4 Loud and Clear - dqt7m27rg71w0.cloudfront.net · D The students answer reading comprehension...

Loud and ClearThe students are assessed on a variety of tasks. The chart below shows tasks and activities for

assessment according to domains and benchmarks.

4Domains and Benchmarks

SocialInteraction

Access toInformation

Presentation Appreciation of Language, Literature and Culture

SPEAK UP! Prepare and present an interview.( Student’s Book, page 92)

Assessment Chart:Teacher’s Guide, page 127

• interact for a wide variety of purposes, such as persuading, discussing and group decision making

• follow the development of an argument in a range of texts and use this knowledge as needed

WRITE IT! Write an opinion essay. ( Student’s Book, page 93)


• react in depth to the content of something read, seen, or heard using the appropriate higher-order thinking skills for this level

• review and edit presentations based on feedback from peers / teacher

SPEAK UP! Role play a dialogue. ( Student’s Book, page 99)


• interact for a wide variety of purposes, such as persuading, discussing and group decision making

SPEAK UP! Express your opinion about mixed sports competitions. ( Student’s Book, page 104)


• express ideas and opinions, providing in-depth explanations

• engage in conversations on a wide range of general topics, such as social and global issues, using language to suit context, audience and purpose

SPEAK UP! Give a speech nominating an actor or actress for an international award. ( Student’s Book, page 111)


• express ideas and opinions, providing in-depth explanations

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Discuss the title of the unit, “Loud and Clear”. Elicit the meaning of the expression, which the students learned along with other expressions with and, or and by. The theme of this unit is that everyone has a voice. The emphasis is on speaking up and speaking out and making change. The unit introduces several historical events that have had an effect on society and humanity as a whole, focusing on individuals who have made their voices heard and made a difference.

Have the students look at the pictures and read the captions. Ask them what emotions they feel.

POSSIBLE ANSWERS Some of the pictures evoke shock and anger, some evoke pride and some make you feel sad and ashamed.

Point out to the students that they will be reading or hearing about these topics in the unit.

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PART 1 STAND TALL

Draw the students’ attention to the title, “Stand Tall”, and to “Your Goals” which state the objectives of Part 1. Explain that the activities in this part of the unit are designed to enable them to achieve their goals.

The students will read about historic figures who made social change possible and will prepare questions for an interview with one of these figures and express their opinions orally and in written formats.

READINGIn this section, the students read about two Americans who changed the history of America.

A This exercise introduces Ruby Bridges. Have the students look at the pictures of Ruby Bridges and answer the questions. The purpose of the introductory questions about the photos is to give the students some general background of the history through pictures and the media. Answer the questions together as a class.

Explain that up until 1960 schools in the U.S.A were segregated, which meant that white and black children learned in separate schools.

In discussing the differences between the pictures, you may ask the students why they think the painter introduced elements into the painting that are different from the news photo. Ask what they might represent.

You may share the background information about Norman Rockwell with the students.

Background Information

Norman Rockwell was a 20th-century American author, painter and illustrator. His works have a broad popular appeal in the United States for their reflection of American culture.

POSSIBLE ANSWERS1. Similarities: Ruby Bridges appears in all of the pictures. / Both the pictures on page 89 show Ruby

walking to school escorted by policemen (federal marshals). Differences: On page 88 the photo is a scene from a movie. On page 89 there is a black and white

newspaper photo and a painting by Norman Rockwell. In the painting the men’s faces aren’t shown, but in the newspaper they are. The direction of the walking is different in each.2. The headline in the newspaper refers to the day in November 1960, when Ruby Bridges, a black girl,

attended a public school in the South of the U.S.A. She was the first child to do this, symbolizing the end of segregation.

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3. The painter may have wanted us to focus on: - the little girl, who is the most important person in the painting - the word which is written on the wall behind her. The word had to have been written by a white

person who was racist. Point out that this word is completely unacceptable in writing or in speech. - the fact that we can’t see the faces of the men walking with the girl - the tomato that was thrown, which looks like blood

B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.

Draw the students’ attention to the “Words You Know” box. Explain that these words can help them figure out the meanings of new words, by looking for words in the same word family.

See Teaching Suggestions for Vocabulary in the Introduction to this Teacher’s Guide.

1 The students find synonyms in the new words list for the words listed. Remind them that synonyms are words with similar meanings.

ANSWERS 1. transform 4. ban 2. segregation 5. major 3. mob 6. poverty

2 The students look for words with positive meanings, negative connotations, and words that can be both. Have them write three columns in their notebooks and complete them with the words they find.

POSSIBLE ANSWERS Positive: vote, contribution, freedom, justice, rights, equal, major, non-violent, civil rights Negative: ban, injustice, mob, poverty, protest, protestor, racism, segregation Both: transform, slogan

C In this exercise, the students read facts about Ruby Bridges as a young girl and an excerpt from a speech she gave as an adult in 2011.

See Teaching Suggestions for Reading in the Introduction to this Teacher’s Guide.

ANSWERS1. In 1960, school segregation was banned by law. 2. She was one of the first children to attend an all-white school after the law against segregation was

passed. Also, she founded the Ruby Bridges Foundation which promotes tolerance and respect for all people.

Suggestions:• Encourage the students to look online for other quotes.• Have the less-advanced students read the facts and answer questions 1 and 2 before they read the

speech and answer question 3.• The speech is available online; the students can hear Ruby Bridges deliver this part of the speech.

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D The students answer reading comprehension questions. To answer the first question, the students integrate the information from the facts about Ruby Bridges and the excerpt from her speech. Point out that the answers to questions 2 and 3 can be found in the speech.

