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Be sure that you never allow come and came to work for each other.

Write a conversation like the one above, using the different forms of the word come. Read the con

versation.

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FORMS

WRITING CONVERSATIONS WITH OTHER WORD

The class, working in pairs, will write conversations, using the word forms that follow.

[blocks in formation]

Two of you may read each of the conversations.

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AN AROUND-THE-CLASS STORY FROM A PICTURE

[graphic]

Select a title for the picture.

Make up a story about the picture in this way:

Some one begin the story. Be sure to make a good beginning sentence.

Each one of you may continue the story as your teacher calls on you.

If you cannot do so when called, you must go to the blackboard and write a sentence about the picture. The pupil who finishes the story must make a good ending sentence.

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BUILDING A VOCABULARY

RESTING OVERWORKED WORDS

From the list given, choose words to take the place of the overworked words in the following sentences.

1. Mary is a lovely girl.

2. We had a lovely time at recess.

3. Jane wore a lovely dress.

4. Wouldn't it be lovely if mother let us go on a motor trip!

5. James is a nice boy.

6. We had nice weather during the Thanksgiving

holidays.

7. Did you have a nice time at the ball game yester

day?

8. Isn't it nice to be going away to school?

9. Mary was in such an awful hurry that she forgot to mail the letter.

10. My arithmetic lesson for to-morrow is awful.

11. I think you are awful not to go to the game with

me.

12. Jane has gone to fix her hair.

13. I shall fix it so that I can go to see Treasure Island to-night,

14. Did Henry fix the broken chair?

15. I got home from school very late.

16. I forgot my books when I got off the car.
17. We got new histories at school to-day.
18. I've got a new hat.

[blocks in formation]

Do you know how words are arranged in the dictionary? They are placed in the order of the alphabet; that is, all the words beginning with letter a come first; then come the words beginning with letter b; then the

words follow; and so on.

Practice repeating the

alphabet until you can say it quickly all the way through, and can start at any letter and finish it.

ALPHABET GAME

The class may choose two leaders.

When your name is called, you may line up in turn on one side or the other.

Your teacher will go down the lines as in a spelling match, giving each of you a chance to repeat the alphabet.

Next, she will go down the lines again, letting each of you in turn give the letter of the alphabet which comes to you.

Finally, your teacher may give each of you a chance to complete the alphabet, starting with whatever letter she may choose.

If you hesitate, or call the wrong letter, ycu must take your seat and write the alphabet from a to z.

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PREPARING TO USE THE DICTIONARY

ARRANGING WORDS ALPHABETICALLY

Make a list of the first names of all the children sitting in your row.

Arrange these names alphabetically according to their first letters.

Do the same with the last names.

Arrange the words in the following list in the alpha

betical order of their first letters.

[blocks in formation]

You have learned that words are placed in the dictionary in the order in which their first letters occur in the alphabet. They are so placed for all their letters.

One of you may go to the dictionary and find the word cardinal. You remember we learned that word in the story called A Morning Concert.

First turn to the letter c. Now find a word whose second letter is a.

Then pass by all words beginning with ca whose third letter comes before r.

Now follow the words beginning with car until you find card.

Then find a word in which i follows the card; then one in which n follows the cardi, a follows cardin, and, finally, one in which I follows the cardina. have your word, cardinal.

You now

NOTE: The use of the Winston Simplified Dictionary, because of its bold vocabulary type, would greatly facilitate the work of the pupil in this and similar dictionary lessons.

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