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HEBREW BASIC COURSE This work was compiled and pub- lished with the support of the Office of Education, Department of Health, Education ond Welfare, United States of America. JOSEPH A. REIF HANNA LEVINSON FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1965 DEPARTMENT OF STATE BASIC_COURSE HEBREW FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES Edited by LLOYD B. SWIFT ii HEBREW. BASIC COURSE PREFACE Hebrew Basic Course was produced by the Foreign Service Institute with the support of the Office of Education, Department of Health, Education and Welfare, under the National Defense Education Act, In its present form, the course is based on classroom experience with Goveranent personnel whose duties require « knowledge of spoken Hebrew. It is designed to provide material sufficient to enable the student to obtain minie ‘mun professional competence both in speaking and in reading modern Ilebrew, The linguist in charge of the project was Joseph A, Reif, Seientifie Line guist on the staff of the Department of Near Eastern and African Languages, The Nebrew material was principally writien by ies. lana Levinson, language Instructor, Tape recordings wete made in the FSI language laboratory, under the direction of ir. Gary Alley, by irs. Levinson, Mr. Menachem Dov ifeller, & es, Rivka Behiri language instructors, The illustrations were raion and con tributed by Air, Irving Bernstein of New York. Mr, Heller contributed valuable suggestions as a result of his experience sing drafts of the course in class, Mrs, Behii not only typed the final version in English, Hebrew and transcription, but also contributed many improvements style and format as the work progressed. Howard E, Soltenberger, Dean ‘Schoo! of Language and Area Studies Foreign Service Institute BASIC COURSE HEBREW CONTENTS TABLE OF CONTENTS Introduction: Purpose xiv style of Hebrew Used xv Methods and Procedure xv Material xvii Drills xx Translations xxid Tests xxii Readings xxv summary xxiv Pronunciation: ‘Transcription xxv Consonants xxvi Consonant Clusters xxAx Vowels wood Stress and Intonation sooiy Tape Recordings soxvi, vnit 1 Basic Conversation: 1+4 Greetings (Two men meet) 1 1.2 Greetings (wo women meet) 2 4.3 Additional Vocabulary 2 4-4 Classroom Expressions 3 Grammar Notes: 445 Masculine and Feminine bf 1:6 Pronominal suffixes - Singular set 5 1.7 Alternate Forms of Nouns before suffixes & Review Conversations T pnit 2 Basic Conversation: 24 ‘Two men are introduced) 9 2.2 fons (Two women are introduced) 10 2.3 Additional Vocabulary 10 Grammar Notes: 2.4 Equational Sentences 1 2.5 The Direct Object Preposition /et ~ ot-/ 12 Review Conversations ah Unit 3 Basic Conversation: 3-4 Introductions, contd. (Two men) 15 3:2 Introductions, contd. (Two women) 16 3.3 Additional Vocabulary 4€ Grammar Notes: 3-4 Alternate Forms of Nouns a7 3.5 Dual Number in Nouns ar 3.6 Pronominal suffixes - Plural set a7 Review Conversations 20 CONTENTS HEBREW BASIC COURSE Basic Conversation: 4.1 Housing Arrangements (awe men speaking) an 4.2 Housing Arrangements (Two women speaking) 22 413 Additional vocabulary E Grammar Note: 42 The Preposition /¥e1/ ‘of' al 415 the Preposition /avur/ ‘for, on behalf of? oT 426 contraction of /ie~ ~ ha-/''to the! I Review Conversations 2 vnit 5. Basic Conversation: 5.1 Speaking Heb: (Men) 29 3.2 Speaking Hebrew (Women) 30 Grammar Notes: 5:3 Past Tense of Verbs - First and Second Persons 34 524 alternation /mi- ~ me-/ ‘from’ 36 55 Consonant alternation / b ~ v/ 36 Review Conversations 7 unit 6. Basic Conversation: 6.1 Asking Directions (A man asks a man) 39 6.2 Asking Directions (a woman asks a woman) to 6.3 Additional vocabulary aL Grammar Notes: 6.4 stark Imperatives 4e 6:5 Gentle imperatives 45 6.6 Negative Imperatives 47 6.7 Contraction of /be - - ha-/ ‘at the, in the! 5i 6.8 Alternate Forms /ve- ~ u-/ ‘and! ae 6.9 Loss of Final Stem Vowel in Verbs 1 Review Conversations 52 unit 7. Basic Conversation: 7.1 Ang through tel Aviv( speaking to man, 53 passerby) 7-2 Wandering thr: iv(speaking to woman 54 — passerby) 7-3 Vocabulary brill 55 Grammar Notes: 7.4 Gender and Number - Present Tense Verbs and 37 Adjectives <5 /e/ ~ suffix Feminine Forms 8 review conversations 79 */ ee Basic Conversation: 8.1 wandering Through Tel Aviv (contd.) 63 8.2 Wandering Through Tel Aviv (contd.} 6h 8.3 vocabulary Drill 65 Grammar Notes: 8.5 /a/ ~ Suffix Feminine Forms 68 Review Conversations 7 vi BASIC COURSE HEBREW CONTENTS unit 9. Basic Conversation: 9.1 Wandering through % iv B 9-2 Wandering through Tel Aviv B 9.3 Vocabulary Drills 7 Grammar Notes: 9:4 The Construct State of Nouns 5 9.5 Definite Article /na-/ Prefixed to Adjectives 77 Review Conversations 80 unit 10. Basic Conversation: 10.1 Wandering through Tel aviv (concluded) 81 10.2 Wandering through Tel Aviv (concluded) 82 40.3 Vocabulary Drilis 83 Grammar Notes: 40.0 the Relative Conjunction /Se-/ i 10:5 Adjectives used to Modify Verbs 86 Review Conversations 37 pnit 1 Basic Conversation: 111 Dinner Invitation 89 1112 Additional Vocabulary 90 1113 Vocabulary Drills © 41.4 Cardial Numbers ge Grammar Notes: 11:5 Contraction of Initial syllables 3 11:8 Jes 1i/, /éyn 1i/ 3 Review Conversations 35 Basic Conversation: 12.1 Friday Evening Dinner x 12.2 Additional Vocabulary x 12.3 Vocabulary Drills 98, Grammar Notes: 42.4 cardial Numbers with Nouns a9 12.5 Ordinal Numbers 103 Review Conversations unit 13. Basic Conversation 43. ex (contd.) 13.2 y 13.3 Vocabulary Drills Grammar Notes: 13:4 consonant Alternation /k ~ x/ 13.5 Formation of the Future Tense 13.7 use of the Future Tense Review Conversations vit CONTENTS HEBREW unit 1h. Basic Conversation: Grammar Notes: Review Conversations unit 15. Basic Conversation: Grammar Note: Rapid Response Drill Review Conversations Unit Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 17. Basic Conversation: Grammar Note: Rapid Response Drill Review Conversations unit 18. Basic Conversation: Grammar Note: Rapid Response Drill Review Conversations 15.4 15.2 15.3 15.4 15.5 15.6 15-7 15-8 15.9 BOAR baat th ASSSSSSS 18.4 Tell 1.2 18. iB 48.5 48.€ At _the Grocery store Additional Vocabulary Vocabulary Drills Cardinal Numbers, 20 - 1000 colors 7o ~ u/ alternation in Related Forms Review of Negative sentences Hi Rdditional Vocabulary Vocabulary Drills Roots Patterns Occurring with Roots Alternating Radicals Alternating Designation Designation Patterns of Patterns of Radicals Conversation ir coffee House _ Additional vocabulary Vocabulary Drills Third Person Past Tense Verb Forms At _the Post office Additional Vocabulary Vocabslary Delis Past Tense of pi'el Past Tense of Pat'{pa‘al) Past Tense of hitpa'el Past Tense of hiftit Past Tense of They verbs ing 7: Additional Vocabulary Vocabulary Drills Clock Drills The Expected Future Jnatay Se-/ vili BASIC COURSE 125 126 128 129 134 132 133 136 139 180 asa 145, 145 414 1a 148 149 150 154 153 154 155 156 163 464 167 168 168 170 170 172 ie 178 179 181. 182 183 189 196 191. 4191 192 BASIC COURSE HEBREW cowrenrs unit 19. Basic Conversation: (alling Long Distance 195 Additional Vocabulary 196 Vocabulary Drills 196 Grammar Notes: Adverbs 199 The nif'al Conjugation - Present and Past ‘Tenses 200 Present Tense of the niftal 201 Past Tense of the niftal 204 Review Conversations 509 unit 20. Basic Conversations: 20.1 Hot_Weather ai Cold Weather 212 Additional Vocabulary 24 Vocabulary Drills aal Grammar Notes: 20.5 Further Remarks on lamed hey verbs 216 20.6 Verbs with Initial Radical y 218 20:7 Loss of n before Consonants 220 Rapid Response Drill 22 Review Conversations Sea Unit 21. Basic Conversation: ing to the Theater 22: 2al Grammar Notes: Generalizations 229 The pi'el Conjugation 230 lamed hey Verbs in the pitel Conjugation 236 6 Stem Vowel Variations in the pi'el 23 Verbal Nouns of the pi'el 2 The pu'al Conjugation 339 Rapid Response Drill 210 Review Conversations Sun unit 22. Basic Conversation: At the Box office 2h Additional vocabulary 24 Grammar Notes: The kal (pa'al) conjugation 245, Verbal Noun of the kal 256 Rapid Response Drill oer Review Conversations 257 Unit 23. Basic Conversation: Before the Pla: Raait ional Vocabulary Fed Vocabulary Drills 260 verb Drills 261 Grammar Notes: The nif'al Conjugation 264 Rapid Response Drill 215 Review Conversations 25 ix conreNTs HEBREW BASIC COURSE Unit 24 Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 25, Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit Basic Conversation: Rapid Response Drill Review Conversations unit 27. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations nit Basic Conversation: Rapid Response Drill Review Conversations ahd 24.2 24.3 24. 24.5 25.1 25.2 25.3 25.4 25.5 25.6 25.7 BRBRR RRVRRY BRRASN 28.4 28.2 28.3 28.4 28.5 Discussing the Show Additional Vocabulary Vocabulary Drills Verb Drills The hitpa'el Conjugation Leaving the Cafe Additional Vocabulary Vocabulary Drills verb Drills The hif'il conjugation Verbal Nouns of the The hof' al Conjugatio fi Military Service Additional Vocabulary Vocabulary Drill Verb Drills Members of the Family At _the Barbershop Additional Vocabulary Vocabulary Drills Verb Drills naya/ “he was" Twill have *T haa", Additiona Vocabulary Drills Verb Drills Object Suffixes of verbs cabulary 27; are 279 284 28: 28% 289 294 292 292 29: 29 306 307 309 309 at 312 312 313 322 322 g 326 327 330 332 335 335 337 339 2 346 349 349 BASIC COURSE HEBREW CONTENTS nit 29. Basic Conversation: Rapid Response Drill Review Conversations Unit 30. Basic Conversatior Grammar Notes: Rapid Response Drill Review Conversations Unit 31. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 32. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 43+ Basic Conversation: Grammar Notes: Rapid Response Review Conversations At the Shoemaker’ s 2 Additional vocabulary 30-4 30.2 30.3 30.8 30.5 30-6 Bet fee 33 31.4 ae & Verb Drilis /oto ha-/ "the same" Aches and Pains Additional Vocabulary Vocabulary Drills Verb Drills The Preposition /mi-/ "fron" Comparatives and Superlatives Friends Meet at an Office Additional vocabulary Vocabulary Drills Verb Drills Too Much The Passive Participle Frionds Meet_at_an Office (conta) Additional Vocabulary Verb Drills The Prepositions /ke-/, /kmo/ ry Vocabulary Drills verb Drills Suppositions and Conditional sentences xi 354 352 352 355 357 358 364 362 363 364 366 367 370 374 373 378 CONTENTS HEBREW BASIC COURSE Unit 3) Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 35. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 36. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 37- Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations unit 33. Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations 3h. 34.2 34.3 3u.k 34.5 Friends Meet at an Office (concluded) Additional vocabulary Vocabulary Drills Verb Drills Nouns with Pronominal Suffixes- Singular set Getting Up_in Morning Additional vocabulary Verb Drills Nouns with Pronominal suffixes-Plural set Prepositions with Pronominal suffixes Getting Up in the Morning (contd.) Additional vocabulary Verb Drills Construct State of Plural Nouns Getting Up in the Morning (concluded) Addit ional Vocabulary Vocabulary Drills verb Drills Abstract Nouns in /-ut/ "-ness" Hortatives Purim Pau Additional Vocabulary Vocabulary Drills Verb Drills Negative Adverbials xid 397 398 398 405 40° 4o 409 409 440 yan aa wat 449 yan 422 423 yak 425 426 37 438 438 +39 180 aad aie BASIC _COURSE Unit 39 Basic Conversation: Grammar Notes: Rapid Response Drill Review Conversations Unit 40. Basic Conversation: Grammar Notes: Rapid Response Drill Tests: Reader: HEBREW 39.4 Buying Clothes: 39.2 Additional Vocabulary 39.3 /kvar/ and /oa/ 40.4 Going to the Irrigation Project 40.2 At the Trrigation Project 40.3 Additional Vocabulary 40.4 Derived Nouns - mif! 1 40.5 Derived Adjectives - pa‘ il Interpreter Situations Taped Tests ‘The Hebrew Alphabet Story 1. moaanis mazaten Story 2. pean nay Story 3. ya7en wan story 4. Amann weea? AuB ATID story 5. vayptxn qyrgeaKn Story 6. aareven reps Ayopr story 7. pyr nyeas Story 8. wpiaen d203n story 9. wRTIDN TEbeA story 10. poyors oon deyn eID Story 11. Ayrayy AI 9397 story 12. RI393B AICI? TaN story 13. dayoden apr Tews dew? aKIT story 14. 7399 nzixra coyaae 2 story 15. yaspaqa can wenn Avy story 16. BANae AKT ITAA Story 17. yrIKdIY vod story 18 papa ay wap Story 19. aver yan ApeA Story 20. Anon naqvenn nay Story 21. wa nbyoK oank InIRe> TWweKY 29m Story 22. wx 212733 1poy D1Zan MUR TUIK Story 23. movan 73f2 a¥77n? yp7 TTAUA Story 2i. +e.BE7097 AR story 25. wxa ane pomaen Story 26. anna Wex3 aw nya Story 27. naaan pysap 7x MARTY mYT Wy? Story 28. x7e3n 9"y ayapna ora07EER OrbIOn Story 29. xee2> N33 TI Story 30. mazsven romana yenane w5e2 Te Common Proverbs and Expressions Glossary xiii CONTENTS Aus Ks 449 450 450 450 451 456 INTRODUCTION HEBREW BASIC_COURSE INTRODUCTION Americans know of Hebrew as the language of the Old Testament. Hebrew had been a living language, that is, it was spoken as a native language by a community of people, at least until the First Century, 8.C., and possibly for several centuries after that. But even though it ceased to be a living language in this sense, a large and important body of literature has remained in constant daily use for’ prayer and study. During the Middle Ages and into the Renaissance Hebrew served as a lingua franca for Jews throughout the world, and the literature was expanded by scholars and poets. Hebrew thus was kept in continuous familiarity, and in the last century successful efforts were begun to revive it as a modern language. Today Hebrew is the official language of the State of Israel. It is beinu taught to immigrants speaking a wide variety of native languages, and the coal is to have all the inhabitants learn to speak it. To be sure, modern Hebrew is different from the Biblical language. The phonology (sound System) has been symplified, and new syntactic patterns and vocabulary have been developed to express concepts not dreamed of two thousand years ago. But the modern language is unmistakably the descendant of the language of the Psalms and the prophets. The sounds of modern Hebrew are fairly easy for Americans to learn. since only a minority of the present population are native sueakers of Hebrew, foreign accents can hardly be called rare, and one should not feel the slightest embarrassment in making even halting efforts to speak it. PURPOSE It should be stated very clearly at the outset that this book is not intended as an elementary text for the study of the Bible or other Hebrew literature. It is also not intended as a reference grammar of Hebrew. There are a number of good books on the market to fulfill those needs. This book is intended as a training manual, designed to teach a non-speaker of Hebrew to speak and comprehend with some degree of fluency an acceptable form of the modern language. Its relationship to a reference crammar is analogous to the relation- ship of a program of calisthenics to a textbook on physiology. The student is not supposed to read this book in order to find out about Hebrew; he is supposed to work at the material presented here until he can speak Hebrew, and he will have to work hard. The goal of this course is performance. One "knows" Hebrew in the same sense that one "knows" how to drive a car. It is not necessary to be an automo- tive engineer or to know the technical terms for the yarts of a car in order to be a good driver. Many excellent drivers even have wrony notions about the mechanical aspects of an automobile. Similarly, it is not necessary to be able to discuss accurately and comprehensively the yrammar of a lancuage in order to speak it fluently and correctly. Intensive drillinc will produce the proper habits. When the student varticipates in conversation easily and fluently with a minimum of either "accent" or of conscious effort then he has achieved the goal of the course. Emphasis on the