【正文】 sked students to make dialogues with their deskmate, just like:Student A:“Do you know the street?”Student B:“Which street?”Student A:“Do you know the street in which he lives?”Most of students did that job very well. Then the writer introduced the grammar “preposition + which and preposition + whom” to the students. In the explanation stage, the writer showed another two examples, like this: 1) I will never forget the day.2) I came to Middle School on that day.If put into one sentence it is: 1) I will never forget the day that/which I came to Middle School on.Or 2) I will never forget the day on which I came to Middle School.Or 3) I will never forget the day when I came to Middle School.Next, the writer asked students to plete a short passage with proper relative words in 4 minutes for the purpose of integrated teaching. Then, the writer, after checking the work, asked students to finish a table, and to make sure of the usage of each relative word: antecedentwords abouttimerelativeadverbswherefunctionadverbial of reasonTable 1 Next, the writer showed students 3 ways to determine the preposition:1) Depending on the relationship of verbs and preposition. This is the book for which you asked.2) Depending on the relationship of adjective and preposition. He referred me to some reference books with which I am not very familiar.3) According to antecedent, preposition needs to match with the antecedent.. This is our classroom, in the front of which there is a teacher’s desk.In the stage of team study, the writer gave some exercises and asked students around the table to make a team to plete the exercises. Then, the teacher would check the work. As the result, most of students could give the right answer, but a few students still didn’t understand. So in the evaluating stage, the writer took all the students to do an exercise to go over the grammar, and then the writer asked students to conclude the grammar rule which they had learned through team work.At last, the writer asked the students to write a short passage to describe the school as their homework, and required them to。 DemeritsBefore the bination, we have to analyze the merits and demerits of explicit and implicit grammar teaching, and then discard the dross and select the essence in order to properly integrate them and play out their greatest advantage.A. The advantages of explicit grammar teaching are that it has a strong sense of purpose, the high controllability for teachers and the learnability for students. It can enable students to master grammar firmly and keep a solid memory. This kind of approach is highly praised by countries in which English is as their second language. For example, Chinese students, lacking language learning environment, must, through learning grammar rules, understand the laws of grammatical system and characteristics of English.However, explicit grammar teaching is also inadequate. The British educator Jayne Moon’s studies have shown that learners who are learning a language have the nature of “go for meaning”. That is, they always focus on the linguistic sense firstly, but rarely take note of language forms or grammar rules. If teachers just simply teach grammar, students will easily feel bored. Then, students can not concentrate on studying, and have low efficiency.B. The advantages of implicit grammar teaching lay in its automatic nature, abstract, stability and antijamming. It can improve students’ abilities of observing and discovering. Implicit grammar teaching has various kinds of forms. It can put grammar teaching into the real sense, blending education with entertainment and adding more fun to the class. So the learning motivation of students can be stimulated and the learning efficiency will be improved.Nevertheless, implicit grammar teaching needs to be based on a great number of language input. As for the need for adequate language environment, implicit grammar teaching is more popular in English speaking countries than the explicit instruction. In most of Chinese middle schools, students lack an Englishspeaking environment, and lots of teachers do not have the petence which can control the implicit instruction. So, pure implicit teaching in nonEnglish speaking countries will meet a big problem. The students under the implicit grammar teaching method will encounter some problems, such as grammar confusion, and do not know how to use grammar and do practice, etc. The General Process The processes of explicit and implicit grammar teaching are totally different. Next, the paper uses two examples to illustrate differences.A. Explicit grammar teaching focuses on the grammar itself. There are several main teaching methods, such as to explain grammar rules, to provide vocabulary usage and sample sentence, to analyze syntax elements, and then use single sentences and paragraphs exercises to practice the grammar.Teaching by Example:At first, the teacher taught the concept and the usage of the attributive clause.Then, the teacher wrote some phrases on the blackboard:“ the green team ”“ the team in green ”“ the team who were wearing green ”The teacher asked students: “ What is the central word ? ”A student answered: “ The central word is the ‘team’.”The teacher asked: “ What are Modifiers? What are the relationships between them and the central word? ”A student answered: “ The first modifier is ‘green’, it is an adjective。國內(nèi)外對于英語語法教學(xué)究竟使用哪一種方法更好也一直頗有爭議。 grammar teaching 內(nèi)容提要：目前，在英語語法教學(xué)中存在著兩種對立的方法，即顯性語法教學(xué)和隱性語法教學(xué)。關(guān)鍵詞：整合；顯性；隱性；語法教學(xué)IntroductionAt the present time, Chinese education status is that there are a great number of people being educated, but seldom of them can use English practically. Therefore, some people increasingly believe that the most important thing to learn a language is its municative function, and the grammar teaching has been neglected gradually. But gram