State of Israel

Ministry of Education
Pedagogical Secretariat
Language Department
5 English Language Education and
Diplomacy and International Communication in English

10 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

15

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 21

 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
5 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
10 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
3
 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.
5

School-
External
Based
Module Exam Content %
Assessment
(54%)
(26%)

A  - 1 Access to Information 27
(Listening Comprehension)
1 Access to Information (Reading
Comprehension)

B -  Unit Logs 26

C  - 1 Access to Information (Reading 27

Comprehension)
1 Presentation (Writing)

D -  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.

4
 School-
External
Based
Module Exam Content %
Assessment
(54%)
(26%)

E  - 1 Access to Information 27
(Listening Comprehension)
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 27

Comprehension)
1 Presentation (Writing)

Oral  -  Extended Personal Interview 20

Exam  Project Presentation and
Interaction

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

5
 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
5 format of exams that were given last year.

Module A - One and Three Point Examinations

Time Allotted: 1 hour and 15 minutes
10

Access to Information from Spoken Texts

# of # of # of Suggested Text Suggested Task

Length Benchmarks
pts texts questions Types Types

30 1 400 6 Foundation Intermediate  advice column  multiple-

words  description choice
understand the general understand the general  interview  open-ended
4 minutes
meaning, main ideas, meaning, main ideas  report questions
and the sequence of and supporting details  sentence
events in a text, and in a text, and use this completion
use this knowledge as knowledge as needed
needed

identify facts, feelings

and explicit opinions
in a text
15

6
 Module A - One and Three Point Examinations (continued)
5

Access to Information from Written Texts

10

# of # of # of Suggested Text Suggested Task

Length B en ch mark s Types Types
pts texts questions
Foundation Intermediate
70 1 250-300 7-10  advertisement  fill-ins
understand the general understand the  article  matching
meaning, main ideas, general meaning,  description  multiple-
and the sequence of main ideas and  letter/email choice
events in a text, and use supporting details in a  report  open-ended
this knowledge as text, and use this questions
needed knowledge as needed  sentence
identify different text use information tools completion
types and use this such as a dictionary
knowledge as needed
identify facts, feelings
and explicit opinions in
a text

locate relevant
information for a
specific purpose

7
 5
Module B – External Students (Registered September 2015)
Time Allotted: 1 hour 30 minutes

10
Access to Information from Written Texts

# of # of # of B en ch mark s Suggested Text Suggested Task

Length
pts texts questions Types Types
Foundation Intermediate
60 1 Up to 8-10  descript  multi
300 understand the general understand the ive texts such ple-choice
words meaning, main ideas, general meaning, as personal  open-
and the sequence of main ideas and account/human ended
events in a text, and use supporting details in interest article  sentenc
this knowledge as a text, and use this  informa e completion
needed knowledge as needed tive texts such
as
identify different text identify the features advertisement,
types and use this of different text types advice column,
knowledge as needed and use this brochure,
knowledge as needed newsletter
identify facts, feelings  intervie
and explicit opinions in use information tools, ws
a text such as a dictionary  letters
such as
locate relevant personal letter,
information for a letter to the
specific purpose editor
 reviews
such as books,
films
 surveys

8
 5 Module B – External Students Only (continued)

Appreciation of Literature
# of # of Item Suggested Task
questions B en ch mark s Higher-Order Thinking Skills
pts Description Types
Foundation Intermediate
40 Up to 5 Students answer  multipl The following is a list of the
identify and describe events, setting questions on one e-choice possible HOTS to be taught:
and main characters in literary texts, short story.  sentenc  Classifying
using lower-order thinking skills e completion  Comparing and
 open- contrasting
analyze and interpret literary texts,
using higher-order thinking skills ended  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

