Student Conference the English Department - 2015 · House of Rajani, Yair Lapid’s Memories After My Death, and Meir Shalev's My Russian Grandmother’s American Vacuum Cleaner and

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The Faculty of Education The English Department

Beit Berl College

االكاديمية بيت بيرلالكلية

Student Conference

the English Department - 2015

Book of Abstracts

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Beit Berl College


PLENARY SPEAKERS

Real-World Skills in the English Classroom: How Reading, Writing, Editing and Translating Make Literature Both Fun and Practical.

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Prof. Evan Fallenberg

Biodata

Evan Fallenberg is the author of two novels – Light Fell (Soho Press, 2008) and When We

Danced on Water (HarperCollins, 2011) – and translator of many more, including Ron

Leshem's Beaufort, Batya Gur's Murder in Jerusalem, Alon Hilu's Death of a Monk and The

House of Rajani, Yair Lapid’s Memories After My Death, and Meir Shalev's My Russian

Grandmother’s American Vacuum Cleaner and A Pigeon and a Boy and winner of the 2007

National Jewish Book Award for fiction. Other translations include work for television and

film (Adir Miller, Reshef Levi, Savi Gabizon) and the stage (Gilad Evron, Lior

Navok). Fallenberg has won or been shortlisted for many prizes, including the American

Library Association's Award for Literature and the PEN Translation Prize. He teaches

creative writing and literary translation in the MA program at Bar-Ilan University and the

low-residency MFA program at City University of Hong Kong and is the recipient of

fellowships from the MacDowell Colony, Vermont Studio Center and the National

Endowment for the Arts. Fallenberg serves as a judge for several international literary prizes.

Resources and Multimedia Materials in Language Teaching

__________________

Denise Lowery

Biodata

Posted in Amman, Jordan, Denise Lowery is serving her second tour with the Foreign

Service. Prior to this assignment, Denise served as RELO for Central and Southeastern

Europe where she oversaw English language for a region that included 17 countries.

Before joining the Foreign Service, Denise worked at Gordon College in Barnesville,

Georgia, where she served for 2 years as an assistant professor and ESL program director.

Immediately before transferring to Gordon College Denise was Team Leader for the ESL

program at Middle Georgia Technical College in Warner Robins, Georgia, where she

participated in a leadership team and was a direct report to the Vice President of Adult

Education. During her tenure at Middle Georgia Technical College, Denise was nominated to

and served on a statewide team of teacher trainers in a program funded by CAELA.

Before serving at MGTC, Denise lived and worked in Caceres, Spain. She spent from 1997 –

2007 teaching EFL in Caceres, the last 6 years of which she served as owner and director of

Academia Atlanta, an extracurricular English language academy serving students of all age

groups and levels of English language proficiency. Some of the courses offered at Academia

Atlanta were tailored to meet the needs of future/present English teachers, architects, and

other professionals.

Denise’s educational background includes a B.A. degree in Spanish earned from Mercer

University in Macon Georgia and an M.Ed. in TESOL from Regent University in Virginia

Beach. Denise has also completed doctoral level courses at the University of Extremadura in

Spain where she earned a “Certificado de Estudios Avanzados del Doctorado”, roughly the

equivalent of an ABD.

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STUDENT PRESENTATIONS Session I – Focus on English Linguistics The Speech Act of Complaint in Hebrew Mark Godziatski, Tzvia Gutman, Adi Kahana, Avishai Sagi, Orit Talmor

Course: Pragmatics

Instructor: Dr. Ronit Webman Shafran

Abstract:

Complaining is considered a face threatening act (FTA); that is, an act that may damage the

self- image of the hearer and/or speaker (Brown and Levinson, 1987). Thus maintaining each

other’s face (self image) while performing the act of complaining requires knowledge of the

situationally appropriate complaint strategies.

The aim of the present study was to examine the speech act of complaining in Hebrew. The

data for analysis was generated by collecting complaint utterances in natural circumstances

and environments and specifying the context in which they appeared (situation and

information about the interlocutors). The utterances were then analysed with respect to the

complaint strategies applied, using a coding system similar to the one developed by Murphy

& Neu (1996), Trosborg (1995), and Olshtain & Weinbach (1985), and with respect to the

way the use of these strategies was affected by contextual factors such as gender, social

distance and status relation between the speaker and addressee. The results show that

complaints in Hebrew are mostly informal and direct with a medium severity level.

