State of Israel - פרסום ציונים מועד קיץ...

State of IsraelMinistry of Education

Pedagogical SecretariatLanguage Department

English Language Education andDiplomacy and International Communication in English

Bulletin (חוזר מפמ"ר) of the Chief Inspector for English and Diplomacy and International Relations in English:

The Bagrut Reforms and the English Bagrut Examinations

September 2015

Table of Contents

21. Introduction

52. Table of Specifications

193. Updates about the Literature Program

214. Sample Exams for Internal and External Students

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Introduction

A. Last year, the Ministry of Education decided on a series of Bagrut reforms:

i) There is no Bagrut testing in the tenth grade for any subject;

ii) There are two external English Bagrut exams, one school-based assessment and

the oral examination for each level.

iii) In the winter moed, only three-point students who are in the 11th grade can be

tested.

B. As a result of the above reforms, changes were made for the English Bagrut exams. Every

effort was made to have minimal changes. The table below summarizes these changes

that are for students in the 10th and 11th grades.

Module Changes

A There is now one reading passage instead of two. The listening task remains the same (see T able of Specifications ). Students in the 11th grade who take the Bagrut exam in the winter moed this year will be tested according to this format. Students who are in the 12th grade this year will be tested according to the same format that was given last year.

B There is no external Bagrut exam. Instead there are three Unit Logs for the literature program, which includes two short stories and one poem. Teachers choose the literary texts, which need to get approval. Click here for a list of texts that have already been approved. Students who are in the 12th grade this year will be tested according to the same format that was given last year.

C There is now one shorter reading passage and writing task (see Table of Specifications). The time now allotted for the exam is one hour and 30 minutes. Students in the 11th grade who take the Bagrut exam in the winter moed this year will be tested according to this format. Students who are in the 12th grade this year will be tested according to the same format that was given last year.

D and F In a meeting with the Director General, Ms. Michal Cohen, the following was decided:

a. The Unit Logs will remain as before.b. Instead of the external literature Bagrut exam, teachers will write and

mark their own exam. It is recommended that the exam be written according to the Table of Specifications. Teachers can choose which six HOTS to teach.

c. As of September 2016, for students in the 10th or 11th grades, English staffs can choose to develop their own program for teaching and assessing literature and integrating the higher-order thinking skills for modules D and F. The program must receive the recommendation of the English Inspector of the school in addition to the approval of the accompanying committee ( ועדה.of the school (המלווה

E No changes.

G The time now allotted for the exam is one hour and 45 minutes.2

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C. The following table defines what will be in the external exams (54%), what options there

are for school-based assessment (26%), and the components of the oral exam (20%). The

changes have been highlighted.

ModuleExternal

Exam (54%)

School-Based

Assessment (26%)

Content %

A - 1 Access to Information (Listening Comprehension)

1 Access to Information (Reading Comprehension)

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B - Unit Logs 26

C - 1 Access to Information (Reading Comprehension)

1 Presentation (Writing)

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D - Unit Logs

OR

Literature Bagrut exam, written and marked by teachers

OR

As of September 2016, for students in the 10th or 11th grades, English staffs can choose to develop their own program for teaching and assessing literature and integrating the higher-order thinking skills. The program must receive the recommendation of the English Inspector of the school in addition to the approval of the accompanying committee .of the school (ועדה המלווה)

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ModuleExternal

Exam (54%)

School-Based

Assessment (26%)

Content %

E - 1 Access to Information (Listening Comprehension)

1 Access to Information (Reading Comprehension)

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F - Unit Logs

OR

Literature Bagrut exam, written and marked by teachers

OR

As of September 2016, for students in the 10th or 11th grades, English staffs can choose to develop their own program for teaching and assessing literature and integrating the higher-order thinking skills. The program must receive the recommendation of the English Inspector of the school in addition to the approval of the accompanying committee .of the school (ועדה המלווה)

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G - 1 Access to Information (Reading Comprehension)

1 Presentation (Writing)

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Oral Exam

- Extended Personal Interview Project Presentation and

Interaction

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D. Regarding external students, a separate document will be posted on the site of the English

Inspectorate.

