ESL Awards "School Facility of the year 2017 + 2018"
ESL Awards "English School of the year 2016"

Progress Chart

BSL proficiency chart

BSL Proficiency Level Table
Level After 8 Weeks You…
Beginner
  • can understand and use familiar everyday expressions and very basic phrases.
  • can introduce yourself and ask and answer questions about personal details
  • can write basic sentences and respond to basic language, including emails in English.
  • have a very limited vocabulary and very limited understanding of grammar
  • can read and understand basic sentences in short paragraphs
  • can understand very basic conversation, provided the other person talks slowly and clearly and is prepared to clarify meaning
Elementary
  • can understand and use familiar everyday expressions and basic phrases, but your ability to communicate is limited and you find it difficult to understand everyday spoken language
  • are able to generate simple sentences that reflect your knowledge level.
  • can describe, in simple terms, aspects of your background, immediate environment, and matters in areas of immediate need.
  • can read basic paragraphs related to personal and family information, shopping, local geography, and employment.
  • can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., basic personal and family information, shopping, local geography, employment, etc.)
Pre-Intermediate
  • can produce sentences and formulate—and respond to—everyday questions.
  • have a basic knowledge of grammatical structures, including different tenses and word order, that enables you to write simple paragraphs that you can relate to, such as information about yourself, and complete tasks such as filling out forms.
  • have enough vocabulary to ‘get by’ in predictable situations.
  • can comprehend short articles about topics you can relate to and are able to respond to them.
  • can communicate more effectively, if not always accurately, as you are able to understand everyday situations.
Intermediate
  • can use and understand simple structures fairly consistently, and can respond to a wide range of questions on familiar subjects.
  • can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • can communicate effectively, if not always accurately, in most everyday situations and consider studying working in the country using the language.
Upper-Intermediate
  • can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
  • can produce simple connected texts on topics which are familiar or of personal interest.
  • can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans.
  • can understand the main ideas of complex texts on both concrete and abstract topics.
  • are able to comprehend spoken language quite well and can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible, without strain.
Advanced
  • can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers possible, without strain for either party.
  • can produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue, giving advantages and disadvantages of various options
  • can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in your field of specialization.
  • can understand a wide range of demanding, long speeches and recognize implicit meaning.

SLO charts

SLOs (Student Learning Outcomes) are academic goals set for a course. They are specific and measurable goals expressed as knowledge, skills, attitudes, or values that represent the most important learning aligned to international standards (e.g., CEFR). They specify what students will know, be able to do, or be able to demonstrate when they have completed or participated in a program/activity/course/project.

Beginner SLO Chart
After 8 weeks, students will be able to…
  • understand and use familiar everyday expressions in written and spoken form (How are you, what time is it, where is the bathroom, etc.) as well as very basic phrases aimed at the satisfaction of needs of a concrete type
    introduce themselves and others
  • ask and answer spoken and written questions about personal details such as where do you live, what do you do, who is that, and what is that
  • ask for and give simple directions (Turn left, where is 1st Ave., etc.)
  • order food and drink as well as read menus
  • read some travel documents and make very basic travel and accommodation arrangements
  • have a basic conversation, provided the other person talks slowly and clearly and is prepared to clarify meaning
  • read and write basic responses to email in English as well as in social media such as Twitter or Facebook

 

