Colloquial Yiddish: The Complete Course for Beginners [Paperback ed.] 113896042X, 9781138960428

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Colloquial

Yiddish Specially written by an experienced teacher, Colloquial Yiddish offers a step-by-step approach to Yiddish as it is spoken and written today. Colloquial Yiddish provides the first widely available, easily accessible, comprehensive Yiddish course designed primarily for the twentyfirst-century international English-speaking independent learner and suitable for use in Yiddish classes worldwide. Each unit presents numerous grammatical points that are reinforced with a wide range of exercises for regular practice. A full answer key, a grammar summary and glossaries can be found at the back as well as useful vocabulary lists throughout. Key features include: s s s s s

GRADEDDEVELOPMENTOFSPEAKING LISTENING READINGANDWRITINGSKILLS REALISTICANDENTERTAININGDIALOGUES JARGON FREEANDCLEARLYSTRUCTUREDGRAMMATICALEXPLANATIONS ARANGEOFDYNAMICANDAPPROPRIATESUPPORTINGEXERCISES SUPPLEMENTARYTEXTSPRESENTINGMANYOFTHEMOSTSIGNIFICANTAND relevant aspects of Yiddish culture.

By the end of this rewarding course you will be able to communicate confidently and effectively in Yiddish in a broad range of situations. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

THE COLLOQUIAL SERIES Series Adviser: Gary King The following languages are available in the Colloquial series: Afrikaans Albanian Amharic Arabic (Levantine) Arabic of Egypt Arabic of the Gulf Basque Bengali Breton Bulgarian Burmese Cambodian Cantonese Catalan Chinese (Mandarin) Croatian Czech Danish Dutch English Estonian Finnish French

German Greek 'UJARATI Hebrew Hindi Hungarian Icelandic Indonesian Irish Italian Japanese Kazakh Korean Latvian Lithuanian Malay Mongolian Norwegian 0ANJABI Persian Polish Portuguese Portuguese of Brazil

Romanian Russian Scottish Gaelic Serbian Slovak Slovene Somali Spanish Spanish of Latin America Swahili Swedish Tamil Thai Tibetan Turkish Ukrainian Urdu Vietnamese Welsh Yiddish Yoruba Zulu (forthcoming)

COLLOQUIAL 2s series: The Next Step in Language Learning Chinese Dutch French

German Italian Portuguese of Brazil

Russian Spanish Spanish of Latin America

Colloquials are now supported by FREE AUDIO available online. All audio tracks referenced within the text are free to stream or download from www.routledge.com/cw/ colloquials. If you experience any difficulties accessing the audio on the companion website, or still wish to purchase a CD, please contact our customer services team through www.routledge.com/info/contact.

Colloquial

Yiddish The Complete Course for Beginners Lily Kahn

First published 2012 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2012 Lily Kahn The right of Lily Kahn to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Kahn, Lily. Colloquial Yiddish : the complete course for beginners / Lily Kahn. — 1st ed. p. cm. — (The colloquial series) Includes bibliographical references and index. 1. Yiddish language—Textbooks for foreign speakers—English. 2. Yiddish language—Spoken Yiddish. I. Title. PJ5116.K24 2011 439′.182421—dc22 2010039644 ISBN 978-1-138-96042-8 (pbk) Typeset in Avant Garde and Helvetica by Graphicraft Limited, Hong Kong

Contents

1

Acknowledgements Introduction

vii viii

The Yiddish alphabet and pronunciation

1 15

ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ Hello! How are you?

2

ĊčĖĕīĊĊõĊĊ

29

Where do you live? 3

ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

44

What do you like to do? 4

ĔĬđĜĊěċĎąĉĝĎĈĔíē

55

My flat is too small! 5

ĉČèĞēĔíĈčĕīĊĊõĊĊ

70

Where does your family live? 6

ĬĊĊĝĎēčĊčèĴĜĝėĈ

88

My head hurts! 7

ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

104

The black shirt looks nice! 8

ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

117

You didn’t eat the gefilte fish! 9

ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

132

How was the trip? 10 ĔėĬĕĞĈđijĆčėĊĊĖė It’s going to snow soon! 11 čėĆĝijĔíēčĕíĹĆĴĉďĎą

)HATEMYJOB
12 ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ How much did you pay for the CDs? 13 ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą I want to see a new film in Yiddish!

150 165 180 194

vi

Contents

14 ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą I can’t read my emails! 15 ďĖijĔėĕėĬđćėđĹďĎą I used to read a lot

Additional resources Grammar summary Key to exercises Yiddish–English glossary English–Yiddish glossary Grammatical index Topic index

208 220

232 235 249 262 285 292 294

Acknowledgements

I would like to express my deepest gratitude to the many people who have made so many positive contributions to this book. I wish to thank the editorial team at Routledge, particularly Andrea Hartill, Gary King, and Samantha Vale Noya, for their expert guidance and encouragement throughout the writing and publication process. I would additionally like to thank Christopher Moseley for raising the idea of Colloquial Yiddish with Routledge in the first place. I am greatly indebted to Khayele (Helen) Beer for inspiring me with her passion for Yiddish, as well as for her unstinting dedication in examining the entire manuscript and for her countless invaluable comments and recommendations. I am grateful to my students over the years, who have contributed in so many ways to the creation of this book. Special thanks go to James Holz for drawing the illustrations, as well as for his unflagging support, companionship, and numerous insightful contributions. Finally, I would like to express my gratitude to Kai Kahn for her continual enthusiasm and encouragement, as well as for her myriad excellent suggestions that have played such a crucial role in the development of the manuscript. Lily Kahn

Introduction

The Yiddish language Yiddish is the traditional language of the Ashkenazi, or Eastern European, Jews. It is a fascinating language reflecting a rich history, a vibrant culture, and a vast and diverse literature. The origins of Yiddish are not entirely clear; however, it is commonly believed that the earliest roots of the language can be traced to approximately 1000 CE, when Jews speaking the Jewish Romance languages JudaeoFrench and Judaeo-Italian settled in the Germanic-speaking regions of Central Europe and adopted the local Germanic dialects. They infused their speech with Semitic elements deriving from Hebrew, the primary Jewish language, and from Aramaic, which is closely related to Hebrew and was a Jewish lingua franca in the early Common Era. When the Jews migrated east into Poland and Russia over the next few centuries, they took this language with them and it acquired a large infusion of Slavic vocabulary and structure. This mix of components combined to form a fusion language in which Germanic, Slavic, Semitic, and Romance elements can all be found in the same sentence, and sometimes even within the same word. Yiddish vocabulary reflects this diversity: approximately 70 per cent is Germanic, 25 per cent derives from the Hebrew-Aramaic component (termed loshnkoydesh, literally ‘holy tongue’ in Yiddish), and the remaining 5 per cent is Slavic, with a few Romance elements traceable to JudaeoFrench and Judaeo-Italian. The grammar bears similar witness to this diversity: while many basic structures are Germanic, much of Yiddish grammar differs markedly from German and instead reflects a strong influence from the Slavic languages. The close links between the Yiddish language and Jewish culture are evident not only in the large

Introduction

loshn-koydesh component, but also in the fact that Yiddish has always been written in the Hebrew alphabet. The earliest dated example of written Yiddish is a sentence appearing in a Jewish prayer book from 1272. During the medieval period a diverse body of Yiddish literature developed, including Bible translations and commentaries, poetry, parables, tales, adaptations of European epics, medical texts, and more. In addition, Yiddish served as the central vehicle of a vibrant folk culture with a rich array OF SONGS FOLKTALES PROVERBS AND JOKES 3TARTING IN THE NINETEENTH century it evolved into a modern literary language with an extensive output of novels, short stories, and novellas as well as theatre, original and translated works of non-fiction, and a thriving press. This literature includes the work of the three classic authors of the late nineteenth and early twentieth centuries: Mendele Moykher Sforim, Sholem Aleichem, and Y. L. Peretz, and was the cultural basis for later Yiddish writers such as Isaac Bashevis Singer, who won the Nobel Prize for literature in 1978. On the eve of the Second World War Yiddish was spoken by 11–13 million people, roughly 75 to 80 per cent of the entire Jewish population globally. Despite its extensive use and literary wealth, however, Yiddish has often been held in low esteem both by its speakers and others: common misperceptions of Yiddish include the view that it is not a real language, that it has no grammar, that it is a corrupt form of German, and that it is merely a vehicle for colourful curses and idiomatic expressions but is unsuitable for use either as a medium of everyday communication or as a language of high culture. A variety of interconnected factors, chiefly the Holocaust, widespread immigration to Israel, Western Europe and North America, and Stalinist repression in the Soviet Union led to a dramatic reduction in the number of Yiddish speakers during the twentieth century, and it is now an endangered language with an (approximately) estimated 1–2 million speakers. This sudden decline in native speakers has been negatively compounded by the facts that Yiddish has always been a stateless language, that its speakers are geographically dispersed worldwide, and that in most countries it receives no official recogniTIONORSUPPORT BUTISOFTENSUBJECTTOTHEOLDSTEREOTYPESSUGGESTING that it is unworthy of preservation. However, Yiddish is still used actively by two main groups. The first, and largest, consists of Haredi (strictly Orthodox), mostly Hasidic

ix

x

Introduction

(followers of a Jewish spiritual movement emphasizing mysticism and centred around a rebbe, or spiritual leader) Jewish communities, where Yiddish frequently continues to thrive as an everyday language in both speech and writing and is widely transmitted to the younger generations. Notable metropolitan areas with a high concentration of Haredi Yiddish speakers include Brooklyn, Antwerp, London’s Stamford Hill, the Bnei Brak suburb of Tel Aviv and the Meah Shearim neighbourhood of Jerusalem. In these areas Yiddish is regularly used to perform all types of daily activities like ordering in a café and conducting transactions in shops. The second group of Yiddish speakers includes non-Haredi Jews from all types of backgrounds who learned Yiddish as their first language either in Eastern Europe or in one of the immigrant destinations (Israel, North and South America, Western Europe, South Africa, and Australia). This group is heir to the legacy of the flowering of secular Yiddish culture in the late nineteenth and early twentieth centuries. Such speakers are generally more dispersed than the Haredi Yiddish speakers and have a much lower rate of passing the language down to the younger generations. However, in recent years many of the descendants of this group have begun to rediscover an interest in the heritage of their Yiddish-speaking ancestors.

Motivations for learning Yiddish The past twenty-five to thirty years have seen a heightened interest in the language among adult students. This trend is attributable to a combination of factors. Firstly, there is a degree of newfound appreciation among Jewish students of Eastern European backgrounds of the cultural significance of their ancestral language. Thus, many students are heritage learners who have been exposed to some Yiddish through their grandparents or older-generation extended family and would now like to be able to communicate with them in their native language. Similarly, others who have never had any direct contact with Yiddish through immediate family members nevertheless know that it was spoken by their ancestors and want to be able to tap into this key aspect of their identity. In some cases Yiddish was actually the students’ first language but they stopped using it actively at a young age, either through their own choice or due to circumstances beyond their control.

Introduction

Others decide to study Yiddish because they are interested in or professionally involved with traditional Eastern European Jewish klezmer and folk music and would like to be able to understand the lyrics. Moreover, there is a growing interest among the general population in the traditions of the Yiddish-speaking Jews, and many students would like to be able to acquire insight into this culture. In addition, there is a certain degree of interest among non-Orthodox Jews in the culture and traditions of the Hasidic communities. Those who would like to be able to interact with Hasidic communities for either professional or personal reasons recognize that knowledge of Yiddish will enable them to gain a unique access to and perspective on this population. Conversely, many students decide to study Yiddish for academic purposes. Some are interested in being able to appreciate the rich body of Yiddish literature, little of which has been translated into any other language. Finally, a proportion of students are interested in researching Eastern European Jewish history and recognize that knowledge of Yiddish is a key prerequisite for serious work in this field, as many historical documents, biographies and memoirs were written in this language and have not been translated.

Colloquial Yiddish Course content This course is designed as a complete resource for the independent learner who wishes to acquire the ability to speak, understand, read, and write basic Yiddish for any or all of the motivations discussed above. The course starts with an introduction to the Yiddish alphabet and pronunciation. It then moves on to introduce the basics of contemporary Yiddish vocabulary, grammar, and culture, covering roughly the equivalent of a one-year university-level Yiddish course. The lessons are built around topics of immediate relevance for Yiddish students (greetings, family, food, work, health, travel, etc.). They centre on the experiences of three friends, Khane, Rokhl, and Dovid, who meet at an intensive Yiddish summer course in London and keep in contact as they continue learning Yiddish. Each lesson contains two or three dialogues introducing high-frequency vocabulary and new grammatical

xi

xii

Introduction

structures. The grammatical structures are then explained and you will be given the opportunity to practise them through a variety of exercises. The Yiddish alphabet will be used throughout the book, but in the first five units transliteration in the Roman alphabet (following the official YIVO* transliteration system, which is almost universally recognized) will be provided for the dialogues and lists of new vocabulary. Most units conclude with a supplementary listening or reading comprehension text. These texts include folk tales and articles on a wide variety of topics that have been selected in order to give you an idea of the rich array of classic and contemporary Yiddish culture. At the end of the book you will find suggestions for further study of Yiddish, a grammar summary, a key to the exercises, and a two-way glossary containing all of the vocabulary introduced in the course. All of the materials in the book are accompanied by audio recordings made by native Yiddish speakers, which gives you a chance to hear and internalize the language as spoken naturally and authentically.

Yiddish dialects and Standard Yiddish Yiddish has three main dialects. These constitute Northeastern or Lithuanian Yiddish (traditionally spoken in what is now Lithuania, Latvia, Estonia, Belarus, Northern Ukraine, and Russia), Central or Polish Yiddish (spoken chiefly in what is now Poland), and Southeastern or Ukrainian Yiddish (spoken in Eastern Ukraine and Romania). Moreover, within these three main divisions there are further dialect variations. Northeastern, Central, and Southeastern Yiddish are mutually intelligible, but exhibit significant differences in pronunciation (chiefly the pronunciation of vowels), grammar, and vocabulary. In addition, during the twentieth century a standardized language, called Standard Yiddish, developed. Standard Yiddish is largely based on the pronunciation of the Northeastern dialect, which more closely resembles the written language, while retaining certain key elements

* YIVO, which stands for yidisher visnshaftlekher institut (YIVO Institute for Jewish Research), is a leading centre for the study of Yiddish and Ashkenazi culture. Founded in Vilnius in 1925, it is now based in New York and contains an extensive library and archives in addition to offering Yiddish language classes, cultural events, and an intensive summer course.

Introduction

of Central and Southeastern pronunciation and grammar. This variety of Yiddish became widespread throughout the secular Yiddish school system and, because of its greater correspondence to written Yiddish, has become the standard language taught in academic environments. This course thus teaches Standard Yiddish. This means that if you are familiar with or specifically want to learn one of the dialects, particularly the Central and Southeastern varieties, the pronunciation Nevertheless, you will be able to make yourself fully understood by Yiddish speakers and, after having acquired a solid grounding in Standard Yiddish, will be able to familiarize yourself much more easily with the dialect that is of specific relevance to you. Finally, it is important to note that this course is largely geared towards the type of Yiddish associated with the modern secular literary tradition and the current predominantly non-traditional, academic milieu rather than the Hasidic environment in which it is additionally spoken today. However, the course includes dialogues, texts, and cultural information centring on Hasidic Yiddish speakers, and can be used equally by those whose primary motivation for studying Yiddish is communication with Hasidic speakers. It is hoped that this course will make learning Yiddish a fun and satisfying experience, and that it will constitute the first step in your subsequent long-term involvement with this endlessly fascinating and rewarding language.

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The Yiddish alphabet and pronunciation

Yiddish is written in the Hebrew alphabet. The use of the Hebrew alphabet instantly marks Yiddish as a specifically Jewish language and links it inextricably to an ancient canon of classic Jewish literature in Hebrew and Aramaic including the Hebrew Bible, the Mishna, the Talmud, and medieval rabbinic writings, all of which share this alphabet. In addition, the use of the Hebrew alphabet connects Yiddish to a wide variety of other languages of the Jewish Diaspora including Ladino, Judaeo-Arabic, and Judaeo-Persian, which are all traditionally written in the same alphabet. Here are a few key points that you need to know about the Yiddish alphabet before you start learning the letters themselves: s )TISWRITTENFROMRIGHTTOLEFT s )THASBASICLETTERS s )T HAS SEVERAL OTHER LETTERS THAT ARE FORMED BY ADDING MARKS TO THESEBASICLETTERS s 4HEREISNODISTINCTIONBETWEENCAPITALANDLOWER CASELETTERS s &IVELETTERSHAVEADIFFERENTSHAPEWHENTHEYAPPEARATTHEENDOF a word. This is a historical quirk inherited from Hebrew; there is no difference in pronunciation between the usual form of a letter and its final form. s %ACH LETTER HAS A PRINTED VERSION AND A HANDWRITTEN VERSION 4HE printed version is used in all published materials, so you need to be able to recognize printed letters. However, you won’t need to learn to write them. s 4HEHANDWRITTENVERSIONIS ASTHENAMESUGGESTS USEDFORWRITING by hand and so is found in a wide variety of contexts (e.g. letters and postcards, lists, journal entries, writing on the board in a classroom, etc.). Therefore you will need to learn to read as well

2

The Yiddish alphabet and pronunciation

as write these letters. Note that although most of the Yiddish in this book appears in printed letters, approximately one exercise per unit appears in handwritten letters so you will have the opportunity to practise reading them. s $ONT WORRY n IN MANY CASES THE PRINTED AND HANDWRITTEN LETTERS are extremely similar to each other, so it’s not as though you have to learn two completely different versions of the alphabet. s 4HE 9IDDISH ALPHABET IS ALMOST COMPLETELY PHONETIC EACH LETTER has only one sound, and each sound has only one letter (or specific combination of letters). The only exception to this is words deriving from the loshn-koydesh component of the language, which are written in the same way as in Hebrew and Aramaic and will be addressed separately below. s %ACH9IDDISHLETTERHASANAMETHATMAYBEUSEDTOREFERTOTHAT letter or when reciting the alphabet. The Yiddish alphabet itself is called the alef-beys, after the names of its first two letters. Here is a complete chart of the Yiddish alphabet in dictionary order. It includes final forms, both printed and handwritten variants, the name of the letter, and transliteration in Roman script according to the YIVO system.

(Audio 1:2) YIVO transliteration

Name of letter

Handwritten letter

Printed letter

silent (see point 3 below)

shtumer alef

ø

Ą

aASIN%NGLISH@Father’)

pasekh alef

êø

IJ

oASIN%NGLISH@For’)

komets alef

éø

ij

b

beys

ù

ą

v (used only in words of loshn-koydesh origin; see point 7)

veys

Ī

Ķ

g

giml

ú

Ć

d

dalet

û

ć

h

hey

ü

Ĉ

uASIN3PANISH@uno’)

vov

ý

ĉ

v

tsvey vovn

ýý

ĉĉ

3

The Yiddish alphabet and pronunciation

YIVO transliteration

Name of letter

Handwritten letter

Printed letter

u (see point 5)

melupm vov

è

ô

z

zayen

þ

Ċ

khASIN@"Ach’) (used only in loshn-koydesh words; see point 7)

khes

ÿ

ċ

t

tes

Ā

Č

y (before or after a vowel)

yud

ā

č

i (see point 4)

khirek yud

’ā

™č

eyASIN%NGLISH@GRey’)

tsvey yudn

ğ

ī

ayASIN%NGLISH@My’)

pasekh tsvey yudn

à

ì

oyASIN%NGLISH@Boy’)

vov yud

Ğ

Ī

k (used only in loshn-koydesh words; see point 7)

kof

Ô

á

khASIN@"Ach’)

khof

ă

ď

kh (final form; see point 1)

langer khof

Ă

Ď

l

lamed

Ą

Đ

m

mem

Ć

Ē

m (final form; see point 1)

shlos-mem

ą

đ

n

nun

Ĉ

Ĕ

n (final form; see point 1)

langer nun

ć

ē

s

samekh

ĉ

ĕ

eASIN%NGLISH@Get’)

ayen

Ċ

Ė

p

pey

Û

ç

f

fey

Ĭ

ĸ

iELSEWHERE ASIN%NGLISH @KeePORSOMETIMES@Sit’) SEEPOINT

4

The Yiddish alphabet and pronunciation

YIVO transliteration

Name of letter

Handwritten letter

Printed letter

f (final form; see point 1)

langer fey

ċ

ė

ts

tsadek

Ď

Ě

ts (final form; see point 1)

langer tsadek

č

ę

k

kuf

ď

ě

r (usually pronounced gutturally; rolled by some speakers)

reysh

Đ

Ĝ

sh

shin

đ

ĝ

s (used only in loshn-koydesh words; see point 7)

sin

ï

û

t (used only in loshn-koydesh words; see point 7)

tof

ß

ë

s (used only in loshn-koydesh words; see point 7)

sof

Ē

Ğ

The pronunciation of most of these letters is straightforward: each letter has one sound and each sound has one letter (or combination OF LETTERS  &OR EXAMPLE THE WORD ĕijĉĉ vos, (what), is composed of the three letters ĉĉ v, ij o, and ĕ s. As the Yiddish alphabet is phonetic, letters are not doubled unless the two letters together represent a single sound, e.g. ĉĉ = v, or both letters are pronounced individually, e.g. ēČďčĜĜIJĸ farrikhtn, (to fix), which is pronounced with two distinct reysh sounds, i.e. far-rikhtn. However, there are a few small points to add.

The Yiddish alphabet and pronunciation

■ 1. Final forms The following five letters have final forms that appear only at the end of a word. These final forms are pronounced exactly the same as their non-final counterparts. They must be used instead of the non-final form whenever that sound appears at the end of a word. Final form

Standard form

Ď kh ďijĐ lokh (hole)

ď kh ēçIJĐ khapn (grab)

đm ĒīĈ heym (home)

Ēm ĐĪē moyl (mouth)

ēn Ĕīĝ sheyn (beautiful)

Ĕn Čĝčĕ nisht (not)

ėf ĘčČ tif (deep)

ĸf ēĹĪě koyfn (to buy)

ę ts ĚĜIJĉĉĝ shvarts (black)

Ě ts ĉě tsu (to)

■ 2. Pronunciation of č yud The letter č, called yud, is pronounced as the consonant y when appearing directly before or after a vowel, and as the vowel i when appearing elsewhere. Examples

before/after a vowel elsewhere

ĊĖĔijĎIJĒ mayonez (mayonnaise) ćĎĒ mid (tired)

■ 3. Shtumer alef The first letter, Ą, called shtumer alef (silent alef), is placed at the beginning of a word whose next letter is one of the following vowels or diphthongs:

ĉu Ī oy či ī ey ì ay

ēĊą un (and) Ďīą oykh (also) ēĎą in (in) Ĭą ey (egg) Ċíą ayz (ice)

5

6

The Yiddish alphabet and pronunciation

Note that if a prefix is added to a word beginning with a shtumer alef, the shtumer alef remains even though it is no longer at the beginning of a word. Example

ČěčĔīąĜIJĸ fareynikt (united) This is composed of the prefix ¯ĜIJĸ far- and the base ČěčĔīĄ¯ -eynikt.

■ 4. Khirek yud When a word starts with the consonant sound y followed by the vowel sound i, it is written with two yuds and a dot is placed under the second one. This dotted yud is called khirek yud. Example

ĝčćšĎĎ yidish (Yiddish)

Khirek yud is also used to indicate that a vov directly followed by a yud should be read as two separate vowels, u and i, rather than as the expected diphthong oy. Example

ěùĎĉĜ ruiknNOTroyk (calm)

&INALLY khirek yud is found directly preceding or following another vowel in order to show that the yud should be pronounced as the vowel i rather than as the consonant y. Examples

ēĖùĎĐą bliennNOTblyen (to blossom) ĝšĎĖĜąĖĈ hebreishnNOThebreysh (Hebrew)

■ 5. Melupm vov When the consonant ĉĉ v directly precedes or follows the vowel ĉ u, the vowel is marked with a dot so that you can tell that the other two vovs represent the consonant v. This dotted vov is called melupm vov. Examples õĉĉ vu (where) ĉĉõĜç pruv (try)

7

The Yiddish alphabet and pronunciation

Exercise 1

(Audio 1:3)

Practise reading the following Yiddish words and place names and try to work out their meanings.

ijčćIJĜ ěčĊĉĒ ĖčĊčĉĉĖĐĖČ ĆĔijěĆĔijĈ ĖćIJĔIJě ěčČIJĒĖČIJĒ ēIJĐçijĜĖ ĖěčĜĸIJ ĖçijĜīĄ ēĜĉąĐĖĒ

11  13 14 15 16 17 18 19 

 ěĜijč¯ĉčĔ 1  ĜĖČĉčçĒijě   ćIJĐijěijĝ 3 ēijćĔijĐ 4 ĐĆīą 5 ćĔIJĐĆĔĖ 6 ēijĸĖĐĖČ 7 ČĔĖćĉČĕ 8 ĖčĐIJĜČĕĪĄ 9 ĖěčĜĖĒIJ 

■ 6. Combinations of letters (Audio 1:4) A few sounds in Yiddish are spelt with a combination of two or three letters. They are often found in words of Slavic derivation and in %NGLISHLOANWORDS %XAMPLE

YIVO transliteration AND%NGLISHEQUIVALENT

Combination

ěčĔìĞč tshaynik (teapot) ĖąIJĞċ zhabe (frog) ĊĖĞċĈ dzhez ( jazz)

tshLIKE%NGLISHcheap) zhLIKE%NGLISHBEIge) dzhLIKE%NGLISHjoke)

ĝČ ĝĊ ĝĊć

Exercise 2

(Audio 1:5)

Practise reading the following Yiddish words and place names containing two- or three-letter combinations and try to work out their meanings.

ēĖĒĐČĔĖĝĊć 6 ĕĖĐĖĝĊćĔIJĕijĐ 7 ČĖěIJĝĊ 8 ĐąijĔĜĖĝČ 9 ĜčĔĖĝĊĔčĄ 

ČĕčĐIJĔĜĉĝĊ ĐĆĔijĝĊć ěĖĝČ ĝĊčČĕĖĜç ijĐĖĝČ

1  3 4 5

8

The Yiddish alphabet and pronunciation

■ 7. Reading loshn-koydesh words Yiddish words deriving from the loshn-koydesh component are spelt the same as they are in Hebrew or Aramaic. This means that they are not subject to the phonetic rules governing other Yiddish words. &OREXAMPLE IN(EBREWAND!RAMAICVOWELSARENOTALWAYSWRITTEN and when they are written, the same letter may have more than one possible pronunciation. Similarly, certain sounds can be written with MORE THAN ONE LETTER THIS IS COMPARABLE TO %NGLISH IN WHICH FOR EXAMPLE THE SOUND @K CAN BE WRITTEN WITH C K OR Q  4HIS MEANS that it is often difficult to predict the spelling and pronunciation of new loshn-koydesh words; instead, it is easier just to memorize them. In this course new loshn-koydesh words will always be accompanied BYAPHONETICTRANSCRIPTION)N5NITSnTHISCONSISTSOF2OMANTRANS LITERATIONIN5NITSnANDINTHEGLOSSARYITCONSISTSOFAPHONETIC transcription in Yiddish letters inside square brackets. (Note that this phonetic transcription is for study purposes only; loshn-koydesh words should never actually be spelt this way.) The following example illustrates these conventions: Meaning

YIVO transliteration 5NITSn

Phonetic transcription 5NITSnAND glossary)

Loshn-koydesh word

the Jewish Sabbath

shabes

Ğąĝ

In addition, there are a few pointers that can help you work out the pronunciation of new loshn-koydesh words. There are 6 letters that appear only in loshn-koydesh words. These letters all have the same sound as another letter that is used more widely for spelling Yiddish words of both loshn-koydesh and other derivations. The following chart illustrates this:

9

The Yiddish alphabet and pronunciation

YIVO transliteration

Letter with same sound used in both loshn-koydesh and other words

Letter used only in loshn-koydesh words

v kh k s t s

ĉĉ ď ě ĕ Č ĕ

Ķ ċ á û ë Ğ

In addition, several widely used letters and combinations of letters may have a different pronunciation (or indeed more than one possible pronunciation) when appearing in loshn-koydesh words. Here are the most common ones: YIVO transliteration

Pronunciation equivalents in phonetic Yiddish

Letter

e e v, u, oy, o, e e a, o, ay

Ė Ė ĖijĪĉĉĉ Ė ìijIJ

Ą (at end of word) Ĉ (at end of word) ĉ č (at end of word) Ė

The following examples illustrate some of these possibilities, as well as some of the other characteristics of loshn-koydesh spelling discussed above. Meaning

YIVO transliteration

Phonetic transcription

Loshn-koydesh word

flat /apartment relatives voice peace story

dire kroyvim kol sholem mayse





ĉĜčć đčĶĊĜě ĐĊě đĊĐĝ ĈûėĒ

10

The Yiddish alphabet and pronunciation

Exercise 3

(Audio 1:6)

Practise reading the following loshn-koydesh words, names, and place names and try to work out their meanings. Don’t worry if this is a bit more difficult than the previous exercises – just have a go and check the answer key if you get stuck.

ĈáĉĔċ 6 Ĝĉçčá¯đĉč 7 đčĜĒ 8 ĈĜĉë 9 ĶĉČ-ĐĊĒ 

 ąĝ Ğ ĝćĉě¯ēĉĝĐ ĜëĕĄ ĈĔĝĈ¯ĝijĜ ĐĄĜûč

1  3 4 5

■ 8. Stress &INALLY AWORDABOUTSTRESS9IDDISHWORDSAREGENERALLYSTRESSEDON the penultimate (second-to-last) syllable. When this is not the case, the symbol ˜ will be placed above the word’s stressed syllable in the vocabulary lists and glossary, as well as in new words introduced in grammar explanations and exercises. Again, this is just a study aid, NOTANACTUALPARTOFTHE9IDDISHWRITINGSYSTEM&OREXAMPLE Meaning

YIVO transliteration 5NITSn

Yiddish word

student

stuVnt

ČĔĖҔćĉČĕ

The Yiddish alphabet and pronunciation

Exercise 4 Here are the handwritten letters with arrows showing you the steps to follow in order to form them correctly. Practise writing out the letters in the spaces provided. (As you continue to study Yiddish and are exposed to different types of handwriting, you will almost certainly encounter stylistic variations on these letters – this is nothing to worry about!)

11

12

The Yiddish alphabet and pronunciation

The Yiddish alphabet and pronunciation

13

14

The Yiddish alphabet and pronunciation

Unit One

ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ Hello! How are you?

In this unit you will learn: s s s s s s s

HOWTOINTRODUCEYOURSELFANDOTHERS HOWTOASKHOWSOMEONEIS HOWTOASKANDANSWERYESNOQUESTIONS HOWTOASKANDANSWEROPEN ENDEDQUESTIONS HOWTOUSETHEINDEFINITEARTICLEAAN PRONOUNS THEPRESENTTENSEOFTHEVERBS ēìĊTOBE AND ēąijĈTOHAVE

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

16

Dialogue 1 (Audio 1:7) +HANETHE9IDDISHEQUIVALENTOF(ANNAH ISANEWSTUDENTONAN INTENSIVEWEEK LONG9IDDISHCOURSE!FTERONEOFTHELESSONSSHE WANTSTOTRYOUTSOMEOFTHEGREETINGSTHATSHEHASLEARNED3HE INTRODUCESHERSELFTO2OKHL2ACHEL AMOREADVANCEDSTUDENT

đďčĐĖđĉĐĝ đĉĐĝđďčĐĖ ĉČĕīĈčĉĉĈĔċĕīĈĎčĄ ĉČĕďIJĒĕijĉĉĐċĜĕīĈĎčĄ ĉČĕďIJĒĕijĉĉěĔIJćIJČĉĆĜĖīĊ ČĖąĜIJĎĕIJąijĈĎčĄēĉĄ ćčĒĜĖīĊēčąĎčĄČĝčĔĆĖĜĸ +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(,

Ĕċ Ĉ Đ ċĜ Ĕċ Ĉ ĐċĜ ĈĔċ ĐċĜ

SHOLEMALEYKHEM
ALEYKHEMSHOLEM
IKHHEYSKHANEVIHEYSTU IKHHEYSROKHLVOSMAKHSTU ZEYERGUT ADANKVOSMAKHSTU FREGNISHT
IKHBINZEYERMIDUNIKHHOBASAKHARBET
Hello! Hello! My name is (literally: I am called) Khane. What’s your name (literally: how are you called)? My name is Rokhl. How are you? Good, thanks. How are you? Don’t ask! I’m very tired and I have a lot of work!

Vocabulary (ANNAH

khane

HELLO

sholem aleykhem

2ACHEL

rokhl

HELLOINREPLY

aleykhem sholem

I

ikh

ĈĔċ đďčĐĖđĉĐĝ ĐċĜ đĉĐĝđďčĐĖ ĎčĄ

17

Unit 1: Hello! How are you?

ĕīĈ

AMCALLED

heys

7HATSYOURNAME LITERALLYHOWAREYOU CALLED 

vi heystu?

HOW

vi

(OWAREYOU

vos makhstu?

WHAT

vos

ĕijĉĉ

VERY

zeyer

ĜĖīĊ

GOOD

gut

THANKS

a dank

$ONTASK


freg nisht!

AM

bin

ēčą

TIRED

mid

ćčĒ

AND

un

ēĉĄ

HAVE

hob

ALOT MUCH

a sakh

WORK

arbet

ĉČĕīĈčĉĉ

čĉĉ ĉČĕďIJĒĕijĉĉ

ČĉĆ ěĔIJćIJ ČĝčĔĆĖĜĸ

ąijĈ ĎĕIJ ČĖąĜIJ

Language points 1 Greetings 4HERE ARE TWO MAIN WAYS OF SAYING HELLO IN 9IDDISH 4HE FIRST đĉĐĝ đďčĐĖ COMESFROMTHEloshn-koydesh(EBREW !RAMAIC COMPONENT INWHICHITLITERALLYMEANS@PEACEUPONYOU4HERESPONSETOTHISIS đĉĐĝđďčĐĖ LITERALLY@UPONYOUPEACE 9OU CAN ALSO SAY ēĆĜijĒ ČĉĆ WHICH LITERALLY MEANS @GOOD MORNING BUTCANBEUSEDINTHEAFTERNOONTOO)FSOMEONEGREETSYOUTHISWAY YOUCANRESPONDEITHERBYREPEATING ēĆĜijĒČĉĆORWITH ĜijčČĉĆgut yor LITERALLYGOODYEAR 9OUCANALSOSAY ĜijčČĉĆēĆĜijĒČĉĆ ACOMBINA TIONOFTHETWO 4HESE GREETINGS ARE EQUALLY COMMON AND CAN BE USED RELATIVELY INTERCHANGEABLY @'OODBYEISČĔĉĊҔ ĖĆìĊzaygezOtLITERALLYBEHEALTHY WHENSPEAK ING TO ONE PERSON OR ČĔĉĊҔ ĖĆ ČìĊ zayt gezOt WHEN SPEAKING TO MORE THANONEPERSON

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

18

2 Asking and answering how someone is @(OW ARE YOU IN 9IDDISH IS ĉČĕďIJĒ ĕijĉĉ 4HIS IS COMPOSED OF ĕijĉĉ LITERALLY @WHAT AND ĉČĕďIJĒ WHICH IS A VERB THAT LITERALLY MEANS @ARE YOU DOING BUT THE WHOLE EXPRESSION IS IDIOMATIC AND MEANS ONLY @HOWAREYOU 4HEFOLLOWINGAREPOSSIBLEANSWERSTO ĉČĕďIJĒĕijĉĉ VERY WELL

(zeyer) gut

ALLRIGHT/+ SO SOLITERALLYNEITHER HERENORTHERE NOTSO GOOD ATLEAST)VEGOTMY HEALTHLITERALLY ASLONGASHEALTHY )MGETTINGBYLITERALLY ONEDRAGSONESELF $ONTASK


in Pdenung nisht ahTn nisht ahG nisht (azY) gut abT gezOt

me shlept zikh freg nisht!

ČĉĆĜĖīĊ ĆĔĉĔĖćĜijҊ ēčĄ ĜĖҔĈIJČĝčĔēčҔĈIJČĝčĔ ČĉĆĪҔĊIJ ČĝčĔ ČĔĉҔĊĖĆčҔąIJ

ĎčĊČçĖĐĝĖĒ ČĝčĔĆĖĜĸ

3OME OF THESE RESPONSES HAVE PRECISE EQUIVALENTS IN %NGLISH EG ČĉĆ GOOD AND ĆĔĉĔĖćĜij ēčĄ ALL RIGHT  HOWEVER MANY OF THEM MAY SOUNDABITNEGATIVEFROMAN%NGLISH SPEAKINGPERSPECTIVE)N9IDDISH SPEAKINGCULTURE HOWEVER EXPRESSIONSLIKEČĝčĔĆĖĜĸANDĎčĊČçĖĐĝĖĒ ARECONSIDEREDQUITEACCEPTABLEANDARECOMMONLYHEARDINRESPONSE TO ĉČĕďIJĒĕijĉĉ

Exercise 1 Fill in the gaps in the following conversation.

@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ đĉĐĝđďčĐĖ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ĈĔċĕīĈĎčĄ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ČĝčĔĆĖĜĸ

1 2  3 4  5 6 

19

Unit 1: Hello! How are you?

Dialogue 2 (Audio 1:9) +HANEWANTSTOFINDOUTSOMEMOREABOUT2OKHL3HEWONDERS WHETHER2OKHLISATEACHERORASTUDENT WHATSHETHINKSOFTHE COURSE ANDWHOELSESHEKNOWSTHERE

ijćĖěĜĖĜĖĐIJĉČĕčą ĉćēĉĄĖěČĔĖćĉČĕIJēčąĎčĄēīĔ ĕĖčĚěĖĐĖĔìćēĖĔĖĊĜĖąīĈĔijēIJēčąĎčĄĖěČĔĖćĉČĕIJĎĪĄēčąĎčĄ ĜĖĉĉĝ ĜĖĉĉĝĜĖīĊijč ĕijćĊčĄĜĖĉĉ ijćČĔĖćĉČĕIJĎĪĄĊčĄĜĖćĉćĊčĄĕijć ĕIJĐěēąĐĖĊđĖćēčĄĜčĄČìĊ ĐĪĸēčąĎčĄēĉĄĆĉĐěĊčĄĜĖĜĖąijĕIJĐěēąĐĖĊđĖćēčĄēĖĔĖĊĜčĒijč +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(,

+(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(, +(!.% 2/+(,

Ĕċ Ĉ Đ ċĜ ĈĔċ Đ ċĜ Ĕċ Ĉ ĐċĜ ĈĔċ ĐċĜ

BISTUALERERKEDO NEYN IKHBINASTUDENTKEUNDU IKHBINOYKHASTUDENTKEIKHBINANONHEYBERZENENDAYNE LEKTSYESSHVER YO ZEYERSHVER
VERIZDOS DOSIZDOVIDERIZOYKHASTUDENTDO ZAYTIRINDEMZELBNKLAS YO MIRZENENINDEMZELBNKLAS OBERERIZKLUGUNIKHBIN FOYL
Are you a teacher here? No, I’m a student. And you? I’m also a student. I’m a beginner. Are your lessons hard? Yes, very hard! Who’s that? That’s Dovid. He’s also a student here. Are you in the same class? Yes, we’re in the same class, but he’s clever and I’m lazy!

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

20

Vocabulary ĉČĕčą

AREYOUSEELANGUAGEPOINT

bistu

ASEELANGUAGEPOINT

a

FEMALE TEACHER

lGerke

HERE

do

ijć

NO

neyn

ēīĔ

FEMALE STUDENT

studentke

YOUSINGULAR

du

ALSO

oykh

ANSEELANGUAGEPOINT

an

BEGINNER

Xheyber

WETHEY ARE

zenen

ēĖĔĖĊ

YOUR

dayne

ĖĔìć

LESSONS

lektsyes

DIFFICULTCANALSOMEAN@HEAVY OR@HARDINOTHERCONTEXTS

shver

YES

yo

ijč

WHO

ver

ĜĖĉĉ

IS

iz

THAT

dos

$AVID

dovid

HE

er

STUDENTMALE

studFt

YOUPLURAL ARE

zayt

ČìĊ

YOUPLURAL

ir

ĜčĄ

IN

in

THE

dem

đĖć

SAME

zelbn

ēąĐĖĊ

CLASS

klas

ĕIJĐě

WE

mir

ĜčĒ

BUT

ober

ĜĖąij

CLEVER

klug

ĆĉĐě

LAZY

foyl

ĐĪĸ

IJ ĖěĜĖĜĖѸĐ

ĖěČĔĖćĉČĕ ĉć ĎĪĄ ēIJ ĜĖąīĈĔijҊ

ĕĖčĚěĖĐ ĜĖĉĉĝ

ĊčĄ ĕijć ćĉć ĜĖ ČĔĖҔćĉČĕ

ēčĄ

Unit 1: Hello! How are you?

Language points 3 Pronouns 0RONOUNS ARE WORDS THAT CAN BE USED IN PLACE OF NOUNS TO REFER TO PEOPLE ANIMALS PLACES OR THINGS 0RONOUNS CAN BE EITHER SINGULAR OR PLURAL (ERE IS A CHART OF THE 9IDDISH PRONOUNS AND THEIR %NGLISH EQUIVALENTS 0LURAL

3INGULAR

ĜčĒ

ĎčĄ

WE

I

ĜčĄ

ĉć

YOU

YOUINFORMAL

īĊ

ĜčĄ

THEY

YOUPOLITE

ĜĖ HE

čĊ SHE

ĕĖ IT 4HERE ARE TWO FORMS FOR @YOU SINGULAR ĉć AND ĜčĄz ĉć IS USED IN INFORMALSITUATIONS EGWHENSPEAKINGTOFAMILY FRIENDS COLLEAGUES ORCHILDRENĜčĄISUSEDINMOREFORMALSITUATIONS EGWHENSPEAKING POLITELYTOFIGURESOFAUTHORITYOROLDERPEOPLE(OWEVER USEOFTHESE TWOFORMSISNOTUNIFORMWITHINTHE9IDDISH SPEAKINGWORLDTHUS IN %NGLISH SPEAKINGCOUNTRIESAND)SRAELTHEPOLITEFORM ĜčĄISNOTUSED VERY OFTEN AND IT IS FINE TO USE THE INFORMAL ĉć IN MOST SITUATIONS EXCEPT IF YOU WANT TO BE PARTICULARLY POLITE )F YOU MEET SOMEONE NEWANDWANTTOSHOWRESPECT ITISALWAYSFINETOERRONTHESIDEOF CAUTIONANDUSE ĜčĄGENERALLYTHEPERSONYOUAREADDRESSINGWILLTELL YOUTHATITISFINETOUSE ĉćWITHHIMORHER .OTETHATĜčĄISALSOTHEWORDFOR@YOUPLURAL WITHOUTANYNUANCES OFPOLITENESS#ONTEXTWILLALLOWYOUTODISTINGUISHBETWEENTHEPOLITE SINGULARANDPLURALUSESOFTHISFORM

21

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

22

4 The present tense of the verb Ĕíċ (to be) 9IDDISHVERBSALLHAVEABASICFORM CALLEDTHEINFINITIVE WHICHENDS IN ē¯ 4HIS IS THE FORM THAT YOU USE WHEN YOU LOOK UP A VERB IN THE GLOSSARYORDICTIONARY4HEINFINITIVEOFTHEVERB@TOBEIN9IDDISHISēìĊ )NADDITION 9IDDISHVERBSHAVEDIFFERENTTENSESTIMESATWHICHTHE ACTIONHAPPENS IEPRESENT PAST FUTURE 4HEPRESENTTENSEREFERSTO ANACTIONHAPPENINGATTHETIMEOFSPEAKING)N$IALOGUE+HANEAND 2OKHLUSEDSEVERALDIFFERENTFORMSOF ēìĊINTHEPRESENTTENSE6ERBS CHANGETHEIRFORMINTHEPRESENTTENSEDEPENDINGONWHOISDOINGTHE ACTION IETHEYMATCHTHEPRONOUNBEINGUSED#HANGINGTHEFORMOF AVERBTOMATCHITSPRONOUNISCALLED@CONJUGATINGTHEVERB(EREIS THECOMPLETECONJUGATIONLISTOFCHANGES FORēìĊINTHEPRESENTTENSE 7ELLLEARNTHISVERBFIRSTBECAUSEITISVERYCOMMON BUTKEEPINMIND THATITISIRREGULARASISTHEVERB@TOBEIN%NGLISH )N5NITWELLLOOK ATTHEPRESENTTENSEOFREGULARVERBS WHICHARESIMPLERTOCONJUGATE .OTETHATTHEPRONOUNSANDVERBFORMSCANBEREFERREDTOBYLABELS THE@)FORMISCALLED@FIRSTPERSONSINGULAR THE@YOUSINGULARFORMIS CALLED@SECONDPERSONSINGULAR ETC 0LURAL

ēĖĔìĊ=ēĖĔĖĊĜčĒ 7EARE

ČĔĖĊ=ČìĊĜčĄ 9OUARE

ēĖĔìĊ=ēĖĔĖĊīĊ 4HEYARE

3INGULAR 1STPERSON PLURAL

ēčąĎčĄ )AM

2 PERSON Čĕčąĉć PLURAL 9OUARE ND

3RDPERSON PLURAL

ĊčĄĕĖ=čĊ=ĜĖ (ESHEITIS

1STPERSON SINGULAR 2NDPERSON SINGULAR 3RDPERSON SINGULAR

.OTETHATTHEFIRST SECOND ANDTHIRDPERSONPLURALALLHAVETWOVARIANT VERBFORMS%ACHONEISEQUALLYACCEPTABLEANDYOUCANUSEWHICH EVERONEYOULIKE .OTEALSOTHATTHEFIRSTANDTHIRDPERSONPLURALVERBFORMSARETHE SAME4HISISTRUEOFALL9IDDISHVERBS

5 The indefinite article ij/Ĕij (a/an) )N $IALOGUE  2OKHL SAID ĖěČĔĖćĉČĕ IJ ēčą ĎčĄ @) AM A STUDENT 4HE WORDIJISCALLEDTHEINDEFINITEARTICLEANDISUSEDBEFORENOUNSWORDS

23

Unit 1: Hello! How are you?

FOR PEOPLE PLACES OR THINGS THAT ARE NOT SPECIFIC )T RESEMBLES THE %NGLISHINDEFINITEARTICLE@AANINBOTHSOUNDANDMEANING*USTLIKE IN%NGLISH THE9IDDISHINDEFINITEARTICLEHASTWOFORMSIJISUSEDBEFORE WORDSBEGINNINGWITHACONSONANT WHILEēIJAN ISUSEDBEFOREWORDS BEGINNINGWITHAVOWEL4HISVARIATIONISPURELYPHONETICBOTHFORMS MEAN EXACTLY THE SAME THING #OMPARE THESE TWO SENTENCES FOR ILLUSTRATION

ĐçėĔijĊčĄĕijć

ĖěČĔĖćĉČĖijēčąĎčĄ

4HISISan aPPLE

)AMa sTUDENT

6 Asking and answering yes/no questions )N A 9IDDISH SENTENCE THE SUBJECT THE NOUN OR PRONOUN REFERRING TO THE PERSON THAT IS DOING THE ACTION COMES BEFORE THE VERB &OR EXAMPLE 2OKHL SAID ĕIJĐě ēąĐĖĊ đĖć ēčĄ ēĖĔĖĊ ĜčĒ @7ERE IN THE SAMECLASS (OWEVER WHEN ASKING A QUESTION THAT CAN BE ANSWERED WITH ijč ORēīĔYESORNO THISORDERISREVERSED SOTHATTHEVERBCOMESBEFORE THE SUBJECT 4HUS +HANE ASKED 2OKHL ĕIJĐě ēąĐĖĊ đĖć ēčĄ ĜčĄ ČìĊ @!REYOUINTHESAMECLASS .OTICE THAT WHEN +HANE ASKED IF 2OKHL WAS A TEACHER SHE SAID ĖěĜĖĜĖĐ IJ ĉČĕčą RATHER THAN ĖěĜĖĜĖĐ IJ ĉć Čĕčą WHICH YOU MIGHT HAVE EXPECTED 4HIS IS BECAUSE IN YESNO QUESTIONS WITH ĉć AS THE SUBJECT THEPRONOUNMERGESWITHTHEVERBANDTHEćDISAPPEARSWHEN YOUREVERSETHESUBJECTANDVERB4HESEQUENCEBELOWILLUSTRATESTHIS PROCESS4HISRULEAPPLIESTOALLVERBS NOTJUST ēìĊ SOKEEPITINMIND BECAUSELATERYOULLNEEDTOUSEITWHENASKINGYESNOQUESTIONSWITH OTHERVERBS

ĉČĕčą ← ĉćČĕčą INCORRECT

← ĉćČĕčą INCORRECT

← Čĕčąĉć

Exercise 2 Fill in the gaps with the correct form of ēìĊ in the present tense.

ĖěĜĖĜĖĐIJ@@@@@@@@@@@@@@@@@@@@ĎčĄ ČĔĖćĉČĕIJ@@@@@@@@@@@@@@@@@@@@ĜĖ ćčĒ@@@@@@@@@@@@@@@@@@@@ĜčĒ ĕIJĐěēąĐĖĊđĖćēčĄ@@@@@@@@@@@@@@@@@@@@īĊ

1  2  3  4 

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

24

ĖěČĔĖćĉČĕIJ@@@@@@@@@@@@@@@@@@@@ĉć 5 ĕIJĐěđĖćēčĄ@@@@@@@@@@@@@@@@@@@@ĜčĄ 6 ĜĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ĕĖčĚěĖĐčć 7 

Exercise 3 Answer the following questions based on Dialogue 2.

ĖěČĔĖćĉČĕIJĐċĜĊčĄ ĖěĜĖĜĖĐIJĈĔċĊčĄ ćĉćĊčĄĜĖĉĉ ĆĉĐěćĉćĊčĄ ĐĪĸĐċĜĊčĄ ĕIJĐěēąĐĖĊđĖćēčĄćĉćēĉĄĈĔċēĖĔĖĊ

1  2 3  4 5  6

Exercise 4 Insert the correct form of the indefinite article (IJ or ēIJ) into the following sentences.

ĖěČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ĊčĄĐċĜ ĐçĖ@@@@@@@@@@@@@@@@@@@@ąijĈĎčĄ ČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ĊčĄćĉć ĜĖąīĈĔij@@@@@@@@@@@@@@@@@@@@ĊčĄĈĔċ ĖčĚěĖĐ@@@@@@@@@@@@@@@@@@@@ąijĈĎčĄ

1  2  3  4  5 

Dialogue 3 (Audio 1:11) 2OKHLINTRODUCES+HANETOHERFRIEND$OVID+HANEASKS$OVIDSOME MOREQUESTIONSBUTTHENGETSTIREDFROMSPEAKINGSOMUCH9IDDISH

ijćĖěČĔĖćĉČĕĖìĔIJĊčĄčĊĈĔċĊčĄĕijććĉć ĉČĕďIJĒĕijĉĉćĉćđďčĐĖđĉĐĝ ČĖąĜIJĐčĸĉĚąijĈĎčĄĜĖąijĆĔĉĔĖćĜijēčĄ ĐčĸĪĊIJĜčĄČijĈĕijĉĉĜIJĸČĖąĜIJĎĕIJĎĪĄČijĈĐċĜ ēIJČĕčąĉćĐĊĒIJČĕijĈĉćČĖąĜIJĒīĈĎĕIJěčćĔĖČĝēąijĈĜčĒ ĜĖąīĈĔij ĝčć™ ččĐčĸĪĊIJēćĖĜēĉĸćčĒĜĖīĊēčąĎčĄ ĐĊĒIJ

Đ ċĜ Ĕċ Ĉ ćĉć ĈĔċ ćĉć

ĈĔċ

Unit 1: Hello! How are you?

2/+(, +(!.% $/6)$ +(!.% $/6)$ +(!.% 2/+(, +(!.% $/6)$ +(!.% $/6)$ +(!.%

DOVID DOSIZKHANEZIIZANAYESTUDENTKEDO SHOLEMALEYKHEM DOVIDVOSMAKHSTU INORDENUNG OBERIKHHOBTSUlLARBET ROKHLHOTOYKHASAKHARBET
FARVOSHOTIRAZOYlL MIRHOBNSHTENDIKASAKHHEYMARBETDUHOSTAMAZL DUBISTANONHEYBER
AMAZL
IKHBINZEYERMIDFUNREDNAZOYlLYIDISH
Dovid, this is Khane. She’s a new student here. Hi, Dovid. How are you? OK, but I have too much work. Rokhl also has a lot of work! Why do you have so much? We always have a lot of homework. You’re lucky (literally: you have a luck); you’re a beginner! Lucky?! I’m really tired from speaking so much Yiddish!

25

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

26

Vocabulary NEW

naye

TOOMUCH

tsu fil

HESHEIT HASYOUPLURAL HAVESEELANGUAGEPOINT

hot

WHY

farvQ/far vos

ĖìĔ ĐčĸĉĚ ČijĈ ĕijҊĉĉĜIJĸ CANALSOBESPELLEDAS ĕijĉĉĜIJĸ

ĪҔĊIJ

SO

azY

SOMUCH

azY fil

WE HAVETHEY HAVE SEELANGUAGEPOINT

hobn

ALWAYS

shtendik

HOMEWORK

hHmarbet

YOUSINGULAR HAVE

host

ČĕijĈ

LUCK

mazl

ĐĊĒ

FROMOF

fun

TOSPEAKSPEAKING

redn

ēćĖĜ

9IDDISH

yidish

ĝčć™ čč

ĐčĸĪҔĊIJ ēąijĈ ěčćĔĖČĝ ČĖąĜIJĒīҔĈ

ēĉĸ

Language points 7 The present tense of the verb ĔĆĴĉ (to have) (EREISTHECONJUGATIONOFTHEPRESENTTENSEOFTHEVERBēąijĈTOHAVE  4HISISANOTHERVERYCOMMONBUTSLIGHTLYIRREGULARVERB4HISTIMENOTE THESUFFIXESENDINGS INBOLDTHEYCORRESPONDTOEACHPRONOUNAND WELL SEE THEM AGAIN WHEN WE LOOK AT REGULAR VERBS IN THE PRESENT TENSE

27

Unit 1: Hello! How are you?

0LURAL

ēąijĈĜčĒ 7EHAVE

čijĈĜčĄ 9OUHAVE

ĔąijĈīĊ 4HEYHAVE

3INGULAR ST

1 PERSON PLURAL

ąijĈĎčĄ )HAVE

2 PERSON čĖijĈĉć PLURAL 9OUHAVE ND

3RDPERSON PLURAL

čijĈĕĖ=čĊ=ĜĖ (ESHEITHAS

1STPERSON SINGULAR 2NDPERSON SINGULAR 3RDPERSON SINGULAR

.OTETHEFOLLOWINGPATTERNS WHICHCANBEAPPLIEDTOALMOSTALL9IDDISH VERBSINTHEPRESENTTENSE  4HEFIRSTANDTHIRDPERSONPLURALFORMSAREIDENTICALTOEACHOTHER ANDTOTHEINFINITIVE  4HE THIRD PERSON SINGULAR AND SECOND PERSON PLURAL FORMS ARE IDENTICAL .OTETHEFOLLOWINGIRREGULARITYSPECIFICTOēąijĈTHEąDISAPPEARSINTHE SECONDANDTHIRDPERSONSINGULARANDINTHESECONDPERSONPLURAL

8 Asking and answering open-ended questions )N$IALOGUE+HANEASKED2OKHL ĕijćĊčĄĜĖĉĉ@7HOSTHAT4HISIS AN OPEN ENDED QUESTION REQUIRING AN ANSWER OTHER THAN YES OR NO 4O ASK AN OPEN ENDED QUESTION IN 9IDDISH YOU FIRST TAKE A QUESTION WORDLIKE ĜĖĉĉWHO ĕijĉĉWHAT OR ĕijĉĉĜIJĸWHY THENADDTHEVERB FOLLOWED BY THE SUBJECT 4HIS WORD ORDER IS THE SAME AS FOR YESNO QUESTIONS WITH THE ADDITION OF THE QUESTION WORD AT THE BEGINNING ,OOKATTHESEEXAMPLESOFOPEN ENDEDQUESTIONSANDPOSSIBLEANSWERS Answer

ĈĔċĊčĄĖěČĔĖćĉČĕĖìĔčć 4HENEWSTUDENTIS+HANE

ĐçĖēIJĊčĄĕijć 4HATSANAPPLE

ĝčć™ ččēĉĸČĔĖćĉČĕIJĊčĄćĉć $OVIDISASTUDENTOF9IDDISH

Question

ĖěČĔĖćĉČĕĖìĔčćĊčĄĜĖĉĉ 7HOISTHENEWSTUDENT

ĕijćĊčĄĕijĉĉ 7HATSTHAT

ćĉćĊčĄĜĖĉĉ 7HOIS$OVID

Unit 1: ĊčĖĐijēĖĴĊĊĒĐĎđėĒĊđĞ

28

Exercise 5 Fill in the gaps with the correct form of the verb ēąijĈ in the present tense.

ČĖąĜIJĒīĈĎĕIJ@@@@@@@@@@@@@@@@@@@@ĜčĒ ĐçĖēIJ@@@@@@@@@@@@@@@@@@@@ĎčĄ ČĖąĜIJĐčĸĉĚ@@@@@@@@@@@@@@@@@@@@ĉć ĐĊĒIJ@@@@@@@@@@@@@@@@@@@@ĜčĄ ĖěČĔĖćĉČĕĖìĔIJ@@@@@@@@@@@@@@@@@@@@ĖěĜĖĜĖĐčć BOOK ĎĉąIJ@@@@@@@@@@@@@@@@@@@@īĊ

1  2  3  4  5  6 

Exercise 6 Fill in the blanks with the appropriate question word. Choose from among ĜĖĉĉ,z ĕijĉĉ,z čĉĉ, and ĕijĉĉĜIJĸ.

ćĉćĊčĄ@@@@@@@@@@@@@@@@@@@@ ćčĒĈĔċĊčĄ@@@@@@@@@@@@@@@@@@@@ ĉČĕīĈ@@@@@@@@@@@@@@@@@@@@ ĉČĕďIJĒ@@@@@@@@@@@@@@@@@@@@ ĖěČĔĖćĉČĕĖìĔIJĊčĄ@@@@@@@@@@@@@@@@@@@@ ĐĪĸĪĊIJĐċĜĊčĄ@@@@@@@@@@@@@@@@@@@@ ĐĊĒIJČijĈ@@@@@@@@@@@@@@@@@@@@

1  2 3  4  5 6 7

Supplementary text (Audio 1:13) +HANEHASRECENTLYSTARTEDKEEPINGAJOURNALINORDERTOPRACTISEHER 9IDDISH4RYREADINGTHISEXCERPTFROMIT

ĐĊùğüĈħćĦćāùĂāøđāû’āāćýĬĊďĀĈĊûýĀĉĦćāùĂāøüĈÿĉğüĂāø ĂāøćýøĐĊýýđĐĊğþćĊĈĊþĉĊāĎďĊĄāûĐĊùħĀýúþāøĊďĐĊĐĊĄāû ćĊĈĊþğþćĀĈĊûýĀĉĂĞøćĊĈĊþûýûćýøĄÿĐĀĊùĐĦĆğüĄāĬýĎùħü ćĊĈĊþĐāĆĀĊùĐĦĆğüĂĉĦĂĞøćùħüğþĉĦĄďćùĄĊþąĊûćāø ûāĆďāûĈĊĀđ

Unit Two

ĊčĖĕīĊĊõĊĊ Where do you live?

In this unit you will learn: s s s s s s s

HOWTOTALKABOUTWHEREYOUANDOTHERSLIVE COUNTRIESANDLANGUAGES REGULARVERBSINTHEPRESENTTENSE QUESTIONWORDS HOWTONEGATEVERBS HOWTOSAY@THEREISAND@THEREARE THEDEFINITEARTICLETHE ANDGENDEROFNOUNS

Dialogue 1 (Audio 1:15) +HANE 2OKHL AND$OVIDHAVEGONEFORCOFFEEAFTERALESSON +HANEWANTSTOKNOWMOREABOUT2OKHLAND$OVID SOSHE ASKSTHEMWHERETHEYREFROM WHERETHEYLIVE ANDWHICH LANGUAGESTHEYSPEAK

ēijćĔijĐēčĄĉČĕĔĪĉĉ ĐċĜĉČĕĔĪĉĉôĉĉ ěĜijč¯ĉčĔēĉĸĖěčĜĖĒIJēĉĸđĉěĎčĄĜĖąijēijćĔijĐēčĄēĪĉĉĎčĄijč ēijćĔijĐēčĄĎĪĄĉČĕĔĪĉĉ ćĉćĉČĕĒĉěēĖĔIJĉĉēĉĸēĉĄ ćĔIJĐĕĉĜĖčĐIJĜČĕĪĄēčĄČĔĪĉĉĈċçĝĒēìĒĜĖąijijćĎĪĄēĪĉĉĎčĄ ĐĄĜûč ēĉĄ ĉČĕćĖĜēďIJĜçĝĐĸčĉĉ ĝčĔIJçĝĐĕčąIJēĉĄĝ™ čĖĜąĖĈĝčĕĉĜĝčć™ ččĝčĐĆĔĖćĖĜĎčĄ ēďIJĜçĝĖĐIJČćĖĜĜĖĆĉĐěĉĚĊčĄĜĖ

Ĕċ Ĉ Đ ċĜ Ĕċ Ĉ ćĉć Ĕċ Ĉ ć ĉć ĐċĜ

Unit 2: ĊčĖĕīĊĊõĊĊ

30

KHANE

VUVOYNSTU ROKHLVOYNSTUINLONDON

2/+(, YO IKHVOYNINLONDON OBERIKHKUMFUNAMERIKE FUN KHANE $/6)$ KHANE $/6)$ 2/+(, KHANE 2/+(, KHANE

$/6)$ KHANE $/6)$ 2/+(,

NYU YORK UNFUNVANENKUMSTU DOVIDVOYNSTUOYKHINLONDON IKHVOYNOYKHDO OBERMAYNMISHPOKHEVOYNTINOYSTRALYE RUSLAND UNYISROEL VImSHPRAKHNREDSTU IKHREDENGLISH YIDISH RUSISH HEBREISH UNABISLSHPANISH ERIZTSUKLUG
ERREDTALESHPRAKHN
Where do you live, Rokhl? Do you live in London? Yes, I live in London, but I come from America, from New York. And where do you come from, Dovid? Do you also live in London? I live here too, but my family lives in Australia, Russia, and Israel. How many languages do you speak? I speak English, Yiddish, Russian, Hebrew, and a little bit of Spanish. He’s too clever! He speaks all languages!

Vocabulary ôĉĉ

WHERE

vu

DOYOULIVE

voynstu

ĉČĕĔĪĉĉ

,ONDON

london

ēijćĔijĐ

) LIVE

voyn

ēĪĉĉ

) COME

kum

đĉě

!MERICA

aKrike

ĖěčĜĖҔĒIJ

.EW9ORK

nyu-york

ěĜijč¯ĉčĔ

FROMWHERE

fun vanen

ēĖĔIJĉĉēĉĸ

DOYOUCOME

kumstu

MY

mayn

FAMILY

mishpokhe

LIVES

voynt

ĉČĕĒĉě ēìĒ ĈċçĝĒ ČĔĪĉĉ

31

Unit 2: Where do you live?

ĖčĐIJĜČĕĪĄ

!USTRALIA

oystralye

2USSIA

rusland

)SRAEL

yisroel

HOWMANY

vifl

LANGUAGES

shprakhn

ēďIJĜçĝ

DOYOUSPEAK

redstu

ĉČĕćĖĜ

) SPEAK

red

%NGLISH

english

ĝčĐĆĔĖ

2USSIAN

rusish

ĝčĕĉĜ

(EBREW

hebreish

ALITTLEBIT

a bisl

ĐĕčąIJ

3PANISH

shpanish

ĝčĔIJçĝ

TOO

tsu

SPEAKS

redt

ČćĖĜ

ALL

ale

ĖĐIJ

ćĔIJĐĕĉĜ ĐĄĜûč Đĸčĉĉ

ćĖĜ

ĝ™ čĖĜąĖĈ

ĉĚ

Additional vocabulary ■ Countries Note: %MPHASISHASBEENPLACEDON%ASTERN%UROPEANDCOUNTRIESTOWHICH LARGENUMBERSOF9IDDISHSPEAKERSHAVEEMIGRATED 4HE5KRAINE )TALY !RGENTINA "RAZIL 'ERMANY 3OUTH!FRICA *APAN )SRAEL #HINA ,ITHUANIA ,ATVIA -EXICO %NGLAND

ukraine italye argentine brazTl daytshland dorem-Brike yapA yisroel khine lite letland mCsike england

ĖĔ™ čIJĜěĉĄ ĖčĐIJČčĄ ĖĔčČĔĖĆĜIJ ĐčҔĊIJĜą ćĔIJĐĝČìć ĖěčĜĸIJҊ ¯đĉĜć ēIJҊçIJč ĐĄĜûč ĖĔčď ĖČčĐ ćĔIJĐČĖĐ ĖěčĕěĖҔĒ ćĔIJĐĆĔĖ

Unit 2: ĊčĖĕīĊĊõĊĊ

32

0OLAND &RANCE #ANADA 2OMANIA 2USSIA 3COTLAND 3WEDEN

ēĐĪç ĎìĜěĔIJĜĸ ĖćIJĔIJě ĖčĔĖĒĉĜ ćĔIJĐĕĉĜ ćĔIJĐČijĝ ēćĖĉĉĝ

poyln frankraykh kanade rumenye rusland shotland shvedn

■ Languages Note: .AMESOFLANGUAGESALWAYSENDIN ĝč¯ 5KRAINIAN )TALIAN !RABIC 'ERMAN (EBREW *APANESE #HINESE ,ITHUANIAN ,ATVIAN %NGLISH 0ORTUGUESE 0OLISH &RENCH 2OMANIAN 2USSIAN 3WEDISH

ukrainish italyenish arabish daytsh hebreish yapanish khinezish litvish letish english portugalish poylish frantseyzish/ frantsoyzish rumenish rusish shvedish

ĝčĔ™ čIJĜěĉĄ ĝčĔĖčĐIJČčĄ ĝčąIJĜIJ ĝČìć ĝ™ čĖĜąĖĈ ĝčĔIJçIJč ĝčĊĖĔčď ĝčĉĉČčĐ ĝčČĖĐ ĝčĐĆĔĖ ĝčĐIJĆĉČĜijç ĝčĐĪç =ĝčĊīĚĔIJĜĸ ĝčĊĪĚĔIJĜĸ ĝčĔĖĒĉĜ ĝčĕĉĜ ĝčćĖĉĉĝ

Language points 1 Regular verbs in the present tense )N THE PREVIOUS UNIT YOU LEARNED THAT THE INFINITIVE OF 9IDDISH VERBS ENDSIN ē¯9OUALSOLEARNEDTHEPRESENTTENSEOFTWOIRREGULARVERBS ēìĊ AND ēąijĈ )N $IALOGUE  YOU SAW SEVERAL MORE VERBS 9OU MAY

33

Unit 2: Where do you live?

HAVE NOTICED THAT THEYHAVESOMEOFTHESAMESUFFIXESASTHEONES YOULEARNEDPREVIOUSLY4HESEAREREGULARVERBSINTHEPRESENTTENSE )T IS VERY EASY TO FORM THE PRESENT TENSE OF 9IDDISH VERBS ,ETS STARTWITHTHEINFINITIVEWHICHISTHEFORMLISTEDINTHEGLOSSARYATTHE ENDOFTHISBOOKANDIN9IDDISHDICTIONARIES OFTHEVERBēćĖĜTOSPEAK  )FYOUREMOVETHEINFINITIVESUFFIX ē¯ YOUGETWHATISCALLEDTHE@BASE OF THE VERB IE THE VERBAL STEM WITH NO SUFFIXES OF ANY KIND 4HEN YOU ADD ON THE APPROPRIATE PRESENT TENSE PERSONAL SUFFIXES 4HESE ARESHOWNINTHEFOLLOWINGCHART

0LURAL

ĔćĖĜĜčĒ 7ESPEAK

čćĖĜ ĜčĄ 9OUSPEAK

ĔćĖĜīĊ 4HEYSPEAK

3INGULAR STPERSON PLURAL

ćĖĜĎčĄ )SPEAK

2 PERSON čĖćĖĜ ĉć PLURAL 9OUSPEAK ND

3RDPERSON PLURAL

čćĖĜ ĕĖ=čĊ=ĜĖ (ESHEITSPEAKS

STPERSON SINGULAR 2NDPERSON SINGULAR 3RDPERSON SINGULAR

.OTETHEFOLLOWINGPATTERNSYOUSAWSOMEOFTHESEIN5NIT   4HEFIRSTPERSONSINGULARFORMISSIMPLYTHEBASEOFTHEVERB  4HETHIRDPERSONSINGULARANDSECONDPERSONPLURALFORMSARETHE SAME  4HEFIRSTPERSONPLURAL THIRDPERSONPLURAL ANDINFINITIVEFORMSARE THESAME 4HEREAREAFEWMORESMALLPOINTSTONOTE  !S YOU SAW IN 5NIT  WHEN YOU ASK A QUESTION YOU REVERSE THE SUBJECTANDVERB )F THE VERB IS SECOND PERSON SINGULAR ĉć MERGES WITH THE VERB ANDTHE ćDISAPPEARS

ĉČĕćĖĜ ← ČĕćĖĜĉć  )F THE BASE OF THE VERB ENDS IN ĕ EG ēĕĖ TO EAT ADDING ON THE SECOND PERSON SINGULAR SUFFIX Čĕ¯ WOULD RESULT IN A DOUBLE ĕ 3INCE 9IDDISH DOESNT USUALLY HAVE DOUBLED CONSONANTS ONLY ONE ĕ IS WRITTEN AND SO THE SECOND AND THIRD PERSON SINGULAR

Unit 2: ĊčĖĕīĊĊõĊĊ

34

FORMS OF SUCH VERBS LOOK IDENTICAL 4HE FOLLOWING CHART ILLUSTRATES THISPROCESS

čĕĖ ← čĖĕĖ

← čĖ¯+ ¯ĕĖ ← ēĕĖ

INCORRECT  )FTHEBASEOFTHEVERBENDSIN Č EG ēČĖąĜIJTOWORK ADDINGON THE THIRD PERSON SINGULAR SUFFIX Č¯ WOULD RESULT IN A DOUBLE Č 4O AVOIDTHIS NOSUFFIXISADDED SOTHEFIRSTANDTHIRDPERSONSINGULAR FORMSOFSUCHVERBSLOOKIDENTICALEG ČĖąĜIJĎčĄ z ČĖąĜIJĜĖ  &INALLY SOME VERBS CONJUGATE SLIGHTLY DIFFERENTLY FROM ēćĖĜ ,OOK AT THEINFINITIVEēĖĔĪĉĉTOLIVE )TSINFINITIVESUFFIXISēĖ¯INSTEADOFē¯7HEN YOU REMOVE THE INFINITIVE SUFFIX YOU GET THE BASE FORM ēĪĉĉ WHICH ENDSIN ē"ECAUSE ASYOUVESEENABOVE THEFIRSTANDTHIRDPERSON PLURALFORMISTHESAMEASTHEINFINITIVE THISMEANSTHATTHEFIRSTAND THIRD PERSON PLURAL OF ēĖĔĪĉĉ WILL ALSO BE ĔėĔĪĉĉ RATHER THAN ĔĔĪĉĉ )N ALL OTHER RESPECTS HOWEVER THIS TYPE OF VERB IS THE SAME AS THE ēćĖĜ TYPE(EREISTHECOMPLETEPRESENTTENSECONJUGATIONOF ēĖĔĪĉĉ 0LURAL

ĔėĔĪĉĉĜčĒ 7ELIVE

čĔĪĉĉ ĜčĄ 9OULIVE

ĔėĔĪĉĉ īĊ 4HEYLIVE

3INGULAR STPERSON PLURAL

ēĪĉĉĎčĄ )LIVE

2NDPERSON čĖĔĪĉĉ ĉć PLURAL 9OULIVE 3RDPERSON PLURAL

čĔĪĉĉ ĕĖ=čĊ=ĜĖ (ESHEITLIVES

STPERSON SINGULAR 2NDPERSON SINGULAR 3RDPERSON SINGULAR

)TS EASY TO DETERMINE WHICH VERBS FALL INTO WHICH CATEGORY ! VERB WILL TAKE THE INFINITIVE SUFFIX ēĖ¯ AND CONJUGATE LIKE ēĖĔĪĉĉ IF ITS BASE ENDSINONEOFTHEFOLLOWINGLETTERSORCOMBINATIONSOFLETTERS      

Ē EG ēĖēĉěTOCOME Ĕ EG ēĖĕĪĉĉTOLIVE ĆĔ EG ēĖćĕčĊTOSING ěĔ EG ēĖĜĕčĜČTODRINK ĐPRECEDEDBYACONSONANT EG ēĖđĐīĒĝTOSMILE ASTRESSEDVOWELORDIPHTHONG EG ēĖíĜĝTOYELL 

35

Unit 2: Where do you live?

&ROMNOWONNEWREGULARPRESENTTENSEVERBSAPPEARINGINTHEDIALOGUES WILLBEGIVENINTHEVOCABULARYLISTSINTHEINFINITIVEFORMONLY&ORNOW IRREGULARPRESENTTENSEVERBSOFWHICHTHEREAREONLYAFEWIN9IDDISH WILLCONTINUETOBELISTEDBOTHINTHEFORMINWHICHTHEYAPPEARINTHE DIALOGUESANDINTHEINFINITIVEFORM7ELLLOOKATTHESEVERBSIN5NIT &INALLY NOTE THAT THE 9IDDISH PRESENT TENSE CORRESPONDS TO THREE DIFFERENT%NGLISHTENSES )SPEAK )AMSPEAKING )HAVEBEENSPEAKING

=

ćĖĜĎčĄ

9IDDISH HAS NO EQUIVALENT OF THE %NGLISH PRESENT PROGRESSIVE ) AM SPEAKING OR PRESENT PERFECT PROGRESSIVE ) HAVE BEEN SPEAKING SO YOU USE THE PRESENT TENSE TO EXPRESS THESE MEANINGS 7HEN YOU ENCOUNTER A 9IDDISH PRESENT TENSE VERB CONTEXT WILL MAKE IT CLEAR WHICHOFTHESENUANCESISINTENDED

2 Question words )N 5NIT  YOU ENCOUNTERED THE QUESTION WORDS ĜĖĉĉ z čĉĉ z ĕijĉĉ AND ĕijĉĉĜIJĸ )N $IALOGUE  ABOVE YOUVE SEEN A FEW MORE IE ôĉĉ z ēĖĔIJĉĉ ēĉĸ AND Đĸčĉĉ (ERE IS THE COMPLETE LIST OF 9IDDISH WORDS THAT YOU CAN USE TO ASK OPEN ENDED QUESTIONS .OTE THAT MOST OF THEM START WITH ĉĉ THIS IS VERY SIMILAR TO THEIR %NGLISH EQUIVALENTS WHICH OFTENSTARTWITH@WH  WHAT

vos

ĕijĉĉ

WHO

ver

ĜĖĉĉ

WHERE

vu

ôĉĉ

WHEN

ven

ēĖĉĉ

HOWMANYHOWMUCH

vifl

Đĸčĉĉ

HOWCANBEUSEDALONEORINSET EXPRESSIONSLIKE ĉČĕīĈčĉĉ

vi

HOWASYNONYMOF čĉĉ BUTCANNOT BEUSEDINSETEXPRESSIONS

vi azY

WHY

farvQ/far vos

FROMWHERE

fun vanen

čĉĉ ĪҔĊIJčĉĉ ĕijĉĉĜIJĸ=ĕijҔĉĉĜIJĸ ēĖĔIJĉĉēĉĸ

Unit 2: ĊčĖĕīĊĊõĊĊ

36

TOWHERE

vuhTn

ēčҔĈôĉĉ

WHICH WHATKINDOF

voser

ĜĖĕijĉĉ

WHICH WHATKINDOFASYNONYM OF ĜĖĕijĉĉ

vos far a

IJĜIJĸĕijĉĉ

Exercise 1 Fill in the gaps with the correct form of the verb in the present tense.

ēijćĔijĐēčĄ@@@@@@@@@@@@@@@@@@@@īĊ ěĜijč¯ĉčĔēĉĸ@@@@@@@@@@@@@@@@@@@@ĎčĄ ēďIJĜçĝĎĕIJ@@@@@@@@@@@@@@@@@@@@ćĉć AGLASSOFWATER ĜĖĕIJĉĉĐĊĖĐĆIJ@@@@@@@@@@@@@@@@@@@@ĜčĄ ĊčĜIJçēčĄ@@@@@@@@@@@@@@@@@@@@ĜčĒ ĐçĖēIJ@@@@@@@@@@@@@@@@@@@@ĉć ĝčć™ ččWRITE @@@@@@@@@@@@@@@@@@@@čĊ

 2 3 4 5 6 7

Exercise 2 Transform the following statements into questions. Remember to invert the subject and verb. Example

ĎĉąIJĜĖČĔĖīĐ ← ĎĉąIJ READS ČĔĖīĐĜĖ ĝčĕĉĜēĉĄĝčĐĆĔĖēćĖĜīĊ ĖćIJĔIJěēčĄČĕĔĪĉĉĉć WATER ĜĖĕIJĉĉČěĔčĜČĐċĜ ĕIJĐěĝčć™ ččēĉĸēĖĒĉěćĉćēĉĄĈĔċ ĝčć™ ččČąìĜĝĜčĄ ĝčĔIJçĝČĔĖīĐćĉć

 2 3 4 5 6

Exercise 3 Transform the following statements into questions using an appropriate question word. Example

ćĉćČĔĪĉĉôĉĉ ← ēijćĔijĐēčĄČĔĪĉĉćĉć

ČĖąĜIJĎĕIJČijĈčĊ BECAUSE ĐìĉĉćčĒĊčĄĖěČĔĖćĉČĕčć ĜĖĕIJĉĉĐĊĖĐĆIJČěĔčĜČčĊ ēďIJĜçĝ FOUR ĜčĸČćĖĜćĉć ĖěčĜĖĒIJēĉĸČĒĉěĐċĜ ĈĔċĊčĄĕijć Ďĉąĝčć™ ččIJĊčĄĕijć

 2 3 4 5 6

37

Unit 2: Where do you live?

Dialogue 2 (Audio 1:17) 2OKHLAND$OVIDARECHATTINGABOUTWHATTHEYTHINKOFOTHER PEOPLEONTHE9IDDISHCOURSE+HANEISFRUSTRATEDTHATSHECANT UNDERSTANDEVERYTHING

ĝčć™ ččČĉĆĪĊIJČćĖĜčĊĆĉĐěĜĖīĊĊčĄēĐĪçēĉĸĪĜĸčć ēčĄČĝčĔĊčĄĕĖ ĕIJĐěĜĖĊćĔĉĄēčĄčĊČĚčĊĕijĉĉĜIJĸČĉĆĉĚČćĖĜčĊ ĆĔĉĔĖćĜij ēĐĪçēčĄĝčć™ ččČĔĜĖĐčĊĊIJēīĒĎčĄēĉĄĜĖĉĉĝĜĖīĊČĖąĜIJčĊ ēìĊěčćĔĖČĝĕĖĆĜIJĸĎčĄ ĕIJĐěēčĄēĚčĉĉČĐīĚĜĖćĕijĉĉēIJĒĜĖćēĉĄ ēĖĒijĔ ĎìĜěĔIJĜĸēĉĸČĒĉěĜĖĐĜĖąČĕīĈĜĖĊčĄĕijćĜĖĉĉĕīĉĉĎčĄijč ČĝčĔĉČĕćĖĜĕijĉĉĜIJĸĈĔċ ČĆijĊĜčĄĕijĉĉČĝčĔīČĝĜIJĸĎčĄ $/6)$ 2/+(, $/6)$ 2/+(, $/6)$ 2/+(, KHANE $/6)$ 2/+(, $/6)$ 2/+(, $/6)$ 2/+(, KHANE

ćĉć ĐċĜ ćĉć ĐċĜ ć ĉć Đ ċĜ ĈĔċ

DIFROYFUNPOYLNIZZEYERKLUGZIREDTAZOYGUTYIDISH
ZIREDTTSUGUT
FARVOSZITSTZIINUNDZERKLASESIZNISHTIN ORDENUNG
ZIARBETZEYERSHVER UNIKHMEYNAZZILERNTYIDISHINPOYLN UNDERMANVOSDERTSEYLTVITSNINKLASIKHFARGESSHTENDIK ZAYNNOMEN YO IKHVEYSVERDOSIZERHEYSTBERLERKUMTFUNFRANKRAYKH KHANE FARVOSREDSTUNISHT IKHFARSHTEYNISHTVOSIRZOGT
The woman from Poland is really clever. She speaks Yiddish so well! She speaks too well! Why is she sitting in our class? It’s not fair (literally: it’s not all right)! She works really hard, and I think that she teaches Yiddish in Poland. And the man who tells jokes in class? I always forget his name. Yes, I know who that is. He’s called Berl. He comes from France. Khane, why aren’t you talking? I don’t understand what you’re saying!

Unit 2: ĊčĖĕīĊĊõĊĊ

38

Vocabulary THEFEMININESEELANGUAGEPOINT

di

WOMAN

froy

TOSIT

zitsn

OUR

undzer

NOT

nisht

TOWORK

arbetn

TOTHINK BELIEVE

meynen

THATCANALSOMEAN@WHEN

az

TOTEACHCANALSOMEAN@TOSTUDY

lernen

THEMASCULINESEELANGUAGEPOINT

der

MAN

man

WHOTHATWHICHINTHEABOVECONTEXT

vos

TOTELL

dertseyln

JOKES

vitsn

TOFORGET

fargesn

HIS

zayn

NAME

nomen

) KNOW→TOKNOW

veys → visn

"ERLMANSNAME

berl

TOUNDERSTAND

farshtHn

TOSAY

zogn

čć ĪĜĸ ēĚčĊ ĜĖĊćĔĉĄ ČĝčĔ ēČĖąĜIJ ēĖĔīĒ ĊIJ ēĖĔĜĖĐ ĜĖć ēIJĒ ĕijĉĉ ēĐīĚĜĖć ēĚčĉĉ ēĕĖĆĜIJĸ ēìĊ ēĖĒijĔ ēĕčĉĉ← ĕīĉĉ ĐĜĖą ēīҔČĝĜIJĸ ēĆijĊ

Language point 3 Negating verbs )TS VERY EASY TO NEGATE A VERB IE TO SAY THAT SOMEONE ISNT OR DOESNTDOSOMETHING IN9IDDISH3IMPLYPUT ČĝčĔNOT DIRECTLYAFTER THEVERB ASIN

čĞĎĕīČĝĜIJĸĎčĄ

←

)don’tUNDERSTAND

ĆĔĉĔĖćĜijēčĄčĞĎĕĊčĄĕĖ )TSnotALLRIGHT

īČĝĜIJĸĎčĄ )UNDERSTAND

←

ĆĔĉĔĖćĜijēčĄĊčĄĕĖ )TSALLRIGHT

39

Unit 2: Where do you live?

4HE WORD ČĝčĔ HAS A VARIANT FORM ČčĔ "OTH WORDS MEAN EXACTLY THE SAMETHINGČĝčĔISMORETYPICALOF#ENTRALAND3OUTHEASTERN9IDDISH WHEREAS ČčĔISMORECOMMONIN.ORTHEASTERN9IDDISHHOWEVER BOTH VARIANTS ARE ACCEPTABLE IN 3TANDARD 9IDDISH AND CAN BE USED INTER CHANGEABLY9OUCANUSEWHICHEVERYOUPREFER

Exercise 4 Negate the following sentences by inserting ČĝčĔ or ČčĔ in the appropriate place.

