Entraînement 3 : Breaking the Four-Minute Barrier

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שאלה על דעת הכותב (What does the writer think…?) נענית לרוב במילות ניגוד כמו however ו־In other words: שם הכותב מבחין בין "הגרסה המקובלת" לבין מה שהוא חושב. בשאלה שמבקשת TWO כותבים שני דברים שונים, כל אחד במשפט קצר.

Nouveaux mots

mile — מייל, מיל (בערך 1.6 ק״מ). athlete — ספורטאי. intense — אינטנסיבי, מאומץ. set the pace — לקבוע את הקצב. unconscious — מחוסר הכרה. announcer — הקריין. barrier — מחסום. determination — נחישות. inspire — לתת השראה.

הטקסט

On a cold, windy evening in May 1954, a twenty-five-year-old medical student stood at the start of a race in Oxford, England. His name was Roger Bannister, and he was about to try something no one had ever done: to run a mile, about 1,609 metres, in less than four minutes. For years, the best runners in the world had come close. None had made it.

Bannister was not a full-time athlete. He trained for less than an hour a day, usually during his lunch break at the hospital where he was studying. Instead of running for many hours, as other runners did, he used short, intense training sessions and studied his own body like a scientist. On the day of the race, two friends, Chris Brasher and Chris Chataway, ran in front of him for most of the distance to set the pace and to protect him from the wind.

With less than a lap to go, Bannister passed Chataway and ran the last part alone. He crossed the line and fell, almost unconscious, into the arms of the crowd. A few moments later, the announcer began to read the result: "Three minutes…" The rest was lost in the noise. The time was 3 minutes 59.4 seconds.

What happened next is the most famous part of the story. Just forty-six days later, an Australian runner, John Landy, broke Bannister's record. Within a few years, many other runners had done the same. Today, top runners run a mile in under four minutes regularly, and even a few high-school students have done it. Why did so many runners suddenly succeed?

A popular explanation is that the barrier was mainly in the runners' minds. According to this version, people had believed that the human body simply could not run so fast, and some even claimed that a runner who tried would be seriously hurt. Once Bannister showed that it was possible, the belief disappeared, and others followed.

Historians of sport, however, point out that this version is too simple. Many runners at the time were already close to four minutes and expected someone to break the barrier soon; Landy himself had run just over four minutes several times. Training methods were improving, and tracks were getting better. In other words, the mental barrier was real, but it was not the only one.

Even so, the story continues to inspire people far beyond sport. Bannister himself, who later became a respected doctor, saw the race as proof of what careful preparation and determination can achieve. Perhaps its real lesson is not that the impossible is easy, but that we often do not know where our true limits are until somebody tests them.

Exercices

Exercice 1

מה התשובה לפי הטקסט? Why was the race in May 1954 important?

  1. AIt was the first race in Oxford.
  2. BIt was the first time anyone ran a mile in under four minutes.
  3. CIt was the longest race in England.
  4. DIt was Bannister's first race.
Voir la réponse et le corrigé

Réponse : B It was the first time anyone ran a mile in under four minutes.

Corrigé :

הפסקה הראשונה: something no one had ever done: to run a mile… in less than four minutes. no one had ever — אף אחד לפני כן.

Vérifier la réponse sur elev — Exercice 1

Exercice 2

שאלה, באנגלית: Give TWO ways in which Bannister's training was different from other runners' training. (paragraph 2)

Voir la réponse et le corrigé

Réponse : {{en|He trained for less than an hour a day, during his lunch break; he used short, intense sessions instead of running for many hours; he studied his own body like a scientist.}}

Corrigé :

המילים Instead of… as other runners did מסמנות את ההבדל. כל שניים מהשלושה מתאימים.

Vérifier la réponse sur elev — Exercice 2

Exercice 3

מה היה התפקיד של Brasher ו־Chataway במרוץ?

  1. ATo win the race.
  2. BTo set the pace and to protect Bannister from the wind.
  3. CTo measure the time.
  4. DTo read the result.
Voir la réponse et le corrigé

Réponse : B To set the pace and to protect Bannister from the wind.

Corrigé :

המשפט אומר במפורש: ran in front of him… to set the pace and to protect him from the wind. to + פועל מסמן מטרה.

Vérifier la réponse sur elev — Exercice 3

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Exercice 4

נכון או לא נכון לפי הטקסט? אחר כך, המשפט מהטקסט שמוכיח. The crowd heard the whole result clearly.

Voir la réponse et le corrigé

Réponse : Faux · “The rest was lost in the noise”

Corrigé :

הקריין התחיל "Three minutes…", ו־The rest was lost in the noise — שאר המילים לא נשמעו מרוב רעש.