spoken languéye does not mean that reading and writing are to be ignored or downgraded in overall importance for the educated speaker. These latter skills are a separate problem which in the initial stages of study are treated as secondary. xiv BASIC COURSE HEBREW INTRODUCTION Many students who use this book will already be familiar with the Hebrew alphabet and writing system. For those who are not it is suggested that work on reading be postponed until Unit 10 is completed. Classes will of course, vary in their ability to absorb the material, and the instructor should feel free to adjust this schedule. However, it is felt highly probable,on the basis of a large body of experience with many languages, including Hebrew, that the total competence of the student will be greater if he starts with the spoken language and then adds the written form rather than vice versa. students who already know how to read will profit greatly if they concentrate exclusively on the spoken language for at least the firet ten unit: STYLE OF HEBREW USED ‘The language presented here as a model for students to imitate is the ordinary informal speech of educated native Israelis. This is different from the Hebrew usually taught outside of Israel, and students who have already learned some Hebrew may have to make some adjustments Modern Hebrew is a living language and as such it is changing daily. Slang expression, coinages, variant pronunciations, and grammatical innovations are characteristic of any living language. | Furthermore, Hebrew is spoken and written in a variety of styles. These vary from highly formal to highly informal. Formal spoken style is’ very similar to the literary style and is more like the Hebrew that is taught traditionally. Formal style is used, as the name implies, for public speaking, official meetings, radio news broadcasts, or other occasions where the speaker would use deferential or deliberate speech. Informal spoken style is that used by native speakers in ordinary, relaxed conversation, It is often more rapid than the formal style and is the speech which seems most "natural" to native Israelis There is a highly informal style which contains much slang, contractions and dropping of sounds, and is fairly rapid. The student should not attempt to learn it until he is fairly fluent in the ordinary informal style. ‘The informal speech used in this text is tempered with features of more formal speech. These are included because the non-native speaker will be expected to have learned them, and their use will not seem affected. It 1s interesting to note that the speakers who provided the material for this book often insisted that one should not use forms or expressions which they, in fact, did. This occasionally led to long discussions about what to include in the book, and sometimes no final decision was reached. Thus, for a example, the forms /birer/and /otxem/ "you"are included in the material as well as the ‘correct! forms /berar/ and /etxem/. In such cases the student will find that either choice will be acceptable in conversation. METHODS AND PROCEDURE The Native speaker Since the emphasis is on speech throughout the course, an indispensable component is the voice of an instructor whose native language is Hebrew. The student should not attempt to use these materials without either a native instructor or recordings of a native instructor's voice. The method of instruction incorporates guided imitation, repetition, memorization, pattern practice, and conversation. Pa INTRODUCTION HEBREW BASIC COURSE The instructor performs the following functions: (a) He serves as a model for imitation and a source for elicitation of material. In this his ability to repeat without change and his endless patience are most important. (p) He corrects mistakes of all kinds: pronunciation, grammar, and vocabulary. Tape recordings are an extremely useful tool, but they cannot correct the student. (c) He drills the student. He conducts, and may himself devise, drills and exercises designed to fix new language patterns in the habits of the learner. (a) He converses with the student. He acts out prepared conversations with the student. It is here that his intelligence, imagination, and skill are most important. It is to be noted that explanation is not listed as a normal function of the instructor. In general, explanation of the language is held to a minimum. Using the language and talking about it are different things. The native speaker has under his control the vast array of possible sentences of the language, knows when to use them, and recognizes and responds to them when used by others. In this sense only the native speaker really knows the language. For this reason he is the most satisfactory model, corrector, and conversation partner. However, the native speaker is to a great extent unaware of the structural patterns of his language because he learned them at an early age and has not thought much about them. The educated-man is overtly familiar only with those patterns of grammar, style, and pronunciation which are emphasized in his @ducation. These are usually only a small fraction of the total structure of the language, and by no means the most important for the English-speaking student. The native speaker's explanations about his language may be satisfac- tory, of correct but inadequate, or even completely false or misleading. For these reasons the student should not rely on the native speaker as an explainer. Normally, the course is conducted under the supervision of a scientific linguist who provides whatever explanations are necessary. Intensiveness Not only is a large total of instructional hours necessary, but concen- trated study is essential. Experience has shown that greater concentration of contact hours, especially at the beginning of a language course, yields far better results than dispersal of the same number of hours of over a long period of time. The maximum load per day for efficient learning is highly variable, some students reaching the point of diminishing returns with four contact hours and others being able to work up to eight or more. At the Foreign Service Institute students usually have six hours a day five days a week of classroom contact hours. ‘The size of the class is another important consideration. As in many learning situations, the learning of a second language proceeds more thoroughly and rapidly if it takes place in a small group. This provides greater variety in drill and conversation, more speaking time for each student per class hour, and allows the instructor to give more attention to each individual. The maximum figure for effective learning varies with the personality types of the students, the skill of the instructor, and other factors, but the number six serves as a standard, across-the-board maximum. At the other extreme, a class consisting of a single student is feasible and may be very successful, but it usually proves better to have several students for drill and conversation. In the regular intensive courses at the Foreign Service Institute the norm is about four. awh BASIC COURSE HEBREW INTRODUCTION ‘The drill techniques described below assume that the class will have no more than six students. For larger classes the instructor will have to devise various types of choral drills and responses and to rely more on tape recordings to give the individual student practice in speaking- An important aspect of the method is OVERLEARNING, that is, learning sentences so thoroughly that they come out automatically. Any ‘thinking in the language’ then consists of thinking about what to say and not about how to go about saying it. This cannot be accomplished unless the student spends a lot of time practicing. MATERIAL The material for the spoken Hebrew section of the course is divided into units which consist of the following parts: Basic Conversations, additional vocabulary, vocabulary drills, verb drills, grammar notes and drills, rapid response drills, and review conversations. Basic Conversations The Basic Conversation is the core of each unit. It consists of a set of sentences in dialogue form, which is to be completely memorized by the student. After having overlearned these sentences the student proceeds to intensive drilling based on the sounds, constructions, and vocabulary contained in the sentences, then to prepared or guided conversations, and finally to free conversation on topics covered in the sentences and expanded by the grammatical points covered in the grammar sections. ‘The sentence is the natural unit of speech. All languages have sentences, and sounds and forms of a language normally appear within sentences. It is clear that the student must learn to use sentences readily, no matter how this learning is accomplished. In learning whole sentences the student acquires words and grammatical patterns simultaneously. Experience has shown that having the student first jearn words and rules and then produce sentences by combining the words according to the rules is an inefficient way to learn. For most people a grammatical pattern is learned (in the sense that it is “internalized” and can readily be used) more rapidly by thoroughly learning illustrative sentences which embody it than by having it presented as a rule. Furthermore, the pronunciation and grammatical form of words or other units of the language may be quite different in isolated citation from what they are in connected speech, and since the connected speech form is far more frequent it normally deserves far more attention and drill than the citation form. The sentences of the Basic Conversation are presented in three parallel columns. The column on the right gives the Hebrew sentence in the Hebrew alphabet. The column on the left gives an English equivalent (not necessarily a literal translation) of the Hebrew sentence. The middle column is a transcription of the Hebrew sentence. Since the Hebrew spelling is given without vowel points the student will have to rely on the transcription for rendition of the pronunciation. ‘The Hebrew in the right hand column is given mainly for the benefit of the instructor who will find it more familiar to read than the transcription, although the student may use it for reading practice later. After each sentence a "breakdown" of the new words is given. The English translations of these entries tend to be more literal than those given for the Basic Sentences themselves, and are more like the entries to be found in a dictionary. xvid INTRODUCTION HEBREW BASIC COURSE The technique for teaching the Basic Sentences is a "build-up" scheme in which each longer sentence or group of sentences is broken up into short Pieces, and then each piece is presented last piece first and cumulatively, until the student can speak the entire sentence or group of sentences. When the entire sentence is built up it is repeated by the instructor and student. Te pieces to be presented exe printed on separate Lines. For exanple, the group: /todd rabé. Slom{ tév. und Slomxa?/ “Thank you very much. I'm fine: And how are you?" is written in the book like this: Thank you very much. toaé raps. an aan. I'm fine. Blonf tov, 4.21 DT And how are you? umd ¥lomxd? PwIe 1 It is presented to the student as follows: Instructor or Taper umé S1omxd? Student: umd Slomxd? Instructor or Tape: Blom{ tév. umd ¥iomed? student: Bom tév. umd Biomed? Instructor or Tape: todé rabé. Blom{ tév. umd Blomxd? student: todd rabd. Slom{ tdy. umd ¥iomed? Instructor or Taper todd rabd. Slom{ tév. umd Slomxé? (repetition) student: toad rabé. Slom{ tév. und Siomé? As mich as possible the sentences have been divided into natural sounding Pieces. However, the instructor will still have to achieve skill in presenting the pieces with the intonation that they have within the entire sentence. The repetitions of these partial sentences should not be dull and mechanical, but should be an accurate model for the student to imitate in a natural conversation. Thé instructor's pronunciation may vary somewhat from that indicated by the transcription. The student should imitate the instructor, but the instruc~ tor should not try to impose a "bookish" or supposedly "correct" pronunciation if it is not completely natural to him in ordinary, relaxed speech. For the benefit of the instructor the Basic Sentences are printed in larger type than the vocabulary entries after each sentence. The instructor does not drill the vocabulary entries; they are given for the student's reference. After acceptable imitation and accurate pronunciation of the Basic Sentences have been achieved they are assigned for memorization outside of class or repeated in class until memorized. Repetition outside of class, preferably using recorded materials as a guide, must be continued to the point of over- learning, as mentioned above. As a final step, the students act out the entire Basic Conversation from memory, with the instructor or with other students. only when the Basic sentences have been mastered to this extent can they be considered to provide an adequate basis for grammatical drills and for control of the spoken language. Some Basic Conversations are rather long, and are therefore broken up into sections which cover several units. After the section in each succeeding unit is mastered it may be combined with the sections from preceding units for review and practice of longer conversations. xvii BASIC_COURSE HEBREW INTRODUCTION Additional vocabulary Appropriate additional vocabulary is presented in this section which follows the Basic Conversation. New words or expressions are always presented within sentences, and the student is not required to memorize lists of new words as such. Items are included in this section to give material for expanded or varied conversation or to present paradigms to be learned before a grammatical explanation is given. Vocabulary Drills and verb Drills It is not assumed that a student will automatically be able to extend the rules to all new forms encountered. Therefore, further opportunities are presented to practice the manipulations. Whenever, for example, an adjective is introduced in a Basic Sentence or Additional Vocabulary all other forms (masculine, feminine, singular, plural) will be drilled in this section. when- ever a new verb is introduced the entire conjugation is drilled, as far as is practicable. These drills not only reinforce the grammatical patterns, but also give an opportunity to illustrate different meanings and the use of forms in different contexts. Grammar Notes and Drills All explanation of the structure of Hebrew - sounds, forms, constructions, or style, ~ is kept to a minimum in the course. When a grammatical point is to be made clear by a supervising linguist or in a Grammar Note, this is done (a) after examples of the point have appeared in Basic Sentences, (b) by calling attention to these instances and adding other illustrations, and (c) by a simple, clear statement. Then, most important of ali, the point is reinforced by drills. Historical explanations or appeals to "logic" are generally avoided, but contrast with similar or conflicting patterns of English is usually indicated. It is generally wasteful to spend a great deal of time on grammatical explanations. Even if they explain what Is said, rather than somebody's idea of what SHOULD be said, it is still largely wasted motion in that the student does not participate and does not master the point. The time spent in explaining a point is usually better spent in drilling that point with carefully selected, natural sentences exemplifying it- On the other hand, the attempt to rule out all explanation and to teach everything by a "direct method" completely in Hebrew also wastes time. Very often a simple point which takes endless repetitions of various sentences before the student gets the hang of it can be explained briefly and effectively in English and then drilled