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Part I. Accidence the noun Exercise 1. State the morphological composition of the following nouns.

Exercise 2. Point out the nouns and define the class each belongs to.

Exercise 3. Give the plural oi the following nouns.

Exercise 4. Use the appropriate form of the verb.

Exercise 5. Explain the use of the genitive case.

Exercise 6. Put the noun in the genitive case. Explain the use of the genitive case.

Exercise 7. Translate into English, using a noun in the genitive case where possible.

The use of articles Exercise 1. Change the nouns into the plural. Use some (any) where necessary and make the other necessary changes.

Exercise 2. Insert articles where 'necessary. (Articles with class nouns.)

Exercise 3. Translate into English.

Exercise 4. Insert articles where necessary. (Articles with nouns modified by attributes in post-position.)

Exercise 5. Translate into English.

Exercise 6. (a) Insert articles or some where necessary. (Articles with nouns- of material.)

(B) Insert articles where necessary. (Articles with nouns of material.)

Exercise 7. Translate into English.

Exercise 8. Insert articles where necessary. (Articles with abstract nouns.)

Exercise 9. Translate into English.

Exercise 10. Insert articles where necessary. (Articles with names of persons.)

Exercise 11. Translate into English.

Exercise 12. Insert articles where necessary. (Articles with geographical names.)

Exercise 13. Translate into English.

Exercise 14, Insert articles where necessary. (Articles with names of hotels, streets, ships, and newspapers.)

Exercise 15. Insert articles where necessary. (Articles with nouns modified by proper nouns.)

Exercise 16, Insert articles where necessary. (Articles with set expressions.)

Exercise 17. Translate into English.

Exercise 18. Insert articles where necessary. (Articles with predicative nouns and nouns in apposition.)

Exercise 19. Translate into English.

Exercise 20. Insert articles where necessary.

Exercise 21. Translate into English.

Exercise 22. Translate into Russian. (Ways of expressing the meaning of the English articles in Russian.)

Exercise 23. Translate into English.

Exercise 24. Insert articles where necessary. (Special cases.)

Exercise 25. Translate into English.

Exercise 26. Insert articles where necessary.

Exercise 27. Translate into English.

Exercise 28. Insert articles where necessary.

Exercise 29. Translate into English.

Exercise 30. Insert articles where necessary.

Exercise 31. Translate into English.

Exercise 32. Insert articles where necessary. (Articles with nouns modified by certain adjectives, pronouns, and numerals.)

Exercise 33. Insert articles where necessary.

Exercise 34. Insert articles where necessary.

Exercise 35. Insert another or the other.

Exercise 36. Insert articles where necessary.

Exercise 37. Insert articles where necessary.

Exercise 38. Follow the direction for Exercise 37.

Exercise 39. Comment on the use of articles or their absence.

The adjective Exercise 1. State the morphological composition of the following adjectives.

Exercise 2. Give the comparative and superlative degrees.

Exercise 3. Use the adjective in the comparative or superlative degree.

Exercise 5. Point out all the substantivised adjectives and state whether they are wholly or partially substantivised.

The pronoun Exercise 1. Point out the pronouns in the following sentences and define the class each belongs to.

Exercise 2. Use the appropriate form of the possessive pronoun.

Exercise 3. Point out the reflexive pronouns and define their function.

Exercise 4. Supply some or any.

Exercise 5. Supply somebody or anybody, someone or anyone.

Exercise 6. Supply something or anything.

Exercise 7. Point out conjunctive, relative, and interrogative pronouns.

Words denoting state Exercise 1. Point out the words denoting state. Translate into Russian.

The verb Exercise 1. State the morphological composition of the verbs.

Exercise 2. Point out notional, auxiliary, modal, and link verbs.

Exercise 3. Point out all the verbs. State whether they are transitive oi intransitive. Translate into Russian.

Tenses in the active voice Exercise 1. Insert the Present Indefinite or Future Indefinite.

Exercise 2. Translate into English, using the Future Indefinite or Present Indefinite.

