a) Breaks help us retain information and make connections.
b) Breaks help us to reevaluate our goals.
c) Breaks help us to keep fit.
d) Breaks keep us from getting bored and unfocused.
e) Breaks help us not to feel guilty about idling away the time.
Focus on Vocabulary I
Word building
Ex. 1. Complete the following table with the correct parts of speech.
| verb | noun | adjective |
| … | psychology | … |
| to produce | … | … |
| … | irritation | … |
| … | … | valuable |
| … | solution | … |
| to prove | … | … |
| to charge | … | … |
| … | courage | … |
Ex. 2. Choose words from the table to complete the sentences.
a) My research adviser... me to take the topic for research.
b) I am an owl. I am more … at night.
c) When I come across minor problems it … and distresses me.
d) … is the science concerned with the way the mind works.
e) You can easily deduce... of the theorem.
f) These debts are … to my account.
g) In choosing a job he always sets a high … on the pay offered.
Word meaning
Ex. 3. The text above contains a number of underlined words. Work out their meaning from the context.
Ex. 4. Give words and word combinations to characterize productive (A) and non-productive work (B) as stated in the article.
A B
…...
Word partners
Ex. 5. Give synonyms to the underlined words and word combinations from the text.
a) It is very easy to improve this situation.
b) Advances in work and research are often due to diffuse mode of the brain.
c) In daydream mode the brain gets deep understanding of the problem.
d) When you work constantly it is easy to forget the objectives.
e) The boss urged them to take breaks.
f) Breaks are vital to the brain.
g) When the job is demanding we work strenuously.
h) The brain suffers mental trouble when it lacks idleness.
Focus on idioms
Ex. 6. Match the multi-word verbs in A to their definitions in B.
| A | B |
| 1) to get down to doing something | a) to be behind with something, not at the level expected |
| 2) to keep up with someone/something | b) to start work on something |
| 3) to take something down | c)to postpone, to decide to do something at a later date |
| 4) to fall behind (with something) | d) to pass an exam or test |
| 5) to hand something in | e) to check that something is correct, to examine something |
| 6) to put something off | f) to reach the same standard or position as someone else |
| 7) to get through (something) | g) to give something to someone in a position of authority |
| 8) to scrape through (something) | h) to remain at the same standard or position as someone else |
| 9) to catch up (with someone/something) | i) to record in writing what someone is saying |
| 10) to go through something | j) to pass an exam but with a very low grade |
Ex. 7. Paraphrase the sentences using the idioms in the box below. There are two odd ones.
a) Can I give you my homework tomorrow?
b) Can you check my homework to see if there are any mistakes?
c) Could we postpone our meeting until tomorrow?
d) I must begin work.
e) I didn’t pass the exam.
f) I passed my history exam with only 54%.
g) Can I write down your name and address?
h) She’s remaining at the same level as the other students in class.
i) Everyone in class is making progress with their studies, but I’m getting worse and worse.
j) I must try to reach the same level as the other students in my class.
Grammar Note. Someone and/or something
Some multi-word verbs can be used to talk about people (someone) and things (something) without any difference in meaning. In a dictionary these verbs have someone/something after them. However, some multi-word verbs change their meaning depending on whether they are talking about people or things. For example, to get on with someone and to get on with something are not the same:
Do you get on with your neighbours? = Do you have a good relationship with your neighbours?
How are you getting on with your studies? = What progress are you making with your studies?
Ex. 8. Make your own sentences with these idioms. Add some more information.
Example:
I do not get on well with my research adviser (my manager). I think he is too demanding.
Focus on speaking II
