A child who arrives learns the words of the playground first, not the words of the dictionary. The ulpan follows that order — read, understand, answer, then write — and every new word stays translated until it is held.
אֵיפֹהwhere isהַמַּחְבֶּרֶתthe notebookשֶׁלִּיof mine
Three words, the nikud, and a sentence a child needs on the first day. The meaning stays written under every word until it is held.
Four strands, taken up at every level, with a vocabulary that widens.
The words of the day before the words of the textbook: school, home, the street, numbers, the weather.
The forms that come back — binyanim, plurals, attached prepositions — explained one time and used everywhere.
Short texts, first with the nikud and then without, so that reading comes away from the vowels.
The language as it is spoken: the speed of a schoolyard, not of a slow recording.
A child starts at the level they are at, not the level of their age.
The alphabet, the nikud and cursive writing, then the present and the past. Reading comes before understanding.
The future tense, the binyanim and linked sentences. School subjects for young learners, the doctor, housing and the bank for adults.
The passive, irregular roots, the imperative and conditional sentences. Textbooks for young learners, rights and work for adults.
The full passive, relative clauses, the formal register: enough to follow a regular class, or to deal with public offices.
What changes here is the subject. The way it is taught does not.
Every Hebrew term in the lesson is translated where it appears, without leaving the page or opening a dictionary.
The child moves, stacks and compares — and the rule arrives afterwards, once it already means something.
No solution is typed by hand: the program solves the exercise, so it cannot hold a wrong answer.
The paper is sealed before the start, the timer runs, and the correction comes step by step.
With a commitment to the school year, or with none and cancellable at any time.
The add-on costs less than the ulpan on its own: it is the same child, with one more subject.
The level they are at, not the level of their age. A child in grade ו who has just arrived starts at א׳, and moves fast, because the ideas are already there — the words are not.
No, it doubles it. The school ulpan moves at the speed of the group; here a child repeats a level as many times as they need, in the evening, with nobody waiting.
No. Level א׳ starts at the alphabet, with the nikud, and reading comes away from it step by step.
A child who understands the instruction stops believing they are bad at the subject.
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