systematically. The Grammar Notes do not cover all possibilities. The instructor will be sure to find exceptions to each explanation or contexts in which the explanation is contradicted. The Grammar Notes are intended as guides, and the student should not expect them to be comprehensive for all case! Some explanations are not given in traditional order. Thus, for example, the first and second person forms of the past tense of verbs are drilled separately from the third person forms, and the complete past tense of verbs is then drilled without regard to binyan, or conjugation. The complete paradign of each binyan is not presented until Units 21-25, although references are made to them and various verbs are drilled in preceding units. Also, the pi'el is presented before the kal since the former is a simpler conjugation in modern Hebrew and because most new verbs are coined in the pitel. xx INTRODUCTION HEBREW BASIC_COURSE Terminology In line with the desire to keep explanations simple, no wild forays into novel terminology are made. All students will recognize such familiar terms as “past tense", "imperative", "gender", etc. Certain other terms which may not be so familiar are "construct state", "radical", and "dual", but these are traditionally used in grammars of Hebrew. Also, sone Hebrew grammatical terms are used, such as "lamed hey verb", "pitel", etc. Nevertheless, the student may find some of the terms to be strange, especially if he has had no grammatical training embodying the practices of modern scientific linguistics. New terminology has arisen in order to be able to make more objective statements about language, and some of it is used here as amatter of course. Thus, for example, "forms" are said to "occur"; groups of consonants with no intervening vowel are called “consonant clusters"; etc. The most unfamiliar terminology may be the phonetic descriptions of consonants and vowels, such as “affricate", “low central vowel", etc. The student should keep in mind that he does not have to learn terminology or to talk about Hebrew. It is far better and more pertinent for him to be a good mimic than to know what a voiced velar fricative is. Rapid Response Drills In Rapid Response Drills students answer in quick succession questions on the Basic Conversation of the unit. The instructor may vary these questions by having the students take the parts of various actors in the Basic Conversation and asking them direct questions about their parts. Review Conversations The Review Conversations give the student opportunity to improvise brief conversations, starting with models given in the text. The sample conversations given in this book may be used both for testing comprehension and for conver- sation practice. Complete directions for using the Review Conversations for conversation practice are given in Unit 1. Later the instructor and students are left to their own ingenuity in changing and expanding them. DRILLS Drills are not tests. All drills are planned to be easily and rapidly answered. In class they are to be done orally with the students’ books closed. Answere are available in the textbook. The drills are not puzzles; they are not to be "figured out" but merely to be spoken for speed and accuracy. They are opportunities to practice new forms or sequences in new contexts. If the student has difficulty this may reflect an inadequate mastery of the Basic Conversations or of previous drills. In any case, it is of no great importance whether or not he can figure them out by himself.’ “The goal is to learn to speak Hebrew accurately and fluently, and this aim can be achieved only by correct repetition of the forms and patterns involved. The instructor should supply the correct response whenever the student hesitates too long or does not answer correctly. In the earlier units of the course the drills are given in the Hebrew spelling and in transcription so that the student may follow the drills when using the tape recordings. It is assumed, however, that the student will have learned to read Hebrew by the time Unit 20 is completed. After Unit 21, therefore, the transcription is omitted in the drills. Translations are given for the first set of responses in each drill. BASIC COURSE HEBREW __nrpopucrioy, The instructor should check to see if the students understand what is going on by stopping at random points in a drill and asking a student to translate the last response. It is best to ask a student other than the one who just responded. The instructor should do this only once in a while so that a maximum amount of time is given to the students to speak Hebrew. Substitution Drills The purpose of this type of drill is to present variations in form, such as for gender, number, person, without the student having to do any manipulations at ali other than to repeat what the instructor has said and to fit 1t into the model sentence. A substitution drill is done as follows: The model sentence is given by the instructor and then repeated by the students. The instructor then gives a form which is to be substituted into the model sentence. The student responds with the entire sentence with the new form substituted, The instructor rein- forces the correct response by repeating the student's response. In the tape recordings of drills a blank interval is left for the student to respond. The correct response is then given. If the student has not. responded correctly he will hear something different from what he himself has said. This will serve as a correction from the instructor. If he has responded correctly then the repetition will reinforce the proper habit: Further instructions for doing substitution drills and substitution- agreement drills are given with examples in Unit 1. Substitution-Agreement Drills The purpose of this type of drill is to elicit a variation determined by the cue from the instructor. The instructor gives the student a substitution to make in the model sentence, and this substitution requires the student to make a change elsewhere in the sentence. These subsequent changes are the points being drilled. A substitution-agreement drill is done in the same way as a simple substitution drill. 1t will usually require more repetitions for mastery since the student must make more than one change in the model sentence. Expansion Drills ‘The purpose of expansion drills is to give the student practice in producing longer utterances while maintaining a certain grammatical context. The instructor gives the student a model sentence. The student repeats this model sentence and adds another sentence to make a longer utterance. For example: Instructor: hi g4r bemaldn dén. Student: hd gdr bemalén dén, vehamiSpaxd ¥e1d tagfa beda ¥avia. Instructor: He's staying at the Dan Hotel. Student: He's staying at the Dan Hotel, and his family will arrive in a week. In this case the reference to the subject of the first sentence is maintained in the added sentence: /hii - ¥elo/ “he - his". INTRODUCTION HEBREW. BASIC COURSE The instructor repeats the entire response of the student. After the drill has been done a number of times the instructor may omit this repetition in order to speed up the drill in class. Transformation Drills The purpose of transformation drills is to give the student practice in shifting from one tense to another, from one conjugation to another, from singular to plural, etc., or simply to paraphrase. The student must eventually be able to make all grammatical manipulations automatically, and this type of drill is most helpéul. ‘The instructor gives a sentence and the student responds with another sentence, determined by the instructions given for the particular drill. The instructor should give the first reponse so that the student will understand What sort of transformation he is supposed to make. Response Drills The purpose of response drills is to simulate a situation which may occur in a real conversation. The question and response is extracted from such a possible conversation in order to concentrate on the grammatical points which must be drilled. Response drills differ from real conversation in that the student is instructed to give only one possible answer. The instructor should give the first response so that the student will know what his responses to subsequent questions should be. Qeanslation Drills ‘The purpose of translation drills is to familiarize the student with the idiom of Hebrew or with characteristic constructions of Hebrew whose literal English translation might be misleading. Translations drills are comparatively few in number in the course, but all drills may be used as translation exercises by asking for spot translations into English as explained above. ‘TRANSLATIONS ‘Two kinds of translations are used in this text, literal and free. The jatter is often more in the nature of an English equivalent, that is, what would be said in English in an equivalent situation rather than a linguistic trans- lation, A beginning student often has the impression that the literal meaning is the "true" meaning and that any other meaning is necessarily secondary or wrong. This misunderstanding should be avoided. By comparing literal and free translations, the student will learn how much the translation depends on context. A word, expression, or construction may have several translations, depending on other words in the sentence, the grammatical structure of the two languages involved, and the social situation in which the conversation takes place. For example, the literal translation of /ma Slomxa/ is "What is your peace?" We have translated this as "How are you?", which is what an English speaker says in the same situation. Conversely, though, the literal equiva- lent of the English, /eyx ata?/, is used in Hebrew but only as a rejoinder to a previous greeting. wxdd BASIC _COURSE HEBREW INTRODUCTION, In the drills various possible translations are deliberately used to free the student from the idea that there is only one correct translation. Tests ‘The ultimate test is the ability to engage in a conversation in Hebrew and to speak and comprehend accurately, fluently, and easily. Most students, though, will appreciate some measurement of their performance during the course. Certain tests are built into the course material itself, and depend on the instructor's judgment in proceeding to new material. That is, the instructor should not proceed to new material until the students have mastered the old. A decision to proceed is thus a satisfactory mark of performance. Intensive language training is usually very tedious, and the instructor should resist pressure from the students to go on to a new unit if he feels that they need more practice on the old. The Basic Conversations and Additional Vocabulary must be memorized and overlearned. Any hesitation on the part of a student means that he does not know the material. The Review Conversations also serve as a test for comprehension and of the ability of the students to use the limited amount of material learned up to that point. For further testing two other types are suggested below and some examples of each are given in the section on tests. Interpreter Situations These require three persons - the instructor, who pretends to know no English, the student, who acts as the interpreter, and a third person who, ideally,knows no Hebrew, but who may be another student pretending to know no Hebrew. The interpreter is the one being tested and his ability to serve in that function with accuracy will be readily apparent. In later stages of the course an error on his part may lead the conversation far off the track or reduce it to an absurdity. Students usually enjoy these interpreter situ- ations once they become familiar with the technigue. Taped Tests None of the above tests will give the student a number grade. Suggestions for tests which can be marked and a number or percentage grade given are included in the section on tests. These tests require a tape recoruer for the student to record his answers. If the school is equipped with a language laboratory, then the entire class may be tested at one time. The tapes are then listened to and marked by the instructor. The supervising linguist and instructor will, of course, want to devise additional tests which the student will not be able to see beforehand. The student should not be required on any test to discuss Hebrew grammar per se or to list conjugations or the like. Questions such as "what is the feminine singular imperative of /pa/ ‘he came'?" are to be avoided. Instead, the student should be told “tell that girl to come over here." if he responds with /béi héna/, then he knows the form. Otherwise, he does not. wxlit INTRODUCTION HEBREW BASIC COURSE READINGS Material for instruction and practice in reading Hebrew is given in a special section at the end of the material for spoken Hebrew. This does not mean that such instruction should wait until the spoken material is completed. Indeed, it is expected that reading will begin about the time Unit 11 is started. After the explanation of the Hebrew alphabet some simple recognition drills are given. These may be supplemented or replaced by flashcard drills in class. Once the students have learned to recognize all the letters and the most frequent sequences, then they may go back to the earlier units and read the Basic Conversations, drills, and Review Conversations. Resunés of the Basic Conversations from Unit 11 on are then given in the reading section. These Becomes progressively longer and more difficult. Occasionally new vocabulary is supplied in these resumés. The material in the spoken Hebrew does not asstme this additional vocabulary, but it may, of course, be used in Review Conversations and the like. Following the series of resumés is a series of short paragraphs, some of which are based on actual news articles. These are intended to bridge the gap between a fixed written text and free conversation, Progressive stages of different types of questions follow these paragraphs. All of this is in Hebrew, and the student practices reading and free conversation this way. At the very end are some reading selections taken from newspapers and other periodicals. They are presented as examples of material which the student will see in normal encounters in Israel. The supervising linguist and instructor may prepare additional materials to supplement them and to cover a range of subject matter more pertinent to particular classes or individual students. SUMMARY The text provides for the assimilation of all basic forms and patterns of the language by the guided imitation, memorization, and manipulation of a large number of sentences and by practice in confronting several widely occurring everyday situations. Actual living use of the language is a necessary adjunct of the course. The instructor should therefore encourage his students from the start to use Hebrew in every way possible, above and beyond what is provided for in the text. After the first few days of work both students and instructor should avoid the use of English in the classroom. only by constant use of the skill he is learning can the student hope to master it and retain it as a useful tool. xxv BASIC _COURSE HEBREW. PRONUNCIATION ‘Transcription In addition to the Hebrew spelling the material in this course is written in a transcription meant to help the student listen. It is an attempt to put down on paper the sounds that the instructor will say, or that will be heard on the recordings. It should be emphasized that the transcription is just a reminder of what is said and not a substitute for it. The transcription is based for the most part directly on spoken Hebrew and is not a transliteration of ordinary Hebrew spelling. ‘Thus, for example, 7k/ is used for both > and p, and /t/ is used for both y and n- Transcriptions are set off in slash lines / / except in the Basic Conversations and Additional