Child Psychology儿童心理Educational Therapy教育治疗Language Development语言发展
They need someone who understands how they want to experience learning.他们需要的，是一个懂得他们想如何体验学习的人。
Mel's Academy blends language development, socio-emotional learning and a psychologically safe space to learn and reflect, using the English language as a tool for self-discovery.Mel's Academy 将语言发展、社交情绪学习与心理安全的学习空间融为一体，让英语成为孩子认识自我的工具。
© Mel's Academy
© Mel's Academy
© Mel's AcademyBuilds confident communicators培养自信的表达者
Nurtures resilience and self-awareness培养抗逆力与自我觉察
Helps every child feel seen and supported让每个孩子都感到被看见、被支持
Themed lessons that feel like discovery, not drills, using the English language as a self-discovery tool. We work as a team with parents and our wellness team to best support your child in and outside our classrooms.我们的主题课程像一场探索，而不是反复操练，以英语作为认识自我的工具。我们与家长以及身心健康团队携手合作，在课堂内外全力支持您的孩子。
OUR PROGRAMMES我们的课程
PRIMARY ENGLISH小学英语 · PSLE
A story-led English programme by Mel's Academy, built on how children really learn a language. Ages 7 to 12, preparing for the PSLE.Mel's Academy 以故事为主线的英语课程，依据孩子真正学习语言的方式而设计。适合 7 至 12 岁，为 PSLE 做准备。
Explore Everyday Adventures了解 Everyday Adventures
SECONDARY · O LEVEL中学英语 · O 水准
A story-led English programme by Mel's Academy, built on how teenagers really learn a language. Secondary 1 to 4, mapped to the O Level English (1184) papers.Mel's Academy 以故事为主线的英语课程，依据青少年真正学习语言的方式而设计。中一至中四，紧扣 O 水准英语（1184）试卷。
Explore Imagined Worlds了解 Imagined WorldsAlso taught:其他课程： IB English, IELTS, AEIS and General English, for learners from age seven through to adults.IB 英语、雅思（IELTS）、AEIS 及通用英语，适合七岁至成人的学习者。
To give every child and adolescent a psychologically safe space to learn, reflect and grow, using the English language as a tool for self-discovery, so they leave us with the words to understand themselves and the confidence to be understood.为每一位儿童与青少年提供一个心理安全的空间，让他们学习、反思与成长；以英语作为认识自我的工具，让他们离开时，既有理解自己的语言，也有被理解的自信。
A Singapore where every child is seen beyond their grades, where student wellness sits alongside every classroom, and where learning a language is also learning to know yourself.在新加坡，每个孩子都能被看见成绩以外的自己；每间课堂旁都有对学生身心健康的关怀；学习一门语言，也是在学习认识自己。
Quality in everything we make. Every lesson, worksheet and report is carefully crafted, grounded in research and refined until it is right.对每一样作品的品质坚持到底。每一堂课、每一份练习、每一份报告，都经过精心设计、以研究为依据，并反复修改直至完善。
For our students, our clients and our colleagues. We listen first, and we meet every child where they are.对学生、家长与同事都怀着同理心。我们先倾听，并从每个孩子所在的起点出发。
The heart of our culture. We care deeply for the academy and the people in it, and it shows in the way we teach.这是我们文化的核心。我们深深关爱这所学院和其中的每一个人，这份关爱体现在我们的教学之中。
FOUNDER
LEAD ENGLISH TEACHER
CHILD THERAPIST创办人
首席英语老师
儿童治疗师
With over eight years of experience working alongside children and adolescents, Miss Melissa is a Nanyang Technological University graduate with an A1 for O Level English and an A for General Paper. She uses her background in psychology, counselling and learning support to craft curriculum that is psychologically informed and pedagogically sound.Melissa 老师与儿童及青少年共事超过八年，毕业于南洋理工大学，O 水准英语考获 A1，普通试卷（General Paper）考获 A。她运用自己在心理学、辅导与学习支持方面的背景，设计既有心理学依据、又符合教学原理的课程。
She holds a Postgraduate Certificate from King's College London, and is completing a Master of Science in Psychology accredited by the British Psychological Society, a Postgraduate Diploma in Counselling Psychology accredited by the Singapore Association for Counselling, and a Specialist Diploma in Learning Support and Educational Therapy with DAS Academy.她持有伦敦国王学院研究生证书，目前正在修读英国心理学会认证的心理学理学硕士、新加坡辅导协会认证的辅导心理学研究生文凭，以及 DAS Academy 的学习支持与教育治疗专科文凭。
