INTRODUCTIONACKNOWLEDGMENTS1. THE ALPHABET2. THE VOWELS3. SYLLABLES, SHEVA, AND STRONG DAGESH4. THE NOUN: BASIC FORMS5. PRONOUNS AND THE DEFINITE ARTICLE6. THE VERB: QAL PERFECT7. SENTENCES WITH VERBS8. THE NOUN: VOWEL CHANGES9. PREPOSITIONS AND VAV CONJUNCTION10. THE ADJECTIVE11. THE VERB: QAL IMPERFECT12. CONSTRUCT RELATIONSHIP: SINGULAR13. CONSTRUCT RELATIONSHIP: PLURAL14. QAL PERFECT AND IMPERFECT: WEAK ROOTS15. QAL PERFECT AND IMPERFECT: I NUN AND III HEY 16. POSSESSIVE SUFFIXES ON SINGULAR NOUNS17. DEMONSTRATIVE AND RELATIVE PRONOUNS18. QAL IMPERFECT: I YOD AND I ALEF19. POSSESSIVE SUFFIXES ON PLURAL NOUNS20. THE VERB: QAL INFINITIVES21. THE VERB: QAL ACTIVE PARTICIPLE22. PRONOUN SUFFIXES ON PREPOSITIONS23. THERE IS (NOT) AND HAVE (NOT)24. THE VERB: QAL VOLITIVES25. QAL: HOLLOW VERBS26. THE VERB: VAV-RELATIVE27. CLAUSES: TEMPORAL AND INTERROGATIVE28. THE PIEL: STRONG ROOTS29. THE PIEL: WEAK ROOTS30. NUMBERS AND “SURPRISE”31. THE HIPHIL: STRONG ROOTS32. THE HIPHIL: I GUTTURAL AND I NUN33. THE HIPHIL: I YOD34. THE HIPHIL: III HEY AND HOLLOW35. MORE ON PRONOUN SUFFIXES36. THE NIPHAL: STRONG ROOTS37. THE NIPHAL: WEAK ROOTS38. MORE PASSIVE VERBS: QAL, PUAL, AND HOPHAL39. THE VERB: THE HITHPAEL40. THE VERB: GEMINATE ROOTSPARADIGMSVOCABULARYANSWERS TO PRACTICE DRILLSINDEX OF TOPICSINDEX OF HEBREW TERMS

""Mark D. Futato's new Hebrew grammar is a simple, thoughtful, and straightforward work that reflects genuine empathy for the beginning Hebrew student. The agenda of the book is to provide the fundamentals of the language unencumbered by information that may fog the road toward basic Hebrew competency. Futato's tenure in the classroom and interface with Hebrew novices prove to be an asset to Beginning Biblical Hebrew. The grammar's strength is Futato's keen pedagogical sensitivity reflected at various points in its appearance and presentation of the language. Futato chooses to impart his expertise in a larger book using larger type, even in the English sections of the book. This provides a positive and welcoming effect for the beginner and helps prevent the student from becoming overwhelmed with the data on a page. His student-centered approach is detected no later than in the introduction of the Hebrew alphabet, where the characters are displayed not only in typed form but also in handwritten style with detailed instructions as to how to fashion the letters. He also uses unique ways of getting the student to adjust to reading right to left and uniquely capitalizes upon the student's familiarity with English to grow comfortable in the pronunciation of foreign letters and words. Futato's goals and objectives listed in the introduction demonstrate a realistic vision for the beginning student.s anticipated abilities after working through the book. The student.s expectation is set at the right place in order to avoid frustration and disappointment.