ĖčĚěĖĐčćīČĝĜIJĸĎčĄ ćčĒĜĖīĊĊčĄĐċĜ ĕIJĐěēìĒēčĄČĚčĊēIJĒĜĖć ēĚčĉĉčćČĕĐīĚĜĖćĉć ĖčĐIJĜČĕĪĄēĉĸČĒĉěĜčĄ ĜĖĉĉĝēČĖąĜIJĜčĒ ēĖĒijĔēìĊĕĖĆĜIJĸĎčĄ

 2 3 4 5 6 7

Dialogue 3 (Audio 1:18) ,ATER 2OKHLTRIESTOCHEER+HANEUPBYTELLINGHERSOMEGOSSIP ABOUTTHEOTHERSTUDENTSINHERCLASS

ĜĖīĊĊčĄčĊēčĜĖĆĔčĊIJĊčĄčĊ ēĐčĜąčćČčĒĪĜĸčćĉČĕĖĊĈĔċ ČĒčĜIJą ĜĖĉĉđčĔçČĔIJěIJąIJČčĒĕIJĐěēìćēčĄēIJĒIJijćĊčĄĕĖ ĖěIJČ ĜĖĊčĄ ĜijčČěIJēIJĊčĄĜĖ ĜijĈĖĚĜIJĉĉĝčćČčĒēIJĒĜĖć ĕIJĐěĜĖćĕIJĐěēìćēčĄēĝČĔĖĒĖČĒčĜIJąĎĕIJijćēĖĔĖĊĕĖĪĄ ČĔIJĕĖĜĖČĔčĄĜĖīĊ ĜĖďčĊĊčĄ ĊčĄĜĖĊIJěčćĔĖČĝČĆijĊĜijčČěIJĜĖćĕĖěčĔćĉĔēĖĔĖĊīĊĜĖąijijč ĝčČēìĒēĉĸĎĉąĜĖČĜĖĉĉĕijćěčćĔĖČĝČĒĖĔēčĜĖĆĔčĊčćēĉĄ ĆĉĐěĜĖīĊ ěčĜĉĚ ČĝčĔČĒĉěēĉĄ 2/+(,

ĐċĜ ĈĔċ ĐċĜ ĈĔċ ĐċĜ

KHANE ZESTUDIFROYMITDIBRILNZIIZAZINGERINZIIZZEYER BARIMT KHANE TAKEESIZDOAMANINDAYNKLASMITABAKANTPONIM VERIZER

Unit 2: ĊčĖĕīĊĊõĊĊ

40

2/+(,

DERMANMITDISHVARTSEHORERIZANAKTYOR OY ESZENENDOASAKHBARIMTEMENTSHNINDAYNKLAS
DERKLASIZZIKHERZEYERINTERESANT
2/+(, YO OBERZEYZENENNUDNIKES
DERAKTYORZOGTSHTENDIK AZERIZZEYERKLUG UNDIZINGERINNEMTSHTENDIKDOS VERTERBUKHFUNMAYNTISHUNKUMTNISHTTSURIK
KHANE

Khane, do you see the woman with the glasses? She’s a singer. She’s very famous. KHANE Really? There’s a man in your class with a familiar face. Who is he? 2/+(, The man with the black hair? He’s an actor. KHANE Oh, there are a lot of famous people in your class! The class must be (literally: is surely) really interesting. 2/+(, Yes, but they’re pains in the neck! The actor is always saying that he’s really clever, and the singer always takes the dictionary from my desk and doesn’t come back! 2/+(,

Vocabulary TOSEE

zen

ēĖĊ

WITH

mit

ČčĒ

THENEUTERSEELANGUAGEPOINT

dos

ĕijć

GLASSES

briln

ēĐčĜą

FEMALE SINGER

zTngerin

ēčĜĖĆĔčҔĊ

FAMOUS

barTmt

ČĒčҔĜIJą

REALLY

take

THEREISTHEREARESEELANGUAGE POINT

es iz do; es zenen do

FAMILIAR

bakAt

ČĔIJҔěIJą

FACE

ponem

đčĔç

BLACK

shvartse

HAIR

hor

ACTOR

aktyP

OHOHDEAROHNO

oy

PEOPLE

mentshn

ĖěIJČ ijćĊčĄĕĖ ijćēĖĔĖĊĕĖ

ĖĚĜIJĉĉĝ ĜijĈ ĜijҔčČěIJ ĪĄ ēĝČĔĖĒ

41

Unit 2: Where do you live?

SURESURELYCERTAINLY

ĜĖďčĊ

zikher

INTERESTING

interesAt

ANNOYINGPEOPLEPAINSINTHENECK

nMnikes

TOTAKE

nemen

DICTIONARY

vGterbukh

TABLE

tish

BACKASIN@COMEBACK

tsurTk

ČĔIJҔĕĖĜĖČĔčĄ ĕĖěčĔćĉҔĔ ēĖĒĖĔ ĎĉąĜĖČĜĖҔĉĉ ĝčČ ěčҔĜĉĚ

Language points 4 ĴĈċĎąĖė (there is) and ĴĈĔėĕíċ=ĔėĕėċĖė (there are) 4HE 9IDDISH EQUIVALENTS OF THE %NGLISH EXPRESSIONS @THERE IS AND @THEREAREARE ijćĊčĄĕĖAND ijćēĖĔìĊ=ēĖĔĖĊĕĖ$ONTPAYATTENTIONTO THELITERALMEANING @ITISHERETHISISASETIDIOMATICFORMULAANDTHE WORD ijćINTHISSETTINGDOESNTACTUALLYREFERTO@HEREITSJUSTPARTOF THEFORMULA)FYOUWANTTOSAY@THEREISAN8HERE YOUHAVETOADD ANOTHER ijć AT THE END 9OU CAN SEE HOW THIS EXPRESSION IS USED IN THESEEXAMPLES

ĕIJĐěēčĄēČĔĖćĉČĕĴĈĔėĕėċĖė There areSTUDENTSIN;THE=CLASS ĕIJĐěēčĄČĔĖćĉČĕIJĴĈċĎąĖė There isASTUDENTIN;THE=CLASS

ĕIJĐěēčĄĴĈēČĔĖćĉČĕĴĈĔėĕėċĖė There areSTUDENTShereIN;THE=CLASS

ĕIJĐěēčĄĴĈČĔĖćĉČĕIJĴĈċĎąĖė There isASTUDENThereIN;THE=CLASS

42

Unit 2: ĊčĖĕīĊĊõĊĊ

5 The definite article (ĝėĈ,z ĎĈ,z ĖĴĈ) and the gender of nouns 9IDDISH NOUNS ARE DIVIDED INTO CATEGORIES CALLED GENDERS 4HERE ARE THREEGENDERSMASCULINE FEMININE ANDNEUTER)NTHECASEOFNOUNS REFERRING TO LIVING BEINGS IT IS OFTEN EASY TO PREDICT LOGICALLY WHICH GENDERCATEGORYANOUNBELONGSTO&OREXAMPLE THEWORDēIJĒMAN ISMASCULINE WHILETHEWORD ĪĜĸWOMAN ISFEMININE (OWEVER INTHECASEOFINANIMATEOBJECTSANDSOMETIMESINTHE CASEOFLIVINGBEINGSTOO THEREISNOLOGICALREASONWHYAGIVENNOUN BELONGSTOAPARTICULARGENDERCATEGORY4HUS WHILESOMEINANIMATE NOUNS ARE NEUTER EG Ďĉą BOOK OTHERS ARE MASCULINE OR FEMININE &OR EXAMPLE ĝčČ TABLE IS MASCULINE WHILE ĆĔĉČìĚ NEWSPAPER IS FEMININE&URTHERMORE CERTAINNOUNSREFERRINGTOPEOPLEANDANIMALS ARENEUTER EG ćĔčěCHILD ĐĆĔ™ ččBOY AND ĐćīĒGIRL  )NSOMECASESYOUCANGUESSTHEGENDEROFANOUNBYLOOKINGATITS ENDING&OREXAMPLE NOUNSENDINGIN ĖAREALMOSTALWAYSFEMININE EG ĖčĊčĉĉĖĐĖČ  46  9OULL START TO RECOGNIZE SUCH PATTERNS AS YOU BECOMEMOREFAMILIARWITH9IDDISH(OWEVER INMANYCASESYOUJUST HAVETOMEMORIZETHEGENDEROFNEWNOUNSWHENYOULEARNTHEM 4HE EASIEST WAY TO FIND OUT THE GENDER OF A NOUN IS TO CHECK THEFORMOFTHEDEFINITEARTICLEUSEDWITHIT9IDDISHHASTHREEWORDS ĜĖć z čć AND ĕijć CORRESPONDINGTOTHE%NGLISHDEFINITEARTICLE@THE 

ĜĖć IS USED WITH MASCULINE NOUNS čć IS USED WITH FEMININE NOUNS ANDĕijćISUSEDWITHNEUTERNOUNS4HEFORMUSEDWITHPLURALNOUNS IS ALWAYS čć WHETHER THEY ARE MASCULINE FEMININE OR NEUTER 7HEN YOU LEARN A NEWNOUN ITISBESTTOMEMORIZEITSARTICLEATTHESAME TIME THEN YOU WILL KNOW WHICH GENDER THE NOUN IS &ROM NOW ON EACHNEWNOUNINTRODUCEDWILLAPPEARINTHEVOCABULARYLISTSTOGETHER WITH ITS DEFINITE ARTICLE 3OMETIMES A NOUN HAS MORE THAN ONE POS SIBLE GENDER FOR EXAMPLE ĜĖĒčĚ ROOM CAN BE EITHER MASCULINE OR NEUTER)NSUCHCASESYOUCANCHOOSEWHICHARTICLETOUSEEGYOU CANSAYEITHER ĜĖĒčĚĜĖćOR ĜĖĒčĚĕijć

)N FACT 9IDDISH ALSO HAS ANOTHER FORM OF THE DElNITE ARTICLE đĖć WHICH YOU SAW IN 5NIT  $ONT WORRY ABOUT đĖć FOR NOW IT WILL BE EXPLAINED IN LANGUAGE POINT 5NIT

43

Unit 2: Where do you live?

Exercise 5

(Audio 1:19)

Rokhl has made a list of the different kinds of people in her class. Use the list to make sentences with ijćĊčĄĕĖ and ijćēĖĔìĊ=ēĖĔĖĊĕĖ. Example

ĎìĜěĔIJĜĸēĉĸēIJĒIJijćĊčĄĕĖ ← ĎìĜěĔIJĜĸēĉĸēIJĒIJ ĕIJĐě ĕĐċĜēčĄ ‫פֿרױ פֿון פּױלן‬ ‫סך גוטע סטודענטן‬ ‫אַקטיאָר‬ ‫זינגערין‬ ‫סך באַרימטע מענטשן‬ ‫מאַן מיט ברילן‬

‫אַ‬ ‫אַ‬ ‫אַן‬ ‫אַ‬ ‫אַ‬ ‫אַ‬

 2 3 4 5 6

2OKHLS

Exercise 6 Fill in the gaps in this excerpt from Khane’s journal with the correct form of the definite article ĕijć=čć=ĜĖć. Use the glossary at the end of the book to check the meaning and gender of any unfamiliar words.

@@@@@@@@ûćĀĈĊûýĀĉ@@@@@@@@ûĀāĆûĊĐćýøĉĦĄďĉĄÿĐćāøčāþĂāø ĐĊğþþāøąĄāĬ@@@@@@@@ûąĄāĬĦćāøĄāÛđĂāøyĀúħþĐħāĀďĦ ùħüĂāøĀýúĀđāĈþāøąĄāĬćàûyĀúħþćāĐĊúĈāþ@@@@@@@@ûxĀĆāĐĦù þāøĉĊćğđĐĊğþþāøûāĄćàĆþĦćĊĈğĆćđĀĈĊĆ@@@@@@@@ûûāĄàĈĦ xĀýúĐĊğþþāøĄďāĀĐĦ@@@@@@@@ûûāĄćàĆćúĊýýúĈýĀàĎćāøĄďāĀĐĦćĦħû ĂĦĐÛđ@@@@@@@@ûđāû’āāċĞøþāøĉĊćĊğĄćýøúĈýĀàĎ@@@@@@@@ûąĊĈĂāø ĂĞøþāøĂýùĐĊĀĐĊýý@@@@@@@@ûĐĊùħĂýùĐĊĀĐĊýýĦčāĈĂāøĐĊýýđþāø þĦĀúħþĊďĀĈĊûýĀĉ@@@@@@@@ûĉħýýĐĦĬĀđāĈğĀđĐĦĬĂāøĐĊýýđ ĄýĬĊďĦĀþāøĉĦĄď@@@@@@@@ûyĀăĦĐĀĂāøćğđĞþĦþāøûāĄ@@@@@@@@û xĀĈĦĉĊĐĊĀĈāøćĊĈĊþĉĊďāĈûýĈ@@@@@@@@ûĐĊùħĉĊďāĈûýĈĀāĆ

Unit Three

ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ What do you like to do?

In this unit you will learn: s s s s s s s

HOWTOTALKABOUTLIKESANDDISLIKES THEDAYSOFTHEWEEK THEVERB ēąijĈąčĐTOLIKELOVE IRREGULARVERBSINTHEPRESENTTENSE THEGENDEROFADJECTIVES HOWTOUSEADJECTIVESINSENTENCES ADVERBS

Dialogue 1 (Audio 1:20) +HANEAND2OKHLHAVEARRANGEDTOMEETUPANDARETRYINGTO DECIDEWHATTODO

ēĐĪçēčĄēć™ ččēĆĖĉĉđĐčĸIJijćĊčĄĕĖ ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ ĖĔćĉĔĪĊIJēĖĔĖĊīĊēĖĒĐčĸĖĝčĜijČĕčĈēĖĊĉĚąčĐČĝčĔąijĈĎčĄ ĖĒĝČĖĜěēčĄēīĆēĖĔĖěĜčĒ ĜĖČIJĖČēčĄēīĆČčĒĕijĉĉĕĖĒĝČĖĜěąčĐČĝčĔąijĈĎčĄ ĆĔIJĐĪĊIJēĚčĊĉĚąčĐČĝčĔąijĈĎčĄēĉĄĜĖìČĉĚĊčĄĕĖēīĔ ąčĐĉČĕijĈĎijĔĕijĉĉ ēijČĜčĒēĖĔĖěĕijĉĉĪĊIJąĪĄ ēĕĖĉĚąčĐąijĈĎčĄēIJĜijČĕĖĜēčĄēīĆĜčĒijĐ KHANE

ĈĔċ ĐċĜ Ĕċ Ĉ Đ ċĜ ĈĔċ ĐċĜ

HOSTULIBTSUGEYNINKINOESIZDOAlLMVEGNYIDNINPOYLN IKHHOBNISHTLIBTSUZENHISTORISHElLMENZEYZENENAZOY NUDNE
MIRKENENGEYNINKRETSHME KHANE IKHHOBNISHTLIBKRETSHMESVOSMITGEYNINTEATER 2/+(,

45

Unit 3: What do you like to do?

2/+(,

NEYN ESIZTSUTAYERUNIKHHOBNISHTLIBTSUZITSNAZOYLANG OYBAZOY VOSKENENMIRTONVOSNOKHHOSTULIB 2/+(, LOMIRGEYNINRESTORAN
IKHHOBLIBTSUESN KHANE

KHANE

2/+(, KHANE 2/+(, KHANE 2/+(,

Do you like to go to the cinema? There’s a film about Jews in Poland. I don’t like to see historical films; they’re so boring! We can go to [the] pub. I don’t like pubs. What about going to [the] theatre? No, it’s too expensive and I don’t like to sit so long. In that case, what can we do? What else do you like? Let’s go to [a] restaurant! I like to eat.

Vocabulary ēąijĈąčĐ

TOLIKETOLOVESEELANGUAGEPOINT

lib hobn

TOSEELANGUAGEPOINT

tsu

TOGOTOWALK

geyn

ēīĆ

TOSEELANGUAGEPOINT 5NIT

in

ēčĄ

CINEMA

kino (der)

FILM FILMS

film (der), filmen

ABOUT

vegn

ēĆĖĉĉ

*EWS

yidn

ēć™ čč

HISTORICAL

histPishe

BORING

nudne

PUBBAR PUBSBARSALSO INN INNS

kretshme (di), kretshmes

WHATABOUTLITERALLYWHATWITH

vos mit

THEATRE

teater

EXPENSIVE

tayer

ĜĖìČ

LONG

lang

ĆĔIJĐ

IFSOINTHATCASE

oyb azY

DO

ton

ēijČ

ELSE MORE

nokh

ĎijĔ

LETS

lomir

ĜčĒijĐ

RESTAURANT

restorA (der)

ĉĚ

ĜĖćijĔčě ēĖĒĐčĸ ĜĖćđĐčĸ

ĖĝčĜijҔČĕčĈ ĖĔćĉĔ  čćĖĒĝČĖĜě ĕĖĒĝČĖĜě ČčĒĕijĉĉ ĜĖČIJĖČ

ĪҔĊIJąĪĄ

ĜĖćēIJҔĜijČĕĖĜ

Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

46

Language points 1 The verb ĔĆĴĉĆĎđ (to like/love) 4HE VERB ēąijĈ ąčĐ IS MADE UP OF TWO PARTS 4HE FIRST PART IS THE IRREGULARVERBēąijĈ WHICHWASINTRODUCEDIN5NIT WHILETHESECOND PART ąčĐ ISAWORDTHATAPPEARSONLYINTHISVERB4HEWHOLEPHRASE ISONEUNITMEANING@TOLIKEOR@TOLOVE 4OCONJUGATETHISVERBINTHEPRESENTTENSE FIRSTTAKEēąijĈANDADD THE APPROPRIATE PERSONAL SUFFIX TO MATCH THE SUBJECT EG ČĕijĈ ĉć z ČijĈ ĜĖ 4HEN ADD ąčĐ 9OU CAN SEE AN EXAMPLE OF THIS IN $IALOGUE  WHEN2OKHLSAYS

ēĕĖĉĚĆĎđĆĴĉĎčĄ )likeTOEAT 4ONEGATETHISVERB ADD ČčĔ=ČĝčĔAFTERTHECONJUGATEDPARTēąijĈ AND BEFORE ąčĐ ASIN+HANESSTATEMENT

ĕĖĒĝČĖĜěąčĐčĞĎĕąijĈĎčĄ )don’tLIKEPUBS 3IMILARLY TO MAKE A QUESTION WITH ēąijĈąčĐ REVERSE THE SUBJECT AND ēąijĈBUTLEAVE ąčĐWHEREITWAS ASIN

ēĖĒĐčĸĆĎđĈĔċčĴĉ Does+HANElikelLMS 4OSAYTHATYOUREALLYLIKELOVESOMETHING PUTTHEWORDěĜIJČĝORĜĖīĊ BETWEEN ēąijĈAND ąčĐ EG

ēĖĒĐčĸąčĐĜĝijčĞČijĈĈĔċ ēĖĒĐčĸąčĐĝėĬċČijĈĈĔċ +HANEreallyLIKESlLMSLIKESlLMSvery much 4HROUGHOUT THE COURSE YOU WILL MEET OTHER VERBS THAT ARE MADE UP OF TWO PARTS AND CONJUGATE LIKE ēąijĈ ąčĐ 4HIS TYPE OF VERB WILL BE DISCUSSEDTHOROUGHLYINLANGUAGEPOINT 5NIT /NEMOREPOINTABOUTēąijĈąčĐWHENITISFOLLOWEDBYTHEINFINITIVE OF ANOTHER VERB THEWORD ĉĚTO ISUSUALLYPLACEDBETWEEN ēąijĈąčĐ ANDTHEOTHERVERB ASIN

ijĔčěēčĄēīĆĊěąčĐąijĈĎčĄ )LIKEtoGOTOTHECINEMA

47

Unit 3: What do you like to do?

2 Irregular verbs in the present tense 4HE VAST MAJORITY OF 9IDDISH VERBS ARE REGULAR IN THE PRESENT TENSE IE THEY CONJUGATE LIKE ēćĖĜ AND ēĖĔĪĉĉ  (OWEVER A FEW VERBS ARE SLIGHTLYIRREGULAR ANDTHEIRPRESENTTENSEFORMSAREABITDIFFERENTFROM WHATYOUWOULDEXPECTBYLOOKINGATTHEIRINFINITIVES 4HEFIRSTGROUPOFIRREGULARVERBSCONSISTSOF ēīĆGO ēīČĝSTAND AND ēīČĝĜIJĸ UNDERSTAND  4HESE THREE VERBS ARE IRREGULAR BECAUSE THEIR INFINITIVE DOES NOT END IN ēĖ¯ EVEN THOUGH THEIR BASE ENDS IN A VOWEL OR DIPHTHONG #ONVERSELY THEIR FIRST AND THIRD PERSON PLURAL FORMSENDIN ēĖ¯4HUS INCONTRASTTOMOSTVERBS THEFIRSTANDTHIRD PERSON PLURAL FORMS OF THESE VERBS LOOK DIFFERENT FROM THE INFINITIVE 9OUCANSEETHISBYCOMPARINGTHEFOLLOWINGTWOEXAMPLES

ijĔčěēčĄĔĬćĉĚąčĐĉČĕijĈ $OYOULIKETOgoTOTHECINEMA

ijĔčěēčĄĔėĬćĜčĒ 7Ere goingTOTHECINEMA .EXT THE VERBS ēijČ DO AND ēĕčĉĉ KNOW ARE IRREGULAR BECAUSE THE VOWEL OF THE BASE IS NOT THE SAME IN THE PRESENT TENSE AS IT IS IN THEINFINITIVE4HEBASEVOWELOF ēijČBECOMES ĉINTHEPRESENTTENSE ANDTHEBASEVOWELOFēĕčĉĉBECOMESī(EREISTHECOMPLETEPRESENT TENSECONJUGATIONOFTHESEVERBS TODO ēijČ 0LURAL

ēĖĊČĜčĒ ČĊČĜčĄ ēĖĊČīĊ

3INGULAR

STPERSONPLURAL NDPERSONPLURAL RDPERSONPLURAL

ĊČĎčĄ ČĕĊČĉć ČĊČĕĖ=čĊ=ĜĖ

STPERSONSINGULAR NDPERSONSINGULAR RDPERSONSINGULAR

TOKNOW ēĕčĉĉ 0LURAL

3INGULAR

ēĕĬĉĉĜčĒ STPERSONPLURAL ČĕĬĉĉĜčĄ NDPERSONPLURAL ēĕĬĉĉīĊ RDPERSONPLURAL

ĕĬĉĉĎčĄ STPERSONSINGULAR ČĕĬĉĉĉć NDPERSONSINGULAR ČĕĬĉĉĕĖ=čĊ=ĜĖ RDPERSONSINGULAR

Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

48

&INALLY THEVERBēąĖĆGIVE ISIRREGULARBECAUSETHEBASEVOWELCHANGES TO č IN THE PRESENT TENSE AND IN ADDITION THE ą DISAPPEARS IN THE SECOND AND THIRD PERSON SINGULAR AND IN THE SECOND PERSON PLURAL (EREISTHECOMPLETEPRESENTTENSECONJUGATION TOGIVE ēąĖĆ 0LURAL

ēąĎĆĜčĒ ČĎĆĜčĄ ēąĎĆīĊ

3INGULAR

STPERSONPLURAL NDPERSONPLURAL RDPERSONPLURAL

Exercise 1

ąĎĆĎčĄ ČĕĎĆĉć ČĎĆĕĖ=čĊ=ĜĖ

STPERSONSINGULAR NDPERSONSINGULAR RDPERSONSINGULAR

(Audio 1:21)

Answer the following questions with ēąijĈąčĐ. Example

ēīĆĉĚąčĐąijĈĎčĄijč ← ijč ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ ijĔčěēčĄ

ēīĔ ĕĖĒĝČĖĜěąčĐĈĔċČijĈ

ijč ĜĖČIJĖČąčĐĉČĕijĈ

ēīĔ ČĖąĜIJĒīĈąčĐēČĔĖćĉČĕčćēąijĈ

ēīĔ ēĚĔIJČĉĚąčĐĈĔċČijĈ

ijč ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐĉČĕijĈ

    5

Exercise 2 Fill in the gaps with the correct form of the verb in the present tense.

ĝčć™ ččēĆĖĉĉĎĕIJ@@@@@@@@@@@@@@@@@@@@ćĉć ĜĖČIJĖČēčĄ@@@@@@@@@@@@@@@@@@@@ĜčĒ ĎĉąĜĖČĜĖĉĉIJēČĔĖćĉČĕčć@@@@@@@@@@@@@@@@@@@@ĉć ijĔčěēčĄ@@@@@@@@@@@@@@@@@@@@ĐċĜēĉĄĈĔċ ĝčć™ čč@@@@@@@@@@@@@@@@@@@@ĕĖěĜĖĜĖĐčć TODAY ČĔìĈĉć@@@@@@@@@@@@@@@@@@@@ĕijĉĉ ćĔIJĐĕĉĜēčĄēć™ ččēĆĖĉĉđĐčĸIJ@@@@@@@@@@@@@@@@@@@@ĜčĒ ĊčĄĝČĔĖĒĜĖćĜĖĉĉČĝčĔ@@@@@@@@@@@@@@@@@@@@ĎčĄ

    5 6 7 8

49

Unit 3: What do you like to do?

Exercise 3 Answer the following questions about yourself.

ijĔčěēčĄēīĆĉĚąčĐĉČĕijĈ ČĝčĔČĕČĖąĜIJĉćēĖĉĉēijČĉĚąčĐĉČĕijĈĕijĉĉ ĜĖČIJĖČēčĄēīĆĉĚąčĐĉČĕijĈ ēĖĊĉĚąčĐĉČĕijĈēĖĒĐčĸĖĜĖĕijĉĉ ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐĉČĕijĈ

    5

Dialogue 2 (Audio 1:22) 2OKHLAND+HANEAREINTHERESTAURANT2OKHLWANTSTOINVITE+HANE AND$OVIDTOHERFLATFORDINNERANDISTRYINGTOFINDADAYTHATSUITS THEMALL

ČĒĉěćĉć ĎijĉĉĖěčćĔĖĒĉěčćĜčĒìąĖĜĖĝČĖĉĉēĕĖĉČĕĐčĉĉĈĔċ ĎĪĄ ĆijČĜĖďĐĖĉĉijč ĞąĝēĉĄěčČìĜĸēĖĒĉĔĜIJĸĊčĄćĉćĖĆIJĜĸĖČĉĆIJĊčĄĕijć ĆijČĜĖČĉĆIJĕijćĊčĄěčČĔĉĊìĜĸēčąĎčĄ ĊčąČĖąĜIJĎčĄĐìĉĉČĉĆČĝčĔēĖĔĖĊěčČĕĔčćēĉĄěčČĔijĒěčČĔĉĊ ĎijĉĉČčĒēĖĒĉěĉČĕĔĖěđijĜěĜĖďčą ēčĄČĖçĝ ČĔĉĉijēčĄĕIJĐěIJąijĈĎčĄĐìĉĉĆijČĜĖĜĖĉĉĝIJĊčĄĎijĉĉČčĒ ěčČĝĜĖĔijćĉČĕĉČĕijĉĉ ēć™ ččĖĝčĐĪçēĆĖĉĉđĐčĸđĖćēĖĊĐčĉĉĎčĄ ĖĜĖĝČĖĉĉĖěIJĒĝĖĆIJēĕĖĉĚĜĖĕĖąĊčĄĕĖđĐčĸĜĖĔćĉĔĜĖĔĖčĪĄ 2/+(, KHANE 2/+(, KHANE 2/+(, KHANE 2/+(, KHANE

ĐċĜ Ĕċ Ĉ Đ ċĜ Ĕċ Ĉ ĐċĜ Ĕċ Ĉ Đ ċĜ Ĕċ Ĉ ĐċĜ

KHANE VILSTUESNVETSHEREBAYMIRDIKUMENDIKEVOKH DOVIDKUMTOYKH YO
VELKHERTOG DOSIZAGUTEFRAGEDOVIDIZFARNUMENFRAYTIKUNSHABES IKHBINFRAYZUNTIKIZDOSAGUTERTOG ZUNTIK MONTIK UNDINSTIKZENENNISHTGUTVAYLIKHARBETBIZ SHPETINBIKHERKROMKENSTUKUMENMITVOKH MITVOKHIZASHVERERTOGVAYLIKHHOBAKLASINOVNT VOSTUSTUDONERSHTIK IKHVILZENDEMlLMVEGNPOYLISHEYIDN

Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

50

2/+(,

OY YENERNUDNERlLM
ESIZBESERTSUESNAGESHMAKE VETSHERE


2/+(,

Khane, do you want to eat dinner at my house next week (literally: the next week)? Dovid’s coming too. Yes! Which day? That’s a good question. Dovid is busy Friday and Saturday. I’m free Sunday. Is that a good day? Sunday, Monday, and Tuesday aren’t good because I work until late in [the] bookshop. Can you come Wednesday? Wednesday is a hard day because I have a class in [the] evening. What are you doing Thursday? I want to see the film about Polish Jews. Oh no, that boring film! It’s better to eat a tasty dinner!

KHANE 2/+(, KHANE 2/+(, KHANE

2/+(, KHANE 2/+(,

Vocabulary DOYOUWANT→TOWANTSEE LANGUAGEPOINT 5NIT

vilstu → veln

ēĐĖĉĉ← ĉČĕĐčĉĉ

DINNERSUPPER

vDshere (di)

čćĖĜĖĝČĖҔĉĉ

ATLIKEchezIN&RENCH

bay

ìą

MESEELANGUAGEPOINT 5NIT

mir

ĜčĒ

NEXTFEMININESEELANGUAGEPOINT

kNendike

WEEK

vokh (di)

WHICHMASCULINESEELANGUAGE POINT

velkher

BUSY

farnumen

&RIDAY

fraytik (der)

3ATURDAYTHE*EWISH3ABBATHSEE CULTUREPOINT 5NIT

shabes (der)

FREE

fray

3UNDAY

zuntik (der)

GOODMASCULINESEELANGUAGE POINT

guter

-ONDAY

montik (der)

ĖěčćĔĖĒĉҔě

čćĎijĉĉ ĜĖďĐĖĉĉ ēĖĒĉĔĜIJĸ

ĜĖćěčČìĜĸ

ĜĖćĞąĝ ìĜĸ

ĜĖćěčČĔĉĊ ĜĖČĉĆ

ĜĖćěčČĔijĒ

51

Unit 3: What do you like to do?

ĜĖćěčČĕĔčć

4UESDAY

dinstik

UNTIL

biz

LATE

shpet

BOOKSHOP

bTkherkrom (di)

7EDNESDAY

mitvokh (der)

DIFFICULTMASCULINESEELANGUAGE POINT

shverer

EVENING

ovnt (der)

4HURSDAY

dXershtik (der)

) WANT→TOWANTSEELANGUAGE POINT 5NIT

vil → veln

THATMASCULINESEELANGUAGE POINT

yener

ĜĖĔĖč

BETTER

beser

ĜĖĕĖą

TASTYFEMININESEELANGUAGE POINT

geshmake

Ċčą ČĖçĝ

čćđijĜěĜĖďčҔą

ĜĖćĎijĉĉČčĒ ĜĖĜĖĉĉĝ

ĜĖćČĔĉĉij

ĜĖćěčČĝĜĖĔijҔć ēĐĖĉĉ← Đčĉĉ

ĖěIJĒĝĖĆ

Language points 3 Gender of adjectives; how to use adjectives in sentences !DJECTIVESAREWORDSUSEDTODESCRIBENOUNSEGĆĉĐě zČĉĆ zČĔIJĕĖĜĖČĔčĄ  )N9IDDISH ADJECTIVESCANAPPEARINTWODIFFERENTPOSITIONS4HEFIRST ISFOLLOWINGAVERBUSUALLY ēìĊ EG

ćĊđĜĊčĄćĉć $AVIDISclever !DJECTIVESINTHISPOSITIONHAVETHESAMEFORMWHETHERTHENOUNTHAT THEYREFERTOISMASCULINE FEMININE NEUTER SINGULARORPLURAL4HISISCALLED THE BASE FORM 3O YOUCANSAY ĆĉĐěĊčĄĪĜĸčć z ĆĉĐěĊčĄćĔčěĕijć OR ĆĉĐě ēĖĔĖĊ ēČĔĖćĉČĕ čć AND THE ADJECTIVE ĆĉĐě ALWAYS REMAINS IN THE BASEFORM 4HESECONDPOSITIONINWHICHANADJECTIVECANAPPEARISIMMEDI ATELY BEFORE A NOUN !DJECTIVES IN THIS POSITION DECLINE TAKE DIFFERENT SUFFIXES TO MATCH THE GENDER MASCULINE FEMININE OR NEUTER AND

Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

52

NUMBER SINGULAR OR PLURAL OF THE FOLLOWING NOUN 4O DECLINE AN ADJECTIVE SO THAT IT MATCHES ITS NOUN TAKE THE BASE FORM AND ADD THESESUFFIXES %XAMPLE

ēIJĒĝėĆĉĐěij ēIJĒĝėĆĉĐěĝėĈ ĪĜĸėĆĉĐěij ĪĜĸėĆĉĐěĎĈ ćĔčěĆĉĐěij

ćĔčěėĆĉĐěĖĴĈ

!DJECTIVESUFFIX

'ENDERAND NUMBEROFNOUN

ĜĖ¯

MASCULINESINGULAR

Ė¯

FEMININESINGULAR

NOSUFFIX WHENTHEADJECTIVEAND NOUNAREPRECEDEDBY IJ

NEUTERSINGULAR

Ė¯ WHENTHEADJECTIVEAND NOUNAREPRECEDEDBY ĕijć

ēČĔĖćĉČĕėĆĉĐě ēČĔĖćĉČĕėĆĉĐěčć

Ė¯

PLURALALLGENDERS

.OTE THAT IN THE CASE OF MASCULINE AND FEMININE SINGULAR NOUNS AS WELLASALLPLURALNOUNS THEADJECTIVESUFFIXISTHESAMEWHETHERTHE NOUNANDADJECTIVEAREPRECEDEDBYTHEDEFINITEARTICLEORNOT(OWEVER INTHECASEOFNEUTERSINGULARNOUNS THEADJECTIVEHASTWODIFFERENT FORMSDEPENDINGONWHETHERTHEADJECTIVENOUNPHRASEISPRECEDED BYTHEDEFINITEARTICLEORNOT &ROM NOW ON ADJECTIVES WILL BE LISTED IN THE VOCABULARIES IN THE BASEFORM 4HEREARETHREEFINALPOINTSTOREMEMBERWHENDECLININGADJECTIVES  )F THE BASE FORM OF THE ADJECTIVE ALREADY ENDS IN Ė EG ĖĔćĉĔ YOUCANTADDTHEĖ¯SUFFIX SOTHEFEMININESINGULAR NEUTERSINGULAR PRECEDED BY ĕijć AND PLURAL FORMS LOOK THE SAME AS THE BASE FORM  )FTHEBASEFORMOFTHEADJECTIVEENDSINACONSONANTPLUS ĐOR Ĕ EG ĐćīĄGENTLE ēćĐijĆGOLDEN WHENYOUADDONTHE ĜĖ¯AND Ė¯ SUFFIXESYOUHAVETOINSERTANEXTRA ĖBEFORETHEFINAL ĐOR ĔOFTHE

53

Unit 3: What do you like to do?

BASEFORM4HIS@HELPINGVOWELISJUSTTHERETOMAKEPRONUNCIATION EASIER4HEFOLLOWINGEXAMPLEILLUSTRATESTHISPHENOMENON

ĝČĔĖĒĝėĐėćīĄēIJ AGENTLEPERSON Note: THISDOESNOTAPPLYTOADJECTIVESENDINGINēĜ¯ EGēĜĖҔćijĒMODERN ĜĖĔĜĖćijĒ  4HE STRESS OF THE ADJECTIVE STAYS ON THE SAME SYLLABLE WHETHER IT HASASUFFIXORNOT EG ěIJҔĒĝĖĆ z ĜĖěIJҔĒĝĖĆ

4 Adverbs !DVERBS ARE WORDS TELLING YOU WHEN OR HOW AN ACTION HAPPENED )N %NGLISHTHEYUSUALLYENDIN@ LYEGSLOWLY USUALLY THOUGHNOTALWAYS EGWELL SOMETIMES OFTEN  )N9IDDISHADVERBSAREALMOSTALWAYSTHESAMEASTHEBASEFORM OFTHEADJECTIVE EG

ĔĬĞČĆĔčĊčĊ 3HESINGSbeautifully (OWEVER SOME9IDDISHADVERBSAREINDEPENDENTFORMSTHATCANNOT BEUSEDASADJECTIVES3UCHADVERBSUSUALLYREFERTOTIME EGĕĔČĚĖĐ RECENTLY 

Exercise 4 Insert the correct adjective suffixes into the following sentences.

ĝČĔĖĒ@@@@@@@@@@@@@@@@@@@@ĆĉĐěIJĊčĄćĉć ĖěČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ČĉĆIJĊčĄĈĔċ ēĖĒĐčĸ@@@@@@@@@@@@@@@@@@@@ČĔIJĕĖĜĖČĔ襹čĐČijĈĐċĜ ćčĐ@@@@@@@@@@@@@@@@@@@@ĔīĝĕijćąčĐąijĈĎčĄ ĐĜĖąČĕīĈćĔčě SMALL @@@@@@@@@@@@@@@@@@@@ĔīĐěĕijć ČĉĆĪĊIJČĝčĔĊčĄđĐčĸ@@@@@@@@@@@@@@@@@@@@ìĔĜĖć ĆĔIJĐĜĖīĊĊčĄĎĉą@@@@@@@@@@@@@@@@@@@@ĜĖĉĉĝĕijć

    5 6 7

Unit 3: ĔĴčĊěĆĎđĊčĖĴĉĖĴĊĊ

54

Exercise 5 Make sentences from the following groups of words. Conjugate the verbs in the present tense. Remember that adjectives immediately preceding a noun will decline, while all others will remain in the base form. Example

ćĔčěĖĔīĐěĕijć ← ěĔIJĜě+ ēìĊ+ ćĔčě+ ēīĐě+ ĕijć ěĔIJĜěĊčĄ ēīĝ+ ēìĊ+ ijĔčě+ ìĔ+ ĜĖć ĖĜĖĝČĖĉĉ+ ěIJĒĝĖĆ+ IJ+ ēĕĖ+ ĖěČĔĖćĉČĕ+ ćčĒ+ čć ĜĖĉĉĝ+ ēìĊ+ ēďIJĜçĝ+ ìĔ+ ĖĐIJ ĝčć™ čč+ ēīČĝĜIJĸ+ ēčĜĖĆĔčĊ+ ČĒčĜIJą+ čć WORDS ĜĖČĜĖĉĉ+ ĜĖĉĉĝ+ ēąijĈ+ Ďĉą+ ČĉĆ+ ĕijć SONGS ĜĖćčĐ+ ēīĝ+ ēĖĆĔčĊ+ ĐćīĒ+ ĆĉĐě+ ĕijć

Supplementary text (Audio 1:24) (EREISADESCRIPTIONOF2OKHLSWEEKTAKENFROM+HANESJOURNAL

ćýøďāĀĈħĆďāĀĈýþĀĊùĐĦāþąħĐďĐĊăāùĦćāøĀĊùĐĦĄÿĐ ćāøĀğúāþďāĀđĐĊĈħûćýøĂħýýĀāĆĀđāĈĀĊùĐĦāþďāĀĉĈāû ĀħüāþĐĊùħđāû’āāùāĄĀħüĄÿĐđāû’āāĀĐāûýĀđāþèýýĀĊĀāĉĐĊýýāĈýø āþćùàĐđćþýĆćĀĈĊûýĀĉāûĉħýýĀĊùĐĦĆğüĊĐĊýýđāûùāĄĞþĦĀđāĈ ĦþāøĉĊþĦĀĈğĆāþĄàýýĉĦĄďćāøćĎāþýĎùāĄāýþĦĀđāĈĂĞøĀħü āþĄĞĬĐĊğþþāøāþĐĊùħĊďĀĈĊûýĀĉĊĀýúĦþāøĄÿĐĊĈûýĈĄĉāù Ăýùđāû’āāĐĊýýđĦćĊĈĊğĄĀħĀđĈĦĊĆđĀĊĐďćāøĀĬħĀğú

    5 6

Unit Four

ĔĬđĜĊěċĎąĉĝĎĈĔíē My flat is too small!

In this unit you will learn: s s s s s s

HOWTODESCRIBEWHEREYOULIVE HOWTOTALKABOUTVISITINGSOMEONE HOWTOMAKENEGATIVESENTENCESWITH ēīě THENEGATIVEOF ijćĊčĄĕĖ THEDIMINUTIVEANDIMINUTIVE THEPLURALOFNOUNS

Dialogue 1 (Audio 1:26) +HANEAND$OVIDHAVEJUSTARRIVEDAT2OKHLSFORDINNERANDSHE SHOWSTHEMAROUNDTHEFLAT+HANEAND$OVIDLIKETHEFLAT BUT 2OKHLHASLOTSOFCOMPLAINTSABOUTIT

ēīĐěĜĖīĊĊčĄčĊ ĈĜčćčćēĖĊČĐčĉĉĜ襥ąĈĎĉĜą ĕĪĜĆęĔIJĆĖěIJČĊčĄēijĐIJĕĜĖćēĉĄēīĝĪĊIJĕĪĄČĖĊčĊ đĖĉĉěIJąĪĊIJČĝčĔĊčĄĖěĸijĕčćēĉĄĝčČēīěČĝčĔąijĈĎčĄĜĖąij ĜĖīĊĊčĄĜĖČĚĔĖĸĜĖćēĉĄČĔĖĉĉčćėĪĄĜĖćĐčąčćąčĐąijĈĎčĄ ĕĪĜĆ ĊčĄĐçĒĖĐĕijćēĉĄĖčĊčĉĉĖĐĖČĖĕĪĜĆēīěČĝčĔąijĈĎčĄĜĖąij ĕĉĄčĒ ēĜĖćijĒĜĖīĊēĖĔĖĊēČĕIJěĊìĄĜĖćēĉĄēĉĉĪĄĜĖć ĎčěčćĕijćĊčĄ ĖĔIJĉĉēīěijČĝčĔĊčĄĕĖēĉĄĐĜĖČĚĔĖĸēīĄĜijĔČijĈĎčěčćĜĖąij ĎčĄ~ēīĐěĉĚĊčĄĜĖĒčĚĸijĐĝĜĖćēĉĄĝĉćIJĜijĔĜĖĒčĚćiją ēčĄ  ĖĐĖČĖąIJĜijĔČĖą ēīěČĝčĔąijĈ

Đ ċĜ Ĕċ Ĉ ĐċĜ ćĉć

ĐċĜ ćĉć ĐċĜ

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

56

2/+(, +(!.% 2/+(, $/6)$ 2/+(, $/6)$ 2/+(,

2/+(, +(!.% 2/+(, $/6)$ 2/+(, $/6)$ 2/+(,

BOREKHHABE
IRVILTZENDIDIREZIIZZEYERKLEYN
ZIZETOYSAZOYSHEYN
UNDERSALONIZTAKEGANTSGROYS OBERIKHHOBNISHTKEYNTISH UNDISOFKEIZNISHTAZOY BAKVEM IKHHOBLIBDIBILDEROYFDIVENT
UNDERFENTSTERIZZEYER GROYS OBERIKHHOBNISHTKEYNGROYSETELEVIZYE UNDOSLEMPLIZ MIES IZDOSDIKIKHDEROYVNUNDERAYZKASTNZENENZEYER MODERN OBERDIKIKHHOTNOREYNFENTSTERL
UNESIZNISHTOKEYN VANEINBODTSIMER NORADUSH
UNDERSHLOFTSIMERIZTSU KLEYNnIKHHOBNISHTKEYNBET NORABETELE
Welcome! Do you want to see the flat? It (literally: she) is very small! It looks so beautiful! And the living room is really quite big. But I don’t have a table, and the sofa isn’t so comfortable. I like the pictures on the walls! And the window is very big. But I don’t have a big television, and the lamp is ugly. Is that the kitchen? The oven and the fridge are really modern. But the kitchen has only one small window! And there’s no bath in the washroom, only a shower! And the bedroom is too small – I don’t have a [proper] bed, just a tiny little bed!

Vocabulary WELCOME

borekh habe

FLATAPARTMENT

dire

LOOKSLIKE SEEMS→TO LOOKLIKE TOSEEM SEELANGUAGEPOINT 5NIT FOREXPLANATION OFTHISTYPEOFVERB

zet oys → oyszen

ĄąĈĎĉĜą

čćĈĜčć ēĖĊĕĪĄ← ĕĪĄČĖĊ

57

Unit 4: My flat is too small!

ĜĖćēijҔĐIJĕ

LIVINGROOM

salX (der)

QUITE

gants

ęĔIJĆ

BIG

groys

ĕĪĜĆ

NEGATIVEARTICLESEELANGUAGE POINT

keyn

ēīě

SOFA

sofke (di)

COMFORTABLE

bakve˜m

čćĖěĸijĕ đĖҔĉĉěIJą

PICTURES

bilder

ĜĖćĐčą

ONTHISWORDHASONLYONE SPELLING BUTVARIANT PRONUNCIATIONS

oyf/af

ėĪĄ

WALLS

vent

WINDOW

fentster (der/dos)

46

televizye (di)

LAMPLIGHT

lempl (dos)

ĕijćĐçĒĖĐ

UGLY

mies

ĕĉĄčĒ

KITCHEN

kikh (di)

OVENCOOKERSTOVE

oyvn (der)

FRIDGE

{zkastn (der)

ONLYBUTRATHER

nor

ČĔĖĉĉ

ĕijć=ĜĖćĜĖČĚĔĖĸ

čćĖčĊčĉĉĖĐĖČ

čćĎčě

ĜĖćēĉĉĪĄ

ĜĖćēČĕIJěĊìҔĄ ĜijĔ ēīĄ

ONE

eyn

SMALLWINDOWSEELANGUAGE POINT

fFtsterl

ĐĜĖČĚĔĖҔĸ

BATHBATHTUB

vane (di)

čćĖĔIJĉĉ

WASHROOMBATHROOM

b|tsimer (der)

ĕijć=ĜĖćĜĖĒčĚćijҔą

BEDROOM

shl}tsimer (der)

ĕijć=ĜĖćĜĖĒčĚĸijҔĐĝ

BED

bet (dos)

TINYBEDSEELANGUAGEPOINT

bDele (dos)

Additional vocabulary WARDROBE SINK DOOR MIRROR

almer (der) opgos (der) tir (di) shpigl (der)

ĜĖćĜĖĒĐIJ

ĜĖćĕijĆçij

čćĜčČ

ĜĖćĐĆčçĝ

ĕijćČĖą

ĕijćĖĐĖČĖҔą

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

58

Language points 1 Negative sentences with ĔĬĜ )N 5NIT  YOU LEARNED HOW TO MAKE NEGATIVE SENTENCES BY PUTTING ČĝčĔOR ČčĔDIRECTLYAFTERTHEVERB (OWEVER IN $IALOGUE  THERE ARE SOME NEGATIVE SENTENCES THAT LOOK A BIT DIFFERENT IN ADDITION TO THE EXPECTED ČčĔ=ČĝčĔ AFTER THE VERB THERE IS ANOTHER WORD ēīě IMMEDIATELY PRECEDING THE NOUN &OREXAMPLE

ĝčČĔĬĜčĞĎĕąijĈĎčĄ )DONTHAVEATABLE

ēīěISUSEDINCONJUNCTIONWITHČčĔ=ČĝčĔTONEGATESENTENCESTHATHAVE AN INDEFINITE NOUN FOLLOWING THE VERB )N SENTENCES WITH A SINGULAR INDEFINITENOUN THENOUNISUSUALLYINTRODUCEDBYTHEINDEFINITEARTICLE IJ=ēIJ SOēīěREPLACESTHEINDEFINITEARTICLEANDISTHEREFORESOMETIMES CALLEDTHE@NEGATIVEARTICLE &OREXAMPLE

ĝčČĔĬĜčĞĎĕąijĈĎčĄ

←

)don’tHAVEaTABLE

ĝčČijąijĈĎčĄ )HAVEaTABLE

)NSENTENCESWITHAPLURALNOUNFOLLOWINGTHEVERB THEREISNOINDEFIN ITEARTICLE SOYOUJUSTADD ēīěAFTER ČčĔ=ČĝčĔ

ĜĖćĐčąĔĬĜčĞĎĕąijĈĎčĄ

←

)don’tHAVE(any) PICTURES

ĜĖćĐčąąijĈĎčĄ )HAVEPICTURES

)N ADDITION SOME SENTENCES WITH AN INDEFINITE SINGULAR NOUN DONT HAVE THE INDEFINITE ARTICLE 4HIS IS PARTICULARLY COMMON WITH ABSTRACT ANDCOLLECTIVENOUNS EGČìĚANDČĐĖĆMONEY 3UCHSENTENCESARE NEGATEDWITH ēīěASWELL

ČìĚĔĬĜčĞĎĕąijĈĎčĄ )don’tHAVE(any)TIME

←

ČìĚąijĈĎčĄ )HAVETIME

)T IS OFTEN HELPFUL TO THINK OF THE WORD ēīě AS A ROUGH EQUIVALENT OF THE%NGLISH@ANY ASINTHETRANSLATIONOFTHESENTENCEDIRECTLYABOVE (OWEVER THIS DOESNT ALWAYS WORK FOR EXAMPLE IN THE SENTENCE ĝčČēīěČĝčĔąijĈĎčĄ ITDOESNTMAKESENSETOTRANSLATEēīěAS@ANY )N SUCH CASES YOU JUST HAVE TO REMEMBER TO INCLUDE THE ēīě THE

59

Unit 4: My flat is too small!

9IDDISHSENTENCEWOULDBEINCORRECTWITHOUTITEVENTHOUGHITDOESNT REALLYADDANYSPECIFICMEANING .OTETHAT ēīěMUSTCOMEIMMEDIATELYBEFORETHEINDEFINITENOUN )NMOSTCASES ITALSOHAPPENSTOFOLLOW ČčĔ=ČĝčĔ(OWEVER IF ČčĔ=ČĝčĔ ISSEPARATEDFROMTHENOUNBYANOTHERWORD ēīěGOESSTRAIGHTBEFORE THENOUN EG

ĈĜčćĔĬĜēčĄčĞĎĕēĪĉĉĎčĄ )don’tLIVEINamAT 2EMEMBER THAT IF THE NOUN FOLLOWING THE VERB IS PRECEDED BY THE DEFINITEARTICLE ĕijć=čć=ĜĖć YOUNEGATETHESENTENCEONLYWITH ČčĔ=ČĝčĔ NOTWITH ēīě ←

ĜĖćĐčąčćčĞĎĕąijĈĎčĄ )don’tHAVETHEPICTURES

ĜĖćĐčąčćąijĈĎčĄ )HAVETHEPICTURES

2EMEMBERTHATWHENYOUNEGATETHEEXPRESSION ĎĕIJMANY MUCH YOUHAVETOREPLACETHE IJWITH ēīě

ČìĚĎĕĔĬĜčĞĎĕąijĈĎčĄ

←

)don’tHAVEaLOTOFTIME

ČìĚĎĕijąijĈĎčĄ )HAVEaLOTOFTIME

4O MAKE THE EXPRESSIONS ijć ĊčĄ ĕĖ THERE IS AND ijć ēĖĔìĊ=ēĖĔĖĊ ĕĖ THEREARE NEGATIVE INSERTČĝčĔORČčĔAFTERTHEVERBANDTHENADDēīě 4HEćINTHEWORDijćATTHEENDOFTHEEXPRESSIONMERGESWITHTHEČĝčĔ RESULTINGINTHEFORM ijČĝčĔ9OUSAWANEXAMPLEOFTHISIN$IALOGUE

ĖĔIJĉĉēīěĴčĞĎĕĊčĄĕĖ There isn’tABATHthere’s noBATH

2 The diminutive and iminutive ■ Diminutive 9IDDISH NOUNS HAVE A SPECIFIC FORM THAT IS USED TO INDICATE THAT THE PERSONORTHINGINQUESTIONISSMALL4HISFORM CALLEDTHEDIMINUTIVE ISEASYTOMAKEJUSTADDTHESUFFIXĐ¯TOTHENOUN ASINTHISEXAMPLE FROM$IALOGUE

đĜĖČĚĔĖĸ LITTLEWINDOW

←

ĜĖČĚĔĖĸ WINDOW

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

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3OMETIMES THE FORMATION OF THE DIMINUTIVE IS NOT QUITE SO STRAIGHT FORWARD)NMANYNOUNS THEREISAVOWELCHANGEWHENTHE Đ¯SUFFIX ISADDED4HEFOLLOWINGGUIDELINESSHOWYOUTHEMOSTCOMMONVOWEL CHANGES(OWEVER NOTALLVOWELSCHANGEINTHISWAY SOINORDERTO BE SURE IT IS BEST TO CHECK THE GLOSSARY AT THE BACK OF THIS BOOK WHICHLISTSDIMINUTIVESWITHVOWELCHANGES .EWVOWELIN DIMINUTIVE

←

đČĔėĈ ←HAND ČĔijĈ đçėě ←HEAD çĴě

Ė

←

IJ ij

đĊíĈ ←HOUSE ĊīĈ

ì

←

Ī

đĒĬą ←TREE đīą

ī

←

Ī

đďĎą ← ĎĊą

č

←

ĉ

%XAMPLES

/RIGINAL VOWEL

4HERE ARE A FEW OTHER CHANGES WITH NOUNS ENDING IN CERTAIN CONSONANTS  )FTHENOUNENDSIN ē ADD ćBEFORETHEDIMINUTIVESUFFIX ASIN

ĐĈĔČĜĖĆ

←

GARDEN ēČĜijĆ

 )F THE NOUN ENDS IN A VOWEL PLUS Đ ADD ď BEFORE THE DIMINUTIVE SUFFIX ASIN

ĐĐĐìĒ

←

MOUTH đĪĒ

!S YOU CAN SEE THERE MAY BE A VOWEL CHANGE TOO BUT THIS IS NOT CAUSEDBYTHE ēOR Đ !NOTHER FEATURE OF THE DIMINUTIVE IS THAT NO MATTER WHICH GENDER THE ORIGINAL NOUN IS ONCE IT BECOMES DIMINUTIVE IT IS always NEUTER SOYOUNEVERHAVETOWONDERABOUTTHEGENDEROFADIMINUTIVENOUN )N ADDITION TO THE BASIC MEANING OF @SMALL THE DIMINUTIVE OFTEN HAS NUANCES OF AFFECTION AND CUTENESS #ONVERSELY IT MAY BE USED SARCASTICALLY TOCONVEYDISMISSIVENESSANDINFERIORITY3ODEPENDING ON THE CONTEXT ĐĜĖČĚĔĖĸ MAY MEAN @SMALL WINDOW @CUTE WINDOW ORAS2OKHLMEANTITIN$IALOGUE @SMALL POKYWINDOW &INALLY SOMENOUNS EGĐçĒĖĐ HAPPENTOBEDIMINUTIVEBUTDONT HAVEANYPARTICULARCONNOTATIONSOFSMALLNESSORCUTENESS

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Unit 4: My flat is too small!

■ Iminutive )NADDITIONTOTHEDIMINUTIVE 9IDDISHHASAN@IMINUTIVE WHICHISUSED TO INDICATE THAT SOMETHING IS even smaller AS WELL AS CUTER MORE LOVABLE OR POSSIBLY MORE INFERIOR THAN A DIMINUTIVE NOUN )T IS EASY TOFORMTHEIMINUTIVETAKETHEDIMINUTIVENOUNANDADDAN ĖBEFORE AND AFTER THE Đ !NY VOWEL CHANGES MADE WHEN FORMING THE DIMINU TIVE REMAIN IN THE IMINUTIVE 4HESE EXAMPLES ILLUSTRATE THE FORMATION OFTHEIMINUTIVE

ėđėČĖą ėđėČĔėĈ

← ←

ĐČĖą ĐČĔĖĈ

← ←

ČĖą ČĔIJĈ

/FTEN NOUNS OF TWO OR MORE SYLLABLES EG ĜĖČĚĔĖĸ DONT HAVE AN IMINUTIVE JUSTADIMINUTIVE5SUALLYTHISISSOMEWHATINTUITIVEnIFTHE NOUNISLONGANDHARDTOPRONOUNCEWHENYOUADDONTHEIMINUTIVE SUFFIX THATPROBABLYMEANSTHATITDOESNTHAVEONE #ONVERSELY FOR NOUNS ENDING IN Ė AND loshn-koydesh NOUNS ENDING IN Ĉ WHICH SOUNDS THE SAME THE DIMINUTIVE AND IMINUTIVE FORMS ARE THE SAME BECAUSE YOU CANT ADD ON ANOTHER Ė TO MAKE ASEPARATEIMINUTIVE4HUS ĖĐĈĜčćSERVESASBOTHTHEDIMINUTIVEAND IMINUTIVEOF ĈĜčć .OTE THAT THE IMINUTIVE SUFFIX NEVER AFFECTS A WORDS STRESS EG ĈĜčҔć z ĖĐĈĜčҔć

Culture point Diminutives of names )T IS VERY COMMON IN 9IDDISH SPEAKING CULTURE TO MAKE DIMINUTIVES OFPEOPLESNAMESINORDERTOCONVEYAFFECTIONANDFAMILIARITY4HERE ARE VARIOUS DIFFERENT WAYS OF MAKING NAMES DIMINUTIVE /NE WAY IS BYADDINGTHE Đ¯AND ĖĐĖ¯SUFFIXESEG Đćĉć z ĖĐĈĔċ 4HEREISARANGE OFOTHERDIMINUTIVESUFFIXESFORNAMES SOMEOFWHICHVARYBYDIALECT &OREXAMPLE Ėě¯ISUSEDIN,ITHUANIAN9IDDISH ĖĝČ¯ANDčĝ¯IN0OLISH 9IDDISH AND ĉčĔ¯IN5KRAINIAN9IDDISH

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

62

Exercise 1 Make the following sentences negative, remembering to use ēīě where appropriate.

ĐçĖēIJĕĖĎčĄ ĜĖćĐčąĖĔīĝČijĈĐċĜ ČĔĖĉĉčćėĪĄēĖĔĖĊĜĖćĐčąčć ĖčĊčĉĉĖĐĖČĖìĔčćąčĐēąijĈĜčĒ ĈĜčćIJēčĄēĖĔĪĉĉēČĔĖćĉČĕčć ČĐĖĆĎĕIJČijĈćĉć ĎĉąĜĖČĜĖĉĉIJČĕijĈĉć ćčĒēĖĔĖĊēČĔĖćĉČĕčć ČìĚČijĈĈĔċ

   4 5 6 7 8 9

Exercise 2 Read the following excerpt from Khane’s journal. Put the nouns in bold first into the diminutive and then into the iminutive. Note: 3OME NOUNS ARE ALREADY IN THE DIMINUTIVE OR HAVE NO DIMINUTIVE FORM SO YOU CAN PUT THEM STRAIGHT INTO THE IMINUTIVE /THERS HAVE ADIMINUTIVEFORMBUTNOIMINUTIVE

ĦĄÛĆĊĄĦĀāĆćħĄĦĉĦĀħüüĐāûāûüĐāûĦćāøĀĈĞýýĄÿĐ ĦĀāĆĐĊĆāĎĬħĄđĦĂĞøĀħüāþąĞùĦćýĬûĄāùĦćýøĐĊĀĎĈĊĬ đāĀĦćýøĀĊù

Exercise 3 Look at this picture of Dovid’s house and say what is and isn’t there. Example

ēijĐIJĕēčĄĖěĸijĕIJijćĊčĄĕĖ ĎčěēčĄĜĖČĚĔĖĸēīěijČĝčĔĊčĄĕĖ

63

Unit 4: My flat is too small!

Exercise 4 Write a paragraph in Yiddish describing your house or flat/apartment.

Dialogue 2 (Audio 1:27) $URINGDINNER+HANETELLS2OKHLAND$OVIDABOUTHERHOUSE

ĈĜčćIJĜĖćijĊĪĈIJēčĄĉČĕĔĪĉĉ ĊĪĈĕĪĜĆIJĊčĄĕĖĎĖĐćīĒĖĜĖćĔIJìĜćČčĒĊĪĈIJēčĄēĪĉĉĎčĄ ĎčěIJēĉĄēijĐIJĕIJēĜĖĒčĚĸijĐĝĜčĸ~ēĜĖĒčĚĕěĖĊČčĒ ĜĖĔČĜĖĆąčĐĜĖīĊąijĈĎčĄ ēČĜijĆIJĉČĕijĈ ēČĜijĆēčĄēĖĒĉĐąĎĕIJijćČĚčĄēĖĔĖĊĕĖēĉĄijč ēČĜijĆēčĄēĚčĊēĉĄēĖĒĉěĐijĒIJĐčĉĉĎčĄĈčċĒIJ ēijĐIJĕĜĖĕĪĜĆIJijćĊčĄĕĖĊĪĈĕijćēĖĊĉĚēĖĒĉěĖěIJČČĊĉĒĜčĄ ĎĖĐěĔĖąĖĒĖĉĉěIJąĜĖďčąĖĝčć™ ččČčĒĐĉĸēĖĔĖĊĕijĉĉĕĖĚčĐijçĎĕIJČčĒ ēijĐIJĕēčĄēĚčĊĉĚąčĐąijĈĎčĄĜĖČĚĔĖĸĖĕĪĜĆēĉĄĕĖěĸijĕēĉĄ

ćĉć ĈĔċ Đ ċĜ Ĕċ Ĉ ĐċĜ

ĈĔċ

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

64

ēīĆĕĪĜIJĜĖĒČĕĸĜIJćĉćđīĈĜĖćēčĄĐčĸĉĚČĚčĊĉćĊIJēīĒĎčĄ Đ ċĜ ēīĆĉĚĕĪĜIJąčĐĪĊIJČĝčĔąijĈĎčĄ ĈĔċ ēĖĒČĆijĊĪĊIJ¯ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ ćĉć $/6)$ +(!.% 2/+(, +(!.% 2/+(, +(!.%

2/+(, +(!.% $/6)$ $/6)$ +(!.%

2/+(, +(!.% 2/+(, +(!.%

2/+(, +(!.% $/6)$

VOYNSTUINAHOYZODERADIRE IKHVOYNINAHOYZMITDRAYANDEREMEYDLEKHESIZAGROYS HOYZMITZEKSTSIMERNnlRSHLOFTSIMERN ASALON UNAKIKH HOSTUAGORTNIKHHOBZEYERLIBGERTNER YO UNESZENENITSTDOASAKHBLUMENINGORTN AMEKHAYE
IKHVILAMOLKUMENUNZITSNINGORTN
IRMUZTTAKEKUMENTSUZENDOSHOYZESIZDOAGROYSER SALONMITASAKHPOLITSESVOSZENENFULMITYIDISHEBIKHER BAKVEMEBENKLEKHUNSOFKES UNGROYSEFENTSTERIKHHOB LIBTSUZITSNINSALON IKHMEYNAZDUZITSTTSUlLINDERHEYMDUDARFSTMER AROYSGEYN
IKHHOBNISHTAZOYLIBAROYSTSUGEYN UMETUMIZGUTUNINDERHEYMIZBESERnAZOYZOGTMEN
Do you live in a house or a flat? I live in a house with three other girls. It’s a big house with six rooms – four bedrooms, a living room, and a kitchen. Do you have a garden? I really like gardens. Yes, and there are lots of flowers in [the] garden now. Bliss! I want to come and sit in [the] garden some time! You really have to come to see the house. There’s a big living room with lots of shelves that are full of Yiddish books, comfortable chairs and sofas, and big windows. I love to sit in the living room. I think that you stay (literally: sit) at home too much. You have to go out more! I don’t really like to go out. There’s no place like home (literally: everywhere is good and home is better) – that’s what they say (literally: so says one)!

65

Unit 4: My flat is too small!

Vocabulary

ĕijćĊĪĈ

HOUSE

hoyz (dos)

OR

oder

ĜĖćij

OTHER

ander

ĜĖćĔIJ

SIX

zeks

ĕěĖĊ

ROOMS

tsimern

FOUR

fir

GARDEN

gortn (der)

GARDENS

gertner

ĜĖĔČĜĖĆ

FLOWERS

blumen

ēĖĒĉĐą

BLISSADELIGHT

mekhaye (di)

ēĜĖĒčĚ Ĝčĸ

ĜĖćēČĜijĆ

čćĈčċĒ

ĕijćĐijĒ

TIME OCCASION

mol (dos)

SOMETIMESOMETIMESLITERALLY ATIME

a mol

ĐijĒIJ

TOHAVETOMUST

muzn

ēĊĉĒ

SHELVES

pWitses

9IDDISH*EWISHSEELANGUAGE POINT

yidish

ĝčć™ čč

BOOKS

bikher

ĜĖďčą

CHAIRS

benklekh

ĎĖĐěĔĖą

SOFAS

sofkes

ĕĖěĸijĕ

ATHOMELITERALLYINTHEHOME

in der heym

MORE

mer

TOGOOUTSEELANGUAGEPOINT 5NIT

aroysgeyn; arYstsugeyn

EVERYWHERE

umetN

IMPERSONALPRONOUN LIKETHE%NGLISH men @ONEOR MOREINFORMALLY @YOU SEELANGUAGEPOINT 5NIT

ĕĖĚčĐijҔç

đīĈĜĖćēčĄ ĜĖĒ ēīĆĕĪĜIJ ēīĆĉĚĕĪҔĜIJ đĉҔČĖĒĉĄ ēĖĒ

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

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Proverb ĜĖĕĖąĊčĄđīĈĜĖćēčĄēĉĄČĉĆĊčĄđĉČĖĒĉĄ umetum iz gut un in der heym iz beser. 4HERESNOPLACELIKEHOMELITERALLYEVERYWHEREISGOOD ANDATHOMEISBETTER 

Language points 3 The plural of nouns ,OOKING AT THE VARIOUS PLURAL NOUNS IN $IALOGUE  YOU CAN SEE THAT 9IDDISHHASMORETHANONEWAYOFFORMINGTHEPLURAL)NMANYCASES YOUCANCONSISTENTLYPREDICTTHEPLURALFORMOFAGIVENNOUNBYLOOK ING AT ITS SINGULAR FORM (ERE ARE THE RULES FOR FORMING THE PLURAL OF SIXDIFFERENTTYPESOFNOUNS4HESERULESCANBEAPPLIEDCONSISTENTLY TOALMOSTANYRELEVANTNOUN  .OUNSENDINGIN ĖFORMTHEIRPLURALBYADDING ĕ¯ Example

ĖĖěĜĖĜĖĐ ← ėěĜĖĜĖĐ

 Loshn-koydesh NOUNS ENDING IN Ĉ WHICH SOUNDS LIKE Ė IN THIS POSITION USUALLY FORM THEIR PLURAL BY DROPPING THE Ĉ AND ADDING Ğĉ¯WHICHSOUNDSLIKE ĕĖ¯INTHISPOSITION  Example

ğĊĜčć ← ĉĜčć

)NADDITION SOMEloshn-koydeshNOUNSNOTENDINGINĈFORMTHEIRPLURAL WITH Ğĉ¯INSUCHCASESTHEREMAYBEAVOWELCHANGEINTHEBASE Example

ğĊĔĉĝĐ ← LANGUAGE ēĉĝĐ

 -OST OTHER loshn-koydesh NOUNS FORM THEIR PLURALS BY ADDING đč¯ SOMETIMES WITH A VOWEL CHANGE THAT YOU HAVE TO MEMORIZE SEPARATELY  Example ĒĎĜĶċ

← FRIEND ĜĶċ

.OTE4HESTRESSOFTHEWORDUSUALLYMOVESONESYLLABLECLOSERTO THEENDWHEN đč¯ISADDEDTHEREBYREMAININGONTHEPENULTIMATE SYLLABLEINBOTHTHESINGULARANDPLURAL 

67

Unit 4: My flat is too small!

 $IMINUTIVENOUNSFORMTHEIRPLURALSBYADDING ĎĖ¯ Example

ďėĐěĔĖą ←

ĐěĔĖą

 )MINUTIVENOUNSFORMTHEIRPLURALBYADDING Ď¯ Example

ďĖĐĖěĔĖą ← ĖĐĖěĔĖą

 .OUNSOF3LAVICDERIVATIONENDINGINěč ěčĔ ANDěIJFORMTHEIRPLURAL BYADDING ĕĖ¯ Example

ĖėěčĔćĉĔ ←

ěčĔćĉĔ

(OWEVER NOT ALL NOUNS FORM THEIR PLURALS THIS SYSTEMATICALLY .OUNS NOTBELONGINGTOTHEABOVECATEGORIESCANFORMTHEIRPLURALSINVARIOUS WAYS AND THERE ARE NO CONSISTENT RULES DICTATING WHICH NOUNS TAKE WHICHPLURALFORM4HISMEANSTHATOFTENYOUJUSTHAVETOMEMORIZE THEPLURALOFNEWNOUNSTHOUGHTHEREAREOCCASIONALTENDENCIESTHAT MAYHELPYOUGUESSSOMETIMES &ROMNOWONPLURALFORMSWILLAPPEAR FOLLOWINGNEWNOUNSINTHEVOCABULARYLISTS ANDCANBEFOUNDINTHE GLOSSARYASWELL(EREARETHEREMAININGWAYSOFFORMINGPLURALS  3UFFIX ĜĖ¯.OUNSWITHTHISPLURALOFTENENDINACONSONANTPLUS ć Example

ĝėćĐčą ←

ćĐčą

 3UFFIX ĜĖ¯ PLUS INTERNAL VOWEL CHANGES 4HESE VOWEL CHANGES ARE USUALLY THE SAME AS THOSE FOR THE DIMINUTIVE SEE LANGUAGE POINT ABOVE  Examples

ĝėďĎą ← ĝėĊíĈ ←

Ďĉą ĊĪĈ

 3UFFIX ē¯ 4HIS IS A COMMON SUFFIX FOR NOUNS ENDING IN VARIOUS CONSONANTS Examples

ĔĜĖĒčĚ Ĕďčě Ĕć™ čč ĔĝČĔĖĒ

← ← ← ←

ĜĖĒčĚ Ďčě *EW ć™ čč ĝČĔĖĒ

 3UFFIX ēĖ¯ 4HIS IS COMMON WITH BUT NOT LIMITED TO NOUNS ENDING IN đANDCONSONANTPLUS ĐINNOUNSTHATARENOTDIMINUTIVES  Examples

ĔėĒĉĐą ← đĉĐą ĔėĐěčČĜIJ ← ARTICLE ĐěčČĜIJ

Unit 4: ĔĬđĜĊěċĎąĉĝĎĈĔíē

68

 .O SUFFIX JUSTA VOWELCHANGE4HISCANBECOMPAREDTO%NGLISH NOUNS LIKE FOOTPLURALFEET ANDGOOSEPLURALGEESE BUTIS MORE COMMONIN9IDDISH4HEVOWELCHANGESAREGENERALLYTHESAMEAS THOSELISTEDFORTHEDIMINUTIVE Examples

ĕĎĸ ← FOOT ĕĉĸ ĆėČ ← ĆijČ

 3OMENOUNSHAVENODISTINCTPLURALFORM ANDONLYCONTEXTCANTELL YOUWHETHERTHENOUNISSINGULARORPLURAL Example

ĜĖČĚĔĖĸ ←

ĜĖČĚĔĖĸ

Note: 7ITHTHEEXCEPTIONOF đč¯ ADDINGAPLURALSUFFIXDOESNOTCAUSETHE STRESSOFTHEWORDTOCHANGE &INALLY BEARINMINDTHATYOUWILLOCCASIONALLYENCOUNTEREXCEPTIONS TOTHERULESOUTLINEDABOVEFOREXAMPLE SOMEloshn-koydeshNOUNS TAKEPLURALSUFFIXESOTHERTHAN đč¯OR Ğĉ¯ WHILESOMENOUNSNOTEND INGIN ĖTAKETHEPLURALSUFFIX ĕ¯

4 The adjective ĞĎĈšĎĎ 4HEADJECTIVE ĝčć™ ččCANMEANEITHER@9IDDISHOR@*EWISH5SUALLYTHE CONTEXTWILLMAKEITCLEARWHICHMEANINGISINTENDED BUTSOMETIMES THEWORDCANBEAMBIGUOUSFOREXAMPLE ĜĖďčąĖĝčć™ ččCANMEANEITHER @9IDDISHBOOKSOR@*EWISHBOOKS

Exercise 5

(Audio 1:29)

Rewrite the following sentences, putting the nouns in bold into the plural form. Remember to make verbs and adjectives plural and to remove the indefinite article when necessary.

ďĊĆIJČijĈĈĔċ ēijćĔijĐēčĄČĔĪĉĉėĜĝėĝėđčć ēīĝĊčĄđèēėđĕijć ėĜĹĴĖIJČijĈĝėēĎěĜĖć ĈđĎĆēīĝIJČijĈĐċĜ ĆĔIJĐĊčĄćĴčĜĖć ĝķČIJČčĒČćĖĜĐċĜ đĖĉĉěIJąČĝčĔĊčĄĉĝĎĈĖĔīĐěčć

   4 5 6 7 8

Unit 4: My flat is too small!

Supplementary text (Audio 1:30) ! POPULAR SETTING FOR 9IDDISH TALES IS THE VILLAGE OF #HELM đĖĐĖď IN 0OLAND)N!SHKENAZIFOLKCULTURE#HELMISFAMOUSFORBEINGPOPULATED BY FOOLS 4HE *EWS OF #HELM ēć™ čč ĜĖĒĖĐĖҔď OFTEN EMPLOY THEIR OWN SPECIALBRANDOFBIZARRELOGICTOSOLVEPROBLEMS ASINTHISSTORY#HECK THEGLOSSARYATTHEENDOFTHEBOOKFORANYNEWWORDS

đĜĕėĆijĔĊąĔĈšĎĎĝėēėđėĐĬĊĊě ČçĖĐĝĜĖēijĐIJĕēìĊĜIJĸĐěĔĖąìĔēīĝIJČĸĪěć™ ččĜĖĒĖĐĖďIJ  īĉĉĪĄ€ĜĖČĆijĊĜčČēìĊĉĚČĒĉěć™ ččĜĖćēĖĉĉđīĈIJĐěĔĖąĕijć  ēĉĄČĒĉěĜĖĒĖĐĖďĜĖćĔIJēIJĜčČēìĒĜIJĸĕĪĜĆĉĚĊčĄĐěĔĖąĕijć  ĜčĒijĐĕĪĜĆĜĖīĊĊčĄĜĖĒčĚĸijĐĝēìćēčĄĜĖČĚĔĖĸĜĖć€ČĆijĊ  ČĆijĊĜĖĒĖĐĖďĜĖČĝĜĖĜĖćĜĖČĚĔĖĸđĖćĎĜĉćĐěĔĖąĕijćēçĉČĝĔìĜIJ ĕijć€ČĆijĊĜĶċĜĖć ēijČĜčĒēĖĔĖěĕijĉĉĎĪĈĉĚĊčĄĜĖČĚĔĖĸĜĖć€ čćēĸĜIJĉĉēĉĄĐěĔĖąĕijćēěIJĈĖĚēĖĔĖěĜčĒđĖĐąijĜçēīěČĝčĔĊčĄ ĜĖČĚĔĖĸđĖćĎĜĉćĎĖĐěčČĝ

69

Unit Five

ĉČèĞēĔíĈčĕīĊĊõĊĊ Where does your family live?

In this unit you will learn: s s s s s s s

HOWTOTALKABOUTFAMILY HOWTOCOUNTTO HOWTOASKABOUTANDGIVESOMEONESAGE HOWTOTELLTHETIME POSSESSIVEADJECTIVES THENOMINATIVEANDACCUSATIVECASES ABOUT3HABES THE*EWISH3ABBATH

Dialogue 1 (Audio 1:32) +HANEAND$OVIDARETALKINGABOUTTHEIRFAMILIES+HANELOVESTHE IDEAOFHAVINGABIGFAMILYLIKE$OVID BUT$OVIDISNOTQUITEAS ENTHUSIASTIC

ēĖĒIJĊĉĚĖĐIJĜčĄČĔĪĉĉčĚ ĈċçĝĒēìćēčĄijćēĖĔĖĊēĝČĔĖĒĐĸčĉĉ IJĊčĄĜĖČĕĖĉĉĝēīĄĜĖćčĜąīĉĉĚēĉĄĜĖČĕĖĉĉĝīĉĉĚąijĈĎčĄ ēīĄēĉĄĜĖćĔčěĖĜĖīĊēĉĄēIJĒĜčĄČčĒČĔĪĉĉēĉĄ ĖČIJĈĖĆ¯ĈĔĉĞċ ìąēĖĔĪĉĉīĉĉĚĖĜĖćĔIJčćēĉĄĎčĄĐĄĜûč ēčĄĈĶčĝčēčĄČĔĜĖĐĜĖćĉĜą ēĜĖČĐĖĖĔìĒ ĕĜĖČĖĸēĉĄĕĖĒĉĒĎĕIJĎĪĄĉČĕijĈ ČijĈĖĒIJĒčćēĉĄĜĖćčĜąīĉĉĚ ēĉĄĜĖČĕĖĉĉĝìĜćČijĈĖČIJČĜĖć ĊćĔĉĄēąĖĐēĖĔĪĉĉīĊēĉĸĎĕIJĜĖćčĜąìĜćēĉĄĜĖČĕĖĉĉĝ ėĔčĸ ĜĖćĔčěĜĖČĕĖĉĉĝĎĕIJĜĖďčĊČĕijĈĉć ĖěIJČ ĕĖěĔčĊĉěěčĕìĜćēĉĄēĖĔčĊĉěěčĕìĜćĎĜĖąąijĈĎčĄijč

Ĉ  Ĕċ

ćĉć

 Ĕċ Ĉ ćĉć ĈĔċ ćĉć

71

Unit 5: Where does your family live?

ĕĖĚčĔĖĒčĐçēĉĄĕĖěčĔĖĒčĐçČčĒĕijĉĉēĉĄ ĜčĸĊčĄĖĚčĔĖĒčĐçčćēĉĄČĐIJĜijčēąčĊĊčĄěčĔĖĒčĐçĜĖćīĉĉĚĜijĔ ČĐIJĜijč ĊčĄĕĖ¯ēīĐěĪĊIJĊčĄĈċçĝĒēìĒĈċçĝĒēìćìąēĖĔĪĉĉĐčĉĉĎčĄ ĖćīĊIJēĉĄĖąijąIJĖĒIJĒčćĖČIJČ ĜĖćĜijĔijć ĊćĔĉĄìąĆijČēīĄčĉĉĜĖĒĜĖąijĞąĝėĪĄĊćĔĉĄĉĚēĖĒĉěČĕĊĉĒĉć ēĜĖĉĉĖĆĉĝĒČĕĔĖě ĉćēĉĄ KHANE $/6)$

KHANE $/6)$

KHANE $/6)$ KHANE $/6)$ KHANE

$/6)$

KHANE

$/6)$

KHANE $/6)$

ĈĔċ ćĉć ĈĔċ ćĉć

VImMENTSHNZENENDOINDAYNMISHPOKHETSIVOYNTIRALE TSUZAMEN IKHHOBTSVEYSHVESTERUNTSVEYBRIDEREYNSHVESTERIZA KHASENE GEHATEUNVOYNTMITIRMANUNZEYEREKINDER UN EYNBRUDERLERNTINYESHIVEINYISROELIKHUNDIANDERETSVEY VOYNENBAYMAYNEELTERN HOSTUOYKHASAKHMUMESUNFETERS DERTATEHOTDRAYSHVESTERUNTSVEYBRIDER UNDIMAMEHOT lNFSHVESTERUNDRAYBRIDERASAKHFUNZEYVOYNENLEBN UNDZ TAKEDUHOSTZIKHERASAKHSHVESTERKINDER
YO IKHHOBBEEREKHDRAYSIKKUZINENUNDRAYSIKKUZINKES UNVOSMITPLIMENIKESUNPLIMENITSES NORTSVEYDERPLIMENIKIZZIBNYORALTUNDIPLIMENITSEIZlR YORALT IKHVILVOYNENBAYDAYNMISHPOKHE
MAYNMISHPOKHEIZ AZOYKLEYNnESIZDONORDERTATE DIMAME ABOBE UNA ZEYDE DUMUZSTKUMENTSUUNDZOYFSHABESOBERMERVIEYNTOG BAYUNDZUNDUKENSTMESHUGEVERN
How many people are there in your family? Do you all live together? I have two sisters and two brothers. One sister is married and lives with her husband and their children, and one brother is studying in yeshiva in Israel. The other two and I (literally: I and the other two) live with my parents. Do you also have lots of aunts and uncles? My (literally: the) father has three sisters and two brothers, and my (literally: the) mother has five sisters and three brothers. Many of them live near us.

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

72

KHANE

$/6)$ KHANE $/6)$ KHANE

$/6)$

Really? You must have (literally: you surely have) a lot of cousins! Yes, I have about thirty [male] cousins and thirty [female] cousins. And what about nephews and nieces? Just two. My (literally: the) nephew is seven years old, and my (literally the) niece is four years old. I want to live with your family! My family’s so small – there’s just my (literally: the) father, my (literally: the) mother, a grandmother, and a grandfather! You have to come to our house (literally: to us) for Shabes (Shabbat/Sabbath). But more than one day with us and you may go (literally: become) crazy!

Vocabulary INTRODUCESAYESNO QUESTIONOPTIONAL BUTQUITECOMMON

tsi

TOGETHER

tsuzamen

TWO

tsvey

SISTERSISTERS

shvester (di), –

BROTHER

bruder (der), brider

MARRIEDWOMAN

kLsene-gehate (di), –

HER

ir, -e

HUSBANDMAN

man (der), mener

THEIR

zeyer, -e

CHILD

kind (dos), -er

TOSTUDYINTHEABOVE CONTEXT

lernen

YESHIVAACADEMYFOR THESTUDYOF4ALMUD AND*EWISHLAW

yeshive (di), -es

MY

mayn, -e

PARENTS

eltern

čĚ

ēĖĒIJĊĉĚ īĉĉĚ ~ čćĜĖČĕĖĉĉĝ ĜĖćčĜą ĜĖćĜĖćĉĜą ĖČIJĈĖĆ¯ĈĔĉĞċ ~ čć Ė¯ĜčĄ ĜĖĔĖĒ ĜĖćēIJĒ Ė¯ĜĖīĊ ĜĖ¯ ĕijććĔčě ēĖĔĜĖĐ Ğĉ¯ čćĈĶčĝč

Ė¯ēìĒ PLURAL ēĜĖČĐĖ

73

Unit 5: Where does your family live?

