Keep Thinking
Intermediate Level
Stage Two
by Debi Partouche
Eric Cohen Books Ltd
Israel 2011
ב-- כרכים
כרך ראשון
עמודים
עמודי דפוס
עמודי בראיל
העתיקה: מרים הרמן
הספריה המרכזית לעיוורים
נתניה ישראל 2013
Keep Thinking is a stimulating course for high level classes at Stage Two of the Intermediate Level in Junior High School.
Components:
- Student's book
- Workbook
- Teacher's guide
- Audio CD – listening
- Audio CD – reading
תוכן העניינים
(התוכן ערוך כך: שם הפרק עמוד דפוס עמוד בראיל)
*6*
*6*
In this unit, you will ...
- learn about people behind the scenes
- think about how people solve problems
By the end of this unit you will be able to solve some problems and explain your decisions.
(בספר תמונות)
1. winning a national prize
2. winning a sports competition
3. graduating from school
*7*
B. In the song below, a successful person is thanking someone who helped him or her behind the scenes.
1. Listen to the song and read along.
2. Which lines of the song do you think are most important?
The wind beneath my wings
Larry Henley /Jeff Silbar
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) It must have been cold there in my shadow
(2) To never have sunlight on your face.
(3) You've been content to let me shine
(4) You always walked a step behind.
(5) So I was the one with all the glory
(6) While you were the one with all the strength.
(7) Only a face without a name,
(8) I never once heard you complain.
Chorus
(9) Did you ever know that you're my hero
(10) And everything I'd like to be?
(11) I can fly higher than an eagle
(12) But you are the wind beneath my wings.
(13) It might have appeared to go unnoticed
(14) But I've got it all here in my heart.
(15) I want you to know I know the truth
(16) I would be nothing without you.
Chorus
C. What do you think the words ‘you are the wind beneath my wings' mean?
*8*
Part A: The Coach
A. You are going to read about a special coach. Which words and expressions below can be used to talk about a good coach and what he / she does? All new words and expressions appear in the glossary at the back of the workbook.
ability, athlete, coach (n, v), court, develop, especially, familiar, gym, include, recognize, refuse, retire, secret, succeed, success, successful, unbelievable, unlikely
B. Read the magazine article. What makes Nick Bollettieri so special?
The Coach
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Boris Becker, Monica Seles, Andre Agassi, Maria
(2) Sharapova, Anna Kournikova, Venus and Serena
(3) Williams and Martina Hingis – do any of these names
(4) sound familiar? They are all world famous tennis players.
(5) How did they get to the top? Who is the person behind
(6) their success?
(7) His name is Nick Bollettieri and he has coached many
(8) top players. He is also the man who made tennis the
(9) popular sport that it is today. In 1978, he opened the
(10) Academy – the first boarding school (פנימיה)
(11) especially for tennis, which also included the usual
(12) school subjects. Nick taught athletes how to succeed on
(13) the court, and he also prepared them for a successful life
(14) off the court.
(15) Bollettieri says that he wasn't a very good tennis player
(16) himself. He only became a tennis coach because he
(17) needed money to go to law school. Five years later some
(18) of the people he coached became top players.
(19) What was the secret of their success? Bollettieri explains,
(20) "All of these people that go to greatness, they have to
(21) have ... the passion (תשוקה) to do more, each and every day and
(22) refuse to lose." Bollettieri has the ability to recognize
(23) that passion in his players. Sometimes he finds it in
(24) unlikely places. He remembers when Monica Seles came
(25) to his tennis school in . She was a skinny little
(26) 12-year-old, but he saw something special in her. "I saw
(27) her at 12 years old, thin as a rail (רזה כמו מקל), hit the ball with two
(28) hands, both sides, but I saw something unbelievable."
*9*
(29) Bollettieri's best moment as a coach was
(30) when Andre Agassi won at in
(31) 1992. He had watched Agassi develop from
(32) a young tennis rebel (מורד) as a teenager to
(33) become one of the world's best players.
(34) Now nearing 80, Bollettieri is still in great
(36) and goes to the gym. He starts coaching at
(37) 5:30, stops only to eat a quick lunch and
(38) finishes his last lesson at 7:00 p.m.
(39) Bollettieri is the man behind the success
(40) of many tennis players. He's the coach
(41) who watches from the sidelines while his
(42) ‘students' get all the credit on the court.
(43) But he still sees himself as the lucky one.
(44) When people ask him if he will ever retire,
(45) his answer is: "How can I retire when I've
(46) never worked a day in my life?"
C. Get the facts
Answer the questions in your notebook.
1. What do you learn about the people named in the first sentence of the article? Write two answers.
2. What was special about Bollettieri's tennis academy? Give one example.
3. Why was it surprising that Bollettieri became such a good tennis coach?
4. Bollettieri began coaching tennis because he ...
a. loved the game
b. needed money for law school
c. wanted to be a top player
d. was very good at the game
5. Complete the sentence.
Bollettieri is close to 80 years old, but he ...
D. Keep thinking
1. From the questions in lines 5-6, the reader can understand that the article is about ...
a. famous tennis players
b. familiar names
c. the person who helped the players succeed
d. how tennis became popular
2. What does Bollettieri mean when he says: "How can I retire when I've never worked a day in my life?" Explain it in your own words.
3. Think of another title for this article.
4. Do you think you have to be good at sports to be a coach? Explain.
5. Look at the song on page 7 again. How is it connected to the article?
a. Bollettieri would be nothing without the players.
b. Bollettieri is the hero who helps the players succeed.
c. Bollettieri made tennis popular.
d. Bollettieri still coaches.
*10*
Vocabulary
A. Read each sentence in column a and choose a sentence from column b that could follow.
a:
1. I recognize that woman.
2. Noam doesn't plan to retire yet.
3. Liron is a really good coach.
4. It's a secret.
5. The price of the hotel includes meals.
7. It's unlikely that Gili will pass the test.
8. The chef gets all the credit for the new menu.
b
a. She never studies.
b. But I don't remember her name.
c. He wants to continue working.
d. You don't have to pay extra.
e. He exercises every day.
f. I won't tell anyone.
g. People think he did it all himself.
h. The players are getting better all the time.
B. Replace the words in bold in the sentences with a word below.
athlete, unbelievable, gym, recognize, succeeded, especially, refused, courts, developed, retire
1. You changed your hair color! I didn't -know it was- you!
2. When he was in school, he -did very well- in history.
3. I enjoy all sports but I -really- like basketball and tennis.
4. The teacher asked Liat to help clean the classroom but she -said no-.
5. Our school needs a new -exercise room-.
6. When I'm 65, I'll -stop working-.
7. The story she told was -very surprising-. Do you think it could be true?
8. The town -grew bigger and better- and became a nice city.
9. Omri Caspi is a famous Israeli -sportsman-.
10. Our town built new -places to play tennis-.
C. Complete five of the sentences below in your notebook.
A good coach is someone who
1. is familiar with --.
2. has the ability to --.
3. recognizes --.
4. is unlikely to --.
5. knows that success --.
6. can develop --.
7. teaches athletes --.
*11*
D. Sometimes the same word can be a noun (שם עצם) or a verb (פועל).
1. What part of speech is the word answer in each sentence below?
1. I don't answer my phone when I'm eating.
2. I had only one wrong answer on the math test.
2. Complete each pair of sentences in your notebook with one of the words below. Then decide if the word is a noun or a verb in each sentence.
coaches, name, places, start, sounds, work
1a. He has a great job – he enjoys his --.
b. They -- six days a week.
2a. He -- a famous American football team.
b. Our -- make us work really hard.
3a. The mall has a lot of different -- to eat.
b. She usually -- the flowers in the middle of the table.
4a. Can you -- five flowers?
b. What's your mother's --?
5a. We knew from the -- that it wasn't a good idea.
b. The basketball games always -- at 8:00.
6a. It -- like you had a good time on your trip.
b. When we were camping, we heard a lot of strange -- at night.
3. Which of these words can be both nouns and verbs? Check your answers in the dictionary.
change, retire, smell, color, lose, hand, teach, play, moment, visit
4. Write two sentences with one of the answers from exercise 3 above, using the word once as a noun and once as a verb.
Workbook page 4
Brainteaser
There are 64 tennis players in a tournament. A player is out of the tournament when he / she loses a game.
How many games does the champion play?
(Do you need a hint? Go to page 166.)
Hint:
Count one game at a time. In the first game there are 64 players, 32 against 32. In the second game there are 32 players, 16 against 16. Continue counting like this until the final game.
*12*
Language: simple tenses (review)
Grammar appendix pages 168-170
A. Read the sentences and match each group of sentences to a rule below.
1. Andre Agassi won at in 1992.
Bollettieri didn't just teach the game of tennis.
How did they get to the top?
2. Bollettieri gets up at 4:20 every morning.
He doesn't stop until 7:00 p.m.
Do any of these names sound familiar?
3. Bollettieri won't stop.
He will continue to work as long as he can.
When will Bollettieri retire?
Rules
a. We use the Present Simple to talk about habits and facts.
b. We use the Past Simple to talk about things that happened in the past.
c. We use the Future Simple to talk about things that will happen in the future.
B. Look at the negative sentences and questions in exercise A. Which tense uses do / does? Which tense uses did?
C. Which time expressions are used with each tense? Write them in the correct column on page 7 in the workbook. Then add another example to each column.
every four years
in 1978
every morning
in a few years
soon
once a week
last month
usually
over 30 years ago
tomorrow
next week
a long time ago
Present Simple: every four years, --
Past Simple: --
Future Simple: --
D. With a partner, match a and b to make true sentences about sports trivia.
a:
1. Athletes take part in the Maccabiah Games in
2. Shahar Pe'er won her first big tennis game
3. Yossi Benayoun began his football career
4. The summer olympics will be in
5. Maccabi Tel Aviv won its first championship
6. There is a big tennis tournament at
b:
a. in 1954.
b. once a year.
c. when she was 12.
d. every four years.
e. over 10 years ago.
f. in 2016.
*13*
E. Complete the paragraph with the correct form of the verbs below. Use the Past, Present and Future Simple.
travel, play, start, win, hear, succeed
In December 2010, Amir Weintraub 1. -- the National Tennis Championships by beating Dudi Sela in the final. Amir was born in Rehovot in 1986 and 2. -- playing tennis when he was eight years old. Today, he 3. -- around the world and 4. -- tennis in many different countries. He hopes that soon he 5. -- in winning other important games. Maybe we 6. -- a lot more about Amir in the future.
F. In your notebook, complete the sentences below to summarize Nick Bollettieri's life. Use the words in brackets to help you and add time expressions when needed. You can use the text on pages 8-9 to help you.
In the past
Bollettieri (become a tennis coach) --
He (open a tennis school) --
He (teach athletes) --
Some of his students (succeed) --
In the past
Bollettieri became a tennis coach because he needed money to go to law school.
He --
In the present
Bollettieri (go to the gym) --
He (not stop) --
He still (coach) --
He (think) --
In the future
Bollettieri (not retire) --
He (continue to coach) --
G. With a partner, take turns interviewing each other. One of you is a reporter, the other a famous athlete. The useful language below will help you.
Useful language
Asking questions
How (often) do you ...?
When did you ...?
Where did you ... ?
What do you think ... ?
When will you ... ?
How did you feel when ... ?
What / Who is your favorite ... ?
What will you do ... ?
I exercise a lot and eat healthy food.
Workbook, page 7
*14*
Part B: Emergency
A. Read the news report. What was the miracle?
Daily News January 16, 2009
Miracle on the !
(בספר תמונה)
New York – U.S. Airways flight 1549 crash-landed (נחתה נחיתת חירום) in the . The pilot, Captain Sullenberger, made a successful emergency landing. Everyone on the airplane was able to get out safely.
B. These words and expressions appear in the article that follows. Which of them can you use to talk about the photo above?
alive, choice, contact (v), crash (v), emergency, immediately, inform, instruct, instruction, land (v), miracle, moment, offer (v), option, passenger, power, reply (v), rescue (v), responsible, runway, survive, unable
first sign of trouble, freezing cold, lose contact, make a decision, remain calm, take off (v), turn back
*15*
C. Read the article. We know the pilot was the hero, but who worked behind the scenes? What were the difficulties?
Emergency!
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) On January 15, 2009, air traffic controller (פקח טיסה)
(2) Patrick Harten arrived at work as usual at
(3) 12:30 p.m. As part of his job, he was responsible
(4) for all the airplanes leaving
(5) in .
(6) At 3:25 p.m., U.S. Airways Flight 1549 took off
(7) and Harten instructed the pilot to climb to
(8) 15,000 feet. Soon after, the pilot, Captain
(9) Sullenberger, informed Harten that he was in
(10) trouble. The plane had hit a flock (להקה) of birds and
(11) lost power. The pilot needed to return to
(12) immediately to make an
(13) emergency landing.
(14) As Harten later explained, "When a pilot tells a
(15) controller he needs to make an emergency
(16) landing, the controller must act quickly.
(17) Harten made a quick decision to offer Captain
(18) Sullenberger Runway 13, which was the closest
(19) runway.
(20) Harten gave the pilot instructions to turn back.
(21) He also immediately contacted LaGuardia and
(22) told them to prepare for an emergency landing.
(23) Seconds later Captain Sullenberger said, "We're
(24) unable." Harten quickly gave the pilot another
(25) option: Land on Runway 31. The Captain
(26) replied in one tragic word, "Unable."
(27) Harten quickly asked the pilot where he
(28) could land safely. The pilot told him that
(29) he could not turn back to LaGuardia. He
(30) asked if he could land at
(31) Airport in .
(32) Harten immediately contacted the controllers
(33) there. The airport workers hurried to prepare
(34) Runway 1 for an emergency landing. Harten
(35) instructed the pilot to land on Runway 1.
(36) Captain: We can't do it.
(37) Harten: Which runway would you like at
(38) Teterboro?
(39) Captain: We're gonna be in the .
(40) Harten knew that people don't survive landings
(41) in the . "I believed at that moment,
(42) I was going to be the last person to talk to
(43) anyone on that plane alive;' Harten later said
(44) Then Harten lost contact with Flight 1549. Only
(45) two minutes had passed since the first sign of
(46) trouble. Harten was in shock – he was sure the
(47) plane had crashed.
(48) The plane crash-landed in the freezing cold
(49) water of the and started filling
(50) with water. But the passengers were able to get
(51) out of the plane and stand on the wings. Police
(52) and fireboats hurried to the plane and rescued
(53) all the passengers. It was a miracle. Everybody
(54) was alive.
(55) Harten later described how he felt at the time:
(56) "During the emergency itself, I was hyper-
(57) focused (מרוכז מאד). I had no choice but to think and
(58) act quickly, and remain calm. But when it
(59) was over, it hit me hard. Truth was I felt
(60) like I'd been hit by a bus."
*16*
D. Get the facts
1. Look at the flow chart. Then complete the sentences on page 13 in the workbook to show what happened to Flight 1549.
The plane hit some birds.
The plane lost power and (1). --.
Harten tried to help the pilot land on an airport runway.
In the end, the plane (2). --
2. Complete the sentences in your notebook.
1. Harten was responsible for --.
2. Harten thought he was going to be the last person to talk to anyone on the plane because --.
3. Choose the two correct answers.
During the emergency, Harten had to --.
a. think quickly and remain calm
b. tell the pilot to land in the
c. prepare the runway for the emergency landing
d. try to find a runway for the plane to land on
e. help rescue the passengers
E. Solving problems – We face a lot of different kinds of problems in our lives. To solve a problem, we first try to understand what the problem is and what caused it. Then we think of ways to solve it. Finally, we decide which solution we think is best.
1. When did Harten realize that there was a problem?
2. How serious was the problem?
3. How long did he have to think about it?
4. Do you think Harten did a good job? Explain.
5. This was an emergency. What's different about solving problems in an emergency?
F. Keep thinking
1. Why do you think the writer wrote "as usual" in the first sentence?
2. The pilot said: "We're unable", "Unable" and "We can't do it".
These are very short sentences. Why do you think the pilot only said a few words?
3. Do you think "Emergency!" is a good title for this article? Explain.
4. Think of other people who work behind the scenes. Which of them have the power of life and death?
*17*
Vocabulary
A. Write the words below in the correct column on page 13 in the workbook.
contact, crash, emergency, instruct, instruction, offer, rescue, responsible, survive, unable, first sign of trouble, freezing cold, lose contact, make a decision, remain calm, turn back
Words that show there was a problem: --
Words that show that someone tried to help: contact, --
B. Choose two answers that can complete each sentence.
1. You have two --. You can do the dishes or wash the floor.
a. choices
b. moments
c. options
2. The plane -- in a field.
a. remained calm
b. crashed
c. landed
3. That was a serious car accident, but everyone --.
a. survived
b. is alive
c. replied
4. The police must act quickly --.
a. in an emergency
b. to lose contact
c. at the first sign of trouble
5. Judy doesn't know about the meeting. Can you -- her?
a. offer
b. inform
c. contact
6. The plane -- without any problem.
a. rescued
b. turned back
c. took off
(בספר איור)
- What did you do at the first sign of trouble?
- Who did you inform about the emergency?
- Did anyone give you any instructions?
- How did you help people remain calm?
- Do you think you made good decisions?
What did you do at the first sign of trouble?
I contacted ...
*18*
D. Phrasal verbs are two-word verbs. The second word changes the meaning of the verb. For example, "take off" has a different meaning than "take".
1. Read each short passage below and guess if it is true or false.
1. The inventor Alexander Graham Bell made the first telephone call in 1832 when he connected a phone in his office to a second phone in his kitchen. When he finally got through to his wife in the kitchen, she (hung up) on him because she didn't know who was calling.
2. The Beatles were (turned down) by the first four record companies they contacted. The record companies didn't think that guitar music would be popular with young people.
3. English has more words than other languages (about a million words). But don't worry! Most people (get by) with only one percent of the words (which is 10,000!!! words).
4. A policewoman got a message on her police radio, but it was hard to make out what the person on the other end was saying. Following the instructions she heard, she went to a school and asked about the theft of a saxophone. How do you think she felt when she (found out) that the thief had stolen a fax and a phone from the school?
5. The name of the highest mountain in the world, , comes from a joke made by a Canadian climber. A few hours before he )set off) on his climb, a journalist asked him, "What will be the first thing you do when you get to the top of the mountain?" The Canadian smiled and said, "Have a rest." The reporter heard "Everest", and the rest is history!
2. Choose the correct definition for the phrasal verb in bold. Look at the key below to see if you guessed correctly in exercise D1.
1 To (hang up( means to --.
a. argue
b. stop a phone call
2. To -turn down- means to --
a. say no
b. help
3. To (get by) means to --.
a. do okay
b. leave
4. To (find out) means to --.
a. learn
b. read
5. To (set off) means to --.
a. prepare
b. leave
Key:
If the answer is a, then the passage is true.
If the answer is b, then the passage is false.
Workbook page 14
*19*
Writing
Describing an event
A. We often write about things that happened to us.
Read the email that Doron sent to his friend Lior.
What does he write about?
Hi Lior,
Yesterday just wasn't my day – you won't believe what happened! When I got home from school, my house key wasn't in my pocket. First I emptied my whole schoolbag but ... no key. After that I tried the neighbors – my mom usually leaves an extra key with them – but they weren't home. Then I remembered that one of the back windows had a loose lock. So in the end, I climbed through the window. What's the big deal? Five minutes later there were policemen at the door ready to arrest me! They had to call my parents and I felt really silly. I'll never forget my key again!
Doron
B. We use the connectors first, then, next, after, later, finally and in the end to help show the order of events.
Which connectors did Doron use in his email?
C1. In your notebook, number the sentences below in the order that you think they happened.
a. The pilot said there was a problem and that we had to go back. b. Back at the airport, they fixed the problem and we took off again. c. We got on the plane and found our seats.
d. The plane landed in four hours late.
e. The plane took off.
2. Use the sentences above to write a paragraph in your notebook. You may begin with the sentence below. Add at least three connectors and other information.
I was so happy about my first trip to .
D. Write an email to a friend about something amazing, upsetting or strange that happened to you. Use connectors to show the order of events.
Workbook, page 17
*20*
Part C: Movie stunts
A. Many people work behind the scenes to make a movie. How many jobs behind the scenes can you think of? Which do you think is the most important?
B. You are going to listen to a tour guide at a movie studio. Look at the photos on pages 20-21 from movies. Which words and expressions can go with each photo?
(בספר תמונות)
bleed, fake, perform, risk (n), stunt, stuntman / stuntwoman
action movie, get hurt, get ready, get shot, special effects, tour guide
C. Look at the photos again and read the captions. Which stunt do you think is the most difficult? Explain.
1. They are fighting with swords.
2. He isn't really bleeding. The blood is fake.
3. Is Matt Damon climbing up or down the building?
*21*
(בספר תמונות)
4. Tom Cruise is shooting at someone and holding on to the truck.
5. Jackie Chan is trying to grab hold of the helicopter.
6. He is jumping off the burning train.
D. Now listen to the tour guide. Which stunts in exercise C are mentioned during the tour?
E. Read the questions below. Then listen again to the tour guide and answer the questions on page 19 in the workbook.
1. Give one reason not to use special effects.
Complete the sentence.
Sometimes special effects don't look --.
2. Tom Cruise, Matt Damon and Jackie Chan --.
a. sometimes do their own stunts
b. never do their own stunts
c. started as stuntmen before they became actors
3. Jackie Chan broke his -- three times while doing stunts.
a. fingers
b. toes
c. nose
4. Complete the sentence.
The most dangerous stunts are the ones with --.
5. Which stunt did the students actually see?
a. a fire
b. a crash
c. a shooting
6. What was fake? Give one answer.
Workbook page 20
*22*
Language: Present Progressive (review)
A1. Read the sentences below. Find the verb in each sentence.
1. I am watching my favorite movie.
2. They are jumping off the burning train.
3. He isn't bleeding. The blood is fake.
4. Is Matt Damon climbing up or down?
2. How do we form the Present Progressive?
3. When do we use the Present Progressive?
B. Read each situation below. Write as many answers to the questions as you can in your notebook.
1. Your brother is bothering you. What is he doing?
He's making a lot of noise.
He's making a mess.
He's practicing the drums.
2. You are at the mall with friends. What are you doing?
3. The basketball players are getting ready for a big game. What are they doing?
4. You are a passenger on a bus. What are you doing?
5. A friend calls you on your cellphone. You tell him / her that you are too busy to talk. What are you doing?
C. Stative verbs do not describe actions – they describe senses, thoughts and feelings. We do not use the Present Progressive with these verbs, even if we are talking about "now". We use the Present Simple.
Some stative verbs are:
Senses: feel, hear, see, smell, taste
Thoughts: think, believe, know, understand, remember
Feelings: like, love, hate, want, need
He feels good about his decision.
1. Complete each sentence with a stative verb or a verb in the Present Progressive.
1. This soup -- delicious.
tastes / smells / is
2. Ruth and Susan -- for their history test.
3. Be quiet. We -- TV.
4. I -- that's a good idea.
5. The children -- in the yard.
6. I -- her name.
2. In which sentences above do you have to use stative verbs?
Workbook page 21
*23*
Idioms
An idiom is an expression. Its meaning is not the same as the meaning of the individual words. You have to learn it as a whole. For example, "to be all ears" means to listen carefully.
A. Match each idiom in bold to its meaning below.
1. We don't know what is going on (behind the scenes).
2. Teenagers often feel that their parents are (behind the times).
3. The criminals are (behind bars).
4. The doctor is (behind schedule).
5. They talked about him (behind his back).
Meanings
a. old-fashioned
b. where we can't see or know about it
c. later than planned
d. when he couldn't hear them
e. in jail
B. Which of these idioms have a similar expression in your language?
Workbook page 23
*24*
Keep Reading
(בספר תמונות)
helmet, headband, dental braces, ski jacket, water filter
B. Read the article and find out.
Behind the scenes at NASA (נאס'א – ארגון ממשלתי אמריקאי המפקח על התנועה בחלל ועורך מחקרי חלל)
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) What do bicycle helmets, headbands, invisible dental braces, ski jackets
(2) and water filters have in common? Here's a hint: Look up. Way up!
(3) The answer: Outer space! They
(4) all use products that were developed
(5) by NASA scientists for space
(6) travel.
(7) Most people today will never
(8) walk on the moon, but many will
(9) come into contact with a NASA
(10) product in their everyday life.
(11) Behind the scenes, NASA has
(12) developed new products for the
(13) space program that can also be used
(14) in our daily lives. So you don't
(15) have to be a rocket scientist to
(16) enjoy these great inventions from
(17) NASA!
(18) NASA scientists first developed
(19) a material called temper foam (קצף מיחד שנדחס כדי לספוג את הזעזוע ולאחר מכן חוזר לצורתו המקורית.) in
(20) the early 1960s. When a spaceship
(21) takes off, there is a lot of pressure
(22) pushing the astronauts into their
(23) seats. Special seats made with
(24) temper foam are safer and more
(25) comfortable for the astronauts.
(26) Temper foam is now used in
(27) wheelchairs, helmets and regular
(28) airplane seats. The foam is
(29) especially popular today, since
(30) many companies use it to make
(31) mattresses (מזרונים) and pillows.
(32) NASA scientists needed to keep
(33) water clean for a long time. They
(34) found a way to kill the bacteria in
(35) water and to stop any bacteria from
(36) growing again. Companies began
(37) using this same technology in the
(38) water filters that people use in their
(39) homes every day.
(40) The temperature on the moon
(41) can be very hot or freezing cold.
(42) Scientists at NASA needed to
(43) develop a special spacesuit that
(44) would be good for both hot and cold
(45) weather. They invented a special
(46) material to keep the body warm
(47) inside a space suit. It is now used in
(48) ski jackets. The spacesuit also has
(49) special pockets inside it for "gel
(50) packs". The gel packs keep the
(51) astronauts from getting too hot. A
(52) gel pack is like a plastic bag filled
(53) with crushed ice. It can absorb a lot
(54) of heat and helps the astronauts stay
(55) cool. A gel pack lasts for about an
(56) hour and can easily be changed.
(57) Today, athletes, like runners or
(58) tennis players, wear sports clothes
(59) with gel packs to keep them from
(60) getting too hot.
*25*
C. Answer the questions in your notebook.
1. For each of these NASA inventions, give one example of a product we use in our everyday lives.
1. special material to keep astronauts warm
2. special foam
3. a way to have clean water
2. An astronaut sitting in a seat made with temper foam --.
a. feels more pressure
b. is in less danger
c. feels warm
d. won't be too hot or too cold
3. Why is the temperature on the moon a problem?
4. Another title for this text could be --.
a. Space and our lives
b. Walking on the moon
c. Stay cool with NASA
d. NASA and sports
5. NASA invented each item below to solve a problem. Write why NASA needed each invention.
1. gel packs
2. temper foam
3. a way to kill bacteria in water
D. Look at the following problems. Which NASA inventions could help solve each one?
1. You are visiting a friend in and it is freezing cold.
2. You are traveling to a country that doesn't have clean water.
3. The boss wants his motorcycles to have more comfortable seats.
4. A soccer team from a country that is usually cold is going to play in a country with very hot weather.
E. Answer the questions. Pay attention to the expressions in bold.
1. What do hats and shoes -have in common-?
2. How do you -keep cool- in the summer?
3. Your class wants to -find a way- to help people in your town. Give some ideas.
4. Be careful in the jungle – you could come -into contact with- ...
5. A non-stop flight from Tel Aviv to -lasts for- ...
6. Which invention is important to you in your -everyday life-? Why?
*26*
Review
Do the exercises in your notebook.
ability, alive, athlete, bleed, choice, coach (n, v), contact (v), court, crash (v), develop, emergency, especially, fake, familiar, gym, immediately, include, inform, instruct, instruction, land (v), miracle, moment, offer (v), option, passenger, perform, power, recognize, refuse, reply (v), rescue (v), responsible, retire, risk (n), runway, secret, stunt, stuntman / stuntwoman, succeed, success, successful, survive, unable, unbelievable, unlikely
A. With a partner, look at the photos below. Describe what is happening in each photo, using as many words above as you can.
(בספר תמונות)
B. Imagine you are one of the people behind the scenes that you read or heard about in this unit. Write sentences about yourself. Write about:
1. things you usually do.
2. things you did in the past.
3. what you will do in the future.
C. Discuss one problem from the unit. How did the person / people solve it? Do you think this was a good solution?
Workbook, page 24
*27*
Task: solve a problem
Guidelines: follow the steps to complete the task.
(בספר תמונות)
1. What should I do...?
2. Didn't you bring...?
1. What is happening?
2. What do you think the problem is?
3. What do you think happened before to cause the situation?
3 Decide what the teenager(s) will do. Explain why that is the best solution.
4. Write what the problem is and what solution you chose. Remember to use the correct tenses and use connectors to show sequence.
5. Use the checklist below to help you edit your work.
6. Present the problem and your solution to the class.
Checklist
Complete the checklist on page 141 in the workbook.
2. We thought of at least two solutions to one of the problems.
3. We chose the best solution and explained our choice.
4. We wrote about the problem and the solution.
5. We used the correct tenses.
6. We used connectors to show sequence.
7. We used new words and expressions.
8. We checked spelling, punctuation and capital letters.
9. We presented the problem and solution to the class.
*28*
Literature
A. In news stories, reporters sometimes cannot tell all the facts because of things that are happening behind the scenes. Can you think of examples of news stories like this?