Furthermore, native speakers of Hebrew are more comfortable complaining to people they

know and of equal status. Finally, Hebrew speaking females complain slightly more than

Hebrew speaking males.

Word Relation Games as a Tool to Enrich Vocabulary Mali Benabou Course: Semantics

Instructor: Dr. Ronit Webman Shafran

Abstract:

Semantics is the study of meaning in language. My presentation will introduce creative

semantics exercises for English learners, developed to assist teachers in expanding pupils'

vocabulary and building a rich lexicon. The exercises focus on word relations (i.e., a word and

its opposite or its synonym, part/whole relationships, homophones and homographs) and are

designed in the form of games such as Dominos, matching games, 'Go fish' and word search

puzzles.

http://www.carla.umn.edu/cgi-bin/carla/anchor.pl?/speechacts/complaints/ref.html::murphy96

http://www.carla.umn.edu/cgi-bin/carla/anchor.pl?/speechacts/complaints/ref.html::murphy96

http://www.carla.umn.edu/cgi-bin/carla/anchor.pl?/speechacts/complaints/ref.html::trosborg95

http://www.carla.umn.edu/cgi-bin/carla/anchor.pl?/speechacts/complaints/ref.html::olshtain85

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Adult Oral Narratives and Their Analyses

Roy Kfir, Lilya Gurevych

Course: Narrative Development

Instructor: Dr. Miri Yochanna

Abstract:

Our course presented an overview of the development of narrative ability surveying different

types of narratives and their analyses. The focus was on adult personal experience narratives,

vicarious experience narratives and gossip, analyzing the various elements that are required or

utilized in the production of narratives among adults. All the participants in the course had to

share personal narratives as well as gossip. All narratives were analyzed according to the

narrative elements learnt in the course, including abstract, complicating actions, reportable

events, evaluation and others.

Our presenation will give a short overview of the course. In addition, we will focus on gossip

in more detail and analyze it briefly with the audience, allowing them a glimpse at what

elements exist in gossip, how we differentiate it from other narrative forms and what makes

gossip enticing to the listener and the speaker.

Introduction to Exhibition of Language Learning Materials Primary Schools English Day of Fairy Tales – Hayovel school, Ra’anana Lisa Mousai, Elena Yugova, Marie Abel and Yehudit Rahav

Course: Practical Experience – Elementary School level

Instructor: Dr. Orly Haim

Mentor Teacher: Vered Sai

Abstract:

Every year, HaYovel Elementary School holds an English Day. A day totally dedicated to

activities, in English, from the morning until evening. The whole school participates in the

activities and looks forward to the annual event. The student teachers, from the English

Department at Beit Berl, take an active part in planning and organizing the activities.

This year, the school's English coordinator, Vered Shay, decided to base the topic on "Fairy

Tales." She divided the fifth graders into groups and, over a course of several months, asked

the students to create a product based on a fairy tale. This type of assignment is PBL (Project

Based Learning). PBL is a teaching method in which students gain knowledge and skills by

working for an extended period of time to investigate and respond to a complex questions,

problems, or challenges.

Students learn problem solving, critical thinking, collaboration, communication, creativity and

innovation. The students chose their own product and fairy tale. They recorded the whole

process in a project book and presented their product on English Day. As Beit Berl students,

our role was to act as facilitators and be on-hand to assist them in the process. We

interviewed the students to ask them to present their final product.

In addition, the English Day is a fun day which includes various games and activities. Our

task was to organize the different game stations, implement the ideas and instruct the children

in the games.

Our presentation will exhibit photos of the school event, together with interviews from the

fifth grade students. Enjoy!

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English as an Enjoyable School Subject – Bar Tov School, Ra’anana Annet Ganor,Vick Shabi and Heli Nagar



Mentor Teacher: Elaine Kurt, Sharon Keren

Abstract:

We decided to present the task based unit that we prepared with the pupils on the practice

week in Bar Tov School, in the 4th

grade.

We studied several teaching approaches throughout the year. We decided to focus on Task

Based Instruction which enables the pupils to demonstrate their knowledge and skills through

the performance of diverse tasks.

The practice week provided us an opportunity to explore teaching English through task-based

unit. Task-based unit is an interesting and effective way to teach English while using topics

that are meaningful to the pupils.

