!
Some special cases:

Quiescent :
and God and the Lord
occasionally before a stressed syllable:

- and emptiness
Lesson 3 26
3.7 Vocabulary #3
M master, lord PREP to, for

, - EXST ADV there isnt/arent , M heart, mind; PL
PREP in, at, with, by PREP from; more than
- M/F way, road - F life, self
DET the ADV there
CONJ and F year; P
PREP like, as
Exercises
1. Add the definite article ( )to ten nouns from your vocabulary and translate
(remember that proper names cannot have a definite article).
2. Add one of the inseparable prepositions (, , )to ten nouns from your
vocabulary and translate.
3. Add one of the inseparable prepositions (, , )to your results in exercise #1

(i.e., inseparable preposition + the definite article + noun) and translate.
4. Add the preposition to five nouns from your vocabulary, making it

inseparable where possible, and translate.
Lesson 3 27
5. Add the vav conjunction to ten nouns from your vocabulary and translate.
6. Correct the vocalization of these definite articles and/or inseparable

prepositions, e.g., correct to .
) k ) f ) a
) l + ) g ) b
+ )m ) h ) c
) n + + )i ) d
+ ) o ) j ) e
7. Translate the following sentences.

- ) a
- ) b
- ) c
- ) d
) e
+ ) f
) g
- ) h
) i
- ) j
Lesson 3 28
8. a) Practice reading aloud until you can do so smoothly, b) Circle the definite
articles, inseparable prepositions, and vav conjunctions in each verse; be sure
you can explain why they are vocalized as they are.
- - +

Next to them repairs were made by Melatiah the Gibeonite and Jadon the Meronothite--the men
of Gibeon and of Mizpah--who were under the jurisdiction of the governor of the province
beyond the River. (Neh 3:7)
- - -
-
+
. . . and who extended to me steadfast love before the king and his counselors, and before all the
king's mighty officers. I took courage, for the hand of Yhwh my God was upon me, and I
gathered leaders from Israel to go up with me. (Ezra 7:28)
-
-
There is the case of solitary individuals, without sons or brothers; yet there is no end to all their
toil, and their eyes are never satisfied with riches. For whom am I toiling, they ask, and
depriving myself of pleasure? This also is absurd and an unhappy business. (Qoh 4:8)
9. Form five of your own phrases using prepositions and the items from the
vocabulary list.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 4
Lesson Summary:
Singular Nouns:
Introduction to Verbs
Qal Perfect Conjugation - Singular:

Objects in Biblical Hebrew: /
4.1 Masculine and Feminine Singular Nouns

Unlike grammatical words like the article, prepositions, and
conjunctions (discussed in Lesson 3), nouns are lexical words. That
is, nouns have semantic contentthey refer to an entity in the
external world. Thus, the noun book refers to a concrete object (a
group of pages bound between a cover), whether real or
hypothetical.
Gender Nouns in many languages are inflected for the grammatical category
gender. Biblical Hebrew is such a languagenouns (as well as
adjectives, pronouns, and verbs) in Biblical Hebrew are
morphologically marked as either masculine or feminine.
Though the natural gender of animate objects often corresponds to

their grammatical gender, (e.g., man is masculine;
woman is feminine), grammatical gender is essentially a syntactic
agreement property of language.
Masculine In Biblical Hebrew masculine nouns do not have an overt gender

Singular noun
inflection (alternatively, they could be considered to have a null
suffix, indicated by , that marks them as masculine).
brother
young man
Feminine In contrast, most feminine nouns are overtly inflected for gender.
Singular noun
Many feminine nouns end in .
Lesson 4 30
ground
cattle
teaching
Some feminine nouns end in .

covenant
kingdom
sin
Nouns referring to paired body parts are feminine, but do not

have an overt grammatical gender inflection.
hand
eye
foot
Note: Some nouns, like mother, or body parts (above), are
grammatically feminine even though they do not have a
morphologically feminine gender marking (e.g., ) . Therefore,
each nouns gender should be learned with its meaning. The
gender of each noun in vocabulary lists is marked by M or F.
Singular Plural Dual

Masculine ) marking( Lesson 5 Lesson 5
stallion
Feminine Lesson 5
mare
4.2 Introduction to Verbs

The Hebrew
Verb Like most words in Biblical Hebrew, verbs can be derived from a
triconsonantal root (see 1.1). A triconsonantal verb root is modified
by affixes (e.g., prefixes, suffixes, or infixes) and/or vowel patterns
to indicate its binyan, conjugation, and person, gender, and
number (PGN). This information is called a verbs parsing.
Binyan Binyan (P binyanim) (building) indicates the valency of a

verbs actionwhether active, passive, reflexive, or
causative. Each binyan has a pattern of affixes and vowels.
For example, the simple active binyan, called Qal ( light),
Lesson 4 31
is characterized by a qamets--patach vowel pattern in the

Perfect conjugation: he attended (3MS).
The Qal binyan is introduced in this lesson; the other six

primary binyanim will be introduced in subsequent lessons.
Conjugation Conjugation in Biblical Hebrew determines the aspect, or view

of a verbs action: the Perfect conjugation views an event as
a whole (perfective); the Imperfect conjugation views an
event as in progress (imperfective).
The conjugations do not signify tense, like English

conjugations do (e.g., Simple Past). However, the Perfect is
predominantly used to describe past time events, whereas the
Imperfect is predominantly used to describe non-past time
events (i.e., present or future).
Perfect usually past time

whole view aspect (perfective)
Conjugation reference
Imperfect in progress view aspect usually non-past time
Conjugation (imperfective) reference
Inflectional Inflectional affixes mark a verbs agreement features:

Affixes
person (1st, 2nd, or 3rd)
gender (M, F, or C = common)
number (S or P).
All of the conjugations, except the participle, are based on two

morphological patterns:
Suffix Pattern, which uses inflectional suffixes

Prefix Pattern, which uses primarily prefixes

)
Note: The form by which Hebrew verbs are listed in a lexicon or

dictionary is the Qal 3MS Perfect form.
Lesson 4 32
4.3 Qal Perfect Conjugation - Singular

Qal Perfect
Conjugation The Perfect is the only conjugation built on the Suffix Pattern.
Singular
Conjugations built on the Prefix Pattern are introduced in Lesson 8.
3MS he attended 3CP Lesson 5

3FS she attended
2MS you attended 2MP Lesson 5
2FS you attended 2FP Lesson 5
1CS I attended 1CP Lesson 5
4.4 Objects in Biblical Hebrew

Objects
Object refers to the grammatical function served by a noun or
pronoun that is the receiver or goal of the action of a verb.
Syntactically, an object noun phrase functions as the complement of
a transitive verbthe presence of an object is necessary for a
transitive verb to be completed (see Lesson 26).
For example, in Moses struck the rock, the noun phrase the rock is
the object in that it is affected by the action of the verb struck. The
noun phrase the rock is also the complement in that without it the
clause Moses struck would be ungrammatical (i.e., the transitive
verb would not be completed).
Direct For Biblical Hebrew, it is useful to distinguish between two types of

and
Oblique
objects, direct and oblique (not to be confused with an indirect
Objects object). The use of these two types of objects is completely
dependent upon the verbsome verbs select direct objects as their
complements, while others select oblique objects as their
complements.
Oblique What distinguishes direct and oblique objects from each other is that
Objects and direct objects are either preceded by the function word or
Prepositional
Phrases nothing at all, whereas oblique objects are always preceded by a
preposition. Precisely which preposition used depends on what is
selected by the verb being modified.
For instance, the verb , touch, often takes as its complement an

oblique object manifested as a prepositional phrase with the
preposition .
Lesson 4 33
) )/
6 )
and from the fruit of the tree that is in the middle of the
garden, God said, you shall not eat from it and you shall not
touch it, lest you die. (Gen 3:3)
Note: Oblique objects, regardless of whether they are

complements or adjuncts (see Lesson 26), are always preceded
by a preposition.
Direct Objects The function word precedes direct objects of Biblical Hebrew
and verbs if those direct objects are individuated (i.e., if they are
strongly characterized as distinct entities or individualswhich
means that they are also often marked with the article).
He visited the people

the people [object he visited
marker]
Direct objects preceded by are usually the semantic patients of

their verbs, i.e., they are effected or affected by the verbal action.
Note: The direct object marker is sometimes attached to the noun

with a maqqef (( )see 3.5 within the discussion of ;)in this
case, the vowel is a segol.
He judged Israel
Israel [object he judged
marker]
Lesson 4 34
4.5 Vocabulary #4
M man, humankind; PN Adam Q reign, be(come) king

M brother; P M prophet
F sister; P M lad, young boy
F mother; P F maiden, young girl
, direct object marker M horse, stallion
F cattle F mare
F covenant PREP with
F daughter; P Q visit, attend to, appoint
Q remember Q keep, guard
Q cut, cut off, cut down Q judge, govern
F direction, instruction, law
Exercises
1. Mark the gender of each noun in your vocabulary list from Lessons 1-3 and on
your vocabulary cards (M or F) (look in glossary if you are unsure).
2. Identify the gender (M or F) of the following nouns (use their form).

( ____ p ( ____ k ( ____ f ( ____ a
( ____ q ( ____ l ( ____ g ( ____ b
( ____ r ( ____ m ( ____ h ( ____ c
( ____ s ( ____ n ( ____ i ( ____ d
( ____ t ( ____ o ( ____ j ( ____ e
Lesson 4 35
3. Add the Qal Perfect Singular endings (and vowels) to each of these verbs and
translate. Also add the appropriate personal pronouns before each verb.

3MS 3MS
3FS 3FS
2MS 2MS
2FS 2FS
1CS 1CS

3MS 3MS
3FS 3FS
2MS 2MS
2FS 2FS
1CS 1CS

3MS
3FS
2MS
2FS
1CS
Lesson 4 36
4. Translate the following sentences. Identify and parse the verb(s) (i.e., give the
person, gender, number, and root) in each sentence. (* is placed by verses
that have been altered. PN is placed beside the first occurrence of proper name
other than YHWH.)
Gen 37:11* (a
) I Kgs 11:11* (b
Gen 15:18* (c
Ps 93:1* (d
Ps 18:22* (e
) Ezek 16:43* (f
I Kgs 20:15* (g
) Lam 1:9 (h
PN ) II Chr 24:22 (i
I Kgs 3:28* (j
PN
I Sam 2:21 (k
Ps 65:10 (l
Ruth 1:6* (m
Lesson 4 37
PN I Kgs 14:21* (n
5. Compose five sentences in Hebrew. Each must have a subject, verb, and object
in them.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 5
Lesson Summary:
Plural and Dual Nouns:
Qal Perfect Conjugation Plural:

Qal Perfect Conjugation of
5.1 Masculine and Feminine Plural and Dual Nouns

Plural nouns Singular nouns were introduced in Lesson 4. In this lesson the
plural and dual (= two) noun forms are introduced.
Masculine )no marking(

Feminine
There are some frequently occurring irregular nouns that do not

follow this paradigm. These irregular forms must be
memorized (paradigms of the most common irregular nouns
are in 6.2).
fathers (S )
women (S )
Dual nouns The use of dual is largely confined to things that occur naturally
in pairs (eyes, feet, hands, etc.). Remember that paired body
parts are feminine (see 4.1).
hands (FS ( ears (FS )

eyes (FS ( feet (FS )
# sandals (FS )
5.2 Qal Perfect Conjugation - Plural

Qal Perfect
Conjugation In Lesson 4 the singular inflectional suffixes of the Qal Perfect
plural were introduced. Here the plural inflectional suffixes are added.
Lesson 5 39
3MS he attended
3FS she attended
2MS you attended
2FS you attended
1CS I attended
3CP they attended
2MP you attended
2FP you attended
1CP we attended
5.3 Qal Perfect Conjugation of

Qal Perfect
Conjugation The verb ( be) is both frequent and irregular. Here is the Qal
of
Perfect paradigm of the verb.
3MS he was
3CP they were
3FS she was
2MS you were 2MP # you were
2FS you were 2FP # (not attested)

1CS I was 1CP we were
5.4 Vocabulary #5
F ear PREP before

# CONJ that, which, who M water
M nation, people PN Egypt
Q seek PREP unto, as far as; until
Q become, be F eye
M mountain, hill country; with PREP upon, over
article Q draw near, approach
PN Judah M head; P
PN Jerusalem F foot
Q capture F spirit, wind
Lesson 5 40
Exercises
1. Write out the plural (right column) and dual (left column) for the following
items and translate.

2. Write out the complete Qal Perfect for each of these verb roots and translate.
Also add the appropriate personal pronouns before each form.

3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

Lesson 5 41

3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP
person, gender, number, and root) in each sentence. (GL is placed beside non-
vocabulary words to alert you to check the glossary for their meanings.)
PN
Gen 21:1 (a
GL GL II Sam 5:5 (b
Isa 9:12* (c
6 II Chr 14:6* (d
GL Gen 1:2 (e
GL
Ps 34:5 (f
Jer 31:9 (g
I Chr 10:14 (h
Ezek 12:23 (i
Lesson 5 42
Deut 16:12 (j

6 Zeph 3:2* (k
PN Exod 1:5 (l
4. Compose five sentences in Hebrew. Each should have a subject, verb, and object
in them. Three should have plural verbs and three should have dual or plural
nouns.
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________
Lesson 6
Lesson Summary:
Construct Relationship:
Chart of Frequent Irregular Nouns:

6.1 The Construct Relationship

Construct
relationship Biblical Hebrew does not have any equivalent to the English
preposition of. Instead, similar of-relationships are expressed by
joining words together in the construct relationship. (The
semantics of this relationship are discussed further in Lesson 28.)
The typical construct relationship (often called )consists of

two elements: a noun in the construct state ( supported)
followed by one in the absolute state ( supporting).
the word of the king

the king (the) word of
ABSOLUTE CONSTRUCT

Only the masculine plural and feminine singular nouns have

distinctive construct morphology (i.e., there are different inflectional
affixes for MP and FS nouns in construct and nouns not in construct).
However, the vocalization of a noun in construct often differs from

its vocalization when not in constructeven in the MS and FP.

Absolute
Masculine
Construct
Absolute $ $
Feminine
Construct
Lesson 6 44
Description of the construct relationship:

Two nouns in a construct relationship are treated as a
compound: the two words are considered to be one prosodic
phrase and the major phrase stress is on the absolute noun.
This phenomenon is similar to the stress change in English
compounds: a whte hose versus the Whtehouse. As noted
above, the lack of major stress on the construct noun often
affects its vocalization.
ABSOLUTE word
CONSTRUCT the word of YHWH (Ezek 1:3)
Note: A construct noun is often attached to an absolute noun
with a maqqef ( ;)this is a graphic signal that the two words are
stressed as a single unit.
A noun in construct cannot have a definite article. However, if

the absolute noun is definite (e.g., it is a proper noun or has
the article), then the construct noun inherits this
definiteness.
the prophets of YHWH (PN) (1 Kgs 18:4)
the gold of the land (article) (Gen 2:12)
The meanings expressed by the construct relationship are

similar to English of (see Lesson 28 for further discussion).
the word of YHWH = YHWHS word (Ezek 1:3)
the fear of YHWH (Prov 1:7)
and the garments of holiness

= the holy garments (Exod 29:29)
A construct relationship can have more than one construct noun

all related to one absolute noun.
all of the days of Adam (Gen 5:5)
A construct relationship can also have a single construct noun

Lesson 6 45
related to coordinated absolute nouns (often however, the

construct noun is repeated in two coordinated constructs).
,
in the eyes of God and (in the eyes of) man (Prov 3:4)
,
the God of heaven and the God of earth (Gen 24:3)
6.2 Chart of Frequent Irregular Nouns

Irregular
nouns Some irregular noun forms occur frequently. You should familiarize
yourself with these forms.
Singular Singular Plural Plural

Absolute Construct Absolute Construct
father M $
brother M ,
$ $
sister F $ *$
man M $
woman F
house M
son M
daughter F
day M
city F
head M
Lesson 6 46
6.3 Vocabulary #6
PN Abraham M messenger, angel

PN Abram M place; P
$ PN Aaron Q stand
Q say PN Philistines, Philistine
PN Babylon ,
M flesh PN Pharaoh
M life M host, army; hard service; P
F sword M voice, sound
$ CONJ as, just as, when Q settle, dwell
ADV thus, so Q hear, listen; + obey
Exercises
1. Complete the following construct phrases.
a) , __________ the spirit of God (Exod 35:31)
b) __________ the angel/messenger of the Lord (Gen 16:11)
c) __________ all of the cities of the Philistines (1 Sam 6:18)
d) __________ the heads of the mountains (Gen 8:5)
e) _________ the sons of Israel (Exod 1:1)
f) __________ the daughters of man (Gen 6:2)
g) __________ the men of the place (Gen 26:7)
h) _______________ to the house of the women (Esth 2:3)
i) __________ in the days of Abraham (Gen 26:1)
j) __________ the father of the sons of Ammon (Gen 19:38)

Lesson 6 47
2. Translate the following construct phrases.