10

9
 Module C – Three and Four Point Examinations
Time Allotted: 1 hour 30 minutes
5

Access to Information from Written Texts

# of # of # of Suggested Text Suggested Task

Length
pts texts questions Benchmarks Types Types
Foundation Intermediate
70 1 Up to 8-10  article  graphic
300 understand the general understand the  descript organizers
words meaning, main ideas, general meaning, ive texts such such as time
and the sequence of main ideas and as personal lines, tables
events in a text, and use supporting details in account/  multipl
this knowledge as a text, and use this human interest e-choice
needed knowledge as needed article  open-
 informa ended
identify different text identify the features tive texts  sentenc
types and use this of different text types  report e completion
knowledge as needed and use this  reviews
knowledge as needed such as books,
identify facts, feelings films
and explicit opinions in use information tools,
a text such as a dictionary

locate relevant
information for a
specific purpose
10

Written Social Interaction / Presentation

# # Suggested Task
Length B en ch mark s
pts tasks Types
Foundation Intermediate
30 1 70 – 90  forms
words express feelings, likes and dislikes express and elaborate on  description
describing people, places, things and personal wishes and  informal
events opinions letter
present information on limited content

15

10
 Module D – Four Point Examination
(for students in the 12th grade September 2015)
Time Allotted: 1 hour 45 minutes
5

Appreciation of Literature

Part A

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

For one text: Total = 85 Students answer questions on multiple-choice Content 90%
two literary texts: a short
3 Basic 4 Basic Understanding sentence  Coherence
story or poem. For each text,
Understanding questions worth 6 pts completion
students:  Relevance
2 Analysis and each (4x6= 24) open-ended
 answer three or four  Supporting
Interpretation 3 Basic Understanding Basic Understanding extended information
questions worth 7 pts questions answer
For one text: each (3x7=21)  Accuracy of
 answer one Analysis reporting
4 Basic Total: 45 pts and Interpretation question
Understanding Language 10%
that may include
1 Analysis and 1 Analysis and understanding of literary  Grammar
Interpretation Interpretation question terms.
worth 10 pts a. Name the HOTS they
chose to answer the
Total # of 2 Analysis and question form the list of
questions: Interpretation questions HOTS in the appendix.
worth 15 pts each They can use any
7 Basic HOTS from the list in
(15x2=30)
Understanding the Handbook.
3 Analysis and The 15 points consist of: b. Answer the question
Interpretation showing appropriate
 10 points for
evidence of the use of
the answer to the
the chosen thinking
question
skill.
5 points for using the For one of the texts, students
chosen HOTS answer an additional Analysis
appropriately in the and Interpretation question
that may include
answer
understanding of literary
terms.

Benchmarks Higher-Order Thinking Skills

 identify and describe events, setting and Teachers must teach the six HOTS that appear on the exam (in bold):
main characters in literary texts, using lower-
order thinking skills  Classifying
 analyze and interpret literary texts, using  Comparing and
higher-order thinking skills contrasting
 recognize the use of basic literary  Distinguishing
techniques in a text, such as repetition, different perspectives
personification, rhythm, and rhyme  Evaluating
 Explaining cause
and effect
 Explaining
patterns
 Generating possibilities
 Identifying parts and whole
 Inferring
 Making connections
 Predicting
 Problem solving 
 Sequencing
 Synthesizing
 Uncovering motives

11
 Part B

# of # of Possible Item
Benchmarks Item Description Assessment Criteria
Questions points Types

1 15  understand Students are given new extended answer Content: 90%

connections background information (paragraph)
about a literary text studied  Coherence
understand the
historical, social and/or in class.  Accurate and
cultural contexts of the explicit connection
Students explain how the
text and its author and between the literary text
background information is
explain how these are and the new information.
connected to an aspect of
reflected in the text or
the text.  Supporting details
how they have
influenced the writing (Recommended length: from the text.
of the text 60 - 80 words.) Language 10%
 Grammar

12
 Module E - Four and Five Point Examinations
Time Allotted: 1 hour 15 minutes
5
Access to Information from Spoken Texts

# of # of Suggested Text Suggested Task

Length B en ch mark s
pts txts Types Types
Intermediate Proficiency
30 1 passage  advice  fill-ins
is about understand the general identify and infer the column  multipl
four meaning, main ideas and attitudes of the speaker and  convers e-choice
minutes supporting details in a text, draw conclusions ations with  open-
long and use this knowledge as listeners ended
needed  intervie  sentenc
draw inferences in order to w e completion
identify the points of view in  lecture
a text, distinguishing fact  news
from opinion broadcast
 report
 speech