Task based units give the pupils an opportunity to explore new knowledge, vocabulary and

communication skills. The different activities in the unit challenge and motivate the pupils

and therefore it engages them to the lesson. The tasks based learning are meaningful for

pupils because they are related to their real world and it expedites their English learning

process.

Task Based Unit:

During the practice week we presented a task-based unit focusing on the theme of "farm

animals": reinforcing vocabulary words. Our main goal was to teach the pupils in various

ways, new words in a form that would encourage their 4th

grade level.

The unit included four lessons.

At the beginning we exposed the students to the new words in many ways, we presented

small dolls of animals and worksheets. In addition we used Quizlet for pronouncing the

vocabulary words, and different games.

After they learned the words we worked with them on reading and listening

comprehension, trough different activities.

The final task summarized the unit and the pupils created a farm. We gave them a picture

of an empty farm and different pictures of animals. They needed to color the pictures and

to write the correct vocabulary words for the animals they chose.

The pupils used their imagination and creativity.

From our experience, combining physical objects and using digital tools in teaching

English as a foreign language can help teachers encourage pupils learning.

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Creative Task Based Units – Ziv School, Ra’anana Mali Benabou, Ofira Barzilay, Galia Reisman



Mentor Teacher: Cochi Cohen

Abstract:

Task Based Learning (TBL) involves an authentic activity in which students use language to

achieve a specific outcome or solve a problem. The activity reflects real life and learners

focus on meaning. Consequently, TBL makes language in the classroom meaningful and

therefore memorable, since students can process language more naturally.

Our exhibit will introduce TBL lessons that we taught during the practice week:

Mali Benabou: teaching parts of the body through an activity of creating an imaginary animal

at the zoo (3rd

grade)

Galia Reisman: teaching the topic of family through an activity of creating comic strips (5th

grade)

Ofira Barzilay: teaching writing in the present simple through an activity of writing pen pal

letters (6th

grade)

Learning Center - Meet My Town - Lapid School, Hod Hasharon

Adi Inbar, Dana Wajcberg, Emily Ben-Or, Ella Leizerovitz and Adi Tayer


Instructor: Karen Abel

Mentor Teachers: Racheli Nachshon and Neta Aberjil

Abstract:

Meet My Town is a learning center about Hod Hasharon for grades four and five. It will

supplement one of the units in the course book with an emphasis on getting to know their

town. The students will play games, read and interact using vocabulary studied and other

skills. The center will present the topic in an accessible way and help the students enjoy

learning independently.

Visual Exposure to English in the Classroom - Rabin School, Hod Hasharon

Adina Simchoni, Rinat Asher, Kiril Reznikovsky



Mentor Teacher: Zorit Neeman

Abstract:

Imagine an English classroom. Picture the multi-colored scalloped borders on the walls, the

dancing letters, maybe some cute animals holding up "Days of the week” signs. This idea

might sound attractive, however, over decorating may negatively affect the way students

learn.

A new study, published in Psychological Science1, found that children in highly decorated

classrooms are more distracted and make smaller learning gains compared to a minimally

decorated classroom.

1Fisher, Anna V., Karrie E. Godwin, and Howard Seltman. 2014. “Visual Environment, Attention Allocation,

and Learning in Young Children When Too Much of a Good Thing May Be Bad.” Psychological Science.

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According to the researchers, teachers should consider whether the visuals serve a purpose to

learning and how distracting each display may be to young children.

We offered to decorate the new English classroom at Rabin Elementary School and we used

the results of this study as the principle for our group project.

Once our teacher informed us what she felt was necessary to have in an English classroom,

we began our work.

We organized different concepts on various bulletin boards. Bulletin boards are a good place

to post reminders or frequently used concepts such as rules ("no shouting"), verbs and

adjectives, or a schedule of activities in an interactive calendar. One of the displays was

dedicated to Itzhak Rabin and his vision.

We used illustrations that are current, relevant, and interesting for the students. We were

careful of using too many pictures as this would make the board look cluttered.

We took into account the size of the font so that students could be able to clearly see displays

from every seat. Colors should be harmonious and balance one another; therefore we limited

our use of colors and fonts. We tried our best to offer the perfect learning environment for the

English students at Rabin Elementary School.

