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Biblical HebrewA Student Grammar
Ruth 1, the Aleppo Codex (10th c. C.E.)www.aleppcodex.org
John A. CookRobert D. Holmstedt
Biblical Hebrew: A Student Grammar (Draft Copy)ยฉ 2009 by John A. Cook and Robert D. Holmstedt
All rights reserved.
Preface
PurposeThis 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 willprovide the average student with a cutting-edge understanding of ancient Hebrew grammar andwill enable the student to read both prose passages and less complex poems from biblical andnon-biblical texts. Additionally, the textbook introduces the student to the standard BiblicalHebrew lexicon1 and includes an appendix on the Masoretic โaccents,โ which may beincorporated 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 worthbriefly noting what this textbook is not: it is not a reference grammar; it is not meant to be usedwithout supplementation from the instructor; it is not meant for self-study; it is not theologicallyoriented. What this textbook does not do represents fairly well the character of almost everyother available textbook, and thereby indicates that there exists a significant lacuna in the worldof Hebrew textbooks. This textbook is intended to fill this hole.
HistoryThe genesis of this introductory textbook for ancient Hebrew lies in the experience of the twoauthors in teaching first-year biblical Hebrew at the University of Wisconsin as graduateinstructors, from 1996 to 2002. The desire for โsomething differentโ was born early in thisperiod, after dissatisfaction with the out-datedness of Weingreen2 (which, in many ways, has yetto be surpassed in terms of pedagogy as a classroom textbook) and outright frustration with thelack of pedagogical awareness in Kelley,3 Seow,4 and Kittel,5 to name the most prominenttextbooks then on the market. โNecessity is the mother of invention,โ as the proverb goes, and, asin the case of most textbooks, eventually we decided that it was time to develop โsomethingdifferentโ ourselves. As we continued to teach Hebrew after Wisconsin, we clarified the focusfor our project and we identified two primary objectives: classroom pedagogy and a firmlinguistic foundation.
Design ObjectivesOur concern for classroom pedagogy is based on the simple observation that many of thetextbooks on the market provide the student with entirely too much information. We foundourselves instructing our students to skip entire sections in some of the textbooks we used. Notonly is this frustrating for instructor and student alike, it both establishes an underlying tensionbetween the instructor and the textbook and creates a sense of distrust in the often expensivetextbook the student was required to purchase for the course. Clearly, we needed a textbook that
1 Brown, F., S. R. Driver, and C. A. Briggs. [1906] 1979. The New Brown-Driver-Briggs Hebrew-EnglishLexicon. 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
was created for the classroom and no more. In other words, we felt that the desire of manytextbook authors to present, essentially, โmini-reference grammarsโ was an obstacle in theeffective presentation of the material and quite often resulted in information overload. It isdifficult to count the number of people who have recounted to us their experience of learningHebrew with anguish in their voices and a traumatic look in their eyes, and a little sensitivedigging 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 threesimple 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 thethirty-lesson structure that moves the students quickly through the necessary but often lessengaging 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 ofbiblical texts as early as the fourth week of the course. And since understanding texts is themotivation of the overwhelming majority of students in our courses, it only makes sense that thiswould 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 morethan 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 themodern printed Hebrew Bibles, including the critical apparatus of the Biblica HebraicaStuttgartensia. A number of student-oriented introductions to these issues already exist and arelikely in the nearest library; thus, we saw no good reason to reinvent the wheel, as it were. Whatthis means is that the texts and the history of the Hebrew Bible must be covered within the lessonplanning external to the textbook.
As with many modern language textbooks, even those with vibrant color and snazzy drawings orphotographs, it is worth remembering that the textbook is a means to another end, not an end inand of itself. This explains why we eschew defining every language term we use (for example,โpharyngealโ): it is the instructorโs responsibility to have a basic competence in Hebrewgrammar and grammatical terminology. Whenever it is necessary we do briefly define thelinguistic terms we use (i.e., โvalencyโ with regard to the binyanim, โfocusโ with regard to wordorder). For the items we do not define, we suggest using Gary Longโs handbook,6 which can (andprobably should) be used as a supplemental text. Combining our textbook with Longโs handbookachieves 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 ourconclusions have often been at odds with the consensus described in standard referencegrammars and introductory textbooks (for example, you will find no reference in this textbook tothe 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 ourlinguistically-grounded views to a first-year Hebrew audience. While we try to avoid enmeshing
6 Long, G. A. 2002. Grammatical Concepts 101 for Biblical Hebrew: Learning Biblical Hebrew GrammaticalConcepts through English Grammar. Peabody, MA: Hendrickson.
iii
the first-year student in the complexity of linguistics and typical linguistic description, we alsotake a high view of our audienceโs capacity to process basic linguistic concepts and to see howthey apply to both Hebrew and English.
Finally, this textbook is what some might call โtraditionalโ in its essential organization andpresentation. Although each lesson does contain a diversity of categories for easier learning, thestudent 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 โsecond languageacquisition,โ teaching techniques in the classroom. Again, we did not write this textbook forevery task of the language classroom. It is intentionally limited, and in light of this, weencourage instructors who use this textbook to plan accordingly: additional activities will berequired 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.)
Note to the Reader: the glossary is currently undergoing revision; the glosses were initially basedon 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 thanthe often awkward English glosses given in either of the two lexica.
AcknowledgmentsThe detail and complexity of writing a introductory language textbook exceeded our wildestdreams. It is entirely possible that if we had not begun this project as ambitious, energeticdoctoral students, we might never had begun it at all. Certainly, we are indebted to the eagle eyesof numerous instructors who followed us at UW and who willingly accepted the challenge ofusing a draft textbook. In particular, we are grateful to Michael Lyons, Kent Reynolds, JamesKirk, and Tim Mackie for their numerous lists of typos and other infelicities. Additionally, theirqueries helped us to formulate more clearly our design objectives. We are also indebted toCynthia Miller, who endured the many drafts and yet remained willing to have the textbook usedat UW. Finally, we are most recently thankful of the proofreading and general feedback that JohnHobbins (Madison), Laliv Clenman (Toronto), and Brauna Doidge (Toronto) have provided.
John A. Cook Robert D. HolmstedtWilmore, KY Toronto, ON
June 18, 2009
ivTable of Contents
Lesson 1.................................................................................................................................11.1. The Biblical Hebrew Alphabet1.2. Vocabulary #1Exercises
Lesson 2.................................................................................................................................82.1. The Biblical Hebrew Vowel System2.2. Simple Sheva 2.3. Compound Sheva2.4. Independent Personal Pronouns2.5. Verbless Clauses2.6. Dagesh Qal and Dagesh Chazaq2.7. Guttural Consonants2.8. Open and Closed Syllables and Word Stress2.9. Vocabulary #2Exercises
Lesson 3.................................................................................................................................193.1. Grammatical Words versus Lexical Words3.2. Definiteness3.3. Definiteness in Biblical Hebrew3.4. The Article โโข ื3.5. Inseparable Prepositions ( ื ,ื ,ื , and sometimes ืื)3.6. Vav Conjunction (-ื)3.7. Vocabulary #3Exercises
Lesson 4.................................................................................................................................294.1. Masculine and Feminine Singular Nouns4.2. Introduction to Verbs4.3. Qal Perfect Conjugation - Singular4.4. Objects in Biblical Hebrew4.5. Vocabulary #4Exercises
Lesson 5.................................................................................................................................385.1. Masculine and Feminine Plural and Dual Nouns5.2. Qal Perfect Conjugation - Plural5.3. Qal Perfect Conjugation of ืืื5.4. Vocabulary #5Exercises
Lesson 6.................................................................................................................................436.1. Construct Relationship.6.2. Chart of Frequent Irregular Nouns6.3. Vocabulary #6Exercises
vLesson 7.................................................................................................................................49
7.1. Suffixed Pronouns7.2. Segolate Nouns7.3. Modal Use of the Perfect Conjugation7.4. Vocabulary #7Exercises
Lesson 8.................................................................................................................................578.1. Qal Imperfect Conjugation8.2. Past Narrative Conjugation8.3. Qal Imperfect Conjugation of ืืืืืืื .8.48.5. Vocabulary #8Exercises
Lesson 9.................................................................................................................................629.1. Adjectives9.2. Demonstrative Pronouns9.3. Vocabulary #9Exercises
Lesson 10...............................................................................................................................6810.1. Qal Active Participle10.2. Qal Passive Participle10.3. Vocabulary #10Exercises
Lesson 11...............................................................................................................................7411.1. Introduction to the Binyanim11.2. Piel and Hifil Perfect Conjugations11.3. Vocabulary #11Exercises
Lesson 12...............................................................................................................................8012.1. Piel and Hifil Imperfect Conjugations12.2. Piel and Hifil Past Narrative Conjugations12.3. Piel and Hifil Participles12.4. Vocabulary #12Exercises
Lesson 13...............................................................................................................................8613.1. Introduction to the Prefix Pattern Modal System (Jussives and Imperatives)13.2. Overview of the Biblical Hebrew Verbal System13.3. Vocabulary #13Exercises
Lesson 14...............................................................................................................................9214.1. Infinitive Construct14.2. Infinitive Absolute14.3. Vocabulary #14
viExercises
Lesson 15...............................................................................................................................9815.1. Introduction to the Passive-Reflexive Binyanim15.2. Perfect Conjugation in the Passive-Reflexive Binyanim15.3. Imperfect Conjugation in the Passive-Reflexive Binyanim15.4. Imperative and Jussive in the Passive-Reflexive Binyanim15.5. Infinitive Construct and Absolute in the Passive-Reflexive Binyanim15.6. Participles in the Passive-Reflexive Binyanim15.7. Vocabulary #15Exercises
Lesson 16...............................................................................................................................10616.1. Using a Lexicon16.2. Dynamic and Stative Verbs16.3. Vocabulary #16Exercises
Lesson 17...............................................................................................................................11317.1. Introduction to Guttural Verbs17.2. I-Guttural Verbs17.3. II-Guttural Verbs17.4. III-Guttural Verbs17.5. Vocabulary #17Exercises
Lesson 18...............................................................................................................................12018.1. Introduction to Weak Verbs18.2. Object Pronouns Suffixed to Verbs18.3. Vocabulary #18Exercises
Lesson 19...............................................................................................................................12719.1. I-Alef Weak Verbs19.2. III-Alef Weak Verbs19.3. Vocabulary #19Exercises
Lesson 20...............................................................................................................................13320.1. I-Nun Weak Verbsื ืชื and ืืงื .20.220.3. Vocabulary #20Exercises
Lesson 21...............................................................................................................................13721.1. I-Vav/Yod Weak Verbsืืื .21.221.3. Vocabulary #21Exercises
viiLesson 22...............................................................................................................................142
22.1. III-He Weak Verbs22.2. Vocabulary #22Exercises
Lesson 23...............................................................................................................................14623.1. II-Vav/Yod Weak Verbs23.2. Vocabulary #23Exercises
Lesson 24...............................................................................................................................15124.1. II-III Weak Verbs24.2. Vocabulary #24Exercises
Lesson 25...............................................................................................................................15525.1. Doubly-Weak Verbs25.2. Identifying the Roots of Doubly-Weak Verbs25.3. Vocabulary #25Exercises
Lesson 26...............................................................................................................................15926.1. Introduction to Syntax in Biblical Hebrew: Part 126.2. Complements and Adjuncts26.3. Argument Structure26.4. Vocabulary #26Exercises
Lesson 27...............................................................................................................................16527.1. Introduction to Syntax in Biblical Hebrew: Part 227.2. Main and Subordinate Clauses27.3. Biblical Hebrew Word Order27.4. Vocabulary #27Exercises
Lesson 28...............................................................................................................................17328.1. Introduction to Semantics in Biblical Hebrew28.2. Lexical Semantics28.3. Case Roles in Biblical Hebrew28.4. Vocabulary #28Exercises
Lesson 29...............................................................................................................................17929.1. Introduction to Pragmatics in Biblical Hebrew29.2. Information Structure 29.3. Biblical Hebrew Word Order and Information Structure 29.3. Vocabulary #29Exercises
Lesson 30...............................................................................................................................18630.1. Introduction to Biblical Hebrew Discourse
viii30.2. The Foreground and Background of Narrative30.3. Discourse TopicExercises
Appendices............................................................................................................................191A. Noun, Adjective, and Pronoun Paradigms
1. Noun/Adjective Inflection2. Frequent Irregular Nouns3. Personal Pronouns4. Demonstrative Pronouns5. Suffixed Pronouns on Nouns, Prepositions, and the Object Marker
B. Strong Verb Paradigms1. Strong Verb2. Object Pronouns Suffixed to Verbs3. Parsing Flow Chart
C. Weak Verb (and Guttural Verb) Paradigms1. I-Guttural2. II-Guttural3. III-Guttural4. I-Alef and III-Alef5. I-Nun6. I-Vav/Yod7. III-He8. II-Vav/Yod9. II-III
D. NumeralsE. Masoretic accents
Glossary................................................................................................................................219
Hebrew Songs.......................................................................................................................231
Lesson 1
Lesson Summary:
โข The Hebrew Alphabet
BeGaD KeFaTletters
1.1 The Hebrew AlphabetThe Hebrew ืืืฃ-ืืืช (alphabet) is composed of the following.
โข It consists of 23 consonants read right-to-left.
ื ื ื ื ื ื ื ื ื ื ื ื ื ื ืก ืข ืค ืฆ ืง ืจ ืฉ ืฉ ืช โ
โข It has five letters with alternate final forms that are used whenthe letter occurs at the end of a word.
Regular form: ื ื ื ืค ืฆFinal form: ื ื ื ืฃ ืฅ e.g., ืฉืืื
โข It has six letters, mnemonically referred to as the) ื ื ื ื ืค ืช BeGaD KeFaT), which can appear with a โdotโ in them calleda dagesh qal. Three of these letters have two pronunciations:one with the dagesh qal, and one without it.
like b in Boy ื BUT ื like v in Voice
like k in Keep ื BUT ื like ch in BaCH
like p in Pie ืค BUT ืค like f in Fish
like g in Give ื AND ื
like d in Dog ื AND ื
like t in Tide ืช AND ืช
Lesson 1 2
HebrewAlphabet
Name (Final) Form Pronunciation
รกlef
bet
gรญmel
dรกlet
he
vav
zรกyin
chet
tet
yod
kaf
lรกmed
mem
nun
sรกmech
รกyin
pe
tsรกde
qof
resh
sin
shin
tav
ืืฃ ืืืืช
ืืื ืืืช ืืืืืืื ื
ืืืชืืืชืืืืืฃ
ืื ืืืื ืื
ืื ืกืื ืขืคื
ืื ืฆืงืืฃืจืืฉืฉืืืฉืืืชื
ืืืื ืื ืืืืืืืื
)ื(ื ื
)ื(ื )ื(ื
ืกืขืค
)ืฃ(ืค )ืฅ(ืฆ
ืงืจืฉืฉ
ืช ืช
glottal stop or silent
like b in Boy
like v in Voice
like g in Give
like d in Dog
like h in Hat
like v in Voice
like z in Zip
like ch in BaCH
like t in Tide
like y in Yellow
like k in Keep
like ch in BaCH
like l in Letter
like m in Mother
like n in Noon
like s in Sit
pharyngeal or silent
like p in Pie
like f in Fish
like ts in caTS
like k in Keep
like r in Race
like s in Sit
like sh in SHin
like t in Tide
Lesson 1 3
Similarsounding letters
โข Notice that the Hebrew alphabet has several letters which arepronounced the same.
ืข and ื silentื and ื like v in Voiceื and ื like ch in Bachืช/ืช and ื like t in Tideืง and ื like k in Keepืฉ and ืก like s in Sit
1.2 Vocabulary #1
ืืืื PN YHWH (often โthe LORDโ in translations of the Bible).
Traditionally pronounced a-do-nai โLordโ or ha-shem โthe Nameโ.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 โEl/God (who) makes hosts existโ.
Vocabulary Learning Tips:1. Make flash cards: Hebrew on front, English on back (in addition to practicingwith the cards, writing the vocabulary words on the cards will help you learnthem).
2. Quiz yourself with the cards. Put aside those that you know, return to the pilethose 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 โABCโ tune (Note: for the sake of the songโs rhythm, we have included both forms of the three BeGaDKeFaT letters that change pronunciation with or without the dagesh qal โ weโve put thesecond of the pair, not normally included in the โalphabet,โ in subscripted position.)
โ / ืฆ ืง ืจ / ืฉ ืฉ ืชืค ื / ื ื ืก / ืข ืค ื ื ื ื ื / ื ื ื ื ื ืื ื
Lesson 1 4
2. Write out a full line of each consonant of the Biblical Hebrew alphabet (use thefollowing letters as a guide).
3. Fill in the blank with the missing consonant according to the order of thealphabet (ignore the absence/presence of the dagesh), e.g., ืืื ื .
j ( ืช __ __ืจ
k__ ( __ ื ื
l( __ __ __ ื
g( ื ื ื __
h( __ ืค ืฆ ืง
i( ื __ ื ื
d( ืฉ __ ืฆ ืง
e( ื ืก __ ื
f( ื __ ื ื
a( ื __ ื ื
b( ืฉ __ ืง ืจ
c( ื __ __ __
Lesson 1 5
S4. Write an English word for each letter of the Hebrew alphabet which has thesound of the Hebrew letter in it (do not use the words given in the chart in 1.1):e.g., ื as in b oat .
as in _______ (m ื
as in _______ (n ื
as in _______ (o ื
as in _______ (p ื
as in _______ (q ื
as in _______ (r ื
as in _______ (s ื
as in _______ (t ื
as in _______ (u ืฉ
as in _______ (v ืช
as in _______ (w ื
as in _______ (x ื
as in _______ (a ื
as in _______ (b ื
as in _______ (c ื
as in _______ (d ืก
as in _______ (e ืค
as in _______ (f ืค
as in _______ (g ืฆ
as in _______ (h ืง
as in _______ (i ืจ
as in _______ (j ืฉ
as in _______ (k ื
as in _______ (l ื
Lesson 1 6
5. Draw lines to connect each letter with its corresponding final form:
ื ืฅ
ื ืค
ืฆ ื
ืฃ ื
ื ื
6. Draw a line from the Hebrew proper name to the English equivalent.
Judah
Jacob
Levi
Israel
Philistine
Shadrach
Abraham
Adam
Moses
Pharaoh
ืืฉืจืืืืฉืืืืืืืืืืืขืงืืืื
ืคืืฉืชืืคืจืขื
ืืืจืืืฉืืจื
Tamar
Esau
Rachel
Hezekiah
Joseph
Canaan
Solomon
Nebuchadnezzar
Leah
Sarah
ืืืกืฃืื ืขื
ืืืงืืืฉืจื
ื ืืืืื ืืฆืจืชืืจืขืฉืืจืื
ืฉืืืืืื
7. Find the names of the letters of the alphabet in the puzzle (no left-to-right orbackwards ones).
ืฉืืืฉืืืชื
ืขืืืคืืฆืืืงืืฃืจืืฉ
ืืฃืืืืืื ืื
ืกืื
ืืืืื
ืืืชืืืชืืื
ืืืฃืืืชืืืืืืืชืื
Lesson 1 7
ื ื ืข ื ื ื ื ื ื ื ื ืืข ื ื ื ื ื ื ืฃ ืง ื ื ืื ื ื ื ื ืช ื ื ื ืจ ื ืืช ื ื ื ื ื ื ื ืข ืจ ื ืืก ื ื ื ืฉ ื ื ื ื ืจ ื ืฆื ืช ื ื ื ื ืฉ ื ื ื ื ืื ื ื ื ื ื ื ื ื ืฆ ื ืื ื ืค ืฉ ื ื ื ื ื ื ื ืืฆ ื ื ื ื ื ืฉ ื ื ื ื ืื ืช ื ืฃ ื ื ื ืก ื ื ืข ืื ื ื ื ืฉ ื ืช ื ืค ื ื ืืก ื ื ืก ื ื ืฃ ื ื ืง ื ื
8. Follow the directions for each of the following verses.
a) Say aloud the names of the letters in the following verses.
ืื ืืืจ ืืืื ืขืฉื ืืฉืคื ืืฆืืงื ืืืฆืืื ืืืื ืืื ืขืฉืืง ืืืจ ืืชืื ืืืืื ื ืืึพืชื ื
ืืึพืชืืืกื ืืื ื ืงื ืืึพืชืฉืคืื ืืืงืื ืืื โThus says YHWH: Act with justice and righteousness, and deliver from the hand of theoppressor anyone who has been robbed. And do no wrong or violence to the alien, theorphan, and the widow, or shed innocent blood in this place.โ (Jer 22:3)
b) Circle the letters which are final form.
ืืฉืื ืฉืื ืืืื ืื ืืืฉืื ืืื ืขืึพืืจืืืช ื ืืฉืืช ืืืึพืขื ืืืกืฃ ืืืืื ืขืฉื
ืืงื ื ืืงื ืื ืืฉืื ืขืึพืืืืจ ืืืจืฅโ. . . 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, wholive at the center of the earth.โ (Ezek 38:12)
Lesson 2
Lesson Summary:
โข Hebrew Vowels and Vowels Signs
โข Simple Sheva:
โข Compound Sheva:
โข Independent Personal Pronouns
โข Verbless Clauses
โข Dagesh Chazaq and Dagesh Qal: ืืืจ
โข Gutturals: ืข ื ื ื (and ืจ)
โข Open and Closed Syllables, Word Stress: ืื ื
2.1 The Biblical Hebrew Vowel System
Vowels Sign Name Pronunciation Class & Length pรกtach
qรกmets
ื qรกmets-he
a in Father
short
a-class long
long
sรฉgol e in Met
tsรฉre
ื tsรฉre-yodey in They
chรญreq i in Sit
ื chรญreq-yod ee in Seen
short
long
i-class long
short
long
qรกmets-chatuf
chรณlem
chรณlem-vav ื
o in Go
qibbuts
shรบreq ื u in Rude
short
long
u-class long
short
long
The Biblical Hebrew vowels have the following characteristics:
โข The vowels appear under, over, or following the consonant
Lesson 2 9
Simple Sheva
they are pronounced after. For example, is ืื pronounced[yad].
โข Some long vowels are written as a vowel point and aconsonant. When ื ,ื , or ื are used in this way they are calledvowel letters. They are not consonants in these cases!
โข represents both long a-class qamets and short u-classqamets-chatuf. Distinguishing which vowel it represents in agiven instance depends on knowing in what type of syllable itoccurs (see 2.2).
โข 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
The vowel system created by the Tiberian Masoretes (c. 500 C.E.)required that every consonant have a vowel sign, except at the endof a word. If a syllable ended in a consonant or began with twoconsonants in a row it still required a vowel sign. For this purposethey used the sheva, which means โnothingnessโ (ืฉืื).
The sign is not properly a vowel, but in some places it is vocal,pronounced like the โhurriedโ a as above and transliterated with ว:
[bษrit] ืืจืืช
In other places it is a silent place marker, showing that thepreceding syllable is closed:
[midbar] ืืืืจ
A sheva is vocal:
โข at the beginning of a word:
[shษ-mo] ืฉ-ืื
Lesson 2 10
CompoundSheva
โข at the beginning of a syllable:
[yish-mษ-ru] ืืฉ-ื-ืจื in ื
Note: If two sheva are adjacent in a word, the first is silent andthe second is vocal.
โข following a long vowel:
[su-sษ-chem] ืกื-ืก-ืื
2.3 Compound Sheva
A compound sheva (also called composite sheva) is a โhalfvowelโ that appears under guttural consonants in place of a simplesheva. There are three compound sheva: an a-class, an i-class, anda u-class. They are pronounced the same as their full vowelcounterparts but for a shorter duration.
Sign Name Pronunciation Class chรกtef pรกtach a in Arรญse a class
chรกtef sรฉgol e in Excรบse i class
chรกtef qรกmets o in Omรญt u class
IndependentPersonalPronouns
2.4 Independent Personal Pronouns
Like English, Biblical Hebrew has independent personalpronouns that are used as subjects of clauses.
These correspond to English I, you, he/she, we, they.
I (am) Josephโ (Gen 45:3)โ ืื ื ืืืกืฃ
3MS ืืื โheโ 3MP ืื ืื / ื โtheyโ
3FS ืืื โsheโ 3FP ื ื ืื / ื โtheyโ
2MS ืืชื โyouโ 2MP ืืชื โyouโ
2FS ืืช โyouโ 2FP ืืชื โyouโ
1CS ืื ื โIโ 1CP ืื ื ืื โweโ
Lesson 2 11
Verbless Clause
Dagesh Qal
Dagesh Chazaq
2.5 Verbless Clauses
The present tense of the verb โto beโ is not expressed lexically(i.e., by a word) in Hebrew. Thus, it must be supplied in English.
ืื they are not godsโ (2 Kgs 19:18)โ ืื ืืืืื ื
These types of clauses are called verbless clauses.
2.6 Dagesh Qal and Dagesh Chazaq
In 1.2 you learned about the six consonants (ื ื ื ื ืค ืช) calledBeGaD KeFaT letters. Only these six consonants can have a dotcalled a dagesh qal in them.
A dagesh qal in ื ,ื , and ืค marks their pronunciation as a stop(i.e., [b], [k], [p] in which the air flowing through the mouth isstopped) 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 isnot a vowel (or vocal sheva) preceding it:
โข at the beginning of a word:
[davar] ืืืจ
โข at the beginning of a syllable following a closed syllable
[midbar] ืืืืจ
The same dot can represent another type of dagesh called thedagesh chazaq (โstrongโ dagesh). A dagesh chazaq can occur inany consonant (except gutturals and ืจ) and lengthens it.
ืืงืฉ = ืืง-ืงืฉ [biqqesh]
The BeGaD KeFaT letters can also have a dagesh chazaq. Inaddition to lengthening the consonant, this dagesh also makes thepronunciation of ื ,ื , and ืค a stop just like the dagesh qal.
ืืื =ืื-ืื [habben]
Lesson 2 12
Gutturals
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 isa dagesh chazaq.
3) A dagesh in a BeGaD KeFaT letter not preceded by avowel is a dagesh qal.
Note: A dagesh chazaq affects the syllable structure: ืืงืฉื is A sheva under a consonant with a .[biq-qษ-shu] ืืง-ืง-ืฉื dagesh chazaq is always vocal.
2.7 Guttural Consonants
Several pharyngeal and laryngeal consonants, pronounced in theback of the throat, are grouped together under the label gutturalconsonants: ืข ื ื ื.
Four characteristics of gutturals are notable:
1) Gutturals (and ืจ) cannot be lengthened; that is, they cannothave a dagesh chazaq.
2) Gutturals prefer a-class vowels nearby, i.e., before or after.
[ya'amod] ืืขืื
3) Gutturals ื ,ื , and ืข at the end of a word following a longvowel take an a-class โhelpingโ vowel called a furtivepatach (this is the only instance where two vowels occur ina row).
[ruach] ืจืื
4) Gutturals usually have a compound sheva (2.6) instead ofsimple sheva (2.3).
(ืืฉืจ* instead of) [asher'] ืืฉืจ
Lesson 2 13
Syllable
Mappiq
Open syllable
Closed syllable
Word stress
2.8 Open and Closed Syllables and Word Stress
A syllable begins with a consonant (C) and ends with either avowel (CV = open), or a consonant (CVC = closed).
:has two syllables ืืืจan open โื (CV)
anda closed ืืจโ (CVC).
Note: The vowel letters ( ื ,ื ,ื ) and ื do not close syllables!However, at the end of a word does close a syllable. The ื dot, called a mappiq, indicates that the ื is a consonant andnot a vowel letter.
โข Open syllables usually have long vowels (as in ืโ (ืืืจ unless stressed โ then they may have short vowels (as โ ืin ืื .(ื
โข Closed syllables usually have short vowels (as in โืื ืื (ืunless stressed โ then they may have long vowels (as ืืจโin ืืืจ).
Note: The vowel represents the short u-class qamets-chatufif it is in a closed, unstressed syllable, otherwise it is the longa-class qamets.
[chochma] = ืื-ืื
A syllable is either stressed or unstressed: in most words the lastsyllable is stressed. Words that are not stressed on the lastsyllable in the lessons and exercises have an accent mark over thestressed syllable, written as .
Lesson 2 14
2.9 Vocabulary #2
ืืืืื ืืืืฉืืึพ
ืืืืืืจืฅ ืืืฉืืืช ืืื
ืืืจืืืื
M father; P ืืืืช
PN (EPITHET) the LORD
M man; P ืื ืฉืื
PREP to, towards
PN God, gods
F earth, land
F woman, wife; P ื ืฉืื
M house; P ืืชืื
M son; P ืื ืื
M word, thing
PN David
ืืืืื
ืืฉืจืืืืืืืืืืื ืืืืืืืฉืืขืืจืขื
ืคื ืื
F hand
M day; P ืืืื
PN Israel
M priest
CONJ because, that
ADV no, not
M king
F queen
PN Moses
F city
M people
M (always P) face
Exercises
1. a) Write each of the Biblical Hebrew vowels with each of the consonants; b)Pronounce aloud the combination of consonant and vowel as you write them,e.g., ื ื ื ื ืื ื ืื ื ื ืื ื ืื.
2. a) Write each compound sheva with each of the guttural consonants. b)Pronounce aloud the combination of consonant and vowel as you write them,e.g., ื ื ื.
Lesson 2 15
3. Read aloud the name of each vowel and write the correct sign under the ๏ฟฝ.
a( ๏ฟฝืงืืืฅ
b( ๏ฟฝืืืื ืื
c( ๏ฟฝืกืืื
d (๏ฟฝืชื ืืฃ ืค ื
e( ๏ฟฝืจื ืฆ
f (๏ฟฝืฉืื
g( ๏ฟฝืืืจืง ืืื
h( ๏ฟฝืชื ืค
i( ๏ฟฝืืฃ ืกืืื ื
j( ๏ฟฝืืฅ ืง
k( ๏ฟฝืจื ืืื ืฆ
l( ๏ฟฝืฉืืจืง
m( ๏ฟฝืืฅ ืืฃ ืง ื
n( ๏ฟฝืืืื
o( ๏ฟฝืืืจืง
4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right orbackwards ones).
ืืฅ ืืืืฃ ืง
ืงืืืฅ
ืืืื ืื
ืกืืื
ืชื ืืฃ ืค ื
ืจื ืฆ
ืฉืื
ืืืจืง ืืื
ืชื ืค
ืืฃ ืกืืื ื
ืืฅ ืง
ืจื ืืื ืฆ
ืฉืืจืง
ืืฅ ืืฃ ืง ื
ืืืื
ืืืจืง
ื ื ืข ื ื ื ื ื ื ื ืจ ืื ื ืข ื ื ืฉ ืช ื ืง ื ื ืกืฉ ื ื ืฆ ื ื ื ืค ื ื ื ืื ืจ ืฆ ื ื ื ืง ื ืก ืฃ ื ืืฆ ืฅ ื ืฃ ืง ื ื ืจ ื ื ืง ืืฅ ื ื ื ื ืก ื ืฆ ื ื ื ืฆื ืง ื ื ื ื ื ื ื ื ื ืื ื ื ืฅ ื ืค ื ื ื ื ืจ ืฆืง ื ื ื ืข ืฃ ื ื ืฅ ื ื ืงื ืจ ืง ืง ื ืจ ื ื ืฉ ื ื ืฆื ื ื ืก ื ืฃ ื ื ื ื ืช ืคื ืง ืจ ื ืฉ ื ื ื ื ื ื ื
Lesson 2 16
5. Identify a similar sounding English word for each Hebrew word, e.g., ืืจ = car.
q( = ืืื _________
r( = ืื _________
s( = ืคื _________
t( = ืืืจ _________
u( = ืืื ________
v( = ืื _________
w( = ืจืืฅ _________
x( = ืฉืืจ _________
i( = ืืื _________
j( = ืขืืจ _________
k( = ืืื ________
l( = ืฉืื ________
m( = ืขืช ________
n( = ืจื _________
o( = ืจืง _________
p( = ืฉืืจ ________
a( = ืคืืฉ ________
b( = ืืื _________
c( = ืจื _________
d( = ืื _________
e( = ืื _________
f( = ืืืจ ________
g( = ืคื _________
h( = ืคืืจ ________
6. Spell these English words with Hebrew consonants and vowels, e.g., bed = ืื.
a) shed = _________
b) sheet = _________
c) keep = _________
d) sight = _________
e) road = _________
f) ooze = _________
g) root = _________
h) soup = _________
i) hot = _________
j) near = _________
k) say = _________
l) peet = _________
m) key = _________
n) ray = _________
o) vote = _________
p) soap = _________
q) tar = _________
r) sew = _________
s) name = _________
t) cave = _________
u) cots = _________
v) red = _________
w) doze = _________
x) give = _________
7. Practice reading the following verses until you can do so smoothly and thenidentify each sheva as silent or vocal.
ืืืจ ืื ืืืจ ืืื ื ืืืื ืชืฆืื ืืืื ืืชึพืฉืจืฉืื ืื ืชืง ืืืชึพืคืจืื ืืงืืกืก ืืืืฉ ืืึพ
ืืจืคื ืฆืืื ืชืืืฉ ืืืึพืืืจืข ืืืืื ืืืขืึพืจื ืืืฉืืืช ืืืชื ืืฉืจืฉืืโSay: Thus says YHWH God: Will it prosper? Will he not pull up its roots, cause its fruit to rotand wither all its fresh sprouting leaves to fade? No strong arm or mighty army will beneeded to pull it from its roots.โ (Ezek 17:9)
Lesson 2 17
8. Practice reading the following verses until you can do so smoothly and thenidentify each dagesh as a dagesh qal or dagesh chazaq.
ืืืื ืืืฉืืื ืื ืืืืื ืขืึพืืขืืจ ืืืืช ืืืฆืืชื ืืชึพืืขืืจ ืืืืช ืืืฉ ืืฉืจืคืื
ืืืช ืืืชืื ืืฉืจ ืงืืจื ืขืึพืืืืชืืื ืืืขื ืืืกืื ื ืกืืื ืืืืืื ืืืจืื ืืืขื
ืืืขืกื ืโThe Chaldeans who are fighting against this city shall come, set it on fire, and burn it, withthe houses on whose roofs offerings have been made to Baal and libations have been pouredout to other gods, to provoke me to anger.โ (Jer 32:29)
9. Divide the following words into syllables: mark the syllable as open (CV) orclosed (CVC) and the vowel in each syllable as long (L) or short (S), e.g.,CSC/CLC ืืฉ / ืคื
j( ืื __________ ื
k( ืืื __________ ื
l( ืืืืืื __________
m( ืืืืื __________
n( ืฉืืืื __________
o( ืืืจืื __________
p( ืืืื __________
q( ืืืื __________
r( ืจืื __________
a( ืืืื __________
b( ืืืืื __________
c( ืคืืฉืชืื__________
d( ืงืืฉื ื __________
e( ืืืฉืจ __________
f( ืฆืืงื __________
g( ืืคื ื __________
h( ืืชื __________
i( ืืฉื __________
Lesson 2 18
10. Translate the following phrases into Hebrew, and then practice saying themwith a classmate or friend.
a) I am a man
b) He is a father
c) You (P) are not gods
d) She is not a man
e) They (FP) are not sons
f) I (M) am a king
g) We are a people
h) He is the Lord
i) I (F) am a queen
j) It is Israel
11. Form five of your own phrases using independent personal pronouns and theitems from the vocabulary list.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 3
Lesson Summary:
โข Grammatical Words versus Lexical Words
โข Definiteness
โข Definiteness in Biblical Hebrew
โข The Article: โ โขื
โข Inseparable Prepositions: (โ ื,ื ,ื , and ืื)
โข Vav Conjunction: (โื)
GrammaticalWords
Lexical Words
Definiteness
3.1 Grammatical Words versus Lexical Words
All items within the lexicon of a language can be separated into oneof two categories: grammatical words and lexical words.
Grammatical words are words that do not carry semantic content,but rather they signal grammatical relationships. For example,conjunctions signal the syntactic relationship between clauses,phrases, and words. However, conjunctions do not have meaningapart from the relationship they signal; in other words, grammaticalwords do not refer to something in the real world. Other examplesare pronouns, prepositions, and articles.
Lexical words, by contrast, do carry semantic content. Thus, nouns,adjectives, and verbs are lexical wordsโthey refer to people / places/ things, qualities / quantities, and actions / events, respectively.
3.2 Definiteness
A further basic classification of nouns is whether they are definite ornot. Definiteness is a grammatical category (like gender, number, ortense) that represents a nounโs identifiability. When a noun isdefinite, the item to which it refers is identifiable by areader/listener. Consider the following English example:
I want to buy the book.
Lesson 3 20
Definitenessin Biblical
Hebrew
In the clause given, the definite noun phrase the book signals to thereader that the โreal-worldโ referent (i.e., the precise book) should beidentifiable by the reader/listener. However, when a noun phrase isnot definite (as below), its referent (e.g., that of the phrase a book) isunidentifiable until it is identified by sight, description, etc.
I want to buy a book.
Languages express and use definiteness differently. For example, insome languages noun phrases referring to specific (butunidentifiable) items are definite (as in Biblical Hebrew), whereas inother languages, such specific, unidentifiable noun phrases areindefinite (as in English). Consider the following verse:
ืืืฉืจ ืื ืืก ืืืฉ ืืคื ื ืืืจื ืืคืืขื ืืื ืืื ืืืืช ืืกืืืืื ืขืึพืืงืืจ ืื ืฉืื ืื ืืฉ
โjust as a man flees from the lion and the bear meets him and heenters the house and leans his hand upon the wall and the snakebites himโ (Amos 5:19)
In Amos 5:19, the noun phrases โthe lionโ, โthe bearโ, โthe houseโ,โthe wallโ, and โthe snakeโ denote an arbitrary member of the classdescribed by each (e.g., an arbitrary member of the class โbearโ).
In Biblical Hebrew, such noun phrases are often definite; whereas inEnglish, such noun phrases are overwhelmingly indefinite.Compare the English translation given above (which directly reflectsthe Hebrew) with the English translation given below from the NewRevised Standard Version:
โas if someone fled from a lion, and was met by a bear; or wentinto the house and rested a hand against the wall, and was bittenby a snake.โ
While definiteness in Biblical Hebrew and definiteness in Englishoften correspond, we will find that this is not always the case.
3.3 Definiteness in Biblical Hebrew
Definiteness, like other grammatical categories such as gender,number, tense, and aspect, often takes on a morphological form.This is accomplished by means of grammatical words referred to asdefinite (and indefinite) articles. Some languages have both a
Lesson 3 21
The HebrewArticle
definite and indefinite article (so English: the versus a/an), whereasmany others have just one or the other.
Biblical Hebrew only has a definite article (โขื). However, nounphrases in Biblical Hebrew are also marked as definite by othermeans.
Biblical Hebrew nouns are marked as definite in one of four ways:
โข If it is inherently definite (e.g., names, appellatives, pronouns)
โIโ ืื ื โGodโ ืืืืื โDavidโ ืืืื
โข If the article is prefixed to the noun:
โthe heartโ ืืื
โข If it is in a construct relationship with a definite noun (see 6.1):
ืื โthe word of the kingโ ืืืจึพืื
โข If a possessive pronoun is suffixed:
โmy heartโ ืืื
Note: Nouns may only be marked as definite in one of theseways; Biblical Hebrew nouns may not be doubly-marked fordefiniteness. In other words, inherently definite nouns, nouns inconstruct, or nouns with suffixes cannot take the article sincethey are all already definite! The only โexceptionsโ are those fewproper (i.e., inherently definite) nouns whose origins were ascommon nouns, such as ืืืืืื โGodโ.
3.4 The Article (โ โข ื)
The definite article takes the form of prefixed ื to the word itmodifies and a dagesh chazaq in the first letter of the modifiedword.
ืืืืืจ = ืืืืจ +โขื โthe wildernessโ
However, this basic form may be modified. The form of the articleis as follows:
Lesson 3 22
โthe horseโ ืืกืืก :before non-guttural consonants ื โข (1
ื ,ืข usually before ื (2 , or ืจ:ืืจืืฉ โthe headโ
ื:ืืืืื or ื usually before ื (3 โthe templeโ
ื,ื before ื (4 , or ืข (unstressed!): ืืืจืื โthe mountainsโ
โthe mountainโ ืืืจ :(!stressed) ืข or ื before ื (5
BUT before ื (stressed!) it is ืื ื:ืื โthe valorโ
Summary of the article before gutturals:
ืจstressedqamets
unstressedqamets ื
ืืขื ืืขืคืจ โ ืขื
ืืจืืฉืืืืืขืืจ
ืืืจ ืืืจืื โ ืืื ืื ืืืื โ ื
ื ืืืืืืืฉ ืื
InseparablePrepositions
Note: There are a few nouns whose first vowel changes when thearticle is added to them:
ืจืฅ+ืโข ืจืฅ โ ื ืื โthe earthโืืื โ ืื + ืโข โthe gardenโ
ืืขืโ ืขื + ืโข โthe peopleโ
3.5 Inseparable Prepositions ( ื,ื ,ื , and sometimes ืื)
Prepositions are another type of grammatical word; that is, theyserve only to relate a noun, noun phrase, or clause syntactically toother words in the sentence.
For example, the English preposition into in the following clauserelates the immediately following noun phrase the store to thepreceding 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 asverb 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 โinseparableโprepositions, which may be prefixed to nouns, adjectives,infinitives, and participles (thus, they are proclitic):
โto, forโ ืโ โlike, asโ ืโ โin, atโ ืโ
The principles of vocalization for the inseparable prepositions are:
ื,ื ,ื โข before a consonant with a full vowel.
ืื โto/for a kingโ ืืืืช โin/at a houseโ ืื
ื,ื ,ื โข before a consonant with a simple sheva, .
โaccording to a covenantโ ืืืจืืช
BUT before ื the vowel becomes ื .
ืืืืืืโ ืืืืื+ ื โto/for Judahโ
โข The corresponding full vowel before a compound sheva.
ืืืฉืจโ ืืฉืจ+ ื โlike that whichโืืืืืโ ืืืื+ ื โfor Edomโ
โข The article vocalization before a noun with the article (i.e., thearticleโs consonant is ื replaced by the inseparablepreposition).
ืื+ ื ืืโ ืื ืื โto/for the kingโ
โข Some special cases:Quiescent ื :ืืืืืื โto/for Godโ ืืืื ื โto/for the Lordโ
ื,ื ,ื before a stressed syllable in some words: ืืื โin thisโ
Lesson 3 24
VavConjunction
The preposition ืื (โfromโ) is mostly written as a separate word; insuch cases it is connected to the noun with a maqqef (ึพ). This is itsusual form before a noun with the article.
ืื โfrom the kingโ ืืึพืื
The preposition may ืื also be inseparable. In this case, thevocalization is:
into the following ื before non-gutturals (the assimilation of ืโข โขconsonant is marked by a dagesh chazaq).
ืืฉืโ ืฉื + ืื โfrom thereโ
BUT before ื the vowel becomes a ื .
ืืืืืืโ ืืืืื + ืื โfrom Judahโ
before gutturals ื โข (the vowel lengthens because the gutturalcannot be lengthened, i.e., they do not allow dagesh chazaq).
ืืืืฉโ ืืืฉ + ืื โfrom a manโ
3.6 Vav Conjunction (โื)As mentioned above in 3.1, conjunctions are a type of grammaticalword, 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 wordin the Hebrew Bible) is the vav conjunction: โื. Like the article andthe 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 acoordinating relationship (it may be translated with โandโ,โorโ, or โbutโ).
ืื โthe people and the kingโ ืืขื ืืื
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 ofconnection required for English translation).
ืืืจ ืืืืื ืืื ืืืจ ืืโ(and) God said, โLet there be light!โ (Gen 1:3)
The vocalization of the vav conjunction:
.normally ื โข
โand Davidโ ืืืืื
Note: The definite article remains when the conjunction is added.
โand the manโ ืืืืืฉ
.ื before ื โข
ืืืืืืโ ืืืืื + ื โand Judahโ
โข with the corresponding full vowel before a compound sheva.
โand Iโ ืืื ื โand Edomโ ืืืืื
before ื โข ื ,ื ,ืค , or simple sheva (other than This may be .(ื mnemonically referred to as the BuMP-Sheva Rule.
ืืช+ ื ืืชโ ื ืื โand a houseโืืคื ืืโ ืคื ืื+ ื โand a faceโ
ืืืืืืืโ ืืืืืื+ ื โand from Judahโืืืืืืืโ ืืืืืื+ ื โand great (things)โ
Note: This is the only case in which a vowel begins a syllable!
โข Some special cases:
Quiescent ื:โand the Lordโ ืืืื ื โand Godโ ืืืืืื
:occasionally before a stressed syllable ืืื โand emptinessโ ืื
Lesson 3 26
3.7 Vocabulary #3
ืืืืืื ืืืึพ ,ืื
ืจื ืืโขืืื
M master, lord
EXST ADV there isnโt/arenโt
PREP in, at, with, by
M/F way, road
DET the
CONJ and
PREP like, as
PREP to, for
ืืื,ืื ืื
ืืฉืืคืฉ ื ืื ืขืฉืืฉื ื
M heart, mind; PL ืืืืช
PREP from; more than
PN Moses
F life, self
M servant
ADV there
F year; P ืฉื ืื
Exercises
1. Add the definite article (โขื) to ten nouns from your vocabulary and translate(remember that proper names cannot have a definite article).
2. Add one of the inseparable prepositions ( ื,ื ,ืโ ) to ten nouns from yourvocabulary and translate.
3. Add one of the inseparable prepositions ( ื,ื ,ืโ ) to your results in exercise #1(i.e., inseparable preposition + the definite article + noun) and translate.
4. Add the preposition to ืื five nouns from your vocabulary, making itinseparable 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 inseparableprepositions, e.g., ืืืืฉ correct to ืืืืฉ.
k(ืืืื
l(ืืืืื
m(ืืืจืืช
n(ืืฉืืืื
o(ืืืืื
f(ืืืืช
g(ืืืืืื
h(ืืืึพืืฆืจืื
i(ืืืืช
j(ืืึพืืขืืจ
a(ืืฉืืื
b(ืืฉืืื
c(ืืืืืื
d(ืืืจืื
e(ืืืืืื
7. Translate the following sentences.a( ืื ืืืฉืจืื ืืืื ื
b(ืจืฅ ืืื ืขืืจ ืื
c(ืื ืืขืืจ ืืขื ืืื
d(ืื ืืืืื ืืข
e(ืืืฉื ืืื ืืืฉ
f(ืืื ืืืืื ืืืืื
g(ืืื ืืื ืืขื
h(ืจืฅ ืืืืฉ ืืื ืื
i(ืืื ืขื ืฉื
j(ืจื ืืื ืขืืจ ืื
Lesson 3 28
8. a) Practice reading aloud until you can do so smoothly, b) Circle the definitearticles, inseparable prepositions, and vav conjunctions in each verse; be sureyou can explain why they are vocalized as they are.