She is good at mobilizing the enthusiasm of the students and always encourage me. That's why I can face the exam calmly. It has improved my writing ability, helped me a lot in comprehension part and taught me many useful skills. Her lessons are lively and interesting.“她善于调动学生的积极性，总是鼓励我，所以我能从容面对考试。她提高了我的写作能力，在阅读理解方面给了我很大帮助，还教了我许多实用的技巧。她的课生动有趣。”
IRENE · CHINESE NATIONAL, GCE O LEVELSIRENE · 中国籍学生，GCE O 水准
Reviews return at widening intervals, so phrases are revisited just as they begin to fade.复习的间隔逐步拉长，让词组在快要遗忘时再次出现。
Students recall and write phrases themselves, which builds memory far better than rereading.学生自己回想并写出词组，比反复阅读更能巩固记忆。
Every story, Insert and composition is paired with an original illustration, so words and pictures support each other.每个故事、阅读篇章与作文都配有原创插图，让文字与图像互相支持。
Phrases are taught whole and met again and again across stories, cloze and writing, the way fluent speakers learn them.词组以完整的形式教授，并在故事、完形填空和写作中反复出现，就像母语者学习语言的方式。
© Mel's AcademyOur stories deal with feelings children and teenagers know: owning up, feeling left out, standing up for a friend, leaving home, finding courage. Lessons are psychologically informed, so writing becomes a way to reflect as well as to score.我们的故事触及孩子和青少年熟悉的感受：承认错误、被冷落、为朋友挺身而出、离开家、鼓起勇气。课程以心理学为依据，让写作不只是为了得分，也成为反思的方式。
Message Miss Melissa on WhatsApp or WeChat, and we will reply with available lesson slots and rates.欢迎通过 WhatsApp 或微信联系 Melissa 老师，我们会回复可预约的上课时段和收费详情。
PRIMARY ENGLISH小学英语 · PSLE
A story-led English programme by Mel's Academy, built on how children really learn a language.Mel's Academy 以故事为主线的英语课程，依据孩子真正学习语言的方式而设计。
© Mel's Academy© Mel's Academy
© Mel's AcademyOriginal, fully illustrated stories set in the Singapore children know: the market, the void deck, the canteen, the school field.原创、全彩插图的故事，发生在孩子熟悉的新加坡：巴刹、组屋楼下、食堂、学校操场。
© Mel's AcademyCaught in the Storm
© Mel's AcademyThe Six O'Clock Market
© Mel's AcademyThe Braised Duck
© Mel's AcademyThe Rocket Workshop
© Mel's AcademyThe Empty School
© Mel's AcademyThe Relay Team
Fun, beautifully designed 2-hour lessons with an engaging teaching experience.有趣、设计精美的两小时课程，带来投入的学习体验。
Fluent writers do not build sentences one word at a time. They reach for ready-made phrases: collocations, phrasal verbs and idioms. So every lesson teaches up to ten of them, in context, with a definition, an example from the story and a hint about the slip students usually make.流畅的写作者不是一个字一个字地造句，而是运用现成的词组：固定搭配、短语动词和成语。因此每堂课在语境中教授最多十个词组，附上定义、故事中的例句，以及学生常犯错误的提示。
Grounded in the lexical approach (Lewis, 1993) and research on how learners store language in chunks (Nation, 2001).以词汇教学法（Lewis, 1993）及学习者以语块储存语言的研究（Nation, 2001）为依据。
Each phrase is met three ways, moving from knowing it to owning it.每个词组都以三种方式出现，从认识到真正掌握。
Choose the right phrase from four that all sound possible. Only the whole sentence settles it.从四个看似都合理的词组中选出正确的一个，只有读懂整个句子才能判断。
Fill a passage with no options to lean on. The phrase has to come from memory.在没有选项的短文中填空，词组必须凭记忆写出。
Write the reasoning around a phrase that is already printed. The logic is the hard part, and it is theirs.围绕已印好的词组写出前因后果。最难的是逻辑，而逻辑由学生自己完成。
. . . . . . . . . . . . . , so our teacher got the ball rolling by . . . . . . . . . . . . .
