小学三年级英语学困生辅导 计划

小学三年级英语课后延时服务计划
为了帮助优秀的学生更优秀，学习困难的学生克服困难迎头赶上，制定本学期三年级英语课后服务计划。

一、学情分析
三年级的英语学习正处于从易到难的过程，学生逐渐接触各种语法句型。

英语基础扎实的学生接受能力则较强，反之，基础薄弱的学生则会出现各种困难，逐渐丧失学习英语的兴趣。

所以为了提高学生的英语学习水平和兴趣，我准备采用集体帮扶和个别指导的方式，力争做好学生的课后服务工作。

二、服务措施
1、优等生
（1）对其进行培优思想教育，培养渴求知识的兴趣和愿望。

（2）注意培养优等生的英语阅读好习惯，提高个性体验和理解能力。

（3）每节课鼓励他们进行课外阅读，借此拓展学优生的词汇量和英语语感，提升学优生对英语的兴趣和爱好。

2、学困生
（1）加强对学困生的课堂管理，经常鼓励学困生。

（2）动脑筋、想办法，提高学困生的学习积极性，激发学困生的学习兴趣，变“要我学”为“我要学”。

（3）找学困生谈心，拉近师生距离，教育他们明确学习的重要性，端正学生的学习态度。

（4）逐步了解每个学困生知识的薄弱处，对症下药，有针对性的对其进行服务，比如多背单词和基础举行，夯实基础。

诚挚希望通过课后服务，每个学生都能有所进步，每天进步一点点，积少成多，不断提高学生整体英语学习水平。

优秀生、学困生辅导计划一个班集体，难免会有一些学习基础好和学习基础较差的学生。

我们不能选择适合教育的学生，只能选择适合学生的教育。

学困生主要困在学习不去努力，对学习没信心，没兴趣，基础知识掌握的较差。

有的是差在口语，有的差在听力。

因此学困生辅导重点放在激发学生学习兴趣，鼓励创造性思维上。

一、学困生原因分析1、由于智力较差或纪律较差，很多问题讲几遍，他们照样记不住。

2、缺乏自觉学习的积极性，懒散爱玩，上课小动作多，注意力不集中。

3、在家庭方面，有的家长对学生太过溺爱，因此，个别学生家庭作业完不成，或边看电视边写作业。

多数学生是留守儿童，爷爷奶奶没文化，对孩子的学习不能及时辅导，还有部分父母感情不好，离异，孩子无人问津。

二、方法与对策1、坚持"三心""两信"，做到理解尊重。

所谓"三心"就是爱心、信心、耐心；所谓"两信"就是信任、信用。

2、坚持动情、明理、导行的基本准则。

转化学困生是学校教育的一项重要工作，其根本目的是引起学生的思想转变，使学困生真正提高认识、提高觉悟、提高思想素质，变得有道德、有教养、有纪律，从而少犯错误。

3、把握好学困生容易反复的几种情况，未雨绸缪，防微杜渐。

学困生的转化工作一般包括五个环节：醒悟、改悔、反复、稳定、发展。

这五个环节是互相联系，互相影响的。

三、主要措施：1、配优措施首先，作好优秀生思想工作，经过给他们作思想交流，使之有着不断的动力去发奋学习、刻苦读书，这部分学生的工作一旦做好，他们不但影响着自己，还会带动一批学生，使班级朝着良性的方向发展，为更好的形成良好的班风、学风作了很好的铺垫。

