English Access Micro-Scholarship Program

HOT Practice
Developing Reading and Higher Order Thinking Skills
5 for the English Bagrut Examination, Modules C, D, E

Compiled by:

Rina Akotonas

10 Participating Teachers:

Otra Khalila (Lakya), Raed Jubran (Tel Sheva Elbayan), Mohammed Marane (Rahat El
Razi), Khaled Alhassanat (Tel Sheva Aleph), and Zidan Bacri (Kseyfe El Faruk)

Pedagogical Advisors:
15 Dr. Rachel Tal and Ahuva Dotan

January 2012

FOR INTERNAL USE ONLY

 HOT Practice Modules C, D, E

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Dear Teachers,

In response to ongoing requests for materials that will assist you in preparing your
students for the Access to information (reading comprehension) tasks on the Bagrut
examinations. This guide has been prepared specifically to assist in preparing students for
25 Modules C, D and E.

Reading strategies are the key to answering questions after reading an article, an interview
or a report, and consequently succeeding on the Bagrut Exam in which Reading and
Comprehension makes up at least 60% of the final mark (60 or 70 points).

This guide was written based on the experience of the teachers participating in the English
30 Access Microscholarship Program.

The questions asked on the Bagrut examinations have undergone significant change with
respect to assessing higher thinking skills. There are fewer LOTS questions and more HOTS
questions. For this reason, we decided to develop materials to help the teachers and their
students cope with the recent changes.

35 The main reading materials are based on past Bagrut examinations (2007-2009). In
addition, some articles were adapted from the archived articles of TIME magazine and
questions were added by the teachers.

I would like to thank the Office of Public Affairs of the U.S. Embassy in Tel Aviv, for their
ongoing support of the Access Program.

40 Good luck to you and your students on the four-point Bagrut examinations.

Rina Akotonas
Director, Amal English Access Microscholarship Program

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Contents

1. UNDERSTANDING THE MAIN IDEA..........................................................................................................5

MINDLESS EATING...................................................................................................................................5

WELCOME TO THE WONDERS OF MANUKA HONEY!..............................................................................5

A GAME TO MAKE YOU DANCE...............................................................................................................6

50 2. DISTINGUISHING BETWEEN GENERAL STATEMENTS AND EXAMPLES.....................................................7

A STICKY PROBLEM..................................................................................................................................7

HELP OUR ROBOTS SAVE THE WORLD.....................................................................................................8

WHERE EXHIBITS AND ENTERTAINMENT MEET.......................................................................................8

3. SEQUENCING...........................................................................................................................................9

55 WELCOME TO THE WONDERS OF MANUKA HONEY!..............................................................................9

CLICKERS ON CAMPUS...........................................................................................................................10

4. DISTINGUISHING BETWEEN CAUSE AND EFFECT...................................................................................11

MINDLESS EATING.................................................................................................................................11

MINDLESS EATING.................................................................................................................................12

60 DON’T CALL, JUST WHISTLE...................................................................................................................12

5. DISTINGUISHING BETWEEN FACT AND OPINION...................................................................................13

A STICKY PROBLEM................................................................................................................................13

HELP OUR ROBOTS SAVE THE WORLD...................................................................................................14

DON’T CALL, JUST WHISTLE...................................................................................................................14

65 6. COMPARISON AND CONTRAST..............................................................................................................15

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DISTANCE LEARNING: ANY TIME, ANY PLACE, ANY PACE......................................................................15

HELP OUR ROBOTS SAVE THE WORLD...................................................................................................15

DIGGING FOR TREASURE.......................................................................................................................16

7. TRANSFERRING INFORMATION USING GRAPHIC ORGANIZERS.............................................................18

70 THE HEALTHY WAY................................................................................................................................18

ART TOURISM........................................................................................................................................19

ZODIAC TRAITS......................................................................................................................................19

8. FULL LENGTH PRACTICE READING PASSAGES........................................................................................20

VOLUNTEER IN NEPAL - AN EXCEPTIONAL EXPERIENCE FOR EXCEPTIONAL PEOPLE.............................20

75 WHEN RUNNING UP MILEAGE, 10 PERCENT ISN’T THE CAP..................................................................23

A TREE THAT SHELTERS ANIMAL LIFE AND MAYBE EVEN A DEAD PARENT............................................26

KILIMANJARO –TREKKING THROUGH HISTORY......................................................................................28

80

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1. UNDERSTANDING THE MAIN IDEA

The main idea is the point that the writer is trying to convey. Understanding the main idea
85 helps the reader to remember important information.

Each of the following passages is followed by a sample question that requires the student to
understand the main idea.