Lev 10:6 (a
I Kgs 12:23 (b
Isa 14:9 (c
Ps 102:16 (d
, II Chron 30:16 (e
Ezek 6:13 (f
I Sam 18:6 (g

$ $ Josh 21:19 (h
Ezek 21:24 (i
person, gender, number, and root) in each sentence.
$ Gen 24:52* (a
Gen 18:22* (b
I Sam 7:16* (c
, Jer 7:28* (d
Lesson 6 48
PN $ PN
8 Josh 11:21* (e
Isa 8:18* (f
, $ Exod 5:1* (g
, Jer. 7:3 (h
4. From the nouns in your cumulative vocabulary create five sentences with at least
one construct phrase each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 7
Lesson Summary:
Suffixed Pronouns:
Segolate Nouns:
Modal use of the Perfect Conjugation: ))
7.1 Suffixed Pronouns

Suffixed
pronouns English uses different pronominal forms based on the pronouns role
in a sentence: e.g., he/she for subject (Nominative case), his/hers for
possession (Genitive case), and him/her for object (Accusative case).
In Biblical Hebrew the independent pronouns (2.4) only function as

subjects. A set of suffixed pronouns fills the roles of possession/
Genitive and object/Accusative.
About pronouns suffixed to nouns:

Suffixed pronouns express possession on nouns.
+ my word
me word of
(1CS) (MS CST)

+ his teaching
him teaching of
(3MS) (FS CST)
Note: When pronominal suffixes are added to FS nouns, the

construct form (i.e., the form ending with a )is used.
Suffixed pronouns serve to make a noun definite; nouns with

pronominal suffixes cannot also have the article.
Either his teaching or the teaching
BUT NOT BOTH
Nouns with suffixed pronouns are stressed either on the last

syllable (i.e., on the suffix itself) or the next to last syllable
(i.e., on the linking vowel that connects the noun to the
suffix).
Lesson 7 50
my horse (stressed on the last syllable)

our horse (stressed on the linking vowel)
1) Suffixed pronouns on singular nouns

Suffixed
Added to Masculine Added to Feminine
pronoun
on 3MS (( , his word his law
singular nouns
his friend
3FS her word her law

2MS your word your law
2FS your word your law
1CS my word my law
3MP their word their law
3FP their word their law
2MP your word your law
2FP your word your law
1CP our word our law
Suffixed 2) Suffixed pronouns on plural nouns

pronoun
Added to Masculine Added to Feminine
on
plural nouns 3MS his words his laws
3FS her words her laws
2MS your words your laws
2FS your words your laws
1CS my words my laws
3MP their words their laws
3FP their words their laws
2MP your words your laws
2FP your words your laws
1CP our words our laws
Lesson 7 51
3) Suffixed pronouns on Prepositions and Direct Object Marker

Suffixed pron.
on 3MS for him him
prepositions
and 3FS for her her
- ,-' 2MS for you you
2FS for you you
1CS for me me
3MP / for them them
3FP for them them
2MP for you you
2FP for you you
1CP for us us
Note: The prepositions and use different forms with suffixes: and ,
respectively (in the case of the preposition , this difference helps to distinguish
it from the object marker ). Also important is the fact that some prepositions,
such as ) ( , ) ( , and ) ( , take plural noun suffixes (see chart under
[2] above).
4) Suffixed pronouns on // and ( + )

Suffixed pron.
on 3MS like him from him
and
3FS like her from her
2MS like you from you
2FS like you from you
1CS like me from me 3MS is
3MP like them from them identical to
1CP
3FP like them from them
2MP like you from you
2FP like you from you
1CP like us from us
About pronouns suffixed to prepositions:

Suffixed pronouns designate objects on prepositions and on the
direct object marker (the form of which is - or - with
suffixes).
+ he said to you
you to
(2MS)
Lesson 7 52
+ he abandoned them
them direct object
(3MP) marker
7.2 Segolate Nouns

Segolate
nouns Segolate nouns are a distinct group of nouns that were originally
monosyllabic (i.e., one-syllable) nouns in the masculine singular.
Segolate nouns originated as single-syllable nouns to which a

segol helping vowel was added; the result was the creation
of a new, second syllable. The original vowel (that is, the
vowel in the first syllable) is regularly altered.
* king
Note: A guttural second or third root consonant can affect the

vowels.
* ( instead of ) young man

(because gutturals prefer a-class vowels)
Masculine segolate nouns are stressed on the initial syllable

(originally the only syllable) in the singular absolute form.
servant
Feminine segolate nouns come in two forms: those with

feminine gender inflection (e.g., 4 )and those without (e.g.,
). Those with feminine gender inflection ( ) are stressed
on the final syllable.
4 + * young woman; P
* life; P
Segolate nouns exhibit their original vowel with some suffixes.

+ * my land
Lesson 7 53
Segolate nouns use a two-syllable pattern in the plural.

SINGULAR king *
PLURAL kings ( * like )
7.3 Modal Use of the Perfect Conjugation

Modal use of
the Perfect The Perfect Conjugation was described in Lesson 4 as expressing
Conjugation
perfective aspect. The Perfect is also used to express modality,
which indicates the role that the speaker wants a statement to play in
the context (e.g., a condition, an outcome, a command, an
instruction).
The modal use of the Perfect is distinguished from the

indicative by its word order: the Perfect functioning modally
will have a verb-subject word order (see Lesson 27 for a
discussion of Biblical Hebrew word order).
(subject-verb)
(and) his father kept the word (Gen 37:11)
' ; (verb-subject)
(so) YHWH your God shall keep for you the covenant (Deut
7:12)
Note: Often the subject is not explicit in BH clauses; in such

cases, it is impossible to identify whether a perfect is used
modally or not based on the word order. However, because most
modal Perfects are prefixed with the vav conjunction, the
presence of the conjunction is a good introductory way to
distinguish the modal from the indicative use of the verb.
The most common modal function of the Perfect is to mark

(semantically) subordinate clauses. These are equivalent to
English clauses beginning with if/when/so that/in order that/
because, i.e., conditional, purpose, result, or causal clauses.
For I have chosen him so that he might command his sons and
his household after him so that they might keep the way of YHWH
( ) 'to practice righteousness and justice so that
YHWH might bring about for Abraham that which he promised.
(Gen 18:19)
Lesson 7 54
If he leaves his father then he shall die ( )

(Gen 44:22)
Note: The Perfect often appears in both the subordinate clause

and the governing clause in constructions like the conditional
clause above.
Another common modal function of the Perfect is to mark

instructions and commands.
(and) he should stand and say ( )I do not wish to

marry her (Deut 25:8)

(and) you must keep the commandment (Deut 7:11)
7.4 Vocabulary #7
Q love ] [B , , ' M statute [w/suffixes]

' M tent '4 PN Jacob
Q eat M bread, food
[-], , PREP with [w/suffixes] M night
M garment ' M strength; ADV exceedingly
M cattle, ox, herd F commandment; P
ADV also, even Q abandon, forsake
Q walk, go ' M/F sheep, flock
Q slaughter M gate
M kindness, loyalty
Lesson 7 55
Exercises
1. Add the correct suffix to these vocabulary items (note: the vowels within the
triconsonantal root have already been modified).
a) my bread
b) your (MS) loyalty
c) their (M) cattle (S collective)
d) 4 their (MP) gates
e) upon us
f) ( 'direct object marker) you (FS)
g) to/for their (F) gods
h) to him
i) B my statute
j) his commandment
person, gender, number, and root) in each sentence. Also, indicate whether
each verb is modal or non-modal.
' ' 4 ' ;Gen 24:27* (a
PN Num 24:25 (b
' I Sam 28:20 (c
' I Sam 8:3 (d

Lesson 7 56
Deut 7:11 (e B
Gen 37:4 (f' 4
Deut 6:5 (g ' ; '
Deut 12:21* (h '
Deut 11:1* (i ' ; B'
GL GL ;
Josh 24:26* (j B
one noun + suffixed pronoun each.
____________________________________________________________ )a
____________________________________________________________ )b
____________________________________________________________ )c
____________________________________________________________ )d
____________________________________________________________ )e
Lesson 8
Lesson Summary:
Qal Imperfect Conjugation:
Past Narrative Conjugation:
Qal Imperfect Conjugation of:

8.1 Qal Imperfect Conjugation

Imperfect
Conjugation The Perfect and Imperfect were introduced in Lesson 4 as the main
conjugations in Biblical Hebrew. The Perfect was described as
perfective aspect, and a paradigm was given in Lessons 4 and 5. The
Imperfect Conjugation was described as expressing imperfective
aspect. In most instances, an English present or future verb will be
used to translate the Imperfect.
The Imperfect is the main conjugation built on the Prefix Pattern.

However, other conjugations such a the Imperative and the Jussive
are also based on the Prefix Pattern (see Lesson 13). The complete
paradigm for the Qal Imperfect is given below.
3MS he will attend 3MP they will attend

3FS she will attend 3FP they will attend
2MS you will attend 2MP you will attend
2FS you will attend 2FP you will attend
1CS I will attend 1CP we will attend
8.2 Past Narrative Conjugation

Past Narrative
Conjugation Languages typically use a past tense or perfective aspect verb form
for narrating past events (e.g., English Simple Past). Some
languages, however, may devote a particular verb form entirely to
literary narrative (e.g., French Pass Simple). In Biblical Hebrew an
archaic past tense verb predominates and is mostly restricted to past
narrative passages.
Lesson 8 58

He ate, he drank, he rose, he went (Gen 25:34*)
The Past Narrative Conjugation, like the Imperfect, is built on the

Prefix Pattern. In the majority of cases the only distinguishing
feature between these two conjugations is that the Past Narrative
form almost always has a uniquely vocalized vav conjunction
prefixed to it: ( forms without the exist primarily in poetic texts).
he will visit (Imperfect)

he visited (Past)
Qal Imperfect 8.3 Qal Imperfect Conjugation of

Conjug. of

The verb ( be) is both frequent and irregular. Here is the
paradigm of the Qal Imperfect Conjugation of the verb.
3MS he will be 3MP they will be

3FS she will be 3FP they will be
2MS you will be 2MP you will be
2FS you will be 2FP you will be
1CS I will be 1CP we will be
8.4
The Verb
Form The 3MS Past Narrative form of is extremely frequent.
There are two distinct functions of this form in narrative.
Often, it functions just like other Past Narrative forms with the
meaning of was, become, or come.

YHWH was with Joseph and he became a successful man (Gen
39:2)

The word of YHWH came (lit. was) to Samuel (1 Sam 15:10)
Lesson 8 59
Just as frequently, however, the form introduces a

circumstantial clause in a narrative; often the clause opens or
closes a narrative episode.
)
and then at about that time (lit. and it was at that time and)
Abimelek said . . . (Gen 21:22)

now there was a certain man from Ramathaim (1 Sam 1:1)
8.5 Vocabulary #8
F stone M judgment, justice; custom

COND if M scroll, document, book
Q 3MS PAST M forever, antiquity
F sin, sin-offering M tree; P wood
PN Jonathan M righteousness
PN Isaac PN Saul
M glory, honor, wealth PN Samuel
Q write , M; F two
Exercises
1. Write out the Qal Imperfect paradigm for the following verbs. Include the
appropriate personal pronouns for each verb form.

3MS 3MP 3MS 3MP
3FS 3FP 3FS 3FP
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

Lesson 8 60

3MS 3MP 3MS 3MP
3FS 3FP 3FS 3FP
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

3MS 3MP 3MS 3MP
3FS 3FP 3FS 3FP
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP
2. Translate the following sentences. Identify and parse (i.e., give the conjugation,
person, gender, number, and root) the verbs in each sentence.
) Exod 6:5* (a
Exod 24:4 (b
8 GL )8 Exod 2:24 (c
)
Ps 9:9* (d
Lesson 8 61
Gen 17:9 (e 8
Josh 24:27* (f GL
8
Josh 24:26* (g :
I Sam 7:15 (h
Deut 28:9 (i 8
I Sam 18:3* (j
I Sam 23:18 (k
Exod 24:16 (l
PN
one imperfect or past narrative verb each.
____________________________________________________________ )a
____________________________________________________________ )b
____________________________________________________________ )c
____________________________________________________________ )d
____________________________________________________________ )e
Lesson 9
Lesson Summary:
Adjectives:
Demonstrative Pronouns:
Near
Far
9.1 Adjectives
Adjectives Adjectives modify nouns by specifying attributes of the noun.
a righteous nation (Isa 26:2)
Biblical Hebrew has relatively few pure adjectives. The construct

relationship is used more often to modify nouns.
in the place of holiness

= the holy place (construct) (Lev 10:17)
in a holy place (adjective) (Lev 7:6)
Adjectives have the following characteristics:

Adjectives are declined with the same endings as nouns, except
that they do not have dual endings.
Singular Plural
Absolute (ABS)
Masculine
Construct (CST)
Absolute (ABS)
Feminine
Construct (CST)
Adjectives must agree with the modified noun in both gender

and number (dual nouns are modified by plural adjectives).
a righteous man (Gen 6:9)

" evil men (2 Sam 4:11)
a weak (pair of) hands (Job 4:3)
Lesson 9 63
Predicative
Adjectives can modify nouns predicatively:
Adjectives
A predicate adjective agrees with the noun it modifies in
gender, number, but not definiteness. (The verb to be must
be supplied in translation; see 2.5 or 26.1.)
the word (is) good (Deut 1:14)

the land (is) good (Deut 1:25)
Attributive Adjectives can modify nouns attributively:

Adjectives
An attributive adjective agrees with the noun it modifies in
gender, number, and definiteness. The attributive adjective
usually follows the noun it modifies.
a great city (Josh 10:3)

the great city (Gen 10:12)
Substantive Adjectives can be substantival (i.e., used as a nouns).

Adjectives
a righteous man, my servant (Isa 53:11)
Comparative Adjectives can express the comparative and superlative.

and
Superlative his brother who (was) younger (Gen 48:19)
Note: comparison is often expressed with the preposition .

( she is) better than her (Judg 15:2)
my daughter who (is) oldest (1 Sam 18:17)

Note: superlative is also expressed by a construct phrase in
which both construct and absolute use the same noun.
, holy of holies = most holy (Exod 29.37)
Demonstrative 9.2 Demonstrative Pronouns

Pronouns
Demonstrative pronouns are deictic (pointing) words (e.g., this,
that, those in English). They are used to modify a noun either
attributively or predicatively.
Lesson 9 64
this nation (attributive)

this (is) the word (predicative)
Demonstrative pronouns may be used substantivally, i.e., as a noun.

send this one (F) away (2 Sam 13.17*)
The two major groups of demonstrative pronouns are near and far.
The far demonstratives are the same as the 3rd person personal
pronouns.
Singular Plural
M this M
Near these
F this F
M that M those
Far
F that F those
9.5 Vocabulary #9
ADV NEG not (w/commands) , ADJ (M, F) small

PREP between Q call, proclaim, read
ADJ great , ADJ (M, F) bad, evil
F animal M famine, hunger
ADJ wise ADJ wicked
ADJ good, pleasant M field; P
ADJ heavy Q lie (down)
INTER who? Q send
Q give, place, set M name; P
ADJ righteous
Lesson 9 65
Exercises
1. Construct the following adjectival phrases in Hebrew. Identify the adjective as
attributive, predicative, or substantival.
a) I (M) am a good man f) the king is great
b) He is the righteous man g) the house is small
c) the people are wicked h) she is the smallest/youngest sister
d) the famine is heavy i) you (MP) are the righteous ones
e) they (FP) are great cities j) YHWH is great
2. Identify the adjectives in the following as attributive, predicative, or

substantival, and translate the verse.
PN Gen 13.13 (a
Gen 37:20 (b
PN
PN PN Gen 29:16 (c
" Exod 9:27 (d
Exod 17:12 (e
" I Sam 9:10 (f

Lesson 9 66
I Sam 25:2 (g
" I Sam 25:15 (h
I Kgs 2:9 (i
I Kgs 3:7 (j
II Kgs 2:23* (k
" II Kgs 5:2* (l
3. Construct the following demonstrative phrases in Hebrew. Identify the

demonstratives as attributive or predicative.
a) this is the house f) those are the nations
b) these men g) those are the women
c) these cities h) this is the daughter
d) that son i) this law
e) that is the city j) these are the mountains

Lesson 9 67
4. Identify the demonstratives in the following as attributive, predicative, or

substantival, and translate the verse.
"8 "Deut 4:8* (a

GL Jer 27:8* (b
"Gen 24:65* (c
< Exod 32:4 (d
" Isa 42:8 (e
PN " Jer 29:1 (f
one adjective or demonstrative pronoun each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 10
Lesson Summary:
Qal Active Participle:
Qal Passive Participle:
10.2 Qal Active Participle

Participles Participles are a part of the Biblical Hebrew verbal system. Unlike
the Perfect, Past Narrative, and Imperfect verbs, however, Participles
are only marked for gender and number (not person).
Like the Perfect and Imperfect Verbs, Participles express aspect (as
opposed to tense); in particular, the Participle expresses progressive
aspect.
Semantically, therefore, the Participle in Biblical Hebrew is similar

to the English Participle in a statement like the water is running.
(Note that Biblical Hebrew does not require a copula is in such a
construction.)
Biblical Hebrew Participles are declined like adjectives. The Qal

Active Participle is declined as follows:
Singular Plural
ABS
Masculine
CST
ABS /
Feminine
CST /
Participles may be used predicatively or substantivally:

Predicative
and
Substantival Predicatively: the Participle functions as the main verb in a
Participles clause, conveying the progressive aspect (the tense is derived
from the context).

(and) Samuel (was) lying in the temple of YHWH (1 Sam 3:3)
Lesson 10 69
Participles are often introduced by the article . In these cases,

the functions as a relative word, and the participle is the
main verb within a relative clause that modifies a noun.

the man who lies with the woman (Deut 22:22)
The , though, is not always present to introduce the relative:

so you should give your servant a heart that listens (1 Kgs 3:9)
Substantivally: some participles are regularly used as stand-

alone agentive nouns; their meaning is derived from the action
or function that the agents regularly perform/fulfill.
the judges of Israel (Num 25:5)
10.3 Qal Passive Participle

Passive
Participle
The Qal binyan has a passive counterpart to its active Participle. It,
too, is declined like an adjective.
Singular Plural
ABS
Masculine
CST
ABS
Feminine
CST
Most occurrences of the Qal passive Participle are predicative. The

Predicative
Passive
passive Participle functions as the main verb in a clause with a sense
Participle like the English Past Participle in similar passive constructions, such
as you are blessed. The tense is derived from the context.

because you have done this, you (are) cursed (Gen 3:14)
Note: Like the active participle, the passive participle may be the
main verb within a relative clause, with or without a :
( Jer 27:5*)
I made the earth with my arm that (was) stretched out
Lesson 10 70
10.4 Vocabulary #10
. F ground, land INTER what? how?