2、辅困措施既然优生差生已是客观存在，就要正视这一客观现实，就要因材施教，因人施教。

对差生要先肯定他们的长处，关心他们的学习，再帮助他们分析考试失利的原因，及时防止他们可能产生的自暴自弃思想苗头。

①实行以点带面来全面提高，使学生观念进行转变。

三年级英语学困生转化计划及措施全文共3篇示例，供读者参考篇1A Plan to Overcome My English Learning StrugglesAs a third grade student, I've always found English to be one of the most challenging subjects. From the very beginning, the rules of grammar, pronunciation, and vocabulary seemed like an impossible puzzle to solve. While my classmates seemed to grasp the concepts with ease, I found myself falling further and further behind. However, this year, I've decided to take a proactive approach and develop a comprehensive plan to overcome my English learning difficulties.The first step in my plan is to identify the root causes of my struggles. Through self-reflection and discussions with my parents and teachers, I've realized that my primary challenges lie in three areas: vocabulary retention, reading comprehension, and speaking fluency.Vocabulary Retention:One of the biggest obstacles I face in learning English is remembering new vocabulary words. It seems like no matterhow many times I study and practice, the words just won't stick in my mind. To combat this issue, I plan to implement the following strategies:Create a personalized vocabulary journal: I will keep a notebook where I write down new words, their definitions, and example sentences. I'll also include visual aids, such as drawings or pictures, to help cement the meanings in my memory.Utilize flashcards and study apps: In addition to my vocabulary journal, I will make flashcards for new words and use language-learning apps to reinforce my understanding through interactive exercises and games.Incorporate vocabulary into everyday life: I will make a conscious effort to use new vocabulary words in my daily conversations and writing assignments, ensuring that they become a part of my active vocabulary.Reading Comprehension:Reading comprehension has always been a challenging area for me. I often find myself struggling to understand the main ideas and details in English texts. To improve in this area, I plan to implement the following strategies:Pre-reading activities: Before diving into a text, I will familiarize myself with the topic by researching background information and making predictions about the content.Active reading techniques: While reading, I will employ strategies such as note-taking, questioning, and summarizing to ensure that I'm actively engaging with the material.Guided reading practice: I will seek out opportunities to read aloud with my parents, teachers, or classmates, allowing them to provide feedback and support as needed.Speaking Fluency:Expressing myself clearly and confidently in English has been a significant hurdle. To improve my speaking fluency, I plan to:Participate in language exchange programs: I will join online language exchange platforms or local conversation groups to practice speaking English with native speakers or more advanced learners.Record and self-evaluate: I will record myself speaking English and listen back to identify areas for improvement, such as pronunciation, intonation, and sentence structure.Immerse myself in English media: I will make a conscious effort to watch English movies, TV shows, and online videos toexpose myself to natural language patterns and improve my listening comprehension.In addition to these targeted strategies, I will also seek out extra support and resources to aid in my English learning journey. This includes:Communicating regularly with my English teacher: I will schedule regular check-ins with my English teacher to discuss my progress, ask questions, and seek guidance on areas where I need extra support.Exploring online resources and tutoring: I will research and utilize reputable online resources, such as educational websites, language-learning platforms, and consider seeking the assistance of a private tutor if necessary.Joining an English study group: I will look for opportunities to form or join an English study group with classmates who share similar goals, allowing us to support and motivate each other throughout the learning process.I understand that overcoming my English learning difficulties won't be an easy task, but I'm committed to putting in the hard work and dedication required. By implementing thiscomprehensive plan and making English a priority in my daily life, I'm confident that I can transform my struggles into success.The journey ahead may be challenging, but with perseverance and the right strategies in place, I will conquer the English language one step at a time. I'm determined to become a confident and proficient English learner, and this plan is the first step towards achieving that goal.篇2A Transformation Plan for Struggling English LearnersI remember the first day I stepped into Mrs. Anderson's third-grade English class. My heart was pounding, and my palms were sweaty. I had always found English to be a challenging subject, and the thought of another year filled with grammar rules, vocabulary lists, and reading comprehension exercises made my stomach churn.Unfortunately, my fears were realized as the weeks went by. I found myself constantly falling behind, struggling to keep up with the pace of the lessons. The words seemed to jumble together on the page, and no matter how hard I tried, I just couldn't seem to grasp the concepts.It was then that Mrs. Anderson approached me with a kind smile and a proposal – a transformation plan tailored specifically to my needs as a struggling English learner. At first, I was skeptical. After all, I had tried countless techniques and strategies in the past, only to be met with disappointment and frustration. But Mrs. Anderson's genuine concern and unwavering belief in my abilities convinced me to give it one more try.The first step in the transformation plan was to identify my specific areas of weakness. Through a series of assessments and one-on-one conversations, we pinpointed that my greatest challenges lay in reading comprehension and vocabulary acquisition. Armed with this knowledge, Mrs. Anderson crafted a personalized learning plan that addressed these areas head-on.For reading comprehension, we implemented amulti-sensory approach. Instead of simply reading texts and answering questions, we engaged in activities that involved acting out scenes, creating visual representations, and discussing the material in depth. This hands-on approach helped cement the concepts in my mind and made the stories come alive in a way that traditional methods had failed to do.To tackle vocabulary, we adopted a strategy called "Word Families." Rather than memorizing isolated words, we explored groups of related words, their roots, prefixes, and suffixes. This not only expanded my vocabulary but also provided me with a deeper understanding of the English language's structure and etymology.But the transformation plan wasn't just about academic strategies; it also addressed the emotional and motivational barriers that had been holding me back. Mrs. Anderson recognized that my struggles had taken a toll on myself-confidence and enthusiasm for learning. She made it a priority to celebrate even the smallest of victories, offering praise and encouragement at every step.One particularly memorable moment was when she introduced me to a concept called "growth mindset." She explained that intelligence isn't a fixed trait but something that can be developed through hard work and perseverance. This simple idea was a game-changer for me. Instead of feeling defeated by my struggles, I began to view them as opportunities for growth and learning.As the weeks turned into months, I started to notice a remarkable transformation. The once-dreaded English lessonsbecame something I looked forward to, and the words that had once seemed like indecipherable gibberish now flowed smoothly from my tongue. My confidence soared, and my love for the English language blossomed.But perhaps the most significant change was the shift in my overall attitude towards learning. I no longer saw subjects as inherently "good" or "bad"; instead, I embraced the idea that every challenge was an opportunity to grow and expand my knowledge.Looking back, I realize that the transformation plan wasn't just about improving my English skills; it was about equipping me with the tools and mindset to tackle any obstacle that life might throw my way. Mrs. Anderson's unwavering belief in me, coupled with her innovative teaching methods, helped me break through the barriers that had been holding me back for so long.As I move on to the next grade level, I carry with me the lessons and strategies I learned through this transformative experience. I am no longer a struggling English learner; I am a confident, capable student ready to embrace new challenges and continue growing in my abilities.To any student out there feeling lost or overwhelmed, I want to offer you a message of hope. With the right support, guidance,and mindset, any obstacle can be overcome. Embrace your struggles, lean into the discomfort, and know that every setback is an opportunity for growth and learning.And to the teachers who tirelessly dedicate themselves to nurturing the minds and spirits of their students, I say this: Your impact extends far beyond the classroom walls. You have the power to change lives, to ignite passions, and to unlock potential that even your students may not realize they possess.So let us embrace the transformative power of education, and together, we can create a world where every student has the opportunity to soar.篇3A Transformation Plan to Help Struggling Third Grade English LearnersAs a third grader, I know just how tough learning English can be sometimes. The rules don't always make sense, there are so many exceptions to memorize, and don't even get me started on spelling! Some of my classmates seem to just "get it" while I find myself struggling to keep up. But I'm determined to turn things around this year and become an English star student. Here's my personal transformation plan to boost my English skills:Ök's Reading AdventuresThey always say that the more you read, the better you'll get at any language. I've found this to be super true with English. Whenever I pick up a book, I get exposed to new vocabulary words and grammar structures in context. The stories make everything click a little better in my mind.My goal is to read at least one English book per week, even if it's a short one. I'll pick high-interest genres like mysteries, adventures, and funny stories. The school library has a great selection I can't wait to explore. Mrs. Roberts, our reading teacher, also gave me a long list of can't-miss book series for 3rd graders. I'm most excited about Junie B. Jones, Horrible Harry, and The Magic Tree House.To make it a well-rounded plan, I'll listen to audiobooks too whenever I'm in the car, helping with chores, or just relaxing. Hearing words pronounced properly will reinforce what I'm learning from reading. I'll feel like I'm being coached by a personal English tutor!Daunting Dictionary DivesAs much as I'd love to learn solely through reading fun books, I know that's not realistic. Sometimes you just have tocrack open a dictionary and do the hard work of memorizing new words and definitions. Vocabulary is one of my biggest weaknesses, so I need to hit it hard.Every week, I'll master 10 new vocabulary words from the 3rd grade Dolch word list. I'll write each word on an index card along with its definition, a picture clue, and a sample sentence using it. Then I'll spread the cards out and flip through them each night before bed. After a couple weeks of this routine, I'll have a stack of mastered words I can refer to anytime.Mixing it up, some weeks I'll target words from an upcoming story we're reading in class. Learning topic-specific vocab ahead of time should boost my comprehension. Other weeks, I'll pick random words that stump me when doing worksheets or writing assignments.Write, Write, and Write Some MoreReading and building vocabulary are a great start, but I won't truly own the English language until I can express my thoughts fluidly through writing. Practice makes perfect with this skill.Each week, I'll write at least two journal entries of 5-7 sentences each. I can write about anything I want - somethingfunny that happened at school, what I had for lunch, or a creative short story. The topic doesn't matter as much as letting my ideas flow and seeing how to structure sentences properly.I'll also start keeping a "freewriting" journal for those times when I have just 5-10 minutes to kill. I'll open up to any page and go – writing as much as I can without stopping until time runs out. It's a fun way to think in。

