State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
State of Israel
Ministry of Education
Pedagogical Secretariat
Language Department
English Language
Education
Ladders
The National Program to Promote
English Teaching and Learning
Additional hours to reach 3 Points
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
: Acknowledgements
The Amal Network, English Access Micro-Scholarship Program, sponsored by the American
Embassy, for the use of their booklet: HOT Practice, Developing Reading and Higher Order Thinking
Skills for the English Bagrut Examination, Modules C, D, E, Compiled by: Rina Akotonas, Pedagogical
Advisors: Dr. Rachel Tal and Ahuva Dotan
The Goralnik Institute for the enhancement of teaching and learning, a part of ORT Israel’s
. administration for R&D and Training for The Ongoing Dialogue feedback examples
Miriam Greif, Rothem Baharon, Simone Duval and Liora Niv for the Literature materials
Rachel Borenstien for organizing the pre-reading chart
Dr. Tziona Levy for her feedback and input
Compiled and written by Michele Ben, Aharona Gvaryahu and Gail Singer
Lists of Fry words downloaded from: https://ncsec.k12.sd.us/fry%20words.doc
Fern Levitt for decoding resources: http://dye.macam.ac.il/dyellin_open.htm
http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm
Pilot version – November 2016
Updates additional materials will be available on the English Inspectorate website:
www.education.gov.il/english/ under the Ladders Program
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Table of Contents
1. Introduction
a. Profile
b. In this resource
c. Motivation
2. Vocabulary
01
01
02
03
05
a. Sight Words
05
b. Dictionary Use
09
3. Reading Skills
11
a. Reading rules for effective decoding
11
b. Reading Fluency
16
c. Preparing a text for teaching
16
4. Success in Listening
24
5. Tackling the writing task
26
6. Module B – The Literature
32
7. Charting tests and quizzes
34
8. Appendices
35
a. 200 Fry words in alphabetical order
35
b. The spelling of the sounds in English
36
c. Example texts and exercises
39
d. Ongoing Dialogue
43
e. Mama and Her Bank Account
70
f. Example of Charting test
103
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
1. Introduction
Every student is able to successfully complete the requirements for Bagrut in English at the
three-point level. With time, proper instruction and patience, we can guide all of our
students through the process to ensure that they achieve a Bagrut certificate with at least
three points in English. The aim of the Ladders Project is to grant time to you, the designated
teachers and your students to succeed. This booklet will provide you with ideas and tools to
help use the time effectively.
The first step toward success is believing that our students
will succeed. We then need to convince them that they can
do it! We need to help them understand that hard work is
needed, but hard work is not beyond their ability. In fact,
hard work simply means actually attending the lessons and
working during class time! Expecting our students to work
on their own in English might seem unreasonable, but
eventually, by experiencing success, they might get to that
point.
a. Profile
You are working with students who, without additional attention and focused work, most
likely won't pass English at the three-point level. The students in your group were chosen
because they are willing to work toward the goal of achieving a Bagrut certificate with three
points in English. Despite the vast differences among the students, and each one's individual
needs, there are a number of characteristics common to this group of students.
• First of all, they are all struggling with English. They are frustrated as a result of
repeated failures in English. The root of the struggle may be undiagnosed learning
disabilities or a difficult home life which prevents them from investing the time they
need to succeed in language acquisition.
• Second of all, they lack some skills needed to successfully navigate the Bagrut exam in
English. They most likely have a poor vocabulary. In many cases, they have a passive
vocabulary that does not really come to the fore in class.
• Thirdly, they may know the meanings of many individual words, but are challenged
when they hear or read a bunch of them together.
• Forth, they may have difficulty, often great difficulty, decoding words while reading.
• Finally, they most likely know a great deal more English than they think they know.
Therefore, the root of their struggle and the lack of skills is not as important as what
they CAN actually do.
It is ever so easy to say what our students cannot do. Our starting point is to identify what
they CAN do. Our task is to help these students view themselves as successful learners of
English and to break the cycle of failure. Success breeds success!
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
b. In this Resource Booklet
This booklet is a resource to help you plan your Ladders lessons well. Simply solving,
practicing and reviewing Bagrut papers or Bagrut-like papers will not effectively advance your
goal of ensuring that all the pupils in your group successfully complete 3 points in English. As
you work on texts, it is necessary to focus on reading skills and vocabulary items that will lead
your students to success.
This resource booklet provides you with:
•
•
•
•
•
•
•
guidelines for planning lessons
principles for preparing a text to teach
essential vocabulary instruction
ways to reinforce reading skills
ways to enhance reading comprehension skills
suggestions for approaching the writing and listening sections of the exam
ways to ensure success on the literature module and the oral exam.
You will also find some exercises and example texts. However, your work will be more
effective if you work on the texts in your students' textbooks. You can work on them
according to the principles presented here before or after they've worked on the texts in
class. This will increase your student’s confidence and motivation, and will give you the
opportunity to reuse, recycle and often reintroduce vocabulary items. You can also work on
texts that they will never get to in class.
In addition, this booklet includes a test for a preprogram assessment and a post-program
assessment. Finally, there is a section that discusses the importance of motivation, how to
promote it, and how to encourage reflection and self-evaluation.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
c. Motivation
Motivation is the most important element of success. All students must believe that the time
they are investing is worthwhile.
To create motivation, the Ladders Program
lessons must be enjoyable to the
participants. Students need to feel safe and
accepted. Everyone is working together
toward the goal. It is also important for the
texts that we use to be as interesting as
possible.
While it is true that on the Bagrut
examination the texts are not always
fascinating, it is important for our learners to
see that it is worth their while to read. The
texts that we teach, do NOT have to be
completed.
Once we have worked on a text, it is not
necessary to continue to work on it for a
number of days until it is completed. The
purpose is to learn how to approach a text.
We have to make sure that our students know the purpose of our lesson, and understand
what we wanted them to get out of the lesson for the day. The text is our tool, not our goal.
As they approach Bagrut, by working consistently and systematically, we will give them the
skills they need for approaching and working with a text on their own, successfully.
A most effective way to generate motivation and create an enjoyable atmosphere in the
lessons is to just talk with your students.
•
Begin each lesson with an informal discussion. The topics of these discussions can
come from them. Remember, that if we know what they are interested in, and we
create positive working relationships with them, they will understand how important
it is for US that they come to class.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Encourage them to talk about what interests them and what's going on in their lives that
they'd like to share. Listen and participate in the discussion non-judgmentally. Hold these
discussions in the students' native tongue. The point is effective
communication, not English teaching .
You can also use discussions to expand the general knowledge of your students. General
knowledge is essential to reading comprehension. So, when the opportunity
arises to discuss current events or historical events, do so .
Another way to maintain motivation is to help the students reflect on the learning
process. Reflecting on their progress and on the learning process is empowering and gives
the students a sense of control over their learning. Time must be set aside to meet with
each student to complete the planning of his studies and reflect with him. Please use the
resource in the appendix of this booklet (Ongoing Dialogue) to guide you in constructive
discussions with your students and in supporting them in the reflection
process .
Remember, reflection is important if we make it important. If we ask them to fill in the
reflection pages and we do not look at them, nor respond to them, the students will stop
filling them in. If we guide them and support them while they are doing it, we will
get valuable information that can help us help them.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
2.
Vocabulary
a) Sight Words
Vocabulary knowledge is essential to language acquisition. A language is comprised of words!
Our students must know the first 200 Fry words on sight. This is most important for
automatic recognition, not necessarily for the precise translation of each word. If you look
carefully at the words you will immediately realize that many of these words have multiple
purposes, and they often more than one specific meaning.
First recognition, then comprehension.
These words are the glue words of the text; these words are vital for making sense of the
text. A word like "not" can turn the whole sentence inside out. A word like "did", tells us that
something happened in the past. The word "one" has multiple meanings: it gives us a sense of
time as in one day, a sense of number as in one boy, a sense of amount as in - He ordered
one bag of flour, or All he had left was one last cookie.
The more automatic the reading of these words become, reading will become more and more
fluent. Automaticity and fluency lead to comprehension. It is extremely difficult to
understand what I am reading if my reading is very slow and belabored. In the lower level
texts, such as module A, the sight words may be more than half of the words in the text.
Look at the following paragraph from the Module A exam, summer 2015. All of the italicized
words are on the Fry lists of the 200 most frequent words in written texts.
Last year, Annie Taylor opened an unusual kind of restaurant. In her
restaurant customers decide how much to pay for their meals. They put
as much money as they want in a box near the door when they leave.
Prepare the words on flash cards. Every lesson should include five to ten minutes of flashing
and reading the sight words. The students can work in pairs and flash the words to each
other. They can keep track of what they know with a check-list. Below you can find links to
the lists of the first two hundred words, checklists and flashcards to print.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
First 100 Fry words
the
your
my
or
said
a
as
very
two
did
is
but
all
man
boy
you
be
would
little
three
to
have
any
has
down
and
he
been
them
work
we
I
out
how
put
that
they
there
like
were
in
one
from
our
before
not
good
day
what
just
for
me
go
know
long
at
about
see
make
here
with
had
then
which
other
it
if
us
much
old
on
some
no
his
take
can
up
him
who
cat
will
her
by
an
again
are
do
was
their
give
of
when
come
she
after
this
so
get
new
many
You can download the list of the first and second 100 Fry words, a checklist and flashcards
from the following site:
http://www.uniqueteachingresources.com/support-files/fryfirst100set.pdf
http://www.uniqueteachingresources.com/support-files/frysecond100set.pdf
The following links may be useful to help the students learn the sight words:
• An app students can use to practice Fry words https://play.google.com/store/apps/details?id=com.november31.fry_words&hl=en
• Computer games for practicing Fry words –
https://www.spellingcity.com/fry-words.html
• Checklists to keep track of mastering Fry words http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/07/05/fry-listcheck-off-pages/
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Second 100 Fry Words
saw
night
year
hand
way
home
into
white
more
too
soon
say
got
why
shall
stand
think
play
better
own
box
back
found
under
most
upon
big
left
while
sure
first
where
men
should
thing
came
am
bring
never
only
girl
ball
wish
each
near
morning
black
best
than
find
live
may
another
open
because
four
let
seem
kind
made
last
use
tree
must
could
color
these
name
high
book
away
right
dear
far
look
red
present
ran
both
mother
friend
tell
five
end
run
pretty
next
read
also
school
eat
please
over
until
people
want
leave
such
call
house
Many of these 200 most frequent words are easily decodable and follow basic reading rules.
When you review these words, you can point out the reading rule that goes with those
words. However, there are many words in the list that are exceptions and are not read
according to basic reading rules. These words are especially important to learn as sight
words.
The words which are not easily decodable are italicized in the chart. Pay special attention to
these words. You might notice that some of these words have word patterns that are similar
to many other words. Once our students are actively taught how to read could, the words
should and would are more accessible. Words like girl and first have the exact same internal
ir combination, and a word like kind can serve as a model for multiple words such as mind, or
find.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Ideas for Games using Sight Words:
•
Find pairs of rhyming words and play a memory game.
•
Make cards with six columns of seven words. In turn each student rolls a die and
reads the column of words that matches the number on the die.
•
Make a board game with one word on each space. Each student rolls the die and
moves along the path, reading each word as they go.
•
Make Bingo boards and play Bingo. The students can make their own Bingo boards.
Use 50 words at a time. Each board has 25 spaces – 5x5.
•
Lay about twenty words out on the table. Each student makes a sentence using a
word or two or three in the sentence. Any sentence is acceptable. If there is a
mistake in the sentence, just correct the mistake without making a big deal. Say, "OK,
" and repeat the sentence correctly. The students have to cooperate to use all the
words laid out in sentences. You can write their sentences and they can read them
back to you.
For further information on the importance of vocabulary acquisition we recommend the ministry
publication: A Practical Guide for Teaching Vocabulary which is available for download on the English
inspectorate website, Simply Google: A Practical Guide for Teaching Vocabulary (posted Aug. 11.
2014) to access. The booklet also has excellent examples of types of vocabulary tasks you can do with
.your group
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
b) Dictionary Use
Our students often don't bother to invest the time and effort needed to expand their
vocabulary because they know that they can bring a dictionary to the Bagrut exam. However,
many of them don't know how to use a dictionary properly. Furthermore, although they may
have a dictionary with them, they often don't open it because finding a word takes them a
great deal of time. Finally, they often forget to bring the dictionary with them the day of the
exam. So depending on the dictionary is a mistaken approach. That's one reason that
vocabulary acquisition is of utmost importance.
That said, the dictionary is still a very useful tool and it is worthwhile spending a few minutes
each lesson reinforcing dictionary skills. When our students learn to use the dictionary
wisely, it will prove to be a loyal friend. The following are points you need to pay attention to
for developing dictionary use skills in your students. Remember: These are things that need
to be done again and again and pointed out again and again, briefly. Don't spend a chunk of
time "teaching" and drilling these. If you do that, they will be forgotten.
Alphabetical Order
The words in the dictionary appear in alphabetical order. Rapid alphabetization is essential
for quickly finding a word in the dictionary. To reinforce this skill always instruct your
students to copy word lists in alphabetical order. Also, before beginning work with
flashcards, spread them on the table and ask the students to quickly organize them in
alphabetical order. Each lesson, hold a quick word finding competition and have them look
up a word or two, not more, in the dictionary. You can keep track of the time it takes them
and show them that the time is improving. When they find the word, look at the word before
and the word after to understand how alphabetical order works. Point out the head words at
the top of the pages. Show them how to use the head words to find words in the dictionary.
It is a good idea to put little letter flaps in the dictionary on the first page of each letter. It is
also useful to have a laminated list on a card, of the letters, capital and lower-case, in
alphabetical order. This is especially good for the kids who still get confused between capital
and lower-case letters. For those students who use an electronic dictionary, it is vital that
they have a card with the same set up of the letters on the keyboard of the electronic
dictionary in small letters so that finding the letters they need to type in will not take them a
long time.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Parts of Speech
Often words mean different things depending on the part of speech. For example: 1) We
keep our jewelry in the safe. 2) It isn't safe to drink beer and then drive.
In the first sentence safe is a noun and in the second, an adjective. As a noun and as an
adjective the word "safe" means different things. Understanding and identifying the subject
(the noun and the verb) in the sentence is very helpful to understand the main point of the
sentence. Point out sentence structure to your students. Adjectives precede nouns or follow
the verb "be" or other linking verbs such as become, feel, taste, smell, appear, look, seem,
get, remain, turn etc. Nouns often follow the words "the" or "a". Point out sentence
structure – subject, verb, object, rest of sentence. The verb comes after the subject, which is
a noun or pronoun. The students don't always need to be able to identify a word's part of
speech. They MUST be aware that a word that can be used as different parts of speech can
mean different things. Therefore, it's important to point this out again and again. They also
must be aware of multiple meanings. For example:
1) Teachers order their pupils to be quiet.
2) We like to order pizza with olives.
3) Put the words in alphabetical order.
4) The waitress came to take our order.
And sometimes two different words might be translated into the same word in Hebrew or
Arabic. "Order" can mean "‫”להזמין‬, but " to invite " can also mean "‫ להזמין‬." This must be
brought to the attention of the students when encountered in a text. Once students are
aware of these things, they know that when they look a word up in the dictionary, they MUST
look for the definition that makes sense in the context of the sentence, even if they can't
necessarily identify the part of speech ahead of time. Impress up on your students that
everything they read must make sense! The dictionary can help them make sense of what
they read when they use it wisely. Briefly reviewing dictionary skills while working on texts
guides our students towards efficient use of the dictionary while taking an exam.
Base Words
The final issue that's essential to point out to our students is that words often appear in the
dictionary in their base form. Verbs are in the base form: walk, not walks or walked; go, not
goes or went; cry, not cries or cried. Adjectives also appear in their base form: happy, not
happier or happiest; hot, not hotter or hottest. So you need to point out the suffixes "er",
"est", dropping the "y" and adding the "i" instead, doubling the final consonant for C-V-C
words. Again, work on this while reading a text rather than spending time teaching and drilling.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
3) Reading Skills
Reading is an astoundingly complex cognitive process. While we often think of reading as one
singular act, our brains are actually engaging in a number of tasks simultaneously each time
we read a text. There are five aspects to the process of reading: phonics, phonemic
awareness, vocabulary, reading comprehension and fluency. These five aspects work
together to create the reading experience. As children learn to read they must develop skills
in all five of these areas in order to become successful readers.
http://www.k12reader.com/the-five-essential-components-of-reading
Essential skills for reading a text are automatic word recognition and decoding and fluency.
Decoding means being able to correctly sound out and pronounce a word. Fluency means
reading something fluently without frequently stopping to struggle to decode words. Lack of
fluency and decoding skills seriously impair reading comprehension, even when the
vocabulary of the text is well known to the student. Therefore, it's important to point out
reading and work on decoding skills while working on a reading comprehension passage. You
want to work on one or two rules each session, not more.
a) Reading rules for effective decoding
The various sounds in English are represented by letters and combinations of letters. Many
sounds are represented by a number of different letter combinations. For example, the
sound "f" is represented by f / ff/ gh / ph. In the appendices at the end of this booklet, you
will find a comprehensive list of the sounds in English and the letters and letter combinations
that represent them. This list was prepared by Fern Levitt and R. Badichi.
http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm.
When teaching a text, choose one or two sound patterns to point out to the students. The
sounds you choose to point out will depend on the words in the text. You can choose a
sound pattern, present it to the students and ask them to find a word or words that contain
the sound, or point out words with the sound and ask them to find the letters or letter
combinations that make the sound. In addition, it's important to remind the students of a
few common reading rules that they have been exposed to.
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Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Again, point out or review these reading rules or patterns as you encounter them. Don't
spend time teaching and drilling them.
•
"Magic E" – When a word ends with a vowel – consonant – "e" (v-c-e), the vowel says
its name (its long sound) and the "e" is silent. Examples: lake, smile, bone, cute, nice.
This can be practiced by quickly reading word pairs such as mad – made, plan – plane,
win – wine, hid – hide, bit – bite, hop – hope, slim – slime, cop – cope, cut – cute, cub
– cube, ton – tone, cap – cape.
→ There are common words which are exceptions to the "magic e" rule. The e is
still silent. These words have n, m or v before the final "e": none / one / gone
// have /give / love / glove / shove // some / come.
→ Remember words can never end with the letter v.
→ Other words to note: are, were, lose and move.
→ The word "maybe" looks like a "magic e word", but it is not, it is a compound
word.
•
When a word has two vowels together, they usually say the long sound of the first vowel.
Examples:
→ /ai/ - fail, paid, main, sail, waist, main, brain (exception – said); /oa/ - throat, soap,
boat, moan, toast; /ie/ - die, pie, spied, tried.
→ /ea/ - real, dream, beach, meal, cheap, please (For "ea" there are multiple
exceptions - "-ead" bread, read (past tense of read), spread, instead, "-ealth"
health, wealth, -ear bear, wear, pear earth, and heart, as well as create and idea
•
Two syllable words that end in vowel – consonants -"y", the "y" makes an "ee" sound.
Examples: funny, crazy, city, party, noisy, candy, hurry, ugly, healthy, mommy,
emergency, story, family, many, busy, ready, early, very.
•
Single syllable words end in "y" and there are no other vowels in the word, the "y" sounds
like a long "i". Examples: sky, shy, fly, try.
•
The letter "c" sounds like /k/ when followed by o, a or u. Examples: coat, color, corn; cat,
cake, can, case; cup, cute, cure. When the letter "c" is followed by e or l or y, it sounds
like /s/. Examples: center, cell, certain; city, circus, circle, cycle.
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Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
•
The letter "g" sounds like /g/ when followed by o, a or u. Examples: goal, good, gate,
gum, guest. When the letter "g" is followed by e or i, it sounds like /j/. Examples: gem,
gentle giant, giraffe. Exceptions: girl, gift, get. There are many other exceptions, but this
rule generally applies to the most frequent words.
•
Pay attention to the letter combination "ough." In the word "dough" it sounds like o in
so; in the word "through" it sounds like oo in moo; in the word "cough" it sounds like off
in offer; in the word "tough" it sounds like uff in the word stuff; in the word "plough" it
sounds like ow as in tower; in the word "bought" it sounds like aw as in dawn. There is
not a reading rule to learn here, so these words should be pointed out when they appear
in the text. Brought, bought and through are not among the 200 most common sight
words, but should also be learnt as sight words.
