初三英语一对一教学计划 (2)

一对一英语教学计划

一对一英语教学计划引言：在全球化的背景下，英语已经成为了一种必备的语言技能。

对于许多人来说，学好英语已经成为了一种迫切的需求。

在传统的大班教育中，学生难免会遇到个别化的问题，导致学习效果不佳。

因此，一对一英语教学逐渐受到了人们的关注。

本文将介绍一对一英语教学计划，探讨其优势和实施方法。

一、一对一英语教学计划的优势1. 个性化教学：一对一教学可以根据学生的个性、语言水平和学习目标进行个体化的教学安排。

教师可以更好地了解学生的学习特点和需求，制定针对性的教学方案，从而更好地满足学生的需求。

2. 提高学习效果：一对一教学能够更加精准地把握学生的学习进度和掌握程度。

教师可以根据学生的理解能力和学习进度调整教学的难度和内容，使学生能够更好地掌握知识和技能。

同时，教师还可以针对学生的薄弱环节进行有针对性的练习和辅导，帮助学生取得更好的学习效果。

3. 激发学习兴趣：一对一教学能够更好地激发学生的学习兴趣。

教师可以根据学生的兴趣爱好和学习倾向，设计更加个性化和有趣的教学内容和活动，使学生对英语学习保持浓厚的兴趣，提高学习的主动性和积极性。

二、一对一英语教学计划的实施方法1. 进行需求分析：在开展一对一英语教学之前，教师需要与学生进行有效的沟通，了解学生的学习目标、学习背景和需求。

通过需求分析，教师可以了解学生的英语水平和学习特点，为后续的教学安排提供参考。

2. 制定教学目标：在了解学生的需求之后，教师需要制定明确的教学目标。

教学目标应该具体、可衡量和可达成，帮助学生明确学习的方向和目标，激发学生的学习动力。

3. 设计教学内容：根据学生的需求和教学目标，教师需要设计教学内容和活动。

教学内容应该根据学生的学习特点和学习进度进行选择和调整，确保学生能够逐步提高自己的语言能力。

4. 实施教学计划：在实施一对一英语教学计划时，教师需要灵活运用不同的教学方法和教具，帮助学生理解和掌握英语知识和技能。

教师应该及时反馈学生的学习情况，对学生的学习进行指导和辅导，帮助学生解决学习中的问题和困惑。

初三英语一对一教学计划

8.13
①初三Unit1-5；②中考重点短语7；③中考模拟题四；④完形填空专训
8.15
①初二Unit6；②经典单选；③中考模拟题五；④完形填空专训三
8.17
①初三Unit7；②经典单选一；③中考模拟题六；④完形填空专训四
8.20
①初三Unit8；②经典单选三；③中考模拟题七；
教师签字：班主任签字：日期：年月曰
8.3
①状从和感叹句；②中考重点短语3；③10年真题；④短文填空专项训练
8.6
①复习初三Unit1-3；②中考重点短语4；③中考模拟题一；④短文填空专项训练二
8.8
①初三Unit4；②中考重点短语5；③中考模拟题二；④短文填空专项训练三
&10
①初三Unit5；②中考重点短语6；③中考模拟题三；④完形填空专训一
1.反复程度不够；
2.做题不多、不精。
具体问题解决方式：
1.学会整理笔记，多看笔记，多巩固；
2.大量练习。
辅导的内容与计划：
1.预科初三的知识点；
2.大量练题，提高做题技巧。
8月份的具体安排是：
月份
上课内容
7.30
①时态和语态；②中考重点短语1；③分析13年中考题（含听力）；12年真题；
8.1
①宾从和定从；②中考重点短语2；③11年真题；
一对一教师授课计划
学生姓名学生年级初二所学科目英语
针对学生课时制定阶段的辅导计划
学生现状：
该生英语基本功扎实，理解力强，课堂上很配合老师，听课用心，课下作业都能按时完成。只是知识的掌握程度上还不够熟练。比如，词汇记忆的准确率只在90%以上；动词的单三人称和名词的复数掌握不够熟练，导Hale Waihona Puke 失分可惜等。问题出现的原因：

初三英语教学计划(4篇)

初三英语教学计划一教学目标根据国家教委颁发的《九年制义务教育全日制初级中学英语教学大纲》。

通过训练学生的听、说、读、写，使学生掌握最基本的语言知识和语言技能，从而培养学生初步运用英语进行交际的能力;寓教于乐，使学生养成良好的外语学习习惯，为将来的学习打下坚实的基础。

以教材为载体，密切结合教材，在课堂上努力创设各种情景夯实语言知识及语言技能，从而激发学生主动学习英语的兴趣，提高学生的记忆、观察、思维及想象能力，为学生的终身学习奠定基础。

