Table Of ContentMeDtlugal, Littell
D a i l y
Analogies
a n d
A n t o n y m s
HighSchool
Caroline W. Ruesnick
.L
McDougal, Littell & Company
Evanston, Illinois
New York Dallas Sacramento Columbia, SC
Except for the designated test pages, which may be reproduced for
classroom use, no part of this book may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
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publisher.
ISBN 0-8123-7257-3
Copyright @ 1992
McDougal, Littell & Company
Box 1667, Evanston, Illinois 60204
All rights reserved. Printed in the United States of America
Introduction
Purpose of the Program
The McDougal, Littell Daily Analogies program consists of nine teacher's
manuals, one for each grade level from first through eighth and one for high
school. It is designed to develop students' creative-thinking skills, foster a
diversity of problem-solving techniques, and build reading skills through
vocabulary enrichment. Because the exercises presented in the program
encourage flexibility of thought and the application of a variety of verbal
skills, they should help students Jay a foundation for future academic success.
Analogies and Antonyms
Each daily lesson in Daily Analogies and Antonyms consists of two multiple
choice exercises-an analogy problem and an antonym problem. The
analogy problems deal with relationships between things and between words
used to describe things. For example, the analogy shoe: foot :: hat: head
(read"Shoe is to foot as hat is to head') states that the relationship between a
shoe and a foot is similar to the relationship between a hat and a head: A
shoe is worn on a foot, and a hat is worn on a head. The antonym problems
deal with words whose meanings are in some way opposite and are intended
primarily as vocabulary-building exercises.
Teaching Procedure
Each day, write the appropriate lesson's two exercises on the board, perhaps
before the class begins. (When the students have become accustomed to the
format of analogy and antonym problems, you may prefer to have them
write the exercises for themselves, from your dictation.) Tell the students that
for problem 1 they are to identify the lettered choice that expresses a
relationship most like the relationship suggested by the given pair of terms,
and for problem 2 they are to identify the lettered choice that is most nearly
opposite in meaning to the given word. After they have had time to
contemplate the exercises, ask volunteers for the correct answers. Be sure that
students explain the reasoning that underlies their solutions. Then lead a class
discussion, focusing on the meanings and relationships suggested by the
given terms, by the correct answers, and by the incorrect answers. By
discussing not only why the correct answers are appropriate but why the
incorrect answers are less appropriate, the students will have a chance to
apply their reasoning skills and gain a better understanding of verbal
relationships.
At first, some students may have trouble articulating the relationships
expressed by the analogies; and even when they have become adept at
solving analogies, individual students will always be puzzled by particular
problems. It is a good idea, therefore, to get students into the habit of
creating sentences that define possible relationships between the given terms.
For instance, when faced with the terms TYRANT: DOMINATE, the students
might say to themselves "A tyrant dominates other people" and search the
choices for a pair of terms that could logically replace tyrant and dominate in
that sentence. If none of the choices seems to work, the students should seek
for a different relationship between the terms or another way of formulating
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the relationship. For your convenience, the answer to each analogy problem
in this book includes a sentence that can be used to express the relationship
between the given terms and the terms of the correct answer.
Another useful technique, and one that can be applied both to the analogy
problems and the antonym problems, is the elimination of obviously
inappropriate choices. Encourage the students to try, when the answer to a
problem is not immediately apparent, to identify choices that are not correct
solutions. By eliminating these choices, they can focus their attention on the
remaining possibilities and increase their chances of coming up with the
correct solution. Since many of the words used in the exercises have a variety
of meanings, the students should also be encouraged to consider all possible
meanings of the words in a problem before settling on the most appropriate
answer.
Occasionally, the whole class may be stumped by a particular analogy or
antonym problem. In such cases, you may wish to ask volunteers to consult a
dictionary to determine the meanings of unfamiliar words and to describe
their findings to the rest of the class. The students should then be able to
agree on a correct solution of the exercise.
TIme Management
Each daily lesson should require no more than five to ten minutes to
complete and discuss. You may wish to conduct this activity at the beginning
of the period-perhaps allowing the students to ponder the exercises while
you take attendance. It is important that you present the exercises daily, since
providing the students with continual practice will build critical-thinking skills
far better than, for example, asking them to deal with a week's worth of
lessons in one twenty-five-minute session.
