For beginner level:
We are offering a foundation course for adult and young adult true beginners. It is also suitable for students who have already learned a little English, perhaps some years ago, but who don’t yet feel confident enough to move on. They want to go back before they move forward.
New language is introduced gradually and methodically, in measured amounts, and in a logical order. Listening material is provided across the lessons. Vocabulary has been selected carefully to avoid overloading. There are many controlled practice activities, which aim to give beginners the confidence to proceed, but there is also some simple skills work, which incorporates manageable communicative activities appropriate for low-level students. In the Everyday English sections, we deal with social and functional language, and survival skills.
For elementary level:
We are offering a course for students who already have some basic knowledge of the language. They may have recently completed a beginner course or they may be returning to language learning after a break and need to revise key language before being able to progress further.
New language is introduced systematically and at a steady pace, allowing students to increase their knowledge of the language and build their confidence. Listening material is provided across the lessons. New vocabulary is introduced gradually and there are regular controlled practice activities, allowing students to activate the language in a supported way. There are also freer practice activities where students have the ability to start focusing on their fluency. In the Everyday English sections, useful chunks of language are presented, which students can use in several different social contexts.
For intermediate level:
The intermediate level is an interesting one for both teacher and student. From the student’s point of view, they have been introduced to many aspects of the English Language. However, with the exception of the most able, they are still making of grammar, word choice, collocation, pronunciation, or sentence stress. There might well be an element of frustration, as they become more fully aware of what is still to be mastered, and how much more there is to learn.
For teachers, the task at this level is to revise and extend without making students feel they are doing the areas again- one step back and two steps forward.
This course helps students reflect on, analyze, solidify, and build on what they already ‘Know’, paving the way for increased fluency and more advanced structures to come in higher levels.
For upper- intermediate level:
The upper-intermediate level is an interesting one for both teacher and student. From the students’ point of view, they have successfully achieved a certain amount. They have been introduced to significant selection of the English language. Grammatically, lexically, functionally and situationally, and possesses sufficient language proficiency to be able to express themselves in a variety of social contexts. They can interact with authentic material as long as it is not of too specialized.
From the teacher’s point of view, it requires a shift of attitude to deal with the upper-intermediate students. A certain amount of understanding is to be expected, and this has to acknowledge and exploited.
For advanced level:
This level corresponds to proficient users of the language, i.e. those able to perform complex tasks related to work and study.
- He/she can understand a wide range of more demanding, longer texts, and recognize implicit meaning in them.
- He/she can express him/herself fluently and spontaneously without much obvious searching for the right expression.
He/she can use language flexibly and effectively for social, academic and professional purposes. He/she can produce clear, well-structured, detailed text on complex subjects, showing correct use of organizational patterns, connectors and cohesive devices.
For proficiency level :
This level corresponds to proficient users of the language, i.e. those able to perform complex tasks related to work and study.
- He/she can understand with ease practically everything he/she hears or reads.
- He/she can summarize information and arguments from different spoken and written sources, and present them coherently and concisely.
- He/she can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.