AUNT

mume (di), -s

ĕ¯ čćĖĒĉĒ

UNCLE

feter (der), -s

ĕ¯ ĜĖćĜĖČĖĸ

THREE

dray

ìĜć

FIVE

finf

ėĔčĸ

NEAR

lebn

ēąĖĐ

US

undz

COUSIN

shvesterkTnd (dos), -er

APPROXIMATELY

beerekh

THIRTY

draysik

MALECOUSIN

kuzTn (der), -en

ēĖ¯ ĜĖćēčҔĊĉě

FEMALECOUSIN

kuzin(k)e (di), -s

ĕ¯ čćĖ ěĔčĊĉě

NEPHEW

plimenik (der), -es

NIECE

pliKnitse (di), -s

SEVEN

zibn

YEAR

yor (dos), -n

OLD

alt

FATHERDAD

tate (der), -s

MOTHERMUMMOM

mame (di), -s

ĕ¯ čćĖĒIJĒ

GRANDMOTHERGRANDMA

bobe (di), -s

ĕ¯ čćĖąiją

GRANDFATHERGRANDPA

zeyde (der), -s

MORETHAN

mer vi

CRAZY

meshuge

TOBECOME

vern

ĊćĔĉĄ ĜĖ¯ ĕijććĔčҔěĜĖČĕĖĉĉĝ ĎĜĖą ěčĕìĜć

ĕĖ¯ ĜĖćěčĔĖĒčĐç ĕ¯ čćĖĚčĔĖҔĒčĐç ēąčĊ ē¯ ĕijćĜijč ČĐIJ ĕ¯ ĜĖćĖČIJČ

ĕ¯ ĜĖćĖćīĊ čĉĉĜĖĒ ĖĆĉĝĒ ēĜĖĉĉ

Additional vocabulary SON DAUGHTER WIFE GRANDCHILD FATHER IN LAW MOTHER IN LAW BROTHER IN LAW SISTER IN LAW

zun (der), zin tokhter (di), tekhter vayb (dos), -er Hnikl (dos), -ekh shver (der), -n shviger (di), -s shvoger (der), -s shSgerin (di), -s

ēčĊ ĜĖćēĉĊ ĜĖČďĖČ čćĜĖČďijČ ĜĖ¯ ĕijćąìĉĉ ĎĖ¯ ĕijćĐěčĔīҔĄ ē¯ ĜĖćĜĖĉĉĝ ĕ¯ čćĜĖĆčĉĉĝ ĕ¯ ĜĖćĜĖĆijĉĉĝ ĕ¯ čćēčĜĖĆĖҔĉĉĝ

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

74

SON IN LAW DAUGHTER IN LAW IN LAWS

eydem (der), -s/-es shnur (di), -n/shnir mekhutonim

ĕĖ¯=ĕ¯ ĜĖćđĖćīĄ ĜčĔĝ=ē¯ čćĜĉĔĝ đčĔëĉċĒ

RELATIVE

korev (der), kroyvim

 ĜĖćĶĉĜě đč¯

PLURAL

Language points 1 Possessive adjectives (my, your, his, etc.) 4HERE ARE TWO SETS OF POSSESSIVE ADJECTIVES IN 9IDDISH ONE USED BEFORESINGULARNOUNSANDTHEOTHERBEFOREPLURALNOUNS(EREISTHE SETUSEDBEFORESINGULARNOUNS5NLIKEOTHERADJECTIVES POSSESSIVE ADJECTIVESDONOTCHANGEDEPENDINGONTHEGENDEROFTHENOUN

ĜĖĊćĔĉĄ

ēìĒ

OUR

MY

ĜĖìĄ

ēìć

YOURPLURAL

YOURSINGULAR

ēìĊ ĜĖīĊ

HIS

THEIR

ĜčĄ HER

(ERE IS THE SET USED BEFORE PLURAL NOUNS )T ENDS IN Ė LIKE ALL OTHER 9IDDISHPLURALADJECTIVES

ėĜĖĊćĔĉĄ

ėĔìĒ

OUR

MY

ėĜĖìĄ

ėĔìć

YOURPLURAL

YOURSINGULAR

ėĔìĊ ėĜĖīĊ

HIS

THEIR

ėĜčĄ HER

75

Unit 5: Where does your family live?

#OMPARETHEUSEOFTHESINGULARANDPLURALPOSSESSIVEADJECTIVES Plural

Singular

ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĔìĒ

ĈĶčĝčēčĄČĔĜĖĐćĔčěĔíē

-YCHILDRENSTUDYINYESHIVA

-YCHILDSTUDIESINYESHIVA

ĈĶčĝčēčĄēĖĔĜĖĐĝėćĔčěėĜĖĊćĔĉĄ

ĈĶčĝčēčĄČĔĜĖĐćĔčěĝėċĈĕĊą

/URCHILDRENSTUDYINYESHIVA

/URCHILDSTUDIESINYESHIVA

2 Numbers 0–100 (EREARETHE9IDDISHNUMBERSFROMZEROTO

ēĉĄīĉĉĚ 22 ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ěčĕìĜć  ěčĚĜĖĸ  ěčĚĸĉĸ  ěčĚďĖĊ  ěčĚĖąčҔĊ  ěčĚďIJ  ěčĚĔìĔ  ČĜĖćĔĉĈ  ĐĉĔ 

ėĐĖ  ėĐĖĉĉĚ  ēĚìĜć  ēĚĜĖĸ  ēĚĸĉĸ  ēĚďĖĊ  ēĚĖąčҔĊ  ēĚďIJ  ēĚĔìĔ  ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ  ēĉĄēīĄ  ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ

ĕĔīĄ  WHENCOUNTING

ēīĄ BEFOREANOUN

īĉĉĚ 2 ìĜć 3 Ĝčĸ 4 ėĔčĸ 5 ĕěĖĊ 6 ēąčĊ 7 ČďIJ 8 ēìĔ  ēĖĚ 

9OU CAN SEE THAT THE NUMBERS n ARE THE SAME AS THE NUMBERS nPLUS ēĚ¯INMOSTCASESTHEREISAVOWELCHANGEASWELL 3IMILARLY THE NUMBERS n ARE FORMED BY TAKING THE NUMBERS n AND REPLACING ēĚ¯ WITH ěčĚ¯ 4HE ONLY EXCEPTION IS  WHICH HAS ěčĕ¯INSTEADOF ěčĚ¯ 2EMEMBERTHATINALLCOMPOUNDNUMBERS    ETC THE SINGLEDIGITCOMESFIRST

3 Ages @(OWOLDAREYOUIN9IDDISHIS ĉČĕčąČĐIJčĉĉ 4HEANSWERIS ČĐIJĜijč________ ēčąĎčĄ)M????????YEARSOLD 

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

76

Exercise 1 Insert the possessive adjective that matches the pronoun provided in brackets. Example

ĔíēĊčĄĈĔċ ← ĜĖČĕĖĉĉĝ@@@@@@@@@@ĊčĄĈĔċ ĜĖČĕĖĉĉĝ ēĖĔčĊĉě@@@@@@@@@@@@@@@@@@@@ĖĐIJĉČĕĔĖěčĚ  ĖĐĈĔċČĕīĈĜĖČĕĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ 2 ēĜĖČĐĖ@@@@@@@@@@@@@@@@@@@@ìąēĖĔĪĉĉĜčĒ 3 ĜĖćčĜą@@@@@@@@@@@@@@@@@@@@ČčĒČćĖĜćĉć 4 ĞąĝėĪĄĜĖČĖĸ@@@@@@@@@@@@@@@@@@@@ĉĚČīĆĜčĄ 5 ćĔčěĜĖČĕĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ąčĐēąijĈīĊ 6 ČĐIJĜijčěčĚĔìĔēĉĄīĉĉĚĊčĄĖĒĉĒ@@@@@@@@@@@@@@@@@@@@ 7 ēīĐěĉĚĊčĄĈċçĝĒ@@@@@@@@@@@@@@@@@@@@ĊIJČĔīĒĈĔċ 8 ĕĖąiją@@@@@@@@@@@@@@@@@@@@ČĝčĔēĖěĎčĄ 9 ĜĖćĉĜą@@@@@@@@@@@@@@@@@@@@ČčĒČĸijĉČĕćĖĜ  

Exercise 2 Say how old each of Dovid’s relatives is. Example

ČĐIJĜijčěčĚĖąčĊēĉĄĜčĸĊčĄĖĒĉĒčć ← 74 = ĖĒĉĒčć 26=ĜĖćĉĜąĜĖć 35=ĜĖČĕĖĉĉĝčć =ĖěĔčĊĉěčć 73=ĜĖČĖĸĜĖć 7=ěčĔĖĒčĐçĜĖć 88=Ėąijąčć =ĖćīĊĜĖć 59=ĖĒIJĒčć

 2 3 4 5 6 7 8

Unit 5: Where does your family live?

Exercise 3 Label this illustration of Dovid’s family tree with the appropriate terms (Ėąiją,z ĖćīĊ, etc.). Label the relatives as seen from Dovid’s point of view.

77

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

78

Dialogue 2 (Audio 1:34) $OVIDHASINVITED+HANEAND2OKHLTOHISHOUSEFOR3HABES 2OKHLTELLS$OVIDANDHIS9IDDISH SPEAKINGRELATIVESABOUTHERFAMILY

ąčĐČĕijĈĉćĕijĉĉĜIJĸīČĝĜIJĸĎčĄćĉćěIJĒĝĖĆĪĊIJĊčĄēĕĖĕijć ČĉĆĜĖīĊēďijěīĊēĜĖČĐĖčćìąēĖĔĪĉĉ ĉĚ ěĜijč¯ĉčĔēčĄĖĐIJēĖĔĖĊ ĈċçĝĒēìćČĔĪĉĉôĉĉĖĐċĜ ĜĖćĉĜąēĜĖČĐĖēIJąijĈĎčĄĜĖąijěĜijč¯ĉčĔēčĄēĖĔĪĉĉĖĒIJĒ¯ĖČIJČ ĖĜĖĆĔ™ ččIJēĉĄĕĖĐĖĝĊćĔIJĕijĐēčĄĜĖćĉĜąēĜĖĆĔ™ ččIJĊčĜIJç ēčĄ ĐijĖĜČĔijĒ ēčĄĜĖČĕĖĉĉĝ ĈċçĝĒĜĖćēĉĸČìĉĉĪĊIJēĖĔĪĉĉĉĚĜĖĉĉĝĜĖďčĊĊčĄĕĖ ĜĖćĉĜąēĜĖČĐĖđĖćēďĉĊIJąēĖěĎčĄĈčċĒIJĊčĄĕĖČĜĖěĜIJĸēīĔ ĖĔīĐěĕijćēďĉĊIJąēĖěĎčĄēĉĄĊčĜIJçēčĄĖčĚIJěIJĉĉIJĐčĉĉĎčĄ ēĖĉĉ ēĖĊēĖěĎčĄēĉĄĐijĖĜČĔijĒēčĄĖčĚIJěIJĉĉIJĐčĉĉĎčĄēĖĉĉĐĜĖČĕĖĉĉĝ ěĜijč¯ĉčĔĎijĔěĔĖąĎčĄēĖĉĉēĜĖČĐĖ čć ĕĖĐĖĝĊćĔIJĕijĐēčĄĜĖćĉĜąēĜĖĆĔ™ ččđĖćĉČĕďĉĊIJąēĉĄ ĊĆĉĜąěčćĔĖČĝēĖĔĖĊĜčĒēĉĄČìĉĉĉĚĊčĄĕĖĈĐčĐċ ēīěČĝčĔĊčĄČĉĐąĜĖćĉĜąēìćČčĒĊĆĉĜąēìĊĉĚČĉĆČĝčĔĊčĄĕĖ ĜĖĕIJĉĉ ēīĆĒīĈIJĊĉĒĎčĄĜĖĆīĊIJėĔčĸēĪĝĊčĄĕĖĪĄ 2/+(,

"/"% 2/+(,

:%9$% 2/+(,

"/"%

Đ ċĜ

Ėąiją Đ ċĜ

ĖćīĊ Đ ċĜ

Ėąiją ĐċĜ Ė ąiją ĐċĜ

DOSESNIZAZOYGESHMAK
DOVID IKHFARSHTEYFARVOS DUHOSTLIBTSUVOYNENBAYDIELTERN
ZEYKOKHN ZEYERGUT ROKHELE VUVOYNTDAYNMISHPOKHEZENENALEIN NYU YORK TATE MAMEVOYNENINNYU YORK OBERIKHHOBAN ELTERNBRUDERINPARIZ AYINGERNBRUDERINLOS ANDZHELES UNAYINGERESHVESTERINMONTREOL ESIZZIKHERSHVERTSUVOYNENAZOYVAYTFUNDER MISHPOKHE NEYN FARKERT
ESIZAMEKHAYEIKHKENBAZUKHN DEMELTERNBRUDERVENIKHVILAVAKATSYEINPARIZ UN IKHKENBAZUKHNDOSKLEYNESHVESTERLVENIKHVILA VAKATSYEINMONTREOLUNIKHKENZENDIELTERNVEN IKHBENKNOKHNYU YORK UNBAZUKHSTUDEMYINGERNBRUDERINLOSANDZHELES

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Unit 5: Where does your family live?

2/+(, "/"% 2/+(, 2/+(,

'2!.$-/4(%2 2/+(,

'2!.$&!4(%2 2/+(,

'2!.$-/4(%2 2/+(, '2!.$-/4(%2

2/+(,

KHOLILE
ESIZTSUVAYT UNMIRZENENSHTENDIK BROYGEZ ESIZNISHTGUTTSUZAYNBROYGEZMITDAYNBRUDER
BLUTIZNISHTKEYNVASER
OY ESIZSHOYNlNFAZEYGER
IKHMUZAHEYMGEYN The food is so tasty! Dovid, I understand why you like to live with your parents! They cook really well. Rokhele, where does your family live? Are [they] all in New York? Mum and dad live in New York, but I have an older brother in Paris, a younger brother in Los Angeles, and a younger sister in Montreal. It must be difficult to live so far from your (literally: the) family. No, the opposite! It’s delightful. I can visit my (literally: the) older brother when I want a holiday in Paris, and I can visit my (literally: the) little sister when I want a holiday in Montreal. And I can visit my (literally: the) parents when I miss New York. And do you visit your (literally: the) younger brother in Los Angeles? God forbid! It’s too far, and we’re never on speaking terms. It’s not good not to be on speaking terms with your brother! Blood is thicker than water (literally: blood isn’t water)! Oh, it’s already five o’clock! I have to go home.

Vocabulary FOOD

esn (dos), -s

TOCOOK

kokhn

DIMINUTIVEOF2OKHL

rokhele

PARENTS

tate-mame

OLDER

elter

ĕ¯ ĕijćēĕĖ ēďijě ĖĐċĜ PLURAL ĖĒIJĒ¯ĖČIJČ

ĜĖČĐĖ

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

80

ēĜĖČĐĖ

OLDERMASCULINEACCUSATIVE SEELANGUAGEPOINT

eltern

0ARIS

parTz

ĊčҔĜIJç

YOUNGER

yinger

ĜĖĆĔ™ čč

YOUNGERMASCULINEACCUSATIVE SEELANGUAGEPOINT

yingern

ēĜĖĆĔ™ čč

,OS!NGELES

los Adzheles

-ONTREAL

montreW

FAR

vayt

OPPOSITEREVERSED

farkGt

TOVISIT

bazukhn

ĕĖĐĖĝĊćĔIJҊ ĕijĐ ĐijҔĖĜČĔijĒ Čìĉĉ ČĜĖҔěĜIJĸ ēďĉĊIJą ĕ¯ čćĖčĚIJěIJĉĉ

HOLIDAYVACATION

vakatsye (di), -s

TOMISSTOLONGFOR

benken nokh

'ODFORBID

kholile

FEUDINGNOTONSPEAKING TERMS

broygez

ĊĆĉĜą

BLOOD

blut (dos), –

~ ĕijćČĉĐą

ALREADY

shoyn

OCLOCK

a zeyger

TOGOHOME

aheymgeyn

ĎijĔēĖěĔĖą ĈĐčĐċ

ēĪĝ ĜĖĆīĊIJ ēīĆĒīĈIJ

Proverb ĜĖĕIJĉĉēīěČĝčĔĊčĄČĉĐą blut iz nisht keyn vaser. "LOODISTHICKERTHANWATERLITERALLYBLOODISNOTWATER 

Language points 4 The nominative and accusative cases 3OFAR WEHAVELEARNEDTHATIN9IDDISHTHEDEFINITEARTICLEANDADJEC TIVESHAVEDIFFERENTSHAPESDEPENDINGONTHEGENDERANDNUMBEROF THENOUNWITHWHICHTHEYAREASSOCIATED

81

Unit 5: Where does your family live?

)NADDITION THEDEFINITEARTICLEANDADJECTIVESMAYCHANGETHEIRSHAPE DEPENDING ON WHAT THEIR ASSOCIATED NOUN IS DOING IN THE SENTENCE 3O FAR MOST OF THE NOUNS ADJECTIVES AND DEFINITE ARTICLES THAT WE HAVE SEEN HAVE BEEN FUNCTIONING AS THE SUBJECT OF THE SENTENCE 7HENAWORDFUNCTIONSASASUBJECT WESAYTHATITISINTHE@NOMINA TIVECASE ! WORD CAN ALSO BE THE DIRECT OBJECT OF A SENTENCE 4HIS MEANS THATINSTEADOFDOINGTHEACTIONOFTHEVERB ITISBEINGDIRECTLYAFFECTED BY THIS ACTION &OR EXAMPLE IN THE SENTENCE ĐçĖ ēIJ ČĕĖ ĜĖćĉĜą ĜĖć THE BROTHER EATS AN APPLE ĜĖćĉĜą ĜĖć IS THE SUBJECT BECAUSE HE IS PERFORMINGTHEACTIONEATING WHILEĐçĖēIJISTHEDIRECTOBJECTBECAUSE ITISBEINGEATEN !WORDFUNCTIONINGASTHEDIRECTOBJECTISSAIDTOBEINTHE@ACCUSA TIVECASE)N9IDDISHTHEDEFINITEARTICLEOFMASCULINESINGULARNOUNS CHANGESFROM ĜĖćTO đĖćINTHEACCUSATIVE Accusative

ĜĖćĉĜąĒėĈČĕĖĐçĖēIJ !NAPPLEEATSTHEBROTHER .OTQUITEASCOMMON


Nominative ←

ĐçĖēIJČĕĖĜĖćĉĜąĝėĈ 4HEBROTHEREATSANAPPLE

)FWEADDADJECTIVESTOOURORIGINALSENTENCE WEGET Accusative

Nominative

ĜĖćĉĜąĔĆĉĐěĒėĈČĕĖĐçĖēIJ ← ĐçĖēIJČĕĖĜĖćĉĜąĝėĆĉĐěĝėĈ !NAPPLEEATSTHECLEVER BROTHER

4HECLEVERBROTHEREATSAN APPLE

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82

3ONOTONLYTHEDEFINITEARTICLE BUTALSOTHEADJECTIVEASSOCIATEDWITH AMASCULINESINGULARNOUNCHANGES5SUALLYTHENOMINATIVEĜĖ¯SUFFIX CHANGESTO ē¯ ASINTHEABOVEEXAMPLE4HEREAREONLYAFEWEXCEP TIONSTOTHIS  4HEMASCULINESINGULARACCUSATIVESUFFIXOFADJECTIVESWHOSEBASE FORMENDSIN ēIS đĖ¯ Base form

Accusative

Nominative

Ĕīĝ

ĆijČĒėĔīĝIJ=ĒėĈ ←

ĆijČĝėĔīĝIJ=ĝėĈ

 4HEMASCULINESINGULARACCUSATIVESUFFIXOFADJECTIVESWHOSEBASE FORMENDSIN đorINASTRESSEDVOWELDIPHTHONGIS ēĖ¯ Base form Accusative Nominative RELIGIOUS ĒĉĜĸ ēIJĒĔėĒĉĜĸIJ=ĒėĈ ← ēIJĒĝėĒĉĜĸIJ=ĝėĈ

íĜĸ

ēIJĒĔėìĜĸIJ=ĒėĈ

ēIJĒĝėìĜĸIJ=ĝėĈ

 4HE MASCULINE SINGULAR ACCUSATIVE SUFFIX OF THE ADJECTIVE ìĔ IS EXCEPTIONALITENDSIN đĖ¯INSTEADOFTHEEXPECTED ēĖ¯ Accusative

ČĔĖćĉČĕĒėìĔIJ=ĒėĈ

Nominative ←

ČĔĖćĉČĕĝėìĔIJ=ĝėĈ

$EFINITE ARTICLES AND ADJECTIVES ASSOCIATED WITH FEMININE AND NEUTER SINGULAR NOUNS AS WELL AS WITH PLURAL NOUNS OF ALL GENDERS REMAIN THESAMEINTHEACCUSATIVE SOYOUVELEARNEDEVERYTHINGTHEREISTO KNOWABOUTTHISCASE


5 Telling the time 4OASKWHATTIMEITISIN9IDDISH YOUSAYEITHER

ĜĖĆīĊĜĖćĊčĄĐĸčĉĉLITERALLYHOWMUCHISTHECLOCK OR ĊčĄČĖçĝčĉĉLITERALLYHOWLATEIS;IT= 4HEANSWERIS

ĜĖĆīĊIJ________ ĊčĄĕĖ)TS????????OCLOCK Example ĜĖĆīĊIJĕĔīĄĊčĄĕĖ

)TSONEOCLOCK

83

Unit 5: Where does your family live?

(ERE ARE THE OTHER EXPRESSIONS THAT YOU NEED TO BE ABLE TO TELL THE TIMEIN9IDDISH Example 

Expression

ėĐĖĎijĔėĔčĸ

ĎijĔ ________ ????????PAST



ēĖĚĎijĔĐČĖĜĸIJ

ĐČĜĖĸIJ AQUARTER



ČďIJąĐIJĈ



īĉĉĚĜIJĸěčĚĔIJĉĉĚ īĉĉĚĉĚěčĚĔIJĉĉĚ



čĜĸĜĖćēčĄēìĔąĐIJĈ

???????? ąĐIJĈ HALF???????? Note: )N9IDDISHYOU LOOKFORWARDTOTHE NEXTHOUR SO ČďIJąĐIJĈ MEANSRATHER THAN

ĜIJĸ=ĉĚ ________ ????????TO čĜĸĜĖćēčĄ INTHEMORNING

 

ijČčĒĎijĔìĜćĉĚĐČĜĖĸIJ Ć ČĔĉĉijēčĄĜĖĆīĊIJēąčĊ

ĆijČčĒĎijĔ INTHEAFTERNOON

ČĔĉĉijēčĄ INTHEEVENING



ČďIJĔìąĕĔīĄąĐIJĈ

ČďIJĔìą ATNIGHT

ČďIJĔĖąĐIJĈ MIDNIGHT 9IDDISH HAS NO WORDS FOR AM AND PM SO IF YOU WANT TO SPECIFY JUSTADD čĜĸĜĖćēčĄ ETC

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

84

Culture point Shabes 3HABES THE *EWISH 3ABBATH STARTS JUST BEFORE SUNSET ON &RIDAY EVENINGANDLASTSAPPROXIMATELYHOURS UNTILNIGHTFALLON3ATURDAY NIGHT3HABESISKEPTINVARIOUSWAYSBY*EWSOFDIFFERENTDENOMINA TIONS AND LEVELS OF OBSERVANCE !N /RTHODOX FAMILY LIKE $OVIDS OBSERVES 3HABES IN THE TRADITIONAL MANNER WOMEN AND GIRLS SAY A BLESSINGANDLIGHTCANDLESTOMARKTHEBEGINNINGOF3HABES ANDTHERE IS A SHORT SYNAGOGUE SERVICE FOLLOWED BY A &RIDAY EVENING MEAL IN THEHOMETOWHICHGUESTSARECOMMONLYINVITED4HEMEALSTARTSWITH BLESSINGSRECITEDOVERWINEANDTWOLOAVESOFĈĐċ BRAIDEDEGG BREAD AND INCLUDES TRADITIONAL !SHKENAZI FOOD LIKE CHICKEN SOUP KUGEL ANDTSIMESSEE5NITFORDETAILS )NADDITION ĞĉĜčĒĊ (EBREW AND !RAMAIC SONGS ARE OFTEN SUNG AT THE 3HABES TABLE )N THEMORNINGTHEREISALONGERSYNAGOGUESERVICEATWHICHTHEWEEKS ĈĝĜç 4ORAHPORTION ISREAD!FTERSYNAGOGUETHEREISANOTHER MEAL OFTEN WITH GUESTS AND SONGS AND USUALLY INCLUDING CHOLENT A TRADITIONAL 3HABES DISH OF POTATOES BEANS AND MEAT THAT IS MADE BEFORE 3HABES AND LEFT TO COOK ALL &RIDAY NIGHT !CTIVITIES CLASSIFIED AS WORK ACCORDING TO *EWISH LAW ARE PROHIBITED ON 3HABES WHICH MEANSTHATTHERESTOFTHEDAYISUSUALLYSPENTRELAXING VISITINGFRIENDS SLEEPING OR STUDYING *EWISH TEXTS ,ESS OBSERVANT *EWS MAY KEEP SOMEORALLOFTHESETRADITIONSTOVARYINGDEGREES BUTFOOD FRIENDS RELAXATION ANDSTUDYARECENTRAL3HABESTHEMESFOR*EWSACROSSTHE DENOMINATIONS

85

Unit 5: Where does your family live?

Exercise 4 Insert the correct forms of the definite article. Some require the nominative, while others require the accusative.

ěčĔĖĒčĐç@@@@@@@@@@@@@@@@@@@@ćąčĐČijĈĖČIJČ@@@@@@@@@@@@@@@@@@@@ć ēĕĖ@@@@@@@@@@@@@@@@@@@@ćēďijěēĜĖČĐĖ@@@@@@@@@@@@@@@@@@@@ć ČĸijĖąiją@@@@@@@@@@@@@@@@@@@@ćČĖĊćĔčě@@@@@@@@@@@@@@@@@@@@ć ĊĆĉĜąēĖĔĖĊĖćīĊ@@@@@@@@@@@@@@@@@@@@ćēĉĄĜĖČĖĸ@@@@@@@@@@@@@@@@@@@@ć ĜĖćĉĜą@@@@@@@@@@@@@@@@@@@@ćČďĉĊIJąĜĖČĕĖĉĉĝ@@@@@@@@@@@@@@@@@@@@ć ĐěčĔīĄ@@@@@@@@@@@@@@@@@@@@ćąčĐČijĈĖćīĊ@@@@@@@@@@@@@@@@@@@@ć

 2 3 4 5 6

Exercise 5 Insert the correct nominative and accusative definite article and adjective suffixes into this excerpt from Khane’s journal.

ĐĊûýĐù@@@@@@@@ĐĊĀĄĊ@@@@@@@@ûùāĄĀħüāþĐĊûāĐùğýýĎĀħüĄÿĐ ĀħüāþĐĊûýĐù@@@@@@@@ĐĊúĈ’āā@@@@@@@@ûùāĄĞþĦĀđāĈĀħüāþĐĊùħ @@@@@@@@ ĈğĄďĦĀħüĐĊĀĉĊýýđ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ĐĊúĈ’āāĦĂĞø ĀĬĞďāþďāĈĊĆāĄÛ@@@@@@@@ ĈğĄďĐāøćăýþĦùýĎùāĄĀħüĄÿĐûĈāď ćĊýýĐĊûĈāďĐĦĬąĄāĬ@@@@@@@@àĈĦĐĊûħĂýù@@@@@@@@ ĈğđĦďāûĈĊĀđ @@@@@@@@ûćýøďāĈĊĆāĄÛ@@@@@@@@ûĐĊĀĉĊýýđ@@@@@@@@ûĀăýþĦùāþ ĄħĊĐĀĈħĆćāøąāĪýĐď@@@@@@@@ĐĊûĈĦ

Unit 5: ĉČèĞēĔíĈčĕīĊĊõĊĊ

86

Exercise 6 Say what time it is in each of the following pictures.

Exercise 7

(Audio 1:35)

Use the following list to say what Rokhl does at different times during the day. Example

īĉĉĚĕIJĐěēčĄČīĆĐċĜ ← ĕIJĐěēčĄČīĆ  ĆijČčĒĎijĔĜĖĆīĊIJ        

COFFEE ĖĉĉIJěČěĔčĜČ ČĖąĜIJĒīĈČąìĜĝ đijĜěĜĖďčąēčĄČīĆ MIDDAYMEAL ĕĖĒĖĜIJҔĉĉČĕĖ đīĈIJČīĆ ĖĜĖĝČĖĉĉČĕĖ ijĔčěēčĄČīĆ ijĔčěēĉĸěčĜĉĚČĒĉě

 2 3 4 5 6 7 8

Exercise 8 Write a paragraph in Yiddish describing what you do at different times of the day.

Unit 5: Where does your family live?

Supplementary text (Audio 1:36) 4HISISANOTHER 9IDDISHFOLKTALEWHICHINCORPORATESSURPRISINGLOGIC

ĘđėċĎąĔĆĎċĔĊąĔĆĎċ ČĆĖĜĸēĕĖČěčćĔĖĜĖēĖĉĉĖĒĝČĖĜěIJēčĄĖĜĖĝČĖĉĉēĕĖČīĆēIJĒIJ  ēĐijĚIJąĎčĄĊĉĒĐĸčĉĉ€ĖČĞčąĈ¯ĐĖąčćĜĖ ĎĪĄ¯ČĪĜąēĝijĜĆēąčĊ¯ĕĖąĐĉąČčĒĝīĐĸ€ČĆijĊĖĞČčąĈ¯ĐĖąčć ēĝijĜĆėĐĖēĖĒIJĊĉĚēĝijĜĆēąčĊ ēĚĜĖĸĊčĄēąčĊēĉĄēąčĊ€ĜĖćĒĖĜĸĜĖćČĆijĊěčČďčĜČĝčĔĊčĄĕijć€ ėĐĖČĝčĔ ĎčĄ ĕijĉĉĜIJĸĉČĕīĉĉ€ĖČĞčąĈ¯ĐĖąčćČĆijĊěčČďčĜĊčĄĕijćēīĔ€ ĜčĸĎĪĄČijĈēIJĒĜĖìĔēìĒēIJĒēČĝĜĖēìĒēĉĸĜĖćĔčěĜčĸąijĈ ĊIJČĕīĈĕijćēĖĒIJĊĉĚĜĖćĔčěìĜćĎijĔēąijĈĜčĒĜĖčĜĸēĉĸĜĖćĔčě ėĐĖijćēĖĔĖĊĕĖĜĖąijĜĖćĔčěēąčĊČijĈĜĖēĉĄĜĖćĔčěēąčĊąijĈĎčĄ ēĚĜĖĸČĝčĔĊĪĈĜĖĊćĔĉĄēčĄĜĖćĔčě

87

Unit Six

ĬĊĊĝĎēčĊčèĴĜĝėĈ My head hurts!

In this unit you will learn: s s s s s s

PARTSOFTHEBODY HOWTODESCRIBEPEOPLE HOWTOTALKABOUTHEALTH ILLNESS ANDGOINGTOTHEDOCTOR THEDATIVECASE THEIMPERSONALPRONOUN ĖĒ=ēĖĒ CONTRACTIONSWITHPREPOSITIONSANDTHEDEFINITEARTICLEINTHE ACCUSATIVEANDDATIVE s THEFORMOFNAMESINTHEACCUSATIVEANDDATIVE s ABOUTNOUNSTHATDECLINEINTHEACCUSATIVEANDDATIVE s HOWTOEXPRESSPOSSESSION &ROM NOW ON THERE WILL BE NO %NGLISH TRANSLATIONS OF THE DIALOGUES AND NO 2OMAN TRANSLITERATION OF THE DIALOGUES OR VOCABULARY LISTS $ONTWORRYTHISISANACHIEVEMENTnYOUHAVEPROGRESSEDFARENOUGH INYOURSTUDYOF9IDDISHTOMANAGEWITHOUTTHEM


Dialogue 1 (Audio 1:38) 2OKHLISSHOWING$OVIDAND+HANEPHOTOSOFARECENTVISITTO .EW9ORKANDTELLINGTHEMABOUTTHEFRIENDSTHATSHESAWTHERE

ĜijĈĖČĐĊìĜěĖĆĖćĔijĐąčćČčĒĐćīĒĕijćĊčĄĜĖĉĉ Ĉ Ĕċ ēčĄČąìĜĝčĊĖěČĕčĐIJĔĜĉĝĊIJĊčĄčĊĜëĕĄĖČĜĶċēìĒĊčĄĕijć ĐċĜ ĕČĜĖĉĉĜijĸ€ ēĝčć™ ččđĖć

89

Unit 6: My head hurts!

ĜĖćėĪĄĐĜĖĆĔčĸēīĝIJČĆijĜČčĊĪĄĐďīĒĝđĖĔīĝIJČijĈčĊ ČĔIJĈĜĖěĔčĐ đčĔçēćĔĉĜđĖćČčĒĜĉċąđĖćĜčĄČĖĊēąijĈĈĔĉĞċćĐIJąČīĆčĊijč ēĞċĜčĄĊčĄĜĖđīċČĕīĈĜĖ ćĜijąĜĖČĪĜ ĜĖćēĉĄ ĎĉąĜĖČĜĖĉĉIJČĐIJĈĜĖ ēĆĪĄĖĔĪĜąčćČčĒēIJĒĜĖďĪĈĜĖćĊčĄĜĖĉĉ ēčĄĎĉąĜĖČĜĖĉĉIJĜĖČĔĖīĐĕijĉĉĜIJĸČĔIJĈĜĖČďĖĜ ĜĖćēčĄ  ēIJĜijČĕĖĜ IJĕĖçĖěčćĔĖČĝČijĈĜĖēďIJĜçĝēčĄČąčĐĜIJĸĊčĄĜĖėĕĉčĊčĄĕijć ėĪĄĐČčĈēĖĪĐąđĖćČčĒĪĜĸčćĜčĄČĖĊČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉ čĊĊIJČĆijĊĖĒĐĉĝIJēčĄĝčć™ ččČĔĜĖĐčĊđčĜĒČĕīĈčĊ çijěđĖć ĖěĜĖĜĖĐ ĖČĉĆIJĜĖīĊĊčĄ ĈąčĕĒIJėĪĄČĕĚĔIJČĉććĐčąČĔIJĕĖĜĖČĔčĄēIJĊčĄĕijćĐċĜ ēĚĔIJČČĝčĔēĖěĎčĄĎĖĐěĖĜĝĊčĄĕĖćĐčąđĖćėĪĄČĝčĔČěĉě ĕčĸĖěĔčĐīĉĉĚ ąijĈĎčĄ~

Vocabulary BLOND CURLY FEMALE FRIEND %STHER FEMALE JOURNALIST &ORVERTS&ORWARD APROMINENT WEEKLY9IDDISHNEWSPAPER BASEDIN.EW9ORK SMILE TOWEARTOCARRY RING LEFT

ćĔijĐą ČĐĊìĜěĖĆ ĕ¯ čć ĖČĜĶċ ĜëĕĄ ĕ¯ čćĖěČĕčĐIJĔĜĉĝĊ

ĜĖćĕČĜĖĉĉĜijĸ

ēĖ¯ ĕijć=ĜĖćĐďīĒĝ ēĆijĜČ ĎĖ¯ ĕijćĐĜĖĆĔčҔĸ ěĔčĐ

HAND

ČĔĖĈ čćČĔIJĈ

SOON

ćĐIJą

GETMARRIEDSEELANGUAGE POINT 5NIT BOYGUY ROUND

ēąijĈĈĔĉĞċ đčĜĉċą ĜĖćĜĉċą  ćĔĉĜ

ĈĔċ ĐċĜ ćĉć

ĐċĜ

ĈĔċ ĐċĜ

Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

90

ČĪĜ

RED

ćĜĖą čć ćĜiją

BEARD

đīċ

#HAIMMANSNAME

đčĔĞċ ĜĖćēĞċ

FIANCÏGROOM

ĎĪĈ

TALLHIGH

ēĪĜą

BROWN

ē¯ ĕijćĆĪĄ

EYE

ēČĐIJĈ

TOHOLD

ČďĖĜ

RIGHT

ėĕĉč

*OSEPH

ēčĄ+ČąčҔĐĜIJĸ

INLOVE

ĕĖçĖ

SOMETHINGSOMEKINDOF

ĪĐą

BLUE

ĎĖ¯ ĕijćĐČčĈ

HAT

çijě

HEAD

đčĜĒ

-IRIAM

ē¯ čćĐĉĝ

SCHOOLCANALSOMEAN @SYNAGOGUE

ĖĒ

ONE THEY YOUSEELANGUAGE POINT

Ğĉ¯ čćĈąčĕĒ

PARTY TOLOOK

ēěĉě

TERRIBLE

ĎĖĐěĖĜĝ ĕčĸ ĜĖćĕĉĸ

FOOTLEG

Additional vocabulary EAR SIDELOCK TOHEAR NOSE CHEEK MOUSTACHE MOUTH

ē¯ ĕijć=ĜĖćĜĖĪĄ Ğĉ¯ čćĈĄç ēĜĖĈ ĊĖĔ čćĊijĔ ē¯ čćěIJą (PLURAL ĕĖĚĔijĉĉ ĜĖĐìĒ ĕijćĐĪĒ

Unit 6: My head hurts!

TOOTH TONGUE CHIN NECK SHOULDER BACK CHEST HEART STOMACH BELLY BUTTON ARM ELBOW lNGER KNEE

ēīĚ ĜĖćēijĚ ĜĖĆĔčĚ čćĆĔĉĚ ĕ¯ čćĖąĒijĆ ĕ¯ ĜĖćēěIJĔ ēĖ¯ ĜĖćĐĕěIJ ĕ¯ ĜĖćēěĉĜ ČĕčĜą čćČĕĉĜą ĜĖĚĜĖĈ ĕijćęĜIJĈ ĜĖďìą ĜĖćĎĪą ĕĖ¯ ĜĖćěčçĉç ĕ¯ ĜĖćđĖĜij ĕ¯ ĜĖćēĆĪąĔĐĖҔ ~ ĜĖćĜĖĆĔčĸ ēĖ¯=¯ čć=ĜĖćčĔě

Language points 1 The dative case 7EVE ALREADY LOOKED AT THE NOMINATIVE CASE WHICH IS USED FOR THE SUBJECTOFASENTENCE ANDTHEACCUSATIVE WHICHISUSEDFORTHEDIRECT OBJECT4HEREISONLYONECASELEFT THEDATIVE4HISCASEISUSEDWITH INDIRECTOBJECTS!STHENAMESUGGESTS ANINDIRECTOBJECTISAFFECTED INDIRECTLY BY THE ACTION OF THE VERB IN CONTRAST TO THE DIRECT OBJECT WHICHDIRECTLYSUFFERSTHEEFFECTOFTHEACTION,ETSLOOKATTHEEXAMPLE OFTHEBROTHERANDTHEAPPLEAGAIN

ĐçĖēIJČĕĖĜĖćĉĜąĜĖć 4HEBROTHEREATSANAPPLE .OW LETS SAY THAT WE WOULD LIKE TO KNOW how when OR where THE BROTHEREATSTHEAPPLE7ECANELABORATEANDENDUPWITHSOMETHING LIKETHIS

ĜĝijèijĔĎąĐçĖēIJČĕĖĜĖćĉĜąĜĖć 4HEBROTHEREATSANAPPLEin a park

ěĜIJç IJ IS THE INDIRECT OBJECT THAT GIVES US THIS EXTRA INFORMATION AND THEREFORE IS IN THE DATIVE CASE 9OU CAN ALSO SEE THAT THE INDIRECTOBJECTFOLLOWS ēčĄ WHICHISAPREPOSITION!PREPOSITIONISA

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WORD GIVING INFORMATION ABOUT THE POSITION OR RELATIONSHIP BETWEEN TWO OR MORE THINGS /THER PREPOSITIONS WEVE ALREADY SEEN INCLUDE ēĉĸ z ČčĒ z ėĪĄ AND ēĆĖĉĉ )N9IDDISHANYNOUNFOLLOWINGAPREPOSITION ISCONSIDEREDANINDIRECTOBJECTANDSOMUSTBEINTHEDATIVECASE !S IN THE NOMINATIVE AND ACCUSATIVE IN THE DATIVE SINGULAR THE DEFINITEARTICLEANDADJECTIVECHANGE!GAIN INTHEPLURALTHEREARENO CHANGES(EREISTHECOMPLETETABLEOFTHEDATIVE

ĜĶċĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ

ē¯ đĖć=IJ

-ASCULINE

ĖČĜĶċĝėĆĉĐěĝėĈČčĒČćĖĜĐċĜ

ĜĖ¯

ĜĖć=IJ

ĐćīĒĆĉĐěIJČčĒČćĖĜĐċĜ ĐćīĒĔĆĉĐěĒėĈČčĒČćĖĜĐċĜ

~ ē¯

IJ đĖć

.EUTER

ėĆĉĐě ĎĈČčĒČćĖĜĐċĜ ĎĖĐćīĒ=ĕĖČĜĶċ=đčĜĶċ

Ė¯

čć=¯

0LURAL

&EMININE

4HEREARETWOIMPORTANTPOINTSTONOTEHERE &IRST IF YOU COMPARE THE ARTICLE AND ADJECTIVE SUFFIXES OF THE DATIVE WITH THOSE OF THE NOMINATIVE AND ACCUSATIVE YOU CAN SEE THAT THE ARTICLE AND ADJECTIVE ALWAYS FORM A UNIT 4HUS WHENEVER THEARTICLEIS đĖć THEADJECTIVEENDSIN ē¯THISAPPLIESTOTHEMASCU LINE ACCUSATIVE AND DATIVE AS WELL AS TO THE NEUTER DATIVE 3IMILARLY WHENEVER THE ARTICLE IS ĜĖć THE ADJECTIVE ENDS IN ĜĖ¯ THIS APPLIES TOTHEMASCULINENOMINATIVEANDFEMININEDATIVEWHICHMAYBECON FUSINGATFIRST
 3ECOND NEUTER ADJECTIVES HAVE TWO DIFFERENT SUFFIXES DEPENDING ONWHETHERTHEYAREPRECEDEDBYTHEDEFINITEORINDEFINITEARTICLEJUST ASTHEYDOINTHEOTHERTWOCASES  4HIRD REMEMBER THAT REGARDING MASCULINE AND NEUTER DATIVE ADJECTIVESTAKINGTHE ē¯SUFFIX THESAMEEXCEPTIONSTHATWELEARNTIN 5NIT  WILL APPLY IE IF THE ADJECTIVE ENDS IN ē THE SUFFIX IS đĖ¯ ETC &OREXAMPLE

ĜëĕĄČĕīĈĐďīĒĝĒėĔīĝĒėĈČčĒĐćīĒĕijć 4HEGIRLWITHTHEBEAUTIFULSMILEISCALLED%STHER (ERE IS A SUMMARY CHART OF THE ARTICLES AND ADJECTIVES IN ALL THREE GENDERSANDCASES

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Unit 6: My head hurts!

$ATIVE

!CCUSATIVE

ēIJĒĔČĉĆĒėĈ ēIJĒĔČĉĆIJ

.OMINATIVE

ēIJĒĝėČĉĆĝėĈ ēIJĒĝėČĉĆIJ

ĪĜĸĝėČĉĆĝėĈ ĪĜĸĝėČĉĆIJ

ĪĜĸėČĉĆĎĈ ĪĜĸėČĉĆIJ

ĎĉąĔČĉĆĒėĈ

ĎĉąėČĉĆĖĴĈ

-ASCULINE &EMININE .EUTER

ĎĉąČĉĆIJ ĜĖďčąēĖĪĜĸĜĖĔĖĒėČĉĆ ĎĈ

0LURAL

)N ADDITION A FEW VERBS CAUSE ANY FOLLOWING NOUN TO GO INTO THE DATIVEEVENWITHOUTAPREPOSITION4HEMOSTCOMMONOFTHESEVERBS ARE ēĸĐĖĈHELP ēąĖĆGIVE ēĆijĊSAY AND ēĐīĚĜĖćTELL 4HEFOLLOWING EXAMPLESSHOWYOUHOWTHISWORKS

ćĔčěĒėĔīĐěĒėĈČĸĐĖĈĈĔċ +HANEHELPSTHESMALLCHILDDATIVE 

đĐčĸđĖćēĆĖĉĉĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ 2OKHLTELLSTHESTUDENTDATIVE ABOUTTHElLM 4HEVERBSēąĖĆANDēĐīĚĜĖćCANADDITIONALLYHAVEADIRECTOBJECT4HIS ISTHETHINGTHATISGIVENEGABOOK APRESENT ORTOLDEGASTORY A JOKE AS OPPOSED TO THE PERSON TO WHOM IT IS GIVEN OR TOLD 4HE DIRECTOBJECTISINTHEACCUSATIVECASE ASYOUWOULDEXPECT

ĈûĖĒĎĈĖěČĔĖćĉČĕĝėĈČĐīĚĜĖćĐċĜ 2OKHLTELLSTHESTUDENTDATIVE THESTORYACCUSATIVE 

2 The impersonal pronoun ėē=Ĕėē 4HEIMPERSONALPRONOUN ēĖĒ ORTHEVARIANTFORM ĖĒ ISEQUIVALENTTO THE%NGLISH@ONE @THEY OR@YOUWHENREFERRINGTOAGENERAL UNSPE CIFIEDSUBJECT)TISVERYCOMMONLYUSEDIN9IDDISH9OUSAWANEXAMPLE OFITIN$IALOGUEWHEN2OKHLSAID

ĖěĜĖĜĖĐĖČĉĆIJĜĖīĊĊčĄčĊĊIJČĆijĊėē TheySAYoneSAYSTHATSHESAVERYGOODTEACHER

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ĖĒ=ēĖĒISALWAYSUSEDWITHATHIRDPERSONSINGULARVERB4HETWOVARI ANTSAREINTERCHANGEABLEWHENAPPEARINGBEFORETHEVERB ASIN

ēĜĖĪĄčćČčĒČĜĖĈĔėē ēĜĖĪĄčćČčĒČĜĖĈėē /NEHEARSYOUHEARWITHTHEEARS (OWEVER IFTHEPRONOUNFOLLOWSTHEVERBEGINAQUESTION YOUHAVE TO USE ēĖĒ 4HUS IN THE FOLLOWING EXAMPLE ONLY ēĖĒ IS CORRECT ĖĒ IS NOTPOSSIBLE

ĖěĜĖĜĖĐĖČĉĆIJĊčĄčĊĊIJĔėēČĆijĊ $OTHEYDOESONESAYTHATSHESAGOODTEACHER

Exercise 1 Insert the correct dative form of the definite article into the following sentences.

ČĔĖćĉČĕ@@@@@@@@@@@@@@@@@@@@ćČčĒČćĖĜćĉć ČĔIJĈ@@@@@@@@@@@@@@@@@@@@ćėĪĄĐĜĖĆĔčĸIJČijĈĐćīĒĕijć Ďĉą@@@@@@@@@@@@@@@@@@@@ćēĆĖĉĉēćĖĜĜčĒ ĖěČĕčĐIJĔĜĉĝĊ@@@@@@@@@@@@@@@@@@@@ćČčĒĖĜĖĝČĖĉĉČĕĖĐċĜ ćĐčą@@@@@@@@@@@@@@@@@@@@ćėĪĄēěĉěćĉćēĉĄĈĔċ ēčĊĉěēìĒĊčĄćĜiją@@@@@@@@@@@@@@@@@@@@ćČčĒēIJĒĜĖć ĖěĜĖĜĖĐ@@@@@@@@@@@@@@@@@@@@ćėĐĖĈĎčĄ ĜĖćĐčąĖìĔčćđčĜĶċ@@@@@@@@@@@@@@@@@@@@ćČčĆĐċĜ

     6 7 8

Exercise 2 Add the correct dative suffixes onto the definite articles and adjectives in the following sentences.

ČĔIJĈ@@@@@@@@@@@@@@@@ěĔčĐ@@@@@@@@@@@@@@@@ćČčĒČąìĜĝĈĔċ ĆĔĉČìĚ@@@@@@@@@@@@@@@@ìĔ@@@@@@@@@@@@@@@@ćēčĄĐěčČĜIJēIJēĖĔĖīĐĜčĒ ćĜiją@@@@@@@@@@@@@@@@ćĔijĐą@@@@@@@@@@@@@@@@ćČčĒēIJĒđĖćĉČĕĖĊ ĜëĕĄČĕīĈĐďīĒĝ@@@@@@@@@@@@@@@@Ĕīĝ@@@@@@@@@@@@@@@@ćČčĒĐćīĒĕijć ĖěĜĖĜĖĐIJĊčĄĜijĈ@@@@@@@@@@@@@@@@ČĐĊìĜěĖĆ@@@@@@@@@@@@@@@@ćČčĒĪĜĸčć ČijČĝ@@@@@@@@@@@@@@@@ĕĪĜĆ@@@@@@@@@@@@@@@@ćēčĄēĖĔĪĉĉĉĚąčĐČijĈĐċĜ ěčćĉĉĖĔċĊčĄēěIJą@@@@@@@@@@@@@@@@ČĪĜ@@@@@@@@@@@@@@@@ćČčĒćĔčěĕijć (CHARMINGCUTE  ąĉČĝ@@@@@@@@@@@@@@@@ĒĖĉĉěIJą@@@@@@@@@@@@@@@@ćēčĄČĸijČĚčĊĈĔċ ČĔIJĈ@@@@@@@@@@@@@@@@ČďĖĜ@@@@@@@@@@@@@@@@ćēčĄĎĉąIJČĐIJĈĜĉċąĜĖć

     6 7

8 9

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Unit 6: My head hurts!

Exercise 3 Use the following pairs of words to make sentences saying what one does with different body parts. Use the impersonal pronoun ĖĒ=ēĖĒ and the dative case when appropriate. Example

ČĔIJĈĜĖćČčĒČąìĜĝĖĒ=ēĖĒ ← ČĔIJĈēąìĜĝ ĕčĸēĸĪĐ  ēīĚ(CHEW ēĖìě 6 ĊijĔ(SMELL ēěĖĒĝ 7

ĐĪĒēćĖĜ ēĆĪĄēĖĔĖīĐ çijěēČďIJĜČ ēĜĖĪĄēĜĖĈ

   

Dialogue 2 (Audio 1:40) $OVIDISILLANDTELLS+HANEAND2OKHLABOUTHISSYMPTOMS

 ČĐčěĜIJĸĉČĕčą ĜĖĒĜĖćĊčĄĕijĉĉĎĖĐěĖĜĝĕĪĄČĕĖĊĉććĉć ĖçčĜĆ IJĉČĕijĈ ēĉĄČĕĉĈĎčĄĜĖąčĸIJąijĈĎčĄĖčĚěĖĸĔčĄĊćĐIJĈIJąijĈĎčĄēīĔ ēĖĆĔĉĐčćēĉĄĊćĐIJĈĜĖćçijěĜĖćēĉĄ ČĖĝČĉĒĖĆĕĪĄ ēčąĎčĄĕčĔ īĉĉĜčĒēĖĉČ ēĖĒĖĔĉĚěčćĔĖČĝČĕĖĆĜIJĸĉć¯ěĔIJĜěČĕčąĉćĕijĉĉĜIJĸĕīĉĉĎčĄ ČĖąēčĄēĆčĐČĕĸĜIJćĉć ĖĸIJěēčĄijćĉČĕĚčĊĕijĉĉĜIJĸ ĐČĔIJĒēìć īČĖĕīĈēĖěĔčĜČēĉĄ ČĕĸĜIJćĉćĊIJēīĒĎčĄĐijČčçĝēčĄĜĖćijĜĖČěijćđĉĚēīĆČĕĊĉĒĉć ĜĖēČIJČēìĒČčĒēćĖĜČĕĔĖěĉćĐIJĸĔìĄēIJąijĈĎčĄěčČijčąčČĔIJ ČçĖĚĖĜIJēąĖĆĜčćēĖěĜĖĜĖČěijć IJĊčĄ ĊčĄĜĖēČIJČĕĈĔċĉĚēīĆČĕĊĉĒĉććĉćēIJĐçĜĖČĉĆIJĊčĄĕijćijč ĝčć™ ččēĉĸēĖĐĜĖąēĜčĔijĸĖĐĖČČĕĔĖěĉćĜĖćijĜĖČěijćĜĖČĉĆ IJĜĖīĊ ĜĖČěijćIJĎĪĄ ĊčĄĜĖĕĜĉě ěčČijčąčČĔIJēĪĝąijĈĎčĄĜĖČěijćđĉĚēīĆČĝčĔėĜIJćĎčĄēīĔ ēčąĎčĄĕijĉĉĜIJĸĈąčĕčćĊčĄĕijćČĝčĔĐijĒēīěĕĖ đĖĔĎčĄĜĖąij  ěĔIJĜěĪĊIJ ĕijĉĉĜIJĸ ēčĚčćĖĒēìćČĝčĔČĕĒĖĔĉć ēčĄĊčĄĐČĔIJĒēìĒēĉĄĖĔĖĝĖěĐČĔIJĒēìĒēčĄĊčĄēčĚčćĖĒčćĐìĉĉ đīĈĜĖć

ĐċĜ ćĉć

ĐċĜ

ĈĔċ

ĐċĜ

ćĉć

ĐċĜ ćĉć

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Vocabulary YOULOOKLIKE SEEMSEELANGUAGEPOINT 5NIT TOHAVEACOLDLITERALLYTOBE@COLDED FLU INFECTION FEVER TOCOUGH TOSNEEZE EXHAUSTED THROAT LUNG TOHURTSEEIDIOMS COAT CAFÏ HOT TEA TOTHESEELANGUAGEPOINT DOCTOR HOSPITAL ANTIBIOTIC IDEA FATHERDATIVESEELANGUAGEPOINT TOBEABLETOSEELANGUAGEPOINT 5NIT TOYOUSEELANGUAGEPOINT 5NIT PRESCRIPTION IDEAPLAN +HANESSEELANGUAGEPOINT TOPHONE "ERLACCUSATIVEDATIVESEELANGUAGEPOINT COURSE NEVERINCONJUNCTIONWITH ČčĔ=ČĝčĔ REASON MEDICINE POCKET

ĕĪĄČĕĖĊ ČĐčҔěĜIJĸēìĊ ĕ¯ čćĖçčĜĆ ĕ¯ čćĖčěĚĖĸĔčĄ ~ ĕijć=ĜĖćĜĖąčĸ ēČĕĉĈ ēĕčĔ ČĖĝČĉĒĖĆĕĪҔĄ ĜĖĊćĐĖĈ ĜĖćĊćĐIJĈ ēĖ¯ čćĆĔĉĐ (+DATIVE ēijČīĉĉ ēĖ¯ ĜĖćĐČĔIJĒ ēĖ¯ ĜĖćĖҔĸIJě ĕīĈ īČ đĖćĉĚ= đĉĚ đčĜĪČěijć ĜĖćĜĖČěijć  ĕijć=ĜĖćĐijČčçĝ ĜĖĐĖČčçĝ=ē¯ ē¯ ĜĖćěčČijčąčČĔIJ ē¯ ĜĖćĐIJĸĔìĄ ēČIJČ ēĖĔĖě ← ēĖě Ĝčć ē¯ ĜĖćČçĖҔĚĖĜ ĜĖĔĖĐç ĜĖćēIJĐç ĕĈĔċ ēĜčĔijĸĖĐĖČ ēĖĐĜĖą ē¯ ĜĖćĕĜĉě ĐijĒēīě Ğĉ¯ čćĈąčĕ ēĖ¯ čćēčҔĚčćĖĒ ĕ¯ čćĖĔĖĝĖҔě

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Unit 6: My head hurts!

Idioms 7HATSTHEMATTER 7HATSWRONG -Y????????HURTSLITERALLY THE????????HURTSFORME  -Y????????HURTLITERALLY THE????????HURTFORME 

ĜĖĒĜĖćĊčĄĕijĉĉ ČĉČ???????? ĕijć=čć=ĜĖć (SINGULAR īĉĉĜčĒ ĜčĒēĖĉČ???????? čć (PLURAL īĉĉ

Language points 3 Contractions with prepositions and the definite article ĒėĈ in the accusative and dative -ANY 9IDDISH PREPOSITIONS CAN MERGE WITH THE DEFINITE ARTICLE đĖć ANDTHERESULTINGCONTRACTIONSAREEXTREMELYCOMMONANDACCEPTABLE IN BOTH THE SPOKEN AND WRITTEN LANGUAGE 4HIS APPLIES WHETHER THE NOUNASSOCIATEDWITHđĖćISMASCULINEORNEUTER ACCUSATIVEORDATIVE HOWEVER ITHAPPENSONLYWITH đĖć NOTWITH ĜĖćz čć OR ĕijć 4HE CONTRACTIONS FORM ACCORDING TO THREE PATTERNS )F THE PRE POSITION ENDS IN A CONSONANT đĖć BECOMES ē¯ AS IN THE FOLLOWING CONTRACTIONS

ĔĸĪĄ ĔĜĖČĔĉĄ ĔĜĖąčĄ ĔĊčą ĔďĜĉć ĔĜĖČĔčĈ ĔČĪĐ ĔČčĒ ĔďijĔ ĔĜIJĸ ĔąčĐĉĚ

← ← ← ← ← ← ← ← ← ← ←

đĖćėĪĄ đĖć(UNDER ĜĖČĔĉĄ đĖć(OVER ĜĖąčĄ đĖć(UNTIL Ċčą đĖć(THROUGH ĎĜĉć đĖć(BEHIND ĜĖČĔčĈ đĖć(ACCORDINGTO ČĪĐ đĖćČčĒ đĖć(AFTER ĎijĔ đĖć(FORBEFORE ĜIJĸ đĖć(BECAUSEOF ąčҔĐĉĚ

)FTHEPREPOSITIONENDSINAVOWEL đĖćBECOMES đ¯ ASIN

Ēìą ĒĉĚ

← ←

đĖćìą đĖćĉĚ

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)FTHEPREPOSITIONENDSIN ē z đĖćBECOMES đĖ¯ ASIN

ĒėĔčĄ ĒėĔij ĒėĔĉĸ

← ← ←

đĖćēčĄ đĖć(WITHOUT ēij đĖćēĉĸ

9OU DONT HAVE TO START USING THESE CONTRACTIONS NOW JUST LEARN TO RECOGNIZETHEMANDAFTERAWHILEYOUWILLNATURALLYSTARTTOINCORPORATE THEMINTOYOUROWNSPEECHANDWRITING

4 Names in the accusative and dative 4HE DEFINITE ARTICLE AND ADJECTIVES ARE NOT THE ONLY TYPES OF WORDS THATCHANGETHEIRSHAPEINTHEACCUSATIVEANDDATIVEPEOPLESNAMES CHANGETOO7HENAPERSONSNAMEISTHEDIRECTORINDIRECTOBJECTOF AVERB YOUHAVETOADDASPECIALACCUSATIVEDATIVESUFFIXTOIT5SUALLY THISSUFFIXIS ē¯ ASIN

ĔĜëĕĄēĖěĎčĄĜëĕĄĊčĄĕijć 4HISIS%STHER)KNOW%STHER 4HIS ē¯ISADDEDDIRECTLYTOloshn-koydeshNAMESENDINGIN Ĉ WHICH MIGHTLOOKABITSTRANGEATFIRSTBUTMAKESSENSEWHENYOUREMEMBER THAT THE Ĉ IN SUCH NAMES SOUNDS LIKE Ė SO THE RESULTING FORM ISNT HARDTOPRONOUNCE

ĔĈĔċēĖěĎčĄĈĔċĊčĄĕijć 4HISIS+HANE)KNOW+HANE (OWEVER WHEN A NAME ENDS IN đ ē CONSONANT + Đ OR A STRESSED VOWELORDIPHTHONG THESUFFIXIS ēĖ¯ ASIN

ĔėĒīċēĖěĎčĄđīċĊčĄĕijć 4HISIS#HAIM)KNOW#HAIM

ĔėĔĉĖĒĝēĖěĎčĄēĉĖĒĝĊčĄĕijć 4HISIS3HIMEN3IMON )KNOW3HIMEN

ĔėĐĜĖąēĖěĎčĄĐĜĖąĊčĄĕijć 4HISIS"ERL)KNOW"ERL

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Unit 6: My head hurts!

4HESUFFIXISNOTUSEDINNEGATIVESENTENCESWITH ēīěASIN

ĐĜĖąēīěČĝčĔēĖěĎčĄēīĔ ĔėĐĜĖąĉČĕĔĖě $OYOUKNOW"ERL.O )DONTKNOWANY "ERL (OWEVER ITISUSEDINNEGATIVESENTENCESWITHOUT ēīě EG

ĔėĐĜĖąČĝčĔēĖěĎčĄ )DONTKNOW"ERL

5 Nouns that decline in the accusative and dative !LTHOUGH MOST NOUNS DONT CHANGE THEIR SHAPE ACCORDING TO CASE THE FOLLOWING FIVE MASCULINE NOUNS DO TAKE A SUFFIX IN THE SINGULAR ACCUSATIVEANDDATIVE4HISSUFFIXIS ē¯ THESAMEASTHEACCUSATIVE DATIVE SUFFIX FOR PEOPLES NAMES )N THE CASE OF TWO NOUNS ĖČIJČ AND ĖćīĊ THEFINAL ĖDISAPPEARSWHENTHESUFFIXISADDED

ĔČIJČ ĔćīĊ ĔčąĜ Ĕć™ čč ĔĝČĔĖĒ

← ← ← ← ←

ĖČIJČ ĖćīĊ REBBESEECULTUREPOINT čąĜ ć™ čč ĝČĔĖĒ

    

)NTHECASEOF ĝČĔĖĒAND ć™ čč THISSUFFIXEDSINGULARACCUSATIVEDATIVE FORMLOOKSTHESAMEASTHEPLURALFORM(OWEVER CONTEXTWILLALWAYS HELPYOUDISTINGUISHTHETWO BECAUSETHESINGULARFORMWILLBEPRE CEDEDBYđĖćORIJANDANYASSOCIATEDADJECTIVESWILLBEINTHESINGULAR ACCUSATIVEDATIVE &EMININEANDNEUTERNOUNS LIKEFEMININEANDNEUTERDEFINITEARTICLES ANDADJECTIVES DONTCHANGETHEIRSHAPEINTHEACCUSATIVE(OWEVER THEFOLLOWINGTHREEFEMININENOUNSGETTHIS ē¯SUFFIXINTHEDATIVE

ĔĖĒIJĒ ← ĔĖĒĉĒ ← ĔĖąiją ←

ĖĒIJĒ  ĖĒĉĒ  Ėąiją 

&INALLY ONENEUTERNOUN ęĜIJĈ SOMETIMESTAKESTHESUFFIXINTHEDATIVE BUTONLYWHENBEINGUSEDINAMETAPHORICALSENSE ASIN

ĔĚĜIJĈēĚĔĄĆēČčĒ WHOLEHEARTEDLYLITERALLYWITHTHEWHOLEHEART

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6 Possession with Ė° and the dative )TISOFTENPOSSIBLETOEXPRESSPOSSESSIONIN9IDDISHWITHēĉĸ EQUIVALENT TO%NGLISH@OF ASIN

ĐČĔIJĒđĖćĔĊĹĖĔĖĝĖěĜĖćēčĄĊčĄēčĚčćĖĒčć 4HEMEDICINEISINTHEPOCKETofTHECOAT (OWEVER WHEN THE POSSESSOR IS HUMAN IT IS MUCH MORE COMMON TO EXPRESS THE POSSESSIVE RELATIONSHIP BY SUFFIXING ĕ¯ TO THE WORD OR NAME REFERRING TO HIM OR HER 4HIS IS VERY SIMILAR TO THE %NGLISH POSSESSIVECONSTRUCTIONWITHS

ēĞċĖĜëĕĄĊčĄĕijć 4HISIS%STHERslANCÏ )F THE WORD SUFFIXED BY ĕ¯ IS PRECEDED BY A DEFINITE ARTICLE ANDOR ADJECTIVE THESEWILLBEINTHEDATIVE

ćĔìĜĸĖĖěĜĖĜĖĐĝėČĉĆĝėĈĊčĄĐċĜ 2OKHLISTHEGOODTEACHERSFRIEND )N THE CASE OF THE FIVE MASCULINE NOUNS THAT TAKE A ē¯ SUFFIX IN THE ACCUSATIVEANDDATIVE THEPOSSESSIVE ĕ¯ISADDEDTOTHE ē¯ ASIN

ĎĉąĖĕćīĊđĖćĊčĄĕijć 4HATSTHEGRANDFATHERSBOOK (OWEVER THISDOESNOTAPPLYTOPEOPLESNAMES NORTOTHEFEMININE AND NEUTER NOUNS THAT DECLINE IN THE ACCUSATIVE AND DATIVE IN SUCH INSTANCESTHE ē¯SUFFIXISnotADDEDBEFORETHE ĕ¯POSSESSIVESUFFIX

ĎĉąĖĖĒĉĒĜĖćĊčĄĕijć 4HISISTHEAUNTSBOOK

ĎĉąĖĐċĜĊčĄĕijć 4HISIS2OKHLSBOOK

Culture point Rebbe 4HE WORD čąĜ REBBE HAS TWO DIFFERENT MEANINGS THE FIRST IS THE TITLEBYWHICHCHILDRENADDRESSTHEMELAMED ORTEACHERINACHEDER

101

Unit 6: My head hurts!

ATRADITIONAL*EWISHSCHOOLTHESECOND ANDMOREFREQUENT ISA(ASIDIC SPIRITUALLEADER4HEFOUNDERANDFIRSTREBBEOFTHE(ASIDICMOVEMENT THE "AAL 3HEM 4OV LIVED CA n !FTER HIS DEATH (ASIDISM SPLIT INTO VARIOUS DYNASTIES EACH CENTRED AROUND ITS OWN REBBE AND NAMEDAFTERITSPLACEOFORIGININ%ASTERN%UROPE0ROMINENT(ASIDIC DYNASTIES TODAY INCLUDE "ELZ "RASLAV "OBOV 'ER ,UBAVITCH ALSO KNOWNAS#HABAD AND3ATMAR0ARTICULARLYWELL KNOWN(ASIDICREBBES INCLUDE .AHMAN OF "RASLAV n WHO WAS THE "AAL 3HEM 4OVS GREAT GRANDSON AND AUTHOR OF A COLLECTION OF ALLEGORICAL TALES IN9IDDISHAND(EBREW ANDTHELAST,UBAVITCHER2EBBE -ENACHEM -ENDEL 3CHNEERSON n WHOSE 9IDDISH TALKS AND WRITINGS ARESTUDIEDBY*EWSAROUNDTHEWORLD

Exercise 4 Insert the correct dative form of the definite article in the following sentences. Whenever possible, rewrite the sentence using contractions of the preposition and definite article. Use the glossary to find the gender of new words if necessary.

ĜĖČěijć@@@@@@@@ćĉĚČĝčĔČīĆćĉć  (COMPUTER ĜĖČĉčçĒijě@@@@@@@@ćČčĒĝčć™ ččėĪĄēąìĜĝĉČĕĔĖě 

ĕČĜĖĉĉĜijĸ€@@@@@@@@ćìąČĖąĜIJĜëĕĄ  ćčĐ@@@@@@@@ćēĉĸĜĖČĜĖĉĉčćČĝčĔīČĝĜIJĸĎčĄ  ČĔIJĕĖĜĖČĔčĄēĖĔĖĊĕĜĉě@@@@@@@@ćėĪĄēČĔĖćĉČĕčć  ĜĖČĕĖĉĉĝ@@@@@@@@ćČčĒČćĖĜĖĆĉČĕijĈ 6 ēIJĜijČĕĖĜ@@@@@@@@ćēčĄēĕĖĕijćąčĐČijĈĐċĜ 7

Exercise 5 Answer the following questions based on information from the dialogues. Remember to add the accusative/dative suffix to names as appropriate.

ĜĖćĐčąĕĐċĜēčĄĈĔċČĖĊēĖĒĖĉĉ ēąijĈĈĔĉĞċĜëĕĄČīĆēĖĒĖĉĉČčĒ ēIJĜijČĕĖĜēčĄĖĜĖĝČĖĉĉĐċĜČĕĖēĖĒĖĉĉČčĒ ČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉIJěčćĔĖČĝČijĈĜĖĉĉ ĕčĸĖěĔčĐīĉĉĚČijĈĜĖĉĉ ĖĸIJěēčĄćĉćČćĖĜēĖĒĖĉĉČčĒ

     6

Unit 6: ĬĊĊĝĎēčĊčèĴĜĝėĈ

102

Exercise 6 Insert the correct form of the definite article into the following sentences and add the accusative/dative suffix to any nouns that require it. Some of the words may need to be rewritten, as their base changes slightly when the suffix is added.

@@@@@@@@ĖČIJČ@@@@@@@@ćČčĒČćĖĜĈĔċ @@@@@@@@čąĜĜĖĝČčĉĉIJąĉčĐ@@@@@@@@ćēĆĖĉĉĎĉąIJČĔĖīĐĐċĜ @@@@@@@@ĖĒĉĒ@@@@@@@@ćēĉĸćĐčąIJĊčĄĕijć @@@@@@@@ĖćīĊ@@@@@@@@ćĉČĕĔĖě @@@@@@@@Ėąiją@@@@@@@@ćČĸĐĖĈćĉć @@@@@@@@ĖĒIJĒ@@@@@@@@ćĖĊĎčĄ

     6

Exercise 7 Use the prompts provided to answer the following questions using possessive constructions. Example

ĜĖćĊčĄĕijć ←  ĕijćĊčĄĎĉą(WHOSE ĕĔĖĒĖĉĉ  ĎĉąĕĖĒIJĒ

ĖĒIJĒčć

ćĉć ĕijćĊčĄĐČĔIJĒĕĔĖĒĖĉĉ

ĜëĕĄ ĕijćĊčĄĐĜĖĆĔčĸĕĔĖĒĖĉĉ

ĜĉċąĜĖć ĕijćĊčĄĜĶċĕĔĖĒĖĉĉ

ĖěĜĖĜĖĐčć īĊēĖĔĖĊĜĖćĐčąĕĔĖĒĖĉĉ

ĈĔċ ĜĖČěijćIJĊčĄĖČIJČĕĔĖĒĖĉĉ

ĐċĜ ēīĐěĉĚĊčĄĈĜčćĕĔĖĒĖĉĉ

ĖěČĕčĐIJĔĜĉĝĊčć ĕijćĊčĄĜĖČĉčçĒijěĕĔĖĒĖĉĉ

ČĔĖćĉČĕĜĖć ĕijćĊčĄĎĉąĜĖČĜĖĉĉĕĔĖĒĖĉĉ

     6 7 8

Supplementary text (Audio 1:42) 4HISISAFAMOUSLEGENDABOUT2ABBI*UDAH,OEWOF0RAGUECAn ALSOKNOWNBYTHEACRONYM@THE-AHARAL WHOCREATEDAGOLEM OR CLAY MAN AND USED MAGIC TO BRING HIM TO LIFE SO THAT HE COULD HELPPROTECTTHE*EWSOF0RAGUEFROMANTI 3EMITICATTACKS#HECKTHE GLOSSARYFORTHEMEANINGOFNEWVOCABULARYANDFORTHEPRONUNCIATION OFUNFAMILIARloshn-koydeshWORDS

Unit 6: My head hurts!

ćĴĝèĔĊĹĒđĊćĝėĈ đĉĐċIJēčĄČĖĊ*ĐĜĈĒĜĖćĈĔáĕĜĖĕĪĜĆIJēčĄēąĖĐĆijĜçēĉĸēć™ čččć ĜĖĈĔáĕĜĖćēĉĸēć™ čččćēĚčĝIJąēĸĐĖĈĉĚčćáđĐĉĆIJēďIJĒĊĉĒĜĖĊIJ đčĄēĊĉĒīĊĊIJīĊČĐīĚĜĖćēĉĄćčĒĐëēČĉĆēìĊēĉĄđĖćīĄēìĊČĸĉĜ  IJēĖĪąīĊđīĐēĖĒĖĔēĉĄĎìČđĉĚēĖīĆīĊđĐĉĆđĖćēďIJĒēĸĐĖĈ ēěĉĜēĸĪĄČĆčĐĕijĉĉĝČĔĖĒIJčĉĉĕĪĄČĖĊĜĉĆčĸčćđīĐđĖĔĉĸĜĉĆčĸ ĜĖćĜĖČĜĖĉĉ¯ėĉĝčáēĖĐĒĜĉĒēĉĄĐijĒēąčĊĜĉĆčĸĜĖćđĉĜIJēĜčĚIJçĝīĊ ēĉĄĜĖĆĔčĸčćėĪĄēĕěIJĉĉĐĆĖĔĜijĈČčĒĐĉĸČĜĖĉĉđĐĉĆđĖĔĉĸėĉĆ  đĐĉĆĜĖćēĉĄĎĔëēĉĸěĉĕçIJēĆijĊīĊēĆĪĄčćĜĖąčĄēĕěIJĉĉēĖĒĖĜą đĐĉĆđĖćČĆijĊĶĜĜĖćĜĖćĔôĉĉČčĒęĐIJėĪĄČěĉěĜĖēĆĪĄčć†ČĔĸĖ đĐĉĆđĖćēąčĆīĊ‡ėĪĄČīČĝđĐĉĆĜĖćēĉĄēīČĝĸĪĄĉČĕĊĉĒČĚ血 ČĖĊĜĖĝČĔĖĒĜĖĞĒĄēIJčĉĉČěĔĉçĕĪĄČĖĊĜĖ§ĎčĝēĉĄĜĖćīĐě ēć™ čččćČĸĐĖĈđĐĉĆĜĖćČĝčĔČćĖĜĜĖĜĖąijęĐIJČīČĝĜIJĸēĉĄČĜĖĈ ČĜĖĉĉēć™ čččćēĉĸĶĚĒĜĖćēĖĉĉĈĔáĕēĉĸīĊČĚčĝIJąēĉĄĆijĜçēĉĸ  ĜĖēĖĉĉđĐĉĆđĉĚćčĒĐëēìĊēĉĄđĖćīĄēìĊČčĒĶĜĜĖćČīĆĜĖĕĖą ĐijĒēąčĊđčĄđĉĜIJēĖīĆēĉĄđĐĉĆđĖĔĉĸçijěđìąēĖīČĝīĊČĸijĐĝ đĐĉĆĜĖćēĉĄČĜĖěĜIJĸĜijĔĐijĒIJĎijĔĜĖČĜĖĉĉ¯ėĉĝčáčćēĖĐĒĜĉĒīĊ đīĐĐěčČĝIJĜĖćčĉĉČĜĖĉĉ

!CCORDING TO (EBREW AND 9IDDISH SPELLING CONVENTION THE SYMBOL € IS PLACED BEFORETHELASTLETTEROFACRONYMS † INlNITIVE ēĖĔĖĸĖ 4HIS VERB IS SLIGHTLY IRREGULAR IN THAT THE SECOND Ė OF THE BASE DISAPPEARSINALLFORMSEXCEPTTHEINlNITIVEANDlRSTANDTHIRDPERSONPLURALOFTHE PRESENTTENSE ‡ THIRDPERSONSINGULARPRESENTTENSEOFēččČĝĸčĉĄSEELANGUAGEPOINT 5NIT § PLURALOFĎĉĝ

103

Unit Seven

ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ The black shirt looks nice!

In this unit you will learn: s HOWTOGIVEORDERSANDMAKEREQUESTS s HOWTOTALKABOUTCLOTHESANDDESCRIBEWHATSOMEONEIS WEARING s THECOLOURS s THEIMPERATIVE s PRONOUNSINTHEACCUSATIVEANDDATIVE s MODALVERBSINTHEPRESENTTENSE s HOWTOUSETHEDEFINITEARTICLEINSTEADOFPOSSESSIVEADJECTIVES

Dialogue 1 (Audio 1:44) 2OKHLISMOVINGTOANEWFLAT3HEINVITES+HANEOVERTOTRYON SOMEOFHERCLOTHESBECAUSESHEWANTSTOGIVETHEMAWAY BEFORESHEMOVES

ĜčćČĕIJçĕijĉĉēĖĊĜčĒijĐĜĖćīĐěčćđĖĔēĉĄijćęčĊĈĔċ ĜĖćīĐěĐčĸĪĊIJēąĖĆĜčĒČĕĐčĉĉĉćĊIJĜĖďčĊĖěIJČĉČĕčą ĉČČĝčĔĎčĊđĖĝĉĔĈĜčćĜĖìĔĜĖćēčĄēĖĒĖĔČĝčĔīĊĐčĉĉĎčĄijč ēĕIJçĖĔčĜĆčćČčĒĖĚčĔćĉçĕĖĐĖĆ čćēij ĜčĒĜIJĸěĜIJČĝĉĚĐĕčąIJēĖĔĖĊēĜčĐijěčćĜĖďčĊČĝčĔēčąĎčĄĉĔ ĐćīĐěĖĪĜĆĕijćēijČĔijĎčĄ ēĖěĜĝĸĄ ĕĖėĜIJćĎčĄĕĉĄčĒĪĊIJĊčĄĐćīĐěĕijć ĉČĕćĖĜĖĝĊĕijĉĉ čćđĖĔēĉĄçĖĔěĖĕĪĜĆčćČčĒĖěĊĉĐąĖĊijĜčćēij ĉČēĸĜIJĉĉĕĪĜIJ ēĖĒIJĊĉĚēĆijĜČīĊČĕĔĖěĉćēĐIJćĔIJĕ ĖĪĐąčćĜĖćijĐĉĉčČĝĖĕìĉĉ

Đ ċĜ Ĕċ Ĉ ĐċĜ

Ĉ Ĕċ ĐċĜ

105

Unit 7: The black shirt looks nice!

ĖĊijĜąčĐĪĊIJČĝčĔąijĈĎčĄČĝčĔĕīĉĉĎčĄĉĔ ēĆijĜČĜijĔĉČĕĐčĉĉ ĜĖćīĐěĖĔīĝąčĐČĝčĔĉČĕijĈ ĜčćČčĒĊčĄĕijĉĉ čćēĉĄĐěčĐIJĝĝĊĔIJĜijĕijćēijĉČ ĕĖČIJĒĝĖĐĖěĔĉČĖĝčćijĒČĐIJ ēĖĒčĜēČĪĜēČčĒĖĚčĔćĉçĕ IJĐčĐ ĜĝĸĄēīĝĕĪĄČĖĊĐąĜIJĖĆĔIJĐčćČčĒćĒĖĈĖĚĜIJĉĉĝĕijćČĜIJĉĉ ēĖěĎčĄĜĖąijđīĈĜĖćēčĄćĒĖĈIJĊIJąijĈĎčĄēĖĒĖĔ ĕĖĎčĄēĖě ēĖĔčĸĖĆČĝčĔ ČìĚĖĆĔIJĐIJēĪĝĕĖ ĜčćĊĉĒĎčĄĊIJěčćĔĖČĝĕĖĆĜIJĸĎčĄćĒĖĈēìćĖěIJČĊčĄĕijćĪĄ ēąĖĆěčĜĉĚ

Vocabulary SITSEELANGUAGEPOINT TAKESEELANGUAGEPOINT LETSSEELANGUAGEPOINT TOFITTOSUIT SOWELLCOMEON TOBEEMBARRASSEDSEELANGUAGE POINTSEELANGUAGEPOINT 5NIT FORVERBSWITH ĎčĊ TOPUTONSEELANGUAGEPOINT 5NIT YELLOW SKIRT GREEN STRIPE COLOUR STRONG GREY DRESS SOFOLLOWSQUESTIONWORDSLIKE ĜĖĉĉ z ēĖĉĉ z ôĉĉ ORIMPERATIVESWHEN FOLLOWING ĕijĉĉTHETWOWORDSARE PRONOUNCEDTOGETHERAS  THROWOUT PINK BLOUSE BUTTON

ęčĊ đĖĔ ĜčĒijĐ +DATIVE ēĕIJç ĉĔ ĎčĊēĖĒĖĝ ← ĎčĊđĖĝ

ēijČĔij ← ēijĉČ ĐĖĆ ĕ¯ čćĖĚčĔćĉҔçĕ ēčĜĆ ē¯ ĜĖćĕIJç ē¯ ĜĖćĜčҔĐijě ěĜIJČĝ ĪĜĆ ĎĖ¯ ĕijćĐćīĐě ĖĝĊ

ēĸĜIJĉĉĕĪҔĜIJ ĖĊijĜ ĕ¯ čćĖěĊĉĐą çĖĔě ĜĖćçijĔě

Ĕċ Ĉ ĐċĜ

ĈĔċ

ĐċĜ

Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

106

WHITE BOOT SANDAL OLD FASHIONED DARK RAGOLDCLOTHES ORANGEDOESNTDECLINE SCARF PURPLEDOESNTDECLINE BELT WAITSEELANGUAGEPOINT SHIRT SLEEVE SUCHA TOFIND TOGIVEBACK

ĕìĉĉ ~ ĜĖćĐĉĉčČĝ ē¯ ĜĖćĐIJҔćĔIJĕ ĝčćijĒČĐIJ ĐěĔĉČ ĕ¯ čćĖČIJĒĝ ĝĊĔIJҔĜij ĎĖ¯ ĕijćĐěčĐIJҔĝ IJĐčĐ ĕ¯ ĜĖćēĖĒčĜ ČĜIJĉĉ ĜĖ¯ ĕijććĒĖĈ ¯ ĜĖćĐąĜIJ IJҔĊIJ ēĖĔčĸĖĆ ēąĖĆěčҔĜĉĚ

Idioms 7HATSWRONGWITHYOU LITERALLYWHATSWITHYOU 7HATAREYOUTALKINGABOUT LITERALLYSOWHATAREYOUTALKING

ĜčćČčĒĊčĄĕijĉĉ ĉČĕćĖĜĖĝĊĕijĉĉ

Language points 1 The imperative )F YOU WANT TO TELL SOMEONE TO DO SOMETHING IN 9IDDISH YOU USE A SPECIALFORMOFTHEVERBCALLEDTHEIMPERATIVE4HEIMPERATIVECANBE USEDFORCOMMANDSASWELLASPOLITEREQUESTS 4HE IMPERATIVE HAS TWO FORMS A SINGULAR FOR GIVING COMMANDS TO ONEPERSON ANDPLURALFORGIVINGCOMMANDSTOMORETHANONEPERSON ORWHENSPEAKINGFORMALLYTOONEPERSON "OTHFORMSAREVERYEASY TOMAKE

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Unit 7: The black shirt looks nice!

4HE SINGULAR IMPERATIVE IS IDENTICAL TO THE FIRST PERSON SINGULAR PRESENTTENSEFORM WHICHYOUALREADYKNOW)NMOSTCASESTHISALSO HAPPENS TO BE THE SAME AS THE BASE OF THE VERB (ERE ARE A FEW EXAMPLESFROM$IALOGUE Singular imperative

Infinitive ← ← ←

ęčĊ ČĜIJĉĉ đĖĔ

ĔĚčĊ ĔČĜIJĉĉ ĔĖĒĖĔ

(OWEVER INTHECASEOFIRREGULARVERBS THEFIRSTPERSONSINGULARPRESENT TENSE FORM AND THEREFORE THE SINGULAR IMPERATIVE MIGHT LOOK A BIT DIFFERENTFROMTHEBASEOFTHEVERB ASIN Singular imperative ←

ąĎĆ

Base

Infinitive

¯ąėĆ

ĔąĖć

4HEREISONLYONEEXCEPTIONTOTHISTHEIMPERATIVEOF ēìĊIS ìĊ 4OFORMTHEPLURALORPOLITESINGULAR IMPERATIVE TAKETHESINGULAR IMPERATIVEANDADD Č¯4HERESULTINGFORMHAPPENSTOBETHESAME ASTHESECONDPERSONPLURALPRESENTTENSEFORM Plural imperative

Singular imperative ← ← ←

čĚčĊ čĒĖĔ čìĊ

ęčĊ đĖĔ ìĊ

(OWEVER IF THE SINGULAR IMPERATIVE ALREADY ENDS IN Č DONT ADD ANOTHER Plural imperative

Singular imperative ←

čĜIJĉĉ

ČĜIJĉĉ

)F YOU WANT TO MAKE AN IMPERATIVE SOUND POLITE YOU CAN PUT ĖČčą PLEASE ORTHEPHRASEČĉĆĪĊIJìĊSINGULAR ORČĉĆĪĊIJČìĊPLURAL BEFORE IT ČĉĆĪĊIJČìĊ=ìĊLITERALLYMEANS@BESOGOOD BUTISANOTHERWAYOF SAYING@PLEASE 4ONEGATEANIMPERATIVE PUT ČčĔ=ČĝčĔDIRECTLYAFTERIT ASIN

čĞĎĕČĜIJĉĉ Don’tWAIT


←

ČĜIJĉĉ 7AIT


!SWELLASTELLINGSOMEONEELSETODOSOMETHING YOUCANSUGGESTTHAT YOUANDTHELISTENERS DOSOMETHINGTOGETHER4HESE9IDDISH@FIRSTPERSON

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108

COMMANDSARETHEEQUIVALENTOFTHE%NGLISH@LETS ASIN@LETSGO @LETS TRY ETC4HEYAREFORMEDBYTHEWORDĜčĒijĐLETS PLUSANINFINITIVE9OU SAWANEXAMPLEOFTHISCONSTRUCTIONIN$IALOGUEWHEN2OKHLSAID

ĜčćČĕIJçĕijĉĉĔėċĝĎēĴđ Let’s seeWHATSUITSYOU )FYOUWANTTONEGATEAFIRSTPERSONCOMMAND PUT ČčĔ=ČĝčĔBETWEEN ĜčĒijĐANDTHEINFINITIVE ASIN

ēīĆčĞĎĕĜčĒijĐ

←

,ETSnotGO

ēīĆĜčĒijĐ ,ETSGO

2 Pronouns in the accusative and dative 9OUVEALREADYLEARNEDTHEPRONOUNSINTHENOMINATIVECASEĎčĄ z ĉć ETC *USTLIKETHEDEFINITEARTICLEANDADJECTIVES PRONOUNSDECLINEIN THE ACCUSATIVE AND DATIVE 4HE ACCUSATIVE AND DATIVE FORMS OF THE PRONOUNSAREUSEDINTHESAMECONTEXTSASTHEARTICLESANDADJECTIVES THEACCUSATIVEFORMISUSEDFORDIRECTOBJECTSANDTHEDATIVEFORINDIR ECTOBJECTSFOLLOWINGAPREPOSITIONORAVERBLIKE ēąĖĆOR ēĸĐĖĈ  (EREISTHECOMPLETECHARTOFPRONOUNSINTHENOMINATIVE ACCUSA TIVE ANDDATIVE $ATIVE

!CCUSATIVE

.OMINATIVE

ĜčĒ

ĎčĒ

ĎčĄ

STPERSONSINGULAR

Ĝčć

Ďčć

ĉć

NDPERSONSINGULAR

ĜĖ

RDPERSONMASCULINE SINGULAR

đčĄ ĜčĄ

čĊ

đčĄ

ĕĖ

RDPERSONFEMININESINGULAR RDPERSONNEUTERSINGULAR

ĊćĔĉĄ

ĜčĒ

STPERSONPLURAL

ĎìĄ

ĜčĄ

NDPERSONPLURAL

īĊ

RDPERSONPLURAL

109

Unit 7: The black shirt looks nice!