Oral Emphasis
The emphasiS in Daily Analogies and Antonyms is on oral explanation-that is,
on identifying solutions and describing to others the relationships underlying
the solutions. If you wish students to do their work on paper, have them copy
the exercises from the board or from your dictation, perhaps in their journals,
and then write their solutions. You should still, however, conduct an oral
discussion of the solutions to help develop the critical-thinking skills of the
students, particularly those who may be having trouble identifying the
meanings and relationships of the terms in the exercises.
Evaluation
For teachers who wish to formally evaluate students' abilities, Daily Analogies
and Antonyms contains blackline masters of two tests-a Midyear Test, to be
administered after week 18, and an End-of-Year Test, to be administered after
week 36. These tests, which consist of analogy and antonym problems similar
to those that the students have been solving each day in class, can be
reproduced and distributed to the students as paper-and-pencil tests.
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Daily Analogies and Antonyms WEEK 1
Day Analogy Antonym Answers
1. NOTES SCALE: : 2. RECEDE: 1. D
! ANALOGY:
(A) words : novel (A) revive
(The range of
1 (8) months: season (8) fail
is the .)
(C) pennies: dime (C) advance
(D) colors: spectrum (D) disperse 2. C
ANTONYM:
(E) strings: violin (E) initiate
1. SANDPAPER: SMOOTH: : 2. AVID: 1. 8
ANALOGY:
(A) metal: burnish (A) greedy (The function of a
2 (8) millstone: grind (8) blind is to .)
(C) wallpaper: wall (C) cunning
(D) ax: sharpen (D) friendly 2. ANTONYM: E
(E) notepaper: message (E) indifferent
1. AMNESIA: REMEMBER: : 2. ANIMOSITY: 1. A
ANALOGY:
(A) Insomnia: sleep (A) turbulence ( is an inability
3 (B) antacid : soothe (B) foolishness to .)
(C) anemia : blood (C) laxity
(D) digest: eat (D) affection 2. ANTONYM: D
(E) knowledge: learn (E) pride
1. MOURNFUL: GRIEF: : 2. SPURIOUS: 1. ANALOGY: E
(A) insecure: loneliness (A) mild
(A person is
4 (B) electric: lightning (B) genuine expressing .)
(C) frosty: wither (C) alien
(D) joyous: sadness (D) useful 2. B
ANTONYM:
(E) furious: anger (E) lucid
1. RODENT: MAMMAL: : 2. SAP: 1. ANALOGY: E
(A) butterfly: moth (A) fortify (A(n) is a kind
5 (B) predator: prey (B) defraud of .)
(C) gerbil: giraffe (C) writhe
(D) human: woman (D) ascend 2. A
ANTONYM:
(E) owl: bird (E) begin
,
WEEK 2 Daily Analogies and Antonyms
Day Analogy Antonym Answers
1. PATENT: INVENTOR: : 2. LOATHE: 1. ANALOGY: C
(A) poem: poet (A) relish (A __ protects the
1 (B) discovery: explorer (B) refuse
work of an .)
(C) copyright: author (C) apprehend
(D) script: actor (D) toil 2. A
ANTONYM:
(E) operation : surgeon (E) satiate
1. WOBBLY: STABLE: : 2. EPHEMERAL: 1. ANALOGY: B
(A) swine: sty (A) similar (Something is
2 (B) fuzzy: clear (B) lasting not .)
(C) sour: edible (C) manly
(D) lofty: mountain (D) fresh 2. ANTONYM: B
(E) eerie: chilling (E) tragic
1. TANGIBLE: TOUCH: : 2. OPULENCE: 1. ANALOGY: 0
(A) arable: land (A) drought
(A thing is if
3 (B) olfactory: nose (B) extravagance
one can it.)
(C) solid: see (C) pessimism
(D) audible: hear (D) agreement 2. E
ANTONYM:
(E) terrible: frighten (E) poverty
1. FOX: SLY: : 2. LETHARGY: 1. ANALOGY: E
(A) gull: flock (A) remembrance
(The is
4 (B) bear: sagacious (B) ordeal
proverbially .)