Exercise 3. Insert the Present Indefinite or Present Continuous.

Exercise 4. Translate into English.

Exercise 5. Insert the Past Indefinite or Past Continuous.

Exercise 6. Translate into English.

Exercise 7. Insert the Past Indefinite or Past Continuous.

Exercise 8. Insert the Present Perfect or Past Indefinite.

Exercise 9. Translate into English.

Exercise 10. Insert the Present Indefinite or the Present Perfect.

Exercise 11. Translate into English.

Exercise 12. Insert the Past Indefinite or Past Perfect.

Exercise 13. Translate into English.

Exercise 14. Insert the Past Continuous or Past Perfect.

Exercise 15. Translate into English.

Exercise 16. Comment on the use of tenses expressing future actions о states.

Exercise 18. Translate into English.

Exercise 19. Insert the Present Perfect or the Present Perfect Continuous.

Exercise 20. Translate into English.

Exercise 21. Insert the Present Continuous or the Present Perfect Continuous.

Exercise 22. Translate into English.

Exercise 23. Insert the Past Indefinite, Past Perfect, or Past Perfect Continuous.

Exercise 24. Translate into English.

Exercise 25. Insert the Past Continuous or the Past Perfect Continuous.

Exercise 26. Translate into English.

Exercise 27. Insert the Past Continuous, Past Perfect, or Past Perfect Continuous.

Exercise 28. Translate into English.

Exercise 29. Comment on the use ot the Present Indefinite, Present Continuous, Present Perfect and Present Perfect Continuous.

Exercise 30. Insert the Present Indefinite, Present Continuous, Present Perfect, or Present Perfect Continuous.

Exercise 31. Translate into English.

Exercise 32. Comment on the use of the Past Indefinite, Past Continuous, Past Perfect and Past Perfect Continuous.

Exercise 33. Insert the Past Indefinite, Past Continuous, Past Periect or Past Perfect Continuous,

Exercise 34. Translate into English.

Exercise 35. Translate into English.

The passive voice Exercise 1. Insert the required tense (Passive Voice).

Exercise 3. Translate into Russian.

Exercise 4. Translate into English, using the Passive Voice where possible.

Modal verbs Exercise 1. Comment upon the meaning of modal verbs. Translate into Russian (can, may).

Exercise 2. Insert may (might), can (could) or the contractedforms of may not, might not, cannot, could not (mayn't, mightn't; can't, couldn't). Translate into Russian.

Exercise 3. Translate into English using the verbs can and may whenever possible.

Exercise 4. Comment on the meaning of modal verbs. Translate into Russian.

Exercise 5. Insert may (might) or must. Translate into Russian.

Exercise 6. Translate into English using the verbs can, may, must.

Exercise 7. Translate into English using the verbs can, may, mast. (Basedon an episode from To Let by j. Galsworthy.)

Exercise 10. Insert to have (to have got) or to be in the appropriate form. Translate into Russian.

Exercise 12. Translate into English using modal verbs and expressions (should, ought, to have to, to be to).

Exercise 13. Comment on the meaning of modal verbs. Translate into Russian (shall, will).

Exercise 14. Insert shall, will or the contractedforms oi shall not, wlla not (shan't, won't). Translate into Russian.

Exercise 15. Comment on the meaning of modal verbs. Translate into Russian (should or ought, would).

Exercise 16. Insert should or would. Translate into Russian.

Exercise 17. Comment on the meaning of modal verbs. Translate into Russian.

Exercise 18. Insert modal verbs and explain their use (use thecontractedforms shan't, won't, shouldn't, wouldn't if necessary). Translate into Russian.

Exercise 19. Translate into English, using modal verbs.

Exercise 20. Translate into English, using modal verbs whenever possible. (Based on an episode irom David Copperfield by Ch. Dickens.)

Exercise 21. Translate into English, using modal verbs.

Exercise 22. Translate into English, using modal verbs. (Based on an episode irom The Citadel by a. Cronin.)

Exercise 23. Translate into English, using modal verbs whenever possible. (Based on an episode from David Copperfield by Ch. Dickens.)

