Chaverim B'Ivrit 1 Workbook

About Chaverim B'Ivrit Workbooks 1 and 2: These delightful new 32-page workbooks complement and expand on Chaverim B’Ivrit y’chidot 1 and 2 by explicitly targeting practice of key concepts, vocabulary, and grammar. Scaffolded exercises prepare learners to apply their new Hebrew skills and knowledge in real-life contexts and functions. 

Written by master educator, independent Hebrew consultant, and author of Chaverim B’Ivrit App, Michal Lev, the workbooks promote higher order, expansive critical thinking skills. For example, in Chaverim B’Ivrit 2 Workbook students imagine that a visitor from Israel comes to their class. They are asked to think of interesting questions they would like to ask the visitor, and to create a dialogue.

Students connect with one another as they work and play games together in pairs and small groups—whether in person or on video conference in breakout rooms. Student-to-student interactions are built into many of the activities such as planning and acting out skits together.

Movement-based learning is integrated throughout the workbooks. Fun, out-of-your-seat activities encourage physical engagement and help many to retain new knowledge. In Chaverim B’Ivrit 1 Workbook, for example, learners conjugate verbs as they play a game of Go Fish. In Workbook 2, several words are displayed on a wall and learners walk to the word they think best completes a sentence.

Hands-on activities such as drawing promote comprehension and long-term memory.

The activities can easily be adapted for remote learning. For example, in Workbook 1, page 11, students learning at home can design their own birthday invitations and share their screens. And on page 22 they can act out the story of Little Red Riding Hood. In Workbook 2, page 3, students can play charades and guess the musical instruments their classmates on video conference are pretending to play. On page 27 students can dramatize the activity of slipping on a banana and describe to one another in Hebrew what they see in their classmate’s “window.”

Regular opportunities for informal and formal assessment are included in both workbooks.

The step-by-step instructions and Hebrew teaching ideas in the workbooks and Teacher’s Guides are based on the most current research on second-language acquisition and on socio-constructivist approach to SLA. They incorporate elements of inquiry-based learning, project-based learning, and inclusive teaching.