אנגלית

Answer The route · הדרך: This is a detail question, so treat the four options as four claims to check against paragraph I rather than four ideas to weigh up. Only one of them is actually put into words there: the quotation in lines 5-6, where Walsh describes his first lesson. The paragraph does call him an accountant (line 3), and the word “guitar” does appear - but only on the sign in line 4, with nothing about buying one; line 1 says his childhood piano lessons were weekly and lines 7-8 that he practices every evening now, yet neither of those tells us how often the adult course meets. שאלת פרט: בודקים כל אפשרות מול פסקה I, ורק אחת מהן באמת נאמרת שם - הציטוט בשורות 5-6. שאר האפשרויות נשענות על מילים שמופיעות בטקסט בלי שהמידע עצמו נמסר.
iii) How he felt at his first guitar lesson.
Check: lines 5-6: “At the first lesson my fingers hurt and I felt a little silly.” The text never says when he bought a guitar (i), why he chose accounting (ii), or how often the course meets (iv).

Answer The route · הדרך: A sentence-completion question, and the stem is almost a copy of the opening sentence: lines 1-2 give you “he took weekly piano lessons for a year”, and the stem repeats that without “weekly”, so the gap is whatever follows the one “and” in line 2. That settles the grammar too - what you write is a past-tense verb phrase, not a new sentence of your own. Adding what happened next, that he stopped as soon as his parents allowed it, does no harm, but the short phrase on its own already answers the question. השלמת משפט: הפתיח חוזר כמעט מילה במילה על שורות 1-2 (בלי המילה weekly), ולכן החסר הוא מה שבא אחרי ה-and היחיד שבשורה 2 - צירוף פועל בעבר.
As a boy, he took piano lessons for a year and hated every minute (he stopped as soon as his parents allowed it).
Check: lines 1-2: “he took weekly piano lessons for a year and hated every minute. He stopped as soon as his parents allowed it.”

Answer The route · הדרך: Here you are asked what a whole paragraph is about, so answer from the point the writer is making and not from a single familiar word. Lines 12-17 are one long list of what music does for people: it uses both sides of the brain, it can improve memory and concentration, it lowers stress, and doctors now suggest group singing to lonely patients. The other three options each lean on something that really is on the page - Haddad’s name, the doctors - or on a question that sounds sensible for an article like this; but paragraph II names no instrument at all, does not tell Haddad’s own story, and gives no date, since the doctors there are recommending music rather than studying it. שאלת רעיון מרכזי: השורות 12-17 הן רשימה אחת של תועלות. שאר האפשרויות נשענות על שם שמופיע בטקסט (הדאד, הרופאים) או על שאלה שנשמעת מתאימה לכתבה כזאת, אבל בפסקה II לא מוזכר שום כלי נגינה, אין סיפור אישי על הדאד ואין תאריך.
ii) How making music can help people.
Check: lines 12-15: playing uses “both sides of the brain,” the “daily workout can improve memory and concentration,” and “making music with others lowers stress.” No instrument is recommended (i), Haddad’s career is not explained (iii), and no date for doctors’ research is given (iv).

Answer The route · הדרך: A complete-the-answer question that hands you the line numbers, so the work here is accurate copying rather than searching. The stem stops in the middle of Haddad’s own sentence in lines 12-13, and the words that come after “that” finish it. Let the grammar of the stem guide you: the relative pronoun points back to “activities”, so the verb stays plural - “use”, not “uses”. השלמת תשובה: הפתיח עוצר באמצע המשפט של הדאד בשורות 12-13, וממשיכים במילים שאחרי that. הפועל נשאר ברבים כי הוא מתייחס ל-activities.
It is one of the few activities that use both sides of the brain at the same time.
Check: lines 12-13: “Playing music is one of the few activities that use both sides of the brain at the same time.”

Answer The route · הדרך: A locate-the-detail question, and it even gives you the lines, so the only real task is reading them for the right kind of item. The relevant sentence begins at the end of line 20, with “People who prefer to learn”, and carries “at home” over into line 21; the colon later in line 21 opens the description of what those apps actually do. You are asked for ONE answer, so choose the part you can write out accurately and give it as a full phrase; extra items earn nothing here and only add places to make a spelling mistake. שאלת איתור: המשפט הרלוונטי מתחיל בסוף שורה 20 במילים People who prefer to learn וממשיך בשורה 21, והנקודתיים באותה שורה פותחות את תיאור האפליקציות. מספיק פריט אחד, כתוב במלואו.
Any ONE of: they can use apps that turn practice into a game / apps that show the right notes on the screen / apps that give players points for every song they complete.
Check: lines 20-23: “People who prefer to learn at home can choose from dozens of apps that turn practice into a game: the right notes appear on the screen, and players win points for every song they complete.”

