C-S01 — The Perfect Trip That Was Not Possible Module C · version 0.4.0 · original fictional reading practice 1. When Yarden planned a class visit to a science museum, she asked an AI program for help. Within seconds, it produced a clear plan with bus times, ticket prices and a lunch stop. Yarden liked the plan because she usually spent hours finding this information. She sent it to her teacher before checking the details. 2. The teacher noticed a problem: the museum was closed on the day of the trip. Yarden checked the museum's own website and found that the program had used an old timetable. The lunch place was real, but its address was wrong. The plan sounded useful, although two important details could not be trusted. 3. Yarden felt embarrassed, but she did not hide her mistake. She called the museum and checked the bus timetable herself. Then she made a new plan. She kept the program's clear list of activities, but replaced the incorrect information with details she had checked. 4. The class enjoyed the visit. Afterward, Yarden made a small guide for other students: ask the program for ideas, then check practical details with the people or places involved. She still used AI, but no longer treated a quick answer as a checked answer. C-S01-Q01 | C-S01-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The museum was closed on the trip day. B. AI planning reduces school expenses. C. The teacher wrote the first plan. D. Yarden sent the plan to her teacher. E. The plan saved Yarden time. F. Yarden checked the details before sending the plan. C-S01-Q02 | C-S01-P1 Give ONE answer. Who received the plan before Yarden checked it? Give ONE answer from paragraph I. C-S01-Q03 | C-S01-P2 Circle ONE correct answer. What does paragraph II explain about the first plan? A. Why some of its practical information could not be trusted. B. The museum was closed because it was preparing new displays. C. Why Yarden should never use an AI program again. D. AI planning is exciting and makes every trip wonderful. C-S01-Q04 | C-S01-P2 Complete the sentence. Complete the sentence. The incorrect detail about the lunch place was _____. C-S01-Q05 | C-S01-P3 Give TWO answers. What are TWO things Yarden did to check the new plan? Give TWO answers from paragraph III. C-S01-Q06 | C-S01-P4 Circle ONE correct answer. What do we learn about Yarden in paragraph IV? A. She no longer used AI. B. She continued using AI but checked practical details. C. She believed all quick AI answers were correct. D. She checked only the list of activities. C-S01-Q07 | whole_text Circle ONE correct answer. Which statement best summarizes the text? A. A science museum should choose the date of every school trip. B. Students can plan trips without checking opening times. C. AI plans always contain false information. D. AI can help with planning, but its information needs checking. C-S02 — A Headphone Repair with an Unexpected Teacher Module C · version 0.4.0 · original fictional reading practice 1. At a school repair afternoon, students brought objects that no longer worked. Sixteen-year-old Eitan volunteered because he liked taking small machines apart. He expected to fix a few headphones and show younger children what he knew. The table soon filled with broken lamps, clocks and other everyday objects. 2. An older visitor named Rachel brought headphones that had stopped working on one side. Eitan tried a new cable, but nothing changed. He was ready to tell her to buy another pair. Rachel asked him to open the small box where the cable joined the headphones. She had repaired radios for many years. 3. Inside the box, Rachel found a loose wire. She showed Eitan how it should connect, and the adult repair leader safely attached it. The headphones worked again. Eitan realized that trying another cable had not tested every possible cause. He asked Rachel to stay and help with the next object. 4. By the end of the afternoon, Eitan had learned more than he had expected to teach. The school invited Rachel to the next repair meeting. On the sign above the table, Eitan wrote, 'Bring a broken object and something you know.' This time, he left a chair ready for her. C-S02-Q01 | C-S02-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Eitan expected younger children to teach him repairs. B. Eitan came because he disliked working with machines. C. Visitors brought objects that were all working well. D. Eitan expected to teach younger children. E. Eitan enjoyed taking small machines apart. F. The table contained only headphones. C-S02-Q02 | C-S02-P1 Give ONE answer. Give ONE type of object on the repair table. Give ONE answer from paragraph I. C-S02-Q03 | C-S02-P2 Circle ONE correct answer. Complete the answer according to paragraph II. Rachel could suggest another check because she (–). A. had replaced radios for many years B. had bought the headphones that morning C. had repaired radios for many years D. had admired new headphones for many years C-S02-Q04 | C-S02-P2 Complete the sentence. Complete the sentence. Before Rachel’s suggestion, Eitan tried _____. C-S02-Q05 | C-S02-P3 Give TWO answers. What are TWO things Rachel did to help with the repair? Give TWO answers from paragraph III. C-S02-Q06 | C-S02-P4 Circle ONE correct answer. In paragraph IV, who does 'her' refer to in 'he left a chair ready for her'? A. The adult repair leader B. Rachel C. One of the younger children D. Someone from the school office C-S02-Q07 | whole_text Circle ONE correct answer. What is the main idea of the text? A. Schools should replace every broken object. B. Trying a new cable always fixes headphones. C. People of different ages can learn useful skills from each other. D. Older people cannot repair modern objects. C-S03 — The Map That Missed a Step Module C · version 0.4.0 · original fictional reading practice 1. A group of teenagers created a digital map of places to visit in their town. They added cafés, sports fields and bus stops. Noa tested the map with her uncle, who used a wheelchair. A path marked 'easy entrance' led them to a small shop, but a high step blocked its door. 2. The group had copied entrance information from old online comments. They had not visited every place themselves. Noa's uncle explained that even one step could make an entrance unusable for him. A place being near the street did not mean that everybody could enter it. 3. The students changed their method. With permission from the owners, they checked entrances and wrote what they actually saw. They added photos of steps and wide doors rather than simply calling places 'easy.' They also showed the date of each check, since entrances could change. 