Teaching Materials “Face Lifting” – Mamlachti Aleph School, Hod Hasharon

Inbar Muler, Ofer Barnea



Mentor Teacher: Yael Hayoun Nakar

Abstract:

We prepared a variety of materials for the English room in order to update and refresh the

existing resources. This is a room where many of the lessons are held and the pupose was to

make the room appealing, exciting and also functional. After doing an inventory and receiving

requests and advice from our mentor teacher we prepared the materials that you see today.

English Day – Ushisskin School, Kfar Saba

Harel Ben-Sheffer, Michal Klaiman



Mentor Teachers: Lena Chernyavsky , Galit Asraf

Abstract:

Our school is going to do an English day for grades 3-6. The day will include various stations

where the students will participate in activities that will help them review the vocabulary that

they have learned throughout the year. The activities will be tailored to each grade level

according to their specific English level and curriculum. Our role in the English day will be to

operate a station or two.

Objective: Find ways to review vocabulary that will be fun and meaningful for the students.

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Integrating Music in the Classroom – Tali School, Hod Hasharon

Einav Sisso, Daniella Weiss, Limor Gil-Am, Yehav Cohen


Instructor: Dalia Stein

Mentor Teacher: Karina Ebrani

Abstract:

Music and L2 Acquisition;

It is a well-known fact that singing is an easy way of memorizing something. Research

indicates that music stimulates L2 acquisition. It has the ability to facilitate language

acquisition, reading readiness and general intellectual development. The elements of music

can help create friendly and cooperative atmosphere that is significant in language learning;

therefore it is very important and is recommended to integrate music in the classroom

routinely.

Integrating music in the classroom:

Music is a universal language. Everyone likes music, especially kids. Music is one of the tools

for teaching in a fun and easy way. In order to integrate music in the classroom, you do not

have to be a professional musician or play an instrument although it is always a nice addition.

You can bring recorded music to class, work with chants and simple rhythmic patterns, and if

you can carry a tune you can use your own voice. With music, you can improvise and use

different words with the same melody which makes the learning process fun and diverse, and

you can use body gestures which help the students loosen up and stimulate their muscles. You

can bring instruments like rhythm sticks or maracas (borrow them from the music teacher in

school) and integrate them in your teaching. There are many ways that are suitable as long as

you and your students enjoy the process. In our project, we will present different ways to

integrate music in class by using songs, rhythm, chants, improvisation and movement.

Abstract:

The purpose of this activity is to use as many musical methods in teaching new vocabulary

and language patterns through various themes while emphasizing oral skills.

We will run a marathon music day which will take place in different classes; second grade,

fourth grade and sixth grade. Each class will experience music time with one of the teachers

using live music with guitar and percussions, learning chants and improvising different lyrics.

All activities are age correlated.

The students will perform what they have learnt and will be filmed. The final product will be

presented at the year-end party at school.

Methods to be used are teaching substitute songs, songs with large physical movements,

introduction songs, chants and rhythmic patterns.

Materials to be used are a guitar, percussions, mp3, worksheets, computer/Barco.

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Secondary Schools Games for the EFL Classroom – Beit Eckstein, Kfar Malal Ortal Broner, Noa Rotem-Kehat, Udi Rabinerzon, Adi Kahana Course: Practical Experience – Junior High level

Instructor: Dr. Susie Russak

Abstract:

I am an educator and an English teacher at Beit Eckstein Kfar Malal. This is a school for

children with learning disabilities who have a normal intelligence. Last year we started to

teach our 9th

graders through games. We gave our students the opportunity to think of games

they wanted to create and to be in charge of the whole project.

Some students built memory games using words and pictures they knew. Others created "Go

fish" card games.

We found that when the students are engaged with the games process, their motivation and

willingness to learn, speak or even write in English is higher and eventually brings good

results for the students and for us – the teachers.

This year our 7th

graders created their own games: Monopoly, Trivia and more. Students, who

were embarrassed with their poor vocabulary skills, suddenly became alive and dramatically

raised their level of participation.

There are many studies about the advantages of teaching English with games, but to be a part

of the whole process, especially in our school and with our students has been an enriching

experience.

This is only our second year, we are just getting started, but for our students, the sky is the

limit.

