The book is designed to meet the needs of Ultra-Orthodox and religious EFL learners in an interesting and exciting manner. The 4 units include age- appropriate topics a with a variety of text types. Ideas and samples will be shared.

1. LIFE
Esther Esses CHALLENGES
Intermediate Level, Stage 3
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
AB CDLIFEABCCHA LLENGESABCLI FEAB C D EF
CH ALLENGESABCL IFEABCCHALLE NGES A B CD
Contact the author, Esther Esses at essesesther@gmail.com
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www.upp.co.il

2. Think - Pair - Share
Please use the questionnaire that you have been given to prepare a list of at least 5 components
that you would want to see in a course book for the 9th grade.
1. Think about and list at least 3 types of tasks that you would expect to find in this course book.
Add any additional comments.
2. Turn to the teacher sitting next to you. Compare your lists of components and tasks, and any
comments you have made.
3. Be prepared to share your lists and your insights with the whole group.
Notes:
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3. LIFE CHALLENGES is the title of a new course book for the 9th grade, for the religious and charedi
sectors.
Write down any words, phrases or ideas that occur to you when you think about the title
LIFE CHALLENGES
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Look at the symbols on the book cover and on the poster.
How do you think these symbols relate to the title of this book.
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3

4. LIFE CHALLENGES
l is a course book for students in the charedi and religious sectors, at Intermediate Level,
Stage 3, and is pending approval of the Ministry of Education.
l This book is suitable for religious and charedi classes preparing for the Bagurt exam as well
as the Bet Yaakov schools preaparing for the external Ministry of Education test (chutzim).
Components
Course Book
Teacher’s Guide
Listening CD
Reading CD
Tests CD
Text Types Activities
short stories reading activities
poems grammar practice
advertisements writing tasks
magazine articles listening tasks
newspaper articles role plays
diary entries literary language
questionnaires oral projects
discussions and debates written projects
weather reports games
dialogues surveys
recipes
interviews
lab reports
maps
flow charts
graphs
instructions (for writing tasks,
for grammar tasks, for games)
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5. Table of Contents
Review and Practice of Grammar Structures
A variety of exercises to review the Present Simple, Past Simple, Future Simple and Present
Progressive tenses. An index will include grammar rules and explanations in English and in L1.
Summer Fun
In this unit you are going to
talk and write about summer activities, using the past simple
use information presented in a bar graph
conduct a survey1 and create your own bar graph
learn about the dangers of the sun and how to protect yourself from them
do an experiment with the rays of the sun
read and write letters to a newspaper editor
present short dialogues with a partner
read and respond to a poem and a story
identify and answer questions about the life challenges presented in this unit
challenge yourself: Prepare a project about summer activities
play a game to reinforce vocabulary and language patterns taught in this unit
The Wonderful World We Live In
In this unit you are going to
test your knowledge about famous places around the world
use information presented in a histogram bar graph
create a histogram bar graph to display your knowledge of places around the world
talk and write about travel, using the first and second conditionals
learn about famous places around the world and in Israel
use adjectives of comparison to describe famous places
read about plans for taking a trip
present short dialogues with a partner
read, listen and respond to a weather report, a magazine article, a story and a poem
identify and answer questions about “life challenges” presented in this unit
challenge yourself: Prepare a project about protecting the environment
play a game to reinforce vocabulary and language patterns taught in this unit
5

6. Your Family is First
In this unit you are going to
talk and write about family responsibilities, using the past progressive
use information presented in the form of a line graph
create your own line graph
read and discuss letters and answers from an advice column
write letters asking for and giving advice
read, discuss and write about challenges of family life
discuss, read and write about and listen to experiences relating to different positions in
the family
read about and express your opinion concerning working mothers
read and respond to stories, poems and interviews relating to family issues
present short dialogues with a partner
identify and answer questions about “life challenges” presented in this unit
challenge yourself: prepare a project relating to family issues
play a game to reinforce vocabulary and language patterns taught in this unit
Sweet Revenge
In this unit you are going to
listen to a radio broadcast about the beginning of World War II
read and answer questions about brochures of Holocaust museums
read and create your own pie chart using given information
read an interview with a Holocaust survivor
listen to a conversation between two young Yeshiva boys during the Holocaust
present short dialogues with a partner
learn about passive voice in all tenses
read 4 newspaper reports
learn a Song that was written by a holocaust survior
read book reviews, poems a story and a diary entry
write a diary entry
identify and answer questions about “life challenges” presented in this unit
challenge yourself -Project about a Ghetto
play a game to reinforce vocabulary and language patterns taught in this unit
6