•
Note: The letters "gh" sound like "f" in the words laugh, tough, rough, enough. The
letters "gh" are often silent when followed by the letter "t"– night, eight, daughter,
weight, brought, etc. The letters "gh" are also silent in the words neighbor and weigh.
•
Silent letters: "p" – psychology; "b" – crumb, plumber, "g" – sign, gnaw; "k" – knife, knot,
know; "h" – ghost, ghastly; "s" – aisle, island; "n" – solemn, column; "w" wrap, wrist,
wrong, write; "l" – half, calf, calm, palm.
•
The letter "w" can change the sound of the vowel. Note: and – wand; and – want; find,
kind – wind (‫ ;)רוח‬arm – warm; or, for – worm.
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Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Syntax and Grammar
When preparing to teach a text it is important to pay attention to the syntax and grammar in
the text, and how they convey meaning. These are issues which pose a challenge to our
students.
•
Contractions
Students should scan the text for contractions in the text prior to reading, and highlight them
with a marker. This is especially important because adding the contraction changes the
meaning of the entire sentence.
Contractions with "not"
Contractions with "be"
Contractions with "will"
can't = can not
won't = will not
I'm = I am
I'll = I will
couldn't = could not
isn't = is not
he's = he is
he'll = he will
wouldn't = would not
aren't = are not
she's = she's
she'll = she will
shouldn't = should not
wasn't = was not
it's = it is
it'll = it will
doesn't = does not
weren't = were not
you're = you are
you'll = you will
didn't = did not
hasn't = has not
we're = we are
we'll = we will
don't = do not
hadn't = had not
they're = they are
they'll = they will
•
Prepositions
Point out prepositions that appear in the text and remind students of what they mean. Most
of these words are sight words. It is important to stress to the students to pay attention to
these words. Often our students just ignore them and the result is a misunderstanding of the
text.
above
about
across
along
around
aloud
at
below
before
by
during
for
from
in
into
of
off
on
out
over
through
to
toward
under
until
with
without
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•
The letter "S"
The letter “s” can be a problem for our students because of the number of functions it fulfills.
Point out these functions when you encounter them in a text.
→ The most familiar function is to form the plural. (cats, words, tables)
→ "S" is added to the verb in third person singular in the present simple. (He
walks, It feels, She thinks)
→ Apostrophe "s" ('s) can mean one of two things.
 It indicates possession (the girl's hat, the man's beard).
 It can also be a contraction (She's = she is).
 NOTE: It's means it is. However, its (without an apostrophe) indicates
possession.
Examples:
I have a car. Its color is green. (The color of the car is green.)
That tractor is huge. Its wheels are bigger than me! (The tractor's wheels)
A good exercise is to have your students complete the following chart:
Functions of the letter "s"
Plural
Present simple third
person singular
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Apostrophe "s" ('s)
- Possession
Apostrophe "s" ('s)
– contraction
"Its" –
possession
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b) Reading Fluency
Reading fluently is as important to comprehension as accurate and automatic decoding.
Automaticity and fluency are the keys to comprehension. Here are ways to get your students
reading more fluently.
• Read a sentence out loud. Your students echo your reading back to you. They can
do it together a few times, and then individually.
• Make strips with phrases and chunks to practice reading fluently. For example,
"the big dog", "eat breakfast", "every day", "a long trip", "hot water" etc.
• Use WhatsApp. Send the kids a written sentence, or two or three. Send them a
voice message of you reading the sentences properly. Tell them to practice, and
then record themselves when they are ready and send you the message.
• Choose a paragraph from the text and have them work in pairs, reading the
paragraph out loud to each other, in turn, again and again. They can even time
each other's reading. When they are ready, they can read their passage to the
group.
c) Preparing texts for teaching
You can use any text for working with your students; preferably you'll use the texts in their
textbooks. Preparation is vital. It is a good idea to pre-teach the words you decide to focus
on, review the grammar, and show the reading rule before the students read the text.
There are seven things to keep in mind while preparing a text.
1.
2.
3.
4.
5.
6.
7.
Schema - identify to schema of the text. Look at how it's organized. Make
connections to background knowledge.
Reading rules – choose one or two reading rules which are exemplified by words
in the text. You can show them to your students in a chart according to the
sounds that the letter makes, or the letter combination makes. You can use rule
cards from this site: http://dye.macam.ac.il/dyellin_open.htm
Victory vocabulary – these are seven to nine words that are important and unique
to the text. They should be common vocabulary words. These should be pretaught. Actually, these are two sets of words. One set is words that are vital for
understanding the particular text, the others are very frequent vocabulary words.
Sight words in the text - find and point out sight words in the text.
A grammar point – choose one grammar point to reinforce while reading the text.
Syntax – point out how the way the words are arranged in a sentence, and how
the sentences relate to each other.
Purpose – The text should have a purpose, a meaningful message to make reading
it worthwhile.
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Pre-reading
When beginning to read a text, there are a number of pre-reading steps. Since these are
things students also must do when they receive a test paper, briefly review them each time
you work on a text. For every text, go through the pre-reading steps. Scan for and highlight
the things mentioned below, at least in the first two paragraphs.
Very often we teach our students to highlight certain things in the text in order to
→ give them a starting point for working
→ help them mark eye catchers that will help them as they work through the
text and the questions
→ help them identify the items that give them a great deal of information
without requiring a lot of reading
→ give them some idea of what the text is about.
By marking all of the things that appear in the chart on the next page – in the first two or
three paragraphs in any text , and in the questions that they are working on, the students
can identify:
 Who the text is about
 What the text is about
 When - or the time ( even in the past, present or the future)
 Where the text takes place
They will need to actually read the text to identify WHY the text was written.
It is very important to understand the purpose of the text, that often helps the reader to
think about what is being read.
The punctuation in the text can help the student better understand what is important, When
there is a negative form of the verb to do or to be – just by looking at the word with the 'ntthe reader knows that there is something negative, or different from the previous words.
The verbs to be, to have and to do, designate time even when there may not be a specific
date, hour, day of the week or month of the year in the text itself.
Remember that experienced and successful readers know how to use this information when
they read, however novice readers or readers with less experience of success really do not
and for that reason it is important to actively teach our students how much they can benefit
from the process of highlighting the text and actually connecting the things that have been
highlighted with text specific information.
By highlighting the same things in the questions- each question prior to answering it, it is
often easier to identify the information in the text that can help find the answer to the
particular question.
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1. What's the text type? Is it an article, an interview, or a review of a book or movie?
2. Understand the title! If there are unclear words in the title, these may be names
which usually appear in the first two paragraphs of the text.
3. Look at the visual aids. These are pictures or graphs. Try to understand what they
represent before reading.
4. Note the number of paragraphs in the text.
5. Note the line numbers on the side and complete what’s missing.
6. Highlight capital letters, especially mid-sentence capital letters.
7. Highlight numbers in the text.
8. Highlight punctuation marks.
→
→
→
→
→
→
→
Question mark ?
Exclamation point !
Quotation marks " "
Parentheses ( )
Dash
-A list of a few things ,---,---, and --Commas before and after a few words , ------------,
9. Highlight different types of fonts: fonts, fonts, fonts.
10. Highlight glossed words * , and their meanings at the end of the text".
11. Highlight auxiliary (helping) verbs:
•
•
•
"be" (was /were, am /is/are, will be)
"do" (did, do /does, will do)
"have" (had / has, have / will have).
(Thank-you to Rachel Borenstien for organizing the above information.)
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An example of text preparation
Here's an example of how to prepare a text for teaching. Explanations follow. The colors
and different markings will help you refer back to the text as you read the explanations.
Read the film review below and then answer questions 1-8. ( 2016 ,‫ מועד ב‬,‫ קיץ תשע"ו‬Module B)
A SUNDAY HORSE
A Film Review by Ron Stone
I just saw a new film called "A Sunday Horse". It tells the true story of Debi
Connor, a horse rider and trainer. Connor dreamed of winning the Olympic
gold medal for horse jumping since she was a child.
5
10
Connor's family couldn't pay for the horses or the training she needed. So
she worked very hard on a horse farm to earn money. A businessman who
saw her talent decided to help her. He bought Connor two horses and she
started training them. After only one year, she got on the US Olympic team
with her horse, Touch of Class. She believed her Olympic dream could come
true.
Unfortunately, Connor had a bad accident on a horse and could not
15
20
participate in the Olympics. Her doctors told her she would probably never
walk again. So she sold Touch of Class. The new owner rode the horse in the
Olympics and won two gold medals. Connor watched the competition from
her wheelchair at home. Surprisingly, after many months of therapy, she
became strong enough to ride again. She started to participate in
competitions. She even competed against Touch of Class and won.
Connor had to deal with so many difficulties but never gave up. Today she is
a successful businesswoman. She buys and sells horses. She is also a trainer
and still competes and wins prizes.
25
Many people say this is the most realistic film ever made about horse
competitions. I think the actors are excellent, especially Nikki Reed who
plays Debi Connor. You can feel her love of horses. I believe it is a movie that
the whole family will enjoy. Even people who don't know much about horses
will love this heart-warming film.
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Answer questions 1-8 in English according to the film review. In questions 1, 5, 6, 7 and 8, circle the
number of the correct answer. In the other questions, follow the instructions.
1. What do we learn about Debi Connor from lines 1-3?
i) She is acting in a new film.
ii) She rides and trains horses.
iii) She won a medal at the Olympics.
(7 points)
2. How did a businessman help Connor? (lines 5-9)
ANSWER: _________________________________________________________________
_________________________________________________________________. (8 points)
3. Why did Connor feel her Olympic dream could come true? (lines 5-9)
ANSWER: _______________________________________________________________
_________________________________________________________________. (8 points)
4. Why didn't Connor compete in the Olympics? (lines 9-15)
ANSWER: _________________________________________________________________
_________________________________________________________________. (7 points)
5. After Connor became strong enough to ride, (–).
i) she participated in the Olympic games
ii) she began to compete again
iii) she bought Touch of Class
(lines 11-17)
6. What does Connor do today? (lines 19-21)
i) She makes movies.
ii) She sells horses.
iii) She trains the Olympic team.
7. What did Ron Stone like about the movie?
i) The wonderful acting
ii) The horse competitions
iii) The happy ending
(7 points)
(7 points)
(lines 23-26)
(8 points)
8. What do we learn about Debi Connor from the text? She always (–).
i) wanted to be rich
ii) knew what she wanted
iii) helped other people
(8 points)
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Explanations:
A) Pre-reading items to pay special attention to:
•
This text has many capital letters mid-sentence, which are mainly the first letters
of names. The name of the horse, Touch of Class, is likely to cause confusion.
Point out that the capital letters indicate that this is a name and does not need to
be understood.
•
The text type is a movie review. You see this under the title. The font is italicized.
Since it's a review, we can expect to find an opinion in the text.
•
The text has five paragraphs.
B) Sight words – who, new, many, again, also, never. You can prepare these on flash
cards, and have the students find them in the text before reading.
C) Victory vocabulary –
•
true, accident, competition (competes, competed), participate, successful,
realistic, excellent. These can also be prepared on flashcards. Point out the
relationship between "competition" and "compete". You may want to then ask
what they think the noun for "participate" is (participation). You can do some
vocabulary exercises, written or orally with these words to provide extra exposure
before reading.
•
come true, earn money – These are expressions. Earn money is a strong
collocation. Come true is less strong but still worth pointing out.
•
gave up, deal with – These are phrasal verbs. The addition of the preposition
turns it into an expression.
D) Reading rules–
•
could, would, touch, bought, enough. Point out the sounds of "ou", point out the
different sounds of "ough."
•
one – won. Homophones – same sound, different spellings and meanings. "One"
is also a sight word.
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E) A grammar point – This text has a great deal of past tense verbs. Have the students
look for them by finding words that end with –ed. A few of the past tense verbs in the
text are irregular. Point these out.
F) Syntax – This text has two syntactical points worth discussing.
•
Line 6 – "..a business man who …" The word who is not a question. It is a relative
pronoun that indicates that information about the man follows in the rest of the
sentence.
•
Paragraph 3 - Unfortunately – what follows tells us what was unfortunate.
Surprisingly – what follows tells us what was surprising.
rider, trainer, owner - The addition of "er" to the word tells us that it's a person.
Rider – a person who rides. Trainer – a person who trains. Owner – a person who
owns something.
•
G) Schema –
•
This is a great text to point out text organization. The first paragraph tells us that
it's a film review and the topic of the film. The last paragraph gives us the
reviewer's opinion. It's worthwhile pointing out that the reviewer's opinion is
usually given in the final paragraph of a review. The three middle paragraphs tell
the story of the film. Note that the verbs are in the past. However, the third
sentence of the fourth paragraph begins with the word "Today." Now the verbs
change to the present tense because the narrative is now telling us about what
the character does now.
•
Accessing prior knowledge – The students probably don't know much about horse
riding competitions. However, the text is actually about overcoming obstacles in
pursuit of a dream. The context is sports, and in this case the sport is horse riding.
In fact, the students probably know a great deal about sports competitions so they
can use this knowledge to understand the text.
H) There are two words here in the text that can be used to show what to be aware of when
using the dictionary. "Plays" in this context means to act as in play a role, rather than the
more familiar meaning of play a game. "Still" here means something that's continuing
(‫)עדיין‬, and not something that's not moving. When looking up each of these words in the
dictionary, you can point out the multiple meanings.
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Thorough text preparation before a lesson enables you to help students improve their
reading and comprehension immensely. You don't have to work on all of the points
mentioned here. That could be quite overwhelming. Choose a few to work on in each text.
This is an example of points to work on in this text and you may find others. The points you
choose depend on what you've worked on previously, what you want to review and the text
itself. Keep track of what you've worked on.
It is especially important to work on the vocabulary to ensure that it is retained. Review the
words learned in one text before reading a new text. You can have the kids look for those
words in the new text before introducing new vocabulary. Use flash cards and keep the pile
to show the students how many words they have learned.
Answering the questions
You don't necessarily have to answer all the questions after reading a text. You can choose
one paragraph and work on the questions that relate to that particular paragraph. However,
it is very important to understand the question being asked. Have the students write the
translation of the question, or stem, above it on the page. They must make sure that the
question or stem they write makes sense. They can't just translate the question word by
word. It is very difficult to answer a question you don't understand!
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4) Success in Listening
The listening comprehension section of the Module A exam can be quite challenging.
Below are a number of tips. Go over these tips with your students and have them write them
in their mother tongue as a checklist for each time they do a listening. Remind them of these
steps again and again.
1. Spend the first 10 to 15 minutes of the exam preparing for the listening comprehension.
2. Read the native tongue instructions and the title. This gives information about the
topic of the listening passage.
3. Read and translate the questions.
4. Write the translation of the questions above them, like on the reading section.
5. Based on the questions, think about what the listening passage will be about.
6. Jot down your ideas about what the passage is about in the margins of the exam.
7. Based on your notes, about the topic of the passage, read each question and think
about what the answer might be.
8. Also think about what information you need to listen for in order to know the answer.
9. Use a pencil to mark down your thoughts.
10. While you listen, check to see if you were correct. This helps you focus as you listen to
the broadcast,
11. Never leave anything blank. Even if you have no idea of the answer, always mark an
answer.
Preparing for the listening comprehension
•
•
•
•
Use old Bagrut listening passages. Before tackling the actual questions, prepare
simple yes and no exercises and exercises where the students must fill one word in a
sentence from the broadcast. Allow the students to listen to the broadcast at least
four times in order to complete the exercises.
You can also stop the recording after each main idea or paragraph. Give the students
time to think about their choice of an answer. Then give them the opportunity to
listen to the section again.
After translating the questions into L1- discuss with the students what kind of
information they will be listening for. Have them think with you about what the
answer may be. After listening, choose the answer together. Make sure that everyone
IN YOUR GROUP , knows what the answer was to each and every question.
Bring songs with lyrics to listen to and read. Choose songs that are simple and clear.
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•
•
•
•
You can practice having the students complete words from the song, after listening
line by line initially, and then two or three lines at a time. The idea is to develop their
skills to listen for specific information.
An excellent way to improve listening comprehension is to listen to a text and read
along. "The Times in Plain English" is an excellent resource. Here is an article about
eating breakfast. http://www.thetimesinplainenglish.com/is-breakfast-the-best-wayto-start-the-day/ If you highlight a paragraph of the text and then click on the speaker
in the left margin where "HEAR THIS PAGE" is written, you can hear the text while it is
read.
Then do similar exercises, while adding questions, first orally and then written ones.
Practice the actual tasks from past bagrut exams – you can access these on the English
Inspectorate site:
education.gov.il/english -> then click on Bagrut ->
and then Bagrut Archives ->
and then on the link at the bottom to the listening files
1
2
You can access the actual questions on the page above by going into the archives for each
year.
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5) Tackling the writing task
The C module now contains a 30-point writing task. The task will most likely require students
to describe something or express an opinion about something. The table of specifications
indicates what is expected of the students.
Table of specification - Written Social Interaction / Presentation
#
pts
#
task
s
30
1
Lengt
h
70 –
90
words
Suggested Task
Types
Benchmarks
Foundation
express feelings, likes and
dislikes
describing people, places,
things and events
Intermediate
express and elaborate
on personal wishes
and opinions
• forms
• description
• informal
letter
present information on limited
content
The first step to successfully tackling the writing task is to understand the prompt.
Teach your students to translate the prompt and make sure that it makes sense to them.
A student who misunderstands the prompt will receive very few points for the writing, if at
all. Show the students how they can use the prompt as a template.
Recent exams have focused on descriptions. Here are prompts from past Module C exams.
Following the first prompt is a simple model composition using the prompt as a template.
Describe a place you visited recently. You may write about why you went there, what you saw
there, what happened there, and how you felt. Write 70-90 words. (Summer 2016, Moed Bet)
A place I visited recently was the supermarket. I went there
because I wanted to buy some food. I saw lots of food there. I
saw bread, milk, chips, vegetables and fruit. I also met my
friend there. I talked to my friend. Then, I walked around
the supermarket and took food to buy. I took apples,
bananas and cookies. I paid for the food. I felt good because
I saw my friend and I bought some food. I like to go to the
supermarket.
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Tips:









The pronoun "you" becomes "I". It's important to point this out to our students.
The word "I" is always capitalized.
Write short sentences.
Don't write "then" and "and" over and over again because the composition will be one
long run-on sentence.
The verbs are in the past tense.
The vocabulary is simple and familiar.
Don't try to be sophisticated.
Stick to what you know.
Begin every sentence with a capital letter and end with a period!
Additional sample tasks:
Describe an interesting event. For example, you can write about a trip, a performance
or a sports activity. Explain what you liked or didn't like about it. Write 70-90 words.
(Summer 2016)
Describe someone who influenced your life. Write 70-90 words. You may relate to the
following points:
• who the person is
• what this person does
• how this person influenced you. (Winter 2016)
One composition can be memorized and used for all of the above prompts with slight
changes. The underlined segments are the same in each composition. The rest is quite
similar too. Slight adjustments were made in accordance with each prompt.
Describe a PLACE….
A place I visited recently was my grandmother's house. I went there for my
grandmother's 70th birthday. My whole family was there and we had a party. We
had fun. We sang to my grandmother. We ate good food. We ate birthday cake.
We gave her birthday presents. My grandmother told us stories about her life. I felt
good because I love my grandmother. She is a special person. I like to talk to my
grandmother because she is smart. I like to go to my grandmother's house. Her
birthday party was amazing.
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Describe an interesting EVENT…
My grandmother had her 70th birthday. My whole family went to her
house and we had a party. We had fun. We sang to my grandmother.
We ate good food. We ate birthday cake. We gave her birthday presents.
My grandmother told us stories about her life. I felt good because I love
my grandmother. She is a special person. I like to talk to my
grandmother because she is smart. I like to go to my grandmother's
house. Her birthday party was an interesting and amazing event.
Describe a PERSON…
A person who influenced my life is my grandmother. She had her 70th
birthday. My whole family went to her house and we had a party. My
grandmother usually stays home and cooks and bakes. She is a great cook.
