Ancient Hebrew

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 instructor’s 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 Long’s handbook,6 which can (and
probably should) be used as a supplemental text. Combining our textbook with Long’s 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 audience’s 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 –• ‫ה‬
3.5. Inseparable Prepositions (‫ב‬, ‫כ‬, ‫ל‬, and sometimes ‫)מן‬
3.6. Vav Conjunction (-‫)ו‬
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 ‫היה‬
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 ‫היה‬
8.4. ‫ויהי‬
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. ‫ לקח‬and ‫נתן‬
Exercises
Lesson 21...............................................................................................................................137
21.1. I-Vav/Yod Weak Verbs
21.2. ‫הלך‬
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 ‫בית‬-‫( אלף‬alphabet) is composed of the following.
• It consists of 23 consonants read right-to-left.
‫←אבגדהוזחטיכלמנסעפצקרשׂשׁת‬
• It has five letters with alternate final forms that are used when
the letter occurs at the end of a word.
Regular form: ‫כ מ נ פ צ‬
Final form: ‫ךםןףץ‬ e.g., ‫שׁמים‬
BeGaD KeFaT • It has six letters, ‫( ב ג ד כ פ ת‬mnemonically 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.
‫ ב‬like b in Boy BUT ‫ ב‬like v in Voice

‫ כ‬like k in Keep BUT ‫ כ‬like ch in BaCH
‫ פ‬like p in Pie BUT ‫ פ‬like f in Fish
‫ ג‬AND ‫ ג‬like g in Give
‫ ד‬AND ‫ ד‬like d in Dog
‫ ת‬AND ‫ ת‬like t in Tide
Lesson 1 2
Name (Final) Form Pronunciation

Hebrew
Alphabet álef ‫)אלף‬ ‫א‬ glottal stop or silent
bet ‫בית‬ ‫ב‬ like b in Boy
‫ב‬ like v in Voice
gímel ‫) *גימל‬ ‫גג‬ like g in Give
dálet ‫)דלת‬ ‫דד‬ like d in Dog
he ‫הא‬ ‫ה‬ like h in Hat
vav ‫וו‬ ‫ו‬ like v in Voice
záyin ‫זי* ן‬+) ‫ז‬ like z in Zip
chet ‫חית‬ ‫ח‬ like ch in BaCH
tet ‫טית‬ ‫ט‬ like t in Tide
yod ‫יוד‬ ‫י‬ like y in Yellow
kaf ‫כף‬+ ‫כ‬ like k in Keep
)‫( ך‬ ‫כ‬ like ch in BaCH
lámed ‫)למד‬ ‫ל‬ like l in Letter
mem ‫מם‬ ) ‫(ם‬ ‫מ‬ like m in Mother
nun ‫נון‬ )‫( ן‬ ‫נ‬ like n in Noon
sámech ‫)סמך‬ ‫ס‬ like s in Sit
áyin ‫עי* ן‬+ ) ‫ע‬ pharyngeal or silent
pe ‫פא‬ ‫פ‬ like p in Pie
)‫(ף‬ ‫פ‬ like f in Fish
tsáde ‫)צדי‬ )‫(ץ‬ ‫צ‬ like ts in caTS
qof ‫קוף‬ ‫ק‬ like k in Keep
resh ‫רישׁ‬ ‫ר‬ like r in Race
sin ‫*שׂין‬ ‫שׂ‬ like s in Sit
shin ‫*שׁין‬ ‫שׁ‬ like sh in SHin
tav ‫תו‬ ‫תת‬ like t in Tide
Lesson 1 3
• Notice that the Hebrew alphabet has several letters which are
pronounced the same.
Similar ‫ א‬and ‫ע‬ silent

sounding letters ‫ ב‬and ‫ו‬ like v in Voice
‫ ח‬and ‫כ‬ like ch in Bach
‫ ט‬and ‫ת‬/‫ת‬ like t in Tide
‫ כ‬and ‫ק‬ like k in Keep
‫ ס‬and ‫שׂ‬ like s in Sit
1.2 Vocabulary #1
‫יהוה‬ 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 song’s rhythm, we have included both forms of the three BeGaD
KeFaT letters that change pronunciation with or without the dagesh qal – we’ve put the
second of the pair, not normally included in the “alphabet,” in subscripted position.)
‫שׂשׁת‬/‫צקר‬/‫עפפ‬/‫מנס‬/‫זחטיככל‬/‫←אבבגדהו‬
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., ‫א ב ג ד‬.
‫ת‬ __ __ ‫( ר‬j __ ‫( ח ט י‬g ‫שׂ‬ __ ‫( צ ק‬d ‫נ‬ __ ‫( כ ל‬a
‫מ נ‬ __ __ (k ‫פ צ ק‬ __ (h ‫נ ס‬ __ ‫( ל‬e ‫שׁ‬ __ ‫( ק ר‬b
‫ח‬ __ __ __ (l ‫ו‬ __ ‫גד‬ (i ‫ז‬ __ ‫( ד ה‬f __ __ __ ‫( א‬c
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., ‫ ב‬as in boat.
‫ ג‬as in _______ (m ‫ ד‬as in _______ (a
‫ ז‬as in _______ (n ‫ ה‬as in _______ (b
‫ ח‬as in _______ (o ‫ ו‬as in _______ (c
‫ ט‬as in _______ (p ‫ ס‬as in _______ (d
‫ י‬as in _______ (q ‫ פ‬as in _______ (e
‫ כ‬as in _______ (r ‫ פ‬as in _______ (f
‫ כ‬as in _______ (s ‫ צ‬as in _______ (g
‫ ל‬as in _______ (t ‫ ק‬as in _______ (h
‫ שׁ‬as in _______ (u ‫ ר‬as in _______ (i
‫ ת‬as in _______ (v ‫ שׂ‬as in _______ (j
‫ מ‬as in _______ (w ‫ ב‬as in _______ (k
‫ נ‬as in _______ (x ‫ ב‬as in _______ (l

Lesson 1 6
5. Draw lines to connect each letter with its corresponding final form:
‫ץ‬ ‫כ‬
‫פ‬ ‫ם‬
‫נ‬ ‫ך‬
‫צ‬ ‫ף‬
‫מ‬ ‫ן‬
6. Draw a line from the Hebrew proper name to the English equivalent.
Judah ‫ישׂראל‬ Tamar ‫יוסף‬

Jacob ‫משׁה‬ Esau ‫כנען‬
Levi ‫יהודה‬ Rachel ‫חזקיה‬
Israel ‫אדם‬ Hezekiah ‫שׂרה‬
Philistine ‫יעקב‬ Joseph ‫נבודכנאצר‬
Shadrach ‫לוי‬ Canaan ‫תמר‬
Abraham ‫פלשׁתי‬ Solomon ‫עשׂו‬
Adam ‫פרעה‬ Nebuchadnezzar ‫רחל‬
Moses ‫אברהם‬ Leah ‫שׁלמה‬
Pharaoh ‫שׁדרך‬ Sarah ‫לאה‬
7. Find the names of the letters of the alphabet in the puzzle (no left-to-right or
backwards ones).
‫שׂין‬ ‫עין‬ ‫כף‬ ‫וו‬ ‫אלף‬
‫שׁין‬ ‫פא‬ ‫למד‬ ‫זין‬ ‫בית‬
‫תו‬ ‫צדי‬ ‫מם‬ ‫חית‬ ‫גימל‬
‫קוף‬ ‫נון‬ ‫טית‬ ‫דלת‬
‫רישׁ‬ ‫סמך‬ ‫יוד‬ ‫הא‬
Lesson 1 7
‫ן‬ ‫י‬ ‫ע‬ ‫ט‬ ‫כ‬ ‫ג‬ ‫ן‬ ‫ט‬ ‫ן‬ ‫ט‬ ‫ג‬ ‫ל‬
‫ע‬ ‫א‬ ‫ב‬ ‫מ‬ ‫מ‬ ‫ן‬ ‫י‬ ‫ף‬ ‫ו‬ ‫ק‬ ‫ט‬ ‫ו‬
‫מ‬ ‫י‬ ‫ב‬ ‫ה‬ ‫ל‬ ‫ת‬ ‫א‬ ‫ז‬ ‫ר‬ ‫ד‬ ‫ז‬ ‫ו‬
‫ת‬ ‫ן‬ ‫ו‬ ‫נ‬ ‫מ‬ ‫ט‬ ‫ו‬ ‫ם‬ ‫ר‬ ‫ע‬ ‫ד‬ ‫א‬
‫ס‬ ‫נ‬ ‫ג‬ ‫שׁ‬ ‫י‬ ‫מ‬ ‫ג‬ ‫י‬ ‫ר‬ ‫כ‬ ‫ו‬ ‫צ‬
‫נ‬ ‫ת‬ ‫ן‬ ‫ם‬ ‫ג‬ ‫א‬ ‫שׁ‬ ‫ב‬ ‫ן‬ ‫י‬ ‫ז‬ ‫כ‬
‫כ‬ ‫ל‬ ‫ה‬ ‫י‬ ‫ם‬ ‫א‬ ‫י‬ ‫ד‬ ‫צ‬ ‫ג‬ ‫ם‬ ‫ד‬
‫ג‬ ‫ד‬ ‫פ‬ ‫ן‬ ‫שׁ‬ ‫ד‬ ‫א‬ ‫א‬ ‫ד‬ ‫ד‬ ‫ו‬ ‫י‬
‫צ‬ ‫ן‬ ‫ם‬ ‫מ‬ ‫ד‬ ‫ל‬ ‫שׁ‬ ‫ו‬ ‫ד‬ ‫מ‬ ‫ל‬ ‫ח‬
‫ג‬ ‫ת‬ ‫י‬ ‫ח‬ ‫ף‬ ‫ך‬ ‫מ‬ ‫ס‬ ‫ה‬ ‫א‬ ‫ע‬ ‫ל‬
‫ט‬ ‫ל‬ ‫ב‬ ‫שׂ‬ ‫ך‬ ‫ו‬ ‫ת‬ ‫ל‬ ‫א‬ ‫פ‬ ‫מ‬ ‫ך‬
‫ס‬ ‫א‬ ‫ה‬ ‫י‬ ‫ס‬ ‫ן‬ ‫ף‬ ‫כ‬ ‫ק‬ ‫ה‬ ‫ו‬ ‫מ‬
8. Follow the directions for each of the following verses.

a) Say aloud the names of the letters in the following verses.
‫כה אמר יהוה עשׂו משׁפט וצדקה והצילו גזול מיד עשׁוק וגר יתום ואלמנה אל־תנו‬
‫אל־תחמסו ודם נקי אל־תשׁפכו במקום הזה‬
‘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.

‫לשׁלל שׁלל ולבז בז להשׁיב ידך על־חרבות נושׁבת ואל־עם מאסף מגוים עשׂה‬
‫מקנה וקנין ישׁבי על־טבור הארץ‬
‘. . . 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: ‫דבר‬
• Gutturals: ‫( ע ח ה א‬and ‫)ר‬
• Open and Closed Syllables, Word Stress: ‫מ לך‬
2.1 The Biblical Hebrew Vowel System
Vowels Sign Name Pronunciation Class & Length

pátach short
qámets a in Father a-class long
‫ה‬ qámets-he long
ségol e in Met short
tsére long
ey in They
‫י‬ tsére-yod i-class long
chíreq i in Sit short
‫י‬ chíreq-yod ee in Seen long
qámets-chatuf short
chólem o in Go long
‫ו‬ chólem-vav u-class long
qibbuts short
u in Rude
‫ו‬ shúreq 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, ‫ יד‬is pronounced

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

consonant. When ‫ה‬, ‫ו‬, or ‫ י‬are 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’ (‫)שׁוא‬.
The sign is not properly a vowel, but in some places it is vocal,

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

preceding syllable is closed:
‫[ מדבר‬midbar]
A sheva is vocal:
• at the beginning of a word:
‫מו‬-‫[ שׁ‬shə-mo]
Lesson 2 10
• at the beginning of a syllable:

‫ מ‬in ‫רו‬-‫מ‬-‫[ ישׁ‬yish-mə-ru]
Note: If two sheva are adjacent in a word, the first is silent and
the second is vocal.
• following a long vowel:

‫כם‬-‫ס‬-‫[ סו‬su-sə-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

chátef pátach a in Aríse a class
chátef ségol e in Excúse i class
chátef qámets o in Omít 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.
‫‘ אני יוסף‬I (am) Joseph’ (Gen 45:3)
3MS ‫‘ הוא‬he’ 3MP ‫ המה‬/ ‫‘ הם‬they’

3FS ‫‘ היא‬she’ 3FP ‫ הנה‬/ ‫‘ הן‬they’
2MS ‫‘ אתה‬you’ 2MP ‫‘ אתם‬you’
2FS ‫‘ את‬you’ 2FP ‫‘ אתן‬you’
1CS ‫‘ אני‬I’ 1CP ‫‘ אנחנו‬we’
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.
‫‘ לא אלהים המה‬they 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 (‫ )ב ג ד כ פ ת‬called
BeGaD KeFaT letters. Only these six consonants can have a dot
called a dagesh qal in them.
A dagesh qal in ‫ב‬, ‫כ‬, and ‫ פ‬marks 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:

‫[ דבר‬davar]
• at the beginning of a syllable following a closed syllable

‫[ מדבר‬midbar]
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 ‫ )ר‬and lengthens it.
‫קשׁ = בקשׂ‬-‫[ בק‬biqqesh]
The BeGaD KeFaT letters can also have a dagesh chazaq. In

addition to lengthening the consonant, this dagesh also makes the
pronunciation of ‫ב‬, ‫כ‬, and ‫ פ‬a stop just like the dagesh qal.
‫בן = הבן‬-‫[ הב‬habben]

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: ‫בקשׁו‬

is ‫שׁו‬-‫ק‬-‫[ בק‬biq-qə-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: ‫ע ח ה א‬.
Four characteristics of gutturals are notable:

1) Gutturals (and ‫ )ר‬cannot be lengthened; that is, they cannot
have a dagesh chazaq.
2) Gutturals prefer a-class vowels nearby, i.e., before or after.
‫[ יעמד‬ya'amod]
3) Gutturals ‫ה‬, ‫ח‬, and ‫ ע‬at 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).
‫[ רוח‬ruach]
4) Gutturals usually have a compound sheva (2.6) instead of

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

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).
‫ דבר‬has two syllables:

an open –‫( ד‬CV)
and
Mappiq
a closed ‫( –בר‬CVC).
Note: The vowel letters (‫ה‬, ‫ו‬, ‫ )י‬and ‫ א‬do not close syllables!
However, ‫ ה‬at the end of a word does close a syllable. The
dot, called a mappiq, indicates that the ‫ ה‬is a consonant and
Open syllable not a vowel letter.
• Open syllables usually have long vowels (as –‫ ד‬in ‫)דבר‬

unless stressed – then they may have short vowels (as –‫מ‬
in ‫)מלך‬.
Closed syllable
• Closed syllables usually have short vowels (as ‫ –לך‬in ‫)מלך‬

unless stressed – then they may have long vowels (as ‫–בר‬
in ‫)דבר‬.
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.
‫מה‬-‫[ = חכ‬chochma]
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
‫אב‬ M father; P ‫אבות‬ ‫יום‬ M day; P ‫ימים‬

‫אדני‬ PN (EPITHET) the LORD ‫ישׂראל‬ PN Israel
‫אישׁ‬ M man; P ‫אנשׁים‬ ‫כהן‬ M priest
‫אל־‬ PREP to, towards ‫לא‬ ADV no, not
‫אלהים‬ PN God, gods ‫מלך‬ M king
‫ארץ‬ F earth, land ‫מלכה‬ F queen
‫אשׁה‬ F woman, wife; P ‫נשׁים‬ ‫משׁה‬ PN Moses
‫בן‬ M son; P ‫בנים‬ ‫עיר‬ F city
‫דבר‬ M word, thing ‫עם‬ M people
‫דויד‬ 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., ‫א א א א אי א אי א א או א או‬.
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., ‫א א א‬.
‫‪Lesson 2‬‬ ‫‪15‬‬
‫‪3. Read aloud the name of each vowel and write the correct sign under the ◻.‬‬
‫‪ ◻ (a‬קבוץ‬ ‫שׁוא‬ ‫‪◻ )f‬‬ ‫‪ ◻ )k‬צרי יוד‬

‫‪ ◻ )b‬חולם וו‬ ‫‪ ◻ )g‬חירק יוד‬ ‫‪ ◻ )l‬שׁורק‬
‫סגול‬ ‫‪◻ )c‬‬ ‫‪ ◻ )h‬פתח‬ ‫‪ ◻ )m‬חטף קמץ‬
‫חטף פתח‬ ‫‪◻ )d‬‬ ‫‪ ◻ )i‬חטף סגול‬ ‫‪ ◻ )n‬חולם‬
‫צרי‬ ‫‪◻ )e‬‬ ‫‪ ◻ )j‬קמץ‬ ‫‪ ◻ )o‬חירק‬
‫‪4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right or‬‬
‫‪backwards ones).‬‬
‫קמץ חטוף‬ ‫חטף פתח‬ ‫פ תח‬ ‫שׁורק‬

‫קבוץ‬ ‫צר י‬ ‫חטף סגול‬ ‫חטף קמץ‬
‫חולם וו‬ ‫שׁוא‬ ‫קמץ‬ ‫חולם‬
‫סגול‬ ‫חירק יוד‬ ‫צרי יוד‬ ‫חירק‬
‫נ‬ ‫ז‬ ‫ע‬ ‫ד‬ ‫ח‬ ‫ח‬ ‫ם‬ ‫ל‬ ‫ד‬ ‫ל‬ ‫ר‬ ‫ד‬
‫ח‬ ‫א‬ ‫ע‬ ‫א‬ ‫ו‬ ‫שׁ‬ ‫ת‬ ‫ד‬ ‫ג‬ ‫ק‬ ‫ג‬ ‫ס‬
‫שׁ‬ ‫ו‬ ‫ד‬ ‫ג‬ ‫צ‬ ‫י‬ ‫מ‬ ‫פ‬ ‫א‬ ‫א‬ ‫א‬ ‫ל‬
‫י‬ ‫ר‬ ‫צ‬ ‫ו‬ ‫מ‬ ‫א‬ ‫ק‬ ‫ד‬ ‫ף‬ ‫ס‬ ‫א‬ ‫ך‬
‫צ‬ ‫ץ‬ ‫מ‬ ‫ק‬ ‫ף‬ ‫ט‬ ‫ח‬ ‫ר‬ ‫ג‬ ‫ט‬ ‫ק‬ ‫י‬
‫ץ‬ ‫א‬ ‫ל‬ ‫ו‬ ‫ג‬ ‫ס‬ ‫ז‬ ‫צ‬ ‫י‬ ‫ך‬ ‫ח‬ ‫צ‬
‫ו‬ ‫ק‬ ‫א‬ ‫ו‬ ‫ו‬ ‫ם‬ ‫ל‬ ‫ו‬ ‫ח‬ ‫ח‬ ‫ך‬ ‫ל‬
‫ב‬ ‫ם‬ ‫נ‬ ‫ב‬ ‫ץ‬ ‫פ‬ ‫ד‬ ‫ו‬ ‫י‬ ‫י‬ ‫ר‬ ‫צ‬
‫ק‬ ‫ו‬ ‫מ‬ ‫ע‬ ‫מ‬ ‫ף‬ ‫ו‬ ‫ט‬ ‫ח‬ ‫ץ‬ ‫מ‬ ‫ק‬
‫מ‬ ‫ר‬ ‫ק‬ ‫ל‬ ‫ק‬ ‫ר‬ ‫י‬ ‫ח‬ ‫ג‬ ‫שׁ‬ ‫נ‬ ‫צ‬
‫ו‬ ‫ל‬ ‫ו‬ ‫ג‬ ‫ס‬ ‫ף‬ ‫ט‬ ‫ח‬ ‫ו‬ ‫ח‬ ‫ת‬ ‫פ‬
‫ח‬ ‫ק‬ ‫ר‬ ‫שׁ‬ ‫ט‬ ‫ז‬ ‫א‬ ‫ל‬ ‫ם‬ ‫ל‬ ‫ו‬ ‫ח‬
Lesson 2 16
5. Identify a similar sounding English word for each Hebrew word, e.g., ‫ = כר‬car.
_________ = ‫) לין‬q _________ = ‫) דין‬i ________ = ‫) פושׁ‬a
_________ = ‫) לא‬r _________ = ‫) עיר‬j _________ = ‫) בין‬b
_________ = ‫) פן‬s ________ = ‫) הוא‬k _________ = ‫) רד‬c
_________ = ‫) אור‬t ________ = ‫) שׂים‬l _________ = ‫) מי‬d
________ = ‫) היא‬u ________ = ‫) עת‬m _________ = ‫) כן‬e
_________ = ‫) אם‬v _________ = ‫) רב‬n ________ = ‫) בור‬f
_________ = ‫) רוץ‬w _________ = ‫) רק‬o _________ = ‫) פן‬g
_________ = ‫) שׁיר‬x ________ = ‫) שׁור‬p ________ = ‫) פור‬h
6. Spell these English words with Hebrew consonants and vowels, e.g., bed = ‫בד‬.
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.
‫אמר כה אמר אדני יהוה תצלח הלוא את־שׁרשׁיה ינתק ואת־פריה יקוסס ויבשׁ‬
‫כל־טרפי צמחה תיבשׁ ולא־בזרע גדולה ובעם־רב למשׂאות אותה משׁרשׁיה‬
‘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.
‫ובאו הכשׂדים הנלחמים על־העיר הזאת והציתו את־העיר הזאת באשׁ ושׂרפוה‬
‫ואת הבתים אשׁר קטרו על־גגותיהם לבעל והסכו נסכים לאלהים אחרים למען‬
‫הכעסני‬
‘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 ‫ פט‬/ ‫משׁ‬
__________ ‫) המה‬j __________ ‫) חכמה‬a

__________ ‫) לילה‬k __________ ‫) אלהים‬b
__________ ‫) ליהודה‬l __________‫) פלשׁתים‬c
__________ ‫) האדמה‬m __________ ‫) קדשׁנו‬d
__________ ‫) שׁמואל‬n __________ ‫) כאשׁר‬e
__________ ‫) אברהם‬o __________ ‫) צדקה‬f
__________ ‫) חיים‬p __________ ‫) לפני‬g
__________ ‫) יחדו‬q __________ ‫) אתה‬h
__________ ‫) רוח‬r __________ ‫) אשׁה‬i
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: – •‫ה‬
• Inseparable Prepositions: (– ‫ב‬, ‫כ‬, ‫ל‬, and ‫)מן‬
• Vav Conjunction: (–‫)ו‬
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 words—they 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 noun’s 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:
‫כאשר ינוס איש מפני הארי ופגעו הדב ובא הבית וסמך‬
‫ידו על־הקיר ונשכו הנחש‬
‘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 (•‫)ה‬. 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)
‫‘ דויד‬David’ ‫אלהים‬+ ‘God’ ‫‘ אני‬I’
• If the article is prefixed to the noun:

‫‘ הלב‬the heart’
• If it is in a construct relationship with a definite noun (see 6.1):

‫מלך‬- ‫‘ דבר־ה‬the word of the king’
• If a possessive pronoun is suffixed:

‫‘ לבי‬my 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 ‫אלהים‬+ ‫‘ ה‬God’.
The Hebrew 3.4 The Article (– • ‫)ה‬

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

2) ‫ ה‬usually before ‫א‬, ‫ע‬, or ‫ר‬: ‫‘ הראש‬the head’
3) ‫ ה‬usually before ‫ ה‬or ‫ח‬: ‫‘ ההיכל‬the temple’
4) ‫ ה‬before ‫ה‬, ‫ח‬, or ‫( ע‬unstressed!): ‫‘ ההרים‬the mountains’
5) ‫ ה‬before ‫ה‬- or ‫ע‬- (stressed!): ‫‘ ההר‬the mountain’
BUT before ‫ח‬- (stressed!) it is ‫ה‬: ‫חיל‬- ‫‘ ה‬the valor’
Summary of the article before gutturals:
‫ר‬ ‫הראש‬
stressed unstressed
qamets qamets ‫א‬ ‫ה‬ ‫ה אב‬
‫העז‬ ‫הע פ ר‬ ← ‫ע‬ ‫העיר‬
‫ההר‬ ‫ההרים‬ ← ‫ה‬ ‫ההיכל‬
‫ה‬
‫חיל‬- ‫ה‬ ‫החכם‬ ← ‫ח‬ ‫חדש‬- ‫ה‬
Note: There are a few nouns whose first vowel changes when the
article is added to them:
‫ארץ‬- ‫ארץ ← ה‬- + •‫‘ ה‬the earth’

‫ גן ← הגן‬+ •‫‘ ה‬the garden’
‫ עם ← העם‬+ •‫‘ ה‬the people’
Inseparable 3.5 Inseparable Prepositions (‫ב‬, ‫כ‬, ‫ל‬, and sometimes ‫)מן‬
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):
–‫‘ ב‬in, at’ –‫‘ כ‬like, as’ –‫‘ ל‬to, for’
The principles of vocalization for the inseparable prepositions are:

• ‫ב‬, ‫כ‬, ‫ ל‬before a consonant with a full vowel.
‫מלך‬- ‫‘ ל‬to/for a king’

‫בית‬- ‫‘ ב‬in/at a house’
• ‫ב‬, ‫כ‬, ‫ ל‬before a consonant with a simple sheva, .
‫‘ בברית‬according to a covenant’
BUT before ‫ י‬the vowel becomes ‫ י‬.

‫ יהודה ← ליהודה‬+ ‫‘ ל‬to/for Judah’
• The corresponding full vowel before a compound sheva.
‫ אשר ← כאשר‬+ ‫‘ כ‬like that which’

‫אדום‬+ ‫אדום ← ל‬+ + ‫‘ ל‬for Edom’
• The article vocalization before a noun with the article (i.e., the
article’s consonant ‫ ה‬is replaced by the inseparable
preposition).
‫מלך‬- ‫מלך ← ל‬- ‫ ה‬+ ‫‘ ל‬to/for the king’
• Some special cases:

Quiescent ‫א‬: ‫‘ לאלהים‬to/for God’ ‫‘ לאדני‬to/for the Lord’
‫ב‬, ‫כ‬, ‫ ל‬before a stressed syllable in some words: ‫‘ בזה‬in this’

Lesson 3 24
The preposition ‫‘( מן‬from’) 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.
‫מלך‬- ‫‘ מן־ה‬from the king’
The preposition ‫ מן‬may also be inseparable. In this case, the

vocalization is:
• •‫ מ‬before non-gutturals (the assimilation of ‫ ן‬into the following

consonant is marked by a dagesh chazaq).
‫ שם ← משׁם‬+ ‫‘ מן‬from there’
BUT before ‫ י‬the vowel becomes a ‫ י‬.

‫ יהודה ← מיהודה‬+ ‫‘ מן‬from Judah’
• ‫ מ‬before gutturals (the vowel lengthens because the guttural

cannot be lengthened, i.e., they do not allow dagesh chazaq).
‫ איש ← מאיש‬+ ‫‘ מן‬from a man’
Vav 3.6 Vav Conjunction (–‫)ו‬

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: –‫ו‬. 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’).
‫מלך‬- ‫‘ העם וה‬the 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).
‫אלהים יהי אור‬+ ‫יאמר‬- ‫ו‬

‘(and) God said, “Let there be light!” (Gen 1:3)
The vocalization of the vav conjunction:

• ‫ ו‬normally.
‫‘ ודויד‬and David’
Note: The definite article remains when the conjunction is added.
‫‘ והאיש‬and the man’
• ‫ ו‬before ‫י‬.
‫ יהודה ← ויהודה‬+ ‫‘ ו‬and Judah’
• with the corresponding full vowel before a compound sheva.

‫אדום‬+ ‫‘ ו‬and Edom’ ‫‘ ואני‬and I’
• ‫ ו‬before ‫ב‬, ‫מ‬, ‫פ‬, or simple sheva (other than ‫)י‬. This may be
mnemonically referred to as the BuMP-Sheva Rule.
‫ובית‬
- ← ‫בית‬- + ‫‘ ו‬and a house’
‫ פנים ← ופנים‬+ ‫‘ ו‬and a face’
‫ה← ומיהודה‬M‫ מיהוד‬+ ‫‘ ו‬and from Judah’
‫ גדולים ← וגדולים‬+ ‫‘ ו‬and great (things)’
Note: This is the only case in which a vowel begins a syllable!
• Some special cases:

Quiescent ‫א‬:
‫‘ ואלהים‬and God’ ‫‘ ואדני‬and the Lord’
‫ ו‬occasionally before a stressed syllable:

‫בהו‬- ‫ו‬ ‘and emptiness’
Lesson 3 26
3.7 Vocabulary #3
‫אדון‬ M master, lord ‫ל‬ PREP to, for

‫אין־‬, ‫אין‬- EXST ADV there isn’t/aren’t ‫לבב‬, ‫לב‬ M heart, mind; PL ‫לבות‬
‫ב‬ PREP in, at, with, by ‫מן‬ PREP from; more than
‫דרך‬- M/F way, road ‫נפש‬- F life, self
•‫ה‬ DET the ‫שם‬ ADV there
‫ו‬ CONJ and ‫שנה‬ F year; P ‫שנים‬
‫כ‬ PREP like, as
Exercises
1. Add the definite article (•‫ )ה‬to ten nouns from your vocabulary and translate
(remember that proper names cannot have a definite article).
2. Add one of the inseparable prepositions (‫ב‬, ͏ ‫כ‬, ͏ ‫ )ל‬to ten nouns from your
vocabulary and translate.
3. Add one of the inseparable prepositions (‫ב‬, ͏ ‫כ‬, ͏ ‫ )ל‬to your results in exercise #1
(i.e., inseparable preposition + the definite article + noun) and translate.
4. Add the preposition ‫ מן‬to 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., ‫ האיש‬correct to ‫האיש‬.
‫) המלך‬k ‫) מבית‬f ‫) בשלום‬a
‫) וכבוד‬l ‫אלהים‬+ ‫) ל‬g ‫) כשלום‬b
‫בברית‬+ )m ‫) ומן־מצרים‬h ‫) ליהודה‬c
‫) לשמואל‬n ‫אמת‬+ ‫ב‬+ )i ‫) ההרים‬d
‫אדום‬+ ‫) ב‬o ‫) מן־העיר‬j ‫) ומלכים‬e
7. Translate the following sentences.

‫מלך בישׂראל‬- ‫) ואין‬a
‫ארץ‬- ‫) אין עיר ב‬b
‫מלך בעיר‬- ‫) העם וה‬c
‫עבד‬- ‫) כאדון כ‬d
‫) לאשׁה אין איש‬e
‫אלהים כיהוה‬+ ‫) אין‬f
‫) אין כהן לעם‬g
‫ארץ‬- ‫) ואיש אין ב‬h
‫) אין עם שם‬i
‫דרך‬- ‫) אין עיר ב‬j

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.
‫עבר‬- ‫פחת‬- ‫חזיק מלטיה הגבעני וידון המרנתי אנשי גבעון והמצפה לכסא‬+ ‫ועל־ידם ה‬
‫הנהר‬
‘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)
‫זקתי‬- ‫מלך הגברים ואני התח‬- ‫מלך ויועציו ולכל־שׂרי ה‬- ‫ה־חסד לפני ה‬
- ‫ועלי הט‬
‫אלהי עלי ואקבצה מישׂראל ראשים לעלות עמי‬+ ‫כיד־יהוה‬
‘. . . 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)
‫עשר‬- ‫יש אחד ואין שני גם בן ואח אין־לו ואין קץ לכל־עמלו גם־עיניו לא־תשׂבע‬
‫הבל וענין רע הוא‬- ‫ולמי אני עמל ומחסר את־נפשי מטובה גם־זה‬
‘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: ‫סוס סוסה‬

• Introduction to Verbs
• Qal Perfect Conjugation - Singular:
‫פקד פקדה פקדת פקדת פקדתי‬
• Objects in Biblical Hebrew: ‫ את־‬/ ‫את‬
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 content—they 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 language—nouns (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., ‫‘ אישׁ‬man’ is masculine; ‫אשׁה‬
‘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 Ø, that marks them as masculine).
‫‘ אח‬brother’
‫‘ נער‬young man’
Feminine In contrast, most feminine nouns are overtly inflected for gender.
Singular noun
• Many feminine nouns end in ‫ ה‬.
Lesson 4 30
‫‘ אדמה‬ground’
‫‘ בהמה‬cattle’
‫‘ תורה‬teaching’
• Some feminine nouns end in ‫ת‬.

‫‘ ברית‬covenant’
‫‘ מלכות‬kingdom’
‫‘ חטאת‬sin’
• Nouns referring to paired body parts are feminine, but do not

have an overt grammatical gender inflection.
‫‘ יד‬hand’
‫‘ עין‬eye’
‫‘ רגל‬foot’
Note: Some nouns, like ‫‘ אם‬mother,’ or body parts (above), are
grammatically feminine even though they do not have a
morphologically feminine gender marking (e.g., ‫) ה‬. Therefore,
each noun’s 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 )Ø marking( ‫סוס‬ Lesson 5 Lesson 5
‘stallion’
Feminine ‫סוסה‬ 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 verb’s ‘parsing’.
Binyan • Binyan (P binyanim) (‘building’) indicates the valency of a

verb’s action—whether active, passive, reflexive, or
causative. Each binyan has a pattern of affixes and vowels.
For example, the simple active binyan, called Qal (‫‘ קל‬light’),
Lesson 4 31
is characterized by a qamets--patach vowel pattern in the

Perfect conjugation: ‫‘ פקד‬he 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 verb’s 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 verb’s 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

‫פקדתי‬
Prefix Pattern, which uses primarily prefixes

‫יפק)ד‬
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 — → ‫פקד‬ ‘he attended’ 3CP Lesson 5

3FS ‫— ה‬ → ‫פקדה‬ ‘she attended’
2MS ‫—ת‬ → ‫פקדת‬ ‘you attended’ 2MP Lesson 5
2FS ‫—ת‬ → ‫פקדת‬ ‘you attended’ 2FP Lesson 5
1CS ‫—תי‬ → ‫פקדתי‬ ‘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 verb—the 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 verb—some 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 ‫ את‬or
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 ‫נגע‬, ‘touch’, often takes as its complement an
oblique object manifested as a prepositional phrase with the
preposition ‫ב‬.
Lesson 4 33
‫אלהי ם ל )א ת )אכלו‬/ ‫ומפר י הע ץ אשׁ ר בתוך־הג ן אמ ר‬

‫מתון‬6 ‫ממנו ול)א תגעו בו פן־ת‬
‘“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 ‫ את‬precedes direct objects of Biblical Hebrew
and ‫את‬ verbs if those direct objects are individuated (i.e., if they are
strongly characterized as distinct entities or individuals—which
means that they are also often marked with the article).
‫העם‬ ‫את‬ ‫‘ פקד‬He visited the people’

the people [object he visited
marker]
Direct objects preceded by ‫ את‬are 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 ‫ ;)מן‬in this
case, the vowel is a segol.
‫את־ישׂראל‬ ‫‘ שׁפט‬He judged Israel’

Israel [object he judged
marker]
Lesson 4 34
4.5 Vocabulary #4
‫אדם‬ M man, humankind; PN Adam ‫מלך‬ Q reign, be(come) king

‫אח‬ M brother; P ‫אחים‬ ‫נביא‬ M prophet
‫אחות‬ F sister; P ‫אחיות‬ ‫נער‬ M lad, young boy
‫אם‬ F mother; P ‫אמות‬ ‫נערה‬ F maiden, young girl
‫את־‬, ‫ את‬direct object marker ‫סוס‬ M horse, stallion
‫בהמה‬ F cattle ‫סוסה‬ F mare
‫ברית‬ F covenant ‫עם‬ PREP with
‫בת‬ F daughter; P ‫בנות‬ ‫פקד‬ Q visit, attend to, appoint
‫זכר‬ Q remember ‫שׁמר‬ Q keep, guard
‫כרת‬ Q cut, cut off, cut down ‫שׁפט‬ Q judge, govern
‫תורה‬ 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).

