ancient hebrew a student grammar

8/13/2019 Ancient Hebrew A Student Grammar

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ncient HebrewA Student Grammar

The Gezer Calendar, 10 th century Hebrew

John A. Cook Robert D. Holmstedt


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Ancient Hebrew: A Student Grammar (Draft Copy) 2007 by John A. Cook and Robert D. Holmstedt

All rights reserved.


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Preface

PurposeThis textbook is intended for a university classroom. It is divided into thirty lessons,corresponding to the typical thirty-week academic year. Following the sequence of lessons will

provide the average student with a cutting-edge understanding of ancient Hebrew grammar andwill enable the student to read both prose passages and less complex poems from biblical andnon-biblical texts. Additionally, the textbook introduces the student to the standard BiblicalHebrew lexicon 1 and includes an appendix on the Masoretic accents, which may beincorporated into the sequence of lessons at whatever point the instructor desires.

Because of the variety of first-year biblical Hebrew textbooks currently available, it is worth briefly noting what this textbook is not : it is not a reference grammar; it is not meant to be usedwithout supplementation from the instructor; it is not meant for self-study; it is not theologicallyoriented. What this textbook does not do represents fairly well the character of almost everyother available textbook, and thereby indicates that there exists a significant lacuna in the worldof Hebrew textbooks. This textbook is intended to fill this hole.

HistoryThe genesis of this introductory textbook for ancient Hebrew lies in the experience of the twoauthors in teaching first-year biblical Hebrew at the University of Wisconsin as graduateinstructors, from 1996 to 2002. The desire for something different was born early in this

period, after dissatisfaction with the out-datedness of Weingreen 2 (which, in many ways, has yetto be surpassed in terms of pedagogy as a classroom textbook) and outright frustration with thelack of pedagogical awareness in Kelley ,3 Seow ,4 and Kittel, 5 to name the most prominenttextbooks then on the market. Necessity is the mother of invention, as the proverb goes, and, asin the case of most textbooks, eventually we decided that it was time to develop somethingdifferent ourselves. As we continued to teach Hebrew after Wisconsin, we clarified the focus for

our project and we identified three primary objectives: classroom pedagogy, a firm linguisticfoundation, and inclusion of non-biblical ancient Hebrew (hence, the title).

Design ObjectivesOur concern for classroom pedagogy is based on the simple observation that many of thetextbooks on the market provide the student with entirely too much information. We foundourselves instructing our students to skip entire sections in some of the textbooks we used. Notonly is this frustrating for instructor and student alike, it both establishes an underlying tension

between the instructor and the textbook and creates a sense of distrust in the often expensivetextbook the student was required to purchase for the course. Clearly, we needed a textbook thatwas created for the classroom and no more. In other words, we felt that the desire of manytextbook authors to present, essentially, mini-reference grammars was an obstacle in the

1 Brown, F., S. R. Driver, and C. A. Briggs. [1906] 1979. The New Brown-Driver-Briggs Hebrew-English Lexicon . Peabody, MA: Hendrickson.

2 Weingreen, J. 1939. A Practical Grammar for Classical Hebrew . Oxford: Oxford University. [2 nd edition, 1959and 1967]

3 Kelley, P. H. 1992. Biblical Hebrew: An Introductory Grammar . Grand Rapids, MI: Eerdmans.4 Seow, C.-L. 1987. A Grammar for Biblical Hebrew . Nashville, TN: Abingdon. [Revised edition, 1995]5 Kittel, B. P., V. Hoffer, and R. Abts Wright. 1989. Biblical Hebrew: A Text and Workbook . New Haven, CN.:

Yale University. [Revised edition, 2005]


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effective presentation of the material and quite often resulted in information overload. It isdifficult to count the number of people who have recounted to us their experience of learningHebrew with anguish in their voices and a traumatic look in their eyes, and a little sensitivedigging almost always turns up one overriding reason: poor pedagogy.

To address the pedagogy issue we established an approach to each lesson that was based on threesimple criteria: (1) what can we accomplish in the classroom in one week and still have fun? (2)what must the students learn? and (3) what do the students not need to learn? The result was thethirty-lesson structure that moves the students quickly through the necessary but often lessengaging introductory material to get to issues more salient for interpreting the ancient texts,such as clause structure and verbs. This enables us to introduce our students to stretches of

biblical and non-biblical texts as early as the fourth week of the course. And since understandingtexts is the motivation of the overwhelming majority of students in our courses, it only makessense that this would both please them and reduce the dreaded mid-year attrition rate.

It is important to note a critical feature of our textbook at this point: since it presents no more

than is necessary, it does not itself introduce students to long stretches of Hebrew discourse.Moreover, we do not introduce students to the features of either the Masoretic codices or themodern printed Hebrew Bibles, including the critical apparatus of the Biblica HebraicaStuttgartensia . A number of student-oriented introductions to these issues already exist and arelikely in the nearest library; thus, we saw no good reason to reinvent the wheel, as it were. Whatthis means is that the texts and the history of the Hebrew Bible must be covered within the lesson

planning external to the textbook.

As with many modern language textbooks, even those with vibrant color and snazzy drawings or photographs, it is worth remembering that the textbook is a means to another end, not an end inand of itself. This explains why we eschew defining every language term we use (for example,pharyngeal): it is the instructors responsibility to have a basic competence in Hebrewgrammar and grammatical terminology. Whenever it is necessary we do briefly define thelinguistic terms we use (i.e., valency with regard to the binyanim , focus with regard to wordorder). For the items we do not define, we suggest using Gary Longs handbook ,6 which can (and

probably should) be used as a supplemental text. Combining our textbook with Longs handbookachieves comprehensiveness without needlessly bloating the lessons.

The second objective for our textbook is to build the lessons on a firm linguistic foundation.Both authors do research on the grammatical features of ancient (biblical and non-biblical)Hebrew within explicitly linguistic frameworks, mostly typological and generative, and ourconclusions have often been at odds with the consensus described in standard referencegrammars and introductory textbooks (for example, you will find no reference in this textbook to

the so-called waw-consecutive imperfect and perfect verbs, but instead will find the labels past-narrative and modal perfect , respectively). Hence, we desired a textbook that communicates ourlinguistically-grounded views to a first-year Hebrew audience. While we try to avoid enmeshingthe first-year student in the complexity of linguistics and typical linguistic description, we alsotake a high view of our audiences capacity to process basic linguistic concepts and to see howthey apply to both Hebrew and English.

6 Long, G. A. 2002. Grammatical Concepts 101 for Biblical Hebrew: Learning Biblical Hebrew GrammaticalConcepts through English Grammar . Peabody, MA: Hendrickson.


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Our third objective for the textbook is inclusiveness. A quick survey of introductory Hebrewtextbooks confirms two strong tendencies: (1) they originate within theological contexts, andthus (2) they are aimed at theological audiences. For instance, there does not seem to be a singletextbook in English on the market that is not about biblical Hebrew. Yet, the Hebrew Bible is aconfessionally-defined corpus. In socio-linguistic terms, ancient Hebrew included much morethan the biblical texts. Moreover, many of these texts are of interest even to the theologically-minded student. Some of the inscriptions, such as those from Kuntillet Ajrud and Khirbet el-Qom, illustrate the diversity of religious beliefs in ancient Israel, with which the students maycompare passages in the Hebrew Bible. And the Dead Sea Scrolls introduce the earliest examplesof biblical commentary and together with the Septuagint witness the beginnings of bible

preservation.

[ First Note to the Reader: the inclusion of non-biblical examples and exercises is undergoingrevision. These materials are currently external to the textbook and will be worked back into thetextbook in the near future. RDH 2/15/2007 ]

Finally, this textbook is what some might call traditional in its essential organization and presentation. Although each lesson does contain a diversity of categories for easier learning, thestudent is moved through the linguistic categories of phonology, morphology, syntax, semantics,and pragmatics in mostly this order. With that said, we use more modern, or second languageacquisition, teaching techniques in the classroom. Again, we did not write this textbook forevery task of the language classroom. It is intentionally limited, and in light of this, weencourage instructors who use this textbook to plan accordingly: additional activities will berequired for the first-year students to learn Hebrew and, critically, for them to enjoy the process.(For interested parties, we invite requests for sample syllabi and other teaching materials.)

[Second Note to the Reader: the glossary is currently undergoing revision; the glosses wereinitially based on a combination of information from the two primary Hebrew-English lexica,

BDB and HALOT. Additionally, a third set of glossing choices was motivated by simplicity and pedagogy rather than the often awkward English glosses given in either of the two lexica. The glossary and vocabulary lists will be normalized to HALOT entries in the next revision.]

AcknowledgmentsThe detail and complexity of writing a introductory language textbook exceeded our wildestdreams. It is entirely possible that if we had not begun this project as ambitious, energeticdoctoral students, we might never had begun it at all. Certainly, we are indebted to the eagle eyesof numerous instructors who followed us at UW and who willingly accepted the challenge ofusing a draft textbook. In particular, we are grateful to Michael Lyons, Kent Reynolds, and JamesKirk for their numerous lists of typos and other infelicities. Additionally, their queries helped usto formulate more clearly our design objectives. We are also indebted to Cynthia Miller, who

endured the many drafts and yet remained willing to have the textbook used at UW. Finally, weare most recently thankful of the proofreading and general feedback that John Hobbins(Madison), Laliv Clenman (U of T), and Brauna Doidge (U of T) have provided.

