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Primary English

What is it about?

 

The ILLAC Program is a powerful and effective programme that uses the theories of neurology and psychology to help students learn better and faster. The programme stimulates children’s executive functions through hands-on activities and uses brain priming activities to prep the brain before working on the questions in the worksheets. A well-stimulated and prepped brain learns faster and absorbs better!

Throughout each session, your child’s working memory, mental flexibility and inhibitory control will be systematically stimulated through our specially-designed activities to ensure they not only excel in class but also in life. The programme also includes Speed Reading and Character Education to ensure your child is not only excellent in his/her studies but also has excellent decision-making skills in life.

Benefits of the Program

  • Your child will be able to reach his/her peak performance!
  • You will no longer need to worry about your child’s results because scoring ‘A’s are easily within reach!
  • Your child will no longer dread learning but look forward to every session with us!
  • Your child will have a solid foundation in whichever subject he/she is taking with us.
  • an enhanced Working Memory – able to recall Grammar Rules and answer long Comprehension questions.
  • a heightened Inhibitory Control – able to focus better and have a longer attention span in class.
  • an improved Mental Flexibility – able to learn and process different information easily and creatively.
  • An enhanced and stimulated development in executive functions places your child on the upper tier of the population in achievements from preschool, to university and even adulthood (Bailey, 2007; Eakin et al., 2004)!
  • Fantastic verbal and non-verbal reasoning – Able to express themselves comfortably and accurately
  • Improved self-esteem
  • Improved communication and social skills
  • improved social and moral competence

How exactly does it work?

In each 2 hours session, your child will be doing speed reading for about 10min, brain-priming activities for another 10 min and executive functions stimulation for another 10min. The rest of the time is used to learn components of English from Grammar Rules to Composition and even Oracy skills! The teacher will also engage in one-to-one consultation with each student to address weaknesses and clarify misconceptions.

Every 2 hours of learning with us is packed with brain-stimulating work and learning that ensures your child is not only receiving tuition but real solid enrichment for the brain!

Primary English

Each examinable component in the Primary English examination taxes on at least 2 executive functions, above the knowledge needed to answer each question. A conventional tuition class drills students using worksheets after worksheets. However, such methods are slow and ineffective. At ILLAC, we stimulate the students’ executive functions according to the components they are being trained for at each moment and ensure that they learn effectively and efficiently.

It is very common for children to choose answers based on the fact that it sounds correct, however, English is a language that functions based on rules. There are altogether 12 different tenses and tonnes of other different language rules in the English language that children need to be familiar with. Therefore, when answering Grammar MCQ, children need to have a robust working memory in order to be able to apply all the rules that are required, have the inhibitory Control not to jump into conclusion and choose the first option they think is right, and to be flexible enough to know when to apply which rule in different contexts.

Sample Question:

Mrs Wee ___________ in the school for 20 years. The school _________ her a Long Service Award next week.

a) taught…gave
b) teaches…gives
c) had been teaching…is giving
d) has been teaching…will give

In the question above, students need to be able to identify that

  1. the clue “for 20 years” indicates a “period of time” therefore Perfect Continuous Tense needs to be used.
  2. Since she will be awarded the following week, it would suggest that she is still doing the “action”, so it should be Present Perfect Continuous Tense instead of Past Perfect Continuous Tense.
  3. “next week” is a general time in the future and Simple Future Tense needs to be used.

Therefore the answer is (d).
If children had relied on “which one sounds correct” as a guide, all answers would have sounded correct, therefore resulting in a guesswork of 25% probability of getting their answer correct.

Click here for more information of each level: Primary OnePrimary TwoPrimary ThreePrimary FourPrimary FivePrimary Six

Programme Outline for Each Level

 

  • Blending and reading
  • Differentiating fiction from non-fictional stories
  • Understanding the main idea in a story
  • Inferencing of feelings and future events in a story
  • Identifying contextual clues to identify the meaning of a word
  • Familiarity with forms of words like nouns, verbs and adjectives
  • Forming short sentences
  • Ordering words to form a grammatically-correct sentence
  • Identification of “who”, “what”, “where”, “when”, “why”, and “how”
  • Differentiating plural and singular nouns
  • Differentiating plural and singular verbs
  • Familiarity with Grammar rules such as “subject-verb agreement”, “tenses”, “usage of articles”, “usage of prepositions”, “punctuations”, “contractions”, and “conjunctions”.
  • Familiarity with a list of irregular plurals e.g. geese, lice, sheep
  • Using possessive nouns e.g. mother’s
 

  • Rhyming words
  • Cloze passages
  • Ordering events in a story
  • Using actions and dialogue to understand the characters of a story
  • Analysing stories
  • matching causes with effects
  • Word ordering
  • Using conjunctions
  • Differentiating between facts and opinions
  • Choosing sensory details that match the corresponding pictures
  • Using prefixes and suffixes
  • Forming compound words
  • Using context to identify the meaning of a word
  • Sorting words into categories
  • Identifying the odd one out
  • Understanding synonyms and antonyms
  • Identifying homophones and using them correctly
  • Familiarity with Grammar rules such as Simple Present and Simple Past
 

  • Form and use of irregular past tense
  • Past and Present Continuous Tense
  • Contractions
  • Cloze passages
  • Identifying base words, prefixes and suffixes
  • Ordering events in a story
  • Using actions and dialogue to understand the characters of a story
  • Analysing stories
  • Comprehension and answering techniques like inferencing
  • Using contextual clues for Visual Text Comprehension and Vocabulary Cloze
  • Matching causes with effects
  • Using conjunctions in Synthesis and Transformation
  • Differentiating between facts and opinions
  • Choosing sensory details that match the corresponding pictures
  • Forming compound words
  • Using context to identify the meaning of a word
  • Writing stories using rich text and development of characters
  • Punctuations for dialogues and other narratives
  • Familiarity with Grammar rules such as Present Continuous and Past Continuous
 

