【正文】 ained that students could manage without it. Some even openly denied the value of grammar, regarding it as inherently dull and oldfashioned and associating it with nonsense. They thought the analysis of grammatical features had no bearing on the ultimate municative petence of the students. So in teaching practice, a great deal of emphasis was laid on drills and exercises as a way of achieving municative petence.Gradually, being more familiar with CLT, teachers began to free themselves of prejudices and adopted a positive view of grammar. They began to reconsider the merits of grammar teaching in the language class. It now seems to be widely accepted that there is value in classroom tasks that require learners to focus on form. It is also accepted that grammar is an essential resource in using language municatively. The question is how grammar should be taught so that its intrinsic municative character is understood and acted upon. Grammar teaching cannot be done as beforerestrict attention to its formal properties, the relations and regularities, which make up the internal mechanism of the device of grammar. That is, teachers began with implicit or covert grammar teaching. They now may use different pedagogical procedures for teaching activities which range from question and answer, to drills, pair work or chains and so on. All these exercises and teaching activities share a mon feature: to induce students to produce a series of sentences similar to each other. And then, by practicing the structural similarities of the language, students gradually move towards an understanding of the general rule. Teachers believe that practice can help students to discover the rule governing the structure of the sentences they have to produce, and a rule which is discovered by students themselves is more likely to be fixed in their memories. But other teachers think it risky to depend on students discovering a grammatical rule unless they are helped. So they teach grammar by using deductive approach, in which teachers give out rules first, then examples, finally practice. That is to say, they begin with explicit or overt grammar teaching. In this way grammar can only be explicit by using terminology and explaining about the form of the language. In the author39。s personal view, implicit and explicit grammar teachings are both essential. Implicit grammar teaching is most likely to be helpful and successful to our students, because it encourages language learners to start out from their own observations and to discover the rule is (Stern, 1999:150). However, on many occasions, teachers cannot expect students to discover the grammatical rules or principles for themselves, so explicit grammar teaching cannot be pletely ruled out.In short, China has a long history of foreign language teaching, and in terms of English grammar teaching, many teachers have also done a lot to improve it. So merits gained in the past cannot be overlooked, and dullness and inefficiency with grammar teaching should be avoided. During grammar teaching focus on form is not enough, there should be focus on meaning as well. Then how to achieve teaching meaning in grammar teaching is ing into our consideration. According to China39。s realities, we had better teach English grammar in the framework of CLT, but never simply for the sake of grammar or simply for the sake of munication. The researches of grammar teaching in the framework of CLT starts rather late and there is no theoretical innovation in China. But our language educators have introduced, analyzed it and then carried out some positive experiments in English teaching in schools at different levels Situation of grammar teaching in junior high schoolsThe teaching of grammar in junior high schools is now in a dilemma. On the one hand, with the wide implement of the new curriculum reform, the concepts of the new curriculum are imperceptibly influencing the teaching behavior of most teachers. Teaching style in classrooms of junior high schools has undergone a significant change. Almost none of the teachers will teach grammar in an open class or a demonstrating lesson. Each open class puts the listening and speaking performance in center, and takes stimulating students’ interest in learning as a key. The entire class begins with bustling and ends with vigorousness. Some teachers emphasize the meaning of language and the fluency of munication, and oral practice is put in an important place. It seems that only by repeating performance in class can students have a clear understanding of language and thus master the language rules. Even in the daily teaching process, very few teachers will spend much time in designing a grammar lesson carefully. As for the grammar in the textbook, they only slide them over. As a result, most students are weak in grammar and even feel bored about English. Many students can not read simple English articles, nor can they write a coherent position. They even lose interest in reading. In the surface students can speak some simple English freely in class, but in real munication, few of them can express their thoughts with plete sentences. As for the part of speech, it is even harder to say. This even results the polarization among students in Grade One of junior high schools. On the other hand, due to the unsatisfactory results caused by the misconception of CLT, some teachers turn back to the traditional method. Grammar is still taught with a teachercentered method, in which it is cut up into structural pieces and fed to the students. Students do a lot of grammar practice in class, and testing of grammar is regarded as the main means of testing the mastery of English. Pair work, group work and interactive activity only take place in demonstrating classes. The form and accurate use of English is stressed in classroom. To some teachers, the traditional method is a quick way for students to master a foreign language. Therefore, they never get tired