Getting to Grips with

Hebrew Verbs
Ukarumpa, October 2014

Name ____________________
Tok Ples ___________________

Developed by:

Phil King, Ruth Mathys, and Michel Pauw

Page 1

Preface

These grammar notes and exercises were developed by Phil King, October 2010, with some
corrections made in October 2012. Ruth Mathys wrote the sections on imperatives and
infinitive constructs. Further corrections from Lydia van den Berg were made in 2014, and
Michel Pauw added the section on the qamets qatan and improved the layout. Many thanks to
everyone who contributed to this coursebook.

The workbook assumes that participants have completed Randy Buth’s initial course, Living
Biblical Hebrew volume 1, are already very familiar with the Elijah stories from 1 Kings 17-
19, are good readers of Biblical Hebrew, but do not have much background in linguistic
terminology. The aim of the course is to bridge from an intuitive grammatical understanding
of Hebrew texts to a knowledge of the linguistic terminology usually used to describe Hebrew
verbs, which will enable participants to use other Hebrew resources as they continue to study
on their own. The grammar is also designed as one component alongside a study of the book
of Ruth, so that as materials are covered in the grammar the features discussed can be found
in the Ruth text.

If you are editing and reusing this text, make sure the verb tables at the back print with the
first page of tables on an even page. These verb tables are based on those in Pratico and van
Pelt (2007).

Resources used include:

Dobson, J., Learn Biblical Hebrew, Carlisle: Piquant, 1999.

Ross, A. P., Introducing Biblical Hebrew, Grand Rapids: Baker, 2001.

Buth, R., Living Biblical Hebrew, Jerusalem: Biblical Language Center, 2006.

Pratico, G. D. and M. V. van Pelt, Basics of Biblical Hebrew, Grand Rapids: Zondervan,
2007.

Bolozky, S., 501 Hebrew Verbs, New York: Barron's Educational Series, 2008.

3rd Edition
© 2014 SIL PNG

This resource is licensed under Creative Commons license CC=BY-NC-SA

It can be used as long as credit is given, and it is not sold for profit.
Page 2

Table of Contents

Introduction ............................................................................................................................... 4
1. Is the verb in Narrative or Direct Speech? ............................................................................ 6
2. Investigating the subject and object ...................................................................................... 7
2a. Is there an object suffix? ................................................................................................ 10
2b. Is the subject singular or plural? .................................................................................... 12
2c. Is the subject masculine or feminine (or common)? ...................................................... 15
2d. Is the subject 1st person, 2nd person or 3rd person?......................................................... 19
3. Conjugations........................................................................................................................ 24
3a. The Perfect Conjugation ................................................................................................ 24
3b. The Imperfect Conjugation............................................................................................ 28
3c. Waw-consecutive Conjugations .................................................................................... 32
3d. Participles ...................................................................................................................... 35
3e. Imperatives .................................................................................................................... 38

‬Negative commands ............................................................................................................ 41

3f. Infinitives ....................................................................................................................... 42
Infinitive Constructs ........................................................................................................ 42
Meanings of infinitive construct expressions .................................................................. 44
1. PURPOSE OF THE MAIN VERB......................................................................... 44
2. COMPLETING or EXPLAINING THE MAIN VERB ......................................... 44
3. TIME ...................................................................................................................... 45
Infinitive Absolutes ......................................................................................................... 48
4. Stems ................................................................................................................................... 50
4a,b. The Qal and the Niphal Stems .................................................................................... 52
4c. The Hiphil Stem............................................................................................................. 57
4d. The Hophal Stem ........................................................................................................... 63
4e. The Piel Stem................................................................................................................. 64
4f. The Pual Stem ................................................................................................................ 69
4g. The Hitpael Stem ........................................................................................................... 71
5. Roots.................................................................................................................................... 74
5a. Strong and Weak Roots ................................................................................................. 74
5b. Hollow / Biconsonantal Verbs....................................................................................... 77
5c. Geminate verbs .............................................................................................................. 77
6. Using the Brown-Driver-Briggs Lexicon ............................................................................ 78
Page 3

7. Grammar Songs ................................................................................................................... 83

8. When does the ‘a’ become an ‘o’? ...................................................................................... 84
9. Possessive Suffixes Practice ................................................................................................ 87
10. Information on Using Paratext Source Language Tools ................................................... 89
How to find a list of verses using a particular Hebrew word ............................................ 102
11. The Book of Ruth ............................................................................................................ 105
12. Translation Challenges .................................................................................................... 122
Week 1............................................................................................................................... 122
Week 2............................................................................................................................... 122
Week 3............................................................................................................................... 123
Week 4............................................................................................................................... 123
Extra Practice ........................................................................................................................ 124
A: Find the Roots ............................................................................................................. 124
B: Conjugations ................................................................................................................. 126
C: Stems ............................................................................................................................ 128
D: Nouns and Phrases........................................................................................................ 129
E: Unseen Translation ....................................................................................................... 132
Appendix: .............................................................................................................................. 148
Glossary ............................................................................................................................. 148
Verb Tables: Strong Verbs ................................................................................................ 154
Verb Tables: I-Guttural verbs........................................................................................... 156

Verb Tables: I-‫ א‬Verbs ..................................................................................................... 158

Verb Tables: II- Guttural Verbs ........................................................................................ 160

Verb tables: III – ‫‬ע‬/‬‫ ח‬verbs .......................................................................................... 162

Verb Tables: III – ‫ א‬verbs ................................................................................................. 164

Verb Tables: III – ‫ ה‬verbs ................................................................................................. 166

Verb Tables: I – ‫ נ‬verbs ..................................................................................................... 168

Verb Tables: I – ‫ י‬verbs .................................................................................................... 170

Verb Tables: Hollow / Biconsonantal verbs ..................................................................... 172

Verb Tables: Geminate verbs ............................................................................................ 174
Page 4

Introduction
The focus of this grammar book will be working through the following process to break apart
a Hebrew verb form:

1. Is the context narrative or direct speech?

2. Can you find a subject (and possibly an object) in the sentence? Are they marked in
some way on the verb (look at prefixes and suffixes)?

a. Is there an object suffix?

b. Is the subject singular or plural?

c. Is the subject masculine or feminine (or common)?

d. Is the subject 1st, 2nd or 3rd person?

3. What conjugation is the verb?

a. Perfect / qatal (look for suffixes)

b. Imperfect / yiqtol (look for prefixes)

c. Vav-consecutive (vayyiqtol / veqatal)

d. Imperative (check whether in narrative or direct speech)

e. Participle

f. Infinitive (has no reference to the subject…)

i. Construct (look for ‬‫ל‬, ‬‫ב‬, ‬‫)כ‬

ii. Absolute (root repeated)

4. What stem is the verb?

a. Qal (simple)

b. Niphal (usually passive in meaning)

c. Hiphil (usually about someone making something happen)

d. Hophal (passive version of the hiphil)

e. Piel

f. Pual (passive version of the piel)

g. Hithpael (usually reflexive in meaning)

5. What is the root?

a. Look out for weak consonants in weak roots that may have disappeared

b. Look out for biconsonantal and geminate roots

Page 5

The diagram below helps understand this process. A Hebrew root may have several stems
growing from it (the seven most common possibilities are shown below), and for each of
those stems there are different conjugations that are like branches from that stem.
Individual words for different subjects are like leaves growing off those branches. When
we see a word in the Bible, we can work down from the leaf to the branches, to the stem
and right down to find the root, when we are trying to work out the meaning.
Page 6

1. Is the verb in Narrative or Direct Speech?

The first step when thinking about the possible meaning of a verb form is to think about what
kind of material it is that we are reading.
Direct Speech is when the text is telling us something that someone said to someone else.
This might be a psalm where someone is talking to God, a vision where God is talking to a
prophet, or just the part of a story where someone talks to someone else. In direct speech we
often find commands (called imperatives).
Narrative is another word for ‘story’. Hebrew stories often have a lot of direct speech in
them, but the part that is not speech is narrative. The most common verb structure in Hebrew
narrative is made with the vav-conjunction joined to a verb, as in ‫וַי ֹּאמֶ ר‬, ‫וַי ִהי‬, or ‫ ַויֵּלֶ ְך‬.
Verbs with this structure form the backbone for any Hebrew story. In grammar books they are
called vav-consecutives or vayyiqtols.1
Highlight the texts or part of texts below that are direct speech. Next, try to find all the verbs
and underline them. Put a double underline if they are vayyiqtols, and an asterisk(*) if they
are imperatives.

1 Kings 17.5: ‫ׂש‬כדבַ ר‬יהוָה‬ ַויֵּלֶ ְך‬ ַויֵּשֶ ב‬בנַחַ ל‬כ ִרית‬
ִ ַ‫ַויֵּלֶ ְך‬ ַויַע‬

‬
1 Kgs 17.8-9: ‫וַי ִהי‬דבַ ר־יהוָה‬אֵּ לָ יו‬לֵּ אמֹּר׃ קּום‬לֵּ ְך‬צָ רפַ תָ ה‬

1 Kgs 17.10f: ‫חת‬

ַ ‫ָא‬לי‬מעַ ט־מַ יִ ם‬בַ כ ִלי‬ואֶ ש ֶתה׃‬וַתֵּ לֶ ְך‬לָ ַק‬
ִ ‫ק ִחי־נ‬ ‬‫וַיִ ק ָרא‬אֵּ לֶ יהָ ‬וַי ֹּאמַ ר‬
1 Kings 17.13: ‬‫י‬משָ ם‬
ִ ‫י־ל‬
ִ ‫ֲׂש‬
ִ ‫ֲׂשי‬ ִכדבָ ֵּרְך‬אַ ְך‬ע‬
ִ ‫ב ִאי‬ע‬
ֹּ ‬‫ל־תיר ִאי‬
ִ ַ‫וַי ֹּאמֶ ר‬אֵּ לֶ יהָ‬‬אֵּ ִליָהּו‬א‬

‫רנָה׃‬
ֹּ ‫ח‬
ֲ ַ‫י‬בא‬
ָ ‫ֲׂש‬
ִ ‫‬לי‬ולָ ְך‬ו ִלבנְֵּך‬תַ ע‬
ִ ‫שנָה‬והוצֵּ את‬
ֹּ ‫עֻ גָה‬קטַ נָה‬בָ ִרא‬

1 Kings 17.23: ‬‫ֲליָה‬הַ בַ יתָ ה‬וַיִ תנֵּהּו‬ל ִאֹּמו‬

ִ ‫וַיִ קַ ח‬אֵּ ִליָהּו‬אֶ ת־הַ יֶלֶ ד‬וַיֹּ ִר ֵּדהּו‬ ִמן־הָ ע‬

‫וַי ֹּאמֶ ר‬אֵּ ִליָהּו‬ר ִאי‬חַ י‬בנְֵּך׃‬

Deut. 6.4-5: ‬‫ֱֹלה ֵ֑יָך‬ ֵּ ‫‬ו ָאָ֣הַ ב ָּ֔ ָת‬5‫ֱֹלהַ֖ינּו‬יהוָ ָ֥ה‬׀‬אֶ ָ ָֽחד׃‬
ֶ ‫‬אַ֖ת‬יהוָ ָ֣ה‬א‬ ֵּ ‫ש ַמַ֖ע‬יִ ׂש ָר ֵּאֵ֑ל‬יהוָ ָ֥ה‬א‬

Psalm 23.5: ‫י‬כוסי‬רוָיָ ָֽה‬

ָ֥ ִ ‫אש‬
ִָ֗ ֹּ ‫ן‬ר‬
ֹ֝ ֶ‫ֵ֑י‬ד ַשַ֖נ ָת‬בַ ֶשָ֥מ‬
ִ ‫צר ָר‬
ֹּ ‬‫ע ֹֹּ֬רְך‬לפָ ַ֨ ַני‬׀‬שֻ ל ָ֗ ָחן‬נֶ ֶָ֥֥גֶד‬
ֲ ַ‫ת‬

Num. 42.6: ‫יבָ ֶרכָךָ֥ ‬יהוָ ַ֖ה‬ויִ שמ ֶ ָֽרָך‬

1
The name vayyiqtol tells you what the verb structure looks like for the verb ‫‘ קטל‬kill’, which is often
used for examples.
Page 7

2. Investigating the subject and object

In many sentences we have a verb, a subject (or actor), and an object (or patient). Usually
the verb describes some kind of action, in which case the subject (or actor) is the one who
does the action, and the object (or patient) is the person or thing affected by the action. For
example, in the English sentence the dog bit the pig, the verb is bit, the subject (or actor) is
the dog and the object (or patient) is the pig.
In English, the usual order in a sentence is subject-verb-object, so we call English an SVO
language.2 This is also true for many Austronesian languages in Papua New Guinea, spoken
on the islands or on the coast. In many other Papua New Guinean languages (especially on the
mainland) the verb usually comes at the end, so that the normal order is subject-object-verb or
SOV.3 In Hebrew, many sentences have the order verb-subject-object, or VSO, but some also
have the same order as English, SVO.
Look at the following Hebrew verses. Underline the verb, put a circle around the subject (if
there is a word to show the subject) and a box around the object (if there is an object). Put a
flag () beside the word ‫ אֵּ ת‬as this is a flag marker to show that the object is coming next.
The first one has been done for you.

‫ת‬‬‬הַ לֶ חֶ ם‬
ֵּ‫הָ ִאיש‬‬‬אוכֵּ ל‬‬‬א‬ 1.

‫הָ ִאשָ ה‬‬‬שותָ ה‬‬‬אֵּ ת‬‬‬הַ ֹּמַ יִ ם‬ 2.

‫הַ נַעַ ר‬‬‬נותֵּ ן‬‬‬אֵּ ת‬‬‬הַ כוס‬‬‬לָ ִאיש‬ 3.

‫הָ ִאיש‬‬‬מֵּ ִרים‬‬‬אֵּ ת‬‬‬הַ כָ ד‬ 4.

‫ֶה‬‬‬מג ָדל‬
ִ ‫הָ ִאכָ ר‬‬‬בונ‬ 5.

‫הַ נַעַ ר‬‬‬בוכֶ ה‬ 6.

‫וַי ֹּאמֶ ר‬‬‬אֵּ ִליָהּו‬ 7.

4
‫י־לי‬‬אֶ ת־בנְֵּך‬
ִ ִ‫תנ‬ 8.

‫כַ ד‬הַ קֶ מַ ח‬ל ֹּא‬כָ לָ תָ ה‬ 9.

‫וַיִ יבַ ש‬הַ נָחַ ל‬ 10.

‫ַויֵּלֶ ְך‬ 11.

‫ואָ הַ בתָ ‬אֵּ ת‬יהוָה‬אֱֹלהֶ יָך‬ 12.

2
Or actor-verb-patient, AVP.
3
Also called actor-patient-verb, APV.
4
In this sentence, ‫ ִלי‬tells us the indirect object – this is the person to whom something is given. There
is no word showing the subject in this sentence.
Page 8

‫הַ נעָ ִרים‬הול ִכים‬סָ ִביב‬לַ בַ יִ ת‬ 13.

‫ַויַרא‬כָ ל־הָ עָ ם‬ 14.

‫ענ ִָבים‬אֶ ל‬הַ גַת‬

ֲ ַ‫הַ ִאיש‬נוׂשֵּ א‬אֶ ת‬סַ ל‬ה‬ 15.

‫וַיִ קחּו‬‬‬‬אֶ ת־הַ פָ ר‬ 16.

‫ַויַעַ ׂש‬תעָ לָ ה‬ 17.

‫אתי‬נָחָ ש‬בַ ֶד ֶרְך‬

ִ ָ‫מָ צ‬ 18.

‫ת־מזבַ ח‬‬‬יהוָה‬
ִ ֶ‫וַי ַרפֵּ א‬‬‬א‬ 19.

‫חָ לָ ה‬‬‬‬‬בֶ ן־הָ ִאשָ ה‬‬‬‬בַ עֲלַ ת‬‬‬הַ בָ יִ ת‬ 20.

‫וַיִ שמַ ע‬‬‬יהוָה‬‬‬בקול‬‬‬‬אֵּ ִליָהּו‬ 21.

‫אּולַ י‬יָשֵּ ן‬‬‬הּוא‬ 22.

5
‫ֱֹלהים‬‬אֵּ ת‬‬הַ שָ מַ יִ ם‬‬‬ואֵּ ת‬‬הָ אָ ֶרץ‬
ִ ‫ב ֵּר ִשית‬בָ ָרא‬‬‬א‬ 23.

6
‫ו ִַתפֹּל‬‬‬אֵּ ש־יהוָה‬‬‬וַת ֹּאכַ ל‬‬‬אֶ ת־הָ עֹּ לָ ה‬‬‬ואֶ ת־הָ עֵּ ִצים‬ 24.

‫ִתפׂשּו‬אֶ ת־נ ִביאֵּ י‬הַ בַ עַ ל‬ 25.

‫ַו ַיגֵּד‬‬אַ חאָ ב‬‬ל ִאיזֶבֶ ל‬‬אֵּ ת‬‬כָ ל־אֲשֶ ר‬‬עָ שָ ה‬‬אֵּ ִליָהו‬ 26.

You will have found several cases where the subject is not written as a separate word, like in
the example ‫ ַויֵּלֶ ְך‬, where the form of the word tells us the subject is a man ‘going’ even
though there is no separate word for the man who is doing it. This is also true for many Papua
New Guinean languages, but not for English. In order to find out who the subject is in these
cases, we need to learn to notice all the different clues in the Hebrew verb forms, once we
have found the verb in the sentence.
If you were learning a living language today, you might learn to spot all these clues naturally
from just talking and listening. That was the method we used in the first Hebrew course. In
this course, we are going to try to be more like a scientist dissecting an animal – cutting up all
the different parts of the Hebrew verb forms to find out what they tell us about who is doing
an action, who they are doing it to, when they did it, and whether it is a statement or a
command.

5
Note there are two objects in this sentence.
6
This sentence has two verbs – underline them both.
Page 9

Two methods of learning Hebrew:

a. Pick it up as the language falls on you b. Carefully dissect the language like a scientist
Page 10

2a. Is there an object suffix?

The first piece of information to look for on the verb is whether there is a suffix at the end
telling us who the action is happening to. For example, remember Psalm 23 verses 2-3 and
remember all the verbs written in bold type below:

‬ ‫יצֵ֑נִ י‬
ֵּ ‫ות‬דשֶ א‬יַר ִב‬
ֶּ֭ ֶ ָ֣‫ִבנא‬ 2.

‫ֲלנִ י׃‬
ָֽ ֵּ ‫ל־‬מי‬מנֻחָ֣ ות‬י ַנה‬
ַ֖ ֵּ ַ‫ע‬
‫שובֵ֑ב‬
ֵּ ‫שי‬י‬
ָ֥ ִ ‫נַפ‬ 3.

‫י־צ ֶדק‬ל ַמָ֣עַ ן‬ש ָֽמו׃‬

ֶ ָֹ֝֗ ֵּ‫חנִ י‬במַ עגל‬
ָ֥ ֵּ ‫יַ ֶָֽ֥נ‬
Circle the ‫ נִ י‬at the end of each verb. This suffix tells us that the verb is about something
happening to me. You should be familiar with some of the other possible suffixes to tell you
who a verb is affecting:

1cs ‫נִ י‬

 2ms ‫ָך‬

 2fs ‫ְך‬

3ms ‫ ו‬or ‫הּו‬


3fs ‬‫ ָּה‬or ‬ָ‫ה‬

1cp ‫נּו‬

 2mp 7
‫כֶ ם‬

 2fp ‫כֶ ן‬

3mp ‫ ם‬or ‫הֶ ם‬


3fp ‬‫ ן‬or ‫הֶ ן‬


7
It may help to think ‘m’ for masculine.
Page 11

Now look at the following verbs from the passages you have already studied. If there is an
object suffix, circle the  and circle the suffix. If there is no object suffix, circle the . The
first two have been done for you. See if you can remember the meaning too.

Is there an object suffix? Is there an object suffix?

1 ‫יַר ִביצֵּ נִ י‬   18 ‫וַיֹּ ִר ֵּדהּו‬  

2 ‫ישובֵּ ב‬   19 ‫וַיִ קָ חֵּ הּו‬  

3 ‫ו ִַתפֹּ ל‬   20 ‫וַיִ קַ ח‬  

4 ‫עָ מַ ד ִתי‬   21 ‫יִ רדפּונִ י‬  

5 ‫אתי‬
ִ ָ‫ב‬   22 ‫וַיִ שמַ ע‬  

6 ‫יתי‬
ִ ‫עָ ִׂש‬   23 ‫וַיִ שחָ טֵּ ם‬  

7 ‫יתיהּו‬
ִ ‫ֲׂש‬
ִ ‫ע‬   24 ‫מֹּדד‬
ֵּ ‫וַיִ ת‬  

8 ‫וַיִ ק ָרא‬   25 ‫ינַהֲלֵּ נִ י‬  

9 ‫אֶ שתֶ ה‬   26 ‫וַיִ תנֵּהּו‬  

8
10 ‫ינַחֲמֻ נִ י‬   27 ‫תַ עֲרְֹּך‬  

11 ‫וַיִ שכָ ב‬   28 ‫לכַ לכלֶ ָך‬  

12 ‫ּ ַויַש ִכבֵּ הו‬   29 ‫אֲכַ לנֻהּו‬  

13 ‬ַ‫נֹּ גֵּע‬   30 ‫יבָ ֶרכָך‬  

9
14 ‫עֲלֵּ ה‬   31 ‫אָ ִׂשים‬  

15 ‫ַו ַיעֲלֵּ הּו‬   32 ‬ָ‫מָ שַ חת‬  

16 ‬ָ‫בָ את‬   33 ‫לקַ ח ָתּה‬  

17 ‫ַיור ֵּדם‬
ִ ‫ו‬   34 ‫לעָ זבֵּ ְך‬  

8
Although this ends in ‬‫‬ְך‬it does not have an object suffix, because the ‬‫ ְך‬is part of the root, ‫ערְך‬.
9
Although this ends in ‬‫ם‬it does not have an object suffix, because the ‬‫ ם‬is part of the root ‫ׂשים‬
ִ .
Page 12

2b. Is the subject singular or plural?

Most Hebrew verb forms tell you something about who is doing the action, or who should do
the action.10 The easiest thing to discover from a verb is whether the subject is singular (one
person or thing) or plural (many persons or things).
You should already be familiar with several Hebrew verb forms that are singular or plural
from the reading you have done in 1 Kings 17-19.
Plural subjects can usually be spotted by looking at the end of a verb and seeing what suffix is
there. The following suffixes are all suffixes that show plural subjects:

‫ּו‬‬נָה‬ ִ ים‬‬ות‬‬תֶ ם‬‬תֶ ן‬‬נּו‬

The only verb form for a plural subject that does not have one of these endings is the form of
the verb used when we will do something (1st person plural imperfect, in grammatical
terminology). This form has a prefix (before the verb) of ‬ִ‫ נ‬or ‫נ‬.
Look at the following words. You should be familiar with all the roots (see if you can
remember what the root means!). Draw one person if the verb has a single subject, and three
people if it has a plural subject. If the subject is plural, put a ring around the part of the word
that shows you it is plural. The first two have been done for you. All of these examples are
based on the Elijah stories, general vocabulary, or Randy Buth material from Hebrew 1, or the
book of Ruth.

1. ‫ בוא‬ 46. ‫וַיִ פלּו‬

2. ‫ בואּו‬ 47. ‫ו ִַתפֹּ ל‬
3. ‫הָ יָה‬ 48. ‫ַויַעַ ׂש‬
4. ‫יִ היֶה‬ 49. ‫ַו ַיעֲׂשּו‬
5. ‫יִ היּו‬ 50. ‫ֲׂשיתֶ ם‬
ִ ‫ע‬
6. ‫וַי ִהי‬ 51. ‫עָ ׂשָ ה‬
7. ‫נָתַ ן‬ 52. ‫הולֶ כֶ ת‬

10
Only one conjugation, called the infinitive, does not tell you this.
‫‪Page 13‬‬

‫‪8.‬‬ ‫תנּו‬ ‫‪53.‬‬ ‫הֵּ ִמית‬

‫‪9.‬‬ ‫תנִ י‬ ‫‪54.‬‬ ‫מתנּו‬
‫ָ ָֽ‬‬
‫‪10.‬‬ ‫תֵּ ן‬ ‫‪55.‬‬ ‫ַויָמָ ת‬
‫‪11.‬‬ ‫וַיפַ סחּו‬ ‫‪56.‬‬ ‫ַויָמֻ תּו‬
‫‪12.‬‬ ‫גשּו‬ ‫‪57.‬‬ ‫עָ מַ ד ִתי‬
‫‪13.‬‬ ‫וַיִ גַש‬ ‫‪58.‬‬ ‫יִ שתֶ ה‬
‫‪14.‬‬ ‫וַיִ גשּו‬ ‫‪59.‬‬ ‫ִתשתֶ ה‬
‫‪15.‬‬ ‫שֵּ ב‬ ‫‪60.‬‬ ‫שותֶ ה‬
‫‪16.‬‬ ‫שבּו‬ ‫‪61.‬‬ ‫שותים‬
‫ִ‬
‫‪17.‬‬ ‫ש ִבי‬ ‫‪62.‬‬ ‫שותות‬
‫‪18.‬‬ ‫ַויֵּשֶ ב‬ ‫‪63.‬‬ ‫וַת ֹּאמַ רנָה‬
‫‪19.‬‬ ‫ַויֵּשבּו‬ ‫‪64.‬‬ ‫נָשּוב‬
‫‪20.‬‬ ‫ל ִכי‬ ‫‪65.‬‬ ‫וַתָ שָ ב‬
‫‪21.‬‬ ‫לכּו‬ ‫‪66.‬‬ ‫שּובי‬
‫ִ‬
‫‪22.‬‬ ‫ַויֵּלֶ ְך‬ ‫‪67.‬‬ ‫שּובּו‬
‫‪23.‬‬ ‫ַויֵּלכּו‬ ‫‪68.‬‬ ‫שֹּ בנָה‬
‫‪24.‬‬ ‫לֵּ ְך‬ ‫‪69.‬‬ ‫ֹלקַ חַ ת‬
‫‪25.‬‬ ‫וַתֵּ לַ כנָה‬ ‫‪70.‬‬ ‫ח‬
‫ֹלקֵּ ַ‬‬
‫‪26.‬‬ ‫לֵּ כנָה‬ ‫‪71.‬‬ ‫ק ִחי‬
‫‪27.‬‬ ‫הֹּל ִכים‬ ‫‪72.‬‬ ‫קחּו‬
‫‪Page 14‬‬

‫‪28.‬‬ ‫הֹּלֵּ ְך‬ ‫‪73.‬‬ ‫וַיִ קחּו‬

‫‪29.‬‬ ‫הֹּלכות‬ ‫‪74.‬‬ ‫ו ִַתקַ ח‬
‫‪30.‬‬ ‫וַת ֹּאמֶ ר‬ ‫‪75.‬‬ ‫קטוף‬
‫‪31.‬‬ ‫וַי ֹּאמֶ ר‬ ‫‪76.‬‬ ‫קוטֶ פֶ ת‬
‫‪32.‬‬ ‫וַי ֹּאמרּו‬ ‫‪77.‬‬ ‫ִקטפּו‬
‫‪33.‬‬ ‫אָ מַ ר ִתי‬ ‫‪78.‬‬ ‫קָ טַ פנּו‬
‫‪34.‬‬ ‫אָ מַ רנּו‬ ‫‪79.‬‬ ‫קָ טַ פתָ‬‬
‫‪35.‬‬ ‫אָ מַ רתָ‬‬ ‫‪80.‬‬ ‫נִ קטוף‬
‫‪36.‬‬ ‫א ַמַ רתֶ ם‬ ‫‪81.‬‬ ‫אֶ קטוף‬
‫‪37.‬‬ ‫א ַמַ רתֶ ן‬ ‫‪82.‬‬ ‫קטפּו‬
‫ָ ָֽ‬‬
‫‪38.‬‬ ‫נ ֹּאמַ ר‬ ‫‪83.‬‬ ‫קטּופָ ה‬
‫‪39.‬‬ ‫וַת ֹּאמַ רנָה‬ ‫‪84.‬‬ ‫טּופים‬
‫ק ִ‬
‫‪40.‬‬ ‫אֱמור‬ ‫‪85.‬‬ ‫קוטפות‬
‫‪41.‬‬ ‫ִאמרּו‬ ‫‪86.‬‬ ‫ִתקט ִפי‬
‫‪42.‬‬ ‫ִאמ ִרי‬ ‫‪87.‬‬ ‫קָ טַ פת‬‬
‫‪43.‬‬ ‫אומ ִרים‬ ‫‪88.‬‬ ‫קטפָ ה‬
‫ָ ָֽ‬‬
‫‪44.‬‬ ‫אומֵּ ר‬ ‫‪89.‬‬ ‫ִקט ִפי‬
‫‪45.‬‬ ‫קוטֶ ף‬ ‫‪90.‬‬ ‫קטַ פתֶ ם‬

‫‪If you got through all of this, and you remember what you learned, you should be able to‬‬
‫!‪look at any verb in the Hebrew Bible and say whether it has a singular or plural subject‬‬
Page 15

2c. Is the subject masculine or feminine (or common)?

The next easiest thing to spot is whether the subject of the verb is masculine (man-like) or
feminine (woman-like). This is called the gender of the subject. When we talk about ‘I’ or
‘we’ (and sometimes also when we talk about ‘they’ doing something), it doesn’t make any
difference to the verb whether the subject is male or female, in which case we say the gender
is common – the verb is the same whether the subject is male or female.
Here are some suffixes and prefixes that will tell you if a verb has masculine, feminine or
common subjects:
Suffixes (Endings) Prefixes (Beginnings)
Masculine ‬‫‬‬תָ ‬‬‬תֶ ם‬ ִ ים‬ּו‬ ‬‬‫י‬‬ת‬
Feminine ‫ת‬‬תן‬‬‬נָה‬‬‬ות‬
ֶ ֶ ‬‫ִי‬‬‬ת‬ ָ ה‬ ‫ת‬
Common ‫ִתי‬‬נּו‬‬ּו‬ ‫נ‬‬א‬

Note that both masculine and feminine forms sometimes begin with ‫ת‬. In these cases you
need to look at the suffixes as well to tell whether the subject is masculine or feminine. One
verb form has no suffix and also no prefix. This one is always masculine singular.
Look at the verb forms below. Circle the man in trousers if it is a masculine form, the woman
in a skirt if it is a feminine form, and the ‘?’ if it could be either (that is, if it is common). Also
circle the parts of the word that show you the gender of the subject. Remember that
sometimes verbs have the joining word ‫ ַ‬ו‬attached to the beginning. The first three have been
done for you.

1.
‫ נָפַ ל ִתי‬ 52.
‫ ַויַעַ ׂש‬
2.
‫ וַיִ פֹּ ל‬ 53.
‫ ַו ַיעֲׂשּו‬
3.
‫ ו ִַתפֹּ ל‬ 54.
‫ֲׂשיתֶ ם‬
ִ ‫ ע‬
4.
‫ ַויָשָ ב‬ 55.
‫ֲׂשי‬
ִ ‫ ע‬
5.
‫ וַתָ שָ ב‬ 56.
‫יתי‬
ִ ‫ עָ ִׂש‬
11
6.
‫ וַאָ שָ ב‬ 57.
‫ עָ ׂשָ ה‬

11
This is a masculine form, even though it ends in ‫ ָה‬because the final ‫ ה‬is part of the root and not a
suffix. The feminine form is ‫עָ ׂשתָ ה‬.
‫‪Page 16‬‬

‫‪7.‬‬
‫‪ ‬אֶ עֱׂשֶ ה‬ ‫‪58.‬‬
‫‪ ‬ל ִכי‬
‫‪8.‬‬
‫‪ ‬עֲׂשּויָה‬ ‫‪59.‬‬
‫‪ ‬לכּו‬
‫‪9.‬‬
‫עוׂשים‬
‫ִ‬ ‫‪‬‬ ‫‪60.‬‬
‫‪ ‬הָ לַ כנּו‬
‫‪10.‬‬
‫‪ ‬עָ ִׂשינּו‬ ‫‪61.‬‬
‫‪ַ ‬ויֵּלֵּ ְך‬
‫‪11.‬‬
‫‪ ‬נָתַ ן‬ ‫‪62.‬‬
‫‪ ‬הולֶ כֶ ת‬
‫‪12.‬‬
‫‪ ‬תנּו‬ ‫‪63.‬‬
‫‪ ‬תֵּ ל ִכי‬
‫‪13.‬‬
‫‪ ‬תנִ י‬ ‫‪64.‬‬
‫‪ ‬אֵּ לֵּ ְך‬
‫‪14.‬‬
‫‪ ‬תֵּ ן‬ ‫‪65.‬‬
‫‪ ‬נֵּלֵּ ְך‬
‫‪15.‬‬
‫‪ ‬נותֶ נֶת‬ ‫‪66.‬‬
‫‪ ‬הָ לַ כתֶ ם‬
‫‪16.‬‬
‫‪ ‬נותֵּ ן‬ ‫‪67.‬‬
‫‪ ‬הָ לַ כתָ‬‬
‫‪17.‬‬
‫‪ ‬נָתַ ִתי‬ ‫‪68.‬‬
‫‪ַ ‬ויֵּלֵּ ְך‬
‫‪18.‬‬
‫‪ ‬וַיִ יתֵּ ן‬ ‫‪69.‬‬
‫‪ַ ‬ויֵּלכּו‬
‫‪19.‬‬
‫‪ ‬שֵּ ב‬ ‫‪70.‬‬
‫‪ ‬לֵּ ְך‬
‫‪20.‬‬
‫‪ ‬שבּו‬ ‫‪71.‬‬
‫‪ ‬וַתֵּ לַ כנָה‬
‫‪21.‬‬
‫‪ ‬ש ִבי‬ ‫‪72.‬‬
‫‪ ‬לֵּ כנָה‬
‫‪22.‬‬
‫‪ַ ‬ויֵּשֵּ ב‬ ‫‪73.‬‬
‫‪ ‬הֹּל ִכים‬
‫‪23.‬‬
‫‪ַ ‬ויֵּשבּו‬ ‫‪74.‬‬
‫‪ ‬הֹּלֵּ ְך‬
‫‪24.‬‬
‫‪ ‬וַתֵּ שֵּ ב‬ ‫‪75.‬‬
‫‪ ‬הֹּלכות‬
‫‪25.‬‬
‫‪ ‬יָשַ ב ִתי‬ ‫‪76.‬‬
‫‪ ‬הָ לַ כת‬‬
‫‪26.‬‬
‫‪ ‬יִ שתֶ ה‬ ‫‪77.‬‬
‫‪ ‬וַת ֹּאמֶ ר‬
‫‪27.‬‬
‫‪ִ ‬תשתֶ ה‬ ‫‪78.‬‬
‫‪ ‬לָ קַ חתָ‬‬
‫‪Page 17‬‬

‫‪28.‬‬
‫‪ ‬שותֶ ה‬ ‫‪79.‬‬
‫‪ֹ ‬לקַ חַ ת‬
‫‪29.‬‬
‫שותים‬
‫ִ‬ ‫‪‬‬ ‫‪80.‬‬
‫ח‬
‫‪ֹ ‬לקֵּ ַ‬‬
‫‪30.‬‬
‫‪ ‬שותות‬ ‫‪81.‬‬
‫‪ ‬ק ִחי‬
‫‪31.‬‬
‫‪ ‬וַתָ שָ ב‬ ‫‪82.‬‬
‫‪ ‬קחּו‬
‫‪32.‬‬
‫שּובי‬
‫ִ‬ ‫‪‬‬ ‫‪83.‬‬
‫‪ ‬וַיִ קחּו‬
‫‪33.‬‬
‫‪ ‬שּובּו‬ ‫‪84.‬‬
‫‪ ‬ו ִַתקַ ח‬
‫‪34.‬‬
‫‪ ‬שֹּ בנָה‬ ‫‪85.‬‬
‫‪ ‬קטוף‬
‫‪35.‬‬
‫‪ ‬וַי ֹּאמֶ ר‬ ‫‪86.‬‬
‫‪ ‬קוטֶ פֶ ת‬
‫‪36.‬‬
‫‪ ‬וַי ֹּאמרּו‬ ‫‪87.‬‬
‫‪ִ ‬קטפּו‬
‫‪37.‬‬
‫‪ ‬אָ מַ ר ִתי‬ ‫‪88.‬‬
‫‪ ‬קָ טַ פנּו‬
‫‪38.‬‬
‫‪ ‬אָ מַ רנּו‬ ‫‪89.‬‬
‫‪ ‬קָ טַ פתָ‬‬
‫‪39.‬‬
‫‪ ‬אָ מַ רתָ‬‬ ‫‪90.‬‬
‫‪ ‬נִ קטוף‬
‫‪40.‬‬
‫‪ ‬אָ מַ רתֶ ם‬ ‫‪91.‬‬
‫‪ ‬אֶ קטוף‬
‫‪41.‬‬
‫‪ ‬אָ מַ רתֶ ן‬ ‫‪92.‬‬
‫קטפּו‬
‫‪‬ָֽ ָ ‬‬
‫‪42.‬‬
‫‪ ‬נ ֹּאמַ ר‬ ‫‪93.‬‬
‫‪ ‬קטּופָ ה‬
‫‪43.‬‬
‫‪ ‬וַת ֹּאמַ רנָה‬ ‫‪94.‬‬
‫טּופים‬
‫‪ ‬ק ִ‬
‫‪44.‬‬
‫‪ ‬אֱמור‬ ‫‪95.‬‬
‫‪ ‬קוטפות‬
‫‪45.‬‬
‫‪ִ ‬אמרּו‬ ‫‪96.‬‬
‫‪ִ ‬תקט ִפי‬
‫‪46.‬‬
‫‪ִ ‬אמ ִרי‬ ‫‪97.‬‬
‫‪ ‬קָ טַ פת‬‬
‫‪47.‬‬
‫‪ ‬אומ ִרים‬ ‫‪98.‬‬
‫קטפָ ה‬
‫‪‬ָֽ ָ ‬‬
‫‪48.‬‬
‫‪ ‬אומֵּ ר‬ ‫‪99.‬‬
‫‪ִ ‬קט ִפי‬
‫‪Page 18‬‬

‫‪49.‬‬
‫‪ ‬קוטֶ ף‬ ‫‪100.‬‬
‫‪ ‬קַ טַ פתֶ ם‬
‫‪50.‬‬
‫‪ ‬ו ִַתקטוף‬ ‫‪101.‬‬
‫‪ ‬יִ קטפּו‬
‫‪51.‬‬
‫‪ ‬קַ טַ פ ִתי‬ ‫‪102.‬‬
‫‪ ‬וַיִ קטוף‬
Page 19

2d. Is the subject 1st person, 2nd person or 3rd person?

Finally, for this step we can ask whether the subject of a verb is first person (like ‘I’ or ‘we’
in English), second person (like ‘you’ in English or ‘yupela’ in Tok Pisin), or third person
(like ‘he’, ‘she’, ‘it’, or ‘they’ in English). Again, we can often tell this from the suffixes and
prefixes on a verb.

Suffixes (Endings) Prefixes (Beginnings)

1st person ‬‫ִתי‬‬נּו‬ ‫א‬‬‬נ‬

2nd person ‬‬‬‬‫ם‬‬תן‬‬‬נָה‬

ֶ ֶ‫ִי‬‬‬תָ ‬ת‬‬‬‬ת‬ ‫ת‬

3rd person ‫( ָה‬ נָה ּו‬nothing) ‫ת‬‬‬י‬

See if you can identify whether the subject is first person, second person or third person in the
following examples (highlight the prefixes and suffixes, and circle the correct person):

1.
‫עָ מַ ד ִתי‬ 1 2 3 53.
‫וַיִ קטוף‬ 1 2 3

2.
‬ָ‫עָ מַ דת‬ 1 2 3 54.
‫קָ טַ פנּו‬ 1 2 3

3.
‫ַנעֲמוד‬ 1 2 3 55.
‬ָ‫קָ טַ פת‬ 1 2 3

4.
‫עמ ָדה‬
‬ָָֽ 1 2 3 56.
‫נִ קטוף‬ 1 2 3

5.
‫עָ מַ ד‬ 1 2 3 57.
‫אֶ קטוף‬ 1 2 3

6.
‫ַיעֲמוד‬ 1 2 3 58.
‫קטפּו‬
‬ָֽ ָ 1 2 3

7.
‫תַ עַ מ ִדי‬ 1 2 3 59.
‫צָ חַ ק‬ 1 2 3

8.
‫עֲמַ דתֶ ם‬ 1 2 3 60.
‫צָ חַ ק ִתי‬ 1 2 3

9.
‫ִתקט ִפי‬ 1 2 3 61.
‫צָ חַ קנּו‬ 1 2 3

10.
‬‫קָ טַ פת‬ 1 2 3 62.
‫צָ חַ קתֶ ם‬ 1 2 3

11.
‫קטפָ ה‬
‬ָֽ ָ 1 2 3 63.
‫צחקּו‬
‬ָֽ ָ 1 2 3

12.
‫קַ טַ פ ִתי‬ 1 2 3 64.
‬ָ‫צָ חַ קת‬ 1 2 3
‫‪Page 20‬‬

‫‪13.‬‬
‫קַ טַ פתֶ ם‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪65.‬‬
‫יִ צחַ ק‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪14.‬‬
‫יִ קטפּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪66.‬‬
‫נִ צחַ ק‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪15.‬‬
‫אֶ צחַ ק‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪67.‬‬
‫ת ַדב ִרי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪16.‬‬
‫חֲקי‬
‫ִתצ ִ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪68.‬‬
‫מָ צָ אנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪17.‬‬
‫אתי‬
‫בָ ִ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪69.‬‬
‫מָ צָ את‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪18.‬‬
‫בָ אנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪70.‬‬
‫אתי‬
‫מָ צָ ִ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪19.‬‬
‫בָ א‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪71.‬‬
‫מצאּו‬
‫ָ ָֽ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪12‬‬
‫‪20.‬‬
‫בָ אתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪72.‬‬
‫נִ מצָ א‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪21.‬‬
‫בָ אּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪73.‬‬
‫אֶ מצָ א‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪22.‬‬
‫בָ את‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪74.‬‬
‫יִ מצָ א‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪23.‬‬
‫יָבוא‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪75.‬‬
‫אֲבַ קֵּ ש‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪24.‬‬
‫אָ בוא‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪76.‬‬
‫יבַ קֵּ ש‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪25.‬‬
‫נָבוא‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪77.‬‬
‫תבַ ק ִשי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪26.‬‬
‫יָבואּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪78.‬‬
‫נבַ קֵּ ש‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪27.‬‬
‫בואי‬
‫ִ‬ ‫תָ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪79.‬‬
‫יבַ קשּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪28.‬‬
‫ִדבֵּ ר‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪80.‬‬
‫ִבקֵּ ש‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪29.‬‬
‫ִדבַ ר ִתי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪81.‬‬
‫ִבקַ ש ִתי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪30.‬‬
‫ִדבַ רנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪82.‬‬
‫ִבקַ שנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪31.‬‬
‫ִדבַ רתֶ ם‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪83.‬‬
‫ִבקַ שתֶ ם‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪12‬‬
‫)‪Notice that the 1st person plural form here (we will find) is identical to the third person (passive‬‬
‫‪form in Randy Buth for (the snake) is found.‬‬
‫‪Page 21‬‬

‫‪32.‬‬
‫ִדב ָרה‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪84.‬‬
‫ִבקַ שתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪33.‬‬
‫א ֲַדבֵּ ר‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪85.‬‬
‫ִבקשָ ה‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪34.‬‬
‫י ַדבֵּ ר‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪86.‬‬
‫ִבקשּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪35.‬‬
‫נ ַדבֵּ ר‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪87.‬‬
‫ִבקַ שת‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪36.‬‬
‫י ַדברּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪88.‬‬
‫ִבקַ שתֶ ן‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪37.‬‬
‫שָ כַ בתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪89.‬‬
‫נָפַ ל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪38.‬‬
‫שָ כַ בנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪90.‬‬
‫לתי‬
‫נָפַ ִ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪39.‬‬
‫שָ כַ בתֶ ם‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪91.‬‬
‫נָָֽ‬פלּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪40.‬‬
‫שָ כַ ב ִתי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪92.‬‬
‫נָפַ לתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪41.‬‬
‫אֶ שכַ ב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪93.‬‬
‫ִהתנַפַ ל ִתי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪42.‬‬
‫יִ שכַ ב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪94.‬‬
‫ִהתנַפלָ ה‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪43.‬‬
‫ִתשכ ִבי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪95.‬‬
‫אֶ תנַפֶ ל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪44.‬‬
‫אַ ש ִכיב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪96.‬‬
‫יִ תנַפֵּ ל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪45.‬‬
‫נַש ִכיב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪97.‬‬
‫ִהפַ לתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪46.‬‬
‫יַש ִכיב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪98.‬‬
‫ִהפַ לנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪47.‬‬
‫ִהשכַ ב ִתי‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪99.‬‬
‫י ִַפיל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪48.‬‬
‫ִהשכַ בנּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪100.‬‬
‫אַ ִפיל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪49.‬‬
‫ִהש ִכיבּו‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪101.‬‬
‫נ ִַפיל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪50.‬‬
‫ִהשכַ בתָ‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪102.‬‬
‫לתי‬
‫הּופַ ִ‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪51.‬‬
‫ִהשכַ בתֶ ם‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪103.‬‬
‫אּופַ ל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫‪52.‬‬
‫ִהש ִכיב‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪104.‬‬
‫יּופַ ל‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
Page 22

Now we should be able to make a good guess at finding out the gender (masculine, feminine
or common), person (1st, 2nd or 3rd) and number (singular or plural) for almost any Hebrew
verb. Linguists usually use shortcuts to describe these different verb forms. For example, 3fs
means a verb with a ‘3rd person feminine singular’ subject, or in English we could say it was
about ‘she’ doing something.
Similarly, 1cp is short for a ‘1st person common plural’ subject, or in English, it is ‘we’ doing
something. The most common forms in the Bible are 3ms forms, which are the ones you will
have come across most frequently in the Elijah stories.
Linguists then gather all the information we have been looking at into tables so that it is easy
to see all the forms in one place, for all the different possible subjects. Below are two
examples, for the verb ‫קטף‬, familiar from the Randy Buth material. On the left is what is
called the Qal perfect conjugation, and on the right the Qal imperfect conjugation. The perfect
conjugation has mostly suffixes to tell you information about the subject, whereas the
imperfect conjugation mostly uses prefixes. We will study these conjugations more in the
next section. Circle the prefixes and suffixes which tell you about the subject of the verb.

Qal perfect Qal imperfect

1cs ‫קָ טַ פ ִתי‬ ‫אֶ קטוף‬

 2ms ‬ָ‫קָ טַ פת‬ ‫ִתקטוף‬

 2fs ‬‫קָ טַ פת‬ ‫ִתקט ִפי‬

3ms ‫קָ טַ ף‬ ‫יִ קטוף‬


3fs ‫קָ טפָ ה‬ ‫ִתקטוף‬

1cp ‫קַ טַ פנּו‬ ‫נִ קטוף‬

 2mp ‫קַ טַ פתֶ ם‬ ‫ִתקטפּו‬

 2fp ‫קַ טַ פתֶ ן‬ ‫ִתקטופנָה‬

3mp ‫קָ טפּו‬ ‫יִ קטפּו‬


3fp ‫ִתקטופנָה‬

Page 23

It will really help you if you memorise these two paradigms, and associate them with
meanings in Tok Ples. You can memorise by writing them on flashcards and carrying them
around, by trying to remember and recite in your head while you are doing other tasks, by
covering up one column of this table and trying to remember what it says, making up a song
or rhythm that you remember them to, or any other way you can think of. The important thing
is to drill these forms into your head!!
Page 24

3. Conjugations
Now we have an idea who the subject of a Hebrew verb is, the next stage is to look at the verb
and decide which conjugation it is.13 These are patterns which tell us whether the verb is
describing something that happened in the past or will happen in the future, if it is a command
or a statement, or maybe it is a verb telling us why someone did something (e.g. ‘in order to
drink’) or when they did it (e.g. while he was drinking’).
There are just six basic conjugations that we need to be able to recognise: the perfect,
imperfect, vav-consecutive, participle, imperative and infinitive (whether construct or
absolute).

3a. The Perfect Conjugation

The perfect conjugation is often used in narrative to talk about actions that have finished or
been completed. In Tok Pisin the use of pinis normally makes a good translation of the
perfect. For example, the Hebrew sentence ‫ הָ ִאיש‬חָ פַ ר‬חור‬translates well into Tok Pisin as
‘man em i digim hul pinis’. It is more difficult to translate into English. Usually a past tense is
used, to give something like ‘the man dug a hole’, or ‘the man had dug a hole’.
A lot of Papua New Guinean languages have a good way of translating this. How would you
translate this sentence into your language?

The perfect conjugation is also used for the first action in a series of actions that somebody
takes in a story (see 1 Kings 18.42 below), for events that are not on the main story line or for
states of being (see 1 Kings 17.1, below). We can describe the perfect conjugation like this:

The perfect conjugation is used for:

 actions that are not on the main story line

 completed action, whether in the past, present or future

 the first action in a series of actions somebody takes, or

 states of being.

Here are three examples of the perfect conjugation from the Elijah stories. The verb in the
perfect conjugation has been circled for you. Look at the Hebrew, English and Tok Pisin and

13
Conjugation means something like ‘the way something is joined together’.
Page 25

then try to translate into your language. Notice the different ways this type of verb is used in
different contexts:
1 Kings 18.26: ‫ׂשה׃‬
ָֽ ָ ָ‫וַ ָֽ ֶ֥יפַ ס ָּ֔חּו‬עַ ל־הַ ִֹּמז ֵּב ַַ֖ח‬א ֲֶשָ֥ר‬ע‬

Here, the building of the altar has already been completed, and it is not part of the main
story line (which is about the prophets jumping, dancing and crying out).
English (NRSV): And they limped around the altar which they had made.14
English (NASB): And they leaped about the altar which they made.
Tok Pisin (Buk Baibel): Ol i singsing na kalap kalap raunim dispela alta ol man i bin wokim.

Tok Ples: __________________________________________________________

1 Kings 18.42:‬‫כל‬ו ִלשתֵ֑ ות‬

ֹּ ָ֣ ‫א‬
ֱ ֶ‫ַו ַיע ֲֶלָ֥ה‬אַ ח ָאַ֖ב‬ל‬

‬֙ ‫ל־ר ֹּאש‬הַ כַ רמֶ ל‬

ֹ֤ ֶ‫ו ֵַּ֨א ִל ָּ֜ ָיהּו‬עָ לַָ֨ ה‬א‬

Elijah ‘going up’ is the first of a series of actions that he does. Since this verb is in the perfect
conjugation it does not make the story move forward in time. Most English translations
translate as something happening at the same time as Ahab going to eat and drink.
English (NRSV): So Ahab went up to eat and to drink. Elijah went up to the top of Carmel
English (NET): So Ahab went on up to eat and drink, while Elijah climbed to the top of
Carmel.
Tok Pisin: Orait Ahap i go na kaikai. Na Elaija wantaim wokman bilong en i go antap long
het bilong maunten Karmel.