B. Read the story about a reporter. What is the secret?
The Secret
adapted from a story by Arthur C. Clarke
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Henry Cooper was a very good reporter. When he got the assignment to go to the
(2) moon again, he was very excited. He felt good because the United Nations Space
(3) Administration – UNSA (מינהל האו'ם לענייני החלל) had asked him to come and they were a very important
(4) organization. Down on Earth, people were screaming for more roads and more schools
(5) and complaining about the billions that the government was using for space study.
(6) That's the reason Cooper was on the moon – UNSA wanted him to explain to the
(7) people on Earth that there were good reasons for spending so much money on space
(8) programs. UNSA trusted Cooper because he always told the truth in his reports.
(9) When Cooper landed at the moon spaceport, the Chief Administrator welcomed him.
(10) He told Cooper that he could go anywhere that he wanted to go and ask any questions
(11) that he wanted to ask. But after a few days Cooper felt that something was wrong. At
(12) first it was only a suspicion – a feeling that some people didn't want to answer his
(13) questions. Cooper was a serious reporter, so he called the Chief of Police, who he had
(14) known since college.
(15) Cooper met with the Chief of Police, Chandra Coomaraswamy. They met at the park
(16) early in the morning so they could talk privately. Cooper said to the chief, "You know
(17) everything that's happening on the moon, Chandra, and you know that I'm here to write
(18) a story for UNSA. So why are people trying to hide things from me?"
(19) "What people?" Chandra asked.
(20) "You mean to tell me that you don't know?" Cooper replied.
(21) The Chief shook his head and answered, "I have no idea."
(22) Cooper knew that his friend was telling the truth. Chandra wouldn't lie to him.
(23) "I was afraid you'd say that. It seems to me that the people in Medical Research have a
(24) secret and they don't want me to know about it."
(25) "Hmmm! Well, I'm going to work on this – I can tell you that," said Chandra.
(26) "Good, because I want to get into the medical research labs and find out what they are
*29*
(27) doing there. The last time I was on the moon, everyone was very friendly and gave me
(28) some good stories. But now, I can't get into the lab or even meet with the Director.
(29) He's always too busy or on the other side of the moon. Do you know him? What's he
(30) like?"
(31) "Dr. Hastings? He's very good at what he does, but he's not easy to work with,"
(32) Chandra replied.
(33) "What would he be trying to hide?" Cooper asked. "Drugs? Something political? A
(34) disease?"
(35) Chandra thought for a long time and finally said, "I'll start investigating. I don't like
(36) this at all. Three doctors in medical research had nervous breakdowns (התמוטטויות עצבים) last month
(37) and that's very unusual. I think you're right to be suspicious."
(38) Two weeks later, in the middle of the night, Chandra called Cooper. "Henry? Can you
(39) meet me in half an hour?"
(40) This was it! Cooper knew that Chandra had found something.
(41) As Chandra drove to the medical research buildings, Cooper could see the Earth. He
(42) thought to himself that no matter how much they tried, it was hard to make the moon
(43) look attractive to people on Earth.
(44) When they arrived, Cooper followed Chandra
(45) into the building. They walked past
(46) laboratories, computers and
(47) scientific instruments. Then they
(48) walked into a large round room
(49) and the guard shut the door. It
(50) was a small zoo. All around
(51) the room there were cages,
(52) tanks and jars that had
(53) animals in them. In the
(54) middle, there was a short,
(55) grey-haired man. He looked very
(56) worried and very unhappy.
(57) "Dr. Hastings – meet Mr. Cooper,"
(58) Chandra said.
(59) The Police Chief turned to Cooper
(60) and said, "I told Dr. Hastings that the
(61) only way to keep you quiet is to tell
(62) you everything."
*30*
(63) "Honestly," said , "I'm not sure if I care any more."
(64) His voice was shaky. Cooper was afraid that would have a nervous breakdown
(65) too.
(66) The doctor walked to one of the cages and took out a small animal.
(67) "Do you know what this is?" he asked.
(68) "Of course, it's a hamster – often used in laboratories."
(69) "Yes," said . "A perfectly ordinary hamster. The only difference is that this
(70) hamster is five years old – like all the others in his cage."
(71) "Well – what's strange about that?" asked Cooper.
(72) "Oh, nothing at all ... except for the fact that hamsters live for only two years. And we
(73) have some here that are getting close to ten!"
(74) For a moment no one spoke. Then Cooper whispered, "Oh, my! You've found a way of
(75) prolonging life!"
(76) "No!" said. "We didn't find it. The moon gave it to us ... it's been here the
(77) whole time!" He was more in control of himself now.
(78) "On Earth," he said, "we spend our whole lives fighting gravity (כוח הכבידה). Our muscles work
(79) very hard. In 70 years of a person's life, think about how many tons of blood the heart
(80) pumps through the body! It takes a lot of work and pressure to live on Earth. But on the
(81) moon it takes only a sixth of that. A man who weighs 180 pounds on Earth weighs only
(82) 30 pounds on the moon!"
(83) "I see," said Cooper slowly. "Ten years for a hamster – and how long for a man?"
(84) "We don't know exactly," answered , "but at least two hundred years."
(85) "And you are trying to keep this a secret!" said Cooper.
(86) "You fool! Don't you understand?" asked .
(87) "Take it easy, Doctor, take it easy," Chandra said quietly.
(88) got control of himself. As he spoke again, Cooper slowly began to understand.
(89) "Think of all the people on Earth," said. "Six billion people crowding all the
(90) towns and cities in all the countries. And here on the moon – only one hundred thousand
(91) of us, on an almost empty world – but a world that needs technology to stay alive. And
(92) now we discover that we can live for two hundred years on the moon. Imagine how the
(93) people on Earth are going to react to that news! This is your problem now, Mr. Reporter;
(94) you wanted to know and now you know. Tell me this, please, I'd really be interested to
(95) know – how are you going to tell them?"
(96) waited and waited. Cooper opened his mouth, then closed it again, unable to
(97) think of anything to say.
*31*
C. Answer the questions about the story in your notebook.
1. Who sent Henry Cooper to the moon?
2. What did they want him to write in his report?
3. Why did UNSA choose Henry Cooper to write this report?
4. What gave Cooper the feeling that something on the moon was wrong?
5. What did Cooper do?
6. Where did Cooper and Chandra meet with the Director of Medical Research?
7. Why can people on the moon live longer than people on the Earth?
8. Why does call Cooper "a fool"?
D. A conflict is a difficult problem that a character has. He / She has two different feelings about the problem and must make a difficult decision.
Answer the questions about the characters and their conflicts.
1. What is Dr. Hastings's conflict?
2. What does Chandra convince Dr. Hastings to do? How?
3. What is Cooper's conflict at the end of the story?
4. What do you think Cooper will do?
5. What would you do? Explain.
E. Science-fiction stories often have the following elements:
1. There are robots.
2. It takes place in the future.
3. There are aliens from outer space.
4. The story doesn't happen on Earth.
5. There are spaceships.
6. Even though the story isn't real, it says something about us and our world.
1. Which of the elements above appear in the science-fiction story The Secret?
2. Did you like this story? Why or why not?
F. Do you think newspapers should report everything? Are there times when they should keep information secret? Explain.
One step further
Choose one.
- Find out important facts about the moon. Report to the class.
- Write the last few sentences of the article that you think Henry Cooper will write. You can begin like this:
The most important thing I want to say about my visit to the moon is --
Workbook page 29
*32*
*32*
In this unit, you will ...
- learn about jokes, comedies and the benefits of laughter
- compare and contrast – discuss how things are alike and different
By the end of this unit you will be able to write a movie review.
A. Read what some people have said about laughter. Who do you agree with? Explain why.
Charlie Chaplin, actor
"A day without laughter is a day wasted."
Albert Einstein, scientist
"Humor is more important than knowledge."
Lord Byron, poet
"Always laugh when you can. It's cheap medicine."
Mort , cartoonist
"Seven days without laughter makes one weak."
Jay Leno, comedian
"You cannot be mad at somebody who makes you laugh – it's as simple as that."
*33*
B. What kinds of things make you laugh? Rate how funny you think each item below is. Use the laugh-o-meter to help you.
hilarious, very funny, good, not funny, awful
(בספר איורים)
1.
2. Father: Son, what do you want for your 18th birthday?
Son: Just a radio, Dad ... with a sports car around it.
3. Teacher: You're late! You should have been here at nine o'clock.
Student: Why? What happened?
4. A woman who had just moved to was in an elevator. The doors opened and a man walked in.
Man: את עולה?
Woman: How did you know? I've only been in for three weeks.
5.
*34*
Part A: a good comedian
A. What makes a good comedian (קומיקאי)? Look at the list below. What do you think is most or least important? Would you add anything to the list?
A good comedian:
a. looks funny
b. loves to make people laugh
c. tells lots of jokes
d. makes fun of people
e. is famous
f. performs a lot
B. You are going to listen to an interview with a young comedian. Which words and expressions below could you use to talk about comedians?
audience, comedian, expect, hilarious, pause (v), performer, setup
come naturally, crack up, on stage, punch line, rolling in the aisles
C. Listen to the interview and answer the questions.
1. How many jokes does the comedian tell?
2. Why does he tell jokes in the interview?
D. Read the questions below. Then listen to the interview again and answer the questions on page 30 in the workbook.
1. What made Lionel decide to become a comedian?
a. He knew how to tell good jokes.
b. People often laughed at things he did or said.
c. He watched other comedians perform.
2. What comes naturally to Lionel?
a. planning a show
b. writing jokes
c. being funny
*35*
3. What are the two parts of a joke?
First part: ...
Second part: ...
4. What makes a joke a success?
Choose the two correct answers.
a. when you say it fast
b. when there is a surprise
c. when you say it naturally
d. when it's hilarious from the first line
e. when you pause before the end
E. Which of the comedian's jokes did you like best? Explain.
Workbook, page 31
Idioms
(בספר תמונות)
1. Whenever she watches that show, she (laughs her head off).
2. He's so funny – he keeps the audience (rolling in the aisles).
3. The movie was hilarious. We (laughed till we cried).
4. People just (crack up) at what I say or do.
5. You should read this joke book – it'll have you (in stitches).
B. The idioms above all have similar meanings. What do they mean?
C. Which of these idioms have a similar expression in your language?
Workbook page 32
*36*
Part B: bad jokes
A1. Read the "bad jokes" below. Do any of them make you laugh?
1. What time is it when 10 elephants are chasing you?
Ten after one.
2. How can you keep cool at a football match?
Sit next to a fan.
3. Why do bees hum?
Because they don't know the words.
2. Translate the jokes into your language. Are they still funny?
B. You are going to read an article about bad jokes. Look at the words below. Do you think the article is funny or serious? Why?
actually, awful, claim (v), comment (n), common, discover, negative, polite, predictable, react, reaction, recent, researcher, respond, response, rude, sarcastic, stranger, study (n), subject, wonder
according to, in order to
C. Read the article on page 37 and check your answer to exercise B.
*37*
Bad jokes
A serious look into a silly subject
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) How do people react to bad jokes?
(2) What did the big chimney say to the little
(3) chimney?
(4) Nothing. Chimneys can't talk.
(5) This is the joke that researchers chose in
(6) order to find out how people react to bad
(7) jokes. They told this same joke to 200 people.
(8) The researchers found that the most common
(9) reaction was to laugh. This was the response of
(10) 37 percent of the people. The next most
(11) common reaction was to respond by saying
(12) something like "That's not very funny". Then
(13) came comments like "Okay". Only a few people
(14) were rude or made sarcastic comments. Six
(15) percent rolled their eyes or shook their head,
(16) while less than one percent groaned.
(17) Researchers also discovered that strangers
(18) were far more polite than friends or family
(19) when they heard a bad joke. While strangers
(20) were ready to laugh, friends were more
(21) negative.
(22) Why do people laugh at bad jokes?
(23) Why do almost forty percent of people laugh
(24) at a bad joke? Do they laugh because they
(25) think it's funny or just to be polite? Actually,
(26) some researchers have found another reason.
(27) They believe that people laugh not at the joke
(28) itself, but at how bad it was. People laugh
(29) simply because the punch line was so awful.
(30) Why are bad jokes easy to remember?
(31) Did you ever wonder why bad jokes are easier
(32) to remember than good ones? Well,
(33) researchers claim they have finally found the
(34) reason. According to a recent study, a really
(35) good joke is hard to remember because it
(36) works by surprising or shocking us. This
(37) surprise in a joke helps people remember the
(38) great punch line, but they forget what came
(39) before the punch line. Bad jokes, however, are
(40) very predictable and that makes them easy to
(41) remember.
D. Get the facts – Answer the questions in your notebook.
1. Answer the questions.
1. Why did researchers tell the chimney joke to 200 people?
2a. Describe three reactions to the chimney joke.
b. Which reaction was the most common?
3. According to the researchers, why do people laugh at bad jokes?
2. Read the sentences. Which describe bad jokes? Which describe good jokes?
1. The jokes are harder to remember.
2. People know what the punch line is going to be.
3. People forget what happened in the joke and remember only the punch line.
4. People laugh at the joke to be polite.
5. The joke shocks or surprises us.
*38*
E. Keep thinking
1. Explain the title of the article. What is "serious" about the article? What is "silly"?
2. What information in the article surprised you the most?
3. Did they choose the best joke for their research? Which joke would you choose?
4. What other reasons can you think of that explain why people can't remember jokes?
Vocabulary
A1. Write an example for each of the following in your notebook.
1. something you say to a stranger
Hello. My name is...
2. your reaction to getting a day off from school
3. a nice comment
4. things a researcher does
5. a recent movie
6. a common sickness
2. Compare your answers with a partner. Were any of your answers the same?
B. Look at the pairs of words. Which have similar meanings? Which have different meanings?
1. reaction – response
2. common – unusual
3. rude- polite
4. awful – bad
5. negative – hilarious
C. Read some advice about how to control anger. Replace the words in bold in the text with a word or expression below that has a similar meaning.
actually, in order to, wonder, common, discovered, respond, study, rude
Don't get mad!
How do you (reply) to people who annoy or upset you? Do you often get angry and say something (not nice)? Well, you're not alone – that's very (typical). Do you ever (think about) what you could do to change?
Well, scientists (found out) that laughing can help you remain calm. Use the following idea (so that you) feel more relaxed: When something upsets you, just think of something that makes you laugh. When you're laughing, you can't get mad!
*39*
D. A synonym is a word that has a similar meaning to another word.
1. Look at the word map below. Which word is not a synonym for the word "funny"?
hilarious, annoying, amusing, laughable, funny, silly, humorous, comical
2. With a partner, find at least two synonyms in the word bank for each word below.
awful, big, clean, fine, harmful, heavy, nice, orderly, overweight, skinny, slender, slim, tidy, wonderful, wrong
1. bad: awful, harmful
2. good: --
3. fat: --
4. thin: --
5. neat: --
3. Translate each synonym into your language. Does your language have a different word for each synonym in English?
Workbook page 33
Language adjectives (review)
Grammar appendix, page 172
A1. Find the adjectives in the sentences. Who or what does each adjective describe?
1. They wanted to find out how people react to bad jokes.
2. A common reaction was to laugh.
3. What did the big chimney say to the little chimney?
2. Does the adjective come before or after the noun it describes?
3. Translate the sentences in A1 above into your language. Compare the place of the adjectives in your language to English.
*40*
B1. Read the "Animal Trivia" and decide if the sentences are true or false.
1. An ostrich's eye is bigger than its brain.
2. A newborn kangaroo is as small as a baby mouse.
3. Pigs are more intelligent than cats.
4. The cheetah is the fastest four-legged animal on land.
5. Giraffes have the highest blood pressure (לחץ דם) of any mammal (יונק).
(Answers on page 166)
All the answers are true.
2. Answer the questions about the sentences above.
1. Which sentence shows that two things are similar?
2. Which sentences compare two things?
3. Which sentences compare more than two things?
C. Comparing and Contrasting
When we compare things, we say what is similar about them. When we contrast things, we say what is different about them.
(בספר תמונות)
Useful language
Comparing
Compared to
not as funny as
the most / least amusing
the cutest
more / less realistic than
the best / the worst
hysterical
But not compared to the dog. He's hysterical!
Workbook page 36
*41*
Part C – movie reviews
A. You are going to read three movie reviews. Which words and expressions below do you think could be used to talk about characters in the movies?
accidentally, appearance, company, convincing, fault, formula, however, inherit, inspire, kind-hearted, plot, prediction, pressure (n), pretend, realize, ridiculous, self-confidence, situation, teamwork
be supposed to, bring out the best in, come true, fall in love, get along, get close to, kick out, movie review, rebel against, turn into, walk in someone's shoes
B. Read the short dialogues below. Then look at the titles and opening sentences of the movie reviews that follow on pages 42-43. Choose which movie you think each dialogue comes from.
1a: And what are you doing with this? (grabs a box of French fries)
b: I'm eating.
a: You cannot eat fast food.
b: Why not?
a: Because it will go down your throat and drop instantly to my thighs (ירכיים)!
2a: I'm not paying your share of the rent, so I don't know, maybe you should sell one of your guitars or something.
b: What? Would you tell Picasso to sell his guitars?
3a: How can I thank you?
b: All I want is your friendship. You're a good man.
a: How about a billion dollars?
b: Alright.
*42*
C. Read the movie reviews. Explain how each dialogue in exercise B is connected to the movie.
Movie reviews
School of rock
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) A rock guitarist takes a job as a
(2) substitute teacher (מורה מחליף) at a private school.
(3) In this hilarious movie, Dewey Finn (Jack Black)
(4) is a guitarist who lives to rock. He was just kicked
(5) out of his rock band. His roommate, Ned, tells
(6) him to get a "real" job so he can pay his half of
(7) the rent. But Dewey doesn't want a job – he wants
(8) to find a new rock band.
(9) One day, Dewey accidentally answers a phone
(10) call for Ned. It's from a private school that wants
(11) Ned to be a substitute teacher. When Dewey
(12) realizes that the pay is good, he pretends that he
(13) is Ned. He goes to the school, where he is
(14) supposed to teach a class of good students who
(15) are under a lot of pressure to succeed. The
(16) situation is ridiculous – Dewey has no idea what
(17) to do with them. Then he discovers that some of
(18) these kids are fantastic musicians. He turns
(19) these kids into a rock band. The parents aren't
(20) happy at first, but the kids learn teamwork and
(21) self-confidence.
(22) The plot – a story about a teacher who inspires
(23) his students through a special way of teaching -
(24) is not new, but this movie is great fun and you'll
(25) enjoy the music! Dewey brings out the best in the
(26) kids and in himself by using the "power of
(27) rock".
*43*
Mr. Deeds
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) What happens when a nice guy from a small
(2) town suddenly inherits 40 billion dollars?
(3) Longfellow Deeds (Adam Sandler) lives in a
(4) small town where he owns a pizzeria. He's a
(5) simple guy who just wants to be nice to people.
(6) Deeds suddenly inherits 40 billion dollars from
(7) an uncle that he didn't even know he had! Deeds
(8) goes to , where he discovers what
(9) it's like to be a multi-millionaire.
(10) While Deeds is in the big city, a reporter named
(11) Babe (Winona Ryder) pretends she is a small
(12) town girl in order to get close to him. She hopes
(13) to write a story about this small town fool. But
(14) instead, she realizes how kind-hearted he is – and
(15) falls in love with him.
(16) If there is one word for this movie, it has to be
(17) "formula". The plot has no surprises. Every
(18) prediction you make in the first ten minutes of
(19) the movie – he'll get rich, they'll fall in love -
(20) comes true. However, Sandler, a star comedian,
(21) makes this formula work.
(22) The characters are silly and succeed in making us
(23) laugh. And if you like Adam Sandler, you will
(24) really crack up!
Freaky Friday
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) A mother and daughter are trapped (נלכדות)
(2) in each other's body.
(3) It's every teenage girl's worst nightmare (סיוט). Dr.
(4) Tess Coleman (Jamie Lee Curtis), a psychiatrist,
(5) is a mother busy with her career and with
(6) planning her second marriage. Her daughter, 15-
(7) year-old Anna (Lindsay Lohan), is crazy about
(8) her music, her appearance and boys. Of course,
(9) mother and daughter don't get along! Tess is too
(10) busy with her career to realize that her daughter's
(11) problems at school aren't all her fault, and Anna
(12) rebels against her mother's wedding plans.
(13) While arguing during dinner at a Chinese
(14) restaurant, a waitress gives them each a fortune
(15) cookie (עוגיית מזל) which has magical powers. When they
(16) wake up the next morning, each one discovers
(17) that she is trapped in the other's body. As the day
(18) goes on, they learn what it's really like to walk
(19) in each other's shoes!
(20) Freaky Friday is full of laughs. Curtis is such a
(21) convincing 15-year-old, you'll think the body
(22) swap (החלפה) actually happened! You might think the
(23) plot is a little predictable but there's a lot to
(24) laugh at. The movie has great actors and an even
(25) cooler soundtrack that you'll really love. Instead
(26) of a Freaky Friday, I'd say this movie is
(27) a fabulous, fun Friday.
*44*
D. Get the facts – Answer the questions in your notebook.
1. In each movie you read about, the characters are put into crazy situations. Describe the situation in each movie.
2. What information do all the movie reviews give? Choose all the correct answers.
a. the title of the movie
b. who the actors are
c. a summary of the plot
d. how long the movie is
e. where the movie happens
f. the reviewer's opinion
3. Which movie(s) does each sentence describe? Look at the chart and complete it on page 39 in the workbook.
--, , Mr. Deeds, Freaky Friday
1. The main star is a man., v, v, --
2. Someone plays in a band., --, --, --
3. The movie has great music., --, --, --
4. Someone pretends to be someone else., --, --, --
5. People understand each other better at the end., --, --, --
6. The situation is not possible., --, --, --
E. Compare and contrast the movies in the reviews.
1. What do the plots of these three comedies have in common?
a. They take place in a small town.
b. You can guess what's going to happen.
c. They are about teenagers.
2. In what other ways are the movies alike? How are they different? Think about the main character, plot, music, ending, etc.
F. Keep thinking
1. Each movie has a lesson for us to learn. Match each message below to one of the movies.
a. Money isn't the most important thing.
b. You can never really know what somebody else's life is like.
c. You can learn a lot from other people.
2. Which movie do you think got the best review? Explain why.
3. Based on the reviews, which movie would you choose to see? Why?
*45*
Vocabulary
A. In your notebook, list as many people or things in five minutes that ...
1. you can inherit
2. can come true
3. bring out the best in you
4. you get along with
5. can change your appearance
6. you can be kicked out of
7. you are supposed to do
8. you can rebel against
B. Choose the correct answer to complete each sentence in your notebook.
1. She always helps people. She's very convincing / brave / kind-hearted.
2. There's too much work to do. I can't stand the prediction / formula / pressure.
3. I didn't enjoy the movie. The company / teamwork / plot was very boring.
4. He didn't mean to break the window. It happened actually / accidentally / immediately.
5. If the princess kisses the frog, it will turn into / fall in love with / inherit a handsome prince.
C. In your notebook, write an ad for a movie. Use the words and expressions on page 41.
D. Compound nouns are made up of two nouns. We can write a compound noun as two separate words (sleeping bag), with a hyphen (self-service) or as one word (bedroom).
1. Match the words in a and b to form compound nouns. (Hint: They all appear in the movie reviews. Check there to see how they are written.)
a:
rock, team, self, room, substitute, fortune, sound, phone
b:
confidence, track, mate, cookie, work, teacher, band, call
2. In pairs, think of as many compound nouns as you can that begin or end with the following words.
guide, school, man, book
guide book
guide dog
tour guide
--
Workbook page 39
*46*
Language: relative pronouns
A. We use relative pronouns to add information about people, places or things. Look at the sentences. Who or what do the words in bold refer to?
1. This is a story about a teacher (who) inspires his students.
2. The movie has a cool soundtrack (that) you'll really love.
3. Deeds suddenly inherits 40 billion dollars from an uncle (that) he didn't even know he had!
4. Deeds lives in a small town (where) he owns a local pizzeria.
5. A waitress gives them each a fortune cookie (which) has magical powers.
B. Match each relative pronoun in a to what it refers to in b.
Use the sentences in A to help you.
a:
1. who
2. which
3. where
4. that
b:
a. things
b. people
c. both people and things
d. places
C. Write the correct relative pronouns in your notebook to complete the story below.
Who's calling?
The local high school has a policy 1. -- all the parents know about. Students 2. -- do not come to school for the day must make sure their parents call the school.
Alison is a student 3. -- decided to skip school and go to the mall 4. -- she planned to meet some of her friends. She waited until her parents left for work and then called the school herself.
This is the actual conversation 5. -- took place between Alison and the secretary of the high school:
Alison: Hi, I'm calling to report that Alison is unable to come to school today because she is sick.
Secretary: Oh, I'm sorry to hear that. I'll write it down. Who is this calling?
Alison: This is my mother.
*47*
D1. Read these famous sayings. Which do you agree with?
1. Home is the place where they have to take you in.
Robert Frost, famous poet
2. A rich person is someone who is happy with what they have.
Sayings of the Fathers
3. A real friend is one who walks in when the rest of the world walks out.
Walter Winchell, journalist
4. I feel sorry for someone who has to win at everything.
Snoopy, cartoon character
2. With a partner, create your own sayings with the beginnings below.
1. Home is the place where --
2. A rich person is someone who --
3. A real friend is one who --
4. I feel sorry for someone who --
Brainteasers: short riddles
1. When written in words, what is the first number that has its letters in alphabetical order?
2. Here on Earth it's almost always true that tomorrow will follow today. Yet there is a place where yesterday always follows today. Where is this place?
3. What gets wetter and wetter the more it dries?
4. Before was discovered, what was the highest mountain on earth?
5. I'm as light as a feather but even the strongest man can't hold me for much more than a minute. What am I?
(Do you need a hint? Go to page 166.)
1. You don't have to check every number. For example, if the letters in six are not in alphabetical order, then you know that the same is true for sixteen and twenty-six, etc.
2. The answer doesn't have anything to do with time. Think about the words, yesterday and today.
3. It gets wetter as it dries something else.
4. What does it mean when a place is "discovered"?
5. You can't hold me in your hand. You can't see me.
*48*
Writing: expressing your opinion
A. Read about the movie Big and the comments on the movie website below. Do the reviewers, Sandra and Dean, agree with each other?
Movie Magic Website
Big
A 10-year-old boy named Jack goes to a carnival where he is upset to learn that he is too young to go on the roller coaster. He makes a wish to be big and wakes up the next morning in the body of a man. The movie is about what happens when his wish to be big comes true.
Comments
Big is one of the funniest and most family-friendly movies ever.
It stars Tom Hanks, who gives a fantastic and convincing performance. If you ask me, it's definitely worth seeing.
Don't miss it!
Sandra Katz
I would say that Big is not a great comedy. In fact, I thought it was too predictable and boring.
Tom Hanks often made his character act too childish. His acting is much better in other movies.
In my opinion, this movie is a waste of time and money.
Dean Segal
*49*
B. We can use adjectives to help show our opinion.
Look at the adjectives below. Write them in the correct column – positive or negative – on page 45 in the workbook.
annoying, awful, boring, comical, convincing, enjoyable, excellent, exciting, fake, funny, hilarious, predictable, professional, ridiculous, surprising, talented, terrible, unusual, weak, wonderful
Positive: --
Negative: annoying, --
C1. Read the sentences below. Then add a sentence to show why you think that way.
1. The ending was so predictable!
The ending was so predictable! I knew what would happen from the start.
2. The characters were very convincing.
3. The ending was a complete surprise.
4. The story was hard to follow.
5. The movie was ridiculous but I couldn't stop laughing.
2. Use the expressions below to add your opinion or recommendation to each of the sentences above.
Don't waste ...
In my opinion ...
I would say that ...
If you like ..., then ...
Don't miss it!
It's simply not worth it.
It's definitely worth it.
If you ask me ...
1. The ending was so predictable! I knew what would happen from the start.
Don't waste your money on this movie. It's simply not worth it.
In your notebook, write your opinion about two movies you have seen – one that you liked, and one that you didn't like.
Workbook page 45
*50*
Keep reading
A. Read the article and find out why laughter is so important.
Laughter is the best medicine
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) A doctor was taking care of a man with heart problems. He said to
(2) the man's worried wife, "I really believe that he's going to make it."
(3) "Because he goes for long walks?" asked the wife.
(4) "No, because he laughs," the doctor replied.
(5) Feeling run down? Try laughing more. Some
(6) researchers think that "laughter is the best
(7) medicine" – it helps you feel better and puts
(8) energy back into your bodies.
(9) "I believe that if people can get more laughter in
(10) their lives, they are a lot better off," says
(11) psychologist Steve Wilson. "They might be
(12) healthier, too:"
(13) There's nothing better than a good laugh to
(14) forget stress and pain. Studies at the
(15) of show that a great sense of humor
(16) can add up to eight years to your life!
