8.2. PRACTICE FOR ALL ASPECTS

Exercise 45. We can warm up, merging our symbolic cues. As for our MIND PRACTICE, we may just think and visualize.

Example:
The plain arrow symbolizes the variable {ON}. Pointed up or down, it cues for the grammatical FUTURE or PAST. Horizontally, it indicates the PRESENT. We may refer to SUBCHAPTER 5.1.

We can merge the plain arrow, let us say for the variable {IN}, within the same grammatical time. Here, it is going to be the PRESENT.

Answer:
A. Before the merger:
Jemma smiles.

{ON}, the PRESENT
the Present Simple

B. After the merger:
Jemma is smiling.

{IN}, the PRESENT
the Present Progressive

*****

We are not practicing behaviorist reflexes. We are working on flexible habits. We may think about Jemma, as well as Bob or anyone, including ourselves, and with various verbs. It is important that we learn to merge features for grammatical variables and time.

*****

THE TASK

Exercise 46. We merge features as above and think about Expression. We just think and visualize.

Answer:
A. Before the merger
Does Bob worry?

{ON}, the PRESENT
the Present Simple

B. After the merger
Is Bob worrying?

(His dad is wearing a horrible tie.)

{IN}, the PRESENT
the Present Progressive

Exercise 47. Let us practice deciding {ON} our cognitive extents. We complete the structures and arrow cues.

Not everyone fancies speaking about feelings and thoughts. However, it is important that we try to represent them in language. We may think about time and change.

*****

When we are able to put words together well, our words represent our notions and thoughts in language. We can name this ability representation, as there is always more than one way to put words together and make sense.

*****

Example: I love …

Answer: I love language.
(We can answer without telling anyone;
we remember the MIND PRACTICE.)

1. I hate …

2. I thought that … was pretty.

3. I remembered … then.

4. I considered … important.

5. I want …

6. I hated … when I was a child.

7. I think that … is stupid. [TABOO]

8. I remember …

9. I consider … important.

10. I wanted … when I was a child.

Exercise 48. It is natural to follow what is good for us. Therefore, let us try to “trade” language features. We merge the features in the wording with symbolics.

Example: I love …

Answer: I have (always) loved language.

Again, we can give our answers in our thoughts, envisioning situations for which we might use the phrases.

1. I think (about) …

2. I concluded …

3. I like …

4. I keep …

5. I sensed …

6. I thought (about) …

7. I feel … (always, that)

8. I was thinking (about) …

9. I learned …

10. …means a lot to me.

Exercise 49. The Perfect Progressive Aspect makes three tenses, PRESENT, PAST and FUTURE. It has an open time frame.

Let us practice our linguistic gravitation: we close the time frame, when we are {ON} a cognitive ground (please compare SUB-CHAPTER 6.1).

We have part the mapping cues and stay with the Affirmative. We may not want much to do, in one go.

Example 1: have breakfast
EVERY DAY, 8:00 ― 10:00 A.M.
TIME NOW: 18:00 P.M.

Answer: I had breakfast.

Example 2: have breakfast

EVERY DAY, 8:00 ― 8:30 A.M.
TIME NOW: 8:15 P.M.

Answer: I have been having breakfast.

1. work

MONDAY ― FRIDAY, 9:00 ― 17:00 A.M.
TIME NOW: Monday, 10:00 P.M.

2. work
MONDAY ― FRIDAY, 9:00 ― 17:00 A.M.
TIME NOW: Saturday, after 19:00 P.M.

3. read

EVERY DAY, 22:00 ― 24:00 A.M.
TIME NOW: 23:00 P.M.

4. read

EVERY DAY, 22:00 ― 24:00 A.M.
TIME NOW: 00:15 P.M.

5. go to the gym
TUESDAYS 19:00 ― 20:00 A.M.
TIME NOW: Wednesday, after 21:15 P.M.

Exercise 50. Let us practice our earthling proper egoism (please compare SUB-CHAPTER 8.1). In conversation, we cannot merely follow on grammar.

We decide {ON} our language extents. We ignore the cue that would not be properly egoistic.

Example: She (cherish) her friends.

Answer: She has cherished her friends.