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http://www.edu.gov.il/english


1. Table of Specifications for Each Module - September 2015

The following are the revised Table of Specifications for exams for those students who are in the 11th grade (September 2015). Students who are in the 12th grade will be taking the same format of exams that were given last year.

Module A - One and Three Point Examinations

Time Allotted: 1 hour and 15 minutes

Access to Information from Spoken Texts

# of pts

# oftexts Length # of

questions Benchmarks Suggested Text Types

Suggested Task Types

30 1 400 words

4 minutes

6 Foundation Intermediate advice column description interview report

multiple-choice

open-ended questions

sentence completion

understand the general meaning, main ideas, and the sequence of events in a text, and use this knowledge as needed

identify facts, feelings and explicit opinions in a text

understand the general meaning, main ideas and supporting details in a text, and use this knowledge as needed

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Module A - One and Three Point Examinations (continued)

Access to Information from Written Texts

# of pts


questions BenchmarksSuggested Text

TypesSuggested Task

Types

70 1 250-300 7-10 Foundation Intermediate advertisement article description letter/email report

fill-ins matching multiple-

choice open-ended

questions sentence

completion


identify different text types and use this knowledge as needed


locate relevant information for a specific purpose


use information tools such as a dictionary

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Module B – External Students (Registered September 2015)

Time Allotted: 1 hour 30 minutes


# of pts


questionsBenchmarks Suggested Text

TypesSuggested Task

Types

60 1 Up to 300 words

8-10 Foundation Intermediate descriptive texts such as personal account/human interest article

informative texts such as advertisement, advice column, brochure, newsletter

interviews

letters such as personal letter, letter to the editor

reviews such as books, films

surveys

multiple-choice

open-ended

sentence completion






identify the features of different text types and use this knowledge as needed

use information tools, such as a dictionary

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Module B – External Students Only (continued)

Appreciation of Literature# ofpts

# ofquestions Benchmarks Item

DescriptionSuggested Task

Types Higher-Order Thinking Skills

40 Up to 5 Foundation Intermediate Students answer questions on one short story.

multiple-choice

sentence completion

open-ended

The following is a list of the possible HOTS to be taught:

Classifying Comparing and

contrasting Distinguishing different

perspectives Evaluating Explaining cause and

effect Explaining patterns Generating possibilities Identifying parts and

whole Inferring Making connections Predicting Problem solving Sequencing Synthesizing Uncovering motives

identify and describe events, setting and main characters in literary texts, using lower-order thinking skills

analyze and interpret literary texts, using higher-order thinking skills

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Module C – Three and Four Point Examinations Time Allotted: 1 hour 30 minutes


# of pts


questions BenchmarksSuggested Text

TypesSuggested Task

Types

70 1 Up to 300 words

8-10 Foundation Intermediate article descript

ive texts such as personal account/ human interest article

informative texts

report reviews

such as books, films

graphic organizers such as time lines, tables

multiple-choice

open-ended

sentence completion







use information tools, such as a dictionary

Written Social Interaction / Presentation

# pts

#tasks Length Benchmarks Suggested Task

Types

30 1 70 – 90 words

Foundation Intermediate forms description informal

letter

express feelings, likes and dislikes describing people, places, things and events

present information on limited content

express and elaborate on personal wishes and opinions

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Module D – Four Point Examination (for students in the 12th grade September 2015)


Appreciation of Literature

Part A

# of Questions # of Points Item Description Possible Item Types Assessment Criteria

For one text:

3 Basic Understanding

2 Analysis and Interpretation

Total = 85 Students answer questions on two literary texts: a short story or poem. For each text, students:

answer three or four Basic Understanding questions

answer one Analysis and Interpretation question that may include understanding of literary terms.

a. Name the HOTS they chose to answer the question form the list of HOTS in the appendix. They can use any HOTS from the list in the Handbook.

b. Answer the question showing appropriate evidence of the use of the chosen thinking skill.