MINDLESS EATING
90 From English Bagrut, Winter 2008, Module C:

Psychologist Brian Wansink has spent years studying people's eating habits. In his recent
research he was surprised to find out that people overeat for reasons which are not connected
to hunger. Instead, there are external factors in our environment which lead to what Wansink
95 calls "mindless eating" — eating without being aware of what and how much we eat.

Complete the sentence:

Wansink was surprised to find out that there is no connection between
overeating and ________________________________________________________________.
100

WELCOME TO THE WONDERS OF MANUKA HONEY!

From English Bagrut, Summer 2008, Module D:

105 PharmaGold is proud to introduce HoneyAid, an exciting new antibiotic cream made from 100%
pure Manuka honey. HoneyAid heals all types of wounds and burns, even those that do not
respond to other medications.

What is the main subject of the passage?

110 (i) The history of the medical use of honey.
(ii) The advantages of Manuka honey.
(iii) The latest research on penicillin.
(iv) The modern medical uses of honey

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115 A GAME TO MAKE YOU DANCE

From English Bagrut, Summer 2008, Module E:

Invented in Japan, DDR requires players to dance to electronic music in increasingly difficult
patterns. As a song plays, arrows pointing in four different directions —forward, backward, left
120 or right — appear on the TV screen in various combinations. Players "dance" in the directions
shown on the screen by stepping on another set of arrows drawn on the floor mats.”

What is explained in this passage?

ANSWER: _____________________________________________________________________________
125 _________________________________________________________________________________________
_________________________________________________________________________________________.

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2. DISTINGUISHING BETWEEN GENERAL STATEMENTS AND

EXAMPLES
130 If a statement refers to a group of people or things, or covers more than one situation, we
call it a generalization.
A generalization applies to many things and many occasions.
An example is a specific statement. It concerns one particular thing.

135 For example:

Generalization – Most Americans like Sports.
Example – Our school’s soccer team is the best in the state.

Each of the following passages is followed by a sample question that requires the student to
140 differentiate between statements and specific examples.

A STICKY PROBLEM
From English Bagrut, Summer 2008, Moed B, Module C

145 Chewing gum is harmful to the environment and recently it has become a serious pollution
problem. A large percentage of gum is carelessly thrown away and ends up on city streets and
sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20 years because
removing it is difficult and costly. In New York City, for example, special steam machines are
used to clean gum off sidewalks. It costs about three dollars to remove one piece of gum!
150
It is expensive to clean gum off New York's sidewalks.
Give ONE fact that shows this.
ANSWER: _____________________________________________________________________________
_________________________________________________________________________________________.
155

HELP OUR ROBOTS SAVE THE WORLD

From English Bagrut, Summer 2008, Moed B Module D

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Remember the time when robots existed only in science-fiction movies, looked like human
160 beings, and helped with everyday tasks? Here at the Institute for Environmental Robotics
(INSTER), we've almost forgotten those days. We are too busy creating real robots, which have
a much more important mission: helping to protect the environment.

Robots in movies are mentioned to show that:

165 (i) INSTER's robots are influenced by movies
(ii) robots used to be more helpful
(iii) robots today are different
(iv) INSTER also makes robots for movies

170 WHERE EXHIBITS AND ENTERTAINMENT MEET

From English Bagrut, Summer 2008, Moed B Module E

"Take a deep breath," says the voice of movie star Tom Hanks. "All the oxygen you just
breathed in came from deep inside a star." Hanks' words, part of the opening show at the
175 American Museum of Natural History, are a typical example of the new concept of
"edutainment." A combination of education and entertainment, edutainment is revolutionizing
museum exhibitions around the world.

The example in the first paragraph is used to show that museums today:
180 (i) attract famous entertainers
(ii) understand the importance of education
(iii) provide information on new subjects
(iv) are using new methods

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185 3. SEQUENCING
Sequencing is the organization of events, instructions, or other items, in the correct order,
i.e., the order in which they take place.

For example:

First boil the water, next add the soup powder, then mix.

190 Each of the following passages is followed by a sample question that requires the student to
order a sequence of events.

WELCOME TO THE WONDERS OF MANUKA HONEY!

From English Bagrut, Summer 2008 ,Module D
195
In fact, it is a powerful antibiotic, much stronger than other types of honey. Since then, Molan
and others have collected substantial evidence showing that Manuka honey is better than many
conventional medicines for treating wounds and burns. Studies have also found that it is highly
effective in preventing infection.
200 The findings were so convincing that PharmaGold decided to develop a product which would
take advantage of the astonishing qualities of Manuka honey. The result was HoneyAid. Tests in
hospitals around the world proved HoneyAid's effectiveness and led to its approval for use in
Britain, Australia and Canada. Last month HoneyAid was also approved by the US Department
of Health. Now you too can enjoy the benefits of this great "new" antibiotic.
205
What sequence of events is presented in this passage? Fill in the missing information
below.
(1) Scientists discovered the qualities of Manuka honey.
(2) ___________________________________________________________________________________.
210 (3) HoneyAid was found to be very effective.
(4) ___________________________________________________________________________________.
(5) HoneyAid is being sold to the public.

