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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

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

1. Том никогда не упускал случая убежать из школы и поиграть с товарищами. 2. Он был уверен, что сумеет скрыть от тети Полли свои проказы. 3. Том отрицал, что ходил купаться, по тетя Полли узнала об этом. 4. Она была недовольна тем, что Том обманул ее. 5. Том был единственным сыном ее покойной сестры; она очень любила мальчика и избегала наказывать его. 6. Однако на этот раз она решила наказать Тома за то, что он ходил купаться без разрешения. 7. Надо было побелить забор, и тетя Полли велела Тому белить его в субботу. 8. Мальчику не улыбалась мысль работать в такое чудесное утро, и он просил тетю Полли простить его за то, что он ее ослушался. 9. Тому не; удалось заставить Джима работать вместо себя: пришла тетя Полли и запретила Джиму белить забор. 10. Он осмотрел свои сокровища, но их было немного, и ему пришлось отказаться от мысли уговорить мальчиков помочь ему белить забор. 11. Но вскоре ему пришла в голову блестящая мысль, и он принялся за работу (to set to work) с таким видом, как будто он ничего не имел против того (to mind), чтобы белить забор в это солнечное утро. 12. Когда пришел Бен, Том продолжал работать, не обращая внимания на товарища. 13. Бен смотрел на Тома с удивлением: Том работал в субботу, и Бену казалось, что он работает с удовольствием (to enjoy the work). 14. Наконец, Том повернулся к Бену и сказал, что все зависит от того, нравится ли тебе работа или нет. 15. После этого дело представилось в новом свете (that put the thing in a new light), и Бен не мог не позавидовать приятелю. 16. Он попросил, Тома позволить ему поработать. «Ты можешь положиться на то, что я сделаю это хорошо», — сказал он. 17. Том ответил, что тетя Полли будет возражать против того, чтобы Бен белил забор. 18. Но Бен упорно просил (to keep on) Тома дать ему поработать, и тот, наконец, согласился. 19. Бен гордился тем, что Делает такую трудную работу. 20. Тетя Полли была уверена, что Том давно уже перестал (to leave off) работать и убежал на речку. 21. Она была очень удивлена, что Том так хорошо и быстро побелил забор. 22. Она сказала, что мальчик заслуживает награды, и дала ему большое яблоко.

(С) 1. Марья Ивановна скоро перестала со мной дичиться (to be shy of somebody). (Пушкин) 2. Между тем Палаша взяла у нас наши шпаги и отнесла в чулан. Я не мог не засмеяться. (Пушкин) 3. Кирила Петрович гордился сим прекрасным заведением и никогда не упускал случая похвастаться оным. (Пушкин) 4. «Простите..., что я пришла к вам», — сказала она. (Л. Толстой) 5....я только удивляюсь, как ты из полка приехал (to get away from the regiment). (Л. Толстой) 6. В конце января княжна Марья уехала в Москву, и граф настоял на том, чтобы Наташа ехала с нею, с.тем чтобы посоветоваться с докторами. (Л. Толстой) 7. Наташе совестно было ничего не делать в доме, тогда как все были так заняты. (Л. Толстой) 8. «Папа, ничего (to mind), что я раненых пригласила в дом?» — сказала ему Наташа. (Л. Толстой) 9. Володя заметно важничал... (to put on airs); он гордился тем, что приехал на охотничьей лошади (to ride a hunter). (Л. Толстой) 10. «Благодарствуйте, что сдержали слово», — начала она... (Тургенев) 11. Она [Анна Сергеевна] до обеда не показывалась и все (to keep) ходила взад и вперед по комнате. (Тургенев) 12. С Фенечкой ему не удалось проститься: он только переглянулся с нею из окна (to exchange glances with somebody). (Тургенев) 13. Он [Базаров] перестал (to give up) гулять в одиночку и начал искать общества... (Тургенев) 14. Катя ничего не отвечала, но перестала (to cease) глядеть на Аркадия. (Тургенев) 15. И она стала говорить с Кити (Л. Толстой) 16. Он [Каренин] любил говорить о Шекспире, Рафаэле, Бетховене, о значении новых школ поэзии и музыки... (Л. Толстой) 17. Алексей Александрович за правило поставил каждый день видеть жену... (to make it a rule to do something); но избегал обедов дома. (Л. Толстой) 18. Юн не стоит того, чтобы ты страдала из-за него» (to grieve over somebody), — продолжала Дарья Александровна... (Л. Толстой)

