אנגלית י׳ - הכנה למבחן (11:15)

Teens Learn Powerful Lesson (עמ׳ 8-9) • Flight Dubai • Passive - כל התשובות נשמרות אצלך בדפדפן. בסוף: כפתור ייצוא אחד.

חלק 1 - Teens Learn Powerful Lesson (עמודים 8-9)

זה חומר המבחן מהספר. קודם המילים, אחר כך הטקסט עם מספרי שורות, אחר כך השאלות.

A. WORDS FROM THE TEXT - 24 מילים

הפירושים באנגלית פשוטה (מילוני). בטבלה ללמוד, ובתרגול למטה לבחור את הפירוש הנכון לכל מילה.

to banto officially not allow something
to lose controlto no longer be able to control something
banan official rule that does not allow something
instantlyimmediately
textingsending written messages by phone
to surviveto stay alive
to textto send a written message by phone
to be worth itto have enough value for the effort
news correspondenta journalist who reports news
missionan important goal you work for
to permitto allow
illegalagainst the law
innovativenew and original
culturethe way of life and habits of a group of people
obstacle coursea track with objects you must avoid or pass
efforthard work; trying hard
hazardsomething dangerous
to pass a lawto officially make a new law
constantlyall the time; very often
recentthat happened a short time ago
behind the wheeldriving a car
surveyquestions asked to many people to learn their opinions
to change one's mindto change your opinion or decision
to admitto say that something is true

תרגול מילים - בחר את הפירוש הנכון

B. הטקסט - Teens Learn Powerful Lesson

עם מספרי השורות כמו בספר (5, 10, 15...).

TEENS LEARN POWERFUL LESSON

Georgia and Michigan are the latest states to approve a ban on texting while driving. But are young people getting the message? CBS News correspondent Michelle Miller 5 went to Sardis High School in the state of Alabama to find out. Texting while driving is still permitted in Alabama. And that, she says, is just fine with many teenagers there.

But this week, the teens got a powerful 10 lesson. Sardis High has set up an innovative program to give students a real-world test of the dangers. The students drive on an obstacle course filled with hazards - all while texting. Lauren Tollenson, a student at the school, said 15 that she texts constantly behind the wheel. But after driving on the obstacle course and hitting several obstacles, Lauren changed her mind. "If those [had] been people," she said, "I'd have killed about five."

20 Sadly, not all of the students got the message. Many admitted that they still couldn't stop texting. So Kim and Russell Hurd brought their story to the students, hoping to change their minds. The Hurds' daughter, Heather, 25 26, had been on the way to see her wedding planner when a truck crashed into her car.

The driver was texting and lost control. Heather died instantly. "I'll never be the mother of a bride," Kim said. "I'll never have grandchildren from Heather. It destroyed me." Kim asked 30 the students: "If you {survived}, but you killed someone else, could you live with that? It's not worth it. It's not worth a life."

It's a message the Hurds hope will save others. Ever since their daughter's death, they have 35 been on a mission to make texting behind the wheel illegal. "Each day that these laws are not in place is another day that someone could be killed because of texting while driving," Russell Hurd said. The Hurds are trying to change the 40 culture and get the word out that this could happen to you.

Thanks to their efforts, the Hurds helped pass a new law against texting while driving in the state of Maryland. And although only half of the states 45 in the U.S.A. now have laws that ban texting while driving, there is hope. A recent New York Times survey found that 97 percent of Americans believe that texting while driving should be illegal.

(Information from cbsnews.com, Teens Learn Dangers of Texting-while-Driving)

C. How about you?

After reading the news report, do you believe that texting while driving should be illegal? Explain your opinion.
Model answer: Yes, I believe it should be illegal everywhere. The text shows that "97 percent of Americans believe that texting while driving should be illegal", and Heather Hurd "died instantly" because a driver was texting. A message can wait; a life cannot.

D. שאלות על הטקסט (1-10)

שאלות 1-5 מהספר (עמוד 9). שאלות 6-10 נכתבו במיוחד לתרגול - הן לא בתמונות. לכל שאלה יש תשובת דוגמה עם ראיות מהטקסט.

