grammar-teaching-in-the-new-curriculum-in-middle-school-英语专业毕业论文设计

PAGE36PAGEIIIAcknowledgementsThanksforgivingmethischancetoachievethispaperandtomakeaconclusionformyfouryears'education.Throughwritingthispaper,IhavegainedmoreknowledgethanIsupposed.Mysincerethanksareduetomysupervisor,MissDuAiHongforhelpingmetoclarifymythoughtandsharpenmythinking.Here,Ialsowanttogivemythankstootherteachersandmyclassmateswhogavememuchhelp.Thankyou!

AbstractGrammarhasalonghistoryandgrammarresearchstillhasalongwaytogo.Itisthefoundationofdevelopingstudents’listening,speaking,reading,writing,andtranslatingabilities.However,grammarteachingbecomesmoreandmoreunimportantinthenewcurriculumreform.Inthispaper,firstly,theauthorhasstatedthecurrentsituationofgrammarteaching;secondly,mainlyanalyzedtheprinciplesandstrategiesofgrammarteachinginthenewcurriculumreform;lastly,pointedouthowtoteachgrammarwellinthenewcurriculum.StudentswillfinditeasytolearnEnglishgrammarwellandapplygrammarknowledgetothepracticaluseofEnglishlanguage.KeyWords:English;grammarteaching;strategy

摘要“英语语法教学”贯穿于中学英语教学过程的始终，是学生提高听说读写译五项技能的基础，但随着新课改的进行，语法教学越来越不被重视，本文首先分析了当前英语语法教学现状，其次重点分析新课改下语法教学的原则和策略，最后指出新课改下如何更好地进行语法教学，最终使学生真正学好语法知识，并把它应用到英语这门语言中。关键词：英语；语法教学；策略

Contents1.Introduction 12.TheRoleofGrammarinEnglishLanguage 12.1TheDefinitionofGrammar 12.2TheImportanceofGrammarTeaching 23.TheCurrentSituationofGrammarTeaching 34.ThePrinciplesinGrammarTeaching 44.1PracticalPrinciple 54.2SentenceandGrammarPrinciple 54.3IndividualandIntegratedPrinciple 65.SeveralStrategiesofGrammarTeaching 65.1AnalyticSkillsandComparativeSkills 75.2ProvidingPlentiful,AppropriateLanguageInput 75.3UsingPredictingSkills 85.4LimitingExpectationsforDrills,EncouragingCommunicativeDrills 85.5TheGrammar-TranslationApproach 85.6GrammarTeachinginCultureClass 95.7SentenceRecombination 96.Conclusion 10Bibliography 12咸阳师范学院2012届本科毕业论文PAGE37GrammarTeachingintheNewCurriculuminMiddleSchool1.IntroductionGrammaristhemeansbywhichlinguisticcreativityisultimatelyachievedandinadequateknowledgeofgrammarwouldleadtoaseriouslimitationonthecapacityforcommunication.Asweknowwecannotusewordsunlessweknowhowtheyshouldbeputtogether.InChinatheteachingofgrammar,however,isanareaofsomecontroversyanddebate.Inthegrammarteachingclassroom,someteachersexcessivelypayattentiontotheimportanceofteachingrulesthatcanbeclearlyformulatedandsomearerelativelydifficult.Thesemoredifficultrulesarenotalwaysgovernedbytheimmediatelinguisticenvironmentandthusaredifficulttopracticeinsimplecontexts.SograduallythestudentsarenotinterestedinlearningEnglish.Theyaresuccessfulinmasteringonlysmallamountsofstructuralformswhichareuselessinimprovingtheirintegrativecommunicativecompetence.Someotherteachersexcessivelypursuethecommunicativefunction,andemphasizetheinstruction.Themethodofignoringstructureisasputtingthecartbeforethehorse.Theresultisthatlearnersaresuccessfulbutgrammaticallyinaccuratecommunicators.ItisnotsurprisingthataChinesecannotexpresshimselffluentlyandaccuratelyafterspendingmorethantentearsinteachingEnglish.Tosomeextent,thelackofgrammarknowledgeleadstothedifficultyofcommunications.Thispaperhasfirstlydescribedthecurrentsituationofgrammarteachinginmiddleschool.Thentheauthorputsforwardtheprinciplesofgrammarteachingwhichcontainpracticalprinciple,sentenceandgrammarprincipleaswellasindividualandintegratedprinciple.Atthesametimetheauthorgivesseveralstrategiesofgrammarteachingincludinganalyticskillsandcomparativeskills,providingplentifullanguageinputandusingpredictingskillsetc,whichgiveinstructionstoteachersintheirgrammarteaching.Withthehelpofteachers,studentscanhaveagoodknowledgeofEnglishgrammarandtheycanimprovetheirEnglishlanguagelevel.ThustheaimofEnglishteachinginthenewcurriculumwillbeobtained.2.TheRoleofGrammarinEnglishLanguageGrammarteachinghasalonghistory.Grammarteachingisveryimportantinourdailylife,becauseweuseiteveryday.Itisthefoundationofspeaking,readingandwriting.2.1TheDefinitionofGrammarInlinguistics,grammaristhesetofstructuralrulesthatgovernthecompositionofclauses,phases,andwordsinanygivennaturallanguage.Thetermrefersalsotothestudyofsuchrules,andthisfieldincludessemantics,syntax,andphonology,oftencomplementedbyphonetics,semantics,andpragmatics.Thegrammarisoftenusedbynon-linguistswithaverybroadmeaningindeed;asJeremyButterfieldputsit:”GrammarisoftenagenericwayofreferringtoanyaspectofEnglishthatpeopleobjectto.”Howeverlinguistsuseitinamuchmorespecificsense.Everyspeakerofalanguagehas,inhisorherhead,asetofrulesforusingthatlanguage.Thisisagrammar,and-atleastinthecaseofone’snativelanguage-thevastmajorityoftheinformationinitisacquirednotbyconsciousstudyorinstruction,butbyobservingotherspeakers;muchofthisworkisdoneduringinfancy.Languagelearninglaterinlife,ofcourse,mayinvolveagreaterdegreeofexplicitinstruction.Theterm”Englishgrammar”,therefore,mayhaveseveralmeanings.ItmayrefertothewholeofEnglishgrammar-thatis,tothegrammarsofallthespeakersofthelanguage-inwhichcase,thetermencompassesagreatdealofvariation.Alternatively,itmayreferonlytowhatiscommontothegrammarsofall,orofthevastmajorityofEnglishspeakers.Oritmayrefertotherulesofaparticular,relativelywell-definedvarietyofEnglish.“AnEnglishgrammarisaspecificdescription,studyoranalysisofsuchrules.2.2TheImportanceofGrammarTeachingLanguageisthetoolusedbyustocommunicatethoughtsandinformation.Andagoodknowledgeofgrammarisessentialinlearningalanguage.TheimportanceofthegrammarcanbeseenfromthreeaspectsFirstly,thepurposeofdevelopingthestudents’communicationneedsgrammarteaching.Students’grammarskillsarenotinanidealstandard.Grammaristheformofalanguageandcommunicationisthefunctionofalanguage.Teachersshouldcreatetheharmoniouscombinationbetweengrammarandcommunication.Ononehand,grammarknowledgeisthebasicandnecessaryfoundationofcommunication.Wecannottalkclearlyandcorrectlywithoutit.Ontheotherhand,theaimoflearninggrammarisjusttolearnalanguagewellsoastospeakitfluently.Secondly,grammarteachingandlearningisofimportanceinthepresentlearningenvironment.Theculturalandteachingenvironmentsaredifferentfromcountrytocountry.InsomecountrieswhereEnglishistheirmothertongue,Englishisspokeneverywhere,whichgivesthestudentsabundantstimulus.Sothestudentscannaturallyobtainaninstinctivesenseforthelanguagewithoutlearninggrammarpainstakingly.Onthatcondition,theyeasilyhaveacommandofEnglish.However,inourcountrystudentstalkEnglishinanon-Englishenvironment.Moststudents,especiallythosewhostudyinremotecountryside,canonlycomeintoconnectwithEnglishinclass.Ifwedon'tmakecomparisonandcontrastbetweenthetwolanguagesandnothaveasystematicandcarefullearningtograspthegrammarrules,wearelikelytomakemistakesinunderstandingandexpressing.Thirdly,grammarhascertainimportanceincollegeentranceexamination.Underthenewcurriculumreform,Englishhaschangeditspositionfromdominanttosecondary,which,however,doesn'tmeanthereisnoneedforteacherstoteachgrammarandforstudentstolearnit.Ifso,wewillgofromoneextremetotheotherextreme.Grammarofdesalinationincollegeentranceexaminationmeansexamininggrammarinanindirectwayratherthanrejectingit.Individualchoicetestsgrammarmainlyusingthelearnedgrammarindirectlyinasentenceordiscoursestructure.Thoughcomprehensivereadingseemsnottopurelytestgrammar,therearemanyquestionsindeedtocheckstudents'abilityofusinggrammartoanalyzethesentencestructureandunderstandthegeneralideaordetails.Writing,needlesstosay,inamoredirectwaytestsastudent'sgrammarknowledge.Canacompositioncontaininggrammarmistakesineverysentencegethighmarks?3.TheCurrentSituationofGrammarTeachingInrecentyears,astheEnglishcurriculumreforminseniorhighschoolgoesfurtherandfurther,theideaofcommunicationteachinghasbeengraduallyacceptedbythoseofforeignlanguageteachingcircle,andthemethodofcommunicationteachinghasbeenpopularusedinmostmiddleschoolclassallovertheworld.Grammarteachingoncepopularforawhilehasbeendesalinatedstepbystepinnowadays.ManyteachersholdthatEnglishteachingprincipallydevelopsthestudents'communicationcompetenceandgrammarEnglishisunimportant.Infact,theteachingofgrammarwillneverbeinsignificant.Thepresentconditionsofgrammarteachingareasfollows:First,thegrammaritemsarenotarrangedsequentially,systemicallyanddirectlyasbefore,sosometeacherscannotteachgrammarcompletelyandthusmakesgrammarhardtobeasystem.Second,Englishclassreallysetthestudentsascenter,studentsspeaking,listeninganddoingactivitiesthroughthewholeclass.Thereislittleexplanationofknowledgeandlittleanalysisofgrammar.Teachersarejustlikeadirector,givingorderstostudents.Studentsarejustlikeactors,accomplishingtheirtaskundertheinstructionoftheteachers.Third,mostelderlyteachersareexperiencedandskillful.Theyhaveadoptedthetraditionalmethodforalongtime,whichmakesthemhavenoideaaboutwhattodowhenfacedwiththenewteachingmaterial.Theyteachthenewteachingmaterialinthetraditionalteachingmethod,whichissomewhatagainsttheintentionofthecompilers.Asforthenewteachers,theylackofexperienceanditishardtodealwiththenewteachingmaterial.Astheirgrammarknowledgeisnotsolid,theywillmakesomegrammarmistakeswhengivingsentencesexamples,eitherinoralEnglishorontheblackboard.Fourth,teachershavenograspoftheideaofnewcurriculum,theycannotadopttherightteachingmethod.Theycannotdealwiththerelationshipbetweenthecommunicationmethodandgrammarteachingwell.Asaresult,thelackofgrammarknowledgecausesthedeclineofstudents'readingabilityandmoremistakesinwriting,translation.Fifth,manystudentsarealwaystaughtinthetraditionalway.Theyareusedtopassivelyreceivingthelanguagepointsittingintheclassroom.Whentaughtinanewway,manystudentscannotunderstandthehiddenknowledgebeyondthecommunicationteachingmethod.Theycannothaveathoroughandprofoundgraspofgrammar,sotheabilityofapplyingittolanguagecannotgotoahighlevel.FromwhatIhavestatedabove,grammarteachingisthenecessarypartoflanguageteaching.Theissueofgrammar'sstatusandfunctioninEnglishteachinghasnotbeenwhethertoteachitornot,buthowtoteachit.TheaimofEnglishcurriculuminordinaryhighschoolistofosterstudents’abilityofcomprehensivelyapplyingittoEnglishlanguage,includingfiveelements,thatislanguageknowledge,emotionalattitude,learningstrategyandculturalrecognition.Intermsofgrammar,thenewcurriculumpointsoutthatthekeypointofEnglishcurriculumreformistochangethesituationwhereEnglishcurriculumpaytoomuchattentiontogrammarandvocabularyknowledge,neglectingtodevelopstudents’abilitytouselanguagepractically.Thenewcurriculumreformemphasizingproceedingonthebasisofinterestofstudy,experienceoflife,andlevelofacknowledge.Italsoencouragesthestudymethodsofpractice,involvement,cooperationandcommunication.Bythesemeanstheprocessofteachinglanguagegraduallybecomestheprocessofdevelopingstudents’abilitytolearnbythemselves.Soitcanbeeasilyseenthatwiththeconceptofthenewcurriculum,grammarteachingisnottheultimategoal,itistheeffectivemeanstolearnEnglishlanguage.Theultimategoalofteachinggrammaristomakestudentscombineformandmeaningoflanguagewithitsfunctiontogether,andfinallytheycanapplygrammartothelanguageincommunicationcorrectly,appropriatelyandeffectively.4.ThePrinciplesinGrammarTeachingTherearemanyprinciplesingrammarteaching.Weshouldfollowtheprincipleswhenwelearngrammar.OnlyinthiswaycanweimproveourabilityoflearningEnglish.4.1PracticalPrincipleAsthesayinggoes,practicesmakesperfect.Practiceprincipleisasimplebuteffectivewayofimprovingourabilityoflearning.Forexample,youshouldusevisualmeanstoexplainthegrammarwhenyouteachadjective,youcantakethreedifferentsizesofthings(apple),oneisbiggerthananother.Answerthequestionwhenyouputupthequestions.A:What'sthis?B:It'sanapple.A:Whichisbigger?B:Thefirstoneisbigger.A:Whichisthebiggestofall?B:Thesecondoneisthebiggestofall.Afterthisrepetition,theteachercanallowstudentsrepeatseveraltimesuntiltheycanperformitindependently,thentheteachershouldwritethesentencesontheblackboardtoenhancestudents'understanding.Finallyyoucangivesomeexamplesandtherewillbeamoreprofoundunderstandingthroughrepeatingpractices.4.2SentenceandGrammarPrincipleSentenceiscombinedwithwordswithcorrectgrammarprinciple.Itisawrongwaytosentenceorgrammaralone.Whenyourepeatthesentences,yourememberthegrammaratthesametime.Ifyouwanttomemorizethegrammarpointforever,itisabetterwaythatyouputgrammarpointintoasentence.Onlyinthiswaycanwelearngrammarinavividway.Grammarandsentenceshouldbetaughttogether.Structuresentenceissentence'sstructure.Itissummarizedfromalargenumberoftypicalsentences.Grammarprincipleistheteachingofgrammar.Itcanbeusedinthesentencestructurepractice.Theteachingofgrammarandsentencecanbebeneficialtoeachother.Firstletthestudentsmasteracertainamountofsentenceswhichareprovidedforstudentstolearngrammaremotionally.Then,studentscanlearnEnglishmorphologyandsyntaxbasedonthepracticalsentence.Also,theyshouldhavecapacityofEnglishgrammarknowledge.Sentencepracticeshouldbepracticedbyrepetition,imitation,substitution,conversion,expansionandutilization.Take"therebe"asanexample,itisagrammarpoint,butwecanusedifferentformstoexpressit.Suchas:makingupasentence,fillingintheblankswithcorrectgrammarformandsentencetransformationexercises.Thereisarivernearahouse.Therearetwoboatsintheriver.Thereissomemilkinthebottle.Therearesomeapplesonthetree.Therewasonlyastudentintheclassyesterday.Thereweresomeapplesonthetreelastyear.Thereisabookandtwopencilsonthedesk.Thenfillintheblankform:There_(be)anappleinthebag.There_(be)twocupsofteaonthetable.There_(be)apenandsomebooksinthebag.There_(be)ameetinglastWednesday.There_(be)ameetingtomorrow.4.3IndividualandIntegratedPrincipleIndividualexercises,suchasthepluralnounformpractice,practiceofprepositions,articlespractice,possessivepractice,theindividualfilling,emptyexercises,etc.Theseexercisesaremechanicalexercises,welearnedlittleinthelearningstage,butweusethispracticeveryoften.Withtheincreaseofknowledge,wecanuseamoreflexiblepracticeformofexercisestoincreasestudent'sinterestinstudy.Readandactinthetextbooks,thedialogueintheformofreadingandperformancepracticeingrammarproject.Grammarlearningcannotjuststopattheindividualpracticestagebecauseindividualpracticecannotchangelanguageknowledgeintolanguageskills.Listening,speaking,readingandwritingabilityareallgrammaticalknowledge.Listening,speaking,readingandwritingshouldinvolveanycomprehensivelanguageknowledge.Exercisesofindividualpracticearethefoundationofintegratedexercisepractice.Theformsofexerciseshouldbecloselyintegrated,complementary.Inshort,theteachingofEnglishgrammarisnotsimplyexplainingthegrammarstructure,butbasicsentenceexpressioninlanguagelearning.Wecanmasterthegrammarpointwhenweunderstandthemeaningofthesentence.5.SeveralStrategiesofGrammarTeachingToaddressthedeclarativeknowledgeofproceduralknowledgedichotomy,teachersandstudentscanapplysuchfollowingstrategies.5.1AnalyticSkillsandComparativeSkillsWerecognizethatthedevelopmentofdeclarativeknowledgecanacceleratedevelopmentofproceduralknowledge.Teachingstudentsonhowthelanguageworksandgivingthemopportunitiestocompareitwithotherlanguageswillmakethemdrawoncriticalthinkingandanalyticalskills.WhenweteachandlearnEnglishgrammar,wecomparetheEnglishruleswithrelativeChinesegrammarones.Theseprocessescansupportthedevelopmentoftheinnateunderstandingthatcharacterizesproceduralknowledge.Whenwefullyunderstandtherules,wewillusethemasacustom.Forexample:Inteachingthesimplestructureofasentence,wecompareconceptsofsubject,verbofasentence,totherelatedconceptsofsubject,verb,sentenceinChinese.Afterusingthismethodwewillfindthestudentscanunderstandtheconceptsbetterandevenmorequickly.5.2ProvidingPlentiful,AppropriateLanguageInputAsweknow,therearegeneralandspecificgrammarrulesinEnglishgrammar.SoinEnglishgrammarteachingcourse,wemustgivestudentsmoreexamplesoftheinput,foritisusefulforstudentstounderstandandusetherules.Ifteachersgivemoreexamplesordata,studentswillunderstandtherulesmoreeasily.Thefollowingaresomeexamplesgivenbyateachertohelpstudentstounderstandandmasterthegrammarrulesmoreeasily.Thisclassistolearn“therebe”.Inthisclass,theteachergoesonhisplanbyfoursteps.Thefirststep:Theteachertakesoutapictureofahouse,andsay,"inthishouse,thereisabottleonthetable,andthereissomemilkinthebottle.Therearesomeapplesonthetabletoo.Letuslookatsomeotherthings,ok?”Thenthestudentstrytomakesentencesaboutthepicture.Thesecondstep:Theteachertakeoutanotherpictureofariver,anddividesthestudentsintothreegroupstomakesentence,theneachgroupchoosesonestudentofthemtospeakoutthesentencestheymade.Thethirdstep:Theteacheraskseachstudenttomakethreesentencesabouttheclassroom.Therearesomeexamplesmadebystudents.“Thereisarivernearahouse.”“Therearetwoboatsintheriver.”“Therearesomeapplesonthetree.”“Therewasonlyastudentintheclassyesterdayevening.”“Thereisabookandtwopensonthedesk.”Thelaststep:Theteachergivesstudentssomemoreexercisestopractice.(Thestudentswilldothepracticecorrectly.)Atlast,wedoatest.Wewillfindthestudentswhoaregivenmoreexampleswillgetmoremarks.Butiftheteacherjustonlytookoneortwostepsandfewerexamples,thestudentsdoworse.Soinagrammarclass,anEnglishteachermustprovideplentiful,appropriatelanguageinputforourstudents.5.3UsingPredictingSkillsAnalystDouglasBiberhasdemonstratedthatdifferentcommunicationtypescanbecharacterizedbytheclustersoflinguisticfeaturesthatarecommontothosetypes.Verbtenseandaspect,sentencelengthandstructure,andlargerdiscoursepatternsallmaycontributetothedistinctiveprofileofagivencommunicationtype.Forexample,ahistorytextbookandanewspaperarticleinEnglishbotharepasttenseverbsalmostexclusively.However,thenewspaperarticlewilluseshortsentencesandadiscoursepatternthatalternatesbetweensubjectsorperspectives.Thehistorytextbookwillusecomplexsentencesandwillfollowatimelineinitsdiscoursestructure.Awarenessofthesefeaturesallowsstudentstoanticipatetheformsandstructurestheywillencounterinagivencommunicationtask.5.4LimitingExpectationsforDrills,EncouragingCommunicativeDrillsAlotofstudyprovedthatstudentsdonotdeveloptheabilitytousegrammarcorrectlyinoralandwritteninteractionsbydoingmechanicaldrills,becausethesedrillsseparategrammaticalrulesfromtheirfunction.Inthispractice,theconceptofthepromptandtheresponseissetinadvance.Thestudentsonlyhavetosupplythecorrectgrammaticalformswithoutreallyneedingtounderstandtherealmeaningofrulesorhardlytocommunicateanything.Themainlessonthatstudentslearnfromdoingthesedrillsis:Grammarisboring.Incontrast,communicativedrillscanenlargestudentstoconnectform,meaning,andtousetherules,becausemultiplecorrectresponsesarepossible.Incommunicativedrills,studentsnotonlyrespondtoapromptusingthegrammarpointunderconsideration,butprovidetheirowncontent.Forexample,topracticequestionsandanswersinthepasttenseinEnglish,teachersandstudentscanaskandanswerquestionsaboutactivitiesofpreviousevening.Thedrilliscommunicativebecausenoneofthecontentissetinadvance.5.5TheGrammar-TranslationApproachThisapproachwashistoricallyusedinteachingGreekandLatin.Theapproachwasgeneralizedtoteachmodernlanguagetoo.Classesaretaughtinthestudents’mothertongue,withlittleactiveuseofthetargetlanguage.Elaborateexplanationsofgrammarrulesarealwaysprovided.Grammarinstructionsprovidetherules.Instructionoftenfocusesontheformandinflectionofwords,especiallywhenreadingdifficultpartoftexts.Itisusuallytrueinearlycourseofstudyinthestudents’mothertongue,whicharetreatedasexercisesingrammaticalanalysis.Andwhenwelearnthesecondlanguage,wecanalsousethismethodtounderstandthedifficultpart.Oftentheonlydrillsareexercisesintranslatingdisconnectedsentencesfromthetargetlanguageintothemothertongue,andviceversa.However,sometimeswemustusethisapproachtoexplainsomecomplicategrammaruse.Thestudents’mothertonguecanhelpstudentstounderstandthegrammarrulesmoreexactlyandcorrectly.5.6GrammarTeachinginCultureClassInatraditionalclass,lessonsbeginwithadialoguebyusingamodernconversationalstyleinthetargetlanguage.Materialisfirstpresentedorallywithactionsorpictures.Grammaristaughtinductivelyasruleswhicharegeneralizedfromthepracticeandexperiencewiththetargetlanguage.Butinacultureclass,studentsreadliteratureforcomprehensionandpleasure.Literarytextsarenotanalyzedgrammatically,butinwhichcultureisconsideredanimportantaspectoflearningthelanguageandistaughtinductively.AstheEnglishteachers,wemustpayattentiontotheculture.5.7SentenceRecombinationSentencerecombinationisaneffectiveactivityforteachingsentencestructure,paragraphstructure,punctuation,transitionandcoherence,andpartsofspeech,studentsmustalsousecriticalthinkingskillstoclusterandorganizeideasandconcepts,whichneedscorrectgrammarknowledge.Soourteachersshouldofferstudentsalotofpractice.Sentencerecombinationexercisesarethematicandcanbeeasilyconstructedinadvancebytheteachertobeusedasagroupactivitywiththestudents,soitshouldbeinterestingforstudentsinlearninggrammar.Hereisanexample.Askstudentstocombinethesesentencesintoapassagebyusingcompoundsubjects,compoundpredicatesandothercompoundsentenceelements.Inrewriting,thestudentsmustbesuretoincludeintroductionandtransitionalsentencessothatthepassageflowssmoothly.1)Peopleallovertheworldbuildhouse.2)Peopleallovertheworldliketheirhouse.3)Housesarebuiltinmanyshapes.4)Housesarebuiltinmanysizes.5)Housesarebuiltofpalmleaves.6)HouseHousesarebuiltofsarebuiltofwood.7)Housesarebuiltofsteel.8)Housesarebuiltofstone.9)Housesarebuiltofplaster.10) Housesarebuiltofconcrete.11) Housesarebuiltofothermaterials.12) Theconstructionmaybesimpleorcomplex.13) Constructionmustbeadaptedtotheclimate.14) Constructionmustbeadaptedtothematerialsavailable.15) Constructionmustbeadaptedtotheskillsoftheworkers.Hereisanexamplemadebythestudents:Peopleallovertheworldbuildhousethattheylike.Housesarebuiltinmanyshapesandinmanysizes.Housesarebuiltofpalmleaves.Housesarebuiltofsarebuiltofwood,steel,tone,plasterorconcrete.Andhousesarebuiltofothermaterials.Theconstructionmaybesimpleorcomplex.Constructionmustbeadaptedtotheclimate,thematerialsavailableandtheskillsoftheworkers. Fromtheabove,wecanseethatalthoughthisessayisshortandsmall,itreferstosomegrammarknowledge.Sowecanoftengivesomepracticetostudentstomakeupsmallessays,whichcanimprovethestudentsthesoundknowledgeofgrammarandwriting.6.ConclusionLearninggrammarisnotthepurpose,anditisaproperwaytomasteraforeignlanguagewithoutthereallanguageenvironment.ToenhancethecomprehensiveabilityofEnglish,onemustattachtheimportancetothestudyofgrammarandusesomeeffective,meaningfulteachingmethods;onlyinthiswayca