9OUCANSEETHATONLYTHEFIRSTANDSECONDPERSONSINGULARPRONOUNS HAVE THREE DIFFERENT FORMS IN THE OTHERS THE ACCUSATIVE AND DATIVE OR SOMETIMES NOMINATIVE AND ACCUSATIVE FORMS ARE THE SAME 4HE THIRDPERSONPLURALREMAINSTHESAMEINALLTHREECASES )N A SENTENCE WITH A MAIN VERB AND INFINITIVE IF THERE IS A PRONOUN IN THE ACCUSATIVE OR DATIVE IT MUST GO BEFORE THE INFINITIVE 4HIS WORD ORDER IS DIFFERENT FROM THAT OF SENTENCES WHERE THE OBJECT IS NOTAPRONOUNINSUCHSENTENCESTHEOBJECTGOESAFTERTHEINFINITIVE )T IS ALSO DIFFERENT FROM %NGLISH SO TAKE SPECIAL NOTE OF IT (ERES ANEXAMPLE

ēĖĊĬċČīĆĐċĜ 2OKHLGOESTOSEEthem

←

ĒĎĝķČėĝĎąēĖĊČīĆĐċĜ 2OKHLGOESTOSEEherfriends

Exercise 1 Insert the correct form of the imperative or first person command based on the infinitive in brackets.

ĈûĖĒčć@@@@@@@@@@@@@@@@@@@@ćĉćēĉĄĐċĜ ĜĖćīĐěčć@@@@@@@@@@@@@@@@@@@@ĈĔċ  @@@@@@@@@@@@@@@@@@@@@@@@@@ijč ēIJĜijČĕĖĜēčĄĜčĒČčĒēīĆĉČĕĐčĉĉ ĎĉąĜĖČĜĖĉĉĕijćĜčĒ@@@@@@@@@@@@@@@@@@@@ćĉć đĐčĸIJ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ēijČĜčĒēĖĔĖěĕijĉĉ ĜčĒČčĒ@@@@@@@@@@@@@@@@@@@@đīċēĉĄĜëĕĄ ĐěčČĜIJđĖć@@@@@@@@@@@@@@@@@@@@đčĜĒ ēĖĒIJĊĉĚČĖąĜIJĒīĈčć@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉĔ

    5 6 7 8

Exercise 2 Insert the correct form of the pronoun based on the nominative form in brackets.

@@@@@@@@@@ČčĒČćĖĜēĉĄēĖĐċĜĎijĔČěĔĖąčĊěĜijč¯ĉčĔēčĄČĔĪĉĉĜëĕĄ @@@@@@@@@@ĎijĔēĖěĔĖąđčĜĶċĖĔìćĐċĜ€ČĆijĊčĊēijĸĖĐĖČēĸĪĄČĸij ĐċĜ@@@@@@@@@@ĉĚěčĜĉĚđĉěēĖĊ@@@@@@@@@@ēĐčĉĉēĉĄ  ąčĐąijĈĎčĄĜĖąijĎĪĄ@@@@@@@@@@ĎijĔěĔĖąĎ血ČĜĖĸČĔĖ  ĖĔìĒēĸĖĜČČĔĖěĜčĄijćēďĉĊIJą@@@@@@@@@@ČĔĖěĜčĄēijćĔijĐ @@@@@@@@@@ČčĒĝčć™ ččēćĖĜĉĐčĸIJēĉĄēijćĔijĐēčĄēĖĔĪĉĉĕijĉĉđčĜĶċ

Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

110

Dialogue 2 (Audio 1:46) $OVIDHASINVITED+HANEAND2OKHLTOHISBROTHERSWEDDING ANDISTELLINGTHEMWHOTHEGUESTSARE

ĊčĄĜĖ ēĊĪĈĖĪĜĆčćēĉĄĖěĐĒĜIJčĜĖĔčĜĆĜĖćČčĒēIJĒđĖćĜčĄČĖĊ ĜĖČĖçĝđčĄČčĒēćĖĜČĕĊĉĒĜčĄĝčć™ ččēĖěĜĖĐěĔIJč ĜĖČĖĸĜĖć ĞĉčûĖĒĖČĔIJĕĖĜĖČĔčĄĜĖīĊ ēĐīĚĜĖćĎìĄēĖěĜĖ ĖČijçIJěĖĆĔIJĐIJēĉĄĐČčĈęĜIJĉĉĝIJČĆijĜČĕijĉĉēIJĒĜĖćĊčĄĜĖĉĉ ěčĔćąċIJĊčĄĜĖąīĐ¯ĈčĜĄĜĖćĉĜąĕĈĐáĜĖćĊčĄĕijć ĖĜĖćĔIJēīěČĝčĔĖĊĎčĄ ĈċçĝĒĜĖĝčćčĕċIJēĉĸĈĐáčćČĒĉě ijćđčćčĕċ ČĖĊđĉĜĸĪĊIJČĝčĔēĖĔĖĊĖĜĖćĔIJčććčĕċIJĊčĄĜĖćĉĜąĜĖćĜijĔēīĔ ĕĈĐáĜĖćĊčĄĜĖ ĎčĝĖĔĪĜąčćēĉĄēĐčĜąčćČčĒēIJĒ đĖćĜčĄ ĜčĄČĐčĉĉĜĖćčĐĖĝčć™ ččĎĕIJēĖěēĉĄĜĖĆĔčĊ IJĊčĄĜĖćĔčěĜĖČĕĖĉĉĝ đčĄČčĒēćĖĜ ĕĖěĝČĔĖĈČĆijĜČĕijĉĉēIJĒđĖćĉČĕĖĊĖćĔĉěĖĕēīĄĜĖąijijč ĊīąĜĖīĊĕĪĄČĖĊēĉĄĊćĔĉĄėĪĄČěĉěĜĖ ĐěĖĜ ęĜIJĉĉĝIJēĉĄ đčĄĉČĕĔĖě ēĉĸēĖĒĉěĖĆČĔìĈĊčĄĜĖěċĚčĜĖČĖĸĜĖćĊčĄĕijćīĉĉĪĄ ĜčĒijĐĎčĆęIJĐçčĐĸēĉĸēĖĒĖĔçijđčĄēĕĖĆĜIJĸąijĈĎčĄ ēĉĄĖčĐIJĜČĕĪĄ ĕĖáēčĄĪĊIJĊčĄĜĖēĖĉĉđčĄČčĒēćĖĜČĝčĔ ĐčĉĉĎčĄēīĆěĖĉĉIJ

ćĉć

Đ ċĜ ć ĉć ĈĔċ

ćĉć

ĐċĜ

ćĉć

Vocabulary KIPPA YARMULKE SKULLCAP TROUSERS 9ANKLMANSNAME

ĕ¯ čćĖěĐĒĜIJč PLURAL ēĊĪĈ

ĐěĔIJč

LATER

ĜĖČĖçĝ

STORY

ĞĉčûĖĒ čćĈûĖĒ

LONGCOATOFTENWORNBY(ASIDICMEN BRIDE !RYEHMANSNAME ,EYBMANSNAME #HABADNIK FOLLOWEROFTHE,UBAVITCH (ASIDICMOVEMENT

ĕ¯ čćĖČijçIJě Ğĉ¯ čćĈĐá ĈčĜĄ ąīĐ ĕĖ¯ ĜĖćěčĔćąċ

111

Unit 7: The black shirt looks nice!

ĝčćčĕċ

(ASIDIC

đč¯ ĜĖććčĕċ

(ASID

ĕ¯ čćĖćĔĉěĖĕ

SECOND GLOVE

ĕ¯ čćĖěĝČĔĖĈ

JACKET

ĎĖ¯ ĕijćĐěĖĜ

ANGRY

Ċīą īĉĉĪĄ

OHDEAROHNO


ěċĚč

)SAAC HECAMESEELANGUAGEPOINT 5NIT )FORGOTSEELANGUAGEPOINT 5NIT SEELANGUAGEPOINT 5NIT FOR EXPLANATIONOFTHISTYPEOFVERB TOPICKUPSEELANGUAGEPOINT 5NIT AIRPORT TOGOAWAYSEELANGUAGEPOINT 5NIT ANGRYLITERALLYINANGER SYNONYMOF Ċīą

ēĖĒĉěĖĆĊčĄĜĖ ēĕĖĆĜIJĸąijĈĎčĄ

ēĖĒĖĔçijҔ ĜĖĚĖĐçčҔĐĸ ĜĖćęIJĐçčĐĸ ēīĆěĖĉĉIJ ĕĖáēčĄ

Additional vocabulary SOCK SUIT SHTREIMEL FURHATWORNBY SOME(ASIDICMENON 3HABESANDATFESTIVALS TIE SOCKSYNONYMOF ěijĊ SHOELACE TIGHTS TALLIT *EWISHPRAYER SHAWL

ē¯ čć=ĜĖćěijĊ ē¯ ĜĖćČĖҔĐçĒijě ēĖ=ĎĖ¯= ĕijćĐĒìĜČĝ

ē¯ ĜĖćĕçčĔĝ ĕ¯ čćĖěČĖçĜIJҔěĝ ĕ¯ čćĖĐćIJĉĉĖĜĉĔĝ PLURAL çĒčĜČĝ đč¯ ĜĖćĞčĐČ

Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

112

Language points 3 Modal verbs 4HERE ARE SEVEN VERBS IN 9IDDISH THAT BELONG TO A SPECIAL CATEGORY CALLED@MODAL-ODALVERBSBEHAVEDIFFERENTLYFROMOTHERVERBSINTHE PRESENTTENSEBECAUSETHETHIRDPERSONSINGULARDOESNOTENDIN Č¯ INSTEAD IT LOOKS LIKE THE FIRST PERSON SINGULAR 9OU SAW AN EXAMPLE OFTHISIN$IALOGUE

ĝčć™ ččēćĖĜĔėĜĜĖ (EcanSPEAK9IDDISH (EREARETHESEVENMODALVERBS HAVETONEEDTO WANT SHOULD MUST BEPERMITTED NOTBEPERMITTED CANBEABLETOKNOWAPERSONORSKILL

ēĸĜIJć ēĐĖĉĉ ēĐijĊ ēĊĉĒ ēĆĖĒ ēĜijČČĝčĔ ēĖĔĖě

!LL OF THE MODAL VERBS EXCEPT ēĐĖĉĉ CONJUGATE LIKE REGULAR VERBS IN ALL BUT THE THIRD PERSON SINGULAR 5SE THIS TABLE OF THE PRESENT TENSE CONJUGATIONOF ēĊĉĒASAMODELFORTHEOTHERMODALVERBS 0LURAL

ĔĊĉĒĜčĒ čĊĉĒĜčĄ ĔĊĉĒīĊ

STPERSONPLURAL NDPERSONPLURAL RDPERSONPLURAL

3INGULAR

ĊĉĒĎčĄ čĖĊĉĒ ĉć ĊĉĒĕĖ=čĊ=ĜĖ

STPERSONSINGULAR NDPERSONSINGULAR RDPERSONSINGULAR

*UST REMEMBER THAT ēĖĔĖě HAS AN INFINITIVE ENDING IN ēĖ¯ SO THIS WILL DISAPPEARINALLBUTTHEFIRSTANDTHIRDPERSONPLURAL EG ēĖěĜĖ "Y CONTRAST ēĐĖĉĉ IS IRREGULAR AS ITS STEM VOWEL CHANGES FROM Ė TO čINALLPRESENTTENSEFORMS(EREISTHECOMPLETEPRESENTTENSECON JUGATIONOF ēĐĖĉĉ

-ODALVERBSHAVEONEMORESPECIALCHARACTERISTIC DISCUSSEDINLANGUAGEPOINT 5NIT

113

Unit 7: The black shirt looks nice!

0LURAL

ĔĐĎĉĉĜčĒ čĐĎĉĉĜčĄ ĔĐĎĉĉīĊ

ST

 PERSONPLURAL NDPERSONPLURAL RDPERSONPLURAL

3INGULAR

ĐĎĉĉĎčĄ čĖĐĎĉĉ ĉć ĐĎĉĉĕĖ=čĊ=ĜĖ

STPERSONSINGULAR NDPERSONSINGULAR RDPERSONSINGULAR

9OUCANSEETHATMANYOFTHESEVERBSCLOSELYRESEMBLETHEIR%NGLISH COUNTERPARTS)NDEED %NGLISHALSOHASACATEGORYOFMODALVERBS AND MANY OF THE 9IDDISH MODAL VERBS ARE MODAL IN %NGLISH AS WELL &OR EXAMPLE IN%NGLISHYOUSAY@HECAN NOT@HECANS(OWEVER NOTALL OF THE SAME VERBS ARE MODAL IN BOTH LANGUAGES n IN 9IDDISH ēĐĖĉĉ IS MODAL SOTHETHIRDPERSONSINGULARISĐčĉĉčĊ=ĜĖ BUTIN%NGLISH@TOWANT TOISNOTMODAL SOTHETHIRDPERSONSINGULARIS@HESHEWANTsTO &INALLY NOTETHAT ēĜijČČĝčĔISUSEDONLYINTHENEGATIVE EG

ĐČĔIJĒIJēĆijĜČĉĚēĕĖĆĜIJĸčĞĎĕĝĴčĖĒ /NEYOUMUSTNTFORGETTOWEARACOAT


4 Using the definite article instead of possessive adjectives 7HENTALKINGABOUTFAMILYMEMBERSANDPARTSOFTHEBODY ITISVERY COMMON IN 9IDDISH TO USE THE DEFINITE ARTICLE INSTEAD OF POSSESSIVE ADJECTIVESASLONGASTHECONTEXTMAKESITCLEARWHOTHEPOSSESSOR IS&OREXAMPLE IN$IALOGUE$OVIDSAID

ěċĚčĜĖČĖĸĝėĈĊčĄĕijć 4HATSMYLITERALLYTHE UNCLE9ITSKHOK 4HEDEFINITEARTICLECANBESUBSTITUTEDFORANYOFTHEPOSSESSIVEADJEC TIVES DEPENDINGONTHECONTEXT)NAQUESTION YOUCANGUESSTHATIT ISREPLACING ĖĔìć=ēìćOR ĖĜĖìĄ=ĜĖìĄBECAUSETHISISTHEMOSTNATURAL ASSUMPTION

ćĉćĜĖČĖĸĝėĈČďIJĒĕijĉĉ (OWSYOURLITERALLYTHE UNCLE $OVID )FTHECONTEXTISAMBIGUOUSANDYOUWANTTOAVOIDCONFUSION USETHE POSSESSIVEADJECTIVE WHICHHASTHEEFFECTOFADDINGEMPHASIS

ČĝčĔĜĖČĖĸĔíēĜĖąijĝčć™ ččČćĖĜĜĖČĖĸĔíċ HisUNCLESPEAKS9IDDISH BUTmyUNCLEDOESNT

Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

114

Exercise 3 Read this excerpt from Khane’s journal and insert the correct form of the modal verbs based on the infinitives in brackets. Check the glossary for unfamiliar words.

@@@@@@@@@@ĐĊĐĊùħđāû’āāĀýúĐĊğþćûĊĐ@@@@@@@@@@ûýû ćğďćĐħĬ@@@@@@@@@@@@@@@ýûyĀúħþĄÿĐĐĊĆćĐāĎāĀďĦĐÛ Āúħþûýûxđāû’āāĂĉĦĀĐħûćûĊĐ@@@@@@@@@@@@@@@ýûďĐħā¨ýāĈ úýĈĊúĀđāĈùħüĂāøĐĊùħďĐħā¨ýāĈćğďćĐħĬ@@@@@@@@@@@@@@@Ăāøy ĀúħþāþĀĄĊúćĐħÛđ@@@@@@@@@@@@@@@ûýûþĦĀúħþĄÿĐxĀĄĊú @@@@@@@@@@@@@@@ýûĐĊăāùĄāĬĞþĦćĬĞď@@@@@@@@@@@@@@@ýûy ĀđāĈ@@@@@@@@@@@@@@@ýûāûÔďĊĀħāĄùāùćýĬĐĊăāùćĊĆĊĈ @@@@@@@@@@@@@@@ĐĊăāùĄāĬĞþĦĀđāĈĀĉĬĞďýûćĊýýĄāĬĞþĦćĬĞď xďĐħā¨ýāĈćğďćĐħĬýû

Exercise 4 Look at this picture of Dovid and Rokhl and describe what they’re wearing.

115

Unit 7: The black shirt looks nice!

Exercise 5 Use the clues below to solve this crossword puzzle featuring Yiddish clothes vocabulary.

↓

ēĆĪĄčćēĸĐĖĈīĊ ĕčĸčćėĪĄīĊČĆijĜČĖĒ ĐČĔIJĒĜĖĚĜIJĉĉĝĜĖĆĔIJĐIJ çijěēĸĪĄĕĖČĆijĜČĖĒ ēīĐěēĉĄćĔĉĜēĖĔĖĊīĊ

←

   6 7

īĊēĉĸīĉĉĚČijĈćĒĖĈIJ ĊćĐIJĈēĸĪĄĕĖČĆijĜČĖĒ ĎčĝčćĜĖČĔĉĄīĊČĆijĜČĖĒ ČĔĖĈčćėĪĄīĊČĆijĜČĖĒ ĕĖēĖĉĉĕčĸčćėĪĄīĊČĆijĜČĖĒ ĕīĈĊčĄ

  5 6 8

Unit 7: ĔĬĞĖīąčėċĈēėĉėěĝijĊĊĞĖĴĈ

116

Supplementary text (Audio 1:48) 4HIS IS A LEGEND ABOUT AN ENCOUNTER BETWEEN THE PARENTS OF THE "AAL 3HEM 4OV THE FOUNDER OF (ASIDISM AND THE BIBLICAL PROPHET %LIJAH WHO ACCORDING TO *EWISH TRADITION RETURNS TO EARTH TO HELP PEOPLEINNEED

ąĎķĕĉĊĉĎđąĔĊąķĊč°ĒĞ°đėĆĒėĕĊĹĔĝėčđėĎĈ ČĐIJĜĖīĊēĪĝēĖĔĖĊīĊĪĜĸēìĊČčĒēIJĒIJČąĖĐĐČĖČĝēīĐěIJēčĄ ĉĚēIJĒĖĜijēIJČĒĉěĞąĝ¯ĶĜĖēīĄĜĖćĔčěēīěČĝčĔēąijĈīĊĜĖąij ĖĚĜIJĉĉĝĖĔĖĕčĜĖĚIJćĒĖĈĕìĉĉěčĚĉĒĝČĐIJēIJČĆijĜČĜĖĜčČĜĖīĊ  ĜĖďĖĐČčĒĐĉĸēĖĔĖĊĕijĉĉĐĉĉčČĝĖĔĪĜąĖČĐIJēĊĪĈĖĔĖĕčĜĖĚĖČijçIJě ČĝčĔČěĉěěĐijĸĜijçĕijćĜĖąijĕĖČIJĐČčĒĐĉĸĊčĄĕijĉĉĐČčĈIJēĉĄ  ēčĄēĖĒĉěĐijĊĜĖēIJĒĖĜijđĖćēČĖąīĊĜĖćīĐěĖěčĚĉĒĝĖČĐIJčćėĪĄ ČĖąđĖĜIJĉĉIJēĉĄĖĜĖĝČĖĉĉĖěIJĒĝĖĆĖďìĜIJđčĄēąčĆīĊąĉČĝ ēĖĉĉĆĖĉĉēĸĪĄĎčĊČčĒēĖĒĖĔĉĚČĐĖĆēĉĄēĕĖđčĄīĊēąčĆĞąĝ¯ĄĚĉĒ ĄčĶĔĈĉĈčĐĄēčąĎčĄĜĖČĆijĊĜčČĜĖćìąēĪĝČīČĝēIJĒĖĜijĜĖć ęĜIJĈēĸijČīĜąIJČčĒČčĆĜčĄēĝČĔĖĒĖĐĖćīĄČìĊĜčĄĊIJĖĊĎčĄ ēĉĊĜĖćēĉĄČĐĖĉĉčćēČďìĐIJąČĖĉĉĕijĉĉēĉĊIJēĜĪąĖĆćĐIJą†ČĖĉĉĜčĄ ĶĉČ¯đĝ¯ĐĖąĜĖćĊčĄēĜĪąĖĆČĜĖĉĉĕijĉĉ

PLURALOFĎijĐ † @WILLFUTURETENSESEELANGUAGEPOINT 5NIT

Unit Eight

ĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ ĞĎĹėčđĎĹėć You didn’t eat the gefilte fish!

In this unit you will learn: s s s s s s

HOWTOTALKABOUTFOODANDCOOKING HOWTOTALKABOUTTHINGSYOUVEDONEINTHEPAST THEPASTTENSEFORMEDWITH ēąijĈ THEEXPRESSION ěčĜĉĚČčĒAGO ORDINALNUMBERSn ABOUTTRADITIONALFOODOFTHE9IDDISH SPEAKINGWORLD

Dialogue 1 (Audio 1:50) 2OKHLSFRIEND%STHERHASCOMETOVISITFROM.EW9ORKAND2OKHL HASINVITED$OVIDAND+HANETOHERFLATFORDINNERSOTHATTHEYCAN ALLGETTOKNOWEACHOTHER%STHERWANTSTOHELP2OKHLWITHTHE COOKING BUT2OKHLREFUSESTHEOFFER

ĎčěēčĄėĐčĈēīěČĝčĔČĕĸĜIJćĉćĊIJČĆijĊĖĆČĕijĈĉćĐċĜ Ĝ ëĕĄ ČīĜĆĖĆęĐIJĖěIJČēĪĝĉČĕijĈ ĜĖďčĊĉČĕčą ĜĖąij ēčĄĕĖąĐĉąčćČĐĖČĝĖĆąijĈĎčĄČěčćĔĖĖĆČĖĒáąijĈĎčĄijč Đ ċĜ çĉĊčćČďijěĖĆąijĈĎčĄēĉĄěčĜĉĚĈĖĝIJČčĒ ēĉĉĪĄ ČIJĐIJĕIJēďIJĒĜĖćijēĕĔčĜĆēćìĔĝĎčĄēĖěĜĝĸĄ Ĝ ëĕĄ ČďIJĒĖĆēĉĄēĕĔčĜĆčćČīĜĆĖĆēĪĝąijĈĎčĄěĔIJćIJēīĔ Đ ċĜ IJēĉĄēďĉěćIJĐijěijĝIJČĸĪěĖĆĎĪĄąijĈĎčĄ ČIJĐIJĕđĖć ēìĉĉĐĝĖĐĸ

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

118

ąijĈĎčĄĖČĞčąĈ¯ĐĖąIJĊIJČĕčąĉćĊIJČĕôĉĉĖĆČĝčĔąijĈĎčĄ Ĝ ëĕĄ ĉČĕijĈěĜijč¯ĉčĔēčĄēďijěČĝčĔĐĐďąČĕĔĖěĉć ĊIJČĔīĒĖĆ ēĖĔIJĜijČĕĖĜ ēčĄēĕĖĆĖĆěčćĔĖČĝ ĜijçIJČĔĖīĐĖĆąijĈĎčĄĜĖĉĉĝĪĊIJČĝčĔĊčĄĕĖ ĉČĕćĖĜĖĝĊĕijĉĉ Đ ċĜ ēčĄČĔĪĉĉĖĆąijĈĎčĄēĖĉĉēďijěČĔĖěĖĆēĪĝąijĈĎčĄĜĖďčą¯Ďijě ĖČĉĝçIJēČīĜĆĉĚČĝčĔēĖěĎčĄĊIJČĔīĒĖĆĖěIJČĉČĕijĈěĜijč¯ĉčĔ ĖĜĖĝČĖĉĉ ČĕôĉĉĖĆČĝčĔąijĈĎčĄĐċĉĒìĊ ĜëĕĄ ēĉĉĪĄēĉĸēĕĖĕijćēĖĒĖĔĕĪĜIJĜčĒijĐĉĔĕĪĄČĝčĔČďIJĒĕĖ ĐċĜ īĊĊIJĜĖďčĊĉČĕčąĪĜĐĕčąIJĎijĔēĖĔĖĊĕĖąĐĉąčćĊIJĎčĊČďIJć Ĝ ëĕĄ ČīĜĆēĖĔĖĊ ēĉĉĪĄđĖćēćĔčĚĔijēĕĖĆĜIJĸąijĈĎčĄīĉĉĪĄ ĐċĜ

Vocabulary SAIDSEELANGUAGEPOINT HELP EVERYTHING PREPAREDSEELANGUAGEPOINT ALMOST

ēĆijĊ← ČĆijҔĊĖĆ ~ čćėĐčĈ ęĐIJ ēČīĜĆ ← ČīҔĜĆĖĆ ČĖĒá

FINISHEDSEELANGUAGEPOINT

ēěčćĔĖҔ ← ČěčćĔĖĖĆ

PUTSEELANGUAGEPOINT

ēĐĖČĝ ← ČĐĖҔČĝĖĆ

POTATO HOUR AGOSEELANGUAGEPOINT COOKEDSEELANGUAGEPOINT SOUP MAYBE TOCUT VEGETABLE

ĕ¯ čćĖąĐĉą ēĖ¯ čćĈĖĝ ěčĜĉĚČčĒ ēďijě ← ČďijҔěĖĆ ē¯ čćçĉĊ ĜĝĸĄ ēćìĔĝ ē¯ ĕijćĕĔčĜĆ

SALADLETTUCE

ē¯ ĜĖćČIJҔĐIJĕ

MADESEELANGUAGEPOINT

ēďIJĒ ← ČďIJҔĒĖĆ

BOUGHTSEELANGUAGEPOINT CHOCOLATE CAKE

ēĸĪě ← ČĸĪҔěĖĆ ē¯ ĜĖććIJҔĐijěijĝ ĕ¯ ĜĖćēďĉě

119

Unit 8: You didn’t eat the gefilte fish!

ĎĖ¯ ĕijćĐĝĖĐĸ

BOTTLE

ēĖ¯ ĜĖćēìĉĉ

WINE

ēĕčĉĉ ← ČĕôҔĉĉĖĆ

KNEWSEELANGUAGEPOINT

ēĖĔīĒ ← ČĔīҔĒĖĆ

THOUGHTSEELANGUAGEPOINT

ĐĐďą

ATALLINGENERAL

ēĕĖ← ēĕĖĆĖĆ

ATESEELANGUAGEPOINT

ēĖĔĖīĐ ← ČĔĖīĐĖĆ

READSEELANGUAGEPOINT

ē¯ ĕijć=čćĜijç

COUPLEPAIR

ĜĖďčą¯Ďijě ĕijćĎĉą¯Ďijě

COOKBOOK COULDSEELANGUAGEPOINT

ēĖĔĖě ← ČĔĖҔěĖĆ

LIVEDSEELANGUAGEPOINT

ēĖĔĪĉĉ ← ČĔĪҔĉĉĖĆ ēČīĜĆĉҔĚ

TOPREPARE

Čĉĝç

SIMPLE

SINGULAR ĐċĉĒìĊ PLURAL ĐċĉĒČìĊ

SORRYEXCUSEME TOTAKEOUTSEELANGUAGEPOINT 5NIT

ĕ¯ ĕijćēĕĖ

FOOD

ĎčĊČďIJć

ITSEEMS

ĪĜ

RAW

ČīĜĆ

READY

ēćĔčĚĔijҊ

TOTURNONTOLIGHTSEELANGUAGE POINT 5NIT

Idiom )TDOESNTMATTER

ēĖĒĖĔĕĪҔĜIJ

ĕĪĄČĝčĔČďIJĒĕĖ

Additional vocabulary YESTERDAY THEDAYBEFOREYESTERDAY

ēČďĖĔ ēČďĖĔĜĖīҔĄ

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

120

Language points 1 The past tense formed with ĔĆĴĉ 4OTALKABOUTSOMETHINGTHATHAPPENEDINTHEPAST YOUNEEDTOUSE A SPECIAL PAST TENSE FORM OF THE VERB 4HERE ARE MANY PAST TENSE VERBSIN$IALOGUE EG

çĉĊčćčĐĴĜėćĆĴĉĎčĄ )cookedTHESOUP 4HE PAST TENSE OF MOST 9IDDISH VERBS IS FORMED LIKE THIS 4O PUT A VERBINTOTHEPASTTENSE FOLLOWTHESESTEPS  4AKE THE SUBJECT AND THE APPROPRIATE present tense FORM OF THE VERB ēąijĈEG ąijĈĎčĄz ČĕijĈĉćz ČijĈĜĖ 7HENUSEDINTHISWAY ēąijĈDOESNOTMEAN@HAVEBUTISSIMPLYANAUXILIARYHELPING VERB THATSERVESTOSIGNALTHEPASTTENSE  4AKE THE BASE OF THE VERB THAT YOU WOULD LIKE TO PUT IN THE PAST EG ¯ďijě   !DDTHEPREFIX ¯ĖĆTOTHEBEGINNINGOFTHEVERBEG ¯ďijěėć   &INALLY ADDTHESUFFIXČ¯ORē¯TOTHEVERBEGčďijěėć 4HERESULTING FORMISCALLEDTHEPASTPARTICIPLE.OTETHATTHESTRESSOFTHEPAST PARTICIPLEISONTHEBASE NOTONTHE ¯ĖĆPREFIX !S IN THE CASE OF NOUN GENDER AND PLURAL FORMS THERE IS NO WAY OF PREDICTING WHETHER A GIVEN PAST PARTICIPLE WILL END IN Č¯ OR ē¯ 4HIS MEANS THAT IT IS BEST TO MEMORIZE THE PAST PARTICIPLE OF EACH VERB INDIVIDUALLY&ROMNOWONTHEPASTPARTICIPLEOFNEWVERBSWILLAPPEAR INTHEVOCABULARYLISTS ANDTHEPASTPARTICIPLESOFALLVERBSINTRODUCED INTHISCOURSEARELISTEDINTHEGLOSSARY(OWEVER MOREPASTPARTICIPLES ENDIN Č¯THANIN ē¯ SOTHISISTHEDEFAULTCHOICEIFYOURENOTSURE (EREISTHECOMPLETEPASTTENSECONJUGATIONOF ēďijě 0LURAL

ČďijěĖĆēąijĈĜčĒ 7ECOOKED

ČďijěĖĆČijĈĜčĄ 9OUCOOKED

ČďijěĖĆēąijĈīĊ 4HEYCOOKED

3INGULAR ST

 PERSON PLURAL

ČďijěĖĆąijĈĎčĄ )COOKED

 PERSON ČďijěĖĆČĕijĈĉć PLURAL 9OUCOOKED ND

RDPERSON PLURAL

ČďijěĖĆČijĈĕĖ=čĊ=ĜĖ (ESHEITCOOKED

STPERSON SINGULAR NDPERSON SINGULAR RDPERSON SINGULAR

Unit 8: You didn’t eat the gefilte fish!

4HEREAREAFEWMOREPOINTSTOCONSIDERWITHEACHTYPEOFPASTPAR TICIPLE,ETSLOOKFIRSTATISSUESRELATINGTOVERBSWITHPASTPARTICIPLES ENDINGIN Č¯  )F THE BASE OF THE VERB ALREADY ENDS IN Č YOU DONT ADD ANOTHER ONEWHENFORMINGTHEPASTPARTICIPLE EG

čĖąĜIJėć

←

ēčĖąĜIJ

 3OME VERBS UNDERGO VOWEL CHANGES WHEN THEY BECOME PAST PARTICIPLES3UCHCHANGESARENOTVERYFREQUENTWITHPASTPARTICIPLES ENDINGINČ¯ BUTDOOCCURWITHTWOCOMMONVERBSNOTETHATTHESE VERBSAREIRREGULARINTHEPRESENTTENSEASWELL 

ČĕõĉĉĖĆ ČĐĴĉĉĖĆ

← ←

ēĕĎĉĉ ēĐėĉĉ

 6ERYOCCASIONALLYTHEREISACONSONANTCHANGEASWELL EG

ČijĈĖĆ

←

ēĆĴĈ

.OW HEREAREAFEWPOINTSTONOTEABOUTVERBSWITHPASTPARTICIPLES ENDINGIN ē¯  )FTHEVERBSINFINITIVEENDSIN ēĖ¯ THEPASTPARTICIPLEWILLENDIN ēĖ¯ INSTEADOF ē¯ EG

ĔėĒĉĔĖĆ ĔėĆĔĉĊĖĆ ĔėěĔĉĜČĖĆ

← ← ←

ĔėĒĖĔ ĔėĆĔčĊ ĔėěĔčĜČ

(OWEVER REMEMBER THAT MANY VERBS WHOSE INFINITIVE ENDS IN ēĖ¯ HAVEPASTPARTICIPLESENDINGINČ¯ INWHICHCASETHISDOESNTAPPLY EG ĔėĔĪĉĉ→zčĔĪĉĉĖĆ   6OWEL CHANGES ARE MORE COMMON WITH PAST PARTICIPLES ENDING IN ē¯ EG

ēĸĐĴĈĖĆ ēąĎĜĝĖĆ ēĖěĔĊĜČĖĆ ēĖĒĊĔĖĆ

← ← ← ←

ēĸĐėĈ ēąíĜĝ ēĖěĔĎĜČ ēĖĒėĔ

 /CCASIONALPASTPARTICIPLESENDINGIN ē¯HAVEACONSONANTCHANGE ASWELL

ēĕĖćĖĆ ēćĎĜĝĖĆ

← ←

ēĕĖ ēĖìĜĝ

121

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

122

4ONEGATEAPASTTENSEVERB INSERTČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERB ANDTHEPASTPARTICIPLE

ČďijěĖĆčĞĎĕąijĈĎčĄ )didn’tCOOK )F THE SENTENCE HAS A DIRECT OR INDIRECT OBJECT IT USUALLY FOLLOWS THE ENTIREPASTTENSECONSTRUCTION ASYOUVESEEN

èĊċĎĈČďijěĖĆąijĈĎčĄ )COOKEDthe soup (OWEVER IFTHEDIRECTOBJECTISAPRONOUN ITGOESBETWEEN ēąijĈAND THEPASTPARTICIPLE ASIN

ČďijěĖĆĖėąijĈĎčĄ )COOKEDit &INALLY NOTETHATTHE9IDDISHPASTTENSECORRESPONDSTOSEVERALDIFFER ENT%NGLISHTENSES&OREXAMPLE ČďijěĖĆąijĈĎčĄMAYBETRANSLATED WITHANYOFTHEFOLLOWING DEPENDINGONTHECONTEXT s s s s

)COOKED )HAVECOOKED )WASCOOKING )HADCOOKED

2 The expression ĜĎĝĊě. . .čĎē ( . . . ago) 4OSAYTHATSOMETHINGHAPPENEDSOMETIMEAGO USETHEEXPRES SIONěčĜĉĚČčĒANDPUTTHELENGTHOFTIMEINTHEMIDDLE ASIN$IALOGUE

ĜĎĝĊěĉėĞijčĎēēĉĉĪĄēčĄĕĖąĐĉąčćČĐĖČĝĖĆąijĈĎčĄ )PUTTHEPOTATOESINTHEOVENan hour ago (ERE ARE SOME MORE EXAMPLES OF THIS CONSTRUCTION .OTE THAT ČĉҔĔčĒ MINUTE ĈĖĝHOUR AND ĜijčYEAR REMAININTHESINGULARWHENUSED INCONJUNCTIONWITHNUMBERS AMINUTEAGO TENMINUTESAGO ANHOURAGO

ěčĜĉĚČĉĔčĒIJČčĒ ěčĜĉĚČĉĔčĒēĖĚČčĒ ěčĜĉĚĈĖĝIJČčĒ

123

Unit 8: You didn’t eat the gefilte fish!

TWOHOURSAGO THREEDAYSAGO AWEEKAGO TWOWEEKSAGO AMONTHAGO FOURMONTHSAGO AYEARAGO lVEYEARSAGO

Exercise 1

ěčĜĉĚĈĖĝīĉĉĚČčĒ ěčĜĉĚĆĖČìĜćČčĒ ěčĜĉĚĎijĉĉIJČčĒ ěčĜĉĚēďijĉĉīĉĉĚČčĒ ěčĜĉĚĝćĉċIJČčĒ ěčĜĉĚđčĝćċĜčĸČčĒ ěčĜĉĚĜijčIJČčĒ ěčĜĉĚĜijčėĔčĸČčĒ

(Audio 1:51)

Rewrite this excerpt from Khane’s journal, putting the verbs into the past tense. You might have to check the glossary for some of the past participles.

ĦćĊúĈĊĐùĂāøćýøûýûćĊĄÿĐàùĊĐĊđĀĊýýćĉĊĂāøćýøĐßĉøûýû ćýýèĐÛĐāĆxćĉĊćğďćĊúĈĊĐùĀđāĈĀĬĐĦûĐāøyĀúħþĄÿĐćăýď ĀĦĄĦĉĦĀăĦĆāþċĄāüćğďĀđāĈĄāýýāþĐĊùħĂāďćāøćĊĄÿĐćĬĄĊü ćĉĊćďāûĈĊĐāĆxĐĊýýđýĎĀĉĀĊùĐĦýûyúħþĂāøÛýþĦĀăħďćýø ćûĊĐĐāĆćàýýĂĞøćĊďĈāĐĀûýûćýøĄÿĐğĀĊĉğüþûĈýøĀāúĄÿĐćýø ĀĊÛđþāù

Exercise 2 Answer the following questions based on Dialogue 1.

ČďijěĖĆēĪĝĐċĜČijĈĕijĉĉ ēijČČĐijĉĉĖĆĜëĕĄČijĈĕijĉĉ ėĐčĈČĐijĉĉĖĆČĝčĔĐċĜČijĈĕijĉĉĜIJĸ ěĜijč¯ĉčĔēčĄČĔĪĉĉĖĆČijĈčĊēĖĉĉēĕĖĆĖĆĐċĜČijĈôĉĉ ēĉĉĪĄđĖćēćĔčĚĔijČěĔĖćĖĆĐċĜČijĈ

   4 5

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

124

Exercise 3 Answer the following questions using the expression ěčĜĉĚČčĒ.

ěčĜĉĚĜijčėĔčĸČčĒČĔĪĉĉĖĆĉČĕijĈôĉĉ ěčĜĉĚĜijčIJČčĒĝčć™ ččēćĖĜČĔĖěĖĆĉČĕijĈ ěčĜĉĚđčĝćċĕěĖĊČčĒČĖąĜIJĖĆĉČĕijĈôĉĉ ĐijĒLAST ĖČĚĖĐĕijćĖčĚIJěIJĉĉIJČIJĈĖĆĉČĕijĈēĖĉĉ ČĔìĈBREAKFAST ěčČĝčĜĸēĕĖĆĖĆĉČĕijĈēĖĉĉ

   4 5

Dialogue 2 (Audio 1:52) $OVIDISVISITINGHISUNCLE9ANKLANDAUNT2EYZLFOR&RIDAYNIGHT DINNER ANDENDSUPARGUINGABOUTBEINGVEGETARIAN ĝčĸĖČĐčĸĖĆčćēĕĖĆĖĆČĝčĔČĕijĈĉćĝīĐĸĐěčČĝIJđĖĔćĉć ėĪĄĐĆĉěēĉĄĕĖĒčĚĜijĔČĕijĈĉćēĉĄĜĖąĖĐĖČěIJĈĖĆ čćĜĖćij ĜĖĐĖČēìć IJēčąĎčĄĝīĐĸēīěČĝčĔĕĖĎčĄĜĖąijĜĖČĖĸěĔIJćIJ ČĆijĊĖĆĜĖčĜĸēĪĝĎìĄąijĈĎčĄ ĜĖčĜIJČĖĆĖĉĉ ĐćĔčĈĐĕčąIJĎĉĊĜIJĸĪĊIJąĪĄĉĔ ĝīĐĸēĕĖČĝčĔČĕīĈĕijĉĉ ĊIJēīĒĎčĄĝčĸĜĖćijĐćĔčĈēīěČĝčĔĎĪĄĕĖĎčĄĖĒĉĒĐċĉĒìĊ ēčĔĖđĖćēĆĖĉĉēćĖĜĜčĒĕijĉĉĐijĒĖČĔĖĚĕijćĊčĄ ĕijć ijčĉČĕĖĕijĉĉ ĉČĕćĖĜĖĝĊĕijĉĉ ČďĉĜĸēďIJĊīĐĜĖĐáĐijĒČĜĖćĔĉĈČĆijĊĖĆēĪĝĎìĄąijĈĎčĄ ¯ĎĖĐĖąĖąĖĝIJěēĝěijĐČĪĜąĊĖěĜĖīĄ ēĕĔčĜĆ ČĝčĔąĪĄĝīĐĸēĕĖČĕĊĉĒĉć ĕijćĊčĄĞĖĆĉĝĒIJĜIJĸĕijĉĉ ēĜĖĉĉěĔIJĜěĈĐčĐċ ĉČĕĔĖě ęĔIJĆĊčĄĕĖČĐĖĉĉĜĖćėĪĄĜĖčĜIJČĖĆĖĉĉĜĖČĝĜĖĜĖćČĝčĔēčąĎčĄ ēČìĚĖěčČĔìĈčćēčĄĎĖĐČĔīĉĉĖĆ ĜĖčĜIJČĖĆĖĉĉIJìĊēĝěĖĜĖĕĪĜĆIJČĕčąĉćēijČēĖĒēĖěĕijĉĉĉĔ ČĕĐčĉĉ ĉćąĪĄ ĐďìčēìĒĝČijďĎĉĊĜIJĸĜĖąijČĕĐčĉĉĉćĕijĉĉĉČijč ćĐIJĉĉĆ

Đ ěĔIJč

ć ĉć

ĐĊīĜ ć ĉć Đ ěĔIJč ć ĉć Đ ĊīĜ ć ĉć Đ ěĔIJč

ĐĊīĜ ćĉć

125

Unit 8: You didn’t eat the gefilte fish!

Vocabulary PIECE MEAT GEFILTEFISHLITERALLYFILLEDFISHSEE CULTUREPOINT CHOPPEDLIVER

ĎĖ¯ ĕijćĐěčČĝ ē¯ ĕijćĝīĐĸ PLURAL ĝčĸĖČĐčĸĖĆ

čćĜĖąĖĐĖČěIJĈĖĆ

TSIMESSEECULTUREPOINT

ē¯ ĜĖćĕĖĒčĚ

KUGELSEECULTUREPOINT

ēĖ¯ ĜĖćĐĆĉě

VEGETARIAN BEFOREEARLIER TOTASTESEELANGUAGEPOINT 5NIT FOREXPLANATIONOFHOWTOFORMTHE PASTTENSEOFTHISTYPEOFVERB CHICKEN FISH TENTHSEELANGUAGEPOINT ISSUE ALLKINDSOF

~ ĜĖćĜĖčĜIJČĖĆĖĉĉ ĜĖčĜĸ ēďĉĊĜIJĸ

ĎĖ¯ ĕijćĐćĔčĈ ~ ĜĖćĝčĸ ČĔĖĚ  ĕijć=ĜĖćēčĔĖ đč¯ īĐĜĖĐá

FRUIT

ē¯ čćČďĉĜĸ

EGG

ĜĖ¯ ĕijćīĄ

CHEESE

ē¯ ĜĖćĊĖě

BREAD

ē¯ ĕijćČĪĜą

NOODLE

ē¯ ĜĖćĝěijĐ

PORRIDGE BEAN MADNESS IF FIRSTSEELANGUAGEPOINT WORLD COMMONUSUAL CONTEMPORARY STUBBORNPERSON ATLEASTCANALSOMEAN@ALTHOUGH CLEARCHICKENSOUPSEECULTUREPOINT

ĕ¯ čćĖĝIJě Ď¯ ĕijćĖĐĖąĖą ē¯ ĕijćĞĖĆĉĝĒ ąĪĄ ČĝĜĖ ē¯ čćČĐĖĉĉ ĎĖĐČĔīĉĉĖĆ ěčČĔìĈ đč¯ ĜĖćēĝěĖ ĝČijď ĎĖ¯ ĕijćĐďìč

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

126

Idioms 7HATDOESTHATMEAN (ELP
-ERCY


ČĕīĈĕijĉĉ ćĐIJĉĉĆ

Additional vocabulary TOBAKE FORK GLASS HERRING SALT JUICE POT CUP CHOLENTSEECULTUREPOINT 5NIT KOSHERSEECULTUREPOINT SPOON MILK DAIRYSEECULTUREPOINT KNIFE CARROT FRYINGPAN PAREV NEUTRAL NEITHER MEATYNORDAIRYSEE CULTUREPOINT TOMATO ORANGE TOFRY MEATYSEECULTUREPOINT PEPPER SUGAR ONION GARLIC MUSHROOM BOWL

Č¯ĖĆ=ē¯ĖĆēěIJą ēĖ¯ ĜĖćĐçijĆ ĎĖ¯ ĕijćĐĊĖĐĆ ~=ēĖ¯ ĜĖćĆĔčĜĖĈ ē¯ ĕijć=čćęĐIJĊ ē¯ ĜĖćČĸIJĊ çĖČ ĜĖćçijČ ĎĖ¯ ĕijćĐçĖČ  ĕijć=ĜĖćČĔĐijĝČ ĜĖ¯=ē¯ Ĝĝá ~ ĜĖćĐĸĖĐ ~ čćĎĐčĒ ěčďĐčĒ ĕ¯ ĕijć=ĜĖćĜĖĕĖĒ ē¯ čć=ĜĖćĜĖĒ ĕ¯ čćĖćijĜĉĉijҔěĕ ĕ¯ čćĖčĔĐĖČIJç ĖĉĉĖĜIJҔç

ē¯ ĜĖćĜijҔćčĒijç ē¯ ĜĖćęĔIJҔĜĖĒijç Č¯ĖĆēĖĐĆĖĜç ěčĝīĐĸ ~ ĜĖćĜĖĸĖĸ ~ ĜĖćĜĖěĉĚ ĕ¯ čćĖĐĖąčҔĚ ~ ĜĖćĐąijĔě ēĖ¯ čć=ĜĖćđijĉĉĝ ēĖ¯ čćĐĕčĝ

127

Unit 8: You didn’t eat the gefilte fish!

Language points 3 Ordinal numbers 1–100 4HE ORDINAL NUMBERSFIRST SECOND THIRD ETC IN 9IDDISHAREADJEC TIVESMADEBYTAKINGTHECARDINALNUMBERONE TWO THREE ETC AND ADDINGASUFFIXTOIT 4HEORDINALSSTTOTHAREFORMEDWITHTHESUFFIX Č¯ ASSHOWNIN THEFOLLOWINGCHART4HEORDINALSST RD TH ANDTHAREIRREGULARFOR 8TH THERE IS NO CHANGE BECAUSE THE CARDINAL ČďIJ ALREADY ENDS IN Č 5THHASTWOVARIANTS ONEREGULARANDTHEOTHERIRREGULAR Ordinal

Cardinal

čĸĐĖ čĸĐĖĉĉĚ čĔĚìĜć čĔĚĜĖĸ čĔĚĸĉĸ čĔĚďĖĊ čĔĚĖąčĊ čĔĚďIJ čĔĚĔìĔ

ėĐĖ ėĐĖĉĉĚ ēĚìĜć ēĚĜĖĸ ēĚĸĉĸ ēĚďĖĊ ēĚĖąčĊ ēĚďIJ ēĚĔìĔ

        

Ordinal

Cardinal

čĞĝė čīĉĉĚ čĎĜć čĜėĸ čĸĊĸ=čĸĔčĸ čĕěĖĊ čėąčĊ čďIJ čĔìĔ čĔĖĚ

ĕĔīĄ īĉĉĚ ìĜć Ĝčĸ ėĔčĸ ĕěĖĊ ēąčĊ ČďIJ ēìĔ ēĖĚ

   4 5   8  

4HEORDINALSTHANDABOVEAREFORMEDWITHTHESUFFIX Čĕ¯

čĖěčĚĔijĉĉĚ=čĖěčĚĔIJĉĉĚ čĖěčĕìĜć čĖěčĚĜĖĸ čĖěčĚĸĉĸ čĖěčĚďĖĊ čĖěčĚĖąčĊ čĖěčĚďIJ čĖěčĚĔìĔ čĖČĜĖćĔĉĈ

ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ěčĕìĜć ěčĚĜĖĸ ěčĚĸĉĸ ěčĚďĖĊ ěčĚĖąčĊ ěčĚďIJ ěčĚĔìĔ ČĜĖćĔĉĈ

        

)NTHECASEOFCOMPOUNDS ONLYTHELASTPARTISMADEINTOANORDINAL EG čĖěčĚĔIJĉĉĚēĉĄēīĄzST čĖěčĕìĜćēĉĄēąčĊzTH 

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

128

/RDINALNUMBERSFUNCTIONLIKEOTHERADJECTIVES TAKINGGENDERAND CASESUFFIXES EG

ĜĖčĜIJČĖĆĖĉĉĝėČĝĜĖĝėĈČĝčĔēčąĎčĄ )MNOTTHElRSTVEGETARIANMASCULINESINGULARNOMINATIVE 

ĐijĒėČĔĖĚĖĴĈĊčĄĕijć 4HISISTHETENTHTIMENEUTERSINGULARNOMINATIVE


ĔČīĉĉĚĒėĈČĝčĔĜĖąijđĐčĸĔČĝĜĖĒėĈēĖĊĖĆąijĈĎčĄ )VESEENTHElRSTlLM BUTNOTTHESECONDMASCULINESINGULAR ACCUSATIVE 

4 Using ĴĎ to emphasize a contrast )N 9IDDISH THE WORD ijč CAN BE ADDED TO A STATEMENT IN ORDER TO EMPHASIZE THAT IT CONTRASTS WITH SOMETHING SAID PREVIOUSLY 4HIS IS OFTENEQUIVALENTTOUSINGITALICSORSTRESSINGAPARTICULARWORDIN%NGLISH &OREXAMPLE IN$IALOGUE$OVIDSAID

ĝčĸĜĖćijĐćĔčĈēīěČĝčĔĕĖĎčĄ )DONTEATCHICKENORlSH 4OWHICH9ANKLREPLIED

ĴĎĉČĕĖĕijĉĉ 7HATdoYOUEAT

Culture point Eastern European Jewish food 4RADITIONAL !SHKENAZI CUISINE IS SHAPED BY THE *EWISH DIETARY LAWS !CCORDING TO THESE LAWS ONLY ANIMALS THAT CHEW THE CUD AND HAVE CLOVENHOOVESAREPERMITTEDASFOOD3IMILARLY ONLYCERTAINTYPESOF FOWL ARE ALLOWED 0ERMITTED ANIMALS AND FOWL MUST BE SLAUGHTERED ACCORDINGTOSTRICTREGULATIONSINORDERTOBE ĜĝáKOSHER FIT ACCEPT ABLE &ISHMUSTHAVEFINSANDSCALES SOALLSHELLFISHISPROHIBITED)N ADDITION MEATANDDAIRYMUSTNOTBEMIXED4HISPROHIBITIONEXTENDS TOCUTLERY UTENSILS ANDCOOKINGAPPLIANCES SOOBSERVANTHOUSEHOLDS

Unit 8: You didn’t eat the gefilte fish!

HAVESEPARATEěčĝīĐĸMEATY ANDěčďĐčĒDAIRY POTSANDPANS OVENS ANDSINKS&ISH EGGS FRUIT ANDVEGETABLESARE ĖĉĉĖĜIJçNEUTRAL AND MAY BE MIXED WITH BOTH MEAT AND DAIRY BUT TRADITIONALLY FISH IS NOT SERVED DURING THE SAME COURSE AS MEAT 4YPICAL SPECIALITIES OF THE 9IDDISH SPEAKINGWORLDINCLUDE ĐĆĉě ABAKEDCASSEROLETHATMAYBE SWEETMADEWITHNOODLES ORSAVOURYMADEWITHPOTATOES ĎĪčOFTEN REFERRED TO BY THE DIMINUTIVE Đďìč A CLEAR CHICKEN SOUP ĕĖĒčĚ A SWEETDISHOFCARROTSANDRAISINSĝčĸĖČĐčĸĖĆ CARPORWHITEFISHPATTIES THATMAYBEEITHERSWEETINTHE0OLISHSTYLE ORSALTEDINTHE,ITHUANIAN STYLE ANDCHOPPEDEGG CHICKENLIVER ORHERRING

Exercise 4 Look at this illustration and say what the people are doing. Refer to each person using ordinal numbers. Example ĎĉąIJČĔĖīĐĝČĔĖĒĜĖČĝĜĖĜĖć

129

Unit 8: ĞĎĹėčđĎĹėćĎĈĔĖėćėćčĞĎĕčĖĴĉĊĈ

130

Exercise 5 Insert ordinal numbers in the correct cases into this story, using the prompts in brackets.

@@@@@@@@@@@@@@@@ĜĖćĊčĄĜĖĜĖąijėĔčĸēĉĸćĔčě @@@@@@@@@@@@@@@@ĕijćĊčĄćĉć ĉĚčćáĐĄĜûčēīěćĐIJąČĜijĸćĉćĐĄĜûčēčĄČĔĪĉĉĜĖćĉĜąēìĊēĉĊ  ĐĄĜûčēīěĈĖčĕĔ @@@@@@@@@@@@@@@@ĕćĉćČĝčĔĊčĄĕijćĜĖćĉĜąđĖćēďĉĊIJą ČĜijćĜĖćĉĜąēìĊČďĉĊIJąĜĖĕijĉĉĐijĒ 4@@@@@@@@@@@@@@@@ĕijćēĪĝĊčĄĕĖ ĜĖĐìĉĉĐĄĜûčČIJĈĖĆąčĐĪĊIJČĝčĔĜĖČijĈĐijĒ @@@@@@@@@@@@@@@@ĕijć  ČĆijĊĜĖąčĐěĜIJČĝĜĖČijĈČĚčĄĜĖąijĝ™ čĖĜąĖĈČĔĖěĖĆČĉĆČĝčĔČijĈ ēīěĜijĸĎčĄĕijĉĉĐijĒ @@@@@@@@@@@@@@@@ĕijćēĪĝĊčĄĕijćĊIJĐčĸĎ血  ĐĄĜûč

Supplementary text (Audio 1:53) (EREISASTORYABOUT(ERSHELE/STROPOLYER THEPOPULAR9IDDISHFOLK HEROFAMOUSFORCHAMPIONINGTHEPOORANDMOCKINGTHERICH

ėēĞčėĝĜĔĎąčĬćėđėĞĝėĉ *ēĜijĉĉĖĆĊčĄĜĖĈĖčĕĔĖĆĔIJĐIJČďIJĒĖĆČijĈĜĖčĐijçijĜČĕijĖĐĖĝĜĖĈ ČijĈĜĖĜĖąijĖĜĖĝČĖĉĉēĕĖČĐijĉĉĖĆČijĈēĉĄěčĜĖĆĔĉĈēĉĄćčĒĜĖīĊ ĆĖĉĉēĸĪĄĖĒĝČĖĜěIJē襆ēĖĆĔIJĆĖĆĔìĜIJĊčĄĜĖČĐĖĆēīěČIJĈĖĆČĝčĔ ĕĖĐĖĝĜĖĈėĪĄČěĉěĖĆČijĈĖČĞčąĈ¯ĐĖąčćĖĜĖĝČĖĉĉēČĖąĖĆČijĈēĉĄ ēīěČĝčĔČijĈĜĖĊIJ‡ēĖĔIJČĝĜIJĸČijĈēĉĄĜĖćīĐěĖěčĚĉĒĝĖČĐIJ đčĄČijĈčĊĖĜĖĝČĖĉĉēīěēąĖĆđčĄČĐijĉĉĖĆČĝčĔčĊČijĈČĐĖĆ ēąĖĆČĝčĔĜijĆĎìĄēĖěĎčĄēĕĖēīěČĝčĔąijĈĎ血ČĆijĊĖĆ ČijĈĜĖēĉĄĖĒĝČĖĜěēčĄēĕĖijćĊčĄĕĖĊIJēĖĊĖĆČijĈĖĐĖĝĜĖĈ   ĝčĸēīěČĝčĔĝīĐĸēīěČĝčĔ ČĝčĔĜijĆĖěIJČĜčĄČijĈ€ČĆĖĜĸĖĆ ēīĔ€ ČĪĜąēīěČĝčĔĉĐčĸIJ€ČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČijĈēīĔ€ ČĜĖĸČĔĖĖĆĖČĞčąĈ¯ĐĖąčćČijĈ

PASTTENSEOFēĜĖĉĉSEELANGUAGEPOINT 5NIT † PASTTENSEOFēīĆĔìĜIJSEELANGUAGEPOINT 5NIT ANDLANGUAGEPOINT 5NIT ‡ PASTPARTICIPLEOFēīČĝĜIJĸSEELANGUAGEPOINT 5NIT

Unit 8: You didn’t eat the gefilte fish!

 Ĝ襹ĪĄ€ēĆčĜĝĖĆČijĈĜĖĕĖáēčĄĜĖīĊēĜijĉĉĖĆĊčĄĖĐĖĝĜĖĈ  ĪĜĸčćēijČĖĆČijĈĖČIJČēìĒĕijĉĉĎčĄĉČēĕĖēīěČĝčĔĜčĒČčĆ ĜĖĐĖČēĕĪĜĆIJēĖĐĖĝĜĖĈČĆĔĖĜąĖĆĎìĐĆČijĈēĉĄČIJĈĖĆĄĜĉĒČijĈ ĪĜĸčćČijĈēĕĖČěčćĔĖĖĆČijĈĖĐĖĝĜĖĈēĖĉĉĕĖąĐĉąēĉĄĝīĐĸ  ēijČĖĆĖČIJČĜĖìĄČijĈĕijĉĉĖČčąĜčĒČĆijĊ€ČĆĖĜĸĖĆ ¶  ĜĖěčĜĖĆĔĉĈIJēĸijĐĝ§ēĖĆĔIJĆĖĆĊčĄĜĖ€ČĜĖĸČĔĖĖĆĖĐĖĝĜĖĈČijĈ 

§

PASTTENSEOFēīĆSEELANGUAGEPOINT 5NIT ěčĜĖĆĔĉĈUSEDASAMASCULINENOUN

¶

131

Unit Nine

ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ How was the trip?

In this unit you will learn: s s s s s s s s

HOWTOTALKABOUTTRAVELANDDESCRIBEPLACES THEPASTTENSEFORMEDWITH ēìĊ PREPOSITIONSMEANING@TO ēīĆAND ēĜijĸ LARGENUMBERSANDDATES HOWTODECLINE ĜĖćĖčAND ĜĖĔīĄ ADJECTIVESBASEDONPLACENAMES ABOUT*EWISH6ILNIUS

Dialogue 1 (Audio 1:55) $OVIDHASJUSTCOMEBACKFROM)SRAEL WHEREHEWENTTOVISITHIS BROTHERINYESHIVA(ETELLS+HANEAND2OKHLABOUTHISTRIP

đčēčĄēĖĒčĉĉĝēĖĆĔIJĆĖĆĉČĕčą ĈĖčĕĔčćēĖĉĉĖĆĊčĄčĉĉĉĔ ĶčĶij¯ĐëČĝčĔđčĐĝĉĜčēīěēĜijĸĖĆēčąĎčĄ ĉČĕćĖĜĕijĉĉĐċĜ ēčąĐijĒĖČĚĖĐĕijćĐĄĜûčēīěēĜijĸĖĆēčąĎčĄēĖĉĉćijĝIJĊčĄĕijć ēijČĖĆĉČĕijĈĕijĉĉijČČìĚĖĚĔIJĆčćĖĝĊIJĐçĜĖćėĪĄ ēĆĖĐĖĆĎčĄ ēĚĔIJĆIJēČĜijćēąčĐąĖĆēĉĄČijČĝĜĖČĐIJĜĖćēčĄēĖĆĔIJĆĖĆēčąĎčĄ ĎĪĄēčąĎčĄěĜĖĒĖĕĪĜĆčćēĉĄĐĞĉáđĖćēĖĊĖĆąijĈĎčĄĆijČ  IJėĪĄēĖĉĉĖĆēĖĔĖĊĜčĒĜĖćĉĜąēìĒČčĒēĖĖĸIJěēčĄĎĕIJēĕĖĊĖĆ ēĖĔĖĊĜčĒČIJĈĖĆĈĔĉĞċČijĈđčĜĶċĕĜĖćĉĜąēìĒēĉĸĜĖĔīĄ~ĈċĒčû ĖČĒčĜIJąčćēčĄēĖĆĔIJĆĖĆēĉĄĈĸčċēīěĕĉąijČĪĄēČčĒēĜijĸĖĆĎĪĄ ēĉĊĐčĸĉĚēĉĸČĪĜēĚĔIJĆēčĄēĜijĉĉĖĆēčąĎčĄēČĜijćĜĖĔČĜĖĆ

Đ ċĜ ć ĉć ĐċĜ

ćĉć

133

Unit 9: How was the trip?

đčĜĖĝĈĄĒēčĄēĖĒijĜě¯ĜĖďčąĖĝčć™ čččćēčĄēĖĉĉĖĆĉČĕčą ēĖĔIJĒijĜ¯ĉĉčČěĖČĖć~đčĜĸĕēĉĄĜĖďčąĎĕIJČĸĪěĖĆąijĈĎčĄijč ~ĜĖąijĝčć™ ččėĪĄĞĉćĆIJēĉĄĈďĐĈ ĜčĒĊìĉĉ īĊēĖĔĖĊôĉĉĉĔ ēĖĔIJĒijĜ¯ĉĉčČěĖČĖć ēIJĐçijĜĖēĸĪĄČĊijĐĖĆīĊąijĈĎčĄ~ĝčĜIJĔĪĊIJēĖĉĉĖĆēčąĎčĄ

Vocabulary WASSEELANGUAGEPOINT

ēìĊ ← ēĖҔĉĉĖĆ

TRIP

Ğĉ¯ čćĈĖčĕĔ

SEA

ēĖ¯ ĜĖćđč

TOSEELANGUAGEPOINT

ēīě

*ERUSALEM

đčĐĝĉĜč

4EL!VIV

ĶčĶij¯Đë

PITYSHAME TRAVELLEDWENTBYVEHICLE SEELANGUAGEPOINTSAND LAYSEELANGUAGEPOINT BEACH SO WALKEDWENTSEELANGUAGE POINTSAND

~ ĜĖććijĝ ēĜijĸ← ēĜijĸĖĆ ēĆčĐ← ēĆĖĐĖĆ ĕ¯ čćĖĝĊIJĐç ijČ ēīĆ← ēĖĆĔIJĆĖĆ

CITY

ČĖČĝ čćČijČĝ

STAYEDSEELANGUAGEPOINT

ēąìĐą← ēąčĐąĖĆ

THERE

ēČĜijć

4HE7ESTERN7ALL

ĜĖćĐĞĉá

MARKET

ěĜĖĒ ĜĖćěĜIJĒ

TOSEELANGUAGEPOINT CELEBRATION ONESEELANGUAGEPOINT BUS (AIFA BECAMESEELANGUAGEPOINT COMPLETELY

ėĪĄ Ğĉ¯ čćĈċĒčû MASCULINE ĜĖĔīĄ

ē¯ ĜĖćĕĉąijČĪҔĄ Ĉĸčċ ēĜĖĉĉ← ēĜijĉĉĖĆ ēĚĔIJĆēčĄ

Ĕċ Ĉ ćĉć Đ ċĜ ć ĉć

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

134

ēĖ¯ čćēĉĊ

SUN

ēĖ¯ čćđijĜě

SHOP STORE -EAH3HEARIM(AREDI NEIGHBOURHOODOF*ERUSALEM

đčĜĖĝĈĄĒ đč¯ ĜĖćĜĸĕ

*EWISHRELIGIOUSBOOK

ē¯ ĜĖćĉĉčҔČěĖČĖć

DETECTIVE

ēĖ¯ ĜĖćēIJҔĒijĜ

NOVEL HALAKHA *EWISHLAW

Ğĉ¯ čćĈďĐĈ

LEGENDNON LEGALSECTIONS OFCLASSICALRABBINICTEXTS EG4ALMUDANDMIDRASH STUPIDSILLY TOLEAVEALSOTOLET PLANE

Ğĉ¯ čćĈćĆIJ

ĝčĜIJĔ ē¯ĖĆ=Č¯ĖĆēĊijĐ ēĖ¯ ĜĖćēIJҔĐçijĜĖ

Additional vocabulary CAR UNDERGROUNDSUBWAY TRAIN TRAM MOTORCYCLE MOTOR UNDERGROUNDSUBWAYUSEDIN53 ONFOOT WHEEL BICYCLE BOAT SHIP NORTH SOUTH EAST WEST

ĕ¯ ĜĖćijČĪĄ ēĖ¯ čćēIJą¯ČĔĉĜĆĜĖČĔĉҔĄ ēĖ¯ čćēIJą ēĖ¯ ĜĖćìҔĉĉĒIJĜČ ēĖ¯ ĜĖćĐěčĚijČijĒ ē¯ ĜĖćĜijҔČijĒ ĕ¯ čć=ĜĖćīĉĉąijĕ ĕĉĸĉĚ ĜĖćĖĜ ĕijć=čććijĜ ĕ¯ ĜĖćĜĖĉĉijĜ ē¯ čćėčĝ

ĜĖćēĉĸĚ

ĜĖćđĉĜć

ĜĖćċĜĊčĒ

ĜĖćĶĜĖĒ

135

Unit 9: How was the trip?

Language points 1 The past tense formed with Ĕíċ )N 5NIT  YOU LEARNED THE USUAL WAY OF FORMING THE PAST TENSE IN 9IDDISH IEWITHAPRESENTTENSEFORMOFTHEAUXILIARYVERB ēąijĈFOL LOWEDBYAPASTPARTICIPLE(OWEVER THEREISASMALLGROUPOFABOUT  VERBS THAT DO NOT FORM THEIR PAST TENSE WITH ēąijĈ INSTEAD THEY USE ēìĊ 9OU SAW SOME EXAMPLES OF THIS IN $IALOGUE  FOR EXAMPLE WHEN$OVIDSAID

đčĐĝĉĜčēīěĔĝĴĹėćĔĎĆĎčĄ )travelledTO*ERUSALEM (EREISTHECOMPLETEPASTTENSECONJUGATIONOF ēĜijĸTOGOTRAVELBY VEHICLE WHICH YOU CAN USE AS A MODEL FOR VERBS FORMING THEIR PAST TENSEWITH ēìĊ 0LURAL

ēĜijĸĖĆēĖĔìĊ=ēĖĔĖĊĜčĒ 7EWENT

ēĜijĸĖĆČìĊĜčĄ 9OUWENT

ēĜijĸĖĆēĖĔìĊ=ēĖĔĖĊīĊ 4HEYWENT

3INGULAR STPERSON ēĜijĸĖĆēčąĎčĄ PLURAL )WENT

STPERSON SINGULAR

NDPERSON ēĜijĸĖĆČĕčąĉć PLURAL 9OUWENT

NDPERSON SINGULAR

RDPERSON ēĜijĸĖĆĊčĄĕĖ=čĊ=ĜĖ PLURAL (ESHEITWENT

RDPERSON SINGULAR

)N MOST OTHER RESPECTS THESE VERBS BEHAVE JUST LIKE THOSE USING ēąijĈ THE PAST PARTICIPLE IS FORMED WITH ¯ĖĆ AND A SUFFIX ČčĔ=ČĝčĔ GOES BETWEEN THE AUXILIARY VERB AND THE PAST PARTICIPLE IF THE VERB HAS A DIRECTORINDIRECTOBJECT ITUSUALLYGOESAFTERTHEPASTPARTICIPLE BUT IF THE DIRECT OBJECT IS A PRONOUN IT GOES BETWEEN THE AUXILIARY VERB ANDTHEPASTPARTICIPLETHERANGEOFPOSSIBLETRANSLATIONSISTHESAME EG)WENT )HAVEGONE )WASGOING )HADGONE  4HEREISNOCOMPLETELYFOOLPROOFMETHODOFPREDICTINGWHICHVERBS CONJUGATEWITH ēìĊINSTEADOF ēąijĈASWITHOTHERASPECTSOF9IDDISH GRAMMAR THEBESTTHINGTODOISJUSTTOMEMORIZETHEMINDIVIDUALLY (OWEVER SINCE THERE ARE ONLY ABOUT  OF THEM THIS IS NOT A BIG

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

136

PROBLEM -OREOVER HERE ARE A FEW GUIDELINES THAT CAN HELP YOU TO REMEMBERWHICHVERBSBELONGTOTHISCATEGORY  !LL VERBS THAT FORM THEIR PAST TENSE WITH ēìĊ HAVE A MEANING THAT HAS SOMETHING TO DO WITH THE BODY MOVEMENT OR EXISTENCE 3OMETIMESTHISMEANINGISOBVIOUS EG ēĖĆĔčĜçĝJUMP ēĚčĊSIT ēīČĝSTAND ēĸĪĐRUN OTHERTIMESITISMOREGENERAL EGēìĊBE ēąĜIJČĝDIE ēąìĐąSTAYREMAIN ēĜĖĉĉBECOME   !LL@ēìĊVERBSAREINTRANSITIVEIETHEYCANNOTTAKEADIRECTOBJECT   !LL @ēìĊ VERBS HAVE A PAST PARTICIPLE ENDING IN ē¯ OR ēĖ¯ RATHER THAN Č¯ 4HEREFORE IF YOU KNOW THAT THE PAST PARTICIPLE OF ANY GIVEN VERB ENDS IN Č¯ YOU CAN BE SURE THAT ITS AUXILIARY VERB IS NOT ēìĊ  -ANYVERBSINTHISCATEGORYHAVEINTERNALVOWELANDORCONSONANT CHANGES3OMEOFTHEMAREEXTREMELYIRREGULAR 3TUDYTHEFOLLOWINGLISTSOFTHEMOSTCOMMON@ēìĊVERBS4HEYHAVE BEENDIVIDEDINTODIFFERENTGROUPSACCORDINGTOHOWTHEIRPASTPARTICIPLE ISFORMED  0ASTPARTICIPLEENDINGIN ē¯WITHNOFURTHERCHANGES

ĔėĒĉěėć

←

ēĖĒĉě COME

ĔĜijĸėć

←

ēĜijĸ GOBYVEHICLE

*ĔĸijĐĝėć

←

ēĸijĐĝ SLEEP

ĔĐIJĸėć

←

ēĐIJĸ FALL

CANCONJUGATEWITHēąijĈASWELL

Unit 9: How was the trip?

 0ASTPARTICIPLEENDINGIN ē¯WITHVOWELCHANGE

ĔąĎĐąėć

←

ēąìĐą STAY

*ĔĕěĴĉĉėć

←

ēĕěIJĉĉ GROW

ĔĜĴĉĉėć

←

ēĜĖĉĉ BECOME

ĔĸĴĐėć

←

ēĸĪĐ RUN

ĔĆėĐėć

←

ēĆčĐ LIE

ĔďĴĜěėć

←

ēďčĜě CRAWL

ĔČĎĜėć

†

←

ēČìĜ RIDEAHORSE ETC

ĔąĜĴČĝėć

←

ēąĜIJČĝ DIE

CANBEēĕěIJĉĉĖĆASWELL † CANCONJUGATEWITHēąijĈASWELL

 0ASTPARTICIPLEENDINGIN ēĖ¯WITHVOWELCHANGE

ĔėĆĔĴĈėć

←

ēĖĆĔĖĈ HANG

ĔėĒõĉĉĝėć

←

ēĖĒčĉĉĝ SWIM

ĔėĆĔĊĜçĝėć

←

ēĖĆĔčĜçĝ JUMP

 0ASTPARTICIPLEENDINGIN ē¯WITHVOWELANDCONSONANTCHANGE

ĔĖėĊėć

←

ēĚčĊ SIT

ĔćīĐĸėć

←

ēĖčĐĸ mY

137

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

138

 0ASTPARTICIPLEENDINGIN ēĖ¯WITHVOWELANDCONSONANTCHANGE

ĔėćĕijĆėć

←

ēīĆ GOONFOOT

ĔėĕijČĝėć

←

ēīČĝ STAND

ĔėĊĊėć

←

ēìĊ BE

2 Prepositions meaning ‘to’ )N9IDDISHTHEREAREFOURSEPARATEPREPOSITIONS ēīě z ēčĄ z ĉĚ AND ėĪĄ CORRESPONDING TO THE %NGLISH @TO AS IN @) AM GOING TO THE LIBRARYTO )SRAELTO A CONCERT %ACH OF THESE PREPOSITIONS IS USED IN SPECIFIC CONTEXTS SO ONCE YOUVE LEARNT THE DIFFERENCE BETWEEN THEM IT WILL BEEASYTOKNOWWHENTOUSEEACHONE  ēīě IS USED BEFORE GEOGRAPHICAL LOCATIONS WITH THEIR OWN NAME INCLUDING CITIES COUNTRIES REGIONS TOWNS AND VILLAGES &OR EXAMPLE

đčĐĝĉĜčĔĬĜēĜijĸĖĆēčąĎčĄ )TRAVELLEDto*ERUSALEM 4HERE ARE ONLY A FEW EXCEPTIONS TO THIS RULE DISCUSSED IN POINT  ēčĄISUSEDBEFORELOCATIONSWITHINACITYORTOWN USUALLYBUILDINGS SUCHASSHOPS RESTAURANTS CINEMAS LIBRARIES ETC4YPICALLYTHESE KINDSOFPLACESDONOTHAVETHEIROWNUNIQUENAME BUTRATHERARE REFERREDTOBYAGENERALNOUNSUCHAS@THELIBRARYOR@THECINEMA &OREXAMPLE

ēĖĒijĜě¯ĜĖďčąĖĝčć™ čččćĔĎąēĖĆĔIJĆĖĆĉČĕčą $IDYOUGOtoTHE9IDDISHBOOKSTORES %VENIFSUCHALOCATIONHASITSOWNPROPERNAME YOUSTILLUSE ēčĄ RATHERTHAN ēīě EG

đčĜĖĝĈĄĒĔĎąēĖĆĔIJĆĖĆēčąĎčĄ )WENTto-EAH3HEARIM

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Unit 9: How was the trip?

&INALLY BEFORE THE NAMES OF A FEW COUNTRIES ēčĄ IS USED INSTEAD OF ēīě4HESEEXCEPTIONSAREASFOLLOWS

ęìĉĉĝĜĖćĔĎąēĜijĸĖĆēčąĎčĄ )WENTto3WITZERLAND

ĖČčĐĜĖćĔĎąēĜijĸĖĆēčąĎčĄ )WENTto,ITHUANIA

ĖĔ™ čIJĜěĉĄĜĖćĔĎąēĜijĸĖĆēčąĎčĄ )WENTto5KRAINE

← ęìĉĉĝ 3WITZERLAND ← ĖČčĐ ,ITHUANIA ← ĖĔ™ čIJĜěĉĄ 5KRAINE

ēČIJČĝ ĖČěčĔīĄĜIJĸčćĔĎąēĜijĸĖĆēčąĎčĄ ← ēČIJČĝĖČěčĔīĄĜIJĸčć )WENTtoTHE5NITED3TATES

THE5NITED3TATES

.OTETHATTHEDEFINITEARTICLEAPPEARSBEFOREALLOFTHESEEXCEPTIONAL COUNTRY NAMES WHEN THEY ARE IN THE DATIVE CASE THIS MAY HELP YOUREMEMBERTHEM  ĉĚISUSEDINCONJUNCTIONWITHPEOPLE WHETHERREFERREDTOBYTHEIR PROPERNAMEEGĈĔċ zĐċĜ ORBYACOMMONNOUNEGĖĒIJĒ zĜĖĜĖĐ  /FTEN WHEN YOU SAY THAT YOU ARE GOING @TO A PERSON IN 9IDDISH YOU MEAN THAT YOU ARE GOING TO THEIR PLACE OR THEIR HOUSE &OR EXAMPLE

ēćĉćĊěēĖĆĔIJĆĖĆēčąĎčĄ )WENTto$OVID;SHOUSE=

ēĖĒĉĒĜĖćĊěēĜijĸĖĆēčąĎčĄ )WENTtoMYLITERALLYTHE AUNT;SHOUSE=  ėĪĄ IS USED BEFORE WORDS DESCRIBING EVENTS SCHEDULED FOR A PARTICULARTIME EG ĈąčĕĒ z ĈĔĉĞċ z ĖčĚěĖĐ

ĈċĒčûIJĘīąēĖĆĔIJĆĖĆēĖĔĖĊĜčĒ 7EWENTtoACELEBRATION

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3 ĔĬć and ĔĝĴĹ .OTETHATWHILE ēīĆAND ēĜijĸCANBOTHBETRANSLATEDAS@GO THEYARE USEDINDIFFERENTCONTEXTS ēīĆUSUALLYMEANS@GOONFOOTOR@WALK EG

đčĜĖĝĈĄĒēčĄĔėćĕijćėćēčąĎčĄ )WENT;ONFOOT=TO-EAH3HEARIM !DDITIONALLY IT CAN MEAN @GO IN A GENERAL SENSE WITHOUT SPECIFIC REFERENCETOWALKING

ēĖĒčĉĉĝĔėćĕijćėćĉČĕčą $IDYOUGOSWIMMING #ONVERSELY ēĜijĸALWAYSMEANS@TRAVELGOBYVEHICLE

ĐĄĜûčēīěĔĝĴĹėćēčąĎčĄ )WENTTRAVELLED;EGBYPLANE=TO)SRAEL

Exercise 1 Insert the correct auxiliary verbs and past participles, using the infinitives in brackets.

ĐĄĜûčēĉĸ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ćĉć  ĊčĜIJçēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ  đčēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ  ĖĝĊIJĐçĜĖćėĪĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ 4 ēIJĐçijĜĖēIJČčĒ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ 5 ĕĉąijČĪĄēČčĒ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@đčĜĶċčć 6 ĈċĒčûIJėĪĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜēĉĄĈĔċ 7 ēČĜijĆēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉć  ēĉĊĜĖćēĉĸČĪĜ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ 9 ČĖçĝĊčą@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ  

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Unit 9: How was the trip?

Exercise 2 Complete this excerpt from Khane’s journal with the correct prepositions (choose from ēīě,z ēčĄ,z ĉĚ and ėĪĄ).

ĀúħþĊúĐāĆĀħüāþþāĐĦÛ@@@@@@@@@@@@@@@ćĐħĬĀĄħýýĊúĀħüĄÿĐ *ďĊĀħāĄùāùąĊûĊĆ@@@@@@@@@@@@@@@ćğúĄāýýĂāøćĊĆĦþýĎćĐħĬĐāĆħĄy

ĊĎĈĦúāûđāû’āāćûĊĐćýøĉĊāĎďĊĄđāû’āā@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆ ĐāĆąāø@@@@@@@@@@@@@@@ćğúćĊĈĊďĐāĆþāĐĦÛćāøĀĈĞýýĐĊûýĐùćàĆĀàĎ ĊĈğđ@@@@@@@@@@@@@@@ćýøćĊĈĦĐħĀĉĊĐĊĀýú@@@@@@@@@@@@@@@ćğúĂĞøćĊĈĊď xĉĊĆđĀĊĐď

4HE-EDEM"IBLYOTEK-EDEM"IBLIOTHÒQUEISA9IDDISHCENTREIN0ARISWITHAN EXTENSIVERANGEOFCLASSES COURSES ANDCULTURALEVENTSASWELLASA9IDDISHCAFÏ LIBRARY ANDBOOKSHOP

Exercise 3 Complete these sentences with either ēīĆ or ēĜijĸ, as appropriate.

ĐĄĜûčēīěćĔIJĐĆĔĖēĉĸ@@@@@@@@@@@@@@@ČĐijĉĉĖĆČijĈćĉć ČìĉĉĉĚĕĖĊčĄĜĖćijČijČĝēčĄ@@@@@@@@@@@@@@@ĉČĕĔĖě ĈĜčćĜčĄēąĖĐěĜIJçēčĄ@@@@@@@@@@@@@@@ĉĚąčĐČijĈĐċĜ ēIJąĜĖćČčĒ@@@@@@@@@@@@@@@ĉĚąčĐČĝčĔČijĈĈĔċ

   4

Exercise 4 Read the following descriptions of different types of transport and provide the term that best fits the description. The first one has been done.

ĔijđèĴĝė= đčĄČčĒēĖčĐĸēĖěēĖĒ đčēĸĪĄđčĄČčĒČĜijĸĖĒ ĜijČijĒēīěČĝčĔēĉĄĜĖćĖĜīĉĉĚČijĈĕĖ EARTHGROUND ćĜĖĜĖćĜĖČĔĉĄēīĆēĖĒĊĉĒđčĄČčĒēĜijĸĐčĉĉĖĒąĪĄ ĜijČijĒIJēĉĄĜĖćĖĜīĉĉĚČijĈĕĖ ĜijČijĒIJēĉĄēĜčČĜčĸĜĖćijīĉĉĚČijĈĕĖ

   4  5 6

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Dialogue 2 (Audio 1:56) +HANEISCONSIDERINGSIGNINGUPFORANINTENSIVE9IDDISHSUMMER COURSEIN6ILNIUS ,ITHUANIA3HEASKS2OKHL WHOHASDONETHE COURSEBEFORE WHATITWASLIKE

ĕĜĉě¯ĜĖĒĉĊēĸĪĄĖĔĐčĉĉēīěēĜijĸĉĚčĄćáĊčĄĕĖĊIJĉČĕĔīĒ čĄćáĝĒĒĊčĄĕĖĖĆIJĜĸIJĜIJĸĕijĉĉ ČďIJĒĖĆēČĜijćČĕijĈĉćĕijĉĉĕĜĉěĜĖćēĖĉĉĖĆĊčĄčĉĉ ēĉĄĝćĉċIJēĖĉĉĖĆēČĜijćēčąĎčĄĎĖĐČĔīĉĉĖĆĜĖĕĪĄēĖĉĉĖĆĊ襁ĕ ĎĕIJēĸijĜČĖĆąijĈĎčĄČìĚĖĚĔIJĆčćĝčć™ ččČćĖĜĖĆ ąijĈĎčĄ ēĖĆĔIJĆĖĆēĖĔĖĊĜčĒĞĉĔčćĒīĐĜĖĐá ēĉĸēĝČĔĖĒĖČĔIJĕĖĜĖČĔčĄ  ēĆĖĉĉēČIJĜĖĸĖĜ ēĖĉĉĖĆ ēĖĔĖĊĕĖēĉĄēĖĔIJĜijČĕĖĜĎĕIJēčĄēĖĒIJĊĉĚ ČĔĉĉijēćĖčČĖĒáĖĔĐčĉĉēčĄēć™ ččēĉĸĖČďčĝĖĆĜĖć ēĖĊĖĆēČĜijćĉČĕijĈĕijĉĉ ēīĝČijČĝčćĊčĄ ĜĖČĐIJĜĖćēčĄČĔĪĉĉĖĆąijĈĎčĄěčČďĖĜçĊ襥ČčĐćđčĐĝĉĜčĪĄ ĜijčČĜĖćĔĉĈėĔčĸĜĖćijĜčĸĞĉċçĐēĖĔĖĊēČĜijćđčĔčĔą ĎĕIJČijČĝ ēčĄēĖĆĔIJĆĖĆēĉĄēĖĖĸIJěēčĄēĕĖĊĖĆēčąĎčĄ ĐĉĸĜčĐijěĜĖīĊēĉĄČĐIJ ĜĖīĊĎĪĄĊčĄČijČĝĜĖćēĉĸĖČďčĝĖĆ Ėĝčć™ čččćĕĖčĜĖĐIJĆ¯ČĕĔĉě ēĉĸĜĖČĖĒ ČĜĖćĔĉĈĜijç IJĜijĔČĔĪĉĉĖĆČijĈēĉĄĆĜĖĔĐčĉĉĜĖćĎìĜ  ĜĖćĐĝĒĐ ¯ěčĜĖĪĜČēĖĉĉĖĆĖČďčĝĖĆčćĊčĄĐijĒIJĈĜčćēìĒ ijČĖĆĜĖĔĐčĉĉēĉĸĆĔIJĆĔìĜIJđĉĚČĔĖijĔĜĖīĊĊčĄČĖČčĕĜĖĉĉčĔĉĄ ĕĖčěĚĖĐčćēĖĉĉĖĆēĖĔĖĊčĉĉ ēīĐIJĕĜĉěēČčĒĕijĉĉēĉĄ ČĝčĔąijĈĎčĄ¯ĖĐIJėĪĄēĖĉĉĖĆČĝčĔēčąĎčĄĕĖčĚěĖĐčćĪĄ čĜĸĜĖćēčĄČĖąēĉĸēďčĜěĕĪĜIJ ČĔĖěĖĆ

Ĕċ Ĉ Đ ċĜ Ĕċ Ĉ ĐċĜ

ĈĔċ ĐċĜ

ĈĔċ ĐċĜ

Vocabulary WORTHWHILE ADVISABLE 6ILNIUS SUMMER REALLY CONTRACTIONOF ĕĖ EXTRAORDINARYAMAZING

čĄćá

čćĖĔĐčĉĉ ĕ=ē¯ ĜĖćĜĖĒĉĊ ĝĒĒ ĕ ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ

TOMEET

ēĸijĜČĖĆēĸĖĜČ

COUNTRY

Ğĉ¯ čćĈĔčćĒ

143

Unit 9: How was the trip?