4. The new map did not claim to answer every visitor's needs. It gave clear details so people could decide for themselves. Noa's uncle used it to choose another shop. He thanked the group for describing the entrances honestly instead of making promises they could not keep. C-S03-Q01 | C-S03-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The shop door had no step. B. Noa tested the map with her uncle. C. Noa’s uncle tested the map without her. D. A step blocked the shop door. E. The wheelchair user was Noa’s father. F. The map contained only bus stops. C-S03-Q02 | C-S03-P1 Give ONE answer. Give ONE type of place the teenagers added to their map. Give ONE answer from paragraph I. C-S03-Q03 | C-S03-P2 Circle ONE correct answer. Why was the original entrance information unreliable? Answer from paragraph II. A. It came from old comments without enough direct visits. B. The map was about places in the town. C. The students added photos of steps and wide doors. D. All owners had refused to let the students visit. C-S03-Q04 | C-S03-P2 Complete the sentence. Complete the sentence. Even one _____ could make the entrance unusable for Noa’s uncle. C-S03-Q05 | C-S03-P3 Give TWO answers. What are TWO kinds of entrance shown in the students’ photos? Give TWO answers from paragraph III. C-S03-Q06 | C-S03-P4 Circle ONE correct answer. Which statement is NOT supported by paragraph IV? A. Visitors could use details to decide for themselves. B. Noa’s uncle used the map to choose another shop. C. The group described entrances instead of promising access. D. Only ten people used the new map. C-S03-Q07 | whole_text Circle ONE correct answer. Which title best fits the whole text? A. An Uncle Chooses Another Shop B. Everything Cities Must Do for Every Visitor C. A Map That Guarantees an Easy Entrance D. A Better Map through Better Information C-S04 — The Fridge with No Names Module C · version 0.4.0 · original fictional reading practice 1. Near a community center, volunteers put a fridge where neighbors could leave extra food. Anyone could take what they needed. The food had to be packed, labeled with its ingredients and marked with a date. A volunteer checked the fridge every day. The aim was to share useful food rather than throw it away. 2. Soon, a teenager suggested taking photos of people who used the fridge. She wanted to show online that the project helped real neighbors. However, another volunteer pointed out that some visitors might not want others to know they needed free food. A photo could make them stop coming. 3. The volunteers decided to photograph the fridge and its shelves instead of the visitors. With their permission, they also recorded short comments from people who prepared food. No one had to explain why they took anything. Sharing a meal did not require sharing a person's private story. 4. The pictures still brought new volunteers to the project. One neighbor began leaving soup twice a week, and a local shop offered boxes for packing it. The organizers kept checking the food and continued their rule about photos. The fridge could be useful without turning its visitors into an online display. C-S04-Q01 | C-S04-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The fridge helped share extra food. B. The fridge was checked once a week. C. Food could be left without a date. D. Only people who left food could take food. E. The volunteers wanted to sell the extra food. F. A volunteer checked the fridge every day. C-S04-Q02 | C-S04-P1 Give ONE answer. Give ONE thing that had to appear on the food label. Give ONE answer from paragraph I. C-S04-Q03 | C-S04-P2 Circle ONE correct answer. Why did one volunteer object to photos of visitors? A. Visitors had already stopped coming, so volunteers wanted photos. B. The photos might discourage some visitors from coming. C. Photos would make every visitor stop coming. D. Showing the wonderful heroes of the neighborhood was inspiring. C-S04-Q04 | C-S04-P2 Complete the sentence. Complete the sentence. If their photos were shared, some visitors might _____. C-S04-Q05 | C-S04-P3 Give TWO answers. What are TWO things the volunteers used in place of visitor photos? Give TWO answers from paragraph III. C-S04-Q06 | C-S04-P4 Circle ONE correct answer. What happened after the new pictures were shared? A. More people offered help. B. The organizers removed the photo rule. C. The local shop began charging for soup. D. Every visitor agreed to be photographed. C-S04-Q07 | whole_text Circle ONE correct answer. What does the whole text show? A. Online pictures never help community projects. B. Useful projects must publish visitors’ names. C. A project can attract support while protecting people’s privacy. D. Free food is useful only when shops provide it. C-S05 — A Town You Can Hear Module C · version 0.4.0 · original fictional reading practice 1. For a school project, Sami decided to collect sounds from his town. He recorded the market opening, bicycle bells and children playing in a square. He wanted listeners to imagine ordinary places without looking at pictures. His grandmother suggested one more sound: the bell that once rang outside the old cinema. 2. Sami could not find the bell in any recent recording. The cinema had closed years before, and a shop now used the building. An old photograph showed a bell near the door, but the shop owner had never heard it. Sami began to think his grandmother had remembered another building. 3. Then a former cinema worker explained that the bell had been removed when the cinema closed. He still kept it in a box. With the worker's permission, Sami recorded its sound. He labeled the recording clearly: it was the old bell recorded today, not a recording from the past. 4. At the school exhibition, visitors listened through headphones. Sami's grandmother smiled when she heard the bell. Younger listeners asked about the cinema that they had never known. Sami's collection now included both sounds heard in the town today and an object that helped people talk about its history. C-S05-Q01 | C-S05-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Sami wanted to collect local sounds. B. Sami wanted to collect photographs rather than sounds. C. His grandmother suggested a cinema bell. D. The old bell was recorded today with its owner’s permission. E. Collecting sounds helps people develop a better memory. F. The bell still rang outside the cinema this year. C-S05-Q02 | C-S05-P1 Give ONE answer. Which sound did Sami’s grandmother suggest? Give ONE answer from paragraph I. C-S05-Q03 | C-S05-P2 Circle ONE correct answer. What does paragraph II tell us about Sami’s search? A. Why the cinema closed because its business had failed. B. His grandmother must have confused the cinema with another building. C. He could not find a recent bell recording and began to doubt the memory. D. The magical bell filled the whole town with wonderful memories. C-S05-Q04 | C-S05-P2 Complete the sentence. Complete the sentence. The old cinema building was now used by _____. C-S05-Q05 | C-S05-P3 Give TWO answers. What are TWO things Sami did when he found the old bell? Give TWO answers from paragraph III. C-S05-Q06 | C-S05-P4 Circle ONE correct answer. Which statement is NOT supported by paragraph IV? A. Sami sold the recordings to visitors. B. Visitors listened through headphones. C. The grandmother smiled when she heard the bell. D. Younger listeners asked about the old cinema. C-S05-Q07 | whole_text Circle ONE correct answer. What is the main purpose of the text? A. To argue that pictures are no longer useful. B. To explain how to build a cinema. C. To prove that old memories are always wrong. D. To describe how a sound project connected present life with local history. C-S06 — The Evening without a Score Module C · version 0.4.0 · original fictional reading practice 1. Matan's friends met every Friday to play online games together. One evening, the internet stopped working just as they were starting. Matan searched for a signal while the others waited. His younger sister put a box of drawing cards on the table, but nobody wanted to leave the game they had planned. 