A real drill frame from our worksheets. The phrase is printed; the student decides why nobody spoke first, and how the teacher began.这是练习中的真实句框。词组已经印好，学生要决定为什么没有人先开口，以及老师是怎样开始的。
A phrase taught in worksheet 002 is tested again at 005, 015 and 027.在第 002 份练习中学到的词组，会在第 005、015 和 027 份练习中再次测验。
drill card, story and composition词组卡、故事与作文
multiple choice in the review worksheet复习练习中的选择题
a passage cloze with no options没有选项的短文填空
a written drill frame in My Vocab BankMy Vocab Bank 中的句框写作
Each gap is longer than the last. Spacing practice out, and asking learners to retrieve rather than reread, leads to far longer-lasting learning (Cepeda et al., 2006; Roediger & Karpicke, 2006). Every phrase is tested exactly three times, and keeps appearing in stories and writing in between.每次的间隔都比上一次更长。把练习分散开来，并让学生主动回想而不是重读，能让学习效果更持久（Cepeda et al., 2006；Roediger & Karpicke, 2006）。每个词组正好测验三次，其间也会在故事和写作中不断出现。
Four of the six areas of language learning in the English Language Syllabus 2020.涵盖《2020 英文课程纲要》六大语言学习范畴中的四项。
Ten phrases a lesson, learnt in context and used in the student's own sentences.每堂课十个词组，在语境中学习，并用在学生自己的句子里。
Comprehension on the model story, including questions answered in the student's own words.针对范文故事的阅读理解，包括用自己的话作答的题目。
Synthesis and transformation, and cloze passages that test grammar inside real sentences.句子合并与改写，以及在真实句子中考查语法的完形填空。
Modelled compositions, planning on the Story Mountain, then the student's own writing.范文示范，在故事山上规划，然后由学生独立写作。
Real sections from our worksheets. Source: Ministry of Education, English Language Syllabus 2020 (Primary).以上均为练习中的真实页面。资料来源：教育部《2020 英文课程纲要（小学）》。
Where each MOE principle (CLLIPS) and teaching process (ACoLADE) lives in our lessons.教育部的每项原则（CLLIPS）和教学过程（ACoLADE）如何体现在我们的课堂中。
principles of English teaching and learning英语教与学的原则
teaching processes, named with the National Institute of Education与国立教育学院共同命名的教学过程
Aligned with the MOE English Language Syllabus 2020 (Primary).符合教育部《2020 英文课程纲要（小学）》。 ACoLADE was named with the National Institute of Education (NIE), Singapore's national institute for teacher education.ACoLADE 由教育部与新加坡国立教育学院（NIE）共同命名，NIE 是新加坡的国家师资培训学院。
Every composition is modelled before students write. Strong writing is highlighted, and the technique behind it is named in the margin: show, not tell; a simile; an emotional gradient.学生动笔之前，每篇作文都先有范文示范。精彩的句子会被标出，背后的技巧写在页边：展示而非叙述、明喻、情绪的层层推进。
Then students plan their own on the Story Mountain, with the day's phrases already waiting in each box.接着，学生在故事山上规划自己的作文，当天的词组已经放在每个格子里等着他们使用。
The model composition范文
The Story Mountain故事山
Many students come to believe that good composition means sophisticated vocabulary, so they choose words that sound advanced rather than words that fit. We work on the skills underneath:许多学生以为好作文就是要用高深的词汇，于是挑选听起来厉害、却不一定合适的词语。我们着重培养背后的基本功：
Rather than simply correcting each composition, we build the skills underneath, so students gradually learn to recognise and fix these issues themselves, and grow more confident and independent in their writing.我们不只是批改每篇作文，而是培养背后的能力，让学生逐渐学会自己发现并解决这些问题，在写作上变得更自信、更独立。