/ F truth, faithfulness ADJ full; Q be full, fill
Q gather, remove M appearance, vision
, M well, pit, cistern ADV, PREP in front of, in sight of,
Q trust opposite to
M palace, temple CONJ lest
Q kill, slay M holiness, sacredness
ADJ old; VB Q be old Q inquire, ask
M wilderness , M, F seven
Q forget
Exercises
1. Construct the following verbless clauses in Hebrew.
a) I (MS) am old f) You (MS) are full
b) We (MP) are wise g) You (FP) are small
c) You (FS) are heavy h) He is bad
d) They (FP) are righteous i) You (MP) are big
e) She is good j) They (MP) are wicked

Lesson 10 71
2. Construct the following participial clauses in Hebrew.

a) I (MS) am gathering f) They (MP) are sending
b) We (MP) are trusting g) He is walking
c) You (MS) are killing h) You (FP) are lying down
d) They (FP) are forgetting i) You (MP) are giving
e) She is asking j) You (FS) are writing
3. Identify the independent pronouns and participles in the following and translate
the verse.
. / . Gen 28:13* (a

. GL GL Gen 31:6 (b
/ GL GL GL Gen 45:8 (c

9 Josh 13:1* (d
I Sam 8:5 (e
. / II Kgs 19:10 (f
Lesson 10 72
Jer 5:17* (g .
PN PN II Chr 32:10 (h
4. Translate the following. Identify and parse the verbs in each sentence. Identify
any participle as predicative or substantival (and note where a predicative
participle is within a relative clause).
Gen 18:22* (a
Gen 25:28 (b PN .
Exod 34:10 (c GL
I Kgs 3:23 (d
GL
Deut 22:29* (e .
Gen 12:12* (f
GL
Exod 4:23* (g
Deut 10:12 (h /

I Sam 8:10 (i .
PN . Jer 38.14 (j
Lesson 10 73
9 . GL Ezek 34.29 (k
> Ps 21:8 (l
4. From the items in your cumulative vocabulary create five sentences with at least
one participle each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 11
Lesson Summary:
Introduction to the Binyanim
Piel and Hifil Perfect Conjugations:
11.1 Introduction to the Binyanim

Binyanim
Lesson 4 (4.2) introduced the fact that verb forms in Biblical
Hebrew indicate binyan (e.g., Qal), conjugation (e.g., Perfect
conjugation), and person, gender, and number (e.g., 3MS).
The Qal Perfect conjugation was introduced in Lessons 4 and 5. In

this lesson the binyan system of the Biblical Hebrew verb is
discussed and the Perfect conjugation of the Piel and Hifil binyanim
are introduced.
Just as inflectional affixes mark a verbs conjugation (e.g., Perfect),

there are binyan affixes which indicate a verbs binyan. These
binyan affixes indicate a verbs valencywhether it is active,
passive, reflexive, or causative.
Simple Factitive/Resultative Causative

Binyanim Chart Active Qal Piel Hifil
Abram was holy Abram consecrated Sarai Abram caused Sarai to
(Abram made Sarai to be holy) treat X as holy
Passive Nifal Pual Hofal *
Abram was Abram was made to be holy Abram was caused to
consecrated treat X as holy
Reflexive Nifal Hitpael
*the Hofal of this root is
Abram showed himself Abram consecrated himself not attested in the
to be holy (Abram made himself holy) Hebrew Bible
Note: Factitive/resultative refers to causing a change of state, whereas

causative refers to causing action. Translating the former with a form of
make and the latter with a form of cause may be helpful.
The verb , which is used in the lesson paradigms, is one of the

few verb roots that occurs in every binyan in the Hebrew Bible. The
relationships among the binyanim are illustrated by translations of
this verb in each binyan.
Lesson 11 75
he visited, attended to
he was visited
he mustered (i.e., he made him attend to)
he mustered (himself)
he was mustered (i.e., he was made to be attended to)
he caused him to be overseer/attend to
he was caused to be overseer/attend to
The system of binyanim is not usually as neat as or may

make it appear. Rarely do individual verb roots appear in all or even
most binyanim and the relationships among the meanings for a root
are not always transparent or predictable.
In fact, some verb roots, such as ( Piel he spoke) and

(Hifil he threw/cast), do not occur in Qal nor exhibit the standard
meaning for their binyan (factitive/resultative and causative,
respectively). Therefore, it is important to memorize the particular
meaning of a verb root in each individual binyan in which it occurs.
11.2 Piel and Hifil Perfect Conjugations

Piel and Hifil
Perfect
Besides the Qal, the Piel and Hifil are the most frequently used
binyanim in the Hebrew Bible.
Note: the endings of the Perfect conjugation are the same in all binyanim.
QAL PIEL HIFIL

3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
attend to muster make oversee
Lesson 11 76
The Piel Perfect conjugation is characterized by:

i-class vowel under R1 (i.e., the first root letter).
doubled R2 (i.e., the second root letter).
Note: we will begin using R to indicate a verbal root consonant, and the
subscripts 1 2 3 to indicate the position of the consonant within the
triconsonantal root.
The Hifil Perfect conjugation is characterized by:

a ( or with an i-class vowel) prefix.
11.3 Vocabulary #11
Q perish; PI, HI destroy (, PN Canaan, Canaanite

PI seek M silver, money
Q be great; PI make great, Q find
grow/raise Q do, make, act
PI speak Q be holy; PI consecrate
INTJ behold, see! M official, captain, prince; P
M gold
Q sin HI wake early
Q know HI throw, cast
Q sit, dwell HI annihilate
Q be heavy; PI, HI make M heavens
heavy, honor PREP under, beneath
Lesson 11 77
Exercises
1. Based on the Qal meaning, translate the following verb forms: e.g.,
(Nifal) he was guarded
)Hifil( ) e )Nifal( ) a
)Pual( ) f )Hifil( ) b
)Piel( ) g )Hofal( ) c
)Piel( ) h )Hitpael( ) d
2. Write out the Piel Perfect paradigm for the following verbs. Include the
appropriate personal pronouns with each form.
3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

Lesson 11 78
3. Write out the Hifil Perfect paradigm for the following verbs.

3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP
4. Translate the following. Identify and parse the verb in each sentence.
Exod 1:17 (a ( (
Isa 1:2 (b
I Sam 15:2 (c PN
II Kgs 21:9* (d ( GL

Josh 4:14* (e
Josh 10:11 (f ( ( 9
Lesson 11 79
(
Dan 9:6 (g9 (
(9
I Sam 13:14* (h
Isa 1:12 (i 9
Deut 4:29* (j = 9

Deut 12:3 (k
Josh 7:9* (l ( 9 9
( 9 I Sam 6:6 (m
5. From the items in your cumulative vocabulary create five sentences with at least
one Piel or Hifil perfect verb each.
____________________________________________________________ )a
____________________________________________________________ )b
____________________________________________________________ )c
____________________________________________________________ )d
____________________________________________________________ )e
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Lesson 17
Lesson Summary:
Introduction to Guttural Verbs
I-Guttural Verbs:
II-Guttural Verbs:
III-Guttural Verbs:
17.1 Introduction to Guttural Verbs

Guttural
Verbs You should remember from Lesson 2 (2.5) that the guttural
consonants (, , and )have three main characteristics.
Characteristic #1: Gutturals (and )cannot be lengthened (i.e.,

they cannot have a dagesh chazaq).
Characteristic #2: Gutturals prefer a-class vowels (placed

both before and after).
Characteristic #3: Gutturals usually have a compound sheva

instead of a simple sheva.
In this lesson, we will study how these three characteristics affect

verbs that have guttural consonants for their first (I-Guttural),
second (II-Guttural), or third (III-Guttural) radicals.
17.2 I-Guttural Verbs

I-Guttural
Verbs #1: Nifal Imperfect has a (tsere) prefix vowel instead of the
normal (chiriq) to compensate for the fact that the
guttural consonant cannot take a dagesh chazaq.
instead of *( compare to )
#2: Qal Imperfect Dynamic verbs have a (patach) prefix

vowel instead of (chiriq). Qal Imperfect Stative verbs
have a (segol) prefix vowel instead of (chiriq).
Lesson 17 114
instead of *( compare )
Note: Both dynamic and stative 1CS Qal Impf. Have (segol) as
the prefix vowel: and
#3: Qal Imperative and Infinite Construct will have (chatef

patach) under the first radical.
Note: In I-Guttural verbs, the chatef vowel will always be the

same class as that of the preceding vowel (where there is one).
( Hifil 3MS Perfect and Imperfect)
Note: The chatef vowel may change to a full vowel if the vowel
in the following syllable is reduced to a sheva.
( Qal 3MS Imperfect) BUT ( Qal 3MP Imperfect)
I-Guttural: Representative Forms

QAL
NIFAL PI, PU, HITP HIFIL HOFAL
DYNAMIC STATIVE
PERF R &
IMPF E &
PAST G &
IMPV U
INF CST L &
INF ABS A &
PTCP R &
17.3 II-Guttural Verbs

#1: The Piel, Pual, and Hitpael binyanim do not have their
II-Guttural
Verbs characteristic dagesh chazaq in R2. The preceding vowel
may lengthen.
Before the vowel always lengthens:
Lesson 17 115
Before the vowel usually lengthens:

instead of *
Before , , or the vowel usually does not lengthen:

instead of *
#2: Qal Imperfect and Imperative have an a-class theme

vowel with both stative and dynamic roots.
Stative: ( expected)
Dynamic: instead of *( compare )
#3: R2 has a compound sheva instead of a simple sheva when

the verb ends in a vocalic inflectional suffix in all
binyanim except for the Hifil.
Note: does not always require a compound sheva:
II-Guttural: Representative Forms

(two different roots appear in this paradigm since none appears in all binyanim)
QAL NIFAL PIEL PUAL HITPAEL
PERF
IMPF
PAST
IMPV
INF CST
INF ABS
PTCP
Note: The Hifil and Hofal binyanim are regular.
17.4 III-Guttural Verbs

#1: There is often no effect on III-Guttural verbs
III-Guttural
Verbs

Lesson 17 116
#2: Some forms have an a-class theme vowel.

( HIF 2MS IMV) instead of *( compare )
BUT, some non-a-class theme vowels remain. In these cases, a

furtive patach appears before R3.
#3: When III-Guttural verbs have object suffixes (discussed in

Lesson 18), the linking vowel is often a compound sheva
instead of a simple sheva.
III-Guttural: Representative Forms

QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3
IMPF 3
PAST 3
IMPV
INF
CST
INF
ABS
PTCP 3
Note: The infixed of the Hitpael and R1 of roots that begin with a
sibilant undergo metathesis, i.e., the switches places with a , , ,
or .
Lesson 17 117
17.5 Vocabulary #17
Q support; HI believe Q subdue, dominate

M guilt, guilt offering M meeting, appointed time
Q choose F chariot
Q be strong; PI strengthen; HI Q PI commit adultery
seize, grasp NI be sorry, regret, comforted; PI
Q think, devise; NI be reckoned comfort, console
F dove; PN Jonah F congregation
9 M deliverance, rescue, salvation 9 M opening
Q slaughter
Exercises
1. Parse the following Guttural verbs.
) f ) a
) &g ) b
) h ) c
) i ) d
) j ) e
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 50:20* (a
Exod 10:20 (b
Lesson 17 118
I Kgs 22:35 (c &
Gen 24:67* (d

3 Exod 17:9 (e
Lev 7:2 (f
Josh 18:1 (g PN

Isa 40:1 (h
Deut 5:18 (i
Gen 9:1 (j
Gen 8:8 (k
Gen 26:29* (l
Gen 18:10 (m
Exod 5:2 (n

Lesson 17 119
I Kgs 1:11 (o PN PN PN
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Lesson 19
Lesson Summary:
I-Alef Weak Verbs:
III-Alef Weak Verbs:
19.1 I-Alef Weak Verbs

I-Alef Weak
Verbs
The majority of verbs that begin with are classified as I-Guttural
weak verbs, and follow the I-Guttural pattern outlined in Lesson 17.
Qal 3MS Imperfect (dynamic) is

Gl
Qal 3MS Imperfect (stative) is
However, there are five verbs that are classified as I-Alef weak verbs
because they have a unique vocalization in the Qal Imperfect and
Past Narrative conjugations. In all the other conjugations and
binyanim these roots behave exactly as I-Gutturals.
The five I-Alef roots can be remembered by a mnemonic device:
he said
he was willing Mnemonic: He said: I am willing
he ate to eat what I bake
he perished even if I perish!
he baked
Quiescent In the Qal Imperfect and Past Narrative conjugations the initial in
Alef
these five roots becomes quiescent; in other words, it loses its
consonantal status. The following changes take place in these verb
forms:
An R2 BeGaD KeFaT lacks a dagesh qal.

( compare )
The prefix vowel becomes a .

( compare )
Lesson 19 128
The theme vowel (the vowel between R2 and R3) becomes .

( compare )
Note: The theme vowel also appears as in pausal forms, as in
, and as in the Past Narrative of as .
Often the R1 is not written in the 1CS form.

instead of *
19.2 III-Alef Weak Verbs

A similar phenomenon takes place in III-Alef verbs as in I-Alef: the
becomes quiescent. When the becomes quiescent it cannot close
a syllable.
instead of *
The quiescent cannot be vocalized with a sheva.
a BeGaD KeFaT letter following the quiescent never has a

dagesh qal.
The vowel preceding the quiescent lengthens.
Here are the other characteristics to note about the III-Alef verbs.
appears before in the 3FP/2FP Imperfect in all binyanim.
Qal Nifal
Piel Pual
Hitpael
Hifil Hofal
Only Qal Perfect shows a distinction in vowel pattern between

dynamic and stative.
Perfect ( dynamic) versus ( stative)

Imperfect ( dynamic) like ( stative)
Lesson 19 129
Nifal, Piel, and Hifil Perfect have a theme vowel instead of

before consonantal inflectional suffixes.
Nifal Piel Hifil

2MS
2FS
1CS
2MP
2FP
1CP
Hofal has a instead of (short) under the prefix.

* instead of
* instead of
III-Alef: Representative Forms

PERF
IMPF
PAST
IMPV
INF
CST
INF
ABS
PTCP
Lesson 19 130
19.3 Vocabulary #19
Q be willing, consent NI HIT be difficult, extraordinary; HI do

F maid, handmaid an extraordinary thing
Q bake Q be thirsty
PI boil M assembly, congregation
M male ADJ near
( F sin M water-trough
ADV little, few ADJ far
Q forgive Q heal
HI water, give drink
Exercises
1. Parse the following I- and III-Alef verbs.
) a ) f
) b ) g
) c )h
)two possible parsings) ) d ) i
) e ) j
Gen 2:16 (a
( Gen 26:2 (b
Lesson 19 131
( ( Exod 16:23 (c

Lev 6:11 (d ( (
Num 16:33 (e
Deut 8:20 (f ( (
Deut 29:19 (g
Gen 18:3 (h ( (

Gen 20:17 (i (

Gen 26:27 (j
Exod 32:30 (k ( (
Lev 19:17 (l
Judg 4:19 (m
Lesson 19 132
Isa 57:19 (n
Ruth 1:20 (o ( > PN PN

Lesson 20
Lesson Summary:
I-Nun Weak Verbs:
and
20.1 I-Nun Weak Verbs

I-Nun Verbs
I-Nun weak verbs undergo two changes that make them weak:
1) When the closes a syllable (i.e., it does not have a vowel and
is preceded by a verbal prefix), it assimilates into the
following consonant.
Qal 3MS Imperfect ( instead of *)

Nifal 3MS Perfect ( instead of *)
Hifil MS Participle ( instead of *)
BUT, does not assimilate into gutturals .
2) When the occurs at the beginning of a form and it does not

have a vowel, it may undergo aphaeresis (i.e., the initial
drops out). Aphaeresis only occurs in the Qal Imperative and
Infinitive.
Qal 2MS Imperative ( instead of *)

Qal Infinitive Construct , from *, (instead of *)
Note: the Infinitive Construct forms that undergo aphaeresis also

add a to the end of the form.
BUT, the remains with a few roots:

Qal Infinitive Construct/2MS Imperative
Lesson 20 134
I-Nun: Representative Forms

QAL NIFAL PI, PU, HIT HIFIL HOFAL
PERF R
IMPF E
PAST
G
IMPV
U
INF
CST L
INF
ABS A
PTCP R
and 20.2 and
The verb follows the I-Nun pattern:

1) The assimilates (just like a would) to the .
Qal 3MS Imperfect
Qal 3FS Imperfect
In addition, the undergoes aphaeresis in the imperative and

infinitive construct forms.
Qal 2MS Imperative
Qal Infinitive Construct
However, the does not assimilate in the Nifal.