二学情分析九（1）班是原来八（1）和八（2）班学生合并而成，男生占大部分。

从整体情况来看，由于以前调换老师较多，普遍学生英语基础较差，兴趣不高，甚至有部分学生的听说读写能力还不够小学三年级水平，所以在课堂教学时，出现有学生不守课堂规则，不愿听课、睡觉或是做与课堂无关事情的现象，这使得课堂难以调控，难以形成英语学习氛围。

有少部分学生基础较好，自制能力较强，能认真听课，按老师要求完成各项任务，如曾燕鹏、卢杨源、丘思曼等人。

总的来说，本班的英语教学具有挑战性，需要耗费不少时间和精力。

三教材分析九年级英语是人民教育出版社出版的新目标英语，本册书依然是分为SectionA、SectionB、Self-check和阅读四部分，其中A部分为新课呈现，B部分为拓展延伸，教材编排有以下目的：1.要使学生受到听、说、读、写、英语的训练，掌握最基础的语言知识和语言技能以及培养初步援用英语交际的能力;养成良好的外语学习习惯，掌握学习外语的基本方法;为进一步学习和运用英语打下扎实的基础。

2.使学生明确学习英语的目的性，3.培养初步运用英语交际的能力和自学能力。

四课时安排本书为初三全年级用书，共____单元，每单元后都有一篇阅读文章，外加两个复习单元，依据上年度中山市的教学进度，本学期具体安排如下：每单元约____课时时间，在其中考试前上完第六单元，本学期上完第十单元。

五教学措施1、依据学生基本情况，逐步激励学生对英语产生学习兴趣。

辅导班初中英语一对一计划

IntroductionThis comprehensive one-on-one tutoring plan for junior high school students is designed to provide a high-quality, standards-aligned approach to English language learning. It takes into account the multifaceted nature of language acquisition, addressing grammar, vocabulary, reading comprehension, writing skills, listening, and speaking. The plan is tailored to individual students' needs, learning styles, and interests, ensuring personalized attention and progress tracking. The following sections outline the key components, strategies, and assessment methods that will be employed in this tutoring program.1. **Initial Assessment and Goal Setting (300 words)**The tutoring journey begins with a thorough diagnostic assessment to establish the student's current English proficiency level, identify strengths and weaknesses, and gauge their learning style. This assessment encompasses: - **Grammar and Vocabulary Test:** A standardized test or customized assessment to measure the student's knowledge of grammatical structures, tenses, parts of speech, and their ability to use appropriate vocabulary in context.- **Reading Comprehension Exercise:** A graded passage followed by questions to evaluate the student's ability to extract meaning, infer, summarize, and analyze information from written texts.- **Writing Sample:** An essay or structured writing task to assess the student's organizational skills, coherence, grammar, and vocabulary usage in written expression.- **Oral Interview:** A conversation with the tutor to gauge the student's fluency, pronunciation, intonation, and ability to express ideas orally.Based on the assessment results, personalized learning goals will be established, focusing on specific areas for improvement while also nurturing existing strengths. These goals will align with national or international English language standards, such as the Common European Framework of Reference for Languages (CEFR) or the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines.2. **Curriculum Design and Content Coverage (500 words)**The curriculum will be tailored to the student's learning goals and level, encompassing the following core areas:- **Grammar and Syntax:** Systematic instruction on grammatical concepts, sentence structures, and parts of speech, using engaging exercises, real-life examples, and interactive activities to reinforce understanding and application.- **Vocabulary Expansion:** Incorporating thematic word lists, collocations, idioms, and phrasal verbs, taught through contextualized examples, flashcards, and vocabulary games. Emphasis will be placed on active usage and retention strategies.- **Reading Comprehension and Critical Thinking:** Exposure to a variety of text types (e.g., narratives, expository, argumentative) at an appropriate level, with guided reading strategies, comprehension questions, and discussions to foster critical analysis, inference, and synthesis skills.- **Writing Development:** Progressive practice in various writing genres (e.g., narrative, descriptive, persuasive, expository), emphasizing structure, coherence, audience awareness, and editing techniques. Regular feedback and revision sessions will facilitate improvement.- **Listening and Speaking Skills:** Engaging in authentic listening tasks (e.g., podcasts, news clips, videos), followed by comprehension checks, note-taking, and discussion. Role-plays, debates, presentations, and conversational activities will enhance oral fluency, pronunciation, and effective communication.3. **Teaching Strategies and Learning Modalities (300 words)**To ensure an engaging and effective learning experience, the following teaching strategies and learning modalities will be utilized:- **Differentiated Instruction:** Adapting lesson content, pace, and presentation style to accommodate the student's learning style, preferences, and needs. This may include visual aids, hands-on activities, kinestheticexercises, or auditory resources.- **Task-Based Learning:** Encouraging language use in meaningful contexts through authentic or simulated tasks that promote problem-solving, collaboration, and creativity.- **Technology Integration:** Leveraging digital tools such as interactive whiteboards, educational apps, online quizzes, and multimedia resources to enhance engagement, provide instant feedback, and facilitate self-paced learning.- **Flipped Classroom Approach:** Assigning pre-class study materials or videos for students to preview new concepts, freeing up class time for more in-depth discussions, practice, and personalized guidance.- **Metacognitive Strategies:** Teaching students how to monitor their own learning, set goals, manage time, and self-assess, fostering independence and lifelong learning skills.4. **Assessment, Progress Monitoring, and Feedback (200 words)**Regular formative and summative assessments will be conducted to track the student's progress and inform instructional decisions. These may include: - **Formative Assessments:** In-class quizzes, error correction exercises, peer review, and self-reflection tasks that provide ongoing feedback on understanding and skill development.- **Summative Assessments:** Periodic tests, writing assignments, and oral presentations that evaluate the student's mastery of targeted language skills and knowledge over a specific period.- **Portfolio Collection:** Maintaining a record of the student's work, including writing samples, reading logs, vocabulary lists, and audio recordings of speaking tasks, to document growth and showcase achievements.- **Parent-Teacher-Tutor Communication:** Regular updates and progress reports will be shared with parents and teachers, fostering a collaborative support network for the student's English learning journey.ConclusionThis comprehensive one-on-one tutoring plan for junior high school English students offers a high-quality, standards-aligned approach to language learning. By combining diagnostic assessment, personalized goal setting, a tailored curriculum, effective teaching strategies, and rigorous assessment practices, it ensures that each student receives the individualized attention they need to achieve their full potential in English language proficiency. The plan's focus on multiple aspects of language learning – grammar, vocabulary, reading, writing, listening, and speaking –and its commitment to fostering metacognitive skills and technology integration make it a well-rounded and adaptable framework for promoting English language success in the junior high school years.。