John A. Cook Robert D. HolmstedtWilmore, KY Toronto, ON

November 15, 2007


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ivTable of Contents

Lesson 1.................................................................................................................................11.1. The Biblical Hebrew Alphabet1.2. Vocabulary #1Exercises

Lesson 2.................................................................................................................................82.1. The Biblical Hebrew Vowel System2.2. Simple Sheva 2.3. ompou!" Sheva2. . $!"epe!"e!t %erso!al %ro!ou!s2.&. Verbless lauses2.'. Dagesh Qal a!" Dagesh Chazaq2.(. )uttural o!so!a!ts2.*. +pe! a!" lose" Syllables a!" ,or" Stress2.-. Vocabulary #2Exercises

Lesson 3.................................................................................................................................193.1. )rammatical ,or"s versus exical ,or"s3.2. /e0i!ite!ess3.3. /e0i!ite!ess i! Biblical Hebrew3. . The Article 3.&. $!separable %repositio!s , , 4 a!" sometimes 5 3.'. Vav o!6u!ctio! 7 5 3.(. Vocabulary #3Exercises

Lesson 4.................................................................................................................................29.1. 8asculi!e a!" 9emi!i!e Si!:ular ;ou!s.2. $!tro"uctio! to Verbs.3.


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vLesson 7.................................................................................................................................49

(.1. Su00ixe" %ro!ou!s(.2. Se:olate ;ou!s(.3. 8o"al ?se o0 the %er0ect o!6u:atio!(. . Vocabulary #(Exercises

Lesson 8.................................................................................................................................57*.1.


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viExercises

Lesson 15...............................................................................................................................981&.1. $!tro"uctio! to the %assive7=e0lexive Binyanim1&.2. %er0ect o!6u:atio! i! the %assive7=e0lexive Binyanim1&.3. $mper0ect o!6u:atio! i! the %assive7=e0lexive Binyanim1&. . $mperative a!" ussive i! the %assive7=e0lexive Binyanim1&.&. $!0i!itive o!struct a!" Absolute i! the %assive7=e0lexive Binyanim1&.'. %articiples i! the %assive7=e0lexive Binyanim1&.(. Vocabulary #1&Exercises

Lesson 16...............................................................................................................................1061'.1. ?si!: a exico!1'.2. /y!amic a!" Stative Verbs1'.3. Vocabulary #1'Exercises

Lesson 17...............................................................................................................................1131(.1. $!tro"uctio! to )uttural Verbs1(.2. $7)uttural Verbs1(.3. $$7)uttural Verbs1(. . $$$7)uttural Verbs1(.&. Vocabulary #1(Exercises

Lesson 18...............................................................................................................................1201*.1. $!tro"uctio! to ,ea Verbs1*.2. +b6ect %ro!ou!s Su00ixe" to Verbs1*.3. Vocabulary #1*Exercises

Lesson 19...............................................................................................................................1271-.1. $7Ale0 ,ea Verbs1-.2. $$$7Ale0 ,ea Verbs1-.3. Vocabulary #1-Exercises

Lesson 20...............................................................................................................................1332@.1. $7;u! ,ea Verbs

[email protected]. "!a [email protected]. Vocabulary #2@Exercises

Lesson 21...............................................................................................................................13721.1. $7VavCDo" ,ea Verbs21.2. 21.3. Vocabulary #21Exercises


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viiLesson 22...............................................................................................................................142

22.1. $$$7He ,ea Verbs22.2. Vocabulary #22Exercises

Lesson 23...............................................................................................................................14623.1. $$7VavCDo" ,ea Verbs23.2. Vocabulary #23Exercises

Lesson 24...............................................................................................................................1512 .1. $$7$$$ ,ea Verbs2 .2. Vocabulary #2Exercises

Lesson 25...............................................................................................................................1552&.1. /oubly7,ea Verbs2&.2. $"e!ti0yi!: the =oots o0 /oubly7,ea Verbs2&.3. Vocabulary #2&Exercises

Lesson 26...............................................................................................................................1592'.1. $!tro"uctio! to Sy!tax i! Biblical Hebrew %art 12'.2. ompleme!ts a!" A"6u!cts2'.3. Ar:ume!t Structure2'. . Vocabulary #2'Exercises

Lesson 27...............................................................................................................................1652(.1. $!tro"uctio! to Sy!tax i! Biblical Hebrew %art 22(.2. 8ai! a!" Subor"i!ate lauses2(.3. Biblical Hebrew ,or" +r"er 2(. . Vocabulary #2(Exercises

Lesson 28...............................................................................................................................1732*.1. $!tro"uctio! to Sema!tics i! Biblical Hebrew2*.2. exical Sema!tics2*.3. ase =oles i! Biblical Hebrew2*. . Vocabulary #2*

Exercises

Lesson 29...............................................................................................................................1792-.1. $!tro"uctio! to %ra:matics i! Biblical Hebrew2-.2. $!0ormatio! Structure2-.3. Biblical Hebrew ,or" +r"er a!" $!0ormatio! Structure2-.3. Vocabulary #2-Exercises

Lesson 30...............................................................................................................................1863@.1. $!tro"uctio! to Biblical Hebrew /iscourse


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[email protected]. The 9ore:rou!" a!" Bac :rou!" o0 ;[email protected]. /iscourse TopicExercises

Appendices............................................................................................................................191A. ;ou!4 A"6ective4 a!" %ro!ou! %ara"i:ms

1. Noun/Adjective n!lection". #$equent $$egula$ Nouns%. &e$sonal &$onouns'. Demonst$ative &$onouns(. Su!!i)ed &$onouns on Nouns* &$e+ositions* and the ,-ject a$ e$

B. Stro!: Verb %ara"i:ms1. St$ong Ve$-". ,-ject &$onouns Su!!i)ed to Ve$-s%. &a$sing #lo0 Cha$t

. ,ea Verb a!" )uttural Verb5 %ara"i:ms1. 2uttu$al ". 2uttu$al %. 2uttu$al '. Ale! and Ale! (. Nun3. Vav/4od 5. 6e7. Vav/4od 8.

/. ;umeralsE. 8asoretic acce!ts

Glossar ................................................................................................................................ 218

!ebre" #on$s.......................................................................................................................230


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Lesson 1

Lesson Summary:

The Hebrew Alphabet

BeGaD KeFaT letters

1.1 The Hebrew Alphabet

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

It has five letters with alternate final forms that are sed whenthe letter occ rs at the end of a word.

!eg lar form" #inal form" $.e.g # " ! "

It has si% letters$ mnemonicall& referred to as the) ) ' & % $'e a *e#aT)$ which can appear with a +dot, in them called

a dagesh qal . Three of these letters have two pron nciations"one with the dagesh al$ and one witho t it.

li e b in 'o& '/T li e v in 0oice& li e in *eep '/T li e ch in 'a1H% li e p in ie '/T li e f in #ish( A li e g in ive

' A li e d in og$ A li e t in Tide


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4esson 5 2

Hebrew Alphabet

Name ( Final) Form Pronunciation

6lef

bet

g7mel

d6let

he

vav

86&in

chettet

&od

af

l6med

memn n

s6mech

6&in

pe

ts6deof

resh

sin

shin

tav

(

)* ( '( + ( *!

,&+

(

"!

( #!* ) +.%

( , * !* !$

) '

&

01/

1"/ 1!/

%1/

1/

$

glottal stop or silent

li e b in o&

li e ! in " oiceli e # in $ ive

li e % in &og

li e h in H at

li e ! in " oice

li e ' in ip

li e ch in 'a Hli e t in T ide

li e y in * ellow

li e + in , eep

li e ch in 'a H

li e l in L etter

li e m in - otherli e n in Noon

li e s in Sit

phar&ngeal or silent

li e p in P ie

li e in F ish

li e ts in ca TSli e + in , eep

li e r in / ace

li e s in Sit

li e sh in SH in

li e t in T ide


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4esson 5 3

Similar sounding letters

otice that the Hebrew alphabet has several letters which arepronounce% the same .

and silent

and li e v in 0oice and li e ch in 'achand 2$ li e t in Tide& and li e in *eepand li e s in 9it

1.0 "ocabulary 1

: H;H (often in translations of the 'ible).

Traditionall& prono nced a-do-nai or ha-shem .It is possible that this name was originall& prono nced yah-weh $and was the middle word of a longer epithet El yahweh tse a!ot $which might have meant


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4esson 5

2. ;rite o t a f ll line of each consonant of the 'iblical Hebrew alphabet ( se thefollowing letters as a g ide).


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4esson 5 B

3. #ill in the blan with the missing consonant according to the order of thealphabet (ignore the absence@presence of the dagesh )$ e.g.$ .