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CLICKERS ON CAMPUS
215 From English Bagrut, Summer 2007 ,Module E

“It’s very gratifying when I see that most students have understood the lesson," says biology
professor Peter Holt of Wisconsin University. "Of course, when the results show otherwise, I'm
disappointed. But at least I know whether to go back over material I've already covered, or to
220 move on. And the students know immediately if they got a question right or wrong."

How does the new technology affect Holt's teaching?

Complete the following sequence of cause and effect according to the passage.

225

The numbers on the screen show that ______________________

________________________________________________________________________

230 Holt is not satisfied that ________________________________________

________________________________________________________________________

He ____________________________________________________________________
________________________________________________________________________

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4. DISTINGUISHING BETWEEN CAUSE AND EFFECT

Cause and effect statements identify the reasons for and results of actions and
235 circumstances, explaining the connection between the two.

With the help of connectors of Reason and Result, we can show cause and effect.

For example:
Reason: The road was slippery.
Result: He had an accident.

240 The road was slippery and, as a result, he had an accident.

Each of the following passages is followed by a sample question related to a cause and
effect relationship.

MINDLESS EATING
245 From English Bagrut, Winter 2008, Module C

An additional factor that causes overeating is the way food is packaged. In one of his
experiments, Wansink gave the audience in a movie theater two sizes of popcorn buckets: a big
size and a giant size. Both buckets contained the same amount of popcorn, which was more
250 than most people could eat. Wansink found that the group that got giant buckets ate an
average of 53% more than those with the big buckets! "This shows that the size of the
container determines how much people eat," says Wansink. "The reason for this is that bigger
containers make portions look smaller, so people eat more."

255 According to Wansink, why does the size of a container influence the amount we eat?
________________________________________________________________________________________________________
_______________________________________________________________________________________________.

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MINDLESS EATING
260 From English Bagrut, Winter 2008, Module D

One of the factors that determine the amount we eat is simply seeing the food. If a snack is on
the kitchen table, we might grab it without thinking. "However, if that snack is in a cupboard,
we probably won't even think of eating it," says Wansink.
265
Wansink mentions several factors that cause overeating and suggests ways to avoid them.
Give ONE factor that causes overeating, and the way to avoid it.

(i) The factor: __________________________________________________________

(ii) Way to avoid it: __________________________________________________________

270

DON’T CALL, JUST WHISTLE

From English Bagrut, Summer 2005, Module E

Until the end of the 1950s there were few roads in Gomera, and even fewer telephones." As
275 kids we learned El Silbo in the streets," says 58-year-old Pedro Darias. "If you didn't want to do
a lot of climbing up and down to find people, you had to use it." But in the 1960s, as roads were
built and phones became common household items, the need for El Silbo rapidly declined.
In 1982, the local government decided to rescue the tradition by teaching El Silbo in the
schools. Within three years, most children on the island were using the language. "It takes a lot
280 of practice," explains Darias, who is one of the teachers. "When you've only got six sounds, a lot
of words seem almost the same. So you really need the context of the whole message to tell
you what you're hearing."

Between the 1960s and the present, changes occurred in Gomera concerning El Silbo.
285 List the changes in the order in which they occurred by completing the sentences below.
(1) In the 1950s, the islanders used El Silbo.

(2) Later, _____________________________________________________________________________________.

(3) As a result, El Silbo was used less.

(4) Then, _____________________________________________________________________________________.

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290 (5) As a result, _______________________________________________________________________________.

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5. DISTINGUISHING BETWEEN FACT AND OPINION

A fact is something that is true and has been proven.

An opinion is something that we thing or believe about something.

295 For example:

Fact – The sun rises in the east.
Opinion – As I see it, the situation is getting worse.

Each of the following passages is followed by a sample question that requires the student to
distinguish between facts and opinion.
300

A STICKY PROBLEM
From English Bagrut, Summer 2008, Moed B, Module C

However, chewing gum is harmful to the environment and recently it has become a serious
305 pollution problem. A large percentage of gum is carelessly thrown away and ends up on city
streets and sidewalks. In many cases, gum that sticks on sidewalks can remain there for 20
years because removing it is difficult and costly. In New York City, for example, special steam
machines are used to clean gum off sidewalks. It costs about three dollars to remove one piece
of gum!
310
CIRCLE THE NUMBER OF THE CORRECT ANSWER.
What information is given about removing gum from the streets of New York?
(i) How successful the cleaning is.
(ii) How the streets are cleaned.
315 (iii) How often the streets are cleaned.
(iv) How people feel about it.