初中英语一对一个性化辅导方案

任课教师建议
1.平时要多听英语磁带、英文歌曲、多看英文版电影、电视剧。多读英语单词、课文。多用口语与同学交流。
2.课后作业必须按时如实完成。
3.课后多做练习题并学会整理笔记，把老师要求要记背的东西背会。
阶段课程目标：要学好英语达到初中毕业水平首先要掌握一些基础知识做好大量的铺垫工作，所以本阶段要达到的目的是(1)学会48个国际音标，必须掌握300个基础英语单词和短语，学会20多个日常招呼语。（2）掌握必要的语法知识,包括名词的用法、数词的用法、冠词的用法、人称代词的用法、动词的分类、介词的用法。(3)一般疑问句的用法、特殊疑问句的用法、祈使句的用法。(4)一般现在时的用法、There be句型的用法、现在进行时的用法以及形容词、副词的比较级的用法。
家长意见反馈
家长签名：
教师签名：王军
学管老师签名：
四、1.熟记下列人称代词、物主代词和反身代词。人称代词的用法。一、主格和宾格。2.人称代词的排列顺序。3.形物代与名物代的用法。4.反身代词的用法。5.指示代词。需4课时
五、熟记下列70多个动词。2.动词的分类及用法；系动词、助动词和情态动词。4课时
六、1.掌握下列疑问词、介词以及部分交通工具的词汇2.介词的用法归纳。3.一般疑问句的用法。需4课时
一对一个性化辅导方案上课日期源自2019年9月25日学生编号：
年级：九年级
总课时数：
方案课时：
学生姓名：丁阳
科目：英语
任课教师：王军
学生基本情况
目前学科突出问题：由于孩子没有掌握了学习英语的方法和技巧，感到学习英语很难所以对英语没有兴趣和自信。
心理分析：基础知识掌握的太少是学不好英语的主要原因；有了自信才敢大胆读、说、写和用英语并形成良性循环。