ืืจ ืืช ืข ืืขืึพืืื ืืืืืง ืืืืื ืืืืขื ื ืืืืื ืืืจื ืชื ืื ืฉื ืืืขืื ืืืืฆืคื ืืืกื ืคืื ืืจ
โNext to them repairs were made by Melatiah the Gibeonite and Jadon the Meronothite--the menof Gibeon and of Mizpah--who were under the jurisdiction of the governor of the provincebeyond the River.โ (Neh 3:7)
ืงืชื ืืืึพ ืื ืืืืจืื ืืื ื ืืชืื ืื ืืืืขืฆืื ืืืืึพืฉืจื ืื ืกื ืืคื ื ืื ืืขืื ืืืึพื ืืืื ืืืื ืขืื ืืืงืืฆื ืืืฉืจืื ืจืืฉืื ืืขืืืช ืขืื
โ. . . and who extended to me steadfast love before the king and his counselors, and before all theking's mighty officers. I took courage, for the hand of Yhwh my God was upon me, and Igathered leaders from Israel to go up with me.โ (Ezra 7:28)
ืฉืจ ืืฉ ืืื ืืืื ืฉื ื ืื ืื ืืื ืืืึพืื ืืืื ืงืฅ ืืืึพืขืืื ืืึพืขืื ืื ืืึพืชืฉืืข ืขืื ืืขื ืื ืจืข ืืื ืืืื ืื ื ืขืื ืืืืกืจ ืืชึพื ืคืฉื ืืืืื ืืึพืื ื
โThere is the case of solitary individuals, without sons or brothers; yet there is no end to all theirtoil, and their eyes are never satisfied with riches. โFor whom am I toiling,โ they ask, โanddepriving myself of pleasure?โ This also is absurd and an unhappy business.โ (Qoh 4:8)
9. Form five of your own phrases using prepositions and the items from thevocabulary list.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 4
Lesson Summary:
โข Singular Nouns: ืกืืก ืกืืกื
โข Introduction to Verbs
โข Qal Perfect Conjugation - Singular:
ืืชื ืืช ืคืงืืช ืคืง ืคืงื ืคืงืื ืคืง
โข Objects in Biblical Hebrew: ืืช / ืืชึพ
Gender
MasculineSingular noun
FeminineSingular noun
4.1 Masculine and Feminine Singular Nouns
Unlike grammatical words like the article, prepositions, andconjunctions (discussed in Lesson 3), nouns are lexical words. Thatis, nouns have semantic contentโthey refer to an entity in theexternal world. Thus, the noun book refers to a concrete object (agroup of pages bound between a cover), whether real orhypothetical.
Nouns in many languages are inflected for the grammatical categorygender. Biblical Hebrew is such a languageโnouns (as well asadjectives, pronouns, and verbs) in Biblical Hebrew aremorphologically marked as either masculine or feminine.
Though the โnatural genderโ of animate objects often corresponds totheir grammatical gender, (e.g., โmanโ ืืืฉ is masculine; ืืฉื โwomanโ is feminine), grammatical gender is essentially a syntacticagreement property of language.
In Biblical Hebrew masculine nouns do not have an overt genderinflection (alternatively, they could be considered to have a nullsuffix, indicated by ร, that marks them as masculine).
โbrotherโ ืืืขืจ โyoung manโ ื
In contrast, most feminine nouns are overtly inflected for gender.
โข Many feminine nouns end in ื .
Lesson 4 30
โgroundโ ืืืืโcattleโ ืืืืโteachingโ ืชืืจื
โข Some feminine nouns end in ืช.
โcovenantโ ืืจืืชโkingdomโ ืืืืืชโsinโ ืืืืช
โข Nouns referring to paired body parts are feminine, but do nothave an overt grammatical gender inflection.
โhandโ ืืืื โeyeโ ืขืื โfootโ ืจ
Note: Some nouns, like ืื โmother,โ or body parts (above), aregrammatically feminine even though they do not have amorphologically feminine gender marking (e.g., ื ). Therefore,each nounโs gender should be learned with its meaning. Thegender of each noun in vocabulary lists is marked by M or F.
The HebrewVerb
Binyan
Singular Plural Dual
Masculineโstallionโ
)ร marking (ืกืืก Lesson 5Feminine
โmareโืกืืกื Lesson 5
Lesson 5
4.2 Introduction to Verbs
Like most words in Biblical Hebrew, verbs can be derived from atriconsonantal root (see 1.1). A triconsonantal verb root is modifiedby affixes (e.g., prefixes, suffixes, or infixes) and/or vowel patternsto indicate its binyan, conjugation, and person, gender, andnumber (PGN). This information is called a verbโs โparsingโ.
โข Binyan (P binyanim) (โbuildingโ) indicates the valency of averbโs actionโwhether active, passive, reflexive, orcausative. Each binyan has a pattern of affixes and vowels.For example, the simple active binyan, called Qal (ืงื โlightโ),
Lesson 4 31
Conjugation
is characterized by a qamets--patach vowel pattern in thePerfect conjugation: ืคืงื โhe attendedโ (3MS).
The Qal binyan is introduced in this lesson; the other sixprimary binyanim will be introduced in subsequent lessons.
โข Conjugation in Biblical Hebrew determines the aspect, or viewof a verbโs action: the Perfect conjugation views an event asa whole (perfective); the Imperfect conjugation views anevent as in progress (imperfective).
The conjugations do not signify tense, like Englishconjugations do (e.g., Simple Past). However, the Perfect ispredominantly used to describe past time events, whereas theImperfect is predominantly used to describe non-past timeevents (i.e., present or future).
PerfectConjugation
โwholeโ view aspect(perfective)
usually past timereference
ImperfectConjugation
โin progressโ view aspect(imperfective)
usually non-past timereference
InflectionalAffixes
โข Inflectional affixes mark a verbโs agreement features:
person (1st, 2nd, or 3rd)gender (M, F, or C = common)number (S or P).
All of the conjugations, except the participle, are based ontwo morphological patterns:
Suffix Pattern, which uses inflectional suffixes
ืืชื ืคืง
Prefix Pattern, which uses primarily prefixes
ืืคืงื
Note: The form by which Hebrew verbs are listed in a lexiconor dictionary is the Qal 3 MS Perfect form.
Lesson 4 32
Qal PerfectConjugationSingular
4.3 Qal Perfect Conjugation - Singular
The Perfect is the only conjugation built on the Suffix Pattern.Conjugations built on the Prefix Pattern are introduced in Lesson8.
3MS
3FS
2MS
2FS
1CS
โื-ืช -ืช -ืชื -
โโโโโ
ืคืงืืคืงืืืืช ืคืงืืช ืคืงืืชื ืคืง
โhe attendedโโshe attendedโโyou attendedโโyou attendedโโI attendedโ
3CP Lesson 5
2MP Lesson 52FP Lesson 51CP Lesson 5
Objects
Directand
ObliqueObjects
ObliqueObjects and
PrepositionalPhrases
4.4 Objects in Biblical Hebrew
Object refers to the grammatical function served by a noun orpronoun that is the โreceiverโ or โgoalโ of the action of a verb.Syntactically, an object noun phrase functions as the complementof a transitive verbโthe presence of an object is necessary for atransitive verb to be โcompletedโ (see Lesson 26).
For example, in Moses struck the rock, the noun phrase โthe rockโis the object in that it is affected by the action of the verb โstruckโ.The noun phrase โthe rockโ is also the complement in that withoutit the clause โMoses struckโ would be ungrammatical (i.e., thetransitive verb would not be โcompletedโ).
For Biblical Hebrew, it is useful to distinguish between two typesof objects, direct and oblique (not to be confused with anโindirectโ object). The use of these two types of objects iscompletely dependent upon the verbโsome verbs select directobjects as their complements, while others select oblique objectsas their complements.
What distinguishes direct and oblique objects from each other isthat direct objects are either preceded by the function word ืืช ornothing at all, whereas oblique objects are always preceded by apreposition. Precisely which preposition used depends on what isselected by the verb being modified.
For instance, the verb ื ืืข, โtouchโ, often takes as its complementan oblique object manifested as a prepositional phrase with the
Lesson 4 33
Direct Objectsand ืืช
preposition ื.ืืืคืจื ืืขืฅ ืืฉืจ ืืชืืึพืืื ืืืจ ืืืืื ืื ืชืืืื
ืคืึพืชืืชืืืชืืขื ืืืืื ื ืืื โโand from the fruit of the tree that is in the middle of thegarden,โ God said, โyou shall not eat from it and you shall nottouch it, lest you die.โโ (Gen 3:3)
Note: Oblique objects, regardless of whether they arecomplements or adjuncts (see Lesson 26), are alwayspreceded by a preposition.
The function word ืืช precedes direct objects of Biblical Hebrewverbs if those direct objects are individuated (i.e., if they arestrongly characterized as distinct entities or individualsโwhichmeans that they are also often marked with the article).
โHe visited the peopleโ ืคืงื ืืช ืืขืthe people [object he visited
marker]
Direct objects preceded by ืืช are usually the semantic patients oftheir verbs, i.e., they are effected or affected by the verbal action.
Note: The direct object marker is sometimes attached to thenoun with a maqqef (ึพ) (see 3.5 within the discussion of ืื); inthis case, the vowel is a segol.
โHe judged Israelโ ืฉืคื ืืชึพืืฉืจืืIsrael [object he judged
marker]
Lesson 4 34
4.5 Vocabulary #4
ืืืืื
ืืืืชืืืืชึพ ,ืืช
ืืืืืืจืืชืืชืืืจืืจืช
M man, humankind; PN Adam
M brother; P ืืืื
F sister; P ืืืืืช
F mother; P ืืืืช
direct object marker
F cattle
F covenant
F daughter; P ืื ืืช
Q remember
Q cut, cut off, cut down
ืืืื ืืืืขืจ ื ื ืขืจืืกืืกืกืืกืืขืืคืงืืฉืืจืฉืคืืชืืจื
Q reign, be(come) king
M prophet
M lad, young boy
F maiden, young girl
M horse, stallion
F mare
PREP with
Q visit, attend to, appoint
Q keep, guard
Q judge, govern
F direction, instruction, law
Exercises
1. Mark the gender of each noun in your vocabulary list from Lessons 1-3 and onyour vocabulary cards (M or F) (look in glossary if you are unsure).
2. Identify the gender (M or F) of the following nouns (use their form).
p ____ (ืืื
q ____ (ืขื ื
r ____ (ืืืื
s ____ (ืืืืื
t(____ ืืงืจ
k ____ (ืืืืช
l ____ (ืืฉืคืื
m ____ (ืืืืช
n ____ (ืืฉ ื
o ____ (ืขืจืื
f ____ (ืืื
g ____ (ืฆืืงื
h ____ (ื ืืื
i ____ (ืื ื
j ____ (ืืืืื
a ____ (ืจืช ืืฉื
b ____ (ืืืื
c ____ (ืืืื
d ____ (ืชืงืื
e____ ( ืืฆืื
Lesson 4 35
3. Add the Qal Perfect Singular endings (and vowels) to each of these verbs andtranslate. Also add the appropriate personal pronouns before each verb.
ืฉืืจ ืคืงื
3MS
3FS
2MS
2FS
1CS
3MS
3FS
2MS
2FS
1CS
ืืืจ ืฉืคื
3MS
3FS
2MS
2FS
1CS
3MS
3FS
2MS
2FS
1CS
ืืื
3MS
3FS
2MS
2FS
1CS
Lesson 4 36
4. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson, gender, number, and root) in each sentence. (* is placed by versesthat have been altered. PN is placed beside the first occurrence of proper nameother than YHWH.)
Gen 37:11* (aืืื ืฉืืจ ืืชึพืืืืจ
I Kgs 11:11* (bืจืช ืืืจืืช ืืื ืฉื
Gen 15:18* (cืืืื ืืจืช ืืชึพืืืจื ืืจืืช
Ps 93:1* (dืืืื ืืื
Ps 18:22* (eืจื ืจืชื ื ืืึพืฉื
Ezek 16:43* (fืืึพืืืจืช ืืชึพืืืื
I Kgs 20:15* (gืคืงื ืืชึพืืขื
Lam 1:9 (hืื ืืืจื
II Chr 24:22 (iืืืึพืืืจ ืืืืฉ PNืื ืื
I Kgs 3:28* (jืื ืฉืคื ืื
I Sam 2:21 (kืืึพืคืงื ืืืื ืืชึพืื ื PN
Ps 65:10 (lืจืฅ ืืช ืื ืคืง
Ruth 1:6* (mืืึพืคืงื ืืืื ืืชึพืืขื
Lesson 4 37
I Kgs 14:21* (nืืจืืืขื PNืืื ืืืืืื
5. Compose five sentences in Hebrew. Each must have a subject, verb, and objectin them.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 5
Lesson Summary:
โข Plural and Dual Nouns: ืื ืกืืกืืช ืกืืกืื ืืโข Qal Perfect Conjugation โ Plural:
ืื ื ืคืงืื ืคืงืืชื ืคืงืืชื ืคืง
โข Qal Perfect Conjugation of ืืื
Plural nouns
5.1 Masculine and Feminine Plural and Dual Nouns
Singular nouns were introduced in Lesson 4. In this lesson theplural and dual (= two) noun forms are introduced.
Singular Plural Dual
Masculine )no marking(ืกืืก ืกืืกืื ืื ืกืืกFeminine ืกืืกื ืกืืกืืช ืื ืกืืกืช
Dual nouns
Qal PerfectConjugationplural
โข There are some frequently occurring irregular nouns that do notfollow this paradigm. These irregular forms must bememorized (paradigms of the most common irregular nounsare in 6.2).
(ืื S) โfathersโ ืืืืช(ืืฉื S) โwomenโ ื ืฉืื
โข The use of dual is largely confined to things that occur naturallyin pairs (eyes, feet, hands, etc.). Remember that paired bodyparts are feminine (see 4.1).
ืื ืื handsโ (FSโ ืื ืื (ืืื โearsโ (FS ืื (ืืื ืื eyesโ (FSโ ืขืื ืื (ืจืื ืข โfeetโ (FS ืื (ืจืื ืขื sandalsโ (FSโ ื ืขื (ื
5.2 Qal Perfect Conjugation - Plural
In Lesson 4 the singular inflectional suffixes of the Qal Perfectwere introduced. Here the plural inflectional suffixes are added.
Lesson 5 39
3MS
3FS
2MS
2FS
1CS
โื-ืช -ืช -ืชื -
โโโโโ
ืคืงืืคืงืืืืช ืคืงืคืงืืชืืชื ืคืง
โhe attendedโโshe attendedโโyou attendedโโyou attendedโโI attendedโ
3CP
2MP
2FP
1CP
ืโืชืโืชืโื ืโ
โโโโ
ืคืงืืืคืงืืชืืคืงืืชืืื ื ืคืง
โthey attendedโโyou attendedโโyou attendedโโwe attendedโ
Qal PerfectConjugation
of ืืื
5.3 Qal Perfect Conjugation of ืืื
The verb ืืื (โbeโ) is both frequent and irregular. Here is the QalPerfect paradigm of the verb.
3MS โhe wasโ ืืื
3FS โshe wasโ ืืืชื 3CP โthey wereโ ืืื
2MS โyou wereโ ืืืืช 2MP โyou wereโ ืืืืชื
2FS โyou wereโ ืืืืช 2FP (not attested) ืืืืชื
1CS โI wasโ ืืืืชื 1CP โwe wereโ ืืืื ื
5.4 Vocabulary #5
ืื ืืืฉืจืืื
ืืจืฉืืืืืจ
ืืืืืืื ืืจืืฉื
ืืื
F ear
CONJ that, which, who
M nation, people
Q seek
Q become, be
M mountain, hill country; with
article ืืืจ
PN Judah
PN Jerusalem
Q capture
ืืคื ืืื ื
ืื ืืฆืจืขืืื ืขืขื
ืงืจืืจืืฉืื ืจืจืื
PREP before
M water
PN Egypt
PREP unto, as far as; until
F eye
PREP upon, over
Q draw near, approach
M head; P ืจืืฉืื
F foot
F spirit, wind
Lesson 5 40
Exercises
1. Write out the plural (right column) and dual (left column) for the followingitems and translate.
ืื
ืื ื
ืื ืข
ืื ืจ
ืขื ื
ืืืื
ืืืื
ืืื
ืืืจ
ื ืืื
ืกืืก
ืกืืกื
ืจืื
ืชืืจื
2. Write out the complete Qal Perfect for each of these verb roots and translate.Also add the appropriate personal pronouns before each form.
ืฉืืจ ืคืงื3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
ืืื ืฉืคื3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
Lesson 5 41
ืืจืฉ ืงืจื3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson, gender, number, and root) in each sentence. (GL is placed beside non-vocabulary words to alert you to check the glossary for their meanings.)
Gen 21:1 (a ืืืืื ืคืงื ืืชึพืฉืจื PN
II Sam 5:5 (bื ืืื ืฉืืฉืื ืฉื ื ืขื ืืึพืืฉืจืื ืืืืืืGL ืืฉืืฉGL ืืืืจืืฉื
Isa 9:12* (cืืืชึพืืืื ืื ืืจืฉื
II Chr 14:6* (dืฉื ื ืืชึพืืืื ืืืืื ืื ืืจ
Gen 1:2 (e ืื ืจืฅ ืืืชื ืช ืืGLืืื GL ืื
Ps 34:5 (f ืฉืชื ืืชึพืืืื ืืจ
Jer 31:9 (gืืึพืืืืชื ืืืฉืจืื ืืื
I Chr 10:14 (hืืืึพืืจืฉ ืืืืื
Ezek 12:23 (iืงืจืื ืืืืื
Lesson 5 42
Deut 16:12 (jืื ืื ืืืืช ืืืฆืจ ืืึพืข
Zeph 3:2* (kืืึพืืืืื ืื ืงืจืื
Exod 1:5 (lืืืืกืฃ PNืื ืืื ืืืฆืจ
4. Compose five sentences in Hebrew. Each should have a subject, verb, and objectin them. Three should have plural verbs and three should have dual or pluralnouns.
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
d. ____________________________________________________________
e. ____________________________________________________________
Lesson 6
Lesson Summary:
โข Construct Relationship: ืื ืืืจึพืื
โข Chart of Frequent Irregular Nouns:ืื ืื ืืืืช ืืืฉ ืืฉืืืช ืื ืืช ืืื ืจืืฉ ืขืืจ ื
Constructrelationship
6.1 The Construct Relationship
Biblical Hebrew does not have any equivalent to the Englishpreposition โofโ. Instead, similar โof-relationshipsโ are expressed byjoining words together in the construct relationship. (Thesemantics of this relationship are discussed further in Lesson 28.)
The typical construct relationship (often called consists of (ืกืืืืืช two elements: a noun in the construct state (ื ืกืื โsupportedโ)followed by one in the absolute state (ืกืืื โsupportingโ).
ืื โthe word of the kingโ ืืืจึพ ืื the king (the) word of ABSOLUTE CONSTRUCT
ื ืกืื ืกืืื
Only the masculine plural and feminine singular nouns havedistinctive construct morphology (i.e., there are different inflectionalaffixes for MP and FS nouns in construct and nouns not in construct).
However, the vocalization of a noun in construct often differs fromits vocalization when not in constructโeven in the MS and FP.
Singular Plural Dual
MasculineAbsolute ืืืจ ืืืจืื ืื ืืืจ
Construct ืืืจ ืืืจื ืืืจื
FeminineAbsolute ืืืื ืืืืืช ืื ืืืืช
Construct ืืืืช ืืืืืช ืืืืชื
Lesson 6 44
Description of the construct relationship:
โข Two nouns in a construct relationship are treated as acompound: the two words are considered to be one prosodicphrase and the major โphrase stressโ is on the absolute noun.This phenomenon is similar to the stress change in Englishcompounds: a whรญte hoรบse versus the Whรญtehouse. As notedabove, the lack of major stress on the construct noun oftenaffects its vocalization.
ABSOLUTE ืืืจ โwordโCONSTRUCT ืืืจึพืืืื โthe word of YHWHโ (Ezek 1:3)
Note: A construct noun is often attached to an absolute nounwith a maqqef (ึพ); this is a graphic signal that the two words arestressed as a single unit.
โข A noun in construct cannot have a definite article. However, ifthe absolute noun is definite (e.g., it is a proper noun or hasthe article), then the construct noun โinheritsโ thisdefiniteness.
the prophets of YHWHโ (PN) (1 Kgs 18:4)โ ื ืืืืึพืืืื
ืจืฅ the gold of the landโ (article) (Gen 2:12)โ ืืืึพืื
โข The meanings expressed by the construct relationship aresimilar to English โofโ (see Lesson 28 for further discussion).
the word of YHWHโ = โYHWHโS wordโ (Ezek 1:3)โ ืืืจึพืืืื
the fear of YHWHโ (Prov 1:7)โ ืืจืืชึพืืืื
ืืฉ โand the garments of holinessโ ืืืืื ืืง = โthe holy garmentsโ (Exod 29:29)
โข A construct relationship can have more than one construct nounall related to one absolute noun.
all of the days of Adamโ (Gen 5:5)โ ืืึพืืืึพืืื
โข A construct relationship can also have a single construct noun
Lesson 6 45
Irregularnouns
related to coordinated absolute nouns (often however, theconstruct noun is repeated in two coordinated constructs).
ืืขืื ื ืืืืื ืืืืโin the eyes of God and (in the eyes of) manโ (Prov 3:4)
ืจืฅ ืื ืืืืื ืื ืืืื ืืฉืโthe God of heaven and the God of earthโ (Gen 24:3)
6.2 Chart of Frequent Irregular Nouns
Some irregular noun forms occur frequently. You should familiarizeyourself with these forms.
SingularAbsolute
SingularConstruct
PluralAbsolute
PluralConstruct
โfatherโ M ืื ืื ืืืืช ืืืืชโbrotherโ M ืื ืืื ืืืื ืืืโsisterโ F ืืืืช ืืืืช ืืืืืช* ืืืืืชโmanโ M ืืืฉ ืืืฉ ืื ืฉืื ืื ืฉืโwomanโ F ืืฉื ืฉืช ื ื ืฉืื ื ืฉืโhouseโ M ืืช ื ืืืช ืืชืื ืืชืโsonโ M ืื ืื ืื ืื ืื ืโdaughterโ F ืืช ืืช ืื ืืช ืื ืืชโdayโ M ืืื ืืื ืืืื ืืืโcityโ F ืขืืจ ืขืืจ ืขืจืื ืขืจืโheadโ M ืจืืฉ ืจืืฉ ืจืืฉืื ืจืืฉื
Lesson 6 46
6.3 Vocabulary #6
ืืืจืืืืืจืืืืจืืืืจืืืืืฉืจืืืืืจื ื
ืืืฉืจืื
PN Abraham
PN Abram
PN Aaron
Q say
PN Babylon
M flesh
M life
F sword
CONJ as, just as, when
ADV thus, so
ืืืืืืงืืืขืื
ืืคืืฉืชืืคืืฉืชื,ืคืจืขืืฆืืืงืืืฉืืืฉืืข
M messenger, angel
M place; P ืืงืืืืช
Q stand
PN Philistines, Philistine
PN Pharaoh
M host, army; hard service; P ืฆืืืืช
M voice, sound
Q settle, dwell
Q hear, listen; + ืืงืื obey
Exercises
1. Complete the following construct phrases.
a) ืืืืื __________ โthe spirit of Godโ (Exod 35:31)
b) ืืืื __________ โthe angel/messenger of the Lordโ (Gen 16:11)
c) ืคืืฉืชืื __________ โall of the cities of the Philistinesโ (1 Sam 6:18)
d) __________ ืจืืฉื โthe heads of the mountainsโ (Gen 8:5)
e) ืืฉืจืื _________ โthe sons of Israelโ (Exod 1:1)
f) ืืืื __________ โthe daughters of manโ (Gen 6:2)
g) ืืืงืื __________ โthe men of the placeโ (Gen 26:7)
h) _______________ ืื โto the house of the womenโ (Esth 2:3)
i) ืืืจืื __________ โin the days of Abrahamโ (Gen 26:1)
j) ืื ืึพืขืืื __________ โthe father of the sons of Ammonโ (Gen 19:38)
Lesson 6 47
2. Translate the following construct phrases.Lev 10:6 (aืืืช ืืฉืจืื
I Kgs 12:23 (bืื ืืืืื ื
Isa 14:9 (cืื ืืืื ืืืื
Ps 102:16 (dืจืฅ ืืึพืืืื ืื
II Chron 30:16 (eืืชืืจืช ืืฉื ืืืฉึพืืืืืื
Ezek 6:13 (fืืื ืจืืฉื ืืืจืื
I Sam 18:6 (gืืืึพืขืจื ืืฉืจืื
Josh 21:19 (hืืึพืขืจื ืื ืึพืืืจื ืืืื ืื
Ezek 21:24 (iืจืึพืขืืจ ืืจืืฉ ื
3. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson, gender, number, and root) in each sentence.
Gen 24:52* (aืื ืืืจืื ืืชึพืืืืจืื ืืืฉืจ ืฉืืข ืข
Gen 18:22* (bืืืืจืื ืขืื ืืคื ื ืืืื
I Sam 7:16* (cืฉืคื ืืชึพืืฉืจืื ืืืึพืืืงืืืืช
Jer 7:28* (dืืืึพืฉืืขื ืืงืื ืืืื ืืืืื
Lesson 6 48
Josh 11:21* (eืืืืฉืข PN ืืจืช ืืชึพืืขื ืงืื PN ืืื ืืจ ืืืืื ืืืื ืืจ ืืฉืจืื
Isa 8:18* (f ืืืื ืฆืืืืช ืฉืื ืืืจ ืฆืืื
Exod 5:1* (gืืฉื ืืืืจื ืืืจื ืืึพืคืจืขื ืืึพืืืจ ืืืื ืืืื ืืฉืจืื
Jer. 7:3 (hืืึพืืืจ ืืืื ืฆืืืืช ืืืื ืืฉืจืื
4. From the nouns in your cumulative vocabulary create five sentences with at leastone construct phrase each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 7
Lesson Summary:โข Suffixed Pronouns: ืืืจื
โข Segolate Nouns: ืื ื
โข Modal use of the Perfect Conjugation: (ื)ืคืงืืชื
Suffixedpronouns
7.1 Suffixed Pronouns
English uses different pronominal forms based on the pronounโs rolein a sentence: e.g., he/she for subject (Nominative case), his/hers forpossession (Genitive case), and him/her for object (Accusative case).
In Biblical Hebrew the independent pronouns (2.4) only function assubjects. A set of suffixed pronouns fills the roles of possession/Genitive and object/Accusative.
About pronouns suffixed to nouns:
โข Suffixed pronouns express possession on nouns.
ืืืจื โ ื + ืืืจ โmy wordโ me word of (1CS) (MS CST)
ืชืืจืชื โ ื + ืชืืจืช โhis teachingโ him teaching of (3MS) (FS CST)
Note: When pronominal suffixes are added to FS nouns, theconstruct form (i.e., the form ending with a ืช) is used.
โข Suffixed pronouns serve to make a noun definite; nouns withpronominal suffixes cannot also have the article.
Either ืชืืจืชื โhis teachingโ or ืืชืืจื โthe teachingโ
BUT NOT BOTH
โข Nouns with suffixed pronouns are stressed either on the lastsyllable (i.e., on the suffix itself) or the next to last syllable(i.e., on the โlinking vowelโ that connects the noun to thesuffix).
Lesson 7 50
my horseโ (stressed on the last syllable)โ ืกืืกื
ื ื our horseโ (stressed on the linking vowel)โ ืกืืก
1) Suffixed pronouns on singular nounsSuffixedpronoun
on singular nouns
Added to Masculine Added to Feminine
3MS ( ( ืื ,ื
3FS ื 2MS ื 2FS ื 1CS ื 3MP ื 3FP ื 2MP ืื 2FP ืื 1CP ื ื
โhis wordโ ืืืจื โ
ืื โhis friendโ ืจืข
โher wordโ ืืืจื โ
โyour wordโ ืืืจื โ
โyour wordโ ืืืจื โ
โmy wordโ ืืืจื โ
โtheir wordโ ืืืจื โ
โtheir wordโ ืืืจื โ
โyour wordโ ืืืจืื โ
โyour wordโ ืืืจืื โ
ื ื โ โour wordโ ืืืจ
โhis lawโ ืชืืจืชื โ
โher lawโ ืชืืจืชื โ
โyour lawโ ืชืืจืชื โ
โyour lawโ ืชืืจืชื โ
โmy lawโ ืชืืจืชื โ
โtheir lawโ ืชืืจืชื โ
โtheir lawโ ืชืืจืชื โ
โyour lawโ ืชืืจืชืื โ
โyour lawโ ืชืืจืชืื โ
ื ื โ โour lawโ ืชืืจืช
Suffixedpronoun
on plural nouns
2) Suffixed pronouns on plural nounsAdded to Masculine Added to Feminine
3MS ืื 3FS ืื 2MS ืื 2FS ืื 1CS ื 3MP ืืื 3FP ืืื 2MP ืืื 2FP ืืื 1CP ืื ื
โhis wordsโ ืืืจืื โ
ืื โ โher wordsโ ืืืจ
ืื โ โyour wordsโ ืืืจ
ืื โ โyour wordsโ ืืืจ
โmy wordsโ ืืืจื โ
โtheir wordsโ ืืืจืืื โ
โtheir wordsโ ืืืจืืื โ
โyour wordsโ ืืืจืืื โ
โyour wordsโ ืืืจืืื โ
ืื ื โ โour wordsโ ืืืจ
โhis lawsโ ืชืืจืืชืื โ
ืื โ โher lawsโ ืชืืจืืช
ืื โ โyour lawsโ ืชืืจืืช
ืื โ โyour lawsโ ืชืืจืืช
โmy lawsโ ืชืืจืืชื โ
โtheir lawsโ ืชืืจืืชืืื โ
โtheir lawsโ ืชืืจืืชืืื โ
โyour lawsโ ืชืืจืืชืืื โ
โyour lawsโ ืชืืจืืชืืื โ
ืื ื โ โour lawsโ ืชืืจืืช
Lesson 7 51
Suffixed pron.on
prepositionsand
- ืืช ,-ืืช
3) Suffixed pronouns on Prepositions and Direct Object Marker3MS ื3FS ื 2MS ื 2FS ื 1CS ื 3MP ืื / ื 3FP ืื 2MP ืื 2FP ืื 1CP ื ื
โfor himโ ืื โโfor herโ ืื โโfor youโ ืื โโfor youโ ืื โโfor meโ ืื โโfor themโ ืืื โโfor themโ ืืื โโfor youโ ืืื โโfor youโ ืืื โื ื โ โfor usโ ื
โhimโ ืืืชื โโherโ ืืืชื โโyouโ ืืืชื โโyouโ ืืืชื โโmeโ ืืืชื โโthemโ ืืืชื โโthemโ ืืชืื โโyouโ ืืชืื โโyouโ ืืชืื โื ื โ โusโ ืืืช
Note: The prepositions ืขื and ืืช use different forms with suffixes: โืขื and โืืช,respectively (in the case of the preposition ืืช, this difference helps to distinguishit from the object marker ืืช). Also important is the fact that some prepositions,such as ืขื) ืขืื ,(ืื) ืืื ), and ืขื) ืขืื ), take plural noun suffixes (see chart under[2] above).
Suffixed pron.on
ืื and ื
4) Suffixed pronouns on ื/ืืื/ื and ( ืื)ืื + ืื3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
โlike himโ ืืืืื โโlike herโ ืืืื โโlike youโ ืืืื โโlike youโ ืืืื โโlike meโ ืืืื ื โโlike themโ ืืื โโlike themโ ืืื โโlike youโ ืืื โโlike youโ ืืื โโlike usโ ืืืื ื โ
ื ื โ โfrom himโ ืืื ื โ โfrom herโ ืืโfrom youโ ืืื โโfrom youโ ืืื โื ื โ โfrom meโ ืืโfrom themโ ืืื โโfrom themโ ืืื โโfrom youโ ืืื โโfrom youโ ืืื โื ื โ โfrom usโ ืื
About pronouns suffixed to prepositions:
โข Suffixed pronouns designate objects on prepositions and on thedirect object marker (the form of which is -ืืช or -ืืืช withsuffixes).
ืืืจ ืื โ ื + ืืืจ ื โhe said to youโ you to
(2MS)
3MS isidentical to
1CP
Lesson 7 52
Segolatenouns
ืขืื ืืืชื โ ื + ืขืื ืืืช โhe abandoned themโ them direct object (3MP) marker
7.2 Segolate Nouns
Segolate nouns are a distinct group of nouns that were originallymonosyllabic (i.e., one-syllable) nouns in the masculine singular.
โข Segolate nouns originated as single-syllable nouns to which asegol โhelping vowelโ was added; the result was the creationof a new, second syllable. The original vowel (that is, thevowel in the first syllable) is regularly altered.
ืื โ *ืืื ื โkingโ
Note: A guttural second or third root consonant can affect thevowels.
ืขืจ โ *ื ืขืจ ื ( instead of ) โyoung manโ (because gutturals prefer a-class vowels)
โข Masculine segolate nouns are stressed on the initial syllable(originally the only syllable) in the singular absolute form.
ืื โservantโ ืข
โข Feminine segolate nouns come in two forms: those withfeminine gender inflection (e.g., ื ืขืจื) and those without (e.g.,ืคืฉ are stressed ( ื) Those with feminine gender inflection .(ื on the final syllable.
ื ืขืจืโ ื * +ื ืขืจ โyoung womanโ; P ืจืืช ื ืข
ืคืฉ โ *ื ืคืฉ ื โlifeโ; P ืฉืืช ื ืค
โข Segolate nouns exhibit their original vowel with some suffixes.
ืืจืฆื โ ื + *ืืจืฅ โmy landโ
Lesson 7 53
Modal use of the Perfect Conjugation
โข Segolate nouns use a two-syllable pattern in the plural.
SINGULAR โkingโ ืื โ * ืืื ืPLURAL โkingsโ ืืืืื โ * ืืื (like ืืืจ)
PLURAL CONSTRUCT โkings ofโ ืืืื โ * ืืืื (like ืืืจ)
7.3 Modal Use of the Perfect Conjugation
The Perfect Conjugation was described in Lesson 4 as expressingperfective aspect. The Perfect is also used to express modality,which indicates the role that the speaker wants a statement to play inthe context (e.g., condition, outcome, command, instruction).
โข The modal use of the Perfect is distinguished from theindicative by its word order: the Perfect functioning modallywill have a verb-subject word order (see Lesson 27 for adiscussion of Biblical Hebrew word order).
(subject-verb) ืืืืื ืฉืืจ ืืชึพืืืืจโ(and) his father kept the wordโ (Gen 37:11)
ืื ืื ืืชึพืืืจืืช (verb-subject) ืืฉืืจ ืืืื ืืืโ(so) YHWH your God shall keep for you the covenantโ (Deut7:12)
Note: Often the subject is not explicit in BH clauses; in suchcases, it is impossible to identify whether a perfect is usedmodally or not based on the word order. However, because mostmodal Perfects are prefixed with the vav conjunction, thepresence of the conjunction is a good introductory way todistinguish the modal from the indicative use of the verb.
โข The most common modal function of the Perfect is to mark(semantically) subordinate clauses. These are equivalent toEnglish clauses beginning with โif/when/so that/in order that/becauseโ, i.e., conditional, purpose, result, or causal clauses.
โFor I have chosen him so that he might command his sons andhis household after him so that they might keep the way of YHWH ืจื ืืืื) to practice righteousness and justice so that (ืืฉืืจื ืYHWH might bring about for Abraham that which he promised.โ(Gen 18:19)
Lesson 7 54
โIf he leaves his father then he shall dieโ (ืืขืื ืืชึพืืืื ืืืช)(Gen 44:22)
Note: The Perfect often appears in both the subordinate clauseand the governing clause in constructions like the conditionalclause above.
โข Another common modal function of the Perfect is to markinstructions and commands.
โ(and) he should stand and say (ืืขืื ืืืืจ) โI do not wish tomarry herโโ (Deut 25:8)
ืืฉืืจืช ืืชึพืืืฆืืโ(and) you must keep the commandmentโ (Deut 7:11)
7.4 Vocabulary #7
ืืืืื ืืืื]ืืช- ,[ืืช ,ืืชืื ืืืงืจืื
ืืืืืืืกื ื
Q love
M tent
Q eat
PREP with [w/suffixes]
M garment
M cattle, ox, herd
ADV also, even
Q walk, go
Q slaughter
M kindness, loyalty
],ืืงึพ ,ืืง ืง[ ืืืขืงืืื ืืืื ืืืืืืฆืืืขืืืฆืืืขืจ ืฉ
M statute [w/suffixes]
PN Jacob
M bread, food
M night
M strength; ADV exceedingly
F commandment; P ืืฆืืช
Q abandon, forsake
M/F sheep, flock
M gate
Lesson 7 55
Exercises
1. Add the correct suffix to these vocabulary items (note: the vowels within thetriconsonantal root have already been modified).
a) ืืื โmy breadโ
b) โyour ( MS ) loyaltyโ ืืกื
c) ืืงืจ โtheir ( M) cattleโ (S โ collective)
d) ืฉืขืจ โtheir ( MP ) gatesโ
e) ืขื โupon usโ
f) ืืช (direct object marker) โyou ( FS )โ
g) ืืืื โto/for their ( F ) godsโ
h) ืื โto himโ
i) ืืง โmy statuteโ
j) ืืฆืืช โhis commandmentโ
2. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson, gender, number, and root) in each sentence. Also, indicate whethereach verb is modal or non-modal.
Gen 24:27* (a ืืืื ืืืื ืืื ื ืืืจืื ืืึพืขืื ืืกืื
Num 24:25 (bืืืึพืืืง PNืืื ืืืจืื
I Sam 28:20 (cืืื ืื ืืึพืืืื ืืืึพืื ืื ืื ืืื ื
I Sam 8:3 (dืืืึพืืืื ืื ืื ืืืจืืื
Lesson 7 56
Deut 7:11 (eืืฉืืจืช ืืชึพืืืฆืื ืืืชึพืืืงืื
Gen 37:4 (fืืชื ืืื ืืืืื ืืืึพืืืื
Deut 6:5 (gื ืืืืืช ืืช ืืืื ืืืืื ืืืึพืืืื ืืืืึพื ืคืฉื ืืืืึพืืื
Deut 12:21* (hืืืืืช ืืืงืจื ืืืฆืื ื ืืืืืช ืืฉืขืจืื
Deut 11:1* (iืืืืืช ืืช ืืืื ืืืืื ืืฉืืจืช ืืงืชืื ืืืฆืืชืื
Josh 24:26* (jืืืืฉืข ืืชื GLืคืจ ืชืืจืช ืืืืืGL ืืชึพืืืืจืื ืืก
3. From the nouns in your cumulative vocabulary create five sentences with at leastone noun + suffixed pronoun each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 8
Lesson Summary:
โข Qal Imperfect Conjugation: ืืคืงื
โข Past Narrative Conjugation: ืืืคืงื
โข Qal Imperfect Conjugation of: ืืื
ืืืื โข
Imperfect Conjugation
8.1 Qal Imperfect Conjugation
The Perfect and Imperfect were introduced in Lesson 4 as the mainconjugations in Biblical Hebrew. The Perfect was described asperfective aspect, and a paradigm was given in Lessons 4 and 5. TheImperfect Conjugation was described as expressing imperfectiveaspect. In most instances, an English present or future verb will beused to translate the Imperfect.
The Imperfect is the main conjugation built on the Prefix Pattern.However, other conjugations such a the Imperative and the Jussiveare also based on the Prefix Pattern (see Lesson 13). The completeparadigm for the Qal Imperfect is given below.
3MS ืืคืงื โhe will attendโ 3MP ืืคืงืื โthey will attendโ3FS ืชืคืงื โshe will attendโ 3FP ืื ื ืชืคืง โthey will attendโ2MS ืชืคืงื โyou will attendโ 2MP ืชืคืงืื โyou will attendโ2FS ืชืคืงืื โyou will attendโ 2FP ืื ื ืชืคืง โyou will attendโ1CS ืคืงืื โI will attendโ 1CP ื ืคืงื โwe will attendโ
Past NarrativeConjugation
8.2 Past Narrative Conjugation
Languages typically use a past tense or perfective aspect verb formfor narrating past events (e.g., English Simple Past). Somelanguages, however, may devote a particular verb form entirely toliterary narrative (e.g., French Passรฉ Simple). In Biblical Hebrew anarchaic past tense verb predominates and is mostly restricted to pastnarrative passages.
Lesson 8 58
Qal ImperfectConjug. of
ืืื
ืื ืงื ืื ืืืืื ืืืฉืช ืืโHe ate, he drank, he rose, he wentโ (Gen 25:34*)
The Past Narrative Conjugation, like the Imperfect, is built on thePrefix Pattern. In the majority of cases the only distinguishingfeature between these two conjugations is that the Past Narrativeform almost always has a uniquely vocalized vav conjunctionprefixed to it: โขื (forms without the โขื exist primarily in poetic texts).
he will visitโ (Imperfect)โ ืืคืงืhe visitedโ (Past)โ ืืืคืงื
8.3 Qal Imperfect Conjugation of ืืื
The verb (โbeโ) ืืื is both frequent and irregular. Here is theparadigm of the Qal Imperfect Conjugation of the verb.
3MS ืืืื โhe will beโ 3MP ืืืื โthey will beโ3FS ืชืืื โshe will beโ 3FP ืื ื ืชืื โthey will beโ2MS ืชืืื โyou will beโ 2MP ืชืืื โyou will beโ2FS ืชืืื โyou will beโ 2FP ืื ื ืชืื โyou will beโ1CS ืืืื โI will beโ 1CP ื ืืื โwe will beโ
The VerbForm ืืืื
ืืืื 8.4,ืืืื the 3MS Past Narrative form of ,ืืื is extremely frequent.There are two distinct functions of this form in narrative.
โข Often, it functions just like other Past Narrative forms with themeaning of โwasโ, โbecomeโ, or โcomeโ.
ืืืื ืืืื ืืชึพืืืกืฃ ืืืื ืืืฉ ืืฆืืืโYHWH was with Joseph and he became a successful manโ (Gen39:2)
ืืืื ืืืจึพืืืื ืืึพืฉืืืืโThe word of YHWH came (lit. was) to Samuelโ (1 Sam 15:10)
Lesson 8 59
โข Just as frequently, however, the form introduces acircumstantial clause in a narrative; often the clause opens orcloses a narrative episode.
ืื ืืืื ืืขืช ืืืื ืืืืืจ ืืืืโand then at about that time (lit. and it was at that time and)Abimelek said . . .โ (Gen 21:22)
ืื ืืืื ืืืฉ ืืื ืืึพืืจืืชโnow there was a certain man from Ramathaimโ (1 Sam 1:1)
8.5 Vocabulary #8
ืื ืืื
ืืืืืจืืืืชืืืื ืชืืืฆืืงืืืืืืชื
F stone
COND if
Q 3MS PAST โ ืืืจ
F sin, sin-offering
PN Jonathan
PN Isaac
M glory, honor, wealth
Q write
ืืฉืคืืคืจ ืกืขืืืืขืฅืืง ืฆืฉืืื
ืฉืืืืืื ืื ,ืฉื ืฉืช
M judgment, justice; custom
M scroll, document, book
M forever, antiquity
M tree; P wood
M righteousness
PN Saul
PN Samuel
M; F two
Exercises
1. Write out the Qal Imperfect paradigm for the following verbs. Include theappropriate personal pronouns for each verb form.
ืฉืืจ ืคืงื
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
Lesson 8 60
ืืชื ืฉืคื
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
ืืจืฉ ืฉืื
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
2. Translate the following sentences. Identify and parse (i.e., give the conjugation,person, gender, number, and root) the verbs in each sentence.
ืขืชื ืืชึพืงืื ืื ื ืืฉืจืื ืืืืืจ ืืชึพืืจืืชื Exod 6:5* (a ืืื ืื ื ืฉื
Exod 24:4 (b ืืืืชื ืืฉื ืืช ืืึพืืืจื ืืืื
Exod 2:24 (cืืืฉืืข ืืืืื ืืชึพื ืืงืชื GLืืชึพืืืจืื ืืืืืจ ืืืืื ืืชึพืืจืืชืืืชึพืืฆืืง ืืืชึพืืขืงื
ืืง ืจืฅ ืืฆ Ps 9:9* (d ืืืื ืืฉืคืึพื
Lesson 8 61
Gen 17:9 (e ืืืืืจ ืืืืื ืืึพืืืจืื ืืืชื ืืชึพืืจืืชื ืชืฉืืจ
Josh 24:27* (fืืึพืืื ืฉืืขื ืืช ืืึพืืืจื GLืืืื
ืคืจ ืชืืจืช ืืืืื Josh 24:26* (g ืืืืชื ืืืืฉืข ืืชึพืืืืจืื ืืก
I Sam 7:15 (h ืืืฉืคื ืฉืืืื ืืชึพืืฉืจืื ืื ืืื ืืืื
Deut 28:9 (i ืื ืชืฉืืจ ืืชึพืืฆืืช ืืืื ืืืืื ืืืืืช ืืืจืืื
I Sam 18:3* (j ืืืืจืชื ืืืื ืชื ืืืื ืืจืืช
I Sam 23:18 (k ืืืืจืชื ืฉื ืืื ืืจืืช ืืคื ื ืืืื ืืืืื ืชื ืืื ืืืืชื
PNืืืฉืื ืืืืึพืืืื ืขืึพืืจ ืกืื ื Exod 24:16 (l
3. From the nouns in your cumulative vocabulary create five sentences with at leastone imperfect or past narrative verb each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 9
Lesson Summary:
โข Adjectives: ืงืืืฉ
โข Demonstrative Pronouns: Near โ ืื ืื ืืืช ืFar โ ื ื ืื ื ืืื ืืื ื
Adjectives
9.1 Adjectives
Adjectives modify nouns by specifying attributes of the noun.
a righteous nationโ (Isa 26:2)โ ืืื ืฆืืืง
Biblical Hebrew has relatively few pure adjectives. The constructrelationship is used more often to modify nouns.
ืืฉ โin the place of holinessโ ืืืงืื ืืง = โthe holy placeโ (construct) (Lev 10:17)
in a holy placeโ (adjective) (Lev 7:6)โ ืืืงืื ืงืืืฉ
Adjectives have the following characteristics:
โข Adjectives are declined with the same endings as nouns, exceptthat they do not have dual endings.
Singular Plural
MasculineAbsolute (ABS) ืืืื ืืืืืืConstruct (CST) ืืืื ืืืืื
FeminineAbsolute (ABS) ืืืืื ืืืืืืชConstruct (CST) ืืืืืช ืืืืืืช
โข Adjectives must agree with the modified noun in both genderand number (dual nouns are modified by plural adjectives).
a righteous manโ (Gen 6:9)โ ืืืฉ ืฆืืืงevil menโ (2 Sam 4:11)โ ืื ืฉืื ืจืฉืขืืืื ืจืคืืช a weak (pair of) handsโ (Job 4:3)โ ืื
Lesson 9 63
PredicativeAdjectives
AttributiveAdjectives
SubstantiveAdjectives
Comparativeand
Superlative
DemonstrativePronouns
โข Adjectives can modify nouns predicatively:
A predicate adjective agrees with the noun it modifies ingender, number, but not definiteness. (The verb โto beโ mustbe supplied in translation; see 2.5 or 26.1.)
the word (is) goodโ (Deut 1:14)โ ืืื ืืืืจืจืฅ the land (is) goodโ (Deut 1:25)โ ืืืื ืื
โข Adjectives can modify nouns attributively:
An attributive adjective agrees with the noun it modifies ingender, number, and definiteness. The attributive adjectiveusually follows the noun it modifies.
a great cityโ (Josh 10:3)โ ืขืืจ ืืืืืthe great cityโ (Gen 10:12)โ ืืขืืจ ืืืืืื
โข Adjectives can be substantival (i.e., used as a nouns).
a righteous man, my servantโ (Isa 53:11)โ ืฆืืืง ืขืืื
โข Adjectives can express the comparative and superlative.
his brother who (was) young er โ (Gen 48:19)โ ืืืื ืืงืื
Note: comparison is often expressed with the preposition ืื.
ื ื better than herโ (Judg 15:2) (she is)โ ืืืื ืื
my daughter who (is) old est โ (1 Sam 18:17)โ ืืชื ืืืืืื
Note: superlative is also expressed by a construct phrase inwhich both construct and absolute use the same noun.
