Mathematics Assistant Approach To The Teaching Of English Tenses And Aspects

Tenses and Aspects are most important content in our English grammar teaching methods. There is no tense and aspect forms in Chinese grammar system, which is different from English and Japanese .The only way to express Tenses and Aspects is to add some time adverbials. It is usual;the students who learn Tenses and Aspects at the beginning can not understand the tenses and aspects forms. Moreover, the traditional tenses and aspects teaching method is to explain them just as the rationalistic grammar. Some good students can understand the grammar freely. Some not. Therefore, the question for discussion and research is how to make our students know English Tenses and Aspects correctly and make use of them fluently. Is there any way to assist us understand the grammar theory directly? The answer is Yes!We found a new effective method—Mathematics Assistant Approach to the Teaching of English Tenses and Aspects.After researching the latest English Tenses and aspects data, we found that the Macro Extension Group supported us the theory to study Mathematics Assistant Approach to the Teaching of English Tenses and Aspects. Different from the traditional teaching methods, we will lead in a new approach- Mathematics Assistant Approach, we found that there is some relative between the Tenses, Aspects and the math way. We lead in The Time Axis and Combination concepts. The students can understand the space meaning of the Tenses and Aspects from the time axis directly. They will get familiar with the conditions of Tenses and Aspects. And then we could support the reference views on the basic time axis. The Combinations is another math way to fine-drawn and "create" various forms of Tenses and Aspects. Thereafter asking them to explain the forms they drawn. Some forms with truly meaning exist in the Grammar. Others do not exist. The heuristic teaching method can present the students success and also make them find the essence of discovery studying method. Those methods can inspire the students' study interest.The object of our test is new college students of 2005. We divide them into three parts according to their test scores. A, Band C levels. C level is the bottom of three. Half a year's later, we tested the feasibility and validity of the new teaching method.From the investigation, we found that all the students in our college pay attention toEnglish study methods and strategy. From the testing feedback, we can also learn most students understand the new approach. The new approach arouses and buildups their English study interesting and conference.