Exercise 24, Translate into English, using modal verbs whenever possible. (Based on an episode from David Copperfield by Ch. Dickens.)

The subjunctive mood Exercise 1. Insert the appropriate form o! the Subjunctive Mood. Comment on the form and the use of the Subjunctive Mood. Translate into Russian (conditional sentences).

Exercise 2. Translate into English, using the Subjunctive Mood where required (conditional sentences).

Exercise 3. Point out mood auxiliaries and modal verbs. Translate into Russian.

Exercise 5. Translate into English, using the Subjunctive Mood where required.

Exercise 7. Translate into English, using the Subjunctive Mood where required.

Exercise 9. Translate into English, using the Subjunctive Mood (object clauses and attributive clauses).

Exercise 10. Translate into English, using the emotional should.

Exercise 11. Insert the appropriate form of the Subjunctive Mood. Comment on the form and the use of the Subjunctive Mood. Translate into Russian.

Exercise 12. Translate into English, using the Subjunctive Mood. (Based on an episode from David Copperfield by Ch. Dickens.)

Exercise 13. Insert should or would and state whether they are auxiliary or modal. Translate into Russian.

Exercise 14. Comment on the Subjunctive Mood and modal verbs. Translate into Russian.

Exercise is. Follow the direction for Exercise 14.

Exercise 16. Translate into English, using the Subjunctive Mood and modal verbs where required.

The participle Exercise 1. Insert the appropriate form oi Participle I.

Exercise 2. State the form and the function of Participle I. Translate into Russian.

Exercise 3. Translate into English, using Participle I where possible.

Exercise 4. Statethe function oi Participle II, Translate into Russian.

Exercise 5. Translate into English, using Participle II where possible.

Exercise 6. Insert Participle I or II.

Exercise 7. Translate into English, using Participle I or II as an attribute where possible.

Exercise 8.Translate into English, using the Participle where possible. (Based on an episode from Oliver Twist by Ch. Dickens).

Exercise 9. Point out the Objective and the Subjective Participial Construction. Translate into Russian.

Exercise 10. Translate into English, using the Objective or the Subjective Participial Construction.

Exercise 11. Translate into English, using the verb to have or to get followed by the Objective Participial Construction.

Exercise 12. Point out the Nominative Absolute Participial Construction. State what kind of adverbial modifier it expresses. Translate into Russian.

Exercise 13. Point out the Absolute Constructions and state what kind of adverbial modifier they express. Translate into Russian.

Exercise 14. Translate into English, using Absolute Constructions.

Exercise 15. State the function of the Participle and Participial Constructions.

Exercise 16. Translate into English.

The gerund Exercise 1. Insert lhc appropriate form of the gerund.

Exercise 2. Point out the Gerundial Construction and comment on the way !he nominal element is expressed. Translate into Russian.

Exercise 3. Translate into English using the gerund where possible.

(В) Based on an episode from The Adventures of Tom Sawyer by m. Twain.

Exercise 4. State the function oi the gerund and Gerundial Constructions. Translate into English.

Exercise 5. Insert the correct preposition before the gerund where required.

Exercise 8. Translate into English, using the gerund where possible. (a) Based on an episode from The Pickwick Papers by Ch. Dickens.

Exercise 9. Point out the gerund, the participle, and the Predicative Constructions, and state their function. Translate into Russian.

Exercise 10, Translate into English, using the gerund or the participle where possible.

The infinitive Exercise 1. Insert the appropriate form of the infinitive.

Exercise 2. Insert to before the infinitive where required. Translate into Russian.

Exercise 3. Translate into English, using the to-infinitive or the bare infinitive.

Exercise 4. State the function of the infinitive. Translate into Russian.

Exercise 5. Translate into English, using the infinitive.

Exercise б. Point out the infinitive attributes. Translate into Russian.

Exercise 7. Translate into English, using infinitive attributes,

Exercise 8. Point out the Objective-with-the-Iniinitive and the Subjective Infinitive Constructions. Translate into Russian.