It is expensive to clean gum off New York's sidewalks. Give ONE fact from lines 4-9 that
shows this.
320 ANSWER: _______________________________________________________________________

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HELP OUR ROBOTS SAVE THE WORLD

From English Bagrut, Summer 2008, Moed B, Module D

325 Think, for example, of animals that live in remote, hard-to-reach areas. Since it is almost
impossible for scientists to collect information in these areas, INSTER developed robotic
cameras to do it for them. We made some that look like eggs and dropped them into the nests
of eagles. Others were placed deep in the jungles where mountain gorillas live. The clever little
robots constantly take pictures and send them to computers in research labs. Biologists then
330 use this information to develop more effective programs for saving the animals, which are in
danger of extinction.

What do we learn about the mountain gorillas in the above passage?

Give TWO answers.

335 (1) _______________________________________________________________________

(2) _______________________________________________________________________

DON’T CALL, JUST WHISTLE

From English Bagrut, Summer 2005, Module E
340
Like most kids on the tiny island of Gomera, 11-year-old Maria Garcia has her own cell phone.
But another form of communication – one that doesn't require batteries – is just as common
among the children of the mountainous island. It is known as El Silbo, the Gomera whistle. El
Silbo is actually a simple kind of language. By shaping a finger like the letter U and putting it in
345 one side of the mouth, the islanders are able to produce a set of six whistle sounds. Using those
sounds to form words and sentences, they can communicate with people as far as 2.5 km away.

What do we learn about "most kids on the tiny island of Gomera" (lines 1-3)?
Give TWO facts according to the passage.

350 (1) _____________________________________________________________________________________

(2) _____________________________________________________________________________________

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6. COMPARISON AND CONTRAST

355 Comparison and contrast help the reader to identify the similarities and differences
between two or more things, and draw conclusions based on those findings.

For example:
Statement: John is an honest man, while his friend Bill is a criminal.
Conclusion: Bill is not worthy of John’s friendship.

360 Each of the following passages is followed by a sample question that requires the
student to compare or contrast information from within the text.

DISTANCE LEARNING: ANY TIME, ANY PLACE, ANY PACE

From English Bagrut, Summer 2007, Module C
365
Susan Clark is an 11th grade student in Florida. She wanted to learn Japanese but her high
school didn't offer this course. So in addition to going to a regular school, Susan studies
Japanese at the Florida Distance Learning School (FDLS). FDLS is a virtual school, which
means that all courses are on the Internet and students study on their computers at home.
370 They receive reading materials and homework, and "talk" to their teachers and other
students — all by email. Many high schools now allow their students to take a limited
number of courses at FDLS.

How is FDLS different from a regular school? Give ONE answer from the passage.
375 ANSWER: __________________________________________________________________________________

HELP OUR ROBOTS SAVE THE WORLD

From English Bagrut, Summer 2008, Moed B, Module D

380 Think, for example, of animals that live in remote, hard-to-reach areas. Since it is almost
impossible for scientists to collect information in these areas, INSTER developed robotic
cameras to do it for them. We made some that look like eggs and dropped them into the
nests of eagles. Others were placed in the jungles where mountain gorillas live. The clever
little robots constantly take pictures and send them to computers in research labs. Biologists

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385 then use this information to develop more effective programs for saving the animals, which
are in danger of extinction.

We've also got robotic dogs that measure chemical pollution in the ground. Built in our lab
with the help of high-school students, the dogs are programmed to work together by
communicating with each other and comparing signals. As soon as they discover a certain
390 level of pollution, they bark out a popular tune. The project not only helps fight pollution,
but also gets youngsters interested in environmental problems.

What do all the robots described in lines 9-20 have in common?

(i) They all use cameras.
395 (ii) They are used to develop new technology.
(iii) They all look alike.
(iv) They help collect information.