(17) So what actually happens when we laugh? When
(18) we laugh our bodies change. We use muscles (שרירים) in
(19) our face and in our whole body. Our pulse rate (דופק)
(20) and blood pressure go up and we breathe faster.
(21) This sends more oxygen (חמצן) to all parts of our
(22) bodies. In this way, laughter is like exercise. It
(23) makes us feel good and it even burns calories!
(24) M. Buchowski, a researcher from
(25) University, measured the calories people use
(26) while laughing. He found out that 10-15
(27) minutes of laughter burned 50 calories. But
(28) don't think you can use laughter to lose weight.
(29) It would take over 24 hours of laughter to lose
(30) one kilo!
(31) How do these physical changes affect us?
(32) Research has shown that:
(33) – Laughter relaxes the whole body. It reduces
(34) stress, leaving your muscles relaxed for up to
(35) 45 minutes.
(36) – Laughter helps the body to fight diseases.
(37) – Laughter helps us forget pain. When we
(38) laugh, the brain makes chemicals that help
(39) us feel good so we feel pain less.
(40) – Laughter is good for the heart. It can help
(41) prevent heart attacks and other heart
(42) problems.
(43) Can a laugh a day keep the doctor away? The old
(44) saying that "laughter is the best medicine" seems
(45) to be true. The recipe for a healthy life includes
(46) exercise, healthy food and a good laugh several
(47) times a day.
(48) Laughter Facts
(49) We use 13 muscles to smile, but 47 for
(50) frowning. You have to smile nearly
(51) 250,000 times to make one wrinkle (קמט).
(52) Laughing 100 times a day gives you the
(53) same health benefits as 15 minutes on
(54) an exercise bike.
(55) Young children laugh 300 to 400 times a
(56) day. Adults laugh about 15-17 times a day.
(57) People are 30 times more likely to laugh
(58) when they are with a group.
*51*
B. Answer the questions in your notebook.
1. Look at lines 5-12 in the article. Give two reasons why some researchers believe that laughter is the best medicine.
2. Copy the sentences in the article that tell us how laughter --.
1. changes our whole body
2. is like exercise
3. relieves pain
3. The article asks the question: Can a laugh a day keep the doctor away? What answer is given?
4. Complete the sentence.
The writer believes that if you want to be healthy you need to -- and --.
5. Another title for this article could be:
a. Laughter and diet
b. Laughter and health
c. Exercise and laughter
C1. Which of the "Laughter Facts" surprised you the most? Why?
2. Do you agree that laughter is the best medicine? Explain.
3. Look again at the quotes on page 32. Choose one that goes well with this article and explain why.
D1. Find these words in the article and explain what they mean.
1. up to (lines 16, 34)
2. over (line 29)
3. nearly (laughter facts, line 50)
4. about (laughter facts, line 56)
2. What is the difference between the following amounts?
nearly 20
about 20
up to 20
over 20
E. Choose the sentences from column b that explain the sentences in column a.
a:
1. They are going to make it.
2. Laughter helps the body fight disease.
3. You can't use laughter to lose weight.
4. Laughter reduces stress.
5. They are a lot better off with laughter in their life.
b:
a. You feel calmer.
b. You won't get thinner.
c. They'll survive.
d. They are healthier and happier.
e. You won't get sick as much.
*52*
Review: Do the exercises in your notebook.
accidentally, actually, appearance, audience, awful, claim (v), comedian, comment (n), common, company, convincing, discover, expect, fault, formula, hilarious, however, inherit, inspire, kind-hearted, negative, pause (v), performer, plot, polite, predictable, prediction, pressure (n), pretend, react, reaction, realize, recent, researcher, respond, response, ridiculous, rude, sarcastic, self-confidence, setup, situation, stranger, study (n), subject, teamwork, wonder
according to, be supposed to, bring out the best in, come naturally, come true, crack up, fall in love, get along, get close to, in order to, kick out, movie review, on stage, punch line, rebel against, rolling in the aisles, turn into, walk in someone's shoes,
A. Complete the sentences using as many of the words and expressions from the list above as you can.
1. When you have self-confidence, you --.
2. People who are rude --.
3. Audiences usually --.
4. Someone who is kind-hearted --.
5. When you tell a joke, --.
B. Write a few sentences to describe something funny that happened to you, or make up a story. Use as many words and expressions from the list above as you can.
C. Continue the story. Use adjectives and relative pronouns.
Many years ago, there was (a professor / an astronaut / a magician) who ... . He / She and his / her ... lived on a big (mountain / planet / farm) where ... . One day, ...
D. Choose a joke and tell it to the class. Use what you learned about how to tell a joke. Did people laugh?
E. Choose two comedians, athletes, singers or actors. How are they alike? How are they different? Write a few sentences comparing and contrasting them.
Workbook page 47
*53*
Task: Write a movie review
Guidelines: Follow the steps to complete the task.
1. With a partner, decide what movie to write about. It can be a movie you liked or one you didn't like. You may choose a comedy, drama, mystery, science-fiction movie, etc. Write the name and type of the movie.
2. Write a few sentences about the plot of the movie. Use relative pronouns to add information about people and things.
3. Add your opinion of the movie. Give reasons for your opinion. You can relate to the plot, acting, characters and ending. Remember to use adjectives and expressions to show your opinion.
4. Add one or two sentences comparing or contrasting one actor's performance to another actor's, or this movie to another movie.
5. Use the checklist below to help you edit your work.
6. Present your review to the class.
Checklist: Complete the checklist on page 142 in the workbook.
1. We wrote the name and type of movie we chose.
2. We wrote a few sentences about the plot.
3. We gave our opinion, with reasons.
4. We compared the movie / actor to another one.
5. We used relative pronouns to add information.
6. We used adjectives and expressions to show our opinion.
7. We checked the word order.
8. We used new vocabulary.
9. We used correct tenses.
10. We checked spelling, punctuation and capital letters.
11. We presented our review to the class.
*54*
Literature
A. Read what happened to these people. Who do you think was the most embarrassed?
1. A teenage girl arrived at school and realized she was still wearing her slippers.
2. A well-dressed businessman finished a nice meal at a fancy restaurant but when it was time to pay, he didn't have his wallet.
3. A teenage boy arrived at a party just as everyone else was leaving.
4. A woman slipped and fell in the middle of a busy mall.
5. A basketball player missed a catch during a big game and the ball hit him in the nose.
B. Read the story. Why was Theodoric embarrassed?
The Mouse
adapted from a story by Saki
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Theodoric Voler grew up with a mother who did everything for him. She wanted to
(2) protect her son from all the problems and difficulties in life. So Theodoric never learned
(3) to be independent. Even as a middle-aged man, he had great difficulty in making
(4) decisions and had no idea how to get along in the real world. Even a train ride was a
(5) challenge for him.
(6) One day Theodoric was coming home by train after staying at a country inn (פונדק). The
(7) owners of the inn forgot to order a pony carriage (עגלה) to take Theodoric to the train station.
(8) So he had to get the pony ready himself. How awful! The stable was dirty and full of
(9) mice, and Theodoric was disgusted by the terrible smell. At the train station, Theodoric
(10) felt uncomfortable because he smelled of horses and mice.
(11) Luckily, the only other person in the compartment (תא) on the train was a lady about the
(12) same age as he was. It seemed to him that she was sleeping. The journey would take
(13) about an hour. Theodoric was glad that he had a little peace and quiet.
*55*
(14) But it was not long before he realized that he was not really alone with the sleeping
(15) lady. He was not even alone in his own clothes! There was a warm, creeping movement
(16) going up his leg. He realized that there was a mouse in his trousers.
(17) He tried stamping and shaking his leg wildly, trying to find some way of putting an end
(18) to the situation. But the mouse would not leave. He knew he had to take off his trousers
(19) to get rid of the mouse, but that would be so embarrassing! The mouse was running up
(20) his leg wildly with excitement. Theodoric knew he had to make the most difficult
(21) decision of his life.
(22) Theodoric was turning red in the face, but he knew he had no choice. He couldn't
(23) imagine leaving the mouse in his trousers for a whole hour. So he quickly tied the ends
(24) of a railway blanket to the sides of the compartment to make a curtain. In this very
(25) small "dressing room", he quickly took off his trousers. The mouse jumped out onto the
(26) blanket, pulling it down to the floor. The noise woke the lady and she opened her eyes.
(27) Theodoric panicked! His trousers! He grabbed the blanket and pulled it up over his
(28) body and fell into the corner of his seat.
(29) His face turned red from embarrassment as he waited for the lady to scream for help.
(30) The lady, however, sat and stared silently at him. How much had she seen? What in the
(31) world must she think of him?
(32) "I think I have caught a cold," he said, not knowing what else to say.
(33) "Really, I am sorry," she answered.
*56*
(34) A few minutes passed and Theodoric decided to try the truth.
(35) "Are you afraid of mice?" he asked, growing redder and redder.
(36) "Only if there are lots of them. Why do you ask?"
(37) "I had one crawling inside my clothes just now," said Theodoric. "It was a very
(38) embarrassing situation."
(39) "It must have been," she replied.
(40) "I had to get rid of it while you were asleep," he continued, then he added, "that's what
(41) caused me to be like this."
(42) "How could getting rid of one little mouse cause you to catch a cold?" she asked.
(43) Theodoric was shocked! It seemed that the lady was enjoying his situation. She was
(44) making fun of him! He felt totally embarrassed, sitting there wrapped in the blanket. How
(45) was he going to get his trousers back on? With every minute that passed the train was
(46) getting closer to the station and he was thinking of all the people that would see him like
(47) this.
(48) "I think we are getting closer now to the station," she said.
(49) Not knowing what to do, but too afraid to let more people see him, Theodoric threw the
(50) blanket off and madly put on his trousers. He had a choking feeling in his throat. His heart
(51) was beating loudly. He dared not look at the lady while he did this and quickly sat back
(52) into his seat, dressed but dizzy and almost hysterical. The train slowed down, and the
(53) woman spoke.
(54) "Would you be so kind," she asked, "as to get me a cab when we get to the station? I feel
(55) badly asking you when you're feeling sick, but I'm blind and I feel very helpless at a
(56) railway station."
C. Are the sentences true or false? Correct the false sentences.
1. Theodoric knew how to take care of himself.
2. There was a mouse in Theodoric's trousers and he couldn't shake it out.
3. While the lady was sleeping, Theodoric calmly and quietly took off his trousers and got the mouse out.
4. When the lady woke up, he grabbed the blanket to cover himself.
5. As the train was getting closer to the station, Theodoric was afraid that more people would see him.
6. The woman said that Theodoric made her feel embarrassed.
*57*
D1. Every time Theodoric did something to try to solve his problem, it caused another problem. This adds to the humor in the story.
Look at the chart below. Then complete it on page 51 in the workbook. The sentences from exercise C will help you.
Problem 1. --
Solution: He hung a blanket to make a "dressing room" and took off his trousers.
The mouse pulled the blanket down and the lady woke up.
Solution 2. --
Problem 3. --
Solution: He frantically threw off the blanket and put his trousers back on.
2. Think of another solution to one of Theodoric's problems.
E. The setting is when and where a story takes place.
1. The Mouse was written in 1910. What details in the story can you find that show this?
2. Compare travel at that time to travel today.
F. The story ends with a surprise ending.
1. What is the surprise at the end?
2. How do you think Theodoric felt when he found out?
G. Read the quote below and explain how it is connected to the story.
"Laugh at yourself first, before anyone else can."
One step further
Choose one.
- Imagine you are the blind lady. Write a note to a friend about your trip on the train.
- Suppose this story is made into a movie. Write an ad for it.
Workbook page 52
*58*
*58*
In this unit, you will ...
- learn about people who lead double lives
- think about motives – the reasons behind what people say or do
By the end of this unit you will be able to write a biography.
A. Some people lead double lives – they have two identities. Read what each of these people is thinking and match them to their other identity.
(בספר תמונות)
1. Debbie
Most of the time, I'm home when my children come home from school and we often enjoy family dinners together. Sometimes I travel for my work. My family thinks that I'm away at business meetings. My kids would be in shock if they knew what I really did.
2. Henry
I am a well-known doctor and scientist, but I have a serious problem. I like to do experiments and discover new things. I mixed some chemicals and drank them. You don't want to know what happened. I'm losing control and I don't know what to do.
3. Frank
Most of the time I'm busy solving crimes and then finding and arresting the criminals. I also try to prevent crimes. In order to do that, I change my appearance and pretend to be a criminal.
*59*
4. Alison
It's fun to have different avatars. I can decide what I want to look like – taller or shorter, thinner or heavier, more human-looking or more like a monster. I often change my avatars according to the type of game I'm playing or the mood I'm in.
5. Matt
Everyone thinks I'm an ordinary student. I ride my bike to school, play basketball with my friends and enjoy computer games. But my life is so much more exciting than that!
Other Identities
a. --
b. --
c. --
d. --
e. --
B. Why do you think some people lead a double life? Think of as many reasons as you can.
*60*
Part A: Dr. Jekyll and Mr. Hyde
(בספר תמונות)
behavior, completely, condition, connection, disappear, evil, exactly, excited, identity, mood, mysterious, personality, prevent, protect, publish, relationship, respected, society, struggle (n), suspect (v), throughout, violent, well-known
based on, commit a crime, human nature
B. Read the article and find out what the connection is between the two men.
Dr. Jekyll and Mr. Hyde
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) One night in the fall of 1885, Robert Louis Stevenson
(2) was dreaming. "I was awakened by cries of horror," his
(3) wife said. "Thinking he had a nightmare, I woke him."
(4) Stevenson was angry and said, "Why did you wake
(5) me?" He was so excited about his dream that he wrote
(6) the story in just a few days. This is the famous story
(7) known as The strange case of Dr Jekyll and Mr Hyde.
(8) The story is about two men who are very different from
(9) each other, in both appearance and personality. Dr.
(10) Henry Jekyll is a well-known and respected doctor and
(11) scientist in . He is a tall and handsome
(12) gentleman, friendly and rich. His large home is beautiful
(13) and elegant. Mr. Edward Hyde, on the other hand, is
(14) described as small, ugly and hairy and appears only at
(15) night. He does not seem to have a job. His rooms, on
(16) the other side of the same building where Dr. Jekyll
(17) lives, are in bad condition and messy. Mr. Hyde is an
(18) evil man who commits violent crimes, including
(19) murder. After the murder Hyde disappears.
*61*
(20) Throughout the story there are hints of a mysterious connection
(21) between Dr. Jekyll and Mr. Hyde. As the story develops, Dr.
(22) Jekyll becomes more and more distant from his friends and the
(23) society around him. His friends suspect that Dr. Jekyll's
(24) relationship with Mr. Hyde might be the cause of his strange
(25) behavior. How well does Jekyll really know Hyde? Is he
(26) protecting Hyde from the police? What exactly is the
(27) connection between them?
(28) The truth comes out only at the end, after Mr. Hyde is found
(29) dead in Dr. Jekyll's laboratory. In a letter he left, Dr. Jekyll
(30) explained that he was leading a double life – he and Mr. Hyde
(31) were really the same person! Dr. Jekyll had discovered a potion
(32) – chemicals – which he took that turned him into Mr. Hyde,
(33) giving him a completely different identity. As Hyde's
(34) personality was getting stronger, Dr. Jekyll was finding it more
(35) and more difficult to change back to his original personality.
(36) To prevent Hyde from taking control forever, Dr. Jekyll killed
(37) himself.
(38) The strange case of Dr Jekyll and Mr Hyde was published in
(39) 1886 and was an immediate success. From the time Stevenson's
(40) book was published until today it has remained popular. There
(41) have been more television shows, movies and plays based on
(42) this story than any other except for Dracula. The story leaves
(43) the reader with questions about human nature. Does every
(44) person really have two sides – one good and one evil? Or is
(45) the story about every person's struggle with decisions about
(46) right and wrong?
(47) Not many writers succeed in writing a story so powerful that it
(48) becomes part of their language. Today "Jekyll and Hyde" is a
(49) well-known expression we use to talk about someone whose
(50) mood and behavior can change completely from one situation
(51) to the next.
*62*
C. Get the facts
1. Answer the questions in your notebook.
1. Why did Stevenson's wife wake him up?
2. Why was Stevenson so angry?
3. What became of this dream?
2. Complete the chart on page 53 in the workbook to show the differences between Dr. Jekyll and Mr. Hyde.
--, Dr. Jekyll, Mr. Hyde
1. job, doctor / scientist, --
2. appearance, --, --
3. home, --, --
4. personality and behavior, --, --
3. Complete the sentences in your notebook.
1. During the story, Dr. Jekyll's behavior --
2. Dr. Jekyll's friends think --.
3. At the end of the story, we learn that --.
4. We know that The strange case of Dr Jekyll and Mr Hyde is a popular story because --.
4. Choose the correct answer.
We use the expression "He's a Jekyll and Hyde" to describe a person whose behavior --.
a. is familiar
b. is predictable
c. changes completely
d. is violent
D. Keep thinking
1. Why do you think Dr. Jekyll took the potion?
2. Think of another title for the article. Explain why it's a good title.
3. Why do you think The strange case of Dr Jekyll and Mr Hyde is such a popular story?
*63*
Vocabulary
A. Look at the pairs of words. Which have similar meanings? Which have different meanings?
1. mysterious, predictable
2. evil, awful
3. well-known, famous
4. violent, kind-hearted
5. relationship, connection
6. protect, risk
7. excited, remained calm
8. prevent, stop
9. commit a crime, murder
10. throughout, in the end
B. Choose the correct answer to complete each sentence in your notebook.
1. He always knew exactly / completely / unlikely what he wanted and he never changed his mind.
2. People all over the world laugh when something is funny – it's human nature / excited / society.
3. No one in the neighborhood knew anything about him. He was a very respected / responsible / mysterious man.
4. The book prevented / protected / was based on a dream.
5. No one ever found out what happened to him. He simply disappeared / paused / struggled.
6. You are very sick. You should not go to school in your connection / condition / identity.
7. People all over the world recognize the President of the . He is very excited / violent / well-known.
8. Parents cannot always protect / struggle / inspire their children from getting hurt.
C. With a partner, continue the interview below in your notebooks. Use the words and expressions in exercises A and B.
Tell us your true identify immediately!" shouted the policeman. "What? I don't know what you're talking about," replied Ron.
*64*
D. Words with more than one meaning: Some words have two or more completely different meanings.
1. What does the word leaves mean in each sentence below?
1. The story leaves the reader with questions about human nature.
2. He leaves work at exactly 5:00.
2. What does the word in bold mean in each sentence? Use your dictionary to help you.
1a. He's a star on the basketball (court(.
b. The (court( decided that we didn't have to pay.
2a. Many television (shows(, movies and plays are based on this story.
b. These schools have art (shows( of the students' paintings.
3a. The plane (took off( at 8:00.
b. He (took off( his jacket.
4a. I (changed( seats so I could sit with a friend.
b. My hometown (changed( a lot after I left.
3. Think of words in your language that have more than one meaning.
Workbook page 53
Language: Past Progressive 1
Grammar appendix Page 173
A. Read the sentences and match them to the rules below.
1. One night in the fall of 1885, Robert Louis Stevenson was dreaming.
2. As Mr. Hyde's personality was getting stronger, Dr. Jekyll was finding it more and more difficult to change back to his original personality.
3. Dr. Jekyll was leading a double life.
Rules
We use the Past Progressive when we talk about:
a. an action that was happening for a long period of time in the past.
b. an action that was happening at a specific time in the past.
c. two or more actions that were happening at the same time in the past.
To form the Past Progressive, we use:
was / were plus verb plus ing (positive)
wasn't / weren't plus verb plus ing (negative)
*65*
B. In The strange case of Dr Jekyll and Mr Hyde there was a murder. Who do you think said each sentence below – a policeman, a suspect or a witness (עד)?
How do you know?
1. I was looking out the window. That's when I saw him.
2. What were you doing at 11:00 last night?
3. I was working in my laboratory.
4. He was holding a cane and he was hitting another man.
5. I wasn't carrying a cane and I wasn't walking on .
6. I was interviewing witnesses and suspects.
C. A witness needs a good memory and must pay attention to details. Take this short test to see if you would be a good witness.
Would you be a good witness?
Read all the instructions before you begin.
(בספר תמונה)
Close your book. What was happening? On a piece of paper write as many things as you remember, using the Past Progressive.
People were standing in line to buy tickets for the movies.
2. Choose a partner and compare what you wrote.
3. Now open your books and check what you wrote together.
Workbook page 57
*66*
Part B: A famous spy
A. You are going to read about Nancy Wake, who was a famous spy in World War 2. Look at the words below. What do you think did as a spy?
arrest (v), assignment, attack (n, v), brave, cause (v), code, control, (n), escape (v), except, join, journey, leader, participate, promise (v), prove, receive, relief, spread (v), spy (n), suffer, supplies (n), terrible, training, weapon
B. Read the excerpt (קטע נבחר) from a history book and see if you were right.
A Famous Spy
Chapter 4
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Nancy Wake was one of the bravest women in World War 2. She helped hundreds of
(2) people escape from the Nazis.
(3) (1912-1933) Anti-Semitism spread through
(4) Nancy Wake was born on August 30, 1912 in . In 1928, Wake left home and
(5) began to work as a nurse. In 1932, she went to and then to . She worked as
(6) a newspaper reporter and traveled all over . One of her assignments was to
(7) interview Hitler.
(8) (1933-1939) Hitler became the leader of and made the German army
(9) stronger. In 1939, attacked . and went to war against
(10) . This was the beginning of World War 2.
(11) While Wake was living in , she saw the terrible things the Nazis were
(12) doing to Jews and other people. Wake promised herself, "I don't know what I'll do about
(13) it, but if I can do anything one day, I'll do it:' When World War 2 started, Wake was
(14) working in . She returned to , where she married a rich Frenchman, Henri
(15) Fiocca. For Wake, it wasn't enough to write about the war – she decided to do something
(16) to help. She bought and drove a van, which she used as an ambulance and to bring
(17) supplies to refugee camps (מחנות פליטים).
(18) (1940-1943) By the middle of June, 1940, all of western Europe, except , was
(19) under the control of the Nazis. then attacked the . The United
(20) States entered the war after the Japanese attacked .
(21) During this time Wake became more active in the French Resistance (המחתרת הצרפתית). She helped
(22) hundreds of people survive during the war. Wake's work in the Resistance meant her life
(23) was often in danger. The Gestapo suspected her and watched her carefully. They listened
*67*
(24) to her phone calls and opened her mail, but they couldn't prove anything. She used many
(25) identities and it was very hard to find her. The Germans called her "The White Mouse":
(26) With time, she was causing the Germans so many problems that the Gestapo put "The
(27) White Mouse" at the top of their list of "Most Wanted" spies. It was getting too dangerous
(28) for Wake to stay in so she escaped to . There she learned how to parachute (לצנוח)
(29) and received training in weapons, codes and radios.
(30) (1944) The Allies (בעלות הברית), with the help of the French Resistance, succeeded in pushing the
(31) Germans out of .
(32) Wake parachuted back into to help the Resistance fighters. One time, during a
(33) German attack, Wake rode a bike almost non-stop for 500 kilometers in 72 hours. She
(34) had to find someone with a radio to contact . At the end of her journey, she cried
(35) in pain and relief. Describing it later, she said, "I got back and they said, ‘How are you?'
(36) I cried. I couldn't stand up. I couldn't sit down. I couldn't do anything. I just cried:"
(37) Wake also participated in the fighting. One of her friends described Wake as "the most
(38) feminine (נשית) woman I know, until the fighting starts. Then, she is like five men:"
(39) The Allies succeeded in pushing the German army out of . But suffered a
(40) personal tragedy. She learned that the Germans had arrested and tortured (עינו) her husband
(41) to death because he would not tell them where she was.
(42) (1945) World War 2 ended on September 2, 1945.
(43) Nancy Wake received medals from different countries for her activities during the war.
(44) This brave woman will always be remembered.
*68*
C. Get the facts – Answer the questions in your notebook.
1. Are the sentences true or false? Find sentences in the excerpt that helped you answer.
1. Nancy Wake never met Hitler. (lines 1-7)
2. Wake saw the terrible things the Nazis did and decided to do something. (lines 8-17)
3. Wake needed an ambulance because she was a nurse. (lines 8-17)
4. Wake's life was in danger because she worked for the French Resistance. (lines 18-29)
5. The Germans caught Wake after they put her at the top of their "Most Wanted" list. (lines 18-29)
6. Wake didn't actually fight because she was a woman. (lines 30-41)
7. Wake's husband was brave. (lines 30-41)
2. List the following:
1. two specific things Nancy Wake did to help in the war against the Germans
2. three things the Gestapo did to try and catch
D. Understanding motives – A motive is a person's reason for doing something.
What were the motives behind the actions? Complete the chart on page 59 in the workbook. Use these motives below.
- wanted to bring supplies to refugee camps (מחנות פליטים).
- They suspected she was a spy and wanted proof.
- They wanted to find out where she was.
- She wanted to do more to help the Resistance fighters.
Actions – what they did, Motives – why they did it
1. The Gestapo listened to her phone calls and opened her mail., a. --
2. She learned how to parachute, use weapons, codes and radios., b. --
3. She bought an ambulance., c. --
4. The Nazis hurt Nancy's husband., d. --
E. Keep thinking
1. What type of information in the excerpt is in bold letters? How did this information help you understand Nancy Wake's life?
2. What was Nancy's motive for fighting against the Nazis?
3. How do we know that was brave? Give two examples.
4. A friend described Wake as "the most feminine (נשית) woman I know, until the fighting starts. Then, she is like five men." What did the friend mean?
*69*
Vocabulary
A1. Which word in each line does not belong? Explain your choices.
1. relief, weapon, attack
2. spread, code, spy
3. journey, prove, supplies
4. get hurt, suffer, disappear
5. join, cause, participate
6. promise, escape, survive
7. leader, brave, terrible
2. Choose two words from each line in exercise A1 and write a sentence with both in your notebook.
B. What do you think makes a spy successful? In pairs, rank the following from I to 5 in order of importance. (1 – most important, 5 – least important)
A successful spy --
- is brave
- knows how to use codes and weapons
- has different identities
- has control over his / her reactions
- will escape when there is danger
C. Complete the ad for Spy Camp in your notebook. Use the words below.
identity, assignment, situations, ability, instructions, leader, codes, escape, training, join
Spy camp
Participate in Spy Camp and find out if you have the 1. -- to become a good spy. At Spy Camp you pretend you are a spy and you get a new 2. --. But first you need some 3. -- so you can learn to be a successful spy. The training includes:
- how to use 4. -- to send and understand secret messages
- how to 5. -- when someone is following you
- how to remain calm in dangerous 6. --.
After the training, each camper gets an 7. --. Every three campers have a 8. -- who helps them follow the 9. -- and complete their assignment.
If you would like to 10. -- us at Spy Camp, call 1-800-007007.
*70*
D. We divide words into groups called parts of speech. The main parts of speech are:
noun (n) – שם עצם
verb (v) – פועל
adjective (adj) – שם תואר, תואר השם
adverb (adv) – תואר הפועל
1. Read about a spy museum. Which part of speech is each circled word? Write the words in the correct columns on page 59 in the workbook.
The international spy museum
This (amazing( museum opened in 2002 and is very (popular(. You can learn about the history of (spies( around the world and how they( (bravely( faced danger.
See over 200 gadgets – objects that spies use to (secretly( get information and (send( it to other (agents(. Learn about (disguises(, hidden cameras, invisible ink and bugs – extremely (small( microphones.
When you visit , don't (miss( this fantastic museum.
Nouns, Verbs, Adjectives, Adverbs
--, --, amazing, --
2. Which part of speech is missing in each sentence below?
1. My brother -- my phone.
a verb
2. Lia dropped the --.
3. I love to go to the --.
4. Nate spoke -- so everyone could understand him.
5. They bought a -- TV.
6. Susie -- me yesterday.
*71*
3. Complete the sentences in exercise 2, in your notebook.
1. My brother took / used / found / broke my phone.
4. Add more details to your sentences.
My little brother Eyal took my phone and lost it.
Workbook page 60
Language: Past Progressive 2
Grammar appendix, page 173
A. You learned three uses of the Past Progressive. There is another use – to talk about a longer action that was already happening when another shorter action happened.
Read the sentences and answer the questions below.
a. While Wake was living in , she decided to work against the Nazis.
b. Nancy Wake was working in when World War 2 started.
1. Which verb in each sentence shows the longer action that was already happening?
Which tense is used for the longer action?
2. Which tense is used for the shorter action?
B1. Complete the sentences with the Past Progressive of the verbs below.
watch, work, walk, sleep, eat, drive
1. While I -- the football game on TV, the lights went out.
2. They heard about the accident while they -- dinner.
3. We -- home late at night when we ran out of gas.
4. We heard the fire alarm while we -- in the office.
5. I didn't answer the phone because you called while I --.
6. As I -- down the street, I saw a man run out of a store.
2. Which action in each sentence is the longer action?
C. With a partner, complete the sentences. Use your imagination!
1. While I was walking down the street, suddenly --.
2. We were waiting for the train, when --.
3. As I was riding my bike home, --.
4. The bell rang while we --.
5. As I --, a man jumped out from behind the building.
6. While we --, we heard a loud crash.
*72*
D. Complete the detective story in your notebook. Use the Past Simple or Past Progressive of the verbs in brackets.
The Mystery
It was 9:30 at night and I was sitting at my desk in front of my computer. But I 1. -- (not work) – I was looking out the window. Suddenly, some words came up on my screen, but I wasn't using the keyboard. Someone else 2. -- (write) them! The message said: Be at Joe's Cafe at 10:00 tomorrow morning. Wait for a man in a white jacket.