Every fourth lesson is situational writing, laid out like the PSLE paper: a picture stimulus, a clear task and five key points to cover.每四堂课中就有一堂情景写作，版面与 PSLE 试卷一致：图片材料、清晰的任务，以及五个必须涵盖的要点。
A marked-up model shows exactly which few words earn each mark, so students see what an examiner looks for.标注过的范文清楚显示哪几个字能拿到分数，让学生明白考官在看什么。
Marked for Task Fulfilment and for Language and Organisation, as in the exam.按照考试标准，从“任务完成”和“语言与组织”两方面评分。
Mapped to MOE's five social and emotional competencies, for ages 7 to 12.对应教育部五项社交与情绪能力，适合 7 至 12 岁。
The Relay Team: feeling left out, envyThe Relay Team：被冷落、嫉妒
Naming mixed emotions.说出复杂的情绪。 Around this age children begin to understand that two feelings can exist at once, such as pride and jealousy (Harter & Buddin, 1987).这个年龄的孩子开始明白两种感受可以同时存在，例如骄傲与嫉妒（Harter & Buddin, 1987）。
My Father's Watch: a loss, and staying calmMy Father's Watch：失去之后保持冷静
Calming down by rethinking.换个角度，平复情绪。 Looking at a problem a new way is one of the most effective ways to regulate strong feelings (Gross, 1998).从新的角度看问题，是调节强烈情绪最有效的方法之一（Gross, 1998）。
Standing up for someone at the canal在运河边为别人挺身而出
Seeing both sides.看见双方的立场。 From about 10, children can step back and see a situation from each person's point of view (Selman, 1980).大约从十岁起，孩子能够退一步，从每个人的角度看待同一件事（Selman, 1980）。
The Borrowed Notebook: a quarrel, then making upThe Borrowed Notebook：争吵，然后和好
Checking before blaming.先弄清楚，再下判断。 Children who stop to check what really happened, instead of assuming the worst, handle conflict far better (Crick & Dodge, 1994).懂得先停下来了解真相、而不是往最坏处想的孩子，更善于处理冲突（Crick & Dodge, 1994）。
Owning up, and making amends承认错误，并作出弥补
Healthy guilt, not shame.健康的内疚，而不是羞耻。 Guilt about what we did, rather than shame about who we are, leads children to own up and put things right (Tangney & Dearing, 2002).为“做了什么”感到内疚，而不是为“我是谁”感到羞耻，能引导孩子承认错误并加以弥补（Tangney & Dearing, 2002）。
Confidence through small wins.在小小的成功中建立自信。 At 6 to 12, children build a sense of competence through tasks they can master (Erikson, 1963), so every worksheet moves from guided to independent work.6 至 12 岁的孩子通过能够掌握的任务建立胜任感（Erikson, 1963），因此每份练习都从引导逐步走向独立完成。
Message Miss Melissa on WhatsApp or WeChat, and we will reply with available lesson slots and rates.欢迎通过 WhatsApp 或微信联系 Melissa 老师，我们会回复可预约的上课时段和收费详情。
SECONDARY · O LEVEL ENGLISH (1184)中学英语 · O 水准（1184）
A story-led English programme by Mel's Academy, built on how teenagers really learn a language.Mel's Academy 以故事为主线的英语课程，依据青少年真正学习语言的方式而设计。
© Mel's Academy© Mel's Academy
© Mel's AcademyEach level is one long story with its own cast, in a world that grows with the student.每个级别都是一个完整的长篇故事，有自己的人物，故事世界随学生一起成长。
© Mel's AcademyThe Meridian Sails at Dawn
© Mel's AcademyLeaving Port Callis
© Mel's AcademyLife aboard the Meridian
Beautifully designed 2-hour lessons, with a separate reading booklet (the Insert) for every worksheet.设计精美的两小时课程，每份练习都附有独立的阅读篇章（Insert）。
Fluent writers do not build sentences one word at a time. They reach for ready-made phrases: collocations, phrasal verbs and idioms. So every lesson teaches twelve of them, in context, with a definition, an example from the story and a note on the slip students usually make.流畅的写作者不是一个字一个字地造句，而是运用现成的词组：固定搭配、短语动词和成语。因此每堂课在语境中教授十二个词组，附上定义、故事中的例句，以及学生常犯错误的提醒。