1. From lines 1-8 we can understand (-).
Correct answer: d. The reporter says texting while driving is permitted in Alabama and "that, she says, is just fine with many teenagers there" - so some American teens text while they drive. (a is wrong: only "half of the states" have such laws.)
2. What does the word "that" in line 7 refer to?
Model answer: "That" refers to the fact that "texting while driving is still permitted in Alabama" - and that is "just fine with many teenagers there".
3. a. CHOOSE YES or NO: The program in Sardis High has been tried in many schools before.  b. Copy a word or phrase from lines 9-19 that supports your answer.
Correct answer: NO. The text calls it "an innovative program" (lines 10-11) - innovative means new and original, so it has not been tried in many schools before.
4. Why do you think that the program worked for Lauren? (lines 9-19)
Model answer: It worked because it was "a real-world test of the dangers": Lauren drove "on an obstacle course filled with hazards - all while texting" and hit obstacles, so she felt the danger herself instead of just hearing about it. That is why she said, "If those [had] been people... I'd have killed about five" and "changed her mind".
5. "Sardis High has set up an innovative program." (lines 10-11) Complete the missing information about the program in the sequence. Base your answers on lines 9-26.
Flow chart: "Laura Tollenson texted constantly behind the wheel." ↓ "Then she (1) ..." ↓ "Laura changed her mind, but some students didn't." ↓ "As a result, (2) ..."
Model answer: (1) Then she drove on an obstacle course filled with hazards while texting, and hit several obstacles. (2) As a result, Kim and Russell Hurd brought their story to the students - their daughter Heather was killed by a texting driver - "hoping to change their minds".
6. What is the Hurds' "mission" (line 36), and what steps do they take to achieve it? Support your answer with TWO details from the text.
Model answer: Their mission is "to make texting behind the wheel illegal". To achieve it they "brought their story to the students, hoping to change their minds", they are "trying to change the culture and get the word out", and "thanks to their efforts, the Hurds helped pass a new law... in the state of Maryland".
7. The text ends with a survey showing that "97 percent of Americans believe that texting while driving should be illegal" (lines 46-48). Why do you think the writer chose to end with this statistic?
Model answer: The statistic ends the report on a note of hope: although "only half of the states in the U.S.A. now have laws that ban texting while driving", public opinion is almost united, so change is possible. It supports the sentence "there is hope".
8. Heather's story is told through her mother's words. Quote ONE sentence of Kim Hurd and explain how it makes the report more powerful than statistics alone.
Model answer: Kim says, "I'll never be the mother of a bride... It destroyed me." A personal quote shows the human cost of one text message, so the reader feels the loss emotionally and not only as a number.
9. In your opinion, would a program like the one at Sardis High work in your school? Give ONE reason based on the text and ONE reason from your own experience.
Model answer: Probably yes. In the text the "real-world test of the dangers" changed Lauren's mind because she experienced the risk herself, and experiencing is stronger than hearing a lecture. From my experience, students remember activities much better than talks, so an obstacle course would make the message stick. (Any reasonable opinion is accepted if supported.)
10. What lesson does the text suggest about how people change their minds? Use the contrast between Lauren and the students who "still couldn't stop texting" (lines 20-22).
Model answer: The text suggests that facts alone do not always change people: Lauren changed her mind only after a personal, real-world experience, while other students "admitted that they still couldn't stop texting". The Hurds understood this, so they used an emotional personal story "hoping to change their minds". People change when they feel the danger or the loss themselves.

חלק 2 - Flight Dubai

הטקסט + Text help מהדף ששלחת, ואחריו דף העבודה המלא (B-E) מהקובץ שהכנתי לך ב-12.10.

Flight dubai

You get on a plane in Dubai knowing that a few hours later you should be at Ben Gurion. Maybe you sleep, watch something or think about getting home. Then the aircraft suddenly plunges thousands of feet. People scream and nobody in the cabin knows why. This was the situation facing more than 170 people, most of them Israelis, on Flydubai flight FZ1073 on September 30, 2026.

What the passengers didn't know was that a violent fight was taking place behind the cockpit door. The co-pilot had attacked Captain Smit Machchhar. Although badly wounded, Machchhar fought back and managed to release the cockpit door. Once it opened, Israeli passengers near the front began to understand what was happening. Tzvika Manes, Yaniv Hayun and Asaf Rajuan moved toward the cockpit.