小学三年级英语学困生转变工作计划一、学情剖析：三年级学生的年纪在九到十岁左右，生性开朗好动，喜爱直观形象思想，对游戏、比赛、画画特别感兴趣。

学生学英语不久，有可能说的不好，有的还不敢说，讲堂上要以夸奖为主，着重培育学习英语的兴趣，鼓舞他们勇敢说、踊跃做、努力唱！经过教课过程中的一段时间的察看，班学生根源复杂相对说学困生也许多。

主要表现为：1、他们自制能力差，上课易走神。

2、部分学生没有养成优秀的学习习惯。

3、部分学生养尊处优贪玩好耍。

4、少部分学生的家长不注意配合。

二、工作举措1、要正确对待后进生的形成原由。

2、对待后进生要充满信心。

3、要以夸奖为主激励后进生的转变。

夸奖的力量是无量的，每个学生都有自尊心、荣誉感，都希望获取教师、同学的信任、赞誉，后进生也不例外。

4、要关怀爱惜、相信后进生。

苏联教育家霍姆林斯基以前说过：“教育技巧的所有神秘也就在于怎样爱惜小孩，”假如教师爱惜学生，体谅关怀学生，学生亲其师，就会信其道，才会效其行。

因此教师更应当走进学生的心里世界，特别是“后进生”的心里世界。

只有这样，他们才有可能沿着教师的希望发展。

5、要创建时机，让后进生获取成功。

每个学生都盼望获取成功，特别是后进生，教师应重视学生的这类心理。

“热爱是最好的老师” ，只有让学生对学习产生浓重的兴趣，有一种激烈的求知欲，才会收到优秀的教育成效。

为了激发学生的自信心，在学习上经过个别指导、补课等活动，使他们的成绩提升。

6、严格要修业生恪守纪律，形成优秀的讲堂纪律和行为纪律。

很多学生成为“后进生”不是智力不够而是学习习惯不好。

俗语说：没有规矩不可方圆。

学习也是同样。

大部分优等生都有很好的学习习惯。

因此平常我特别着重“后进生”学习习惯的养成。

比方有的学生上课不仔细听讲，总喜爱做小动作。

我就静静跟他达成协议好，假如他表现好我就会很高兴的笑表示对他的欣赏，假如他表现不好我就会看看他而后很高声的授课以示提示。

7、着重养成教育，对还没形成优秀习惯的后进生进行仔细、耐心的教育。

小学英语学困生三年级辅导计划(总6页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--小学英语学困生三年级辅导计划一、辅导思想为了落实好学困生的辅导工作，在学困生的转化工作中，科任教师除了倾注爱心，发现学生的闪光点，对学困生要因材施教，抓好复习和预习工作外，还要注重学困生非智力因素与智力因素的的培养，运用恰当而有效的方法。