LECTURE HISTORY EACH EVERYSEELANGUAGEPOINT 6ILNIUSLITERALLY*ERUSALEMOF,ITHUANIA GORGEOUS

ē¯ ĜĖćČIJҔĜĖĸĖĜ ĕ¯ čćĖČďčĝĖĆ MASCULINEACCUSATIVE ēćĖč

ĄČčĐćđčĐĝĉĜč ěčČďĖĜç

BUILDING

đč¯ ĕijć=ĜĖćēčĔą

ATLEAST

ĞĉċçĐ

COLOURFUL ARTGALLERY 4HE6ILNA'AON 2ABBI%LIJAHBEN 3HLOMO:ALMANSEECULTUREPOINT METRE SAD FOREXAMPLE ENTRANCE CLOSE OF6ILNIUSSEELANGUAGEPOINT GHETTO ITSELF TOCRAWLOUTSEELANGUAGEPOINT 5NIT

ĐĉĸĜčĐijě ĕ¯ čćĖčĜĖĐIJĆ¯ČĕĔĉě ēĉĄĆĜĖĔĐčĉĉĜĖć ĕ¯ ĜĖćĜĖČĖĒ ěčĜĖĪҔĜČ ĐĝĒĐ ēĖ¯ ĜĖćĆĔIJĆĔìĜIJ ČĔĖijĔ ĜĖĔĐčĉĉ ĕ¯ ĕijć=čćijČĖĆ ēīҔĐIJ ēďčĜěĕĪҔĜIJ

Language points 4 Lengths of time )N9IDDISHWHENYOUSAYHOWLONGSOMETHINGLASTEDYOUDONTUSEAPRE POSITIONLIKE%NGLISH@FOR9OUSAWTHISIN$IALOGUE WHEN2OKHLSAID

ĝćĉċIJēĖĉĉĖĆēČĜijćēčąĎčĄ )WASTHERE;FOR=AMONTH )F THE NOUN DESCRIBING THE AMOUNT OF TIME HAS AN ASSOCIATED ARTICLE ANDORADJECTIVE THESEWILLBEINTHEACCUSATIVE

ĝćĉċĔĚĔIJĆĒėĈēĖĉĉĖĆēČĜijćēčąĎčĄ )WASTHERE;FOR=THEWHOLEMONTH

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

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5 Large numbers and dates ,ARGE NUMBERS IN 9IDDISH ARE VERY EASY TO FORM (ERE ARE SOME EXAMPLES

ĕĔīĄ ēĉĄČĜĖćĔĉĈ īĉĉĚ ēĉĄČĜĖćĔĉĈ ēĖĚ ēĉĄČĜĖćĔĉĈ ėĐĖ ēĉĄČĜĖćĔĉĈ ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ēĉĄČĜĖćĔĉĈ ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄēīĄČĜĖćĔĉĈ ěčĕìĜć ēĉĄČĜĖćĔĉĈ ěčĚĔìĔēĉĄēìĔČĜĖćĔĉĈ ČĜĖćĔĉĈīĉĉĚ ĕĔīĄ ēĉĄČĜĖćĔĉĈīĉĉĚ ČĜĖćĔĉĈìĜć ČĜĖćĔĉĈēìĔ ĜĖ¯ ĜĖćČĔĊĪČ ČĜĖćĔĉĈīĉĉĚČĔĊĪČ ěčĚĜĖĸēĉĄėĔčĸČĜĖćĔĉĈìĜćČĔĊĪČ ČĔĊĪČīĉĉĚ ČĔĊĪČČĜĖćĔĉĈ ēĖ¯ ĜĖćēijčĐčĒ ē¯ ĜĖććĜIJčĐčĒ

                            

$ATESCANBEREADINTWOWAYS BOTHOFWHICHAREEQUALLYACCEPTABLE 4HEFIRSTWAYRESEMBLES%NGLISH

ěčĚďIJēĉĄėĔčĸēĚĔìĔ



4HESECONDWAYISABITDIFFERENTFROM%NGLISH

ěčĚďIJēĉĄėĔčĸČĜĖćĔĉĈēìĔČĔĊĪČ



&ORDATESINTHETWENTY FIRSTCENTURY THEREISONLYONEPOSSIBILITY

ēĚĸĉĸČĔĊĪČīĉĉĚ



145

Unit 9: How was the trip?

6 ĔėĊĊėćĔėĕėċ=ċĎąĖė (There was/were) 4OSAY@THEREWASWEREINTHEPAST FOLLOWTHESESTEPS  4AKE THE PRESENT TENSE EXPRESSION ijć ĊčĄ ĕĖ OR ijć ēĖĔìĊ=ēĖĔĖĊ ĕĖ ANDREMOVETHE ijć  0UTTHEVERBINTOTHEPASTTENSE9OUENDUPWITH

ēĖĉĉĖĆĊčĄĕĖ

THEREWAS Example

ČijČĝĜĖČĐIJĜĖćēčĄēIJĜijČĕĖĜĜĖČĉĆIJĔėĊĊėćċĎąĖė There wasAGOODRESTAURANTINTHE/LD#ITY

THEREWERE Example

ēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ ĖĔĐčĉĉēčĄēć™ ččēĆĖĉĉēČIJĜĖĸĖĜĔėĊĊėćĔėĕėċĖė There wereLECTURESABOUT*EWSIN6ILNIUS

4OMAKETHISEXPRESSIONNEGATIVE PUT ČčĔ=ČĝčĔAFTER ĊčĄOR ēĖĔìĊ=ēĖĔĖĊ AND REMEMBER TO ADD ēīě BEFORE THE NOUN WHETHER SINGULAR OR PLURAL THEREWASNT Example

ĔĬĜēĖĉĉĖĆčĞĎĕĊčĄĕĖ ĜĖćēčĄēIJĜijČĕĖĜĜĖČĉĆĔĬĜĔėĊĊėćčĞĎĕċĎąĖė ČijČĝĜĖČĐIJ There wasnoGOODRESTAURANTINTHE/LD#ITY

THEREWERENT Example

ĔĬĜēĖĉĉĖĆčĞĎĕēĖĔìĊ=ēĖĔĖĊĕĖ ĖĔĐčĉĉēčĄēć™ ččēĆĖĉĉēČIJĜĖĸĖĜĔĬĜĔėĊĊėćčĞĎĕĔėĕėċĖė There weren’t anyLECTURESABOUT*EWSIN 6ILNIUS

7 Declining ĝėĈėĎ (each/every) 4HEADJECTIVE ĜĖćĖčEACHEVERY ISLIKEOTHERADJECTIVESEXCEPTINTWO RESPECTS  )THASNOBASEFORMITALWAYSAPPEARSDIRECTLYBEFOREANOUNAND THUS ALWAYS HAS A GENDER AND CASE SUFFIX EG ēIJĒ ĜĖćĖč z ĸ ĖćĖč ĪĜ z ēIJĒēćĖčČčĒ 

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

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 4HENEUTERNOMINATIVEACCUSATIVEFORMIS ĕĖćĖč WHICHISDIFFERENT FROMMOSTOTHERADJECTIVES&OREXAMPLE

ĜijčĖėćĖčĖĔĐčĉĉēīěĜijĸĎčĄ )GOTO6ILNIUSEVERYYEAR

8 Declining ĝėĕĬą (one) 4HENUMBER ēīĄONE CANBEUSEDLIKEANOUN ASIN ĖĔìĒēĉĸĝėĕĬą đčĜĶċ one OF MY FRIENDS  )N SUCH CASES IT TAKES GENDER AND CASE SUFFIXES USUALLY FOUND WITH ADJECTIVES AS SHOWN IN THE FOLLOWING TABLE

$ATIVE

!CCUSATIVE

ĒėĔīĄ

.OMINATIVE

ĝėĔīĄ

-ASCULINE

ĝėĔīĄ

ėĔīĄ

&EMININE

ĒėĔīĄ

ĖĔīĄ

.EUTER

(EREARESOMEEXAMPLESOFTHISUSAGE

ĈĔĉĞċĜĖćėĪĄēĖĒĉěĖĆĊčĄđčĜĶċĖĔìĒēĉĸĝėĔīĄ /NEMASCULINENOMINATIVE OFMYFRIENDSCAMETOTHE WEDDING

ČĜijćđčĜĶċĖĔìĒēĉĸĒėĔīĄēĖĊĖĆąijĈĎčĄ )SAWONEMASCULINEACCUSATIVE OFMYFRIENDSTHERE

ĜĖČĕĖĉĉĝĖĔìĊēĉĸĝėĔīĄČčĒēĕĖĊĖĆĊčĄĜĖ (EWASSITTINGWITHONEFEMININEDATIVE OFHISSISTERS

9 Adjectives based on place names !DJECTIVESBASEDONNAMESOFCITIESORCOUNTRIES EGĜĖĔĐčĉĉ zĜĖĒĖĐĖď z ĜĖĔIJěčĜĖĒIJ !MERICAN ĜĖĔIJěčĕěĖĒ -EXICAN USUALLY END IN ĜĖ¯ ANDDONTDECLINE EGijČĖĆĜĖĔĐčĉĉĜĖć zĪĜĸĜĖĔĐčĉĉčć zćĔčěĜĖĔĐčĉĉĕijć z đčĔčĔąĜĖĔĐčĉĉčć z ijČĖĆĜĖĔĐčĉĉđĖć

147

Unit 9: How was the trip?

Culture point Jewish Vilnius 6ILNIUS ,ITHUANIA OFTEN REFERRED TO IN 9IDDISH AS ĄČčĐć đčĐĝĉĜč *ERUSALEM OF ,ITHUANIA HAS A RICH *EWISH HISTORY DATING BACK TO AT LEAST THE SIXTEENTH CENTURY )T WAS A CENTRE OF *EWISH RELIGIOUS LEARNING AND THE HOME OF MANY FAMOUS YESHIVAS )N THE EIGHTEENTH CENTURYITBECAMETHESEATOFTHE-ISNAGDIM OROPPONENTSOF(ASIDISM AND THE *EWISH %NLIGHTENMENT UNDER THE LEADERSHIP OF THE GREAT 4ALMUDIC SCHOLAR 2ABBI %LIJAH BEN 3HLOMO :ALMAN n COM MONLY KNOWN AS THE 6ILNA 'AON )N THE LATE NINETEENTH AND EARLY TWENTIETHCENTURIES6ILNIUSDEVELOPEDATHRIVINGSECULAR*EWISHCULTURE WITHAVIBRANT9IDDISHPRESSASWELLASAWEALTHOFLITERATURE MUSIC AND ARTISTIC ACTIVITIES INCLUDING THE 9)6/ THE RENOWNED 9IDDISH ACA DEMICINSTITUTE)NTHEINTER WARPERIOD*EWSCOMPRISEDAPPROXIMATELY  PER CENT OF THE CITYS POPULATION $URING THE (OLOCAUST THE *EWS WERE CONFINED TO THE 6ILNA GHETTO AND MOST WERE SUBSEQUENTLY DEPORTED TO CONCENTRATION CAMPS OR MURDERED 4ODAY THE *EWISH COMMUNITY OF 6ILNIUS NUMBERS ROUGHLY   MANY OF WHOM ARE 9IDDISHSPEAKERS

Exercise 5 Answer the following questions in Yiddish about your most recent holiday.

ēĜijĸĖĆĉČĕčąēčĈôĉĉ ēąčĐąĖĆĉČĕčąĆĔIJĐčĉĉ ēĜijĸēČĜijćČĐijĉĉĖĆĉČĕijĈĕijĉĉĜIJĸ ĜĖćijēIJąĜĖćČčĒijČĪĄēIJČčĒēIJĐçijĜĖēIJČčĒēĜijĸĖĆĉČĕčą ĕĉąijČĪĄ ēČčĒ ēĖĊĖĆĉČĕijĈĜĖČĜĖĖĜĖĕijĉĉ

      4

 5

Unit 9: ĉėĎĖĕĎĈĔėĊĊėćċĎąĎĊĊ

148

Exercise 6

(Audio 1:57)

Use the following prompts to describe what there was and wasn’t at the Yiddish summer course that Rokhl attended. Example

đìąēĝČĔĖĒĎĕIJēĖĉĉĖĆēĖĔĖĊĕĖ ← ēĝČĔĖĒĎĕIJ ĕĜĉě¯ĜĖĒĉĊ ĕĜĖĜĖĐĖČĉĆ ĕĖěčĔćĉĔēīěČĝčĔ ēČIJĜĖĸĖĜĖČĔIJĕĖĜĖČĔčĄ čĜĸĜĖćēčĄĕĖčĚěĖĐĐčĸĉĚ ČìĚĖìĜĸēīěČĝčĔ ČĖąĜIJĒīĈĖĜĖĉĉĝĎĕIJ

   4 5 6

Exercise 7 Say what there was and wasn’t on your last holiday, using the expressions ēĖĉĉĖĆČĝčĔĊčĄĕĖ=ēĖĉĉĖĆĊčĄĕĖ. Example đčĔčĔąĖĔīĝĎĕIJēĖĉĉĖĆēĖĔĖĊĕĖ

Exercise 8 Read the following dates aloud.        4  5  6  7    9   

Unit 9: How was the trip?

Supplementary text (Audio 1:58) 4HISISAFOLK TALEABOUTAMANSTRAVELSINSEARCHOFATREASURE

ĜĎĝĆĝėĊĊėĞĝijĊĊĝėĈĝėčĕĊąĝěĊąĝėĈ ěčĊìĄēĉĊĕĐěĖčěčĊìĄēĕīĈĖĆČijĈĕijĉĉć™ ččIJēĖĉĉĖĆĐùijĒIJĊčĄĕĖ ĜĚĉĄēIJČĆčĐĕĖĊIJČĒĉĐċĖĆČďIJĔēīĄČijĈĜĖđĖĜijĜĖīĊēĖĉĉĖĆĊčĄ ěčĜąĜĖĉĉĖĝĜIJĉĉĜĖćĜĖČĔĉĄ  ĉĚēĖĒĉěĖĆĊčĄĜĖěčĜąčćēĖĔčĸĖĆĉĚčćáĖĝĜIJĉĉēīěēĜijĸĖĆĜĖĊčĄ  ēčĄĜĚĉĄđĖćēĖĊĖĆČijĈĜĖôĉĉČĜijĕijćČďĉĊĖĆČijĈēĉĄěčĜąĜĖć ěčĊìĄČĜijĕijćČčĈĖĆēĉĄēĖĔIJČĝĖĆČĜijćĊčĄČIJćĐijĕIJĜĖąijđĉĐċ ēīĆěĖĉĉIJČĖĉĉČIJćĐijĕĜĖćĊIJČĸijĈĖĆēĉĄČĜIJĉĉĖĆČijĈ ĊčĄēĉĄěčĜąĜĖćėĪĄČīČĝĝČĔĖĒIJĊIJēĖĊĖĆČijĈČIJćĐijĕĜĖć  ĐčĉĉĜĖĕijĉĉēěčĊìĄČĆĖĜĸĖĆČijĈĜĖČĉČĜĖĕijĉĉēĖĊĉĚēĖĆĔIJĆĖĆ ĜĚĉĄēIJēĉĸČĒĉĐċĖĆČijĈĜĖĊIJĞĒĄđĖćČĆijĊĖĆđčĄČijĈěčĊìĄ ēīĐIJĎčĄĜIJĔIJČĕčąĉćČĆijĊĖĆČijĈČIJćĐijĕĜĖćěčĜąĜĖćĜĖČĔĉĄ ĜĖćēčĄēĉĉĪĄēĜĖČĔčĈČĆčĐĕijĉĉĜĚĉĄēĕĪĜĆIJēĉĸČĒĉĐċĖĆēČďĖĔąijĈ ĊIJČĝčĔČĕīĈĕijćĜĖąijēĉĊĕĐěĖčěčĊìĄČĕīĈĕijĉĉć™ ččIJēĉĸđīĈ ĜĚĉĄđĖćēďĉĊĉĚčćáēĜijĸĔčĈIJėĜIJćĎčĄ ēĜĖČĔčĈĜĚĉĄēĕĪĜĆIJēĖĔĉĸĖĆČijĈĜĖ*ēĜijĸĖĆĒīĈIJěčĊìĄĊčĄ  ĎìĜĜĖīĊēĜijĉĉĖĆĊčĄēĉĄēĉĉĪĄ

∗

TRAVELLEDHOMESEELANGUAGEPOINT 5NIT

149

Unit Ten

ĔėĬĕĞĈđijĆčėĊĊĖė It’s going to snow soon!

In this unit you will learn: s s s s s s s s

HOWTOTALKABOUTTHEWEATHERANDSEASONS HOWTOTALKABOUTTHEFUTURE THEMONTHSOFTHEYEARANDTHE*EWISHCALENDAR THEFUTURETENSE THEEXPRESSION đĉĜIJēčĄINTIME HOWREDUNDANT ĕĖISUSED ABOUTINVERSIONSOFSUBJECTANDVERB WORDSFOR@THISAND@THAT

Dialogue 1 (Audio 2:1) )TSAFREEZINGWINTERDAY+HANEAND2OKHLAREDREAMINGOF SUMMER BUT$OVIDISHAPPYWITHTHECOLDWEATHER

ĐijĒIJĎijĔČĖĉĉēĉĊčćĊčąĆĔIJĐčĉĉĜĖČĔčĉĉđĖćČĔìĸąijĈĎčĄ ēĖĔìĝ ĎčĄČĒĉěđĖĜĉČĝĜĖĕĪĜĆIJĊIJČĜĖĈĖĆąijĈĎčĄĎijĜąIJĊčĄ ĕijč đĉĜIJĈĖĝĜijçIJēčĄēĖīĔĝēąīĈĔijČĖĉĉ ĕĖĊIJēīĒ ĎĪĄ ČĖĉĉĕĖĊIJėijĈĎčĄĜIJąĜĖćĔôĉĉēìĊČĖĉĉĕijć īĔĝ đĖĜĉČĝIJ ēĚčĐą ēĉĄēĜĖĔĉć ĜĖČĖĉĉēďĖĐěĖĜĝIJĊIJąčĐĖěIJČĉČĕijĈ ĕijĉĉ ĎčĄēĉĄēĉĊčćąčĐĪĊIJČĝčĔąijĈĎčĄĜĖČĔčĉĉąčĐĪĊIJąijĈĎčĄijč đĖĜIJĉĉĉĚēìĊČĝčĔČĖĉĉĜĖĒĉĊ ĜĖćĊIJėijĈ

ĐċĜ ĈĔċ ćĉć Ĕċ Ĉ ćĉć

151

Unit 10: It’s going to snow soon!

ĜĖĒĉĊēĸĪĄēČĜIJĉĉĜĖćČĝčĔĎčĊēĖěĎčĄ ĉČĕćĖĜĖĝĊĕijĉĉ čćēĕĪĜćēčĄēĚčĊĐĖĉĉĎčĄĕīĈĜĖīĊēìĊČĖĉĉ ĕĖĊIJėijĈĎčĄ  ČìĚĖĚĔIJĆ ēīĆēĖĔĖěēĐĖĉĉĜčĒēĉĄēĖĔIJĒijĜēĖĔĖīĐēĉĄēČĜijĆēčĄēĆčĐĐĖĉĉĎčĄ ěĜIJçēčĄ ēĜčĚIJçĝ ēčĄēĜčĚIJçĝēīĆČĚčĄĐĖĉĉĎčĄ ĜĖĒĉĊēĊčąēČĜIJĉĉĜčĄČĖĉĉĕijĉĉĜIJĸ ěĜIJç ĐĉĸĊčĄĐĒčĈĜĖćČĔčĉĉĜĖćČĊijĐąĕĖēĆĖĜIJČīĆĕĖ ĖĆĉĝĒĉČĕčą ēĖīĔĝćĐIJąČĖĉĉĕĖēĉĄĕĔěĐijĉĉ ČčĒ ĜčĚIJçĝIJĜIJĸĜĖČĖĉĉĜĖĜIJąĜĖćĔôĉĉIJĊčĄĕĖĪĔĖĆijč

Vocabulary TOHATESEELANGUAGEPOINT 5NIT FOR EXPLANATIONOFHOWTOFORMTHEPAST TENSEOFTHISTYPEOFVERB WINTER WILLSEELANGUAGEPOINT TOSTARTSEELANGUAGEPOINT 5NIT FOR EXPLANATIONOFHOWTOFORMTHEPAST TENSEOFTHISTYPEOFVERB TOSHINE DISASTER STORM

ēąijĈČĔìĸ

ĕ=ē¯ ĜĖćĜĖČĔčĉĉ ČĖĉĉ ēąīĈĔijҊ

Č¯ĖĆēĖĔìĝ ē¯ ĜĖćĎijĜą ĕ¯ ĜĖćđĖĜĉČĝ

TOSNOW

Č¯ĖĆēĖīĔĝ

INTIMESEELANGUAGEPOINT

đĉҔĜIJēčĄ

WONDERFUL

ĜIJąĜĖćĔôҔĉĉ

TOHOPE

Č¯ĖĆēĸijĈ

TOTHUNDER

Č¯ĖĆēĜĖĔĉć

LIGHTNINGAVERBWITHNO%NGLISHEQUIVALENT

Č¯ĖĆēĚčĐą

WARM OUTSIDE TOWALKTOTAKEAWALKSEELANGUAGE POINT 5NIT FOREXPLANATIONOF HOWTOFORMTHEPASTTENSEOFTHIS TYPEOFVERB

đĖĜIJĉĉ ēĕĪĜćēčĄ ēĜčĚIJçĝ

ĐċĜ

ĈĔċ ćĉć ĐċĜ ćĉć

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

152

ē¯ ĜĖćČĔčĉĉ

WIND

ē¯ĖĆēĊijĐą

TOBLOW

ĕ¯ ĜĖćēěĐijĉĉ

CLOUD

ĪҔĔĖĆ

EXACTEXACTLY

ē¯ ĜĖćĜčҔĚIJçĝ

WALK

Idioms )TSRAININGLITERALLYITGOES ARAIN  )TSSNOWINGLITERALLYITGOES ASNOW  /HNO
(OWAWFUL
)CANTWAITFOR 

ēĆĖĜIJČīĆĕĖ īĔĝIJČīĆĕĖ ĎijĜąIJ  ėĪĄēČĜIJĉĉĜĖćČĝčĔĎčĊēĖěĎčĄ

Additional vocabulary TOMORROW THEDAYAFTERTOMORROW SPRING AUTUMN

ēĆĜijĒ ēĆĜijĒĜĖąčҔĄ ēĖ¯ ĜĖćĆĔčĐčĜĸ ĕ¯ ĜĖćēĖčĕijē¯ ĜĖćČĕąĜIJĈ

(EREARETHEMONTHSOFTHEYEARIN9IDDISHACCORDINGTOTHE'REGORIAN CALENDAR!LLMONTHNAMESAREMASCULINE *ANUARY &EBRUARY -ARCH !PRIL -AY *UNE *ULY !UGUST 3EPTEMBER /CTOBER .OVEMBER $ECEMBER

ĜIJĉĔIJҔč ĜIJĉĜąĖҔĸ ęĜIJĒ ĐčҔĜçIJ ìĒ čĔĉč čĐĉč ČĕĉĆĪĄ ĜĖąĒĖČçĖĕ ĜĖąijČěij ĜĖąĒĖĉĉijĔ ĜĖąĒĖĚĖć

153

Unit 10: It’s going to snow soon!

Language points 1 The future tense 4HE 9IDDISH FUTURE TENSE IS VERY EASY )T IS FORMED WITH A SPECIAL AUXILIARY VERB THAT CORRESPONDS TO %NGLISH @WILL AND CONJUGATES LIKE ANIRREGULARVERBINTHEPRESENTTENSE 0LURAL

ĔĐĖĉĉĜčĒ 7EWILL

čĖĉĉĜčĄ 9OUWILL

ĔĐĖĉĉīĊ 4HEYWILL

3INGULAR STPERSON PLURAL

ĐĖĉĉĎčĄ )WILL

NDPERSON čĖĖĉĉĉć PLURAL 9OUWILL RDPERSON PLURAL

čĖĉĉĕĖ=čĊ=ĜĖ (ESHEITWILL

STPERSON SINGULAR NDPERSON SINGULAR RDPERSON SINGULAR

4HEREARETHREEPOINTSTOREMEMBERABOUTTHISFUTUREAUXILIARYVERB  )T HAS NO INFINITIVE AND DOES NOT CONJUGATE IN ANY OTHER TENSES ITSONLYUSEISTOINDICATEFUTURETENSE  4HE Đ OF THE BASE DISAPPEARS IN THE SECOND AND THIRD PERSON SINGULARANDSECONDPERSONPLURAL  )T IS EASY TO CONFUSE THIS FUTURE AUXILIARY VERB WITH THE IRREGULAR MODAL VERB ēĐĖĉĉ TO WANT  *UST REMEMBER THAT THE PRESENT TENSE FORMS OF ēĐĖĉĉ DIFFER FROM THE FUTURE AUXILIARY VERB IN THAT THEY ALL HAVEA čEG ĐčĉĉĎčĄ ANDA ĐEG Đčĉĉ ĜĖ  4AKE THE FORM OF THE AUXILIARY VERB THAT MATCHES THE SUBJECT OF THE SENTENCE AND PLACE THE VERB YOU WANT TO MAKE FUTURE DIRECTLY AFTER IT INTHEINFINITIVE4HERESULTINGFUTUREVERBLOOKSLIKETHIS

ēČĜijĆēčĄĔćĎđđėĊĊĎčĄ )ll lieIN;THE=GARDEN

ĔĝėĕĊĈčėĊĊĕĖ )Twill thunder

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

154

4ONEGATEAFUTUREVERB PLACE ČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERBAND INFINITIVE EG

ēĜĖĔĉćčĞĎĕčėĊĊĕĖ )Twon’tTHUNDER &INALLY REMEMBER THAT THE 9IDDISH FUTURE TENSE CAN CORRESPOND TO %NGLISH@WILLAND@GOINGTO DEPENDINGONTHECONTEXT

2 The expression ĒĊĝijĔĎą (in . . . time) )N$IALOGUE+HANESAID

ĒĊĝijĉėĞĝĴèijĔĎąēĖīĔĝēąīĈĔijČĖĉĉĕĖ )TSGOINGTOSTARTSNOWINGin a few hours’ time 4HE EXPRESSION đĉĜIJēčĄ IS USED FOR SAYING WHEN SOMETHING IS GOINGTOHAPPENINTHEFUTURE*USTINSERTTHEAMOUNTOFTIMEINTOTHE BLANKINTHEMIDDLE (EREARESOMEMOREEXAMPLES INAMINUTESTIME INTHREEHOURSTIME INFOURDAYSTIME INAWEEKSTIME INTWOWEEKSTIME INAMONTHSTIME INSIXMONTHSTIME INAYEARSTIME INTENYEARSTIME

đĉĜIJČĉĔčĒIJēčĄ đĉĜIJĈĖĝìĜćēčĄ đĉĜIJĆĖČĜčĸēčĄ đĉĜIJĎijĉĉIJēčĄ đĉĜIJēďijĉĉīĉĉĚēčĄ đĉĜIJĝćĉċIJēčĄ đĉĜIJđčĝćċĕěĖĊēčĄ đĉĜIJĜijčIJēčĄ đĉĜIJĜijčēĖĚēčĄ

3 ĔíċčėĊĊĖė (there will be) 4HEFUTUREEQUIVALENTSOFijćĊčĄĕĖANDijćēĖĔìĊ=ēĖĔĖĊĕĖAREASFOLLOWS THEREWILLBE SINGULAR Example

ēìĊČĖĉĉĕĖ ēĆĜijĒěĜijč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆIJĔíċčėĊĊĖė There’s going to beABIGSTORMIN.EW9ORK TOMORROW

155

Unit 10: It’s going to snow soon!

ēìĊēĐĖĉĉĕĖ

THEREWILLBE PLURAL Example

ĎijĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕIJĔíċĔđėĊĊĖė There are going to beLOTSOFSTORMSNEXTWEEK

.OTE THAT AS IN THE PAST IN THE FUTURE ijć DISAPPEARS FROM THE EXPRESSION 4OMAKETHISNEGATIVE PUT ČčĔ=ČĝčĔBETWEENTHEAUXILIARYVERBAND ēìĊ REMEMBERINGTOADD ēīěINTHEAPPROPRIATEPLACE&OREXAMPLE

ēĆĜijĒěĜijč¯ĉčĔēčĄđĖĜĉČĝĜĖĕĪĜĆĔĬĜēìĊčĞĎĕČĖĉĉĕĖ 4HEREisn’tGOINGTOBEABIGSTORMIN.EW9ORKTOMORROW

ĎijĉĉĖěčćĔĖĒĉěčćĕĒĖĜĉČĝĎĕĔĬĜēìĊčĞĎĕēĐĖĉĉĕĖ 4HEREaren’tGOINGTOBELOTSOFSTORMSNEXTWEEK

4 Redundant Ėė 4HEWORDĕĖCANBEUSEDINTHREEDIFFERENTWAYSIN9IDDISH9OUHAVE ALREADYENCOUNTEREDTWOOFTHESEUSAGES BOTHOFWHICHMIRROR%NGLISH  ASAPRONOUNREFERRINGTOANEUTERSUBJECT Example

ČĉĆĊčĄĖė ItISGOOD

←

ČĉĆĊčĄďĊĆĖĴĈ The bookISGOOD

 AS A @FILLER WORD TO START THE SENTENCE WHEN THERE IS NO ACTUAL SUBJECT Example

ēĕĪĜćēčĄČĐIJěĊčĄĖė ItSCOLDOUTSIDE

(OWEVER ĕĖCANALSOBEUSEDINSENTENCESTHATALREADYHAVEASUBJECT&OREXAMPLE IN$IALOGUE 2OKHLSAID

čĕĎĊĊĝėĈČĊijĐąĖė The windISBLOWING )N THIS SENTENCE ĕĖ IS NOT STRICTLY NECESSARY BECAUSE THE SENTENCE ALREADYHASASUBJECT ČĔčĉĉĜĖć4HIS@REDUNDANTOR@EXPLETIVEUSEOF ĕĖ IS EXTREMELY WIDESPREAD IN 9IDDISH )T IS PARTICULARLY COMMON IN SENTENCES REFERRING TO WEATHER AND THE BODY BUT IT IS ACCEPTABLE IN MANY OTHER CONTEXTS ASWELL4HISUSEOF ĕĖISOPTIONALANDDOESNT

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

156

REALLY CHANGE THE MEANING OF THE SENTENCE BUT BECAUSE IT IS SO FREQUENTYOUSHOULDLEARNTORECOGNIZEIT ANDASYOUPROGRESSINYOUR STUDYOF9IDDISHYOULLSTARTTOUSEITNATURALLY)FYOUSTARTASENTENCE WITHREDUNDANTĕĖ JUSTREMEMBERTHATTHEVERBCOMESNEXT ANDONLY AFTER IT THE @REAL SUBJECT 4HE FOLLOWING SENTENCES SHOW YOU FURTHER EXAMPLESOFTHISUSAGE.OTETHATTHE%NGLISHTRANSLATIONISTHESAME WHETHERORNOT ĕĖISUSED

ēĉĊčćČĔìĝĖė

←

4HESUNISSHINING

ēĆĖĜIJČīĆĖė

4HESUNISSHINING ←

)TSRAINING

çijěĜĖćīĉĉČĉČĖė

!PERSONSCOMING

ČīĆēĆĖĜIJ )TSRAINING

←

-YLITERALLYTHE HEADHURTS

ĝČĔĖĒIJČĒĉěĖė

ČĔìĝēĉĊčć

īĉĉČĉČçijěĜĖć -YLITERALLYTHE HEADHURTS

←

ČĒĉěĝČĔĖĒIJ !PERSONSCOMING

Exercise 1 Insert the correct forms of the future auxiliary verb into this excerpt from Khane’s journal.

āþĄàýýąýĐĦćăħýýĐħÛĦćāøĪāĪħ¨ĄßćğďćĐħĬ@@@@@@@@@@@@@@@@ĄÿĐ ĀúĊĐĬĊúāþùħüĂāøćħûĈħĄćāøĐĊĀĈāýýćĀĄĦďąĊûĀĈàĬĀħü x ĪāĪħ¨Ąßćāøćàþ@@@@@@@@@@@@@@@@ýûćĊýýćħĀýû@@@@@@@@@@@@@@@@ĉħýýy ùħüĂāøxąāĐĪÿýĎćğú@@@@@@@@@@@@@@@@ĂāøyĀĐĊĬĀĈĊĊúĀħüĄÿĐ úĀħþĊúĀħüĄÿĐx ćĊĆĦþýĎćħĀĐāø@@@@@@@@@@@@@@@@ĉħýýyĀúĊĐĬĊú @@@@@@@@@@@@@@@@ğþćýøćĊĈĦĐħĀĉĊĐĊĀýúćāøćğú@@@@@@@@@@@@@@@@ĐāĆy ĐĊûċĞøćúāĄĂĞø@@@@@@@@@@@@@@@@ĐāĆąāĄđýĐāćğďĐāĆĀāĆćĐħĬ ĂāøćýøĐĊûğĄďĊĆĊĐĦýýćğďćúħĐĀĀđāĈ@@@@@@@@@@@@@@@@ĂāøĊđþĦĄÛ ćāøĐāĆċĞøĀĐĦýýĉħýýĀĊùĐĦĐĊûćúĊýýćĀăĦĐĀĀđāĈ@@@@@@@@@@@@@@@@ xąğüĐĊû

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Unit 10: It’s going to snow soon!

Exercise 2

(Audio 2:2)

Answer the following questions in Yiddish using the future tense.

ēĆĜijĒēĆĖĜIJēīĆČĖĉĉĕĖĊIJĉČĕĔīĒ đĉĜIJĝćĉċIJēčĄĜĖČĖĉĉĜĖćēìĊČĖĉĉčĉĉ đĉĜIJđčĝćċĕěĖĊēčĄēìĊĉČĕĖĉĉôĉĉ đĉĜIJĜijčIJēčĄĕĜĉě¯ĜĖĒĉĊIJėĪĄēĜijĸĉČĕĖĉĉ đĉĜIJĜijčėĔčĸēčĄēĖĔĪĉĉČĕĖĉĉĉćôĉĉĉČĕīĉĉ đĉĜIJĜijčČĜĖćĔĉĈēčĄĕīĈĜĖīĊēìĊČĖĉĉĜĖČĖĉĉĜĖćĊIJĉČĕĔīĒ

Exercise 3 Describe what the weather is like in the following pictures.

    5 6

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

158

Exercise 4 Rewrite these sentences using redundant ĕĖ.

ČīĆīĔĝIJ ČĒĉěđĖĜĉČĝIJ īĉĉĜčĒČĉČĊćĐIJĈĜĖć ČĔìĝēĉĊčć ČĊijĐąČĔčĉĉIJ

    5

Dialogue 2 (Audio 2:3) 2OKHLSFRIEND-IRIAMISPLANNINGTOCOMEANDVISITHERIN,ONDONIN THESUMMER3HEASKS2OKHLWHATTHEWEATHERWILLBELIKE

ĜĖČĖĉĉĜĖćčĉĉĉČĕīĉĉĖçijĜīĄēīěēĜijĸĖĆČĝčĔĐijĒēīěēčąĎčĄ đ čĜĒ ĜĖĒĉĊ đĖćēìĊČĖĉĉ đĖćĜćĕáĎčĊČìąĜĖČĖĉĉĜĖćēĕčĉĉĉĚĎĖĐĆĖĒĒĉĄĊčĄĕĖ Đ ċĜ ĎĪĄĜĖąijĕĒĖĜĉČĝēĉĄēĆĖĜĎĕIJČIJĈĖĆĜčĒēąijĈ ĐĝĒĐĜĖČĔčĉĉ ĜĖČĖĉĉĜĖćĊčĄĎijĉĉčćēĉĄēĖĐĒčĈ ĖĜijĐěČčĒĞĉĸĉěëĖĆĔIJĐ  đĖĜIJĉĉęĔIJĆ ČìĚĜĖĒĉĊĐĐá¯ĎĜćąĜčĄČijĈĜĖČĖĉĉIJĜIJĸĕijĉĉĜĖąij đ čĜĒ ČìĚĜĖČĔčĉĉčĉĉĖĔćijĒĪĊIJČěĔĉçĜĖČĖĉĉĜĖćĊčĄČìĚĜĖĒĉĊ Đ ċĜ ēĜĉČIJĜĖçĒĖČĖďĪĈĜĖīĊČIJĈĖĆĜčĒēąijĈ ĜĖĒĉĊ đĖĔĖĆĔIJĆĜIJĸ  ĜĖĔĉćČčĒĕĒĖĜĉČĝĖĕĪĜĆĉĐčĸIJ ēĉĄēĆĖĜĎĕIJĎĪĄĜĖąij  ēĚčĐąēĉĄ ĎĖĐĊijĐĜIJĸĜĖěčĔīĉĉĜĖČĖĉĉĜĖćČĜĖĉĉĜĝĸĄĖĔćijĒĜĖīĊĊčĄĕijć đ čĜĒ ĎĕIJēčĄĝĜĖćĔIJēĪĝĊčĄĜĖČĖĉĉĜĖćĎčĊČìąČIJĒčĐě ĜĖćĐìĉĉ ĈċçĝĒčćēďĉĊIJąĉĚijČĔijĜijČēīěēĜijĸĖĆ ĎčĄēčąĕĔČĚĖĐĜĖČĜĖ ēĖĉĉīĔĝēīěēĖĉĉĖĆČĝčĔĊčĄ ĕĖēĉĄđĖĜIJĉĉęĔIJĆēĖĉĉĖĆĊčĄĕĖ  ēĚĔIJĆ IJīĔĝ ČIJĈĖĆĜijčĕĖćĖčĜčĒēąijĈćĔčěIJēĖĉĉĖĆēčąĎčĄ ĜĖČĔčĉĉ ēĖĉĉĖĆĜĖČĖĉĉĜĖćĊčĄĜĖčĜĸĊIJČĆijĊĖĒČďĖĜĖĆĉČĕčąĜĝĸĄijč Đ ċĜ ēĊijĐĜIJĸĎčĊēĖĒēĖěĎIJĊēīĄėĪĄĜĖąijĎĪĄćĔIJĐĆĔĖ ēčĄĝĜĖćĔIJ ēĖĔijĊĖĕĖĐIJēčĄĪĜĆ ĐĒčĈ ĜĖćĊčĄēijćĔijĐēčĄ

159

Unit 10: It’s going to snow soon!

Vocabulary %UROPE IMPOSSIBLE TOCHANGEONESELF SEELANGUAGE POINT 5NIT CONSTANTLY PERIOD CLEAR USUALLY ;IN=SUMMERTIME

čćĖçijĜīĄ ĎĖĐĆĖĒĒĉĄ ĎčĊēČìą Ĝćĕá Ğĉ¯ čćĈĸĉěë ĜijĐě ĐĐá¯ĎĜćą ČìĚĜĖĒĉҔĊ

EXACTLY

ČěĔĉç

ASAS

čĉĉĪҔĊIJ

STRANGE ;IN=WINTERTIME LAST TEMPERATURE EVEN

ĖĔćijĒ ČìĚĜĖČĔčҔĉĉ ēĖĆĔIJĆĜIJĸ ē¯ čćĜĉҔČIJĜĖçĒĖČ ĉĐčĸIJ

THUNDER

ē¯ ĜĖćĜĖĔĉć

LIGHTNING

ē¯ ĜĖćęčĐą

LESS

ĜĖěčĔīҔĉĉ

RELIABLE

ĎĖĐĊijĐĜIJĸ

CLIMATE

ē¯ ĜĖćČIJҔĒčĐě

DIFFERENT PLACE

ĝĜĖćĔIJ ĜĖČĜĖ ĕijć=ĜĖćČĜij

RECENTLY

ĕĔČĚĖĐ

4ORONTO

ijČĔijĜijČ

RIGHTREFERRINGTOAPERSON

ČďĖҔĜĖĆ

TORELYONSEELANGUAGEPOINTS AND 5NIT

ėĪĄĎčĊēĊijĐĜIJĸ

SEASON

ēĖ¯ ĜĖćēijҔĊĖĕ

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

160

Language points 5 Inversions 9IDDISH SENTENCES NORMALLY BEGIN WITH THE SUBJECT FOLLOWED BY THEVERB ANDTHENANYDIRECTOBJECTS INDIRECTOBJECTS ANDADVERBS 4HE FOLLOWING SENTENCE IS AN EXAMPLE OF THIS TYPICAL 9IDDISH WORD ORDER

ČĚčĄěĜIJçēčĄęčĊĎčĄ )MSITTINGIN;THE=PARKNOW )FYOUBREAKDOWNTHESENTENCEINTOITSINDIVIDUALELEMENTS ITLOOKS LIKETHIS

ČĚčĄ

ěĜIJçēčĄ

ęčĊ

ĎčĄ

!DVERB

)NDIRECTOBJECT 0REPOSITION+NOUN

6ERB

3UBJECT

(OWEVER 9IDDISHWORDORDERISVERYFLEXIBLE SOITISPOSSIBLETOSTART WITHTHEDIRECTOBJECT INDIRECTOBJECT ORADVERBIFYOUWANTTOEMPHASIZETHATPARTOFTHESENTENCE ANDADDTHESUBJECTLATER (AVINGSAIDTHAT THEREISONESTRICTRULECONCERNING9IDDISHWORD ORDERTHEVERBMUSTBEINTHESECONDPOSITIONINTHESENTENCE3OIF YOUWANTTOSTARTTHEABOVESENTENCEWITHTHEADVERB ČĚčĄINORDER TOEMPHASIZEIT YOUHAVEAPROBLEMBECAUSETHERESULTINGSENTENCE BREAKS THIS RULE &OR EXAMPLE THE FOLLOWING SENTENCE IS INCORRECT IN 9IDDISH

ěĜIJçēčĄęčĊĎčĄČĚčĄ .OW)SITIN;THE=PARK )N ORDER TO SOLVE THIS PROBLEM YOU HAVE TO SWITCH THE SUBJECT AND THE VERB SO THAT THE VERB REMAINS IN SECOND POSITION !LL THE OTHER WORDSINTHESENTENCEREMAININEXACTLYTHESAMEPLACE4HERESULT INGSENTENCEISPERFECTLYACCEPTABLEIN9IDDISH

ěĜIJçēčĄĎčĄęčĊČĚčĄ .OW)SITLITERALLYSIT) IN;THE=PARK 4HISPHENOMENONOFSWITCHINGTHESUBJECTANDVERBISCALLED@INVERSION)NVERSIONISCOMPULSORYIN9IDDISHWHENEVERTHESENTENCESTARTS

161

Unit 10: It’s going to snow soon!

WITHAWORDOTHERTHANTHESUBJECT4HEREAREFOURMAINCATEGORIESOF WORDSANDPHRASESTHATTRIGGERINVERSION  !DVERBS

 Example ēīěĎčĄĜijĸĔćĝĴē ijČĔijĜijČ Tomorrow)M TRAVELLINGTO4ORONTO

← ijČĔijĜijČēīěĜijĸĎčĄ  ĔćĝĴē )MTRAVELLINGTO 4ORONTOtomorrow

 0REPOSITIONAL PHRASES USUALLY AN INDIRECT OBJECT COMPOSED OF A PREPOSITIONANDANOUN  Example ĐĒčĈĜĖćĊčĄĔĴĈĕĴđĔĎą 

← ĔĎąĪĜĆĊčĄĐĒčĈĜĖć 

ĪĜĆ

ĔĴĈĕĴđ 4HESKYISGREYin London

In LondonTHESKYIS GREY

 $IRECT OBJECTS PUTTING THE DIRECT OBJECT AT THE BEGINNING OF A SENTENCEPLACESEMPHASISONIT  Example

ĎčĄĖĊĖĕĜđĴĊĊĎĈ )SEEthe clouds LITERALLYTHECLOUDS )SEE 

←

ĖĕĜđĴĊĊĎĈĖĊĎčĄ )SEEthe clouds

 !DEPENDENTCLAUSEPARTOFASENTENCE FOLLOWEDBYAMAINCLAUSE IN SENTENCES WITH TWO PARTS SEPARATED BY A COMMA USUALLY ONLY ONE PART CAN EXIST AS A SENTENCE ON ITS OWN WHILE THE OTHER IS DEPENDENT IE IT DEPENDS ON THE OTHER PART OF THE SENTENCE IN ORDER TO MAKE SENSE  $EPENDENT CLAUSES OFTEN START WITH WORDS LIKE ēĖĉĉ z ĊIJ OR ąĪĄ Example )NDEPENDENTCLAUSE

IJīĔĝČIJĈĖĆĜčĒēąijĈ  ĜĖČĔčĉĉēĚĔIJĆ

$EPENDENTCLAUSE

ĈĕĎĜijĔėĊĊėćĔĎĆĔĎąĔėĊĊ When I was a child,

7EHADSNOWALLWINTER /FTENADIRECTQUOTETAKESTHEPLACEOFTHEDEPENDENTCLAUSE Example

)NDEPENDENTCLAUSE

$IRECTQUOTE

ćĉćČĆijĊ

€ĝėčĕĎĊĊĆĎđĆĴĉďĎą

SAYS$OVID

‘I love winter’,

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

162

)NADDITIONTOTHESEFOURCATEGORIES ITISQUITECOMMONIN9IDDISHTO INVERTTHESUBJECTANDVERBINASENTENCEINORDERTOCONVEYTHEIDEA OF@SO EG

ĐČĔIJĒIJĎčĄĆijĜČēĕĪĜćēčĄČĐIJěĊčĄĕĖ )TSCOLDOUT SO)MWEARINGACOAT 4HISPRACTICEISQUITECOMMONINSTORIES INWHICHCLAUSEAFTERCLAUSE ANDEVENSENTENCEAFTERSENTENCEMAYHAVEINVERTEDWORDORDER,OOK OUTFOREXAMPLESOFTHISINTHETEXTATTHEENDOFTHISUNIT

6 ‘This’ and ‘that’ 9IDDISH HAS NO SPECIAL WORD FOR @THIS AND DOES NOT ALWAYS USE THE WORD FOR @THAT 4HE MOST COMMON WAY OF EXPRESSING BOTH @THIS AND @THAT IS TO USE THE DEFINITE ARTICLE )N SPOKEN 9IDDISH YOU ADD EXTRA STRESS TO THE ARTICLE WHEN USING IT TO MEAN @THIS OR @THAT BUT IN WRITTEN 9IDDISH YOU HAVE TO INFER THE MEANING FROM THE CONTEXT &OREXAMPLE

ĎĉąĖĴĈČĔĖīĐĖĆąijĈĎčĄ )VEREADthis/thatBOOK )NADDITION ITISPOSSIBLETOPUTTHEWORD Čij JUST BEFORETHEARTICLE INORDERTOEMPHASIZETHISMEANING

ĎĉąĖĴĈčĴČĔĖīĐĖĆąijĈĎčĄ )VEREADthis/thatBOOK !LTERNATIVELY YOU CAN ADD THE ADJECTIVE ěčĊijć WHICH IS NOT USED OUTSIDE THIS CONTEXT AFTER THE ARTICLE 4HIS SERVES THE SAME FUNCTION OFEMPHASIZINGTHEMEANING@THISTHAT ěčĊijćDECLINESLIKEANORMAL ADJECTIVE

ĎĉąėĜĎċĴĈĖĴĈČĔĖīĐĖĆąijĈĎčĄ )VEREADthis/thatBOOK &INALLY THERE IS A SPECIAL WORD FOR @THAT THE ADJECTIVE ĜĖĔĖč WHICH CAN BE USED WHEN YOU PARTICULARLY WANT TO STRESS THAT THE NOUN IN QUESTION IS FAR AWAY FROM YOU IN TIME ANDOR SPACE ĜĖĔĖč DECLINES

163

Unit 10: It’s going to snow soon!

SIMILARLY TO ĜĖćĖč EACHEVERY  IT HAS NO BASE FORM AND THE NEUTER FORMIS ĕĔĖč&OREXAMPLE

ĎĉąĖĕėĎČĔĖīĐĖĆąijĈĎčĄ )VEREADthatBOOK

Culture point The Jewish calendar 4HE *EWISH CALENDAR HAS  MONTHS OF  OR  DAYS EACH 4HE MONTHS ARE BASED ON THE LUNAR CYCLE WITH THE NEW MOON MARKING THEFIRSTDAYOFTHEMONTH(OWEVER THISLUNARSYSTEMISMODIFIEDBY ADDING A @LEAP MONTH EVERY FEW YEARS IN ORDER TO KEEP IN LINE WITH THESOLARYEARANDTHEREBYENSURETHATTHE*EWISHFESTIVALSALWAYSFALL INTHESAMESEASON "ELOWISALISTOFTHE*EWISHMONTHS4HESEMONTHNAMESAREOFTEN USEDINSTEADOFTHEINTERNATIONALMONTHNAMESIN(AREDICIRCLESAND WHENDISCUSSINGTRADITIONAL*EWISHTOPICS EGFESTIVALS%ACH*EWISH MONTH FALLS OVER PARTS OF TWO INTERNATIONAL MONTHS 4HE MONTHS ARE ALLMASCULINE 3EPTEMBER/CTOBER /CTOBER.OVEMBER .OVEMBER$ECEMBER $ECEMBER*ANUARY *ANUARY&EBRUARY &EBRUARY-ARCH -ARCH!PRILINLEAPYEARSONLY -ARCH!PRIL !PRIL-AY -AY *UNE *UNE*ULY *ULY!UGUST !UGUST3EPTEMBER

čĜĝčë ēĉĉĝċ ĉĐĕčá ĞĶČ ČĶĝ Ĝćij ąĜćij ēĕčĔ ĜīĄ ēĉĉčĕ ĊĉĒë Ķij ĐĉĐĄ

Unit 10: ĔėĬĕĞĈđijĆčėĊĊĖė

164

Exercise 5 Rewrite these sentences by placing the words in bold at the beginning of the sentence and inverting the subject and verb.

číěĝėčĕĎĊĊĎĕIJėijĐĝĎčĄ €ĝėčĕĎĊĊčĕíĹĆĴĉďĎąČĆijĊĐċĜ ĔčĐėĕĪĐąēĖĉĉĖĆĊčĄĐĒčĈĜĖć ĔĖīĝĈĔĎąčđijĜċĎąĖėĔėĊĊěčĜĖĆĔĉĈěčćĔĖČĝĊčĄĈĔċ ĔčíěėĕĝėĈĴēĎĈĔĎąĖĔćijĒĜĖīĊĊčĄĜĖČĖĉĉĜĖć ēĖĐċĜČĝčĔĔĈĊĈēĖěĎčĄ

    5 6

Supplementary text (Audio 2:4) (EREISANOTHERFOLK TALEABOUTTHE*EWSOF#HELM INWHICHTHEYUSE THEIR OWN SPECIAL REASONING TO KEEP THE WINTER SNOW FROM GETTING COVEREDINFOOTPRINTS

ĒėđėĐĔĎąĝėčĕĎĊĊ ēćĖčĜĖČĖĉĉēČĐIJěđĖćČIJĈĖĆąčĐěĜIJČĝēąijĈēć™ ččĜĖĒĖĐĖďčć ĊčĄīĔĝĜĖČĝĜĖĜĖćēĖĉĉēćčĜĸĉĚěĜIJČĝēĜijĉĉĖĆīĊēĖĔĖĊĜĖČĔčĉĉ đĖĐĖďĖĚĔIJĆĕijćčĉĉēĖĊĉĚČIJĈĖĆąčĐēąijĈīĊĐČĖČĝēčĄēĐIJĸĖĆ ĊIJČĸijĈĖĆēĉĄČĕąĜIJĈēĚĔIJĆIJČĜIJĉĉĖĆēąijĈīĊēīĝēĉĄĕìĉĉČĜĖĉĉ čćēĉĄēĐIJĸĖĆīĔĝĜĖćĊčĄČìĚ¯ēĉĉĝċēĖĒĉěćĐIJąČĖĉĉīĔĝĜĖć čćáēĕĪĜćēčĄēĖĔIJČĝĖĆīĊēĖĔĖĊĈċĒčû¯ĄĐĒēĖĉĉĖĆēĖĔĖĊĜĖĒĖĐĖď ēąijĈīĊēĖĉĉěčČĖĒĉĄēĜijĉĉĖĆēĖĔĖĊīĊĜĖąijīĔĝđĖĔīĝēĸĪĄēěĉěĉĚ īĊēąijĈĎčĝĖĜĖīĊēĉĸěčĚĉĒĝēĉĄēĪĜąČĜĖĉĉīĔĝĜĖćčĉĉēĖĊĖĆ ČijĈēīĜēąìĐąĐijĊīĔĝĜĖćčćáēijČĉĚĕijĉĉČďIJĜČĖĆēĉĄČďIJĜČĖĆ čćĜĖąčĄēīĆČĖĉĉĕijĉĉēĝČĔĖĒIJēěčĝĜčĒijĐČĆijĊĖĆĜĖĒĖĐĖďēīĄ ĖĜĖćĔIJčćĜĖąijđīĈĜĖćēčĄēąìĐąēĊĉĒĖĐIJĊIJēĖìĜĝēĉĄēĕIJĆ ČĖĉĉĝČĔĖĒĜĖćĐìĉĉēĸĐĖĈČĝčĔČĖĉĉĕijćĊIJČĆijĊĖĆēąijĈĜĖĒĖĐĖď  ēijČĜčĒēĖĔĖěĕijĉĉĎčĝĖĔìĊČčĒěčĚĉĒĝīĔĝđĖćēďIJĒēīĐIJ ĖĐIJĕijĉĉĆĔĉĊīĐIJēĖĔĉĸĖĆĜĖĒĖĐĖďčćēąijĈėĉĕđĉĚČĆĖĜĸĖĆīĊēąijĈ ēčĄēąìĐąĊĉĒĖĒĊIJēĖìĜĝČĖĉĉĕijĉĉĝČĔĖĒĜĖćČIJĈĖĆąčĐēąijĈ ēĐĖĉĉēĝČĔĖĒĖĜĖćĔIJĜčĸ~īĔĝēĜĖąčĄēīĆČĝčĔēīĐIJČĖĉĉđīĈĜĖć ēĆijĜČđčĄ

Unit Eleven

čėĆĝijĔíēčĕíĹĆĴĉďĎą I hate my job!

In this unit you will learn: s s s s s s

HOWTOTALKABOUTWORKANDPROFESSIONS HOWTOMAKECOMPARISONS COMPARATIVEANDSUPERLATIVEADJECTIVESANDADVERBS MASCULINEANDFEMININENAMESOFPROFESSIONS WHENTOUSE ĉĚBEFOREINFINITIVES ABOUTOMITTING ĉć

Dialogue 1 (Audio 2:6) $OVIDHATESWORKINGASANADMINISTRATORINALAWYERSOFFICE (E 2OKHL AND+HANEDISCUSSTHEADVANTAGESANDDISADVANTAGES OFVARIOUSOTHERPROFESSIONS

ĈĖĝIJēĪĝĜčćėĪĄēČĜIJĉĉĜčĒ ČĖçĝĪĊIJĉČĕĒĉěĕijĉĉĜIJĸ čćČĖąĜIJĜĖĝčĜIJĔĜĖćìąēąìĐąČĊĉĒĖĆąijĈĎčĄĐċĉĒČìĊ ąijĈĎčĄēĖĉĉČěĔĉçČĖąĜIJČčĒĆĜIJąIJēąĖĆĖĆĜčĒ ēąijĈēČIJěijĉĉćIJ đìąēĕĖĊĖĆĎijĔĎčĄēčąĜĖČĖçĝĈĖĝ īĉĉĚČčĒēīĆěĖĉĉIJČĐijĉĉĖĆ  ēĚĔIJĆIJēĚčĊČĝčĔĐčĉĉĎčĄ ČĖąĜIJēìĒČĔìĸąijĈĎčĄĜĖČĉčçĒijě  ĐċĜĉćčĉĉĪĊIJ ČIJĜijČěijćIJēąìĜĝĐčĉĉĎčĄijĜĉčąIJēčĄĆijČ ĉĚĜĖĜĖĉĉĝēĉĄĜĖĜĖĉĉĝČĜĖĉĉĕĖ ĜĖĕĖąēìĊČĖĉĉĕijćĊIJĉČĕĔīĒ ĕĖēĖĈĖĝĖĜĖĆĔĖĐČĖąĜIJēĖĒĜĖěčĒĖćIJěIJĜĖćijČĔIJĜijČěijć IJēìĊ ĜĖĔĖĐěČĜĖĉĉČĐIJĈĖĆĕijćēĉĄĕĖčĚčĊijçĜĖěčĔīĉĉ ijćēĖĔĖĊ ĉćĜĖĒĖĉĉěIJąēĉĄĜĖČĔIJĕĖĜĖČĔčĄĎĕIJĊčĄČĖąĜIJēìćĜĖąij ijĜĉčąēčĄēīĆČĝčĔČĕĸĜIJćĉćēĉĄČĖçĝ Ċčą ēĸijĐĝČĕĔĖě

Đ ċĜ ćĉć

ĐċĜ

ćĉć

Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

166

ĊčĄĕijć ĜĖěĖČijčĐąčąĜĖćijĜĖĜĖĐėĪĄēĜčćĉČĝĉČĕĔĖěĜĝĸĄ ěĖČijčĐąčąIJēčĄČĖąĜIJĖĒIJĒ ēìĒČIJĜijČěijćIJēąìĜĝ čĉĉĜĖČďìĐ ąčĐĕĖČijĈčĊēĉĄ ČĖąĜIJēìĒčĉĉĜĖĆĜĖēìĊČĝčĔēĖěĕĖěĔIJćĖĆĜĖČĉĆIJĊčĄĕijćijč ėĪĄČĜčćĉČĝĜĖČĕĖĉĉĝĖĜĖĆĔ™ ččēìĒĜĖĆĜĖēìĊijčēĖě ĕ ČĔìĸĕĖČijĈ čĊēĉĄēčĜĖěĖČijčĐąčą ĖčĕĖĸijĜçĖĜĖĕĖąIJĊčĄĕijĉĉijČ ēČĖąĜIJĉĚČĝčĔĐĐďąĜĖĕĖąĊ衂ĕ

Vocabulary LAWYERSEELANGUAGEPOINT LATERSEELANGUAGEPOINT OFFICE DOCTORATE 0H$ MOREDIFFICULTSEELANGUAGEPOINT MALE 0H$STUDENTSEELANGUAGEPOINT ACADEMICSEELANGUAGEPOINT LONGERSEELANGUAGEPOINT POSITION SALARY MOREINTERESTINGSEELANGUAGEPOINT MORECOMFORTABLESEELANGUAGEPOINT MALE TEACHERSEELANGUAGEPOINT MALE LIBRARIANSEELANGUAGEPOINT EASIERSEELANGUAGEPOINT IDEA WORSESEELANGUAGEPOINT FEMALE LIBRARIANSEELANGUAGEPOINT

ē¯ ĜĖćČIJҔěijĉĉćIJ ĜĖČĖçĝČčĒ ēĖ¯ ĕijć=ĜĖćijĜĉčą ē¯ ĜĖćČIJҔĜijČěijć ĜĖĜĖĉĉĝ ē¯ ĜĖćČĔIJҔĜijČěijć ĕ¯ ĜĖćĜĖěčĒĖҔćIJěIJ ĜĖĆĔĖĐ ĕ¯ čćĖčĚčĊijç ē¯ ĕijćČĐIJҔĈĖĆ ĜĖČĔIJĕĖĜĖČĔčĄ ĜĖĒĖĉĉěIJą ĜĖĜĖĐ ĕ¯ ĜĖćĜĖěĖČijčĐąčą ĜĖČďìĐ ēĖ¯ ĜĖćěĔIJҔćĖĆ ĜĖĆĜĖ ĕ¯ čćēčĜĖěĖҔČijčĐąčą

Idiom TOSTUDYINORDERTOBECOME ADOCTOR TEACHER LAWYER

ĜĖĜĖĐĜĖČěijćėĪĄēĜčćĉČĝ

ČIJěijĉĉćIJ

ĈĔċ

ćĉć ĐċĜ ĈĔċ Đ ċĜ

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Language points 1 Comparative adjectives ■ Forming the comparative 9IDDISHHASASPECIALFORMOFTHEADJECTIVEWHICHISUSEDWHENYOU WANT TO COMPARE DIFFERENT THINGS AND SAY THAT ONE IS BETTER WORSE BIGGER SMALLER ETC 4HIS COMPARATIVE FORM IS MADE BY ADDING THE SUFFIX ĜĖ¯TOTHEADJECTIVESBASEFORM&OREXAMPLE

ĝėČďìĐ

←

EASIER

ČďìĐ EASY

4HISPRACTICEISJUSTLIKE%NGLISHEGEASYEASIER BIGBIGGER (OWEVER UNLIKE%NGLISH 9IDDISHUSESTHE ĜĖ¯EVENONLONGADJECTIVES

ĝėČĔIJĕĖĜĖČĔčĄ

←

ČĔIJĕĖĜĖČĔčĄ INTERESTING

moreINTERESTING

ĝėĒĖĉĉěIJą

←

moreCOMFORTABLE

đĖĉĉěIJą COMFORTABLE

)N ADDITION IN MANY CASES THE VOWEL IN THE BASE OF AN ADJECTIVE CHANGES WHEN THE COMPARATIVE SUFFIX IS ADDED (ERE ARE THE MOST COMMONTYPESOFVOWELCHANGES 

Ė ←

Examples

IJ ij Ī ī

ĝėČĐė ← ČĐij ĝėČĐėě ← ČĐijě ĝėČĔĖėĔ ← ČĔĖĴĔ ĝėĕėĜĆ ← ĝėďėĈ ←

ĕīĜĆ ĎīĈ

ĝėĔėĐě ← ĝėĔėĝ ←

ēĬĐě ēĬĝ

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č ←

 Examples

ĝėĆĔšĎč ĝėĒĎĜĸ ĝėĚĜĎě ĝėČĔĎĊĖĆ

ĉ

← ĆĔĊč ← đĊĜĸ ← SHORT ęĜĊě ← ČĔĊĊĖĆ

)T IS IMPORTANT TO NOTE THAT NOT ALL ADJECTIVES CONTAINING THE VOWELS LISTED ABOVE WILL CHANGE WHEN THE COMPARATIVE SUFFIX IS ADDED &OR EXAMPLE THE COMPARATIVE FORM OF ěĔIJĜě SICK IS ĝėěĔIJĜě SICKER WITH NO VOWEL CHANGE )T IS BEST TO MEMORIZE THE MOST COMMON COMPARATIVESWITHVOWELCHANGESASYOUENCOUNTERTHEM3UCHFORMS ARELISTEDINTHEGLOSSARY ASWELLASIN9IDDISHDICTIONARIES )NADDITION THEREARETWOADJECTIVESWITHCOMPLETELYIRREGULARCOMPARATIVEFORMS

ĝėĖėĆ ĝėćĝė

← ←

ČĉĆ BAD ČďĖĐĝ

.OTE THAT THE STRESS OF A COMPARATIVE ADJECTIVE STAYS ON THE SAME SYLLABLEASINTHEBASEFORM EG đĖҔĉĉěIJą z ĜĖĒĖҔĉĉěIJą

■ Using the comparative #OMPARATIVE ADJECTIVES FUNCTION JUST LIKE OTHER ADJECTIVES IE THEY CAN BE FOUND IN TWO POSITIONS EITHER AFTER A VERB OR DIRECTLY BEFORE THENOUNTHATTHEYMODIFY7HENTHEYAPPEARAFTERAVERB THEYNEVER DECLINEONLYTHEBASEFORMISUSED FOREXAMPLE

ĝėčĐíđĊčĄČĖąĜIJēìć 9OURJOBISeasier

ĝėćĕėđēĜĖĉĉēĖĈĖĝčć 4HEHOURSAREGETTINGlonger (OWEVER WHEN THEY APPEAR DIRECTLY BEFORE THE NOUN THEY TAKE THE NORMAL GENDER AND CASE SUFFIXES "E CAREFUL NOT TO CONFUSE THE COMPARATIVE SUFFIX ĜĖ¯ WITH THE MASCULINE NOMINATIVE AND FEMININE DATIVESUFFIX WHICHCOINCIDENTALLY ISALSO ĜĖ¯3OMETIMESANADJECTIVEWILLHAVETWO ĜĖ¯SUFFIXESINAROW THEFIRSTBEINGTHECOMPARATIVE SUFFIX AND THE SECOND ONE THE GENDERCASE SUFFIX AS IN THE FIRST EXAMPLEBELOW

Unit 11: I hate my job!

ěĖČijčĐąčąIJēčĄČĖąĜIJĜĖćĉĜąĜĖĝėČĐĖĜĖć 4HEOLDerMASCULINENOMINATIVE BROTHERWORKSINALIBRARY

ēčĜĖěĖČijčĐąčąėĪĄČĜčćĉČĝĜĖČĕĖĉĉĝĖĝėĆĔ™ ččēìĒ -YYOUNGerFEMININENOMINATIVE SISTERISSTUDYINGTOBEA LIBRARIAN

ĜĖČĕĖĉĉĝĜĖĝėĆĔ™ ččĜĖćČčĒćĖĜĎčĄ )MTALKINGTOTHEYOUNGerFEMININEDATIVE SISTER 4HE 9IDDISH EQUIVALENTS OF %NGLISH @THAN ARE čĉĉ FOLLOWED BY A NOUN INTHENOMINATIVECASEOR ēĉĸFOLLOWEDBYANOUNINTHEDATIVECASE 4HESEAREINTERCHANGEABLEANDEQUALLYACCEPTABLE&OREXAMPLE

ĜĖćĉĜąĝėĈĎĊĊĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć ĜĖćĉĜąĒėĈĔĊĹĜĖČĐĖĊčĄĜĖČĕĖĉĉĝčć 4HESISTERISOLDERthan theBROTHER

2 Comparative adverbs #OMPARATIVE ADVERBS ARE IDENTICAL TO THE BASE FORM OF COMPARATIVE ADJECTIVES

ĜĖćĉĜąĜĖćčĉĉĝėĕėĞČĆĔčĊĜĖČĕĖĉĉĝčć 4HESISTERSINGSmore beautifullyTHANTHEBROTHER

3 Masculine and feminine names of professions -OST 9IDDISH NOUNS DESCRIBING PROFESSIONS HAVE A MASCULINE FORM ANDAFEMININEFORM4HEMASCULINEFORMOFTENENDSINĜĖ¯ EGĜĖĜĖĐ z ĜĖěĖČijčĐąčą BUTMAYENDINČĕč- EGčĖĎđIJĔĜĉĝĊJOURNALIST ORHAVE NOSPECIALENDING EG ČIJěijĉĉćIJ 4HEREAREAFEWDIFFERENTWAYSOFFORMINGTHEFEMININEVERSION  4HEFEMININEFORMOFPROFESSIONSENDINGIN ĜĖ¯ISMADEBYADDING EITHER Ėě¯OR ēč¯"OTHAREEQUALLYACCEPTABLE Example

ėĜĜĖĜĖĐ ← ĜĖĜĖĐ ĔĎĜĖĜĖĐ

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 4HE FEMININE FORM OF loshn-koydesh PROFESSIONS IS USUALLY MADE BYADDING ĖČ¯ Example

ėčĜąċĒ ← ĜąċĒ AUTHOR

 4HE FEMININE FORM OF PROFESSIONS ENDING IN ĜIJ¯ OR Ĝij¯ IS USUALLY MADEBYADDING Ėĝ¯ Example

ėĞĜijĕĖĸijĜç ←

ĜijĕĖĸijĜç PROFESSOR

 )NMOSTOTHERCASESTHEFEMININEFORMISMADEWITH Ėě¯ Examples

ėĜČĔIJĜijČěijć ← ČĔIJĜijČěijć ėĜČĕčĐIJĔĜĉĝĊ ← ČĕčĐIJĔĜĉĝĊ

&INALPOINTSTONOTE s 4HESTRESSOFTHEWORDDOESNOTCHANGEWHENTHEFEMININESUFFIX ISADDED s 4HEPLURALOFALLFEMININENOUNSDESCRIBINGPROFESSIONSIS ĕ¯ s )N THE CASE OF PROFESSIONS NOT TRADITIONALLY HELD BY WOMEN THE MASCULINE FORM MAY BE USED WITH REFERENCE TO A WOMAN EG ĜĖěčĒĖćIJěIJēIJĊčĄčĊ)NSUCHCASESMASCULINEADJECTIVESAREUSED EG ĜĖěčĒĖćIJěIJĜĖČĉĆIJĊčĄčĊ

Exercise 1 Insert comparative adjectives into these sentences, using the base form in brackets.

ČĖąĜIJĕćĉćčĉĉ@@@@@@@@@@@@@@@@ĊčĄČĖąĜIJĕĐċĜ ĐijĖĜČĔijĒčĉĉ@@@@@@@@@@@@@@@@ĊčĄěĜijč¯ĉčĔ ČĖąĜIJĕĈĔċēĉĸ@@@@@@@@@@@@@@@@ĊčĄČĖąĜIJĕćĉć ēČĖąĜIJĉĚČĝčĔĐĐďą@@@@@@@@@@@@@@@@ĊčĄĕĖĊIJČĆijĊĐċĜ ĜĖĜĖĐĜĖćčĉĉ@@@@@@@@@@@@@@@@ĊčĄČĔĖćĉČĕĜĖć ĐċĜčĉĉ@@@@@@@@@@@@@@@@ĊčĄĜĖČĕĖĉĉĝĕĐċĜ ĖčĚčĊijçĜĖČĐIJēìĒēĉĸ@@@@@@@@@@@@@@@@ĊčĄĖčĚčĊijçĖìĔēìĒ ēĜĉąĐĖĒčĉĉ@@@@@@@@@@@@@@@@ĊčĄĖĔĐčĉĉ

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Unit 11: I hate my job!

Exercise 2

(Audio 2:7)

Read this excerpt from Khane’s journal and insert the correct comparative form of the adjectives in brackets. Remember to add the appropriate gender and case suffixes.

ćĐĊýýĂāøĄĊýýĐđĬøyĀúħþĐĊĀĊùĐĦ@@@@@@@@@@@@@@@@ĦĄāýýûýû @@@@@@@@@@@@@@@@ćàĆĀāĆûĊĐyĀúħþĄÿĐxĐĊďĊĀħāĄùāùĦ @@@@@@@@@@@@@@@@ćĦćāøćàþĀĉĊýýýûþĦćúħþĐāûĀĊýýāþĐĊĀĉĊýýđ ĦćĐĊýýĀĉĊýýýûùĞøĊāĎāþħÛ@@@@@@@@@@@@@@@@ćýø ĦćĐĊýýýĎþāøďĈĦûĊú@@@@@@@@@@@@@@@@ĦĐĊďĊĀħāĄùāù ĀúħþûýûxĊāĉĊĬħĐÛ@@@@@@@@@@@@@@@@ĦþāøĉħûćĦĆĉĀĬĊđĊú ćùħüćýøćĊüĊđ@@@@@@@@@@@@@@@@ćĀĊùĐĦĀàĄĉĀĬĊđĊúĐĊùħ @@@@@@@@@@@@@@@@ĦĄāýýĂāøĉĊāĎĦďĦýý@@@@@@@@@@@@@@@@ xĀĎāøāýýĊāĉĊĬħĐÛ@@@@@@@@@@@@@@@@

Exercise 3 Write a paragraph comparing two things, people, or places of your choice.

Dialogue 2 (Audio 2:8) $OVIDTELLSHISUNCLE9ANKLTHATHEISTHINKINGOFLEAVINGHISJOBIN ORDERTODOA0H$IN9IDDISH3TUDIES9ANKLWORRIESTHATTHISMIGHT NOTBEAGOODCAREERMOVE

ČĖąĜIJĜĖćìąĎčĊČĉČĕijĉĉ ĎčĊČĜĖĈĕijĉĉĐćĉćĉĔ Đ ěĔIJč ĜĖćēĉĸēĆijĊçijćĐIJąĎčĊĐĖĉĉĎčĄĊIJĎčĄēīĒČĆijĊĖĆĞĒĄđĖć ć ĉć ČĖąĜIJ ĖĒĜčĸĜĖĜĖĕĖĜĆIJēčĄĖčĚčĊijçĖĜĖĕĖąIJēĖĔĉĸĖĆĉČĕijĈ ĕijĉĉ ĐěĔIJč đčćĉĒčĐĖĝčć™ ččēčĄČIJĜijČěijćIJēąìĜĝĐčĉĉĎčĄēīĔ ćĉć

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ČĕĖĉĉĉć đĖćČčĒēijČēĖĔĖěĉČĕĖĉĉĕijĉĉ ēĖĔčĊēĉĸçijĜIJČĕčą Đ ěĔIJč ĉćĜĖĐČĖąIJĜĖćijĜĖČĖąĜIJ¯ěčĜąIJĸIJĜĖćijĜĖĔĐĖěIJ ēĜĖĉĉ ēijćĔijĐēčĄēĚąěĜĖČĕĖĜĆ ĜĖćēìĊČĕĖĉĉ ČčĒēČĖąĜIJĕijĉĉēĝČĔĖĒĎĕIJēĖěĎčĄĜĖČĖĸČĝčĔĎčĊĆĜijĊ ć ĉć ēĉĄĜĖąìĜĝĖĝčć™ ččēĆĖĉĉČIJĜijČěijćIJēěčćĔĖćĐIJąČĖĉĉĐċĜ ĝčć™ čč ĖČĜĶċĜčĄĕĔČĕijçĖĝčĒĖćIJěIJĖĔĖćīĝĜIJĸėĪĄ ČĚčĄ ČĜčěčĐçIJ ĜčĄēĉĄĕČĜĖĉĉĜijĸ€ēĝčć™ ččđìąĖěČĕčĐIJĔĜĉĝĊ IJĊčĄĜëĕĄ ČĖąĜIJēĖĔčĸĖĆĎĪĄĐĖĉĉĎčĄĖěĜĖĜĖĐĝčć™ čč IJĊčĄđčĜĒĖČĜĶċ 

ĝčć™ ččČčĒ čćČĜĖĈĖĆĐijĒIJąijĈĎčĄĕijĉĉēIJĐçĜĖČĕĆĜĖĜĖćĊčĄĕijć Đ ěĔIJč ĊčĄĈĕĔĜçČĕčąĉćôĉĉēąìĐąĊčĄēijČČĕĔĖěĉćĕijĉĉĎIJĊ ĖČĕĆčĐě ěčČďčĉĉĎĪĄ ĜĖČĕĒĖĜijĜĖćēìĊĎčĄĐĖĉĉĜĝĸĄĈĜĉċĕĖČĕĖąčćĊčĄĈĜĉëĜĖąij ć ĉć ĜĖČĕďĖĐěčĐĆĜĖćēìĊĎĪĄĐĖĉĉĎčĄĜĖąijĕĖěčĔĖĒčĐçĖĔìć ēĉĸ

Vocabulary TORESIGNSEELANGUAGEPOINT 5NIT ANDLANGUAGEPOINT 5NIT FIRM STUDIES WAITER

ēĉĸĎčĊēĆijĊçijҊ ĕ¯ čćĖĒĜčĸ PLURAL đčćĉĒčĐ

~=ĕ¯ ĜĖćĜĖĔĐĖě

FACTORY

ē¯ čćěčҔĜąIJĸ

WORKER

~=ĕ¯ ĜĖćĜĖČĖąĜIJҊ

BEGGAR

~=ĕ¯ ĜĖćĜĖĐČĖą

BIGGESTSEELANGUAGEPOINT PAUPER TOWORRYSEELANGUAGEPOINT 5NIT WRITER TOAPPLYFOR SEELANGUAGEPOINT 5NIT VARIOUS

ĜĖČĕĖĜĆ  ĜĖćēĚąě đč¯ Č¯ĖĆĎčĊĎčĊēĆĜijĊ ~=ĕ¯ ĜĖćĜĖąìĜĝ

ėĪĄēĜčěčĐçIJ  ēćīĝĜIJĸ OFTENPRONOUNCEDēćčĝĜIJĸ

POST POSITION WORSTSEELANGUAGEPOINT

ĕ¯ ĜĖćēČĕijç ČĕĆĜĖ

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ČĕĆčĐě

CLEVERESTSEELANGUAGEPOINT LIVELIHOOD ALIVING

Ğĉ¯ čćĈĕĔĜç ěčČďčĉĉ

IMPORTANT

Ğĉ¯ čćĈĜĉë

4ORAH

Ğĉ¯ čćĈĜĉċĕ

MERCHANDISE POORESTSEELANGUAGEPOINT

ČĕĒĖĜij

HAPPY

ĎĖĐěčĐĆ ČĕďĖĐěčĐĆ

HAPPIESTSEELANGUAGEPOINT

Idioms and proverbs 7HATSNEWLITERALLYWHATSHEARD 7HATSGOINGONLITERALLYWHATSDONE TOTELLTHETRUTHLITERALLYTHETRUTHTOLD OUTOFONESMIND 4ORAHISTHEBESTMERCHANDISE IEEDUCATIONAND*EWISHLEARNING ARETHEMOSTIMPORTANTPURSUITS 

ĎčĊČĜĖĈĕijĉĉ ĎčĊČĉČĕijĉĉ ČĆijĊĖĆĞĒĄđĖć ēĖĔčĊēĉĸçijҔĜIJ ĖČĕĖąčćĊčĄĈĜĉë ĈĜĉċĕ

Language points 4 Superlative adjectives ■ Forming the superlative !S WELL AS SAYING THAT ONE THING IS BETTER WORSE OR BIGGER THAN ANOTHER YOU CAN SAY THAT IT IS THE BEST THE WORST THE BIGGEST 4HIS IS CALLED THE SUPERLATIVE FORM OF THE ADJECTIVE )T IS EASY TO FORM THE SUPERLATIVEIN9IDDISH*USTFOLLOWTHESESTEPS  4AKETHEcomparative formOFTHEADJECTIVE Examples

ĜĖČďìĐ ĜĖĔĖĝ ĜĖĆĔ™ čč ĜĖĕĖą ĜĖĆĜĖ

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 2EMOVE THE COMPARATIVE ĜĖ¯ SUFFIX )N SOME CASES THE RESULTING FORMWILLBETHESAMEASTHEORIGINALBASEOFTHEADJECTIVE BUTIF THEREISAVOWELCHANGEINTHECOMPARATIVE THISWILLREMAIN Examples

¯ČďìĐ ¯ĔĖĝ ¯ĆĔ™ čč ¯ĕĖą ¯ĆĜĖ

 !DDTHESUPERLATIVESUFFIX Čĕ¯ONTOTHISFORM Examples

čĖČďìĐ čĖĔĖĝ čĖĆĔ™ čč čĖĆĜĖ

Note: )F THE BASE OF THE ADJECTIVE ENDS IN ĕ DONT ADD ANOTHER JUST ADD Č¯ Examples

čĕčĊ ← SWEET ¯ĕčĊ čĕĖą ← ¯ĕĖą

■ Using superlative adjectives 4HESUPERLATIVEFORMOFTHEADJECTIVEISNOTUSEDONITSOWNINSTEAD ITALWAYSAPPEARSTOGETHERWITHTHEDEFINITEARTICLE4HISISTHESAME AS%NGLISH EG@THEBEST @THEBIGGEST 4HEREFOREYOUNEEDTOUSE THEDEFINITEARTICLETHATMATCHESTHENOUNASSOCIATEDWITHTHESUPERLATIVE ADJECTIVE )F THE SUPERLATIVE ADJECTIVE FOLLOWS THE VERB OF THE SENTENCE ITS ARTICLE WILL ALWAYS BE NOMINATIVE SO YOU JUST NEED TO MATCHITWITHTHEGENDEROFTHEPRECEDINGNOUN,OOKATTHEFOLLOWING EXAMPLES

ĝėČĕĆĔ™ ččĝėĈĊčĄĜĖćĉĜąĜĖć 4HATBROTHERISTHEYOUNGESTMASCULINENOMINATIVE 

ėČĕĆĔ™ ččĎĈĊčĄĜĖČĕĖĉĉĝčć 4HATSISTERISTHEYOUNGESTFEMININENOMINATIVE 

ėČĕĆĔ™ ččĖĴĈĊčĄćĔčěĕijć 4HATCHILDISTHEYOUNGESTNEUTERNOMINATIVE 

Unit 11: I hate my job!