  • Form and use of irregular past tense
  • Irregular plural forms
  • Past and Present Continuous Tense
  • Past and Present Perfect Tense
  • Direct and indirected speech (Reported speech)
  • Converting forms of words e.g. from adjectives to nouns using various suffixes
  • Cloze passages
  • Ordering events in a story
  • Comparing and contrasting two or more ideas
  • Analysing stories
  • Comprehension and answering techniques like inferencing
  • Using contextual clues for Visual Text Comprehension and Vocabulary Cloze
  • Making predictions in stories
  • Drawing conclusions from comprehension texts
  • Using conjunctions in Synthesis and Transformation
  • Identifying the purpose and audience of text read or viewed
  • Choosing sensory details that match the corresponding pictures
  • Forming compound words
  • Using context to identify the meaning of a word
  • Writing stories using rich text and development of characters (Composition)
  • Inserting/Using metaphors and similes in compositions
  • Punctuations for dialogues and other narratives
  • Familiarity with Grammar rules such as Present Perfect and Past Perfect
 

  • Past and Present Perfect Continuous Tenses
  • Future tenses
  • Gerunds
  • Direct and indirected speech (Reported speech)
  • Perceptive Verbs
  • Past Participles
  • Spotting errors in “Editing”
  • Converting forms of words e.g. from adjectives to nouns using various suffixes in “Synthesis and Transformation”
  • Cloze passages
  • Conditional/Hypothetical clauses (if, until, unless)
  • Ordering events in a story
  • Comparing and contrasting two or more ideas
  • Analysing stories
  • Comprehension and answering techniques like inferencing
  • Using contextual clues for Visual Text Comprehension and Vocabulary Cloze
  • Giving explanations for events in stories
  • Drawing conclusions from comprehension texts
  • Matching causes with effects
  • Using conjunctions in Synthesis and Transformation
  • Identifying the purpose and audience of text read or viewed
  • Using context to identify the meaning of a word
  • Writing letters based on a given situation using the appropriate tone and expressions
  • Writing stories using rich text and development of characters (Composition)
  • Inserting/Using idioms and quotes in compositions
  • Punctuations for dialogues and other narratives
  • Familiarity with Grammar rules such as Present Perfect Continuous and Past Perfect Continuous
 

  • Past and Present Perfect Continuous Tenses
  • Future tenses
  • Gerunds
  • Direct and indirected speech (Reported speech)
  • Perceptive Verbs
  • Past Participles
  • Spotting errors in “Editing”
  • Converting forms of words e.g. from adjectives to nouns using various suffixes in “Synthesis and Transformation”
  • Cloze passages
  • Conditional/Hypothetical clauses (if, until, unless)
  • Ordering events in a story
  • Comparing and contrasting two or more ideas
  • Analysing stories
  • Comprehension and answering techniques like inferencing
  • Using contextual clues for Visual Text Comprehension and Vocabulary Cloze
  • Giving explanations for events in stories
  • Drawing conclusions from comprehension texts
  • Using conjunctions in Synthesis and Transformation
  • Identifying the purpose and audience of text read or viewed
  • Using context to identify the meaning of a word
  • Writing letters based on a given situation using the appropriate tone and expressions
  • Writing stories using rich text and development of characters (Composition)
  • Inserting/Using idioms and quotes in compositions
  • Punctuations for dialogues and other narratives
  • Familiarity with all Grammar Rules

Extensive revision of all topics will be done on a weekly basis to ensure students are ready for PSLE!

We also include in our programmes:

SPEED READING

Speed Reading is a fixed component in our ILLAC program regardless of subject chosen. We train them to speed read using our very own Super Reader application on the iPad (you won’t be able to find it in iTunes, don’t bother ;).

We teach children to speed read using visualisation skills which broaden their ability to comprehend stories that they read in an instant.

Speed Reading takes place every single session (about 10min per lesson), hence the more times they come in in a week, the faster they are able to speed read!

But why speed read?

Imagine your child being able to read at half the time he usually takes, understand the demands and finish what is expected all in a jiffy.

You will not only save your breathe in chasing him to finish his work, he will have more time to relax and engage in other stuff which he likes!

BLISS…

Speed reading will also prepare your child for higher academic achievement by ensuring that he will be ready to read, visualise and understand anything that he needs to digest in order to prepare himself for the world-stage.

Character Education

You might think this is not important, or why would you need to sign up for an enrichment class that teaches “character”. Actually, character education is more than just teaching children to be good, our “Character Education” teaches students situational analysis, exposes them to current affairs, and guides them in developing decision-making skills.

Research shows that students who go through high-quality character education perform better academically due to their heightened ability in making good decisions in life.

Character Education in ILLAC takes many forms. Most of our Comprehension Passages and Cloze passages teach either a moral or is based on current affairs that stir thinking. Teachers will also take about 10min per lesson to conduct discussions in class using our Character Education materials. From there, students develop oratorial skills in presenting their thoughts.

What is the schedule ?

You can choose between once a week per subject, or twice a week, 2 hours each subject/lesson. Multiple combinations of classes are available, please click here for more information of each level: Primary OnePrimary TwoPrimary ThreePrimary FourPrimary FivePrimary Six

How to register ?

You can call, Whatsappemail or visit us at our centers at Vision Exchange #06-15 or West Coast Plaza #01-16/17/18.

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