יש לקרוא את הטקסט ולענות על השאלות באנגלית. אפשר לענות במילים שלך, אלא אם השאלה מבקשת להעתיק מהטקסט.
Read the text and answer the questions in English. Answer in your own words if the question does not ask for words from the text.
When a new boy joined our class in the middle of seventh grade, our
teacher introduced him as Itay and asked us to look at him when we spoke. At
first, I did not understand why. Then she explained that Itay was deaf. He
could read lips a little and wore a hearing aid, but in a noisy classroom he
missed most of what people said.
For the first few weeks, Itay sat alone at break. Nobody was unkind to
him, but nobody really knew how to talk to him either. We smiled, we waved,
and then we went back to our own friends. I felt bad about it, but I told
myself there was nothing I could do.
Everything changed on a school trip to the Galilee. Our bus broke down,
and we waited by the road for two hours. Itay was sitting near me, so I took
out my phone and typed, "Boring, right?" He laughed and typed back a joke
about our teacher's huge hat. We spent the rest of the afternoon writing
messages to each other. I discovered that he loved football, drew amazing
cartoons and had a terrible sense of humour, just like me.
Typing on a phone was slow, though, and I wanted to talk to him
properly. That evening I searched online for Israeli Sign Language lessons.
I found free videos made by a deaf teacher, and I started learning ten signs
a day. The alphabet came first, then simple words like "friend," "eat" and
"tomorrow." My hands felt clumsy, and my little sister laughed at me while I
practised in front of the mirror.
A week later, I walked up to Itay at break and signed, "Good morning.
How are you?" His face lit up. He corrected the way I held my fingers, and
then he answered so fast that I understood nothing. We both burst out
laughing. From that day on, he taught me a few new signs every break, and I
helped him with the parts of the lessons he had missed.
Then something unexpected happened. Other students noticed and wanted to
learn too. Our teacher invited a deaf instructor to give a short course
after school, and twelve students joined. Now at least half our class can
have a simple conversation in sign language, and Itay is never alone at
break.
Learning a new language has taught me more than words. I used to think
that being kind meant smiling at people. Now I know that real kindness
sometimes means making an effort to meet someone halfway. And I gained a
best friend, who still beats me at football.
Exercices
Part A — Understanding the text
Exercice 1
Why did the teacher ask the class to look at Itay when they spoke? Choose the correct answer. (lines 1–5)
Voir la réponse et le corrigé
Réponse : A because he could read lips a little
Exercice 2
Why did Itay sit alone at break during his first weeks? (lines 6–9)
Voir la réponse et le corrigé
Réponse : {{en|Nobody was unkind, but nobody knew how to talk to him: the students smiled and waved and then went back to their own friends.}}
Exercice 3
The writer felt comfortable with the situation in the first weeks.
Voir la réponse et le corrigé
Réponse : Faux · “I felt bad about it”
Exercice 4
The writer and Itay first communicated by typing messages on a phone.
Voir la réponse et le corrigé
Réponse : Vrai · “I took out my phone and typed”
Exercice 5
Itay and the writer have very different senses of humour.
Voir la réponse et le corrigé
Réponse : Faux · “had a terrible sense of humour, just like me”
Exercice 6
Write TWO things the writer discovered about Itay on the trip. (lines 14–15)
Voir la réponse et le corrigé
Réponse : {{en|Any two of: loved football; drew amazing cartoons; terrible sense of humour.}}
Exercice 7
How did the writer learn sign language at first? Give TWO details. (lines 17–21)
Voir la réponse et le corrigé
Réponse : {{en|From free online videos made by a deaf teacher; Ten signs a day / the alphabet first / practised in front of the mirror.}}
Exercice 8
Complete the time line.
Columns: When | What happened
On a school trip to the Galilee — ___
Voir la réponse et le corrigé
Réponse : {{en|the bus broke down, and the writer and Itay wrote messages to each other on the phone}}
Exercice 9
Complete the time line.
Columns: When | What happened
That evening — ___
Voir la réponse et le corrigé
Réponse : {{en|the writer searched online for sign language lessons and started learning}}
Exercice 10
Complete the time line.
Columns: When | What happened
A week later — ___
Voir la réponse et le corrigé
Réponse : {{en|the writer signed "Good morning. How are you?" to Itay}}
Exercice 11
Why did they both burst out laughing? (lines 23–25)
Voir la réponse et le corrigé
Réponse : {{en|Itay answered so fast that the writer understood nothing.}}
Part B — Language
Exercice 12
What do the following words refer to?
“she” (line 3) refers to ___
Voir la réponse et le corrigé
Réponse : {{en|the teacher}}
Exercice 13
What do the following words refer to?
“We” (line 24) refers to ___
Voir la réponse et le corrigé
Réponse : {{en|the writer and Itay}}
Exercice 14
What do the following words refer to?
“he” (line 26) refers to ___
Voir la réponse et le corrigé
Réponse : {{en|Itay}}
Exercice 15
Choose the answer closest in meaning to the word in the text. “properly” (line 17)
Voir la réponse et le corrigé
Réponse : A in the correct, full way
Exercice 16
Choose the answer closest in meaning to the word in the text. “unexpected” (line 27)
Voir la réponse et le corrigé
Réponse : C surprising
Part C — Thinking about the text
Exercice 17
What is the main idea of the text? Choose the correct answer.
Voir la réponse et le corrigé
Réponse : B One student's effort to communicate with Itay changed the writer, Itay and the whole class.
Exercice 18
The writer says that real kindness means "making an effort to meet someone halfway." (lines 32–35)
What does the writer mean? Give ONE example from the text.
Voir la réponse et le corrigé
Réponse : {{en|You do not wait for the other person to come to you; you do part of the work yourself. Example: the writer learned sign language instead of only smiling at Itay.}}
Exercice 19
The writer says that real kindness means "making an effort to meet someone halfway." (lines 32–35)
A new student who does not speak Hebrew well joins your class. Give TWO things you could do to make him or her feel welcome.
Voir la réponse et le corrigé
Réponse : {{en|Personal answer: two clear, good ideas + clear English.}}