What are the problems in teaching English in elementary school

AbstractThere are difficulties in teaching English in rural elementary school, such as lack of environmental atmosphere, poor education and environment, backward teaching methods, teaching means and teaching equipment, and in order to solve these difficulties, suitable methods should be adopted to improve the effectiveness of teaching.

Keywords environmental atmosphere; education and environment; teaching methods; teaching means; interest and motivation

With the widespread emphasis on foreign languages in the society, English has now become an important subject in primary education. English teaching has also come into the classroom of rural elementary school. Many rural elementary school do not have professional English teachers, some have only a little English foundation, and a considerable part of them do not know English at all, all of which brings a lot of inconvenience to English teaching. I have the honor to become a rural elementary school English teacher. Since I started teaching, I have experienced the hardship and dedication of rural teachers; I have come into contact with rural children and felt their simplicity and curiosity. Compared with the children in the city, the students here have a narrow vision and closed information. This leads to a lot of difficulties for students in learning English.

I. Difficulties in teaching English in rural primary schools

1. Rural children are timid and afraid to speak English

Rural elementary school students are born and raised in the countryside, and are influenced by the specific environment around them and the influence of their family education, which makes them more timid and reserved, not good at talking, lack of self-confidence, and afraid of being criticized by the teacher for saying the wrong thing, and being laughed at. The spoken word is basically in a passive position.

2. Lack of environmental atmosphere for learning English

In the classroom, students seldom hear English teachers speak fluently, and generally only two to three times a week, each time only forty minutes, other teachers are teaching in Chinese. Moreover, at present