A Study On Layered Teaching Of English In Primary School

English is becoming more and more popular so that Chinese students learn English sincechildhood and most primary schools offer English courses in China. Primary school is animportant stage of students’ initial learning. Besides, it plays an important role in the students’future development, so primary school English education becomes extremely important. Butmany problems have emerged. The students’ intelligence factors and non-intelligence factors,such as individual differences, mastery of English knowledge, etc. have made a noticeablegap among them in English learning, so that the internal differentiation of a class is moreobvious. Under this circumstance, elementary schools should take positive and effective wayof teaching, in order to make students lay a solid foundation for English learning. It can helpdevelop a good guarantee for future study. In this case, the layered teaching has a clearadvantage.Layered teaching is a realistic and effective way of teaching. The so called layeredteaching means classifying students into different levels for teaching according to students’original knowledge level, intellectual level, and other non-intellectual factors so as to improvestudents with different steps. The essence of it is to promote students to achieve maximumdevelopment within their ability in face of objective individual differences.The research of this thesis is mainly based on Vygotsky’s theories of ProximalDevelopment Zone and Gardner’s “Multiple Intelligences Theory”. The subject of study is thetwo Grade4classes in Primary School of Henan University. Class1is the experimental class,and Class2is the control class. The experimental observation was kept for one semester.Before and after the experiment, two test papers (pre-test paper and post-test paper) were usedto investigate students’ performances on English achievement. At the same time, in order to timely grasp the implementation effect, a questionnaire on English learning was also used inthe study to investigate students’ learning situation before and after the experiment.The author has taught the different levels of students in accordance with their aptitudes,such as taking a different strategy, taking care of every student, in order to develop thepotential of each student to improve the whole class’s English level and personal level ofEnglish. The experiment confirmed the validity of the layered teaching in primary schoolEnglish education. Layered teaching is helpful to inspire pupils’ interest and improve theirmotivation in English learning and it can reduce the numbers of students with learningdifficulties in primary English. Therefore, students would gain a steady foundation of learningEnglish in the future. It is not difficult to find that the implementation of the layered teachingis necessary.