My grandmother told us stories about her life. She had an interesting life. I
felt good because I love my grandmother. She is a special person. I like to
talk to my grandmother because she is smart. I like to go to my grandmother's
house. Her birthday party was amazing. My grandmother is an amazing
person who taught me a lot.
During your lessons, you can do short exercises that prepare your students to write
independently.
• Give a mixed-up sentence to write properly. Try to give the type of sentence they are
likely to write in the composition.
o a wonderful / grandmother / My / person / is
• Show the group a picture. Ask them to write a sentence. You can also give a picture
with a word bank and ask them to write a sentence.
• Do brainstorming. For example, tell them to write all the words they can use to write
about a trip. See how many words the group came up with together. Choose a word
or two and write a sentence with them.
• When you give feedback on the writing, focus on the positive. Point out what's
correct. Only after giving positive feedback, give a suggestion for a correction.
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•
Writing a composition for the first time can be challenging. Give the students the
prompt and make sure they understand it. Then give each student about 10 strips of
paper. Tell them to write their first sentence on one strip. Give feedback and
corrections individually. Then have them write the next sentence on another strip.
Work on the composition in this manner, one sentence at a time. It is much less
threatening to write a sentence on a strip of paper than on a full sheet. When done,
they can stick the strips on the sheet and then copy it correctly. This exercise can be
done a number of times until the students feel confident enough to write the
composition without help.
•
Keep a writing portfolio. It's encouraging to the students to see how much progress
they've made!
Additional ideas for practice:
1) Model a composition as described above while writing it on the board. Then have your
students translate it (in pairs if they prefer) into their mother tongue. Then cover up
what you wrote and have your students translate BACK into English. Then show them
what you wrote on the board and have them compare and mark the differences. Then
they try to understand their errors – perhaps by filling in a tracking sheet similar to the
one below.
2) Write a model composition on the board – for example – I went to Eilat with my
friends. Then together as a class, rewrite it by changing the main character and main
idea and / or other details - for example I went to Turkey with my parents. Discuss
what needs to be changed and change it on the board. Then in pairs have them
choose yet another topic but sue the same model to write their own composition – for
example – We went to the football game in Haifa last week.
For additional topics to practice adjust the topics from the exam in a similar way. For example:
• Describe a movie you saw recently. You may write about why you went to see it, what
it was about, and how you felt. Write 70-90 words.
• Describe a meal you ate recently. You may write about who you ate with, what you
ate, and what you did and didn’t like. Write 70-90 words.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Rubric for Assessing Written Presentation - Module C
Criteria
Content and
Organizatio
n
Descriptors
• task is fully on
topic
• text is well
organized
• content is
easily
understood
• task is partially
on topic
• text is fairly well
organized
• content is
sometimes
difficult to follow
10
8
6
Vocabulary
• use of
• occasional use of
appropriate
inappropriate
vocabulary
vocabulary
6
5
4
Language
• correct use of
• occasional
Use
basic
incorrect use of
language
basic language
structures
structures
• hardly any
• several errors of
errors of word
word order,
order,
pronouns,
pronouns,
prepositions
prepositions
11
8
6
Mechanics
• hardly any
• several errors of
errors of
spelling,
spelling,
punctuation,
punctuation,
capitalization
capitalization
3
2
1
Teachers can give in-between grades e.g. 9 pts.
Deductions: for 30 - 25 words - deduct 6 - 9 points
for 25 -20 words – deduct 9 – 12 points
for 20 – 15 words – deduct 12 – 15 points
for less than 10 words, 0 points for the whole task
total
/ 30
Additional hours – 3 Point Program
3
2
3
0
• task is almost or
completely off
topic, but it is due
to
misunderstanding
of topic
• text is poorly
organized
• content cannot be
understood
0
• consistent use of
inappropriate
vocabulary
1
• consistent
incorrect use of
basic language
structures
• frequent errors of
word order,
pronouns,
prepositions
1
• frequent errors of
spelling,
punctuation,
capitalization
0
Internal Use Only – not to be marketed
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
During your lessons, you can do short exercises that prepare your students to write
independently.
• Give a mixed-up sentence to write properly. Try to give the type of sentence they are
likely to write in the composition.
o a wonderful / grandmother / My / person / is
• Show the group a picture. Ask them to write a sentence. You can also give a picture
with a word bank and ask them to write a sentence.
• Do brainstorming. For example, tell them to write all the words they can use to write
about a trip. See how many words the group came up with together. Choose a word
or two and write a sentence with them.
• When you give feedback on the writing, focus on the positive. Point out what's
correct. Only after giving positive feedback, give a suggestion for a correction.
• Writing a composition for the first time can be challenging. Give the students the
prompt and make sure they understand it. Then give each student about 10 strips of
paper. Tell them to write their first sentence on one strip. Give feedback and
corrections individually. Then have them write the next sentence on another strip.
Work on the composition in this manner, one sentence at a time. It is much less
threatening to write a sentence on a strip of paper than on a full sheet. When done,
they can stick the strips on the sheet and then copy it correctly. This exercise can be
done a number of times until the students feel confident enough to write the
composition without help.
• Keep a writing portfolio. It's encouraging to the students to see how much progress
they've made!
• Model a composition as described above while writing it on the board. Then have your
students translate it (in pairs if they prefer) into their mother tongue. Then cover up
what you wrote and have your students translate BACK into English. Then show them
what you wrote on the board and have them compare and mark the differences. Then
they try to understand their errors – perhaps by filling in a tracking sheet similar to the
one below.
• Write a model composition on the board – for example – I went to Eilat with my
friends. Then together as a class, rewrite it by changing the main character and main
idea and / or other details - for example I went to Turkey with my parents. Discuss
what needs to be changed and change it on the board. Then in pairs have them
choose yet another topic but sue the same model to write their own composition – for
example – We went to the football game in Haifa last week.
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Internal Use Only – not to be marketed
31
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
6. Literature – Module B
We teach literature so that our students, with our help, can move from the letter, the word
and the sentence, to the bigger world of culture and thought, and through literature learn to
think about other people different from us, but sometimes very similar.
It is literature that is remembered, and a positive experience learning a story or a poem can
remain with someone for the rest of his or her life. If the teacher likes the piece of literature
that is being taught and can share that, then we have all succeeded.
Literature for 3-4 points - Miriam Greif, 2015
Short stories and poems are interesting and should be taught at all levels. Pupils who can
connect to the topic, can appreciate the story or poem. It requires brainstorming about the
topic, connecting it to their real life, learning the vocabulary used in the story beforehand and
then paying attention to the content of the story and not to the words they don’t
understand. Many pupils who are not literate do just that when they watch movies on TV
and figure out what they are about with the help of the pictures. Some cannot read the
subtitles in Hebrew...
The main important thing is to connect to the content... Thus making the pre-reading
activities crucial and plentiful. If the pupils know what to expect, they will not have a hard
time understanding the content.
Grandmother - is there anyone who cannot connect to the topic of grandmother or old
age?
Count the Day Lost - about being nice to friends and family or giving or getting support at a
time of need.
The Road Not Taken - making decisions. We make decisions all day, every day, small ones,
big ones such as: what we wear, what we eat, who we call, where we go, what we choose to
study, who we choose as friends, what movie to see, which boyfriend/girlfriend we choose,
what kind of work, what to study... There is no end to the amount of decisions we make.
Thank you Ma’am - such an easy plot and so much to talk about.
If the content is relevant and interesting, the level of English is less important. Reading for
comprehension is reading for content not for words. The moment pupils connect to the
content they don’t pay that much attention to the words.
Additional hours – 3 Point Program
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32
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
I believe that pupils of all ages can appreciate a good story even if they don’t have a rich
vocabulary. It all depends on how it is presented to them and how well they can connect to
the topic. Thus I believe that 3 point pupils should be taught some of the bagrut literature in
Kita Yod or Yod Alef so that the door remains open for 4 points. C is part of 3 points. D can
be a log if the teacher collects everything the pupils do over the years. The pupils don’t even
have to know what they are collecting. Then what remains is E.
Some of the teachers in the miftanim have started teaching poems and short stories and the
reaction of the pupils is fabulous. The teachers are also enjoying what they are teaching. It
definitely beats working on “unseens”….
Pupils who cannot read can listen. There is no reason not to teach them a story because they
can’t read. As teachers, we put much too much stress on reading and much too little stress
on listening. Many of the pupils have languages that they don’t read such as spoken Arabic,
Amaharic and Russian. Here too, breaking down the topic with proper lead-ins can make
learning interesting and sophisticated.
Most of our “problematic” pupils are very smart. Their problem lies in the sitting not in their
heads. Sometimes the problems lie in reading, decoding, etc., not in understanding. Don’t
they all deserve to learn things that are interesting instead of where to put “is” or “are”?!
Teachers should read to the pupils. Allowing pupils to read usually spoils the story and the
other pupils lose interest. Sending them to read on their own just doesn’t happen.
Practicing reading should NOT be done on stories or poems. Reading and writing will be done
in the exercises. The story or poem itself should be heard by the teacher who reads well and
reads it all, not by pupils who read a paragraph or two and stumble over the unknown words.
Hots like “compare and contrast” are easy to learn. They do it all the time.
“Sequencing”, “predicting” – many of the hots are constantly used but were never called by
their names. They are NOT difficult.
Excerpts from a sample unit for teaching literature to 3 pointers, “Mama and her back
account” are available in the appendix of this booklet. Additional files are available on the TLC
site and linked from the Ladders site.
Additional hours – 3 Point Program
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
7. Charting tests and quizzes
Charting your students’ skills and progress is probably one of the most important factors in
assisting them to progress, advance and succeed. Breaking down their results can be a huge
help in identifying where they are doing well and where they need help.
A tracking sheet similar to the one below could be useful for this purpose:
Name
1.
Listening
Task 1
Task 2
10 pts
10 pts
Task 3
15 pts
Reading
Task 4
Task 5
15 pts
20 pts
Writing
Task 6
Task 7
15 pts
15 pts
Total
2.
3.
4.
5.
6.
7.
8.
9.
10.
An important stage in determining where your students need help is to identify their
attitudes and beliefs in their English abilities. For this purpose, you should do an attitude
questionnaire with them in their mother tongue.
In general, you should use your students’ mother tongue to explain things to them and allow
them to use their mother tongue to ask questions and clarify issues.
Examples of charting and tracking tests with teacher’s guides will be provided on
the English Inspectorate website for download. Look under the Ladders section
to find them.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
1)
Appendices
A) 200 Fry words in alphabetical order
a
also
any
back
before
book
but
cat
dear
eat
five
from
good
have
him
I
it
leave
live
man
more
must
new
of
open
over
present
red
say
she
stand
than
then
think
tree
upon
was
when
who
work
about
am
are
ball
best
both
by
color
did
end
for
get
got
he
his
if
just
left
long
many
mornin
my
next
old
or
own
pretty
right
school
should
such
that
there
this
two
us
way
where
why
would
Additional hours – 3 Point Program
after
an
as
be
better
box
call
come
do
far
found
girl
had
her
home
in
kind
let
look
may
most
name
night
on
other
people
put
run
see
so
sure
the
these
three
under
use
we
which
will
year
again
and
at
because
big
boy
came
could
down
find
four
give
hand
here
house
into
know
like
made
me
mother
near
no
one
our
play
ran
said
seem
some
take
their
they
to
until
very
were
while
wish
you
Internal Use Only – not to be marketed
all
another
away
been
black
bring
can
day
each
first
friend
go
has
high
how
is
last
little
make
men
much
never
not
only
out
please
read
saw
shall
soon
tell
them
thing
too
up
want
what
white
with
your
35
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Appendix B
The spelling of the sounds in English
The following comprehensive list of the sounds in English and the letters and letter
combinations that represent them was prepared by Fern Levitt and R. Badichi. This is helpful
for identifying words for teaching reading rules.
English Sounds and their Multiple Spellings, With Examples of Words Using Each Spelling
http://dye.macam.ac.il/hickey%20web-site/hickey%20documents%20for%20download.htm
Single
consonant
sound
Short
vowel
s
Long
Vowels
Diphtho
ngs
R-controlled
vowels
(Bossy R)
(t) t,-ed,
-bt, pt
(p) p
(n) n,
kn-, gn
(s) s, -ss,
ce, ci, cy
(ĭ) i,
y, ui
(ī) i, -i_e,
-y, igh, ie
(âr)-“car”
ar
(ă) a
(ā) a, a_e, ay,
ai, ea,
ei,
eigh, ey
(oˉo)“school”
u, u_e, oo,
ue,
ew, ou,
ui
sc, ps
(z) s, z, -zz
(d) d, -ed
(h) h
(k) c, k, ck, ch
(b) b
(r) r,
wr, rh
(m) m, mb, -mn
(y) y
(l) l, -ll
(f) f,-ff, ph,
-gh
(g) g,
gh
(j)
j,ge,gi,gy,dge
(w) w, wh
(v) v
(ks) x
(kw) qu
(ŏ) o,
a
(oˇo)“book”
oo, u
(or)- “more” (sh) – “she”
sh,
-ore, or,
ch our, oar, war,
“chef”
quar
s – “sugar”
ci –
(īr)-“fire”
“delicious”
-ire
ti –
(ār)-“care”
“action”
xi –
-are, ear, air,
“anxious”
(sh’n)(ēr)-“here”
-ere, ear,
“tension”
eer
(-sion)
(ch)-“chair”
ch, -tch
(ĕ) e,
ea
(ŭ) u,
a, ou
Endin
gs:
(ng):
-ing, ang,
-ong, ung
(ē) e, -y,
ee, ea,
ie, ei, ey
(ō) o, o_e, oa,
ow, oe
(ū) u, u_e, ue,
ew
(ow)“house”
ow,
ou
(aw)“saw”
au,
aw, a
Long
ough,
vowels in augh
(nk):
“Wild,
-ink, - Old
(oy)ank,
Words”
“toy”
-onk, - (ī) –ind, oi, oy
unk
ild
(êr)- “her”
er, ir, ur, ear,
our, or, ar, ure, wor
Digraphs
(th)(blow)“t
hree”
th
(th)(buzz) “this”
th
Final
syllable
consonant
–le
-ble
-dle
-fle
-gle
-ple
-tle
-zle
-kle
-cle
Consonant
Blends/
Clusters
Beginning:
r: br, cr, dr,
fr, gr, pr, tr,
thr, shr, str,
scr, spr
l: bl, cl, fl, gl,
pl, sl, spl
w: sw, tw,
dw
s: sc, sk, sm,
sn, sp, st, squ
Ending:
-t: -nt, -st, -ft,
-lt, -pt, -ct, xt
-l-: -lf, -lp, -lk,
-ld
-nd, -mp, -sk,
-sp, -nch
(zh’n)–
“television”
(-sion)
(ō) –oll, old, -olt,
-ost
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Single consonant sound
(t) t,
-ed, -bt, pt
ten, kicked, doubt, receipt
(p) p
pin
(n) n, kn-,
gn
nose, know, sign
(s) s,
-ss, ce, ci,
cy, sc, ps
snake, kiss, race, science, cycle, scan,
psychology
(z) s, z,
-zz
nose, zoo, buzz
(d) d,
-ed
dad, played
(h) h
hot
(k) c, k,
-ck, ch
cat, kite, check, school
(b) b
boy
(r) r, wr, rh
rose, write, rhyme
(m) m,
-mb, -mn
Mom, dumb, column
(y) y
yes
(l) l,
-ll
like, ball
(f) f, -ff, ph,
-gh
fall, off, phone, laugh
(g) g,
gh
great, ghost
(j) j, ge, gi,
gy,
-dge
jam, gentle, giraffe, gypsy, bridge
(w) w,
wh
was, when
(v) v
vote
(ks) x cks
kicks
(kw) qu
quit
Additional hours – 3 Point Program
Short vowels
(ĭ) i, y,
ui
in, synergy, build,
(ă) a
hat
(ĕ) e, ea
pet, bread
(ŏ) o, a
pot, father
(ŭ) u,
a, ou
nut, animal, double
Endings:
(ng):
-ing, -ang, -ong, -ung
telling, rang, song, hung
(nk):
-ink, -ank, -onk, -unk
sink, sank, honk, bunk
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Long Vowels
(ī) i, -i_e,
-y, igh, ie
I, kite, supply, sigh, tie
(ā) a, -a_e, ay, ai, ea, ei,
eigh, ey
able, late, say, rain, swear, beige, weigh, they
(ē) e, -y, ee, ea, ie, ei,
ey
before, Pete, lovely, see, each, relief, neither,
key
(ō) o, -o_e, oa, ow, oe
toll, role, coat, blow, toe
(ū) u, -u_e, ue, ew
unit, cute or tune, clue, new
Long vowels in
“Wild, Old Words”
(ī) –ind, -ild
find, wild
(ō) –oll, -old, -olt, -ost
toll, told, colt, post
Diphthongs
(oˉo)-“school”
u,
-u_e, oo, ue, ew, ou, ui
super, tune, school, glue, new, you, fruit
(oˇo)- “book”
oo, u
book, sugar
(ow)- “house”
ow, ou
cow, house
(aw)- “saw”
au, aw, a,
ough, augh
because, saw, call, thought, caught
(oy)- “toy”
oi, oy
toilet, toy
R-controlled vowels (Bossy R)
(âr)-“car”
ar
car
(êr)- “her”
er, ir, ur, ear, our,
or,
ar, -ure, wor
her, fir, fur, learn, colour, doctor, collar, future, worry
(or)- “more”
-ore, or, our, oar, war, quar
more, for, your, soar, wart, quarter
(īr)-“fire”
-ire
fire
(ār)-“care”
-are, ear, air
care, wear, fair
(ēr)-“here”
-ere, ear, eer
here, fear, seer
Additional hours – 3 Point Program
Digraphs
(th)(blow)“three”
Th
three
(th)(buzz) -“this”
Th
this
(sh) – “she”
sh, she
ch - “chef”
s – “sugar”
ci – “delicious”
ti – “action”
xi – “anxious”
(sh’n)-“tension”
(-sion)
(ch)-“chair”
ch,
-tch
chair, catch
(zh’n)–“television”
(-sion)
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Final syllable consonant –le
-ble able
-dle cradle
-fle shuffle
-gle angle
-ple apple
-tle kettle
-zle sizzle
-kle ankle
-cle uncle
Additional hours – 3 Point Program
Consonant Blends/Clusters
Beginning:
r: br,
cr,
dr, fr, gr,
pr, tr, brunch,
crunch, drab, from, green, prune, tram,
thr,
shr, str, scr, spr
thread, shred, street, screen sprint
l: bl, cl,
fl, gl,
pl,
sl,
spl
blond, clear, floor, gleam, please, sleep, spleen
w: sw, tw,
dw
swing, twinkle, dwarf
s: sc, sk, sm, sn, sp, st, squ
scan, skim, smear, snap, spot, star, square
Ending:
-t: -nt, -st, -ft, -lt, -pt, -ct, -xt
bent, cast, lift, belt, apt, act, text
-l-: -lf, -lp, -lk, -ld
half, help, milk, bald
-nd, -mp, -sk, -sp, -nch
send, camp, ask, wasp, lunch
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
c) Example reading texts and exercises
The examples below were taken from the Amal Network, English Access Micro-Scholarship Program
HOT Practice, Developing Reading and Higher Order Thinking Skills for the English Bagrut Examination,
Modules C, D, E, Compiled by: Rina Akotonas, Pedagogical Advisors: Dr. Rachel Tal and Ahuva Dotan.
The program is funded by the American Embassy.
1. UNDERSTANDING THE MAIN IDEA
The main idea is the point that the writer is trying to convey. Understanding the main idea
helps the reader to remember important information.
MINDLESS EATING
From English Bagrut, Winter 2008, Module C:
Psychologist Brian Wansink has spent years studying people's eating habits. In his recent
research he was surprised to find out that people overeat for reasons which are not connected
to hunger. Instead, there are external factors in our environment which lead to what Wansink
calls "mindless eating" — eating without being aware of what and how much we eat.