2. After twenty minutes, the friends agreed to try the cards. One person drew a strange machine, and the others guessed what it did. There were no points or winners. At first, Matan thought that a game without a score would be boring. Then a drawing of a shoe with wings made him laugh. 3. When the internet returned, the friends noticed that they were still enjoying themselves. They finished the card game before opening their computers. Matan put the funniest drawings on the wall. He asked his sister to leave the box downstairs so they could use it again. 4. The friends did not stop playing online games. However, they now sometimes began their meetings with a different activity. Matan discovered that he could enjoy an evening without trying to improve a score. The broken connection had interrupted one plan and opened a door to another. C-S06-Q01 | C-S06-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Matan’s sister removed the drawing cards from the table. B. The friends immediately chose to play with the cards. C. Matan waited while his friends searched for a signal. D. The friends usually met on Fridays. E. The group usually met to play drawing games. F. The internet stopped working. C-S06-Q02 | C-S06-P1 Give ONE answer. Who brought the drawing cards? Give ONE answer from paragraph I. C-S06-Q03 | C-S06-P2 Circle ONE correct answer. What does paragraph II tell us about Matan? A. Why his sister invented the drawing game. B. He enjoyed a game that he had expected to find boring. C. The card game was about guessing drawings. D. His sister had already taught him the game before that evening. C-S06-Q04 | C-S06-P2 Complete the sentence. Complete the sentence. Matan laughed at a drawing of _____. C-S06-Q05 | C-S06-P3 Give TWO answers. What are TWO things Matan did after the card game? Give TWO answers from paragraph III. C-S06-Q06 | C-S06-P4 Circle ONE correct answer. In paragraph IV, who does 'they' refer to in 'they now sometimes began their meetings'? A. Matan and his friends B. Matan and his younger sister C. The people who fixed the internet D. The people shown in the drawings C-S06-Q07 | whole_text Circle ONE correct answer. Which statement best summarizes the text? A. A younger sister repaired the internet. B. An interrupted gaming evening helped friends discover another way to have fun. C. Every game needs a winner to be enjoyable. D. Online games always damage friendships. C-S07 — A Jacket with a Second Story Module C · version 0.4.0 · original fictional reading practice 1. Before a school concert, the singers wanted matching jackets. New jackets cost more than their group could afford. Their teacher suggested borrowing clothes, but student organizer Lihi wanted the group to look special. She visited a secondhand shop and found several blue jackets. They were inexpensive, though none of them matched exactly. 2. At the first practice, some singers laughed at the different shapes and buttons. Lihi nearly returned all the jackets. Then a friend suggested adding the same small yellow ribbon to each one. The ribbon would show that they belonged to one group without hiding the differences between the jackets. 3. The singers cut ribbons together and attached them before the final practice. Lihi also asked each singer to choose a jacket that felt comfortable. They took a group photo and saw that the small yellow details were easy to notice. Nobody complained about the different buttons this time. 4. After the concert, some jackets went back to the shop, while others stayed in the school cupboard for future performances. Lihi had found a way to create a shared look without buying a whole set of new clothes. For the next concert, she checked the cupboard before asking about prices. C-S07-Q01 | C-S07-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Lihi found blue jackets in a secondhand shop. B. The blue jackets were free. C. The singers could afford every set of new clothes they wanted. D. Lihi checked the school cupboard before her first shop visit. E. The teacher asked the singers to buy new jackets. F. New jackets were too expensive for the group. C-S07-Q02 | C-S07-P1 Give ONE answer. What color were the jackets Lihi found? Give ONE answer from paragraph I. C-S07-Q03 | C-S07-P2 Circle ONE correct answer. Why did the friend suggest adding matching ribbons? A. The ribbons created a group that had not existed before. B. To hide every difference between the jackets. C. To show that the singers belonged to one group. D. To display beautiful, perfect outfits that everyone would love. C-S07-Q04 | C-S07-P2 Complete the sentence. Complete the sentence. Lihi nearly returned the jackets because some singers _____. C-S07-Q05 | C-S07-P3 Give TWO answers. What are TWO things the singers did before the concert? Give TWO answers from paragraph III. C-S07-Q06 | C-S07-P4 Circle ONE correct answer. What did Lihi do differently before the next concert? A. She looked at new-jacket prices before checking old clothes. B. She ordered a new jacket for everyone. C. She required all jackets to be returned to the shop. D. She checked the school cupboard first. C-S07-Q07 | whole_text Circle ONE correct answer. Which statement best summarizes the whole text? A. Small changes helped a group reuse clothes for a concert. B. The singers added yellow ribbons. C. All school clothing problems can be solved without money. D. Lihi learned to replace used clothes with new ones. C-S08 — The Words under the Video Module C · version 0.4.0 · original fictional reading practice 1. A school media club filmed a short interview with a local baker. To make the video easier to follow, Dalia used a program that added written words below the picture. These words, called captions, helped viewers who could not hear the speaker clearly. Dalia expected the program to save the club a lot of work. 2. When the club watched the result, everyone laughed. The baker had said that he used fresh flour, but the captions said 'fresh flowers.' Other errors changed the names of two ingredients. The baker spoke quickly, and the kitchen was noisy. The words on the screen were readable, but some were wrong. 3. Dalia listened again with headphones and corrected the captions. She also asked the baker to check the ingredient names. Another student tested the video without sound to see whether the corrected sentences were clear. The club kept the captions, but treated the program's first result as a draft. 