Тренировочный вариант Яндекс.ЕГЭ по английскому языку № 19 за 2016 год

A. The novel covers an eventful period in American history and many of the characters are touched by national and international events. The issue of slavery split the country, and between 1861 and 1865 the northern and southern states were engaged in a bloody civil war. After the war ended, the country recovered and there was a period of rapid economic growth. Settlers moved west to build new farms and adopted new mechanical methods of farming. The railroads expanded and opened up new production areas and markets. The United States soon became the world’s leading agricultural producer.

B. From the landing at Plymouth Rock to today, educators and community members have debated over the best way that government should fulfill its responsibility to educate citizens. Underlying these debates are three central questions: What is the purpose of a public education? Who is to receive the educational services provided by the public? And, how does government ensure the quality of these educational services? In various forms, these questions lay beneath all educational changes and reform measures in American history.

C. In Europe during the Middle Ages and much of the Early Modern period, the main purpose of schools (as opposed to universities) was to teach the Latin language. This led to the term grammar school, which in the United States informally refers to a primary school, but in the United Kingdom means a school that selects entrants based on ability or aptitude. Following this, the school curriculum has gradually broadened to include literacy in the vernacular language as well as technical, artistic, scientific and practical subjects.

D. A large number of people depend directly or indirectly on the tobacco business. Small shops receive a large part of their income from the sale of cigarettes, and may be forced to close if cigarettes are made illegal. There are also many others who depend on this market. Tobacco is largely grown in warm countries, with undeveloped economies. A complete ban on cigarettes would force farmers to change the crops that they grow, and this is not something that can be carried out quickly. Poor farmers may not be able to feed their families without the income from tobacco.

E. The number of people suffering from respiratory illness in the countryside was significantly lower in the past than it is today. This supported by Michael J. Brown’s empirical research and by the statistics collected by the Bureau of Information over a 50-year period. It is, however, impossible to identify a direct relation of cause and effect between the increased use of pesticides and the rise in the number of breathing problems, as so many other factors in people’s lifestyle have also changed.

F. The coffee served in the coffee houses wasn’t necessarily very good coffee. Because of the way coffee was taxed in Britain, the practice was to brew it in large batches, store it cold in barrels and reheat it a little at a time for serving. So coffee’s appeal in Britain was less to do with its being a quality beverage than a social lubricant. People went to coffee houses to meet people of shared interests, to gossip, read the latest journals and newspapers — a brand-new word and concept in the 1660s — and exchange information of value to their lives and business.

G. Christianity was always curiously ill at ease with cleanliness, and early on developed an odd tradition of equating holiness with dirtiness. When St. Thomas a Becket died in 1170, those who laid him out noted approvingly that his undergarments were ‘seething with lice’. Throughout the medieval period, an almost sure-fire way to earn lasting honour was to take a vow not to wash. Many people walked from England to the Holy Land, but when a monk named Godric did it without getting wet even once he became, all but inevitably, St. Godric.

When very small dinosaur bones were found in a rock mine in Germany’s Harz Mountains in 1998, (A) ________.

But paleontologist Martin Sander’s work shows that they were probably full grown! Named Europasaurus, they are the smallest of the giant dinosaur species ever found.

Growth marks on dinosaur bones are similar to growth rings on trees. The rings are far apart (B) ________. They form closer together as growth slows.

“It is precisely these tight compressed marks that we have discovered just beneath the surface of the fossil bones,” says Sander. So the Europasaurus fossils in the mine must have been from full-grown animals.

Why was Europasaurus, (C) ________, so much smaller than its cousins the brachiosaurs, which grew up to 148 feet (45 meters) long and weighed as much as a thousand humans?

Back 150 million years ago, most of Germany was underwater. Scientists think (D) ________, land and food there became more and more scarce. Europasaurus was forced to adapt to its shrinking habitat, so (E) ________.

Since 1998, an international team of scientists has carefully dug up more than 1,000 dinosaur fossils in the rock mine It is one of the few places in the world (F) ________.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one. “You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.

“You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.

“You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.

“You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.

“You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed.

As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.

“You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse. “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.

The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.

The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly. The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand. “Put it back”, she said.

“No!” shouted the child. It was an arrogant “No!” The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.

But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.

When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”

The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.” The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.

The people in a line broke into spontaneous applause.