Nifal 3MS Perfect
2) The verb is not only a I-Nun verb, it also has a as the

final consonant of the root. When inflectional endings are
added and the final in does not have a full vowel, it
assimilates to the following consonant (just like the initial
does in the same environment). Note that this does not happen
in other roots that end in .
Qal 2MS Perfect ( from *)
Qal 2FS Perfect ( from *)
Qal 1CS Perfect ( from *)
Qal Infinitive Construct ( with suffixes, -, from *)

Lesson 20 135
20.3 Vocabulary #20
Q create Q draw near, approach

M seed Q pull up (tent pegs), set out, journey
/ INTER why? Q fall
Q blot out, wipe away NI be delivered, deliver oneself; HI
PI, HI look, gaze snatch away, deliver
M south; PN Negeb M fruit
HI declare M front, east; ADV anciently
Q touch, reach, strike F maidservant
(often takes )
Exercises
1. Parse the following I-Nun weak verbs.
) f ) a
) g ) b
) h ) c
) i ) d
) j ) e
3 6 Gen 3:3 (a
Gen 3:6 (b
Lesson 20 136
Gen 3:11 (c
Gen 11:2 (d
Gen 12:9 (e
Gen 12:19 (f 6
Gen 13:11 (g
Gen 13:15 (h 6 6
Gen 17:3 (i 3
Gen 19:26 (j 6
PN
Gen 22:20 (k 6
PN
Gen 24:23 (l
Gen 32:12 (m
Gen 33:6 (n
Lesson 21
Lesson Summary:
I-Vav/Yod Weak Verbs:

21.1 I-Vav/Yod Weak Verbs

I-Vav/Yod
Verbs I-Vav/Yod weak verbs undergo two changes:
1) The or contracts with the preceding vowel.
Qal 3MS Imperfect ( from *)

Qal 3MS Imperfect ( from *)
Hifil 3MS Perfect ( from *)
Hofal 3MS Perfect ( from *)
2) The or undergoes aphaeresis when it lacks a full vowel at

the beginning of the word (only in Qal Imperative and
Infinitive Construct of some I-Vav roots). This is similar to
the form of I-Nun weak verbs.
2MS Imperative , instead of *

Infinitive Construct ( from *), instead of *
(Morphologically, the is a feminine endingwith no semantic

valuethat was added after the underwent aphaeresis.)
BUT, is an example of a root which retains the initial in the

Imperative ( )and Infinitive Construct ().
There are three different types of I-Vav/Yod weak verbs:

1) Original I-Vav verbs these verbs originally began with .
The is replaced with a in Qal, Piel, Pual, and Hitpael.
Qal 3MS Perfect and Imperfect

Lesson 21 138
The original appears (as a consonant or vowel marker) in

Nifal, Hifil, and Hofal.
Nifal 3MS Perfect and Imperfect

Hifil 3MS Perfect and Imperfect
Qal Prefix verbs of dynamic I-Vav/Yod roots have an a-i

pattern.
Dynamic (a-i) from *
Qal Prefix verbs of stative I-Vav/Yod roots have an i-a

pattern.
Stative (i-a) from *
2) Original I-Yod verbs these verbs originally began with .

The appears in all forms (as a consonant or a vowel marker).
Qal 3MS Imperfect and Infinitive Construct

Hifil 3MS Perfect and 3MS Imperfect
There are only seven I-Yod roots (all with the stative i-a
vowel pattern in the Prefix pattern).
Q it was dry HI he chose/used the right arm

Q he was good Q he suckled
HI he howled * Q he awoke
Q it was straight, upright
3) I-Yod-Tsade verbs these roots begin with and undergo

changes like I-Nun weak verbs.
The assimilates into the when it closes a syllable (this is

similar to the assimilation of the in I-Nun verbs).
Hifil 3MS Perfect ( from *)

Lesson 21 139
There are only six I-Yod-Tsade roots (all with the stative i-a
pattern in the Prefix pattern).
HIT he stationed himself Q he poured

HI he set, placed Q he formed, fashioned
HI he spread, lay Q it kindled, burned
I-Vav/Yod: Representative Forms

Original I-Vav Original I-Yod
QAL NIFAL PI, PU, HIT HIFIL HOFAL QAL HIFIL
PERF
R
IMPF
E
PAST
G
JUSS
IMPV U
INF
CST
L
INF
ABS
A
PTCP R
21.2
The verb follows the original I-Vav pattern:
Qal 3MS Perfect

Qal 3MS Imperfect
Qal 3MS Past Narrative
Qal 2MS Imperative
Qal Infinitive Construct
Hifil 3MS Perfect
Hifil 3MS Imperfect
Lesson 21 140
21.3 Vocabulary #21
M way, path NI be saved; HI save

Q be(come) dry; HI cause to be dry Q be smooth, right; PI make even,
F dry land smooth
Q be good, pleasing; HI do ' M deed, practice
(something) well, deal well M horseman
with F bow
M wine PI have compassion on
Q awake Q shepherd, tend, pasture
PN Jordan River M shepherd (Q PTCP)
ADJ complete, sound
Exercises
1. Parse the following I-Vav/Yod weak verbs.
) f ) a
) g ) b
) h ) c
) i ) d
) j ) e
GL
GL Gen 3:10 (a
7 Gen 3:22 (b
Lesson 21 141
PN
Gen 4:1* (c PN
Gen 4:2 (d GL PN PN
'
Gen 9:24 (e PN '
Gen 22:2 (f ' GL

PN

GL
Exod 1:20 (g 7
Lev 10:20 (h
PN
Josh 2:10 (i '

Josh 4:22 (j
Hos 1:7 (k ' 7

Prov 3:6 (l
GL
Prov 21:19 (m GL
Prov 28:18 (n
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Lesson 24
Lesson Summary:
II-III Weak Verbs:
24.1 II-III Weak Verbs

II-III Verbs
II-III weak verbs are roots with identical second (R2) and third (R3)
root letters. They have the following characteristics:
The identical root letters may assimilate.

Qal 3CP Perfect or
Note: When the doubled (from assimilation) consonant is at the

end of the word, the dagesh chazaq drops out.
Qal 3MS Perfect ( from *)
Sometimes instead of R2 assimilating forward into R3, it

assimilates back into R1.
Qal 3MP Imperfect but also
Instead of Piel, Pual, and Hitpael, most II-III weak verbs have
Poel, Poal, and Hitpoel.
Poel BUT Piel
Linking vowels often appear before consonantal inflectional

suffixes in some forms: Qal, Nifal, Hifil, and Hofal Suffix
patterns have , and Qal, Nifal, Hifil, and Hofal Prefix patterns
have .
2MS PERF: Q NI HI
2/3FP IMPF: Q NI HI
FP IMV: Q NI HI
Lesson 24 152
II-III: Representative Forms

QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PERF /
(FS)
IMPF /
PAST
JUSS
IMPV
INF CST
INF ABS
PTCP
(FS)
24.2 Vocabulary #24
M chest, ark ADV not yet, before

Q conceive, become pregnant Q take possession, inherit
HISHTAFEL bow down, prostrate Q turn about, go around, surround
oneself HI break, frustrate
M bosom, lap Q show hostility
NI be defiled; PI pollute, defile; HI Q be slight, trifling; be quick
begin M multitude, greatness, abundance
Q show favor, be gracious Q, PI give a ringing cry
Q be shattered, dismayed Q be complete, finished
Lesson 24 153
Exercises
1. Parse the following II-III verbs.
)f )a
)g )b
)h )c
)i )d
)j )e
Gen 6:1 (a GL
Gen 16:5 (b PN

Gen 37:7 (c GL
Lev 9:24 (d
GL
Deut 3:24 (e
Josh 4:1 (f
Josh 4:11 (g
Lesson 24 154
Josh 6:3 (h
Josh 6:11 (i
Judg 2:1 (j
II Sam 12:22 (k
II Kgs 13:23 (l
Lesson 25
Lesson Summary:
Doubly-Weak Verbs
Identifying the Roots of Doubly-Weak Verbs
25.1 Doubly-Weak Verbs

Doubly-Weak
Verbs At this point, you have studied all of the major categories of weak
roots in Biblical Hebrew. However, many verb roots contain more
than one weak consonant. Thus, such roots are referred to as
doubly-weak. This is the final category of weak roots that you will
study. Below are listed some common doubly-weak roots:
I-Alef, III-He I-Nun, III-He
I-Vav/Yod, III-He II-Vav/Yod, III-Alef
I-Vav/Yod, III-Alef II-Vav/Yod, III-He
I-Nun, III-Alef
25.2 Identifying the Roots of Doubly-Weak Verbs

Although most of these roots are still relatively simple to identify,
other roots become more difficult to identify since it is possible that
up to two of their three root consonants may not be apparent, as in
the verb .
The key to correctly identifying and parsing these doubly weak

verbs is to use a three step process of elimination.
STEP 1: Identify what parts of the verb form are inflectional

affixes and what parts are remnants of the root.
: the and are clearly inflectional affixes for the Past Narrative
conjugation; thus is the only remaining consonant from the root of
this verb.
Lesson 25 156
STEP 2: Rule out which weak consonants cannot be part of the

verbal root, or vice versa, and identify which weak consonants
can account for what is left of the verbal root in the verb form.
: Since we have only one consonant of the root left, the other two
consonants must be ones that disappear in some way.
Of the weak consonants (the gutturals, , and ), only , , and

elide, and assimilates. Hence, the remaining consonants
of this verbs root cannot be , , , or .
only assimilates at the beginning of a root (except in ), so

we can rule out a root that ends in .
only elides at the end of a root, so we can rule out a root that
begins with .
and often elide in II-Vav/Yod verbs; however, these weak

verbs never have a final which elides or an initial which
assimilates. Thus we can conclude that this verb is not a II-
Vav/Yod.
For the verb we are left with two logical possibilities after the
first two steps: the root is either or .
STEP 3: Use your lexicon to identify which of your logical

roots actually exists in the Hebrew Bible. If both exist, then
scan through the existing forms in each root to aid you in
identifying which is your verbs root.
In the case of the the lexicon should tell you that the root
does not exist. Therefore, the root for this verb is HI smite,
strike.
: Hifil 3MS Past ( from *)

Lesson 25 157
25.3 Vocabulary #25
INTER where?, to where? HI give thanks, praise, confess

ADV not, except Q, HI throw, cast, shoot (arrows)
Q bind, bind on, bind up; PI bind, Q rest; HI cause to rest, make quiet; set
restrain; PU be bound up down; let remain, leave
M new moon, month HI smite, strike
Q, PI divide, distribute; NI divide Q avenge, take vengeance; NI avenge
oneself oneself; HO be avenged
Q incline, bend down, camp Q interpret
Q tear, rend, pluck ' F ark
Q hang
Exercises
1. Parse the following Doubly-Weak verbs.
) f ) a
) g ) 'b
) 'h ) c
) 'i ) d
) j ) ' e
- ' ' Gen 4:15 (a

Lesson 25 158
Gen 8:4 (b ' GL GL GL '

PN
4
Gen 14:15 (c' ' 4 ' 4 '
Gen 16:8 (d PN ' ' '
Gen 26:17 (e' GL PN'

Gen 29:35 (f ' ' '
4
'
Gen 37:21 (g '

Gen 40:22 (h ' 4 '
Gen 49:8 (i
Isa 12:1 (j
Hos 6:1 (k
' Ps 44:9 (l
Lesson 26
Lesson Summary:
Introduction to Syntax in Biblical Hebrew: Part 1
Complements and Adjuncts
Argument Structure
26.1 Introduction to Syntax in Biblical Hebrew: Part 1

Syntax Throughout the last 25 lessons, we primarily discussed the
morphology of Biblical Hebrew words. In this lesson, we will begin
our discussion of syntaxthe system of relationships among
constituents.
Constituent Constituent is the label used for the individual words or phrases
(e.g., nouns / noun phrases, verbs / verb phrases, prepositions /
prepositional phrases) that relate to each other to form a larger, more
complex unit called a clause.
Clause A basic definition of a clause is that it is the combination of at least

two constituents: a subject and a predicate.
( Jon 1:5)
The sailors were afraid
subject predicate
Subject Subjects are usually nouns, noun phrases, or some other nominal
constituent (such as a substantive adjective).
Predicate Predicates may be verbal (e.g., a Perfect verb, Imperfect verb,

Participle) or nominal (e.g., an adjective / adjective phrase, or a
prepositional phrase).
Verbal and Clauses with verbal predicates are called verbal clauses; clauses
Verbless with nominal predicates are called verbless clauses (the copula, or
Clauses
be verb, must be supplied).
Lesson 26 160
Verbal (Imperfect) Clause:

perhaps God will think about us (Jon 1:6)
Verbless Clause:

a Hebrew (am) I (Jon 1:9)
Complements 26.2 Complements and Adjuncts

and When we consider the relationship between constituents, a major
Adjuncts
issue is the relationship between a verb and its modifiers. An
important distinction is between complements and adjuncts.
Complements are obligatory constituents following the verb in a

clause; if such constituents were omitted, the clause would be
incomplete. In other words, a verb may require a constituent(s),
such as a noun phrase or a prepositional phrase, or both, to fulfill it
(i.e., to function as its object or to specify location, manner, etc.).
The boldfaced, underlined constituents in the following examples

are complementstheir presence is required by the verbs in order
for the clauses to be grammatical (i.e., to make sense).

YHWH cast a great wind to the sea (Jon 1:4)
(
Because the men knew that he was fleeing from YHWH (Jon
1:10)

YHWH appointed a big fish to swallow Jonah (Jon 2:1)
The presence and number of complements are generally determined

by the valency of the verb, whether it is intransitive, transitive, or
ditransitive.
In contrast to complements, adjuncts are optional constituents

Lesson 26 161
following the verb in a clause; such constituents may be omitted

without affecting the basic grammaticality of the clause. The
boldfaced, italicized constituents in the following clauses are
adjuncts.

Jonah prayed to YHWH his God from the belly of the fish (Jon
2:2)

Jonah arose and went to Nineveh according to the word of
YHWH (Jon 3:3)
26.3 Argument Structure

Another way of analyzing syntax is in terms of argument structure.
An argument is a constituent that is a participant involved in the
event or action denoted by the predicate.
An analogy might help: we can think of a predicate as the script of a

play in which there are a number of roles, which correspond to the
constituents. Each and every role must be filled for the play to
work. In the same way, each predicate specifies the number of
arguments needed to complete its argument structure.
One-place predicates (e.g., intransitive verbs) take just one

argument, a subject.
( Jon 1:5)
The sailors were afraid
external predicate
argument
Two-place predicates (e.g., transitive verbs), in contrast, take two

arguments, a subject and another obligatory constituent that
modifies the verbobjects, adverbs, prepositional phrases, etc.
( (Jon 3:10)
their deeds God saw
internal external predicate
argument argument
Lesson 26 162
Some predicates (e.g., ditransitive verbs) may take more than two
arguments, such as a subject and two direct objects or a subject, a
direct object (e.g., an object), and an oblique object (e.g., a
prepositional phrase.
( Jon 1:4)
to the sea a great wind cast YHWH
internal internal pred. external
argument argument argument
26.4 Vocabulary #26
Q weep, bewail; PI lament Q glean, pick up, gather

Q cling, cleave, keep close INTER why
Q cease, come to an end ( F possession, property,
F mother-in-law inheritance
M favor, grace ADJ foreign, alien; F
F daughter-in-law, bride Q, PI kiss
M witness
Exercises
1. Translate the following verses and identify all of the constituents by their lexical
category: mark each one as a noun/pronoun (N), verb (V; include infinitives and
participles), preposition (P), adjective (Adj), adverb (Adv), or other
grammatical word (GW; such as interrogatives, negatives, or conjunctions).
PN
PN
PN

( Ruth 1:4 (a
GL
PN
Ruth 1:6 (b

Lesson 26 163
Ruth 2:8 (c PN (
( (

(
( Ruth 3:16 (d

2. Translate the following verses and identify the syntactic relationships between
the constituentsmark each subject (S), verb (V), complement (Comp), and
adjunct (Adt) that you find.
Ruth 1:14 (a (
Ruth 1:6 (b

Ruth 2:10 (c

PN
Ruth 4:10 (d (
(
3. Translate the following verses and identify the argument structuremark each
predicate (Pred), external argument (EA), and internal argument (IA).
Ruth 1:14 (a (
Lesson 26 164
Ruth 1:18 (b
Ruth 2:10 (c

Ruth 3:14 (d
GL

Lesson 27
Lesson Summary:
Introduction to Syntax in Biblical Hebrew: Part 2
Main and Subordinate Clauses
Biblical Hebrew Word Order
27.1 Introduction to Syntax in Biblical Hebrew: Part 2
In the last lesson, syntax was introduced as the system of

relationships between constituents and a clause was defined as a
subject and a predicate. This lesson will introduce you to two further
important aspects of Biblical Hebrew syntax: the relationships
between clauses, and the basic order of constituents within clauses.
27.2 Main and Subordinate Clauses

Main and One way to classify clauses is by how they relate to each other.
Subordinate
Clauses There are two basic types: main clauses and subordinate clauses. A
main clause is one that can stand on its own; that is, it is not
grammatically controlled by another clause. In contrast, a
subordinate clause is one that is grammatical controlled by another
clause.
Related to this classification is the distinction between the two ways

that clauses relate to each other: coordination and subordination.
Coordination Coordination is the linking of two or more clauses that are of equal
syntactic status, i.e. there is no syntactic hierarchical relationship
between the two or more clauses.
... ...
(and) Jonah rose . . . and went down (to) Joppa and found a ship
. . . and gave its fare and went down in it (Jon 1:3)
Coordination in Biblical Hebrew is most often marked with

coordinating conjunctions: and, or, but, but.
(See 3.6 for further discussion of and why it is not always
Lesson 27 166
appropriate to translate it.)
Asyndesis However, it is not uncommon for the coordinating conjunction to be

absent, resulting in asyndesis, or unmarked coordination. Compare
the two clauses below:
(
(and) they said to each other: come and let us cast lots (Jon 1:7)

Rise, Go to Nineveh, the great city (Jon 1:2)
Subordination Subordination is the linking of two or more clauses with the result
that they have different syntactic status, i.e. one clause is
syntactically dependent on the other.
( (
(
(and) they said to him, What is this (that) you have done?
Because the men knew that he was fleeing from YHWH because
he had told them (Jon 1:10)
Subordinating Subordination in English is most often marked with subordinating

Conjunctions conjunctions: when, if, although, since, because, while, after, before,
etc. The list below provides the most commonly used Biblical
Hebrew subordinating conjunctions:
before after
because, when, if, that, though if, though
just as, when who/which, that
if not if
while, until therefore
in order to, so that 1 lest, so that not
Traditionally, clauses in coordinate relationship are said to form a

compound sentence, whereas those in subordinate relationship form
a complex sentence.
Lesson 27 167
Note: Biblical Hebrew, in contrast to English as well as Indo-

European languages in general, has a few coordinating
conjunctions, but very few subordinating conjunctions. As a
result, often times clauses which are syntactically coordinate in
Biblical Hebrew may in fact be semantically subordinate. An
accurate translation from Biblical Hebrew to English will reflect
this semantic subordination despite the syntactical coordination
of the clauses. Consider the following segments from parallel
material in Kings and Chronicles.

