Barron's 1100 Words You Need to Know » Week 6 - Day 5

After reading about these new ideas, you should be inventive enough to handle this review. If there is a necessity for it, you may turn back to the original lesson to check on the meaning of a word. As someone once remarked, “Necessity is the mother of invention.”

Review Words

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

DEFINITIONS

  1. a. careless
  2. b. dread, dismay
  3. c. to chew
  4. d. complete failure
  5. e. reaching maturity early
  6. f. talkative
  7. g. practicable
  8. h. to make fun of
  9. i. contrary
  10. j. wealthy
  11. k. keep away from
  12. l. recognize
  13. m. crush, stop
  14. n. to discredit
  15. o. person you tell your secrets to
  16. p. disappointment
  17. q. uncertain
  18. r. commendable
  19. s. sudden rushing forth
  20. t. process of wearing out
  21. u. occasion for rejoicing
  22. v. I have to be convinced
  23. w. don’t rake up old grievances
  24. x. to signal rejection

REVIEW WORDS

  1. affluent __________
  2. chagrin __________
  3. confidant(e) __________
  4. consternation __________
  5. deride __________
  6. discern __________
  7. disparage __________
  8. dubious __________
  9. eschew __________
  10. feasible __________
  11. fiasco __________
  12. laudable __________
  13. masticate __________
  14. obsolescence __________
  15. perfunctory __________
  16. perverse __________
  17. precocious __________
  18. quell __________
  19. sally __________
  20. voluble __________

Idioms

IDIOMS

  1. I’m from Missouri __________
  2. red-letter day __________
  3. let sleeping dogs lie __________
  4. thumbs down __________

Make a record of those words you missed. Study them, work on them, use them in original sentences. Amaze your friends at parties!

WORDSEARCH 6

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. 4th Day
  2. 1st Day
  3. 3rd Day
  4. 1st Day
  5. 3rd Day

Trouble at Truman High

It was a quiet morning at Harry S Truman High School. “Too quiet,” Principal Edna Suarez remarked to her secretary. “It’s just when things are this serene that I start to get an uneasy feeling.”

Mrs. Suarez’s sensitivity to life among 3,000 teenagers quickly proved to be accurate. The first evidence of trouble came with a phone call from the teacher in charge of the cafeteria who needed help to (1)__________ a disturbance. When Mrs. Suarez arrived on the scene, much to her (2)__________ , students were pounding on their tables, throwing food on the lunchroom floor, and making a complete (3)__________ of school regulations. It took the principal only a moment to (4)__________ who the two ringleaders were and to summon them to her office.

Vincent, 16, and Elena, 15, admitted to having stirred up the protest. They gave as their reasons the poor quality of food served and the dirty environment. “It’s like a pigsty down there,” Elena declared, “and the food is fit only for animals!”

What they had done, Mrs. Suarez told them, was inexcusable, and she ticked off a list of reasons that made their conduct dangerous and subject to school discipline. “What you were trying to do,” Mrs. Suarez explained, “might be considered (5)__________ by some but you could have come to me, alone or with a committee, to register your complaints. I would have investigated and, if there was merit to your charges, would have taken the necessary action. Now I’ll have to ask you to bring your parents to see me on Monday and to stay home until then.”

Vincent and Elena seemed to be chastened by Mrs. Suarez’s lecture. However, on leaving her office, Elena told an assistant principal that in a similar incident on a television show she learned that direct, dramatic action usually gets quicker results than lengthy debate. He advised her to bring that question up in her social studies class when she returned from suspension.

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