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For so many years, grammar teaching had an important position in foreign language teaching. However, in the later stage of 20 century, many learning theories and language theories emerged one after another, which affected the status of grammar and vocabulary in foreign language teaching greatly. Subsequently, the calls for change of foreign language teaching were coming thick. Especially in 2011, the Ministry of Education published the New English Curriculum Standard. Students’ comprehensive language competence was emphasized; while the mastery of grammar knowledge was weaken in some degree.
Gradually, the position and role of grammar teaching has been the bone of disputes in the theory and practice of foreign language teaching. However, grammar is the frame of language, which can influence the development of students’ comprehensive language competence. Grammar learning can contribute to cultivate students’ ability of understanding English correctly and using English accurately. Grammar learning can also deepen the cognition of English, strengthen the sense of language, and fasten the speed of English acquisition. Furthermore, the New English Curriculum Standard points out clearly that the overall objective is to develop students’ comprehensive language competence. Language knowledge and language skills are the basic of comprehensive language competence, while grammar is the necessary component of language knowledge (Li Meiqiang, 2014). It does not indicate that grammar teaching is weaken or neglected, but demands the educators to change the obsolete concepts and dated teaching methods. Hence, we can see that the position of grammar in foreign language teaching cannot be ignored yet. We need to change the teaching styles and features and get rid of simple explanations, mechanized operations and rote method.
For a long time, students used to follow the teacher step by step aimlessly and take notes all the time in traditional English class. The advantage of this method is that learners can understand the grammar rules faster and better, but it makes grammar static and isolated. As a result, students accept grammar passively and their English learning motivation and interest will be dampened greatly.
In grammar learning, preposition is very important because of its high application frequency. It is a functional category in a language, which links nouns, pronouns and phrases to other words in a sentence. It usually indicates temporal, spatial or logical relationships of its object to the rest of the sentence by temporal preposition, spatial preposition, etc. Some basic meanings such as concrete time, place, reason and the way of doing things can’t be well expressed without prepositions. A preposition can also help verbs and adjectives to express meanings which verbs and adjectives can’t achieve by themselves.
As an old saying goes, “All work and no play makes Jack a dull play.” To cultivate students’ interest is of great importance to prompt their learning motivation. How to cultivate their interest is an arduous and intricate task. As a foreign language, English is quite different from Chinese, so junior students must have different degrees of difficulties in learning English, especially for Junior One students. Junior One is in the real beginning stage of learning English, which sets the stage for further learning basically (Li Yanxin, 2015). So, it is a heated issue to learn English in a relaxing and pleasant state for junior students.
Language is immensely powerful, but it can also be loads of fun. In fact, a sense of fun can make language more powerful ….. Language and fun play complement and enrich each other. A fusion of the two produces language games (Rooyackers, 2002: Preface). For children, game is a natural way to understand the world around them. Game teaching method is advocated by many educationists at home and abroad for more than twenty years (Liu Ming, 2014). It is a very effective method to raise students’ interests of learning English. By means of classroom games, teachers not only can make the classroom atmosphere more active, but prompt students’ capacity of communicating with others in English. 源`自,优尔.文;论"文'网[www.youerw.com