DIGGING FOR TREASURE

400 From English Bagrut, Summer 2006, Moed B, Module E

This is good news for archeologists. Richard Gray, director of the US Archeological
Research Center, explains, "In an ideal world we would never use untrained people to sift
dirt and map the location of ancient civilizations. However, archeologists are always short
of funds, so we welcome whatever manpower we can get. Besides, amateurs make up in
405 enthusiasm for what they lack in knowledge."
Volunteers are often required to put in long hours of hard work in tough conditions, and to
settle for rudimentary accommodations and simple meals. But still they come, attracted by
the opportunity to travel to an exotic location at low cost or opportunity to travel to an
exotic location at low cost or by the dream of making a historic discovery. At the very least,
410 they get to see ancient objects before they make their way to museums. Says Ken
Stanford, who has spent several vacations participating in excavations, "Where else could
you view long-lost artifacts in their original surroundings? You might even be the first
person in 2,000 years to touch them." With such exciting prospects awaiting them, it is
likely that even more people will choose to go digging in their spare time.

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415
The archeologists and the volunteers mentioned in the article have to cope with some
difficulties. Name ONE difficulty for each group. (lines 3-7)
For the volunteers: _______________________________________________________________.
For the archeologists: ______________________________________________________________.
420

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7. TRANSFERRING INFORMATION USING GRAPHIC ORGANIZERS

Graphic organizers, such as charts and tables, are used to help the reader understand the
relationships between ideas or facts.
425 The sample questions in this section require the student to organize and convey
information using a graphic organizer.

THE HEALTHY WAY

From English Bagrut, Summer 2007, Moed B, Module C
430
Most parents are aware of the benefits of walking or bicycling to school, but they are
concerned about safety. Parents refuse to let their children ride their bicycles in traffic for fear
they might get hurt. Many parents are also unwilling to let their children walk to school alone
because they are afraid that strangers might harm them.
435 In answer to these concerns, Dr. Miller is working on a number of ways to improve the safety of
children on the way to school. So far, she has convinced several mayors to build bicycle paths in
their cities. In addition, she is organizing groups of parents and teachers to walk with children to
and from school.

440 What are the safety problems parents are concerned about and what solutions does Dr.
Miller suggest?

FILL IN THE MISSING INFORMATION IN THE TABLE BELOW.

Problem Suggested Solution

(1) (1) To build bicycle paths
(2) (2)
445

ART TOURISM
From Practice Papers for Module D, Eric Cohen Books, pages 5-7*:

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John loves art. What places would he enjoy?

450 FILL IN THE TABLE BELOW.

City Sites
Rome (1) ___________________________
(2)_________________________________ Academy of Fine Arts
(3) ____________________________________

ZODIAC TRAITS
455 From Practice Papers for Module D, Eric Cohen Books, pages 33-35*:

What traits do the people with the following zodiac signs have?
FILL IN THE THREE EMPTY BOXES IN THE TABLE BELOW.

Zodiac Sign Trait

(1)_________________________ Pride
Taurus (2) _____________________________
Virgo (3) _______________________________
460

* Reprinted here with the kind permission of Eric Cohen Books.

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8. FULL LENGTH PRACTICE READING PASSAGES

The following full length articles have been adapted to match the level of the passages
465 typically included in the Bagrut examinations. A set of questions appears following each
passage.

VOLUNTEER IN NEPAL - AN EXCEPTIONAL EXPERIENCE FOR EXCEPTIONAL

PEOPLE
By Dan D Radcliffe

470 Adapted by Mohamed Marane, Rahat Elrazi, suitable for Module C

Today's modern society places emphasis on giving back to the community, whether in the form
of school programs which require students to fulfill a volunteer requirement or even
professional workplaces that allow employees to take time away from the office to spend time
volunteering. But what if volunteering meant more than spending a few hours in a homeless
5 shelter or mentoring students in low income areas? What if you could volunteer in Nepal or
other unique locations?

Many people who wish to volunteer in a less traditional sense are not aware of the truly unique
experiences available to them through international volunteering opportunities. These
programs allow individuals to volunteer abroad for varying lengths of time, giving volunteers
10 the chance to gain a unique understanding of an otherwise foreign way of life. By spending time
surrounded by the individuals you are helping, the sense of accomplishment and sheer joy you
feel is intensified. As you bring your personal skill sets to those in need of them, you will not
only be helping out those who are greatly in need, but you will also take with you a heightened
sense of awareness of the way of life and culture of communities you could only otherwise read
15 about.

Organizations such as International Volunteering HQ make these rewarding experiences

accessible to people looking to volunteer in Nepal and other locations for varying lengths of
time. You can volunteer for as little as one week to as long as six months. This makes these
programs a great option for people wanting to spend a holiday experiencing the true culture of
20 a foreign country, as well as students looking for a gap year volunteer opportunity that will
expose them to the type of knowledge that can only come from being fully immersed in a
foreign culture. Nested in the Himalayas, Nepal is an exciting place to serve, and offers
opportunities for individuals with varying skill sets.