Elementary SLO Chart
Week After each week, students will be able to…
Week 1
  • ask and answer basic questions about personal information/details, jobs, nationalities, etc.
  • say hello/goodbye and introduce themselves in a variety of ways
  • follow basic classroom instructions
  • describe everyday objects
  • describe what they have in their personal possessions
  • talk about their family in detail
  • understand and complete a form
Week 2
  • ask and answer questions about their daily routines
  • ask for and give the time
  • describe their regular schedules, activities and routines
  • agree/disagree in basic conversations
  • describe their likes and dislikes
  • ask and answer questions about how often they do something
  • describe their life in their village, town or city
Week 3
  • describe what they can and can’t do in different situations
  • explain how they travel from one place to another
  • give their opinion about transport where they live
  • ask and answer questions about travel and transport arrangements
  • distinguish between articles: a/an, the and no article
  • describe different types of foods
  • distinguish between countable and uncountable nouns
  • discuss their favorite food and foods they like/dislike
  • ask and answer questions about food using there is/there are and some/any
  • ask and answer questions about the contents of different types of foods
  • describe how healthy/unhealthy different types of foods are
  • ask questions with how much/how many
  • ask and answer questions about what they typically eat for breakfast, lunch, and dinner
  • talk about their favorite place to eat
  • read a shopping list
  • ask for something politely in a restaurant setting
  • order food in a café or restaurant
Week 4
  • describe past events
  • tell their life story using the simple past and time vocabulary
  • ask and answer questions about activities from the past (When was the last time you..?)
  • tell their life story or the life story of someone they know
  • discuss and describe different stories that they have read/seen
  • describe famous events from the past using the simple past
  • describe different types/genres of stories
  • ask and answer questions about films/stories using the simple past
  • describe things they did when they were young
  • talk about a good/bad evening they had using the simple past
  • arrange a night out with a friend
Week 5
  • make basic comparisons between two people, places, or things
  • describe and compare objects using comparative adjectives (more-, -er)
  • talk about people and places using superlative adjectives (the most-, the -est)
  • describe what they bought while shopping
  • ask questions while in a shop/while shopping
  • make and respond to suggestions for choosing a present
  • describe different animals and natural features
  • ask for more specific information using how + another word, which, and what
  • describe quantities using quantifiers (a lot of, a little, a few, not much, not many etc.)
  • say and understand large numbers to talk about a variety of facts
  • prepare a general knowledge quiz using question words where, who, what, which, how far, how many, etc.
Week 6
  • describe what they are doing in this very moment (right now)
  • describe what different people are wearing and what they look like
  • discuss what they normally wear in different situations
  • discuss both what they typically do and what they’re doing right in this moment in the same situation/context
  • describe someone’s personality
  • ask and answer questions related to shopping and services
Week 7
  • talk about their future intentions and plans
  • describe their future wishes
  • discuss what they did over the weekend and what they typically do over the weekends
  • describe and discuss celebrations and parties
  • plan a festival/event
  • ask and answer questions about future plans
  • talk about and describe the weather
  • make future wishes with would like and want to
Week 8
  • describe their education and career
  • predict what will/might happen in the future
  • discuss what job they (and others) are most suited for
  • discuss things they have to and don’t have to do
  • ask for and react to results/information

 

Pre-Intermediate SLO Chart
Week After each week, students will be able to…
Week 1
  • ask and answer questions about their habitual and routine actions and schedules
  • describe how often they do (the frequency of) their routine actions
  • ask and answer questions about their free time
  • ask for and provide personal information
  • give their opinions about sports and games
  • talk in detail about personal events and special occasions
  • describe actions happening in this moment or in this present period
  • ask and answer questions about future arrangements
  • describe holidays common in their home country
  • write an e-mail to a friend inviting him/her to a special occasion
Week 2
  • link ideas in a story/narrative
  • write a story about something that happened to them
  • describe when something happened in the past with a specific time
  • describe how they feel in different situations
  • ask and answer questions about past activities
  • describe their daily routine
  • give advice and make suggestions
  • describe actions that are necessary/unnecessary
  • describe different jobs and their basic characteristics
Week 3
  • give detailed descriptions of a person’s physical appearance
  • discuss similarities and differences in physical appearance
  • give their opinions about image, appearance and fashion
  • compare and contrast physical characteristics
  • describe their intentions and wishes
  • make predictions
  • ask and answer questions about their ideal holiday/vacation
  • write a postcard
Week 4
  • describe their hopes, dreams and achievements
  • talk about actions in the past which continue to the present
  • ask and answer questions about what they have done in the past
  • talk about successful people
Week 5
  • make general statements about people, a place, 
or a thing
  • describe an area, city or country that they know
  • ask and answer detailed questions referring to a map
  • persuade someone to visit a certain place/city/town
  • write directions and give information about an 
area or place
  • give their opinion on modern equipment/items
  • talk about living in the past
  • make predictions about the future
  • speculate and talk about what they will or might do in the future
  • make suggestions and discuss possible solutions
Week 6
  • ask and talk about accidents, illnesses, and medical problems
  • speak to a doctor about their health problems and give symptoms
  • describe their past habits
  • compare how their life used to be different from now
  • discuss actions in progress in a certain time in the past
  • tell a story about the past with multiple actions happening at different times
  • write a short narrative about a rescue or an accident
  • manage conversations about money in different situations
  • tell stories about things that happened to them
  • talk about two different actions that happened in the past at different times and/or for different lengths of time
  • talk about different films they would/wouldn’t like to see
  • write a short essay expressing their opinion

