Teacher Guide

1. Curriculum alignment and database structure

I built the vocabulary database to match the Module E curriculum. The Ministry of Education organizes the required vocabulary into four main lists: A, B, C and D. I kept those four official list boundaries throughout the project so that teachers and students can work according to the structure of the curriculum.

I then divided each main list into three teaching subgroups: A1–A3, B1–B3, C1–C3 and D1–D3. These subgroup labels are internal teaching units, not CEFR levels. I created them to make the learning load manageable and to allow the material to be taught gradually, one lesson-sized section at a time.

2. Official source files

The four Ministry of Education workbooks used to build and audit this project are preserved inside this public website. The archived copies make the database reproducible and allow teachers to compare the edited activities with the exact files used during development.

Source authority: the Israeli Ministry of Education. The archived files are unchanged working copies retained for transparency; all editorial corrections made by this project are documented below.

3. Source-data corrections and editorial transparency

The official Ministry files remain the primary reference for the project. During the database audit, I found a small number of source cells with missing, invalid or internally inconsistent part-of-speech information. I corrected only cases that could be resolved clearly, while retaining the original official entry in the master workbook so that every editorial decision remains traceable.

Verified headword corrections:

• behind — the source POS cell repeats the word “behind”; the project records it as an adverb.
• deliver — the source gives “v, n”; the project retains the standard verb record. The related noun is delivery.
• domestic — the source gives “n”; for the listed meaning and use, the project records it as an adjective.
• hardware — the source gives “n, v”; the project retains the noun record only.

Verified Family Members corrections:

• efficiently is labelled as an adjective in the source and is corrected to adverb.
• Missing or incomplete adjective labels are supplied for skillful, respectable and old-fashioned.
• Missing or incomplete noun labels are supplied for cyclist, prayer and harbour.
• Phrase labels are supplied for on average, concerned with sth, interested in sth, at the expense of, in light of and made up of.
• Phrasal-verb labels are supplied or refined for cope with sth, figure out sth, set out sth / set sth out and care for.
• Noun-phrase labels are supplied for native language, traffic jam and speed limit.

Blank spreadsheet cells are never displayed as “NaN”. Where the source does not provide enough information for a safe correction, the item is preserved for review rather than silently reclassified.

4. Randomization within each list

I considered randomization important because a fixed alphabetical or source order can make repeated practice feel predictable. I therefore shuffled the entries randomly within each of the four main lists before dividing that list into its three subgroups.

The entries were never mixed across the A–D list boundaries. The randomization changes the learning sequence inside each list while preserving its curriculum classification. This gives students a more varied learning experience and encourages them to recognize each item independently of its original position.

5. Separate records for different grammatical roles

Some headwords can function in more than one grammatical role. When an entry has more than one relevant part of speech, I duplicate the headword as separate database records. For example, a word that can be both a noun and a verb appears once as a noun record and once as a verb record.

Each grammatical-role record is treated as an independent learning item, with its own part-of-speech label, meaning and usage example. These records are shuffled independently. This prevents one broad entry from hiding important differences in grammar and meaning, and it allows each use of the word to be taught and tested separately.

6. Learner-friendly definitions and meaning support

For every learning record, I select the clearest form of meaning support. In most cases, this is a short definition written in simple English. When a simple synonym or a small group of synonyms gives a clearer explanation, I use those words instead of a longer definition.

For broad category words, examples may communicate the meaning more effectively than an abstract definition. In those cases, I use boundary examples in place of the definition—for example, familiar members of the category that show what the word includes. The target word itself is not used to define itself, and the explanatory language is kept at A2 level or below.

7. Planned complementary resources

The teacher presentations, tests, answer keys and scoring software described below are planned future developments. They are not currently available and are not part of the content unit submitted at this stage. They are intended as a compatible, complementary extension to the present online learning unit.

Teacher slide presentations

A teacher slide presentation is planned for every subgroup. Each future presentation is intended to follow the same vocabulary records used in its online activity, allowing the teacher to introduce, explain, review and practise the items in class before or alongside independent student work.

8. Planned Bagrut-compatible tests, answer keys and scoring

The planned test structure is intended to correspond fully to the structure of the vocabulary questions in the Module E Bagrut examination.

The future plan is for every subgroup to have a multi-version test set containing approximately thirty-five different versions. This would make it possible to assess the same vocabulary group repeatedly or to give students different versions while keeping the tested content and level consistent.

Each planned version would have its own separate answer key. A future scoring software tool is intended to receive the version number and the student's answers, select the correct key for that version, and calculate the score automatically.

9. Current and future teaching sequence

1. Available now: use the online activity for guided practice, homework or review.
2. Available now: repeat selected items according to the needs of the class.
3. Planned extension: introduce the subgroup with its matching teacher slide presentation.
4. Planned extension: administer one of the Bagrut-compatible test versions.
5. Planned extension: use the matching answer key or scoring tool to calculate the result.

About the editor

The Teacher Guide is focused on the teaching method, database design and source audit. Information about the project’s creator and editor is available on the separate About page.