Exercise 9. Translate into English, using the Objective-with-the-lnlinitive Construction where possible.

Exercise 10. Translate into. English using the Subjective Infinitive Construction.

Exercise 11. Translate into English, using the Objective-with-the-Infinitive or the Subjective Infinitive Construction.

Exercise 12. Translate into English, using the infinitive or Infinitive Constructions where possible. (Based on Uncle Tom's Cabin by h. E. Beecher-Stowe.)

Exercise 13. State the function of the /or-to-Infinitive Construction. Translate into Russian.

Exercise 14. Translate into English, using the /or-fo-Infinitive Construction where possible.

Exercise 15. State the function of the infinitive and Infinitive Constructions. Translate into Russian.

Exercise 16. Memorize the following expressions and use them in examples, of your own.

Exercise 17. Translate into English, using the infinitive.

Exercise 18. Translate into English, using the infinitive where possible.

Exercise 19. Translate into English, using the infinitive or Infinitive Constructions where possible.

Exercise 20. Analyse the Predicative Constructions. Translate into Russian.

Exercise 21. State the function of the verbals and Predicative Constructions. Translate into Russian.

Exercise 22. Follow the direction for Exercise 21.

Exercise 23. Translate into English, using verbals where possible.

The adverb Exercise 1. State the morphological composition of the following adverbs

Exercise 2. Point out the adverbs and define the group each belongs to.

Exercise 3. Use the comparative or superlative degree of the adverbs.

Modal words Exercise I. Point out all the modal words and define their meaning.

The interjection Exercise 1. Point out all the interjections and say whether they are emotional or imperative.

The preposition Exercise 1. State the morphological composition of the following prepositions:

Exercise 2. Insert prepositions and define their meaning where possible.

Exercise 3. Insert by or with.

The conjunction Exercise 1. State the morphological composition oi the following conjunctions:

Exercise 2. Point out all the coordinating conjunctions and define the group each belongs to.

Exercise 3. Point out all the subordinating conjunctions and say what kind of subordinate clauses they introduce.

The particle Exercise 1. Point out the particles and define the group each belongs to.

Grammatical homonyms Exercise 1. State whether the boldfaced word is an adverb, a modal word, or a particle.

Exercise 2. State whether the boldfaced word is an adverb or a preposition.

Exercise 3. State whether the boldfaced word is an adverb, a conjunction, a preposition, or a postposition.

Exercise 4. Define the part of speech the boldfaced words belong to.

Part II. Syntax the simple sentence Exercise 1. Define the kinds of sentences according to the purpose of the utterance.

Exercise 2. Define the type of question

Exercise 3. Point out two-member sentences (say whether they are complete or elliptical) and one-member sentences.

Exercise 4. Point out the subject and say by what it is expressed. Translate into Russian.

Exercise 5. State the nature of it. Translate into Russian.

Exercise 6. Point oui the predicate and say to what type it belongs.

Exercise 7. Say where the predicate is simple and where it is compound (nominal or verbal).

Exercise 8. Say where the reflexive pronoun is part of the predicate and where it is an object or a predicative.

Exercise 9. Point out the predicative and say by what it is expressed.

Exercise 10. Use the adjective or adverb.

Exercise 11. Point out the subjective and the objective predicative and say by what part of speech it is expressed.

Exercise 12. Translate into English, using a compound nominal predicate.

Exercise 13. Point out the predicate and say to what type it belongs. Translate into Russian.

Exercise 14. Point out the subject and the predicate.

Exercise 15. Explain why the predicate — verb is used in the singular or in the plural.

Exercise 16. Use the appropriate iorm of the verb.

Exercise 17. Point out the kind of object and say by what it is expressed. Translate into Russian.

Exercise 18. Point out the Complex Object and say, by what it is expressed. Translate into Russian.

Exercise 19. Translate into English.

Exercise 20. Point out the attribute and say by what it is expressed.

Exercise 21. Point out the apposition and say whether it is close or loose.