Vérifier la réponse sur elev — Exercice 4

Exercice 5

מה פירוש set the pace (פסקה 2), לפי ההקשר?

  1. ATo measure the track.
  2. BTo start the race.
  3. CTo decide how fast the race is run.
  4. DTo stop the race.
Voir la réponse et le corrigé

Réponse : C To decide how fast the race is run.

Corrigé :

החברים רצו לפניו (ran in front of him) כדי שירוץ בקצב הנכון. pace — קצב.

Vérifier la réponse sur elev — Exercice 5

Exercice 6

נכון או לא נכון לפי הטקסט? אחר כך, המשפט מהטקסט שמוכיח. Another runner beat Bannister's time less than two months later.

Voir la réponse et le corrigé

Réponse : Vrai · “Just forty-six days later, an Australian runner, John Landy, broke Bannister's record”

Corrigé :

46 ימים הם פחות מחודשיים. בשאלה כזאת מתרגמים את המספר בטענה (less than two months) למספר בטקסט.

Vérifier la réponse sur elev — Exercice 6

Exercice 7

מה התשובה לפי הטקסט? What is the "popular explanation" (paragraph 5) for the sudden success of so many runners?

  1. AThe race tracks became shorter.
  2. BBannister trained the other runners.
  3. CRunners got better shoes.
  4. DThe barrier was mainly in the mind; once it was broken, others believed they could do it.
Voir la réponse et le corrigé

Réponse : D The barrier was mainly in the mind; once it was broken, others believed they could do it.

Corrigé :

the barrier was mainly in the runners' minds… Once Bannister showed that it was possible, the belief disappeared.

Vérifier la réponse sur elev — Exercice 7

Exercice 8

מה הכותב חושב על ההסבר המקובל?

  1. AThe writer does not mention it.
  2. BThe writer thinks it is completely true.
  3. CThe writer thinks it is a funny story.
  4. DThe writer thinks it is partly true, but too simple.
Voir la réponse et le corrigé

Réponse : D The writer thinks it is partly true, but too simple.

Corrigé :

דעת הכותב בפסקה 6: this version is too simple, ובסוף: the mental barrier was real, but it was not the only one. כלומר: נכון בחלקו.

Vérifier la réponse sur elev — Exercice 8

Exercice 9

שאלה, באנגלית: According to historians of sport, what were TWO other reasons that runners began to succeed? (paragraph 6)

Voir la réponse et le corrigé

Réponse : {{en|Many runners were already close to four minutes; training methods were improving; tracks were getting better.}}

Corrigé :

בפסקה 6 יש שלוש סיבות. השאלה מבקשת סיבות אחרות, לא את המחסום המנטלי.

Vérifier la réponse sur elev — Exercice 9

Exercice 10

נכון או לא נכון לפי הטקסט? אחר כך, המשפט מהטקסט שמוכיח. Bannister later worked in medicine.

Voir la réponse et le corrigé

Réponse : Vrai · “who later became a respected doctor”

Corrigé :

who later became a respected doctor — רופא, כלומר עבד ברפואה. בטענה ובטקסט אותו רעיון, במילים שונות.

Vérifier la réponse sur elev — Exercice 10

Exercice 11

מה המטרה העיקרית של הכותב?

  1. ATo tell a famous story and to question the usual lesson that people take from it.
  2. BTo criticise historians of sport.
  3. CTo teach readers how to run a mile.
  4. DTo prove that Bannister was the best runner ever.
Voir la réponse et le corrigé

Réponse : A To tell a famous story and to question the usual lesson that people take from it.

Corrigé :

שאלת מטרה: מסתכלים על כל הטקסט. הכותב מספר את הסיפור (פסקאות 1–4), מציג את ההסבר המקובל (5), מערער עליו (6), ומציע לקח אחר (7).

Vérifier la réponse sur elev — Exercice 11

Exercice 12

שאלה, באנגלית: The writer says that "we often do not know where our true limits are until somebody tests them". Explain this idea in your own words, and give an example from another field (for example, science, music or your own life).

Voir la réponse et le corrigé

Réponse : {{en|We think that something is impossible only because nobody has done it yet; when one person does it, we see that the limit was not real. For example, people once thought that humans could not fly, and today planes are normal. In my own life, I thought I could not speak in front of the class until I tried.}}

Corrigé :

שאלת חשיבה מסדר גבוה: הסבר במילים שלך (בלי להעתיק את המשפט), ואז דוגמה מתחום אחר. בודקים ששני החלקים קיימים.

Vérifier la réponse sur elev — Exercice 12

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