1. The book set (consist) of five parts.

2. She (sound) like under a bad impression.

3. Yesterday afternoon, he (recall) his school years with friends.

4. She just (recognize) the handwriting now.

5. He (agree) to the new conclusion just now.

6. Now, she (appreciate) the ancient manuscript for an hour.

7. He (want) to go to the Arctic before he went to the Antarctic.

8. The house (belong) to the family for 10 years.

9. He usually (respect) other opinions, but not that time.

10. This time tomorrow, she (see) her brother.

*****

From the key: example 7 shows we always should consider the entire utterance, to make out the grammatical time. The verb form “went” places the stretch of speech in the PAST.

We also can think about the alternate language forms.

In example 3, a phrase as “*yesterday afternoon, he will recall his school years with friends”, could not work with our cognitive map for YESTERDAY.

In example 8, a phrase as “*the house will have been belonging to the family for 10 years”, would go against natural human possessiveness: we place property {ON} cognitive maps.

Grammar is not only about style. It is also about logic and sense.

*****

Exercise 51. In natural language, our real-time present allows combining the time reference. We can talk about events that took place TODAY with a PAST grammatical reference. For events that are to take place, we can use the FUTURE.

We remain with our healthy egoism: we stay {ON} cognitive extents, for hearts and minds, regardless of any cues.

Example:
TODAY, PRESENT; he, know the answer

Answer: He knows the answer. {ON}
(We ignore the dot, the Progressive symbolics.)

1. YESTERDAY, the PAST; she, believe it

2. TODAY, the PRESENT; she, work

3. TODAY, the PAST; they, see each other

4. TOMORROW, the FUTURE; he, live here for ten years

5. YESTERDAY, the PAST; she, speak with them

6. YESTERDAY, the PAST; he, write for an hour

7. TOMORROW, the FUTURE; you, work here for five years

8. TODAY, the PAST; we, hike in the mountains

9. TODAY, the PRESENT; she, exercise for an hour already

10. TOMORROW, the FUTURE; he, watch television, at this hour

Exercise 52. SAMSON THE AGONIST is a story of a hero who had magic hair that gave him power. Naturally, we do not have to believe everything we read, online either.

Our “Observations as by a grain of sand” are to help us keep grammar even against unusual wording, like in EXERCISE 42. We have only part the cues: we practice independent language skill.

We first put our verbs into the grammatical PAST, and then into the PRESENT. We mind our Expression: the Affirmative, Negative, and Interrogative.

Example: The grain of sand, with its power to stay on the shore and in the sea, 1. (think) about a proper measure for own composition.

Answer: The grain of sand, with its power to stay on the shore and in the sea, was thinking about a proper measure for own composition.

A. Length N 2. (seem) to give granularity the right proportion. A modicum N 3. (be) the argument to the grain of sand: it 4. (bring) to mind limitation rather than weight.

B. The grain of sand 5. (think) about wisdom. What wisdom 6. (be) ?

C. It 7. (may be) a grain of wit and manhood well resolved, but the grain of sand N 8. (consider) going into a drama like that of Samson the Agonist really necessary.

D. The grain usually 9. (rest) close to the shoreline, not entirely by own will, but by the way of life it 10. (practice) since its earliest years.

E. Owing to this lifestyle, it 11. (decide) to devote part its time to necessities of cognition.

F. Thinking about own format as a potentiality by another, it 12. (deliberate) whether it 13. (be), as a grain of sand, a fruit of ability or mere industriousness.

G. It 14. (can be) up to itself to conclude on own structuring. For that chance, it 15. (spend) half an hour in the morning and half an hour in the evening, to ponder on composite phenomena strictly.

H. It 16. (do) its daily dose of reckoning for about fifteen minutes, when a westerly 17. (arrive) to the shore. Its habitual way, the wind 18. (make) a little eddy on the shoreside.

I. The grain of sand 19. (think) if that 20. (be) wise.

*****

Obviously, wits cannot be something we grow on our heads.

Let us now put the story into the grammatical PRESENT. Our grammar journey has had some dramatic narrative already, in EXERCISE 44.

Answer: The grain of sand, with its power to stay on the shore and in the sea, is thinking about a proper measure for own composition.

A1. Length does not seem to give granularity the right proportion. A modicum is not the argument to the grain of sand: it brings to mind limitation rather than weight.

B1. The grain of sand thinks about wisdom. What is wisdom?

C1. It may be a grain of wit and manhood well resolved, but the grain of sand does not consider going into a drama like that of Samson the Agonist really necessary…

*****

Our sense for distance and time may encourage altering the word “that” from the grammatical PAST into the word “this”, for the grammatical PRESENT.