Complete the sentence:
Wansink was surprised to find out that there is no connection between overeating and
______________________________________________________________________.
2. DISTINGUISHING BETWEEN GENERAL STATEMENTS AND EXAMPLES
If a statement refers to a group of people or things, or covers more than one situation, we call it
a generalization. A generalization applies to many things and many occasions. An example is
a specific statement. It concerns one particular thing.
For example:
Generalization – Most Americans like Sports.
Example – Our school’s soccer team is the best in the state.
A STICKY PROBLEM
From English Bagrut, Summer 2008, Moed B, Module C
Chewing gum is harmful to the environment and recently it has become a serious pollution
problem. A large percentage of gum is carelessly thrown away and ends up on city streets and
sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20 years because
removing it is difficult and costly. In New York City, for example, special steam machines are
used to clean gum off sidewalks. It costs about three dollars to remove one piece of gum!
It is expensive to clean gum off New York's sidewalks.
Give ONE fact that shows this.
ANSWER: ____________________________________________________________________
____________________________________________________________________________.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
3. DISTINGUISHING BETWEEN CAUSE AND EFFECT
Cause and effect statements identify the reasons for and results of actions and
circumstances, explaining the connection between the two.
With the help of connectors of Reason and Result, we can show cause and effect.
For example:
Reason: The road was slippery.
Result: He had an accident.
The road was slippery and, as a result, he had an accident.
MINDLESS EATING
From English Bagrut, Winter 2008, Module C
An additional factor that causes overeating is the way food is packaged. In one of his
experiments, Wansink gave the audience in a movie theater two sizes of popcorn buckets: a
big size and a giant size. Both buckets contained the same amount of popcorn, which was
more than most people could eat. Wansink found that the group that got giant buckets ate an
average of 53% more than those with the big buckets! "This show
s that the size of the container determines how much people eat," says Wansink. "The reason
for this is that bigger containers make portions look smaller, so people eat more."
According to Wansink, why does the size of a container influence the amount we eat?
____________________________________________________________________________
____________________________________________________________________________.
5. DISTINGUISHING BETWEEN FACT AND OPINION
A fact is something that is true and has been proven.
An opinion is something that we thing or believe about something.
For example:
Fact – The sun rises in the east.
Opinion – As I see it, the situation is getting worse.
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State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
A STICKY PROBLEM
From English Bagrut, Summer 2008, Moed B, Module C
However, chewing gum is harmful to the environment and recently it has become a serious
pollution problem. A large percentage of gum is carelessly thrown away and ends up on city
streets and sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20
years because removing it is difficult and costly. In New York City, for example, special steam
machines are used to clean gum off sidewalks. It costs about three dollars to remove one
piece of gum!
CIRCLE THE NUMBER OF THE CORRECT ANSWER.
What information is given about removing gum from the streets of New York?
(i) How successful the cleaning is.
(ii) How the streets are cleaned.
(iii) How often the streets are cleaned.
(iv) How people feel about it.
It is expensive to clean gum off New York's sidewalks. Give ONE fact from lines 4-9 that shows this.
ANSWER: ___________________________________________________________________
6. COMPARISON AND CONTRAST
Comparison and contrast help the reader to identify the similarities and differences between
two or more things, and draw conclusions based on those findings.
For example:
Statement: John is an honest man, while his friend Bill is a criminal.
Conclusion: Bill is not worthy of John’s friendship.
DISTANCE LEARNING: ANY TIME, ANY PLACE, ANY PACE
From English Bagrut, Summer 2007, Module C
Susan Clark is an 11th grade student in Florida. She wanted to learn Japanese but her high
school didn't offer this course. So in addition to going to a regular school, Susan studies
Japanese at the Florida Distance Learning School (FDLS). FDLS is a virtual school, which
means that all courses are on the Internet and students study on their computers at home.
They receive reading materials and homework, and "talk" to their teachers and other
students — all by email. Many high schools now allow their students to take a limited
number of courses at FDLS.
How is FDLS different from a regular school? Give ONE answer from the passage.
ANSWER:
_________________________________________________________________________
Additional hours – 3 Point Program
Internal Use Only – not to be marketed
42
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
C) Motivation and Reflection
The following is an in-depth explanation of motivation, and tools you can use to encourage
reflection. Choose the forms and tools that best suit you and your students. You needn't
use them all! Remember: You probably should use this resource in your students' native
tongue. The Hebrew files and complete English files will be made available on the Ladders
website.
One of the main keys to creating a positive learning environment is that of enabling your
students to reflect on their learning and provide both themselves and you with feedback in
order to facilitate further learning.
The Goralnik Institute for the enhancement of teaching and learning, a part of ORT
Israel’s administration for R&D and Training has formulated a teaching approach called The
ongoing dialogue. Their document suggests several forms of student feedback and we
have included some of the examples for your choice of use. The following pages have
been adapted from the Goralnik Institutes booklet.
The questions below are part of the ongoing dialogue between teacher and students and
they appear in the personal journal of each student and are thus available at each session.
Obviously, one does not ask the student to answer all these questions every lesson. It is a
good idea to direct the students to give just one answer of particular relevance to the
lesson topic. We believe that by having the students write the answers the teacher can
discover the student’s difficulties more effectively and more importantly, can find a
suitable rapid and effective response in order to promote achievements.
Additional hours – 3 Point Program
Internal Use Only – not to be marketed
43
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
1. Explain the topic in your own words or: What do you remember from the
lesson?
_______________________________________________________________
2. What is this topic connected to? _____________________________________
3. What does this topic remind you of? _________________________________
4. Why do you think this topic is important? _____________________________
5. Give examples of this topic taken from real life _________________________
6. Use this new topic to explain another topic you have studied ______________
7. Provide supporting evidence for the importance of the topic _______________
8. How does this new topic differ from other topics you have studied? _________
9. How does this new topic fit in with other topics you have studied? __________
10. Does this new topic also include other topics studied? Explain ___________
Personal forecast – what will my final score be?
Choose either option A or option B and complete the form:
1. Start of activity (date:________) I think my final score will be _______
This is because ___________________________________________________
2. Midway (date:________) I think my final score will be _______
I changed the score I originally wrote because ___________________________
I learned about myself that ___________________________________________
3. Towards the end (date:________) I think my final score will be _______
This is because ___________________________________________________
I learned about myself that __________________________________________
Date
I think my final
score will be
Activity Start
Midway
Towards the
end
I learned about myself that
________________________________________________
Additional hours – 3 Point Program
I undertake to do the
following in order to
succeed
Internal Use Only – not to be marketed
44
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Feedback
In order to conduct a dialogue with the students, here are some suggestions how to
maintain written feedback as a basis for the spoken dialogue.
Selected suggestions
Suggestion 1
Student’s name: ______________
Dear Student,
In the questions below:
• if asked to choose between two options, circle the answer that suits you best.
• complete all of the sentences.
1. Until now I have / have not succeed in the subject of ____________________
because __________________________________________________________________
2. I want / don’t want to succeed in this subject because ________________________
_________________________________________________________________________
3. In order to succeed in this subject I need _________________________________________
4. In order to succeed in this subject I undertake _____________________________________
5. I want / don’t want to fill out this form again in another ______________ because
_________________________________________________________________________
6. Add another sentence that you think is important for this form.
________________________________________________________________________
Your personal opinion of this form:
I think this form is / is not important because ________________________________________
This form helped me to learn the following about myself
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Additional hours – 3 Point Program
Internal Use Only – not to be marketed
45
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Suggestion 2
What did I learn in the extra class today?
Date: ______________________
Topics
Concepts / skills
My knowledge – I
understood / didn’t
understand
I will ask the teacher to
….. so I will understand
I undertake to do the
following for the next
session
I want you to know that
……
Additional hours – 3 Point Program
Internal Use Only – not to be marketed
46
State of Israel - Ministry of Education
Pedagogical Secretariat - Language Department
English Language Education – Ladders Program
The National Program to Promote English Teaching and Learning
Suggestion 3
Success leads to success
Learning from successes as part of the ongoing dialogue often promotes achievements
Dear Student,
1. Think back to an occasion that you consider to be a success story.
2. Answer the questions:
a.
What happened? Tell me about this success.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
b.
Why do you consider this to be a success?
_____________________________________________________________________
_____________________________________________________________________
c.
What circumstances do you think contributed to this success?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
d.
How do you think you could adapt the circumstances of your success to the
subject you are studying now?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
The pages below are from the Hebrew version of “Ongoing Dialogue”. As mentioned, you
should work with your students on these pages in their mother tongue.
Additional hours – 3 Point Program
Internal Use Only – not to be marketed
47
‫רציונל‬
‫תכניות שונות מטרת – מת תגבור לתלמידי מתקשי כדי להביא להצלחה מרבית‪.‬‬
‫התכניות מאפשרות הצלחה של ‪ 100‬אחוזי ללומדי במסגרת בזכות הנתוני האלה‪:‬‬
‫ברמת התלמיד‪/‬ה‪:‬‬
‫‬
‫‬
‫‬
‫‬
‫הלמידה מתבצעת בקבוצות קטנות בנות ‪ 6–4‬תלמידי‪.‬‬
‫הלמידה פרטנית ומותאמת לצורכי התלמיד‪ ,‬לקשיו ולסגנו הלמידה שלו‪.‬‬
‫ההוראה מותאמת לצורכי התלמיד ולקשיו‪.‬‬
‫ההשתתפות בקבוצה היא זכות‪.‬‬
‫ברמת המורה המתגבר‪/‬ת‪:‬‬
‫‬
‫‬
‫‬
‫‬
‫‬
‫קיו דיאלוג מתמיד ע כל תלמיד‪/‬ה לצור הבנת קשיי‪ ,‬צרכי וסגנונות למידה‪.‬‬
‫ההוראה בקבוצה היא מרצו חופשי ומבחירה‪.‬‬
‫קיו קשר ישיר ומתמיד ע המורה המלמד‪/‬ת בכיתת הא לצור עדכו ולמידת צורכי התלמידי‪.‬‬
‫העמדת יעדי ובקרה שה מעודדי הצלחה‪.‬‬
‫עבודת עמיתי לצור קבלת החלטות‪ ,‬תמיכה וסיוע )שיתו רכז‪/‬ת המקצוע‪ ,‬עבודת צוות‬
‫דיסציפלינארית‪ ,‬מרחב מקצוע אינטרנטי‪ ,‬השתלמויות‪ ,‬קשר ישיר למנהלי הוראה דיסציפלינאריי(‪.‬‬
‫כיוו שכ מתחייבת בניית מערכת הוראה שונה מזו המתקיימת במסגרת מערכת השעות בבית הספר‪.‬‬
‫דר שונה להוראה במסגרת תכנית לב"מ תעמוד על שלושה דברי‪:‬‬
‫‬
‫‬
‫‬
‫קיו דיאלוג מתמיד )כתוב או ָדבור( בי המורה לבי תלמידיו לצור זיהוי קשיי‪ ,‬צרכי וסגנונות‬
‫למידה‪.‬‬
‫הוראה פרטנית מותאמת עלפי צורכי התלמיד‪/‬ה ועלפי סגנו הלמידה שלו‪/‬ה‪.‬‬
‫הצבת סרגל התקדמות לכל תלמיד‪/‬ה בהתא ליכולות ולצרכי האישיי‪ .‬סרגל ההתקדמות הוא‬
‫כלי להצבת יעדי ומטרות‪ ,‬בקרה והערכה מתמדת‪.‬‬
‫הקניית הידע לתלמידי הלומדי במסגרת התכנית תתבסס על אסטרטגיות למידה‪ ,‬כפי שה באות‬
‫לידי ביטוי בתכנית שלהב"ת )שילוב לשו‪ ,‬הבנה והבעה בתחומי הדעת השוני( בהתייחס לעובדה‬
‫הבסיסית שלכל מקצועות הלימוד תשתית משותפת בקריאת טקסטי ובכתיבת )מת תשובה‪ ,‬כתיבת‬
‫עבודה וכו'(‪.‬‬
‫‪1‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫דיאלוג מתמיד ומשובי‬
‫בתכניות שונות אנו מתחייבי להצלחה מרבית של ‪.100%‬‬
‫‪ 3‬שאלות עולות בעקבות הצהרה זו‪:‬‬
‫‬
‫‬
‫‬
‫מה נית לעשות כדי להשיג יעד זה?‬
‫במה שונה ההוראה בקבוצה הקטנה מההוראה בכיתת הא?‬
‫מה הער המוס המיוחד שעשוי להביא להצלחה המיוחלת?‬
‫מעבר לשיטת ההוראה המיועדת להוראה יחידנית המוצעות בחוברת זו‪ ,‬אנו מציעי לנצל את‬
‫ההזדמנות שמאפשרת העבודה בקבוצה קטנה ליצירת קשר משמעותי ע התלמיד‪/‬ה ע"י יצירת דיאלוג‬
‫מתמש עמו‪/‬ה‪.‬‬
‫בשביל מה לנהל דיאלוג‪ ,‬ומדוע יש ליצור קשר משמעותי ע התלמידי?‬
‫‬
‫לאינטראקציה בי המורה לתלמיד יש השפעה ניכרת על תהלי הלמידה ועל תוצאותיו‪.‬‬
‫מחקרי מצביעי על החשיבות הרבה ועל ההשלכות החיוביות שיש להשקעה הרגשית ביחסי של‬
‫המורי ע התלמידי ולקרבה האמוציונאלית שביניה על ההתפתחות ועל הצמיחה של‬
‫התלמידי )‪.(Howes, 1999‬‬
‫תלמיד יצליח במקצוע שבו נוצר קשר אישי בינו לבי המורה‪.‬‬
‫‬
‫התלמידי המשתתפי בקבוצת הלימוד צברו בעבר חוויות רבות של כישלו המלוות‬
‫בתחושות תסכול‪ ,‬חרדה וחוסר מסוגלות להתמודד ע המטלות‪ .‬המורי שלימדו אות במסגרת‬
‫הכיתתית‪ ,‬בשל מגבלות הזמ‪ ,‬המקו והמוכנות להשקעה בהיבטי הרגשיי והפסיכולוגיי של‬
‫התלמידי‪ ,‬לא הצליחו לשבור את "מעגל הכישלו"‪.‬‬
‫הפע‪ ,‬במסגרת התכנית‪ ,‬יש סיכוי לשבור מעגל זה!‬
‫תלמידי מעריכי באופ חיובי את מוריה במידה שבה ה מסוגלי ללמד את המקצוע לצד‬
‫מידת הרגישות של המורי לצרכיה האישיי )‪.(Culingford, 1987‬‬
‫מורי המצליחי לשמש דמויות משמעותיות עשויי בעצמ למצוא )לגלות מחדש(‬
‫משמעותיות בעבודת‪ ,‬להישחק פחות וא ללמד בצורה טובה‪ ,‬מעניינת ומשמעותית יותר‬
‫)טטר‪.(1998 ,‬‬
‫תלמידי מצפי מהמורי לתמו בה רגשית ה בפ הלימודי וה בפ החברתי ולא לתת לה‬
‫רק פתרונות או לומר לה מה עליה‪ /‬לעשות )עפ"י מחקר של גיטקיס וטטר‪.(2003 ,‬‬