Answer The route · הדרך: A reason question, and the stem has borrowed the writer’s own words: “hoping that a musical break will” in line 24 has become “they hope that a musical break will” in the question. So the answer is simply the rest of that same sentence, which runs into line 25. Because the stem ends on “will”, what you write has to begin with a verb in the base form, and it should stay a phrase rather than growing into a second sentence. שאלת סיבה: הפתיח לקוח כמעט מילה במילה מהשורה 24, ולכן משלימים את סוף אותו משפט. אחרי will בא פועל בצורת הבסיס.
Because they hope that a musical break will send employees back to their desks refreshed.
Check: lines 23-25: “They invite teachers to give short lunchtime lessons at the office, hoping that a musical break will send employees back to their desks refreshed.”

Answer The route · הדרך: A question about one piece of research, so the test is not “is this true of the article” but “does the survey sentence say it”. Read lines 26-28 for two things: who was asked - people who had played an instrument as children - and what they answered, which was that they regretted giving it up. That settles the option which moves “seven out of ten” onto children taking music lessons, and the one about how many Canadian adults play, a number the survey never reports. The remark that beginners give up quickly does appear in the same paragraph, but it comes from Becker in lines 29-30 and is not a finding of the survey. שאלה על נתון מחקרי: בודקים בשורות 26-28 את מי שאלו ומה הם ענו. אפשרות אחת נכונה לגבי הכתבה, אך היא דבריו של בקר ולא ממצא של הסקר.
ii) Many people are sorry they stopped playing.
Check: lines 26-28: “seven out of ten people who had played an instrument as children said that giving it up was a decision they regretted.” The survey is about regret, not about how many adults play today (i) or about children’s lessons (iii); giving up quickly (iv) is Becker’s claim, not a survey result.

Answer The route · הדרך: A two-answer question about one named speaker, which hands you a filter before you even read the options: only what Becker himself says can count, and he speaks in two places - the end of paragraph IV (lines 29-32) and all of paragraph V. Match one option to each of them. Two of the wrong options go against his advice, since he tells new players to make music with other people (line 36) and to set small goals, such as learning one favorite song (line 34). Another repeats the very excuse he rejects, because line 33 says the problem is “not talent but method”. The last one compares adults with children, a comparison the article does not make. שתי תשובות נכונות: רק דברים שבקר עצמו אומר נחשבים, והוא מדבר בסוף פסקה IV ובפסקה V. שתי אפשרויות סותרות את עצתו - לנגן עם אחרים ולהציב מטרות קטנות.
i) Many of them stop playing within the first year, and iii) it is better to practice a little every day.
Check: lines 29-30: “Most adult beginners stop playing during their first year” (= i); lines 34-35: “to practice for ten minutes every day instead of one long session a week” (= iii). Becker never compares adults with children (ii), says quitters lack talent (iv - he says the problem is “not talent but method”), tells players to play alone (v - he says the opposite), or recommends difficult songs (vi - he suggests “one favorite song”).

Answer The route · הדרך: Another reason question, and the text marks the reason for you: the word “because” in line 36 is followed by exactly the clause the stem is waiting for. Take the words that come after “a group” and stop at the end of that clause in line 37, since the sentences about football and talent that follow are making a different point. Note that “a group” is singular, so the verb keeps its -s. שאלת סיבה: המילה because בשורה 36 מסמנת את התשובה, ולוקחים את מה שבא אחרי a group עד סוף המשפט בשורה 37.
Because a group gives every member a reason to carry on.
Check: lines 36-37: “they should make music with other people, because a group gives every member a reason to carry on.”

Model composition (112 words) The route · הדרך: This is a personal-opinion composition worth 40 points, so plan it before you write a word. Say yes or no in the opening sentence; then give two or three reasons, each one made concrete with something from your own life; then a sentence or two that admit the difficulty and answer it; then a closing sentence that looks forward. What you are describing has not happened yet, which is why the model below leans on “would”, “could” and “might”, and uses the present tense mainly for general statements such as “learning takes patience”. The register stays personal but neutral - no slang, and no sentence copied out of the article - and count the words, because 100-120 is part of the task. מטלת דעה אישית: פותחים בעמדה ברורה, מנמקים בשתיים-שלוש סיבות עם דוגמה, מודים בקושי ועונים עליו, ומסיימים במבט קדימה. רוב הניסוח נשען על would, could ו-might, וההיקף הנדרש הוא 100-120 מילים.

I would love to learn to play the guitar. Music has always been an important part of my life, but until now I have only listened to it. Playing an instrument would let me express my feelings in a new way, and research shows that it can also improve memory and concentration. In addition, I could join the band at my school and perform on stage in front of a real audience. Of course, learning takes patience, and my first songs would probably sound terrible. However, slow progress does not frighten me. I would practice for a few minutes every day, and one day I might even write songs of my own.

How this composition is marked: Content (the question is fully answered, with convincing reasons) · Organization (a good opening, ideas in a sensible order, a closing thought) · Language (rich vocabulary, correct grammar and accurate spelling).
Note: spelling mistakes cost points, and so does a text far outside the required length.