ืืฉ ืงืืฉืื holy of holiesโ = โmost holyโ (Exod 29.37)โ ืง
9.2 Demonstrative Pronouns
Demonstrative pronouns are deictic (pointing) words (e.g., this,that, those in English). They are used to modify a noun eitherattributively or predicatively.
Lesson 9 64
this nationโ (attributive)โ ืืืื ืืื
this (is) the wordโ (predicative)โ ืื ืืืืจ
Demonstrative pronouns may be used substantivally, i.e., as a noun.
ืฉืืื ืืชึพืืืชโsend this one (F) away โ (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 personalpronouns.
Singular Plural
NearM this ืื M
F this ืืืช F these ืื ื
Far M that ืืื M those ืื ืF that ืืื F those ื ื ื
9.3 Vocabulary #9
ืืืืืืืืืืืืืืืืืืืืืืืื ืชื
ืฆืืืง
ADV NEG not (w/commands)
PREP between
ADJ great
F animal
ADJ wise
ADJ good, pleasant
ADJ heavy
INTER who?
Q give, place, set
ADJ righteous
ืงืื ื ,ืงืืืงืจืืจืขื ,ืจืขืจืขืืจืฉืขืฉืืืฉืืืฉืืืฉื
ADJ (M, F) small
Q call, proclaim, read
ADJ (M, F) bad, evil
M famine, hunger
ADJ wicked
M field; P ืฉืืืช
Q lie (down)
Q send
M name; P ืฉืืืช
Lesson 9 65
Exercises1. Construct the following adjectival phrases in Hebrew. Identify the adjective as
attributive, predicative, or substantival.
a) I (M) am a good man
b) He is the righteous man
c) the people are wicked
d) the famine is heavy
e) they (FP) are great cities
f) the king is great
g) the house is small
h) she is the smallest/youngest sister
i) you (MP) are the righteous ones
j) YHWH is great
2. Identify the adjectives in the following as attributive, predicative, orsubstantival, and translate the verse.
Gen 13.13 (aืืื ืฉื ืกืื PNืจืขืื
ืจื ื ืืื ืจืขื ืืืื ืืชื Gen 37:20 (b ืืื
Gen 29:16 (cืืืืื PNืฉืชื ืื ืืช ืฉื ืืืืื ืืื PNืืฉื ืืงืื ื ืจืื PN
Exod 9:27 (d ืืืื ืืฆืืืง ืืื ื ืืขืื ืืจืฉืขืื
Exod 17:12 (e ืืืื ืืฉื ืืืืื
I Sam 9:10 (f ืืืืืจ ืฉืืื ืื ืขืจื ืืื ืืืจื
Lesson 9 66
I Sam 25:2 (g ืืืืืฉ ืืืื ืืื
ื ื ืืื I Sam 25:15 (h ืืืื ืฉืื ืืืื ื
I Kgs 2:9* (i ืื ืืืฉ ืืื ืืชื
ืขืจ ืงืื I Kgs 3:7 (j ืืื ืื ื
II Kgs 2:23* (k ืื ืขืจืื ืงืื ืื ืืืื ืืึพืืขืืจ
ืจืฅ ืืฉืจืื ื ืขืจื ืงืื ื II Kgs 5:2* (l ืืืืืื ืื
3. Construct the following demonstrative phrases in Hebrew. Identify thedemonstratives as attributive or predicative.
a) this is the house
b) these men
c) these cities
d) that son
e) that is the city
f) those are the nations
g) those are the women
h) this is the daughter
i) this law
j) these are the mountains
Lesson 9 67
4. Identify the demonstratives in the following as attributive, predicative, orsubstantival, and translate the verse.
Deut 4:8* (aืืื ืืื ืืืื ืืฉืจึพืื ืืงืื ืืืฉืคืืื ืฆืืืงืื ืืื ืืชืืจื ืืืืช ืืฉืจ ื ืชื ืืืื ืืคื ืืื ืืืื
Jer 27:8* (bืืจ ืจื ืืืจืขื ืืื ืื ืืื ืื ืืคืงื ืขืึพืืืื ืืืืGL ืื
Gen 24:65* (cืื ืืื ืืื ื ืื ืืึพืืืืฉ ืืฉืื ืืืืืจ ืืข ืืชืืืจ ืืึพืืข
ืื ืืฉืจืืืืืืืจื ืื ืืื ื Exod 32:4 (d
Isa 42:8 (e ืื ื ืืืื ืืื ืฉืื
Jer 29:1 (fืคืจ ืืฉืจ ืฉืื ืืจืืื ืื ืืืจื ืืก ืื ืื ืืื PN ืื ืืืจืืฉ
5. From the nouns in your cumulative vocabulary create five sentences with at leastone adjective or demonstrative pronoun each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 10
Lesson Summary:
โข Qal Active Participle: ืคืืงื
โข Qal Passive Participle: ืคืงืื
Participles
10.1 Qal Active Participle
Participles are a part of the Biblical Hebrew verbal system. Unlikethe Perfect, Past Narrative, and Imperfect verbs, however, Participlesare only marked for gender and number (not person).
Like the Perfect and Imperfect Verbs, Participles express aspect (asopposed to tense); in particular, the Participle expresses progressiveaspect.
Semantically, therefore, the Participle in Biblical Hebrew is similarto the English Participle in a statement like the water is running.(Note that Biblical Hebrew does not require a copula โisโ in such aconstruction.)
Biblical Hebrew Participles are declined like adjectives. The QalActive Participle is declined as follows:
Singular Plural
MasculineABS ืคืืงื ืคืืงืืืCST ืคืืงื ืคืืงืื
FeminineABS ืืช / ืคืืงืื ืคืืง ืคืืงืืืชCST ืืช / ืคืืงืืช ืคืืง ืคืืงืืืช
Predicativeand
SubstantivalParticiples
Participles may be used predicatively or substantivally:
โข Predicatively: the Participle functions as the main verb in aclause, conveying the progressive aspect (the tense is derivedfrom the context).
ืืฉืืืื ืฉืื ืืืืื ืืืืโ(and) Samuel (was) lying in the temple of YHWHโ (1 Sam 3:3)
Lesson 10 69
PassiveParticiple
โข Participles are often introduced by the article ื. In these cases,the functions as ื a relative word, and the participle is themain verb within a relative clause that modifies a noun.
ืืืืฉ ืืฉืื ืขืึพืืืฉืโthe man who lies with the womanโ (Deut 22:22)
The ื, though, is not always present to introduce the relative:
ืื ืชืช ืืขืืื ืื ืฉืืขโso you should give your servant a heart that listensโ (1 Kgs 3:9)
โข Substantivally: some participles are regularly used as โstand-alone agentive nouns; their meaning is derived from the actionor function that the agents regularly perform/fulfill.
the judges of Israelโ (Num 25:5)โ ืฉืคืื ืืฉืจืื
10.2 Qal Passive Participle
The Qal binyan has a passive counterpart to its active Participle. It,too, is declined like an adjective.
Singular Plural
MasculineABS ืคืงืื ืคืงืืืืCST ืคืงืื ืคืงืืื
FeminineABS ืคืงืืื ืคืงืืืืชCST ืคืงืืืช ืคืงืืืืช
PredicativePassive
Participle
Most occurrences of the Qal passive Participle are predicative. Thepassive Participle functions as the main verb in a clause with a senselike the English Past Participle in similar passive constructions, suchas you are blessed. The tense is derived from the context.
ืื ืขืฉืืช ืืืช ืืจืืจ ืืชืโbecause you have done this, you (are) cursedโ (Gen 3:14)
Note: Like the active participle, the passive participle may be themain verb within a relative clause, with or without a ื:
ืจืฅ ืืืจืืขื ืื ืืืื (*Jer 27:5) ืื ืื ืขืฉืืชื ืืชึพืืโI made the earth with my arm that (was) stretched outโ
Lesson 10 70
10.3 Vocabulary #10
ืืืืืืืชืืกืฃืืืจ,ืืืจ ืืืืืืืืืจืืืงื
ืืืืจ
F ground, land
F truth, faithfulness
Q gather, remove
M well, pit, cistern
Q trust
M palace, temple
Q kill, slay
ADJ old; VB Q be old
M wilderness
ืืืืื
ืืจืืืื ื
ืคืืืฉ ืงืฉืื
ืืข,ืฉืืขื ืฉืฉืื
INTER what? how?
ADJ full; Q be full, fill
M appearance, vision
ADV, PREP in front of, in sight of,
opposite to
CONJ lest
M holiness, sacredness
Q inquire, ask
M, F seven
Q forget
Exercises
1. Construct the following verbless clauses in Hebrew.
a) I (MS) am old
b) We (MP) are wise
c) You (FS) are heavy
d) They (FP) are righteous
e) She is good
f) You (MS) are full
g) You (FP) are small
h) He is bad
i) You (MP) are big
j) They (MP) are wicked
Lesson 10 71
2. Construct the following participial clauses in Hebrew.
a) I (MS) am gathering
b) We (MP) are trusting
c) You (MS) are killing
d) They (FP) are forgetting
e) She is asking
f) They (MP) are sending
g) He is walking
h) You (FP) are lying down
i) You (MP) are giving
j) You (FS) are writing
3. Identify the independent pronouns and participles in the following and translatethe verse.
Gen 28:13* (a ืจืฅ ืืฉืจ ืืชื ืื ืืืืื ืืฆืืง ืื ืืืืืจ ืื ื ืืืื ืืืื ืืืจืื ืืื ืื ืืื ืื ืืืืจืข ืฉืื ืขื
Gen 31:6 (b ื ื ืืืขืชื ืืชื ืืชึพืืืืืGL ืื ืืืึพืืืGLืืืช ืขื
Gen 45:8 (c ืืขืชืGLื ื ืืืืืืGL ืืGL ืืึพืืชื ืฉืืืชื ืืชื ื
ื ืชื Josh 13:1* (d ืืืืืฉืข ืืงื ืืืืืจ ืืืื ืืืื ืืชื ืืง
I Sam 8:5 (e ืื ืื ืื ืืืื ืืืจื ื ืช ืืื ืืืืืจื ืืืื ืื ื ืืชื ืืง
ืื ืืฉืจ ืืชื ืืื ืื II Kgs 19:10 (f ืืื
Lesson 10 72
ืจืื ืืฉืจ ืืชื ืืืื ืืื Jer 5:17* (g ืข
II Chr 32:10 (h ืื ืืืจ ืกื ืืจืืPNืื ืืฉืืจ ืขืึพืื ืืชื ืืืืืPN ื
4. Translate the following. Identify and parse the verbs in each sentence. Identifyany participle as predicative or substantival (and note where a predicativeparticiple is within a relative clause).
Gen 18:22* (a ืืืืจืื ืขืื ืืคื ื ืืืื
Gen 25:28 (b ืืจืืงืPNืืช ืืชึพืืขืงื ืื
Exod 34:10 (cืืืืืจ ืื ื GLืื ืืึพืขืื ืื ืื ืืจืช ืืจืืช ื
ืจืช ืืึพืื ื ืื ืืืช ืื I Kgs 3:23 (d ืืืืืจ ืื
Deut 22:29* (e ืกืฃ GLืื ืชื ืืืืฉ ืืฉืื ืขื ืื ืขืจื ื
Gen 12:12* (f ืืืืจื ืืฉืชื ืืืช ืืืจืื ืืชื
Exod 4:23* (g ืื ื ืื ืื ืืจื ืืชึพืื ื ืืืจืGL
ืื ืฉืื ืืขืื Deut 10:12 (h ืืขืชื ืืฉืจืื ืื ืืืื ืืื
I Sam 8:10 (iืื ืืืืืจ ืฉืืืื ืืช ืืึพืืืจื ืืืื ืืึพืืขื ืืฉืืืื ืืืชื ื
Jer 38.14 (j ืื ืื ืืึพืืจืื ืฉืื ืื ื ืืชื ืืืจPNืืืืืจ ืื
Lesson 10 73
Ezek 34.29 (k ืืืึพืืืื ืขืืGLืจืฅ ืืกืคื ืจืขื ืื
ืื ืืื ืืืืื Ps 21:8 (l ืืึพืื
4. From the items in your cumulative vocabulary create five sentences with at leastone participle each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 11
Binyanim
Binyanim Chart
Lesson Summary:
โข Introduction to the Binyanim
โข Piel and Hifil Perfect Conjugations: ืคืงื ืืคืงืื
11.1 Introduction to the Binyanim
Lesson 4 (4.2) introduced the fact that verb forms in BiblicalHebrew indicate binyan (e.g., Qal), conjugation (e.g., Perfectconjugation), and person, gender, and number (e.g., 3MS).
The Qal Perfect conjugation was introduced in Lessons 4 and 5. Inthis lesson the binyan system of the Biblical Hebrew verb isdiscussed and the Perfect conjugation of the Piel and Hifil binyanimare introduced.
Just as inflectional affixes mark a verbโs conjugation (e.g., Perfect),there are binyan affixes which indicate a verbโs binyan. Thesebinyan affixes indicate a verbโs โvalencyโโwhether it is active,passive, reflexive, or causative.
Simple Factitive/Resultative Causative
Active Qal ืงืืฉโAbram was holyโ
Piel ืงืืฉโAbram consecrated Saraiโ
(Abram made Sarai to be holy)
Hifil ืืงืืืฉโAbram caused Sarai to
treat X as holyโPassive Nifal ื ืงืืฉ
โAbram wasconsecratedโ
Pual ืงืืฉโAbram was made to be holyโ
Hofal *ืืงืืฉโAbram was caused to
treat X as holyโReflexive Nifal ื ืงืืฉ
โAbram showed himselfto be holyโ
Hitpael ืืชืงืืฉโAbram consecrated himselfโ(โAbram made himself holyโ)
*the Hofal of this root isnot attested in theHebrew Bible
Note: Factitive/resultative refers to causing a change of state, whereascausative refers to causing action. Translating the former with a form ofโmakeโ and the latter with a form of โcauseโ may be helpful.
The verb ืคืงื, which is used in the lesson paradigms, is one of thefew verb roots that occurs in every binyan in the Hebrew Bible. Therelationships among the binyanim are illustrated by translations ofthis verb in each binyan.
Lesson 11 75
Piel and HifilPerfect
โhe visited, attended toโ ืคืงื
โhe was visitedโ ื ืคืงื
he musteredโ (i.e., โhe made him attend toโ)โ ืคืงื
โhe mustered (himself)โ ืืชืคืงื
he was musteredโ (i.e., โhe was made to be attended toโ)โ ืคืงื
โhe caused him to be overseer/attend toโ ืืคืงืื
โhe was caused to be overseer/attend toโ ืืคืงื
The system of binyanim is not usually as โneatโ as ืงืืฉ or ืคืงื maymake it appear. Rarely do individual verb roots appear in all or evenmost binyanim and the relationships among the meanings for a rootare not always transparent or predictable.
In fact, some verb roots, such as and (โPiel โhe spoke) ืืืจ ืืฉืืื (Hifil โhe threw/castโ), do not occur in Qal nor exhibit the standardmeaning for their binyan (factitive/resultative and causative,respectively). Therefore, it is important to memorize the particularmeaning of a verb root in each individual binyan in which it occurs.
11.2 Piel and Hifil Perfect Conjugations
Besides the Qal, the Piel and Hifil are the most frequently usedbinyanim in the Hebrew Bible.
Note: the endings of the Perfect conjugation are the same in all binyanim.
QAL PIEL HIFIL
3MS ืคืงื ืคืงื ืืคืงืื3FS ืคืงืื ืคืงืื ืืื ืืคืง2MS ืืช ืคืง ืืช ืคืง ืืช ืืคืง2FS ืคืงืืช ืคืงืืช ืืคืงืืช1CS ืืชื ืคืง ืืชื ืคืง ืืชื ืืคืง3CP ืคืงืื ืคืงืื ืืื ืืคืง2MP ืคืงืืชื ืคืงืืชื ืืคืงืืชื2FP ืคืงืืชื ืคืงืืชื ืืคืงืืชื1CP ืื ื ืคืง ืื ื ืคืง ืื ื ืืคืง
โattend toโ โmusterโ โmake overseeโ
Lesson 11 76
The Piel Perfect conjugation is characterized by:
โข i-class vowel under R1 (i.e., the first root letter).โข doubled R2 (i.e., the second root letter).
Note: we will begin using R to indicate a verbal root consonant, and thesubscripts 1 2 3 to indicate the position of the consonant within thetriconsonantal root.
The Hifil Perfect conjugation is characterized by:
โข a ื (or ื with an i-class vowel) prefix.
11.3 Vocabulary #11
ืืืืืงืฉืืื
ืืืจืื ืืืืืืืืืืขืืฉืืืื
Q perish; PI, HI destroy
PI seek
Q be great; PI make great,
grow/raise
PI speak
INTJ behold, see!
M gold
Q sin
Q know
Q sit, dwell
Q be heavy; PI, HI make
heavy, honor
ืขื ืื ืขื ื,ืื ืกืฃ ืืืฆืืขืฉืืงืืฉืฉืจ
ืฉืืืฉืืืฉืืืื ืฉืืืช ืช
PN Canaan, Canaanite
M silver, money
Q find
Q do, make, act
Q be holy; PI consecrate
M official, captain, prince; P
ืฉืจืื
HI wake early
HI throw, cast
HI annihilate
M heavens
PREP under, beneath
Lesson 11 77
Exercises1. Based on the Qal meaning, translate the following verb forms: e.g., ื ืฉืืจ
(Nifal) โhe was guardedโ
e (ืืงืจืื) Hifil(
f (ืฉืื) Pual(
g (ืงืืฉ) Piel(
h (ืืื) Piel(
a () ื ืฉืคืNifal(
b (ืืืืืจ) Hifil(
c (ืืืจืช) Hofal(
d (ืืชืงืืฉ) Hitpael(
2. Write out the Piel Perfect paradigm for the following verbs. Include theappropriate personal pronouns with each form.
ืืืจ ืืงืฉ
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
Lesson 11 78
3. Write out the Hifil Perfect paradigm for the following verbs.
ืฉืื ืฉืื
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
4. Translate the following. Identify and parse the verb in each sentence.
ืื ืื ืืฆืจ Exod 1:17 (a ืืืฉืจ ืืืจ ืืืืื ื
ืืช ืืื ืืืื ืืืจ ืื ืื ืื Isa 1:2 (b
II Sam 15:2 (c ืืืฉืืื ืืืฉืืืPNืขืจ ืจื ืืฉ ืืขืื ืขืึพืื ื
II Kgs 21:9* (dืืฉืจืื ืขืฉื ืืชึพืืจืข ืืึพืืืืื ืืฉืจ ืืฉืืื ืืืื ืืคื ื GLืื ื ืืฉืจืื
Josh 4:14* (e ืืืื ืืืื ืืื ืืืื ืืชึพืืืืฉืข ืืขืื ื ืืึพืืฉืจืื
ืืื Josh 10:11 (f ืืืืื ืืฉืืื ืขืืืื ืืื ืื ืืืืืช ืืึพืืฉ
Lesson 11 79
Dan 9:6 (g ืื ื ืื ื ืฉืจ ืื ืื ืืืืื ืืฉืจ ืืืจื ืืฉืื ืืึพืืื ืขื ื ืืึพืขืื ืืื ืฉืืจืฅ ืื ื ืืื ืืึพืขื ืื ืืืืช
I Sam 13:14* (h ืืืื ืืงืฉ ืื ืืืฉ ืืืืื
Isa 1:12 (i ืืึพืืงืฉ ืืืช ืืืืื
Deut 4:29* (j ืืช ืื ืชืืจืฉ ืืืชื ืืืึพืืืื ืื ืืืฆ ืืืงืฉืชื ืืฉื ืืชึพืืืื ืืืืืืืึพื ืคืฉื
Deut 12:3 (k ืืืืืชื ืืชึพืฉืื ืืึพืืืงืื ืืืื
Josh 7:9* (l ืจืฅ ื ื ืืึพืื ืจืฅ ืืืืจืืชื ืืชึพืฉื ืืืฉืืขื ืืื ืขื ื ืืื ืืฉืื ืื
ืื ืืคืจืขื ืืชึพืืื I Sam 6:6 (m ืืืฉืจ ืืืื ืืฆืจ
5. From the items in your cumulative vocabulary create five sentences with at leastone Piel or Hifil perfect verb each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 12
Lesson Summary:
โข Piel and Hifil Imperfect Conjugations:ืืคืงื ืืคืงืื
โข Piel and Hifil Past Narrative Conjugations: ืืืคืงื ืืืคืงื
โข Piel and Hifil Participles: ืืคืงื ืืคืงืื
Piel and HifilPrefix
Pattern/Imperfect
12.1 Piel and Hifil Imperfect Conjugations
The Prefix pattern and Imperfect conjugation of the Qal wereintroduced in Lesson 8. Here we will look at the Piel and HifilImperfect conjugations.
Just as in the Qal Imperfect, the Piel and Hifil Imperfect share thesame forms as the Piel and Hifil Prefix pattern. (The Qal is given inthe charts for comparison).
QAL PIEL HIFIL
3MS ืืคืงื ืืคืงื ืืคืงืื3FS ืชืคืงื ืชืคืงื ืชืคืงืื2MS ืชืคืงื ืชืคืงื ืชืคืงืื2FS ืชืคืงืื ืชืคืงืื ืืื ืชืคืง1CS ืืคืงื ืืคืงื ืืคืงืื3MP ืืคืงืื ืืคืงืื ืืื ืืคืง3FP ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง2MP ืชืคืงืื ืชืคืงืื ืืื ืชืคืง2FP ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง1CP ื ืคืงื ื ืคืงื ื ืคืงืื
โattend toโ โmusterโ โmake overseeโ
The Piel Imperfect conjugation is characterized by the following:โข under the prefix consonant;โข a-class vowel under R1 (i.e., the first root letter);โข doubled R2 (i.e., the second root letter).
Lesson 12 81
Piel and HifilPast Narrative
Vilminqsor
Sqinmlevi
Piel and HifilParticiple
The Hifil Imperfect Conjugation is characterized by the following:
โข a-class vowel under the prefix;โข i-class theme vowel (i.e., between R2 and R3).
Note: the i-class theme vowel is often spelled defectively (without ื).
ืชื they destroyedโ (2 Sam 11:1)โ ืืืฉื
12.2 Piel and Hifil Past Narrative Conjugations
As with the Qal binyan (see 8.2), the Piel Past Narrativeconjugation is based upon to the Prefix pattern with โข ื prefixed.
ืื ืืชืืืจ ืืคื ื ืืโshe spoke before the kingโ (Esth 8:3)
In the Hifil Past Narrative conjugation, however, the Prefixpattern is altered slightly. The theme vowel in the Past Narrativeverb form is tsere instead of ื chiriq-yod.
ืขื ืืืฉืื ืืืื ืืชึพืืโJehu destroyed the Baalโ (II Kgs 10:28)
A peculiarity occurs with the Piel 3MS and 3MP forms: the dageshโfalls outโ of the .prefix ื This phenomenon is part of a generaltendency of the consonants ื ,ื ,ื ,ืง ,ืก ,ืฆ ,ืฉ , ื ,ื and ืฉ to drop adagesh when they have a vocal sheva.
This phenomenon is often referred to as vilminqs (= + ืืืืื ืง sibilants) or sqinmlevi (i.e., โskin them Leviโ).
YHWH spoke to Mosesโ (Num 1:1)โ ืืืืืจ ืืืื ืืึพืืฉื
12.3 Piel and Hifil Participles
The Piel and Hifil Participles are characterized by a ื inflectionalprefix throughout. Also, the vowel pattern of the masculine singularis the same as that of the Prefix pattern in the respective binyanim.
Piel Imperfect ืืคืงื and Participle ืืคืงื
Lesson 12 82
Hifil Imperfect ืืคืงืื and Participle ืืคืงืื
The other participial forms are declined by adding thenoun/adjective endings to the masculine singular form.
Qal Piel HifilMS ืคืืงื ืืคืงื ืืคืงืืFS ืคืืงืื ืืคืงืื ืืคืงืืืMP ืคืืงืืื ืืคืงืืื ืืคืงืืืืFP ืคืืงืืืช ืืคืงืืืช ืืคืงืืืืช
โattendingโ โmusteringโ โmaking overseeโ
12.4 Vocabulary #12
ืืืืขื ื
ืืจืืืืืืืจ
ืืืฉืืืืืืืืกืชืจ
F high-place
PREP behind, on behalf of
PN Jeremiah
COMP (introduces direct speech;
untranslatable)
Q wear; HI clothe
Q learn; PI teach
M altar
NI hide oneself, be hid; HI conceal
ืขืืจืขืืืฆืืงืงืืืงืืจืจืข
ืจืฉืขืฉืืจืฉืืช
ืชืืขืื
Q pass over
F burnt offering
Q be righteous; HI justify
HI congregate
PI, HI make sacrifices smoke
M friend
Q be wicked; HI condemn
Q break; PI shatter, break
PI, HI spoil, destroy
F abomination
Lesson 12 83
Exercises
1. Write the Imperfect paradigm for the following verbs in the binyan specified.Include the appropriate personal pronouns with each form.
Piel ืืื Hifil ืฆืืง Piel ืงืืจ Hifil ืฉืืช
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
2. Translate the following. Identify and parse all the verbs in each sentence, andidentify the way each participle you find is being used.
Gen 19:13* (aืื ื ืืชึพืืืงืื ืืื ืืึพืืืื ืฆืขืงืชื ืืคื ื ืืืืGL ืืึพืืฉืืชืื ืื
Exod 3:6 (bืืืืืจ ืื ืื ืืืื ืืืื ืืืื ืืืจืื ืืืื ืืฆืืง ืืืืื ืืขืงื ืืืกืชืจ ืืฉื ืคื ืื
Lesson 12 84
Ezek 37:28 (cืืืืขื ืืืืื ืื ืื ื ืืืื ืืงืืฉ ืืชึพืืฉืจืื
Jer 26:7 (dืื ืืืืจ ืืชึพืืืืจืืPN ืืืฉืืขื ืืืื ืื ืืื ืืืื ืืืึพืืขื ืืชึพืืจืืืื ืืืืช ืืืื ืื
Gen 41:9 (eืืชึพืืืื GLืื ื ืืืืืจ ืืืื
Judg 6:29 (fืื ืื ืขืฉื ืืืืจ ืืื ืืืืจืฉื ืืืืงืฉื ืืืืืจื ืืืขืื ืืืืืจื ืืืฉ ืืึพืจืขPNืืึพืืืืฉ PNืขืฉื ืืืืจ ืืื
I Sam 22:23* (gืื ืืฉืจึพืืืงืฉ ืืชึพื ืคืฉื ืืืงืฉ ืืชึพื ืคืฉื
II Kgs 17:11 (hืืืงืืจืึพืฉื ืืืึพืืืืช ืืืืื
Exod 9:34 (iืืืืื ืืื ืืื ืืขืืืื
Gen 37:16 (jืืืืืจ ืืชึพืืื ืื ืื ืืืงืฉ
Exod 6:27 (kืื ืืึพืืฆืจ ืื ืืืืืจืื ืืึพืคืจืขื ื
Exod 31:13* (lืื ืื ื ืืืื ืืงืืฉ ืืชืื
Gen 19:14 (mืืึพืืฉืืืช ืืืื ืืชึพืืขืืจ
Prov 17:15* (nืืฆืืืง ืจืฉืข ืืืจืฉืืข ืฆืืืง ืชืืขืืช ืืืื ืืึพืฉื ืืื
Lesson 12 85
Exod 32:19 (oืืืฉืื ืืืื ืืชึพืืืืช GLืืช ืืืจ ืืืฉืืจ ืืชื ืช
Deut 31:3 (p ืื ืื ืืืคื ืื ืืืึพืืฉืืื ืืชึพืืืืื ืื ืืืื ืืืืื ืืื ืขืืจ ืืคื
Deut 31:18* (qืืื ืื ืืกืชืืจ ืคื ื ืืืื ืืืื ืขื ืืึพืืจืขื ืืฉืจ ืขืฉื
Deut 4:1* (rืืืงืื ืืืืฉืคืืื ืืฉืจ ืื ืื ืืืื ืืชืื
I Chr 15:3 (sื ืืืงืื ืืืื ืืชึพืืึพืืฉืจืื ืืึพืืจืืฉื
Gen 27:15* (tืจืืงื ืืงืื ืืชึพืืืื ืขืฉื PNืื ื ืืืื ืืชืืืฉ ืืชึพืืขืงื ืื ื ืืงืื
3. From the items in your cumulative vocabulary create five sentences with at leastone Piel or Hifil imperfect, past narrative, or participle each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 13
Lesson Summary:โข Introduction to the Prefix Pattern Modal System
โข Jussive - Qal ืืคืงื ืชืคืงื ืืคืงืื
Piel ืืคืงื ืชืคืงื ืืคืงืื
Hifil ืืคืงื ืชืคืงื ืืคืงืืื
โข Imperative - Qal ืคืงื Piel ืคืงื Hifil ืืคืงื
โข Overview of the Biblical Hebrew Verbal System
Prefix PatternModal Verbs
Jussives
13.1 Introduction to the Prefix Pattern Modal System
Biblical Hebrew has two distinct parts to its verb system. The firstconsists of verbs used to make statementsโthe indicative system.The second consists of verbs used to express the will of the speakerโthe modal system.
You studied for Hebrew class. (indicative)
Study for Hebrew class! (modal)
Letโs study for Hebrew class. (modal)
There are two categories of modal verbs in Biblical Hebrew:Jussives and Imperatives.
โข The Jussive verb occurs in all three persons and expresses bothpositive and negative commands or wishes. When expressinga negative command or wish, the Jussive is preceded by ืื (never ืื).
may he hide his face from themโ (Mic 3:4)โ ืืกืชืจ ืคื ืื ืืื
ื ื ืื ืื โdo not hide your face from meโ ืืึพืชืกืชืจ ืคื (Ps 102:3)
Jussives follow the prefix pattern and are identical to theImperfect forms with two exceptions:
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1) In the Hifil some forms of the Jussive have (tsere) underR2 instead of ื (chiriq-yod).
3MS Jussive ืืคืงื (versus 3MS Imperfect ืืคืงืื)
3FS/2MS Jussive ืชืคืงื(versus 3FS/2MS Imperfect ืชืคืงืื)
2) The 1st person Jussive forms (sometimes referred to ascohortatives) often end with ื in all binyanim.
QAL PIEL HIFIL
1CS ืืคืงืื ืืคืงืื ืืื ืืคืง1CP ื ืคืงืื ื ืคืงืื ืืื ื ืคืง
โattend toโ โmusterโ โmake overseeโ
Imperatives
The ื suffix originally expressed action to/toward the speakeror on behalf of the speaker, and it periodically occurs on theImperative and Past Narrative forms with this meaning.However, with first person Jussive forms, it has becomeconventionalized, and therefore its original sense is not alwaysevident.
โข The Imperative verb occurs only in the 2 nd person . It expressespositive commands and wishes (it cannot be negated).
Guard your life very muchโ (Deut 4:9)โ ืฉืืจ ื ืคืฉื ืืื
The form of the Imperative is identical to the Jussive minus theprefix (in the Hifil the .(ื is replaced by ืช
QAL PIEL HIFIL
2MS ืคืงื ืคืงื ืืคืงื2FS ืคืงืื ืคืงืื ืืื ืืคืง2MP ืคืงืื ืคืงืื ืืื ืืคืง2FP ืื ื ืคืง ืื ื ืคืง ืื ื ืืคืง
โattend toโ โmusterโ โmake overseeโ
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The modal verbs are sometimes followed by .ึพื ื This word mostoften signals a polite request or command (e.g., English โpleaseโ),though it is not always necessary (or easy) to translate.
ืื ืืขืชื ืืืจึพื ื ืืึพืืโnow, speak, please, to the kingโ (II Sam 13:13)
13.2 Overview of the Biblical Hebrew Verbal System
The Biblical Hebrew verbal system is summarized in the followingchart (excluding the participle). It consists of both modal forms(Jussive and Imperative) as well as indicative forms (Perfect,Imperfect, and Past).
INDICATIVE
FUNCTION
SUFF ืคืงื Perfect: perfective (whole view of situation)
PREF(ื)ืืคืงื Past Narrative(Preterite): past event in narrative (or poetry)
ืืคืงื Imperfect: imperfective (partial view of situation)
MODAL
FUNCTIONS
SUFF (ื)ืคืงื Modal Perfect: contingent modality/command
PREF ืืคืงื Modal Imperfect: command or wish (it is negated with ืื)
PREFืืคืงื Jussive: command or wish (any person; it is negated with ืื)
ืคืงื Imperative: command or wish (2nd person only; it cannot benegated)
The Perfect and Imperfect, although indicative forms, also havemodal functions. This use of indicative verbs to express modalmeanings is found in many other languages as well.
For example, in English the Past Perfect verb is regularly used toexpress contrary-to-fact modality, as in the statement Had he knownhe would have been there, in which the use of the Past Perfectindicates that he did not know.
The Biblical Hebrew Perfect can express contingent modality orcommands/instructions (see 7.3). The imperfect may also expresscommands, most often categorical negative prohibitions (with ืื).
ืื ืชืจืฆื ืื ืชื ืืฃ ืื ืชืื ืโDo not kill. Do not commit adultery. Do not steal.โ (Exod 20:13-15)
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13.3 Vocabulary #13
ืืืืืืจ,ืืืจื ืืืจืืจืืืืจืืืืืืืฆืืืจืืืืืืคืจืขื ืื
M one, each (one)
PREP/ADV behind, after
ADJ another
PI bless
M generation
PI praise
M sea; P ืืืื
Q go forth
Q fear
M vessel, utensil; P ืืืื
PI appease, atone
PREP for the sake of; CONJ in
order that
ืืฉืืืื ืืืืฉืืื ื
ื ืฉืืขืืืขืื
ืขืชืืฉืขืืจืฉืคืืฉืคืืื ืช
M tongue, language
F gift, grain offering
M dwelling, tabernacle
ADV please (polite request)
Q lift up
Q serve, work
M transgression, iniquity
ADV now
ADJ hairy
F lip, shore
Q pour out, shed (blood)
M midst (often with ื ,ืืชืื in the
midst of)
Exercises
1. Write out the Imperative paradigm of the listed binyan for the following verbs.
Qal ืฉืืจ Qal ืืืจ Piel ืืงืฉ Hifil ืงืืฉ2MS
2FS
2MP
2FP
2MS
2FS
2MP
2FP
2MS
2FS
2MP
2FP
2MS
2FS
2MP
2FP
Lesson 13 90
2. Parse the following verb forms and translate.
e (ืืึพืชืฉืื
f (ืืืจึพื ื
g (ืฉื ื ืืง
h (ืืืฆืืึพื ื
a (ืฉืืจ
b (ืืืจื
c (ืืืจืฉื
d (ืืฉืื
3. Translate the following. Identify and parse all of the verbs in each sentence.
Gen 27:8 (aืืขืชื ืื ื ืฉืืข ืืงืื
Gen 37:22 (bืืืืืจ ืืืื ืจืืืื PNืืึพืชืฉืคืืึพืื GLืืฉืืืื ืืชื ืืึพืืืืจ ืืื ืืฉืจ ืืืืืจ ืืื ืืึพืชืฉืืืึพืื
Exod 28:1 (cืืืชื ืืงืจื ืืืื ืืชึพืืืจื ืืืื ืืืชึพืื ืื ืืชื ืืชืื ืื ื ืืฉืจืื
Psa 34:4 (dืืืื ืืืืื ืืชื
Psa 22:23* (e ืืกืคืจื GLืฉืื ืืืื ืืชืื ืงืื GLืืืื ืืืชื
Psa 45:18 (fืืืืืจื ืฉืื ืืืึพืืจ ืืืจ
Psa 122:9 (gืขื ืืืชึพืืืื ืืืืื ื ืืืงืฉื ืืื ืื ืื
Deut 9:26 (hืืื ื ืืืื ืืึพืชืฉืืช ืขืื
Deut 31:19* (iืืขืชื ืืชืื ืืื ืืชึพืืฉืืจื GLืืืืช ืืืื ืืืชื ืืชึพืื ืึพืืฉืจืื
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Gen 50:4 (jืืชื ืื ืืขืื ืืื ืืืจืึพื ื ืืืื ื ืคืจืขืGL ืืึพื ื ืืฆ
Deut 6:4 (kืฉืืข ืืฉืจืื ืืืื ืืืืื ื ืืืื ืืื
Isa 5:3 (lื ืืืืฉ ืืืืื ืฉืคืืึพื ื ืืื ื ืืืื ืืจืื GL ืืขืชื ืืืฉื ืืจืืฉื
Ps 12:4 (mืืืจืช ืืืื ืืึพืฉืคืชื ืืืงืืช GLืจืช ืืืืืช ืืฉืื ืืื
Exod 6:29 (nืื ืืฆืจืื ืืช ืืืืืจ ืืืื ืืึพืืฉื ืืืืจ ืื ื ืืืื ืืืจ ืืึพืคืจืขื ืืืึพืืฉืจ ืื ื ืืืจ ืืืื
Num 1:50 (oืืืชื ืืคืงื ืืชึพืืืืื PNืขืึพืืฉืื ืืขื ืืึพืืืื ืืขื ืืึพืืฉืจึพืื
Deut 31:12* (pืืงืื ืืชึพืืขื ืืื ืฉืื ืืื ืฉืื ืืืืฃ GLืืืจื GLืขื ืืฉืจ ืืฉืขืจืื ืืืขื ืืืืื ืืืจืื ืืชึพืืืื ืืืืืื ืืฉืืจื ืืชึพืืึพืืืจื ืืชืืจื ืืืืช ืืฉืืขื ืืื
4. From the items in your cumulative vocabulary create five sentences with at leastone jussive or imperative in each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 14
Lesson Summary:
โข Infinitive Construct -Qal ืคืงื Piel ืคืงื Hifil ืืคืงืื
โข Infinitive Absolute -Qal ืคืงืื Piel ืคืงื Hifil ืืคืงื
InfinitiveConstruct
14.1 Infinitive Construct
Infinitives, in contrast to the finite conjugations (Perfect, Imperfect,etc.), are not marked for person, gender, or number. BiblicalHebrew has two infinitive verbs: the Infinitive Construct and theInfinitive Absolute.
The Infinitive Construct is equivalent in form to the 2MS
Imperative in the same binyan, except in the Hifil. The HifilInfinitive Construct has ื (chiriq-yod) instead of (tsere) for thetheme vowel.
QAL PIEL HIFIL
ืคืงื ืคืงื ืืคืงืืโto attendโ โto musterโ โto make overseeโ
The Form of the Infinitive Construct is as follows:
โข It can have pronominal suffixes expressing the subject or objectof the infinitive.
your sayingโ (Jer 2:35)โ ืืืจื
to keep youโ (Ps 91:11)โ ืืฉืืจื
Note: The Qal Infinitive Construct (like the Imperative) oftenappears with (qamets chatuf) instead of (cholem) when suffixesare added.
โto sayโ ืืืจ โyour sayingโ ืืืจื
โto keepโ ืฉืืจ โto keep youโ ืืฉืืจื
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โข It is often prefixed with an inseparable preposition.
โto seekโ ืืืงืฉ
when he reignsโ (lit., โin his reigningโ)โ ืืืืื
when he reignsโ (lit., โat his reigningโ)โ ืืืืื
The Function of the Infinitive Construct is as follows:
โข It can serve as the subject of another verb.
ืืึพืืื ืืืืช ืืืื ืืืื โthe man being alone is not goodโ (Gen 2:18)
โข It can serve as the object of another verb.
ืขืชื ืืืจ ืื ื ืืึพืืโBehold, I do not know (how) to speakโ (Jer 1:6)
โข It can express purpose/result, usually with a ื preposition.
ืืึพืืฆื ืฉืืื ืืืงืฉ ืืชึพื ืคืฉืโthat Saul had gone out to seek his lifeโ (II Sam 23:15)
โข It can be explanatory after the main verb (i.e., โby -ingโ).
ืฉืืืจ ืืชึพืืื ืืฉืืช ืืงืืฉืโKeep (INF ABS) the sabbath day by sanctifying itโ (Deut 5:12)
โข It can express a temporal meaning with the ื or ื prepositions.
ืืึพืฉืืฉืื ืฉื ื ืืื ืืืืืโDavid was thirty years old when he became kingโ (II Sam 5:4)
ืืืืื ืืื ืืชึพืืึพืืืช ืืจืืขืโAs soon as he became king he struck down the whole house ofJeroboamโ (I Kgs 15:29)
Note: With ,the infinitive has a more general temporal sense ื while with ื it often refers to an immediately preceding event.
Lesson 14 94
InfinitiveAbsolute
14.2 Infinitive Absolute
The Infinitive Absolute in the Qal has a unique form. In the Pielthe form is equivalent to the Infinitive Construct and 2MS
Imperative, and in the Hifil the form is equivalent to the 2MS
Imperative.
QAL PIEL HIFIL
ืคืงืื ืคืงื ืืคืงืโto attend โto musterโ โto make overseeโ
The Infinitive Absolute functions as follows:
โข It is an adverb when it is used with a finite verb of the sameroot and binyanโit expresses a modal nuance (e.g., doubt,necessity, possibility) as the context dictates.
ืฉืืืจ ืชืฉืืจื ืืชึพืืฆืืช ืืืื ืืืืืืโcarefully keep the commandments of YHWH your Godโ (Deut6:17*)
ืืืื ืชืืื ืขืืื ืโwill you really reign over us?โ (Gen 37:8)
โข It is occasionally used to replace finite verb forms, especiallyImperatives.
ืฉืืืจ ืืชึพืืื ืืฉืืช ืืงืืฉืโkeep the sabbath day by sanctifying itโ (Deut 5:12)
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14.3 Vocabulary #14
ืืืืจ
ื -
ืืคืืืืกืฃืืืืืื
ืืืืืืืฉื
ADV only, surely
M resident alien, stranger
INTER (marker for โyesโ and
โnoโ questions)
Q overturn, destroy
PN Joseph
Q beget, bear (children)
Q be complete; PI complete,
finish
F war, battle
Q rule
ืขืืืฆื ืขืขืชืจื
ืฉื ืืฉืืข
ืฉืืชืฉืืืืฉืืฉ ,ืฉืืฉื
Q go up
F bone
F time
ADJ many, much; P ืจืืื
Q hate
N swear (an oath); HI cause
to swear
M, F Sabbath, rest
M peace, well-being
FS, MS three; P ืฉืืฉืื thirty
Exercises
1. Parse and translate the following verbs.
e(ืืืืจ
f(ืืืื
g(ืืืงืืืฉ
h(ืืืฉืืืข
a(ืืคื
b(ืืฉื
c(ืืืื
d(ืืฉืืข
2. Translate the following. Identify and parse the verbs in each sentence.
Exod 20:8* (aืืืืจ ืืชึพืืื ืืฉืืช ืืงืืฉ ืืืชื
Gen 19:29 (bืืืื ืืฉืืช ืืืืื ืืชึพืขืจื ืืืืจ GLืืืืืจ ืืืืื ืืชึพืืืจืื ืืืฉืื ืืืคื ืืชึพืืขืจืื ืืฉืจึพืืฉื ืืื ืืืGL ืืชืื ืืืคืืPNืืชึพืืื
Lesson 14 96
I Sam 24:12 (c ืืืื ืืืืจืช ืืึพืืื ืื ืืืจ ืืืื
Gen 27:30 (dืืืื ืืืฉืจ ืืื ืืฆืืง ืืืจื ืืชึพืืขืงื ืืืื ืื ืืฆื ืืฆื ืืขืงื ืืืช ืคื ื ืืฆืืง ืืืื
Prov 25:27* (eืืื ืืืฉ GL ืจื ืืึพืืื
Gen 35:22* (fืจืฅ ืืืื ืืืฉืื ืจืืืื ืืฉPNืืชึพืืืื PN ืืืื ืืฉืื ืืฉืจืื ืื GL ืคืื
ืืืื ืืืฉืืข ืืฉืจืื
Gen 36:31 (gืจืฅ ืืืื ืื ืืืืืื ืืฉืจ ืืืื ืื ืื ืืื ื ืืฉืจืืPN ืื ืืคื ื ืืืึพื
Gen 24:30* (hืืืฉืืขื ืืื PNืืชึพืืืจื ืจืืงื ืืืชื ืืืืจ ืืึพืืืจ ืืื ืืืืฉ
Gen 37:8 (i ื ื ืืืืืจื ืื ืืืื ืืืื ืชืืื ืขืืื ื ืืึพืืฉืื ืชืืฉื ื
Gen 41:46* (jืืึพืืฆืจืื ืืืืกืฃ ืืึพืฉืืฉืื ืฉื ื ืืขืืื ืืคื ื ืคืจืขื ื
3. From the items in your cumulative vocabulary create five sentences with at leastone infinitive construct or absolute in each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
Lesson 14 97
d) ____________________________________________________________
e) ____________________________________________________________
Lesson 15
Passive-ReflexiveBinyanim
Lesson Summary:
โข The Passive-Reflexive BinyanimNifal Pual Hitpael Hofalืืคืงื ืืชืคืงื ืคืงื ื ืคืงื
15.1 Introduction to the Passive-Reflexive Binyanim
Lesson 11 introduced the various verbal binyanim and their valencyrelationships. Lessons 11-14 then introduced the Perfect, Imperfect,etc., for the active binyanim: Qal, Piel, and Hifil. This lessonprovides paradigms for the passive-reflexive binyanim: Nifal, Pual,Hitpael, and Hofal.
Passive-ReflexivePerfect
15.2 Perfect Conjugation in the Passive-Reflexive BinyanimNIFAL PUAL HITPAEL HOFAL
3MS ื ืคืงื ืคืงื ืืชืคืงื ืืคืงื3FS ื ืคืงืื ืคืงืื ืืชืคืงืื ืืคืงืื2MS ืืช ื ืคืง ืืช ืคืง ืืช ืืชืคืง ืืช ืืคืง2FS ื ืคืงืืช ืคืงืืช ืืชืคืงืืช ืืคืงืืช1CS ืืชื ื ืคืง ืืชื ืคืง ืืชื ืืชืคืง ืืชื ืืคืง3CP ื ืคืงืื ืคืงืื ืืชืคืงืื ืืคืงืื2MP ื ืคืงืืชื ืคืงืืชื ืืชืคืงืืชื ืืคืงืืชื2FP ื ืคืงืืชื ืคืงืืชื ืืชืคืงืืชื ืืคืงืืชื1CP ืื ื ื ืคืง ืื ื ืคืง ืื ื ืืชืคืง ืื ื ืืคืง
โbe attended toโ โbe musteredโ โbe musteredโ โbe made tooverseeโ
Characteristics of the passive-reflexive Perfect:
Nifal: ื prefix.
Pual: u-class ( or ) vowel under R1, doubled R2.
Hitpael: ืืช prefix, doubled R2.
Hofal: u-class vowel under the prefix ( ื or ื).
Lesson 15 99
Passive-ReflexiveImperfect
Passive-Reflexive
Imperativeand Jussive
15.3 Imperfect Conjugation in the Passive-Reflexive BinyanimNIFAL PUAL HITPAEL HOFAL
3MS ืืคืงื ืืคืงื ืืชืคืงื ืืคืงื3FS ืชืคืงื ืชืคืงื ืชืชืคืงื ืชืคืงื2MS ืชืคืงื ืชืคืงื ืชืชืคืงื ืชืคืงื2FS ืชืคืงืื ืชืคืงืื ืชืชืคืงืื ืชืคืงืื1CS ืืคืงื ืืคืงื ืืชืคืงื ืืคืงื3MP ืืคืงืื ืืคืงืื ืืชืคืงืื ืืคืงืื3FP ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืชืคืง ืื ื ืชืคืง2MP ืชืคืงืื ืชืคืงืื ืชืชืคืงืื ืชืคืงืื2FP ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืชืคืง ืื ื ืชืคืง1CP ื ืคืงื ื ืคืงื ื ืชืคืงื ื ืคืงื
โbe attended toโ โbe musteredโ โbe musteredโ โbe made tooverseeโ
Characteristics of the passive-reflexive Prefix pattern:
Nifal: doubled R1 with (a-class qamets)
Pual: under the prefix, u-class ( or ) vowel under R1, doubled R2.
