State of Israel
Ministry of Education
Pedagogical Secretariat
Language Department
English Language Education and
Diplomacy and International Communication in English
Bulletin (‫ )חוזר מפמ"ר‬of 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
1. Introduction
2
2. Table of Specifications
5
3. Updates about the Literature Program
19
4. Sample Exams for Internal and External Students
12
5. Rubric for Assessing the Written Task - New
Module C for Students who Started Studying in the
Tenth Grade 2014-2015
43
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 Table 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
‫ )המלווה‬of the school.
E
No changes.
G
The time now allotted for the exam is one hour and 45 minutes.
2
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.
Module
External
Exam
(54%)
SchoolBased
Assessment
(26%)
A

-
Content
1 Access to Information
(Listening Comprehension)
%
27
1 Access to Information (Reading
Comprehension)
B
-

Unit Logs
26
C

-
1 Access to Information (Reading
Comprehension)
27
1 Presentation (Writing)
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
(‫ )ועדה המלווה‬of the school.
3
26
Module
E
External
Exam
(54%)

SchoolBased
Assessment
(26%)
-
Content
1 Access to Information
(Listening Comprehension)
%
27
1 Access to Information (Reading
Comprehension)
F
-

Unit Logs
26
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
(‫ )ועדה המלווה‬of the school.
G

-
1 Access to Information (Reading
Comprehension)
27
1 Presentation (Writing)
Oral
Exam

-


Extended Personal Interview
Project Presentation and
Interaction
20
D. Regarding external students, a separate document will be posted on the site of the English
Inspectorate.
4
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
# of
texts
30
1
Length
400
words
4 minutes
# of
questions
6
Suggested Text
Types
Benchmarks
Foundation
Intermediate
understand the general
meaning, main ideas,
and the sequence of
events in a text, and
use this knowledge as
needed
understand the general
meaning, main ideas
and supporting details
in a text, and use this
knowledge as needed
identify facts, feelings
and explicit opinions
in a text
5




advice column
description
interview
report
Suggested Task
Types
 multiplechoice
 open-ended
questions
 sentence
completion
Module A - One and Three Point Examinations (continued)
Access to Information from Written Texts
# of
pts
# of
texts
Length
# of
questions
70
1
250-300
7-10
Suggested Text
Types
B enc h ma r ks
Foundation
Intermediate
understand the general
meaning, main ideas,
and the sequence of
events in a text, and use
this knowledge as
needed
understand the
general meaning,
main ideas and
supporting details in a
text, and use this
knowledge as needed
identify different text
types and use this
knowledge as needed
use information tools
such as a dictionary
identify facts, feelings
and explicit opinions in
a text
locate relevant
information for a
specific purpose
6