Week 7
  • describe their hobbies and interests
  • read and comprehend a short article
  • talk about what they like doing and what they would like to do in the future
  • ask and answer questions about imaginary situations
  • discuss brands and products
  • present a new product
  • form sentences when the person who does the action is not important or unknown
  • form sentences when the action is more important than the person who did it
  • make suggestions in informal situations
  • write a consumer review
Week 8
  • describe their own personal characteristics and discuss those of others
  • talk about actions that started in the past and continue to the present
  • ask and answer the question how long? regarding actions that started in the past and continue to the present
  • talk about past actions with unknown or irrelevant specific starting points/periods
  • talk about their views on different ways of meeting a husband/wife
  • discuss candidates for a job/roommate and choose the best one
  • give advice to an English-speaking person looking for a job in their home country

 

Intermediate SLO Chart
Week After each week, students will be able to…
Week 1
  • describe people they know in detail
  • describe temporary situations, actions happening in the moment, and changing situations
  • describe permanent situations, habits, and “states”
  • describe how they spend their time
  • ask and answer questions about personal details and every day activities
  • write an informal e-mail to an old friend
  • describe two actions happening simultaneously in the past
  • compare and contrast their life now and their life when they were a child
  • describe their upbringing
  • tell a story about an important personal memory
  • describe the first time they met someone
Week 2
  • describe and compare different places
  • describe a town/city in detail
  • make recommendations about places to visit and why
  • ask for information when traveling
  • give a written description of place they have visited
  • talk about achievements and experiences
  • discuss things they have and haven’t done in the past
  • explain important events in their life
  • describe past actions that had a long duration or were repeated often
  • talk about someone who inspires them
Week 3
  • talk about their plans, intentions, and ambitions for the future
  • discuss their future plans and arrangements for the near and distant future
  • make predictions about the future
  • talk about the consequences of future events
  • discuss their preferred choice of candidate(s) for a job
  • write a curriculum vitae
  • make a formal telephone call
  • express preferences with would/wouldn’t mind
  • describe and discuss customs and social norms
  • make offers and instant decisions
  • make a polite request and give a polite refusal/acceptance
  • make a generalization/general statement
  • give advice about how to behave in social situations
Week 4
  • understand/explain the order of events in the past
  • report what is said in a conversation
  • retell a story
  • give a summary on what they’ve read
  • follow chronological sequence in a formal, 
structured text
  • report a news story
Week 5
  • explain how they feel about TV and radio programs
  • ask general knowledge questions about culture and the media
  • shift the focus of a sentence to the action or to the person it happened to
  • give extreme descriptions
  • discuss different types of entertainment
  • give a short talk about a show
  • write a short review
  • make a social arrangement
Week 6
  • explain how a machine works
  • talk about objects that are important to them
  • describe objects/things without knowing the name of the object/thing
  • describe the quantity of something in a variety of ways
  • write different types of thank you notes
  • go shopping in different contexts
  • describe and discuss rules, laws, and crimes
  • express obligation and permission
  • give their opinion on different laws and rules
  • link ideas in writing
  • give arguments for and against controversial issues
  • write an essay giving their opinion
Week 7
  • describe social changes
  • make predictions about the future
  • describe statistics and trends
  • talk about and give their opinion on social and moral problems
  • discuss and decide a budget
  • discuss hypothetical situations
Week 8
  • discuss problems and give possible solutions
  • criticize past actions and discuss past regrets
  • discuss hypothetical events and situations in the past
  • describe personal problems and reactions to them
  • describe a past event/decision and discuss what their life would be like if things had happened differently
  • discuss and suggest alternative solutions to problems

 