Exercise 22. Point out the kind of adverbial modifier, and state by what it is expressed. Translate into Russian.

Exercise 23. Follow the direction for Exercise 22.

Exercise 25. Say what parts of the sentence are introduced by the preposition with or without.

Exercise 26. Point out all the independent elements and say by what they are expressed.

Exercise 27. Point out what parts are detached and by what they are expressed.

Exercise 28. Point out homogeneous parts, define them and say by what they are expressed.

Exercise 29. Analyse the following sentences.

Word order Exercise 1. Comment on the word order and explain the cases of inversion.

Exercise 2. Translate into English.

Exercise 3. Comment upon the position of the objects.

Exercise 4. Comment upon the position and the order of the attributes and say where it can be changed.

Exercise 6. Arrange the attributes in their proper order.

Exercise 6, Comment upon the position of Ihe adverbials. Say whetherthey can be placed differently.

Exercise 7. Put the verb in the proper place.

Exercise 8. Translate into English.

Exercise 9. Translate into English.

The compound and the complex sentence Exercise 1. Point out ihe coordinate clauses (mark the elliptical ones) and comment on the way they are Joined.

Exercise 2. Define the kinds of subordinate clauses (subject, object and predicative clauses). Translate into Russian.

Exercise 3. Define the kinds of attributive clauses. Translate into Russian.

Exercise 4. Define the kinds of attributive clauses and punctuate accordingly.

Exercise 5. Insert who, whom, that, which, as.

Exercise 6. Define the nature of abverbial clauses. Translate into Russian.

Exercise 7. Define the kinds of clauses introduced by that. Translate into Russian.

Exercise 8. Define the kinds ol clauses introduced by as. Translate into Russian.

Exercise 9. Define the kinds of clauses introduced by since and while. Translate into Russian.

Exercise 10. Point out parenthetical clauses. Translate into Russian.

Exercise 11. Analyse the following sentences. Translate into Russian.

Exercise 12. Analyse the following sentences. Translate into Russian.

Exercise 13. Insert it or there in the following sentences.

Exercise 14. Translate the following sentences into English and point out the difference in the way subordinate clauses are introduced in Russian and in English.

Sequence of tenses Exercise I. Use the appropriate form of the verb.

Exercise 2. Use the appropriate form of the verb.

Exercise 3. Comment on the Sequence of Tenses and translate into Russian.

Exercise 4. Translate into English.

Indirect speech Exercise 1. Use the verb to say or to tell.

Exercise 2. Translate into English.

Exercise 3. Convert into indirect speech.

Exercise 4. Translate into English.

Exercise 5. Convert into indirect speech.

Exercise 6. Translate into English.

Exercise 7. Convert into indirect speech.

Exercise 8. Translate into English.

Exercise 9. Convert into indirect speech.

Exercise 10. Translate into English.

Exercise п. Convert into indirect speech.

Table of contents

Indirect speech 123

Exercise 16. Translate into English.

(A) 1. M. В. Ломоносов, родившийся в семье бедного крестьянина, с самого детства проникся любовью (to be inspired with love) к своему народу и своей родине. 2. Когда он был мальчиком, он часто ездил с отцом на Белое море и в Северный Ледовитый океан; постоянные морские путешествия развивали в нем волю и упорство. 3. Покинув в возрасте девятнадцати лет родную деревню, он пешком пошел в Москву учиться. 4. Прибыв в Москву, он поступил в Славяно-греко-латинскую академию (the Slavonic-Greek-Latin Academy). 5. Так как Ломоносов был одним из лучших студентов, его послали за границу, чтобы усовершенствовать свои знания. 6. Назначенный профессором химии Петербургской академии наук, Ломоносов повел борьбу за самостоятельное развитие русской науки и культуры. 7. Многие ученые, приехавшие из Европы, презирали русскую культуру. 8. Ломоносов занимался (to be concerned with) вопросами, относящимися к различным областям естествознания, истории и филологии. 9. Он предполагал написать работу, охватывающую (to embrace) все отрасли естествознания. 10. В своей лаборатории Ломоносов делал химические анализы солей н руд, присылаемых в академию. 11. Опыты, проведенные Ломоносовым, привели к многочисленным открытиям; самым важным среди них является закон сохранения материи (the law of preservation of matter). 12. Основанный Ломоносовым университет сделался центром передовой науки.