二、“培优辅差”对象培优对象：陈川周贵坚周若贤陆秀英吴永花等学困生名单：李建林李光霞张梦居周兴达蔡庆银等三、学困生形成原因情况分析（一）．学困生形成的家庭原因父母的不良言行举止直接影响着孩子的健康成长，家长监管不利。

（二）．学困生形成的学校原因教师思想教育不力以及片面追求成绩。

对学困生辅导不及时，缺少有效的方法，他们自己放松要求。

（三）．学困生形成的社会原因人们的人生观、价值观随着潮流在不断变革，思想意识使部分学生受到金钱至上、享乐主义、读书无用等错误思潮的影响，偏离了健康成长的道路。

（四）.学生因素1、不良的学习习惯学困生课前不预习；课堂上心不在焉，游戏教学时，偶尔也能吸引他们的注意力，但很快便消失了；作业不完成，如有完成也是为了应付，往往用抄袭来蒙混过关；课后更谈不上复习，一下课就什么都扔到一边。

久而久之，就养成了惰性。

2、缺乏学习动机，目的不明确小学阶段英语课时安排不多，许多学生认为语文数学很重要，而对英语学习不够重视。

部分学生认为英语没多大用处，这些学生一开始就无动力，失去了目标，自然就成了学困生。

几乎所有的英语学习学困生对学习外语的动机不明确。

他们没有树立起“我要学”的思想。

这导致他们对外语的兴趣不浓厚，甚至不愿学而放弃这门功课。

3、意志薄弱,缺乏毅力学习优秀的学生一般都具有坚强的意志，他们能够克服困难，战胜自我，从而达到目的。

而学困生则不然，他们在经历一、二次默写或考试失利后就垂头丧气，一遇到困难，就向其低头，失去学习信心，对英语学习兴趣产生动摇。

小学三年级英语学困生帮扶计划一、帮扶对象。

咱班那几个一上英语课就愁眉苦脸，感觉像听天书的小迷糊蛋们。

他们对英语单词的记忆就像金鱼的记忆，刚学就忘；对于简单的英语对话，也是结结巴巴说不利索。

二、帮扶目标。

1. 短期目标。

- 让这些小家伙能熟练地读出课本上的单词，不再把“cat”读成“car”，把“red”读成“read”这种搞笑的错误啦。

- 能简单地用英语打招呼，像“Hello! How are you?”“I'm fine, thank you.”这种基本对话得顺顺当当说出来。

2. 中期目标。

- 可以看着课本上的小短文，比较流畅地读出来，而且能理解大概的意思。

- 能够用英语介绍自己，比如“My name is... I'm... years old. I like...”之类的。

3. 长期目标。

- 在英语考试中，能达到及格线以上，不再一看到英语试卷就想躲猫猫。

- 可以自信地和小伙伴用英语聊聊天，讲讲自己的小爱好或者小经历。

三、帮扶措施。

1. 趣味单词记忆法。

- 玩单词卡片游戏。

我会制作一些色彩鲜艳、大大的单词卡片，卡片的一面是单词，一面是对应的图画。

先给他们看图画，让他们猜单词，然后再反过来验证。

这样就像玩猜谜语一样，比干巴巴地背单词有趣多啦。

- 编顺口溜。

比如说“big大，small小，一只cat喵喵喵”。

把单词编成朗朗上口的顺口溜，他们读着读着就记住了，而且还不容易忘。

2. 对话练习。

- 角色扮演。

我们就像小演员一样，把课本上的对话场景演出来。

比如在商店买东西的对话，一个当售货员，一个当顾客。

在这个过程中，他们既能练习口语，又能感受到英语在生活中的实际用处，就不会觉得英语那么枯燥啦。

- 日常对话打卡。

每天给他们布置一个小任务，比如和爸爸妈妈或者小伙伴用英语说一句简单的话，像“Good morning”，然后让家长拍个小视频或者签个字证明完成了任务。

这样慢慢地，他们就习惯用英语说话了。

学困生帮扶计划三年级英语As a third-grade student, the Study-Aid Plan for Students in Difficulty includes personalized tutoring, study skills workshops, and academic counseling. The program aims to provide support and resources to help struggling students improve their academic performance and build confidence in their learning abilities.The personalized tutoring component of the program pairs students with a qualified tutor who can provide one-on-one support in specific subject areas. This allows students to receive targeted assistance and individualized attention to address their learning needs. The tutors