ANSWERS1. c2. b She not only taught me, … 3. judge a person by the color of his skin

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E The students have the opportunity to discuss how Ruby must have felt when she saw the mobs outside the school and when she saw her teacher. The purpose is to have the students infer how Ruby felt based on the situation. They discuss her feelings in those two dramatically opposed situations. Tell them to use the vocabulary for Inferring Feelings to help them discuss the answers to the questions. Read the questions together and make sure they are clear before the students begin this speaking activity.

Suggestions:1. Have some of the students share their feelings with the rest of the class.2. Read the poem “The Road Not Taken” by Robert Frost. There are connections that could be

made between the poem and the story of Ruby Bridges. She followed a path that has made a huge difference in her life. (Though the choice was her parents’, it nevertheless had an impact on her life and on the lives of others until today.)

Suggestions for less-advanced students: You can write some of these possible answers on the board or use them to help the students express themselves in English:I think Ruby felt frightened when she saw the mob in front of her school. She was just a little girl. She was probably scared of all the shouting and screaming. I have no doubt that Ruby felt relieved when she saw her teacher at school. She was the only one that showed her kindness during this difficult time.

F This activity introduces Martin Luther King, whom Ruby mentioned in her speech. Have the students read facts about his life and an excerpt from his famous speech, “I Have a Dream”. While they read, the students focus on what they think King’s greatest contribution was.


Accept all logical answers that the students can justify.

Suggestion: Find an excerpt of Martin Luther King’s speech on YouTube and play it for the students so they can hear him speak.

G The students answer the questions according to the speech they have read. Answer the questions with the students. First have them find the quotes in the speech and then help them to rephrase those ideas in their own words.

ANSWERS1. Martin Luther King’s dream was for people of all races and colors to be treated as equals. He

dreamed that one day people would not be judged by the color of their skin.2. He describes Mississippi as a state “sweltering with the heat of injustice and oppression”. He predicts that even Mississippi will be “transformed into an oasis of freedom and justice”. In other

words, even the state with the most racists will turn into a state where all people can be equal.

H The purpose of this activity is to allow the students to get a better understanding of the facts about the two personalities they read about. This activity integrates the facts presented about Ruby Bridges on page 89 and the facts about Martin Luther King on page 90. Point out to the students that to answer the questions they will need to refer to both sets of facts.

Have the students read out the facts that support their answers.

ANSWERS1. True2. False – There is a federal holiday for Martin Luther King.3. False – Ruby Bridges lived in Louisiana and Martin Luther King lived in Georgia.4. True

I The students now discuss issues raised by reading about these two people and reading the words they actually said in their speeches. The purpose is to take what they’ve learned about history and apply it to the present day.

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Accept all possible answers. Some of the discussions will be controversial, so make sure that the students speak in English in spite of their passion and eagerness to state their case. Do this by walking around the room and providing expressions they may need. In addition, make it clear that each student has the opportunity to express themselves and be heard, whether others agree or not.

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VOCABULARYIn this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A The students demonstrate understanding of the new words in context by matching the beginnings to the endings of the sentences.

ANSWERS1. e 2. c 3. b 4. a 5. d

B The students use the new words to complete the sentences. Point out that there are more words than they need to make the exercise more challenging.

ANSWERSa. vote d. povertyb. character e. justicec. contribution

C This exercise provides an opportunity for the students to discuss equal right of different groups using the new words.

1 In pairs or groups, they choose a topic and discuss how the rights can be improved.

2 The students write down at least three of the ideas they came up with and then share them with the class.

Suggestion for less-advanced students: Tell the students to look at each new word and try to use it to talk about the rights of the group they chose. This will give them focus. Tell them that if they can’t use a word, they should move on to the next.

SPEAKUP! Prepare and present an interview.

This task offers an opportunity for speaking. It brings the past and present together. Point out the current photo of Ruby Bridges, the girl they read about.

Go over the guidelines with the students. Explain that they are going to prepare questions for an interview with Ruby Bridges. Point out that they will also express thanks to her for her contribution. The students role play the interview: one student plays Ruby and the other plays the interviewer.

In addition, point out the list of useful phrases “Expressing Thanks” and make sure the students know what they mean. Encourage the students to use them in their interviews.

Refer the students to the checklist for this task on page 172. Explain that the checklist will help them stay focused as it reminds them what they need to do and gives the criteria by which their work will be assessed. You may share the photocopiable assessment charts on page 127 of this Teacher’s Guide with the students. These charts may be used for ongoing and summative assessment.

Suggestion for less-advanced students: Review the forms of Yes/No and Wh- questions in the Grammar Appendix, page 153, to help the students prepare their questions for the interview.

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WRITING An Opinion Essay

The student learned how to express their opinion in writing in Unit 2, on page 53. Now they are going to write an opinion essay, following an outline and organizing their thoughts into paragraphs.

Read the teaching box about an opinion essay with the students. Emphasize that it is important to organize their thoughts into paragraphs and express why.

A The purpose of this opening exercise is for the students to discuss an issue by answering specific questions. The process of answering questions helps them to formulate their opinions.

B This exercise presents the students with an outline for an opinion essay. Read through the outline together, focusing on what each paragraph is about. Then read it again, focusing on what each paragraph will include.

Go over the list of Expressions on the side and make sure the students understand them. Then have the students decide which set of expressions go in each paragraph. This exercise will help them make the connection between the function of the group of expressions and the function of the paragraph.

ANSWERSParagraph 1 – bParagraph 2 – aParagraph 3 – c

C In this activity, the students write the skeleton of an essay, by producing the first sentence for each paragraph. They write about the issue they discussed in exercise A so that they have already formulated and stated their opinion.

WRITEIT! Write an opinion essay.

This task offers an opportunity for writing and is the culmination of Part 1.

Read the quote with the students and ask them what it means.

