I have been told that English is the most difficult language to learn. It is difficult for me to understand since I already know it and have little difficulty. I have always thought that one of the characteristics of languages is more challenging; Japanese, Chinese and so on. I know some of the odd idiosyncrasies of the English language; whom we all know. In fact, four. How do you teach them? Faced with concerns in this way, such as grades school, one may agree on the idea of ”learning the most difficult”.
Whatever the level of difficulty will be, it will be completely new to the reader. Just a “new” idea can be difficult to match. There must be something we can do about this “new” thing to make it a little easier to understand. It is playing games. All kids like to play games. Give them a goal and play to get there and everyone participates.
1) One of the most famous and perhaps the most frequent word games or vocabulary games are you can find all the words inside. another very familiar word. For example: Write the word HALLOWEEN on the top of the paper with two columns of lines on it and ask the student to write everything. Two letters or larger words can be found inside Halloween. Hall, all, night, low, and the rest. When the student begins to find words like admit, wean and halo then they go outside the usual circle of words. This little exercise doesn’t have users using the words in any application, but at least they’ll see.
When the time is up, collect the papers and read some words. As you read them, ask the students, in detail, what the word means. When someone stumbles upon one, and no one can help him, you explain what the word means and use it in a sentence. The students found the food for their study the lesson of the day.
2) I find another term fun game itself. Before you do the class, find the word on the graph paper. Make a large diagram of maybe 25 squares by 25 squares. Choose at least twelve words you would like to find them. These words should be what you want to work in the studies of the day. Then write those words on your 25 square by 25 square Grid; one letter per square. Write diagonally, up and down, forward or backward, as long as you keep the letters in their order.
Fill the rest of the tables with related letters, some of the extra letters seem to be part of the word that has already been entered, so you can find them to search for; as ‘game’ s. The same exercise with others; when the time is up, collect the papers, read the words one by one, and have someone explain what each word means. When everyone stumbles, you explain the meaning and use the word in a sentence.
3) A little more difficult, but more effective is the word game that involves you making a list of 12 words and/or phrases that are all in the same category in terms of meaning. To each of these words we assign a number position, 1 through 12. The number 12 represents the word that most reflects one end of the category and the number 1 spot is the word that most reflects the other end of the category. For example, words or phrases signifying how often a certain action occurs. The words “Always” and “Never” at the two ends of the category number 1 and 12. Then put ten spots between the words that describe each time something happens. As the remaining ten words come closer to signifying what the 12th word number is, the greater their number assignment is. As the number of the assigned word is close to one, their number is reduced.
Please use the list;
Never = 1, Rarely = 2, Rarely = 2, Rarely = 3, Occasionally = 4, Sometimes = 5, Often = 6, Usually = 7, Many = 8, Usually = 7, Many = 8, Most of the time = 9, Often = 10, almost always = 11 always = 12
Mix the words without the numbers, and write the paper in the column. They have an empty column next to the words and students assign their numbers. Step them in as close to the right answer as possible. Granted, there can’t be an absolutely correct answer, but it will be an exercise to try to think about the concept of words or phrases that mean something different about the same concept. When they are told what the “correct” answer is, they probably question that determination as well. This is a very good brain exercise for understanding the concept and intent of the word.
I am a person who understands the right answers. When my son was younger, ten years ago, he had a habit of saying “I don’t want” to his friends when asked if they wanted something or not. I don’t like the answer because I didn’t know what to do with it. Don’t you want to worry about whether you get a soda or not when my son drinks in front of you? So I set myself up with a Yes list at one end and a No at the other. No need to wait for “I don’t want” to end in the middle.
I explained the approach to my son and used it with friends from that place. Just imagine the surprise on my friend’s face when I asked him if he wanted a milkshake and he replied “I don’t care.” So I didn’t have him. He didn’t care if he had it or not so why not save my money and not him. The next time my son was with one of his friends and they were in a position to receive something, my son quickly explained to his friend that he had better answer or not, because his father required a real answer.
It is no more than all the words that actually mean the same idea. When we say ‘never do something’, we never really mean it, or maybe rarely.
Word games are fun; can be rewarded very much. In all cases, if you want to award the first act or one with more words or correct answers, it is certain that the judge is recognizable. Not everyone will make the same decision. If you’re going to have a winner, don’t make everyone a winner. If you do, you’ll be slower to show that it doesn’t matter if you get it or not, you’ll still get the reward. There will be no reason for them to try harder.