Tok Ples: ________________________________________________

1 Kings 17.1: ‫תי‬לפָ נָיו‬

ִ ‫אֲשֶ ר‬עָ מַ ד‬

English (ESV etc.): …before whom I stand

Tok Ples: ______________________________________________

14
The Hebrew here actually has the 3ms form, so it should be ‘he had made’. But, the Greek translation
has the plural, ‘they had made’.
Page 26

Now we have an idea what the perfect conjugation means (a completed action or a state of
being), we need to learn to spot it when we are reading. The perfect conjugation is called a
suffix conjugation because it is formed by adding suffixes to the end of a root, rather than
prefixes before the root. Here they are again for ‫ – קטף‬highlight the suffixes once more:

Qal perfect Suffixes

1cs ‫קָ טַ פ ִתי‬ ‫ִתי‬

 2ms ‬ָ‫קָ טַ פת‬ ‬ָ‫ת‬

 2fs ‬‫קָ טַ פת‬ ‬‫ת‬

3ms ‫קָ טַ ף‬ ‫־‬


3fs ‫קָ טפָ ה‬ ‫ָה‬

1cp ‫קַ טַ פנּו‬ ‫נּו‬

 2mp ‫קַ טַ פתֶ ם‬ ‫תֶ ם‬

 2fp ‫קַ טַ פתֶ ן‬ ‫תֶ ן‬

3cp ‫קָ טפּו‬ ‫ּו‬


Now look at the table and the list of Hebrew verbs below and try to circle all the ones which
are in a perfect conjugation:

1. ‬‫הָ לַ כת‬ ‬ 16. ‫קטפָ ה‬

‬ָֽ ָ ‬ 31. ‫עֲלֵּ ה‬

2. ‫הָ לַ כ ִתי‬ ‬ 17. ‫ִתקטוף‬ ‬ 32. ‫עֹּ לָ ה‬

3. ‫נותֵּ ן‬ ‬ 18. ‫קָ טַ פ ִתי‬ ‬ 33. ‫י ִהי‬

4. ‫ִתתֵּ ן‬ ‬ 19. ‫קוטֶ פֶ ת‬ ‬ 34. ‫יִ היֶה‬

‫‪Page 27‬‬

‫‪5.‬‬ ‫נָתַ ן‬ ‫‬‬ ‫‪20.‬‬ ‫קוטֵּ ף‬ ‫‬‬ ‫‪35.‬‬ ‫הָ יָה‬

‫‪6.‬‬ ‫תֵּ ן‬ ‫‬‬ ‫‪21.‬‬ ‫קָ טַ ף‬ ‫‬‬ ‫‪36.‬‬ ‫עומ ִדים‬

‫‪15‬‬
‫‪7.‬‬ ‫נָתַ ִתי‬ ‫‬‬ ‫‪22.‬‬ ‫חָ פַ ר‬ ‫‬‬ ‫‪37.‬‬ ‫עָ מַ דתָ‬‬

‫‪8.‬‬ ‫נותֶ נֶת‬ ‫‬‬ ‫‪23.‬‬ ‫חופֵּ ר‬ ‫‬‬ ‫‪38.‬‬ ‫עָ מַ ד ִתי‬

‫‪9.‬‬ ‫נִ בהֶ לֶ ת‬ ‫‬‬ ‫‪24.‬‬ ‫נַחפור‬ ‫‬‬ ‫‪39.‬‬ ‫מָ כ ָרה‬

‫‪10.‬‬ ‫נִ בהַ ל ִתי‬ ‫‬‬ ‫‪25.‬‬ ‫חפרּו‬

‫ָ ָֽ‬‬ ‫‬‬ ‫‪40.‬‬ ‫יִ כָ ֵּרת‬

‫‪11.‬‬ ‫בָ נָה‬ ‫‬‬ ‫‪26.‬‬ ‫חָ פַ רנּו‬ ‫‬‬ ‫‪41.‬‬ ‫יתי‬
‫קָ נִ ִ‬

‫‪12.‬‬ ‫בונֶה‬ ‫‬‬ ‫‪27.‬‬ ‫נַחפ ָרה‬ ‫‬‬ ‫‪42.‬‬ ‫אָ מַ ר‬

‫‪13.‬‬ ‫בָ נּו’‬ ‫‬‬ ‫‪28.‬‬ ‫חפ‬ ָרה‬

‫ָ ָֽ‬‬ ‫‬‬ ‫‪43.‬‬ ‫אומֵּ ר‬

‫‪14.‬‬ ‫מתנּו‬
‫ָ ָֽ‬‬ ‫‬‬ ‫‪29.‬‬ ‫חָ פַ צ ִתי‬ ‫‬‬ ‫‪44.‬‬ ‫אָ מַ ר ִתי‬

‫‪15.‬‬ ‫עָ לָ ה‬ ‫‬‬ ‫‪30.‬‬ ‫הול ִכים‬ ‫‬‬ ‫‪45.‬‬ ‫בָ אתָ‬‬

‫‪15‬‬
‫‪ the final root letter is ‘absorbed’ into the suffix. So the 1 st‬ת ‪ or‬נ ‪Note that when a root ends in‬‬
‫‪.‬נָתַ נ ִתי ‪, not‬נָתַ ִתי ‪ is‬נתן ‪person qal perfect for‬‬
Page 28

3b. The Imperfect Conjugation

The imperfect conjugation is often used in Hebrew narrative to describe an action that is in
some sense not finished – either because it is in the future, it is something ongoing, it is
something that is repeated or it is just something that might possibly happen. Here are some
examples from Elijah and Psalm 23 to help you understand the meaning of the imperfect:

1 Kings 17.4: ‫ל‬תשתֶ ה‬

ִ ַ‫והָ יָה‬מֵּ הַ נַח‬

English (NRSV): You shall drink from the wadi

English (NIV): You will drink from the brook

English (NCV): You may drink from the stream

English (NET): Drink from the stream

Tok Pisin: Yu ken dring dispela wara.

Notice that the different English versions highlight different aspects of this verb form. The
NRSV and NIV focus on the idea that this action is incomplete because it is in the future –
something that will happen. The NCV and Buk Baibel focus on an action that is incomplete
because drinking is a choice that Elijah has not made yet – he may drink if he wants to. The
NET Bible interprets the action as incomplete because it is a command that Elijah has not
obeyed yet – he should drink, but has not yet done so. What options do you have to translate
this into Tok Ples?

______________________________________

______________________________________

______________________________________

1 Kings 17.1: ‫ִאם־יִ היֶה‬הַ שָ נִ ים‬הָ אֵּ לֶ ה‬טַ ל‬ּומָ טָ ר‬

English (NRSV): there shall be neither dew nor rain these years

Tok Pisin: Bai ren na wara bilong nait i no ken kam daun long graun inap long sampela yia

How do you translate this into Tok Ples?

____________________________________
Page 29

Ruth 1.16: ‬‫לְך‬

‬ֵָּ֗ ֵּ‫ֲשר‬תֵּ ל ִָּ֜כי‬א‬
ֶ ַ֨ ‫אֶ ל־א‬

English: Where you go, I will go

Tok Pisin: Olgeta ples yu go long en, mi tu bai mi go long en.
Here the action is incomplete because it is something ongoing – from the present and into the
future, wherever Naomi goes, Ruth will go too. How would you translate this?

______________________________

Psalm 23.2: ‫לנִ י‬

ָֽ ֵּ ‫ה‬
ֲ ‫ל־מַ֖י‬מנֻחָ֣ ות‬י ַנ‬
ֵּ ַ‫ע‬

English: He leads me beside still waters

Tok Pisin: Na em i bringim mi i go long ol liklik wara
Tok Pisin: Na em i save bringim mi i go long ol liklik wara
Here the imperfect is describing something that happens all the time or that is repeated
many times. This is the normal way that God acts towards the Psalmist. How do you translate
this?

______________________________

Psalm 23.4: ‫לְך‬בגֵּ ֵ֪יא‬צַ ל ָ֡ ָמוֶת‬

ֵּ ַ֨ ֵּ‫ֹ֤ם‬כי־א‬
ָֽ ִ ַ‫ג‬

English (NCV): Even if I walk through a very dark valley

English (NET): Even when I must walk through the darkest valley
English (ESV): Even though I walk through the valley of the shadow of death
Tok Pisin: Maski mi wokabaut long ples nogut na bikpela tudak
The imperfect here is used for something that might happen, now or in the future. How do
you translate this?

_______________________________________

Some Papua New Guinean languages have better ways of translating the imperfect than we do
in English. Did you find a good way to translate the imperfect in your language?
One way of summarising the imperfect conjugation is to say:

The imperfect conjugation denotes incomplete action,

whether past, present or future.
Page 30

The forms for the imperfect conjugation are shown below. This is normally called a prefix
conjugation, because it is recognised mainly by the prefixes before the root, although some
forms have a suffix as well as a prefix. Highlight the prefixes and suffixes below. Note that
the form for the second person masculine singular is the same as for the third person feminine
singular.

Qal imperfect Prefixes/suffixes

1cs ‫אֶ קטוף‬ ‫א‬

 2ms ‫ִתקטוף‬ ‬ִ‫ת‬

 2fs ‫ִתקט ִפי‬ ‫ִת‬‬ ִ י‬

3ms ‫יִ קטוף‬ ‬ִ‫י‬


3fs ‫ִתקטוף‬ ‬ִ‫ת‬

1cp ‫נִ קטוף‬ ‬ִ‫נ‬

 2mp ‫ִתקטפּו‬ ‫ִת‬‬‬‬‬ּו‬

 2fp ‫ִתקטופנָה‬ ‫ִת‬‬‬‬‬נָה‬

3mp ‫יִ קטפּו‬ ‫יִ ‬‬‬‬‬‬ּו‬


3fp ‫ִתקטופנָה‬ ‫ִת‬‬‬‬‬נָה‬

Use this table of examples to find and circle the imperfects in the list below:

1. ‫שָ פַ ְך‬ 23. ‫דורְך‬

ֵּ 45. ‫חופֶ ֶרת‬ 67. ‫אָ כַ לתֶ ם‬
16
2. ‫שָ פַ כ ִתי‬ 24. ‫יִ צחַ ק‬ 46. ‫חָ פַ ר ִתי‬ 68. ‫נ ֹּאכַ ל‬
3. ‫ִתשפוְך‬ 25. ‫צוחֵּ ק‬ 47. ‫חָ פ ָרה‬ 69. ‫ת ֹּאכלּו‬
4. ‫יִ שפוְך‬ 26. ‬‫צָ חַ ק‬ 48. ‫עָ ׂשַ ה‬ 70. ‫אוכ ִלים‬

16
Notice that the vowel following the guttural letter ‫ ח‬is pulled back in the throat from an ‘o’ sound to
an ‘a’ sound. This also happens when there is a guttural following the ‘o’ sound.
Page 31

5. ‫שָ פַ כנּו‬ 27. ‫צָ חַ ק ִתי‬ 49. ‫עֹּ ׂשֶ ה‬ 71. ‫הָ לַ ְך‬
17 18
6. ‫יִ שפכּו‬ 28. ‫ִתצח ֲִקי‬ 50. ‫ֲׂשי‬
ִ ‫תַ ע‬ 72. ‫יֵּלֵּ ְך‬
7. ‫ִתשפ ִכי‬ 29. ‫אֱצחַ ק‬ 51. ‫תַ עֲׂשֶ ה‬ 73. ‫אֵּ לֵּ ְך‬
8. ‫שופֶ כֶ ת‬ 30. ‫צוחֶ קֶ ת‬ 52. ‫יתי‬
ִ ‫עָ ִׂש‬ 74. ‫הָ לַ כנּו‬
9. ‫שותֶ ה‬ 31. ‫שמַ ע‬ 53. ‫אֶ עֱׂשֶ ה‬ 75. ‫נֵּלֵּ ְך‬
10. ‫יִ שתֶ ה‬ 32. ‬ַ‫שומֵּ ע‬ 54. ‫ַנעֲׂשֶ ה‬ 76. ‫הָ לַ כ ִתי‬
11. ‫ִתשתֶ ה‬ 33. ‫שָ מַ ע ִתי‬ 55. ‫עָ ִׂשינּו‬ 77. ‫יֵּלכּו‬
12. ‫שותָ ה‬ 34. ‫יִ שמַ ע‬ 56. ‫אָ מַ ר‬ 78. ‫תֵּ לַ כנָה‬
19
13. ‫אֶ שתֶ ה‬ 35. ‫ִתשמעּו‬ 57. ‫י ֹּאמֶ ר‬ 79. ‫נָתַ ן‬
20
14. ‫יתי‬
ִ ‫שָ ִת‬ 36. ‫שָ מַ ענּו‬ 58. ‫ת ֹּאמֶ ר‬ 80. ‫ִתתֶ ן‬
15. ‫שָ תַ ה‬ 37. ‫אֶ שמַ ע‬ 59. ‫אָ מַ ר ִתי‬ 81. ‫נותֶ נֶת‬
16. ‫נִ שתֶ ה‬ 38. ‫שומ ִעים‬ 60. ‫ת‬
‬ ‫אָ מַ ר‬ 82. ‫נָתַ ִתי‬
17. ‫דור ִכים‬ 39. ‫נִ צחַ ק‬ 61. ‫י ֹּאמרּו‬ 83. ‫יִ תנּו‬
18. ‫דורכֶ ת‬
ֶ 40. ‫חָ פַ ר‬ 62. ‫ת ֹּאמַ רנָה‬ 84. ‫תֵּ ן‬
19. ‫ִתדרוְך‬ 41. ‫חָ פרּו‬ 63. ‫אָ כַ ל ִתי‬ 85. ‫יִ תֶ ן‬
20. ‫ָד ַרכ ִתי‬ 42. ‫תַ חפור‬ 64. ‫אֹּכֵּ ל‬ 86. ‫אֶ תֵּ ן‬
21
21. ‫ִתדר ִכי‬ 43. ‫נַחפור‬ 65. ‫י ֹּאכַ ל‬ 87. ‫תֵּ ת‬
22. ‫יִ דרכּו‬ 44. ‫תַ חפ ִרי‬ 66. ‫ת ֹּאכֵּ ל‬ 88. ‫תנִ‬י‬

17
Notice how the ‫ ה‬has been lost from the root when the feminine suffix is added.
18
Note that when a root begins in ‫ ה‬or ‫ י‬the initial root consonant gets absorbed by the prefix in the
imperfect conjugation, and the ‘i’ vowel changes to ‘e’. So, for example, we say ‫ יֵּלֵּ ְך‬not ‫יִ הלוְך‬.
19
Notice how the ‘i’sound, as in ‬ִ‫י‬, turns into an ‘o’ sound, as in ‬ֹּ‫‬י‬, when the first root letter is an ‫א‬.
20
Note that when the root begins with ‫ נ‬it is absorbed by the prefix and leaves just a dagesh in the next
letter.
21
Note that when a root begins with gutturals like ‫ח‬, ‫ע‬, ‫ר‬, the ‘i’ vowel changes to an ‘a’ vowel in the
prefix (probably because these consonants are made so far back in the throat).
Page 32

3c. Waw-consecutive Conjugations

Waw-consecutive verb forms are actually the most common conjugation that you will find
when you read the Hebrew Bible, so you will already be very familiar with these forms!
Verbs in this conjugation are the main verbs in a narrative, which carry the story along. Most
of the time they tell you the next thing that happened in a story.
Recall this short story from Randy Buth lesson 8:

English Tok Ples

‫ה‬רֹּמון‬
ִ ָ‫י‬‬קטפ‬
ָ ‫ ִאש ִת‬My wife picked a
pomegranate

‫פּוח‬
‬ַ ‫טוף‬ת‬
ַ ‫ ו ִַתק‬And then she picked an
apple

‫ענ ִָבים‬
ֲ ‬‫ ו ִַתקטוף‬And then she picked grapes

‫י‬אותם‬
ָ ‫ן‬ל‬
ִ ‫ ו ִַת ֵּת‬And then she gave them to
me

The first action (picking the pomegranate) is given using the perfect form of the verb, but
each action the man’s wife did after this is given using the waw-consecutive form of the
verb. In this example you can see how these waw-consecutives tell you the next sequence on
the ‘mainline’ of the story. You can write Tok Ples translations next to each line, but it might
also be more natural to write the whole sentence in Tok Ples below, because in many Papuan
languages with the verbs at the end of the sentence, the most natural way to express a series of
actions is with a series of verbs at the end of one long sentence.

___________________________________________________________

This conjugation is also called the wayyiqtol form of the verb, to give you a clue as to what it
looks like. Using ‫ קטף‬we could call this the wayyiqtof form. It begins with the joining word
‫ַ‬ו‬, then the first letter of the prefix is usually doubled (shown by a dagesh) then this is
followed by the same form as the imperfect conjugation which we have just been studying.
The wayyiqtol forms for ‫ קטף‬are shown in the next table. Highlight the waw conjunction at
the beginning, and the dagesh in the following consonant.
Page 33

Qal imperfect

waw-consecutive

1cs ‫וָאֶ קטוף‬

 2ms ‫ו ִַתקטוף‬

 2fs ‫ו ִַתקט ִפי‬

3ms ‫וַיִ קטוף‬


3fs ‫ו ִַתקטוף‬

1cp ‫וַנִ קטוף‬

 2mp ‫ו ִַתקטפּו‬

 2fp ‫ו ִַתקטופנָה‬

3mp ‫וַיִ קטפּו‬


3fp ‫ו ִַתקטופנָה‬

If you are familiar with the forms of the imperfect from the previous section, these should be
very easy to spot. The most significant difference is that roots which end in ‫ ה‬lose the ‫ ה‬in
the waw-consecutive form. Thus, although ‫ יִ שתֶ ה‬is the imperfect form for ‫שתה‬, the waw
consecutive is ‬‫ ַויֵּשת‬.
Highlight all the waw-consecutives in the following extract from 1 Kings 17.19-23:

ִ ִ‫וַי ֹּאמֶ ר אֵּ לֶ יהָ‬ תנ‬91

‫י־לי אֶ ת־בנְֵּך‬

‫וַיִ קָ חֵּ הּו מֵּ חֵּ יקָ ּה ַו ַיעֲלֵּ הּו אֶ ל־הָ ע ֲִליָה אֲשֶ ר־הּוא יֹּשֵּ ב שָ ם ַויַש ִכבֵּ הּו עַ ל־‬

‫ִמטָ תו׃‬

ֲ ‫ וַיִ ק ָרא אֶ ל־יהוָה וַי ֹּאמַ ר ‬יהוָה אֱֹלהָ י‬02

‫הגַם עַ ל־הָ אַ למָ נָה אֲשֶ ר־אֲנִ י‬
Page 34

‫גורר ִעֹּמָ ּה ה ֲֵּרעותָ‬ להָ ִמית אֶ ת־בנָּה׃‬

ֵּ ‫ִמת‬

‫וַיִ תמ ֵֹּּדד עַ ל־הַ יֶלֶ ד שָ ֹלש פעָ ִמים וַיִ ק ָרא אֶ ל־יהוָה וַי ֹּאמַ ר יהוָה אֱֹלהָ י‬09

‫ל־קרבו׃‬
ִ ַ‫תָ שָ ב נָא נֶפֶ ש־הַ יֶלֶ ד הַ זֶה ע‬

‫ל־קרבו ַוי ִֶחי׃‬

ִ ַ‫וַיִ שמַ ע יהוָה בקול אֵּ ִליָהּו וַתָ שָ ב נֶפֶ ש־הַ יֶלֶ ד ע‬00

‫וַיִ קַ ח אֵּ ִליָהּו אֶ ת־הַ יֶלֶ ד וַיֹּ ִר ֵּדהּו ִמן־הָ ע ֲִליָה הַ בַ יתָ ה וַיִ תנֵּהּו ל ִאֹּמו‬02

‫וַי ֹּאמֶ ר אֵּ ִליָהּו ר ִאי חַ י בנְֵּך׃‬

We can summarise by saying:

The waw-consecutive (wayyiqtol) conjugation is used for the

verbs forming the eventline or backbone of a story. It usually
tells us the next thing that happened in the story.

So far we have looked at the waw-consecutive with the imperfect form of the verb following,
which tells us the next thing that happened in the past. A similar waw-consecutive is also
sometimes used with the perfect form of the verb, and this is called the weqatal form. This
tells us the next thing that will happen in the future. It is much less common than the
wayyiqtol form. Look at the following text from 1 Kings 17.3-4:

‬‫ְך‬מזֶה‬ּופָ נִ יתָ ‬לָך‬קֵּ דמָ ה‬

ִ ֵּ‫ל‬

‬‫ונִ סתַ רתָ ‬בנַחַ ל‬כ ִרית‬

‬
‬‫אֲשֶ ר‬עַ ל־פנֵּי‬הַ יַר ֵּדן׃‬

‫ל‬תשתֶ ה‬
ִ ַ‫והָ יָה‬מֵּ הַ נַח‬

All the verbs that are circled are in the weqatal form, having a waw followed by a verb in the
perfect conjugation. Here they describe the things that will happen in the future – in English:
you will turn… you will hide… it will be…
Page 35

3d. Participles

The next conjugation of the Hebrew verb to learn is called a participle. So far, all the
conjugations we have looked at tell you a lot of information about the subject: whether it is
masculine or feminine; singular or plural; first, second or third person. The participle only
tells us whether the subject is masculine or feminine and singular or plural. It is the verb form
we heard most frequently in the Randy Buth material. For example, the verbs circled below
are all participle forms (remember the pictures from the book):

‫ הָ ִאש‬אוכֵּ ל‬אֶ ת‬הַ לֶ חֶ ם‬1

‫ הָ ִאשָ ה‬אוכֶ לֶ ת‬אֶ ת‬הַ לֶ חֶ ם‬2

‫ָשים‬אוכ ִלים‬לֶ חֶ ם‬
ִ ‫אנ‬
ֲ ָ‫ ה‬3

‫ָשים‬אוכלות‬לֶ חֶ ם‬
ִ ‫ הָ נ‬4

In this kind of use, the participle forms are acting as verbs telling us what is happening now.
In English, it might be something like ‘the man (is) eating bread’. However, the Hebrew
participle does not actually tell us when something is happening. These sentences could be
translated as ‘the man was eating bread’ or ‘the man will be eating bread’. Tok Pisin
translations like ‘wanpela man wok long kaikai bret’ or ‘wanpela man kaikai bret i stap’ are
closer to the Hebrew, as they do not tell you whether the action is in the past, present or
future. How would you translate this into Tok Ples?

___________________________________________________

The participle is also sometimes used like a noun. Compare the sentences below:

‫הַ נַעַ ר‬רואֶ ה‬אֶ ת‬הַ נָחָ ש‬

( Chronicles 1 . ) ‫הּודה‬
ָ ‫ראֶ ה‬ אֶ ל־אָ סָ א‬ מֶ לֶ ְך‬ י‬
ֹּ ָ‫חנָנִ י‬ ה‬
ֲ ‬‫ּובָ עֵּ ת‬ הַ ִהיא‬ בָ א‬7

The same participle form is used in both sentences. In the first sentence it describes what the
boy is doing (something like seeing the snake), in the second sentence it describes who
Hanani is, that he is the seeing one, or the seer. Here are some other common examples of the
participle used like this:

‫ רועֶ ה‬The shepherding one / shepherd

‫ שופֵּ ט‬The judging one / judge
‫ סופֵּ ר‬The counting one / scribe
‫ שומֵּ ר‬The keeping one / guardian
Page 36

Can you turn verbs into nouns like this in your language? If so, give an example:

_______________________________________________

Here are some examples of the forms of participles that you are already familiar with.
Highlight the endings which are characteristic of the participles.

Strong verbs III-guttural III-he Hollow verb

 ‫קוטֵּ ף‬ ‫ח‬
‬ַ ֵּ‫לוק‬ ‫שותֶ ה‬ ‫בָ א‬

 ‫קוטֶ פֶ ת‬ ‫לוקַ חַ ת‬ ‫שותָ ה‬ ‫בָ אָ ה‬

 ‫קוט ִפים‬ ‫לוק ִחים‬ ‫שותים‬

ִ ‫בָ ִאים‬

 ‫קוטפות‬ ‫לוקחות‬ ‫שותות‬ ‫בָ אות‬

All these participles are in the qal stem, which we will study more later on. The Randy Buth
book also introduced us to participles in the hiphil, niphal and piel stems. Highlight the
prefixes and the suffixes. The ‬ַ‫ מ‬or ‬‫ מ‬at the start of a word is usually a good clue that it is a

participle form.

Niphal stem Hiphil stem Hiphil stem Piel stem

(hollow verb)

 ‫נִ ב ַהל‬ ‫מַ ִפיל‬ ‫מֵּ ִקים‬ ‫מבַ קֵּ ש‬

 ‫נִ ב ֶהלֶ ת‬ ‫מַ ִפילָ ה‬ ‫מ ִקיםָ ה‬ ‫מבַ קֶ שֶ ת‬

 ‫נִ ב ָה ִלים‬ ‫ילים‬

ִ ‫מַ ִפ‬ ‫ימים‬
ִ ‫מ ִק‬ ‫מבַ ק ִשים‬

 ‫נִ ב ָהלות‬ ‫מַ ִפילות‬ ‫מ ִקימות‬ ‫מבַ קשות‬

Most of these participles are active – they tell you what someone is doing – he is dropping, he
is seeking, he is picking, he is taking, and so on.
There are also participlies that are passive – when the verb describes what is happening to
someone – like he is taken, he is seen, he is dropped, and so on. We heard these passive
participles in the Randy Buth material, with the roots ‫‘ עׂשה‬to make/do’ and ‫‘ בנה‬to build’.
Page 37

For example, we heard the active participle ‬‫ֵּה‬מג ָדל‬

ִ ‫הָ ִאיש‬בונ‬, the man is building a tower,
but also the passive participle in ‫ֲבנִ ים‬
ָ ‫הַ ִֹּמג ָדל‬בָ נּוי‬בַ א‬, the tower is built of stones.‬ Notice
the a-u sound of the vowels.
Another passive participle was used in lesson 10: ‫ הַ חֶ ֶרב‬עֲׂשּוִ יָה‬בַ רזֵּל‬the sword is made of
iron. Notice that this is a feminine passive participle, because the word ‫ חֶ ֶרב‬is feminine.
Notice the a-u sound again, compared to the active ‫עוׂשָ ה‬.
How do you translate these into Tok Ples?
____________________________________
____________________________________
____________________________________
Another well known example is for the root ‫ברְך‬, he blessed. The active participle would
be ‫בורְך‬
ֵּ , he is blessing, whereas the passive participle is ‫בָ רּוְך‬, something like he is
blessed. It is common in Israel to say: ‬ ‫ בָ רּוְך‬הַ שֵּ ם‬- something like blessed is the name.
Note that the subject (Yahweh, or the name) is being blessed, not doing the blessing himself,
in this sentence. How would you translate this in Tok Ples?
_______________________

You can often recognise a passive participle by the a-u sound of the vowels. The endings are
the same as for the active participles. In the list below, put a ring around the active participles,
a square around the passive participles, and leave the rest alone:
1. ‫קוטֵּ ף‬ 11. ‫עָ מּוד‬ 21. ‫אָ כַ ל‬ 31. ‫עוׂשָ ה‬

2. ‫ָקטַ ף‬ 12. ‫ֲמּודה‬

ָ ‫ע‬ 22. ‬‫אָ כַ לת‬ 32. ‫עֲׂשּויָה‬

3. ‫ָקטַ פ ִתי‬ 13. ‫עומֵּ ד‬ 23. ‫נ ֹּאכַ ל‬ 33. ‫שותֶ ה‬

4. ‫קוט ִפים‬ 14. ‫עָ מַ ד‬ 24. ‫אָ כּול‬ 34. ‫שותים‬

ִ

5. ‫ָקטּוף‬ 15. ‫עומ ִדים‬ 25. ‫אֲכּולות‬ 35. ‫שָ תּוי‬

6. ‫טּופים‬
ִ ‫ק‬ 16. ‫ִעמ ִדי‬ 26. ‫אוכ ִלים‬ 36. ‫שָ תַ ה‬

7. ‫קוטֶ פֶ ת‬ 17. ‫עומֶ ֶדת‬ 27. ‫אֱכול‬ 37. ‫שתּויָה‬

8. ‫יִ קטוף‬ 18. ‫עמדּו‬

‬ָָֽ 28. ‫עָ ׂשַ ה‬ 38. ‫שתּויִ ים‬

9. ‫קוטפות‬ 19. ‫אוכֵּ ל‬ 29. ‫עָ ׂשּוי‬

10. ‫עָ ַמד ִתי‬ 20. ‫אוכֶ לֶ ת‬ 30. ‫עוׂשֶ ה‬

Page 38

3e. Imperatives

Imperatives are verbs that give a command…or they can be more polite and simply request
that somebody do something.
An important thing to know about imperatives is this:

They only occur in direct speech.

So if you are reading a narrative, look for clues to direct speech and then start thinking that an
imperative might be coming along soon. They usually occur at the start of direct speech.
Imperatives are a ‘short’ verb form – they don’t take long to say. If you are yelling at your
child to do something, you don’t want to be saying a long word! Even though Hebrew verbs
are ‘supposed to have’ three root consonants, one consonant sometimes disappears in the
imperative form. And the first syllable often has a shewa (very short) vowel that looks like
this: ‬‫ ל‬or ‬‫ פ‬or ‫ע‬
‬ֲ or ‫א‬
‬ֱ etc.
We will focus on second person imperatives. These are the most common type.22 Like most
other verb conjugations in Hebrew, there are different forms for masculine and feminine,
singular and plural. The endings of the imperative are the same as for the imperfect
conjugation, so they should look familiar.

Ending Example Example

 2ms
— ‫לקֹּט‬ ‫שּוב‬ (or ‫)שֻ ב‬

 2fs
‫ִי‬ ‫ִלק ִטי‬ ‫שּובי‬
ִ (or ‫)שֻ ִבי‬

‫ּו‬
2mp
‫‬לקטּו‬
ִ ‫שּובּו‬ (or ‫)שֻ בּו‬

‫נָה‬
2fp
‫ל‬קֹּט‬נָה‬ ‫שֹּבנָה‬

‫ נָא‬is a little word that sometimes follows an imperative to make it more polite – more of a
request than a command.

22
In Hebrew we can also command ourselves (1 st person imperatives, called cohortatives) or even
other people who we are not talking to (3rd person imperatives, called jussives).
 Page 39

Practice

This exercise has several stages to it. It’s probably best to do all 3 steps for each sentence
before you move onto the next sentence.
All the sentences in the exercise contain some direct speech, and they each have at least one
‘signpost’ that tells you so (e.g. ‫וַי ֹּאמֶ ר‬, ‫וַת ֹּאמֶ ר‬, ‫לֵּ אמֹּר‬, -‫ ל‬or ‫ אֶ ל‬+ person being spoken to).
Underline the words that tell you that direct speech is coming next.
Read the direct speech section of the sentence, find the imperative and circle it. Note: some
sentences have more than one imperative, and towards the end of the exercise, some of the
sentences don’t contain an imperative at all!
Decide who is the subject of the imperative (that is, who is being commanded). Is it 1 man,
1 woman, 2+ men (or men and women together), or 2+ women? If there seems to be an
ending on the imperative, check the endings table above (the masc.sing. form doesn’t have an
ending). There may also be other helpful information in the rest of the sentence. If the person
being spoken to is mentioned in the sentence, the form of the imperative should match. For
example, if the sentence says ‫‘ לו‬to him’, then the imperative will be masc.sing. If the
sentence says ‬ָ‫תי‬כַ ֹּלתֶ יה‬
ֵּ ‫‘ ִלש‬to her two daughters-in-law’, the imperative will be fem.pl. ‬
(there aren’t very many of these in the Bible!). When you’ve decided who is the subject,
circle the symbol for the right answer.

‬ ‫וַי ֹּאמֶ ר‬שֻ ב‬

1.    
‬ ‫לו‬קּום אֱכול‬
‬ ‬‫וַי ֹּאמֶ ר‬
2.    
‬ ‫וַי ֹּאמֶ ר‬שנּו‬
3.    
‬ ‫וַי ֹּאמֶ ר‬שבּו־‬ פֹּה‬
4.    
‬ ‫וַת ֹּאמֶ ר‬ש ִבי‬
5.    
‬ ‫וַת ֹּאמֶ ר‬ לָ ּה‬ל ִכי‬ ִב ִתי‬
6.    
‫וַי ֹּאמֶ ר‬ אֵּ לֶ יהָ ‬תנִ י־ ִלי‬ אֶ ת־בנְֵּך‬
7.    
‬ ‫שבנָה‬ ב ֹּנ ַתי‬
ֹּ ‬‫וַת ֹּאמֶ ר‬ ָנע ֳִמי‬
8.    
‫ר‬קראּו‬ בקול־‬ גָדול‬
ִ ֶ‫וַי ֹּאמ‬
9.    
‫וַי ֹּאמַ ר ִלק ִחי־‬ נָא‬ ִלי‬ פַ ת־‬ לֶ ֶחם‬ בי ֵָּדְך‬
10.    
‫וַי ֹּאמַ ר‬ק ִחי־‬ נָא‬ ִלי‬ מעַ ט־‬ ַמיִ ם‬
11.    
 ‫‪Page 40‬‬

‫שּוב ל ַדרכָך‬ ‬‬
‫‬‬ ‫וַי ֹּאמֶ ר‬יהוָה‬ אֵּ לָ יו‬לֵּ ְך‬‬
‫‪12.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫וַי ֹּאמֶ ר‬ אֵּ ִליָהּו‬ לכָ ל־‬ ָהעָ ם‬גשּו‬ אֵּ לַ י‬
‫‪13.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫וַי ִהי‬ דבַ ר־‬ יהוָה‬ אֵּ לָ יו‬ לֵּ אמֹּר‬קּום‬לֵּ ְך‬ צָ רפַ ָתה‬
‫‪14.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫וַי ֹּאמֶ ר‬ הַ ֹּגאֵּ ל‬ לבֹּעַ ז‬קנֵּה־‬ לָ ְך ‬‬
‫‪15.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫אכֹּל‬ ּוש ֵּתה ‬‬
‫וַי ֹּאמֶ ר‬ אֵּ ִליָהּו‬ לאַ חאָ ב‬עֲלֵּ ה‬ ֱ‬
‫‪16.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ם‬תפׂשּו‬אֶ ת־‬ נ ִביאֵּ י‬ ַה ַבעַ ל ‬‬
‫וַי ֹּאמֶ ר‬ אֵּ ִליָהּו‬ לָ ֶה ִ‬
‫‪17.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ואֵּ ִליָהּו‬אָ מַ ר‬ אֶ ל־‬ א ֱִלישָ ע‬שאַ ל ‬‬
‫‪18.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ענֵּנּו‬
‫ֹּר‬ה ַבעַ ל‬ ֲ‬
‫וַיִ קראּו‬ בשֵּ ם־‬ ַה ַבעַ ל לֵּ אמ ַ‬
‫‪19.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ָא‬ה ֵּבט‬ ֶ ָֽד ֶרְך־‬ יָם ‬‬
‫וַי ֹּאמֶ ר‬ אֶ ל־‬ ַנעֲרו‬עֲלֵּ ה־‬ נ ַ‬
‫‪20.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ר‬הנֵּה־‬ עָ ב‬ קטַ נָה‬ ככַ ף־‬ ִאיש ‬‬
‫ִ‬ ‫וַי ֹּאמֶ‬
‫‪21.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ָה‬קח‬ נַפ ִשי ‬‬
‫ר‬רב‬ עַ ָתה‬ יהו ַ ָ֣‬
‫ַ‬ ‫וַי ֹּאמֶ‬
‫‪22.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫חזִ י־‬ ָבּה ‬‬
‫וַי ֹּאמֶ ר‬הָ ִבי‬ ַה ִֹּמטפַ ַחת‬ואֶ ֳ‬
‫‪23.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫אסֹּר‬ ו ֵָּרד ‬‬ ‫‪23‬וַי ֹּאמֶ ר‬עֲלֵּ ה‬ ֱ‬
‫אמֹּר‬ אֶ ל־‬ אַ חאָ ב‬ ֱ‬
‫‪24.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫‪25.‬‬ ‫י־‬א ָתְך‬נָשּוב‬לעַ ֵֹּּמְך ‬‬
‫ּה‬כ ִ‬
‫ִ‬ ‫וַת ֹּאמַ רנָה־‬לָ‬ ‫‪  ‬‬ ‫‪‬‬
‫וַי ֹּאמֶ ר‬ ִמלאּו‬ אַ ר ָבעָ ה‬ כַ ִדים‬ ַמיִ ם‬ו ִ ָֽיצקּו‬ עַ ל־‬ ָהעֹּ לָ ה‬‬
‫‪26.‬‬
‫ועַ ל־‬ הָ עֵּ ִצים ‬‬
‫‪  ‬‬ ‫‪‬‬
‫ֱֹלהים ‬‬
‫ָהּו‬מה־‬ ִלי‬ וָלָ ְך‬ ִאיש‬ ָהא ִ‬
‫ַ‬ ‫וַת ֹּאמֶ ר‬ אֶ ל־‬ אֵּ ִלי‬
‫‪27.‬‬ ‫‪  ‬‬ ‫‪‬‬
‫ָה‬אשָ ה‬‬
‫שבנ ִ‬‫יה‬לֵּ כנָה‬ ֹּ‬
‫ֹּלת ָ‬
‫וַת ֹּאמֶ ר‬ ָנע ֳִמי‬ ִלש ֵּתי‬ כַ ֶ‬
‫‪28.‬‬
‫לבֵּ ית‬ ִאֹּמָ ּה ‬‬
‫‪  ‬‬ ‫‪‬‬
‫יה‬‬
‫ֱֹלה ָ‬
‫ר‬הנֵּה‬ שָ ָבה‬ י ִבמתֵּ ְך‬אֶ ל־‬ עַ ָֹּמּה‬ ואֶ ל־‬ א ֶ‬
‫ִ‬ ‫וַת ֹּאמֶ‬
‫‪29.‬‬
‫שּובי‬ אַ ח ֲֵּרי‬ י ִבמ ֵּתְך ‬‬
‫ִ‬
‫‪  ‬‬ ‫‪‬‬

‫‪23‬‬
‫‪This example contains direct speech inside direct speech. There are four imperatives, and one of‬‬
‫!‪them is a command to speak more imperatives‬‬
 Page 41

‬Negative commands
Negative commands (telling someone to not do something) don’t use the imperative form.
Instead, they use a negative word (usually ‫ ַאל‬but sometimes ‫ ) ֹלא‬followed by the imperfect
form.

Practice

This exercise is much the same as the previous one. It will help you to identify negative
commands.
Underline the words in the sentence that tell you that direct speech is coming next.
Read the direct speech section of the sentence, find the negative word ( ‫ אַ ל‬or ‫ ) ל ֹּא‬and
highlight it. Also circle the imperfect verb.
Decide who is the subject of the imperfect (that is, who is being commanded), and circle the
symbol for the right answer.
If there is a normal imperative verb (or more than one) in the sentence too, circle that as well.
Give yourself a clap for identifying it!

30. ‬ ‫רּות אַ ל־‬ ִתפג ִעי־‬ ִבי‬

‬ ‬‫וַת ֹּאמֶ ר‬    
ָ ‫אן‬
‬ ‫וַת ֹּאמֶ ר‬ אֲלֵּ יהֶ ן‬אַ ל־‬ ִתק ֶראנָה‬ ִלי‬ ָנע ֳִמי‬ק ֶר‬
31.
‬ ‫ִלי‬ מָ ָרא‬
   
32. ‬ ‫וַי ֹּאמֶ ר‬ ועַ תָ ה‬ ִב ִתי‬ אַ ל־‬ ִתיר ִאי‬    
‬‫ֲׂשי‬
ִ ‫וַי ֹּאמֶ ר‬ אֵּ לֶ יהָ‬‬ אֵּ ִליָהּו‬ אַ ל־‬ ִתיר ִאי ‬ב ִֹּאי ‬ע‬
33.
‬ ‬‫ִכדבָ ֵּרְך‬
   
‬‫רּות אַ ל־‬ תֵּ ל ִכי ‬ ִללקֹּט‬
‬ ‬‫וַי ֹּאמֶ ר‬ בֹּעַ ז‬ אֶ ל־‬24
34.
‬ ‫ֲבּורי‬ ִמזֶה‬
ִ ‫בׂשָ ֶדה‬ אַ חֵּ ר‬וגַם‬ ל ֹּא‬ תַ ע‬
   
‬‫וַיצַ ו‬ בֹּעַ ז‬ אֶ ת־‬ נעָ ָריו‬ לֵּ אמֹּר‬ גַם‬ בֵּ ין‬ הָ עֳמָ ִרים‬
35.
‬ ‬ָ‫תלַ קֵּ ט‬ ול ֹּא‬ תַ כ ִלימּוה‬
   
‬‫י‬כי‬ אָ מַ ר‬
ִ ‫וַת ֹּאמֶ ר‬ שֵּ ש־‬ הַ שעֹּ ִרים‬ הָ אֵּ לֶ ה‬ נָתַ ן‬ ִל‬
36.
‬ ‫בואי‬ ֵּריקָ ם‬ אֶ ל־‬ חֲמותֵּ ְך‬
ִ ָ‫אַ ל־‬ ת‬
   

24
This example has two negative commands.
Page 42

3f. Infinitives

Infinitive Constructs

Infinitive constructs (inf.const. for short) are a form of verb. They are different to verbs in
other conjugations because they do not have different forms for different subjects (such as
masculine or feminine, singular or plural, 1st, 2nd or 3rd person). Infinitives are “infinite” in
the sense that they express the basic idea of the verb root without the limitations of person,
gender, and number.25 They are not main verbs that describe the main action of a sentence.
Instead, they are a general, non-specific verb form that labels an action as a thing (in English
we can do this with an -ing form such as running in He likes running). Because they turn
actions into things, infinitive constructs are somewhat like nouns and they behave
grammatically like nouns. And they do jobs that ordinary verbs can’t.
The main clue to recognising an infinitive construct is that it almost always has a
preposition coming immediately before it (this is one of the things that makes it like a
noun). 75% of inf.consts. have the preposition -‫ ל‬attached at the front, and a few other
prepositions such as -‫ ב‬-‫ ‬עַ ד ‬כ‬-‫ ל ִבל‬תִ‬י למַ עַ ן מ‬may also immediately precede an
inf.const. (we’ll look at some of these below). So if you see one of these prepositions and the
next word (or attached word) seems to be a verb not a noun, you have an infinitive construct.
How can you tell if the attached/following word is a verb, not a noun? Mainly by building up
your vocabulary knowledge so that you know the most common Hebrew verbs, and by
reading, reading, reading! (Or you can memorise the forms from a paradigm chart.) Infinitive
constructs can be from any of the verb stems (Qal, Hiphil, Niphal, etc.).
Here is a famous and beautiful passage (Ecclesiastes 3:1-8) that consists almost entirely of
infinitive constructs.26 Notice how the inf.consts. simply label the actions as things that exist
in the world (in the same way that people, stones, houses are things that exist in the world).
How could you translate this into your Tok Ples?

‬ ‫כל‬ ז ָמֵ֑ן‬
ֹּ ַ֖ ַ‫ל‬ 3:1a
(There is) for everything an appointed time.

‬ ‫תחַ ת‬ הַ שָ ָ ָֽמיִ ם׃‬

ָ֥ ַ ‬‫ו ֵּעָ֥ת‬ לכָ ל־ ֵּחַ֖פֶ ץ‬ 3:1b
‬And there is a time for every event under heaven —

‫ֵּעָ֥ת‬ לָ ֶל ֶַ֖דת‬ ו ֵּע ָ֣ת‬ לָ מֵ֑ ּות‬ 3:2a

A time to give birth and a time to die;

25
Kelley, P., Biblical Hebrew: an introductory grammar,Grand Rapids, 1992, p.179.
26
English translation from the New American Standard Bible.
Page 43

‬ ‬‫ּוע׃‬
ַ ‫ֵּע ָ֣ת‬ לָ ָּ֔ ַטעַ ת‬ ו ֵּעַ֖ת‬ לַ עֲקָ֥ ור‬ נ ָָֽט‬ 3:2b
A time to plant and a time to uproot what is planted.

‬ ‫ֵּע ֹ֤ת‬ לַ הֲרוג‬ ֙ ו ֵּע ָ֣ת‬ ִלר ָּ֔פוא‬ 3:3a

A time to kill and a time to heal;

‬ ‫ֵּעָ֥ת‬ ִלפ ַ֖רוץ‬ ו ֵּעָ֥ת‬ ִלבנָֽ ות׃‬ 3:3b

‬A time to tear down and a time to build up.

‬ ‫ֵּע ֹ֤ת‬ ִלבכות‬ ֙ ו ֵּע ָ֣ת‬ ִלׂש ָּ֔חוק‬ 3:4a

A time to weep and a time to laugh;

‬ ‫ֵּעָ֥ת‬ ספַ֖ וד‬ ו ֵּעָ֥ת‬ ר ָֽקוד ׃‬ 3:4b

A time to mourn and a time to dance.

‬ ‫עֵּ ֵ֚ת‬ להַ ש ִלָ֣יְך‬ אֲבָ ִנָּ֔ים‬ ו ֵּעַ֖ת‬ כנָ֣וס‬ אֲבָ ִנ ֵ֑ים‬ 3:5a
A time to throw stones and a time to gather stones;

‬ ‫ֲבוק‬ ו ֵּעַ֖ת‬ ִלר ָֹּ֥חק‬ מֵּ חַ ֵּ ָֽבק׃‬

ָּ֔ ‫ֵּע ָ֣ת‬ לַ ח‬ 3:5b
A time to embrace and a time to shun embracing.

‬ ‫ֵּע ֹ֤ת‬ לבַ קֵּ ש‬ ֙ ו ֵּע ָ֣ת‬ לאַ ֵָּּ֔בד‬ 3:6a

A time to search and a time to give up as lost;

‬ ‫ֵּעָ֥ת‬ ִלשמַ֖ ור‬ ו ֵּעָ֥ת‬ להַ ש ִ ָֽליְך׃‬ 3:6b

A time to keep and a time to throw away.

‬ ‫וע‬֙ ו ֵּע ָ֣ת‬ ִלת ָּ֔פור‬

ַ ‫ֵּע ֹ֤ת‬ ִלק ַ֨ר‬ 3:7a
A time to tear apart and a time to sew together;

‬ ‫ֵּעָ֥ת‬ לַ חֲשַ֖ ות‬ ו ֵּעָ֥ת‬ ל ַד ֵּ ָֽבר ‬׃‬ 3:7b

A time to be silent and a time to speak.

‬ ‫הב‬ ֙ ו ֵּע ָ֣ת‬ ִלׂשנָֹּּ֔א‬

ֹּ ‫א‬
ֱ ‫ל‬
ָֽ ֶ ‬‫ֵּע ֹ֤ת‬ 3:8a
A time to love and a time to hate;

‬ ‬‫ֵּעָ֥ת‬ ִמלחָ ָמַ֖ה‬ ו ֵּעָ֥ת‬ שָ ָֽלום׃‬ 3:8b

A time for war and a time for peace.
Page 44

Meanings of infinitive construct expressions

We won’t be able to look at every possible meaning, because this depends on the context
where the inf.const. occurs (including what preposition – if any – it occurs with). But the
following pages explain the most common usages. Don’t worry that the same combination of
preposition + inf.const. can have several different meanings. Context will help you decide on
the right one.

1. PURPOSE OF THE MAIN VERB

-‫ל‬ An inf.const. beginning with -‫ ל‬often expresses the reason or purpose for the action

of another verb. It answers the question why – why did the person do the main verb?

‬ ‫הּודה‬
ָ ‫וַתֵּ לַ כנָה‬ בַ ֶד ֶרְך‬לָ שּוב‬ אֶ ל־‬ אֶ ֶרץ‬ י‬
And they went on the way to return to the land of Judah.

Why did they go on their way? Answer: in order to return to Judah.

‬ ‫יתי‬ ִלי‬ ל ִאשָ ה‬ להָ ִקים‬ שֵּ ם־‬הַ ֹּמֵּ ת‬

ִ ִ‫ֹּמא ֲִביָה‬ אֵּ שֶ ת‬ מַ חלון‬ קָ נ‬
ֹּ ַ‫רּות ה‬
‬ ‫וגַם‬ אֶ ת־‬
And also Ruth the Moabite girl, the wife of Mahlon, I am acquiring for myself as my wife
to maintain the name of the dead man.

Why did Boaz acquire Ruth as his wife? Answer: in order to maintain the dead man’s name.

2. COMPLETING or EXPLAINING THE MAIN VERB

-‫ל‬ Another job of -‫ ל‬+ inf.const. is to work with the main verb to express ideas like stop

(doing something), decide (to do something), be able (to do something), order/command

(someone to do something). If the main verb has a meaning like stop, the inf.const. says what
the person stopped doing. If the main verb means decide, the inf.const says what the person
decided to do. If the main verb means order/command, the inf.const. expresses the content of
the command (the action that the hearer is being ordered to do).

‬ ‬ָ‫א‬כי־‬ ִמתאַ ֹּמֶ צֶ ת‬ ִהיא‬ לָ לֶ כֶ ת‬ ִאתָ ּה‬וַתֶ ח ַדל‬ ל ַדבֵּ ר‬ אֵּ לֶ יה‬
ִ ‫וַתֵּ ֶר‬
And she (Naomi) saw that she (Ruth) was determined to go with her.
And she stopped speaking to her.

Ruth was determined to do what? Answer: to go with Naomi.

Page 45

Naomi stopped doing what? Answer: speaking to Ruth.

‬ ‫ואֶ ת־‬ הָ עֹּ ר ִבים‬ ִצּוִ יתִ‬י‬ לכַ לכֶ לָך‬ שָ ם‬

“And I have ordered the ravens to feed you there.”

God ordered the ravens to do what? Answer: to feed Elijah.

Notice in this example that the infinitive construct has an object suffix on it. The suffix
expresses the object of the inf.const.

‫ו ִאם־ל ֹּא‬ יַחפֹּץ‬ ל ָגאֳלֵּ ְך ‬ּוגאַ ל ִתיְך‬ אָ נ ִֹּכי‬

“And if he doesn’t want to redeem you, I’ll redeem you.”

The go’el might not want to do what? Answer: to redeem Ruth.

Notice in this example that the infinitive construct has an object suffix on it.

-‫ל‬ Another job of -‫ ל‬+ inf.const. is to explain the main verb by giving more information.

‫הגַם‬ עַ ל־‬ הָ אַ למָ נָה‬ה ֲֵּרעותָ‬‬‬ להָ ִמית‬ אֶ ת־‬ בנָּה‬

ֲ
“Have you also brought disaster on the widow by causing her son to die?”

How did God bring disaster on the widow? Answer: by causing her son to die.

‬ ‫ירנִ י‬
ֵּ ‫אתי‬ חֵּ ן‬ בעֵּ ינֶיָך‬ להַ ִכ‬
ִ ָ‫דּוע מָ צ‬
‬‬ַ ַ‫מ‬
“Why have I earned your kindness, to have you paying attention to me?”

How did Boaz show kindness to Ruth? Answer: by paying attention to her.

Notice in this example that the infinitive construct has an object suffix on it.

