First, it is manifested in the change of word form and the use of words.
Middle school students often confuse the past tense of some verbs at the beginning of learning English. For example, the past tense of teach is to teach, and the past tense of fight is to fight. Among them, August and the students who should be confused with "A" and "O". I will tell students some rules of memory in teaching. Although there are many exceptions, these rules still play a great role in remembering the changes of these verbs.
The rules for memorizing this word form are as follows: the letter combination of the past tense with the letter "a" in the verb prototype and the past participle is generally-aught; Those without "A" should be; For example, hide and seek, teach and teach, buy and buy, seek and soul, fight and disaster. For another example, students often confuse the singular third person of verbs with the plural form of nouns in the process of learning. For example, when we study English, students often write English. Why do you use the singular third person predicate form as the subject after the plural we? Because the verb "study" and the plural form of noun are confused, I will point out to the students in time that these are two concepts when the plural form of noun and the singular form of verb change in the third person.
Some students often subjectively think that ThiS is can be written as ThiS'S after learning some abbreviations such as There'S, them' s and what's six. After learning the case of the noun ~fmothers, write who's as who. While teaching students knowledge, I also educate them to respect science and tell them that language is formed by history and its use is regulated. No one can make words and abbreviations at will. Some uncountable nouns are often understood by students according to Chinese habits. For example, bread, in Chinese, can be said that one bread and two breads are countable. But there is no plural form in English. When using the plural concept of this word, students often add S to the end of the word.
In English, some verbs mean continuous action, while others only mean temporary action. These words are different from Chinese when used. For example, in Chinese, "He has been in the army for three years." Students often mistakenly think that he has been in the army for three years. Because the meaning of joining the word cannot be continued, the action of joining the army is a temporary action. After joining the army, you are in the army and a soldier. So in English, he has been in the army for three years, or three years.
Second, the difficulty in "individual cases"
Students often don't distinguish between nominative and accusative cases. For example, write "He helps us" as "He helps us". The word "de" is omitted when saying "my brother" and "your sister" in Chinese. In English, students say "I am a brother and you are a sister". I will solve these problems by comparing English and Chinese.
Third, the difficulty in sentence structure
Some English sentences are the same as Chinese sentences, while others are different. For those sentences with different structures, students are prone to make mistakes, because Chinese sentence structure has become a fixed pattern in students' minds, and Chinese logical thinking habits have long been formed. If I say "I am at home" is such a mistake, I will point it out to students in teaching and tell them that these sentences should have verbs, not verbs, and they are not a complete sentence.
Error in theme consistency. Students often make mistakes when they deal with sentences with two subjects. For example, there is a table and four chairs in the room. There are many mistakes in subject-predicate agreement. I often remind students to pay attention to those special usages in teaching. In Chinese, it means "although." But ... "is a sentence pattern, but in English, these two words cannot be used in one sentence at the same time, only one word can appear." Students also make such mistakes in sentence structure. For example, saying "I don't think it's right" in Chinese needs to be expressed in English. I don't think (I don't think). In antonym interrogative sentences, first deny and then affirm. For example, I'm afraid you are not a student, are you? No, I'm not (no, I'm not). I didn't. No, I'm not. It is difficult for middle school students to translate "No" into "Yes". Difficulties like this, I often review in teaching.
Fourth, word order.
Word order is an important grammatical means in English learning. I often remind students to pay full attention to the differences between English word order and Chinese word order. At the beginning, students often say "Hestudies hard" as "He hard studies", and adverbs play an extremely important role in sentences. In order to make students remember and learn a sentence, I will make them recite a sentence. Adding auxiliary verbs to inversion sentences is a difficult point in learning inversion sentences. For example, he didn't realize that he was wrong until today. Another example is to use the reversed word order to form a concession clause: although he is old, he is strong. ..
How to overcome the difficulties in grammar teaching with verbs (the abbreviation of verb)
1. Defining the core of grammar teaching and giving students enough practice are the prerequisites for teaching grammar well.
What students find difficult in preventive learning is that there are too many clues in English grammar, and they often pay attention to one thing and lose sight of another. The changes of various parts of speech, especially verbs, various sentence components, various morphological changes, and various sentence structures, coupled with various usages of this kind, make students unable to start. This requires that grammar teaching must focus on one core, that is, from the perspective of vocabulary, the morphological changes and structural forms of verbs can evolve step by step, so that grammar learning can be changed from dead to alive.
Grammar learning not only pays attention to spoken English, but also pays attention to students' practice. Students should practice frequently and repeatedly, and have intensive exercises and situational exercises, which is better than the teacher telling them dozens of times.
2. In order to teach grammar well, we must improve teaching methods and stimulate students' interest in learning.
In the process of teaching, I noticed that teachers are boring and students are boring only according to fixed principles or models. Over time, students will lose interest in learning. Therefore, diversified grammar teaching will give students a sense of freshness, make them have a strong desire to acquire, study with a happy mood and increase their interest in teaching.
3. We must attach importance to the communicative function of grammar, colorful extracurricular activities and strengthen the practicality of grammar.
Learning grammar is for application and communication. Let students have the opportunity to apply it in practice, deepen and consolidate the grammar items they have learned through application, and master them naturally. This kind of training is best carried out in weekly activity classes. Teachers can correct problems at any time, and teachers can also participate in them personally, which can harmonize the relationship between teachers and students.
In short, through flexible and diverse interesting teaching and role-playing communicative teaching, students are interested in English learning, willing to learn and take the initiative to learn, so that English teaching can be further improved and the difficulties of students in learning grammar can be truly overcome.