vocabulary. Slash lines are also omitted where they would clutter the text- some departures are made froma slavish transcription of the spoken language. The definite article is spelled /na-/ even though the /h/ is often @ropped in connected speech. Root consonants which assimilate to other consonants in clusters are spelled consistently. For example, /tisgor/ "you will close" is spelled with /s/ although /tizgor/ would represent the actual pronunciation more accurately. The departures were made ad hoc to eliminate possible confusion and then only when the normal pronunciation may be easily read from the varied transcription. students may be familiar with other transcription and transliteration systems which are in use. sh is used where we use ¥ and ch or kh where we use x. The system used here avoids ambiguities in the use of letters, and students will have no trouble adopting it. However, commonly used transliterations will be found in the English translations: For example, chala, Moshe, etc. TABLE OF SYMBOLS Consonants: voiceless: pt k c ¥ £ 5 ¥ x h Voiced: bag jv2%r Nasal: mon Lateral: 2 Glide: y open juncture: * Vowels: ie aon ste: ss: strong Weak (unmarked) The correspondences of these symbols with the letters of the Hebrew alphabet is given in the section on Readings. In the following drills attention will be paid mainly to those Hebrew sounds or groups of sounds which are very different from their English counterparts. The examples in the drills are not to be memorized. The English translations are given only for reference. PRONUNCIATION HEBREW BASIC_COURSE CONSONANTS /1/ ‘The articulation represented by this letter differs from the articulations represented by the letter in English, especially at the end of a syllable. The Hebrew articulation is a lateral, with the tongue touching the gum ridge behind the upper teeth. The tongue is somewhat tenser than in English. The Hebrew articulation is essentially the same at the end as at the beginning of a syllable, whereas in English the tongue is retroflexed with the tip approach- ing the yum ridge but not making definite contact. The Hebrew /1/ should be thoroughly learned since substitution of the English or American articulation gives one a "thick" accent to the Israeli ear. li “to me" ¥alom “hello* el "to" lo “to him" Beli mine" al "on* la “to her* Selo kol “all lana to us ¥eldnu gadol "Dig* lev “heart! milon " meil "coat" kilkul "malfunction" klal “generalization menahel ” "director" gidel he raised" gédel “size” /x/ Woiceless velar fricative. The articulation represented by this letter does not exist in English, and, therefore, may give some difficulty to students. However, it is extremely important that’ students master it and do not substitute /n/ or /k/ for it. The tongue is brought back toward the soft palate, but instead of stopping the passage of air, as with /k/, a friction sound is made between the back of the tongue and the soft palate, similar to the noise made in clearing the throat. Some speakers use an Arabicized pronunciation of /x/ when spelled 1 - This pronunciation is affected on the radio, also. However, it is not used in ceneral speech and will not be heard on the accompanying tapes. xan "warm" 1éxem "bread" oréax "guest" xalav “milk" Sxe1 eyx "how" xgm “heat” exad Sionex * (greeting) x6de¥ "month" axal ¥elax "yours" xéci “half Saxav rhe lay" namuy "short" xia “waited” axim "brothers" macliax succee xuc woutsia axot tox inside xidu "renewa xada¥ "new" xex "palate" xaxam “smart ¥lonxa "(greeting)" xéned "delight" xaval “pity” xut “thread” vox BASIC _COURSE HEBREW PRONUNCIATION /x/ Voiced velar fricative. ‘Me articulation of the tongue is similar to that of /x/, but it is accompanied by voicing of the vocal cords. Some speakers use a tongue-tip trill instead of the velar fricative. The trill is also generally used on radio, in the theater, etc. students may use the trill, but for most native Israelis the velar fricative will sound more "natural". ram "high" Jaruc “to run" -Noter_— "policeman" rax "soft" teruc “excuse” aver rivon "first" dérex séfer rykud "dance érev ir réga minute’ arox sar régel "foot" garim “Live™ kar réax "wind" xaverim © “friends" or "Light" roe "head" ¥agrirut "embassy" barur welear" rak "only" Mage ir “ambassador” lira "pound" /p/ Voiceless Bilabial stop. This consonant is quite similar to the English articulation. It occurs at the end of words only rarely, and these are all loan words or abbreviations used as words. At the end of words the lips are released. Before a stressed vowel it is not as strongly aspirated as the English counterpart. Po "here" bapina “on the corner" Jap "jeep" /t/ Voiceless alveolar stop. This sound is also similar to the English, except that at the end of a word it must be released. Before a stressed vowel it is not as strongly aspirated as the English counterpart. tov omédet, “stands” naeay nenahélet "directress et Bévee “eribe" at 2dit olive’ of baie “house” Bélet "sign" Stut "foolishness" safot “languages” xut "thread" kapot “spoons” rut "Ruth" /*/ Voiceless velar stop. ‘This consonant, too, is similar to the English articulation except that at the end of a word it must be released. Before a stressed vowel it is not as strongly aspirated as the English counterpart. kol wali" amok aévek "glue" sakana “danger xok ravak "bachelor" rak “only” bakbuk "bottle" xarak “insect” sakik “small bag" ¥otek “keeps quiet” sélek —"beet* Sox “thigh” matck “sweet” tadlik “kindle Suk “market" — pihuk "yawn" émnek “valley' porek unloads" xélek "part" pov PRONUNCIATION HEBREW BASIC_COURSE /c/ voiceless alveolar affricate. This consonant is a combination of the articulation /t/ and /s/ functioning as aunit ts. Practice is usually required when /c/ occurs at the beginning of a word or after a consonant. The single symbol /c/ is used because between vowels the sequence /-ts-/ is broken up into /-t + s-/ when syllabified. | /c/, on the other hand, goes with the second syllable as a unit. /uca/ “he was taken out" xan /outsa/ “she was flown" now in koe “thorn” cay "turtle" cafon_— "north" yoec “advisor” cava "army" cara "trouble" ec “tree cédek wjustice" came hirsty" gue to advise" céuet ‘shell carud oarse kaic summer" cémed “pair® coek —“hollers" acic "flowerpot" céva “color” cofe “scout tocéret “product” cima "raisin" kacav butcher" eineénet “jai tocaa *result" cipor “bira" mecit "Lighter" cir “represen tative" /y/ This sound is similar to the English glide and forms diphthongs with Preceding vowels. /iy/ Jey/ /ey/ Jov/ /ey/ ‘The diphthong /iy/ is rare and tends to be reduced to /i/ when it occurs. /tiyBan/ > /ti’an/ “you will sleep. At the beginning of a word the sequence /yi/ tends to be reduced to /i/ /yisrael/ — /israel/ /'/ Open Juncture ‘The open juncture /'/ has an English counterpart which is not usually written. It is the "catch" that occurs between vowels in the exclamation “oh - oh" or the separation of syllables the second of which begins with a vowel, as in the sequence “an aim" as opposed to "a name", or in "grade A" as opposed to "gray day". /"/ occurs mainly in slow or deliberate speech. In ordinary conversation it is @lided or barely audible. /'/ 43 spelled x or y . The latter has an Arabicized pronunciation which is used by some speakers but which is not heard generally. It does not occur on the accompanying tapes. The following pairs are given as illustrations. They should not require much practice on the part of the English-speaking student. /\irot/ “to shoot" = n1779 /lir'ot/ “to vee" aK Jmaca/ “he found" Kua fmacta/ “she gouna" axe /nasa/ “he travelled” yo3 /rasta/ "she travellea" ayes /nila/ "word" nbn /mil'a/ “she filled" pron xxvilt BASIC _COURSE HEBREW PRONUNCIATION For the pronunciation of vowels when the intervening /"/ is elided see the note on vowel clusters. /n/ This sound is similar to the English counterpart, except that it tends to be dropped in rapid speech. Before stressed vowels it is usually retained. When /h/ is dropped it is replaced by zero, not /"/. /lenakir/ — /leakir/ “to recognize" 9a» (not /le'akir/) the /n/ is generally kept in the transcription since the student might just as well retain it until he acquires a natural-sounding rapid speech. It will not seem affected or bookish. The student should be aware in listening to other speakers that the dropping of /*/ and /n/ will produce homonyms. (GEG Me Scat ee The following consonants are infrequent and occur only in loan-words and proper names. /é/ as the ch in English cheese. /eizbat/ “tall tale" warty /\/ as in English jeep. /3ip/ "jeep" peta /4/ as the s in English asure or the j in French. Pfaxet/ "jacket" eptr /oet/ "beige" Sho Consonant Clusters In ordinary speech two adjacent consonants within a word will tend to be either both voiced or both voiceless. If there is a sequence voiced - voiceless, such as / - 2k -/, or voiceless-voiced, such as /- sq -/ then the first will assimilate to the Second. In slow or very careful speech the distinction may be maintained. Slow speech Normal speech voiced-voiceless /tizkor/ soar /eiskor/ “you will remenber* voiceless-voiced /tisgor/ sraen /tizgor/ "you will close” This will often produce homonyms, or forms which in slow speech are distinguishable but in normal speech are not. For example, the singular forms of these verbs are always distinguishable: /vexapes/ “he will seek" wens /vexabes/ "he will launder" 022» xxx PRONUNCIATION HEBREW BASIG_COURSE The plural forms, though, will usually sound the same: /yexapsu/ “they will seek." qweny (/yexabsu/ — ) ‘/yexapsu/ “chey will launder" y035> English speakers should have no difficulty learning such pronunciations, though in English the second consonant often assimilates to the first rather than the reverse: “observe" is pronounced obzerve, rather than opserve. The student should be aware of the possibilities since the occurrences are guite common, but context usually relieves any ambiguity. The four consonants which do not have voiceless counterparts /m, n, 1, y/ (see chart) as well as /r/ and /v/ do not cause the assimilation of a preceding voiceless consonant. Jmasve/ "veil" not —* /mazve/ Ynifrad/ "separated" not = */nivrad/ /c/ assimilates to a following voiced consonant, also: /nicb{a/ “voted” y72an often sounds like /nidzb{a/. The above examples show medial consonant clusters, that is, clusters between vowels. Clusters also occur initially (at the beginning of a word) and finally (at the end of a word). Medial and final clusters should give the English speaker no particular difficulty. Initial Consonant Clusters Some initial clusters are similar to their English counterparts and should not present any pronunciation problems, Ip = with “refugees” overs = Pena scontripution* nea fay = etiea/ "absorption" no797 Many frequently occurring initial clusters will be unfamiliar and will reyuire practice. Some examples are given below, but many more will occur in the course material. The most common error that English speakers make is to insert a vowel between the consonants. jefe /ptax/ "open" ano /ptixa/ "opening" nnons fen hy EaeEr aor ‘ts - /tmar is "dates" ad emai "picture" au gan, “agennents. /xt/ o Jtévet/ "address" (/ktana, “small” fel EE cesses” a cf, - lofi “Safed" 5: ad seen, sc oe eed BASIC COURSE HEBREW PRONUNCIATION fey tat ety a ann 7 “apginsetont as fs; = pnd eeameee a (fae cposees” nad) (el sera “peas” aa ey ites "inch as (el Pete on Clusters of Three Consonants Medial clusters of three consonants are rare. When they occur as a result of grammatical patterning then a vowel (usually /e/) is inserted between the second and third consonants. When clusters of three consonants occur initially the vowel /i/ is usually inserted between the first and second consonants. These insertions are discussed in a number of places in the text. The clusters of three consonants which do occur are mainly in recent loan- words or proper names: /spiit/ “(banana) splic" Non-Permissible Clusters Some sequences of consonants do not occur in Hebrew. These are called non-permissible clusters. For the most part, restrictions are limited to initial clusters. When a grammatical pattern would ordinarily produce a cluster, but the cluster is non-permissible, then a vowel is inserted, usually /e/. If the first of the two consonants 1s /h/, /x/, or /*/ then the inserted vowel is usually /a/. Examples of non-permissible clusters occurring in a grammatical pattern are: mes. fs. /gadol, “big gdola/ Weasels “ble [eenota/, for Yyxola/ Jxazak/ “strong Jrazaka/ tor Yxzaka/ Pacuv/ “saa” Pracuva/ for Y*cuva/ Joa in/ “pleasant” Ye! ima/ for Yn" ina/ The insertion of such vowels is discussed and drilled for each particular grammatical pattern. rood PRONUNCIATION HEBREW BASIC COURSE Some non-permissible initial clusters are permissible medially. The addition of a prefix may, therefore, give two possible forms with the same meaning- /cexov Slenbi/ “Allenby Road" /eerexov Sienbi/ ‘on Allenby Road” or /oirxov Aenbi/ (the shorter form is often the more formal or literary style.) VOWELS The vowels of modern Hebrew are harder to master than the consonants. Students who have already learned some Hebrew traditionally may find that they have to un-learn some of the pronunciations. In stressed syllables the vowels are very similar to the five vowels of Spanish. In unstressed syllables the vowels are generally reduced or centra- lized. In rapid speech vowels may be dropped entirely. The student will find that the instructor's pronunciation of vowels will shift when going from deliberate speech to normal speed speech. Often the instructor is unaware of these changes and when asked to repeat or slow down he will produce a somewhat unnatural utterance. The student should be aware of this tendency and imitate the normal speed utterance. Speaking whole sentences at normal speed rather than choppy groupings of individual words will help the student in this regard. /3/ Bigh front vowel, tenser than the i of English bit in with" Liktot to arink" ani as man” agin "pleasant" ni ia woman" ndin "water" bli swithout" i "city" tikansi “enter” kli “dish" biSvili “for me" adoni weir" /e/ This symbol represents a vowel which has a range covering several English Vowel phonemes. In stressed position followed by a consonant or at the end of a word it is similar to e of English bet. Students should be very careful not to replace it with /ey/ at the end of a word - /kafe/ does not sound like the English café. The final /e/ is like the © of bet with the £ cut off. bet second letter” pétax “sure” nae nice” omed stands" yafe “pretty kafe ‘coffee’ oxel “eats” et "time" roe “sees” In primary stress position before a vowel it is slightly higher and followed by a y glide. yoaéa “knows” Sonéa “hears orga “tears” In other positions it is more centralized, like the e of democracy. meod "very" landdeti T studied" meot “hundreds” aérex way" nevin “understands* beséder Ove" xéset "money" nevakaga please" yéled "boy" roc BASIC COURSE /a/ tow central vowel This vowel is pronounced like the 9 in American English ho HEBREW. PRONUNCIATION Before voiced consonants this vowel is shorter taan the similar English vowel. At the end of a word it is glottalized, that is, has a "clippe: ending. In unstressed syllables, especially before a strongly stressed syllable it tends to be centralized, like the e of English below. at "you" £.8. amad "stood" rak "only" gag “roof” Samay “custodian” az “strong” mama¥ "really" kala “pride* ahav “loved” xgla “twist bread" ad "until" téva “nature" /o/ tow-mid back vowel. This vowel is similar to the ou of cough as pronounced by Listen to the tapes or the native instructor to get the exact Be careful not to substitute a diphthong such as the o of note - voiced consonants it is shorter that the similar English vowel- aword it is glotts In unstressed alized. syllables, many Americans. pronunciation. Before At the end of especially before a strongly stressed syllable it tends to be centralized, like