Our textbooks, both in paper and fully digital formats, come from a variety of highly-established publishing sources, such as MacMillan Education, Cambridge University Press, Oxford University, Longman and Pearson, ensuring the highest standard of English language training.
English language courses are aligned with Canadian Language Benchmarks. Each course is followed by an exit test, passing of which (75%) qualifies a student for the progression to the successive course/next level.
A Certificate of the Professional Development Program is issued upon completion of the program.

Suggested textbooks:


“American language hub” digital student’s book with student’s app and digital workbook, Macmillan education

Level 1 – A1-A2 elementary (click to view the syllabus)

Level 2 – A2-B1 pre-intermediate (click to view the syllabus)

Level 3 – B1-B2 intermediate (click to view the syllabus)

Level 4 – B2-C1 upper-intermediate (click to view the syllabus)

Level 5 – C1-C2 advanced (click to view the syllabus)


“Grammar in use intermediate” interactive eBook for students of American English, digital, by Raymond Murphy, Cambridge University Press

Suggested textbooks:


“In Company 3.0”, Macmillan education


“Market Leader”, Pearson

Suggested textbooks:


IELTS, Introduction, MacMillan Education, IELTS Band 3-4, General module


IELTS, TARGET 5.0, Garnet Education, IELTS Band 3.5-5, General module preparation with bridging to Academic module


IELTS, TARGET 6.5, Garnet Education, IELTS Band 5-6.5, Academic module preparation


IELTS, TARGET 7.0, Garnet Education, IELTS Band 6.5-7, Academic module preparation

Textbook selected upon initial needs assessment and based on the client’s interview.

Textbook selected upon initial needs assessment and based on the client’s interview.


The following steps describe the process of selecting the appropriate program and time frame:

  1. The competency level is established based on the results of the entry test and a personal interview
  2. Needs analysis is conducted depending on the individual/corporate client profile and objectives
  3. Based on the needs analysis and the initial assessment results, a specific program, textbooks, duration and intensity of the studying process are selected
  4. An ongoing interim assessment is conducted upon completion of every 3-4 units, depending on the course selected
  5. Following the completion of the program the exit test is conducted to verify the acquired knowledge and the ability to proceed to the next level
  6. A smooth progression through Common European Framework of Reference (CEFR)/Canadian Language Benchmarks (CLBs) levels is achieved




CLB 11-12 C2 Advanced
CLB 9-10 C1 Upper-Intermediate
CLB 7-8 B2 Intermediate
CLB 5-6 B1 Pre-Intermediate
CLB 2-4 A2 Elementary
CLB 1-2 A1 Beginner


CEFR scale



CLB 11-12 C2 IELTS 8-9
CLB 9-10 C1 IELTS 7-8
CLB 7-8 B2 IELTS 5.5-6.5
CLB 5-6 B1 IELTS 4-5
CLB 2-4 A2 IELTS 3-3.5
CLB 1-2 A1 IELTS 0-2

Cambridge English Language Assessment said that each level is reached with the following guided learning hours: A2, 180–200; B1, 350–400; B2, 500–600; C1, 700–800, and C2, 1,000–1,200

Research suggests that it takes approximately 200 guided learning hours for a language learner to progress from one level of the Common European Framework of Reference (CEFR) to the next.

It is impossible to say exactly how many hours of study are required for each level as this depends on factors such as the learner’s language learning background, the intensity of study, the learner’s age and motivation, and the amount of study and exposure outside class. The hours shown in the above table are approximate only, and based on suggestions by examination publishers such as Cambridge English.


The Common European Framework divides learners into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. These levels are:

Basic user

Breakthrough or beginner

  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Way stage or elementary

  • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
  • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
  • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Independent user

Threshold or pre-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 while travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that 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.

Vantage or intermediate

  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Proficient user

Effective operational proficiency or advanced

  • Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
  • Can express ideas fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Mastery or proficiency

  • Can understand with ease virtually everything heard or read.
  • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
  • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.