Grounded in the lexical approach (Lewis, 1993) and research on how learners store language in chunks (Nation, 2001).以词汇教学法（Lewis, 1993）及学习者以语块储存语言的研究（Nation, 2001）为依据。
Each phrase is met three ways, moving from knowing it to owning it.每个词组都以三种方式出现，从认识到真正掌握。
My Vocab Bank: four taught phrases, and only the meaning decides which one fits.My Vocab Bank：四个学过的词组，只有意思能决定哪一个合适。
Say It Another Way: the same idea in new words, with the phrase coming from memory.Say It Another Way：用新的说法表达同一个意思，词组要凭记忆写出。
A drill frame with the phrase printed. The student writes the reasoning around it.句框中已印好词组，学生围绕它写出前因后果。
I bit my tongue . . . . . . . . . . . . . because . . . . . . . . . . . . .
A drill frame in the style of Level G. The phrase is printed; the student decides what they held back from saying, and explains why.Level G 形式的句框。词组已经印好，学生要决定自己忍住没说什么，并解释原因。
A phrase taught in lesson 1 is recapped in lesson 2, then reviewed in lessons 5, 20 and 43.在第 1 课学到的词组，会在第 2 课温习，再在第 5、20 和 43 课复习。
twelve cards, the story and the composition十二张词组卡、故事与作文
My Vocab Bank in the very next lesson紧接着的一课中的 My Vocab Bank
the first review lesson第一次复习课
the second review lesson第二次复习课
the third review lesson第三次复习课
Taught: the phrase card学习：词组卡
Recap: My Vocab Bank温习：My Vocab Bank
Reviews that spill over.跨级别的复习。 Each worksheet takes about one and a half lessons. Phrases taught late in a level are reviewed early in the next one, so every phrase gets its three tests at widening gaps.每份练习大约需要一堂半课。在一个级别后段学到的词组，会在下一个级别前段复习，确保每个词组都在逐渐拉长的间隔中接受三次测验。
Each gap is longer than the last. Spacing practice out, and asking learners to retrieve rather than reread, leads to far longer-lasting learning (Cepeda et al., 2006; Roediger & Karpicke, 2006).每次的间隔都比上一次更长。把练习分散开来，并让学生主动回想而不是重读，能让学习效果更持久（Cepeda et al., 2006；Roediger & Karpicke, 2006）。
Every worksheet practises the real O Level English (1184) papers.每份练习都针对真实的 O 水准英语（1184）试卷。
Paper 1, Section A. Twelve lines, grammar errors to find and correct.试卷一 A 部分。十二行文字，找出并改正语法错误。
Paper 2. Every question type, labelled and taught one at a time.试卷二。每种题型都有标注，逐一教授。
Paper 2. Points in a table first, then the summary in 80 words.试卷二。先把要点整理成表格，再写出 80 字摘要。
Paper 1, Section C. Narrative, descriptive, expository and argumentative, scaffolded paragraph by paragraph.试卷一 C 部分。记叙文、描写文、说明文与议论文，逐段搭建支架。
Paper 1, Section B. Formal and informal emails and letters, set out exactly like the exam, with the format practised every time.试卷一 B 部分。正式与非正式的电邮和书信，版面与考试完全一致，每次都练习格式。
Real sections from our worksheets. Sources: MOE English Language Syllabus 2020 (Secondary); SEAB GCE O Level English Language (1184).以上均为练习中的真实页面。资料来源：教育部《2020 英文课程纲要（中学）》；新加坡考试与评鉴局 GCE O 水准英文（1184）。
Where each MOE principle (CLLIPS) and teaching process (ACoLADE) lives in our lessons.教育部的每项原则（CLLIPS）和教学过程（ACoLADE）如何体现在我们的课堂中。
principles of English teaching and learning英语教与学的原则
teaching processes, named with the National Institute of Education与国立教育学院共同命名的教学过程
Aligned with the MOE English Language Syllabus 2020 (Secondary).符合教育部《2020 英文课程纲要（中学）》。 ACoLADE was named with the National Institute of Education (NIE), Singapore's national institute for teacher education.ACoLADE 由教育部与新加坡国立教育学院（NIE）共同命名，NIE 是新加坡的国家师资培训学院。