Go over the guidelines with the students. You can brainstorm with the students for additional provocative topics. They should be something based on a rule or law they think is unfair and that should be changed.

The students write the essay following the outline and using expressions from exercise B. Point out the list “Expressing Strong Opinions” and make sure the students know what they mean. Encourage them to use them in the essay.


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PART 2 WE WILL LEARN

Draw the students’ attention to the title of Part 2, “We Will Learn”, which is a slogan meaning: every child has the right to an education. The students will read about a young girl who fought for the right to go to school.

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Point out “Your Goal” which states the objective of this part of the unit. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will role play a conversation with parents about a friend who wants to drop out of school. They will use convincing arguments, relating to what they have learned from Malala’s story, as well as new words.

READINGA This part of the unit opens with an introduction to the theme of children’s right to education. The

shocking statistic represents the fact that in many countries around the world, children and teenagers do not or cannot or may even be forbidden to attend school.

Encourage discussion about the possible reasons that this may happen: war, poverty (families who send the children out to work), instability in the country, the influence of crime and drugs, etc. Focus first on global reasons, although the reasons one teenager may decide to drop out are also relevant.

Then discuss the reasons that education is important. Again, bring the discussion to global issues, emphasizing a nation’s need to educate its youth.

B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks to use for reference while reading and while completing the exercises in the Vocabulary sections.


Point out that the students are going to read a timeline about the life of a teenage activist. Before they read, the students are introduced to the new words. They look at the words on the side of the page and use them to predict information about the teenager, namely the difficult life she had as a child and what she believes in.

Accept all answers the students can justify.

Review the concept of “word families”, introduced in the Vocabulary Builder on page 84. Read the box about Word Families together, reminding the students, or eliciting from them, that words from the same families have similar meanings. Emphasize that they can figure out the meaning of a new word by looking for a familiar word in it. Go over the list of words and have them find the new word that is in the same word family. For example: active – activist. Remind them that the new words are listed by part of speech. They can then use these pieces of information to figure out the meaning of the new word.

Suggestion: Remind the students what they learned about noun endings: nouns often have suffixes such as -ment, -tion, -ion. Have them point out the nouns with these endings.

C The students now read the timeline and see if their predictions are correct. They find out how Malala’s childhood was difficult and what her beliefs are. Ask them to write the answers to these questions in their notebook while they read.


ANSWERS1. Her childhood was difficult because she was very frightened living under the Taliban. / She was not

allowed to get an education. / She was threatened with death. / She was shot. 2. She believes in equal rights – that everyone has the right to an education.

Suggestion: The students may listen to Malala’s speech online on YouTube.

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D The students demonstrate their understanding of the timeline by answering comprehension questions in their notebooks.

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ANSWERS1. a. that women belonged at home b. to give his daughter an equal opportunity to get an education2. a, c3. She wrote a blog for the BBC. / The New York Times produced a documentary about her.4. shot her in the head; survived5. She spoke at the United Nations.6. a. she would be killed b. to speak up

Suggestion for less-advanced students: Have the students read the questions and make sure they understand them. Then, working together as a class, have them locate the word (keyword) in the questions that will help them find the date in the timeline that gives the answer. 1. 1997 (father)2. 2007-2009 (took control of Swat)3. 2007-2009 (media = BBC, The New York Times)4. 2012 (2012)5. 2013 (the age of 16 = 16th birthday)6. 2014 to Present (in her speech)

E In this exercise, the students integrate the information by matching a title to the time period that it fits. To help them, point out that they can use the keywords from the headings to find the correct information in the timeline such as terrorists, take control, survival, activist and award.

ANSWERS1. 2007-20092. 20123. 2014 to Present

F The students have the opportunity to speak about issues raised by the timeline in pairs or small groups. The issues are controversial, so make sure that the students stay on topic and give examples to support their opinions. Walk around the class and make sure that in each group, each person has a chance to express his or her opinion without interruption.

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VOCABULARY In this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A 1 This exercise focuses on the connotation of words. Many of them are quite powerful. The purpose of this exercise is for students to understand that a word can invoke strong feelings in addition to its literal or primary meaning. Have them explain their decision for each word.

POSSIBLE ANSWERS Positive: potential, human rights, determined, equal opportunity, make a difference Negative: shoot, forgotten, kill, terrorist, take control of

2 The students write sentences with at least five of the words demonstrating that they have understood their connotation.

B The students use the new words in the context of dialogues. They complete the dialogues with the new words.

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ANSWERS1. surgery 4. ban2. critical condition 5. activists3. rehabilitation 6. campaign

C This exercise provides statements about education that are meant to be controversial; the students complete the statements and then discuss which of them they think educational activists would agree with. Elicit from the students that an education activist is someone like Malala, who campaigns for the right of every child to have an education.

ANSWERS1. forgotten 5. take control of2. equal opportunities 6. generations3. publicly 7. treatment4. human rights 8. voice

D In this speaking exercise, the students answer the questions in pairs, demonstrating their understanding of the new words in context.

Accept all logical and grammatically correct answers.

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GRAMMAR Reported Speech

Read the information in the teaching box together with the students and explain when and why we use reported speech. Ask the students to give examples of situations when people might use reported speech.

Suggestion: To demonstrate the use of reported speech, do this activity in class:

Every student sends a voice message to a friend. Tell them what tense to use in the message so that you can control the use of tenses one at a time. Then, wait a few minutes to let all the students listen to their messages. Call on the students to report what the message said: the student stands up and answers. Check that the answer is grammatically correct. You can let the class hear the messages if you hook up the phone to a speaker in the class.

Refer the students to the Grammar Appendix on page 162 for explanations in Hebrew and Arabic and a table with examples that show the changes in tenses.

