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Beginners Level – Bishvil Ha-Ivrit Books 1 and 2

Linguistic Components

VocabularyStudents acquire ~1200 commonly used words during 2 years of study in the Beginners Level. These words are useful in everyday and natural conversation, discussion, or argument.

The words are introduced gradually/ each learning unit, comprising 8-10 lessons, introduces 25-55 new words. The words then reappear frequently within the unit and in subsequent learning units.

Syntax Students read texts, listen to conversation, speak, and write while actively and naturally using simple and compound sentences and nominal and verbal sentences. They use formative letters and prepositions such as le, me, be, l'yad and can identify place and time descriptors based on these letters and prepositions.

Students use the definite article and construct sentences using the correct Hebrew word order. They use common conjunctions, such as aval, ve…, ki, and construct sentences with the impersonal expression efshar and tzarich and the parallel personal expressions: [ani, ata…] yachol and [ani, ata…] tzarich.

Students identify the construct state (smichut) and suffixes. They know the rules for correct use of the definite article and for agreement of subject and predicate and of adjective/verb/ noun based on recognition of grammatical gender and number.  Morphology (word forms)At the beginning of the level, students are introduced to the 5 binyanim (active verb patterns) in gizrat ha-shlemim (the regular root form) in the present tense and to the infinitive of the 5 binyanim in gizrat ha-shlemim. Next, they learn to identify and use correctly the conjugation of the binyanim in gizrat ha-shlemim in the past and future tense.

They learn and use, in writing and in speech, the conjugation of common prepositions, first in the singular [li, lach, …lahen/ oti,otach,…otan/ iti, itach…itan] and later in the plural [alai,alayich…aleyhen].

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Language Skills

Listening Students advance from listening to conversations and arguments of ~5 sentences (per speaker) at the beginning of the level to conversations of ~ 10 sentences (per speaker) at the end of the level. They briefly and completely summarize the information transmitted and the positions of the speakers in the conversations.

SpeakingStudents advance from giving a monologue of 4-5 sentences at the beginning of the level to 13-15 sentences at the end of the level, always on a topic they have studied.

They converse and act out parts in varied communicative situations, transmit information and opinions, and argue and represent pro and con positions on topics they have studied. Conversations and arguments advance from ~4 sentences per speaker at the beginning of the level to ~10 at the end of the level.

ReadingStudents advance from reading texts of ~ ½ page at the beginning of the level to reading texts of up to 1 page long. They read and discuss, in speech and in writing, various genres: text messages, articles, e-mails and notices/advertisements as well as source texts such as poetry, Biblical verses, midrashim (rabbinical exegeses), and short folktales.

Texts rely on vocabulary and linguistic – grammatical knowledge previously acquired, but new words are introduced during reading. Diverse strategies are employed to understand the text, based on the genre and topic of the text and on different learning styles.

WritingStudents advance from writing 4-5 short sentences in text messages and e-mails at the beginning of the level to writing several paragraphs totaling of 13-15 sentences at the end of the level.

Students write reports, transmit and summarize information and express opinions and feelings in genres appropriate to various situations – e-mails, text messages, lists, articles, notes, captions and titles, questionnaires, and more.

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Beginners Level Part 1 Themes: Interpersonal relationships in place and time/people in their places– city vs. country, home vs. outdoors/ different schools for different students/ desert life – living in the Negev/ Jerusalem – everyone’s city, eternal city/ weekdays and holidays, regular days and birthdays, the 7 days of creation/ rooms as reflections of the people who live in them/ clocks and watches – 24-hour clocks, clocks for seasons and holidays/ food and culture/ family – joy, obligations, and rights.

Beginners Level Part 2 Themes: Life in a big city in general, and in Tel Aviv specifically/ the body as a mirror for the spirit – health and beauty/ clothing – from protection to personal-cultural statement/ the good person is s/he law-abiding? someone who volunteers? someone who does chesed (kindness)? / attitudes to animals – relationships and obligations of humans toward animals/ the role of music, sounds, melody in our life/ the smartphone and instant communication in our world - advantages and disadvantages/ a survey of the image of Israeli society from different perspectives - behavior and temperament, a multi-cultural immigrant-based society/ the Hebrew language.

Intermediate Level – Bishvil Ha-Ivrit Books 3 and 4

Linguistic Components

VocabularyStudents acquire ~1500 new words during 2 years of study in the Intermediate Level. The new vocabulary for this level were chosen for their usefulness in everyday conversation and discussion as well as for reading across a broad range of content.