)FTHESUPERLATIVEISDIRECTLYMODIFYINGANOUN YOUHAVETOMAKESURE YOUPUTITINTHERIGHTCASEASWELL&OREXAMPLE

ĜĖćĉĜąĔČĕĆĔ™ ččĒėĈČĖĊćĉć $OVIDSEESTHEYOUNGESTBROTHERMASCULINEACCUSATIVE 

ĜĖČĕĖĉĉĝĝėČĕĆĔ™ ččĝėĈČčĒČćĖĜĐċĜ 2OKHLSTALKINGTOTHEYOUNGESTSISTERFEMININEDATIVE  &INALLY IF THE ADJECTIVE DIRECTLY FOLLOWS A POSSESSIVE CONSTRUCTION EG ēìĒ z ēìć z ēìĊ OR A CONSTRUCTION LIKE ĜĖćĉĜą ĕćĉć DONT ADD THE DEFINITEARTICLE&OREXAMPLE

ēĜĉąĐĖĒēčĄČĔĪĉĉĜĖČĕĖĉĉĝėčĖčđėĝĎą Her eldestSISTERLIVESIN-ELBOURNE

ĖĸIJěIJēčĄČĖąĜIJĜĖćĉĜąĝėčĖćĕšĎĎĖĈĊĈ Dovid’s youngestBROTHERWORKSINACAFÏ

5 Superlative adverbs 3UPERLATIVE ADVERBS ARE FORMED WITH đĉĚ OR ¯ĒIJ FOLLOWED BY THE SUPERLATIVE ADJECTIVE WITH THE MASCULINE SINGULAR ACCUSATIVE SUFFIX EG

ĔčĖĕėĞĒĊěČĆĔčĊĐċĜ ĔčĖĕėĞēijČĆĔčĊĐċĜ 2OKHLSINGSthe most beautifully

6 When to use Ċě before infinitives 4HE 9IDDISH WORD ĉĚ OFTEN APPEARS BEFORE INFINITIVES JUST LIKE THE %NGLISH @TO AS IN @TO RUN @TO GO )N MOST CASES THIS ĉĚ IS OPTIONAL AND THE SENTENCE IS PERFECTLY CORRECT EITHER WAY AS IN THE FOLLOWING EXAMPLES

ijĜĉčąIJēčĄēČĖąĜIJČĔìĸČijĈćĉć ijĜĉčąIJēčĄēČĖąĜIJĊěČĔìĸČijĈćĉć $OVIDHATESTOWORKINANOFlCE

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Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

176

(OWEVER THEREARESOMERULESGOVERNINGTHEUSEOF ĉĚBEFOREINFINITIVES ĉĚISnotUSEDINTHEFOLLOWINGCASES  AFTERMODALVERBS Example ČĖąĜIJĖìĔIJēĖĔčĸĖĆĐčĉĉćĉć

$OVIDWANTSTOlNDANEWJOB  AFTER THE VERBS ēĸĐĖĈ z ēąìĐą z ēěčćĔĖ z ēĉĉôĜç TRY ēČĖą z ēĖĔĜĖĐ AND ĎčĊēĖĔĜĖĐLEARN Examples ČIJĜijČěijćIJēąìĜĝČěčćĔĖĐċĜ

2OKHLISlNISHINGWRITINGA0H$

ČĖąĜIJĖìĔIJēĖĔčĸĖĆēćĉćČĸĐĖĈĈĔċ +HANEISHELPING$OVIDlNDANEWJOB

 AFTERVERBSOFMOTION EG ēīĆ z ēĖĒĉě z ēĜijĸ Example ČĖąĜIJēďĉĊĖěčĜĖĒIJēīěČĜijĸĐċĜ

2OKHLISGOINGTO!MERICATOLOOKFORWORK #ONVERSELY ĉĚ MUST BE USED IN SENTENCES STARTING WITH ĕĖ + zēìĊ + ADJECTIVE Example ČĔĖćĉČĕIJēìĊĊěĜĖĉĉĝĊčĄĕĖ

)TSHARDTOBEASTUDENT )TISALSOTYPICALLYUSEDAFTER ēąijĈąčĐAND ēąijĈČĔìĸ Example ijćēČĖąĜIJĊěąčĐąijĈĎčĄ

)LIKETOWORKHERE )N OTHER CASES YOU CAN CHOOSE WHETHER OR NOT TO USE ĉĚ BEFORE AN INFINITIVE

7 Omitting ĊĈ )TISRELATIVELYCOMMONIN9IDDISHTOOMITTHEPRONOUN ĉć PARTICULARLY INQUESTIONSANDSENTENCESWITHINVERSIONS9OUSAWANEXAMPLEOF THISIN$IALOGUE WHEN9ANKLSAID

ēĖĔčĊēĉĸçijĜIJČĕčą !RE;YOU=OUTOFYOURMIND

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Unit 11: I hate my job!

Exercise 4 Insert the correct superlative adjectives using the base forms in brackets. Remember to add the appropriate article (if needed) and gender/case suffixes. ĜĖćėĪĄ@@@@@@@@@@@@@@@@@@ćĊčĄČĖąĜIJēìĊĊIJČĔīĒćĉć 

ČĐĖĉĉ ēĖĈĖĝ@@@@@@@@@@@@@@@@@@ćēČĖąĜIJĕĜĖěčĒĖćIJěIJĊIJČĆijĊĐċĜ 2

ĕĖčĕĖĸijĜçĖĐIJēĉĸ @@@@@@@@@@@@@@@@@@ć€ČĆijĊPROVERB ČĜijĉĉďčĜçĝĝčć™ ččIJ 

*ēīĆĉĚěčćīĐĊčĄČĖąĜIJ ĉĚ ČĝčĔĐĐďąĊčĄĖčĕĖĸijĜç@@@@@@@@@@@@@@@@@@ć€ ČĆijĊĐċĜĜĖąij 4

ēČĖąĜIJ ĈĶčĝčēčĄČĔĜĖĐĜĖćĉĜą@@@@@@@@@@@@ĕćĉć ēčĄČĖČčĕĜĖĉĉčĔĉĄ@@@@@@@@@@@@@@@@@@ćēčĄČĜčćĉČĝĐċĜ ćĔIJĐĆĔĖ ČĖąĜIJ@@@@@@@@@@@@@@@@@@ćēijČĜijĔĐčĉĉĎčĄ ēijćĔijĐ ēčĄĈĜčć@@@@@@@@@@@@@@@@@@ćēčĄČĔĪĉĉčĊĊIJČĔīĒĐċĜ

5

6 7

8

TOGOIDLELITERALLYEMPTY

Exercise 5 Make sentences with superlative adjectives describing the following groups of three. Use the adjectives provided. Example

ČìĚĖČĕĆĔĖĐčćČĔĪĉĉćĉć Ĝijč5 ēĪĝēijćĔijĐēčĄČĔĪĉĉ ĐċĜ ēijćĔijĐēčĄ ēąĖĐęĔIJĆēìĊēijćĔijĐēčĄČĔĪĉĉćĉć Ĝijč ēĪĝēijćĔijĐēčĄČĔĪĉĉĈĔċ  ČìĚĖČĕĚĜčěčćČĔĪĉĉĈĔċ ← ēijćĔijĐēčĄ ĆĔIJĐ¯ ęĜĉě¯ ĎijĉĉIJĈĖĝ  ČĖąĜIJĐċĜ 

ĎijĉĉIJĈĖĝ45 ČĖąĜIJćĉć ĎijĉĉIJĈĖĝ ČĖąĜIJĈĔċ  ĆĔIJĐ¯ ęĜĉě¯ 

Unit 11: čėĆĝijĔíēčĕíĹĆĴĉďĎą

178

ēĜĖĒčĚĕěĖĊČijĈĊĪĈĕĈĔċ 2

ēĜĖĒčĚČďIJČijĈĊĪĈĕćĉć  ēĜĖĒčĚìĜćČijĈĈĜčćĕĐċĜ  ĕĪĜĆ¯  ēīĐě¯  ČĐIJĜijč  ĊčĄĖćīĊĕćĉć   ČĐIJĜijč  ĊčĄĜĖČĖĸĕćĉć  ČĐIJĜijč7 ĊčĄěčĔĖĒčĐçĕćĉć  ČĐIJ¯ ĆĔĉč¯ 

Exercise 6 Insert ĉĚ into these sentences if appropriate.

ĆijČIJĈĖĝėĐĖĉĉĚēČĖąĜIJČĉĆČĝčĔĊčĄĕĖ PROGRAMMES ēĖĒIJĜĆijĜç¯ČIJĜijČěijćėĪĄēĜčěčĐçIJēćĉćČĸĐĖĈĐċĜ ĝčć™ ččĎĕIJēīČĝĜIJĸēĖĔĖěĜčĒ ČĖąĜIJĖČĔIJĕĖĜĖČĔčĄēIJēĖĔčĸĖĆĐčĉĉćĉć ĜĖćčĐĖĝčć™ ččēĖĆĔčĊĎčĊČĔĜĖĐĈĔċ ČĖąĜIJĖìĔIJēďĉĊīĆĎ血ČĆijĊćĉć

 2  4 5 6

Supplementary text (Audio 2:10) 4HISISASTORYABOUTANENCOUNTERBETWEENABEGGARANDTHEFAMOUS FINANCIERANDPHILANTHROPIST"ARON2OTHSCHILD

ĝėđčėĆĝėĈĔĊąĈđĎĞčĴĝĔĴĝijĆĝėĈ ĜĖćìąĜĖĔčćIJēćĐčĝČijĜĉĚēĖĒĉěĖĆĜĖĐČĖąĜĖĒĖĜijēIJĊčĄĐijĒIJ ĜĖćČijĈēijĜIJąđĖćēĖĊĊĉĒĎčĄĐčĉĉĜĖĕijĉĉČĆĖĜĸĖĆđčĄČijĈĜčČ ČĜĖĸČĔĖĖĆĜĖĐČĖą đčĄČijĈĕijĉĉĜIJČĖĜěĖĕĕćĐčĝČijĜĉĚēĖĒĉĔĖĆđčĄĜĖĔčćĜĖćČijĈ   ēĸĐĖĈĎìĄĎčĄēĖěĕijĉĉČčĒČĆĖĜĸĖĆ ēĜčČĉěĕčćĉĚēčĔĖēěčČďčĉĉIJąijĈĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈ   ĜĖīĊĊčĄēijĜIJąĜĖćĊIJČĆijĊĖĆČijĈĜIJČĖĜěĖĕĜĖćēijĜIJąēČčĒ

Unit 11: I hate my job!

ēìĊČĖĉĉĕĖđčĄČčĒēćĖĜĉĚČìĚēīěČĝčĔČĚčĄČijĈēĉĄēĖĒĉĔĜIJĸ ĜĖĐČĖąĜĖćĜĖąijČĆijĊĖĆĜĖČijĈĜčĒČčĒēćĖĜĉĚĜĖĕĖąēĉĄĜĖďčĆ  ēČčĒĜijĔēćĖĜĐčĉĉĎčĄČĆijĊĖĆĜĖČijĈēīĔēĝěĖēIJēĖĉĉĖĆĊčĄ  ēĖĆĔIJĆĖĆĊčĄēĉĄēąĖĆďijĔČĊĉĒĖĆĜIJČĖĜěĖĕĜĖćČijĈėĉĕđĉĚēijĜIJą ĜĖĐČĖąēČčĒēćĖĜĊĉĒĜĖĊIJēijĜIJąđĖćēĆijĊ ĐčĉĉĜĖĕijĉĉĜĖĐČĖąđĖćČĆĖĜĸĖĆČijĈēĉĄēĖĒĉěĖĆćĐčĝČijĜĊčĄ   ąijĈĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈēĞĒĄĜĖćēčĄČĝčĔĜijĆĉĔ ĎìĄìąĈĶćĔIJēČĖąČĐijĉĉĖĆĜijĔ ĉĚčćáĜijĔČĜĖČĝĖĆĎčĒČijĈĜčĄĕĖáēčĄēĜijĉĉĖĆēijĜIJąĜĖćĊčĄ  ĖĜĖěčČďčĉĉēĉĄĖĜĖĕĖĜĆąijĈĎčĄĊIJČĝčĔĜčĄČīČĝĜIJĸ ĈĶćĔIJēČĖą ēìĒìąēČĖąČĔĖěĖĆČĝčĔĜčĄČijĈĕijĉĉĜIJĸ ēĜčĸĉĚēČĸĖĝĖĆ ČĆĖĜĸĖĆĜĖČijĈ ĜIJČĖĜěĖĕ ĊIJĕīĉĉĎčĄČĜĖĸČĔĖĖĆĜĖĐČĖąĜĖćČijĈēijĜIJąĜĖĜĖìČēìĒ  ĜčĒČčĆĖČčąĜĖąijČĐĖĉĉĜĖćėĪĄēIJĒĕČĸĖĝĖĆĜĖČĕĖĜĆĜĖćČìĊĜčĄ ìĜĖĐČĖąēĆĖĉĉĞĉĚĖēīěČĝčĔ

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Unit Twelve

ĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ ďėđčĜijèēĴĜ How much did you pay for the CDs?

In this unit you will learn: s s s s s s

HOWTOTALKABOUTBUYINGTHINGS PRICES ANDCURRENCIES UNSTRESSEDPREFIXEDVERBS VERBSENDINGIN ēĜč¯ ABOUTOMITTINGTHEDEFINITEARTICLEAFTERPREPOSITIONS VERBSWITH ĎčĊ ABOUT%ASTERN%UROPEAN*EWISHMUSIC

Dialogue 1 (Audio 2:12) $OVIDGOESTOBUY#$SINABOOKSHOPRUNBY9IDDISH SPEAKING (ASIDIC*EWS

ěčĊĉĒĜĖĝčć™ ččČčĒĎĖĐČěIJçĒijěĜčĄČijĈ đčĔĉĆčĔĖĝčćčĕċ ĞĉĔĊċ ĜčĄČďĉĊĕijĉĉčĄćĉĉIJijč ēĜčćĔĖĒijěĖĜĕĖçĖĜčĄČĔĖěđčĔĉĆčĔĖĝčćčĕċĜĝĸĄ ēīĝĜĖīĊĊčĄĕĖ ĕijćĜčĄČĔĖěēĖĊĜčĒijĐ ĜĖČĜĖĉĉČčĒĜĖćčĐĎĪĄijćēĖĔĖĊĜĖćijđčĔĉĆčĔĜijĔĕĖČijĈ ĜĖČĜĖĉĉĄěĉĉćĜčĄČĐčĉĉĕijĉĉĜIJĸđčĔĉĆčĔĜijĔēĖĔĖĊĕijć Ėĝčć™ ččČčĒĜĖćčĐēĜĖĈĉĚąčĐąijĈĎčĄēĉĄĝčć™ ččĎčĊēĜĖĐĎčĄ ĜĖČĜĖĉĉ ĎIJĜçĝĜĖìĄ ěIJĉĉČčĐIJĜĖĜĖĐĜĖćĊčĄ ĝčć™ ččĎčĊČĔĜĖĐĜčĄ ĝčĉĉČčĐ ČĆĔčĐě

ć ĉć

ĜĖĒĖĜě ćĉć ĜĖĒĖĜě ćĉć ĜĖĒĖĜě ć ĉć ĜĖĒĖĜě

181

Unit 12: How much did you pay for the CDs?

ĝčĉĉČčĐčĉĉČěĔĉçČĝčĔĊčĄĕĖĝčć™ čč¯ĐĐáČĜčćĉČĝąijĈĎčĄēīĔ ć ĉć ĎĖĐĔĖĜĖīĊĜĖąij ĝčć™ čč ĝčć™ ččėĪĄČĆĔčĊĜĖ ēďčĐĜĖĶĉČđĉčąčĐĜčĄČijĈēČďIJĜČĜčĒijĐ Ĝ ĖĒĖĜě  ĶěĖč€ćčĐēČčĒĐČěIJçĒijěĕijćĜčĄČijĈąčĐđ襹ijĈĎčĄijč ć ĉć ĎijĔąijĈĎčĄĜĖąijČĐĖČĝIJąĕĔČĚĖĐĕĖēąijĈĜčĒĊIJĕīĉĉĎčĄ ĜĖĒĖĜě ĐĖĉĉďĖĆĜIJČĜIJĉĉēĖĒĉěĖĆĔijēĪĝĊčĄĕĖčĚČĜčĐijĜČĔijě ČĝčĔ ēĖĒĖĔČĐčĉĉĜčĄĖďĖĐČĖēąijĈĜčĒijč ijĜĉčąēčĄ ěĉěIJēąĖĆ ĖČčąijč ćĉć ēČĜijć~ĜĖćčĐčćēĉĸĈijĔĈČijĈēĉĄČĔĉĊĖĆČìĊČĉĆĪĊIJČìĊ ĜĖĒĖĜě ĝčć™ čč¯ĐĐáēīěČĝčĔēĉĝĐĝčĒīĈIJēĜĖĈ ĜčĄČĖĉĉ

Vocabulary #$ MUSIC SHOPKEEPER CERTAINLY OFCOURSE TOLOOKFOR *EWISHCANTORIALLITURGICALMUSIC SEECULTUREPOINT MELODYOFTENUSEDINREFERENCETOWORDLESS (ASIDICMELODIES SEECULTUREPOINT TORECOMMENDSEELANGUAGEPOINT OFALLTHINGSPRECISELY ,ITHUANIAN*EW ,ITHUANIAN9IDDISH STUDIEDSEELANGUAGEPOINT 3TANDARD9IDDISH SIMILAR 9OM4OV%HRLICHAPOPULAR(ASIDICSINGER 9AAKOV*ACOB AFAMOUSSONGBY9OM4OV %HRLICHABOUTAN%ASTERN%UROPEAN*EWISH REFUGEEIN5ZBEKISTANDURING7ORLD7AR ORDEREDSEELANGUAGEPOINT

PRONOUNCEDĉĉijěIJčINTHISSONG

ĎĖ¯ ĕijćĐČěIJçĒijě ~ čćěčҔĊĉĒ ĕ¯ ĜĖćĜĖĒĖĜě čĄćĉĉIJ Č¯ĖĆēďĉĊ ~ ĕijćĞĉĔĊċ đč¯ ĜĖćēĉĆčĔ ēĜčćĔĖĒijěĖĜ Ąěĉĉć ĕĖ¯ ĜĖćěIJĉĉČčĐ ĝčĉĉČčĐ ēĜčćĉČĝ ← ČĜčҔćĉČĝ

ĕijćĝčć™ čč¯ĐĐá ĎĖĐĔĖ ĎčĐĜĖĶĉČđĉč *ĶěĖč

ēĐĖČĝIJą ←  ČĐĖҔČĝIJą

Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

182

čĚ

WHETHERFOLLOWEDBYINVERSION ARRIVEDSEELANGUAGEPOINT 5NIT

ēĖĒĉěĔijҔ ← ēĖĒĉěĖĆĔijҔ ĕ¯ čćĖĆĜ

MOMENT CONTRACTIONOF ĎčĄ

ď ĖďĖĐČĖҔ

SOME

(SINGULAR ČĉĆĪҔĊIJìĊ PLURAL ČĉĆĪҔĊIJČìĊ

HEREYOUAREINTHEABOVECONTEXT TOENJOYSEELANGUAGEPOINT 5NIT

ēąijĈĈijĔĈ ĝčĒīĈ

HOMEYTRADITIONAL

Idiom TOTAKELITERALLYGIVE ALOOK

ěĉěIJēąĖĆ

Language points 1 Unstressed prefixed verbs 7HILE MOST 9IDDISH VERBS CONJUGATE LIKE THE ONES THAT WE HAVE STUDIED SO FAR THERE ARE SEVERAL GROUPS OF VERBS THAT WORK SLIGHTLY DIFFERENTLY/NESUCHGROUPISCALLED@UNSTRESSEDPREFIXEDVERBS6ERBS BELONGING TO THIS CATEGORY START WITH A PREFIX THAT DOES NOT GET THE ACCENTWHENYOUPRONOUNCETHEWORD9OUALREADYKNOWQUITEAFEW OFTHESEVERBSFOREXAMPLE INTHEVERBSēĖěĔĖćėćREMEMBER ēĐīĚĝėĈ TELL AND ēĕĖĆĝijĹ FORGET THE FIRST SYLLABLE IN BOLD IS ACTUALLY AN UNSTRESSEDPREFIX4HEREARESIXOFTHESEPREFIXES      

¯ČĔIJ EG ēĸĪĐčĕijESCAPERUNAWAY ¯IJą EG ēĖĒĉěijĆRECEIVE ¯ĜĖć EG ēĐīĚĝėĈTELL ¯ĖĆ EG ēĖěĔĖćėćREMEMBER ¯ĜIJĸ EG ēĕĖĆĝijĹFORGET ¯ĖĚ EG ēďĖĜąėěBREAK

!SYOUCANSEE THEPREFIXEDVERBSAREOFTENBASEDONOTHER UNPREFIXED VERBSTHATYOUMAYKNOWEG ēĸĪĐČĔIJISDERIVEDFROM ēĸĪĐz ēĖĒĉěIJą IS DERIVED FROM ēĖĒĉě  4HE PREFIXES OFTEN HAVE A MEANING OF SORTS

Unit 12: How much did you pay for the CDs?

&OR EXAMPLE ¯ČĔIJ OFTEN MEANS @AWAY 9OU CAN SEE THIS CLEARLY BY COMPARINGTHEUNPREFIXEDēĸĪĐRUN WITHTHEPREFIXEDēĸĪĐČĔIJESCAPE RUNAWAY (OWEVER INMANYCASESITISDIFFICULTORIMPOSSIBLETOWORK OUTTHERELATIONSHIPBETWEENAPREFIXEDVERBANDITSUNPREFIXEDEQUIVA LENT&OREXAMPLE THELINKBETWEENēĖĒĉěCOME ANDēĖĒĉěijĆRECEIVE IS NOT AT ALL TRANSPARENT )N ADDITION SOME PREFIXED VERBS HAVE NO UNPREFIXEDEQUIVALENTATLEASTIN-ODERN9IDDISHTHEYMAYHAVEDONE INANEARLIERFORMOFTHELANGUAGE &OREXAMPLE WEHAVETHEPREFIXED VERB ēĕĖĆĜIJĸ BUT THERE IS NO UNPREFIXED VERB @ēĕĖĆ 4HEREFORE IT IS BESTJUSTTOMEMORIZEINDIVIDUALPREFIXEDVERBSWHENYOUENCOUNTER THEMASYOUHAVEBEENDOINGUNTILNOW  5NSTRESSED PREFIXED VERBS CONJUGATE JUST LIKE OTHER VERBS except in the past tense4HEPASTTENSEDIFFERSBECAUSETHEPASTPARTICIPLE OFTHESEVERBSNEVERTAKESTHEPREFIX¯ĖĆ4HISISLOGICALBECAUSETHESE VERBSALREADYHAVEAPREFIXOFTHEIROWN SOTHEYWONTACCEPTANOTHER ONE
,OOKATTHESEEXAMPLES

ĐČěIJçĒijěIJČĐĖČĝijĆąijĈĎčĄ )ORDEREDA#$

ēĖĒijĔēìĊēĕĖĆĝijĹąijĈĎčĄ )FORGOTHISNAME )NALLOTHERRESPECTS THEPASTTENSEOFTHESEVERBSISJUSTLIKETHATOF OTHERVERBS  4HEPASTTENSECANBEFORMEDWITHEITHER ēąijĈOR ēìĊ)TISSIMPLE TO WORK OUT WHICHPREFIXEDVERBSHAVE ēìĊASTHEIRAUXILIARYVERB IFTHE@BASEVERBTAKES ēìĊ THEPREFIXEDVERBDOESTOO Example

ēĸijĐčĕijĔĎĆĎčĄ ← ēĸijĐĖĆĔĎĆĎčĄ )RANAWAY

)RAN

4HEONLYEXCEPTIONTOTHISISIFTHEPREFIXEDVERBISTRANSITIVEIECAN TAKEADIRECTOBJECT )NSUCHCASESITALWAYSFORMSITSPASTTENSE WITH ēąijĈ BECAUSE IT NO LONGER MEETS THE CRITERIA FOR ēìĊ VERBS WHICHMUSTBEINTRANSITIVEIENOTTAKEADIRECTOBJECT  Example

ēĖĒĉěijĆĆĴĉĎčĄ )RECEIVEDTRANSITIVE

←

ēĖĒĉěĖĆĔĎĆĎčĄ )CAMEINTRANSITIVE

 4HE PAST PARTICIPLE CAN END IN Č¯ z ē¯ OR ēĖ¯ AND MAY HAVE VOWEL ANDOR CONSONANT CHANGES !GAIN IF YOU KNOW HOW TO FORM THE

183

Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

184

PASTPARTICIPLEOFTHECORRESPONDINGUNPREFIXEDVERB THENYOUCAN APPLYTHISTOTHEPREFIXEDVERSION&OREXAMPLE Example

(MOURN čĕĬĊĊIJąēĖĔīĉĉIJą

ĔėēĊĜIJąēĖĒĉěIJą ĔĹĴđČĔIJēĸĪĐČĔIJ

← ← ←

(CRY čĕĬĊĊĖĆēĖĔīĉĉ

ĔėēĊĜĖĆēĖĒĉě ĔĹĴđĖĆēĸĪĐ

)F YOU COME ACROSS A NEW UNSTRESSED PREFIXED VERB AND YOU DONT RECOGNIZEITSBASEVERB JUSTMEMORIZEITSPASTPARTICIPLEASYOUWOULD FORANYOTHERNEWVERB

2 Verbs ending in ĔĝĎ° 4HERE IS ANOTHER GROUP CONSISTING OF VERBS THAT HAVE THREE OR MORE SYLLABLES AND END IN ēĜč¯ EG ēĜčĚIJçĝ z ēĜčĐijĜČĔijě z ēĜčćĉČĝ 4HESE VERBS LIKE UNSTRESSED PREFIXED VERBS DO NOT USE ¯ĖĆ TO FORM THEIR PAST PARTICIPLE )N ADDITION THEIR PAST PARTICIPLES ALL END IN Č¯ AND NEVERUNDERGOVOWELORCONSONANTCHANGESMAKINGTHEMVERYEASY TOCONJUGATE
(EREARESOMEEXAMPLESFROM$IALOGUE

ĝčć™ čč¯ĐĐáčĝĎĈĊčĞąijĈĎčĄ )studied3TANDARD9IDDISH

čĝĎđĴĝčĕĴĜČĝčĔĎijĔąijĈĎčĄ )HAVENTcheckedYET

3 Omitting the definite article after prepositions )T IS VERY COMMON IN 9IDDISH TO LEAVE OUT THE DEFINITE ARTICLE AFTER THE PREPOSITIONS OF DIRECTION ēčĄ z ēąĖĐ AND ēĉĸ )N SUCH CASES THE NOUN FOLLOWING THE PREPOSITION IS STILL UNDERSTOOD AS BEING DEFINITE &OREXAMPLE IN$IALOGUETHESHOPKEEPERSAID

ijĜĉčąĔĎąěĉěIJēąĖĆĐĖĉĉ ď )LLHAVEALOOKin;THE=OFlCE (EREARESOMEMOREEXAMPLESOFTHISUSAGE

ěĖČijčĐąčąĔĎąēčąĎčĄ )Min;THE=LIBRARY

185

Unit 12: How much did you pay for the CDs?

ēIJĜijČĕĖĜĔĊĹēĖĒĉěĜčĒ 7ERECOMINGfrom;THE=RESTAURANT

ěĜIJçĔĆėđČĔĪĉĉćĉć $OVIDLIVESnear;THE=PARK )N THE CASE OF NEUTER NOUNS THE FACT THAT DEFINITENESS IS IMPLIED EXTENDS TO ANY ASSOCIATED ADJECTIVES WHICH TAKE THE SAME DATIVE SUFFIXESTHATTHEYDOWHENFOLLOWINGTHEDEFINITEARTICLE

ĐČěIJçĒijěĒėíĕĔĊĹČĒĉěćčĐĕijć 4HATSONGCOMESfrom;THE=new#$ 4HIS USAGE DOES NOT APPLY TO THE PLURAL DEFINITE ARTICLE WHICH CAN NEVERBEOMITTEDAFTERTHESEPREPOSITIONS&OREXAMPLE

ēěĖČijčĐąčąĎĈĔĎąīĆĎčĄ )MGOINGto theLIBRARIES 3IMILARLY ITDOESNOTAPPLYTOTHEINDEFINITEARTICLE

ěĖČijčĐąčąijĔĎąīĆĎčĄ )MGOINGto aLIBRARY &INALLY THE SINGULAR DEFINITE ARTICLE CANNOT BE OMITTED IF IT IS BEING USEDTOMEAN@THISOR@THAT&OREXAMPLE

ĎĉąĒėĈĔĎąČĔĖīĐĖĆĕĖąijĈĎčĄ )READITinthis/thatBOOK

Exercise 1

(Audio 2:13)

Insert the correct auxiliary verbs and past participles, using the infinitives in brackets.

ĖČĔIJĕĖĜĖČĔčĄ @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐěĔIJčĜĖČĖĸĜĖć ĞĉčûĖĒ ČìĚĜĖČĔčĉĉ ĉĐčĸIJěĜIJçēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ ĎĖĐČěIJçĒijěĖìĔ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ ĕĖčĚčĊijç ĖĔĖćīĝĜIJĸėĪĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ ĐČĔIJĒēìćēĖĒĖĔĉĚ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĉć (RADIO ijčćIJĜĜčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĈĔċ ēĉĆčĔđĖĔīĝđĖć@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ ěčĊĉĒ Ėĝčć™ ččĎĕIJ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĕĜĖĒĖĜěčć



   5 6 7 8

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Exercise 2 Rewrite the following sentences, omitting the definite article if possible.

ČijČĝĜĖćēčĄĎĖĐČěIJçĒijěčćČĸĪěĖĆąijĈĎčĄ ēĖĒijĜěĖìĔčćēčĄēīĆēĐčĉĉĜčĒ ěĖČijčĐąčąĜĖćēčĄČĚčĊĈĔċ ijĜĉčąđĖćēčĄěĉěIJČčĆĜĖĒĖĜěĜĖć ČĖČčĕĜĖĉĉčĔĉĄđĖćēčĄČīĆĐċĜ ĖĸIJěđĖćēčĄēĖĆĔIJĆĖĆĉČĕčą ēIJĜijČĕĖĜIJēčĄĖĜĖĝČĖĉĉēĕĖĐčĉĉćĉć

    5 6 7

Dialogue 2 (Audio 2:14) 2OKHL +HANE AND$OVIDARETALKINGABOUT9IDDISHMUSIC

đĖćČĖČčĕĜĖĉĉčĔĉĄēčĄěčĊĉĒĜĖĝčć™ ččČčĒČĜĖĚĔijěIJēìĊČĖĉĉĕĖ ēīĆĜčĒijĐěčČĝĜĖĔijć ēěčćĔĖĒĉě ĖčĐĖçIJěčćĉČĕĔĖě īĊČĜĖĈĖĆĐijĒIJēĪĝīĊąijĈĎčĄĜĖąijēĖĒijĔđĖćČĝčĔěĔĖćĖƁď  ĊčĄčĊĐćčĸČĐčçĝĕijĉĉĐćīĒĕijćēĖěĎčĄěčĊĉĒĜĒĊ¯čĐáēĐčçĝ ČĉĆęĔIJĆ ĕĖčĐĖçIJěĜĒĊ¯čĐáąčĐĪĊIJČĝčĔąijĈĎčĄ īĊēĖĔĖĊĐĖĔijčĚčćIJĜČčĉĉ ēČĔĖĒĉĜČĕĔčĄēĉĄđčĔĉĆčĔĖĔĜĖćijĒ ēĚčĔĕijĉĉ ēďIJĊĖĝčćijĒČĐIJąčĐĜijĔĉČĕijĈ ěčĊĉĒĖìĔēīěąčĐČĝčĔĉČĕijĈ ēďčĐĜĖĶĉČđĉčēĉĸĐČěIJçĒijěIJČĸĪěĖĆēČďĖĔĎčĊąijĈĎčĄĶĆĄ ĈĔċēĐĖĸĖĆĜčćĕĖ ČĖĉĉĜĝĸĄ ĎčĊēĖěĎčĄ ČĕijěĖĆĕĖČijĈĐĸčĉĉ ČĸĪěĖĆĕĖĉČĕijĈôĉĉ ĐčĸĉĚČĐijĚIJą ČĕijĈ ĉćĊIJēĐĖČĝĜijĸ ČĔĉĸēĚĸĉĸČĕijěĖĆČijĈĕĖĊĪĈēìĒĉĚČĔĖijĔđijĜěIJēčĄ ĜčćĎčĄĐĖĉĉĐijĒĖěčćĔĖĒĉěĕijćĐIJćĔIJěĕIJĊčĄĕijćČĔĉĸēĚĸĉĸ ĉČĕĔĖěČĜijćęĖĔĜĖČĔčĄĜĖćėĪĄĖěčĜĖĒIJēĉĸēĐĖČĝIJą ĉĚčĉĉēĊìĉĉ ĜIJĐijćēĖĚĜIJĸĐČěIJçĒijě ĖąĐĖĊĕijćēĖĔčĸĖĆ ēīěČĕĸĪěĉćĜĖąijĜĖěčĐčąēĖĔčĸĖĆČĕĔĖěĉćĊIJĜćĕáČĕĆijĊĉć ĖĔìĒěčćĔĖČĝČĕĆĜijąĉć¯ĎĖĐČěIJçĒijěēīě ČĝčĔĐijĒ

ĐċĜ ĈĔċ ĐċĜ

ĈĔċ Đ ċĜ ćĉć

ĐċĜ ć ĉć ĐċĜ

ćĉć

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Unit 12: How much did you pay for the CDs?

Vocabulary CONCERT BAND TOPLAY KLEZMERMUSICIANSEECULTUREPOINT FIDDLE VIOLIN TRADITIONAL

ē¯ ĜĖćČĜĖҔĚĔijě ĕ¯ čćĖčĐĖçIJě Č¯ĖĆēĐčçĝ  ĜĖćĜĒĊ¯čĐá đč¯ ēĖ¯ čć=ĜĖćĐćčĸ ĐĖҔĔijčĚčćIJĜČ

INSTRUMENT

ē¯ ĜĖćČĔĖҔĒĉĜČĕĔčĄ

BYTHEWAY

ĶĆIJ

TOBEPLEASINGEQUIVALENTTO%NGLISH @TOLIKE EG ĜčĒČĐĖĸĖĆĕĖ=)LIKEIT TOCOST TOIMAGINESEELANGUAGEPOINT SEEALSOLANGUAGEPOINT 5NIT

(+DATIVE *ē¯ēĐĖĸĖĆ

Č¯ĖĆēČĕijě ĎčĊēĐĖČĝĜijҔĸ

POUND

ē¯ ĕijć=ĜĖćČĔĉĸ

SCANDAL

ē¯ ĜĖćĐIJҔćĔIJěĕ

TOSHOW

ēĊčĉĉĖĆēĊìĉĉ

)NTERNET

ē¯ čćęĖĔĜĖČĔčĄҔ

DOLLAR TOBORROW

CONJUGATESWITHēìĊINPASTTENSE

ē¯ ĜĖćĜIJĐijć Č¯ĖĆēĆĜiją

Unit 12: ďėđčĜijèēĴĜĎĈĝijĹčđĴěijĆĊčĖĴĉđĹĎĊĊ

188

Language points 4 Verbs with ďĎċ ■ Uses of ĎčĊ 4HE WORD ĎčĊ ONESELF IS A REFLEXIVE PRONOUN A PRONOUN USED WHEN REFERRINGTOTHESELF)TCANBEUSEDFORALLPERSONS CORRESPONDINGTO THE%NGLISH@MYSELF @YOURSELF @HIMSELF @HERSELF @OURSELVES @YOUR SELVES AND@THEMSELVES)TCANBEUSEDASANOBJECT EG

ĐĆčçĝēčĄďĎċĖĊĎčĄ )SEEmyselfIN;THE=MIRROR (OWEVER THEMOSTCOMMONUSEOF ĎčĊISASPARTOFAVERB9OUHAVE ALREADYSEENAFEWSUCHVERBS EGĎčĊēĖĔĜĖĐLEARN ĎčĊēĆĜijĊWORRY ĎčĊ ēČìą CHANGE  3OME VERBS MAY BE USED BOTH WITH AND WITHOUT ĎčĊINSUCHCASESTHEVARIANTWITHĎčĊMEANSSOMETHINGDIFFERENTFROM THEONEWITHOUTIT/THERVERBSEXISTONLYWITH ĎčĊ6ERBSWITH ĎčĊFALL INTOFOURMAINCATEGORIES 1. REFLEXIVE

4HESEVERBSAREUSEDWHENTHEOBJECTOFTHEVERBISTHESAMEASTHE SUBJECT4HEYCORRESPONDTOREFLEXIVEVERBSINLANGUAGESLIKE&RENCH 3PANISH AND'ERMAN4HESEVERBSHAVETHESAMEBASICMEANINGAS THEIR EQUIVALENTS WITHOUT ĎčĊ 3OMETIMES THESE CORRESPOND TO VERBS WITH@ONESELFIN%NGLISH BUTINMANYCASESTHE%NGLISHEQUIVALENTIS SLIGHTLYDIFFERENT9OUCANSEETHISINTHEFOLLOWINGEXAMPLE ďĎċĝIJĉĉĎčĄ )WASHmyself)HAVEAWASH

←

ĜĖćīĐěčćĝIJĉĉĎčĄ )WASHthe clothes

)NMANYCASES AREFLEXIVEVERBWITH ĎčĊANDTHECORRESPONDINGVERB WITHOUT IT MAY BE TRANSLATED BY THE SAME %NGLISH VERB AS IN THIS EXAMPLE

ďĎċČìąĜĖČĖĉĉĜĖć 4HEWEATHERCHANGESLITERALLYitself 

←

ĐČěIJçĒijěĕijćČìąĎčĄ )CHANGEthe CD

Unit 12: How much did you pay for the CDs?

2. RECIPROCAL

)NTHESEVERBS ĎčĊCORRESPONDSTO%NGLISH@EACHOTHER6ERBSLIKETHIS ALWAYSHAVEAPLURALSUBJECT EG

ČĖČčĕĜĖĉĉčĔĉĄēĉĸďĎċēĖĔĖěīĊ 4HEYKNOWeach otherFROMUNIVERSITY !S IN #ATEGORY  THE ĎčĊ IS A NECESSARY COMPONENT IN 9IDDISH BUT @EACHOTHERCANOFTENBELEFTOUTIN%NGLISH EG

ČĜĖĚĔijěđìąďĎċēĸĖĜČīĊ 4HEYREMEETINGLITERALLYEACHOTHER ATTHECONCERT 3. PASSIVE

3OMETIMES A VERB WITH ĎčĊ MOST CLOSELY CORRESPONDS TO A PASSIVE VERBIN%NGLISHEGISDONE ISHEARD ISMADE &OREXAMPLE

ĜĖČĚĔĖĸēďĜĉćďĎċČĜĖĈēĉĆčĔĜĖĔīĝIJ !BEAUTIFULMELODYISHEARDLITERALLYHEARSITSELF THROUGHTHE WINDOW 4. NO PARTICULAR MEANING

3OME VERBS JUST REQUIRE ĎčĊ WITHOUT THE PRONOUN CONVEYING ANY PARTICULAR MEANING )N THESE CASES JUST MEMORIZETHE VERB TOGETHER WITH ĎčĊASASINGLEUNIT&OREXAMPLE

ēćĉćēĆĖĉĉďĎċĆĜijĊĎčĄ )WORRYABOUT$OVID )FYOUCOMEACROSSANEWVERBWITH ĎčĊ THECONTEXTUSUALLYMAKESIT CLEARWHICHCATEGORYITFALLSINTO)NADDITION IFYOUWANTTOCONVEYTHE MEANINGOF@ONESELFOR@EACHOTHER ITISGENERALLYPOSSIBLETOADDĎčĊTO AVERBTHATYOUALREADYKNOWANDTURNITINTOAREFLEXIVEORRECIPROCALVERB

■ Conjugating verbs with ĎčĊ 6ERBSWITH ĎčĊCONJUGATEJUSTLIKEREGULARVERBSINALLTENSES4HEONLY THINGYOUHAVETOREMEMBERISTHATTHE ĎčĊALWAYSGOESDIRECTLYAFTER THE MAIN CONJUGATED PART OF THE VERB )N THE PRESENT TENSE THIS IS SIMPLEBECAUSETHEVERBHASONLYONEPART

ďĎċĆĜijĊĎčĄ )WORRY

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190

)NTHEPASTANDFUTUREITGOESDIRECTLYAFTERTHEAUXILIARYVERB

ČĆĜijĊĖĆďĎċąijĈĎčĄ )WORRIED

ēĆĜijĊďĎċĐĖĉĉĎčĄ )LLWORRY )FYOUWANTTONEGATETHEVERB PUT ČčĔ=ČĝčĔafter ĎčĊINALLTENSES

čĞĎĕďĎċĆĜijĊĎčĄ )DONTWORRY

ČĆĜijĊĖĆčĞĎĕďĎċąijĈĎčĄ )DIDNTWORRY

ēĆĜijĊčĞĎĕďĎċĐĖĉĉĎčĄ )WONTWORRY

5 Prices and currencies 7ORDSFORCURRENCIESEG ČĔĉĸ z ĜIJĐijć REMAININTHESINGULARINCON JUNCTIONWITHNUMBERS EG

čĕĊĹēĚĸĉĸČĕijěĖĆČijĈĕĖ )TCOSTlFTEENpound[s]

ĝijđĴĈēĖĚĜIJĸĐČěIJçĒijěĖąĐĖĊĕijćēĖĔčĸĖĆĉČĕĔĖěČĜijć 9OUCANlNDTHESAME#$FORTENdollar[s]THERE (ERE ARE THE NAMES OF SOME MORE CURRENCIES THAT ARE PARTICULARLY RELEVANTTO9IDDISHSPEAKERS EURO ROUBLE SHEKEL

ĕ¯ ĜĖćijĜīĄ ~ ĜĖćĐąĉĜ đč¯ ĜĖćĐěĝ

191

Unit 12: How much did you pay for the CDs?

Culture point Eastern European Jewish music 4HE9IDDISH SPEAKINGWORLDHASAVASTMUSICALHERITAGE/NEOFTHE OLDESTFORMSOFMUSICISĞĉĔĊċ LITURGICALCOMPOSITIONSTRADITIONALLYSUNG BY CANTORS IN THE SYNAGOGUE ON 3HABES AND AT FESTIVALS !NOTHER IS THE ēĉĆčĔ A WORDLESS MELODY ORIGINALLY POPULARIZED IN (ASIDIC CIRCLES ASAFORMOFMEDITATION 4HEREISALSOARICHTRADITIONOF9IDDISHFOLKSONGS4HELYRICSCOVER ANENORMOUSRANGEOFSUBJECTMATTERREFLECTINGALLASPECTSOF*EWISH LIFE3OMEHAVENOKNOWNAUTHOR WHILEOTHERSWEREWRITTENBYPOETS ANDTHENABSORBEDINTOTHE@FOLKREPERTOIRE&OLKMELODIESMAYDERIVE FROM THE *EWISH RELIGIOUS TRADITION WITH INFLUENCES FROM VARIOUS %UROPEANCULTURES )N PRE 7ORLD 7AR  %ASTERN %UROPE A MUSICIAN WAS KNOWN AS A @KLEZMER+LEZMORIMPLAYEDAVARIETYOFINSTRUMENTSEGVIOLIN ACCOR DION CLARINET HAMMEREDDULCIMER BASS DRUMS INDIFFERENTSETTINGS INCLUDINGWEDDINGSANDCELEBRATIONS!ROUNDTHISTYPEOFMUSIC WASADAPTEDINTOAGENRECALLED@KLEZMER+LEZMERNOWENJOYSWIDE SPREAD POPULARITY WITH GROUPS PERFORMING BOTH TRADITIONAL AND MODERNREPERTOIRES

Exercise 3 Rewrite the following sentences in the past tense, remembering to put ĎčĊ in the right place. Check the glossary for the meaning of any unfamiliar verbs.

ČĜĖĚĔijěēĸĪĄĎčĊēĐìĄĜčĒ ČĖČčĕĜĖĉĉčĔĉĄēčĄĝčć™ ččĎčĊēĜĖĐĎčĄ ĐČěIJçĒijěìĔIJĎčĊČĸĪěćĉć ČĜĖĚĔijěđìąĎčĊēĸĖĜČđčĜĶċčć ěčĊĉĒĖČĐIJĜijĔąčĐČijĈĈĔċĕijĉĉĜIJĸĎčĊČĕĆĖĜĸĉć ĐČěIJçĒijěēìĊēćĉćēąĖĆěčĜĉĚĊĉĒčĊĊIJĎčĊČĔijĒĜĖćĐċĜ

Exercise 4 Rewrite the above sentences in the future tense.

    5 6

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192

Exercise 5 Look at the following items and say how much each one costs.

 Example ČĜĖćĔĉĈīĉĉĚČĕijěĖčĊčĉĉĖĐĖČčć

←

ĜIJĐijćěčĚĜĖĸ

Supplementary text (Audio 2:16) 4HISTALECENTRESONAdybbuk  THESPIRITOFADEADPERSONTHATPOS SESSESALIVINGBODYANDMUSTBEEXORCIZEDBYARABBI4HEdybbuk ISAFAMILIARTHEMEIN9IDDISHFOLKCULTURE

ĔĊćĎĕĜĊĆĎĈĝėĈ ĜĖČĐĖēìĊąčĐĉĚēĊċĜĖČĐIJēIJēĖĉĉĖĆĐijĒIJĊčĄĐČĖČĝēīĐě IJēčĄ ĐČĖČĝēĉĸēć™ čččćēąijĈĎĖĐĊijĐĜIJĸēĖĉĉĖĆČĝčĔēĪĝĐĉěĕĔĊċđĖćĊčĄ ēĖĔĉĸĖĆēąijĈīĊēĊċđĖìĔIJēĖĔčĸĖĆĉĚČìĚēĪĝĊčĄĕĖĊIJēĕijĐĝIJą ĜĖĆĔčĊĜĖĜIJąĜĖćĔôĉĉIJĎĪĄēĉĄđĉĜĸĜĖīĊēĖĉĉĖĆĊčĄĕijĉĉēIJĒēĆĔĉčIJ

Unit 12: How much did you pay for the CDs?

ēĖĆĔĉĊĖĆČijĈĜĖēĖĉĉēĜĖĈĉĚĈčċĒIJēĖĉĉĖĆĊčĄĕĖĐĉěěčČďĖĜçIJČčĒ  ēĊċĜĖČĐIJĜĖćČīĜĸĖĆĎčĊČijĈĐČĖČĝĖĚĔIJĆĕijćēĉĄĞĉĐčĸëčć ĜĖćČčĒĕĖáēčĄēĖĉĉĖĆĊčĄĜĖēćčĜĸĉĚĒĉĄěĜIJČĝēĖĉĉĖĆĊčĄĜĖąij ĜĖīĊčĉĉēąijĈČĝčĔēĪĝđčĄēĐčĉĉīĊĊIJēĕijĐĝIJąČijĈĕijĉĉĈĐčĈě ēĊċđĖìĔđĖćČĜijĉĉĎĖĐČĔìĜĸIJēĆijĊČĔĖěĖĆČĝčĔČijĈĜĖēĉĄēĊċ  ĊčĄēĉĄĝĸĔ¯ĞĒĆĖēĉĸěĔIJĜěēĜijĉĉĖĆēĊċĜĖČĐIJĜĖćĊčĄėĉĕđĉĚ ĈĔĝĈ¯ĝijĜĜIJĸČěĔĉçēąĜijČĝĖĆ ĈĐčĈěĖĚĔIJĆčćēĉĄēĊċĜĖìĔĜĖćēĊċēČĐIJđĖćČĔīĉĉIJąēąijĈĖĐIJ ČijĈēĊċĜĖìĔĜĖćĞĉĐčĸëĈĔĝĈ¯ĝijĜčćēĖĔĉĉIJćĐĉĝēčĄēĖĆĔIJĆĖĆēĖĔĖĊ  ČijĈĜĖēĖĆĔčĊČĔĖěĖĆČĝčĔĜĖČijĈđĖĚĉĐçĜĖąijĐĪĒĕijćČĔĸĖĖĆ đĖĔĉĸĐĉěĕijćčĉĉēĜĖĈĉĚēěijĜĝĜĖćĎčĊČijĈēĉĄĐijĒIJĎijĔČĜčąĉĜç ęĐIJēĉĄēĖĆĔĉĊĖĆĜĖČìĉĉČijĈĜĖĊćĐIJĈēìĊēĉĸČĒĉěēĊċđĖĔĖąĜijČĝĖĆ  ĎìĐĆēĊċĜĖìĔĜĖćČijĈēĊċēČĐIJđĖĔĉĸĐĉěēČĪĐēĖĉĉĖĆĊčĄ ĊčĄĖĒēĖĉĉěĖĜĝēĉĸČĝĐċĖĆĜĖČijĈěĉąčćIJĊčĄĕijćĊIJēĖĔIJČĝĜIJĸ ēĊċēČĐIJđĖĔĉĸĐĉěĕijćČĜĖĈĜĖćĎčĊČijĈēçĖĐĝĒīĈIJđčĄēĖĒĉěĖĆ čćēĖĆĔčĊĐĖĉĉĎčĄĐĉĝēìĒĊčĄĕijćēĉĄĐČĖČĝēĉĸēĊċĜĖćēčąĎ血 ēĉĆčĔēìĒČĪĐĞĉĐčĸë čąĜĜĖćČijĈēĊċĜ€ēčąĜđĉĚēĊċēĆĔĉčđĖćČĆĔĖĜąĖĆēĖĒČijĈ ČĚčĄìąĜIJĸēĪĝĊčĄćĜĖĜĖćėĪĄČìĚēìć€ěĉąčćđĉĚČĆijĊĖĆ ČijČĝĔIJēĖĆĔčĊēĊċēĆĔĉčđĖćēĊijĐēĉĄĉĜĜĖěčąīĄēìćĉĚēīĆĉČĕĊĉĒ ēĖĆĔčĊČĜčąĉĜçČijĈēĊċĜĖĆĔĉčĜĖćēĸĐijĈĖĆČĝčĔČijĈĕijćĜĖąijĜčć ĕĔĊċēČĐIJđĖćēĖĉĉĖĆĊčĄĐĉěĕijćĜĖąij ĐĖĉĉĎčĄČĆijĊĖĆĜĖČijĈēĊċĜ€ĐijĒIJĎijĔČĜčąĉĜçčąĜĜĖćČijĈ  ĎčćČĖĉĉĕijĉĉēĉĆčĔĜĖĔĖČĐĖĊIJĊčĄĕĖēĉĆčĔđĖìĔIJēĖĔĜĖĐĜčć ēĉĸēĜĖĪČčćēĖĔĖĸĖēĉĄćĜĖĜĖćėĪĄijćēČďčĐĸĖĔìćēĉĸēĖìĜĸIJą ēćĖ¯ēĆēčĄđčěčćĚčćĉĚēĉĆčĔđĖćēĖĆĔčĊČĕĖĉĉĉ楹Ĉ¯đĐĉĖ ēĉĄēćčĜĸĉĚēĖĉĉĖĆĊčĄēĊċĜĖČĐIJĜĖćēĉĆčĔđĖćēĖĆĔĉĊĖĆčąĜĜĖćČijĈ ČijĈēĊċĜĖĆĔĉčĜĖćēĊċēĆĔĉčđĖĔĉĸėĉĆđĖćēĊijĐĜIJĸČijĈěĉąčćĜĖć ĐĉěēīĝēìĊČĜĖĈĖĆēąijĈĖĐIJēĉĄēĖĆĔĉĊĖĆēĉĄĐĪĒĕijćČĔĸĖĖĆ

193

Unit Thirteen

ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą I want to see a new film in Yiddish!

In this unit you will learn: s s s s s

HOWTOSPECULATEABOUTPOSSIBILITIES HOWTOMAKEFULFILLABLECONDITIONS CONVERBSSTRESSEDPREFIXEDVERBS HOWTODECLINETHEADJECTIVE ĜĖćĔIJOTHER ABOUT9IDDISHTHEATREANDFILM

Dialogue 1 (Audio 2:18) 4HERESGOINGTOBEASCREENINGOF@4HE$YBBUKATTHE*EWISH CULTURALCENTRE2OKHLASKS$OVIDAND+HANEIFTHEYWANTTOGO

ČĐčĉĉěčČĕĔčćĜĖČĔĖĚ¯ĜĉČĐĉěēĝčć™ ččēčĄěĉąčćĜĖć€ēĊìĉĉČĖĉĉĖĒ ēīĆĜčĄ IJēąìĜĝĎijĔėĜIJćĎčĄĜĖąijēīĆĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ ĕĖčĚIJěčĐçIJ¯ČIJĜijČěijć Ďĕ ĐijĒĐčĸĪĊIJēĖĊĖĆēĪĝĕĖąijĈďěĝċąijĈĎ襹ĪĄČĝčĔĕīĉĉĎčĄ ēIJĜěĖēĕĪĜĆIJėĪĄēìĊČĖĉĉĕijćđīĈĜĖćēčĄēĖĊĖĆĕĖČĕijĈĉćĜĖąij ČijČĝĔIJĜĖąijēīĆĜĝĸĄĎčĄĐĖĉĉċĉáēąijĈĐĖĉĉĎ襹ĪĄēĖĊĜčĒijĐĉĔ đĐčĸđĖìĔIJēĖĊĉĚijĔčěēčĄēīĆČĉĝçĜčĒ ēĖĔĖěěĉąčć ĜĖć€ ėĪĄēìĊČĝčĔđĐčĸĜĖćČĖĉĉijĔčěēčĄēīĆēĐĖĉĉĜčĒąĪĄĜĖąij ēčĔĖĜĖĚĔIJĆĜĖćēĖĉĉĖĆ ĊčĄĕijćĝčć™ čč ēąijĈĜčĒĕijĉĉđĐčĸēĝčć™ ččIJēĖĊēĉĄđīĈĜĖćēčĄēąìĐąČčĒĕijĉĉ ēĉĄĖĐĖĒIJĒ€ĐćčĸēČčĒĐć™ čč€ČĸĪěĖĆąijĈĎčĄ ēĖĊĖĆ ČĝčĔĎijĔ ēĖĊīĊēĊčĉĉIJąČĝčĔĎijĔēĉĄĐĉĉìČ ēĉĄĝČĔĖĒČijƀ

ĐċĜ ćĉć Ĕċ Ĉ ĐċĜ ĈĔċ ĐċĜ Ĉ Ĕċ

195

Unit 13: I want to see a new film in Yiddish!

ĜĖĔīĐěēìćėĪĄēĖĊīĊēĊĉĒĜčĒēĐĖĉĉēijČĕijćēĐĖĉĉĜčĒąĪĄĜĖąij ĐċĜ

ijĔčěēčĄēīĆČĐijĉĉĖĆąijĈĎčĄĖčĊčĉĉĖĐĖČ ēĉĄěčČĕĔčćěĉąčćĜĖć€ēĖĊĉĚĜčćČčĒēīĆĐĖĉĉĎčĄĆĔĉĔĖćĜijēčĄĉĔ ćĉć ĎijĉĉČčĒĕĖčĚIJěčĐçIJ čćēěčćĔĖ ēĖĒĐčĸĖĜĖćĔIJčćēĖĊĉĚěčČĝĜĖĔijćĜčĒĉĚēĖĒĉěĜčĄČĔĖěēIJćēĉĄ ĈĔċ ĎčĄĐĖĉĉĎijĉĉēīĄēčĄēĖĒĐčĸĖĝčć™ ččĖČĐIJĐčĸĪĊIJēĖĊĐĖĉĉĎ襹ĪĄ ĐċĜ ĕìĉĉēĉĄęĜIJĉĉĝėĪĄęĐIJēĖĊ ēąīĈĔij

Vocabulary ēĊčĉĉĖĆēĊìĉĉ

TOSHOW CULTURE

ē¯ čćĜĉҔČĐĉě

CENTRE

ĕ¯ ĜĖćĜĖČĔĖĚ ĕ¯ čćĖčĚIJěčĐçIJ

APPLICATION DESIRE

~ ĜĖćěĝċ

SCREEN

ēĖ¯ ĜĖćēIJҔĜěĖ

STRENGTHPOWERENERGY

Ğĉ¯ ĜĖćċĉá ČijҔČĝĔIJ

INSTEADOF POINTINTHEABOVECONTEXT

đč¯ ĜĖćēčĔĖ

'OD

ĜĖČĖĆ ĜĖćČijĆ

DEVIL

đčĔijĐĉĉìČ ĜĖćĐĉĉìČ

TOMANAGETODOINTIME

ēĊčĉĉIJąēĊìĉĉIJą ēIJć

THEN

Idiom TOFEELLIKE

ěĝċēąijĈ

Language point 1 Fulfillable conditions )N 9IDDISH WHEN YOU WANT TO SAY THAT SOMETHING MIGHT HAPPEN IN THEFUTUREIFAPARTICULARCONDITIONISMET YOUUSEACONSTRUCTIONCALLED

Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

196

A@FULFILLABLECONDITION9OUSAWSEVERALEXAMPLESOFTHISIN$IALOGUE &OREXAMPLE $OVIDSAID

ēīĆĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ )F)HAVETIME )LLGO !FULFILLABLECONDITIONISMADEUPOFTWOCLAUSES4HEFIRSTISADEPENDENT CLAUSESTATINGTHECONDITIONEG@)F)HAVETIME )TISFORMEDLIKETHIS OBJECTIFRELEVANT + FUTURETENSEVERB + SUBJECT + IF ąĪĄ ← Example

ČìĚ

+ ēąijĈĐĖĉĉ

+ ĎčĄ

+

ąĪĄ ←

ČìĚēąijĈĐĖĉĉĎ襹ĪĄ )F)HAVETIME 4HIS IS ALMOST THE SAME AS %NGLISH EXCEPT THAT IN 9IDDISH THE VERB ISINTHEFUTURETENSEWHILEIN%NGLISHITISINTHEPRESENT 4HE SECOND CLAUSE IS AN INDEPENDENT CLAUSE TELLING US WHAT WILL HAPPENIFTHECONDITIONGIVENINTHEFIRSTCLAUSEISMET4HIS@OUTCOME CLAUSEISFORMEDASFOLLOWS OBJECT IFRELEVANT Example

+ INlNITIVE + SUBJECT + FUTUREAUXILIARY VERB ←

ijĔčěēčĄ + ēīĆ

+ ĎčĄ

+

ĐĖĉĉ ←

ijĔčěēčĄēīĆĎčĄĐĖĉĉ )LLGOTO;THE=CINEMA 4HE MOST IMPORTANT POINT TO NOTE HERE IS THAT BECAUSE THIS IS AN INDEPENDENTCLAUSEFOLLOWINGADEPENDENTONE INVERSIONOCCURSAND SOTHEFUTUREAUXILIARYVERBCOMESBEFORETHESUBJECT 4HERE IS USUALLY BUT NOT NECESSARILY A COMMA BETWEEN THE TWO CLAUSES !S IN %NGLISH IF YOU WANT TO PLACE EMPHASIS ON THE @OUTCOME CLAUSE YOU CAN PUT IT BEFORE THE @CONDITION CLAUSE )F YOU DO THIS THEREISNOINVERSIONINTHE@CONDITIONCLAUSEANDTHEREISUSUALLYNO COMMABETWEENTHETWOCLAUSES

ČìĚēąijĈĐĖĉĉĎ襹ĪĄēīĆĐĖĉĉĎčĄ )LLGOIF)HAVETIME

197

Unit 13: I want to see a new film in Yiddish!

Exercise 1 Change these statements into fulfillable conditions. Example ĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ ijĔčěēčĄēīĆĎčĄ

← ĎčĄīĆČìĚąijĈĎčĄ ijĔčěēčĄ

đĐčĸIJĜčĒēĖĖĊěĝċēąijĈĜčĒ ĖěčĜĖĒIJēīěčĊČĜijĸēijćĔijĐēčĄČĖąĜIJēīěČĝčĔČĔčĸĖĆĐċĜ ĎĪĄĕĖĎčĄĖĊđĐčĸđĖćąčĐČĕijĈĉć ĝčć™ ččĎĕIJĎčĄćĖĜđčĜĖĝĈĄĒēčĄĜijĸĎčĄ ēćčĜĸĉĚĒĉĄĐěĔIJčĜĖČĖĸĜĖćĊčĄČĔĖćĉČĕIJČĜĖĉĉćĉć ĎĖĐěčĐĆĈĔċĊčĄēijćĔijĐēčĄČąìĐąĐċĜ ČĉĆĜĖīĊĝčć™ ččēìćČĜĖĉĉĎĕIJČĕćĖĜĉć ČIJĜijČěijćđĖććĐIJąčĊČěčćĔĖĜĖĉĉĝČĖąĜIJĐċĜ

 2 3 4 5 6 7 8

Exercise 2 Rokhl has made a list of all the things she’s going to do tomorrow if she has time. Use the list to make sentences with fulfillable conditions. Example ČĖĉĉČìĚēąijĈČĖĉĉĐċĜąĪĄ ěĖČijčĐąčąēčĄēīĆčĊ

← ěĖČijčĐąčąēčĄēīĆ

‫ שלאָפֿן ביז צוועלף אַ זײגער‬ ‫ גיין אױף אַ לעקציע וועגן ייִדישן טעאַטער‬2 ‫ טרעפֿן זיך מיט חנהן‬3 ‫ לײענען אַ ייִדישע מעשׂה‬4 ‫ גײן אין ביכערקראָם‬5 ‫ זען אַ פֿילם‬6 ‫ הערן ייִדישן ראַדיאָ אױף דער אינטערנעץ‬7

Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

198

Exercise 3 Use fulfillable conditions to answer these questions.

ČĔìĈijĔčěēčĄēīĆĉČĕĖĉĉČìĚēąijĈČĕĖĉĉĉćąĪĄ ēĖĊĉČĕĖĉĉĕijĉĉijĔčěēčĄēīĆČĕĖĉĉĉćąĪĄ INTHEMIDDLE ēČčĒēčĄēĊijĐĜIJĸĉČĕĖĉĉČďĖĐĝēìĊČĖĉĉđĐčĸĜĖćąĪĄ ěĜIJçēčĄēīĆĉČĕĖĉĉēĆĜijĒēĖĔìĝČĖĉĉēĉĊčćąĪĄ đīĈĜĖćēčĄēąìĐąĉČĕĖĉĉēĆĜijĒēĆĖĜIJēīĆČĖĉĉĕĖąĪĄ

 2 3 4 5

Dialogue 2 (Audio 2:19) 2OKHLAND$OVIDAREAT+HANESWATCHING9IDDISHFILMS 2OKHLLAMENTSTHELACKOFNEW9IDDISHFILMSANDDRAMA

ēĖĒĉěĖĆĕĪĜIJĊčĄĕĖĜĖąijēīĝĜĖīĊēĖĉĉĖĆĊčĄĐćčĸēČčĒĐć™ čč€ ēIJĜIJĸĊ襁ĕĜĖąijĝčć™ ččėĪĄđĐčĸđĖìĔIJēĖĊĐčĉĉĎčĄ  ēčĄ ěčĔīĉĉĪĊIJ ėĪĄēĚĔIJĆēčĄđĐčĸĜĖìĔIJĊčĄĕijć ČĸĖĝĖĆIJ€ēĖĊĖĆĉČĕijĈ ĝčć™ čč ĝčć™ ččėĪĄēìĊđëĕĈĆĜćĒĜĖěčĜĖćčĔIJĊIJėĪĄēĖĉĉĖĆĊčĄđĐčĸĜĖć ĈûĖĒĈ¯ĜĉçčĕēěĜIJČĝIJēąijĈĎĪĄėĜIJćđĐčĸĜĖć¯ĆĉĔĖĆ ČĝčĔĊčĄ ĎīĝĕijĉĉēĉĄĞĉĜçáėĪĄĕĖĆĪČČĝčĔIJēĜijčČěIJĖČĉĆēĉĄ  ĐčĸĪĊIJijČĝčĔēĖĔĖĊĕĖĜĖĕĖąĎĕēīěČĝčĔĶĚĒĜĖćĊčĄĜĖČIJĖČ ČĐĖĉĉĜĖćėĪĄĕĜĖČIJĖČĖĝčć™ čč ĜčĄČĔīĒĕijĉĉĖĕĖčçĖĝčć™ ččIJēČīĜĆĉĚēīĐIJĜčĒēĖĔĖěĜĝĸĄĉĔ ĖďĐĖĊIJėĪĄČìĚČijĈĜĖĉĉĜĖąijěĔIJćĖĆĜĖĔīĝIJĊčĄĕijć ēČěĖčijĜç IJēąìĐěĕĪĄēĖěĖĒĈûĖĒĖìĔIJēČďIJĜČĕĪĄēīĐIJČĝčĔėĜIJćĖĒ ĜĖćĔIJēIJēĉĸĜĖćijēĚĜçĐčēĖĒďčĐĖđĉĐĝēĉĸĜĝĸĄĖĕĖčçĖČĉĆ ēčĐČìĚēĜĈIJčĉĉĜĖąìĜĝēČĉĆ ēąīĈĔijĜčĒijĐĉĔ Ėĝčć™ ččĖìĔēĖĊČĐijĉĉĖĆĜijĔąijĈĎčĄĜĖąijČīĈĜĖČĔĉĊĖĆēijČąīĈ ĖĝĜijĕčĝĊĖĜēĉĄĖĕčĜČěIJēIJēĜĖĉĉČĝčĔēĖĒĐčĸ ēĖěĖĒčĉĉēĐĖĉĉēĖĒėĜIJćĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊIJĉĔ

ĐċĜ

ćĉć ĐċĜ

ć ĉć ĐċĜ

ćĉć

ĈĔċ ĐċĜ ćĉć

199

Unit 13: I want to see a new film in Yiddish!

Vocabulary CAMEOUTSEELANGUAGEPOINT FEWLITTLE BUSINESSSHOPDEAL LOW LEVEL JUSTFORNOREASON PLOT OTHERWISE TOBEUSEFUL GOODFORSOMETHING CEREMONYTRADITIONALLYDONEJUST BEFORE9OM+IPPURTHE$AYOF !TONEMENT INWHICHACHICKEN ORITSEQUIVALENTINMONEY IS RITUALLYGIVENASASINOFFERING RELATINGTO PLAY SUCHUSEDWITHPLURALNOUNS PROJECT

ēĖĒĉěĕĪҔĜIJ← ēĖĒĉěĖĆĕĪҔĜIJ ěčĔīĉĉ ē¯ ĕijćČĸĖҔĝĖĆ ěčĜĖćčҔĔ Ğĉ¯ čćĈĆĜćĒ đëĕ Ğĉč¯ ĜĖćĈûĖĒĈ¯Ĝĉçčĕ ČĝčҔĔIJ Č¯ĖĆēĆĪČ ĞĉĜçá

Ďīĝ ĕ¯ čćĖĕĖčç ĖďĐĖĊIJ ē¯ ĜĖćČěĖҔčijĜç

TOINVENTSEELANGUAGEPOINT

ēČďIJĜČĕĪҔĄ

TOCHOOSESEELANGUAGEPOINT

ēąìĐěĕĪҔĄ

3HOLEM!LEICHEMPSEUDONYM OF9IDDISHAUTHOR3HOLEM 2ABINOWITZ nSEE SUPPLEMENTARYTEXT 5NIT

đďčĐĖđĉĐĝ

9,0ERETZ9IDDISHAUTHOR nSEESUPPLEMENTARY TEXT 5NIT !ARON:EITLIN9IDDISHAUTHOR n STARTIMPERATIVESEELANGUAGE POINT INGOODHEALTH ACTRESS FEMALE DIRECTOR

ęĜçĐč

ēčĐČìĚēĜĈIJ ēijČąīĈ ČīҔĈĜĖČĔĉĊĖĆ ĕ¯ čćĖĕčĜČěIJ ĕ¯ čćĖĝĜijĕčĝĊĖĜ

Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

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Idioms and proverbs SYNONYMOF ijćēĖĔĖĊ=ĊčĄĕĖ ēIJҔĜIJĸēĖĔĖĊ=ĊčĄĕĖ TOBEGOODFORNOTHINGLITERALLY ĞĉĜçáėĪĄēĆĪČ GOODFORTHEKAPORESCEREMONY ASFORREGARDING Ďīĝĕijĉĉ FOLLOWINGIMPERATIVE SIMILARTO@BY ČīҔĈĜĖČĔĉĊĖĆ ALLMEANSOR@FORALL)CARE
 EG@"YALLMEANSSTART
@3TART FORALL)CARE
 )FYOUCANT;DO=WHATYOUWANT  ĐčĉĉĖĒčĉĉČčĔēĖěĖĒĊIJ WANTWHATYOUCAN;DO=
ēĖěĖĒčĉĉēĐĖĉĉēĖĒėĜIJć

Language points 2 Converbs (stressed prefixed verbs) )N 5NIT  WE DISCUSSED UNSTRESSED PREFIXED VERBS LIKE ēĐīĚĜĖć AND ēĕĖĆĜIJĸ 4HERE IS ANOTHER TYPE OF PREFIXED VERB IN 9IDDISH CALLED @CONVERBSOR@STRESSEDPREFIXEDVERBS!STHESECONDNAMEINDICATES THESE VERBS HAVE A PREFIX THAT GETS THE ACCENT WHEN THE WORD IS PRONOUNCED 4HERE ARE SEVERAL OF THESE IN $IALOGUE  FOR EXAMPLE ēĖĒĉěĖīĝijCOMEOUT ēąīĈĕĴSTART 4HEBOLDPARTOFTHEWORDISTHE STRESSEDPREFIX#ONVERBSRESEMBLEUNSTRESSEDPREFIXEDVERBSINTWO WAYS THEYAREDERIVEDFROM@BASEVERBS AND THERELATIONSHIP BETWEEN THE @BASE VERB AND ITS PREFIXED EQUIVALENT IS SOMETIMES CLEAR BUT OFTEN NOT (OWEVER CONVERBS DIFFER FROM UNSTRESSED PRE FIXED VERBS IN TWO IMPORTANT WAYS  THEY CAN BE COMPOSED OF MORETHANPREFIXES ASOPPOSEDTOJUST AND THEYCONJUGATE DIFFERENTLY &IRST LETS LOOK AT HOW TO CONJUGATE CONVERBS AND THEN WELL EXAMINETHEMEANINGSOFTHEDIFFERENTPREFIXES

■ Conjugating converbs 4HEINFINITIVEOFCONVERBSALWAYSCONSISTSOFASTRESSEDPREFIXFOLLOWED BYTHE@BASE WHICHOPERATESACCORDINGTOTHENORMALRULESOFINFINITIVES IESOMEENDIN ē¯ANDSOMEIN ēĖ¯ 

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Unit 13: I want to see a new film in Yiddish!

)NTHEPRESENTTENSE THEPREFIXSEPARATESFROMTHEBASEANDGOES AFTERIT&OREXAMPLE

ĖīĝijīĆĎčĄ

←

ēīĆĖīĝij

)GOout

TOGOout

)FYOUWANTTONEGATETHEVERB INSERTČčĔ=ČĝčĔAFTERTHEBASEANDBEFORE THEPREFIX

ĖīĝijČĝčĔīĆĎčĄ )DONTGOout (EREISTHECOMPLETEPRESENT TENSECONJUGATIONOF ēīĆĕĪĜIJ 0LURAL

3INGULAR

ĕĪĜIJēĖīĆĜčĒ

STPERSON PLURAL

ĕĪĜIJīĆĎčĄ

STPERSON SINGULAR

ĕĪĜIJČīĆĜčĄ

2NDPERSON PLURAL

ĕĪĜIJČĕīĆĉć

2NDPERSON SINGULAR

ĕĪĜIJēĖīĆīĊ

3RDPERSON PLURAL

ĕĪĜIJČīĆĕĖ=čĊ=ĜĖ

3RDPERSON SINGULAR

4OFORMTHEPASTTENSEOFACONVERB FOLLOWTHESESTEPS  &IRSTREMOVETHEPREFIX THENPUTTHEBASEVERBINTOTHEPASTTENSE IECHOOSETHECORRECTHELPINGVERB ēąijĈOR ēìĊ FOLLOWEDBYTHE PASTPARTICIPLE )FYOUKNOWTHEBASEVERB THISISEASYIFYOUDONT YOUCANFINDITINTHEGLOSSARYOFTHISBOOKORINA9IDDISHDICTION ARY&OREXAMPLE

ēĖĒĉĔĖĆąijĈĎčĄ ēĖĆĔIJĆĖĆēčąēčĄ

← ←

ēĖĒĖĔ ēīĆ

← ←

TAKEOUT ēĖĒĖĔĖīĝij

ēīĆĖīĝij

 .EXT ATTACHTHEPREFIXDIRECTLYTOTHEPASTPARTICIPLE

ēĖĒĉĔĖĆĖīĝijąijĈĎčĄ ēĖĆĔIJĆĖĆĖīĝijēčąĎčĄ

← ←

ēĖĒĉĔĖĆąijĈĎčĄ ēĖĆĔIJĆĖĆēčąĎčĄ

.OTETHATTHESTRESSSTAYSONTHEPREFIXRATHERTHANMOVINGTOTHE VERBSPENULTIMATESYLLABLE )F YOU WANT TO ADD ČčĔ=ČĝčĔ PUT IT AFTER THE AUXILIARY VERB AS YOU WOULDWITHANUNPREFIXEDVERB

ēĖĆĔIJĆĖĆĕĪĜIJčĞĎĕēčąĎčĄ

←

ēĖĆĔIJĆĖĆĕĪĜIJēčąĎčĄ

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4OFORMTHEFUTURETENSEOFACONVERB PUTTHEINFINITIVEFORMAFTERTHE FUTUREAUXILIARYVERB

ēīĆĕĪĜIJĐĖĉĉĎčĄ )LLGOOUT !GAIN ČčĔ=ČĝčĔGOESDIRECTLYAFTERTHEAUXILIARYVERB

ēīĆĕĪĜIJčĞĎĕĐĖĉĉĎčĄ )won’tGOOUT )N THE IMPERATIVE AS IN THE PRESENT TENSE THE PREFIX SEPARATES FROM THEBASEANDGOESAFTERIT

ĕĪĜIJ ČīĆ 'OOUT
!SUSUAL ČčĔ=ČĝčĔGOESAFTERTHEBASEVERB

ĕĪĜIJčĞĎĕ ČīĆ Don’tGOOUT
)F ĉĚ IS USED IN CONJUNCTION WITH THE INFINITIVE OF A CONVERB IT GETS SANDWICHEDBETWEENTHEPREFIXANDTHEBASE

ēīĆĊěĕĪĜIJąčĐČĝčĔČijĈĈĔċ +HANEDOESNTLIKETOGOOUT &INALLY NOTETHATCONVERBSMAYAPPEARINCONJUNCTIONWITHĎčĊ)NSUCH CASESĎčĊGOESDIRECTLYAFTERTHECONJUGATEDPARTOFTHEVERB ASEXPECTED

ėĪĄďĎċçIJďĎčĄ )WAKEUP

ČçIJďĖĆĸĪĄďĎċąijĈĎčĄ )WOKEUP

←

ĎčĊēçIJďĸĪĄ TOWAKEUP

ČçIJďĖĆĸĪĄČĝčĔďĎċąijĈĎčĄ )DIDNTWAKEUP

■ Meaning of converbs #ONVERB PREFIXES CAN BE DIVIDED INTO TWO CATEGORIES DEPENDING ON MEANING $ONT WORRY BOTH CATEGORIES CONJUGATE IN THE SAME WAY
#ATEGORYCONSISTSOFPREFIXESHAVINGSOMETHINGTODOWITHDIRECTION EG ¯ĔìĜIJIN ¯ĕĪĜIJOUT ¯çijĜIJDOWN ¯ĸĪĜIJUP ¯ĒĉĜIJAROUND 

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Unit 13: I want to see a new film in Yiddish!

4HESEPREFIXESCANBEADDEDMECHANICALLYTOANYVERBHAVINGSOME THING TO DO WITH MOVEMENT OR DIRECTION EG ēīĆ z ēĖĒĉě z ēĸĪĐ z ēĚĔIJČ z ēĖĒĖĔ AND THE MEANING IS USUALLY COMPLETELY PREDICTABLE AS THE COMBINATIONOFTHATACTIONANDTHATDIRECTION&OREXAMPLE

ēĖĒĉěĕĪĜIJ

=

COMEOUT

ēĸĪĐĒĉĜIJ RUNAROUND

ēĖĒĉě

+

¯ĕĪĜIJ

COME =

ēĸĪĐ

OUT +

¯ĒĉĜIJ

RUN

AROUND

)N THE PRESENT TENSE THE POSITION OF #ATEGORY  PREFIXES WITHIN A SENTENCE CAN BE QUITE FLEXIBLE 4HEY CAN GO DIRECTLY AFTER THE CON JUGATEDPARTOFTHEVERB ASIN

ąĉČĝēčĄĜĖďčąčćĔíĝijČĒĖĔĜĖ (ETAKESTHEBOOKSINTOTHEHOUSE "UT OFTEN THEY CAN GO IN THE MIDDLE OR AT THE END AFTER ANY DIRECT ANDORINDIRECTOBJECTS

ąĉČĝēčĄĔíĝijĜĖďčąčćČĒĖĔĜĖ ĔíĝijąĉČĝēčĄĜĖďčąčćČĒĖĔĜĖ (ETAKESTHEBOOKSINTOTHEHOUSE (EREISACOMPLETELISTOF#ATEGORYPREFIXES9OUCANUSETHEMTO WORKOUTTHEMEANINGOFNEWCONVERBS IN WITH AFTER BY ALONGSIDE INADVANCE APART TOGETHER TOGETHER BACK

¯ĔìҔĜIJ ¯ČčĒ ¯ĎijĔ ¯ìҔąĜIJĸ ¯ĕĪҔĜijĸ ¯ĜĖćĔIJĔĉĸ ēĖĒIJĊĉĚ ¯ĸĪҔĔĉĚ ¯ěčҔĜĉĚ

THROUGH AWAY OPPOSITE DOWN DOWN OUT UP AROUND UNDER OVER

¯ďĜĉć IJ ¯ěĖҔĉĉIJ ¯ĔĆĖěČĔIJ ¯ĜĖćčĔIJ ¯çijҔĜIJ ¯ĕĪҔĜIJ ¯ĸĪҔĜIJ ¯ĒĉҔĜIJ ¯ĜĖČĔĉĜIJ ¯ĜĖąčĜIJ

#ATEGORY  BY CONTRAST CONSISTS OF PREFIXES WHOSE MEANINGS ARE LESS CLEAR 3OMETIMES YOU CAN SEE A CONNECTION BETWEEN CONVERBS WITH THESE PREFIXES AND THEIR UNPREFIXED EQUIVALENTS THOUGH THE PRECISERELATIONSHIPISNOTALWAYSPREDICTABLE&OREXAMPLE ITISEASY

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TO SEE THAT THERE IS A CONNECTION BETWEEN ēćĖĜ SPEAK AND ēćĖĜĔìĄ PERSUADE BUT IT IS DIFFICULT TO WORK OUT EXACTLY HOW THE MEANING @PERSUADEWASREACHEDBYADDINGTHEPREFIX ¯ĔìĄTOTHEBASEVERB AND THERE IS NO WAY OF PREDICTING WHAT THE SAME PREFIX WILL MEAN WHENADDEDTOADIFFERENTBASEVERB)NOTHERCASESITISVERYDIFFICULT TO IDENTIFY ANY KIND OF LINK BETWEEN THE BASE AND PREFIXED VERBS EG ēĜĖĈ@HEARVS ēĜĖĈĸĪĄ@STOP ēąīĈ@LIFTVS ēąīĈĔij@START4HEREARE SOMEPATTERNSGOVERNINGTHEUSEOF#ATEGORYPREFIXES BUTTHEYARE NOT CLEAR ENOUGH TO BE USEFUL AT THIS STAGE SO ITS BETTER JUST TO MEMORIZETHEMEANINGOFINDIVIDUALCONVERBSASYOUENCOUNTERTHEM .OTETHAT#ATEGORYPREFIXESINTHEPRESENTTENSEGENERALLYFOLLOW THECONJUGATEDPARTOFTHEVERBRELATIVELYCLOSELYRATHERTHANGOINGAT THEENDOFTHESENTENCE

ĖĕĖčçIJĊěēČīĜĆīĊ 4HEYREPUTTINGONLITERALLYPREPARING APLAY (ERE IS A LIST OFCOMMON#ATEGORYPREFIXES!LTHOUGHFAMILIARIZING YOURSELFWITHTHESEPREFIXESWONTNECESSARILYHELPYOUWORKOUTTHE MEANING OF NEW CONVERBS IT WILL ENABLE YOU TO RECOGNIZE THEM AS SUCHANDTHEREBYALLOWYOUTOCONJUGATETHEMCORRECTLY

¯ìą ¯Ĝijĸ ¯ĉĚ

¯ĜĖąčĄ ¯ĔìĄ ¯Ĕij ¯çij

¯ĕĪĄ ¯ĸĪĄ ¯ĒĉĄ ¯ĜĖČĔĉĄ

3 Declining the adjective ĝėĈĕij (other) 4HEADJECTIVEĜĖćĔIJTAKESTHESAMEGENDERANDCASESUFFIXESASOTHER ADJECTIVESWHENITFOLLOWSTHEDEFINITEARTICLEORAPOSSESSIVEADJECTIVE EG đĐčĸ ĜĖĜĖćĔIJ ĜĖć zĖĕĖčç ĖĜĖćĔIJ čć z đĐčĸ ĜĖĜĖćĔIJ ēìĊ  (OWEVER WHENFOLLOWINGTHEINDEFINITEARTICLEORTHENEGATIVEARTICLEēīě ASWELL ASWHENUSEDINCONJUNCTIONWITHAPLURALINDEFINITENOUN ITDOESNOT TAKE GENDER OR CASE SUFFIXES )N SUCH CASES IT HAS ONLY TWO FORMS THESINGULAR ĜĖćĔIJANDTHEPLURAL ĖĜĖćĔIJ

đĐčĸĜĖćĔIJēIJĊčĄĕijć 4HATSANOTHERMASCULINENOMINATIVE lLM

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Unit 13: I want to see a new film in Yiddish!

ĖĕĖčçĜĖćĔIJēIJĊčĄĕijć 4HATSANOTHERFEMININENOMINATIVE PLAY

đĐčĸĜĖćĔIJēIJēĖĊĖĆąijĈĎčĄ )SAWANOTHERMASCULINEACCUSATIVE lLM

ēĖĒĐčĸėĜĖćĔIJēĖěĎčĄ )KNOWOTHERPLURAL lLMS

Exercise 4 Insert the correct present tense form of the converb, using the infinitives in brackets.

ĜĖČĔĖĚ¯ĜĉČĐĉěēĉĸ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ ijĔčěēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĎčĄ ĖĕĖčçĖĜĖĉĉĝIJēĖĔĖīĐ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ ēĉĸ ĕĖĕĖčçĖĝčć™ ččĎĕIJ@@@@@@@@@@@@@@@@ @@@@@@@@@@@@@@@@ ćĉć ěĖČijčĐąčą ĖĕĖčç ĖĜĖĉĉĝčćēĖĔĖīĐ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĒ ĜĖČIJĖČđĖìĔIJ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĜčĄ ĖĕĖčçIJ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ĈĔċēĉĄćĉć ēĜIJĸēĖĒĐčĸ ĖČĔIJĕĖĜĖČĔčĄ@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ ĉć CLUB ąĉĐě¯đĐčĸ

Exercise 5

 2 3 4

5 6 7

8

(Audio 2:21)

Rewrite the following excerpt from Khane’s journal in the past tense. Check the glossary for any unfamiliar converbs.

ĐĊăāùĂĉĦĉĞĐĦćĊĆĊĈćýøďĊĀħāĄùāùćāøćàĐĦćĊğúĂāøćýøûýû ĉĞøćĊĊþĉĊĉĊāÛĂĉĦćĊĈĊğĄýĎćħćùğüĐāĆĉĊĉĊāÛĊđāû’āāĀāĆ ĐĊýýđþāøĉĊĄàýýĊĉĊāÛćğďĉĞøĀđāĈćùàĄďĐāĆĐĊùħĀĈĦĉĊĐĊĀĈāø ćýøûāĆĀĐĊýýûýûćĊĈĊğĄċĞøĐĊüćýøþğùĐĊýýĂāøćĉāĄđĦùýĎ ćàøĀĬħĄđ

Unit 13: ĞĎĈšĎĎĘīąĒđĎĹĒėíĕijĔėċđĎĊĊďĎą

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Exercise 6 Rewrite the excerpt from Exercise 5 in the future tense.

Exercise 7 Insert the correct form of the adjective ĜĖćĔIJ in these sentences.

