Types of courses and specialization
Types of courses
- regular courses
- intensive courses
Specialization of courses
- General
- Language for work
- Business
General courses
One year courses of regular one to one or group lessons or intensive revision courses designed to meet the individual client’s needs.
Content of the course: A wide range of general topics is covered. Courses focus on the systematic development of communicative ability, vocabulary and grammar with the stress on use of language in everyday life. Courses have a balanced focus on the development of all skills: reading, writing, listening and speaking.
Language for Work
One year courses of regular one to one or group lessons or intensive revision courses designed to meet the individual client’s needs which focus on language used in the working environment
Content of the course: A wide range of topics related to the working environment is covered. Courses focus on the systematic extension of vocabulary and grammar with emphasis placed on functional skills used in everyday life and at work. The courses develop reading, writing, listening and speaking skills with a focus on their application in work contexts.
Examples of functional skills: Making contacts, making decisions, meetings, social English, emailing and business correspondence, solving problems, making presentations, business travel, negotiations etc.
Business courses
Courses can be organized as regular one to one or group lessons or intensive courses. Business course content can also be integrated into Language for Work courses.
Content of the course: Specific business topics.
Examples of topics: Strategies, business plans, finance and banking, consultants, project management, business ethics etc.
Business courses are more suitable for students with a higher level of language skills: Intermediate (B1), Upper-Intermediate (B2), Advanced (C1 and C2).
Courses for students of Business English can include preparation for the internationally recognized Cambridge Business English Certificate (BEC).