‫( ____ אדם‬p ‫( ____ חטאת‬k ‫( ____ זהב‬f ‫( ____ משׁמרת‬a
‫( ____ בעל‬q ‫( ____ משׁפחה‬l ‫( ____ צדקה‬g ‫( ____ מזבח‬b
‫( ____ מלאך‬r ‫( ____ דמות‬m ‫( ____ נחלה‬h ‫( ____ אדמה‬c
‫( ____ מלחמה‬s ‫( ____ כבשׂ‬n ‫( ____ מלח‬i ‫( ____ תקוה‬d
‫( ____ בקר‬t ‫( ____ ערבה‬o ‫( ____ ממלכה‬j ‫( ____ מצוה‬e
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.
‫שׁמר‬ ‫פקד‬
3MS 3MS
3FS 3FS
2MS 2MS
2FS 2FS
1CS 1CS
‫זכר‬ ‫שׁפט‬
3MS 3MS
3FS 3FS
2MS 2MS
2FS 2FS
1CS 1CS
‫מלך‬
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.)
‫ האב שׁמר את־הדבר‬Gen 37:11* (a
‫ ול)א שׁמרת הברית‬I Kgs 11:11* (b
‫ יהוה כרת את־אברם ברית‬Gen 15:18* (c
‫ יהוה מלך‬Ps 93:1* (d
‫ כי־שׁמרתי דרך‬Ps 18:22* (e
‫ ל)א־זכרת את־היום‬Ezek 16:43* (f
‫ פקד את־העם‬I Kgs 20:15* (g
‫ ל)א זכרה‬Lam 1:9 (h
‫ המלך‬PN‫ ול)א־זכר יואשׁ‬II Chr 24:22 (i
‫ המלך שׁפט‬I Kgs 3:28* (j
PN
‫ כי־פקד יהוה את־חנה‬I Sam 2:21 (k
‫ פקדת הארץ‬Ps 65:10 (l
‫ כי־פקד יהוה את־העם‬Ruth 1:6* (m

Lesson 4 37
‫ מלך ביהודה‬PN‫ ורחבעם‬I 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: ‫ידים סוסות סוסים‬
• Qal Perfect Conjugation – Plural:

‫פקדו פקדתם פקדתן פקדנו‬
• Qal Perfect Conjugation of ‫היה‬
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( ‫סוס‬ ‫סוסים‬ ‫סוסים‬

Feminine ‫סוסה‬ ‫סוסות‬ ‫סוסתים‬
• 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).
‫‘ אבות‬fathers’ (S ‫)אב‬
‫‘ נשׁים‬women’ (S ‫)אשׁה‬
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).
‫‘ ידים‬hands’ (FS ‫(יד‬ ‫‘ אזנים‬ears’ (FS ‫)אזן‬

‫‘ עינים‬eyes’ (FS ‫(עין‬ ‫‘ רגלים‬feet’ (FS ‫)רגל‬
‫עלים‬# ‫‘ נ‬sandals’ (FS ‫)נעל‬
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 — → ‫פקד‬ ‘he attended’

3FS ‫— ה‬ → ‫פקדה‬ ‘she attended’
2MS ‫—ת‬ → ‫פקדת‬ ‘you attended’
2FS ‫—ת‬ → ‫פקדת‬ ‘you attended’
1CS ‫—תי‬ → ‫פקדתי‬ ‘I attended’
3CP ‫—ו‬ → ‫פקדו‬ ‘they attended’
2MP ‫—תם‬ → ‫פקדתם‬ ‘you attended’
2FP ‫—תן‬ → ‫פקדתן‬ ‘you attended’
1CP ‫—נו‬ → ‫פקדנו‬ ‘we attended’
5.3 Qal Perfect Conjugation of ‫היה‬

Qal Perfect
Conjugation The verb ‫‘( היה‬be’) is both frequent and irregular. Here is the Qal
of ‫היה‬
Perfect paradigm of the verb.
3MS ‫‘ היה‬he was’

3CP ‫‘ היו‬they were’
3FS ‫‘ היתה‬she was’
2MS ‫היית‬ ‘you were’ 2MP ‫הייתם‬# ‘you were’
2FS ‫‘ היית‬you were’ 2FP ‫הייתן‬# (not attested)

1CS ‫‘ הייתי‬I was’ 1CP ‫‘ היינו‬we were’
5.4 Vocabulary #5
‫אזן‬ F ear ‫לפני‬ PREP before

‫אשׁר‬# CONJ that, which, who ‫מים‬ M water
‫גוי‬ M nation, people ‫מצרים‬ PN Egypt
‫דרשׁ‬ Q seek ‫עד‬ PREP unto, as far as; until
‫היה‬ Q become, be ‫עין‬ F eye
‫הר‬ M mountain, hill country; with ‫על‬ PREP upon, over
article ‫ההר‬ ‫קרב‬ Q draw near, approach
‫יהודה‬ PN Judah ‫ראשׁ‬ M head; P ‫ראשׁים‬
‫ירושׁלים‬ PN Jerusalem ‫רגל‬ F foot
‫לכד‬ Q capture ‫רוח‬ F spirit, wind
Lesson 5 40
Exercises
1. Write out the plural (right column) and dual (left column) for the following
items and translate.
‫יד‬ ‫אדון‬
‫אזן‬ ‫בהמה‬
‫עין‬ ‫גוי‬
‫רגל‬ ‫דבר‬
‫נעל‬ ‫נביא‬
‫סוס‬
‫סוסה‬
‫רוח‬
‫תורה‬
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
‫לכד‬ ‫שׁפט‬
3MS 3CP 3MS 3CP
3FS 3FS
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP

Lesson 5 41
‫דרשׁ‬ ‫קרב‬
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
‫ ויהוה פקד את־שׂרה‬Gen 21:1 (a
‫ שׁנה על כל־ישׂראל ויהודה‬GL‫ ושׁלשׁ‬GL‫ ובירושׁלם מלך שׁלשׁים‬II Sam 5:5 (b
‫ ואת־יהוה לא דרשׁו‬Isa 9:12* (c
‫אלהים‬6 ‫ כי דרשׁנו את־יהוה‬II Chr 14:6* (d
‫ ובהו‬GL‫ והארץ היתה תהו‬Gen 1:2 (e

GL
‫ דרשׁתי את־יהוה‬Ps 34:5 (f
‫ כי־הייתי לישׂראל לאב‬Jer 31:9 (g
‫ ולא־דרשׁ ביהוה‬I Chr 10:14 (h
‫ קרבו הימים‬Ezek 12:23 (i

Lesson 5 42
‫ כי־עבד היית במצרים‬Deut 16:12 (j
‫ל־אלהים לא קרבה‬
6 ‫ א‬Zeph 3:2* (k
‫ היה במצרים‬PN‫ ויוסף‬Exod 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: ‫דבר־המלך‬
• Chart of Frequent Irregular Nouns:
‫אב אח אחות אישׁ אשׁה‬
‫בית בן בת יום ראשׁ עיר‬
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 ‫ )סמיכות‬consists of

two elements: a noun in the construct state (‫‘ נסמך‬supported’)
followed by one in the absolute state (‫‘ סומך‬supporting’).
‫‘ דבר־ המלך‬the word of the king’

the king (the) word of
ABSOLUTE CONSTRUCT
‫נסמך‬ ‫סומך‬
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 construct—even in the MS and FP.

Absolute ‫דבר‬ ‫דברים‬ ‫דברים‬
Masculine
Construct ‫דבר‬ ‫דברי‬ ‫דברי‬
Absolute ‫אדמה‬$ ‫אדמות‬$ ‫אדמתים‬
Feminine
Construct ‫אדמת‬ ‫אדמות‬ ‫אדמתי‬
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 whíte hoúse versus the Whítehouse. As noted
above, the lack of major stress on the construct noun often
affects its vocalization.
ABSOLUTE ‫‘ דבר‬word’
CONSTRUCT ‫‘ דבר־יהוה‬the 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.
‫‘ נביאי־יהוה‬the prophets of YHWH’ (PN) (1 Kgs 18:4)
‫‘ זהב־הארץ‬the 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).
‫‘ דבר־יהוה‬the word of YHWH’ = ‘YHWH’S word’ (Ezek 1:3)
‫‘ יראת־יהוה‬the fear of YHWH’ (Prov 1:7)
‫‘ ובגדי הקדשׁ‬and 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.
‫‘ כל־ימי־אדם‬all 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).
‫אלהים ואדם‬, ‫בעיני‬

‘in the eyes of God and (in the eyes of) man’ (Prov 3:4)
‫אלהי השׁמים ואלהי הארץ‬,

‘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 ‫אב‬ ‫אב‬ ‫אבות‬ ‫אבות‬$
‘brother’ M ‫אח‬ ‫אחיב י‬,
$ ‫א‬$ ‫אחים‬ ‫אחי‬
‘sister’ F ‫אחות‬ ‫אחות‬$ *‫אחיות‬$ ‫אחיות‬
‘man’ M ‫אישׁ‬ ‫אישׁ‬ ‫אנשׁים‬$ ‫אנשׁי‬
‘woman’ F ‫אשׁה‬ ‫אשׁת‬ ‫נשׁים‬ ‫נשׁי‬
‘house’ M ‫בית‬ ‫בית‬ ‫בתים‬ ‫בתי‬
‘son’ M ‫בן‬ ‫בן‬ ‫בנים‬ ‫בני‬
‘daughter’ F ‫בת‬ ‫בת‬ ‫בנות‬ ‫בנות‬
‘day’ M ‫יום‬ ‫יום‬ ‫ימים‬ ‫ימי‬
‘city’ F ‫עיר‬ ‫עיר‬ ‫ערים‬ ‫ער י‬
‘head’ M ‫ראשׁ‬ ‫ראשׁ‬ ‫ראשׁים‬ ‫ראשׁי‬
Lesson 6 46
6.3 Vocabulary #6
‫אברהם‬ PN Abraham ‫מלאך‬ M messenger, angel

‫אברם‬ PN Abram ‫מקום‬ M place; P ‫מקומות‬
‫הרן‬$ ‫א‬ PN Aaron ‫עמד‬ Q stand
‫אמר‬ Q say ‫פלשׁתים‬ PN Philistines, Philistine
‫בבל‬ PN Babylon ‫פלשׁתי‬,
‫בשׂר‬ M flesh ‫פרעה‬ PN Pharaoh
‫חיים‬ M life ‫צב א‬ M host, army; hard service; P ‫צבאות‬
‫חרב‬ F sword ‫קול‬ M voice, sound
‫אשׁר‬$ ‫כ‬ CONJ as, just as, when ‫שׁכן‬ Q settle, dwell
‫כה‬ ADV thus, so ‫שׁמע‬ Q hear, listen; + ‫ בקול‬obey
Exercises
1. Complete the following construct phrases.
a) ‫אלהים‬, __________ ‘the spirit of God’ (Exod 35:31)
b) ‫‘ __________ יהוה‬the angel/messenger of the Lord’ (Gen 16:11)
c) ‫‘ __________ פלשׁתים‬all of the cities of the Philistines’ (1 Sam 6:18)
d) __________ ‫‘ ראשׁי‬the heads of the mountains’ (Gen 8:5)
e) ‫‘ _________ ישׂראל‬the sons of Israel’ (Exod 1:1)
f) ‫‘ __________ האדם‬the daughters of man’ (Gen 6:2)
g) ‫‘ __________ המקום‬the men of the place’ (Gen 26:7)
h) _______________ ‫‘ אל‬to the house of the women’ (Esth 2:3)
i) ‫‘ __________ אברהם‬in the days of Abraham’ (Gen 26:1)
j) ‫‘ __________ בני־עמון‬the father of the sons of Ammon’ (Gen 19:38)

Lesson 6 47
2. Translate the following construct phrases.

‫ בית ישׂראל‬Lev 10:6 (a
‫ מלך יהודה‬I Kgs 12:23 (b
‫ כל מלכי גוים‬Isa 14:9 (c
‫ כל־מלכי הארץ‬Ps 102:16 (d
‫אלהים‬, ‫כתורת משׁה אישׁ־ה‬ II Chron 30:16 (e
‫ בכל ראשׁי ההרים‬Ezek 6:13 (f
‫מכל־ערי ישׂראל‬ I Sam 18:6 (g
‫כהנים‬
$ ‫הרן ה‬$ ‫ כל־ערי בני־א‬Josh 21:19 (h
‫ בראשׁ דרך־עיר‬Ezek 21:24 (i
person, gender, number, and root) in each sentence.
‫אשׁר שׁמע עבד אברהם את־הדברים‬$ ‫ כ‬Gen 24:52* (a
‫ ואברהם עמד לפני יהוה‬Gen 18:22* (b
‫ שׁפט את־ישׂראל בכל־המקומות‬I Sam 7:16* (c
‫אלהים‬, ‫לוא־שׁמעו בקול יהוה‬ Jer 7:28* (d

Lesson 6 48
‫ מכל הר יהודה ומכל הר ישׂראל‬PN ‫ענקים‬$ ‫ כרת את־ה‬PN‫הושׁע‬

8 ‫ י‬Josh 11:21* (e
‫ יהוה צבאות שׁכן בהר ציון‬Isa 8:18* (f
‫אלהי ישׂראל‬, ‫הרן אמרו אל־פרעה כה־אמר יהוה‬$ ‫ משׁה וא‬Exod 5:1* (g
‫אלהי ישׂראל‬, ‫ כה־אמר יהוה צבאות‬Jer. 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: ‫דברי‬
• Segolate Nouns: ‫מלך‬
• Modal use of the Perfect Conjugation: ‫)ו)פקדתי‬
7.1 Suffixed Pronouns

Suffixed
pronouns English uses different pronominal forms based on the pronoun’s 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.
‫דברי‬ ← ‫י‬ + ‫‘ דבר‬my word’
me word of
(1CS) (MS CST)
‫תורתו‬ ← ‫ו‬
+ ‫‘ תורת‬his 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 ‫ )ת‬is used.
• Suffixed pronouns serve to make a noun definite; nouns with

pronominal suffixes cannot also have the article.
Either ‫‘ תורתו‬his teaching’ or ‫‘ התורה‬the 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
‫‘ סוסי‬my horse’ (stressed on the last syllable)

‫‘ סוסנו‬our horse’ (stressed on the linking vowel)
1) Suffixed pronouns on singular nouns

Suffixed
Added to Masculine Added to Feminine
pronoun
on 3MS (‫( הו‬, ‫ו‬ → ‫‘ דברו‬his word’ → ‫‘ תורתו‬his law’
singular nouns
‫רעהו‬ ‘his friend’
3FS ‫ה‬ → ‫‘ דברה‬her word’ → ‫‘ תורתה‬her law’

2MS ‫ך‬ → ‫‘ דברך‬your word’ → ‫‘ תורתך‬your law’
2FS ‫ך‬ → ‫‘ דברך‬your word’ → ‫‘ תורתך‬your law’
1CS ‫י‬ → ‫‘ דברי‬my word’ → ‫‘ תורתי‬my law’
3MP ‫ם‬ → ‫‘ דברם‬their word’ → ‫‘ תורתם‬their law’
3FP ‫ן‬ → ‫‘ דברן‬their word’ → ‫‘ תורתן‬their law’
2MP ‫כם‬ → ‫‘ דברכם‬your word’ → ‫‘ תורתכם‬your law’
2FP ‫כן‬ → ‫‘ דברכן‬your word’ → ‫‘ תורתכן‬your law’
1CP ‫נו‬ → ‫‘ דברנו‬our word’ → ‫‘ תורתנו‬our law’
Suffixed 2) Suffixed pronouns on plural nouns

pronoun
Added to Masculine Added to Feminine
on
plural nouns 3MS ‫יו‬ → ‫‘ דבריו‬his words’ → ‫‘ תורותיו‬his laws’
3FS ‫יה‬ → ‫‘ דבריה‬her words’ → ‫‘ תורותיה‬her laws’
2MS ‫יך‬ → ‫‘ דבריך‬your words’ → ‫‘ תורותיך‬your laws’
2FS ‫יך‬ → ‫‘ דבריך‬your words’ → ‫‘ תורותיך‬your laws’
1CS ‫י‬ → ‫‘ דברי‬my words’ → ‫‘ תורותי‬my laws’
3MP ‫יהם‬ → ‫‘ דבריהם‬their words’ → ‫‘ תורותיהם‬their laws’
3FP ‫יהן‬ → ‫‘ דבריהן‬their words’ → ‫‘ תורותיהן‬their laws’
2MP ‫יכם‬ → ‫‘ דבריכם‬your words’ → ‫‘ תורותיכם‬your laws’
2FP ‫יכן‬ → ‫‘ דבריכן‬your words’ → ‫‘ תורותיכן‬your laws’
1CP ‫ינו‬ → ‫‘ דברינו‬our words’ → ‫‘ תורותינו‬our laws’
Lesson 7 51
3) Suffixed pronouns on Prepositions and Direct Object Marker

Suffixed pron.
on 3MS ‫ו‬ → ‫‘ לו‬for him’ → ‫‘ אותו‬him’
prepositions
and 3FS ‫ה‬ → ‫‘ לה‬for her’ → ‫‘ אותה‬her’
-‫ את‬,-‫א'ת‬ 2MS ‫ך‬ → ‫‘ לך‬for you’ → ‫‘ אותך‬you’
2FS ‫ך‬ → ‫‘ לך‬for you’ → ‫‘ אותך‬you’
1CS ‫י‬ → ‫‘ לי‬for me’ → ‫‘ אותי‬me’
3MP ‫ ם‬/ ‫הם‬ → ‫‘ להם‬for them’ → ‫‘ אותם‬them’
3FP ‫הן‬ → ‫‘ להן‬for them’ → ‫‘ אתהן‬them’
2MP ‫כם‬ → ‫‘ לכם‬for you’ → ‫‘ אתכם‬you’
2FP ‫כן‬ → ‫‘ לכן‬for you’ → ‫‘ אתכן‬you’
1CP ‫נו‬ → ‫‘ לנו‬for us’ → ‫‘ אותנו‬us’
Note: The prepositions ‫ עם‬and ‫ את‬use different forms with suffixes: –‫ עמ‬and –‫את‬,
respectively (in the case of the preposition ‫את‬, this difference helps to distinguish
it from the object marker ‫)את‬. Also important is the fact that some prepositions,
such as ‫)עלי ( על‬, ‫)אלי ( אל‬, and ‫)עדי ( עד‬, take plural noun suffixes (see chart under
[2] above).
4) Suffixed pronouns on ‫כ‬/‫כ‬/‫ כמו‬and ‫ מן( מן‬+ ‫)מן‬

Suffixed pron.
on 3MS → ‫כמוהו‬ ‘like him’ → ‫ממנו‬ ‘from him’
‫ כ‬and ‫מן‬
3FS → ‫כמוה‬ ‘like her’ → ‫ממנה‬ ‘from her’
2MS → ‫כמוך‬ ‘like you’ → ‫ממך‬ ‘from you’
2FS → ‫כמוך‬ ‘like you’ → ‫ממך‬ ‘from you’
1CS → ‫כמוני‬ ‘like me’ → ‫ממני‬ ‘from me’ 3MS is
3MP → ‫כהם‬ ‘like them’ → ‫מהם‬ ‘from them’ identical to
1CP
3FP → ‫כהן‬ ‘like them’ → ‫מהן‬ ‘from them’
2MP → ‫ככם‬ ‘like you’ → ‫מכן‬ ‘from you’
2FP → ‫ככן‬ ‘like you’ → ‫מכם‬ ‘from you’
1CP → ‫כמונו‬ ‘like us’ → ‫ממנו‬ ‘from us’
About pronouns suffixed to prepositions:

• Suffixed pronouns designate objects on prepositions and on the
direct object marker (the form of which is -‫ את‬or -‫ אות‬with
suffixes).
‫ך ← אמר לך‬ +‫ל‬ ‫אמר‬ ‘he said to you’

you to
(2MS)
Lesson 7 52
‫ם ← עזב אותם‬ + ‫‘ עזב אות‬he 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.
‫מלך* ← מלך‬ ‘king’
Note: A guttural second or third root consonant can affect the

vowels.
‫נער* ← נער‬ ( 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.
‫‘ עבד‬servant’
• Feminine segolate nouns come in two forms: those with

feminine gender inflection (e.g., ‫ערה‬4 ‫ )נ‬and those without (e.g.,
‫)נפשׁ‬. Those with feminine gender inflection (‫ ) ה‬are stressed
on the final syllable.
‫ערה‬4 ‫ה ← נ‬ + *‫‘ נער‬young woman’; P ‫נערות‬
‫‘ נפשׁ* ← נפשׁ‬life’; P ‫נפשׁות‬
• Segolate nouns exhibit their original vowel with some suffixes.

‫י ← ארצי‬ + *‫‘ ארץ‬my land’
Lesson 7 53
• Segolate nouns use a two-syllable pattern in the plural.

SINGULAR ‘king’ ‫מלך* ← מלך‬
PLURAL ‘kings’ ‫( מלך* ← מלכים‬like ‫)דבר‬
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).
‫ואביו שׁמר את־הדבר‬ (subject-verb)

‘(and) his father kept the word’ (Gen 37:11)
‫ושׁמר יה'וה ;אלהיך לך את־הברית‬ (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
(‫ )ושׁמרו דרך יה'וה‬to 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’ (‫ומת‬ ‫)ועזב את־אביו‬
(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 (‫ואמר‬ ‫“ )ועמד‬I do not wish to

marry her”’ (Deut 25:8)
‫ושׁמרת את־המצוה‬
‘(and) you must keep the commandment’ (Deut 7:11)
7.4 Vocabulary #7
‫אהב‬ Q love ] ‫[חק‬B , ‫חק־‬, ‫ח'ק‬ M statute [w/suffixes]

‫אהל‬
' M tent ‫עק'ב‬4 ‫י‬ PN Jacob
‫אכל‬ Q eat ‫לחם‬ M bread, food
[-‫]את‬, ‫את‬, ‫את‬ PREP with [w/suffixes] ‫לילה‬ M night
‫בגד‬ M garment ‫מא'ד‬ M strength; ADV exceedingly
‫בקר‬ M cattle, ox, herd ‫מצוה‬ F commandment; P ‫מצות‬
‫גם‬ ADV also, even ‫עזב‬ Q abandon, forsake
‫הל ך‬ Q walk, go ‫צ'אן‬ M/F sheep, flock
‫זבח‬ Q slaughter ‫שׁער‬ M gate
‫חסד‬ 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) ‫‘ לחמ‬my bread’
b) ‫‘ חסד‬your (MS) loyalty’
c) ‫‘ בקר‬their (M) cattle’ (S – collective)
d) ‫ער‬4 ‫‘ שׁ‬their (MP) gates’
e) ‫‘ על‬upon us’
f) ‫( א'ת‬direct object marker) ‘you (FS)’
g) ‫‘ לאלה‬to/for their (F) gods’
h) ‫‘ אל‬to him’
i) ‫חק‬B ‘my statute’
j) ‫‘ מצות‬his commandment’
person, gender, number, and root) in each sentence. Also, indicate whether
each verb is modal or non-modal.
‫אד 'ני אברהם ל'א־עזב חסדו‬4 ‫ יה'וה ;אלהי‬Gen 24:27* (a
‫ הלך לדרכו‬PN‫ וגם־בלק‬Num 24:25 (b
‫ כי ל'א אכל לחם כל־היום וכל־הלילה‬I Sam 28:20 (c
‫ ול'א־הלכו בניו בדרכיו‬I Sam 8:3 (d

‫‪Lesson 7‬‬ ‫‪56‬‬
‫‪ Deut 7:11 (e‬ושׁמרת את־המצוה ואת־ה ‪B‬חקים‬
‫‪ Gen 37:4 (f‬א'תו אהב ‪4‬אביהם מכל־אחיו‬
‫‪ Deut 6:5 (g‬ואהבת את יה'וה ;אלהיך בכל־לבבך ובכל־נפשׁך ובכל־מא'דך‬
‫‪ Deut 12:21* (h‬וזבחת מבקרך ומצ'אנך ואכלת בשׁעריך‬
‫‪ Deut 11:1* (i‬ואהבת את יה'וה ;אלהיך ושׁמרת ‪B‬חק'תיו ומצותיו‬
‫הושׁע כתב‪ GL‬את־הדברים בספר‪ GL‬תורת ;אלהים‬

‫‪ Josh 24:26* (j‬י ‪B‬‬
‫‪3. From the nouns in your cumulative vocabulary create five sentences with at least‬‬
‫‪one noun + suffixed pronoun each.‬‬
‫____________________________________________________________ )‪a‬‬
‫____________________________________________________________ )‪b‬‬
‫____________________________________________________________ )‪c‬‬
‫____________________________________________________________ )‪d‬‬
‫____________________________________________________________ )‪e‬‬
Lesson 8
Lesson Summary:
• Qal Imperfect Conjugation: ‫יפקד‬
• Past Narrative Conjugation: ‫ויפקד‬
• Qal Imperfect Conjugation of: ‫היה‬
• ‫ויהי‬
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 ‫יפקד‬ ‘he will attend’ 3MP ‫יפקדו‬ ‘they will attend’
3FS ‫תפקד‬ ‘she will attend’ 3FP ‫תפקדנה‬ ‘they will attend’
2MS ‫תפקד‬ ‘you will attend’ 2MP ‫תפקדו‬ ‘you will attend’
2FS ‫תפקדי‬ ‘you will attend’ 2FP ‫תפקדנה‬ ‘you will attend’
1CS ‫אפקד‬ ‘I will attend’ 1CP ‫נפקד‬ ‘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 Passé Simple). In Biblical Hebrew an
archaic past tense verb predominates and is mostly restricted to past
narrative passages.
Lesson 8 58
‫ויאכל וישׁת ויקם וילך‬

‘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: •‫( ו‬forms without the •‫ ו‬exist primarily in poetic texts).
‫‘ יפקד‬he will visit’ (Imperfect)

‫‘ ויפקד‬he visited’ (Past)
Qal Imperfect 8.3 Qal Imperfect Conjugation of ‫היה‬

Conjug. of
‫היה‬
The verb ‫‘( היה‬be’) is both frequent and irregular. Here is the
paradigm of the Qal Imperfect Conjugation of the verb.
3MS ‫יהיה‬ ‘he will be’ 3MP ‫יהיו‬ ‘they will be’
3FS ‫תהיה‬ ‘she will be’ 3FP ‫תהיינה‬ ‘they will be’
2MS ‫תהיה‬ ‘you will be’ 2MP ‫תהיו‬ ‘you will be’
2FS ‫תהיי‬ ‘you will be’ 2FP ‫תהיינה‬ ‘you will be’
1CS ‫אהיה‬ ‘I will be’ 1CP ‫נהיה‬ ‘we will be’
8.4 ‫ויהי‬
The Verb
Form ‫ויהי‬ The 3MS Past Narrative form of ‫ – ויה י – היה‬is 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’.
‫ויהי יהוה את־יוסף ויהי אישׁ מצליח‬

‘YHWH was with Joseph and he became a successful man’ (Gen
39:2)
‫ויהי דבר־יהוה אל־שׁמואל‬

‘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.
‫ויהי בעת ההוא ויאמר )אבימלך‬

‘and then at about that time (lit. and it was at that time and)
Abimelek said . . .’ (Gen 21:22)
‫ויהי אישׁ אחד מן־הרמתים‬

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

‫אם‬ COND if ‫ספר‬ M scroll, document, book
‫ויאמר‬ Q 3MS PAST √ ‫אמר‬ ‫עולם‬ M forever, antiquity
‫חטאת‬ F sin, sin-offering ‫עץ‬ M tree; P wood
‫יהונתן‬ PN Jonathan ‫צ דק‬ M righteousness
‫יצחק‬ PN Isaac ‫שׁאול‬ PN Saul
‫כבוד‬ M glory, honor, wealth ‫שׁמואל‬ PN Samuel
‫כ תב‬ Q write ‫שׁתים‬, ‫שׁנים‬ 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
‫כתב‬ ‫שׁפט‬
3MS 3MP 3MS 3MP
3FS 3FP 3FS 3FP
2MS 2MP 2MS 2MP
2FS 2FP 2FS 2FP
1CS 1CP 1CS 1CP
‫דרשׁ‬ ‫שׁכן‬
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.
‫ וגם )אני שׁמעתי את־קול בני ישראל ואזכר את־בריתי‬Exod 6:5* (a
‫ ויכתב משׁה את כל־דברי יהוה‬Exod 24:4 (b
‫אלהים את־בריתו את־אברהם‬8 ‫ ויזכר‬GL‫אלהים את־נ )אקתם‬8 ‫ וישׁמע‬Exod 2:24 (c

‫את־יצחק ואת־י )עקב‬
‫ והוא ישׁפט־ארץ בצדק‬Ps 9:9* (d

‫‪Lesson 8‬‬ ‫‪61‬‬
‫‪ Gen 17:9 (e‬ויאמר ‪8‬אלהים אל־אברהם ואתה את־בריתי תשׁמר‬
‫‪ Josh 24:27* (f‬כי־היא שׁמעה את כל־אמרי‪ GL‬יהוה‬
‫הושׁע את־הדברים בספר תורת ‪8‬אלהים‬

‫‪ Josh 24:26* (g‬ויכתב י ‪:‬‬
‫‪ I Sam 7:15 (h‬וישׁפט שׁמואל את־ישראל כל ימי חייו‬
‫‪ Deut 28:9 (i‬כי תשׁמר את־מצות יהוה ‪8‬אלהיך והלכת בדרכיו‬
‫‪ I Sam 18:3* (j‬ויכרתו יהונתן ודוד ברית‬
‫‪ I Sam 23:18 (k‬ויכרתו שׁניהם ברית לפני יהוה ויהונתן הלך לביתו‬
‫‪ Exod 24:16 (l‬וישׁכן כבוד־יהוה על־הר סיני‬

‫‪PN‬‬
‫‪3. From the nouns in your cumulative vocabulary create five sentences with at least‬‬
‫‪one imperfect or past narrative verb each.‬‬
‫____________________________________________________________ )‪a‬‬
‫____________________________________________________________ )‪b‬‬
‫____________________________________________________________ )‪c‬‬
‫____________________________________________________________ )‪d‬‬
‫____________________________________________________________ )‪e‬‬
Lesson 9
Lesson Summary:
• Adjectives: ‫קדושׁ‬
• Demonstrative Pronouns:
Near – ‫זה זאת אלה‬
Far – ‫הוא היא המה הנה‬
9.1 Adjectives
Adjectives Adjectives modify nouns by specifying attributes of the noun.
‫‘ גוי צדיק‬a righteous nation’ (Isa 26:2)
Biblical Hebrew has relatively few pure adjectives. The construct

relationship is used more often to modify nouns.
‫‘ במקום הקדשׁ‬in the place of holiness’

= ‘the holy place’ (construct) (Lev 10:17)
‫‘ במקום קדושׁ‬in 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) ‫גדול‬ ‫גדולים‬
Masculine
Construct (CST) ‫גדול‬ ‫גדולי‬
Absolute (ABS) ‫גדולה‬ ‫גדולות‬
Feminine
Construct (CST) ‫גדולת‬ ‫גדולות‬
• Adjectives must agree with the modified noun in both gender

and number (dual nouns are modified by plural adjectives).
‫‘ אישׁ צדיק‬a righteous man’ (Gen 6:9)

‫‘ "אנשׁים רשׁעים‬evil men’ (2 Sam 4:11)
‫‘ ידים רפות‬a 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.)
‫‘ טוב הדבר‬the word (is) good’ (Deut 1:14)

‫‘ טובה הארץ‬the 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.
‫‘ עיר גדולה‬a great city’ (Josh 10:3)

‫‘ העיר הגדולה‬the great city’ (Gen 10:12)
Substantive • Adjectives can be substantival (i.e., used as a nouns).

Adjectives
‫‘ צדיק עבדי‬a righteous man, my servant’ (Isa 53:11)
Comparative • Adjectives can express the comparative and superlative.

and
Superlative ‫‘ אחיו הקטן‬his brother who (was) younger’ (Gen 48:19)
Note: comparison is often expressed with the preposition ‫מן‬.

‫(‘ טובה ממנה‬she is) better than her’ (Judg 15:2)
‫‘ בתי הגדולה‬my 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.
‫קדשׁים‬, ‫‘ קדשׁ‬holy 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
‫‘ הגוי הזה‬this nation’ (attributive)

‫‘ זה הדבר‬this (is) the word’ (predicative)
Demonstrative pronouns may be used substantivally, i.e., as a noun.
‫שׁלחו את־זאת‬
‘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 ‫זה‬ M
Near these ‫אלה‬
F this ‫זאת‬ F
M that ‫הוא‬ M those ‫המ ה‬

Far
F that ‫היא‬ F those ‫הנ ה‬
9.5 Vocabulary #9
‫אל‬ ADV NEG not (w/commands) ‫קטנה‬, ‫קטן‬ ADJ (M, F) small
‫בין‬ PREP between ‫קרא‬ Q call, proclaim, read
‫גדול‬ ADJ great ‫רעה‬, ‫רע‬ ADJ (M, F) bad, evil
‫חיה‬ F animal ‫רעב‬ M famine, hunger
‫חכם‬ ADJ wise ‫רשׁע‬ ADJ wicked
‫טוב‬ ADJ good, pleasant ‫שׂדה‬ M field; P ‫שׂדות‬
‫כבד‬ ADJ heavy ‫שׁכב‬ Q lie (down)
‫מי‬ INTER who? ‫שׁלח‬ Q send
‫נתן‬ Q give, place, set ‫שׁם‬ M name; P ‫שׁמות‬
‫צדיק‬ 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.
‫ רעים‬PN ‫ ואנשׁי סדם‬Gen 13.13 (a
‫ ואמרנו חיה רעה אכלה אתו‬Gen 37:20 (b
PN
‫ ושׁם הקטנה רחל‬PN ‫ שׁתי בנות שׁם הגדלה לאה‬PN ‫ וללבן‬Gen 29:16 (c
‫יהוה הצדיק ו "אני ועמי הרשׁעים‬ Exod 9:27 (d
‫וידי משׁה כבדים‬ Exod 17:12 (e
‫ ויאמר שׁאול לנ "ערו טוב דברך‬I Sam 9:10 (f

Lesson 9 66
‫ והאישׁ גדול מאד‬I Sam 25:2 (g
‫ וה "אנשׁים טבים לנו מאד‬I Sam 25:15 (h
‫ כי אישׁ חכם אתה‬I Kgs 2:9 (i
‫ ואנכי נער קטן‬I Kgs 3:7 (j
‫ ונערים קטנים הלכו מן־העיר‬II Kgs 2:23* (k
‫ וילכדו מארץ ישׂראל נ "ערה קטנה‬II 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.
‫חקים ומשׁפטים צדיקים ככל התורה הזאת "אשׁר‬8 ‫ ומי גוי גדול "אשׁר־לו‬Deut 4:8* (a
‫נתן יהוה לפניכם היום‬
‫ אפקד על־הגוי ההוא‬GL ‫ במלך בבל בחרב וברעב ובדבר‬Jer 27:8* (b
‫ ותאמר אל־העבד מי־האישׁ בשדה ויאמר העבד הוא "אדני‬Gen 24:65* (c
‫ ויאמרו אלה <אלהיך ישׂראל‬Exod 32:4 (d
‫ "אני יהוה הוא שׁמי‬Isa 42:8 (e
‫ הנביא מירושׁלם‬PN ‫ ואלה דברי הספר "אשׁר שׁלח ירמיה‬Jer 29:1 (f
5. From the nouns in your cumulative vocabulary create five sentences with at least
one adjective or demonstrative pronoun each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 10
Lesson Summary:
• Qal Active Participle: ‫פוקד‬
• Qal Passive Participle: ‫פקוד‬
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 ‫פוקד‬ ‫פוקדים‬
Masculine
CST ‫פוקד‬ ‫פוקדי‬
ABS ‫ פוקדה‬/ ‫פוקדת‬ ‫פוקדות‬
Feminine
CST ‫ פוקדת‬/ ‫פוקדת‬ ‫פוקדות‬
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).
‫ושמואל שכב בהיכל יהוה‬

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

the ‫ ה‬functions as a relative word, and the participle is the
main verb within a relative clause that modifies a noun.
‫האיש השכב עם־האשה‬

‘the man who lies with the woman’ (Deut 22:22)
The ‫ה‬, though, is not always present to introduce the relative:
‫ונתת לעבדך לב שמע‬

‘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.
‫‘ שפטי ישׂראל‬the 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 ‫פקוד‬ ‫פקודים‬
Masculine
CST ‫פקוד‬ ‫פקודי‬
ABS ‫פקודה‬ ‫פקודות‬
Feminine
CST ‫פקודת‬ ‫פקודות‬
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.
‫כי עשׂית זאת ארור אתה‬

‘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 ‫ה‬:
‫( אנכי עשׂיתי את־הארץ בזרועי הנטויה‬Jer 27:5*)

‘I made the earth with my arm that (was) stretched out’
Lesson 10 70
10.4 Vocabulary #10
‫אדמה‬. F ground, land ‫מה‬ INTER what? how?