advertisement
article
description
letter/email
report
Suggested Task
Types
 fill-ins
 matching
 multiplechoice
 open-ended
questions
 sentence
completion
Module B – External Students (Registered September 2015)
Time Allotted: 1 hour 30 minutes
Access to Information from Written Texts
# of
pts
# of
texts
60
1
Length
Up to
300
words
# of
questions
8-10
B enc h ma r ks
Foundation
Intermediate
understand the general
meaning, main ideas,
and the sequence of
events in a text, and use
this knowledge as
needed
understand the
general meaning,
main ideas and
supporting details in
a text, and use this
knowledge as needed
identify different text
types and use this
knowledge as needed
identify the features
of different text types
and use this
knowledge as needed
identify facts, feelings
and explicit opinions in
a text
use information tools,
such as a dictionary
locate relevant
information for a
specific purpose
7
Suggested Text
Types
Suggested Task
Types
 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
 multiplechoice
 open-ended
 sentence
completion
Module B – External Students Only (continued)
Appreciation of Literature
# of
pts
# of
questions
40
Up to 5
B enc h ma r ks
Foundation
Intermediate
identify and describe events, setting
and main characters in literary texts,
using lower-order thinking skills
Item
Description
Students answer
questions on one
short story.
analyze and interpret literary texts,
using higher-order thinking skills
8
Suggested Task
Types
 multiplechoice
 sentence
completion
 open-ended
Higher-Order Thinking Skills
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
Module C – Three and Four Point Examinations
Time Allotted: 1 hour 30 minutes
Access to Information from Written Texts
# of
pts
# of
texts
70
1
Length
Up to
300
words
# of
questions
8-10
Benchmarks
Foundation
Intermediate
understand the general
meaning, main ideas,
and the sequence of
events in a text, and use
this knowledge as
needed
understand the
general meaning,
main ideas and
supporting details in
a text, and use this
knowledge as needed
identify different text
types and use this
knowledge as needed
identify the features
of different text types
and use this
knowledge as needed
identify facts, feelings
and explicit opinions in
a text
use information tools,
such as a dictionary
Suggested Text
Types
Suggested Task
Types
 article
 descriptive
texts such as
personal
account/
human interest
article
 informative
texts
 report
 reviews such
as books,
films
 graphic
organizers
such as time
lines, tables
 multiplechoice
 open-ended
 sentence
completion
locate relevant
information for a
specific purpose
Written Social Interaction / Presentation
#
pts
#
tasks
Length
30
1
70 – 90
words
Suggested Task
Types
B enc h ma r ks
Foundation
Intermediate
express feelings, likes and dislikes
describing people, places, things and
events
present information on limited content
9
express and elaborate on
personal wishes and
opinions
 forms
 description
 informal letter
Module D – Four Point Examination
(for students in the 12th grade September 2015)
Time Allotted: 1 hour 45 minutes
Appreciation of Literature
Part A
# of Questions
# of Points
For one text:
Total = 85
3 Basic
Understanding
4 Basic Understanding
questions worth 6 pts
each (4x6= 24)
2 Analysis and
Interpretation
For one text:
4 Basic
Understanding
1 Analysis and
Interpretation
Total # of
questions:
7 Basic
Understanding
3 Analysis and
Interpretation
3 Basic Understanding
questions worth 7 pts
each (3x7=21)
Possible Item
Types
Item Description
Assessment Criteria
Students answer questions on
two literary texts: a short
story or poem. For each text,
students:
multiple-choice
Content 90%
sentence
completion
 Coherence
 answer three or four Basic
Understanding questions
open-ended
 Supporting
information
 answer one Analysis and
Interpretation question that
Total: 45 pts
may include understanding
of literary terms.
1 Analysis and
a. Name the HOTS they
Interpretation question
chose to answer the
worth 10 pts
question form the list of
HOTS in the appendix.
They can use any
2 Analysis and
HOTS from the list in
Interpretation questions
the Handbook.
worth 15 pts each
b. Answer the question
(15x2=30)
showing appropriate
The 15 points consist of:
evidence of the use of
the chosen thinking
 10 points for the
skill.
answer to the
For one of the texts, students
question
answer an additional Analysis
and Interpretation question
5 points for using the
that may include
chosen HOTS
understanding of literary
