Use of English – English Grammar Exercises for B2
Read the abstract of a university research paper below. Choose the word (A, B, C, or D) that best fits each gap. This exercise tests your knowledge of formal academic collocations and phrasing.
Recent years have witnessed a paradigm shift in educational delivery methods. This study (1) ______ to investigate the correlation between prolonged remote learning and student efficacy. While previous literature has (2) ______ light on the technological barriers faced by institutions, few researchers have (3) ______ into the psychological ramifications for the students themselves. Therefore, the (4) ______ objective of this paper is to bridge this theoretical (5) ______ in the existing academic research.
To (6) ______ this goal, a mixed-methods approach was carefully adopted. During the first phase, we (7) ______ an extensive digital survey to a sample of 500 undergraduate students. Furthermore, in-depth interviews were (8) ______ out with a selected focus group to gather rich qualitative data. The participants for both phases were chosen at (9) ______ to eliminate bias and ensure the validity of the results.
The findings (10) ______ that there is a strongly negative correlation between isolation and mental health. A (11) ______ proportion of the respondents reported experiencing elevated anxiety levels. Interestingly, however, the data also brought to (12) ______ a slight but measurable improvement in self-directed study skills among senior students. When we (13) ______ all these variables into account, it becomes evident that the remote learning model is highly complex.
Based on the empirical evidence gathered, we can safely (14) ______ the conclusion that blended learning models are superior to purely remote ones. The results of this study are statistically (15) ______ and provide a solid (16) ______ for future educational policy-making. It is strongly recommended that universities (17) ______ immediate measures to provide better psychological support for off-campus students.
In summary, this research (18) ______ a significant contribution to the growing field of educational psychology. We hope that these insights will (19) ______ the way for more comprehensive student support frameworks and ultimately (20) ______ an end to the outdated “one-size-fits-all” approach to digital education.
1 (A) seeks (B) looks (C) points (D) focuses
2 (A) thrown (B) shed (C) poured (D) dropped
3 (A) explored (B) researched (C) delved (D) examined
4 (A) highest (B) primary (C) utmost (D) peak
5 (A) gap (B) hole (C) space (D) blank
6 (A) fulfill (B) succeed (C) arrive (D) achieve
7 (A) directed (B) administered (C) managed (D) operated
8 (A) carried (B) worked (C) brought (D) sorted
9 (A) hazard (B) chance (C) random (D) luck
10 (A) reveal (B) expose (C) display (D) advise
11 (A) vast (B) heavy (C) deep (D) significant
12 (A) surface (B) view (C) light (D) attention
13 (A) bear (B) take (C) keep (D) hold
14 (A) make (B) pull (C) form (D) draw
15 (A) meaningful (B) important (C) significant (D) valuable
16 (A) ground (B) base (C) foundation (D) bottom
17 (A) make (B) do (C) take (D) put
18 (A) does (B) makes (C) creates (D) gives
19 (A) build (B) lead (C) clear (D) pave
20 (A) put (B) bring (C) set (D) make
ANSWER KEY & EXPLANATIONS
1 (A) seeks
Explanation: “To seek to do something” is a formal academic verb meaning “to try or attempt to do something”. (e.g., “This paper seeks to investigate…”). We do not say “looks to” in strict academic writing, and “focuses” would require the preposition “on” + V-ing.
2 (B) shed
Explanation: The idiom is “to shed light on something”. It is a highly common academic metaphor meaning to help to explain a situation.
3 (C) delved
Explanation: The verb delve (meaning to examine deeply) is the only one here that naturally takes the preposition into (“delve into a topic”). Explore, research, and examine are transitive verbs and do not take “into” in this context.
4 (B) primary
Explanation: “Primary objective” is a fixed academic collocation meaning the main or most important goal. We do not say “highest objective” or “peak objective”.
5 (A) gap
Explanation: The standard academic phrase is to “bridge the gap” or “fill the gap in the literature/research”. You cannot use “hole” or “blank”.
6 (D) achieve
Explanation: The collocation is to “achieve a goal“. You fulfill a promise or a requirement, but you achieve a goal or objective.
7 (B) administered
Explanation: In formal academic English, you do not “do” or “direct” a survey/test. You “administer a survey” or “conduct a survey”.
8 (A) carried
Explanation: The phrasal verb “carry out” means to perform a task, experiment, or research. (e.g., “interviews were carried out”).
9 (C) random
Explanation: The fixed prepositional phrase is “at random“. It means without a specific pattern or plan, which is crucial in scientific sampling.
10 (A) reveal
Explanation: In academic research, data and findings “reveal” or “indicate” something. “Expose” is used for uncovering crimes, secrets, or negative things (like exposing a lie). “Display” is used for physical screens or visual art.
11 (D) significant
Explanation: A “significant proportion” (or significant number/amount) is the standard academic way to say “a large and statistically meaningful part”. We do not use “heavy” or “deep” for proportions.
12 (C) light
Explanation: The idiom is “to bring to light“. It means to make new information known.
13 (B) take
Explanation: The fixed phrase is to “take something into account“. It is the formal equivalent of “consider”.
14 (D) draw
Explanation: A classic B2/C1 collocation trap! You “make a decision”, but you “draw a conclusion“. You never “make a conclusion”.
15 (C) significant
Explanation: “Statistically significant” is a fixed scientific and academic term. It means the results are mathematically reliable and not due to chance.
16 (C) foundation
Explanation: To “provide a solid foundation“. In academic contexts, theories and policies are built on foundations, not physical bottoms or bases.
17 (C) take
Explanation: The collocation is to “take measures” or “take action”. We never say “make measures” or “do measures”.
18 (B) makes
Explanation: The fixed collocation is to “make a contribution” to a field or society. It is never “do a contribution”.
19 (D) pave
Explanation: To “pave the way for” something is a B2/C1 idiom meaning to create the conditions for something to happen in the future.
20 (A) put
Explanation: To “put an end to” something means to cause something to stop permanently.
GRAMMAR POINTS TO REMEMBER
In academic writing (such as university essays, IELTS Writing Task 2, or FCE/CAE exams), choosing the right collocation is more important than just choosing a word with the right translation. Native speakers expect certain verbs to pair exclusively with certain nouns.
1 The “Do/Make” Academic Upgrades:
Stop using basic verbs when reporting research. Upgrade them to formal collocations:
- Instead of doing research → conduct research / carry out a study.
- Instead of doing a survey → administer a survey.
- Instead of making a conclusion → draw a conclusion.
- Instead of making action → take measures.
2 Academic Phrasing & Idioms:
Formal writing still uses idioms, but they are specific “academic idioms”:
- To explain something → Shed light on the issue.
- To discover new data → Bring the facts to light.
- To consider factors → Take variables into account.
- To help future progress → Pave the way for future studies.
3 The Power of “Significant”:
In B2/C1 English, the word significant is incredibly versatile.
- A significant proportion/amount (a large, important amount).
- Statistically significant (mathematically proven).
- To make a significant contribution (a highly valuable addition).
(Memorize these pairs to immediately boost your academic writing score!)