I turned off the computer and 3. -- (go) to bed. At 10:00 the next morning, I 4. -- (stand) near the window outside Joe's Cafe. I saw the man I 5. -- (look) for. He 6. -- (sit) in the corner, wearing a white jacket. I went in and 7. -- (walk) over to him.
"I'm Detective Canon," I 8. -- (say). "Did you send a message to my computer?"
"Yes, my name is Mark," the man said.
E. Write a sentence for each set of words. Use the Past Simple and Past Progressive in each sentence.
1. Ilan / ride / bicycle, hit a rock / fall
Ilan was riding his bicycle when he hit a rock and fell.
While Ilan was riding his bicycle, he hit a rock and fell.
2. bank robbers / run away, police / arrive
3. Sandra / dream about / skateboard, alarm / ring
4. plane / takeoff, lose / power
5. we / watch / movie, someone in the theater / shout / "Fire!"
Workbook, page 63
Brainteaser
A woman was sitting in her hotel room when there was a knock at the door. She opened the door to see a man that she'd never seen before. He said, "Oh! I'm sorry. I've made a mistake. I thought this was my room." Then he walked away. The woman went back into her room and called the police to arrest him. Why?
(Do you need a hint? Go to page 166.)
People who are staying in a hotel have a key or electronic card to open the door to their room. Why do you think the man knocked on the door?
*73*
Part C: Superheroes
A. Many famous comic book characters are superheroes who lead double lives. Which of these superheroes can you match to their other identity below?
(בספר תמונות)
1. Catwoman
2. Superman
3. Batman
4. Spiderman
a. Peter Parker – a photographer
b. Patience Philips – a graphic designer
c. Bruce Wayne – a millionaire
d. Clark Kent – a reporter
Check your answers on page 166.
1. b
2. d
3. c
4. a
*74*
B. You are going to listen to two teens talking about Superman. Make sure you know the meaning of these words and expressions before you listen to the conversation.
fiction, guy, notice (v), publisher, shy, villain
come about, comic book, super powers, turn down
C1. What do you know about Superman? Before you listen, guess if these sentences are true or false.
1. The Superman character is over 75 years old.
2. Comic book publishers didn't think the Superman story would be successful when they first saw it.
2. Listen to the conversation and check your answers to exercise C1.
D. Read the questions below. Then listen to the conversation again and answer the questions on page 64 in the workbook.
1. What does Sandra have to do?
2. When did the story of Superman begin?
a. in 1975
b. in 1933
c. 33 years ago
d. 57 years ago
3. The first Superman story was about --.
a. a good guy
b. how Superman got his power
c. Jerry Siegel
d. a bad guy
4. The character of Clark was based on --.
a. a villain
b. a Tarzan story
c. Jerry Siegel's life
d. a TV reporter
5. Complete the sentences.
a. When Jerry was in high school he wanted to be --.
b. It took almost -- years to find a publisher for Superman.
*75*
E. With a partner, discuss why you like or don't like movies about superheroes. The useful language below will help you.
Useful language
Expressing an opinion
I like / don't like movies about...
I enjoy / don't enjoy movies that ...
My favorite ...
The way I see it...
In my opinion ...
I think that ...
If you ask me, ...
I'd just like to say that ...
I think that movies about superheroes are exciting.
I do, too. They're full of action.
Workbook page 65
Idioms
A. Read the sentences below. What do the idioms in bold mean in your language?
1. He isn't what he seems to be. He (leads a double life(.
2. Get back home (on the double(! You are very late!
3. Before you give the teacher your work, you should (double-check( it.
4. I don't have enough copies of the article for everyone, so please (double up(.
5. He was a (double agent(. They found out he was selling information to the other side.
6. The bank robber (double-crossed( his friends and took all the money.
B. Match the idioms in exercise A to their meanings below.
a. work together (share)
b. tricked
c. make sure it's correct
d. has two identities
e. quickly
f. working for two different countries
*76*
Writing: Writing a summary
A. Read the questions about Ian Fleming, the author of the James Bond novels. Find the answers to the questions in the encyclopedia excerpt (קטע נבחר) below. Write them in your notebook.
1. When and where was Ian Fleming born?
2. What education did he have?
3. What work did he do?
Read
Ian Fleming
Early life
Ian Lancaster Fleming was born in 1908 in to Valentine and Evelyn Fleming. His father was a member of Parliament and his grandfather, Robert Fleming, was a very rich Scottish banker so Fleming grew up in a high social class. His father died when he was eight years old and he was raised by his mother. Fleming went to Eton (איטון קולג' – בית ספר תיכון פרטי יוקרתי לבנים בתנאי פנימיה ליד העיר וינדזור באנגליה ) and then to a military academy (אקדמיה צבאית) in but he was unhappy there and left. He went to to study German and then to the to improve his French. He worked as a journalist and then as a stockbroker.
B. Three students wrote summaries about Ian Fleming's early life. Which one answers the questions in exercise A?
1. Ian Fleming was born in . He studied languages in and then worked as a journalist.
2. Ian Lancaster Fleming was born in 1908 in to Valentine and Evelyn Fleming. His father was a member of Parliament and his grandfather was a banker. His father died when he was eight. Fleming studied at Eton and at a military academy before he went to to study German. To improve his French he went to the .
*77*
3. Ian Fleming was born in in 1908. He studied at Eton and at a military academy and then left to study French and German. Fleming became a reporter and also worked as a stockbroker.
C. Read more information from the encyclopedia about Ian Fleming. Find the answers to the questions below and write them in your notebook.
1. What did Fleming do during the war?
2. Why was he successful?
3. How did his work help him later?
Ian Fleming
World War 2
In 1939, at the beginning of World War 2, Fleming was asked to become a secret agent for . His code name was 17F. Fleming's energy, imagination and knowledge of languages helped him succeed as a British agent. He was especially good at planning and organizing things. He traveled around the world and was in contact with many other secret agents. In 1944, Fleming began working with a special group of commandos. It was his job to plan their missions. Fleming, like all spies, could never talk about his wartime activities. But while he was working as a spy, he certainly got a lot of ideas for his books and for his most famous character, James Bond.
D. When you write a summary about a person, follow these steps:
1. Write down three to four questions that you want answers to.
2. Find an article or two about the person.
3. Read the article(s) and find the answers to your questions. Highlight them or write them down.
4. Summarize the information using your own words.
Do not copy whole sentences from the article(s) you read.
Write your own summary about Ian Fleming during World War 2 by completing the three sentences below. Use the information you wrote in exercise C.
During World War 2, Fleming was working --. He was successful as an agent because --. His work during the war helped him --.
Workbook page 66
*78*
Keep reading
A. Read the explanation about avatars. Do you have an avatar? When do you use it? Describe it.
Avatars: When you play games or participate in chat rooms on the Internet, you choose an avatar – a 3D character – to represent (לייצג) you. With your avatar, you can choose a new identity – you can be older, younger, stronger or thinner. You can choose a different face and hair color. You can "build" a new you.
B. How do you think avatars and teens are connected? Read the article and find out.
Choose a New Identity
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) The eighth graders in Diane Whiting's health
(2) class type excitedly on the keyboard in a
(3) computer lab at school. Their online chat is all
(4) about appearances – what people look like.
(5) Several students are chatting about how they
(6) made their personal avatars look "more
(7) attractive (מושכים)".
(8) Girl 1: I made my avatar thinner and
(9) the nose smaller.
(10) Girl 2: I made myself taller and with
(11) longer hair.
(12) Boy 1: I made my avatar look stronger.
(13) Boy 2: I made myself look different too.
(14) Whiting's students create avatars to represent
(15) themselves or someone they would like to be. This
(16) gives the students many opportunities to change
(17) their appearance and to think about the choices
(18) they make. For a teen who wonders what it would
(19) be like to be taller or a little stronger, using avatars
(20) is a way to experiment (להתנסות) that is free from the
(21) opinions of parents, teachers or even other teens.
(22) After some experimenting, most of the kids are
(23) happy to return to the avatar that most closely
(24) looks like them in real life. One girl said, "I'd
(26) in my own way."
(27) Most teachers would not have this kind of
(28) discussion in class, but Whiting is different. She
(29) encourages it. What students say online often
(30) shows real worries that they have but don't
(31) usually talk about. Whiting wants her students to
(32) think more about who they are and how they see
(33) themselves. She has discovered that the virtual
(34) world offers a safe place for teens to discuss
(36) As an eighth-grade health teacher, Whiting
(37) believes that one of the most important things that
(38) she can teach her students is self-confidence. She
(39) has found a very creative way for her students to
(41) discovered that her students learned to see
(42) themselves in a more positive way.
*79*
C. Answer the questions in your notebook.
1a. Choose the correct answer.
The eighth graders liked / didn't like the activity they were doing.
b. Which word/s from the article helped you answer?
2. How did the students in the online chat compare themselves to their avatars?
They thought that the avatars --.
3. Give three examples of how students made their avatars look better.
4. Why are avatars a good way for teens to explore their identity?
5. In the end, most of the kids in Whiting's class prefer an avatar that --.
a. is taller than they are
b. their parents agree with
c. is very different from them
6. Diane Whiting approves of using avatars because --.
a. most teachers use avatars
b. students can type excitedly on the keyboard
c. the virtual world gives teens a safe place to discuss sensitive topics
d. students don't usually talk online
7. In your own words, explain what Whiting is trying to teach her students.
8. Another title for this article could be --.
a. The dangers of technology
b. Using technology to teach
c. Computers in the classroom
d. The good and bad of avatars
D. Would you like to be a student in Diane Whiting's class? Explain why or why not.
Use some of the expressions below.
a new identity (title)
change their appearance (lines 16-17)
the way they look (line 27)
to see themselves (lines 41-42)
*80*
Review
Do the exercises in your notebook.
arrest (v), assignment, attack (n, v), behavior, brave, cause (v), code, completely, condition, connection, control (n), disappear, escape (v), evil, exactly, except, excited, fiction, guy, identity, join, journey, leader, mood, mysterious, notice (v), participate, personality, prevent, promise (v), protect, prove, publish, publisher, receive, relationship, relief, respected, shy, society, spread (v), spy (n), struggle (n), suffer, supplies (n), suspect (v), terrible, throughout, training, villain, violent, weapon, well-known
based on, come about, comic book, commit a crime, human nature, super powers, turn down
A. Which words and expressions from the list above do you think you would find in each of the following books?
1. The strange case of Dr Jekyll and Mr Hyde
2. one of the Harry Potter novels
3. Around the world in eighty days
(בספר תמונות)
Dad, Mom, Tamar, Maya, Toffee
a new camera, glasses, a bone, eggs, a ring, money, a note
What was Tamar doing with a new camera?
C. In this unit you learned about people who lead double lives. Which person was the most interesting for you? Explain why.
D. Think of two different motives for wanting to become each of the following: a lawyer, a spy, a teacher, a doctor, the president.
Workbook page 68
*81*
Task: Write a biography
Guidelines
Follow the steps to complete the task.
1. With a partner, choose a famous or important person to write about. Write a few sentences to explain why you chose that person.
2. Write questions about the person that you want to find answers to. For example:
- When and where was the person born?
- What education did the person have?
- What work was he / she doing before he / she became famous?
- What did he / she do to become famous?
- What were his / her motives?
3. Find information from two different sources and write the answers to your questions.
4. Summarize the information in one or two paragraphs. Remember to use your own words.
5. Use the checklist below to help you edit your work.
6. Present your biography to the class.
Checklist
Complete the checklist on page 143 in the workbook.
1. We chose a person to write about and explained why we chose him / her.
2. We wrote questions.
3. We found information from two different sources.
4. We summarized the information in one or two paragraphs.
5. We included only important information.
6. We used our own words.
7. We used Past Simple and Past Progressive correctly.
8. We used new vocabulary.
9. We checked our spelling, punctuation and capital letters.
10. We presented our biography to the class.
*82*
Literature
A. A famous banker (J. P. Morgan) once said: "A man always has two reasons for doing anything – a good reason and the real reason." The real reason is the motive.
Read the dialogue. What is the teenager's "good reason" for calling his grandmother? What is his real reason?
Roger: Hi, Grandma! How are you?
Grandma: Hello, Roger, This is a surprise! What can I do for you?
Roger: Nothing. I just called to say I love you. Grandma:
Grandma: That's nice. So Roger, what's new?
Roger: Oh, not much ... but it's my birthday next week and my friends loved the cake you made last year. So ...
B. Read the story Jimmy Valentine. What reason does Jimmy give for coming to the town of ? What is the real reason? What is his reason for staying?
Jimmy Valentine
Adapted from a story by O. Henry
Part 1: The Burglar
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) "Now, Valentine," said the prison warden (מפקד הכלא), "you'll go out in the morning
(2) to the real world. Be a man! You are really a good guy at heart."
(3) The warden gave Jimmy Valentine the pardon (חנינה) that the governor had
(4) signed. Jimmy had served ten months of a four-year sentence (ריצה עונש). He was
(5) surprised that it had taken so long. He had a lot of friends who usually
(6) helped him get out of jail early.
(7) "Take him back to his prison cell," the warden told the guard, "and give
(8) him some regular clothes. He can leave at seven in the morning. And
(9) Valentine, stop cracking safes (לפצח כספות) and live an honest life."
*83*
(10) "Me?" said Jimmy in surprise. "I never cracked a safe in my life!"
(11) "Oh, no," laughed the warden. "Of course not. You guys are all the same! You all pretend
(12) you're innocent!"
(13) At seven the next morning Jimmy stood in the warden's office again. The clerk gave him
(14) a train ticket and a five-dollar bill that the prison expected him to use to start leading an
(15) honest life. Jimmy Valentine walked out into the sunshine once again.
(16) Jimmy went straight to a restaurant, where he ordered chicken and a bottle of white wine.
(17) From there he went to the train station. After three hours on the train, he arrived in a little
(18) town. He went to Mike Dolan's cafe and shook hands with Mike.
(19) "Sorry we couldn't get you out sooner, Jimmy," said Mike. "But we had some problems
(20) this time. Feeling all right?"
(21) "Fine," said Jimmy. "Got my key?"
(22) Mike gave him the key and Jimmy went upstairs to his old room.
(23) Everything was just as he had left it. Jimmy reached under the bed
(24) and pulled out a dusty suitcase. He opened it and looked proudly at
(25) the finest set of burglar's tools in the East. Jimmy had even
(26) invented some of the tools himself. They were made of steel and
(27) were very expensive. Jimmy only used the best!
(28) Half an hour later Jimmy went downstairs. He was now
(29) dressed nicely and was carrying his suitcase in his hand.
(30) "Anything going on?" asked Mike Dolan.
(31) "I don't understand," said Jimmy, acting confused. "You
(32) know I'm just a salesman for the biscuit and cracker
(33) company."
(34) Mike burst out laughing!
(35) A week after Valentine got out of prison, someone broke into a safe in
(36) and stole eight hundred dollars. No one knew who did it. Two weeks
(37) later, a very new and modern safe (one that was burglar-proof (חסינת פריצות)) was cracked open in
(38) and fifteen hundred dollars was missing! Then an old-fashioned safe in a
(39) bank in was cracked and a total of five thousand dollars was taken.
(40) Detective Ben Price knew Jimmy. He had arrested him before. Price suspected that all of
(41) the burglaries were Valentine's work. Price told a reporter, "Jimmy is the only one who
(42) has the tools that can open these safes. I'm going to catch Mr. Valentine and this time
(43) he'll go to jail for a very long time." Ben Price knew Jimmy's habits. It might take time
(44) but he would find him.
*84*
(45) One afternoon Jimmy Valentine, with his suitcase, was in a little town called Elmore. He
(46) was going to the hotel there. A young lady crossed the street, passed him at the corner
(47) and entered "The Elmore Bank". Jimmy Valentine looked into her eyes, forgot what he
(48) was, and became another man. She looked down and her face became a little red. She
(49) didn't often see such good-looking young men in Elmore.
(50) Jimmy asked a young boy in the street, "Isn't that young lady Miss Polly Simpson?"
(51) "No," the boy replied, "She's Annabel Adams. Her father owns the Elmore Bank."
(52) Jimmy went to the hotel and took a room. He wrote his name as Ralph D. Spencer. He
(53) told the clerk that he had come to Elmore to find a place to open a new business. He
(54) asked him how the shoe business was in the town. The clerk thought Jimmy was a nice
(55) guy. He told him that there weren't any good shoe stores in the town and hoped that Mr.
(56) Spencer would decide to open a business in Elmore. He was sure that Mr. Spencer
(57) would like the town and the people in it.
(58) Jimmy carried his suitcase up to his room. Now Mr. Ralph Spencer, formerly (בעבר) Jimmy
(59) Valentine, was suddenly in love. He opened a shoe store in Elmore and ran a good
(60) business. Jimmy made a lot of friends in Elmore. He met Annabel Adams and fell more
(61) and more in love with her every day.
C. Answer the questions about Part 1 in your notebook.
1a. What advice did the warden give Jimmy before he left the jail?
b. Do you think that Jimmy will take his advice? Explain.
2. Who is Mike Dolan?
3. What did Jimmy have in the suitcase? What was special about it?
4a. Why did Detective Ben Price suspect Jimmy of the recent burglaries?
b. What did he decide to do about it?
5. What changed in Jimmy after he saw the young lady going into the bank?
6. Do you think Detective Price will find Jimmy?
Part 2: A New Man?
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) At the end of a year the situation of Mr. Ralph Spencer was this: his shoe store was a big
(2) success, the people in the town liked him and he and Annabel were going to be married
(3) in two weeks. Mr. Adams, Annabel's father, liked Spencer very much and was very
(4) happy his daughter had found a good man.
(5) One day Jimmy sat down in his room and wrote this letter, which he mailed to one of his
(6) old friends.
*85*
(7) Dear Old Pal,
(8) I want you to come to Sully's Place in Little -Rock next Wednesday night at
(9) nine o'clock. I want to give you a present – my tools. I know you'll be happy
(10) to get them. You can't buy them anywhere. I want you to know that I quit
(11) the old business about a year ago. I have a nice shoe store now. I'm living an
(12) honest life and I'm going to get married in two weeks. It's the only life, Billy
(13) – the honest one. I wouldn't touch a dollar of another man's money now.
(14) After I get married I'm going to go out West. I don't want to stay here
(15) because I don't want to be close to people who may know me in my old
(16) profession. I tell you, Billy, I love Annabel – she's an angel. She believes in me –
(17) I wouldn't do another thing against the law for the whole world. Be sure
(18) to be at Sully's Place. I'll bring the tools with me.
(19) Your old friend,
(20) Jimmy
(21) On the same night that Jimmy wrote the letter, Detective Ben Price arrived in Elmore. He
(22) walked around the town until he found out what he wanted to know. He stood across the street
(23) from Spencer's shoe store and looked very carefully at Ralph D. Spencer. "Going to marry
(24) the banker's daughter, are you, Jimmy?" said Ben to himself. "Well, I'm not so sure about that!"
(25) The following Wednesday morning Jimmy got ready to go to to meet his friend. It
(26) was the first time that he was going to leave Elmore. He was sure it was safe now for him to
(27) travel. After breakfast, Annabel's family got together – Mr. Adams, Annabel and Annabel's
(28) married sister with her two little girls, aged nine and five. They came by the hotel where Jimmy
(29) still lived. Jimmy got his suitcase and they all went on to the bank, where a driver was waiting
(30) to take Jimmy to the train station.
(31) But before Jimmy left, everyone went inside the bank. The Elmore bank had just put in a new
(32) safe and vault (כספת גדולה). Mr. Adams was very proud of it and wanted everyone to see it. The vault had a
(33) new door with special locks. Mr. Adams proudly explained how it worked to Mr. Spencer.
(34) Jimmy listened very politely. The two children, May and Agatha, were excited about the safe
(35) and vault too. It was shiny and had funny little handles on it.
(36) While they were standing around and talking, Detective Ben Price walked into the bank and
(37) looked around. He told the teller that he didn't want anything, he was just waiting for a man he
(38) knew.
D. Answer the questions about Part 2 in your notebook.
1. Why did Jimmy write the letter to his friend?
2. What did Ben Price find out after he arrived in Elmore?
3. Why was Jimmy sure that it was safe now for him to travel?
4. Why did Mr. Adams want everyone to come to the bank?
5. Who was Ben Price waiting for?
6. What do you think is going to happen?
*86*
Part 3: His real identity
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Suddenly there were screams from the women. May, the nine-year-old girl, had closed Agatha
(2) inside the vault while they were playing. She had turned the handle like Mr. Adams had
(3) showed them and the vault automatically locked. The old banker jumped up and pulled at the
(4) handle. "It can't be opened," he said. "I didn't set the clock and the combination first."
(5) They could hear the child screaming inside the dark vault.
(6) "My poor baby!" cried the mother. "She will die in there! Open the door! Oh, break it open!
(7) Can't you men do something?"
(8) "There isn't a man near here who can open that door," said Mr. Adams, in a shaky voice. "My
(9) God! Spencer, what should we do? She can't stand it long in there. There isn't enough air and
(10) she is so scared."
(11) Agatha's mother started beating on the vault door with her hands. Somebody suggested
(12) dynamite. Annabel looked at Jimmy, her eyes full of worry. "Can't you do something, Ralph,
(13) please?" He looked at her and knew what he had to do. Jimmy threw off his coat and pulled up
(14) his shirtsleeves. At this moment Ralph D. Spencer "died" and Jimmy Valentine took his place.
(15) "Get away from the door, all of you," he said to everyone. He put his suitcase on the table and
(16) opened it. From that time on he did not look up. He took out his shiny tools and whistled
(17) softly to himself as he always did when at work. The others watched him in shock. In a minute
(18) Jimmy's favorite drill was drilling into the steel door. In ten minutes – breaking his own record
(19) – he opened the locks of the door. Agatha, weak but safe, came out of the vault.
(20) Jimmy Valentine put on his coat and walked away. He thought he heard a voice that he once
(21) knew call "Ralph!" but he didn't stop. Near the door of the bank, a man stood in his way.
(22) "Hello, Ben!" said Jimmy. "Got here at last, didn't you? Well, let's go. It doesn't matter
(23) anymore, now."
(24) But Ben Price simply said, "I think you have made a mistake, Mr. Spencer. I don't believe I
(25) know you. Your driver is waiting for you, isn't he?"
(26) And Ben Price turned around, walked out of the bank and down the street.
E. Answer the questions about Part 3 in your notebook.
1. How did May lock her sister, Agatha, in the vault?
2. Why was everyone so scared?
3. What did Jimmy do?
4. At the end of the story (lines 22-23), Jimmy says, "Got here at last, didn't you? Well, let's go. It doesn't matter anymore, now." Who is Jimmy talking to? Where did Jimmy think he was going?
*87*
F. We can learn about a character from what they say and do. Knowing a character's motives helps us understand their actions.
1. Answer the questions about Jimmy Valentine / Ralph Spencer, the main character, in your notebook.
1. Describe Jimmy Valentine at the beginning of the story.
2. Describe Ralph Spencer. How is he different from Jimmy Valentine?
3a. According to the letter Jimmy wrote, how has he changed?
b. Why did he change?
4. What was Jimmy risking by opening the safe?
5. Why do you think Jimmy walked away after he rescued Agatha?
2. Jimmy made some important decisions in the story. What was Jimmy's motive for changing in each of these situations?
1. Jimmy Valentine looked into her eyes, forgot what he was, and became another man. (Part 1, lines 47-48)
2. At this moment, Ralph D. Spencer "died" and Jimmy Valentine took his place. (Part 3, line 14)
G. Answer the questions in your notebook.
1a. What can we understand from Ben Price's behavior at the end of the story?
b. Do you think Ben did the right thing? Why or why not?
2. Sometimes characters change during the story. In your opinion, did Jimmy really change? Explain.
3. Do you think Annabel will still marry him? Why or why not?
4. When do you think this story takes place – 20 or over 100 years ago? Explain.
5. What did you find surprising or amusing about the story?
One step further
Choose one.
- Write a dialogue between Annabel and Jimmy about why he didn't tell her the truth.
- Write a new ending to the story.
- Write a "biography" of Jimmy Valentine. Use your imagination to fill in the details of his earlier life.
Workbook page 73
*88*
*88*
In this unit, you will ...
- think about what's fair in different situations
- become more aware of different points of view
By the end of this unit you will be able to participate in a debate.
A. Read the stories. What do they have in common?
1. The dog and the lawyer
A lawyer's dog ran into a butcher shop and stole a big piece of meat. The butcher then went next door to the lawyer's office.
Butcher: If a dog steals a piece of meat from my store, does the dog's owner have to pay me for the meat?
Lawyer: Absolutely.
Butcher. Then you owe me 8.50 dollars. Your dog stole a piece of meat from me today.
The lawyer, without a word, wrote the butcher a check for 8.50 dollars.
A few days later, the butcher received an envelope from the lawyer – a bill (חשבון) for 20 dollars for his time and advice.
*89*
2. The gold medal
Andreea Raducan, a 16-year-old Romanian gymnast, had a cough and a fever during the 2000 summer olympics. The team doctor gave her some medicine with pseudoephedrine (פסוידואפידרין – תרכובת כימית, תרופה להקלת גודש באף) in it. Raducan won the gold medal. However, she had to give it back a few days later after blood tests showed she had taken pseudoephedrine, which was not allowed at that time.
3. The Class Trip
Two 8th grade classes went on their school trip. On the last night some of the students caused a lot of damage to the youth hostel (אכסניית נוער) where they were staying. They painted graffiti everywhere and destroyed a TV and DVD player. The damage added up to 10,000 shekels!
The problem was that no one got caught and no one confessed (הודה). No one would even admit that they had seen or heard anything. So the school decided that all 50 students had to pay equally for the damage – 200 shekels each. The school gave the students one week to speak up or pay up.
B. Do you think that what happened to the people in each of the stories in exercise A was fair? Explain.
*90*
Part A: Who won?
A. Read what some athletes say about competing and winning. Who do you agree with?
1. "I'll do anything to win. It's the most important thing!"
2. "Pushing and tripping the other players is all part of the game."
3. "Winning is all in the mind. You have to believe you can win."
4. "Of course I like to win – but if I don't, it's not such a big deal. I'll have other chances."
5. "Competing is exciting – it makes me work hard to be the best."
*91*
B. You are going to read about two famous ice skaters. Look at the words and expressions below, and the news headline in exercise C. Which words could show what happened?
admit, allow, attacker, championship, compete, competition, conclude, damage (n), deny, expert,
fit (adj), injure, investigate, investigation, involved, lawyer, performance, predict, probably, remove
community service, make sure
C. Read the news report and find out what happened.
Sports news
January 7, 1994
Skater injured
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Yesterday afternoon, the day before the
(2) Figure Skating (החלקה אומנותית) Championships,
(3) Nancy Kerrigan was attacked. The
(4) skater was talking to a reporter when a
(5) man ran by and smashed her on the
(6) right knee with a stick. Kerrigan fell to
(7) the floor in pain and was quickly taken
(8) to the hospital. The attacker escaped.
(9) The police are investigating the attack
(10) but have not yet arrested anyone.
(11) Kerrigan has no broken bones but the
(12) damage to her knee is serious and will
(13) prevent her from participating in the
(14) U.S. Championships today. Most
(15) experts predicted she would win. With
(16) Kerrigan out of the competition, the
(17) spotlight (אור הזרקורים) is now on Tonya Harding,
(18) who will probably win the
(19) Championships and with it, a place on
(20) the Olympic team for next
(21) month's Winter Games in .
D. What information do we learn from the news report? Answer the questions in your notebook.
1. Who was attacked?
2. When did the attack happen?
3. What happened to the skater?
4. What do we know about the attacker?
5. Before the attack, who did experts think would win the U.S. Championships?
6. Who will probably win now?
7. What does the champion get?
E. What other information would you like to know that wasn't in this news report?
*92*
F. Read the timeline about the two ice skaters. Did you find answers to any of your questions from exercise E?
Who won?
January 7-14
Nancy Kerrigan is on the olympic team for now. Doctors will continue to check her condition and will decide if she is medically fit to skate.
Tonya Harding wins the national championships and gets to be on the olympic team.
January 15-20
The police investigation of the attack on Kerrigan continues. Kerrigan gets back on skates for the first time since the attack. She has to start slowly and is not allowed to practice any jumps. She says she still believes she can win a gold medal in this year.
Four men, including Harding's ex-husband, Jeff Gillooly, are arrested for the attack on Kerrigan. According to police, they did it to make sure Harding would win the national championships. Harding denies that she was involved in any way. The olympic committee discusses the question of removing Harding from the team.
January 21-February 12
Kerrigan skates for a group of figure-skating judges to prove that she can compete. They conclude that she can skate in the olympics.
Jeff Gillooly claims that Harding helped plan the attack. Harding admits that a few days after the attack, she learned that people close to her were involved but she did not inform the police.
