Abstract and Key Words

Abstract: This thesis aims to investigate the application of Situational Approach to English                 grammar teaching in junior middle school. It starts from the theory of Situational Approach and setting up scenes by using objects, graphs, multimedia and language description, and then practicing and consolidating the language points by playing roles. It comes to the conclusion that the thesis emphasizes on the practical significance of English grammar teaching in junior middle school, based on the study of Situational Approach. It aims to arouse junior middle school students' interest in the study of English grammar and improve teachers' teaching level through setting up real communication scenes that can reflect their daily life.

Key words: Situational Approach; English grammar teaching; junior middle school

摘要：本文旨在研究情景教学法在初中英语语法教学中的应用。文章从情景教学法的理论角度出发，用实物、图示、多媒体和语言描述来创设情景，并利用扮演角色操练和巩固语法知识。结论是旨在强调初中英语语法教学在情景教学研究基础上的实践意义，希望通过创设体现真实生活的语言交际情景来提高初中生学习英语语法的兴趣和教师的教学水平。

关键词：情景教学法；英语语法教学；初中

1.Introduction
At present, there is a serious phenomenon that "the emphasis on knowledge instruction and neglect of ability training" in junior middle school English grammar teaching. The problems mainly exist in the following aspects. First, English teaching in our country has paid too much attention to language form and neglect of the ability of training. What's more, the goal of the student's English learning is for high scores in the high school entrance examination. Therefore, students' actual ability to use English is getting worse, which has caused the "mute English". Second, for over a country, English grammar teaching in China has been dominated by the traditional Grammar-Translation method, in which classroom teachers adopted a spoon-teaching method on grammar and structure isolation. Many teachers' excessive emphasis on the teacher's leadership neglected the main part of the students' learning. The students are in a passive learning condition so that they commonly feel English grammar hard to learn. They are fed up with the cramming method of teaching grammar, which makes them unable to have a good achievement. As a result, they have learned many inflexible grammar rules, but they lost their interest in their English learning.