A The purpose of this exercise is to present sentences in both direct and reported speech so that the students become aware of the changes necessary when reporting a direct quote. The students match the sentences in direct speech to those in reported speech and explain what changes.

Do this activity with the class so that the students understand the changes.

ANSWERSChanges in all sentences: No quotations marks. We add the word that after said or use the words told + someone + that. 1. d The pronoun changes from you to she. The verb changes from Future Simple to Future Past.2. a The verb changes from Present Simple (is) to Past Simple (was). Me changes to her.3. b The pronoun changes from I to she. The verb changes from Past Simple (decided) to Past Perfect

(had decided).4. c The pronoun changes from I to she. The verb changes from Present Progressive to Past

Progressive.

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B In this activity, the students read what people are saying (in direct speech) and then complete the sentences in reported speech with the correct tense.

ANSWERS1. d was, would miss2. c had given3. b appreciated4. a was looking for

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Go over the grammar teaching box with the students. Explain that we can report questions, both Yes/No and Wh- questions, and also orders or requests. Read the examples and point out the forms.

Ask the students to name the tenses of the verbs in bold and point out the changes from Direct to Reported Speech, first focusing on Yes/No questions, then Wh- questions and finally on orders or requests.

Refer the students to the Grammar Appendix on page 162 for explanations in Hebrew and Arabic and further examples.

C In this exercise, the students practice using reported speech by completing the sentences. Point out that a reported question does not end in a question mark.

ANSWERS1. was going to see the movie about Martin Luther King2. not to jump into the pool3. donate those books to the public library4. he had heard Malala’s speech 5. he was studying about problems in other countries6. to show him (or her) his driver’s license

SPEAKUP! Role play a dialogue.

This task offers an opportunity for speaking and for assessment of social interaction.

The purpose of this speaking task is to discuss the importance of staying in school in an authentic situation.

Go over the guidelines with the students. Point out that this task should be done step by step. Go over the structure of the dialogue, explaining that the parent’s comments stay the same, but they are to write the responses to those comments or questions.

Go over the list of words called “Reporting Feelings” and make sure they know what they mean. Explain that these expressions will help them in the task.

The students sit in pairs and practice role playing the conversation, taking turns being the parent and “You”. During this preparation stage, walk around the class to make sure that they are using reported speech correctly.


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PART 3 MAKING A DIFFERENCE

Draw the students’ attention to the title of Part 3, “Making a Difference”. This section deals with the progress of women in the world of sports over the years. It also tells the story of a special woman who made a difference by changing the triathlon experience for women in Israel.

Point out “Your Goal” which states the objective of Part 3. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will be able to express their opinions about mixed sports competitions.

A The purpose of the opening task is to introduce the topic of women in the Olympics. Deciding if these sentences are true or not will get the students thinking about the events that they will read about in the timeline.

The students read the statements and guess if they are fact or fiction. They may write their guesses in their notebooks. The students will discover the answers in the next exercise.

B The students read the timeline to check their answers. This activity provides the opportunity to read for specific details. Point out that the students are looking for differences between the statements and the real facts.

ANSWERSNone of the statements in exercise A are true.1. In the Olympic Games in 1900, about 2.2% of the participants were women.2. Women were allowed to participate in Olympic basketball from the year 1976.3. Women and men did not always participate in the same events.4. In 2014, 40% of the participants in the Olympic Games were women.

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C The students express which facts about women and the Olympic Games surprised them. Make sure they explain why they were or weren’t surprised.

D The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list on page 100: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.

Have the students answer the questions, scanning the list of new words.

ANSWERS 1. bring out the best להוציא את המיטב / يخرج الشيء األفضل

made up of מורכב מ- / يتكّون من

pass away למות / يموت، يتوّفى

realize (their) potential למצות את הפוטנציאל )שלהם( / يحّققون قدراتهم

take over להשתלט על / يسيطر على

take part in להשתתף ב-, לקחת חלק ב- / يشارك في، يساهم في

2. uncover לחשוף, לגלות / يكشف 3. -ing, -ful, -al

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E Direct the students’ attention to the information about the women’s triathlon. They read the information and answer the questions below.

You may point out that the word triathlon comes from the Greek word tri-, which means three, and the Greek -athlon, which means contest. The students may have heard of a decathlon or a biathlon, consisting of 10 or two sports respectively.

ANSWERS 1. swimming, biking / cycling, running2. No, it’s also for girls from the age of 8.3. the Olympic triathlon4. the Popular triathlon

Suggestion: Point out that many words in English are “borrowed” from Latin, Greek, French and even Hebrew words. For example:In Latin, annus means year. In English we have the words annual and anniversary.French words in English include café and brunette. Hebrew words include halleluyah and yovel, which is jubilee in English.

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F The students read about Susie Dvoskin and find out how she made a difference. While they read, have the students write down in their notebooks all the things Susie accomplished in her life.

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G The students answer reading comprehension questions about the article.

ANSWERS 1. b2. No: challenging (line 13)3. convinced her mother to participate / was 19 years old4. Any two of the following: It was a great success the mother-daughter team was so excited about their achievement that they created the slogan, “Every Woman a Winner!” Following that race, Susie and Tamar became even more passionate about triathlons.5. took part / participated in a triathlon

H The students complete a graphic organizer that will help them organize the order of events in paragraph 4.

ANSWERS 1. suggested that the next race be dedicated to the memory of Tamar2. took over the planning and organization of the event

I In this speaking activity, the students discuss the impact Susie has had and what we can learn from her.

POSSIBLE ANSWERAll women should believe in themselves and their abilities, no matter how old they are. / Every person can make a difference. They may organize an event, or they may be a role model just by being passionate about something and following that passion.

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A The students select the correct word to complete each sentence.