February 13-25
Kerrigan's performance wins the silver medal.
The olympic committee agrees to let Harding compete in the olympics after her lawyers file a lawsuit (מגישים תביעה) for 25 million dollars. Harding only comes in eighth.
*93*
G. Get the Facts – Answer the questions in your notebook.
1. To summarize what happened, complete the sentences according to the timeline.
1. In January 1994, Harding won --.
2. The police arrested --.
3. At first Harding claimed that she --.
4. Later Harding said she knew about the attack after it happened but --.
5. At the end of January, judges decided that Kerrigan --.
6. The olympic committee allowed Harding to --.
7. At the 1994 Olympics, Kerrigan won --.
2. Answer the questions.
1. What was the motive for the attack?
2. What was Harding's connection to the men who were arrested?
3. What did Kerrigan have to do to keep her place on the olympic team?
4. Why did the olympic committee allow Harding to skate in the olympics?
H. Keep thinking
1. Why do you think Harding didn't inform the police when she found out who was involved in the attack?
2. How do you think Kerrigan felt about Harding being on the olympic team?
3. Read what the athletes said on page 90 again. What do you think Tonya Harding would say?
I1. Do you think Tonya Harding was punished in the end? How? Read and find out.
What happened to Tonya Harding?
Harding didn't have to go to prison. She got three years probation (תקופת מבחן), 500 hours of community service and a 160,000 dollars fine. After its own investigation of the attack, the USFSA (United States Figure Skating Association (ההתאחדות להחלקה אומנותית)) concluded that Harding had known about the attack before it happened. They took back Harding's title from January 1994 and decided not to allow her to participate in their competitions – as either a skater or a coach – for the rest of her life.
2. Do you think it was fair that Harding didn't go to prison? Explain.
*94*
Vocabulary
A. Choose the correct answers.
1. What can you investigate?
a. the cause of an accident
b. book
2. Which of the following can cause damage?
a. a walk in the park
b. a car accident
3. Who is an expert?
a. someone who knows a lot about something
b. someone who cares about other people
4. Who is in a performance?
a. singers and dancers
b. passengers
5. What can you predict?
a. what will happen in the future
b. what happened in the past
6. Which of the following is an example of community service?
a. reporting the news
b. helping sick people
7. What can you compete in?
a. an emergency
b. a race
B. Choose the two correct answers to complete each sentence.
1. We enjoyed watching the dance -- on TV.
a. performance
b. competition
c. investigation
2. They weren't -- in the fight.
a. prevented
b. injured
c. involved
3. She -- that she knew him.
a. admitted
b. denied
c. removed
4. We asked -- what to do about selling our house.
a. a coach
b. an expert
c. a lawyer
5. The army -- the attack.
a. participated in
b. trusted
c. investigated
6. They will -- arrive at 8:00.
a. probably
b. accidentally
c. actually
*95*
(בספר תמונות)
allow, arrest, attack, cause, conclude, condition, damage, deny, escape, injure, investigation, involved, lawyer, make sure, prevent, probably, suspect, spy, terrible, weapon
What are the police investigating?
Admit it! You...
D. Suffixes are letters, such as -er, -ion, -ance, that are added at the end of a word to make another word. Suffixes usually change the part of speech of a word.
1. Look at the words in a and b below.
a:
skate, compete, perform
b:
skater, competition, performance
1. What part of speech are the words in a?
2. What part of speech are the words in b?
2. Add the -er, -ion, -ance suffixes to the verbs below to complete the sentences. Use a dictionary to help you.
compete, investigate, perform, inform, appear, predict, report
1. When you say what will happen in the future, you make a --.
2. Someone who writes for a newspaper is a --.
3. You ask for facts or details when you need more --.
4. After the attack, there was a police --.
5. We enjoyed the concert – it was a great --.
6. She won first place in the swimming --.
7. A new hairstyle can really change someone's --.
3. With a partner, think of at least eight other words with the suffixes -er, -ion and -ance.
Workbook page 75
*96*
Language: Passive 1
Grammar Appendix Page 174
A. We use the passive when the action is more important than who did it, or when the person who did it is not known.
The sentences below are from the news report and timeline, and are in the passive. Which of the sentences are true?
Present Simple
1. Four men are arrested for the attack on Kerrigan.
2. Tonya Harding is sent to prison.
Past Simple
3. Nancy Kerrigan was attacked on January 6, 1994.
4. was taken to the hospital.
Future Simple
5. Harding will be allowed to participate in all competitions.
B. To form the passive, we use be plus the third form of the verb (V3). The form of the verb be shows the tense of the verb.
Present Simple: am / is / are plus V3
Past Simple: was / were plus V3
Future Simple: will be plus V3
V3 is formed by adding -ed to regular verbs.
Irregular verbs have special V3 forms, for example, take – taken. (See page 178.)
1. What tense is each sentence below – Present, Past or Future Simple?
1. A new school will be built.
2. Romeo and Juliet was written by Shakespeare.
3. Only health food is sold here.
2. Look again at the sentences above. Which have irregular verbs?
3. Translate the sentences into your language.
C. Which sentences below are in the passive?
1. The Mona Lisa was stolen from the Louvre.
2. We won the game!
3. Three hundred people were injured in the earthquake.
4. The police caught the thieves.
5. The floors in our office are washed every day.
6. The work will be finished on time.
*97*
D1. Complete these passive sentences in your notebook. (Hint: The answers are in the units you have read.)
1. The main character in the movie, Mr. Deeds, is played by --.
2. The James Bond novels were written by --.
3. Andre Agassi and Maria Sharapova were both coached by --.
4. Nancy Wake's husband was killed because --.
5. The strange case of Dr Jekyll and Mr Hyde was published in --.
6. Andreea Raducan was given medicine --.
2. Which word is used to show who does the action?
E1. Choose the correct form of the verb – active or passive – in the quiz below and write the answers in your notebook.
2. Do the quiz. Write true or false for each sentence you wrote.
1. The first newspapers -- by hand.
a. write
b. were written
2. The airplane -- in 1850.
a. invented
b. was invented
3. An Israeli woman -- the Nobel Prize for chemistry in 2009.
a. won
b. was won
4. Bread -- with pasta.
a. made
b. is made
5. The Mona Lisa -- by Picasso.
a. painted
b. was painted
6. The Egyptians -- pyramids.
a. built
b. were built
7. In 2020, the summer olympics -- in .
a. held
b. will be held
Answers on page 167
1. b – true
2. b – false
3. a – true
4. b – false
5. b – false
6. a – true
7. b – false
Workbook page 79
*98*
Part B: The basketball game
A. You are going to listen to two basketball players talking after a game. Look at the words and expressions below. Do you think their team won or lost?
chance, cheer up, depressed, feel sorry for, fan, give up, rule (n), there's no way, You've got to be kidding!
B. Listen to the conversation between Ohad and Yotam – two players from the school basketball team. Which of the following things are the boys unhappy about?
- the fans
- the players
- the uniforms
- the coach
- practice
- the rules
- grades
- their families
C. Read the questions below. Then listen to the conversation again and answer the questions on page 80 in the workbook.
1. Complete the sentence with the correct number.
Ohad is depressed because his team lost the game by -- points.
2. According to Ohad, the other team had --.
a. a better coach
b. nicer uniforms
c. more chances
3. Why did Ohad and Yotam's coach let everyone on the team play in the game?
a. He wanted to put Mike in the game.
b. He wanted to show how hard his players practiced.
c. He wanted to win.
4. What upsets Yotam more than losing the game?
5. Complete the sentence about the mercy rule (חוק הרחמים).
In the , schools that follow the mercy rule stop the basketball game if a team is losing by -- points.
6. What do the boys decide to do to help them feel better?
*99*
D. With a partner, choose and continue one of the dialogues. The useful language below will help you.
Dialogue 1:
I think the mercy rule is stupid. Nobody will feel better.
I disagree. It's no fun to lose by 50 points.
Dialogue 2:
In my opinion, any student who wants to play sports should be on the team.
You've got to be kidding! We'll never win any competitions like that.
Useful language
Agreeing or disagreeing
I agree with you ...
I disagree...
Come on!
You can't really think ...
You might have a point there.
I never really thought about it that way.
That's for sure!
You're right, but ...
You've got to be kidding!
What's the point?
Exactly!
Workbook page 80
*100*
Part C: Who will win a billion?
A. You are going to read an article about the book Q and A. The book is about Ram, a teenager who was suspected of cheating on a quiz show in . Which words below could tell us more about Ram?
adult, case, cheat (v), cruelty, detail, experience (n), explanation, fear (n), force (v), genius, guilty, innocent, memories, officer, orphan, poverty, producer, proof, silent, treat (v), unfairly
turn out
B. Read the article and see if you were right.
Q and A
Who will win a billion?
The arrest
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) "I have been arrested for winning a quiz show."
(2) That's how the book Q & A begins.
(3) Ram Mohammad Thomas was a poor orphan who
(4) grew up in the streets of . He never read a
(5) newspaper or went to school. It's hard to believe that
(6) this 18-year-old street kid could know all the answers
(7) to the questions on Who will win a billion? – a
(8) television quiz show. But he did. He was able to answer
(9) all 12 questions correctly and won a billion rupees!
(10) However, that same night the police arrested him for
(11) cheating.
(12) The producers were sure that Ram had cheated -
(13) there was no other explanation. They watched the DVD
(14) of the show, carefully checking to see if anyone had
(15) made any noise or moved to give Ram the answers. But
(16) they couldn't find anything, so they needed the police
(17) to help them prove that Ram was guilty. They did not
(18) want to pay a billion rupees to a street kid! Ram said
(19) that he was innocent but the producers didn't believe
(20) him.
The "proof"
(21) The police weren't so sure. One officer said, "There
(22) have been cases of boys from poor backgrounds turning
(23) out to be geniuses in later life. Wasn't Einstein himself
(24) a high school dropout?" To prove that Ram was no
*101*
(25) genius, the producers asked him a few more
(26) questions – much easier questions than on the
(27) show. If Ram was telling the truth, then he
(28) should know the answers. They asked:
(29) "Who was the first man to set foot on the
(30) moon? Was it: (a) Edwin Aldrin, (b) Neil
(31) Armstrong, (c) Yuri Gagarin, or (d) Jimmy
(32) Carter?"
(33) Ram was silent. He did not know the
(34) answer.
(35) Ram couldn't answer any of their ‘easy'
(36) questions. This was proof enough for the
(37) police. They tortured (עינו) Ram to force him to
(38) admit his crime.
The rescue
(39) Just when Ram was ready to give up, he
(40) was saved by a young woman who claimed to
(41) be his lawyer. She made the police stop the
(42) torture and brought Ram to her home. She
(43) asked him how he knew all the answers.
(44) She said to Ram, "I have to know how you
(45) won that billion ... .Heavens, even I couldn't
(46) answer half those questions."
The explanation
(47) He explained to her that it was just luck.
(48) He said that different experiences in his life
(49) had helped him answer the questions. Ram
(50) told the lawyer what had happened in his life
(51) that helped him answer each question. That's
(52) why there are 12 chapters in the book. Each
(53) chapter describes different details of his life
(54) and ends with a question he was asked on the
(55) show.
(56) For example, one question was about an
(57) older Indian actress. Ram knew the answer
(58) because he had worked as a servant (משרת) in her
(59) home. Another question was about English
(60) literature. Ram didn't know the answer but he
(61) had met an English teacher once. The quiz
(62) show allowed you to get help for two
(63) questions. So Ram called the teacher and got
(64) the answer. Question by question, we
(65) understand how the events in Ram's life gave
(66) him the answers.
(67) Ram's memories take the reader into the
(68) life of the poor in . With each event of
(69) his life, we get a look into a society that is full
(70) of cruelty, poverty and fear. We see how Ram
(71) was often treated unfairly just because he was
(72) a poor orphan.
(73) Would the producers and police have
(74) arrested and tortured anyone else without any
(75) proof?
*102*
C. Get the facts
1. Look at the flow chart. Then complete it on page 81 in the workbook to summarize the story.
Ram answered all the questions on a quiz show.
1. --
The police hurt him because they wanted him to admit he had cheated.
2. --
He explained to her how he knew the answers.
2. Answer the questions in your notebook.
1. Why did the police believe that Ram cheated?
2. Why are there 12 chapters in the book?
3. The book Q and A is about --.
a. how to win a quiz show
b. the history of
c. how some people aren't treated fairly
d. why people cheat
4. What do you think the letters Q and A stand for?
D. Understanding different points of view – People sometimes see things in different ways. They have different points of view.
Match the people to the sentence that shows their point of view.
the lawyer, the producers, Ram, the police
1. There's no way he could know all those answers. We're sure he cheated.
2. He couldn't even answer one of the easy questions, so he probably cheated.
3. I didn't know the answers. I must find out how he knew.
4. My experiences in life were different than theirs. I know things that they don't know.
E. Keep thinking
1. Why do you think Ram couldn't answer any of the questions that the producers asked him at the police station?
2. In your opinion, did Ram win ‘fair and square'? Explain.
3. Describe Ram's life in 10 years.
*103*
Vocabulary
A. In your notebook, write an example for each of the following:
1. a fear you have
2. a character you like in a movie or a book
3. an event you will never forget
4. a detail about your life
5. a famous genius
B. In your notebook, write these sentences with the correct words below.
silent, orphan, case, explanation, proof, fear, genius
1. The -adult- was only five years old.
The orphan was only five years old.
2. The police don't have any -memories- so they can't arrest him.
3. Everyone knows that Albert Einstein was a -producer-.
4. The boss gave us a clear -society- of what to do.
5. He didn't know the answer to the question so he was -guilty-.
C. Imagine a man was arrested for shoplifting (גניבה מחנויות). With a partner, role-play the interview between a reporter and the man. Take turns being the reporter and asking the questions below. Use words from exercises A and B to answer.
- Why did the police arrest you?
- How did the police treat you?
- What proof do the police have?
- How do you think things will turn out?
D. Learning words with their opposites helps you remember more new words.
1. Match the words to their opposites.
a:
1. cheat
2. deny
3. innocent
4. cruelty
5. poverty
6. tell the truth
b:
a. guilty
b. lie
c. follow the rules
d. admit
e. kindness
f. wealth
2. Write sentences with the opposites above.
There is so much cruelty in the world. There should be more kindness.
Workbook page 82
*104*
Language: Passive 2
Grammar Appendix, page 174
A. These sentences are in the passive. Complete them according to the article.
1. The chapters in Q and A are organized according to the --.
2. Who will win a billion? is shown --.
3. Ram was treated --.
4. Ram was rescued by --.
5. Ram will be paid --.
B. Complete the sentences in the passive with is, are, was, were or will be.
1. Millions of video games -- bought every year.
2. English -- spoken in many countries around the world today.
3. In the past, letters -- delivered to people's houses.
4. In the future, students -- taught by robots and computers.
5. The mobile phone -- invented in 1973.
C. Complete the passage in your notebook. Use the past form of the passive of the verbs in brackets.
Slumdog Millionaire
The movie Slumdog Millionaire was based on the book Q and A, which 1. -- (write) by Vikas Swarup. The book 2. -- (publish) in 2005 and quickly became an international best seller. The movie 3. -- (make) in 2008 and won many awards in 2009.
There were many differences, however, between the book and the movie. For example, the name of the main character 4. -- (change) from Ram Mohammad Thomas to Jamal Malik. Another difference is that in the book Ram 5. -- (save) by a lawyer but in the movie he 6. -- (question) by the police all night long.
In both the book and the movie, the producers 7. -- (force) to pay the money to Ram / Jamal. He became a hero and 8. -- (admire) by the people of .
*105*
D1. Write sentences in your notebook about what is done every day in two of the places below. Use the nouns and verbs listed to help you.
1. Police station:
crimes / investigate, fingerprints / check, information / collect, reports / write
2. Restaurant:
tables / set, vegetables / cut, salads / make, meals / serve
3. Office
emails / send, phone / answer, faxes / receive, decisions / make
Crimes are investigated.
2. Add one more thing that is done in each place above.
drive, give, greet, ask, interview, decorate, congratulate, invite
I will be driven through the town in a limousine.
Workbook page 85
Brainteasers
1. What belongs to you but is used more by others?
2. A criminal is sentenced to death. Before he dies, he is allowed to make one statement. If his statement is false, he will be hanged, and if his statement is true, he will be drowned. What should he say to save his life?
(Do you need a hint? Go to page 167.)
1. There is nothing unfair about this situation – you expect other people to use this more than you do. It's not an object.
2. The statement is connected to how he will be killed.
*106*
Writing: Express an opinion for or against
A. Should students be able to decide whether or not to participate in school activities? Read the opinion below. Who do you think wrote it?
School news
To go or not to go!
Many schools force students to go on school trips or participate in other school activities. I think that students should be free to decide if they want to participate. Sometimes students just want a break – to sleep late, go shopping and spend time with friends. In addition, these trips and activities are not always suitable or interesting for everyone. So I think it's better if students can choose. Even teachers will be happier because they won't have angry or bored students with them on the trip. That's why I believe it's very important to let the students decide what activities they want to participate in.
B. The words in bold are connectors. We often use them when we give reasons or examples to explain an opinion. Complete the following sentences.
1. Candy is delicious -and- it --.
2. You have to call me -or- I --.
3. I want to save some money -because- --.
4. She sings beautifully. -In addition-, --.
5. We were tired -so- --.
6. I didn't feel well. -That's why- --.
C. Fran, a student, thinks the school day should start at 9:00. Which of the sentences below do you think she wrote?
1. We can finish school earlier.
2. It's very hard for teenagers to get up early.
3. We'll have more time in the afternoon for other activities.
4. Students study better earlier in the day.
5. Starting the school day later is a great idea.
6. It's hard for teenagers to study very early in the morning.
7. Many students are late for school.
8. It will help many students if the school day begins at 9:00.
*107*
D. A paragraph expressing an opinion for or against an issue is organized as follows:
- An opening sentence or sentences to say what the subject is and give your opinion.
- Three sentences that explain your reasons. You may give facts and examples.
- A closing sentence that gives your opinion again, in different words.
Write a paragraph with sentences from exercise C. Use connectors to combine at least two sentences. You may add your own ideas.
E. Write your opinion for or against the rule: Cellphones are not allowed in school.
Workbook page 88
Idioms
Some idioms are pairs of words, like ‘fair and square'.
(בספר תמונות)
1. Stop cheating! If you want to play this game with me, play -fair and square-!
2. Can I get some -peace and quiet- around here?
3. He puts his -heart and soul- into each performance.
4. We all have our -ups and downs-. You'll do better next time.
5. I am -sick and tired- of telling you to clean up your room!
6. Bamba, you're -safe and sound-! I didn't think I'd ever see you again.
a. --
b. --
c. --
d. --
e. --
f. --
B. How would you translate the words in bold in exercise A? Remember that a good translation is not always word for word, but shows us the meaning.
Workbook page 90
*108*
Keep reading
A. People have different opinions about summer homework. Whose opinion is given in each section?
Summer homework
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Is summer homework a good idea?
(2) No one agrees!
1
(3) According to many teachers, taking two months off
(4) from all schoolwork makes it very difficult for
(5) students to get back into their studies when they
(6) return to school in September. Harris Cooper,
(7) professor of psychology at , agrees.
(8) He says it can take students several weeks to relearn
(9) what they forgot over the summer.
(10) Other teachers, however, point out the problems of
(11) giving summer homework. They say that the work
(12) that students have to do on their own, without any
(13) help from their teachers, isn't as helpful as work
(14) done during the school year. In addition, every new
(15) school year begins with a short review so summer
(16) work is unnecessary.
2
(17) Parents also disagree about summer homework.
(18) Many parents say they want their children to have
(19) summer assignments. The schoolwork keeps them
(20) busy learning important things instead of playing
(21) video games, watching television, or chatting on the
(22) Internet all day. One mother of four children said,
(23) "I believe if they don't keep up, then when they go
(24) back to school, they'll be behind."
(25) Other parents claim that the extra work is unfair.
(26) In their opinion, children need the free time to play
(27) and participate in other activities. "I don't know
(28) what good this really does," says the parent of two
(29) 13-year-old girls. "Life isn't always about a test.
(30) I think it's important for children to be children."
3
(31) Believe it or not, there are some students who don't
(32) mind summer homework if it means less work
(33) during the school year. For example, doing a book
(34) report or two over the summer can give them more
(35) time during the school year to spend on other
(36) subjects. Students who do summer homework often
(37) start the new school year feeling more prepared.
(38) It's no surprise, however, that most students feel
(39) they need a break from schoolwork when summer
(40) comes. To them, summer is a time to rest and relax
(41) – a time for family vacations, summer camps, sports
(42) or going to the pool. Older students may also have
(43) part-time jobs. When students have summer
(44) homework, they often leave it for the end of the
(45) summer, which ruins the last days of their
(46) ‘vacation'.
(47) So the question is: Should kids start the school year
(48) feeling burned out or should they return to school
(49) feeling relaxed and ready to learn?
*109*
B. Find at least one argument for and one argument against summer homework in each section of the text. Complete the charts on page 91 in the workbook.
Section 1
For, Against
It's easier for students to get back into things in September if they do summer homework., --
C. Answer the questions in your notebook.
1. Which quote below would Harris Cooper (lines 6-9) agree with?
a. "Life isn't always about a test. I think it's important for children to be children." (lines 29-30)
b. "I believe if they don't keep up, then when they go back to school, they'll be behind." (lines 23-24)
2. What is the writer's opinion of summer homework according to lines 47-49? Explain your answer.
3. Whose opinion surprises the writer the most? How do you know?
4. Why is the word ‘vacation' in line 46 in quotation marks?
a. To show that it's a hard word.
b. To show it's not really a vacation.
c. To show that it's the end of the vacation.
d. To show how important the vacation is.
D1. The words in bold are used to express an opinion. Who do you think said each of these sentences – a parent, a teacher or a student?
1. "-Believe it or not- I won't have free time this summer. I have a job."
2. "I would like to -point out- that it's hard to check summer homework."
3. "-In my opinion- they'll forget everything they learned!"
4. "I -don't mind- if we do a book report this summer. We'll have less work next year."
5. "-It's no surprise that- I don't want the children to watch television all day."
2. What do you think about summer homework? Use one of the expressions above in bold to give your opinion.
*110*
Review: Do the exercises in your notebook.
admit, adult, allow, attacker, case, championship, chance, cheat , v), compete, competition, conclude, cruelty, damage (n), deny, depressed, detail, experience (n), expert, explanation, fan, fear (n), fit (adj), force (v), genius, guilty, injure, innocent, investigate, investigation, involved, lawyer, memories, officer, orphan, performance, poverty, predict, probably, producer, proof, remove, rule (n), silent, treat (v), unfairly
cheer up, community service, feel sorry for, give up, make sure, there's no way, turn out, You've got to be kidding!
A. Which words and expressions from the word list above can you use to talk about crime, about sports, and about both?
crime: --
sports: --
both: --
B. Choose a news headline below and write a short news report. Use the passive.
- Nobel prize won by Israeli woman
- Athlete forced to return medal
- TV star arrested
- Everyone rescued
C. Think of all the stories you have read and heard in this unit. Which one, in your opinion, best shows the meaning of ‘fair and square'?
D. Look back at pages 88-89 of this unit. Choose one story and explain the different points of view of:
1. the butcher and the lawyer
2. the olympic committee and Andreea Raducan
3. the school and the students
Workbook page 92
*111*
Task
Debate an issue
Guidelines
Follow the steps to complete the task.
1. In groups of four, choose a school rule to debate, such as Internet sites will be blocked. Brainstorm and list ideas for and against. For example:
Internet sites will be blocked
For: Some sites show too much violence.
Against: Students know what's good and what's bad.
2. Divide your group into two teams. Two students (Team a) are for the school rule and two students (Team b) are against. Prepare and write down your arguments in your team.
3. Use the checklist below to help you edit your work.
4. Decide which arguments each student will present. Practice saying your sentences to your teammate.
5. Debate the rule in class. Take turns presenting your arguments to the class.
Checklist
Complete the checklist on page 144 in the workbook.
1. We chose a school rule to debate.
2. We brainstormed ideas for and against.
3. We divided our group into two teams and wrote our arguments. 4. We used new vocabulary.
5. We used correct tenses.
6. We used the passive.
7. We checked our spelling, punctuation and capital letters.
8. We decided which arguments each student would present, and we practiced.
9. We took turns presenting our arguments to the class.
*112*
Literature
A. ‘Finders keepers, losers weepers!' This famous saying means that if you find something, you can keep it. Do you agree? Explain.
B. Read the story I'll Give You Law! Who finds something? Does she keep it?
I'll Give You Law!
Adapted from a story by Molly Picon
Part 1: Lost and found
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) When I read the newspaper, I never forget to read the "lost and found"
(2) advertisements usually found in the back pages. This is a habit I got from my
(3) grandmother. She was always very interested in who had lost what and who was
(4) being honest and reporting items they had found.
(5) Lost: One black puppy with a white patch around its eye.
(6) Answers to the name ‘Spot'. Please call 9566-50000. Reward.
(8) searching the streets, calling in hopeless voices, "Spot. Here, Spot. Come on, Spot.
(10) in our eyes, hoping that Spot would answer, wanting the child to cry with joy
(11) and not in sorrow.
(12) Lost: A white platinum ring, inscribed To J. from W., Forever Yours.
(13) Ring not valuable but of sentimental value. Reward.
(14) My grandmother would analyze the situation for me. "What kind of woman is she
(15) to lose a ring like that?" Grandma would shout. "How could it fall off her finger?"
(16) We both thought about all the lost items. We wondered about the items people
(17) found too. We imagined the happy people getting their lost items back and the
(18) honest finders getting a nice reward. At such moments, God was in Heaven and all
(19) was right with the world.
C. Answer the questions about Part 1 in your notebook.
1. Why does the writer always read the lost and found section of the newspaper?
2. Give an example that shows how the grandmother and the writer reacted to the ads.
*113*
Part 2: The Necklace
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) And then one day, we moved from the world of fantasy to the world of reality. My
(2) grandmother found something! "What is it? What is it?" I asked, jumping up and down with
(3) excitement.
(4) "A necklace!" My grandmother was so amazed. She had never found anything in her life, and
(5) now, here in her hand, was this beautiful necklace.
(6) "It must be very expensive," I said, touching it with my fingers. "Are you going to keep it?"
(7) She gave me a sharp look. "Am I going to keep it? Such a question." She started to leave.
(8) "Where are you going?" I asked. "Can I go too?"
(9) "I'm going to the police station. You can't come," she said
(10) very seriously. "A police station is not a respectable place for
(11) a young girl."
(12) At the police station, the clerk informed her that if the
(13) necklace was not claimed (תילקח על ידי בעליה) within ninety days, the police
(14) department would give it back to her, and she would be its
(15) legal owner. He wrote down her name and address
(16) He would let her know.
(17) Oh, I hope nobody claims it," I said. "Oh, Grandma,
(18) I hope whoever lost it doesn't even know they lost it." Such
(19) a dilemma for my grandmother. On the one hand, she really
(20) wanted this necklace. On the other hand, she imagined the
(21) loser crying over the loss and she couldn't wait for the loser
(22) to come and get the necklace.
(23) My grandmother went to the police station every day and talked to the clerk. "How are you?"
(24) she would ask, and "How is the family?" In the beginning he would just say, "Fine and we
(25) haven't heard anything about the owner of the necklace. Don't call us. We'll let you know."
(26) But my grandmother began to be very interested in the policemen at the station. After all, she
(27) visited them every day. It wasn't like they were strangers, she would tell me. She knew their
(28) names and the names of their children. She knew which child was sick and how hard it was to
(29) live on a policeman's salary. After a few days, the clerk got tired of my grandmother.
(30) As hard as I prayed that no one would come to claim the necklace, he prayed that someone
(31) – anyone – would! "Ninety days," he would cry, "I'll never survive it!"
(32) Eventually the ninetieth day arrived. I was so excited! My grandmother was going to allow
(33) me to go with her to the police station on this day. We dressed as if we were going to a party.
(34) When we arrived, the policemen all smiled at my grandmother. The clerk was especially happy
(35) to see her. It was the happiest day of his life. When my grandmother finally held the necklace
(36) in her hand, her eyes filled with tears. She couldn't speak, but only nodded her head at the
(37) policemen.
(38) When we got home, my grandmother put the necklace on. "I'll wear it night and day," she
(39) promised. "I'll never take it off."
*114*
D. Answer the questions about Part 2 in your notebook.
1. Explain the sentence: "... we moved from the world of fantasy to the world of reality." (line 1)
2. Why did the grandmother go to the police station?
3. What would happen if no one claimed the necklace after 90 days?
4. Why did the clerk think he would never survive the 90 days?
5. How did the grandmother feel on the 90th day?
Part 3: The knock on the door
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Then one day there came a knock at the door, and I felt tragedy coming into the house.
(2) A woman and the clerk from the police station were standing there.
(3) "Where is it?" cried the woman. She pointed at my grandmother and cried out in horror,
(4) "She's wearing my necklace!" My grandmother looked at both of them in shock. Her
(5) hand went up automatically to touch the necklace.
(6) "It's mine," she said. "You told me, after ninety days ..."