3. TIME

-‫ ב‬and -‫כ‬ Two prepositions, -‫ ב‬and -‫כ‬, can combine with the inf.const. to describe
the time when something happens. -‫ כ‬sometimes has the meaning of ‘as soon as’, ‘just when’.
‬ ‫ק אֶ ל־‬ עֵּ ׂשָ‬‬ו בנ‬ו‬
‬ ‬ָ‫ה שֹּמַ‬עַ ת‬ ב ַדבֵּ ר‬ יִ צח‬
‬ ‬ָ‫ו ִרבק‬
And Rebecca was listening when Isaac spoke to his son Esau.

(Literally And Rebecca was listening in the speaking of Isaac to his son Esau.)

When was Rebecca listening? Answer: when Isaac spoke to Esau.

Page 46

Notice in this example that the infinitive construct is followed by a noun (Isaac) which
‘owns’ the inf.const. and is the subject of it (the speaking of Isaac / Isaac’s speaking / Isaac
spoke).

‬ ‫וַי ִהי‬ בַ עֲלות‬ הַ ִֹּמנחָ ה‬ וַיִ גַש‬ אֵּ ִליָהּו‬ הַ נ ִָביא‬

And at the time that the afternoon offering was made, Elijah the prophet approached.

(Literally And it was in the going up of the afternoon offering,

and Elijah the prophet approached.)

When did Elijah approach? Answer: at the time that the afternoon offering was sacrificed.

‬ ‫וַיהִ‬י‬ ִכשמֹּעַ‬‬ אֵּ ִלָ‬יהּו‬ ַוָ‬ילֶ ט‬ פָ נָיו‬ באַ ַדרתו‬

And as soon as Elijah heard, he wrapped up his face with his cloak.

(Literally And it was according to Elijah’s hearing,

and he wrapped up his face with his cloak.)

When did Elijah wrap up his face? Answer: as soon as he heard (God’s voice).

Notice in this example that the infinitive construct is followed by a noun (Elijah) which is
the subject of it.

‫עַ ד‬ An inf.const. preceded by ‫ עַ ד‬expresses the time until when something happens.

‬ ‫וַתֵּ לַ כנָה‬ שתֵּ יהֶ ם‬עַ ד‬־ בֹּאָ נָה‬ בֵּ ית‬לָ חֶ ם‬
And the two of them went on until they came to Bethlehem.

(Literally And the two of them went until their coming to Bethlehem.)

How long did Naomi and Ruth walk on? Answer: until they came to Bethlehem.

Notice in this example that the infinitive construct has a subject suffix on it. The suffix
‫נָה‬- is 3fp and the context tells us it must be referring to Naomi and Ruth, who are the doers
of the action labelled by the inf.const.

Practice

For each sentence:

Circle the infinitive construct(s) in the sentence.
Underline the preposition, if there is one (including if the preposition is attached to the inf.const.).
Circle the column that best describes the meaning of the inf.const. expression. If there is more
than one inf.const., circle as many meanings as you need.
 Page 47

‫וַתָ קָ ם‬ ללַ קֵּ ט‬

1. completes or explains time when or
purpose
the main verb until

‫אכֹּל‬ ו ִלשתות‬
ֱ ֶ‫ַו ַיעֲלֶ ה‬ אַ חאָ ב‬ ל‬
2. purpose completes or explains time when or
the main verb until

‫ל ֹּא־‬ אּוכַ ל‬ ִלגאֹּל‬

3. completes or explains time when or
purpose
the main verb until

4.
‬‫הּודה‬לָ גּור‬
ָ ‫יש‬מבֵּ ית‬לֶ חֶ ם‬י‬
ִ ‫ַויֵּלֶ ְך‬ ִא‬ completes or explains time when or
purpose
‫ִבׂש ֵּדי‬מואָ ב‬ the main verb until

5.
‬‫עבֹּר‬ ‬הַ צָ ה ֳַריִ ם‬וַיִ תנַבאּו‬עַ ד‬ֲ ַ‫וַי ִהי‬ כ‬ purpose completes or explains time when or
the main verb until
‫לַ עֲלות‬ הַ ִֹּמנחָ ה‬
6. ‬ ‬‫ַויָב ֹּא‬ ִלשכַ ב‬ ִבקצֵּ ה‬ הָ ע ֲֵּרמָ ה‬ purpose completes or explains time when or
the main verb until

7.
‬‫ו ִַתדבַ ק‬ ב ַנעֲרות‬ בֹּעַ ז‬ ללַ קֵּ ט‬ עַ ד־‬ completes or explains time when or
purpose
‫כלות‬ ק ִציר־‬ הַ שעֹּ ִרים‬ the main verb until

8. ‬‫וַיֹּ ִספּו‬ בנ‬ֵּי יִ ׂש ָראֵּ ל‬ לַ עֲׂשות‬ הָ ַרע‬27 completes or explains time when or
purpose
( udges 3:1 ) ‫בעֵּ ינֵּי‬ יהוָה‬ the main verb until

9.
‬ ֶ‫ ַויֵּלֶ ְך‬ הַ ֹּמֶ ל‬28
‬‫ְך אָ חָ ז‬ ִלק ַראת‬ ִתגלַ ת‬ purpose completes or explains time when or
the main verb until
( ings 1 :1 ) ‫ִפלאֶ סֶ ר‬ מֶ לֶ ְך־‬ אַ שּור‬

10.
‬‫הַ נעָ ִרים‬ ‬‫אֶ ת־‬ ‫ית‬י‬ִ ִ‫ִצּו‬ ‬‫הֲלוא‬ completes or explains time when or
purpose
‫ל ִבל ִתי‬ נָגעֵּ ְך‬29 the main verb until

11.
‬‫ִבי‬ ‬‫ר רּות‬ אַ ל־‬ ִתפג ִעי־‬ ‬ ֶ‫וַת ֹּאמ‬ completes or explains time when or
purpose
‫לעָ זבֵּ ְך‬ לָ שּוב‬ מֵּ אַ ח ֲָריִ ְך‬ the main verb until

12. ‬‫אַ ל־‬ ִתּוָד ִעי‬ לָ ִאיש ‬עַ ד‬ כַ ֹּלתו‬ purpose completes or explains time when or
the main verb until
‬ ‫אכֹּל‬ ו ִלשתות‬ ֱ ֶ‫ל‬

13.
‬‫וַי ִהי‬ ‬ ִבימֵּ י ‬שפֹּט ‬הַ שֹּפ ִטים ‬וַי ִהי‬ completes or explains time when or
purpose
‫ָרעָ ב‬בָ אָ ֶרץ‬ the main verb until

How do you express purpose, time, etc. in your Tok Ples? Practise translating the following
sentences from the exercise: 2, 3, 5, 10, 11.

27
‫ יסף‬means “to continue (doing something)”. ‫ ַרע‬means “evil”.
28
This sentence has several proper names in it, including the name of a country. ‫ קרא‬means “meet”.
29
This word negates an infinitive construct (it means “not to”). The inf.const. itself doesn’t have a
preposition on it.
Page 48

Infinitive Absolutes

There is another kind of infinitive used in Hebrew, called the infinitive absolute. It does not
look or work like the infinitive construct, but it is still an infinitive because it does not tell you
whether the subject is singular or plural, masculine or feminine, or which person it is.
The most common use of the infinitive absolute is next to a main verb to strengthen the
meaning of the verb (samting bilong strongim tok). Here are a few examples. Note the
repetition of the same verb root in the infinitive absolute and then in the verb that follows. It
is difficult to translate these infinitive absolutes into English. Do you have a good way of
strengthening a verb in Tok Ples?

1 Kings 19.10: ‬‫ֱֹלה ָ֣י‬צבָ אָ֗ ות‬

ֵּ ‫אתי‬לַ יהוָ ָ֣ה‬׀‬א‬
ִ ‫א‬ק ָּ֜ ֵּנ‬
ִ ֹּ ‫ר‬קַ ַ֨נ‬
‬ ֶ‫וַי ֹּאמ‬

English (ESV): He said, “I have been very jealous for the LORD, the God of hosts.
English (NET): He answered, “I have been absolutely loyal to the LORD, the sovereign God.
Tok Pisin: Na Elaija i tok, <<God, Bikpela I Gat Olgeta Strong, mi save wok strong…
Tok Ples:

___________________________________________________________

Ruth 2.11:‬‫ֲמותְך‬
ֵּ ָּ֔ ‫כל‬אֲשֶ ר־עָ ִׂשית ֙‬אֶ ת־ח‬
ֹּ ֹ֤ ‬‫ד‬לי‬
ִָ֗ ‫ר‬לּה‬הֻ ֵּגַ֨ד‬הֻ ָּ֜ ַג‬
ָ ָּ֔ ֶ‫‬ וַיַ ֹ֤עַ ן‬ ַֹּ֨בעַ ז ֙‬וַי ָֹּ֣אמ‬

English (ESV): But Boaz answered her, “All that you have done for your mother-in-law…
has been fully told to me.
English (NET): Boaz replied to her, “I have been given a full report of all that you have done
for your mother-in-law
(Tok Pisin and most other English versions ignore the infinitive absolute)
Tok ples:

____________________________________________________

Another very well known example is found in Genesis 2.17:

‫נּו‬מות‬תמּות׃‬
ָ ‫ל‬מֹּמֶ נּו‬ ִכי‬ביום‬אֲכָ לָך‬ ִמ ֶֹּמ‬
ִ ַ‫ּומֵּ עֵּ ץ‬הַ ַדעַ ת‬טוב‬ו ָָרע‬ל ֹּא‬ת ֹּאכ‬
Page 49

English (NIV): …for when you eat of it you will surely die.”
English (NRSV): …for in the day that you eat of it you shall die.
English (NCV): …If you ever eat fruit from that tree, you will die!”
English (CEV): …f you eat any fruit from that tree, you will die before the day is over!”
Tok Pisin: Sapos yu kaikai, wantu bai yu dai.
Tok Ples:

____________________________________

Usually the easiest way to recognise the infinitive absolute is when you see two verbs next to
each other from the same root. Highlight the repeated roots in the three examples above. The
infinitive absolute usually has no prefixes or suffixes, but comes right before a verb which
does have prefixes and suffixes. In the qal and piel stems, the inifinitive absolute often has
an a-o vowel sound, as in the first example above: ‫קָ ‬נ ֹּא‬.
Page 50

4. Stems
Hebrew verbs can occur in several different stems which each have slightly different
meanings. We can think of these as different stems growing from the same root, each with
slightly different characteristics. In order to work out the meaning of a Hebrew verb that we
find in the Bible, it helps to work out which stem it is on. The basic stem is the Qal stem, and
all the other stems are based on this one. These derived stems are named according to the
Hebrew root ‫( פעל‬which means something like ‘do’ in English). The name for the stem gives
you lots of clues to help identify verbs on that stem, by showing you the kind of template of
prefixes, suffixes and vowels that go with Hebrew roots in that stem. The seven major stems
are listed below. Look for the root ‫ פעל‬in each of the Hebrew names for the stems.

English name Hebrew name

Qal
‫קַ ל‬

Niphal
‫נִ פעַ ל‬

Piel
‫ִפעֵּ ל‬

Pual
‫פֻ עַ ל‬

Hiphil
‫ִהפ‬עִ‬יל‬

Hophal
‫הָ פעַ ל‬

Hitpael
‫ִהתפַ עֵּ ל‬

In the next pages we will be looking at ways to look at a verb and find out what stem it is.
This is like a doctor looking at a patient in order to work out what is wrong with the patient.
When he works out what is wrong with the patient we call this the diagnosis. In the same way
you need to learn to diagnose the stem for Hebrew verbs in order to work out what they mean.
The clues which tell you what stem the verb belongs to are called diagnostics. In the next
pages we will look at the diagnostic features for all the different stems. Hopefully, by the end
you will be able to diagnose the stem for most verbs in the Hebrew Bible.
Page 51
Page 52

4a,b. The Qal and the Niphal Stems

The most common stem, and probably the easiest one to recognize, is the Qal stem. This is
the stem with no special marking on the root consonants, and it is the one we have seen most
of so far in this course. If a verb looks ‘normal’ it is probably in the Qal stem! This is the stem
which is usually given first in dictionary definitions. For example, the root ‫( שפְך‬meaning
something like pour in English, and familiar from the Randy Buth material),‬ is often listed in
the dictionary under ‫שָ פַ ְך‬, the form in the Qal stem meaning something like he poured. The
other stems are all derived from the Qal stem.
The Niphal stem is closely related to the Qal stem. It usually has a similar meaning but is
passive. That is, whereas the Qal tells us what someone did, the Niphal tells us what
happened to them.
In the Randy Buth material we heard something like:
‫הַ ִאיש‬שָ פַ ְך‬מַ יִ ם‬
The man poured (Qal stem) water

‫הַ ֹּמַ יִ ם‬נִ שפַ ִכים‬

The water was poured (Niphal stem)

In linguistic terms, verbs in the Qal stem focus on what the actor did, but verbs in the Niphal
stem tell us about what happened to the patient. Put a circle round the actor and a box around
the patient in the examples above to help you see this.
Very many Papua New Guinean languages do not have a passive form, so it is quite difficult
to translate Niphal verbs. Usually you have to change the verb or try to work out who the
actor was in the context of the story. In English, it is usually easy to translate the Niphal by
using the verb ‘to be’ with the main verb. Thus, ‫ שָ פַ ְך‬in the Qal stem is usually glossed pour,
whereas ‫ נִ שפַ ְך‬in the Niphal is glossed be poured or was poured. Can you translate the
sentences above into Tok Ples?

________________________________________________

_________________________________________________
Page 53

The most obvious diagnostic of the Niphal stem is a ‫ נ‬at the start of the verb. Look at the
paradigm below for the root ‫קטף‬, giving the Qal perfect and Niphal perfect forms. Look at
all the Niphal forms and highlight the ‫ נ‬at the start of every verb:

Qal perfect Niphal perfect

1cs ‫קָ טַ פ ִתי‬ ‫נִ קטַ פ ִתי‬

 2ms ‬ָ‫קָ טַ פת‬ ‬ָ‫נִ קטַ פת‬

 2fs ‬‫קָ טַ פת‬ ‬‫נִ קטַ פת‬

3ms ‫קָ טַ ף‬ ‫נִ קטַ ף‬


3fs ‫קָ טפָ ה‬ ‫נִ קטפָ ה‬

1cp ‫קָ‬טַ פנּו‬ ‫נִ קטַ פנּו‬

 2mp ‫ק‬טַ פתֶ ם‬ ‫נִ קטַ פתֶ ם‬

 2fp ‫ק‬טַ פתֶ ן‬ ‫נִ קטַ פתֶ ן‬

3cp ‫קָ טפּו‬ ‫נִ קטפּו‬



When there is a prefix before a Niphal stem, the ‫ נ‬disappears (because it is a weak consonant)
and all that is left is a dagesh (dot) in the middle of the first consonant of the root. This
happens for almost all the forms of the imperfect. Remember that the qal imperfect is used for
incompleted actions (like we will pick). The Niphal imperfect is the same but has a passive
meaning, like it will be picked. Look at the forms for the Niphal imperfect for ‫קטף‬. Read
each form and highlight the dagesh in the first root consonant.
Page 54

Qal imperfect Niphal imperfect

1cs ‫אֶ קטוף‬ ‫אֶ קָ טֵּ ף‬

 2ms ‫ִתקטוף‬ ‫ִתקָ טֵּ ף‬

 2fs ‫ִתקט ִפי‬ ‫ִתקָ ט ִפי‬

3ms ‫יִ קטוף‬ ‫יִ קָ טֵּ ף‬


3fs ‫ִתקטוף‬ ‫ִתקָ טֵּ ף‬

1cp ‫נִ קטוף‬ ‫נִ קָ טֵּ ף‬

 2mp ‫ִתקטפּו‬ ‫ִתקָ טפּו‬

 2fp ‫ִתקטופנָה‬ ‫ִתקָ טַ פנָה‬

3mp ‫יִ קטפּו‬ ‫יִ קָ טפּו‬


3fp ‫ִתקטופנָה‬ ‫ִתקָ טַ פנָה‬

Now look at the following examples. Some are qal perfects or imperfects, some are niphal
perfects and imperfects. Put a circle around all the ones that are niphal stems. Make sure you
look for nuns and dageshes! Try to think about the meanings too, in Tok Ples.

1. ‬ָ‫נִ שפַ כת‬ 21. ‫נִ ק ֵּראנּו‬ 41. ‫עזֹּב‬

ֲ ‫ַי‬ 61. ‫יִ ּו ַָדע‬

2. ‫שָ פַ כ ִתי‬ 22. ‫אתי‬

ִ ‫נִ ק ֵּר‬ 42. ‫עזֹּב‬
ֲ ַ‫ת‬ 62. ‫ִתּו ַָדע‬

3. ‫שָ פַ ְך‬ 23. ‫אתי‬

ִ ‫קָ ָר‬ 43. ‫תֵּ עָ זֵּב‬ 63. ‫יֵּדעּו‬

4. ‫נִ שפכָ ה‬ 24. ‬ָ‫קָ ָראת‬ 44. ‫יֵּעָ זֵּב‬ 64. ‫נִ ּו ַָדע‬

5. ‫נִ שפכּו‬ 25. ‬ָ‫נִ ק ֵּראת‬ 45. ‫אֵּ עָ זֵּב‬ 65. ‫תֵּ ד ִעי‬

6. ‫נִ שפַ כ ִתי‬ 26. ‫אֶ ק ָרא‬ 46. ‫אֶ עֱזוב‬ 66. ‫יִ ּוָדעּו‬
Page 55

7. ‫שָ פכּו‬ 27. ‫יִ קראּו‬ 47. ‫י ַָָדע‬ 67. ‬ָ‫יָשַ בת‬

8. ‫ִתשפוְך‬ 28. ‫ִתקָ ֵּרא‬ 48. ‫י ַָדע ִתי‬ 68. ‬ָ‫נושַ בת‬

30
9. ‫יִ שפוְך‬ 29. ‫יִ קָ ֵּרא‬ 49. ‫נודע ִתי‬
ַ 69. ‫נושַ ב‬

10. ‫ִתשָ פֵּ ְך‬ 30. ‫אֶ ֶָק ֵּרא‬ 50. ‫נודענּו‬
ַ 70. ‫יָשַ ב‬

11. ‫יִ שָ פֵּ ְך‬ 31. ‫יִ קָ ראּו‬ 51. ‫י ַָדענּו‬ 71. ‫נושַ בנּו‬

12. ‫נִ שָ פֵּ ְך‬ 32. ‫נִ ק ָרא‬ 52. ‫נודע‬

ַ 72. ‫יִ ּוָשֵּ ב‬

31
13. ‫נִ שפוְך‬ 33. ‫ִתקר ִאי‬ 53. ‬ָ‫נודעת‬
ַ 73. ‫תֵּ שֵּ ב‬

14. ‫אֶ שפוְך‬ 34. ‫חָ פַ ר ִתי‬ 54. ‫יָדעּו‬ 74. ‫יֵּשֵּ ב‬

15. ‫אֶ שָ פֵּ ְך‬ 35. ‫יַחפור‬ 55. ‫נודעּו‬ 75. ‫ִאּוָשֵּ ב‬

32
16. ‫ִתשָ פ ִכי‬ 36. ‫יֵּחַ פֵּ ר‬ 56. ‬ָ‫י ַָדעת‬ 76. ‫תֵּ שבּו‬

17. ‫ִתשָ פכּו‬ 37. ‫עָ זבּו‬ 57. ‫אֵּ ַדע‬ 77. ‫ִתּוָש ִבי‬

33
18. ‫ִתשפכּו‬ 38. ‫עָ זַבנּו‬ 58. ‫ִאּו ַָדע‬

19. ‫ָקראּו‬ 39. ‫עזַב‬

ֱ ‫ֶנ‬ 59. ‫י ֵַּדע‬

20. ‫ָק ָראנּו‬ 40. ‫עזַב ִתי‬

ֱ ‫ֶנ‬ 60. ‫נ ֵַּדע‬

The perfect, imperfect and waw-consecutive forms are the most common conjugations you
will see with the niphal stem, but you should also be aware of the niphal forms for the
participles and imperatives. These are shown below for the root ‫ קטף‬in the niphal stem. Note

that in English the participles would translate something like being picked, but in English we

30
This is a niphal form (something like I was known in English) but it looks different because when the
initial consonant is a ‫( י‬a I-yod verb) the ‬ִ‫ נ‬prefix joins with the yod to give a ‫ נו‬at the beginning of the
word.
31
Be careful here! The qal imperfect 1st person plural begins in ‬ִ‫ נ‬as well as all niphal perfects. Which
is this?
32
This is a niphal even though there is no dagesh. When the root begins with a guttural ( ‫ח‬, ‫ר‬, ‫ )ע‬there
is never a dagesh, and the ‘i’ sound in the prefix turns into ‘e’.
33
Again, this is a niphal form, here for the imperfect (something like, I will be known in English).
When the imperfect prefixes come before a niphal stem for a root starting in yod, we get this kind of
form where a vav has appeared.
Page 56

cannot make passive imperatives very easily – the best we can do is say something like be
picked, which is not very good English! Is there a way you can translate ‫ ִהקָ טֵּ‬ף‬into Tok

Ples?

_______________________________

Niphal
Imperatives

 2ms ‫ִהקָ טֵּ ף‬

 2fs ‫ִהקָ ט ִפי‬

 2mp ‫ִהקָ טפּו‬

 2fp ‫ִהקָ טַ פנָה‬

For the imperative, highlight the initial ‫ה‬

‬ִ and the dagesh in the first consonant. These tell you
this is a niphal imperative.

Niphal Participles

 ms ‫נִ קטַ ף‬

 fs ‫נִ קטפָ ה‬

 mp ‫נִ ק‬טָ‬פִ‬ים‬

 fp ‫נִ קטָ‬פות‬

For these participles, you can highlight the initial ‬ִ‫נ‬, with which we are already familiar. These

give us the clue that we are looking at a niphal participle.

Page 57

4c. The Hiphil Stem

The hiphil stem is a very important stem derived from the qal, and occurs very frequently in
the Hebrew Bible. Usually, the hiphil stem has a causative meaning. Somebody caused
something else to happen. For example, the root ‫ מות‬in the qal is usually translated as he
died, but in the hiphil stem this becomes ‫הֵּ ִמית‬, usually translated as he killed or he caused to
die.
Look at these examples from the Elijah stories:

‫רתֶ ם‬אֶ ָחֵ֑ד‬

ֹּ ָ֣ ‬‫ן‬תחַ ת‬
ַ֖ ַ ‫יש‬
ַ ָּ֔ ִ‫ וַיִ שכַ ב ֙‬וַי‬1 Kings 19.5

English (NIV): Then he lay down under the tree and fell asleep.
Tok Pisin: em i slip long as bilong dispela diwai

‫ל־מטָ תו׃‬
ִ ַ‫ ַויַש ִכבֵּ הּו ע‬1 Kings 17.19

English (NIV): …and laid him on his bed

Tok Pisin: na em i slipim pikinini long bet

The circled root in both verses is ‫שכב‬, but the first time it is in the qal stem and the second
time it is in the hiphil stem. In English the difference is between lying down, and lying
someone else down – or causing someone to lie down. In Tok Pisin, the use of –im on the end
of a verb shows you the difference – between em i slip and em i slipim em. The –im ending
shows you that the subject is doing something to someone else.
Translate 1 Kings 19.5 and 1 Kings 17.19 into tok ples:

_________________________________________

_________________________________________

Here is another example of a hiphil stem:

‫ וַיֹּ ִר ֵּדהּו ִמן־הָ ע ֲִליָה‬1 Kings 17.23

English (NLT): Then Elijah brought him down from the upper room.
Tok Pisin: na Elaija i kisim em i go daun
Page 58

Again, there is a causative idea here. Elijah caused the boy to go downstairs, but we translate
this in English as Elijah bringing him down, or kisim em i go daun.
How do you translate this verse into Tok Ples?

____________________________________________
We need to be able to recognise verbs in the hiphil stem so that we know when this idea of
causation, or making something happen, is relevant. Below is a paradigm for the hiphil
perfect of ‫( קטף‬something like he made (him) pick) compared to the qal perfect and niphal
perfect.

Qal perfect Niphal perfect Hiphil perfect

1cs ‫קָ טַ פ ִתי‬ ‫נִ קטַ פ ִתי‬ ‫ִהקטַ פ ִתי‬

 2ms ‬ָ‫קָ טַ פת‬ ‬ָ‫נִ קטַ פת‬ ‬ָ‫ִהקטַ פת‬

 2fs ‬‫קָ טַ פת‬ ‬‫נִ קטַ פת‬ ‬‫ִהקטַ פת‬

3ms ‫קָ טַ ף‬ ‫נִ קטַ ף‬ ‫ִהק ִטיף‬


3fs ‫קָ טפָ ה‬ ‫נִ קטפָ ה‬ ‫ִהק ִטיפָ ה‬

1cp ‫קָ‬טַ פנּו‬ ‫נִ קטַ פנּו‬ ‫ִהקטַ פנּו‬

 2mp ‫ק‬טַ פ ֶתם‬ ‫נִ קטַ פתֶ ם‬ ‫ִהקטַ פתֶ ם‬

 2fp ‫ק‬טַ פ ֶתן‬ ‫נִ קטַ פתֶ ן‬ ‫ִהקטַ פתֶ ן‬

3cp ‫קָ טפּו‬ ‫נִ קטפּו‬ ‫ִהק ִטיפּו‬


You can see that the form of the hiphil perfect is very similar to the niphal perfect except for
two major differences. First, the prefix is ‬ִ‫ ה‬not ‬ִ‫נ‬. Second, in all the third person forms, there
is an ‫ ִי‬sound between the second and third root consonants. Highlight the ‫ה‬
‬ִ prefixes and the
added ‫ִי‬.
The clues for the hiphil stem in the imperfect conjugation are a little different. Have a look at
the following table and see if you can spot the diagnostic features of the hiphil imperfect.
Page 59

Qal imperfect Niphal Hiphil

imperfect
imperfect

1cs ‫אֶ קטוף‬ ‫אֶ קָ טֵּ ף‬ ‫אַ ק ִטיף‬

 2ms ‫ִתקטוף‬ ‫ִתקָ טֵּ ף‬ ‫תַ ק ִטיף‬

 2fs ‫ִתקט ִפי‬ ‫ִתקָ ט ִפי‬ ‫יפי‬

ִ ‫תַ ק ִט‬

3ms ‫יִ קטוף‬ ‫יִ קָ טֵּ ף‬ ‫יַק ִטיף‬


3fs ‫ִתקטוף‬ ‫ִתקָ טֵּ ף‬ ‫תַ ק ִטיף‬

1cp ‫נִ קטוף‬ ‫נִ קָ טֵּ ף‬ ‫נַק ִטיף‬

 2mp ‫ִתקטפּו‬ ‫ִתקָ טפּו‬ ‫תַ ק ִטיפּו‬

 2fp ‫ִתקטופנָה‬ ‫ִתקָ טַ פנָה‬ ‫תַ קטֵּ פנָה‬

3mp ‫יִ קטפּו‬ ‫יִ קָ טפּו‬ ‫יַק ִטיפּו‬


3fp ‫ִתקטופנָה‬ ‫ִתקָ טַ פנָה‬ ‫תַ קטֵּ פנָה‬


The most obvious diagnostic is the ‫ ִי‬sound between the middle and final root consonant in
almost every form. Another diagnostic is the ‘a’ sound in each of the prefixes. Highlight these
parts of the words above. We are already familiar with the sound of these hiphils from the
example in 1 Kings 17.19: ‫יבהּו‬
ֵּ ‫ ַויַש ִכ‬. Now find the hiphil examples in the list below
(highlight the initial ‫ ה‬or the ‫ י‬in the middle which give you the clues):

34
1. ‫שָ כַ ב ִתי‬ ‬ 21. ‫יח‬
‬ַ ‫אַ ש ִל‬ ‬ 41. ‬‫הושַ בת‬ ‬ 61. ‫הֵּ ִקים‬

2. ‫ִהש ִכיב‬ ‬ 22. ‫יח‬

‬ַ ‫ִהש ִל‬ ‬ 42. ‫יָשבּו‬ ‬ 62. ‫קָ מּו‬

Notice that for hollow verbs the ‬ִ‫ ה‬prefix changes to ‬ֵּ‫ ה‬or ‫ה‬
34
‬ֲ , and the yod in the middle is present in
more of the verb forms.
‫‪Page 60‬‬

‫‪3.‬‬ ‫שָ כַ בנּו‬ ‫‬‬ ‫‪23.‬‬ ‫שָ לחּו‬ ‫‬‬ ‫‪43.‬‬ ‫יֵּשבּו‬ ‫‬‬ ‫‪63.‬‬ ‫תָ ִקים‬

‫‪4.‬‬ ‫ִהשכַ בנּו‬ ‫‬‬ ‫‪24.‬‬ ‫נִ שלַ ח‬ ‫‬‬ ‫‪44.‬‬ ‫יושיבּו‬
‫ִ‬ ‫‬‬ ‫‪64.‬‬ ‫אָ ִקים‬

‫‪5.‬‬ ‫יִ שכַ ב‬ ‫‬‬ ‫‪25.‬‬ ‫תַ ש ִליחּו‬ ‫‬‬ ‫‪45.‬‬ ‫תושיבּו‬
‫ִ‬ ‫‬‬ ‫‪65.‬‬ ‫אָ קּום‬

‫‪6.‬‬ ‫יִ שכבּו‬ ‫‬‬ ‫‪26.‬‬ ‫ִהשלַ ח ִתי‬ ‫‬‬ ‫‪46.‬‬ ‫אושיב‬
‫ִ‬ ‫‬‬ ‫‪66.‬‬ ‫נָקּום‬

‫‪7.‬‬ ‫אַ ש ִכיב‬ ‫‬‬ ‫‪27.‬‬ ‫תַ שלֵּ חנָה‬ ‫‬‬ ‫‪47.‬‬ ‫ִאוָשֵּ ב‬ ‫‬‬ ‫‪67.‬‬ ‫נ ִָקים‬

‫‪8.‬‬ ‫יַש ִכיב‬ ‫‬‬ ‫‪28.‬‬ ‫עָ מַ דתָ‬‬ ‫‬‬ ‫‪48.‬‬ ‫י ַָרד‬ ‫‬‬ ‫‪68.‬‬ ‫ה ֲִקימותָ‬‬

‫‪9.‬‬ ‫ִהש ִכיבּו‬ ‫‬‬ ‫‪29.‬‬ ‫ֶנעֱמַ ד‬ ‫‬‬ ‫‪49.‬‬ ‫הוריד‬

‫ִ‬ ‫‬‬ ‫‪69.‬‬ ‫ה ֲִקימו ִתי‬

‫‪35‬‬
‫‪10.‬‬ ‫זָכַ ר‬ ‫‬‬ ‫‪30.‬‬ ‫הֶ ע ֱִמיד‬ ‫‬‬ ‫‪50.‬‬ ‫י ֵֵּּרד‬ ‫‬‬ ‫‪70.‬‬ ‫נָפַ ל‬

‫ִהזכַ ר ִתי ‪11.‬‬ ‫‬‬ ‫‪31.‬‬ ‫ַיע ֲִמיד‬ ‫‬‬ ‫‪51.‬‬ ‫אֵּ ֵּרד‬ ‫‬‬ ‫‪71.‬‬ ‫נָפַ ל ִתי‬

‫‪36‬‬
‫‪12.‬‬ ‫ַתז ִכיר‬ ‫‬‬ ‫‪32.‬‬ ‫עָ מַ ד ִתי‬ ‫‬‬ ‫‪52.‬‬ ‫אוריד‬
‫ִ‬ ‫‬‬ ‫‪72.‬‬ ‫ִהפַ ל ִתי‬

‫‪13.‬‬ ‫אֶ זכור‬ ‫‬‬ ‫‪33.‬‬ ‫מד‬

‫ע ֹּ‬
‫ַנ ֲ‬ ‫‬‬ ‫‪53.‬‬ ‫תורדנָה‬
‫ֵּ‬ ‫‬‬ ‫‪73.‬‬ ‫ִה ִפילּו‬

‫‪14.‬‬ ‫אַ ז ִכיר‬ ‫‬‬ ‫‪34.‬‬ ‫ַנע ֲִמיד‬ ‫‬‬ ‫‪54.‬‬ ‫י ַָרד ִתי‬ ‫‬‬ ‫‪74.‬‬ ‫יִ פלּו‬

‫‪15.‬‬ ‫זָכַ ר ִתי‬ ‫‬‬ ‫‪35.‬‬ ‫הֶ ע ֱִמידּו‬ ‫‬‬ ‫ררדנָה ‪55.‬‬
‫תֵּ ַ‬ ‫‬‬ ‫‪75.‬‬ ‫ִתפול‬

‫‪16.‬‬ ‫זָכרּו‬ ‫‬‬ ‫‪36.‬‬ ‫נֵּעָ מֵּ ד‬ ‫‬‬ ‫‪56.‬‬ ‫יִ ּו ֵָּרד‬ ‫‬‬ ‫‪76.‬‬ ‫תַ ִפיל‬

‫‪17.‬‬ ‫ִהז ִכירּו‬ ‫‬‬ ‫‪37.‬‬ ‫עָ מַ ד‬ ‫‬‬ ‫‪57.‬‬ ‫נורד‬

‫ַ‬ ‫‬‬ ‫‪77.‬‬ ‫י ִַפילּו‬

‫‪18.‬‬ ‫יַז ִכירּו‬ ‫‬‬ ‫‪38.‬‬ ‫יֵּשֵּ ב‬ ‫‬‬ ‫‪58.‬‬ ‫נוריד‬

‫ִ‬ ‫‬‬ ‫‪78.‬‬ ‫ִהפַ לנּו‬

‫‪19.‬‬ ‫שָ לַ ח‬ ‫‬‬ ‫‪39.‬‬ ‫יָשַ ב‬ ‫‬‬ ‫‪59.‬‬ ‫קָ ם‬ ‫‬‬ ‫‪79.‬‬ ‫יִ נָפֵּ ל‬

‫‪37‬‬
‫‪20.‬‬ ‫יִ שלַ ח‬ ‫‬‬ ‫‪40.‬‬ ‫הושיב‬
‫ִ‬ ‫‬‬ ‫‪60.‬‬ ‫תָ קּום‬ ‫‬‬ ‫‪80.‬‬ ‫נִ פלָ ה ‬‬

‫‪35‬‬
‫‪Notice that the hiphil of I-guttural verbs have an ֶ in the prefix, not an ִ , just as for the niphal stem.‬‬
‫‪36‬‬
‫‪For I-nun verbs, the nun is lost when a prefix is added, and a dagesh is left in the next root‬‬
‫‪consonant.‬‬
‫‪37‬‬
‫‪ sound, just‬ו ‪ to make an‬י ‪ prefix in the hiphil joins with the initial‬הִ‬ ‪Notice that for I-yod verbs, the‬‬
‫‪as for the niphal.‬‬
Page 61

We are familiar with hiphil participles from the Randy Buth course, where we heard words
like ‫( ַמ ִפיל‬he is dropping (causing to fall)), ‫( מֵּ ִקים‬he is causing to stand)), ‫( מֵּ ִרים‬he is
lifting (causing to be high)) and ‫יאים‬
ִ ‫( מֵּ ִב‬they are bringing (causing to come)). This is the
general form for hiphil participles – notice and highlight the ‫ מ‬at the beginning of each word,
and the ‫ י‬in the middle.

Hiphil Participles

 ms ‫מַ ק ִטיף‬

 fs ‫‬מַ קטֶ פֶ ת‬/‬‫מַ ק ִטיפָ ה‬

 mp ‫יפים‬
ִ ‫מַ ק ִט‬

 fp ‫מַ ק ִטיפות‬

Hiphil infinitives are also familiar from the Elijah material. In 1 Kings 17.18 we read: ‬ ָ‫בָ את‬
‫אֵּ לַ י‬ל ַהז ִכיר‬אֶ ת־עֲונִ י‬ּול ָה ִמית ‬אֶ ת־בנִ י‬, ‘you came to me in order to cause to remember
my sin and in order to cause to die my son’. The general forms of the infinitives are as
follows (highlight the diagnostic features):
Infinitive construct: ‫הק ִטיף‬
ַ
Infinitive absolute: ‫הקטֵּ ף‬
ַ
The hiphil imperatives are usually quite easy to recognise because they have a ‬ַ‫ ה‬sound at the
beginning. In 1 Kings 18.43 we heard Elijah tell his servant: ‫ָ֣ט‬ד ֶרְך־ ָּ֔ ָים‬
ָֽ ֶ ‫ֲלה־ ָנא ֙‬הַ ֵּב‬
ָֽ ֵּ ‫ע‬, with a
hiphil imperative meaning ‘look!’38 For I-yod roots, the ‬ַ‫ ה‬turns into ‫הו‬, as we have seen in
the other conjugations. Highlight the diagnostic ‫ ה‬at the start and ‫ י‬in the middle of the root.

38
This is a hiphil which doesn’t have a very obvious causative meaning. This root only occurs in the
hiphil stem in the Old Testament.
Page 62

Hiphil Imperatives
Strong I-yod
verbs verbs

 2ms ‫הַ‬ק‬טֵּ ף‬ ‫הושֵּ ב‬

 2fs ‫הַ ק ִטי ִפי‬ ‫יבי‬

ִ ‫הוש‬
ִ

 2mp ‫הַ ק ִטיפּו‬ ‫הושיבּו‬

ִ

 2fp ‫הַ קטֵּ‬פנָה‬ ‫הושיבנָה‬

ִ
Page 63

4d. The Hophal Stem

We have already looked at the qal stem and then the niphal stem which is a passive
equivalent. For example, ‫( ָקטַ ף‬in the qal stem) means something like he picked, whereas
‫( נִ קטַ ף‬in the niphal stem) means something like it was picked.
There is a similar passive stem related to the hiphil, and it is called the hophal stem. So, for
example, the verb ‫ ָמלַ ְך‬in the qal stem means he was king. In the hiphil stem this verb
becomes ‫ ִהמ ִליְך‬, he made (someone) king (he caused someone to be king). The hophal is a
passive equivalent: ‫המלַ ְך‬
ָ – he was made king.
This stem is not very common, so we will not spend much time on it. But you can see below
the paradigms for this form so that you may recognise it if you come across it in your reading.
Again the verb used is ‫קטף‬. In the hiphil this means something like (he) made (him) pick,
whereas in the hophal it would be (he) was made to pick. Look for and highlight the
diagnostics. The vowel under the ‫ ה‬is either ‘o’ (‬ָ‫ )ה‬or ‘u’ (‬ֻ‫ )ה‬depending on the root.

Hiphil Hophal perfect Hiphil Hophal imperfect

perfect imperfect

1cs ‫ִהקטַ פ ִתי‬ ‫‬הֻ קטַ פ ִתי‬/‬‫הָ קטַ פ ִתי‬ ‫אַ ק ִטיף‬ ‫‬אֻ קטַ ף‬/‬‫אָ קטַ ף‬

 2ms ‬ָ‫ִהקטַ פת‬ ‬ָ‫‬הֻ קטַ פת‬/‬ ָ‫הָ קטַ פת‬ ‫תַ ק ִטיף‬ ‫‬תֻ קטַ ף‬/‬‫תָ קטַ ף‬

 2fs ‬‫ִהקטַ פת‬ ‬‫‬הֻ קטַ פת‬/‬‫הָ‬קטַ פת‬ ‫יפי‬

ִ ‫תַ ק ִט‬ ‫‬תֻ קט ִפי‬/‬‫תָ קט ִפי‬

 3ms ‫ִהק ִטיף‬ ‫‬הֻ קטַ ף‬/‬‫הָ קטַ ף‬ ‫יַק ִטיף‬ ‫‬יֻקטַ ף‬/‬‫יָקטַ ף‬

 3fs ‫ִהק ִטיפָ ה‬ ‫‬הֻ קטפָ ה‬/‬‫הָ קטפָ ה‬ ‫תַ ק ִטיף‬ ‫‬תֻ קטַ ף‬/‬‫תָ קטַ ף‬

1cp ‫ִהקטַ פנּו‬ ‫‬הֻ קטַ פנּו‬/‬‫הָ קטַ פנּו‬ ‫נַק ִטיף‬ ‫‬נֻקטַ ף‬/‬‫נָקטַ ף‬

 2mp ‫ִהקטַ פתֶ ם‬ ‫‬הֻ קטַ פ ֶתם‬/‬‫הָ קטַ פתֶ ם‬ ‫תַ ק ִטיפּו‬ ‫‬תֻ קטפּו‬/‬‫תָ קטפּו‬

 2fp ‫ִהקטַ פתֶ ן‬ ‫‬הֻ קטַ פ ֶתן‬/‬‫הָ קטַ פתֶ ן‬ ‫תַ קטֵּ פנָה‬ ‫‬תֻ קטַ פנָה‬/‬‫תָ קטַ פנָה‬

3cp ‫ִהק ִטיפּו‬ ‫‬הֻ קטפּו‬/‬‫הָ קטפּו‬ ‫יַק ִטיפּו‬ ‫‬יֻקטפּו‬/‬‫יָקטפּו‬


 3fp ‫תַ קטֵּ פנָה‬ ‫‬תֻ קטַ פנָה‬/‬‫תָ קטַ פנָה‬
Page 64

4e. The Piel Stem

Another important stem is the piel stem. There is no simple way of describing the meaning of
the piel stem in English (although there may be in Tok Ples!), but it is important to be able to
recognise the patterns of piel verbs. We have already met a few piel verbs in the Elijah
stories.
In 1 ings 18.35, we read about the people pouring water on Elijah’s altar, and saw the
clause:

‫א־מיִ ם‬
ָֽ ָ ֵּ‫ַ֖ה‬מל‬
ִ ‫וגַ ָ֥ם‬אֶ ת־הַ תעָ ָל‬

English (NIV): the water… even filled the trench

The verb ‫ ִמלֵּ א‬here is a piel stem. Notice the dagesh in the middle ‫ ל‬and the i-e vowel
pattern. Highlight these parts of the verb. How would you translate this in Tok Ples?

_________________________________________

Also, in 1 Kings 17.16, we read:

‫ר‬דבֶ ר‬ביַד‬אֵּ ִליָהּו‬

ִ ֶ‫ִכדבַ ר‬יהוָה‬אֲש‬

English (ESV): according to the word of the LORD that he spoke by Elijah.
The verb ‫ ִד ֶבר‬gives another example of the piel stem. Note once more the dagesh in the
middle root consonant and the i-e vowel pattern. This is translated in English as ‘he spoke’ or
‘he promised’, and is used in very similar sentences to the qal stem of ‫אָ מַ ר‬, with which we
are already familiar.

Sometimes there is a root which can be found in both the qal and the piel stems. The meaning
is slightly different in each case. For example, the root ‫ שבר‬relates to breaking. The qal stem
is ‫בר‬
ַ ָ‫ ש‬and the piel stem is ‫ ִש ֵּבר‬. Scholars argue about what the difference is between the
meanings of these verbs.
Some people say that ‫בר‬
ַ ָ‫ ש‬in the qal stem means just normal breaking, whereas the piel
‫ ִש ֵּבר‬means more intensive breaking, so they translate it as shatter or something similar.
Can you translate this into your Tok Ples?

________________________________
Page 65

Other scholars say that the ‫בר‬

ַ ָ‫ ש‬in the qal stem means he broke, focusing on the action of the
person doing the breaking, whereas the piel ‫ ִשבֵּ ר‬focuses on the resulting state of the thing
that is broken, more like making something broken.39 This is a bit like the hiphil. Can you
translate this meaning in Tok Ples?

__________________________________

Other scholars say that whereas ‫בר‬

ַ ָ‫ ש‬in the qal means he broke something just once, ‬‫ִשבֶ ר‬
in the piel stem means something that happens repeatedly,40 he breaks over and over again.
Can you translate this meaning in Tok Ples?

__________________________________________________

All of these are possible meanings of a piel verb:

it may be more intensive than the related qal stem (for example, ‫ שָ אַ ל‬in the qal stem means
he asked, whereas ‫ שֵּ אֵּ ל‬in the piel stem means more like he begged (he asked intensively);
it may focus on bringing something to a resultant state (for example,‬‫ קָ ַדש‬in the qal stem
means he was holy, whereas ‫ ִק ַדש‬in the piel stem means he made (something) holy, and ‫ג ַָדל‬
in the qal stem means he was great whereas ‫ גִ ֵּדל‬in the piel means he made (someone)
great),
or it may signify something that happens repeatedly (for example, ‫ זָבַ ח‬in the qal stem
means he sacrificed, whereas ‫ זִ ַבח‬in the piel stem means more like he sacrificed frequently) .
Or it may mean none of these, as in the example of ‬ ‫ ִדבֵּ ר‬above, which is a very normal
word for speaking.

Below is a paradigm of what the Piel stem would look like for ‫קטף‬, as this is the root we
have been practicing with. There are no examples of ‬‫ קטף‬in the Piel stem in the Bible, or in
my modern Hebrew resources, so it is not certain what the meaning would be. Maybe it
would be an intensive kind of picking? However, the paradigm does give a clear picture of the
diagnostics which show the piel stem. Notice specifically the dagesh in the middle root
consonant, and highlight it in all the forms.

39
Hebrew grammars call this a factitive meaning.
40
Hebrew grammars call this an iterative meaning.
Page 66

Qal perfect Piel perfect

1cs ‫קָ טַ פ ִתי‬ ‫ִקטַ פ ִתי‬

 2ms ‬ָ‫קָ טַ פת‬ ‬ָ‫ִקטַ פת‬

 2fs ‬‫קָ טַ פת‬ ‬‫ִקטַ פת‬

3ms ‫קָ טַ ף‬ ‫ִקטֵּ ף‬


3fs ‫קָ טפָ ה‬ ‫ִקטפָ ה‬

1cp ‫קַ טַ פנּו‬ ‫ִקטַ פנּו‬

 2mp ‫קַ טַ פתֶ ם‬ ‫ִקטַ פתֶ ם‬

 2fp ‫קַ טַ פתֶ ן‬ ‫ִקטַ פתֶ ן‬

3cp ‫קָ טפּו‬ ‫ִקטפּו‬



The piel imperfect is shown in the following table. Again highlight the dagesh in the middle
root consonant, and also the under each of the prefixes, rather than the ִ which we are
familiar with from the other stems.

Qal imperfect Piel imperfect

1cs ‫אֶ קטוף‬ ‫אֲקַ טֵּ ף‬

 2ms ‫ִתקטוף‬ ‫תקַ טֵּ ף‬

 2fs ‫ִתקט ִפי‬ ‫תקַ ט ִפי‬

3ms ‫יִ קטוף‬ ‫יקַ טֵּ ף‬


3fs ‫ִתקטוף‬ ‫תקַ טֵּ ף‬

Page 67

1cp ‫נִ קטוף‬ ‫נקַ טֵּ ף‬

 2mp ‫ִתקטפּו‬ ‫תקַ טפּו‬

 2fp ‫ִתקטופנָה‬ ‫תקַ טֵּ פנָה‬

3mp ‫יִ קטפּו‬ ‫יקַ טפּו‬


3fp ‫ִתקטופנָה‬ ‫תקַ טֵּ פנָה‬

Now circle the verbs in the piel stems in the following list.

1. ‫ָמצַ א‬ 11. ‫אֶ מצָ‬א‬ 21. ‫ִבקַ שנֻ‬ו‬ 31. ‫תג ֵַּדל‬

2. ‫ִמלֵּ א‬ 12. ‫א ֲַד ֵּבר‬ 22. ‫ג ַָדל‬ 32. ‫אֶ ג ַדל‬

3. ‫אתי‬
ִ ֵּ‫ִמל‬ 13. ‫ִד ַבר ִתי‬ 23. ‫גָדלָ ה‬ 33. ‫גִ ַדל ִתי‬

4. ‫אתי‬
ִ ַ‫ָמצ‬ 14. ‫ִדברּו‬ 24. ‫גִ ֵּדלָ ה‬ 34. ‬ָ‫ג ַָדלת‬

5. ‫יִ מצָ א‬ 15. ‫י ַד ֶבר‬ 25. ‫גִ ַדל‬ 35. ‫קָ ַדש‬

6. ‫ִתמצָ א‬ 16. ‫ת ַד ֵּבר‬ 26. ‫אג ֵַּדל‬

ֲ 36. ‫יקַ ֵּדש‬

41
7. ‫י ַמלֵּ א‬ 17. ‫נ ַד ֵּבר‬ 27. ‫יִ ג ָדל‬ 37. ‬ָ‫ִק ַדשת‬

8. ‫ת ַמלֵּ א‬ 18. ‫ִב ַקש ִתי‬ 28. ‫יג ֵַּדל‬ 38. ‫אֲקַ ֵּדש‬

9. ‫ת ַמל ִאי‬ 19. ‫ֲב ֵּקש‬

ַ ‫א‬ 29. ‫יִ גדלּו‬ 39. ‫שתי‬
ִ ‫ִק ַד‬

42
10. ‫ֲמלֵּ א‬
ַ ‫א‬ 20. ‫י ַב ֵּקש‬ 30. ‫יגַדלּו‬ 40. ‫יִ ק ָדש‬

The piel participles and imperatives are also most easily recognised by the dagesh in the
middle root consonant. For the participles, also highlight the ‫ מ‬at the start, like for the hiphil,
but notice that it has a underneath, rather than the ַ which we saw in the hiphil. In the Randy

41
Note this is qal not piel, even though the ‫ ד‬has a dagesh in it. The vowels are not correct for the piel
stem.
42
Again, check the vowels as well as the dagesh…
Page 68

Buth material we became familiar with the piel participle ‫מבַ קֵּ ש‬, he is seeking, as well as the
hiphil participles like ‫ ַמ ִפיל‬, he is dropping (making fall).

Hiphil Participles Piel Participles

 ms ‫מַ ק ִטיף‬ ‫מקַ טֵּ ף‬

 fs ‫‬מַ קטֶ פֶ ת‬/‬‫מַ ק ִטיפָ ה‬ ‫‬מקַ טֶ פֶ ת‬/‬‫מקַ טפָ ה‬

 mp ‫יפים‬
ִ ‫מַ ק ִט‬ ‫מקַ ט ִפים‬

 fp ‫מַ ק ִטיפות‬ ‫מקַ טפות‬

Piel Imperatives
Piel
Imperatives

 2ms ‫קַ טֵּ ף‬

 2fs ‫קַ ט ִפי‬

 2mp ‫קַ טפּו‬

 2fp ‫קַ טֵּ פנָה‬

Page 69

4f. The Pual Stem

Just as the niphal stem is a passive version of a qal stem, and the hophal stem is a passive
version of the hiphil, there is also a passive version for the piel stem, called the pual stem. So,
given that the piel verb ‫ ִק ֵּדש‬means something like he made (something) holy (or he
sanctified), the pual stem ‫קּודש‬
ַ means something like he was made holy (or he was
sanctified).
The table below shows you this relationship between the six stems covered so far (using the
root ‫קטל‬, related to killing):

Active Passive

Stem Heb English Tok Stem Heb English Tok

Ples Ples

Qal ‫קָ טַ ל‬ He killed  Niphal ‫נִ קטַ ל‬ He was

killed

Hiphil ‫ִהק ִטיל‬ He made  Hophal ‫הֻ קטַ ל‬ He was

(someone) made to kill
kill

Piel ‫ִקטֵּ ל‬ He  Pual ‫קֻ טַ ל‬ He was

slaughtered slaughtered

For many PNG languages these passive stems are very hard to translate. See if you can make
good translations of the verbs given in this table.
Page 70

The table on this page shows all the forms for the Pual perfect and imperfect. Highlight the
diagnostic dagesh in the middle consonant of the root, and u-a vowel pattern in almost all of
the forms.