Hitpael: ืช after the prefix, doubled R2.
Hofal: u-class vowel under the prefix ( or ).
15.4 Imperative and Jussive in the Passive-Reflexive Binyanim
As in the active binyanim, the modal forms for the passive-reflexivebinyanim are based upon the Prefix pattern.
The passive-reflexive Jussive is identical to the Prefix pattern. TheImperative and 1st Person Jussive do not occur in the passivebinyanim (i.e., Pual and Hofal).
The Nifal Imperative generally occurs with that binyanโs reflexive
Lesson 15 100
sense (as opposed to its passive sense).
Imperative : NIFAL HITPAEL
2MS ืืคืงื ืืชืคืงื2FS ืืคืงืื ืืชืคืงืื2MP ืืคืงืื ืืชืคืงืื2FP ืื ื ืืคืง ืื ื ืืชืคืง
Characteristics of the passive-reflexive Imperatives:
Nifal: ื prefix doubled R1 with (a-class qamets)
Hitpael: ืืช prefix doubled R2.
1 st Person Jussive: NIFAL HITPAEL
1CS ืืคืงืื ืืชืคืงืื1CP ื ืคืงืื ื ืชืคืงืื
Passive-ReflexiveInfinitives
15.5 Infinitives in the Passive-Reflexive BinyanimNIFAL HITPAEL HOFAL
INF CST ืืคืงื ืืชืคืงื ืืคืงืINF ABS ื ืคืงื ,ืืคืงื ืืชืคืงื ืืคืงื
โto be attended toโ โto be musteredโ โto be made to overseeโ
There is only one occurrence each of a Pual Infinitive Construct,,and Infinitive Absolute ,(Ps 132:1) ืคืงื in the ,(Gen 40:15) ืคืงื Hebrew Bible.
The Hofal Infinitives are also rare; so is the Hitpael InfinitiveAbsolute, which has the same form as the Infinitive Construct.
The Nifal has two alternate forms of the Infinitive Absolute.
Lesson 15 101
Passive-ReflexiveParticiple
15.6 Participles in the Passive-Reflexive BinyanimNIFAL PUAL HITPAEL HOFAL
MS ื ืคืงื ืืคืงื ืืชืคืงื ืืคืงืFS ื ืคืงืื ืืคืงืื ืืชืคืงืื ืืคืงืืMP ื ืคืงืืื ืืคืงืืื ืืชืคืงืืื ืืคืงืืืFP ื ืคืงืืืช ืืคืงืืืช ืืชืคืงืืืช ืืคืงืืืช
โbeing attendedtoโ โbeing musteredโ โbeing musteredโ โbeing made to
overseeโ
Characteristics of the passive-reflexive participles:
Nifal: ื prefix, (a-class qamets) under R2.
Pual: ื prefix, u-class vowel under R1 ( or ), doubled R2.
Hitpael: ืืช prefix, doubled R2.
Hofal: u-class vowel under the prefix (ื or ื)
15.7 Vocabulary #15
ืืฃืื
ืืืืืืืืืืืืจืืืกืืงื
ืืฉืคืืืขืื
ADV also, even, moreover
M garden
M multitude
F wall
M donkey
M violence
Q take, receive
F family, clan
ADV still, yet, again
ืคืืืขื ืคืคืชืืฆืื
ืงืืจืงื ืืฉืื
HIT pray
M step, time
Q open
Q prosper, be successful;
HI make successful
Q PI bury
Q buy, acquire
Q be whole; PI reward, pay back
Lesson 15 102
Exercises1. Write out the full paradigm for ืงืืฉ in the passive-reflexive conjugations.
NIFAL PUAL HITPAEL HOFAL
PERF 3MS
3FS
2MS
2FS
1CS
3CP
2MP
2FP
1CP
IMPF 3MS
3FS
2MS
2FS
1CS
Lesson 15 103
NIFAL PUAL HITPAEL HOFAL
3MP
3FP
2MP
2FP
1CP
IMPV 2MS
2FS
2MP
2FP
INF CST
ABS
PTCP MS
FS
MP
FP
Lesson 15 104
2. Parse and translate the following verb forms.
f( ืืฉืื
g( ืืชืคืืืื
h( ืืฉืืช
i( ื ืืื
j( ืืืื
a( ืืชืงืืฉื
b( ื ืฉืืจื
c( ืื ืกืชืจื
d( ืืฉืื
e( ืชืืคืจ
3. Translate the following. Identify and parse the verbs in each sentence.
Gen 34:19 (aืืืื ื ืืื ืืื ืืืช ืืืื
Gen 44:3 (bืื ืืืืจืืืื ืืืื ืฉืื ืฉืืื ื
Gen 3:8 (cืืืฉืืขื ืืชึพืงืื ืืืื ืืืืื ืืชืืื ืืื ืืจืื ืืืื
II Sam 20:21 (dืืชืืืจ ืืืฉื ืืึพืืืื PNืื ื ืจืืฉื ืืฉืื ืืืื ืืขื ืืืืื
Gen 2:23 (eืฆื ืืขืฆืื ืืืฉืจ ืืืฉืจื ืืืืช ืืงืจื ืืฉื ืขื ืข ืืืืืจ ืืืื ืืืช ืืคืื ืืืืฉ ืืงืืึพืืืช
Gen 3:5 (fื ื ืื ืคืงืื ืขืื ืืื ืืืืืชื ืืืืืื ืืืขื ืื ืืืข ืืืืื ืื ืืืื ืืืืื ืืืืื ืืจืข
Prov 16:6 (gืกื ืืืืช ืืืคืจ ืขืื ืื
Lesson 15 105
Gen 3:7 (hืื ื ืืGL ืขืื ื ืฉื ืืื ืืืืขื ืื ืขืืจืืGL ืืชืคืง
Prov 11:31 (iืจืฅ ืืฉืื ืืฃ ืืึพืจืฉืข ืืืืื ืื ืฆืืืง ืื
Gen 20:17 (jืืืชืคืื ืืืจืื ืืึพืืืืืื
Ezek 16:5 (kืืชืฉืืื ืืึพืคื ื ืืฉืื
Gen 5:24 (lืืืชืืื ืื ืื PNืืชึพืืืืืื
Gen 6:11 (mืจืฅ ืืืก ืจืฅ ืืคื ื ืืืืืื ืืชืืื ืื ืืชืฉืืช ืื
Gen 25:10 (nืืฉืื ืืฉืจึพืงื ื ืืืจืื ืืืช ืื ืึพืืช PNืื ืงืืจ ืืืจืื ืืฉืจื ืฉืืฉืชื
4. From the items in your cumulative vocabulary create five sentences with at leastone construct phrase each.
a) ____________________________________________________________
b) ____________________________________________________________
c) ____________________________________________________________
d) ____________________________________________________________
e) ____________________________________________________________
Note to student: from this chapter onward word stress ( ) will rarely be marked for you.
Lesson 16
Lesson Summary:
โข Using the Lexicon
โข Dynamic and Stative Verbs
16.1 Using a Lexicon
At this point in your study of Biblical Hebrew, you should begin totransition from using our glossary to using a full-scale lexicon.
Unlike dictionaries, which provide definitions of words and rules ofusage, lexica provide glosses from one language to another. Inaddition, lexica for ancient languages often provide attested forms ofwords as well as examples taken from ancient texts.
In this section, you will be introduced to the basic steps for using alexicon for Biblical Hebrew. Following this discussion are samplepages from the Hebrew lexicon edited by Brown, Driver, and Briggs(BDB) with sidebar notes explaining the layout of the entries.
Step 1: Identify the three-letter root and look it up in the lexicon.
Step 2a: If the word is a verb, identify the binyan (see theParsing Flow Chart in the Appendix B for help).
Step 2b: If multiple meanings are listed for the binyan,determine which meaning best fits the context for yourpassage. The lexicon may reference the verse on whichyou are working; this is the editorsโ opinion of whichmeaning best suits the passage.
Step 3a: If the word is a noun, look for its entry after the entryfor the verbal root.
Step 3b: Same as Step 2b.
Lesson 16 107
Verbsโข Verbs are listed in3MS Perfect form.
โข The mostcommon meaningsare given in bold.
โข In parentheses areattestations andbasic meanings ofthe root in otherSemitic languages.
โข Entries arearranged by binyanas follows: Qal,Niph., Pi., Pu.,Hithp., Hiph.,Hoph.
โข A partial listing ofconjugated forms isprovided for eachbinyan.
โข Multiplemeanings are givenin outline formโA.1.a.โwithitalicized glosses.
Lesson 16 108
Nounsโข Nouns are listedafter the relatedverbal root.
โข Identification asnoun (n.) andgender (m. or f.)follow the form.
โข Then the mostcommon meaningsare listed in bold.
โข A partial listing ofdeclined forms isgiven.
โข Multiplemeanings arearranged in outlineformโ2.a.โwithitalicized glosses.
Dynamicand
Stative
16.2 Dynamic and Stative Verbs
The semantic distinction between dynamic and stative forms a basicdivision among verbs. Dynamic verbs refer to events ormovements. Stative verbs refer to states or qualities.
In English, stative verbs are distinguished from dynamic verbs notonly by their basic meaning (i.e., state versus event), but in their
Lesson 16 109
semantic limitations: stative verbs do not usually appear inprogressive conjugations (*He was knowing) or as imperatives(*Know!).
In Biblical Hebrew, statives not only have semantic limitations(statives are usually used intransitively, i.e., without an object), butare also distinguished from dynamics morphologically.
โข The vowel patterns in dynamic and stative verbs usuallycontrast with each other in both the Suffix Pattern and PrefixPattern.
Dynamic Suffix Pattern
Stative Suffix Pattern
Dynamic Prefix Pattern
Stative Prefix Pattern
โhe attendedโ ืคืงื =
โhe is/was heavyโ ืืื =
โhe is/was smallโ ืงืื
โhe will attendโ ืืคืงื =
โhe will be heavyโ ืืืื =
โhe will be smallโ ืืงืื
Note: All III-Gutturals verbs have a Prefix Pattern like thestatives, whether they are semantically dynamic or stative (see.ืืฉืื :(17.3
โข Stative verbs do not have an active Participle form, but oftenhave an adjective form equivalent to the 3MS Perfect form.
3MS Perfect = ืืื โhe is/was heavyโMSA adjective = ืืื โheavyโ
โข Stative verbs in the Perfect Conjugation may express a presentstate or a past state.
ืืืืืชื ืื ืืืื ืืืโ(and) their sin, indeed, is very heavy (= serious)โ (Gen 18:20)
ืงื ืืขืื ื ืืฉืจืื ืืืื ืืโ(and) Israelโs eyes were heavy (= dim) from ageโ (Gen 48:10)
Lesson 16 110
โข Stative verbs may express either a state or the inception of orentrance into a state (i.e., became).
ืืึพืืืื ืฆืขืงืชื ืืชึพืคื ื ืืืืโfor their outcry has become great before the YHWHโ (Gen 19:13)
16.3 Vocabulary #16
ืืจืืืืืื ืฃืืจื
ืืืืื
Q tread, march
Q be wise
Q be polluted, profane
Q rise, come forth, appear
F work
ื ืงืืงืืืฉืืืฉืื
ืืฉ ืฉ
ADJ clean, innocent, exempt
Q be small, insignificant
Q rejoice, be glad
Q be bereaved, childless
M/F sun
Exercises 1. Translate the following verses. Look up in BDB and identify/parse the boxed
words. Determine the best meaning for the word in the context.
Neh 1:7 (a ืืื ืืืื ื ืื ืืืึพืฉืืจื ื ืืชึพืืืฆืืช ืืืชึพืืืงืื
Hab 3:15 (b ืืจืืช ืืื ืกืืกืื ืืืจ ืืื ืจืืื
Num 1:21 (c ืคืงืืืื ืืืื ืจืืืื ืฉืฉืGLืืืจืืขืื GLืืืฃ ืืืืฉ GLืืืืช GL
Isa 59:1 (d ืืGLืืึพืงืฆืจื ืืึพืืืื ืืืืฉืืข ืืืึพืืืื ืืื ื ืืฉืืืขื
Josh 2:7 (e ืืืื ืฉืื ืจืืคื ืืืจืืื ืืจื ืืืจืืPN
Lesson 16 111
Exod 22:2 (f ืืึพืืจืื ืืฉืืฉ ืขืืื ืืืื ืื ืฉืื ืืฉืื ืืึพืืื ืื ืื ืืืจGLืืื ืืชื GL
2. Parse and translate the following verbs and indicate whether each verb isdynamic or stative.
f (ืืงืืฉ
g( ืืืงืืจ
h (ืงืื ืชื
i (ืืฉืืช
j (ืชืฉืืื ื
a (ืืืื
b (ืฉืืืชื
c( ืชืืจื
d (ืืืงGL
e( ืืชืื ืฃ
3. Translate the following. Identify and parse the verbs in each sentence (alsoindicate whether the verbs are dynamic or stative).
Gen 24:1* (aืืืืจืื ืืงื ืืืืื ืืืืื ืืจื ืืชึพืืืจืื ืืื
Gen 27:45* (bืืฉืืืชื ืืืงืืชื ืืืชื ืืฉื ืืื ืืฉืื ืืึพืฉื ืืื ืืื ืืื
Gen 41:57 (c ืืืึพืืืจืฅ ืืื ืืืฆืจืื ืืฉืืจGLืืึพืืืกืฃ ืืึพืืืง ืืจืขื ืืืึพืืืจืฅ
Deut 12:12 (dืืฉืืืชื ืืคื ื ืืืื ืืืืืื ืืชื ืืื ืืื ืืื ืชืืื ืืขืืืืื ืืชืืGL ืื ืืืGL ืืฉืจ ืืฉืขืจืืื ืื ืืื ืื ืืืงPNืืืืืชืืื ืืืืื
II Sam 7:19 ืืชืงืื ืขืื ืืืช ืืขืื ืื ืืื ื ืืืื ืืชืืืจ ืื ืืึพืืืชึพืขืืื ืืืจืืืงGL
Lesson 16 112
I Kgs 7:51 ืืชืฉืื ืืึพืืืืืื ืืฉืจ ืขืฉื ืืืื ืฉืืืPNืืืช ืืืื ืืืื ืฉืืื ืืืช ืืืืGLืืชึพืงืืฉื ืืื ืืืื ืืชึพืืืกืฃ ืืืชึพืืืื ืืืชึพืืืืื ื ืชื ืืืฆืจืืช
Ps 106:38 ืืืฉืคืื ืืGLื ืงื ืืึพืื ืืื ืืื ืืชืืื ืืฉืจ ืืืื ืืขืฆืื GLืื ืขื ืืชืื ืฃ GLืืืจืฅ ืืืืื
Prov 15:20ืื ืืื ืืฉืืึพืื
Prov 23:15ืื ื ืืึพืืื ืืื ืืฉืื ืืื ืืึพืื ื
Lesson 17
Lesson Summary:
โข Introduction to Guttural Verbs
โข I-Guttural Verbs: ืืืง ืขืื
โข II-Guttural Verbs: ืืจื ืฉืื
โข III-Guttural Verbs: ืฉืื
GutturalVerbs
I-GutturalVerbs
17.1 Introduction to Guttural Verbs
You should remember from Lesson 2 (2.5) that the gutturalconsonants ( ื,ื ,ื and ืข) have three main characteristics.
โข Characteristic #1: Gutturals (and ืจ) cannot be lengthened (i.e.,they cannot have a dagesh chazaq).
โข Characteristic #2: Gutturals prefer a-class vowels (placedboth before and after).
โข Characteristic #3: Gutturals usually have a compound shevainstead of a simple sheva.
In this lesson, we will study how these three characteristics affectverbs that have guttural consonants for their first (I-Guttural),second (II-Guttural), or third (III-Guttural) radicals.
17.2 I-Guttural Verbs
โข #1: Nifal Imperfect has a (tsere) prefix vowel instead of thenormal (chiriq) to โcompensateโ for the fact that theguttural consonant cannot take a dagesh chazaq.
ืื* instead of ืืขืื (ืืคืงื compare to) ืืข
โข #2: Qal Imperfect Dynamic verbs have a (patach) prefixvowel instead of (chiriq). Qal Imperfect Stative verbshave a (segol) prefix vowel instead of (chiriq).
Lesson 17 114
(ืืคืงื compare) ืืขืื* instead of ืืขืื
(ืืืื compare) ืืืืง* instead of ืืืืง
Note: Both dynamic and stative 1CS Qal Impf. Have (segol) asthe prefix vowel: ืืขืื and ืืืืง
โข #3: Qal Imperative and Infinite Construct will have (chatefpatach) under the first radical.
(ืคืงื compare) ืขืื* instead of ืขืื
Note: In I-Guttural verbs, the chatef vowel will always be thesame class as that of the preceding vowel (where there is one).
(Hifil 3MS Perfect and Imperfect) ืืขืืื ืืขืืื
Note: The chatef vowel may change to a full vowel if the vowelin the following syllable is reduced to a sheva.
(Qal 3MP Imperfect) ืืขืืื BUT (Qal 3MS Imperfect) ืืขืื
I-Guttural: Representative FormsQAL
DYNAMIC STATIVENIFAL PI, PU, HITP HIFIL HOFAL
PERF ืืืง ืขืื ื ืขืืIMPF ืืืืง ืืขืื ืืขืืPAST ืืืืืง ืืืขืื ืืืขืืIMPV ืืืง ืขืื ืืขืืINF CST ืืืง ืขืื ืืขืืINF ABS ืืืืง ืขืืื ืืขืื ื ืขืืPTCP ืืืง ืขืืื ื ืขืื
R
E
G
U
L
A
R
ืืขืืื ืืขืืืืขืืื ืืขืืืืืขืื ืืืขืืืืขืืืืขืืื ืืขืืืืขืื ืืขืืืืขืืื ืืขืื
II-GutturalVerbs
17.3 II-Guttural Verbs
โข #1: The Piel, Pual, and Hitpael binyanim do not have theircharacteristic dagesh chazaq in R2. The preceding vowelmay lengthen.Before ืจ the vowel always lengthens:
(ืคืงื compare) ืืจื* instead of ืืจื
Lesson 17 115
Before ื the vowel usually lengthens:
ืืืจ* instead of ืืืจ
Before ื,ื , or ืข the vowel usually does not lengthen:
ื ืื* instead of ื ืื
โข #2: Qal Imperfect and Imperative have an a-class themevowel with both stative and dynamic roots.
Stative: ืืืื (expected)Dynamic: ืืฉืื instead of *ืืฉืื (compare ืืคืงื)
โข #3: R2 has a compound sheva instead of a simple sheva whenthe verb ends in a vocalic inflectional suffix in allbinyanim except for the Hifil.
(ืคืงืื compare) ืืืจื* instead of ืืืจื(ืคืงืื compare) ืืืจื* instead of ืืืจื
Note: ืจ does not always require a compound sheva: ืืจืื
II-Guttural: Representative Forms(two different roots appear in this paradigm since none appears in all binyanim)
QAL NIFAL PIEL PUAL HITPAEL
PERF ืฉืื ื ืฉืื ืืจื ืืจื ืืชืืจืIMPF ืืฉืื ืืฉืื ืืืจื ืืืจื ืืชืืจืPAST ืืืฉืื ืืืฉืื ืืืืจื ืืืืจื ืืืชืืจืIMPV ืฉืื ืืฉืื ืืจื ืืชืืจืINF CST ืฉืื ืืฉืื ืืจื ืืชืืจืINF ABS ืฉืืื ื ืฉืื ืืจื ืืจืื ืืชืืจืPTCP ืฉืืื ื ืฉืื ืืืจื ืืืจื ืืชืืจื
III-GutturalVerbs
Note: The Hifil and Hofal binyanim are regular.
17.4 III-Guttural Verbs
โข #1: There is often no effect on III-Guttural verbs
ืืฉืืื ืฉืืื
Lesson 17 116
โข #2: Some forms have an a-class theme vowel.
(ืืคืงื compare) ืืฉืื* instead of ืืฉืื
(ืืคืงื compare) ืืฉืื* instead of (HIF 2MS IMV) ืืฉืื
BUT, some non-a-class theme vowels remain. In these cases, afurtive patach appears before R3.
(ืืคืงืื compare) ืืฉืืื* instead of โืืฉืืื
โข #3: When III-Guttural verbs have object suffixes (discussed inLesson 18), the linking vowel is often a compound shevainstead of a simple sheva.
(ืืคืงืื compare) ืืฉืืื* instead of ืืฉืืื
III-Guttural: Representative FormsQAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF ืฉืื ื ืฉืื ืฉืื ืฉืื ืืฉืชืื ืืฉืืื ืืฉืืIMPF ืืฉืื ืืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืืื ืืฉืืPAST ืืืฉืื ืืืฉืื ืืืฉืื ืืืฉืื ืืืฉืชืื ืืืฉืื ืืืฉืืIMPV ืฉืื ืืฉืื ืฉืื ืืฉืชืื ืืฉืืINF
CST ืฉืื ืืฉืื ืฉืื ืืฉืชืื ืืฉืืืINF
ABS ืฉืืื ื ืฉืื ืฉืื ืืฉืชืื ืืฉืื ืืฉืืPTCP ืฉืืื ื ืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืืื ืืฉืื
Note: The infixed of the Hitpael and R1 of roots that begin with a ืช sibilant undergo metathesis, i.e., the ืช switches places with a ื ,ืก ,ืฆ , ืฉor ืฉ.
Lesson 17 117
17.5 Vocabulary #17
ืืืืืฉืืืืจืืืง
ืืฉืืืื ืืฉืข ื
Q support; HI believe
M guilt, guilt offering
Q choose
Q be strong; PI strengthen; HI
seize, grasp
Q think, devise; NI be reckoned
F dove; PN Jonah
M deliverance, rescue, salvation
ืืืฉืืืขื
ืืจืืืื ืืฃื ืื
ืขืืืชื ืคืฉืื
Q subdue, dominate
M meeting, appointed time
F chariot
Q PI commit adultery
NI be sorry, regret, comforted; PI
comfort, console
F congregation
M opening
Q slaughter
Exercises
1. Parse the following Guttural verbs.
f (ืืืขืื
g (ืืืจื
h (ืืืฉื
i (ืฉืืื ื
j (ื ืืื
a (ืื ืืฃ
b (ืืืฉืื
c (ืืืืื ื
d (ืื ืืื
e (ืืื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 50:20* (a ืืืชื ืืฉืืชื ืขืื ืจืขื ืืืืื ืืฉื ืืืชื ืืืื
Exod 10:20 (bืืืืืง ืืืื ืืชึพืื ืคืจืขื ืืื ืฉืื ืืชึพืื ื ืืฉืจืื
Lesson 17 118
I Kgs 22:35 (cืืืืื ืืื ืืขืื ืืืจืืื
Gen 24:67* (dืืชืืึพืื ืืืฉื ืืืืื ืืืชื ืืื ืื ืืฆืืง ืืืจื ืืื
Exod 17:9 (e ืืืืืจ ืืฉื ืืึพืืืืฉืข ืืืจึพืื ื ืื ืฉืื
Lev 7:2 (f ืืืงืื ืืฉืจ ืืฉืืื ืืชึพืืขืื ืืฉืืื ืืชึพืืืฉื
Josh 18:1 (g ืืืงืืื ืืึพืขืืช ืื ืึพืืฉืจืื ืฉืืPNืืืฉืืื ื ืฉื ืืชึพืืื ืืืขื ืืืืจืฅ ื ืืืฉื ืืคื ืืื
Isa 40:1 (h ื ืืื ื ืืื ืขืื ืืืืจ ืืืืืื
Deut 5:18 (i ืืื ืชื ืืฃ
Gen 9:1 (j ืืืืจื ืืืืื ืืชึพื ื ืืืชึพืื ืื
Gen 8:8 (kืืืฉืื ืืชึพืืืื ื ืืืชื
Gen 26:29* (l ืื ืฉืื ืืืชื ืืฉืืื
Gen 18:10 (m ืืื ืึพืื ืืฉืจื ืืฉืชื ืืฉืจื ืฉืืขืช ืคืชื ืืืื
Exod 5:2 (nืืืืืจ ืคืจืขื ืื ืืืื ืืฉืจ ืืฉืืข ืืงืื ืืฉืื ืืชึพืืฉืจืื ืื ืืืขืชื ืืชึพืืืื ืืื ืืชึพืืฉืจืื ืื ืืฉืื
Lesson 17 119
I Kgs 1:11 (o ืืืืืจ ื ืชืPNืืึพืืชึพืฉืืข PNืืึพืฉืืื PNืืืืจ ืืืื ืฉืืขืช ืื ืืื ืืืื ืื ื ืืื ืื ืืืขPN ืืึพืืืืชPNืืื ืืื
Isa 17:10 (p ืื ืฉืืืช ืืืื ืืฉืขื
Lesson 18
Weak Verbs
Lesson Summary:
โข Introduction to Weak Verbs
โข Object Pronouns Suffixed to Verbs
18.1 Introduction to Weak Verbs
The paradigms in this book use the root ืคืงื because it has regularconsonants (i.e., no gutturals or glides). It is a strong verb. BiblicalHebrew, however, contains many more weak verbs than strong.Weak verbs have one or more โweakโ (e.g., glide) consonants in theroot that may affect the formโs vowel pattern.
Weak verbs fall into one of four main classes (Roman numerals areused to refer to the position of the weak letter in the root):
โข Roots that begin or end with ื: I-Alef, III-Alef
โข Roots that begin with ื : I-Nun
โข Roots with or ื I-Vav/Yod, II-Vav/Yod, III-He :(i.e., glides) ื (originally III-Vav/Yod)
โข Roots with an identical consonant in second and third positions:II-III
The chart below lists all the classes of weak verbs:
Class TraditionalName Examples Lesson Studied
I-Alef Pe Alef ืืืจ 19
III-Alef Lamed Alef ืืฆื 19
I-Nun Pe Nun ื ืคื 20
I-Vav/Yod Pe Vav/Yod ืืฉื ืืจืฉ 21
III-He Lamed He ืืื 22
II-Vav/Yod Ayin Vav/Yod ืงืื ืฉืื 23
II-III Ayin Ayin ืกืื 24
Biblical Hebrew also has doubly-weak roots (Lesson 25). Theseroots have more than one weak consonant. Some frequently
Lesson 18 121
SuffixedObject
Pronouns
occurring doubly-weak roots are listed here.
I-Nun, III-He ื ืื I-Alef, III-He ืืื
II-Vav/Yod, III-Alef ืืื I-Vav/Yod, III-He ืืจื
II-Vav/Yod, III-He ืืื I-Vav/Yod, III-Alef ืืฆื
I-Nun, III-Alef ื ืฉื
18.2 Object Pronouns Suffixed to Verbs
Lesson 7 introduced suffixed pronouns that express objects whenadded to prepositions or the direct object marker .(ืืช/ืืชึพ) Suffixed object pronouns can also be added directly to verbs. Whenadded to finite verbs these pronouns express the object of the verb(just as suffixes that are added to the direct object marker).
โHe visited himโ ืคืงืื = ืคืงื ืืืชื
1) Suffixes added to any verb ending in a VowelSuffixes added
to a verbending in a
vowel
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
-ื / -ืื
-ื-ื-ื-ื ื-ื-ื
-ืื-ืื-ื ื
ืคืงืืืื(ืคืงืืชืื)
ืคืงืืืืคืงืืืืคืงืืืืคืงืืื ืืคืงืืืืคืงืืื
ืคืงืืืืืคืงืืืืืคืงืืื ื
โthey visited himโ
(โI visited himโ)
โthey visited herโ
โthey visited youโ
โthey visited youโ
โthey visited meโ
โthey visited themโ
โthey visited themโ
โthey visited youโ
โthey visited youโ
โthey visited usโ
Note: Several verb forms are altered before suffixed pronouns:2FS Suff
ืคืงืืชืื โืชื โืช - โyou (FS)/I visited himโ
2MP/2FP Suff ืคืงืืชืื โ ืชื -โืชื -, ืชื - โyou (MP/FP) visited themโ
Lesson 18 122
3FP/2FP Prefix ืชืคืงืืื โ ื-โ ื ื - โthey (FP)/you (MP/FP) will visit herโ
2) Suffixes added to a Suffix pattern verb ending in a ConsonantSuffixes added
to a Suffixpattern verbending in aconsonant
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
ื ื ื
ื / ื ื ื ื ื
ืื ืื ื ื
ืคืงืืืคืงืืืคืงืืืคืงืืื ื ืคืงืืคืงืืืคืงืื
ืคืงืืืืคืงืืืื ื ืคืงื
โhe visited himโ
โhe visited herโ
โhe visited youโ
โhe visited youโ
โhe visited meโ
โhe visited themโ
โhe visited themโ
โhe visited youโ
โhe visited youโ
โhe visited usโNote: This chart applies only to the 3MS and 3FS (ื- becomes ืช- beforesuffixes).
3) Suffixes added to an Prefix pattern verb (e.g., Imperfect,Imperative) ending in a Consonant
Suffixes on aPrefix patternverb ending ina consonant
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
ืื
ื ื ื ื ื ื ื
ืื ืื
ื ื
ืื ืืคืงืืื) (ืคืงืื ืืคืงืืืคืงืืืืคืงืืื ื ืืคืงืืืคืงืืืืคืงืื
ืืคืงืืืืืคืงืืืื ื ืืคืงื
โhe will visit himโ
(โvisit him!โ)
โhe will visit herโ
โhe will visit youโ
โhe will visit youโ
โhe will visit meโ
โhe will visit themโ
โhe will visit themโ
โhe will visit youโ
โhe will visit youโ
โhe will visit usโNote: The u-class vowel between R2 and R3 is (qamets chatuf).
Lesson 18 123
4) The 3FS Perfect verb replaces the ending ื with a before ืช suffixes.
Suffixes on the3FS Perfect
+ 3MS suff (ืชื โ ืชืื ืคืงื โ)
+ 3FS suff ืชื โ )ืชื ืคืงื โ)
+ 2MS suff ืชื ืคืงื+ 2FS suff ืชื ืคืงื+ 1CS suff ืชื ื ืคืงื
+ 3MP suff ืชื ืคืงื + 3FP suff ืชื ืคืงื
+ 1CP suff ืชื ื ืคืงื
5) Suffixes added with an โenergicโ nun:
Sometimes there is an โextra nunโ between the suffixes listedbelow and an imperfect verb. (Usually the nun is assimilated.)
โEnergicโ Nun +3MS suff ืืคืงืื ื โ ื ื โ ื ืื +3FS suff *ื ื โ ื ื โื ื ืืคืงื+2MS suff *ื โ ื โ ื ื ืืคืงื+1CS suff ื ื โ ื ื โ* ื ื ื ืืคืงื+1CP suff *ืืคืงืื ื โ ื ื โ ื ื ื
Summary of Suffixed Object Pronouns on VerbsFOLLOWING CONSONANT
FollowingVowel
SUFFIX VERB Prefix Verb WithEnergic Nun
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
-ื / -ืื-ื-ื-ื-ื ื-ื-ื
-ืื-ืื-ื ื
ื ื ื
ื / ื ื ื ื ื
ืื ืื ื ื
ืื ื ื ื ื ื ื ื
ืื ืื
ื ื
ื ื โ ื ืืื ื โื ื* ื โ ื ื*
ื ื โ *ื ื ื
ื ื โ ื ื ื*
Note: Generally speaking, Suffix pattern/Perfect verbs use an a-classvowel (usually ) before a suffixed pronoun, while Prefix pattern verbsuse an i-class vowel (usually ).
Lesson 18 124
18.3 Vocabulary #18
ืืจืฉ
ืืืืื
ืืฉืื
Q cast out, thrust out; PI drive
out, away
INTJ behold, see!
M tablet, board, plank, plate
M couch, place of lying
ื ืืจ
ืฉืชืคืฉ
NI be recognized; HI recognize,
regard
CONJ that, which, who
Q lay hold of, wield
Exercises 1. Identify the class of the following weak roots (e.g., ืืืจ I-Alef)
g (ื ืคื
h (ืืื
i(ืืืฉ
d (ืืื
e (ืืืช
f (ืืื
a (ืืื
b (ืจืื
c(ืืื
2. Find a weak root in BDB that fits the following criteria. List the basicmeaning(s) of the root (i.e., the meanings listed in bold in BDB).
a) II-III weak root that begins with ื:
b) III-He weak root that has a middle ืจ:
c) I-Nun weak root that ends with ืง:
d) I-Vav/Yod weak root that ends with ืง:
e) I-Alef and II-Vav/Yod weak root:
Lesson 18 125
3. Parse and translate the following verbs (be sure to fully parse the suffixes).
f (ืืืฉืืื ื
g (ืืืืื
h (ืงืืฉืชื
i (ืืืืืื
j (ืืจืืชืื
a (ืชืฉืืื ื
b (ืงืืฉืืื
c (ืืจืืื
d (ืืืจืชื ื
e (ืืฉืืจื ื
4. Translate the following. Identify and parse the verbs in each sentence.
Ezek 25:7 (a ืืืืจืชืื ืืึพืืขืืื ืืืืืืชืื ืืึพืืืจืฆืืช ืืฉืืืื ืืืืขืช ืืึพืื ืืืืื
Gen 27:23 (bืืื ืืืืจื ืืึพืืื ืืืื ืืืื ืขืฉื PNืืืื ืฉืขืจืช GLืืืืจืืื
Deut 9:17 (c ืืืชืคืฉ ืืฉื ื ืืืืช ืืืฉืืื ืืขื ืฉืชื ืืื ืืืฉืืจื ืืขืื ืืื
Zeph 1:6 (d ืืึพืืงืฉื ืืชึพืืืื ืืื ืืจืฉืื
Song 3:1* (eืขืึพืืฉืืื ืืืืื ืืงืฉืชื ืืช ืฉืืืื ื ืคืฉื ืืงืฉืชืื ืืื ืืฆืืชืื
Gen. 26:7 (f ืืืฉืืื ืื ืฉื ืืืงืื ืืืฉืชื ืืืืืจ ืืืชื ืืื ืื ืืจื ืืืืจ ืืฉืชื ืคืึพ ืืึพืืืืช ืืจืื ืืืPNืืืจืื ื ืื ืฉื ืืืงืื ืขืึพืจืืงื
Gen 28:15* (g ืืื ื ืื ืื ืขืื ืืฉืืจืชืื ืื ืื ืืขืืื
Gen 29:18 (hืืืืื ืืขืงื ืืชึพืจืื PNืืืืืจ ืืขืืื ืฉืืข ืฉื ืื ืืจืื ืืชื ืืงืื ื
Lesson 18 126
Deut 4:10 (i ืืงืืึพืื ืืชึพืืขื ืืืฉืืขื ืืชึพืืืจื ืืฉืจ ืืืืื ืืืจืื ืืชื ืืึพืืืืื ืืฉืจ ืื ืืืื ืขืึพืืืืื ืืืชึพืื ืืื ืืืืืื
Gen 37:20* (j ืืขืชื ืื ืืจืืื ืื ืฉืืืื ืืืื ืืืจืืช ืืืืจื ื ืืื ืจืขื ืืืืชืื
Exod 4:3 (kืืืืืจ ืืฉืืืืื ืืจืฆื ืืืฉืืืืื ืืจืฆื
Gen 4:14* (lืื ืืจืฉืช ืืชื ืืืื ืืขื ืคื ื ืืืืื ืืืคื ืื ืืกืชืจ ืืืื ืืึพืืฆืื ืืืจืื ื
Lesson 19
Lesson Summary:
โข I-Alef Weak Verbs: ืืื
โข III-Alef Weak Verbs: ืืื ืืฆื
I-Alef WeakVerbs
QuiescentAlef
19.1 I-Alef Weak VerbsThe majority of verbs that begin with ื are classified as I-Gutturalweak verbs, and follow the I-Guttural pattern outlined in Lesson 17.
Qal 3MS Imperfect (dynamic) Glืืืจ is ืืืืจQal 3MS Imperfect (stative) ืืื is ืืืื
However, there are five verbs that are classified as I-Alef weak verbsbecause they have a unique vocalization in the Qal Imperfect andPast Narrative conjugations. In all the other conjugations andbinyanim these roots behave exactly as I-Gutturals.
The five I-Alef roots can be remembered by a mnemonic device:
โhe saidโ ืืืจ he was willingโ Mnemonic: โHe said: I am willingโ ืืืโhe ateโ ืืื to eat what I bake โ!he perishedโ even if I perishโ ืืืโhe bakedโ ืืคื
In the Qal Imperfect and Past Narrative conjugations the initial ื inthese five roots becomes quiescent; in other words, it loses itsconsonantal status. The following changes take place in these verbforms:
โข An R2 BeGaD KeFaT lacks a dagesh qal.
(ืืืชื compare) ืืืื
โข The prefix vowel becomes a .
(ืืืื compare) ืืืื
Lesson 19 128
โข The theme vowel (the vowel between R2 and R3) becomes .
(ืืืืจ compare) ืืืื
Note: The theme vowel also appears as in pausal forms, as inื and as ,ืืื in the Past Narrative of ืืืจ as ืืืืืจ.
โข Often the R1 ื is not written in the 1CS form.
ืืืื* instead of ืืื
19.2 III-Alef Weak Verbs
A similar phenomenon takes place in III-Alef verbs as in I-Alef: thebecomes quiescent it cannot close ื becomes quiescent. When the ืa syllable.
ืืฆืืช* instead of ืืฆืืช
โข The quiescent ื cannot be vocalized with a sheva.
โข a BeGaD KeFaT letter following the quiescent never has a ื dagesh qal.
โข The vowel preceding the quiescent ื lengthens.
Here are the other characteristics to note about the III-Alef verbs.
โข appears before ื in the 3FP/2FP Imperfect in all binyanim.
Qal ืชืืฆืื ื Nifal ืชืืฆืื ื Piel ืชืืฆืื ื Pual ืชืืฆืื ื Hitpael ืชืชืืฆืื ืHifil ืชืืฆืื ื Hofal ืชืืฆืื ื
โข Only Qal Perfect shows a distinction in vowel pattern betweendynamic and stative.
Perfect ืืฆื (dynamic) versus ืืื (stative)Imperfect ืืืฆื (dynamic) like ืืืื (stative)
Lesson 19 129
โข Nifal, Piel, and Hifil Perfect have a theme vowel instead of before consonantal inflectional suffixes.
Nifal Piel Hifil2MS ืืืฆืืช ืืฆืืช ื ืืฆืืช 2FS ืืืฆืืช ืืฆืืช ื ืืฆืืช 1CS ืืืฆืืชื ืืฆืืชื ื ืืฆืืชื 2MP ืืืฆืืชื ืืฆืืชื ื ืืฆืืชื 2FP ืืืฆืืชื ืืฆืืชื ื ืืฆืืชื 1CP ืืืฆืื ื ืืฆืื ื ื ืืฆืื ื
โข Hofal has a instead of (short) under the prefix.
ืืืฆื* instead of ืืืฆื* instead of ืืืฆื ืืฆืื
III-Alef: Representative FormsQAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF ืืฆื ื ืืฆื ืืฆื ืืฆื ืืชืืฆื ืืืฆืื ืืืฆืIMPF ืืืฆื ืืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆืื ืืืฆืPAST ืืืืฆื ืืืืฆื ืืืืฆื ืืืืฆื ืืืชืืฆื ืืืืฆื ืืืืฆืIMPV ืืฆื ืืืฆื ืืฆื ืืชืืฆื ืืืฆืINF
CSTืืฆื ืืืฆื ืืฆื ืืชืืฆื ืืืฆืื ืืืฆื
INF
ABSืืฆืื ื ืืฆื ืืฆื ืืชืืฆื ืืืฆื
PTCP ืืืฆื ื ืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆืื ืืืฆื
Lesson 19 130
19.3 Vocabulary #19
ืืืืืืืืคืืืฉืืืืจ
ืืืืืืขืืกืื
Q be willing, consent
F maid, handmaid
Q bake
PI boil
M male
F sin
ADV little, few
Q forgive
ืคืื
ืฆืืืงืืืงืจืืืื ืจืจืืืงืจืคืืฉืงื
NI HIT be difficult, extraordinary; HI do
an extraordinary thing
Q be thirsty
M assembly, congregation
ADJ near
M water-trough
ADJ far
Q heal
HI water, give drink
Exercises
1. Parse the following I- and III-Alef verbs.
f (ืืืืืจ
g (ื ืืืื
h (ืืืืื ื
i (ืืื )two possible parsings(
j (ืืืื
a (ืจืคื
b (ืืืืช
c (ื ืืฆืืช
d (ืฆืืืช
e (ืืืฆืืืื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 2:16 (a ืืื ืขืฅึพืืื ืืื ืชืืื
Gen 26:2 (b ืฉืื ืืืจืฅ ืืฉืจ ืืืจ ืืืื
Lesson 19 131
Exod 16:23 (c ืืช ืืฉืจึพืชืืคื ืืคื ืืืช ืืฉืจึพืชืืฉืื ืืฉืื
Lev 6:11 (d ืืึพืืืจ ืืื ื ืืืจื ืืืืื ื
Num 16:33 (eืืืืืื ืืชืื ืืงืื
Deut 8:20 (f ืืืืื ืืฉืจ ืืืื ืืืืื ืืคื ืืื ืื ืชืืืืื
Deut 29:19 (g ืืึพืืืื ืืืื ืกืื ืื
Gen 18:3 (hืืืืืจ ืืื ื ืืึพื ื ืืฆืืชื ืื ืืขืื ืื ืืึพื ื ืชืขืืจ ืืขื ืขืืื
Gen 20:17 (iืืืชืคืื ืืืจืื ืืึพืืืืืื ืืืจืคื ืืืืื ืืชึพืืืืืื ืืืชึพืืฉืชื ืืืืืชืื
Gen 26:27 (j ืืืชื ืฉื ืืชื ืืชื ืืชืฉืืืื ื ืืืชืื
Exod 32:30 (k ืืืืืจ ืืฉื ืืึพืืขื ืืชื ืืืืชื ืืืื ืืืื
Lev 19:17 (l ืืึพืชืฉื ื ืืชึพืืืื ืืืืื
Judg 4:19 (m ืืืืืจ ืืืื ืืฉืงืื ืึพื ื ืืขืึพืืื ืื ืฆืืืชื
Lesson 19 132
Isa 57:19 (nืฉืืื ืฉืืื ืืจืืืง ืืืงืจืื ืืืจ ืืืื
Ruth 1:20 (o ืืชืืืจ ืืืืื ืืึพืชืงืจืื ื ืื ื ืขืืPNืงืจืื ืื ืืจื PNืืึพืืืจ ืฉืื ืื ืืื
Lesson 20
Lesson Summary:
โข I-Nun Weak Verbs: ื ืคื ื ืืฉ
ื ืชื and ืืงื โข
I-Nun Verbs20.1 I-Nun Weak Verbs
I-Nun weak verbs undergo two changes that make them weak:
1) When the ื closes a syllable (i.e., it does not have a vowel andis preceded by a verbal prefix), it assimilates to the followingconsonant.
Qal 3MS Imperfect ืืคื (instead of *ืื ืคื)Nifal 3MS Perfect ื ืืฉ (instead of *ื ื ืืฉ)Hifil MS Participle ืืืืฉ (instead of *ืื ืืืฉ)
BUT, ื does not assimilate to gutturals โ ืื ืื.
2) When the ื occurs at the beginning of a form and it does nothave a vowel, it may undergo aphaeresis (i.e., the initial ื drops out). Aphaeresis only occurs in the Qal Imperative andInfinitive.
Qal 2MS Imperative ืืฉ (instead of *ื ืืฉ)Qal Infinitive Construct ืฉืช (ื ืืฉ* instead of) ,ืืฉืช* from ,ื
Note: the Infinitive Construct forms that undergo aphaeresis alsoadd a ืช to the end of the form.
BUT, the ื remains with a few roots:Qal Infinitive Construct/2MS Imperative ื ืคื
Lesson 20 134
I-Nun: Representative FormsQAL NIFAL PI, PU, HIT HIFIL HOFAL
PERF ื ืคื ื ืืฉ ื ืืฉIMPF ืืคื ืืืฉ ืื ืืฉPAST ืืืคื ืืืืฉ ืืื ืืฉIMPV ื ืคื ืืฉ ืื ืืฉINF
CSTืฉืช ื ืคื ื ืื ืืฉ
INF
ABSื ืคืื ื ืืืฉ ืื ืืฉ ื ืืฉ
PTCP ื ืืคื ื ืืืฉ ื ืืฉ
R
E
G
U
L
A
R
ืืืืฉ ืืืฉืืืืฉ ืืืฉืืืืฉ ืืืืฉืืืฉืืืืฉ ืืืฉ
ืืืฉ ืืืฉืืืืฉ ืืืฉ
ื ืชื and ืืงื ื ืชื and ืืงื 20.2The verb ืืงื follows the I-Nun pattern:
1) The ื assimilates (just like a ื would) to the ืง.Qal 3MS Imperfect ืืงืQal 3FS Imperfect ืงืืช
In addition, the ื undergoes aphaeresis in the imperative andinfinitive construct forms.
Qal 2MS Imperative ืงืQal Infinitive Construct ืืช ืง
However, the ื does not assimilate in the Nifal.Nifal 3MS Perfect ื ืืงื
2) The verb is not only a I-Nun verb, it also has a ื ืชื as the ื final consonant of the root. When inflectional endings areadded and the final in ื does not ื ืชื have a full vowel, itassimilates to the following consonant (just like the initial ื does in the same environment). Note that this does not happenin other roots that end in ื .
Qal 2MS Perfect ืช (ื ืชื ืช* from) ื ืชQal 2FS Perfect ื ืชืช (from *ื ืชื ืช)Qal 1CS Perfect ืชื (ื ืชื ืชื* from) ื ืช
Qal Infinitive Construct ืชืช (with suffixes, -ืชืช, from *ืชื ืช)
Lesson 20 135
20.3 Vocabulary #20
ืืจื- ืืจืข ื
ืื ืืื / ืืืืื ืืืื ื ื ืื
Q create
ADV to, toward (suffixed on
nouns)
M seed
INTER why?