初中英语辅导一对一计划

初中英语辅导一对一计划Middle School English Tutoring One-on-One ProgramWith the increasing importance of English in today's global society, many parents are turning to one-on-one tutoring to help their middle school children improve their English skills. Aone-on-one tutoring program can provide personalized attention, targeted instruction, and individualized support to help students excel in the language.Benefits of a One-on-One Tutoring Program:1. Personalized Attention: In a one-on-one setting, students receive individualized attention from the tutor, who can tailor the instruction to meet the student's specific needs. This personalized approach can help students overcome their weaknesses and build on their strengths.2. Targeted Instruction: A one-on-one tutor can focus on the areas that the student needs the most help with, whether it's grammar, vocabulary, reading comprehension, writing, or speaking. By targeting these specific areas, the tutor can help the student make significant progress in a shorter amount of time.3. Individualized Support: A one-on-one tutor can provide the student with the support and guidance they need to succeedin English. The tutor can help the student set goals, create a study plan, monitor their progress, and provide feedback and encouragement along the way.4. Flexible Schedule: One-on-one tutoring can be scheduled at a time that is convenient for both the student and the tutor. This flexibility allows students to fit tutoring sessions into their busy schedules without disrupting their other activities.5. Building Confidence: By working closely with a tutor in a one-on-one setting, students can gain the confidence they need to speak, write, and engage in English without fear or hesitation. As their skills improve, their confidence will grow, and they will be more willing to participate in class and communicate in English.How to Choose a One-on-One Tutoring Program:When choosing a one-on-one tutoring program for your child, it's essential to consider the tutor's qualifications, experience, teaching style, and approach to instruction. Here are some factors to keep in mind:1. Qualifications: Look for a tutor who is a native English speaker or has a high level of proficiency in English. The tutor should also have a background in education, teaching, ortutoring, as well as a solid understanding of the middle school English curriculum.2. Experience: Choose a tutor who has experience working with middle school students and helping them improve their English skills. The tutor should be able to engage and motivate students, create a positive learning environment, and adapt their teaching methods to meet the student's needs.3. Teaching Style: Consider the tutor's teaching style and approach to instruction. Some tutors may use a traditional approach with textbooks and worksheets, while others may incorporate technology, games, and interactive activities into their lessons. Choose a tutor whose teaching style aligns with your child's learning preferences and goals.4. Communication: Choose a tutor who has excellent communication skills and can effectively communicate with both the student and the parent. The tutor should be able to explain complex concepts in a clear and concise manner, provide constructive feedback, and keep the parent informed about the student's progress.5. Progress Monitoring: Choose a tutor who will regularly assess the student's progress, set goals, track achievements, and adjust the instruction as needed. The tutor should providefeedback and recommendations for improvement, as well as work collaboratively with the parent to support the student's learning.In conclusion, a one-on-one tutoring program can be an effective way to help middle school students improve their English skills, build confidence, and achieve academic success. By choosing a qualified and experienced tutor, setting clear goals, and providing ongoing support, students can make significant progress in their English language proficiency. With the right guidance and instruction, students can overcome their challenges, develop their strengths, and become proficient English speakers, readers, and writers.。

一对一初中英语教案

一对一初中英语教案【篇一：英语教案一对一第二次】【篇二：初三中考英语一对一教案1】龙文教育教师1对1个性化教案教导处签字：日期：年月日第一节单项选择 (共10小题；每小题1分，满分10分)16.---lily is coming by plane tomorrow.---let‘s go to airport to meet her.a. a; ab. /; ac. the; thed. /; the17. don‘t play football in the street. why not ______ it on the playground?a. playsb. playingc. to playd. play18. i am very hungry now. mum, ______ will the meal be ready?a. how soonb. how farc. how longd. how often19. ---where is your mother, li ming?---she the flowers in the yard.a. watersb. is wateringc. has wateredd. will water20. there are so many kinds of mp3 in the shop. we can‘t decidea. what to buyb. to buy whatc. which to buyd. to buy which21. ---jane, you don‘t look well. what‘s the matter?---i _______ too late last night, so i am very tired now.a. called upb. set upc. stayed upd. showed up22. ---would you like some coffee?---yes, please. by the way, do you have any milk? i prefermilk______ coffee.a. fromb. withc. tod. for23. new zealand has two islands. one is north island and________is south island.a. anotherb. the otherc. otherd. the others24. ---danny, i can‘t stop smoking.---for your health, i‘m afraid you .a. canb. mayc. can‘td. must25. finally jack found the wallet for the old lady, ______?a. does heb. doesn‘t hec. didn‘t hed. did he第二节语法选择 (共10小题；每小题1分，满分10分)阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从26～35各题所给的a、b、c和d项中选出最佳选项，并在答题卡上将该项涂黑。

初三英语一对一辅导计划方案

初三英语一对一辅导计划方案One-on-One English Tutoring Plan for Grade 9Introduction:This tutoring plan aims to provide personalized English language support for a Grade 9 student. The plan focuses on improving the student's overall English proficiency, including speaking, listening, reading, and writing skills. The tutoring sessions will be conducted in English to enhance the student's language acquisition and fluency. Each session will consist of a variety of interactive activities and exercises tailored to the student's needs and interests.Session 1: Introduction and Needs Assessment- Warm-up activity: Engage in a casual conversation to get to know the student's interests, hobbies, and strengths in English.- Needs assessment: Conduct a diagnostic test to evaluate the student's language proficiency in different skill areas.- Discuss the student's goals and expectations for the tutoring sessions.第一节：介绍和需求评估- 热身活动：进行一次随意的对话，了解学生在英语方面的兴趣、爱好和优势。