(7) "That's right," the clerk said immediately. "Legally it is yours. That's what I've been
(8) trying to tell this lady. She didn't claim it in ninety days and the law says ..."
(9) "I'll give you law!" the lady shouted. "Does the law ask me where I was the past ninety
(10) days? Does the law say after ninety days thieves and murderers can do whatever they
(11) want? Law! I'll give you law!"
(12) "Please, lady," the clerk said. "Let's try to be calm."
(13) "Calm!" she shouted. "I'll give you calm!"
(14) My grandmother looked at them both and said, "You want the neighbors to think we're
(15) killing you on the doorstep? Come inside and tell me what happened."
(16) "This is what happened," the woman said, shaking her head. "My daughter was having a
(17) baby, so she says to me, ‘Ma', she says, ‘if you don't come, I won't have it, that's all.'
(18) Scared to death with the first child. So I had to go to Scranton – her husband decided to
(19) work there. So I went to Scranton – one month in advance, just in case. And then the
(20) baby comes. Now she's afraid to hold it. It might break. And she's afraid to wash it. It
(21) might drown in the water. And she's afraid to feed it. It throws up on her. One month.
(22) Two months. Finally I say to her, ‘Rebeccah,' I say, ‘enough is enough already.
(23) Whatever you'll do, you'll do.'
(24) "So when I come back, I realized my necklace is gone. I don't have a lot of jewelry, and
(25) to tell you the truth I need a necklace like I need a hole in the head. But when I need a
(26) little extra money in an emergency, that necklace saves my life."
(27) "How does it save your life?" I asked.
(28) She looked at me and said, "I bring it to the pawnshop (בית עבוט, בית משכון) and whatever he gives me ... "
(29) "The pawnshop!" I was so angry. "She doesn't even wear it, Grandma. Don't give it
(30) back. You don't have to. The law says you don't have to."
*115*
(31) "That's right," the clerk said. The woman opened her mouth to protest but my
(32) grandmother stopped her by holding up her hand for silence.
(33) "Malkele," my grandmother said to me gently, "there is a law here, too." She put her
(34) hand on my heart. "Look into your heart and tell me. Imagine it was your necklace.
(35) Suppose you lost it and someone else found it. Ninety days, a thousand days ...How
(36) would you feel?"
(37) "I would want it back," I answered honestly, "no matter how."
(38) "So?" she asked me.
(39) "That's not fair," I shouted back.
(40) "Fair? Who said anything about fair?" She reached up and took off the necklace. She
(41) touched it for a moment, and then gave it to the woman.
(42) "Why should I complain?" she asked. "For three months I lived in a dream, and for five
(43) days I lived like a queen. Is that bad?"
E. Answer the questions about Part 3 in your notebook.
1. What was the tragedy?
2. Who said "I'll give you law!"? Why?
3. Why didn't the woman who lost the necklace come to the police sooner?
4. Is the necklace important to the woman? Explain.
5. Why did the grandmother give the necklace back?
F. The narrator is the person who tells the story. We understand the events in the story from his / her point of view.
1. Who is the narrator of this story?
2. How old do you think the narrator is in the story?
3. What is the narrator's conflict in the story?
4. The narrator said: "I would want it back, no matter how." What does this show us about the narrator?
G1. How is the saying "Finders keepers, losers weepers" connected to the story?
2. After reading the story, do you feel the same about this saying as you did before?
One step further
Choose one.
- Find out what the law in is for lost items. Report on it to the class.
- Write a story with the title: "Finders Keepers, Losers Weepers!"
- Write part of the story from the point of view of one of the policemen.
Workbook page 96
*116*
*116*
In this unit, you will ...
- learn about people who do exciting and daring things at all ages
- think about what information you use to help you form an opinion
By the end of this unit you will be able to interview someone who did something unusual for their age.
A. Look at the cartoons and read what the people are saying. What are the cartoons about? What do they all have in common?
(בספר קריקטורות)
1. Why is he here? He should act his age!
2. Bye, Dad. I'm going to Eilat
What??!! Are you kidding? You're too young!
3. They're too old for this park. They should act their age!
*117*
B. Age is often important in deciding what people are allowed to do. Take this quiz.
Quiz
In , how old do you have to be --?
1. to drive a car
2. to ride a motorcycle
3. to get married
4. to get a job
5. to vote
Answers on page 167
1. 17
2. 16
3. 17
4. 15
5. 18
Did you know that ...?
- in , you can drive a car when you are 14 years old
- in , you have to be 20 years old to vote
C. Read the quotes about age. Which do you agree with?
1. "A man is not old as long as he is seeking something."
Jean Rostand, biologist and science writer
2. "Young people need models, not critics."
John Wooden, basketball coach
3. "...in the end, it's not the years in your life that count. It's the life in your years:"
Abraham Lincoln, 16th President of the
4. "In youth we learn; in age we understand."
Marie von Ebner-Eschenbach, writer
5. "Youth is wasted on the young."
G.B. Shaw, writer
*118*
Part A: Too young?
A1. Tal is 14 years old and wants to be the youngest person in to ride a bike from Metulla to Eilat alone. Imagine that you have to decide if Tal can go on this trip. What would help you decide?
- age
- health
- riding experience
- ability to fix the bike
- athletic ability
- cost of trip
2. What would you add to the list above?
B. You are going to read a magazine article about a 13-year-old girl who wants to sail around the world. Look at the words and expressions below and try to guess some of her problems.
absence, alone, capable, concerned, confident, delay (n, v), development, disappointed, evaluate, experienced, extremely, insist, mentally, order (v), permission, physically, port, risky, technically, voyage
fewer than, grow up, hold the record, keep up, on her own, take a case to court
C. Read the article and check your answers to exercise B.
August 2009
Too young?
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) It sounds simple but it really
(2) isn't. Sailing around the world is
(3) one of the oldest and most
(4) difficult adventures of all time.
(5) It's like climbing
(6) – very difficult and extremely
(7) dangerous. Fewer than five
(8) people under the age of 20 have
(9) sailed alone around the world.
*119*
(10) The Dream. Thirteen-year-old Laura Dekker, from , dreams of sailing around the
(11) world on her own. Laura was born on her parents' boat while they were sailing near New
(12) . She spent the first four years of her life on a boat and had her own boat at the age of
(13) six. Both of her parents can understand her love of adventure. Her father sailed alone across
(14) the at the age of twelve, and her mother joined a circus when she was 21.
(15) "Since I was 10 years old, I've known that I would like to sail around the world," Laura says.
(16) "I want simply to learn about the world and to live freely."
(17) Will Laura's dream come true?
(18) The Delay. Laura planned to set off on her voyage in August 2009. When her father asked
(19) Laura's school for permission for her to take a two-year absence and study on her own, the
(20) problems began. The Council for Child Protection (המועצה לשלום הילד) in the took Laura's case to
(21) court. They claimed that children this age need parents and friends around them as they grow up.
(22) According to their psychologists, being on your own for so long can damage a girl's development
(23) at this important age. They also questioned how Laura would keep up with her schoolwork.
(24) The court decided that Laura must wait and ordered psychologists to evaluate if Laura is able
(25) to take such a risky voyage on her own. Is she physically and mentally strong enough at the
(26) age of 13? Laura was not in court the day of the decision to delay her trip – she was out sailing!
(27) The court said they would review the case and make a decision at the end of October.
(28) The Debate. Mr. Dekker insists that his daughter is an experienced sailor and believes that
(29) she is capable of sailing solo around the world. Laura's mother is against it. She believes that
(30) her daughter is technically able to make the trip but she is concerned about her safety in ports
(31) and about her being alone for such a long time at sea. "She can sail like the devil," her mother
(32) said, but added that she is not grown up enough to travel around the world by herself.
(33) Another young sailor, Mike Perham, holds the record as the youngest person to sail around the
(34) world alone, at the age of 17. He asks, "...is she an electrician (חשמלאי), is she a mechanic (מכונאי) as well? -
(35) because you can't just be a sailor to do a trip like this."
(36) Laura's reaction to the delay was: "I wouldn't go if I or my boat wasn't up to it, ..." She and her
(37) father have carefully planned a two-year trip so Laura will not be at sea for longer than three
(38) weeks at a time. Laura won't always be alone. She feels confident about the trip and says,
(39) "When I stop, I will have so much contact with people in different places."
(40) Laura was disappointed but hopes that when the court reviews her case in October, they will
(41) agree that she is capable of going on this voyage.
D. Get the facts
In your notebook, number the events in the order in which they happened.
a. Laura decided she wanted to sail around the world alone.
b. The case was taken to court.
c. The court delayed the trip.
d. Laura got her own boat.
e. Laura's father asked if she could study on her own for two years. f. Laura was born on a boat.
*120*
E. There are different points of view in the article. Match the people to the sentences that show their point of view.
Laura, her mother, her father, the court
1. Young teens shouldn't be alone for long periods of time.
2. She's a good sailor. She can do it.
3. It's really not fair.
4. It will be a problem for her to complete her schoolwork.
5. She knows how to sail but I'm worried she won't be safe in ports.
6. We planned this trip carefully. I'm confident it will be fine – I know what I'm doing.
F. Evaluating – When we form an opinion about something important, we evaluate the situation in the following way:
- we study the facts
- we listen to other people's opinions
- we often make a list of criteria to help us
1. The court had to decide whether or not to allow Laura to sail around the world.
Which of the following criteria are mentioned in the article?
age, health, safety, technical problems, cost, education, sleep, experience, physical ability, loneliness
2. Which three criteria do you think are the most important? Why?
3. What do you think the court decided?
4. Read the court's decision and see if you were right. Which two criteria did the court think were the most important?
The final decision. At the end of October 2009, a Dutch court concluded that Laura was too inexperienced to sail around the world alone. The psychologists' report to the court said that the trip would not damage Laura's social or emotional development. However, the judges were concerned about her safety. They also questioned her ability to keep up with her schooling. Laura was disappointed but she plans to sail in July of 2010. If she does, she might still get to be the youngest person to sail around the world alone.
G. Keep thinking
1. Do you agree with the court's decision? Explain.
2. Find out if and when Laura began her voyage and what happened. Does this information change your opinion in question 1?
*121*
Vocabulary
A. Choose the two correct answers to complete each sentence.
1. Astronauts must be -- strong enough to travel in space.
a. mentally
b. accidentally
c. physically
2. They went on a long -- around the world.
a. stunt
b. journey
c. voyage
3. He wants to sail across the --.
a. alone
b. on his own
c. unlikely
4. She -- that she is right.
a. insists
b. is confident
c. orders
5. They are -- tired after their school trip.
a. probably
b. immediately
c. extremely
6. The man ran into the burning building to save a child. That was very --.
a. shy
b. brave
c. risky
7. -- to leave school early every Wednesday for special music lessons.
a. is allowed
b. holds the record
c. has permission
B. Imagine next month is the ‘Swim across the Kinneret' event. You want your friend to swim across with you. With a partner, role-play the conversation.
- Friend A tries to convince Friend B to come.
- Friend B thinks of reasons not to go.
Use the words on page 118 and the useful language below to help you.
Useful language
Convincing:
I've got a great idea!
Why don't we ...?
It'll be a lot of fun.
You'll love it!
We'll have a chance to ...
Imagine how good you'll feel.
It's not even risky.
Lots of people our age ...
Are you with me?
I've got a great idea! Let's swim across the Kinneret next month.
Are you kidding? Will your parents give you permission?
*122*
C. A word family is a group of words that all come from the same word. Each word is a different part of speech (act, action).
1. Read the sentences below. How are the words in bold the same? How are they different? Translate them into your language. Are they part of the same word family?
1. He finished the marathon -successfully-. He came in second.
2. My sister is a -successful- businesswoman.
3. What is the secret of your -success-?
4. He -succeeds- at everything he does.
2. If you know one word in a word family, you can usually understand them all.
1. Read the passage about Netty. For each word below, find a word in the passage from the same word family.
concerned, disappointed, confident, experienced, permission, risky
Netty
My sister Netty is only seven years old but she has the confidence of a 17 year old! One day she asked Mom and Dad if she could ride her bicycle to the shopping center. They didn't permit her to go. Netty went to her room and cried in disappointment. She really believed that she had enough experience. She didn't understand Mom and Dad's concern. She's only seven and just doesn't realize what the risks are.
2.. Write the meaning of each new word that you found. Check your answers in the dictionary.
3. Do you think Netty's parents made a good decision? Explain.
Workbook page 98
Language: modals and semi-modals
Grammar appendix, page 175
A1. Read the sentences. What is the meaning of the words in bold in your language? Use your dictionary to help you.
1. A 13-year-old girl -shouldn't- sail around the world alone.
2. Her parents -can- understand her sense of adventure.
3. Psychologists will evaluate if Laura is -able to- take the risky voyage.
4. The court -had to- make a decision.
5. The court decided that Laura -must- wait.
6. She -might- still get to be the youngest person to sail around the world.
2. Which form of the verb follows a modal or semi-modal? Is this the same in your language?
*123*
B. With a partner, write as many sentences as you can for each of the activities. Use the modals below. Remember you can also use the negative.
can, could, be able to, may, must, should, have to, might
1. Cross the street.
You mustn't cross the street before you look both ways.
You have to wait for the green light.
2. Play computer games.
3. Chat on the Internet.
4. Go to the beach.
5. Participate in a competition.
(בספר תמונות)
1. Going camping
He should take a good tent.
2. Studying for a test
--
Workbook page 101
Idioms
A. Read the sentences. Match each idiom about age in column a to an explanation in column b. Does your language have similar idioms?
a:
1. Would you like to sit here? I can stand. (Age before beauty(!
2. I'm surprised at your behavior! (Act your age(!
3. (In this day and age( everyone has a mobile phone.
4. I hope my grandparents (live to a ripe old age(.
b:
a. live a long, full life
b. In modern times
c. Don't act like a child.
d. Older people should get respect.
Workbook page 103
*124*
Part B: Lying about your age
A. You are going to listen to a conversation about age limits on the show A Star Is Born. Look at the words and expressions below. Make sure you know their meanings.
demand (v), eventually, handle (v), mature, sue, suppose
age limit, get caught, reality show, sooner or later, text message
B. Listen to the conversation. What problem are the two boys discussing?
C. Read the questions below. Then listen to the conversation again and answer the questions on page 104 in the workbook.
1. Asaf was -- when Shai told him that Omer Adam had lied about his age.
a. happy
b. surprised
c. angry
2. Who thought Omer Adam was 16 and a half?
a. only Asaf
b. only the producers
c. Asaf, the producers and the fans
3. How old do you have to be to participate in A Star Is Born?
4. What happened after the producers found out Omer's real age?
a. They sent text messages.
b. They asked Omer to leave the show.
c. They changed the age limit.
5. People who are not mature enough may take it very badly when they --.
6. Some of Omer's fans are suing the show because they --.
D. Keep thinking
1. Do you think that what happened to Omer Adam was fair? Why or why not?
2. Do you think that the producers should pay the fans for the text messages they sent? Give reasons for your answer.
3. Think of reasons why people sometimes lie about their age.
Workbook page 104
*125*
Writing
Writing a letter to the editor
A. Read the letter below. What is the writer's problem?
Dear Editor,
I am 14 years old. I wanted to get a job at a restaurant, but the manager said he couldn't hire me because the legal working age is 15. I don't understand why there has to be an age limit. I think that kids my age can succeed at part-time jobs too. In my opinion, they should change the law.
Thank you.
Mike
B. In a letter to the editor we:
1. explain why we are writing the letter – what the problem is.
2. give reasons. We can include an example.
3. summarize our opinion and / or offer a solution.
In exercise A, you found the problem. Now find the other two parts of the letter.
C. When you write a letter to the editor, make sure to include only relevant ideas. Which two of the following sentences are relevant and could be added to the letter above?
a. I had a good babysitting job.
b. I am very responsible and hard working.
c. I need the money for a new bike.
d. I know I am capable of doing the job as well as any 15-year-old!
D1. You are going to write a letter to the editor about an age limit that you think should change. Choose one of the topics below.
a. The show A Star Is Born should not have an age limit.
b. In you have to be 16 to drive ATVs (טרקטורונים). You think the age should be lower.
c. Fifteen-year-olds who pass the first aid course can volunteer to go with an ambulance and help in emergencies. You think that 15 is too young.
2. Think of reasons for changing the age limit for the topic you chose.
3. Write a letter to the editor about the topic you chose in exercise D1. Remember to use connectors and modals.
Workbook page 106
*126*
Part C: Too old?
A. Read about the four people below. What makes them special?
Nola Ochs, at the age of 95, became the oldest person to receive a university degree. While studying at the of , , she said, "Everybody has accepted me, and I feel just like another student:"
Omkari Panwar gave birth to twins at the age of 70 in . She said, "If I am the world's oldest mother, it means nothing to me. I just want to see my new babies and care for them while I am still able:"
Dorothy Dale Kloss from is still performing as a dancer at the age of 85. Dorothy is continuing her dance career that began in the 1930s.
Ray Moon, from , has won four bodybuilding competitions. At 80, he is the oldest bodybuilder in the world. He says, "I'm nowhere nearly as good as these fellows who are 50 or 60. But age is no barrier. Life is what you make it:"
B. You are going to read about Kay LeClaire, a 60-year-old woman, who climbed . Why do you think she decided to do this? Use the words and expressions below to help you.
achieve, attempt (n, v), continent, goal, lack (n, v), load (n), motivate, skill, terrifying, thrill
common sense, now and then, on top of the world, sense of adventure
Read the article on page 127. What difficulties did Kay have?
*127*
Too old?
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Fewer than 90 climbers over the age of 60 have tried to climb
(2) . Only 12 have reached the top.
(3) 1. More and more older people are trying to climb . There are many dangers:
(4) storms, ice, freezing temperatures and a lack of oxygen (חמצן) are just a few. Also, most people don't
(5) realize that coming down the mountain is actually more dangerous than climbing up because
(6) the chances of falling are greater. There are many risks but older people are still attempting the
(7) dangerous climb.
(8) 2. Kay LeClaire, at the age of 60, achieved her goal of reaching the top of on
(9) May 23rd, 2009. It was her fourth attempt in five years. She climbed in freezing cold, windy
(10) weather. After her climb, Kay said, "I realize how dangerous this is all the time. At times, it's
(11) just terrifying." After a guide was killed in an avalanche (מפולת שלגים), her reaction was: "You weep (בוכה) because
(12) you feel so sorry for this climber and his family. Then you hope. Then you go on:" With this
(13) successful climb, she now holds the record of being the oldest woman in the world to climb the
(14) highest mountain on each continent.
(15) 3. Kay admits, "There's no way I could have done this without the help of the Sherpa (שרפה – מדריך בנפאל לטיפוס בהרי ההימלאיה) guides;
(16) they put up the ropes, carried the loads and kept me going when I thought I could go no
(17) further, up or down. ... My climbing Sherpa would pull my oxygen mask down every now and
(18) then and squirt drinks ...in my mouth. I felt like a chick being fed by a mama bird:"
(19) 4. Kay is physically fit and mentally strong. She uses her common sense when she makes
(20) decisions. She doesn't give up easily but she knows when to quit. She has hiked and exercised
(21) all her life but she only started mountain climbing at the age of 50. Kay realized then that she
(22) lacked the specific skills she needed, so she went to a climbing school to prepare herself.
(23) What motivates older people to risk this climb? Is it to prove to themselves and to others
(24) that they can do it? Is it to inspire older people to continue being active? Or are older climbers,
(25) like younger ones, just people who have a strong sense of
(26) adventure? Maybe they just want to feel the thrill of
(27) standing "on top of the world":
*128*
D. Get the facts: Answer the questions in your notebook.
1. Find sentences in the article which prove that:
1. most older climbers don't reach the top.
2. climbing is very risky.
3. Kay LeClaire had tried to climb before.
4. Kay's guides helped her a lot.
2. Kay went to a climbing school because she --
a. was fit and strong
b. had to learn some skills
c. hiked and exercised all her life.
d. knew when to give up
3. Give two possible reasons why older people want to climb .
4. Find an example that shows that Kay doesn't give up easily.
E. A heading summarizes the subject of the paragraph.
Match each heading below to a numbered paragraph in the article.
a. Reasons older people climb mountains
b. Preparation
c. Risks and dangers
d. Success at last
e. Some help on the way
F. Keep thinking
1. How are older climbers different from younger climbers? How are they alike?
2. Do you think there should be age limits for climbing ? Explain.
Brainteasers
1. What goes up but never comes down?
2. I have eyes, but I see nothing. I have ears, but I hear nothing. I have a mouth, but I cannot speak. I will always look just as I look now. If I am young, I will stay young. If I am old, I will remain old. What am I?
(Do you need a hint? Go to page 167.)
1. Think of the topic of this unit.
2. I am not a living thing.
*129*
Vocabulary
A1. Read the sentences below. Which ones make sense (הגיוניים).
1. The trip was a big thrill and we were bored.
2. She achieved her goal – she won the competition.
3. People who succeed inspire us to be rude.
4. We're not in the same class but we see each other now and then at school.
5. He's not ready to climb yet – he lacks experience.
6. She has a strong sense of adventure – she never attempts anything dangerous.
2. In your notebook, correct the sentences that don't make sense.
B. Discuss the photos below using the new words and expressions on page 126.
(בספר תמונות)
C. Expressions with take:
Take is often used with a noun to describe an action. For example, take a seat means to sit down.
1. Look at the word web below. Write the expressions and their meanings in your notebook.
take a chance / risk
take a vacation
take a walk / hike / trip
take a bath / shower
take a test
take a deep breath
take a look
take a taxi / train / bus
take a break / rest / nap
2. Which of the expressions use the word take (לקחת) in your language?
3. Continue the story below using at least two more of the expressions above.
A stuntwoman was sick and tired of her risky life. She decided to take a vacation. --
Workbook page 108
*130*
Language: questions and tag questions
Grammar Appendix Page 176
A1. Read the Yes / No questions below. Pay attention to the word order.
1. Did Kay reach the top the first time she tried?
2. Does she think it's a good idea to climb alone?
3. Were the guides moving too quickly?
4. Is she going home now?
5. Will she climb another mountain next year?
2. Which word order for Yes / No questions is correct – a or b?
a. subject plus helping verb plus verb
b. helping verb plus subject plus verb
B1. In pairs, ask and answer the questions below.
1. When do most children start first grade?
2. How did you come to school this morning?
3. Where will you go after school?
4. What were you doing at 9:00 last night?
5. Why are more and more older people doing exciting things?
2. Look again at the questions above.
1. How are Wh- questions formed?
2. What tense is each question?
C. Complete the questions in your notebook. Use the answers to help you.
Nadav: 1. -- are you so excited?
Alon: Because I just bought a new skateboard.
Nadav: Wow! 2. -- did you buy it?
Alon: At the new sports store at the mall.
Nadav: Really? When 3. -- the store --?
Alon: It opened just a few days ago. They're having a great sale.
Nadav: How long 4. -- the sale --?
Alon: It'll continue until the end of next week. You should go check it out.
Nadav: I think I will. Where 5. -- now?
Alon: I'm going to the park to try out my new board. 6. -- to come with me?
Nadav: I'd love to come!
*131*
D. In your notebook, write as many questions as you can for each situation below.
1. A friend wants you to come to a party.
Where is the party?
What time will it start? How will we get there?
Why are they having a party?
2. Your mother told you that you received a package at home.
3. Your friend won a competition.
4. A classmate tells you there will be a test next week.
E. A tag question is a short question added to the end of a positive or negative sentence.
We use tag questions to check if something is true or to express an opinion.
Read the questions below. What do you notice at the end of each one? How would you translate these questions in your own language?
1. It wasn't dangerous, was it?
2. You want to climb the mountain, don't you?
3. It doesn't matter what I think, does it?
4. You'll be careful, won't you?
5. You aren't going to climb the mountain in this weather, are you?
F. To form a tag question we use:
- a helping verb or "be" and a pronoun.
- a negative tag question after positive sentence.
- a positive tag question after negative sentence.
Add a tag question to each of the following sentences.
1. The plane landed safely, --.
The plane landed safely, didn't it?
2. You won't forget to call me, --.
3. Sandra is a very funny comedian, --.
4. Your father doesn't want you to go, --.
5. I wasn't supposed to tell her, --.
6. They know where we live, --.
G. With a partner, write as many sentences as you can with these tag questions.
1. --, isn't it?
It's hot out
This book is yours
The party is tonight
2. --, didn't you?
3. --, won't I?
4. --, were they?
Workbook, page 111
*132*
Keep reading
A. Read two articles about teen millionaires. Which article was more interesting to you?
SuperJam
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) In 2002, at the age of 14, Fraser
(2) Doherty began making jams from
(3) his grandmother's recipes. He sold
(4) them door-to-door in ,
(5) . Doherty started making
(6) up his own recipes and even
(7) thought of a name for his product -
(8) SuperJam.
(9) In the beginning, he sold the
(10) jam mainly to neighbors and
(11) friends but business picked up
(12) quickly. Eventually, the business
(13) got too big for his parents' kitchen
(14) so Fraser rented a food factory for
(15) a few days a month. In 2007, a
(16) well-known supermarket in the
(17) approached Fraser about selling
(18) SuperJam in their stores. Fraser
(19) borrowed 9,000 dollars from the bank
(20) and began producing a lot more
(21) jam.
(22) Another supermarket followed
(23) and before long, hundreds of stores
(24) across the were selling
(25) SuperJam. Doherty is now making
(26) one to two million dollars a year!
(27) "I can't be preoccupied (טרוד) with
(28) the money," he says. "I make jam
(29) because it's what I like to do."
(30) Fraser's company gives money
(31) to charity and organizes SuperJam
(32) tea parties, with music and food,
(33) for lonely elderly people.
Whateverlife.com
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) In 2004, at the age of 14, Ashley Qualls started
(2) her own Internet site as a hobby. She asked her
(3) mother for the 8 dollars she needed to register the name
(4) of the site on the Internet. She called her site
(5) Whateverlife.com. On it, she offered free page
(6) layouts for young teen girls to design their
(7) MySpace pages. Teens could also learn how to do
(8) their own graphic designing on the site. Over 7
(9) million people have visited Ashley's site.
(10) Whateverlife.com was so popular that an
(11) advertising company contacted Ashley about
(12) putting ads on her site. Ashley agreed and has made
(13) over one million dollars just from the ads! Less
(14) than two years after starting Whateverlife.com,
(15) Ashley bought a house and dropped out of school
(16) to work on her growing business. She took
(17) classes through an online high school.
(18) As a child, Ashley moved back and forth
(19) between her divorced parents. When her business
(20) started making a lot of money, a local court
(21) decided that neither Ashley nor her parents were
(22) capable of managing her money. Ashley had to
(23) ask for permission to spend any money over a
(24) certain amount per month. At 17, Ashley hired a
(25) lawyer and went to court to fight for control of
(26) her own money. The court decided that Ashley
(27) could have complete control of her finances.
(28) In March 2006, Qualls received an offer of 1.5
(29) million dollars plus the car of her choice for
(30) Whateverlife.com. She turned down the offer
(31) saying, "I don't even have my driving license yet."
*133*
B. Answer the questions in your notebook.
1. Number the sentences about SuperJam in the order they happened.
a. Fraser's company gave money to charities.
b. Fraser began making jam in a food factory.
c. Fraser sold jam door-to-door.
d. Fraser started selling his jam to supermarkets.
e. Fraser made over a million dollars a year.
2. Copy a sentence in the article about Whateverlife.com that tells us that --.
1. Ashley Qualls hadn't planned to start a business
2. Ashley made a lot of money
3. Ashley continued to study
4. it wasn't easy for Ashley to get control of her money
5. Ashley didn't sell her business
3.. Both Fraser and Ashley received offers after their businesses became successful.
a. Fraser got an offer from a large supermarket to sell SuperJam in their stores. What was Fraser's reaction?
b. What offer did Ashley receive? What was her response?
4. What did you learn about these two teens? How are Fraser and Ashley similar? How are they different? Read the sentences below. Then tick all the correct answers in the chart on page 113 in the workbook.
He / She, Fraser, Ashley
1. made up the name for the business, --, --
2. started on the Internet, --, --
3. sells something in stores, --, --
4. makes money from advertising, --, --
5. became successful quickly, --, --
6. had some legal problems, --, --
C1. Find the expressions below in the articles you read. What do they mean?
back and forth, before long, door-to-door, neither ... nor, turned down
2. Correct each sentence below using an expression from exercise C1.
1. Ashley lived with her mother.
Ashley moved back and forth between her divorced parents.
2. Fraser sold his jam on the Internet.
3. A local court decided that Ashley and her parents could control her money.
4. Ashley took the offer of a new car.
5. It took many years before Fraser's business succeeded.
*134*
Review: Do the exercises in your notebook.
absence, achieve, alone, attempt (n, v), capable, concerned, confident, continent, delay (n, v), demand (v), development, disappointed, evaluate, eventually, experienced, extremely, goal, handle (v), insist, lack (n, v), load (n), mature, mentally, motivate, permission, order (v), physically, port, risky, skill, sue, suppose, technically, terrifying, thrill, voyage
age limit, common sense, fewer than, get caught, grow up, hold the record, keep up, on her own, now and then, on top of the world, reality show, sense of adventure, sooner or later, take a case to court, text message
A. Answer the questions using as many words and expressions from the list above as you can.
1. Why do people do things that they know are dangerous?
2. Describe a person who is likely to achieve his / her goals.
3. Your friend wants to work in the circus. What would you tell him / her?
B. Write a sentence for each of the situations below. Use a modal or a semi-modal.
1. Your friend is not organized. Give him some advice.
2. Your younger sister wants to run in the school race. Encourage her.
3. You have a big test tomorrow. Tell your cousin why you won't meet him.
C. Write three different questions for each answer below.
1. Yona.
2. Math.
3. At 5:00.
4. Yes, I did.
D. In this unit you learned about people who did exciting things at different ages.
If you could meet one of them, what questions would you ask?