C( DD DD

DD ( DD

l( DD DD DD

g( DD

h( DD

i( DD

d( DD

e( DD

f ( DD

a( DD

b( DD

c( DD DD DD

. ;rite an ?nglish word for each letter of the Hebrew alphabet which has theso nd of the Hebrew letter in it (do not se the words given in the chart in 5.5)"e.g.$ as in b oat .

as in DDDDDDD (m

as in DDDDDDD(n

as in DDDDDDD (o

as in DDDDDDD(p

as in DDDDDDD(

&as in DDDDDDD(r

as in DDDDDDD(s

as in DDDDDDD(t

E G J KKKKKKK(

as in DDDDDDD(v

as in DDDDDDD(w

%)as in DDDDDDD

' as in DDDDDDD(a

as in DDDDDDD(b

as in DDDDDDD(c

as in DDDDDDD(d

%as in DDDDDDD(e as in DDDDDDD(f

as in DDDDDDD(g

as in DDDDDDD(h

as in DDDDDDD(i

L G J KKKKKKK(C

)as in DDDDDDD

as in DDDDDDD(l


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4esson 5 M

B. raw lines to connect each letter with its corresponding final form"

"

#

!

M. raw a line from the Hebrew proper name to the ?nglish e ivalent.

N dah

Nacob

4evi

Israel

hilistine

9hadrachAbraham

Adam

Ooses

haraoh

"

$ % %

" 0

Tamar

?sa

!achel

He8e iah

Noseph

1anaan9olomon

eb chadne88ar

4eah

9arah

! &

$

P. #ind the names of the letters of the alphabet in the p 88le (no left-to-right or bac wards ones).

! !

!

"!

0

!


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4esson 5 P

! ! ! !

! " ! " ! " " ! ! " 0 0 0 !

Q. #ollow the directions for each of the following verses.

a) 9a& alo d the names of the letters in the following verses.

4 "

" 4 " 4


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Lesson 2

Lesson Summary:

Hebrew Vowels and Vowels Signs

Simple Sheva : Compound Sheva :

Independent Personal Pronouns

Verbless Clauses

Dagesh Chazaq and Dagesh Qal :

Gutturals: (and )

Open and Closed Syllables, ord Stress:

2.1 The Biblical Hebrew Vowel System

Vowels Sign Name Pronunciation Class Length ptach

qmets

qmets-he a in ! a t"er

s"ort

a -class long

long

sgol e in # et tsretsre-yod ey in $" ey

chreq i in S itchreq-yod ee in S een

s"ort

long

i -class long

s"ort

long

qmets-chatuf chlem chlem-vav

o in G o

q !!uts sh"req

u in % ude

s"ort

long

u -class long

s"ort

long

$"e &ibli'al Hebrew owels "a e t"e ollowing '"ara'teristi's:

$"e owels appear under, o er, or ollowing t"e 'onsonant


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*esson +

S mple Sheva

t"ey are pronoun'ed a ter- !or e.ample, is pronoun'ed/yad0-

Some long owels are written as a owel point and a'onsonant- "en , , or are used in t"is way t"ey are 'alled!owel letters - $"ey are not 'onsonants in t"ese 'ases1

represents bot" long a-class qamets and short u-classqamets-chatuf - 2istinguis"ing w"i'" owel it represents in agi en instan'e depends on 3nowing in w"at type o syllable ito''urs (see +-+)-

$"e owels in &ibli'al Hebrew are 'ategori4ed by class (a-class , -class, or u-class ) and length (s"ort or long)-

2.2 Sim"le Sheva

$"e owel system 'reated by t"e $iberian #asoretes ('- 566 C-7-)re8uired t"at e ery 'onsonant "a e a owel sign, e.'ept at t"e endo a word- I a syllable ended in a 'onsonant or began wit" two'onsonants in a row it still re8uired a owel sign- !or t"is purposet"ey used t"e sheva# w"i'" means 9not"ingness ( -(

$"e sign is not properly a owel, but in some pla'es it is o'al, pronoun'ed li3e t"e ;"urried< a as a bo e and transliterated wit" :

/b=rit0

In ot"er pla'es it is a silent pla'e mar3er, s"owing t"at t"e pre'eding syllable is 'losed:

midbar0/

> sheva is !ocal :

at t"e beginning o a word:

! /s"=?mo0


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*esson + @6

Compou$d Sheva

at t"e beginning o a syllable:

in !! /yis"?m=?ru0

Aote: I two sheva are adBa'ent in a word, t"e irst is silent andt"e se'ond is o'al-

ollowing a long owel:

"#!$! $ /su?s=?'"em0

2.# Com"oun$ Sheva

> 'ompound sheva (also 'alled 'omposite sheva ) is a 9"alowel t"at appears under guttural 'onsonants in pla'e o a simple

sheva - $"ere are t"ree 'ompound sheva : an a-class , an -class, anda u-class - $"ey are pronoun'ed t"e same as t"eir ull owel'ounterparts but or a s"orter duration-

Sign Name Pronunciation Class

chtef ptach a $ Arse a class chtef sgol e $ E %c"se i class

chtef qmets o $Omt u class

&$depe$de$t 'erso$al 'ro$ou$s

2.% &n$e"en$ent Personal Pronouns

*i3e 7nglis", &ibli'al Hebrew "as in$e"en$ent "ersonal"ronouns t"at are used as subBe'ts o 'lauses-

$"ese 'orrespond to 7nglis" you# he(she# we# they-

$% & 9I (am) osep" (Gen D5:E)

E#S e"9 E#P ' " ) 9t"ey

E!S 9s"e E!P * ) ( 9t"ey

+#S + 9you +#P +" 9you

+!S + 9you +!P +* 9you

@CS & 9I @CP & & 9we


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*esson + @@

Ver!less Clause

Dagesh Qal

Dagesh Chazaq

2.' Verbless Clauses

$"e present tense o t"e erb 9to be is not e.pressed le.i'ally(i-e-, by a word) in Hebrew- $"us, it must be supplied in 7nglis"-

' " 9t"ey , are not gods (+ Fgs @ :@ )$"ese types o 'lauses are 'alled ver!less clauses)

2.( Dagesh Qal an$ Dagesh Chazaq

In @-+ you learned about t"e si. 'onsonants ( - # . / ) 'alled&eGa2 Fe!a$ letters- Only t"ese si. 'onsonants 'an "a e a dot'alled a dagesh qal in t"em-

> dagesh qal in #,/ , and - mar3s t"eir pronun'iation as a stop(i-e-, /b0, /30, /p0 in w"i'" t"e air lowing t"roug" t"e mout" isstopped) instead o t"e 'orresponding 'ontinuant (i-e-, / 0, /'"0,/ 0, in w"i'" t"e air lows t"roug" t"e mout" 'ontinuously)-

> dagesh qal appears in a &eGa2 Fe!a$ letter w"ere er t"ere isnot a owel (or o'al sheva ) pre'eding it:

at t"e beginning o a word:

/ /da ar0

at t"e beginning o a syllable ollowing a 'losed syllable

midbar0/

$"e same dot 'an represent anot"er type o dagesh 'alled t"edagesh chazaq (;strong< dagesh )- > dagesh chazaq 'an o''ur inany 'onsonant (e.'ept gutturals and ) and lengt"ens it-

bi88es"0/ 123 0!0

$"e &eGa2 Fe!a$ letters 'an also "a e a dagesh chazaq - Inaddition to lengt"ening t"e 'onsonant, t"is dagesh also ma3es t"e

pronun'iation o #,/ , and - a stop Bust li3e t"e dagesh qal -

*1 ! * /"abben0


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*esson + @+

*utturals

Here are t"ree prin'iples or telling t"e two types o dagesh apart:

@) > dagesh in a non?&eGa2 Fe!a$ letter is a dagesh chazaq -

+) > dagesh in a &eGa2 Fe!a$ letter pre'eded by a owel is

a dagesh chazaq -

E) > dagesh in a &eGa2 Fe!a$ letter not pre'eded by aowel is a dagesh qal -

Aote: > dagesh chazaq a e'ts t"e syllable stru'ture: 3 is < -bi8?8=?s"u0/ 0!0! sheva under a 'onsonant wit" adagesh chazaq is always o'al-

2.) *uttural Consonants

Se eral p"aryngeal and laryngeal 'onsonants, pronoun'ed in t"e ba'3 o t"e t"roat, are grouped toget"er under t"e label guttural'onsonants: -

!our '"ara'teristi's o gutturals are notable:

@) Gutturals (and ) 'annot be lengt"ened t"at is, t"ey 'annot"a e a dagesh chazaq -

+) Gutturals pre er a-class owels nearby, i-e-, be ore or a ter-

4 /ya amod0

E) Gutturals and , , at t"e end o a word ollowing a longowel ta3e an a-class 9"elping owel 'alled a furt ve

patach (t"is is t"e only instan'e w"ere two owels o''ur ina row)-

5 /rua'"0

D) Gutturals usually "a e a 'ompound sheva (+-J) instead osimple sheva (+-E)-

/ as"er0 (instead o K )


23/243

*esson + @E

Sylla!le

+app q

,pe$ sylla!le

Closed sylla!le

ord stress

2.+ ,"en an$ Close$ Syllables an$ -or$ Stress

> syllable begins wit" a 'onsonant (C) and ends wit" eit"er aowel (CV L open), or a 'onsonant (CVC L 'losed)-

/ "as two syllables:an open M (CV)

a$d a 'losed /6 (CVC)-

Aote: $"e owel letters ( and ( ,, do not 'lose syllables1Howe er, 7 at t"e end o a word does 'lose a syllable- $"edot, 'alled a mapp q, indi'ates t"at t"e is a 'onsonant andnot a owel letter-

Open syllables usually "a e long owels (as M in / )unless stressed M t"en t"ey may "a e s"ort owels (as M in -(

