【正文】 second, influenced by the teachers of the traditional teaching methods. English as a foreign language, especially for the children growth in rural, a new language should have the new teaching mode, which is different from the traditional way of learning Chinese. However, in actual teaching activities, rural English teachers still adopt traditional teachercentered teaching mode, the beaten track, wouldn39。 longterm of job career damage the caused to children, a read without reading the same ideas, such as some parents think that children could not go to school in the future, it doesn39。城市英語教學(xué)教育活動(dòng)早在恢復(fù)高考后就被列入了重點(diǎn)教學(xué)范圍，因而它在師資，教學(xué)計(jì)劃，課程設(shè)計(jì)等方面都得到了全面的，系統(tǒng)化的發(fā)展與提升。 selfstudy ability. And most of the children parents both have higher education. So they want their children Win on the starting line. And also many parents in cities is particularly concerned of their children’s English learning, from the beginning of the learning English the parents in cities keep training to cultivation their children to have selfstudy ability, for their children to study English well the parents create a good atmosphere for learning English, so the cities parent was well prepared for their children future of learning English. Finally, cities primary students can get more power from the environment. So the disposition of the cities student is lively, they are good at municating with others and exchange, the interest in learning English is rather strong than the countries primary students. But for the they was not lucky like the cities students, Because of the English lessons in countries primary schools was started much more ten years later, and have many disadvantages from city region, such as a primary school English teachers, and hardware for the English study and other prominent problems, thereby a big negative affected in learning English of the students enthusiasm for learning English. For the families, most of the parent didn’t have more education, they even never know pinyin moreover in English, and in the parents’ subconscious the most important things was not study, it was labor, the families needs more labor to work not knowledge to study. So, the students can’t get more help from their family. In my opinion the most problem was not from the family, is the teacher and school. Because of the poor economic of the countries, the school can’ t offer the price of the teachers, and many, so the most English teacher was came from the local. The English teacher in primary schools didn39。s professional ability strong or not directly determines the quality of whether the teaching effect is good or bad. This includes two aspects: first, the ability of teachers’ professional English knowledge。 These two reasons make English learning atmosphere very positive in the urban, children have a greater interest in learning English. From the gap between urban and rural children can easily see the difference reasons for their interest in English learning. From the different primary school class quality of parison students start in primary school, there is no pressure. In the urban primary school more pay attention to the quality education of children, in addition to the quality of basic education, not only pay attention to students expertise, but also to teachers are asking to have teacher39。 language ability of listening and speaking ability. Now, a lot of countries primary and middle school English teachers in the background knowledge of culture the are still lacking, such as some teachers in teaching some major holidays of Englishspeaking countries such as Thanksgiving, Father39。 and most of the city39。 1 內(nèi)蒙古師范大學(xué)鴻德學(xué)院 HONDER COLLEGE OF INNER MONGOLIA NORMAL UNIVERSITY 外語系本科畢業(yè)論文 論文英文題目 : The Differences between Urban and Rural English Education in Primary Schools 論文中文題目 : 中國 城鄉(xiāng)英語教育的差異 專業(yè) : 英語翻譯 班級(jí) : 翻譯一班 2 本科畢業(yè)論文（設(shè)計(jì)）目錄 Abstract3 摘要 3 I. Introduction4 II. The Present Situation of Urban and Rural English Education in Primary Schools 5 III. A Cause Analysis of the Differences5 1. Environmental and Teachers’ Factor English teaching facilities in urban schools English teaching facilities in rural school