Modal verbs can challenge our logic. Feel welcome to CHAPTER 9.

*****

CHAPTER 8. ALCHEMY OF TIME FOR BEGINNERS

Most grammar resources agree that we have four Aspects in English, the Simple, the Progressive (or Continuous), the Perfect, and the Perfect Progressive (or Perfect Continuous).

By the label, we can say the Perfect Progressive should have features of the Perfect and the Progressive.

We extracted general patterns for the Simple, Progressive, and Perfect in SUB-CHAPTER 3.1.

We can compare Perfect Progressive examples, as online or in books, and note a general pattern for it, too.
FUTURE:
I will have been reading.

PRESENT:
I have been reading.

PAST:
I had been reading.

Let us think how to build this pattern. We can reckon the verb to be from the Progressive takes the place for the head verb in the Perfect pattern.

The verb to have in the Perfect attracts the third form. The Progressive auxiliary be takes on the third form, within the Perfect pattern.

We can have the Perfect Progressive for a merger of the Perfect and the Progressive. Our alchemy makes room for the head verb in the merged, Progressive pattern.

We have correlated the Simple, Progressive, and Perfect Aspects with cognitive mapping values, {ON}, {IN}, and {TO}.
Please compare CHAPTER 4.

We can use the Perfect to say what has progressed TO a time.

We can use the Progressive to tell what is progressing IN a time.

The two combined, the Perfect Progressive can help tell what has been progressing IN a stretch of time we refer TO another time.

What language marker (preposition) could we choose for our merged variable? We could think about “into”, to join the “in” and “to”.

However, “into” may mean the same as “in” or “to” alone, dependent on the context. The westerly wind frolicked into eddies, in exercise 44 (SUB-CHAPTER 7.1).

“Into” may make an impression more formal or emphatic than “in” or “to” on their own.

Let us think about the preposition AT.

Something has been progressing AT this time.

If our moment in time belongs with the FUTURE, we can say,
AT a time, something will have been progressing.

If our moment belongs with the PAST, we can say,
AT a time, something had been progressing.

Some grammar books will associate our feature {TO} with the Aspect we also can name the Perfect Simple. Some may have the name Perfect Continuous, for our variable {AT}.

Psycholinguistics says that naming processes do not change the ways language forms can work for brains. Book authors are people, and people happen to differ in approaches. Language forms can work regardless of grammar labels.

Our visualization is not to fix a picture for language. We do not have to stay with the same visuals for all time. We can present our mapping on one extent, as well as a few extents.

We can merge our Progressive and Perfect arrow cues (please refer to SUB-CHAPTER 5.1).

Perfect tenses have an open time frame: they connote another, simultaneous reference in time.

Let us think about the Perfect Simple. The PRESENT Perfect Simple can embrace some time with reference TO the PRESENT.

17. Madame Règle has lived in Paris for fifteen years.

The open frame here looks TO the PRESENT, regarding a time fifteen years ago.

The PAST Perfect Simple can refer one time in the PAST TO another time in the PAST.

17a. Before moving to Paris, Madame Règle had lived and worked in Lyon, the silk capital of France, for five years.

The open time frame looks TO the PAST, regarding a time five years before.

The FUTURE Perfect Simple may look to a time span from the PRESENT TO the FUTURE. Our basic or nodal time reference is the PRESENT, but we can think about the PAST as well.

17b. Tomorrow, Madame Règle will have lived and worked in France for twenty years.
(Altogether, in France, she has lived in Lyons and Paris.)

Madame Règle is an avid reader. She never really reads one book only. She usually has a small book with her, tied to her bag with a colorful scarf like with a string. She says that actually being able to look at a book makes it more present to her mind. At the same time, there is always another, bigger book she reads at home.

The practiced school habit of stringing books together might have had its advantages. Jill shares the behavior sometimes.

The Perfect Progressive makes a dual time reference and has an open time frame, the same as Perfect Simple. The Perfect Progressive can highlight a process, its time span or dynamism.

Let us think about the verb to read. We write the verb to read identically in the first, second, and third form. We say it differently.

1st form 2nd form 3rd form

read read read

[rI:d] [re:d] [re:d]

The verb to have takes the third form.