Closed syllables usually "a e s"ort owels (as 6 in ( unless stressed M t"en t"ey may "a e long owels (as /6in / )-

Aote: $"e owel represents t"e s"ort u-class qamets-chatufi it is in a 'losed, unstressed syllable, ot"erwise it is t"e longa-class qamets -

#! L /'"o'"ma0

> syllable is eit"er stressed or unstressed: in most words t"e lastsyllable is stressed- ords t"at are not stressed on t"e lastsyllable in t"e lessons and e.er'ises "a e an a''ent mar3 o er t"estressed syllable, written as -


24/243

*esson + @D

2. Vocabulary /2

/ & 8

" , 9 :

* /

# father P /

PA (7PI$H7$ ) the .,/D

# ma$ P " & P%7P to# towards

PA *od# gods

! earth# la$d

! woma$# w fe P " & # so$ P " &

# word# th $g

PA Dav d

" 2

* ;

;

4"4

# day P " PA &srael

# pr est

>2V $o# $ot

# 0 $g

! quee$

PA +oses

! c ty

# people

0 ercises

@- a) rite ea'" o t"e &ibli'al Hebrew owels wit" ea'" o t"e 'onsonants b)Pronoun'e aloud t"e 'ombination o 'onsonant and owel as you write t"em,e-g-, -

+- a) rite ea'" 'ompound sheva wit" ea'" o t"e guttural 'onsonants- b)Pronoun'e aloud t"e 'ombination o 'onsonant and owel as you write t"em,e-g-, -


25/243

*esson + @5

E- %ead aloud t"e name o ea'" owel and write t"e 'orre't sign under t"e N-

a(N9 0 b 9 0 0 0 . & ?

. $ % > - 0 > @ "


26/243

*esson + @J

5- Identi y a similar sounding 7nglis" word or ea'" Hebrew word, e-g-, ; L 'ar-

8


27/243

*esson + @

- Pra'ti'e reading t"e ollowing erses until you 'an do so smoot"ly and t"enidenti y ea'" dagesh as a dagesh qal or dagesh chazaq -

- 2 E84 F E4 84 " " ( 2 / ;

" 4* " " , " 4 G#&$# 4 CC8 H0 " + $4#&

9$"e C"aldeans w"o are ig"ting against t"is 'ity s"all 'ome, set it on ire, and burn it, wit"t"e "ouses on w"ose roo s o erings "a e been made to &aal and libations "a e been pouredout to ot"er gods, to pro o3e me to anger- ( er E+:+ )

- 2i ide t"e ollowing words into syllables: mar3 t"e syllable as open (CV) or

'losed (CVC) and t"e owel in ea'" syllable as long (*) or s"ort (S), e-g-,CSC C*C ) =ome lan(ua(es have both a


31/243

Lesson 4 5

"he !ebrew #rticle

definite and indefinite article #so 3n(lish: the versus a$an%$ whereasman* others have 'ust one or the other)

Biblical Hebrew onl* has a definite article # %) However$ noun !hrases in Biblical Hebrew are also mar1ed as definite b* othermeans)

Biblical Hebrew nouns are mar1ed as definite in one of four wa*s:

f it is inherently definite #e)()$ names$ a!!ellatives$ !ronouns%

( 7David2 ) * 7God2 + 7 2

f the article is !refixed to the noun:

, 7the heart2

f it is in a construct relationship with a definite noun #see @) %:

. - 7the word of the 1in(2 &

f a possessive pronoun is suffixed:

7m* heart2


32/243

Lesson 4 55

% before non8(uttural consonants: 7the horse2 0

5% usuall* before or $ $ : 7the head2

4% usuall* before or ": $ 7the tem!le2

E% before "$ $ or ' #unstressed %:) 7the mountains2

9% before - or - ' #stressed 7the mountain2 :%

BFT before - " #stressed % it is " - : 7the valor2

Summary of the article before (utturals:

stressed'amets unstressed'amets 1' '

'

( "- ) $" "

$ ) -"

Inseparable (repositions


33/243

Lesson 4 54

manner $means $time $ possession $ etc)$ for other constituents such asverb !hrases$ noun !hrases$ and clauses)

The most common !re!ositions in Biblical Hebrew are clitics $ i)e)$words that cannot stand on their own) There are three inse+ara le/+re+ositions $ which ma* be !refixed to nouns$ ad'ectives$infinitives$ and !artici!les #thus$ the* are proclitic %:

7li1e$ as2 7to$ for2 7in$ at2

The !rinci!les of vocali0ation for the inse!arable !re!ositions are:

$ $ before a consonant with a full vowel)

- 7to/for a 1in(2

7in/at a house2 -

$ $ before a consonant with a sim!le sheva $6 )

7accordin( to a covenant2

BFT before the vowel becomes (6

3 ( ) 7to/for Iudah2 The corres!ondin( full vowel before a com!ound sheva )

3 7li1e that which2 3) ( (+ ( 7for 3dom2 +

The article vocaliJation before a noun with the article #i)e)$ thearticle2s consonant is re!laced b* the inse!arable

!re!osition%)

3 - . - . 7to/for the 1in(2

>ome s!ecial cases:Kuiescent ) 7 * 7to/for God2 7to/for the Lord2 )

$ $ before a stressed s*llable in some words: 7in this2 1


34/243

Lesson 4 5E

Vav+onjunction

The !re!osition #7from2% is mostl* written as a se!arate word, in such cases it is connected to the noun with a ma''ef #&%) This is itsusual form before a noun with the article)

. - 7from the 1in(2 & The !re!osition ma* also be inse!arable) n this case$ the vocali0ation is:

before non8(utturals #the assimilation of )into the followin consonant is mar1ed b* a da%esh cha&a' %)

((3 8 7from there2

BFT before the vowel becomes a (6

) 3 ) 7from Iudah2

before (utturals #the vowel len(thens because the (uttural cannot be len(thened$ i)e)$ the* do not allow da%esh cha&a' %)

3 7from a man2

3. Vav on unction '4 (As mentioned above in 4) $ con unctions are a t*!e of (rammaticalword$ li1e the article) &on'unctions serve to connect words$ !hrases$clauses$ and sentences to each other s*ntacticall*$ e)()$ and* or* but )

The basic Hebrew con'unction #and$ in fact$ the most fre0uent wordin the Hebrew Bible% is the vav con'unction: ) Li1e the article andthe inse!arable !re!ositions$ it is attached to the front of a word)

The vav con'unction has two functions :

% t connects words and !hrases to(ether$ si(nalin( acoordinatin( relationshi! #it ma* be translated with 7and2$7or2$ or 7but2%)

. - ( ' 7the !eo!le and the 1in(2


35/243

Lesson 4 59

5% t mar1s the be(innin( of a new clause and is untranslatable#the type of clause and the context determine the t*!e ofconnection re0uired for 3n(lish translation%)

( * + 9- 7#and% God said$ Let there be li(ht C #Gen :4%

The vocali0ation of the vav con'unction:

(*normall

( ) 7and David2


36/243

Lesson 4 5@

3.5 6oca ulary 73

)&$ -

- 2

N master* lord

3O>T AD? there isn/t$aren/t

"=3" in* at* with* byN /+ way* road

D3T the

&-


37/243

Lesson 4 5Q

9) Add the vav con'unction to ten nouns from *our vocabular* and translate)

@) &orrect the vocaliJation of these definite articles and/or inse!arable !re!ositions$ e)()$ correct to (

> 1

l


38/243

Lesson 4 5R

R) a% "ractice readin( aloud until *ou can do so smoothl*$ b% &ircle the definitearticles$ inse!arable !re!ositions$ and vav con'unctions in each verse, be sure*ou can ex!lain wh* the* are vocaliJed as the* are)

' - " .= 0$ - . ( 1 @ ? 5 +" ) ( ' & #

7


39/243

Lesson 4

Lesson Summary:

Singular Nouns:

Introduction to Verbs

Qal Perfect Conjugation - Singular:

Objects in Biblical Hebrew: /

Gender

MasculineSingular noun

FeminineSingular noun

4.1 Masculine and Feminine Singular Nouns

nli!e gra""atical words li!e t#e article$ %re%ositions$ andconjunctions &discussed in 'esson ()$ nouns are le*ical words+ ,#atis$ nouns #a e se"antic content.t#e/ refer to an entit/ in t#ee*ternal world+ ,#us$ t#e noun book refers to a concrete object &agrou% of %ages bound between a co er)$ w#et#er real or#/%ot#etical+

Nouns in "an/ languages are inflected for t#e gra""atical categor/gender + Biblical Hebrew is suc# a language.nouns &as well as

adjecti es$ %ronouns$ and erbs) in Biblical Hebrew are"or%#ologicall/ "ar!ed as eit#er masculine or feminine +

,#oug# t#e 0natural gender1 of ani"ate objects often corres%onds tot#eir gra""atical gender$ &e+g+$ an1 is"0 masculine 2 0wo"an1 is feminine )$ gra""atical gender is essentiall/ a s/ntacticagree"ent %ro%ert/ of language+

In Biblical Hebrew masculine nouns do not #a e an o ert gender

inflection &alternati el/$ t#e/ could be considered to #a e a nullsuffi*$ indicated b/ 3$ t#at "ar!s t#e" as "asculine)+