E. Choose one of the people from the unit that you admire. What information helped you form your opinion?
Workbook, page 114
*135*
Task
Write an interview
Guidelines
Follow the steps to complete the task.
1. You are going to write an interview with someone who did something unusual for their age. You can interview someone you know or you can make up an interview with someone famous.
With a partner, choose a person to interview.
2. Write at least seven questions for your interview. Remember to use the correct word order.
3. Interview the person or find the information and write the answers to your questions.
4. Write and organize the interview. Remember to include relevant information. If you actually interviewed someone, you can use their words in your answers.
If you make up the interview, base your answers on the information you found but use your own words and don't copy sentences.
5. Use the checklist below to help you edit your work.
6. Present your interview to the class.
Checklist
Complete the checklist on page 145 in your workbook.
1. We chose a person to interview.
2. We wrote at least seven questions.
3. We wrote the answers to the questions.
4. We wrote and organized the interview.
5. We included relevant information.
6. We used our own words and didn't copy the sentences.
7. We used correct tenses.
8. We used correct word order.
9. We used new vocabulary.
10. We checked our spelling, punctuation and capital letters.
11. We presented our interview to the class.
*136*
Literature
B. Read Ta-Na-E-Ka, a story about an eleven-year-old Native American girl. What tradition (מסורת, מנהג) does she have to follow? How does she feel about it? Do her feelings change?
Ta-Na-E-Ka
Adapted from the story by Mary Whitebird
Part 1: My Nightmare
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) As my eleventh birthday came closer, I had awful nightmares about it. I was reaching the
(2) age when all Kaw Indians had to participate in Ta-Na-E-Ka. Well, not all Kaws. Many of
(3) the younger families on the reservation (שמורה) were beginning to give up the old customs. But
(4) my grandfather, Amos Deer Leg liked tradition. He still wore handmade beaded
(5) moccasins instead of shoes and kept his gray hair in tight braids. He could speak
(6) English, but he spoke it only with white men. With his family he spoke only Sioux.
(7) Eleven was a special age for Kaw Indians. It was the time of Ta-Na-E-Ka, the ‘flowering
(8) of adulthood'. It was the age when a boy could prove himself to be a warrior (לוחם) and a girl
(9) took the first steps to becoming a woman.
(10) "None of the other tribes make girls go through this ritual (פולחן, טקס)," I complained to my mother.
(11) No other Indian tribe treated women more "equally" than the Kaw. So both girls and
(12) boys had to go through the ritual Ta-Na-E-Ka.
(13) "It won't be as bad as you think, Mary," my mother said. "After you go through it, you'll
(14) never forget it and you'll be very proud of yourself."
(15) I even complained to my teacher, Mrs. Richardson. I thought that since she was a white
(16) woman, she would be on my side. But she wasn't.
(17) "All of us have rituals of one kind or another," Mrs. Richardson said, "And look at it this
(18) way: how many girls have the chance to compete equally with boys? Tradition isn't
(19) always bad."
(20) What's tradition anyway? I knew that I didn't want to live on the reservation for the rest
(21) of my life. I never thought that being an Indian was very exciting.
(22) The Ta-Na-E-Ka ritual was a test of survival. My grandfather told me that to survive, we
*137*
(23) must suffer. When he was a boy, the children were painted white and sent without any
(24) clothes into the wilderness (שממה). They were not allowed to return until there was no white
(25) paint left on their bodies. It took almost eighteen days. During that time they had to stay
(26) alive, find food, eat insects and berries, and watch out for enemies. And they had
(27) enemies – both white soldiers and other Indians.
(28) My cousin, Roger, who had to do the ritual too, tried to comfort me and said, "Well, at
(29) least now it's only five days." Five days! Maybe it was better than being painted white
(30) and sent out without any clothes for eighteen days. But not much better. We would have
(31) to go, barefoot, and in a bathing suit, into the woods. For five days we would have to
(32) live off the land, keeping warm as best we could, getting food where we could. It was
(33) May, but it was still cool in the day and freezing cold at night.
C. Answer the questions about Part 1 in your notebook.
1. Why was Mary having nightmares?
2. What is Ta-Na-E-Ka?
3. How do each of these people feel about Ta-Na-E-Ka?
a. the grandfather
b. the mother
c. Mary
d. the teacher
4. How is the Ta-Na-E-Ka ritual different for Mary than it was for her grandfather?
Part 2: My Idea
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Grandfather was in charge of the month's training for Ta-Na-E-Ka. He taught all the
(2) kids how to catch food and eat insects. I felt sick and Roger turned green. I knew one
(3) thing. No way was I going to eat any insect, no matter how hungry I got! And then I had
(4) an idea. Why didn't I think of this before?
(5) I went to my teacher's house. "Mrs. Richardson," I said. "Would you lend me five
(6) dollars? I need some things for the Ta-Na-E-Ka ceremony and I don't want to ask my
(7) parents for the money."
(8) "I'm happy that you will use the money for something good," Mrs. Richardson said,
(9) handing me the money.
(10) The night before the ritual began, my grandfather gave us a speech about how we had
(11) reached the age of decision, how we had to be independent and how we had to prove
(12) that we could survive in the worst conditions. Our parents and friends told us to eat a lot
(13) since we would have to eat insects for the next five days.
(14) "I'll probably laugh about this when I grow up," Roger said, shaking.
(15) "Are you shaking?" I asked.
(16) "What do you think?" answered Roger.
(17) "I'm happy to know that boys are afraid too," I said.
*138*
(18) At six the next morning we kissed our parents goodbye and went off to the woods.
(19) "Which side do you want?" Roger asked. According to the rules, Roger and I would have
(20) to be in separate areas of the woods and we couldn't talk at all during the five days.
(21) "I'll go down by the river, if that's okay with you," I said.
(22) "Sure," Roger answered. "What does it matter?"
(23) To me, it was very important. There was a marina a few miles up the river and there were
(24) boats there. I thought that a boat was a better place to sleep than a pile of leaves.
(25) "Good luck, Mary," my cousin said.
(26) "N'ko-n'ta," I replied. It was the Kaw word for courage.
(27) The sun was shining and it was warm, but my bare feet
(28) began to hurt immediately. I saw one of the berry bushes
(29) Grandfather had told us about. The berries were orange
(30) and fat, and I put one into my mouth. "Ugh!"
(31) I spat it out. It was terrible and bitter. I sat
(32) down to rest my feet. I watched a rabbit
(33) hopping around. All of a sudden I realized
(34) that I was no longer afraid. Ta-Na-E-Ka
(35) might be more fun than I thought. I got up
(36) and walked to the marina. Ernie's
(37) restaurant was open so I walked in, feeling a little
(38) silly in my bathing suit. A big man at the counter
(39) asked me what I wanted.
(40) "A hamburger and a milkshake," I said, holding the five-dollar bill in my hand.
(41) "That's a lot to eat for breakfast, honey," he answered.
(42) "That's what I always have for breakfast," I lied.
(43) "Forty-five cents," he said, bringing me the food. (Back in 1947, hamburgers were
(44) twenty-five cents and milkshakes were twenty cents.)
(45) "Delicious," I thought. "Better than insects – and grandfather never said I couldn't eat
(46) hamburgers." While I was eating, I had another idea. Why not sleep in the restaurant?
(47) I went to the ladies' room and made sure the window was unlocked. Then I went back
(48) outside and played along the river.
D. Answer the questions about Part 2 in your notebook.
1. Why did Mary want to be close to the river?
2. Why didn't Mary eat the berries?
3. What did she eat?
4. What did Mary do before leaving the restaurant?
5. What do you think she plans to do?
*139*
Part 3: Survival
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) The restaurant closed at sunset, and I watched the big man drive away. I climbed through
(2) the unlocked window and walked into the restaurant. I was hungry so I took a glass of
(3) milk and a piece of pie. I wanted to keep a list of what I ate so I could leave money for it.
(4) I planned to get up early, go out through the window and walk to the woods. I lay down
(5) on the floor and fell asleep.
(6) "What are you doing here, kid?" It was the big man's voice.
(7) It was morning. I had slept too late. I was scared!
(8) "Wait, kid. I just want to know what you're doing here. You lost? You must be from the
(9) reservation. Your parents must be worried about you. Do they have a phone?"
(10) "Yes, yes," I answered. "But don't call them."
(11) I was shaking. The man, who told me his name was Ernie, made me a cup of hot
(12) chocolate while I explained about Ta-Na-E-Ka.
(13) "I can't believe it!" he said, after he heard my story. "I've lived next to the reservation
(14) all of my life and this is the first time I ever heard about the Ta-Na- ... whatever you call
(15) it. It seems a silly thing to do to a kid."
(16) That was just what I thought before too but when Ernie said it, I became angry. "No, it
(17) isn't silly. It's a tradition of the Kaw. We've been doing this for hundreds of years. My
(18) mother and my grandfather and everybody in my family went through this ceremony.
(19) That's why the Kaw are survivors and good warriors."
(20) "Okay, Good Warrior," Ernie laughed, "whatever you want. And if you want to stay
(21) around here, that's okay with me."
(22) Ernie went to a closet and gave me a pile of clothes. "That's the lost-and-found closet,"
(23) he said. "Stuff people left on boats. Maybe there's something to keep you warm."
(24) I put on a big sweater and it felt good. I had found a new friend and, most important, I
(25) was surviving Ta-Na-E-Ka. My grandfather said we would have adventures during the
(26) five days and I was definitely having one. He never said we couldn't accept things from
(27) good people.
E. Answer the questions about Part 3 in your notebook.
1. What did Mary do after the restaurant closed?
2. What happened in the morning?
3. Ernie said, "It seems a silly thing to do to a kid." What was he talking about?
4. How did Mary react to Ernie's comment?
5. How did Ernie help Mary? Give two ways.
6. How do you think the family (grandfather, parents, Roger) will react to what Mary did?
*140*
Part 4: The truth
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) I stayed at Ernie's Riverside restaurant for the five days. In the morning I went into the
(2) woods, watched the animals, and picked flowers for each of the tables in Ernie's
(3) restaurant. I felt really great. I was up early enough to watch the sun rise on the river and
(4) I went to bed after sunset. I ate everything I wanted and insisted that Ernie take money
(5) for the food. I was even sorry when the five days ended. I enjoyed every minute with
(6) Ernie. He taught me how to make some good recipes with eggs and potatoes. And I told
(7) Ernie all about the legends of the Kaw. I didn't know I knew so much about my people.
(8) But Ta-Na-E-Ka had come to an end, and as I got close to my house at about nine-thirty in
(9) the evening, I became nervous all over again. What if Grandfather asked me about the
(10) berries and the insects? And my feet were fine, no cuts. I hadn't lost any weight and I
(11) looked clean and neat.
(12) "They'll be so happy to see me," I told myself, "that they won't ask too many questions."
(13) I opened the door. My grandfather was in the front room with my parents.
(14) "N'g'da'ma," Grandfather said. "Welcome back." I
(15) gave my parents a big hug and then I saw my cousin
(16) Roger laying on the couch. His eyes were red and he
(17) had lost weight. His feet were all cut and bloody and
(18) he was saying, "I did it, see. I made it. I'm a real
(19) warrior. A warrior!"
(20) My grandfather looked at me strangely. I was
(21) clean and looked very healthy. Finally he
(22) asked, "What did you eat to keep you so
(23) well?"
(24) "Hamburgers and milkshakes," I said.
(25) "Hamburgers?" my grandfather asked.
(26) "Milkshakes!" Roger said.
(27) "You didn't say we had to eat insects," I answered.
(28) "Tell us about your Ta-Na-E-Ka," my grandfather demanded.
(29) I told them everything, from borrowing the five dollars, to Ernie's kindness to me, to
(30) watching the animals in the woods.
(31) "That's not what I trained you for," my grandfather said sadly.
(32) I stood up. "Grandfather, I learned that Ta-Na-E-Ka is important. I didn't think so during
(33) the training. I was so afraid of it but I decided to do things my way. And I learned I had
(34) nothing to be afraid of. There's no reason in 1947 to eat insects when you can eat a
(35) hamburger. I bet you never ate those terrible berries yourself!"
(36) Grandfather laughed! He laughed out loud. My mother and father were shocked.
(37) Grandfather never laughed. Never.
(38) "Those berries – they are terrible!" Grandfather admitted. "I never could swallow them.
*141*
(39) Then he stopped laughing. "We should send you out again," he said.
(40) I looked at Roger.
(41) "You're a very smart girl, Mary," Roger said. "I don't think I'd have ever thought of
(42) doing what you did."
(43) My grandfather called me to him. "You didn't really do what you were supposed to do.
(44) But I think you are more aware of what is happening to our people today than we are.
(45) Somehow, you know how to survive in a world that wasn't made for Indians. I don't
(46) think you're going to have any trouble surviving."
F. Answer the questions about Part 4 in your notebook.
1. How did Mary feel as she got closer to home? Why?
2. Why did her grandfather look at her strangely?
3. What did Mary learn from her experience?
4. What made her grandfather laugh?
5. How did the grandfather feel about Mary's future?
G. The important idea that runs through a story is called the theme. The theme of the story Ta-Na-E-Ka is growing up.
Answer the questions connected to the theme.
1. What is the traditional way among the Kaw Indians to show you are an adult?
2a. How did Mary follow the tradition?
b. What did she do that didn't follow the tradition?
3. Do you think Mary "grew up"? Explain.
H. Answer the questions in your notebook.
1. Which of these statements do you agree with? Explain why.
1. Both girls and boys should go through Ta-Na-E-Ka.
2. Mary's grandfather should make her do it again.
3. The Kaws should stop the ritual of Ta-Na-E-Ka.
2. What is your opinion of what Mary did?
3. Why do you think the younger Kaw families were beginning to give up the old traditions?
4. What traditions are important to you? Why?
One step further
Choose one.
- Find out about a tradition of another culture or of your own culture and write about it.
- Mary wrote a blog on the Internet about her experience. Write part of the blog.
Workbook page 119
*142*
*142*
In this unit you will ... .
- learn about people who went against the tide
- learn to identify ‘cause and effect'
By the end of this unit you will be able to write a dialogue between two people from this book.
(בספר תמונה)
1. Doing what other people expect you to do.
2. Standing up for what you believe in.
3. Asking other people for advice but making your own decisions.
4. Always agreeing to watch whatever movies your friends choose.
C. Look at the four paintings on page 143. Choose the one you like the best.
*143*
What kind of person are you?
(בספר תמונות)
D. Now read the key to find out what your choice tells about you.
Key
1. You love to make your own decisions and do not like other people telling you what to do. You are very creative and sometimes do things people do not expect. You are not afraid to go against the tide.
2. You are organized, practical and responsible. People depend on you to get things done. You take control and don't give up.
3. You are a very sensitive and emotional person. You feel it's important to have dreams in life. You often decide things by how you feel about them and not by thinking things through logically.
4. You often like to be alone. You have one or two close friends but that's all. You like peace and quiet, and don't go where there are crowds.
*144*
Part A: Teen talk
A. Teens often have problems and difficult situations to deal with. How would you react in each situation below?
Take the quiz. Then read what your answers show in the key below.
What would you do?
1. Most of the kids in your class decide not to go to the last lesson of the day. Your friends try to convince you to leave early with them.
a. You go to the lesson.
b. You join your friends and go home early.
2. Your dad wants you to be on the best sports team, but there are other things you like to do.
a. You talk to your dad to explain how you feel.
b. You give up something else you like to do so you can join the best team.
3. You would like to learn how to play the piano but your friends all play the guitar.
a. You take piano lessons.
b. You take guitar lessons.
4. You are working on a science project and things start to go wrong.
a. You ask for help from your parents or a friend.
b. You don't finish the project.
5 You aren't happy about some rules at school.
a. You try to get on the student council.
b. You hope things will be better in high school.
Key
If you answered ‘a' more than ‘b', you don't give up easily and you make your own decisions. If you answered ‘b' more than ‘a', you give up too easily and make decisions that make other people happy.
*145*
B. You are going to listen to a radio show called "Teen Talk". Make sure you know what these words and expressions mean.
attitude, avoid, election, potential, willing
give it all you've got, go for it, sign up, student council, take a stand, to tell you the truth, what's bothering me
C. Listen to the radio show. Which problems from exercise A did you hear about in the show?
D. Read the questions below. Then listen to the radio show again and answer the questions on page 121 in the workbook.
1. On the radio show, Dr. Mashavy --.
a. talks about happiness
b. gives advice to teens
c. interviews a psychologist
2. Complete the sentence.
Caller 1 wants to learn how to --.
3. Dr. Mashavy thinks that Caller 1 should --
a. learn how to play the guitar
b. spend more time with his friends
c. do what he likes
4. Caller 2 wants to --.
a. be on the student council
b. vote for a popular student
c. have school uniforms
5. Dr. Mashavy tells Caller 2 that she --.
a. gives up too easily
b. tries too hard to be popular
c. has a good attitude
6. What does Caller 3 want to have enough time for? Write one thing.
7. What advice does Dr. Mashavy give Caller 3?
E. Keep thinking
1. Why doesn't Dr. Mashavy ask the callers to give their names?
2. Do you agree with all of the advice she gives? Explain.
Workbook page 122
*146*
Idioms
(בספר תמונות)
1a. Katy always does what her friends do. She --.
b. Karen likes to be different. She often --.
- goes against the tide
- follows the crowd
2a. Eitan was running in a . He got tired but he was determined to --.
b. Yair also got tired. He didn't think he would succeed so he decided to --.
- give it all he's got
- throw in the towel
3a. Jim likes to get involved. When something is important to him, he --.
b. Joe doesn't like to get involved. When there's a problem, he just --.
- takes a stand
- buries his head in the sand
Workbook page 123
*147*
Writing
A. We use idioms in our writing to add "color" and make it more interesting. Idioms also help us describe feelings more strongly.
1 Read the story and find the idioms.
Bert couldn't understand why everyone was cracking up when they walked behind him. Finally, someone told him that he had a sticker on his back that said "Loser". Later, Bert found out who put it there – his "friend" Ernie.
"I'm sick and tired of your tricks," Bert said to Ernie. "Why do you always double-cross me?"
Then he had an idea. He would teach Ernie --.
2. Think of an ending to the story. Use an idiom from the lists below.
a:
behind the scenes, behind the times, behind bars, behind schedule, behind (someone's) back, against the tide, take a stand, follow the crowd, bury your head in the sand, give it all you've got, throw in the towel
b:
barrel of laughs, laugh (one's) head off, rolling in the aisles, laughed till we / they cried, crack up, in stitches, fair and square, peace and quiet, heart and soul, ups and downs, sick and tired
c:
safe and sound, lead a double life, on the double, double check, double up, double agent, double-cross, act your age, age before beauty, in this day and age, live to a ripe old age
B. You are going to write a story using idioms.
1. With a partner, brainstorm which idioms you could use for each of the following situations.
a. My grandparents are really cool. I can't believe some of the things they do!
Possible idioms:
give it all they've got. safe and sound, live to a ripe old age
b. Someone you know is participating in "Survivor".
c. You discover that you have a special skill.
d. One of your friends always wants to do something different.
2. Choose one situation from exercise B1 or think of your own and write a story.
Use at least three idioms.
Workbook, page 123
*148*
Part B: My windmill
A. You are going to read about William, a young man who built a windmill. First, read about the windmills below.
What can windmills be used for?
(בספר תמונות)
1. In , each village still has its own old windmill. They were used to pump water for farmland and grind wheat for flour.
2. The windmill in Yemin Moshe in was built in 1857. It was used to make flour for people living outside of the old city walls.
In , , there is a windmill farm that provides electricity to the entire city.
B. Look at the words and expressions. Make sure you know what they mean before you read the blog about William.
access (n), design (n), electricity, energy, fee, improve, material, official, organization, provide, windmill
boarding school, drop out (v), elementary school, high school, junior high (school), little bit (of), native language, raise money, throw out
C. William Kamkwamba was a school dropout who built a windmill out of junk. Read the blog. Why did he want to build a windmill? Why is this story so amazing?
*149*
My windmill
Adapted extract from the blog of William Kamkwamba
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) My name is William Kamkwamba. I am 19 years old. I live in a small village in , which is a country
(2) in southeast . I would like to tell you about the journey I have taken over the last several years.
(3) My native language is Chichewa. The country's official language is English and my English is very good.
(4) I can speak and write pretty well but I don't have time to practice it too much, so a friend of
(5) mine is helping me with the writing and editing of this blog.
(6) At home I live with my parents and four of my six sisters. I'm the second child. My family is poor like
(7) many families in and . We have no electricity in our village or in our home. For many
(8) years we lit candles to light our home at night. The candles were expensive, smoky and smelly and
(9) were only sold 8 kilometers from our home.
(10) I finished elementary school and started junior high. When I was in the middle of the ninth grade, I
(11) had to drop out of school because my family and I did not have enough money to pay the school fees.
(12) I didn't go to school for five years.
(13) During that time I decided to get as much education as possible by reading as many books as I could find.
(14) An organization gave a lot of books to the elementary school library near my home. I read many of them.
(15) One of the books I read was called Using Energy, a textbook about how energy is made. The book
(16) explained how to build a windmill. So I decided to build one to provide electrical power for my family.
(17) My problem was that I didn't have much money to buy parts to make the
(18) windmill. So I looked around and found materials that farmers had
(19) thrown out and I bought a few parts of a bicycle with the little bit of
(20) money I could get.
(21) I built my first windmill when I was 15. In the years that followed I
(22) continued improving my design and making changes to the plans I found
(23) in the book. The windmill now gives electricity for lights in three rooms
(24) and a light over our porch outside. I also use it for my family's two
(25) radios. I can also charge (להטעין) mobile phones that the neighbors have.
(26) In November 2006, a man from the organization that gave the library
(27) books came to see the windmill. He asked me many questions about
(28) how I built it. He brought some reporters with him, including a reporter
(29) for The Daily Times, one of 's biggest newspapers. The
(30) organization was able to raise enough money to send me back to high
(31) school. I am now going to a boarding school which is about an hour
(32) from my home.
(33) Two weeks ago I used a computer for the first time. I learned
(34) about Google and searched for "windmill" and "solar energy".
(35) I was amazed to learn how much information I could find on both
(36) subjects! My friends showed me how to open an email address on
(37) Gmail. Now I can practice sending and receiving emails when
(38) I have access to a computer.
*150*
D. Get the facts
Answer the questions in your notebook.
1. How did William learn how to build the windmill?
2. List two examples of --.
1. how William got parts for the windmill
2. what William uses the electricity for
3. things William learned at boarding school
3. Find the words in the blog that tell us that --.
1. using candles for light wasn't pleasant (lines 6-9)
2. junior high school was not free in (lines 10-12)
3. William kept trying to make his windmill better (lines 21-25)
4. How did William get the money to go back to school? Number the sentences in the order that they happened.
a. The organization was able to raise the money.
b. A man from the organization and reporters visited William to see his windmill.
c. A reporter published a story about William in The Daily Times.
d. William built a windmill.
e. A lot of people heard about William.
E. Cause and Effect – When we read, we want to know what happened (effect). We also want to understand why things happened (cause). Words such as because, in order to, so, therefore, and as a result show cause and effect. For example, She was tired (cause) so she went to sleep (effect).
Look at the information and the chart below. Then use the information to complete the chart on page 125 in the workbook.
- to build a windmill
- looked for materials that farmers had thrown out
- William had to drop out of school
- the organization raised money for William to go back to school
- he read a lot of books
Why it happened (cause), What happened (effect)
1. William's family didn't have enough money to pay the school fees., Therefore, --.
2. He wanted to get an education, so --.
3. In order to provide electricity for his family,, he decided --.
4. Because he didn't have money to buy parts for the windmill,, he --.
5. The newspapers wrote about William., As a result, --.
*151*
F. Keep thinking
1. Compare William's windmill to those on page 148. How is it similar? How is it different?
2. Why do you think he uses the word "journey" (line 2)? What was the journey?
3. How do we know that getting an education was important to William?
4. At the end of the blog William sounds very excited. Why is he so excited?
5. Why do you think William wrote a blog?
Vocabulary
A. In five minutes, write as many examples in your notebook as you can of ...
1. things you can improve
2. ways to raise money
3. things that need electricity to work
4. native languages of people who live in Israel
5. things you pay a fee for
6. things that small children should not have access to
7. things you can design
8. organizations that help people
B. Choose two answers that can complete each sentence.
1. According to the law, every child must go to --.
a. junior high school
b. boarding school
c. elementary school
2. The -- helped raise money after the earthquake.
a. energy
b. organization
c. performers
3. Windmills can provide -- to the villages.
a. energy
b. design
c. electricity
4. You must pay the -- for losing the library book.
a. fee
b. material
c. money
5. She will -- school for a long time. However, she will study on her own.
a. drop out of
b. be absent from
c. provide for
6. You have the -- to become a great musician.
a. ability
b. potential
c. official
7. At our school, the students have -- the computer room for an hour after school.
a. reactions to
b. access to
c. permission to use
*152*
C. Noun phrases are words that are often used together to describe one thing. A noun phrase has two or more words. For example, elementary school library or world famous tennis player.
1. Match words from a and b to make noun phrases. Look back at the blog on page 149 to help you.
a:
official, mobile, ninth, native, email, boarding, solar, high
b:
language, school, energy, grade, phone, address
2. How do you say these noun phrases in your language?
3. Can you think of other words we often use with the words in b?
Workbook page 125
Language: gerunds
Grammar appendix, page 177
A. A gerund is a noun formed by adding ing to the verb.
Read the sentences and match each of them to a rule below.
1. William decided to get as much education as possible by reading.
2. William continued improving his windmill.
3. Using a computer was something new to William.
Rules
a. We can use gerunds at the beginning of a sentence.
b. We can use gerunds after prepositions (מילות יחס).
c. We can use gerunds after certain verbs and expressions.
B. Complete the sentences about William. Use gerunds.
find, learn, build, live, bring
1. -- a windmill was difficult because William didn't have the materials.
2. -- how to use a computer was a new experience for William.
3. -- information on the Internet was easy.
4. -- in a small village in isn't easy.
5. -- electricity to small villages is William's dream.
*153*
C. Complete at least three of the following sentences about people you have read about in this book. Use gerunds.
1. The pilot of U.S. Airways Flight 1549 succeeded in --.
2. Dr. Jekyll turned into Mr. Hyde by --.
3. Ram Mohammad Thomas was arrested for --.
4. Laura Dekker's father believes that she is capable of --.
5. Kay LeClaire was interested in --.
D. Match a and b to make true sentences.
a:
1. William Kamkwamba's family had difficulty
2. When Nick Bollettieri needed money for law school, he began
3. Tom Cruise and Matt Damon enjoy
4. In Ta-Na-E-Ka Mary admitted
5. Laura Dekker looks forward to
6. Air traffic controller, Patrick Harten, kept
b:
a. eating hamburgers and milkshakes.
b. doing their own stunts.
c. sailing around the world alone.
d. trying to find a place for the plane to land.
e. coaching tennis.
f. paying his school fees.
E. What do you like? What do you dislike? With a partner, discuss one of the following topics.
The useful language below will help you. Remember to use gerunds.
- extreme sports (mountain climbing / rock climbing / bungee jumping, etc.)
- school trips / parties, etc.
- sharing a room / computer, etc.
Useful language
Expressing likes and dislikes
I can't stand ...
I feel like ...
I really enjoy...
I spend too much time...
I have trouble / difficulty...
I'm (not) interested in ...
I'm afraid of...
I'm tired of...
I worry about...
I look forward to ...
I'm not interested in trying extreme sports! I'm afraid of getting hurt.
I really enjoy doing scary things.
Workbook page 128
*154*
Part C: Challenges
1
boycott (n, v), dare (v), determined, express, injustice, obey, opportunity, right (n), rule (v), section, symbol, threat, trial, give in
2
celebrate, challenge (n), crowd (n), equipment, excitedly, proudly, score (v), victory, make the team, social skills
B. Read the articles and see if you were right. Then explain the meaning of each title.
Challenges
An unexpected star
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Jason McElwain, the author of the book, The
(2) Game of My Life, was born with autism. He didn't
(3) talk until he was five years old. He lacked social
(4) skills and didn't make friends easily. In high
(5) school he found his love – basketball – but, at 5
(6) feet, 6 inches (170.7 cm), Jason was too short to make the
(7) team. In order to stay close to the sport he loved,
(8) he became the team manager. It's the team
(9) manager's job to take care of the equipment and
(10) make sure the players have everything they need,
(11) such as towels and water bottles. Jason did his job
(12) happily.