Q blot out, wipe away
PI, HI look, gaze
M south; PN Negeb
HI declare
ื ืืฉื ืืข
ื ืกืขื ืคืื ืฆื
ืคืจืืื ืง
ืฉืคืื
Q draw near, approach
Q touch, reach, strike (often takes ื);
HI touch, arrive
Q pull up (tent pegs), set out, journey
Q fall
NI be delivered, deliver oneself; HI
snatch away, deliver
M fruit
M front, east; ADV anciently
F maidservant
Exercises
1. Parse the following I-Nun weak verbs.
f (ืืืกืขื
g (ื ืชื
h (ื ืกืืข
i (ืืืืื
j (ืงื
a (ืืืื
b (ืืืขืชืืื
c (ื ืชื
d (ืืงืืช
e (ืืชืคื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 3:3 (a ืืืคืจื ืืขืฅ ืืฉืจ ืืชืืึพืืื ืืืจ ืืืืื ืื ืชืืืื ืืื ื ืืื ืชืืขื ืื
Gen 3:6 (b ืืชืงื ืืคืจืื ืืชืืื ืืชืชื ืืึพืืืืฉื ืขืื ืืืืื
Lesson 20 136
Gen 3:11 (c ืืืืืจ ืื ืืืื ืื ืื ืขืืจื ืืชื
Gen 11:2 (d ืืืื ืื ืกืขื ืืงืื ืืืืฆืื ืืงืขื ืืืจืฅ ืฉื ืขืจ
Gen 12:9 (e ืืืกืข ืืืจื ืืืื ืื ืกืืข ืื ืืื
Gen 12:19 (f ืืื ืืืจืช ืืืชื ืืื ืืืงื ืืชื ืื ืืืฉื ืืขืชื ืื ื ืืฉืชื ืงื
Gen 13:11 (g ืืืืืจึพืื ืืื ืืช ืืึพืืืจ ืืืจืื ืืืกืข ืืื ืืงืื
Gen 13:15 (h ืื ืืชึพืืึพืืืจืฅ ืืฉืจึพืืชื ืจืื ืื ืืชื ื ื ืืืืจืขื ืขืึพืขืืื
Gen 17:3 (i ืืืคื ืืืจื ืขืึพืคื ืื ืืืืืจ ืืชื ืืืืื
Gen 19:26 (j ืืชืื ืืฉืชื ืืืืจืื
Gen 22:20 (kืืืื ืืืจื ืืืืจืื ืืืื ืืืื ืืืืจืื ืืืืจ ืื ื ืืืื ืืืื PNืืึพ ืืืืPNืืื ืื ืื ืื ืืืจ
Gen 24:23 (l ืืืืืจ ืืชึพืื ืืช ืืืืื ื ื ืื
Gen 32:12 (m ืืฆืืื ื ื ื ืืื ืืื ืืื ืขืฉื ืืึพืืจื ืื ืื ืืชื
Gen 33:6 (n ืืชืืฉื ืืฉืคืืืช ืื ื ืืืืืืื
Lesson 21
Lesson Summary:
โข I-Vav/Yod Weak Verbs: ืืฉื ืืจืฉ
ืืื โข
I-Vav/YodVerbs
21.1 I-Vav/Yod Weak Verbs
I-Vav/Yod weak verbs undergo two changes:
1) The ื or ื contracts with the preceding vowel.
Qal 3MS Imperfect ืืฉื (from *ืืืฉื)Qal 3MS Imperfect ืืืจืฉ (from *ืืืจืฉ)Hifil 3MS Perfect ืืืฉืื (from *ืืืฉืื)Hofal 3MS Perfect ืืืฉื (from *ืืืฉื)
2) The ื or ื undergoes aphaeresis when it lacks a full vowel atthe beginning of the word (only in Qal Imperative andInfinitive Construct of some I-Vav roots). This is similar tothe form of I-Nun weak verbs.
2MS Imperative ืฉื, instead of *ืืฉืInfinitive Construct ืืช ืืฉื* instead of ,(ืฉืืช* from) ืฉ
(Morphologically, the is ืช a feminine endingโwith no semanticvalueโthat was added after the ื underwent aphaeresis.)
BUT, is an example of a root which retains the initial ืืจื in the ื Imperative (ืืจื) and Infinitive Construct (ืืจื).
There are three different types of I-Vav/Yod weak verbs:
1) Original I-Vav verbs โ these verbs originally began with ื.
The ื is replaced with a ื in Qal, Piel, Pual, and Hitpael.
Qal 3MS Perfect ืืฉื and Imperfect ืืฉื
Lesson 21 138
The original appears (as a consonant or vowel marker) ื inNifal, Hifil, and Hofal.
Nifal 3MS Perfect ื ืืฉื and Imperfect ืืืฉืHifil 3MS Perfect ืืืฉืื and Imperfect ืืืฉืื
Qal Prefix verbs of dynamic I-Vav/Yod roots have an a-ipattern.
Dynamic (a-i) ืืฉื from *ืืืฉื
Qal Prefix verbs of stative I-Vav/Yod roots have an i-apattern.
Stative (i-a) ืืืจืฉ from *ืืืจืฉ
2) Original I-Yod verbs โ these verbs originally began with .ื The ื appears in all forms (as a consonant or a vowel marker).
Qal 3MS Imperfect ืืืืฉ and Infinitive Construct ืืืฉHifil 3MS Perfect ืืืืื and 3MS Imperfect ืืืืื
There are only seven I-Yod roots (all with the stative i-avowel pattern in the Prefix pattern).
โHI โhe chose/used the right arm ืืื โQ โit was dry ืืืฉโQ โhe suckled ืื ืง โQ โhe was good ืืืโQ โhe awoke ืืงืฅ* โHI โhe howled ืืื โQ โit was straight, upright ืืฉืจ
3) I-Yod-Tsade verbs โ these roots begin with โืืฆ and undergochanges like I-Nun weak verbs.
The assimilates ื to the when it ืฆ closes a syllable (this issimilar to the assimilation of the ื in I-Nun verbs).
Hifil 3MS Perfect ืืฆืื (from *ืืืฆืื)
Lesson 21 139
There are only six I-Yod-Tsade roots (all with the stative i-apattern in the Prefix pattern).
โQ โhe poured ืืฆืง โHIT โhe stationed himself ืืฆืโQ โhe formed, fashioned ืืฆืจ โHI โhe set, placed ืืฆืQ โit kindled, burned ืืฆืช โHI โhe spread, lay ืืฆืข
I-Vav/Yod: Representative FormsOriginal I-Vav
QAL NIFAL PI, PU, HIT HIFIL HOFAL
PERF ืืฉื ื ืืฉืIMPF ืืฉื ืืืฉืPAST ืฉื ืื ืืืืฉืJUSS ืืฉื ืืืฉืIMPV ืฉื ืืืฉืINF
CSTืืช ืฉ ืืืฉื
INF
ABSืืฉืื ืืืฉื
PTCP ืืืฉื ื ืืฉื
R
E
G
U
L
A
R
ืืืฉืื ืืืฉืืืืฉืื ืืืฉืืืืืฉื ืืืืฉืืืืฉื ืืืฉืืืืฉื
ืืืฉืื ืืืฉื
ืืืฉื ืืืฉื
ืืืฉืื ืืืฉื
Original I-Yod
QAL HIFIL
ืืื ืืืืืืืืื ืืืืืืืืืื ืืืืืืืืื ืืืื
ืืืื
ืืื ืืืืื
ืืืื ืืืื
ืืืื ืืืืื
ืืื ืืื 21.2The verb ืืื follows the original I-Vav pattern:
Qal 3MS Perfect ืืืQal 3MS Imperfect ืืืQal 3MS Past Narrative ืื ืืQal 2MS Imperative ืืQal Infinitive Construct ืืช ืHifil 3MS Perfect ืืืืืHifil 3MS Imperfect ืืืืื
Lesson 21 140
21.3 Vocabulary #21
ืจื ืืืืฉืืืฉืืืื
ืื ืืืงืฅืืจืื
M way, path
Q be(come) dry; HI cause to be dry
F dry land
Q be good, pleasing; HI do
(something) well, deal well
with
M wine
Q awake
PN Jordan River
ืืฉืขืืฉืจ
ืืขืืืคืจืฉืฉืช ืงืจืืืจืขืืจืขืืชืืื
NI be saved; HI save
Q be smooth, right; PI make even,
smooth
M deed, practice
M horseman
F bow
PI have compassion on
Q shepherd, tend, pasture
M shepherd (Q PTCP)
ADJ complete, sound
Exercises
1. Parse the following I-Vav/Yod weak verbs.
f (ืืืืืฉ
g (ืฆืืช
h (ืืืืงืฅ
i (ื ืืฉืขื ื
j (ืชืืฉืจ
a (ืืืื
b (ื ืืจื
c (ืชืืกืฃ
d (ืชืืืื
e (ืืืืืขื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 3:10 (aืืชึพืงืื ืฉืืขืชื ืืื ืืืืจื ืืึพืขืืจื GLืื ืื ืืืืื GL
Gen 3:22 (b ืืืืืจ ืืืื ืืืืื ืื ืืืื ืืื ืืืื ืืื ื ืืืขืช ืืื ืืจืข
Lesson 21 141
Gen 4:1* (c ืืืืื ืืืข ืืชึพืืืPNืืฉืชื ืืชืื ืืชึพืงืื PN
Gen 4:2 (dืืชืกืฃ GLืืืืช ืืชึพืืืื ืืชึพืืื PNืืืืึพืืื ืจืขื ืฆืื ืืงืื PNืืื ืขืื ืืืื
Gen 9:24 (eืืืืงืฅ ื ื PNืืืื ื ืืืืข ืืช ืืฉืจึพืขืฉืึพืื ืื ื ืืงืื
Gen 22:2 (fืืืืืจ ืงืึพื ื ืืชึพืื ื ืืชึพืืืืื GLืืฉืจึพืืืืช ืืชึพืืฆืืง ืืืึพืื ืืึพ PNืืจืฅ ืืืจืื
Exod 1:20 (g ืืืืื ืืืืื ืืืืืืชGL
Lev 10:20 (hืืืฉืืข ืืฉื ืืืืื ืืขืื ืื
Josh 2:10 (i ืื ืฉืืขื ื ืืช ืืฉืจึพืืืืืฉ ืืืื ืืชึพืื ืืึพืกืืฃPN ืืคื ืืื ืืฆืืชืื ืืืฆืจืื
Josh 4:22 (j ืืืืืขืชื ืืชึพืื ืืื ืืืืจ ืืืืฉื ืขืืจ ืืฉืจืื ืืชึพืืืจืื ืืื
Hos 1:7 (k ืืืชึพืืืช ืืืืื ืืจืื ืืืืฉืขืชืื ืืืืื ืืืืืื ืืื ืืืฉืืขื ืืงืฉืชืืืืจื ืืืืืืื ืืกืืกืื ืืืคืจืฉืื
Prov 3:6 (l ืืืึพืืจืืื ืืขืื ืืืื ืืืฉืจ ืืจืืชืื
Prov 21:19 (m ืืื ืฉืืช ืืืจืฅึพืืืืจ ืืืฉืช ืืืื ืืGLืืืขืก GL
Prov 28:18 (n ืืืื ืชืืื ืืืฉืข
Lesson 22
Lesson Summary:
โข III-He Weak Verbs: ืื ื ืืื
III-He Verbs22.1 III-He Weak Verbs
Most III-He weak verbs originally had a ื (or ื) as their R3. The ื inthe 3MS Perfect form is only a vowel letter marking the long finalvowel. This vowel letter was added after the final or ื .was lost ื The original R3 ื or ื shows up only rarely in some forms.
Qal Passive Participle (ืคืงืื) exhibits the original ื:
โuncoveredโ ืืืื
Qal 3MS Perfect of some verbs shows the original ื:
โhe was at easeโ ืฉืื
Note: the few roots that actually have a ื as their original R3 have amappiq in the ื, i.e., ื. This signifies that the ื is a consonant ratherthan a vowel letter:
โit was high/lofty/tallโ ืืื
โข All forms without an inflectional suffix end in ื:
Perfect โ 3MS ืืื
Imperfect โ 3MS ืืืื
Imperative โ 2MS ืืื
Infinitive Construct โ ืืืืช
Infinitive Absolute โ ืืื
Participle โ MS ABS ืืื; MS CST ืืื
Lesson 22 143
โข Forms with a vocalic inflectional suffix or a object suffixwith a linking vowel drop the R3 ื:
Qal Perfect 3CP ืืืQal Perfect 3MS + 1CS suffix ื ื ืื
โข In all forms with a consonantal suffix, the R3 contracts:
1) into .in the active binyanim (Qal, Piel, Hitpael, and Hifil)_ ื
Qal Perfect 2MS ืืืืช
2) into ื in the passive binyanim (Nifal, Pual, and Hofal).
Nifal Perfect 2MS ื ืืืืช
3) into ื in Prefix verb 3FP/2FP in all binyanim.
Qal Imperfect 3FP/2FP ืชืืืื ื
โข In Past and Jussive forms without an inflectional suffix, the R3
.drops ื
ืื โlet him uncoverโ ืืื โhe uncoveredโ ืื
III-He: Representative FormsQAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERFืืืืืืืช
ื ืืืื ืืืืช
ืืืืืืืช
ืืืืืืืช
ืืชืืืืืชืืืืช
ืืืืืืืืืช
ืืืืืืืืืช
IMPF ืืืื ืืืื ืืืื ืืืื ืืชืืื ืืืื ืืืืPAST ืื ืื ืืืื ืืืื ืืืื* ืืืชืื ืื ืืIMPV ืืื ืืืื ืืื ืืชืืื ืืืืINF
CST ืืืืช ืืืืืช ืืืืช ืืืืช ืืชืืืืช ืืืืืช ืืืืืชINF
ABS ืืื ื ืืื ืืื ืืื ืืชืืื ืืืื ืืืืPTCP
(FSA)ืืืืืื
ื ืืืื ืืื
ืืืืืืืื
ืืืืืืืื
ืืชืืืืืชืืื
ืืืืืืืื
ืืืืืืืื
Lesson 22 144
22.2 Vocabulary #22
ืืืจืืฃืืืืื ืืืืืืืืืจืืฉื ืืื
ื ืื
M light
M nose, face, anger
HI divide, separate
Q build
Q uncover, reveal
M camel; P ืืืืื
Q burn, be kindled
M darkness
ADV, CONJ so, thus
Q stretch out, extend; HI turn,
incline (something)
ืขื ืืคืจืคืจืืจืื
ืจืื
ืจืืืฉืืช
ืฉืชื
Q answer, respond
M young bull, steer; ืคืจื F heifer, cow
Q bear fruit, be fruitful
Q see, look; NI show oneself, appear; HI
show, exhibit
Q be(come) many, multiply; HI make
much/many, make multiply
Q have dominion, rule
Q cease, desist, rest; HI put an end to,
destroy
Q drink
Exercises1. Parse the following III-He verbs.
f (ืืืืืชื
g (ืจืื
h (ืชืฉืช
i (ืืจืื ื
j (ืืืืื
a (ืืจื
b (ืืืจื
c (ืขื ืื
d (ืืจืืช
e (ื ืื ืืช
Lesson 22 145
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 1:4 (aืืืจื ืืืืื ืืชึพืืืืจ ืืึพืืื ืืืืื ืืืืื ืืื ืืืืจ ืืืื ืืืฉื
Gen 1:7 (bืืืขืฉ ืืืืื ืืชึพืืจืงืืข GLืืืืื ืืื ืืืื ืืฉืจ ืืชืืช ืืจืงืืข ืืืื ืืืื ืืฉืจ ืืขื ืืจืงืืข ืืืืึพืื
Gen 1:22 (cืืืืจื ืืชื ืืืืื ืืืืจ ืคืจื ืืจืื ืืืืื ืืชึพืืืื ืืืืื
Gen 1:26 (dืืืืืจ ืืืืื ื ืขืฉื ืืื ืืฆืืื ื GLืืืืืชื ื GL ืืืจืื ืืืืช GL ืืื ืืฉืืื ืืืืืื GLืืืขืืฃ
Gen 2:1 (eืืืืื ืืฉืืื ืืืืจืฅ ืืืึพืฆืืื
Gen 2:2 (fืืืื ืืืืื ืืืื ืืฉืืืขื ืืืืืชื ืืฉืจ ืขืฉื ืืืฉืืช ืืืื ืืฉืืืขื ืืืึพ ืืืืืชื ืืฉืจ ืขืฉืื
Gen 3:14 (g ืืืืืจ ืืืื ืืืืื ืืึพืื ืืฉGL ืื ืขืฉืืช ืืืช ืืจืืจ GL ืืชื ืืืึพ ืชืืื ืืึพืืื ืืืื GL ืชืื ืืขืคืจ GLืืืืื ืืืื ืืืช ืืฉืื ืขืึพืืื ื
Gen 8:20 (h ืืืื ื ื ืืืื ืืืืื ืืืงื ืืื ืืืืื ืืืืืจืGL ืืืื ืืขืืฃ ืืืืจ ืืืขื ืขืืช ืืืืื
Gen 17:1 (i ืืืื ืืืจื ืืึพืชืฉืขืื ืฉื ื ืืชืฉืข ืฉื ืื ืืืจื ืืืื ืืึพืืืจื ืืืืืจ ืืืื ืืชืืื ืืคื ื ืืืื ืชืืื PNืื ืึพืื ืฉืื
Gen 23:5 (jืืืขื ื ืื ืึพืืช PN ... ืืชึพืืืจืื ืืืืจ ืื
Gen 39:19 (k ืืืื ืืฉืืข ืืื ืื ืืชึพืืืจื ืืฉืชื ืืฉืจ ืืืจื ืืืื ืืืืจ ืืืืจืืืืืื ืขืฉื ืื ืขืืื ืืืืจ ืืคื
Lesson 23
Lesson Summary:
โข II-Vav/Yod Weak Verbs: ืฉืื ืืื ืงืื
II-Vav/YodVerbs
23.1 II-Vav/Yod Weak VerbsII-Vav/Yod weak verbs have a or ื as R2. They are classified as ื weak verbs because the ื or ื undergoes one of two changes:
1) elides (i.e., drops out)
Qal 3MS Perfect/MS Participle ืฉื ืื ืงื
2) contracts with a preceding or following vowelโthe ื or ื inthese forms is merely a vowel letter, not a remnant of theoriginal ื or .consonant ื
Qal 3MS Imperfect ืืฉืื ืืืื ืืงืื
Note: several common roots retain their R2 ื or ื as a consonant(and thus the ื or ื does not disappear or contract).
โhe waitedโ ืงืื ;โhe is aliveโ ืืื ;โhe isโ ืืื
Lexicon Tip #1: The II-Vav/Yod weak verbs are listed in yourlexicons by their Infinite Construct form because this form(unlike the 3MS Perfect as in other verbs) better reflects thethree root consonants of these weak verbs.
Lexicon Tip #2: A few roots are listed as both II-Vav and II-Yodroots because they exhibit two infinitive construct forms: anR2 ื and an R2 ื.
ืฉืื and ืฉืืืืื and ืืื
Though these roots should be classified as II-Yod forms, some olderlexicons list them as II-Vav roots
Lesson 23 147
II-Vav/Yod: Representative FormsQAL II-VAV DYNAMIC QAL II-VAV STATIVE QAL II-YOD
PERF
(3FS)ืงื
ืื ืงืืืื ื
ืืืฉืืืฉื
ืืชืชื ื
ืฉืืื ืฉ
IMPF ืืงืื ืืืื ืืืืฉ ืืืืช ืืฉืืPAST ืงื ืื ืืืื ืืืืฉ ืืช ืื ืฉื ืืJUSS ืืงื ืืื ืืืฉ ืืืช ืืฉืIMPV ืงืื ืืื ืืืฉ ืืืช ืฉืืINF CST ืงืื ืืื ืืืฉ ืืืช ืฉืืINF ABS ืงืื ืืื ืืืฉ ืืืช ืฉืืPTCP
(FS)ืงื
ืงืืืืืืื
ืืืฉืืืฉื
ืืชืืชื
ืฉืืฉืื
NIFAL POLEL (โPOLAL, HITP) HIFIL HOFAL
PERF
(3FS) ื ืงืืื ืงืืื
ืงืืืืงืืืื
ืืงืืืืงืืื
ืืืงืืืืงืื
IMPF ืืงืื ืืงืืื ืืงืื ืืืงืPAST ืืืงืื ืืืงืืื ืงื ืื ืืืืงืJUSS ืืงืื ืืงืืื ืืงืIMPV ืืงืื ืงืืื ืืงืINF CST ืืงืื ืงืืื ืืงืื ืืืงืINF ABS ืืงืื ืืงื ืืืงืPTCP (MS)
(FS)
ื ืงืืื ืงืืื
ืืงืืืืืงืืืื
ืืงืืืืงืืื
ืืืงืืืืงืื
โข Some roots exhibit a distinction between dynamic and stativevowel patterns in the Qal.
(stative) ืืช versus (dynamic) ืงื
โข Instead of Piel, Pual, and Hitpael, most II-Vav/Yod roots havePolel, Polal, and Hitpolel binyanim.
ืงืืื ืงืืื ืฆืื and Pual ืฆืื but Piel ืืชืงืืื
โข Linking vowels often connect the consonantal inflectionalsuffixes to the roots: ื in Nifal and Hifil Perfect, ื in Qal and
Lesson 23 148
Hifil Imperfect.
Nifal 2MS Perfect ื ืงืืืืชHifil 2MS Perfect ืืงืืืืชQal 3FP/2FP Imperfect ืชืงืืืื ืHifil 3FP/2FP Imperfect ืชืงืืืื ื (sometimes ืื ื (ืชืง
23.2 Vocabulary #23
ืืื
ืืืฉืืืืจืืฆืจืืื
ืืกืืืืคืชืืืช
Q come, enter; HI bring, make
enter
Q be ashamed
M first-born
Q form, fashion, shape
NI be set up, established, fixed;
HI establish, set up, make
firm
M throne; P ืืกืืืช
M wonder, sign, portent
Q die; HI kill
ืืืืืื ืืขื ืืจืกืืจ
ืขืคืจืงืื
ืฉืื / ืฉืืืฉืื
F kingdom, rule
Q plant
M foreign thing
Q turn aside, depart; HI cause
to depart, remove
M dust, dirt, dry earth
Q rise, stand up; PI confirm,
establish; HI raise, erect
Q put, place, set
Q turn back, return; HI return
(something)
Exercises1. Parse the following II-Vav/Yod verbs.
f (ืืืงื
g (ืืืฉื )hint: II-Yod verb(
h (ืฉืื
i (ืชืฉืืื
j (ื ืืื ื
a (ืืืฉื
b (ืืืืืืช
c (ืืืื ื
d (ืืืื ืื ื
e (ืืืืช
Lesson 23 149
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 2:8 (aืืืืข ืืืื ืืืืื ืืึพืืขืื ืืงืื ืืืฉื ืฉื ืืชึพืืืื ืืฉืจ ืืฆืจ
Gen 3:4 (bืืืืืจ ืื ืืฉ GLืืึพืืืฉื ืืึพืืืช ืชืืชืื
Gen 3:19 (c ืืืขืชGL ืืคืื ืชืืื ืืื ืขื ืฉืืื ืืึพืืืืื ืื ืืื ื ืืงืืช ืืึพ ืขืคืจ ืืชื ืืืึพืขืคืจ ืชืฉืื
Gen 4:8 (d ืืืืืจ ืงืืPNืืึพืืื PNืืืื ืืืื ืืืืืชื ืืฉืื ืืืงื ืงืื ืืึพืืื ืืืื ืืืืจืืื
Gen 6:18 (e ืืืงืืชื ืืชึพืืจืืชื ืืชื ืืืืช ืืึพืืชืืGL ืืชื ืืื ืื ืืืฉืชื ืื ืฉืึพ ืื ืื ืืชื
Gen 9:9 (fืืื ื ืื ื ื ืืงืื ืืชึพืืจืืชื ืืชืื ืืืชึพืืจืขืื ืืืจืืื
Gen 21:18 (g ืงืืื ืฉืื ืืชึพืื ืขืจ ืืืืืืงื ืืชึพืืื ืื ืืึพืืืื ืืืื ืืฉืืื ื
Gen 13:16 (hืืฉืืชื ืืชึพืืจืขื ืืขืคืจ ืืืจืฅ ืืฉืจ ืืึพืืืื GL ืืืฉ ืืื ืืช GL ืืชึพ ืขืคืจ ืืืจืฅ ืืึพืืจืขื ืืื ื
Gen 20:7 (i ืืขืชื ืืฉื ืืฉืชึพืืืืฉ ืืึพื ืืื ืืื ืืืชืคืื ืืขืื ืืืืGL ืืืึพืืื ื ืืฉืื ืืข ืืึพืืืช ืชืืืช ืืชื ืืืึพืืฉืจึพืื
Gen 35:2 (j ืืืืืจ ืืขืงื ืืึพืืืชื ืืื ืืึพืืฉืจ ืขืื ืืกืจื ืืชึพืืืื ืื ืืจ ืืฉืจืืชืืื
Lesson 23 150
Exod 4:21 (kืืืืืจ ืืืื ืืึพืืฉื ืืืืชื ืืฉืื ืืฆืจืืื ืจืื ืืึพืืืคืชืื ืืฉืจึพ ืฉืืชื ืืืื ืืขืฉืืชื ืืคื ื ืคืจืขื ืืื ื ืืืืง ืืชึพืืื ืืื ืืฉืื ืืชึพืืขื
II Sam 7:13 (l ืืื ืืื ืึพืืืช ืืฉืื ืืื ื ืชื ืืชึพืืกื ืืืืืชื ืขืึพืขืืื
Lesson 24
Lesson Summary:
โข II-III Weak Verbs: ืกืื ืงืื
II-III Verbs24.1 II-III Weak Verbs
II-III weak verbs are roots with identical second (R2) and third (R3)root letters. They have the following characteristics:
โข The identical root letters may assimilate.
Qal 3CP Perfect ืื ืกืืื or ืก
Note: When the doubled (from assimilation) consonant is at theend of the word, the dagesh chazaq drops out.
Qal 3MS Perfect ืกื (from *ืกื)
Sometimes instead of R2 assimilating forward to R3, itassimilates back to R1.
Qal 3MP Imperfect ืื ืื but also ืืก ืืก
โข Instead of Piel, Pual, and Hitpael, most II-III weak verbs havePoโel, Poโal, and Hitpoโel.
Poโel ืกืืื BUT Piel ืงืื
โข Linking vowels often appear before consonantal inflectionalsuffixes in some forms: Qal, Nifal, Hifil, and Hofal Suffixpatterns have ื, and Qal, Nifal, Hifil, and Hofal Prefix patternshave ื .
2MS PERF: Q ืกืืืช NI ื ืกืืืช HI ืืกืืืช
2/3FP IMPF: Q ืื ื ืื ื NI ืชืกื ืื ื HI ืชืกื ืชืกื
FP IMV: Q ืื ื ืื ื NI ืกื ืื ื HI ืืกื ืืกื
Lesson 24 152
II-III: Representative FormsQAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PERF
(FS)
ืกืื / ืกืืื ืก
ืงืืงืื
ื ืกืืื ื ืก
ืกืืืืกืืืื
ืืกืืื ืืก
ืืืกืืื ืืืก
IMPF ืืกื / ืืกื ืืงื ืืกื ืืกืืื ืืกื ืืืกืPAST ืกื ืื ืืืงื ืืืกื ืืืกืืื ืกื ืื ืืืืกืJUSS ืืกื ืืงื ืืกื ืืกืืื ืืกื ืืืกืIMPV ืกื ืืกื ืกืืื ืืกืINF CST ืกื ืงื ืืกื ืกืืื ืืกื ืืืกืINF ABS ืกืืื ืืกืื ืกืืื ืืกื ืืืกืPTCP
(FS)
ืกืืืืกืืืื
ืงืืงืื
ื ืกืื ืกืื
ืืกืืืืืกืืืื
ืืกืืืกืื
ืืืกืืืืกืื
24.2 Vocabulary #24
ืืจืืืืจืืืื
ืืืงืืื
ืื ืืืชืช
M chest, ark
Q conceive, become pregnant
HISHTAFEL bow down, prostrate
oneself
M bosom, lap
NI be defiled; PI pollute, defile; HI
begin
Q show favor, be gracious
Q be shattered, dismayed
ืจื ืืืจืฉืกืืืคืจืจืฆืจืจืงืืืจืืจื ื
ืชืื
ADV not yet, before
Q take possession, inherit
Q turn about, go around, surround
HI break, frustrate
Q show hostility
Q be slight, trifling; be quick
M multitude, greatness, abundance
Q, PI give a ringing cry
Q be complete, finished
Lesson 24 153
Exercises
1. Parse the following II-III verbs.
f (ืืืื
g (ืืืชื ื
h (ืฆืจืจื
i (ืืจื ื
j (ืืืกืืืช
a (ื ืกื
b (ืืงื
c (ืืืคืจ
d (ืชืชื
e (ืืืื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 6:1 (aืืืื ืืึพืืื ืืืื ืืจื GLืขืึพืคื ื ืืืืื ืืื ืืช ืืืื ืืื
Gen 16:5 (b ืืชืืืจ ืฉืจืPNืืึพืืืจื ืืืกื ืขืืื ืื ืื ื ืชืชื ืฉืคืืชื ืืืืงื ืืชืจื ืื ืืจืชื ืืืงื ืืขืื ืื ืืฉืคื ืืืื ืืื ื ืืืื ืื
Gen 37:7 (cืืื ื ืชืกืืื ื ืืืืชืืื GLืืชืฉืชืืืื ืืืืืชื
Lev 9:24 (dืืืจื ืืึพืืขื ืืืจื ื ืืืคืื ืขืึพืคื ืืื
Deut 3:24 (e ืืื ื ืืืื ืืชื ืืืืืช ืืืจืืืช ืืชึพืขืืื ืืชึพืืืืGL
Josh 4:1 (f ืืืื ืืืฉืจึพืชืื ืืึพืืืื ืืขืืืจ ืืชึพืืืจืื ืืืืืจ ืืืื ืืึพืืืืฉืข
Josh 4:11 (g ืืืื ืืืฉืจึพืชื ืืึพืืขื ืืขืืืจ ืืืขืืจ ืืจืืึพืืืื ืืืืื ืื ืืคื ื ืืขื
Lesson 24 154
Josh 6:3 (hืืกืืชื ืืชึพืืขืืจ
Josh 6:11 (i ืืืกื ืืจืืึพืืืื ืืชึพืืขืืจ
Judg 2:1 (j ืืืืจ ืืึพืืคืจ ืืจืืชื ืืชืื ืืขืืื
II Sam 12:22 (k ืื ืืืจืชื ืื ืืืืข ืืื ื ื ืืืื ืืื ืืืื
II Kgs 13:23 (l ืืืื ืืืื ืืชื ืืืจืืื
Lesson 25
Lesson Summary:
โข Doubly-Weak Verbs
โข Identifying the Roots of Doubly-Weak Verbs
Doubly-WeakVerbs
25.1 Doubly-Weak Verbs
At this point, you have studied all of the major categories of weakroots in Biblical Hebrew. However, many verb roots contain morethan one weak consonant. Thus, such roots are referred to asโdoubly-weak.โ This is the final category of weak roots that you willstudy. Below are listed some common doubly-weak roots:
ืืื I-Alef, III-He ื ืื I-Nun, III-He
ืืจื I-Vav/Yod, III-He ืืื II-Vav/Yod, III-Alef
ืืฆื I-Vav/Yod, III-Alef ืืื II-Vav/Yod, III-He
ื ืฉื 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 thatup to two of their three root consonants may not be apparent, as inthe verb ืืื.
The key to correctly identifying and parsing these doubly weakverbs is to use a three step process of elimination.
STEP 1 : Identify what parts of the verb form are inflectionalaffixes and what parts are remnants of the root.
are clearly inflectional affixes for the Past Narrative ื and ื the :ืืืconjugation; thus ื is the only remaining consonant from the root ofthis verb.
Lesson 25 156
STEP 2 : Rule out which weak consonants cannot be part of theverbal root, or vice versa, and identify which weak consonantscan account for what is left of the verbal root in the verb form.
Since we have only one consonant of the root left, the other two :ืconsonants must be ones that disappear in some way.
โข Of the weak consonants (the gutturals, ื ,ื and ื), only ื,ื , andelide, and ื assimilates. Hence, the remaining consonants ื of this verbโs root cannot be ืข,ื ,ื , or ืจ.
so ,(ื ืชื except in) only assimilates at the beginning of a root ื โขwe can rule out a root that ends in ื .
only elides at the end of a root, so we can rule out a root that ื โขbegins with ื.
and ื โข often elide in II-Vav/Yod verbs; however, these weak ื verbs never have a final ื which elides or an initial ื whichassimilates. Thus we can conclude that this verb is not a II-Vav/Yod.
For the verb we are left with two logical possibilities after the ืืื first two steps: the root is either ื ืื or ืืื.
STEP 3: Use your lexicon to identify which of your logicalroots actually exists in the Hebrew Bible. If both exist, thenscan through the existing forms in each root to aid you inidentifying which is your verbโs root.
In the case of the the lexicon should tell you that the root ืืื ืืื does not exist. Therefore, the root for this verb is ,HI โsmite ื ืื strikeโ.
(ืืื ืื* from) ื ืืโ Hifil 3MS Past :ืืื
Lesson 25 157
25.3 Vocabulary #25
ื ื ืืืืชืืืืฉ
ืืฉ ืืืืง
ืื ืืืจืฃ
INTER where?, to where?
ADV not, except
Q bind, bind on, bind up; PI bind,
restrain; PU be bound up
M new moon, month
Q, PI divide, distribute; NI divide
oneself
Q incline, bend down, camp
Q tear, rend, pluck
ืืืืืจืื ืื
ื ืืื ืงื
ืชืจ ืคืชืืืชืื
HI give thanks, praise, confess
Q, HI throw, cast, shoot (arrows)
Q rest; HI cause to rest, make quiet; set
down; let remain, leave
HI smite, strike
Q avenge, take vengeance; NI avenge
oneself; HO be avenged
Q interpret
F ark
Q hang
Exercises
1. Parse the following Doubly-Weak verbs.
f( ืืชืฉืื ื
g (ืืชืืคื
h (ื ืืืช
i (ืืืืชื
j (ืืืืจ
a (ืืืช
b (ืชืจื
c (ืืืื
d (ืืืืืข
e (ืืืชื
2. Translate the following verses. Identify and parse the verbs in each sentence.
Gen 4:15 (aืืืืืจ ืื ืืืื ืืื ืืึพืืจื ืงืื ืฉืืขืชืื ืืงื ืืืฉื ืืืื ืืงืื ืืืช ืืืืชื ืืืืชึพืืชื ืืึพืืฆืื
Lesson 25 158
Gen 8:4 (bืืชื ื ืืชืื ืืืืฉ ืืฉืืืขื GLืืฉืืขื GLึพืขืฉืจGLืืื ืืืืฉ ืขื ืืจื PNืืจืจื
Gen 14:15 (cืืืืืง ืขืืืื ืืืื ืืื ืืขืืืื ืืืื
Gen 16:8 (dืืืืืจ ืืืจ PNืฉืคืืช ืฉืจื ืืึพืืื ืืืช ืืื ื ืชืืื
Gen 26:17 (eืืืื ืืฉื ืืฆืืง ืืืื ืื ืื GLึพืืจืจPNืืืฉื ืฉื
Gen 29:35 (fืืชืืจ ืขืื ืืชืื ืื ืืชืืืจ ืืคืขื ืืืื ืืชึพืืืื ืขืึพืื ืงืจืื ืฉืื ืืืืื ืืชืขืื ืืืืช
Gen 37:21 (gืืืฉืืข ืจืืืื ืืืฆืืื ืืืื ืืืืืจ ืื ื ืื ื ื ืคืฉ
Gen 40:22 (hืืืช ืฉืจ ืืืคืื ืชืื ืืืฉืจ ืคืชืจ ืืื ืืืกืฃ
Gen 49:8 (iืืืืื ืืชื ืืืืื ืืืื
Isa 12:1 (jืืืืจืช ืืืื ืืืื ืืืื ืืืื
Hos 6:1 (k ืืื ืื ืฉืืื ืืึพืืืื
Ps 44:9 (lืืืืืื ืืืื ื ืืึพืืืื ืืฉืื ืืขืืื ื ืืื
Lesson 26
Lesson Summary:
โข Introduction to Syntax in Biblical Hebrew: Part 1
โข Complements and Adjuncts
โข Argument Structure
Syntax
Constituent
Clause
Subject
Predicate
Verbal andVerblessClauses
26.1 Introduction to Syntax in Biblical Hebrew: Part 1
Throughout the last 25 lessons, we primarily discussed themorphology of Biblical Hebrew words. In this lesson, we will beginour discussion of syntaxโthe system of relationships amongconstituents.
โConstituentโ 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, morecomplex unit called a clause.
A basic definition of a clause is that it is the combination of at leasttwo constituents: a subject and a predicate.
(Jon 1:5) ืืืืจืื ืืืืืืThe sailors were afraidsubject predicate
Subjects are usually nouns, noun phrases, or some other nominalconstituent (such as a substantive adjective).
Predicates may be verbal (e.g., a Perfect verb, Imperfect verb,Participle) or nominal (e.g., an adjective / adjective phrase, or aprepositional phrase).
Clauses with verbal predicates are called verbal clauses; clauseswith nominal predicates are called verbless clauses (the copula, orโbeโ verb, must be supplied).
Lesson 26 160
Complementsand
Adjuncts
Verbal (Imperfect) Clause:
ืืืื ืืชืขืฉืช ืืืืืื ืื ื โperhaps God will think about usโ (Jon 1:6)
Verbless Clause:
ืขืืจื ืื ืืโa Hebrew (am) Iโ (Jon 1:9)
26.2 Complements and AdjunctsWhen we consider the relationship between constituents, a majorissue is the relationship between a verb and its modifiers. Animportant distinction is between complements and adjuncts.
Complements are obligatory constituents following the verb in aclause; if such constituents were omitted, the clause would beincomplete. 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 examplesare complementsโtheir presence is required by the verbs in orderfor the clauses to be grammatical (i.e., to make sense).
ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืืโYHWH cast a great wind to the seaโ (Jon 1:4)
ืืึพืืืขื ืืื ืฉืื ืืึพืืืคื ื ืืืื ืืื ืืจืโBecause the men knew that he was fleeing from YHWH โ (Jon1:10)
ืืืื ืืืื ืื ืืืื ืืืืข ืืชึพืืื ืโYHWH appointed a big fish to swallow Jonahโ (Jon 2:1)
The presence and number of complements are generally determinedby the valency of the verb, whether it is intransitive, transitive, orditransitive.
In contrast to complements, adjuncts are optional constituents
Lesson 26 161
following the verb in a clause; such constituents may be omittedwithout affecting the basic grammaticality of the clause. Theboldfaced, italicized constituents in the following clauses areadjuncts.
ืืืชืคืื ืืื ื ืืึพืืืื ืืืืื ืืืขื ืืืืโJonah prayed to YHWH his God from the belly of the fishโ (Jon2:2)
ืืืงื ืืื ื ืืืื ืืึพื ืื ืื ืืืืจ ืืืืโJonah arose and went to Nineveh according to the word ofYHWHโ (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 theevent or action denoted by the predicate.
An analogy might help: we can think of a predicate as the script of aplay in which there are a number of roles, which correspond to theconstituents. Each and every role must be filled for the play towork. In the same way, each predicate specifies the number ofarguments needed to complete its argument structure.
โOne-place predicatesโ (e.g., intransitive verbs) take just oneargument, a subject.
(Jon 1:5) ืืืืจืื ืืืืืืThe sailors were afraidexternal predicateargument
โTwo-place predicatesโ (e.g., transitive verbs), in contrast, take twoarguments, a subject and another obligatory constituent thatmodifies the verbโobjects, adverbs, prepositional phrases, etc.
(Jon 3:10) ืืืจื ืืืืืื ืืชึพืืขืฉืืืtheir deeds God saw internal external predicate argument argument
Lesson 26 162
Some predicates (e.g., ditransitive verbs) may take more than twoarguments, such as a subject and two direct objects or a subject, adirect object (e.g., an object), and an oblique object (e.g., aprepositional phrase.
(Jon 1:4) ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืืto the sea a great wind cast YHWH
internal internal pred. externalargument argument argument
26.4 Vocabulary #26
ืืืืืืงืืืืืืืช
ืื ืืื
Q weep, bewail; PI lament
Q cling, cleave, keep close
Q cease, come to an end
F mother-in-law
M favor, grace
F daughter-in-law, bride
ืืงืืืืืขื ืืืื ืืจืื ืฉืงืขื
Q glean, pick up, gather
INTER why
F possession, property, inheritance
ADJ foreign, alien; F ื ืืจืืQ, PI kiss
M witness
Exercises
1. Translate the following verses and identify all of the constituents by their lexicalcategor y : mark each one as a noun/pronoun (N), verb (V; include infinitives andparticiples), preposition (P), adjective (Adj), adverb (Adv), or othergrammatical word (GW; such as interrogatives, negatives, or conjunctions).
Ruth 1:4 (aืืืืืืช ื ืฉืื ืืื ืืืฉืื PNืขืจืคื ืฉื ืืืืช PNืจืืช ืืฉื ืืช ืืฉื PN
ืฉื ืืGLืืืฉืื ืฉื ืืขืฉืจ
Ruth 1:6 (bืืชืงื ืืื ืืืืชืื ืืชืฉื ืืฉืื ืืืื PNืื ืฉืืขื ืืฉืื ืืืื ืืึพืคืงื ืืืื ืืชึพืขืื ืืชืช ืืื ืืื
Ruth 2:8 (cืืืืืจ ืืขื PNืืึพืจืืช ืืืื ืฉืืขืช ืืชื ืืึพืชืืื ืืืงื ืืฉืื ืืืจ ืืื
Lesson 26 163
Ruth 2:8 (cืืืืืจ ืืขื PNืืึพืจืืช ืืืื ืฉืืขืช ืืชื ืืึพืชืืื ืืืงื ืืฉืื ืืืจ ืืื ืื ืชืขืืืจื ืืื ืืื ืชืืืงืื ืขืึพื ืขืจืชื
Ruth 3:16 (dืืชืืื ืืึพืืืืชื ืืชืืืจ ืืึพืืช ืืชื ืืชืืึพืื ืืช ืืึพืืฉืจ ืขืฉืึพืื ืืืืฉ
2. Translate the following verses and identify the syntactic relationships betweenthe constituentsโmark each subject (S), verb (V), complement (Comp), andadjunct (Adt) that you find.
Ruth 1:14 (aืืชืฉื ื ืงืืื ืืชืืืื ื ืขืื ืืชืฉืง ืขืจืคื ืืืืืชื ืืจืืช ืืืงื ืื
Ruth 1:6 (bืืชืงื ืืื ืืืืชืื ืืชืฉื ืืฉืื ืืืื ืื ืฉืืขื ืืฉืื ืืืื ืืึพืคืงื ืืืื ืืชึพืขืื ืืชืช ืืื ืืื
Ruth 2:10 (cืืชืคื ืขืึพืคื ืื ืืชืฉืชืื ืืจืฆื ืืชืืืจ ืืืื ืืืืข ืืฆืืชื ืื ืืขืื ืื ืืืืืจื ื ืืื ืื ื ืืจืื
Ruth 4:10 (dืืื ืืชึพืจืืช ืืืืืื ืืฉืช ืืืืื PNืงื ืืชื ืื ืืืฉื ืืืงืื ืฉืึพืืืช ืขืึพื ืืืชื ืืืึพืืืจืช ืฉืึพืืืช ืืขื ืืืื ืืืฉืขืจ ืืงืืื ืขืืื ืืชื ืืืื
3. Translate the following verses and identify the argument structureโmark eachpredicate (Pred), external argument (EA), and internal argument (IA).
Ruth 1:14 (aืืชืฉื ื ืงืืื ืืชืืืื ื ืขืื ืืชืฉืง ืขืจืคื ืืืืืชื ืืจืืช ืืืงื ืื
Lesson 26 164
Ruth 1:18 (bืืชืจื ืืึพืืชืืืฆืช ืืื ืืืืช ืืชื ืืชืืื ืืืืจ ืืืื
Ruth 2:10 (cืืชืคื ืขืึพืคื ืื ืืชืฉืชืื ืืจืฆื ืืชืืืจ ืืืื ืืืืข ืืฆืืชื ืื ืืขืื ืื ืืืืืจื ื ืืื ืื ื ืืจืื
Ruth 3:14 (dืืชืฉืื ืืจืืืืชืื ืขืึพืืืงืจ ืืชืงื ืืืจื ืืืืจ ืืืฉ ืืชึพืจืขืื ืืืืืจ GLืืึพืืืืข ืืึพืืื ืืืฉื ืืืจื
Lesson 27
Lesson Summary:
โข Introduction to Syntax in Biblical Hebrew: Part 2
โข Main and Subordinate Clauses
โข Biblical Hebrew Word Order
Main andSubordinate
Clauses
Coordination
27.1 Introduction to Syntax in Biblical Hebrew: Part 2
In the last lesson, syntax was introduced as the system ofrelationships between constituents and a clause was defined as asubject and a predicate. This lesson will introduce you to two furtherimportant aspects of Biblical Hebrew syntax: the relationshipsbetween clauses, and the basic order of constituents within clauses.
27.2 Main and Subordinate Clauses
One way to classify clauses is by how they relate to each other.There are two basic types: main clauses and subordinate clauses. Amain clause is one that can stand on its own; that is, it is notgrammatically controlled by another clause. In contrast, asubordinate clause is one that is grammatical controlled by anotherclause.
Related to this classification is the distinction between the two waysthat clauses relate to each other: coordination and subordination.
Coordination is the linking of two or more clauses that are of equalsyntactic status, i.e. there is no syntactic hierarchical relationshipbetween the two or more clauses.
ืืืงื ืืื ื... ืืืจื ืืคื ืืืืฆื ืื ืื...ืืืชื ืฉืืจื ืืืจื ืืโ(and) Jonah rose . . . and went down (to) Joppa and found a ship. . . and gave its fare and went down in itโ (Jon 1:3)
Coordination in Biblical Hebrew is most often marked withcoordinating conjunctions: ,โandโ ื ,โorโ ืื ,โbutโ ืืื .โbutโ ืืืื (See 3.6 for further discussion of and ื why it is not always
Lesson 27 166
Asyndesis
Subordination
SubordinatingConjunctions
appropriate to translate it.)
However, it is not uncommon for the coordinating conjunction to beabsent, resulting in asyndesis, or unmarked coordination. Comparethe two clauses below:
ืืืืืจื ืืืฉ ืืึพืจืขืื ืืื ืื ืคืืื ืืืจืืืชโ(and) they said to each other: come and let us cast lotsโ (Jon 1:7)
ืงืื ืื ืืึพื ืื ืื ืืขืืจ ืืืืืืโRise, Go to Nineveh, the great cityโ (Jon 1:2)
Subordination is the linking of two or more clauses with the resultthat they have different syntactic status, i.e. one clause issyntactically dependent on the other.
ืืืืืจื ืืืื ืืึพืืืช ืขืฉืืช ืืึพืืืขื ืืื ืฉืื ืืึพืืืคื ื ืืืื ืืื ืืจื ืื ืืืื ืืื
โ(and) they said to him, โWhat is this (that) you have done?โBecause the men knew that he was fleeing from YHWH becausehe had told themโ (Jon 1:10)
Subordination in English is most often marked with subordinatingconjunctions: when, if, although, since, because, while, after, before,etc. The list below provides the most commonly used BiblicalHebrew subordinating conjunctions:
โbeforeโ ืืคื ื โafterโ ืืืจื
โbecause, when, if, that, thoughโ ืื โif, thoughโืื โjust as, whenโ ืืืฉืจ โwho/which, thatโ ืืฉืจ
โif notโืืืื โifโ ืืโwhile, untilโ ืขื โthereforeโ ืืื
ืขื โlest, so that notโ ืคื โin order to, so thatโ ืื
Traditionally, clauses in coordinate relationship are said to form acompound sentence, whereas those in subordinate relationship forma complex sentence.
Lesson 27 167
Word Order
BH =Subj-Pred
(in indicativeclauses)
Inversion =X-Pred-Subj
Note: Biblical Hebrew, in contrast to English as well as Indo-European languages in general, has a few coordinatingconjunctions, but very few subordinating conjunctions. As aresult, often times clauses which are syntactically coordinate inBiblical Hebrew may in fact be semantically subordinate. Anaccurate translation from Biblical Hebrew to English will reflectthis semantic subordination despite the syntactical coordinationof the clauses. Consider the following segments from parallelmaterial in Kings and Chronicles.