Upper-Intermediate SLO Chart
Week After each week, students will be able to…
Week 1
  • discuss and describe important people, places, and dates from their past and present
  • describe relationships in detail
  • respond sympathetically to other people’s feelings
  • describe their childhood and family background
  • plan and draft a short biography
  • describe, compare, and contrast their feelings
  • use auxiliaries in conversation to add emphasis, show interest, and to avoid repeating words or phrases (short answers)
  • talk about what is (physically and psychologically) good and bad for them
  • utilize knowledge of affixes to understand and form new words
Week 2
  • describe an accident or mishap
  • talk about and give their opinion on crimes and punishment
  • talk about past events in detail
  • write a detailed narrative about an event that happened in the past
  • use phrases that help them to deal with unexpected problems
Week 3
  • describe and discuss personal and mental characteristics
  • describe services we pay other people to do for us
  • write sentences in the passive form when the “agent” is unknown, unimportant or obvious
  • persuade other students to their point of view, giving detailed reasons
  • describe different types of social events
  • make predictions about the future
  • discuss future plans and arrangements
  • discuss and plan a social event
  • understand some colloquial language in context
  • write different types of messages, including text messages, informal emails, and handwritten notes
  • deal with common problems that occur over the telephone
Week 4
  • describe a wide range of human achievements and their results
  • talk about different eras using appropriate verb tenses
  • discuss achievements they want to achieve in the future
  • link past actions to the present
  • connect past actions with a time further in the past
  • link two or more actions or times in the future
  • ask and answer questions about what they have done or have been doing
  • give a short presentation on an idea for a TV program
Week 5
  • describe and discuss public and personal events
  • provide additional information, both necessary and unnecessary, in a sentence about a person, place, or thing
  • discuss and plan an event
  • write a review of a performance/show they’ve seen
  • use tactful phrases in awkward social situations
  • describe strange events
  • speculate about unexplained events
  • express actions of varying levels of obligation and necessity in the past and present
  • express actions of varying levels of possibility in the past and present
  • retell and discuss mystery stories
Week 6
  • give emphasis on different points in a variety of ways
  • give tips on how to do something
  • ask for, give, and respond to advice and suggestions
  • take notes on a lecture
  • write a cover letter to apply for a job
  • describe different forms of media
  • discuss and give their opinion on media
  • report and summarize what people said
  • summarize and discuss a news article
Week 7
  • describe scientific and natural processes
  • describe and discuss hypothetical situations in the past and present
  • describe their desires and wishes
  • describe their regrets and things they would/should have done differently
  • give and report opinions on different issues
  • argue for or against controversial issues
  • write a for and against essay
Week 8
  • discuss the idea of fame and what it means to them as well as different celebrities
  • talk about a famous person’s life
  • use gerunds and infinitives in their appropriate contexts
  • speak in length about a current issu

 

Advanced SLO Chart
Week After each week, students will be able to…
Week 1
  • make and confirm predictions
  • identify and take notes on main ideas and details
  • identify a speaker’s point of view
  • recognize language that signal a revision of previously held beliefs
  • express and support opinions
  • paraphrase a speaker’s ideas
  • connect statements to specific speakers
  • interpret graphs
  • use expressions to correct a myth or misconception
  • infer a speaker’s degree of certainty
  • recognize synonyms
  • recognize and use commonly confused words
  • recognize and use verbs + gerunds or infinitive with a change of meaning
Week 2
  • make and confirm predictions
  • summarize main ideas and details
  • support ideas from one listening with reasons from a second listening
  • identify a speaker’s attitude
  • express and support opinions
  • recognize and use expressions to introduce, defend, and express multiple sides of an issue
  • infer meaning from language that signals hedging or hesitation
  • identify word meaning from context
  • recognize and use modals to express degrees of certainty
Week 3
  • make and confirm predictions
  • summarize main ideas
  • identify supporting details
  • connect problems and solutions
  • identify creative and effective examples
  • express and support opinions
  • interpret cartoons
  • describe personality
  • express and defend preferences
  • initiate and maintain a conversation
  • infer meaning from language that presents a balanced point of view
  • infer word meaning from context
  • recognize and use identifying a non-identifying adjective clauses
Week 4
  • make and confirm predictions
  • summarize main ideas and details
  • identify a speaker’s viewpoints and attitudes
  • organize information using a bagua chart
  • identify subtle ways to ask for and give advice
  • express and support opinions
  • emphasize a point in a conversation
  • infer a speaker’s intention
  • infer word meaning from context
  • recognize and use word forms (nouns, verbs, adjectives, and adverbs)
  • identify and use discourse connectors
Week 5
  • make and confirm predictions
  • summarize main ideas
  • identify supporting details
  • recognize language to concede a point and present a counterargument
  • agree and disagree with opinions
  • make concessions to introduce counterarguments
  • infer meaning from excessive intonation
  • infer word meaning from context
  • recognize and use synonyms
  • recognize and use idioms connected to business
  • recognize and use direct and indirect speech
Week 6
  • make and confirm predictions
  • identify and complete main ideas
  • identify supporting details
  • recognize language that signals opposing perspectives of an issue
  • connect statements to specific speakers
  • agree and disagree with opinions
  • interpret cartoons
  • prepare for and engage in a debate
  • recognize and use language that builds and expands on others’ ideas
  • infer meaning and recognize techniques a speaker uses to take a stance on an issue
  • infer word meaning from context
  • recognize and use synonyms and antonyms
  • recognize and use wish statements, expressing unreality
Week 7
  • make and confirm predictions
  • summarize main ideas and details
  • recognize persuasion with parallel structure
  • express and support opinions
  • summarize others’ opinions
  • prepare and deliver a mini-lecture
  • recognize and use synonyms
  • incorporate parallel structure to speak persuasively
  • infer a speaker’s purpose for examples
  • infer word meaning from context
  • distinguish between literal and figurative language
  • recognize and use the passive voice and the passive causative
Week 8
  • make and confirm predictions
  • summarize main ideas and details
  • recognize summary statements
  • identify examples from the listening passages
  • express and support opinions
  • paraphrase a speaker’s key points summarize examples from the listening passages
  • use summary statements to demonstrate understanding
  • infer meaning by recognizing a speaker’s assumptions about the listeners
  • infer word meaning from context
  • recognize and use synonyms
  • recognize and use present, past, and mixed unreal conditionals