the e of English below. kof "monkey" péker “morning” oto “him” tov "good" boker “herdsman Jo "no" sof "ena" éxe1 “ food" ° "or" xdde¥ *nonth' oxel “eats” ¥1émo "Solomon" yom "day" chev "loves" /a/ High back vowe. This vowel is slightly higher than the oo of shook 1 Be careful not to substitute a diphthong with a w-off-glide such as the 20 of food. Suk *market" yignu "they will turn" Suv again" itu “they will drink" Sipue “jurisdiction” dv “they returned” sulam "ladder" bénu “in us" sidur arrangement" anu "they built" ud "firebrand" kanu “they bought" ue aydu “they worked" uc kim. "get up" hu dru “wake up” Vowel Clusters All combinations of two vowels occur. ‘The Hebrew spelling may indicate that /'/, /n/, or /y/ should occur between them, and in deliberate speech these consonants will usually be heard. In ordinary speech, however, vowel clusters Sccur with a smooth transition between them. English’ speakers will have to practice these vowel clusters in order to achieve a proper Israeli pronunciation. In the transcriptions these clusters are generally written without the consonants which are indicated by the Hebrew spelling. Appropriate reminders are given at various points in the text. nxt PRONUNCIATION HEBREW BASIC COURSE In pronouncing the following examples for the students to imitate, the instructor should be relaxed and informal in his pronunciation. Otherwise he will tend to insert a consonant and the practice will have lost its point. Elision of /'/, /n/, and /y/ does not mean that the speech is "sloppy" or “corrupt". In slow or emphatic speech they must occur. But in normal, everyday, “natural” speech they are dropped by native speakers of Hebrew: Maintaining these consonants in this informal style will sound awkward. paan "time" taavor you will cross” igalot "to go up" pdit "house" israel "Israel" naim "pleasant" menaalin "directors" leexol “to eat" neima "pleasant" meod) "very" beemet "really" yoec "counsellor" yoacim “counsellors beu, "come" Savia "week" batiax “sure” Seuit “beans” maaaa “what time is it?" STRESS AND INTONATION A complete description of stress and intonation patterns would be very complicated and of little help in the actual learning of them. The instructor should present the sentences as naturally as possible, and the student should do his best to mimic closely. The following comments will explain the general occurrence of stress on individual words and in connected speech. The learning of the Basic Sentences and the acting out of the conversations constitute the drills on stress and intonation. In the transcription an accent mark “ indicates a syllable which may receive strong stress. In words of more than one syllable the placenent Of stress is meaningful. In individual words, particularly when pronounced in isolation, the stress is usually on the last syllable or on the next to the last syllable. In most cases the placement of stress is a part of the grammatical pattern, but in others it must be memorized as part of the individual word. For example, the 7/-ti/ and /-ta/ suffixes of the past tense are never stressed: /amérti/ "I said", Yanécta/ “you' said". on the other hand the following pairs of words are Gistinguished from each other by the stress placenent. /Joxé1f "(he is) eating" /$xe1/ "£008" 7Sions/ "his peace" 7s1én0/ "Solomon" Yencé/ " 1 will fina" Yénca/ "middle" Yeank/ "they buile" Yoanu/ "in us" In some words of three or more syllables the stress is on the last syllable ooo /pdSenu/ "something", — /m{¥ehu/ "someone’ /stobus/ "bus" Yamérika/ "America" (tn general, loan-words tend to retain the stress where it was in the language from which it was borrowed.) xxxiv BASIC COURSE HEBREW PRONUNCIATION only the main stress of a word is indicated. of the unstressed (unmarked) syllables some will seem louder than others. English has similar patterns of "secondary" and “tertiary” stresses, and there is no need to drill the pronunciation - provided the main stress is’ properly placed: /iedabér/ "to speak" and not */lédaber/. From Unit 18 on the stress mark “ is placed on a word only when the stress is not on the last syllable, Reduction of Stress In ordinary connected speech many words, particularly the prepositions with pronominal suffixes, lose the stress which they have when spoken in isolation: /tagid 1i/ "tell me”. In effect, these words are pronounced as one word with the stress on the next to last syllable. Style Differences in Placement of stress ‘The placement of stress differs in formal style in some words and grammatical patterns. In general, a stress on the next to last syllable is shifted to the last syllable in these forms. For example: Informal Formal, /Snéne, /Snoné/, “eignt" Re, Yai bas/ "she is coming" Yandctem/ Janae tén/ *you said" Intonation Marks Intonation is indicated only in a very broad way by the use of punctuation marks at the end of a phrase or sentence. A period indicates a falling intonation. Questions which begin with a question-word (who, what, etc.)generally have a falling intonation at the end and are therefore marked with a period, not with a question mark. A question mark indicates a rising intonation. Yes-or-no questions and rejoinder questions (And how are you?) generally have a rising intonation at the ena. A comma indicates a possible pause with a relatively sustained intonation. A hyphen indicates a hesitation pause, usually with a sustained or rising intonation. An exclamation mark indicates an exclamation with increased loudness. Note: These marks are used in this manner only in the transcription. In the English and Hebrew spellings the standard punctuation is used. 2o0Kv RECORDINGS HEBREW. BASIC COURSE TAPE RECORDINGS The tape recordings which accompany FSI-Hebrew Basic Course have the following format: (1) Basic conversation (a) Dialogue for Learning. The first presentation of the Basic sentences are built up from the partial utterances, as described in the Introduction. Each full sentence is said twice. The student repeats every- thing he hears at this step. He may follow in his book. (>) Dialogue for Fluency. Each complete Basic Sentence is given with space for repetition. The student should not need his book here- (c) Dialoque for Comprehension. The Basic Conversation is spoken at normal speed by a group of Hebrew speakers as you might overhear it. The student just listens with his book closed. (a) Alternating Drill. The Basic Conversation is presented at normal speed with one speaker's part missing. The Student speaks the missing part. He thus conducts a conversation with the tape recording. ‘The Basic Conversation is then presented with the other speaker's part missing. ‘The student supplies the part. He thus practices participating in the entire conversation. In some Basic Conversations a third speaker has a small part. In such cases the entire conversation is not repeated with this small part missing. (2) Additional vocabulary ‘The sentences in the Additional Vocabulary section are presented with build- ups if necessary. (3) Drills (a) ‘Sut S, Substitution-Aqreement Drills. The first, or "model" sentence is given with spaces for repetition. Then a substitution cue is given with space for the student to respond with the new sentence. The correct response is then given on the tape. The student may follow in the book. (>) Expansion Drills, Transformation Drills, Response Drills. The cue sentence is given with space for the response sentence. The tape then gives the correct response sentence. The student should look in the book to see what his response should be. Only the translation of the first cue-response in given. Note: In using the tapes the student should not go through an entire tape at one sitting especially when doing the drill sections. Instead he should do a few drills, rewind the tape, and do them again until he can do them perfectly without using the book. Translation Drills, Rapid Response Drills, and Review Conversations are not recorded. Occasionally circumstances required the use of a woman's voice to record a man's part and vice versa. This should not disturb the student. roxv, BASIC COURSE HEBREW UNIT 1 1,1 Greetings (two men meet) MR, WILLTAMS Hello, Moshe. Balém moSé. Tu 0179 How are you? m& Blomxé. rp mM peace, welfare Balém (m) ow what né 7D the welfare of 316m spre you, your (m.s.) -xé (m.s.) ~ MOSHE ‘Thank you very much. tod& rabé. a aN r'm fine, Blom{ tév. 2270 D179 And how are you? wud Slomd? 2 ypIy 71 thanks toda (£) rain much rabé (£) m3 me, my ni = and ue . MR, WILLIAMS Fine. tov. 270 How is mé 816m ony aD the family? hamibpaxé. Qanswan the ha- 7 family miSpaxé (f) answo MOSHE ALL right. beséder, 702 How is ma 816m ow m your wife? iBtexd. 2 UN in be- “3 order séder (m) 40 wife, woman 488 (£) awx MR, WILLTAMS she's fine, too. g&m Blom& tév. ane mate 2 Excuse me, slixé, an40 I have to ani muxr&x nw 7aN run, large, wry too, also gfm oa her 8 a pardon (noun) slixé (f) anyyo I ant 23x have to, must muxréx (m.8.) nq3 1 to la- ~ run réc ma ‘oh, yest HTD == 1K it's late already. AW 3D Goounye. 201g yes. already aes late ante UNIT 1 HEBREW BASIC_COURSE MR, _WILLTAMS So long. Balén. oI Be seeing you. lehitraét. sna? to see again lenitraét naxanay 1.2 Greetings (Two women meet) : ERS. WILLTAMS Hello, Miriam. Bal6ém, miryam. ow oT How are you? m& Bloméx. ap mM you, your (£.s.) ~éx + MIRIAM Thank you very much, todd rabs, wan x'm fine. Blom tév. <0 ny And how are you? um& Sloméx? Pp 71 MRS. WILLIAMS Fine. tov. 270 How is the family? All right. How is your husband? husband He's fine, too. Excuse me, I have to run, him, his have to, must on, yes! So" longs It's late already. So long. Be seeing you. 41-3 ADDITIONAL VOCABULARY We are fine. How are How are How are How are Me. Carmi Mr, Carmi (alternate form) Miss or Mrs, Carmi It is early. m& 816m hami¥paxé. MIRIAM beséder. m& S1ém baaléx. Sal (m) MRS, WILLTAMS gam Slomé tév. slixa. ani muxraxé laréc. 6 muxraxé (£.5.) MIRIAM 6 -= kén! Yaldne var meuxér. MRS, WILLTAMS Salém, lehitraét. Bloménu tév. m& Slomxém, m& Slomxén, mA Slomm, mA Sloman, mar karmi adén kérmi gvéret kérmi, mukdém, annsynn ov” 7m 7902 oy m0 27292 bya +210 wT 02 2790 ANID 73K Rand * ani319 27ND 73D 172 -- WW 20170 sna? ow 2210120790 rosa vey mW 213017y 7D oni 7a 2yoi7G 7 2073-7 2279: 1198 °n72_ 723 OW BASIC COURSE. HEBREW UNIT 1 1,4 Classroom Expressions In this section we introduce a few additional Hebrew phrases which will be used in class, They should be practiced until the pronunciation is learned, but since they will be used constantly in class they can be memorized without special effort. Some of the expressions are given in more than one form, differing in gender or number. Their use will depend on the make-up of the class, and the instructor may find it necessary to introduce additional variations not included here. 1. Close the door. (said to a man) sgér et hadélet. N27 AK 7720 (said to a woman) sigri et hadélet. 21777 TX 2730 2, Sit down, please. (said to a man) Sév, bevakasa. «TuP22 , 2 (said to a woman) Bvi, bevakasa, smapaz 73 (said to men or both) Sv, bevaka¥a. mgpaa ; 130 3. Quiet, please. Béket, bevakasa. 79722 ,o7y 4. open your books. . said to men or both) —ritxi et hasfarfm. 7707 NX 1NS (said to women) ptdxna et hasfar{a, .0?% OF AK TINhS 5. Speak louder. (said to a man) dab&r yotér bekél. ipa an 94 (said to a woman) dabri yotér bek61. 2772 m7 7791 6. all together. kulém beyéxad, «m3 0773 7. Again, 64 hapéam, Rosen 8. Do you understand? (said to a man) até mevin? 27720 TINK (said to a woman) &t mevind? qm NK 9. 1 don't understand, (said by a man) anf 16 mevin, LTD ND K (said by a woman) anf 16 mevind. sh xd aN 10, T don't know, (said by a man) ant 16 yodéa, YTD NPN (said by a woman) anf 16 yodéat, SAYTI? NO O7OK 11, Please translate. (said to a man) targém, bevakaBa. .7u722 jpn (said to a woman) targem{, bevakasa. .Fwp22_,?Da7n 12, How do you say yx omrim DIK PK table in Hebrew? table beivrit. \ 7H? 7392 table UNIT 1 HEBREW BASIC_COURSE GRAKMAR DRILLS 1,5 Masculine and Fer ine Compare the following sets of corresponding sentences from conversations 1.1 and 1, a. Sal6m, moSé. m& Slomxé. Hello, Moshe, How are you? Balém, miry4m, m& Sloméx, Hello, Miriam, How are you? b. m4 516m idtexd. How is your wife? m4 S16m baaléx. How is your husband? Note that forms differ when a man or woman is being spoken to, It is important that the student learn the corresponding forms at the outset. There are a number of patterns of these corresponding forms, which will be referred to by their traditional names, masculine and feminine. All nouns in Hebrew, whether or not referring to beings with sex, are members of one or the other class. These will be designated (m) or (£) in the vocabulary listings. Throughout the course the various corresponding forms required by each gender will be drilled, The following drills should be thoroughly learned, ‘The student should not have to be corrected afterwards on the use of the proper forms, Such errors will produce a reaction similar to that felt by English speakers on hearing the following: "How is your brother?" “She is fine, thank you." The cue words in the following drills are names of men and women. Include .the name in the response so as to fix firmly the connection of form and sex of person spoken to, The instructor may vary the drill by using the names of members of the class or by introducing other Hebrew names such as /avigdor/(man) and /xéna/ (woman). The drills are to be done as follows: Instructor: Salém mo3é m4 Slomx4, Student: (repeats) $al6m mo&6. m4 Slomx4. Instructor: miry4m Student: Sal6m miry4m. m& Slonéx. Instructor: (repeats) Salém mirydm. m& Sloméx, méx_kéhen A, $al6ém moSé, m4 Blomx4, Ppmiw Mm .ma ow miryém ¥al6m miryém, m& Sloméx. op mér_kéhen ¥al6m mr k6hen, m& Slomxé, mw avéret Williams Balém gvéret Williams. m& Sloméx. nN 971 Fa qvéret _késpi ¥além gvéret késpi. m4 Sloméx. 7502 #22 nér_Williams Salém mér Williams. m& Slomxé. ODN 73 WD avigdor ¥além avigdor, m4 Slomxé, 7717272K xéna Balém xéna, m Sloméx. man mér_kAspi Balém mr k&spi, m& Blomxé. 2502 mosé Balém moBé, m& Blomxé. ram BASIC COURSE HEBREW B. m4 Slém ittexd4, mér Williams. ponies qvéret Williams m& 816m baaléx, gvéret Williams. wT mér_k6hen m4 816m iStexd, m&r kéhen. mw avéret_k&rmi m& $16m baaléx, gvéret kérmi. "nD $7 xéna m& $16m baaléx, xéna. nan moSé m& 816m iStexé, mo¥é, m0 mér_ Williams m& 816m iStex4, mér Williams. cere wD 1,6 Pronominal Suffixes ~ Singular set There are several sets of pronouns indicating person, gender, and number, The following occur as suffixes to singular nouns and to certain prepositions. They will be referred to as the singular set. When suffixed to nouns they are often translated as possessives. m& Slomxd. (literally) What is your peace? mé Sl6m iStexa. How is your wife? Blomi tév. (literally) My peace is good. Except for certain stereotyped expressions as these, though, the sutfixing of nouns to indicate possession is more formal in style, When suffixed to prepositions they are usually translated as the objects of the prepositions. This will be discussed later on. A, Substitution Drill m Slomx4, How are you? Bloméx Blomxém Slom4m Blomén Blom Slomxén Blond B, Substitution Drill Slomi tév. 1'm fine. Sloménu Slomé Blomén Sloms Blomém C, Response Drill Instructor: mé Slomxé, Student: Slom{ tév. m4 Slomxém, Bloménu tév. m4 Slomam, Slomém tév. mA Blomé. Blomé tév. m4 Slomxén, Sloménu tév. m4 Slomd. Blomé tov. mi Bloméx. Blomi tév. UNIT 1 HEBREW BASIC COURSE D. Response Drill Instructor: m& 816m baaléx, Student: Slomé tév. 2a%v2 ory AD m& Slém i8texé. Blom& tov. 2anex cide AP m& 816m hami¥paxé. Blomé tév. annepn ary ap m& S16m baald. Blom6 tév. Tavya ow an m& Blém i8té, Blom& tév. Tanux erdy Aa [Note: in the form /i8tex4/ the /-e-/ is inserted for phonological reasons, to break up the three-consonant cluster /-Btx-/, which would otherwise result. ] 1.7 Alternate forms of nouns before suffixes Many nouns have an alternate form when occurring with a pronominal suffix. Salém ‘welfare! " Slomf —'my welfare! iBS ‘wife! itt ‘my wife! Compae, on the other hand: bal ‘husband’ baalf ‘my husband’ It is very difficult to predict which nouns will have such alternate forms or what the alternate form will be. The student should simply drill these as they occur in the text until he has mastered them, When a suffixed noun occurs in a Fasic Sentence the independent form of the noun will be given in the vocabulary breakdown, and, as much as possible, drills will be provided, BASIC COURSE HEBREW UNIT 1 REVIEW CONVERSATIONS The purpose of the Review Conversations is to lead the student into free conversation within the range of the vocabulary and grammatical patterns which he has learned. Students should keep their books closed while the instructor follows the procedure suggested here. 1, With the class just listening, the instructor reads the conversation in as natural a manner as possible. The instructor repeats the conversation until the class understands it completely. 