4. The finished interview was shown at a school event. A visitor thanked the club because he could follow it despite the noise in the room. Dalia realized that adding captions was only the first step. Checking them was what made them helpful to viewers. C-S08-Q01 | C-S08-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The interview was with a visitor to the bakery. B. The captions were intended to make the kitchen silent. C. The club interviewed a local baker. D. Dalia wanted to remove all written words from the video. E. Captions helped viewers follow the interview. F. Dalia expected the program to create more work. C-S08-Q02 | C-S08-P1 Give ONE answer. Who was interviewed in the video? Give ONE answer from paragraph I. C-S08-Q03 | C-S08-P2 Circle ONE correct answer. Complete the sentence according to paragraph II. The first captions were (–). A. correct, because every word was easy to read B. written for the baker to choose new flowers C. impossible for anyone to read D. readable, but some gave wrong information C-S08-Q04 | C-S08-P2 Complete the sentence. Complete the sentence. The program had difficulty because the baker spoke quickly and _____. C-S08-Q05 | C-S08-P3 Give TWO answers. What are TWO checks the club made after finding caption errors? Give TWO answers from paragraph III. C-S08-Q06 | C-S08-P4 Circle ONE correct answer. What does Dalia mean by saying that adding captions was only the first step? A. Adding captions was enough to make every word reliable. B. The captions also needed checking to become helpful. C. Checking captions was less useful than adding them. D. People could follow any video without captions. C-S08-Q07 | whole_text Circle ONE correct answer. What is the main message of the text? A. Captions are useful only to bakers. B. Videos should never include written words. C. Automatically produced captions should be checked before they are shared. D. Readable captions are always correct. C-S09 — The Robot at the Closed Gate Module C · version 0.4.0 · original fictional reading practice 1. At a youth center, a small delivery robot carried snacks from the kitchen to the activity rooms. Its route followed marks on the floor. Teenagers enjoyed watching it roll past, and volunteer Oren said it made the kitchen team's work easier. The robot carried boxes, but it did not decide which snacks to give each group. 2. One afternoon, the robot stopped beside a gate between two rooms. A chair had fallen against the gate and kept it closed. Oren pressed the start button again, but the robot still could not move forward. The route on the screen looked correct. The problem was not in the route; something physical blocked it. 3. A girl waiting in the next room noticed the chair through the gate. She called an adult volunteer, who moved it away. Oren checked that the path was clear and restarted the delivery. He then asked the kitchen team to check the doors before sending the robot on its next trip. 4. The center continued using the robot, but people still had jobs that it could not do. Volunteers chose the snacks and kept the route clear. Oren no longer described the robot as a helper that needed no help. A successful delivery depended on both the machine and the people around it. C-S09-Q01 | C-S09-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The robot followed marks on the floor. B. The robot carried snacks between rooms. C. Oren said the robot made the kitchen work harder. D. The robot chose the snacks for every group. E. The robot carried snacks outside the youth center. F. The robot followed spoken directions from teenagers. C-S09-Q02 | C-S09-P1 Give ONE answer. What did the robot’s route follow? Give ONE answer from paragraph I. C-S09-Q03 | C-S09-P2 Circle ONE correct answer. Why did the robot stop? A. Oren had removed its start button. B. A chair kept the gate closed. C. The kitchen had run out of snacks. D. Its screen showed the wrong route. C-S09-Q04 | C-S09-P2 Complete the sentence. Complete the sentence. After Oren pressed the start button again, the robot still _____. C-S09-Q05 | C-S09-P3 Give TWO answers. What are TWO things the volunteers did to restart the delivery? Give TWO answers from paragraph III. C-S09-Q06 | C-S09-P4 Circle ONE correct answer. What does Oren understand at the end? A. People still need to help the robot do its job. B. People were needed only to start the robot. C. A correct route guarantees a successful delivery. D. The robot can choose snacks without people. C-S09-Q07 | whole_text Circle ONE correct answer. Which statement best summarizes the text? A. Floor marks should replace all doors. B. All delivery problems come from software. C. A useful robot still depends on people to handle some tasks. D. Delivery robots always make work harder. C-S10 — The Longer Walk Home Module C · version 0.4.0 · original fictional reading practice 1. On a hot afternoon, Shira's phone showed the shortest walk from school to her home. The route crossed a wide street with almost no shade. Her friend Rami suggested going through a small park instead. That walk took five minutes longer, so Shira first thought it was a poor choice. 2. Rami pointed to the trees covering most of the park path. He also knew that there was a water fountain beside the playground. Shira chose to try his route. They still walked at an ordinary pace, but they could rest in the shade before crossing the last street to her house. 3. For a class project, Shira and Rami compared two routes near the school. They counted shaded places and marked working water fountains. They checked the routes at the same time of day because shadows moved. Their map described conditions they had observed, not a promise that any walk would always feel cool. 4. Other students began using the map to choose their own routes. Some still preferred the shorter walk on cloudy days. Shira learned that a useful route was not always the shortest one. The extra information helped walkers decide what mattered to them on a particular day. C-S10-Q01 | C-S10-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The park route took longer. B. The shortest route passed mainly under trees. C. The park walk was five minutes shorter. D. Rami suggested taking a bus through the park. E. The shortest route had little shade. F. Shira first thought the longer walk was better. C-S10-Q02 | C-S10-P1 Give ONE answer. What did the shortest route have very little of? Give ONE answer from paragraph I. C-S10-Q03 | C-S10-P2 Circle ONE correct answer. What was an advantage of the park route? A. They could reach home without any rest stops. B. They could finish five minutes earlier. C. They could reach home without crossing any street. D. They could stop in the shade. C-S10-Q04 | C-S10-P2 Complete the sentence. Complete the sentence. The water fountain was beside _____. C-S10-Q05 | C-S10-P3 Give TWO answers. What are TWO things Shira and Rami recorded on their map? Give TWO answers from paragraph III. C-S10-Q06 | C-S10-P4 Circle ONE correct answer. Which statement is NOT supported by paragraph IV? A. Some students preferred the shorter walk on cloudy days. B. The map helped walkers choose for themselves. C. Shira learned that the shortest route was not always the most useful. D. Every student chose the park route on cloudy days. C-S10-Q07 | whole_text Circle ONE correct answer. What is the main idea? A. Choosing a walking route can involve more than distance. B. The shortest route is always dangerous. C. Park paths are always five minutes long. D. Phones can measure every walker’s needs. C-S11 — A Museum Visit beyond the Screen Module C · version 0.4.0 · original fictional reading practice 1. A small museum offered an online tour of an old ship. Visitors could click on pictures and move through its rooms on a screen. Fourteen-year-old Uri watched the tour from home before a class visit. He learned where the sailors slept, but wondered what the ship's thick ropes felt like in a person's hands. 