(B) Based on an episode from The Pickwick Papers by Ch. Dickens.

1. Джентльмена, пригласившего мистера Пиквика и его друзей, звали мистер Уордль. 2. Разбуженный ярким утренним солнцем, мистер Пиквик встал очень рано. 3. Он подошел к окну, выходившему в сад (to overlook the garden). 4. Мистер Пиквик увидел, что в саду стоит мистер Уордль с ружьем в руке. 5. Дожидаясь мистера Пиквика и его друзей, мистер Уордль тщательно осмотрел ружье. 6. Когда все приготовления были закончены, друзья отправились в грачевник. 7. Зарядив ружье, мистер Уныкль выстрелил (to fire). 8. Так как мистер Тапмен выглянул в этот момент из-за дерева, заряд попал ему в руку (the charge hit his arm). 9. Мистер Уинкль подбежал к мистеру Тапмену, лежавшему на земле с закрытыми глазами. 10. Рана мистера Тапмена не была серьезной, так как ружье было заряжено дробью (small shot). 11. Мистер Тапмен медленно шел домой, поддерживаемый всеми своими друзьями. 12. Увидев мистера Тапмена с перевязанной рукой, мисс Рейчел лишилась.чувств.

(C) Based on an episode Irom David Copperfield by Ch. Dickens.

1. Окруженный грубыми и жестокими людьми, Давид очень страдал и, наконец, решил бежать к своей тетушке, жившей в Дувре (Dover). 2. Выйдя из дома, Давид увидел, что на улице стоит долговязый парень с маленькой тележкой, запряженной ослом (donkey-cart). 3. Схватив чемодан и деньги Давида, долговязый парень вскочил в тележку и поехал с такой быстротой,) что Давид не мог его догнать. 4. Когда Давид шел в Дувр, oн часто думал о своей матери и о том, что она ему рассказывала о мисс Бетсн. 5. Оставшись без денег (penniless), он очень страдал от голода и холода. 6. Он провел ночь у ограды, окружавшей Салемскую школу (Salem House). 7. Когда он пришел, наконец, в Дувр, он спросил у рыбака, где живет мисс Бетси Тротвуд. 8. Дрожа от страха и усталости, Давид подошел к хорошенькому домику, окруженному садом. 9. Увидев грязного, одетого в лохмотья мальчика, мисс Бетси велела ему уйти из ее сада. 10. Подойдя к ней, Давид робко сказал, что он сын ее покойного племянника. 11. Услышав эти слова, мисс Бетси посмотрела на него с величайшим изумлением да так и присела на дорожку. 12. Рассказав ей свою печальную историю, Давид не выдержал и разразился слезами.