2. The instructor rereads the conversation several times with half the class repeating one role and half the other role, 3. The two halves of the class exchange roles and Step 2 is repeated. 4, the instructor takes the first part and acts out the conversation with the class. 5, The class and instructor exchange roles and repeat Step 4. 6. Individual students are assigned the various roles in turn until all have taken both parts in the conversation, 7. Individual students make substitutions freely, including whatever changes may be necessary elsewhere in the conversation. These free conversations should not be prolonged more than four minutes or so, This will give all the students an opportunity to try their hand at the same situation. The instructor should refrain from adding a lot of vocabulary at this point. Balém, gvéret kéhen. m4 Bloméx, apy Mm .12 MI ,oIw :x B: tod&. Slom{ tév, um& Slomc4? PIV MHI .2Ww IDI TIN 2 gam Slomi tév, todd. 771M 21 7D DA IN mi 316m mosé. amp D7 Mm :2 A: ani 16 yodéa, ITV NP IK GK C: mA Sl6m iStexd, mr kami. PDD Wj WwN ov wm a D: beséder, tod’, m& 816m baaléx? 2y2 ovw mM WIN ,W02 :4 Ci Slom6 tév. m& $16m hami’paxé? aansunn DIY MM .3w ww a tév, tod&. slix4. meuxér, eT APY TIN Iw 7 Cc: 6, g4m ani muxrax4 laric. Salém, 2077M YIN? TANI 73N 02 IN 22 D: Balém, lehitraét. Dwr? ove st UNIT 1. HEBREW BASIC COURSE Balém, mr Willians, e0ONP77T WD OVW in Balém, gvéret Williams, m4 Slomxém, row A .oox77777 NII OW F: tod& rab&. Sloménu tév. 2 Wow AMAT 1 m& Bloméx, gvéret zahévi. pant maa jy 7m E: beséder, m4 $16m hami¥pax4? annawon OVW mM .702 +7 F: slixé. ani 16 mevin, 6d hapéam, DYSA WY .7720 X27 73K .AN%o bevakaBa, +7722 E: m& 816m hami8paxé, vAnsyen Dy F: Blom tév, todé. 7M 21 MI Balém, m&r k&rmi, D727 DI iT Balém, molé! m& Blom, 2eTw mm mwa ow Kn G: Blomi t6v. m4 #16m hamiSpaxd. amnswan Ow mH .210 "NII :T : beséder. sg6r et hadélet, bevakasa. W772 FT AK W130 .7992:n G: ken, slixa. 2i?90 .13 7 I: mr Williams, 8év, bevaka84. TWP 22, W ,0OX7771 WD 0 J: 6a hapfam, bevakaSé, an{ 16 mevin, 2130 7 7IN .Tw7I2, GYDA Ty 2? I: Sév, bevakasé, 70772, W 20 6 k6én, ani mevin, tod4. STIR 772] PIN 1D IK 2? K: slix&, miry4m, anf muxr&x lardc. <7) MDI 73K JOP AMP 2D L: 16, Bév, bevakaS4, mukdém, 207719 W722 QW .N? 27 K: 16, todd, meuxér. SD TTIN NPD tév. lehitraét. smn? .21w +7 M: Béket, bevaka¥d. <7wP72 ,opy :D N: slix&. dabér yotér bek6l. 227172 HY AD .ANPVO 23 M: Béket! até mevin? 27720 NK Lop 2D Ni tév, anf mevin, slix&, 7M?72 17D IK .IW 21 BASIC_COURSE HEBREW UNIT 2 2.1 Introductions (Two men are introduced) MR, Caspr Mr. Cohen, mar k6hen, .17-% please meet takir bevakasé Twpd2 on Mr. Williams. et mr Williams. «0ON77711 “VO TK you will know takir (m.s.) von (preposition indicating et nx object of verb) MR, COHEN I'm very happy naim 1i me6a KD 79 D3 to meet you, lehakir otxé, sR PIN? Me, Williams. mar Williams, 200K?7717 pleasant naim (m,s.) boys to me 1s ” very meéd aD to know (a person) lehakir spond you (m.8., obj.) otxé (m.s.) nak MR, WILLIAMS How do you do, naim me6a, 11073 Mr. Cohen. mar kéhen. +179 MR,_CASPT Me, Williams mar Williams opxe9791 is Counsellor of hé yoée y97 xan the American Enbasay. paSagrirdt masa ° haamerikéit. sTPRP?RA ne, it nd ton counsellor tase: ser yoée (m) yyy embassy Bagrirét (f) 9 naw american amerikéi (m.s.) *XP?7Dx MR._COHEN When matéy on did you arrive higata ne in the country, laérec, (rR) Mr, Williams? nér Williams, sonny? ts a when (interrogative) matay one you arrived (m.s.) higéta (m.s.) ryan country érec (£) mK MR, WILLIAMS I arrived higati oryan two days ago, Lifnéy yom&im, yD>>p1>>35b Mr. Cohen, mar k6hen, “70 I arrived nigati onyan before, ago Lignéy aaa aay yom (m) on two days yonéim e901? UNIT 2 HEBREW BASIC _COURSE 2.2 Introductions (Two women are introduced) MRS, CASPT Mrs. Cohen, gvéret kéhen, 172 M23 please meet takiri bevakass mwpa2 Pon Mes, Willians. you will know (£.8.) I'm very happy to meet you, Mrs, Williams. you (£.8. ,0bj.) How do you do, Mrs, Cohen. Mrs, Williams is the wife of the Counsellor of the American Embassy. she, it of When éid you arrive in the country, Mrs, Williams? you arrived (£,s.) I arrived two days ago, Mrs, Cohen. 2.3 ADDITIONAL VOCABULARY I arrived yesterday, I arrived the day before yesterday. I arrived a week ago. week I arrived two weeks ago. I arrived a month ago. month I arrived two months ago. et gvéret Willians, takiri (f.s. MRS, COHE! naim li me6d lehakir ot&x, gvéret Williams, otdx ( £.8.) MRS. WILLIAMS naim meéa, gvéret kéhen. MRS, CASPT gvéret Williams HS ist Bel yoée haSagrirét haamerik4it. ni 861 MRS. COHEN matéy hig&t laarec, gvéret Williams higét (€.8.) MRS. WILLTAMS higdti lignéy yomaim, gvéret kéhen. hig&ti etmé1, higdti Si1s6m. hig&ti lifnéy Bavia hig&ti 1ifnéy nig&ti lifnéy x6de8 hig&ti lifnéy 10 Savia, (m) Svudim, x6de8. (m) xod&éim, -00K77771 N22 1N oan Ww 99 0793 snk 207 00K77779 172 anaw IND Ory7 «172 m33 0Ox?'7711: 19732, Ww X07 yy Ww navi oTPRP? ONT won Ww on ryan sY7R? 20ON79777 M722 ryan onyan C2707? 7359 «172 M733 2 10P®, DU onyan onyan +¥7qy 7359 onyan yaae 78D 7571700 ND 787 XN IND 75? WAN 1X) 75? OYAN 21ND 757 137K 21ND 7B? COX 71ND 75? TSN WKN 7]? TSW UNIT 4 HEBREW. BASIC_COURSE I, Transformation Drill Instructor: student: He lives in Haifa, His family lives in Haifa. nG g&r bexéyfa. hami8paxé Se16 gra bexéyfa. 7°12 a KI hi cfira bexfyea. hami’pax4 Bel g&ra bexéyfa. 7nd mM KA nu garim bexéyfa. hami$pax4 Sel4nu géra bexéyfa. -75?N2 C772 VIK hém garim bexfyfa. hamiSpax& Selahém géra bexéyfa. "nN? P73 oA ani gar bexéyfa, hami’pax4 Self géra bexéyfa. 5°N2 773K hén garét bexéyfa. hamiSpax4 Selahén gra bexéyfa. 7nd NA I J. Transformation Drill - Repeat Drill I. in reverse. K. Expansion Drill Instructor: He is staying at the Dan Hotel. Student: He is staying at the Dan Hotel, and his family will arrive in a week. hG_g&r_bemal6n dén.vehamiSpaxé Bel6 tagia be6d Savéa. 217-7772 72_N1a hém_gar{m bemal6n_d&n,vehami8pax4 Selahém tagia be6d Savéa. «17-1172 0772 ani _qr_bemal6n dan. vehamiSpax Self tagia be6d Sava. 2T111702-72- 71K hi gra bemal6n dn. vehami8paxS Sel4 tagia beéd Bavia. AT 177g TA A &nu_garim bemalén d4n.vehamiSpaxé Selénu tagia beéd Bavéa, «17: 11702 D722 13N hayoée_q&r bemalén din.vehami8paxé Selé tagia beéd Savia. 217 1772 72 yPA hG_veiSt6 garim bemal6n d&n,vehami8paxé Selahém 217-1742 0772 WR KIT tagia beéd BavGa. L. Transformation Drill Instructor: Student: I like the country. My country is very pretty. hafrec mécet xén beeynéy. hafrec eli yafé meéa. 272792 10 TAXI YR hagrec mécet xén beeynéxa. hafrec 3elx4 yafa me6a, ND7DNT YY TK PNT 77 J: kén. hG naim meéd. 0K 0793 KIT .1D 2? I: éyfo hd g&r? 272 N17 TPN 20 J: hG vei8t6 garim bemal6n dén, 1719702 077 WONT NIT? I: rast et i8t6r PANEX TX TNT 0 J: 16, fx Bam&ti SehS yaf& meba. 21k) TE? NPY ONY IN LN? 28 BASIC_COURSE HEBREW UNIT 5 5.1 Speaking Hebrew (Men) MR, COHEN Tell me, emér li 972 WOK please. bevakasa. 0772 Where did you learn heyxén lamédeta nw 197 to speak such a ledabér ivrit nay 37 beautiful Hebrew? Kol k&:: vata. ane po tell, say emér (m.s. imv. ) vx you learned lamadeta (m.s.) nad to speak ledabér aay all x61 9. 80, as much Kol kéx 3» 93 MR, WILLTAMS I learned lamédeti nm? to speak Hebrew ledabér ivrit ray 337 in america, Deanérika. won an Israeli. israelf. 27ND? speak medabér (m.s.pzes,) 9290 really, just mamas won Like kmé 2 29 UNIT 5 HEBREW BASIC COURSE MR, WILLIAMS Don't exaggerate. 41 tagzim, .0°T2n OX Like an Israeli xmé israelf ooxw? 109 as yet addin wy I don't speak. eynéni medabér. 273) 733K don't 41 (neg. part.) ox you will exaggerate tagzim opran as yet adéin poy not éyn (neg. part. ) pe I don't eynéni, vaa°K MR, COHEN You speak até medabér 727 aK very well. yafé me6d, 18) 757 MR, WILLTAMS i'm happy ani sanéax nov 73K with the results. mehatocaét. naNZANTD happy saméax naw result tocad (£) aKyan results tocaét (f.pl.) rawsin 5.2 Speaking Hebrew (Women) MRS, COHEN Tell me, imi 1i 29 DK Please, please bevakasa. 7222 Where did you learn heyxén lamédet nw> 1394 to speak such a ledabér ivrit ne73y_7377 beautiful Hebrew? kol kax yafs, 2nEe 43°75 tell, say (imv.) ames 270K you learned lamadet (f.s.) napy MRS, WILLTAMS I learned lamédeté on? to speak Hebrew ledabér ivest rena 327? in America, beanérika. 2T197NI MRS. COHEN In which beéyze APR? school bet séfer 780 172 aia you study? Lamidet? an MRS. WILLIAMS In the school bevét haséfer Jeon p23 of languages of lesafét el ured) our State Department. misréd haxtic Seldnu, 21379 YI Ww BASIG_COURSE HEBREW UNIT 5 MRS, COHEN. You did well té6v mesa asst negy KD 270 to learn Hebrew Belam4det ivrit nay nay before lifney Be- uw 7359 you came here. b&t héna, 73 BRD you did asit (f.s,) nowy you came bat (f.8,) RRO You speak &t medabéret rao x Hebrew ivrst nenay just like mam&S km6 > woo an Israeli israelit. TIONW? speak medabéret (f.s.pres,) 17279 Israeli israelit (£) neyKaw? MRS, WILLIAMS, Don't exaggerate. Al tagzimi, 2071 ON Like an Israeli kn6 israelit FeYNqW? w> as yet adéin py I don't speak, eynéni medabéret, f all verbs, Given a past tense form with any of these suffixes, the other five may be derived by substitution. The third person forms of the past tense will not be drilled until later. The third person forms involve changes in the stem, whereas the first and second person forms aiffer only in the suffixes. The independent pronouns may be used with the first and second person past tense forms for contrast, insistence, etc. an§ hig&ti héna etmé1, I got here yesterday. matéy at& higSta. When did you get here? A, Substitution Drill When did you get here? matéy hig&ta héna, aman yan ony higat yan higdter, anyan higdten qnvan 32 BASIC COURSE HEBREW B, Substitution Drill In which school did you study? beéyze bet séfer lam4deta. lamadet lamadetem lam&deten ©, Expansion Drill Instructor: You came yesterday, Student: You did well that you came yest pb&ta etmé1, tév asita Sebita tml, bfnu etmél, tév asinu Seb4nu etm61. b&t etmé1. tév asit Bebat etmél. Sti etmél. tév asiti Bebti etmél, bftem etmél, tév asitem Sebatem etmé1. bdten etmdl. tév asiten Yebdten etmé1- D, Expansion Drill Instructor: I arrived yesterday. Student: I arrived yesterday, and I'm staying at the Savoy Hotel. hig&ti etm6l. vean{ g&r bemalén savy. hig&tem etml. veatém garim bemalén savéy. hig&nu etm61, veénu garim bemalén savéy, hig&t etm6l. veét g&ra bemalén savéy. higdten etmél, veatén garét bemalén savéy. hig&ta etm6l, veaté g&r bemalén savéy, Note: Women students may respond with /ani g&ra/ and /4nu garét/. E, Expansion Drill Instructor: Hello, David, Student: Hello, David. When did you get Bal6m david. matéy hig&ta héna, Balém s4ra. matay higdt héna, Balém, m&r k&rmi, matéy higdta héna, Kalém, x4na, Sal6m, 1éa, wat@y hig&ten héna Balém, aviqdor. matéy higdta héna, Balém, mo&6, Sal6m, dév, matéy higdtem héna, Balém, qvéret_kéhen. matéy hig&t héna. 33 7? 7 rw? on wn? erday. 4. 22Onx AXay R-VY 210 e71MAR VaKBU I29~y 310 970K nXBW RIvY 3D +21DAK onKaY INPVY 310 297DRK oNKAY ORIWY 210 22yONK THKIW TRIWY 210 27730 71992 72 73n7 27930 709D2 BTR OMK? 27730 T1992 O72 AKI 27730 79D] Aa nT UNIT 5 BO ND ATND <210NN TKI <2100X INI 271onK 1K 4 27ONN PPKI <270NK OMNI <270NN TNN2 + 27DRK onyan apne onya: apnx 13a: apne nyan s7iz0 71929 MaMa TAKA. DINK ]nyaA, #7730 77983 7a AnKA apne _nyan here? nan Ayan om .a19_ ody nan yan one yaw owe 7nan nyan onp .2p43 3B .o17y / 2am qnyan onp .oRyowyy ynan,oTy 7aan nyan »np .177a72k ,O19y + 2am onyan one .23,009y .AB,oID ?nan nyan oD 2yn> Aagza oy UNIT 5 HEBREW F, Transformation Drill Instructor: Student: nitraS4mti me6d mibét haséfer. raiti Sebét haséfer xadfy veyafé. hitraS4mnu meéd mibét haséfer. rainu Seb&t haséfer xad{8 veyafé. hitraS4mtém me6d mibét haséfer. raitem Bebét haséfer xadi8 veyafé. hitraSémt meéd mibét haséfer. rait Bebét haséfer xad{8 veyafé. hitra¥émta me6d mibét haséfer. raita Sebét haséfer xadi8 veyafé. hitraSémten me6d mibét haséfer. raiten Bebét haséfer xadi8 veyafé, BASIC COURSE I was very impressed by the school, I saw that the school is modern and beautiful. eon Rey wIAN TOR Pl sMBy wrAN AOR 27507 130 IND onWINT sMe72 wrIN AOA NIaW oRIKT SEO 1739 INO NoWIA sFID77 wean AwWOR AVaW AIK 27807 1739 INA Town FBT) wrIN WwWOA A7BV NIKI 2E0T 1ID IND TNDWINA 2nD7y wIAN AOA NIB” MINT m2 nag naa nav aND oMDWINN are No WIN a29K9 This drill may be varied by making it an expansion drill, Instructor: student: veyagé. G. Transformation Drill Instructor: Student: You live in Tel aviv, You have seen the Dan Hotel. atém garfm betél aviv. At g&ra betél aviv. ani g&r betél aviv. 4nu garim betél aviv. até g&r betél aviv. atén garét beté1 aviv, raft et mal6n dan. rafti et malén dén, rainu et malén dén. rafta et malén dén, raitem et malén én. raften et malén a4n, hitraSémti meéd mibét haséfer, hitraSémti me6d mibét haséfer. raiti Sebét haséfer xadis «2K 92 0°72 on 22?3K ‘M2 TI TX -273X "NI IN 23K 92 0°72 TIN 2272K 92-72 TMK «22K I NA 1K ‘This drill may be varied by making it an expansion drill. Instructor: Student: aviv, aviv, atém garim betél atém garim betél H, ‘vransformation Drill Instructor: Student: I learned to speak Hebrew I studied Hebrew before I lam&deti ledabér ivrit beamérika. lam&deti ivrit lifnéy Seb&ti héna. lam&dnu ledabér ivrit beamérika. lam&dnu ivrit 1ifnéy SebSnu héna. lamédeta ledabér ivrit beamérika. lamadeta ivrit Lifnéy Sebéta héna. lam&det ledabér ivrit beanérika, lam&det ivrit lifnéy Sebat héna. lamédeten ledabér ivrit beamérika. lamAdeten ivrit lifnéy Sebéten héna. lam&detem ledabér ivrit beamérika. Janddetem ivrit lifnéy Sebétem héna, 34 raftem et malén dan, in America, cane here, 27777K2 TPT AT NI Tan OMNI 7359 Me7I2y yNAD> sAP7WKI NAB III IW aman qak2v 7229 no7ay 1334 nee. may a nn? man nitay 9359 nyaay na?