are trained to adapt their teaching methods to accommodate different learning styles and abilities, ensuring that students receive the support they need to succeed.In addition to tutoring, the program also offers study skills workshops to help students develop effective study habits and time management strategies. These workshops cover a range of topics, such as note-taking techniques, test preparation, and organization skills. By equippingstudents with essential study skills, the program empowers them to become more independent and efficient learners.Furthermore, academic counseling is an integral part of the Study-Aid Plan for Students in Difficulty. Professional counselors work with students to identify academic challenges, set achievable goals, and develop personalized action plans to improve their academic performance. Through regular counseling sessions, students receive guidance and support to overcome obstacles and stay on track with their academic responsibilities.Overall, the Study-Aid Plan for Students in Difficultyis designed to provide comprehensive support to struggling students, addressing their academic needs and empowering them to succeed in their studies.作为三年级学生，学困生帮扶计划包括个性化辅导、学习技能讲习班和学业指导。

三年级英语差生辅导记录情况
辅导记录情况：三年级英语差生
学生姓名：小明
年级：三年级
辅导日期：XXXX年XX月XX日 - XXXX年XX月XX日
一、学生情况分析：
小明在英语学科上表现出明显的困难。

他的词汇量有限，语法知识薄弱，阅读能力较差，听力理解也有困难。

他的学习态度认真，但学习方法不当，导致学习效果不佳。

二、辅导目标：
1. 增加词汇量，提高阅读能力。

2. 掌握基本语法知识，提高写作能力。

3. 提升听力理解能力。

4. 增强对英语学习的兴趣和自信心。

三、辅导内容及方法：
1. 词汇学习：采用游戏、图片、实物等多样化的教学方式，增强词汇学习的趣味性，并通过定期的词汇小测验来检验学习成果。

2. 语法知识：选取简单易懂的例句进行讲解，通过模仿造句、编写小短文等形式进行练习，帮助学生理解并运用语法知识。

3. 阅读训练：选择适合小明水平的英文绘本，指导他进行阅读，培养阅读习惯和技巧。

4. 听力理解：利用英语儿歌、故事等素材进行听力训练，通过反复听、跟读等方式提高听力理解能力。

5. 学习态度与习惯：鼓励小明树立正确的学习态度，培养良好的学习习惯，如定期复习、积极参与课堂活动等。

四、辅导效果：
经过一段时间的辅导，小明在词汇量、语法知识、阅读能力和听力理解方面都有了一定的提高。

他的学习兴趣和自信心也有所增强。

下一步，我们将继续关注小明的英语学习进展，为其提供更多帮助和支持。

小学三年级英语上册优生和学困生辅导计划本学期我担任三年级上册的英语，学困生在学习上总的特点是学习依赖思想严重，没有独立思考勇于创新的意识，遇到较难的题便等老师的答案，针对这一实际情况，我首先要想方设法调动学生的学习积极性，更重要的是做好学困生的转化工作。

在工作中，我十分重视对学生一视同仁，不溺爱优秀生，不鄙视后进生。

优生的智力较好，更重要的是学习习惯好，肯下功夫，学习积极主动。

因此在教学过程中，对这部分学生在提出与其他学生相同的基本性要求的基础上，适当提高要求，增加难度，提供可选择的作业或任务，引导学生独立完成，并在必要的情况下给予帮助。