Every composition is modelled first. The margin names the stage and the technique, and the phrases students have learnt are underlined.每篇作文都先有范文示范。页边写出每一段的作用和技巧，学过的词组也会划线标出。
Then students improve a flat essay, part by part, using the same techniques, before planning their own.接着，学生运用同样的技巧，逐部分修改一篇平淡的文章，然后再规划自己的作文。
The model essay范文
Improve the essay修改文章
Many students come to believe that good composition means sophisticated vocabulary, so they choose words that sound advanced rather than words that fit. We work on the skills underneath:许多学生以为好作文就是要用高深的词汇，于是挑选听起来厉害、却不一定合适的词语。我们着重培养背后的基本功：
Rather than simply correcting each composition, we build the skills underneath, so students gradually learn to recognise and fix these issues themselves, and grow more confident and independent in their writing.我们不只是批改每篇作文，而是培养背后的能力，让学生逐渐学会自己发现并解决这些问题，在写作上变得更自信、更独立。
The passage comes in its own Insert, just like the exam. Each week one question type is taught in depth, with a how-to box and a warning about the usual trap.阅读篇章以独立的 Insert 呈现，与考试一样。每周深入教授一种题型，附有答题步骤和常见陷阱的提醒。
Retrieval, own words, inference, tone, language for effect, figurative language, writer's purpose, summary and more, every question labelled with its type.直接提取、用自己的话作答、推断、语气、语言效果、修辞、作者意图、摘要等，每道题都标明题型。
Our stories deal with what teenagers carry: leaving home, holding back tears, finding courage, belonging. Mapped to MOE's five social and emotional competencies, for ages 12 to 16.我们的故事触及青少年心中的重量：离开家、忍住眼泪、鼓起勇气、寻找归属。对应教育部五项社交与情绪能力，适合 12 至 16 岁。
Reflection questions after every reading每篇阅读后的反思题
Building an identity.建立自我认同。 The teenage years are when young people work out who they are and what they value (Erikson, 1968).青少年时期是年轻人探索自己是谁、重视什么的阶段（Erikson, 1968）。
The Meridian: holding back tears on the quayThe Meridian：在码头上忍住眼泪
Rethinking, not bottling up.重新思考，而不是压抑。 Reframing a situation calms strong feelings; simply hiding them does not (Gross, 1998).换个角度看待事情能平复强烈的情绪，单纯隐藏情绪则不能（Gross, 1998）。
Letters and logs from other characters其他人物的书信与日志
Seeing the bigger picture.看见更大的图景。 Teenagers can weigh several viewpoints at once, including a whole community's (Selman, 1980).青少年能够同时权衡多种观点，包括整个群体的观点（Selman, 1980）。
Farewells, friendships and a crew to live with告别、友谊，以及朝夕相处的船员
Handling conflict well.妥善处理冲突。 Checking what really happened before blaming someone leads to calmer, fairer choices (Crick & Dodge, 1994).在责怪别人之前先弄清楚真相，能带来更冷静、更公平的选择（Crick & Dodge, 1994）。
Choices made at sea, and what follows在海上作出的选择，以及随之而来的后果
Thinking before acting.三思而后行。 The brain's control systems are still maturing in the teens, so practising pause-and-think matters (Steinberg, 2008).青少年大脑中负责自我控制的系统仍在发育，因此练习“先停一停、想一想”非常重要（Steinberg, 2008）。
Confidence through mastery.在掌握中建立自信。 Every worksheet moves from guided to independent work, so teenagers see their own progress, lesson by lesson. Every model and composition ends with reflection linked to the topic, so writing becomes a way to understand themselves as well as to score.每份练习都从引导逐步走向独立完成，让青少年一课一课看见自己的进步。每篇范文和作文都以扣题的反思作结，让写作不只是为了得分，也成为认识自己的方式。