ANSWERS1. b 2. c 3. a 4. a 5. b 6. c 7. c

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B The students demonstrate understanding of the new words in context, completing the sentences so that they are true for them.

Accept all logical and grammatical correct answers.

C This exercise focuses on word families. Review the idea of word families with the students, especially why it is helpful to learn families of words. Go over the list of words with the students and make sure they know what they mean and what part of speech each is. The words in color are new words in this part of the unit. The students write sentences for each of the words listed, showing they know what they mean and how they work in the sentence according to their part of speech.

SPEAKUP! Express your opinion about mixed sports competitions.

This task offers an opportunity for speaking and is the culmination of Part 3.

This speaking task encourages the students to express themselves orally about sports; specifically, the pros and cons of doing mixed sports (men and women competing against each other).

Go over the guidelines with the students. Make sure they understand them.1. The students relate to reasons for and against separate competitions. They may talk about the fact

that women and men are physiologically different and should therefore compete separately. They can claim the opposite and say that all people should have an equal opportunity to compete against each other. They may talk about just feeling more comfortable competing against people of their own sex, relating to religious restrictions, etc.

2. The students express their opinion about how they prefer to compete and explain why. 3. Point out the list of expressions “Giving Your Point of View” and make sure the students know what

they mean. Encourage them to use them when expressing their opinion.


POSSIBLE ANSWERSAs a woman, I personally prefer to compete against women only. I think that women have different strengths and weaknesses than men and we should be judged only according to women’s abilities.

It seems unfair to me to have separate competitions because I think that all people, men and women, have the ability to reach the same speed in a sports event, such as a race or a triathlon.

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PART 4 THE KING’S SPEECH

Draw the students’ attention to “Your Goal”, which states the objective of Part 4 of the unit. Explain that the activities in this part of the unit are designed to enable them to achieve their goal. The students will make a presentation in which they nominate their favorite actor or actress for an Oscar. They will be using vocabulary they’ve learned in the unit.

LISTENING In this listening passage, the students listen to a talk about public speaking – why people are afraid of it and how to be prepared and confident in order to speak in public.

A In the opening exercise, the students give reasons for why they think people are afraid of public speaking. The question is deliberately not directly at them personally, so that they can speak more objectively. Emphasize that just about everyone is afraid to speak formally in public, let alone in a foreign language.

Suggestion: The following are ideas to get the discussion started. Write them on the board, and ask the students if they agree:- fear of being embarrassed - fear of forgetting what you wanted to say- fear of sounding foolish- fear of boring the audience

B The purpose of this pre-listening activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.


1 The exercise introduces the speaker and explains that he gave a talk to high school students. Have the students use the dictionary to find and check their answers.

ANSWERS 1. address (Point out that the word is listed as a verb and show the students how it is pronounced

differently than the noun; it can also have a completely different meaning as a verb and noun.) Verb: He addressed the crowd.

Noun: Two meanings: He gave a wonderful address last night in front of a huge crowd. / What is your address?

capture (screen capture) practice (basketball practice) recall (total recall) 2. recall (Remind the students that they learned about the prefix re- in the Vocabulary Builder for

Unit 1.) 3. Possible answers: call, lie, memory, convenient, previous, public, speak, prepare

2 The students use the new words to focus on the topic of the talk: fear of public speaking.

POSSIBLE ANSWERS avoid, practice, audience, brief, sneak out

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C The students listen to the talk and decide if the sentences are true or false. Explain to the students that they are listening for the main points that Mike makes in his talk. Go over the sentences together before playing the recording. Ask the students to explain their answers.

See Teaching Suggestions for Listening in the Introduction to this Teacher’s Guide.

LISTENING SCRIPT

Good afternoon students! It’s so great to be here today. Let me ask you a question. Do you like to give speeches in public? If the answer is yes, raise your hand. Mmm, I can count about 10 hands that just went up, out of an audience of about 80 students. That’s what I thought – most people would rather avoid public speaking if they could. It may surprise you, but at your age I was no different. In fact, I used to be so nervous about public speaking that on days when I was supposed to give a speech, I’d conveniently wake up with a fever. Or, I’d somehow miss my bus, and well, oops, the lesson had already ended by the time I arrived. I became an expert at sneaking out of public speaking.

You know, it was actually Mark Twain who once said, “There are two types of speakers: those who get nervous and those who are liars.” I must admit, I completely agree with him. It’s natural to be nervous, but I have learned that there are ways to reduce the level of anxiety that you feel. The most important is to be well prepared.

So how do you go about preparing a memorable speech? First, you need a great opening! If you recall, I began my talk today with a question. This is a useful technique that gets the audience interested and lightens up the atmosphere. You may also want to begin your speech with a short joke. These openings help you relax as a speaker, because you feel that you’ve created a connection with your audience.

After deciding on a good opening, you can proceed with writing the body of the speech. Ask yourself the following questions: First, is what you’re about to discuss relevant to the audience you’re addressing?

Second, is the topic about something that you truly care about? If you can answer yes to these questions, then begin adding the information that is necessary. Remember to use facts and even anecdotes – little stories that demonstrate your point.

Till now, I’ve addressed the structure of the speech. But how you deliver your speech is also important. Remember, every speech is a little bit like a story, and your goal is to capture the imagination of your audience. You don’t want to talk too quickly or too slowly, so find a balance. It’s often helpful to use slides to present your ideas, but do not just read the slides out loud to your audience. Your job is to tell the information, not read it.

Previously, I mentioned the importance of being well prepared. That brings me to my next point. You may be required to speak about a topic that you are less familiar with. You might even be asked to speak in a language other than your own. That’s exactly what happened to me when I was asked to deliver a speech in French to students living in Quebec. Luckily, I read my speech to a French-speaking friend before getting up on stage. He corrected my mistakes. If I hadn’t prepared in advance, I’m sure I would have gotten some strange looks from my French audience.

