200 שאלות תרגול במטרת הקטע באנגלית מתוך פרק האנגלית של הבחינה הפסיכומטרית. לכל שאלה פתרון מלא ומוסבר, ואפשר לתרגל לפי רמת קושי.
66 קלות71 בינוניות63 קשות
איך פותרים מטרת הקטע באנגלית
הכלללא קוראים את הקטע ואז את השאלות. קוראים את השאלות קודם, ואז קוראים את הקטע כשאתם כבר יודעים מה אתם מחפשים - זה ההבדל בין לסיים בזמן ללא לסיים.
1עברו על השאלות ראשונות, בלי האפשרויות. שתי דקות שם חוסכות יותר משהן עולות.
2קראו את הקטע ברצף אחד. אל תעצרו על מילה לא מוכרת - ההקשר יסביר אותה, ואם לא, כנראה לא צריך אותה.
3סמנו בראש איפה כל פסקה נמצאת: על מה היא, ומה תפקידה בטיעון.
4לכל שאלה חזרו לשורה שעונה עליה. תשובה שאתם לא יכולים להצביע על המקום שלה בטקסט היא ניחוש.
המלכודתאפשרות שנכונה בעולם אבל לא נאמרה בקטע. המבחן שואל מה כתוב, לא מה נכון - וידע כללי הוא מה שמפיל כאן, במיוחד כשהנושא מוכר לכם. אם אי אפשר להצביע על השורה, זו לא התשובה.
שאלות לדוגמה
ארבע מתוך 200, עם הפתרון המלא.
שאלה 1
Read the passage:
The Iron Lady of Paris
When Gustave Eiffel's company won the competition to build a monument for the 1889 World's Fair in Paris, not everyone was pleased. In 1887, while construction was under way, a group of well-known artists and writers published a letter of protest in a Paris newspaper, describing the planned tower as useless and monstrous and arguing that it would overshadow the city's historic buildings. Their objections, however, did little to slow the work. Built from thousands of iron parts held together by millions of rivets, the tower was completed in about two years and, at roughly 300 metres, became the tallest structure in the world.
The tower's troubles did not end when the fair closed. Eiffel had been given permission to keep it for only twenty years, after which it could have been taken down. Aware of the danger, he worked hard to show that it served a practical purpose, encouraging scientific experiments on it, from weather observations to studies of air resistance. Most importantly, it proved to be an excellent support for radio antennas, and its value for communications, particularly to the military, helped secure its future. Today it is hard to imagine Paris without the structure that some of its most respected citizens once opposed.
The main purpose of the passage is to -
אexplain how iron towers are built with rivets
בargue that the artists' protest of 1887 was fully justified
גshow how a much-opposed tower survived
דcompare the Eiffel Tower with other tall structures
הפתרון
הקטע עוקב אחר המגדל מההתנגדות בבנייתו ועד שהובטח עתידו. הריבטים - פרט שולי; אין השוואה למבנים אחרים.
שאלה 2
Read the passage:
Reading a Rainbow
A rainbow can appear only when two conditions are met: the sun must be shining, and there must be raindrops in the air in front of the observer. An observer looking at a rainbow always has the sun behind them. For this reason, rainbows are most often seen in the early morning or late afternoon, when the sun is low and a shower is passing on the opposite side of the sky.
The colours are produced inside each raindrop. When sunlight enters a drop, it bends, or refracts, and because each colour bends by a slightly different amount, white light is separated into its components. The light then reflects off the back of the drop and bends again as it leaves. Red light emerges at an angle of about 42 degrees from the point directly opposite the sun, and violet at a slightly smaller angle, so the bow always has red on the outside and violet on the inside.
Sometimes a fainter second bow appears outside the first. It is produced by light that reflects twice inside the drops, and its colours are reversed, with red on the inside. The sky between the two bows looks noticeably darker. Since the angles depend on the position of the observer's eyes, no two people ever see exactly the same rainbow; each sees light from a different set of drops.
The author's main purpose in writing the passage is to -
אencourage readers to go out and look for rainbows
בcorrect a popular myth about the order of colours in rainbows
גcompare rainbows with other kinds of weather
דexplain how rainbows form and appear
הפתרון
הקטע אינפורמטיבי: היווצרות, צבעים וקשת כפולה. אין בו שכנוע או תיקון מיתוס.
שאלה 3
Read the passage:
Lightning and Thunder
During a storm, you usually see a flash of lightning first and hear the thunder a few seconds later. Many children believe that the two happen at different times, but in fact they happen at the same moment. Lightning is a giant electric spark, and it heats the air around it until it is hotter than the surface of the sun. The air expands so quickly that it makes a loud bang, and that bang is thunder.
We notice the flash first for a simple reason: light travels much faster than sound. Light from the flash reaches our eyes almost immediately, while sound needs about three seconds to travel one kilometre. This difference gives us an easy way to find out how far away a storm is. Count the seconds between the flash and the thunder, then divide the number by three. If you count nine seconds, the lightning struck about three kilometres away.
Counting can also tell you whether a storm is coming closer. If the gap becomes shorter each time, the storm is moving towards you. However, experts advise people to go indoors as soon as they hear any thunder at all, because lightning can strike far from the centre of a storm.
The author's main purpose in writing the passage is to -
אwarn readers that lightning is far more dangerous than thunder
בexplain a storm experience and a practical use of it
גcompare the speed of light in different materials
דprove that children's ideas about storms are always wrong
הפתרון
הכותב מסביר תופעה מוכרת ומלמד שיטה מעשית לחישוב מרחק. האזהרה מופיעה רק במשפט האחרון, ו-always מוגזם.
שאלה 4
Read the passage:
The Face and the Cut
Film-makers have long invoked the so-called Kuleshov effect as proof that meaning in cinema is created as much in the editing room as in front of the camera. According to the usual account, the Soviet director Lev Kuleshov, around 1920, took a shot of the actor Ivan Mosjoukine's deliberately expressionless face and intercut it with images of a bowl of soup, a child in a coffin and a woman lying on a sofa. Audiences are said to have praised the actor's subtle portrayal of hunger, grief and desire respectively, unaware that the face was identical in every case.
The anecdote is so neat that it has rarely been questioned, yet its evidential basis is surprisingly thin. The original footage has not survived, and the descriptions we have come largely from Kuleshov and his student Vsevolod Pudovkin, written years afterwards and differing in their details. Modern attempts to recreate the experiment under controlled conditions have produced mixed results.
None of this renders the underlying insight worthless. That viewers read faces in the light of their surroundings is plausible and, to some degree, supported by research. But the celebrated demonstration may be better understood as a parable about editing than as an experiment in any rigorous sense, and its persistence says as much about film-makers' fondness for a good story as about the psychology of perception.
The author's primary purpose is to -
אreassess the evidence behind a widely told story
בdescribe how Kuleshov trained Pudovkin
גargue that editing has no real effect on a film's meaning
דpraise the acting of Ivan Mosjoukine
הפתרון
הכותב בוחן מחדש את הבסיס לאנקדוטה. הוא לא טוען שלעריכה אין השפעה ("None of this renders the underlying insight worthless").