‫במחקר נמצא כי מורי הנחשבי משמעותיי בעיני תלמידיה ה מורי הנתפסי כמאמיני‬
‫בתלמידי וכאלה המאתגרי אות להתקד לימודית ואישית )טטר‪.(1998 ,‬‬
‫‬
‫‬
‫‬
‫‬
‫מהו דיאלוג מסייע?‬
‫השימוש במושג דיאלוג מדגיש עמדת מוצא שבה מתקיימת הדדיות בתהלי – המורה והתלמיד מנהלי‬
‫שיחה משותפת תו הקשבה פעילה של המורה‪ .‬בזכות אמפתיה‪ ,‬בזכות שאלות ודיבוב מצד המורה‬
‫נאס מידע ונעשה חיפוש משות של פתרונות שמטרת לסייע לתלמיד לפתור בעיות של "כא"‬
‫ו"עכשיו"‪ .‬הכוונה היא לטיפול בקשיי ובבעיות שעולות במהל הלמידה ולא טיפול בבעיה בסיסית של‬
‫התלמיד‪.‬‬
‫‪2‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫אי ננהל דיאלוג אפקטיבי?‬
‫להל מספר עצות מועילות‪.‬‬
‫‪ִ .1‬קבעו את הזמ ואת המקו שבו יתנהל הדיאלוג‬
‫‬
‫‬
‫‬
‫תדירות הפגישות וקביעת‪ :‬חשוב שבמהל השנה תיקבענה מספר פגישות יזומות בי המורה‬
‫לבי התלמיד‪/‬ה‪ .‬פגישות אלה תיקבענה מראש בתיאו ע כל אחד מהתלמידי‪ .‬קביעת‬
‫המסגרת לשיחות אמורה לתת לתלמיד‪/‬ה את ההרגשה שהמורה מתעניי ב ומוכ להקדיש לו‬
‫זמ כדי לסייע לו‪.‬‬
‫מקו המפגש‪ :‬רצוי למצוא מקו שקט ונעי שבו לא תהיינה הפרעות‪.‬‬
‫אופי המפגש‪ :‬רצוי לסדר את מקו הישיבה כ שתיווצר קרבה וקשר עי בי המורה לבי‬
‫התלמיד‪ .‬מומל לשבת בזווית של ‪ 45‬מעלות זה מזה‪.‬‬
‫‪ .2‬מומל להקדיש זמ ליצירת קרבה‬
‫כדי שדיאלוג יהיה אפקטיבי‪ ,‬חשוב להתחיל אותו באמירות‪/‬שאלות מקרבות שיתנו לתלמיד הרגשה‬
‫שהמורה "איתו ובשבילו"‪.‬‬
‫דוגמאות לשאלות מתאימות‪:‬‬
‫ מה שלומ? אי עבר עלי היו? השבוע?‬
‫ יש להתייחס לשינויי – אני רואה שהוספת עוד עגיל‪ .‬מה ההורי של אומרי על כ?‬
‫ אתה נראה לי עיי הבוקר? אני רואה שאתה במצב רוח מרומ היו? יש סיבה‪...‬‬
‫ מחמאות – אי רזית? כל הכבוד שהגעת בזמ לפגישה שלנו‪...‬‬
‫ לספר משהו אישי‪.‬‬
‫‪ .3‬הזמנה פתוחה לשיחה‬
‫הכוונה היא לתהלי של שאילת שאלות‪ ,‬בעיקר שאלות פותחות‪ ,‬המעודדות את התלמידי לדבר‪.‬‬
‫שאלות אלה משמשות לצור השגת מידע‪ ,‬הבנת זווית הראיה‪ ,‬זיהוי הצרכי‪ ,‬הבהרה‪ ,‬בדיקת‬
‫משמעות‪ ,‬ביטוי והבהרה של רגשות‪ ,‬בחינת אופציות וכיווני חשיבה‪.‬‬
‫נית להבחי בי שני סוגי של שאלות‪ :‬שאלה סגורה ושאלה פתוחה‪ ,‬ההבדל ביניה נעו‬
‫בתשובה הניתנת על השאלה‪ .‬התשובה לשאלה סגורה היא ‪" :‬כ" או "לא"‪.‬‬
‫למשל‪ :‬הא אתה תלמיד טוב – התשובה עליה תהיה "כ‪/‬לא"‪.‬‬
‫לעומת‪ :‬ספר לי על עצמ כתלמיד‪.‬‬
‫שאלה זו שמאפשרת לתלמיד להציג תמונה רחבה‪ ,‬ממנה נית ללמוד באיזה מקצועות הוא מצליח‪,‬‬
‫ובאיזה לא‪ .‬נית לברר מה עוזר לתלמיד‪/‬ה להצליח במקצועות שבה הוא מצליח? )למידה‬
‫מהצלחה( ואולי לאמ אות למקצוע הלימוד של‪.‬‬
‫דוגמאות לשאלות פתוחות להיכרות‪:‬‬
‫ ספר לי על עצמ )משפחה‪ ,‬תחביבי‪ ,‬לימודי‪ ,‬חברי‪ – (...‬חשוב לשאול שאלות מכל תחומי‬
‫החיי ולא רק מתחו הלימודי ולהתעניי בשאלות נוספות שירחיבו את הנושא‪ ,‬כפי שעלה‬
‫מהמחקרי שהוצגו לעיל‪ .‬לתלמידי חשוב שהמורי יכירו אות ויתעניינו בה כבני אד ולא‬
‫רק כתלמידי‪.‬‬
‫ אי אתה מרגיש בביה"ס? לימודית‪ ,‬חברתית?‬
‫ מה מקצועות הלימוד האהובות עלי? מה אתה אוהב במקצועות אלה?‬
‫‪3‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫דוגמאות לשאלות להעלאת קשיי והגדרת‪:‬‬
‫ הא
אתה יכול לספר לי קצת יותר על הקשיי
של במקצוע ה‪ ?...‬ת לי דוגמאות‪...‬‬
‫ אי הרגשת ע
הכישלו? אי זה משפיע עלי?‬
‫ מה עשית כדי לשפר את המצב?‬
‫ מה היו הסיבות‪ ,‬לדעת‪ ,‬שהביאו לכישלו?‬
‫ מהי הבעיה האמיתית מבחינת?‬
‫ הא
אתה יכול לספר לי עוד קצת על‪...‬‬
‫ הא
אתה יכול להרחיב על הנושא?‬
‫ הא
היו מקרי
שבה
הצלחת? מה עזר ל להצליח במקרי
אלה?‬
‫ אי אני יכול לעזור ל להתגבר על הקושי?‬
‫ ממה אתה חושש?‬
‫ למה התכוונה כאשר אמרת ש‪...‬‬
‫ "מה היית רוצה להשיג?" )במקו
לשאול‪" :‬מה הבעיה של?"(‬
‫ "מה אני יכול לעשות כדי שאתה‪) ... :‬במקו
"כדי להצליח בבחינה עלי לעשות‪" ,"...‬על מנת‬
‫שלא תאחר‪ ,‬חשוב שתקפיד על‪("...‬‬
‫‪ .4‬סיכו השיחה במשות ותכנו להמש‬
‫מומל להזמי את התלמיד‪/‬ה לסכ את השיחה בשאלות כמו‪:‬‬
‫ אי אתה מרגיש?‬
‫ מה אתה מציע לעשות?‬
‫ מה אתה לוקח מהשיחה שלנו?‬
‫ איזה אפשרויות יש לפנינו?‬
‫ יעזור ל א
‪...‬‬
‫ מה אנחנו מסכמי
?‬
‫לא תמיד מזמנות השיחה פתרונות מעשיי
‪ .‬עצ
השיתו והתמיכה בתלמיד‪/‬ה הוא התערבות‬
‫משמעותית בפני עצמה שיש סיכוי שהיא בלבד תגרו
לשינוי אצל התלמיד‪/‬ה‪.‬‬
‫כדאי תמיד לסיי
בכמה מילות עידוד ותקווה להצלחה בהמש הדר‪.‬‬
‫לדוגמה‪ :‬מהשיחה את אני מתרש
כי אתה נער נבו מאד‪ ,‬וכי יש ל מוטיבציה גבוהה להצליח‪.‬‬
‫אני בטוח שא
נל צעד צעד ביחד‪ ,‬תגיע לתוצאות יפות מאוד‪.‬‬
‫או‪ :‬מהשיחה שלנו היו
אני יוצא מעודד מאד‪ .‬אני רואה שאתה לוקח אחריות הרבה יותר גדולה‬
‫על‪ ...‬א
תמשי כ‪ ,‬ברור לי שתצליח‪.‬‬
‫‪4‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הימנעו מ‪...‬‬
‫‬
‫‬
‫‬
‫‬
‫‬
‫‬
‫‬
‫‬
‫מונולוג – התרכזו בהקשבה אמיתית לתלמיד‪ ,‬ואל תהיו עסוקי במה תגידו לו‪ .‬שתיקה‪ ,‬פעמי‬
‫רבות‪ ,‬מקדמת את השיחה ומאפשרת לתלמיד לחשוב ולעבד את הדברי שהוא רוצה לומר‪ ,‬מרגיש‬
‫וכו'‪.‬‬
‫הטפת מוסר – תכי שיעורי בית‪ ...‬תצליח יותר בבחינה‪ ...‬אל תאחר‪ ...‬זיכרו כי לפי המחקרי‪ ,‬אחד‬
‫הדברי שמקוממי את התלמידי הוא שאומרי לה מה לעשות! אל תרוצו מהר מידי לפתרו!‬
‫שימוש בשאלות "למה" – השאלה "למה" מתקשרת לשאלות שיש בה הטלת אשמה כמו‪ :‬למה לא‬
‫למדת למבח? למה לא אמרת לי שאתה לא מבי? עדי לשאול‪ :‬מה היו הסיבות לכ שלא למדת‬
‫למבח? מה יגרו ל לומר לי שאתה לא מבי?‬
‫שימוש בשאלות דיכוטומיות – "הא זה מעצב אות או משמח?"‬
‫שימוש בשאלות מובילות – הא אתה כועס משו ש‪?...‬‬
‫שימוש בשאלות שיפוטיות – "אתה יודע שמה שעשית לא מקובל בביה"ס?"‬
‫שאילת שאלות בנושאי שוני במקביל‪.‬‬
‫קטיעת הדיבור השוט של הדובר‪.‬‬
‫השתדלו‪...‬‬
‫‬
‫‬
‫להיות אמפתיי לדברי התלמיד‪ ,‬הכוונה היא לתת לו הרגשה שאת מביני אותו "נכנסי‬
‫לנעליו"‪ ,‬א מצד שני לא מזדהי אתו‪.‬‬
‫לדבר במסר ה"אני" ולא במסר ה"אתה" – במסר ה"אתה" יש הטלת אחריות ואשמה רק על הצד‬
‫השני‪ ,‬וכ ייחוס המעשי לתכונות בלתי משתנות כמו בדוגמה‪" :‬אתה כל כ לא אחראי! אתה א‬
‫פע לא מגיע בזמ! מסר מסוג זה לא מאפשר הקשבה‪ ,‬למידה ושינוי‪ .‬לעומת זאת במסר ה"אני"‪,‬‬
‫הדבר מדווח על רגשות בלי להאשי ובלי לשפוט את הזולת‪.‬‬
‫נוסחת המסר היא‪:‬‬
‫אני מרגיש‪ ...‬כש‪ ...‬בגלל‪ ...‬ומה יכול לשפר את המצב‪...‬‬
‫לדוגמה‪ :‬מעצב אותי כשאתה לא מגיע בזמ לשיעור‪ .‬זה מונע ממני להתחיל את השיעור ע כל‬
‫הקבוצה משו שאני מחכה ל‪ .‬זה יעזור לי מאוד א תודיע לי מראש שאתה מתעכב‪ ,‬כדי שאוכל‬
‫לתכנ את הזמ שלי ע הקבוצה‪.‬‬
‫‪5‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫דיאלוג מתמיד מורה–תלמיד‬
‫לקט הצעות‬
‫הצעה ‪1‬‬
‫ש התלמיד‪/‬ה‪_______________________ :‬‬
‫תלמיד‪/‬ה‪ ,‬יקר‪/‬ה‬
‫בשאלות שלפני‪:‬‬
‫• א עלי לבחור בי ‪ 2‬אפשרויות‪ ,‬הק‪/‬י את התשובה המתאימה ל‪.‬‬
‫• השל‪/‬י כל אחד מהמשפטי‪.‬‬
‫_________________________________________________________________________‬
‫‪ .1‬עד היו הצלחתי ‪ /‬לא הצלחתי במקצוע ___________________________________________‬
‫כי ‪ /‬בזכות ‪ /‬משו ש _______________________________________________________‬
‫‪ .2‬אני רוצה להצליח ‪ /‬איני רוצה להצליח במקצוע זה ____________________________________‬
‫מפני ש _________________________________________________________________‬
‫‪ .3‬כדי להצליח במקצוע זה אני זקוק‪/‬ה ל _____________________________________________‬
‫‪ .4‬כדי להצליח במקצוע זה אני מתחייב‪/‬ת ___________________________________________‬
‫‪ .5‬הייתי רוצה ‪ /‬אינני רוצה לחזור ולמלא שאלו זה בעוד _________________ כי______________‬
‫______________________________________________________________________‬
‫‪ .6‬הוס‪/‬י משפט נוס החשוב‪ ,‬לדעת‪ ,‬בשאלו זה‪_____________________________________ :‬‬
‫הבעת דעה אישית על השאלו‪:‬‬
‫אני חושב‪/‬ת שהשאלו הזה חשוב ‪ /‬לא חשוב משו ש ____________________________________‬
‫למדתי על עצמי בזכות שאלו זה את הדברי הבאי‪:‬‬
‫‪_______________________________________________________________________ .1‬‬
‫‪_______________________________________________________________________ .2‬‬
‫‪_______________________________________________________________________ .3‬‬
‫‪6‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪2‬‬
‫מה למדתי היו בשיעור התגבור?‬
‫הנושאי‬
‫המושגי‪/‬המיומנויות‬
‫מידת הידע שלי‬
‫הבנתי ‪ /‬לא הבנתי‬
‫אני מבקש‪/‬ת מהמורה‬
‫ש‪ .....‬כדי שאבי‬
‫מתחייב‪/‬ת לבצע את‬
‫הדברי הבאי למפגש‬
‫הבא‬
‫המורה רציתי שתדע‪/‬י‬
‫ש‪....‬‬
‫‪7‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫‪1‬בעקבות דברי ד"ר עודד ב מנח‬
‫דבר‪/‬י חיובי‪/‬‬
‫שהיה‪/‬ו בפעילות‬
‫משוב על פעילות‬
‫‪1‬‬
‫דבר‪/‬י שלילי‪/‬‬
‫שהיו בפעילות‬
‫‪8‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫דבר‪/‬י מעניי‪/‬י‬
‫שהיו בפעילות‬
‫דבר‪/‬י חדש‪/‬י שלמדתי‬
‫בפעילות‬
‫הערות‪/‬הארות‬
‫הצעה ‪3‬‬
‫הצעה ‪4‬‬
‫‪ .1‬א‪ .‬תאר‪/‬י הצלחה אחת של בשנה האחרונה בכל תחו בחיי )לימודי‪ ,‬תחביב‪ ,‬חברות וכו'(‪:‬‬
‫______________________________________________________________________‬
‫ב‪ .‬הסבר‪/‬י את הסיבה העיקרית להצלחה זו‪.‬‬
‫______________________________________________________________________‬
‫‪ .2‬א‪ .‬ציי‪/‬י דבר אחד שאת‪/‬ה אוהב‪/‬ת בשיעורי בבית הספר‪.‬‬
‫______________________________________________________________________‬
‫ב‪ .‬הסבר‪/‬י מדוע את‪/‬ה אוהב‪/‬ת דבר זה‪.‬‬
‫______________________________________________________________________‬
‫‪ .3‬א‪ .‬ציי‪/‬י דבר אחד שאינ
אוהב‪/‬ת בשיעורי בבית הספר‪.‬‬
‫______________________________________________________________________‬
‫ב‪ .‬הסבר‪/‬י‪ ,‬מדוע אינ אוהב‪/‬ת דבר זה‪.‬‬
‫______________________________________________________________________‬
‫‪ .4‬כתוב‪/‬י פסקה קצרה‪ ,‬ובה ספר‪/‬י למורה‪ ,‬מה חשוב שהוא‪/‬היא ידע‪/‬תדע עלי כדי שהוא‪/‬היא יוכל‪/‬תוכל‬
‫לעזור ל במהל התגבורי‪.‬‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪ .5‬מה את‪/‬ה מבקש‪/‬ת מהמורה במהל התגבורי‪ ,‬כדי שתוכל‪/‬י להתקד במהירות ולשפר את הציו?‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪9‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪5‬‬
‫‪ .1‬הא יש ל דר מיוחדת כיצד לזכור דברי חדשי? תאר‪/‬י דר זו‪.‬‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪ .2‬מורה שנהנית ביותר בשיעוריו‪/‬יה‪.‬‬
‫כתוב‪/‬י את הסיבה‪/‬ות לכ שנהנית משיעורי אלה‪.‬‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪ .3‬בחר‪/‬י במשפט‪/‬י שמבטא‪/‬י בצורה הטובה ביותר את אופ הלימוד של והק‪/‬י אות‪:‬‬
‫א‪ .‬אני מצליח‪/‬ת לקלוט את החומר כשהמורה מסביר‪/‬ה לי אותו‪.‬‬
‫ב‪ .‬אני מצליח‪/‬ת לקלוט את החומר כשחבר‪/‬ה מסביר‪/‬ה לי אותו‪.‬‬
‫ג‪ .‬אני אוהב‪/‬ת ללמוד בקבוצה‪.‬‬
‫ד‪ .‬אני מעדי‪/‬ה לא ללמוד בקבוצה‪.‬‬
‫ה‪ .‬אני זקוק‪/‬ה לתרגול רב‪.‬‬
‫ו‪ .‬אינני זקוק‪/‬ה לתרגול רב‪.‬‬
‫‪10‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪6‬‬
‫‪ .1‬בחר‪/‬י בתשובה‪/‬ות המתאימה‪/‬ות ל ביותר והשל‪/‬י את המשפט‪:‬‬
‫א‪ .‬כשאני מבי‪/‬ה את החומר אני מסוגל‪/‬ת להסביר אותו לתלמידי‪/‬ות מתקשי‪/‬ות‪.‬‬
‫ב‪ .‬אני מתבייש‪/‬ת לשאול את המורה‪ ,‬כשאני לא מבינ‪/‬ה את החומר‪.‬‬
‫ג‪ .‬אפנה אל חבר‪/‬ה ברגע שלא אבי את החומר‪.‬‬
‫ד‪ .‬אני מעדי‪/‬ה בחני בכל שיעור כי ___________________________________________‬
‫ה‪ .‬אני מעדי‪/‬ה מבח אחד בסו כל יחידת לימוד כי ________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪ .2‬לאיזה ציו את‪/‬ה מצפה בסו החודש הראשו?‬
‫______________________________________________________________________‬
‫‪ .3‬לאיזה ציו את‪/‬ה מצפה בסו השנה?‬
‫______________________________________________________________________‬
‫‪11‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪7‬‬
‫כתבו "נכו" או "לא נכו" ליד כל אחד מהמשפטי הבאי‪:‬‬
‫‪ .1‬אני אוהב‪/‬ת ששואלי אותי שאלות על דר הלימוד שלי‪.‬‬
‫‪ .2‬אני מוכ‪/‬ה לדווח למורה על כל בעיה שתהיה לי במהל התגבור‪.‬‬
‫‪ .3‬אני מצפה שהמורה תעזור‪/‬יעזור לי ג מחו לשעות התגבור‪.‬‬
‫‪ .4‬אני מתחייב‪/‬ת להגיע לכל המפגשי ובזמ‪.‬‬
‫‪ .5‬אני רוצה לקבל מהמורה תרגילי רבי ג בימי שאי בה תגבור‪.‬‬
‫‪ .6‬אני חושב‪/‬ת שהאחריות להצלחה היא שלי בלבד ולא של המורה‪.‬‬
‫‪12‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪8‬‬
‫א‪.‬‬
‫הציו שאני מצפה לו הוא‪:‬‬
‫המורה‪ ,‬כדאי שתדע‪/‬י‬
‫ש _______________________________________________________________‬
‫________________________________________________________________________________________‬
‫________________________________________________________________________________________‬
‫ב‪.‬‬
‫הציו שאני מצפה לו הוא‪:‬‬
‫המורה‪ ,‬כדאי שתדע‪/‬י‬
‫ש _______________________________________________________________‬
‫________________________________________________________________________________________‬
‫________________________________________________________________________________________‬
‫המורה‪ ,‬אני זקוק לתגבור‪/‬לתרגול בנושאי הבאי‪:‬‬
‫ג‪.‬‬
‫‪.2 _________________________________________ .1‬‬
‫________________________________________‬
‫‪.4 _________________________________________ .3‬‬
‫________________________________________‬
‫בחרו בתשובה הנכונה והשלימו את המשפט האחרו‪:‬‬
‫המורה‪ ,‬רציתי שתדעי שאני משקיע‪/‬ה בהכנת שיעורי בית‬
‫הרבה זמ ‪ /‬הרבה מאוד זמ ‪ /‬מעט זמ‪.‬‬
‫אני זקוק‪/‬ה ‪ /‬אני לא זקוק‪/‬ה לתגבורי נוספי‪.‬‬
‫כדי להצליח בהמש אני מבקש‪/‬ת ממ‪,‬‬
‫המורה_______________________________________‬
‫________________________________________________________________________________________‬
‫________________________________________________________________________________________‬
‫________________________________________________________________________________________‬
‫________________________________________________________________________________________‬
‫‪13‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪9‬‬
‫השלימו את החסר‪:‬‬
‫המורה‪ ,‬הציו שלי בבוח זה יהיה גבוה‪/‬נמו מ הפע הקודמת‪,‬‬
‫משו ש‬
‫________________________________________________________‬
‫_________________________________________________________________‬
‫_________________________________________________________________‬
‫_________________________________________________________________‬
‫_________________________________________________________________‬
‫_________________________________________________________________‬
‫משוב‪:‬‬
‫‪ .1‬סמ‪/‬י לאיזה מרחק תוכל‪/‬י לזרוק את הדיסק כדי לתאר את מידת‬
‫השליטה של היו בחומר הלימוד במקצוע התגבור )קרוב = מידת‬
‫שליטה מועטה‪ ,‬רחוק = מידת שליטה רבה(‬
‫‪ .2‬מה תבקש‪/‬י מהמורה‪ ,‬כדי שתוכל "לזרוק את הדיסק" למרחק גדול יותר?‬
‫________________________________________________‬
‫________________________________________________‬
‫________________________________________________‬
‫________________________________________________‬
‫________________________________________________‬
‫‪14‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪10‬‬
‫המלצ"ה חמה‬
‫למידה מהצלחה‪/‬ות כחלק מדיאלוג מתמיד העשוי לקד הישגי‬
‫הצלחה‬
‫מובילה‬
‫להצלחה‬
‫תלמיד‪/‬ה יקר‪/‬ה‪,‬‬
‫‪ .1‬היזכר‪/‬י במקרה שהיה ל בעבר שמבחינת יכול להיחשב כסיפור הצלחה‪.‬‬
‫‪ .2‬ענה‪/‬י לשאלות הבאות‪:‬‬
‫א‪ .‬מה קרה? ספר על ההצלחה‪.‬‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫ב‪ .‬מדוע אירוע זה נחשב להצלחה בעיני?‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫ג‪ .‬מה ה הנסיבות שלדעת גרמו להצלחה זו?‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫ד‪ .‬באיזה אופ‪ ,‬לדעת‪ ,‬נית "לאמ" את הנסיבות להצלחה שציינת ג לגבי המקצוע שאתה לומד‪/‬ת‬
‫בקבוצת התגבור?‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫______________________________________________________________________‬
‫‪15‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫הצעה ‪11‬‬
‫דו"ח טיפול בתלמידי‪/‬ות מתקשי‪/‬ות‬
‫ש‬
‫התלמיד‪/‬ה‬
‫ציוני‬
‫מבדקי‬
‫ומבחני‬
‫הצעות‬
‫להמש טיפול‬
‫)ימולא ע"י המורה לאחר‬
‫שיחה ע התלמיד‪/‬ה(‬
‫‪16‬‬
‫מחויבות‬
‫התלמיד‪/‬ה‬
‫)ימולא ע"י התלמיד‪/‬ה‪:‬‬
‫התנהגות‪ ,‬איחורי‪/‬היעדרויות‪,‬‬
‫הכנת שיעורי בית וכו'(‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫חתימת‬
‫התלמיד‪/‬ה‬
‫בדיקת‬
‫ביצוע‬
‫והערות‬
‫)ימולא ע"י‬
‫המורה(‬
‫הנושאי‬
‫המושגי‪ /‬המיומנויות‬
‫בסיוע המורה‬
‫מה למדתי היו?‬
‫‪17‬‬
‫המנהל למו"פ ולהכשרה מכון גורלניק‬
‫מידת הידע שלי‬
‫הבנתי‪/‬לא הבנתי‬
‫אני מבקש מהמורה ש‪...‬‬
‫כדי שאבי‬
‫אני אעשה‪...‬‬
‫כדי שאבי‬
‫מילוי ע"י התלמיד‪/‬ה‬
‫המורה רציתי‬
‫שתדע‪/‬י ש‪...‬‬
‫הצעה ‪12‬‬
Mama and Her Bank Account – Module B
Worksheet No.1: Vocabulary Exercises – Lines 1-27
1. Match the words in A to their meanings in B. Write the letter of
the correct meaning in the box.