7. U N IT 1
Summer Fun
IN THIS UNIT YOU ARE GOING TO:
l talk and write about summer activities, using the past simple
l use information presented in a bar graph
1
l conduct a survey and create your own bar graph
l learn about the dangers of the sun and how to protect yourself from them
l do an experiment with the rays of the sun
l read and write letters to a newspaper editor
l read and respond to a poem and a story
l identify and answer questions about the life challenges presented in this unit
l challenge yourself: Prepare a project about summer activities
1. Discuss with a classmate the places you went to and didn’t go to in the summer.
Examples:
I went to the Western Wall.
I didn’t go to a farm.
2. The 28 students of class nine of Bet Simcha School made a bar graph showing the places or
people the students went to visit in the summer. Some of the students went to more than one
place. Discuss the graph with a classmate.
How many students Twelve students
went to visit their went to visit their
grandparents? grandparents.
12
11
10
9
8
Number of Students
7
6
5
4
3
2
1
Western
Pool Beach the North farm park grandparents
Wall
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8. Listening Script
Beep beep beep
Good evening, this is Kol Yisrael from Jerusalem and this is the nine o’clock news.
At 7 o’clock this evening, two boys were found safe in a wadi near the Dead Sea. The boys became
separated from their ninth grade class while on a hike. They hiked in the wadi for hours without hats
and with very little water. The two boys were almost dehydrated when the helicopter pilot found them
and took them to Hadassah Hospital. The boys are now resting safely in the hospital, and will soon be
able to return home.
And now here is the next news item.
1. a. You are going to hear a radio broadcast about a class trip to a wadi. Copy the sentences
into your notebook. Tick the items that you think you will hear in the news broadcast.
1
1. Some boys hiked in the wadi for hours without hats.
2
2. Four boys became separated from the rest of the class.
3. The ninth grade class hiked in a wadi near Safed.
4. The hike lasted for seven hours.
3
5. The teacher became dehydrated because he did not drink enough water.
6. A helicopter pilot found the boys and took them to the hospital.
b. Listen and circle the number of the sentences that have correct information, according
to the broadcast.
2. In each of the statements below there is some wrong information.
Listen to the broadcast again and find the mistakes in each sentence.
1. A group of ninth grade girls went on a hike.
2. Three boys were found safe in a wadi near the Dead Sea.
3. The police found the boys and took them to the hospital.
4. The boys hiked in the wadi for half an hour without hats and with very little water.
5. The boys are now resting safely at home.
3. a. The news about the boys lost in the wadi appeared in the newspaper. Scan the article
below for names of people, places, time and parts of the day. Prepare a chart in your
notebook and write the words in the correct columns.
people places time part of the day
Nachman Levi
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9. b. Read the newspaper article.
th
Tuesday, August 10
CENTURY NEWS
Two Boys Found Safe After Three-Hour Search
Two boys, Nachman Levi and Tomer they were very tired. The class arrived
Biton, were found safe yesterday after a at the end of the trail2 at 4 o’ clock. The
three- hour search. teacher noticed that the two boys were
Class nine of Tiferet High School was not with the group. He called the police
on a hike near the Dead Sea. The class immediately. The police sent a helicopter
arrived at the Dead Sea at 8 o’clock in and two police cars. Three hours later the
the morning. They prayed and then swam helicopter pilot saw the two boys sitting
in the sea. After that they ate breakfast. behind a big rock3. They were almost
They began their hike in the wadi at 9:30. dehydrated. The helicopter took them to
The students saw many interesting plants Hadassah Hospital for an examination4.
and animals on the hike. At 2 o’clock
in the afternoon the teacher stopped the
class for a lunch break1 and a rest.
When the class continued, Nachman
and Tomer became separated from the
group. They walked slowly because
5. a. Copy the sentence beginnings in column A in your notebook, and match their endings
in column B.
A B
1. Class nine of Tifereet High School a. in the wadi at 9:30.
2. The class arrived at b. became separated from the group.
3. They began their hike c. was on a hike near the Dead Sea.
4. At 2 o’clock in the afternoon d. 8 o’clock in the morning.
5. Nachman and Tomer e. a helicopter and two police cars.
6. The police sent f. and took them to Hadassah Hospital.
7. The helicopter pilot found them g. they stopped for a lunch break and a rest.
b. Answer these questions in your notebook.
1. What did the teacher do that was very helpful?
1
2. List three things that Nachman and Tomer did that were very dangerous .
2
3. In your opinion , what was the most dangerous thing that the boys did?
9

