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12 thoughts on “Video”

  1. Alisa Shapiro-Rosenberg

    OMG Joseph! I was so excited when I saw your post! Then when I opened the video I got chills – I do believe you are the first person to really try this b’Ivrit (beyond demo lessons)! I have combed the internet and talked to Ulpan Or (they don’t really do T/CI) – you are really doing it!

    In the way of supportive feedback and kudos:

    I love the warm relaxed setup around the table with the small boards. Immediately lowers filter/intimidation.

    I love that the kids are gesturing and responding. Clearly they are ‘in’ and having fun!!

    I assume this wasn’t the first time the Ss have heard these structures and vocab (family, mom, is sick, etc)-if it was, you’d prolly gesture members of your family, show pics or a slideshow of famous families or something and establish meaning…

    I have found teaching young kids (I teach grades 1-4) that what seems like a cognate to us, isn’t always recognized as such by them…so I’d write it down and the English below, just to be sure.

    (Lotsa kids don’t recognize escuela=school in Spanish). The change in the ‘G’ sound in ‘allergy’ in Hebrew could throw ’em.

    Sara is fab! She can further slather on reps by asking, repeating the affirmative answer & denying the negation.

    An occasional “what does that mean?” or other comprehension check might work when Sara is establishing who was/is sick…

    Do your kids know/recognize/read the Hebrew alphabet? Are they in school in Israel? I’d love to know their circumstances…

    Thanks so much for sharing!

    1. Thank you for the encouragement Alisa.

      You are right. We need to be careful to deny the negative during circling. The kids don’t know how to read Hebrew Characters yet, so we transliterate on the whiteboard. Not ideal, but they will learn soon. They are home-schooled.

  2. Michael Coxon

    Very cool video. Love listening to Hebrew! I love the enthusiasm and the student participation. What stands out to me is the excitement from students when they get to participate in the story creation process. I would recommend more Ask a Story interaction.

    It seems like with those kids, you would also be able to milk the “ask a story” part by rejecting their answers and getting more surprise details from them. There is strength in both following a script and as many state “hanging out in the language.”

    This is a great video! Please share more!

    1. Michael

      I too like “Asking a Story” better. We just started trying that last week. I plan to post our experience with that soon. We used Ben’s 6 step process in that of asking who, asking where, asking with whom, giving a problem, going to a place to solve but fail, and go to another place and succeed. It went well.

      1. Alisa Shapiro

        OK Joseph thanks for your post and for your reply.
        I highly recommend you read Terry Waltz’ book (TPRS With Chinese Characteristics) – particularly the section on CCR – Cold Character Reading. It’s written for Chinese teachers but, and I’ve clarified this with her in emails – it applies to teachers of all written non-Roman languages.
        I noticed (though it was hard to see in the video) that you did have the interrogatives (Who? What? Where? etc.) in Hebrew manuscript and in English. If Sara pauses and points to the Hebrew she’s saying and then the English translation so that the kids are matching the sound to the written word, it will help them assign sound to the letters.
        Perhaps ‘community literacy’ – words that you see on street signs, etc. can be decoded together, too. Short blasts of decoding – not a whole story – as they acclimate to the new letter system.
        Are they homeschooled mostly in English, with an occasional Hebrew Language class? Are there Hebrew speaking kids in the mix, or just English speakers?
        In pre-preparing a Hebrew training wheels curriculum, I have noted dozen and dozen of Hebrew-English cognates which I believe serve the following purpose (Steve above wondered about cognates):
        Reduce the cognitive load – AHA! I know/recognize that word! I don’t have to remember it!
        Support decoding – Aha! I just read a word AND I know what it means! Awesome!
        Supports storytelling – helps keep the teacher in-bounds, so long as the cognate is established and clear.
        For example – here are some animals, foods, fun words & places plus the Roman months are all cognates:
        1. Chimpanzee
        2. Dinosaur
        3. Giraffe
        4. Penguin
        5. Tiger

        1. Avocado
        2. banana
        3. chocolate
        4. hamburger
        5. yogurt

        1. Ambulance
        2. astronaut
        3. Laptop
        4. telephone
        5. Robot

        1. Aquarium
        2. bank
        3. carnival
        4. jungle
        5. museum

        There are dozens more!!

        1. I’ll add in that I agree with Alisa about adapting that reading approach. I think it would be great for learning to read Hebrew. Slow down, read something very familiar written in Hebrew letters, limit the amount of new lettering introduced at a time, point at the words slowly as they are read aloud, and occasionally check that they comprehend. Let the kids join in reading aloud if they want to and as they’re ready. I don’t think you’d have to learn the alphabet on its own prior to reading that way.

  3. Steven Ordiano

    I enjoyed the smooth “embedded” PQA which is more of a parallel conversation that relates to the story.

    I agree with Alisa, you should ask “what does this mean”? The kids are engaged and the light bulb is going off in their demeanor.

    The pace is not fast but it might need to be slower if there were more students.

    Kudos for staying in the TL.

  4. It was really fun to hear Hebrew and to see how enthusiastic the students were, and how well they understood and stayed in Hebrew throughout.

    I missed any cognates that were used — didn’t hear anything similar to English when the captions suggested I would have. But that doesn’t matter since the kids seemed obviously to understand. I wished I could see the whiteboard contents so I knew more of what was being said. Looked like a great time.

    1. For some reason I question the use of cognates because of the change in accent students do not seem to get it — at least in the beginning. Now that my LV1 students have good listening skills I can use them in a “gloss” type experience but only when I have their attention.

      In non-TPRS/CI classes, I’ve seen it fail soo many times at least in French.

      Lastly, I kinda do not like cognates that are rarely used in more authentic settings like the French word Passer being misused as “passing” an exam when really it means “taking an exam”.

      Just my 2 cents

    2. Diane,

      Thanks for the encouragement. The audio quality is poor. I am thinking about investing in a mic. The cognate was “allergia” for allergy.

      I thought about editing in the whiteboard. That is a good suggestion for the future.

  5. Alisa Shapiro

    I heard allergy/allergia just fine – cuz I recognized/anticipated it. The PLC folks who didn’t ‘hear’ it also didn’t recognize or comprehend it (which is why we can’t make assumptions about cognates, but also why they’re a great opportunity for decoding – if meaning is established!)

    Wondering – how long will you be living in Israel?

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