Remember that all good speakers were not born good speakers. They practiced for hours and hours. After 20 years of public speaking, I still memorize my speeches and then record them on video to see what I need to improve.

And now ... I am going to follow Franklin D. Roosevelt’s advice. About speaking in public, he said, “Be sincere, be brief and be seated.” Thank you for having me! I hope my words have made you more confident about learning how to speak in front of others.

ANSWERS 1. True 4. False2. False 5. True3. True

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D The students listen to the speech again and answer the questions. Make sure they read the questions first to make sure they know what they mean. Elicit the meaning of the expression short and sweet (question 5) which they learned in the Vocabulary Builder on page 85.

Suggestion for less-advanced students: Play the speech a third time, pausing the recording in order to focus on sentences that help them answer the questions.

ANSWERS1. about ten students raised (put up) their hands 2. c 3. c4. a, d 5. One of the following: he memorizes his speeches / he records them on video6. b

E In this speaking activity, the students have the opportunity to discuss the subject of public speaking with the guidance of the questions. Point out that questions 1 and 3 require inference. Explain that the answers are not stated explicitly by the speaker. Make sure the students explain their opinions and give reasons or examples in their discussions.

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A In addition to demonstrating comprehension of the words’ meanings, the students are exposed to how the words collocate in a sentence. The students give two examples for the new words.

You may choose to do this exercise as a class, or have the students answer separately, writing answers in their notebooks and then sharing their answers. Have the students explain the answers they gave.

Suggestion: These are possible answers that you can use to get the students thinking or keep the discussion going:1. sports / household chores2. moments in photographs / animals / people / audiences3. a trip / a test / an interview4. stores / cultural centers / malls / pizza stores / banks5. for school / for a job / to boost confidence / to take a stand / to speak up and give a message to others6. weddings / bar / bat mitzvah / birthdays / anniversaries

B In order to use the new words in a meaningful context, the students complete the dialogue using the words given.

ANSWERS1. well prepared 6. reduce2. familiar with 7. sincere3. confident 8. audience4. address 9. brief5. recall

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C In this open-ended activity, the students use the words they’ve learned to produce questions of their own for Mike.

Accept all logical and grammatically correct questions.

Suggestion for less-advanced students:• Go over the structure of Wh- and Yes/No questions with the students using the Grammar Appendix on

page 153.• Write some or all of these questions on the board as a springboard. Alternatively, write the beginning

of the questions (not in italics below) and have the students complete them.What is the most memorable speech you’ve given?When you forget lines in your speech, how do you proceed?Are there other tips for preparing a speech?Who do you prefer to address – younger or older audiences?

PAGES 108-109

READINGIn this section, the students read a review about the movie The King’s Speech.

A The opening activity introduces the theme of the text: the king of England had a bad stutter and he was forced to address the nation as king. This is a very dramatic example of fear of public speaking, but the king had no choice. The students are asked what they would do in this situation.

B The purpose of this pre-reading activity is to introduce the new words. Make sure the students know the meaning of the words in the list: Have them look up the new words in the dictionary and make a list of the new words and their meanings in their notebooks, to use for reference while reading and while completing the exercises in the Vocabulary sections.


The students categorize the words by what the words can describe: the king, and the movie about him. Point out that the word crisis has an unusual plural form. This is because it comes from the Greek word and retains that plural form.

POSSIBLE ANSWERSThe king: overcome, rule, determination, effort, speech, stutter, throne, dignified, intense, can’t help, in spite ofThe movie: portrayal, authentic, award-winning, entire, intense, speechless, swept away

C Before they read, the students are asked to focus on the title and think about what kind of voice a leader must have and why. The question can be taken literally (a loud voice, a clear voice, a strong and confidence voice, a leader must be a good speaker) and figuratively (confidence, qualities of leadership). Encourage discussion about what kind of figure a leader must be and how important it is for a leader to be heard.

D Go over the definition of setting with the students. They may be familiar with the concept from stories they have read. Point out that the setting is when and where the events in a movie or book take place. The setting is significant to the movie.

Have the students look at the dates and names of people and places in the movie to answer this question. Elicit that they can scan for important names and places by looking for capital letters.

The students read the review.


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ANSWERS 1 time: The setting is the late 1930s, the time when Nazi Germany invaded Europe.

place: The movie takes place in Britain.

2 The setting is important because King George VI was forced to become king and, as the leader of the nation in time of war, had to be able to address the nation.

Suggestions:• The students who are interested can go online, individually or in groups, and find out more about

how King George VI became king and the abdication of his older brother. Have them share the information with the class.

• Before reading, review with the students the genre of a movie review by asking what they expect to find in a movie review. Remind them that they read a review of the documentary about Alice Herz Sommer in Unit 2.

POSSIBLE ANSWERS the plot a few details about the main character/s in the movie the problems that the hero of the movie faces the reviewer’s opinion of the movie and the actors / acting how the movie made the reviewer feel how popular the movie is

E The students demonstrate their understanding of the text by answering the comprehension questions.

ANSWERS1. b2. wasn’t able 3. award-winning movie, audience is swept away4. 1. the battle against the Germans 2. his inner battle against his fear of public speaking5. Eighty-two sessions is a lot of therapy. The writer is emphasizing how much intense therapy was

needed. The King had to work long and hard in order to improve his speech. It took lots of time and effort. There are no quick or simple fixes, even for a king.

6. 1. The king was able to give his famous speech of 1939 and address the nation. 2. The king and Logue formed a close friendship that lasted for the rest of their lives.7. They both had a stutter when they spoke / stuttered / spoke with a stutter.8. has strengths and weaknesses like all other people9. The reviewer thinks the power and the intensity of the movie affect the viewers deeply.