10. Unit 1
Literature Corner
A POEM
1. Read the poem and complete the tasks that follow.
THIS DAY
By Leah Kotkes
This day
Will never return
This day
Is a once in a lifetime gift
This day
1
Is yours to mold
This day
Is yours to hold
This day
Can be whatever you want it to be
This day
2
Is open for negotiation
What will you do with today?
1. How do you feel after reading this poem? Are you happy? Sad? Serious? explain
2. Write at least three sentences to answer the question: What will you do with today?
3. Write your own poem. Copy the model and fill in the blanks in your notebook.
A SHORT STORY
1. Copy these sentences into your notebook and complete them with words from the
bank. Look up words that you do not understand in your glossary.
almost n closed n expression n arrived n left n waves n heavy n screamed
1. This hat is not light-weight, it is very ___.
2. Please hurry up, it is ___ time to go.
3. Mother ___ the door and went to work.
4. The girl had an angry ___ on her face when her sister took her toy.
5. Our friends from New York ___ in Israel last week.
6. I ___ school at 3:00 yesterday.
7. We love to jump and swim in the ___ of the sea.
8. The children ___ loudly as they played in the park.
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11. Summer Fun
2. In the following true, short story, Sarit spends a day at the beach with family and friends.
Think about the things Sarit says and does. Would you do things differently from Sarit?
3. Read Part One of the short story. As you read, think about the question before each section.
AT THE BEACH
by Esther Esses
PART ONE THINK AND RESPOND PART 1
Why was Sarit late?
“Hey! Wait for me!” Sarit yelled as she came 1. Why was Sarit late?
running to the bus. The bus driver almost 2. What did Sarit bring, and what
closed the door on her, but she got there did she forget to bring?
just in time.
“Sarit,” her mother asked her, “why were you
so late?”
“Oh, I couldn’t find my new MP3 with all the
new songs on it.
I wanted to make sure to take it to the beach.”
“Did you bring little Yossie’s ball?”
“Oh, no, I forgot it!” Sarit said sadly.
Mother looked at her with an angry
expression, but she only said, “That’s all right.”
Then Sarit went to the back of the bus
where all her friends sat waiting for her.
The bus traveled for an hour and a half to
the Ashdod beach.
11

12. Unit 1
What was the first thing Sarit did when THINK AND RESPOND PART 1
the bus arrived at the beach?
3. What did Sarit think was
“Yeah! We’re here!” All the girls shouted.
important? Find the words
Each girl grabbed* her bag and left the
from the text that show
bus quickly. Sarit ran to the water with her
what was important to Sarit and
friends. She didn’t have time to help her
what was not important.
mother with the little children. Meanwhile
4. Why didn’t Batya want to go into
Mrs. Lev, Sarit’s mother, took the three
the water?
younger children, Leah, aged four, Aliza aged
five and little Yossie, two and a half, off the
bus. She had to pull the carriage* off the bus.
She also had to take a heavy bag of clothes
and a bag of food off the bus.
Within seconds Sarit was already near the
water with her friends.
“Sarit,” her friend Vered said. “Let’s go
straight* into the sea.”
“Great!” Sarit answered.
“Wait, I see there is a black flag over there, but
look, there is also a red one near that umbrella,”
Batya said.
“I don’t care. I just have to get into the water,”
Sarit answered.
“I’m not going in. It’s too dangerous.” Batya said.
“Oh, you’re a baby.” Sarit said. “Come on, Vered.”
Batya looked on at the side of the water as
the other two girls dashed* into the sea.
A big wave came down on them. Batya
screamed, “Get out of the water fast.”
“No, that was fun! Don’t worry, we’ll be
careful,” Vered called.
The girls continued dodging the waves as
Batya watched from the beach.
12