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Volunteers can participate in activities such as teaching English to those with limited
25 educational resources, working in an orphanage, and helping out with many aspects of
healthcare in developing communities. You also have your choice of an urban or rural setting,
allowing you to further tailor your experience. Whether you bring educational opportunities to
students in underdeveloped rural areas, or bring hope and comfort to young children at an
overcrowded urban orphanage, you can be sure that what you take away from the experience
30 will stay with you for the rest of your life.

Article Source: http://EzineArticles.com/?expert=Dan_D_Radcliffe

QUESTIONS:

1. What do we learn from lines 1-6?

i. Some people respect volunteers.
35 ii. It is not easy to volunteer.
iii. Volunteering is important and can be an unusual experience.
iv. All people want to volunteer in Nepal.
2. How can we contribute to our society?
Give ONE example. (lines 7-15)
40 Answer: _________________________________________________________________
3. What is special about the "people who wish to volunteer in a less traditional sense"?
(lines 7-15)
i. They do not like to travel abroad.
ii. They do not volunteer in exotic countries.
45 iii. They like to spend time with friends.
iv. They do not know the special experience they can get.
4. How can spending time with the people you are helping affect your feelings? (lines 7-15)
Answer: _________________________________________________________________
5. What does the individual gain by volunteering in these programs? (lines 8-17)
50 ANSWER: _________________________________________________________________
6. Why does the writer mention the organization in lines 16-23?
i. It is adapted to people who consider volunteering a way of life.
ii. It is a well-known organization.
iii. It limits the length of time for the volunteers.
55 iv. It lets you volunteer only in Nepal.

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7. Why are these volunteering programs a great option for the students? (lines 24-30).
Complete the sentence.
Students______________________________________________________________
8. Why is Nepal an exciting place for volunteers? Give ONE reason. (Lines 24-30)
60 Answer: ______________________________________________________________
9. What activities can volunteers take part in? Give TWO (lines 24-30)
Answer: (i) ______________________________________________________________
(ii) ______________________________________________________________
10. What is the writer’s attitude toward about this kind of volunteering and about its effect on
65 the volunteer's life? (lines 24-307-34)
Answer ______________________________________________________________

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WHEN RUNNING UP MILEAGE, 10 PERCENT ISN’T THE CAP

By GINA KOLATA, June 20, 2011
70 Adapted by Raed Jubran, Elbyan Tel Sheva, suitable for Module C

My friend Martin Strauss of Ann Arbor, Mich., was running 60 miles a week when he
suffered a stress fracture that put him on crutches for three months. Now that he’s better,
he wants to play it safe to avoid another injury. But what’s the best way to do that? How
quickly can he ramp up the miles?
5 Martin decided to follow the 10 percent rule, one of the most widely known in running. It
does not specify a starting distance but says you should increase your mileage no more
than 10 percent a week. The idea is that this is a safe way to increase your distance
without risking injury.

Martin’s first run was on March 15. He ran half a mile, on a treadmill. Over the next five
10 weeks, he increased his distance to ten miles a week, then began using the ten percent
rule. Last week he ran 22 miles, including a long run of 10 miles. He calculates that it will
take him a total of 18 weeks from when he started his program to get back to running 60
miles a week.

I, like most runners, have heard of the rule and, like most, tried it once. But, like many, I
15 did not stay with it. Another friend, Rafael Escandon of Philadelphia, tried it years ago
when he was training for his first marathon. It was the slowest marathon he ever ran,
slower even than one when he tore his calf muscle at mile 17 and somehow forced
himself to finish the race, limping for the last 9 miles. Cliff Rosen, a distance runner in
Maine, said he tried it once but “it didn’t seem to work.”

20 The injury problem is huge, said Dr. Diercks, head of the sports medicine program at the
university — as many as 40 percent of runners are injured, usually to their feet, ankles,
knees or legs. At his university’s running clinics, 30 to 40 percent of beginning runners
gave up because of injuries.

Although there are many training programs for beginning runners, none are based on
25 good scientific evidence, Dr. Diercks said. He and his colleagues decided to conduct such a
study.

They investigated the 10 percent rule because it is so popular and seemed to make sense
with its gradual increase in effort. The study involved 532 novice runners whose average
age was 40 and who wanted to train for a four-mile race held every year in the small
30 town of Groningen.

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Half the participants were assigned to a training program that increased their running
time by 10 percent a week over 11 weeks, ending at 90 minutes a week. The others had
an eight-week program that ended at 95 minutes a week. Everyone warmed up before
each run by walking for five minutes. And everyone ran just three days a week.