Message Miss Melissa on WhatsApp or WeChat, and we will reply with available lesson slots and rates.欢迎通过 WhatsApp 或微信联系 Melissa 老师，我们会回复可预约的上课时段和收费详情。
Child Psychology & Counselling儿童心理与辅导
Mel's Holistic Wellness: our in-house, confidential student wellness and counselling centre.Mel's Holistic Wellness：我们院内的保密学生身心健康与辅导中心。
One free session every term.每学期一次免费辅导。 Every student enrolled for the term can redeem one free, confidential therapeutic session, at no extra cost.每位报读该学期课程的学生，都可免费使用一次保密的辅导服务，无需额外费用。
Counsellor & Youth Development Lead辅导员及青少年发展负责人
Mr Michael leads our counselling and mentoring. A trained counsellor and NTU master's scholar, he is a former university lecturer and youth mentor with many years of experience with teenagers and young adults. He works closely with Miss Melissa to build an academy that looks after the whole student, not just their grades.Michael 老师负责我们的辅导与指导工作。他是受过专业训练的辅导员，也是南洋理工大学硕士奖学金得主，曾任大学讲师及青少年导师，与青少年和年轻人合作多年。他与 Melissa 老师紧密合作，打造一所关心学生整体发展、而不只是成绩的学院。
Educational Therapy & Learning Support教育治疗与学习支持
For children who find reading, spelling or writing harder than it should be. Led by Miss Melissa, we work on the skills underneath at your child's pace, alongside their English lessons, and keep you updated on what is changing.为在阅读、拼写或写作上比同龄人更吃力的孩子而设。由 Melissa 老师带领，按照孩子的节奏强化背后的基础能力，与英语课相辅相成，并随时让您了解孩子的变化。
Making student wellness more accessible in Singapore: Miss Melissa is designing a language academy with its own in-house wellness centre, giving children and adolescents the words to express themselves precisely, for holistic wellbeing.让学生身心健康服务在新加坡更容易获得：Melissa 老师正在打造一所设有院内身心健康中心的语言学院，让儿童与青少年拥有准确表达自己的语言，促进整体身心健康。
Message Miss Melissa on WhatsApp or WeChat, and we will reply with available lesson slots and rates.欢迎通过 WhatsApp 或微信联系 Melissa 老师，我们会回复可预约的上课时段和收费详情。
To every student and parent who has learnt, grown and trusted us along the way: your kind words and quiet support mean more than you know. Each lesson is made with a great deal of heart, and it has been a privilege to walk alongside your child.致每一位与我们一起学习、成长并信任我们的学生和家长：您的温暖话语和默默支持，对我们意义非凡。每一堂课都倾注了我们的心意，能陪伴您的孩子一路走来，是我们的荣幸。
In their own words, from Google reviews and messages.来自 Google 评价与讯息，均为他们的原话。
★★★★★
“Teacher Melisa support my kid to boost the last minutes exam package. Throughout the learning journey, she did unwavering support, to get her understand the topic. Her passion of interest in what she was doing is really impress & thanks to Melisa.”
Melisa 老师在考前冲刺课程中帮助了我的孩子。在整个学习过程中，她始终如一地支持孩子理解课题。她对教学的热情令人印象深刻，感谢 Melisa 老师。
Andrea W.Parent · PSLE家长 · PSLE
“The way that Melissa taught me is very suitable for me, which was according to my English level to customize the plan of olevel exam for me. She is good at mobilizing the enthusiasm of the students and always encourage me. Thats why I can face the exam calmly. It has improved my writing ability, helped me a lot in comprehension part and taught me many useful skills. Her lessons are lively and interesting. The humorous teaching method made me not bored and able to focus on the teaching content. In a word, she is a responsible and capable teacher.”