(D) 1. Генерал ходил взад и вперед по комнате, куря свою... трубку. (Пушкин) 2. Денисова отвели в приготовленную для него комнату... (Л. Толстой) 3. Старик, сидевший с ним, уже давно ушел домой. (Л. Толстой) 4. Все жители находились тут же, ожидая самозванца (the Pretender). (Пушкин) 5. И он посмотрел кругом, как бы желая понять, как можно не сочувствовать природе (to have no feeling for nature). (Тургенев) 6. Она [Анна Сергеевна] стояла к нему спиной. Услышав шаги, она тихонько обернулась. (Тургенев) 7. Однажды он [Базаров], гуляя с ней по саду, внезапно промолвил угрюмым голосом, что намерен скоро уехать в деревню, к отцу (to his father's place). (Тургенев) 8. Базаров обернулся и увидел бледное лицо Николая Петровича, сидевшего на дрожках (droshky). (Тургенев) 9. Обед, хотя наскоро сготовленный, вышел очень хороший, даже обильный... (Тургенев) 10. Она [Кити] заметила, что, расспрашивая про ее родных, мадам Шталь улыбнулась презрительно. (Л. Толстой) 11. Оставшись один с Марьей Николаевной, Левин обратился к ней. (Л. Толстой) 12. Увидав мужа, она [Долли] опустила руки в ящик шифоньерки, будто отыскивая что-то... (Л. Толстой) 13. Вронский внимательно слушал Левина..., очевидно интересуясь его словами. (Л. Толстой) 14. Анна, взглянув вниз, узнала тотчас же Вронского. (Л. Толстой) 15. Прочтя письмо, он поднял на нее глаза. (Л. Толстой) 16. Наконец, как бы сделав усилие над собой, она [Анна] поднялась и оттолкнула его. (Л. Толстой) 17. Он [Вронский] приказал подбежавшему к нему из второго класса немцу-лакею взять вещи и ехать, а сам подошел к ней. (Л. Толстой) 18. И мать, сопутствуемая доктором, вошла в гостиную к Кити. (Л. Толстой) 19. Войдя в маленький кабинет Кити..., Долли вспомнила, как убирали (to decorate) они вместе прошлого года эту комнатку, с каким весельем и любовью. (Л. Толстой) 20. И покрытое слезами милое лицо спряталось в юбке платья Дарьи Александровны. (Л. Толстой) 21. У ней [Долли] похолодело (turned cold) сердце, когда она увидела Кити, сидевшую на низеньком... стуле и устремившую неподвижные глаза на угол ковра. (Л. Толстой) 22. Часто, читая вслух, когда он доходил до патетического места, голос его начинал дрожать... (Л. Толстой)

The gerund Exercise 1. Insert lhc appropriate form of the gerund.

1. Stark sat down without __ (to speak) (Jones) 2. He did not go without __ by Amy. (to congratulate) (Dickens) 3. After __ more closely than usual and __ his hair, he [Herzog] took the bus uptown, (to shave, to brush) (Bellow) 4. At South Square, on __ that Michael and Fleur were out, he -did not dress for dinner, but went to the nursery, (to discover) (Galsworthy) 5. I had to sound as if I didn't mind __, as though I had no temper of my own. (to insult) (Snow) 6. She kept on __, her voice low and controlled, (to talk) (Braine) 7. In the morning light, she was, ashamed of herself for __ so __ the night before, (to elate) (Snow) 8. The house wanted __ (to do up) (Galsworthy) 9. Even a criminal must be told the nature of his crime before __ (to convict) (Stone) 10. She showed none of the usual feminine pleasure at __ hard to understand, inscrutable, mysterious, (to be) (Priestley) 11. I still reproached myself for not __ open with Douglas Osbaldiston from the start, when he had invited me to do so. (to be) (Snow) 12. No woman looks her best after __ up all night, (to sit) (Shaw) 13. His legs were somewhat stiff from not — or __ for days, (to hike, to climb) (Baum) 14. I'm tired of __ like a silly fat lamb, (to treat) (Coppard) 15. I know everyone who's worth __ (to know) (Maugham) 16. After __ this, he; cursed himself for not __ the opposite, so that he might have used the expected guest as a lever to get rid of Misha. (to say, to say) (Murdoch) 17. There is vivid happiness in merely __ alive, (to be) (Coppard) 18. "Your tie needs—," Mrs. Simpson said, (to straighten) (Greene) 19. The attempt is at least worth __ (to make) (Collins) 20. Mr. Creakle then caned Tommy Traddles for __ in tears, instead of cheers, on account of Mr. Mell's departure... (to discover) (Dickens) 21. He apologized to Hooker for __ so late, (to be down) (Priestley) 22. One could not walk or drive about Philadelphia without __ and __ with the general tendency toward a more cultivated and selective social life, (to see, to impress) (Dreiser) 23. I just couldn't stand __ away from you any longer, (to be) (Stone) 24. I remember __ him with her and Marner going away from church, (to see) (Eliot) 25. When I told him that I meant to live in Paris for a while, and had taken an apartment, he reproached me bitterly lor not __ him know, (to let) (Maugham) 26. He had a flat smooth face with heavy-lidded green eyes that gave the impression of __ at a slant, (to set) (Braine) 27. His latest craze was to discover her age, which he cursed himself for not __ when he had«her passport in his hands, (to observe) (Murdoch) 28. Let me tell you whose house you've come into without __ or __ (to ask, to want) (Faulkner) 29. I'm tired of __ to you. (to talk) (Maugham) 30. They soon discovered that the gate was securely locked. They looked at one another in a mixed fashion, a trifle disappointed at __, but still triumphant at __ the place, (to hold up, to find) (Priestley)