‫אמת‬/ F truth, faithfulness ‫מלא‬ ADJ full; Q be full, fill
‫אסף‬ Q gather, remove ‫מראה‬ M appearance, vision
‫בור‬, ‫באר‬ M well, pit, cistern ‫נגד‬ ADV, PREP in front of, in sight of,
‫בטח‬ Q trust opposite to
‫היכל‬ M palace, temple ‫פן‬ CONJ lest
‫הרג‬ Q kill, slay ‫קדש‬ M holiness, sacredness
‫זקן‬ ADJ old; VB Q be old ‫שאל‬ Q inquire, ask
‫מדבר‬ M wilderness ‫שבע‬, ‫שבעה‬ M, F seven
‫שכח‬ 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.
‫אשר אתה‬. ‫אלהי אברהם אביך ואלהי יצחק הארץ‬/ ‫אני יהוה‬. ‫ ויאמר‬Gen 28:13* (a
‫שכב עליה היא לך ולזרעך‬
‫ת־אביכן‬
. ‫ עבדתי א‬GL‫ כי בכל־כחי‬GL‫ ואתנה ידעתן‬Gen 31:6 (b
‫אלהים‬/ ‫ ה‬GL‫ כי‬GL‫ לא־אתם שלחתם אתי הנה‬GL‫ ועתה‬Gen 45:8 (c
‫יהושע זקן ויאמר יהוה אליו אתה זקנתה‬

9 ‫ ו‬Josh 13:1* (d
‫ ויאמרו אליו הנה אתה זקנת ובניך לא הלכו בדרכיך‬I Sam 8:5 (e
‫אשר אתה בטח בו‬. ‫אלהיך‬/ II Kgs 19:10 (f

‫‪Lesson 10‬‬ ‫‪72‬‬
‫‪ Jer 5:17* (g‬ערים ‪.‬אשר אתה בוטח בהן‬
‫כה אמר סנחריב‪ PN‬מלך אשור‪ PN‬על־מה אתם בטחים‬ ‫‪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* (a‬ואברהם עמד לפני יהוה‬
‫‪ Gen 25:28 (b‬ורבקה ‪ PN‬אהבת את־י ‪.‬עקב‬
‫‪ Exod 34:10 (c‬ויאמר הנה ‪ GL‬אנכי כרת ברית נגד כל־עמך‬
‫‪ I Kgs 3:23 (d‬ויאמר המלך זאת אמרת זה־בני‬
‫‪GL‬‬
‫‪ Deut 22:29* (e‬ונתן האיש השכב עמה הנ ‪.‬ערה כסף‬
‫‪ Gen 12:12* (f‬ואמרו אשתו זאת והרגו אתי‬
‫‪GL‬‬
‫‪ Exod 4:23* (g‬הנה אנכי הרג את־בנך בכרך‬
‫‪ Deut 10:12 (h‬ועתה ישׂראל מה יהוה ‪/‬אלהיך שאל מעמך‬
‫שאלים מאתו מלך‬

‫‪ I Sam 8:10 (i‬ויאמר שמואל את כל־דברי יהוה אל־העם ה ‪.‬‬
‫ויאמר המלך אל־ירמיהו‪ PN‬שאל ‪.‬אני אתך דבר‬ ‫‪Jer 38.14 (j‬‬
Lesson 10 73
‫ספי רעב בארץ‬9 ‫א‬. GL ‫ ולא־יהיו עוד‬Ezek 34.29 (k
‫ כי־המלך ב>טח ביהוה‬Ps 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: ‫פקד הפקיד‬
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 verb’s conjugation (e.g., Perfect),

there are binyan affixes which indicate a verb’s binyan. These
binyan affixes indicate a verb’s “valency”—whether it is active,
passive, reflexive, or causative.
Simple Factitive/Resultative Causative

Binyanim Chart Active Qal ‫קדשׁ‬ Piel ‫קדשׁ‬ Hifil ‫הקדישׁ‬
‘Abram was holy’ ‘Abram consecrated Sarai’ ‘Abram caused Sarai to
(Abram made Sarai to be holy) treat X as holy’
Passive Nifal ‫נקדשׁ‬ Pual ‫קדשׁ‬ Hofal *‫הקדשׁ‬
‘Abram was ‘Abram was made to be holy’ ‘Abram was caused to
consecrated’ treat X as holy’
Reflexive Nifal ‫נקדשׁ‬ Hitpael ‫התקדשׁ‬
*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 ‫פקד‬, 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
‫‘ פקד‬he visited, attended to’

‫‘ נפקד‬he was visited’
‫‘ פקד‬he mustered’ (i.e., ‘he made him attend to’)
‫‘ התפקד‬he mustered (himself)’
‫‘ פקד‬he was mustered’ (i.e., ‘he was made to be attended to’)
‫‘ הפקיד‬he caused him to be overseer/attend to’
‫‘ הפקד‬he was caused to be overseer/attend to’
The system of binyanim is not usually as “neat” as ‫ קדשׁ‬or ‫ פקד‬may

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 ‫( דבר‬Piel ‘he spoke’) and ‫השׁליך‬
(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 ‫פקד‬ ‫פקד‬ ‫הפקיד‬
3FS ‫פקדה‬ ‫פקדה‬ ‫הפקידה‬
2MS ‫פקדת‬ ‫פקדת‬ ‫הפקדת‬
2FS ‫פקדת‬ ‫פקדת‬ ‫הפקדת‬
1CS ‫פקדתי‬ ‫פקדתי‬ ‫הפקדתי‬
3CP ‫פקדו‬ ‫פקדו‬ ‫הפקידו‬
2MP ‫פקדתם‬ ‫פקדתם‬ ‫הפקדתם‬
2FP ‫פקדתן‬ ‫פקדתן‬ ‫הפקדתן‬
1CP ‫פקדנו‬ ‫פקדנו‬ ‫הפקדנו‬
‘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 ‫( ה‬or ‫ ה‬with an i-class vowel) prefix.
11.3 Vocabulary #11
‫אבד‬ Q perish; PI, HI destroy ‫כנ (עני‬, ‫כנען‬ PN Canaan, Canaanite

‫בקשׁ‬ PI seek ‫כסף‬ M silver, money
‫גדל‬ Q be great; PI make great, ‫מצא‬ Q find
grow/raise ‫עשׂה‬ Q do, make, act
‫דבר‬ PI speak ‫קדשׁ‬ Q be holy; PI consecrate
‫הנ ה‬ INTJ behold, see! ‫שׂר‬ M official, captain, prince; P
‫זהב‬ M gold ‫שׂרים‬
‫חטא‬ Q sin ‫שׁכם‬ HI wake early
‫ידע‬ Q know ‫שׁלך‬ HI throw, cast
‫י שׁב‬ Q sit, dwell ‫שׁמד‬ HI annihilate
‫כבד‬ Q be heavy; PI, HI make ‫שׁמים‬ M heavens
heavy, honor ‫תחת‬ PREP under, beneath
Lesson 11 77
Exercises
1. Based on the Qal meaning, translate the following verb forms: e.g., ‫נשׁמר‬
(Nifal) ‘he was guarded’
)Hifil( ‫) הקריב‬e )Nifal( ‫) נשׁפט‬a
)Pual( ‫) שׁלח‬f )Hifil( ‫) הזכיר‬b
)Piel( ‫) קדשׁ‬g )Hofal( ‫) הכרת‬c
)Piel( ‫) גדל‬h )Hitpael( ‫) התקדשׁ‬d
2. Write out the Piel Perfect paradigm for the following verbs. Include the
appropriate personal pronouns with each form.
‫דבר‬ ‫בקשׁ‬
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.‬‬
‫שׁלך‬ ‫שׁכם‬
‫‪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 (a‬כ (אשׁר דבר (אליהן מלך מצרים‬
‫‪ Isa 1:2 (b‬כי יהוה דבר בנים גדלתי‬
‫‪ I Sam 15:2 (c‬והשׁכים אבשׁלום ‪ PN‬ועמד על־יד דרך השער‬
‫‪ II Kgs 21:9* (d‬ישׂראל עשׂה את־הרע מן־הגוים (אשׁר השׁמיד יהוה מפני ‪ GL‬בני‬
‫ישׂראל‬
‫‪ Josh 4:14* (e‬ביום ההוא גדל יהוה את־יהושׁע בעיני כל־ישׂראל‬
‫‪ Josh 10:11 (f‬ויהוה השׁליך (עליהם (אבנים גד ‪9‬לות מן־השמים‬

‫‪Lesson 11‬‬ ‫‪79‬‬
‫ל־עבדיך הנביאים (אשׁר דברו בשׁמך אל־מלכינו שׂרינו‬

‫‪ Dan 9:6 (g‬ול‪9‬א שׁמענו א (‬
‫ו (אב‪9‬תינו ואל כל־עם הארץ‬
‫‪ I Sam 13:14* (h‬יהוה בקשׁ לו אישׁ כלבבו‬
‫‪ Isa 1:12 (i‬מי־בקשׁ ז‪9‬את מידכם‬
‫‪ Deut 4:29* (j‬ובקשׁתם משם את־יהוה =אלהיך ומצאת כי תדר ‪9‬שׁ אותו בכל־לבבך‬
‫ובכל־נפשׁך‬
‫‪ Deut 12:3 (k‬ואבדתם את־שׁמם מן־המקום ההוא‬
‫‪ Josh 7:9* (l‬וישׁמעו הכנ (עני וכ‪9‬ל י ‪9‬שׁבי הארץ והכריתו את־שׁמנו מן־הארץ‬
‫כ (אשׁר כבדו מצרים ופרע‪9‬ה את־לבם‬ ‫‪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: ‫חזק עמד‬
• II-Guttural Verbs: ‫שׁחט‬ ‫בר ך‬
• III-Guttural Verbs: ‫שׁלח‬
17.1 Introduction to Guttural Verbs

Guttural
Verbs You should remember from Lesson 2 (2.5) that the guttural
consonants (‫א‬, ‫ה‬, ‫ ח‬and ‫ )ע‬have three main characteristics.
• Characteristic #1: Gutturals (and ‫ )ר‬cannot 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.
‫ יעמד‬instead of *‫( יעמד‬compare to ‫)יפקד‬
• #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
‫ יעמד‬instead of *‫( יעמד‬compare ‫)יפקד‬

‫ יחזק‬instead of *‫( יחזק‬compare ‫)יכבד‬
Note: Both dynamic and stative 1CS Qal Impf. Have (segol) as
the prefix vowel: ‫ אעמד‬and ‫אחזק‬
• #3: Qal Imperative and Infinite Construct will have (chatef

patach) under the first radical.
‫ עמד‬instead of *‫( עמד‬compare ‫)פקד‬
Note: In I-Guttural verbs, the chatef vowel will always be the

same class as that of the preceding vowel (where there is one).
‫( יעמיד העמיד‬Hifil 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.
‫( יעמד‬Qal 3MS Imperfect) BUT ‫( יעמדו‬Qal 3MP Imperfect)
I-Guttural: Representative Forms

QAL
NIFAL PI, PU, HITP HIFIL HOFAL
DYNAMIC STATIVE
PERF ‫חזק עמד‬ ‫נעמד‬ R ‫העמיד‬ ‫ה &עמד‬
IMPF ‫יחזק יעמד‬ ‫יעמד‬ E ‫יעמיד‬ ‫י &עמד‬
PAST ‫ויחזק ויעמד‬ ‫ויעמד‬ G ‫ויעמד‬ ‫וי &עמד‬
IMPV ‫חזק עמד‬ ‫העמד‬ U ‫העמד‬
INF CST ‫חזק עמד‬ ‫העמד‬ L ‫העמיד‬ ‫ה &עמד‬
INF ABS ‫חזוק עמוד‬ ‫העמד נעמד‬ A ‫העמד‬ ‫ה &עמד‬
PTCP ‫חזק עומד‬ ‫נעמד‬ R ‫מעמיד‬ ‫מ &עמד‬
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 ‫ ר‬the vowel always lengthens:
‫ ברך‬instead of *‫( ברך‬compare ‫)פקד‬
Lesson 17 115
Before ‫ א‬the vowel usually lengthens:

‫ באר‬instead of *‫באר‬
Before ‫ה‬, ‫ח‬, or ‫ ע‬the vowel usually does not lengthen:

‫ נחם‬instead of *‫נחם‬
• #2: Qal Imperfect and Imperative have an a-class theme

vowel with both stative and dynamic roots.
Stative: ‫( יאהב‬expected)
Dynamic: ‫ ישׁחט‬instead of *‫( ישׁחט‬compare ‫)יפקד‬
• #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.
‫ בחרה‬instead of *‫( בחרה‬compare ‫)פקדה‬

‫ בחרו‬instead of *‫( בחרו‬compare ‫)פקדו‬
Note: ‫ ר‬does not always require a compound sheva: ‫ברכו‬
II-Guttural: Representative Forms

(two different roots appear in this paradigm since none appears in all binyanim)
QAL NIFAL PIEL PUAL HITPAEL
PERF ‫שׁחט‬ ‫נשׁחט‬ ‫ברך‬ ‫ברך‬ ‫התברך‬
IMPF ‫ישׁחט‬ ‫ישׁחט‬ ‫יברך‬ ‫יברך‬ ‫יתברך‬
PAST ‫וישׁחט‬ ‫וישׁחט‬ ‫ויברך‬ ‫ויברך‬ ‫ויתברך‬
IMPV ‫שׁחט‬ ‫השׁחט‬ ‫ברך‬ ‫התברך‬
INF CST ‫שׁחט‬ ‫השׁחט‬ ‫ברך‬ ‫התברך‬
INF ABS ‫שׁחוט‬ ‫נשׁחט‬ ‫ברך ברוך‬ ‫התברך‬
PTCP ‫שׁוחט‬ ‫נשׁחט‬ ‫מברך‬ ‫מברך‬ ‫מתברך‬
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
‫ישׁלחו שׁלחו‬
Lesson 17 116
• #2: Some forms have an a-class theme vowel.

‫ ישׁלח‬instead of *‫( ישׁלח‬compare ‫)יפקד‬
‫( השׁלח‬HIF 2MS IMV) instead of *‫( השׁלח‬compare ‫)הפקד‬
BUT, some non-a-class theme vowels remain. In these cases, a

furtive patach appears before R3.
‫ השׁליח‬instead of *‫( השׁליח‬compare ‫)הפקיד‬
• #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.
‫ אשׁלחך‬instead of *‫( אשׁלחך‬compare ‫)אפקדך‬
III-Guttural: Representative Forms

QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF ‫שׁלח‬ ‫נשׁלח‬ ‫שׁלח‬ ‫שׁלח‬3 ‫השׁתלח‬ ‫השׁליח‬ ‫השׁלח‬
IMPF ‫ישׁלח‬ ‫ישׁלח‬ ‫י שׁלח‬ ‫שׁלח‬3 ‫י‬ ‫ישׁתלח‬ ‫ישׁליח‬ ‫ישׁלח‬
PAST ‫וישׁלח‬ ‫וישׁלח‬ ‫וישׁלח‬ ‫שׁלח‬3 ‫וי‬ ‫וישׁתלח‬ ‫וישׁלח‬ ‫וישׁלח‬
IMPV ‫שׁלח‬ ‫השׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫ה שׁלח‬
INF
CST ‫שׁלח‬ ‫השׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫השׁליח‬
INF
ABS ‫שׁלוח‬ ‫נשׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫ה שׁלח‬ ‫ה שׁלח‬
PTCP ‫שׁולח‬ ‫נשׁלח‬ ‫משׁלח‬ ‫שׁלח‬3 ‫מ‬ ‫משׁתלח‬ ‫משׁליח‬ ‫משׁלח‬
Note: The infixed ‫ ת‬of the Hitpael and R1 of roots that begin with a
sibilant undergo metathesis, i.e., the ‫ ת‬switches places with a ‫ז‬, ‫ס‬, ‫ צ‬, ‫שׂ‬
or ‫שׁ‬.
Lesson 17 117
17.5 Vocabulary #17
‫אמן‬ Q support; HI believe ‫כב שׁ‬ Q subdue, dominate

‫אשׁם‬ M guilt, guilt offering ‫מועד‬ M meeting, appointed time
‫בח ר‬ Q choose ‫מרכבה‬ F chariot
‫חזק‬ Q be strong; PI strengthen; HI ‫נאף‬ Q PI commit adultery
seize, grasp ‫נחם‬ NI be sorry, regret, comforted; PI
‫ח שׁב‬ Q think, devise; NI be reckoned comfort, console
‫יונה‬ F dove; PN Jonah ‫עדה‬ F congregation
‫ישׁע‬9 M deliverance, rescue, salvation ‫פתח‬9 M opening
‫שׁחט‬ Q slaughter
Exercises
1. Parse the following Guttural verbs.
‫) ויעזב‬f ‫) מנאף‬a
‫) ב &חרי‬g ‫) וישׁלח‬b
‫) יחשׁב‬h ‫) האמינו‬c
‫) שׁכננו‬i ‫) ינחמו‬d
‫) נחמו‬j ‫) בטח‬e
2. Translate the following verses. Identify and parse the verbs in each sentence.
‫ ואתם חשׁבתם עלי רעה אלהים חשׁב אותה לטבה‬Gen 50:20* (a
‫ ויחזק יהוה את־לב פרעה ולא שׁלח את־בני ישׂראל‬Exod 10:20 (b

‫‪Lesson 17‬‬ ‫‪118‬‬
‫‪ I Kgs 22:35 (c‬והמלך היה מ &עמד במרכבה‬
‫‪ Gen 24:67* (d‬ותהי־לו לאשׁה ויאהב אותה וינחם יצחק אחרי אמו‬
‫הושׁע בחר־לנו אנשׁים‬

‫ויאמר משׁה אל־י ‪3‬‬ ‫‪Exod 17:9 (e‬‬
‫‪ Lev 7:2 (f‬במקום אשׁר ישׁחטו את־העלה ישׁחטו את־האשׁם‬
‫‪ Josh 18:1 (g‬ויקהלו כל־עדת בני־ישׂראל שׁלה ‪ PN‬וישׁכינו שׁם את־אהל מועד והארץ‬
‫נכבשׁה לפניהם‬
‫‪ Isa 40:1 (h‬נחמו נחמו עמי יאמר אלהיכם‬
‫‪ Deut 5:18 (i‬ולא תנאף‬
‫‪ Gen 9:1 (j‬ויברך אלהים את־נח ואת־בניו‬
‫‪ Gen 8:8 (k‬וישׁלח את־היונה מאתו‬
‫‪ Gen 26:29* (l‬ונשׁלח אותך בשׁלום‬
‫‪ Gen 18:10 (m‬והנה־בן לשׂרה אשׁתך ושׂרה שׁמעת פתח האהל‬
‫‪ Exod 5:2 (n‬ויאמר פרעה מי יהוה אשׁר אשׁמע בקלו לשׁלח את־ישׂראל לא ידעתי‬
‫את־יהוה וגם את־ישׂראל לא אשׁלח‬
‫‪Lesson 17‬‬ ‫‪119‬‬
‫‪ I Kgs 1:11 (o‬ויאמר נתן ‪ PN‬אל־בת־שׁבע ‪ PN‬אם־שׁלמה ‪ PN‬לאמר הלוא שׁמעת כי מלך‬
‫אדניהו‪ PN‬בן־חגית ‪ PN‬ואדנינו דוד לא ידע‬
‫‪ Isa 17:10 (p‬כי שׁכחת אלהי ישׁעך‬

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Lesson 19
Lesson Summary:
• I-Alef Weak Verbs: ‫אכל‬
• III-Alef Weak Verbs: ‫מלא מצא‬
19.1 I-Alef Weak Verbs

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

Gl
Qal 3MS Imperfect (stative) ‫ אהב‬is ‫יאהב‬
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:
‫‘ אמר‬he said’
‫‘ אבה‬he was willing’ Mnemonic: ‘He said: I am willing
‫‘ אכל‬he ate’ to eat what I bake
‫‘ אבד‬he perished’ even if I perish!’
‫‘ אפה‬he baked’
Quiescent In the Qal Imperfect and Past Narrative conjugations the initial ‫ א‬in
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.

‫( יאכל‬compare ‫)יכתב‬
• The prefix vowel becomes a .

‫( יאכל‬compare ‫)יאהב‬
Lesson 19 128
• The theme vowel (the vowel between R2 and R3) becomes .

‫( יאכל‬compare ‫)יאזר‬
Note: The theme vowel also appears as in pausal forms, as in
‫יאכל‬, and as in the Past Narrative of ‫ אמר‬as ‫ויאמר‬.
• Often the R1 ‫ א‬is not written in the 1CS form.

‫ אכל‬instead of *‫אאכל‬
19.2 III-Alef Weak Verbs

A similar phenomenon takes place in III-Alef verbs as in I-Alef: the
‫ א‬becomes quiescent. When the ‫ א‬becomes quiescent it cannot close
a syllable.
‫ מצאת‬instead of *‫מצאת‬
• The quiescent ‫ א‬cannot be vocalized with a sheva.
• a BeGaD KeFaT letter following the quiescent ‫ א‬never has a

dagesh qal.
• The vowel preceding the quiescent ‫ א‬lengthens.
Here are the other characteristics to note about the III-Alef verbs.
• appears before ‫ א‬in the 3FP/2FP Imperfect in all binyanim.
Qal ‫תמצאנה‬ Nifal ‫תמצאנה‬

Piel ‫תמצאנה‬ Pual ‫תמצאנה‬
Hitpael ‫תתמצאנה‬
Hifil ‫תמצאנה‬ Hofal ‫תמצאנה‬
• Only Qal Perfect shows a distinction in vowel pattern between

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

Imperfect ‫( ימצא‬dynamic) like ‫( ימלא‬stative)
‫‪Lesson 19‬‬ ‫‪129‬‬
‫‪• Nifal, Piel, and Hifil Perfect have a‬‬ ‫‪theme vowel instead of‬‬
‫‪before consonantal inflectional suffixes.‬‬
‫‪Nifal‬‬ ‫‪Piel‬‬ ‫‪Hifil‬‬

‫‪2MS‬‬ ‫מצאת נמצאת‬ ‫המצאת‬
‫‪2FS‬‬ ‫מצאת נמצאת‬ ‫המצאת‬
‫‪1CS‬‬ ‫מצאתי נמצאתי‬ ‫המצאתי‬
‫‪2MP‬‬ ‫מצאתם נמצאתם‬ ‫המצאתם‬
‫‪2FP‬‬ ‫מצאתן נמצאתן‬ ‫המצאתן‬
‫‪1CP‬‬ ‫מצאנו נמצאנו‬ ‫המצאנו‬
‫‪• Hofal has a instead of (short) under the prefix.‬‬

‫המצא* ‪ instead of‬המצא‬
‫ימצא* ‪ instead of‬ימצא‬
‫‪III-Alef: Representative Forms‬‬

‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫מצא‬ ‫נמצא‬ ‫מצא‬ ‫מצא‬ ‫התמצא‬ ‫המציא‬ ‫המצא‬

‫‪IMPF‬‬ ‫ימצא‬ ‫ימצא‬ ‫ימצא‬ ‫ימצא‬ ‫יתמצא‬ ‫ימציא‬ ‫ימצא‬
‫‪PAST‬‬ ‫וימצא‬ ‫וימצא‬ ‫וימצא‬ ‫וימצא‬ ‫ויתמצא‬ ‫וימצא‬ ‫וימצא‬
‫‪IMPV‬‬ ‫מצא‬ ‫המצא‬ ‫מצא‬ ‫התמצא‬ ‫המצא‬
‫‪INF‬‬
‫‪CST‬‬ ‫מצא‬ ‫המצא‬ ‫מצא‬ ‫התמצא‬ ‫המציא‬ ‫המצא‬
‫‪INF‬‬
‫‪ABS‬‬ ‫מצוא‬ ‫נמצא‬ ‫מצא‬ ‫התמצא‬ ‫המצא‬
‫‪PTCP‬‬ ‫מוצא‬ ‫נמצא‬ ‫ממצא‬ ‫ממצא‬ ‫מתמצא‬ ‫ממציא‬ ‫ממצא‬
Lesson 19 130
19.3 Vocabulary #19
‫אבה‬ Q be willing, consent ‫פלא‬ NI HIT be difficult, extraordinary; HI do

‫אמה‬ F maid, handmaid an extraordinary thing
‫אפה‬ Q bake ‫צמא‬ Q be thirsty
‫בשׁל‬ PI boil ‫קהל‬ M assembly, congregation
‫זכר‬ M male ‫קרוב‬ ADJ near
‫(חטאה‬ F sin ‫רהט‬ M water-trough
‫מעט‬ ADV little, few ‫רחוק‬ ADJ far
‫סלח‬ Q forgive ‫רפא‬ Q heal
‫שׁקה‬ HI water, give drink
Exercises
1. Parse the following I- and III-Alef verbs.
‫) ויאמר‬a ‫) רפא‬f
‫) נאבדה‬b ‫) מלאת‬g
‫) יאכלנו‬c ‫נמצאת‬ )h
)two possible parsings) ‫) אבד‬d ‫) צמאת‬i
‫) ואכל‬e ‫) ימציאהו‬j
‫ מכל עץ־הגן אכל תאכל‬Gen 2:16 (a
‫ שׁכן בארץ (אשׁר אמר אליך‬Gen 26:2 (b

‫‪Lesson 19‬‬ ‫‪131‬‬
‫את (אשׁר־תאפו אפו ואת (אשׁר־תבשלו בשלו‬ ‫‪Exod 16:23 (c‬‬
‫אכלנה‬
‫‪ Lev 6:11 (d‬כל־זכר בבני א (הרן י (‬
‫‪ Num 16:33 (e‬ויאבדו מתוך הקהל‬
‫‪ Deut 8:20 (f‬כגוים (אשׁר יהוה מ (אביד מפניכם כן תאבדון‬
‫‪ Deut 29:19 (g‬לא־יאבה יהוה סלח לו‬
‫‪ Gen 18:3 (h‬ויאמר (אדני אם־נא מצאתי חן בעיניך אל־נא ת (עבר מעל עבדך‬
‫ת־אבימלך ואת־אשׁתו‬
‫‪ Gen 20:17 (i‬ויתפלל אברהם אל־האלהים וירפא אלהים א (‬
‫ואמהתיו‬
‫‪ Gen 26:27 (j‬ואתם שנאתם אתי ותשׁלחוני מאתכם‬
‫‪ Exod 32:30 (k‬ויאמר משׁה אל־העם אתם (חטאתם (חטאה גדלה‬
‫‪ Lev 19:17 (l‬לא־תשנא את־אחיך בלבבך‬
‫ויאמר אליה השׁקיני־נא מעט־מים כי צמאתי‬ ‫‪Judg 4:19 (m‬‬

‫‪Lesson 19‬‬ ‫‪132‬‬
‫‪ Isa 57:19 (n‬שׁלום שׁלום לרחוק ולקרוב אמר יהוה‬
‫‪ Ruth 1:20 (o‬ותאמר (אליהן אל־תקראנה לי נ >עמי ‪ PN‬קראן לי מרא ‪ PN‬כי־המר שׁדי לי‬
‫מאד‬
Lesson 20
Lesson Summary:
• I-Nun Weak Verbs: ‫נפל נגשׁ‬
• ‫ לקח‬and ‫נתן‬
20.1 I-Nun Weak Verbs

I-Nun Verbs
I-Nun weak verbs undergo two changes that make them weak:
1) When the ‫ נ‬closes 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 ‫( יפל‬instead of *‫)ינפל‬

Nifal 3MS Perfect ‫( נגשׁ‬instead of *‫)ננגשׁ‬
Hifil MS Participle ‫( מגישׁ‬instead of *‫)מנגישׁ‬
BUT, ‫ נ‬does not assimilate into gutturals – ‫ינהג‬.
2) When the ‫ נ‬occurs at the beginning of a form and it does not

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

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

add a ‫ ת‬to the end of the form.
BUT, the ‫ נ‬remains with a few roots:

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

QAL NIFAL PI, PU, HIT HIFIL HOFAL
PERF ‫נפל נגשׁ‬ ‫נגשׁ‬ R ‫הגישׁ‬ ‫הגשׁ‬
IMPF ‫יפל יגשׁ‬ ‫ינגשׁ‬ E ‫יגישׁ‬ ‫יגשׁ‬
PAST ‫ויפל ויגשׁ‬ ‫וינגשׁ‬ ‫ויגשׁ‬ ‫ויגשׁ‬
G
IMPV ‫נפל גשׁ‬ ‫הנגשׁ‬ ‫הגשׁ‬
U
INF
CST ‫נפל גשׁת‬ ‫הנגשׁ‬ L ‫הגישׁ‬ ‫הגשׁ‬
INF
ABS ‫נפול נגושׁ‬ ‫הנגשׁ נגשׁ‬ A ‫הגשׁ‬ ‫הגשׁ‬
PTCP ‫נופל נוגשׁ‬ ‫נגשׁ‬ R ‫מגישׁ‬ ‫מגשׁ‬
‫ לקח‬and ‫נתן‬ 20.2 ‫ לקח‬and ‫נתן‬
The verb ‫ לקח‬follows the I-Nun pattern:

1) The ‫ ל‬assimilates (just like a ‫ נ‬would) to the ‫ק‬.
Qal 3MS Imperfect ‫יקח‬
Qal 3FS Imperfect ‫תקח‬
In addition, the ‫ ל‬undergoes aphaeresis in the imperative and

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

Nifal 3MS Perfect ‫נלקח‬
2) The verb ‫ נתן‬is not only a I-Nun verb, it also has a ‫ נ‬as the
final consonant of the root. When inflectional endings are
added and the final ‫ נ‬in ‫ נתן‬does not have a full vowel, it
assimilates to the following consonant (just like the initial ‫נ‬
does in the same environment). Note that this does not happen
in other roots that end in ‫נ‬.
Qal 2MS Perfect ‫( נתת‬from *‫)נתנת‬
Qal 2FS Perfect ‫( נתת‬from *‫)נתנת‬
Qal 1CS Perfect ‫( נתתי‬from *‫)נתנתי‬
Qal Infinitive Construct ‫( תת‬with suffixes, -‫תת‬, from *‫)תנת‬

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

‫זרע‬ M seed ‫נסע‬ Q pull up (tent pegs), set out, journey
‫ למה‬/ ‫למה‬ INTER why? ‫נפל‬ Q fall
‫מחה‬ Q blot out, wipe away ‫נצל‬ NI be delivered, deliver oneself; HI
‫נבט‬ PI, HI look, gaze snatch away, deliver
‫נגב‬ M south; PN Negeb ‫פר י‬ M fruit
‫נגד‬ HI declare ‫קדם‬ M front, east; ADV anciently
‫נגע‬ Q touch, reach, strike ‫שׁפחה‬ F maidservant
(often takes ‫)ב‬
Exercises
1. Parse the following I-Nun weak verbs.
‫) ויסעו‬f ‫) מגיד‬a
‫) נתן‬g ‫) הגעתיהו‬b
‫) נסוע‬h ‫) נתן‬c
‫) יגידה‬i ‫) לקחת‬d
‫) קח‬j ‫) ותפל‬e
‫אלהים לא תאכלו ממנו ולא תגעו בו‬3 ‫אשׁר בתוך־הגן אמר‬6 ‫ ומפרי העץ‬Gen 3:3 (a
‫ ותקח מפריו ותאכל ותתן גם־לאישׁה עמה ויאכל‬Gen 3:6 (b

‫‪Lesson 20‬‬ ‫‪136‬‬
‫‪ Gen 3:11 (c‬ויאמר מי הגיד לך כי עירם אתה‬
‫‪ Gen 11:2 (d‬ויהי בנסעם מקדם וימצאו בקעה בארץ שׁנער‬
‫‪ Gen 12:9 (e‬ויסע אברם הלוך ונסוע הנגבה‬
‫‪ Gen 12:19 (f‬למה אמרת ‪6‬אחתי הוא ואקח אתה לי לאשה ועתה הנה אשׁתך קח‬
‫‪ Gen 13:11 (g‬ויבחר־לו לוט את כל־ככר הירדן ויסע לוט מקדם‬
‫‪ Gen 13:15 (h‬כי את־כל־הארץ ‪6‬אשׁר־אתה ראה לך אתננה ולזר ‪6‬עך עד־עולם‬
‫‪ Gen 17:3 (i‬ויפל אברם על־פניו וידבר אתו ‪3‬אלהים‬
‫‪ Gen 19:26 (j‬ותבט אשׁתו מא ‪6‬חריו‬
‫‪PN‬‬
‫‪ Gen 22:20 (k‬ויהי א ‪6‬חרי הדברים האלה ויגד לאברהם לאמר הנה ילדה מלכה‬
‫גם־הוא בנים לנחור ‪ PN‬אחיך‬
‫‪ Gen 24:23 (l‬ויאמר בת־מי את הגידי נא לי‬
‫‪ Gen 32:12 (m‬הצילני נא מיד אחי מיד עשו כי־ירא אנכי אתו‬
‫‪ Gen 33:6 (n‬ותגשׁן השפחות הנה וילדיהן‬

Lesson 21
Lesson Summary:
• I-Vav/Yod Weak Verbs: ‫ישׁב ירשׁ‬
• ‫הלך‬
21.1 I-Vav/Yod Weak Verbs

I-Vav/Yod
Verbs I-Vav/Yod weak verbs undergo two changes:
1) The ‫ ו‬or ‫ י‬contracts with the preceding vowel.
Qal 3MS Imperfect ‫( ישׁב‬from *‫)יישׁב‬

Qal 3MS Imperfect ‫( יירשׁ‬from *‫)יירשׁ‬
Hifil 3MS Perfect ‫( הושׁיב‬from *‫)הושׁיב‬
Hofal 3MS Perfect ‫( הושׁב‬from *‫)הושׁב‬
2) The ‫ ו‬or ‫ י‬undergoes 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 ‫שׁב‬, instead of *‫ישׁב‬

Infinitive Construct ‫( שׁבת‬from *‫)שׁבת‬, instead of *‫ישׁב‬
(Morphologically, the ‫ ת‬is a feminine ending—with no semantic

value—that was added after the ‫ י‬underwent aphaeresis.)
BUT, ‫ ירא‬is an example of a root which retains the initial ‫ י‬in the
Imperative (‫ )ירא‬and Infinitive Construct (‫)ירא‬.
There are three different types of I-Vav/Yod weak verbs:

1) Original I-Vav verbs – these verbs originally began with ‫ו‬.
The ‫ ו‬is replaced with a ‫ י‬in Qal, Piel, Pual, and Hitpael.
Qal 3MS Perfect ‫ ישׁב‬and Imperfect ‫ישׁב‬

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

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

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

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

pattern.
Stative (i-a) ‫ יירשׁ‬from *‫יירשׁ‬
2) Original I-Yod verbs – these verbs originally began with ‫י‬.