The words are introduced gradually; each learning unit, comprising 30-35 lessons, introduces 150 new words. The words then reappear frequently within the unit and in subsequent learning units.

Syntax Students read texts, listen to conversation, speak, and write while actively and naturally using simple and compound sentences and nominal and verbal sentences.

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Students use attributive clauses with the particle sh… before different parts of the sentence and use common conjunctions in causal, purpose, temporal, and concessive clauses (mi’pney sh…, k’dey sh…, acharei/ lifnei sh…, ke sh…, af al pi sh…) and enrich their vocabulary of causal, purpose, temporal, and concessive phrases (biglal, k’dey, lifnei, acharei, b’zman, lamrot).  Morphology (word forms)In the first part of the Intermediate level – Book 3- students improve their ability to actively use verb conjugations in gizrat ha-shlemim (the regular root form) in all the binyanim (active verb patterns) in past, present, and future tenses. In the second part of the Intermediate level – Book 4 - students learn new verbs in each of the binyanim in gizrat ha-shlemim and use the verbs fluently and correctly.

Students learn and use, in speech and in writing, additional prepositions first in the singular and then in the plural and learn the rules for the use of prepositions. They deepen their linguistic awareness regarding the connection between a word’s shoresh (root) and its mishkal (pattern) in Hebrew.

Language Skills

Listening Students advance from listening to conversations and arguments of 8-10 sentences (per speaker) at the beginning of the level to conversations of 14-16 sentences (per speaker) at the end of the level. They briefly and completely summarize the information transmitted and the positions of the speakers in the conversations. They listen to monologues or interviews of 14-16 sentences.

Students also listen to and act out everyday conversations that include expressions needed for “survival” and everyday communication in Israel.

SpeakingStudents advance from giving a monologue of 8-10 sentences at the beginning of the level to 18-20 sentences at the end of the level, always on a topic they have studied.

They converse and act out parts in varied communicative situations, transmit information and opinions, and argue and represent pro and con positions on topics they have studied. Conversations and arguments advance from ~8 sentences per speaker at the beginning of the level to ~16 sentences at the end of the level.

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ReadingStudents advance from reading texts of 1 page at the beginning of the level to reading texts of up to 3 pages long, depending on the genre and particular work. They read and discuss, in speech and in writing, various genres: text messages, articles, e-mails and notices/advertisements as well as source texts such as poetry, Biblical verses, midrashim (rabbinical exegeses), and short folktales.

Texts rely on vocabulary and linguistic/grammatical knowledge previously acquired, but new words are introduced during reading. Diverse strategies are employed to understand the text, based on the genre and topic of the text and on different learning styles.

WritingStudents advance from writing 8-10 short sentences in text messages and e-mails at the beginning of the level to writing several paragraphs totaling 15-20 sentences at the end of the level.

Students write reports, transmit and summarize information and express opinions and feelings in genres appropriate to various situations – e-mails, text messages, lists, articles, notes, captions and titles, questionnaires, and more.

Intermediate Level Part 1 Themes: The function of colors and shapes in nature, art, architecture and landscape design and the symbolism of different colors in various cultures/ the effect of weather on people’s behavior and temperament in different societies and different places in the world and in Israel/preservation and memory - the role of humans in protecting the environment and nature, and the role of the community and society in preserving tradition and ensuring continuity with the past/friendship and connection in human society, in the animal world, and between the two/learning and teaching – types of learners and types of teachers, the privilege to learn and the obligation to teach.

Intermediate Level Part 2 Themes: Sleep and dreams- the importance of sleep and the meaning of dreams in humans of different cultures and in animals/ how time is perceived by different types of people, different age groups, and different cultures/the place of the written letter- from the origin of the ancient alphabet to digital books and computers/ Names– people’s names and nicknames and their meaning in different groups and eras and ways of naming places and sites.

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Advanced Level – Bishvil Ha-Ivrit Book 5 and Books 21-25

Linguistic Components

VocabularyStudents acquire ~2000 active words and encounter an additional ~1500 words “in passing” during 2 years of study in the Advanced Level. These include sophisticated and infrequent words, and are not everyday words needed for “survival.” They enable precision and sharpening of communication and in some instances are specialized vocabulary for a particular field or topic. Advanced Level vocabulary permits advanced discussion and analysis of complex topics, access to source materials (i.e. texts that have not been adapted to easy Hebrew but instead appear in the original Hebrew) including verses, midrashim, poetry, informative and journalistic articles and more.

