אנגלית

ANSWER The route · הדרך: This is a 'what does the paragraph tell us' question, so read every option as a question of its own and ask whether paragraph I actually answers it. Three of the four raise subjects the paragraph never touches; only one is covered, in the sentence that describes what the stories do to the people who read them (lines 4-5).
שאלה על מידע שמופיע בפסקה I בלבד: עוברים על ארבע האפשרויות ובודקים על איזו מהן הפסקה באמת עונה. הראיה נמצאת בשורות 4-5.
i. Lines 4-5: false news stories "are shared on social media, where they shape what people believe about their health, their money and the world around them." The paragraph does not say how to recognize or stop false news, or who invents it.

ANSWER The route · הדרך: The same kind of question as 1, only now there are six options and two of them are right, so go through paragraph II option by option and keep only those whose subject really appears in it. Two are covered: one by the description of what the lessons train pupils to do, and one by the sentence about the results in European surveys. The other four ask for a starting date, for the authors of the stories used in lessons, for countries that refuse and for a weekly number of lessons - none of which the paragraph gives. Tick exactly two.
אותו סוג שאלה, אבל כאן מסמנים שתי תשובות. סורקים את פסקה II ומשאירים רק נושאים שהיא באמת מזכירה - שורות 9-13 ושורות 13-14.
ii and iv.
ii - lines 9-13: the programs "teach students how to judge the information they find online", and pupils "are taught to compare a headline with the full story, to find out who wrote a report and to ask what evidence supports it."
iv - lines 13-14: "The results are impressive: in European surveys, Finland is regularly ranked as the country most resistant to false information."
The paragraph does not mention a starting date (i), who writes the stories used in lessons (iii), countries that refuse (v) or a number of weekly lessons (vi).

ANSWER The route · הדרך: A locate-and-copy question: the lines are handed to you, and the stem you have to finish repeats words that appear in them. Scan lines 15-17 for 'designed to' and carry the sentence on from there. Keep the grammar of the stem - after 'to' a verb must follow - and use the article's own wording rather than a paraphrase of your own.
שאלת איתור. פותחת המשפט חוזרת על מילים מן הטקסט, ולכן מאתרים אותן בשורות 15-17 וממשיכים משם באותה לשון.
They are designed to shock or anger their readers.
Lines 15-17: false stories spread faster "mainly because they are designed to shock or anger their readers."

ANSWER The route · הדרך: A detail you can put your finger on. The question uses the article's own word, and it appears in lines 21-22, so find it there and read what follows the word 'about'. Two areas are named, and a full answer has to give both of them; one alone is half an answer.
שאלת פרט. השאלה משתמשת באותה מילה שבטקסט, ולכן מאתרים אותה בשורות 21-22 וקוראים מה בא אחריה. נכתבים שני התחומים, לא אחד.
They are about their health and their savings.
Lines 21-22: "many people have made harmful decisions about their health and their savings because of reports that were simply not true."

ANSWER The route · הדרך: An inference question: the correct sentence is not written anywhere in the paragraph, so two facts have to be joined. Lines 24-26 say where the platforms' money comes from, and the next sentence (lines 26-28) says which kind of headline attracts more clicks; put the two together. Then test the remaining options against what the paragraph actually claims, not against single words: 'business model', 'headline' and 'education' all appear here, but the paragraph never says that the platforms check headlines, that they have changed their business model, or that they pay for programs.
שאלת הסקה. התשובה אינה כתובה במשפט אחד: מחברים את מקור ההכנסה של הפלטפורמות (שורות 24-26) עם העובדה שכותרת מזעזעת מביאה יותר קליקים.
ii. This is an inference from lines 24-28: platforms "earn most of their money from the advertisements that appear next to popular content", and "a shocking headline attracts far more clicks" - so when shocking stories become popular, the platforms make money. The paragraph says nothing about checking headlines, changing the business model or paying for programs.

