摘要：Grammar teaching is an indispensable part of English Language Teaching (ELT) in an EFL context like China. Compared with the classroom teaching innovation in listening, speaker, reading and writing, grammar teaching has of often been forgotten. The newly published Senior High School English Teaching Curriculum Standard points out that the general aim of the English curriculum is to enable students to clarify the aim of English learning, to develop ability in autonomous learning and cooperative learning, to establish efficient learning strategy, and to develop integrated skills in using the language. Knowledge, skills, affect, learning strategies, and culture awareness have attracted more attention in teaching and learning. The publication of this new standard leads the ELT in China to a new direction. Correspondingly, grammar teaching should not just maintain its rule-listing routine. Instead, some new attempts should be involved. Grammar teaching through tasks in situational contexts, which pursues the appropriate practical use of grammar, has been tested in the writer's class. This paper is mainly about the author's understanding of grammar teaching and her real classroom practice. A small-scale survey was done with the author's colleagues in the same school to investigate their attitudes and opinions. In general, teachers show an affirmative attitude. Meanwhile they have some worries as well since good attainments in exams are expected from both students and parents. However, the author has a strong belief that teaching grammar through situational tasks cannot only benefit students' linguistic competence, communicative competence and language proficiency, but also students' achievements in exams.

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