针对以上这些实际情况，我制定了详细的优生、学困生辅导计划，提出了具体的措施，具体辅导计划：一、优生的培养1、根据学生以往的学习情况和表现，选拔出本年级英语一部分拔尖、有一定潜力的学生作为培养对象。

2、分层布置作业和学习任务，避免优生在学习上吃不饱的现象。

3、做好计划和目标，按计划和目标对培养对象进行定时定量的培训与辅导，利用选修课和其他部分时间进行。

4、鼓励优生多进行课外学习。

5、鼓励优秀学生参加各种竞赛活动，给予赛前辅导。

并能取得优异的成绩。

二、学困生的辅导1、从智力因素、学习习惯、学习兴趣、家庭环境等各方面了解学生落后的原因，以便于因材施教。

2、课堂里多注意学困生，课后给予他们特别的辅导，或者通过一帮一活动，发挥集体的力量，让优生来帮助学困生。

3、和学困生交朋友，多做他们的思想工作，帮助他们分析自己的优势与不足，指出前进的方向。

要对学困生的内心世界有了一定的了解，我发现转化学困生首要的工作是尊重他们做一个快乐的人，一个自强不息的人。

4、分从次设计目标，给学困生制订能够完成的目标，使其能真正感到成功的喜悦。

定期与学生进行口语、听力、阅读等方面的练习与讨论，提高其英语运用能力。

5、善于发现他们的闪光点，及时给予表扬鼓励。

让他们也能享受成功的快乐，找回自信和自尊，激起他们克服困难的信心和勇气。

小学英语培优辅差工作计划一，指导思想：实现我国"科教兴国"的国策，必须从理论上，实践上展开对培养尖子生指导，学困生研究和实验，为了全面提高三年级的英语成绩，体现出"尖子生吃好，中等生吃饱，学困生吃了。

"二，具体目标：使优生"吃得饱"，后进生"吃得了"，快者快学，慢者慢学，先慢后快，全面提高。

三，学习情况分析：优生：学习习惯较好，能认真听讲，思维活跃，勤学好问，善于发现解决问题，对知识的应用能力较强，课堂积极发言，课后及时复习，基本上掌握了一定英语学科的学习方法和学习技巧，有一定的阅读能力。

优生名单：林于婷，陈怡静，洪玮琦，林靖涵，政男，郑钊翰，张任捷，郭瑞，张浩，焕亮，陈楠，刘婉约，张思思，陈少婷，昂蔚差生：缺乏学习兴趣和积极性，学习习惯差，上课不认真听讲，经常开小差，对基础知识没有基本的了解和掌握。

学习态度不端正，学习态度消极，无所谓的态度突出，没有学习方法，对不懂的知识点，常常不理睬，对知识的应用较差。

差生名单：林智进，陈彦陆，郑楚耀，黄帝扶，张琼佳，杨绍陆，陈佳茵，苏子洁，谢辉彬，郑立盛，林笃炫，四，具体措施：(1)培优措施：加强基础知识与交际运用能力的训练，拓宽知识面，多做习题。

对于内宿生的优生，晚上他们都很快完成家庭作业，来办公室主动找老师出习题训练。

自已也订了小学英语一点通，里面包括小故事，笑话，写作等，借给优生阅读。

对于走读优生，另出培优题训练。

单元测试后各选前五名进行对抗赛，拓宽知识面。

(2)差生措施：差生形成是有原因的，社会的，学校的，家庭以及个人的因素，所以要搞清楚，每个后进生形成的原因，然后对症下药。

如黄帝扶,杨绍陆是全宿生，家长很少关注他们的学习，上课不认真，经常开小差，基础知识差，对于这两位努力做到不歧视，多鼓励，耐心细致地帮助，上课多留意，下课督促他们及时完成相关作业，必要时降低作业要求。