“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

(1) Why did Ancient Egyptians Build Pyramids? (2) Why not Giant Rectangles or Some Other Shape? (3) Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE) ________ out of the flood.

(4) This idea certainly comes from the natural state of Egypt in former times. (5) The land (FLOOD) ________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER) ________ to be symbols of the day of creation. (6) So a pyramid could represent such a hill. (7) But one could ask: why was it not just a rounded hill, why did it have edges (LEAD) ________ to a top?

(8) Another idea is that kings used pyramids (CLIMB) ________ up to their heaven. (9) But these are all speculations. (10) A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL) ________ a benben stone.

(11) It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD) ________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1)Why did Ancient Egyptians Build Pyramids? (2)Why not Giant Rectangles or Some Other Shape? (3)Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE)________ out of the flood.

(4)This idea certainly comes from the natural state of Egypt in former times. (5)The land (FLOOD)________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER)________ to be symbols of the day of creation. (6)So a pyramid could represent such a hill. (7)But one could ask: why was it not just a rounded hill, why did it have edges (LEAD)________ to a top?

(8)Another idea is that kings used pyramids (CLIMB)________ up to their heaven. (9)But these are all speculations. (10)A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL)________ a benben stone.

(11)It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD)________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1) Why did Ancient Egyptians Build Pyramids? (2) Why not Giant Rectangles or Some Other Shape? (3) Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE) ________ out of the flood.

(4) This idea certainly comes from the natural state of Egypt in former times. (5) The land (FLOOD) ________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER) ________ to be symbols of the day of creation. (6) So a pyramid could represent such a hill. (7) But one could ask: why was it not just a rounded hill, why did it have edges (LEAD) ________ to a top?

(8) Another idea is that kings used pyramids (CLIMB) ________ up to their heaven. (9) But these are all speculations. (10) A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL) ________ a benben stone.

(11) It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD) ________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1) Why did Ancient Egyptians Build Pyramids? (2) Why not Giant Rectangles or Some Other Shape? (3) Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE) ________ out of the flood.

(4) This idea certainly comes from the natural state of Egypt in former times. (5) The land (FLOOD) ________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER) ________ to be symbols of the day of creation. (6) So a pyramid could represent such a hill. (7) But one could ask: why was it not just a rounded hill, why did it have edges (LEAD) ________ to a top?

(8) Another idea is that kings used pyramids (CLIMB) ________ up to their heaven. (9) But these are all speculations. (10) A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL) ________ a benben stone.

(11) It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD) ________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1) Why did Ancient Egyptians Build Pyramids? (2) Why not Giant Rectangles or Some Other Shape? (3) Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE) ________ out of the flood.

(4) This idea certainly comes from the natural state of Egypt in former times. (5) The land (FLOOD) ________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER) ________ to be symbols of the day of creation. (6) So a pyramid could represent such a hill. (7) But one could ask: why was it not just a rounded hill, why did it have edges (LEAD) ________ to a top?

(8) Another idea is that kings used pyramids (CLIMB) ________ up to their heaven. (9) But these are all speculations. (10) A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL) ________ a benben stone.

(11) It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD) ________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1)Why did Ancient Egyptians Build Pyramids? (2)Why not Giant Rectangles or Some Other Shape? (3)Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE)________ out of the flood.

(4)This idea certainly comes from the natural state of Egypt in former times. (5)The land (FLOOD)________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER)________ to be symbols of the day of creation. (6)So a pyramid could represent such a hill. (7)But one could ask: why was it not just a rounded hill, why did it have edges (LEAD)________ to a top?

(8)Another idea is that kings used pyramids (CLIMB)________ up to their heaven. (9)But these are all speculations. (10)A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL)________ a benben stone.

(11)It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD)________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1) Why did Ancient Egyptians Build Pyramids? (2) Why not Giant Rectangles or Some Other Shape? (3) Egyptologists assume they represent primeval hills, the hills that on the day of creation (RISE) ________ out of the flood.

(4) This idea certainly comes from the natural state of Egypt in former times. (5) The land (FLOOD) ________ by the Nile, and when the flood retreated, islands appeared which (CONSIDER) ________ to be symbols of the day of creation. (6) So a pyramid could represent such a hill. (7) But one could ask: why was it not just a rounded hill, why did it have edges (LEAD) ________ to a top?

(8) Another idea is that kings used pyramids (CLIMB) ________ up to their heaven. (9) But these are all speculations. (10) A final theory is that in the Egyptian city of Heliopolis (the centre of the sun cult in Egypt) there was a monument (CALL) ________ a benben stone.