2. At the museum, Uri discovered that visitors could not touch the original ropes. They were too old and easily damaged. A guide showed him a new piece of similar rope instead. It was heavier and rougher than Uri had imagined. The screen had shown its shape, but not how it felt. 3. Uri suggested adding a table of safe objects that visitors could handle. The museum team prepared modern copies of ropes and wooden tools. They labeled them as copies so nobody would confuse them with the original objects. A guide explained how each object had been used on a ship. 4. The online tour remained useful for people who could not visit. At the museum, the new table offered another way to learn. Uri did not think one kind of visit should replace the other. Pictures and touch answered different questions about the same place. C-S11-Q01 | C-S11-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Uri watched the tour at home. B. Uri wanted to know how the ropes felt. C. The online tour was of a modern train. D. Uri had to visit the museum to watch the online tour. E. Uri watched the online tour after the class visit. F. The tour explained how the ropes felt in his hands. C-S11-Q02 | C-S11-P1 Give ONE answer. Where did Uri watch the online tour? Give ONE answer from paragraph I. C-S11-Q03 | C-S11-P2 Circle ONE correct answer. Why could visitors not touch the original ropes? A. They belonged to Uri’s class. B. The guide did not know where they were. C. They could easily be damaged. D. They were new and still wet. C-S11-Q04 | C-S11-P2 Complete the sentence. Complete the sentence. Compared with Uri’s idea of it, the new rope was _____. Give ONE detail. C-S11-Q05 | C-S11-P3 Give TWO answers. What are TWO kinds of copies prepared for the museum table? Give TWO answers from paragraph III. C-S11-Q06 | C-S11-P4 Circle ONE correct answer. In paragraph IV, what does 'another way to learn' refer to? A. Looking at the ship online B. Learning by touching objects at the museum C. Watching a guide repair the original ropes D. Buying copies to keep at home C-S11-Q07 | whole_text Circle ONE correct answer. Which title best fits the whole text? A. Why Old Ropes Should Be Thrown Away B. Buying a Ship with One Click C. Different Ways to Learn about the Same Ship D. The Museum That Closed Its Doors C-S12 — A Game without a Time Limit Module C · version 0.4.0 · original fictional reading practice 1. Ella designed a simple computer game for a school competition. Players solved word puzzles before a clock reached zero. Her friend Adam tested it and lost every round. Ella knew he enjoyed reading, so she was surprised. Adam explained that he could find the answers, but needed more time to type them. 2. Ella first suggested making all the puzzles easier. Adam disagreed: he liked the difficult words. The problem was the short typing time, not the puzzles themselves. Another tester enjoyed racing against the clock. Ella now had two players who liked the same puzzles but wanted different ways to play. 3. She added a button that switched off the time limit. Players could choose it before starting, and both versions kept the same word puzzles. Adam finished several rounds without the clock. Ella also tested the timed version again to make sure the new button had not changed it. 4. The game did not win first prize, but the judges praised the choice it offered players. Ella kept Adam's feedback in her project notes. She had learned that a low score did not always mean a player needed easier content. Sometimes the rules prevented someone from showing what they knew. C-S12-Q01 | C-S12-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The game included word puzzles. B. Ella expected Adam to dislike reading. C. Players could finish the timed puzzles whenever they wanted. D. Adam designed the competition game. E. Adam needed more time to type. F. Adam lost because he could not find the answers. C-S12-Q02 | C-S12-P1 Give ONE answer. What did players have to solve? Give ONE answer from paragraph I. C-S12-Q03 | C-S12-P2 Circle ONE correct answer. Why did Adam reject easier puzzles? A. He liked the difficult words. B. He wanted a faster clock. C. He wanted to stop playing every game. D. He thought another tester should type for him. C-S12-Q04 | C-S12-P2 Complete the sentence. Complete the sentence. Another tester enjoyed _____. C-S12-Q05 | C-S12-P3 Give TWO answers. What are TWO ways the new versions were tested? Give TWO answers from paragraph III. C-S12-Q06 | C-S12-P4 Circle ONE correct answer. What did the judges praise? A. The game’s first-place result. B. The rule that every player must use a clock. C. The easier puzzles in the version without a clock. D. The choice the game gave players. C-S12-Q07 | whole_text Circle ONE correct answer. What is the main message? A. Low scores always prove poor reading. B. Changing a rule can help players show their abilities without changing the content. C. All players want games without clocks. D. Winning a prize is the only useful result of testing. C-S13 — The Seeds in the Wrong Box Module C · version 0.4.0 · original fictional reading practice 1. At a neighborhood seed exchange, neighbors brought seeds from their gardens. They could take a small packet home without paying. Each packet was supposed to show the plant's name. Teenager Bar organized the table and enjoyed hearing visitors describe the vegetables and flowers they grew. He hoped to grow tomatoes on his balcony. 2. A week later, one visitor called Bar. The packet marked 'tomato' contained seeds that looked different from hers. Bar checked a photo of the exchange table and saw that he had put two groups of packets in the wrong boxes. Some visitors had gone home with the wrong seeds. 3. Bar told the organizers what had happened and wrote a correction for their community notice board. He kept it short and included a clear picture of each packet. He also phoned the visitors whose numbers the organizers already had, with their permission. The aim was to correct the mistake, not blame whoever had brought the seeds. 4. At the next exchange, two volunteers checked every label before putting packets on the table. Bar still helped, but asked someone else to check his boxes. Several neighbors thanked him for the correction. His balcony had no tomatoes yet, but the exchange now had a more careful way of working. C-S13-Q01 | C-S13-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Bar organized the event to sell balcony space. B. Visitors had to pay for every packet. C. Visitors could take seeds without paying. D. Each packet was supposed to show a plant name. E. Every packet was supposed to show its price. F. Bar wanted to grow flowers instead of tomatoes. C-S13-Q02 | C-S13-P1 Give ONE answer. What did Bar hope to grow on his balcony? Give ONE answer from paragraph I. C-S13-Q03 | C-S13-P2 Circle ONE correct answer. Why did some visitors receive the wrong seeds? A. Receiving wrong seeds made Bar put the packets in wrong boxes. B. Bar had placed packets in the wrong boxes. C. Bar put seeds in boxes after every visitor complained. D. All the neighbors refused to use any labels. C-S13-Q04 | C-S13-P2 Complete the sentence. Complete the sentence. Bar discovered the box mistake by looking at _____. C-S13-Q05 | C-S13-P3 Give TWO answers. What are TWO ways Bar shared the correction? Give TWO answers from paragraph III. C-S13-Q06 | C-S13-P4 Circle ONE correct answer. What changed at the next exchange? A. The group stopped using labels. B. Visitors stopped taking seeds home. C. Bar was forbidden to help again. D. Two volunteers checked labels before the packets were offered. C-S13-Q07 | whole_text Circle ONE correct answer. What does the text mainly show? A. Admitting a mistake can help a shared project improve. B. A photograph always identifies a plant correctly. C. People should stop gardening after a mistake. D. Seed exchanges cannot work in neighborhoods. C-S14 — The Message about the Missing Cat Module C · version 0.4.0 · original fictional reading practice 1. When a gray cat disappeared from their building, Tamar's neighbors posted messages in a local online group. Tamar offered to design a clearer notice. She included a photo of the cat and the owner's full home address. She thought more information would make it easier for people to bring the cat back. 2. Before Tamar posted the notice, her brother asked whether strangers needed the owner's exact address. The owner agreed that they did not. People only needed to recognize the cat and know how to contact her. Tamar removed the house number and used the contact method the owner had chosen. 3. A shop worker saw the notice and recognized the cat near his back door. He contacted the owner rather than trying to carry the frightened animal across town. The owner came with the cat's familiar basket and took it home. Tamar changed the online notice to say the cat had been found. 4. Tamar was happy that her notice had helped. She also learned to ask which details were really needed before sharing information. A useful message did not have to tell strangers everything about the person involved. The group kept the good news but removed the old search notice. C-S14-Q01 | C-S14-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Tamar thought an address would help return the cat. B. The missing cat was black. C. Tamar first thought less information would help return the cat. D. The first notice included a cat photo. E. Tamar designed the notice before the cat disappeared. F. The first notice showed only the cat’s name. C-S14-Q02 | C-S14-P1 Give ONE answer. What did the cat look like? Give ONE detail. Give ONE answer from paragraph I. C-S14-Q03 | C-S14-P2 Circle ONE correct answer. What did people actually need to know? A. The owner’s full address but no contact method. B. Where Tamar’s brother worked. C. How to recognize the cat and contact the owner. D. The owner’s house number and school schedule. C-S14-Q04 | C-S14-P2 Complete the sentence. Complete the sentence. Tamar removed _____ from the notice. C-S14-Q05 | C-S14-P3 Give TWO answers. What are TWO things the owner used or did to bring the cat home? Give TWO answers from paragraph III. C-S14-Q06 | C-S14-P4 Circle ONE correct answer. What did Tamar learn about sharing information? A. Useful notices should never include contact information. B. Every old search notice should stay online forever. C. She should include the details that are really needed. D. More private details always make notices better. C-S14-Q07 | whole_text Circle ONE correct answer. What is the main idea of the text? A. Online groups never help neighbors. B. A clear search notice can help while limiting unnecessary personal information. C. A shop worker should keep every animal he finds. D. Sharing a full address is the only way to find a pet. C-S15 — The Sky Photo from Another Year Module C · version 0.4.0 · original fictional reading practice 1. A beautiful photo of a bright green sky appeared in a class message group. Under it, someone wrote, 'This happened above our town last night.' Aviv wanted to share it with his family. His friend Hila liked the photo too, but asked where it came from. The message gave no photographer's name or source. 2. Hila searched for the picture and found it on a photographer's page. It had been taken in another country three years earlier. The photo itself was real; the description in the class group was not. Aviv had nearly shared a false claim because the image looked so convincing. 3. Aviv posted a correction with the link to the photographer's page. He did not accuse the first sender of lying, because he did not know whether the sender had checked the description. Hila suggested keeping the wonderful image but adding the correct place and date. The group replaced the old message. 4. Later, Aviv shared the photo with his family using its correct description. He still wanted to show them something amazing, but not pretend it had happened nearby. The experience taught him to separate a picture from the story written under it. Both needed to be checked before being passed on. C-S15-Q01 | C-S15-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The message claimed the photo was taken years earlier. B. The message named the photographer. C. Aviv wanted to send the picture only to his teacher. D. Hila disliked the photograph. E. Aviv wanted to share the photo with his family. F. The message gave no source for the photo. C-S15-Q02 | C-S15-P1 Give ONE answer. Who did Aviv want to share the photo with? Give ONE answer from paragraph I. C-S15-Q03 | C-S15-P2 Circle ONE correct answer. What did Hila discover? A. The real photo had an incorrect description in the group. B. The photographer had asked Aviv to write the description. C. The photo showed their town the previous night. D. The photo had never been taken by anyone. C-S15-Q04 | C-S15-P2 Complete the sentence. Complete the sentence. The original photograph had been taken _____. C-S15-Q05 | C-S15-P3 Give TWO answers. What are TWO details Hila said should be corrected? Give TWO answers from paragraph III. C-S15-Q06 | C-S15-P4 Circle ONE correct answer. Which statement is NOT supported by paragraph IV? A. Aviv used the correct description when sharing the photo. B. Aviv still wanted to show his family something amazing. C. The picture and the story beneath it needed checking. D. Aviv’s family had already seen the same picture. C-S15-Q07 | whole_text Circle ONE correct answer. Which statement best expresses the main message? A. Checking dates makes images less interesting. B. Every amazing photo is artificial. C. Class groups should share only local photos. D. A real image can be shared with a false description. C-S16 — The Library That Lent More than Books Module C · version 0.4.0 · original fictional reading practice 1. When his family moved into a new apartment, Nadav needed a drill to hang a shelf. Buying one seemed expensive for a job that would take only a few minutes. A neighbor told him about a tool library at the community center. Adults could borrow tools there, just as they borrowed books from a regular library. 2. Nadav visited with his father and met the volunteer in charge. Before lending a drill, she checked its condition and explained the borrowing rules. The tool had to come back clean and on time. Borrowers also needed to know how to use it safely; the library did not expect children to handle unfamiliar tools alone. 3. Nadav's father borrowed the drill, hung the shelf and returned it the next morning. Nadav helped clean its case and checked that no parts were missing. Later, he offered to make picture labels for the shelves at the tool library. The volunteer welcomed help that did not require him to operate the tools. 4. The family saved the cost of buying an object they rarely needed. Nadav also discovered a place where neighbors shared equipment and responsibility. He returned with the finished labels, and the volunteer used them that afternoon. A short borrowing visit had become a small contribution to a community service. C-S16-Q01 | C-S16-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The tool library was at the community center. B. The neighbor advised buying an expensive drill. C. The family needed a drill for a short job. D. Only children could borrow from the tool library. E. Nadav needed the drill to repair a bicycle. F. Nadav’s family had lived in the apartment for many years. C-S16-Q02 | C-S16-P1 Give ONE answer. Where was the tool library? Give ONE answer from paragraph I. C-S16-Q03 | C-S16-P2 Circle ONE correct answer. What did the volunteer do before lending a drill? A. Ask borrowers to keep it permanently. B. Promise that children could use any tool alone. C. Check it and explain the borrowing rules. D. Remove every part from the drill. C-S16-Q04 | C-S16-P2 Complete the sentence. Complete the sentence. When returned, the drill had to be _____. C-S16-Q05 | C-S16-P3 Give TWO answers. What are TWO things Nadav did to help after the drill was used? Give TWO answers from paragraph III. C-S16-Q06 | C-S16-P4 Circle ONE correct answer. In paragraph IV, what does 'them' refer to in 'the volunteer used them that afternoon'? A. The borrowed drills B. The picture labels C. The shelves in the apartment D. The neighbors’ books C-S16-Q07 | whole_text Circle ONE correct answer. What is the main idea? A. Borrowing a tool helped a family and led a teenager to help his community. B. Labels are more important than safe equipment. C. Every home needs to buy many tools. D. Tool libraries can work without any rules. C-S17 — A Podcast for the Road without a Signal Module C · version 0.4.0 · original fictional reading practice 1. Nili liked listening to short science podcasts on her bus ride to school. She enjoyed stories about everyday questions, such as why soap makes bubbles. However, part of the route passed through an area with a weak phone signal. Her favorite episodes often stopped in the middle, just when she wanted to hear the answer. 2. A friend suggested downloading episodes before leaving home. Nili tried this using her home internet connection. The next morning, the episode continued playing even when the phone had no signal. She had not found a better signal on the bus; the audio was already stored on her phone. 3. For a class project, Nili made a list of useful listening tips. She explained how to download an episode and how to delete it afterward to free space. She also suggested choosing a few short episodes rather than filling the phone with hours of audio that a listener might never use. 4. Nili shared the tips with classmates who traveled on the same route. Several tried them and finished episodes that had previously stopped. Nili still liked learning during her journey, but now prepared her listening at home. A small change before leaving made the journey more enjoyable. C-S17-Q01 | C-S17-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Nili enjoyed short science podcasts. B. The episodes stopped only after giving the answer. C. A weak signal interrupted Nili’s listening. D. The entire route had a strong signal. E. Nili preferred long programs about news. F. Nili listened mainly after arriving at school. C-S17-Q02 | C-S17-P1 Give ONE answer. Give ONE everyday topic mentioned in the podcasts. Give ONE answer from paragraph I. C-S17-Q03 | C-S17-P2 Circle ONE correct answer. Why did the downloaded episode continue playing? A. Playing the episode on the bus caused it to be stored earlier at home. B. The phone signal was now stronger on every part of the route. C. The audio was already stored on Nili’s phone. D. Nili was still using her home internet connection on the bus. C-S17-Q04 | C-S17-P2 Complete the sentence. Complete the sentence. Nili downloaded the episode using _____. C-S17-Q05 | C-S17-P3 Give TWO answers. What are TWO actions explained in Nili’s listening tips? Give TWO answers from paragraph III. C-S17-Q06 | C-S17-P4 Circle ONE correct answer. What was the result of sharing the tips? A. Some classmates finished episodes that used to stop. B. All classmates stopped using podcasts. C. The weak-signal area disappeared. D. Everyone bought a new phone. C-S17-Q07 | whole_text Circle ONE correct answer. What does the text mainly describe? A. Why a new phone always improves a signal. B. How a simple preparation step solved a listening problem. C. How to create every kind of science podcast. D. Why people must avoid learning on buses. C-S18 — Letters That Arrived Slowly Module C · version 0.4.0 · original fictional reading practice 1. Two schools began a project in which teenagers exchanged letters on paper. Students could send quick digital messages too, but the teachers wanted them to try a slower kind of conversation. Yael was paired with Sofia, a student in another country. Yael wrote about her school day and included a drawing of her favorite lunch. 2. After three weeks, Yael still had no reply. She thought Sofia might not want to write to her. However, the project teacher checked with the other school and learned that the mail had been delayed. Sofia had already sent a letter. A late arrival did not mean that the friendship had failed. 3. When the letter finally came, Yael read it twice. Sofia had asked about the drawing and described a lunch that looked different from Yael's. Yael answered the questions and kept a photo of the letter before posting her reply. She did not need to send it quickly to show that she cared. 