Melissa 老师的教学方式非常适合我，她根据我的英语水平为我量身定制了 O 水准备考计划。她善于调动学生的积极性，总是鼓励我，所以我能从容面对考试。她提高了我的写作能力，在阅读理解方面给了我很大帮助，还教了我许多实用技巧。她的课生动有趣，幽默的教学方式让我不觉得枯燥，能专注于学习内容。总之，她是一位负责任又有能力的老师。
IreneChinese national · GCE O Levels中国籍学生 · GCE O 水准
★★★★★
“Ms melissa very kind, very mindful and very demure towards her students. She clarified all my doubts and questions for english in an easy way so i could understand better. Im definitely prepared to enter O levels with her help!”
Melissa 老师对学生非常亲切、细心又温和。她用简单易懂的方式解答了我所有英语上的疑问，让我理解得更好。有她的帮助，我已经准备好迎接 O 水准考试了！
Ethan T.Singapore O Levels新加坡 O 水准
★★★★★
“I was appreciate to Ms. Melissa for her patient and skillful education that helped me improve my ability of comprehension.”
感谢 Melissa 老师耐心而专业的教导，帮助我提高了阅读理解能力。
Jin YiIB EnglishIB 英语
Messages from students as they finished their time with us.学生结束课程时发给我们的讯息。
MagdaleneChinese national · O Levels中国籍学生 · O 水准
"Hi Ms Melissa, I just got my results and I got A2 for English."“Melissa 老师您好，我刚拿到成绩，英文考了 A2！”
“Ms.Melissa, I'm leaving Singapore tonight. I'm so lucky to be your student. You are a very patient teacher. I hope we can meet again in the future. I wish you happiness every day and become more and more beautiful, I will miss you ❤️”
Melissa 老师，我今晚就要离开新加坡了。能成为您的学生，我真的很幸运。您是一位非常有耐心的老师，希望将来我们还能再见。祝您每天开心，越来越美丽，我会想念您的 ❤️
Si NuoChina · English Immersion Program中国 · 英语沉浸课程
“Thank you so much, Miss Melissa. During my time in Singapore studying English, I received a lot of encouragement, and you were always helping me answer my questions. I was really very happy. When I go there next time, I will come and visit you. You are truly a very good person, and I will continue to work hard at learning English! I will study this well.”
非常感谢您，Melissa 老师！在新加坡学习英语的这段时间，我得到了很多鼓励，您总是耐心地解答我的问题，我真的非常开心。下次去新加坡，我一定会来看您。您真的是一个非常好的人，我会继续努力学习英语！我会好好学的。
DanyangChina · English Immersion Program中国 · 英语沉浸课程
“Miss Melissa, I'm going back to Beijing today. I had such a great time in your classes and learned a lot. I'll miss you! I'll study hard to come to Singapore for school one day. Love you”
Melissa 老师，我今天要回北京了。在您的课上我过得很开心，也学到了很多。我会想念您的！我会努力学习，将来到新加坡读书。爱您
Qing NuoChina · English Immersion Program中国 · 英语沉浸课程
If our lessons have meant something to your family, a short Google review in your own words would mean the world to me. It helps parents find a teacher who cares about their child beyond grades.如果我们的课程对您的家庭有意义，一则用您自己的话写下的简短 Google 评价，对我来说意义重大。它能帮助其他家长找到一位关心孩子成绩以外成长的老师。
Only if it feels true to you. Never an obligation.只在您真心认同时才写，绝无任何勉强。
Message Miss Melissa on WhatsApp or WeChat, and we will reply with available lesson slots and rates.欢迎通过 WhatsApp 或微信联系 Melissa 老师，我们会回复可预约的上课时段和收费详情。
We would love to meet your child. Message us and we will reply with available lesson slots and rates.我们很期待认识您的孩子。欢迎留言，我们会回复可预约的上课时段和收费详情。
WhatsApp+65 8083 1675 melsenglishacademy@gmail.com
© Mel's Academy© Mel's Academy
© Mel's Academy