Go up and (= so that, or because) I will place them in your
hand (1 Chr. 14:10)
(
Go up because I will surely place the Philistines in your hand
(2 Sam. 5:19)
27.3 Biblical Hebrew Word Order

Word Order
Like English, Hebrew is primarily a Subject-Predicate word order
BH =
Subj-Pred
language. This means that in normal (without emphasis)
(in indicative indicative clauses, the subject precedes the predicate (regardless of
clauses) whether the predicate is a verb, adjective, etc.). For instance:

YHWH cast a great wind upon the sea (Jon 1:4)
However, you will have noticed by now that many clauses in

Biblical Hebrew are not Subject-Predicate in order.
(
because the men knew that he was fleeing from YHWH (Jon
1:10)
Inversion = As illustrated in Jonah 1:10, whenever a grammatical word like

X-Pred-Subj
because, that stands at the front of the clause, the word order of the
remaining clause is inverted, i.e., it becomes predicate-subject.
The words, like , that trigger this inversion include the relatives
and , the interrogatives , 1 , , etc., negatives (, , and
most other grammatical words, e.g., 1 , , , .
Lesson 27 168
The only two grammatical words in Biblical Hebrew that do not

generally trigger Predicate-Subject word order are and .
Past Narr. Finally, Subject-Predicate word order is not present in the most
verb = common type of clause in the Hebrew Bible, the clause in which the
Pred-Subj
Past Narrative verb is used. For instance:
(
Jonah arose to flee to Tarshish from before YHWH (Jon 1:3)
In the case of Jonah 1:3, the Past Narrative verb precedes the
subject . This is the case with every Past Narrative verbthe
verb precedes the subject.
One possible explanation for this is that the dagesh chazaq in the
prefix of the Past Narrative verb (e.g., )represents a
grammatical word that has been assimilated into the prefix
consonant. Thus, because of that little grammatical word
represented by the dagesh, any clause including a Past Narrative
verb is predicate-subject in order.
All of the clauses we have discussed to this point have contained

Modal Clause
= indicative verbs. Unlike indicative verbs, which exist primarily in
Pred-Subj Subject-Predicate clauses, modal verbs exist in inverted clauses.
Thus, when we examine the Jussives given below, we see the
Predicate-Subject order.
(
(so that) the sea may be quiet from upon us (Jon 1:11)
8
let (each) man turn from his evil way (Jon 3:8)
The Modal Perfect (Lesson 7) also has a modal value; thus, it too
stands in inverted clauses. Notice the Predicate-Subject order of the
following Modal Perfect examples:
:
Who knows? Maybe God shall turn back and repent (Jon 3:9)
Lesson 27 169
In Jonah 3:9, the Predicate-Subject word order for the clause

: reflects the normal word order for modal clauses. Also
notice how the Modal Perfect follows a Jussive. This is a common
verb sequence for Modal Perfects (i.e., that they follow other modal
forms, such as Imperatives and Jussives).
Our final discussion focuses on Participles and verbless clauses.

Participles Like the indicative finite verbal clauses presented above, clauses
&
Verbless = with participial and adjectival (i.e., verbless) predicates exhibit
Subj-Pred primarily Subject-Predicate order.
(
because the sea was growing stormier upon them (Jon 1:13)
( (
call to her the proclamation that I am speaking to you (Jon 3:2)
From the examples in Jonah 1:13 and 3:2, we can also notice that,
unlike the finite verbal clauses above, function words do not invert
the word order of participial or verbless clauses.
Summary:
Biblical Hebrew is a Subject-Predicate language.
In clauses with finite indicative verbs, the order becomes

inverted (Predicate-Subject) when there is a function word at
the beginning of the clause.
In modal clauses, the order is Predicate-Subject.

Lesson 27 170
27.4 Vocabulary #27
ADV, INTER how; INTJ How! Q seek refuge

Q be long; HI prolong, lengthen 1 F sister-in-law
Q perceive, observe, have insight; ADV formerly, previously
HI understand, give FP place of feet
understanding, teach Q be bitter; PI HI make bitter
Q to sojourn, abide 1 F sandal, shoe
(1 M threshing floor PI command
Q live, be alive Q draw out, off
Exercises
1. Translate the following verses and identify which clauses are main and which
are subordinate. Also, identify any coordination.
PN GL : ( Gen 17:18 (a
(
8 Deut 4:40 (b
( :

( ( ( ( I Kgs 13:31 (c
( (GL : GL
( ( I Kgs 22:19 (d
GL
(GL (
Lesson 27 171
GL
Isa 1:9 (e GL GL GL ( PN (
GL

Isa 6:10 (f GL GL

Ruth 1:20 (g ( B PN PN
(
2. Translate the following clauses. For each clause with an explicit subject indicate
whether the word order is Subject-Predicate or Predicate-Subject. If the order is
Predicate-Subject, identify why.
PN
Ruth 1:1 (a PN PN
Ruth 1:6 (b
Ruth 1:8 (c
PN
Ruth 2:4 (d(
: GL
Ruth 2:12 (e B GL 8
GL

Lesson 27 172
Ruth 3:6 (f (
Ruth 3:8 (g (
Ruth 3:14 (h
Ruth 3:14 (i( (
Ruth 3:18 (j ( (
Ruth 4:7 (k(

Lesson 28
Lesson Summary:
Introduction to Semantics
Lexical Semantics
Case Roles
28.1 Introduction to Semantics

Semantics
Semantics is concerned with meaning in language. It deals with
various meaning issues, both at the word and phrase level (e.g.,
ambiguity, polysemy, synonymy, and semantic overlap) and at the
clause level (e.g., truth values, communicative potential, and
entailment). Lexical semantics and case roles are examined in the
following sections.
The treatment of the Biblical Hebrew verbal system in this grammar

illustrates the main concerns of semantics. In 13.2 the verbs in
Biblical Hebrew were examined as a system in which certain forms
contrast with each other and others overlap in meaning. This is
illustrated by the following diagram.
Ven Diagram
of a Past Tense Progressive Aspect
(narrative verb)
Semantic expected future
Model simple past

of gnomic present progressive
BH Verbal past progressive
past
System habitual
commissive
contingent

Perfective Aspect Imperfective Aspect
perfect general future
immediate future future in the past
performative directive
volitive
/( H)
Deontic Modality
Lesson 28 174
28.2 Lexical Semantics

Lexical
Semantics Lexical semantics is concerned with discerning semantic contrast
and overlap between words in terms of their lexical meaning (as
opposed to grammatical meanings such as tense, aspect, modality,
definiteness, etc.).
In 11.1 you were introduced to the binyanim. Depending on which

binyan a verb appears in, it may have a different number of
arguments (see 26.3). Semantics is also interested in analyzing the
case roles of these arguments.
Lexical semantics involves two areas of study: multiple meanings

for the same word, and related meanings between words. You have
noticed that the lexicon gives numbered entries of the various
meanings a word may have. The crucial task in reading a passage is
deciding which meaning best fits the context in which it occurs.
Every meaning of a word is not represented by each instance where
it occurs.
For instance, the lexicon lists six different meanings for the verb
in Qal: (1) call, cry aloud; (2) call to (someone); (3) proclaim;
(4) read aloud; (5) summon; (6) name. However, generally the
context will limit an occurrence of to one of these meanings.
Thus, the eight occurrences of this root in Jonah appear to have one
of two meanings: call, cry aloud (1:6; 1:14; 2:3; 3:8), or proclaim
(1:2; 3:2, 4, 5)
Examining the interrelated meanings of words helps sharpen our

understanding of the range of meanings of a particular word. For
instance, by looking at other color terms related to red we can
more precisely define the allowable range of meaning of red. For
instance, at one point is a color no longer red but maroon?
We can sharpen the range of meaning of by comparing it to

semantically related words like and . Although they all have
the basic meaning cry out, they often differ in nuance. For
instance, only is used as to read aloud, and only is used
explicitly as to make a cry of horror/alarm/distress/sorrow.
Lesson 28 175

(when) the man came to the report in the city [that the ark had
been captured], all of the city cried out (in alarm) (1 Sam 4:13)
!
(and) they read in the book of the law of God daily (Neh 8:18)
28.3 Case Roles in Biblical Hebrew

Case Roles
Case involves morphology, syntax, and semantics. Cases indicate
the particular syntactic role or relationship between words in an
expression, often by morphological distinctions (e.g., Latin,
German). The role of each case can also be analyzed semantically
(e.g., nominative is syntactically the subject but semantically the
agent of a dynamic verb but the patient of a stative verb).
In English, morphological case marking is preserved only in the

personal pronouns.
Nominative I he she we they

Accusative me him her us them
Genitive my his her our their
Similarly, Hebrew at one time distinguished these cases

morphologically. However, by the period of Biblical Hebrew cases
are mostly abstract, and the Genitive case has been replaced by the
construct relationship (see 6.1).
The Nominative case includes the agent of a dynamic verb or the

patient of a stative or passive verb. An agent is the entity that
performs an action or brings about a change of state. A patient is an
entity in a state or undergoing change.
!
(and) YHWH cast a great wind onto the sea (Jon 1:4)
! !
yet forty days and Nineveh will be destroyed (Jon 3:4)
The Accusative case includes all the nouns governed by the verb
whether complements or adjuncts. Although accusative is most
Lesson 28 176
often associated with the direct object of a verb, it is also associated

with nouns expressing nuances such as location, source, path, or
manner.
!
(and) YHWH cast a great wind onto the sea (Jon 1:4)
!, !
(and) Jonah began to enter into the city a journey of one day
(Jon 3:4)
Note: Often verbs take a direct object headed by a preposition.

Sometimes different prepositions signal different meanings of
the predication.
! !
Surely I will again look at/to your holy temple (Jon 2:5)
The Genitive case has been replaced in Biblical Hebrew by the

construct. In a construct relationship the noun in the absolute can
modify the noun in construct in a number of ways. Most often the
absolute noun represents the agent or possessor of the activity
behind the construct noun or simply modifies the construct noun
adjectivally.

, ! !
the word of YHWH came to Jonah, son of Amitai (Jon 1:1)

! ,
. . . a journey of three days (= a three days journey) (Jon 3:3)
28.4 Vocabulary #28
CONJ or ADJ sacred, holy

M god, God, mighty one ! M end, extremity
!3 M morning Q reap, harvest
Q add; HI multiply, do again, NI be left over, behind, remain; HI
continue leave over, behind
!, M deed, work ADJ inhabitant, neighbor
NI take ones stand; be stationed, Q be quiet, undisturbed; HI show
appointed quietness, cause quietness
Lesson 28 177
Exercises
1. Examine the range of meanings for !3! using the lexicon, and determine the
best meaning(s) for the word in its occurrences in Ruth.
2. Determine the degree of overlap between these related words (use a diagram like
the one given for the verbal system in the lesson to show the overlap).
3. Translate the following clauses and identify the case roles of the nouns in each
nominative (Nom), genitive (Gen), or accusative (Acc).
! PN
5 PN !
! Ruth 1:3 (a

! 5
! Ruth 1:8 (b
! , !, ! ! !
, ! ! Ruth 1:14 (c
GL
5 5 , ! 5 !PN
,
! Ruth 2:2 (d
! ! ! ,
, ,
! Ruth 2:5 (e
Lesson 28 178
GL
Ruth 3:7 , GL (f

, !
Ruth 3:18 ! (g

Ruth 4:13 (h ! ! GL !

PN
Ruth 4:17 (i ! A 5 !
PN
,, PN
Lesson 29
Lesson Summary:
Introduction to Pragmatics
Information Structure
Biblical Hebrew Word Order and Information

Structure
29.1 Introduction to Pragmatics

Pragmatics
Pragmatics is the study of how the relationship between an
utterance, the speaker, the addressee, and any other aspect of the
context/discourse are encoded (e.g., by means of prosody, word
order, or use of discourse markers).
Unlike syntax, which is the study of the relationship of constituents

or clauses to each other, pragmatics incorporates the notion of the
larger linguistic and extra-linguistic context.
Also, unlike semantics, which is the study of the relationship

between linguistic expressions and the objects to which they refer,
pragmatics is the study of the use of linguistic expressions and
includes such issues as deixis, theme, rheme, and focus.
Pragmatics is a broad field of study; in what follows, the discussion

and definitions will reflect our focus on the application of pragmatic
analysis to written texts.
The linguistic context that is the object of pragmatic study ranges

from the level of the clause (e.g., how the word order of constituents
reflects pragmatic concerns) to the levels of discourse beyond the
clause (i.e., how pragmatic concerns affect the structure of an entire
text).
In this lesson we will focus on clause-level pragmatics (discourse-

level pragmatics will be discussed in Lesson 30).
Lesson 29 180
29.2 Information Structure

Information
Structure One of the common ways to study the pragmatics of a language is
by analyzing what is called the information structure of that
language.
Information structure refers to the interface between the linguistic

content of a text and how the reader cognitively processes that
linguistic information. Information structure is concerned with
studying why, when two or more possible linguistic options may
express the same propositional information, one is chosen over the
others.
Central concepts to the study of information structure are the

concepts of theme, rheme, and focus.
The Theme is that piece of information that anchors the added

information to the existing information state; it is the presupposed
information in a discourse. Thus, the Theme is a known, active
entity within the discourse and stands in contrast to the Rheme.
The Rheme represents that information which has been added to a

discourse situation (i.e., it is the non-presupposed information),
often marked in languages by word order, prosody, or both. While
the Rheme may often mark new discourse items, it may also mark
old discourse items that are being re-added to the discourse.
Consider the following example.

Israel was victorious (Isa 45:17)
Rheme Rheme (All the constituents are new)
Theme Rheme (Israel is not new to the context)
Rheme Theme (Israel is new, was victorious is not)
There are at least three basic contexts that we can supply to

understand how the clause Israel was victorious can signal different
states of information. If all the material is new to the discourse, it is
all considered to be the Rheme. If we supply a context in which
Israel has already been introduced, then we could consider Israel as
the Theme and was victorious as the Rheme. Finally, if we supply a
context that is discussing the various people who were victorious but
Israel has not yet been mentioned, then Israel is the Rheme and was
Lesson 29 181
victorious is the Theme.
The final information structure concept that we must discuss is

Focus. Focus represents a constituent that is highlighted for some
sort of emphasis within the discourse (e.g., for contrast,
identification).
Israel was victorious (not its enemies).
29.3 Biblical Hebrew Word Order and Information Structure

In Lesson 27, Biblical Hebrew was described as a Subject-Verb
language. In other words, the basic order of constituents in a clause
has the subject preceding the verb. However, many clauses in the
Hebrew Bible contain a focused constituent.
Focused constituents are usually placed at the front of the clause

(this is sometimes referred to as fronting). The fronting of a
focused constituent almost always results in Verb-Subject order.
There are numerous examples in which the Verb-Subject (or

Predicate-Subject in a verbless clause) order is triggered by a
fronted focused constituent. Consider the following four examples:
Genesis 31:42 contains the focusing of an object phrase:

.
$ $

$
if the God of my father, the God of Abraham and the
Fear of Isaac had not been for me, indeed now you would
have sent me away empty. My affliction and the labor of
my hands God has seen and he judged last night (Gen
31.42)
The fronting of this focused phrase also results in the inversion of

the word order for the rest of the clause: Verb-Subject ($ ).
Jonah 1:9 illustrates Predicate-Subject inversion in a verbless clause.

