The purpose of grammar teaching is to cultivate students' ability to communicate, so it should be always through the communicative principles, which provides the possibilities for listening, speaking, reading and writing skills, and supports to cultivate students' sense of grammar and language sense。 According to this, teachers can adopt the following strategies。

     Firstly, situational strategies。 Teachers can utter multimedia, realia and simulated real context to help students perceive, experience and determine the appropriate context of the language。

     Secondly, task strategy can also be achieved by guiding students to complete tasks in the classroom to achieve the goal of grammar teaching。 To make the real world as the background, while the students feel that the use of the language can achieve the purpose of pleasure。

     Comprehensive principle refers to avoid a single method, and to achieve the comprehensive use of the method, content and skills, and strive to achieve the combination and interpretation。 The new curriculum advocated implicit teaching, to guide students to use implicit cooperative learning grammar, so as to cultivate their inquiry learning and cooperative learning ability。 

     To apply what they have learned is an important way to consolidate the learned grammar, only to insist to learn in the process of practicing, students can experience the true meaning of grammar learning。 Teachers can use the following strategies。文献综述

     Firstly, reading Strategies。 We can use grammar knowledge to analyze the long difficult sentences in the reading comprehension。 Reading ability is an important goal of English teaching, especially in the college entrance examination。 The long difficult sentence understanding is often the key in the reading, and the students along with teachers analyze the long difficult sentence together not only can consolidate the learning grammar knowledge, but also can enhance the reading ability。 

     Secondly, writing strategies。 College entrance examination explains the importance of grammar for the expression of the writing。 The students must use the target grammar in writing。 In the writing strategies, students are not only flexibly use the grammar knowledge, but also gradually develop the habit of using grammar in reading, writing and other communicative activities of consciousness, that is, grammar awareness。来,自,优.尔:论;文*网www.youerw.com +QQ752018766-

      In 1989, Scott conducted a study with an Advanced French Oral class。 He pided the class into two groups, one learning in explicit environment and the other learning in implicit environment。 In the explicit environment, the students listened to the rules together with examples, while those in implicit environment listened to stories containing similar grammatical structures。 He found that, even though the latter listened ten times more, they couldn’t outperform the “explicit” subjects, whether orally or in written exercises。 And Hulstiji, Nick Ellis, Scott, during their compression between second language learning and natural studies also found advantages of explicit learning conditions。 However, Flix and Simmet’s study of the acquisition of the English pron system, Rod Ellis’ study on the acquisition of pronouns, Kalia’s study of Chinese subjects learning the direct object pron in English concerning their position in the sentence, all proved demonstrated negative effects of explicit instruction。 And Ellis found those who received the least instruction made the rapidest progress。 In 1993, Nick Ellis found that among his “implicit” learners, the “explicit” learners and the “instructed” learners, the explicit learners did the best and his students who carried out the same kinds of study on the three different kinds of learners, found that explicit learners undoubtedly outperformed the other two, because “conscious knowledge functions as an acquisition facilitator enabling the learners to “notice” L2 features in meaning-focused input which would otherwise be ignored” (E1lis 193)。 Second language acquisition involves explicit learning as well, because “learning itself may be explicit and implicit” (Berry 147)。 They co-exist as complementary sub-systems of learning (Winter 94)。 As Berry puts it: