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Cellmates

Read the text below and decide which answer (A, b, C or D) best fits each space. There is an example at the beginning (0).

WHY ARE THEY SO WEIRD?

When they finally (0) ___B___ at lunchtime on a Saturday and need a crane to get them up on schoolday mornings, teenagers are not just being lazy. Their biological clocks (1) ____________ on a different time of adults, because the hormone melatonin, which (2) ____________ sleepiness, starts to be secreted in the brain much later at night and (3) ____________ later in the morning.

Researchers have found that student do worse in exams when they (4) ____________ them in the morning compared with in the afternoon. 'Teenagers' body clocks can be delayed by between two and four hours, and they don't start to (5) ____________ until at least 10 a.m.', says professor Russell Foster, a neuroscientist at Oxford university. 'The timetable is not very well thought (6) ____________ . It is cruel to impose a cultural (7) ____________ on teenagers that make them underachieve,' he adds. 'Most schools' regimes force teenagers to work at a time of day that is suboptimal, and many university students are (8) ____________ to considerable dangers from sleep deprivation,' Prof. Foster says.

Teenager who hide in their rooms may be (9) ____________ and just need to (10) ____________ . Strauch, another neuroscientist, says, 'That doesn't mean we are not supposed to have them take out the rubbish and be part of the family. But it does teach us that there are enormous changes going on inside their brains.

'I think the most (11) ____________ thing it teaches us is that they aren't finished yet. That helps us to be a little bit more patient. Teenagers may look grown up but they are not grown-ups. There is still a lot of development (12) ____________ in their brains.'


0 A stand up B surface C raise D come up
1 A run B go C tick D perform
2 A advances B furthers C develops D promotes
3 A waits B lingers C persists D endures
4 A sit B fix C place D set
5 A act B behave C produce D function
6 A about B of C out D over
7 A plan B pattern C method D manner
8 A exposed B revealed C shown D presented
9 A over-excited B over-stimulated C over-aroused D over-animated
10 A break off B run out C make off D get away
11 A relieving B reassuring C supporting D calming
12 A emerging B coming to light C transpiring D taking place

Mind and Brain

Find the missing words - Expression with mind and brain.

  1. Solving this problem has taken all my brain ____________ .
  2. There was one scene in the film that really ____________ my mind.
  3. His natural supporters are the urban poor, and educated people of a liberal ____________ of mind.
  4. I've been ____________ my brains all day but I can't remember her name.
  5. He's certainly not afraid to ____________ his mind.
  6. Chris phoned to say they'd arrived safely, so that really ____________ my mind at rest.
  7. I couldn't concentrate on my work - my mind was ____________ other things.
  8. I was ____________ Simon's brains about which computer to buy.
  9. The good thing about running is that it ____________ my mind off any problems I've got.
  10. If you ____________ your mind about coming tonight, just give me a call.
  11. The candidate's brain ____________ is gathering this weekend to plan strategy for the primary election.
  12. When the gunmen came into the bank, she had the ____________ of mind to press the alarm.
  13. The team got together to brain ____________ (the project).
  14. The mystery as a real brain ____________ but we eventually solved it!
  15. It's been at the ____________ of my mind to call peter for several days now, but I haven't got round to it yet.

For question 1-12 read the following teacher's comments on a school project. use the information in it to complete the numbered gaps in the informal letter from the student who did the project. The words which you need do not occur in the teacher's comment. use no more than two words for each gap. The exercise begins with an example (0).



Example: 0 to complete

Teacher's comment

Content: Margaret's report on 'Language Development in Two-Year-Old Twins' represents a year's painstaking work. The case study shows various strengths, particularly acute observations but the material could have been more efficiently organised. The paper was perhaps over-ambitious since it extended 10,000 words instead of the recommended 5,000.
Style: The writing is lively but too colloquial for this kind of text. Margaret is also sometimes inaccurate in her choice of vocabulary, with unfortunate results.
presentation: The project is pleasantly illustrated with photographs and some useful charts, though it is a pity these were not original. The work is marred by a number of typing and spelling errors and would have benefited from stricter proof-reading before submission.


Informal Letter


Dear Annie

How are you getting on with your language project? As you know, it took me a year (0) to complete mine. And now I've just got a copy of the comments the teacher made on it, and she obviously thinks it's a disaster!
She seems quite (1) ____________ with my observations, but said the material could have been much (2) ____________ . I think that I probably (3) ____________ high because I (4) ____________ to 10,000 words when we were only (5) ____________ do 5,000. She certainly thought it was far (6) ____________ . Then she criticised me for using too much (7) ____________ and sometimes getting the (8) ____________ completely.

At least she (9) ____________ of the pictures I spent hours preparing (although she seemed to think I had (10) ____________ them!). But then she had a go at me about the number of (11) ____________ I made, and she obviously thinks these have (12) ____________ the whole project. I suppose the lesson to learn is that I should have let someone read it before I (13) ____________ it in.

Hope you have better luck than me.

Love, Margaret

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