ANSWER The route · הדרך: The shortest kind of item on the paper - a quantity you can lift straight out of the text. The words of the question appear almost unchanged at the start of paragraph V (lines 29-30), so find them and read to the end of that clause. A short phrase is enough; a full sentence is not required, and nothing from the rest of the sentence, about the story travelling around the world, belongs in the answer.
שאלה קצרה על כמות. מילות השאלה מופיעות כמעט כלשונן בשורות 29-30, וצירוף קצר מספיק - אין צורך במשפט שלם.
Many hours.
Lines 29-30: "Checking a single claim can take a professional many hours".

ANSWER The route · הדרך: The stem you have to complete is taken almost word for word from lines 33-34, so locate it and carry on to the end of the sentence. Notice that the idea here is a comparison: a complete answer names both sides of it - how many readers the correction reaches, and what that is being compared with.
פותחת המשפט לקוחה כמעט מילה במילה משורות 33-34. מדובר בהשוואה, ולכן התשובה צריכה לכלול את שני צדדיה.
The correction usually reaches far fewer readers than the original story (did).
Lines 32-34: "even when a false report is corrected, the correction usually reaches far fewer readers than the original story did."

ANSWER The route · הדרך: A writer's purpose question. It does not ask what is true about Finland but what job Finland does in the paragraph. Look first at the sentences before it (lines 8-10), which introduce education as a way of fighting false news, and then at how Finland itself is described (lines 10-11 and 13-14). A country brought in immediately after a general claim, and praised for its results, is there to illustrate that claim. Each of the other options attaches to Finland something the paragraph never says.
שאלה על מטרת הכותב, לא על עובדות. בודקים איזה תפקיד ממלאה פינלנד בפסקה II: היא מובאת כדוגמה מיד אחרי הטענה הכללית שבשורות 8-10.
iii. Writer's purpose: paragraph II presents the international effort to fight false news through education, and Finland is brought as the leading example - "the leader in this field" (lines 10-11) whose results "are impressive" (lines 13-14).

ANSWER The route · הדרך: The question asks for Carter's opinion, not for what paragraph VI reports in general, so the views of the critics and of the supporters in lines 38-39 are not the target. Go to her own words inside the quotation marks (lines 39-42) and read the whole quotation: the first half says what will not work on its own, and the half after 'But' says what will. A student who stops at the first half is the one who ends up with a wrong option - her own opinion is in the half that follows it.
מחפשים את דעתה של קרטר עצמה, כלומר את הציטוט שבשורות 39-42, ולא את דברי המבקרים והתומכים שלפניו. קוראים את הציטוט כולו, שני חלקיו.
iv. Lines 39-41: "No single law, lesson or technology will end false news... But if education, regulation and smarter platforms are combined, the damage can be reduced dramatically." Carter explicitly rejects a single solution (i), and is hopeful, not despairing (ii); she does not discuss what is more important (iii).

MODEL COMPOSITION (135 words) The route · הדרך: Read what the task actually asks for: take one side, state it and support it. It is not a request for a balanced survey of both views. Plan the piece before writing a word - an opening sentence that states your opinion plainly, two reasons in the body with one concrete example under each, a single sentence that answers the opposite view, and a conclusion that returns to your opinion in different words. The register is formal but personal, so 'In my opinion' and 'I believe' are welcome while slang and contractions are not; link the parts with words such as Firstly, Secondly, However and In conclusion. Finally, count the words: 120-140 is a rule and not a suggestion, and spelling mistakes cost points.
מטלת דעה. בוחרים צד אחד, פותחים במשפט עמדה ברור, שני נימוקים ולכל אחד דוגמה, התייחסות אחת לדעה הנגדית וסיום שחוזר לעמדה. 120-140 מילים, ועל שגיאות כתיב מורידים נקודות.

In my opinion, high school students should be required to do volunteer work in their community. Firstly, volunteering teaches skills that no classroom can provide. When students help younger children with their homework or visit elderly neighbors, they learn responsibility, patience and teamwork. These qualities will help them in every job they have in the future. Secondly, required volunteering connects teenagers to the people around them. Many students hardly know their own neighborhood. Helping at a local food bank, for example, shows them that their actions can improve other people's lives. Some people argue that forced volunteering is not really volunteering. However, many students who are pushed to start discover that they actually enjoy it and continue by choice. In conclusion, I strongly believe that community service should be a requirement in every high school.

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.