The ‫ י‬appears in all forms (as a consonant or a vowel marker).
Qal 3MS Imperfect ‫ ייבשׁ‬and Infinitive Construct ‫יבשׁ‬

Hifil 3MS Perfect ‫ היטיב‬and 3MS Imperfect ‫ייטיב‬
There are only seven I-Yod roots (all with the stative i-a
vowel pattern in the Prefix pattern).
‫ יבשׁ‬Q ‘it was dry’ ‫ ימן‬HI ‘he chose/used the right arm’
‫ יטב‬Q ‘he was good’ ‫ ינק‬Q ‘he suckled’
‫ ילל‬HI ‘he howled’ *‫ יקץ‬Q ‘he awoke’
‫ ישׁר‬Q ‘it was straight, upright’
3) I-Yod-Tsade verbs – these roots begin with –‫ יצ‬and undergo

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

similar to the assimilation of the ‫ נ‬in I-Nun verbs).
Hifil 3MS Perfect ‫( הציב‬from *‫)היציב‬

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

‫ יצג‬HI ‘he set, placed’ ‫ יצר‬Q ‘he formed, fashioned’
‫ יצע‬HI ‘he spread, lay’ ‫ יצת‬Q ‘it kindled, burned
I-Vav/Yod: Representative Forms

Original I-Vav Original I-Yod
QAL NIFAL PI, PU, HIT HIFIL HOFAL QAL HIFIL
PERF ‫ישׁב‬ ‫נושׁב‬ ‫הושׁב הושׁיב‬ ‫יטב‬ ‫היטיב‬

R
IMPF ‫ישׁב‬ ‫יושׁב‬ ‫יושׁיב‬ ‫יושׁב‬ ‫ייטב‬ ‫ייטיב‬
E
PAST ‫ויושׁב וישׁב‬ ‫ויושׁב ויושׁב‬ ‫וייטב‬ ‫וייטב‬
G ‫ייטב‬ ‫ייטב‬
JUSS ‫ישׁב‬ ‫יושׁב‬ ‫יושׁב‬ ‫יושׁב‬
IMPV ‫הושׁב שׁב‬ U ‫הושׁב‬ ‫היטב‬
INF
CST
‫הושׁב שׁבת‬ L ‫הושׁב הושׁיב‬ ‫יטב‬ ‫היטיב‬
INF
ABS
‫הושׁב ישׁוב‬ A ‫הושׁב הושׁב‬ ‫יטוב‬ ‫היטב‬
PTCP ‫יושׁב‬ ‫נושׁב‬ R ‫מושׁב מושׁיב‬ ‫יוטב‬ ‫מיטיב‬
‫הלך‬
21.2 ‫הלך‬
The verb ‫ הלך‬follows the original I-Vav pattern:
Qal 3MS Perfect ‫הל ך‬

Qal 3MS Imperfect ‫ילך‬
Qal 3MS Past Narrative ‫וילך‬
Qal 2MS Imperative ‫לך‬
Qal Infinitive Construct ‫לכת‬
Hifil 3MS Perfect ‫הוליך‬
Hifil 3MS Imperfect ‫יוליך‬
Lesson 21 140
21.3 Vocabulary #21
‫ארח‬ M way, path ‫ישׁע‬ NI be saved; HI save

‫יבשׁ‬ Q be(come) dry; HI cause to be dry ‫ישׁר‬ Q be smooth, right; PI make even,
‫יבשׁה‬ F dry land smooth
‫יטב‬ Q be good, pleasing; HI do ‫מ 'עלל‬ M deed, practice
(something) well, deal well ‫פרשׁ‬ M horseman
with ‫קשׁת‬ F bow
‫יין‬ M wine ‫רחם‬ PI have compassion on
‫יקץ‬ Q awake ‫רעה‬ Q shepherd, tend, pasture
‫ירדן‬ PN Jordan River ‫רעה‬ M shepherd (Q PTCP)
‫תמים‬ ADJ complete, sound
Exercises
1. Parse the following I-Vav/Yod weak verbs.
‫) אובישׁ‬f ‫) וילך‬a
‫) צאת‬g ‫) נורא‬b
‫) וייקץ‬h ‫) תוסף‬c
‫) נושׁענו‬i ‫) תיטבי‬d
‫) תישׁר‬j ‫) מודיעם‬e
GL
‫ אנכי ואחבא‬GL ‫ את־קלך שׁמעתי בגן ואירא כי־עירם‬Gen 3:10 (a
‫אלהים הן האדם היה כאחד ממנו לדעת טוב ורע‬7 ‫ ויאמר יהוה‬Gen 3:22 (b
‫‪Lesson 21‬‬ ‫‪141‬‬
‫‪PN‬‬
‫‪ Gen 4:1* (c‬והאדם ידע את־חוה ‪ PN‬אשׁתו ותלד את־קין‬
‫‪ Gen 4:2 (d‬ותסף ‪ GL‬ללדת את־אחיו את־הבל ‪ PN‬ויהי־הבל רעה צאן וקין ‪ PN‬היה עבד‬
‫'אדמה‬
‫‪ Gen 9:24 (e‬וייקץ נח‪ PN‬מיינו וידע את 'אשׁר־עשה־לו בנו הקטן‬
‫‪ Gen 22:2 (f‬ויאמר קח־נא את־בנך את־יחידך‪' GL‬אשׁר־אהבת את־יצחק ולך־לך‬

‫‪PN‬‬
‫אל־ארץ המריה‬
‫‪GL‬‬
‫‪ Exod 1:20 (g‬וייטב ‪7‬אלהים למילדת‬
‫‪ Lev 10:20 (h‬וישׁמע משׁה וייטב בעיניו‬
‫מפניכם בצאתכם‬ ‫‪PN‬‬

‫‪ Josh 2:10 (i‬כי שׁמענו את 'אשׁר־הובישׁ יהוה את־מי ים־סוף‬
‫ממצרים‬
‫‪ Josh 4:22 (j‬והודעתם את־בניכם לאמר ביבשׁה עבר ישראל את־הירדן הזה‬
‫‪ Hos 1:7 (k‬ואת־בית יהודה 'ארחם והושׁעתים ביהוה ‪7‬אלהיהם ולא אושׁיעם בקשׁת‬
‫ובחרב ובמלחמה בסוסים ובפרשׁים‬
‫‪ Prov 3:6 (l‬בכל־דרכיך דעהו והוא יישר ארחתיך‬
‫‪GL‬‬
‫‪ Prov 21:19 (m‬טוב שׁבת בארץ־מדבר מאשׁת מדונים ‪ GL‬וכעס‬
‫‪ Prov 28:18 (n‬הולך תמים יושׁע‬

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Lesson 24
Lesson Summary:
• II-III Weak Verbs: ‫קלל סבב‬
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 ‫ סבו‬or ‫סבבו‬
Note: When the doubled (from assimilation) consonant is at the

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

assimilates back into R1.
Qal 3MP Imperfect ‫ יסבו‬but also ‫יסבו‬
• Instead of Piel, Pual, and Hitpael, most II-III weak verbs have
Po‘el, Po‘al, and Hitpo‘el.
Po‘el ‫ סובב‬BUT Piel ‫קלל‬
• Linking vowels often appear before consonantal inflectional

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

QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PERF ‫ סב‬/ ‫סבב‬ ‫קל‬ ‫נסב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
(FS) ‫סבה‬ ‫קלה‬ ‫נסבה‬ ‫סובבה‬ ‫הסבה‬ ‫הוסבה‬
IMPF ‫ יסב‬/ ‫יסב‬ ‫יקל‬ ‫יסב‬ ‫יסובב‬ ‫יסב‬ ‫יוסב‬
PAST ‫ויסב‬ ‫ויקל‬ ‫ויסב‬ ‫ויסובב‬ ‫ויסב‬ ‫ויוסב‬
JUSS ‫יסב‬ ‫יקל‬ ‫יסב‬ ‫יסובב‬ ‫יסב‬ ‫יוסב‬
IMPV ‫סב‬ ‫הסב‬ ‫סובב‬ ‫הסב‬
INF CST ‫סב‬ ‫קל‬ ‫הסב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
INF ABS ‫סבוב‬ ‫הסוב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
PTCP ‫סובב‬ ‫קל‬ ‫נסב‬ ‫מסובב‬ ‫מסב‬ ‫מוסב‬
(FS) ‫סובבה‬ ‫קלה‬ ‫נסבה‬ ‫מסובבה‬ ‫מסבה‬ ‫מוסבה‬
24.2 Vocabulary #24
‫ארון‬ M chest, ark ‫טרם‬ ADV not yet, before

‫הר ה‬ Q conceive, become pregnant ‫ירשׁ‬ Q take possession, inherit
‫חוה‬ HISHTAFEL bow down, prostrate ‫סבב‬ Q turn about, go around, surround
oneself ‫פרר‬ HI break, frustrate
‫חיק‬ M bosom, lap ‫צרר‬ Q show hostility
‫חלל‬ NI be defiled; PI pollute, defile; HI ‫קלל‬ Q be slight, trifling; be quick
begin ‫רב‬ M multitude, greatness, abundance
‫חנן‬ Q show favor, be gracious ‫רנן‬ Q, PI give a ringing cry
‫חתת‬ Q be shattered, dismayed ‫תמם‬ Q be complete, finished
‫‪Lesson 24‬‬ ‫‪153‬‬
‫‪Exercises‬‬
‫‪1. Parse the following II-III verbs.‬‬
‫‪ )f‬ויחן‬ ‫‪ )a‬נסב‬
‫‪ )g‬יחתני‬ ‫‪ )b‬יקל‬
‫‪ )h‬צררי‬ ‫‪ )c‬ויפר‬
‫‪ )i‬ירנו‬ ‫‪ )d‬תתם‬
‫‪ )j‬מוסבות‬ ‫‪ )e‬ואחל‬
‫‪2. Translate the following verses. Identify and parse the verbs in each sentence.‬‬
‫‪ Gen 6:1 (a‬ויהי כי־החל האדם לרב ‪ GL‬על־פני האדמה ובנות ילדו להם‬
‫‪ Gen 16:5 (b‬ותאמר שרי ‪ PN‬אל־אברם חמסי עליך אנכי נתתי שׁפחתי בחיקך ותרא כי‬
‫הרתה ואקל בעיניה ישׁפט יהוה ביני וביניך‬
‫‪ Gen 37:7 (c‬והנה תסבינה אלמתיכם ‪ GL‬ותשׁתחוין לאלמתי‬
‫‪ Lev 9:24 (d‬וירא כל־העם וירנו ויפלו על־פניהם‬
‫‪GL‬‬
‫‪ Deut 3:24 (e‬אדני יהוה אתה החלות להראות את־עבדך את־גדלך‬
‫ויהי כאשׁר־תמו כל־הגוי לעבור את־הירדן ויאמר יהוה אל־יהושׁע‬ ‫‪Josh 4:1 (f‬‬
‫ויהי כאשׁר־תם כל־העם לעבור ויעבר ארון־יהוה והכהנים לפני העם‬ ‫‪Josh 4:11 (g‬‬
‫‪Lesson 24‬‬ ‫‪154‬‬
‫‪ Josh 6:3 (h‬וסבתם את־העיר‬
‫ויסב ארון־יהוה את־העיר‬ ‫‪Josh 6:11 (i‬‬
‫ואמר לא־אפר בריתי אתכם לעולם‬ ‫‪Judg 2:1 (j‬‬
‫‪ II Sam 12:22 (k‬כי אמרתי מי יודע יחנני יהוה וחי הילד‬
‫ויחן יהוה אתם וירחמם‬ ‫‪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:
‫אבה‬ I-Alef, III-He ‫נטה‬ I-Nun, III-He
‫ירה‬ I-Vav/Yod, III-He ‫בוא‬ II-Vav/Yod, III-Alef
‫י צא‬ I-Vav/Yod, III-Alef ‫היה‬ II-Vav/Yod, III-He
‫נשׂא‬ 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 ‫ויך‬.
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.
‫ויך‬: the ‫ ו‬and ‫ י‬are clearly inflectional affixes for the Past Narrative
conjugation; thus ‫ ך‬is 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.
‫ך‬: 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, ‫ ו‬,‫ נ‬and ‫)י‬, only ‫ו‬, ‫ה‬, and
‫ י‬elide, and ‫ נ‬assimilates. Hence, the remaining consonants
of this verb’s root cannot be ‫ע‬, ‫ ח‬, ‫א‬, or ‫ר‬.
• ‫ נ‬only assimilates at the beginning of a root (except in ‫)נתן‬, so

we can rule out a root that ends in ‫נ‬.
• ‫ ה‬only elides at the end of a root, so we can rule out a root that
begins with ‫ה‬.
• ‫ ו‬and ‫ י‬often elide in II-Vav/Yod verbs; however, these weak

verbs never have a final ‫ ה‬which elides or an initial ‫ נ‬which
assimilates. Thus we can conclude that this verb is not a II-
Vav/Yod.
For the verb ‫ ויך‬we are left with two logical possibilities after the
first two steps: the root is either ‫ נכה‬or ‫יכה‬.
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 verb’s root.
In the case of ‫ ויך‬the the lexicon should tell you that the root ‫יכה‬
does not exist. Therefore, the root for this verb is ‫ נכה‬HI ‘smite,
strike’.
‫ויך‬: Hifil 3MS Past √‫( נכה‬from *‫)וינכה‬

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

‫בלתי‬ ADV not, except ‫ירה‬ Q, HI throw, cast, shoot (arrows)
‫חבשׁ‬ Q bind, bind on, bind up; PI bind, ‫נוח‬ Q rest; HI cause to rest, make quiet; set
restrain; PU be bound up down; let remain, leave
‫חדשׁ‬ M new moon, month ‫נכה‬ HI smite, strike
‫חלק‬ Q, PI divide, distribute; NI divide ‫נקם‬ Q avenge, take vengeance; NI avenge
oneself oneself; HO be avenged
‫חנה‬ Q incline, bend down, camp ‫פתר‬ Q interpret
‫ט רף‬ Q tear, rend, pluck ‫'תבה‬ F ark
‫תלה‬ Q hang
Exercises
1. Parse the following Doubly-Weak verbs.
‫) ותשׂאנה‬f ‫) באת‬a
‫) ותיפי‬g ‫) 'תרא‬b
‫) נ 'באת‬h ‫) יאבו‬c
‫) ה 'באתם‬i ‫) הודיע‬d
‫) ויור‬j ‫) י' אתו‬e
‫ קם וישׂם יהוה לקין אות לבלתי‬-‫ ויאמר לו יהוה ל 'כן כל־ה 'רג קין שׁבעתים י‬Gen 4:15 (a
‫הכות־אתו כל־מצאו‬
‫‪Lesson 25‬‬ ‫‪158‬‬
‫‪ Gen 8:4 (b‬ותנח ה 'תבה בחדשׁ השביעי ‪ GL‬בשׁבעה ‪GL‬־עשׂר ‪ GL‬יום לחדשׁ על ה 'רי‬
‫‪PN‬‬
‫‪4‬אררט‬
‫‪ Gen 14:15 (c‬וי' ח 'לק ‪4‬ע 'ליהם לילה הוא ו ‪4‬עבדיו וי 'כם‬
‫‪ Gen 16:8 (d‬ויאמר הגר ‪ PN‬שׁפחת שׂרי 'אי־מזה באת ואנה 'ת 'לכי‬
‫‪ Gen 26:17 (e‬וי' לך משם יצחק ויחן בנחל ‪GL‬־גרר ‪ PN‬וי' שׁב שׁם‬
‫ל־כן קראה שׁמו‬

‫‪ Gen 29:35 (f‬ותהר עוד ו 'תלד 'בן ותאמר הפעם אודה את־יהוה ע '‬
‫יהודה ות ‪4‬עמד מלדת‬
‫אובן ויצ 'להו מידם ויאמר לא נכנו נפשׁ‬

‫‪ Gen 37:21 (g‬וישׁמע ר '‬
‫יוסף‬
‫‪ Gen 40:22 (h‬ו 'את שׂר האפים תלה כ ‪4‬אשׁר פתר להם '‬
‫‪ Gen 49:8 (i‬יהודה אתה יודוך אחיך‬
‫‪ Isa 12:1 (j‬ואמרת ביום ההוא אודך יהוה‬
‫‪ Hos 6:1 (k‬לכו ונשׁובה אל־יהוה‬
‫‪' Ps 44:9 (l‬באלהים הללנו כל־היום ושׁמך לעולם נודה‬

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 syntax—the 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.
‫( וייראו המלחים‬Jon 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:

‫אולי יתעשת האלהים לנו‬
‘perhaps God will think about us’ (Jon 1:6)
Verbless Clause:
‫עברי אנכי‬
‘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 complements—their presence is required by the verbs in order
for the clauses to be grammatical (i.e., to make sense).
‫ויהוה הטיל רוח־גדולה אל־הים‬

‘YHWH cast a great wind to the sea’ (Jon 1:4)
‫כי־ידעו ה (אנשים כי־מלפני יהוה הוא ברח‬

‘Because the men knew that he was fleeing from YHWH’ (Jon
1:10)
‫וימן יהוה דג גדול לבלע את־יונה‬

‘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.
‫ויתפלל יונה אל־יהוה אלהיו ממעי הדגה‬

‘Jonah prayed to YHWH his God from the belly of the fish’ (Jon
2:2)
‫ויקם יונה וילך אל־נינוה כדבר יהוה‬

‘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.
‫( וייראו המלחים‬Jon 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 verb—objects, adverbs, prepositional phrases, etc.
‫( וירא האלהים את־מ (עשיהם‬Jon 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.
‫( ויהוה הטיל רוח־גדולה אל־הים‬Jon 1:4)

to the sea a great wind cast YHWH
internal internal pred. external
argument argument argument
26.4 Vocabulary #26
‫בכה‬ Q weep, bewail; PI lament ‫לקט‬ Q glean, pick up, gather

‫דבק‬ Q cling, cleave, keep close ‫מדוע‬ INTER why
‫חדל‬ Q cease, come to an end ‫נ (חלה‬ F possession, property,
‫חמות‬ F mother-in-law ‫נכרי‬ inheritance
‫חן‬ M favor, grace ‫נשק‬ ADJ foreign, alien; F ‫נכריה‬
‫כלה‬ F daughter-in-law, bride ‫עד‬ 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
‫וש ם השנית רות‬ PN
‫ש ם האח ת ערפה‬ PN
‫מאביות‬
( ‫ ויש או לה ם נשים‬Ruth 1:4 (a
‫ שנים‬GL ‫וישבו שם כעשר‬
‫כי שמעה בשדה מואב כי־פקד‬ PN

‫ ותקם היא וכלתיה ותשב משדי מואב‬Ruth 1:6 (b
‫יהוה את־עמו לתת להם לחם‬
‫‪Lesson 26‬‬ ‫‪163‬‬
‫‪ Ruth 2:8 (c‬ויאמר בעז ‪ PN‬אל־רות (הלוא שמעת בתי אל־תלכי ללקט בשדה אחר וגם‬
‫לא ת (עבורי מזה וכה תדבקין עם־נ (ערתי‬
‫ל־אשר עשה־לה‬
‫ל־חמותה ותאמר מי־את בתי ותגד־לה את כ (‬
‫ותבוא א (‬ ‫‪Ruth 3:16 (d‬‬
‫האיש‬
‫‪2. Translate the following verses and identify the syntactic relationships between‬‬
‫‪the constituents—mark each subject (S), verb (V), complement (Comp), and‬‬
‫‪adjunct (Adt) that you find.‬‬
‫‪ Ruth 1:14 (a‬ותשנה קולן ותבכינה עוד ותשק ערפה ל (חמותה ורות דבקה בה‬
‫‪ Ruth 1:6 (b‬ותק ם ה יא וכלתיה ותש ב משד י מוא ב כ י שמע ה בשד ה מוא ב כי־פקד‬
‫יהוה את־עמו לתת להם לחם‬
‫‪ Ruth 2:10‬ותפ ל על־פניה ותשת חו ארצ ה ותאמ ר אל יו מדוע מצאת י ח ן בעיניך‬ ‫‪(c‬‬
‫להכירני ואנכי נכריה‬
‫מאביה אש ת מחלון ‪ PN‬קניתי לי לאשה להקים שם־המת‬

‫‪ Ruth 4:10 (d‬וגם את־רות ה (‬
‫על־נ (חלתו ולא־יכרת שם־המת מעם אחיו ומשער מקומו עדים אתם היום‬
‫‪3. Translate the following verses and identify the argument structure—mark each‬‬
‫‪predicate (Pred), external argument (EA), and internal argument (IA).‬‬
‫‪ Ruth 1:14 (a‬ותשנה קולן ותבכינה עוד ותשק ערפה ל (חמותה ורות דבקה בה‬
‫‪Lesson 26‬‬ ‫‪164‬‬
‫‪ Ruth 1:18 (b‬ותרא כי־מתאמצת היא ללכת אתה ותחדל לדבר אליה‬
‫‪ Ruth 2:10 (c‬ותפל על־פניה ותשתחו ארצה ותאמר אליו מדוע מצאתי חן בעיניך‬
‫להכירני ואנכי נכריה‬
‫‪ Ruth 3:14‬ותשכ ב מרגלות יו עד־הבק ר ותק ם בטר ם יכ יר איש את־רע הו ויאמר‬ ‫‪(d‬‬
‫‪GL‬‬
‫אל־יודע כי־באה האשה הגרן‬
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.
‫ויתן שכרה וירד בה‬...‫וירד יפו וימצא אניה‬...‫ויקם יונה‬

‘(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: ‫‘ ו‬and’, ‫‘ או‬or’, ‫‘ אבל‬but’, ‫‘ אולם‬but’.
(See 3.6 for further discussion of ‫ ו‬and 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:
‫וי(אמרו איש אל־רעהו לכו ונפילה גורלות‬

‘(and) they said to each other: come and let us cast lots’ (Jon 1:7)
‫קום לך אל־נינוה העיר הגדולה‬

‘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.
‫וי(אמרו אליו מה־ז(את עשית כי־ידעו האנשים כי־מלפני‬

‫יהוה הוא ב(רח כי הגיד להם‬
‘(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’ ‫לפני‬ ‘after’‫אחרי‬

‘because, when, if, that, though’ ‫כי‬ ‘if, though’ ‫אם‬
‘just as, when’ ‫כאשר‬ ‘who/which, that’ ‫אשר‬
‘if not’ ‫לולי‬ ‘if’ ‫לו‬
‘while, until’ ‫עד‬ ‘therefore’ ‫לכן‬
‘in order to, so that’ ‫מען‬1 ‫ל‬ ‘lest, so that not’ ‫פן‬
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.
‫עלה ונתתים בידך‬

‘Go up and (= so that, or because) I will place them in your
hand’ (1 Chr. 14:10)
‫עלה כי־נת(ן אתן את־הפלשתים בידך‬

‘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:
‫ויהוה הטיל רוח־גדולה אל־הים‬

‘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.
‫כי־ידעו האנשים כי־מלפני יהוה הוא ב(רח‬

‘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 ‫כי‬

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 ‫כי‬, that trigger this inversion include the relatives
‫ אשר‬and ‫ש‬, the interrogatives ‫מה‬, ‫למה‬1 , ‫ה‬, etc., negatives ‫ל(א‬, ‫אל‬, and
most other grammatical words, e.g., ‫מען‬1 ‫ל‬, ‫אז‬, ‫אם‬, ‫פן‬.
Lesson 27 168
The only two grammatical words in Biblical Hebrew that do not

generally trigger Predicate-Subject word order are ‫ הנה‬and ‫עתה‬.
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:
‫ויקם יונה לבר (ח תרשישה מלפני יהוה‬

‘Jonah arose to flee to Tarshish from before YHWH’ (Jon 1:3)
In the case of Jonah 1:3, the Past Narrative verb ‫ ויקם‬precedes the
subject ‫יונה‬. This is the case with every Past Narrative verb—the
verb precedes the subject.
One possible explanation for this is that the dagesh chazaq in the
prefix of the Past Narrative verb (e.g., ‫ )ויקם‬represents 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.
‫וישת(ק הים מעלינו‬

‘(so that) the sea may be quiet from upon us’ (Jon 1:11)
‫שבו איש מדרכו הרעה‬8 ‫וי‬

‘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:
‫אלהים‬: ‫מי־יודע ישוב ונחם ה‬

‘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 ‫ונחם‬
‫אלהים‬: ‫ ה‬reflects 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.
‫כי הים הולך וס(ער עליהם‬

‘because the sea was growing stormier upon them’ (Jon 1:13)
‫וקרא אליה את־הקריאה אשר אנ(כי ד(בר אליך‬

‘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
‫איך‬ ADV, INTER how; INTJ How! ‫חסה‬ Q seek refuge

‫ארך‬ Q be long; HI prolong, lengthen ‫במת‬1 ‫י‬ F sister-in-law
Q perceive, observe, have insight; ‫לפנים‬ ADV formerly, previously
‫בין‬ HI understand, give ‫מרגלות‬ FP place of feet
understanding, teach ‫מרר‬ Q be bitter; PI HI make bitter
‫גור‬ Q to sojourn, abide ‫נעל‬1 F sandal, shoe
‫ג (רן‬1 M threshing floor ‫צוה‬ PI command
‫חיה‬ Q live, be alive ‫שלף‬ Q draw out, off
Exercises
1. Translate the following verses and identify which clauses are main and which
are subordinate. Also, identify any coordination.
‫ יחיה לפניך‬PN ‫ ישמעאל‬GL‫אלהים לו‬: ‫ וי(אמר אברהם אל־ה‬Gen 17:18 (a
‫ת־חקיו ואת־מצותיו אשר אנ(כי מצוך היום אשר ייטב לך‬

8 ‫ ושמרת א‬Deut 4:40 (b
‫אלהיך נ(תן לך‬: ‫ולבניך אחריך ולמען תאריך ימים על־האדמה אשר יהוה‬
‫כל־הימים‬
‫ ויהי אחרי קברו א(תו וי(אמר אל־בניו לאמ(ר במותי וקברתם א(תי בקבר‬I Kgs 13:31 (c
‫ עצמ(תיו הניחו את־עצמ(תי‬GL ‫אלהים קבור בו אצל‬: ‫ אשר איש ה‬GL
‫ וי(אמר לכן שמע דבר־יהוה ראיתי את־יהוה י (שב על־כסאו וכל־צבא‬I Kgs 22:19 (d
GL
‫ ומשמ(אלו‬GL‫השמים ע(מד עליו מימינו‬
‫‪Lesson 27‬‬ ‫‪171‬‬
‫‪GL‬‬
‫‪ Isa 1:9 (e‬לולי ‪ GL‬יהוה צבאות הותיר ‪ GL‬לנו שריד ‪ GL‬כמעט כסד (ם ‪ PN‬היינו לעמ(רה‬
‫‪GL‬‬
‫דמינו‬
‫‪ Isa 6:10 (f‬השמן ‪ GL‬לב־העם הזה ואזניו הכבד ועיניו השע ‪ GL‬פן־יראה בעיניו ובאזניו‬
‫ישמע ולבבו יבין ושב ורפא לו׃‬
‫‪ Ruth 1:20 (g‬ות (אמר אליהן אל־תקראנה לי נ ‪B‬עמי ‪ PN‬קראן לי מרא ‪ PN‬כי־המר שדי לי‬
‫מא(ד‬
‫‪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 (a‬וילך איש מבית לחם ‪ PN‬יהודה ‪ PN‬לגור בשדי מואב‬
‫‪ Ruth 1:6 (b‬כי שמעה בשדה מואב כי־פקד יהוה את־עמו לתת להם לחם‬
‫‪ Ruth 1:8 (c‬יעש יהוה עמכם חסד כאשר עשיתם עם־המתים ועמדי‬
‫‪PN‬‬
‫‪ Ruth 2:4 (d‬והנה־ב(עז בא מבית לחם‬
‫שלמה מעם יהוה ‪:‬אלהי ישראל‬ ‫‪GL‬‬

‫‪ Ruth 2:12 (e‬ישלם יהוה פ ‪B‬עלך‪ GL‬ותהי מש ‪8‬כרתך‬
‫‪GL‬‬
‫אשר־באת לחסות תחת־כנפיו‬
‫‪Lesson 27‬‬ ‫‪172‬‬
‫‪ Ruth 3:6 (f‬ותעש ככ(ל אשר־צותה חמותה‬
‫‪ Ruth 3:8 (g‬והנה אשה ש (כבת מרגלתיו‬
‫‪ Ruth 3:14 (h‬ותקם בטרם יכיר איש את־רעהו‬
‫‪ Ruth 3:14 (i‬וי(אמר אל־יודע כי־באה האשה הג(רן‬
‫‪ Ruth 3:18 (j‬ות (אמר שבי בתי עד אשר תדעין איך יפ(ל דבר‬
‫‪ Ruth 4:7 (k‬וז(את לפנים בישראל על־הגאולה ועל־התמורה לקים כל־דבר שלף איש‬
‫נעלו ונתן לרעהו‬
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 ‫ו יקטל‬ ‫קוט ל‬

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
‫קט ל‬ commissive
contingent
‫י קטל‬
Perfective Aspect Imperfective Aspect
perfect general future
immediate future future in the past
performative directive
volitive
‫קטל‬/‫(י קט ל‬H)
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
‫ קרא‬in 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 ‫ קרא‬to 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 ‫ קרא‬by comparing it to

semantically related words like ‫ זעק‬and ‫צעק‬. Although they all have
the basic meaning ‘cry out,’ they often differ in nuance. For
instance, only ‫ קרא‬is used as ‘to read aloud’, and only ‫ זעק‬is used
explicitly as ‘to make a cry of horror/alarm/distress/sorrow’.
Lesson 28 175
‫והאיש בא להגיד בעיר ותזעק כל־העיר‬

‘(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)
‫ויקרא בס !פר תורת האלהים יום ביום‬

‘(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.
‫ויהוה הטיל רוח־גדולה !אל־הים‬

‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)
‫עוד ארבעים יום ונינוה נ! הפ !כת‬

‘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.
‫ויהוה הטיל רוח־גדולה !אל־הים‬

‘(and) YHWH cast a great wind onto the sea’ (Jon 1:4)
‫הלך יום !אחד‬, ‫וי !חל יונה לבוא בעיר מ‬

‘(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.
‫אך אוסיף להביט !אל־היכל קד !שך‬

‘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.
‫ן־אמתי‬
, ‫ויהי דבר־יהוה !אל־יונה !ב‬
‘the word of YHWH came to Jonah, son of Amitai’ (Jon 1:1)
‫לשת ימים‬
! ‫הלך ש‬, ‫מ‬
‘. . . a journey of three days (= a three day’s journey)’ (Jon 3:3)
28.4 Vocabulary #28
‫או‬ CONJ or ‫קדוש‬ ADJ sacred, holy

‫אל‬ M god, God, mighty one ‫ק !צה‬ M end, extremity
‫ב !קר‬3 M morning ‫קצר‬ Q reap, harvest
‫י סף‬ Q add; HI multiply, do again, ‫שאר‬ NI be left over, behind, remain; HI
continue leave over, behind
‫ע !שׂה‬, ‫מ‬ M deed, work ‫שכן‬ ADJ inhabitant, neighbor
‫נצב‬ NI take one’s stand; be stationed, ‫שקט‬ Q be quiet, undisturbed; HI show
appointed quietness, cause quietness
Lesson 28 177
Exercises
1. Examine the range of meanings for ‫ח !סד‬3! 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).
‫אדם איש גבור‬
3. Translate the following clauses and identify the case roles of the nouns in each –
nominative (Nom), genitive (Gen), or accusative (Acc).
‫ותשאר היא ושני בנ! יה‬ PN

‫עמי‬5 ‫ איש נ‬PN‫ימ !לך‬
! ‫ וימת אל‬Ruth 1:3 (a
‫לתיה לכנ ה שבנ ה אש ה לבית אמ ה יע שׂ יהוה‬

! ‫עמ י לשת י כ‬5 ‫תאמ ר נ‬
! ‫ ו‬Ruth 1:8 (b
‫יתם עם־המתים ועמדי‬! ‫עשׂ‬, ‫א !שר‬, ‫עמ !כם !ח !סד כ‬
‫חמותה ורות דבקה בה‬, ‫ ות !שנה קולן ותב !כינה עוד ותשק ערפה ל‬Ruth 1:14 (c
GL
‫בלים‬5 ‫קט ה בש‬5 ‫אל‬, ‫עמ י אלכה־נ א הש !ד ה ו‬5 ‫ !אל־נ‬PN‫מואביה‬
, ‫תאמ ר רות ה‬
! ‫ ו‬Ruth 2:2 (d
‫תאמר לה לכי בתי‬ ! ‫א !שר !אמצא־חן בעיניו ו‬, ‫אחר‬
‫ערה הזאת‬, ‫ערו הנצב על־הקוצרים למי הנ‬, ‫אמר בעז לנ‬
! ‫ וי‬Ruth 2:5 (e
‫‪Lesson 28‬‬ ‫‪178‬‬
‫‪GL‬‬
‫‪ Ruth 3:7‬ויאכ ל בע ז וישת וייט ב לבו ויבא לשכ ב בקצ ה ה ‪,‬ערמה‪ GL‬ותבא בלט‬ ‫‪(f‬‬
‫ותגל מרגלתיו ותשכב‬
‫תאמ ר שב י בת י ע ד ‪,‬א !ש ר תדע ין א יך יפ ל דב ר כ י לא ישקט האיש‬

‫‪ Ruth 3:18‬ו !‬ ‫‪(g‬‬
‫כי־אם־כלה הדבר היום‬
‫‪ Ruth 4:13 (h‬ויקח בעז !את־רות ותהי־לו לאשה ויבא א !ליה ויתן יהוה לה הריון‪ GL‬ות !לד‬
‫בן‬
‫‪PN‬‬
‫‪ Ruth 4:17 (i‬ותק !ראנ ה לו השכ נות ש ם לאמר י‪ A‬לד־ב ן לנ ‪5‬עמי ותק !ראנ ה ש מו עובד‬
‫‪PN‬‬
‫הוא ‪,‬אבי־ישי‪, PN‬אבי דוד‬
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.
‫ישׂראל נושׁע‬
‘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: ‫את־עניי‬

‫ואת־יגיע כפי‬.
‫אלהי אברהם ופחד יצחק היה לי‬$ ‫אלהי אבי‬$ ‫לולי‬

‫כי עתה ריקם שׁלחתני את־עניי ואת־יגיע כפי‬
‫אלהים ויוכח אמשׁ‬$ ‫ראה‬
‘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 (‫אלהים‬$ ‫)ראה‬.
Jonah 1:9 illustrates Predicate-Subject inversion in a verbless clause.