4. The students continued exchanging letters during the term. They sometimes used digital messages to explain delays, but saved longer stories for paper. Yael enjoyed having something she could hold and read again. Both ways of communicating helped the friendship, but they did different jobs. C-S18-Q01 | C-S18-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Yael drew a lunch she disliked. B. The project was designed only for fast replies. C. The teachers wanted a slower kind of conversation. D. The students could also send digital messages. E. Sofia studied in the same school as Yael. F. The teachers banned digital messages. C-S18-Q02 | C-S18-P1 Give ONE answer. What did Yael draw in her first letter? Give ONE answer from paragraph I. C-S18-Q03 | C-S18-P2 Circle ONE correct answer. Why had Yael not received a reply? A. Yael had sent only a digital message. B. Sofia had refused to write. C. The teacher had forgotten to choose a partner. D. The mail was delayed. C-S18-Q04 | C-S18-P2 Complete the sentence. Complete the sentence. The delay was checked by _____. C-S18-Q05 | C-S18-P3 Give TWO answers. What are TWO things Yael did before posting her reply? Give TWO answers from paragraph III. C-S18-Q06 | C-S18-P4 Circle ONE correct answer. In paragraph IV, who does 'They' refer to in 'They sometimes used digital messages'? A. The students exchanging letters B. Only the project teachers C. The people delivering mail D. Only Yael’s family C-S18-Q07 | whole_text Circle ONE correct answer. What is the main idea? A. Students can become friends only if their lunches match. B. Slow letters and quick messages can support a friendship in different ways. C. Late mail always means someone does not care. D. Paper letters make all digital communication unnecessary. C-S19 — The Charger Nobody Could Use Module C · version 0.4.0 · original fictional reading practice 1. The student council put a phone charging station near the school entrance. It had several cables and a sign saying 'Free charging.' Council member Dor expected it to be popular. Yet after a week, few students had used it. He thought perhaps they did not need to charge their phones at school. 2. Dor asked students why they walked past the station. Some explained that they could not leave their phones unattended near the entrance. Others said the cables did not fit their phones. The service was free, but those practical problems kept it from being useful. A low number of users did not explain the reasons by itself. 3. The council moved the station beside the supervised library desk and added two different cable types. Students could stay nearby while their phones charged. Dor put a short feedback card on the desk so users could report problems without giving their names. He checked the cards at the end of each day. 4. More students used the station during the next week. Dor did not assume that every problem had disappeared, so he continued reading the cards. He had learned to ask people about an unused service before deciding that they did not want it. Useful help began with understanding why the first attempt had failed. C-S19-Q01 | C-S19-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. The first station was beside the library desk. B. Students had to pay for charging. C. Dor expected very few students to use the station. D. The station had been tested for a full year. E. Few students used the charging station. F. The station offered free charging. C-S19-Q02 | C-S19-P1 Give ONE answer. Where was the station first placed? Give ONE answer from paragraph I. C-S19-Q03 | C-S19-P2 Circle ONE correct answer. Why did some students avoid the first charging station? A. Students avoiding the station made the cables stop fitting. B. The free charging service was a wonderful gift everyone enjoyed. C. They did not want to leave phones unattended near the entrance. D. The school’s phone charging was a topic students discussed. C-S19-Q04 | C-S19-P2 Complete the sentence. Complete the sentence. Some cables were unsuitable because they _____. C-S19-Q05 | C-S19-P3 Give TWO answers. What are TWO changes the council made to the charging station? Give TWO answers from paragraph III. C-S19-Q06 | C-S19-P4 Circle ONE correct answer. Why did Dor continue reading the cards? A. The station had become free for the first time. B. He checked only whether the new cables looked attractive. C. Every student had stopped using it. D. He did not assume all the problems were solved. C-S19-Q07 | whole_text Circle ONE correct answer. Which statement best summarizes the text? A. Listening to users helped make a free service more useful. B. A service must charge money to attract users. C. Low use always proves that people dislike an idea. D. New technology never requires checking. C-S20 — A Tree in the Class Photograph Module C · version 0.4.0 · original fictional reading practice 1. For years, each class at a school took its final photograph beside a large tree in the yard. When the school planned a new bicycle parking area, the first drawing placed it where the tree stood. Student Noya noticed this during a meeting. She liked cycling to school, but also remembered taking a photo there with her older brother. 2. Noya worried that objecting would make her seem against the bicycle project. She waited until the end of the meeting and asked whether the parking area could move a few meters. The planner explained that the first position was convenient, but another position might work. He needed to check the space and the path to the entrance. 3. Noya and two friends measured the free area beside the sports hall, with a teacher supervising. They marked the existing walking path and brought the measurements to the planner. He checked their suggestion and made a new drawing that kept both the tree and a clear route for bicycles. 4. At the end of the year, the class took its photograph beside the tree as usual. Bicycles stood in the new area nearby. Noya was proud that she had asked a question rather than silently accepting the first drawing. Supporting a new idea had not required forgetting everything that was already valuable. C-S20-Q01 | C-S20-P1 Select TWO correct answers. What do we learn from paragraph I? Choose TWO correct answers. A. Noya remembered a photo with her brother. B. Only Noya’s family took photos beside the tree. C. Noya was against cycling to school. D. Each class took a final photo beside the tree. E. The first drawing put bicycle parking away from the tree. F. Noya’s brother was the planner at the meeting. C-S20-Q02 | C-S20-P1 Give ONE answer. What did the first drawing put where the tree stood? Give ONE answer from paragraph I. C-S20-Q03 | C-S20-P2 Circle ONE correct answer. What did Noya ask the planner to consider? A. Canceling every bicycle project. B. Removing all the walking paths near the parking area. C. Moving the parking area a few meters. D. Taking class photos inside the bicycle area. C-S20-Q04 | C-S20-P2 Complete the sentence. Complete the sentence. Noya worried that others would think she was _____. C-S20-Q05 | C-S20-P3 Give TWO answers. What are TWO things Noya and her friends did for the new plan? Give TWO answers from paragraph III. C-S20-Q06 | C-S20-P4 Circle ONE correct answer. Which statement is NOT supported by paragraph IV? A. The class took its photo beside the tree. B. The school stopped students from cycling. C. Bicycles stood in the new area. D. Noya was proud she had asked a question. C-S20-Q07 | whole_text Circle ONE correct answer. What is the main idea of the text? A. Students should accept every first plan without questions. B. New projects always destroy school traditions. C. A class photograph matters more than any transport need. D. A thoughtful question helped a school improve a plan while keeping something valued.