appropriately in the
terms.
answer
extended
answer
 Relevance
 Accuracy of
reporting
Language 10%
 Grammar
Benchmarks
Higher-Order Thinking Skills
 identify and describe events, setting and main
characters in literary texts, using lower-order
thinking skills
 analyze and interpret literary texts, using higherorder 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):






Classifying
Comparing and
contrasting
Distinguishing
different perspectives
Evaluating
Explaining cause and
effect
Explaining patterns
10









Generating possibilities
Identifying parts and whole
Inferring
Making connections
Predicting
Problem solving
Sequencing
Synthesizing
Uncovering motives
Part B
# of
Questions
# of
points
1
15
Benchmarks
Item Description
 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.)
Possible Item
Types
extended answer
(paragraph)
Assessment Criteria
Content: 90%
 Coherence
 Accurate and explicit
connection between the
literary text and the new
information.
 Supporting details from
the text.
Language 10%
 Grammar
11
Module E - Four and Five Point Examinations
Time Allotted: 1 hour 15 minutes
Access to Information from Spoken Texts
# of
pts
# of
txts
30
1
B enc h ma r ks
Length
passage
is about
four
minutes
long
Intermediate
understand the general
meaning, main ideas and
supporting details in a text,
and use this knowledge as
needed
Proficiency
identify and infer the
attitudes of the speaker and
draw conclusions
draw inferences in order to
identify the points of view in
a text, distinguishing fact
from opinion
12
Suggested Text
Types
Suggested Task
Types
 advice column
 conversations
with listeners
 interview
 lecture
 news
broadcast
 report
 speech
 fill-ins
 multiplechoice
 open-ended
 sentence
completion
Module E - Four and Five Point Examinations (continued)
Access to Information from Written Texts
#
#
pts
txts
Length
70
1
up to
380
words
Suggested Text
Types
B enc h ma r ks
Intermediate
understand the general
meaning, main ideas and
supporting details in a text, and
use this knowledge as needed
identify the features of
different text types and use this
knowledge as needed
Proficiency
identify and infer the attitudes
of the writer and draw
conclusions
transfer information extracted
from visual data, such as
diagrams
draw inferences in order to
identify the points of view in a
text, distinguishing fact from
opinion
interpret information from
visual data, such as graphs,
diagrams, and maps extracting
relevant information for a
specific purpose
use information tools such as
dictionary
13
 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
Suggested
Task Types
 graphic
organizers
such as
time lines,
tables
 multiplechoice
 open-ended
 sentence
completion
 t/f with
justification
Module F – Five Point Examination
(for students in the 12th grade September 2015)
Time Allotted: 1 hour 45 minutes
Appreciation of Literature
Part A
# of Questions
Short
story/poem:
2 Basic
Understanding
# of points
Total = 80
4 Basic Understanding
questions worth 5 pts
each (5x4=20)
2 Analysis
and
Interpretation
3 Analysis and
Interpretation questions
= worth 10 pts each
(10x3=30)
Play or Novel:
2 Analysis and
Interpretation questions
worth 15 pts (15x2=30)
2 Basic
Understanding
3 Analysis
and
Interpretation
Total # of
questions:
4 Basic
Understanding
5 Analysis and
Interpretation
Possible Item
Types
Item Description
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.
multiple-choice
Content 80%
sentence
completion
 Coherence
open-ended
 Supporting
information
 Accuracy of
reporting
Language 20%
 recognize and explain the use of literary techniques
in a text, such as imagery, irony, metaphor
 Grammar
 Spelling
 Punctuation
Higher-Order Thinking Skills
Benchmarks
 analyze and interpret literary texts, using higherorder thinking skills
 Relevance
extended answer
 answer one Analysis and
Interpretation question that may
include understanding of literary
terms where they:
a. Name the HOTS they
The 15 points consist of:
chose to answer the
 10 points for the answer
question from the list of
to the question
HOTS in the appendix.
They can use any HOTS
5 points for using the
from the list in the
chosen HOTS
Handbook.
appropriately in the
b. Answer the question
answer
showing evidence of the
appropriate use of the
chosen thinking skill.
 identify and describe events, setting and main
characters in literary texts, using lower-order
thinking skills
Assessment
Criteria
Teachers must teach the six HOTS that appear on the exam (in bold):






