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V. A GAME OF WORDS Your teacher will tell you how to play this interesting game.
VI. CHOOSING THE BEST WORDS FOR
CRIES OF ANIMALS Below is a list of words that describe the cries or noises made by animals. Copy it, writing before each word the name of an animal or animals that make the noise. bark chirp
twitter squeal quack roar low
grunt gobble neigh sing growl croak hiss bray peep yelp squeak buzz snarl chatter bleat
howl bellow What words can you add to this list? Which of the above words describes a dog's cry when he is hurt? when he is angry?
When does a cat purr? When does it mew?
VII. A WORD GAME
i Note to the teacher: Your Manual gives full directions, page 35
2 Note to the teacher: Full directions are in your Manual, page 36.
DESCRIBING BY COMPARING WITH ANIMALS 37
DESCRIBING BY COMPARING WITH
Probably you have been told many times to be “as quiet as a mouse.” How quiet does that mean?
Perhaps you have often said, “I am as hungry as a bear.” How hungry were you?
Did you ever hear anyone called “as slow as a snail"? How slow does that mean?
Such comparisons give emphasis, because everyone thinks of the mouse as very quiet, the bear as very hungry, and the snail as very slow.
Below are some of the many comparisons of this kind that are much used. Copy them, writing in each blank the name of the animal best described.
1. As slow as a
IX. WORDS DESCRIBING THE SIZE OF
Write the names of all the animals you know. Opposite each write the word that best describes its size. Do not be satisfied with "big" or "little," but try to use words that describe the animal more exactly. Below are some of the words you may use. Add any others you know.
X. THE COLORS OF ANIMALS
Write the names of all the animals you know, and opposite each name write the word telling the color of the animal.
XI. CHAPTER TEST
Think of any animal that you have seen and describe it. Make a true description, using as many of the words you have studied in the last few lessons as you can. Do not name the animal you are describing. If your description is good, your classmates should be able to name it.
SENTENCES: WHAT THEY ARE AND HOW TO
Note to the teacher: Constant use of your Manual will prove no less helpful in this chapter than in those that have preceded.
I. THE SENTENCE
1. I have a thought about a dog. I want you to have the same thought. I express my thought
when I say,
John's savage dog is in the yard. As you hear or read these words you get the same thought that I have.
I express and you get only a part of my thought. This one word tells what I am thinking about, dog not horse, sheep, or cat — but it does not tell my thought about "dog." If I say only,
savage dog, I tell and you know the kind of dog that I have in mind, but you do not know what I think about “savage dog."
I tell to whom the savage dog that I have in mind belongs, but I still do not tell, and you do not know, what I think about "John's savage dog." I may have any one a score of thoughts, such as:
John's savage dog bit the child,
John's savage dog never bites,
John's savage dog is dead.
But when I say,
John's savage dog is in the yard, I express a complete thought, and everyone who hears or reads my words knows what that thought is.
A complete thought expressed in words is called a sentence.
“John's savage dog is in the yard” is a sentence, because these words express a complete thought.
“Dog” is not a sentence, for it does not express a complete thought.
“Is" is not a sentence, for it does not express a complete thought.