A sB77DTP TET MIN WT: 27D NW TDPK : NIN VONT YTD NP IK = “vt 7 wa UNIT 5 HEBREW BASIC COURSE K, yaakév. Saméta? hayoée yyvn anyaw 1apy? +> haamerikéi medabér ivrit. .FP72y IW >NXP7BNA L. kén, Sam&ti, hG medabér yafé me6a. 780 75? 72) NID HDD ,1D 7 K. km israel{? 279NW? WI 2d 16, 16 km6 israelf. 2?2NW? WD NPN? 2? 4x hd medabér t6v. 2210 7270 XW rafnu et habfit Selx4, 2 72y 1737 NX I9NT 2D N. éyx hitraSémtem, PonnwAA PR :3 M, hitra’4mnu meéd. habSit Selx4 Tey nan. NO 1|wINA 3 xadi8 meda, 2 wn N. ani mekavé Seg4m avurxém poTay cay 71170_73K 23 yesud&r bit yafé. 1X2 73D ADWwKN 73722 Tn? nap -1D BASIC COURSE. HEBREW UNIT 6 PASSERBY Go lexi 939 about four blocks, kearbad rexovét ny21n7 AYINND and there vex4m wi turn left. go you will turn Yes- Continue straight to the intersection, you will continue The first intersection? Yes. Go past the lights and continue straight to the post office building, cross, pass continue Is it far from here? No, it's not far. Thank you very much, ma'am, ma'am Don't mention it. 6.3 ADDITIONAL VOCABULARY Continue straight. (said to men or both) (said to women) tifn{ sméla. sT72NDD 7 IET lexi (£.s. inv. tifnt (f.5.) ao vasn MRS, WILLIAMS kén- PASSERBY Ww? >On snia70yn? Wy >2>uan tamBixi yatée 4d lahictalvat. tamBixi (£.8.) MRS. WILLTAMS hahictalvat harifoné? Taw PASSERBY kén, ivri 21.13 et haramzorim mo TX vehamSixi yaSr Tw? DUNT &@ lebinya hadéar. oR P32) ivri (£.s.imv. aay hamBixi (f.s.imv.) >22unn MRS. WILLTAMS haim 26 an cxn rax6k mik4n? 21ND PIN PASSERBY. 16. 26 AY ox? 16 rax6k, 7107 XP MRS, WILLIAMS toda rab$ 14x, sana gvirti, va gvires onaeaa PASSERBY, 41 16 dav&r. 2727 ND YY hamBixu yaar, 272. 12°uDT hamSéxna ya¥ér. sr n2z07 an UNIT 6 HEBREW BASIC COURSE GRAMMAR NOTES 6,4 Stark Imperatives Compare the underlined forms in the following sentences: sqér et hadélet, sigri et hadélet. b. Bév, bevakasé, Bvi, bevakaBs. dabér, yotér bek61. dabrf,yotér beké1. 4. targém, bevakasé. targemi, bevaka¥é. e. emér 1f bevakaSé, heyxén lamédeta ledabér ivrit. imrf 1{ bevaka¥a, heyxén lamédet ledabér ivrit. £, pné k4n bapin4 hari¥on4 yemina. pnf k4n bapin& hari¥on4 yeminé, 16x kearb4 rexovét. lexi kearb& rexovét. nh, av6r et haramzorim vehamSéx yaS4r. ivef et haramzorim vehamS{xi yaSar. The underlined words are imperative forms of verbs. They are termed ' stark imperatives' since their only function is as imperatives and to differentiate them from the 'gentle imperative’ forms which function also as future tense forms. There are a number of form classes of verbs in Hebrew, but the imperatives of all of them have certain similar characteristics, The masculine singular does not end in /-i/ and the feminine singular does. In some the /-i/ does not pear the stress /hamBixi/, and in some it does /imri, sigri, pni/. Examine now the plural forms which have occurred in the text. i, ham8ixu yasar, hamBéxna yasar. Note that the masculine plural is identical to the feminine singular except for the final vowel, /-u/ instead of /-i/; and that the feminine plural is identical to the masculine singular except for the additional syllable /-na/. This criss-cross patterning occurs with all verbs in the stark imperative, Thus, given both singular forms, both plurals, both masculine forms, or both feminine forms, the other two may be easily derived. The stress will always be on the corresponding syllable in the feminine singular and masculine plural: /hamBixi ~ ham&{xu/ and /sigri ~ sigré/. The feminine plural suffix /-na/ is never stressed. At this point the student will have to memorize the corresponding pairs. It will be a while before the patterns become sorted out. However, since the pattern of the stark imperative is one of the keys to the identification of a particular verb pattern the student will have lost nothing by memorizing and @rilling them thoroughly now, BASIC _COURSE HEBREW UNIT 6 A, Substitution Drill Tell me, please, where is the post office? emér 1 bevaka8é. éyfo hadéar. PWT APN TUPI 477 TOK emérna T37T1ON imri 7K ima 1X enér nN Substitution - agreement Drill In the following drill the instructor may vary the substitutions supplied as cues, alternating between the imperatives and the pronouns, Tell me, please, where do you live? embr 1{ bevakaB& ey £6 at& gar. Pra aK npeK — ymupaz 429 aapK emérna 1{ bevakaSé, eyf6 atén garét, Tnava YON Ae ynwPII >> AIIIN imrf 1{ bevakaSé. ey f6 At géra. Qmaa px nex” ynwp3d ,9> 27K imrG 14 bevaka¥é. — ey£6 atém garim. Poona px AB*K — ymwpaa 42> IDK imr{ 11 bevakasé. ey 6 t_ gra. Qmqa BX NBN ymwPaa 477 2K mér 1f bevaka8&é. ey f6 at4 gar. 2aa ANK nB>K — ymupa2 ,2> TRON mri 1f bevaka8&. — ey£6 atém garim, oma ORK RDN yAUPIa 577 IDK emérna 1{ bevakaS&. eyfé atén garét. ymy7a [OX ne°x ,nup22 42> AI TION imrf 1{ bevaka&. ey £5 St ara. ana BK npr” ymwpaa 29 27DK ¢. Substitution prill Go past the first intersection. avér et hahictalvit hari¥on4, 712A m2voxM nx 72 avérna mn ivr oy ivrd yay avér 12 ivrt wy ivré vay Substitution Drill Close the door, please. sigri et hadélet, bevaka&é. .Tup22 TV AK To sigra y30 sgér a0 sg6rna myv130 sigré m0 sigri 2700 sgér n30 43 UNIT 6 gE, F. verb as cues, Substitution Drill Open the door, please. pitxd et hadélet bevaka’é pitxt ptaxna ptax pitxt pitxd ptéx Substitution Drill HEBREW. BASIC COURSE .wpa2 nV NK AND onne rans ane onne anne nine The following drill may be varied by first going through the drill a few times using one verb as substitution cues and then a few times using the other the cues, s. H, Turn left here and go straight. pné kén yemina pnf kén yemina pn k&n yemina pnéna kén yemira pné k&n yemina pn k&n yemina pnt k&n yemina veléx yaBér, velext ya8ar. velexG yaSér. veléxna yaSar. veléx yakér. velexi yaSar. velexi ya8ar. Substitution Drill Continue straight to the school. hamBéx yaSér &d lebét haséfer. ham8ixu hamSixi hamBéxna hamséx hamBixi. Substitution - agreement Drill This drill may be varied by alternating Close the door and sit down, please. sqér et hadélet sigri et hadélet sigrf et hadélet sgérna et hadélet sgér et hadélet sigré et hadélet sigrd et hadélet ve¥év bevaka¥é. veSvi bevaka¥a. ve&vi bevakasa. veSévna bevakaSé. veBév bevakaSa. veSvi bevakaxa. ve3vG bevakasa. 44 When the forms are mastered the drill may be done by alternating sv? 1 Aas? pRD AID sw? 2399 Ane? TKD 73B su? 339) ayn? TxD 33D sw? 93397 na2M> TKD D373 sw ey maen? yD ae sw? 13H. Ae? 7x2 33D sw? 3331 naen> XD 235 s7e0n 1929 AY TW? qWwon a>2wpa oo0upa the substitution cues as in Drill F. 7722 7732 rs) Roan AK 3230 roan nx 1330 Ryan AX 2720 moan AK 137730 ryan AK 23320 Ryan AK 2530 oan nx Jaa0 Fupa2 42301 -71up 23 BASIC COURSE HEBREW UNIT I, Substitution Drill Please speak Hebrew. dabér ivrit, bevakaSé, Saas abr 17 dabré nn dabérna m1 dabér m 6.5 Gentle Imperatives Compare the underlined forms in the following sentences: . takir bevakaS4 et mér Williams. takiri bevakaS& et gvéret Williams. Bam tifné sméla. Bam tifnf sméla, c. tamB{x yaSér 4d lahictalvit. tamSixi yaS4r 4d lahictalvit. Note that the masculine-feminine alternation is very much the same as in the stark imperatives. In addition the forms have a prefix beginning with /t-/, These are identical with the second person future tense forms but are used as imperatives, They are termed 'gentle imperatives' since they are not ordinarily used for direct positive commands, and have a gentler connotation. The stark imperative is used for the whole range of simple request to direct command, ‘As with the stark imperatives, the corresponding pairs should be drilled and memorized With the exception noted below the same criss-cross derivations may be made to get the remaining forms. tifné (m.s.) tifni (f.s.) tifnéna (f.pl.) tifné mpi.) ‘The exception is with verbs in which the final vowel of the masculine singular is /-{-/, In most of these verbs the feminine plural has /-€-/, in the others /~6-/, tamSix = taméxna takir = takérna (when the feminine plural has /-4-/, this will be especially noted. ) [in the vocabulary breakdown of the basic sentences the gentle imperatives are translated as future forms, This is a convention adopted for this text. ] The vowel of the prefix depends on the form class to which the verb belongs, It may be /i, e, a, o/, but it is the same in all four forms, At this point the substitution drills should be re2eated watil the vowel of the prefix is memorized, AS, UNIT 6 HEBREW. A 8. c. Substitution Drill Turn left at the first corner. tifné sméla bapin& hariSoné. titnt titnd tifnéna titnt tignd titné Substitution Drill Cross the intersection, taavér et hahictalvit. taavri taavré taavérna taavri taavor taavré Substitution Drill Keep on speaking I understand, tamBix ledabér- anf mevin, tamBixi tam iu tamBéxna tam¥ix tamBixi Women students should respond with /an{ meviné/ Substitution Drill Please meet my wife (husband), takir bevakaSé et ist{ (baal{). takiri takiru takérna 46 BASIC COURSE .T] WNT 1392 TKD TION >35n ven na73en *1en ven nen -D12oxNN RX 7I2vN 7720 van amayn 27290 ayn vavn 2172) 73K 7977 “pean 22°20n 13°70n mazyon pun «(79¥a) "NUN DX TyPI2 WIN yon an man BASIC COURSE HEBREW uNiIT 6 P Substitution - Agreement Drill Moshe, please meet Mr. Oren, mo8é. takir bevakaS4 et m4r Gren. 21718 } AX TWPII Pon TWD miryém miryém, takiri bevakaS4 et mar 6ren, on m&r kaspi mr k&spi. takir bevakaS4 et m&r dren. 2202 7D m&r Williams m&r Williams, takir bevaka& et mar 6ren, aN? 7D gvéret_kéhen gvéret kéhen. takiri bevaka¥4 et m&r 6ren. 79 m2 xéna xéna. takfri bevaka¥4 et mr éren. man avigdor avigdor. takir bevakaS4 et m4r ren. TK Substitution - Agreement Drill This drill may be done first as two separate substitution drills, and then varied by alternating the substitution cues as in Drill F, Section 6,4 above. s, 6.6 Drill 1, tisgér et hadélet. Drill 2, te¥év bevéket, Drill 3. gér et hadélet vete¥év be¥tket. Close the door and sit quietly. tisaér et hadélet — veteBév be¥éket. sope2 genyondan AK Ta0n tisaeri et hadélet veteBvi be¥éket. o7v2 3uny nan nx Jaa0n Eisger{ et hadélet vete3vi beSéket. sop? 2aun) —nyan nx 2300 Eisgérna et hadélet vete3évna beSéket. se7w2 n3aun7 nyaA nx qITIBen kisgér et hadélet _veteBév be¥éket. sepya any oo nyan Ak T20n Eisgers et hadélet veteBvi bedéket. vepv2 23un) Ayan nx 29R0n LisgerG et hadélet vete3vii beBéket. sopy2 agen) Ayan AX Jaan Substitution Drill Open the office for me, tiftéx et hamisréd avuri, 2129 won nx nhan tiftext onnen tiftexd annean tiftéxna mannan tiftexi ?nnan tiftexd annen tiftax nnn Negative Imperatives The negative of both imperatives consists of the construction /41/+ gentle imperative, Al tagzim, "Don't exaggerate. ' a7 UNIT 6 AL B. c. E. HEBREW Substitution Drill Don't exaggerate. The house isn't that big. 41 tagzim. habéit 16 kol k&x gadél. BASIC COURSE #7173 7279-87 PAM jor TAN YN tagzimi ooran tagzimu aerran tagzim onan tagzémna naptan tagzimi yarran ‘Transformation Drill - Affirmative to Negative Instructor: Turn left here. Student: Don't turn left here. ivan Panay pné sméla. 41 tifné sméla. wy ww? 127uDn hamBixi yaS&r &d lahictalvat. Sl tamBixi ya84r. .niavexnd ww» »27v0n hamBéxna yaar 4@ lahictalvat. 41 tamSéxna yaS&r. .niavexn> y Ww? nzoven hamBéx yaSar 4a lahictalvét. 41 tamBix yaBar. snazvesny ay Ww? won hamBixi yar 44 lahictalvét. 41 tamBfxi yaSér. .niavexny wy qw? r27ven Transformation - Expansion Drill Repeat Drill F with student adding /pné sméla./ ‘Turn left.' Instructor: hamBéx yaSér 4d lahictalvat. Student: 41 tam&ix ya¥ar. pné sméla. Transformation Drill - Affirmative to Negative. Instructor: Cross the lights. Student: Don't cross the lights, avér et haramzorim, 41 taavér et haramzorim, sq AK Tay ivrf et haramzorim. Al taavri et haramzorim. sD?TOI TN 773 avérna et haramzorim, 41 taavérna et haramzorim, .OTOI DN AIA avér et haramzorim, 41 taavér et haramzorim. sO PX Tw ivré et haramzorim, 41 taavré et haramzorim. sOOTTOI TX ay ivri et haramzorim, 41 taavri et haramzorim. sDTTOW AN 77ay Transformation Drill - Negative to affirmative Instructor: Don't speak loudly. Student: Speak loudly. 73on imap Al tedabér bekél. dabér bek61. evap2aaa 7172 TIM HK 4l tedabra beké1. dabré bekél. edap2ynaa 27972: 1997N YN 41 tedabri bekél. dabri peké1. sya ynay 7172: 7D IK Al tedabérna bekél. dabérna beké1. eyaga manay. 7172 73977 WK 41 tedaber bek61. dabér beké6l. 2oap2 739772 TDW ON 41 tedabri bekél1. dabri bekél. e2ap2 739.7172: 7717T. K Transformation Drill - Affirmative to Negative Repeat rill I in reverse. Transformation - Expansion Drill Drill 1 is repeated as follows. Instructor: dabér bek61, Student: 41 tedabér bek61, dabér beséket, 49 UNIT 6 HEBREW Substitution Drill Don't say goodbye. 41 tom&r Salém, tomri tomarna tomré tomar tomré Expansion Drill Instructor: Student: Don't say goodbye to me. Don't say goodbye to me; say Al _tom&r 1f Salém. 41 tomri 1f Salém, ‘Al tomfrna 1 Salm, ‘41 _tomré 1i 8al6m, 41 tomri 1f ¥além, ‘41 tom&r 1f Sal6m, emér 1{ lehitraét. imri 1f lehitraét. imré 1f lehitraét. imr{ 1f lehitraét. emér 1f lehitraét. Individual Transformation - Expansion Drill In this drill the student contradicts the instructor and instruction, Instructor: Turn left here. Student: Don't turn here, Continue straight. Instructor: pné kén sméla, Student: 41 tifné kén, hamSéx yasér. 1éx ladéar hamerkazi, pni bapind hariSona yemina. dabér anglit, bevakasé. lexG lemalén dan, avér et hahictalvit. ivrf et haranzorim. hamBixu ya8ar 4d laSagrirét. hamBixi ledabér. pn bahictalvat hariSoné yemina. 6.7 Contraction of /be~ + ha~/ ‘at the, in the! enaxanay 79 79x envxanay >> 2K emérna 1f lehitraét, .niwanny >¥ nI71DK snuciany enywanny 7) 27K aniKanAy 27 T4DK BASIC_COURSE DY7W “XN IK y7KR Aa7oKn y7eKA nxn o7Kn ‘Be seeing you’, 20270 29 3DKn_ 7K sDrbw 99 y7aNn_ON +2ayy 3 AaTeNN VK sDI9y 79 TIDAN_ON sony >) 29DKN_OK 2b17y ?7 KN PK 2) OK adds a further .T7NDW IND TID rma 2? Wa TKD TIEN IN ravay praqeA aK Ty ana7n7 n2WKIA 13702 73D snwp32 R223" 799 eT p19Ry Dy snyavounn nx 71ay soraaTeIA AK 7739 sRyTAwy AY Ww? IDIWwoA 2729) 929007 73727 ADIwHIA MIayeENT Ie When the preposition /be-/ is prefixed to a form with the definite article prefix /na-/, the two syllables are contracted to /ba~/ hapina hari¥oné bapin& harion& This contraction is similar to that of /le~ + Section 4,6, and it is equally obligatory, 50 "the firet corner! "at the first corner’ ha-/ to /la-/, described in BASIC COURSE. HEBREW UNIT _6 6.8 Alternate forms /ve~ ~ u-/ ‘ana! In formal speech the conjunction /ve-/ has the alternate form /u-/ before the consonants /m, v, £/ and before consonant clusters. moSé umiryém, 1éx usgér et hadélet. In informal speech the form /u~/ is heard occasionally in these cases and in stereotyped expressions, such as /um& Slomx4/ but the form /ve-/ is far more frequently used, With some speakers there is free alternation of these forms, and the student should be prepared for both. sigré et hadélet veBvi beBéket. sigrG et hadélet uSvi be¥eket, Bince the use of /u-/ in these cases is more formal, 'correct', classical, or what have you, the instructor may insist on the student using it, but the student may safely ignore these strictures in informal conversation, 6.9 Loss of Final Stem Vowel in Verbs Compare the following pairs of forms: dabér dabri, dabérna dabré Bév Bvt Sévna vi taavor taavrt taavérna taavrd Note that the forms in the right-hand column have a suffix beginning with a stressed vowel /-{, -G/ and that the final vowel of the verb stem is dropped, Now compare the following pairs: ham¥éx hamBLxi, hamSéxna ham8ixu takir takiri takérna takiru In the forms of the right-hand column the suffix is not stressed, and the final vowel of the stem remains. When a suffix beginning with a stressed vowel is affixed to a verb, the final vowel of the verb stem is dropped. ‘This is a general rule in verbs and allows but a few exceptions, which will be stated when they occur. Wuen the dropping of thie stem vowel results in a medial three-consonant cluster, or in a non-permissible initial two-consonant cluster, then /-e~/ is inserted for phonological reasons, ti stax tiftext [for * /tiftxi/] targém targemt [for * /targmi/] 16x ext {or * /ixt/] 51 UNIT 6 HEBREW BASIC COURSE The latter pair is comparable to /S6v~ Svi/ except that /Sv-/ is a permissible initial cluster and /1x-/ is not. However, in the gentle imperative both verbs are more similar since there are no initial clusters, tekév tesvi teléx telxi When an initial three-consonant cluster results /-i-/ is usually inserted between the first two. sgér sigri [for * /sgri/] eax pitxt [for * /ptxf/] ernation /p ~ £/ in Related Forms Examine the following pairs of forms: ptéx png ei ftax tifné In these pairs there is an alternation of the consonants /p/ and /£/. These two consonants often alternate in related forms (such as stark and gentle imperatives.) The patterns of the alternation are regular but somewhat compli- cated, and at this point the student should simply menorize them by drilling ‘the forms. REVIEW CONVERSATIONS imrS 14 bevakaSé. yx anf yax6l D127 73K PR ,mwp32 77 7K lehagia lemalén dén, 277 112n2 yrane B. 18x kearbé rexovét, pné sméla, yTixow M35 NII AYIND I? :2 vetamSix yaS&r 4d lamalén. 21707 WY Tw? Puan A. haim 2é rax6k? 27977 AT ONT 2X B. 16, 26 karév. 