If we talk about the grammar ofthe English language (verb tenses), we have noticed that the past perfect in combination with the past simple time, actually represents the greatest problem tostudents of the third cycle of learning English. For thisreason, we believe that it is very important, the verbal times, and especiallythe past perfection and the simple past, to be represented by a time line or amind map.1 Lexics at the elementary age (as well as at allother ages) is best understood through the context. We noticed that ourteachers take a very responsible approach to the study of lexical structures,that is, they do not regard the words as isolated entities, but rathercontextually approach the appropriate translation. We must also point out thatmost teachers use visual effects when learning new words (images, photos).1 Sufiksalni tip (significant / considerate); prefixtype (reserve / preserve); type based on vowels (manual / menial; conservationtype (save / safe) (?arapi?, D.
1998: 193).1 Banks pointing out the words of the mother tongue,which are used in foreign language without any changes (room / sale) (Laki?,2001: 5); calculi resulting from interference from the mother tongue(economical situation / economic situation) (?arapi?, D. 1998: 193).1 Omitting the graph (interesting / interesting);unnecessary addition of a dining room / dining room; error in the order ofletters (littel / little), etc.
(?arapi?, D. 1998: 193).1 Use of superons instead ofhippies (We have modern equipment in our house / appliances); the use ofhippons instead of superons (The colonels / officers live in the castle); useof appropriate co-hippons (I think the city has good communication / publictransport such as a lot of buses); using the wrong approximation synonyms(regretful / penitent). (?arapi?, D. 1998: 193).
1 Semantically determined word selection (The citywas grown / developed); syntactically wrong choice (An army has suffered biglosses / heavy losses); Within syntax, we further divide: inadequate form ofword, incomplete word form or syntagm, inappropriate choice of word type (SeeCarapic, D. 1998: 195).