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ample, in learning Imperative Direct Speech into Indirect Speech, the teachers can assign a task, requires students to interview students or police, to understand the causes of traffic accidents occurred, and the organization of discussions, also asked students to discuss the results of the design in accordance with the Prevention of Accidents Investigation table, how to avoid accidents on the reasonable proposals put forward. Such as: He told / asked us to / not to do ... ... Dos Look left and right before crossing the street. Drive carefully. Pay attention to the street signs. Ride by the side on the road. Don'ts Don't cross the road when the traffic light is red. Don 't ride or drive too fast. Don't use a cell-phone while driving. Don't think about other things while driving. 2. Scenario Strategy Scenarios is the use of the target language environment. Learning a language only in certain situations in order to correctly understand and apply. Therefore, teachers can make use of the real design simulation environment or context for grammar teaching, so that more figurative grammar teaching, visualization, real and fun of. (1) real scenarios Act. In learning sentence structure "be + adj. + Enough to do sth." And "be too + adj.to do sth." The teacher will allow a high-class two students of a dwarf A and B stand on the rostrum before, and then said to them, pointing to fluorescent lamps: "Try your best to reach the light, will you?" Student A is easy to touch the light. He said, pointing to teachers; "A is tall enough to reach the light." Student B jumped碰不到several times, teachers can be pointed at, he said: "B is too short to reach the light." In the above scenes activities, grammar knowledge from becoming an abstract image, thus reducing the difficulty of learning grammar and inspire students to learn English enthusiasm, so that they learn quickly, I remember in prison, used live. (2) the experimental observation. -ing participle and-ed word is the focus of high school English grammar and difficulties, many of them difficult to distinguish the difference. Experimental demonstration of teachers can be a means for students to observe the difference. Classroom, teacher demonstration of the process water is boiled, when the water boiling, teachers showed phrase boiling water; to be not cool boiling water, the teacher showed phrase boiled water, and for water-like. In such a lively atmosphere, students will have impressed unknowingly mastered the difference between the present participle and past participle. (3) picture presentation method. Similarly, in learning the difference between the present participle and past participles, the teachers can draw: the top of the figure of an elderly person is looking out the window slowly falling tree leaves (The old man is looking at the falling leaves); below a cleaners are sweeping the leaves fall on the ground (The man is collecting the fallen leaves). 3. Cognitive strategies Cognitive information processing, problem-solving and memory process, a series of mental activity. Cognitive strategy is to dominate the individual's own mental processes of the internal organization of skills, including a conscious way of learning. (1) contrast. Students to learn some grammar rules, over a period of time will lead to "learn the more confused the more" confusion. For such phenomena, teachers should be organized by the students will learn some grammar knowledge, thinking