22077 AT x? C. dabér ivrit, bevakas4. Twp22 Way 737 D, at& medabér ivrit? ermay 7a; NK 37 C. kén, lamAdeti bevét haséfer. spon 792 "NW .1D 22 D. anf eynéni medabér kol ké&x tév. 2270-79-79 7IW 793K 79K C. 1x lebét haséfer. WUT HW? TP 2d D. leéyze bet séfer? 270 NPD ATK 27 C, lebét haséfer lesafét. k&n bapiné, 73°52 TND .NIEW? WOR NPA 3 52 BASIC_COURSE HEBREW UNIT _7 7.1 Wandering Through Tel Aviv (speaking to man passerby) MR. WILLIAMS Pardon me, sir. tisl& 1i, adonf. 27309 99 non I want anf rocé 717 7IN to get lehagia y7an? to the tourist office, you will pardon want tourism To the Government tourist office? governmental, Yes, Is it far from here? én, xaxék mikan? lemisr4d hatayardt. tisléx (m.s.) rocé (m.s.pres.) tayarde’ (2) PASSERBY lemisréd hatayarat hamemBalti? memSalti (m.s. MR, WILLTAMS haim 26 PASSERBY No, it's not far, 16, 26 16 raxdk. you are até nimea now next to the Mugrabi Theater, axBév al yéd kolnéa magrabi. right? naxén? situated, found nimcé (m.s.) now axBév next to, alongside al yéd movie theater kolnéa (m) MR, WILLIAMS Yes, én, I think ani xotév 50. ax. think What do you mean, you think so? You don't see that this is the Mugrabi Theater? it, this say see Sir, speak a little slower. a little, some xo8év (m,s.pres.) PASSERBY ma zot oméret, at& xoBév k&x até 16 roé Bezé kolnéa migrabi? 26t (£) oméret (£.s.pres. ) roé (m.s.pres. ) MR, WILLIAMS yotér leat. eat, 53 nen Two? nyon ax nen nym Two? 277 ondwn AT ONT .12 21x20 PIN? ePTT NP ATR? xyo1_fnx PI VLD 2m yy 27192 xxna vusy vy vara 312 win 33x 2 pein SEIN PNT 79 273 vIn AMX ANIA ND APN, ao 27m yryyw nKt paix aKa 277K np 779 2Ox? HV? nyp UNIT 7 HEBREW BASIC_COURSE I'm new ani xad&5 UI IN in the country, baarec, VND new xadéS (m.s.) wan I come ani ba KD 7IN from America. meamérika. PWIND come ‘b& (m.s.pres.) x2 PASSERBY Oh, you're new in the country.4- até xad&¥ bagrec? 2Y0N2 WIN ANN AK That's something else. zé davSr axér, eK III AT other axér (m,s.) nk So why didn't dz lama 16 x? mp7 1K you tell me amérta 1i °2> PWN before? kédem? 2017 then, so az * why Lama nay you said am4rta (2 m.s.) nx before, earlier kédem on? MR. WILLTAMS When before? matéy x6dem, zon ona You didn't give me 16 natéta 1f 2 nna_NY a chance to speak. hizdamnit ledaber, s7ay7 maa you gave natéta (2 ms.) nna chance, opportunity hizdamnat (£) maze 7.2 Wandering through Tel Aviv (speaking to woman passerby) MRS._WILLTAMS Excuse me, ma'am, tislexi li, gvirt{. naa 27 enon I want ani roc& 117 73N to get lehagia yran? to the tourist office. lemisréd hatayarit. snypena wy want roc& (£.9. pres.) ae PASSERBY To the Government lemisrsa hatayarét nryeern 9 tourist office? hamemBalt{? aeryumn MRS, WILLTAMS, Yes. Is it ken. haim 26 my exn 612 far from here? raxék mikén? 2INSD PINT PASSERBY No, it's not far, 16, 26 16 raxék, APIO ND AT ON? You are At nimcét, TNSDIN now next to axt4v al y4d vy PuBy the Mugrabi Theater, kolnéa migrabi. 77a yII717 right? naxén? , 27931 situated, found nimeét (t.8.) nxzn2 BASIC_COURSE HEBREW UNIT 7 MRS, WILLIAMS Yes. xén, 12 I think ani xoBévet nawin 71x 50, kx. 2 chink xoBévet (f.8.pres,) avin PASSERBY What do you mean, m& zot oméret, SPB TAT mB you think so? &t xoBévet kax. 712 Ha You don't see 4t 16 rod BSL that this is Bezé pea yi the Mugrabi Theater? kolnéa migrabi? see roa (£.8.pres.) aKa MRS, WILLIAMS Ma'am, gvirts. 2?P33 speaka little dabri keat pean slower. yotér leat, Caan mom 7aN I'm new ani xadasa rane in the country badrec. new xadaté (£.8.) roan 7K2? 1 come anf béa 277 7OKD from America, meamérika. come baa (£.s.pres.) aKa PASSERBY oh, you're new in the country.4- t xada84 badrec? 2yK2 AWN TK That's something else. 26 davér axér. SK TI" So way didn't 42 lama 16 R771 you tell me amart 1£ ass before? kédem, Uh MRS. WILLIAMS When before? matéy kédem? You didn't give me 16 natét 1f ‘a chance to speak. hizdamnit ledabér. 7.3 Vocabulary Drilis A, Substitution Drill Excuse me, I don't understand, tislax 1f, anf 16 mevin, tislext tislexd tisl&xna (women students should substitute /ani 16 meviné/. 55 aT? ona 29 nm] x? 27377 MITT a7) NPIS 77 _AYOR anvon Invon ninven UNIT 7 HEBREW. BASIC COURSE B. Substitution - Agreement Drill /tisléx ~tislext/ Excuse me, Moshe, I have to run, isla&x li, mo8é, ani muxréx larde, 2177 17090 73K_Tey > MeN xéna - gvirt{ - m&r k&spi - miryém 77m — 7909 Te - mnI2a - Aan avigdor - adon{ - gvéret kéhen - david yaa = yap naa = 2279 = 797273K (Women students should substitute /ani muxrax&/.) ¢. Substitution - Agreement Drill /am&rti/ “r said" >nspx The instructor gives the underlined portion of the following sentences, and the student responds with the entire sentence. The instructor may vary the first person sentences, depending on the composition of the class, ant géra, &na garét/. I told Moshe that I live in Tel aviv. avfrti leno8é Seani q4r betél aviv. . eT on tnérnu lemo8é Sedna gavin betfl aviv. pRB ea a any an am&rt lemo8é Set q&ra betél aviv. [SRO ETON amrtem lemo3é Seatém qarim betél aviv. SRO ETT _ amarta lemoSé Seat4 g4r betél aviv. aOR he) oa iN amArten lemoSé Seatén garét betél aviv. *, Ha Oa TINY D. Substitution- Agreement Drill I didn't give David the books. 16 natéti ledavid et _hasfarim, DeTEON NX 3I7 hr] NP até - mu - &t - anf vax = nx = 33x = aPK atém - atén - até - at RX = ARK = TAK = onK 56 BASIC COURSE HEBREW UNIT _7 GRAMMAR NOTES 7.4 Gender and Number - Present Tense Verbs and Adjectives Examine the underlined forms in the following sentences: 1, at& medabér ivrit mam4S km6 israeli, 27NW? WD woo HPT IW ANN. St medabéret ivrit mam&% km6 israelit. .n79X7W? 1D wND Ny MI NK 2, ani 16 yodéa, e971? XD 73N ani 16 yodat. sTyTI? XK? 73N 3, at& nimed axB4v al yéd kolnéa mégrabi.?727219 YII7I7 V7 YY Pury XDI ANK St nimeét axB4v al y&d kolnéa mégrabi.2772¥ YIII17 TP VY VW w2y NKYDI TK 4, anf rocé lehagfa lemisréd hatayarét, SDV Twa? yam? AYIT 7IN ani rocé lehagia lemisr4d hatayardt. snVPenA Twn? yan? ASIN 71K 5. anf muxréx lardc. - 2v17? MDW 73K ani muxrax lardc. 2¥177 ANID 73K 6. ani g&r beynat&im bemalén dn, 21717792 _0?7N}72 7a -7aN anf gra beynat4im bemalén dan. 10 1992 079372 773K, 7. éyx ani yax61 lehagfa ladéar hamerkazi, .?T2 707 WNIT yan? 719 73K PK éyx ani yexol& lehagia ladéar hamerkazi.?17A WNT) yan) M9199 IK PN You will note here that, in contrast to the past tense verb forms, there is no pronoun suffix to the verb itself, Instead the independent form of the gronoun is used, Further, the verb form indicates the gender of the subject with the first person, also, The pattern is similar to the noun-adjective sentence pattern: anf xad4¥ bafrec. -Y7K2 VIN 73K ani xada8é badrec. VND TWIN 73K The similarity extends to the plurals, &nu garim bexéyfa. «75°12 0773 13N nu garét bexéyfa. .75°M2 NW 1K The present tense of verbs has just these four forms - masculine singular and plural and feminine singular and plural - and person is indicated by an independent subject. Plurals of present tense verb forms and of adjectives are all alike in that the masculine plural has the suffix /-{m/ and the feminine plural has the suffix /-8t/. [Note: Some masculine plural nouns end in /~6t/ and some feminine plural nouns in /-im/, The present tense verbs and adjectives for these plurals, however, end in /-im/ and /-ét/ respectively. ] ‘the feminine singular forms are of two major types - those that have a suffix ending in /-t/ and those that have the suffix /-a/, ‘he forms which have thus far cossrred are: 57 UNIT _7 HEBREW. BASIC _COURSE /-t/ feminines /-a/ feminines medabéret muxraxd onéret mevind xoBévet yexol& mitkonénet géra yod&at riton& mocét béa nimeét xadaBé amerikéit smexé mekav§ rocd roa vats The variations of these two major types will be described and drilled in turn, 7.5 Lt/ = Suffix Feminine Forms a) Present Tense of Verbs with stem Pattern /-éc, Examine the verb forms in the following sentences at& medabér ivrit, St medabéret ivrit, In this pattern the masculine singular ends in /-éC/, The feminine is the same as the masculine but with an added unstressed /-et/, In the plurals the final stem vowel /-e-/ is dropped, unless a three-consonant cluster would result or two similar consonants would be juxtaposed. atém medabrim ivrit. atén medabrét ivrit. atém mitkonenim lagiir beramat g&n. atén mitkonenét lagGr berémat gén. The adjective /axér/ is also of this pattern. The forms are: ms. /axér/ mpl. /axerin/ f.s. /axéret/ f.pl. /axerét/ There are some other minor variations of this pattern in the plurals, and these will be described as they occur in the text. The following drills are substitution-agreement drills. The last substitution cue given in each rill will result in the model sentence. Each Grill should be done a number of times in continuous succession until correct entire sentences are given without hesitation as responses. Substitutions for the first person may be masculine or feminine, depending on the class situation. . You speak Hebrew very well, até medabér té6v meéd ivrie. «Pay IN) 210-137) AK &t - hém - m&r Williams ~ xéna man = opxry911 3D ~ on = AK atén - hé - atém - &nu ~ até ANK = 33K = OnX ~ KAA ~ TAK BASIC_COURSE HEBREW B. Moshe says that it's very late. mo8é omér Bekvér meuxér med: ani - hG - amu ~ miryém - hém qvéret kaspi - hén - atén ~ moSé Cc, What do you think - is it far from here? m&_at& xo8év ~ 26 rax6k mikén? hi - atém - &t - atén hém - hi - hén - até D, I plan to live in Savyon, anf mitkonén lagér besavyén, hém - avigdor - iSt{ veani - hi 4nu - hén ~ hd - atéra ~ anf UNIT _7 IND TNIND_732W_ DIK on = 0772 = 9K = KIA = 73K fun = [AK = Tn = »D0D NIDA 21N2p PINT aT = _ywI_ NK 7 Ink = nx = OnK = On ARK = JA = Kan = OF 112302 3327 13127 73K RIOR = 99x97 OMUK = TVIAIaR = On vaN - mY — KIN = Tn = TAK E, In this drill some noun plurals are introduced, The instructor should correct the student by giving the correct noun-adjective sequence rather than by discussing gender per se. He sees something else. hG_ro6 davér _axér. oni& - nam&l - sfarim - bait melonét = oniét - binyan - délet BagrirGt - misradim - miSpaxét ~ davar b) Present Tense of Verbs with Stem Pattern nX_ IIT ANT. KIT Rea = BPADO = ¥BI = APDIK Roy = y733 - AVIA = NIDIbD 27 = manpun - oraWwe - AIT méa(x This is the pattern of /yodéa/ 'know'. The four forms are: ms. yodéa f.s. yodéat mpl. yod? im f.pl. yod'ét nya ya mya poyaa> Note that in the plurals an internal open juncture functions as a third root consonant, Verbs in which the masculine singular ends in /-éax/ have a similar pattern, ‘The four forms have the following endings: ms, ~éax fis. ~axat mpl. -xfm £.pl. -x6t [There is a close correspondence with written Hebrew in that all such words are spelled with ¥ or Mand not withNor 2.] F. He knows I'm new in the country. hi yod&a Seani xad&¥ bafrec, até - i8té - hén ~ gvéret kéhen atén - &t - david - atém - hé 59 TN2 WIN P3NY YI NIA ymo naa = 1A = anwN - anK an = OMX = 437 = AX = THK UNIT 7 HEBREW BASIC COURSE g. I think he knows how to speak Hebrew. ani_xoBév BehG yodéa ledabér ivrft. «2a 399 y7 NAW _IWwIn 3K Seni - Seaté - Sehém - Seistexd aux = ony - nny = xone Bebaaléx - Sehén - Sedév vemo¥é - Behd xan — AAA aw - TAY ~ T>920 Present Tense Pattern /mocé ~mocét, This pattern is characterized by the singular ending in /-8 ~-&t/ and by an internal open juncture functioning as a third root consonant in the plural /-'im ~ -'6t/, The full present of /mocé/ is: ms, mocé mpl. moc! im £.8, mocét £.pl. moctdt In the plurals this pattern is similar to that of /yod'im/ in Section b. The student should be sure to practice the singulars of any such plural that he may learn in order not to confuse the two types. There are pairs of verbs whose only distinction is in this respect. The writing system reflects this difference in that verbs of the /mocé ~ mocét/ pattern are spelled with X and not with y - the reverse of verbs like /yodéa/. |. I like the country. ha&rec_mécet_xén_beeyndy, 2399 10 TNS1 YON: hab&it - haBagrirGt - hasfarim - haavirén 1177 1KA-oyIDOR-AITPTA"A-AD aN haoniét ~ hém - atén - harexovét - hadrec — yaxn-nazanaA-ThK-on-n193KA I. He finds that the house is very nice. hYi_mocé Behabait yafé meéa, Ian 75? 2a Nw NIT ani - mar zah&vi - i8tex& - hém on = qnex = vant aD - 22K atén ~ Anu - i8té vei8ti - nd NIA = MOKT MWK = 13K = TAK 4) Present Tense Pattern /nimeé ~ nimeét, This pattern is a minor variation of a pattern which will be discussed later. The plural suffixes are ad.ed to the masculine singular, and the feminine singular has the suffix /-t/ with the vowel change. The student should simply learn this particular verb at this time, The full present is: ms. nimcd fis, nimedt mpl. nimeaim f.pl. nimeadt Some speakers use the pronunciation /nimcefm, nimceét/ in the plural. This particular pattern is similar to that of /mocé/ in that such verbs are always spelled with X. tn fact, /mocé/ and /nimc&/ are different conjugations of the same verb root ~ /mocé/ 'finds', /nime4/ ‘is found’ - but inis point will be discussed in detail further on. g. The Embassy is located in Tel Aviv, 22N 72 havagrindt sag raecawa hgbdit Self - mdy Williams - i¥té vehi $10) WEN ~ oANey717 WD = 2w Nea hén - kuldm — i8té - iStexa -xdna veléa TRY? 73 — [MON = ARUN = OdI3 ~ 1A ha¥agrirdt paveaaen _betél aviv. BASIC COURSE HEBREW UNIT 7 e. Derived Adjectives with /-i/ Adjectives are often derived from other parts of speect, by the addition of /-i/, in certain cases with other changes in the form. Examples from our text so far are: /memBalts/ derived from /nemBalé/ ‘government! Jamerik’i/ derived from /anérika/ ‘America’ /merkazi/ derived from /merkS2/ 'centez' The endings for these adjectives are of the following pattern: ms. /-5/ fis. /-$t/ mpl. /-iim/ f.pl. /-ibt/ In some adjectives the stress is on a non final syllable as in /amerikSi, amerik&it/. The above pattern occurs in derived adjectives. There are also derived nouns, which have similar patterns, For example: ms, yisraeli f.s. yisraelit mpl. yisraelim f.pl. yisraeliot Note that a distinction is made in the following case: noun: /yisraelim/ ‘Israelis! adjective: /avironim yisraeliim/ ‘Israeli airplanes’ K. Where is the Government office? heyxén hamisréd hamemBalt{. rywnon Twn 1377. habiny&n ~ hamisradim - hayoée yyven = pevqwan = 77327 habinyanim - hayoacim - hamisréd aqayen — orgyaem = 0737337) L. Where is the American Embassy? eyfé haSagrirGt haamerik4it. px? TBNT PITTI TEN hayoéc ~- haonié - habinyanim 2meNp TNA MITTIN TES haoniét - hakolnéa - ha¥agrirét ovao3an = nyayKn YT navenawa © yaa IPT = AITATNT 61 UNIT 7 HEBREW BASIC COURSE REVIEW CONVERSATIONS Balom mo¥é. ldma até réc. ¥além miryém. anf muxcéx laric lemisrad hatayardt. leéyze misrdd tayardt. lemisréa hatayardt hamemBalt{. anf nimed ax¥dv al yéa kolnda migrabi. naxén? kén. naxén, veaté rocé lenagfa liséét haydm? ken. haim ze raxdk mikén? 15. 26 16 raxdk . 1éx yaddr perexév dlenbi 4d lesfat haydm. adon{. dabér kcat yotér ledt. até 16 mevin ivrit? kedt. anf xad&¥ badrec. até xadd¥ badrec? 2é davdr axér. anf bé meamérika. 77 ANN AD? AWD CI yV? M791 PIN _.OPw OVW nyvend Tu aM WUD AK? endunna nen TN? yiivip VP Vy Peay N¥OI_73K 2d1 a yea? axaq mK. 4199712 27 new 21ND PIN AT CKD 12 G72 PITT XP ATX? or nev Sy vaxdx 21992 sOX7-TNY? yp AIT, 72798 array 1730 KP ANN 7K2 YIN aN ny? 2K 727AT 2y7K2 wn AN sp 77ND NI 7N x a pa a a a BASIC COURSE HEBREW UNIT 8.1 Wandering through Tel Aviy (cont'd.) PASSERBY ALL right, né tév, 2201 So you say 42 amarta TOK IK you want to get to the tourist office, right? Yes, that's right. Listen. are you in a hurry? listen, hear hurry (verb) Not really. IT want to walk around and see the city. to stroll, hike to see city cities If so, go straight on Allenby Road towards the seashore, if @irection shore, language, lip sea seashore In this direction? Yes, You'll pass the Brooklyn Bar. The what? Beat& rocé lehagia lemisr4d hatayardt, yean? 7yI7 ANNW snyeN Fwy naxon? 21133 MR. WILLIAMS én, naxén, 1993-12 PASSERBY ama. v0 at& memahér? 277) ANN Bm (m.s.imv. ) yow memahér (m.s.pres.) ane MR,_WILLIAMS 16 kol k&x. 21D 9D RX? ani rocé letayé1 velir'ét et hair. age eroneas

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