For one of the texts, students answer an additional Analysis and Interpretation question that may include understanding of literary terms.

multiple-choice

sentence completion

open-ended

extended answer

Content 90%

Coherence

Relevance

Supporting information

Accuracy of reporting

Language 10%

Grammar

4 Basic Understanding questions worth 6 pts each (4x6= 24)

3 Basic Understanding questions worth 7 pts each (3x7=21)

Total: 45 pts

For one text:



1 Analysis and Interpretation question worth 10 pts

Total # of questions:



2 Analysis and Interpretation questions worth 15 pts each (15x2=30)

The 15 points consist of:

10 points for the answer to the question

5 points for using the chosen HOTS appropriately in the answer

Benchmarks Higher-Order Thinking Skills



recognize the use of basic literary techniques in a text, such as repetition, personification, rhythm, and rhyme

Teachers must teach the six HOTS that appear on the exam (in bold):


contrasting Distinguishing

different perspectives Evaluating Explaining cause

and effect Explaining

patterns

Generating possibilities Identifying parts and whole Inferring Making connections Predicting Problem solving Sequencing Synthesizing Uncovering motives

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Part B

# of Questions

# of points Benchmarks Item Description Possible Item

Types Assessment Criteria

1 15 understand connections understand the historical, social and/or cultural contexts of the text and its author and explain how these are reflected in the text or how they have influenced the writing of the text

Students are given new background information about a literary text studied in class.

Students explain how the background information is connected to an aspect of the text.

(Recommended length: 60 - 80 words.)

extended answer (paragraph)

Content: 90%

Coherence

Accurate and explicit connection between the literary text and the new information.

Supporting details from the text.

Language 10%

Grammar

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Module E - Four and Five Point Examinations


Access to Information from Spoken Texts

# of pts

# oftxts Length Benchmarks Suggested Text

TypesSuggested Task

Types

30 1 passage is about four minutes long

Intermediate Proficiency advice column

conversations with listeners

interview

lecture news

broadcast report speech

fill-ins multipl

e-choice open-

ended sentenc

e completion


draw inferences in order to identify the points of view in a text, distinguishing fact from opinion

identify and infer the attitudes of the speaker and draw conclusions

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Module E - Four and Five Point Examinations (continued)


#

pts

#

txts Length Benchmarks Suggested Text Types


70 1 up to 380 words

Intermediate Proficiency article informati

ve texts such as advertisement, advice column, brochure, newsletter

interviews

letters such as letter to the editor, letter of complaint

report review

s such as books, films

texts such as personal account/ human interest article


multiple-choice

open-ended

sentence completion

t/f with justification




interpret information from visual data, such as graphs, diagrams, and maps extracting relevant information for a specific purpose

use information tools such as dictionary

identify and infer the attitudes of the writer and draw conclusions

transfer information extracted from visual data, such as diagrams

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Module F – Five Point Examination(for students in the 12th grade September 2015)


Appreciation of Literature

Part A

# of Questions # of points Item Description Possible Item Types

Assessment Criteria

Short story/poem:



Total = 80 Students answer questions on (a) a short story or poem and (b) a play or novel. For each text, students:

answer two Basic Understanding questions

answer one (for short story or poem) or two (for play or novel) Analysis and Interpretation question that may include understanding of literary terms.

answer one Analysis and Interpretation question that may include understanding of literary terms where they:

a. Name the HOTS they chose to answer the question from the list of HOTS in the appendix. They can use any HOTS from the list in the Handbook.

b. Answer the question showing evidence of the appropriate use of the chosen thinking skill.

multiple-choice

sentence completion

open-ended

extended answer

Content 80%

Coherence

Relevance

Supporting information

Accuracy of reporting

Language 20%

Grammar

Spelling

Punctuation

4 Basic Understanding questions worth 5 pts each (5x4=20)

3 Analysis and Interpretation questions = worth 10 pts each (10x3=30)

Play or Novel:



2 Analysis and Interpretation questions worth 15 pts (15x2=30)

The 15 points consist of:

10 points for the answer to the question

5 points for using the chosen HOTS appropriately in the answer

Total # of questions:



Benchmarks Higher-Order Thinking Skills



recognize and explain the use of literary techniques in a text, such as imagery, irony, metaphor

Teachers must teach the six HOTS that appear on the exam (in bold):


contrasting Distinguishing

different perspectives Evaluating Explaining cause and

effect Explaining patterns

Generating possibilities

Identifying parts and whole

Inferring Making connections Predicting Problem solving Sequencing Synthesizing Uncovering motives

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Module F – Five Point Examination (continued)

Part B

# of Questions

# of points Benchmarks Item Description Possible Item

Types Assessment Criteria

1 20 understand the historical, social and/or cultural contexts of the text and its author and explain how these are reflected in the text or how they have influenced the writing of the text

Students are given new background information about a literary text studied in class. Students explain how the background information is connected to an aspect of the text.

