אנגלית

Answer The route · הדרך: This is a "What do we learn" question, so you are not hunting for a single word but deciding which piece of information paragraph I actually gives us about Emma. Take the four options one at a time and ask whether the paragraph supplies that information anywhere. Her reason for refusing is given in her own words in lines 4-5. The other three name things the paragraph never tells us: lines 1-2 say that the school opened a garden behind the sports hall but not who built it, and the club's meeting times and Emma's favourite lessons do not appear at all. (שאלת "מה למדנו": עוברים אפשרות-אפשרות ובודקים אם הפסקה בכלל מוסרת את המידע; הסיבה לסירובה מופיעה בדבריה בשורות 4-5.)
iii) Why she did not want to join the garden club.
Check: lines 3-5: "At first, Emma did not want to join. 'I thought gardening was boring, something for old people.'" The text never says how often the club meets (i), who built the garden (ii), or which lessons she likes (iv).

Answer The route · הדרך: A detail question with a ready-made sentence opening, so the words you need are already in the text. The phrase "in the end" from the question appears in the text itself, at the close of line 6, so read straight on: line 7 gives the teacher's request. Then fit it to the opening - after "asked her to" the verb stays in its base form, so begin with "try". (שאלת פרט: הביטוי "In the end" מופיע בסוף שורה 6 ומוביל ישר לשורה 7; אחרי "asked her to" הפועל נשאר בצורת הבסיס.)
Her teacher asked her to try the (garden) club for one month.
Check: lines 6-8: "In the end, her teacher asked her to try the club for one month, and Emma agreed."

Answer The route · הדרך: A detail question, and it repeats two things from the text - "most of the students", which the text prints as "Most of the students" at the head of its sentence in line 13, and the idea of helping - and the two sit together in that one sentence, lines 13-14. That sentence reports what the students themselves said. Be careful not to slide into the next sentence, lines 14-16, which reports what the teachers said about the students and answers a different question. After "It helped them" the verb keeps its base form, exactly as the text has it. (שאלת פרט: הצירוף "most of the students" שבשאלה מופיע בטקסט בצורה "Most of the students" בשורה 13 ומוביל למשפט שבשורות 13-14; המשפט שאחריו מוסר מה דיווחו המורים על התלמידים, ולא מה אמרו התלמידים עצמם.)
It helped them feel calmer during the school day.
Check: lines 13-14: "Most of the students said that working in the garden helped them feel calmer during the school day."

Answer The route · הדרך: Two ticks, seven points each, so treat this as six separate yes-or-no decisions rather than one choice. For each option, try to put your finger on the line that gives the information; if you cannot find such a line, the option is out. Paragraph II does tell us how many students were asked and what their teachers reported, but it says nothing about how the thirty schools were found, how long each visit lasted, what the gardens cost or how many schools want a bigger one. The paragraph does carry a number, "thirty schools", which is not the number option vi asks for, so check what each option is really counting. (שתי תשובות: מחליטים בנפרד על כל אחת מהשש ומסמנים רק את מה שאפשר להצביע עליו בשורה מפורשת בטקסט.)
ii) How many students the researchers asked, and iv) what the teachers said about the students.
Check: lines 11-13: "They visited every one of these schools and asked more than a thousand students about their school day" (= ii); lines 14-16: "Their teachers also reported that the students worked together better in class, and that they threw away less food at lunch" (= iv). The text never says how the schools were found (i), how long the researchers stayed (iii), how much the gardens cost (v), or how many schools want a bigger garden (vi).

Answer The route · הדרך: A detail question that is close to pure location work, because the opening words "Someone has to" are copied from the text itself. Find them in line 21 and follow the sentence into the start of line 22, where it ends at "even in the summer holidays." The contrast word "But" in line 20 shows you where to look: what comes before it, in lines 18-20, is what a garden gives students, and what comes after it is the work a garden costs, which is what the question asks about. (שאלת איתור: הפתיח "Someone has to" לקוח משורה 21; המילה "But" בשורה 20 מפרידה בין יתרונות הגן לבין העבודה שהוא דורש.)
Someone has to water the plants every day (even in the summer holidays).
Check: lines 20-22: "But a garden also needs a lot of care. Someone has to water the plants every day, even in the summer holidays."