(C) owl: carnivorous (C) recalcitrance
(D) bee: fly (D) vigor 2. ANTONYM: 0
(E) peacock: proud (E) bile
1. ARCHIPELAGO: ISLAND: : 2. SUCCUMB: 1. ANALOGY: C
(A) butte: hill (A) withstand
(A(n) is a
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(B) glacier: ice (B) hinder
group of s.)
(C) grove: tree (C) oversee
(D) Yucatan: peninsula (D) carp 2. A
ANTONYM:
(E) ocean: gulf (E) repent
2
Daily Analogies and Antonyms WEEK 3
Day Analogy Antonym Answers
1. TYRANT: DOMINATE: : 2. STAUNCH: 1. ANALOGY: B
(A) muse: ruminate (A) immaculate
(A is one who
1 (B) teacher: instruct (B) trifling
s others.)
(C) sailor: unfurl (C) fickle
(D) stethoscope : listen (D) sluggish
2. ANTONYM: C
(E) cad: amuse (E) stable
1. OPERA: OVERTURE : : 2. PLUMMET: 1. ANALOGY: C
(A) drama: proscenium (A) rise
(A(n) maybe
2 (B) speech: eloquence (B) carom
preceded by a(n)
(C) novel : preface (C) weld
.)
(D) oratorio : motet (D) wither
(E) poem : stanza (E) propel 2. ANTONYM: A
1. PASSES: MOUNTAINS: : 2. OBTUSE: 1. ANALOGY: E
(A) lanes: highways (A) upright ( are places
3 (B) canyons: plains (B) angular where can be
(C) wagons: trails (C) variegated crossed.)
(D) tunnels: caverns (D) sharp
(E) fords : rivers (E) cryptic 2. ANTONYM: 0
1. APATHETIC: EMOTION: : 2. CURTAIL: 1. ANALOGY: B
(A) nefarious: wickedness (A) elevate (A(n) person
4 (8) disinterested: bias (8) bedevil is without .)
(C) affable : honor (C) stow
(D) hectic: action (D) assert 2. ANTONYM: E
(E) anarchic: intelligence (E) prolong
1. CENTAUR: HORSE: : 2. LAX: 1. ANALOGY: A
(A) mermaid: fish (A) infirm (A is half
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(B) vampire: bat (8) egregious human, half _.)
(C) shepherd : sheep (C) grand
(D) vixen: fox (D) rigorous 2. ANTONYM: 0
(E) cub: bear (E) lucid
3
WEEK 4 Daily Analogies and Antonyms
Day Analogy Antonym Answers
1. BICUSPID: TOOTH: : 2. DISHEARTEN : 1. ANAlOGY: D
(A) giraffe: neck (A) quail (A is a type
1 (B) stethoscope: heart (B) encourage of .)
(C) insulin: pancreas (C) preserve
(D) biceps: muscle (D) fluster 2. ANTONYM: B
(E) marrow: bone (E) deify
1. VEXATIOUS: ANNOY: : 2. AFFLUENCE: 1. ANALOGY: A
(A) tedious: bore (A) rigidity
(Something
2 (B) grateful : hope (B) vertigo
s one.)
(C) curious: excite (C) indigence
(D) intolerant: enrage (D) neutrality 2. ANTONYM: C
(E) annual: year (E) ignorance
1. SPENDTHRIFT: PRODIGAL: : 2. CONGREGATE: 1. ANALOGY: E
(A) scientist: philosopher (A) melt
(A is a
3 (B) egghead: epigram (B) defile
person.)
(C) patriot: aggressive (C) worship
(D) miser: unhappy (D) obligate 2. ANTONYM: E
(E) hermit: reclusive (E) scatter
1. SKI: SNOW: : 2. FACETIOUS: 1. ANAlOGY: C
(A) swim: water (A) solemn
(One son
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(B) drive: automobile (B) difficult
.)
(C) skate: ice (C) posterior
(D) run: track (D) noiseless 2. ANTONYM: A
(E) hike: woods (E) craven
1. TOWBOAT: BARGE: : 2. DEFIANCE: 1. ANAlOGY: B
(A) truck: van (A) uncertainty
(A is used to
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(B) locomotive: boxcar (B) obedience
move s.)