10

13
 5 Module E - Four and Five Point Examinations (continued)

Access to Information from Written Texts

# #
Length B en ch mark s Suggested Text Suggested
pts txts Types Task Types
Intermediate Proficiency
70 1 up to  article  grap
380 understand the general identify and infer the attitudes  informati hic
words meaning, main ideas and of the writer and draw ve texts such as organizers
supporting details in a text, and conclusions advertisement, such as
use this knowledge as needed advice column, time lines,
transfer information extracted brochure, tables
from visual data, such as newsletter  multip
identify the features of
diagrams  intervi le-choice
different text types and use this
knowledge as needed ews  open-
 letters ended
draw inferences in order to such as letter  senten
identify the points of view in a to the editor, ce
text, distinguishing fact from letter of completion
opinion complaint  t/f
 report with
interpret information from  review justification
visual data, such as graphs, s such as
diagrams, and maps extracting books, films
relevant information for a  texts
specific purpose such as
personal
use information tools such as account/
dictionary human
interest article

10

14
 Module F – Five Point Examination
(for students in the 12th grade September 2015)

Time Allotted: 1 hour 45 minutes

5

Appreciation of Literature

Part A

Possible Item Assessment

# of Questions # of points Item Description
Types Criteria

Short Total = 80 Students answer questions on (a) a multiple-choice Content 80%

story/poem: short story or poem and (b) a play
4 Basic Understanding sentence  Coherence
or novel. For each text, students:
2 Basic questions worth 5 pts completion
Understanding  answer two Basic  Relevance
each (5x4=20) open-ended
Understanding questions  Supporting
2 Analysis 3 Analysis and extended answer information
and  answer one (for short story or
Interpretation questions poem) or two (for play or novel)
Interpretation  Accuracy of
= worth 10 pts each Analysis and Interpretation reporting
(10x3=30) question that may include
understanding of literary terms.
Language 20%
Play or Novel: 2 Analysis and  answer one Analysis and
Interpretation questions Interpretation question that may  Grammar
2 Basic
worth 15 pts (15x2=30) include understanding of literary
Understanding  Spelling
terms where they:
The 15 points consist of: a. Name the HOTS they  Punctuation
3 Analysis
and chose to answer the
 10 points for the question from the list of
Interpretation
answer to the question HOTS in the appendix.
5 points for using the They can use any HOTS
Total # of
chosen HOTS from the list in the
questions:
Handbook.
appropriately in the
4 Basic b. Answer the question
Understanding answer showing evidence of the
appropriate use of the
5 Analysis and chosen thinking skill.
Interpretation

Benchmarks Higher-Order Thinking Skills

 identify and describe events, setting and main Teachers must teach the six HOTS that appear on the exam (in bold):
characters in literary texts, using lower-order
thinking skills  Classifying  Generating
 Comparing and possibilities
 analyze and interpret literary texts, using higher-
contrasting  Identifying parts and
order thinking skills
 Distinguishing whole
 recognize and explain the use of literary different perspectives  Inferring
techniques in a text, such as imagery, irony,  Evaluating  Making connections
metaphor  Explaining cause and  Predicting
effect  Problem solving 
 Explaining patterns  Sequencing
 Synthesizing
 Uncovering motives
10

15
 Module F – Five Point Examination (continued)

5
Part B

# of # of Possible Item
Benchmarks Item Description Assessment Criteria
Questions points Types

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 extended answer Content: 80%
background information about a (paragraph)
literary text studied in class.  Coherence
Students explain how the  Accurate and
background information is explicit connection
connected to an aspect of the text. between the literary
text and the new
information.
(Recommended length: 80-100
words.)  Supporting
details from the text.
 Language 20%
 Grammar
 Spelling
 Punctuation