17c. Madame Règle has read [re:d] a book about a French thinker, René Descartes.
(She has finished.) {TO}

When we merge the Perfect and the Progressive, our pattern has room for the head verb in the Progressive.

17d. She has been reading [rI:dI Ƞ] a series of philosophical commentary books.
(Her reading is still in progress, she has not finished yet.) {AT}

We do NOT use the third form twice, and we do not add the ING to it. The following example shows the potential error.

17e. She has been * [re:dI Ƞ].

Let us return to our variable {ON}. Could we have it for our basic cognitive reference? Feel welcome to further journey.
8.1. EARTHLING BASIC VARIABLE

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6.5. THE TARGET TIME AND FRAME

Berry target, photo by Brigitte Tohm from Pexels.

With goals, purposes and targets, the matter is to have what we want, where we want it, and when we want it, like a bowl of berries in the picture above.

For language skill, we need to practice linguistic targets.

Exercise 37. We have our time frames for our guidance. We choose between the Simple and the Perfect, in the PAST.

Please put the verb in the form for the grammatical PAST and give the arrow cue along with the mapping value. In language, we can seek inspiration with words. Let it be a simple chair this time.

Example: His parents (surrender) □ his place in the kindergarten. When Ms. Duncan (suggest) □ playing the musical chairs, Art (throw) □ in three right hand gloves. One of them (belong) □ to Ms. Duncan.

If we feel we could be better off writing entire answers, we can do so without looking to others. Writing belongs with human fine motor behavior. It is important in integrating language skills.

Answer: His parents surrendered his place in the kindergarten. When Ms. Duncan suggested playing the musical chairs, Art threw in three right hand gloves. One of them belonged to Ms. Duncan.

We can only think about the logical cues and mapping values, as in MIND PRACTICE 1.2.
Answer: {ON}

1. Despite his early predilection for challenge, he (get) □ himself a chairborne job. His chair (have) □ an advantage, however. He (design) └┘ it for use by one person exactly

2. Originally, he never (expect) □ of a woman to fill a chair. He (change) □ his mind when he (perceive), □ at about 26, that the strategy almost (reduce) └┘ him to his local club armchair, for dialogue.

3. He (marry) Jin in summer. They (spend) □ their countryside honeymoon mostly bringing the chairs from the garden. His friend Jalen (persuade) □ him to go on a vacation, in a better weather. They (choose) □ Amtrak to journey. Art and Jin first (meet) □ in a parlor car. Face to face with their notebooks, they (realize) □ they were actually chatting with each other over the Unlimited (!)

4. He soon (begin) □ developing his son-in-law attitude. Eva, his mother-in-law, (love) □ to say nobody should let predecessors set the measure for the chair. Art (have) □ a reservation. His job (be) └┘ by principle like trying to keep someone on the edge of the seat with soft overboiled noodles. Jalen Seges (agree) □ that office routines (take) □ some time.

5. Art (know) □ that contending Eva’s arguments (be) □ suggestive of trying verbally to captivate a moving rock. Incontrovertibility (belong) □ with the Seges family ethos. A Yale graduate married to a Harvard grad, Ms. Seges (be) └┘ a woman of resolve, throughout her life. She (talk) table and chairs right when junior (begin) □ preschool. Her grandchildren would go to best schools, to fill their grandparents’ walnut bobbin chairs.

*****

Art is thinking about a new job. Routines of predetermined beginning and end are not his nature. With language work, we also can learn to negotiate: we contend the arguments and not the people, for that.

Could we look up the Amtrak Unlimited, Yale, and Harvard over the Internet? Can we comprehend words like “incontrovertibility”, if our dictionary does not have them? There are sample hints down this page.

Exercise 38. Please tell the time frames and map values (ON, IN, or TO), along with the grammatical time (PRESENT, PAST, or FUTURE). We have the arrow cues with every task, if we need them.

Example: Her father 1. (be) a nibmeister. She 2. (have) a clear taste for good quality since she 3. (be) a little girl.

CUES

Again, we can think about the frames and variables, minds first or only.
Answer:
(1) □ was, {ON} PAST;
(2) └┘ has had, {TO} PRESENT;
(3) □ was, {ON} PAST.

A. When she was in her early teens, she 4. (make) a miniature book. It 5. (be) three inches square.

B. She 6. (keep) the book for her thinktionary. She still 7. (happen) to add words to it, though she 8. (make) many more such books.