Cooperative learning - Using the Jigsaw Method in Class – Alon Junior High school, Kfar Saba Dana Kuris-Lantos, Kfir Roeey, Liora Zirkelevich Course: Practical Experience – Junior High level

Instructor: Dr. Ilana Milstein

Mentor Teacher: Shula Sarid

Abstract:

The jigsaw technique was first introduced by Aronson, et al. (1978). The basic premise is to

divide a problem into sections, one for each group member. Each student receives resources

to complete only his/her part. The jigsaw technique is a cooperative learning technique in

which the students who are responsible for the same section join together and form a new,

temporary expert/focus group whose purpose is for the students to master the concepts in their

section, and to develop a strategy for teaching what they have learned to the other students in

their original collaborative learning group. A member from each home group who is assigned

for the same topic, forms a new group of specialists to study that topic together. After that, the

student goes back to their home group and teaches what they had learned to the other

members. It promotes positive interdependence, and provides a simple method to ensure

individual accountability. During the practice week we developed a jigsaw activity around the

topic of extraordinary things. We had several objectives in mind: reading comprehension,

sharing information orally and presenting information in writing. We divided the class into

three groups and gave each group a different story; a giant spider, a very cold place and a very

tall man. Each of us was assigned to one expert group. We provided all the groups with a

similar worksheet. It included a graphic organizer with guidelines on what the students

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needed to learn in order to teach the rest of the class. After reading their texts, discussing it,

filling in the worksheet and teaching each other the story they became experts and could teach

the other groups their story. Each group sent two representatives and had 10 minutes to cover

the main points of their story. The graphic organizer helped them navigate through the

information and focus on the main points that needed to be taught. Finally, in order to find out

how well they performed in their groups we gave them a quiz on the three stories that they

shared. The quiz included open-ended questions, multiple-choice questions and a bonus

question of writing a short paragraph describing a personal and unusual experience. After we

checked the results, we were astonished not only by the fact that all groups did very well, but

also by the level of creativity the pupils showed in the personal writing part. We believe that

in an attempt to enhance students' performance, it is very important to trigger experiences that

all students can relate to. Creating a learning and somewhat competitive environment may

also increase a pupil's self motivation which shall contribute to greater performances.

Session II - Focus on Language Learning, Teaching, and Classroom Research

Holocaust Education in the EFL Classroom Lorelle Shub

Course: Practical Experience Junior High level – Test Lesson


Abstract:

The topic of the Holocaust is a heavy loaded subject, a black mark on human history. Why

teach the Holocaust to a group of international students? What impact does this have? How do

personal opinions and prior knowledge affect the learning process? What have I learned as a

young teacher through this process?

This presentation will focus on the importance of Holocaust education and what has happened

one year after the book has been written. It will also look at students reactions and the

difference in teaching the novel to elementary school students vs 10th grade EFL grade 10

Chinese students.

Benjamin Bloom and Everythig else… Adan Ganaim, Aseel Zmiro, Tamara Haj Yehia, Juhayna Egbaria

Course: Didactic Workshop, First Year

Instructor: Marlene Erez

Edmodo in the Classroom Carl Rogers, Shira Shuraki, Morag Fridman, Galia Reisman

Course: Pedagogical Grammar – Distance Learning Using 21st Century Skills

Instructor: Ora Baumgarten

Abstract:

Technology has captivated us, demanding that we apply it in our schools. How can we resist?

As we watch our pupils wandering around the halls of the school with the latest technology,

do we have any other option? These are questions that I am sure we have all asked ourselves

as educators. In our course, we explored these very issues through the use of one of the

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leading contenders for bringing technology into the classroom - ‘Edmodo.com’. This online

educational networking platform enables us to communicate with our pupils, assign and grade

tasks and quizzes, and conduct polls, all under the watchful eye of the parents. What could be

better? In our presentation we will open the door for you to explore and enjoy this new form

of technology. We will show you how it is used, when it can be used, and we will display

examples of its use with our pupils.

Ometz Class: A Road Paved with Good Intentions Neta Silberg

Course: Practical Experience – Junior High level


Abstract: OMEZ

stands for the Hebrew acronym: belief in myself, prepared to make an effort and expecting

results, and represents a Ministry of Education program to help students at risk attain their

high school diploma. As part of the practical teaching experience I participated in the

teaching of a 10th

grade OMEZ class, hoping to understand the particular needs of this class

and how these needs are met.