0brot#er1 oung "an1/0

In contrast$ "ost feminine nouns are o ertl/ inflected for gender+

4an/ fe"inine nouns end in +


40/243

'esson 5 (6

0ground1 0cattle1 0teac#ing1

So"e fe"inine nouns end in +

0co enant1ingdo"1!0 "!0sin1 #

Nouns referring to %aired bod/ %arts are fe"inine$ but do not#a e an o ert gra""atical gender inflection+

0#and1 0e/e1 $"% 0foot1

Note: So"e nouns$ li!e & "ot#er$1 or bod/ %arts &abo e)$ aregra""aticall/ fe"inine e en t#oug# t#e/ do not #a e a"or%#ologicall/ fe"inine gender "ar!ing &e+g+$ )+ ,#erefore$eac# noun1s gender s#ould be learned wit# its "eaning+ ,#egender of eac# noun in ocabular/ lists is "ar!ed b/ 4 or 7+

The HebrewVerb

Binyan

Singular Plural 8ual

4asculine0stallion1

)ar!ing" 3' 'esson 97e"inine

0"are1 'esson 9

'esson 9

4.2 Introduction to Verbs

'i!e "ost words in Biblical Hebrew$ erbs can be deri ed fro" atriconsonantal root &see + )+ ; triconsonantal erb root is "odified

b/ affi*es &e+g+$ %refi*es$ suffi*es$ or infi*es) and


41/243


42/243

'esson 5 (@

Qal 'erfec Conjuga ion

Singular

4.' (al "erfect %onjugation ) Singular

,#e Perfect is t#e onl/ conjugation built on t#e Suffi* Pattern+Conjugations built on t#e Prefi* Pattern are introduced in 'esson +

( 4S( 7S

@4S

@7S

CS

+ ,

, , ,

0#e attended10s#e attended1

0/ou attended1

0/ou attended1

0I attended1

( CP 'esson 9

@4P 'esson 9

@7P 'esson 9

CP 'esson 9

(bjec s

)irec and

(bli!ue(bjec s

(bli!ue(bjec s and 're#osi ional

'hrases

4.4 *bjects in +iblical ,ebre-

*bject refers to t#e gra""atical function ser ed b/ a noun or %ronoun t#at is t#e 0recei er1 or 0goal1 of t#e action of a erb+S/ntacticall/$ an object noun %#rase functions as t#e com#lemen ofa transiti e erb.t#e %resence of an object is necessar/ for atransiti e erb to be 0co"%leted1 &see 'esson @D)+

7or e*a"%le$ in Moses s ruck he rock $ t#e noun %#rase 0t#e roc!1 ist#e object in t#at it is affected b/ t#e action of t#e erb 0struc!1+ ,#enoun %#rase 0t#e roc!1 is also t#e co"%le"ent in t#at wit#out it t#eclause 04oses struc!1 would be ungra""atical &i+e+$ t#e transiti e

erb would not be 0co"%leted1)+

7or Biblical Hebrew$ it is useful to distinguis# between two t/%es ofobjects$ direc and obli!ue &not to be confused wit# an 0indirect1object)+ ,#e use of t#ese two t/%es of objects is co"%letel/de%endent u%on t#e erb.so"e erbs select direct objects as t#eirco"%le"ents$ w#ile ot#ers select obli?ue objects as t#eirco"%le"ents+

E#at distinguis#es direct and obli?ue objects fro" eac# ot#er is t#atdirect objects are eit#er %receded b/ t#e function word or not#ing at all$ w#ereas obli?ue objects are alwa/s %receded b/ a

%re%osition+ Precisel/ which %re%osition used de%ends on w#at isselected b/ t#e erb being "odified+

7or instance$ t#e erb 0touc#1$ often ta!es as its co"%le"ent an $%-obli?ue object "anifested as a %re%ositional %#rase wit# t#e

%re%osition+


43/243

'esson 5 ((

)irec (bjec s

and

(!" . & "( $0 1 2 0$- 453"( 6 $

0Fand fro" t#e fruit of t#e tree t#at is in t#e "iddle of t#egarden$G od said$ F/ou s#all not eat fro" it and /ou s#all nottouc it $ lest /ou die+G1 & en (:()

Note: Obli?ue objects$ regardless of w#et#er t#e/ arecom#lemen s or adjunc s &see 'esson @D)$ are alwa/s %receded

b/ a %re%osition+

,#e function word recedes direct objects of Biblical Hebrew% erbs if t#ose direct objects are indi iduated &i+e+$ if t#e/ are

strongl/ c#aracteri>ed as distinct entities or indi iduals.w#ic#"eans t#at t#e/ are also often "ar!ed wit# t#e article)+

0He isited t#e %eo%le1 &t#e %eo%le object #e isited

"ar!erJ

8irect objects %receded b/ are usuall/ t#e se"antic #a ien s oft#eir erbs$ i+e+$ t#e/ are effec ed or affec ed b/ t#e erbal action+

Note: ,#e direct object "ar!er is so"eti"es attac#ed to t#e nounwit# a ma!!ef &) &see (+9 wit#in t#e discussion of in t#is 2($

case$ t#e owel is a segol +

" 7 *8 0He judged Israel1Israel object #e judged

"ar!erJ


44/243

'esson 5 (5

4./ Vocabulary 04

&

&

$

9!

:

4 man* humankind 2PN %dam

4 bro her 2P &

7 sis er 2P 7 mo her 2P 5

direc objec marker

7 ca le

7 co+enan

7 daugh er 2P

Q remember

Q cu $cu off* cu down

"1 ;

&

*8

Q reign* be,come- king

4 #ro#he

4 lad* young boy7 maiden* young girl

4 horse* s allion

7 mare

PK=P wi h

Q +isi * a end o* a##oin

Q kee#* guard

Q judge* go+ern7 direc ion* ins ruc ion* law

&ercises

+ 4ar! t#e gender of eac# noun in /our ocabular/ list fro" 'essons -( and on/our ocabular/ cards &4 or 7) &loo! in glossar/ if /ou are unsure)+

@+ Identif/ t#e gender &4 or 7) of t#e following nouns &use t#eir for")+

% LLLL &&

? LLLL &"

r LLLL &1"

s LLLL & "

t& LLLL

! LLLL

l LLLL &

" LLLL & > n LLLL &7; :o LLLL & ;

f LLLL &; 9g LLLL & =# LLLL & "

i LLLL & "

j LLLL & !"

a LLLL &

b LLLL & >9

c LLLL &

d LLLL & 3

e LLLL & 3=


45/243

'esson 5 (9

(+ ;dd t#e Qal Perfect Singular endings &and owels) to eac# of t#ese erbs andtranslate+ ;lso add t#e a%%ro%riate %ersonal %ronouns before eac# erb+

( 4S

( 7S

@4S

@7S

CS

( 4S

( 7S

@4S

@7S

CS

9! *8( 4S

( 7S

@4S

@7S

CS

( 4S

( 7S

@4S

@7S

CS

"1

( 4S

( 7S

@4S

@7S

CS


46/243

'esson 5 (D

5+ ,ranslate t#e following sentences+ Identif/ and %arse t#e erb&s) &i+e+$ gi e t#eerson * gender * number $ and root ) in eac# sentence+ &M is %laced b/ erses

t#at #a e been altered+ PN is %laced beside t#e firs occurrence of %ro%er na"eot#er t#an HEH +)

en ( : M &a ; > ;

I gs : M &b 3"(

en 9: M &c & ; 3 :

Ps (: M &d

1"

3

Ps :@@M &e1 < :

=>e! D:5(M &f & ? 9! "(

I gs @6: 9M &g&

'a" : "(9! #&

II C#r @5:@@ &i 9! 3PN1" 5"(

I gs (:@ M &j8*5 "1

I Sa" @:@ 4 !& * 3 PN:

Ps D9: 6 &l2

Kut# :DM &"& * 3 :


47/243

'esson 5 (

I gs 5:@ M &n& ; PN "1

9+ Co"%ose fi e sentences in Hebrew+ =ac# "ust #a e a subject$ erb$ and objectin t#e"+

a) LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

b) LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

c) LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

d) LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

e) LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL


48/243


49/243

Lesson 56

57S

51S

+7S

+1S

0CS

$&%

& &

&

8

8

8

8

8

,he attended-

,she attended-

,&ou attended-

,&ou attended-

,I attended-

$!P

2MP

2FP

1!P

$$ $ $

8

8

8

8

,the& attended-

,&ou attended-

,&ou attended-

,we attended-

Qal Perfect

Conjugationof

5.$ Qal Perfec !on"uga ion of

$he 9er( e-" is (oth fre%uent and irregular. 3ere is the Qal), Perfect 'aradig# of the 9er(.

57S -he was,

51S -she was, 5CP -the& were,

+7S ou&, were- +7P -ou were&, #

+1S ou&, were- + 1P (not attested) #

0CS I, was- 0 CP -we were,

5.% &oca'ulary (5

" #

' " "

"

1 ear

C N; that, which, who

7 nation, people

Q seek

Q become, be

7 mountain, hill country; with

article "

PN udah

PN erusalem

Q capture

* +

", +

" "

!" - "

P/


50/243

Lesson 4>

)*ercises

0. ?rite out the 'lural right colu#n" and dual left colu#n" for the followingite#s and translate.

!"

. +

'

"

- ""

+. ?rite out the co#'lete Qal Perfect for each of these 9er( roots and translate.@lso add the a''ro'riate 'ersonal 'ronouns (efore each for#.

