Face-to-face & Online
Language learning in our center, in the company and for teachers:
We always enhance the conversation!
We offer a higher and more effective level than the national curriculum, as well as the creativity and stimulus needed to learn to communicate in English successfully.
Coaching allows us to work on emotions and content, which ensures a deep learning of the languages we learn, mainly English.
General Language Training
- Spanish, Catalan, Italian, German and Dutch
Preparation for Official Exams
- Cambridge: YLE Flyers, BEC, IELTS, ILEC, PEC, CAE, FCE, PET, KET
- British Council: APTIS ESOL – ideal teachers! and to certify level
- Instituto Cervantes – DELE – CEFR
- Official Language Schools – CEFR
Commercial & Business Language Training
- Commercial Administration
- Business Logistics
- Import – Export
Technical + Professional Language Training
- Public Speaking & Storytelling
Artistic Language Training
Customized Language Training ONE-to-ONE
Cambridge English levels compared to the European Framework of Reference for Languages.
Relaxation in the classroom
Just because: “Where Attention goes Energy flows; Where Intention goes Energy flows!”James Redfield
Turn off your electronic devices. Close your eyes. Listen to your surroundings and, then, to the sound of your own breathing. Breathe three times, all while reflecting on how grateful you are to be who you are, the way you are. Be grateful and let peace fill your interior with each breath. Open your eyes and try to have a positive outlook on your environment and the people around you.
Today, we invite you to close your eyes and think of an apple. Ask yourself what the color of this apple is. You will see that everyone envisions it as a different color. Then, you should visualize the word with your eyes closed. Do the letters have any color? Are they capitalized (visual stimuli)? Once you see the word well, try to smell the fruit and tell us if it has a sweet, salty, bitter smell, etc. (olfactory stimuli). Is there any other adjective for it?
We ask our students to close their eyes for a few seconds, and to listen carefully (auditory stimulus). Then, we ask them what they heard: it could be the noise that the rain makes as it falls, or the wind as it blows, or the ring of a mobile phone. They must identify it. We may ask them to write it down in their notebook, so that they may analyze their impressions in an orderly manner. Their words, together with the keys to ocular access (NLP), will allow us to know how our students learn and how we can be more effective in giving examples and transmitting information.