35 And the results? The two groups had the same injury rate — about 1 in 5 runners.

QUESTIONS

1. What does the 10 percent rule imply? (lines 5-8)

COMPLETE THE SENTENCE

If you want to avoid injury (-)

40 i. you shouldn't run more than 10% a week
ii. you should increase your running distance gradually
iii. you should run more than 10% a week

2. Describe the progress Martin made over the last two months:

Martin ran half a mile

He then added ____

miles

Last week, he added

____ miles

45 3. What was each of the following runner's experience with the rule? (lines 14-19)?
COMPLETE THE CHART
The Writer He wasn't ________________________________________________
Rafael Escandon He got ____________________________________________________
Cliff Rosen He didn't _________________________________________________

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4. What do we know about Dr. Dierck’s study ?(lines 24-36)

CIRCLE THE TWO CORRECT ANSWERS
i. The number of participants
50 ii. Their performance
iii. Dr. Dierck's opinion
iv. The method
v. The place the study was held

5. What was the purpose of the study? (lines 20-26)

55 ____________________________________________________________________________________________________
____________________________________________________________________________________________________

6. What is the writer's opinion about the rule?

i. He thinks the rule helps avoid injury
ii. He thinks the rule isn’t effective
60 iii. He has no opinion

7. According to the article, what did Martin Strauss do wrong at first?

____________________________________________________________________________________________________
____________________________________________________________________________________________________

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 HOT Practice Modules C, D, E

65 A TREE THAT SHELTERS ANIMAL LIFE AND MAYBE EVEN A DEAD PARENT
Movie Review | 'The Tree', July 14, 2011
By STEPHEN HOLDEN
Edited by Otra Khalaila, Lakya, suitable for Module D

Sadness and longing haunt the film of the French director Julie Bertuccelli, whose lovely
feature, “The Tree,” is set in Queensland, Australia.
The title refers to a marvelous, many-limbed tree, a Moreton Bay fig, that rises like a giant,
woody mushroom with cradling arms next to the farmhouse of the O’Neils, a family of six. The
5 tree is as much a character in the movie as any of the humans; it is also, of course, a potent, all-
purpose metaphor. The movie is truly a tree-hugger’s delight
(I confess to being one such hugger).
The family’s rustic idyll is shattered when Peter (Aden Young), the head of the family, dies of a
heart attack at the wheel of his truck, which comes to rest at the foot of the tree. Because Peter
10 and his graceful, athletic wife, Dawn (Charlotte Gainsbourg), were interdependent, his death is
a painful loss. Left alone to bring up their four children, Dawn struggles with depression but
eventually regains her stability.
The film focuses on the radiant, stubbornly spoiled 8-year-old Simone, her father’s favorite,
whom Morgana Davies portrays with an exceptional force and confidence. When the little girl
15 climbs into the fig tree, she experiences a mystical communion with her father and excitedly
tells her mother that his spirit is living in the tree. The movie does not give him a voice but
delicately suggests the stirrings of its leaves and branches are nonverbal whispers.
Dawn is tempted to believe her daughter and comforts herself in moments of despair by sitting
under the branches. But when the roots block the O’Neils’ plumbing, then spread to the
20 property of a complaining neighbor, the question arises of whether to cut down the tree to
which Simone clings with force.
Dawn, who has taken a job as clerk for George Elrick (Marton Csokas), a plumber with whom
she becomes romantically involved, is of two minds. And her conflicting reactions to Simone’s
stubbornness reflect her internal struggle to live in the past or to move on.
25 As the O’Neils cling together in a storm embellished with sounds and colors, too frequent
lightning and metallic thunderclaps, “The Tree” briefly falls into a disaster-movie melodrama,
and its spell is broken. Although it recovers its balance — in the final minutes the Cinematic
Orchestra’s song “To Build a Home” recovers its dignity — damage to not only the house but
also to the movie has been done.

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 HOT Practice Modules C, D, E

30 QUESTIONS:

1. What is surprising about the tree in the movie? (lines 3 to 7)

i. It rises like a giant
ii. It stands next to the O’Neils’ farmhouse
iii. It is a character
35 iv. It is a Moreton Bay fig

2. How did Dawn react to her husband’s death? Describe the different states she faces:
i. First, she got depressed,
ii. Then , she _____________________________________
iii. Later, she ______________________________________
40 3. In line 15, the reviewer mentions” a mystical communion”. The reviewer implies that
Simone ____________________________________________________________
4. How did Dawn meet George Elrick?
COMPLETE THE SENTENCE
She was ____________________________________________________________________________________

45 5. What is Dawn’s conflict? (lines 23-25) __________________________________________________

