【正文】 rst two weeks, the writer listened to teachers’ teaching and helped the teacher to manage class and check students’ work. From the third week on, the writer began to be a real teacher to teach lessons. That was a really distinct opportunity to improve herself and put the theory into practice. Through the fieldwork, the writer practices the operation of the bination of explicit and implicit grammar teaching, and pays attention to some issues when teaching grammar. A Brief Introduction to the ExampleThe writer did the fieldwork in Class 1, Grade 1. When teaching Unit 2 of the textbook, the writer used the bination of explicit and implicit grammar teaching method in class. A. Before the classThe writer had already worked in the school for more than 2 weeks before she gave the lesson. She listened carefully to a lot of lessons taught by the former teacher, and made notes, evaluations and recorded students’ feedbacks. As the assistant of the teacher, the writer checked students’ homework, and helped to manage the class everyday. Having kept the harmonious relationship with students, the writer has basically got to know the English levels and personality traits of the students in class. The average English level of this class is not bad, and they have a good foundation in English and most of them can use English for daily munication. But the problem is that the students are not active in class, and have no sense of participation. In addition, without the language environment, students hardly speak English out of the English class, which lead to a small number of students unwilling to speak any English in class.In view of this situation, the writer increased the proportion of implicit grammar teaching, and prepared a large number of materials and a variety of teaching methods. The grammar knowledge of Unit 2 was “Preposition + which and preposition + whom”, and it was not very difficult for students. The writer wrote down the detailed procedures and made PPTs. The procedures included: warmup, the setting presentation, the team study, the general evaluating and giving homework. Each of them was detailed and timecontrolled.B. In the classIn the warmup stage, the writer took 5 minutes to play a spelling game with students and went over the words and expressions in the last class. The enthusiasm of the students was immediately mobilized. In the setting presentation, the writer displayed two pictures in PPT firstly. One is a famous basketball star, Yao Ming。 the other is the worldfamous palace, the Imperial Palace. The writer asked students to make sentences to describe these two pictures. Students made some short sentences, and the writer selected two of them, such as “Yao Ming is a super star.” and “Yao Ming plays basketball in the USA”, and then asked students to put them into one sentence, just like“Yao Ming is a super star who plays basketball in the USA.” Next, the writer asked students to use “The USA” as the subject to change the sentence. Students produced the sentence within a few seconds, “The USA is the place that/which Yao Ming plays basketball in.” Then, some students asked: “Why is the relative word ‘which’ used instead of ‘where’?” So the writer let students pare the sentence“The USA is the place where Yao Ming play basketball.” and the sentence“The USA is the place which Yao Ming play basketball in.” A student who is good at grammar found quickly that “which” is a relative pronoun, so only it could represent “the place” with “in” as the adverb in the clause. Then the writer changed the sentence into this form,“The USA is the place in which Yao Ming plays basketball”, and asked students：“What can you find when the sentence is changed to this form?” Some students quickly found that “where”=“in which”.Then the writer asked 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