(11) It could be that this sacred stone had the shape of a pyramid, and that the people who (BUILD) ________ the pyramids were trying to recreate that, because the top piece of a pyramid is called a benben.

(1) (THANK) ________, no — if you knew you were in there, it would be kind of scary for nine months. (2) The foetus is growing, of course, but the frontal lobe of our brain — which gives us emotion and self-(RECOGNISE) ________ — develops very slowly.

(3) Even until (ADULT) ________, the frontal lobe isn't fully developed: that's (PART) ________ why we sometimes see bad judgment in teenagers. (4) Foetuses do all sorts of exploring (BEHAVE) ________ in the womb.

(5) They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6) (STUDY) ________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

(1)(THANK)________, no — if you knew you were in there, it would be kind of scary for nine months. (2)The foetus is growing, of course, but the frontal lobe of our brain — which gives us emotion and self-(RECOGNISE)__________ — develops very slowly.

(3)Even until (ADULT)________, the frontal lobe isn't fully developed: that's (PART)________ why we sometimes see bad judgment in teenagers. (4)Foetuses do all sorts of exploring (BEHAVE)________ in the womb.

(5)They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6)(STUDY)________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

(1)(THANK) ________, no — if you knew you were in there, it would be kind of scary for nine months. (2)The foetus is growing, of course, but the frontal lobe of our brain — which gives us emotion and self-(RECOGNISE) ________ — develops very slowly.

(3)Even until (ADULT), the frontal lobe isn't fully developed: that's (PART) ________ why we sometimes see bad judgment in teenagers. (4)Foetuses do all sorts of exploring (BEHAVE) ________ in the womb.

(5)They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6)(STUDY) ________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

(1) (THANK) ________, no ‒ if you knew you were in there, it would be kind of scary for nine months. (2) The foetus is growing, of course, but the frontal lobe of our brain ‒ which gives us emotion and self-(RECOGNISE) ________ ‒ develops very slowly.

(3) Even until (ADULT) ________, the frontal lobe isn't fully developed: that's (PART) ________ why we sometimes see bad judgment in teenagers. (4) Foetuses do all sorts of exploring (BEHAVE) ________ in the womb.

(5) They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6) (STUDY) ________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

(1)(THANK) ________, no ‒ if you knew you were in there, it would be kind of scary for nine months. (2)The foetus is growing, of course, but the frontal lobe of our brain ‒ which gives us emotion and self-(RECOGNISE) ________ ‒ develops very slowly.

(3)Even until (ADULT), the frontal lobe isn't fully developed: that's (PART) ________ why we sometimes see bad judgment in teenagers. (4)Foetuses do all sorts of exploring (BEHAVE) ________ in the womb.

(5)They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6)(STUDY) ________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

(1) (THANK)________, no ‒ if you knew you were in there, it would be kind of scary for nine months. (2) The foetus is growing, of course, but the frontal lobe of our brain ‒ which gives us emotion and self-(RECOGNISE)________ ‒ develops very slowly.

(3) Even until (ADULT) ________, the frontal lobe isn't fully developed: that's (PART)________ why we sometimes see bad judgment in teenagers. (4) Foetuses do all sorts of exploring (BEHAVE)________ in the womb.

(5) They run their hands along the inside of the womb, they feel their own feet and their faces, and they put their hands in their mouths. (6) (STUDY)________ have also shown that a newborn infant will recognise its mother's voice compared to a stranger's voice and will also recognise its native language versus a foreign one.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.

Our high school years are the defining times in our lives that shape who we are, where we are going, and what we are going to do. Aside from this, they (A) ________ us to build strong friendships with people. We get to see which people are going to be there for the (B) ________ of our lives and those who will just disappear over the years.

A friend is someone who is there for you, through it all. Through the pressure, and drama, they are the one constant thing in your life that never fades away. I have realized at the (C) ________ of sixteen that friends are not something you should take lightly, if we have found even just a (D) ________ we are blessed.

They are the people that we sing our lungs out in the car shouting "Glamorous", the people we cry to, and most importantly the people who will always have a shoulder to (E) ________ on.

It is essential to evaluate your (F) ________ with your friends. You can see if they are the people you can go to with anything or if they are just another face in the (G) ________ when you have a serious issue going on.