אנגלית

ANSWER The route · הדרך: A double-tick information question: six options, two of them right, so read each option as a small question of its own and ask whether paragraph I answers it. Two of them are answered - what the programs offer each student, in lines 4-5, and how many students use them, in lines 5-6. The other four ask for an inventor, a price, school subjects and teachers who refuse, and paragraph I raises none of these. Option iii is the trap worth naming: cost does come up later in the article, in paragraph IV, but not in paragraph I, and even there no figure is given. Tick two, no more.
שאלת איתור מידע עם שש אפשרויות ושתי תשובות נכונות. עוברים אפשרות אחר אפשרות ובודקים על מה פסקה I באמת עונה: מה התוכנות מציעות לכל תלמיד (שורות 4-5) וכמה תלמידים משתמשים בהן (שורות 5-6). שימו לב לאפשרות iii - נושא העלות אכן עולה בכתבה, אבל בפסקה IV ולא בפסקה I, וגם שם לא נמסר כמה התוכנות עולות.
i and iv.
i - lines 3-5: AI learning programs "adjust themselves to each student, offering easier or harder exercises according to the student's answers."
iv - lines 5-6: "Millions of students around the world already use such programs every week."
The paragraph does not mention an inventor (ii), a cost (iii), school subjects (v) or teachers who refuse (vi).

ANSWER The route · הדרך: This is a writer's purpose question: it does not ask what the sentence says but why it is there. The two examples sit in lines 1-2, inside the frame 'When people talk about artificial intelligence (AI), they usually imagine...', and the 'However' that follows in line 2 turns them into the familiar picture that the classroom is then set against. That also rules the others out: the paragraph never says where AI was developed (i); the classroom in line 3 is what the examples are contrasted with rather than something they explain (iii); and no danger is mentioned anywhere in paragraph I (iv).
שאלת מטרת הכותב: לא מה נאמר אלא לשם מה נאמר. שתי הדוגמאות בשורות 1-2 באות בתוך המשפט 'כשאנשים מדברים על בינה מלאכותית הם בדרך כלל מדמיינים', וה-However שבשורה 2 הופך אותן לתמונה המוכרת שמולה מוצגת הכיתה.
ii. Writer's purpose: lines 1-2 - "When people talk about artificial intelligence (AI), they usually imagine self-driving cars, robots working in factories, or computer programs that beat champions at chess." These are examples of what people usually connect with AI, brought in order to contrast them with the surprising place AI has entered - the classroom.

ANSWER The route · הדרך: Another 'what do we learn about X' question, this time with four options and one answer, so check which of the four subjects paragraph II actually covers. Only one is there: the way Estonian classrooms use the programs, in lines 11-12. Option i wants a starting date, and lines 10-11 give none - only 'years before most other countries', and about digital learning materials rather than AI programs; option iii turns line 14 around, since it is ministers from other countries who travel to Estonia; option iv asks about subjects, which the paragraph does not name.
שוב שאלת איתור, הפעם ארבע אפשרויות ותשובה אחת. רק נושא אחד באמת מופיע בפסקה II: איך הכיתות באסטוניה משתמשות בתוכנות (שורות 11-12). שורות 10-11 אינן נותנות תאריך אלא רק 'שנים לפני רוב המדינות', ובשורה 14 הנוסעים הם שרי חינוך ממדינות רבות שמגיעים אל אסטוניה, ולא שרי החינוך של אסטוניה שנוסעים למדינות אחרות.
ii. Lines 11-12: "many of their classrooms use AI programs that follow each pupil's progress and report it to the teacher." No starting date is given (i); it is ministers from other countries who travel to Estonia, not Estonian ministers who travel abroad (iii); school subjects are not mentioned (iv).