They weren't soldiers, police officers or members of a rescue unit. Hayun is a plumber and Manes is a bank executive. A few minutes earlier, they had simply been passengers flying home. Now the plane was diving and there was an attacker in the cockpit. Instead of assuming that someone else would deal with the crisis, they moved forward.

The struggle was chaotic. The Israelis helped overpower the attacker and pull him away from the controls. Hayun then faced another terrifying problem: the aircraft itself. He later described pulling back on the controls, trying to stop the dive until somebody qualified could take over. He wasn't a pilot and had never expected to find himself with his hands on the controls of a passenger aircraft. His immediate response was not based on training but on the realization that doing nothing could have devastating consequences.

Other people found different ways to help. Dr. Shota Musayev, an Israeli dentist, treated the seriously wounded captain. Off-duty pilots who happened to be travelling on the flight were brought forward. Once the attacker had been restrained, qualified pilots were able to take control of the aircraft. What had begun as several individual reactions gradually became a remarkable example of cooperation under extreme pressure.

Think about how many factors had to come together at the right moment. The wounded captain had to get the cockpit door open. Passengers had to recognize the seriousness of the situation and be willing to move toward the danger. A medical professional happened to be there when the captain needed treatment. Even more remarkably, trained pilots who were not working on the flight happened to be travelling on that particular aircraft.

The plane was eventually brought under control and made an emergency landing in Tabuk, Saudi Arabia. Only then could the passengers begin to understand what they had survived. They had expected to arrive at Ben Gurion after an ordinary flight from Dubai. Instead, they found themselves in Saudi Arabia after an experience that could easily have had a very different outcome.

Lital Shahar had been travelling with her four daughters. During the frightening moments on the plane, she told them to pray. Afterwards, she spoke about the "miracles" that had taken place: Israelis were there who were prepared to enter the cockpit and fight, and qualified pilots happened to be on board when they were desperately needed. Someone else might interpret the same events differently, pointing instead to courage, quick thinking, professional skill, coincidence or an extraordinary combination of circumstances. Perhaps these explanations do not necessarily contradict one another.

President Isaac Herzog later recommended Hayun, Manes, Rajuan and Musayev for the Presidential Award for Civilian Heroism, praising their courage, resourcefulness and sense of responsibility for others. None of them boarded FZ1073 expecting to become heroes. They were ordinary passengers suddenly forced to respond to extraordinary circumstances. Their actions raise an interesting question: are heroes unusual people, or are they ordinary people whose character is revealed when circumstances demand something extraordinary?

Text help: plunge = fall suddenly • wounded = injured • overpower = defeat using strength • restrain = bring under control • cockpit = area where pilots control the plane

B. VOCABULARY - Match (15)

בחר לכל מילה את ההגדרה הנכונה (a-o).

B. VOCABULARY - Complete (15)

Complete with the words above. Use each ONCE; change the form if necessary.

1. The passengers couldn't simply ______ that the crew would solve the problem.
Answer: assume
2. Their decisions could have serious ______ for everyone on board.
Answer: consequences
3. Under different ______, they might have reacted differently.
Answer: circumstances
4. People may ______ the events as luck, courage or hashgacha.
Answer: interpret
5. Hayun's immediate ______ was to try to stop the dive.
Answer: response
6. The passengers showed ______ courage.
Answer: remarkable
7. The plane was ______ brought under control.
Answer: eventually
8. They quickly ______ how serious the situation was.
Answer: recognized
9. Several ______ contributed to the safe landing.
Answer: factors
10. The ______ could easily have been different.
Answer: outcome
11. They accepted ______ for others.
Answer: responsibility
12. ______ being wounded, the captain continued to act.
Answer: Despite
13. The situation ______ immediate decisions.
Answer: required
14. Doing nothing might have had ______ results.
Answer: devastating
15. Saving the aircraft depended on ______ between several people.
Answer: cooperation

C. THINK ABOUT IT (1-8)

1-4 מהדף שצילמת; 5-8 מהמשך דף העבודה. תשובות דוגמה עם ראיות מהטקסט.