一对一英语教学计划

一对一英语教学计划导言：在当今全球化的时代，掌握英语已成为一项重要的能力。

然而，传统的大班教学模式无法满足每个学生个性化学习的需求。

为了提供更有效和个性化的英语学习体验，一对一英语教学计划应运而生。

本文将介绍一对一英语教学计划的设计和实施，旨在帮助学生取得更好的学习成果。

一、需求分析在设计一对一英语教学计划之前，首先需要进行需求分析。

学生的需求因个体差异而异，了解学生的背景、学习目标以及学习风格对于教学计划的制定至关重要。

教师可以通过与学生的面谈和测试，收集关键信息，包括学生的英语水平、学习动机和时间安排等。

二、目标设定基于学生的需求分析，教师可以设定明确的学习目标。

目标设置应该具体、可测量和可达到。

例如，学生希望提高口语表达能力，则可以设定每周至少进行三次口语交流练习，增加词汇量和流利度。

目标的设定有助于学生清晰明确自己的学习方向，增强学习动力。

三、教学内容一对一英语教学计划可以根据学生的实际情况，有针对性地安排教学内容。

根据学生的英语水平，可以包括词汇、语法、听力、口语和阅读等方面的内容。

重点可以根据学生的需求和兴趣进行调整。

例如，对于口语表达能力较弱的学生，可以加强对话练习和情景对话的训练。

四、学习资源一对一英语教学计划需要准备相应的学习资源以支持教学过程。

教师可以选择适合学生水平和目标的教材、练习册、听力材料等。

此外，互联网上的各类学习资源也可以作为补充教材，提供学习资料和练习题目。

五、评估与反馈一对一英语教学计划应该定期进行评估和反馈，以确保学生的学习效果。

教师可以采用口语测试、书面作业等形式进行评估。

评估结果可以帮助教师了解学生的学习进展，并根据评估结果进行相应的调整。

此外，教师还应及时提供反馈，帮助学生发现问题并改进学习方法。

六、时间安排一对一英语教学计划需要合理安排学习时间。

教师和学生可以共同商定每周的学习时间表，确保每次教学都得到充分的利用。

同时，学生还应自主安排时间进行复习和巩固，保证学习的延续性和连贯性。

初三英语下学期的教学计划（2篇）

初三英语下学期的教学计划一、总体目标1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习能力，争取把课堂变成学生学习的乐园。

2、做好中考总复习工作，抓好尖子生，提高临界生，盯住所有学生，不让一个学生漏掉，鼓励学生向目标迈进，中考争取稳中有升。

2、继续大练基本功，提高自己的教学能力。

3、实行课堂教学改革，创建新型教学模式。

4、走进学生家庭，走进学生的内心世界，挖掘学生的心理资源，建立新型的师生关系，既是教师，又是家长与朋友。

5、指导学生如何预习、听课、记笔记、复习、做作业、小结与讨论，帮助学生养成良好的学习习惯。

三、总体复习思路1、按单元复习。

通览初中教材，进行单元知识点扫描。

目的是对基础知识与基本技能进行系统的复习，把好“基础关”;任务是掌握各单元知识结构，全面地复习知识点，完成理解记忆;重点是重视课标要求与教材的基础作用，强化基础知识与基本技能的训练;面向全体，面向基础。

3、题型专练，模拟演练。

按照中考题型（听力、单项选择、句子翻译、完型填空、阅读理解与书面表达）进行题型专练，了解学生对基础知识与基本技能的掌握情况，抓住中考题型变化，确定训练方式，进行查缺补漏。

最后进行几次中考模拟演练，演练之后教师要精讲精炼，在讲题上下功夫。

四、具体复习内容第一轮：时间安排：____月____日-____月____日阶段目标：完成理解性记忆内容，熟记课文中出现的单词、短语、常用句型;熟练掌握对话与课文内容，所学语法能达到一定的应用程度。