13. Summer Fun
PART TWO
1. Copy these headings into your notebook. Write the words from the bank under thecorrect
heading. Look up words that you do not understand in your glossary.
push n sand n settle n toys n relax n towel n joined
looked up n looked around n panicked n worried
VerBs NoUNs
2. Read Part Two of the story. As you read, think about the question before each section.
PART TWO THINK AND RESPOND PART 2
What was Mrs. Lev doing? 1. What was Mrs. Lev and the
Mrs. Lev put all the bags onto the carriage. children doing while Sarit was in
Little Yossie held on to the carriage as Leah the sea?
and Aliza ran ahead. It was difficult for her 2. List what the children ate.
to push the load* in the sand. Mrs. Lev
finally found a place under an awning*. She
settled the girls and little Yossie with some
sand toys and sat down to relax. The girls
played with their brother for about half and
hour and then they wanted something to
eat. After they washed their hands, Mrs.
Lev gave each child a sandwich. She also
washed and ate. After they finished eating,
they drank some juice and had some fruit.
Then Mrs. Lev gave each child a bag of
potato chips. 13

14. Unit 1
What did Sarit want when she came back
from swimming?
Just as they finished, Sarit came running back
from the sea.
“Mom, I’m hungry. What’s for lunch?”
Her mother handed her a sandwich and told
her to wash her hands. Sarit washed her
hands quickly and began eating. She kept
talking about the great time she had in the
water.
Mrs. Lev finally said, “Sarit, I want to go for
a little swim in the water. Could you please
watch the children while I go?”
“Of course, Mom. Go right ahead. I’ll take
good care of the children. Oh, by the way
there is a black flag up, but there is also a red
flag near the umbrella, it’s not so bad!”
Mrs. Lev took her towel, walked to the sea
and went in for a swim. Sarit began playing
with her sisters and little brother. Suddenly
her friends joined her. The older girls began
talking and soon Sarit forgot about the three
little children.
What did Mrs. Lev do when she returned
from the sea?
“Sarit, how are the children?” Sarit’s mother
asked.
“Oh, they’re OK.” She answered without
looking up. “Listen, Mom, Vered and Batya
and I were talking about meeting tomorrow...”
14

15. Summer Fun
Mother looked around and saw Leah and
3. What did Sarit want when she
Aliza playing ball, but little Yossie was
came back from swimming?
nowhere in sight.
4. What did her mother want?
“Where is Yossie?” she asked.
5. Who joined Sarit?
“He’s right over here,” she said as she
6. What did Sarit think was
pointed to the place where Yossie had been
important? Find the words from
playing.
the text that tell what Sarit
“Ah, ah, I saw him here a minute ago,” she
thought was important.
said in a surprised voice.
7. What was the first thing Mrs. Lev
“But he’s not here now! We have to find
did when she returned from the
him. Maybe he went to the water. Oh, my
sea?
poor little Yossie! Sarit, you go to the right
8. Why didn’t Sarit *notice that
near the sea and I’ll go to the left. Leah, Aliza
Yossie was not playing close by?
you stay here with Sarit’s friends in case little
Yossie comes back.” Mrs. Lev told the girls.
Mrs. Lev panicked, she was really scared.
Her little boy was lost. She had to find him
quickly. What if he was in the water!
How did Sarit feel?
Sarit felt terrible. It was her fault* little
Yossie was lost. Where should she go?
What should she do? If she had been more
responsible this would not have happened1.
She began running and looking for Yossie.
Ten minutes later mother came back to
check on Leah and Aliza. They looked
worried too. Sarit also came back without
the little boy. They were all so worried and
they didn’t know what to do.
15