+" 57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP

57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP

/*

57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP

57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP


51/243

Lesson 40

" "57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP

57S

51S

+7S

+1S

0CS

5CP

+7P

+1P

0CP

5. $ranslate the following sentences. Identif& and 'arse the 9er( s" i.e. gi9e theperson , gender , num'er and roo " in each sentence. AL is 'laced (eside nonB9oca(ular& words to alert &ou to chec the glossar& for their #eanings."

Aen +0:0 a2 01" 2PN

II Sa# : ) 3 + " AL 2AL 2 "0 1 4

Isa 6:0+ c " 2 1 2

II Chr 04:* d 5 1 2 6 4 "

Aen 0:+ e2 "7 AL 2AL

Ps 54: f 1 2 "

;er 50:6 g "0 4 1

I Chr 0>:04 h 2 . 1" 2


52/243

Lesson 4+

Deut 0*:0+ j ", 4 1 .+

Ee'h 5:+ " 5 16


53/243

Lesson 6

Lesson Summary:

Construct Relationship:

Chart of Frequent Irregular Nouns:

Construct relationship

6.1 The Construct Relationship

Biblical Hebrew does not have any equivalent to the nglish preposition !of"# Instead$ si%ilar ! of &relationships" are e'pressed by (oining words together in the construct relationship # )*hese%antics of this relationship are discussed further in +esson ,-#.

*he typical construct relationship )often called consists of . two ele%ents: a noun in the construct state ) ! !supported".followed by one in the absolute state ) !supporting".#

"the word of the /ing! the /ing )the. word of 0B12+3* C2N1*R3C*

!

2nly the %asculine plural and fe%inine singular nouns havedistinctive construct %orphology )i#e#$ there are different inflectionalaffi'es for 45 and F1 nouns in construct and nouns not in construct.#

However$ the vocali6ation of a noun in construct often differs fro%its vocali6ation when not in construct7even in the 41 and F5#

Singular Plural Dual

MasculineAbsolute

Construct

eminineAbsolute # $ # $ #

Construct # # #


54/243

+esson 8 99

escription of the construct relationship :

*wo nouns in a construct relationship are treated as aco%pound: the two words are considered to be one prosodic

phrase and the %a(or !phrase stress" is on the absolute noun#

*his pheno%enon is si%ilar to the stress change in nglishco%pounds: a whte hose versus the Whtehouse # 0s notedabove$ the lac/ of %a(or stress on the construct noun oftenaffects its vocali6ation#

0B12+3* "word! C2N1*R3C* % ; the word of! H


55/243

+esson 8 9E

Irregularnouns

related to coordinated absolute nouns )often however$ theconstruct noun is repeated in two coordinated constructs.#

% # + ! ,!in the eyes of Aod and )in the eyes of. %an" )5rov >:9.

+ % + & ,!the Aod of heaven and the Aod of earth" )Aen ,9:>.

6.! Chart o" re#uent $rregular %ouns

1o%e irregular noun for%s occur frequently# ;ou should fa%iliari6eyourself with these for%s#

1ingular0bsolute

1ingularConstruct

5lural0bsolute

5luralConstruct

!father" 4

$ !brother" 4 $ !sister" F $ - $ !%an" 4 ! $ ! !wo%an" F ! !!house" 4 . . !son" 4 ! ! !daughter" F ! !!day" 4 !city" F !head" 4


56/243

+esson 8 98

6.& 'ocabulary (6

$ / 0 * $

*

5N Abraham

5N Abram

5N Aaron

say

5N Babylon

4 flesh

4 life

F sword

C2NG as, just as, when

0 thus, so

1

# . 2

$ . 22 34 1

3

4 messenger, angel

4 place ? 5 1

stand 5N hilistines $ hilistine

5N haraoh

4 host, army! hard ser"ice ? 5 4 4 "oice, sound

settle, dwell

hear, listen! # 1 obey

)*ercises

=# Co%plete the following construct phrases#

a. + ( "JJJJJJJJJJ !the spirit of Aod , 'od >E:>=.

b. .==:JJJJJJJJJJ !the angelK%essenger of the +ord" )Aen =8 %

c. . 5 JJJJJJJJJJ !all of the cities of the 5hilistines" )= 1a% 8:=-.

d. JJJJJJJJJJ .the heads of the %ountains" )Aen -:E!

e. / ( "JJJJJJJJJ !the sons of Israel 'od =:=.

f. .,:JJJJJJJJJJ !the daughters of %an" )Aen 8 #

g. :JJJJJJJJJJ !the %en of the place" )Aen ,8 1 .h. JJJJJJJJJJJJJJJ ( "to the house of the wo%en! sth ,:>.

i. .=:JJJJJJJJJJ !in the days of 0braha%" )Aen ,8

(. 3 .-


57/243


58/243

+esson 8 9-

Gosh ==:,=M )e 7 8 5N !1 $ / 5N* * # *

Isa -:=-M )f 04 % 4

'od E:=M )g / + % , * 2 3 % $

Ger# :> )h / + , % 4 *

9# Fro% the nouns in your cu%ulative vocabulary create fi"e sentences with at leastone construct phrase each#

a. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

b. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

c. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

d. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ

e. JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJ


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Lesson 7

Lesson Summary: Suffixed Pronouns:

Segolate Nouns:

Modal use of the Perfect Conjugation: (

Suffixed pronouns

7.1 Suffixed Pronouns

English uses different pronominal forms based on the pronouns rolein a sentence: e.g. he/she for subject !Nominati"e case# his/hers for

possession !$eniti"e case# and him/her for object !%ccusati"e case#.

&n 'iblical (ebre) the independent pronouns !*.+# onl, function assubjects. % set of suffixed pronouns fills the roles of possession-$eniti"e and object-%ccusati"e.

%bout pronouns suffixed to nouns :

Suffixed pronouns express possession on nouns.

+ /m, )ord me )ord of

!0CS# !MS CS1 #

+ /his teaching him teaching of !2MS# !3S CS1 #

Note: 4hen pronominal suffixes are added to 3S nouns theconstruct form !i.e. the form ending )ith a # is used.

Suffixed pronouns ser"e to ma5e a noun definite6 nouns )ith

pronominal suffixes cannot also ha"e the article.

Either his teaching/ or /the teaching'71 N81 '81(

Nouns )ith suffixed pronouns are stressed either on the lasts,llable !i.e. on the suffix itself# or the next to last s,llable!i.e. on the /lin5ing "o)el that connects the noun to thesuffix#.


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9esson ;s,llable# nouns in the masculine singular.

Segolate nouns originated as single>s,llable nouns to )hich a segol /helping "o)el )as added6 the result )as the creationof a ne) second s,llable. 1he original "o)el !that is the"o)el in the first s,llable# is regularl, altered.

3 2 /5ing

Note: % guttural second or third root consonant can affect the"o)els.

% 3% ! instead of # /,oung man!because gutturals prefer a-class "o)els#

Masculine segolate nouns are stressed on the initial s,llable

!originall, the onl, s,llable# in the singular absolute form.

ser"ant/ %

3eminine segolate nouns come in t)o forms: those )ithfeminine gender inflection !e.g. .and those )ithout !e.g #4% ! 1hose )ith feminine gender inflection .# 5 are stressed # on the final s,llable.

4% 3 +% /,oung )oman6 P % 35 5 /life6 P 5

Segolate nouns exhibit their original "o)el )ith some suffixes.

6 3+ 7 /m, land


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9esson ;2

Modal use ofthe PerfectConjugation

Segolate nouns use a t)o>s,llable pattern in the plural.

S&N$79%B /5ing 3

P97B%9 /5ings "3 $ !li5e #

7.$ odal %se of t&e Perfect 'onjugation

1he Perfect Conjugation )as described in 9esson + as expressing perfecti"e aspect. 1he Perfect is also used to express modality)hich indicates the role that the spea5er )ants a statement to pla, inthe context !e.g. a condition an outcome a command aninstruction#.

1he modal use of t&e Perfect is distinguished from theindicati"e b, its )ord order: the Perfect functioning modall,)ill ha"e a "erb>subject )ord order !see 9esson * for adiscussion of 'iblical (ebre) )ord order#.

5 8 #subject>"erb! & &/!and# his father 5ept the )ord !$en 2 :00#

! 89 : ! ; #erb>subject"! &5 '& /!so# (4( ,our $od shall 5eep for ,ou the co"enant !Deut

:0*#

Note: 8ften the subject is not explicit in '( clauses6 in suchcases it is impossible to identif, )hether a perfect is usedmodall, or not based on the )ord order. (o)e"er because mostmodal Perfects are prefixed )ith the vav conjunction the

presence of the conjunction is a good introductor, )a, todistinguish the modal from the indicati"e use of the "erb.

1he most common modal function of the Perfect is to mar5!semanticall,# subordinate clauses. 1hese are e ui"alent toEnglish clauses beginning )ith /if-)hen-so that-in order that-

because i.e. conditional purpose result or causal clauses.

/3or & ha"e chosen him so that he might command his sons andhis household after him so that the, might 5eep the )a, of (4( '& ! to practice righteousness and justice so that #&5

(4( might bring about for %braham that )hich he promised.!$en 0F:0G#


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9esson ;+

/&f he lea"es his father then he shall die ! & #&1% 8 &!$en ++:**#

Note: 1he Perfect often appears in both the subordinate clauseand the go"erning clause in constructions li5e the conditional

clause abo"e.