ืขืื ืื ืชืชืื ืืืืโGo up and (= so that, or because) I will place them in yourhandโ (1 Chr. 14:10)
ืขืื ืืึพื ืชื ืืชื ืืชึพืืคืืฉืชืื ืืืืโGo up because I will surely place the Philistines in your handโ(2 Sam. 5:19)
27.3 Biblical Hebrew Word Order
Like English, Hebrew is primarily a Subject-Predicate word orderlanguage. This means that in normal (โwithout emphasisโ)indicative clauses, the subject precedes the predicate (regardless ofwhether the predicate is a verb, adjective, etc.). For instance:
ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืืโYHWH cast a great wind upon the seaโ (Jon 1:4)
However, you will have noticed by now that many clauses inBiblical Hebrew are not Subject-Predicate in order.
ืืึพืืืขื ืืื ืฉืื ืืึพืืืคื ื ืืืื ืืื ืืจืโbecause the men knew that he was fleeing from YHWH (Jon1:10)
As illustrated in Jonah 1:10, whenever a grammatical word like ืื โbecause, thatโ stands at the front of the clause, the word order of theremaining clause is inverted, i.e., it becomes predicate-subject.
The words, like that ,ืื trigger this inversion include the relativesืื,ื the interrogatives ,ืฉ and ืืฉืจ ืื ,ื , etc., negatives ืื,ืื , andmost other grammatical words, e.g., ืขื,ืื ,ืื ,ืคื ืื .
Lesson 27 168
Past Narr.verb =
Pred-Subj
Modal Clause=
Pred-Subj
The only two grammatical words in Biblical Hebrew that do notgenerally trigger Predicate-Subject word order are ืื ื and ืขืชื.
Finally, Subject-Predicate word order is not present in the mostcommon type of clause in the Hebrew Bible, the clause in which thePast Narrative verb is used. For instance:
ืืืงื ืืื ื ืืืจื ืชืจืฉืืฉื ืืืคื ื ืืืืโJonah arose to flee to Tarshish from before YHWHโ (Jon 1:3)
In the case of Jonah 1:3, the Past Narrative verb precedes the ืืืงื subject .ืืื ื This is the case with every Past Narrative verbโtheverb precedes the subject.
One possible explanation for this is that the dagesh chazaq in theprefix of the Past Narrative verb (e.g., ืืืงื) represents agrammatical word that has been assimilated into the prefixconsonant. Thus, because of that โlittle grammatical wordโrepresented by the dagesh, any clause including a Past Narrativeverb is predicate-subject in order.
All of the clauses we have discussed to this point have containedindicative verbs. Unlike indicative verbs, which exist primarily inSubject-Predicate clauses, modal verbs exist in inverted clauses.Thus, when we examine the Jussives given below, we see thePredicate-Subject order.
ืืืฉืชืง ืืื ืืขืืื ืโ(so that) the sea may be quiet from upon usโ (Jon 1:11)
ืืืฉืื ืืืฉ ืืืจืื ืืจืขืโlet (each) man turn from his evil wayโ (Jon 3:8)
The Modal Perfect (Lesson 7) also has a modal value; thus, it toostands in inverted clauses. Notice the Predicate-Subject order of thefollowing Modal Perfect examples:
ืืึพืืืืข ืืฉืื ืื ืื ืืืืืืโWho knows? Maybe God shall turn back and repentโ (Jon 3:9)
Lesson 27 169
Participles&
Verbless =Subj-Pred
In Jonah 3:9, the Predicate-Subject word order for the clause ืื ืืreflects ืืืืืื the normal word order for modal clauses. Alsonotice how the Modal Perfect follows a Jussive. This is a commonverb sequence for Modal Perfects (i.e., that they follow other modalforms, such as Imperatives and Jussives).
Our final discussion focuses on Participles and verbless clauses.Like the indicative finite verbal clauses presented above, clauseswith participial and adjectival (i.e., verbless) predicates exhibitprimarily Subject-Predicate order.
ืื ืืื ืืืื ืืกืขืจ ืขืืืืโbecause the sea was growing stormier upon themโ (Jon 1:13)
ืืงืจื ืืืื ืืชึพืืงืจืืื ืืฉืจ ืื ืื ืืืจ ืืืืโcall to her the proclamation that I am speaking to youโ (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 invertthe word order of participial or verbless clauses.
Summary:โข Biblical Hebrew is a Subject-Predicate language.
โข In clauses with finite indicative verbs, the order becomesinverted (Predicate-Subject) when there is a function word atthe beginning of the clause.
โข In modal clauses, the order is Predicate-Subject.
Lesson 27 170
27.4 Vocabulary #27
ืืืืืจื
ืืื
ืืืจ ืจื ืืืื
ADV, INTER how; INTJ How!
Q be long; HI prolong, lengthen
Q perceive, observe, have insight;
HI understand, give
understanding, teach
Q to sojourn, abide
M threshing floor
Q live, be alive
ืืกืืืช ืืืืคื ืื
ืืจืืืืชืืจืจืขื ื ืฆืืืฉืืฃ
Q seek refuge
F sister-in-law
ADV formerly, previously
FP place of feet
Q be bitter; PI HI make bitter
F sandal, shoe
PI command
Q draw out, off
Exercises
1. Translate the following verses and identify which clauses are main and whichare subordinate. Also, identify any coordination.
Gen 17:18 (aืืืืืจ ืืืจืื ืืึพืืืืืื ืื GLืืฉืืขืื PNืืืื ืืคื ืื
Deut 4:40 (bืืฉืืจืช ืืชึพืืงืื ืืืชึพืืฆืืชืื ืืฉืจ ืื ืื ืืฆืื ืืืื ืืฉืจ ืืืื ืื ืืืื ืื ืืืจืื ืืืืขื ืชืืจืื ืืืื ืขืึพืืืืื ืืฉืจ ืืืื ืืืืื ื ืชื ืื ืืึพ
ืืืืื
I Kgs 13:31 (cืืืื ืืืจื ืงืืจื ืืชื ืืืืืจ ืืึพืื ืื ืืืืจ ืืืืชื ืืงืืจืชื ืืชื ืืงืืจ GLืืฉืจ ืืืฉ ืืืืืื ืงืืืจ ืื ืืฆื GLืขืฆืืชืื ืื ืืื ืืชึพืขืฆืืชื
I Kgs 22:19 (dืืืืืจ ืืื ืฉืืข ืืืจึพืืืื ืจืืืชื ืืชึพืืืื ืืฉื ืขืึพืืกืื ืืืึพืฆืื GL ืืืฉืืืืGLืืฉืืื ืขืื ืขืืื ืืืืื ื
Lesson 27 171
Isa 1:9 (eืืืื GLืืืื ืฆืืืืช ืืืชืืจ GLืื ื ืฉืจืื GLืืืขื ืืกืื PNืืืื ื ืืขืืจื GL
GLืืืื ื
Isa 6:10 (fืืฉืื GLืืึพืืขื ืืื ืืืื ืื ืืืื ืืขืื ืื ืืฉืข GLืคืึพืืจืื ืืขืื ืื ืืืืื ืื ืืฉืืข ืืืืื ืืืื ืืฉื ืืจืคื ืืื
Ruth 1:20 (gืืชืืืจ ืืืืื ืืึพืชืงืจืื ื ืื ื ืขืื PNืงืจืื ืื ืืจื PNืืึพืืืจ ืฉืื ืื ืืื
2. Translate the following clauses. For each clause with an explicit subject indicatewhether the word order is Subject-Predicate or Predicate-Subject. If the order isPredicate-Subject, identify why.
Ruth 1:1 (aืืืื ืืืฉ ืืืืช ืืื PNืืืืื PNืืืืจ ืืฉืื ืืืื PN
Ruth 1:6 (bืื ืฉืืขื ืืฉืื ืืืื ืืึพืคืงื ืืืื ืืชึพืขืื ืืชืช ืืื ืืื
Ruth 1:8 (cืืขืฉ ืืืื ืขืืื ืืกื ืืืฉืจ ืขืฉืืชื ืขืึพืืืชืื ืืขืืื
Ruth 2:4 (dืืื ืึพืืขื ืื ืืืืช ืืื PN
Ruth 2:12 (eืืฉืื ืืืื ืคืขืื GL ืืชืื ืืฉืืจืชื GL ืฉืืื ืืขื ืืืื ืืืื ืืฉืจืื GLืืฉืจึพืืืช ืืืกืืช ืชืืชึพืื ืคืื
Lesson 27 172
Ruth 3:6 (fืืชืขืฉ ืืื ืืฉืจึพืฆืืชื ืืืืชื
Ruth 3:8 (gืืื ื ืืฉื ืฉืืืช ืืจืืืชืื
Ruth 3:14 (h ืืชืงื ืืืจื ืืืืจ ืืืฉ ืืชึพืจืขืื
Ruth 3:14 (iืืืืืจ ืืึพืืืืข ืืึพืืื ืืืฉื ืืืจื
Ruth 3:18 (j ืืชืืืจ ืฉืื ืืชื ืขื ืืฉืจ ืชืืขืื ืืื ืืคื ืืืจ
Ruth 4:7 (kืืืืช ืืคื ืื ืืืฉืจืื ืขืึพืืืืืื ืืขืึพืืชืืืจื ืืงืื ืืึพืืืจ ืฉืืฃ ืืืฉ ื ืขืื ืื ืชื ืืจืขืื
Lesson 28
Lesson Summary:
โข Introduction to Semantics
โข Lexical Semantics
โข Case Roles
Semantics
Venn Diagramof a
SemanticModel
of BH Verbal
System
28.1 Introduction to Semantics
Semantics is concerned with meaning in language. It deals withvarious meaning issues, both at the word and phrase level (e.g.,ambiguity, polysemy, synonymy, and semantic overlap) and at theclause level (e.g., truth values, communicative potential, andentailment). Lexical semantics and case roles are examined in thefollowing sections.
The treatment of the Biblical Hebrew verbal system in this grammarillustrates the main concerns of semantics. In 13.2 the verbs inBiblical Hebrew were examined as a system in which certain formscontrast with each other and others overlap in meaning. This isillustrated by the following diagram.
ืืืงืืPast Tense
(narrative verb)
simple past
ืงืืืProgressive Aspect
expected future
ืืงืื Imperfective Aspect
general futurefuture in the past
ืงืืPerfective Aspect
perfectimmediate future
performative
ืงืื/ืืงืื (H)
Deontic Modality
directive
volitive
commissivecontingent
gnomic
past habitual
present progressive past progressive
Lesson 28 174
LexicalSemantics
28.2 Lexical Semantics
Lexical semantics is concerned with discerning semantic contrastand overlap between words in terms of their lexical meaning (asopposed to grammatical meanings such as tense, aspect, modality,definiteness, etc.).
In 11.1 you were introduced to the binyanim. Depending on whichbinyan a verb appears in, it may have a different number ofarguments (see 26.3). Semantics is also interested in analyzing thecase roles of these arguments.
Lexical semantics involves two areas of study: multiple meaningsfor the same word, and related meanings between words. You havenoticed that the lexicon gives numbered entries of the variousmeanings a word may have. The crucial task in reading a passage isdeciding which meaning best fits the context in which it occurs.Every meaning of a word is not represented by each instance whereit occurs.
For instance, the lexicon lists six different meanings for the verb;in Qal: (1) call, cry aloud; (2) call to (someone); (3) proclaim ืงืจื(4) read aloud; (5) summon; (6) name. However, generally thecontext will limit an occurrence of ืงืจื to one of these meanings.
Thus, the eight occurrences of this root in Jonah appear to have oneof 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 ourunderstanding of the range of meanings of a particular word. Forinstance, by looking at other color terms related to โredโ we canmore precisely define the allowable range of meaning of red. Forinstance, at what point is a color no longer โredโ but โmaroonโ?
We can sharpen the range of meaning of by comparing it ืงืจื tosemantically related words like ืืขืง and ืฆืขืง. Although they all havethe basic meaning โcry out,โ they often differ in nuance. Forinstance, only ืงืจื is used as โto read aloudโ, and only is used ืืขืง explicitly as โto make a cry of horror/alarm/distress/sorrowโ.
Lesson 28 175
Case Roles
ืืืืืฉ ืื ืืืืื ืืขืืจ ืืชืืขืง ืืึพืืขืืจโ(when) the man came to the report in the city [that the ark hadbeen captured], all of the city cried out (in alarm)โ (1 Sam 4:13)
ืืืงืจื ืืกืคืจ ืชืืจืช ืืืืืื ืืื ืืืืโ(and) they read in the book of the law of God dailyโ (Neh 8:18)
28.3 Case Roles in Biblical Hebrew
Case involves morphology, syntax, and semantics. Cases indicatethe particular syntactic role or relationship between words in anexpression, 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 theagent of a dynamic verb but the patient of a stative verb).
In English, morphological case marking is preserved only in thepersonal pronouns.
Nominative
Accusative
Genitive
I
me
my
he
him
his
she
her
her
we
us
our
they
them
their
Similarly, Hebrew at one time distinguished these casesmorphologically. However, by the period of Biblical Hebrew casesare mostly abstract, and the Genitive case has been replaced by theconstruct relationship (see 6.1).
The Nominative case includes the agent of a dynamic verb or thepatient of a stative or passive verb. An agent is the entity thatperforms an action or brings about a change of state. A patient is anentity in a state or undergoing change.
ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืืโ(and) YHWH cast a great wind onto the seaโ (Jon 1:4)
ืขืื ืืจืืขืื ืืื ืื ืื ืื ื ืืคืืชโyet forty days and Nineveh will be destroyedโ (Jon 3:4)
The Accusative case includes all the nouns governed by the verbโwhether complements or adjuncts. Although accusative is most
Lesson 28 176
often associated with the direct object of a verb, it is also associatedwith nouns expressing nuances such as location, source, path, ormanner.
ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืืโ(and) YHWH cast a great wind onto the seaโ (Jon 1:4)
ืืืื ืืื ื ืืืื ืืขืืจ ืืืื ืืื ืืืโ(and) Jonah began to enter into the city a journey of one dayโ(Jon 3:4)
Note: Often verbs take a direct object headed by a preposition.Sometimes different prepositions signal different meanings ofthe predication.
ืื ืืืกืืฃ ืืืืื ืืึพืืืื ืงืืฉืโSurely I will again look at/to your holy templeโ (Jon 2:5)
The Genitive case has been replaced in Biblical Hebrew by theconstruct. In a construct relationship the noun in the absolute canmodify the noun in construct in a number of ways. Most often theabsolute noun represents the agent or possessor of the activitybehind the construct noun or simply modifies the construct nounadjectivally.
ืืืื ืืืจึพืืืื ืืึพืืื ื ืืึพืืืชืโthe word of YHWH came to Jonah, son of Amitaiโ (Jon 1:1)
ืืืื ืฉืืฉืช ืืืืโ. . . a journey of three days (= a three dayโs journey)โ (Jon 3:3)
28.4 Vocabulary #28
ืืืืืงืจ ืืืกืฃ
ืืขืฉืื ืฆื
CONJ or
M god, God, mighty one
M morning
Q add; HI multiply, do again,
continue
M deed, work
NI take oneโs stand; be stationed,
appointed
ืงืืืฉืงืฆืืงืฆืจืฉืืจ
ืฉืืืฉืงื
ADJ sacred, holy
M end, extremity
Q reap, harvest
NI be left over, behind, remain; HI
leave over, behind
ADJ inhabitant, neighbor
Q be quiet, undisturbed; HI show
quietness, cause quietness
Lesson 28 177
Exercises
1. Examine the range of meanings for ืกื 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 likethe one given for the verbal system in the lesson to show the overlap).
ืืื ืืืฉ ืืืืจ
3. Translate the following clauses and identify the case roles of the nouns in each โnominative (Nom), genitive (Gen), or accusative (Acc).
Ruth 1:3 (aืืืืช ืืืืืื PN ืืืฉ ื ืขืื PN ืืชืฉืืจ ืืื ืืฉื ื ืื ืื
Ruth 1:8 (bืืชืืืจ ื ืขืื ืืฉืชื ืืืชืื ืืื ื ืฉืื ื ืืฉื ืืืืช ืืื ืืขืฉ ืืืื ืขืืื ืืกื ืืืฉืจ ืขืฉืืชื ืขืึพืืืชืื ืืขืืื
Ruth 1:14 (cืืชืฉื ื ืงืืื ืืชืืืื ื ืขืื ืืชืฉืง ืขืจืคื ืืืืืชื ืืจืืช ืืืงื ืื
Ruth 2:2 (dืืชืืืจ ืจืืช ืืืืืืื PNืืึพื ืขืื ืืืืึพื ื ืืฉืื ืืืืงืื ืืฉืืืื GL
ืืืจ ืืฉืจ ืืืฆืึพืื ืืขืื ืื ืืชืืืจ ืื ืืื ืืชื
Ruth 2:5 (eืืืืืจ ืืขื ืื ืขืจื ืื ืฆื ืขืึพืืงืืฆืจืื ืืื ืื ืขืจื ืืืืช
Lesson 28 178
Ruth 3:7 (fืืืืื ืืขื ืืืฉืช ืืืืื ืืื ืืืื ืืฉืื ืืงืฆื ืืขืจืื GLืืชืื ืืื GL
ืืชืื ืืจืืืชืื ืืชืฉืื
Ruth 3:18 (gืืชืืืจ ืฉืื ืืชื ืขื ืืฉืจ ืชืืขืื ืืื ืืคื ืืืจ ืื ืื ืืฉืงื ืืืืฉ ืืึพ ืืึพืืื ืืืืจ ืืืื
Ruth 4:13 (hื ืืชึพืจืืช ืืชืืึพืื ืืืฉื ืืืื ืืืื ืืืชื ืืืื ืื ืืจืืื ืืืงื ืืข GL
ืืชืื ืื
Ruth 4:17 (iืืชืงืจืื ื ืื ืืฉืื ืืช ืฉื ืืืืจ ืืืึพืื ืื ืขืื ืืชืงืจืื ื ืฉืื ืขืืื PN
PN ืืื ืืืPNืืื ืืืึพืืฉื
Lesson 29
Lesson Summary:
โข Introduction to Pragmatics
โข Information Structure โข Biblical Hebrew Word Order and Information
Structure
Pragmatics29.1 Introduction to Pragmatics
Pragmatics is the study of how the relationship between anutterance, the speaker, the addressee, and any other aspect of thecontext/discourse are encoded (e.g., by means of prosody, wordorder, or use of discourse markers).
Unlike syntax, which is the study of the relationship of constituentsor clauses to each other, pragmatics incorporates the notion of thelarger linguistic and extra-linguistic context.
Also, unlike semantics, which is the study of the relationshipbetween linguistic expressions and the objects to which they refer,pragmatics is the study of the use of linguistic expressions andincludes such issues as deixis, theme, rheme, and focus.
Pragmatics is a broad field of study; in what follows, the discussionand definitions will reflect our focus on the application of pragmaticanalysis to written texts.
The linguistic context that is the object of pragmatic study rangesfrom the level of the clause (e.g., how the word order of constituentsreflects pragmatic concerns) to the levels of discourse beyond theclause (i.e., how pragmatic concerns affect the structure of an entiretext).
In this lesson we will focus on clause-level pragmatics (discourse-level pragmatics will be discussed in Lesson 30).
Lesson 29 180
InformationStructure
29.2 Information Structure
One of the common ways to study the pragmatics of a language isby analyzing what is called the information structure of thatlanguage.
Information structure refers to the interface between the linguisticcontent of a text and how the reader cognitively processes thatlinguistic information. Information structure is concerned withstudying why, when two or more possible linguistic options mayexpress the same propositional information, one is chosen over theothers.
Central concepts to the study of information structure are theconcepts of theme, rheme, and focus.
The Theme is that piece of information that anchors the addedinformation to the existing information state; it is the presupposedinformation in a discourse. Thus, the Theme is a known, activeentity within the discourse and stands in contrast to the Rheme.
The Rheme represents that information which has been added to adiscourse situation (i.e., it is the non-presupposed information),often marked in languages by word order, prosody, or both. Whilethe Rheme may often mark โnewโ discourse items, it may also markโoldโ discourse items that are being โre-addedโ to the discourse.
Consider the following example.
ืืฉืจืื ื ืืฉืขโIsrael was victoriousโ (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 tounderstand how the clause Israel was victorious can signal differentstates of information. If all the material is new to the discourse, it isall considered to be the Rheme. If we supply a context in whichIsrael has already been introduced, then we could consider Israel asthe Theme and was victorious as the Rheme. Finally, if we supply acontext that is discussing the various people who were victorious butIsrael has not yet been mentioned, then Israel is the Rheme and was
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victorious is the Theme.
The final information structure concept that we must discuss isFocus. Focus represents a constituent that is highlighted for somesort 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-Verblanguage. In other words, the basic order of constituents in a clausehas the subject preceding the verb. However, many clauses in theHebrew Bible contain a focused constituent.
Focused constituents are usually placed at the front of the clause(this is sometimes referred to as โfrontingโ). The fronting of afocused constituent almost always results in Verb-Subject order.
There are numerous examples in which the Verb-Subject (orPredicate-Subject in a verbless clause) order is triggered by afronted focused constituent. Consider the following four examples:
Genesis 31:42 contains the focusing of an object phrase: ืืชึพืขื ืื .ืืืชึพืืืืข ืืคื
ืืืื ืืืื ืืื ืืืื ืืืจืื ืืคืื ืืฆืืง ืืื ืืืื ืขืชื ืจืืงื ืฉืืืชื ื ืืชึพืขื ืื ืืืชึพืืืืข ืืคื
ืจืื ืืืืื ืืืืื ืืืฉโif the God of my father, the God of Abraham and theFear of Isaac had not been for me, indeed now you wouldhave sent me away empty. My affliction and the labor ofmy hands God has seen and he judged last nightโ (Gen31.42)
The fronting of this focused phrase also results in the inversion ofthe word order for the rest of the clause: Verb-Subject ( ืืืืื ืจืื ).
Jonah 1:9 illustrates Predicate-Subject inversion in a verbless clause.
Lesson 29 182
ืขืืจื ืื ืืโA Hebrew am Iโ (Jon 1:9)
The predicate ืขืืจื is in the initial position because Jonah is tellingthe sailors who he is.
Genesis 3:5 illustrates Verb-Subject inversion with the participle .ืืืข
ืื ืืืข ืืืืื ืื ืืืื ืืืืื ืืื ื ืื ืคืงืืืขืื ืืื ืืืืืชื ืืืืืื ืืืขื ืืื ืืจืข
โbecause God knows that on the day you eat from it, youreyes will be opened and you will become like gods . . .โ(Gen 3:5)
In this case, the serpent in Genesis 3 wants Eve to believe that Godis well aware of the effects of eating the forbidden fruit and that Heis trying to keep Eve and Adam from something desirable.
When we turn our attention to modal clauses (in which the normalword order is Verb-Subject), it only makes sense that the focusingand fronting of a constituent triggers inversion back to Subject-Verborder. In Genesis 44:33, the subject noun ืื ืขืจ is focused and thusfronted.
ืืขืชื ืืฉืึพื ื ืขืืื ืชืืช ืื ืขืจ ืขืื ืืืื ืืืื ืขืจ ืืขื ืขืึพืืืื
โNow, please let your servant stay instead of the lad as aservant to my lord; and let the lad go up with hisbrothersโ (Gen 44:33)
The result of the focusing and fronting of the subject noun, is that itnow precedes the modal verb ืืขื, producing Subject-Verb order in amodal clause (which is normally Verb-Subject order).
Summary:โข Words (such as objects, prepositional phrases, etc.) may be
focused (for contrast or some other kind of emphasis); afocused constituent is almost always fronted, that is, placed atthe front of the Biblical Hebrew clause.
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โข Such fronted words trigger Predicate-Subject (i.e., inverted)word order in indicative clauses.
โข In modal clauses, which have Predicate-Subject order as theirbasic word order, the Subject-Predicate word order istriggered when a focused constituent is fronted.
29.4 Vocabulary #29
ืืืฅ
ืขืช ืืื ื
ืืืงืืืจื
Q be strong, bold; PI strengthen
(something); HIT make oneself
bold, obstinate
F/M knowledge
M strength, wealth, valor; army
F portion
Q go down, descend
ืืช ืืืืจืคืจื
ืฆืืงืืจืืงืืฉืืืืชืืื
M death
Q sell
Q separate; HI divide, separate
(something)
F righteousness
ADV emptily, vainly
F underworld, Sheol
M/F deep, sea, abyss
Exercises
1. Translate the following clauses. Identify the Theme, Rheme, and Focus (if thereis one) for each clause in the following verses. (If necessary, consult thecontext of each for help in identifying the information structure.)
Gen 1:2 (aืืืืจืฅ ืืืชื ืชืื GLืืืื GLืืืฉื ืขืึพืคื ื ืชืืื ืืจืื ืืืืื ืืจืืคืช GL
ืขืึพืคื ื ืืืื
Gen 1:10 (bืืืงืจื ืืืืื ืืืืฉื ืืจืฅ ืืืืงืื GLืืืื ืงืจื ืืืื ืืืจื ืืืืื ืืึพ ืืื
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Gen 2:16 (cืืืฆื ืืืื ืืืืื ืขืึพืืืื ืืืืจ ืืื ืขืฅึพืืื ืืื ืชืืื
Gen 2:17 (dืืืขืฅ ืืืขืช ืืื ืืจืข ืื ืชืืื ืืื ื ืื ืืืื ืืืื ืืื ื ืืืช ืชืืืช
Gen 4:1 (eืืืืื ืืืข ืืชึพืืื PNืืฉืชื ืืชืืจ ืืชืื ืืชึพืงืื PNืืชืืืจ ืงื ืืชื ืืืฉ ืืชึพืืืืื
Gen 31:34 (fืืจืื ืืงืื ืืชึพืืชืจืคืื GLืืชืฉืื ืืืจ GLืืืื ืืชืฉื ืขืืืื ืืืืฉืฉ ืืื ืืชึพืืึพืืืื ืืื ืืฆืื
2. Translate the following clauses. For each clause indicate whether the wordorder is Subject-Predicate or Predicate-Subject and explain why the word orderis that way (i.e., indicate whether the word order is โbasic,โ or triggered due tosyntactic or pragmatic reasons).
Ruth 1:14 (aืืชืฉืง ืขืจืคื ืืืืืชื ืืจืืช ืืืงื ืื
Ruth 1:15 (bืืชืืืจ ืื ื ืฉืื ืืืืชื ืืึพืขืื ืืืึพืืืืื
Ruth 1:17 (cืื ืืืืช ืืคืจืื ืืื ื ืืืื ื
Ruth 1:18 (d ืืชืจื ืืึพืืชืืืฆืช ืืื ืืืืช ืืชื
Ruth 1:21 (eืื ื ืืืื ืืืืชื ืืจืืงื ืืฉืืื ื ืืืื
Lesson 29 185
Ruth 3:11 (fืื ืืืืข ืืึพืฉืขืจ ืขืื ืื ืืฉืช ืืื ืืช
Ruth 4:3 (gืืืืืจ ืืืื GLืืืงืช ืืฉืื ืืฉืจ ืืืืื ื ืืืืืืื PNืืืจื ื ืขืื
Lesson 30
Lesson Summary:
โข Introduction to Discourse Linguistics
โข The Foreground and Background of Narrative
โข Discourse Topic
DiscourseLinguistics
Foregroundand
Background
30.1 Introduction to Discourse Linguistics
Discourse linguistics, in contrast to traditional, sentence-based,linguistics, takes a discourse or text as the object of linguisticanalysis. The study of discourse linguistics is still developing.
The following presentation represents just one approach out ofmany. We shall approach discourse linguistics as the study ofinformation structure beyond the level of individual clauses (asopposed to Lesson 29, in which we focused on โclause-levelโpragmatics and information structure). In this way, we may describediscourse linguistics as the linguistic counterpart to traditionalliterary analysis.
Some elements that shape discourse include the genre or type ofdiscourse (e.g., a narrative, a poem), how speech is incorporatedinto the discourse (e.g., direct or indirect speech), how the saliencyof events are marked (e.g., foreground or background).
In the next two sections we will examine two areas of discourseanalysis on the Hebrew Bible that have proven quite fruitful: 1)foreground and background of narrative, and 2) discourse topic.
30.2 The Foreground and Background of NarrativeThe majority of the Hebrew Bible is narrative. Because BiblicalHebrew has a Past Narrative verb form, this discourse type is readilyidentifiable. The main thread or foreground of narrative discoursefeatures the Past Narrative verb.
ืืืื ืืืจึพืืืื ืืึพืืื ื ืืึพืืืชืโ(and) the word of YHWH came to Jonah, son of Amitaiโ(Jon 1:1)
Lesson 30 187
Whenever the narrator chooses to communicate something that isnot part of the development or progression of the plot action, heavoids using the Past Narrative verb.
For instance, in Jonah 3:3 the Perfect is used instead of the ืืืชื Past Narrative form because the clause provides the reader withbackground information regarding an important element in the plotโthe city of Nineveh.
ืืืงื ืืื ื ืืืื ืืึพื ืื ืื ืืืืจ ืืืื ืื ืื ืื ืืืชืืขืืจึพืืืืื ืืืืืื
โ(and) Jonah rose and went to Nineveh according to theword of YHWH. Now Ninevah was a great city to Godโ(Jon 3:3)
In addition to communicating background information, the narratoralso avoids using the Past Narrative verb to portray events in anorder other than their occurrence in the narrative.
Thus, in Jonah 1:5, the Perfect verb indicates that, prior to the ืืจื storm being sent and the sailorsโ emergency measures, Jonah hadgone down into the ship.
ืืืืจืื ืืืืืื ืืืืขืงื ืืืฉ ืืึพืืืืื ืืืืื ืืชึพืืืืื ืืฉืจ ืืื ืื ืืึพืืื ืืืงื ืืขืืืื ืืืื ื
ืืจื ืืึพืืจืืชื ืืกืคืื ื ืืืฉืื ืืืจืืโ(and) the sailors were afraid and each cried out to hisgod, and they cast the vessels that were on the ship intothe sea in order to lighten (the ship) of them. Now Jonahhad gone down into the recesses of the ship and laiddown and fallen asleep.โ (Jon 1:5)
Similarly, in Genesis 2:6, the narrator uses the Imperfect and ModalPerfect verbs to report events that contribute to the setting (the stateof creation) rather than the main plot line of the narrative, whichbegins with God creating man in verse 7.
ืืื ืืขืื ืืึพืืืจืฅ ืืืฉืงื ืืชึพืืึพืคื ืึพืืืืืโ(and) mist would come up from the earth and wouldwater the entire surface of the groundโ (Gen 2:6)
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Summary:
Discourse material that is presented with the Past Narrative verb iscalled foreground material. Foreground events are the most salientor important for the development of the plot line and very frequentlyoccur in succession (i.e., this happened, then this happened, etc.).
Discourse material is presented with other predicates (e.g., verblessclause, Participle, Perfect, Imperfect) is generally backgroundmaterial. Background material describes the narrative setting orreports simultaneous or out-of-sequence events relative to thenarrative plot.
30.2 Discourse TopicIn Lesson 29 when we examined Biblical Hebrew word order, wediscussed the fact that the basic word order in Biblical Hebrew isSubject-Verb.
Clearly, however, Hebrew narrative is typically Verb-Subjectbecause of the predominant use of the Past Narrative verb. Thus,when the narrator wants to introduce a new character in thenarrative or signal an important change in which character is doingthe action, the Focus on the character is signaled by the use ofSubject-Verb word order. Consider the following examples:
In Jonah 1:4 the narrator avoids the Past Narrative to introduce animportant new agent into the sequence of events.
ืืืืื ืืืื ืจืืึพืืืืื ืืึพืืื ืืืื ืกืขืจึพืืืืืืื ืืืื ืื ืืฉืื ืืืฉืืจ
โ(and) YHWH cast a great wind onto the sea and there wasa great storm in the sea (so that) the ship threatened tobreak apartโ (Jon 1:4)
is not necessarily new to the narrative (it was his word which ืืืืcame to Jonah in the first place). However, in verse 3 the narratorfocuses entirely on what Jonah does. The use of a non-PastNarrative verb in verse 4 signals the switch from Jonah as theprimary agent to ืืืื.
In Jonah 1:5 we have a related use of a non-Past Narrative verb.
Lesson 30 189
ืืืืจืื ืืืืืื ืืืืขืงื ืืืฉ ืืึพืืืืื ืืืืื ืืชึพืืืืื ืืฉืจ ืืื ืื ืืึพืืื ืืืงื ืืขืืืื ืืืื ื
ืืจื ืืึพืืจืืชื ืืกืคืื ื ืืืฉืื ืืืจืืโThe sailors were afraid and each cried out to his gods.They cast the vessels that were on the ship into the sea inorder to lessen (the load) upon them. (However), Jonahhad gone down to the recesses of the ship and laiddown and fallen asleep.โ (Jon 1:5)
As we noted above, in the case of Jonah 1:5, the non-Narrative Pastclause ื ืืจื presents ืืื information that both is background(because the narrator had already informed the audience that Jonahhad gone down into the ship in verse 3) and includes a focusedsubject. Jonah is focused in order to contrast Jonahโs actions withthose of the sailors. In the case of narrative, this focus is signalledby the non-use of the Narrative Past verb.
This means, of course, that Subject-Verb order can represent either abasic clause, or one with a focused subject. Also, since bothbackgrounded material as well as character or topic changes avoidthe use of the Past Narrative verb, it is necessary to identify which isoccurring (i.e., whether the non-Past Narrative clause is signalingbackgrounded material or a character change or both).
This can only be determined based on the context. Keep in mind,however, that a character change is not necessarily backgroundedinformation (see Ruth 4:1). Thus, there is not a one-to-onecorrespondence between non-Past Narrative clauses and anyparticular discourse function.
Lesson 30 190
Exercises (Since we have now come to the end of this grammar, and we have been focusing on the book ofRuth in the exercises of the last five lessons, the exercises for this final lesson presume afamiliarity with the entire book of Ruth.)
1. Translate the following clauses. Identify any non-Past Narrative clauses andspecify their discourse function.
Ruth 1:2ืืฉื ืืืืฉ ืืืืืื ืืฉื ืืฉืชื ื ืขืื ืืฉื ืฉื ืึพืื ืื ืืืืื ืืืืืื ืืคืจืชืื ืืืืช ืืื ืืืืื ืืืืื ืฉืืึพืืืื ืืืืืึพืฉื
Ruth 1:4ืืืฉืื ืืื ื ืฉืื ืืืืืืช ืฉื ืืืืช ืขืจืคื ืืฉื ืืฉื ืืช ืจืืช ืืืฉืื ืฉื ืืขืฉืจ ืฉื ืื
Ruth 2:1ืืื ืขืื ืืืืข ืืืืฉื ืืืฉ ืืืืจ ืืื ืืืฉืคืืช ืืืืืื ืืฉืื ืืขื
Ruth 2:4ืืื ืึพืืขื ืื ืืืืช ืืื ืืืืืจ ืืงืืฆืจืื ืืืื ืขืืื ืืืืืจื ืื ืืืจืื ืืืื
Ruth 4:1ืืืขื ืขืื ืืฉืขืจ ืืืฉื ืฉื ืืื ื ืืืื ืขืืจ ืืฉืจ ืืืจึพืืขื ืืืืืจ ืกืืจื ืฉืืึพืคื ืคืื ื ืืืื ื ืืืกืจ ืืืฉื
Appendix ANoun, Adjective, and Pronoun Paradigms
1a. Noun Inflection (6.1)Singular Plural Dual
MasculineAbsolute ืืืจ ืืืจืืConstruct ืืืจ ืืืจื
ืื ืืืจืืืจื
FeminineAbsolute ืืืื ืืืืืชConstruct ืืืืช ืืืืืช
ืื ืืืืชืืืืชื
1b. Adjective Inflection (6.1)Singular Plural Dual
MasculineAbsolute ืืื ืืืืืConstruct ืืื ืืืื
ืื ืืืืืืื
FeminineAbsolute ืืืื ืืืืืชConstruct ืืืืช ืืืืืช
ืื ืืืืชืืืืชื
2. Frequent Irregular Nouns (6.2)Singular Absolute Singular Construct Plural Absolute Plural Construct
โfatherโ M ืื ืืื,ืื ืืืืช ืืืืชโbrotherโ M ืื ืืื ืืืื ืืืโsisterโ F ืืืืช ืืืืช ืืืืืช ืืืืืชโmanโ M ืืืฉ ืืืฉ ืื ืฉืื ืื ืฉืโwomanโ F ืืฉื ืฉืช ื ื ืฉืื ื ืฉืโhouseโ M ืืช ื ืืืช ืืชืื ืืชืโsonโ M ืื ืื ืื ืื ืื ืโdaughterโ F ืืช ืืช ืื ืืช ืื ืืชโdayโ M ืืื ืืื ืืืื ืืืโcityโ F ืขืืจ ืขืืจ ืขืจืื ืขืจืโheadโ M ืจืืฉ ืจืืฉ ืจืืฉืื ืจืืฉื
Appendix A 192
3. Personal Pronouns (10.1)3MS โheโ ืืื 3MP ืื โtheyโ3FS โsheโ ืืื 3FP ื ื โtheyโ ืื / ื2MS โyouโ ืืชื 2MP โyouโ ืืชื2FS โyouโ ืืช 2FP โyouโ ืืชื1CS โIโ ืื ื / ืื ืื 1CP โweโ ืื ืื ื
4. Demonstrative Pronouns (9.2)
NearM this ืื M
F this ืืืช F } these ืื ื
Far M that ืืื M those ืืืF that ืืื F those ื ืื
Appendix A 193
5a. Suffixed Pronouns on NounsAdded to Masculine Singular Added to Feminine Singular Added to Masculine Plural Added to Feminine Plural
3MS ื3FS ื 2MS ื 2FS ื 1CS ื 3MP ื 3FP ื 2MP ืื 2F ืื 1CP ื ื
โhis wordโ ืืืจื โ
โher wordโ ืืืจื โ
ืจื โ โyour wordโ ืื
โyour wordโ ืืืจื โ
โmy wordโ ืืืจื โ
โtheir wordโ ืืืจื โ
โtheir wordโ ืืืจื โ
โyour wordโ ืืืจืืโ
โyour wordโ ืืืจืื โ
ื ื โ โour wordโ ืืืจ
โhis lawโ ืชืืจืชื โ
โher lawโ ืชืืจืชื โ
ืชื โ โyour lawโ ืชืืจ
โyour lawโ ืชืืจืชื โ
โmy lawโ ืชืืจืชื โ
โtheir lawโ ืชืืจืชื โ
โtheir lawโ ืชืืจืชื โ
โyour lawโ ืชืืจืชืื โ
โyour lawโ ืชืืจืชืื โ
ื ื โ โour lawโ ืชืืจืช
3MS ืื 3FS ืื 2MS ืื 2FS ืื 1CS ื 3MP ืืื 3FP ืืื 2MP ืืื 2FP ืืื 1CP ืื ื
โhis wordsโ ืืืจืื โ
ืื โ โher wordsโ ืืืจ
ืื โ โyour wordsโ ืืืจ
ืื โ โyour wordsโ ืืืจ
โmy wordsโ ืืืจื โ
โtheir wordsโ ืืืจืืื โ
โtheir wordsโ ืืืจืืื โ
โyour wordsโ ืืืจืืื โ
โyour wordsโ ืืืจืืื โ
ืื ื โ โour wordsโ ืืืจ
โhis lawsโ ืชืืจืืชืื โ
ืื โ โher lawsโ ืชืืจืืช
ืื โ โyour lawsโ ืชืืจืืช
ืื โ โyour lawsโ ืชืืจืืช
โmy lawsโ ืชืืจืืชื โ
โtheir lawsโ ืชืืจืืชืืื โ
โtheir lawsโ ืชืืจืืชืืื โ
โyour lawsโ ืชืืจืืชืืื โ
ืืื โ โyour lawsโ ืชืืจืืช
ืื ื โ โour lawsโ ืชืืจืืช
5b. Suffixed Pronouns on Prepositions ื,ื /ื/ืืื and ืื and the Direct Object Marker -ืืืช/ืืช.
3MS ื3FS ื 2MS ื 2FS ื 1CS ื 3MP ืื/ ื 3FP ืื 2MP ืื 2FP ืื 1CP ื ื
โfor himโ ืื โ
โfor herโ ืื โ
โfor youโ ืื โ
ืื โ โ for youโ
โfor meโ ืื โ
โfor themโ ืืื โ
โfor themโ ืืื โ
โfor youโ ืืื โ
โfor youโ ืืื โ
โfor usโ ืื ื โ
โlike himโ ืืืื โ
โlike herโ ืืืื โ
โlike youโ ืืืื โ
โlike youโ ืืืื โ
โlike meโ ืืืื ื โ
โlike themโ ืืื โ
โlike themโ ืืื โ
โlike youโ ืืื โ
โlike youโ ืืื โ
โlike usโ ืืืื ื โ
ื ื โ โfrom himโ ืื
ื ื โ โfrom herโ ืื
โfrom youโ ืืื โ
โfrom youโ ืืื โ
ื ื โ โfrom meโ ืื
โfrom themโ ืืื โ
โfrom themโ ืืื โ
โfrom youโ ืืื โ
โfrom youโ ืืื โ
ื ื โ โfrom usโ ืื
โhimโ ืืืชื โ
โherโ ืืืชื โ
โyouโ ืืืชื โ
โyouโ ืืืชื โ
โmeโ ืืืชื โ
โthemโ ืืืชื โ
โthemโ ืืชืื โ
โyouโ ืืชืื โ
โyouโ ืืชืื โ
ื ื โ โusโ ืืืช
Appendix BStrong Verb Paradigms
attend toโ (4.3, 5.2, 8.1-2, 10.2, 11.1-2, 12.1-3, 13.1, 14.1-2, 15.2-6)โ ืคืงื .1QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ืคืงื ื ืคืงื ืคืงื ืคืงื ืืชืคืงื ืืคืงืื ืืคืงื3FS ืคืงืื ื ืคืงืื ืคืงืื ืคืงืื ืืชืคืงืื ืืื ืืคืง ืืคืงืื2MS ืืช ืคืง ืืช ื ืคืง ืืช ืคืง ืืช ืคืง ืืช ืืชืคืง ืืช ืืคืง ืืช ืืคืง2FS ืืช ืคืง ืืช ื ืคืง ืืช ืคืง ืืช ืคืง ืืช ืืชืคืง ืืช ืืคืง ืืช ืืคืง1CS ืืชื ืคืง ืืชื ื ืคืง ืืชื ืคืง ืืชื ืคืง ืืชื ืืชืคืง ืืชื ืืคืง ืืชื ืืคืง3CP ืคืงืื ื ืคืงืื ืคืงืื ืคืงืื ืืชืคืงืื ืืื ืืคืง ืืคืงืื2MP ืคืงืืชื ื ืคืงืืชื ืคืงืืชื ืคืงืืชื ืืชืคืงืืชื ืืคืงืืชื ืืคืงืืชื2FP ืคืงืืชื ื ืคืงืืชื ืคืงืืชื ืคืงืืชื ืืชืคืงืืชื ืืคืงืืชื ืืคืงืืชื1CP ืื ื ืคืง ืื ื ื ืคืง ืื ื ืคืง ืื ื ืคืง ืื ื ืืชืคืง ืื ื ืืคืง ืื ื ืืคืง
IMPF 3MS ืืคืงื ืืคืงื ืืคืงื ืืคืงื ืืชืคืงื ืืคืงืื ืืคืงื3FS/2MS ืชืคืงื ืชืคืงื ืชืคืงื ืชืคืงื ืชืชืคืงื ืชืคืงืื ืชืคืงื
2FS ืชืคืงืื ืชืคืงืื ืชืคืงืื ืชืคืงืื ืชืชืคืงืื ืืื ืชืคืง ืชืคืงืื1CS ืืคืงื ืืคืงื ืืคืงื ืืคืงื ืืชืคืงื ืืคืงืื ืืคืงื3MP ืืคืงืื ืืคืงืื ืืคืงืื ืืคืงืื ืืชืคืงืื ืืื ืืคืง ืืคืงืื3FP ืชืคืงืื ื ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง2MP ืชืคืงืื ืชืคืงืื ืชืคืงืื ืชืคืงืื ืชืชืคืงืื ืืื ืชืคืง ืชืคืงืื2FP ืชืคืงืื ื ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง ืื ื ืชืชืคืง ืื ื ืชืคืง ืื ื ืชืคืง1CP ื ืคืงื ื ืคืงื ื ืคืงื ื ืคืงื ื ืชืคืงื ื ืคืงืื ื ืคืงื
Appendix B: Strong Verb Paradigms 195
QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PAST 3MS ืืืคืงื ืืืคืงื ืืืคืงื ืืืคืงื ืืืชืคืงื ืืืคืงื ืืืคืงืJUSS 3MS ืืคืงื ืืคืงื ืืคืงื ืืคืงื ืืชืคืงื ืืคืงื ืืคืงื
1CS ืืคืงืื ืืคืงืื ืืคืงืื ืืคืงืื ืืชืคืงืื ืืื ืืคืงIMV MS ืคืงื ืืคืงื ืคืงื ืืชืคืงื ืืคืงื
FS ืคืงืื ืืคืงืื ืคืงืื ืืชืคืงืื ืืื ืืคืงMP ืคืงืื ืืคืงืื ืคืงืื ืืชืคืงืื ืืื ืืคืงFP ืคืงืื ื ืื ื ืืคืง ืื ื ืคืง ืื ื ืืชืคืง ืื ื ืืคืง
INF CST ืคืงื ืืคืงื ืคืงื ืคืงื ืืชืคืงื ืืคืงืื ืืคืงื INF ABS ืคืงืื ื ืคืงื
ืืคืงืืคืงื ืคืงื ืืชืคืงื ืืคืงื ืืคืงื
PTCP MSA ืคืงื ื ืคืงื ืืคืงื ืืคืงื ืืชืคืงื ืืคืงืื ืืคืงืFSA ืคืงืื ื ืคืงืื ืืคืงืื ืืคืงืื ืืชืคืงืื ืืคืงืืื ืืคืงืื
ืืช ืคืง ืืช ื ืคืง ืืช ืืคืง ืืช ืืคืง ืืช ืืชืคืง ืืช ืืคืง ืืช ืืคืงMPA ืคืงืืื ื ืคืงืืื ืืคืงืืื ืืคืงืืื ืืชืคืงืืื ืืคืงืืืื ืืคืงืืืFPA ืคืงืืืช ื ืคืงืืืช ืืคืงืืืช ืืคืงืืืช ืืชืคืงืืืช ืืคืงืืืืช ืืคืงืืืช
Appendix B: Strong Verb Paradigms 196
2. Object Pronouns Suffixed to Verbs (18.2)FOLLOWING CONSONANT
FOLLOWING
VOWEL
SUFFIX VERB PREFIX VERB WITH
ENERGIC NUN
3MS
3FS
2MS
2FS
1CS
3MP
3FP
2MP
2FP
1CP
-ื / -ืื-ื-ื-ื-ื ื-ื-ื
-ืื-ืื-ื ื
ื ื ื
ื / ื ื ื ื ื
ืื ืื ื ื
ืื ื ื ื ื ื ื ื
ืื ืื
ื ื
ื ื โ ื ืื ื ืโ ื ื* ืโ ื ื*
ื ื โื ื ื*
ื ืโื ื ื*
Note: Suffix Pattern (Perfect) verbs have an a-class linking vowel (i.e., the vowelbetween the verb form and the suffixed pronoun). Prefix Pattern(Imperfect, Past Narrative, and Imperative) have an i-class linking vowel.
