One on One English (1on1 English)

One on One English (1on1 English)

One on One English (1on1 English)

Learning goals

What is One on One English (1on1 English)?

One on One English is a platform where we connect English learners with Native English Teachers to engage in our Virtual Classroom while using our certified curriculum. We also support our clients with pre-work, homework, scheduling, and more all within our offerings..

Recommended Usage

We suggest 3 classes a week ~ 75 minutes a week.
Age Range0-4, 8-10, 14-16, 5-7, 11-13
PoliciesTerms of Service
- Teachers should have a laptop (iOS/Windows) that can perform a video conference application. - Students should have a laptop (for best experience), a tablet, and/or a mobile phone. - Parents should have the knowledge to 1. Log into a web page 2. Download an application onto their phone and/or tablet 3. Update passwords when necessary
Parent/Learner: Onboarding Email with User Guide. Additional support with customer service (via phone/email/etc) if any issues arise. Takes less than 15 minutes to support these cases. Teacher: 1:1 Training for 1 hour. Onboarding email and web page with user guide (updated with new features). Additional support with teacher support (via email/instant messenger) if any issues arise.

One on One English (1on1 English) Pricing

Pricing Plans
Not provided by vendor.

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Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
The interaction in lessons is based flipped classroom idea; the students will familiarize with the topic on pre work lessons, then have the online lessons with the teacher and also do some homework. The solution provides digital feedback as points and badges, and during the live sessions, the teacher makes sure the student is engaged. Both the video lessons and the platform activities call for different types of production from the student.
The solution aims to keep up the user's interest during the progress: It proceeds in a straightforward and simple structure, which easy to embrace for young learners. In addition to learning and practicing with new material, during the face-to-face part the solution supports learning through creative tasks. Students are given ample opportunities to apply knowledge gained from previous lessons. This might come in the form of writing a short story or expressing personal experiences or opinions.
The solution has pre-determined lesson objectives (as is appropriate for learners at this stage of second language acquisition), but still contains exercises which allow students to apply knowledge in a largely independent manner, such as writing a short story. During video lessons, teachers can tailor their presentations as needed to better suit a particular student's learning style. The online lessons and the quality of the teachers is a great strength, which allows personal support.
The collaboration between the teacher and the student is active and very seamless during the online lessons. The digital execution of the lessons and the pedagogical solutions to overcome the 'screen in-between' the teacher and the student seem to be working well. Therefore the technology doesn't create obstacles but really enables private teaching sessions with native English speakers despite the real-life distances.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Can write short, simple imaginary biographies and simple poems about people.
  • Learning to know and respect human rights
  • Learning to face respectfully people and follow the good manners
  • Learning to understand people, surroundings and phenomenons around us
  • Getting familiar with different cultures
  • Learning about different languages
  • Supporting student to build their own linguistic and cultural identity
  • Encouraging to build new information and visions
  • Learning about cultural aspects and to respect different cultures
  • Learning about different countries and their characteristics
  • Practicing to notice causal connections
  • Learning to build information on top of previously learned
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Practicing to notice links between subjects learned
  • Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
  • Can control a narrow vocabulary repertoire dealing with concrete everyday needs.
  • Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
  • Can copy short sentences on everyday subjects - e.g. directions how to get somewhere
  • Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.
  • Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.
  • Can socialise simply but effectively using the simplest common expressions and following basic routines
  • Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, invitations, apologies etc
  • Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.
  • Has a sufficient vocabulary for the expression of basic communicative needs.
  • Has a sufficient vocabulary for coping with simple survival needs.
  • Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
  • Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
  • Can generally identify the topic of discussion around her that is conducted slowly and clearly.
  • Can catch the main point in short, clear, simple messages and announcement.
  • Can understand simple directions relating to how to get from X to Y, by foot or public transport.
  • Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.
  • Can cope with a limited number of straightforward follow up questions.
  • Can write about everyday aspects of his environment e.g. people, places, a job or study experience in linked sentences.
  • Can write very short, basic descriptions of events, past activities and personal experiences.
  • Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job.
  • Enabling the growth of positive self-image
  • Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language
  • Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
  • Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics
  • Can understand short simple personal letters.
  • Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables
  • Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman).
  • Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
  • Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his environment e.g. people, places, a job or study experience.
  • Can give short, basic descriptions of events and activities.
  • Can describe plans and arrangements, habits and routines, past activities and personal experiences.
  • Can use simple descriptive language to make brief statements about and compare objects and possessions.
  • Can explain what he/she likes or dislikes about something.
  • Can describe his/her family, living conditions, educational background, present or most recent job.
  • Can describe people, places and possessions in simple terms.
  • Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate.
  • Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions.
  • Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary.
  • Can follow changes of topic of factual TV news items, and form an idea of the main content.
  • Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
  • Can understand simple instructions on equipment encountered in everyday life - such as a public telephone.
  • Can understand regulations, for example safety, when expressed in simple language.