Lesson 29 182
*
A Hebrew am I (Jon 1:9)
The predicate is in the initial position because Jonah is telling

the sailors who he is.
Genesis 3:5 illustrates Verb-Subject inversion with the participle

*.
- $ *
*
because God knows that on the day you eat from it, your
eyes will be opened and you will become like gods . . .
(Gen 3:5)
In this case, the serpent in Genesis 3 wants Eve to believe that God
is well aware of the effects of eating the forbidden fruit and that He
is trying to keep Eve and Adam from something desirable.
When we turn our attention to modal clauses (in which the normal
word order is Verb-Subject), it only makes sense that the focusing
and fronting of a constituent triggers inversion back to Subject-Verb
order. In Genesis 44:33, the subject noun is focused and thus
fronted.
*

Now, please let your servant stay instead of the lad as a
servant to my lord; and let the lad go up with his
brothers (Gen 44:33)
The result of the focusing and fronting of the subject noun, is that it
now precedes the modal verb , producing Subject-Verb order in a
modal clause (which is normally Verb-Subject order).
Summary:
Words (such as objects, prepositional phrases, etc.) may be
focused (for contrast or some other kind of emphasis); a
focused constituent is almost always fronted, that is, placed at
the front of the Biblical Hebrew clause.
Lesson 29 183
Such fronted words trigger Predicate-Subject (i.e., inverted)

word order in indicative clauses.
In modal clauses, which have Predicate-Subject order as their

basic word order, the Subject-Predicate word order is
triggered when a focused constituent is fronted.
29.4 Vocabulary #29
Q be strong, bold; PI strengthen 3 M death

(something); HIT make oneself Q sell
bold, obstinate Q separate; HI divide, separate
3 F/M knowledge (something)
3 M strength, wealth, valor; army F righteousness
F portion ADV emptily, vainly
Q go down, descend F underworld, Sheol
M/F deep, sea, abyss
Exercises
1. Translate the following clauses. Identify the Theme, Rheme, and Focus (if there
is one) for each clause in the following verses. (If necessary, consult the
context of each for help in identifying the information structure.)
GL
$ * GL *GL *Gen 1:2 (a

$ GL
$ Gen 1:10 (b

Lesson 29 184
Gen 2:16 (c $ * * * *
Gen 2:17 (d * * -
* PN
PN
Gen 4:1 (e

- GL
GL
Gen 31:34 (f
* *
2. Translate the following clauses. For each clause indicate whether the word
order is Subject-Predicate or Predicate-Subject and explain why the word order
is that way (i.e., indicate whether the word order is basic, or triggered due to
syntactic or pragmatic reasons).
Ruth 1:14 (a -

Ruth 1:15 (b * $
Ruth 1:17 (c
Ruth 1:18 (d
- Ruth 1:21 (e $
Lesson 29 185
Ruth 3:11 (f
Ruth 4:3 (g* * GL - $ PN <

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Appendix A
Noun, Adjective, and Pronoun Paradigms
1a. Noun Inflection (6.1)
Masculine
Absolute

Construct

Feminine
Absolute

Construct

1b. Adjective Inflection (6.1)

Masculine
Absolute
Construct
Feminine
Absolute
Construct
2. Frequent Irregular Nouns (6.2)

Singular Absolute Singular Construct Plural Absolute Plural Construct
father M ,
brother M
sister F
man M
woman F
house M
son M
daughter F
day M
city F
head M
Appendix A 192
3. Personal Pronouns (10.1)

3MS he 3MP they
3FS she 3FP / they
2MS you 2MP you
2FS you 2FP you
1CS / I 1CP we
4. Demonstrative Pronouns (9.2)

this
} these
M M
Near
F this F

M that M those
Far
F that F those
Appendix A 193
5a. Suffixed Pronouns on Nouns
Added to Masculine Singular Added to Feminine Singular Added to Masculine Plural Added to Feminine Plural
3MS his word his law 3MS his words his laws
3FS her word her law 3FS her words her laws
2MS your word your law 2MS your words your laws
2FS your word your law 2FS your words your laws
1CS my word my law 1CS my words my laws

3MP their word their law 3MP their words their laws
3FP their word their law 3FP their words their laws
2MP your word your law 2MP your words your laws
2F your word your law 2FP your words your laws
1CP our word our law 1CP our words our laws
5b. Suffixed Pronouns on Prepositions , // and and the Direct Object Marker -/.
3MS for him # like him from him him
3FS for her like her from her her
2MS for you like you from you you
2FS for you like you from you you
1CS for me like me from me me
3MP / for them like them from them them
3FP for them like them from them them
2MP for you like you from you you
2FP for you like you from you you
1CP for us like us from us us
Appendix B
Strong Verb Paradigms
) attend to (4.3, 5.2, 8.1-2, 10.2, 11.1-2, 12.1-3, 13.1, 14.1-2, 15.2-6 1.
PERF 3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
IMPF 3MS
3FS/2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
Appendix B: Strong Verb Paradigms 195

PAST 3MS
JUSS 3MS
1CS
IMV MS
FS
MP
FP
INF CST
INF ABS

PTCP MSA

FSA

MPA

FPA

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0;EKD KGKNHFI(!"!
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9C+ )R )3$%$)3
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6I+ * +,R *,3+ 67 *,3+ 57 7/ S(9*,+ 4,
*8+ 3$$
PQ2 -R -3' -35
PC2 .R .3' .35
9Q2 -0R / -03 / 4 -03 / 4
9C2 .0R
/ .03
/ 4 .03
/ 4
6I2 !,R !,3'7 ((!,357 7/ S$9!, 4,
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Appendix C
Weak Verb (and Guttural Verb) Paradigms
) stand (17.2 1. I-Guttural Verb:

I-Guttural )QAL (DYNAMIC )QAL (STATIVE NIFAL PI/PU/HIT HIFIL HOFAL
PERF 3MS

3FS
2MS
2FS R
1CS
3CP E
2MP
2FP G
1CP
U
IMPF 3MS
3FS/2MS L
2FS
1CS A
3MP
3FP R
2MP
2FP
1CP
Appendix C: Weak Verb (and Guttural Verb) Paradigms 198
I-Guttural )QAL (DYNAMIC QAL (STATIVE NIFAL PI/PU/HIT HIFIL HOFAL

PAST 3MS
R
JUSS 3MS
1CS E
IMV MS

FS
G
MP

FP
U
INF CST

INF ABS

L

PTCP MSA

FSA
A

MPA
R
FPA

) bless (17.3 slaughter and 2. II-Guttural Verb:

II- QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
Guttural
PERF 3MS

3FS

2MS

2FS R R
1CS
3CP E E
2MP
2FP G G
1CP
U U
IMPF 3MS
3FS/2MS L L
2FS
1CS A A
3MP
3FP R R
2MP

2FP

1CP

II- QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL

Guttural
PAST 3MS
R R
JUSS 3MS
1CS E E
IMV MS

FS
G G
MP

FP
U U
INF CST

INF ABS
, L L
PTCP MSA

FSA
A A

MPA
R R
FPA

) send (17.4 3. III-Guttural Verb:

III- QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
Guttural
PERF 3MS
,
3FS ,
2MS ,
2FS ,
1CS ,
3CP ,
2MP ,
2FP ,
1CP ,
IMPF 3MS ,
3FS/2MS ,
2FS ,
1CS
, ,
3MP ,
3FP ,
2MP ,
2FP ,
1CP ,
III- QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL

Guttural
PAST 3MS
,
JUSS 3MS ,
1CS ,
IMV MS

FS

MP

FP

INF CST

INF ABS

PTCP MSA
,
FSA
,
,
MPA
,
FPA
,
) bake) (19.1 eat, and be willing, perish say (also 4a. I-Alef Verb:
I-Alef IMPF 3MS IMPF 1CS PAST *These five roots behave differently only in the Qal Imperfect and
QAL Past Narrative; all other conjugations are as I-Guttural verbs.
) find (19.2 4b. III-Alef Verb:

III-Alef QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS
, ,
3FS , ,
2MS , ,
2FS , ,
1CS , ,
3CP , ,
2MP , ,
2FP , ,
1CP , ,
IMPF 3MS , ,
3FS/2MS , ,
2FS , ,
1CS , ,
3MP , ,
3FP/2FP , ,
2MP , ,
1CP , ,
III-ALEF QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL

PAST 3MS
, ,
JUSS 3MS , ,
1CS
IMV MS

FS

MP

FP

INF CST
, ,
INF ABS

PTCP MSA
, ,
FSA
, ,
, ,
MPA
, ,
FPA
, ,
) draw near (20.1 fall, 5. I-Nun Verb:

I-NUN QAL NIFAL PI/PU/HIT HIFIL HOFAL
PERF 3MS ,
3FS ,
2MS ,
2FS R ,
1CS ,
3CP E ,
2MP ,
2FP G ,
1CP ,
U
IMPF 3MS ,
3FS/2MS L ,
2FS ,
1CS A ,
3MP ,
3FP R ,
2MP ,
2FP ,
1CP ,
I-NUN QAL NIFAL PI/PU/HIT HIFIL HOFAL

PAST 3MS
R ,
JUSS 3MS ,
1CS E
IMV MS

FS
G
MP

FP
U
INF CST
,
INF ABS
L ,
PTCP MSA
,
FSA
A ,
,
MPA
R ,
FPA
,
) be good (21.1 ; possess sit, 6. I-Vav/Yod Verb:

I-VAV/YOD QAL NIFAL PI/PU/HIT HIFIL HOFAL QAL HIFIL
PERF 3MS

3FS
2MS
2FS R
1CS
3CP E
2MP
2FP G
1CP
U
IMPF 3MS
3FS/2MS L
2FS
1CS A
3MP
3FP R
2MP
2FP
1CP
I-VAV/YOD QAL NIFAL PI/PU/HIT HIFIL HOFAL QAL HIFIL

PAST 3MS
R
JUSS 3MS
1CS E
IMV MS

FS
G
MP

FP
U
INF CST

INF ABS
L
PTCP MSA

FSA
A

MPA
R
FPA

) reveal (22.1 7. III-He Verb:

III-He QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ,
3FS ,
2MS ,
2FS ,
1CS ,
3CP ,
2MP ,
2FP ,
1CP ,
IMPF 3MS ,
3FS/2MS ,
2FS ,
1CS ,
3MP ,
3FP ,
2MP ,
2FP ,
1CP ,
III-HE QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL

PAST 3MS

JUSS 3MS
1CS NO DISTINCT 1CS JUSSIVE FORM IDENTICAL WITH 1CS IMPERFECT
IMV MS

FS

MP

FP

INF CST
,
INF ABS
,
PTCP MSA
,
FSA
,
MPA
,
FPA
,
) set (23.1 die, arise, 8. II-Vav/Yod Verb:

II-Vav/Yod QAL II-VAV QAL STATIVE QAL II-YOD NIFAL POLEL HIFIL HOFAL
PERF 3MS
9
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
IMPF 3MS
3FS/2MS
2FS
1CS
3MP
3FP

2MP
2FP

1CP
II-VAV/YOD QAL II-VAV QAL STATIVE QAL II-YOD NIFAL POLEL HIFIL HOFAL
PAST 3MS

3MS
JUSS

1CS

IMV MS

FS

MP

FP

INF CST

INF ABS

PTCP MSA

FSA

MPA

FPA

) be slight (24.1 surround, 9. II-III Verb:

II-III QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
3MS
PERF
/
3FS /
2MS
2FS
1CS
3CP /
2MP
2FP
1CP
IMPF 3MS / / ,
3FS/2MS /
2FS /
1CS /
3MP /
3FP / ,
2MP /
2FP / ,
1CP /
II-III QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL

PAST 3MS
JUSS 3MS
1CS
IMV MS

FS

MP

FP
,
INF CST

INF ABS

PTCP MSA

FSA

MPA

FPA

215
Appendix D
Numerals
Cardinals Ordinals
Masculine Feminine
Absolute Construct Absolute Construct Masculine Feminine
1 1st
2 2nd
3 3rd
4 4th
5 5th
6 6th
7 7th
8 8th
9 9th
10 10th
1 is an adjective, and agrees in gender and number with the noun it modifies.
2-10 are nouns which can be in apposition (any order) or construct with a noun.
~ ~ two men
3-10 (unlike 1 and 2) take the opposite gender form to the noun they modify.
three sons and three daughters
(contrast one son and one daughter)
11-19 are constructed of the numerals 1-9 followed by 10 (M ;F ). They agree in gender
with the noun they modify (like 1 and 2).
Note: there are alternate forms for 11 and 12

~ 11
~ 12
20-90 are the plural forms of 2-9; single integers are conjoined with vav.
20
31
45
100s are based on 100 (FSA ;FSC ;P )

( DU) 200
300, etc.
Certain nouns appear in the singular even with numerically plural modifiers:
11 year(s)
11 day(s)
11 man (men)
216
Appendix E
Masoretic Accents

, or accents, were added to the Bible by the Masoretes (ca. 500-1000 C.E.), a group of
scholars responsible for the preservation of the Hebrew Bible as well as the addition of accents
and vowels.
The accents serve to break up the text into sense units so that when the text is read or chanted,
a pause (or breath) is taken in a logical place. Knowing the accents, therefore, informs the reader
both where to place word stress and how to phrase groups of words.
In addition, accents can also be of consequence for interpretation, as illustrated by Isaiah 40:3. If
the division of the verse by the accents are observed, the prepositional phrase is part of the criers
statement, but the Septuagint, followed by the New Testament, treats the prepositional phrase as
indicating the location of the crier.
" & ! " !

A voice cries out: In the wilderness prepare the way of the LORD, make straight in the desert a
highway for our God. (Isa 40:3, NRSV)
Compare:
This is the one of whom the prophet Isaiah spoke when he said, The voice of one crying out
inthe wilderness: Prepare the way of the Lord, make his paths straight. (Matt 3:3, NRSV)
There are 27 accents used by twenty-one books of the Hebrew Bible as well as a variant 21
accents used exclusively in Psalms, Job, and Proverbs. The accents are categorized as disjunctive
those which make a sense break with what followsand conjunctivethose that make a
sense connection with what follows. In addition, the disjunctive accents are of different levels
depending on the strength of their disjunction. Level 1 accents make the greatest disjunction.
Listed below are the accents of the first three disjunctive levels as well as the two most common
conjunctive accents which function as servi (servants), immediately preceding certain
disjunctive accents.
LEVEL ONE
Silluq ( always with sof pasuq )
Atnah
LEVEL TWO
Segolta 0 0 1( postpositive)
Zaqef Qatan
Zaqef Gadol & ( &variant of zaqef qatan)
Tifha
LEVEL THREE
Revia
Pashta ( postpositive)
Tevir
Appendix E: Masoretic Accents 217
Note: If two of the same disjunctive accents appear within one clause, most often the first of the
two will mark the more disjunctive sense break.
MAJOR CONJUNCTIVE
Munah " ( "servi for atnah, segolta, zaqef, revia, and pashta)
Merka = ( =servi for silluq, tifha, and tevir)
Verse divisions by the accents can be understood as operating on a continuous dichotomy: the
strongest disjunctive divides the verse in half, the next strongest divides each half in half again,
etc.
In the following verses the strength of each disjunction is represented by vertical lines between
the words: one vertical line (|) represents a level one disjunction, two vertical lines (||) a level two
disjunction, and three vertical lines (|||) a level three disjunction.
Genesis 1:1-2
|| " ? | = || = !1:1
| ! || " 1 || 1 |||
1 A ! ||| =1:2
" ? || ! ! || =
218
GLOSSARY
Verbs are cited according to the third masculine singular form of the Qal perfect conjugation,
except in the case of hollow roots. The Qal infinitive construct is used as the citation form for
hollow roots. If a citation form is not actually attested, it is placed in parentheses (e.g. [)].
The same principle applies to nouns. Within the body of a lemma, unattested forms are also
placed in parentheses. Homonyms are listed separately.
Parentheses (L#) indicate the lesson/vocabulary list in which the word is introduced.
Brackets [] indicate the appendix that supplies further information for that lexical entry (e.g.,
for a paradigm of that weak verb).
Abbreviations: ADJ adjective; ADV adverb; C common; COMP complementizer; COND conditional;
CONJ conjunction; CST construct state; DEM demonstrative pronoun; DET determiner/article; DU
dual; EXST existential; F feminine; HI Hifil; HIT Hitpael; HO Hofal; INF infinitive; INTJ interjection;
INTER interrogative; LOCV locative; M masculine; NI Nifal; NOUN noun; PASS passive; PI Piel; P plural;
PN proper noun; PREP preposition; PRON independent pronoun; PTCP participle; PU Pual; Q Qal; S
singular; VB verb
VB Q gird, equip [C1, C3]

( L2) NOUN M father; P [ A2] ( L4) NOUN M brother; P [ A2]
( L11) VB Q perish; PI, HI destroy [C4] ( L13) NOUN M one, each (one); F
( L19) VB Q be willing, consent [C4, C7] [D]
PN Abimelech ( L4) NOUN F sister; P [ ]A2]
CONJ but , ( L13) PREP, ADV, CONJ behind, after
( L8) NOUN F stone; P ( L13) ADJ another
( L6) PN Abraham INTE where?; from where?
( L6) PN Abram NOUN M enemy (Q PTCP)
PN Absalom NOUN F enmity, personal hostility
PN Edom INTER where?
( L4) NOUN M man, humankind; PN Adam ( L27) ADV how; INTJ How!
( L10) NOUN F ground, land , ( L3) EXST ADV there is/are not
( L3) NOUN M master, lord ( L2) NOUN M man; P [ A2]
( L3) PN (EPITHET) the Lord ( L14) ADV only, surely
PN Adonijah ( L7) VB Q eat [C4]
( L7) VB Q love [C1, C2] NOUN F food, eating
( L7) NOUN M tent ( L2) PREP to, towards [A5]
( L6) PN Aaron ( L9) ADV not (with commands)
( L28) CONJ or ( L28) NOUN M god, God, mighty one
CONJ but CP DEM these [A4]
NOUN M treasure, store; treasury, ( L2) NOUN M God; gods
storehouse PN Elimelech
( L22) NOUN M light 'NOUN F sheaf
[ ]VB Q be(come) light; H give light, shine, NOUN M thousand, clan
make shine [ ]NOUN M cattle (only in P)
NOUN M, F sign; P ( L8) COND if; (also marks an alternative
[ ]VB NI consent, agree condition, i.e., or ...)
( L5) NOUN F ear; DU ( L4) NOUN F mother; P [ A2]
Glossary 219
( L19) NOUN F maid, handmaid