Piel Pual perfect Piel imperfect Pual imperfect

perfect

1cs ‫ִקטַ פ ִתי‬ ‫קֻ טַ פ ִתי‬ ‫אֲקַ טֵּ ף‬ ‫אֲקֻ טַ ף‬

 2ms ‬ָ‫ִקטַ פת‬ ‬ָ‫קֻ טַ פת‬ ‫תקַ טֵּ ף‬ ‫תקֻ טַ ף‬

 2fs ‬‫ִקטַ פת‬ ‬‫קֻ טַ פת‬ ‫תקַ ט ִפי‬ ‫תקֻ ט ִפי‬

 3ms ‫ִקטֵּ ף‬ ‫קֻ טַ ף‬ ‫יקַ טֵּ ף‬ ‫יקֻ טַ ף‬

 3fs ‫ִקטפָ ה‬ ‫קֻ טפָ ה‬ ‫תקַ טֵּ ף‬ ‫תקֻ טַ ף‬

1cp ‫ִקטַ פנּו‬ ‫קֻ טַ פנּו‬ ‫נקַ טֵּ ף‬ ‫נקֻ טַ ף‬

 2mp ‫ִקטַ פתֶ ם‬ ‫קֻ טַ פתֶ ם‬ ‫תקַ טפּו‬ ‫תקֻ טפּו‬

 2fp ‫ִקטַ פתֶ ן‬ ‫קֻ טַ פתֶ ן‬ ‫תקַ טֵּ פנָה‬ ‫תקֻ טַ פנָה‬

3cp ‫ִקטפּו‬ ‫קֻ טפּו‬ ‫יקַ טפּו‬ ‫יקֻ טפּו‬


 3fp ‫תקַ טֵּ פנָה‬ ‫תקֻ טַ פנָה‬
Page 71

4g. The Hitpael Stem

The final stem that we will cover in this course (and the last of the most common stems in
Hebrew) is called the hitpael stem. The easiest way to recognise this stem is through the ‘it’
sound which occurs in all forms of the stem. The most common meaning of this stem is when
somebody does something to themselves.
In 1 Kings 17.21 we read about Elijah stretching himself on the widows dead son:

1 Kings 17.21: ‫וַיִ תמ ֵֹּּדד עַ ל־הַ יֶלֶ ד שָ ֹלש פעָ ִמים‬

English(NIV): Then he stretched himself out on the boy three times

English(NET): He stretched out over the boy three times
Tok Pisin: Na Elaija i slip antap long pikinini tripela taim
(However, it might be more literal in Tok Pisin to say ‘em slipim em yet antap long pikinini’)
Notice that the English verbs don’t always make it explicit that he is doing something to
himself, because that is not the most natural English expression for this action. How would
you translate this in Tok Ples?

________________________________________

‫ּובר ָמ ִחים‬
ָ ‬‫ם‬בח ֲָרבות‬
ַ ָ‫‬‬ וַיִ תגֹּדדּו‬כ ִמשפָ ט‬Another example came in 1 Kings 18.28:

English(ESV): and they… cut themselves after their custom with swords and lances
Tok Pisin: ol i bihainim pasin bilong lotu bilong ol na katim nabaut skin bilong ol
yet.
In the Tok Pisin the translators have clarified which part of themselves they cut – it
was their skin – but the main point of the Hebrew is that they are doing something to
themselves. How would you translate this into Tok Ples?

_____________________________________________

Other verbs that often occur in the hitpael stem relate to actions like putting on,
cleaning and sanctifying. These can all be translated by adding himself in English.
The normal verb for praying in Hebrew also usually occurs in the hitpael stem. There
are also verbs like ‫הלַ ְך‬,
ָ which refers to walking in the qal, and in the hitpael ‫ִהתהַ לֵּ ְך‬
it is usually translated in English as he walked back and forth. However, in your
Page 72

language perhaps it is more natural to say something like he walked himself? How
would you translate the following hitpael verbs into Tok Ples?
‬ ‫ ִהתקַ ֵּדש‬1.

‬ ‫ ִהתפַ לֵּ ל‬2.

‬ ‫ ִהתהַ לֵּ ְך‬3.

The perfect for the hitpael is marked by the ‫ ִהת‬at the start of every verb, and a dagesh
in the second root consonant. Highlight these diagnostics in the table below, for ‫קדש‬:

Qal perfect Hitpael perfect

1cs ‫קָ ַדש ִתי‬ ‫ִהתקַ ַדש ִתי‬

 2ms ‬ָ‫קָ ַדשת‬ ‬ָ‫ִהתקַ ַדשת‬

 2fs ‫ת‬
‬ ‫קָ ַדש‬ ‫ת‬
‬ ‫ִהתקַ ַדש‬

3ms ‫קָ ַדש‬ ‫ִהתקַ ֵּדש‬


3fs ‫קָ דשָ ה‬ ‫ִהתקַ דשָ ה‬

1cp ‫קָ ַדשנּו‬ ‫ִהת‬קַ ַדשנּו‬

 2mp ‫ק‬ ַדשתֶ ם‬ ‫הִ‬תקַ ַדשתֶ ם‬

 2fp ‫ק‬ ַדשתֶ ן‬ ‫ִהתקַ ַדשתֶ ן‬

3cp ‫קָ דשּו‬ ‫ִהתקַ דשּו‬



For the hithpael imperfects, the main diagnostic feature is the ‫ ת‬that is still present

between the imperfect prefix and the root (even though the ‫ ה‬has disappeared), and

the dagesh in the second root consonant.

‫‪Page 73‬‬

‫‪Hitpael‬‬

‫‪imperfect‬‬

‫‪1cs‬‬ ‫אֶ תקַ ֵּדש‬

‫‪‬‬ ‫‪2ms‬‬ ‫ִתתקַ ֵּדש‬

‫‪‬‬ ‫‪2fs‬‬ ‫ִתתקַ ד ִשי‬

‫‪3ms‬‬ ‫יִ תקַ ֵּדש‬

‫‪‬‬
‫‪3fs‬‬ ‫ִתתקַ ֵּדש‬
‫‪‬‬
‫‪1cp‬‬ ‫נִ תקַ ֵּדש‬

‫‪‬‬ ‫‪2mp‬‬ ‫ִתתקַ דשּו‬

‫‪‬‬ ‫‪2fp‬‬ ‫ִתתקַ ֵּדשנָה‬

‫‪3mp‬‬ ‫יִ תקַ דשּו‬

‫‪‬‬
‫‪3fp‬‬ ‫ִתתקַ ֵּדשנָה‬
‫‪‬‬
Page 74

5. Roots
By this stage we have found a lot of clues to the meaning of a verb – we have found clues to
tell us the person, number and gender of the subject, and clues as to the conjugation – which
tells us things like the tense of the verb, or if it is a command or a purpose. We have
discovered clues to the stem – whether the verb is qal, niphal, hiphil, hophal, piel, pual, or
hitpael – and this lets us know whether the meaning is active or passive, if it is causative or
reflexive (someone doing something to themselves). But we still might find it hard to work
out what the actual root consonants are and what the basic meaning is for the verb.
Identifying a root is quite easy when we can see three strong root consonants in the verb – this
is called a strong root, or a strong verb, and we can look it up in a dictionary to find out the
possible meaning.
However, there are three more tricky kinds of roots: weak verbs, hollow (or biconsonantal
verbs) and geminate verbs.

5a. Strong and Weak Roots

Strong roots are roots in which every consonant is ‘strong’. That means they are consonants
which never assimilate into other letters. The strong consonants are ‬‫ב‬ג‬ד‬ז‬ט‬כ‬ל‬מ‬ס‬פ‬
‫צ‬ק‬ש‬ׂש‬ת‬. Notice that ‫ קטל‬and ‫ קטף‬are both strong roots, because all the consonants are
strong. This is why they are used as good examples in grammar books.
Weak roots contain one or more weak consonants. Weak consonants include ‫ה‬י‬נ‬ו‬, and the
gutturals (sounds made in the back of the throat) ‫ א‬ח‬ע‬and ‫ר‬.

In Hebrew grammatical verb tables (like the ones at the back of this book) we find paradigms
for different types of weak root, depending on where the weak consonant is. Remember that
Page 75

we can label the consonants in a root either with the numbers I, II and III or with the
consonants from the root ‫פעל‬. So one class of weak verbs are those that begin with the
consonant ‫נ‬. These are called either I-‫ נ‬verbs or Pe-nun verbs. Another class of weak verbs
have guttural consonants in the middle position – these are called II-guttural or ayin-guttural,
or ‫ע‬-guttural, verbs.

So, when you look at a Hebrew verb and find you have only two consonants left when you
have stripped off all the suffixes and prefixes, you will find that there is usually a weak
consonant which has been absorbed by the prefix or suffix. If it is a prefix conjugation (like
the imperfect) see if there could have been a ‫ י‬or a ‫ נ‬which has disappeared from the front, or
a ‫ ה‬from the end.
For example, the I-‫ י‬verb ‫ יצא‬means he went out. In the qal imperfect, we put the prefix ‬ִ‫ י‬on
the front if we want to say he will go out. Look what happens when the suffix joins with the
root:

‫ יצ ֹּא‬+ ‬ִ‫ י‬ ‫יֵּצֵּ א‬

So, the yod from the start of the root has ‘disappeared’ when the prefix is added, but the
vowels have changed from i-o to e-e. This is the same pattern for all qal imperfects in the
group of I-‫ י‬roots. Exactly the same thing happens with the root ‫הלך‬. See what happens
when the 1st person plural prefix is added for the qal imperfect.

‬‬‬‬ ‫ה‬ֹלְך‬
ֲ + ‬ִ‫ נ‬ ‫נֵּלֵּ ְך‬

The pattern is the same whenever a prefix is put before the verb ‫הלְך‬.
Page 76

When a prefix comes before a I-‫ נ‬verb, the ‫ נ‬is also weak and disappears. But it leaves a clue
that it was there by leaving a dagesh in the second root consonant. See what happens for the
verb ‫ָתן‬
ַ ‫ נ‬in the qal imperfect.

‫ נתֹּ ן‬+ ‬ִ‫ י‬ ‫יִ ֵּתן‬

The other kind of weak verb that has disappearing root letters are the III-‫ ה‬verbs. Often the
‬‫ ה‬disappears from the end of the root, when there is a suffix coming after it, or in the waw-
consecutive conjugation. Look at the following examples:

‫ ִתי‬+ ‫ עָ ׂשַ ה‬ ‫יתי‬

ִ ‫( עָ ִׂש‬here the ‫ ה‬has dropped off and left an ‘i’ sound)
‫ ַיעֲלֶ ה‬+ ‬‫ַו‬  ‫ַויַעַ ל‬
‫ יִ היֶה‬+ ‫ַ‬ו‬  ‫וַי ִהי‬

Use these clues to guess the roots for the following forms (which are all qal stems):

1. ‫ו ִַת ֵּתן‬ 6. ‫ַונֵּשֵּ ב‬

2. ‫ַוי ֵֵּּרד‬ 7. ‫וַיִ בֵּ ן‬

3. ‫ַת ֵּרד‬
ֵּ ‫ו‬ 8. ‬‫ַויֵּשת‬

4. ‫ו ִַתפֹּל‬ 9. ‫ַויַרא‬

5. ‫ַתלֶ ְך‬
ֵּ ‫ו‬ 10. ‫רא‬
‬ָ ִ‫וַי‬
Page 77

5b. Hollow / Biconsonantal Verbs

Another reason for only finding two root consonants might be because the verb is a hollow
root, or biconsonantal root (having only two consonants). There are many common verbs
like this, such as:

‫‬‬‬ ִׂשים‬‬‬שּוב‬‬‬‬‬בוא‬‬‬מּות‬‬‬ קּום‬

(You should know what all of these verbs mean!)

Sometimes they are called hollow verbs, because they have two strong consonants on the
outside, but a hole in the middle that is filled with a ‫ י‬or a ‫ו‬. Or, they are called
biconsonantal verbs because of the fact that they only have two strong consonants. To look
these up in the dictionary, you need to know what the middle letter is so that you can find the
root, even though it does not appear in all the conjugations.

What are the roots for the following?

1. ‫ַויָשָ ב‬

2. ‫ַוי ָָקם‬

3. ‫ָבא‬

4. ‫ַתׂשֶ ם‬
ָ ‫ו‬

5. ‫ָמתנּו‬

5c. Geminate verbs

Finally, finding the root may be confusing in the case of geminate verbs. You may know that
Gemini means ‘twins’ – these are roots with twin last consonants. The last two consonants are
the same.
Examples include ‫ סבב‬or ‫ רעע‬or ‫מרר‬. Geminate verbs often end up with only two
consonants left behind in the verb forms, because the last consonant has dropped off, and so
can look similar to hollow verbs or weak roots. You can find the verb tables for geminate
verbs at the back of this course book.
Page 78

6. Using the Brown-Driver-Briggs Lexicon

The most well-known dictionary resource for helping find the meaning of Hebrew words is
the Brown-Driver-Briggs Hebrew and English Lexicon. Often this name is just shortened
to BDB. It is full of useful information, but requires quite a bit of practice in order to find that
information.
An example of a page from BDB is shown on the next page, which shows the main features
of the dictionary. The dictionary entries are based on roots, often written in square brackets, [
]. Following the root, in bold type, the part of speech is given: usually this is verb (vb),
masculine noun (n.m.), feminine noun (n.f.), adjective (adj), adverb (adv.) or preposition
(prep).
After this, there is usually a basic meaning of the root given.
Use your copies of BDB to find the following roots. Write down what page the dictionary
entry starts on, what part of speech it gives, and what basic meaning is given.

Root/ Word Page Part of speech Basic meaning

1. ‫לָ ַקט‬

2. ‬‫ב‬

3. ‫שָ כַ ב‬

4. ‫ָרעָ ב‬

5. ‫ָהלַ ְך‬

6. ‫עֶ ׂשֶ ר‬

‫מואָ ב‬
43
7.

43
You’ll need to use the list of abbreviations at the start of the dictionary to understand what this
means!
Page 79

Nouns related to the root.

Verb root, part of speech, May have different first letter.

and basic meaning

Meanings of similar words

in other languages, inside ( )

Specific meanings in different

contexts (numbered)
Meanings grouped according
to the stems (here, Qal, Pi(el),
Pu(al) and Hithp(ael))
Page 80

When the authors wrote BDB, they decided to arrange the dictionary by putting many of the
nouns underneath the entry for their ‘underlying’ verb root. Many dictionary makers today do
not agree with this practice, and organise their dictionaries differently, but in order to use
BDB well you often need to find the correct root under which the word is listed. For example,
if you were looking for the noun ‫( יַלקּוט‬glossed as a ‘receptacle, wallet’) you need to make
sure you do not look for this under ‫ י‬but under ‫ לקט‬which is the ‘underlying’ root, according
to BDB. You can see this example on the previous page.
Practice doing this by trying to find the following words in BDB; all of which come from the
book of Ruth. Often if you do search under the initial letter, the dictionary will tell you the
root you should turn to, and even the page number.

Word Page Part of speech Basic meaning

1. ‫ִמשפָ ָחה‬

2. ‫נּוחה‬
ָ ‫מ‬

3. ‫ָמקום‬

4. ‫ִתקוָה‬

5. ‫מולֶ ֶדת‬

6. ‫ַמרגלות‬

7. ‫ִמטפַ ַחת‬

Once you have found the correct word, you are a long way towards finding useful
information!
Usually, after the basic meaning, there is a section in brackets which tells you about similar
words in other related languages, often in New Hebrew (NH), Aramaic (Aram), Arabic (Ar)
Ethiopic (Eth) and Assyrian (As). These similar or related words in other languages are called
cognates, and it is just like the way many languages in PNG have words for ‘eye’ that are
something like mata or words for ‘pig’ something like bo or pon. This is not often going to be
relevant for you at this stage. For now, look up the root ‫ אמר‬and see how many of these
languages you can see that have similar words.
Page 81

After the list of cognate words, the real dictionary definitions begin.
These are divided into sections based on the stem, since each stem has a different meaning.
You can see where each new stem starts being discussed by looking for the words in bold
writing.
Find the dictionary entry for the root ‫נׂשא‬. Find the start of the entries for the Qal, Niphal
(Niph.), Piel (Pi.), Hithpael (Hithp.) and Hiphil (Hiph.) stems.

For each stem, the dictionary begins by listing all the forms of the verb that are found in the
Bible, and where they are found, then the different senses are listed with numbered points.
For ‫נׂשא‬, find the numbered points for the Qal stem which give the meanings: 1. lift, lift up; 2.
bear, carry; 3. take, take away.
For each of theses senses it lists the Bible passages where they are found, and a little more
information about the use of the word in this sense. Sometimes these senses are broken down
into further groups. For example, look at the Qal sense number 3 for ‫נׂשא‬: take, take away.
There are six sections here labeled with the letters a, b, c, d, e, f – showing the different
objects that may be taken away. What are the six different meanings given?

a.

b.

c.

d.

e.

f.

Now list:
The 4 senses given for the Piel stem of ‫נׂשא‬:

1.

2.

3.

4.
Page 82

The 4 main senses given for the Niphal stem of ‫נׂשא‬:

1.a. b.

2.

3.

4.

The sense given for the Hithpael stem of ‫נׂשא‬:

The two senses given for the Hiphil stem of ‫נׂשא‬:

1.

2.
Page 83

7. Grammar Songs
1. The conjugation song (“Six Hebrew Conjugations”), sung to roughly the tune of “Yumi
mas givim preis i go long God”:

The ‘Perfect’ means the action is complete

‘Imperfect’ means it has not finished yet

In the vav-consecutive the story moves along

And imperatives are used to give commands

O-o-o conjugations, they’re the forms of the verb.

Conjugations - for each different root

Conjugations, conjugations, 6 Hebrew conjugations

Participles tell us what is happening now,

Infinitive constructs add the purpose or time

Infinitive absolutes mean ‘surely it’s true’

And that’s all I need to know about…

. The stem song. To the tune of “Oranges and Lemons”.

The qal stem is simple and the niphal is passive

[hands pointing out for qal, pointing to self for niphal]

The piel is intensive, and the pual is the passive

[make intense looking face and action]

In the hiphil ‘he made him’,and the hophal is passive

[act out pushing someone and then being pushed]

And then comes the hitpael, which means he did it to himself

[cut own throat]

Page 84

8. When does the ‘a’ become an ‘o’?

In Hebrew we have two ‘a-sounds’, called the pataħ ( ַ ) and the qamets ( ָ ). The
pata is always pronounced as ‘a’ and the qamets is most often pronounced as ‘a’.
However, sometimes the qamets is pronounced as ‘o’. We then speak of a qamets
qatan (a ‘small’ qamets).

Overview: Pronunciation

pata , written as ַ always: ‘a’

qamets, written as ָ most often: ‘a’

sometimes: ‘o’ (qamets qatan)

Rules for distinguishing qamets from qamets qatan

There are three basic rules for knowing in which cases the qamets is pronounced as an
‘o’. These rules cover most of the instances where qamets is pronounced as ‘o’ and
can be summarized as follows:

The qamets is pronounced as ‘o’, if at least one of these is true: the qamets ...
Example Pronunciation44
1. occurs in a closed AND unstressed syllable ‫ עָ ר ָּ֫ ָפה‬ʿ orpá

2. qamets is a (ֳ ) ‫ו ֶ ָֽאחֳזִ י‬ we ʾe o

3. qamets comes just before a (ֳ ) ‫ָנע ֳִָּ֫מי‬ noʿ omí

Exception: when you see a meteg ( ָֽ ) next to the qamets, like in ‫שלחָ ה‬,
ָֽ ָ that qamets

is never pronounced as ‘o’.

The rules in practice

Rule 2 and 3 are pretty straightforward. You just have to look carefully: each time you
see ֳ , you know that this qamets is to be pronounced as ‘o’. And if another qamets is

44
The syllables with an accent mark (á and í) are the syllables that are stressed.
Page 85

preceding such a ֳ , you know that this preceding qamets is to be pronounced as ‘o’
as well.
Rule 1, however, is a bit more difficult to recognize while reading. The easy part of
this rule is to see whether the syllable with the qamets is stressed or not. Normally the
stress in on the last syllable of a word. If not, just look at the accent marks that are on
nearly every Hebrew word. The syllable with an accent mark is stressed.
The difficult part of this rule is to see whether the syllable is closed or not. Basically
the syllable is closed if:
- the qamets is followed by a vowelless consonant, like in ‫ַתשָ ב‬
ַ֖ ָ ‫ו‬
45
(wattáshov) , OR:
- the qamets is followed by a shewa ( ), like in ‬ָ֣‫אָ זנָך‬

Exceptions:
However, sometimes the qamets is NOT pronounced as ‘o’, eventhough the qamets is
found in a closed syllable. The exceptions are clear:
The qamets is a closed syllable is NOT pronounced as ‘o’, if one or both of the
following rules apply:
- if there is a meteg next to the qamets
- if the word is a verb with the pattern 46‫ָָָה‬ or 47
‫ָ ָ ۤ ּו‬
In other words:

- if the qamets is followed by a shewa ( ), but has a meteg next to it, like in

֙ ‫ָך‬
‬ ‫זּולת‬
ָֽ ָ (zulatekhá), then you know the qamets is in an open syllable and rule
1 does not apply.

- if the qamets is followed by a a shewa ( ), but the word in which that qamets

occurs has one of the patterns mentioned above, like in ‫( הָ יתָ ה‬hayeta), or

‫( הָ לחּו‬hale u) then you know rule 1 does not apply.

45
The syllables are: ‬‫ת‬
ַ֖ ָ ‬‬‬‫ ַ‬ו‬and ‫שָ ב‬. We see an accent mark on the syllable ‬‫ת‬
ַ֖ ָ , so we know that the last
syllable ‫ שָ ב‬is unstressed. We also see that the vowel ָ is surrounded by the two consonants ‫ ש‬and a
vowelless ‫ב‬. So the conclusion is very solid: this is a closed unstressed syllable with a qamets, so that
qamets should be pronounced as ‘o’.
46
Like ‫שָ ל ָחה‬, which is Qal, perfect, 3FS from ‫שלח‬.
47
Like ‫שָ לחּו‬, which is Qal, perfect, 3CP from ‫שלח‬.
‫‪Page 86‬‬

‫‪Exercise‬‬

‫‪Try to find which words do have a qamets qatan, which should be pronounced as ‘o’.‬‬
‫‪Circle those words and write which rule (1, 2 or 3) applies.‬‬

‫‪1.‬‬
‫ָר ָעַ֖ב‬ ‫‬‬ ‫‪11.‬‬
‫הָ יתָ ה‬ ‫‬‬ ‫‪21.‬‬
‫נָכ ִריָ ָֽה‬ ‫‬‬ ‫‪31.‬‬
‫פָ ע ֳֵּל ְֵ֑ך‬
‫‪2.‬‬
‫בָ נָ ָֽיו‬ ‫‬‬ ‫‪12.‬‬
‫וַיָ ָ֥מָ ת‬ ‫‬‬ ‫‪22.‬‬
‫ה֙‬
‫עָ ׂשתָ ‬‬ ‫‬‬ ‫‪32.‬‬
‫העֳמָ ִ ִ֛רים‬
‫ָ ָֽ‬
‫‪3.‬‬
‫עָ ר ָּ֔ ָפה‬ ‫‬‬ ‫‪13.‬‬
‫הָ לכַ֖ ּו‬ ‫‬‬ ‫‪23.‬‬
‫בשָ כ ָ֗בו‬ ‫‬‬ ‫‪33.‬‬
‫נָפלָ֥ ּו‬
‫‪4.‬‬
‫ָ ָֽחרבָ֥ ּו‬ ‫‬‬ ‫‪14.‬‬
‫הַ נעָ ִ ַ֖רים‬ ‫‬‬ ‫‪24.‬‬
‫לָ קחָ֥ ּו‬ ‫‬‬ ‫‪34.‬‬
‫אָ מ ָּ֔ ָנם‬
‫‪5.‬‬
‫ם֙‬
‫ָשי ‬‬
‫נ ִ‬ ‫‬‬ ‫‪15.‬‬
‫נָג ֵּע ְֵ֑ך‬ ‫‬‬ ‫‪25.‬‬
‫ָ ָֽבעֳמָ ִ ָּ֔רים‬ ‫‬‬ ‫‪35.‬‬
‫גָזלַ֖ ּו‬
‫‪6.‬‬
‫ָנע ֳִמ‬י ֙‬ ‫‬‬ ‫‪16.‬‬
‫יָצ ָ ָ֥אה‬ ‫‬‬ ‫‪26.‬‬
‫ושָ כָ ב ִתי‬ ‫‬‬ ‫‪36.‬‬
‫אָ זנָךָ֣‬‬
‫‪7.‬‬
‫לָ ָ֗ ֶהם‬ ‫‬‬ ‫‪17.‬‬
‫ַואֲלַ קֳ ָט ָ֣ה‬ ‫‬‬ ‫‪27.‬‬
‫ו ֶ ָֽאחֳזִ י‬ ‫‬‬ ‫‪37.‬‬
‫לגָ ָֽ א ֳֵּלְִ֛ך‬
‫‪8.‬‬
‫בְך‬
‫לעָ ז ֵּ ַ֖‬ ‫‬‬ ‫‪18.‬‬
‫ָאֵ֑רצָ ה‬ ‫‬‬ ‫‪28.‬‬
‫ָ ָֽאכלָ֣ ּו‬ ‫‬‬ ‫‪38.‬‬
‫יָכלַ֖ ּו‬
‫‪9.‬‬
‫ַתקָ ם‬
‫ו ָ ַ֖‬ ‫‬‬ ‫‪19.‬‬
‫ויָל ַ֖דּו‬ ‫‬‬ ‫‪29.‬‬
‫בַ ִשב ֳִָּ֔לים‬ ‫‬‬ ‫‪39.‬‬
‫ָ ָֽאמ ָּ֔רּו‬
‫‪10.‬‬
‫אֶ פ ָר ִָּ֔תים‬ ‫‬‬ ‫‪20.‬‬
‫ה֙‬
‫שמעָ ‬‬
‫ָ ָֽ‬ ‫‬‬ ‫‪30.‬‬
‫ָשַ֖ם‬ ‫‬‬ ‫‪40.‬‬
‫וַיָ ֶָ֥֥קָ ם‬
Page 87

9. Possessive Suffixes Practice

Reminder: These are the possessive suffixes:

For singular For plural nouns English translation

nouns

‫ִי‬ ‫ַי‬ my

‫ָך‬ ‫ֶיָך‬ your (ms)


‫ְֵּך‬ ‫ַיִ‬ְך‬ your (fs)

‫ ו‬or ‫ו‬ ‫ָיו‬ his

‫ָּה‬ ‬ָ‫ֶיה‬ her

‫ֵּנּו‬ ‫ֵּינּו‬ our

‫כֶ ם‬ ‫ֵּיכֶ ם‬ your (mp)


‫כֶ ן‬ ‫ֵּיכֶ ן‬ your (fp)

‫ָם‬ ‫ ֵּיהֶ ם‬or ‫ָם‬ their (mp)

‫ָן‬ ‫ ֵּיהֶ ן‬or‬‬ ‫ָן‬ their (fp)

Now write English translations for the following words‬ (the first has been done for you):

1. ‫אַ רצ ָּ֔ ֶכם‬ your (mp) land 25. ‫ַאָ֣רצָ ּה‬

2. ‬ָ‫מלָ ֶ ָֽכיה‬ 26. ‬ָ‫י ֶ ָָֽדיה‬

3. ‫מלָ ַ֨ ֵּכינּו‬ 27. ‫ָדּה‬

ַ֖ ָ ‫י‬

4. ‫ּּ֠ובָ נָיו‬ 28. ‫באַ ר ָֽצו‬

5. ‫י ָ ָָּ֔דם‬ 29. ‫י ָָדֵ֑יו‬

‫‪Page 88‬‬

‫‪6.‬‬ ‫ם֙‬
‫א ֲִביהֶ ‬‬ ‫‪30.‬‬ ‫ּובָ נֶ ִ֛יָך‬

‫‪7.‬‬ ‫מַ לכֵּ נּו‬ ‫‪31.‬‬ ‫ָך‬

‫ִבנ ַ֨‬‬

‫‪8.‬‬ ‫אֶ ָ֗ ָחיו‬ ‫ם ֙ ‪32.‬‬

‫מַ לכֵּ יהֶ ‬‬

‫‪9.‬‬ ‫בֵּ יתו‬ ‫‪33.‬‬ ‫חמֹּרו‬

‫ֲ‬

‫עֵּ ינֵּיכֶ ם ‪10.‬‬ ‫‪34.‬‬ ‫אָ ִביו‬

‫פנֵּיהֶ ם ‪11.‬‬ ‫‪35.‬‬ ‫נַפשֶ ָך‬

‫מַ לכָך ‪12.‬‬ ‫‪36.‬‬ ‫ִמזבחותָ ם‬

‫לבַ בכֶ ם ‪13.‬‬ ‫‪37.‬‬ ‫באַ ר ָצִ֛ם‬

‫מַ לככֶ ם ‪14.‬‬ ‫‪38.‬‬ ‫י ָָ֗דו‬

‫אַ ר ִצי ‪15.‬‬ ‫‪39.‬‬ ‫ב ָנָּ֞ה‬

‫זַרעֲָך ‪16.‬‬ ‫‪40.‬‬ ‫ֹּתם‬

‫באַ רצ ָּ֔ ָ‬

‫אַ רצָך ‪17.‬‬ ‫‪41.‬‬ ‫יהַ֖ם‬

‫י ֵּד ֶ‬

‫אֱֹלהֵּ יכֶ ם ‪18.‬‬ ‫‪42.‬‬ ‫ָדָך‬

‫י ֶ ָֽ‬

‫מַ לכו ‪19.‬‬ ‫‪43.‬‬ ‫י ֵּ ָָּ֔דינּו‬

‫קולו ‪20.‬‬ ‫‪44.‬‬ ‫אַ ר ָּ֜ ֵּצנּו‬

‫תורֹּתָ יו ‪21.‬‬ ‫‪45.‬‬ ‫בי ֵּ ָָּ֔דְך‬

‫מַ לכָ ּה ‪22.‬‬ ‫וי ֵָּד ֙נ‬ּו ֙ ‪46.‬‬

‫מַ לכָ ם ‪23.‬‬ ‫‪47.‬‬ ‫ביֶד ֶכָ֥ם‬

‫ם ֙ ‪24.‬‬
‫ב ָֽ ֹּנתֵּ יכֶ ‬‬ ‫‪48.‬‬ ‫י ִ ָֹ֤די‬
Page 89

10. Information on Using Paratext Source Language Tools

(based on Paratext 7.3, slides modified from http://paratext.org/system/files/Paratext7.3SourceLanguageTools.pptx)
You can also find information by using the ‘help’ function in Paratext from the toolbar

A Source Language Text window can be opened in two ways:

• Using the File menu

• Using the toolbar;
look for the icon with
the golden “aleph”:

Then select your canon:

• HEB/GRK
• LXX/GRK

Return to Menu

(Look for the ‘golden aleph’ on your toolbar)

Remember that you can have as many versions as you want open in a text collection scrolling
along with the Hebrew (as in the screenshot below), just click on File and choose Open
Resource in Text Collection, then choose which resources you would like to have open at
the same time.
Page 90

Returning to the Source Language Tools window:

The default view shows the Hebrew/Greek texts only.

The analytical data is visible in the status bar.

Return to Menu

The ‘analytical data’ gives you the grammatical information and word gloss. You can see it in
the status bar at the bottom when you have selected a word.

These are some of the abbreviations that are used for Hebrew grammatical information:

Parts of speech:
 Article (‬ַ‫)ה‬ part.art

 Preposition (eg. ‫)ל‬

‬ part.prep

 Conjunction (eg. ‬‫)ו‬ part.conj

Page 91

 Adverb (eg. ‫)אם‬

ִ part.adv

 Adjective adj
 Relative pronoun (‫)א ַשֶ ר‬ part.rel

 Question particle (‬ַ‫)ה‬ part.interrog (short for ‘interrogative particle’)

6 conjugations:
 Perfect pf
 Imperfect ipf
 Vav-consecutive
o With imperfect (past) part.conj.+verb…ipf.cs
o With perfect (future) part.conj + verb…pf
 Participle pt
 Imperative imp
 Infinitive
o Infinitive construct inf.cs
o Infinitive absolute inf.ab

7 stems:
 Qal qal
 Niphal ni
 Hiphil hi
 Hophal ho
 Piel pi
 Pual pu
 Hithpael hit
Page 92

When the mouse cursor hovers over a word, the analytical info in the
status bar is updated automatically.

Return to Menu

Use the View menu to have the text displayed in an interlinear

format, with transliteration, lemmas, forms, and glosses. The status
bar with its word information can be hidden.

Return to Menu

When you have the View menu selected you can choose any of the following to be shown:

-Transliteration: Hebrew words written with English letters (may help with pronunciation)

- Lemmas: These show you the root words, to help you look them up in the dictionary

- Forms: This tells you the grammatical information, like the person, number and gender of
the subject for a verb; what conjugation it is; and what stem it is

- Glosses: This gives you a one word English translation

Page 93

If you right click on a word, a context-sensitive popup menu will

appear. If you right click on a word in the ‘lemma’ line you will get :

• Include in an advanced search

• Look up in a dictionary
• List all occurrences
• Copy to clipboard

Return to Menu

The useful dictionaries for Hebrew are:

- The Abridged Brown Driver Briggs Hebrew English Lexicon
- The Semantic Dictionary of Biblical Hebrew (this is good, but many words have no
entry in this dictionary because it is still in the process of being written)

Note that if you do not use the interlinear view, an intermediate

popup menu will appear first, prompting you to choose whether you
want this action to apply to:

• The word with its morphological form as it occurs in this verse

• The lemma, regardless of its morphological form in this verse
• Any word with this morphological form
• The gloss
Return to Menu
Page 94

If you hold down the Ctrl key while selecting one of the options that
ask for a list of occurrences, the output will be displayed in context.

Return to Menu

THIS IS REALLY HELPFUL: So it’s worth repeating. If you press CTRL while looking for
references, you will get the results with the words in the verses written out, not just a list of
references.

If you hold down the Ctrl key while selecting a word, lemma, or form,
you can select multiple items. A right click will produce a popup
menu with only one option: Load the Source Language Search Tool
and start an advanced search featuring all selected items.

Return to Menu

(However, I can’t get this to work in Hebrew…)

Page 95

The Source Language Search Tool is often launched

from the popup menu that appears when the user right
clicks on a word in the Source Language Text Window.

Return to Menu

The Source Language Search Tool can be launched manually as

well by selecting the Find option from the Edit menu. Make sure,
however, that the Source Language Text window is active when
you do that.

An alternative way to do this is by

clicking the Find button on your
toolbar or by using the shortcut Ctrl-F.

Return to Menu

You can also choose yourself what words to look up in the search:

Select a text (default is

Hebrew Old Testament)

Select one or more Select morphological

lemmas from a list. form(s)

Return to Menu
Page 96

The following (combinations of) texts can be searched:

• The Hebrew Old Testament (HEB)

• The Aramaic parts of the Old Testament (ARM)
• The Greek New Testament (GRK)
• The Greek NT with the Deutero-Canonical Books (GRK+DC)
• The Deutero-Canonical Books only (DC)
• The Septuagint (LXX)
• The Septuagint and the Greek New Testament (LXX+GRK)
Return to Menu

This is how you select one or more lemmas:

All available words in the text(s) you have selected are listed on the
left, and all selected words are displayed on the right. Use the arrow
keys to move a word from one list to the other. You can also do this
by double clicking on a word.

Type the first characters of

the word of your choice and
the cursor will move to the
first match in the list.

Click OK to finish your

selection.

Return to Menu

This is how you select one or more forms:

If you click the Form link, a window will appear listing all of the
available morphological (sub)categories.
The default is any form, which, when selected, lists all occurrences of
a word, regardless of its form.

Click on the pluses of the

tree diagram to make your
search as specific as you
want by including additional
subcategories.

Click OK to finish your

selection.

Return to Menu
Page 97

Note that a query can contain multiple items, either or not in

sequence:

Add an additional item to your query by

clicking here:

Click here to remove one of

Click here to select the items from a query
a range of books
Return to Menu

The query below looks for all passages where the genitive forms of
᾿Ιησους and Χριστος occur in a direct sequence. Please pay attention
to the information on the status bar. It says that the word Χριστος is
found 249 times whereas the combination is found 107 times.

Indicates which is The tick boxes indicate which rows are

the “current row” selected and hence included in the query.

Number of books selected Return to Menu

The query below looks for all passages where the word ᾿Ιησους is NOT
followed directly by the word Χριστος. According to the status bar,
the genitive singular of the word ᾿Ιησους is found 225 times. In 118
passages, however, it is found without Χριστος following it.

Tick this box to negate the row, which means that you
are looking for passages where this item is NOT found.

Return to Menu
Page 98

The query below looks for all passages where the words ᾿Ιησους and
Χριστος occur together in a single verse regardless of the sequence.
According to the status bar, there are 139 verses that contain both
words.

Tick this box to indicate that you are not interested in a

specific sequence.

Return to Menu

The search results are displayed with a click on the button.

Hold down the Ctrl key if you want to see the results in context.

Return to Menu

Some final notes regarding the Source Language Search Tool:

Delete this row

Move a row up or down

Add the results of a query to

your custom Biblical Terms list
Return to Menu
Page 99

The Source Language Dictionary window is often

launched from the popup menu that appears when the
user right clicks on a word in the Source Language Text
Window.

Return to Menu

The Source Language Dictionary window can be launched

manually as well by selecting the corresponding option from the
File menu.

Return to Menu

When the Source Language Dictionary window is launched

manually, a popup will appear prompting the user to select a
database.

Return to Menu
Page 100

Most scripture references are links. A click on a link will display

the text. If you hold down the Ctrl key while clicking a new Source
Language Text window will be opened.

Click to display all

Click to display a nine references in
single reference the list window.
Return to Menu

On the left side of the window you see a panel with two tabs. The
one labeled Alphabetical contains a list of all entries in the
database. The one labeled Filter contains the results of an
advanced search.
Type the first
characters of the
word of your
choice and the
A simple search is cursor will move to
done by selecting the the first match in
Find option from the the list and the
Edit window (Ctrl-F). corresponding
It simply moves the entry will be
cursor to this text box: displayed.

Return to Menu

A more advanced search is done by selecting the Find Advanced

option from the Edit window (Ctrl-G). With this tool you can look
for entries containing a certain text string, either in one specific
field or in the entire entry.

Select the field that you want to

search, e.g. “Definition English”.

Select a language.
Type the string that you
want the program to
search for, e.g. “apostle”. Return to Menu
Page 101

According to the status bar there are nine entries with the string
“apostle” in the English definition field. They are all listed in the
Filter tab and the first entry is displayed immediately.

Return to Menu

Tip: It is easy to switch from one tab to another: Use Ctrl-Up and
Ctrl-Down to navigate through the entries listed on the Alphabetic
tab. Use Alt-Up and Alt-Down to navigate through the entries
listed on the Filter tab.

You can also use the small

blue/red arrow buttons at
the top to navigate through
the lists.

Return to Menu
Page 102

How to find a list of verses using a particular Hebrew word

Often when we are trying to investigate the meaning of a Hebrew word, we want to find the
other places it occurs in the Bible so that we can work out the range of meaning for that word
and how it compares to words in our languages.
 One quick way to do this is just to right click on the lemma for the word you are
interested in, and then hold down CTRL and choose ‘References in All Books’. This
brings up a list of all the Hebrew verses with this word, and the word is highlighted
in bold.

 However, it may be more helpful to also see an English (or vernacular) translation of
these verses at the same time. Another way to do this, if the word is a significant
Biblical Term, is to make sure you have the Hebrew window in focus, then select the
Tools menu, and choose Key Biblical Terms.
Page 103

Then see if your word is in the key term list. The easiest way to do this is to type in the
English gloss. For example, to find ‫מֶ לֶ ְך‬, I can type the English gloss ‘king’ and then choose

the correct row from the list to find the examples of ‫מֶ לֶ ְך‬.
Page 104

You can choose which version you want to see alongside the Hebrew verses by clicking on
comparative texts and choosing the project you want to use.

If you want to copy these texts into a word document to share in a Bible study or translation
meeting, you can simply use click on the texts, press SHIFT and DOWN ARROW to choose
as many as you want, then use CTRL+C to copy and then open a document in your word
processor and press CTRL+V to paste the verses in Hebrew and English.
‫‪Page 105‬‬

‫‪11. The Book of Ruth‬‬

‫‬‬
‫רות‬

‫אֵ֑ ֶרץ‬
‫ב בָ ָ‬‬
‫ע‬‬‫ה‬י ָר ַָ֖‬‬
‫ים וַי ִ ָ֥‬‬
‫ט ‬‬‫ט הַ שֹּפ ִָּ֔‬‬
‫פ‬‬
‫ה‬י ִבימֵּ ‬י ֙ ש ָֹּ֣‬‬
‫‪1‬וַי ִָ֗‬‬

‫ב‬‬
‫מוא ‬‬
‫ָָּ֔‬‬ ‫ד‬י‬
‫ר ֙ ִבׂש ֵָּ֣‬‬
‫ה לָ גּו ‬‬
‫הּוד ‬‬
‫ית‬ל ָ֣חֶ ם‬ י ָ ָ֗‬‬
‫ֶ‬‬ ‫יש ִמ ֵּ‬‬
‫ב‬ ‫א ‬‬‫ַו ַ֨ ֵּ‬ילֶ ְך‬ ִ ָּ֜‬‬

‫ּוא ו ִאשתַ֖‬‬ו ּושנֵּ‬ ָ֥‬י בָ נָ ָֽיו׃‬ ‬‬

‫הָ֥‬ ‬‬

‫ֳמי ‬‬
‫ם ִאשתַ֨‬‬ו ָנע ִָּ֜‬‬
‫ימָ֡‬לֶ ְך‬ ושֵּ ‬‬
‫יש א ֱִֽל ֶ‬
‫א ‬‬‫ם הָ ִ ָ֣‬‬ ‫‪2‬ו ֵּ‬‬
‫שָ֣ ‬‬

‫ון ו ִכליו‬ן ֙ ‬‬
‫ם שנֵּ ָֽי־‬בָ נָ‬ ָ֣יו‬‬׀ מַ חלֹ֤‬ ‬‬
‫ש‬‬
‫‬ ו ֵָּ֥‬‬

‫ה‬‬
‫הּוד ‬‬
‫ית‬לחֶ ם‬ י ֵָ֑‬‬
‫ֶַ֖‬‬ ‫ב‬
‫תים‬ ִמ ֵָּ֥‬‬
‫אֶ פ ָר ִָּ֔‬‬

‫שם׃‬‬
‫ב ו ִַיָֽהיּו־‬ ָ ָֽ‬
‫מוא ‬‬
‫אּו ׂש ֵּדי־‬ ַָ֖‬‬
‫ָב ‬‬
‫ַוי ָֹּ֥‬‬

‫יא ּושנֵּ‬ ָ֥‬י בָ נֶ ָֽיהָ ׃‬ ‬‬

‫ה ‬‬‫אר‬ ִ ַ֖‬‬
‫ֳמ‬י ו ִַתשָ ֵָּ֥‬‬
‫יש ָנע ִ ֵ֑‬‬
‫א ‬‬ ‫‪3‬וַיָ‬ ָ֥מָ ת‬ א ֱִל ֶַ֖‬‬
‫ימלֶ ְך‬ ִ ָ֣‬‬

‫ת ֙ עָ ר ָפָּ֔‬ה ‬‬
‫ם ָ ָֽהאַ חַ ‬‬
‫ש‬‬‫ות ֵֹּ֤‬‬ ‫‪4‬וַיִ ׂשאָ֣‬‬ּו לָ ֶהָ֗‬ם‬ נ ִָשי ‬‬
‫ם ֙ מָֹּֽ א ֲִביָּ֔‬ ‬‬

‫עׂשֶ ר‬ שָ ִ ָֽנים׃‬ ‬‬
‫ם כ ֶָ֥‬‬
‫ש‬‬‫ּות וַיֵּ‬ ָ֥שבּו‬ ַָ֖‬‬
‫ר ‬‬‫ית ֵ֑‬‬
‫ם הַ שֵּ ִַ֖‬נ ‬‬
‫ש‬‬
‫ו ֵָּ֥‬‬

‫ון ‬‬
‫ם מַ חלָ֣‬ון‬ ו ִכלֵ֑‬י ‬‬
‫ֵּיה ‬‬ ‫‪ַ 5‬ויָמָ֥‬ ‬‬
‫ּותּו גַם־‬שנ ֶַ֖‬‬

‫ישּה׃ ‬‬
‫יהָ‬ ּומֵּ ִא ָ ָֽ‬
‫ד ‬‬ ‫ה ִמשנֵּ‬ ָ֥‬י ילָ ֶ ַ֖‬‬
‫ר ֙ ָ ָֽה ִאשָָּ֔‬ ‬‬
‫ו ִַתשָ אֵּ ‬‬
‫‪Page 106‬‬

‫ב ‬‬
‫מואֵ֑ ‬‬
‫ָ‬‬ ‫ד‬י‬
‫ַתשָ ב‬ ִמש ֵָּ֣‬‬
‫יהָ‬ ו ַָ֖‬‬
‫ֹּלתָּ֔‬ ‬‬
‫א ֙ וכַ ֶ‬ ‫‪6‬ו ָֹ֤‬‬
‫ַתקָ ם‬ ִהי ‬‬

‫ה ֙ אֶ ת־עַ ֹּמָּ֔‬‬ו ‬‬
‫ד יה ָו ‬‬
‫ק‬‬‫ב ִ ָֽכי־פָ ַ ֹ֤‬‬
‫מוא ‬‬
‫ָָּ֔‬‬ ‫ד‬‬
‫ה‬‫ה ֙ ִבׂש ֵָּ֣‬‬
‫שמעָ ‬‬
‫כ‬י ָ ָֽ‬
‫ִ ֹ֤‬‬

‫לחֶ ם׃ ‬‬
‫הם‬ ָ ָֽ‬
‫ת לָ ֶַ֖‬‬
‫ת‬‬‫לָ ֵָּ֥‬‬

‫ר הָ יתָ ה־‬שָָּ֔‬ֹּמָ ה‬ ‬‬
‫ֲשָ֣ ‬‬
‫ם ֙ א ֶ‬‬ ‫‪7‬וַתֵּ ֵָּ֗‬‬
‫צא‬ ִמן־‬הַ ֹּמָ קו ‬‬

‫ד ֶרְך‬ ‬‬
‫ל ָ֣כנָה‬ בַ ֶ ָּ֔‬‬
‫ֹּמֵּ֑ה‬ וַתֵּ ַ‬‬
‫יהָ‬ ִע ָ‬‬
‫ֹּלת ‬‬
‫ת‬י כַ ֶַ֖‬‬
‫ּוש ֵָּ֥‬‬

‫הּודה׃‬‬
‫א ֶרץ‬ י ָ ָֽ‬
‫ּוב אֶ ל־‬ ֶָ֥‬‬
‫לָ שַ֖‬ ‬‬

‫ֹּלתָּ֔‬יהָ‬‬ ‬‬
‫ת‬י כַ ֶ‬ ‫‪8‬ו ֹ֤‬‬
‫ַת ֹּאמֶ ר‬ ָנע ֳִמ‬י ֙ ִלש ֵּ ָ֣‬

‫ֹּמֵּ֑ה‬ ‬‬
‫ית ִא ָ‬‬
‫בָ֣ ‬‬
‫ה ל ֵּ‬‬
‫ש‬‬‫ל ָ֣כנָה‬ שָֹּּ֔‬בנָה‬ ִא ַָ֖‬‬
‫ֵּ‬‬

‫ה ִעֹּמָ כֶ ם‬ ֙ ֶחָּ֔‬סֶ ד‬ ‬‬
‫( ַיעֲׂשֶ ה)‬ [יַ‬ ָ֣עַ ׂש]‬ יהוָ‬ ֹ֤ ‬‬

‫ים ו ִעֹּמָ ִ ָֽדי׃‬‬

‫ת ‬‬‫ם ִעם־‬ הַ ֹּמֵּ ִ ַ֖‬‬
‫ית ‬‬
‫ֲׂש ִֶ֛‬‬
‫ֲשר‬ ע ִ‬
‫כַ א ֶ‬‬

‫ּה ‬‬
‫ישֵ֑ ‬‬
‫ית ִא ָ‬‬
‫בָ֣ ‬‬
‫ה ֵּ‬‬
‫ש‬‬
‫ה ִא ַָ֖‬‬
‫נּוחָּ֔‬ ‬‬
‫צָ֣אן‬ ָ מ ָ‬
‫כם‬ ּומ ֶ‬‬
‫ה ֙ לָ ֶָּ֔‬‬ ‫‪9‬יִ ֵֹּ֤‬‬
‫ת‬ן יה ָו ‬‬

‫כינָה׃ ‬‬
‫קולן‬ ו ִַתב ֶ ָֽ‬
‫ַָ֖‬‬ ‫שאנָה‬‬
‫ק לָ ֶהָּ֔‬ן‬ ו ִַת ֶָ֥‬‬
‫שָ֣ ‬‬
‫ו ִַת ַ‬‬

‫ּוב לעַ ֵּ ָֹּֽמְך׃‬‬

‫תְך‬ נָשַ֖‬ ‬‬
‫ל ֵּ֑ה‬ ִכי־ ִא ָָ֥‬‬ ‫‬ ‪10‬וַת ַַ֖‬‬
‫ֹּאמרנָה־‬ ָ‬‬
‫‪Page 107‬‬

‫ֹּמי ‬‬
‫לכנָה‬ ִע ִ ֵ֑‬‬
‫ל ָֹּמה‬ תֵּ ַַ֖‬‬
‫שבנָה‬ בנֹּ ַתָּ֔‬‬י ָָ֥‬‬ ‫‪11‬ו ֹ֤‬‬
‫ַת ֹּאמֶ ר‬ ָנע ֳִמ‬י ֙ ָֹּ֣‬‬

‫אנ ִ ָָֽשים׃ ‬‬
‫כם‬ לַ ֲ‬
‫ם ֙ ָֽבמֵּ עַָּ֔‬‬י והָ ָ֥‬י‬ּו לָ ֶַ֖‬‬
‫ל‬י בָ נִ י ‬‬
‫‬ ַ ָֽה ָֽעוד־‬ ִֹ֤‬‬

‫איש ‬‬
‫ות ל ִ ֵ֑‬‬
‫ָקנ ִתי‬ ִמהָ֣‬י ‬‬
‫כ‬י ז ַ ַ֖‬‬ ‫‬ ‪‬ֹֹּ֤ 12‬‬
‫שבנָה‬ בנֹּ תַ ‬י ֙ לֵָּּ֔‬כן‬ ָ ִ ָ֥‬‬

‫ה ‬‬
‫ל‬י ִתק ָָּ֔‬ו ‬‬
‫כ‬י אָ מַ‬ ֙ר ִת‬י ֙ יֶש־ ִָ֣‬‬
‫ִ ֹ֤‬‬

‫ָלד ִתי‬ בָ ִ ָֽנים׃‬‬

‫ם י ַָ֥‬‬
‫איש‬ וגַ‬ַ֖ ‬‬
‫ה ֙ ל ִ ָּ֔‬‬
‫יתי‬ הַ לַַ֨‬ילָ ‬‬
‫ם הָ ִ ֹ֤י ִ‬
‫גַ‬ ָ֣ ‬‬