%nother common modal function of the Perfect is to mar5instructions and commands.

/!and# he should stand and sa, ! H& do not )ish to #&% & marr, herI !Deut *;:F#

7& &5 8/!and# ,ou must 5eep the commandment !Deut :00#

7.( )ocabulary *7

' $

A


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9esson ;;

+xercises

0. %dd the correct suffix to these "ocabular, items !note: the "o)els )ithin thetriconsonantal root ha"e alread, been modified#.

a# m, bread/ ?

b# ? /,our ! MS # lo,alt,

c# ! their ! M# cattle/ 9 S ? collecti"e#

d# 4%5 /their ! MP # gates

e# upon us/ %

f# ' !direct object mar5er# /,ou ! 3S #

g# : to-for their ! 3 # gods/

h# to him/

i# A B? /m, statute

j# his commandment/ 7&

*. 1ranslate the follo)ing sentences. &dentif, and parse the "erb!s# !i.e. gi"e theperson, gender, number, and root # in each sentence. %lso indicate )hethereach "erb is modal or non-modal .

$en *+:* L !a ? 1%8 ' 4 ' " : ; '&

Num *+:*; !b 98 "=&PN-

& Sam *F:*< !c D8 $& "E8 - $ ?" ' -

& Sam F:2 !d& $ 9 & 8 $ & '


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9esson ;

Deut :00 !e" A B?7& & 8 &5 8

$en 2 :+ !f & ? - 8 4 " '

Deut :; !g! ' $ 8 $ 8 5! $9 8 ! : ! ; & '&

Deut 0*:*0L !h! $ %59 & ! 'F &1 ? 9 !

Deut 00:0L !i& 7 A' & B? 5 & : ! ; & '&

osh *+:* L !j - G B5 9 $9 "$9 8 " : ;

2. 3rom the nouns in ,our cumulati"e "ocabular, create fi"e sentences )ith at leastone noun O suffixed pronoun each.

a#

b#

c#

d#

e#


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Lesson 8

Lesson Summary:

Qal Imperfect Conjugation:

Past Narrative Conjugation: Qal Imperfect Conjugation of:

ImperfectConjugation

8.1 Qal Imperfect Conjugation

The Perfect and Imperfect were introduced in Lesson 4 as the mai

conjugations in i!lical "e!rew# The Perfect was descri!ed as perfective aspect$ and a paradigm was given in Lessons 4 and %# TImperfect Conjugation was descri!ed as e&pressing imperfectivaspect# In most instances$ an 'nglish present or future ver! will !eused to translate the Imperfect#

The Imperfect is the main conjugation !uilt on the Prefi& Pattern"owever$ other conjugations such a the Imperative and the (ussivare also !ased on the Prefi& Pattern )see Lesson *+,# The comple paradigm for the Qal Imperfect is given !elow#

+-. /he will attend0 +-P /the1 will attend0+2. /she will attend0 +2P /the1 will attend03-. /1ou will attend0 3-P /1ou will attend032. /1ou will attend0 32P /1ou will attend0*C. I/ will attend0 *CP /we will attend0

Past NarrativeConjugation

8.2 Past Narrative ConjugationLanguages t1picall1 use a past tense or perfective aspect ver! formfor narrating past events )e#g#$ 'nglish .imple Past,# .omelanguages$ however$ ma1 devote a particular ver! form entirel1 literar1 narrative )e#g#$ 2rench Pass .imple,# In i!lical "e!rew aarchaic past tense ver! predominates and is mostl1 restricted to pasnarrative passages#


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Lesson 5 %5

Qal Imperfect

Conjug. of

/"e ate$ he dran6$ he rose$ he went0 )7en 3%:+48,

ThePast Narrative Conjugation $ li6e the Imperfect$ is !uilt on thePrefi& Pattern# In the majorit1 of cases the onl1 distinguishinfeature !etween these two conjugations is that the Past Narrativeform almost alwa1s has a uni9uel1 vocali edvav conjunction prefi&ed to it: )forms without the e&ist primaril1 in poetic te&ts,#

,he will visit0 )Imperfect/ ,he visited0 )Past/

8. Qal Imperfect Conjugation of

The ver! e0, is !oth fre9uent and irregular# "ere is the!/( paradigm of the Qal Imperfect Conjugation of the ver!#

+-. /he will !e0 +-P /the1 will !e0+2. /she will !e0 +2P /the1 will !e03-. /1ou will !e0 3-P /1ou will !e032. /1ou will !e0 32P /1ou will !e0*C.

/I will !e0 *CP

/we will !e0

The Verb Form

8.! The +-. Past Narrative form of #is e&tremel1 fre9uent There are two distinct functions of this form in narrative#

;ften$ it functions just li6e other Past Narrative forms with themeaning of /was0$ /!ecome0$ or /come0#

$#"! /< "=" was with (oseph and he !ecame a successful man0 )7en+>:3,

'&%# # /The word of


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Lesson 5 %>

(ust as fre9uentl1$ however$ the form introduces acircumstantial clause in a narrative@ often the clause opens closes a narrative episode#

) & % ( +*$ ,and then at a!out that time )lit# and it was at that time and/ A!imele6 said # # #0 )7en 3*:33,

- ,#% $ /now there was a certain man from Bamathaim0 )* .am *:*,

8." #oca$ulary %8

&,

%. $ - "$, - "&/

&$/

2 stone

C;N if Q +-. PA.T D% 2 sin, sin-offering PN onathanPN Isaac- glor!, honor, "ealthQ "rite

! % 012"

3*

$

- ju#gment, justice$ custom

- scroll, #ocument, boo% - forever, anti&uit!- tree$ P "oo# - righteousnessPN 'aul PN 'amuel - @2 t"o

&'ercises

*# =rite out the Qal Imperfect paradigm for the following ver!s# Include appropriate personal pronouns for each ver! form#

% 1+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP

+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP


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Lesson 5 E?

&$/ 0

+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP

+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP

'% ,

+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP

+-.

+2.

3-.

32.

*C.

+-P

+2P

3-P

32P

*CP

3# Translate the following sentences# Identif1 and parse )i#e#$ give theconjugation(person , gen)er , num$er $ androot , the ver!s in each sentence#

$ % $#+% %5 4/ od E:%8 )a&' 6 ( * $# "+

$ / #'&% !( od 34:4&' &

'&od 3:34 )c $ ) $# 7 $"7L 2 8 $#+% 7 % 8 $#&% 4/- $#*( & $#

#01 3% + Ps >:>8 )d


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Lesson 5 E*

$ % $ #&% $#+% 7 7en *F:> )e % 8

(osh 34:3F8 )f %# / $ * 7L/ #

7 ! % "%$ 8 + '&% 9 $# osh 34:3E8 )g) & ":

- / %5 $# I .am F:*% )h 01

; + % 7 $ % $# "$ 8 / eut 35:> )i

$ I .am *5:+8 )j %$ "$, +%

"$, & $" $ +% I .am 3+:*5 )6 %$

PN * #% ! , /&" # od 34:*E )l&' /

+# 2rom the nouns in 1our cumulative voca!ular1 create five sentences with at lone imperfect or past narrative ver! each#

a, GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

!, GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

c, GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

d, GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

e, GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG


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Lesson 9

Lesson Summary:

Adjectives:

Demonstrative Pronouns: Near Far

Adjectives

9.1 Adjectives

Adjectives modify nouns by specifying attributes of the noun.

a righteous nation !"sa #$:#%

&ib'ica' (ebre) has re'ative'y fe) pure adjectives. *he constructre'ationship is used more often to modify nouns.

in the p'ace of ho'iness + the ho'y p'ace ! construct % !,ev - :-/%

in a ho'y p'ace ! adjective % !,ev /:$%

Adjectives have the fo''o)ing characteristics:

Adjectives are dec'ined )ith the same endings as nouns0 e1ceptthat they do not have dua' endings.

2ingu'ar P'ura'

3ascu'ineAbso'ute ! A&2% 4onstruct ! 42* %

FeminineAbso'ute ! A&2% 4onstruct ! 42* %

Adjectives must agree )ith the modified noun in both genderand number !dua' nouns are modified by p'ura' adjectives%.

a righteous man !5en $:6% ! evi' men " !# 2am 7:--% # a )ea8 !pair of% hands !9ob 7: %


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74/243

,esson 6 $7

- this nation ! attributive %

$ this !is% the )ord ! predicative %

Demonstrative pronouns may be used substantiva''y0 i.e.0 as a noun.

* . send this one ! F% a)ay !# 2am - .-/?%

*he t)o major groups of demonstrative pronouns are near and far.*he far demonstratives are the same as the rd person persona'

pronouns.

2ingu'ar P'ura'

Near3 this 3F this F

these

Far3 that 3 those F that F those

9. !ocabulary "9

' */ *0 $ %$1

! '

AD@ N>5 not !) commands%

PB>P between

AD9 great

F animal

AD9 wise

AD9 good, pleasant

AD9 heavy

"N*>B who?