(13) In February 2006, during Jason's last year of high
(14) school, the coach decided to give Jason a chance
(15) to actually play in a game. It was the last home
(16) game of the season and there were only four
(17) minutes left in the game.
(18) No one expected much from Jason and he missed
(19) his first two shots, but then, surprisingly, Jason
(20) scored from behind the three-point line! Then he
(21) did it again, and again, and again! Jason scored
(22) 20 points in four minutes. The crowd went crazy.
(23) At the end of the game, the fans ran excitedly
(24) onto the court and lifted Jason proudly onto their
(25) shoulders to celebrate his victory.
(26) Those amazing four minutes were shown on TV
(27) all across and Jason became famous. He
(28) then wrote a book, The Game of My Life, about
(29) the struggles and challenges of growing up with
(30) autism. Jason has traveled across the United
(31) States and uses his fame to raise money for
(32) research on autism.
*155*
Challenges
Taking a stand
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Rosa Parks got on the city bus and walked
(2) past the rows of seats marked ‘Whites
(3) Only'. African Americans were not allowed
(4) to sit in the front of the bus. She found an
(5) empty seat just behind the section for white
(6) people. A few stops later, there were no
(7) more seats at the front of the bus for whites.
(8) The bus driver ordered Rosa and three other
(9) African Americans to move to the back of
(10) the bus so a white man could sit down.
(11) Three of them quietly obeyed.
(12) Rosa Parks said "No" and refused to move.
(13) She was tired of giving in. The bus driver
(14) called the police. was arrested
(15) immediately and put in jail. It was December
(16) 1, 1955 in . At that
(17) time in the South, ‘Colored' people were
(18) not allowed to go to the same schools, play
(19) in the same parks, or eat at the same
(20) restaurants as ‘White' people. Rosa Parks
(21) said later that getting arrested was an
(22) "opportunity for me to take a stand to
(23) express the way I felt about being treated in
(24) that manner (צורה, אופן)".
(25) After Rosa's arrest, the African Americans
(26) in decided to boycott the
(27) buses. They were determined to do
(28) something to change the unfair laws. The
(29) boycott was a serious threat to the bus
(30) companies because most of the passengers
(31) were African Americans. The boycott began
(32) on the day of 's trial and continued for
(33) 381 days. Finally, the U.S. Supreme Court (בית המשפט העליון)
(34) ruled that both blacks and whites have the
(35) right to sit where they want on the buses.
(36) Rosa Parks became a symbol to people
(37) everywhere. She was one person who dared
(38) to say "No" to injustice and really made a
(39) difference in the world.
*156*
C. Get the facts – Answer the questions in your notebook.
An unexpected star
1. Jason didn't make friends easily because he --.
a. was busy writing a book
b. couldn't talk
c. didn't have social skills
d. was too busy as the team manager
2. List two things Jason did as the team manager.
3. Complete the sentence.
The crowd went crazy when --.
4. How did Jason's life change after this event?
Taking a stand
5. What did the bus driver tell some passengers to do?
6. Complete the sentence.
In the year 1955, ‘white' people and ‘colored' people did not --.
7. Look at the flow chart below. Then complete it on page 129 in the workbook.
Rosa Parks refused to give up her seat on the bus.
a. --
African Americans boycotted the buses.
b. --
8. Why is Rosa Parks a symbol?
D. Keep thinking
1. What did Jason McElwain and Rosa Parks each do that went ‘against the tide'?
2. Which of these adjectives could you use to talk about Jason? ? Both?
Complete the Venn diagram on page 129 in the workbook.
silent, responsible, depressed, successful, involved, shy, confident, determined, brave, capable, predictable, guilty
Jason:
Rosa:
both:
3. Explain how Jason and Rosa made a difference in the world.
*157*
Vocabulary
A1. Read the sentences below. Which ones make sense?
1. She has excellent social skills and she has a lot of friends.
2. There was a crowd at the game – only a few people were there.
3. Climbing the mountain was a challenge – we reached the top easily.
4. We celebrated Mom's birthday by taking her to a nice restaurant.
5. He expressed his opinion clearly so we knew how he felt.
6. When you take a stand, you have to give in.
2. Correct the sentences that don't make sense.
B. Write the words in the categories on page 130 in the workbook. Some words may belong to more than one category.
celebrate, challenge, crowd, equipment, injustice, obey, opportunity, rule (v), score, social skills, trial, victory
Sports, Law, School
celebrate, --, --
C. Expressions with the verb make: There are many different expressions with the verb make in English. Many of them can't be translated word for word.
1 Translate the expressions in bold in each sentence below.
1. Jason lacked social skills and didn't (make friends( easily.
2. Jason was too short to (make the team(.
3. It's the team manager's job to (make sure( the team has everything they need.
4. Rosa Parks was a person who really (made a difference( in the world.
2. Use the following expressions with make to complete the sentences below.
make a decision, make noise, make a phone call, make a mistake, make sense, make money
1. Don't --. The baby is sleeping.
2. I need to --. I have to let my parents know that I'll be home late.
3. Can you help me with this math problem? I don't want to --.
4. I plan to get a job this summer so I can --.
5. We don't know what to do but we have to -- soon.
6. I didn't understand the explanation. It didn't -- to me.
Workbook page 130
*158*
Language: Adverbs (review)
Grammar appendix, page 177
A. Read the sentences and answer the questions that follow.
a. He lacked social skills and didn't make friends (easily(.
b. The fans ran (excitedly( onto the court and lifted Jason (proudly( onto their shoulders.
c. Three of them (quietly( obeyed.
1. What do the words in bold have in common?
2. What question do the words in bold answer? (How?, What?, When?, Why?)
B. We use an adverb to describe a verb. An adverb tells us more information about the action. We usually form an adverb by adding -ly to an adjective, for example,
proud – proudly
1. Read the sentence and answer the questions that follow.
"It's time to go back to the bus," said the teacher.
1. When would the teacher say this calmly?
2. When would the teacher say this angrily?
2. Look at the sentences in the chart below. Think of a situation when each was said. Who said it? How? Use the adverbs below to help you fill in the chart on page 133 in the workbook. Follow the example.
proudly, calmly, sarcastically, curiously, angrily, hysterically, happily, seriously, excitedly, disappointedly, quietly, sadly, kindly, nervously, politely
What was said?, Situation, Who said it?, How?
1. "What's going on here?", Four kids are playing too quietly in their room., parent, nervously
2. "Jim won the contest!", --, --, --
3. "I'm leaving now.", --, --, --
4. "Can I help you?", --, --, --
5. "Let's begin.", --, --, --
3. Now choose one situation from your chart and write a few sentences about it. Use the example below to help you.
1. The children were playing happily in their room. Suddenly, Mother realized that it was very quiet – too quiet. Was something wrong? She ran into the room. "What's going on here?" she asked nervously ...
*159*
C. An adverb can also add information to a whole sentence.
Find the adverbs in the sentences below.
1. Surprisingly, everyone enjoyed the trip.
2. Finally, after several hours of work, we finished the project.
3. Actually, she's telling the truth.
D. The words in bold in the sentences below are adverbs you learned in Units 1-6.
Complete at least five of the sentences in your notebook.
1. Adam was (extremely( --.
2. Ben will (probably( --.
3. (Eventually(, Carol --.
4. Debbie (accidentally( --.
5. (Actually(, I don't think I --.
6. Eli enjoys -- (especially( --.
Brainteasers
1. An amoeba (אמבה), which divides into two every minute, is placed in a jar at exactly 10 o'clock in the morning. At 12:00 noon, the jar is completely full. At what time is the jar half full?
2. A man is trapped in a room. The room has only two possible ways to get out: two doors (no windows). Through the first door there is a room made entirely from magnifying glass (זכוכית מגדלת). The burning hot sun instantly fries anything or anyone that enters. Through the second door there is a fire-breathing dragon (דרקון יורק אש). How can the man escape successfully?
(Do you need a hint? Go to page 167.)
1. After every minute there is twice the amount of amoebas. How long does it take for the jar to go from half full to full?
2. When is it possible to escape? (Note: The dragon wakes up immediately if the door is opened.)
*160*
Keep reading
A. Read the article about a famous scientist. How is his story connected to the theme of this unit?
Science
Galileo's Discoveries
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) Does the Earth stand still? We know that it
(2) doesn't, thanks to Galileo. In Galileo's time,
(3) everyone else said that the Earth didn't move.
(4) People believed that the Earth was the center
(5) of the universe. They thought that the sun,
(6) moon, stars and other planets moved around
(7) the Earth. Galileo disagreed.
(8) Galileo was born in 1564 in . As he grew
(9) up, Galileo became more and more interested
(10) in science, math and astronomy. He was
(11) always asking questions and searching for
(12) answers. He didn't just accept answers, he
(13) wanted proof! Galileo wasn't the first
(14) astronomer to think that maybe the Earth and
(15) other planets move around the sun. But he
(16) was the first one to try and prove it.
(17) In 1609, Galileo heard about a new invention,
(18) called a spyglass (telescope), that made things
(19) appear closer. Although he had never actually
(20) seen one, he used his knowledge to build his
(21) own, more powerful telescope. Galileo was
(22) the first person in the world to use a telescope
(23) to study the moon, planets and stars.
(24) Galileo discovered some amazing things with
(25) his telescope. When he pointed his telescope
(26) at Jupiter, he saw three moons. He studied the
(27) moons carefully every night. One night, a
(28) fourth moon appeared. While observing these
(29) moons, Galileo discovered something
(30) fascinating – they all revolved around Jupiter!
(31) This proved that not everything revolved
(32) around the Earth! He also used his telescope
(33) to observe the planets Mercury and Venus.
(34) He could see that they revolved around the
(35) sun, not around the Earth.
(36) Galileo began teaching that the Earth was not
(37) the center of the universe. This was a brave
(38) thing to do in Galileo's time because it went
(39) against the teachings of the Catholic Church.
(40) The Church taught that the Earth was the
(41) center of the universe. In 1623, Galileo wrote
(42) a book that explained his theory. He was
(43) brought before the Inquisition (אינקוויזיציה). His book was
(44) banned and he was sentenced to life in prison.
(45) Eventually, because of his age and poor
(46) health, he was allowed to serve his sentence
(47) under house arrest until he died in 1642.
(48) Galileo is famous for going against the
(49) beliefs of his time. He is also famous for his
(50) method of using careful observations. Albert
(51) Einstein called Galileo "the father of modern
(52) science".
*161*
B. Answer the questions in your notebook.
1. Most people in Galileo's time believed that --.
a. the Earth moved
b. the sun stood still
c. the Earth stood still
d. Galileo was right
2. According to the information in lines 8-16, which adjective best describes Galileo?
a. successful
b. famous
c. predictable
d. curious
3. When Galileo heard about the telescope, he --.
a. called it a spyglass
b. immediately bought one
c. wrote a book about it
d. made a better one
4. What did Galileo discover after he built his telescope? Write one thing.
5. Galileo was brave because he --.
a. built his own telescope
b. told people about his discoveries
c. taught in the Catholic Church
d. was old and in poor health
6. Why did the Inquisition punish Galileo?
7. Why do you think Albert Einstein called Galileo "the father of modern science"?
C. Which word in each line doesn't belong? Explain why.
1. spyglass, invention, telescope, universe
2. proof, science, astronomy, math
3. study, observe, disagree, discover
4. sun, star, center, planet
5. Earth, moon, Venus, Jupiter
6. revolve, move, stand still, go around
*162*
Review: Do the exercises in your notebook.
access (n), attitude, avoid, boycott (n, v), celebrate, challenge (n), crowd (n), dare (v), design (n), determined, election, electricity, energy, equipment, excitedly, express, fee, improve, injustice, material, obey, official, opportunity, organization, potential, proudly, provide, right (n), rule (v), score (v), section, symbol, threat, trial, victory, willing, windmill
boarding school, drop out (v), elementary school, give in, give it all you've got, go for it, high school, junior high (school), little bit (of), make the team, native language, raise money, sign up, social skills, student council, take a stand, throw out, to tell you the truth, what's bothering me
A. Which words or expressions from the word list above can you use to talk about ...
1. a football game
2. a case in court
3. community service
4. education
B. Write five sentences about someone close to you – a friend or someone in your family. What does he or she like and dislike? Use gerunds in your sentences.
C. Think of at least two adverbs that can go with each sentence below.
1. We opened the package.
2. The police arrived.
D. Think of all the people you have read about in this unit. Which one, in your opinion, best shows the meaning of going "against the tide"? Explain.
E. In this unit you learned to recognize cause and effect. Think back to what you learned about in Units 1-5 and match each cause below to its effect.
Cause
1. Theodoric had a mouse in his trousers.
2. Jimmy Valentine saved Agatha's life.
3. Nick Bollettierri was a good coach.
4. Ram Mohammad Thomas answered all 12 questions correctly.
5. Laura Dekker was only 13 when she planned to sail around the world.
Effect
a. The producers thought he cheated.
b. The court said she had to wait.
c. He had to take them off.
d. Ben Price decided not to arrest him.
e. Many of his students became top players.
Workbook page 135
*163*
Task: Create a Dialogue
Guidelines: Follow the steps to complete the task.
1. Imagine that one person from this unit meets someone else you learned about in this book. You are going to make up a dialogue between them. With a partner, choose the two people who will speak to each other.
2. Before writing the dialogue, plan the situation. Think about:
- how, when, where, why the two people meet
- what they discuss
- what they discover they have in common
- what future plans they make
3. Write what they actually say to each other. Remember to use new vocabulary and correct tenses.
4. Use the checklist below to help you edit your work.
5. Present your dialogue to the class.
Checklist
Complete the checklist on page 146 in the workbook.
1. We chose two people for the dialogue.
2. We planned the situation.
3. We wrote the dialogue.
4. We used new vocabulary.
5. We used correct tenses.
6. We used correct word order.
7. We checked spelling, punctuation and capital letters.
8. We presented our dialogue to the class.
*164*
Literature
(בספר תמונה)
Thinking
by Walter D. Wintle
(The lines are numbered as in the textbook. The line number appears at the beginning of each line.)
(1) If you think you are beaten, you are;
(2) If you think you dare not, you don't.
(3) If you like to win, but you think you can't,
(4) It's almost a cinch (דבר וודאי) you won't.
(5) If you think you'll lose, you're lost;
(6) For out in the world we find
(7) Success begins with a fellow's will;
(8) It's all in the state of mind (מצב רוח, הלך רוח)
(9) If you think you're outclassed (נחות), you are;
(10) You've got to think high to rise,
(11) You've got to be sure of yourself
(12) Before you can win the prize.
(13) Life's battles don't always go
(14) To the stronger or faster man;
(15) But sooner or later the man who wins
(16) Is the man who thinks he can.
*165*
B. Each sentence below explains a stanza (בית של שיר) in the poem. Match each sentence to the stanza it explains.
1. Don't think that everybody is better than you are.
2. The man who is stronger does not always win.
3. The first step on the road to success is confidence.
4. If you don't believe you can succeed, you won't.
C. The message is an important idea that the poet is trying to tell us.
1. What do you think the message of this poem is?
2. Why do you think the author chose the title "Thinking"?
3. Choose another title for the poem. Explain why you chose it.
a. Life's battles
b. Sooner or later
c. The man who thinks he can
d. Winning and losing
4. What situation(s) do you think the poet is talking about?
5. How does the attitude in the poem help people solve problems? Give an example.
D. This poem was written over 100 years ago. Why do you think it is still popular today?
E. Words rhyme when they have the same sound. In poetry, rhymes usually come at the end of a line. Rhyme adds a kind of music to a poem.
1. Find the words that rhyme in each stanza of the poem.
2. Which lines have words that rhyme?
3. Do all the stanzas follow the same pattern?
4. What words do you know that rhyme with each of these words?
way, true, skill, try
5. Write a stanza that could fit into this poem.
One step further
Choose one.
- Write a story that shows the meaning of the poem.
- Choose an idiom from page 146 that matches the poem and explain why.
- Connect the poem to a person you learned about in this book. Explain how that person's life shows the message of the poem.
Workbook page 140
*166*
Hints and answers
*167*
Hints and answers
*168*
*168*
Present Simple
Use
We use the Present Simple:
1. to talk about things that happen regularly.
2. to talk about habits, facts and general truths.
Form and examples
Statements
Subject plus verb or verb plus s/es
I, We, You, They study history.
He, She, It makes a lot of noise.
Negative statements
Subject plus do / does plus not plus verb
I, We, You, They do not (don't) work.
He, She, It does not (doesn't) swim.
Yes / No questions
Do / Does plus subject plus verb?
Do I, we, you, they play sports?
Does he, she, it eat pizza?
Wh- questions
Wh- word plus do / does plus subject plus verb?
Why do I, we, you, they play?
How long does he, she, it play?
Wh- subject questions
Wh- word plus verb plus s/es?
Who plays basketball?
What smells?
Time expressions
- at the beginning or end of a sentence:
every day, once a week, twice a year, on Mondays, in the morning
He goes walking twice a week.
- before the verb:
always, often, usually, sometimes, rarely, never
We never forget our map.
Spelling rules
To form the verb for the third person singular (he, she and it), we usually add -s to the base verb.
read – reads
1. In verbs ending with ss, x, ch, sh and o, we add -es to the base verb.
wash – washes
miss – misses
go – goes
fix – fixes
match – matches
2. In verbs ending with vowel plus y, the y stays and we add -s.
stay – stays
3. In verbs ending with consonant plus y, we change the y to i and we add -es.
try – tries
*169*
Past Simple
Use
We use the Past Simple to tell about an event or events that happened in the past.
Form and examples
Statements
Subject plus verb plus ed / irregular verb
I, You, He, She, It, We, They walked to school.
Negative statements
Subject plus did not (didn't) plus verb
I, You, He, She, It, We, They did not (didn't) eat meat.
Yes / No questions
Did plus subject plus verb?
Did I, you, he, she, it, we, they get the message?
Wh- questions
Wh- word plus did plus subject plus verb?
When did I, you, he, she, it, we, they leave?
Wh- subject questions
Wh- word plus ed / irregular verb
What happened?
Who spoke first?
Time expressions
at the beginning or end of a sentence:
yesterday, a week / month / year ago, last week / month /year, in 1960, in the 19th century / When I was ...
In the 19th century, people didn't have computers.
We went to Tel Aviv yesterday.
Spelling rules
1. In verbs ending in e, we add only -d.
bake – baked
2. In verbs ending in a vowel plus y, we add -ed.
play – played
3. In verbs ending in a consonant plus y, we change the y to i and add -ed.
copy – copied
*170*
Future Simple
Use
We use will to make a prediction or talk about the future.
Time expressions
at the beginning or end of a sentence:
tomorrow, soon, next week / year, tonight, in the future
In the future, people will travel to the moon.
will cook dinner tonight.
Form and examples
Statements
Subject plus will plus verb
I, You, He, She, It, We, They will be hungry.
Negative statements
Subject plus will not plus verb
I, You, He, She, It, We, They will not (won't) go out.
Yes / No questions
Will plus subject plus verb?
Will I, you, he, she, it, we, they sail to ?
Wh- questions
Wh- word plus will plus subject plus verb?
Where will I, you, he, she, it, we, they stay?
Wh- subject questions
Wh- word plus will plus verb?
Who will cook dinner?
What will happen in 2050?
*171*
Present Progressive
Use
We use the Present Progressive:
1. to talk about things that are happening now.
2. to talk about things that are happening around the time of speaking.
Time expressions
at the beginning or end of a sentence:
now, right now, at the moment, at present
We are studying geography now.
Form and examples
Statements
Subject plus be plus verb plus ing
I am reading a book.
He, She, It is playing a game.
We, You, They are studying English.
Negative statements
Subject plus be plus not plus verb plus ing
I am (I'm) not sleeping.
He, She, It is not (isn't) talking.
We, You, They are not (aren't) coming.
Yes / No questions
Be plus subject plus verb plus ing?
Am I shouting?
Is he, she, it crying?
Are we, you, they leaving?
Wh- questions
Wh- word plus be plus subject plus verb plus ing?
What am I singing?
When is he, she, it coming?
Where are we, you, they hiding?
Wh- subject questions
Wh- word plus is plus verb plus ing?
Who is writing?
What is happening?
Spelling rules
When adding -ing to the base verb, note the following spelling rules:
1. In verbs ending with e, we drop the e before adding -ing.
come plus coming
2. In one-syllable verbs which end with consonant-vowel-consonant, we double the last consonant before adding -ing.
sit – sitting
Exception: We never double the letters w, x or y.
grow – growing
cry – crying
fix – fixing
play – playing
3. In verbs of more than one syllable, we double the final consonant only when the last syllable consists of consonant-vowel-consonant and is stressed.
begin – beginning
In verbs of more than one syllable where the stress is not on the last syllable, we do not double the final consonant even if the verb ends in consonant-vowel-consonant.
visit – visiting
4. In verbs ending with ie, we change the ie to y before adding -ing.
tie – tying
Stative Verbs
Stative verbs express senses, thoughts and feelings. Stative verbs are not usually used in the Progressive form.
senses: hear, see, smell, taste, feel
thoughts: believe, know, think, remember, understand, forget, mean, prefer
feelings: like, dislike, love, hate, need, want, hope
others: belong, own, seem, cost, weigh, sound
*172*
Adjectives
Adjectives describe nouns. They appear before the noun they describe or after the verb "be".
Forms for comparison of adjectives
We use as / not as plus adjective plus as to say that things are the same (or not the same).
Is my memory as good as yours?
The movie is not as interesting as the book.
In order to compare two people or things:
We use adjective plus er plus than with one-syllable adjectives and two-syllable adjectives that end in y.
This car is nicer than that one.
I am happier than you are.
We use more / less plus adjective plus than with adjectives of two or more syllables.
The new building is more beautiful than the old one.
In order to compare three things or more:
We use the plus adjective plus est with one-syllable adjectives and two-syllable adjectives that end in y.
Examples
I took the biggest piece.
This is the funniest movie.
We use the most / the least in front of adjectives of two or more syllables.
Examples
She is the most helpful girl in class.
This is the least important place.
Spelling rules
We add only -r or -st to adjectives that end in e.
nice – nicer – nicest
When an adjective is one syllable and ends with consonant-vowel-consonant, we double the last consonant before adding -er or -est.
sad – sadder – saddest
When an adjective ends in vowel plus y, we add-er or -est.
gray – grayer – grayest
When an adjective ends in consonant plus y, we change the y to i and add -er or -est.
angry – angrier – angriest
Irregular forms
Some adjectives have irregular forms.
good – better – best
bad – worse – worst
Relative Pronouns
Use
who – refers to people
He is the runner who won the race.
which – refers to things
Here's the dress which 1 fixed.
that – refers to people and things
Tina is the girl that we met yesterday.
This is the store that I told you about.
where – refers to places
That's the street where it happened.
*173*
Past Progressive
Use
We use the Past Progressive to talk about:
1. an action that was happening at a specific time in the past.
I was skating in the park at 8:00 last night.
2. an action that was happening for a long period of time in the past.
They were traveling around the world.
3. two or more actions that were happening at the same time in the past.
He was writing a diary while I was cooking dinner.
4. a longer action that was already happening when another shorter action happened.
He was ironing his shirt when I got home.
Form
Statements
Subject plus be plus verb plus ing
I, He, She, It was playing.
We, You, They were listening.
Negative statements
Subject plus be plus not plus verb plus ing
I, He, She, It was not (wasn't) sleeping.
We, You, They were not (weren't) watching a movie.
Yes / No questions
Be plus subject plus verb plus ing?
Was I, he, she, it talking?
Were we, you, they listening?
Wh- questions
Wh- word plus be plus subject plus verb plus ing?
Why was he, she, it running away?
What were we, you, they doing?
Wh- subject questions
Wh- word plus be plus verb plus ing?
Who was speaking?
What was going on?
Time expressions
while, as
Note:
Spelling rules are the same as for Present Progressive. See page 171.
Remember that stative verbs are not usually used in the Progressive form.
*174*
Passive
Use
We use the passive when the action is more important than the person who did it, or when the person is not known.
Present Simple
Statements
Subject plus be plus third form (V3)
I am allowed to drive a motorcycle.
He, She, It is recognized all over the world.
We, You, They are invited to the party.
Negative statements
Subject plus be plus not plus third form (V3)
I am not driven to school.
He, She, It is not (isn't) taken by bus.
We, You, They are not (aren't) called.
Past Simple
Statements
Subject plus be plus third form (V3)
I, He, She, It was taken home.
We, You, They were given incorrect information.
Negative statements
Subject plus be plus not plus third form (V3)
I, He, She, It was not (wasn't) identified.
We, You, They were not (weren't) understood.
Future
Statements
Subject plus will plus be plus third form (V3)
I, You, He, She, It, We, They will be allowed to come.
Negative statements
Subject plus will plus not plus be plus third form (V3)
I, You, He, She It, We, They will not (won't) be treated badly.
*175*
Modals and Semi-modals
Use
must: to show obligations (מחויבויות) and necessities (צרכים)
We must report the accident.
must not / mustn't:
to show something that is not allowed
You mustn't bother him.
should:
to give or ask for advice
You should take notes in lessons.
Should I clean my room?
shouldn't
to give or ask for advice
You shouldn't tell a secret.
may / might
1. to show future possibilities
This may be your last chance.
You might win a medal today.
2. to ask for permission
May I go to the concert?
can / can't
to show ability in the present or future
He can dance but he can't sing.
could / couldn't
to show ability in the past
I couldn't run fast.
can / could
to ask for permission
Can I join the team?
Could I join your game?
be able to
to show ability in the present, past or future
Will you be able to help me?
She was able to climb the mountain.
have to
to show obligations and necessities in the present, past or future
They have to arrive on time.
She has to work on Sunday.
Does she have to practice every day?
not have to
to show you have a choice whether to do something or not
She doesn't have to answer your questions.
*176*
Tag questions
Use
A tag question is a short question at the end of a sentence.
We use tag questions to check if something is true or to express an opinion.
They left at 6:00, didn't they?
He looks happy, doesn't he?
Form
A tag question is always two words:
"be" or a helping verb plus a pronoun (I, you, he, she, it, we, they).
We choose what pronoun to use according to the subject.
If the sentence is positive, the tag question is negative.
If the sentence is negative, the tag question is positive.
Examples
The test is on Wednesday, isn't it?
You didn't hurt yourself, did you?
The repairman will come tomorrow, won't he?
The children are playing nicely, aren't they?
We weren't making too much noise, were we?
We can stop now, can't we?
They don't have to leave yet, do they?
*177*
Gerunds
Form
Gerunds are formed by adding -ing to verbs.
Use
1. as a noun at the beginning of a sentence
Faxing messages is easy.
2. after a preposition (of, for, by, on, with, at, about, after, before)
We spoke about buying a new phone.
3. after certain verbs and expressions
They are used to working late.
I dislike shopping on the Internet.
We use gerunds after these words and expressions:
admit, advise, avoid, be used to, can't stand, consider, deny discuss, dislike, enjoy, feel like, finish, get used to, have difficulty, imagine, it's no use, it's worthwhile, keep, like, look forward to, love, miss, practice, spend time, stop
Adverbs
Form
Adverbs describe verbs. They often answer the question How.
We form them by adding -ly to the adjective.
He walked quickly into the shop.
1. To form an adverb from an adjective which ends with y, we change the y to an i and then add -ly.
happy – happily
2. To form an adverb from an adjective which ends with le, we drop the e and add only -y.
comfortable – comfortably
Irregular forms
early – early
fast – fast
good – well
hard – hard
high – high
late – late
straight – straight
*178*
Irregular verb list
Base form (V1), Past Simple (V2), Third Form (V3)
be, was / were, been
beat, beat, beaten
become, became, become
begin, began, begun
bleed, bled, bled
break, broke, broken
bring, brought, brought
build, built, built
buy, bought, bought
catch, caught, caught
choose, chose, chosen
come, came, come
cost, cost, cost
cut, cut, cut
do, did, done
draw, drew, drawn
drink, drank, drunk
drive, drove, driven
eat, ate, eaten
fall, fell, fallen
feed, fed, fed
feel, felt, felt
fight, fought, fought
find, found, found
fly, flew, flown
forget, forgot, forgotten
forgive, forgave, forgiven
get, got, got
give, gave, given
go, went, gone
grow, grew, grown
hang, hung / hanged, hung / hanged
have, had, had
hear, heard, heard
hide, hid, hidden
hit, hit, hit
hold, held, held
hurt, hurt, hurt
keep, kept, kept
know, knew, known
leave, left, left
let, let, let
lie, lay, lain
light, lit, lit
lose, lost, lost
make, made, made
mean, meant, meant
meet, met, met
pay, paid, paid
put, put, put
read, read, read
ride, rode, ridden
ring, rang, rung
rise, rose, risen
run, ran, run
say, said, said
see, saw, seen
sell, sold, sold
send, sent, sent
set, set, set
shake, shook, shaken
show, showed, shown
shut, shut, shut
sing, sang, sung
sit, sat, sat
sleep, slept, slept
speak, spoke, spoken
spend, spent, spent
stand, stood, stood
steal, stole, stolen
swim, swam, swum
take, took, taken
teach, taught, taught
tell, told, told
think, thought, thought
understand, understood, understood
wake, woke, woken
wear, wore, worn
win, won, won
write, wrote, written
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