C. A young girl, she 9. (put) her miniature book in her jacket pocket and 10. (go) to sit by the river. Whenever a word 11. (come) to her mind, she 12. (write) it in with her miniature fountain pen.

D. Her handwriting 13. (change) a little, since then. By and large, she 14. (adjust) her letters to the size of her notebook. One day, she 15. (engross) her future husband’s name in her thinktionary. His name 16. (remain) the only word to take a page entire, out of the alphabetical order.

E. Chantelle 17. (have) a collection of pens. Her favored inkwells 18. (be) glass, silver, and pewter. Her first book 19. (tell) about a girl’s language of the heart.

*****

Form (16) also might be “his name remains”: there are no universal rules to govern contexts, and we are free to decide on our own, dependent on our cognitive mapping.

Miniature books belong with arts. Their scopes may be the same as of standard volumes. They are smaller because they are miniaturized. Chantelle’s miniature book is one of the biggest sizes ― it is three inches square.

The “thinktionary” is a coined word. We can compare it with the word “dictionary”. Everyone can have own thinktionaries. Have we met Chantelle already?

HINTS FROM THE KEY

We do not have to use Past Perfect forms whenever anything happened earlier or preceded something else. We would need millions of past tense forms to speak about Old English, thinking only about the days and years since those times.

Amtrak Unlimited is a forum for Amtrak passengers.

Harvard and Yale are two very prominent and competitive American universities.

*****

How do we interpret words as incontrovertibility?
Here is how we can interpret information about words. We do not need to memorize it.

Just browsing and reading dictionaries, we might get even surprised with how much we remember and “intuitively” use.

We can interpret incontrovertibility by the word build.

The American Heritage online will show the word in•con•tro•vert•ible and explain that the verb to con•tro•vert may mean “to raise arguments against; voice opposition to”.

We look up the parts in– and –ibility. The particle in– may negate. The particle –ibility can work with a noun and connote “an ability, inclination, or suitability”.

However, the particle in– may also mean “having the function of”. We can look up words such as “inbound” or “incant”. Inflammable materials or substances can be highly flammable.

The verb “to controvert” derives from the noun controversy. The noun consists of the particles contro– and versus.

Contro– or contra– can connote “against, opposite, contrasting”. The particle in– does not work in the sense “into” or “within” with the particle con–.

The American Heritage dictionary can tell that incontrovertibility relates to the adjective incontrovertible, meaning “impossible to dispute, unquestionable”.

In•con•tro•vert•i•ble•ness is another, probable form.

We can guess that Art Veltall’s mother-in-law may be a person difficult — but not impossible — to persuade or influence. His wife Jin is some personality, too.

READ HOW TO USE THE AMERICAN HERITAGE DICTIONARY

Feel welcome to further journey.
CHAPTER 7. STATIVE USE OF VERBS

*****

6.3. EXERCISES: THE ASPECT AND THE TIME FRAME

Camille Pissarro, Boulevard Montmartre, Morning, Cloudy Weather, Wikimedia Commons

Exercise 32. For our warm-up, let us practice the time frames. We can do the exercise in our minds solely, as in the MIND PRACTICE. Our head verb is to work.

Example 1: Monsieur Sauf had worked.
Answer: {TO}, a PAST cognitive ground.
(a time frame open to a reference mark in the PAST)

Example 2: Madame Règle will work.
Answer: {ON}, a cognitive ground for the FUTURE.
(a time frame closed on a FUTURE time reference)

Please mind that our grounds for the PRESENT, PAST, or FUTURE are the grammatical time. We do not need insight greater than for classic grammar, to talk about what happened, or to predict on our real-time future.

1. Monsieur Sauf worked.

2. Monsieur Sauf will have worked.

3. Madame Règle has worked.

4. Madame Règle works.

*****

One of the worst mistakes in language work is to keep vocabulary practice apart from grammar exercise. We are about avoiding it here.

Big dictionaries should not scare us. We do not have to memorize them. We can learn by referring to them.

It is good to use monolingual dictionaries and select on word sense. A monolingual dictionary has words and definitions in the same language.

Our brains can get the habit to choose on word sense. For example, the AMERICAN HERITAGE DICTIONARY has about 10 senses for the verb TO BE.

The word MAN has about 20 senses, and one of them is “a human being, a person”.