16
 Module G - Five Point Examination

Time Allotted: 1 hour 45 minutes

5 Access to Information from Written Texts

# of # of Length B en ch mark s Suggested Text Suggested

pts txts Types Task Types
Intermediate Proficiency
60 1 450-500  article  graphic
words understand the general identify and infer the  informative organizers
meaning, main ideas and attitudes of the writer and texts such as such as time
supporting details in a text, draw conclusions advertisement, lines, tables
and use this knowledge as advice column,
needed transfer information extracted  multiple-
brochure,
from visual data, such as choice
newsletter
identify the features of diagrams  interviews  open-
different text types and use  letters such ended
this knowledge as needed as letter to the
 sentence
editor, letter
draw inferences in order to completion
of complaint
identify the points of view in  report  t/f with
a text, distinguishing fact  reviews justification
from opinion such as
books, films
interpret information from  texts such
visual data, such as graphs, as personal
diagrams, and maps account/
extracting relevant human
information for a specific interest article
purpose

use information tools such as

a dictionary

10 Written Presentation

# #
Length B en ch mark s Suggested Task Types
pts tasks
Intermediate Proficiency
40 1 120 -  formal letter
140 react to the content of present an argument for  review
words something read using the or against a particular  composition
appropriate higher-order point of view
thinking skills
express ideas and opinions
about general topics using
main and supporting ideas

17
 Three Point Oral Examination - 20%
Social Interaction / Presentation
5

Part One: Interview

# #
Length B en ch mark s Task
tasks pts
Foundation Intermediate
1 40 2 -3  interview
minutes engage in short conversations by express and elaborate on personal
asking and answering simple wishes and opinions
questions about familiar topics and
everyday situations, such as engage in conversations about
family, school, and personal general topics, such as current
interests events, and future plans

express feelings, likes and dislikes

10

Part Two: Project Presentation and Interaction

# #
Length B en ch mark s Task
tasks pts
Foundation Intermediate
2 20 3 -5  project
minutes present information on limited presentation
content

20  accuracy

20 3 -5 engage in short conversation  project

minutes interaction:
question and
answer
discussion on
project

18
 Four and Five Point Oral Examinations - 20%
5 Social Interaction / Presentation

Part One: Extended Interview

10
# #
Length B en ch mark s Task
tasks pts
Intermediate Proficiency
1 40 2 -3  interview
minutes express and elaborate on express ideas and opinions,
personal wishes and opinions providing in-depth explanations

engage in conversations about engage in conversations on a

general topics, such as current wide range of general topics,
events, and future plans, using such as social and global issues,
language to suit context, using language to suit context,
audience and purpose audience, and purpose

express ideas and opinions about

general topics using main and
supporting ideas

Part Two: Project Presentation and Interaction

# #
Length B en ch mark s Task
tasks pts
Intermediate Proficiency
2 20 3 -5  project
minutes summarize and present presentation
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 interact for a wide variety of  project

minutes purposes interaction:
question and
engage in conversations
answer discussion
on project

15

19
 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’
5 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 / There is no yearly grade (tziyun shnati) or moed bet for school-based
Moed Bet assessment (Unit Logs or exam).

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

10

20
 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.
5  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.
10
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. 

15

21
 3. Sample Exams for Internal and External Students

MODULE A - Time Allotted: 1 hour and 15 minutes

5
PART ONE: ACCESS TO INFORMATION FROM WRITTEN TEXTS (70 points)

)‫ נקודות‬70( ‫ הבנת הנקרא‬:‫פרק ראשון‬

Read the article below and then answer 1-7 ‫ וענה על השאלות‬,‫קרא את הקטע שלפניך‬
questions 1-7
10

NEWS FOR CHOCOLATE LOVERS

15 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
20 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
25 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.