‫לּו ‬‬
‫ד ‬‬‫ֲשָ֣ר‬ יִ ג ָ ָּ֔‬‬
‫ד א ֶ‬‬
‫ברנָה‬ עַ‬ ֵ֚ ‬‬ ‫‪13‬הֲלָ ֵּ‬‬
‫הָ֣ן‬׀‬ תׂשַ ֵָּ֗‬‬

‫יש ‬‬
‫א ‬‬‫ות ל ִ ֵ֑‬‬
‫ת‬י הֱ ָ֣‬י ‬‬
‫הֲלָ הֵּ ן‬ ֙ ֵּ ָֽתעָ ָּ֔ ֵּ‬גנָה‬ ל ִבל ִ ַ֖‬‬

‫כם‬ ‬‬
‫ל‬י מאֹּ ד‬ ֙ ִמ ֶָּ֔‬‬
‫אָ֣ל‬ בנֹּ ַתָ֗‬‬י ִ ָֽכי־‬ ַמר־‬ ִֹ֤‬‬
‫ַ‬‬

‫ב‬י יַד־יהוָ ָֽה׃‬‬

‫ה ִ ַ֖‬‬
‫א‬‬
‫ִ ָֽכי־‬ יָצ ָָ֥‬‬

‫מותָּ֔‬ ‬‬
‫ּה‬ ‫ָ‬ ‫ק עָ רפָ ה‬ ֙ לַ חֲ‬
‫ש‬‬
‫וד ו ִַת ַֹ֤‬‬
‫כינָה‬ עֵ֑‬ ‬‬ ‫‪14‬ו ִַת ֶ‬‬
‫שָ֣נָה‬ קולָָּ֔‬‬ן ו ִַתב ֶַ֖‬‬

‫דבקָ ה‬ ָ ָֽבּה׃‬‬
‫ּות ָ ָ֥‬‬
‫ר ‬‬ ‫ו ַ֖‬‬

‫ֱֹלהֵ֑ ‬‬
‫יהָ‬‬ ‫ֹּמּה‬ ואֶ ל־א ֶ‬‬
‫ְך אֶ ל־עַ ַָ֖‬‬
‫שָ֣בָ ה‬ י ִבמ ֵּתָּ֔‬ ‬‬
‫ה ֙ ָ‬‬ ‫‪15‬ו ָ֗‬‬
‫ַת ֹּאמֶ ר‬ ִה ֵּנ ‬‬

‫חֲר‬י י ִבמ ֵּ ָֽתְך׃‬‬

‫ּובי‬ אַ ֵּ ָ֥‬‬
‫שַ֖‬ ִ‬
‫‪Page 108‬‬

‫חֲריִ ְך‬‬
‫ּוב מֵּ אַ ֵָ֑‬‬
‫ְך לָ שָ֣‬ ‬‬
‫ב‬‬‫ב‬י לעָ ז ֵַּ֖‬‬
‫ל־תפג ִעי־ ִָּ֔‬‬
‫ִ‬ ‫ת ֙ אַ‬ ‫‪16‬ו ֹ֤‬‬
‫ַת ֹּאמֶ ר‬ רּו ‬‬

‫ֹּמ‬י‬
‫ְך עַ ִָּ֔‬‬
‫ֹּמָ֣ ‬‬
‫לין‬ עַ ֵּ‬‬
‫לינִ ‬י ֙ אָ ִָּ֔‬‬
‫ר תָ ִַ֨‬‬
‫ֲש ‬‬
‫כ‬י אֵּ לֵָּ֗‬ְך‬ ּובַ א ֶֹ֤‬‬
‫כ‬י אֶ ל־אֲשֶַ֨‬ר‬ תֵּ ל ִָּ֜‬‬
‫ּ֠ ִ‬‬

‫ֱֹלהי׃ ‬‬
‫ֵּאֹלהיִ ְך‬ א ָ ָֽ‬
‫ַַ֖‬‬ ‫ו‬

‫ר ‬‬
‫בֵ֑ ‬‬
‫ם אֶ ָק ֵּ‬‬
‫ש‬‬
‫ּות ו ַָ֖‬‬
‫ּות‬י ֙ אָ מָּ֔‬ ‬‬
‫מ֙ ִ‬‫ר תָ ‬‬ ‫‪17‬בַ א ֶֹ֤‬‬
‫ֲש ‬‬

‫יף ‬‬
‫יֹּס ‬‬
‫ה ִָּ֔‬‬
‫כ‬‬
‫ה ִל‬י ֙ ו ָֹּ֣‬‬
‫ה יהוָ‬ָ֥ ‬‬
‫כֹּה ַיעֲׂשֶַ֨‬ ‬‬
‫‬‬

‫ינ‬י ּובֵּ ינֵּ ְֶָֽ֥ך׃‬‬

‫יד בֵּ ִָ֥‬‬
‫ר ‬‬‫כ‬י הַ ָֹּמָּ֔‬וֶת‬ יַפ ִ ַ֖‬‬
‫ִ ָ֣‬‬

‫תּה‬ ‬‬
‫ל ָ֣כֶ ת‬ ִא ָ ֵ֑‬
‫יא לָ ֶ‬‬
‫ה ‬‬ ‫‪18‬וַתֵּ‬ ֶרא‬ ִ ָֽכי־ ִמתאַ ֶָ֥‬‬
‫ֹּמצֶ ת‬ ִ ַ֖‬‬

‫ליהָ ׃‬‬
‫ר אֵּ ֶ ָֽ‬
‫ב‬‬
‫ל ל ַד ֵָּ֥‬‬
‫ד‬‬
‫וַתֶ ח ַ ַ֖‬‬

‫ית‬ל ֵ֑חֶ ם ‬‬
‫ָ‬‬ ‫בָ֣‬
‫בֹּאנָה‬ ֵּ‬‬
‫ם עַ ד־‬ ַָ֖‬‬
‫יהָּ֔‬ ‬‬ ‫‪19‬וַתֵּ ַ‬‬
‫ל ָ֣כנָה‬ שתֵּ ֶ‬

‫יהָּ֔‬‬ן‬
‫ר ֙ עֲלֵּ ֶ‬
‫ם כָ ל־‬ הָ ִעי ‬‬
‫ה‬‬
‫בָ֣ית‬לֶָּ֔‬חֶ ם‬ וַתֵּ ֹֹּ֤‬‬
‫ה‬י כבֹּאָ‬ ֙ ָנה‬ ֙ ֵּ‬‬
‫‬ וַי ִָ֗‬‬

‫את ָנע ִ ֳָֽמי׃‬‬

‫ֹּאמרנָה‬ הֲ ָ֥‬ז ֹּ ‬‬
‫וַת ַַ֖‬‬

‫ֳמ‬י ‬‬
‫ל‬י ָנע ִ ֵ֑‬‬
‫ראנָה‬ ִ ַ֖‬‬
‫יהָּ֔‬‬ן אַ ל־‬ ִתק ֶ ָ֥‬‬ ‫‪20‬ו ָ֣‬‬
‫ַת ֹּאמֶ ר‬ אֲלֵּ ֶ‬

‫ל‬י מאָֹּֽ ד׃ ‬‬
‫ד‬י ִ ַ֖‬‬
‫מר‬ שַ ִַ֛‬‬
‫א ִכי־‬ הֵּ ַָ֥‬‬
‫ר‬‬
‫ראן‬ ָ ִל‬י ֙ מָ ָ ָּ֔‬‬
‫ק ֶֹ֤‬‬
‫‪Page 109‬‬

‫יבָ֣נִ י‬ יהוָ‬ ֵ֑ה ‬‬

‫ם הֱ ִש ַ‬‬
‫יק ‬‬ ‫‬ ‪21‬אֲנִ ‬י ֙ מלֵּ ָ‬‬
‫אָ֣ה‬ הָ לַָּ֔‬כ ִתי‬ ו ֵּר ָ ַ֖‬‬

‫ב‬י ‬‬
‫ע ָ֣נָה‬ ִָּ֔‬‬
‫ה ֙ ָ‬‬
‫ֳמ‬י וַ ָֽיה ָו ‬‬
‫ראנָה‬ ִל‬י ֙ ָנע ִָּ֔‬‬
‫ל ָֹּ֣מָ ה‬ ִתק ֶֹ֤‬‬
‫‬ ָ‬‬

‫ה ַ ָֽרע‬ ִ ָֽלי׃‬ ‬‬
‫ד‬י ֵָּ֥‬‬
‫ושַ ַ ַ֖‬‬

‫ה כַ לָ תָ ּה‬ ֙ ִע ָֹּמָּ֔‬ּה‬ ‬‬
‫ּות הַ ֹּמוא ֲִביָ‬ ֹ֤ ‬‬
‫ֳמ‬י ורַ֨‬ ‬‬ ‫‪22‬ו ָ ָ֣‬
‫ַתשָ ב‬ ָנע ִָ֗‬‬

‫ב ‬‬
‫מואֵ֑ ‬‬
‫ָ‬‬ ‫ד‬י‬
‫שבָ ה‬ ִמש ֵָּ֣‬‬
‫הַ ַָ֖‬‬

‫יר ׂשעֹּ ִ ָֽרים׃ ‬‬

‫צ ‬‬‫ת ק ִ ָ֥‬‬
‫ל‬‬‫בָ֣ית‬לֶָּ֔‬חֶ ם‬ ִבת ִח ַַ֖‬‬
‫אּו ֵּ‬‬
‫ו ֵּהָ֗‬ֹּמָ ה‬ בָ‬ ֵ֚ ‬‬

‫ור ַחָּ֔‬יִ ל ‬‬
‫יש גִ בָ֣‬ ‬‬
‫א ֵ֚ ‬‬
‫ּה ִ‬‬
‫ע] ל ִאישָָ֗‬ ‬‬
‫[מוד ‬‬
‫ַָ֣‬‬ ‫‬‬‪ּ‬09‬ול ָנע ִָ֞‬‬
‫ֳמ‬י (מי ָֻדע)‬‬

‫ימֵ֑לֶ ְך‬ ּושמַ֖‬‬ו בָֹּֽ עַ ז׃ ‬‬

‫פחַ ת‬ א ֱִל ֶ‬‬
‫‬ ִמ ִֹּמש ַַ֖‬‬

‫ה֙‬
‫ֳמ‬י ֵּ ָֽאלכָ ה־נָ‬ ֹ֤א‬ הַ שָ ֶד ‬‬
‫ה ֶ ָֽאל־ ָנע ִָ֗‬‬ ‫‬ ‪2‬וַת ֹּאמֶ ר‬ רַ֨‬ ‬‬
‫ּות הַ ֹּמוא ֲִב ָּ֜ ָ‬י ‬‬

‫חן‬ בעֵּ ינָ‬ ֵ֑ ‬‬

‫יו‬ ‫ר אֶ מצָ א־ ֵַּ֖‬‬
‫ֲש ‬‬
‫ר א ֶָ֥‬‬
‫ים אַ חַ‬ ‬‬
‫ֳל ‬‬
‫ט ָ֣ה‬ בַ ִשב ִָּ֔‬‬
‫ַואֲלַ קֳ ָ‬‬

‫כי‬ ִב ִ ָֽתי׃‬‬
‫לּה‬ ל ִ ָ֥‬‬
‫ַת ֹּאמֶ ר‬ ַָ֖‬‬
‫ו ָ֥‬‬

‫ים ‬‬
‫ר ‬‬‫חֲר‬י הַ קֹּצ ִ ֵ֑‬‬
‫ה אַ ֵּ ַ֖‬‬
‫ד‬‬
‫קט‬ בַ שָ ֶ ָּ֔‬‬
‫א ֙ וַתלַ ֵּ ָ֣‬‬ ‫‪3‬ו ֵֹּ֤‬‬
‫ַתלֶ ְך‬ וַתָ בו ‬‬

‫ה ֙ לבָֹּּ֔‬עַ ז‬ ‬‬
‫ת הַ שָ ֶד ‬‬
‫ק‬‬‫רהָ‬‬ חֶ ל ַ ֹ֤‬‬
‫ו ִ‬ַי ָ֣קֶ ר‬ ִמק ֶ ָּ֔‬‬
‫‪Page 110‬‬

‫ימלֶ ְך׃‬‬
‫פחַ ת‬ א ֱִל ֶ ָֽ‬
‫ר ִמ ִֹּמש ַָ֥‬‬
‫ֲש ‬‬
‫א ֶַ֖‬‬

‫ים ‬‬
‫ר ‬‬‫בָ֣ית‬לֶָּ֔‬חֶ ם‬ וָ֥‬ַי ֹּאמֶ ר‬ לַ קוצ ִ ַ֖‬‬ ‫‪4‬ו ִהנֵּה־בָֹּ֗‬עַ ז‬ בָ‬ ֵ֚ ‬‬
‫א ִמ ֵּ‬‬

‫ם וָ֥‬ַי ֹּאמרּו‬ לַ֖‬‬ו יבָ ֶרכָךָ֥‬‬ יהוָ ָֽה׃‬‬

‫כ ֵ֑ ‬‬
‫ה ִעֹּמָ ֶ‬‬
‫יהוָ‬ ָ֣ ‬‬

‫רים ‬‬
‫ב עַ ל־‬הַ ָֽקוצ ִ ֵ֑‬‬
‫צ‬‬‫‪5‬וֹ֤‬ַי ֹּאמֶ ר‬ בַֹּ֨‬עַ ‬ז ֙ ל ַנעֲרָּ֔‬‬ו הַ נִ ַָ֖‬‬

‫ה הַ ָֽז ֹּאת׃ ‬‬
‫ֲר ‬‬
‫מי‬ הַ ַנע ָ ָ֥‬‬
‫‬ ל ִ ַ֖‬‬

‫ֹּאמֵ֑ר ‬‬
‫ים וַי ַ‬‬
‫ר ‬‬‫ב עַ ל־הַ קוצ ִ ַ֖‬‬
‫צ‬‬‫‬ ‪ַ 6‬ו ָ֗ ַ‬יעַ ן‬ הַ נַ‬ ִ֛עַ ר‬ הַ נִ ָָ֥‬‬

‫מואב׃ ‬‬
‫ָ ָֽ‬ ‫ד‬‬
‫ה‬‫ֳמ‬י ִמש ֵּ ָ֥‬‬
‫שבָ ה‬ ִ ָֽעם־ ָנע ִ ַ֖‬‬
‫יא הַ ָָ֥‬‬
‫ה ‬‬‫ה ָֽמוא ֲִב ָיה‬ ֙ ִָּ֔‬‬
‫ֲר ‬‬
‫‬ ַנע ָֹ֤‬‬

‫ים ‬‬
‫ר ‬‬‫ת‬י ָ ָֽבעֳמָ ִ ָּ֔‬‬
‫א ֙ ואָ סַ פ ִ ָ֣‬‬ ‫‬ ‪7‬ו ָ֗‬‬
‫ַת ֹּאמֶ ר‬ אֲלַ קֳ טָ ה־ ָנ ‬‬

‫ים ‬‬
‫ר ‬‬‫חֲרי‬ הַ קוצ ִ ֵ֑‬‬
‫אַ ֵּ ַ֖‬‬

‫אז‬ הַ בַֹּ֨‬קֶ ר‬ ֙ ועַ ד־עַָּ֔‬תָ ה‬ ‬‬

‫וד מֵּ ָֹ֤‬‬
‫וא וַ ָֽתַ עֲמָ֗‬ ‬‬
‫וַתָ בָ֣‬ ‬‬

‫ביִ ת‬ מ ָ ָֽעט׃‬‬
‫ּה הַ ַַ֖‬‬
‫ת‬‬‫ה ִשב ָָ֥‬‬
‫זֶ‬ ִ֛ ‬‬

‫ת‬י ‬‬
‫מָ֣עַ ת‬ ִב ִָ֗‬‬
‫וא שָ ַ‬‬ ‫‪8‬וַי ֹּאמֶ ר‬ בַֹּ֨‬עַ ז‬ אֶ ל־רָּ֜‬ ‬‬
‫ּות הֲל‬ ‬‬
‫‪Page 111‬‬

‫ֲבּור‬י ִמזֶ‬ ֵ֑ ‬‬
‫ה‬ ‫ל ֹּא‬ תַ ע ִ ַ֖‬‬
‫ם ָ֥‬‬
‫ה אַ ֵּחָּ֔‬ר‬ וגַ‬ ִ֛ ‬‬
‫ד‬‬
‫ט ֙ בׂשָ ֶָ֣‬‬
‫אַ ל־ ֵּתל ִכי‬ ֙ ִללקֹּ ‬‬

‫ֲרֹּתי׃ ‬‬
‫ין ִעם־ ַנע ָ ָֽ‬
‫ק‬‬ ‫ה ִתדבָ ִ ַ֖‬‬
‫כ‬‬‫ו ָֹּ֥‬‬

‫יהָּ֔‬ן‬ ‬‬
‫חֲר ֶ‬ ‫ל ָ֣כת‬ אַ ֵּ‬
‫ה אֲשֶ ר־יִ קצֹּ רּו‬ן ֙ והָ ַ‬‬‫‬ ‪9‬עֵּ י ָּ֜ ַ‬ניִ ְך‬ בַ שָ ֶֹ֤‬‬
‫ד‬‬

‫ע ְֵ֑ך ‬‬
‫ת‬י נָג ֵּ‬‬
‫ים ל ִבל ִ ָ֣‬‬
‫ר ‬‬‫יתי‬ אֶ ת־הַ נעָ ִ ַ֖‬‬
‫וא ִצ ִ‬ּוִ֛ ִ‬
‫הֲלָ֥‬ ‬‬

‫לים‬ ‬‬
‫ת והָ לַ כת‬ ֙ אֶ ל־הַ כֵּ ִָּ֔‬‬
‫מ‬‬‫‬ וצָ ִָ֗‬‬

‫ּון הַ נעָ ִ ָֽרים׃ ‬‬

‫ר יִ שאֲבַ֖‬ ‬‬
‫ֲש ‬‬
‫ית מֵּ א ֶָ֥‬‬
‫ת ‬‬
‫ושָ ִ‬‬

‫יו ‬‬
‫ַת ֹּאמֶ ר‬ אֵּ לָָ֗‬ ‬‬
‫אֵ֑רצָ ה‬ ו ָ֣‬‬
‫חּו ָ‬‬
‫ת ‬‬‫יהָ‬ ו ִַתש ַַ֖‬‬ ‫‬ ‪10‬ו ִַת ‬‬
‫פֹּל ֙ עַ ל־פָ ָּ֔ ֶ‬נ ‬‬

‫נֹּכ‬י נָכ ִריָ ָֽה׃‬‬

‫ירנִ י‬ ואָ ִ ַ֖‬‬
‫ָך ֙ להַ ִכ ֵּ ָּ֔‬‬
‫ח‬ן בעֵּ י ֶ‬נ ֙י ‬‬
‫אתי‬ ֵֹּ֤‬‬
‫צ ִ‬‫דּוע מָ ַָ֨‬‬
‫ַ‬‬ ‫מַ‬

‫‪11‬וַיַ‬ ֹ֤עַ ן‬ בַֹּ֨‬עַ ‬ז ֙ וָ֣‬ַי ֹּאמֶ ר‬ לָָּ֔‬ּה‬ ‬‬

‫ְך ‬‬
‫חֲמותָּ֔‬ ‬‬
‫ֵּ‬ ‫ת ֙ אֶ ת־‬
‫כל‬ אֲשֶ ר־עָ ִׂשי ‬‬
‫ל‬י ֹֹּ֤‬‬
‫ד ִָ֗‬‬
‫ד הֻ ָּ֜ ַ‬ג ‬‬
‫הֻ ַ֨ ֵּ‬ג ‬‬

‫ץ ֙ ָֽמולַ ד ֵּתָּ֔‬ְך‬‬
‫יְך ו ִא ֵֹּּמָ֗‬ְך‬ ואֶ‬ ֙ ֶר ‬‬
‫ב ‬‬ ‫ב‬י אָ ִ ָ֣‬‬
‫ַתעַ ז ִָ֞‬‬
‫ְך ו ַ ָֽ‬
‫ישֵ֑ ‬‬
‫ות ִא ֵּ‬‬
‫חֲרי‬ מָ֣‬ ‬‬
‫אַ ֵּ ַ֖‬‬

‫ָדעַ ת‬ תמָ֥‬ול‬ ִשל ָֽשום׃‬‬

‫ר ל ֹּא־י ַ ַ֖‬‬
‫ֲש ‬‬
‫ם א ֶָ֥‬‬
‫כ‬י אֶ ל־‬ עַ‬ ‬‬
‫ַתל ִָּ֔‬‬
‫ו ֵּ ָ֣‬

‫ֳל ֵ֑ ‬‬
‫ְך‬ ‫ה פָ ע ֵּ‬‬
‫ם יהוָ‬ַ֖ ‬‬‫‪12‬ישַ ֵָּ֥‬‬
‫ל‬‬
‫‪Page 112‬‬

‫א‬‬
‫ל‬‫ֱֹלהָ֣י‬ יִ ׂש ָר ֵָּּ֔‬‬
‫ה ֙ א ֵּ‬‬
‫ם יה ָו ‬‬
‫ע‬‬‫ה‬י מַ ׂשכֻ ר ֵּתָּ֜‬ְך‬ שלֵּ ָמָ֗‬ה‬ מֵּ ִֹ֤‬‬
‫ּות ִַ֨‬‬

‫ות ַ ָֽתחַ ת־‬כנ ָ ָָֽפיו׃‬‬

‫את לַ חֲסָ֥‬ ‬‬
‫ב ‬‬
‫אֲשֶ ר־ ַָ֖‬‬

‫כ‬י ִ ָֽנחַ מ ָתָּ֔‬נִ י‬‬ ‫‪13‬וַּ֠‬ת ֹּאמֶ ר‬ אֶ מצָ א־ ֵּחַ֨‬‬ן בעֵּ ינֶ‬ ֹ֤ ‬‬
‫יָך אֲדֹּ נִ ‬י ֙ ִ ָ֣‬‬

‫תָך‬
‫ב ִשפחָ ֶ ֵ֑‬
‫ל ָ֣ ‬‬
‫ברתָ‬‬ עַ ל־ ֵּ‬‬
‫כ‬י ִד ַַ֖‬‬
‫ו ִ ָ֥‬‬

‫חת‬ ִשפחֹּ ֶ ָֽתיָך׃‬‬

‫ה כאַ ַַ֖‬‬
‫ל ֹּא‬ ֶ ָֽאה ָּ֔ ֶ‬י ‬‬
‫נֹּכ‬י ֙ ָ֣‬‬
‫‬ ואָ ִ‬

‫ת הָ אָֹּ֗‬כֶ ל‬
‫ע ָ֣ ‬‬
‫ה בָֹּּ֜‬עַ ז‬ ל ֵּ‬‬ ‫‪14‬וַי ֹּאמֶ ‬‬
‫ר לַָ֨‬ ‬‬

‫חמֶ ץ‬‬
‫תְך‬ בַ ֵֹּ֑‬‬
‫בלת‬ ִפ ֵַּ֖‬‬
‫כ ָ֣לת‬ ִמן־הַ לֶָּ֔‬חֶ ם‬ וטָ ַָ֥‬‬
‫ם ֙ ואָ ַ‬‬
‫ֹֹּ֤‬ג ִ ָֽשי‬ הֲֹל ‬‬

‫ל‬י‬
‫ּה קָ ִָּ֔‬‬
‫ל ָ֣ ‬‬
‫ים וַיִ צבָ ט־‬ ָ‬‬
‫ר ‬‬‫ד הַ ָֽקוצ ִ ָּ֔‬‬
‫צָ֣ ‬‬
‫ב ֙ ִמ ַ‬‬
‫וַתֵּ‬ ֙שֶ ‬‬

‫ע וַתֹּ ַ ָֽתר׃‬‬
‫ב‬‬
‫ַת ֹּאכַ ל‬ ו ִַתׂש ַַ֖‬‬
‫ו ָ֥‬‬

‫יו לֵּ אמָֹּ֗‬ר‬

‫ר‬‬ ‫קט‬ וַיצַ ‬ו בַֹּ֨‬עַ ז‬ אֶ ת־נעָ ָ ָּ֜‬‬ ‫‪15‬ו ַָ֖‬‬
‫ַתקָ ם‬ ללַ ֵּ ֵ֑‬‬

‫ימּוהָ ׃‬
‫א תַ כ ִל ָֽ‬
‫ל ֹּ ‬‬
‫קט‬ ו ָ֥‬‬
‫ים תלַ ֵּ ַ֖‬‬
‫ר ‬‬‫ין ָ ָֽהעֳמָ ִ ִ֛‬‬
‫ב‬‬ ‫ם ֵּ‬‬
‫‬ גַ‬ ָ֣ ‬‬

‫ת ‬‬
‫ים‬ ‫לּה‬ ִמן־הַ צבָ ִ ֵ֑‬‬
‫לּו ַָ֖‬‬
‫ש ‬‬ ‫שֹּל־תָ ָֹּ֥‬‬
‫‬‬ ‫‬ ‪16‬וגַ‬ ִ֛ ‬‬
‫ם‬

‫ל ֹּא‬ ִתגעֲרּו־ ָ ָֽבּה׃‬‬

‫ה ו ָ֥‬‬
‫ט‬‬
‫ם ו ִלק ַָ֖‬‬
‫ת‬‬
‫עזַב ֶָ֥‬‬
‫ַו ֲ‬
‫‪Page 113‬‬

‫ת אֲשֶ ר־‬ ִל ֵּקָּ֔‬טָ ה‬‬

‫אָ֣ ‬‬
‫ע ֵ֑ ֶרב‬ וַתַ חבֹּ ט‬ ֙ ֵּ‬‬
‫ה עַ ד־הָ ָ‬‬
‫ד‬‬ ‫‪17‬וַתלַ ֵּ ָ֥‬‬
‫קט‬ בַ שָ ֶ ַ֖‬‬

‫יפה‬ ׂשעֹּ ִ ָֽרים׃‬

‫ה‬י כאֵּ ָָ֥‬‬
‫וַי ִ ַ֖‬‬

‫קטָ ה‬‬
‫ת אֲשֶ ר־ ִל ֵּ ֵ֑‬‬
‫אָ֣ ‬‬
‫ּה ֵּ‬‬
‫חֲמות ‬‬
‫ַָ֖‬‬ ‫ַת ֶרא‬‬
‫יר ו ֵָּ֥‬‬
‫ע ‬‬‫וא הָ ִָּ֔‬‬ ‫‬ ‪18‬ו ִַתשָ ‬‬
‫א ֙ וַתָ בָ֣‬ ‬‬

‫הות ָרה‬ ִמשָ ב ָעָּֽה׃‬

‫ת אֲשֶ ר־ ִ ַ֖‬‬
‫א‬‬‫א ֙ ו ִַתתֶ ן־לָָּ֔‬ּה‬ ֵָּ֥‬‬
‫וַתוצֵּ ‬‬

‫ׂש ‬‬
‫ית‬ ‫אָ֣נָה‬ עָ ִָּ֔‬‬
‫ם ֙ ו ָ‬‬
‫קטת‬ הַ יו ‬‬
‫ּה אֵּ יפַֹּ֨‬ה‬ ִל ַ ֹ֤‬‬
‫חֲמותָּ֜‬ ‬‬
‫ָ‬ ‫‬ ‪19‬וַת ֹּאמֶ ‬‬
‫ר לַָ֨‬ ‬‬
‫ּה‬

‫ר ‬‬
‫ּוְך‬ ‫ְך בָ ֵ֑‬‬
‫יר ‬‬
‫ה‬י מַ ִכ ֵּ ַ֖‬‬
‫י ִ ָ֥‬‬

‫ַת ֹּאמֶ ר‬‬

‫ה ֙ ִעֹּמָּ֔‬‬ו ו ָ֗‬‬
‫ת אֲשֶ ר־עָ ׂשתָ ‬‬
‫א‬‬‫ּה ֵֹּ֤‬‬
‫חֲמותָ֗‬ ‬‬
‫ָ‬ ‫ד לַ‬
‫וַתַ גֵּ‬ ָ֣ ‬‬

‫ום בָֹּֽ עַ ז׃‬

‫יתי‬ ִעֹּמִ֛‬‬ו הַ ַ֖‬י ‬‬
‫ׂש ִ‬
‫ש ֙ אֲשֶַ֨‬ר‬ עָ ִ‬‬
‫ם הָ ִאי ‬‬
‫ש‬‬‫ֵֹּ֤‬‬

‫א ֙ לַ יה ָָּ֔ו‬ ‬‬
‫ה‬ ‫ּוְך הּו ‬‬
‫ר ‬‬ ‫ֳמ‬י לכַ לָ ָתָ֗‬ּה‬ בָ ָ֥‬‬ ‫‬ ‪20‬ו ַ֨‬‬
‫ַת ֹּאמֶ ר‬ ָנע ִָּ֜‬‬

‫תים‬
‫ים ואֶ ת־‬ הַ ֹּמֵּ ִ ֵ֑‬‬
‫ב חַ סדָּ֔‬‬ו אֶ ת־‬ הַ חַ ִַ֖‬י ‬‬
‫ר ֙ ל ֹּא־עָ זַ‬ ָ֣ ‬‬
‫אֲשֶ ‬‬

‫נּו ָֽהּוא׃‬
‫ֲל ‬‬‫יש ִ ָֽמגֹּ א ֵַּ֖‬‬
‫א ‬‬‫וב לַָ֨‬נ‬ּו ֙ הָ ִ ָּ֔‬‬
‫ר ‬‬‫ֳמ‬י קָ ָ֥‬‬
‫ל ָּ֣ה‬ ָנע ִָ֗‬‬
‫ַת ֹּאמֶ ר‬ ָ‬‬
‫‬ו‬‬

‫מָ֣ר‬ אֵּ לַָ֗‬י‬ ִעם־‬

‫ּות הַ ֹּמוא ֲִביָ‬ ֵ֑ה‬ גַ‬ ָ֣ם‬‬׀ ִכי־‬ אָ ַ‬‬
‫ר ‬‬ ‫‬ ‪21‬ו ַ֖‬‬
‫ַת ֹּאמֶ ר‬ ָ֣‬‬

‫קין‬‬
‫ים אֲשֶ ר־‬ ִל‬י ֙ ִתדבָ ִָּ֔‬‬
‫ר ‬‬‫הַ נעָ ִ ֹ֤‬‬
‫‪Page 114‬‬

‫יר אֲשֶ ר־ ִ ָֽלי׃‬

‫צ ‬‬‫ת כָ ל־‬ הַ קָ ִ ַ֖‬‬
‫א‬‬‫ד ִאם־ ִכלָּ֔‬ּו‬ ֵָּ֥‬‬
‫ע ָ֣ ‬‬
‫ַ‬‬

‫תּה‬‬
‫ּות כַ לָ ָ ֵ֑‬
‫ר ‬‬ ‫ֳמ‬י אֶ ל־‬ ָ֣‬‬ ‫‬ ‪22‬ו ָ֥‬‬
‫ַת ֹּאמֶ ר‬ ָנע ִ ַ֖‬‬

‫ֲרות ‬‬
‫יו‬ ‫כ‬י ֵּ ָֽתצ ִא‬י ֙ ִעם־נַ‬ ָ֣ע ָָּ֔‬‬
‫ת‬י ִ ֹ֤‬‬
‫וב ִב ִָ֗‬‬
‫טָ֣‬ ‬‬

‫ה אַ ֵּ ָֽחר׃‬
‫ד‬‬
‫ְך בׂשָ ֶ ָ֥‬‬
‫ב‬‬‫א יִ פגעּו־ ַָ֖‬‬
‫ל ֹּ ‬‬
‫ו ָ֥‬‬

‫קט‬‬
‫ות בַֹּ֨‬עַ ‬ז ֙ ללַ ֵָּּ֔‬‬
‫ֲר ‬‬
‫ק ב ַנע ָ֥‬‬‫‬ ‪23‬ו ִַתד ַָ֞‬‬
‫ב‬‬

‫טים‬
‫יר ַ ָֽה ִח ִ ֵ֑‬‬
‫צ ‬‬‫ים ּוק ִ ָ֣‬‬
‫ר ‬‬‫ות ק ִ ָֽציר־הַ שעֹּ ִ ַ֖‬‬
‫עַ ד־כלָ֥‬ ‬‬

‫חֲמותּה׃‬‬
‫ָ ָֽ‬ ‫ַתשֶ ב‬ אֶ ת־‬‬
‫‬ ו ֵַּ֖‬‬

‫ת‬י‬
‫ּה ִב ִָ֞‬‬
‫חֲמות ‬‬
‫ָ ֵ֑‬ ‫ֳמ‬י‬
‫לּה‬ ָנע ִ ָ֣‬‬ ‫‪ 31‬ו ָ֥‬‬
‫ַת ֹּאמֶ ר‬ ַָ֖‬‬

‫לְך׃‬
‫ר ִ ָֽייטַ ב־ ָ ָֽ‬
‫ֲש ‬‬
‫וח א ֶָ֥‬‬
‫ְך מָ ַ֖‬נ ַ‬‬‬
‫הֲל ֹּא‬ אֲבַ קֶ ש־ ָל‬ִ֛ ‬‬
‫‬‬

‫ֲרות ‬‬
‫יו‬‫ית אֶ ת־ ַנע ָ ֵ֑‬
‫ר הָ ִַ֖‬י ‬‬
‫ֲש ‬‬
‫נּו א ֶָ֥‬‬
‫א בַֹּ֨‬עַ ‬ז ֙ מָֹּֽ ַדע ָתָּ֔‬ ‬‬
‫הֲל ֹּ ‬‬
‫ָ֥‬‬ ‫‬ ‪2‬ועַ ָתָ֗‬ ‬‬
‫ה‬

‫לילָ ה׃‬‬
‫ים הַ ָ ָֽ‬
‫ר ‬‬‫ה אֶ ת־‬ ָֹּ֥‬ג ֶרן‬ הַ שעֹּ ִ ַ֖‬‬
‫זֹּר ‬‬
‫ּוא ִֶ֛‬‬
‫ִהנֵּה־הָ֗‬ ‬‬

‫ליִ ְך‬‬
‫ֹלתיִ ְך]‬ עָ ַַ֖‬‬
‫[ׂשמ ִַ֛‬‬
‫(ׂשמֹלתֵּ ְך)‬ ִ‬
‫ׂשמת‬ ִ‬
‫ָסכת‬ ו ַ‬‬ ‫‪3‬ו ָר ַ‬‬
‫חָ֣צת‬‬‬׀ ו ַָ֗‬‬

‫ָרדת]‬ הַ ֵֹּ֑‬ג ֶרן‬

‫(וי ַָרד ִתי)‬ [וי ַָ֣‬‬
‫‪Page 115‬‬

‫ֱכל‬ ו ִלש ָֽתות׃‬‬

‫ד כַ ֹּלתַ֖‬‬ו לֶ א ָֹּ֥‬‬
‫ע‬‬
‫יש ַָ֥‬‬
‫א ‬‬‫עָ֣‬י לָ ִ ָּ֔‬‬
‫‬ אַ ל־‬ ִתּוָד ִ‬‬

‫ר יִ שכַ ב־שָָּ֔‬ ‬‬
‫ם‬ ‫ֲשָ֣ ‬‬
‫ם ֙ א ֶ‬‬
‫ת ֙ אֶ ת־הַ ֹּמָ קו ‬‬
‫ָד ֙עַ ‬‬ ‫‪4‬וִ ִ ָ֣‬‬
‫יה‬י בשָ כבָ֗‬‬ו וי ַ‬‬

‫כ ֵ֑בת]‬
‫יו (ושָ כָ ב ִתי)‬ [ושָ ָ‬‬
‫ֹלת ‬‬
‫ית מַ רג ַָ֖‬‬
‫ל ‬‬‫את וגִ ִ ָ֥‬‬
‫ּוב ‬‬
‫ִָ֛‬‬

‫ֲׂשין׃‬
‫ֲשר‬ תַ ע ִ ָֽ‬
‫ת א ֶָ֥‬‬
‫א‬‬‫יד לָָּ֔‬ְך‬ ֵַּ֖‬‬
‫א ֙ י ִ‬ַג ָ֣ ‬‬
‫‬ והּו ‬‬

‫ֱׂשה׃‬‬
‫י] ֶ ָֽאע ֶ ָֽ‬
‫ל‬‬ ‫(זז) [אֵּ ַַ֖‬‬
‫‬‬ ‫ר‬י‬
‫כל‬ אֲשֶ ר־‬ת ֹּאמ ִ ָ֥‬‬
‫יהָ‬ ִֹּ֛‬‬
‫ל ֵ֑ ‬‬ ‫‬ ‪5‬ו ַ֖‬‬
‫ַת ֹּאמֶ ר‬ אֵּ ֶ‬‬

‫חֲמותּה׃‬‬
‫ָ ָֽ‬ ‫כל‬ אֲשֶ ר־ ִצּוַ‬ ַ֖תָ ה‬‬ ‫‪6‬ו ֵַּ֖‬‬
‫ַת ֶרד‬ הַ ֵֹּ֑‬ג ֶרן‬ וַתַ‬עַ ׂש‬ כ ָֹּ֥‬‬

‫ב ִלבָּ֔‬‬ו‬
‫יט ָ֣ ‬‬
‫ת ֙ וַיִ ַ‬‬ ‫‪7‬וַ֨‬ַי ֹּאכַ ל‬ ֹֹּ֤‬‬
‫בעַ ז‬ ַויֵּש ‬‬

‫מֵ֑ ‬‬
‫ה‬ ‫ה הָ ע ֲֵּר ָ‬‬
‫צָ֣ ‬‬
‫כב‬ ִבק ֵּ‬‬
‫א ִלש ַַ֖‬‬
‫ָב ֹּ ‬‬
‫ַוי ‬‬

‫כב׃‬‬
‫יו ו ִַתש ָ ָֽ‬
‫ֹלת ‬‬
‫ל מַ רג ַָ֖‬‬
‫א בַ לָָּ֔‬ט‬ וַתגַ‬ָ֥ ‬‬
‫ב ֹּ ‬‬
‫וַתָ ָ֣‬‬

‫פֵ֑ת‬
‫יש וַיִ לָ ֵּ‬‬
‫א ‬‬‫ד הָ ִ ַ֖‬‬
‫ֶחֱר ‬‬ ‫‪8‬וַי ִה‬י ֙ בַ ִ ָ֣‬‬
‫חֲצ‬י הַ לַָּ֔‬ילָ ה‬ ַוי ַ ָ֥‬‬

‫ֹלתיו׃‬
‫שֹּכבֶ ת‬ מַ רג ָ ָֽ‬
‫ה ִאשָָּ֔‬ה‬ ֶַ֖‬‬
‫‬ ו ִהנֵּ‬ ָ֣ ‬‬

‫‬ ‪9‬וַ֖‬ַי ֹּאמֶ ר‬ ִמי־‬ ָ‬‬

‫אֵ֑ת‬‬

‫ֲמָ֣תָךָּ֔‬‬
‫ָך ֙ עַ ל־א ָ‬‬
‫ת כנָפֶ‬ ֙ ‬‬
‫ּות אֲמָ ֶתָּ֔‬ָך‬ ּופָ ַרׂש ָ ֹ֤‬‬
‫ר ‬‬ ‫נֹּכ‬י ֙ ָ֣‬‬
‫ַת ֹּאמֶ ר‬ אָ ִ‬
‫ו ָ֗‬‬
‫‪Page 116‬‬

‫גֹּאל‬ ָ ָֽאתָ ה׃‬‬

‫כ‬י ֵַּ֖‬‬
‫‬ ִ ָ֥‬‬

‫ת‬י‬
‫ה ֙ ִב ִָּ֔‬‬
‫ליה ָו ‬‬
‫את‬ ַ ָֽ‬
‫ה ַֹ֤‬‬ ‫‪10‬וָ֗‬ַי ֹּאמֶ ר‬ ב ַָ֨‬‬
‫רּוכ ‬‬

‫ון ִמן־הָ ִראשֵ֑‬ ‬‬

‫ון‬ ‫חֲר ‬‬
‫דְך‬ הָ אַ ַ֖‬‬
‫יטבת‬ חַ ס ֵּ ָ֥‬‬
‫הֵּ ַ ִ֛‬

‫דל‬ ו ִאם־עָ ִ ָֽשיר׃‬

‫ים ִאם־‬ ַ ַ֖‬‬
‫חּור ‬‬
‫בָ֣ ִ ָּ֔‬‬
‫חֲר‬י ֙ הַ ַ‬‬
‫ל ִבל ִתי־‬ לֶָ֗‬כֶ ת‬ אַ ֵּ‬

‫ל ֵ֑ ‬‬
‫ְך‬ ‫רי‬ ֶ ָֽאעֱׂשֶ ה־ ָ‬‬
‫ל אֲשֶ ר־‬ת ֹּאמ ִ ַ֖‬‬
‫כ‬‬
‫א‬י ָֹּ֥‬‬
‫תיר ִ ָּ֔‬‬ ‫‬ ‪11‬ועַ ָתָ֗‬ ‬‬
‫ה ִב ִת‬י ֙ אַ ל־ ִ ָ֣‬‬

‫חיִ ל‬ ָ ָֽאת׃‬‬
‫אשֶ ת‬ ַַ֖‬‬
‫כ‬י ֵָּ֥‬‬
‫ֹּמ‬י ִ ִ֛‬‬
‫שָ֣עַ ר‬ עַ ִָּ֔‬‬
‫ע ֙ כָ ל־ ַ‬‬
‫יוד ֙ ַ‬‬
‫כ‬י ֵּ‬‬
‫ִ ֹ֤‬‬

‫גֹּאל‬ אָ ֵֹּ֑‬נ ִכי‬‬

‫[זז] ֵַּ֖‬‬
‫(אם)‬ ‬‬
‫כ‬י ִ‬
‫ם ִ ָ֥‬‬
‫כ‬י אָ מ ָּ֔ ָ‬נ ‬‬ ‫‪12‬ועַ תָ ‬‬
‫ה ֙ ִ ָ֣‬‬

‫וב ִמ ֶ ָֹּֽמנִ י׃‬‬

‫ר ‬‬‫ל קָ ָ֥‬‬
‫גֹּא ‬‬
‫ש ֵַּ֖‬‬
‫ם יֵּ‬ ָ֥ ‬‬
‫וגַ‬ ִ֛ ‬‬

‫אל‬‬
‫ב ֙ יִ ג ָָּ֔‬‬
‫ְך טו ‬‬
‫ל‬‬‫ר ֙ ִאם־יִ גאָ ֵָּ֥‬‬
‫ה בַ בַֹּ֨‬קֶ ‬‬ ‫‪‬ִָ֣ 13‬‬
‫לינִ י‬‬׀ הַ לַָ֗‬ילָ ה‬ והָ יָ‬ ֹ֤ ‬‬

‫יְך אָ ַֹּ֖‬נ ִכי‬ חַ י־‬יהוָ‬ ֵ֑ ‬‬

‫ה‬ ‫ת ‬‬ ‫ץ לגָ ָֽ א ֳֵּל‬ְִ֛ך‬ ּוגאַ ל ִ ָ֥‬‬
‫א יַחפֹּ‬ ‬‬
‫ל ֹּ ‬‬
‫ו ִאם־ ַ֨‬‬

‫ב‬י עַ ד־‬ הַ בָֹּֽ קֶ ר׃‬

‫ִשכ ִ ַ֖‬‬

‫ב (מַ רגֹלתָ ו)‬ [מַ רגלותָ י‬ו ֙‬] עַ ד־‬הַ בָֹּּ֔‬קֶ ר‬ ‫‬ ‪14‬ו ִַתש ַ‬‬
‫כֹ֤ ‬‬

‫ע ֵ֑הּו‬
‫יש אֶ ת־ ֵּר ֵּ‬‬
‫א ‬‬‫יר ִ ַ֖‬‬
‫ַכ ‬‬
‫ט ֶרם]‬ י ִ ָ֥‬‬
‫(בטרום)‬ [ב ֶ ִ֛‬
‫‬ וַתָ‬קָ ם‬ ִ‬
‫‪Page 117‬‬

‫ה הַ ָֽ ֹּג ֶרן׃‬‬
‫ש‬‬‫באָ ה‬ הָ ִא ַָ֖‬‬
‫ע ִכי־‬ ָָ֥‬‬
‫ָד ‬‬
‫‬ ו‬ַי ֙ ֹּאמֶ ר‬ ֙ אַ ל־יִ ּו ַ ָּ֔‬‬

‫בּה‬
‫לִ֛יִ ְך‬ ו ֶ ָֽאחֳ זִ י־ ַָ֖‬‬ ‫‪15‬וָ֗‬ַי ֹּאמֶ ר‬ ּ֠הָ‬ ִבי‬ הַ ִֹּמט ַ‬‬
‫פחַ ת‬ אֲשֶ ר־עָ ַ‬‬

‫א הָ ִ ָֽעיר׃‬‬
‫ָב ֹּ ‬‬
‫יהָ‬ ַוי ַ֖‬‬
‫ם ֙ וַיָ‬ ָ֣שֶ ת‬ עָ לֶָּ֔‬ ‬‬
‫ּה וַיָ‬ ֹ֤ ָמד‬ שֵּ ש־ׂשעֹּ ִרי ‬‬
‫בֵ֑ ‬‬
‫ַת ֹּאחֶ ז‬ ָ‬‬
‫‬ ו ָ֣‬‬

‫תי‬
‫אָ֣ת‬ ִב ִ ֵ֑‬‬
‫ַת ֹּאמֶ ר‬ ִמי־ ַ‬‬
‫ּה ו ַ֖‬‬
‫חֲמותָּ֔‬ ‬‬
‫ָ‬ ‫‪16‬וַתָ בו ‬‬
‫א ֙ אֶ ל־‬

‫ּה הָ ִ ָֽאיש׃‬‬
‫ל‬‬‫ר ָ ָֽעׂשָ ה־ ַָ֖‬‬
‫ֲש ‬‬
‫ת כָ ל־‬א ֶָ֥‬‬
‫א‬‬‫ּה ִֵּ֛‬‬
‫ַתַ֨‬גֶד־‬לָָּ֔‬ ‬‬
‫‬ו ַ‬

‫לי‬
‫אלֶ ה‬ נָ‬ ָ֣תַ ן‬ ִֵ֑‬‬
‫ים הָ ֵַּ֖‬‬
‫ר ‬‬ ‫‪17‬ו ‬‬
‫ַת ֹּאמֶ ר‬ שֵּ ש־הַ שעֹּ ִ ָ֥‬‬

‫חֲמותְך׃‬‬
‫ֵּ ָֽ‬ ‫ם אֶ ל־‬‬
‫יק ‬‬
‫ואי‬ ֵּר ָ ַ֖‬‬
‫י] אַ ל־‬תָ בָ֥‬ ִ‬
‫(זז) [אֵּ לַָּ֔‬ ‬‬
‫‬‬ ‫מָ֣ ‬‬
‫ר‬ ‫כ ֵ֚‬י אָ ַ‬‬
‫‬ ִ‬‬

‫בֵ֑ ‬‬
‫ר‬ ‫פל‬ ָד ָ‬‬
‫יְך יִ ָֹּ֣‬‬
‫א ‬‬ ‫ין ֵַּ֖‬‬
‫ע‬‬ ‫ֲשָ֣ר‬ ֵּ ָֽתד ִָּ֔‬‬
‫ד א ֶ‬‬
‫ת‬י עַ‬ ֵ֚ ‬‬
‫ב‬י ִב ִָּ֔‬‬
‫ר ֙ ש ִ ָ֣‬‬ ‫‪18‬ו ‬‬
‫ַת ֙ ֹּאמֶ ‬‬

‫ר הַ יָֽ ום׃‬
‫ב‬‬
‫ה הַ ָד ַָ֖‬‬
‫ל‬‬‫יש ִ ָֽכי־ ִאם־ ִכ ָָ֥‬‬
‫א ‬‬‫ט ֙ הָ ִ ָּ֔‬‬
‫ל ֹּא‬ יִ שקֹּ ‬‬
‫כ‬י ֹ֤‬‬
‫ִ ָ֣‬‬

‫ם‬
‫ר וַיֵּ‬ ָ֣שֶ ב‬ שָ ‬‬
‫ה הַ שַ עַ ‬‬ ‫‬ ‪ּ 41‬ובַֹּ֨‬עַ ז‬ עָ ָ‬‬
‫ל ָ֣ ‬‬

‫ֲשָ֣ר‬ ִדבֶ ר־‬ בָֹּּ֔‬עַ ז‬ וִ֛‬ַי ֹּאמֶ ר‬‬

‫ר ֙ א ֶ‬‬
‫ל עֹּ בֵּ ‬‬
‫גֹּא ‬‬
‫ה הַ ֵֹּ֤‬‬
‫ו ִה ַ֨ ֵּ‬נ ‬‬

‫ֵּשב׃‬‬
‫ֹלנ ָ֣‬י אַ למֹּ ִ‬נ ֵ֑‬י וַיָ‬ ַ֖סַ ר‬ ַוי ֵּ ָֽ‬
‫ה פ ִ‬‬
‫פ‬‬
‫ּורה‬ שבָ ה־‬ ַֹּ֖‬‬
‫סָ֥‬ ָ‬
‫‪Page 118‬‬

‫פ‬‬
‫ה‬‫יר וָ֣‬ַי ֹּאמֶ ר‬ שבּו־‬ ֵֹּ֑‬‬
‫ע ‬‬
‫ים ִמזִ קנֵּ‬ ָ֥‬י הָ ִַ֖‬‬
‫ָש ‬‬
‫אנ ִִ֛‬‬
‫ה ֲ‬
‫ר‬‬ ‫‪2‬וַיִ ַָ֞‬‬
‫קח‬ עֲׂשָ ָ‬‬

‫ֵּשבּו׃‬‬
‫ַוי ֵּ ָֽ‬

‫ימֵ֑לֶ ְך‬‬
‫ינּו לֶ א ֱִל ֶ‬‬
‫ח ‬‬ ‫ר לאָ ִ ַ֖‬‬
‫ֲש ‬‬
‫ה א ֶָ֥‬‬
‫ד‬‬ ‫‪3‬ו‬ַי ֙ ֹּאמֶ ר‬ ֙ לַ ֵָּּ֔‬‬
‫גֹּאל‬ חֶ לקַ ת‬ ֙ הַ שָ ֶ ָּ֔‬‬

‫מואב׃‬
‫ָ ָֽ‬ ‫ד‬‬
‫ה‬‫שבָ ה‬ ִמש ֵּ ָ֥‬‬
‫ֳמ‬י הַ ַָ֖‬‬
‫רה‬ ָנע ִָּ֔‬‬
‫מָ כ ָָ֣‬‬