第二轮：时间安排：____月____日-____月____日主要内容：词法包括名词、代词、数词、介词与介词短语、连词、形容词、副词、冠词、动词、句子。

掌握动词六种时态的构成及基本用法与被动语态，即现在进行时、一般现在时、一般过去时、一般将来时、现在完成时、过去进行时。

句法包括掌握陈述句、疑问句、祈使句与感叹句的构成与基本用法，掌握简单句的五种基本句型、并列句、宾语从句、定语从句与状语从句。

英语一对一教学计划

英语一对一教学计划Introduction:In today's globalized world, English has become a vital language for communication and opportunities. As a result, many individuals seek personalized English language learning. This article presents an effective and comprehensive one-on-one English teaching plan, which aims to enhance the student's language skills and boost their confidence in using English. The plan incorporates various activities, strategies, and resources, ensuring a productive and engaging learning experience.Assessment:Before initiating the one-on-one English teaching program, it is crucial to assess the student's current English language proficiency level. This can be done through a placement test or an interview, focusing on the four language skills: listening, speaking, reading, and writing. Based on the assessment results, specific areas of improvement can be identified, guiding the development of the teaching plan.Goal Setting:Once the student's English proficiency level is determined, realistic and achievable goals should be set. These goals should be specific, measurable, attainable, relevant, and time-bound (SMART). For example, a goal could be improving speaking skills by successfully engaging in a ten-minute conversation on a specific topic within three months. Setting clear goals not only provides motivation but also helps track progress throughout the teaching program.Lesson Structure:Each one-on-one English teaching session should have a well-defined structure to ensure the effective utilization of time and resources. The lesson can be divided into three parts: warm-up, core activities, and wrap-up.1. Warm-Up:The warm-up activity serves as a transition from the previous session and prepares the student for the current lesson. It can include vocabulary revision, a short discussion on a related topic, or a brief video/audio clip for listening practice. This section aims to activate prior knowledge and set the context for the core activities.2. Core Activities:The core activities are the main focus of the lesson, targeting the specific language skills that need improvement. These activities can include:a. Reading Comprehension: Using authentic or adapted texts, the student can practice reading skills such as skimming, scanning, and understanding main ideas and details.b. Listening Comprehension: Engaging the student with audio recordings or videos to improve their listening skills, such as identifying specific information, understanding conversations, or watching short lectures.c. Speaking Practice: Encouraging the student to engage in dialogue and conversation, discussing various topics, practicing pronunciation, and expanding vocabulary through role-plays and real-life scenarios.d. Writing Practice: Assigning written tasks, such as essays, letters, or summaries, to improve the student's writing skills, including grammar, punctuation, coherence, and organization.3. Wrap-Up:The wrap-up section summarizes the key points covered in the lesson and provides an opportunity for feedback and reflection. It allows the student to ask questions, share their thoughts on what they have learned, and receive guidance from the teacher. Additionally, assigning homework tasks related to the lesson's content helps consolidate learning outside of the teaching sessions.Materials and Resources:To enrich the learning experience, a variety of materials and resources can be utilized, including:- Coursebooks and supplementary materials- Online resources and interactive websites- Audio and video recordings- Language learning applications and software- Authentic reading materials such as newspapers, magazines, and short storiesProgress Evaluation:Regular evaluation of the student's progress is crucial to track their development and ensure that the teaching plan is effective. Assessments canbe conducted through quizzes, tests, presentations, or projects, tailored to each student's learning style and goals. Additionally, continuous feedback and constructive criticism provide motivation and help identify areas that need further improvement.Conclusion:In conclusion, an effective one-on-one English teaching plan incorporates assessment, goal setting, a structured lesson format, diverse activities, and ongoing evaluation. By tailoring the content to the student's specific needs and providing a supportive and engaging learning environment, this plan aims to enhance their English language skills, confidence, and overall proficiency.。

一对一初中英语教案

一对一初中英语教案【篇一：英语教案一对一第二次】【篇二：初三中考英语一对一教案1】龙文教育教师1对1个性化教案教导处签字：日期：年月日第一节单项选择 (共10小题；每小题1分，满分10分)16.---lily is coming by plane tomorrow.---let‘s go to airport to meet her.a. a; ab. /; ac. the; thed. /; the17. don‘t play football in the street. why not ______ it on the playground?a. playsb. playingc. to playd. play18. i am very hungry now. mum, ______ will the meal be ready?a. how soonb. how farc. how longd. how often19. ---where is your mother, li ming?---she the flowers in the yard.a. watersb. is wateringc. has wateredd. will water20. there are so many kinds of mp3 in the shop. we can‘t decidea. what to buyb. to buy whatc. which to buyd. to buy which21. ---jane, you don‘t look well. what‘s the matter?---i _______ too late last night, so i am very tired now.a. called upb. set upc. stayed upd. showed up22. ---would you like some coffee?---yes, please. by the way, do you have any milk? i prefermilk______ coffee.a. fromb. withc. tod. for23. new zealand has two islands. one is north island and________is south island.a. anotherb. the otherc. otherd. the others24. ---danny, i can‘t stop smoking.---for your health, i‘m afraid you .a. canb. mayc. can‘td. must25. finally jack found the wallet for the old lady, ______?a. does heb. doesn‘t hec. didn‘t hed. did he第二节语法选择 (共10小题；每小题1分，满分10分)阅读下面短文，按照句子结构的语法性和上下文连贯的要求，从26～35各题所给的a、b、c和d项中选出最佳选项，并在答题卡上将该项涂黑。

初三英语的教学计划（五篇）

初三英语的教学计划一、指导思想要面向全体学生，关注每个学生的情感，激发他们的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;突出学生主体，尊重个体差异;采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