SyntaxIn the Advanced Level, students read texts, listen to conversations, speak and write while actively and naturally using simple and compound sentences and nominal and verbal sentences. Students employ all of Modern Hebrew's customary conjunctions---expressions and clauses of time, location, purpose, concession, comparison and contrast, quantity, and comparative and superlative relationship---as well as sentence-initial conjunctions, such as lamrot zot, beshel kach, benigud lekach. Students also employ linguistic constructions that, in addition to conjugation, involve syntactic usage rules, such as copula, adverbs, verbal nouns, sentences with passive verbs, complex sentences with clitic pronouns (for example, אביב בתל בתיכון לומד אתו שנפגשתי and expressions ,(הילדof reservation.

Morphology

At the beginning of the Advanced Level, students come to know the conjugation of the five binyanim in the common root forms in each of the active verb patterns, in the three tenses, for example: piel lamed”yud, hitpael lamed”yud, hifil pey”yud. In the second part of the Advanced Level the students are exposed to the two passive binyanim in Hebrew – pual and hufal – and to the passive verbs in nifal and use passive verbs in appropriate

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conversational contexts. They learn the conjugations of additional prepositions and use them in speech and in writing.

Language Skills

Listening Students advance from listening to conversations and arguments of 15-20 sentences (per speaker) at the beginning of the level to conversations of 25 sentences (per speaker) at the end of the level. They briefly and completely summarize the information transmitted and the positions of the speakers in the conversations. They also listen to monologues or interviews of 25-30 sentences.

SpeakingStudents advance from giving a monologue of 20 sentences at the beginning of the Advanced Level level to 30-35 sentences at the end of the Advanced Level. Conversations and arguments advance from ~15 sentences per speaker at the beginning of the level to ~25 sentences at the end of the level.

They converse and act out parts in varied communicative situations, transmit information and opinions, and argue and represent pro and con positions on topics they have studied and add information they have found on their own. Students in the Advanced Level are expected to find information on Hebrew language websites and Hebrew books.

ReadingStudents read texts of 1-4 pages depending on the genre and the particular work.

In the Advanced Level, texts are either very lightly adapted to easier Hebrew or not adapted at all. Diverse strategies are employed to understand the text, based on the genre and topic of the text and on different learning styles.

WritingStudents advance from writing 20-25 sentences to the writing of several passages, of 40-60 sentences length. They are also expected to submit a 10 –page research project.

Students write reports, transmit and summarize information and express opinions and feelings in genres appropriate to various situations – e-mails, text messages, lists, articles, notes, captions and titles, questionnaires, blogs and more. Students in the Advanced Level are expected to find information on Hebrew language websites and

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Hebrew books.

Advanced Level Part 1 Themes: Competition, sport, winning and losing – tests of ability and practice, games and races/Costumes, masks, and camouflage in nature and in humans, and varying roles and identities in different cultural traditions/ Travel, wanderings, migrations and journeys – from the Children of Israel’s travels in the desert through backpackers today/Teams, groups, communes and the kibbutz – living together with and without cooperation and equality/Leadership and leaders – when and how do leaders rise, who is chosen and why – leadership throughout the generations and in all sectors of society.

Advanced Level Part 2 Themes: Freedom - what is it, why is it essential, freedom at any price, freedom for animals, what is slavery, the place of freedom in the Zionist vision and in the traditional Jewish system of values/ Immigration and Aliya- absorption and integration: reasons for immigration, the history of the aliyot to Israel, the melting pot consciousness and its evolution, the difficulty of being absorbed into a new society – the difficulties of olim in Israel and Israelis outside of Israel, plant migration- from date palms to cactii/Ceremonies in our lives – ceremonies and traditions related to light throughout the cycle of the year – from Shabbat candles to yahrzeit candles, from Chanukah candles to the torches of the March of the Living on Yom Hazikaron in Israel, from birthday candles to fire writing /Food, eating and drinking as personal-psychological and cultural-social characteristics, food and hunger as causes of war and promoters of cooperation, food, eating and drinking as a symbol of society and community, as emotional catalysts for humorous and artistic reactions and for disagreements between groups/ Family – an existential unit that comprises 6 basic tensions: independence vs. belonging, sorrow and joy, family obligations and commitments vs. personal desires, tradition vs. change, love and jealousy, youth and old age.