30 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

35

22
 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-‫ ו‬1,6 ‫בשאלות‬
.‫הנכונה‬
.‫בשאר השאלות ענה לפי ההוראות‬

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

i) Chocolate is good for our health.
5 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)
10 ANSWER: ________________________________________________________
__________________________________________________________________
(10 points)

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

15 Today people in China and India are ______________________________________
_____________________________________________________________________
(10 points)

4. "There is a way to solve this problem." (line 11). What is the way?
20 ANSWER: __________________________________________________________
_____________________________________________________________________
(10 points)

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

25 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.
30 …… iv) It is expensive to grow this bean.
…… v) Companies need to add to the chocolate from this bean.
(2x8=16 points)

23
 6. The new cocoa beans are not sweet. What can be done about this? (lines 11-16)
i) i) add fruit and nuts
5 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)
10 i) there are enough cocoa beans for now
ii) more people are eating chocolate
iii) companies are making more chocolate today
(8 points)

15

20

24
 PART TWO: LISTENING COMPREHENSION (30 points)

Answer questions 8 – 13 according to )‫ נקודות‬30( ‫ הבנת הנשמע‬:‫פרק שני‬

the broadcast. In all the questions .13 – 8 ‫ענה על שאלות‬
circle the correct answer.

TALKING TO A MAGICIAN*
5
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.
10
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.
15
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.
20
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.
25
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.
30
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
35 ‫*קוסם‬

25
 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?

5 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.

10 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.
15 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.

20 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.

25 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?

30 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.

26
 MODULE B for EXTERNAL STUDENTS

Time Allotted: 1 hour 30 minutes

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

5 )‫ נקודות‬60( ‫ הבנת הנקרא‬:‫פרק ראשון‬

Read the passage below and then answer .1-9 ‫ וענה על השאלות‬,‫קרא את הקטע לפניך‬
.questions 1-9

FRANKLIN HIGH SCHOOL

A Guide for Doing Homework
10 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
15 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:

20  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.
25  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.

27
 Answer questions 1-9 in English according ‫ על פי הקטע‬,1-9 ‫ענה באנגלית על השאלות‬
to the passage and the instructions. )‫ נקודות‬60( .‫שקראת ועל פי ההוראות בשאלות‬

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

ANSWER: ________________________________________________________

5 (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.

10 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.

15 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: ________________________________________________________

20 _________________________________________________________________

(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.

25 ii) teachers do for their students.
iii) students learn from doing homework.
(6 points)
 6. COMPLETE THE SENTENCE. (lines 10-17)

Students should have a _______________________ where they can do their

5 homework.

(7 points)

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

Students should do homework (-).

10 i) at the same time every day.

ii) on the day the teachers give it.
iii) together with their friends.
(7 points)

15 8. COMPLETE THE SENTENCE. (lines 10-17)

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

_________________________________________________________________
(8
20 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.

25 ii) they have good study habits.
iii) their teachers help them.
(7 points)

30
 PART TWO: LITERATURE (40 points)

5 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.
10 iii) She needed to give money to her children.
(7 points)

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

__________________________________________________________________

15 (9 points)

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

(8 points)

20

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.
25 (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.

30 ii) She understands they wanted their children to be happy.
iii) She thinks her parents need to open a bank account.
 (8 points)

MODULE C - Time Allotted: 1 hour 30 minutes

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

)‫ נקודות‬70( ‫ הבנת הנקרא‬:‫פרק ראשון‬

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

BIKE-SHARING PROGRAMS ARE CHANGING CITIES

10 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
15 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
20 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
25 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,
30 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
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.

5 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.
10 (8 points)

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

ANSWER:____________________________________________________________
15 _____________________________________________________________________
(8 points)

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

20 ANSWER:
_____________________________________________________________________
_____________________________________________________________________
(8 points)

25
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.
30 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.

5 Lines 9-12: _____________________________________________

_______________________________________________________

Lines 13-16: _____________________________________________

________________________________________________________

(2x7=14 points)

10

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
15 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?

20 (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.
25 (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.
30 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)

35
34
 PART TWO: WRITTEN PRESENTATION (30 points)

)‫ נקודות‬30( ‫ משימת כתיבה‬:‫פרק שני‬

.‫לפניך קטע קצר והנחיות באנגלית‬
5 ‫ מילים‬70-90 ‫ 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,

……………………

10 *performance - ‫הופעה‬

35