摘要：AbstractThis study tried to find out how teachers thought about continuity in English curriculum between elementary and middle school. For achieving the goal, the authors implemented a survey toward 103 teachers and analyzed the quantitative and qualitative responses. The most of the participants comprehended own school level English curriculum however, only a few teachers comprehended other school level English curriculum. In case of understanding of activities, it was unveiled that middle school teachers’ cognition to the activity was vague as they usually didn’t utilize activities in their daily teaching. Furthermore, teachers’ cognitions to continuity in activity, difficulty and amount of learning were all negative.
