Barron's 1100 Words You Need to Know » Week 23 - Day 5

You may not know the alphabet from aardvark to zymurgy, but you can certainly cope* with analogous to susceptible.

Match the twenty words with their meanings. *Reminder: Record answers on a sheet of paper.

Review Words

DEFINITIONS

  1. a. disastrous
  2. b. irritable
  3. c. teacher
  4. d. disturbed
  5. e. to cause to continue
  6. f. comparable, similar
  7. g. shrewd
  8. h. authoritative command
  9. i. dissimilar
  10. j. range
  11. k. counteract
  12. l. having a nervous disorder
  13. m. excessive
  14. n. looking into one’s own feelings
  15. o. unusual occurrence
  16. p. death
  17. q. easily affected
  18. r. serving to pay back
  19. s. ten years
  20. t. to utter, proclaim
  21. u. women
  22. v. on the alert
  23. w. become angry
  24. x. earn a living

REVIEW WORDS

  1. analogous __________
  2. catastrophic __________
  3. compensatory __________
  4. decade __________
  5. enunciate __________
  6. gamut __________
  7. heterogeneous __________
  8. inordinate __________
  9. introspective __________
  10. irascible __________
  11. maladjusted __________
  12. mandate __________
  13. mortality __________
  14. neurotic __________
  15. neutralize __________
  16. pedagogue __________
  17. perpetuate __________
  18. perspicacious __________
  19. phenomenon __________
  20. susceptible __________

Idioms

IDIOMS

  1. the distaff side __________
  2. on the qui vive __________
  3. to get one’s back up __________
  4. bring home the bacon __________

Make a record of those words you missed.

YOU ARE NOW AT THE MID-POINT OF THE BOOK, AND YOU SHOULD PLAN TO DEVOTE SOME ADDITIONAL TIME TO A REVIEW OF THOSE WORDS THAT YOU MISSED DURING THE PAST TWENTY-THREE WEEKS.

WORDSEARCH 23

Using the clues listed below, record separately using one of the new words you learned this week for each blank in the following story.

Clues
  1. 3rd Day
  2. 2nd Day
  3. 1st Day
  4. 1st Day
  5. 1st Day

Microsociety—An Antidote for School Boredom

Money, taxes, employment, legislation—these are topics that we associate with the adult world. George Richmond, a Yale graduate who became a (1)__________ in the New York City school system, felt that elementary school youngsters could also be interested, even excited, about such issues. He experimented in his own classes with the Microsociety in which basic instruction takes place and is reinforced as pupils operate their own businesses, pass laws, live within the parameters of a constitution that they drafted, seek redress within their own judicial system, buy and sell real estate, and so on.

Richmond’s book on the Microsociety came to the attention of the school board in Lowell, Massachusetts, and their members decided to give it a try in 1981. In much less than a (2)__________ the results were quite remarkable: students exceeded the norm in reading and math; 8th graders passed college level exams; school attendance went up to 96%; and the dropout rate took a nosedive in Lowell.

In Microsociety’s (3)__________ classes, mornings are given over to the traditional curriculum. In the afternoon, the students apply what they learned in activities that run the (4)__________ from keeping double entry books, doing financial audits, running a bank, and conducting court sessions to engaging in light manufacture that leads to retail and wholesale commerce.

Other (5)__________ school systems have since adopted George Richmond’s innovative ideas. “Microsociety,” said a Yonkers, New York principal, “gets kids to role-play life!”

A Time Magazine reporter was much impressed with Microsociety’s results: “Such an approach would go a long way toward making U.S. public schools a cradle of national renewal.”

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