A
1.
envelope
2.
landlord
3.
downtown
4.
secure feeling
5.
bank account
6.
piles
7.
grocer
8.
coins
2. Who / What am I?
B
a.
b.
c.
d.
e.
f.
g.
h.
‫מרכז העיר ﻣرﻛز )وﺳط( أﻟﺑﻠد‬
(‫חשבון בנק ﺣﺳﺎب ﺑﻧك )ﻣﺻرف‬
‫מעטפה ﻏﻼف‬
‫הרגשת בטחוןأﻟﺷﻌورﺑﺎﻻﻣﺎن‬
‫בעל בית ﺻﺎﺣب أﻟﻣﻧزل‬
‫בעל מכולת ﺑﻘّﺎل‬
‫מטבעות ﻗطﻊ ﻋﻣﻠﮫ ﻣﻌدﻧﯾﮫ‬
‫ערמות أﻛوام‬
•
I sell bread and milk. ____________
•
I take money from people who want to live in a house I own.
______________
•
I am the center of town. ____________
•
People put a letter in me. ___________
3. Fill in the blanks. Use the words below.
landlord / secure / piles / bank / coins / grocer
Katrin always remembered Mama sitting in the kitchen on Saturday nights. Papa
gave her money in an envelope. Mama took out the _________ and put them in
_____________ on the table. There was a pile for the ___________and a
pile for the ____________. The family always had a _____________
feeling, because they knew that if they didn’t have enough money, they could
take it from the __________.
Now reread the paragraph above and answer the following questions:
1. What were the piles for? _____________________________
2. How did Katrin feel? _________________________________
Mama and Her Bank Account – Module B
Worksheet No.1: Answers
1. Match the words in A to their meanings in B. Write the letter of the
correct meaning in the box.
A
1.
2.
3.
4.
5.
6.
7.
8.
c envelope
e landlord
a downtown
d secure feeling
b bank account
h piles
f grocer
g coins
B
a.
b.
c.
d.
e.
f.
g.
h.
‫מרכז העיר ﻣرﻛز )وﺳط( أﻟﺑﻠد‬
(‫חשבון בנק ﺣﺳﺎب ﺑﻧك )ﻣﺻرف‬
‫מעטפה ﻏﻼف‬
‫הרגשת בטחוןأﻟﺷﻌورﺑﺎﻻﻣﺎن‬
‫בעל בית ﺻﺎﺣب أﻟﻣﻧزل‬
‫בעל מכולת ﺑﻘّﺎل‬
‫מטבעות ﻗطﻊ ﻋﻣﻠﮫ ﻣﻌدﻧﯾﮫ‬
‫ערמות أﻛوام‬
2. Who / What am I?
•
I sell bread and milk. grocer
•
I take money from people who want to live in a house I own. landlord
•
I am the center of town. downtown
•
People put a letter in me. envelope
3. Fill in the blanks. Use the words below.
landlord / secure / piles / bank / coins / grocer
Katrin always remembered Mama sitting in the kitchen on Saturday nights.
Papa gave her money in an envelope. Mama took out the coins and put them in
piles on the table. There was a pile for the landlord and a pile for the grocer.
The family always had a secure feeling, because they knew that if they didn’t
have enough money, they could take it from the bank.
Now reread the paragraph above and answer the following
questions:
1. What were the piles for? The piles were used to pay for the family's
needs/expenses, food, rent, etc.
2. How did Katrin feel? Katrin felt secure/safe.
Mama and Her Bank Account – Module B
Worksheet No.2: Vocabulary Exercises – Lines 28-58
Circle the correct meaning of the underlined word.
1. Papa was pleased.
a. happy
b. unhappy
2. I took down the painted box.
a. a wooden box
b. a colorful box
3. The Little Bank was used for sudden emergencies.
a. things that are planned.
b. things that aren't planned.
4. Nels volunteered to work in the grocery store.
a. offered
b. didn't want
5. "I will look after the Elvington children."
a. not play with
b. babysit for
6. "I give up tobacco."
a. continue using
b. stop using
7. "We don't have to go downtown and draw money."
a. take money from the bank
b. put money in the bank
8. Mama looked at the figures.
a. numbers
b. letters
9. We have to pay for carfare.
a. food
b. a bus ticket
10. Papa went to buy medicine.
a. something that makes us sick
b. something that makes us healthy
Mama and Her Bank Account – Module B
Worksheet No.2: Answers
Circle the correct meaning of the underlined word.
1. Papa was pleased.
a. happy
b. unhappy
2. I took down the painted box.
a. a wooden box
b. a colorful box
3. The Little Bank was used for sudden emergencies.
a. things that are planned.
b. things that aren't planned.
4. Nels volunteered to work in the grocery store.
a. offered
b. didn't want
5. "I will look after the Elvington children."
a. not play with
b. babysit for
6. "I give up tobacco."
a. continue using
b. stop using
7. "We don't have to go downtown and draw money."
a. take money from the bank
b. put money in the bank
8. Mama looked at the figures.
a. numbers
b. letters
9. We have to pay for carfare.
a. food
b. a bus ticket
10. Papa went to buy medicine.
a. something that makes us sick
b. something that makes us healthy
Mama and Her Bank Account – Module B
Worksheet No.3: Vocabulary Exercises - Lines 59-89
Match the words in A to the words in B to form expressions that are in the text.
Write the number of the word that completes the expression.
A
B
1. fine
___ background
2. comforting
___ insecure
3. a slip of
___ upon
4. always in the
___ teller
5. to feel
___ straighter
6. to depend
___ uniform
7. to stand
___ knowledge
8. Girl Scout
___ check
9. Bank
___ paper
10. the back of the
1 cheese
Now write and translate the expressions.
Expression
1. Example: fine cheese
2.
3.
4.
5.
6.
7.
8.
9.
10.
Translation
‫ גבינה איכותית‬:‫דוגמא‬
Mama and Her Bank Account – Module B
After reading lines 63-66, circle the correct word according to the story.
During the strike (-).
1. Papa worked in a (creamery / bank).
2. It was (bad / important) to save money.
3. Mama went to work in a (store / bakery).
4. Mama was very proud that she didn't have to (go to the bank / carry bottles).
5. Papa couldn't work in the (store / factory).
6. Mama didn't want the children to feel (happy / insecure).
Mama and Her Bank Account – Module B
Worksheet No.3: Answers
Match the words in A to the words in B to form expressions that are in the text.
Write the number of the word that completes the expression.
A
B
1. fine
___ background
2. comforting
___ insecure
3. a slip of
___ upon
4. always in the
___ teller
5. to feel
___ straighter
6. to depend
___ uniform
7. to stand
___ knowledge
8. Girl Scout
___ check
9. Bank
___ paper
10. the back of the
1 cheese
Now write and translate the expressions.
Expression
1. Example: fine cheese
2. comforting knowledge
3. a slip of paper
4. always in the background
5. to feel insecure
6. to depend upon
7. to stand straighter
8. Girl Scout uniform
9. bank teller
10. the back of the check
Translation
‫ גבינה איכותית ﺟﺑﻧﺔ ذات ﺟودة‬:‫דוגמא‬
‫ﻣﻌﻠوﻣﺎت‬/‫ﻣﻌرﻓﺔ‬
ّ /‫ידע מרגיע ﻣواﺳِﯾﺔ‬
‫ﻣﻌزﯾﺔ‬
(‫פיסת נייר اﻗﺻوﺻﺔ ) ﻗطﻌﺔ ﻣن اﻟورق‬
‫תמיד ברקע داﺋﻣﺎ ً ﻓﻲ اﻟﺧﻠﻔﯾﺔ‬
‫ اﻟﺷﻌور ﺑﻌدم اﻷﻣﺎن‬/‫להרגיש חוסר בטחון ان ﯾﺷﻌر‬
‫לסמוך על ان ﯾﻌﺗﻣد ﻋﻠﻰ‬
‫לעמוד יותר זקוף ان ﯾﻘف اﻛﺛراﺳﺗﻘﺎﻣﺔ‬
ّ ِ ‫תלבושת של הצופים‬
‫ﻲ ﻟﻠﺑﻧﺎت‬
ّ ‫اﻟزي اﻟﻛﺷﻔ‬
ّ
ّ
(‫ﻣوظﻔﺔ ﻓﻲ اﻟﻣﺻرف )اﻟﺑﻧك‬
/ ‫ﻣوظف‬
‫ה בבנק‬/‫פקיד‬
‫ﺻك اﻟﻧﻘدي‬
ّ ‫הצד האחורי של הצ'ק اﻟﺟﮭﺔ اﻟﺧﻠﻔﯾﺔ ﻣن اﻟ‬
(‫) اﻟﺷﯾك‬
Mama and Her Bank Account – Module B
After reading lines 63-66, circle the correct word according to the story.
During the strike (-).
1. Papa worked in a (creamery / bank).
2. It was (bad / important) to save money.
3. Mama went to work in a (store / bakery).
4. Mama was very proud that she didn't have to (go to the bank / carry bottles).
5. Papa couldn't work in the (store / factory).
6. Mama didn't want the children to feel (happy / insecure).
Mama and Her Bank Account – Module B
Worksheet No.4: Comprehension Questions
1. What is the setting of the story?
Answer: ___________________________________________
__________________________________________________
__________________________________________________
2. Who are the characters in the story?
Answer: ___________________________________________
__________________________________________________
3. How is everyone related? Fill in the names in the family tree. One name is
given.
Katrin
Mama and Her Bank Account – Module B
4. What happens every Saturday night?
Number the sentences in the correct order. The first one is done for you.
Mama makes piles of coins for the landlord and the grocer.
Mama says, "We do not have to go to the bank."
Mama counts the money and puts it in piles.
Papa says, "Is all?"
1 Mama sits at the kitchen table.
Mama smiles and says "Is good."
5. What was the Little Bank used for?
•
________________________
•
________________________
•
________________________
6. True or False?
a. Every Sunday night the family sat in the kitchen. T / F
b. Mrs. Jensen cried when the family had to leave their house. T / F
c. Nels wanted to continue studying.
T / F
d. The family had an account in the bank downtown. T / F
e. Katrin became an author. T / F
Mama and Her Bank Account – Module B
Worksheet No.4: Answers
1. What is the setting of the story?
Answer: The story takes place in San Francisco, USA at the beginning of the 20th
century. The story takes place in the family's home.
2. Who are the characters in the story?
Answer: The characters in the story are: Mama, Papa, Katrin, Christine, Nels,
Dagmar
3. How is everyone related? Fill in the names in the family tree.
Mama
Katrin
Papa
Christine
Nels
Dagmar
Mama and Her Bank Account – Module B
4. What happens every Saturday night?
Number the sentences in the correct order.
3 Mama makes piles of coins for the landlord and the grocer.
6 Mama says, "We do not have to go to the bank."
2 Mama counts the money and puts it in piles.
4 Papa says, "Is all?"
1 Mama sits at the kitchen table.
5 Mama smiles and says, "Is good."
5. What was the Little Bank used for?
•
Christine's costume
•
Dagmar's operation
•
Katrin's Girl Scout uniform
6. True or False?
a. Every Sunday night the family sat in the kitchen. T / F
b. Mrs. Jensen cried when the family had to leave their house. T / F
c. Nels wanted to continue studying.
T / F
d. The family had an account in the bank downtown. T / F
e. Katrin became an author. T / F
Mama and Her Bank Account – Module B
Worksheet No. 5: Explaining Cause and Effect
1. Katrin says, "I held onto Christine tightly."
CAUSE
EFFECT
What makes her feel this way?
How did she feel?
________________________
________________________
________________________
________________________
________________________
________________________
2. Every Saturday night the family sat at the table and watched how Mama
counted out the money for the week's expenses. After she put the coins into
the piles she would say, "Is good."
a. What effect did that have on the children? How did the children feel?
________________________________________________________
________________________________________________________
________________________________________________________
b. What effect did that have on Mama? How did she feel?
________________________________________________________
________________________________________________________
________________________________________________________
Mama and Her Bank Account – Module B
3. Why did Mama say, "We don't have to go down to the bank."?
Choose the correct answer:
a.
Mama wanted her children to worry.
b. Mama didn't have time to go down to the bank.
c.
Mama wanted her children to feel secure.
Now complete the diagram with your answer.
CAUSE
Mama said, "We don't have to go down to the bank."
EFFECT
__________________________________________________________
4. "And when I didn't–couldn't-answer…"
Why couldn't Katrin answer?
Circle the correct answer and then complete the sentence.
Katrin was (scared / happy / surprised) because ______________________
__________________________________________________________________________
__________________________________________________________________________
Mama and Her Bank Account – Module B
5. Fill in the chart.
The strike began.
Papa didn't go to work.
Papa didn't _____________________.
Mama went to _____________ because she wanted to ________________.
Katrin's family was able to get through the difficult time.
Mama and Her Bank Account – Module B
Worksheet No. 5: Answers
1. Katrin says, "I held onto Christine tightly."
CAUSE
EFFECT
What makes her feel this way?
How did she feel?
Katrin felt this way because she
She was worried / scared.
was worried her family might
lose their house like the
Jensens did.
2. Every Saturday night the family sat at the table and watched how Mama
counted out the money for the week's expenses. After she put the coins into
the piles she would say, "Is good."
a. What effect did that have on the children? How did the children feel?
The children felt proud and secure. It made them feel good about their
situation.
b. What effect did that have on Mama? How did she feel?
Mama felt good that they had enough money for the week. She was glad
they didn't have to go to the bank.
Mama and Her Bank Account – Module B
3. Why did Mama say, "We don't have to go down to the bank."?
Choose the correct answer.
a.
Mama wanted her children to worry.
b. Mama didn't have time to go down to the bank.
c.
Mama wanted her children to feel secure.
Now complete the diagram with your answer.
CAUSE
Mama said, "We don't have to go down to the bank."
EFFECT
Mama wanted her children to feel secure.
4. "And when I didn't–couldn't-answer…"
a. Why couldn't Katrin answer? Circle the correct answer:
a. She was scared
b. She was surprised.
c. She was happy.
b. Circle the correct answer and then complete the sentence.
Katrin was (scared / surprised / happy) because she thought her mother
had a bank account.
Mama and Her Bank Account – Module B
5. Fill in the chart.
The strike began.
Papa didn't go to work.
Papa didn't get paid.
Mama went to work because she wanted to help out.
Katrin's family was able to get through the difficult time.
Mama and Her Bank Account – Module B
Worksheet No. 6: Comparing and Contrasting
Complete the chart using the sentences below.
What was different when Katrin gave the check to Mama at the end of the story?
What stayed the same and what changed?
•
They were younger.
•
They are older.
•
Mama counted the money.
•
Papa was taller.
•
Katrin believed her family had a bank account.
•
Papa is shorter.
•
Mama has some gray hair.
•
Katrin gives money to Mama.
Twenty Years Ago
Now
Example: Mama had blond hair
Katrin believes her family has a bank account.
Mama and Her Bank Account – Module B
Worksheet No. 6: Answers
Complete the chart using the sentences below.
What was different when Katrin gave the check to Mama at the end of the story?
What stayed the same and what changed?
•
They were younger.
•
They are older.
•
Mama counted the money.
•
Papa was taller.
•
Katrin believed her family had a bank account.
•
Papa is shorter.
•
Mama has some gray hair.
•
Katrin gives money to Mama.
Twenty Years Ago
Now
Example: Mama had blond hair
Mama has some gray hair.
They were younger.
They are older.
Katrin believed her family had a Katrin believes her family has a bank account.
bank account.
Mama counted the money.
Katrin gives money to Mama.
Papa was taller.
Papa is shorter.
Mama and Her Bank Account – Module B
Worksheet No. 7: Bridging Text and Context
Look at the following photos. Then do the following things:
1. Choose at least two of the photos.
2. Describe the photo in one or two sentences.
3. How does the photo connect to the story?
4.
Mama and Her Bank Account – Module B
Mama and Her Bank Account – Module B
Mama and Her Bank Account – Module B
Worksheet No. 7: Answers
Enrichment
Read the following information to understand the connection between the author and
the story.
Kathryn Anderson Forbes was born in 1908 in San
Francisco, USA. Her grandmother came from Norway in
the late 1800's.
Mama's Bank Account, her most famous book, was written
in 1943. Later, a movie and a successful TV show were
made. In the story, "Mama and Her Bank Account",
Kathryn Anderson Forbes writes about her childhood and
some of the difficult times her family had.
Look at the following photos. Then do the following things:
1. Choose at least two of the photos.
2. Describe the photo in one or two sentences.
3. How does the photo connect to the story?
"…Mama would sit down by the scrubbed kitchen table and count out the money..."
Mama and Her Bank Account – Module B
"Mama would solemnly take a nickel or a dime and set it aside." / "…carefully wrote down a
sum and added…"
"I took down the colorfully painted box that Aunt Sigrid had sent us from Norway."
Mama and Her Bank Account – Module B
"During the strike when Papa didn't work…"
Mama and Her Bank Account – Module B
Worksheet No. 8 – Post-Reading Activity
Choose ONE of the following tasks.
1. Draw a comic strip showing the conversation that takes place in the kitchen
between the mother, father and the children at the family's Saturday night
meeting. You can use this site to help you.
http://www.makebeliefscomix.com/Comix/ or http://www.toondoo.com/
Prepare a strip of at least four boxes using the think balloons and talk balloons.
2a. What do you do to help your family? Write five sentences. You may use the
examples below:
•
I take…
•
I help with…
•
I help my…
•
I play…
•
I try to…
•
I give…
•
I go…
•
I visit…
•
I work…
b. Who in the story does something similar to what you do? _____________
Write a note from this character in the story explaining what he/she did to help.
Dear _________,
I want to tell you what I did to help at home.
First, _________________________________________________
Then I ________________________________________________
My (mother/father) was happy because ________________________
______________________________________________________
______________________________________________________
I will write again soon.
Love ____________
3. Make a collage (a collection of words and pictures) of two different scenes in
the story. Write 2-3 sentences in your own words that describe the scenes.
1
State of Israel
Ministry of Education
English Inspectorate
Unit Planner
Teacher’s Name:
Date:
Name of School:
Piece #:
Name of Literary Text:
Mama and her Bank Account
Genre: story
Grade taught:
10
11
12
Level:
3
4
*The approved version of the story appears
in Intermediate Reader 3, published by ECB.
The line numbers mentioned in worksheets 1,
2 and 3 are according to that publication.
Please note that in line 42 the word 'not' is
missing. The sentence should read: "There
was not enough".
Targeted Higher-Order Thinking Skills
(HOTS) for Analysis and Interpretation
to be taught explicitly
Targeted HOTS to be Spiraled
1. Explaining cause and effect
2. Compare and Contrast
Relevant Literary Terms to be Taught
short story, narrator, theme, plot, character, setting
Targeted Benchmarks in the Domain of Appreciation of Literature and Culture
Recognize the use of literary techniques in a variety of genres
Analyze literary texts
Understand the historical, social and/or cultural contexts of the text and its author.
Become familiar with different cultural practices and traditions from reading literary texts
5
2
Key Component
Pre-reading
Activities
1. Bring different kinds of house-hold bills: telephone,
taxes, electricity.
Discuss monthly household expenses (food budget,
rent, clothes, Internet, extra-curricular activities –
basketball, dance group, etc.)
Suggested Vocabulary: bank account, to pay bills, to
pay rent, landlord, grocer, to count, to save money,
to set aside (money), a check
2. Elicit from the students things they need money for.
Ask the students to price everything. Add it up.
Ask the students:
What happens when you don't have enough money?
Where can you get money from?
3. Discuss the concept of a bank account. Why do we
need a bank account? Why should we save money?
4. You may use the following pictures in class.
List of attached
worksheets
3
Basic
Understanding
Vocabulary Lists – the important words appear in the
vocabulary lists and are translated into Hebrew and
Arabic.