Appendix B: Strong Verb Paradigms 197
Appendix CWeak Verb (and Guttural Verb) Paradigms
1. I-Guttural Verb: ืขืื โstandโ (17.2)
I-Guttural QAL (DYNAMIC) QAL (STATIVE) NIFAL PI/PU/HIT HIFIL HOFAL
PERF 3MS ืขืื ืืืง ื ืขืื ืืขืืื ืืขืื3FS ืขืืื ืืืงื ื ืขืืื ืืื ืืขื ืืขืืื2MS ืืช ืขื ืงืช ืื ืืช ื ืขื ืืช ืืขื ืืช ืืขื2FS ืขืืืช ืืืงืช ื ืขืืืช R ืืช ืืขื ืืช ืืขื1CS ืืชื ืขื ืงืชื ืื ืืชื ื ืขื ืืชื ืืขื ืืชื ืืขื3CP ืขืืื ืืืงื ื ืขืืื E ืืื ืืขื ืืขืืื2MP ืขืืืชื ืืืงืชื ื ืขืืืชื ืืขืืืชื ืืชื ืืขื2FP ืขืืืชื ืืืงืชื ื ืขืืืชื G ืืขืืืชื ืืชื ืืขื1CP ืื ื ืขื ืงื ื ืื ืื ื ื ืขื ืื ื ืืขื ืื ื ืืขื
UIMPF 3MS ืืขืื ืืืืง ืืขืื ืืขืืื ืืขืื
3FS/2MS ืชืขืื ืชืืืง ืชืขืื L ืชืขืืื ืชืขืื2FS ืชืขืืื ืชืืืงื ืชืขืืื ืืื ืชืขื ืชืขืืื1CS ืืขืื ืืืืง ืืขืื A ืืขืืื ืืขืื3MP ืืขืืื ืืืืงื ืืขืืื ืืื ืืขื ืืขืืื3FP ืชืขืืื ื ืงื ื ืชืื ืชืขืืื ื R ืื ื ืชืขื ืื ื ืชืขื2MP ืชืขืืื ืชืืืงื ืชืขืืื ืืื ืชืขื ืชืขืืื2FP ืชืขืืื ื ืงื ื ืชืื ืชืขืืื ื ืื ื ืชืขื ืื ื ืชืขื1CP ื ืขืื ื ืืืง ื ืขืื ื ืขืืื ื ืขืื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 199
I-Guttural QAL (DYNAMIC) QAL (STATIVE NIFAL PI/PU/HIT HIFIL HOFAL
PAST 3MS ืืืขืื ืืืืืง ืืืขืื R ืืืขืื ืืืขืืJUSS 3MS ืืขืื ืืืืง ืืขืื ืืขืื ืืขืื
1CS ืืขืืื ืืืืงื ืืขืืื E ืืขืืืืIMV MS ืขืื ืืืง ืืขืื ืืขืื
FS ืขืืื ืืืงื ืืขืืื G ืืื ืืขืMP ืขืืื ืืืงื ืืขืืื ืืื ืืขืFP ืขืืื ื ืงื ื ืื ืื ื ืืขื U ืื ื ืืขื
INF CST ืขืื ืืืง ืืขืื ืืขืืื ืืขืื INF ABS ืขืืื ืืืืง ืืขืื
ื ืขืื Lืืขืื ืืขืื
PTCP MSA ืขืื ืืืง ื ืขืื ืืขืืื ืืขืืFSA ืขืืื ืืืงื ื ืขืืื A ืืขืืืื ืืขืืื
ืืช ืขื ืืช ื ืขื ืืช ืืขื ืืช ืืขืMPA ืขืืืื ืืืงืื ื ืขืืืื R ืืขืืืืื ืืขืืืืFPA ืขืืืืช ืืืงืืช ื ืขืืืืช ืืขืืืืืช ืืขืืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 200
2. II-Guttural Verb: ืฉืื โslaughterโ and ืืจื โblessโ (17.3)
II-Guttural
QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ืฉืื ื ืฉืื ืืจื ืืจื ืืชืืจื3FS ืฉืืื ื ืฉืืื ืืจืื ืืจืื ืืชืืจืื2MS ืืช ืฉื ืืช ื ืฉื ืืช ืืจ ืืช ืืจ ืืช ืืชืืจ2FS ืฉืืืช ื ืฉืืืช ืืจืืช ืืจืืช ืืชืืจืืช R R1CS ืืชื ืฉื ืืชื ื ืฉื ืืชื ืืจ ืืชื ืืจ ืืชื ืืชืืจ3CP ืฉืืื ื ืฉืืื ืืจืื ืืจืื ืืชืืจืื E E2MP ืฉืืืชื ื ืฉืืืชื ืืจืืชื ืืจืืชื ืืชืืจืืชื2FP ืฉืืืชื ื ืฉืืืชื ืืจืืชื ืืจืืชื ืืชืืจืืชื G G1CP ืื ื ืฉื ืื ื ื ืฉื ืื ื ืืจ ืื ื ืืจ ืื ื ืืชืืจ
U UIMPF 3MS ืืฉืื ืืฉืื ืืืจื ืืืจื ืืชืืจื
3FS/2MS ืชืฉืื ืชืฉืื ืชืืจื ืชืืจื ืชืชืืจื L L2FS ืชืฉืืื ืชืฉืืื ืชืืจืื ืชืืจืื ืชืชืืจืื1CS ืืฉืื ืืฉืื ืืืจื ืืืจื ืืชืืจื A A3MP ืืฉืืื ืืฉืืื ืืืจืื ืืืจืื ืืชืืจืื3FP ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืืจ ืื ื ืชืืจ ืื ื ืชืชืืจ R R2MP ืชืฉืืื ืชืฉืืื ืชืืจืื ืชืืจืื ืชืชืืจืื2FP ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืืจ ืื ื ืชืืจ ืื ื ืชืชืืจ1CP ื ืฉืื ื ืฉืื ื ืืจื ื ืืจื ื ืชืืจื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 201
II-Guttural
QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PAST 3MS ืืืฉืื ืืืฉืื ืจื ืืื ืืืืจื ืืืชืืจื R RJUSS 3MS ืืฉืื ืืฉืื ืืืจื ืืืจื ืืชืืจื
1CS ืืฉืืื ืืฉืืื ืืืจืื ืืืจืื ืืชืืจืื E EIMV MS ืฉืื ืืฉืื ืืจื ืืชืืจื
FS ืฉืืื ืืฉืืื ืืจืื ืืชืืจืื G GMP ืฉืืื ืืฉืืื ืืจืื ืืชืืจืืFP ืื ื ืฉื ืื ื ืืฉื ืื ื ืืจ ืื ื ืืชืืจ U U
INF CST ืฉืื ืืฉืื ืืจื ืืชืืจื INF ABS ืฉืืื ื ืฉืื ืืจื ,ืืจื ืืชืืจื L L
PTCP MSA ืฉืื ื ืฉืื ืืืจื ืืืจื ืืชืืจืFSA ืฉืืื ื ืฉืืื ืืืจืื ืืืจืื ืืชืืจืื A A
ืืช ืฉื ืืช ื ืฉื ืืช ืืืจ ืืช ืืืจ ืืช ืืชืืจMPA ืฉืืืื ื ืฉืืืื ืืืจืืื ืืืจืืื ืืชืืจืืื R RFPA ืฉืืืืช ื ืฉืืืืช ืืืจืืืช ืืืจืืืช ืืชืืจืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 202
3. III-Guttural Verb: ืฉืื โsendโ (17.4)
III-Guttural
QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ืฉืื ื ืฉืื ืฉืื ืฉืื ืืฉืชืื ืืฉืืื ืืฉืื3FS ืฉืืื ื ืฉืืื ืฉืืื ืฉืืื ืืฉืชืืื ืืื ืืฉื ืืฉืืื2MS ืืช ืฉื ืืช ื ืฉื ืืช ืฉื ืืช ืฉื ืืช ืืฉืชื ืืช ืืฉื ืืช ืืฉื2FS ืืช ืฉื ืืช ื ืฉื ืืช ืฉื ืืช ืฉื ืืช ืืฉืชื ืืช ืืฉื ืืฉืืืช1CS ืืชื ืฉื ืืชื ื ืฉื ืืชื ืฉื ืืชื ืฉื ืชื ืืฉืชื ืืชื ืืฉื ืืชื ืืฉื3CP ืฉืืื ื ืฉืืื ืฉืืื ืฉืืื ืืฉืชืืื ืืื ืืฉื ืืฉืืื2MP ืฉืืืชื ื ืฉืืืชื ืฉืืืชื ืฉืืืชื ืืฉืชืืืชื ืืฉืืืชื ืืฉืืืชื2FP ืฉืืืชื ื ืฉืืืชื ืฉืืืชื ืฉืืืชื ืืฉืชืืืชื ืืฉืืืชื ืืฉืืืชื1CP ืื ื ืฉื ืื ื ื ืฉื ืื ื ืฉื ืื ื ืฉื ืืฉืชืืื ื ืื ื ืืฉื ืื ื ืืฉื
IMPF 3MS ืืฉืื ืืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืืื ืืฉืื3FS/2MS ืชืฉืื ืชืฉืื ืชืฉืื ืชืฉืื ืชืฉืชืื ืชืฉืืื ืชืฉืื
2FS ืชืฉืืื ืชืฉืืื ืชืฉืืื ืชืฉืืื ืชืฉืชืืื ืืื ืชืฉื ืชืฉืืื1CS ,ืืฉืื ืืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืืื ืืฉืื3MP ืืฉืืื ืืฉืืื ืืฉืืื ืืฉืืื ืืฉืชืืื ืืื ืืฉื ืืฉืืื3FP ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉืชื ืื ื ืชืฉื ืื ื ืชืฉื2MP ืชืฉืืื ืชืฉืืื ืชืฉืืื ืชืฉืืื ืชืฉืชืืื ืืื ืชืฉื ืชืฉืืื2FP ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉื ืื ื ืชืฉืชื ืื ื ืชืฉื ืื ื ืชืฉื1CP ื ืฉืื ื ืฉืื ื ืฉืื ื ืฉืื ื ืฉืชืื ื ืฉืืื ื ืฉืื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 203
III-Guttural
QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PAST 3MS ืืืฉืื ืืืฉืื ืืืฉืื ืืืฉืื ืืืฉืชืื ืืืฉืื ืืืฉืืJUSS 3MS ืืฉืื ืืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืื ืืฉืื
1CS ืืฉืืื ืืฉืืื ืืฉืืื ืืฉืืื ืืฉืชืืื ืืฉืืืื ืืฉืืืIMV MS ืฉืื ืืฉืื ืฉืื ืืฉืชืื ืืฉืื
FS ืฉืืื ืืฉืืื ืฉืืื ืืฉืชืืื ืืื ืืฉืMP ืฉืืื ืืฉืืื ืฉืืื ืืฉืชืืื ืืื ืืฉืFP ืื ื ืฉื ืื ื ืืฉื ืื ื ืฉื ืื ื ืืฉืชื ืื ื ืืฉื
INF CST ืฉืื ืืฉืื ืฉืื ืืฉืชืื ืืฉืืื INF ABS ืฉืืื ื ืฉืื ืฉืื ืืฉืชืื ืืฉืื ืืฉืื
PTCP MSA ืฉืื ื ืฉืื ืืฉืื ืืฉืื ืืฉืชืื ืืฉืืื ืืฉืืFSA ืฉืืื ื ืฉืืื ืืฉืืื ืืฉืืื ืืฉืชืืื ืืฉืืืื ืืฉืืื
ืืช ืฉื ืืช ื ืฉื ืืช ืืฉื ืืช ืืฉื ืืช ืืฉืชื ืืช ืืฉื ืืช ืืฉืMPA ืฉืืืื ื ืฉืืืื ืืฉืืืื ืืฉืืืื ืืฉืชืืืื ืืฉืืืืื ืืฉืืืืFPA ืฉืืืืช ื ืฉืืืืช ืืฉืืืืช ืืฉืืืืช ืืฉืชืืืืช ืืฉืืืืืช ืืฉืืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 204
4a. I-Alef Verb: ืืืจ โsayโ (also ืืื โperishโ ืืื โbe willingโ, ืืื โeatโ, and ืืคื โbakeโ) (19.1)I-Alef IMPF 3MS IMPF 1CS PAST
QAL ืืืืจ ืืืจ ืืืจ ืื*These five roots behave differently only in the Qal Imperfect and
Past Narrative; all other conjugations are as I-Guttural verbs.
4b. III-Alef Verb: ืืฆื โfindโ (19.2)III-Alef QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ืืฆื ื ืืฆื ืืฆื ืืฆื ืืชืืฆื ืืืฆืื ืืืฆื3FS ืืฆืื ื ืืฆืื ืืฆืื ืืฆืื ืืชืืฆืื ืืื ืืืฆ ืืืฆืื2MS ืืช ืืฆ ืืช ื ืืฆ ืืช ืืฆ ืืช ืืฆ ืืช ืืชืืฆ ืืช ืืืฆ ืืช ืืืฆ2FS ืืฆืืช ื ืืฆืืช ืืฆืืช ืืฆืืช ืืชืืฆืืช ืืืฆืืช ืืืฆืืช1CS ืืชื ืืฆ ืืชื ื ืืฆ ืืชื ืืฆ ืืชื ืืฆ ืืชื ืืชืืฆ ืืชื ืืืฆ ืืชื ืืืฆ3CP ืืฆืื ื ืืฆืื ืืฆืื ืืฆืื ืืชืืฆืื ืื ืืืฆ ืืืฆืื2MP ืืฆืืชื ื ืืฆืืชื ืืฆืืชื ืืฆืืชื ืืชืืฆืืชื ืืืฆืืชื ืืืฆืืชื2FP ืืฆืืชื ื ืืฆืืชื ืืฆืืชื ืืฆืืชื ืืชืืฆืืชื ืืืฆืืชื ืืืฆืืชื1CP ืื ื ืืฆ ืื ื ื ืืฆ ืื ื ืืฆ ืื ื ืืฆ ืื ื ืืชืืฆ ืื ื ืืืฆ ืื ื ืืืฆ
IMPF 3MS ืืืฆื ืืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆืื ืืืฆื3FS/2MS ืชืืฆื ืชืืฆื ืชืืฆื ืชืืฆื ืชืชืืฆื ืชืืฆืื ืชืืฆื
2FS ืชืืฆืื ืชืืฆืื ืชืืฆืื ืชืืฆืื ืชืชืืฆืื ืืื ืชืืฆ ืชืืฆืื1CS ืืืฆื ืืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆืื ืืืฆื3MP ืืืฆืื ืืืฆืื ืืืฆืื ืืืฆืื ืืชืืฆืื ืืื ืืืฆ ืืืฆืื
3FP/2FP ืื ื ืชืืฆ ืื ื ืชืืฆ ืื ื ืชืืฆ ืื ื ืชืืฆ ืื ื ืชืชืืฆ ืื ื ืชืืฆ ืื ื ืชืืฆ2MP ืชืืฆืื ืชืืฆืื ืชืืฆืื ืชืืฆืื ืชืชืืฆืื ืืื ืชืืฆ ืชืืฆืื1CP ื ืืฆื ื ืืฆื ื ืืฆื ื ืืฆื ื ืชืืฆื ื ืืฆืื ื ืืฆื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 205
III-ALEF QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PAST 3MS ืืืืฆื ืืืืฆื ืืืืฆื ืืืืฆื ืืืชืืฆื ืืืืฆื ืืืืฆืJUSS 3MS ืืืฆื ืืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆื ืืืฆื
1CS ืืืฆืื ืืืฆืื ืืืฆืื ืืชืืฆืื ืืืฆืืืIMV MS ืืฆื ืืืฆื ืืฆื ืืชืืฆื ืืืฆื
FS ืืฆืื ืืืฆืื ืืฆืื ืืชืืฆืื ืืืฆืืืMP ืืฆืื ืืืฆืื ืืฆืื ืืชืืฆืื ืืืฆืืืFP ืืฆืื ื ืื ื ืืืฆ ืื ื ืืฆ ืื ื ืืชืืฆ ืื ื ืืืฆ
INF CST ืืฆื ืืืฆื ืืฆื ืืฆื ืืชืืฆื ืืืฆืื ืืืฆื INF ABS ืืฆืื ื ืืฆื ืืฆื ืืชืืฆื ืืืฆื
PTCP MSA ืืฆื ื ืืฆื ืืืฆื ืืืฆื ืืชืืฆื ืืืฆืื ืืืฆืFSA ืืฆืื ื ืืฆืื ืืืฆืื ืืืฆืื ืืชืืฆืื ืืืฆืืื ืืืฆืื
ืืฆืืช ื ืืฆืืช ืืืฆืืช ืืืฆืืช ืืชืืฆืืช ืืืฆืืช ืืืฆืืชMPA ืืฆืืื ื ืืฆืืื ืืืฆืืื ืืืฆืืื ืืชืืฆืืื ืืืฆืืืื ืืืฆืืืFPA ืืฆืืืช ื ืืฆืืืช ืืืฆืืืช ืืืฆืืืช ืืชืืฆืืืช ืืืฆืืืืช ืืืฆืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 206
5. I-Nun Verb: ื ืคื โfallโ, ื ืืฉ โdraw nearโ (20.1)I-NUN QAL NIFAL PI/PU/HIT HIFIL HOFAL
PERF 3MS ื ืคื ื ืืฉ ื ืืฉ ืืืืฉ ืืืฉ3FS ื ืคืื ื ืืฉื ื ืืฉื ืืฉื ืื ืืืฉื2MS ืืช ื ืค ืฉืช ื ื ืฉืช ื ื ืฉืช ืื ืฉืช ืื2FS ืืช ื ืค ืฉืช ื ื ืฉืช ื ื R ืฉืช ืื ืฉืช ืื1CS ื ืคืืชื ืฉืชื ื ื ืฉืชื ื ื ืฉืชื ืื ืฉืชื ืื3CP ื ืคืื ื ืืฉื ื ืืฉื E ืืืืฉื ืืืฉื2MP ื ืคืืชื ื ืืฉืชื ื ืืฉืชื ืืืฉืชื ืืืฉืชื2FP ื ืคืืชื ื ืืฉืชื ื ืืฉืชื G ืืืฉืชื ืืืฉืชื1CP ืื ื ื ืค ืฉื ื ื ื ืฉื ื ื ื ืฉื ื ืื ืฉื ื ืื
UIMPF 3MS ืืคื ืืืฉ ืื ืืฉ ืืืืฉ ืืืฉ
3FS/2MS ืชืคื ืชืืฉ ืชื ืืฉ L ืชืืืฉ ืชืืฉ2FS ืชืคืื ืชืืฉื ืชื ืืฉื ืืฉื ืชื ืชืืฉื1CS ืืคื ืืืฉ ืื ืืฉ A ืืืืฉ ืืืฉ3MP ืืคืื ืืืฉื ืื ืืฉื ืืฉื ืื ืืืฉื3FP ืชืคืื ื ืฉื ื ืชื ืฉื ื ืชื ื R ืฉื ื ืชื ืชืืฉื ื2MP ืชืคืื ืชืืฉื ืชื ืืฉื ืืฉื ืชื ืชืืฉื2FP ืชืคืื ื ืฉื ื ืชื ืฉื ื ืชื ื ืฉื ื ืชื ืชืืฉื ื1CP ื ืคื ื ืืฉ ื ื ืืฉ ื ืืืฉ ื ืืฉ
Appendix C: Weak Verb (and Guttural Verb) Paradigms 207
I-NUN QAL NIFAL PI/PU/HIT HIFIL HOFAL
PAST 3MS ืืืคื ืืืืฉ ืืื ืืฉ R ืืืืฉ ืืืืฉJUSS 3MS ืืคื ืืืฉ ืื ืืฉ ืืืฉ ืืืฉ
1CS ืืคืื ืืืฉื ืื ืืฉื E ืืฉื ืืIMV MS ื ืคื ืืฉ ืื ืืฉ ืืืฉ
FS ื ืคืื ืืฉื ืื ืืฉื G ืืฉื ืืMP ื ืคืื ืืฉื ืื ืืฉื ืืฉื ืืFP ื ืคืื ื ืฉื ื ื ืฉื ื ืื ื U ืฉื ื ืื
INF CST ื ืคื ืฉืช ื ืื ืืฉ ืืืืฉ ืืืฉ INF ABS ื ืคืื ื ืืืฉ ืื ืืฉ L ืืืฉ ืืืฉ
PTCP MSA ื ืคื ื ืืฉ ื ืืฉ ืืืืฉ ืืืฉFSA ื ืคืื ื ืืฉื ื ืืฉื A ืืืืฉื ืืืฉื
ืืช ื ืค ืฉืช ื ื ืฉืช ื ื ืฉืช ืื ืฉืช ืืMPA ื ืคืืื ื ืืฉืื ื ืืฉืื R ืืืืฉืื ืืืฉืืFPA ื ืคืืืช ื ืืฉืืช ื ืืฉืืช ืืืืฉืื ืืืฉืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 208
6. I-Vav/Yod Verb: ืืฉื โsitโ, ืืจืฉ โpossessโ; ืืื โbe goodโ (21.1)I-VAV/YOD QAL NIFAL PI/PU/HIT HIFIL HOFAL QAL HIFIL
PERF 3MS ืืฉื ืืจืฉ ื ืืฉื ืืืฉืื ืืืฉื ืืื ืืืืื3FS ืืฉืื ืืจืฉื ื ืืฉืื ืืื ืืืฉ ืืืฉืื ืืืื ืืื ืืื2MS ืืช ืืฉ ืฉืช ืืจ ืืช ื ืืฉ ืืช ืืืฉ ืืช ืืืฉ ืืช ืื ืืช ืืื2FS ืืฉืืช ืืจืฉืช ื ืืฉืืช R ืืืฉืืช ืืืฉืืช ืืืืช ืืืืืช1CS ืืชื ืืฉ ืฉืชื ืืจ ืืชื ื ืืฉ ืืชื ืืืฉ ืืชื ืืืฉ ืืชื ืื ืืชื ืืื3CP ืืฉืื ืืจืฉื ื ืืฉืื E ืืื ืืืฉ ืืืฉืื ืืืื ืืื ืืื2MP ืืฉืืชื ืืจืฉืชื ื ืืฉืืชื ืืืฉืืชื ืืืฉืืชื ืืืืชื ืืืืืชื2FP ืืฉืืชื ืืจืฉืชื ื ืืฉืืชื G ืืืฉืืชื ืืืฉืืชื ืืืืชื ืืืืืชื1CP ืื ื ืืฉ ืฉื ื ืืจ ืื ื ื ืืฉ ืื ื ืืืฉ ืื ื ืืืฉ ืื ื ืื ืื ื ืืื
U IMPF 3MS ืืฉื ืืืจืฉ ืืืฉื ืืืฉืื ืืืฉื ืืืื ืืืืื
3FS/2MS ืชืฉื ืชืืจืฉ ืชืืฉื L ืชืืฉืื ืชืืฉื ืชืืื ืชืืืื2FS ืชืฉืื ืชืืจืฉื ืชืืฉืื ืืื ืชืืฉ ืชืืฉืื ืชืืืื ืืื ืชืื1CS ืืฉื ืืืจืฉ ืืืฉื A ืืืฉืื ืืืฉื ืืืื ืืืืื3MP ืืฉืื ืืืจืฉื ืืืฉืื ืืื ืืืฉ ืืืฉืื ืืืืื ืืื ืืื3FP ืื ื ืชืฉ ืฉื ื ืชืืจ ืื ื ืชืืฉ R ืื ื ืชืืฉ ืื ื ืชืืฉ ืื ื ืชืื ืื ื ืชืื2MP ืชืฉืื ืชืืจืฉื ืชืืฉืื ืืื ืชืืฉ ืชืืฉืื ืชืืืื ืืื ืชืื2FP ืื ื ืชืฉ ืฉื ื ืชืืจ ืื ื ืชืืฉ ืื ื ืชืืฉ ืื ื ืชืืฉ ืื ื ืชืื ืื ื ืชืื1CP ื ืฉื ื ืืจืฉ ื ืืฉื ื ืืฉืื ื ืืฉื ื ืืื ื ืืืื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 209
I-VAV/YOD QAL NIFAL PI/PU/HIT HIFIL HOFAL QAL HIFIL
PAST 3MS ืฉื ืื ืืืจืฉ ืืืืฉื R ืฉื ืื ืืืืฉื ืืืืื ืืืืJUSS 3MS ืืฉื ืืืจืฉ ืืืฉื ืืืฉื ืืืื ืืืื
1CS ืืฉืื ืืืจืฉื ืืืฉืื E ืืื ืืืฉ ืืืืื ืืื ืืืIMV MS ืฉื ืจืฉ ืืืฉื ืืืฉื ืืื ืืืื
FS ืฉืื ืจืฉื ืืืฉืื G ืืื ืืืฉ ืืืื ืืื ืืืMP ืฉืื ืจืฉื ืืืฉืื ืืื ืืืฉ ืืืื ืืื ืืืFP ืื ื ืฉ ืฉื ื ืจ ืื ื ืืืฉ U ืื ื ืืืฉ ืื ื ืื ืื ื ืืื
INF CST ืืช ืฉ ืฉืช ืจ ืืืฉื ืืืฉืื ืืืฉื ืืื ืืืืื INF ABS ืืฉืื ืืจืืฉ ืืืฉื L ืืืฉื ืืืฉื ืืืื ืืืื
PTCP MSA ืืฉื ืืจืฉ ื ืืฉื ืืืฉืื ืืืฉื ืืื ืืืืืFSA ืืฉืื ืืจืฉื ื ืืฉืื A ืืืฉืืื ืืืฉืื ืืืื ืืืืืื
ืืช ืืฉ ืฉืช ืืจ ืืช ื ืืฉ ืืช ืืืฉ ืืช ืืืฉ ืืช ืื ืืช ืืืMPA ืืฉืืื ืืจืฉืื ื ืืฉืืื R ืืืฉืืื ืืืฉืืื ืืืืื ืืืืืืืFPA ืืฉืืืช ืืจืฉืืช ื ืืฉืืืช ืืืฉืืืช ืืืฉืืืช ืืืืืช ืืืืืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 210
7. III-He Verb: ืืื โrevealโ (22.1)III-He QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PERF 3MS ืืื ื ืืื ืืื ืืื ืืชืืื ืืืื ืืืื3FS ืืืชื ื ืืืชื ืืืชื ืืืชื ืืชืืืชื ืืืืชื ืืืืชื2MS ืืช ืื ืืช ื ืื ืืช ืื ืืช ืื ืืช ืืชืื ืืช ืืื ืืช ืืื2FS ืืืืช ื ืืืืช ืืืืช ืืืืช ืืชืืืืช ืืืืืช ืืืืืช1CS ืืชื ืื ืืชื ื ืื ืืชื ืื ืืชื ืื ืืชื ืืชืื ืืชื ืืื ืืชื ืืื3CP ืืื ื ืืื ืืื ืืื ืืชืืื ืืืื ืืืื2MP ืืืืชื ื ืืืืชื ืืืืชื ืืืืชื ืืชืืืืชื ืืืืืชื ืืืืืชื2FP ืืืืชื ื ืืืืชื ืืืืชื ืืืืชื ืืชืืืืชื ืืืืืชื ืืืืืชื1CP ืื ื ืื ืื ื ื ืื ืื ื ืื ืื ื ืื ืื ื ืืชืื ืื ื ืืื ืื ื ืืื
IMPF 3MS ืืืื ืืืื ืืืื ืืืื ืืชืืื ืืืื ืืืื3FS/2MS ืชืืื ืชืืื ืชืืื ืชืืื ืชืชืืื ืชืืื ืชืืื
2FS ืชืืื ืชืืื ืชืืื ืชืืื ืชืชืืื ืชืืื ืชืืื1CS ืืืื ืืืื ืืืื ืืืื ืืชืืื ืืืื ืืืื3MP ืืืื ืืืื ืืืื ืืืื ืืชืืื ืืืื ืืืื3FP ืื ื ืชืื ืื ื ืชืื ืื ื ืชืื ืื ื ืชืื ืื ื ืชืชืื ืื ื ืชืื ืื ื ืชืื2MP ืชืืื ืชืืื ืชืืื ืชืืื ืชืชืืื ืชืืื ืชืืื2FP ืื ื ืชืื ืื ื ืชืื ืื ื ืชืื ืื ื ืชืื ืื ื ืชืชืื ืื ื ืชืื ืื ื ืชืื1CP ื ืืื ื ืืื ื ืืื ื ืืื ื ืชืืื ื ืืื ื ืืื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 211
III-HE QAL NIFAL PIEL PUAL HITPAEL HIFIL HOFAL
PAST 3MS ืื ืื ืืืื ืืืื ืืืชืื ืื ืืJUSS 3MS ืื ื ืืื ืืื ืืชืื ืื ื
1CS NO DISTINCT 1CS JUSSIVE FORM โ IDENTICAL WITH 1CS IMPERFECTIMV MS ืืื ืืืื ืืื ืืชืืื ืืืื
FS ืืื ืืืื ืืื ืืชืืื ืืืืMP ืืื ืืืื ืืื ืืชืืื ืืืืFP ืื ื ืื ืื ื ืืื ืื ื ืื ืื ื ืืชืื ืื ื ืืื
INF CST ืืืืช ืืืืืช ืืืืช ืืืืช ืืชืืืืช ืืืืืช ืืืืืช INF ABS ืืื ื ืืื ืืื ืืื ืืชืืื ืืืื ืืืื
PTCP MSA ืืื ื ืืื ืืืื ืืืื ืืชืืื ืืืื ืืืืFSA ืืื ื ืืื ืืืื ืืืื ืืชืืื ืืืื ืืืื
MPA ืืืื ื ืืืื ืืืืื ืืืืื ืืชืืืื ืืืืื ืืืืืFPA ืืืืช ื ืืืืช ืืืืืช ืืืืืช ืืชืืืืช ืืืืืช ืืืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 212
8. II-Vav/Yod Verb: ืงืื โariseโ, ืืืช โdieโ, ืฉืื โsetโ (23.1)II-Vav/Yod QAL II-VAV QAL STATIVE QAL II-YOD NIFAL POLEL HIFIL HOFAL
PERF 3MS ืงื ืืช ืฉื ื ืงืื ืงืืื ืืงืื ืืืงื3FS ืื ืง ืชื ื ืื ืฉ ื ืงืืื ืงืืืื ืืื ืืง ืืืงืื2MS ืืช ืง ืชื ื ืืช ืฉ ื ืงืืืืช ืืช ืงืื ืืงืืืืช ืืช ืืืง2FS ืงืืช ืืช ืฉืืช ื ืงืืืืช ืงืืืืช ืืงืืืืช ืืช ืืืง1CS ืืชื ืง ืชื ื ืืชื ืฉ ื ืงืืืืชื ืืชื ืงืื ืืงืืืืชื ืืชื ืืืง3CP ืื ืง ืชื ื ืื ืฉ ื ืงืืื ืงืืืื ืืื ืืง ืืืงืื2MP ืงืืชื ืืชื ืฉืืชื ื ืงืืืืชื ืงืืืืชื ืืงืืืืชื ืืืงืืชื2FP ืงืืชื ืืชื ืฉืืชื ื ืงืืืืชื ืงืืืืชื ืืงืืืืชื ืืืงืืชื1CP ืื ื ืง ืชื ื ื ืื ื ืฉ ื ืงืืืื ื ืื ื ืงืื ืืงืืืื ื ืื ื ืืืง
IMPF 3MS ืืงืื ืืืืช ืืฉืื ืืงืื ืืงืืื ืืงืื ืืืงื3FS/2MS ืชืงืื ืชืืืช ืชืฉืื ืชืงืื ืชืงืืื ืชืงืื ืชืืงื
2FS ืชืงืืื ืชืืืชื ืืื ืชืฉ ืชืงืืื ืชืงืืืื ืืื ืชืง ืชืืงืื1CS ืืงืื ืืืืช ืืฉืื ืืงืื ืืงืืื ืืงืื ืืืงื3MP ืืงืืื ืืืืชื ืืื ืืฉ ืืงืืื ืืงืืืื ืืื ืืง ืืืงืื3FP
ืื ื ืชืงืื ืื ื ืชืืืช ืื ื ืชืฉืื ืชืงืืื ื ืื ื ืชืงืื ืื ื ืชืงื ื ืชืงืื ืื ื ืชืืง
2MP ืชืงืืื ืชืืืชื ืืื ืชืฉ ืชืงืืื ืชืงืืืื ืืื ืชืง ืชืืงืื2FP
ืื ื ืชืงืื ืื ื ืชืืืช ืื ื ืชืฉืื ืชืงืืื ื ืื ื ืชืงืื ืื ื ืชืงื ื ืชืงืื ืื ื ืชืืง
1CP ื ืงืื ื ืืืช ื ืฉืื ื ืงืื ื ืงืืื ื ืงืื ื ืืงื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 213
II-VAV/YOD QAL II-VAV QAL STATIVE QAL II-YOD NIFAL POLEL HIFIL HOFAL
PAST 3MS ืงื ืื ืืช ืื ืฉื ืื ืืืงืื ืืืงืืื ืงื ืื ืืืืงืJUSS 3MS ืืงื ืืืช ืืฉื ืืงืื ืืงืืื ืืงื
1CS ืืงืืื ืืืืชื ืืื ืืฉ ืืงืืื ืืงืืืื ืืื ืืงIMV MS ืงืื ืืืช ืฉืื ืืงืื ืงืืื ืืงื
FS ืงืืื ืืืชื ืืื ืฉ ืืงืืื ืงืืืื ืืื ืืงMP ืงืืื ืืืชื ืืื ืฉ ืืงืืื ืงืืืื ืืื ืืงFP ืงืื ื ืืชื ื ืื ื ืฉ ืืงืืื ื ืื ื ืงืื ืื ื ืืง
INF CST ืงืื ืืืช ืฉืื ืืงืื ืงืืื ืืงืื ืืืงื INF ABS ืงืื ืืืช ืฉืื ืืงืื ืงืืื ืืงื ืืืงื
PTCP MSA ืงื ืืช ืฉื ื ืงืื ืืงืืื ืืงืื ืืืงืFSA ืงืื ืืชื ืฉืื ื ืงืืื ืืงืืืื ืืงืืื ืืืงืื
MPA ืงืืื ืืชืื ืฉืืื ื ืงืืืื ืืงืืืืื ืืงืืืื ืืืงืืืFPA ืงืืืช ืืชืืช ืฉืืืช ื ืงืืืืช ืืงืืืืืช ืืงืืืืช ืืืงืืืช
Appendix C: Weak Verb (and Guttural Verb) Paradigms 214
9. II-III Verb: ืกืื โsurroundโ, ืงื โbe slightโ (24.1)II-III QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PERF 3MS ืงื / ืกืืกืื ื ืกื ืกืืื ืืกื ืืืกื3FS ืื ืื / ืกืืืืก ืง ืื ื ืก ืกืืืื ืื ืืก ืื ืืืก2MS ืกืืืช ืงืืืช ื ืกืืืช ืืช ืกืื ืืกืืืช ืืืกืืืช2FS ืกืืืช ืงืืืช ื ืกืืืช ืกืืืืช ืืกืืืช ืืืกืืืช1CS ืกืืืชื ืงืืืชื ื ืกืืืชื ืืชื ืกืื ืืกืืืชื ืืืกืืืชื3CP ืื ืื / ืกืืืืก ืง ืื ื ืก ืกืืืื ืื ืืก ืื ืืืก2MP ืกืืืชื ืงืืืชื ื ืกืืืชื ืกืืืืชื ืืกืืืชื ืืืกืืืชื2FP ืกืืืชื ืงืืืชื ื ืกืืืชื ืกืืืืชื ืืกืืืชื ืืืกืืืชื1CP ืกืืื ื ืงืืื ื ื ืกืืื ื ืื ื ืกืื ืืกืืื ื ืืืกืืื ื
IMPF 3MS / ืืกืืืกื ืืงื ืืกื ืืกืืื ืืกื / ืืกืืืืกื3FS/2MS / ืชืกืืชืกื ืชืงื ืชืกื ืชืกืืื ืชืกื ืชืืกื
2FS ืืืชืกืื / ืชืก ืื ืชืง ืื ืชืก ืชืกืืืื ืื ืชืก ืชืืกืื1CS / ืืกืืืกื ืืงื ืืกื ืืกืืื ืืกื ืืืกื3MP / ืืกืืืืกืื ืื ืืง ืื ืืก ืืกืืืื ืื ืืก ืื ืืืก3FP ืื ื ืื ืืชืก / ืชืกื ืื ื ืชืงื ืื ื ืชืกื ืื ื ืชืกืื ืื ื ืชืกื ืื ื ืชืืกื2MP ืื ืชืกืื/ืชืกืื ืชืง ืื ืชืก ืชืกืืืื ืื ืชืก ืื ืชืืก2FP ืื ื ืื ื /ืชืก ืชืกื ืื ื ืชืงื ืื ื ืชืกื ืื ื ืชืกืื ืื ื ืชืกื ืื ื ืชืืกื1CP ื ืงื ื ืกื /ื ืกื ื ืกื ื ืกืืื ื ืกื ื ืืกื
Appendix C: Weak Verb (and Guttural Verb) Paradigms 215
II-III QAL DYNAMIC QAL STATIVE NIFAL POEL HIFIL HOFAL
PAST 3MS ืกื ืื ืืืงื ืืืกื ืืืกืืื ืกื ืื ืืืืกืJUSS 3MS ืืกื ืืงื ืืกื ืืกืืื ืืกื ืืืกื
1CS ืื ืืก ืื ืืง ืื ืืก ืืกืืืื ืื ืืกIMV MS ืกื ืืกื ืกืืื ืืกื
FS ืื ืก ืื ืืก ืกืืืื ืื ืืกMP ืื ืก ืื ืืก ืกืืืื ืื ืืกFP ืื ื ืกื ืื ื ืืกื ืื ื ืกืื ื ื ืืกืื
INF CST ืกื ืงื ืืกื ืกืืื ืืกื ืืืกื INF ABS ืกืืื ืงืืื ืืกืื ืกืืื ืืกื ืืืกื
PTCP MSA ืกืื ืงื ื ืกื ืืกืืื ืืกื ืืืกืFSA ืกืืื ืงืื ื ืกืื ืืกืืืื ืืกืื ืืืกืื
MPA ืกืืืื ืงืืื ื ืกืืื ืืกืืืืื ืืกืืื ืืืกืืืFPA ืกืืืืช ืงืืืช ื ืกืืืช ืืกืืืืืช ืืกืืืช ืืืกืืืช
216
Appendix DNumerals
Cardinals Ordinals
Masculine Feminine
Absolute Construct Absolute Construct Masculine Feminine
12345678910
ืืืืื ืฉื
ืฉืืฉืืืจืืขืืืืฉืืฉืฉืืฉืืขืืฉืื ืืชืฉืขืืขืฉืจื
ืืืืฉื ื
ืฉืืฉืชืขืช ืืจืืฉืช ืืืฉืช ืฉืฉืืขืชืฉืื ืชืชืฉืขืชืจืช ืขืฉ
ืืืชืื ืฉืชืฉืืฉืืจืืขืืืฉืฉืฉืืข ืฉืฉืื ืืฉืข ืชืฉืจ ืข
ืืืชืฉืชืืฉืืฉืืจืืขืืืฉืฉืฉืฉืืขืฉืื ืืชืฉืขืฉืจ ืข
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
ืจืืฉืืืฉื ื
ืฉืืืฉืืจืืืขืืืืืฉืืฉืฉื
ืฉืืืขืืฉืืื ืืชืฉืืขืืขืฉืืจื
ืจืืฉืื ืืฉื ืืช
ืฉืืืฉืืชืจืืืขืืชืืืืฉืืชืฉืฉืืช
ืฉืืืขืืชืฉืืื ืืชืชืฉืืขืืชืขืฉืืจืืช
โข 1 is an adjective, and agrees in gender and number with the noun it modifies.
โข 2-10 are nouns which can be in apposition (any order) or construct with a noun. ืื ืฉืื ืฉื ืื ~ ืื ืฉืื ืฉื ืื ~ ืฉื ืึพืื ืฉืื โtwo menโ
โข 3-10 (unlike 1 and 2) take the opposite gender form to the noun they modify. ืื ืื ืฉืืืฉื โthree sonsโ and ืื ืืช ืฉืืืฉ โthree daughtersโ
(contrast ืืื ืื โone sonโ and ืืืช ืืช โone daughterโ)
11-19 are constructed of the numerals 1-9 followed by 10 (M ืขืฉืจ; F ืขืฉืจื). They agree in genderwith the noun they modify (like 1 and 2).
Note: there are alternate forms for 11 and 12ืขืฉืจ ืืื ~ ืขืฉืจ ืขืฉืชื โ11โืขืฉืจ ืฉื ืื ~ ืขืฉืจ ืฉื ื โ12โ
โข 20-90 are the plural forms of 2-9; single integers are conjoined with vav.
โ20โ ืขืฉืจืืืืืื ืฉืืืฉืื โ31โืืืืฉ ืืจืืขืื โ45โ
โข 100s are based on โ100โ (FSA ืืื; FSC ืืืช; P ืืืืช)ืื โ200โ (DU) ืืืช.etc ,โ300โ ืฉืืฉึพืืืืช
โข Certain nouns appear in the singular even with numerically plural modifiers: ืฉื ื ืขืฉืจ ืืื โ11 year(s)โ
ืืื ืขืฉืจืืื โ โ11 day(s)โืฉืื ืขืฉืจืืื โ11 man (men)โ
217
Appendix EMasoretic Accents
ืืขืืื
or accents, were added to the Bible by the Masoretes (ca. 500-1000 C.E.), a group of ,ืืขืืืscholars responsible for the preservation of the Hebrew Bible as well as the addition of accentsand vowels.
The accents serve to break up the text into โsenseโ 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 readerboth 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. Ifthe division of the verse by the accents are observed, the prepositional phrase is part of the crierโsstatement, but the Septuagint, followed by the New Testament, treats the prepositional phrase asindicating the location of the crier.
ืื ืื ื ืืืื ื ืืกื ืจื ืืืื ืืฉืจื ืืขืจื ืจ ืคื ื ื ื ืืืื ืงืื ืงืืจA voice cries out: โIn the wilderness prepare the way of the LORD, make straight in the desert ahighway for our God.โ (Isa 40:3, NRSV)
Compare:This is the one of whom the prophet Isaiah spoke when he said, โThe voice of one crying out inthe wilderness: โPrepare the way of the Lord, make his paths straight.โ (Matt 3:3, NRSV)
There are 27 accents used by twenty-one books of the Hebrew Bible as well as a variant 21accents used exclusively in Psalms, Job, and Proverbs. The accents are categorized as disjunctiveโthose which make a sense break with what followsโand conjunctiveโthose that make asense connection with what follows. In addition, the disjunctive accents are of different โlevelsโdepending on the โstrengthโ 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 commonconjunctive accents which function as servi (โservantsโ), immediately preceding certaindisjunctive accents.
LEVEL ONESilluq (ืกืืฃ ืคืกืืงื always with sof pasuq) ืกืืืืงืAtnah ืืชื ื
LEVEL TWO
Segolta (postpositive) ืกืืืชืZaqef Qatan ื ืืงืฃ ืงืZaqef Gadol ืืืื ืืงืฃ (variant of zaqef qatan)Tifha ื ืืคื
LEVEL THREE Revia ืืข ืจืPashta (postpositive) ืคืฉืชื Tevir ืชืืืจ
Appendix E: Masoretic Accents 218
Note: If two of the same disjunctive accents appear within one clause, most often the first of thetwo will mark the more disjunctive โsenseโ break.
MAJOR CONJUNCTIVEMunah (servi for atnah, segolta, zaqef, revia, and pashta) ืืื ืMerka ื (servi for silluq, tifha, and tevir) ืืจื
Verse divisions by the accents can be understood as operating on a continuous dichotomy: thestrongest 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 betweenthe words: one vertical line (|) represents a level one disjunction, two vertical lines (||) a level twodisjunction, and three vertical lines (|||) a level three disjunction.
Genesis 1:1-2ืืช 1:1 ื โ|| ืืจืืฉ ืื ืืจ ืชโ | ืืื ืื ื ืชโ โ|| ืืฉื ืจืฅ ืื ืืื
ืจืฅ 1:2 ื ||| ืืื ืื ืืืช ืื ||| ืช ืฉื || ืื |ืชืืื ืขืึพืคื ื || ืื
ืื ืืจืื ืคืช || ืืื ืืื ืขืึพืคื ื || ืืจื ืื
219
GLOSSARYVerbs 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 forhollow roots. If a citation form is not actually attested, it is placed in parentheses (e.g. [ืืืช]).The same principle applies to nouns. Within the body of a lemma, unattested forms are alsoplaced in parentheses. Homonyms are listed separately.
โข Parentheses (L#) indicate the lesson/vocabulary list in which the word is introduced.
โข Brackets [] indicate the appendix that supplies further information for that lexical entry (e.g.,for a paradigm of that weak verb).