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

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

‫י *דע‬.
‫אכלכם ממנו ונפקחו‬- ‫אלהים כי ביום‬$ ‫כי י *דע‬

‫עיניכם והייתם כאלהים י *דעי טוב ורע‬
‘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 ‫ הנער‬is focused and thus
fronted.
‫ועת ה ישׁב־נ א עבד ך תח ת הנע ר עב ד לאד *ני‬

‫והנער יעל עם־אחיו‬
‘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 ‫יעל‬, 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
‫אמץ‬ Q be strong, bold; PI strengthen ‫מות‬3 M death

(something); HIT make oneself ‫מכר‬ Q sell
bold, obstinate ‫פרד‬ Q separate; HI divide, separate
‫דעת‬3 F/M knowledge (something)
‫חיל‬3 M strength, wealth, valor; army ‫צדקה‬ F righteousness
‫חלקה‬ F portion ‫ריקם‬ ADV emptily, vainly
‫ירד‬ Q go down, descend ‫שׁאול‬ F underworld, Sheol
‫תהום‬ 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
‫אלהים מרחפת‬$ ‫ וח*שׁך על־פני תהום ורוח‬GL‫ וב*הו‬GL‫ והאר ץ היתה ת*הו‬Gen 1:2 (a
‫על־פני המים‬
‫אלהים‬$ ‫המי ם קר א ימים ויר א‬ GL

‫אלהים ליבשׁ ה אר ץ ולמקוה‬$ ‫ ויקר א‬Gen 1:10 (b
‫כי־טוב‬
‫‪Lesson 29‬‬ ‫‪184‬‬
‫‪ Gen 2:16 (c‬ויצו יהוה ‪$‬אלהים על־האדם לאמ*ר מכ*ל עץ־הגן אכ*ל ת *אכל‬
‫‪ Gen 2:17 (d‬ומעץ הדעת טוב ורע ל*א ת *אכל ממנו כי ביום ‪-‬אכלך ממנו מות תמות‬
‫ות *אמר קניתי אישׁ‬ ‫‪PN‬‬

‫אשׁתו ותה ר ותלד את־קין‬ ‫‪PN‬‬
‫‪ Gen 4:1 (e‬והאדם יד ע את־חוה‬
‫את־יהוה׃‬
‫הגמ ל ותשׁ ב ‪-‬עליהם‬ ‫‪GL‬‬

‫ותשׂמ ם בכר‬ ‫‪GL‬‬
‫‪ Gen 31:34 (f‬ורח ל לקח ה את־התרפים‬
‫וימששׁ לבן את־כל־הא*הל ול*א מצא׃‬
‫‪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 (a‬ותשק ערפה ל ‪-‬חמותה ורות דבקה בה‬
‫ל־אלהיה‬
‫‪ Ruth 1:15 (b‬ות *אמר הנה שׁבה יבמתך אל־עמה וא ‪$‬‬
‫‪ Ruth 1:17 (c‬כי המות יפריד ביני ובינך‬
‫‪ Ruth 1:18 (d‬ותרא כי־מתאמצת היא ללכת אתה‬
‫‪- Ruth 1:21 (e‬אני מלאה הלכתי וריקם ‪$‬השׁיבני יהוה‬

‫‪Lesson 29‬‬ ‫‪185‬‬
‫‪ Ruth 3:11 (f‬כי יודע כל־שׁער עמי כי אשׁת חיל את‬
‫‪ Ruth 4:3 (g‬וי*אמר לג*אל ‪ GL‬חלקת השדה ‪-‬אשׁר לאחינו ל ‪$‬אלימלך‪ PN‬מכרה נ <עמי‬
!"##$%&'(
!"##$%&)*++,-./
!"#$%&'()*%+'$"%'",+-*')&-."/+$0)+-%+*-
!"12."3'&.0&')$("4$("54*60&')$("'7"84&&4%+9.
!",+-*')&-."1':+*
'(01&2%3-$4*536$%&3$&76#5$*-#"&!6%8*6#365#
!"#$%&'#()
*"+,&"#-"$# ,+-*')&-. " ;+$0)+-%+*-< " +$ " *'$%&4-% " %' " %&4(+%+'$4;< " -.$%.$*.=>4-.(<"
;+$0)+-%+*-< " %46.- " 4 " (+-*')&-. " '& " %.?% " 4- " %2. " '>@.*% " '7 " ;+$0)+-%+*"
4$4;A-+-B""12."-%)(A"'7"(+-*')&-.";+$0)+-%+*-"+-"-%+;;"(.9.;':+$0B""
12. " 7';;'C+$0 " :&.-.$%4%+'$ " &.:&.-.$%- " @)-% " '$. " 4::&'4*2 " ')% " '7"
D4$AB " E. " -24;; " 4::&'4*2 " (+-*')&-. " ;+$0)+-%+*- " 4- " %2. " -%)(A " '7"
+$7'&D4%+'$ " -%&)*%)&. " >.A'$( " %2. " ;.9.; " '7 " +$(+9+()4; " *;4)-.- " F4-"
'::'-.( " %' " /.--'$ " GH< " +$ " C2+*2 " C. " 7'*)-.( " '$ " I*;4)-.=;.9.;J"
:&40D4%+*-"4$("+$7'&D4%+'$"-%&)*%)&.KB"#$"%2+-"C4A<"C."D4A"(.-*&+>."
(+-*')&-. " ;+$0)+-%+*- " 4- " %2. " ;+$0)+-%+* " *')$%.&:4&% " %' " %&4(+%+'$4;"
;+%.&4&A"4$4;A-+-B
L'D.".;.D.$%-"%24%"-24:."(+-*')&-."+$*;)(."%2."0.$&."'&"%A:."'7"
(+-*')&-. "F.B0B<" 4 "$4&&4%+9.< "4":'.DK<"2'C" -:..*2 "+-" +$*'&:'&4%.("
+$%'"%2."(+-*')&-."F.B0B<"(+&.*%"'&"+$(+&.*%"-:..*2K<"2'C"%2."-4;+.$*A"
'7".9.$%-"4&."D4&6.("F.B0B<"7'&.0&')$("'&">4*60&')$(KB""
#$"%2."$.?%"%C'"-.*%+'$-"C."C+;;".?4D+$."%C'"4&.4-"'7"(+-*')&-."
4$4;A-+- " '$ " %2. " M.>&.C " 5+>;. " %24% " 249." :&'9.$ " N)+%. " 7&)+%7);O " PK"
7'&.0&')$("4$(">4*60&')$("'7"$4&&4%+9.<"4$("GK"(+-*')&-."%':+*B
.%'(,'%&+/) '(09&:;"&<$-"8-$*%4&,%4&=,5>8-$*%4&$?&@,--,36A"
0+/) 12. " D4@'&+%A " '7 " %2. " M.>&.C " 5+>;. " +- " $4&&4%+9.B " 5.*4)-. " 5+>;+*4;"
10$2,'%&+/
M.>&.C"24-"4"Q4-%"84&&4%+9."9.&>"7'&D<"%2+-"(+-*')&-."%A:."+-"&.4(+;A"
+(.$%+7+4>;.B"12."D4+$"%2&.4("'&"7'&.0&')$("'7"$4&&4%+9."(+-*')&-."
7.4%)&.-"%2."Q4-%"84&&4%+9."9.&>B
!#" %$ '()
& +,-
* ./0!(1',-
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Appendix A
Noun, Adjective, and Pronoun Paradigms
1a. Noun Inflection (6.1)
Masculine
Absolute
‫דבר‬ ‫דברים‬ ‫דברים‬
Construct
‫דבר‬ ‫דברי‬ ‫דברי‬
Feminine
Absolute
‫אדמה‬ ‫אדמות‬ ‫אדמתים‬
Construct
‫אדמת‬ ‫אדמות‬ ‫אדמתי‬
1b. Adjective Inflection (6.1)

Masculine
Absolute ‫חכם‬ ‫חכמים‬ ‫חכמים‬
Construct ‫חכם‬ ‫חכמי‬ ‫חכמי‬
Feminine
Absolute ‫חכמה‬ ‫חכמות‬ ‫חכמתים‬
Construct ‫חכמת‬ ‫חכמות‬ ‫חכמתי‬
2. Frequent Irregular Nouns (6.2)

Singular Absolute Singular Construct Plural Absolute Plural Construct
‘father’ M ‫אב‬ ‫אבי‬, ‫אב‬ ‫אבות‬ ‫אבות‬
‘brother’ M ‫אח‬ ‫אחי‬ ‫אחים‬ ‫אחי‬
‘sister’ F ‫אחות‬ ‫אחות‬ ‫אחיות‬ ‫אחיות‬
‘man’ M ‫אישׁ‬ ‫אישׁ‬ ‫אנשׁים‬ ‫אנשׁי‬
‘woman’ F ‫אשׁה‬ ‫אשׁת‬ ‫נשׁים‬ ‫נשׁי‬
‘house’ M ‫בית‬ ‫בית‬ ‫בתים‬ ‫בתי‬
‘son’ M ‫בן‬ ‫בן‬ ‫בנים‬ ‫בני‬
‘daughter’ F ‫בת‬ ‫בת‬ ‫בנות‬ ‫בנות‬
‘day’ M ‫יום‬ ‫יום‬ ‫ימים‬ ‫ימי‬
‘city’ F ‫עיר‬ ‫עיר‬ ‫ערים‬ ‫ערי‬
‘head’ M ‫ראשׁ‬ ‫ראשׁ‬ ‫ראשׁים‬ ‫ראשׁי‬
Appendix A 192
3. Personal Pronouns (10.1)

3MS ‫הוא‬ ‘he’ 3MP ‫הם‬ ‘they’
3FS ‫היא‬ ‘she’ 3FP ‫ הנה‬/ ‫הן‬ ‘they’
2MS ‫אתה‬ ‘you’ 2MP ‫אתם‬ ‘you’
2FS ‫את‬ ‘you’ 2FP ‫אתן‬ ‘you’
1CS ‫ אנכי‬/ ‫אני‬ ‘I’ 1CP ‫אנחנו‬ ‘we’
4. Demonstrative Pronouns (9.2)

this ‫זה‬
} these
M M
Near
F this ‫זאת‬ F
‫אלה‬
M that ‫הוא‬ M those ‫ה מה‬

Far
F that ‫היא‬ F those ‫הנה‬
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 ‫ו‬ → ‫‘ דברו‬his word’ → ‫‘ תורתו‬his law’ 3MS ‫יו‬ → ‫‘ דבריו‬his words’ → ‫‘ תורותיו‬his laws’
3FS ‫ה‬ → ‫‘ דברה‬her word’ → ‫‘ תורתה‬her law’ 3FS ‫יה‬ → ‫‘ דבריה‬her words’ → ‫‘ תורותיה‬her laws’
2MS ‫ך‬ → ‫‘ דברך‬your word’ → ‫‘ תורתך‬your law’ 2MS ‫יך‬ → ‫‘ דבריך‬your words’ → ‫‘ תורותיך‬your laws’
2FS ‫ך‬ → ‫‘ דברך‬your word’ → ‫‘ תורתך‬your law’ 2FS ‫יך‬ → ‫‘ דבריך‬your words’ → ‫‘ תורותיך‬your laws’
1CS ‫י‬ → ‫‘ דברי‬my word’ → ‫‘ תורתי‬my law’ 1CS ‫י‬ → ‫‘ דברי‬my words’ → ‫‘ תורותי‬my laws’
3MP ‫ם‬ → ‫‘ דברם‬their word’ → ‫‘ תורתם‬their law’ 3MP ‫יהם‬ → ‫‘ דבריהם‬their words’ → ‫‘ תורותיהם‬their laws’
3FP ‫ן‬ → ‫‘ דברן‬their word’ → ‫‘ תורתן‬their law’ 3FP ‫יהן‬ → ‫‘ דבריהן‬their words’ → ‫‘ תורותיהן‬their laws’
2MP ‫כם‬ →‫‘ דברכם‬your word’ → ‫‘ תורתכם‬your law’ 2MP ‫יכם‬ → ‫‘ דבריכם‬your words’ → ‫‘ תורותיכם‬your laws’
2F ‫כן‬ → ‫‘ דברכן‬your word’ → ‫‘ תורתכן‬your law’ 2FP ‫יכן‬ → ‫‘ דבריכם‬your words’ → ‫‘ תורותיכן‬your laws’
1CP ‫נו‬ → ‫‘ דברנו‬our word’ → ‫‘ תורתנו‬our law’ 1CP ‫ינו‬ → ‫‘ דברינו‬our words’ → ‫‘ תורותינו‬our laws’
5b. Suffixed Pronouns on Prepositions ‫ל‬, ‫כ‬/‫כ‬/‫ כמו‬and ‫ מן‬and the Direct Object Marker -‫את‬/‫אות‬.
3MS ‫ו‬ → ‫‘ לו‬for him’ → ‫הו‬#‫‘ כמ‬like him’ → ‫‘ ממנו‬from him’ → ‫‘ אותו‬him’
3FS ‫ה‬ → ‫‘ לה‬for her’ → ‫‘ כמוה‬like her’ → ‫‘ ממנה‬from her’ → ‫‘ אותה‬her’
2MS ‫ך‬ → ‫‘ לך‬for you’ → ‫‘ כמוך‬like you’ → ‫‘ ממך‬from you’ → ‫‘ אותך‬you’
2FS ‫ך‬ → ‫‘ לך‬for you’ → ‫‘ כמוך‬like you’ → ‫‘ ממך‬from you’ → ‫‘ אותך‬you’
1CS ‫י‬ → ‫‘ לי‬for me’ → ‫‘ כמוני‬like me’ → ‫‘ ממני‬from me’ → ‫‘ אותי‬me’
3MP ‫ם‬ /‫הם‬ → ‫‘ להם‬for them’ → ‫‘ כהם‬like them’ → ‫‘ מהם‬from them’ → ‫‘ אותם‬them’
3FP ‫הן‬ → ‫‘ להן‬for them’ → ‫‘ כהן‬like them’ → ‫‘ מהן‬from them’ → ‫‘ אתהן‬them’
2MP ‫כם‬ → ‫‘ לכם‬for you’ → ‫‘ ככם‬like you’ → ‫‘ מכם‬from you’ → ‫‘ אתכם‬you’
2FP ‫כן‬ → ‫‘ לכן‬for you’ → ‫‘ ככן‬like you’ → ‫‘ מכן‬from you’ → ‫‘ אתכן‬you’
1CP ‫נו‬ → ‫‘ לנו‬for us’ → ‫‘ כמונו‬like us’ → ‫‘ ממנו‬from us’ → ‫‘ אותנו‬us’
‫‪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, 15.2-6‬פקד ‪1.‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫פקד‬ ‫נפקד‬ ‫פקד‬ ‫פקד‬ ‫התפקד‬ ‫הפקיד‬ ‫הפקד‬
‫‪3FS‬‬ ‫פקדה‬ ‫נפקדה‬ ‫פקדה‬ ‫פקדה‬ ‫התפקדה‬ ‫הפקידה‬ ‫הפקדה‬
‫‪2MS‬‬ ‫פקדת‬ ‫נפקדת‬ ‫פקדת‬ ‫פקדת‬ ‫התפקדת‬ ‫הפקדת‬ ‫הפקדת‬
‫‪2FS‬‬ ‫פקדת‬ ‫נפקדת‬ ‫פקדת‬ ‫פקדת‬ ‫התפקדת‬ ‫הפקדת‬ ‫הפקדת‬
‫‪1CS‬‬ ‫פקדתי‬ ‫נפקדתי‬ ‫פקדתי‬ ‫פקדתי‬ ‫התפקדתי‬ ‫הפקדתי‬ ‫הפקדתי‬
‫‪3CP‬‬ ‫פקדו‬ ‫נפקדו‬ ‫פקדו‬ ‫פקדו‬ ‫התפקדו‬ ‫הפקידו‬ ‫הפקדו‬
‫‪2MP‬‬ ‫פקדתם‬ ‫נפקדתם‬ ‫פקדתם‬ ‫פקדתם‬ ‫התפקדתם‬ ‫הפקדתם‬ ‫הפקדתם‬
‫‪2FP‬‬ ‫פקדתן‬ ‫נפקדתן‬ ‫פקדתן‬ ‫פקדתן‬ ‫התפקדתן‬ ‫הפקדתן‬ ‫הפקדתן‬
‫‪1CP‬‬ ‫פקדנו‬ ‫נפקדנו‬ ‫פקדנו‬ ‫פקדנו‬ ‫התפקדנו‬ ‫הפקדנו‬ ‫הפקדנו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יפקד‬ ‫יפקד‬ ‫יפקד‬ ‫יפקד‬ ‫יתפקד‬ ‫יפקיד‬ ‫יפקד‬

‫‪3FS/2MS‬‬ ‫תפקד‬ ‫תפקד‬ ‫תפקד‬ ‫תפקד‬ ‫תתפקד‬ ‫תפקיד‬ ‫תפקד‬
‫‪2FS‬‬ ‫תפקדי‬ ‫תפקדי‬ ‫תפקדי‬ ‫תפקדי‬ ‫תתפקדי‬ ‫תפקידי‬ ‫תפקדי‬
‫‪1CS‬‬ ‫אפקד‬ ‫אפקד‬ ‫אפקד‬ ‫אפקד‬ ‫אתפקד‬ ‫אפקיד‬ ‫אפקד‬
‫‪3MP‬‬ ‫יפקדו‬ ‫יפקדו‬ ‫יפקדו‬ ‫יפקדו‬ ‫יתפקדו‬ ‫יפקידו‬ ‫יפקדו‬
‫‪3FP‬‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תתפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬
‫‪2MP‬‬ ‫תפקדו‬ ‫תפקדו‬ ‫תפקדו‬ ‫תפקדו‬ ‫תתפקדו‬ ‫תפקידו‬ ‫תפקדו‬
‫‪2FP‬‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬ ‫תתפקדנה‬ ‫תפקדנה‬ ‫תפקדנה‬
‫‪1CP‬‬ ‫נפקד‬ ‫נפקד‬ ‫נפקד‬ ‫נפקד‬ ‫נתפקד‬ ‫נפקיד‬ ‫נפקד‬
‫‪Appendix B: Strong Verb Paradigms‬‬ ‫‪195‬‬

‫‪PAST‬‬ ‫‪3MS‬‬ ‫ויפקד‬ ‫ויפקד‬ ‫ויפקד‬ ‫ויפקד‬ ‫ויתפקד‬ ‫ויפקד‬ ‫ויפקד‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יפקד‬ ‫יפקד‬ ‫יפקד‬ ‫יפקד‬ ‫יתפקד‬ ‫יפקד‬ ‫יפקד‬
‫‪1CS‬‬ ‫אפקדה‬ ‫אפקדה‬ ‫אפקדה‬ ‫אפקדה‬ ‫אתפקדה‬ ‫אפקידה‬
‫‪IMV‬‬ ‫‪MS‬‬ ‫פקד‬ ‫הפקד‬ ‫פקד‬ ‫התפקד‬ ‫הפקד‬
‫‪FS‬‬ ‫פקדי‬ ‫הפקדי‬ ‫פקדי‬ ‫התפקדי‬ ‫הפקידי‬
‫‪MP‬‬ ‫פקדו‬ ‫הפקדו‬ ‫פקדו‬ ‫התפקדו‬ ‫הפקידו‬
‫‪FP‬‬ ‫פקדנה‬ ‫הפקדנה‬ ‫פקדנה‬ ‫התפקדנה‬ ‫הפקדנה‬
‫‪INF CST‬‬ ‫פקד‬ ‫הפקד‬ ‫פקד‬ ‫פקד‬ ‫התפקד‬ ‫הפקיד‬ ‫הפקד‬
‫‪INF ABS‬‬ ‫פקוד‬ ‫נפקד‬ ‫פקד‬ ‫פקד‬ ‫התפקד‬ ‫הפקד‬ ‫הפקד‬
‫הפקד‬
‫‪PTCP MSA‬‬
‫פקד‬ ‫נפקד‬ ‫מפקד‬ ‫מפקד‬ ‫מתפקד‬ ‫מפקיד‬ ‫מפקד‬
‫‪FSA‬‬
‫פקדה‬ ‫נפקדה‬ ‫מפקדה‬ ‫מפקדה‬ ‫מתפקדה‬ ‫מפקידה‬ ‫מפקדה‬
‫פקדת‬ ‫נפקדת‬ ‫מפקדת‬ ‫מפקדת‬ ‫מתפקדת‬ ‫מפקדת‬ ‫מפקדת‬
‫‪MPA‬‬
‫פקדים‬ ‫נפקדים‬ ‫מפקדים‬ ‫מפקדים‬ ‫מתפקדים‬ ‫מפקידים‬ ‫מפקדים‬
‫‪FPA‬‬
‫פקדות‬ ‫נפקדות‬ ‫מפקדות‬ ‫מפקדות‬ ‫מתפקדות‬ ‫מפקידות‬ ‫מפקדות‬
!""#$%&'()*(+,-.$/(0#-1(23-3%&/45((((((((((((((((((((((((((((678
9:(;1<#=,(2-.$.>$5(+>??&'#%(,.(0#-15(@6A:9B
C;DD;EFGH(I;G+;G!GJ
C;DD;EFGH( +LCCFM(0KN) 2NKCFM(0KN) EFJO
0;EKD KGKNHFI(!"!
PQ+ !"#$%$&R 1 (!"357 !83$7/ (S($!" 4,
PC+ "R ' 23' "3/7 " '837/ (S$9"' 4,
9Q+ (R (34 (34 ':3$7/ (S$9( 4,
9C+ )R )3$%$)3
/ 5 )35
6I+ * +,R *,3+ 67 *,3+ 57 7/ S(9*,+ 4,
*8+ 3$$
PQ2 -R -3' -35
PC2 .R .3' .35
9Q2 -0R / -03 / 4 -03 / 4
9C2 .0R
/ .03
/ 4 .03
/ 4
6I2 !,R !,3'7 ((!,357 7/ S$9!, 4,
!83$$
G.,#*((+>??&'(23,,#-$(@2#-?#=,B(T#-15(U3T#(3$(#R=V355(V&$W&$/(T.X#V(@&:#:Y(,U#(T.X#V(
1#,X##$ ( ,U# ( T#-1 ( ?.-4 ( 3$% ( ,U# ( 5>??&'#% ( "-.$.>$B: ( 2-#?&' ( 23,,#-$(
@F4"#-?#=,Y(235,(G3--3,&T#Y(3$%(F4"#-3,&T#B(U3T#(3$($R=V355(V&$W&$/(T.X#V:
‫‪Appendix C‬‬
‫‪Weak Verb (and Guttural Verb) Paradigms‬‬
‫)‪ ‘stand’ (17.2‬עמד ‪1. I-Guttural Verb:‬‬

‫‪I-Guttural‬‬ ‫)‪QAL (DYNAMIC‬‬ ‫)‪QAL (STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF 3MS‬‬
‫עמד‬ ‫חזק‬ ‫נעמד‬ ‫העמיד‬ ‫העמד‬
‫‪3FS‬‬ ‫עמדה‬ ‫חזקה‬ ‫נעמדה‬ ‫העמידה‬ ‫העמדה‬
‫‪2MS‬‬ ‫עמדת‬ ‫חזקת‬ ‫נעמדת‬ ‫העמדת‬ ‫העמדת‬
‫‪2FS‬‬ ‫עמדת‬ ‫חזקת‬ ‫נעמדת‬ ‫‪R‬‬ ‫העמדת‬ ‫העמדת‬
‫‪1CS‬‬ ‫עמדתי‬ ‫חזקתי‬ ‫נעמדתי‬ ‫העמדתי‬ ‫העמדתי‬
‫‪3CP‬‬ ‫עמדו‬ ‫חזקו‬ ‫נעמדו‬ ‫‪E‬‬ ‫העמידו‬ ‫העמדו‬
‫‪2MP‬‬ ‫עמדתם‬ ‫חזקתם‬ ‫נעמדתם‬ ‫העמדתם‬ ‫העמדתם‬
‫‪2FP‬‬ ‫עמדתן‬ ‫חזקתן‬ ‫נעמדתן‬ ‫‪G‬‬ ‫העמדתן‬ ‫העמדתן‬
‫‪1CP‬‬ ‫עמדנו‬ ‫חזקנו‬ ‫נעמדנו‬ ‫העמדנו‬ ‫העמדנו‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יעמד‬ ‫יחזק‬ ‫יעמד‬ ‫יעמיד‬ ‫יעמד‬
‫‪3FS/2MS‬‬ ‫תעמד‬ ‫תחזק‬ ‫תעמד‬ ‫‪L‬‬ ‫תעמיד‬ ‫תעמד‬
‫‪2FS‬‬ ‫תעמדי‬ ‫תחזקי‬ ‫תעמדי‬ ‫תעמידי‬ ‫תעמדי‬
‫‪1CS‬‬ ‫אעמד‬ ‫אחזק‬ ‫אעמד‬ ‫‪A‬‬ ‫אעמיד‬ ‫אעמד‬
‫‪3MP‬‬ ‫יעמדו‬ ‫יחזקו‬ ‫יעמדו‬ ‫יעמידו‬ ‫יעמדו‬
‫‪3FP‬‬ ‫תעמדנה‬ ‫תחזקנה‬ ‫תעמדנה‬ ‫‪R‬‬ ‫תעמדנה‬ ‫תעמדנה‬
‫‪2MP‬‬ ‫תעמדו‬ ‫תחזקו‬ ‫תעמדו‬ ‫תעמידו‬ ‫תעמדו‬
‫‪2FP‬‬ ‫תעמדנה‬ ‫תחזקנה‬ ‫תעמדנה‬ ‫תעמדנה‬ ‫תעמדנה‬
‫‪1CP‬‬ ‫נעמד‬ ‫נחזק‬ ‫נעמד‬ ‫נעמיד‬ ‫נעמד‬
‫‪Appendix C: Weak Verb (and Guttural Verb) Paradigms‬‬ ‫‪198‬‬
‫‪I-Guttural‬‬ ‫)‪QAL (DYNAMIC‬‬ ‫‪QAL (STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫‪PAST 3MS‬‬
‫ויעמד‬ ‫ויחזק‬ ‫ויעמד‬ ‫‪R‬‬ ‫ויעמד‬ ‫ויעמד‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יעמד‬ ‫יחזק‬ ‫יעמד‬ ‫יעמד‬ ‫יעמד‬
‫‪1CS‬‬ ‫אעמדה‬ ‫אחזקה‬ ‫אעמדה‬ ‫‪E‬‬ ‫אעמידה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫עמד‬ ‫חזק‬ ‫העמד‬ ‫העמד‬
‫‪FS‬‬
‫עמדי‬ ‫חזקי‬ ‫העמדי‬ ‫‪G‬‬ ‫העמידי‬
‫‪MP‬‬
‫עמדו‬ ‫חזקו‬ ‫העמדו‬ ‫העמידו‬
‫‪FP‬‬
‫עמדנה‬ ‫חזקנה‬ ‫העמדנה‬ ‫‪U‬‬ ‫העמדנה‬
‫‪INF CST‬‬
‫עמד‬ ‫חזק‬ ‫העמד‬ ‫העמיד‬ ‫העמד‬
‫‪INF ABS‬‬
‫עמוד‬ ‫חזוק‬ ‫העמד‬ ‫העמד‬ ‫העמד‬
‫‪L‬‬
‫נעמד‬
‫עמד‬ ‫חזק‬ ‫נעמד‬ ‫מעמיד‬ ‫מעמד‬
‫‪FSA‬‬
‫עמדה‬ ‫חזקה‬ ‫נעמדה‬ ‫‪A‬‬ ‫מעמידה‬ ‫מעמדה‬
‫עמדת‬ ‫נעמדת‬ ‫מעמדת‬ ‫מעמדת‬
‫‪MPA‬‬
‫עמדים‬ ‫חזקים‬ ‫נעמדים‬ ‫‪R‬‬ ‫מעמידים‬ ‫מעמדים‬
‫‪FPA‬‬
‫עמדות‬ ‫חזקות‬ ‫נעמדות‬ ‫מעמידות‬ ‫מעמדות‬
‫)‪ ‘bless’ (17.3‬ברך ‪ ‘slaughter’ and‬שׁחט ‪2. II-Guttural Verb:‬‬

‫‪II-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪Guttural‬‬
‫שׁ חט‬ ‫נשׁחט‬ ‫ברך‬ ‫ברך‬ ‫התברך‬
‫‪3FS‬‬
‫שׁ חטה‬ ‫נשׁחטה‬ ‫ברכה‬ ‫ברכה‬ ‫התברכה‬
‫‪2MS‬‬
‫שׁ חט ת‬ ‫נשׁחטת‬ ‫ברכת‬ ‫ברכת‬ ‫התברכת‬
‫‪2FS‬‬ ‫שׁ חט ת‬ ‫נשׁחטת‬ ‫ברכת‬ ‫ברכת‬ ‫התברכת‬ ‫‪R‬‬ ‫‪R‬‬
‫‪1CS‬‬ ‫שׁחטתי‬ ‫נשׁחטתי‬ ‫ברכתי‬ ‫ברכתי‬ ‫התברכתי‬
‫‪3CP‬‬ ‫שׁחטו‬ ‫נשׁחטו‬ ‫ברכו‬ ‫ברכו‬ ‫התברכו‬ ‫‪E‬‬ ‫‪E‬‬
‫‪2MP‬‬ ‫שׁחטתם‬ ‫נשׁחטתם‬ ‫ברכתם‬ ‫ברכתם‬ ‫התברכתם‬
‫‪2FP‬‬ ‫שׁחטתן‬ ‫נשׁחטתן‬ ‫ברכתן‬ ‫ברכתן‬ ‫התברכתן‬ ‫‪G‬‬ ‫‪G‬‬
‫‪1CP‬‬ ‫שׁחטנו‬ ‫נשׁחטנו‬ ‫ברכנו‬ ‫ברכנו‬ ‫התברכנו‬
‫‪U‬‬ ‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫י שׁ חט‬ ‫י שׁ חט‬ ‫יברך‬ ‫יברך‬ ‫יתברך‬
‫‪3FS/2MS‬‬ ‫תשׁחט‬ ‫תשׁחט‬ ‫תברך‬ ‫תברך‬ ‫תתברך‬ ‫‪L‬‬ ‫‪L‬‬
‫‪2FS‬‬ ‫תשׁחטי‬ ‫תשׁחטי‬ ‫תברכי‬ ‫תברכי‬ ‫תתברכי‬
‫‪1CS‬‬ ‫אשׁחט‬ ‫אשׁחט‬ ‫אברך‬ ‫אברך‬ ‫אתברך‬ ‫‪A‬‬ ‫‪A‬‬
‫‪3MP‬‬ ‫ישׁחטו‬ ‫ישׁחטו‬ ‫יברכו‬ ‫יברכו‬ ‫יתברכו‬
‫‪3FP‬‬ ‫תשׁחטנה‬ ‫תשׁחטנה‬ ‫תברכנה‬ ‫תברכנה‬ ‫תתברכנה‬ ‫‪R‬‬ ‫‪R‬‬
‫‪2MP‬‬
‫תשׁחטו‬ ‫תשׁחטו‬ ‫תברכו‬ ‫תברכו‬ ‫תתברכו‬
‫‪2FP‬‬
‫תשׁחטנה‬ ‫תשׁחטנה‬ ‫תברכנה‬ ‫תברכנה‬ ‫תתברכנה‬
‫‪1CP‬‬
‫נשׁחט‬ ‫נשׁחט‬ ‫נברך‬ ‫נברך‬ ‫נתברך‬
‫‪II-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫וישׁחט‬ ‫וישׁחט‬ ‫ויברך‬ ‫ויברך‬ ‫ויתברך‬ ‫‪R‬‬ ‫‪R‬‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫י שׁ חט‬ ‫י שׁ חט‬ ‫יברך‬ ‫יברך‬ ‫יתברך‬
‫‪1CS‬‬ ‫אשׁחטה‬ ‫אשׁחטה‬ ‫אברכה‬ ‫אברכה‬ ‫אתברכה‬ ‫‪E‬‬ ‫‪E‬‬
‫‪IMV‬‬ ‫‪MS‬‬
‫שׁ חט‬ ‫השׁחט‬ ‫ברך‬ ‫התברך‬
‫‪FS‬‬
‫שׁחטי‬ ‫השׁחטי‬ ‫ברכי‬ ‫התברכי‬ ‫‪G‬‬ ‫‪G‬‬
‫‪MP‬‬
‫שׁחטו‬ ‫השׁחטו‬ ‫ברכו‬ ‫התברכו‬
‫‪FP‬‬
‫שׁחטנה‬ ‫השׁחטנה‬ ‫ברכנה‬ ‫התברכנה‬ ‫‪U‬‬ ‫‪U‬‬
‫‪INF CST‬‬
‫שׁחט‬ ‫השׁחט‬ ‫ברך‬ ‫התברך‬
‫‪INF ABS‬‬
‫שׁחוט‬ ‫נשׁחט‬ ‫ברך ‪ ,‬ברך‬ ‫התברך‬ ‫‪L‬‬ ‫‪L‬‬
‫שׁ חט‬ ‫נשׁחט‬ ‫מברך‬ ‫מברך‬ ‫מתברך‬
‫‪FSA‬‬
‫שׁחטה‬ ‫נשׁחטה‬ ‫מברכה‬ ‫מברכה‬ ‫מתברכה‬ ‫‪A‬‬ ‫‪A‬‬
‫שׁחטת‬ ‫נשׁחטת‬ ‫מברכת‬ ‫מברכת‬ ‫מתברכת‬
‫‪MPA‬‬
‫שׁחטים‬ ‫נשׁחטים‬ ‫מברכים‬ ‫מברכים‬ ‫מתברכים‬ ‫‪R‬‬ ‫‪R‬‬
‫‪FPA‬‬
‫שׁחטות‬ ‫נשׁחטות‬ ‫מברכות‬ ‫מברכות‬ ‫מתברכות‬
‫)‪ ‘send’ (17.4‬שׁלח ‪3. III-Guttural Verb:‬‬

‫‪III-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫שׁלח‬ ‫נשׁלח‬ ‫שׁלח‬ ‫‪,‬שׁלח‬ ‫השׁתלח‬ ‫השׁליח‬ ‫השׁלח‬
‫‪3FS‬‬ ‫שׁלחה‬ ‫נשׁלחה‬ ‫שׁלחה‬ ‫‪,‬שׁלחה‬ ‫השׁתלחה‬ ‫השׁליחה‬ ‫השׁלהה‬
‫‪2MS‬‬ ‫שׁלחת‬ ‫נשׁלחת‬ ‫שׁלחת‬ ‫‪,‬שׁלחת‬ ‫השׁתלחת‬ ‫השׁלחת‬ ‫השׁלחת‬
‫‪2FS‬‬ ‫שׁלחת‬ ‫נשׁלחת‬ ‫שׁלחת‬ ‫‪,‬שׁלחת‬ ‫השׁתלחת‬ ‫השׁלחת‬ ‫השׁלחת‬
‫‪1CS‬‬ ‫שׁלהתי‬ ‫נשׁלחתי‬ ‫שׁלחתי‬ ‫‪,‬שׁלחתי‬ ‫השׁתלתי‬ ‫השׁלחתי‬ ‫השׁלחתי‬
‫‪3CP‬‬ ‫שׁלחו‬ ‫נשׁלחו‬ ‫שׁלחו‬ ‫‪,‬שׁלחו‬ ‫השׁתלחו‬ ‫השׁליחו‬ ‫השׁלחו‬
‫‪2MP‬‬ ‫שׁלחתם‬ ‫נשׁלחתם‬ ‫שׁלחתם‬ ‫‪,‬שׁלחתם‬ ‫השׁתלחתם‬ ‫השׁלחתם‬ ‫השׁלחתם‬
‫‪2FP‬‬ ‫שׁלחתן‬ ‫נשׁלחתן‬ ‫שׁלחתן‬ ‫‪,‬שׁלחתן‬ ‫השׁתלחתן‬ ‫השׁלחתן‬ ‫השׁלחתן‬
‫‪1CP‬‬ ‫שׁלחנו‬ ‫נשׁלחנו‬ ‫שׁלחנו‬ ‫‪,‬שׁלחנו‬ ‫השׁתלחנו‬ ‫השׁלחנו‬ ‫השׁלחנו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫ישׁלח‬ ‫ישׁלה‬ ‫ישׁלח‬ ‫י ‪,‬שׁלח‬ ‫ישׁתלח‬ ‫ישׁליח‬ ‫ישׁלח‬

