【正文】 oken as a first language by most people in the US, Great Britain, Canada, Australia and New Zealand. But it is also used very widely as a foreign language in many other countries in the world. After reading the above passage, students will realize that the passive sentences are not just the transformation of active sentences, but they are also the result of the influences of the discourse topic (Gao Qiang and Zhao Na, 2007). However, the discourse selected should be meaningful, interesting and prehensible, and the topic should be upto date and relevant to students’ real life, so the material can stimulate students’ interest and their desire to study. Making Old Things NewMany professors (Editorial Board of Foreign Language Teaching and Research in Basic Education, 2007) advocate that traditional procedures may not be rejected absolutely but could be reinterpreted and extended. The history of English teaching is very long in China, and English teachers have accumulated excellent experience in teaching grammar, which should not be overlooked. For example, pattern drill was one of the major ways to teach grammar and once proved to be very effective in English teaching in China. However, with the popularization of CLT in recent years, it has bee a target of attack, because the repeated training of a sentence pattern is far beyond real munication. But the teacher can go one step further to make pattern drills municative. Paulston (1976, quoted from Rivers, 1983: 56) groups drills into mechanical drills, meaningful drills and municative drills, which can bring new meaning to the teaching of grammar in our country.In mechanical drills, there is plete control of the responses so that students do not even need to understand the drill to produce the correct response (as in simple substitution drills). Paulston (1976, quoted from Rivers, 1983: 58) suggests that if a nonsense word can be inserted as effectively by the students as a meaningful word, then the drill is one of the mechanical types. For example: Pattern: I am holding a book. Cue: Magazine. Response: I am holding a magazine. Cue: Banana Response: I am holding a banana.In meaningful drills, there is still control of the responses (although it may be correctly expressed in more than one way), but students cannot plete the drill without fully understanding what they are saying. The following is an example of meaningful drill:Question: when did you arrive this morning?Answer: I arrived at nine o’clock.Question: when will you leave this morning?Answer: I will leave at six o’clock.In a municative drill, there is no control of the response. Students have free choices of their answers, and the criterion of selection here is his own opinion of the real world — whatever he wants to say. For example:Question: what did you have for breakfast?Answer: I had toast and coffee for breakfast. Or: I did not have breakfast because I was afraid of missing the bus.Some students who are not confident about their English and know clearly what the teacher expects would remain in the area of pseudomunication, but others may turn this into real interaction. ConclusionThis paper focuses on the necessity of grammar teaching and the strategies of grammar teaching in the middle school. The necessity of grammar teaching is illustrated in terms of theories and realistic reasons in China. Now it is widely accepted that grammar should be taught in China. The detailed discussion about the necessity of grammar teaching can help clarify the existing misconception that CLT excludes grammar teaching. Then some strategies are proposed to improve grammar teaching. Grammar teaching is a heatedly discussed topic. This paper just makes a skindeep study of it. 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