(Recommended length: 80-100 words.)

extended answer (paragraph)

Content: 80%

Coherence

Accurate and explicit connection between the literary text and the new information.

Supporting details from the text.

Language 20%

Grammar

Spelling

Punctuation

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Module G - Five Point Examination



# of pts

# oftxts

Length Benchmarks Suggested Text Types


60 1 450-500 words

Intermediate Proficiency article informative

texts such as advertisement, advice column, brochure, newsletter

interviews letters such

as letter to the editor, letter of complaint

report reviews

such as books, films

texts such as personal account/ human interest article


multiple-choice

open-ended

sentence completion

t/f with justification




interpret information from visual data, such as graphs, diagrams, and maps extracting relevant information for a specific purpose

use information tools such as a dictionary

identify and infer the attitudes of the writer and draw conclusions

transfer information extracted from visual data, such as diagrams

Written Presentation

# pts

# tasks Length Benchmarks Suggested Task Types

40 1 120 - 140words

Intermediate Proficiency formal letter review composition

react to the content of something read using the appropriate higher-order thinking skills

express ideas and opinions about general topics using main and supporting ideas

present an argument for or against a particular point of view

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Three Point Oral Examination - 20%

Social Interaction / Presentation

Part One: Interview

#tasks

# pts Length Benchmarks Task

1 40 2 -3 minutes

Foundation Intermediate interviewengage in short conversations by asking and answering simple questions about familiar topics and everyday situations, such as family, school, and personal interests

express feelings, likes and dislikes

express and elaborate on personal wishes and opinions

engage in conversations about general topics, such as current events, and future plans

Part Two: Project Presentation and Interaction

#tasks


2 20 3 -5 minutes

Foundation Intermediate project presentationpresent information on limited

content

20 accuracy

20 3 -5 minutes

engage in short conversation project interaction: question and answer discussion on project

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Four and Five Point Oral Examinations - 20%

Social Interaction / Presentation

Part One: Extended Interview

#tasks


1 40 2 -3 minutes

Intermediate Proficiency interviewexpress and elaborate on personal wishes and opinions

engage in conversations about general topics, such as current events, and future plans, using language to suit context, audience and purpose

express ideas and opinions about general topics using main and supporting ideas

express ideas and opinions, providing in-depth explanations

engage in conversations on a wide range of general topics, such as social and global issues, using language to suit context, audience, and purpose

Part Two: Project Presentation and Interaction

#tasks


2 20 3 -5 minutes

Intermediate Proficiency project presentationsummarize and present

information from a limited range of sources

report on the results and conclusions using appropriate higher-order thinking skills for this level

20 accuracy

20 3 -5 minutes

interact for a wide variety of purposes

engage in conversations

project interaction: question and answer discussion on project

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2. Updates about Literature Program

A. The table below summarizes the changes for students who will be in the 10th and 11th

grades in September 2015 (Details regarding these points are included in the Teachers’

Handbook):

B. The following are the changes for the Literature Program:

Change Comments

Unit Logs Changes have been made in order to reduce the teacher’s workload. Detailed information about the Unit Logs for 3, 4 and 5 points will be posted in the Teachers’ Handbook for Integrating Higher-Order Thinking Skills (HOTS) with the Teaching of Literature on the site of the English Inspectorate and on the TLC site (Thinking through Literature and Culture) in the near future.

Unit Logs will replace the final Log that included all the literary texts. Each Unit Log contains work on one text only. When the unit is finished and graded, it is no longer kept in a complete Log the way it was in the past. This is in response to teachers’ concerns about keeping track of students’ work over the years.Each Unit Log includes all the Key Components. Teachers will cover the required number of literary texts, one Unit Log at a time.