C give, place, set

AD9 righteous

' % 0%

20 $2 3 $0 *

AD9 !3 0F% small

C call, proclaim, read

AD9 !3 0F%bad, evil

3 famine, hunger

AD9 wic ed

3 field ; P 3 C lie !down"

C send

3 name ; P


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76/243

,esson 6 $$

( " 2am #


77/243

,esson 6 $/

7. "dentify the demonstratives in the fo''o)ing as attributive0 predicative0 orsubstantiva'0 and trans'ate the verse.

Deut 7:=? !a " 01 + - %7 ) 8* . " #! 0 / ! ' (

9er #/:=? !b$ $ $ $ $ 9 $ * ,5 . #

5en #7:$


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Lesson 10

Lesson Summary:

Qal Active Participle:

Qal Passive Participle:

Participles

10.2 Qal Active Participle

Participles are a part of the Biblical Hebrew verbal system. Unlikethe Perfect, Past Narrative, an !mperfect verbs, however, Participlesare only marke for "en er an n#mber $not person%.

&ike the Perfect an !mperfect 'erbs, Participles e(press aspect $as

oppose to tense%) in partic#lar, the Participle e(presses pro"ressiveaspect.

*emantically, therefore, the Participle in Biblical Hebrew is similarto the +n"lish Participle in a statement like the water is running .$Note that Biblical Hebrew oes not re #ire a cop#la -is in s#ch aconstr#ction.%

Biblical Hebrew Participles are ecline like a /ectives. 0he Qal

Active Participle is ecline as follows:

*in"#lar Pl#ral

1asc#lineAB* 2*0

3eminineAB* / 2*0 /

Predicativeand

Substantival Participles

Participles may be #se predicatively or substantivally : Predicatively : the Participle f#nctions as the main verb in a

cla#se, conveyin" the pro"ressive aspect $the tense is erivefrom the conte(t%.

-$an % *am#el $was% lyin" in the temple of 4 H5H $6 *am 7:7%


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&esson 68 9

Passive Participle

Participles are often intro #ce by the article ,n these cases! .the f#nctions as a relative wor , an the participle is themain verb within a relative cla#se that mo ifies a no#n.

-the man who lies with the woman $;e#t


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&esson 68 E8

10.4 Vocabulary 10

.

01%, % 2' 3%4 ,

%

3 ground, land

3 truth, faithfulness

Q gather, remove1 well, pit, cistern

Q trust

1 palace, temple

Q kill, slay

A;D old; 'B Q be old

1 wilderness

% 3 $

4

5,

2

!N0+G what? how?

A;D full ) Q be full, fill

1 appearance, visionA;' , PG+P in front of, in sight of,

opposite to

2 ND lest

1 holiness, sacredness

Q inquire, ask

1 , 3 seven

Q forget

!"ercises

6. 2onstr#ct the followin" verbless clauses in Hebrew.

a% ! $1* % am ol

b% 5e $ 1P % are wise

c% 4o# $3* % are heavy

% 0hey $3P % are ri"hteo#s

e% *he is "oo

f% 4o# $1* % are f#ll

"% 4o# $3P % are small

h% He is ba

i% 4o# $1P % are bi"

/% 0hey $1P % are wicke


81/243

&esson 68 E6


82/243

&esson 68 Euentl* usedbinyanim in the Hebre" !ible.

ote: the endings of the Perfect conjugation are the sa e in all binyanim .

Q "L P I#L H I$IL

%&' %3' 2&' 23' ; C' %CP 2&P 23P ; CP

7attend to 7 uster 7 a-e oversee


86/243

Lesson ;;


87/243

Lesson ;;


88/243

Lesson ;;

'K )A %L #-@9F

K =">=31$&2#

#TV# ;#="'(? 9' ;#=&$* 9*

#9 @#+#0"&=

2aI# F$(1/3)50%7 )$/%01 7.%%0.M$ '! 6E>5$@N$

'O )@M '; 6@@ 'J 6;9:;

5 6J )BG/

> 1&44 96#+

K ;B+'- 9**#+"'>

> ;# +">=-#9B4S *, CB4-"* ;# A"2D#( S*, 29'(#0'

> ;+#&D S#, 4=&--#+? ;+#&D

#, E*, 419"$? (#4-+9 12 I" #@ %A '! %- '5 I )5

V=3) HM8MHd F&I 1V %9 12 ; )W '$ %- 5 6,5%" " #7 32 " #Q

b%( Mc8Mf F-@" #B 65C9 12 5 6,5%" 9" #: %; '-C" #Q

#/3: Mg8Mhd F(I 15" )7 %;CI'X 5 6,5%" 9 'J 3BG/ $" #W 'E 'O" #; %@ '-4 M 6; 6@ $" #W %E '-


95/243

@%773( ML Ah

V=3) HL8Mc F39.: ]Z '5C9 12 G!6+ #- = )> %; '+ ',b@@ 65 65 9 ': 0 '/ I 69.2 @ )A ';%" ',

i%51 HM8H F.U" 0 17 6& %Z #- 5 1Z 0 )2 65 I#"GX '5C9 12 !" #- %; '"C245 U" 0 17 6& %> @ )J.M 245 U 0" 15S T2 5 6,5%"

i%51 HM8MAd Fj5 6D 6B @ 1; 32 5 6B 6@ 65C> 6Q > 'B 245 '5 IG+ 'A " '7 6H @" #/ %F '2 " #V.7 62 %,

i%51 f8Md F/ I 1V %9 12 ! )? '> %- " #V.7 62 @ 1; 32 I" #N 6H %; #? '5 %, I" #* ]: '5

, 2 6;4@%"C> 12 > )2 6@ %D#"C> 6QC9 12 !" #, 6W > )5 %$ '+ ',

b%( Lg8Mhd F1, 6D )B " )! %P #AC9 12 5 6: %$ 6> 5 6$ %J #@#9[ 6N 6* '5 ^ 67 %A J.$ 3B'"C9 12 ; )A %> '/ ', >.! 6X '5 ^ 67 %A

HB K/3- 1


96/243

!"##$% '(

!"##$% )*++,-./! #$%&'()*%+'$ %' %,- .&-/+0 .1%%-&$ 2'(13 456%-7

! 8)66+9- : ;13 ! "# $% $& '( #*% $& +, #*% $&+-

.+-3 ! "# $. /& 0( # 1. /& $, # 1. /&$-"-,25


97/243


98/243

K-66'$ TR WW

D,- 7'(13 9-&A6 1&- 6'7-%+7-6 /'33'?-( A5 ( "9?C D,+6 ?'&( 7'6%'/%-$ 6+M$136 1 ='3+%- &-b)-6% '& *'771$( H-CMCP c$M3+6, Q=3-16-LIP%,')M, +% +6 $'% 13?156 $-*-661&5 H'& -165I %' %&1$631%-C

D '5 2 '= /!?5 '( ( "9?: 'E /F ! ", /G $8 Q$'?P 6=-1EP =3-16-P %' %,- E+$ML H## 417 TRNTRI

'(0D E%16 H1$5 =-&6'$f +% +6 $-M1%-( ?+%, 5 /( I

#*% $3 #7=-&1%+9-N5,::(*- ," >%16 HV$( =-&6'$ '$35f +% *1$$'% A-

$-M1%-(I

D,- .-&/-*% 1$( #7=-&/-*%P 13%,')M, +$(+*1%+9- /'&76P 136' ,19-7'(13 /)$*%+'$6C D,+6 )6- '/ +$(+*1%+9- 9-&A6 %' -0=&-66 7'(137-1$+$M6 +6 /')$( +$ 71$5 '%,-& 31$M)1M-6 16 ?-33C

Z'& -017=3-P +$ c$M3+6, %,- .16% .-&/-*% 9-&A +6 &-M)31&35 )6-( %'-0=&-66 *'$%&1&5:%':/1*% 7'(13+%5P 16 +$ %,- 6%1%-7-$% B(- 6# C*,>*

6# >,3.- 6(4# 0##* )6#"# P +$ ?,+*, %,- )6- '/ %,- .16% .-&/-*%+$(+*1%-6 %,1% ,- (+( $'% E$'?C

D,- @+A3+*13


99/243

K-66'$ TR Wa

'(0( I$4,H*;,-. J'(

# "N '( - 1: 0N /(P: /N /(

: 1N /(D:E:PF55!

6"-( "O"-( 1:"-

- +5 $Q:&QR /G 2 /7 $5

2 ,*#D #(56 =,*#?

.Yc. [d`B 0#6%*-D ($)#"

d`8 (*,)6#" .# 0.#11

2 @#*#"()%,*

.# ]8 %*

,"-#" )6()

RPA "5! "N $9 +7

R "Q $A +7( "9

( "S "9# /K "GRP "G

! ", /G! "& "S

D /& "AD '8 2 ",

2 ),*@3#D .(*@3(@#

Z @%$)D @"(%* ,$$#"%*@

2 ->#..%*@D )(0#"*(5.#d`B


100/243

K-66'$ TR aU

VC .1&6- %,- /'33'?+$M 9-&A /'&76 1$( %&1$631%-C

-V# 17 $A /,?5 /(

/ V( "9?: 'E /F

MV! "9 $A 21. /E

,V( "9?C( $O $7+-

1V:*7 $A

AV- +: $T +U

*V! "A $: $# '(

(VD 15 $A /!

RC D&1$631%- %,- /'33'?+$MC #(-$%+/5 1$( =1&6- 133 '/ %,- 9-&A6 +$ -1*, 6-$%-$*-C

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