ĝčć™ ččėĪĄĖĕĖčç@@@@@@@@@@@@@@@@ĜĖćĔIJēIJēĖĊĐčĉĉĎčĄ đĐčĸ@@@@@@@@@@@@@@@@ĜĖćĔIJĜĖćĊčĄĕijĉĉēĆĖĉĉ ijĔčě@@@@@@@@@@@@@@@@ĜĖćĔIJēIJēčĄēīĆĜčĒijĐ ēĖĒĐčĸ@@@@@@@@@@@@@@@@ĜĖćĔIJēīěČĝčĔĉČĕijĈ ēĜĖĔIJĝĊ@@@@@@@@@@@@@@@@ĜĖćĔIJĎĪĄĜĖąij DRAMAS ĕĖĒIJĜćąčĐąijĈĎčĄ GENRES Ďĉą@@@@@@@@@@@@@@@@ĜĖćĔIJĕijćĊčĄôĉĉ ĜĖĒčĚ@@@@@@@@@@@@@@@@ĜĖćĔIJđĖĔčĄĊčĄĕĖ

 2 3 4 5

6 7

Supplementary text (Audio 2:22)

ĞĎĈšĎĎĘīąĒđĎĹĔĊąĝėčijėč  ēĉĸĖčĚčćIJĜČĜĖČĐIJĜĖćēĉĸČĐěčĉĉČĔIJĎčĊČijĈĜĖČIJĖČĜĖĝčć™ ččĜĖć ČìĚ¯đčĜĉçČĐĖČĝĖĆĜijĸČijĈĖĒĕijĉĉĕĖĕĖčçĖĝčĒijěēĐčçĝ¯đčĜĉç đĈĜĶIJēĕīĈĖĆČijĈĜĖČIJĖČēĝčć™ ččđĖĔĜĖćijĒđĖĔĉĸĜĖČijĸĜĖć ĕĖĒIJĜćijĐĖĒČĐĖČĝĖĆĜijĸēĉĄēąčĜĝĖĆČijĈĜĖ  nēćIJĸćĐijĆ ąīĈĔijēčĄćĔIJĐĕĉĜēĉĄĎìĜČĕĖĖčĔĖĒĉĜēčĄĕĖĕĖčçĖĝčĐIJěčĊĉĒēĉĄ  ĜĉĕijēĖĉĉĖĆĊčĄĕĖôĉĉćĔIJĐĕĉĜēčĄĐĖčĚĖçĕĜĖĉĉĝēĖĉĉĖĆĊčĄ ĜĖąij ēĉĸĖčĚĉĐijĉĉĖĜĜĖćĊčąĝčć™ ččėĪĄĕĖĕĖčçēĐĖČĝĉĚĜijĸ ēĉĄćĔIJĐĕĉĜēĐĪçēčĄČčĐąĖĆĜĖČIJĖČĜĖĝčć™ ččĜĖćČijĈĜĖČĖçĝ ēąijĈĕijĉĉēć™ ččēąijĈđĖćęĉċIJĖçijĜīĄ¯ċĜĊčĒēĉĸĜĖćĔĖĐĖĜĖćĔIJ  ąīĈĔijēĉĄēČĔĚĔìĔėĉĕĖçijĜīĄ¯ĶĜĖĒēĉĄĖěčĜĖĒIJēīěČĜčĜĆčĒčĄ ĖìĔčćēčĄĕĜĖČIJĖČĖĝčć™ ččēćĔčĜĆēąĪĈĖĆĔijČĜĖćĔĉĈĜijčēČĕěčĚĔijĉĉĚ ĜĖČIJĖČēĉĸĖčĚčćIJĜČĖěĜIJČĝIJĜĖīĊČĐěčĉĉČĔIJĎčĊČijĈĕĖĜĖćĔĖĐ ěĜijč¯ĉčĔēĉĄĕĖĜìĄ¯ĕijĔĖĉąĊčĜIJçēijćĔijĐēčĄĝčć™ ččėĪĄ ijćēĖĔĖĊĕĖĕĖĒĖČīĐĜĖĐáēĆĖĉĉĕĖĕĖčçĖĝčć™ ččēąčĜĝĖĆČijĈĖĒ  ĝēĉĸěĉąčćĜĖć€ĐĝĒĐĜijĐěĐijĸēĝčć™ ččđĖĔĉĸēĖĒIJČĝĕijĉĉĕĖĕĖčç

Unit 13: I want to see a new film in Yiddish!

ĞĉčûĖĒēĉĄĖěčĜĖĒIJēčĄēČĔIJĜĆčĒčĄĖĝčć™ ččēĆĖĉĉĕĖĒIJĜćēčěĕ¯ĔIJ đĉĚčĉĉĖçijĜīĄ¯ċĜĊčĒēčĄēąĖĐēĝčć™ ččēĉĸēČěĖçĕIJĖĔĖćīĝĜIJĸēĆĖĉĉ ĕĖĕĖčçČĜčĊIJąēĖĒČijĈĐijĒČĸijĞĉĜĉćēĝčĉĉĚēČěčĐĸĔijěĐčçĝìą ČijĈĖĒđďčĐĖđĉĐĝčĉĉĜĖąìĜĝĖĝčć™ ččĖČĒčĜIJąēĉĸěĜĖĉĉčćėĪĄ ČijƀĐĝĒĐēďIJĜçĝĖĜĖćĔIJēĉĸěĜĖĉĉĖĝčĜIJĜĖČčĐČĜčČçIJćIJĎĪĄ ČĕĉIJĸ€ĕĖČĖĆėĪĄĎčĊČĚčČĝēĖĔčćĜijĆĶěĖčēĉĸĐĉĉìČēĉĄĝČĔĖĒ ČĜĖćĔĉĈĜijčēČĕěčĚĔijĉĉĚēĉĸēĜijčĜĖěčĕìĜćēĉĄĜĖěčĚĔijĉĉĚčćēčĄ  ėĪĄēĖĒĐčĸČďIJĒĖĆČijĈĖĒijĔčěēĝčć™ ččēĉĸčĐąĸĪĄēIJēĖĉĉĖĆĎĪĄĊčĄ ĖěčĜĖĒIJēčĄìĕēĉĄēĐĪçēčĄĜěčĖĜĖćĖçijĜīĄ¯ċĜĊčĒēčĄìĕĝčć™ čč ēĖĉĉĖĆēĖĔĖĊēĖĒĐčĸĖĝčć™ čččćēčĄČĐćĔIJĈIJąČijĈĖĒĕijĉĉĕĖĒĖČčć Đć™ čč€čĉĉĕĖčćĖĒijěĖĝčĐIJěčĊĉĒēĖĉĉĖĆēĖĔĖĊĕĖĕĖĕĖčçčćĉĚĎĖĐĔĖ ēĉĄēąĖĐēĝčć™ ččđĖćēĆĖĉĉĕĖĒIJĜćĖĐĖĒIJĒ€ēĉĄĐćčĸēČčĒ ĎĪĄēĖĔĖĊĕĖĕĖčçĖĝčć™ ččĎĕIJēĖĔIJĒijĜĖĝčć™ ččēĉĸēĖĆĔĉČĖąĜIJĜĖąčĄ ēčĄĐĉĉìČēĉĄĝČĔĖĒČijƀēĉĄěĉąčćĜĖć€ĐĝĒĐčĉĉēĖĒĐčĸēĜijĉĉĖĆ ČijĈĖčĚIJĐčĒčĕIJēĉĄēąĜĉċđĖćąčĐĉĚēĜijčĜĖěčĚďĖĊēĉĄĜĖěčĚĸĉĸčć ĜĖąijČijĈĖĒēĖĒĐčĸĖĝčć™ ččĖìĔēĸIJĝČĜĖĈĖĆĸĪĄēĚĔIJĆēčĄČĖĒáēĖĒ ĜĖćĔĖĐīĐĜĖĐáēčĄĝčć™ ččėĪĄēĖĆĔĉĐĖČĝĜijĸĜĖČIJĖČČčĒēĖĉĉĖĆĎčĝĒĒ ēčĄĖĔčąĕěĐijĸĜĖćìąĕĖĕĖčçĖĝčć™ ččēĖĊĎijĔēĖĒēĖěĆijČĉĚČĔìĈ  ĊčĜIJçĐĄĜûčĐčçĝìąđĉĚĜĖČĜĖĖĜĖćĔIJēčĄĐijĒIJēĉĄěĜijč¯ĉčĔ ĜĖČĝĜĖĜĖćēĖĒĉěĖĆĕĪĜIJĊčĄ ĜijčēčĄČĝĖĜIJěĉąēĉĄĆĜĉąĊIJĜČĝ ĖĝčćčĕċIJēĜijčĜĖěčĚĸĉĸčćČĔčĊĝčć™ ččėĪĄēĚĔIJĆēčĄđĐčĸ ēĖĒĉěĖĆĕĪĜIJĊčĄ ēčĄČĸĖĝĖĆIJ€ČĕīĈĕijĉĉĖĒIJĜć¯ĐIJĔčĒčĜě  ēìĒ€蹥Ğ豀ĖĒIJĜćĖěčćĐĄĜûččćĝčć™ ččėĪĄēĚĔIJĆēčĄđĐčĸIJĎijĔ ēĉĸČĝĔĖĒIJēĉĸĈûĖĒčćČĐīĚĜĖćĕijĉĉ ĝ™ čĖĜąĖĈėĪĄąĉČĝĕĔČIJČ ēąĜĉċēďijĔĜijčĜijçIJĐĄĜûčēčĄĈČčĐçĈ¯ĞčĜĄĝĜĖć

207

Unit Fourteen

ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą I can’t read my emails!

In this unit you will learn: s s s s s s

HOWTOCOMPLAINANDTALKABOUTPROBLEMS HOWTOTALKABOUTMODERNTECHNOLOGY HOWTOMAKEUNFULFILLEDCONDITIONS HOWTOFORMRELATIVECLAUSES PERIPHRASTICVERBS ABOUT9IDDISHONTHE)NTERNET

Dialogue 1 (Audio 2:24) $OVIDHASFORGOTTENHISPASSWORDANDCANTOPENHISEMAIL ACCOUNTS(EISFRUSTRATEDBECAUSEHEWANTSTOKNOWIFHEHAS BEENACCEPTEDTODOA0H$2OKHLSUGGESTSPHONINGTHE UNIVERSITIESTOENQUIRE

ČĆĖĜĖĆĸĪĄĪĊIJēčąĎčĄĪĄ ČĜčĕIJçČijĈĕijĉĉ ēĉĄĕĔďīĚČĜijĉĉĖĔìĒĖĐIJČčĒĜčçIJçĐěčČĝĕijćēĜĪĐĜIJĸąijĈĎčĄ ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĝčĔĎčĄ ēĖěČĚčĄ ēďīĚČĜijĉĉēìćČĝčĔĉČĕěĔĖćĖĆ ēīěČIJĈĖĆČĝčĔĎčĄČĐijĉĉēďīĚČĜijĉĉēìĒČěĔĖćĖĆČĐijĉĉĎ襹ĪĄ ĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄ đĖĐąijĜç ėĪĄČĜIJĉĉĎčĄČĔIJĜijČěijćIJčĉĉēĖĒĉĔĖĆĔij ĎčĒ ČijĈĖĒčĚČĕôĉĉĖĆ ēČĖČčĕĜĖĉĉčĔĉĄ ĎĕIJēĉĸĕĜĖĸČĔĖ

ć ĉć Ĕċ Ĉ ćĉć

Ĕċ Ĉ ćĉć

209

Unit 14: I can’t read my emails!

ēĖĆĔčĐěĔijīĊĉČĕĔĖěĜĝĸĄ ēčĄēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸĎĕIJĜĖąijēIJĐçĜĖČĉĆIJĊčĄĕijć ČĐijĉĉĕĖēīĆĒīĈIJĐĖĉĉďĊčąēČĜIJĉĉēĊĉĒĐĖĉĉďĊčĄ ĖěčĜĖĒIJ  ĖěĐĖĚĜĖćēĉĸēĖĆĔĉĐěĖĆĔijČĐijĉĉĎčĄ ąĪĄěčČĔijčIJĒIJČĕijěĖĆ đĔčċąČĖĒáĖěčĜĖĒIJēĜčĔijĸĖĐĖČēĖěĎčĄĖěĐĖĚēìĒēĚčĔČĕĔĖěĉć ēąijĈēČĖČčĕĜĖĉĉčĔĉĄĖĜĖĕijĉĉČĚčĄēĕčĉĉĜĖćĎčĊēĖĔĖěĜčĒ ēĐĖĉĉĪĊIJ ēĖĒĉĔĖĆĔijĎčć ĖĐIJčćČĚčĄēĜčĔijĸĖĐĖČČĝčĔēĖěĎčĄĪĄěĔIJćIJĆĔĉĔĖćĜijēčĄ ĐěčČĝēąĐĖĊēĸĪĄēĖĉĉĖĆēĖĔĖĊēČĖČčĕĜĖĉĉčĔĉĄčćēĉĸēĜĖĒĉĔ¯ēijĸĖĐĖČ ĕĔďīĚČĜijĉĉ čćčĉĉĜčçIJç

Vocabulary ANNOYEDUPSET

ČĆĖĜĖĆĸĪҔĄ

TOHAPPEN

Č¯ēĜčĕIJç

TOLOSE PAPER PASSWORD EMAIL WOULDSEELANGUAGEPOINT

ēĜijĐĜIJĸ=ēĜĪĐĜIJĸēĜčĐĜIJĸ ē¯ ĕijćĜčҔçIJç ĕ¯ ĜĖćēďīĚČĜijҔĉĉ ~ ĜĖćĉĉčĜąĚčĐą ČĐijĉĉ

TOACCEPT

ēĖĒĉĔĖĆĔijҔ ēĖĒĖĔĔijҔ

TOPHONE

ēĖĆĔĉĐěĖĆĔijҔ ēĖĆĔčĐěĔijҔ

FORTUNE MOBILECELLPHONE FREEOFCHARGE TOFINDOUT

~ ĜĖćěčČĔijčIJĒ ĕ¯ čćĖěĐĖĚ đĔčċą ČĕôҔĉĉĜĖćĎčĊĎčĊēĕčĉĉĜĖć

Đ ċĜ ćĉć

ĐċĜ

ćĉć

Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

210

Language point 1 Unfulfilled conditions )N5NITYOULEARNEDHOWTOTALKABOUTAFULFILLABLEFUTURECONDITION )N ADDITION THERE IS ANOTHER TYPE OF CONDITIONAL SENTENCE IN 9IDDISH THATYOUCANUSETOTALKABOUTACONDITIONTHATHASNOTBEENMETAS OFTHETIMETHATTHESTATEMENTISMADE4HEREARESEVERALSUCH@UNFULFILLEDCONDITIONSIN$IALOGUE&OREXAMPLE $OVIDSAID

ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄ )F)COULDREADMYEMAILS )WOULDKNOW 4HISDIFFERSFROMAFULFILLABLECONDITIONBECAUSEINSTEADOFSPECULATING ABOUTAFUTURECONDITIONTHATMAYBEMET HERETHEPOINTISTHATTHECON DITIONHASALREADYFAILEDTOBEREALIZEDANDSOTHESENTENCEISPRESENTING USWITHANIMAGINARY COUNTERFACTUALVERSIONOFTHEPRESENTSITUATION INREALITY $OVIDcan’tREADHISEMAILSANDTHEREFOREdoesn’tKNOW ,IKE FULFILLABLE CONDITIONS UNFULFILLED CONDITIONS ARE COMPOSED OF TWO CLAUSES A DEPENDENT @CONDITION CLAUSE INTRODUCED BY ąĪĄ AND ANINDEPENDENT@OUTCOMECLAUSEWITHINVERSIONOFSUBJECTANDVERB )NADDITION WHILEFULFILLABLECONDITIONSUSETHEFUTURETENSE UNFULFILLEDCONDITIONSUSEASPECIALCONDITIONALVERBFORM ČĐijĉĉ4HISFORM ISRELATEDTOTHE%NGLISH@WOULDBOTHETYMOLOGICALLYANDINMEANING )TCONJUGATESLIKEAPRESENT TENSEVERB 0LURAL

ĔČĐijĉĉĜčĒ 7EWOULD

ČĐijĉĉĜčĄ 9OUWOULD

ĔČĐijĉĉīĊ 4HEYWOULD

3INGULAR STPERSON PLURAL

ČĐijĉĉĎčĄ )WOULD

2NDPERSON čĖČĐijĉĉĉć PLURAL 9OUWOULD RDPERSON PLURAL

ČĐijĉĉĕĖ=čĊ=ĜĖ (ESHEITWOULD

STPERSON SINGULAR 2NDPERSON SINGULAR RDPERSON SINGULAR

ČĐijĉĉ IS FOLLOWED BY THE PAST PARTICIPLE OF THE MAIN VERB 4HIS CON STRUCTION IS USED IN BOTH THE @CONDITION CLAUSE AND THE @OUTCOME CLAUSE 0AY SPECIAL ATTENTION TO THIS POINT BECAUSE IN THIS RESPECT 9IDDISH DIFFERS FROM %NGLISH IN WHICH THE WORD @WOULD IS USED ONLY

211

Unit 14: I can’t read my emails!

INTHE@OUTCOMECLAUSEOFUNFULFILLEDCONDITIONS4HISISHOWYOUFORM EACHCLAUSEOFANUNFULFILLEDCONDITION ‘Condition’ clause OBJECTS + PAST IFAPPROPRIATE PARTICIPLE Example

ČìĚ + ČIJĈĖĆ

+

ČĐijĉĉ + SUBJECT + ąĪĄ ←

+

ČĐijĉĉ + ĎčĄ

+ ąĪĄ ←

ČìĚČIJĈĖĆČĐijĉĉĎ襹ĪĄ )F)HADTIME ‘Outcome’ clause OBJECTS IFAPPROPRIATE Example

+

PAST PARTICIPLE

+

SUBJECT +

ĉĉčĜąĚčĐąēìć + ČĜĖĸČĔĖĖĆ + ĎčĄ

ČĐijĉĉ ←

+ ČĐijĉĉ ←

ĉĉčĜąĚčĐąēìćČĜĖĸČĔĖĖĆĎčĄČĐijĉĉ )WOULDANSWERYOUREMAIL !S WITH FULFILLABLE CONDITIONS IT IS POSSIBLE TO SWITCH THE ORDER OF THE CLAUSES IN WHICH CASE THERE IS NO INVERSION IN THE DEPENDENT CLAUSE

ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎ襹ĪĄČĕôĉĉĖĆČĐijĉĉĎčĄ )WOULDKNOWIF)COULDREADMYEMAILS )NADDITIONTO ąĪĄ THE@CONDITIONCLAUSEOFUNFULFILLEDCONDITIONSCAN BEINTRODUCEDBY ēĖĉĉOR ĊIJWITHNOCHANGEINMEANING

ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎčĄĔėĊĊ ČĕôĉĉĖĆĎčĄČĐijĉĉĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐČĔĖěĖĆČĐijĉĉĎčĄċij If)COULDREADMYEMAILS )WOULDKNOW &INALLY NOTETHATTHE9IDDISHUNFULFILLEDCONDITIONACTUALLYCORRESPONDS TOTWODIFFERENT%NGLISHCONSTRUCTIONSDEPENDINGONCONTEXT ITMIGHT REFER TO A COUNTERFACTUAL VERSION OF THE PAST INSTEAD OF THE PRESENT &OREXAMPLE THESENTENCEABOVECOULDBETRANSLATEDALTERNATIVELYAS @)F ) HAD BEEN ABLE TO READ MY EMAILS ) WOULD HAVE KNOWN $ONT WORRYABOUTTHISBECAUSETHECONTEXTWILLSHOWYOUWHICHINTERPRETATIONMAKESTHEMOSTSENSE

Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

212

Exercise 1

(Audio 2:25)

Change these statements into unfulfilled conditions. Example

đĖĐąijĜçēīěČĝčĔĜĖčĴĉēďīĚČĜijĉĉēìĊčĜĕėĈėććĉć ↓

ČĝčĔĜĖčđĴĊĊēďīĚČĜijĉĉēìĊčĜĕėĈėćčđĴĊĊćĉćĆīą  đĖĐąijĜçēīěčijĉėć ęĖĔĜĖČĔčĄĜĖćėĪĄĜĖďčąĎčĄėĪěČĐĖĆąijĈĎčĄ ĉĉčĜąĚčĐąČijČĝĔIJĉĉčĜąčĊČąìĜĝČìĚČijĈĈĔċ ēĜčĔijĸĖĐĖČČĚčĄĜčĒēĖĔĖěĖěĐĖĚIJēąijĈĜčĒ ĉĉčĜąĚčĐąĖĔìĒēĖĔĖīĐĎčĄēĖěēďīĚČĜijĉĉēìĒČĝčĔĕĖĆĜIJĸĎčĄ đĉěĎčĄēĖĉĉĉČĕīĉĉĉĉčĜąĚčĐąĖĔìĒČĕĒĉěIJąĉć ēćčĜĸĉĚČĝčĔĜĖĊčĄijĜĉčąIJēčĄČĖąĜIJćĉć ēčĄČĝčĔīĊēąìĐąęĖĔĜĖČĔčĄĜĖćėĪĄČĝčĔēĕĖĉĒĝĐċĜēĉĄćĉć ČěIJČĔijě

 2  4 5 6

7

Exercise 2 Answer these questions, using unfulfilled conditions. Check any unfamiliar words in the glossary.

ĕĔčĉĉĖĆĖĕĪĜĆĕijćēĖĔôĉĉĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ ēąìĐěĕĪĄČĔĖěĖĆČĕČĐijĉĉĉćąĪĄČĔĪĉĉĖĆĉČĕČĐijĉĉôĉĉ ĜĖČĕčĔčĒ¯ĜĖčĒĖĜçĜĖćēĖĉĉĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ ČĕĔĪĉĉĉćôĉĉĈĔčćĒĜĖćēĉĸČĔĖćčĊĖĜçĜĖćij ĎĐĒ ĈĖčĕĔĖĆĔIJĐIJēďIJĒČĔĖěĖĆČĕČĐijĉĉĉćąĪĄēĜijĸĖĆĉČĕČĐijĉĉēčĈôĉĉ ěčĜĉĚĜijčČĜĖćĔĉĈČčĒČąĖĐĖĆČĕČĐijĉĉĉćąĪĄēijČĖĆĉČĕČĐijĉĉĕijĉĉ

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4

5

Dialogue 2 (Audio 2:26) $OVIDHASPHONEDALLOFTHEUNIVERSITIESANDHASFOUNDOUTTHAT HEHASBEENACCEPTEDTODOA0H$IN-ELBOURNE !USTRALIA -EANWHILE 2OKHLHASBEENOFFEREDAJOBIN.EW9ORK.OW+HANE 2OKHL AND$OVIDAREDISCUSSINGHOWTHEYLLKEEPINTOUCH

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Unit 14: I can’t read my emails!

ēĖĔĖěĜčĒēĐĖĉĉčĉĉēĜijĸěĖĉĉIJČĖĉĉĜčĄĊIJēąĪĐĆČĝčĔēĖěĎčĄ ČěIJČĔijě ēčĄēąìĐą ēĖĔĖěĜčĒ ČĜĖćĔĉĈĜijčēČĔĚĔìĔēčĄēąĖĐĜčĒĊIJĉČĕĔīĒĕijĉĉ ĜĖćėĪĄēĕĖĉĒĝĉĉčĜąĚčĐąēěčĝĖěĐĖĚ ĜĖćėĪĄēćĖĜ  ČĸIJĝČĔìĜĸėĪĄēīĐIJĎčĊ ēĉĸĜĖćĐčąĖìĔēĐĖČĝēĉĄęĖĔĜĖČĔčĄ ĎĖĐČìĊąĖĉĉ ĖčĚIJĒĜijĸĔčĄĖďĖĐĔĖĊĜĖçĐčĸĪĊIJēĐĖČĝĉĚĄĜĉĒČĝčĔĉČĕijĈĐċĜ ēĐijĊĖĐIJĊIJěĔIJćĖĆđĖćąčĐĪĊIJČĝčĔąijĈĎčĄ ęĖĔĜĖČĔčĄ ĜĖćėĪĄ ĜĖćĐčąĖĔìĒėĪĄēěĉěēĉĄĜčĒ ēĆĖĉĉēĖĔĖīĐēĖĔĖě ĜĖďčĊēĚĔIJĆēčĄĊčĄęĖĔĜĖČĔčĄčćęĐIJĜIJĸĄĜĉĒČĕijĈĉć ĜĖćĜIJĸēąijĈĄĜĉĒČĝčĔėĜIJćĖĒēĖĐċĜČčĒđčáĕĒēčąĎčĄ ęĖĔĜĖČĔčĄ ėĪĄĞĉĔĒċĜĎĪĄąijĈĎ襥ĜĉĒąijĈĎčĄĊIJĜijĔČĝčĔĊčĄĕĖ ĖěĐĖĚIJČčĒĜĖČĉčçĒijěđìąČìĚĖĚĔIJĆčćēĚčĊ ĕijĉĉēĝČĔĖĒ  đĐĖĔēĝČĔĖĒēĝčĉĉĚēĖĆĔĉćĔčąĜIJĸ ĖĞĒĄ ēĐĖĉĉĪĊIJČĔIJĈĜĖćēčĄ  ēĜĖĉĉ ęĖĔĜĖČĔčĄĜĖćėĪĄēĕĖĉĒĝēĐĖĉĉćĉćēĉĄĎčĄĪĊIJēďIJĒĜčĒijĐ ĖĐĖąìČIJČčĒēěčĝīĊēĉĄĉĉčĜąēąìĜĝ ČĕĔĖěĉćēĉĄ ēĖĊČĖĉĉĜčĄēĖĉĉēąijĈĈČĜċČĖĉĉĜčĄĜčĒēĉĸěĊĉċČĝčĔČďIJĒ ĉĉčĜą ĖĔīĝĖĔìĒ

ĈĔċ ĐċĜ

ĈĔċ

Đ ċĜ ćĉć

ĈĔċ

ĐċĜ ĈĔċ

Vocabulary CONTACT

ē¯ ĜĖćČěIJҔČĔijě

TOCHAT

Č¯ĖĆēĕĖĉĒĝ

MYSELF YOURSELF ETC FRIENDSHIP WEBSITE TOBEAFRAIDOF SEELANGUAGEPOINT PERSONAL INFORMATION SAFESECUREINTHEABOVECONTEXT TOAGREEWITH SEELANGUAGEPOINT TOFEELSORRYFOR TOHAVEPITYON SEELANGUAGEPOINT REAL CONNECTIONCONTACT

ēīҔĐIJĎčĊ ē¯ čćČĸIJĝČĔìĜĸ ĎĖ¯ ĕijćĐČìĊąĖҔĉĉ

ĜIJĸēąijĈĄĜĉĒ ĎĖĐĔĖĊĜĖç ĕ¯ čćĖčĚIJĒĜijĸĔčĄ ĜĖďčĊ

ČčĒēìĊđčáĕĒ

ėĪĄēąijĈĞĉĔĒċĜ ĞĒĄ ēĖ¯ čćĆĔĉćĔčąĜIJĸ

Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

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ēĜĖĉĉđĐĖĔ

TODISAPPEARSEELANGUAGEPOINT DOVEPIGEON

ē¯ čćąĪČ← ĖĐĖąìҔČ

TOMAKEFUNOF SEELANGUAGEPOINT

ēĉĸēďIJĒěĊĉċ

TOREGRETSEELANGUAGEPOINT

ēąijĈĈČĜċ

Language points 2 Relative clauses ! RELATIVE CLAUSE IS A CLAUSE THAT TELLS YOU A BIT MORE ABOUT A SUBJECT OR OBJECT THAT HAS JUST BEEN MENTIONED EG THE GIRL WHO WORKS HERE THE PASSWORD THAT ) FORGOT  )N 9IDDISH IT IS VERY EASY TO FORM RELATIVE CLAUSES GENERALLY YOU CAN USE ĕijĉĉ TO INTRODUCE THEM WHATEVER THE GENDER CASE AND NUMBER OF THE ANTECEDENT THE PERSON OR THING ABOUT WHICH YOURE GIVING MORE INFORMATION  &OREXAMPLE

ĐċĜČĕīĈĜĖČĉčçĒijěđìąČĚčĊĖĴĊĊĝČĔĖĒĜĖć 4HEPERSONwhoISSITTINGBYTHECOMPUTERISCALLED2OKHL

ČĜčĚčĐçĒijěēĖĉĉĖĆĊčĄēĕĖĆĜIJĸąijĈĎčĄĖĴĊĊēďīĚČĜijĉĉĜĖć 4HEPASSWORDthat)FORGOTWASCOMPLICATED (OWEVER THERE ARE A FEW POINTS TO CONSIDER &IRST IN ADDITION TO ĕijĉĉ THE RELATIVE PRONOUN ĜĖďĐĖĉĉ CAN BE USED TO FORM RELATIVE CLAUSES 5NLIKE ĕijĉĉ z ĜĖďĐĖĉĉ DECLINES )T TAKES THE SAME GENDER AND CASE SUFFIXESASANORMALADJECTIVEEXCEPTTHATTHENEUTERNOMINATIVEFORM IS ĕĖďĐĖĉĉ&OREXAMPLE

ćĉćČĕīĈĖěĐĖĚIJėĪĄČćĖĜĝėĐđėĊĊĝČĔĖĒĜĖć 4HEPERSONwhoSSPEAKINGONAMOBILEISCALLED$OVID

ēĖĒďčĐĖđĉĐĝēĉĸĊčĄēĖīĐĎčĄĖėĐđėĊĊĎĉąĕijć 4HEBOOKthat)MREADINGISBY3HOLEM!LEICHEM

ĜĖďĐĖĉĉ IS PARTICULARLY COMMONLY USED WHEN THE RELATIVE PRONOUN IS SERVINGASANINDIRECTOBJECTFOLLOWINGAPREPOSITION&OREXAMPLE ČĜĖĈĖĆąijĈĎčĄĝėĐđėĊĊĔćėĊĊĪĜĸčćĊčĄĕijć 4HATSTHEWOMANabout whom)HEARD

Unit 14: I can’t read my emails!

ēĖĒĖĐąijĜçČIJĈĖĆąijĈĎčĄĔĐđėĊĊčĎēĜĖČĉčçĒijěĜĖćĊčĄĕijć 4HATSTHECOMPUTERwith which)HADPROBLEMS !DDITIONALLY IFTHEANTECEDENTISAPERSONANDTHERELATIVEPRONOUNIS FUNCTIONINGASADIRECTORINDIRECTOBJECT YOUCANUSE ēĖĒĖĉĉCORRES PONDING TO THE %NGLISH RELATIVE PRONOUN @WHOM INSTEAD OF ĕijĉĉ OR ĜĖďĐĖĉĉ&OREXAMPLE

ĐċĜČĕīĈēĖĊĖĆąijĈĎčĄĔėēėĊĊĝČĔĖĒĜĖć 4HEPERSONwhom)SAWISCALLED2OKHL

ĐċĜČĕīĈČćĖĜĖĆąijĈĎčĄĔėēėĊĊČčĒĝČĔĖĒĜĖć 4HEPERSONWITHwhom)SPOKEISCALLED2OKHL 4HEPOSSESSIVEFORMOF ēĖĒĖĉĉIS ĕĔĖĒĖĉĉWHOSE 

ĜĖČĉčçĒijěđìąČĚčĊĐċĜĊčĄēĖĒijĔĖĕėēėĊĊĝČĔĖĒĜĖć 4HEPERSONwhoseNAMEIS2OKHLISSITTINGBYTHECOMPUTER 4HEREAREOTHERWAYSOFFORMINGRELATIVECLAUSESIN9IDDISH BUTYOU CANLEARNTHEMATALATERSTAGEOFSTUDY

3 Periphrastic verbs 4HERE IS ANOTHER CATEGORY OF VERBS IN 9IDDISH CALLED @PERIPHRASTIC VERBS9OUAREALREADYFAMILIARWITHTWOCOMMONPERIPHRASTICVERBS ēąijĈąčĐAND ēąijĈČĔìĸ)N$IALOGUEYOUENCOUNTEREDAFEWMORE EG ēìĊđčáĕĒ z ēĜĖĉĉđĐĖĔ 4HESE VERBS ARE ALL MADE UP OF TWO PARTS @PERIPHRASTICMEANSSOMETHINGWITHMORETHANONEPART ACONJUGATED PART EG ēąijĈ z ēìĊ AND AN UNCHANGING PART EG ąčĐ z đčáĕĒ  4HE UNCHANGINGPARTGIVESTHEMEANINGOFTHEVERB WHILETHECONJUGATED PARTFUNCTIONSASANAUXILIARYVERB5NLIKEPREFIXEDVERBS PERIPHRASTIC VERBSCANNOTBEDIVIDEDINTODIFFERENTCATEGORIESOFMEANINGDEPENDING ON THE AUXILIARY VERB OR UNCHANGING PART JUST LEARN THE MEANING OFEACHONEASYOUENCOUNTERIT/FTENTHEUNCHANGINGPARTOFPERIPHRASTICVERBSDERIVESFROMloshn-koydeshEG đčáĕĒ z ĈČĜċ BUTNOT ALWAYS -OST PERIPHRASTIC VERBS HAVE ēąijĈ OR ēìĊ AS THEIR AUXILIARY VERB BUT QUITE A FEW HAVE ēĜĖĉĉ AND SOME HAVE ēďIJĒ /CCASIONALLY PERIPHRASTIC VERBS HAVE A DIFFERENT AUXILIARY VERB EG ēĖĒĖĔ ĐīČĔij TO PARTICIPATE USES ēĖĒĖĔ

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Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

216

4HEINFINITIVEOFPERIPHRASTICVERBSALWAYSSTARTSWITHTHEUNCHANGING PART FOLLOWED BY THE AUXILIARY VERB EG ēìĊ đčáĕĒ  4O FORM THE PRESENTTENSE REVERSETHEORDER 0LURAL

3INGULAR

ēĖĔìĊ=ēĖĔĖĊĜčĒ đčáĕĒ

STPERSON PLURAL

đčáĕĒēčąĎčĄ

STPERSON SINGULAR

đčáĕĒČìĊĜčĄ

2NDPERSON PLURAL

đčáĕĒČĕčąĉć

2NDPERSON SINGULAR

ēĖĔìĊ=ēĖĔĖĊīĊ đčáĕĒ

RDPERSON PLURAL

đčáĕĒĊčĄĕĖ=čĊ=ĜĖ

RDPERSON SINGULAR

4ONEGATE PUTČčĔ=ČĝčĔBETWEENTHETWOPARTSIEAFTERTHECONJUGATED PART ASUSUAL 

đčáĕĒčĞĎĕēčąĎčĄ )don’tAGREE 4O FORM THE PAST TENSE FIRST PUT THE CONJUGATED AUXILIARY VERB INTO THEPAST ANDTHENSTICKTHEUNCHANGINGPARTBETWEENTHETWOPARTS OFTHECONJUGATEDVERB

ČIJĈĖĆĆĎđąijĈĎčĄ ← ČIJĈĖĆąijĈĎčĄ ← ēąijĈąčĐ ČďIJĒĖĆĜċĊČąijĈĎčĄ ← ČďIJĒĖĆąijĈĎčĄ ← ēďIJĒěĊĉċ ēĖĒĉĔĖĆđĬčĕĴąijĈĎčĄ ← ēĖĒĉĔĖĆąijĈĎčĄ ← ēĖĒĖĔĐīČĔij 4ONEGATE PUT ČčĔ=ČĝčĔDIRECTLYAFTERTHECONJUGATEDPART

ĖĕĖčçĜĖćēčĄēĖĒĉĔĖĆĐīČĔijčĞĎĕąijĈĎčĄ )didn’tTAKEPARTINTHEPLAY !CURIOUSCHARACTERISTICOFPERIPHRASTICVERBSFORMEDWITH ēìĊISTHAT CONTRARYTOWHATYOUWOULDEXPECT THEYUSEēąijĈASTHEIRPASTTENSE AUXILIARY VERB 0AY SPECIAL ATTENTION TO THIS POINT BECAUSE IT IS EASY TOFORGET&OREXAMPLE

ēĖĉĉĖĆđčáĕĒĆĴĉĎčĄ

←

đčáĕĒēčąĎčĄ

(OWEVER PERIPHRASTIC VERBS FORMED WITH ēĜĖĉĉ BEHAVE AS EXPECTED ANDUSE ēìĊASTHEIRPASTTENSEAUXILIARYVERB

ēĜijĉĉĖĆđĐĖĔċĎąĕĖ

←

đĐĖĔČĜĖĉĉĕĖ

217

Unit 14: I can’t read my emails!

4O FORM THE FUTURE START WITH THE FUTURE AUXILIARY VERB AND THEN ADD THEINFINITIVEOFTHEPERIPHRASTICVERB EG

ēìĊđčáĕĒĐĖĉĉĎčĄ )LLAGREE 4ONEGATE PUT ČčĔ=ČĝčĔAFTERTHEFUTUREAUXILIARYVERB

ēìĊđčáĕĒčĞĎĕĐĖĉĉĎčĄ )won’tAGREE 7HENUSINGĉĚBEFORETHEINFINITIVEOFAPERIPHRASTICVERB PUTITBETWEEN THETWOPARTS

ēąijĈĊěĄĜĉĒČĉĆČĝčĔĊčĄĕĖ )TSNOTGOODtoBEAFRAID

Exercise 3 Choose the correct relative pronoun from those provided in brackets.

ĕćĉć ēďĐĖĉĉėĪĄĕĔĖĒĖĉĉĜĖďĐĖĉĉėĪĄ@@@@@@@@@@@@@@@@@@@@ĜčçIJçĕijć STREET ĕIJĆēčĄČĆčĐēĖĔĖĊĕĔďīĚČĜijĉĉ

ĕijĉĉēďĐĖĉĉēĖĒĖĉĉ@@@@@@@@@@@@@@@@@@@@ēĝČĔĖĒėĪĄĞĉĔĒċĜČijĈĈĔċ ĜĖČĉčçĒijěđìąěčćĔĖČĝēĚčĊ ēĖĔĖĊ ĕĔďīĚČĜijĉĉ ĜĖďĐĖĉĉĕĔĖĒĖĉĉĕijĉĉ@@@@@@@@@@@@@@@@@@@@ĝČĔĖĒĜĖć ćĉćČĕīĈēĜijĉĉĖĆđĐĖĔ ĕĖĉĒĝĎčĄ ĕĖďĐĖĉĉČčĒĕijĉĉēĖĒĖĉĉČčĒ@@@@@@@@@@@@@@@@@@@@ĐćīĒĕijć ĐċĜČĕīĈ ėĪĄ@@@@@@@@@@@@@@@@@@@@ĎĖĐČìĊąĖĉĉčćėĪĄēěĉěĉĚčĄćáĊčĄĕĖ ĕĖìĔĖĝčć™ ččēĖĔĖīĐēĖěĖĒ ēĖĒĖĉĉ ėĪĄĖďĐĖĉĉėĪĄĕĔĖĒĖĉĉ ąčĐČĝčĔČijĈ ēďĐĖĉĉĕĔĖĒĖĉĉĕijĉĉ@@@@@@@@@@@@@@@@@@@@ĝČĔĖĒĜĖć ĈĔċČĕīĈĎĖĐČìĊąĖĉĉČĸIJĝČĔìĜĸ

 2



4

5

6

Exercise 4 Answer the following questions in Yiddish, using the periphrastic verbs in bold.

ĕĖěĐĖĚĆĎđĊčĖĴĉ ĎIJĊPOSITIVE ĖĉĉčČčĊijçIJĊčĄęĖĔĜĖČĔčĄčćĊIJĒĎâĖēĊčĖĎĆ ĎĕIJĜĖīĊęĖĔĜĖČĔčĄčćēĚčĔĕijĉĉēĝČĔĖĒėĪĄğĊĕēČĝĈĔċčĴĉ ęĖĔĜĖČĔčĄčćēĚčĔČĝčĔĐčĉĉčĊĐìĉĉēĈĔċēĉĸĜċĊČĐċĜčĐijē ĜĖďčĊČĝčĔĊčĄęĖĔĜĖČĔčĄčćĊIJąĝĊēĈĔċčĴĉ

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Unit 14: ĊĊĎĝĆěĎđĆėĕíēĔėĕėĬđčĞĎĕĔėĜďĎą

218

Exercise 5

(Audio 2:27)

Rewrite this excerpt from Khane’s journal, putting the bold verbs into the past tense. Check any unfamiliar verbs in the glossary.

ćýøĉĊďĄĊĎþĦďāûĊĈĀđúħþĂāøĄàýýĐāĆćýĬďþýÿĀăĦĆĄÿĐ þāøčĊĈĐĊĀĈāøāûyĀúħþāþĀĄĊýýāûĊāĄĦďćăĦĆĉĐĊĀýāÛĆħď ĀāĆĂāđĆĆćāùĂāøĐāøĀāĆąāÔĉĆĀđāĈćāùĂāøĐĊùħxĐĦùĐĊûĈèýý ĐĊûćýøýýāĐùĎāĄùćúĈĦĄĦĂāøùàĐđĄħĆĀĬħćĊďĈĦûĊúĊĈàĆ ĂāøĉħýýüĀĐÿĂāøùħüĄħĆĉĊûĊāąĄĊĈąĊĎýĄÛĀĐĊýýýýāĐùĎāĄù ĐāÛĦÛćýøĐĊûĊĬĦĀāĆýýāĐùĦćùāĐđĊúĀđāĈùħü

Exercise 6 Insert the correct future tense verb forms, using the infinitives provided in brackets at the end of each sentence.

đĉĜIJĎijĉĉIJēčĄ@@@@@@@@@@@@@@@@@@@@@@@@@đīċēĉĄĜëĕĄ čć ēĊijĐĜIJĸČĕijĈĉćĊIJ@@@@@@@@@@@@@@@@@@@@@@@@@ĉć€ČĆijĊĜĖČĖĸĕćĉć ČĖąĜIJ ĉĉčĜąĖĔīĝĕĈĔċ@@@@@@@@@@@@@@@@@@@@@@@@@ĐċĜ @@@@@@@@@@@@@@@@@@@@@@@@@ ĉĉčĜąĚčĐąĖìĔĖĔìĒĊIJėijĈĎčĄ ČďĖĐĝĪĊIJĊčĄĕĖđĐčĸđĖìĔđĖć@@@@@@@@@@@@@@@@@@@@@@@ĉć



2

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Unit 14: I can’t read my emails!

Supplementary text (Audio 2:28)

ĚėĕĝėčĕĎąĝėĈĘīąĞĎĈšĎĎ  ĖĝčćijĒČĐIJēIJĊčĄĝčć™ ččĊIJĆĔĉĔīĒĖĝčçčČijĖĜĖČĕIJēIJĜIJĸĊčĄĕĖ ĜĖĝčĆijĐijĔďĖČĜĖĔĜĖćijĒĜĖćĉĚČĕIJçĖĆĉĚČĝčĔĎčĊČijĈĕijĉĉĎIJĜçĝ ĈĝĉĜč¯ĜĉČĐĉěĖČĐIJĜĉĄčćçijČĐĆčçĝĝčć™ ččĊIJĞĒĄĊ襁ĕĝČijďČĐĖĉĉ ĖĐIJČčĒĎIJĜçĝĖĔĜĖćijĒIJĎĪĄĕĖĊčĄěĐijĸēĝčć™ ččđĖĔĉĸ ęĖĔĜĖČĔčĄĜĖćėĪĄĎĪĄĎčĊČĔčĸĖĆĝčć™ ččĊIJČĕīĈĕijćĕĖěĉĉĖĝČčç ĎIJĜçĝ¯ČīĈĜĖćĔčĒIJĎijćĊčĄĝčć™ ččĝčĆijĐĜijĆĕijćĊčĄēĞĒĄĜĖćēčĄ ęĖĔĜĖČĔčĄĜĖćĎĜĉćĜĖąijĜĖČĔĖĚēĝčĸIJĜĆijĖĆēīěČĝčĔČijĈĕijĉĉ ēčĄēąìĐąČĐĖĉĉĜĖĚĔIJĆĜĖćĜĖąčĄēĝČĔĖĒĖěčćĔćĖĜĝčć™ ččēĖĔĖě ĎĕIJijćēĖĔĖĊĕĖēĐIJčĜĖČIJĒĖĝčć™ ččēČīĜçĝĜIJĸēĉĄĆĔĉćĔčąĜIJĸ ĎčĊēĖĒĖĔĜIJĸĖďĐĖĉĉēĝČĔĖĒĜIJĸĎĖĐĚčĔĜĖīĊēĖĔĖĊĕijĉĉĎĖĐČìĊąĖĉĉ ēĉĄĕČĜĖĉĉĜijĸ€ēĖĆĔĉČìĚĖĝčć™ čččćēĖĔĖīĐĐĝĒĐēĖěĖĒĝčć™ ččČčĒ ēĝčć™ ččēĜĖĈēĖěĖĒēĉĄęĖĔĜĖČĔčĄĜĖćėĪĄĐIJĔĜĉĝĊĜĖĔīĒĖĆĐIJ€  đĖćėĪĄĐĄĜûčēĉĄěĜijč¯ĉčĔĖčĐIJĜČĕĪĄĐčçĝìąđĉĚēĉĸijčćIJĜ ĝčć™ ččėĪĄēĖĒIJĜĆijĜçijĖćčĉĉēĖĊĎĪĄēĖĒēĖěĐČìĊąĖĉĉĕČĜĖĉĉĜijĸ€ ĊčĄĕĖĐIJčĜĖČIJĒēČĜijĕĖĜĖćĔIJČčĒĎĖĐČìĊąĖĉĉēIJĜIJĸĎĪĄēĖĔĖĊĕĖ ĜĖĝčć™ ččĜĖĐIJĔijčĚIJĔĜĖćēĉĸĐČìĊąĖĉĉēĸĪĄěĉěIJēąĖĆĉĚčĄćáĝĒĒ ēĖĒĖĔçijĜIJēĉĄēĖĔĖīĐēĖěĖĒôĉĉĕČĖĕĉĝČIJĕIJĒēčĄĖĐIJĜČĔĖĚ¯ĜĖďčą ĕĖēĉĄēĜĖĔIJĝĊĖĐIJēĉĸĜĖďčąĖĝčć™ ččĖĝčĕIJĐěČĔĊĪČēĖĚĜĖąčĄđĔčċą ĖčćĖçijĐěčĚĔĖ¯ęĖĔĜĖČĔčĄĖĜĖĐĉçijçčćĊIJēĕčĉĉĉĚČĔIJĕĖĜĖČĔčĄĊčĄ ēĉĄĜćĕáĎčĊČĐěčĉĉČĔIJĕĖĝčć™ ččėĪĄĎĪĄēIJĜIJĸĊčĄĖčćĖçčěčĉĉ€  ĕĖĒĖČīĐĜĖĐáēĆĖĉĉēĖĐěčČĜIJĜĖČĔĊĪČēĖĔčĸĖĆēĖĒēĖěēČĜijć ĖčĸIJĜĆijĖĆěčĊĉĒěčČčĐijçĞĉćčĕċĖČďčĝĖĆČīěĝčć™ ččČĔďĖĜĖĆĔìĜIJ ēĜĉČĐĉě¯ČĐĖĉĉēĉĄěčČIJĒĖČIJĒ

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Unit Fifteen

ďĖijĔėĕėĬđćėđĹďĎą I used to read a lot

In this unit you will learn: s s s s s s

HOWTOTALKABOUTTHINGSYOUUSEDTODOINTHEPAST THEPASTHABITUALFORM ĆĖĐĸ THEPASSIVE DATIVECONSTRUCTIONS HOWTOEXPRESSDESIREWITH ēĐijĊ ABOUT9IDDISHLITERATURE

Dialogue 1 (Audio 2:30) $OVIDAND+HANEAREDISCUSSINGMODERN9IDDISHLITERATUREWITH 2OKHL WHOSPECIALIZESINTHISFIELD

Čĕčąĉć ĜĖěčĕIJĐěčćēĉĸēĖĔĖīĐĉĚĕĖçĖēĆīĐĜijĸĜčĒĉČĕĔĖěĐċĜ ēčĶĒ IJĎijć ēĉĸĜĖĒĉĜěĜĖćĖěĝčĸ€ČĔĖīĐĖĆĉČĕijĈĐčĸĪĊIJēIJĜIJĸĊ襁ĕ čćĜĖćij ēĖĒďčĐĖđĉĐĝēĉĸĕĔĊċđĖćčĕīçĐČijĒ€ĜĖćij ēĖĐĖćĔĖĒ ēĚĜçēĉĸĞĉčûĖĒĖďĖĐĒčČĕěĐijĸ ēĉĄĖĝčćčĕċ ēčąĎčĄĊIJēĖĒďčĐĖđĉĐĝēĉĄēĚĜçēĉĸĞĉčûĖĒĎĕIJēĖĔĖīĐĆĖĐĸĎčĄ čćēĖĐĖćĔĖĒēĉĸĎĕēīěČĔĖīĐĖĆČĝčĔąijĈĎčĄĜĖąijĜĖĆĔ™ čč ēĖĉĉĖĆ  ĜĖČĜĖĉĉĝćĉě¯ēĉĝĐĎĕIJČčĒĜĖĉĉĝ ĐĕčąIJĊčĄĎIJĜçĝ ąijĈĎčĄēĖĉĉēĖĔĖīĐđčĄČĕĊĉĒĉćĖćīĊĜĖćĎijćĊčĄĜĖĜĖąij ēīĄēčĄĈûĖĒĜĖćČčĒēĚčĊĎčĄĆĖĐĸēĖĐĖćĔĖĒēĖĔĖīĐ ĉĚēąĪĈĖĆĔij đĖćēĉĸēĕčĔĖĆČĕĖĉĉĉćĜĖČīĉĉĚĜĖćēčĄ ĎĉąĜĖČĜĖĉĉIJēĉĄČĔIJĈ ĉĚĜčćĆijĊĎčĄ

ćĉć ĐċĜ

ćĉć

ĐċĜ

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ČĜčćĔĖĒijěĖĜČĕČĐijĉĉĉćĕijĉĉĕĔČĚĖĐĕĖçĖČĔĖīĐĖĆČĕijĈ ČìĚēīěČĝčĔĎ襹ijĈĕĔČĚĖĐĜĖąijĎĕIJēĖĔĖīĐĎčĄĆĖĐĸĜĖčĜĸ ēĉĸēĜijĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ čĊĔáĝIJĜĖćčĜąčć€ ČčĒĕijĉĉ ēIJĒijĜĜĖČĔďīĚĖĆĕĪĄēIJĊčĄĕĖ ĜĖąij ĜĖěčĕIJĐěčćēĉĸđĖĔīĄ ĕčĉĉĖĝIJą ēąčĜĝĖĆĕĖČijĈĜĖĉĉ ąìĐěĎčĄĕijĉĉćijĝIJĊčĄĕĖĖĐĈĔċĜĖĆĔčĊččĜĖćĉĜąēìĊēīĔ ĜĖćēĆĖĉĉēĖĔĜĖĐĉĚĕijĉĉĎĕIJČĕijĈĉć¯ĖěčĜĖĒIJēīě ĜĖąčĜIJĎčĊ ĜĉČIJĜĖČčĐĜĖĝčć™ čč

ĈĔċ ĐċĜ

Ĕċ Ĉ ĐċĜ

Vocabulary TOSUGGEST CLASSICAUTHOROF9IDDISHLITERATURE EXPERT Fishke the LameNOVELBY-ENDELE PUBLISHED -ENDELE-OYKHER3FORIM PSEUDONYMOF3HOLEM*ACOB !BRAMOWITZ n SEESUPPLEMENTARYTEXT Motl Peyse the Cantor’s Son NOVELBY3HOLEM!LEICHEM PUBLISHEDn FOLK STYLE USEDTOSEELANGUAGEPOINT loshn-koydesh AFTERALLDONTYOUREALIZE TOBENEFITFROM

ČĆīĐĖĆĜijҔĸ ēĆīĐĜijҔĸ ¯=ĕ¯ ĜĖćĜĖěčĕIJҔĐě đč¯ ĜĖćēčĶĒ ĜĖĒĉĜěĜĖćĖěĝčĸ ĖĐĖćĔĖҔĒ

ĕĔĊċđĖćčĕīçĐČijĒ

ĎĖĐĒčČĕěĐijҔĸ ĆĖĐĸ

ĕijćĝćĉě¯ēĉĝĐ Ďijć

ēĉĸēĕijĔĖĆēĕčĔĖĆ

TOPROMISE

ČĆijĊĖĆĉҔĚ ēĆijĊĉҔĚ

TORECOMMEND

Č¯ēĜčćĔĖĒijěĖĜ

EARLIER PREVIOUSLY The Brothers Ashkenazi NOVELBY)*3INGER PUBLISHED EXCELLENTOUTSTANDING BYINTHEABOVECONTEXT

ĜĖčĜĸ čĊĔáĝIJĜĖćčĜąčć

ČĔďīĚĖĆĕĪҔĄ ēĉĸ

Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

222

ĕčĉĉĖĝIJą

"ASHEVIS)SAAC"ASHEVIS3INGER n

ĜĖĆĔčĊčč

)SRAEL*OSHUA3INGER9IDDISHAUTHOR n

ĕijĉĉ

;THEFACT=THATINTHEABOVECONTEXT TOMOVE

ēąčĐěĖĆĜĖąčҔĜIJĎčĊĎčĊēąìĐěĜĖąčҔĜIJ

LITERATURE

ē¯ čćĜĉҔČIJĜĖČčĐ

Language points 1 The past habitual form ćėđĹ )N9IDDISH IFYOUWANTTOTALKABOUTSOMETHINGTHATYOUDIDFREQUENTLY ORHABITUALLYINTHEPAST YOUCANUSEASPECIALCONSTRUCTIONCONSIST ING OF THE FORM ĆĖĐĸ WHOSE MEANING IS ROUGHLY EQUIVALENT TO @USED TO%VENTHOUGH ĆĖĐĸREFERSTOTHEPAST ITCONJUGATESLIKEAPRESENT TENSEVERB 0LURAL

ĔĆĖĐĸĜčĒ 7EUSEDTO

čĆĖĐĸĜčĄ 9OUUSEDTO

ĔĆĖĐĸīĊ 4HEYUSEDTO

3INGULAR STPERSON PLURAL

ĆĖĐĸĎčĄ )USEDTO

2NDPERSON čĖĆĖĐĸĉć PLURAL 9OUUSEDTO RDPERSON PLURAL

čĆĖĐĸĕĖ=čĊ=ĜĖ (ESHEITUSEDTO

STPERSON SINGULAR 2NDPERSON SINGULAR RDPERSON SINGULAR

.OTETHATTHETHIRDPERSONSINGULARFORMHASTWOEQUALLYACCEPTABLE VARIANTS ONEWITHTHEEXPECTED Č¯ANDONEWITHOUTIT ĆĖĐĸISFOLLOWEDBYTHEINFINITIVE EG

ĜĖĆĔ™ ččēĖĉĉĖĆēčąĎčĄēĖĉĉĎĕIJĔėĕėĬđćėđĹĎčĄ )used to readALOTWHEN)WASYOUNGER 4ONEGATE PUT ČčĔ=ČĝčĔBETWEEN ĆĖĐĸANDTHEINFINITIVE

ĎĕēīěēĖĔĖīĐčĞĎĕĆĖĐĸĎčĄ )didn’tUSEDTOREADALOT

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Unit 15: I used to read a lot

2 The passive ■ Forming the passive 4HE PASSIVE IS A VERBAL FORM USED WHEN YOU WANT TO SAY THAT THE SUBJECT OF A SENTENCE IS THE ONE HAVING THE ACTION DONE TO HIM HERIT EG @THE BOOK GETS WRITTEN @THE #$ WAS PLAYED @THE FILM WILL BE SHOWN )N 9IDDISH THE PASSIVE IS FORMED WITH ēĜĖĉĉ WHICH ACTS ASANAUXILIARYVERBINDICATINGPASSIVITYANDCONJUGATESINALLTENSES FOLLOWED BY THE PAST PARTICIPLE DENOTING THE ACTION IN QUESTION 9OUSAWANEXAMPLEOFTHISCONSTRUCTIONIN$IALOGUE

ĜĖěčĕIJĐěčćēĉĸđĖĔīĄēĉĸēĜijĉĉĖĆēąčĜĝĖĆČĝčĔĊčĄĕĖ )TWASNTWRITTENBYONEOFTHECLASSICAUTHORS 4HEPRESENTTENSEOFTHEPASSIVEISFORMEDLIKETHIS PASTPARTICIPLEOF + MAINVERB

PRESENTTENSEOF ēĜĖĉĉ

+

Example ēąčĜĝĖĆ +

ČĜĖĉĉ

+ Ďĉąĕijć ←

SUBJECT ←

ēąčĜĝĖĆČĜĖĉĉĎĉąĕijć 4HEBOOKISBEINGWRITTEN ORTHEBOOKGETSWRITTEN  4HEPASTTENSEISFORMEDLIKETHIS

ēĜijĉĉĖĆ

Example

+ PRESENTTENSE + SUBJECT + PAST OF ēìĊTHEPAST PARTICIPLE ← OFMAIN TENSEAUXILIARY VERB VERBFOR ēĜĖĉĉ

ēĜijĉĉĖĆ + ēąčĜĝĖĆ

+ ĊčĄ

+ Ďĉąĕijć ←

ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕijć 4HEBOOKWASWRITTEN 4HEFUTURETENSEISFORMEDLIKETHIS

ēĜĖĉĉ Example

+ PASTPARTICIPLE + FUTURE OFMAINVERB AUXILIARYVERB

ēĜĖĉĉ + ēąčĜĝĖĆ ēĜĖĉĉēąčĜĝĖĆČĖĉĉĎĉąĕijć 4HEBOOKWILLBEWRITTEN

+ ČĖĉĉ

+ SUBJECT ← + Ďĉąĕijć ←

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224

5NFULFILLEDCONDITIONSAREFORMEDLIKETHIS +

ēĜijĉĉĖĆ Example

PASTPARTICIPLE + OFMAINVERB

ēĜijĉĉĖĆ + ēąčĜĝĖĆ

+

ČĐijĉĉ + SUBJECT ←

ČĐijĉĉ + Ďĉąĕijć ←

ēĜijĉĉĖĆēąčĜĝĖĆČĐijĉĉĎĉąĕijć 4HEBOOKWOULDBEWRITTEN 4ONEGATEAPASSIVEVERBINANYTENSE PUTČčĔ=ČĝčĔAFTERTHECONJUGATED PART EG

ēąčĜĝĖĆčĞĎĕČĜĖĉĉĎĉąĕijć 4HEBOOKisn’tBEINGWRITTEN

ēĜijĉĉĖĆēąčĜĝĖĆčĞĎĕĊčĄĎĉąĕijć 4HEBOOKwasn’tWRITTEN

■ Using the passive 4HEPASSIVEISUSEDLESSFREQUENTLYIN9IDDISHTHANIN%NGLISH BECAUSE ACTIVE SENTENCES WITH THE IMPERSONAL PRONOUN ēĖĒ=ĖĒ CAN BE USED INTHESAMEWAYEGYOUCOULDSAY ĎĉąIJēąčĜĝĖĆČijĈĖĒINSTEADOF ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąIJ (OWEVER THEPASSIVEISSTILLCOMMONENOUGH PARTICULARLYWITHINANIMATETHIRDPERSONSUBJECTSEG ĎĉąIJ z ĖĕĖčçIJ  /FTEN IN A PASSIVE SENTENCE THE AGENT THE PERSON OR THING WHO CAUSEDTHEPASSIVEACTIONTOHAPPEN ISNOTMENTIONED&OREXAMPLE INTHESENTENCE ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąIJ WEDONTKNOWBYWHOMTHE BOOKWASWRITTEN(OWEVER ITISPOSSIBLETOADDTHISINFORMATIONUSING THEPREPOSITION ēĉĸWHICHINTHISCONTEXTMEANS@BY FOLLOWEDBYTHE AGENTINTHEDATIVE&OREXAMPLE

ĔėđėĈĕėēĔĊĹēĜijĉĉĖĆēąčĜĝĖĆĊčĄĎĉąĕijć 4HEBOOKWASWRITTENby Mendele

Exercise 1 Insert the correct form of ĆĖĐĸ into these sentences.

ČĸĪěĖĆąijĈĎčĄĜĖćīĄČĔIJĈĜĖćČčĒĉĉčĜąēąìĜĝ@@@@@@@@@@@@@@@@ĎčĄ 

ĜĖČĉčçĒijě IJ ĖěČĔĖćĉČĕIJēĖĉĉĖĆĊčĄčĊēĖĉĉĖĒĝČĖĜěēčĄČĸijēīĆ@@@@@@@@@@@@@@@@ĐċĜ 2

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Unit 15: I used to read a lot

ijĜĉčąēčĄČĖąĜIJĖĆČijĈĜĖēĖĉĉĖĉĉIJěĎĕIJēĖěĔčĜČ@@@@@@@@@@@@@@@@ćĉć Ďĕ IJĜčĒēĖīĆČĚčĄĜĖąijČĸijĪĊIJijĔčěēčĄēīĆČĝčĔ@@@@@@@@@@@@@@@@ĜčĒ ¯ĉčĔēčĄČĔĪĉĉĖĆČĕijĈĉćēĖĉĉĖĔčąĕěĐijĸ€ēčĄēīĆĉć@@@@@@@@@@@@@@@ ěĜijč ĜĖćĔčěēĖĉĉĖĆČìĊĜčĄēĖĉĉĜĖďčąĎĕIJēĖĔĖīĐĜčĄ @@@@@@@@@@@@@@@@

Exercise 2

 

 

(Audio 2:31)

Use these prompts to make sentences with ĆĖĐĸ describing what Dovid used to do as a child.

ĜĖďčąēĖĔĖīĐ ĜĖćĐčąPAINT ēĐijĒ ěčĊĉĒēĜĖĈ đčĜĶċČčĒēćĖĜ ěĜIJçēčĄēīĆ ĐćčĸēĐčçĝ ĞĉčûĖĒēąìĜĝ ĖčĊčĉĉĖĐĖČĎĕēīěēĖĊČĝčĔ

 2      

Exercise 3 Khane has been reading about Yiddish literature and has made some notes for herself. Rewrite each sentence of her notes in the passive. If the subject of the active sentence is ēĖĒ=ĖĒ, the passive sentence won’t have an agent. Check any unfamiliar vocabulary in the glossary.

ĐĊďāăĄāĆąĊûüāĪĀćúĊýýĒýāïĊĆĂĉĦćùāĐđĊúĀħüąăāĄĊąýĄđ ćùħüćđĀĈĊĆĂĉĦćĊúĈýĀàĎĊđāû’āāćāøĒýāïĊĆāûĀĐāďāĄùýÛĀħüĊĆ ĦĐĊĀĊÛđćýøĊĉĊāÛĊđāû’āāĦĀăĦĆĊúĀħüĊĆĒýāïĊĆāûĀĈĊğĄĊú đāĄúĈĊċĞøĊĉĊāÛĦĀăĦĆĊúćĊĆĀħü1964ćāøćüāĪĀćúĊýýąĄāĬ ĊĉĊāÛāûĀĐāþĦùĀħüĊĆxĂĦûćĬĞøĐĊĄûāĬyĊĉĊāÛāûĀĬýĐĊĆ ćāøąĄāĬćđāû’āāąĊûćĊĆĀĬĞďĐĦĬĀĈàüĒýāïĊĆĉĆăāĄĊąýĄđċĞø āûćĄĊĀđĐħĬĐĊăāþĀĊýýĊĆćýøčĊĈĐĊĀĈāøĐĊûċĞøćýøćĊĆħĐď đāû’āāċĞøĄħĆĂĉĦĂħĈĊĉĊāÛ

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Dialogue 2 (Audio 2:32) $OVID +HANE AND2OKHLAREMEETINGFORONEOFTHELASTTIMES BEFORE$OVIDAND2OKHLAREDUETOLEAVEFOR!USTRALIAAND!MERICA "UTALLDOESNOTGOASEXPECTED

ĎčĄĜĖąijijćēąìĐąČĐijĊĜčĄĊIJĐčĉĉĎčĄěčČĖĒĉĄĪĊIJĊčĄĜčĒ ćĉćĖčĐIJĜČĕĪĄēčĄēĉĄĖěčĜĖĒIJēčĄČĉĆēìĊČĖĉĉ ĎìĄĊIJĕīĉĉ ęIJĐçčĐĸēčĄēČīĐĆIJą ĎčćēĐijĊĜčĒĊIJČĕĐčĉĉ ąijĈĎčĄĊIJĜčĄČěĔĖćĖĆēĐīĚĜĖćĕĖçĖĎìĄĊĉĒĎčĄĉĔ ĐìĉĉēĜijĉĉĖĆČĝčĒĖĚēčąĎčĄĉĔ ēČĖČčĕĜĖĉĉčĔĉĄ ĖĐIJČĜčĔijĸĖĐĖČ ąijĈĎčĄēČĖČčĕĜĖĉĉčĔĉĄĖĔĖćīĝĜIJĸ ĐčĸĪĊIJČčĒČćĖĜĖĆąijĈĎčĄ ĜĖąijēĜĉąĐĖĒēčĄēĜijĉĉĖĆ ēĖĒĉĔĖĆĔijĊčĄĖčĚIJěčĐçIJēìĒĊIJČĔīĒĖĆ ēijćĔijĐēĖĉĉĖĆĊčĄĕĖĊIJČĕôĉĉĜĖćČĝĜĖĎčĊąijĈď  ijćČIJĜijČěijćđĖćēąìĜĝČĕĖĉĉĉćĊčĄ ĕijĉĉ ĪĊIJęĐIJĎijĔĊ襁ĕĜĖąijĕĖìĔĖĜIJąĜĖćĔôĉĉĊčĄĕijććĉć ĊIJČĐijĉĉĖĆąijĈĎčĄĐċĜĖěčĜĖĒIJēīě ČĜijĸ ĐċĜĊIJěčĜĖĪĜČ  Ėĝčć™ ččēĖĔĜĖĐĎčĒēĉĄēijćĔijĐ ēčĄČĖąĜIJēĖĔčĸĖĆČĕĐijĊĉć  ĜĉČIJĜĖČčĐ ĎčĄĊIJēćĐijĒĖĆĜčĒēĖĒČijĈēČďĖĔĎìĄĜIJĸĕĖìĔĎĪĄąijĈĎčĄĉĔ ĜĖĝčć™ ččĜĖĔĜĖćijĒēĉĸĖěĜĖĜĖĐIJčĉĉēČĕijçIJēĖĒĉěIJą ąijĈ  ijćČĖČčĕĜĖĉĉčĔĉĄ ēčĄĜĉČIJĜĖČčĐ  ēijćĔijĐēčĄēąìĐąĎĪĄČĕĖĉĉĉćĊčĄ ĕijĉĉ ČĖĉĉĈĔċēĉĄĉćčĉĉĐīČçijēąĐĖĊđĖĔčĄēìĊĐĖĉĉĎčĄ¯ĕijćĜijĔČĝčĔ ĕĖčĚěĖĐĖĔìĒėĪĄ ēĖĒĉě ēĖĔĖě ĊčĄČĉĆĊčĄėĉĕĜĖćĊIJĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐēĐĖĉĉĜčĒĪĄ ČĉĆęĐIJ

Vocabulary SAD TOACCOMPANY CONFUSED JUSTIE)VEJUSTFOUNDOUT SONOTTOBECONFUSEDWITHTHEIDENTICALLY WRITTENANDPRONOUNCEDTHIRDPERSON SINGULARFORMOFTHEVERB ēìĊ

ěčČĖĒĉҔĄ Č¯ēČīĐĆIJą ČĝčҔĒĖĚ ČĝĜĖ ĊčĄ

ĈĔċ

ćĉć

Đ ċĜ Ĉ Ĕċ

ĐċĜ

ćĉć ĐċĜ Ĉ Ĕċ

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Unit 15: I used to read a lot

NEWS

¯ ĕijć=čćĕĖìĔ

TOINFORM

ēćĐijĒĖĆēćĐĖĒ

DEPARTMENT

ē¯ ĜĖćĐīČçij

Idioms and proverbs TOLIVETHEGOODLIFELITERALLY TOLIVELIKE'ODIN&RANCE !LLSWELLTHATENDSWELL

ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐ ČĉĆęĐIJĊčĄČĉĆĊčĄėĉĕĜĖćĊIJ

Language points 3 Dative constructions )N$IALOGUE+HANESAID

ěčČĖĒĉĄĪĊIJĊčĄĜčĒ 4HIS MEANS @)M SO SAD BUT LITERALLY TRANSLATES AS @FOR ME ;IT= IS SO SAD
)NTHISSENTENCE THEDATIVEPRONOUN ĜčĒISUSEDWITHREFERENCE TOWHATWEWOULDTHINKOFASTHESUBJECTIE@) ANDTHEVERBISTHIRD PERSONSINGULARRATHERTHANFIRSTPERSONSINGULAR 4HISISCALLEDA@DATIVECONSTRUCTIONBECAUSETHEPRONOUNORNOUN REFERRINGTOWHATWEWOULDEXPECTTOBETHESUBJECTISINTHEDATIVE INSTEADOFTHENOMINATIVE 4ECHNICALLY THE SUBJECT IN SUCH CONSTRUCTIONS IS ĕĖ )F THE DATIVE PRONOUN OR NOUN STARTS THE SENTENCE THIS ĕĖ DISAPPEARS AS IN THE ABOVEEXAMPLE(OWEVER ITISALSOPOSSIBLETOSTARTTHESENTENCEWITH ĕĖANDPUTTHEDATIVEPRONOUNORNOUNAFTERTHEVERB EG

ěčČĖĒĉĄĪĊIJĜčĒĊčĄĖė $ATIVECONSTRUCTIONSARESTANDARDINSENTENCESCONTAININGANADJECTIVE REFERRINGTOANEMOTIONORPHYSICALEXPERIENCEUSUALLYTEMPERATURE EG ČĐIJě z ĕīĈ z ěčČĖĒĉĄ z ČĉĆ z ČďĖĐĝ )FTHEDATIVEELEMENTISANOUN THEDEFINITEARTICLEANDANYASSO CIATEDADJECTIVES WILLBEINTHEDATIVEWITHOUTAPREPOSITION EG

ĕīĈĊčĄćĔčěĒėĕĬđĜĒėĈ 4HESMALLCHILDISHOTLITERALLY;IT=SHOT;FOR=THESMALLCHILD 

Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

228

)FTHEDATIVEELEMENTISAPERSONSNAME ITTAKESTHEACCUSATIVEDATIVE SUFFIX

ČďĖĐĝĊčĄĔėđČĝ 2OKHLSNOTWELLLITERALLY;IT=SBAD;FOR=2OKHL  0AYSPECIALATTENTIONTOTHISCONSTRUCTIONBECAUSEITSQUITEDIFFERENT FROM %NGLISH AND THEREFORE EASY TO FORGET +EEP IN MIND THAT IF YOU DIRECTLY TRANSLATE AN %NGLISH SENTENCE LIKE @)M HOT INTO 9IDDISH THE MEANINGISQUITEDIFFERENT ĕīĈēčąĎčĄMEANS@)MHOTTOTHETOUCH NOT@)FEELHOT

4 Expressing desire with ĔđĴċ )N9IDDISH TOSAYTHATSOMEONEWANTSTODOSOMETHING YOUUSETHE CONSTRUCTION SUBJECT + ēĐĖĉĉ + INFINITIVE EG ēĖĐĖćĔĖĒ ēĖĔĖīĐ Đčĉĉ ćĉć 4HISISTHESAMEAS%NGLISH$OVIDWANTSTOREAD-ENDELE  (OWEVER TO SAY THAT SOMEONE WANTS someone else TO DO SOME THING THE9IDDISHCONSTRUCTIONISDIFFERENTFROM%NGLISH,OOKATTHIS EXAMPLE

ijćēąìĐąČĐijĊĜčĄĊIJĐčĉĉĎčĄ )WANTYOUTOSTAYHERELITERALLY)WANTTHATYOUSHOULDSTAY HERE  4HECONSTRUCTIONISFORMEDLIKETHIS INlNITIVE +

ēĐijĊ IN

+ SUBJECT +

ĊIJ OPTIONAL

+

ēĐĖĉĉ IN

PRESENT

APPROPRIATE

TENSE

TENSE

+ SUBJECT ←

4HISCONSTRUCTIONISALSOUSEDWITHTHEVERBSēĜĖćijĸDEMANDREQUIRE AND ēĕīĈWHICHCANMEAN@COMMANDORDERASWELLAS@BECALLED EG

ēĚĜçēĖĔĖīĐēĐijĊēČĔĖćĉČĕčć ĊIJČĜĖćijĸĜĖĜĖĐĜĖć 4HETEACHERREQUIRESTHESTUDENTSTOREAD0ERETZ

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Unit 15: I used to read a lot

Exercise 4 Use these prompts to make sentences with dative constructions.

ĕīĈĊčĄćĔčěđĖć ČĉĆĊčĄđčĄ

Example

← ←

ĕīĈ ćĔčěĕijć@@@@@ ČĉĆ ĜĖ@@@@@

ČĐIJě ĎčĄ @@@@@@@@@@@@@@@ ČĉĆ đčĜĶċčć @@@@@@@@@@@@@@@ đĖĜIJĉĉĉĚ ĜčĒ@@@@@@@@@@@@@@@ ěčČĖĒĉĄ čĊ@@@@@@@@@@@@@@@ ČĉĆČĝčĔ ĐċĜ@@@@@@@@@@@@@@@

Exercise 5

 2   

(Audio 2:33)

Use these prompts to make sentences expressing desire with ēĐijĊ.

 Example ĐijĊĐċĜ ĊIJĐčĉĉĈĔċ

←

ēijćĔijĐēčĄēąìĐąĐċĜĈĔċ

ēijćĔijĐēčĄēąìĐą ēĖĐĖćĔĖĒēĖĔĖīĐćĉćĐċĜ ĜĉČIJĜĖČčĐĖĝčć™ ččēĜčćĉČĝĈĔċĐċĜ ČIJĜijČěijćēīěēąìĜĝČĝčĔćĉćĐěĔIJčĜĖČĖĸĜĖć ĝčć™ ččēąijĈąčĐēČĔĖćĉČĕčćĖěĜĖĜĖĐčć ēĖĒĐčĸĖĝčć™ ččēĖĊĜčĄĎčĄ ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐđčĜĶċìĜćčćĜčĒ

 2    

Supplementary text (Audio 2:34)

ĝĊčijĝėčĎđėĞĎĈšĎĎĎĈ ĖĒĝčć™ ččėĪĄĜĉČIJĜĖČčĐēĉĸĖčĚčćIJĜČĖČĐIJēIJĜĖīĊēIJĜIJĸĊčĄĕĖ đĖćēĉĸēĜIJČĔĖĒijěĎĔëčćēčĄĝčć™ ččēĉĸēĜĉçĝēĖĔčĸĖĆēĪĝēĖě  ĜijčČĔĊĪČČčĒĎìĜěĔIJĜĸēčĄČąĖĐĖĆČijĈĜĖďĐĖĉĉčĝĜĶĜēČĒčĜIJą ĊčĄČĕěĖČIJēčĄĝčć™ ččēĉĸĊìĉĉIJąĜĖČĜčČIJćĜĖČĝĜĖĜĖćĜĖąijěčĜĉĚ IJĜĖīĊČĐěčĉĉČĔIJĎčĊČijĈĜĖČĐĖ¯ĐČčĒēčĄ  ēĉĸĜĉĊċĒIJēčĄ ĖĜĖćĔIJēĝčĉĉĚēĖĉĉĖĆĐĐĉáČijĈĕijĉĉĝčć™ ččėĪĄĜĉČIJĜĖČčĐĖďìĜ  ĜĖćčĐđčĐĝĒĞĉčûĖĒĎĔëēĉĸēĖĆĔĉČĖąĜIJIJąēĉĄēĖĆĔĉĚĖĊĜĖąčĄ

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Unit 15: ďĖijĔėĕėĬđćėđĹďĎą

ĖČĒčĜIJąĕijćĐĝĒĐčĉĉĞĉčûĖĒĖĝ™ čĖçijĜīĄēĉĸĞĉĄċĕĉĔēĉĄĜĕĉĒ   ĜĉěĒēĝčĔĖčĐIJČčĄēIJėĪĄēĜijĉĉĖĆČĜčĊIJąĊčĄĕijĉĉĎĉą¯ijĉĉiją€ ēĜijĉĉĖĆČĜčěčĐąĉçĊčĄČĜĖćĔĉĈĜijčēČ ēčĄēČĕěĖČĖĝčĔčĚčćĖĒēĉĄ čćĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖćēčĄěĜĖĉĉĖČĕČĒčĜIJąĖĒIJĕčćēĉĸĕĔīĄ ĕijĉĉĎĔëđĖĔĉĸĖčĚIJČĖĜçĜĖČĔčĄēĉĄĆĔĉĜĖĐěĜĖćIJĈĔčĄĜĉ¯ĈĔčĄĚ€ ĜĖćēĉĸěĜĖĉĉěčČďčĉĉĜijĆĜĖćĔIJēIJĆijČēěčČĔìĈēĊčąČĜčćĉČĝČĜĖĉĉ  IJĐĒIJĈĐěčĐĆēĉĸēĜijĉĉĖĆēąčĜĝĖĆĊčĄĕijĉĉĎĉąIJĊčĄĈĸĉěë ĜĖďĐĖĉĉēĉĸēĉĄēąĖĐĜčĄēĆĖĉĉēąčĜĝĖĆČijĈĕijĉĉĈĔĒĐIJĖĝčëąĈ¯ĐĖą ČìĚĜĖěčĊijćĜĖćēčĄēć™ ččēĉĸĶĚĒđĖćēĆĖĉĉĎĕIJēĖĔĜĖĐēĖěĖĒ ĐĐá¯ĎĜćąēć™ ččēąijĈĜĉČIJĜĖČčĐēĉĸĖčĚčćIJĜČĜĖďìĜĜĖćČijęijĜČ ĖĔĜĖćijĒIJēĉĄĜĉČĐĉěĜĖďĪĈēĉĸĎIJĜçĝIJčĉĉĝčć™ ččēĉĸČďIJĜČĖĆČĝčĔ  ĜĖćČčĒČĖçĝĉĉčČIJĐĖĜĊčąČĐěčĉĉČĔIJČĝčĔĎčĊČijĈĜĉČIJĜĖČčĐ ēĉĸēąìĜĝĕijćČīĜçĝĜIJĸĎčĊČijĈČĜĖćĔĉĈĜijčēČ ēčĄĈĐáûĈ đìąĝčć™ ččēČčĒĖĆĕĪĄČijĈĖĒĜĖąijēć™ ččìąēĖĔIJĒijĜēĉĄĞĉčûĖĒ ĖĜĖćĔIJĜĖćijĝČìćĝćĉě¯ēĉĝĐėĪĄēąčĜĝĖĆđĖćČijČĝĔIJēĉĄąīĈĔij ēĖĒČijĈČĜĖćĔĉĈĜijčēČ ēČčĒēčĄĜĖąijēďIJĜçĝĖĝ™ čĖçijĜīĄ čćčćáĎĪĄĝčć™ ččėĪĄēĖĔIJĒijĜēĉĄĞĉčûĖĒĎĕIJēąìĜĝēąĪĈĖĆĔij ĕĖěĜĖĉĉčćĉĚČčĜČĉĚēąijĈēĐijĊĝčć™ ččĜijĔČćĖĜĖĆēąijĈĕijĉĉēĕIJĒ  čćēĉĸĜĖĔīĄĜĉČIJĜĖČčĐĖďìĜēĉĄĖĕĪĜĆIJēĜijĉĉĖĆČĐěčĉĉČĔIJĎčĆĊčĄ ČĜĖĉĉĕijĉĉđčĜĸĕĜďĉĒĖĐĖćĔĖĒĊčĄĈĸĉěëĜĖćēĉĸĜĖąìĜĝĖČĕĖĜĆ ČijĈĜĖĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖĔĜĖćijĒĜĖćēĉĸĖćīĊĜĖć€ēĸĉĜĖĆ ĜĖćēĆĖĉĉČīěĸĜIJĝēĉĄĜijĒĉĈĎĕIJČčĒēĖĔIJĒijĜēĉĄĞĉčûĖĒēąčĜĝĖĆ ČIJĈĖĆČijĈĜĖĖçijĜīĄ¯ċĜĊčĒēčĄČĸIJĝĐĖĊĖĆĜĖĝčć™ ččĜĖĐĖĔijčĚčćIJĜČ  ēąčĜĝĖĆēąijĈĕijĉĉēĚĜçĐčēĉĄēĖĒďčĐĖđĉĐĝėĪĄĈĖçĝĈĖěĜIJČĝIJ ĈĸĉěëĜĖīĊēčĄēąĖĐēĝčć™ ččđĖćēĉĸēČěĖçĕIJĖĐIJČĖĒáēĆĖĉĉ ĜĖćēĉĸĜĖěčĕIJĐě€ìĜćčćēĸĉĜĖĆēĜĖĉĉęĜçēĉĄđďčĐĖđĉĐĝĖĐĖćĔĖĒ ĜĉČIJĜĖČčĐĜĖĝčć™ čč ĜĖěčĊčĜIJēĖĉĉĖĆĊčĄČĜĖćĔĉĈĜijčēČ ēĉĸČĸĐĖĈĜĖČĝĜĖĜĖćēčĄ  ēĐIJĔĜĉĝĊĖĝčĜIJĜĖČčĐēĖĆĔĉČìĚĕĖĒIJĜćĖčĊĖijçĖĊijĜçēĉĸčĐąĸĪĄ ĜĖćĔĖĐčćēčĄìĕēĉĄĖçijĜīĄ¯ċĜĊčĒēčĄìĕĝčć™ ččėĪĄēĖīĕĖēĉĄ čćČĜĖČĝĖĚČijĈēąĜĉċĜĖćĜĖąijČĜčĜĆčĒčĄēąijĈēć™ ččĖďĐĖĉĉēčĄ Ėĝ™ čĖçijĜīĄ¯ċĜĊčĒĶĉĜĕēčĄĜĉČIJĜĖČčĐĜĖĝčć™ ččĜĖćēĉĸĆĔĉĐěčĉĉČĔIJ ēčĄČīěčČĖČĜĖīĊēĖĉĉĖĆĎčĝĒĒēąijĈĜĖąìĜĝĖĝčć™ ččĜĖćĔĖĐ  ēĉĸēĜijĉĉĖĆČĖĆĜĈĖĆēĖĔĖĊīĊēĉĸĎĕIJĜĖąijćĔIJąĜIJĸ¯ēČĖĉĉijĕ ĐìĉĉĜĖĉĉĝēĖĉĉĖĆĎĪĄĶĚĒĜĖćĊčĄĐĄĜûčēčĄ ēčĄēĖĔčĐIJČĕ  ĖČĒčĜIJąĖďĖĐČĖĝČijďĝčć™ ččĉĚĖčČIJçčČĔIJĖěĜIJČĝIJēĖĉĉĖĆĊčĄĕĖ đĈĜĶIJēīČĝĜčąĐĕijčĜĖĉĉĖěĚĉĕđĈĜĶIJĐĝĒĐčĉĉĜĖąìĜĝĖĝčć™ čč ĜĖćĎijĔČĜijćČĖąĜIJĖĆēĉĄČąĖĐĖĆēąijĈĖĜĖćĔIJēĉĄĝČčĉĉijĔčçĜIJě ĖĜĖćĔIJēĉĄĖěčĜĖĒIJĖçijĜīĄ¯ĶĜĖĒēčĄēČĔIJĜĆčĒčĄĖĝčć™ ččĈĒċĐĒ

Unit 15: I used to read a lot

ēĪĝēĖĔĖĊĖčĚIJĐčĒčĕIJąčĐĉĚĜĖąijēąìĜĝĉĚēĖĉĉĖĆĎčĝĒĒēąijĈĜĖćĔĖĐ ēĖěĆijČĉĚČĔìĈĞĉĜĉćĖĜĖĆĔ™ čččćēĝčĉĉĚĕĜĖĔĖīĐĎĕēīěēĖĉĉĖĆČĝčĔ ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄĜijĔĝčć™ ččėĪĄĜĖďčąĖìĔēĖĔčĸĖĆęĐIJĎijĔēĖĒ  ēĊìĜěĖĝčćčĕċčćēčĄČīěĔČĐĖĊIJěĜĖĉĉĖĝčĜIJĜĖČčĐĖìĔēĖĔĖĊ ĶĉĜĕēĖĔIJĒijĜĖĝčć™ ččĖìĔĐĕčąĝçčĈIJČĜčěčĐąĉçĜĖąijēĜĖĉĉ ĜĖćĔčěēĖĔčĸĖĆĎĪĄēĖěĖĒĕĖĒIJĜćĈċçĝĒēĉĄēĖĔIJĒijĜ¯ĉĉčČěĖČĖć ēĊìĜěĖďĖĐČĐĖĉĉčćēčĄìĕēĉĄĖĝčćčĕċčćēčĄìĕĝčć™ ččėĪĄĜĖďčą ĜĖĝčć™ ččĜĖćēĉĸĈĸĉěë¯čĐąĜĖćēĉĸĐIJčĜĖČIJĒĐčĸĪĊIJijćĊčĄĕĖēĉĄ  ēďIJĜçĝĖĜĖćĔIJėĪĄČĚĖĊĖĆĜĖąčĄěčĔīĉĉĜĖīĊČĜĖĉĉĕijĉĉĜĉČIJĜĖČčĐ ēěčČĸĖĝIJąĉĚĎčĊĕijĉĉČčĒēąijĈěčćĔĖČĝēĐĖĉĉĝčć™ ččēĉĸĕĜĖĔĖīĐĊIJ

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Additional resources

Here are some more resources to help you as you continue studying Yiddish. This list is intended to provide a good selection but is not exhaustive.