Every Sunday from the beginning of the academic school year till Passover I accompanied the

regular teacher of the class and taught the class for one hour. The teacher was accommodating

and the class was quick to accept this arrangement, but there was little motivation on the

students' part and any measurable success was marginal. Throughout the semester I have tried

to apply various methods hoping to engage the class, and have documented these attempts and

the response of the students. As many teachers in Israel will most likely find pupils at risk in

their classes, motivating students and helping them to overcome obstacles is a relevant issue. I

hope understanding the mistakes done in this class will be beneficial and something we can all

learn from.

National Anthems Nir Rotenberg

Course: Didactic Seminar


Abstract:

Songs and music can be unique ways of teaching English. They present real life situations.

They are fun and create interest in the classroom content.

This presentation will look at songs and music with a focus on national anthems of English

speaking countries.

National anthems are songs that include a great deal of patriotism and sentiments. Their lyrics

usually symbolize beliefs, hopes and share a great deal of national history.

This presentation will display a different and unique angle when examining national anthems

and display their use as a productive and creative language and cultural learning tool for

junior high and high school students. In addition, various suggestions for teaching English

using anthems will be shared with specific attention to how national anthems can be used to

teach HOTS while expanding general knowledge.

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Teachers’ Perceptions of Lexical Items EFL Pupils Should Know how to Spell in 9th Grade Liraz Maor

Course: Research Seminar

Instructor: Dr. Orly Haim and Dr. Susie Russak

Abstract:

This study examined word categories that EFL teachers think pupils in 9th

grade should know

how to spell as well as their perceptions regarding the processes of teaching and assessing

spelling in the 9th

grade. The study focuses on two groups of EFL teachers: teachers of

mainstream pupils and teachers of pupils with special needs. The study addresses the

similarities and differences between them regarding the processes of teaching and assessing

spelling. Data was analyzed qualitatively to test teachers' beliefs about spelling. Results

showed differences in spelling perceptions between teachers from the regular education to

teachers from the special need education, but also similarities in the reasons for teaching

spelling. Implications for teaching spelling are discussed.

PANEL SESSION Alumni Share Stories of Professional Development: Successes and Dilemmas

Panel Participants

Nava Nakash, Beit Berl College

Ros Rubenstein, Aviv High School, Ra’anana

Adi Inbar, Galili High School, Kfar Saba

Ronit Zack, Shaked Primary School, Ra’anana

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Session III – Focus on English Literature A Visual Introduction to the Roles Minorities Played in the Feminist Movement Carole Streifler

Course: Feminism in English Literature

Instructor: Dr. Pamela Peled

Abstract:

“Women’s Rights = Human Rights”

This presentation is my response to our final “feminism” assignment; which was to introduce

something about feminism within allocated parameters. My topic was "Minorities in

Feminism," which is a broad and conflicted issue, and really important to me. My

presentation is subjective, and by no means definitive, but it attempts to enlighten fellow

students and educators in areas previously unvisited, to inspire interest as well as to stimulate

dialogue, and hopefully encourage a positive understanding of minority women’s plight in the

world.

I will briefly introduce The Feminist Movement in general and highlight the main struggles

and goals throughout the ages, demonstrating how they have shifted in accordance with

progress and the changing times. This brings us right to the internet era and how the

“sisterhood” is now far-reaching but much more diversified as women tackle issues that are

very regional, cultural and religion specific. This begs the question of whether western

women, who have achieved the majority of their aims, should now involve themselves in the

rights of women in developing countries.

I also wish to raise two controversial questions - What is a feminist?

And what are the women in the western world striving for today?

I will focus on a few hand-picked women to help drive my points home and to hopefully aid

us in finding some answers to this challenging subject. Mine is a predominantly visual

presentation, using PowerPoint and video, intended to leave a lingering impression and

hopefully to motivate further exploration and conversation.

The Contemporary Canterbury Tales - What Chaucer Can Still Teach Us Today Georgia Noy

Course: Introduction to British Literature

Instructor: Dr. Pamela Peled

Abstract:

As part of our studies for British Literature with Dr. Pamela Peled, I chose to speak about:

The Canterbury Tales by Geoffrey Chaucer. We spent most of the first semester reading and

studing these wonderful stories. I will give a general outline of the stories and then focus on

one of the stories in particular: The Pardoner.

Documents

Student Conference the English Department - 2015 · House of Rajani, Yair Lapid’s Memories After My Death, and Meir Shalev's My Russian Grandmother’s American Vacuum Cleaner and