NOUN F cubit ( L3) PREP in, at, with, by [A5]
[( ]L17) VB Q support; HI believe [C1] ( L10) NOUN M well, cistern, pit
[( ]L29) VB Q be strong, bold; PI ( L6) PN Babylon
strengthen (something); HIT make oneself ( L7) NOUN M garment
bold, obstinate [C1] [( ]L22) VB HI divide, separate
( L6) VB Q say [C3, C4] NOUN M emptiness
NOUN M speech, word ( L4) NOUN F cattle
( L10) NOUN F truth, faithfulness ( L23) VB Q come, enter; HI bring, make
( L25) INTER where?, to where? enter [C4, C8]
, INTJ ah!, now! ( L10) NOUN M well, cistern, pit
, PRON 1CP we [A3] ( L23) VB Q be ashamed [C8]
, PRON 1CS I [A3] ( L17) VB Q choose [C2, C3]
PN Asa ( L10) VB Q trust [C3]
( L10) VB Q gather, remove [C1] [( ]L9) PREP between (only in CST )
( L15) ADV also, even, moreover VB Q perceive, observe, have insight; HI
( L22) NOUN M nose, face, anger understand, give understanding, teach
CONJ furthermore; how much more! NOUN F understanding
( L19) VB Q bake [C4, C7] ( L2) NOUN M house 5 [A2]
NOUN M proximity; PREP beside PN Bethel
NOUN FS four; MS ;P PN Bethlehem
forty; four-fold; M fourth ( L26) VB Q weep, bewail; PI lament [C7]
[D] ADJ/SUBST (those belonging to) ( L23) NOUN M first-born
the fourth generation PN Bilhah
( L24) NOUN M chest, ark PN Balak
( L21) NOUN M way, path ( L25) ADV not, except
NOUN M length ( L12) NOUN F high-place
[( ]L27) VB Q be long; HI prolong, ( L2) NOUN M son; P [ A2]; number
lengthen idiomatic for X years old
( L2) NOUN F earth, land ( L22) VB Q build [C7]
[ ]VB Q, PI curse [C1, C9] PN Benjamin
PN Ararat ( L12) PREP behind, on behalf of, away
( L3) NOUN F woman, wife; P [ A2] from; CST
PN Assyria PN Boaz
( L17) NOUN M guilt (offering) NOUN M owner, lord; PN Baal
( L5) CONJ that, which, who; COMP that NOUN M dough
, , with suffix , etc. (L4) direct NOUN F valley, plain
object marker (mostly for definite ( L7) NOUN M cattle, herd, ox
nouns) [A5] ( L28) NOUN M morning
, , with suffix , etc. (L7) PREP with [( ]L11) VB PI seek
[A5] NOUN M corn
PRON 2MS you [A3]
( L20) VB Q create [C4]
PRON 2FS you [A3]
VB Q flee [C3]
PRON 2MP you [A3]
( L4) NOUN F covenant
, PRON 2FP you [A3]
[( ]L13) VB PI bless [C2]
( L19) VB PI boil
( L6) NOUN M flesh
Glossary 220
( L4) NOUN F daughter; P [ A2] NOUN M thistles

PN Bathsheba ( L3) NOUN M/F way, road
PREP M in the midst of (only in CST; see ( L16) VB Q tread, march, walk
) ( L5) VB Q seek [C2]
[ ]VB Q be green; H cause to sprout
NOUN M grass
VB Q redeem, act as a kinsman [C2]
Q PTCP kinsman-redeemer, close relative
VB Q be high, lofty, tall; HI make high ( L3) DET the
NOUN M border, territory ( L14) INTER (question marker for yes and
( L9) ADJ great no questions)
[, ( ]L11) VB Q be great; PI make great, - (L10) ADV to, toward (suffixed on
grow nouns)
NOUN M greatness, magnificence PN Abel
PN Gideon PN Hagar
( L5) NOUN M nation, people MS PRON he; DEM that [A3, A4]
( L27) VB Q to sojourn, abide [C8] FS PRON she; DEM that [A3, A4]
NOUN M belly (of reptiles) ( L5) VB Q become, be [C7]
( L22) VB Q uncover, reveal [C7] ( L10) NOUN M palace, temple
( L7) ADV also, even ( L7) VB Q walk, go
( L22) NOUN M camel [( ]L13) VB PI praise [C9]
( L15) NOUN M garden , MP PRON they; DEM those [A3, A4]
VB Q steal; NI be stolen; PI steal away; PU ( L15) NOUN M multitude, crowd
be stolen away; HIT go by stealth ( L18) INTJ behold, see!
NOUN F stolen item , FP PRON they; DEM those [A3, A4]
( L14) NOUN M resident alien, stranger ADV here;
NOUN FP neck ( L11) INTJ behold, see!
( L27) NOUN M threshing floor ( L14) VB Q overturn, destroy [C1]
PN Gerar NOUN F overthrow, destruction
[( ]L18) VB Q cast out, thrust out; PI drive ( L5) NOUN M mountain, hill country; P
out, away [C2] ;with article ,
( L10) VB Q kill, slay [C1, C2]
( L24) VB Q conceive, become pregnant
( L26) VB Q cling, cleave, keep close [C1, C2, C7]
( L2) NOUN M word, thing NOUN M conception, pregnancy (also
[( ]L11) VB PI speak [C3] )
NOUN M pestilence, plague
NOUN M honey
NOUN M fish; F ( L3) CONJ and
( L3) PN David ( L8) VB Q 3MS PAST he said [C2,
( L13) NOUN M generation C4]
VB Q draw (water)
NOUN M blood; P bloodguilt
VB Q be like, resemble [C7] FS DEM this [A4]
NOUN F likeness ( L7) VB Q, PI slaughter, sacrifice [C3]
PN Dan MS DEM this [A4]
( L29) NOUN F/M knowledge ( L11) NOUN M gold
Glossary 221
( L4) VB Q remember NOUN M portion, share, territory

( L19) NOUN M male ( L29) NOUN F portion
=NOUN M appointed time, time VB Q desire, take pleasure in
[ ]NOUN F sweat ( L15) NOUN M donkey
( L10) ADJ old [( ]L26) NOUN F mother-in-law
VB Q be old ( L15) NOUN M violence
( L16) VB Q rise, come forth, appear NOUN M cement, mortar, clay
VB Q sow seed; H produce seed NOUN FS five; MS ;P fifty;
( L20) NOUN M seed fifth [D]
( L26) NOUN M favor, grace
( L25) VB Q incline, bend down, camp
[ ]VB NI, HIT hide (oneself); HI hide [C1, C7]
(something) [C1, C4] PN Hannah
[ ]VB Q bind, pledge; NI be pledged; PI PN Enoch
writhe, twist [C1] ( L24) VB Q show favor, be gracious [C1,
NOUN M mariner, sailor (Q PTCP) C9]
[ ]VB Q, PI embrace [C1] [( ]L16) VB Q be polluted, profane; HI
[( ]L25) VB Q bind, bind on, bind up; PI pollute, make profane [C1]
bind, restrain; PU be bound up [C1] ( L7) NOUN M kindness, goodness
PN Haggit ( L27) VB Q seek refuge [C1, C7]
NOUN M belt, girdle NOUN M delight, pleasure
( L26) VB Q cease, come to an end [C1] , , with suffix , ', etc. (L7) NOUN
( L25) NOUN M new moon, month M statute
[( ]L24) VB HISHTAFEL bow down, ( L6) NOUN F sword P
prostrate oneself [C1, C7] PN Horeb
PN Eve ( L22) VB Q burn, be kindled [C1, C2,
( L15) NOUN F wall C7]
( L17) VB Q be strong; HI strengthen, ( L17) VB Q think, devise; NI be reckoned
seize [C1] [C1]
( L11) VB Q sin [C1, C4] [ ]VB Q be silent; HI exhibit silence, make
NOUN M sin still/quiet [C1, C7]
( L19) NOUN F sin ( L22) NOUN M darkness
( L8) NOUN F sin, sin-offering PN Heth; Hittite; Hittites
ADJ MS alive, living; FS [( ]L24) VB Q be shattered, dismayed
( L27) VB Q live, be alive [C1, C7] [C1, C9]
( L9) NOUN F animal
( L29) NOUN M strength, wealth, valor;
army
( L6) NOUN MP life ( L9) ADJ good, pleasant
( L24) NOUN M bosom, lap ADJ clean, pure
( L9) ADJ MS wise; FS [ ]HI cast, hurl, throw; HO be hurled, cast,
( L16) VB Q be wise [C1] thrown [C8]
[( ]L24) VB NI be defiled; PI he polluted, ADJ unclean
defiled; HI begin [C1, C9] NOUN M children
( L25) VB Q, PI divide, distribute; NI ( L24) ADV not yet, before
divide oneself [C1] ( L25) VB Q tear, rend, pluck [C2]
ADJ smooth, slippery

Glossary 222
[( ]L27) NOUN F sister-in-law VB Q pour, pour out; HI pour (oil); HO be

( L21) VB Q be(come) dry; HI cause to be poured, cast, molten, firmly established
dry [C6] [C6]
( L21) NOUN F dry land ( L23) VB Q form, fashion, shape [C4, C6]
( L2) NOUN F hand; DU ;P [ ]VB Q kindle, burn; NI be kindled; HI
[( ]L25) VB HI give thanks, praise, confess kindle, set on fire [C6]
[C6, C7] [( ]L21) VB Q awake [C6]
( L11) VB Q know [C3, C6] ( L13) VB Q fear [C4, C6]
PN Jehu NOUN F fear, terror, reverence
( L5) PN Judah ( L29) VB Q go down, descend [C6]
PN Jonathan ( L21) PN Jordan River
' PN Joshua
( L25) VB Q, HI throw, cast, shoot
( L1) PN YHWH (personal name of the (arrows) [C6]
Hebrew God) ( L5) PN Jerusalem
PN Joab PN Jericho
PN Joash , ( L12) PN Jeremiah
( L2) NOUN M day; P ;today; NOUN M green (thing), greenness
daily [A2] ( L24) VB Q take possession, inherit [C6]
( L17) NOUN F dove ( L2) PN Israel
PN Jonah EXST there is
( L14) PN Joseph ( L11) VB Q sit, dwell; inhabitant,
ADJ, SUBST only, only one, solitary dweller (Q PTCP) [C6]
[( ]L21) VB Q be good, pleasing; HI do PN Jesse
(something) well, deal well with [C6] PN Ishmael
( L21) NOUN M wine [( ]L21) VB NI be saved; HI save, deliver
VB Q irregular be able, have power [C6] [C3, C6]
( L14) VB Q beget, bear (children) [C6] ( L17) NOUN M deliverance, rescue,
[ ]VB HI howl [C6, C9] salvation
( L13) NOUN M sea; P ( L21) VB Q be smooth, right; PI make
PN Sea of Reeds (Red Sea) even, smooth [C3, C6]
[ ]VB HI go right, choose the right, use the [ ]VB NI be left over, remain over; HI leave
right hand [C6] over, leave a remnant [C3, C6]
NOUN F right side, right hand

[ ]VB Q suck; HI suckle, nurse [C6]
( L3) PREP like, as [A5]
( L28) VB Q add; HI multiply, do again,
( L6) CONJ as, just as, when
continue [C6]
( L9) ADJ heavy
( L7) PN Jacob
[, ( ]L11) VB Q be heavy; PI, HI make
[ ]VB Q be fair, beautiful; PI beautify
heavy, honor
( L13) VB Q go forth [C4, C6]
( L8) NOUN M glory, honor, wealth
[ ]VB HIT station oneself, take one's stand
NOUN M lamb
[C6]
[( ]L17) VB Q subdue, dominate
[ ]VB HI set, place, establish; HO be stayed,
( L6) ADV thus, so
stopped, detained [C6]
( L8) PN Isaac ( L3) NOUN M priest
[ ]VB HI lay, spread; HO be laid, spread NOUN M star
[C3, C6] [( ]L23) VB NI be set up, established, fixed;
HI establish, set up, make firm [C8]
NOUN M strength, power
Glossary 223
( L2) CONJ because, when, if, though, but; ( L7) NOUN M night
COMP that; but ( L5) VB Q capture
NOUN F round district, loaf, weight CONJ therefore
, , with suffix ,' etc. (L2) ADJ all, ( L12) VB Q learn; PI teach
every; NOUN M everything , ( L20) INTER why?
( L14) VB Q be complete, PI complete, PN Lamech
finish [C7] ( L13) PREP for the sake of; CONJ in order
( L26) NOUN F daughter-in-law, bride that (purpose), so that (result)
( L13) NOUN M vessel, utensil; P ( L5) PREP, CONJ before
PN Kilyon ( L27) ADV formerly, previously
( L22) ADV so, thus ( L15) VB Q take, receive [C3, C5]
VB Q gather, collect; PI gather together; [( ]L26) VB Q glean, pick up, gather
HIT gather oneself together ( L13) NOUN M tongue, language P
, ( L11) PN Canaan, Canaanite
NOUN F wing, extremity DU P []
( L23) NOUN M throne ( L7) NOUN M strength; ADV exceedingly
( L11) NOUN M silver, money NOUN F hundred [D]
NOUN M vexation, anger NOUN M luminary, light, lamp; P
( L13) VB PI appease, atone [C3] NOUN M food
NOUN M saddlebag ( L10) NOUN M wilderness
NOUN M cherub (type of subordinate NOUN M strife, contention; P ,
divine being) and
NOUN M, F vineyard ( L26) INTER why?
( L4) VB Q cut, cut off, cut down [C2] PN Midian
( L8) VB Q write ( L10) INTER what? how?
, 'NOUN F tunic NOUN F tumult, confusion
PN Moab; Moabite, F
( L17) NOUN M meeting, appointed time
( L3) PREP to, for [A5] ( L23) NOUN M wonder, sign, portent
( L2) ADV no, not ( L23) VB Q die; HI kill [C8]
PN Leah ( L29) NOUN M death
( L12) COMP used to introduce direct ( L12) NOUN M altar; P
speech; not translated (Q INF CST ) ( L20) VB Q blot out, wipe away [C2, C7]
[C1, C4] PN Machlon
, ( L3) NOUN M heart, mind
NOUN M encampment, camp P and
PN Laban
PN Lebanon NOUN M staff, rod, branch, tribe P
, ( L12) VB Q wear; HI clothe ( L9) INTER who?
NOUN M flame NOUN F midwife
COND would that, if (irreal) ( L5) NOUN M water
COND if not (irreal, negative) [ ]NOUN M kind, species
( L18) NOUN M tablet, board, plank, plate; NOUN F blow, wound
P '
( L29) VB Q sell [C3]
PN Lot ( L10) ADJ full
PN Levi VB Q be full, fill; PI fill [C4]
( L7) NOUN M bread, food ( L6) NOUN M messenger, angel
, NOUN M secrecy (always with ) ( L16) NOUN F work
Glossary 224
NOUN M salt 'NOUN M utterance (always CST)

( L14) NOUN F war, battle [( ]L17) VB Q, PI commit adultery [C2]
( L2) NOUN M king [ ]NOUN F groan, groaning
( L4) VB Q reign, be(come) king [ ]VB NI, HIT prophesy [C4, C5]
PN Milcah [( ]L20) VB PI, HI look, gaze [C5]
NOUN F royalty, royal power, reign, ( L4) NOUN M prophet
kingdom ( L20) NOUN M south
( L23) NOUN F kingdom, rule PN Negeb
NOUN F rule, dominion [( ]L20) VB HI declare [C5]
and ( L3) PREP from; more than [A5] ( L10) ADV, PREP in front of, in sight of,
VB Q count, number, assign; PI appoint, opposite to
ordain [C7] ( L20) VB Q touch, reach, strike [C3, C5]
( L13) NOUN F gift, grain offering [( ]L20) VB Q draw near, approach [C5]
( L19) ADV little, few PN Nod
[ ]NOUN M higher part (only above ( L25) VB Q rest; HI cause to rest, make
and LCV upwards) quiet; set down; let remain, leave [C3,
( L21) NOUN M deed, practice C5, C8]
( L28) NOUN M deed, work PN Noah
PREP, CONJ from before ( + ) PN Nahor
( L11) VB Q find [C4] NOUN M torrent, torrent valley/run-off
( L7) NOUN F commandment; P ravine (wadi)
( L5) PN Egypt ( L26) NOUN F possession, property,
[ ]NOUN M collection, collected mass inheritance
( L6) NOUN M place P [( ]L17) VB NI be sorry/regret,
PN Mara (bitterness) comforted; PI comfort, console [C2]
( L10) NOUN M appearance, vision PN Nahash
[( ]L27) NOUN FP place of feet ADV at NOUN M serpent
[his] feet ( L22) VB Q stretch out, extend; HI turn,
PN Moriah incline (something) [C5, C7]
( L17) NOUN F chariot ( L23) VB Q plant [C3, C5]
[( ]L27) VB Q be bitter; PI HI make bitter [( ]L25) VB HI smite, strike [C5, C7]
[C9] [( ]L18) VB NI be recognized; HI
[ ]NOUN F wages recognize, regard [C3, C5]
( L3) PN Moses ( L23) NOUN M foreign thing
( L18) NOUN M couch, place of lying ( L26) ADJ foreign, alien; F
( L13) NOUN M dwelling, tabernacle ( L20) VB Q pull up (tent pegs), set out,
( L14) VB Q rule journey [C3, C5]
( L27) NOUN F sandal, shoe DU ( L5)
NOUN F guard, watch; charge,
F PN Naomi (my pleasantness)
function
( L15) NOUN F family, clan ( L4) NOUN M lad, young boy; F
( L8) NOUN M judgment, justice; custom maiden, young girl
( L20) VB Q fall [C5]
Q PTCP
NOUN MP giants,fallen ones
( L3) NOUN F life, self
( L13) illocutionary signal equivalent to I [( ]L28) VB NI take ones stand, station
tell you ; alternatively, a marker of oneself; be stationed, appointed
politeness, such as please. [( ]L20) VB NI be delivered, deliver
oneself; HI snatch away, deliver [C5]
Glossary 225
[ ]VB Q watch, guard, keep [C3, C5] NOUN F testimony