Vocabulary
Lists
Worksheet No.1: Vocabulary Exercises - Lines 1-27
WS No. 1-8
Worksheet No.2: Vocabulary Exercises - Lines 28-58
Worksheet No.3: Vocabulary Exercises - Lines 59-89
Worksheet No.4: Comprehension Questions
Explicit
teaching of the
HOTS
Choose one of the HOTS presented and work
accordingly:
The following exercises should be done on the board,
not as worksheets. Remember, the purpose of these
exercises is to teach the HOTS explicitly:
EXPLAINING CAUSE AND EFFECT
This chart can be completed on the board, when one column is
left empty for the students to fill in.
CAUSE
EFFECT
I am sick.
I don't go to school.
I am hungry.
I eat.
I work.
I earn money.
I am happy.
I smile.
Other possibilities:
1. What happens when you drink and drive?
2. What happens to a pizza when you leave it in a hot car?
4
COMPARING AND CONTRASTING
Compare and contrast the following celebrities. Fill in the
Venn diagram. You can use flashcards.
Shlomi Shabat and Beyonce:
Shlomi Shabat and Beyonce are singers.
Shlomi Shabat and Beyonce are famous.
Shlomi Shabat and Beyonce are successful.
Shlomi Shabat and Beyonce sing soul music.
Shlomi Shabat is popular in Israel.
Beyonce sings in English.
Shlomi Shabat is a man.
Beyonce is a woman.
Many people in Israel like Beyonce.
Shlomi Shabat sings in Hebrew.
Shlomi Shabat was born in Israel.
Beyonce was born in the USA.
Shlomi Shabat and Beyonce are both singer songwriters.
Beyonce doesn't sing in Hebrew.
Shlomi Shabat
BOTH
Beyonce
5
Analysis and
Interpretation
HOTS Questions:
Choose the HOTS you want to teach.
See the separate worksheets for the different HOTS:
• WS No. 5 - Explaining cause and effect
• WS No. 6 - Comparing and Contrasting
Teachers should try and get the students to use the
words of comparing and contrasting to orally talk about
what is different and what is the same.
Bridging Text
and Context
Enrichment
The following text about the author explains the
autobiographical element of the story.
Kathryn Anderson Forbes was born in 1908 in
San Francisco, USA. Her grandmother came from
Norway in the late 1800's.
Mama's Bank Account, her most famous book, was
written in 1943. Later, a movie and a successful TV show
were made.
In the story, "Mama and Her Bank Account", Kathryn
Anderson Forbs writes about her childhood and some of
the difficult times her family had.
Note:
The photos in this section are very good to help students
get a visual impression of the events in the story. They
can be shown while reading. For the bridging task,
students can orally answer the question how does each
photo connect to the story.
Post-Reading
This is the graded task.
The students will choose one of the suggested activities.
There is no deduction for language.
6
Summative
Assessment
60% LOTS
40% HOTS
There is no deduction for language.
Pay attention:
There are two versions of the summative assessment.
One version tests the HOTS of Comparing and
Contrasting and the other tests the HOTS of Cause and
Effect.
‫‪1‬‬
‫‪E ng l is h Tes t / Row A‬‬
‫__________ ‪Class:‬‬
‫________________ ‪Name:‬‬
‫?‪How do you feel about English‬‬
‫איך את‪/‬ה מרגיש‪/‬ה לגבי לימודי האנגלית?‬
‫א‪ .‬אני טוב‪/‬ה באנגלית‬
‫כן‬
‫לא כל כך‬
‫בערך‬
‫לא‬
‫ב‪ .‬אני בדרך כלל נהנה‪/‬נהנית משעורי אנגלית‬
‫כן‬
‫לא כל כך‬
‫בערך‬
‫לא‬
‫ג‪ .‬אני מרגיש‪/‬ה שאני זקוק‪/‬ה לעזרה באנגלית‬
‫לא‬
‫כן‬
‫ד‪ .‬אני יותר טוב‪/‬ה בעל פה מאשר בקריאה וכתיבה‬
‫כן‬
‫בערך‬
‫לא כל כך‬
‫לא‬
‫ה‪ .‬חשוב לי להצליח באנגלית‬
‫כן‬
‫בערך‬
‫לא כל כך‬
‫לא‬
2
Part I: You may NOT use your dictionary – ‫אין להשתמש במילון‬
Task A: Listen to your teacher
1) Circle the word that your teacher reads:
:‫ה‬/‫הקיפי בעיגול את המילה שהמורה שלך מקריא‬/‫הקף‬
Example:
fan
pan
tan
1.
card
car
care
2.
use
nice
nose
3.
by
day
play
4.
now
how
know
5.
small
mall
smile
2) Write the answers to the questions your teacher asks:
:‫ת‬/‫כתבי את התשובות לכל הש אלות שהמורה שלך שואל‬/‫כתוב‬
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________
5. _______________________________________
3
Task B: Reading
3) Write the meaning of the following words:
: ‫כתבי את פירושן של המילים הבאות‬/‫כתוב‬
1. radio - ____________________
2. sandal - ___________________
3. disc - ____________________
4. zebra - ___________________
5. cola - ____________________
4) Read the note that Amir wrote. Tick () the correct column.
. ‫( בטור המתאים‬ ) ‫י‬/‫ ליד כל משפט סמן‬.‫י את הפתק שכתב אמיר‬/‫קרא‬
Hi Mom,
Rami and I are going to Dana's house. She is having a party. I
hope it will be fun. Don't wait for me. I may come home late.
You can call me on my cellphone.
Love, Amir
Example:
:‫לדוגמא‬
True (‫)נכון‬
Rami is having a party.
False (‫)לא נכון‬

4
True (‫)נכון‬
False (‫)לא נכון‬
1. Dana is having a party.
2. Amir is going to the party with
Dana.
3. Amir may come home late.
4. Dana hopes she will have fun.
5. Amir forgot his cellphone.
5) Circle the word that doesn't belong:
: ‫הקיפי בעיגול את המילה שאינה שייכת‬/‫הקף‬
Example:
:‫לדוגמא‬
mother
father
banana
sister
1.
school
class
dog
teacher
2.
car
house
bicycle
bus
3.
banana
black
red
green
4.
fat
tall
short
book
5.
shoes
newspaper
shirt
jeans
5
Part II: You MAY use your dictionary – ‫מותר להשתמש במילון‬
6) Read the timetable below and answer the questions according to the
text:
: ‫י על השאלות ע"פ הטקסט‬/‫י בלוח הזמנים שלפניך וענה‬/‫עיין‬
A VISIT TO THE TELEVISION STUDIO
8:30 – 10:30
Leave the school for Jerusalem. Short
stop for breakfast at a picnic area.
10:30-12:30
Short tour of the studio. Meet two news
reporters who will explain how they
collect news reports from the field.
12:30-13:00
Lunch
13:00-15:00
Meet the camera team and learn how the
news is filmed.
15:00-16:00
Watch a live broadcast.
17:00
Back to school.
*broadcast – ‫ משדר‬,‫שידור‬
6
Questions:
1. Circle the correct answer:
: ‫הקיפי בעיגול את התשובה הנכונה‬/‫הקף‬
What is the text about?
a. a school trip
b. a television program about Jerusalem
c. a trip for pupils and parents
d. an English program for pupils
2. Circle the correct answer:
: ‫הקיפי בעיגול את התשובה הנכונה‬/‫הקף‬
What time will the pupils begin their visit at the studio?
a.
8:30
b.
10:30
c.
12:30
d.
17:00
3. Write TWO answers:
: ‫כתבי שתי תשובות לשאלה‬/‫כתוב‬
When will they eat?
a. _____________
b. _____________
4. Write the answer:
What will the pupils learn from the camera team?
_____________________________________
:‫י על השאלה‬/‫ענה‬
7
7) Read the text and answer the questions:
: ‫י על השאלות‬/‫י את הטקסט וענה‬/‫קרא‬
Koalas are animals that live in Australia. Many people call them
'koala bears' but this is not correct. Koalas are not bears. They
are marsupials.
Marsupials are animals that have a pouch*, or pocket, where
they keep their babies. Mother kangaroos and koalas keep their babies in their
pouch for six or seven months.
What do koalas look like?
U
U
Koalas have gray and white fur, round ears and a
black nose. Adult koalas weigh about 12 kilograms
and are about one meter tall.
Where do koalas live?
U
Koalas come from Australia. The gray areas on the
map show where most koalas live.
What do koalas eat?
U
U
Koalas only eat the leaves of eucalyptus trees**. These leaves are full of
water. When koalas eat the leaves, they get most of the water that they need.
How do koalas spend their time?
U
U
Koalas sleep for about 18-20 hours each day. They are awake mainly at night,
when they spend most of their time eating. Koalas do not live in groups. They
prefer to live alone.
How many koalas live in Australia?
In the past, millions of koalas lived in Australia. However, for many years
koalas were killed for their fur. Today there are only a few thousand left.
Therefore, koalas are a protected species***. That means they must not be
hurt or killed.
*pouch - ‫כיס‬
**eucalyptus trees - ‫עצי איקליפטוס‬
***protected species - ‫סוג בעל חיים המוגדר מוגן‬
8
Questions:
1. Circle the correct answer:
:‫הקיפי בעיגול את התשובה הנכונה‬/‫הקף‬
A marsupial is _____.
a. an area in Australia
b. an animal with a pouch
c. a kind of Australian tree
d. a family of bears
2. Answer the question:
:‫י על השאלה‬/‫ענה‬
Where does a baby koala spend the first months of its life?
____________________________________________
3. Complete the facts about koalas. :‫השלימי את הפרטים על הקואלות‬/‫השלם‬
Example: ‫דוגמא‬
• Name: koala
• Fur Color: ______________
• Weight: _______________
4. Circle TRUE or FALSE:
Koalas live all over Australia.
:‫ לא נכון‬/ ‫הקיפי נכון‬/‫הקף‬
TRUE / FALSE
5. Complete the sentence:
: ‫השלימי את המשפט‬/‫השלם‬
Koalas don't drink a lot of water because _________________
_________________________________________________.
6. Answer both parts of the question:
:‫י על שני חלקי השאלה‬/‫ענה‬
a. Circle TRUE/FALSE: Koalas sleep a lot. TRUE/FALSE
b. Copy the sentence that proves (‫ )מוכיח‬your answer.
___________________________________________
9
7. Answer the question:
:‫י על השאלה‬/‫ענה‬
How many koalas used to live in Australia? __________________
8. Answer the question:
:‫י על השאלה‬/‫ענה‬
How many koalas are there in Australia today? _______________
9. Complete the sentence:
: ‫השלימי את המשפט‬/‫השלם‬
Koalas cannot be killed because __________________________
__________________________________________________.
Answer in Hebrew:
: ‫י בעברית על השאלות הבאות‬/‫ענה‬
10. What new information did you learn from the text? ___________
__________________________________________________
11. What else would you like to know about animals in Australia?
__________________________________________________
__________________________________________________
10
Task C: Writing
Your friend is sick and did not
come to school today. Write
him/her a note.
You may write about:
a. what you learned
b. what you did
c. your homework for
tomorrow
d. don't forget to ask your
friend how he or she is
feeling
Write 25 – 35 words.
Please write clearly.
‫ה לבית‬/‫ה שלך חולה ולא הגיע‬/‫החבר‬
.‫לה פתק‬/‫כתבי לו‬/‫ כתוב‬.‫הספר היום‬
:‫אפשר לכתוב על‬
‫ מה שלמדת‬.‫א‬
‫ מה שעשית‬.‫ב‬
‫ שעורי הבית למחר‬.‫ג‬
‫ה‬/‫ לא לשכוח לשאול לשלומו‬.‫ד‬
.‫ מלים‬35 – 25 ‫כתבי‬/‫כתוב‬
.‫כתבי בכתב יד ברור‬/‫אנא כתוב‬
August 28th, 2012
Dear ____________,
Feel better soon,
_______________
GOOD – LUCK!!!

1
E ng l is h Tes t
Name: Teacher's Copy and Instructions Please do not give the tests back!
This section is mandatory!
How do you feel about English?
‫ﻛﻴﻒ ﺗﺸﻌﺮ ﺗﺠﺎﻩ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ؟‬
‫ ﺍﻧﺎ ﺟﻳﺩ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬.‫ﺍ‬
‫ﻻ‬
‫ﻟﻳﺱ ﻛﺛﻳﺭﺍ‬
‫ﺗﻘﺭﻳﺑﺎ‬
‫ﻧﻌﻡ‬
‫ ﺑﺷﻛﻝ ﻋﺎﻡ ﺍﻧﺎ ﺍﺳﺗﻣﺗﻊ ﻣﻥ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬. ‫ﺏ‬
‫ﻻ‬
‫ﻟﻳﺱ ﻛﺛﻳﺭﺍ‬
‫ﺗﻘﺭﻳﺑﺎ‬
‫ﻧﻌﻡ‬
‫ ﺍﺷﻌﺭ ﺍﻧﻲ ﺑﺣﺎﺟﺔ ﺍﻟﻰ ﻣﺳﺎﻋﺩﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻻﺟﻠﻳﺯﻳﺔ‬. ‫ﺝ‬
‫ﻻ‬
‫ﻧﻌﻡ‬
‫ ﺍﻧﺎ ﺟﻳﺩ ﺍﻛﺛﺭ ﺑﺎﻟﺗﻌﺑﻳﺭ ﺍﻟﺷﻔﻬﻲ ﻣﻥ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ‬. ‫ﺩ‬
‫ﻻ‬
‫ﻟﻳﺱ ﻛﺛﻳﺭﺍ‬
‫ﺗﻘﺭﻳﺑﺎ‬
‫ﻧﻌﻡ‬
‫ ﻣﻬﻡ ﺑﺎﻧﺳﺑﺔ ﻟﻲ ﺍﻥ ﺍﻧﺟﺢ ﻓﻲ ﺍﻟﻠﻐﻪ ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬. ‫ﻫـ‬
‫ﻻ‬
‫ﻟﻳﺱ ﻛﺛﻳﺭﺍ‬
‫ﺗﻘﺭﻳﺑﺎ‬
‫ﻧﻌﻡ‬
Use this questionnaire as a tool to understand the pupils' selfconcept regarding their attitude towards learning English. The
pupils' answers are vital for designing and setting priorities in our
teaching.
‫‪2‬‬
‫ﻻ ُﻳﺳﻣﺢ ﺑﺎﺳﺗﻌﻣﺎﻝ ﺍﻟﻘﺎﻣﻭﺱ ‪Part I: You may NOT use your dictionary‬‬
‫‪Task A: Listen to your teacher‬‬
‫)‪1) Circle the word that your teacher reads: (5 points‬‬
‫ﺍﺣﻁ ﺑﺩﺍﺋﺭﺓ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺗﻲ ﻳﻘﺭﺃﻫﺎ ﺍﻟﻣﻌﻠﻡ‬
‫)‪(Teacher reads the words in BOLD letters‬‬
‫‪tan‬‬
‫‪pan‬‬
‫‪fan‬‬
‫‪Example:‬‬
‫‪care‬‬
‫‪car‬‬
‫‪card‬‬
‫‪1.‬‬
‫‪nose‬‬
‫‪nice‬‬
‫‪use‬‬
‫‪2.‬‬
‫‪play‬‬
‫‪day‬‬
‫‪by‬‬
‫‪3.‬‬
‫‪know‬‬
‫‪how‬‬
‫‪now‬‬
‫‪4.‬‬
‫‪smile‬‬
‫‪mall‬‬
‫‪small‬‬
‫‪5.‬‬
‫)‪(Each correct answer gets 1 point = 5 points‬‬
‫!‪Pay attention to the difference between row A and row B‬‬
‫!‪The answers are the same, but are placed differently‬‬
‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ‬
‫‌ﺃ‪ .‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺒﺼﺮﻱ ﻟﻠﺤﺮﻭﻑ‬
‫ﺏ‪ .‬ﺗﻤﻴﻴﺰ ﺻﻮﺕ ﺍﻟﺤﺮﻭﻑ) ﺍﻟﺤﺮﻛﺔ( ﺍﻟﻘﺼﻴﺮﺓ \ ﺍﻟﻄﻮﻳﻠﺔ‬
‫‌‬
‫ﺕ‪ .‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺴﻤﻌﻲ‬
‫‌‬
‫ﺧﻄﺄ ﻭﺍﺣﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗﺸﻴﺮ ﺍﻟﻰ ﺻﻌﻮﺑﺔ‪.‬‬
‫ﺍﺧﻄﺎء ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﻳﻤﻜﻦ ﺍﻥ ﺗﺸﻴﺮ ﺍﻟﻰ ‪:‬‬
‫ﺃ‪ .‬ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺒﺼﺮﻱ ﻟﻠﺤﺮﻭﻑ )‪(n/m ,p/d/b‬‬
‫ﺏ‪ .‬ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺴﻤﻌﻲ‬
‫ﺕ‪ .‬ﺑﻠﺒﻠﺔ ﺑﺘﻤﻴﻴﺰ ﺍﺻﻮﺍﺕ ﺍﻟﻘﺼﻴﺮﺓ ﺍﻭ | ﻭ ﺍﻟﻄﻮﻳﻠﺔ‬
‫ﺙ‪ .‬ﺍﻣﻜﺎﻧﻴﺔ ﻭﺟﻮﺩ ﺻﻌﻮﺑﺔ ﺑﺎﻟﺤﻔﺎﻅ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﺮﻛﻴﺰ ﻛﺎﻑ‬
3
2) Write the answers to the questions your teacher asks: (15 points)
‫ﺍﻛﺗﺏ ﺍﻻﺟﺎﺑﺎﺕ ﻟﻛﻝ ﺍﻻﺳﺋﻠﺔ ﺍﻟﺗﻲ ﻳﺳﺄﻟﻬﺎ ﻟﻙ‬
Please encourage the students to answer in English, and if that is too difficult for
them they may answer in Hebrew. The questions are not to be translated, however,
they can be read a few times. The purpose is to evaluate the students'
comprehension of the questions.
Students who answer in Hebrew appropriately demonstrate comprehension, yet may
not feel secure enough to answer in English for a variety of reasons:
1. They do not know how to write their answers.
2. They do not know how to compose a correct answer in English.
3. They do not feel secure writing in English.
1.
2.
3.
4.
5.
What is your name? __________________
Where do you live? ____________________
Who is your favorite singer? ______________
What do you like to do after school? _________________
What color do you like? _______________
• Each correct answer gets three points if it is in English, relates to the
question thus demonstrating comprehension, and is understandable, no
matter quality of language and spelling.
• Two points if it is Hebrew.
• No points if in either language the answer does not relate to the
question)
• 15 points maximum.
: ‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ‬
‫ ﺍﺫﺍ ﻛﺎﻧﺖ ﺍﻻﺟﺎﺑﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ ﺍﻭ ﺑﺎﻟﻌﺮﺑﻴﺔ( ﻭﺗﻼﺋﻢ‬-‫ ﻗﺪﺭﺓ ﺍﻟﻔﻬﻢ ﺍﻟﺒﺴﻴﻂ ﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ ) ﺍﻟﻔﻬﻢ ﻳﻨﻌﻜﺲ ﻓﻲ ﺍﻻﺟﺎﺑﺔ‬. ‫ﺃ‬
‫ﺍﻟﺴﺆﺍﻝ‬
: ‫ﺧﻄﺎ ﻭﺍﺣﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﻳُﺸﻴﺮ ﺍﻟﻰ‬
‫ ﺻﻌﻮﺑﺔ ﻓﻲ ﻓﻬﻢ ﺍﺳﺌﻠﺔ ﺑﺴﻴﻄﺔ‬.‫ﺃ‬
hw ‫ ﺻﻌﻮﺑﺔ ﻓﻲ ﻓﻬﻢ ﺍﺳﺌﻠﺔ‬.‫ﺏ‬
‫ ﻧﻘﺺ ﻓﻲ ﻣﺨﺰﻥ ﺍﻟﻜﻠﻤﺎﺕ‬.‫ﺝ‬
‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻳُﺠﻴﺐ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ ﻳﺪﻝ ﻋﻠﻰ ﺭﻏﺒﺔ ﻭﺛﻘﺔ ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻻﺳﺎﺳﻲ ﻓﻲ ﺍﻟﻠﻐﻪ‬
‫‪4‬‬
‫‪Task B: Reading‬‬
‫)‪3) Write the meaning of the following words: (5 points‬‬
‫ﺍﻛﺗﺏ ﻣﻌﺎﻧﻲ ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﺗﺎﻟﻳﺔ ‪ 5) :‬ﻋﻼﻣﺎﺕ(‬
‫!‪Pay attention to the difference between row A and row B‬‬
‫____________________ ‪1. radio -‬‬
‫___________________ ‪2. sandal -‬‬
‫____________________ ‪3. disc -‬‬
‫___________________ ‪4. zebra -‬‬
‫____________________ ‪5. cola -‬‬
‫)‪(Each correct answer gets 1 point = 5 points maximum‬‬
‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ ‪ :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻓﻚ ﺍﺳﺎﺳﻲ ﻟﻜﻠﻤﺎﺕ ﻣﺘﺸﺎﺑﻬﺎﺕ ﺑﻴﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻻﻧﺠﻠﻴﺰﻳﺔ‬
‫ﺧﻄﺎ ﻭﺍﺣﺪ ﻓﻲ ﺍﻟﻤﻬﻤﺔ ﻳُﺸﻴﺮ ﺍﻟﻰ ‪:‬‬
‫ﺍ‪ .‬ﺻﻌﻮﺑﺔ ﺑﺎﻟﺮﺑﻂ ﻓﻲ ﺍﻟﺤﺮﻑ ﻭﺍﻟﺼﻮﺕ‬
‫ﺏ‪ .‬ﺻﻌﻮﻳﺔ ﺑﺪﻣﺞ ﺍﻻﺻﻮﺍﺕ ﻟﺘﻜﻮﻳﻦ ﻛﻠﻤﺎﺕ‬
5
4) Read the note that Amir wrote. Tick () the correct column. (10p)
(‫ ﻋﻼﻣﺎﺕ‬10) . ‫( ﻓﻲ ﺍﻟﺳﺭﺏ ﺍﻟﻣﻼﺋﻡ‬) ‫ ﺑﺟﺎﻧﺏ ﻛﻝ ﺟﻣﻠﺔ ﺍﺷﺭ‬, ‫ﺍﻗﺭﺍ ﺍﻟﻣﻠﺣﻭﻅﺔ ﺍﻟﺗﻲ ﻛﺗﺑﻬﺎ ﺍﻣﻳﺭ‬
Hi Mom,
Rami and I are going to Dana's house. She is having a party. I
hope it will be fun. Don't wait for me. I may come home late.
You can call me on my cellphone.
Love, Amir
Pay attention to the difference between row A and row B!
Example:
:‫ﻣﺛﺎﻝ‬
True (‫)ﺻﺣﻳﺢ‬
False (‫)ﺧﻁﺄ‬
Rami is having a party.
Row A:
1. Dana is having a party.
2. Amir is going to the party with
Dana.
3. Amir may come home late.

True (‫)ﺻﺣﻳﺢ‬
False (‫)ﺧﻁﺄ‬



4. Dana hopes she will have fun.

5. Amir forgot his cellphone.

6
Row B:
True (‫)ﺻﺣﻳﺢ‬
Amir is going to the party with

Dana.
Dana is having a party.
False (‫)ﺧﻁﺄ‬

Dana hopes she will have fun.
Amir may come home late.


Amir forgot his cellphone.

(Each correct answer gets 2 points = 10 points)
: ‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭء ﺑﻤﺴﺘﻮﻯ ﺍﻳﺠﺎﺩ ﺗﻔﺎﺻﻴﻞ ﻭﻓﻬﻢ ﻧﺺ ﺑﻤﺴﺘﻮﻯ ﺍﺳﺎﺳﻲ‬
:‫ﺧﻄﺄﻳﻦ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗﺪﻝ ﻋﻠﻰ‬
‫ ﺻﻌﻮﺑﺔ ﺑﻔﻬﻢ ﺍﺳﺎﺳﻲ ﻻﺳﺌﻠﺔ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭء‬.‫‌ﺃ‬
‫ ﺻﻌﻮﺑﺔ ﺑﻔﻬﻢ ﺍﺳﺎﺳﻲ ﻟﻠﻨﺺ‬.‫ﺏ‬
‌
.(Foundation Level)‫ ﻧﻘﺺ ﺑﻤﺨﺰﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻤﺴﺘﻮﻯ ﺍﺳﺎﺳﻲ‬.‫ﺕ‬
‌
‫‪7‬‬
‫)‪5) Circle the word that doesn't belong: (5 points‬‬
‫ﺍﺣﻁ ﺑﺩﺍﺋﺭﺓ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺗﻲ ﺍﻟﺷﺎﺫﺓ ‪ 5) :‬ﺩﺭﺟﺎﺕ (‬
‫!‪Pay attention to the difference between row A and row B‬‬
‫‪Example :‬‬
‫ﻣﺛﺎﻝ‪:‬‬
‫‪sister‬‬
‫‪banana‬‬
‫‪Father‬‬
‫‪mother‬‬
‫‪teacher‬‬
‫‪dog‬‬
‫‪class‬‬
‫‪school‬‬
‫‪1.‬‬
‫‪bus‬‬
‫‪bicycle‬‬
‫‪house‬‬
‫‪car‬‬
‫‪2.‬‬
‫‪green‬‬
‫‪red‬‬
‫‪black‬‬
‫‪banana‬‬
‫‪3.‬‬
‫‪book‬‬
‫‪short‬‬
‫‪tall‬‬
‫‪fat‬‬
‫‪4.‬‬
‫‪jeans‬‬
‫‪shirt‬‬
‫‪newspaper‬‬
‫‪shoes‬‬
‫‪5.‬‬
‫)‪(Each correct answer gets 1 point = 5 points‬‬
‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ‪:‬‬
‫‌ﺃ‪ .‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻤﻴﻴﺰ \ ﻗﺮﺍءﺓ ﻛﻠﻤﺎﺕ ﺑﻤﺴﺘﻮﻯ ﺍﺳﺎﺳﻲ‬
‫ﺏ‪ .‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻰ ﺗﻤﻴﻴﺰ \ ﻗﺮﺍءﺓ ﻣﻔﺮﺩﺍﺕ ﺑﻤﺴﺘﻮﻯ ﺍﺳﺎﺳﻲ ) ﻣﺨﺰﻥ ﻛﻠﻤﺎﺕ( ﻣﻊ ﻗﺪﺭﺓ ﻓﻬﻢ ﺍﻟﺘﺼﻨﻴﻒ ﻟﻤﺠﻤﻮﻋﺎﺕ‬
‫‌‬
‫ﺧﻄﺄ ﻭﺍﺣﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﻳُﺸﻴﺮ ﺍﻟﻰ ‪:‬‬
‫ﺃ‪ .‬ﻧﻘﺺ ﻣﻔﺮﺩﺍﺕ ﺍﺳﺎﺳﻲ‬
‫ﺍﻭ‬
‫ﺏ‪ .‬ﺻﻌﻮﺑﺔ ﺑﺎﻟﻔﻬﻢ‬
‫* ﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻱ ﻧﺠﺢ ﻓﻲ ﻣﻬﻤﺔ ﻓﻬﻢ ﺍﻟﻤﺴﻤﻮﻉ ﻭﻭﻟﺪﻳﻪ ﺻﻌﻮﺑﻪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ– ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ ﺗﻤﺮﻳﻦ ‪ , 3‬ﻳﺠﺐ ﻗﺮﺍءﺓ ﺑﺎﻗﻲ ﺍﻻﻣﺘﺤﺎﻥ ﻭﺍﻳﻀﺎ ﺣﻞ‬
‫ﺍﻟﻤﻬﻤﺔ ﻫﺬﻩ ﺛﺎﻧﻴﺔ ﻣﻊ ﻗﺮﺍءﺓ‪.‬‬
8
Part II: You MAY use your dictionary – ‫ُﻳﺳﻣﺢ ﺑﺎﺳﺗﻌﻣﺎﻝ ﻗﺎﻣﻭﺱ‬
6) Read the timetable below and answer the questions according to the
text: (5*3=15 points)
(‫ ﻋﻼﻣﺔ‬15) : ‫ﺗﻣﻌﻥ ﻓﻲ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺯﻣﻧﻲ ﺍﻣﺎﻣﻙ ﻭﺍﺟﺏ ﻋﻥ ﺍﻻﺳﺋﻠﺔ ﺣﺳﺏ ﺍﻟﻧﺹ‬
Pay attention to the difference between row A and row B!
A VISIT TO THE TELEVISION STUDIO
8:30 – 10:30
Leave the school for Jerusalem. Short
stop for breakfast at a picnic area.
10:30-12:30
Short tour of the studio. Meet two news
reporters who will explain how they
collect news reports from the field.
12:30-13:00
Lunch
13:00-15:00
Meet the camera team and learn how the
news is filmed.
15:00-16:00
Watch a live broadcast.
17:00
Back to school.
*broadcast – ‫ ﻳﺑﺙ‬,‫ﺑﺙ‬
9
Questions:
1. Circle the correct answer:
: ‫ﺍﺣﻁ ﺑﺩﺍﺋﺭﺓ ﺍﻻﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ‬
What is the text about? (3 points)
a. a school trip
b. a television program about Jerusalem
c. a trip for pupils and parents
d. English program for pupils
2. Circle the correct answer:
: ‫ﺍﺣﻁ ﺑﺩﺍﺋﺭﺓ ﺍﻻﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ‬
What time do pupils begin their visit at the studio? (3 points)
a.
8:30
b.
10:30
c.
12:30
d.
17:00
3. Write TWO answers:
:‫ﺍﻛﺗﺏ ﺍﺟﺎﺑﺗﻳﻥ ﻟﻠﺳﺅﺍﻝ‬
When will they eat? (3*2=6)
a. 8:30 (– 10:30)
b. 12:30 (- 13:00)
4. Write the answer:
: ‫ﺍﺟﺏ ﻋﻠﻰ ﺍﻟﺳﺅﺍﻝ‬
What will the pupils learn from the camera team? (3 points)
(The pupils will learn) how (the) news is filmed
(A total of 15 points for this section)
: ‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﻪ ﺗُﻘﻴﻢ‬
‫ ﻗﺪﺭﺓ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭء‬.‫‌ﺃ‬
‫ ﻣﺴﺘﻮﻯ ﺍﻟﻤﻔﺮﺩﺍﺕ‬.‫ﺏ‬
‌
* ‫ ﻗﻮﺍﻋﺪ ﻭﻧﺤﻮ – ﻓﻬﻢ ﻭﻣﻌﺮﻓﻪ‬.‫ﺕ‬
‌
‫ – ﻓﻬﻢ ﺍﻟﻔﻜﺮﺓ ﺍﻟﻤﺮﻛﺰﻳﺔ‬1 ‫ﺳﺆﺍﻝ‬
- 2,3,4 ‫ﺍﺳﺌﻠﺔ‬
‫ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺗﻔﺎﺻﻴﻞ‬.1
hw ‫ ﻓﻬﻢ ﺍﺳﺌﻠﺔ‬.2
‫ ﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺴﺆﺍﻝ ﻭﺍﻟﻨﺺ‬.3
10
7)
Read the text and answer the questions: (30 points)
(‫ ﻋﻼﻣﺔ‬30) : ‫ﺍﻗﺭﺍ ﺍﻟﻧﺹ ﻭﺍﺟﺏ ﻋﻠﻰ ﺍﻻﺳﺋﻠﺔ‬
Dear teacher, please give full points if the answer is correct content wise. Ignore
grammar, syntax and spelling errors. Make a note for yourself if all of the answers
are correct but there are serious language errors. In addition, note those
students who make few errors on this task. This task can predict success in EFL
learning and it is highly recommended that students who do well on this section be
placed in the higher-level group.
Koalas are animals that live in Australia. Many people call them
0T
'koala bears' but this is not correct. Koalas are not bears. They
are marsupials.
0T
Marsupials are animals that have a pouch*, or pocket, where
they keep their babies. Mother kangaroos and koalas keep their
babies in their pouch for six or seven months.
What do koalas look like?
U
U
Koalas have gray and white fur, round ears and a
black nose. Adult koalas weigh about 12 kilograms
and are about one meter tall.
Where do koalas live?
0TU
Koalas come from Australia. The gray areas on the
0T
map show where most koalas live.
What do koalas eat?
0TU
U
Koalas only eat the leaves of eucalyptus trees**. These leaves are full of
water. When koalas eat the leaves, they get most of the water that they need.
How do koalas spend their time?
0TU
U
Koalas sleep for about 18-20 hours each day. They are awake mainly at night,
when they spend most of their time eating. Koalas do not live in groups. They
prefer to live alone.
How many koalas live in Australia?
In the past, millions of koalas lived in Australia. However, for many years
koalas were killed for their fur. Today there are only a few thousand left.
Therefore, koalas are a protected species***. That means they must not be
hurt or killed.
*pouch - ‫ﺟﻳﺏ‬
0T
**eucalyptus trees – ‫)ﺍﻟﻜﻴﻨﺎ(ﻭﻛﺎﻟﺑﺗﻭﺱﺷﺟﺭ‬
0T
0
0T
T
***protected species -‫ﻓﺻﺎﺋﻝ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﺍﻟﻣﺣﻣﻳﺔ‬
Questions:
11
1. Circle the correct answer: (3 pts)
: ‫ﺍﺣﻁ ﺑﺩﺍﺋﺭﺓ ﺍﻟﻼﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ‬
A marsupial is _____.
a. an area in Australia
b. an animal with a pouch
c. a kind of Australian tree
d. a family of bears
2. Answer the question: (3 pts)
: ‫ﺍﺟﺏ ﻋﻥ ﺍﻟﺳﺅﺍﻝ‬
Where does a baby koala spend the first months of its life?
(in its mother's) pouch / (in) (a) pouch
3. Complete the facts about koalas(4p)
Example: ‫ﻣﺛﺎﻝ‬
‫ﺍﻛﻣﻝ ﺍﻟﺗﻔﺎﺻﻳﻝ ﺍﻟﻧﺎﻗﺻﺔ ﻋﻥ ﺍﻟﻛﻭﺍﻻ‬
• Name: koala
• Fur Color: gray and / or white (2p)
• Weight: 12 kilograms (must be added!) (2p)
4. Circle TRUE or FALSE:
Koalas live all over Australia.
(2 points)
: ‫ﺍﺣﻁ ﺻﺣﻳﺢ ﺍﻭ\ ﺧﻁﺄ‬
TRUE / FALSE
5. Complete the sentence: (3 points)
: ‫ﺍﻛﻣﻝ ﺍﻟﺟﻣﻠﺔ‬
Koalas don't drink a lot of water because when koalas eat the
leaves, they get most of the water that they need / they get most
of the water they need from the eucalyptus trees.
6. Answer both parts of the question: (5 pts)
: ‫ﺍﺟﺏ ﻋﻠﻰ ﺍﻟﺳﺅﺍﻝ ﺑﻘﺳﻣﻳﻪ‬
a. Circle TRUE/FALSE: Koalas sleep a lot. TRUE/FALSE (2 points)
b. Copy the sentence that proves (‫ )ﻳُﺛﺑﺕ‬your answer. (3 points)
Koalas sleep for about 18-20 hours each day.
7. Answer the question: (3 points)
: ‫ﺍﺟﺏ ﻋﻥ ﺍﻟﺳﺅﺍﻝ‬
12
How many koalas used to live in Australia? millions (of koalas)
8. Answer the question: (3 points)
:‫ﺍﺟﺏ ﻋﻥ ﺍﻟﺳﺅﺍﻝ‬
How many koalas are there in Australia today?
(only) a few thousand (koalas)
9. Complete the sentence: (4 points)
:‫ﺍﻛﻣﻝ ﺍﻟﺟﻣﻠﺔ‬
Koalas cannot be killed because they / koalas are a protected species.
(A total of 30 points for this section)
*The following questions are to be answered in Arabic. They do not get any points!
Answer in Arabic:
: ‫ﺍﺟﺏ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬
10. What new information did you learn from the text? ___________
__________________________________________________
11. What else would you like to know about animals in Australia?
__________________________________________________
__________________________________________________
:‫ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺗُﻘﻴﻢ ﻣﻬﺎﺭﺍﺕ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭء ﻛﺎﻻﺗﻲ‬
‫ﺗﻤﻴﻴﺰ ﺍﻟﻔﻜﺮﺓ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﻼﺹ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺗﻔﺎﺻﻞ‬
‫ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻣﻌﻠﻮﻣﺎﺕ ﺟﺪﻳﺪﺓ‬
Task C: Writing (15 points)
.1
.2
.3
.4
13
Your friend is sick and did not
come to school today. Write
him/her a note.
You may write about:
a. what you learned
b. what you did
c. your homework for
tomorrow
d. don't forget to ask your
friend how he or she is
feeling
Write 25 – 35 words.
Please write clearly.
‫ ﺍﻛﺗﺏ‬.‫ﺻﺩﻳﻘﻙ ﻣﺭﻳﺽ ﻭﻟﻡ ﻳﺣﺿﺭ ﻟﻠﻣﺩﺭﺳﺔ ﺍﻟﻳﻭﻡ‬
.‫ﻟﻪ ﺭﺳﺎﻟﻪ ﻗﺻﻳﺭﺓ‬
:‫ﻳﻣﻛﻥ ﺍﻥ ﺗﻛﺗﺏ ﻟﻪ‬
‫ ﻣﺎﺫﺍ ﺗﻌﻠﻣﺕ‬.‫ﺃ‬
‫ ﻣﺎﺫﺍ ﻓﻌﻠﺕ‬.‫ﺏ‬
‫ ﻭﻅﺎﺋﻑ ﺑﻳﺗﻳﺔ ﻟﻐﺩ‬.‫ﺕ‬
‫ ﻻ ﺗﻧﺳﻰ ﺍﻥ ﺗﺳﺄﻟﻪ ﻛﻳﻑ ﺣﺎﻟﻪ‬.‫ﺙ‬
.‫ ﻛﻠﻣﺔ‬35 – 25 ‫ﺍﻛﺗﺏ‬
.‫ﺍﻟﺭﺟﺎء ﺍﻟﻛﺗﺎﺑﺔ ﺑﻭﺿﻭﺡ‬
We can learn a great deal from a piece of writing! The goal is not to see what
students do not know, or "cannot do" but rather what they do know. Our goal
here is twofold:
a) to see who is willing to tackle a writing task
b) to see who can use writing as a communicative skill
The writing section should be graded very generally.
1) Give up to 5 points if the written answer relates to the assignment.
2) Give up to 5 points if the text is communicative and clear.
3) Give up to 5 points if the majority of the sentences have a subject and a
verb.
4) DO not take off points for poor spelling.
5) IF the spelling is excellent, then you can give extra credit.
If one or two sentences are written and the message is clear and relates to
the topic give up to 7 points. IF the written sentences are copied exactly
from the task, ie the question, no points are to be given.
(A total of 15 points for this section)
: ‫ﻣﻬﻤﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺗُﻘﻴﻢ‬
‫ ﻣﻔﺪﺭﺍﺕ ﻓﻌﺎﻟﻪ‬.1
‫ ﺍﺳﺘﻌﻤﺎﻝ ﺍﺣﺮﻑ ﻛﺒﻴﺮﺓ ﻭﺻﻌﻴﺮﺓ ﻭﻋﻼﻣﺎﺕ ﺍﻟﺘﻨﻘﻴﻂ ﺍﻟﻤﻼﺋﻤﺔ‬,‫ ﺧﻂ‬.2
(subject + verb) ‫ ﻣﻌﺮﻓﺔ ﺍﺳﺎﺳﻴﺔ ﻟﻤﺒﻨﻰ ﺍﻟﺠﻤﻠﺔ‬.3
(‫ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭء )ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺘﻄﺮﻕ ﻟﻤﻮﺿﻮﻉ ﺍﻟﺮﺳﺎﻟﺔ‬.4
‫ ﻛﺘﺎﺑﺔ ﺳﺆﺍﻝ‬.5