ANSWER The route · הדרך: A sentence-completion question, and after the word 'Because' the stem you are given repeats the opening of Bennett's quotation, so what is missing is simply the rest of that sentence in lines 17-18. Two practical points: after 'cannot' the sentence continues with the verb 'check' in its base form, which may keep 'possibly' in front of it as the article does, and there is no need to invent a reason of your own - the quotation itself is the answer.
שאלת השלמה. אחרי המילה Because חוזרת תחילת המשפט שניתן לכם על פתיחת הציטוט של בנט, ולכן ההשלמה היא פשוט המשך המשפט בשורות 17-18. אחרי cannot בא הפועל check בצורת הבסיס, עם possibly לפניו או בלעדיו, ואין צורך להמציא נימוק משלכם.
Because a teacher standing in front of thirty students cannot (possibly) check every exercise immediately.
Lines 17-18: "A teacher standing in front of thirty students cannot possibly check every exercise immediately."

ANSWER The route · הדרך: The same completion technique, now at the end of paragraph III. The words you are given, 'They gain', copy the verb from line 22, so what is missing is the noun phrase that follows that verb. The relative clause that begins with 'which' later in line 22 tells you what teachers do with the time rather than what they gain, so the answer can stop at 'every week'.
השלמה נוספת, בסוף פסקה III. הפועל gain שבשורה 22 כבר ניתן לכם, ולכן חסר רק צירוף השם שאחריו. הפסוקית שפותחת ב-which בהמשך שורה 22 מספרת מה עושים בזמן הזה, ולא מה מרוויחים.
They gain hours of extra time every week.
Lines 21-22: "teachers who use such programs also gain hours of extra time every week, which they can spend working with the students who need them most."

ANSWER The route · הדרך: An inference question - the answer is not printed in the article in these words but follows from it. Lines 28-29 say that the most advanced programs are expensive and that wealthy schools can afford far better tools than schools in poorer areas; from that it follows that not every school can afford the best ones. The other three fail against the text: line 26 records every answer and every hesitation, not only mistakes (i); the parents' organizations in lines 26-27 warn about where the information is kept and say nothing about agreement (iii); and line 28 calls the programs expensive with no hint that prices have come down (iv).
שאלת הסקה: התשובה אינה כתובה במילים אלה בכתבה אלא נגזרת ממנה. שורות 28-29 אומרות שהתוכנות המתקדמות ביותר יקרות ושבתי ספר עשירים משיגים כלים טובים בהרבה מבתי ספר באזורים עניים, ומכאן שלא כל בית ספר יכול להרשות לעצמו את הטובות ביותר.
ii. An inference based on lines 28-29: "The most advanced programs are expensive, so wealthy schools can afford far better tools than schools in poorer areas" - so schools in poorer areas cannot afford the best programs. The programs record every answer and hesitation, not only mistakes (i); parents' agreement is not mentioned (iii); nothing suggests prices have fallen (iv).

ANSWER The route · הדרך: A 'give ONE answer' question: lines 32-33 list three actions, each of them a legitimate answer, and one is all that is asked for. Write it in the form the question expects, a verb phrase answering 'What can chatbots do'. Take care where you stop: the list of actions ends at 'within seconds' at the start of line 33, and the homework that teachers report receiving, later in that same line, is what the teachers see, not something a chatbot does within seconds.
שאלה שמבקשת תשובה אחת בלבד. בשורות 32-33 מופיעות שלוש פעולות, וכל אחת מהן מספיקה. עונים בצירוף פועל, ונזהרים היכן עוצרים: רשימת הפעולות נגמרת ב-within seconds בתחילת שורה 33, וההמשך של אותה שורה מדבר על מה שהמורים מקבלים ולא על מה שהצ׳אטבוט עושה בשניות.
Write essays / solve math problems / summarize whole books (any ONE).
Lines 32-33: "Chatbots can now write essays, solve math problems and summarize whole books within seconds."

ANSWER The route · הדרך: A completion built on a quotation whose shape does the work for you: in lines 34-35 Bennett says 'not X, but Y', and a danger described that way is the Y. A student who copies the first half writes that the danger is that students use AI, which is precisely what she says the danger is not. The stem ends with 'students', so continue with a verb in the present simple.
השלמה שנשענת על מבנה הציטוט: בנט אומרת בשורות 34-35 'לא X אלא Y', והסכנה היא החלק שאחרי but. מי שמעתיק את החצי הראשון כותב בדיוק את מה שהיא שוללת.
The danger is that students stop making an effort.
Lines 34-35: "The danger is not that students use AI, but that they stop making an effort."