Personal Response Reflection is no longer a Key Component. Instead, there will be a Personal Response (Summative Reflection) at the end of each year that the program is studied.

It is recommended that students doing either the Unit Logs or the exam save their work so that they can review the material in order to write their Personal Response.

Yearly Grade / Moed Bet

There is no yearly grade (tziyun shnati) or moed bet for school-based assessment (Unit Logs or exam).

Module B for external and nivchane mishnei students

The test will include one Access to Information (Reading Comprehension) and up to five questions on one short story (from a given list). Details will be posted on the site of the English Inspectorate.

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C. Regarding the Literature Program for three points:

The literature program for three points will include two short stories and one poem.

There will be a Unit Log for each of the literary texts.

Templates will be developed to provide guided tasks.

There will be a Personal Response at the end of each year that the program is studied.

The Summative Assessment will include vocabulary, basic understanding, and simple

analysis questions. It will not include an extended HOTS question or a Bridging Text

and Context question.

D. Regarding the reporting of the grades for the Unit Logs, an announcement from the

Testing Dept. will soon be sent to schools announcing that only ONE final grade needs to

be reported instead of the seven or eight grades that were required before.

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3. Sample Exams for Internal and External Students

MODULE A - Time Allotted: 1 hour and 15 minutes

PART ONE: ACCESS TO INFORMATION FROM WRITTEN TEXTS (70 points)

נקודות(70) הנקרא ראשון: הבנת פרק

השאלות על שלפניך, וענה הקטע את קרא1-7

Read the article below and then answer questions 1-7

NEWS FOR CHOCOLATE LOVERS

We all know that eating too much chocolate can be bad for our health. But now there's a new problem with chocolate. Soon there won't be enough of it for chocolate lovers to enjoy.

There are two reasons for this problem according to scientists. The first reason is recent changes in the weather. Today the weather is very hot and dry in many countries. This makes it hard to grow cocoa beans*. Chocolate companies use these beans to make the chocolate we eat. A second reason for this problem is that people are eating more chocolate today, especially in China and India. For example, five years ago people in China ate 40,000 tons of chocolate. This year they will eat 70,000 tons of chocolate.

There is a way to try and solve this problem. Farmers are now growing a new kind of cocoa bean. They believe that this bean can grow well in hot, dry weather. However, chocolate from this new bean isn't as tasty as the chocolate we eat today. It is not very sweet. People will not like the taste of this chocolate. So, chocolate companies will have to add things like sugar, nuts and fruit to the chocolate to make it taste better. But this will make the chocolate more expensive.

Some scientists think that the situation is not so bad. They say that there are still enough cocoa beans to make the chocolate we like. So, the world’s chocolate lovers don’t need to panic yet.

_____________________________________________________________

*cocoa beans – פולי קקאו, זרעים של קקאו

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פי על1-7 שאלות על באנגלית ענההקטע.

את במעגל , הקף7 ו-1,6 בשאלותהנכונה. התשובה

ההוראות. לפי ענה השאלות בשאר

Answer questions 1-7 in English according to the article. In questions 1,6 and 7 circle the number of the correct answer. In the other questions, follow the instructions.

1. What do we learn in lines 1-3?

i) Chocolate is good for our health.

ii) Chocolate lovers have a new problem.

iii) Everyone loves chocolate.

(8 points)

2. Why is it hard to grow cocoa beans in many countries today? (lines 4 – 10)

ANSWER: ________________________________________________________

__________________________________________________________________

(10 points)

3. COMPLETE THE SENTENCE. (lines 4-10)

Today people in China and India are ______________________________________

_____________________________________________________________________

(10 points)

4. "There is a way to solve this problem." (line 11). What is the way?

ANSWER: __________________________________________________________

_____________________________________________________________________

(10 points)

5. PUT AN x BY THE TWO CORRECT ANSWERS. (lines 11 - 16)

What do we know about the new kind of cocoa bean?

…… i) Chocolate from this bean tastes good.

…… ii) Farmers in India grow this bean.

…… iii) This bean grows well in hot, dry weather.