‫‬ ‪ַ 4‬ואִַ֨‬ֲנ‬י אָ ַמָּ֜‬ר ִתי‬ אֶ ג ֶ‬‬

‫לה‬ אָ זנָךָ֣‬‬ לֵּ אמָֹּ֗‬ ‬‬
‫ר‬

‫ים ונֶ ֶָ֣֣גֶד‬ זִ קנֵּ‬ ָ֣‬י עַ ִֹּמ‬י‬

‫קנֵּה‬ נֶ ֶָ֥֥גֶד‬ ַ ָֽהיֹּ ש ִב ‬‬
‫ּ֠ ‬‬

‫לי‬
‫ידה‬ ִָ֗‬‬
‫אל‬ הַ ִ‬ג ָ֣ ָ‬
‫ל ֹּא‬ יִ ג ַָּ֜‬‬
‫ל ו ִאם־ ַ֨‬‬
‫א‬‬
‫ִאם־ ִתגאַ ל‬ ֙ ג ָָּ֔‬‬

‫חֲר ‬‬
‫יָך‬ ‫נֹּכ‬י אַ ֵֶ֑‬‬
‫ָך ֙ ִלגאָּ֔‬ול‬ ואָ ִ ַ֖‬‬
‫זּולת ‬‬
‫ין ָ ָֽ‬
‫א‬‬ ‫כ‬י ֵֹּ֤‬‬
‫ה ֙‬] ִ ָ֣‬‬
‫‬ (ואֵּ ַדע)‬ [ו ֵּ ָֽאדעָ ‬‬

‫נֹּכ‬י אֶ ג ָ ָֽאל׃‬‬
‫וַ֖‬ַי ֹּאמֶ ר‬ אָ ִ ָ֥‬‬

‫ֳמ‬י‬
‫ה ִמיַ‬ ָ֣ד‬ ָנע ִ ֵ֑‬‬
‫ד‬‬‫‪5‬וָ֣‬ַי ֹּאמֶ ר‬ בָֹּּ֔‬עַ ז‬ ביום־קנותָךָ֥‬ הַ שָ ֶ ַ֖‬‬

‫יתי)‬ [קָ ִָּ֔‬ניתָ ה]‬‬

‫ת ֙ (קָ נִ ִ‬
‫ּות הַ ֹּמוא ֲִביָ‬ ֹ֤ה‬ ֵּ ָֽאשֶ ת־‬הַ ֵֹּּמ ‬‬
‫ר ‬‬ ‫ּוּ֠‬מֵּ אֵּ ת‬ ָ֣‬‬

‫ת עַ ל־‬ נַחֲלָ ָֽתו׃‬

‫ֹּמ ‬‬
‫ים שֵּ ם־‬ הַ ֵַּ֖‬‬
‫ק ‬‬‫להָ ִ ָ֥‬‬

‫לי‬‬
‫[לגאָ ל]־‬ ִָּ֔‬‬
‫(לגאול)־‬ ִ‬
‫ל ֹּא‬ אּוכַ ל‬ ֙ ִ‬ ‫‬ ‪6‬וָ֣‬ַי ֹּאמֶ ר‬ הַ ֵָּ֗‬‬
‫גֹּאל‬ ֹ֤‬‬
‫‪Page 119‬‬

‫תי‬
‫ת‬י גאַ ל־לָךֹ֤‬‬ אַ תָ ה‬ ֙ אֶ ת־‬גאֻ לָ ִָּ֔‬‬
‫ית אֶ ת־נַחֲלָ ִ ֵ֑‬‬
‫ח ‬‬‫פֶ ן־‬ אַ ש ִ ַ֖‬‬

‫אּוכל‬ ִלגאָֹּֽ ל׃‬‬

‫כ‬י ל ֹּא־ ַַ֖‬‬
‫‬ ִ ָ֥‬‬

‫ה֙‬
‫מּור ‬‬
‫ה ועַ ל־‬הַ ת ָ‬
‫אּולֹ֤ ‬‬
‫ל עַ ל־הַ ג ָ‬‬
‫א‬‬
‫ים ביִ ׂש ָר ֵָּּ֜‬‬ ‫‪ 7‬וז ‬‬
‫ֹּאת לפָ ִַ֨‬נ ‬‬

‫ע ֵ֑הּו‬
‫ָת‬ן ל ֵּר ֵּ‬‬
‫יש ַנעֲלַ֖‬‬ו ונ ַ ָ֣‬
‫א ‬‬‫ף ִ ִ֛‬‬
‫ל‬‬
‫בר‬ שָ ַָ֥‬‬
‫לקַ יֵּ‬ ָ֣ם‬ כָ ל־ ָד ָָּ֔‬‬

‫ה ביִ ׂש ָר ֵּ ָֽאל׃‬‬
‫עּוד ‬‬
‫את הַ ת ָ ַ֖‬‬
‫‬ וָ֥‬ז ֹּ ‬‬

‫ף ַנע ֲָֽלו׃‬
‫ְך וַיִ שֹלַ֖‬ ‬‬
‫ל ֵ֑ ‬‬
‫בעַ ז‬ קנֵּה־ ָ‬‬ ‫‪8‬ו‬ַי ֹּאמֶ ר‬ הַ ִֵּ֛‬‬
‫גֹּאל‬ ל ַֹּ֖‬‬

‫‬ ‪9‬וַי ֹּאמֶ ר‬ בַֹּ֨‬עַ ז‬ לַ זקֵּ ִָּ֜‬נ ‬‬

‫ים וכָ ל־הָ עָָ֗‬ ‬‬
‫ם‬

‫ימָּ֔‬לֶ ְך‬‬
‫לא ֱִל ֶ‬
‫ֲשָ֣ר‬ ֶ ָֽ‬
‫ית‬י ֙ אֶ ת־כָ ל־‬א ֶ‬‬
‫כ‬י קָ נִ‬ ֙ ִ‬
‫ום ִ ֹ֤‬‬
‫ם ֙ הַ יָּ֔‬ ‬‬
‫ים אַ תֶ ‬‬
‫ד ‬‬‫עֵּ ִ ֹ֤‬‬

‫ד ָנע ִ ֳָֽמי׃‬‬
‫ון ִמיַ‬ ַ֖ ‬‬
‫ון ּומַ חלֵ֑‬ ‬‬
‫ֲשר‬ ל ִכלַ֖‬י ‬‬
‫ת כָ ל־א ֶָ֥‬‬
‫א‬‬‫ו ִֵּ֛‬‬

‫שָ֗‬ה‬
‫ל‬י ל ִא ָ‬
‫יתי‬ ִָ֣‬‬
‫ון קָ ִ‬נ ִ‬
‫אשֶ ת‬ מַ חלָּ֜‬ ‬‬
‫ּות הַ ֹּמֹּ א ֲִביָה‬ ֵַּ֨‬‬
‫ר ‬‬ ‫‪10‬וגַ‬ ָ֣ ‬‬
‫ם אֶ ת־ ָ֣‬‬

‫ת ֙ עַ ל־נַ‬ ָ֣חֲלָ תָּ֔‬‬ו‬

‫קים‬ שֵּ ם־הַ ֵֹּּמ ‬‬
‫‬ להָ ִ ֹ֤‬‬

‫שָ֣עַ ר‬ מקומֵ֑‬ו‬
‫ּומ ַ‬‬
‫יו ִ‬‫ח‬‬
‫עם‬ אֶ ַָ֖‬‬
‫ת מֵּ ִָ֥‬‬
‫ֹּמ ‬‬
‫ת שֵּ ם־‬הַ ִֵּ֛‬‬
‫ר‬‬‫ול ֹּא־יִ כָ ֵּ‬‬

‫תם‬ הַ יָֽ ום׃‬‬

‫ים אַ ֶַ֖‬‬
‫ד ‬‬‫‬ עֵּ ִ ָ֥‬‬
‫‪Page 120‬‬

‫ד ‬‬
‫ים‬ ‫ים עֵּ ִ ֵ֑‬‬
‫שעַ ר‬ והַ זקֵּ ִַ֖‬נ ‬‬
‫ם אֲשֶ ר־בַ ִַ֛‬‬
‫ע‬‬‫‪11‬וַ֨‬ַי ֹּאמרָּ֜‬‬ּו כָ ל־ ָה ָ‬‬

‫יתָ֗‬ָך‬
‫ה אֶ ל־בֵּ ֶ‬
‫אָ֣ ‬‬
‫ה הַ בָ ָ‬‬
‫ה ֶ ָֽאת־‬הָ ִאשָָּ֜‬ ‬‬
‫יִ תֵּ ‬ן יה ַָ֨‬ו ‬‬

‫אל‬‬
‫ית יִ ׂש ָר ֵָּּ֔‬‬
‫בָ֣ ‬‬
‫ם ֙ אֶ ת־ ֵּ‬‬
‫חל‬‬׀ ּוכלֵּ אָ ה‬ ֙ אֲשֶַ֨‬ר‬ בָ ֹ֤‬נ‬ּו שתֵּ יהֶ ‬‬
‫‬ כ ָר ֵֹּ֤‬‬

‫ית‬לחֶ ם׃‬‬
‫ָ ָֽ‬ ‫ב‬
‫ם ב ֵָּ֥‬‬
‫ש‬‬‫רתָ ה‬ ּוק ָרא־ ֵַּ֖‬‬
‫חָ֣יִ ל‬ באֶ פ ָ ָּ֔‬‬
‫ַועֲׂשֵּ ה־ ַ‬‬

‫יהּוד ‬‬
‫ה‬ ‫ֵָ֑‬‬ ‫מר‬ ִ ָֽל‬
‫ה תָ ַָ֖‬‬
‫ד‬‬
‫פ ֶרץ‬ אֲשֶ ר־יָל ָ ָ֥‬‬
‫ית ֶָּ֔‬‬
‫בָ֣ ‬‬
‫ָך ֙ כ ֵּ‬‬ ‫‪12‬וִ ִ ֹ֤‬‬
‫יה‬י ֵּ ָֽבית ‬‬

‫ה הַ ָֽז ֹּאת׃‬
‫ֲר ‬‬
‫ה ֙ לָךָּ֔‬‬ ִמן־ ַ ָֽה ַנע ָ ַ֖‬‬
‫ת‬ן יה ָו ‬‬
‫ִמן־‬ הַ ָ֗ ֶ‬ז ַרע‬ אֲשֶַ֨‬ר‬ יִ ֵֹּ֤‬‬

‫ל ֵ֑ ‬‬
‫יהָ‬‬ ‫א אֵּ ֶ‬‬
‫ָב ֹּ ‬‬
‫ת ֙ וַת ִהי־לָ֣‬‬ו ל ִאשָָּ֔‬ה‬ ַוי ַ֖‬‬
‫בעַ ז‬ אֶ ת־רּו ‬‬
‫ח ֹֹּ֤‬‬‫‬ ‪13‬וַיִ ַַ֨‬‬
‫ק‬‬

‫ַתלֶ ד‬ ֵּ ָֽבן׃‬‬
‫ון ו ֵָּ֥‬‬
‫לִּ֛ה‬ הֵּ ָרַ֖‬י ‬‬
‫ה ָ‬‬
‫וַיִ ֵּתַ֨‬ן‬ יהוָ‬ָ֥ ‬‬

‫ל ֹּא‬‬
‫אשֶ ר‬ ָ֣‬‬
‫ה ּ֠ ֲ‬‬
‫ּוְך יה ָָּ֔ו‬ ‬‬
‫ר ‬‬ ‫ֳמ‬י בָ ָ֣‬‬
‫ם ֙ ֶ ָֽאל־‬ ָנע ִָּ֔‬‬ ‫‪14‬וַת ַֹ֤‬‬
‫ֹּאמרנָה‬ הַ נ ִָשי ‬‬

‫א שמַ֖‬‬ו ביִ ׂש ָר ֵּ ָֽאל׃‬

‫ר‬‬
‫ום ויִ קָ ֵּ ָ֥‬‬
‫גֹּאל‬ הַ ֵ֑‬י ‬‬
‫ְך ֵַּ֖‬‬
‫לִ֛ ‬‬
‫ית ָ‬‬
‫ב ‬‬‫ִהש ִ ָ֥‬‬

‫ת‬‬
‫ְך‬‫כל‬ אֶ ת־ׂשֵּ יבָ ֵּ ֵ֑‬
‫יב ָּ֔ ֶ‬נפֶ ש‬ ּולכַ ל ֵַּ֖‬‬
‫ש ‬‬ ‫‬ ‪15‬ו ָֹ֤‬‬
‫היָה‬ לָ ְך‬ ֙ ל ֵּמ ִָ֣‬‬

‫ד ‬‬
‫תּו‬‫ְך ֙ ילָ ַ ָּ֔‬‬
‫ְך אֲֽשֶ ר־אֲהֵּ בַ‬ ֙תֶ ‬‬
‫ת‬‬‫כ‬י כַ לָ ֵֹּ֤‬‬
‫ִ ָ֣‬‬

‫ה בָ ִ ָֽנים׃‬‬
‫ע‬‬
‫א ֙ טָ֣‬ובָ ה‬ לָָּ֔‬ְך‬ ִמ ִשב ַָ֖‬‬
‫אֲשֶ ר־ ִהי ‬‬
‫‪Page 121‬‬

‫יקָּ֔‬ ‬‬
‫ּה‬ ‫הּו בחֵּ ָ‬
‫תָ֣ ‬‬
‫ֳמ‬י אֶ ת־הַ ֶ‬י ֙לֶ ד‬ ֙ וַת ִש ֵּ‬‬
‫ח ָנע ִ ֹ֤‬‬‫‪16‬ו ִַת ַַ֨‬‬
‫ק‬‬

‫אֹּמנֶת׃‬‬
‫וַת ִהי־לַ֖‬‬ו ל ֶ ָֽ‬

‫ֳמ‬י‬
‫ב‬ן ל ָנע ִ ֵ֑‬‬
‫ם ֙ לֵּ אמָֹּּ֔‬ר‬ יֻלַ ד־‬ ֵַּ֖‬‬
‫ות שֵּ ‬‬ ‫‪17‬ו ִַתק ֶראנ ‬‬
‫ָה לַ֨‬‬ו הַ שכֵּ ָ֥‬נ ‬‬

‫ֲב‬י ָד ִ ָֽוד׃‬ ‬‬
‫פ‬ ‫ש‬י א ִ ָ֥‬‬
‫ּוא א ֲִבי־יִ ַַ֖‬‬
‫ד הָ֥‬ ‬‬
‫עוב ‬‬
‫ֵָּּ֔‬‬ ‫ראנָ ָֽה‬ שמ‬ו ֙‬
‫ו ִַתק ֶֹ֤‬‬

‫יד אֶ ת־חֶ צ ָֽרון׃‬

‫הול ‬‬
‫ִ ָ֥‬‬ ‫פ ֶרץ‬‬
‫פ ֶרץ‬ ֶַ֖‬‬
‫ות ָָּ֔‬‬
‫ד ‬‬ ‫‪18‬ואֵּ‬ ֙לֶ ‬‬
‫ה ֙ תול ָ֣‬‬

‫יד אֶ ת־עַ ִ ָֹּֽמינ ָ ָָֽדב׃‬‬

‫הול ‬‬
‫ִ ָ֥‬‬ ‫ר‬‬
‫ם‬‫ם ו ָ ַ֖‬‬
‫ר‬‬‫יד אֶ ת־ ָ ָּ֔‬‬
‫הול ‬‬
‫ִָ֣‬‬ ‫‬ ‪19‬וחֶ צרו‬ן ֙‬

‫יד אֶ ת־נַחשָּ֔‬ ‬‬
‫ון‬ ‫הול ‬‬
‫ִָ֣‬‬ ‫‪20‬ועַ ִ ָֹּֽמינ ָָד ‬‬
‫ב֙‬

‫‪21‬‬
‫יד אֶ ת־ׂשַ ל ָ ָֽמה׃‬‬
‫הול ‬‬
‫ִ ָ֥‬‬ ‫ונַחשַ֖‬ ‬‬
‫ון‬

‫עובד׃ ‬‬
‫יד אֶ ת־ ֵּ ָֽ‬
‫הול ‬‬
‫ִ ָ֥‬‬ ‫ּובעַ ז‬‬
‫יד אֶ ת־בָֹּּ֔‬עַ ז‬ ַֹּ֖‬‬
‫הול ‬‬
‫ִָ֣‬‬ ‫וׂשַ למו‬ן ֙‬

‫ת־ד ִ ָֽוד׃‬
‫ָ‬ ‫ַ֖י‬הוליד‬אֶ‬
‫ִ ָ֥‬ ‫֙‬הולָ֣יד‬אֶ ת־יִ שָָּ֔ י‬ויִ ַש‬
‫ִ‬ ‫‪‬00‬ועֹּ בֵּ ד‬
 Page 122

12. Translation Challenges

Week 1

Translate into English:

‬‫ים‬האֵּ ֵּרד ֙‬אַ ח ֲֵּרָ֣י‬פ ִלש ִָּ֔תים‬

ָֽ ַ ‫אֹלה‬
ִָּ֔ ‫אּול ֙‬ ֵּ ָֽב‬
‬ ָ‫וַיִ ש ַאֹ֤ל ש‬

‫ל ֹּא‬עָ נָ ַ֖הּו‬בַ יָ֥ום‬הַ ָֽהּוא׃‬

ָ֥ ‫ה ֲִתתנֵּ ַ֖ם‬ביַ ָ֣ד‬יִ ׂש ָר ֵּאֵ֑ל‬ו‬

Note: Hebrew has a question mark which is ‫ה‬

‬ֲ , sometimes ‬ַ‫ה‬. This question mark,
however, is not at the end of the question, but rather at the beginning! It is like a
prefix, added to the very first word of the question. Don’t mix the question mark with
the article ‬ַ‫ה‬.

Week 2

Translate into English:

‬‫‬ ִכי ‬ ַֹּ֨כה ‬אָ ָּ֜ ַמר ‬הַ ֶֹּמָ֣לֶ ְך‬ ‬ ‫ל־חז ִקיָ ֵ֑הּו‬
ִ ֶ‫ל־תשמעַ֖ ּו ‬א‬
ִ ‫ַ ָֽא‬

‬֙ ‫ּו‬איש־גַפנו‬
ִ ֹ֤‫תי‬ב ָרכָ ה ֙‬ּוצאָ֣ ּו‬אֵּ לַָּ֔ י‬ו ִאכל‬
ֹ֤ ִ ‫ּו־א‬
ִ ‫אַ ָ֗שּור‬ע ֲָֽׂש‬

‫י־בורו׃‬
ָֽ ֵּ‫ּו‬איש‬מ‬
ָ֥ ִ ַ֖‫ו ִאָ֣יש‬תאֵּ נָתו ָּ֔‬ּושת‬
 ‫‪Page 123‬‬

‫‪Week 3‬‬

‫‪Translate into English:‬‬

‫‬כי־‬
‫ַת ֹּאמֶ ר ‬הָ ִאשָ ה ‬אֲשֶ ר־ב ָנַּ֨ה ‬הַ ָּ֜ ַחי ‬אֶ‬ל־הַ ָ֗ ֶֹּמלֶ ְך ִ ָֽ‬
‫ו ָ֣‬

‫אד ִֹּנָ֗י‬תנּו־לָ ּה ֙‬‬

‫ר׀‬בָ֣י‬ ֲ‬
‫ִ‬ ‫ַת ֹּאמֶ‬
‫ּו‬רחֲמֶ יהָ ‬עַ ל־בנָּה ‬ו ָ֣‬
‫נִ כמ ָ֣ר ַ‬

‫ֹּמ ֶרת‬‬
‫יתֵ֑הּו ‬וז ָֹּ֣את ‬א ָ֗ ֶ‬
‫אֶ ת־הַ יָלָ֣ ּוד ‬הַ ָּ֔ ַחי ‬והָ ֵּמַ֖ת ‬אַ ל־ת ִמ ֻ‬

‫ְִ֛ך‬ל ֹּא‬יִ היֶ ַ֖ה‬ג ָֽ ֹּזרּו׃‬

‫ָ֥‬ ‫ַם־ל‬
‫ָ‬ ‫ַם־לי‬ג‬
‫ג ִ ָ֥‬

‫‪Week 4‬‬

‫‪Translate into English:‬‬

‫רג‬‬
‫ה ֹ֤ ֹּ‬
‫וציאָ ם ֙‬לַ ֲ‬
‫ֹ֤ה‬ה ִ‬
‫לָ ֹּמָ ה ‬י ֹּאמ ַ֨רּו‬ ִמצ ַ ָּ֜ריִ ם‬לֵּ א ָֹּ֗מר‬ב ָר ָע ָֽ‬

‫‬הא ֲָד ָמֵ֑ה ‬ש ֵּ֚וב‬‬

‫ֹּלתם ‬מֵּ ַעַ֖ל ‬פנֵּ ָ֣י ָ ָֽ‬
‫‬בהָ ִ ָּ֔רים ‬ּוַ֨לכַ ָּ֔ ָ‬
‫אֹּתָ ם ֙ ֶ ָֽ‬

‫מֵּ ח ֲָ֣רון‬אַ ָּ֔ ֶפָך‬ו ִהנ ֵָּחָ֥ם‬עַ ל־הָ ָר ָעַ֖ה‬לעַ ֶ ָֹּֽמָך׃‬

Page 124

Extra Practice

A: Find the Roots

Find the root, and translate into English:

Verb Root English translation

1 ‫ִהתהַ לֵּ ְך‬

2 ‫יִ קַ ח‬

3 ‫לָ שֶ בֶ ת‬

4 ‫ִתדבָ קַ נִ י‬

5 ‫ּות ִחי‬

6 ‫לַ עֲׂשות‬

7 ‫אֶ שכבָ ה‬

8 ‫יִ היּו‬

9 ‫לָ לֶ כֶ ת‬

10 ‫י ַדעתֶ ם‬

11 ‫ר ִאיתֶ ם‬

12 ‫יָשַ בנּו‬

13 ‫ּונתָ נָּה‬

14 ‬ָ‫ו ִה ִכית‬

15 ‫וָאולֵּ ְך‬
‫‪Page 125‬‬

‫‪91‬‬ ‫תמֻ תּון‬

‫‪91‬‬ ‫ׂשָ א‬

‫‪91‬‬ ‫אֶ ֵּ ָֽתן׃‬

‫‪91‬‬ ‫והָ יֹּ֤ו‬

‫‪02‬‬ ‫יִ ָשָ֥א‬

‫‪09‬‬ ‫ואֶ ק ַ֨ ָחה‬

‫‪00‬‬ ‫שיב‬
‫להָ ִ ָ֥‬

‫‪02‬‬ ‫תורד‬
‫ֵּ‬

‫‪02‬‬ ‫ביא‬
‫מֵּ ִ ֹ֤‬

‫‪05‬‬ ‫וָאֶ ָשָ֥א‬

‫‪01‬‬ ‫ּוָֽ מבָ רֲ ֶכַ֖יָך‬

‫‪01‬‬ ‫הוצָ֣את‬‬
‫ו ֵּ‬

‫‪01‬‬ ‫ו ִה ִשיאּו‬

‫‪01‬‬ ‫מ ַד ֵּבִ֛ר‬

‫‪22‬‬ ‫מקַ ִדש ֶ ָֽכם׃‬

‫‪29‬‬ ‫מ ִ ָֽביאֲָךַ֖‬‬

‫‪20‬‬ ‫ליכּו‬
‫ַויַמ ִ ָ֥‬

‫‪22‬‬ ‫ַדע‬
‫אֶ תו ָ ָּ֔‬
Page 126

34 ‫לית‬
ָ֥ ִ ָ‫ע‬

35 ‫וַיִ ראָ֣ ּו‬

36 ‫תֵּ צֵּ א‬

B: Conjugations

Find the conjugation (perfect, imperfect, imperative, infinitive, participle) and translate into
English.

Number Verb Conjugation English translation

1 ‫י ֹּאמרּו‬

2 ‬ַ‫ִלשמֹּע‬

3 ‫לָ שֶ בֶ ת‬

4 ‫קּום‬

5 ‫ִהתהַ לֵּ ְך‬

6 ‫נֹּתֵּ ן‬

7 ‫ר ִאיתֶ ם‬

8 ‫ספֹּר‬

9 ‫יִ קַ ח‬

10 ‫לָ ַדעַ ת‬

11 ‫מֵּ ִמית‬

12 ‫לַ עֲׂשות‬
‫‪Page 127‬‬

‫‪13‬‬ ‫יָצָ א‬

‫‪14‬‬ ‫אֹּמ ִרים‬

‫‪15‬‬ ‫אֶ שכבָ ה‬

‫‪16‬‬ ‫מוריד‬
‫ִ‬

‫‪17‬‬ ‫ּושמַ ע‬

‫‪18‬‬ ‫לָ לֶ כֶ ת‬

‫‪19‬‬ ‫ועָ ׂשתָ ה‬

‫‪20‬‬ ‫מות‬

‫‪09‬‬ ‫ל ִהתפַ ֵּל ָ֣ל‬

‫‪00‬‬ ‫נֹּׂש ִ ַ֖אים‬

‫‪02‬‬ ‫שיב‬
‫להָ ִ ָ֥‬

‫‪02‬‬ ‫תַ ש ִ ָֽפיל׃‬

‫‪05‬‬ ‫מ ַד ֵּבִ֛ר‬

‫‪01‬‬ ‫תורד‬
‫ֵּ‬

‫‪01‬‬ ‫ביא‬
‫מֵּ ִ ֹ֤‬

‫‪01‬‬ ‫שָ ַֹּ֨מר‬

‫‪01‬‬ ‫ש ֵֹּּמַ֖עַ‬‬

‫‪22‬‬ ‫נֹּפ ִלָ֣ים‬

Page 128

C: Stems

Find the stem (qal, niphal, hiphil, hophal, piel, pual, hitpael) and translate into English.

Number Verb Stem English Translation

1 ‫קּום‬

2 ‫ו ִַתתפַ לֵּ ל‬

3 ‫יִ קַ ח‬

4 ‫ִהתהַ לֵּ ְך‬

5 ‫ת ַדברּו‬

6 ‫וַיוצֵּ א‬

7 ‫מוריד‬
ִ

8 ‫נִ מצָ א‬

9 ‫ִדבֶ ר‬

10 ‫מֵּ ִמית‬

11 ‫נִ שבַ ע‬

90 ‫שיב‬
ָ֥ ִ ָ‫לה‬

92 ‫תַ ש ִ ָֽפיל‬

92 ‫ליכּו‬
ָ֥ ִ ‫ַויַמ‬

95 ‫תורד‬
ֵּ

91 ‫ִהת ָפָ֣ק ָּ֔דּו‬

‫‪Page 129‬‬

‫‪91‬‬ ‫ביא‬
‫מֵּ ִ ֹ֤‬

‫‪91‬‬ ‫וַיִ תהַ ל ַ֨כּו‬

‫‪91‬‬ ‫יִ ֹּמָ ַ֨ ֵּצא‬

‫‪02‬‬ ‫ל ִהתפַ ֵּל ָ֣ל‬

‫‪09‬‬ ‫וַישַ ַלָ֥ח‬

‫‪00‬‬ ‫ַדע‬
‫אֶ תו ָ ָּ֔‬

‫‪02‬‬ ‫ו ִנַ֨שמַ ר ָָּ֔‬‬

‫ת‬

‫‪02‬‬ ‫ם֙‬
‫ו ִשבַ רתֶ ‬‬

‫‪05‬‬ ‫וָאֶ תפַ ֵּל ָ֣ל‬

‫‪01‬‬ ‫ַדב ָ֥רו‬

‫‪D: Nouns and Phrases‬‬

‫‪Translate into English:‬‬

‫‪Number Phrase‬‬ ‫‪English translation‬‬

‫‪1‬‬ ‫חמֹּרו‬
‫ֲ‬

‫‪2‬‬ ‫אָ ִביו‬

‫‪3‬‬ ‫נַפשֶ ָך‬

‫‪4‬‬ ‫ִמזבחותָ ם‬

‫‪5‬‬ ‫חַ טַ את‬יִ ׂש ָראֵּ ל‬

‫‪Page 130‬‬

‫‪6‬‬ ‫עֲצָ מָ י‬

‫‪7‬‬ ‫מַ לכֵּ נּו‬

‫‪8‬‬ ‫לַ ִֹּמלחָ מָ ה‬

‫‪9‬‬ ‫לבֵּ יתו‬

‫‪10‬‬ ‫עֵּ ינֵּיכֶ ם‬

‫‪11‬‬ ‫ִמפנֵּיהֶ ם‬

‫‪12‬‬ ‫מַ לכָך‬

‫‪13‬‬ ‫ִמנחָ תו‬

‫‪14‬‬ ‫מַ לככֶ ם‬

‫‪15‬‬ ‫ִעֹּמָך‬

‫‪16‬‬ ‫מ ִשיחו‬

‫‪17‬‬ ‫לבַ בכֶ ם‬

‫‪18‬‬ ‫אֵּ לָ יו‬

‫‪19‬‬ ‫זַרעֲָך‬

‫‪20‬‬ ‫מֵּ אַ רצָך‬

‫‪21‬‬ ‫אֱֹלהֵּ יכֶ ם‬

‫‪22‬‬ ‫עַ ל־פנֵּי־מָ יִ ם‬

‫‪23‬‬ ‫קולו‬
‫‪Page 131‬‬

‫‪24‬‬ ‫ב ָרעָ תָ ם‬

‫‪25‬‬ ‫תורֹּתָ יו‬

‫‪26‬‬ ‫מַ לכָ ּה‬

‫‪27‬‬ ‫עֲצֵּ י‬עֹּ לָ ה‬

‫‪28‬‬ ‫מַ לכו‬

‫‪29‬‬ ‫ִברכָ תֶ ָך‬

‫‪30‬‬ ‫ִצד ִקי‬

‫‪31‬‬ ‫‬בעֵּ ינֵּי‬יהו ‬‬

‫ָה‬

‫‪32‬‬ ‫באַ ר ִצי‬

‫‪33‬‬ ‫ִבישּועָ תֶ ָך‬

‫‪34‬‬ ‫במַ לכָ ם‬

‫‪35‬‬ ‫ִכי ‬קָ רוב ‬יום‬‬

‫יהוָה‬

‫‪21‬‬ ‫ם֙‬
‫ב ָֽ ֹּנתֵּ יכֶ ‬‬

‫‪21‬‬ ‫ִמֹּמֶ נּו‬

‫‪21‬‬ ‫נ ֻאַ֖ם‬יהוָ ָ֣ה‬

‫‪21‬‬ ‫יכם‬
‫וחַ ָ֣ט ֹּאותֵּ ָּ֔ ֶ‬

‫‪22‬‬ ‫אֶ ָ֗ ָחיו‬

Page 132

29 ‫ַרבָ֣ ות‬בָ ֶּ֭נות‬

20 ֙‫ם‬
‬ ֶ‫א ֲִביה‬

22 ֙‫ה‬
‬ ָ‫הַ ִֹּמלחָ מ‬

22 ‫אֹלהים‬
ִָּ֔ ‫כ‬
ָֽ ֵּ

E: Unseen Translation

Translate these verses into English

‫וַי ֹּאמֶ ר‬הַ נָחָ ש‬אֶ ל־הָ ִאשָ ה‬ל ֹּא־מות‬תמֻ תּון׃‬

_________________________________________

_________________________________________

_________________________________________

____________
‫‪Page 133‬‬

‫‪2‬‬

‫ֱֹלהים‬הֵּ ן‬הָ אָ ָדם‬הָ יָה‬כאַ חַ ד‬‬

‫וַי ֹּאמֶ ר‬יהוָה‬א ִ‬

‫ִמֹּמֶ נּו‬לָ ַדעַ ת‬טוב‬ו ָָרע‬ועַ תָ ה‬פֶ ן־יִ שלַ ח‬יָדו‬ולָ קַ ח‬‬

‫גַם‬מֵּ עֵּ ץ‬הַ חַ יִ ים‬ואָ כַ ל‬וָחַ י‬לעֹּ לָ ם׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪3‬‬

‫ִכי‬עַ תָ ה‬י ֹּאמרּו‬אֵּ ין‬מֶ לֶ ְך‬לָ נּו‬ ִכי‬ל ֹּא‬י ֵָּראנּו‬אֶ ת־‬

‫יהוָה‬והַ ֹּמֶ לֶ ְך‬מַ ה־ ַיעֲׂשֶ ה־לָ נּו׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 134‬‬

‫‪4‬‬

‫וַיֹּ ִספּו‬בנֵּי‬יִ ׂש ָראֵּ ל‬לַ עֲׂשות‬הָ ַרע‬בעֵּ ינֵּי‬יהוָה‬וַיחַ זֵּק‬‬

‫יהוָה‬אֶ ת־עֶ גלון‬מֶ לֶ ְך־מואָ ב‬עַ ל־יִ ׂש ָראֵּ ל‬עַ ל‬ ִכי־‬

‫עָ ׂשּו‬אֶ ת־הָ ַרע‬בעֵּ ינֵּי‬יהוָה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪5‬‬

‫ל־דב ֵּרי‬יִ פתָ ח‬אֲשֶ ר‬‬

‫ול ֹּא‬שָ מַ ע‬מֶ לֶ ְך‬בנֵּי‬עַ ֹּמון‬אֶ ִ‬

‫שָ לַ ח‬אֵּ לָ יו׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 135‬‬

‫‪6‬‬

‫בַ י ִָמים‬הָ הֵּ ם‬אֵּ ין‬מֶ לֶ ְך‬ביִ ׂש ָראֵּ ל‬ ִאיש‬הַ יָשָ ר‬בעֵּ ינָיו‬‬

‫ַיעֲׂשֶ ה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪7‬‬

‫והָ יָה‬יהוָה‬למֶ לֶ ְך‬עַ ל־כָ ל־הָ אָ ֶרץ‬בַ יום‬הַ הּוא‬‬

‫יִ היֶה‬יהוָה‬אֶ חָ ד‬ּושמו‬אֶ חָ ד׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 136‬‬

‫‪8‬‬

‫וׂשַ מ ִתי‬אֶ ת־זַרעֲָך‬כַ עֲפַ ר‬הָ אָ ֶרץ‬אֲשֶ ר‬ ִאם־יּוכַ ל‬‬

‫ִאיש‬ ִלמנות‬אֶ ת־עֲפַ ר‬הָ אָ ֶרץ‬גַם־זַרעֲָך‬יִ ֹּמָ נֶה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪9‬‬

‫וַיוצֵּ א‬אֹּתו‬הַ חּוצָ ה‬וַי ֹּאמֶ ר‬הַ בֶ ט־נָא‬הַ שָ מַ ימָ ה‬‬

‫ּוספֹּר‬הַ כוכָ ִבים‬ ִאם־תּוכַ ל‬ ִלספֹּר‬אֹּתָ ם‬וַי ֹּאמֶ ר‬לו‬‬

‫כֹּה‬יִ היֶה‬זַרעֶ ָך׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 137‬‬

‫‪10‬‬

‫ַויֵּלֶ ְך‬אֶ לקָ נָה‬הָ ָרמָ תָ ה‬עַ ל־‬בֵּ יתו‬והַ נַעַ ר‬הָ יָה‬‬

‫משָ ֵּרת‬אֶ ת־יהוָה‬אֶ ת־‬פנֵּי‬עֵּ ִלי‬הַ כֹּהֵּ ן׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪11‬‬

‫ּובנֵּי‬עֵּ ִלי‬בנֵּי‬ב ִליָעַ ל‬ל ֹּא‬יָדעּו‬אֶ ת־יהוָה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 138‬‬

‫‪12‬‬

‫ִכי־פָ קַ ד‬יהוָה‬אֶ ת־חַ נָה‬וַתַ הַ ר‬וַתֵּ לֶ ד‬שֹלשָ ה־בָ נִ ים‬‬

‫ּושתֵּ י‬בָ נות‬וַיִ ג ַדל‬הַ נַעַ ר‬שמּואֵּ ל‬ ִעם־יהוָה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪13‬‬

‫ִכי־תֵּ צֵּ א‬לַ ִֹּמלחָ מָ ה‬עַ ל־אֹּיבֶ יָך‬ו ָר ִאיתָ‬‬סּוס‬‬

‫ירא‬מֵּ הֶ ם‬ ִכי־יהוָה‬‬
‫ו ֶָרכֶ ב‬עַ ם‬ ַרב‬ ִמֹּמָך‬ל ֹּא‬ ִת ָ‬

‫אֱֹלהֶ יָך‬ ִעֹּמָ ְך‬הַ ֹּמַ עַ לָך‬מֵּ אֶ ֶרץ‬ ִמצ ָריִ ם׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 139‬‬

‫‪14‬‬

‫כּורּה‬‬
‫ּונתָ נָּה‬יהוָה‬אֱֹלהֶ יָך‬בי ֶָדָך‬ו ִה ִכיתָ‬‬אֶ ת־כָ ל־ז ָ‬

‫ל ִפי־חָ ֶרב׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪15‬‬

‫ל ֹּא־יִ קַ ח‬ ִאיש‬אֶ ת־אֵּ שֶ ת‬אָ ִביו‬ול ֹּא‬יגַלֶ ה‬כנַף‬אָ ִביו׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 140‬‬

‫‪16‬‬

‫והָ יָה‬ ִכי־תָ בוא‬אֶ ל־הָ אָ ֶרץ‬אֲשֶ ר‬יהוָה‬אֱֹלהֶ יָך‬נֹּתֵּ ן‬‬

‫ירשתָ ּה‬ויָשַ בתָ‬‬בָ ּה׃‬

‫לָך‬ ַנחֲלָ ה‬וִ ִ‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫‪17‬‬

‫יהוָה‬אֱֹלהֵּ י‬הַ שָ מַ יִ ם‬אֲשֶ ר‬לקָ חַ נִ י‬ ִמבֵּ ית‬אָ ִבי‬‬

‫ע־לי‬‬
‫ִ‬ ‫ר־לי‬ ַואֲשֶ ר‬נִ שבַ‬
‫ִ‬ ‫ּומֵּ אֶ ֶרץ‬מולַ ד ִתי‬ ַואֲשֶ ר‬ ִדבֶ‬

‫מר‬לזַרעֲָך‬אֶ תֵּ ן‬אֶ ת־הָ אָ ֶרץ‬הַ ז ֹּאת‬הּוא‬יִ שלַ ח‬‬

‫לֵּ א ֹּ‬‬

‫מַ לאָ כו‬לפָ נֶיָך‬ולָ קַ חתָ‬‬ ִאשָ ה‬ ִלבנִ י‬ ִמשָ ם׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 141‬‬

‫‪18‬‬

‫ר־עֹּמו‬ ַוי ִָלינּו‬‬

‫ִ‬ ‫אנ ִָשים‬אֲשֶ‬
‫וַי ֹּאכלּו‬וַיִ שתּו‬הּוא‬והָ ֲ‬

‫ַויָקּומּו‬בַ בֹּקֶ ר‬וַי ֹּאמֶ ר‬שַ לחֻ נִ י‬לַ אדֹּנִ י׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪19‬‬

‫וַי ֹּאמֶ ר‬יִ ׂש ָראֵּ ל‬אֶ ל־יוסֵּ ף‬הֲלוא‬אַ חֶ יָך‬ר ִֹּעים‬ ִבשכֶ ם‬‬

‫לכָ ה‬ואֶ שלָ חֲָך‬אֲלֵּ יהֶ ם‬וַי ֹּאמֶ ר‬לו‬ ִהנֵּנִ י׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 142‬‬

‫‪20‬‬

‫ח‬מַ לאָ ְך‬לפָ נֶיָך‬ ִלשמָ רָך‬בַ ָד ֶרְך‬‬

‫ִהנֵּה‬אָ נ ִֹּכי‬שֹּלֵּ ַ‬‬

‫ֲביאֲָך‬אֶ ל־הַ ֹּמָ קום‬אֲשֶ ר‬ה ֲִכנ ִֹּתי׃‬

‫ולַ ה ִ‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪21‬‬

‫כל‬י ֵּמָ֣י‬‬
‫ָקה‬עַ ל־פ ִלש ִָּ֔תים‬ ַ֖ ֹּ‬
‫חז ָ ָ֣‬
‫ה ֙‬ ֲ‬
‫הי‬הַ ִֹּמלחָ מָ ‬‬
‫וַת ִ ֹ֤‬

‫ן־חיִ ל‬‬
‫ר ֙‬וכָ ל־בֶ ָּ֔ ַ‬
‫ל־איש‬גִ בו ‬‬
‫שָ אֵ֑ ּול‬ו ָר ַָ֨אה‬שָ אָּ֜ ּול‬כָ ִ ֹ֤‬

‫ליו׃‬
‫ַויַאַ ס ֵּפַ֖הּו‬אֵּ ָ ָֽ‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 143‬‬

‫‪00‬‬

‫ל ֹּא‬‬
‫ר־בַ֖א‬ ָבָּ֣ה‬יָשֵ֑ ּוב‬ואֶ ל־הָ ִעָ֥יר‬הַ ז ִֹּ֛את‬ ָ֥‬
‫ָ‬ ‫ד ֶרְך‬אֲשֶ‬
‫בַ ֶ ָ֥‬

‫יָבַ֖ וא‬נאֻ ם־יהוָ ָֽה׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪23‬‬

‫לנָה׃‬
‫לית‬עַ ל־כֻ ָ ָֽ‬
‫ַרבָ֣ ות‬בָ ֶּ֭נות‬ ָע ָׂ֣שּו‬ ָחֵ֑יִ ל‬ו ַָֹ֗֝את‬‬עָ ִ ָ֥‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 144‬‬

‫‪24‬‬

‫צ ֹּאן‬ ַר ָּ֔בות‬‬
‫רץ‬הָ ִ ַ֖איש‬מ ָֹּ֣אד‬מ ֵֹּ֑אד ָֽ‬וַי ִהי־ל‬ו ֙‬ ָ֣‬
‫וַיִ פ ָ֥ ֹּ‬

‫חמ ִ ָֹּֽרים׃‬
‫לים‬ ַו ֲ‬
‫ת ֙‬ ַועֲבָ ִ ָּ֔דים‬ּוגמַ ִ ַ֖‬
‫ּושפָ חו ‬‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪05‬‬

‫ם ֙‬ ִמכָ ל־אֶ ָּ֔ ָחיו‬‬

‫ֹּתו‬אָ ַהֹ֤ב‬א ֲִביהֶ ‬‬
‫וַיִ ראָ֣ ּו‬אֶ ָ֗ ָחיו‬ ִ ָֽכי־א ָ֞‬

‫ל ֹּא‬יָכלַ֖ ּו‬ ַדב ָ֥רו‬ל‬שָ ָֹֽלם׃‬

‫וַ ָֽ ֶ֥יִ ׂשנאַ֖ ּו‬אֹּתֵ֑ ו‬ו ָ֥‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 145‬‬

‫‪01‬‬

‫יּוכַ֖ל‬ ִלראֵ֑ ות‬

‫ל ֹּא‬ ַ‬
‫ל ֙‬כָ ב ָ֣דּו‬ ִמ ָּ֔זֹּקֶ ן‬ ָ֥‬
‫ועֵּ ינֵּ ֹ֤י‬יִ ׂש ָראֵּ ‬‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪01‬‬

‫ם ֙‬אֲכָ ל ֶכ ָ֣ם‬ ִמ ָּ֔ ֶֹּמנּו‬ונִ פקחַ֖ ּו‬‬

‫ֱֹלהים‬ ִָ֗כי‬ביו ‬‬
‫ִכ ֵ֚י‬י ֵֹּּדָ֣עַ‬‬א ִָּ֔‬

‫ָרע׃‬
‫עי‬טָ֥ וב‬ו ָ ָֽ‬
‫אֹלהים‬יֹּד ֵַּ֖‬‬
‫ִָּ֔‬ ‫כ‬
‫ם ֙‬ ֵּ ָֽ‬
‫ֵּיכ ֵ֑ם‬וִ היִ יתֶ ‬‬
‫ֵּעָֽינ ֶ‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 146‬‬

‫‪01‬‬

‫תם‬אֶ ת־‬
‫יכם‬ונִ צַ ל ֶ ַ֖‬
‫ם ֙‬ועַ ל־ב ֹּנָ֣תֵּ ָּ֔ ֶ‬
‫וׂשַ מ ָ֗ ֶתם‬עַ ל־בנֵּיכֶ ‬‬

‫ִמצ ָ ָֽריִ ם׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬

‫‪01‬‬

‫תם‬אֶ ת־‬
‫ֹּלי‬ּושמַ ר ֶ ַ֖‬
‫ועַ ָ֗ ָתה‬ ִאם־שָ מֹ֤ ועַ‬‬ ִתשמע‬ּו ֙‬בק ִָּ֔‬

‫לי‬כָ ל‬‬
‫ֹּמים‬ ִכי‬ ִ ַ֖‬
‫ל־הָ֣עַ ִָּ֔‬‬
‫ָ‬ ‫ה ֙‬ ִמכָ‬
‫יתֵ֑י‬וִ ה ִיַ֨יתֶ ם‬ ִלֹ֤יסגֻלָ ‬‬
‫ב ִר ִ‬

‫הָ ָ ָֽא ֶרץ׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
‫‪Page 147‬‬

‫‪22‬‬

‫ה ֙‬בַ גִ ל ָגָּ֔ל‬וַיִ זבחּו־‬

‫כּו‬שַָ֨ ם‬אֶ ת־שָ אָּ֜ ּול‬ ִלפנֵּ ֹ֤י‬יה ָו ‬‬
‫ַויַמ ִל ‬‬

‫ָשִ֛ם‬זבָ ִ ָ֥חים‬שלָ ִ ַ֖מים‬ ִלפנֵּ ָ֣י‬יהוָ ֵ֑ה‬וַיִ ׂש ַ֨ ַמח‬ ָשָ֥ם‬שָ אִ֛ ּול‬‬

‫וכָ ל־אַ נ ֵּשָ֥י‬יִ ׂש ָר ֵּאַ֖ל‬עַ ד־מ ָֹּֽאד׃‬

‫_________________________________________‬

‫_________________________________________‬

‫_________________________________________‬

‫____________‬
Page 148

Appendix:

Glossary

An accent that occurs on the last word in the first half of a verse. It

looks like ‬ֵ֑

accent A mark above or below a Hebrew letter to show which where the
stressed syllables are in the word.

agreement For example, the way that adjectives have similar endings to the nouns
they describe, so that they have different endings depending if the noun
is masculine or feminine.

Ayin-guttural,.. Verb roots with a guttural as middle consonant. Based on the root ‬‫פעל‬
etc
which has an ayin as it’s middle consonant.

BeGaD KeFaT A way of remembering the six consonants (‫ )ב‬ג‬ד‬כ‬פ‬ת‬which may

consonants
have a dagesh lene. The consonants ‬‫ ב‬כ‬פ‬are pronounced soft if they

do not have a dagesh, and hard if they do.

cohortative A verb form where someone (or some people) encourages himself (or
themselves) to do something

compound sheva A sheva together with another vowel occurring under a guttural

consonant, as in ‬‫ע‬
‬ֲ or ‫א‬
‬ֱ .

conjugation The pattern of prefixes, suffixes and vowels you add to a root in
different situations, for example showing who is doing the action,
whether it is a statement or a command, and when the action took place.

conjunction A joining word. In Hebrew, the only joining word is ‫ו‬.

construct state The form of a noun when it is part of a construct, as when ‬ ‫בָ נִ ים‬

(‘sons’) changes to the construct state ‬‫ בנֵּי‬in the phrase ‫בנֵּי־יִ ׂש ָראֶ ל‬.

The ‘normal’ form of the noun is called the absolute state (‬ ‫ בָ נִ ים‬in

this example).

dagesh The dot inside some letters, like ‬ ‫ ב‬or ‫פ‬. Hebrew grammar books
Page 149

distinguish between a dagesh which doubles a consonant – called a

dagesh forte – and those which harden or soften the sound of a
consonant – called a dagesh lene.

definite article A word put before a noun that has already been introduced. In English

we use the word the, as in ‘the teacher’. In Hebrew they use the word ‬ַ‫ה‬.

demonstrative Words that show which object we are talking about, like ‘this’ or ‘these’

in English, or ‬‫ זֶה‬and ‬‫ אֵּ לֶ ה‬in Hebrew.

direct object Usually, something that an action happens to, for example ‘the bread’ in

a sentence like ‘he ate the bread’. Often, the word ‬ ‫ אֵּ ת‬comes before

the direct object in Hebrew.

gender In Hebrew, the classification of objects, adjectives, pronouns and verbs

as masculine or feminine.

gender Gender describes whether something is masculine (male) or feminine

(female). In Hebrew this can describe objects like cups and tables as
well as living things.

guttural A consonant sound made in the back of the throat, namely ‫ה‬ח‬ר‬ע‬א‬

Hapax A word that is found only once in the Hebrew Bible. About 2000 of the
Legomenon 8000 words in the Hebrew Bible are Hapax Legomena.

He-directive / He- The use of ‫ ָה‬at the end of a word to indicate motion towards it.
locative

The use of ‫ה‬

‬ֲ at the start of a sentence to make it into a question.
He-interrogative

hifʿil A verb stem that often describes something that is caused to happen. For

example, the Qal stem ‬ ‫ מּות‬means ‘die’, whereas the hifʿil ‬ ‫הֵּ ִמית‬

means ‘cause to die’ (or ‘kill’).

hiriq The Hebrew ‘i’ sound written ִ

hitpaʿel A verb stem that often has a meaning of doing something to oneself (a

reflexive). For example, the Qal stem ‬ ‫ קָ ַדש‬means ‘he was holy’,
Page 150

whereas the Hitpaʿel ‬‫ ִהת ַק ֵּדש‬means ‘he made himself holy’.

holem The Hebrew ‘o’ sound written ֹּ

hollow verb Verbs with ‬‫ י‬or ‬‫ ו‬as their middle consonant, like ‬‫ קּום‬or ‫ׂשים‬
ִ .

I, II, III (also The Roman numerals I, II, and III are used to describe the three
described as ‫פ‬, ‫ע‬, positions in a Hebrew verb. The first consonant is I, the second is II, and
‫)ל‬ the third is III. So a I-‬‫ ה‬verb is a root like with ‬‫ הלְך‬with a ‬‫ ה‬at the

start, and a III-‬‫ ה‬verb is one like ‬‫ בנה‬with a ‬‫ ה‬at the end.

These positions are also named after the consonants in the root ‬ ‫פעל‬

(‘do’), so that a Pe-‬ ‫ ה‬verb means the same as I-‬ ‫ ה‬and Lamed-‬ ‫ה‬

means the same as III-‫ה‬.

imperative Another word for a command.

imperfect Describes a verb form where the action is incomplete (usually).

Something like in Tok Pisin em i digim hul (imperfect) as opposed to em
i digim hul pinis (perfect).

infinitive A verb form which does not specify who did it – something like ‘to …’
in English, as in ‘to do’ or ‘to be’. There are two forms of Hebrew
infinitive – the infinitive absolute (usually used to strengthen the

meaning of a verb, as in ‬ ‫‘ – מות‬תָ מּות‬to die you will die’ or ‘you

will surely die’) and the infinitive construct (often used to give a

purpose for something, as in Gen 1.18 ‬‫[‘ ִלמשֹּ ל‬in order] to rule’).

iterative Something that happens again and again

Lamed-guttural, Verb roots that end with a guttural or a he (‫ )ה‬respectively. Based on

lamed-he… e c.
the root ‬‫ פעל‬which has a lamed as it’s final consonant.

mappiq A dot that may come in a letter ‬ ‫ ה‬at the end of the word, like ‫ּה‬, to

show that you pronounce the ‘h’ sound.

maqqef A short horizontal line used to group two words together, as in ‫כָ ל־‬
Page 151

‫הָ עָ ם‬.

matres lectionis Latin word for the vowels written ‬ ‫ ו‬and ‫י‬, which were added to the

spelling system to help people read. Writing using these symbols is

called scriptio plene, without them it is called scriptio defectiva.

nifʿal A verb stem where the subject receives the action rather than

performing it (a kind of passive). For example, ‬‫ שָ בַ ר‬in the Qal means

‘he broke’ in English, whereas the Nifʿal ‬ ‫ נִ שבַ ר‬means ‘he was

broken’.

passive A passive sentence is one in which the subject of the sentence is acted
upon rather than doing an action. For example, in English, the sentence
‘the dog bit the pig’ is active, but ‘the dog was bitten’ is passive.

patah The Hebrew ‘a’ sound written ַ

Pe-guttural, Pe- Verb roots that begin with a guttural, a he (‫ )ה‬or a nun (‫ )נ‬respectively.
he, Pe- u … e c
Based on the root ‬‫ פעל‬which has a Pe as it’s first consonant.

perfect Describes a verb form where the action is complete (usually).

