Based on relevant scientific and theoretical basis and through participation in the practice of English Teaching in primary and junior high schools, the write found and sorted the main problems, then concluded that current primary and junior high school English teaching mainly had the following problems.

3.1 Disjoined Teaching Methods and Contents

In contrast, we will find that there are great differences in primary English teaching activities and junior English Teaching activities. Primary English Textbooks  are very interesting, English teachers generally use the intuitive method in teaching activities, have various classroom forms, create active atmosphere, and students are actively involved. After entering junior high school, grammar and knowledge points increase, the content becomes more and more complex and knowledgeable. The learning style has changed and the rhythm of the class changes quickly. Once students cannot keep up to the progress of teaching, they are easy to lay behind, and English teaching and English learning will be out of phase. What is more, at present the majority of primary and secondary schools are independent, and there is a lack of communication between primary and secondary school English teachers. 

Relatively speaking, in the primary stage, listening, speaking, and reading gets more training, however, writing training get less. There exist a number of problems in middle school for many students, such as they can’t recite words accurately and quickly, or they could read but could not write to words, sentences, or they could not understand the grammar properly. Primary school teaching mainly involves speaking, singing, playing games, and pictures. However, the teaching method in middle school is mainly based on the Task-based Language Teaching, which advocates teachers’ guidance on students’ learning. Middle school teachers pay less attention to the connection between the middle and primary school teaching methods, therefore students would lose interests in English learning and Students’ ability to communicate in English can’t be enhanced.

Primary and secondary school English connection is mainly manifested in the teaching content, and the teaching material is the carrier of knowledge. The current primary school English textbooks are not standardized; often a city or region where there are several textbooks used at the same time, the content is mainly some common vocabulary, simple sentences and a little knowledge of grammar.