1、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，活跃思维，展现个性，发展心智，拓展视野2、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神;二、学生情况分析本学期我开始担任____班的英语教学。

班级里大多数学生能基本掌握所学知识，能听懂并运用所学英语去进行英语交流。

优生少;本班一小部分学生英语有较高的兴趣，能积极学习并参与课堂活动，英语学科成绩较好，但问题学生很多，学生发展参差不齐，部分学生已经对英语失去了信心，还有一部分学生觉得英语越来越难，渐渐力不从心了，不感兴趣了，上课的注意力也不集中了，发言也不是很活跃。

这给教学带来不少困难。

针对这种情况，教学的时候需要注意在备课中增加趣味性，以此来提高学生对的兴趣。

三、教材分析九年级共安排有十五个单元，各单元话题灵活有趣，贴近学生生活实际。

本册书将学习的一些语法知识点有：被动语态，虚拟语气，情态动词，定语从句，动词，过去完成时等。

同时每个单元都增加了文化背景知识和学习策略，并增加了任务型学习成分与语篇输入，提供了一篇具有跨文化内容的阅读及相关的练习，用以训练学生的阅读能力，扩大学生的阅读量。

初三英语的教学计划（二）本学期本人担任九年级的英语教学工作，为了顺利完成教育教学任务，在教学中____新目标教学的要求，特制定本计划。

初三学生英语一对一辅导教学方案

针对xx同学的辅导方案和计划------by -xxx老师一．测试分析报告1.试卷分析本次对xx同学的摸底测试试卷采用花都区2016-2017年花都区八年级英语期末考试试卷，笔试部分总分85分。

何臻同学测试结果得分为23分，得分率为27%，以下是各题的得分具体情况：题型题数总分得分该题得分率单项选择 10 10 2 20%语法选择 10 10 5 50%完型填空 10 15 7.5 50%阅读题7 14 8 57%阅读填空 3 6 0 0%单词填空 5 5 0 0%完成句子 5 10 0.5 0.05%书面表达 1 15 0 0综上，选择题部分得分较高，填空题和作文题得分几乎为零。

2.测试报告何臻同学英语基础比较薄弱，平时考试成绩介于30-40之间，此次摸底测试得分23分，英语大部分看不懂，主要靠猜题等做题技巧得分，得分主要靠选择题，填空题和作文题几乎空白。

这种情况的得分是建立在没有基础做保障的前提下的运气和投机取巧，所以打好基础是关键。

在初二升初三的关键时期，面对中考只有一年的学习和复习时间，打好基础稳步提高是重中之重。

针对于他的这一情况，接下来对于他的辅导计划，前期首先专注于打好基础，教他学习的方法，背记单词和词组短语，重点句型。

再根据成效稳步加深辅导内容的难度。

所以我做出以下三种辅导方案和计划。

二．辅导方案方案（一）从三年级教材开始重新学期，3-8年级一个单元一个单元进行消化。

预计4次课能学完一册。

优点：从最基本的开始学期，可以是基础更加强硬。

缺点：需要的时间比较长，学生家长和老师都需要足够有耐心，取得成效的时间较长。

方案（二）以七年级教材开始精读为主，同时补记3-6年级的单词，接着讲8-9年纪的内容及系统讲语法。

优点：前面3-6年级的内容相对比较简单，主要以记单词为主，可以节省时间提高效率，因为面临初三复习时间有限。

缺点：衔接性不强，前面的知识打的不够牢固，对前面课文得内容有所取舍。

方案（三）以中考题型为主，提前用中考题型进行训练，并对中考题型进行分析，着重辅导。

初三第一学期的英语教学计划5篇

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一对一英语教案计划

个性化辅导方案学生姓名高级中学夏兰年级初三就读学校辅导科目英语老师刘大成学生学习、生活情况分析学习、生主动性较少，自制力较差，注意力不能很好的集中在学习上活习惯学习方法学生的普遍思维模式，在学校学习时沿着老师的步伐走，主动性和自主性较低兴趣爱好电脑游戏运动1.上课听话，学习态度较好。

优点2.该生肯学习，相信如果掌握了良好的学习方法，加强自信心，一定会有较大进步弱点词汇的掌握较少，对于语法的结构概念不是很清晰学生学习的欲望较强只是苦于没有根底以及方法，如果有一定的指导外加练习，综合分析将会有较大的提高学生学习成绩现状及原因分析现状原因1．该生性格比拟外向开朗，在学习过程中情绪平稳。

2..学习态度较好，勤于做笔记，但背书能力较差，对课堂的知识要点不善于总结，归纳为自己的知识。

1．音标没有掌握好，不会根据音标来读和记单3.之前学习根底不牢固，导致现在学习效率词不高。

2．词汇量较少，词组有限对自己没有足够信心，做题和答复下列问题时，3．语法欠缺，遇到语法题目就发懵，语法基没有学会分析，没有真正的去回想自己所础比拟差，不能很好的去分析句子学的知识。