(C) yacht : schooner (C) recalcitrance
(D) tree: trunk (D) nobility 2. ANTONYM: B
(E) submarine: torpedo (E) saturation
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Daily Analogies and Antonyms WEEK 5
Day Analogy Antonym Answers
1. OMNISCIENCE: KNOWLEDGE: : 2. DISAGREE: 1. ANALOGY: C
(A) omnivore: food (A) concur
( is unlimited
1 (B) celebrity: fame (B) regress
.)
(C) omnipotence: power (C) taunt
(D) omnipresence: benevolence (D) rival 2. A
ANTONYM:
(E) omission: error (E) accuse
1. RUBY: RED: : 2. POMPOUS: 1. ANALOGY: 0
(A) lemon : yellow (A) amusing
( is a
2 (B) sky: blue (B) accessible
gemstone.)
(C) lily: white (C) flagrant
(D) jet: black (D) monotonous 2. E
ANTONYM:
(E) opal: tawny (E) humble
1. GUFFAW: LAUGH: : 2. AFFIX: 1. 0
ANALOGY:
(A) whistle: whine (A) destroy
(To is to
3 (B) frown: smile (B) detach
loudly.)
(C) tune: sing (C) mend
(D) shout: talk (D) turn 2. B
ANTONYM:
(E) gulp: sigh (E) locate
1. MOSQUE: WORSHIP: : 2. SUMMON: 1. ANALOGY: A
(A) gymnasium: exercise (A) approach
(One goes to a
4 (B) blossom: wither (B) judge
to .)
(C) caliph: govern (C) dismiss
(D) scimitar: sword (D) weaken 2. C
ANTONYM:
(E) rogue: despise (E) accuse
1. ABSURD: REASONABLE: : 2. TAUT: 1. ANALOGY: E
(A) vacant: empty (A) irregular (What is is
5 (B) placid: visible (B) slack not .)
(C) chivalrous: brave (C) aloof
(D) unfair: true (D) nervous 2. B
ANTONYM:
(E) flimsy: sturdy (E) rare
5
WEEK 6 Daily Analogies and Antonyms
Day Analogy Antonym Answers
1. WREN: FEATHERS: : 2. GERMANE: 1. ANAlOGY: 0
(A) sea otter: kelp (A) irrelevant (A 's body is
1 (8) frog: warts (8) frank covered with __.)
(C) eskimo: parka (C) spurious
(D) cobra: scales (D) easy 2. ANTONYM: A
(E) woodpecker: tree (E) straightforward
1. PROFOUND: DEPTH: : 2. KINDLE: 1. ANALOGY: C
(A) ascend: height (A) harry (Something ;s
2 (8) unlimited: speed (8) retard of great .)
(C) ponderous: weight (C) extinguish
(D) sensitive: emotion (D) jejune 2. ANTONYM: C
(E) pygmy: size (E) cruel
1. PETROLEUM: REFINE: : 2. ACCORD: 1. ANAlOGY: C
(A) plastic: synthesize (A) laxity
( is (e)d
3 (8) oil: lubricate (8) unconcern
to extract useful
(C) ore: smelt (C) temper
substances.)
(D) dictionary: define (D) gravity
(E) limestone: crush (E) conflict
2. ANTONYM: E
1. DIRECTOR: CAST: : 2. SCHISM: 1. ANAlOGY: 8
(A) author: script (A) anarchy
(A directs the
4 (8) conductor: orchestra (8) necessity
performance of a(n)
(C) actor: audience (C) realism
.)
(D) soldier: platoon (D) union
(E) producer: film (E) traction
2. ANTONYM: 0
1. WANE: DIMINISH: : 2. SURREPTITIOUS: 1. ANALOGY: A
(A) quake: tremble (A) pragmatic
(To is to
5
(8) balloon: inflate (8) aboveboard .)
(C) resist: accede (C) devout
(D) transparent: see (D) fortunate 2. ANTONYM: 8
(E) prepare: commence (E) ignoble
I
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Description:Teaching Procedure Each day, format of analogy and antonym problems, you may prefer to have them write the exercises for themselves, from your dictation.)