Answer The route · הדרך: A detail question, and the question word "How" asks for something Emma does, so look for what she does in paragraph IV. The paragraph names several things: she is one of the leaders of the club, she has planted tomatoes and sweet peppers, she teaches younger students, and last week the club made a soup from their own vegetables. Only one of these is aimed at the younger students, and it is spelled out in lines 27-28. Write it as a short full sentence beginning with "She". (שאלת פרט: "How" מבקש פעולה; מבין הפעולות שבפסקה IV רק זו שבשורות 27-28 נוגעת לתלמידים הצעירים.)
She teaches them (the younger students) how to take care of the plants.
Check: lines 27-28: "she teaches younger students how to take care of the plants."

Answer The route · הדרך: "What do we learn" about one paragraph asks for the point of that paragraph, so decide what paragraph IV is doing before you read the options. It returns to Emma a year later and sets her words today against her words in paragraph I - "boring, something for old people" then, "not boring at all" now - so the paragraph is about a change of mind. The three wrong options borrow real material from the paper and attach it to information that is not there: lines 26-27 name the vegetables she has planted but never say which she likes to eat, meeting times are never given, and the watering in the summer holidays is raised in paragraph III without anyone being named. (שאלת רעיון מרכזי: קודם קובעים מה הפסקה עושה - מעמידה את מה שאמה ברוקס חשבה בפסקה I מול מה שהיא אומרת היום - ואז פוסלים אפשרויות שמשתמשות בחומר אמיתי מהטקסט אך מכוונות למידע שאינו מופיע בטקסט כלל.)
ii) How her feelings about gardening have changed.
Check: lines 29-30: "Now I know that gardening is not boring at all. When I am in the garden, I forget my phone completely" - the opposite of what she thought in paragraph I. The text does not say which vegetables she likes to eat (i), when the club meets (iii), or who waters the plants in the holidays (iv).

Answer The route · הדרך: The question gives you the line number, so this is location work with one small change to make. Find the verb "forget" in line 30 and take the object that follows it, "my phone". The opening "Her" is a second clue: it tells you that a noun is wanted here, not a whole sentence, and it also tells you that Emma's own "my phone" has to become "her phone", so a single word fills the blank. (שאלת איתור: מאתרים את הפועל "forget" בשורה 30 ולוקחים את המושא שאחריו; הפתיח "Her" מלמד שנדרשת מילה אחת - שם עצם.)
Her phone.
Check: line 30: "When I am in the garden, I forget my phone completely."

Model composition (82 words) The route · הדרך: This topic is taken word for word from the list of writing topics printed in the מיקוד in force for the winter and summer תשפ״ז sittings of שאלון ג׳ 16382, and in those sittings the exam topic comes from that list. The task has two parts, so answer both: name one change clearly, and then give the reasons for choosing it. Thirty points are marked on content, organization and language, so plan before you write - your change in the first sentence, then two or three reasons with one concrete detail each, then a closing sentence that comes back to it - and join them with linking words such as First, Second, In addition and For all these reasons. Keep the register polite and neutral, write about yourself with I, and follow the tenses of the model below: "should" for the change you ask for and "could" for what it might do, the present simple for the reasons themselves. Count the words before you copy the final version onto the page: 70 to 90, and the model comes to 82. (מטלת כתיבה: הנושא לקוח מרשימת נושאי הכתיבה שבמיקוד שבתוקף לחורף ולקיץ תשפ״ז לשאלון ג׳ 16382, ובמועדי תשפ״ז נושא הכתיבה נלקח מן הרשימה הזאת. בוחרים שינוי אחד ומנמקים; פתיחה, שתיים-שלוש סיבות עם פירוט, ומשפט סיום; should לשינוי המבוקש, could למה שהוא יוכל לעשות, הווה פשוט לנימוקים; 70-90 מילים.)

In my opinion, my school should make the classrooms quieter and more comfortable. First, it is hard to think in a hot, noisy room. With fans and better windows we could listen to the teacher instead of to the street. Second, we need a quiet corner with tables, because many students learn better alone than in a full class. In addition, a calm room makes people kinder to each other. For all these reasons, this is the change I would ask for.

How the composition is assessed: Content (a clear answer to the question, with reasons) · Organization (an opening, connected ideas, a closing sentence) · Language (vocabulary and grammar).
Note: points are taken off for compositions that are much shorter or longer than 70-90 words.