Classifying
Comparing and
contrasting
Distinguishing different
perspectives
Evaluating
Explaining cause and
effect
Explaining patterns
14









Generating possibilities
Identifying parts and
whole
Inferring
Making connections
Predicting
Problem solving
Sequencing
Synthesizing
Uncovering motives
Module F – Five Point Examination (continued)
Part B
# of
Questions
# of
points
1
20
Benchmarks
 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
Item Description
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.)
Possible Item
Types
extended answer
(paragraph)
Assessment Criteria
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
15
Module G - Five Point Examination
Time Allotted: 1 hour 45 minutes
Access to Information from Written Texts
# of
pts
60
# of
txts
Length
1
450-500
words
B enc h ma r ks
Intermediate
Proficiency
understand the general
meaning, main ideas and
supporting details in a text,
and use this knowledge as
needed
identify the features of
different text types and use
this knowledge as needed
identify and infer the
attitudes of the writer and
draw conclusions
transfer information extracted
from visual data, such as
diagrams
draw inferences in order to
identify the points of view in
a text, distinguishing fact
from opinion
interpret information from
visual data, such as graphs,
diagrams, and maps
extracting relevant
information for a specific
purpose
Suggested Text
Types
Suggested
Task Types
 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
 graphic
organizers
such as time
lines, tables
 multiplechoice
 open-ended
 sentence
completion
 t/f with
justification
use information tools such as
a dictionary
Written Presentation
#
pts
#
tasks
40
1
Length
120 140
words
B enc h ma r ks
Intermediate
Suggested Task Types
Proficiency
react to the content of
something read using the
appropriate higher-order
thinking skills
present an argument for
or against a particular
point of view
express ideas and opinions
about general topics using
main and supporting ideas
16
 formal letter
 review
 composition
Three Point Oral Examination - 20%
Social Interaction / Presentation
Part One: Interview
#
tasks
1
#
pts
40
Length
2 -3
minutes
B enc h ma r ks
Foundation
Task
Intermediate
engage in short conversations by
asking and answering simple
questions about familiar topics and
everyday situations, such as
family, school, and personal
interests
 interview
express and elaborate on personal
wishes and opinions
engage in conversations about
general topics, such as current
events, and future plans
express feelings, likes and dislikes
Part Two: Project Presentation and Interaction
#
tasks
#
pts
2
20
Length
3 -5
minutes
B enc h ma r ks
Foundation
Task
Intermediate
 accuracy
20
20
 project presentation
present information on limited
content
3 -5
minutes
engage in short conversation
17
 project
interaction:
question and
answer
discussion on
project
Four and Five Point Oral Examinations - 20%
Social Interaction / Presentation
Part One: Extended Interview
#
tasks
#
pts
1
40
Length
2 -3
minutes
B enc h ma r ks
Intermediate
Task
Proficiency
express and elaborate on
personal wishes and opinions
express ideas and opinions,
providing in-depth explanations
engage in conversations about
general topics, such as current
events, and future plans, using
language to suit context,
audience and purpose
engage in conversations on a
wide range of general topics,
such as social and global issues,
using language to suit context,
audience, and purpose
 interview
express ideas and opinions about
general topics using main and
supporting ideas
Part Two: Project Presentation and Interaction
#
tasks
#
pts
2
20
Length
3 -5
minutes
B enc h ma r ks
Intermediate
Task
Proficiency
 project presentation
summarize and present
information from a limited
range of sources
report on the results and
conclusions using appropriate
higher-order thinking skills for
this level
 accuracy
20
20
3 -5
minutes
interact for a wide variety of
purposes
engage in conversations
18
 project interaction:
question and
answer discussion
on project
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
Unit Logs
Comments
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.
19
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. 
20
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)
)‫ נקודות‬07( ‫ הבנת הנקרא‬:‫פרק ראשון‬
1-7 ‫ וענה על השאלות‬,‫קרא את הקטע שלפניך‬
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 – ‫ זרעים של קקאו‬,‫פולי קקאו‬
21
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.
.‫ על פי הקטע‬1-7 ‫ענה באנגלית על שאלות‬
‫ הקף במעגל את התשובה‬,7-‫ ו‬1,1 ‫בשאלות‬
.‫הנכונה‬
.‫בשאר השאלות ענה לפי ההוראות‬
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)
22
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)
23
PART TWO: LISTENING COMPREHENSION (30 points)
)‫ נקודות‬03( ‫ הבנת הנשמע‬:‫פרק שני‬
.10 – 8 ‫ענה על שאלות‬
Answer questions 8 – 24 according to
the broadcast. In all the questions
circle the correct answer.
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
24
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.
25
MODULE B for EXTERNAL STUDENTS
Time Allotted: 1 hour 30 minutes
PART ONE: ACCESS TO INFORMATION FROM WRITTEN TESTS (60 points)
)‫ נקודות‬07( ‫ הבנת הנקרא‬:‫פרק ראשון‬
.1-9 ‫ וענה על השאלות‬,‫קרא את הקטע לפניך‬
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
5
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.
10
15
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.
26
20
‫ על פי הקטע‬,1-9 ‫ענה באנגלית על השאלות‬
)‫ נקודות‬13( .‫שקראת ועל פי ההוראות בשאלות‬
Answer questions 1-9 in English according
to the passage and the instructions.
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)
27
6. COMPLETE THE SENTENCE. (lines 10-17)
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)
8. COMPLETE THE SENTENCE. (lines 10-17)
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)
28
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.
(8 points)
29
MODULE C - Time Allotted: 1 hour 30 minutes
PART ONE: ACCESS TO INFORMATION FROM WRITTEN TEXTS (70 points)
)‫ נקודות‬07( ‫ הבנת הנקרא‬:‫פרק ראשון‬
.2-8 ‫ וענה על השאלות‬,‫קרא את הקטע לפניך‬
Read the article below and then answer
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
25
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
30
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
35
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,
40
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
45
healthier population and cleaner air."
30
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)
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)
32
PART TWO: WRITTEN PRESENTATION (30 points)
)‫ נקודות‬07( ‫ משימת כתיבה‬:‫פרק שני‬
.‫לפניך קטע קצר והנחיות באנגלית‬
‫ מילים‬73-93 ‫ וכתוב על פיהם מכתב ובו‬,‫קרא אותם‬
Write a letter to your friend telling him or her about a performance* you went to.
…………………….
Dear ……………………,
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Yours,
……………………
*performance - ‫הופעה‬
33
November, 2015
Rubric for Assessing the Written Task - New Module C for Students
who Started Studying in the Tenth Grade 2014 -2015
Descriptors
Criteria
Content and
Organization
 task is fully on topic
 text is well organized
 content is easily
understood
10
Vocabulary
8
 use of appropriate
vocabulary
6
Language Use
6
 correct use of basic
language structures
 hardly any errors of
word order,
pronouns,
prepositions
4
3
 hardly any errors of
spelling, punctuation,
capitalization
6
2
1
TOTAL: 30 points
Teachers can give in-between grades.
Deduction for Length (70-90 words)
# of words
# of points deducted
69 - 59
2
58 - 48
4
47 - 37
6
36 - 26
8
Fewer than 25
30
34
1
 consistent incorrect
use of basic language
structures
 frequent errors of
word order, pronouns,
prepositions
3
 several errors of
spelling, punctuation,
capitalization
2
0
 consistent use of
inappropriate
vocabulary
 occasional incorrect
use of basic language
structures
 several errors of word
order, pronouns,
prepositions
8
3
 task is almost or
completely off topic,
but it is due to
misunderstanding of
topic
 text is poorly organized
 content cannot be
understood
 occasional use of
inappropriate
vocabulary
5
11
Mechanics
 task is partially on
topic
 text is fairly well
organized
 content is sometimes
difficult to follow
1
 frequent errors of
spelling, punctuation,
capitalization
0
0