Something like in Tok Pisin em i digim hul pinis (perfect) as opposed to
em i digim hul (imperfect).

person ‘Person’ is the word used to describe who is doing something. In

English, first person is ‘I’, ‘me’ or ‘we’; second person is ‘you’; and
third person is ‘he’, ‘she’, ‘it’ or ‘they’.

piʿel A verb stem used for some roots. Sometimes it shows a more ‘intensive’
meaning than the qal stem for the same root, but there are other
meanings too, such as an iterative meaning for something that happens
again and again.

preposition Words like ‬‫ל‬, ‬ ‬‫ ב‬or ‬ ‫ אֶ ל‬in Hebrew, or ‘to’, ‘in’ or ‘towards’ in

Wnglish, which show when or where something is located.

qames The Hebrew ‘a’ sound written ָ

qames-hatuf The Hebrew ‘o’ sound written ָ

Page 152

i u The Hebrew ‘u’ sound written ֻ

reflexive A verb where the subject acts upon itself.

segol The Hebrew ‘e’ sound written ֶ

sere The Hebrew ‘e’ sound written ֵּ

shureq The Hebrew ‘u’ sound written ‫ּו‬

strong verb A verb whose root contains no weak consonants, and so does not change

when prefixes and suffixes are added. The verb root ‬ ‫‘ קטל‬kill’ is the

classic example used in most grammar books.

weak consonant Consonants that may be lost when prefixes or suffixes are added to a

verb root. These are the gutturals: ‫ ;ח ;ה ;ע ;א‬and ‬ ‫ ר‬and ‬‫ י‬and ‬‫נ‬

when they occur at the start of a root.

weak verb A verb that contains at least one weak consonant. Often these are roots

that begin with ‫י‬, ‬ ‫ ה‬or ‬ ‫ נ‬or ones that end in ‫ה‬, ‫א‬, or ‫ח‬. They are

called weak verbs because these root consonants at the beginning or end
may be lost when the verbal prefixes or suffixes are added. A doubly
weak verb has a weak consonant at the beginning and the end.
Page 153

VERB TABLES
‫‪Page 154‬‬

‫‪Verb Tables: Strong Verbs‬‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫)‪Hophal (1‬‬ ‫)‪Hophal (2‬‬ ‫‪Hithpael‬‬
‫‪Perfect‬‬ ‫‪1cs‬‬
‫קָ ָּ֫ ַטל ִתי‬ ‫נִ ק ָּ֫ ַטל ִתי‬ ‫ִק ָּ֫ ַטל ִתי‬ ‫קֻ ָּ֫ ַטל ִתי‬ ‫ִהק ָּ֫ ַטל ִתי‬ ‫הֻ ק ָּ֫ ַטל ִתי‬ ‫הָ ק ָּ֫ ַטל ִתי‬ ‫ִהתקַ ָּ֫ ַטל ִתי‬
‫‪2ms‬‬
‫קָ ָּ֫ ַטלתָ‬‬ ‫נִ ק ָּ֫ ַטלתָ‬‬ ‫ִק ָּ֫ ַטלתָ‬‬ ‫קֻ ָּ֫ ַטלתָ‬‬ ‫ִהק ָּ֫ ַטלתָ‬‬ ‫הֻ ק ָּ֫ ַטלתָ‬‬ ‫הָ ק ָּ֫ ַטלתָ‬‬ ‫ִהתקַ ָּ֫ ַטלתָ‬‬
‫‪2fs‬‬
‫קָ טַ לת‬‬ ‫נִ קטַ לת‬‬ ‫ת‬
‫ִקטַ ל ‬‬ ‫ת‬
‫קֻ טַ ל ‬‬ ‫ת‬
‫ִהק ָּ֫ ַטל ‬‬ ‫הֻ ק ָּ֫ ַטלת‬‬ ‫הָ ק ָּ֫ ַטלת‬‬ ‫ִהתקַ טַ לת‬‬
‫‪3ms‬‬
‫קָ טַ ל‬ ‫נִ קטַ ל‬ ‫ִקטֵּ ל‬ ‫קֻ טַ ל‬ ‫ִהק ִטיל‬ ‫הֻ קטַ ל‬ ‫הָ קטַ ל‬ ‫ִהתקַ טֵּ ל‬
‫‪3fs‬‬
‫קָ טלָ ה‬ ‫נִ קטלָ ה‬ ‫ִקטלָ ה‬ ‫קֻ טלָ ה‬ ‫ִהק ִָּ֫טילָ ה‬ ‫הֻ קטלָ ה‬ ‫הָ קטלָ ה‬ ‫ִהתקַ טלָ ה‬
‫‪1cp‬‬
‫קָ ָּ֫ ַטלנּו‬ ‫נִ ק ָּ֫ ַטלנּו‬ ‫ִק ָּ֫ ַטלנּו‬ ‫קֻ ָּ֫ ַטלנּו‬ ‫ִהק ָּ֫ ַטלנּו‬ ‫הֻ ק ָּ֫ ַטלנּו‬ ‫הָ ק ָּ֫ ַטלנּו‬ ‫ִהתקַ ָּ֫ ַטלנּו‬
‫‪2mp‬‬
‫קטַ לתֶ ם‬ ‫נִ קטַ לתֶ ם‬ ‫ִקטַ לתֶ ם‬ ‫קֻ טַ לתֶ ם‬ ‫ִהקטַ לתֶ ם‬ ‫הֻ קטַ לתֶ ם‬ ‫ִהתקַ טַ לתֶ ם הָ קטַ לתֶ ם‬
‫‪2fp‬‬
‫קטַ לתֶ ן‬ ‫נִ קטַ לתֶ ן‬ ‫ִקטַ לתֶ ן‬ ‫קֻ טַ לתֶ ן‬ ‫ִהקטַ לתֶ ן‬ ‫הֻ קטַ לתֶ ן‬ ‫הָ קטַ לתֶ ן‬ ‫ִהתקַ טַ לתֶ ן‬
‫‪3cp‬‬
‫ָ ָֽקטלּו‬ ‫נִ קטלּו‬ ‫ִקטלּו‬ ‫קֻ טלּו‬ ‫ִהק ִָּ֫טילּו‬ ‫הֻ קטלּו‬ ‫הָ קטלּו‬ ‫ִהתקַ טלּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ קטֹּל‬ ‫אֶ קָ טֵּ ל‬ ‫אֲקַ טֵּ ל‬ ‫אֲקֻ טַ ל‬ ‫אַ ק ִטיל‬ ‫אֻ קטַ ל‬ ‫אָ קטַ ל‬ ‫אֶ תקַ טֵּ ל‬
‫‪2ms‬‬
‫ִתקטֹּל‬ ‫ִתקָ טֵּ ל‬ ‫תקַ טֵּ ל‬ ‫תקֻ טַ ל‬ ‫תַ ק ִטיל‬ ‫תֻ קטַ ל‬ ‫תָ קטַ ל‬ ‫ִתתקַ טֵּ ל‬
‫‪2fs‬‬
‫ִתקט ִלי‬ ‫ִת ָ ָֽקט ִלי‬ ‫תקַ ט ִלי‬ ‫תקֻ ט ִלי‬ ‫ילי‬
‫תַ ק ִָּ֫ט ִ‬ ‫תֻ קט ִלי‬ ‫תָ קט ִלי‬ ‫ִתתקַ ט ִלי‬
‫‪3ms‬‬
‫יִ קטֹּל‬ ‫יִ קָ טֵּ ל‬ ‫יקַ טֵּ ל‬ ‫יקֻ טַ ל‬ ‫יַק ִטיל‬ ‫יֻקטַ ל‬ ‫יָקטַ ל‬ ‫יִ תקַ טֵּ ל‬
‫‪3fs‬‬
‫ִתקטֹּל‬ ‫ִתקָ טֵּ ל‬ ‫תקַ טֵּ ל‬ ‫תקֻ טַ ל‬ ‫תַ ק ִטיל‬ ‫תֻ קטַ ל‬ ‫תָ קטַ ל‬ ‫ִתתקַ טֵּ ל‬
‫‪1cp‬‬
‫נִ קטֹּל‬ ‫נִ קָ טֵּ ל‬ ‫נקַ טֵּ ל‬ ‫נקֻ טַ ל‬ ‫נַק ִטיל‬ ‫נֻקטַ ל‬ ‫נָקטַ ל‬ ‫נִ תקַ טֵּ ל‬
‫‪2mp‬‬
‫ִתקטלּו‬ ‫ִת ָ ָֽקטלּו‬ ‫תקַ טלּו‬ ‫תקֻ טלּו‬ ‫תַ ק ִָּ֫טילּו‬ ‫תֻ קטלּו‬ ‫תָ קטלּו‬ ‫ִתתקַ טלּו‬
‫‪2fp‬‬
‫ִתק ָֹּּ֫טלנָה‬ ‫ִתקָ ָּ֫ ַטלנָה‬ ‫תקַ ָּ֫ ֵּטלנָה‬ ‫תקֻ ָּ֫ ַטלנָה‬ ‫תַ ק ָּ֫ ֵּטלנָה‬ ‫תֻ ק ָּ֫ ַטלנָה‬ ‫תָ ק ָּ֫ ַטלנָה‬ ‫ִתתקַ ָּ֫ ֵּטלנָה‬
‫‪3mp‬‬
‫יִ קטלּו‬ ‫יִ ָ ָֽקטלּו‬ ‫יקַ טלּו‬ ‫יקֻ טלּו‬ ‫יַק ִָּ֫טילּו‬ ‫יֻקטלּו‬ ‫יָקטלּו‬ ‫יִ תקַ טלּו‬
‫‪3fp‬‬
‫ִתק ָֹּּ֫טלנָה‬ ‫ִתקָ ָּ֫ ַטלנָה‬ ‫תקַ ָּ֫ ֵּטלנָה‬ ‫תקֻ ָּ֫ ַטלנָה‬ ‫תַ ק ָּ֫ ֵּטלנָה‬ ‫תֻ ק ָּ֫ ַטלנָה‬ ‫תָ ק ָּ֫ ַטלנָה‬ ‫ִתתקַ ָּ֫ ֵּטלנָה‬
‫‪Page 155‬‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫)‪Hophal (1‬‬ ‫)‪Hophal (2‬‬ ‫‪Hithpael‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫קטֹּל‬ ‫ִחקָ טֵּ ל‬ ‫קַ טֵּ ל‬ ‫הַ קטֵּ ל‬ ‫ִהתקַ טֵּ ל‬
‫‪2fs‬‬
‫ִקט ִלי‬ ‫ִה ָ ָֽקט ִלי‬ ‫קַ ט ִלי‬ ‫ילי‬
‫הַ ק ִָּ֫ט ִ‬ ‫ִהתקַ ט ִלי‬
‫‪2mp‬‬
‫ִקטלּו‬ ‫ִה ָ ָֽקטלּו‬ ‫קַ טלּו‬ ‫הַ ק ִָּ֫טילּו‬ ‫ִהתקַ טלּו‬
‫‪2fp‬‬
‫ק ָֹּּ֫טלנָה‬ ‫ִהקָ ָּ֫ ַטלנָח‬ ‫קַ ָּ֫ ֵּטלנָה‬ ‫הַ ק ָּ֫ ֵּטלנָה‬ ‫ִהתקַ ָּ֫ ֵּטלנָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫קטֹּל‬ ‫ִחקָ טֵּ ל‬ ‫קַ טֵּ ל‬ ‫הַ ק ִטיל‬ ‫ִהתקַ טֵּ ל‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫קָ טול‬ ‫נִ קטול‬ ‫קַ טול‬ ‫הַ קטֵּ ל‬ ‫ִהתקַ טֵּ ל‬
‫הִ‬קָ טול‬ ‫קַ טֵּ ל‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫קֹּטֵּ ל‬ ‫מקַ טֵּ ל‬ ‫מַ ק ִטיל‬ ‫ִמתקַ טֵּ ל‬
‫‪fs‬‬
‫ֹּטלֶ ת‬
‫ק ָּ֫ ֶ‬ ‫מקַ ָּ֫ ֶטלֶ ת‬ ‫מַ ק ָּ֫ ֶטלֶ ת‬ ‫ִמתקַ ָּ֫ ֶטלֶ ת‬
‫‪mp‬‬
‫קֹּט ִלים‬ ‫מקַ ט ִלים‬ ‫ילים‬
‫מַ ק ִט ִ‬ ‫ִמתקַ ט ִלים‬
‫‪fp‬‬
‫קֹּטלות‬ ‫מקַ טלות‬ ‫מַ ק ִטילות‬ ‫ִמתקַ טלות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫קָ טּול‬ ‫נִ קטָ ל‬ ‫מקֻ טָ ל‬ ‫מֻ קטָ ל‬ ‫מָ קטָ ל‬
‫‪fs‬‬
‫קטּולָ ח‬ ‫נִ קטָ לָ ה‬ ‫מקֻ ָּ֫ ֶטלֶ ת‬ ‫מֻ ק ָּ֫ ֶטלֶ ת‬ ‫מָ ק ָּ֫ ֶטלֶ ת‬
‫‪mp‬‬
‫טּולים‬
‫ק ִ‬ ‫נִ קטָ ִלים‬ ‫מקֻ טָ ִלים‬ ‫מֻ קטָ ִלים‬ ‫מָ קטָ ִלים‬
‫‪fp‬‬
‫קטּולות‬ ‫נִ קטָ לות‬ ‫מקֻ טָ לות‬ ‫מֻ קטָ לות‬ ‫מָ קטָ לות‬
‫‪Page 156‬‬

‫‪Verb Tables: I-Guttural verbs‬‬

‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬
‫‪Perfect‬‬ ‫‪1cs‬‬
‫עָ ָּ֫ ַמד ִתי‬ ‫חָ ַזָּ֫ק ִתי‬ ‫ע ַזָּ֫ב ִתי‬
‫ֶנ ֱ‬ ‫ֱמד ִתי‬
‫הֶ ע ָּ֫ ַ‬ ‫ֳמד ִתי‬
‫הָ ע ָּ֫ ַ‬
‫‪2ms‬‬
‫עָ ָּ֫ ַמדתָ ה‬ ‫חָ ַזָּ֫קתָ‬‬ ‫ע ַזָּ֫בתָ‬‬
‫ֶנ ֱ‬ ‫ֱמדתָ‬‬
‫הֶ ע ָּ֫ ַ‬ ‫ֳמדתָ‬‬
‫הָ ע ָּ֫ ַ‬
‫‪2fs‬‬
‫עָ מַ דת‬‬ ‫חָ זַקת‬‬ ‫עזַבת‬‬
‫ֶנ ֱ‬ ‫ת‬
‫הֶ עֱמַ ד ‬‬ ‫ת‬
‫הָ עֳמַ ד ‬‬
‫‪3ms‬‬
‫עָ מַ ד‬ ‫חָ זַק‬ ‫עזַב‬
‫ֶנ ֱ‬ ‫הֶ ע ֱִמיד‬ ‫הָ עֳמַ ד‬
‫‪3fs‬‬
‫ָ ָֽעמ ָדה‬ ‫חזקָ ה‬
‫ָ ָֽ‬ ‫נֶעֶ זבָ ה‬ ‫ידה‬
‫הֶ ע ֱִָּ֫מ ָ‬ ‫הָ עָ מ ָדה‬
‫‪1cp‬‬
‫עָ ָּ֫ ַמדנּו‬ ‫חָ ַזָּ֫קנּו‬ ‫ע ַזָּ֫בנּו‬
‫ֶנ ֱ‬ ‫ֱמדתָ‬‬
‫הֶ ע ָּ֫ ַ‬ ‫ֳמדנּו‬
‫הָ ע ָּ֫ ַ‬
‫‪2mp‬‬
‫עֲמַ דתֶ ם‬ ‫חזַקתֶ ם‬
‫ֲ‬ ‫עזַבתֶ ם‬
‫ֶנ ֱ‬ ‫הֶ עֱמַ דתֶ ם‬ ‫הָ עֳמַ דתֶ ם‬
‫‪2fp‬‬
‫עֲמַ דתֶ ן‬ ‫חזַקתֶ ן‬
‫ֲ‬ ‫עזַבתֶ ן‬
‫ֶנ ֱ‬ ‫הֶ עֱמַ דתֶ ן‬ ‫הָ עֳמַ דתֶ ן‬
‫‪3cp‬‬
‫ָ ָֽעמדּו‬ ‫חזקּו‬
‫ָ ָֽ‬ ‫נֶעֶ זבּו‬ ‫הֶ ע ֱִָּ֫מידּו‬ ‫הָ עָ מדּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫עמֹּד‬
‫אֶ ֱ‬ ‫חזַק‬
‫אֶ ֱ‬ ‫אֵּ עָ זֵּב‬ ‫אַ ע ֲִמיד‬ ‫אָ עֳמַ ד‬
‫‪2ms‬‬
‫עמֹּד‬
‫תַ ֲ‬ ‫חזַק‬
‫תֶ ֱ‬ ‫תֵּ עָ זֵּב‬ ‫תַ ע ֲִמיד‬ ‫תָ עֳמַ ד‬
‫‪2fs‬‬
‫תַ עַ מ ִדי‬ ‫תֶ חֶ ז ִקי‬ ‫תֵּ ָעָֽז ִבי‬ ‫ידי‬
‫תַ ע ֲִָּ֫מ ִ‬ ‫תָ עָ מ ִדי‬
‫‪3ms‬‬
‫עמֹּד‬
‫ַי ֲ‬ ‫חזַק‬
‫ֶי ֱ‬ ‫יֵּעָ זֵּב‬ ‫ַיע ֲִמיד‬ ‫ָיעֳמַ ד‬
‫‪3fs‬‬
‫עמֹּד‬
‫תַ ֲ‬ ‫חזַק‬
‫תֶ ֱ‬ ‫תֵּ עָ זֵּב‬ ‫תַ ע ֲִמיד‬ ‫תָ עֳמַ ד‬
‫‪1cp‬‬
‫עמֹּד‬
‫ַנ ֲ‬ ‫חזַק‬
‫ֶנ ֱ‬ ‫נֵּעָ זֵּב‬ ‫ַנע ֲִמיד‬ ‫ָנעֳמַ ד‬
‫‪2mp‬‬
‫תַ עַ מדּו‬ ‫תֶ חֶ זקּו‬ ‫תֵּ ָעָֽזבּו‬ ‫תַ ע ֲִָּ֫מידּו‬ ‫תָ עָ מדּו‬
‫‪2fp‬‬
‫ע ָֹּּ֫מדנָה‬
‫תַ ֲ‬ ‫ח ַזָּ֫קנָה‬
‫תֶ ֱ‬ ‫תֵּ עָ ַזָּ֫בנָה‬ ‫ֲמדנָה‬
‫תַ ע ָּ֫ ֵּ‬ ‫ֳמדנָה‬
‫תַ ע ָּ֫ ַ‬
‫‪3mp‬‬
‫יַעַ מדּו‬ ‫יֶחֶ זקּו‬ ‫י ֵָּעָֽזבּו‬ ‫ַיע ֲִָּ֫מידּו‬ ‫יָעָ מדּו‬
‫‪3fp‬‬
‫ע ָֹּּ֫מדנָה‬
‫תַ ֲ‬ ‫ח ַזָּ֫קנָה‬
‫תֶ ֱ‬ ‫תֵּ עָ ַזָּ֫בנָה‬ ‫ֲמדנָה‬
‫תַ ע ָּ֫ ֵּ‬ ‫ֳמדנָה‬
‫תַ ע ָּ֫ ַ‬
‫‪Page 157‬‬
‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫עמֹּד‬
‫ֲ‬ ‫חזַק‬
‫ֲ‬ ‫הֵּ עָ זֵּב‬ ‫הַ עֲמֵּ ד‬
‫‪2fs‬‬
‫ִעמ ִדי‬ ‫ִחז ִקי‬ ‫הֵּ ָעָֽז ִבי‬ ‫ידי‬
‫הַ ע ֲִָּ֫מ ִ‬
‫‪2mp‬‬
‫ִעמדּו‬ ‫ִחזקּו‬ ‫הֵּ ָעָֽזבּו‬ ‫הַ ע ֲִָּ֫מידּו‬
‫‪2fp‬‬
‫ע ָֹּּ֫מדנָה‬
‫ֲ‬ ‫ח ַזָּ֫קנָה‬
‫ֲ‬ ‫הֵּ עָ ַזָּ֫בנָה‬ ‫ֲמדנָה‬
‫הַ ע ָּ֫ ֵּ‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫עמֹּד‬
‫ֲ‬ ‫חזֹּק‬
‫ֲ‬ ‫הֵּ עָ זֵּב‬ ‫הַ ע ֲִמיד‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫עָ מוד‬ ‫חָ זוק‬ ‫ַנעֲזוב‬ ‫הַ עֲמֵּ ד‬
‫הֵּ עָ זוב‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫עֹּ מֵּ ד‬ ‫חזֵּק‬
‫ֹּ‬ ‫מַ ע ֲִמיד‬
‫‪fs‬‬
‫עֹּ ָּ֫ ֶמ ֶדת‬ ‫ח ֶזָּ֫קֶ ת‬
‫ֹּ‬ ‫מַ עֲמֶ ֶדת‬
‫‪mp‬‬
‫עֹּ מ ִדים‬ ‫חֹּז ִקים‬ ‫ידים‬
‫מַ ע ֲִמ ִ‬
‫‪fp‬‬
‫עֹּ מדות‬ ‫חֹּזקות‬ ‫מַ ע ֲִמידות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫עָ מּוד‬ ‫חָ זּוק‬ ‫עזַב‬
‫ֶנ ֱ‬ ‫מָ עֳמָ ד‬
‫‪fs‬‬
‫ֲמּודה‬
‫ע ָ‬ ‫חֲזּוקָ ה‬ ‫ע ֶזָּ֫בֶ ת‬
‫ֶנ ֱ‬ ‫ֳמ ֶדת‬
‫מָ ע ָּ֫ ֶ‬
‫‪mp‬‬
‫ֲמּודים‬
‫ע ִ‬ ‫ֲזּוקים‬
‫ח ִ‬ ‫עז ִָבים‬
‫ֶנ ֱ‬ ‫מָ עֳמָ ִדים‬
‫‪fp‬‬
‫עֲמּודות‬ ‫חֲזּוקות‬ ‫עזָבות‬
‫ֶנ ֱ‬ ‫מָ עֳמָ דות‬
‫‪Page 158‬‬

‫‪ Verbs‬א‪Verb Tables: I-‬‬

‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫)‪Qal (3‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫אָ ַָּ֫סר ִתי‬ ‫אָ ָּ֫ ַכל ִתי‬ ‫אָ ָּ֫ ַמר ִתי‬
‫‪2ms‬‬
‫אָ ַָּ֫סרתָ‬‬ ‫אָ ָּ֫ ַכלתָ‬‬ ‫אָ ָּ֫ ַמרתָ‬‬
‫‪2fs‬‬
‫אָ סַ רת‬‬ ‫ת‬
‫אָ כַ ל ‬‬ ‫ת‬
‫אָ מַ ר ‬‬
‫‪3ms‬‬
‫אָ סַ ר‬ ‫אָ כַ ל‬ ‫אָ מַ ר‬
‫‪3fs‬‬
‫ָ ָֽאס ָרה‬ ‫ָ ָֽאכלָ ה‬ ‫ָ ָֽאמ ָרה‬
‫‪1cp‬‬
‫אָ ַָּ֫סרנּו‬ ‫אָ ָּ֫ ַכלנּו‬ ‫אָ ָּ֫ ַמרנּו‬
‫‪2mp‬‬
‫אֲסַ רתֶ ם‬ ‫אֲכַ לתֶ ם‬ ‫אֲמַ רתֶ ם‬
‫‪2fp‬‬
‫אֲסַ רתֶ ן‬ ‫אֲכַ לתֶ ן‬ ‫אֲמַ רתֶ ן‬
‫‪3cp‬‬
‫ָ ָֽאסרּו‬ ‫ָ ָֽאכלּו‬ ‫ָ ָֽאמרּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אסֹּר‬
‫אֶ ֱ‬ ‫אֹּכַ ל‬ ‫אֹּמַ ר‬
‫‪2ms‬‬
‫אסֹּר‬
‫תֶ ֱ‬ ‫ת ֹּאכַ ל‬ ‫ת ֹּאמַ ר‬
‫‪2fs‬‬
‫תַ אַ ס ִרי‬ ‫ת ֹּאכ ִלי‬ ‫ת ֹּאמ ִרי‬
‫‪3ms‬‬
‫אסֹּר‬
‫ֶי ֱ‬ ‫י ֹּאכַ ל‬ ‫י ֹּאמַ ר‬
‫‪3fs‬‬
‫אסֹּר‬
‫תֶ ֱ‬ ‫ת ֹּאכַ ל‬ ‫ת ֹּאמַ ר‬
‫‪1cp‬‬
‫אסֹּר‬
‫ֶנ ֱ‬ ‫נ ֹּאכַ ל‬ ‫נ ֹּאמַ ר‬
‫‪2mp‬‬
‫תַ אַ סרּו‬ ‫ת ֹּאכלּו‬ ‫ת ֹּאמרּו‬
‫‪2fp‬‬
‫א ָֹּּ֫סרנָה‬
‫תֶ ֱ‬ ‫ֹּאכלנָח‬
‫ת ָּ֫ ַ‬ ‫ֹּאמרנָח‬
‫ת ָּ֫ ַ‬
‫‪3mp‬‬
‫יַאַ סרּו‬ ‫י ֹּאכלּו‬ ‫י ֹּאמרּו‬
‫‪3fp‬‬
‫א ָֹּּ֫סרנָה‬
‫תֶ ֱ‬ ‫ֹּאכלנָח‬
‫ת ָּ֫ ַ‬ ‫ֹּאמרנָח‬
‫ת ָּ֫ ַ‬
‫‪Page 159‬‬
‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫)‪Qal (3‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫אסֹּר‬
‫ֱ‬ ‫אכֹּל‬
‫ֱ‬ ‫אמֹּר‬
‫ֱ‬
‫‪2fs‬‬
‫ִאס ִרי‬ ‫ִאכ ִלי‬ ‫ִאמ ִרי‬
‫‪2mp‬‬
‫ִאסרּו‬ ‫ִאכלּו‬ ‫ִאמרּו‬
‫‪2fp‬‬
‫א ָֹּּ֫סרנָה‬
‫ֱ‬ ‫ֹּלנָה‬
‫אכ ָּ֫‬
‫ֱ‬ ‫א ָֹּּ֫מרנָה‬
‫ֱ‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫אסֹּר‬
‫ֱ‬ ‫אכֹּל‬
‫ֱ‬ ‫אמֹּר‬
‫ֱ‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫אָ סור‬ ‫אָ כול‬ ‫אָ מור‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫אֹּסֵּ ר‬ ‫אֹּכֵּ ל‬ ‫אֹּמֵּ ר‬
‫‪fs‬‬
‫ֹּס ֶרת‬
‫א ֶָּ֫‬ ‫ֹּכלֶ ת‬
‫א ָּ֫ ֶ‬ ‫ֹּמ ֶרת‬
‫א ָּ֫ ֶ‬
‫‪mp‬‬
‫אֹּס ִרים‬ ‫אֹּכ ִלים‬ ‫אֹּמ ִרים‬
‫‪fp‬‬
‫אֹּסרות‬ ‫אֹּכלות‬ ‫אֹּמרות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫אָ סּור‬ ‫אָ כּול‬ ‫אָ מּור‬
‫‪fs‬‬
‫ֲסּורה‬
‫א ָ‬ ‫אֲכּולָ ה‬ ‫ֲמּורה‬
‫א ָ‬
‫‪mp‬‬
‫ֲסּורים‬
‫א ִ‬ ‫ֲכּולים‬
‫א ִ‬ ‫ֲמּורים‬
‫א ִ‬
‫‪fp‬‬
‫אֲסּורות‬ ‫אֲכּולות‬ ‫אֲמּורות‬
‫‪Page 160‬‬
‫‪Verb Tables: II- Guttural Verbs‬‬
‫‪Qal‬‬ ‫‪Niphal‬‬ ‫)‪Piel (vd‬‬ ‫)‪Piel (cl‬‬ ‫)‪Pual (vd‬‬ ‫)‪Pual (cl‬‬ ‫)‪Hithpael (vd‬‬ ‫)‪Hithpael (cl‬‬
‫‪Perfect‬‬ ‫‪1cs‬‬
‫בָ ָּ֫ ַחר ִתי‬ ‫נִ ב ָּ֫ ַחר ִתי‬ ‫נִ ָּ֫ ַחמ ִתי‬ ‫בֵּ ַ ָּ֫רכ ִתי‬ ‫ֻחמ ִתי‬
‫נ ָּ֫ ַ‬ ‫ֹּרכ ִתי‬
‫ב ַ ָּ֫‬ ‫ַחמ ִתי‬
‫ִהתנ ָּ֫ ַ‬ ‫ִהתבָ ַ ָּ֫רכ ִתי‬
‫‪2ms‬‬
‫בָ ָּ֫ ַחרתָ‬‬ ‫נִ ב ָּ֫ ַחרתָ‬‬ ‫נִ ָּ֫ ַחמתָ‬‬ ‫בֵּ ַ ָּ֫רכתָ‬‬ ‫ֻחמתָ‬‬
‫נ ָּ֫ ַ‬ ‫ֹּרכתָ‬‬
‫ב ַ ָּ֫‬ ‫ַחמתָ‬‬
‫ִהתנ ָּ֫ ַ‬ ‫ִהתבָ ַ ָּ֫רכתָ‬‬
‫‪2fs‬‬
‫בָ חַ רת‬‬ ‫ת‬
‫נִ בחַ ר ‬‬ ‫ת‬
‫נִ חַ מ ‬‬ ‫ת‬
‫בֵּ ַרכ ‬‬ ‫ת‬
‫נֻחַ מ ‬‬ ‫ב ַֹּרכת‬‬ ‫ִהתנַחַ מת‬‬ ‫ִהתבָ ַרכת‬‬
‫‪3ms‬‬
‫בָ חַ ר‬ ‫נִ בחַ ר‬ ‫נִ חַ ם‬ ‫בֵּ ֵּרְך‬ ‫נֻחַ ם‬ ‫ב ַֹּרְך‬ ‫ִהתנַחֵּ ם‬ ‫ִהתבָ ֵּרְך‬
‫‪3fs‬‬
‫בָ ח ֲָרה‬ ‫נִ בח ֲָרה‬ ‫נִ חֲמָ ה‬ ‫בֵּ רכָ ה‬ ‫ֻנחֲמָ ה‬ ‫בֹּרכָ ה‬ ‫ִהת ַנחֲמָ ה‬ ‫ִהת ָ ָֽברכָ ה‬
‫‪1cp‬‬
‫בָ ָּ֫ ַחרנּו‬ ‫נִ ב ָּ֫ ַחרנּו‬ ‫נִ ָּ֫ ַחמנּו‬ ‫בֵּ ַ ָּ֫רכנּו‬ ‫ֻחמנּו‬
‫נ ָּ֫ ַ‬ ‫ֹּרכנּו‬
‫ב ַ ָּ֫‬ ‫ַחמנּו‬
‫ִהתנ ָּ֫ ַ‬ ‫ִהתבָ ַ ָּ֫רכנּו‬
‫‪2mp‬‬
‫בחַ רתֶ ם‬ ‫נִ בחַ רתֶ ם‬ ‫נִ חַ מתֶ ם‬ ‫בֵּ ַרכתֶ ם‬ ‫נֻחַ מתֶ ם‬ ‫ִהתבָ ַרכתֶ ם ִהתנַחַ מתֶ ם ב ַֹּרכתֶ ם‬
‫‪2fp‬‬
‫בחַ רתֶ ן‬ ‫נִ בחַ רתֶ ן‬ ‫נִ חַ מתֶ ן‬ ‫בֵּ ַרכתֶ ן‬ ‫נֻחַ מתֶ ן‬ ‫ב ַֹּרכתֶ ן‬ ‫ִהתנַחַ מתֶ ן‬ ‫ִהתבָ ַרכתֶ ן‬
‫‪3cp‬‬
‫בָ חֲרּו‬ ‫נִ בחֲרּו‬ ‫נִ חֲמּו‬ ‫בֵּ רכּו‬ ‫ֻנחֲמּו‬ ‫בֹּרכּו‬ ‫ִהת ַנחֲמּו‬ ‫ִהת ָ ָֽברכּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ בחַ ר‬ ‫אֶ בָ חֵּ ר‬ ‫אנַחֵּ ם‬
‫ֲ‬ ‫אֲבָ ֵּרְך‬ ‫אנֻחַ ם‬
‫ֲ‬ ‫אב ַֹּרְך‬
‫ֲ‬ ‫אֶ תנַחֵּ ם‬ ‫אֶ תבָ ֵּרְך‬
‫‪2ms‬‬
‫ִתבחַ ר‬ ‫ִתבָ חֵּ ר‬ ‫תנַחֵּ ם‬ ‫תבָ ֵּרְך‬ ‫תנֻחַ ם‬ ‫תב ַֹּרְך‬ ‫ִתתנַחֵּ ם‬ ‫ִתתבָ ֵּרְך‬
‫‪2fs‬‬
‫ִתבח ֲִרי‬ ‫ִתבָ ח ֲִרי‬ ‫ת ַנח ֲִמי‬ ‫ת ָ ָֽבר ִכי‬ ‫ת ֻנח ֲִמי‬ ‫תבֹּר ִכי‬ ‫ִתת ַנח ֲִמי‬ ‫ִתת ָ ָֽבר ִכי‬
‫‪3ms‬‬
‫יִ בחַ ר‬ ‫יִ בָ חֵּ ר‬ ‫ינַחֵּ ם‬ ‫יבָ ֵּרְך‬ ‫ינֻחַ ם‬ ‫יב ַֹּרְך‬ ‫יִ תנַחֵּ ם‬ ‫יִ תבָ ֵּרְך‬
‫‪3fs‬‬
‫ִתבחַ ר‬ ‫ִתבָ חֵּ ר‬ ‫תנַחֵּ ם‬ ‫תבָ ֵּרְך‬ ‫תנֻחַ ם‬ ‫תב ַֹּרְך‬ ‫ִתתנַחֵּ ם‬ ‫ִתתבָ ֵּרְך‬
‫‪1cp‬‬
‫נִ בחַ ר‬ ‫נִ בָ חֵּ ר‬ ‫ננַחֵּ ם‬ ‫נבָ ֵּרְך‬ ‫ננֻחֵּ ם‬ ‫נב ַֹּרְך‬ ‫נִ תנַחֵּ ם‬ ‫נִ תבָ ֵּרְך‬
‫‪2mp‬‬
‫ִתבחֲרּו‬ ‫ִתבָ חֲרּו‬ ‫ת ַנחֲמּו‬ ‫ת ָ ָֽברכּו‬ ‫ת ֻנחֲמּו‬ ‫תבֹּרכּו‬ ‫ִתת ַנחֲמּו‬ ‫ִתת ָ ָֽברכּו‬
‫‪2fp‬‬
‫ִתב ָּ֫ ַחרנָח‬ ‫ִתבָ ָּ֫ ַחרנָח‬ ‫ַחמנָה‬
‫תנ ָּ֫ ֵּ‬ ‫תבָ ֵּ ָּ֫רכנָה‬ ‫ֻחמנָה‬
‫תנ ָּ֫ ַ‬ ‫ֹּרכנָה‬
‫תב ַ ָּ֫‬ ‫ַחמנָה‬
‫ִתתנ ָּ֫ ַ‬ ‫ִתתבָ ֵּ ָּ֫רכנָה‬
‫‪3mp‬‬
‫יִ בחֲרּו‬ ‫יִ בָ חֲרּו‬ ‫י ַנחֲמּו‬ ‫י ָ ָֽברכּו‬ ‫י ֻנחֲמּו‬ ‫יבֹּרכּו‬ ‫יִ ת ַנחֲמּו‬ ‫יִ ת ָ ָֽברכּו‬
‫‪3fp‬‬
‫ִתב ָּ֫ ַחרנָח‬ ‫ִתבָ ָּ֫ ַחרנָח‬ ‫ַחמנָה‬
‫תנ ָּ֫ ֵּ‬ ‫תבָ ֵּ ָּ֫רכנָה‬ ‫ֻחמנָה‬
‫תנ ָּ֫ ַ‬ ‫ֹּרכנָה‬
‫תב ַ ָּ֫‬ ‫ַחמנָה‬
‫ִתתנ ָּ֫ ַ‬ ‫ִתתבָ ֵּ ָּ֫רכנָה‬
‫‪Page 161‬‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫)‪Piel (vd‬‬ ‫)‪Piel (cl‬‬ ‫)‪Pual (vd‬‬ ‫)‪Pual (cl‬‬ ‫)‪Hithpael (vd‬‬ ‫)‪Hithpael (cl‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫בחַ ר‬ ‫ִהבָ חֵּ ר‬ ‫נַחֵּ ם‬ ‫בָ ֵּרְך‬ ‫ִהתנַחֵּ ם‬ ‫ִהתבָ ֵּרְך‬
‫‪2fs‬‬
‫בַ ח ֲִרי‬ ‫ִהבָ ח ֲִרי‬ ‫ַנח ֲִמי‬ ‫ָ ָֽבר ִכי‬ ‫ִהת ַנח ֲִמי‬ ‫ִהת ָ ָֽבר ִכי‬
‫‪2mp‬‬
‫בַ חֲרּו‬ ‫ִהבָ חֲרּו‬ ‫ַנחֲמּו‬ ‫ָ ָֽברכּו‬ ‫ִהת ַנחֲמּו‬ ‫ִהת ָ ָֽברכּו‬
‫‪2fp‬‬
‫ב ָּ֫ ַחרנָה‬ ‫ִהבָ ָּ֫ ַחרנָה‬ ‫ַחמנָה‬
‫נ ָּ֫ ֵּ‬ ‫בָ ֵּ ָּ֫רכנָה‬ ‫ַחמנָה‬
‫ִהתבָ ֵּ ָּ֫רכנָה ִהתנ ָּ֫ ַ‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫בחֹּר‬ ‫ִהבָ חֵּ ר‬ ‫נַחֵּ ם‬ ‫בָ ֵּרְך‬ ‫ִהתנַחֵּ ם‬ ‫ִהתבָ ֵּרְך‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫בָ חור‬ ‫נִ בחור‬ ‫נַחֵּ ם‬ ‫בָ ֵּרְך‬ ‫ִהתנַחֵּ ם‬ ‫ִהתבָ ֵּרְך‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫בֹּחֵּ ר‬ ‫מנַחֵּ ם‬ ‫מבָ ֵּרְך‬ ‫ִמתנַחֵּ ם‬ ‫ִמתבָ ֵּרְך‬
‫‪fs‬‬
‫ֹּח ֶרת‬
‫ב ָּ֫ ֶ‬ ‫ַחמֶ ת‬
‫מנ ָּ֫ ֶ‬ ‫מבָ ֶ ָּ֫רכֶ ת‬ ‫ַחמֶ ת‬
‫ִמתנ ָּ֫ ֶ‬ ‫ִמתבָ ֶ ָּ֫רכֶ ת‬
‫‪mp‬‬
‫בח ֲִרים‬
‫ֹּ‬ ‫מ ַנח ֲִמים‬ ‫מ ָ ָֽבר ִכים‬ ‫ִמת ָ ָֽבר ִכים ִמת ַנח ֲִמים‬
‫‪fp‬‬
‫בחֲרות‬
‫ֹּ‬ ‫מ ַנחֲמות‬ ‫מ ָ ָֽברכות‬ ‫ִמת ָ ָֽברכות ִמת ַנחֲמות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫בָ חּור‬ ‫נִ בחָ ר‬ ‫מנֻחָ ם‬ ‫מב ָֹּרְך‬
‫‪fs‬‬
‫חּורה‬
‫ב ָ‬ ‫נִ ב ָּ֫ ֶח ֶרת‬ ‫ֻחמֶ ת‬
‫מנ ָּ֫ ֶ‬ ‫ֹּרכֶ ת‬
‫מב ֶ ָּ֫‬
‫‪mp‬‬
‫חּורים‬
‫ב ִ‬ ‫נִ בחָ ִרים‬ ‫מנֻחָ ִמים‬ ‫מב ָֹּר ִכים‬
‫‪fp‬‬
‫בחּורות‬ ‫נִ בחָ רות‬ ‫מנֻחָ מות‬ ‫מב ָֹּרכות‬
‫‪Page 162‬‬

‫– ‪Verb tables: III‬‬ ‫‪ verbs‬ח‬‪‬/‬ע‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬
‫‪Perfect‬‬ ‫‪1cs‬‬
‫שָ לַָּ֫ ח ִתי‬ ‫נִ שלַָּ֫ ח ִתי‬ ‫ִשלַָּ֫ ה ִתי‬ ‫שֻ לַָּ֫ ה ִתי‬ ‫ִהשלַָּ֫ ח ִתי‬ ‫הָ שלַָּ֫ ח ִתי‬
‫‪2ms‬‬
‫שָ לַָּ֫ חתָ‬‬ ‫נִ שלַָּ֫ חתָ‬‬ ‫ִשלַָּ֫ התָ‬‬ ‫שֻ לַָּ֫ התָ‬‬ ‫ִהשלַָּ֫ חתָ‬‬ ‫הָ שלַָּ֫ חתָ‬‬
‫‪2fs‬‬
‫שָ לַָּ֫ חַ ת‬‬ ‫ת‬
‫נִ שלַָּ֫ חַ ‬‬ ‫ת‬
‫ִשלַָּ֫ הַ ‬‬ ‫ת‬
‫שֻ לַָּ֫ הַ ‬‬ ‫ת‬
‫ִהשלַָּ֫ חַ ‬‬ ‫הָ שלַָּ֫ חַ ת‬‬
‫‪3ms‬‬
‫שָ לַ ח‬ ‫נִ שלַ ח‬ ‫ִשלַ ח‬ ‫שֻ לַ ח‬ ‫יח‬
‫ִהש ִל ַ‬‬ ‫הָ שלַ ח‬
‫‪3fs‬‬
‫שלחָ ה‬
‫ָ ָֽ‬ ‫נִ שלחָ ה‬ ‫ִשלחָ ה‬ ‫שֻ לחָ ה‬ ‫ִהש ִָּ֫ליחָ ה‬ ‫הָ שלחָ ה‬
‫‪1cp‬‬
‫שָ לַָּ֫ חנּו‬ ‫נִ שלַָּ֫ חנּו‬ ‫ִשלַָּ֫ הנּו‬ ‫שֻ לַָּ֫ הנּו‬ ‫ִהשלַָּ֫ חנּו‬ ‫הָ שלַָּ֫ חנּו‬
‫‪2mp‬‬
‫שלַ התֶ ם‬ ‫נִ שלַ חתֶ ם‬ ‫ִשלַ התֶ ם‬ ‫שֻ לַ התֶ ם‬ ‫ִהשלַ חתֶ ם‬ ‫הָ שלַ חתֶ ם‬
‫‪2fp‬‬
‫שלַ התֶ ן‬ ‫נִ שלַ חתֶ ן‬ ‫ִשלַ התֶ ן‬ ‫שֻ לַ התֶ ן‬ ‫ִהשלַ חתֶ ן‬ ‫הָ שלַ חתֶ ן‬
‫‪3cp‬‬
‫שלחּו‬
‫ָ ָֽ‬ ‫נִ שלחּו‬ ‫ִשלחּו‬ ‫שֻ לחּו‬ ‫ִהש ִָּ֫ליחּו‬ ‫הָ שלחּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ שלַ ח‬ ‫אֶ שָ לַ ח‬ ‫אֲשַ לַ ח‬ ‫אֲשֻ לַ ח‬ ‫יח‬
‫אַ ש ִל ַ‬‬ ‫אָ שלַ ח‬
‫‪2ms‬‬
‫ִתשלַ ח‬ ‫ִתשָ לַ ח‬ ‫תשַ לַ ח‬ ‫תשֻ לַ ח‬ ‫יח‬
‫תַ ש ִל ַ‬‬ ‫תָ שלַ ח‬
‫‪2fs‬‬
‫ִתשל ִחי‬ ‫של ִחי‬
‫ִת ָ ָֽ‬ ‫תשַ ל ִחי‬ ‫תשֻ ל ִחי‬ ‫יחי‬
‫תַ ש ִָּ֫ל ִ‬ ‫תָ של ִחי‬
‫‪3ms‬‬
‫יִ שלַ ח‬ ‫יִ שָ לַ ח‬ ‫ישַ לַ ח‬ ‫ישֻ לַ ח‬ ‫יח‬
‫יַש ִל ַ‬‬ ‫יָשלַ ח‬
‫‪3fs‬‬
‫ִתשלַ ח‬ ‫ִתשָ לַ ח‬ ‫תשַ לַ ח‬ ‫תשֻ לַ ח‬ ‫יח‬
‫תַ ש ִל ַ‬‬ ‫תָ שלַ ח‬
‫‪1cp‬‬
‫נִ שלַ ח‬ ‫נִ שָ לַ ח‬ ‫נשַ לַ ח‬ ‫נשֻ לַ ח‬ ‫יח‬
‫נַש ִל ַ‬‬ ‫נָשלַ ח‬
‫‪2mp‬‬
‫ִתשלחּו‬ ‫שלחּו‬
‫ִת ָ ָֽ‬ ‫תשַ לחּו‬ ‫תשֻ לחּו‬ ‫תַ ש ִָּ֫ליחּו‬ ‫תָ שלחּו‬
‫‪2fp‬‬
‫ִתשלַָּ֫ חנָה‬ ‫ִתשָ לַָּ֫ הנָח‬ ‫תשַ לַָּ֫ חנָה‬ ‫תשֻ לַָּ֫ חנָה‬ ‫תַ שלַָּ֫ חנָה‬ ‫תָ שלַָּ֫ חנָה‬
‫‪3mp‬‬
‫יִ שלחּו‬ ‫שלחּו‬
‫יִ ָ ָֽ‬ ‫ישַ לחּו‬ ‫ישֻ לחּו‬ ‫יַש ִָּ֫ליחּו‬ ‫יָשלחּו‬
‫‪3fp‬‬
‫ִתשלַָּ֫ חנָה‬ ‫ִתשָ לַָּ֫ הנָח‬ ‫תשַ לַָּ֫ חנָה‬ ‫תשֻ לַָּ֫ חנָה‬ ‫תַ שלַָּ֫ חנָה‬ ‫תָ שלַָּ֫ חנָה‬
‫‪Page 163‬‬
‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫שלַ ח‬ ‫ִהשָ לַ ח‬ ‫שַ לַ ח‬ ‫הַ שלַ ח‬
‫‪2fs‬‬
‫ִשל ִחי‬ ‫של ִחי‬
‫ִה ָ ָֽ‬ ‫שַ ל ִחי‬ ‫יחי‬
‫הַ ש ִָּ֫ל ִ‬
‫‪2mp‬‬
‫ִשלחּו‬ ‫שלחּו‬
‫ִה ָ ָֽ‬ ‫שַ לחּו‬ ‫הַ ש ִָּ֫ליחּו‬
‫‪2fp‬‬
‫ש‬לַָּ֫‬חנָה‬ ‫ִהשָ‬לַָּ֫ חנָה‬ ‫שַ לַָּ֫‬חנָה‬ ‫הַ שלַָּ֫ חנָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫ֹלח‬
‫ש ַ‬‬ ‫ִהשָ לַ ח‬ ‫שַ לַ ח‬ ‫יח‬
‫הַ ש ִל ַ‬‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫לוח‬
‫שָ ַ‬‬ ‫לוח‬
‫נִ ש ַ‬‬ ‫ח‬
‫שַ לֵּ ַ‬‬ ‫ח‬
‫הַ שלֵּ ַ‬‬
‫ח‬
‫ִהשָ‬לֵּ ַ‬‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫ח‬
‫שֹּלֵּ ַ‬‬ ‫ח‬
‫משַ לֵּ ַ‬‬ ‫יח‬
‫מַ ש ִל ַ‬‬
‫‪fs‬‬
‫שֹּלַָּ֫ חַ ת‬ ‫משַ לַָּ֫ חַ ת‬ ‫מַ שַ לַָּ֫ חַ ת‬
‫‪mp‬‬
‫שֹּל ִחים‬ ‫משַ ל ִחים‬ ‫יחים‬
‫מַ ש ִל ִ‬
‫‪fp‬‬
‫שֹּלחות‬ ‫משַ לחות‬ ‫מַ ש ִליחות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫לּוח‬
‫שָ ַ‬‬ ‫נִ שלָ ח‬ ‫משֻ לָ ח‬ ‫מֻ שלָ ח‬
‫‪fs‬‬
‫שלּוחָ ה‬ ‫נִ שלַָּ֫ חַ ת‬ ‫משֻ לַָּ֫ חַ ת‬ ‫מֻ שלַָּ֫ חַ ת‬
‫‪mp‬‬
‫לּוחים‬
‫ש ִ‬ ‫נִ שלָ ִחים‬ ‫משֻ לָ ִחים‬ ‫מֻ שלָ ִחים‬
‫‪fp‬‬
‫שלּוחות‬ ‫נִ שלָ חות‬ ‫משֻ לָ חות‬ ‫מֻ שלָ חות‬
‫‪Page 164‬‬