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

1. Nobody can go on living without some belief. (Greene) 2....she did not like being plunged back into a slave state. (Stone) 3. He greeted me noisely, but I cut him short by giving him the telegram. (Snow) 4. "She cannot sleep without seeing and speaking to you once more," I said. "She does not like the thought of leaving you." (Ch. Bronte) 5. Without putting anything into words, they bade each other farewell. (Wilson) 6. I remember laughing aloud, and the laugh being carried by the wind away from me. (Du Maurier) 7. There came the sound of the door closing then being locked. (Priestley) 8. Upon awakening she dressed quickly and left the house. (Stone) 9. He felt better for having written the letter. (Cronin) 10. "It's no good you hating it," said Mr. Bunting, becoming didactic. (Greenwood) 11. Do you mind giving me your name and telephone number, please? (Priestley) 12. Peter Saward only replied by staring at the paper knife and shaking his head slowly to and fro, and twisting his long legs into knots under the desk. (Murdoch) 13. Mr. Dorrit positively trembled in addressing the great man. (Dickens) 14. Unfortunately this fruitful silence was ruined by the sound of a door being banged. (Priestley) 15. He never ceased talking. (Coppard) 16. Well, it's no use my telling you a lie. (Shaw) 17. Life seemed worth fighting for. (Dreiser) 18. Petra sat through her first lesson without saying a word and without paying much attention to the lecture and the examples on the blackboard. (Heym) 19. But now a difficulty arose — hostile Indians could not break the bread of hospitality together without first making peace, and this was a simple impossibility without smoking a pipe of peace. (Twain) 20. Only the other day they had been talking about something happening, and now it had happened to him. (Snow) 21. I was torn between the fear of hurting a nice woman's feelings and the fear of being in the way. (Maugham) 22. She cursed herself for not having thought to bring a visiting card. (Murdoch) 23. It is awfully hard work doing nothing. (Wilde) 24. He was angry with me for bringing the news. (Snow) 25. He went on talking to my wife. (Hemingway) 26. She was listening hard all the time for any sound of Jan Lusiewicz descending the stairs. (Murdoch) 27. After washing his heavy stone cup and tin plate..., he stretched himself wearily on the bed. (Dreiser) 28. She enjoyed giving parties. (Stone) 29. He knew that I, or any competent man would not have denied a point so specific without being dead sure. (Snow) 30. I wish I'd never told you the truth, but it's no use denying it. (Braine) 31. He meant to begin his investigation by seeing the church. (Galsworthy) 32. But outside it kept on raining. (Hemingway) 33. They could not understand how he had so nearly succeeded in deceiving them. (Priestley) 34....in ] passing under a lamp, Graham encountered my eye. (Ch. Bronte) 35. Stephen was absorbed the greater part of the time in wishing he were not forced to stay in town yet another day. (Hardy) 36. Why was going with Joseph any different from going with Elinor? (Heym) 37. She tried, by staring into the glass, to see what the expression was on the man's face. (Murdoch) 38....little Hans nodded and smiled, and felt very proud of having a friend with such noble ideas. (Wilde) 39. "You can't: have a war," said Douglas, "without someone getting hurt." (Snow) 40. She was not conscious of having shown any special interest in Mr. Lincoln. (Stone) 41. I began... by explaining the situation in the North. (Greene) 42. Being alone in your own country is worse than being alone anywhere else. (Heym) 43. Mr. Bumble's conduct on being left to himself was rather inexplicable. (Dickens) 44. He could stand behind the door and take a chance at surprising Joseph. (Priestley) 45. She seemed a little self-conscious now and she avoided meeting his eyes. (Wilson) 46. At night... I would imagine him going up my stairs, knocking at my door, sleeping in my bed. (Greene)

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