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F In this speaking activity, the students have the opportunity to discuss the importance of public speaking. Point out that the theme of this unit is “Loud and Clear”. The students have read excerpts of famous speeches and listened to a talk about public speaking. They have read about how a king overcame his difficulties in speaking. 1. The students discuss why public speaking is important. 2. The students discuss whether students should be forced to give presentations or speeches. 3. This question is significant because it should be clear to the students now that public speaking is

important and it is made up of skills that indeed can be taught, practiced and improved.

In order to emphasize how important public speaking is, have the students summarize the ideas that came up in their discussions and report them to the class. This way, they are having a discussion in pairs, summarizing ideas and making a short presentation.

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VOCABULARYIn this section, the students practice using the new words and expressions in a variety of activities to help them understand the meanings of the words and how they are used in different contexts.

A The purpose of this exercise is to help expand the students’ vocabulary using synonyms.

ANSWERS1. resulted 5. authentic2. swept away 6. speechless3. crises 7. In spite of4. rule 8. aware of

B The exercise focuses on how words collocate. The students choose the two words that logically follow the words in color. Have them explain why the third word doesn’t fit.

ANSWERS1. difficulties, a crisis – You can’t overcome a portrayal. It isn’t a challenge or situation that needs to be

faced.2. music, friendship – A barrier is not comforting. It creates anxiety.3. experience, an opportunity – You don’t gain a relationship, you form one.4. scientists, professionals – You don’t hire a tryout. You hire a person for a job.5. a country, a nation – You can’t rule a period of time, like a decade.

C The students form collocations in this exercise, writing sentences to show what they mean. Elicit that the group on the left is adjectives and the group on the right is nouns; the adjective always comes before the noun. Accept all logical answers.

Suggestion for less-advanced students: Write all the possible adjective-noun phrases on the board, accepting those that are logical, and making sure the students know what they mean. Then the students go on to write sentence with these phrases.

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GRAMMAR Relative Clauses

Go over the teaching box with the students. Explain what relative clauses do in a sentence. Read the example sentences and draw the students’ attention to the use of relative clauses.

Point out that in English there are different relatives pronouns for people, places, times and things. The students will identify their uses in exercise A below.

Refer the student to the Grammar Appendix on page 161 for explanations in Hebrew and Arabic and additional example sentences.

A 1 The students look again at the example sentences. Draw their attention to the relative pronouns in bold and ask which word in the sentence each one refers to.

ANSWERS 1. when – the late 1930s 2. in which – speeches 3. that – (the close) ties 4. whose – (this great) man 5. where – the studio 6. who – Seidler and his king

2 The students match each relative pronoun to its use. Point out that their answers to part 1 of this exercise will help them answer. Have them write the complete answers, not just the letter of the answer, in their notebooks so they have a written summary of the rules.

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ANSWERS 1. f 2. a 3. c 4. e 5. d 6. b

3 The students now choose three example sentences from the teaching box and translate them to compare their use in English to their translation and use in their own language.

ANSWERS 1. … in the late 1930s, the time when Nazi Germany was invading Europe.

... בסוף שנות השלושים של המאה העשרים, כאשר גרמניה הנאצית פלשה לאירופה.

... في أواخر الثالثينيات للقرن الـ- 20، عندما غزت ألمانيا النازية أوروبا.

2. Following a couple of embarrassing speeches in which the king’s stutter was very strong, the queen hired a speech therapist. בעקבות מספר נאומים מביכים בהם הגמגום של המלך היה ניכר ביותר, המלכה שכרה קלינאי תקשורת.

إثر عدة خطابات محرجة كان فيها تلعثم الملك شديًدا للغاية، استأجرت الملكة معالج نطق.

3. The second was the close ties that formed between the king and Logue. השני היה היחסים ההדוקים שנוצרו בין המלך ובין לוג.

كان الثاني العالقات الوثيقة التي ُأنشئت بين الملك ولوغ. 4. Viewers of the movie can learn a lot from this great man whose determination we admire.

צופי הסרט יכולים ללמוד הרבה מהאדם הדגול הזה שאת נחישותו אנו מעריצים.

يستطيع مشاهدو الفيلم أن يتعلّموا الكثير عن هذا الشخص الرائع الذي نحترم تصميمه. 5. Is this the studio where the king gave his famous speech?

האם זהו האולפן בו נשא המלך את נאומו המפורסם?

هل هذا هو الستوديو الذي ألقى فيه الملك خطابه المشهور؟ 6. It is Seidler and his king who leave the viewers speechless.

זהו סיידלר והמלך שלו שהשאירו את הצופים ללא מילים.

هذا هو سايدلر وملكه اللذان أبقيا المشاهدين عاجزين عن الكالم.

B The students practice creating and adding relative clauses to complete sentences. Remind them they must use a different relative pronoun in each sentence.

Point out an additional use of that: it appears after the superlative of adjectives. For example: This is the best movie that I’ve ever seen. (not which)

Suggestion for less-advanced students: Work together with the students to make sure they provide the correct relative pronoun to complete the sentence. Make sure they use each relative pronoun once. Then have them write the sentences, giving their own opinions.

ANSWERS1. who or whose 4. when2. that 5. where3. who or whose 6. which

SPEAKUP! Give a speech nominating an actor or an actress for an international award.

This task offers an opportunity for speaking and for assessment of social interaction.

This speaking task provides the students with the opportunity to speak about a topic that most teenagers find relevant: actors and actresses from their favorite shows and movies. The students choose the actor or actress they like the most.

Go over the guidelines with the students and make sure they understand them. Remind them that the purpose of their nomination is to convince the class that this actor or actress deserves to get the award.

Explain that they can include a short segment on video from a film or a show that best supports their opinion.