…… iv) It is expensive to grow this bean.

…… v) Companies need to add to the chocolate from this bean.

(2x8=16 points)

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6. The new cocoa beans are not sweet. What can be done about this? (lines 11-16)

i) i) add fruit and nuts

ii) ii) grow the beans in cold weather

iii) iii) eat less chocolate

(8 points)

7. Chocolate lovers don't have to panic yet because (-). (lines 17-19)

i) there are enough cocoa beans for now

ii) more people are eating chocolate

iii) companies are making more chocolate today

(8 points)

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PART TWO: LISTENING COMPREHENSION (30 points)

Answer questions 8 – 13 according to the broadcast. In all the questions circle the correct answer.

30) הנשמע שני: הבנת פרק 1 – 8 שאלות על ענה נקודות(

3.

TALKING TO A MAGICIAN*

8. Why did Mark decide to become a magician?

i) His friends showed him magic tricks.

ii) His father had a magic store.

iii) His family loved to see him do tricks.

9. Why is it easier to play tricks on adults than on children?

i) Adults think they know everything.

ii) Adults have no imagination.

iii) Adults know how to do magic tricks.

10. What does Mark tell kids?

i) How to do some of his tricks.

ii) What his secrets are.

iii) Where they can study magic.

11. Why does Mark tell us about seeing a beautiful woman selling flowers in the street?

i) She liked his magic tricks.

ii) It gave him an idea for a new trick.

iii) He bought flowers from her.

12. Why does Mark enjoy doing tricks for people?

i) They understand what he is doing.

ii) He likes when people watch him.

iii) It is hard for him to do the tricks at home.

13. According to Mark, to be a good magician you have to (-).

i) enjoy teaching children

ii) like to be alone at home

iii) love to act for people

קוסם*

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Listening Comprehension: TALKING TO A MAGICIAN

SHARON: Good morning. My name is Sharon Davis. Welcome to our program, Jobs For You. Today, we are very happy to have Mark Baldwin with us. Mark is a famous magician. He does magic tricks for children and adults. Tell us, Mark, why did you become a magician?

MARK: When I was a little boy, my dad often took me to a wonderful magic store in our town. The owner, Harry, always showed me magic tricks. Every time he showed me one, I got more interested in magic. Harry always gave me a small magic trick to take home. I learned how to do these tricks and then showed them to my family and friends. They loved them. That was when I decided to become a magician.

SHARON: What was the first trick you did?

MARK: For my first trick I changed one dollar into ten dollars. Sometimes it worked and sometimes it didn’t.

SHARON: Is it easier to play tricks on children or on adults?

MARK: Adults, for sure! Adults think they know everything, and so it is easy to trick them. Children use their imagination and sometimes they understand what I’m doing.

SHARON: Do you ever tell people how you do a trick?

MARK: Yes, I do. I teach kids in New York schools how to do magic. When I show them a trick, I sometimes tell them how to do it. But I never tell them all my secrets. I also have a website where I teach people how to do magic tricks.

SHARON: How do you think of new tricks?

MARK: I get ideas for tricks from lots of things in my life. Sometimes, I listen to music or see something that helps me think of a trick. For example, I have a new trick with flowers. I change the color of the flowers in front of everyone’s eyes. I got the idea when I saw a woman who was selling beautiful flowers in the street.

SHARON: Why do you like to do tricks for people?

MARK: Because it’s fun. If you’re doing magic tricks at home alone, nobody can see you. But, if other people are watching and trying to understand the tricks, then it’s very exciting for me. I don’t always make a lot of money, but I always enjoy myself.

SHARON: What makes a good magician?

MARK: Three things make a good magician. One, you have to love magic. Two, you have to be a good actor. And three, you have to have an imagination.

SHARON: Well, thank you, Mark. It was wonderful talking to you.

MARK: Thank you, Sharon.

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MODULE B for EXTERNAL STUDENTS


PART ONE: ACCESS TO INFORMATION FROM WRITTEN TESTS (60 points)

נקודות(60) הנקרא ראשון: הבנת פרק

-1 השאלות על לפניך, וענה הקטע את קרא9.

Read the passage below and then answer questions 1-9.

