The syllabus requires the application of Communicative Language Teaching in classroom of teachers. It means that teachers should not only help students master the knowledge of grammar in the class, but also improve their ability of using English. But many teachers do not have a sound understanding about the requirement. They drown in two misunderstandings. Some teachers ignore the application of communication approach in the teaching of grammar, and others believe that communicative competence is only equal to listening and speaking abilities. Teaching practice has proved that ignoring grammar teaching will lead to many negative consequences. Perhaps it can improve listening and speaking ability of students, but it doesn’t ensure the accuracy of English grammar. 

In addition, the new curriculum standards do not give teachers a lot of effective guidances in grammar teaching, so the using of teaching methods is flexible. Even some teachers only use one same teaching pattern in their whole teaching career. In high school, many teachers lack the theoretical knowledge about Communicative Language Teaching. They don’t know what the best way of grammar teaching is, not to mention how to combine Communicative Language Teaching and grammar teaching effectively in high school teaching. Facing so many unknown problems, most of the teachers will choose the conventional method of teaching grammar. And some teachers are merely to impart some grammatical structures, syntaxes and grammar concepts in the classroom, students ,源Z自+吹冰=文)论(文]网[www.chuibin.com are just passively learning. The kind of class has little effect to improve communicative competence of students.

The thesis discusses the application of Communicative Language Teaching in high school grammar teaching, and the theories and notions that Chinese English teachers should know well. And the paper also gives the example of the application of Communicative Language Teaching in grammar teaching, helps students realize the communicative function of language and enhances the learning motivation and learning effect.