Learning English: fill-in-the-blank exercise

Fill In The Blanks | General Grammar Exercise

An exercise to fill in the blanks in a sentence for learning English

The “Fill in the blanks” exercise is a popular method for studying and improving English language skills. This exercise aims to develop different aspects of language, including expanding vocabulary, grammar, contextual understanding and developing critical thinking.

Completing the Exercise

  • Providing a text with missing words: The exercise commences with a text in which certain words are absent. These gaps are designed to test the student’s knowledge.
  • List of word options: For each gap, a list of word choices is provided. The participant must select the most suitable word for each gap.
  • Criteria for word selection: Choosing the correct words requires the participant to understand grammar rules, context, and the meanings of words within the sentence.
  • Filling the gaps: Participants are required to select words from the list and insert them into the appropriate places in the text to ensure each sentence is logical and grammatically correct.
  • Checking the results: After completing the exercise, it is essential to verify the accuracy of the chosen words within the context of the text, considering grammar, contextual logic, and coherence.

This exercise serves as an effective tool in language learning, fostering the development of essential skills necessary for a confident command of the English language.

List of words with explanations for the exercise

We offer you a list of words for 15 sentences, for each of the sentences you will need to choose one of four words. Before performing the exercise, consider the explanation of the words used for the fill-in-the-blanks exercise:

  1. late, recent, latest, fresh: These words describe time frames. “Late” – occurring after the expected, “recent” – having happened not long ago, “latest” – the most recent, “fresh” – newly made or obtained.
  2. included, contained, counted, enclosed: These words relate to the inclusion of something within limits or a specific context. “Included” – added, “contained” – holding within, “counted” – enumerated, “enclosed” – inserted or surrounded.
  3. entire, all over, complete, the whole: These words denote wholeness or entirety. “Entire” – whole, complete, “all over” – everywhere, “complete” – comprehensive, “the whole” – the entirety of something.
  4. reach, get, make, arrive: These words indicate achieving something or arriving at a place. “Reach” – to achieve, “get” – to obtain, “make” – to create, “arrive” – to reach a destination.
  5. acceptable, adequate, satisfactory, enough: These words describe the degree of approval or satisfaction. “Acceptable” – meeting a required standard, “adequate” – sufficient, “satisfactory” – meeting expectations, “enough” – an adequate quantity.
  6. gaining, heightening, increasing, building: These words describe growth or development. “Gaining” – acquiring, “heightening” – intensifying, “increasing” – becoming more, “building” – constructing or developing.
  7. most, maximum, many, majority: These words indicate quantity or maximum value. “Most” – the greatest part, “maximum” – the highest limit, “many” – numerous, “majority” – the greater part.
  8. make, do, have, try: These words indicate actions or attempts. “Make” – to produce, “do” – to perform, “have” – to possess, “try” – to attempt.
  9. among, through, between, along: These words denote interaction between objects or passage through something. “Among” – surrounded by, “through” – moving from one side to another, “between” – in the middle of two things, “along” – in a line with something.
  10. like, as, for, in: These words indicate comparison, assumption, or location. “Like” – similar to, “as” – in the same way, “for” – intended to be used, “in” – within a space.
  11. aware, knowing, helpful, cautious: These words describe a state of consciousness or a particular style of behavior. “Aware” – conscious or informed, “knowing” – having knowledge, “helpful” – providing assistance, “cautious” – being careful or wary.
  12. cash, money, change, savings: These words describe financial concepts. “Cash” – physical currency, “money” – general currency, “change” – coins, “savings” – money set aside for the future.
  13. part, place, share, piece: These words denote a portion of something or a location in something. “Part” – portion, “place” – location, “share” – a portion distributed among others, “piece” – a section or part.
  14. reply, answer, respond, return: These words describe a reaction to a query or an action. “Reply” – a response, “answer” – a response to a question, “respond” – to react, “return” – to come or go back.
  15. from, as, of, for: These words indicate origin, comparison, belonging, or purpose. “From” – originating at, “as” – in the capacity of, “of” – belonging to, “for” – intended to be used for.


Text for an exercise where there are 15 blanks to be filled in with words using the word list above. For example, for the first gap (1) in the sentence, you need to choose a word from list 1. late, recent, latest, fresh. That is, you need to choose one of the 4 options for each sentence to write it instead of omitting it. When all blanks are filled, press the “submit answers” button to check the results.

What teenagers do with their money

Thirteen-year-olds do not spend as much money as their parents suspect - at least not according to the findings of a (1) survey, Money and Change. The survey (2) three hundred teenagers, 13-17 years old, from (3) Britain. By the time they (4) their teens, most children see their weekly allowance rise dramatically to an amazing national average of £5.14. Two thirds think they get (5) money, but most expect to have to do something to get it. Although they have more cash, worry about debt is (6) among teenagers. Therefore, the (7) of children (8) an effort to save for the future. Greater access to cash  (9) teenagers does not, however, mean that they are more irresponsible (10) a result. The economic recession seems to have encouraged (11) attitudes to money, even in the case of children at these ages. Instead of wasting what pocket (12) they have on sweets or magazines, the 13-year-olds who took (13) in the survey seem to (14) to the situation by saving more than half (15)  their cash.

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