Women also belong with this sense of the word, as in all men are created equal, a phrase we may know from the Declaration of Independence.
FEEL WELCOME TO READ ABOUT THE DECLARATION OF INDEPENDENCE.

We may not want to worry about getting the money to buy expensive dictionaries, especially if we are just beginners. There are free dictionary resources, available over the web and in libraries.

For American English, there also is THE FREE DICTIONARY, or MERRRIAM-WEBSTER.

“Jumping into deep waters” is yet no good strategy for language, and Hispanic learners may like to compare the Spanish DICCIONARIO. People with French or German might like to use LAROUSSE or PONS, respectively.

All the websites have extensive free contents.

Our Travel in Grammar has a mirror in a Slavic language, Polish.

*****

We may look up dictionary definitions, but we people naturally build own, mental lexicons for meaning. The word “mental” means “of the mind”.

It comes from the Latin word “mens, mentis”, signifying the mind, disposition, feeling, character, heart, as well as soul. Reading dictionaries can help us build own lexicons in our minds.

American English ― the same as any other language ― has formal and standard, as well as colloquial language uses. To be colloquial, a use may depart far from the standard, or even go opposite to it.

Colloquially, the word “mental” may refer to insanity. By standard, a “mental lexicon” is a “vocabulary of a mind”. We can decide how we use words. Free speech cannot require that we blindly follow, especially colloquial uses.

Let us try to reckon on word sense. The AMERICAN HERITAGE DICTIONARY says that stollen is a rich yeast bread containing dried fruit, as raisins, and candied fruit, as citron; chopped nuts, and spices.

In other words, stollen can be full-bodied sweetbread with fruit sweetmeats, grated or milled nuts, as well as marzipan or citron.

Obviously, own lexicons cannot be always a piece of cake. Let us think about COSMOS, as in the American Heritage dictionary:

1. The universe regarded as an orderly, harmonious whole.
2. An ordered, harmonious whole.
3. Harmony and order as distinct from chaos.
4. pl. cos•mos•es or cosmos Any of various mostly Mexican herbs of the genus Cosmos.

We do not have to agree. Human civilizations have had ideas as a “cosmogonic strife”, and the outer space observably clashes, sometimes.

The cosmos flower grows also in the USA, up to the Olympic Penninsula in Washington (WIKIPEDIA).

Here is my idea for the word “cosmos”:
1. space to include the planet Earth ― we can compare the “outer space”;
2. spatial reference to be mapped on itself, as in stereometry, mathematics, information technology, and philosophy
(we can refer to the cosmos and give it attributes, we yet do not include the cosmos in any larger space, to map it);
3. American colorful garden flower to attract birds, also similar to gillyflower in color.

(Do not underestimate juniors learning, and please remember that the word “dude” is TABOO in official situations.)

There are a few kinds of the cosmos flower. The word “cosmos” comes from Greek. Also originally, it happened to refer to the outer space.

If we want to find out about the position of the Earth in space, we can visit NASA.GOV. NASA is the National Aeronautics and Space Administration of America.

A good idea is to read a dictionary “until we get it”. If we are not sure what the “solar system” means, we open the dictionary at “solar” and “system”.

Sooner than later, we are going to be able to flip pages and read big dictionaries just like books. Let us try our linguistic natures with real words and big dictionaries.

Exercise 33. Natural languages do not have fixed connotations. A “squid” can be a marine animal. It may be a bird toy. “A bit of cosmos” may be a garden stretch grown with cosmos flowers to attract birds.

Let us mind our time frames.
Example: The goldfish awoke, hearing a croak.
Answer: a/wake, {ON} the PAST ground

1. The motmot had completely befallen for a piece of fresh stollen.

2. The skylark found nothing to outbid the bit of cosmos with a squid.

3. The soybean alone outshone the legumes fair in Bayonne.

4. The hornbill had overlooked the rook by the brook.

5. The golden frog behind the chilidog overslept and wept.

6. The windflower withstood the rude mood in the wood.

7. The woodpecker has custom remade the pasquinade to treat his clade.

8. The spotted redshank bachelorette did reset her buret for the bouncing bet.

9. The kinkajou understood that honey was for feel-good.

10. The kittiwake has shaken and partaken in casing bacon in Macon.

Feel welcome to further practice.
6.4. EXERCISES:
THE TIME FRAME AND THE VARIABLES, ON OR TO

*****

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