S3：I want to say thank you to my head teacher.If she had not taught and guided us，we would not gain rich knowledge and more important，learn to be a better man.
S4：I want to say thank you to those who don’t like me.But for them，I would not have changed myself and started to equip myself with knowledge.
…
課堂的教學材料來自生活中的點滴，這更加引起學生的共鳴，學生能運用所學的語法知識自由地表達自己的想法，課堂處於濃濃的感恩氛圍中，有感謝父母、老師、朋友的，也有感謝自己生命中的對手和“敵人”的。更重要的是，在這個過程中學生能夠較流利地使用虛擬語氣，學習英語的自信心大大增強。學生在說英語的過程中有出現一些小錯誤，教師通過一些間接的方式，如反問升調的方式，或是重複一遍，給學生足夠的時間，讓學生自己意識到語法錯誤，進一步引發學生準確地輸出。
2.Writing
有了口頭的練習後，教師要求學生在這感恩節來臨之際，寫一封感謝信給你的同學、你的家人、你的朋友或是你的老師……生活中有很多事情讓我們感動，讓我們把內心的感恩表達出來吧。要求用上虛擬語氣及本單元的新詞彙，越多越好。
以下是學生習作之一（下劃線部分是虛擬語氣。）
Dear Mary，
Today is Thanksgiving Day.I’m now writing these few lines to express my sincere gratitude to you.
But for the god’s arrangement，we would not have met and lived in the same dormitory. Since you are the monitor，you are cautious to do everything.And seldom do you quarrel with others.Without you，I could not have a good time in Room 404.I still remember that it was you that sewed the button for me in the dark and it was you that bought the medicine for me in a cold winter night when I had a fever and accompanied me all the time.Had it not been for your considerate care，I would not have got over the disease so quickly.You know，I was also so weak and timid.At the beginning of the high school，I did not dare to make friends.So timid was I in high school that I often felt lonely and helpless.It was then that you turned to me，comforted me and encouraged me to face the challenge bravely.But for you，I would not be positive with my high school life and realize that life without friends is death.You made a difference to me.
Thousands of words can’t express my thanks.If I were a man，I would get married with you and arrange a splendid wedding for you.Would you？
Yours，
Sue
此習作中運用了較多的虛擬語氣，還有本單元的詞彙與句型。此話題貼近學生的生活實際，學生有感而發、有話可說，在這特定的情景下，學生不斷地接觸語法、親身感受語法、內化語法規律中所學的語法[5]，使他們運用語法進行交際的能力達到比較理想的境界。
五、結語
語言交際能力在現代社會生活中已越來越被重視。作為語言的一個重要組成總分，語法一直處於中心位置。因此，在高中英語語法教學中，教師不能單純地向學生灌輸語法知識，而應堅持交際化語言教學思想，利用交際活動引導學生積極主動地運用語法知識，把語法教學與其意義和交際功能結合起來，定能使語法教學充滿樂趣，且真正提高學生的實際語言交際能力[6]。
參考文獻：
[1]Ellis，R.The place of grammar instruction in the second/foreign curriculum[A].In E.Hinkel & S.Fotos（Eds.），New Perspectives on Grammar Teaching in Second Language Classrooms[C].Mahwah，NJ：Erlbaum，2002.
[2]Celce-Murcia，M.Grammar pedagogy in second and foreign language teaching[J].TESOL Quarterly，1991，25（3）：459-480.
[3]Brumfit.C.J.Communicative Methodology in Language Teaching[J].Cambridge Language Teaching Library，1985.
[4]徐強.交際法英語教學和考試評估[M].上海：上海外語教育出版社，2008.11，第一版.
[5]王娟.情境教學在英語閱讀課中的嚐試[J].中小學外語教學（中學篇），2011（2）：39-43.
[6]曾小梅.淺談交際教學法在中學英語教學中語法教學的應用[J].中國科教創新導刊，2009（6）：75.