Background reading about Yiddish Harshav, Benjamin. 1990. The Meaning of Yiddish. Berkeley and Los Angeles: University of California Press. Katz, Dovid. 2004. Words on Fire: The Unfinished Story of Yiddish. New York: Basic Books. Weinreich, Max. 2008. History of the Yiddish Language. 2 volumes. Edited by Paul Glasser; translated by Shlomo Noble with the assistance of Joshua A. Fishman. New Haven, CT: Yale University Press.

Dictionaries Harkavy, Alexander. 1928. Yiddish–English–Hebrew Dictionary. Reprinted, New Haven, CT, Yale University Press, 2006. A good, comprehensive dictionary, although dated. Niborski, Yitskhok. 1997. ėđćė𥥠đĖĈčĭćĘ°ĘĂĄĖ°ĎĄĘċ ĎĄij ĉĄĀėđćė𥥠ĘĈÚĈĈĎĈÿ. Paris: Bibliothèque Medem. Dedicated solely to words deriving from loshn-koydesh component, with phonetic transcription, definition, and examples. Niborski, Yitskhok and Bernard Vaisbrot. 2002. Dictionnaire Yiddish– Français. Paris: Bibliothèque Medem.

Additional resources

The most up-to-date, comprehensive Yiddish dictionary. Yiddish– French only. Weinreich, Uriel. 1968. Modern English–Yiddish Yiddish–English Dictionary. New York: Random House. A good first dictionary for learners and the only one with an English– Yiddish section.

Grammars Jacobs, Neil. 2005. Yiddish: A Linguistic Introduction. Cambridge: Cambridge University Press. Katz, Dovid. 1987. Grammar of the Yiddish Language. London: Duckworth. Mark, Yudel. 1978. ĉĭėâĘ°ċċÜ ėđĘĈÚĈĈ ėđĂ ĎĄij ĖĈćĭčĭėā. New York: Congress for Jewish Culture.

Online bookstores http://www.bikher.org/ National Yiddish Book Center, with bookstore and over 10,000 free downloadable Yiddish texts. http://www.yiddishstore.com/ Yiddish books, CDs, and DVDs. http://www.yiddishweb.com/ Bookstore of the Medem Biblyotek.

Online newspapers http://www.yiddish.forward.com http://www.algemeiner.com/generic.asp?cat=4

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Additional resources

Online radio http://www.yiddish.forward.com Weekly 1-hour programme from New York. http://www.sbs.com.au/yourlanguage/yiddish Twice weekly 1-hour programme from Australia.

Summer courses London (1 week; annual): http://www.jmi.org.uk/ New York (6 weeks; annual): http://yivo.as.nyu.edu/page/home Paris (3 weeks; every 3 years): http://www.yiddishweb.com/ Tel Aviv (4 weeks; annual): https://www.telavivuniv.org/SummerYiddish.aspx Vilnius (4 weeks; annual): http://www.judaicvilnius.com/en/main/summer/introduction

Textbooks with intermediate/advanced material Aptroot, Marion and Holger Nath. 2002. Einführung in die jiddische Sprache und Kultur. Hamburg: Helmut Buske Verlag. Estraikh, Gennady. 1996. Intensive Yiddish. Oxford: Oksforder Yidish Press. Goldberg, David. 1996. Yidish af Yidish. New Haven, CT: Yale University Press. Shaechter, Mordkhe. 2003. Yiddish II: An Intermediate and Advanced Textbook. Fourth edition. New York: League for Yiddish. Zucker, Sheva. 2002. Yiddish: An Introduction to the Language, Literature and Culture, Volume II. New York: Workmen’s Circle.

Grammar summary

Nouns and pronouns The indefinite article The indefinite article is IJ before consonants and ēIJ before vowels.

Noun gender, number, and case Yiddish has three genders (masculine, feminine, and neuter), two numbers (singular and plural), and three cases (nominative [subject case], accusative [direct object case], and dative [indirect object case] ). Definite articles and adjectives change according to gender, number, and case as follows:

Dative

Accusative

ēIJĒĔČĉĆĒėĈ ēIJĒĔČĉĆIJ

Nominative

ēIJĒĝėČĉĆĝėĈ ēIJĒĝėČĉĆIJ

ĪĜĸĝėČĉĆĝėĈ ĪĜĸĝėČĉĆIJ

ĪĜĸėČĉĆĎĈ ĪĜĸėČĉĆIJ

ĎĉąĔČĉĆĒėĈ

ĎĉąėČĉĆĖĴĈ

Masculine Feminine Neuter

ĎĉąČĉĆIJ ĜĖďčąēĖĪĜĸĜĖĔĖĒėČĉĆ ĎĈ

Plural

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Grammar summary

Pronouns The pronouns decline as follows:

Dative

Accusative

Nominative

ĜčĒ

ĎčĒ

ĎčĄ

1st person singular

Ĝčć

Ďčć

ĉć

2nd person singular

ĜĖ

3rd person masculine singular

đčĄ ĜčĄ

čĊ

đčĄ

ĕĖ

3rd person feminine singular 3rd person neuter singular

ĊćĔĉĄ

ĜčĒ

1st person plural

ĎìĄ

ĜčĄ

2nd person plural

īĊ

3rd person plural

Plurals Yiddish plurals can be formed by adding one of the following suffixes to the noun: 1 2 3 4 5 6 7 8 9

ĕ¯ Ğĉ¯ đč¯ ĎĖ¯ (for diminutives) Ď¯ (for iminutives) ĕĖ¯ ĜĖ¯ (sometimes with vowel change in base) ē¯ ēĖ¯.

The following possibilities exist as well: 1 no suffix; vowel change in base 2 no distinct plural form.

Grammar summary

Diminutive and iminutive The diminutive is formed by adding Đ¯ to the noun. In addition, one of the following vowel changes may occur:

Ė

←

IJ ij

ì

←

Ī

ī

←

Ī

č

←

ĉ

Additionally, if the noun ends in ē,z ć is added before the diminutive suffix. If the noun ends in a vowel plus Đ,z ď is added before the diminutive suffix. The iminutive is formed by adding ĖĐĖ¯ to the noun. The vowel and consonant changes found in the diminutive apply to the iminutive as well.

Adjectives Adjective gender and case See Noun gender, number, and case.

Use of adjectives Adjectives do not decline when following a verb (usually ēìĊ) and not directly preceding a noun. Adjectives decline for gender, number, and case if they directly precede their associated noun.

Exceptional adjectives The masculine accusative/dative and neuter dative suffix of two types of adjectives differ from the standard listed above:

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Grammar summary

1 Adjectives whose base form ends in ē take the suffix đĖ¯. 2 Adjectives whose base form ends in đ or in a stressed vowel/ diphthong take the suffix ēĖ¯. (Note that the adjective ìĔ is exceptional, taking the suffix đĖ¯ instead of ēĖ¯.)

■ Other exceptions 1 ĜĖĔĖč and ĜĖćĖč The neuter nominative/accusative of these adjectives is ĕĔĖč and ĕĖćĖč respectively. 2 ĜĖćĔIJ When following ēIJ this declines only for number, not gender or case. 3 Adjectives ending in ĜĖ¯ based on place names do not decline at all.

Comparative adjectives The comparative is formed by adding ĜĖ¯ to the adjective. In addition, the following vowel changes may occur: 1 Ė

←

IJ ij Ī ī

2 č

←

ĉ

This list contains the most common comparative adjectives with vowel changes.

ĝėČĐė ĝėČĐėě ĝėČĔĖėĔ ĝėĕėĜĆ ĝėďėĈ ĝėĔėĐě ĝėĔėĝ ĝėĆĔšĎč ĝėĒĎĜĸ ĝėĚĜĎě ĝėČĔĎĊĖĆ

←

ČĐij ČĐijě ČĔĖĴĔ ĕīĜĆ ĎīĈ ēĬĐě ēĬĝ ĆĔĊč đĊĜĸ ęĜĊě ČĔĊĊĖĆ

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Grammar summary

These adjectives have irregular comparative forms:

ĝėĖėĆ ĝėćĝė

←

ČĉĆ ČďĖĐĝ

Superlative adjectives The superlative is formed by replacing the comparative suffix ĜĖ¯ with the superlative suffix Čĕ¯. Any vowel changes and other irregularities found in the comparative remain. The superlative is used in conjunction with the definite article and appropriate gender and case suffixes.

Possessive adjectives Possessive adjectives have two forms, singular and plural. They do not decline for gender or case. Plural

ėĔìĒ ėĔìć ėĔìĊ ėĜčĄ ėĜĖĊćĔĉĄ ėĜĖìĄ ėĜĖīĊ

1st person singular 2nd person singular 3rd person singular 1st person plural 2nd person plural 3rd person plural

Singular

ēìĒ ēìć ēìĊ ĜčĄ ĜĖĊćĔĉĄ ĜĖìĄ ĜĖīĊ

1st person singular 2nd person singular 3rd person singular 1st person plural 2nd person plural 3rd person plural

Adverbs Adverbs are identical to the base form of adjectives. Comparative adverbs are identical to the base form of comparative adjectives. Superlative adverbs consist of đĉĚ or ¯ĒIJ followed by the superlative adjective with masculine singular accusative suffix.

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Grammar summary

Verbs Infinitives The infinitive of most verbs is formed with the suffix ē¯, e.g. ēąìĜĝ,z ēĚĔIJČ. The suffix ēĖ¯ is used with verbs whose base ends in one of the following letters or combinations of letters: 1 2 3 4 5 6

Ē, e.g. ēĖēĉě Ĕ, e.g. ēĖĕĪĉĉ ĆĔ, e.g. ēĖćĕčĊ ěĔ, e.g. ēĖĜĕčĜČ Đ preceded by a consonant, e.g. ēĖđĐīĒĝ a stressed vowel or diphthong, e.g. ēĖíĜĝ.

Regular verbs in the present tense The present tense of regular verbs is formed by removing the infinitive suffix and adding the appropriate personal suffixes. The present tense of verbs with the infinitive suffix ē¯ is formed as follows: Plural

ĔąìĜĝĜčĒ čąìĜĝ ĜčĄ ĔąìĜĝīĊ

1st person plural 2nd person plural 3rd person plural

Singular

ąìĜĝĎčĄ 1st person singular čĖąìĜĝ ĉć 2nd person singular ĕĖ=čĊ=ĜĖ 3rd person singular čąìĜĝ

The present tense of verbs with the infinitive suffix ēĖ¯ is formed as follows: Plural

ĔėĔĪĉĉĜčĒ čĔĪĉĉ ĜčĄ ĔėĔĪĉĉ īĊ

1st person plural 2nd person plural 3rd person plural

Singular

ēĪĉĉĎčĄ čĖĔĪĉĉ ĉć ĕĖ=čĊ=ĜĖ čĔĪĉĉ

1st person singular 2nd person singular 3rd person singular

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Grammar summary

Additional points: 1 In questions, the second person singular pronoun ĉć merges with the verb and the ć disappears, e.g. ĉćČĕąìĜĝ → zĉČĕąìĜĝ. 2 If the base of the verb ends in ĕ, the second person singular suffix is Č¯ instead of Čĕ¯, e.g. ēĕĖ → zČĕĖĉć. 3 If the base of the verb ends in Č, the third person singular suffix is not added, e.g. ēČĖąĜIJ → zČĖąĜIJĜĖ.

Modal verbs Yiddish has seven modal verbs:

ēĸĜIJć ēĐĖĉĉ ēĐijĊ ēĊĉĒ ēĆĖĒ ēĜijČČĝčĔ ēĖĔĖě Modal verbs differ from other verbs as follows: 1 The third person singular present tense form does not take a suffix. 2 If a modal verb is followed by an infinitive, the infinitive is not introduced by ĉĚ.

Irregular verbs in the present tense The following nine common verbs are irregular in the present tense. 1 The verb ēìĊ conjugates as follows: Plural

Singular

ēĖĔìĊ=ēĖĔĖĊ ĜčĒ

1st person plural

ēčąĎčĄ

1st person singular

ČĔĖĊ=ČìĊĜčĄ

2nd person plural

Čĕčąĉć

2nd person singular

ēĖĔìĊ=ēĖĔĖĊ īĊ

3rd person plural ĊčĄĕĖ=čĊ=ĜĖ

3rd person singular

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Grammar summary

2 The first and third person plural suffix of the verbs ēīĆ,z ēīČĝ, and ēīČĝĜIJĸ is ēĖ¯ instead of ē¯. 3 The base vowel of the verb ēijČ becomes ĉ and the first and third person plural suffix is ēĖ¯. 4 The base vowel of the verb ēĕčĉĉ becomes ī. 5 The base vowel of the verb ēąĖĆ becomes č and the ą disappears in the second and third person singular and second person plural. 6 The base vowel of the modal verb ēĐĖĉĉ becomes č. 7 The verb ēąijĈ drops the ą in the second and third person singular and the second person plural.

Negation To make a sentence negative, put ČčĔ=ČĝčĔ directly after the conjugated part of the verb. If the object or predicate (the part of the sentence following the verb ēìĊ) is indefinite, insert ēīě immediately before it, e.g. IJąijĈĎčĄ ĖčĊčĉĉĖĐĖČ →z ĖčĊčĉĉĖĐĖČĔĬĜčĞĎĕąijĈĎčĄ.

Imperative There are two imperative forms, singular and plural. The singular is identical to the first person singular present tense form (except for ēìĊ, whose imperative is ìĊ). The plural is formed by suffixing Č¯ to the singular (except if the singular already ends in Č). First person plural commands are formed with ĜčĒijĐ (‘let’s’) + infinitive.

Past tense The past tense is formed with the appropriate present tense form of ēąijĈ or ēìĊ + past participle. The past participle consists of the base of the verb with the prefix ¯ĖĆ and the suffix Č¯ or ē¯. Sometimes there are vowel and/or consonant changes to the base as well.

243

Grammar summary

This table illustrates the past tense of the verb ēĖĔĪĉĉ. Plural

čĔĪĉĉėćēąijĈĜčĒ čĔĪĉĉėćČijĈĜčĄ čĔĪĉĉėćēąijĈīĊ

Singular 1st person plural 2nd person plural 3rd person plural

čĔĪĉĉėćąijĈĎčĄ čĔĪĉĉėćČĕijĈĉć ČijĈĕĖ=čĊ=ĜĖ čĔĪĉĉėć

1st person singular 2nd person singular 3rd person singular

These verbs have ēìĊ as their past tense auxiliary verb*:

ēĜijĸ ēĖčĐĸ ēĖĒĉě ēďčĜě ēČìĜ ēĖĒčĉĉĝ ēąĜIJČĝ ēīČĝ ēĸijĐĝ ēĖĆĔčĜçĝ

12 13 14 15 16 17 18 19 20 21

ēąìĐą 1 ēīĆ 2 ēĐĖĸĖĆ 3 ēĖĆĔĖĈ 4 ēĕěIJĉĉ 5 ēĜĖĉĉ 6 ēìĊ 7 ēĚčĊ 8 ēĸĪĐ 9 ēĆčĐ 10 ēĐIJĸ 11

Future tense The future is formed with an auxiliary verb equivalent to ‘will’ (shown below), followed by the infinitive. Plural

ĔĐĖĉĉĜčĒ čĖĉĉĜčĄ ĔĐĖĉĉīĊ

Singular

1st person plural ĐĖĉĉĎčĄ 1st person singular 2nd person plural čĖĖĉĉĉć 2nd person singular rd 3 person plural čĖĉĉĕĖ=čĊ=ĜĖ 3rd person singular

* Another verb not studied in this course, with ēìĊ.

ēĖĝĖĆ

(to happen), also conjugates

244

Grammar summary

Past habitual (ćėđĹ) Past habitual actions can be expressed with the form ĆĖĐĸ + infinitive. ĆĖĐĸ conjugates as follows: Plural

ĔĆĖĐĸĜčĒ čĆĖĐĸĜčĄ ĔĆĖĐĸīĊ

1st person plural 2nd person plural 3rd person plural

Singular

ĆĖĐĸĎčĄ 1st person singular čĖĆĖĐĸĉć 2nd person singular ĕĖ=čĊ=ĜĖ 3rd person singular

čĆĖĐĸ

Unstressed prefixed verbs Verbs with one of the prefixes listed below differ from other verbs as their past participles do not take the ¯ĖĆ prefix, only the Č¯ or ē¯ suffix.

¯ČĔIJ ¯IJą ¯ĖĆ ¯ĜĖć ¯ĜIJĸ ¯ĖĚ

1 2 3 4 5 6

Verbs ending in ĔĝĎ° Similarly, the past participles of verbs ending in ēĜč¯ do not take the ¯ĖĆ prefix; furthermore, they always take the Č¯ suffix.

Grammar summary

Verbs with ďĎċ The reflexive pronoun ĎčĊ is placed directly after the conjugated part of the verb. If the verb is negative, ČčĔ=ČĝčĔ goes after ĎčĊ: present tense past tense future tense imperative

ĆĖĐĸ ČĐijĉĉ

ČčĔ=ČĝčĔďĎċēĜĖĐĎčĄ ČĔĜĖĐĖĆ ČčĔ=ČĝčĔďĎċąijĈĎčĄ ēĖĔĜĖĐ ČčĔ=ČĝčĔďĎċĐĖĉĉĎčĄ  ČčĔ=ČĝčĔďĎċēĜĖĐ ēĖĔĜĖĐ ČčĔ=ČĝčĔďĎċĆĖĐĸĎčĄ ČĔĜĖĐĖĆ ČčĔ=ČĝčĔďĎċČĐijĉĉĎčĄ

Converbs (stressed prefixed verbs) Converbs conjugate as follows: infinitive present tense past tense future tense imperative

ĆĖĐĸ ČĐijĉĉ

ēąīĈĉĚĕĴēąīĈĕĴ ĔĴąīĈĎčĄ ēąĪĈĖĆĕĴąijĈĎčĄ ēąīĈĕĴĐĖĉĉĎčĄ ĔĴąīĈ ēąīĈĕĴĆĖĐĸĎčĄ ēąĪĈĖĆĕĴČĐijĉĉĎčĄ

These are the most common converb prefixes: Category 1 (transparent meaning)

¯ĔìĜIJ ¯ČčĒ ¯ĎijĔ ¯ìąĜIJĸ ¯ĕĪĜijĸ ¯ĜĖćĔIJĔĉĸ ēĖĒIJĊĉĚ ¯ĸĪĔĉĚ ¯ěčĜĉĚ

¯ďĜĉć IJ ¯ěĖĉĉIJ ¯ĔĆĖěČĔIJ ¯ĜĖćčĔIJ ¯çijĜIJ ¯ĕĪĜIJ ¯ĸĪĜIJ ¯ĒĉĜIJ ¯ĜĖČĔĉĜIJ ¯ĜĖąčĜIJ

245

246

Grammar summary

Category 2 (less transparent meaning)

¯Ĕij ¯çij ¯ìą ¯Ĝijĸ ¯ĉĚ

¯ĕĪĄ ¯ĸĪĄ ¯ĒĉĄ ¯ĜĖČĔĉĄ ¯ĜĖąčĄ ¯ĔìĄ

Periphrastic verbs Periphrastic verbs consist of an unchanging part and a conjugating part, usually ēąijĈ,z ēìĊ, or ēĜĖĉĉ but occasionally other verbs, e.g. ēďIJĒ,z ēĖĒĖĔ. They conjugate as follows: infinitive present tense past tense future tense imperative

ĆĖĐĸ ČĐijĉĉ

ēìĊđčáĕĒ đčáĕĒēčąĎčĄ ēĖĉĉĖĆđčáĕĒąijĈĎčĄ ēìĊđčáĕĒĐĖĉĉĎčĄ đčáĕĒìĊ ēìĊđčáĕĒĆĖĐĸĎčĄ ēĖĉĉĖĆđčáĕĒČĐijĉĉĎčĄ

Note: Periphrastic verbs with ēìĊ have ēąijĈ as their past tense auxiliary verb.

The passive The passive is formed with the auxiliary verb ēĜĖĉĉ in the appropriate tense in conjunction with the passive participle of the relevant verb, as follows: present tense past tense future tense

ĆĖĐĸ ČĐijĉĉ

ēąčĜĝĖĆČĜĖĉĉĕĖ ēĜijĉĉĖĆēąčĜĝĖĆĊčĄĕĖ ēĜĖĉĉēąčĜĝĖĆČĖĉĉĕĖ ēĜĖĉĉēąčĜĝĖĆ ČĆĖĐĸĕĖ ēĜijĉĉĖĆēąčĜĝĖĆČĐijĉĉĕĖ

The agent (person/thing who causes the passive action to happen) is introduced by ēĉĸ (by).

247

Grammar summary

Ċě before infinitives ĉĚ is not used following: 1 modal verbs 2 the verbs ēĸĐĖĈ,z ēąìĐą,z ēěčćĔĖ,z ēĉĉôĜç,z ēČĖą,z ēĖĔĜĖĐ, and ĎčĊēĖĔĜĖĐ 3 verbs of motion. Conversely, ĉĚ must be used following the construction ĕĖ +z ēìĊ + adjective, and is typically used after ēąijĈąčĐ and ēąijĈČĔìĸ. In other contexts ĉĚ is optional.

Sentence structure Fulfillable conditions Fulfillable conditions are formed as follows: condition clause object + future tense (if relevant) verb

+

+ outcome clause object + infinitive (if relevant)

+

Example

subject

+

ąĪĄ ←

subject +

future auxiliary verb ←

đĐčĸIJēĖĊĎčĄĐĖĉĉČìĚēąijĈĐĖĉĉĎ襹ĪĄ

Unfulfilled conditions Unfulfilled conditions use a special auxiliary verb, ČĐijĉĉ(would), which conjugates as follows: Plural

ĔČĐijĉĉĜčĒ ČĐijĉĉĜčĄ ĔČĐijĉĉīĊ

1st person plural 2nd person plural 3rd person plural

Singular

ČĐijĉĉĎčĄ 1st person singular čĖČĐijĉĉĉć 2nd person singular ĕĖ=čĊ=ĜĖ 3rd person singular ČĐijĉĉ

248

Grammar summary

Unfulfilled conditions are formed as follows: condition clause objects (if + past + ČĐijĉĉ + subject + ĊIJ=ēĖĉĉ=ąĪĄ appropriate) participle ← + outcome clause objects (if + past + subject + ČĐijĉĉ appropriate) participle ← Example ēIJçIJčēīěēĜijĸĖĆĎčĄČĐijĉĉČĐĖĆČIJĈĖĆČĐijĉĉĎ襹ĪĄ

Inversions Standard Yiddish word order is subject + verb + object. However, the subject and verb switch places in these circumstances: 1 in sentences beginning with an adverb, prepositional phrase, or direct object 2 in a main clause following a dependent clause or quote 3 optionally, to convey the meaning ‘so’ or stylistically in stories.

Expressing desire with ĔđĴċ The following construction is used to indicate that someone wants someone else to do something: + ēĐĖĉĉ infinitive + ēĐijĊ + subject 2 + ĊIJ + subject 1 in (optional) (in ← present appropriate tense tense)

Example ĎĉąĕijćēĖĔĖīĐČĕĐijĊĉć ĊIJĐčĉĉĎčĄ

Key to exercises

The Yiddish alphabet and pronunciation Exercise 1 1 nyu-york (New York) 2 kompyuter (computer) 3 shokolad (chocolate) 4 london (London) 5 beygl (bagel) 6 england (England) 7 telefon (telephone) 8 student (student) 9 oystralye (Australia) 10 amerike (America) 11 radyo (radio) 12 muzik (music) 13 televizye (television) 14 hong kong (Hong Kong) 15 kanade (Canada) 16 matematik (mathematics) 17 eroplan (aeroplane) 18 afrike (Africa) 19 eyrope (Europe) 20 melburn (Melbourne)

Exercise 2 1 zhurnalist ( journalist) 2 dzhongl (jungle) 3 tshek (cheque) 4 prestizh ( prestige) 5 tshelo (cello) 6 dzhentlmen (gentleman) 7 los andzheles ( Los Angeles) 8 zhaket (jacket) 9 tshernobl (Chernobyl) 10 inzhenir (engineer)

Exercise 3 1 shabes (Sabbath) 2 loshn-koydesh (Hebrew/Aramaic component of Yiddish) 3 ester (Esther) 4 rosheshone (Rosh HaShana/Jewish New Year) 5 yisroel (Israel) 6 khanike (Hanukka) 7 yomkiper (Yom Kippur/ Day of Atonement) 8 miryem (Miriam) 9 toyre (Torah) 10 mazltov (congratulations)

250

Key to exercises

Unit 1 Exercise 1 ĉČĕďIJĒĕijĉĉ 5  ĉČĕīĈčĉĉ 3 đďčĐĖđĉĐĝ 1

Exercise 2 ēĖĔìĊ=ēĖĔĖĊ 7 ČĔĖĊ=ČìĊ6 Čĕčą 5 ēĖĔìĊ=ēĖĔĖĊ 4 ēĖĔìĊ=ēĖĔĖĊ 3 ĊčĄ 2 ēčą 1

Exercise 3 ĎĪĄ ĊčĄ ćĉć 3 ĖěČĔĖćĉČĕ IJ ĊčĄ ĈĔċ ēīĔ 2 ĖěČĔĖćĉČĕ IJ ĊčĄ ĐċĜ ijč 1 ēĖĔĖĊćĉćēĉĄĐċĜēīĔ 6 ĐĪĸĊčĄĐċĜijč 5 ĆĉĐěĊčĄćĉćijč4 ČĔĖćĉČĕIJ ĕIJĐěēąĐĖĊđĖćēčĄ

Exercise 4 IJ5 ēIJ4 IJ3 ēIJ2 IJ 1

Exercise 5 ēąijĈ 6 ČijĈ 5 ČijĈ 4 ČĕijĈ 3 ąijĈ 2 ēąijĈ 1

Exercise 6 ĜĖĉĉ7 ĕijĉĉĜIJĸ6 ĜĖĉĉ 5 ĕijĉĉ4 čĉĉ 3 ĕijĉĉĜIJĸ 2 ĜĖĉĉ1

Unit 2 Exercise 1 ČąìĜĝ 7 ČĕĖ 6 ēČĖąĜIJ 5 ČěĔčĜČ 4 ČćĖĜ 3 đĉě 2 ēĖĔĪĉĉ 1

Exercise 2  ĜĖĕIJĉĉĐċĜČěĔčĜČ 3  ĖćIJĔIJěēčĄĉČĕĔĪĉĉ2  ĝčĕĉĜēĉĄĝčĐĆĔĖīĊēćĖĜ 1 ćĉć ČĔĖīĐ 6  ĝčć™ čč ĜčĄ ČąìĜĝ 5  ĕIJĐě ĝčć™ čč ēĉĸ ćĉć ēĉĄ ĈĔċ ēĖĒĉě 4 ĝčĔIJçĝ

251

Key to exercises

Exercise 3 ČćĖĜēďIJĜçĝđĹĎĊĊ 3 čĊČěĔčĜČĖĴĊĊ 2 ćčĒĖěČĔĖćĉČĕčćĊčĄĖĴĊĊĝijĹ 1 ĕijćĊčĄĖĴĊĊ 6 ĕijćĊčĄĝėĊĊ 5 ĐċĜČĒĉěĔėĕijĊĊĔĊĹ 4 ćĉć

Exercise 4 ĜĖć 3 ćčĒ ĜĖīĊ čĎĕ=čĞĎĕ ĊčĄ ĐċĜ 2 ĖčĚěĖĐ čć čĎĕ=čĞĎĕ īČĝĜIJĸ ĎčĄ 1 ĜčĄ5 ēĚčĉĉčćčĎĕ=čĞĎĕČĕĐīĚĜĖćĉć4 ĕIJĐěēìĒēčĄčĎĕ=čĞĎĕČĚčĊēIJĒ ĕĖĆĜIJĸĎčĄ7ĜĖĉĉĝčĎĕ=čĞĎĕēČĖąĜIJĜčĒ 6ĖčĐIJĜČĕĪĄēĉĸčĎĕ=čĞĎĕČĒĉě ēĖĒijĔēìĊčĎĕ=čĞĎĕ

Exercise 5 ĖČĉĆĎĕIJijćēĖĔìĊ=ēĖĔĖĊĕĖ 2 ĕIJĐěĕĐċĜēčĄēĐĪçēĉĸĪĜĸIJijćĊčĄĕĖ 1 ĕĖ 4 ĕIJĐě ĕĐċĜ ēčĄ ĜijčČěIJ ēIJ ijć ĊčĄ ĕĖ 3 ĕIJĐě ĕĐċĜ ēčĄ ēČĔĖćĉČĕ ēĝČĔĖĒĖČĒčĜIJąĎĕIJijćēĖĔìĊ=ēĖĔĖĊĕĖ 5ĕIJĐěĕĐċĜēčĄēčĜĖĆĔčĊIJijćĊčĄ ĕIJĐěĕĐċĜēčĄēĐčĜąČčĒēIJĒIJijćĊčĄĕĖ 6 ĕIJĐěĕĐċĜēčĄ

Exercise 6 čćĜĖćĕijćčćĕijćčćčćĜĖćčćčćĜĖćĜĖćčć

Unit 3 Exercise 1 ēīĔ 3 ĜĖČIJĖČ ąčĐ ąijĈ ĎčĄ ijč 2 ĕĖĒĝČĖĜě ąčĐ ČĝčĔ ČijĈ ĈĔċ ēččĔ 1 ēĚĔIJČĉĚąčĐČĝčĔČijĈĈĔċēīĔ4 ČĖąĜIJĒīĈąčĐČĝčĔēąijĈēČĔĖćĉČĕčć ēIJĜijČĕĖĜēčĄēīĆĉĚąčĐąijĈĎčĄijč5

Exercise 2 ĕīĉĉ 8 ēĖĖĊ 7 ĉČĕĉČ 6 ēĖīČĝĜIJĸ 5 ēĖīĆ 4 ČĕčĆ 3 ēĖīĆ 2 Čĕīĉĉ 1

Exercise 4 ėĜĖĉĉĝ 7 ĝėìĔ 6 ėĔīĐě5 ėĔīĝ4 ėČĔIJĕĖĜĖČĔčĄ3 ėČĉĆ2 ĝėĆĉĐě 1

252

Key to exercises

Exercise 5 ĖĜĖĝČĖĉĉĖěIJĒĝĖĆIJČĕĖĖěČĔĖćĉČĕĖćčĒčć 2 ēīĝĊčĄijĔčěĜĖìĔĜĖć 1 ČīČĝĜIJĸ ēčĜĖĆĔčĊ ĖČĒčĜIJą čć 4 ĜĖĉĉĝ ēĖĔìĊ=ēĖĔĖĊ ēďIJĜçĝ ĖìĔ ĖĐIJ 3 ČĆĔčĊ ĐćīĒ ĖĆĉĐě ĕijć 6 ĜĖČĜĖĉĉ ĖĜĖĉĉĝ ČijĈ Ďĉą ĖČĉĆ ĕijć 5 ĝčć™ čč ĜĖćčĐĖĔīĝ

Unit 4 Exercise 1 čć 3 ĜĖćĐčą ĖĔīĝ ēīě ČĝčĔ ČijĈ ĐċĜ 2 ĐçĖ ēīě ČčĔ=ČĝčĔ ĕĖ ĎčĄ 1 ĖčĊčĉĉĖĐĖČĖìĔčćąčĐČčĔ=ČĝčĔēąijĈĜčĒ4ČĔĖĉĉčćėĪĄČčĔ=ČĝčĔēĖĔĖĊĜĖćĐčą ēīě ČčĔ=ČĝčĔ ČijĈ ćĉć 6 ĈĜčć ēīě ēčĄ ČčĔ=ČĝčĔ ēĖĔĪĉĉ ēČĔĖćĉČĕ čć 5 ČčĔ=ČĝčĔēĖĔĖĊēČĔĖćĉČĕčć 8 ĎĉąĜĖČĜĖĉĉēīěČčĔ=ČĝčĔČĕijĈĉć 7 ČĐĖĆĎĕ ČìĚēīěČčĔ=ČĝčĔČijĈĈĔċ 9 ćčĒ

Exercise 2 ĖĐĖĒīą ĐĒīą ĖĐĖćĐčą ĐćĐčą ¯ ĐĜĖČĚĔĖĸ ĖĐĖçĒĖĐ ¯ ĖĐĈĜčć ¯ ĖĐĖĝčČĐĝčČĖĐĖČĖąĐČĖą¯ĐĜĖĒčĚĸijĐĝ

Exercise 5 =ēĖĔĖĊ ĎĖĐçĒĖĐ čć 3 ēijćĔijĐ ēčĄ ēĖĔĪĉĉ ĕĖěĜĖĜĖĐ čć 2 ĜĖďčą ČijĈ ĈĔċ 1 ĆĖČčć 6 ĜĖćĐčąĖĔīĝČijĈĐċĜ 5 ĕĖěĸijĕēąijĈēĜĖĒčĚčć 4 ēīĝēĖĔìĊ ČĝčĔēĖĔìĊ=ēĖĔĖĊĞĉĜčćĖĔīĐěčć 8 đčĜĶċČčĒČćĖĜĐċĜ 7 ĆĔIJĐēĖĔìĊ=ēĖĔĖĊ đĖĉĉěIJą

Unit 5 Exercise 1 ĖĔìĒ 9 ĜčĄ 8 ēìĒ 7 ĜĖīĊ 6 ĜĖìĄ 5 ĖĔìĊ 4 ĖĜĖĊćĔĉĄ 3 ēìĊ 2 ĖĔìć 1 ēìć10

Exercise 2 ĊčĄĜĖČĕĖĉĉĝčć 2 ČĐIJĜIJčěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄĕěĖĊĊčĄĜĖćĉĜąĜĖć 1 ĜĖČĖĸ ĜĖć 4 ČĐIJ Ĝijč ėĐĖĉĉĚ ĊčĄ ĖěĔčĊĉě čć 3 ČĐIJ Ĝijč ěčĕìĜć ēĉĄ ėĔčĸ Ėąijąčć 6 ČĐIJĜijčēąčĊĊčĄěčĔĖĒčĐçĜĖć 5 ČĐIJĜijčěčĚĖąčĊēĉĄìĜćĊčĄ

Key to exercises

čć 8 ČĐIJĜijčěčĚĔìĔēĉĄēīĄĊčĄĖćīĊĜĖć 7 ČĐIJĜijčěčĚďIJēĉĄČďIJĊčĄ ČĐIJĜijčěčĚĸĉĸēčĄēìĔĊčĄĖĒIJĒ

Exercise 3

Exercise 4 ĕijćĜĖć 6 đĖćčć 5 ĜĖćĜĖć4 čćĕijć 3 ĕijćčć 2 đĖćĜĖć 1

Exercise 5 čćđĖćčćđĖìĔēīĝđĖĔīĐěēīĐěčćĖĜĖĆĔ™ ččēĜĖĆĔ™ ččđĖćēĜĖČĐĖđĖć ĖĜĖćĔIJ

Exercise 6 =ěčĚĔIJĉĉĚ ēĉĄ ėĔčĸ 4 ēìĔ ąĐIJĈ 3 ēąčĊ ĎijĔ ĐČĜĖĸ IJ 2 ĜĖĆīĊ IJ ėĐĖĉĉĚ 1 ĕĔīĄ ĎijĔ ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ 6 īĉĉĚ ĜIJĸ=ĉĚ ėĔčĸ 5 ėĐĖ ĜIJĸ=ĉĚ ěčĚĔijĉĉĚ ĕěĖĊĜIJĸ=ĉĚēĖĚ 8 ìĜćĜIJĸ=ĉĚēĖĚ7

Exercise 7 ČĖąĜIJĒīĈČąìĜĝĐċĜ2  čĜĸĜĖćēčĄĜĖĆīĊIJČďIJĖĉĉIJěČěĔčĜČĐċĜ 1 ēčĄēìĔĜIJĸ=ĉĚĐČĜĖĸIJěĖČijčĐąčąēčĄČīĆĐċĜ 3  čĜĸĜĖćēčĄēìĔąĐIJĈ đīĈIJČīĆĐċĜ 5  ĆijČčĒĎijĔĕĔīĄąĐIJĈĕĖĒĖĜIJĉĉČĕĖĐċĜ4  čĜĸĜĖć ěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚ ĖĜĖĝČĖĉĉ ČĕĖ ĐċĜ 6  ČĔĉĉij ēčĄ ēąčĊ ĜIJĸ=ĉĚ ĐČĜĖĸ IJ ĜIJĸ=ĉĚěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚēĉĄėĔčĸijĔčěēčĄČīĆĐċĜ 7  ČĔĉĉijēčĄēąčĊĎijĔ  ČďIJĔìąēĖĚĎijĔēĖĚijĔčěēĉĸěčĜĉĚČĒĉěĐċĜ8  ČĔĉĉijēčĄēìĔ

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Unit 6 Exercise 1 čć8 ĜĖć7 ĜĖć6 đĖć5 ĜĖć4 đĖć 3 ĜĖć 2 đĖć 1

Exercise 2 ĖČĐĊìĜěĖĆ čć 5 đĖĔīĝ đĖć 4 ĜĖćĔijĐą ĜĖć 3 ĜĖìĔ ĜĖć 2 ĜĖěĔčĐ ĜĖć 1 ĜĖČďĖĜĜĖć9 ĜĖĒĖĉĉěIJąĜĖć8 ĖČĪĜčć7 ĜĖĕĪĜĆĜĖć6

Exercise 3 ČčĒČďIJĜČ ēĖĒ3 ēĆĪĄčćČčĒČĔĖīĐ ēĖĒ2 ĐĪĒđĖćČčĒČćĖĜ ēĖĒ 1  ēĖĒ 6 ĕčĸ čć ČčĒ ČĸĪĐ  ēĖĒ 5 ēĜĖĪĄ čć ČčĒ ČĜĖĈ  ēĖĒ 4 çijě đĖć ĊijĔĜĖćČčĒČěĖĒĝ ēĖĒ7 ēīĚčćČčĒČìě

Exercise 4 đĖĔĉĸ← đĖćēĉĸ 4 đìą← đĖćìą 3 ēČčĒ← đĖćČčĒ 2 đĉĚ← đĖćĉĚ 1 đĖĔčĄ← đĖćēčĄ 7 ĜĖćČčĒ 6 ēĸĪĄ← đĖćėĪĄ 5

Exercise 5 ČīĆĜëĕĄ 2 .ĜĖćĐčąĕĐċĜēčĄēĖĒčĜĒēĉĄēĸĕĉčēĖĒīċēĜëĕĄČĖĊĈĔċ 1 ēĉĄēĸĕĉčēĖĒīċēĜëĕĄČčĒĖĜĖĝČĖĉĉČĕĖĐċĜ 3 ēĖĒīċČčĒēąijĈĈĔĉĞċ īĉĉĚČijĈĐċĜ5 ČĔIJĈĜĖćēčĄĎĉąĜĖČĜĖĉĉIJěčćĔĖČĝČijĈėĕĉč 4 ēĖĒčĜĒ ēĈĔċēĉĄēĖĐċĜČčĒČćĖĜćĉć 6 ĕčĸĖěĔčĐ

Exercise 6 čć 6 ēĖąiją ĜĖć 5 ēćīĊ đĖć 4 ēĖĒĉĒ ĜĖć 3 ēčąĜ đĖć 2 ēČIJČ đĖć 1 ĖĒIJĒ

Exercise 7 ĕĜĉċąđĖćĊčĄĕijć3 ĐĜĖĆĔčĸĕĜëĕĄĊčĄĕijć2 ĐČĔIJĒĕćĉćĊčĄĕijć 1 ĕĐċĜ 6ĜĖČěijćIJĊčĄĖČIJČĕĈĔċ 5ĜĖćĐčąĕĖěĜĖĜĖĐĜĖćēĖĔĖĊīĊ 4ĜĶċ ĊčĄ ĕijć 8 ĜĖČĉčçĒijě ĕĖěČĕčĐIJĔĜĉĝĊ ĜĖć ĊčĄ ĕijć 7 ēīĐě ĉĚ ĊčĄ ĈĜčć ĎĉąĜĖČĜĖĉĉĕČĔĖćĉČĕđĖć

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Unit 7 Exercise 1 ĜčĒijĐ 8 ēĖīĐ 7 ČĒĉě 6 ēĖĊĜčĒijĐ 5 ąčĆ 4 ēīĆĜčĒijĐ 3 đĖĔ 2 ČĐīĚĜĖć 1 ēďIJĒ

Exercise 2 īĊĎčĒĎìĄĊćĔĉĄĎčćĜčćĜčĄ

Exercise 3 ĉČĕĔĖěČĕĐijĊČĕĆĖĒČĝčĔČĕĜijČĊĉĒĐčĉĉČĕĔĖěČĕĊĉĒĐčĉĉēĖě

Exercise 4 ēĊĪĈ ēĖĒčĜ IJ ēĕIJç ČčĒ ćĒĖĈ IJ ĐČĔIJĒ IJ ēĐčĜą ĖěĐĒĜIJč IJ ČĆijĜČ ćĉć ĎčĝēĉĄēěijĊ ēĉĄ ĐąĜIJ ĖĆĔIJĐ ČčĒ ĖěĊĉĐą IJ ēĕIJç ČčĒ ĐěčĐIJĝ IJ ĐČčĈ IJ ČĆijĜČ ĐċĜ ĐĉĉčČĝēĉĄēěijĊēĕIJçČčĒĖĚčĔćĉçĕĖĆĔIJĐIJçĖĔěĖĕĪĜĆ

Exercise 5 ← ēĐIJćĔIJĕ8 ĕĖěĝČĔĖĈ6 ēěijĊ5 ĐěčĐIJĝ 3 ĐąĜIJ 1 ↓

çĖĔě 7 ĐČčĈ 6 ĖČijçIJě 4 Ďčĝ 3 ēĐčĜą 2

Unit 8 Exercise 1  ēąijĈ ĎčĄ ēĉĄ ćĉć ēĖĐċĜ ìą ĖĜĖĝČĖĉĉ ēĕĖĆĖĆ ēąijĈ ĎčĄ ēĉĄ ĜëĕĄ ćĉć ēĖĆĔĖĜąČĸĜIJćĖĆČĝčĔČijĈĜčĄČĆijĊĖĆČijĈĐċĜēďĉěIJČďIJĜąĖĆ=ČĆĔĖĜąĖĆ ČĝčĔ ČijĈ čĊ ĜĖąij Ďčě ēčĄ ēĖĐċĜ ēĸĐĖĈ ČĉĉôĜçĖĆ ēąijĈ ĜčĒ ēĕĖ ēīě ąijĈ ĎčĄ çĉĊ IJ ČďijěĖĆ ēĉĄ ČIJĐIJĕ IJ ČďIJĒĖĆ ČijĈ čĊ ėĐčĈ ēīě ČĐijĉĉĖĆ ĐċĜ ēĉĄ ēĕĖ ČěčćĔĖĖĆ ēąijĈ ĜčĒ ĜĖĉĉĝ ĉĚ ČĖąĜIJĖĆ ČĕijĈ ĉć ČĆijĊĖĆ ĜčĒ ēìĉĉ ēĖěĔĉĜČĖĆ ĎĪĄ ēąijĈ ćĉć ēĉĄ ĐċĜ īČ ĖĕīĈ ēąĖĆĖĆ ĊćĔĉĄ ČijĈ ČĖçĝĊčąČćĖĜĖĆēąijĈ

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Exercise 2 ĐċĜ3 ēĖĐċĜēĸĐĖĈČĐijĉĉĖĆČijĈĜëĕĄ2 çĉĊčćČďijěĖĆēĪĝČijĈĐċĜ 1 ēĕĖĆĖĆČijĈĐċĜ4 ČěčćĔĖĖĆČĖĒáēĪĝČijĈčĊĐìĉĉėĐčĈČĐijĉĉĖĆČĝčĔČijĈ ēĕĖĆĜIJĸČijĈĐċĜēīĔ5 ěĜijč¯ĉčĔēčĄČĔĪĉĉĖĆČijĈčĊēĖĉĉēĖĔIJĜijČĕĖĜēčĄ ēĉĉĪĄđĖćēćĔčĚĔij

Exercise 4 ĜĖć 3 ČąìĜĝ ĝČĔĖĒ ĜĖČīĉĉĚ ĜĖć 2 Ďĉą IJ ČĔĖīĐ ĝČĔĖĒ ĜĖČĝĜĖ ĜĖć 1 ĝČĔĖĒĜĖČĸĉĸĜĖć5ČĸijĐĝĝČĔĖĒĜĖČĜĖĸĜĖć4ēďĉěČĕĖĝČĔĖĒĜĖČčĜć  ĜĖČĖąčĊ ĜĖć 7 ĖčĊčĉĉĖĐĖČ ČĖĊ ĝČĔĖĒ ĜĖČĕěĖĊ ĜĖć 6 ĖĉĉIJě ČěĔčĜČ ēĸĪĄČćĖĜĝČĔĖĒĜĖČĔìĔĜĖć 9 ČĸĪĐĝČĔĖĒĜĖČďIJĜĖć 8 ČĚĔIJČĝČĔĖĒ  ijčćIJĜČĜĖĈĝČĔĖĒĜĖČĔĖĚĜĖć 10 ēijĸĖĐĖČ

Exercise 5 ĖČĕěčĚĸĉĸĖČĝĜĖĖČĜĖĸĖČĝĜĖĜĖČīĉĉĚĖČčĜć

Unit 9 Exercise 1 =ČìĊ 5 ēĆĖĐĖĆ ĊčĄ 4 ēĖĒôĉĉĝĖĆ ēĖĔìĊ=ēĖĔĖĊ 3 ēĖĉĉĖĆ ēčą 2 ēĖĒĉěĖĆ ĊčĄ 1 ēĕĖĊĖĆ Čĕčą 8 ēĖĆĔIJĆĖĆ ēĖĔìĊ=ēĖĔĖĊ 7 ēĜijĸĖĆ ēĖĔìĊ=ēĖĔĖĊ 6 ēĆĪĐĸĖĆ ČĔĖĊ ēĸijĐĝĖĆēčą10 ēĜijĉĉĖĆēĖĔìĊ=ēĖĔĖĊ9

Exercise 2 ēčĄēčĄĉĚėĪĄēčĄēīě

Exercise 3 ēĜijĸ4 ēīĆ3 ēīĆ2 ēĜijĸ 1

Exercise 4 ijČĪĄ6 ĐěčĚijČijĒ 5 ēIJą¯ČĔĉĜĆĜĖČĔĉĄ 4 ĜĖĉĉijĜ3 ėčĝ 2

Key to exercises

Exercise 6 ČĝčĔēĖĔìĊ=ēĖĔĖĊĕĖ 2 ĕĜĉě¯ĜĖĒĉĊđìąĕĜĖĜĖĐĖČĉĆēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 1 ēČIJĜĖĸĖĜĖČĔIJĕĖĜĖČĔčĄēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 3 ĕĖěčĔćĉĔēīěēĖĉĉĖĆ  ēĖĉĉĖĆČĝčĔĊčĄĕĖ 5 čĜĸĜĖćēčĄĕĖčĚěĖĐĐčĸĉĚēĖĉĉĖĆēĖĔìĊ=ēĖĔĖĊĕĖ 4 ČĖąĜIJĒīĈĖĜĖĉĉĝĎĕIJēĖĉĉĖĆĊčĄĕĖ 6 ČìĚĖìĜĸēīě

Exercise 8 ěčĚĖąčĊ ēĉĄ īĉĉĚ ēĚĖąčĊ 3 ěčĚďĖĊ ēĚĖąčĊ 2 ěčĚĖąčĊ ēĉĄ īĉĉĚ ėĐĖĉĉĚ 1 ėĔčĸēĚĔìĔ8 ēĚĸĉĸēĚĔìĔ7 ČďIJēĚĔìĔ 6 ěčĚďIJēĉĄēīĄēĚďIJ5 ēĖĚēĚďIJ4 ěčĕìĜćēĉĄīĉĉĚČĔĊĪČīĉĉĚ10 ēĚĜĖĸČĔĊĪČīĉĉĚ 9 ěčĚĜĖĸēĉĄ

Unit 10 Exercise 1 ĐĖĉĉĐĖĉĉēĐĖĉĉēĐĖĉĉēĐĖĉĉČĖĉĉĐĖĉĉČĕĖĉĉĉČĕĖĉĉČĖĉĉ

Exercise 3 ēĖĔĖĊ ĕĖ ēĆĖĜ IJ ČīĆ ĕĖ 2 ČĔìĝ ēĉĊ čć ĐĒčĈ ēčĄ ĕĔěĐijĉĉ ijć ēĖĔĖĊ ĕĖ 1 ijć ēĖĔĖĊ ĕĖ īĔĝ IJ ČīĆ ĕĖ 3 ČĔčĉĉ IJ ČĊijĐą ĕĖ ĐĒčĈ ēčĄ ĕĔěĐijĉĉ ijć ĕĔěĐijĉĉ ēīě ijČĝčĔ ēĖĔĖĊ ĕĖ ČĔìĝ ēĉĊ čć 4 ĐĒčĈ ēčĄ ĕĔěĐijĉĉ Ďĕ IJ IJČīĆĕĖĐĒčĈēčĄĕĔěĐijĉĉĖĚĜIJĉĉĝijćēĖĔĖĊĕĖČĚčĐąĕĖ 5 ĐĒčĈēčĄ  ēĆĖĜ

Exercise 4 ĕĖ 4 ĊćĐIJĈĜĖćīĉĉĜčĒČĉČĕĖ 3 đĖĜĉČĝIJČĒĉěĕĖ 2 īĔĝIJČīĆĕĖ 1 ČĔčĉĉIJČĊijĐąĕĖ 5 ēĉĊčćČĔìĝ

Exercise 5 ēČďĖĔ3ĐċĜČĆijĊĜĖČĔčĉĉČĔìĸąijĈĎ血2ĎĕIJĎčĄėijĐĝČìĚĜĖČĔčĉĉ 1 ěčćĔĖČĝ ĈĔċ ĊčĄ ēĕĪĜć ēčĄ ČĐIJě ĊčĄ ĕĖ ēĖĉĉ 4 ĪĐą ēĖĉĉĖĆ ĐĒčĈ ĜĖć ĊčĄ ēĖě ēćĉć 6 ĖĔćijĒ ĜĖīĊ ĜĖČĖĉĉ ĜĖć ĊčĄ ēČìĚ ĖĔĜĖćijĒ čć ēčĄ 5 ěčĜĖĆĔĉĈ ēĖĐċĜČĝčĔĎčĄ

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Unit 11 Exercise 1 ĜĖĆĜĖ 7 ĜĖĆĔ™ čč 6 ĜĖćčĒ 5 ĜĖĕĖą 4 ĜĖĜĖĉĉĝ 3 ĜĖĕĖĜĆ 2 ĜĖČĔIJĕĖĜĖČĔčĄ 1 ĜĖĔĖĐě8

Exercise 2 ĖĜĖĚĜčě ĖĜĖĆĔĖĐ ĖĜĖĔĖĝ ĜĖĜĖĆčĐě ĜĖĜĖĉĉĝ ĜĖĜĖĆĜĖ ĜĖĜĖĆĔ™ čč ĖĜĖĕĖą ĖĜĖČĔIJĕĖĜĖČĔčĄĖĜĖČďìĐ

Exercise 4 đĖć 6 ĜĖČĕĆĔ™ čč 5 ĖČĕĖą čć 4 ĖČĕĜĖĉĉĝ čć 3 ĖČĕĆĔĖĐ čć 2 ĖČĕĆĜĖ čć 1 ĜĖČĕĔĖĐěĜĖć8 ĖČĕČďìĐčć7 ēČĕĖĜĆ

Exercise 5 ĊĪĈĕćĉć2 .ēĖĈĖĝĖČĕĚĜčěčćČĖąĜIJĈĔċēĖĈĖĝĖČĕĆĔĖĐčćČĖąĜIJćĉć 1 ĜĖČĕČĐĖĜĖćĊčĄĖćīĊĕćĉć 3ĖČĕĔĖĐěčćĊčĄĈĜčćĕĐċĜĖČĕĖĜĆĕijćĊčĄ ĜĖČĕĆĔ™ ččĜĖćĊčĄěčĔĖĒčĐçĕćĉć

Exercise 6 ĆijČIJĈĖĝėĐĖĉĉĚēČĖąĜIJĊěČĉĆČĝčĔĊčĄĕĖ 1 ĉĚ cannot be used in these sentences: 6–2

Unit 12 Exercise 1 ČĕijĈ 5ČĜčěčĐçIJČijĈ 4ČĐĖČĝIJąČijĈ 3ČĜčĚIJçĝēąijĈ 2 ČĐīĚĜĖćČijĈ 1 ČĸĪěĜIJĸēąijĈ8 ČěĔĖćĖĆąijĈ7 ēďijĜąĖĚČijĈ6 ēĕĖĆĜIJĸ

Exercise 2 ĖìĔčćēčĄēīĆēĐčĉĉĜčĒ 2 ČijČĝēčĄĎĖĐČěIJçĒijěčćČĸĪěĖĆąijĈĎčĄ 1 5 ijĜĉčą ēčĄ ěĉě IJ ČčĆ ĜĖĒĖĜě ĜĖć 4 ěĖČijčĐąčą ēčĄ ČĚčĊ ĈĔċ 3 ēĖĒijĜě ēĕĖ Đčĉĉ ćĉć 7  ĖĸIJě ēčĄ ēĖĆĔIJĆĖĆ ĉČĕčą 6 ČĖČčĕĜĖĉĉčĔĉĄ ēčĄ ČīĆ ĐċĜ ēIJĜijČĕĖĜIJēčĄĖĜĖĝČĖĉĉ

Key to exercises

Exercise 3 ēčĄ ĝčć™ čč ČĔĜĖĐĖĆ ĎčĊ ąijĈ ĎčĄ 2 ČĜĖĚĔijě ēĸĪĄ ČĐìĄĖĆ ĎčĊ ēąijĈ ĜčĒ 1 ēąijĈđčĜĶċčć4 ĐČěIJçĒijě ìĔ IJ ČĸĪěĖĆ ĎčĊ ČijĈ ćĉć 3 ČĖČčĕĜĖĉĉčĔĉĄ  ąčĐ ČijĈ ĈĔċ ĕijĉĉĜIJĸ ČĆĖĜĸĖĆ ĎčĊ ČĕijĈ ĉć 5 ČĜĖĚĔijě đìą ēĸijĜČĖĆ ĎčĊ ēìĊ ēćĉć ēąĖĆěčĜĉĚ ĊĉĒ čĊ ĊIJ ČĔijĒĜĖć ĎčĊ ČijĈ ĐċĜ 6 ěčĊĉĒ ĖČĐIJ ĜijĔ ĐČěIJçĒijě

Exercise 4 ēĸĪě ĎčĊ ČĖĉĉ 3 ēĖĔĜĖĐ ĎčĊ ĐĖĉĉ 2 ēĐìĄ ĎčĊ ēĐĖĉĉ 1 ēĖĔijĒĜĖćĎčĊČĖĉĉ6ēĆĖĜĸĎčĊČĕĖĉĉ5ēĸĖĜČĎčĊēĐĖĉĉ4

Exercise 5 ēąčĊČĕijěĐćčĸĜĖć 2 ĜIJĐijćěčĚĔijĉĉĚ=ěčĚĔIJĉĉĚČĕijěĐČěIJçĒijěĕijć 1 ČĜĖćĔĉĈČĕijěĜĖĉĉijĜĜĖć4 ČĔĉĸēĚĸĉĸČĕijěĖĚčĔćĉçĕčć3 ĐěĝČĜĖćĔĉĈ ĜĖČĉčçĒijě ĜĖć 6 ijĜīĄ ěčĕìĜć Čĕijě ĎĉąĜĖČĜĖĉĉ ĕijć 5 ijĜīĄ ěčĚĜĖĸ ĜIJĐijćěčĚĸĉĸČĜĖćĔĉĈĕěĖĊČĕijě

Unit 13 Exercise 1 ČĝčĔ ČĖĉĉ ĐċĜ ąĪĄ 2 đĐčĸ IJ ēĖĊ ĜčĒ ēĐĖĉĉ ěĝċ ēąijĈ ēĐĖĉĉ ĜčĒ ąĪĄ 1 ČĕĖĉĉĉćąĪĄ3 ĖěčĜĖĒIJēīěēĜijĸčĊČĖĉĉēijćĔijĐēčĄČĖąĜIJēīěēĖĔčĸĖĆ ĈĄĒ ēčĄ ēĜijĸ ĐĖĉĉ ĎčĄ ąĪĄ 4 ēĖĊ ĎĪĄ ĕĖ ĎčĄ ĐĖĉĉ đĐčĸ đĖć ēąijĈ ąčĐ ĜĖćČĖĉĉČĔĖćĉČĕIJēĜĖĉĉČĖĉĉćĉćąĪĄ5ĝčć™ ččĎĕIJēćĖĜĎčĄĐĖĉĉđčĜĖĝ ĈĔċČĖĉĉēijćĔijĐēčĄēąìĐąČĖĉĉĐċĜąĪĄ6 ēćčĜĸĉĚĒĉĄēìĊĐěĔIJčĜĖČĖĸ 8 ČĉĆ ĜĖīĊ ēĜĖĉĉ ĝčć™ čč ēìć ČĖĉĉ Ďĕ IJ ēćĖĜ ČĕĖĉĉ ĉć ąĪĄ 7 ĎĖĐěčĐĆ ēìĊ ČIJĜijČěijćđĖćēěčćĔĖćĐIJąčĊČĖĉĉĜĖĉĉĝēČĖąĜIJČĖĉĉĐċĜąĪĄ

Exercise 2 ēīĆ 2 ĜĖĆīĊ IJ ėĐĖĉĉĚ Ċčą ēĸijĐĝ 1 čĊ ČĖĉĉ ČìĚ ēąijĈ ČĖĉĉ ĐċĜ ąĪĄ ēīĆ 5 ĈûĖĒ Ėĝčć™ čč IJ ēĖĔĖīĐ 4 ēĈĔċ ČčĒ ēĸĖĜČ ĎčĊ 3 ĖčĚěĖĐ IJ ėĪĄ ęĖĔĜĖČĔčĄĜĖćėĪĄijčćIJĜēĝčć™ ččēĜĖĈ7 đĐčĸIJēĖĊ6 .đijĜěĜĖďčąēčĄ

Exercise 4 ČīĆ 6 ėĪĄ ēĜĖĈ 5 ĕĪĜIJ ČĒĖĔ 4 ēij ēąīĈ 3 ēìĜIJ īĆ 2 ĕĪĜIJ ČĒĉě 1 ĕĪĄČĕąìĐě8 ĉĚēČīĜĆ7 ìąĜIJĸ

259

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Key to exercises

Exercise 5 ĎĕIJēĖĒĉĔĖĆĕĪĜIJēąijĈēĉĄěĖČijčĐąčąēčĄēĖĆĔIJĆĖĆĔìĜIJēĖĔĖĊĎčĄēĉĄćĉć ēąijĈĕĖĕĖčçĎĕIJēĖĔĖīĐĉĚēąĪĈĖĆĔijēąijĈĜčĒĕĖĕĖčçĖĝčć™ ččČčĒĜĖďčą Đìĉĉ ĖĕĖčç ēīě ēąčĐěĖĆĕĪĄ ČĝčĔ ēąijĈ ĜčĒ ĜĖąij ČĔIJĕĖĜĖČĔčĄ ēĖĊĖĆĕĪĄ ČĜĖĈĆĖĸĪĄ ąijĈ ēĉĄ ēĜijĉĉĖĆ Ċīą ēčą ĎčĄ ēĕčĐĝIJą ĉĚ ĜĖĉĉĝ ēĖĉĉĖĆ ĊčĄ ĕĖ ēĸijĐĝĖĆĔìĄĊčĄēĉĄēĜijĉĉĖĆćčĒĊčĄćĉćēĖĔĖīĐ

Exercise 6 ēĖĊĕĪĄēĐĖĉĉēąīĈĔijēĐĖĉĉēĖĒĖĔĕĪĜIJēĐĖĉĉēīĆĔìĜIJēĐĖĉĉ ČĖĉĉēĜĖĈĸĪĄĐĖĉĉēĜĖĉĉĊīąĐĖĉĉēìĊČĖĉĉēąìĐěĕĪĄČĝčĔēĐĖĉĉ ēĸijĐĝĔìĄČĖĉĉēĜĖĉĉćčĒ

Exercise 7 ēĜĖćĔIJ 7 ĖĜĖćĔIJ6 ĖĜĖćĔIJ5 ĖĜĖćĔIJ4 ĜĖćĔIJ3 ĜĖĜĖćĔIJ2 ĜĖćĔIJ 1

Unit 14 Exercise 1 ęĖĔĜĖČĔčĄĜĖćėĪĄĜĖďčąČĸĪěĖĆĎčĄČĐijĉĉČĐĖĆČIJĈĖĆČĐijĉĉĎ襹ĪĄ 1 ĉĉčĜąĚčĐą ČijČĝĔIJ ĉĉčĜą ēąčĜĝĖĆ čĊ ČĐijĉĉ ČìĚ ČIJĈĖĆ ČĐijĉĉ ĈĔċ ąĪĄ 2 ēĜčĔijĸĖĐĖČ ČĔĖěĖĆ ČĚčĄ ĜčĒ ēČĐijĉĉ ĖěĐĖĚ IJ ČIJĈĖĆ ēČĐijĉĉ ĜčĒ ąĪĄ 3 ēĖĔĖīĐ ČĔĖěĖĆ ĎčĄ ČĐijĉĉ ēďīĚČĜijĉĉ ēìĒ ēĕĖĆĜIJĸ ČĝčĔ ČĐijĉĉ ĎčĄ ąĪĄ 4 ĉČĕČĐijĉĉ ĉĉčĜąĚčĐą ĖĔìĒ ēĖĒĉěIJą ČĕČĐijĉĉ ĉć ąĪĄ 5 ĉĉčĜąĚčĐą ĖĔìĒ ČĝčĔĜĖČĐijĉĉijĜĉčąIJēčĄČĖąĜIJĖĆČĐijĉĉćĉćąĪĄ6 đĉěĎčĄēĖĉĉČĕôĉĉĖĆ ęĖĔĜĖČĔčĄĜĖćėĪĄČĕĖĉĒĝĖĆČĝčĔēČĐijĉĉĐċĜēĉĄćĉćąĪĄ7ēćčĜĸĉĚēĖĉĉĖĆ ČěIJČĔijěēčĄēąčĐąĖĆČĝčĔīĊēČĐijĉĉ

Exercise 3 ĕijĉĉ 6 ĖďĐĖĉĉėĪĄ 5 ēĖĒĖĉĉČčĒ 4 ĕĔĖĒĖĉĉ 3 ĕijĉĉ 2 ēďĐĖĉĉėĪĄ 1

Exercise 5 ēĉĄ ĕĖěĐĖĚ ĊIJ ěčćĖĔČĝ ĆijĊ ĎčĄ Đìĉĉ ĜčĒ ēĉĸ čĐijēėć ĜċĊČ čĴĉ ĐċĜ  ęĖĔĜĖČĔčĄčć€čćĴċėćčĴĉčĊČĐĖĉĉčćčĐijēėćėĎđijĜĔĆĴĉĕĜĖČĉčçĒijě ďĎĞēēĆĴĉĎčĄĜčĄČčĒĔėĊĊėćĒĎâĖēČĝčĔĆĴĉĎčĄĜĖąijĜIJąĜĖćĔôĉĉĊčĄ ēĉĄĉĉčĜąĚčĐąēĆĔIJĐIJĔĆĎĝĞėćĎčĄĆĴĉĐijĒČĸijēĖěĔIJćĖĆĖĔìĒČčĒĔėĊĊėć

261

Key to exercises

čijĉėćĉčĝČĎčĄĆĴĉĐijĒĕĖćĖčĔĝĴĊĊėćĒđėĕđĖĚĉĐçċĎąĉĉčĜąĚčĐąĜĖć ĜčçIJçēĉĄĜĖćĖĸIJČčĒĉĉčĜąIJēąčĜĝĖĆČĝčĔąijĈĎčĄĕijĉĉ

Exercise 6 đĐĖĔČĝčĔēĐĖĉĉ 4 ēąijĈąčĐČĖĉĉ 3 ēąijĈĈČĜċČĕĖĉĉ 2 ēąijĈĈĔĉĞċēĐĖĉĉ 1 ēąijĈČĔìĸČĕĖĉĉ 5 ēĜĖĉĉ

Unit 15 Exercise 1 ČĆĖĐĸ 6 ĉČĕĆĖĐĸ 5 ēĆĖĐĸ 4 ČĆĖĐĸ 3 ČĆĖĐĸ 2 ĆĖĐĸ 1

Exercise 2 ćĔčěIJēĖĉĉĖĆĊčĄĜĖēĖĉĉĜĖďčąēĖĔĖīĐ ČĆĖĐĸćĉć 1

Exercise 3 đĉĐĝēĉĸēĜijĉĉĖĆēąčĜĝĖĆēĖĔìĊ=ēĖĔĖĊĜĖěčďĐčĒđĖćĈčĶČēĆĖĉĉĞĉčûĖĒĎĕIJ čć ēĖĆĔĉČìĚ Ėĝčć™ čč ēčĄ ēĜijĉĉĖĆ ČĜčěčĐąĉç ēĖĔìĊ=ēĖĔĖĊ ĞĉčûĖĒ čć ēĖĒďčĐĖ ēĉĄ ĖĕĖčç Ėĝčć™ čč IJ ēĝČĔĖĒ Ďĕ IJ ēĉĸ ēĜijĉĉĖĆ ČĔĖīĐĖĆ ēĖĔìĊ=ēĖĔĖĊ ĞĉčûĖĒ IJ ĊčĄ 1964 ēčĄ ēĈčĶČ ēĆĖĉĉ ēĜijĉĉĖĆ ČďIJĒĖĆ ēĖĔìĊ=ēĖĔĖĊ đĐčĸ IJ ĜĖČĖçĝ ēĸĪĄ ĜĖĐćčĸ€ ēĸĉĜĖĆ ČĜĖĉĉ ĖĕĖčç čć ĝčĐĆĔĖ ėĪĄ ēĜijĉĉĖĆ ČďIJĒĖĆ ĖĕĖčç ČĜĖĉĉČĔìĈĞĉčûĖĒĕĒďčĐĖđĉĐĝėĪĄēĜijĉĉĖĆČĜčĊIJąĊčĄĖĕĖčçčćĎIJć čć ēĉĄ ęĖĔĜĖČĔčĄ ĜĖć ėĪĄ ēĉĄ ēĖĒijĜě ēčĄ ČĸĪěĜIJĸ đĐčĸ ĜĖĝčć™ čč ĜĖć ĝčć™ ččėĪĄĐijĒĎĕIJĎijĔēĜĖĉĉČĐĖČĝĖĆĜijĸĜĖďčĊČĖĉĉĖĕĖčç

Exercise 4 ĊčĄ ĜčĄ 4 đĖĜIJĉĉ ĉĚ ĊčĄ ĊćĔĉĄ 3 ČĉĆ ĊčĄ đčĜĶċ čć 2 ČĐIJě ĊčĄ ĜčĒ 1 ČĉĆČĝčĔĊčĄēĖĐċĜ 5 ěčČĖĒĉĄ

Exercise 5 ēĜčćĉČĝ ĐijĊ ĈĔċ  ĊIJ Đčĉĉ ĐċĜ 2 ēĖĐĖćĔĖĒ ēĖĔĖīĐ ĐijĊ ćĉć  ĊIJ Đčĉĉ ĐċĜ 1 ēīě ēąìĜĝ ČĝčĔ ĐijĊ ćĉć  ĊIJ Đčĉĉ ĐěĔIJč ĜĖČĖĸ ĜĖć 3 ĜĉČIJĜĖČčĐ Ėĝčć™ čč ĎčĄ5 ĝčć™ ččēąijĈąčĐēĐijĊēČĔĖćĉČĕčć ĊIJĐčĉĉĖěĜĖĜĖĐčć4 ČIJĜijČěijć ēĐijĊ đčĜĶċ ìĜć čć  ĊIJ ēĐčĉĉ ĜčĒ 6 ēĖĒĐčĸ Ėĝčć™ čč ēĖĊ ČĐijĊ ĜčĄ  ĊIJ Đčĉĉ ĎìĜěĔIJĜĸēčĄČijĆčĉĉēąĖĐ

Yiddish–English glossary

oh; oh dear; oh no oh no! if eye

ĪĄ īĉĉĪĄ ąĪĄ  ĐĆīĄē¯ ĕijćĆĪĄ (diminutive)

August oven; cooker/stove

ĜĖćČĕĉĆĪĄ  ĜĖćēĉĉĪĄ ĐĉĉīĄĕ¯ (diminutive)

car bus also exhausted outstanding to look (like); to seem Australia to avoid amazing; extraordinary to choose ear on; about; to (an event); in (a language); for (length of time) blossoming annoyed; upset

ĕ¯ ĜĖćijČĪĄ ē¯ ĜĖćĕĉąijČĪҔĄ ĎĪĄ ČĖĝČĉĒĖĆĕĪҔĄ ČĔďīĚĖĆĕĪҔĄ ēĖĊĖĆĕĪҔĄ ēĖĊĕĪĄ

čćĖčĐIJĜČĕĪĄ ēćìĒĕĪҔĄ  ēČčĒĖĆĕĪҔĄ ĎĖĐČĔīĉĉĖĆĜĖĕĪĄ ēąìĐěĕĪҔĄ  ēąčĐěĖĆĕĪҔĄ ē¯ ĕijć=ĜĖćĜĖĪĄ ėĪĄ

a /an as long as but; however July/August Abraham legend; nonlegal sections of classical rabbinic texts, e.g. Talmud and midrash to adapt lawyer or February/March March/April (leap years only) (to) home to go home

(to) there to travel there

(to) here of course evening to go away

ēĖ¯ ĜĖćčĐąĸĪĄ ČĆĖĜĖĆĸĪҔĄ

ą ēIJ=IJ čҔąIJ ĜĖąij Ķij đĈĜĶIJ   čćĈćĆIJ Ğĉ¯

Č¯ēĜčČçIJćIJ ē¯ ĜĖćČIJҔěijĉĉćIJ ĜĖćij Ĝćij ąĜćij đīҔĈIJ ēīĆĒīĈIJ  ēĖĆĔIJĆĖĆĒīҔĈIJ

ēìĊ + ēčҔĈIJ ēĜijĸĔčҔĈIJ ēĜijĸĖĆĔčҔĈIJ

ēìĊ + ĜĖҔĈIJ čĄćĉĉIJ ē¯ ĜĖćČĔĉĉij ēīĆěĖĉĉIJ  ēĖĆĔIJĆĖĆěĖҔĉĉIJ

ēìĊ +

263

Yiddish–English glossary

Italy Italian (adjective); Italian language egg eternal gentle son-in-law ice fridge; coolbox/ cooler you (accusative/ dative plural) to hurry one (before noun) one (noun) grandchild one (in counting) idea to fall asleep

your (plural) the day before yesterday April/May euro Europe European I him immigrant immigrate in; to OK in . . . time in truth in the morning

čćĖčĐIJČčĄ

ĕijćĝčĔĖčĐIJČčĄ

to stop to wake up

ĜĖ¯ ĕijćīĄ ěčąīĄ ĐćīĄ ĕĖ¯=ĕ¯ ĜĖćđĖćīĄ ¯ ĕijćĊìĄ ĕ¯ ĜĖćēČĕIJěĊìҔĄ ĎìĄ Č¯ĖĆĎčĊĎčĊēĐìĄ ēīĄ

ĜĖĔīĄ ĎĖ¯ ĕijćĐěčĔīҔĄ ĕĔīĄ ē¯ ĜĖćĐIJĸĔìĄ ēĸijĐĝĔìҔĄ  ēĸijĐĝĖĆĔìҔĄ

ēìĊ + Ė¯ĜĖìĄ ēČďĖĔĜĖīҔĄ

ĜĖćĜīĄ ĕ¯ ĜĖćijĜīĄ

čćĖçijĜīĄ ĝ™ čĖçijĜīĄ ĎčĄ đčĄ ē¯ ĜĖćČĔIJҔĜĆčĒčĄ Č¯ēĜčĜĆčĒčĄ ēčĄ ĆĔĉĔĖćĜijҔ ēčĄ đĉҔĜIJēčĄ  ēĞĒĄĜĖćēčĄ  čĜĸĜĖćēčĄ

to get up; to stand up impossible everywhere sad displeased and us our under underground/ tube/subway

treasure Ukrainian (adjective); Ukrainian language the Ukraine ancient that; when; if such a so as . . . as besides over adaptation; revision the day after tomorrow translation to translate so

ēĜĖĈĸĪҔĄ  ČĜĖĈĖĆĸĪҔĄ ĎčĊĎčĊēçIJďĸĪҔĄ  ČçIJďĖĆĸĪҔĄ ēīČĝĸĪĄ  ēĖĔIJČĝĖĆĸĪҔĄ

ēìĊ + ĎĖĐĆĖĒĒĉĄ đĉҔČĖĒĉĄ ěčČĖĒĉҔĄ ēćčĜĸĉĚĒĉĄ ēĉĄ ĊćĔĉĄ Ė¯ĜĖĊćĔĉĄ ĜĖČĔĉĄ ēIJą¯ČĔĉĜĆĜĖČĔĉҔĄ  ēĖ¯ čć ĜĖČĔĉĄ= ēĜĖČĔĉĄ  đĖć   ĜĖćĜĚĉĄ Ğĉ¯

ĕijćĝčĔ™ čIJĜěĉĄ

čćĖĔ™ čIJĜěĉĄ ČĐIJĜĉĄ ĊIJ IJҔĊIJ ĪҔĊIJ čĉĉĪҔĊIJ ęĉċIJ ĜĖąčĄ  čćĆĔĉČĖąĜIJĜĖąčҔĄ  ēĖ¯ đĖćĜĖąčĄ= ēĜĖąčҔĄ ēĆĜijĒĜĖąčҔĄ ēĖ¯ čćĆĔĉĚĖĊĜĖąčҔĄ ēĚĖĊĜĖąčҔĄ  ČĚĖĊĖĆĜĖąčҔĄ ĊčĄ

264

Yiddish–English glossary

true; real (adjective) without other different beginning to start beginner to put on (clothes) development to develop antibiotic dislike to escape; to run away to accept to arrive to phone instead of forbidden assimilation autumn many aspect sink to resign department to apply (for) to pick up April to reflect often often even open Africa

ĞĒĄ ēij ĜĖćĔIJ ĝĜĖćĔIJ ē¯ ĜĖćąīĈĔij ēąĪĈĖĆĔijҔ ēąīĈĔijҔ ĕ¯ ĜĖć ĜĖąīĈĔijҔ ēijČĖĆĔijҔ ēijČĔij

outside engineer Internet interesting interpretation instrument

information

ēĖ¯ čćĆĔĉĐěčĉĉČĔIJ Č¯ēĖĐěčĉĉČĔIJ ē¯ ĜĖćěčČijčąčČĔIJ ĕ¯ čćĖčČIJçčČĔIJ  ēĸijĐČĔIJēĸĪĐČĔIJ

ēìĊ + ēĖĒĉĔĖĆĔijҔ ēĖĒĖĔĔijҔ đĖćēij= đĖĔij ēĖĒĉěĖĆĔijҔ ēĖĒĉěĔijҔ

ēìĊ + ēĖĆĔčĐěĔijҔ ēĖĆĔĉĐěĖĆĔijҔ ČijҔČĝĔIJ Ĝĉĕij ĕ¯ čćĖčĚIJĐčĒčĕIJ ĕ¯ ĜĖćēĖčĕij ĎĕIJ ē¯ ĜĖćČěĖҔçĕIJ ē¯ ĜĖćĕijĆçij ĎčĊĎčĊēĆijĊçijҔ ČĆijĊĖĆçijҔ ē¯ ĜĖćĐīČçij

ėĪĄČ¯ēĜčěčĐçIJ ēĖĒĉĔĖĆçijҔ ēĖĒĖĔçijҔ

ĜĖćĐčҔĜçIJ ēĖĐĆčçĝçijҔ ČĐĆčçĝĖĆçijҔ Čĸij ĐijĒČĸij ĉĐčĸIJ ēĸij

čćĖěčĜĸIJҔ

infection now you (plural); her (dative pronoun) her (possessive adjective) eight; eighth eighty eightieth eighteen eighteenth general August / September old

ēĕĪĜćēčĄ ē¯ ĜĖćĜčҔĔĖĝĊĔčĄ ē¯ čćęĖĔĜĖČĔčҔĄ ČĔIJҔĕĖĜĖČĔčĄ  ĖčĚIJČĖĜçĜĖČĔčĄ ē¯ čć ČĔĖҔĒ  ĉĜČĕĔčĄ ē¯ ĜĖć đĖćēčĄ= đĖĔčĄ  ĖčĚIJĒĜijĸĔčĄ ĕ¯ čć   čćĖčěĚĖĸĔčĄ ĕ¯ ČĚčĄ ĜčĄ

Ė¯ĜčĄ ČďIJ ěčĚďIJ ČĕěčĚďIJ ēĚďIJ ČĔĚďIJ ēīĒĖĆĐIJҔ

ĜĖćĐĉĐĄ  ĜĖČĐĖČĐIJ (comparative)

old-fashioned the prophet Elijah alone; oneself widow wardrobe all everything American America truth

ĝčćijĒČĐIJ ĄčĶĔĈĉĈčĐĄ   ēīҔĐIJ  ĈĔĒĐIJ Ğĉ¯ čć ĕ¯ ĜĖćĜĖĒĐIJ (plural) ĖĐIJ ęĐIJ ĜĖĔIJěčĜĖĒIJ

čćĖěčĜĖҔĒIJ  ĜĖćĞĒĄ ē¯

265

Yiddish–English glossary

Ashkenazi Jew

čĊĔáĝIJ đč¯ ĜĖć

academic October

adaptation grandmother to accompany bathroom/ washroom to deal with evidence to mourn to visit to base soon to illuminate train to free to pay cheek

Ć ēĖ¯ čćĆĔĉČĖąĜIJҔIJą  ĕ¯ čćĖąiją (dative) ēĖąiją Č¯ēČīĐĆIJą ē¯ ĜĖćĜĖĒčĚćijҔą Č¯ēĖĐćĔIJĈIJą ē¯ ĜĖćĊìҔĉĉIJą Č¯ēĖĔīĉĉIJą Č¯ēďĉĊIJą Č¯ēĜčĊIJą ćĐIJą ēČďìĐIJą ēČďĪĐIJą=Č¯ ēĖ¯ čćēIJą Č¯ēĖìĜĸIJą Č¯ēĐijĚIJą  ĐěĖąē¯ čćěIJą (diminutive)

ē¯ĖĆ=Č¯ĖĆēěIJą familiar ČĔIJҔěIJą comfortable đĖҔĉĉěIJą to receive ēĖ¯ēĖĒĉěIJą Baron ēĖ¯ ĜĖćēijҔĜIJą to borrow; to lend Č¯ĖĆēĆĜiją beard ĐćĜĖąćĜĖą čć ćĜiją  (diminutive) famous ČĒčҔĜIJą to order Č¯ēĐĖČĝIJą to protect Č¯ēĚčĝIJą to decide ēĕijĐĝIJąēĕčĐĝIJą to occupy ĎčĊēěčČĸĖҔĝIJą

ČčĒČ¯ĎčĊ oneself (with) usually ĐĐá¯ĎĜćą   stomach  ĜĖďìą ĜĖćĎĪą (diminutive) Đďìą to build Č¯ĖĆēĖĪą

actor actress shoulder Arab (adjective); Arabic language orange (does not decline) to download insane sleeve work to work worker Argentina to go out

to throw out

to bake

to crawl out

around place

ĜĖěčĒĖҔćIJěIJ ĕ¯ ĜĖć

ĜĖćĜĖąijČěij ē¯ ĜĖćĜijҔčČěIJ ĕ¯ čćĖĕčĜČěIJ ēĖ¯ ĜĖćĐĕěIJ

ĕijćĝčąIJĜIJ

ĝĊĔIJҔĜij ēĖĒĖĔçijҔĜIJ ēĖĒĉĔĖĆçijҔĜIJ ēĖĔčĊēĉĸçijҔĜIJ ¯ ĜĖćĐąĜIJ ē¯ čćČĖąĜIJ Č¯ĖĆēČĖąĜIJҔ ¯=ĕ¯ ĜĖćĜĖČĖąĜIJҔ

čćĖĔčČĔĖĆĜIJ ēīĆĕĪĜIJ  ēĖĆĔIJĆĖĆĕĪҔĜIJ

ēìĊ + ēĸĜIJĉĉĕĪҔĜIJ ēĸĜijĉĉĖĆĕĪҔĜIJ ēďčĜěĕĪҔĜIJ ēďijĜěĖĆĕĪҔĜIJ

ēìĊ + đĉҔĜIJ   ĕijć=ĜĖćČĜij ĐČĜĖĜĖČĜĖ (diminutive)

article to move (house, country) entrance including to push in arm poor pauper

ēĖ¯ ĜĖćĐěčČĜIJ ĎčĊēąìĐěĜĖąčҔĜIJ ēąčĐěĖĆĜĖąčҔĜIJĎčĊ ēĖ¯ ĜĖćĆĔIJĆĔìĜIJ ČĔďĖĜĖĆĔìҔĜIJ ēçĉČĝĔìҔĜIJ ČçĉČĝĖĆĔìҔĜIJ ĕ¯ ĜĖćđĖĜij đĖĜij  ĜĖćēIJҔĒĖĜij ČìĐ¯ĖĒĖĜҔij

266

Yiddish–English glossary

bean bed beggar begging to request hostess; housekeeper; housewife; proprietress well-to-do Ba’al Shem Tov (founder of Hasidism) chair to miss, long for approximately Brazil disaster How awful! feuding brother

Ď¯ ĕijćĖĐĖąĖҔą ē¯ ĕijćČĖą ¯=ĕ¯ ĜĖćĜĖĐČĖą

ĕijćìҔĜĖĐČĖą ē¯ĖĆēČĖą ĖČĞčąĈ¯ĐĖą  čć ĕ¯  ĝčëąĈ¯ĐĖą  ĶĉČ¯đĝ¯ĐĖą 

ĜĖć ĎĖ¯ ĕijćĐěĔĖą

ĎijĔČ¯ĖĆēĖěĔĖą ĎĜĖą

ĕijćĐčҔĊIJĜą ē¯ ĜĖćĎijĜą ĎijĜąIJ ĊĆĉĜą   ĜĖćĜĖćĉĜą ĐĜĖćčĜąĜĖćčĜą (diminutive)

bread brown welcome chest broad; wide glasses (spectacles) bridge eyebrow to bring

chin genius golden

ē¯ ĕijćČĪĜą ēĪĜą ĄąĈĎĉĜą  ČĕčĜą čćČĕĉĜą ČīĜą (plural) ēĐčĜą ē¯ čćěčĜą ēĖ¯ čćđĖĜą ēĖĆĔĖĜą ČďIJҔĜąĖĆ=Č¯ĖĆ ć ĕ¯ čćĖąĒijĆ   ĜĖćēĉĄĆ đč¯ ēćĐijĆ

book

 ĜĖďčą ĕijćĎĉą (diminutive) Đďčą

Buenos Aires boy; guy

free (of charge) library librarian office until please at bagel angry; nasty to change (transitive) to change (oneself ) example for example bookshop picture; photo little bit at all to blow blond blouse blood blue flower

ĕĖĜìĄ¯ĕijĔĖĉą  ĜĖćĜĉċą =đčĜĖďijҔą>đčĜĉċą  đčĜĖĝĈĄĒ Ğąĝ¯ĶĜĖ

ĜĖć