学习过程中没有执着的精神，对课堂知识的掌握停留在外表，不善于主动向老师表达自己不懂的地方。

针对性培养方案校循环地复习和记忆单词、词组。

每次课上都花点时间复习上次课所学的内容学习、生区活习惯的培养家对学生要有耐心，并及时给予适当的夸奖和肯定，增强学生自信心。

长课后练习校1．由于该生语法根底较差，在平时讲题过程中多注意其薄弱的语法局部，进及家庭作区行差漏补缺。

课后布置其相关习题，多加练习。

业的催促家不要给学生过多的压力，但也不能太过放松，催促好学生的学习。

长1．根底知识要能完全掌握，并能融会贯穿。

学习方法校2．每天及时稳固当天的授课内容，对所学知识进行系统复习，以便更好的掌的改善及区握。

培养3．形成良好的答题习惯，思路要清晰，考虑要全面。

1.由于该生语法根底较差，在平时讲题过程中多注意其薄弱的语法局部，进行差漏补缺。

9A-UNIT2一对一教案

---- Yes,Ican’t wait any longer.
A. shall B.can C.need D.must
10、require 动词，需要，要求
require sth. 需要某物
require doing= require to be done 需要做某事，含有被动意义
例如：The room is too dirty.It requires cleaning.(=It requires to be cleaned.)
你知道颜色能够影响我们的心情吗?
affect 作及物动词，意为“影响”，主语多为物，常用主动形式。
例如： The amount of rain affects the growth of the crops.
雨量影响农作物的生长。
若主语为人时，多为被动形式。
例如： She was deeply affected by the news of her father’s death.
例如： The boss made the workers work without any rest. 老板强迫工人干活而不让休息。
（）The movie“Mr. Bean” made us _________ a lot last night.
A. laugh B. laughed C. to laugh D. laughs
A. 本句中的promise 作动词，意为“允诺、答应”
Promise to do sth. 答应做某事，Promise 后也可接that 引导的宾语从句。
例如： He promise to keep the secret for me. 他答应为我保守秘密。
B．successfully 是successful 的副词形式，意为“成功地”

成都智康1对1九年级英语辅导课程

成都智康1对1九年级英语辅导课程一、成都智康1对1初三英语辅导课程介绍初三英语是初中英语的总结，同时又是更高级别英语学习的起点，意义重大。

知识层面，在升级复习之前知识点的同时融入新的语法和词汇的学习，使知识架构更加完整。

系统性方面，从词类，句法，题型三大角度复习中考所有覆盖考点，并且时刻关注和解析中考最新动态，与时俱进。

经过课本，知识点，真题三个阶段的系统备考，使学生循序渐进的学习，得到持续的提升，取得的进步。

赢在中考，赢得更加美好的明天!二、成都智康1对1初三英语辅导课程大纲三、成都智康1对1初三英语辅导教学目标1、百尺竿头更进一步，为中考冲刺做好准备。

2、掌握初三重要基础知识，中考必考点及易错点。

四、选择成都智康1对1的理由1、专业的入学测试，定制针对性解决方案每一位初次来到智康的学员都将接受免费测评。

测评结束后，课程顾问通过对学员的测试结果分析，同时结合学员的过往学习背景和学习问题为其设计科学的针对性解决方案，并匹配的教学老师及服务。

2、因材施教，专属1对1教学智康将会为每位学员组建教学服务团队，包括优秀教师、课程督导、教研团队、心理辅导师、课程顾问，为学员提供专属教学服务，让每位学员在充满乐趣、文化、轻松的教学氛围中有效地吸收知识。

3、全方位的课程辅导与学员跟踪机制相结合进入智康的学员，将享有阶段性学习检测、智康教师课堂反馈、免费心理辅导等全方位的课程辅导服务;还将会有课程督导全程跟踪学习反馈、进步学员专属奖励等跟踪服务。

4、连续多次举办好学乐知颁奖活动智康1对1每年举办大型颁奖活动，用于奖励小升初，杯赛及中高考成绩大幅度提高和取得较高分数的学员。

除外还会为家长和学生提供育子分享、经验心得、亲子沟通等。

至今已有三届，受益人群达万人。

四、成都中考情况介绍：2012年成都市五城区及高新区省级及以上示范性普通高中填报志愿指导线为588分。

今年中心城区中考报名总人数为40239人，城区普通高中提供16957个学位，其中：省级及以上示范性普通高中(含按规定在批招生的学校、同一学校的不同校区)27所，招生计划共10610名(不包括部分学校招收外地班、宏志班等招生计划);市级示范性普通高中及一般普通高中13所，招生计划共2650名;民办普高16所，招生计划共3697名。

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