‫‪3FS/2MS‬‬ ‫תשׁלח‬ ‫תשׁלח‬ ‫תשׁלח‬ ‫ת ‪,‬שׁלח‬ ‫תשׁתלח‬ ‫תשׁליח‬ ‫תשׁלח‬
‫‪2FS‬‬ ‫תשׁלחי‬ ‫תשׁלחי‬ ‫תשׁלחי‬ ‫ת ‪,‬שׁלחי‬ ‫תשׁתלחי‬ ‫תשׁליחי‬ ‫תשׁלחי‬
‫‪1CS‬‬
‫‪,‬אשׁלח‬ ‫אשׁלח‬ ‫אשׁלח‬ ‫א ‪,‬שׂלח‬ ‫אשׁתלח‬ ‫אשׁליח‬ ‫אשׁלח‬
‫‪3MP‬‬ ‫ישׁלחו‬ ‫ישׁלחו‬ ‫ישׁלחו‬ ‫י ‪,‬שׁלחו‬ ‫ישׁתלחו‬ ‫ישׁליחו‬ ‫ישׁלחו‬
‫‪3FP‬‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬ ‫ת ‪,‬שׁלחנה‬ ‫תשׁתלחנה‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬
‫‪2MP‬‬ ‫תשׁלחו‬ ‫תשׁלחו‬ ‫תשׁלחו‬ ‫ת ‪,‬שׁלחו‬ ‫תשׁתלחו‬ ‫תשׁליחו‬ ‫תשׁלחו‬
‫‪2FP‬‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬ ‫ת ‪,‬שׁלחנה‬ ‫תשׁתלחנה‬ ‫תשׁלחנה‬ ‫תשׁלחנה‬
‫‪1CP‬‬ ‫נשׁלח‬ ‫נשׁלח‬ ‫נשׁלח‬ ‫נ ‪,‬שׁלח‬ ‫נשׁתלח‬ ‫נשׁליח‬ ‫נשׁלח‬
‫‪III-‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫וישׁלח‬ ‫וישׁלח‬ ‫וישׁלח‬ ‫וי ‪,‬שׁלח‬ ‫וישׁתלח‬ ‫וישׁלח‬ ‫וישׁלח‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫ישׁלח‬ ‫ישׁלח‬ ‫ישׁלח‬ ‫י ‪,‬שׁלח‬ ‫ישׁתלח‬ ‫ישׁלח‬ ‫ישׁלח‬
‫‪1CS‬‬ ‫אשׁלחה‬ ‫אשׁלחה‬ ‫אשׁלחה‬ ‫א ‪,‬שׁלחה‬ ‫אשׁתלחה‬ ‫אשׁליחה‬ ‫אשׁלחה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫שׁלח‬ ‫השׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫השׁלח‬
‫‪FS‬‬
‫שׁלחי‬ ‫השׁלחי‬ ‫שׁלחי‬ ‫השׁתלחי‬ ‫השׁליחי‬
‫‪MP‬‬
‫שׁלחו‬ ‫השׁלחו‬ ‫שׁלחו‬ ‫השׁתלחו‬ ‫השׁליחו‬
‫‪FP‬‬
‫שׁלחנה‬ ‫השׁלחנה‬ ‫שׁלחנה‬ ‫השׁתלחנה‬ ‫השׁלחנה‬
‫‪INF CST‬‬
‫שׁלח‬ ‫השׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫השׁליח‬
‫‪INF ABS‬‬
‫שׁלוח‬ ‫נשׁלח‬ ‫שׁלח‬ ‫השׁתלח‬ ‫השׁלח‬ ‫השׁלח‬
‫שׁלח‬ ‫נשׁלח‬ ‫משׁלח‬ ‫מ ‪,‬שׁלח‬ ‫משׁתלח‬ ‫משׁליח‬ ‫משׁלח‬
‫‪FSA‬‬
‫שׁלחה‬ ‫נשׁלחה‬ ‫משׁלחה‬ ‫מ ‪,‬שׁלחה‬ ‫משׁתלחה‬ ‫משׁליחה‬ ‫משׁלחה‬
‫שׁלחת‬ ‫נשׁלחת‬ ‫משׁלחת‬ ‫מ ‪,‬שׁלחת‬ ‫משׁתלחת‬ ‫משׁלחת‬ ‫משׁלחת‬
‫‪MPA‬‬
‫שׁלחים‬ ‫נשׁלחים‬ ‫משׁלחים‬ ‫מ ‪,‬שׁלחים‬ ‫משׁתלחים‬ ‫משׁליחים‬ ‫משׁלחים‬
‫‪FPA‬‬
‫שׁלחות‬ ‫נשׁלחות‬ ‫משׁלחות‬ ‫מ ‪,‬שׁלחות‬ ‫משׁתלחות‬ ‫משׁליחות‬ ‫משׁלחות‬
‫)‪ ‘bake’) (19.1‬אפה ‪ ‘eat’, and‬אכל ‪ ‘be willing’,‬אבה ’‪ ‘perish‬אבד ‪ ‘say’ (also‬אמר ‪4a. I-Alef Verb:‬‬
‫‪I-Alef‬‬ ‫‪IMPF 3MS‬‬ ‫‪IMPF 1CS‬‬ ‫‪PAST‬‬ ‫‪*These five roots behave differently only in the Qal Imperfect and‬‬
‫‪QAL‬‬ ‫יאמר‬ ‫אמר‬ ‫ויאמר‬ ‫‪Past Narrative; all other conjugations are as I-Guttural verbs.‬‬
‫)‪ ‘find’ (19.2‬מצא ‪4b. III-Alef Verb:‬‬

‫‪III-Alef‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫מצא‬ ‫נמצא‬ ‫מצא‬ ‫‪,‬מצא‬ ‫התמצא‬ ‫המציא‬ ‫‪,‬המצא‬
‫‪3FS‬‬ ‫מצאה‬ ‫נמצאה‬ ‫מצאה‬ ‫‪,‬מצאה‬ ‫התמצאה‬ ‫המציאה‬ ‫‪,‬המצאה‬
‫‪2MS‬‬ ‫מצאת‬ ‫נמצאת‬ ‫מצאת‬ ‫‪,‬מצאת‬ ‫התמצאת‬ ‫המצאת‬ ‫‪,‬המצאת‬
‫‪2FS‬‬ ‫מצאת‬ ‫נמצאת‬ ‫מצאת‬ ‫‪,‬מצאת‬ ‫התמצאת‬ ‫המצאת‬ ‫‪,‬המצאת‬
‫‪1CS‬‬ ‫מצאתי‬ ‫נמצאתי‬ ‫מצאתי‬ ‫‪,‬מצאתי‬ ‫התמצאתי‬ ‫המצאתי‬ ‫‪,‬המצאתי‬
‫‪3CP‬‬ ‫מצאו‬ ‫נמצאו‬ ‫מצאו‬ ‫‪,‬מצאו‬ ‫התמצאו‬ ‫המצאו‬ ‫‪,‬המצאו‬
‫‪2MP‬‬ ‫מצאתם‬ ‫נמצאתם‬ ‫מצאתם‬ ‫‪,‬מצאתם‬ ‫התמצאתם‬ ‫המצאתם‬ ‫‪,‬המצאתם‬
‫‪2FP‬‬ ‫מצאתן‬ ‫נמצאתן‬ ‫מצאתן‬ ‫‪,‬מצאתן‬ ‫התמצאתן‬ ‫המצאתן‬ ‫‪,‬המצאתן‬
‫‪1CP‬‬ ‫מצאנו‬ ‫נמצאנו‬ ‫מצאנו‬ ‫‪,‬מצאנו‬ ‫התמצאנו‬ ‫המצאנו‬ ‫‪,‬המצאנו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫ימצא‬ ‫ימצא‬ ‫ימצא‬ ‫י ‪,‬מצא‬ ‫יתמצא‬ ‫ימציא‬ ‫י‪ ,‬מצא‬
‫‪3FS/2MS‬‬ ‫תמצא‬ ‫תמצא‬ ‫תמצא‬ ‫ת ‪,‬מצא‬ ‫תתמצא‬ ‫תמציא‬ ‫‪,‬תמצא‬
‫‪2FS‬‬ ‫תמצאי‬ ‫תמצאי‬ ‫תמצאי‬ ‫ת ‪,‬מצאי‬ ‫תתמצאי‬ ‫תמציאי‬ ‫‪,‬תמצאי‬
‫‪1CS‬‬ ‫אמצא‬ ‫אמצא‬ ‫אמצא‬ ‫א ‪,‬מצא‬ ‫אתמצא‬ ‫אמציא‬ ‫‪,‬אמצא‬
‫‪3MP‬‬ ‫ימצאו‬ ‫ימצאו‬ ‫ימצאו‬ ‫י ‪,‬מצאו‬ ‫יתמצאו‬ ‫ימציאו‬ ‫י‪ ,‬מצאו‬
‫‪3FP/2FP‬‬ ‫תמצאנה‬ ‫תמצאנה‬ ‫תמצאנה‬ ‫ת ‪,‬מצאנה‬ ‫תתמצאנה‬ ‫תמצאנה‬ ‫‪,‬תמצאנה‬
‫‪2MP‬‬ ‫תמצאו‬ ‫תמצאו‬ ‫תמצאו‬ ‫ת ‪,‬מצאו‬ ‫תתמצאו‬ ‫תמציאו‬ ‫‪,‬תמצאו‬
‫‪1CP‬‬ ‫נמצא‬ ‫נמצא‬ ‫נמצא‬ ‫נ ‪,‬מצא‬ ‫נתמצא‬ ‫נמציא‬ ‫נ‪ ,‬מצא‬
‫‪III-ALEF‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫וימצא‬ ‫וימצא‬ ‫וימצא‬ ‫וי ‪,‬מצא‬ ‫ויתמצא‬ ‫וימצא‬ ‫וי‪ ,‬מצא‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫ימצא‬ ‫ימצא‬ ‫ימצא‬ ‫י ‪,‬מצא‬ ‫יתמצא‬ ‫ימצא‬ ‫י‪ ,‬מצא‬
‫‪1CS‬‬ ‫אמצאה‬ ‫אמצאה‬ ‫אמצאה‬ ‫אתמצאה‬ ‫אמציאה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫מצא‬ ‫המצא‬ ‫מצא‬ ‫התמצא‬ ‫המצא‬
‫‪FS‬‬
‫מצאי‬ ‫המצאי‬ ‫מצאי‬ ‫התמצאי‬ ‫המציאי‬
‫‪MP‬‬
‫מצאו‬ ‫המצאו‬ ‫מצאו‬ ‫התמצאו‬ ‫המציאו‬
‫‪FP‬‬
‫מצאנה‬ ‫המצאנה‬ ‫מצאנה‬ ‫התמצאנה‬ ‫המצאנה‬
‫‪INF CST‬‬
‫מצא‬ ‫המצא‬ ‫מצא‬ ‫‪,‬מצא‬ ‫התמצא‬ ‫המציא‬ ‫‪,‬המצא‬
‫‪INF ABS‬‬
‫מצוא‬ ‫נמצא‬ ‫מצא‬ ‫התמצא‬ ‫המצא‬
‫מצא‬ ‫נמצא‬ ‫ממצא‬ ‫מ ‪,‬מצא‬ ‫מתמצא‬ ‫ממציא‬ ‫‪,‬ממצא‬
‫‪FSA‬‬
‫מצאה‬ ‫נמצאה‬ ‫ממצאה‬ ‫מ ‪,‬מצאה‬ ‫מתמצאה‬ ‫ממציאה‬ ‫‪,‬ממצאה‬
‫מצאת‬ ‫נמצאת‬ ‫ממצאת‬ ‫מ ‪,‬מצאת‬ ‫מתמצאת‬ ‫ממצאת‬ ‫‪,‬ממצאת‬
‫‪MPA‬‬
‫מצאים‬ ‫נמצאים‬ ‫ממצאים‬ ‫מ ‪,‬מצאים‬ ‫מתמצאים‬ ‫ממציאים‬ ‫‪,‬ממצאים‬
‫‪FPA‬‬
‫מצאות‬ ‫נמצאות‬ ‫ממצאות‬ ‫מ ‪,‬מצאות‬ ‫מתמצאות‬ ‫ממציאות‬ ‫‪,‬ממצאות‬
‫)‪ ‘draw near’ (20.1‬נגשׁ ‪ ‘fall’,‬נפל ‪5. I-Nun Verb:‬‬

‫‪I-NUN‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫נפל‬ ‫נגשׁ‬ ‫נגשׁ‬ ‫הגישׁ‬ ‫‪,‬הגשׁ‬
‫‪3FS‬‬ ‫נפלה‬ ‫נגשׁה‬ ‫נגשׁה‬ ‫הגישׁה‬ ‫‪,‬הגשׁה‬
‫‪2MS‬‬ ‫נפלת‬ ‫נגשׁת‬ ‫נגשׁת‬ ‫הגשׁת‬ ‫‪,‬הגשׁת‬
‫‪2FS‬‬ ‫נפלת‬ ‫נגשׁת‬ ‫נגשׂת‬ ‫‪R‬‬ ‫הגשׁת‬ ‫‪,‬הגשׁת‬
‫‪1CS‬‬ ‫נפלתי‬ ‫נגשׁתי‬ ‫נגשׂתי‬ ‫הגשׁתי‬ ‫‪,‬הגשׁתי‬
‫‪3CP‬‬ ‫נפלו‬ ‫נגשׁו‬ ‫נגשׁו‬ ‫‪E‬‬ ‫הגישׁו‬ ‫‪,‬הגשׁו‬
‫‪2MP‬‬ ‫נפלתם‬ ‫נגשׁתם‬ ‫נגשׂתם‬ ‫הגשׁתם‬ ‫‪,‬הגשׁתם‬
‫‪2FP‬‬ ‫נפלתן‬ ‫נגשׁתן‬ ‫נגשׂתן‬ ‫‪G‬‬ ‫הגשׁתן‬ ‫‪,‬הגשׁתן‬
‫‪1CP‬‬ ‫נפלנו‬ ‫נגשׁנו‬ ‫נגשׁנו‬ ‫הגשׁנו‬ ‫‪,‬הגשׁנו‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יפל‬ ‫יגשׁ‬ ‫ינגשׁ‬ ‫יגישׁ‬ ‫י‪ ,‬גשׁ‬
‫‪3FS/2MS‬‬ ‫תפל‬ ‫תגשׁ‬ ‫תנגשׁ‬ ‫‪L‬‬ ‫תגישׁ‬ ‫‪,‬תגשׁ‬
‫‪2FS‬‬ ‫תפלי‬ ‫תגשׁי‬ ‫תנגשׁי‬ ‫תגישׁי‬ ‫‪,‬תגשׁי‬
‫‪1CS‬‬ ‫אפל‬ ‫אגשׁ‬ ‫אנגשׁ‬ ‫‪A‬‬ ‫אגישׁ‬ ‫‪,‬אגשׁ‬
‫‪3MP‬‬ ‫יפלו‬ ‫יגשׁו‬ ‫ינגשׁו‬ ‫יגישׁו‬ ‫י‪ ,‬גשׁו‬
‫‪3FP‬‬ ‫תפלנה‬ ‫תגשׁנה‬ ‫תנגשׁנה‬ ‫‪R‬‬ ‫תגשׁנה‬ ‫‪,‬תגשׁנה‬
‫‪2MP‬‬ ‫תפלו‬ ‫תגשׁו‬ ‫תנגשׁו‬ ‫תגישׁו‬ ‫‪,‬תגשׁו‬
‫‪2FP‬‬ ‫תפלנה‬ ‫תגשׁנה‬ ‫תנגשׁנה‬ ‫תגשׁנה‬ ‫‪,‬תגשׁנה‬
‫‪1CP‬‬ ‫נפל‬ ‫נגשׁ‬ ‫ננגשׁ‬ ‫נגישׁ‬ ‫נ‪ ,‬גשׁ‬
‫‪I-NUN‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫ויפל‬ ‫ויגשׁ‬ ‫וינגשׁ‬ ‫‪R‬‬ ‫ויגשׁ‬ ‫וי‪ ,‬גשׁ‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יפל‬ ‫יגשׁ‬ ‫ינגשׁ‬ ‫יגשׁ‬ ‫י‪ ,‬גשׁ‬
‫‪1CS‬‬ ‫אפלה‬ ‫אגשׁה‬ ‫אנגשׁה‬ ‫‪E‬‬ ‫אגישׁה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫נפל‬ ‫גשׁ‬ ‫הנגשׁ‬ ‫הגשׁ‬
‫‪FS‬‬
‫נפלי‬ ‫גשׁי‬ ‫הנגשׁי‬ ‫‪G‬‬ ‫הגישׁי‬
‫‪MP‬‬
‫נפלו‬ ‫גשׁו‬ ‫הנגשׁו‬ ‫הגישׁו‬
‫‪FP‬‬
‫נפלנה‬ ‫גשׁנה‬ ‫הנגשׁנה‬ ‫‪U‬‬ ‫הגשׁנה‬
‫‪INF CST‬‬
‫נפל‬ ‫גשׁת‬ ‫הנגשׁ‬ ‫הגישׁ‬ ‫‪,‬הגשׁ‬
‫‪INF ABS‬‬
‫נפול‬ ‫נגושׁ‬ ‫הנגשׁ‬ ‫‪L‬‬ ‫הגשׁ‬ ‫‪,‬הגשׁ‬
‫נפל‬ ‫נגשׁ‬ ‫נגשׁ‬ ‫מגישׁ‬ ‫‪,‬מגשׁ‬
‫‪FSA‬‬
‫נפלה‬ ‫נגשׁה‬ ‫נגשׁה‬ ‫‪A‬‬ ‫מגישׁה‬ ‫‪,‬מגשׁה‬
‫נפלת‬ ‫נגשׁת‬ ‫נגשׁת‬ ‫מגשׁת‬ ‫‪,‬מגשׁת‬
‫‪MPA‬‬
‫נפלים‬ ‫נגשׁים‬ ‫נגשׁים‬ ‫‪R‬‬ ‫מגישׁים‬ ‫‪,‬מגשׁים‬
‫‪FPA‬‬
‫נפלות‬ ‫נגשׁות‬ ‫נגשׁות‬ ‫מגישׁים‬ ‫‪,‬מגשׁות‬
‫)‪ ‘be good’ (21.1‬יטב ;’‪ ‘possess‬ירשׁ ‪ ‘sit’,‬ישׁב ‪6. I-Vav/Yod Verb:‬‬
‫‪I-VAV/YOD‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬ ‫‪QAL‬‬ ‫‪HIFIL‬‬
‫ישׁ ב‬ ‫ירשׁ‬ ‫נושׁב‬ ‫הושׁיב‬ ‫הושׁב‬ ‫יטב‬ ‫היטיב‬
‫‪3FS‬‬ ‫ישׁבה‬ ‫ירשׁה‬ ‫נושׁבה‬ ‫הושׁיבה‬ ‫הושׁבה‬ ‫יטבה‬ ‫היטיבה‬
‫‪2MS‬‬ ‫ישׁבת‬ ‫ירשׁת‬ ‫נושׁבת‬ ‫הושׁבת‬ ‫הושׁבת‬ ‫יטבת‬ ‫היטבת‬
‫‪2FS‬‬ ‫ישׁבת‬ ‫ירשׁת‬ ‫נושׁבת‬ ‫‪R‬‬ ‫הושׁבת‬ ‫הושׁבת‬ ‫יטבת‬ ‫היטבת‬
‫‪1CS‬‬ ‫ישׁבתי‬ ‫ירשׁתי‬ ‫נושׁבתי‬ ‫הושׁבתי‬ ‫הושׁבתי‬ ‫יטבתי‬ ‫היטבתי‬
‫‪3CP‬‬ ‫ישׁבו‬ ‫ירשׁו‬ ‫נושׁבו‬ ‫‪E‬‬ ‫הושׁיבו‬ ‫הושׁבו‬ ‫יטבו‬ ‫היטיבו‬
‫‪2MP‬‬ ‫ישׁבתם‬ ‫ירשׁתם‬ ‫נושׁבתם‬ ‫הושׁבתם‬ ‫הושׁבתם‬ ‫יטבתם‬ ‫היטבתם‬
‫‪2FP‬‬ ‫ישׁבתן‬ ‫ירשׁתן‬ ‫נושׁבתן‬ ‫‪G‬‬ ‫הושׁבתן‬ ‫הושׁבתן‬ ‫יטבתן‬ ‫היטבתן‬
‫‪1CP‬‬ ‫ישׁבנו‬ ‫ירשׁנו‬ ‫נושׁבנו‬ ‫הושׁבנו‬ ‫הושׁבנו‬ ‫יטבנו‬ ‫היטבנו‬
‫‪U‬‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫ישׁ ב‬ ‫יירשׁ‬ ‫יושׁב‬ ‫יושׁיב‬ ‫יושׁב‬ ‫ייטב‬ ‫ייטיב‬
‫‪3FS/2MS‬‬ ‫תשׁב‬ ‫תירשׁ‬ ‫תושׁב‬ ‫‪L‬‬ ‫תושׁיב‬ ‫תושׁב‬ ‫תיטב‬ ‫תיטיב‬
‫‪2FS‬‬ ‫תשׁבי‬ ‫תירשׁי‬ ‫תושׁבי‬ ‫תושׁיבי‬ ‫תושׁבי‬ ‫תיטבי‬ ‫תיטיבי‬
‫‪1CS‬‬ ‫אשׁב‬ ‫אירשׁ‬ ‫אושׁב‬ ‫‪A‬‬ ‫אושׁיב‬ ‫אושׁב‬ ‫איטב‬ ‫איטיב‬
‫‪3MP‬‬ ‫ישׁבו‬ ‫יירשׁו‬ ‫יושׁבו‬ ‫יושׁיבו‬ ‫יושׁבו‬ ‫ייטבו‬ ‫ייטיבו‬
‫‪3FP‬‬ ‫תשׁבנה‬ ‫תירשׁנה‬ ‫תושׁבנה‬ ‫‪R‬‬ ‫תושׁבנה‬ ‫תושׁבנה‬ ‫תיטבנה‬ ‫תיטבנה‬
‫‪2MP‬‬ ‫תשׁבו‬ ‫תירשׁו‬ ‫תושׁבו‬ ‫תושׁיבו‬ ‫תושׁבו‬ ‫תיטבו‬ ‫תיטיבו‬
‫‪2FP‬‬ ‫תשׁבנה‬ ‫תירשׁנה‬ ‫תושׁבנה‬ ‫תושׁבנה‬ ‫תושׁבנה‬ ‫תיטבנה‬ ‫תיטבנה‬
‫‪1CP‬‬ ‫נשׁב‬ ‫נירשׁ‬ ‫נושׁב‬ ‫נושׁיב‬ ‫נושׁב‬ ‫ניטב‬ ‫ניטיב‬
‫‪I-VAV/YOD‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PI/PU/HIT‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬ ‫‪QAL‬‬ ‫‪HIFIL‬‬

‫וישׁב‬ ‫וירשׁ‬ ‫ויושׁב‬ ‫‪R‬‬ ‫וישׁב‬ ‫ויושׁב‬ ‫וייטב‬ ‫ויטב‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫ישׁ ב‬ ‫יירשׁ‬ ‫יושׁב‬ ‫יושׁב‬ ‫ייטב‬ ‫ייטב‬
‫‪1CS‬‬ ‫אשׁבה‬ ‫אירשׁה‬ ‫אושׁבה‬ ‫‪E‬‬ ‫אושׁיבה‬ ‫איטבה‬ ‫איטיבה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫שׁב‬ ‫רשׁ‬ ‫הושׁב‬ ‫הושׁב‬ ‫יטב‬ ‫היטב‬
‫‪FS‬‬
‫שׁבי‬ ‫רשׁי‬ ‫הושׁבי‬ ‫‪G‬‬ ‫הושׁיבי‬ ‫יטבי‬ ‫היטיבי‬
‫‪MP‬‬
‫שׁבו‬ ‫רשׁו‬ ‫הושׁבו‬ ‫הושׁיבו‬ ‫יטבו‬ ‫היטיבו‬
‫‪FP‬‬
‫שׁבנה‬ ‫רשׁנה‬ ‫הושׁבנה‬ ‫‪U‬‬ ‫הושׁבנה‬ ‫יטבנה‬ ‫היטבנה‬
‫‪INF CST‬‬
‫שׁבת‬ ‫רשׁת‬ ‫הושׁב‬ ‫הושׁיב‬ ‫הושׁב‬ ‫יטב‬ ‫היטיב‬
‫‪INF ABS‬‬
‫ישׁוב‬ ‫ירושׁ‬ ‫הושׁב‬ ‫‪L‬‬ ‫הושׁב‬ ‫הושׁב‬ ‫יטוב‬ ‫היטב‬
‫ישׁב‬ ‫ירשׁ‬ ‫נושׁב‬ ‫מושׁיב‬ ‫מושׁב‬ ‫יטב‬ ‫מיטיב‬
‫‪FSA‬‬
‫ישׁבה‬ ‫ירשׁה‬ ‫נושׁבה‬ ‫‪A‬‬ ‫מושׁיבה‬ ‫מושׁבה‬ ‫יטבה‬ ‫מיטיבה‬
‫ישׁבת‬ ‫ירשׁת‬ ‫נושׁבת‬ ‫מושׁבת‬ ‫מושׁבת‬ ‫יטבת‬ ‫מיטבת‬
‫‪MPA‬‬
‫ישׁבים‬ ‫ירשׁים‬ ‫נושׁבים‬ ‫‪R‬‬ ‫מושׁבים‬ ‫מושׁבים‬ ‫יטבים‬ ‫מיטיבים‬
‫‪FPA‬‬
‫ישׁבות‬ ‫ירשׁות‬ ‫נושׁבות‬ ‫מושׁבות‬ ‫מושׁבות‬ ‫יטבות‬ ‫מיטיבות‬
‫)‪ ‘reveal’ (22.1‬גלה ‪7. III-He Verb:‬‬

‫‪III-He‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪PERF‬‬ ‫‪3MS‬‬ ‫גלה‬ ‫נגלה‬ ‫גלה‬ ‫‪,‬גלה‬ ‫התגלה‬ ‫הגלה‬ ‫הגלה‬
‫‪3FS‬‬ ‫גלתה‬ ‫נגלתה‬ ‫גלתה‬ ‫‪,‬גלתה‬ ‫התגלתה‬ ‫הגלתה‬ ‫הגלתה‬
‫‪2MS‬‬ ‫גלית‬ ‫נגלית‬ ‫גלית‬ ‫‪,‬גלית‬ ‫התגלית‬ ‫הגלית‬ ‫הגלית‬
‫‪2FS‬‬ ‫גלית‬ ‫נגלית‬ ‫גלית‬ ‫‪,‬גלית‬ ‫התגלית‬ ‫הגלית‬ ‫הגלית‬
‫‪1CS‬‬ ‫גליתי‬ ‫נגליתי‬ ‫גליתי‬ ‫‪,‬גליתי‬ ‫התגליתי‬ ‫הגליתי‬ ‫הגליתי‬
‫‪3CP‬‬ ‫גלו‬ ‫נגלו‬ ‫גלו‬ ‫‪,‬גלו‬ ‫התגלו‬ ‫הגלו‬ ‫הגלו‬
‫‪2MP‬‬ ‫גליתם‬ ‫נגליתם‬ ‫גליתם‬ ‫‪,‬גליתם‬ ‫התגליתם‬ ‫הגליתם‬ ‫הגליתם‬
‫‪2FP‬‬ ‫גליתן‬ ‫נגליתן‬ ‫גליתן‬ ‫‪,‬גליתן‬ ‫התגליתן‬ ‫הגליתן‬ ‫הגליתן‬
‫‪1CP‬‬ ‫גלינו‬ ‫נגלינו‬ ‫גלינו‬ ‫‪,‬גלינו‬ ‫התגלינו‬ ‫הגלינו‬ ‫הגלינו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יגלה‬ ‫יגלה‬ ‫יגלה‬ ‫י ‪,‬גלה‬ ‫יתגלה‬ ‫יגלה‬ ‫יגלה‬

‫‪3FS/2MS‬‬ ‫תגלה‬ ‫תגלה‬ ‫תגלה‬ ‫ת ‪,‬גלה‬ ‫תתגלה‬ ‫תגלה‬ ‫תגלה‬
‫‪2FS‬‬ ‫תגלי‬ ‫תגלי‬ ‫תגלי‬ ‫ת ‪,‬גלי‬ ‫תתגלי‬ ‫תגלי‬ ‫תגלי‬
‫‪1CS‬‬ ‫אגלה‬ ‫אגלה‬ ‫אגלה‬ ‫א ‪,‬גלה‬ ‫אתגלה‬ ‫אגלה‬ ‫אגלה‬
‫‪3MP‬‬ ‫יגלו‬ ‫יגלו‬ ‫יגלו‬ ‫י ‪,‬גלו‬ ‫יתגלו‬ ‫יגלו‬ ‫יגלו‬
‫‪3FP‬‬ ‫תגלינה‬ ‫תגלינה‬ ‫תגלינה‬ ‫ת ‪,‬גלינה‬ ‫תתגלינה‬ ‫תגלינה‬ ‫תגלינה‬
‫‪2MP‬‬ ‫תגלו‬ ‫תגלו‬ ‫תגלו‬ ‫ת ‪,‬גלו‬ ‫תתגלו‬ ‫תגלו‬ ‫תגלו‬
‫‪2FP‬‬ ‫תגלינה‬ ‫תגלינה‬ ‫תגלינה‬ ‫ת ‪,‬גלינה‬ ‫תתגלינה‬ ‫תגלינה‬ ‫תגלינה‬
‫‪1CP‬‬ ‫נגלה‬ ‫נגלה‬ ‫נגלה‬ ‫נ ‪,‬גלה‬ ‫נתגלה‬ ‫נגלה‬ ‫נגלה‬
‫‪III-HE‬‬ ‫‪QAL‬‬ ‫‪NIFAL‬‬ ‫‪PIEL‬‬ ‫‪PUAL‬‬ ‫‪HITPAEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫ויגל‬ ‫ויגל‬ ‫ויגל‬ ‫ויתגל‬ ‫ויגל‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יגל‬ ‫יגל‬ ‫יגל‬ ‫יתגל‬ ‫יגל‬
‫‪1CS‬‬ ‫‪NO DISTINCT 1CS JUSSIVE FORM – IDENTICAL WITH 1CS IMPERFECT‬‬
‫‪IMV‬‬ ‫‪MS‬‬
‫גלה‬ ‫הגלה‬ ‫גלה‬ ‫התגלה‬ ‫הגלה‬
‫‪FS‬‬
‫גלי‬ ‫הגלי‬ ‫גלי‬ ‫התגלי‬ ‫הגלי‬
‫‪MP‬‬
‫גלו‬ ‫הגלו‬ ‫גלו‬ ‫התגלו‬ ‫הגלו‬
‫‪FP‬‬
‫גלינה‬ ‫הגלינה‬ ‫גלינה‬ ‫התגלינה‬ ‫הגלינה‬
‫‪INF CST‬‬
‫גלות‬ ‫הגלות‬ ‫גלות‬ ‫‪,‬גלות‬ ‫התגלות‬ ‫הגלות‬ ‫הגלות‬
‫‪INF ABS‬‬
‫גלה‬ ‫נגלה‬ ‫גלה‬ ‫‪,‬גלה‬ ‫התגלה‬ ‫הגלה‬ ‫הגלה‬
‫גלה‬ ‫נגלה‬ ‫מגלה‬ ‫מ ‪,‬גלה‬ ‫מתגלה‬ ‫מגלה‬ ‫מגלה‬
‫‪FSA‬‬
‫גלה‬ ‫נגלה‬ ‫מגלה‬ ‫מ ‪,‬גלה‬ ‫מתגלה‬ ‫מגלה‬ ‫מגלה‬
‫‪MPA‬‬
‫גלים‬ ‫נגלים‬ ‫מגלים‬ ‫מ ‪,‬גלים‬ ‫מתגלים‬ ‫מגלים‬ ‫מגלים‬
‫‪FPA‬‬
‫גלות‬ ‫נגלות‬ ‫מגלות‬ ‫מ ‪,‬גלות‬ ‫מתגלות‬ ‫מגלות‬ ‫מגלות‬
‫)‪ ‘set’ (23.1‬שׂים ‪ ‘die’,‬מות ‪ ‘arise’,‬קום ‪8. II-Vav/Yod Verb:‬‬

‫‪II-Vav/Yod‬‬ ‫‪QAL II-VAV‬‬ ‫‪QAL STATIVE‬‬ ‫‪QAL II-YOD‬‬ ‫‪NIFAL‬‬ ‫‪POLEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫קם‬ ‫מת‬ ‫שׂם‬ ‫נ ‪9‬קום‬ ‫קומם‬ ‫הקים‬ ‫הוקם‬
‫‪3FS‬‬ ‫קמה‬ ‫מ תה‬ ‫שׂמה‬ ‫נקומה‬ ‫קוממה‬ ‫הקימה‬ ‫הוקמה‬
‫‪2MS‬‬ ‫קמת‬ ‫מ תה‬ ‫שׂמת‬ ‫נקומות‬ ‫קוממת‬ ‫הקימות‬ ‫הוקמת‬
‫‪2FS‬‬ ‫קמת‬ ‫מת‬ ‫שׂמת‬ ‫נקומות‬ ‫קוממת‬ ‫הקימות‬ ‫הוקמת‬
‫‪1CS‬‬ ‫קמתי‬ ‫מתי‬ ‫שׂמתי‬ ‫נקומותי‬ ‫קוממתי‬ ‫הקימותי‬ ‫הוקמתי‬
‫‪3CP‬‬ ‫קמו‬ ‫מתו‬ ‫שׂמו‬ ‫נקומו‬ ‫קוממו‬ ‫הקימו‬ ‫הוקמו‬
‫‪2MP‬‬ ‫קמתם‬ ‫מתם‬ ‫שׂמתם‬ ‫נקומותם‬ ‫קוממתם‬ ‫הקימותם‬ ‫הוקמתם‬
‫‪2FP‬‬ ‫קמתן‬ ‫מתן‬ ‫שׂמתן‬ ‫נקומותן‬ ‫קוממתן‬ ‫הקימותן‬ ‫הוקמתן‬
‫‪1CP‬‬ ‫קמנו‬ ‫מתנו‬ ‫שׂמנו‬ ‫נקומונו‬ ‫קוממנו‬ ‫הקימונו‬ ‫הוקמנו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יקום‬ ‫ימות‬ ‫ישׂים‬ ‫יקום‬ ‫יקומם‬ ‫יקים‬ ‫יוקם‬

‫‪3FS/2MS‬‬ ‫תקום‬ ‫תמות‬ ‫תשׂים‬ ‫תקום‬ ‫תקומם‬ ‫תקים‬ ‫תוקם‬
‫‪2FS‬‬ ‫תקומי‬ ‫תמותי‬ ‫תשׂימי‬ ‫תקומי‬ ‫תקוממי‬ ‫תקימי‬ ‫תוקמי‬
‫‪1CS‬‬ ‫אקום‬ ‫אמות‬ ‫אשׂים‬ ‫אקום‬ ‫אקומם‬ ‫אקים‬ ‫אוקם‬
‫‪3MP‬‬ ‫יקומו‬ ‫ימותו‬ ‫ישׂימו‬ ‫יקומו‬ ‫יקוממו‬ ‫יקימו‬ ‫יוקמו‬
‫‪3FP‬‬ ‫תקמנה‬
‫תקומינה‬ ‫תמותינה‬ ‫תשׂימינה‬ ‫תקומנה‬ ‫תקוממנה‬ ‫תוקמנה‬
‫תקימנה‬
‫‪2MP‬‬ ‫תקומו‬ ‫תמותו‬ ‫תשׂימו‬ ‫תקומו‬ ‫תקוממו‬ ‫תקימו‬ ‫תוקמו‬
‫‪2FP‬‬ ‫תקמנה‬
‫תקומינה‬ ‫תמותינה‬ ‫תשׂימינה‬ ‫תקומנה‬ ‫תקוממנה‬ ‫תוקמנה‬
‫תקימנה‬
‫‪1CP‬‬ ‫נקום‬ ‫נמות‬ ‫נשׂים‬ ‫נקום‬ ‫נקומם‬ ‫נקים‬ ‫נוקם‬
‫‪II-VAV/YOD‬‬ ‫‪QAL II-VAV‬‬ ‫‪QAL STATIVE‬‬ ‫‪QAL II-YOD‬‬ ‫‪NIFAL‬‬ ‫‪POLEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫ויקם‬ ‫וימת‬ ‫וישׂם‬ ‫ויקום‬ ‫ויקומם‬ ‫ויקם‬ ‫ויוקם‬
‫‪3MS‬‬
‫‪JUSS‬‬
‫יקם‬ ‫ימת‬ ‫י שׂם‬ ‫יקום‬ ‫יקומם‬ ‫יקם‬
‫‪1CS‬‬
‫אקומה‬ ‫אמותה‬ ‫אשׂימה‬ ‫אקומה‬ ‫אקוממה‬ ‫אקימה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫קום‬ ‫מות‬ ‫שׂים‬ ‫הקום‬ ‫קומם‬ ‫הקם‬
‫‪FS‬‬
‫קומי‬ ‫מותי‬ ‫שׂימי‬ ‫הקומי‬ ‫קוממי‬ ‫הקימי‬
‫‪MP‬‬
‫קומו‬ ‫מותו‬ ‫שׂימו‬ ‫הקומו‬ ‫קוממו‬ ‫הקימו‬
‫‪FP‬‬
‫קמנה‬ ‫מ תנ ה‬ ‫שׂמנה‬ ‫הקומנה‬ ‫קוממנה‬ ‫הקמנה‬
‫‪INF CST‬‬
‫קום‬ ‫מות‬ ‫שׂים‬ ‫הקום‬ ‫קומם‬ ‫הקים‬ ‫הוקם‬
‫‪INF ABS‬‬
‫קום‬ ‫מות‬ ‫שׂום‬ ‫הקום‬ ‫קומם‬ ‫הקם‬ ‫הוקם‬
‫קם‬ ‫מת‬ ‫שׂם‬ ‫נקום‬ ‫מקומם‬ ‫מקים‬ ‫מוקם‬
‫‪FSA‬‬
‫קמה‬ ‫מ תה‬ ‫שׂמה‬ ‫נקומה‬ ‫מקוממה‬ ‫מקימה‬ ‫מוקמה‬
‫‪MPA‬‬
‫קמים‬ ‫מתים‬ ‫שׂמים‬ ‫נקומים‬ ‫מקוממים‬ ‫מקימים‬ ‫מוקמים‬
‫‪FPA‬‬
‫קמות‬ ‫מתות‬ ‫שׂמות‬ ‫נקומות‬ ‫מקוממות‬ ‫מקימות‬ ‫מוקמות‬
‫)‪ ‘be slight’ (24.1‬קל ‪ ‘surround’,‬סבב ‪9. II-III Verb:‬‬