NOUN F female PN Eden
( L16) ADJ clean, innocent, exempt PN Obed
[( ]L25) VB Q avenge, take vengeance; NI ( L15) ADV still, yet, again
avenge oneself; HO be avenged [C5] ( L8) NOUN M forever, long duration,
( L13) VB Q lift up [C4, C5]; NI be antiquity
deceived; HI deceive ( L13) NOUN M transgression, iniquity
NOUN FP women; see [ A2] VB Q fly; POLEL fly about
[( ]L26) VB Q, PI kiss [C5] NOUN M flying creatures, fowl, insects
NOUN M vulture, eagle NOUN M skin, (animal) hide
( L9) VB Q give, place, set [C5] ( L7) VB Q abandon, forsake [C1]
PN Nathan ( L5) NOUN F eye DU
( L2) NOUN F city; P
ADJ naked
( L24) VB Q turn about, go around, ( L5) PREP upon, over
surround [C9] ( L14) VB Q go up [C1, C7]
ADV/PREP around, about ( L12) NOUN F burnt offering
PN Sodom NOUN M leaf, leafage
( L4) NOUN M horse, stallion; F mare , with suffix , etc. (L4) PREP with; also
NOUN M reeds, rushes; see with me, at my side
( L23) VB Q turn aside, depart; HI cause to ( L2) NOUN M people
depart, remove [C8] ( L6) VB Q stand [C1]
PN Sinai
PN Gomorrah
[( ]L19) VB Q forgive [C3]
( L22) VB Q answer, respond [C1, C7]
PN Sennacherib
PN Anak P Anakites
[ ]VB Q storm; NI enraged; PI storm [C2,
( L23) NOUN M dust, dirt, dry earth
C3]
( L8) NOUN M tree; P wood
[ ]VB Q wail, lament; NI be bewailed
[ ]NOUN M idol (always P )
VB Q count, number; PI recount, declare
NOUN M pain, hurt, toil
[C3]
( L8) NOUN M scroll, document, book NOUN M pain, toil
[( ]L12) VB NI hide (oneself); HI conceal ( L14) NOUN F bone
[C3] NOUN M heel, footprint, hinderpart
NOUN M hiding-place, secrecy VB Q pluck, root up [C1, C3]
PN Er
NOUN M evening, sunset
( L3) NOUN M servant NOUN M swarm (of flies), mixture
( L13) VB Q serve, work [C1] NOUN F desert-plain, steppe; Jordan
only as PREP, CONJ for the sake of, valley
on account of, in order that ADJ naked
( L12) VB Q pass over [C1] ADJ crafty, shrewd, sensible
PN Hebrew; P Hebrews NOUN F heap
( L5) PREP unto, as far as; CONJ while, until PN Orpah
[A5] NOUN M herb, herbage
( L26) NOUN M witness ( L11) VB Q do, make, act [C1, C7]
( L17) NOUN F congregation PN Esau
PN Adah
Glossary 226
NOUN FS ten; MS ;P twenty; ( L27) VB PI command [C7]

tenth [D] [ ]VB Q laugh; PI jest [C2]
( L14) NOUN F time; P , H NOUN M laughter, laughing-stock
( L13) ADV now PN Zion
PN Silah
[, ( ]L15) VB Q prosper, be successful;
NOUN M mouth; CST HI make successful, show experience
[( ]L19) VB NI HIT be difficult, [C3]
extraordinary; HI do an extraordinary NOUN M image, likeness
thing [C4] ( L19) VB Q be thirsty [C4]
NOUN F concubine VB Q sprout, spring up; HI cause to
[( ]L15) VB HIT pray [C9] sprout, grow
( L6) PN Philistine; P NOUN F cry, outcry
Philistines ( L24) VB Q show hostility [C2, C3, C9]
( L10) CONJ lest, so that not (negative
purpose)
[( ]L2) NOUN M (always P face) ( L15) VB Q, PI bury [C3]
NOUN M idol, image NOUN M grave, sepulchre
NOUN M doing, deed, work ( L28) ADJ sacred, holy
( L15) NOUN M step, time ( L20) NOUN M front, east, aforetime; ADV
( L4) VB Q attend to, visit, appoint anciently
VB Q open eyes, ears; NI be opened [C3] [, ( ]L11) VB Q be holy; PI
NOUN M commissioner, deputy, overseer consecrate
( L22) NOUN M young bull, steer; F ( L10) NOUN M holiness, apartness,
heifer, cow sacredness
[( ]L29) VB Q separate; HI divide, [( ]L12) VB HI congregate [C2]
separate (something) [C2] ( L19) NOUN M assembly, congregation
[( ]L22) VB Q bear fruit, be fruitful [C2, [ ]VB NI be collected
C7] ( L6) NOUN M voice, sound
( L20) NOUN M fruit ( L23) VB Q rise, stand up; PI confirm,
( L6) PN Pharaoh establish; HI raise, erect [C8]
VB Q break through/open/out; NI spread; NOUN M thorns, thorn-bush
PU broken down [C2] ( L9) ADJ MS small; F, P supplied by
[( ]L24) VB HI break, frustrate [C2, C3, ( L12) ADJ MS small; FS
C9] ( L16) VB Q be small, insignificant
( L21) NOUN M horseman [( ]L12) VB PI, HI make sacrifices smoke
( L17) NOUN M opening [C3]
( L15) VB Q open [C3] PN Cain
( L25) VB Q interpret [C3] ( L24) VB Q be slight, trifling; be quick
[C9]
NOUN M nest
ADJ jealous
( L7) NOUN M, F sheep, flock ( L15) VB Q buy, acquire [C7]
[( ]L6) NOUN M host, army; hard service ( L28) NOUN M end, extremity
[, ( ]L12) VB Q be righteous; HI justify [, ]VB Q be short, impatient; PI HI
( L8) NOUN M righteousness shorten [C3]
( L29) NOUN F righteousness [( ]L28) VB Q reap, harvest
( L9) ADJ righteous
Glossary 227
( L9) VB Q call, proclaim, read aloud VB Q be far, distant; PI send far away,
[C4] distance; HI cause to be distant, far
( L19) ADJ near away; remove [C1, C2]
[, ( ]L5) VB Q draw near, approach ( L29) ADV emptily, vainly
[C2] VB Q creep (on the ground), move
NOUN M inward part, midst lightly
NOUN F proclamation NOUN M creeping things, moving things
VB Q tear, rend; NI be rent, split asunder ( L24) VB Q, PI give a ringing cry [C1, C9]
[C2, C3] ( L9) ADJ MS bad, evil; FS
VB Q bind, conspire together; NI was ( L12) NOUN M friend
bound, joined together; PI bind on; HIT ( L9) NOUN M famine, hunger
conspire [C3] ( L21) VB Q shepherd, tend, pasture [C1,
( L21) NOUN F bow C2, C7]
( L21) NOUN M shepherd (Q PTCP)
( L19) VB Q heal [C1, C4]
( L22) VB Q see, look; NI show oneself, VB Q skip about; PI dance, leap; HI cause
appear; HI show, exhibit [C1, C2, C7] to skip [C1]
PN Reuben NOUN M extended surface, expanse,
( L5) NOUN M head; P [ A2] firmament
ADJ first [D] ( L9) ADJ wicked
NOUN F beginning or chief (part) ( L12) VB Q be wicked; HI condemn [C1,
( L14) ADJ many, much; MP C3]
( L24) NOUN M multitude, greatness,
abundance
[ ]VB Q be(come) many, much ( L9) NOUN M field; P
( L22) VB Q be(come) many, multiply; HI ( L23) VB Q put, place, set [C8]
make much/ many, make multiply [C1, VB Q laugh, play; PI make sport, jest; HI
C7] utterly mock [C2]
NOUN M fourth (see [ )D] VB Q be prudent; HI look at, ponder; give
[, ]ADJ/SUBST (those belonging to) insight, teach
the fourth generation NOUN M prudence, insight
PN Rebekah NOUN M left side, left hand
( L5) NOUN F foot , ( L16) VB Q rejoice, be glad; PI
( L22) VB Q have dominion, rule [C1, C7] make rejoice, glad [C3]
VB Q pursue, chase, persecute; NI are ( L14) VB Q hate [C4]
pursued; PI pursue ardently; PU be ( L13) ADJ hairy
chased away; HI chase [C1] ( L13) NOUN F lip, shore
( L19) NOUN M water-trough ( L11) NOUN M official, captain, prince; P
( L5) NOUN F spirit, wind
PN Ruth PN Sarah
ADJ wide, broad PN Sarai
PN Rehoboam NOUN M survivor
( L19) ADJ far, distant; NOUN M distance;
at a distance
PN Rachel ( L18) CONJ that, which, who
( L21) VB PI have compassion on [C1, ( L8) PN Saul
C2] ( L29) NOUN F underworld, Sheol
VB PI hover [C2] ( L10) VB Q inquire, ask [C2]
Glossary 228
( L28) VB NI be left over, behind, remain; ( L11) NOUN M heavens

HI leave over, behind [C2, C3] VB Q grow fat; HI make fat
NOUN F ear of grain; P F NOUN FS eight; MS ;P eighty;
( L14) VB NI swear (an oath); HI cause to eighth [D]
swear (an oath) [C3] ( L6) VB Q hear, listen; + obey [C3]
( L10) NOUN FS seven; MS ;P ( L4) VB Q keep, guard [C3]
seventy; seventh; seven- ( L16) NOUN M/F sun
fold [D] ( L3) NOUN F year; P
PN Sheba ( L8) NOUN M two; F [ D]
( L12) VB Q break; PI shatter, break [C3] PN Shinar (Babylonia)
VB Q buy grain; HI sell grain [C3] VB NI lean, support oneself [C2]
( L22) VB Q cease, desist, rest; HI put an VB Q be blinded; HI blind [C9]
end to, destroy ( L7) NOUN M gate
( L14) NOUN F sabbath, rest
( L20) NOUN F maidservant
PN Shaddai, Almighty
( L4) VB Q judge, govern
( L23) VB Q turn back, return; HI return
( L13) VB Q pour out, shed (blood)
(something) [C8]
( L19) VB HI water, give drink [C7]
VB Q bruise
( L28) VB Q be quiet, undisturbed,
( L17) VB Q slaughter [C2]
inactive; HI show quietness, cause
( L12) VB PI, HI spoil, destroy [C2]
quietness
NOUN F song VB Q swarm, teem
VB Q put, set [C8] NOUN M swarmers, swarming things
( L9) VB Q lie (down) NOUN FS six; MS ;P sixty;
( L10) VB Q forget [C3] sixth [D]
( L16) VB Q be bereaved, childless; PI ( L22) VB Q drink [C7]
make childless ( L8) NOUN F two; CST
( L11) VB HI wake early VB Q be quiet
PN Shechem
( L6) VB Q settle, dwell
( L28) ADJ inhabitant, neighbor NOUN F desire
PN Shiloh NOUN F fig-tree; fig
VB Q be at ease, prosper ( L25) NOUN F ark
( L14) NOUN M peace, well-being NOUN M emptiness, formlessness
( L9) VB Q send [C3] ( L29) NOUN M/F deep, sea, abyss
( L11) VB HI throw, cast ( L13) NOUN M midst (often in the
( L15) VB Q be whole; PI reward, pay compound PREP in the midst of)
back ( L12) NOUN F abomination
PN Solomon ( L4) NOUN F direction, instruction, law
( L27) VB Q draw out, off ( L11) PREP under, beneath
( L14) NOUN FS three; MS ;P ( L25) VB Q hang [C7]
thirty, thirtieth [D] NOUN F likeness, form
ADJ/SUBST (those belonging to) the ( L21) ADJ complete, sound
third generation ( L24) VB Q be complete, finished [C9]
( L3) ADV there
NOUN M serpent, dragon, sea-monster
( L9) NOUN M name; P H
VB Q sew together [C3]
[( ]L11) VB HI annihilate
( L18) VB Q lay hold of, wield
( L8) PN Samuel
NOUN F hope
Glossary 229
NOUN M P teraphim (a kind of idol, a

means of divination)
PN Tarshish
NOUN F longing
NOUN FS nine; MS ;P ninety;
ninth [D]
Song Lyrics 230
Hinneh Mah Tov (Psalm 133:1)

Behold, how good and how pleasant
(is) the dwelling of brothers together
Esa Einai (Psalm 121:1-2)

I lift up my eyes to the hills
from where will my help come?
My help is from Yahweh,
maker of made heaven and earth.
Mi Haish (Psalm 34:13-15)

Who is the man who desires life, (and) loves
days to see goodness?
Keep your tongue from evil, and your lips
from speaking deceit.
Turn away from evil, and do good; seek .
peace, and pursue it.
Ose Shalom
He who makes peace in his heights,
He will make make for us .
And for all Israel.
And say, say: Amen!
He will make peace, he will make peace, . .
Peace for us and for all Israel
Mah Navu (Isaiah 52:7)

How beautiful upon the mountains are the

feet of the messenger
Who announces the salvation, who announces

peace.
Song Lyrics 231
Ufaratzta (Genesis 28:14)

And you shall break out
west and east and north and south
veDavid (1 Samuel 16:12; 18:7; Songs 6:3b)

And David is beautiful of eyes,
He pastures among the lilies;
Saul has smote his thousands, .
and David his ten-thousands!
Son of Jesse lives and lasts!
Yesh Lanu Tayish

Goat, goat, there is, there is, there is . . .
We have a goat,
and you have a goat,
and he has four feet,
and also a small tail,
la la la la . . . . . .
Ushavtem (Isaiah 12:3)

And you shall draw water with joy
from the wells of salvation
Sisu et-yerushalayim (Isaiah 66:10)

Exult with Jerusalem,
And rejoice in her, all those who love her
. :
Hava Nagila
Come, let us rejoice and be glad,
Come, let us exult and be glad.
Song Lyrics 232
Bashana Habaah
Next year we'll sit upon the balcony,
And we'll count migrating birds.
Children on vacation will play tag, .
Between the house and the fields.
You'll see yet, you'll see yet,

How good it will be,
In this year, in the coming year.

Red grapes will ripen until evening, . .

And cold water will be brought to the table.
And sleepy breezes will carry to wherever,
old newspapers and clouds.


In this year, in this year, we'll spread palms out,

Before the light, black and white.
A white heron will spread wings out in the light, .
And the sun will shine in their midst.


Song Lyrics 233
Halleluya
Praise Yah forever, praise Yah, let everyone sing ?
With one word, a single one,
The heart if filled with plenty of thanks,
And it also suitablewhat a wonderful world.
Praise Yah with the song,
Praise Yah for the day which shines,
Praise Yah for whatever has been,
And whatever has not yet been, Praise Yah.
... ...
Praise Yah for everything,
Praise Yah tomorrow and yesterday,
Praise Yah and put hand in hand
And sing with one heart: Praise Yah.

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Ancient Hebrew

The Gezer Calendar, 10th century Hebrew

John A. Cook Robert D. Holmstedt

B. Strong Verb Paradigms

C. Weak Verb (and Guttural Verb) Paradigms

Hebrew Songs....................................................................................................................... 230

1.1 The Hebrew Alphabet

BeGaD KeFaT It has six letters, ( mnemonically referred to as the

like b in Boy BUT like v in Voice

Name (Final) Form Pronunciation

Similar and silent

PN YHWH (often the LORD in translations of the Bible).

Traditionally pronounced a-do-nai Lord or ha-shem the Name.

Vocabulary Learning Tips:

3. Review the words regularly and keep up with new ones.

1. Practice singing the Hebrew alphabet to the English ABC tune

8. Follow the directions for each of the following verses.

b) Circle the letters which are final form.

2.1 The Biblical Hebrew Vowel System

Vowels Sign Name Pronunciation Class & Length

The Biblical Hebrew vowels have the following characteristics:

they are pronounced after. For example, is pronounced

Some long vowels are written as a vowel point and a

represents both long a-class qamets and short u-class

The vowels in Biblical Hebrew are categorized by class (a-

2.2 Simple Sheva

The sign is not properly a vowel, but in some places it is vocal,

In other places it is a silent place marker, showing that the

at the beginning of a syllable:

following a long vowel:

Compound 2.3 Compound Sheva

Sign Name Pronunciation Class

chtef sgol e in Excse i class

chtef qmets o in Omt u class

2.4 Independent Personal Pronouns

These correspond to English I, you, he/she, we, they.

I (am) Joseph (Gen 45:3)

3MS he 3MP / they

2.5 Verbless Clauses

they are not gods (2 Kgs 19:18)

2.6 Dagesh Qal and Dagesh Chazaq

A dagesh qal in , , and marks their pronunciation as a stop

A dagesh qal appears in a BeGaD KeFaT letter wherever there is

at the beginning of a word:

at the beginning of a syllable following a closed syllable

The BeGaD KeFaT letters can also have a dagesh chazaq. In

2) A dagesh in a BeGaD KeFaT letter preceded by a vowel is

3) A dagesh in a BeGaD KeFaT letter not preceded by a

Note: A dagesh chazaq affects the syllable structure:

2.7 Guttural Consonants

Four characteristics of gutturals are notable:

2) Gutturals prefer a-class vowels nearby, i.e., before or after.

3) Gutturals , , and at the end of a word following a long

4) Gutturals usually have a compound sheva (2.6) instead of

'[ asher] (instead of *)

Syllable 2.8 Open and Closed Syllables and Word Stress

has two syllables:

Note: The vowel letters (, , )and do not close syllables!

Open syllables usually have long vowels (as in )

Closed syllables usually have short vowels (as in )

Note: The vowel represents the short u-class qamets-chatuf

A syllable is either stressed or unstressed: in most words the last

2. a) Write each compound sheva with each of the guttural consonants. b)

b) sheet = _____ j) near = _ r) sew = _____

c) keep = _____ k) say = _ s) name = _____

d) sight = _____ l) peet = _ t) cave = _____

e) road = _____ m) key = _ u) cots = _____

f) ooze = _____ n) ray = _ v) red = _____

g) root = _____ o) vote = _ w) doze = _____

h) soup = _____ p) soap = _ x) give = _____