‫‪ verbs‬א – ‪Verb Tables: III‬‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫אתי‬
‫מָ ָּ֫ ָצ ִ‬ ‫אתי‬
‫נִ מ ָּ֫ ֵּצ ִ‬ ‫אתי‬
‫צ ִ‬‫ִמ ָּ֫ ֵּ‬ ‫אתי‬
‫צ ִ‬‫מֻ ָּ֫ ֵּ‬ ‫אתי‬
‫ִהמ ָּ֫ ֵּצ ִ‬ ‫אתי‬
‫הֻ מ ָּ֫ ָצ ִ‬ ‫אתי‬
‫צ ִ‬‫ִהתמַ ָּ֫ ֵּ‬
‫‪2ms‬‬
‫מָ ָּ֫ ָצאתָ‬‬ ‫נִ מ ָּ֫ ֵּצאתָ‬‬ ‫צאתָ‬‬
‫ִמ ָּ֫ ֵּ‬ ‫צאתָ‬‬
‫מֻ ָּ֫ ֵּ‬ ‫ִהמ ָּ֫ ֵּצאתָ‬‬ ‫הֻ מ ָּ֫ ָצאתָ‬‬ ‫צאתָ‬‬
‫ִהתמַ ָּ֫ ֵּ‬
‫‪2fs‬‬
‫מָ צָ את‬ ‫נִ מצֵּ את‬ ‫ִמצֵּ את‬ ‫מֻ צֵּ את‬ ‫ִהמצֵּ את‬ ‫הֻ מצָ את‬ ‫ִהתמַ צֵּ את‬
‫‪3ms‬‬
‫מָ צָ א‬ ‫נִ מצָ א‬ ‫ִמצֵּ א‬ ‫מֻ צָ א‬ ‫ִהמ ִציא‬ ‫הֻ מצָ א‬ ‫ִהתמַ צֵּ א‬
‫‪3fs‬‬
‫מָ צאָ ה‬ ‫נִ מצאָ ה‬ ‫ִמצאָ ה‬ ‫מֻ צאָ ה‬ ‫ִהמ ִָּ֫ציאָ ה‬ ‫הֻ מצאָ ה‬ ‫ִהתמַ צאָ ה‬
‫‪1cp‬‬
‫מָ ָּ֫ ָצאנּו‬ ‫נִ מ ָּ֫ ֵּצאנּו‬ ‫צאנּו‬
‫ִמ ָּ֫ ֵּ‬ ‫צאנּו‬
‫מֻ ָּ֫ ֵּ‬ ‫ִהמ ָּ֫ ֵּצאנּו‬ ‫הֻ מ ָּ֫ ָצאנּו‬ ‫צאנּו‬
‫ִהתמַ ָּ֫ ֵּ‬
‫‪2mp‬‬
‫מצָ אתֶ ם‬ ‫נִ מצֵּ אתֶ ם‬ ‫ִמצֵּ אתֶ ם‬ ‫מֻ צֵּ אתֶ ם‬ ‫ִהמצֵּ אתֶ ם‬ ‫ִהתמַ צֵּ אתֶ ם הֻ מצָ אתֶ ם‬
‫‪2fp‬‬
‫מצָ אתֶ ן‬ ‫נִ מצֵּ אתֶ ן‬ ‫ִמצֵּ אתֶ ן‬ ‫מֻ צֵּ אתֶ ן‬ ‫ִהמצֵּ אתֶ ן‬ ‫הֻ מצָ אתֶ ן‬ ‫ִהתמַ צֵּ אתֶ ן‬
‫‪3cp‬‬
‫ָ ָֽמצאּו‬ ‫נִ מצאּו‬ ‫ִמצאּו‬ ‫מֻ צאּו‬ ‫ִהמ ִָּ֫ציאּו‬ ‫הֻ מצאּו‬ ‫ִהתמַ צאּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ מצָ ה‬ ‫אֶ ֹּמָ צֵּ א‬ ‫אֲמַ צֵּ א‬ ‫אֲמֻ צָ א‬ ‫אַ מ ִציא‬ ‫אֻ מצָ א‬ ‫אֶ תמַ צֵּ א‬
‫‪2ms‬‬
‫ִתמצָ א‬ ‫ִתֹּמָ צֵּ א‬ ‫תמַ צֵּ א‬ ‫תמֻ צָ א‬ ‫תַ מ ִציא‬ ‫תֻ מצָ א‬ ‫ִתתמַ צֵּ א‬
‫‪2fs‬‬
‫ִתמצ ִאי‬ ‫ִת ָ ָֹּֽמצ ִאי‬ ‫תמַ צ ִאי‬ ‫תמֻ צ ִאי‬ ‫יאי‬
‫תַ מ ִָּ֫צ ִ‬ ‫תֻ מצ ִאי‬ ‫ִתתמַ צ ִאי‬
‫‪3ms‬‬
‫יִ מצָ א‬ ‫יִ ֹּמָ צֵּ א‬ ‫ימַ צֵּ א‬ ‫ימֻ צָ א‬ ‫יַמ ִציא‬ ‫יֻמצָ א‬ ‫יִ תמַ צֵּ א‬
‫‪3fs‬‬
‫ִתמצָ א‬ ‫ִתֹּמָ צֵּ א‬ ‫תמַ צֵּ א‬ ‫תמֻ צָ א‬ ‫תַ מ ִציא‬ ‫תֻ מצָ א‬ ‫ִתתמַ צֵּ א‬
‫‪1cp‬‬
‫נִ מצָ א‬ ‫נִ ֹּמָ צֵּ א‬ ‫נמַ צֵּ א‬ ‫נמֻ צָ א‬ ‫נַמ ִציא‬ ‫נֻמצָ א‬ ‫נִ תמַ צֵּ א‬
‫‪2mp‬‬
‫ִתמצאּו‬ ‫ִת ָ ָֹּֽמצאּו‬ ‫תמַ צאּו‬ ‫תמֻ צאּו‬ ‫תַ מ ִָּ֫ציאּו‬ ‫תֻ מצאּו‬ ‫ִתתמַ צאּו‬
‫‪2fp‬‬
‫ִתמ ָּ֫ ֶצאנָה‬ ‫ִתֹּמָ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫תֹּמַ ָּ֫ ֶ‬ ‫צאנָה‬
‫תמֻ ָּ֫ ֶ‬ ‫תַ מ ָּ֫ ֶצאנָה‬ ‫תֻ מ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫ִתתמַ ָּ֫ ֶ‬
‫‪3mp‬‬
‫יִ מצאּו‬ ‫יִ ָ ָֹּֽמצאּו‬ ‫ימַ צאּו‬ ‫ימֻ צאּו‬ ‫יַמ ִָּ֫ציאּו‬ ‫יֻמצאּו‬ ‫יִ תמַ צאּו‬
‫‪3fp‬‬
‫ִתמ ָּ֫ ֶצאנָה‬ ‫ִתֹּמָ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫תמַ ָּ֫ ֶ‬ ‫צאנָה‬
‫תמֻ ָּ֫ ֶ‬ ‫תַ מ ָּ֫ ֶצאנָה‬ ‫תֻ מ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫ִתתמַ ָּ֫ ֶ‬
‫‪Page 165‬‬
‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫מצָ א‬ ‫ִהֹּמָ צֵּ א‬ ‫מַ צֵּ א‬ ‫הַ מצֵּ א‬ ‫ִהתמַ צֵּ א‬
‫‪2fs‬‬
‫ִמצ ִאי‬ ‫ִה ָ ָֹּֽמצ ִאי‬ ‫מַ צ ִאי‬ ‫יאי‬
‫הַ מ ִָּ֫צ ִ‬ ‫ִהתמַ צ ִאי‬
‫‪2mp‬‬
‫ִמצאּו‬ ‫ִה ָ ָֹּֽמצאּו‬ ‫מַ צאּו‬ ‫הַ מ ִָּ֫ציאּו‬ ‫ִהתמַ צאּו‬
‫‪2fp‬‬
‫מ ָּ֫ ֶצאנָה‬ ‫ִהמָ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫מַ ָּ֫ ֶ‬ ‫הַ מ ָּ֫ ֶצאנָה‬ ‫צאנָה‬
‫ִהתמַ ָּ֫ ֶ‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫מצ ֹּא‬ ‫ִהֹּמָ צֵּ א‬ ‫מַ צֵּ א‬ ‫הַ מ ִציא‬ ‫ִהתמַ צֵּ א‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫מָ צוא‬ ‫נִ מצ ֹּא‬ ‫מַ צ ֹּא‬ ‫הַ מצֵּ א‬ ‫ִהתמַ צֵּ א‬
‫ִהֹּמָ צֵּ א‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫מֹּצֵּ א‬ ‫ממַ צֵּ א‬ ‫מַ מ ִציא‬ ‫ִמתמַ צֵּ א‬
‫‪fs‬‬
‫מֹּצֵּ את‬ ‫ממַ צֵּ את‬ ‫מַ מצֵּ את‬ ‫ִמתמַ צֵּ את‬
‫‪mp‬‬
‫מֹּצ ִאים‬ ‫ממַ צ ִאים‬ ‫יאים‬
‫מַ מ ִצ ִ‬ ‫ִמתמַ צ ִאים‬
‫‪fp‬‬
‫מֹּצאות‬ ‫ממַ צאות‬ ‫מַ מ ִציאות‬ ‫ִמתמַ צאות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫מָ צּוא‬ ‫נִ מצָ א‬ ‫ממֻ צָ א‬ ‫מֻ מצָ א‬
‫‪fs‬‬
‫מצּואָ ה‬ ‫נִ מצָ אָ ה‬ ‫ממֻ צָ אָ ה‬ ‫מֻ מצֵּ את‬
‫‪mp‬‬
‫צּואים‬
‫מ ִ‬ ‫נִ מצָ ִאים‬ ‫ממֻ צָ ִאים‬ ‫מֻ מצָ ִאים‬
‫‪fp‬‬
‫מצּואות‬ ‫נִ מצָ אות‬ ‫ממֻ צָ אות‬ ‫מֻ מצָ אות‬
‫‪Page 166‬‬

‫‪ verbs‬ה – ‪Verb Tables: III‬‬

‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫ָּ֫יתי‬
‫בָ ִנ ִ‬ ‫ָּ֫יתי‬
‫נִ ב ֵּנ ִ‬ ‫יתי‬
‫גִ ִָּ֫ל ִ‬ ‫יתי‬
‫גֻלֵָּּ֫ ִ‬ ‫יתי‬
‫ִהג ִָּ֫ל ִ‬ ‫יתי‬
‫הָ גלֵָּּ֫ ִ‬ ‫יתי‬
‫ִהתג ִַָּ֫ל ִ‬
‫‪2ms‬‬
‫בָ ִנָּ֫יתָ‬‬ ‫נִ ב ֵּנָּ֫יתָ‬‬ ‫גִ ִָּ֫ליתָ‬‬ ‫גֻלֵָּּ֫ יתָ‬‬ ‫ִהג ִָּ֫ליתָ‬‬ ‫הָ גלֵָּּ֫ יתָ‬‬ ‫ִהתג ִַָּ֫ליתָ‬‬
‫‪2fs‬‬
‫בָ נִ ית‬ ‫נִ בנֵּית‬ ‫גִ ִלית‬ ‫גֻלֵּ ית‬ ‫ִהג ִלית‬ ‫הָ גלֵּ ית‬ ‫ִהתג ִַלית‬
‫‪3ms‬‬
‫בָ נָה‬ ‫נִ בנָה‬ ‫גִ לָ ה‬ ‫גֻלָ ה‬ ‫ִהגלָ ה‬ ‫הָ גלָ ה‬ ‫ִהתגַלָ ה‬
‫‪3fs‬‬
‫ָ ָֽבנתָ ה‬ ‫נִ בנתָ ה‬ ‫גִ לתָ ה‬ ‫גֻלתָ ה‬ ‫ִהגלתָ ה‬ ‫הָ גלתָ ה‬ ‫ִהתגַלתָ ה‬
‫‪1cp‬‬
‫בָ ִנָּ֫ינּו‬ ‫נִ ב ֵּנָּ֫ינּו‬ ‫גִ ִָּ֫לינּו‬ ‫גֻלֵָּּ֫ ינּו‬ ‫ִהג ִָּ֫לינּו‬ ‫הָ גלֵָּּ֫ ינּו‬ ‫ִהתג ִַָּ֫לינּו‬
‫‪2mp‬‬
‫בנִ יתֶ ם‬ ‫נִ בנֵּיתֶ ם‬ ‫גִ ִליתֶ ם‬ ‫גֻלֵּ יתֶ ם‬ ‫ִהג ִליתֶ ם‬ ‫הָ גלֵּ יתֶ ם‬ ‫ִהתג ִַליתֶ ם‬
‫‪2fp‬‬
‫בנִ יתֶ ן‬ ‫נִ בנֵּיתֶ ן‬ ‫גִ ִליתֶ ן‬ ‫גֻלֵּ יתֶ ן‬ ‫ִהג ִליתֶ ן‬ ‫הָ גלֵּ יתֶ ן‬ ‫ִהתג ִַליתֶ ן‬
‫‪3cp‬‬
‫בָ נּו‬ ‫נִ בנּו‬ ‫גִ לּו‬ ‫גֻלּו‬ ‫ִהגלּו‬ ‫הָ גלּו‬ ‫ִהתגַלּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ בנֶה‬ ‫אֶ בָ נֶה‬ ‫אגַלֶ ה‬
‫ֲ‬ ‫אגֻלֶ ה‬
‫ֲ‬ ‫אַ גלֶ ה‬ ‫אָ גלֶ ה‬ ‫אֶ תגַלֶ ה‬
‫‪2ms‬‬
‫ִתבנֶה‬ ‫ִתבָ נֶה‬ ‫תגַלֶ ה‬ ‫תגֻלֶ ה‬ ‫תַ גלֶ ה‬ ‫תָ גלֶ ה‬ ‫ִתתגַלֶ ה‬
‫‪2fs‬‬
‫ִתבנִ י‬ ‫ִתבָ נִ י‬ ‫תג ִַלי‬ ‫תג ִֻלי‬ ‫תַ ג ִלי‬ ‫תָ ג ִלי‬ ‫ִתתג ִַלי‬
‫‪3ms‬‬
‫יִ בנֶה‬ ‫יִ בָ נֶה‬ ‫יגַלֶ ה‬ ‫יגֻלֶ ה‬ ‫יַגלֶ ה‬ ‫יָגלֶ ה‬ ‫יִ תגַלֶ ה‬
‫‪3fs‬‬
‫ִתבנֶה‬ ‫ִתבָ נֶה‬ ‫תגַלֶ ה‬ ‫תגֻלֶ ה‬ ‫תַ גלֶ ה‬ ‫תָ גלֶ ה‬ ‫ִתתגַלֶ ה‬
‫‪1cp‬‬
‫נִ בנֶה‬ ‫נִ בָ נֶה‬ ‫נגַלֶ ה‬ ‫נגֻלֶ ה‬ ‫נַגלֶ ה‬ ‫נָגלֶ ה‬ ‫נִ תגַלֶ ה‬
‫‪2mp‬‬
‫ִתבנּו‬ ‫ִתבָ נּו‬ ‫תגַלּו‬ ‫תגֻלּו‬ ‫תַ גלּו‬ ‫תָ גלּו‬ ‫ִתתגַלּו‬
‫‪2fp‬‬
‫ִתב ֶנָּ֫ינָה‬ ‫ִתבָ ֶנָּ֫ינָה‬ ‫תגַלֶָּ֫ ינָה‬ ‫תגֻלֶָּ֫ ינָה‬ ‫תַ גלֶָּ֫ ינָה‬ ‫תָ גלֶָּ֫ ינָה‬ ‫ִתתגַלֶָּ֫ ינָה‬
‫‪3mp‬‬
‫יִ בנּו‬ ‫יִ בָ נּו‬ ‫יגַלּו‬ ‫יגֻלּו‬ ‫יַגלּו‬ ‫יָגלּו‬ ‫יִ תגַלּו‬
‫‪3fp‬‬
‫ִתב ֶנָּ֫ינָה‬ ‫ִתבָ ֶנָּ֫ינָה‬ ‫תגַלֶָּ֫ ינָה‬ ‫תגֻלֶָּ֫ ינָה‬ ‫תַ גלֶָּ֫ ינָה‬ ‫תָ גלֶָּ֫ ינָה‬ ‫ִתתגַלֶָּ֫ ינָה‬
‫‪Page 167‬‬
‫‪Qal‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Pual‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫בנֵּה‬ ‫ִהבָ נֵּה‬ ‫גַלֵּ ה‬ ‫הגלֵּ ה‬ ‫ִהתגַלֵּ ה‬
‫‪2fs‬‬
‫בנִ י‬ ‫ִהבָ נִ י‬ ‫ג ִַלי‬ ‫הַ ג ִלי‬ ‫ִהתג ִַלי‬
‫‪2mp‬‬
‫בנּו‬ ‫ִהבָ נּו‬ ‫גַלּו‬ ‫הַ גלּו‬ ‫ִהתגַלּו‬
‫‪2fp‬‬
‫ב ֶנָּ֫ינָה‬ ‫ִהבָ ֶנָּ֫ינָה‬ ‫גַלֶָּ֫ ינָה‬ ‫הַ גלֶָּ֫ ינָה‬ ‫ִהתגַלֶָּ֫ ינָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫בנות‬ ‫ִהבָ נות‬ ‫גַלות‬ ‫הַ גלות‬ ‫ִהתגַלות‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫בָ נֹּה‬ ‫נִ בנֹּה‬ ‫גַֹּלה‬ ‫הַ גלֵּ ה‬
‫ִהבָ נֵּה‬ ‫גַלֵּ ה‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫בנֶה‬
‫ֹּ‬ ‫מגַלֶ ה‬ ‫מַ גלֶ ה‬ ‫ִמתגַלֶ ה‬
‫‪fs‬‬
‫בנָה‬
‫ֹּ‬ ‫מגַלָ ה‬ ‫מַ גלָ ה‬ ‫ִמתגַלָ ה‬
‫‪mp‬‬
‫בֹּנִ ים‬ ‫מג ִַלים‬ ‫מַ ג ִלים‬ ‫ִמתג ִַלים‬
‫‪fp‬‬
‫בֹּנות‬ ‫מגַלות‬ ‫מַ גלות‬ ‫ִמתגַלות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫בָ נּוי‬ ‫נִ בנֶה‬ ‫מגֻלֶ ה‬ ‫מָ גלֶ ה‬
‫‪fs‬‬
‫בנּויה‬ ‫נִ בנָה‬ ‫מגֻלָ ה‬ ‫מָ גלָ ה‬
‫‪mp‬‬
‫בנּויִ ים‬ ‫נִ בנִ ים‬ ‫מג ִֻלים‬ ‫מָ ג ִלים‬
‫‪fp‬‬
‫בנּויות‬ ‫נִ בנות‬ ‫מגֻלות‬ ‫מָ גלות‬
‫‪Page 168‬‬

‫‪ verbs‬נ – ‪Verb Tables: I‬‬

‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫)‪Qal (Irreg.‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫ָפל ִתי‬
‫נ ָּ֫ ַ‬ ‫נ ַָָּ֫סע ִתי‬ ‫ָת ִתי‬
‫נ ָּ֫ ַ‬ ‫צל ִתי‬
‫נִ ָּ֫ ַ‬ ‫צל ִתי‬
‫ִה ָּ֫ ַ‬ ‫צל ִתי‬
‫הֻ ָּ֫ ַ‬
‫‪2ms‬‬
‫ָפלתָ‬‬
‫נ ָּ֫ ַ‬ ‫נ ַָָּ֫סעתָ‬‬ ‫ָתתָ‬‬
‫נ ָּ֫ ַ‬ ‫צלתָ‬‬
‫נִ ָּ֫ ַ‬ ‫צלתָ‬‬
‫ִה ָּ֫ ַ‬ ‫צלתָ‬‬
‫הֻ ָּ֫ ַ‬
‫‪2fs‬‬
‫נָפַ לת‬‬ ‫נ ַָָּ֫סעַ ת‬‬ ‫נָתַ ת‬‬ ‫ת‬
‫נִ צַ ל ‬‬ ‫ת‬
‫ִהצַ ל ‬‬ ‫הֻ צַ לת‬‬
‫‪3ms‬‬
‫נָפַ ל‬ ‫נָסַ ע‬ ‫נָתַ ן‬ ‫נִ צַ ל‬ ‫ִה ִציל‬ ‫הֻ צַ ל‬
‫‪3fs‬‬
‫נָ ָֽפלָ ה‬ ‫נָ ָֽסעָ ה‬ ‫נָ ָֽתנָה‬ ‫נִ צלָ ה‬ ‫ִה ִָּ֫צילָ ה‬ ‫הֻ צלָ ה‬
‫‪1cp‬‬
‫ָפלנּו‬
‫נ ָּ֫ ַ‬ ‫נ ַָָּ֫סענּו‬ ‫ָתנּו‬
‫נ ָּ֫ ַ‬ ‫צלנּו‬
‫נִ ָּ֫ ַ‬ ‫צלנּו‬
‫ִה ָּ֫ ַ‬ ‫צלנּו‬
‫הֻ ָּ֫ ַ‬
‫‪2mp‬‬
‫נפַ לתֶ ם‬ ‫נסַ עתֶ ם‬ ‫נתַ תֶ ם‬ ‫נִ צַ לתֶ ם‬ ‫ִהצַ לתֶ ם‬ ‫הֻ צַ לתֶ ם‬
‫‪2fp‬‬
‫נפַ לתֶ ן‬ ‫נסַ עתֶ ן‬ ‫נתַ תֶ ן‬ ‫נִ צַ לתֶ ן‬ ‫ִהצַ לתֶ ן‬ ‫הֻ צַ לתֶ ן‬
‫‪3cp‬‬
‫נָ ָֽפלּו‬ ‫נָ ָֽסעּו‬ ‫נָ ָֽתנּו‬ ‫נִ צלּו‬ ‫ִה ִָּ֫צילּו‬ ‫הֻ צלּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֶ פֹּל‬ ‫אֶ סַ ע‬ ‫אֶ תֵּ ן‬ ‫אֶ נָצֵּ ל‬ ‫אַ ִציל‬ ‫אֻ צַ ל‬
‫‪2ms‬‬
‫ִתפֹּל‬ ‫ִתסַ ע‬ ‫ִתתֵּ ן‬ ‫ִתנָצֵּ ל‬ ‫תַ ִציל‬ ‫תֻ צַ ל‬
‫‪2fs‬‬
‫ִתפ ִלי‬ ‫ִתס ִעי‬ ‫ִתתנִ י‬ ‫ִתנָ ָֽצ ִלי‬ ‫ילי‬
‫תַ ִָּ֫צ ִ‬ ‫תֻ צ ִלי‬
‫‪3ms‬‬
‫יִ פֹּל‬ ‫יִ סַ ע‬ ‫יִ תֵּ ן‬ ‫יִ נָצֵּ ל‬ ‫י ִַציל‬ ‫יֻצַ ל‬
‫‪3fs‬‬
‫ִתפֹּל‬ ‫ִתסַ ע‬ ‫ִתתֵּ ן‬ ‫ִתנָצֵּ ל‬ ‫תַ ִציל‬ ‫תֻ צַ ל‬
‫‪1cp‬‬
‫נִ פֹּל‬ ‫נִ סַ ע‬ ‫נִ תֵּ ן‬ ‫נִ נָצֵּ ל‬ ‫נ ִַציל‬ ‫נֻצַ ל‬
‫‪2mp‬‬
‫ִתפלּו‬ ‫ִתסעּו‬ ‫ִתתנּו‬ ‫ִתנָ ָֽצלּו‬ ‫תַ ִָּ֫צילּו‬ ‫תֻ צלּו‬
‫‪2fp‬‬
‫ִת ָֹּּ֫פלנָה‬ ‫ִת ַָּ֫סענָה‬ ‫ִת ָּ֫ ֵּתנָה‬ ‫ָצלנָה‬
‫ִתנ ָּ֫ ַ‬ ‫צלנָה‬
‫תַ ָּ֫ ֵּ‬ ‫צלנָה‬
‫תֻ ָּ֫ ַ‬
‫‪3mp‬‬
‫יִ פלּו‬ ‫יִ סעּו‬ ‫יִ תנּו‬ ‫יִ נָ ָֽצלּו‬ ‫י ִַָּ֫צילּו‬ ‫יֻצלּו‬
‫‪3fp‬‬
‫ִת ָֹּּ֫פלנָה‬ ‫ִת ַָּ֫סענָה‬ ‫ִת ָּ֫ ֵּתנָה‬ ‫ָצלנָה‬
‫ִתנ ָּ֫ ַ‬ ‫צלנָה‬
‫תַ ָּ֫ ֵּ‬ ‫צלנָה‬
‫תֻ ָּ֫ ַ‬
‫‪Page 169‬‬
‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫)‪Qal (Irreg.‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫נפֹּל‬ ‫סַ ע‬ ‫תֵּ ן‬ ‫ִהנָצֵּ ל‬ ‫הַ צֵּ ל‬
‫‪2fs‬‬
‫נִ פ ִלי‬ ‫ס ִעי‬ ‫תנִ י‬ ‫ִהנָ ָֽצ ִלי‬ ‫ילי‬
‫הַ ִָּ֫צ ִ‬
‫‪2mp‬‬
‫נִ פלּו‬ ‫סעּו‬ ‫תנּו‬ ‫ִהנָ ָֽצלּו‬ ‫הַ ִָּ֫צילּו‬
‫‪2fp‬‬
‫נ ָֹּּ֫פלנָה‬ ‫ַָּ֫סענָה‬ ‫ָּ֫ ֵּתנָה‬ ‫ָצלנָה‬
‫ִהנ ָּ֫ ַ‬ ‫צלנָה‬
‫חַ ָּ֫ ֵּ‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫נפֹּל‬ ‫ַָּ֫סעַ ת‬ ‫תֵּ ת‬ ‫ִהנָצֵּ ל‬ ‫הַ ִציל‬
‫ֹּע‬
‫נס ַ‬‬ ‫נתֹּן‬
‫‪Infinitive‬‬
‫‪Absolute‬‬
‫נָפול‬ ‫ָסוע‬
‫נ ַ‬‬ ‫נָתון‬ ‫ִהנָצֵּ ל‬ ‫הַ צֵּ ל‬
‫נִ צול‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫נֹּפֵּ ל‬ ‫ע‬
‫נֹּסֵּ ַ‬‬ ‫נֹּתֵּ ן‬ ‫מַ ִציל‬
‫‪fs‬‬
‫ֹּפלֶ ת‬
‫נ ָּ֫ ֶ‬ ‫ֹּסעַ ת‬
‫נ ַָּ֫‬ ‫ֹּתנֶת‬
‫נ ָּ֫ ֶ‬ ‫צלֶ ת‬
‫מַ ָּ֫ ֶ‬
‫‪mp‬‬
‫נֹּפ ִלים‬ ‫נֹּס ִעים‬ ‫נֹּתנִ ים‬ ‫ילים‬
‫מַ ִצ ִ‬
‫‪fp‬‬
‫נֹּפלות‬ ‫נֹּסעות‬ ‫נֹּתנות‬ ‫מַ ִצילות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫נָפּול‬ ‫ָסּוע‬
‫נ ַ‬‬ ‫נָתּון‬ ‫נִ צָ ל‬ ‫מֻ צָ ל‬
‫‪fs‬‬
‫נפּולַ ה‬ ‫נסּועָ ה‬ ‫נתּונָה‬ ‫צלֶ ת‬
‫נִ ָּ֫ ֶ‬ ‫צלֶ ת‬
‫מֻ ָּ֫ ֶ‬
‫‪mp‬‬
‫פּולים‬
‫נ ִ‬ ‫סּועים‬
‫נ ִ‬ ‫נתּונִ ים‬ ‫נִ צָ ִלים‬ ‫מֻ צָ ִלים‬
‫‪fp‬‬
‫נפּולות‬ ‫נסּועות‬ ‫נתּונות‬ ‫נִ צָ לות‬ ‫מֻ צָ לות‬
‫‪Page 170‬‬

‫‪ verbs‬י – ‪Verb Tables: I‬‬

‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫יָשַָּ֫ ב ִתי‬ ‫י ַ ָָּ֫רש ִתי‬ ‫נושַָּ֫ ב ִתי‬ ‫הושַָּ֫ ב ִתי‬ ‫הּושַָּ֫ ב ִתי‬
‫‪2ms‬‬
‫יָשַָּ֫ בתָ‬‬ ‫י ַ ָָּ֫רשתָ‬‬ ‫נושַָּ֫ בתָ‬‬ ‫הושַָּ֫ בתָ‬‬ ‫הּושַָּ֫ בתָ‬‬
‫‪2fs‬‬
‫יָשַ בת‬‬ ‫י ַָרשת‬‬ ‫ת‬
‫נושַ ב ‬‬ ‫ת‬
‫הושַ ב ‬‬ ‫ת‬
‫הּושַ ב ‬‬
‫‪3ms‬‬
‫יָשַ ב‬ ‫י ַָרש‬ ‫נושַ ב‬ ‫הושיב‬
‫ִ‬ ‫הּושַ ב‬
‫‪3fs‬‬
‫יָ ָֽשבָ ה‬ ‫יָ ֶָֽ֥רשָ ה‬ ‫נושבָ ה‬ ‫הושיבָ ה‬
‫ִָּ֫‬ ‫הּושבָ ה‬
‫‪1cp‬‬
‫יָשַָּ֫ בנּו‬ ‫י ַ ָָּ֫רשנּו‬ ‫נושַָּ֫ בנּו‬ ‫הושַָּ֫ בנּו‬ ‫הּושַָּ֫ בנּו‬
‫‪2mp‬‬
‫ישַ בתֶ ם‬ ‫י ַרשתֶ ם‬ ‫נושַ בתֶ ם‬ ‫הושַ בתֶ ם‬ ‫הּושַ בתֶ ם‬
‫‪2fp‬‬
‫ישַ בתֶ ן‬ ‫י ַרשתֶ ן‬ ‫נושַ בתֶ ן‬ ‫הושַ בתֶ ן‬ ‫הּושַ בתֶ ן‬
‫‪3cp‬‬
‫יָ ָֽשבּו‬ ‫יָ ֶָֽ֥רשּו‬ ‫נושבּו‬ ‫הושיבּו‬
‫ִָּ֫‬ ‫הּושבּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אֵּ שֵּ ב‬ ‫ירש‬
‫ִא ַ‬ ‫ִאּוָשֵּ ב‬ ‫אושיב‬
‫ִ‬ ‫אּושַ ב‬
‫‪2ms‬‬
‫תֵּ שֵּ ב‬ ‫ירש‬
‫ִת ַ‬ ‫ִתּוָשֵּ ב‬ ‫תושיב‬
‫ִ‬ ‫תּושַ ב‬
‫‪2fs‬‬
‫תֵּ ש ִבי‬ ‫ִתיר ִשי‬ ‫ִתּוָ ָֽש ִבי‬ ‫יבי‬
‫תוש ִ‬
‫ִָּ֫‬ ‫תּוש ִבי‬
‫‪3ms‬‬
‫יֵּשֵּ ב‬ ‫ירש‬
‫יִ ַ‬ ‫יִ ּוָשֵּ ב‬ ‫יושיב‬
‫ִ‬ ‫יּושַ ב‬
‫‪3fs‬‬
‫תֵּ שֵּ ב‬ ‫ירש‬
‫ִת ַ‬ ‫ִתּוָשֵּ ב‬ ‫תושיב‬
‫ִ‬ ‫תּושַ ב‬
‫‪1cp‬‬
‫נֵּשֵּ ב‬ ‫ירש‬
‫נִ ַ‬ ‫נִ ּוָשֵּ ב‬ ‫נושיב‬
‫ִ‬ ‫נּושַ ב‬
‫‪2mp‬‬
‫תֵּ שבּו‬ ‫ִתירשּו‬ ‫ִתּוָ ָֽשבּו‬ ‫תושיבּו‬
‫ִָּ֫‬ ‫תּושבּו‬
‫‪2fp‬‬
‫תֵּ שַָּ֫ בנָה‬ ‫ירשנָה‬
‫ִת ַ ָּ֫‬ ‫ִתּוָשַָּ֫ בנָה‬ ‫תושֵָּּ֫ בנָה‬ ‫תּושַָּ֫ בנָה‬
‫‪3mp‬‬
‫יֵּשבּו‬ ‫יִ ירשּו‬ ‫יִ ּוָ ָֽשבּו‬ ‫יושיבּו‬
‫ִָּ֫‬ ‫יּושבּו‬
‫‪3fp‬‬
‫תֵּ שַָּ֫ בנָה‬ ‫ירשנָה‬
‫ִת ַ ָּ֫‬ ‫ִתּוָשַָּ֫ בנָה‬ ‫תושֵָּּ֫ בנָה‬ ‫תּושַָּ֫ בנָה‬
‫‪Page 171‬‬

‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬

‫‪Imperative‬‬ ‫‪2ms‬‬
‫שֵּ ב‬ ‫ַרש‬ ‫ִהּוָשֵּ ב‬ ‫הושֵּ ב‬
‫‪2fs‬‬
‫ש ִבי‬ ‫ר ִשי‬ ‫ִהּוָ ָֽש ִבי‬ ‫יבי‬
‫הוש ִ‬
‫ִָּ֫‬
‫‪2mp‬‬
‫שבּו‬ ‫רשּו‬ ‫ִהּוָ ָֽשבּו‬ ‫הושיבּו‬
‫ִָּ֫‬
‫‪2fp‬‬
‫שֵָּּ֫ בנָה‬ ‫ַ ָּ֫רשנָה‬ ‫ִהּוָשַָּ֫ בנָה‬ ‫הוׂשֵָּּ֫ בנָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫שֶָּ֫ בֶ ת‬ ‫ֶ ָּ֫רשֶ ת‬ ‫ִהּוָשֵּ ב‬ ‫הושיב‬
‫ִ‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫יָשוב‬ ‫יָרוש‬ ‫ִהּוָשֵּ ב‬ ‫הושֵּ ב‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫יֹּשֵּ ב‬ ‫י ֵֹּּרש‬ ‫מושיב‬
‫ִ‬
‫‪fs‬‬
‫יֹּשֶָּ֫ בֶ ת‬ ‫ֹּרשֶ ת‬
‫י ֶ ָּ֫‬ ‫מושֶָּ֫ בֶ ת‬
‫‪mp‬‬
‫יֹּש ִבים‬ ‫יֹּר ִשים‬ ‫יבים‬
‫מוש ִ‬
‫ִ‬
‫‪fp‬‬
‫יֹּשבות‬ ‫יֹּרשות‬ ‫מושיבות‬
‫ִ‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫נושָ ב‬ ‫מּושָ ב‬
‫‪fs‬‬
‫נושֶָּ֫ בֶ ת‬ ‫מּושֶָּ֫ בֶ ת‬
‫‪mp‬‬
‫נושָ ִבים‬ ‫מּושָ ִבים‬
‫‪fp‬‬
‫נושָ בות‬ ‫מּושָ בות‬
‫‪Page 172‬‬
‫‪Verb Tables: Hollow / Biconsonantal verbs‬‬

‫)ּו( ‪Qal‬‬ ‫) ִי( ‪Qal‬‬ ‫) ו( ‪Qal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬

‫‪Perfect‬‬ ‫‪1cs‬‬
‫ַָּ֫קמ ִתי‬ ‫ׂשַָּ֫ מ ִתי‬ ‫אתי‬
‫ָָּ֫ב ִ‬ ‫ותי‬
‫ימ ִ‬
‫ה ֲִק ָּ֫‬ ‫הּוקמ ִתי‬
‫ַָּ֫‬
‫‪2ms‬‬
‫ַָּ֫קמתָ‬‬ ‫ׂשַָּ֫ מתָ‬‬ ‫ָָּ֫באתָ‬‬ ‫ימותָ‬‬
‫ה ֲִק ָּ֫‬ ‫הּוקמתָ‬‬
‫ַָּ֫‬
‫‪2fs‬‬
‫קַ מת‬‬ ‫ת‬
‫ׂשַ מ ‬‬ ‫בָ את‬ ‫ה ֲִקימות‬ ‫הּוקַ מת‬‬
‫‪3ms‬‬
‫קָ ם‬ ‫ׂשָ ם‬ ‫בָ א‬ ‫הֵּ ִקים‬ ‫הּוקַ ם‬
‫‪3fs‬‬
‫ָָּ֫קמָ ה‬ ‫ׂשָָּ֫ מָ ה‬ ‫ָָּ֫באָ ה‬ ‫הֵּ ִָּ֫קימָ ה‬ ‫הּוקמָ ה‬
‫‪1cp‬‬
‫ַָּ֫קמנּו‬ ‫ׂשַָּ֫ מנּו‬ ‫ָָּ֫באנּו‬ ‫ימונּו‬
‫ה ֲִק ָּ֫‬ ‫הּוקמנּו‬
‫ַָּ֫‬
‫‪2mp‬‬
‫קַ מתֶ ם‬ ‫ׂשַ מתֶ ם‬ ‫בָ אתֶ ם‬ ‫ה ֲִקימותֶ ם‬ ‫הּוקַ מתֶ ם‬
‫‪2fp‬‬
‫קַ מתֶ ן‬ ‫ׂשַ מתֶ ן‬ ‫בָ אתֶ ן‬ ‫ה ֲִקימותֶ ן‬ ‫הּוקַ מתֶ ן‬
‫‪3cp‬‬
‫ָָּ֫קמּו‬ ‫ׂשָָּ֫ מּו‬ ‫ָָּ֫באּו‬ ‫הֵּ ִָּ֫קימּו‬ ‫הּוקמּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אָ קּום‬ ‫אָ ִׂשים‬ ‫אָ בוא‬ ‫אָ ִקים‬ ‫אּוקַ ם‬
‫‪2ms‬‬
‫תָ קּום‬ ‫תָ ִׂשים‬ ‫תָ בוא‬ ‫תָ ִקים‬ ‫תּוקַ ם‬
‫‪2fs‬‬
‫ּומי‬
‫תָ ָּ֫ק ִ‬ ‫ימי‬
‫תָ ִָּׂ֫ש ִ‬ ‫ואי‬
‫תָ ָּ֫ב ִ‬ ‫ימי‬
‫תָ ִָּ֫ק ִ‬ ‫תּוק ִמי‬
‫‪3ms‬‬
‫יָקּום‬ ‫ָׂשים‬
‫י ִ‬ ‫יָבוא‬ ‫י ִָקים‬ ‫יּוקַ ם‬
‫‪3fs‬‬
‫תָ קּום‬ ‫תָ ִׂשים‬ ‫תָ בוא‬ ‫תָ ִקים‬ ‫תּוקַ ם‬
‫‪1cp‬‬
‫נָקּום‬ ‫ָׂשים‬
‫נ ִ‬ ‫נָבוא‬ ‫נ ִָקים‬ ‫נּוקַ ם‬
‫‪2mp‬‬
‫תָ ָּ֫קּומּו‬ ‫תָ ִָּׂ֫שימּו‬ ‫תָ ָּ֫בואּו‬ ‫תָ ִָּ֫קימּו‬ ‫תּוקמּו‬
‫‪2fp‬‬
‫קּומינָה‬
‫ת ָּ֫ ֶ‬ ‫ימינָה‬
‫ת ִׂש ָּ֫ ֶ‬ ‫תָ ָּ֫בואנָה‬ ‫ימינָה‬
‫ת ִק ָּ֫ ֶ‬ ‫תּוקמנָה‬
‫ַָּ֫‬
‫‪3mp‬‬
‫י ָָּ֫קּומּו‬ ‫ָׂשימּו‬
‫י ִָּ֫‬ ‫י ָָּ֫בואּו‬ ‫י ִָָּ֫קימּו‬ ‫יּוקמּו‬
‫‪3fp‬‬
‫קּומינָה‬
‫ת ָּ֫ ֶ‬ ‫ימינָה‬
‫ת ִׂש ָּ֫ ֶ‬ ‫תָ ָּ֫בואנָה‬ ‫ימינָה‬
‫ת ִק ָּ֫ ֶ‬ ‫תּוקמנָה‬
‫ַָּ֫‬
‫‪Page 173‬‬

‫)ּו( ‪Qal‬‬ ‫) ִי( ‪Qal‬‬ ‫) ו( ‪Qal‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬

‫‪Imperative‬‬ ‫‪2ms‬‬
‫קּום‬ ‫ִׂשים‬ ‫בוא‬ ‫הָ קֵּ ם‬
‫‪2fs‬‬
‫ּומי‬
‫ָּ֫ק ִ‬ ‫ִָּׂ֫ש ִמי‬ ‫ואי‬
‫ָּ֫ב ִ‬ ‫יםי‬
‫הָ ִָּ֫ק ִ‬
‫‪2mp‬‬
‫ָּ֫קּומּו‬ ‫ִָּׂ֫שמּו‬ ‫ָּ֫בואּו‬ ‫הָ ִָּ֫קיםּו‬
‫‪2fp‬‬
‫ָֹּּ֫קמנָה‬ ‫הָ ֵָּּ֫קמנָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫קּום‬ ‫ִשים‬ ‫בוא‬ ‫הָ ִקים‬
‫ׂשּום‬
‫‪Infinitive‬‬
‫‪Absolute‬‬
‫קום‬ ‫ׂשום‬ ‫בוא‬ ‫הָ קֵּ ם‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫קָ ם‬ ‫ׂשָ ם‬ ‫בָ א‬ ‫מֵּ ִקים‬
‫‪fs‬‬
‫קָ מָ ה‬ ‫ׂשָ מָ ה‬ ‫בָ אָ ה‬ ‫מ ִקימָ ה‬
‫‪mp‬‬
‫קָ ִמים‬ ‫ׂשָ ִמים‬ ‫בָ ִאים‬ ‫ימים‬
‫מ ִק ִ‬
‫‪fp‬‬
‫קָ מות‬ ‫ׂשָ מות‬ ‫בָ אות‬ ‫מ ִקימות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫קּום‬ ‫ִׂשים‬ ‫בוא‬ ‫מּוקָ ם‬
‫‪fs‬‬
‫מּוקמֶ ת‬
‫ֶָּ֫‬
‫‪mp‬‬
‫מּוקָ ִמים‬
‫‪fp‬‬
‫מּוקָ מות‬
‫‪Page 174‬‬
‫‪Verb Tables: Geminate verbs‬‬
‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬
‫‪Perfect‬‬ ‫‪1cs‬‬
‫ותי‬
‫סַ ָּ֫ב ִ‬ ‫ותי‬
‫תַ ָֹּּ֫מ ִ‬ ‫ותי‬
‫נסַ ָּ֫ב ִ‬ ‫ִהלַָּ֫ ל ִתי‬ ‫ותי‬
‫ה ֲִס ָּ֫ב ִ‬ ‫ותי‬
‫הּוסַ ָּ֫ב ִ‬ ‫ִהתפַ לַָּ֫ ל ִתי‬
‫‪2ms‬‬
‫סַ ָּ֫בותָ‬‬ ‫תַ ָֹּּ֫מותָ‬‬ ‫נסַ ָּ֫בותָ‬‬ ‫ִהלַָּ֫ לתָ‬‬ ‫ה ֲִס ָּ֫בותָ‬‬ ‫הּוסַ ָּ֫בותָ‬‬ ‫ִהתפַ לַָּ֫ לתָ‬‬
‫‪2fs‬‬
‫סַ בות‬ ‫תַ ֹּמות‬ ‫נסַ בות‬ ‫ת‬
‫ִהלַ ל ‬‬ ‫ה ֲִסבות‬ ‫הּוסַ בות‬ ‫ִהתפַ לַ לת‬‬
‫‪3ms‬‬
‫סָ בַ ב‬ ‫תַ ם‬ ‫נָסַ ב‬ ‫ִהלֵּ ל‬ ‫הֵּ סֵּ ב‬ ‫הּוסַ ב‬ ‫ִהתפַ לֵּ ל‬
‫‪3fs‬‬
‫ָ ָֽסבבָ ה‬ ‫ָּ֫ ַתֹּמָ ם‬ ‫נ ַָָּ֫סבָ ה‬ ‫ִהללָ ה‬ ‫הֵּ ֵָּּ֫סבַ ה‬ ‫הּוסבָ ה‬
‫ַָּ֫‬ ‫ִהתפַ ללָ ה‬
‫‪1cp‬‬
‫סַ ָּ֫בונּו‬ ‫תַ ָֹּּ֫מונּו‬ ‫נסַ ָּ֫בונּו‬ ‫ִהלַָּ֫ לנּו‬ ‫ה ֲִס ָּ֫בונּו‬ ‫הּוסַ ָּ֫בונּו‬ ‫ִהתפַ לַָּ֫ לנּו‬
‫‪2mp‬‬
‫סַ בותֶ ם‬ ‫תַ ֹּמותֶ ם‬ ‫נסַ בותֶ ם‬ ‫ִהלַ לתֶ ם‬ ‫ה ֲִסבותֶ ם‬ ‫ִהתפַ לַ לתֶ ם הּוסַ בותֶ ם‬
‫‪2fp‬‬
‫סַ בותֶ ן‬ ‫תַ ֹּמותֶ ן‬ ‫נסַ בותֶ ן‬ ‫ִהלַ לתֶ ן‬ ‫ה ֲִסבותֶ ן‬ ‫הּוסַ בותֶ ן‬ ‫ִהתפַ לַ לתֶ ן‬
‫‪3cp‬‬
‫ָ ָֽסבבּו‬ ‫ָּ֫ ַתֹּמּו‬ ‫נ ַָָּ֫סבּו‬ ‫ִהללּו‬ ‫הֵּ ֵָּּ֫סבּו‬ ‫הּוסבּו‬
‫ַָּ֫‬ ‫ִהתפַ ללּו‬
‫‪Imperfect‬‬ ‫‪1cs‬‬
‫אָ סֹּב‬ ‫אֵּ תַ ם‬ ‫אֶ סַ ב‬ ‫אֲהַ לֵּ ל‬ ‫אָ סֵּ ב‬ ‫אּוסַ ב‬ ‫אֶ תפַ לֵּ ל‬
‫‪2ms‬‬
‫תָ סֹּב‬ ‫תֵּ תַ ם‬ ‫ִתסַ ב‬ ‫תהַ לֵּ ל‬ ‫תָ סֵּ ב‬ ‫תּוסַ ב‬ ‫ִתתפַ לֵּ ל‬
‫‪2fs‬‬
‫תָ ָֹּּ֫ס ִבי‬ ‫תֵּ ָּ֫ ַת ִֹּמי‬ ‫ִת ַָּ֫ס ִבי‬ ‫תהַ ל ִלי‬ ‫תָ ֵָּּ֫ס ִבי‬ ‫תּוס ִבי‬
‫ַָּ֫‬ ‫ִתתפַ ל ִלי‬
‫‪3ms‬‬
‫ָיסֹּב‬ ‫יֵּתַ ם‬ ‫יִ סַ ב‬ ‫יהַ לֵּ ל‬ ‫יָסֵּ ב‬ ‫יּוסַ ב‬ ‫יִ תפַ לֵּ ל‬
‫‪3fs‬‬
‫תָ סֹּב‬ ‫תֵּ תַ ם‬ ‫ִתסַ ב‬ ‫תהַ לֵּ ל‬ ‫תָ סֵּ ב‬ ‫תּוסַ ב‬ ‫ִתתפַ לֵּ ל‬
‫‪1cp‬‬
‫ָנסֹּב‬ ‫נֵּתַ ם‬ ‫נִ סַ ב‬ ‫נהַ לֵּ ל‬ ‫נָסֵּ ב‬ ‫נּוסַ ב‬ ‫נִ תפַ לֵּ ל‬
‫‪2mp‬‬
‫תָ ָֹּּ֫סבּו‬ ‫תֵּ ָּ֫ ַתֹּמּו‬ ‫ִת ַָּ֫סבּו‬ ‫תהַ ללּו‬ ‫תָ ֵָּּ֫סבּו‬ ‫תּוסבּו‬
‫ַָּ֫‬ ‫ִתתפַ ללּו‬
‫‪2fp‬‬
‫תסֻ ֶָּ֫בינָה‬ ‫תתַ ָּ֫ ֶֹּמינָה‬ ‫ִתסַ ֶָּ֫בינָה‬ ‫תהַ לֵָּּ֫ לנָה‬ ‫ת ִס ֶָּ֫בינָה‬ ‫תּוסַ ֶָּ֫בינָה‬ ‫ִתתפַ לֵָּּ֫ לנָה‬
‫‪3mp‬‬
‫ָי ָֹּּ֫סבּו‬ ‫ֵּתֹּמּו‬
‫י ָּ֫ ַ‬ ‫יִ ַָּ֫סבּו‬ ‫יהַ ללּו‬ ‫י ֵָָּּ֫סבּו‬ ‫יּוסבּו‬
‫ַָּ֫‬ ‫יִ תפַ ללּו‬
‫‪3fp‬‬
‫תסֻ ֶָּ֫בינָה‬ ‫תתַ ָּ֫ ֶֹּמינָה‬ ‫ִתסַ ֶָּ֫בינָה‬ ‫תהַ לֵָּּ֫ לנָה‬ ‫ת ִס ֶָּ֫בינָה‬ ‫תּוסַ ֶָּ֫בינָה‬ ‫ִתתפַ לֵָּּ֫ לנָה‬
‫‪Page 175‬‬
‫)‪Qal (1‬‬ ‫)‪Qal (2‬‬ ‫‪Niphal‬‬ ‫‪Piel‬‬ ‫‪Hiphil‬‬ ‫‪Hophal‬‬ ‫‪Hithpael‬‬
‫‪Imperative‬‬ ‫‪2ms‬‬
‫סֹּב‬ ‫תַ ם‬ ‫ִהסַ ב‬ ‫הַ לֵּ ל‬ ‫הָ סֵּ ב‬ ‫ִהתפַ לֵּ ל‬
‫‪2fs‬‬
‫ָֹּּ֫ס ִבי‬ ‫ָּ֫ ַת ִֹּמי‬ ‫ִה ַָּ֫ס ִבי‬ ‫הַ ל ִלי‬ ‫הָ ֵָּּ֫ס ִבי‬ ‫ִהתפַ ל ִלי‬
‫‪2mp‬‬
‫ָֹּּ֫סבּו‬ ‫ָּ֫ ַתֹּמּו‬ ‫ִה ַָּ֫סבּו‬ ‫הַ ללּו‬ ‫הָ ֵָּּ֫סבּו‬ ‫ִהתפַ ללּו‬
‫‪2fp‬‬
‫ָֹּּ֫סבנָה‬ ‫ָּ֫ ַתֹּמנָה‬ ‫ִה ָּ֫ס ֶָּ֫בינָח‬ ‫הַ לֵָּּ֫ לנָה‬ ‫ה ֲִס ֶָּ֫בינָה‬ ‫ִהתפַ לֵָּּ֫ לנָה‬

‫‪Infinitive‬‬
‫‪Construct‬‬
‫סֹּב‬ ‫תֹּם‬ ‫ִחסֵּ ב‬ ‫הַ לֵּ ל‬ ‫הָ סֵּ ב‬ ‫ִהתפַ לֵּ ל‬

‫‪Infinitive‬‬
‫‪Absolute‬‬
‫סָ בות‬ ‫תָ מום‬ ‫ִהסֹּב‬ ‫הַ לֵּ ל‬ ‫הָ סֵּ ב‬ ‫ִהתפַ לֵּ ל‬

‫‪Active‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫סֹּבֵּ ב‬ ‫תַ ם‬ ‫מהַ לֵּ ל‬ ‫ִמתפַ לֵּ ל‬
‫‪fs‬‬
‫סֹּבבָ ה‬ ‫תַ ֹּמָ ה‬ ‫מהַ לֶָּ֫ לֶ ת‬ ‫ִמתפַ לֶָּ֫ לֶ ת‬
‫‪mp‬‬
‫סֹּב ִבים‬ ‫תַ ִֹּמים‬ ‫מהַ ל ִלים‬ ‫ִמתפַ ל ִלים‬
‫‪fp‬‬
‫סֹּבבות‬ ‫תַ ֹּמות‬ ‫מהַ ללות‬ ‫ִמתפַ ללות‬

‫‪Passive‬‬ ‫‪ms‬‬
‫‪Participle‬‬
‫סָ בּוב‬ ‫מּוסָ ב‬
‫‪fs‬‬
‫סבּובָ ה‬ ‫מּוסבֶ ת‬
‫ֶָּ֫‬
‫‪mp‬‬
‫בּובים‬
‫ס ִ‬ ‫מּוסַ ִבים‬
‫‪fp‬‬
‫סבּובות‬ ‫מּוסַ בות‬