‫‪II-III‬‬ ‫‪QAL DYNAMIC‬‬ ‫‪QAL STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪POEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬
‫‪3MS‬‬
‫‪PERF‬‬
‫סבב ‪ /‬סב‬ ‫קל‬ ‫נסב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
‫‪3FS‬‬ ‫סבה ‪ /‬סבבה‬ ‫קלה‬ ‫נסבה‬ ‫סובבה‬ ‫הסבה‬ ‫הוסבה‬
‫‪2MS‬‬ ‫סבות‬ ‫קלות‬ ‫נסבות‬ ‫סובבת‬ ‫הסבות‬ ‫הוסבות‬
‫‪2FS‬‬ ‫סבות‬ ‫קלות‬ ‫נסבות‬ ‫סובבת‬ ‫הסבות‬ ‫הוסבות‬
‫‪1CS‬‬ ‫סבותי‬ ‫קלותי‬ ‫נסבותי‬ ‫סובבתי‬ ‫הסבותי‬ ‫הוסבותי‬
‫‪3CP‬‬ ‫סבו ‪ /‬סבבו‬ ‫קלו‬ ‫נסבו‬ ‫סובבו‬ ‫הסבו‬ ‫הוסבו‬
‫‪2MP‬‬ ‫סבותם‬ ‫קלותם‬ ‫נסבותם‬ ‫סובבתם‬ ‫הסבותם‬ ‫הוסבותם‬
‫‪2FP‬‬ ‫סבותן‬ ‫קלותן‬ ‫נסבותן‬ ‫סובבתן‬ ‫הסבותן‬ ‫הוסבותן‬
‫‪1CP‬‬ ‫סבונו‬ ‫קלונו‬ ‫נסבונו‬ ‫סובבנו‬ ‫הסבונו‬ ‫הוסבונו‬
‫‪IMPF‬‬ ‫‪3MS‬‬ ‫יסב‪ /‬יסב‬ ‫יקל‬ ‫יסב‬ ‫יסובב‬ ‫יסב‬ ‫יוסב ‪ /‬י‪ ,‬סב‬
‫‪3FS/2MS‬‬ ‫תסב ‪ /‬תסב‬ ‫תקל‬ ‫תסב‬ ‫תסובב‬ ‫תסב‬ ‫תוסב‬
‫‪2FS‬‬ ‫תסבי ‪ /‬תסבי‬ ‫תקלי‬ ‫תסבי‬ ‫תסובבי‬ ‫תסבי‬ ‫תוסבי‬
‫‪1CS‬‬ ‫אסב ‪ /‬אסב‬ ‫אקל‬ ‫אסב‬ ‫אסובב‬ ‫אסב‬ ‫אוסב‬
‫‪3MP‬‬ ‫יסבו ‪ /‬יסבו‬ ‫יקלו‬ ‫יסבו‬ ‫יסובבו‬ ‫יסבו‬ ‫יוסבו‬
‫‪3FP‬‬ ‫תסבנה ‪ /‬ת ‪,‬סבינה‬ ‫תקלינה‬ ‫תסבינה‬ ‫תסובבנה‬ ‫תסבינה‬ ‫תוסבינה‬
‫‪2MP‬‬ ‫תסבו‪ /‬תסבו‬ ‫תקלו‬ ‫תסבו‬ ‫תסובבו‬ ‫תסבו‬ ‫תוסבו‬
‫‪2FP‬‬ ‫תסבנה ‪ /‬ת ‪,‬סבינה‬ ‫תקלינה‬ ‫תסבינה‬ ‫תסובבנה‬ ‫תסבינה‬ ‫תוסבינה‬
‫‪1CP‬‬ ‫נסב ‪ /‬נסב‬ ‫נקל‬ ‫נסב‬ ‫נסובב‬ ‫נסב‬ ‫נוסב‬
‫‪II-III‬‬ ‫‪QAL DYNAMIC‬‬ ‫‪QAL STATIVE‬‬ ‫‪NIFAL‬‬ ‫‪POEL‬‬ ‫‪HIFIL‬‬ ‫‪HOFAL‬‬

‫‪PAST‬‬ ‫‪3MS‬‬ ‫ויסב‬ ‫ויקל‬ ‫ויסב‬ ‫ויסובב‬ ‫ויסב‬ ‫ויוסב‬
‫‪JUSS‬‬ ‫‪3MS‬‬ ‫יסב‬ ‫יקל‬ ‫יסב‬ ‫יסובב‬ ‫יסב‬ ‫יוסב‬
‫‪1CS‬‬ ‫אסבה‬ ‫אקלה‬ ‫אסבה‬ ‫אסובבה‬ ‫אסבה‬
‫‪IMV‬‬ ‫‪MS‬‬
‫סב‬ ‫הסב‬ ‫סובב‬ ‫הסב‬
‫‪FS‬‬
‫סבי‬ ‫הסבי‬ ‫סובבי‬ ‫הסבי‬
‫‪MP‬‬
‫סבו‬ ‫הסבו‬ ‫סובבו‬ ‫הסבו‬
‫‪FP‬‬
‫‪,‬סבינה‬ ‫הסבינה‬ ‫סובבנה‬ ‫הסיבנה‬
‫‪INF CST‬‬
‫סב‬ ‫קל‬ ‫הסב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
‫‪INF ABS‬‬
‫סבוב‬ ‫קלול‬ ‫הסוב‬ ‫סובב‬ ‫הסב‬ ‫הוסב‬
‫סבב‬ ‫קל‬ ‫נסב‬ ‫מסובב‬ ‫מסב‬ ‫מוסב‬
‫‪FSA‬‬
‫סבבה‬ ‫קלה‬ ‫נסבה‬ ‫מסובבה‬ ‫מסבה‬ ‫מוסבה‬
‫‪MPA‬‬
‫סבבים‬ ‫קלים‬ ‫נסבים‬ ‫מסובבים‬ ‫מסבים‬ ‫מוסבים‬
‫‪FPA‬‬
‫סבבות‬ ‫קלות‬ ‫נסבות‬ ‫מסובבות‬ ‫מסבות‬ ‫מוסבות‬
215
Appendix D
Numerals
Cardinals Ordinals
Masculine Feminine
Absolute Construct Absolute Construct Masculine Feminine
1 ‫אחד‬ ‫אחד‬ ‫אחת‬ ‫אחת‬ 1st ‫ראשׁון‬ ‫ראשׁונה‬
2 ‫שׁנים‬ ‫שׁני‬ ‫שׁתים‬ ‫שׁתי‬ 2nd ‫שׁני‬ ‫שׁנית‬
3 ‫שׁלשׁה‬ ‫שׁלשׁת‬ ‫שׁלשׁ‬ ‫שׁלשׁ‬ 3rd ‫שׁלישׁי‬ ‫שׁלישׁית‬
4 ‫ארבעה‬ ‫ארבעת‬ ‫ארבע‬ ‫ארבע‬ 4th ‫רביעי‬ ‫רביעית‬
5 ‫חמשׁה‬ ‫חמשׁת‬ ‫חמשׁ‬ ‫חמשׁ‬ 5th ‫חמישׁי‬ ‫חמישׁית‬
6 ‫שׁשׁה‬ ‫שׁשׁת‬ ‫שׁשׁ‬ ‫שׁשׁ‬ 6th ‫שׁשׁי‬ ‫שׁשׁית‬
7 ‫שׁבעה‬ ‫שׁבעת‬ ‫שׁבע‬ ‫שׁבע‬ 7th ‫שׁביעי‬ ‫שׁביעית‬
8 ‫שׁמנה‬ ‫שׁמנת‬ ‫שׁמנה‬ ‫שׁמנה‬ 8th ‫שׁמיני‬ ‫שׁמינית‬
9 ‫תשׁעה‬ ‫תשׁעת‬ ‫תשׁע‬ ‫תשׁע‬ 9th ‫תשׁיעי‬ ‫תשׁיעית‬
10 ‫עשׂרה‬ ‫עשׂרת‬ ‫עשׂר‬ ‫עשׂר‬ 10th ‫עשׂירי‬ ‫עשׂירית‬
• 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.
‫‘ שׁני־אנשׁים ~ שׁנים אנשׁים ~ אנשׁים שׁנים‬two men’
• 3-10 (unlike 1 and 2) take the opposite gender form to the noun they modify.
‫‘ שׁלושׁה בנים‬three sons’ and ‫‘ שׁלושׁ בנות‬three daughters’
(contrast ‫‘ בן אחד‬one son’ and ‫‘ בת אחת‬one daughter’)
11-19 are constructed of the numerals 1-9 followed by 10 (M ‫ ;עשׂר‬F ‫)עשׂרה‬. They agree in gender
with the noun they modify (like 1 and 2).
Note: there are alternate forms for 11 and 12

‫‘ עשׁתי עשׂר ~ אחד עשׂר‬11’
‫‘ שׁני עשׂר ~ שׁנים עשׂר‬12’
• 20-90 are the plural forms of 2-9; single integers are conjoined with vav.
‫‘ עשׂרים‬20’
‫‘ שׁלושׁים ואחד‬31’
‫‘ ארבעים וחמשׁ‬45’
• 100s are based on ‘100’ (FSA ‫ ;מאה‬FSC ‫ ;מאת‬P ‫)מאות‬

‫( מאתים‬DU) ‘200’
‫‘ שׁלשׁ־מאות‬300’, etc.
• Certain nouns appear in the singular even with numerically plural modifiers:
‫‘ אחד עשׂר שׁנה‬11 year(s)’
‫‘ אחד עשׂר יום‬11 day(s)’
‫‘ אחד עשׂר אישׁ‬11 man (men)’
216
Appendix E
Masoretic Accents
‫טעמים‬
‫טעמים‬, 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 crier‘s
statement, but the Septuagint, followed by the New Testament, treats the prepositional phrase as
indicating the location of the crier.
‫"קול קורא במד &בר פנו ! "ד !רך יהוה ישרו בערבה מסלה לאלהינו׃‬
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 follows—and conjunctive—those 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 ‫( סילוק׃‬always with sof pasuq ‫)סוף פסוק׃‬
Atnah ‫אתנח‬
LEVEL TWO
Segolta 0 ‫א‬0 ‫לת‬1‫( סג‬postpositive)
Zaqef Qatan ‫זקף קטן‬
Zaqef Gadol & ‫( זקף גדו&ל‬variant of zaqef qatan)
Tifha ‫טפחא‬
LEVEL THREE
Revia ֗ ‫ר ֗ביע‬
Pashta ͏‫( פשׁטא‬postpositive)
Tevir ֛ ‫תבי֛ ר‬
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 " ‫( מונ"ח‬servi for atnah, segolta, zaqef, revia, and pashta)
Merka = ‫( מר =כא‬servi 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
‫ בראשׁית || ב "רא ?אלהים | =את השמים || ו =את הא !רץ׃‬1:1
| ‫ !שׁך || על־פנ"י תהום‬1‫הו || וח‬1‫תהו ||| וב‬
1 A ‫ וה ֗א !רץ ||| הי =תה‬1:2
‫ו "רוח ?אלהים || מר !ח !פת || על־פנ=י המים׃‬
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. [‫)]אות‬.
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
‫א‬ ‫ אזר‬VB Q gird, equip [C1, C3]

‫( אב‬L2) NOUN M father; P ‫[ אבות‬A2] ‫( אח‬L4) NOUN M brother; P ‫[ אחים‬A2]
‫( אבד‬L11) VB Q perish; PI, HI destroy [C4] ‫( אחד‬L13) NOUN M one, each (one); F ‫אחת‬
‫( אבה‬L19) VB Q be willing, consent [C4, C7] [D]
‫ אבימלך‬PN Abimelech ‫( אחות‬L4) NOUN F sister; P [‫ ]אחיות‬A2]
‫ אבל‬CONJ but ‫אחר‬, ‫( אחרי‬L13) PREP, ADV, CONJ behind, after
‫( אבן‬L8) NOUN F stone; P ‫אבנים‬ ‫( אחר‬L13) ADJ another
‫( אברהם‬L6) PN Abraham ‫ אי‬INTE where?; ‫ אי־מזה‬from where?
‫( אברם‬L6) PN Abram ‫ אויב‬NOUN M enemy (Q PTCP)
‫ אבשׁלום‬PN Absalom ‫ איבה‬NOUN F enmity, personal hostility
‫ אדום‬PN Edom ‫ איה‬INTER where?
‫( אדם‬L4) NOUN M man, humankind; PN Adam ‫( איך‬L27) ADV how; INTJ How!
‫( אדמה‬L10) NOUN F ground, land ‫אין‬, ‫( אין־‬L3) EXST ADV there is/are not
‫( אדון‬L3) NOUN M master, lord ‫( אישׁ‬L2) NOUN M man; P ‫[ אנשׁים‬A2]
‫( אדני‬L3) PN (EPITHET) the Lord ‫( אך‬L14) ADV only, surely
‫ אדניהו‬PN Adonijah ‫( אכל‬L7) VB Q eat [C4]
‫( אהב‬L7) VB Q love [C1, C2] ‫ אכלה‬NOUN F food, eating
‫( אהל‬L7) NOUN M tent ‫( אל־‬L2) PREP to, towards [A5]
‫( אהרון‬L6) PN Aaron ‫( אל‬L9) ADV not (with commands)
‫( או‬L28) CONJ or ‫( אל‬L28) NOUN M god, God, mighty one
‫ אולם‬CONJ but ‫ אלה‬CP DEM these [A4]
‫ אוצר‬NOUN M treasure, store; treasury, ‫( אלהים‬L2) NOUN M God; gods
storehouse ‫ אלימלך‬PN Elimelech
‫( אור‬L22) NOUN M light ‫ א 'למה‬NOUN F sheaf
[‫ ]אור‬VB Q be(come) light; H give light, shine, ‫ אלף‬NOUN M thousand, clan
make shine [‫ ]אלף‬NOUN M cattle (only in P)
‫ אות‬NOUN M, F sign; P ‫אותות‬ ‫( אם‬L8) COND if; (also marks an alternative
[‫ ]אות‬VB NI consent, agree condition, i.e., or ...)
‫( אזן‬L5) NOUN F ear; DU ‫אזנים‬ ‫( אם‬L4) NOUN F mother; P ‫[ אמות‬A2]
Glossary 219
‫( אמה‬L19) NOUN F maid, handmaid ‫ב‬

‫ אמה‬NOUN F cubit ‫( ב‬L3) PREP in, at, with, by [A5]
[‫( ]אמן‬L17) VB Q support; HI believe [C1] ‫( באר‬L10) NOUN M well, cistern, pit
[‫( ]אמץ‬L29) VB Q be strong, bold; PI ‫( בבל‬L6) PN Babylon
strengthen (something); HIT make oneself ‫( בגד‬L7) NOUN M garment
bold, obstinate [C1] [‫( ]בדל‬L22) VB HI divide, separate
‫( אמר‬L6) VB Q say [C3, C4] ‫ בהו‬NOUN M emptiness
‫ אמר‬NOUN M speech, word ‫( בהמה‬L4) NOUN F cattle
‫( אמת‬L10) NOUN F truth, faithfulness ‫( בוא‬L23) VB Q come, enter; HI bring, make
‫( אנה‬L25) INTER where?, to where? enter [C4, C8]
‫אנא‬, ‫ אנה‬INTJ ah!, now! ‫( בור‬L10) NOUN M well, cistern, pit
‫נחנו‬, ‫ אנחנו‬PRON 1CP we [A3] ‫( בושׁ‬L23) VB Q be ashamed [C8]
‫אנכי‬, ‫ אני‬PRON 1CS I [A3] ‫( בחר‬L17) VB Q choose [C2, C3]
‫ אסא‬PN Asa ‫( בטח‬L10) VB Q trust [C3]
‫( אסף‬L10) VB Q gather, remove [C1] [‫( ]בין‬L9) PREP between (only in CST ‫)בין‬
‫( אף‬L15) ADV also, even, moreover ‫ בין‬VB Q perceive, observe, have insight; HI
‫( אף‬L22) NOUN M nose, face, anger understand, give understanding, teach
‫ אף כי‬CONJ furthermore; how much more! ‫ בינה‬NOUN F understanding
‫( אפה‬L19) VB Q bake [C4, C7] ‫( בית‬L2) NOUN M house ‫בתים‬5 [A2]
‫ אצל‬NOUN M proximity; PREP beside ‫ בית־אל‬PN Bethel
‫ ארבע‬NOUN FS four; MS ‫ ;ארבעה‬P ‫ארבעים‬ ‫ בית־לחם‬PN Bethlehem
forty; ‫ ארבעתים‬four-fold; ‫ רביעי‬M fourth ‫( בכה‬L26) VB Q weep, bewail; PI lament [C7]
[D] ‫ רבעים‬ADJ/SUBST (those belonging to) ‫( בכור‬L23) NOUN M first-born
the fourth generation ‫ בלהה‬PN Bilhah
‫( ארון‬L24) NOUN M chest, ark ‫ בלק‬PN Balak
‫( ארח‬L21) NOUN M way, path ‫( בלתי‬L25) ADV not, except
‫ ארך‬NOUN M length ‫( במה‬L12) NOUN F high-place
[‫( ]ארך‬L27) VB Q be long; HI prolong, ‫( בן‬L2) NOUN M son; P ‫[ בנים‬A2]; ‫ בן־‬number
lengthen ‫ שׁנה‬idiomatic for X years old
‫( ארץ‬L2) NOUN F earth, land ‫( בנה‬L22) VB Q build [C7]
[‫ ]ארר‬VB Q, PI curse [C1, C9] ‫ בנימין‬PN Benjamin
‫ אררט‬PN Ararat ‫( בעד‬L12) PREP behind, on behalf of, away
‫( אשׁה‬L3) NOUN F woman, wife; P ‫[ נשׁים‬A2] from; CST ‫בעד‬
‫ אשׁור‬PN Assyria ‫ בעז‬PN Boaz
‫( אשׁם‬L17) NOUN M guilt (offering) ‫ בעל‬NOUN M owner, lord; PN Baal
‫( אשׁר‬L5) CONJ that, which, who; COMP that ‫ בצק‬NOUN M dough
‫את‬, ‫את־‬, with suffix ‫אתי‬, etc. (L4) direct ‫ בקעה‬NOUN F valley, plain
object marker (mostly for definite ‫( בקר‬L7) NOUN M cattle, herd, ox
nouns) [A5] ‫( בקר‬L28) NOUN M morning
‫את‬, ‫את־‬, with suffix ‫אתי‬, etc. (L7) PREP with [‫( ]בקשׁ‬L11) VB PI seek
[A5] ‫ בר‬NOUN M corn
‫ אתה‬PRON 2MS you [A3]
‫( ברא‬L20) VB Q create [C4]
‫ את‬PRON 2FS you [A3]
‫ ברח‬VB Q flee [C3]
‫ אתם‬PRON 2MP you [A3]
‫( ברית‬L4) NOUN F covenant
‫אתן‬, ‫ אתנה‬PRON 2FP you [A3]
[‫( ]ברך‬L13) VB PI bless [C2]
‫( בשׁל‬L19) VB PI boil
‫( בשׂר‬L6) NOUN M flesh
Glossary 220
‫( בת‬L4) NOUN F daughter; P ‫[ בנות‬A2] ‫ דרדר‬NOUN M thistles

‫ בת־שׁבע‬PN Bathsheba ‫( דרך‬L3) NOUN M/F way, road
‫ בתוך‬PREP M in the midst of (only in CST; see ‫( דרך‬L16) VB Q tread, march, walk
‫)תוך‬ ‫( דרשׁ‬L5) VB Q seek [C2]
[‫ ]דשׁא‬VB Q be green; H cause to sprout
‫ג‬ ‫ דשׁא‬NOUN M grass
‫ גאל‬VB Q redeem, act as a kinsman [C2]
‫ גאל‬Q PTCP kinsman-redeemer, close relative ‫ה‬
‫ גבה‬VB Q be high, lofty, tall; HI make high •‫( ה‬L3) DET the
‫ גבול‬NOUN M border, territory ‫( ה‬L14) INTER (question marker for “yes” and
‫( גדול‬L9) ADJ great “no” questions)
[‫גדל‬, ‫( ]גדל‬L11) VB Q be great; PI make great, ‫ ה‬- (L10) ADV to, toward (suffixed on
grow nouns)
‫ גדל‬NOUN M greatness, magnificence ‫ הבל‬PN Abel
‫ גדעון‬PN Gideon ‫ הגר‬PN Hagar
‫( גוי‬L5) NOUN M nation, people ‫ הוא‬MS PRON he; DEM that [A3, A4]
‫( גור‬L27) VB Q to sojourn, abide [C8] ‫ היא‬FS PRON she; DEM that [A3, A4]
‫ גחון‬NOUN M belly (of reptiles) ‫( היה‬L5) VB Q become, be [C7]
‫( גלה‬L22) VB Q uncover, reveal [C7] ‫( היכל‬L10) NOUN M palace, temple
‫( גם‬L7) ADV also, even ‫( הלך‬L7) VB Q walk, go
‫( גמל‬L22) NOUN M camel [‫( ]הלל‬L13) VB PI praise [C9]
‫( גן‬L15) NOUN M garden ‫המה‬, ‫ הם‬MP PRON they; DEM those [A3, A4]
‫ גנב‬VB Q steal; NI be stolen; PI steal away; PU ‫( המון‬L15) NOUN M multitude, crowd
be stolen away; HIT go by stealth ‫( הן‬L18) INTJ behold, see!
‫ גנבה‬NOUN F stolen item ‫הנה‬, ‫ הן‬FP PRON they; DEM those [A3, A4]
‫( גר‬L14) NOUN M resident alien, stranger ‫ הנה‬ADV here;
‫ גרגרות‬NOUN FP neck ‫( הנה‬L11) INTJ behold, see!
‫( גרן‬L27) NOUN M threshing floor ‫( הפך‬L14) VB Q overturn, destroy [C1]
‫ גרר‬PN Gerar ‫ הפכה‬NOUN F overthrow, destruction
[‫( ]גרשׁ‬L18) VB Q cast out, thrust out; PI drive ‫( הר‬L5) NOUN M mountain, hill country; P
out, away [C2] ‫ ;הרים‬with article ‫ההרים‬, ‫ההר‬
‫( הרג‬L10) VB Q kill, slay [C1, C2]
‫ד‬ ‫( הרה‬L24) VB Q conceive, become pregnant
‫( דבק‬L26) VB Q cling, cleave, keep close [C1, C2, C7]
‫( דבר‬L2) NOUN M word, thing ‫ הריון‬NOUN M conception, pregnancy (also
[‫( ]דבר‬L11) VB PI speak [C3] ‫)הרון‬
‫ דבר‬NOUN M pestilence, plague
‫ דבשׁ‬NOUN M honey ‫ו‬
‫ דג‬NOUN M fish; F ‫דגה‬ ‫( ו‬L3) CONJ and
‫( דוד‬L3) PN David ‫( ויאמר‬L8) VB Q 3MS PAST √‫ אמר‬he said [C2,
‫( דור‬L13) NOUN M generation C4]
‫ דלה‬VB Q draw (water)
‫ דם‬NOUN M blood; P bloodguilt ‫ז‬
‫ דמה‬VB Q be like, resemble [C7] ‫ זאת‬FS DEM this [A4]
‫ דמות‬NOUN F likeness ‫( זבח‬L7) VB Q, PI slaughter, sacrifice [C3]
‫ דן‬PN Dan ‫ זה‬MS DEM this [A4]
‫( דעת‬L29) NOUN F/M knowledge ‫( זהב‬L11) NOUN M gold
Glossary 221
‫( זכר‬L4) VB Q remember ‫ חלק‬NOUN M portion, share, territory

‫( זכר‬L19) NOUN M male ‫( חלקה‬L29) NOUN F portion
‫ ז =מן‬NOUN M appointed time, time ‫ חמד‬VB Q desire, take pleasure in
[‫ ]זעה‬NOUN F sweat ‫( חמור‬L15) NOUN M donkey
‫( זקן‬L10) ADJ old [‫( ]חמות‬L26) NOUN F mother-in-law
‫ זקן‬VB Q be old ‫( חמס‬L15) NOUN M violence
‫( זרח‬L16) VB Q rise, come forth, appear ‫ חמר‬NOUN M cement, mortar, clay
‫ זרע‬VB Q sow seed; H produce seed ‫ חמשׁ‬NOUN FS five; MS ‫ ;חמשׁה‬P ‫ חמשׁים‬fifty;
‫( זרע‬L20) NOUN M seed ‫ חמשׁי‬fifth [D]
‫( חן‬L26) NOUN M favor, grace
‫ח‬ ‫( חנה‬L25) VB Q incline, bend down, camp
[‫ ]חבא‬VB NI, HIT hide (oneself); HI hide [C1, C7]
(something) [C1, C4] ‫ חנה‬PN Hannah
[‫ ]חבל‬VB Q bind, pledge; NI be pledged; PI ‫ חנוך‬PN Enoch
writhe, twist [C1] ‫( חנן‬L24) VB Q show favor, be gracious [C1,
‫ חבל‬NOUN M mariner, sailor (Q PTCP) C9]
[‫ ]חבק‬VB Q, PI embrace [C1] [‫( ]חנף‬L16) VB Q be polluted, profane; HI
[‫( ]חבשׁ‬L25) VB Q bind, bind on, bind up; PI pollute, make profane [C1]
bind, restrain; PU be bound up [C1] ‫( חסד‬L7) NOUN M kindness, goodness
‫ חגית‬PN Haggit ‫( חסה‬L27) VB Q seek refuge [C1, C7]
‫ חגור‬NOUN M belt, girdle ‫ חפץ‬NOUN M delight, pleasure
‫( חדל‬L26) VB Q cease, come to an end [C1] ‫חק‬, ‫חק־‬, with suffix ‫חקך‬, ‫ 'חקי‬, etc. (L7) NOUN
‫( חדשׁ‬L25) NOUN M new moon, month M statute
[‫( ]חוה‬L24) VB HISHTAFEL bow down, ‫( חרב‬L6) NOUN F sword P ‫חרבות‬
prostrate oneself [C1, C7] ‫ חרב‬PN Horeb
‫ חוה‬PN Eve ‫( חרה‬L22) VB Q burn, be kindled [C1, C2,
‫( חומה‬L15) NOUN F wall C7]
‫( חזק‬L17) VB Q be strong; HI strengthen, ‫( חשׁב‬L17) VB Q think, devise; NI be reckoned
seize [C1] [C1]
‫( חטא‬L11) VB Q sin [C1, C4] [‫ ]חשׁה‬VB Q be silent; HI exhibit silence, make
‫ חטא‬NOUN M sin still/quiet [C1, C7]
‫( חטאה‬L19) NOUN F sin ‫( חשׁך‬L22) NOUN M darkness
‫( חטאת‬L8) NOUN F sin, sin-offering ‫ חת‬PN Heth; ‫ חתי‬Hittite; ‫ חתים‬Hittites
‫ חי‬ADJ MS alive, living; FS ‫חיה‬ [‫( ]חתת‬L24) VB Q be shattered, dismayed
‫( חיה‬L27) VB Q live, be alive [C1, C7] [C1, C9]
‫( חיה‬L9) NOUN F animal
‫( חיל‬L29) NOUN M strength, wealth, valor;
army ‫ט‬
‫( חיים‬L6) NOUN MP life ‫( טוב‬L9) ADJ good, pleasant
‫( חיק‬L24) NOUN M bosom, lap ‫ טהור‬ADJ clean, pure
‫( חכם‬L9) ADJ MS wise; FS ‫חכמה‬ [‫ ]טול‬HI cast, hurl, throw; HO be hurled, cast,
‫( חכם‬L16) VB Q be wise [C1] thrown [C8]
[‫( ]חלל‬L24) VB NI be defiled; PI he polluted, ‫ טמא‬ADJ unclean
defiled; HI begin [C1, C9] ‫ טף‬NOUN M children
‫( חלק‬L25) VB Q, PI divide, distribute; NI ‫( טרם‬L24) ADV not yet, before
divide oneself [C1] ‫( טרף‬L25) VB Q tear, rend, pluck [C2]
‫ חלק‬ADJ smooth, slippery
‫י‬
Glossary 222
[‫( ]יבמת‬L27) NOUN F sister-in-law ‫ יצק‬VB Q pour, pour out; HI pour (oil); HO be
‫( יבשׁ‬L21) VB Q be(come) dry; HI cause to be poured, cast, molten, firmly established
dry [C6] [C6]
‫( יבשׁה‬L21) NOUN F dry land ‫( יצר‬L23) VB Q form, fashion, shape [C4, C6]
‫( יד‬L2) NOUN F hand; DU ‫ ;ידים‬P ‫ידות‬ [‫ ]יצת‬VB Q kindle, burn; NI be kindled; HI
[‫( ]ידה‬L25) VB HI give thanks, praise, confess kindle, set on fire [C6]
[C6, C7] [‫( ]יקץ‬L21) VB Q awake [C6]
‫( ידע‬L11) VB Q know [C3, C6] ‫( ירא‬L13) VB Q fear [C4, C6]
‫ יהוא‬PN Jehu ‫ יראה‬NOUN F fear, terror, reverence
‫( יהודה‬L5) PN Judah ‫( ירד‬L29) VB Q go down, descend [C6]
‫ יהונתן‬PN Jonathan ‫( ירדן‬L21) PN Jordan River
' ‫ י‬PN Joshua
‫הושׁע‬ ‫( ירה‬L25) VB Q, HI throw, cast, shoot
‫( יהוה‬L1) PN YHWH (personal name of the (arrows) [C6]
Hebrew God) ‫( ירושׁלם‬L5) PN Jerusalem
‫ יואב‬PN Joab ‫ יריחו‬PN Jericho
‫ יואשׁ‬PN Joash ‫ירמיה‬, ‫( ירמיהו‬L12) PN Jeremiah
‫( יום‬L2) NOUN M day; P ‫ היום ;ימים‬today; ‫יום‬ ‫ ירק‬NOUN M green (thing), greenness
‫ יום‬daily [A2] ‫( ירשׁ‬L24) VB Q take possession, inherit [C6]
‫( יונה‬L17) NOUN F dove ‫( ישׂראל‬L2) PN Israel
‫ יונה‬PN Jonah ‫ ישׁ‬EXST there is
‫( יוסף‬L14) PN Joseph ‫( ישׁב‬L11) VB Q sit, dwell; ‫ יושׁב‬inhabitant,
‫ יחיד‬ADJ, SUBST only, only one, solitary dweller (Q PTCP) [C6]
[‫( ]יטב‬L21) VB Q be good, pleasing; HI do ‫ ישׁי‬PN Jesse
(something) well, deal well with [C6] ‫ ישׁמעאל‬PN Ishmael
‫( יין‬L21) NOUN M wine [‫( ]ישׂע‬L21) VB NI be saved; HI save, deliver
‫ יכל‬VB Q irregular be able, have power [C6] [C3, C6]
‫( ילד‬L14) VB Q beget, bear (children) [C6] ‫( ישׁע‬L17) NOUN M deliverance, rescue,
[‫ ]ילל‬VB HI howl [C6, C9] salvation
‫( ים‬L13) NOUN M sea; P ‫ימים‬ ‫( ישׁר‬L21) VB Q be smooth, right; PI make
‫ ים־סוף‬PN Sea of Reeds (“Red Sea”) even, smooth [C3, C6]
[‫ ]ימן‬VB HI go right, choose the right, use the [‫ ]יתר‬VB NI be left over, remain over; HI leave
right hand [C6] over, leave a remnant [C3, C6]
‫ ימין‬NOUN F right side, right hand
‫כ‬
[‫ ]ינק‬VB Q suck; HI suckle, nurse [C6]
‫( כ‬L3) PREP like, as [A5]
‫( יסף‬L28) VB Q add; HI multiply, do again,
‫( כאשׁר‬L6) CONJ as, just as, when
continue [C6]
‫( כבד‬L9) ADJ heavy
‫( יעקב‬L7) PN Jacob
[‫כבד‬, ‫( ]כבד‬L11) VB Q be heavy; PI, HI make
[‫ ]יפה‬VB Q be fair, beautiful; PI beautify
heavy, honor
‫( יצא‬L13) VB Q go forth [C4, C6]
‫( כבוד‬L8) NOUN M glory, honor, wealth
[‫ ]יצב‬VB HIT station oneself, take one's stand
‫ כבשׁ‬NOUN M lamb
[C6]
[‫( ]כבשׁ‬L17) VB Q subdue, dominate
[‫ ]יצג‬VB HI set, place, establish; HO be stayed,
‫( כה‬L6) ADV thus, so
stopped, detained [C6]
‫( יצחק‬L8) PN Isaac ‫( כהן‬L3) NOUN M priest
[‫ ]יצע‬VB HI lay, spread; HO be laid, spread ‫ כוכב‬NOUN M star
[C3, C6] [‫( ]כון‬L23) VB NI be set up, established, fixed;
HI establish, set up, make firm [C8]
‫ כח‬NOUN M strength, power
Glossary 223
‫( כי‬L2) CONJ because, when, if, though, but; ‫( לילה‬L7) NOUN M night
COMP that; ‫ כי אם‬but ‫( לכד‬L5) VB Q capture
‫ ככר‬NOUN F round district, loaf, weight ‫ לכן‬CONJ therefore
‫כל‬, ‫כל־‬, with suffix ‫כלך‬,' etc. (L2) ADJ all, ‫( למד‬L12) VB Q learn; PI teach
every; NOUN M everything ‫למה‬, ‫( למה‬L20) INTER why?
‫( כלה‬L14) VB Q be complete, PI complete, ‫ למך‬PN Lamech
finish [C7] ‫( למען‬L13) PREP for the sake of; CONJ in order
‫( כלה‬L26) NOUN F daughter-in-law, bride that (purpose), so that (result)
‫( כלי‬L13) NOUN M vessel, utensil; P ‫כלים‬ ‫( לפני‬L5) PREP, CONJ before
‫ כליון‬PN Kilyon ‫( לפנים‬L27) ADV formerly, previously
‫( כן‬L22) ADV so, thus ‫( לקח‬L15) VB Q take, receive [C3, C5]
‫ כנס‬VB Q gather, collect; PI gather together; [‫( ]לקט‬L26) VB Q glean, pick up, gather
HIT gather oneself together ‫( לשׁון‬L13) NOUN M tongue, language P ‫לשׁנות‬
‫כנעני‬, ‫( כנען‬L11) PN Canaan, Canaanite
‫ כנף‬NOUN F wing, extremity DU ‫ כנפים‬P [‫]כנפות‬ ‫מ‬
‫( כסא‬L23) NOUN M throne ‫( מאד‬L7) NOUN M strength; ADV exceedingly
‫( כסף‬L11) NOUN M silver, money ‫ מאה‬NOUN F hundred [D]
‫ כעס‬NOUN M vexation, anger ‫ מאור‬NOUN M luminary, light, lamp; P ‫מאורות‬
‫( כפר‬L13) VB PI appease, atone [C3] ‫ מאכל‬NOUN M food
‫ כר‬NOUN M saddlebag ‫( מדבר‬L10) NOUN M wilderness
‫ כרוב‬NOUN M cherub (type of subordinate ‫ מדון‬NOUN M strife, contention; P ‫מדונים מדנים‬,
divine being) and ‫מדונים‬
‫ כרם‬NOUN M, F vineyard ‫( מדוע‬L26) INTER why?
‫( כרת‬L4) VB Q cut, cut off, cut down [C2] ‫ מדין‬PN Midian
‫( כתב‬L8) VB Q write ‫( מה‬L10) INTER what? how?
‫כתנת‬, ‫ 'כתנת‬NOUN F tunic ‫ מהומה‬NOUN F tumult, confusion
‫ מואב‬PN Moab; ‫ מואבי‬Moabite, F ‫מואביה‬
‫ל‬ ‫( מועד‬L17) NOUN M meeting, appointed time
‫( ל‬L3) PREP to, for [A5] ‫( מופת‬L23) NOUN M wonder, sign, portent
‫( לא‬L2) ADV no, not ‫( מות‬L23) VB Q die; HI kill [C8]
‫ לאה‬PN Leah ‫( מות‬L29) NOUN M death
‫( לאמר‬L12) COMP used to introduce direct ‫( מזבח‬L12) NOUN M altar; P ‫מזבחות‬
speech; not translated (Q INF CST √‫)אמר‬ ‫( מחה‬L20) VB Q blot out, wipe away [C2, C7]
[C1, C4] ‫ מחלון‬PN Machlon
‫לבב‬, ‫( לב‬L3) NOUN M heart, mind
‫ מחנה‬NOUN M encampment, camp P ‫ מחנות‬and
‫ לבן‬PN Laban ‫מחנים‬
‫ לבנון‬PN Lebanon ‫ מטה‬NOUN M staff, rod, branch, tribe P ‫מטות‬
‫לבשׁ‬, ‫( לבשׁ‬L12) VB Q wear; HI clothe ‫( מי‬L9) INTER who?
‫ להט‬NOUN M flame ‫ מילדה‬NOUN F midwife
‫ לו‬COND would that, if (irreal) ‫( מים‬L5) NOUN M water
‫ לולי‬COND if not (irreal, negative) [‫ ]מין‬NOUN M kind, species
‫( לוח‬L18) NOUN M tablet, board, plank, plate; ‫ מכה‬NOUN F blow, wound
P ‫'לחות‬
‫( מכר‬L29) VB Q sell [C3]
‫ לוט‬PN Lot ‫( מלא‬L10) ADJ full
‫ לוי‬PN Levi ‫ מלא‬VB Q be full, fill; PI fill [C4]
‫( לחם‬L7) NOUN M bread, food ‫( מלאך‬L6) NOUN M messenger, angel
‫לט‬, ‫ לאט‬NOUN M secrecy (always with ‫)ב‬ ‫( מלאכה‬L16) NOUN F work
Glossary 224
‫ מלח‬NOUN M salt ‫ נ 'אם‬NOUN M utterance (always CST)