FRANKLIN HIGH SCHOOL

A Guide for Doing Homework

Welcome to Franklin High School! As a new student at our school, we want to do everything

to help you succeed in your studies. Our teachers believe that doing homework is one way for

you to succeed. We know that students who do all their homework assignments are more

successful in school than students who don't.

Why do your teachers give homework? First of all, homework helps you review the material

you learned in school. Second, subjects such as math or languages need a lot of practice and

there is just not enough time in the school day to do so. Third, doing homework helps you get

ready for the next day's classes. Finally, homework teaches you how to look for information

and organize it.

Here are some tips to help you with your homework:

Make sure you understand the assignment. If not, ask your teacher to explain it.

Make sure you have a quiet place where you can study.

Decide on a regular time for doing homework every day.

Ask your parents for help if you need it, but don't ask them to do the work for you.

Know where you can find information in order to complete your assignments.

Plan ahead so that you can finish your assignments on time.

Study a few days before a test. Don't wait until the night before to start studying.

Remember, doing your homework helps you develop better study habits. Good study habits

will help you be successful in school.

If you have any questions, ask your teacher or Dr. Susan Winter, your school counselor.

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Answer questions 1-9 in English according to the passage and the instructions.

פי , על1-9 השאלות על באנגלית ענה בשאלות. ההוראות פי ועל שקראת הקטע

נקודות(60)

1. Who is this guide written for? (lines 1-4)

ANSWER: ________________________________________________________

(6 points)

IN QUESTIONS 2 AND 3 CIRCLE THE NUMBER OF THE CORRECT ANSWER.

2. What is the meaning of the word "review" as it is used in line 5?

i) To look at something again.

ii) To write about a book or a movie.

iii) To make changes.

(6 points)

3. What information is given in lines 5-9?

i) How to study for tests.

ii) Why you need to do homework.

iii) How to do homework.

(6 points)

4. Why should students practice math and languages at home? (lines 5-9)

ANSWER: ________________________________________________________

_________________________________________________________________

(7 points)

5. CIRCLE THE NUMBER OF THE CORRECT ANSWER.

Organizing information (line 9) is mentioned as an example of something (-).

i) parents do for their children.

ii) teachers do for their students.

iii) students learn from doing homework.

(6 points)

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Students should have a _______________________ where they can do their homework.

(7 points)

7. CIRCLE THE NUMBER OF THE CORRECT ANSWER. (lines 10-17)

Students should do homework (-).

i) at the same time every day.

ii) on the day the teachers give it.

iii) together with their friends.

(7 points)


Although parents can help their children with homework, parents shouldn't _________________________________________________________________

_________________________________________________________________ (8

points)

9. CIRCLE THE NUMBER OF THE CORRECT ANSWER. (lines 18-20)

Students who do their homework do well at school because (-).

i) they do not have to study for tests.

ii) they have good study habits.

iii) their teachers help them.

(7 points)

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PART TWO: LITERATURE (40 points)

Mama's Bank Account

QUESTIONS

10. Why did Mama make a pile of coins every Saturday night?

i) She needed to know how much money to put in the bank.

ii) She needed to pay all of the family expenses.

iii) She needed to give money to her children.

(7 points)

11. Why did the Jensens, (the neighbors), have to leave their house?

__________________________________________________________________

(9 points)

12. Give an example of what one of the characters did to help the family make money? __________________________________________________________________

(8 points)

13. When the author sold her first story, what did she do with the check?

i) She put it in her bank account.

ii) She bought her parents a new house.

iii) She went to tell her parents about it.

(8 points)

14. At the end of the story, the author finds out that her Mama never had a bank account. How does this change her opinion about her parents?

i) She is hurt because they lied to her all the years.

ii) She understands they wanted their children to be happy.

iii) She thinks her parents need to open a bank account.

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(8 points)

MODULE C - Time Allotted: 1 hour 30 minutes

PART ONE: ACCESS TO INFORMATION FROM WRITTEN TEXTS (70 points)

נקודות)70פרק ראשון: הבנת הנקרא (

Read the article below and then answer.1-8קרא את הקטע לפניך, וענה על השאלות questions 1 – 8.