__________________________________________________________________________________
6. In the reviewer’s opinion, what are the positive and the negative aspects of the movie?
i. Positive aspect : It’s ________________________________
ii. Negative aspect : It’s ____________________________________

50 7. The review of the movie does NOT give any information about (-)
i. The actors
ii. The main events in the film
iii. The director’s aim
iv. The music

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 HOT Practice Modules C, D, E

55 KILIMANJARO –TREKKING THROUGH HISTORY

By Jude Limburn Turner
Source: http://EzineArticles.com
Adapted by Mohamed Marane, Rahat Elrazi, suitable for Module E

It is Africa's highest mountain, at 5,895 metres, and one of the world's great iconic peaks – it is
Kilimanjaro. Trekking up this majestic volcano can be a personal aspiration for lovers of the
outdoors, and tens of thousands of visitors flock there each year to take on the challenge.
While the numbers of people ascending the mountain have increased greatly in recent
5 decades, the mountain has a long and rich history of being explored, and each new trekker
joins the ranks. Taking some time before embarking on your Kilimanjaro trekking adventure to
learn about those who have gone before, will mean being able to fully appreciate a legacy as
awe-inspiring as the summit itself.

Very little is known about the first inhabitants of Mount Kilimanjaro, but that it was inhabited
10 at least as far back as 1000 BCE is in no doubt. Stone bowls found on its slopes bear witness to
those early inhabitants, and if the area's abundance and biodiversity today is anything to go
by, they would have maintained a good lifestyle from hunting. They, just like modern
participants in Kilimanjaro trekking expeditions, might have looked up to the imposing peak
and felt its power. They, too, had to contend with nature's extremes; though their lives are
15 hidden in ancient history, their endurance and survival in the region can inspire today's
adventurers.

There are few other local records of inhabitants or explorers following these first settlers. The
Chaga, Tanzania's largest ethnic group, cultivated the land around the mountain's lower
slopes, but did not often make the treacherous ascent into higher, colder lands. There are
20 scant references from Chinese, Arab and European travellers and scholars - many of whom
only allude to rumours of a great mountain, rather than having seen it for themselves. Then in
1848 a German missionary, Johann Rebmann, caught sight of Kilimanjaro from his route across
the Tsavo plains, and was astonished to see that it was capped with snow. Despite warnings
that it was protected by dangerous spirits he was determined to explore it, and in 1849 almost
25 managed to reach the snow line - but had to turn back, being unequipped for any more serious
mountaineering.

Following Rebmann's reports, several Europeans made attempts on the summit. None
succeeded until 1889, when a group commanded by German Hans Meyer and led by local
guide Yohani Kinyala Lauwo made a slow and strategic ascent. It took three attempts, but
30 eventually, building on what previous pioneers of Kilimanjaro trekking had learned about the

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terrain, and placing camps at carefully chosen locations, they reached the top. Thanks to the
meticulous planning of this expedition and the establishment of camps along the way, more
explorers could achieve the summit; over time the well-worn routes up the mountain
developed, and today's visitors can thank their predecessors for their forethought as they
35 make their own ascent.

Questions:

1. From lines 1-4 we learn (-)

i. Why Kilimanjaro is so attractive.
ii. Why many people are afraid of this mountain.
40 iii. Why Kilimanjaro is the highest mountain in the world.
iv. Why many people like to travel to Africa.
2. Why do adventurers need to learn about people who have gone to the mountain before?
(lines 1-8).
Give ONE reason.
45 _______________________________________________________________________________________
3. Why does the writer mention the date 1000 BCE?
ANSWER:
In order to show that _______________________________________________________________
4. What do we learn about the first inhabitants of Kilimanjaro? (lines 9-26)
50 Put an x by the TWO correct answers.
i. ____ They lived a good life.
ii. ____ They lived in poverty and hunger.
iii. ____ They did not like to hunt.
iv. ____ They were able to survive in this extreme environment.
55 v. ____ We do not have information about them.
vi. ____ Adventurers try to look for them.
5. What do we learn from lines 17-26 about the Chinese, Arab and European travelers?
Complete the sentence.
They____________________________________________________________________

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30 HOT Practice Modules C, D, E

60 6. Johann Rebmann was not able to reach the snow line because (-)
i. He was afraid of the dangerous spirits.
ii. He saw the snow.
iii. He did not have suitable tools.
iv. There were warnings about this dangerous mountain.
65 7. Today, more people can reach the summit.
Copy a sentence from lines 27-35 that shows this.
Answer: ____________________________________________________________________________________
8. According to the writer it is not easy to reach the top of Kilimanjaro.
Give TWO examples from two different paragraphs to show this.
70 (1) ______________________________________________________________________________________
(2) ______________________________________________________________________________________

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