‫( מלחמה‬L14) NOUN F war, battle [‫( ]נאף‬L17) VB Q, PI commit adultery [C2]
‫( מלך‬L2) NOUN M king [‫ ]נאקה‬NOUN F groan, groaning
‫( מלך‬L4) VB Q reign, be(come) king [‫ ]נבא‬VB NI, HIT prophesy [C4, C5]
‫ מלכה‬PN Milcah [‫( ]נבט‬L20) VB PI, HI look, gaze [C5]
‫ מלכות‬NOUN F royalty, royal power, reign, ‫( נביא‬L4) NOUN M prophet
kingdom ‫( נגב‬L20) NOUN M south
‫( ממלכה‬L23) NOUN F kingdom, rule ‫ נגב‬PN Negeb
‫ ממשׁלה‬NOUN F rule, dominion [‫( ]נגד‬L20) VB HI declare [C5]
‫ מן־‬and •‫( מ‬L3) PREP from; more than [A5] ‫( נגד‬L10) ADV, PREP in front of, in sight of,
‫ מנה‬VB Q count, number, assign; PI appoint, opposite to
ordain [C7] ‫( נגע‬L20) VB Q touch, reach, strike [C3, C5]
‫( מנחה‬L13) NOUN F gift, grain offering [‫( ]נגשׁ‬L20) VB Q draw near, approach [C5]
‫( מעט‬L19) ADV little, few ‫ נוד‬PN Nod
[‫ ]מעל‬NOUN M higher part (only ‫ ממעל‬above ‫( נוח‬L25) VB Q rest; HI cause to rest, make
and LCV ‫ מעלה‬upwards) quiet; set down; let remain, leave [C3,
‫( מעלל‬L21) NOUN M deed, practice C5, C8]
‫( מעשׂה‬L28) NOUN M deed, work ‫ נח‬PN Noah
‫ מפני‬PREP, CONJ from before (‫ מן‬+ ‫)פני‬ ‫ נחור‬PN Nahor
‫( מצא‬L11) VB Q find [C4] ‫ נחל‬NOUN M torrent, torrent valley/run-off
‫( מצוה‬L7) NOUN F commandment; P ‫מצות‬ ravine (‘wadi’)
‫( מצרים‬L5) PN Egypt ‫( נחלה‬L26) NOUN F possession, property,
[‫ ]מקוה‬NOUN M collection, collected mass inheritance
‫( מקום‬L6) NOUN M place P ‫מקמות‬ [‫( ]נחם‬L17) VB NI be sorry/regret,
‫ מרא‬PN Mara (‘bitterness’) comforted; PI comfort, console [C2]
‫( מראה‬L10) NOUN M appearance, vision ‫ נחשׁ‬PN Nahash
[‫( ]מרגלות‬L27) NOUN FP place of feet ADV at ‫ נחשׁ‬NOUN M serpent
[his] feet ‫( נטה‬L22) VB Q stretch out, extend; HI turn,
‫ מריה‬PN Moriah incline (something) [C5, C7]
‫( מרכבה‬L17) NOUN F chariot ‫( נטע‬L23) VB Q plant [C3, C5]
[‫( ]מרד‬L27) VB Q be bitter; PI HI make bitter [‫( ]נכה‬L25) VB HI smite, strike [C5, C7]
[C9] [‫( ]נכר‬L18) VB NI be recognized; HI
[‫ ]משׂכרת‬NOUN F wages recognize, regard [C3, C5]
‫( משׁה‬L3) PN Moses ‫( נכר‬L23) NOUN M foreign thing
‫( משׁכב‬L18) NOUN M couch, place of lying ‫( נכרי‬L26) ADJ foreign, alien; F ‫נכריה‬
‫( משׁכן‬L13) NOUN M dwelling, tabernacle ‫( נסע‬L20) VB Q pull up (tent pegs), set out,
‫( משׁל‬L14) VB Q rule journey [C3, C5]
‫( נעל‬L27) NOUN F sandal, shoe DU ‫( נעלים‬L5)
‫ משׁמרת‬NOUN F guard, watch; charge,
‫עמי‬F ‫ נ‬PN Naomi (‘my pleasantness’)
function
‫( משׁפחה‬L15) NOUN F family, clan ‫( נער‬L4) NOUN M lad, young boy; ‫ נערה‬F
‫( משׁפט‬L8) NOUN M judgment, justice; custom maiden, young girl
‫( נפל‬L20) VB Q fall [C5]
‫ מת‬Q PTCP √‫מות‬
‫ נפלים‬NOUN MP giants,“fallen ones”
‫נ‬ ‫( נפשׁ‬L3) NOUN F life, self
‫( נא‬L13) illocutionary signal equivalent to I [‫( ]נצב‬L28) VB NI take one’s stand, station
tell you ; alternatively, a marker of oneself; be stationed, appointed
politeness, such as please. [‫( ]נצל‬L20) VB NI be delivered, deliver
oneself; HI snatch away, deliver [C5]
Glossary 225
[‫ ]נצר‬VB Q watch, guard, keep [C3, C5] ‫ עדות‬NOUN F testimony

‫ נקבה‬NOUN F female ‫ עדן‬PN Eden
‫( נקי‬L16) ADJ clean, innocent, exempt ‫ עובד‬PN Obed
[‫( ]נקם‬L25) VB Q avenge, take vengeance; NI ‫( עוד‬L15) ADV still, yet, again
avenge oneself; HO be avenged [C5] ‫( עולם‬L8) NOUN M forever, long duration,
‫( נשׂא‬L13) VB Q lift up [C4, C5]; NI be antiquity
deceived; HI deceive ‫( עון‬L13) NOUN M transgression, iniquity
‫ נשׁים‬NOUN FP women; see ‫[ אשׁה‬A2] ‫ עוף‬VB Q fly; POLEL fly about
[‫( ]נשׁק‬L26) VB Q, PI kiss [C5] ‫ עוף‬NOUN M flying creatures, fowl, insects
‫ נשׁר‬NOUN M vulture, eagle ‫ עור‬NOUN M skin, (animal) hide
‫( נתן‬L9) VB Q give, place, set [C5] ‫( עזב‬L7) VB Q abandon, forsake [C1]
‫ נתן‬PN Nathan ‫( עין‬L5) NOUN F eye DU ‫עינים‬
‫( עיר‬L2) NOUN F city; P ‫ערים‬
‫ס‬ ‫ עירם‬ADJ naked
‫( סבב‬L24) VB Q turn about, go around, ‫( על‬L5) PREP upon, over
surround [C9] ‫( עלה‬L14) VB Q go up [C1, C7]
‫ סביב‬ADV/PREP around, about ‫( עלה‬L12) NOUN F burnt offering
‫ סדם‬PN Sodom ‫ עלה‬NOUN M leaf, leafage
‫( סוס‬L4) NOUN M horse, stallion; ‫ סוסה‬F mare ‫עם‬, with suffix ‫עמי‬, etc. (L4) PREP with; also
‫ סוף‬NOUN M reeds, rushes; see ‫ים־סוף‬ ‫ עמדי‬with me, at my side
‫( סור‬L23) VB Q turn aside, depart; HI cause to ‫( עם‬L2) NOUN M people
depart, remove [C8] ‫( עמד‬L6) VB Q stand [C1]
‫ סיני‬PN Sinai
‫ עמרה‬PN Gomorrah
[‫( ]סלח‬L19) VB Q forgive [C3]
‫( ענה‬L22) VB Q answer, respond [C1, C7]
‫ סנחריב‬PN Sennacherib
‫ ענק‬PN Anak P ‫ ענקים‬Anakites
[‫ ]סער‬VB Q storm; NI enraged; PI storm [C2,
‫( עפר‬L23) NOUN M dust, dirt, dry earth
C3]
‫( עץ‬L8) NOUN M tree; P ‫ עצים‬wood
[‫ ]ספד‬VB Q wail, lament; NI be bewailed
[‫ ]עצב‬NOUN M idol (always P ‫)עצבים‬
‫ ספר‬VB Q count, number; PI recount, declare
‫ עצב‬NOUN M pain, hurt, toil
[C3]
‫( ספר‬L8) NOUN M scroll, document, book ‫ עצבון‬NOUN M pain, toil
[‫( ]סתר‬L12) VB NI hide (oneself); HI conceal ‫( עצם‬L14) NOUN F bone
[C3] ‫ עקב‬NOUN M heel, footprint, hinderpart
‫ סתר‬NOUN M hiding-place, secrecy ‫ עקר‬VB Q pluck, root up [C1, C3]
‫ ער‬PN Er
‫ע‬ ‫ ערב‬NOUN M evening, sunset
‫( עבד‬L3) NOUN M servant ‫ ערב‬NOUN M swarm (of flies), mixture
‫( עבד‬L13) VB Q serve, work [C1] ‫ ערבה‬NOUN F desert-plain, steppe; Jordan
‫ עבור‬only as ‫ בעבור‬PREP, CONJ for the sake of, valley
on account of, in order that ‫ ערום‬ADJ naked
‫( עבר‬L12) VB Q pass over [C1] ‫ ערום‬ADJ crafty, shrewd, sensible
‫ עברי‬PN Hebrew; P ‫ עברים‬Hebrews ‫ ערמה‬NOUN F heap
‫( עד‬L5) PREP unto, as far as; CONJ while, until ‫ ערפה‬PN Orpah
[A5] ‫ עשׂב‬NOUN M herb, herbage
‫( עד‬L26) NOUN M witness ‫( עשׂה‬L11) VB Q do, make, act [C1, C7]
‫( עדה‬L17) NOUN F congregation ‫ עשׂו‬PN Esau
‫ עדה‬PN Adah
Glossary 226
‫ עשׂר‬NOUN FS ten; MS ‫ ;עשׂרה‬P ‫ עשׂרים‬twenty; ‫( צוה‬L27) VB PI command [C7]

‫ עשׂירי‬tenth [D] [‫ ]צחק‬VB Q laugh; PI jest [C2]
‫( עת‬L14) NOUN F time; P‫ע ת י ם‬, ‫ ת‬H‫עתו‬ ‫ צחק‬NOUN M laughter, laughing-stock
‫( עתה‬L13) ADV now ‫ ציון‬PN Zion
‫ צלה‬PN Silah
‫פ‬ [‫צלח‬, ‫( ]צלח‬L15) VB Q prosper, be successful;
‫ פה‬NOUN M mouth; CST ‫פי‬ HI make successful, show experience
[‫( ]פלא‬L19) VB NI HIT be difficult, [C3]
extraordinary; HI do an extraordinary ‫ צלם‬NOUN M image, likeness
thing [C4] ‫( צמא‬L19) VB Q be thirsty [C4]
‫ פילגשׁ‬NOUN F concubine ‫ צמח‬VB Q sprout, spring up; HI cause to
[‫( ]פלל‬L15) VB HIT pray [C9] sprout, grow
‫( פלשׁתי‬L6) PN Philistine; P ‫פלשׁתים‬ ‫ צעקה‬NOUN F cry, outcry
Philistines ‫( צרר‬L24) VB Q show hostility [C2, C3, C9]
‫( פן‬L10) CONJ lest, so that not (negative
purpose) ‫ק‬
[‫( ]פנה‬L2) NOUN M (always P ‫ פנים‬face) ‫( קבר‬L15) VB Q, PI bury [C3]
‫ פסל‬NOUN M idol, image ‫ קבר‬NOUN M grave, sepulchre
‫ פעל‬NOUN M doing, deed, work ‫( קדושׁ‬L28) ADJ sacred, holy
‫( פעם‬L15) NOUN M step, time ‫( קדם‬L20) NOUN M front, east, aforetime; ADV
‫( פקד‬L4) VB Q attend to, visit, appoint anciently
‫ פקח‬VB Q open eyes, ears; NI be opened [C3] [‫קדשׁ‬, ‫( ]קדשׁ‬L11) VB Q be holy; PI
‫ פקיד‬NOUN M commissioner, deputy, overseer consecrate
‫( פר‬L22) NOUN M young bull, steer; ‫ פרה‬F ‫( קדשׁ‬L10) NOUN M holiness, apartness,
heifer, cow sacredness
[‫( ]פרד‬L29) VB Q separate; HI divide, [‫( ]קהל‬L12) VB HI congregate [C2]
separate (something) [C2] ‫( קהל‬L19) NOUN M assembly, congregation
[‫( ]פרה‬L22) VB Q bear fruit, be fruitful [C2, [‫ ]קוה‬VB NI be collected
C7] ‫( קול‬L6) NOUN M voice, sound
‫( פרי‬L20) NOUN M fruit ‫( קום‬L23) VB Q rise, stand up; PI confirm,
‫( פרעה‬L6) PN Pharaoh establish; HI raise, erect [C8]
‫ פרץ‬VB Q break through/open/out; NI spread; ‫ קוץ‬NOUN M thorns, thorn-bush
PU broken down [C2] ‫( קטן‬L9) ADJ MS small; F, P supplied by ‫קטן‬
[‫( ]פרר‬L24) VB HI break, frustrate [C2, C3, ‫( קטן‬L12) ADJ MS small; FS ‫קטנה‬
C9] ‫( קטן‬L16) VB Q be small, insignificant
‫( פרשׁ‬L21) NOUN M horseman [‫( ]קטר‬L12) VB PI, HI make sacrifices smoke
‫( פתח‬L17) NOUN M opening [C3]
‫( פתח‬L15) VB Q open [C3] ‫ קין‬PN Cain
‫( פתר‬L25) VB Q interpret [C3] ‫( קלל‬L24) VB Q be slight, trifling; be quick
[C9]
‫ קן‬NOUN M nest
‫צ‬ ‫ קנא‬ADJ jealous
‫( צאן‬L7) NOUN M, F sheep, flock ‫( קנה‬L15) VB Q buy, acquire [C7]
[‫( ]צבא‬L6) NOUN M host, army; hard service ‫( קצה‬L28) NOUN M end, extremity
[‫צדק‬, ‫( ]צדק‬L12) VB Q be righteous; HI justify [‫קצר‬, ‫ ]קצר‬VB Q be short, impatient; PI HI
‫( צדק‬L8) NOUN M righteousness shorten [C3]
‫( צדקה‬L29) NOUN F righteousness [‫( ]קצר‬L28) VB Q reap, harvest
‫( צדיק‬L9) ADJ righteous
Glossary 227
‫( קרא‬L9) VB Q call, proclaim, read aloud ‫ רחק‬VB Q be far, distant; PI send far away,
[C4] distance; HI cause to be distant, far
‫( קרוב‬L19) ADJ near away; remove [C1, C2]
[‫קרב‬, ‫( ]קרב‬L5) VB Q draw near, approach ‫( ריקם‬L29) ADV emptily, vainly
[C2] ‫ רמשׂ‬VB Q creep (on the ground), move
‫ קרב‬NOUN M inward part, midst lightly
‫ קריאה‬NOUN F proclamation ‫ רמשׂ‬NOUN M creeping things, moving things
‫ קרע‬VB Q tear, rend; NI be rent, split asunder ‫( רנן‬L24) VB Q, PI give a ringing cry [C1, C9]
[C2, C3] ‫( רע‬L9) ADJ MS bad, evil; FS ‫רעה‬
‫ קשׁר‬VB Q bind, conspire together; NI was ‫( רע‬L12) NOUN M friend
bound, joined together; PI bind on; HIT ‫( רעב‬L9) NOUN M famine, hunger
conspire [C3] ‫( רעה‬L21) VB Q shepherd, tend, pasture [C1,
‫( קשׁת‬L21) NOUN F bow C2, C7]
‫( רעה‬L21) NOUN M shepherd (Q PTCP)
‫ר‬ ‫( רפא‬L19) VB Q heal [C1, C4]
‫( ראה‬L22) VB Q see, look; NI show oneself, ‫ רקד‬VB Q skip about; PI dance, leap; HI cause
appear; HI show, exhibit [C1, C2, C7] to skip [C1]
‫ ראובן‬PN Reuben ‫ רקיע‬NOUN M extended surface, expanse,
‫( ראשׁ‬L5) NOUN M head; P ‫[ ראשׁים‬A2] firmament
‫ ראשׁון‬ADJ first [D] ‫( רשׁע‬L9) ADJ wicked
‫ ראשׁית‬NOUN F beginning or chief (part) ‫( רשׁע‬L12) VB Q be wicked; HI condemn [C1,
‫( רב‬L14) ADJ many, much; MP ‫רבים‬ C3]
‫( רב‬L24) NOUN M multitude, greatness,
abundance ‫שׂ‬
[‫ ]רבב‬VB Q be(come) many, much ‫( שׂדה‬L9) NOUN M field; P ‫שׂדות‬
‫( רבה‬L22) VB Q be(come) many, multiply; HI ‫( שׂום שׂים‬L23) VB Q put, place, set [C8]
make much/ many, make multiply [C1, ‫ שׂחק‬VB Q laugh, play; PI make sport, jest; HI
C7] utterly mock [C2]
‫ רביעי‬NOUN M fourth (see ‫[ )ארבע‬D] ‫ שׂכל‬VB Q be prudent; HI look at, ponder; give
[‫רבעים‬, ‫ ]רבע‬ADJ/SUBST (those belonging to) insight, teach
the fourth generation ‫ שׂכל‬NOUN M prudence, insight
‫ רבקה‬PN Rebekah ‫ שׂמאל‬NOUN M left side, left hand
‫( רגל‬L5) NOUN F foot ‫שׂמח‬, ‫( שׂמח‬L16) VB Q rejoice, be glad; PI
‫( רדה‬L22) VB Q have dominion, rule [C1, C7] make rejoice, glad [C3]
‫ רדף‬VB Q pursue, chase, persecute; NI are ‫( שׂנא‬L14) VB Q hate [C4]
pursued; PI pursue ardently; PU be ‫( שׂעיר‬L13) ADJ hairy
chased away; HI chase [C1] ‫( שׂפה‬L13) NOUN F lip, shore
‫( רהט‬L19) NOUN M water-trough ‫( שׂר‬L11) NOUN M official, captain, prince; P
‫( רוח‬L5) NOUN F spirit, wind ‫שׂרים‬
‫ רות‬PN Ruth ‫ שׂרה‬PN Sarah
‫ רחב‬ADJ wide, broad ‫ שׂרי‬PN Sarai
‫ רחבעם‬PN Rehoboam ‫ שׂריד‬NOUN M survivor
‫( רחוק‬L19) ADJ far, distant; NOUN M distance;
‫ מרחוק‬at a distance ‫שׁ‬
‫ רחל‬PN Rachel •‫( שׁ‬L18) CONJ that, which, who
‫( רחם‬L21) VB PI have compassion on [C1, ‫( שׁאול‬L8) PN Saul
C2] ‫( שׁאול‬L29) NOUN F underworld, Sheol
‫ רחף‬VB PI hover [C2] ‫( שׁאל‬L10) VB Q inquire, ask [C2]
Glossary 228
‫( שׁאר‬L28) VB NI be left over, behind, remain; ‫( שׁמים‬L11) NOUN M heavens

HI leave over, behind [C2, C3] ‫ שׁמן‬VB Q grow fat; HI make fat
‫ שׁבלת‬NOUN F ear of grain; P ‫בלים‬F ‫שׁ‬ ‫ שׁמנה‬NOUN FS eight; MS ‫ ;שׁמנה‬P ‫ שׁמנים‬eighty;
‫( שׁבע‬L14) VB NI swear (an oath); HI cause to ‫ שׁמיני‬eighth [D]
swear (an oath) [C3] ‫( שׁמע‬L6) VB Q hear, listen; +‫ בקול‬obey [C3]
‫( שׁבע‬L10) NOUN FS seven; MS ‫ ;שׁבעה‬P ‫שׁבעים‬ ‫( שׁמר‬L4) VB Q keep, guard [C3]
seventy; ‫ שׁביעי‬seventh; ‫ שׁבעתים‬seven- ‫( שׁמשׁ‬L16) NOUN M/F sun
fold [D] ‫( שׁנה‬L3) NOUN F year; P ‫שׁנים‬
‫ שׁבע‬PN Sheba ‫( שׁנים‬L8) NOUN M two; F ‫[ שׁתים‬D]
‫( שׁבר‬L12) VB Q break; PI shatter, break [C3] ‫ שׁנער‬PN Shinar (Babylonia)
‫ שׁבר‬VB Q buy grain; HI sell grain [C3] ‫ שׁען‬VB NI lean, support oneself [C2]
‫( שׁבת‬L22) VB Q cease, desist, rest; HI put an ‫ שׁעע‬VB Q be blinded; HI blind [C9]
end to, destroy ‫( שׁער‬L7) NOUN M gate
‫( שׁבת‬L14) NOUN F sabbath, rest
‫( שׁפחה‬L20) NOUN F maidservant
‫ שׁדי‬PN Shaddai, Almighty
‫( שׁפט‬L4) VB Q judge, govern
‫( שׁוב‬L23) VB Q turn back, return; HI return
‫( שׁפך‬L13) VB Q pour out, shed (blood)
(something) [C8]
‫( שׁקה‬L19) VB HI water, give drink [C7]
‫ שׁוף‬VB Q bruise
‫( שׁקט‬L28) VB Q be quiet, undisturbed,
‫( שׁחט‬L17) VB Q slaughter [C2]
inactive; HI show quietness, cause
‫( שׁחט‬L12) VB PI, HI spoil, destroy [C2]
quietness
‫ שׁירה‬NOUN F song ‫ שׁרץ‬VB Q swarm, teem
‫ שׁית‬VB Q put, set [C8] ‫שׁרץ‬NOUN M swarmers, swarming things
‫( שׁכב‬L9) VB Q lie (down) ‫ שׁשׁ‬NOUN FS six; MS ‫ ;שׁשׁה‬P ‫ שׁשׁים‬sixty; ‫שׁשׁי‬
‫( שׁכח‬L10) VB Q forget [C3] sixth [D]
‫( שׁכל‬L16) VB Q be bereaved, childless; PI ‫( שׁתה‬L22) VB Q drink [C7]
make childless ‫( שׁתים‬L8) NOUN F two; CST ‫שׁתי‬
‫( שׁכם‬L11) VB HI wake early ‫ שׁתק‬VB Q be quiet
‫ שׁכם‬PN Shechem
‫( שׁכן‬L6) VB Q settle, dwell ‫ת‬
‫( שׁכן‬L28) ADJ inhabitant, neighbor ‫ תאוה‬NOUN F desire
‫ שׁלה‬PN Shiloh ‫ תאנה‬NOUN F fig-tree; fig
‫ שׁלו‬VB Q be at ease, prosper ‫( תבה‬L25) NOUN F ark
‫( שׁלום‬L14) NOUN M peace, well-being ‫ תהו‬NOUN M emptiness, formlessness
‫( שׁלח‬L9) VB Q send [C3] ‫( תהום‬L29) NOUN M/F deep, sea, abyss
‫( שׂלך‬L11) VB HI throw, cast ‫( תוך‬L13) NOUN M midst (often in the
‫( שׁלם‬L15) VB Q be whole; PI reward, pay compound PREP ‫ בתוך‬in the midst of)
back ‫( תועבה‬L12) NOUN F abomination
‫ שׁלמה‬PN Solomon ‫( תורה‬L4) NOUN F direction, instruction, law
‫( שׁלף‬L27) VB Q draw out, off ‫( תחת‬L11) PREP under, beneath
‫( שׁלשׁ‬L14) NOUN FS three; MS ‫ ;שׁלשׁה‬P ‫שׁלשׁים‬ ‫( תלה‬L25) VB Q hang [C7]
thirty, thirtieth [D] ‫ תמונה‬NOUN F likeness, form
‫ שׁלשׁים‬ADJ/SUBST (those belonging to) the ‫( תמים‬L21) ADJ complete, sound
third generation ‫( תמם‬L24) VB Q be complete, finished [C9]
‫( שׁם‬L3) ADV there
‫ תנין‬NOUN M serpent, dragon, sea-monster
‫( שׁם‬L9) NOUN M name; P ‫ ת‬H‫שׁמו‬
‫ תפר‬VB Q sew together [C3]
[‫( ]שׁמד‬L11) VB HI annihilate
‫( תפשׂ‬L18) VB Q lay hold of, wield
‫( שׁמואל‬L8) PN Samuel
‫ תקוה‬NOUN F hope
Glossary 229
‫ תרפים‬NOUN M P teraphim (a kind of idol, a

means of divination)
‫ תרשׁישׁ‬PN Tarshish
‫ תשׁוקה‬NOUN F longing
‫ תשׁע‬NOUN FS nine; MS ‫ ;תשׁעה‬P ‫ תשׁעים‬ninety;
‫ תשׁיעי‬ninth [D]
Song Lyrics 230
Hinneh Mah Tov (Psalm 133:1)

Behold, how good and how pleasant ‫הנה מה־טוב ומה־נעים‬
(is) the dwelling of brothers together ‫שבת אחים גם־יחד‬
’Esa ‘Einai (Psalm 121:1-2)

I lift up my eyes to the hills—
from where will my help come? ‫אשא עיני אל־ההרים מאין יבא עזרי‬
My help is from Yahweh, ‫עזרי מעם יהוה עשה שמים וארץ‬
maker of made heaven and earth.
Mi Ha’ish (Psalm 34:13-15)

Who is the man who desires life, (and) loves
days to see goodness? ‫מי־האיש החפץ חיים אהב ימים לראות טוב‬
Keep your tongue from evil, and your lips ‫נצר לשונך מרע ושפתיך מדבר מרמה‬
from speaking deceit.
Turn away from evil, and do good; seek ‫עשה־טוב בקש שלום ורדפהו‬. ‫סור מרע ו‬
peace, and pursue it.
‘Ose Shalom
He who makes peace in his heights, ‫עשה שלום במרומיו‬
He will make make for us ‫עשה שלום עלינו‬. ‫הוא י‬
And for all Israel. ‫ועל כל ישראל‬
And say, say: Amen! ‫ואמרו אמרו אמן‬
He will make peace, he will make peace, ‫עשה שלום‬. ‫עשה שלום י‬. ‫י‬
Peace for us and for all Israel ‫שלום עלינו ועל כל־ישראל‬
Mah Na’vu (Isaiah 52:7)

How beautiful upon the mountains are the
‫מה־נאוו על־ההרים רגלי מבשר‬
feet of the messenger
Who announces the salvation, who announces
‫משמיע הישועה משמיע שלום‬
peace.
Song Lyrics 231
Ufaratzta (Genesis 28:14)

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

And David is beautiful of eyes, ‫ודוד יפה־עינים‬
He pastures among the lilies; ‫הוא רעה בשׁושנים‬
Saul has smote his thousands, ‫אלפיו‬. ‫הכה שאול ב‬
and David his ten-thousands! ‫ודוד ברבבתיו‬
Son of Jesse lives and lasts! ‫בן־ישׁי חי וקים‬
Yesh Lanu Tayish

Goat, goat, there is, there is, there is . . . ‫תיש תיש יש יש יש יש יש יש‬
We have a goat, ‫יש לנו תיש‬
and you have a goat, ‫ותיש יש לך‬
and he has four feet, ‫ולו ארבע רגלים‬
and also a small tail, ‫וגם זנב קטן‬
la la la la . . . . . . ‫לה לה לה לה‬
Ush’avtem (Isaiah 12:3)

And you shall draw water with joy ‫ושאבתם־מים בששון‬
from the wells of salvation ‫ממעיני הישועה‬
Sisu et-yerushalayim (Isaiah 66:10)

Exult with Jerusalem, ‫שישו את־ירושלם‬
And rejoice in her, all those who love her ‫ל־אהביה‬
. ‫בה כ‬: ‫גילו‬
Hava Nagila
Come, let us rejoice and be glad, ‫הבה נגילה ונשמחה‬
Come, let us exult and be glad. ‫הבה נרננה ונשמחה‬
Song Lyrics 232
Bashana Haba’ah
Next year we'll sit upon the balcony, ‫בשׁנה הבאה נשב על המרפסת‬
And we'll count migrating birds. ‫ונספור צפורים נודדות‬
Children on vacation will play tag, ‫חקו תופסת‬. ‫ילדים בחופשה יש‬
Between the house and the fields. ‫בין הבית לבין השדות‬
You'll see yet, you'll see yet, ‫עוד תראה עוד תראה‬
How good it will be, ‫כמה טוב יהיה‬
In this year, in the coming year. ‫בשׁנה בשׁנה הבאה‬
Red grapes will ripen until evening, ‫אדומים יבשילו עד הערב‬. ‫ענבים‬.
And cold water will be brought to the table. ‫ויוגשו צוננים לשׁולחן‬
And sleepy breezes will carry to wherever, ‫ורוחות רדומים ישאו אל אם הדרך‬
old newspapers and clouds. ‫עיתונים ישנים וענן‬
In this year, in this year, we'll spread palms out, ‫בשׁנה הבאה נפרוש כפות ידים‬
Before the light, black and white. ‫מול האור הניגר הלבן‬
A white heron will spread wings out in the light, ‫אנפה לבנה תפרוש באור כנפים‬.
And the sun will shine in their midst. ‫והשׁמש תזרח בתוכן‬
Song Lyrics 233
Halleluya
Praise Yah forever, praise Yah, let everyone sing ‫הללויה לעולם הללויה ישירו ?כלם‬
With one word, a single one, ‫במלה אחת בודך‬
The heart if filled with plenty of thanks, ‫הלב מלא בהמון תודה‬
And it also suitable—what a wonderful world. ‫והולם גם־הוא איזה עולם נפלא‬
Praise Yah with the song, ‫הללויה עם השׁיר‬
Praise Yah for the day which shines, ‫הללויה על יום שמאיר‬
Praise Yah for whatever has been, ‫הללויה על מה שהיה‬
And whatever has not yet been, Praise Yah. ‫ומה שעוד לא היה הללויה‬
... ...
Praise Yah for everything, ‫הללויה על הכל‬
Praise Yah tomorrow and yesterday, ‫הללויה מחר ואתמול‬
Praise Yah and put hand in hand ‫הללויה ותנו יד ביד‬
And sing with one heart: Praise Yah. ‫ושירו בלב אחד הללויה‬

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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, ‫( ב ג ד כ פ ת‬mnemonically referred to as the

‫ ב‬like b in Boy BUT ‫ ב‬like v in Voice

Name (Final) Form Pronunciation

Similar ‫ א‬and ‫ע‬ silent

‫יהוה‬ 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

‫ת‬ __ __ ‫( ר‬j __ ‫( ח ט י‬g ‫שׂ‬ __ ‫( צ ק‬d ‫נ‬ __ ‫( כ ל‬a

‫מ נ‬ __ __ (k ‫פ צ ק‬ __ (h ‫נ ס‬ __ ‫( ל‬e ‫שׁ‬ __ ‫( ק ר‬b

‫ח‬ __ __ __ (l ‫ו‬ __ ‫גד‬ (i ‫ז‬ __ ‫( ד ה‬f __ __ __ ‫( א‬c

‫ ג‬as in _______ (m ‫ ד‬as in _______ (a

‫ ז‬as in _______ (n ‫ ה‬as in _______ (b

‫ ח‬as in _______ (o ‫ ו‬as in _______ (c

‫ ט‬as in _______ (p ‫ ס‬as in _______ (d

‫ י‬as in _______ (q ‫ פ‬as in _______ (e

‫ כ‬as in _______ (r ‫ פ‬as in _______ (f

‫ כ‬as in _______ (s ‫ צ‬as in _______ (g

‫ ל‬as in _______ (t ‫ ק‬as in _______ (h

‫ שׁ‬as in _______ (u ‫ ר‬as in _______ (i

‫ ת‬as in _______ (v ‫ שׂ‬as in _______ (j

‫ מ‬as in _______ (w ‫ ב‬as in _______ (k

‫ נ‬as in _______ (x ‫ ב‬as in _______ (l

Judah ‫ישׂראל‬ Tamar ‫יוסף‬

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, ‫ יד‬is 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

chátef ségol e in Excúse i class

chátef qámets o in Omít u class

2.4 Independent Personal Pronouns

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

‫‘ אני יוסף‬I (am) Joseph’ (Gen 45:3)

3MS ‫‘ הוא‬he’ 3MP ‫ המה‬/ ‫‘ הם‬they’

2.5 Verbless Clauses

‫‘ לא אלהים המה‬they are not gods’ (2 Kgs 19:18)

2.6 Dagesh Qal and Dagesh Chazaq

A dagesh qal in ‫ב‬, ‫כ‬, and ‫ פ‬marks 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

‫קשׁ = בקשׂ‬-‫[ בק‬biqqesh]

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

‫ת‬ ‫( ר‬j ‫( ח ט י‬g ‫שׂ‬ ‫( צ ק‬d ‫נ‬ __ ‫( כ ל‬a

‫מ נ‬ (k ‫פ צ ק‬ (h ‫נ ס‬ ‫( ל‬e ‫שׁ‬ __ ‫( ק ר‬b

‫ח‬ (l ‫ו‬ ‫גד‬ (i ‫ז‬ ‫( ד ה‬f ‫( א‬c

‫ ג‬as in _ (m ‫ ד‬as in _ (a

‫ ז‬as in _ (n ‫ ה‬as in _ (b

‫ ח‬as in _ (o ‫ ו‬as in _ (c

‫ ט‬as in _ (p ‫ ס‬as in _ (d

‫ י‬as in _ (q ‫ פ‬as in _ (e

‫ כ‬as in _ (r ‫ פ‬as in _ (f

‫ כ‬as in _ (s ‫ צ‬as in _ (g

‫ ל‬as in _ (t ‫ ק‬as in _ (h

‫ שׁ‬as in _ (u ‫ ר‬as in _ (i

‫ ת‬as in _ (v ‫ שׂ‬as in _ (j

‫ מ‬as in _ (w ‫ ב‬as in _ (k

‫ נ‬as in _ (x ‫ ב‬as in _ (l

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 = _____

‫) המה‬j ‫) חכמה‬a