 

Business SLO Chart
Week After each week, students will be able to…
Week 1
  • make a good first impression in their workplace
  • give advice on career development
  • describe an employee’s skills and qualities
  • structure and write a bio
  • read and understand a performance appraisal
  • give and understand professional short and long-term goals and objectives
  • discuss and express their opinion about the challenges in career development for women
Week 2
  • discuss and express their opinion on a company’s corporate image
  • describe and express their opinion on corporate social responsibility (CSR)
  • describe the future with varying degrees of certainty and with both tentative and speculative language
  • prioritize tasks and effectively delegate
  • write a newsletter article utilizing different perspectives
  • participate in a case study and give a presentation related to improving a company’s corporate image
Week 3
  • discuss the possible benefits of outsourcing
  • describe supply chains, strategic decision stages, and reverse logistics
  • present a change management plan
  • create and participate in a task force
  • use language of varying levels of formality in both telephone and e-mail communication
  • read and reply to business e-mails using varying levels of formality
  • hold a meeting related to a company’s production strategy
Week 4
  • read about and discuss different management styles
  • describe the characteristics of a “bad” manager
  • manage conflict in the workplace using conflict management strategies and language
  • resolve conflicts in the workplace using assertiveness techniques
  • understand and use assertive, aggressive, and passive language in appropriate situations
  • write letters using varying levels of tone and language for portraying diplomacy, assertiveness, and forcefulness where appropriate
  • give a presentation related to conflicting relationships at a company
Week 5
  • identify and discuss effective marketing strategies
  • scan and skim an article for information
  • discuss marketing branding and partnering strategies
  • hold a meeting about a failed marketing operation
  • use techniques and strategies for active listen
  • conduct a market research interview
  • form a well-structured business proposal
  • write and exchange requests for proposals
  • hold a meeting to discuss a company’s marketing strategy, branding, partnering, and promotion
Week 6
  • discuss ethics of crisis management
  • describe potential risks of a company
  • create and present a risk management plan
  • understand and take explicit and implicit stances on an issue
  • use effective communication techniques and strategies for communicating in crisis situations
  • effectively communicate to the press in a crisis situation
  • structure and write a report making a recommendation
  • brainstorm and discuss potential risks and their implications
  • prepare and make a statement to the press
Week 7
  • discuss investment banks and the free market
  • describe different types of investments
  • create an investment profile
  • use different methods and techniques for decision-making
  • use a grid analysis to reach a decision
  • hold a decision-making meeting
  • use different techniques for adding emphasis to a sentence
  • negotiate and persuade others to support their strategy
  • structure and write a financial report
  • brainstorm, discuss, and recommend future investment strategies
Week 8
  • express their opinion and take a stance on free trade
  • combine two words to form a new word for marketing purposes
  • describe team roles and team functions in a professional setting
  • lead a team
  • hold a meeting discussing and giving feedback on a team’s roles and functions
  • use language for increasing impact, giving text more color, and expressing intensity
  • distinguish the appropriate style for different types of business e-mails
  • write business e-mails in their appropriate style
  • hold a meeting to negotiate market plans and strategies related to expansion plans
Close