1. At what point did this stop being simply an aviation emergency and become a situation in which passengers themselves had to act? Explain.
Model: It changed when "a violent fight was taking place behind the cockpit door" and "the plane was diving and there was an attacker in the cockpit". From that moment, "instead of assuming that someone else would deal with the crisis, they moved forward".
2. Hayun had no pilot training. Was trying to control the aircraft brave, reckless, necessary, or some combination of these? Defend your answer.
Model: It was a combination of brave and necessary. It was necessary because "doing nothing could have devastating consequences", and brave because "he wasn't a pilot and had never expected to find himself with his hands on the controls of a passenger aircraft". It was not reckless, because he acted "until somebody qualified could take over".
3. Why do you think some passengers acted while others remained in their seats? What makes people react differently to the same danger?
Model: The passengers near the front "began to understand what was happening", so understanding the danger pushed them to act, while others may have frozen or waited for instructions. The text suggests character matters: "ordinary people whose character is revealed when circumstances demand something extraordinary".
4. If every passenger had assumed that somebody else would deal with the crisis, how might the story have ended? What does this suggest about personal responsibility?
Model: The story "could easily have had a very different outcome" - the attacker might have kept control and the plane could have crashed. It suggests personal responsibility is critical: when everyone waits for someone else, nobody acts.
5. The captain opened the door, passengers acted, a dentist was present and off-duty pilots were on board. How might someone who believes in hashgacha explain this? How might someone else explain exactly the same events?
Model: A believer in hashgacha would call them "miracles", like Lital Shahar: the right people "happened to be on board when they were desperately needed". Someone else would point to "courage, quick thinking, professional skill, coincidence or an extraordinary combination of circumstances".
6. Does believing in hashgacha reduce the importance of human courage and responsibility, or can the two ideas work together? Explain.
Model: They can work together. The text says the explanations "do not necessarily contradict one another": the circumstances may be remarkable, but people still had to choose to act - "they moved forward" by their own decision.
7. There is something recognizably Israeli about seeing a crisis and jumping in without waiting for instructions. When is this quality valuable, and when could it become a problem?
Model: It is valuable in an emergency, when fast action saves lives - on FZ1073 the passengers "helped overpower the attacker and pull him away from the controls". It can become a problem when untrained people interfere in situations that need professionals, and make things worse.
8. Were these passengers heroes because of what they did, or did their actions reveal qualities that were already part of their character? Explain.
Model: The text suggests both: "None of them boarded FZ1073 expecting to become heroes", but the crisis "revealed" their character. They were "ordinary people whose character is revealed when circumstances demand something extraordinary".

D. TWO PARAGRAPHS - Write BOTH

1. REAL LIFE AND FICTION - 90-110 words. Think of a fictional story, book, film or character in which someone faces danger or a difficult decision. Compare it with FZ1073.
Tips: Make a real comparison rather than simply retelling the two stories. Answer: What is similar and what is different? Does knowing that FZ1073 really happened change the way you think about heroism?
2. WHAT WOULD YOU HAVE DONE? - 90-110 words. Imagine you had been a passenger on FZ1073. Be realistic - don't simply claim you would have rushed forward.
Tips: How do you think you would have reacted when the plane began to drop? What might have stopped you from acting? What do you hope you would have done? Try to use conditionals naturally (If I had been there, I would have...).

E. MINI-INVESTIGATION - CHOOSE ONE

Use THREE different online sources. Record the source and evidence; do not copy and paste.
OPTION 1 - SAME EVENT, DIFFERENT HEADLINES: How did different news sources present the Flydubai incident? Compare 3 headlines (words like attack, incident, dispute, hijacking, alleged, hero). Conclusion 100-120 words.
OPTION 2 - THE "FALSE FLAG" CLAIM: Why did some people online claim the incident was a "false flag", and is it supported by reliable evidence? Find 3 examples, compare with reliable reporting. Conclusion 100-120 words. Do not copy antisemitic insults or abusive comments - describe them in your own words if relevant.
Your conclusion (100-120 words) + the 3 sources you used:

חלק 3 - GRADE 10: ADVANCED PASSIVE PRACTICE

דף העבודה שהדבקת בצ'אט, כולו, עם תשובות נכונות להצגה. כתוב את התשובה שלך לפני שאתה מציץ!

חלק 4 - תרגול Passive נוסף (נכתב במיוחד)

10 משפטים נוספים להפוך ל-passive, באותם נושאים כמו הטקסטים. תשובות נכונות מצורפות.

העתק את כל הטקסט ושלח לי בצ'אט: