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we want to design such a learning environment, it can help studentsdo more things except take notes and remember the facts, such as deep thinking andteam cooperation. Educators must pay special attention to design their own method inlearning environment and it includes the knowledge, skills and emotionalenvironment. The New Junior Curriculum Standard requests experiential learning.Students not only learn to use their brain to think about , but also to see with the eyes,listen with the ears, speak with the mouth. They experience and feel by themselves.This is not only the needs of understanding the knowledge, but also promotes thestudents' need for their growth. Based on this, The New Junior Curriculum Standardemphasizes on the creation of teaching situation to encourage students to read andunderstand the textbook, and respects students' personal experience and insights.
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Chapter Two Literature Review

2.1 Defining Grammar
Grammar is an important part of language. However, it is not easy for one to tellclearly and exactly what grammar is. Different researchers, due to their differentviewpoints on language, might define grammar differently and have differentunderstanding of grammar.According to Lyons, grammar is “that branch of the description of languageswhich accounts for the way in which words combine to form sentences” (quoted from,Stern, 1990).Fromkin (1998) thinks that grammar consists “the sounds and sound patterns,the basic units of meaning, such as words, the rules to combine them to form newsentences” (Fromkin, 1998：131).From the definitions above, we can see that no matter how these linguists definegrammar, they regard grammar as a static product, which consists of forms that arerule-governed, sentence-level, absolute and constitute a closed system.
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2.2 Grammar Teaching and the Situation-based GrammarTeaching Method
There are five methods of grammar teaching. The first one isgrammar-translation method. The grammar-translation method was once the mostpopular method in teaching Latin. In the history of traditional foreign languageteaching, the grammar-translation method was in a dominant position.The second one is the direct method. The direct method changed the way that thegrammar-translation method focused on the written English. Direct method is to use aforeign language to teach a foreign language directly. There is no need to translate,also no any attention to grammatical forms. The teaching goal is not the standardwritten language, but the spoken language. That is to teaching language directlyestablishing a direct association between experience and expression, between theEnglish words, phrases or idioms and its meanings without the use of the mothertongue. It aims to build a direct relation between experience and language, words andidea, thought and expression. It also intends for students to learn how to communicatein the target language. Direct method is based on the imagination that the learnershould experience the new language in the same way as he/she experienced themother tongue.The third one is audiolingualism. Audiolingualism was a North Americaninvention. It was stricter in the section of grammar teaching. And it stayed faithful tothe direct method belief in the primacy speech.The fourth one is the natural approach. We are equipped at birth with languageacquisition ability. Language ability was not habituated behavior. In the 197