BIKE-SHARING PROGRAMS ARE CHANGING CITIES

Using bicycles as a means of transportation has become more and more popular over the

past 25 years. As a result, attractive bike-sharing programs have developed all over the

world.

A bike-sharing program is based on the idea that a person can borrow a bicycle in one

place and then return it in another. Bike-sharing began in the 1960s when 50 free bikes

were scattered around Amsterdam. Unfortunately, these bikes were soon stolen. However,

after this disappointing start, bike-sharing slowly became popular everywhere. Today,

cheap and convenient programs exist in over 500 cities , from Tokyo to Tel Aviv.

Bike-sharing programs have become more sophisticated. Recently, the city of

Copenhagen has developed a program called GoBike. GoBike bicycles have built-in

computers that tell cyclists about bus and train times. Cyclists can also find out about

local restaurants and nearby shops.

Bike-sharing programs offer other options. For example, people can use their cellphones

to rent regular bikes. They can also rent electric bikes for longer or more difficult rides.

This makes bike-sharing programs attractive to a variety of users, and not only to young

men who mostly use them now.

Today, bike-sharing programs are even affecting traffic arrangements. One London study

found that during morning rush hours nearly half of all traffic going north was cyclists.

Because of this, city planners have added more bicycle lanes to the roads. In addition,

mayors of some cities are experimenting with bike-only days. Mexico City, for example,

closes its main highway to cars every Sunday, which greatly upsets car drivers.

Bike-sharing is, in fact, one of the most successful alternative forms of transportation.

Last year, American mayors concluded at their national conference that "communities

that developed bicycle programs gained many benefits, such as better quality of life, a

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http://www.economist.com/news/international/21587826-sharing-two-wheels-becoming-ever-more-popular-taking-stabilisers

healthier population and cleaner air."

QUESTIONS

Answer questions1-8 in English according to the article. In questions 1, 4, 6 and 8

circle the number of the correct answer. In the other questions, follow the instructions.

1. What is one thing we learn in lines 1-8?

i) How often people rent bikes.

ii) How many people use bike-sharing.

iii) How bike-sharing programs work.

iv) How to find a bike-sharing program.

(8 points)

2. Why was the first bike-sharing program disappointing? (lines 4-8)

ANSWER:____________________________________________________________

_____________________________________________________________________

(8 points)

3. Give ONE reason why people might use a bike-sharing program today. (lines 4-8)

ANSWER:

_____________________________________________________________________

_____________________________________________________________________

(8 points)

4. How are GoBike bicycles different? (lines 9-12)

i) They give information about places to eat.

ii) They can be taken on trains and buses.

iii) They are more popular than other bikes.

iv) They are used in many cities.

(8 points)

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5. What technology is being used in bike-sharing programs today?

Give ONE example from lines 9-12 and ONE example from lines 13-16.

Lines 9-12: _____________________________________________

_______________________________________________________

Lines 13-16: _____________________________________________

________________________________________________________

(2x7=14 points)

6. What is an advantage of using technology in bike-sharing programs mentioned in lines 13-16?

i) More young men can use them.

ii) They are less expensive

iii) Different kinds of people can use them.

iv) People can rent bikes more often.

(8 points)

7. How has the popularity of bike-riding changed traffic arrangements?

(lines 17-21).

i) There is more traffic going north.

ii) There are more lanes for bicycles.

iii) There are more cars on the road during rush hour.

iv) Some highways are closed to cyclists on Sundays.

(8 points)

8. What do American mayors say about bike-sharing programs? (lines 22 – 25)

i) They improve the lives of people who live in their cities.

ii) They connect different communities in American cities.

iii) They are more successful in large cities than in small ones.

iv) They are less expensive than adding new roads.

(8 points)

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PART TWO: WRITTEN PRESENTATION (30 points)

נקודות(30) כתיבה שני: משימת פרקבאנגלית. והנחיות קצר קטע לפניך מילים70-90 ובו מכתב פיהם על אותם, וכתוב קרא

Write a letter to your friend telling him or her about a performance* you went to.

…………………….

Dear ……………………,

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

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…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

Yours,

……………………

*performance - הופעה

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