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PAGES 112-113

WORD REVIEWThis section reviews and consolidates the new vocabulary in the unit. An alphabetical list of the words learned in the unit appears at the top of the section. Expressions are listed separately.

The purpose of the activities is for the students to review the words they have learned.

The students should be able to do these activities independently. A photocopiable answer key is provided on page 133 of this Teacher’s Guide, so that students can assess their progress.

Refer the students to Express Yourself on page 164 for lists of the functional language taught in the unit.

Cumulative Review appears on page 145 for independent review of vocabulary. A photocopiable answer key appears on page 136 of this Teacher’s Guide for self-assessment.

PAGES 114-115

VOCABULARY BUILDER The purpose of this section is to increase vocabulary by raising awareness of the way words are formed with word families, the suffixes -less and -ful, idioms with speak and talk, expressions with make, and common words related to personality traits and moods.

Read the instruction at the top of the page with your students. Stress that these tips will help the students to expand their vocabulary. Explain that they must check their answers in the dictionary. Also point out that a list of all the new words taught on these pages appears on page 167 for the students’ convenience and for review.

A Word FamiliesGo over the teaching box with the students, focusing on the purpose of learning word families: to expand your vocabulary. Point out that the bold words are words they know.

The student copy and complete the word families chart in their notebooks, paying attention to words that have the same form as a noun and as a verb.

ANSWERS1. transformation 9. participating2. transforming 10. value3. embarrass 11. valuable4. embarrassment 12. challenge5. proof 13. excellent6. proven 14. organize7. contribute 15. organized8. participate

The following words have the same form as a noun an as a verb: value, challenge

B The Suffixes -less, -fulGo over the teaching box with the students, pointing out the meanings of these noun suffixes. Explain that while not all nouns can have these suffixes, many do, and knowing the meaning of the suffix will help you understand their meanings.

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1 The students add the suffixes to the noun to expand their vocabulary. The new words which they create are listed in the Vocabulary Builder List on page 167.

ANSWERS fearful, fearless; hopeful, hopeless; painful, painless; thankful, thankless; fruitful, fruitless; doubtful,

doubtless; harmful, harmless; careful, careless. 1. hopeful 3. fruitless 2. thankful 4. painless

2 The students write sentences for these new words that also end in -less.

C Idioms with speak and talk Read the teaching box with the students, pointing out that there are many useful idioms with the words speak and talk.

1 The students match the idioms to their meaning. Have them translate the ideas into their own language to see if there is also an idiom.

ANSWERS 1. b speak your mind לומר את דעתך / تعّبر عن رأيك

2. e speak the same language לדבר באותה שפה, לחשוב אותו הדבר / يتكلّم بنفس اللغة، يفّكر على نفس النحو

3. a talk a mile a minute לדבר במהירות רבה / يتكلّم بسرعة شديدة

4. c speaks for itself מדבר בעד עצמו / غني عن البيان

5. d talk the talk and walk the walk .לא רק לדבר, אלא גם לעשות / ال يكفي الكالم فقط بل يجب العمل أيًضا

D Expressions with makeRead the teaching box with the students, pointing out that there are many common expressions with make. They are idiomatic because they cannot be translated word for word.

1 The students translate the expressions into their own language and see that many are idiomatic.

ANSWERS 1. make someone smile לגרום למישהו לחייך / يجعل شخًـصا يبتسم

2. make someone sad לגרום למישהו להיות עצוב / يجعل شخًـصا حزيًنا

3. make trouble for someone לגרום למישהו בעיות / يسّبب المشاكل لشخص ما

4. make something clear להבהיר משהו / يوضح شيًئا

5. make yourself understood לדאוג שיבינו אותך / اهتّم بأن ُتفَهم

6. make something worse להחמיר את המצב / يجعل األوضاع أسوأ

7. make an effort לעשות מאמץ / يبذل جهًدا

2 The students practice using the expressions in context. Remind them they may have to change the pronoun.

ANSWERS 1. make myself clear 2. made trouble / made things worse 3. makes me smile 4. make herself understood

E Personality traits and moods Go over the new words, making sure the students know what they mean. Point out that these are common and useful words to know.

In pairs, the students speak about the traits and moods in the list, expressing their own opinions. Go over the questions and example with the students before they begin their discussions in pairs.

Refer the students to the Vocabulary Builder Wordlist on page 167 for all of the words taught in this section in Unit 4.

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READ ONThis is a text for Independent Reading. The purpose of this extra reading is to motivate the students to read for enjoyment on their own. Allow time in class for the students to read and answer the questions.

The students read an article about a man who overcame difficulties: he found his voice by singing for both hearing and deaf audiences.

A The students read the title and look at the picture to predict what they think the article is about.

B The students read the article on their own and see that it is about a man who sings for audiences of both hearing and deaf people. He signs with his hands while he sings.

C The students answer reading comprehension questions which show they understood the main points of the article.

ANSWERS1. singing and using sign language2. Two of the following: His mother was deaf. As a result: he spent the early years of his life in silence. / He had no way to pick up sounds or develop his speaking skills. / He couldn’t speak properly until he

was in the eighth grade. / He felt alone and different.3. His music teacher, Norma Freeman; She uncovered his talent as a singer. / She suggested that he sign

while he sang.4. All audiences, both hearing and deaf.

Suggestions for Further Reading

Different Worlds by Margaret Johnson, Cambridge University Press, A2

Martin Luther King by Coleen Degnan-Veness, Pearson English Readers, Level 3

Amistad by Joyce Annette Barnes, Penguin Reader, Level 3

Rabbit-Proof Fence by Doris Pilkington Garimara, Oxford Bookworms, Stage 3

Gandhi by Rachel Bladon, Macmillan Readers, Pre-Intermediate

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