ANSWER The route · הדרך: An opinion question, so the target is Bennett's own words inside the quotation marks in lines 42-45, and not the critics and supporters reported just before her in lines 40-42. She is quoted twice here: the first quotation, in line 42, says what will never happen, and the second, which opens with 'But' in line 43, gives the condition under which AI helps. Option i contradicts the first quotation; a ban is never proposed, since line 40 speaks of rules about when chatbots may be used (ii); and the complaint about the new rules belongs to the critics in lines 40-41, who call them difficult to enforce, while Bennett says nothing against the guidelines - her last two sentences promise that AI used wisely will strengthen education (iv).
שאלת דעה: מחפשים את דבריה של בנט עצמה בשורות 42-45, ולא את המבקרים והתומכים שבשורות 40-42. היא מצוטטת כאן פעמיים: הציטוט הראשון (שורה 42) אומר מה לעולם לא יקרה, והשני, שנפתח ב-But בשורה 43, מציג את התנאי שבו הבינה המלאכותית מועילה.
iii. Lines 42-45: "No program will ever replace a good teacher... But if teachers stay in charge and use AI wisely, it can give every child the personal attention that crowded classrooms could never provide. Used this way, AI will not weaken education. It will strengthen it." Bennett explicitly rejects the idea that AI will replace teachers (i); she does not call for a ban (ii) and does not criticize the guidelines (iv).

MODEL COMPOSITION (132 words) The route · הדרך: The task is an opinion composition worth 40 points: state what you think about the four-day school week and support it, rather than survey both sides evenly. Plan before writing a word - an opening sentence that says your opinion plainly, two reasons in the body with an example under each, one sentence that answers the opposing view, and a conclusion that returns to the opinion in different words. The register is formal but personal, so 'In my opinion' and 'I believe' belong here while slang and contractions do not, and the parts are joined with Firstly, Secondly, However and In conclusion. The model answer below keeps the present simple for the opinion and for what is true today, and moves to the second conditional ('If school continued until the evening, students would come home too tired') for the results of a change that has not happened. Count the words: 120-140 is a requirement, and spelling mistakes cost points.
מטלת דעה של 40 נקודות. בוחרים צד, פותחים במשפט עמדה ברור, שני נימוקים ולכל אחד דוגמה, התייחסות אחת לדעה הנגדית וסיום שחוזר לעמדה. הסגנון רשמי אך אישי, ומילות הקישור Firstly, Secondly, However ו-In conclusion מחברות בין החלקים. התשובה לדוגמה כתובה בהווה פשוט, ועוברת לתנאי מסוג שני כשהיא מתארת מה היה קורה אילו הלימודים היו נמשכים עד הערב. 120-140 מילים, ועל שגיאות כתיב מורידים נקודות.

In my opinion, schools should not move to a four-day week. Firstly, longer school days are exhausting. Most teenagers already find it hard to concentrate during the last lessons of the day. If school continued until the evening, students would come home too tired to do homework or enjoy their hobbies. Secondly, an extra day off would not help every family. Many parents work five days a week, so younger children would stay home alone, and some families would have to pay for babysitters. Supporters argue that a long weekend gives students time to rest. However, I believe that many teenagers would simply spend the extra day on their phones. In conclusion, although a four-day week sounds attractive, I am convinced that five shorter days are better for students and their families.

Why this composition earns full marks: it states a clear opinion in the introduction, gives two reasons, each supported by an example, answers an opposing argument, uses linking words (Firstly, Secondly, However, In conclusion) and restates the opinion at the end - all within the required 120-140 words.

How the composition is assessed: content and organization (a clear, well-supported opinion), vocabulary, and language accuracy. Remember: points are deducted for incorrect spelling.