Exercise 2. Point out the Gerundial Construction and comment on the way !he nominal element is expressed. Translate into Russian.

1. You must excuse my being so breathless, I'm not really breathless, it's just the excitement. (Leacock) 2. These happy events occurred without any recommendation having been made by Rainborough, and indeed without his having been officially informed. (Murdoch) 3. The maid said something about the American lady's having corne back to Rodnik. (Heym) 4. It was easy to imagine Cave sitting silent. (Snow) 5. She was interrupted by her father's voice and by her father's hat being heavily flung from his hand and striking her face. (Dickens) 6. He brought in a portmanteau with him, which he doubted its being worth while to unpack. (Dickens) 7. Besides, there's no danger of it happening again. (Hansford Johnson) 8. "It's no good you staying," Jack Burton said. (Aldridge) 9. Jack laughed. Their being bothered amused him. (Lawrence) 10. He was wakened by someone knocking at the door. (Faulkner) 11. There is something so inexpressibly absurd to me in the idea of Caddy being married. (Dickens) 12. I was not surprised by Caddy's being in low spirits. (Dickens) 13. You knew young Pyle well didn't you? I can't get over a thing like that happening to him. (Greene) 14. She laughed at the thought of her husband and Johnny looking after the house. (Priestley) 15. He felt almost a gloomy satisfaction at the thought of all these disasters happening at once. (Murdoch)

Exercise 3. Translate into English using the gerund where possible.

(A) 1. Увидев карикатуры, все рассмеялись. 2. Вы ничего не имеете против того, чтобы я открыл окно? 3. Врач приказал больному бросить курить. 4. Мальчик не отрицал, что потерял книгу, взятую в библиотеке. 5. Извините, что я заставил вас ждать. 6. Детям доставляло удовольствие играть в саду. 7. Эту книгу стоит почитать. 8. Читая этот рассказ, мы не могли не смеяться. 9. Я предпочитаю сделать эту работу сегодня. 10. Я надеюсь, что ничего не помешает мне пойти на концерт. 11. Преподаватель возражал против того, чтобы студенты пользовались словарем, переводя этот текст. 12. Преподаватель настаивал, чтобы новые выражения записывались. 13. Преподаватель настаивал, чтобы студенты записывали новые выражения. 14. Я устала от того, что со мной обращаются как с ребенком. 15. Я не возражаю против того, чтобы помочь вам, но я возражаю против того, чтобы мне мешали, когда я занят. 16. Мы слышали, что ваша сестра уехала в Англию. 17. Мне не хочется (to feel like) гулять. 18. Было невозможно достать билет, и мне пришлось отказаться от мысли послушать знаменитого пианиста. 19. Я не одобряю того, что вы пропускаете лекции. 20. Похоже на то, что будет дождь. 21. Вы можете рассчитывать на то, что я достану вам эту книгу. 22. Декан не согласился, чтобы собрание отложили. 23. Мать горячо благодарила доктора за то, что он спас ее ребенка. 24. Не упустите случая посмотреть эту выставку. 25. Все были удивлены, что этот трудный вопрос был так быстро разрешен. 26, Мы уверены,-что письмо будет получено вовремя. 27. Мы уверены, что письмо было получено вовремя. 28. Я горжусь тем," что была в состоянии помочь вам. 29. Мне стыдно, что я сделала так много ошибок в последней диктовке.

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