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1. Introduction

1.1 Background of the Research
Grammar is one of the most important parts in second language teaching. Its function isto help students to learn the language effectively. Even though the English teaching does notmainly focus on the grammar, it is necessary to teach grammar in the primary school.Therefore, grammar teaching is well worth the efforts in primary school.The Grammar-Translation Method focused on teaching the rules through the motherlanguage, and it was very popular in 1970s. Even though it was very helpful to some extent, itwas beyond the students’ understanding especially for primary students. From theirpsychological and cognitive views, it is not probable to use this method to teach grammar inprimary school. And another method is always used in primary school，it is Audio-GrammarMethod which was put forward by Krashen in1982. It focused on the students’ learning thegrammar unconsciously and naturally with the meaningful input. That is to say, grammar rulesare learnt without forms. This method is too abstract to understand for primary students.Though it is helpful to improve their speaking and listening abilities, the learning accuracy isignored. So how to solve this problem is worth discussing. The applied linguists and teachersneed to find a better way to solve the problem in primary school which was put forward byHedge in 2002.
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1.2 Purpose and Significance of the Study
In spite of the rule of grammar has been debated in primary school for many years, it isstill necessary to teach in class. And the students have to take part in English exams in school.So the grammar teaching takes a lot of time in class. However, because the grammar isdifficult to understand for them, so the effectiveness has been discussed since 2001. How toteach grammar in class and which method is more suitable are discussed for years. Someexperts pointed out that the story-theme teaching is an effective way to teach grammar inprimary school. However how to teach grammar in stories is another difficult question, alsothe recourse of stories is also need considered. And when applying the story theme teaching,the teachers should pay attention to some questions. Two grammar teaching methods will beused in the experiment to contrast the teaching results in order to find out whetherStory-theme teaching is more effective than the traditional teaching. In a word, the purpose ofthe paper is to supply certain of effective guidance for grammar teaching in primary schooland the effectiveness of grammar teaching should be promoted
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2 Literature Review

2.1 Definitions and Characters of Story-theme Teaching
Story-theme Approach is that students are gradually aware of grammatical structurerules through contact with complete meaningful materials. And in the process of reading orlistening, they acquire the structure of grammar. Then teachers and students work together toconstruct the specific language form and meaning. Finally students take part in various formsof communicative and cooperative activities to recreate stories. The teacher will test teachingeffect through different activities (Shrum&Glisan, 2004).Comparing with the traditional English teaching, the Story-theme teaching has thefollowing features:First, a complete本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。