โข 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; Ssingular; VB verb
ื[A2] ืืืืช NOUN M father; P (L2) ืืVB Q perish; PI, HI destroy [C4] (L11) ืืืVB Q be willing, consent [C4, C7] (L19) ืืืืื PN Abimelech ืืืืCONJ but ืืืืื ืืื ืื NOUN F stone; P (L8) ืPN Abraham (L6) ืืืจืืPN Abram (L6) ืืืจืPN Absalom ืืืฉืืืPN Edom ืืืื NOUN M man, humankind; PN Adam (L4) ืืืNOUN F ground, land (L10) ืืืืNOUN M master, lord (L2) ืืืืPN (EPITHET) the Lord (L2) ืืื ืืื PN Adonijah ืืื ืVB Q love [C1, C2] (L7) ืืืNOUN M tent (L7) ืืืPN Aaron (L6) ืืืจืืCONJ or (L28) ืืCONJ but ืืืื,NOUN M treasure, store; treasury ืืืฆืจ
storehouseNOUN M light (L22) ืืืจ,VB Q be(come) light; H give light, shine [ืืืจ]
make shineืืืชืืช NOUN M, F sign; P ืืืชVB NI consent, agree [ืืืช]ืื NOUN F ear; DU (L5) ืืื ืืื
VB Q gird, equip [C1, C3] ืืืจ[A2] ืืืื NOUN M brother; P (L4) ืืืืืช NOUN M one, each (one); F (L13) ืืื
[D][A2 [ืืืืืช] NOUN F sister; P (L4) ืืืืช
ืืืจ,ืืืจื (L13) PREP, ADV, CONJ behind, afterADJ another (L13) ืืืจ ?from where ืืึพืืื ;?INTE where ืืNOUN M enemy (Q PTCP) ืืืืNOUN F enmity, personal hostility ืืืื ?INTER where ืืื!ADV how; INTJ How (L27) ืืื
ืื,ืืืึพ ื (L3) EXST ADV there is/are not[A2] ืื ืฉืื NOUN M man; P (L2) ืืืฉADV only, surely (L14) ืืVB Q eat [C4] (L7) ืืืNOUN F food, eating ืืืืPREP to, towards [A5] (L2) ืืึพADV not (with commands) (L9) ืืNOUN M god, God, mighty one (L28) ืืืื CP DEM these [A4] ืNOUN M God; gods (L2) ืืืืืืื PN Elimelech ืืืืNOUN F sheaf ืืืืืืฃ NOUN M thousand, clan ืืืฃ] NOUN M cattle (only in P) [ืCOND if; (also marks an alternative (L8) ืื
condition, i.e., or ...)[A2] ืืืืช NOUN F mother; P (L4) ืื
Glossary 220
NOUN F maid, handmaid (L19) ืืืNOUN F cubit ืืืVB Q support; HI believe [C1] (L17) [ืืื]VB Q be strong, bold; PI (L29) [ืืืฅ]
strengthen (something); HIT make oneselfbold, obstinate [C1]
VB Q say [C3, C4] (L6) ืืืจืืจ NOUN M speech, word ืNOUN F truth, faithfulness (L10) ืืืชื ื ?INTER where?, to where (L25) ื
ื ื ื ื,ื ื INTJ ah!, now!ืื ื ืื ื,ืื ื PRON 1CP we [A3]ืื ืื,ืื ื PRON 1CS I [A3]
PN Asa ืืกืVB Q gather, remove [C1] (L10) ืืกืฃADV also, even, moreover (L15) ืืฃNOUN M nose, face, anger (L22) ืืฃ!CONJ furthermore; how much more ืืฃ ืืVB Q bake [C4, C7] (L19) ืืคืืฆื NOUN M proximity; PREP beside ืืืจืืขืื P ;ืืจืืขื NOUN FS four; MS ืืจืืข
forty; ืื M fourth ืจืืืขื ;four-fold ืืจืืขืช[D] ืจืืขืื ADJ/SUBST (those belonging to)the fourth generation
NOUN M chest, ark (L24) ืืจืืNOUN M way, path (L21) ืืจืNOUN M length ืืจื,VB Q be long; HI prolong (L27) [ืืจื]
lengthenNOUN F earth, land (L2) ืืจืฅVB Q, PI curse [C1, C9] [ืืจืจ]PN Ararat ืืจืจื[A2] ื ืฉืื NOUN F woman, wife; P (L2) ืืฉืPN Assyria ืืฉืืจNOUN M guilt (offering) (L17) ืืฉืCONJ that, which, who; COMP that (L5) ืืฉืจ
ืืช ,ืืชึพ , with suffix ืืชื, etc. (L4) directobject marker (mostly for definitenouns) [A5]ืืช,ืืชึพ , with suffix ืืชื, etc. (L7) PREP with[A5]
PRON 2MS you [A3] ืืชืPRON 2FS you [A3] ืืชPRON 2MP you [A3] ืืชื
ื ื ืืชื,ืืช PRON 2FP you [A3]
ืPREP in, at, with, by [A5] (L3) ืNOUN M well, cistern, pit (L10) ืืืจPN Babylon (L6) ืืืืื NOUN M garment (L7) ืVB HI divide, separate (L22) [ืืื]NOUN M emptiness ืืืNOUN F cattle (L4) ืืืืVB Q come, enter; HI bring, make (L23) ืืื
enter [C4, C8]NOUN M well, cistern, pit (L10) ืืืจVB Q be ashamed [C8] (L23) ืืืฉVB Q choose [C2, C3] (L17) ืืืจVB Q trust [C3] (L10) ืืืืื] (ืืื only in CST) PREP between (L9) [ืVB Q perceive, observe, have (L27) ืืื
insight; HI understand, giveunderstanding, teach
NOUN F understanding ืืื ืืืช ืชืื NOUN M house (L2) ื [A2] ืPN Bethel ืืืชึพืืืื PN Bethlehem ืืืชึพืVB Q weep, bewail; PI lament [C7] (L26) ืืืNOUN M first-born (L23) ืืืืจPN Bilhah ืืืืPN Balak ืืืงADV not, except (L25) ืืืชืNOUN F high-place (L12) ืืืnumber ืืึพ ;[A2] ืื ืื NOUN M son; P (L2) ืื
idiomatic for X years old ืฉื ืVB Q build [C7] (L22) ืื ืPN Benjamin ืื ืืืืืขื PREP behind, on behalf of, away (L12) ื
from; CST ืืขืPN Boaz ืืขืืขื NOUN M owner, lord; PN Baal ืNOUN M dough ืืฆืงNOUN F valley, plain ืืงืขืNOUN M cattle, herd, ox (L7) ืืงืจNOUN M morning (L28) ืืงืจVB PI seek (L11) [ืืงืฉ]NOUN M corn ืืจVB Q create [C4] (L20) ืืจืVB Q flee [C3] ืืจืNOUN F covenant (L4) ืืจืืชVB PI bless [C2] (L13) [ืืจื]VB PI boil (L19) ืืฉื
Glossary 221
NOUN M flesh (L6) ืืฉืจ[A2] ืื ืืช NOUN F daughter; P (L4) ืืชืืข PN Bathsheba ืืชึพืฉPREP M in the midst of (only in CST; see ืืชืื
ืื (ืช
ืVB Q redeem, act as a kinsman [C2] ืืืQ PTCP kinsman-redeemer, close relative ืืืVB Q be high, lofty, tall; HI make high ืืืNOUN M border, territory ืืืืADJ great (L9) ืืืื[ ืืื,ืืื ] (L11) VB Q be great; PI make great,
grow ืื NOUN M greatness, magnificence ืPN Gideon ืืืขืืNOUN M nation, people (L5) ืืืVB Q to sojourn, abide [C8] (L27) ืืืจNOUN M belly (of reptiles) ืืืืVB Q uncover, reveal [C7] (L22) ืืืADV also, even (L7) ืืNOUN M camel (L22) ืืืNOUN M garden (L15) ืืVB Q steal; NI be stolen; PI steal away; PU ืื ื
be stolen away; HIT go by stealthNOUN F stolen item ืื ืืNOUN M resident alien, stranger (L14) ืืจNOUN FP neck ืืจืืจืืชืจื NOUN M threshing floor (L27) ืPN Gerar ืืจืจVB Q cast out, thrust out; PI drive (L18) [ืืจืฉ]
out, away [C2]
ืVB Q cling, cleave, keep close (L26) ืืืงNOUN M word, thing (L2) ืืืจVB PI speak [C3] (L11) [ืืืจ]ืืจ NOUN M pestilence, plague ืNOUN M honey ืืืฉืืื NOUN M fish; F ืืPN David (L2) ืืืNOUN M generation (L13) ืืืจVB Q draw (water) ืืืNOUN M blood; P bloodguilt ืืVB Q be like, resemble [C7] ืืืNOUN F likeness ืืืืชPN Dan ืื
ืขืช NOUN F/M knowledge (L29) ืNOUN M thistles ืืจืืจืจื NOUN M/F way, road (L3) ืVB Q tread, march, walk (L16) ืืจืVB Q seek [C2] (L5) ืืจืฉVB Q be green; H cause to sprout [ืืฉื]ืฉื NOUN M grass ื
ืDET the (L3) ืโขINTER (question marker for โyesโ and (L14) ื
โnoโ questions)ADV to, toward (suffixed on nouns) (L20) - ืืื PN Abel ืPN Hagar ืืืจMS PRON he; DEM that [A3, A4] ืืืFS PRON she; DEM that [A3, A4] ืืืVB Q become, be [C7] (L5) ืืืNOUN M palace, temple (L10) ืืืื VB Q walk, go (L7) ืืืVB PI praise [C9] (L13) [ืืื]
ืื,ืื ื MP PRON they; DEM those [A3, A4]NOUN M multitude, crowd (L15) ืืืื!INTJ behold, see (L18) ืื
ื ื,ืื ื FP PRON they; DEM those [A3, A4]ื ื ;ADV here ื!INTJ behold, see (L11) ืื ืVB Q overturn, destroy [C1] (L14) ืืคืNOUN F overthrow, destruction ืืคืืNOUN M mountain, hill country; P (L5) ืืจ
ืืืจืื ,ืืืจ with article ;ืืจืืVB Q kill, slay [C1, C2] (L10) ืืจืVB Q conceive, become pregnant (L24) ืืจื
[C1, C2, C7]NOUN M conception, pregnancy (also ืืจืืื
(ืืจืื
ืCONJ and (L3) ื,he said [C2 ืืืจโ VB Q 3MS PAST (L8) ืืืืืจ
C4]
ืFS DEM this [A4] ืืืชVB Q, PI slaughter, sacrifice [C3] (L7) ืืืMS DEM this [A4] ืืNOUN M gold (L11) ืืื
Glossary 222
VB Q remember (L4) ืืืจNOUN M male (L19) ืืืจื NOUN M appointed time, time ืืNOUN F sweat [ืืขื]ADJ old (L10) ืืงืVB Q be old ืืงืVB Q rise, come forth, appear (L16) ืืจืVB Q sow seed; H produce seed ืืจืขืจืข NOUN M seed (L20) ื
ืVB NI, HIT hide (oneself); HI hide [ืืื]
(something) [C1, C4]VB Q bind, pledge; NI be pledged; PI [ืืื]
writhe, twist [C1]NOUN M mariner, sailor (Q PTCP) ืืืVB Q, PI embrace [C1] [ืืืง]VB Q bind, bind on, bind up; PI (L25) [ืืืฉ]
bind, restrain; PU be bound up [C1]PN Haggit ืืืืชNOUN M belt, girdle ืืืืจVB Q cease, come to an end [C1] (L26) ืืื NOUN M new moon, month (L25) ืืืฉ,VB HISHTAFEL bow down (L24) [ืืื]
prostrate oneself [C1, C7]PN Eve ืืืNOUN F wall (L15) ืืืื,VB Q be strong; HI strengthen (L17) ืืืง
seize [C1]VB Q sin [C1, C4] (L11) ืืืNOUN M sin ืืืNOUN F sin (L19) ืืืืNOUN F sin, sin-offering (L8) ืืืืชืืื ADJ MS alive, living; FS ืืVB Q live, be alive [C1, C7] (L27) ืืืNOUN F animal (L9) ืืืืื ;NOUN M strength, wealth, valor (L29) ื
armyNOUN MP life (L6) ืืืืNOUN M bosom, lap (L24) ืืืงืืืื ADJ MS wise; FS (L9) ืืืVB Q be wise [C1] (L16) ืืื,VB NI be defiled; PI he polluted (L24) [ืืื]
defiled; HI begin [C1, C9]VB Q, PI divide, distribute; NI (L25) ืืืง
divide oneself [C1]ADJ smooth, slippery ืืืง
ืืง NOUN M portion, share, territory ืNOUN F portion (L29) ืืืงืVB Q desire, take pleasure in ืืืNOUN M donkey (L15) ืืืืจNOUN F mother-in-law (L26) [ืืืืช]NOUN M violence (L15) ืืืกNOUN M cement, mortar, clay ืืืจ;fifty ืืืฉืื P ;ืืืฉื NOUN FS five; MS ืืืฉ
fifth [D] ืืืฉืNOUN M favor, grace (L26) ืืVB Q incline, bend down, camp (L25) ืื ื
[C1, C7] PN Hannah ืื ืPN Enoch ืื ืื,VB Q show favor, be gracious [C1 (L24) ืื ื
C9]VB Q be polluted, profane; HI (L16) [ืื ืฃ]
pollute, make profane [C1]ืกื NOUN M kindness, goodness (L7) ืVB Q seek refuge [C1, C7] (L27) ืืกืืคืฅ NOUN M delight, pleasure ื
ืืง,ืืงึพ , with suffix ืืงื,ืืงื , etc. (L7) NOUN
M statuteืจื ืืจืืืช NOUN F sword P (L6) ืPN Horeb ืืจื,VB Q burn, be kindled [C1, C2 (L22) ืืจื
C7]VB Q think, devise; NI be reckoned (L17) ืืฉื
[C1]VB Q be silent; HI exhibit silence, make [ืืฉื]
still/quiet [C1, C7]ืฉื NOUN M darkness (L22) ืHittites ืืชืื ;Hittite ืืชื ;PN Heth ืืชVB Q be shattered, dismayed (L24) [ืืชืช]
[C1, C9]
ืADJ clean, pure ืืืืจADJ good, pleasant (L9) ืืื,HI cast, hurl, throw; HO be hurled, cast [ืืื]
thrown [C8]ADJ unclean ืืืNOUN M children ืืฃืจื ADV not yet, before (L24) ืVB Q tear, rend, pluck [C2] (L25) ืืจืฃ
Glossary 223
ืืืช] NOUN F sister-in-law (L27) [ืืVB Q be(come) dry; HI cause to be (L21) ืืืฉ
dry [C6]NOUN F dry land (L21) ืืืฉืืื NOUN F hand; DU (L2) ืื ืืืืช P ;ืืVB HI give thanks, praise, confess (L25) [ืืื]
[C6, C7]VB Q know [C3, C6] (L11) ืืืขPN Jehu ืืืืPN Judah (L5) ืืืืืPN Jonathan ืืืื ืชื PN Joshua ืืืืฉืขPN YHWH (personal name of the (L1) ืืืื
Hebrew God)PN Joab ืืืืPN Joash ืืืืฉืืืื;ืืืื NOUN M day; P (L2) ืืื today; ืืื
daily [A2] ืืืNOUN F dove (L17) ืืื ืPN Jonah ืืื ืPN Joseph (L14) ืืืกืฃADJ, SUBST only, only one, solitary ืืืืVB Q be good, pleasing; HI do (L21) [ืืื]
(something) well, deal well with [C6]ืื NOUN M wine (L21) ืVB Q irregular be able, have power [C6] ืืืVB Q beget, bear (children) [C6] (L14) ืืืVB HI howl [C6, C9] [ืืื]ืืืื NOUN M sea; P (L13) ืืPN Sea of Reeds (โRed Seaโ) ืืึพืกืืฃVB HI go right, choose the right, use the [ืืื]
right hand [C6]NOUN F right side, right hand ืืืืVB Q suck; HI suckle, nurse [C6] [ืื ืง],VB Q add; HI multiply, do again (L28) ืืกืฃ
continue [C6]PN Jacob (L7) ืืขืงืVB Q be fair, beautiful; PI beautify [ืืคื]VB Q go forth [C4, C6] (L13) ืืฆืVB HIT station oneself, take one's stand [ืืฆื]
[C6],VB HI set, place, establish; HO be stayed [ืืฆื]
stopped, detained [C6]PN Isaac (L8) ืืฆืืงVB HI lay, spread; HO be laid, spread [ืืฆืข]
[C3, C6]
VB Q pour, pour out; HI pour (oil); HO be ืืฆืงpoured, cast, molten, firmly established[C6]
VB Q form, fashion, shape [C4, C6] (L23) ืืฆืจVB Q kindle, burn; NI be kindled; HI [ืืฆืช]
kindle, set on fire [C6]VB Q awake [C6] (L21) [ืืงืฅ]VB Q fear [C4, C6] (L13) ืืจืNOUN F fear, terror, reverence ืืจืืVB Q go down, descend [C6] (L29) ืืจืPN Jordan River (L21) ืืจืืVB Q, HI throw, cast, shoot (L25) ืืจื
(arrows) [C6]ื PN Jerusalem (L5) ืืจืืฉืPN Jericho ืืจืืื
ืื ืืจืืื,ืืจืื (L12) PN Jeremiahืจืง NOUN M green (thing), greenness ืVB Q take possession, inherit [C6] (L24) ืืจืฉPN Israel (L2) ืืฉืจืืEXST there is ืืฉ,inhabitant ืืืฉื ;VB Q sit, dwell (L11) ืืฉื
dweller (Q PTCP) [C6]PN Jesse ืืฉืPN Ishmael ืืฉืืขืืVB NI be saved; HI save, deliver (L21) [ืืฉืข]
[C3, C6]ืฉืข ,NOUN M deliverance, rescue (L17) ื
salvationVB Q be smooth, right; PI make (L21) ืืฉืจ
even, smooth [C3, C6]VB NI be left over, remain over; HI leave [ืืชืจ]
over, leave a remnant [C3, C6]
ืPREP like, as [A5] (L3) ืCONJ as, just as, when (L6) ืืืฉืจADJ heavy (L9) ืืื[ ืืื,ืืื ] (L11) VB Q be heavy; PI, HI make
heavy, honorNOUN M glory, honor, wealth (L8) ืืืืืืฉ NOUN M lamb ืVB Q subdue, dominate (L17) [ืืืฉ]ADV thus, so (L6) ืืNOUN M priest (L3) ืืืNOUN M star ืืืื;VB NI be set up, established, fixed (L23) [ืืื]
HI establish, set up, make firm [C8]NOUN M strength, power ืื
Glossary 224
;CONJ because, when, if, though, but (L2) ืืCOMP that; ืื ืื but
NOUN F round district, loaf, weight ืืืจืื,ืืึพ , with suffix ืืื, etc. (L2) ADJ all,every; NOUN M everything
,VB Q be complete, PI complete (L14) ืืืfinish [C7]
NOUN F daughter-in-law, bride (L26) ืืืืืืื NOUN M vessel, utensil; P (L13) ืืืPN Kilyon ืืืืืADV so, thus (L22) ืื;VB Q gather, collect; PI gather together ืื ืก
HIT gather oneself togetherืื ืขื ื,ืื ืขื (L11) PN Canaan, Canaanite
ืื NOUN F wing, extremity DU ืื ืฃ [ืื ืคืืช] P ืื ืคNOUN M throne (L23) ืืกืืกืฃ NOUN M silver, money (L11) ืืขืก NOUN M vexation, anger ืVB PI appease, atone [C3] (L13) ืืคืจNOUN M saddlebag ืืจNOUN M cherub (type of subordinate ืืจืื
divine being)ืจื NOUN M, F vineyard ืVB Q cut, cut off, cut down [C2] (L4) ืืจืชVB Q write (L8) ืืชื
ื ืช ื ืช,ืืช ืืช NOUN F tunic
ืPREP to, for [A5] (L3) ืADV no, not (L2) ืืPN Leah ืืืCOMP used to introduce direct (L12) ืืืืจ
speech; not translated (Q INF CST โืืืจ)[C1, C4]ืืื ,ืื (L3) NOUN M heart, mind
PN Laban ืืืPN Lebanon ืืื ืื
ืืืฉ,ืืืฉ (L12) VB Q wear; HI clotheืื NOUN M flame ืCOND would that, if (irreal) ืืCOND if not (irreal, negative) ืืืื;NOUN M tablet, board, plank, plate (L18) ืืื
P ืืืืชPN Lot ืืืPN Levi ืืืืื NOUN M bread, food (L7) ื
ืื ,ืืื NOUN M secrecy (always with ื)
ืืื NOUN M night (L7) ืVB Q capture (L5) ืืืCONJ therefore ืืืVB Q learn; PI teach (L12) ืืื
ืื ืืื,ื (L20) INTER why?ืื PN Lamech ืืขื PREP for the sake of; CONJ in order (L13) ืื
that (purpose), so that (result)PREP, CONJ before (L5) ืืคื ืADV formerly, previously (L27) ืืคื ืืVB Q take, receive [C3, C5] (L15) ืืงืVB Q glean, pick up, gather (L26) [ืืงื]ืืฉื ืืช NOUN M tongue, language P (L13) ืืฉืื
ืNOUN M strength; ADV exceedingly (L7) ืืืNOUN F hundred [D] ืืืืืืืจืืช NOUN M luminary, light, lamp; P ืืืืจNOUN M food ืืืืNOUN M wilderness (L10) ืืืืจืืื ืื ืืืื ืื NOUN M strife, contention; P ืืืื ,
and ืืืื ืื?INTER why (L26) ืืืืขPN Midian ืืืื?INTER what? how (L10) ืืNOUN F tumult, confusion ืืืืืืืืืืื Moabite, F ืืืืื ;PN Moab ืืืืNOUN M meeting, appointed time (L17) ืืืขืNOUN M wonder, sign, portent (L23) ืืืคืชVB Q die; HI kill [C8] (L23) ืืืชืืช NOUN M death (L29) ืืืืืืืช NOUN M altar; P (L12) ืืืืVB Q blot out, wipe away [C2, C7] (L20) ืืืPN Machlon ืืืืืand ืืื ืืช NOUN M encampment, camp P ืืื ื
ืืื ืืืืืืช NOUN M staff, rod, branch, tribe P ืืื?INTER who (L9) ืืNOUN F midwife ืืืืืืื NOUN M water (L5) ืNOUN M kind, species [ืืื]NOUN F blow, wound ืืืVB Q sell [C3] (L29) ืืืจADJ full (L10) ืืืVB Q be full, fill; PI fill [C4] ืืืNOUN M messenger, angel (L6) ืืืืNOUN F work (L16) ืืืืื
Glossary 225
ืื NOUN M salt ืNOUN F war, battle (L14) ืืืืืืื NOUN M king (L2) ืVB Q reign, be(come) king (L4) ืืืPN Milcah ืืืื,NOUN F royalty, royal power, reign ืืืืืช
kingdomNOUN F kingdom, rule (L23) ืืืืืNOUN F rule, dominion ืืืฉืืPREP from; more than [A5] (L3) ืโข and ืืึพ,VB Q count, number, assign; PI appoint ืื ื
ordain [C7]NOUN F gift, grain offering (L13) ืื ืืADV little, few (L19) ืืขืืขื] ืขื NOUN M higher part (only [ื above ืื
and LCV ืขืื (upwards ืNOUN M deed, practice (L21) ืืขืืNOUN M deed, work (L28) ืืขืฉื (ืคื ื + ืื) PREP, CONJ from before ืืคื ืVB Q find [C4] (L11) ืืฆืืืฆืืช NOUN F commandment; P (L7) ืืฆืืืื PN Egypt (L5) ืืฆืจNOUN M collection, collected mass [ืืงืื]ืืงืืืช NOUN M place P (L6) ืืงืืPN Mara (โbitternessโ) ืืจืNOUN M appearance, vision (L10) ืืจืืNOUN FP place of feet ADV at (L27) [ืืจืืืืช]
[his] feetPN Moriah ืืจืืNOUN F chariot (L17) ืืจืืืVB Q be bitter; PI HI make bitter (L27) [ืืจืจ]
[C9]NOUN F wages [ืืฉืืจืช]PN Moses (L3) ืืฉื NOUN M couch, place of lying (L18) ืืฉืืNOUN M dwelling, tabernacle (L13) ืืฉืืVB Q rule (L14) ืืฉืืจืช ,NOUN F guard, watch; charge ืืฉื
functionNOUN F family, clan (L15) ืืฉืคืืNOUN M judgment, justice; custom (L8) ืืฉืคืืืืชโ Q PTCP ืืช
ื illocutionary signal equivalent to I (L13) ื ื
tell you ; alternatively, a marker ofpoliteness, such as please.
NOUN M utterance (always CST) ื ืืVB Q, PI commit adultery [C2] (L17) [ื ืืฃ]NOUN F groan, groaning [ื ืืงื]VB NI, HIT prophesy [C4, C5] [ื ืื]VB PI, HI look, gaze [C5] (L20) [ื ืื]NOUN M prophet (L4) ื ืืืืื NOUN M south (L20) ื ืื PN Negeb ื VB HI declare [C5] (L20) [ื ืื]ืื ,ADV, PREP in front of, in sight of (L10) ื
opposite toVB Q touch, reach, strike [C3, C5] (L20) ื ืืขVB Q draw near, approach [C5] (L20) [ื ืืฉ]PN Nod ื ืืVB Q rest; HI cause to rest, make (L25) ื ืื
quiet; set down; let remain, leave [C3,C5, C8]
PN Noah ื ืPN Nahor ื ืืืจืื NOUN M torrent, torrent valley/run-off ื
ravine (โwadiโ),NOUN F possession, property (L26) ื ืืื
inheritance,VB NI be sorry/regret (L17) [ื ืื]
comforted; PI comfort, console [C2]PN Nahash ื ืืฉNOUN M serpent ื ืืฉ,VB Q stretch out, extend; HI turn (L22) ื ืื
incline (something) [C5, C7]VB Q plant [C3, C5] (L23) ื ืืขVB HI smite, strike [C5, C7] (L25) [ื ืื]VB NI be recognized; HI (L18) [ื ืืจ]
recognize, regard [C3, C5]NOUN M foreign thing (L23) ื ืืจื ืืจืื ADJ foreign, alien; F (L26) ื ืืจื,VB Q pull up (tent pegs), set out (L20) ื ืกืข
journey [C3, C5]ืขื ืื NOUN F sandal, shoe DU (L27) ื (L5) ื ืขืPN Naomi (โmy pleasantnessโ) ื ืขืืืขืจ F ื ืขืจื ;NOUN M lad, young boy (L4) ื
maiden, young girlVB Q fall [C5] (L20) ื ืคืโNOUN MP giants,โfallen ones ื ืคืืืืคืฉ NOUN F life, self (L3) ื VB NI take oneโs stand, station (L28) [ื ืฆื]
oneself; be stationed, appointedVB NI be delivered, deliver (L20) [ื ืฆื]
oneself; HI snatch away, deliver [C5]
Glossary 226
VB Q watch, guard, keep [C3, C5] [ื ืฆืจ]NOUN F female ื ืงืืADJ clean, innocent, exempt (L16) ื ืงืVB Q avenge, take vengeance; NI (L25) [ื ืงื]
avenge oneself; HO be avenged [C5]VB Q lift up [C4, C5]; NI be (L13) ื ืฉื
deceived; HI deceive[A2] ืืฉื NOUN FP women; see ื ืฉืืVB Q, PI kiss [C5] (L26) [ื ืฉืง]ืฉืจ NOUN M vulture, eagle ื VB Q give, place, set [C5] (L9) ื ืชืPN Nathan ื ืชื
ืก,VB Q turn about, go around (L24) ืกืื
surround [C9]ADV/PREP around, about ืกืืืPN Sodom ืกืืF mare ืกืืกื ;NOUN M horse, stallion (L4) ืกืืกืืึพืกืืฃ NOUN M reeds, rushes; see ืกืืฃVB Q turn aside, depart; HI cause to (L23) ืกืืจ
depart, remove [C8]PN Sinai ืกืื ืVB Q forgive [C3] (L19) [ืกืื]PN Sennacherib ืกื ืืจืื,VB Q storm; NI enraged; PI storm [C2 [ืกืขืจ]
C3]VB Q wail, lament; NI be bewailed [ืกืคื]VB Q count, number; PI recount, declare ืกืคืจ
[C3]ืคืจ NOUN M scroll, document, book (L8) ืกVB NI hide (oneself); HI conceal (L12) [ืกืชืจ]
[C3]ืชืจ NOUN M hiding-place, secrecy ืก
ืขืื NOUN M servant (L3) ืขVB Q serve, work [C1] (L13) ืขืื,PREP, CONJ for the sake of ืืขืืืจ only as ืขืืืจ
on account of, in order thatVB Q pass over [C1] (L12) ืขืืจHebrews ืขืืจืื PN Hebrew; P ืขืืจืPREP unto, as far as; CONJ while, until (L5) ืขื
[A5]NOUN M witness (L26) ืขืNOUN F congregation (L17) ืขืืPN Adah ืขืื
NOUN F testimony ืขืืืชืื PN Eden ืขPN Obed ืขืืืADV still, yet, again (L15) ืขืื,NOUN M forever, long duration (L8) ืขืืื
antiquityNOUN M transgression, iniquity (L13) ืขืืVB Q fly; POLEL fly about ืขืืฃNOUN M flying creatures, fowl, insects ืขืืฃNOUN M skin, (animal) hide ืขืืจVB Q abandon, forsake [C1] (L7) ืขืืืื ืื NOUN F eye DU (L5) ืข ืขืื ืขืจืื NOUN F city; P (L2) ืขืืจADJ naked ืขืืจืPREP upon, over (L5) ืขืVB Q go up [C1, C7] (L14) ืขืืNOUN F burnt offering (L12) ืขืืNOUN M leaf, leafage ืขืืetc. (L4) PREP with; also ,ืขืื with suffix ,ืขื
with me, at my side ืขืืืNOUN M people (L2) ืขืVB Q stand [C1] (L6) ืขืืPN Gomorrah ืขืืจืVB Q answer, respond [C1, C7] (L22) ืขื ืAnakites ืขื ืงืื PN Anak P ืขื ืงNOUN M dust, dirt, dry earth (L23) ืขืคืจwood ืขืฆืื NOUN M tree; P (L8) ืขืฅ(ืขืฆืืื always P) NOUN M idol [ืขืฆื]ืฆื NOUN M pain, hurt, toil ืขNOUN M pain, toil ืขืฆืืืืฆื NOUN F bone (L14) ืขNOUN M heel, footprint, hinderpart ืขืงืVB Q pluck, root up [C1, C3] ืขืงืจPN Er ืขืจืจื NOUN M evening, sunset ืขNOUN M swarm (of flies), mixture ืขืจืNOUN F desert-plain, steppe; Jordan ืขืจืื
valleyADJ naked ืขืจืืADJ crafty, shrewd, sensible ืขืจืืNOUN F heap ืขืจืืPN Orpah ืขืจืคืืฉื NOUN M herb, herbage ืขVB Q do, make, act [C1, C7] (L11) ืขืฉืPN Esau ืขืฉื
Glossary 227
ืฉืจ ;twenty ืขืฉืจืื P ;ืขืฉืจื NOUN FS ten; MS ืขtenth [D] ืขืฉืืจื
ืขืชืืช NOUN F time; P (L14) ืขืชADV now (L13) ืขืชื
ืคืคื NOUN M mouth; CST ืคื,VB NI HIT be difficult (L19) [ืคืื]
extraordinary; HI do an extraordinarything [C4]
ืืฉ NOUN F concubine ืคืืVB HIT pray [C9] (L15) [ืคืื]ืคืืฉืชืื PN Philistine; P (L6) ืคืืฉืชื
PhilistinesCONJ lest, so that not (negative (L10) ืคื
purpose)(face ืคื ืื always P) NOUN M (L2) [ืคื ื]ืกื NOUN M idol, image ืคืขื NOUN M doing, deed, work ืคืขื NOUN M step, time (L15) ืคVB Q attend to, visit, appoint (L4) ืคืงืVB Q open eyes, ears; NI be opened [C3] ืคืงืNOUN M commissioner, deputy, overseer ืคืงืืF ืคืจื ;NOUN M young bull, steer (L22) ืคืจ
heifer, cow,VB Q separate; HI divide (L29) [ืคืจื]
separate (something) [C2],VB Q bear fruit, be fruitful [C2 (L22) [ืคืจื]
C7]NOUN M fruit (L20) ืคืจืPN Pharaoh (L6) ืคืจืขื;VB Q break through/open/out; NI spread ืคืจืฅ
PU broken down [C2],VB HI break, frustrate [C2, C3 (L24) [ืคืจืจ]
C9]NOUN M horseman (L21) ืคืจืฉืชื NOUN M opening (L17) ืคVB Q open [C3] (L15) ืคืชืVB Q interpret [C3] (L25) ืคืชืจ
ืฆNOUN M, F sheep, flock (L7) ืฆืืNOUN M host, army; hard service (L6) [ืฆืื][ ืฆืืง,ืฆืืง ] (L12) VB Q be righteous; HI justifyืืง NOUN M righteousness (L8) ืฆNOUN F righteousness (L29) ืฆืืงืADJ righteous (L9) ืฆืืืง
VB PI command [C7] (L27) ืฆืืVB Q laugh; PI jest [C2] [ืฆืืง]NOUN M laughter, laughing-stock ืฆืืงPN Zion ืฆืืืPN Silah ืฆืื[ ืฆืื,ืฆืื ] (L15) VB Q prosper, be
successful; HI make successful, showexperience [C3]
ืื NOUN M image, likeness ืฆVB Q be thirsty [C4] (L19) ืฆืืVB Q sprout, spring up; HI cause to ืฆืื
sprout, growNOUN F cry, outcry ืฆืขืงืVB Q show hostility [C2, C3, C9] (L24) ืฆืจืจ
ืงVB Q, PI bury [C3] (L15) ืงืืจืืจ NOUN M grave, sepulchre ืงADJ sacred, holy (L28) ืงืืืฉืื NOUN M front, east, aforetime; ADV (L20) ืง
anciently[ ืงืืฉ,ืงืืฉ ] (L11) VB Q be holy; PI
consecrate,NOUN M holiness, apartness (L10) ืงืืฉ
sacrednessVB HI congregate [C2] (L12) [ืงืื]NOUN M assembly, congregation (L19) ืงืืVB NI be collected [ืงืื]NOUN M voice, sound (L6) ืงืื,VB Q rise, stand up; PI confirm (L23) ืงืื
establish; HI raise, erect [C8]NOUN M thorns, thorn-bush ืงืืฅืงืื ADJ MS small; F, P supplied by (L9) ืงืืืงืื ื ADJ MS small; FS (L9) ืงืืVB Q be small, insignificant (L16) ืงืืVB PI, HI make sacrifices smoke (L12) [ืงืืจ]
[C3]ืื PN Cain ืงVB Q be slight, trifling; be quick (L24) ืงืื
[C9]NOUN M nest ืงืADJ jealous ืงื ืVB Q buy, acquire [C7] (L15) ืงื ืNOUN M end, extremity (L28) ืงืฆื[ ืงืฆืจ,ืงืฆืจ ] VB Q be short, impatient; PI HI
shorten [C3]VB Q reap, harvest (L28) [ืงืฆืจ]
Glossary 228
VB Q call, proclaim, read aloud (L9) ืงืจื[C4]
ADJ near (L19) ืงืจืื[ ืงืจื,ืงืจื ] (L5) VB Q draw near, approach
[C2]ืจื NOUN M inward part, midst ืงNOUN F proclamation ืงืจืืืVB Q tear, rend; NI be rent, split asunder ืงืจืข
[C2, C3]VB Q bind, conspire together; NI was ืงืฉืจ
bound, joined together; PI bind on; HIT
conspire [C3]ืฉืช NOUN F bow (L21) ืง
ืจ,VB Q see, look; NI show oneself (L22) ืจืื
appear; HI show, exhibit [C1, C2, C7]PN Reuben ืจืืืื[A2] ืจืืฉืื NOUN M head; P (L5) ืจืืฉADJ first [D] ืจืืฉืืNOUN F beginning or chief (part) ืจืืฉืืชืจืืื ADJ many, much; MP (L14) ืจื,NOUN M multitude, greatness (L24) ืจื
abundanceVB Q be(come) many, much [ืจืื]VB Q be(come) many, multiply; HI (L22) ืจืื
make much/ many, make multiply [C1,C7]
[D] (ืืจืืข see) NOUN M fourth ืจืืืขื[ ืจืืขืื,ืจืืข ] ADJ/SUBST (those belonging to)
the fourth generationPN Rebekah ืจืืงืืื NOUN F foot (L5) ืจVB Q have dominion, rule [C1, C7] (L22) ืจืืVB Q pursue, chase, persecute; NI are ืจืืฃ
pursued; PI pursue ardently; PU bechased away; HI chase [C1]
ืื NOUN M water-trough (L19) ืจNOUN F spirit, wind (L5) ืจืืPN Ruth ืจืืชADJ wide, broad ืจืืPN Rehoboam ืจืืืขื;ADJ far, distant; NOUN M distance (L19) ืจืืืง
at a distance ืืจืืืงPN Rachel ืจืื,VB PI have compassion on [C1 (L21) ืจืื
C2]VB PI hover [C2] ืจืืฃ
,VB Q be far, distant; PI send far away ืจืืงdistance; HI cause to be distant, faraway; remove [C1, C2]
ADV emptily, vainly (L29) ืจืืงืVB Q creep (on the ground), move ืจืืฉ
lightlyืืฉ NOUN M creeping things, moving things ืจVB Q, PI give a ringing cry [C1, C9] (L24) ืจื ืืจืขื ADJ MS bad, evil; FS (L9) ืจืขNOUN M friend (L12) ืจืขNOUN M famine, hunger (L9) ืจืขื,VB Q shepherd, tend, pasture [C1 (L21) ืจืขื
C2, C7]NOUN M shepherd (Q PTCP) (L21) ืจืขืVB Q heal [C1, C4] (L19) ืจืคืVB Q skip about; PI dance, leap; HI cause ืจืงื
to skip [C1],NOUN M extended surface, expanse ืจืงืืข
firmamentADJ wicked (L9) ืจืฉืข,VB Q be wicked; HI condemn [C1 (L12) ืจืฉืข
C3]
ืฉืฉืืืช NOUN M field; P (L9) ืฉืืVB Q put, place, set [C8] (L23) ืฉืื ืฉืืVB Q laugh, play; PI make sport, jest; HI ืฉืืง
utterly mock [C2]VB Q be prudent; HI look at, ponder; give ืฉืื
insight, teachืื NOUN M prudence, insight ืฉNOUN M left side, left hand ืฉืืื
ืฉืื,ืฉืื (L16) VB Q rejoice, be glad; PI
make rejoice, glad [C3]VB Q hate [C4] (L14) ืฉื ืADJ hairy (L13) ืฉืขืืจNOUN F lip, shore (L13) ืฉืคืNOUN M official, captain, prince; P (L11) ืฉืจ
ืฉืจืืPN Sarah ืฉืจืPN Sarai ืฉืจืNOUN M survivor ืฉืจืื
ืฉCONJ that, which, who (L18) ืฉโขPN Saul (L8) ืฉืืืNOUN F underworld, Sheol (L29) ืฉืืืVB Q inquire, ask [C2] (L10) ืฉืื
Glossary 229
;VB NI be left over, behind, remain (L28) ืฉืืจHI leave over, behind [C2, C3]
ืฉืืืื NOUN F ear of grain; P ืฉืืืชVB NI swear (an oath); HI cause to (L14) ืฉืืข
swear (an oath) [C3]ืืข ืฉืืขืื P ;ืฉืืขื NOUN FS seven; MS (L10) ืฉ
seventy; ืฉืืืขื seventh; ืื -seven ืฉืืขืชfold [D]
ืืข PN Sheba ืฉVB Q break; PI shatter, break [C3] (L12) ืฉืืจVB Q buy grain; HI sell grain [C3] ืฉืืจVB Q cease, desist, rest; HI put an (L22) ืฉืืช
end to, destroyNOUN F sabbath, rest (L14) ืฉืืชPN Shaddai, Almighty ืฉืืVB Q turn back, return; HI return (L23) ืฉืื
(something) [C8]VB Q bruise ืฉืืฃVB Q slaughter [C2] (L17) ืฉืืVB PI, HI spoil, destroy [C2] (L12) ืฉืืชNOUN F song ืฉืืจืVB Q put, set [C8] ืฉืืชVB Q lie (down) (L9) ืฉืืVB Q forget [C3] (L10) ืฉืืVB Q be bereaved, childless; PI (L16) ืฉืื
make childlessVB HI wake early (L11) ืฉืืPN Shechem ืฉืืVB Q settle, dwell (L6) ืฉืืADJ inhabitant, neighbor (L28) ืฉืืPN Shiloh ืฉืืVB Q be at ease, prosper ืฉืืNOUN M peace, well-being (L14) ืฉืืืVB Q send [C3] (L9) ืฉืืVB HI throw, cast (L11) ืฉืืVB Q be whole; PI reward, pay (L15) ืฉืื
backPN Solomon ืฉืืืVB Q draw out, off (L27) ืฉืืฃืฉืืฉืื P ;ืฉืืฉื NOUN FS three; MS (L14) ืฉืืฉ
thirty, thirtieth [D]ADJ/SUBST (those belonging to) the ืฉืืฉืื
third generationADV there (L3) ืฉืืฉืืืช NOUN M name; P (L9) ืฉืVB HI annihilate (L11) [ืฉืื]PN Samuel (L8) ืฉืืืื
ืื NOUN M heavens (L11) ืฉืVB Q grow fat; HI make fat ืฉืื;eighty ืฉืื ืื P ;ืฉืื ื NOUN FS eight; MS ืฉืื ื
eighth [D] ืฉืืื ืobey [C3] ืืงืื+ ;VB Q hear, listen (L6) ืฉืืขVB Q keep, guard [C3] (L4) ืฉืืจืืฉ NOUN M/F sun (L16) ืฉืฉื ืื NOUN F year; P (L3) ืฉื ืืื ืื NOUN M two; F (L8) ืฉื [D] ืฉืชPN Shinar (Babylonia) ืฉื ืขืจVB NI lean, support oneself [C2] ืฉืขืVB Q be blinded; HI blind [C9] ืฉืขืขืขืจ NOUN M gate (L7) ืฉNOUN F maidservant (L20) ืฉืคืืVB Q judge, govern (L4) ืฉืคืVB Q pour out, shed (blood) (L13) ืฉืคืVB HI water, give drink [C7] (L19) ืฉืงื,VB Q be quiet, undisturbed (L28) ืฉืงื
inactive; HI show quietness, causequietness
VB Q swarm, teem ืฉืจืฅืจืฅ NOUN M swarmers, swarming thingsืฉืฉืฉื ;sixty ืฉืฉืื P ;ืฉืฉื NOUN FS six; MS ืฉืฉ
sixth [D]VB Q drink [C7] (L22) ืฉืชืืฉืชื NOUN F two; CST (L8) ืฉืชืืVB Q be quiet ืฉืชืง
ืชNOUN F desire ืชืืืNOUN F fig-tree; fig ืชืื ืNOUN F ark (L25) ืชืืNOUN M emptiness, formlessness ืชืืNOUN M/F deep, sea, abyss (L29) ืชืืืืื NOUN M midst (often in the (L13) ืช
compound PREP ืืชืื in the midst of)NOUN F abomination (L12) ืชืืขืืNOUN F direction, instruction, law (L4) ืชืืจืืืช PREP under, beneath (L11) ืชVB Q hang [C7] (L25) ืชืืNOUN F likeness, form ืชืืื ืADJ complete, sound (L21) ืชืืืVB Q be complete, finished [C9] (L24) ืชืืNOUN M serpent, dragon, sea-monster ืชื ืืVB Q sew together [C3] ืชืคืจVB Q lay hold of, wield (L18) ืชืคืฉNOUN F hope ืชืงืื
Glossary 230
NOUN M P teraphim (a kind of idol, a ืชืจืคืืmeans of divination)
PN Tarshish ืชืจืฉืืฉNOUN F longing ืชืฉืืงืืฉืข ;ninety ืชืฉืขืื P ;ืชืฉืขื NOUN FS nine; MS ืช
ninth [D] ืชืฉืืขื
Song Lyrics 231
Hinneh Mah Tov (Psalm 133:1)Behold, how good and how pleasant(is) the dwelling of brothers together
ืื ื ืืึพืืื ืืืึพื ืขืื
ืืช ืืืื ืืึพืืื ืฉ
โEsa โEinai (Psalm 121:1-2)I lift up my eyes to the hillsโ
from where will my help come?My help is from Yahweh,
maker of made heaven and earth.
ืื ืืื ืขืืจื ืืฉื ืขืื ื ืืึพืืืจืื ืื
ืจืฅ ืื ืื ืขืืจื ืืขื ืืืื ืขืฉื ืฉื
Mi Haโish (Psalm 34:13-15)Who is the man who desires life, (and) loves
days to see goodness?Keep your tongue from evil, and your lips
from speaking deceit. Turn away from evil, and do good; seek
peace, and pursue it.
ืืึพืืืืฉ ืืืคืฅ ืืืื ืืื ืืืื ืืจืืืช ืืื
ืื ืืืืจ ืืจืื ื ืฆืจ ืืฉืื ื ืืจืข ืืฉืคืช
ืกืืจ ืืจืข ืืขืฉืึพืืื ืืงืฉ ืฉืืื ืืจืืคืื
โOse ShalomHe who makes peace in his heights, He will make make for us And for all Israel.And say, say: Amen!He will make peace, he will make peace,Peace for us and for all Israel
ืขืฉื ืฉืืื ืืืจืืืืืื ื ืืื ืืขืฉื ืฉืืื ืขื
ืืขื ืื ืืฉืจืืืืืืจื ืืืจื ืืื
ืืขืฉื ืฉืืื ืืขืฉื ืฉืืืืื ื ืืขื ืืึพืืฉืจืื ืฉืืื ืขื
Mah Naโvu (Isaiah 52:7)How beautiful upon the mountains are the
feet of the messenger Who announces the salvation, who announces
peace.
ืืึพื ืืื ืขืึพืืืจืื ืจืืื ืืืฉืจ
ืืฉืืืข ื ืืฉืืขื ืืฉืืืข ืฉืืื
Song Lyrics 232
Ufaratzta (Genesis 28:14)And you shall break outwest and east and north and south
ืืคืจืฆืชืืื ื ื ืื ืืื ืืฆืค ืื ืืง ื
veDavid (1 Samuel 16:12; 18:7; Songs 6:3b)And David is beautiful of eyes,He pastures among the lilies;Saul has smote his thousands,and David his ten-thousands! Son of Jesse lives and lasts!
ืื ืืืื ืืคืึพืขืื ืืื ืจืขื ืืฉืืฉื ืืืืื ืฉืืื ืืืืคืื
ืื ืืืื ืืจืืืชืืึพืืฉื ืื ืืงืื
Yesh Lanu TayishGoat, goat, there is, there is, there is . . .We have a goat,and you have a goat,and he has four feet,and also a small tail, la la la la . . .
ืืฉ ืืฉ ืืฉ ืืฉ ืืฉ ืืฉ ืืฉ ืืฉ ืช ืชื ื ืชืืฉ ืืฉ ืืืฉ ืืฉ ืื ืืช
ืื ืืื ืืจืืข ืจืืืืื ืื ื ืงืื
ืื ืื ืื ืื . . .
Ushโavtem (Isaiah 12:3)And you shall draw water with joyfrom the wells of salvation
ืื ืืฉืฉืื ืืฉืืืชืึพืื ืืืขืื ื ืืืฉืืข
Sisu et-yerushalayim (Isaiah 66:10)Exult with Jerusalem,And rejoice in her, all those who love her
ื ืืฉื ืืชึพ ืืจืืฉื ืฉืื ื ืืึพืืื ืืื ื ื
Hava NagilaCome, let us rejoice and be glad,Come, let us exult and be glad.
ืื ื ืืืื ืื ืฉืืื ืืื ื ืจื ื ื ืื ืฉืืื ื
Song Lyrics 233
Bashana HabaโahNext year we'll sit upon the balcony,And we'll count migrating birds.Children on vacation will play tag, Between the house and the fields.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
Red grapes will ripen until evening,And cold water will be brought to the table.And sleepy breezes will carry to wherever, old newspapers and clouds.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
In this year, in this year, we'll spread palms out,Before the light, black and white.A white heron will spread wings out in the light,And the sun will shine in their midst.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
You'll see yet, you'll see yet,How good it will be,In this year, in the coming year.
ืกืช ืืฉื ื ืืืื ื ืฉื ืขื ืืืจืคืื ืกืคืืจ ืฆืคืืจืื ื ืืืืืช
ืกืช ืืืืื ืืืืคืฉื ืืฉืืงื ืชืืคืืช ืืืื ืืฉืืืช ืืื ืื
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
ืจื ืืื ืขื ืืข ืขื ืืื ืืืืืื ืืืฉืืืืืฉื ืฆืื ื ืื ืืฉืืืื
ืจื ืืจืืืืช ืจืืืืื ืืฉืื ืื ืื ืืืขืืชืื ืื ืืฉื ืื ืืขื ื
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
ืื ืืฉื ื ืืืื ื ืคืจืืฉ ืืคืืช ืืืืื ืืืืจ ืื ืืืจ ืืืื
ืื ืคื ืืื ื ืชืคืจืืฉ ืืืืจ ืื ืคืืืืฉ ืชืืจื ืืชืืื ืืืฉ
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
ืขืื ืชืจืื ืขืื ืชืจืืืื ืืื ืืืื ื
ืืฉื ื ืืฉื ื ืืืื
Song Lyrics 234
HalleluyaPraise Yah forever, praise Yah, let everyone sing
With one word, a single one,
The heart if filled with plenty of thanks,
And it also suitableโwhat a wonderful world.
Praise Yah with the song,
Praise Yah for the day which shines,
Praise Yah for whatever has been,
And whatever has not yet been, Praise Yah.
. . .
Praise Yah for everything,
Praise Yah tomorrow and yesterday,
Praise Yah and put hand in hand
And sing with one heart: Praise Yah.
ืืจื ืืื ืืืืืื ืืขืืื ืืืืืื ืืฉืืืื ืืืช ืืืื
ืืื ืืื ืืืืื ืชืืืืืืืื ืืึพืืื ืืืื ืขืืื ื ืคืื
ืืืืืื ืขื ืืฉืืจืืืืืื ืขื ืืื ืฉืืืืจืืืืืื ืขื ืื ืฉืืื
ืืื ืฉืขืื ืื ืืื ืืืืืื . . .
ืืืืืื ืขื ืืืืืืืืื ืืืจ ืืืชืืืืืืืืื ืืชื ื ืื ืืื
ืืจื ืืื ืืื ืืืืืื ืืฉ
