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berlitzlanguagecenter

berlitzpicFor more than a century now, Berlitz has been synonymous with superior, effective and enjoyable language learning experience. From its early beginnings to the present, Berlitz has always stood out for its excellence, innovation and leadership. With over 500 language centers in 70 countries worldwide, it is indeed an international company that offers nothing less than international standards when it comes to language services.

Our clients come from all walks of life and include heads of state, members of royalty, government and military officials, CEOs and corporate executives, writers, artists, musicians, actors and actresses, TV and cultural personalities, athletes and sports figures, beauty queens, owners and employees of small businesses, students, call center practitioners and anyone else who needs to speak another language as well as improve what they already speak.

Their reasons for study include international relocations, business and personal travel, local business, educational and training requirements, career advancement, and personal enrichment.

The Berlitz franchise in the Philippines is owned by a group of Filipino businessmen, educators and leading figures in the local industry. Berlitz Manila opened its doors to local and international clients in 2001. From a small group of local students and a few private classes resulting from international transfers, Berlitz Philippines has grown rather exponentially over the years and is now a leading provider of language services.


berlitzstory

mr.berlitzBerlitz International, Inc. was founded in 1878 by Maximilian D. Berlitz in Providence, Rhode Island, USA. He discovered and developed the Berlitz Method, a system of language teaching that today is still the basis for the world-famous Berlitz courses.

Currently, Berlitz is a subsidiary of Benesse Corporation, a leading Japanese publisher of correspondence courses and other educational materials. Berlitz and Benesse together are uniquely positioned to provide the language needs - -instruction, and publishing- - of the global marketplace.
 

berlitzmethod

The Berlitz Method® teaches you a new language the same way you learned your first naturally, through conversation. At Berlitz, you won't have to memorize vocabulary or conjugate verbs like you did in high school. From the moment the lesson begins, you will only hear your target language. This direct method allows you to pick up vocabulary and grammar in their proper context without translating and with the least amount of effort.

berlitz-learningcycle


levelofcompetence-title

Level 1 Skills / Objectives

  • Manage brief exchanges in common situations
  • Introduce oneself
  • Make brief introductions between individuals
  • Give basic facts about oneself or others
  • Ask for someone over the telephone
  • Give simple orders
  • Use numbers
  • Use elementary welcoming and polite forms
  • Order a meal, using simple vocabulary
  • Make a purchase, using simple vocabulary
  • Ask the way and understand road signs
  • Give directions over the telephone
  • Ask and reply to questions about dates and times
  • Write simple phrases with elementary vocabulary

Level 2 Skills / Objectives

  • Satisfy simple personal needs, like making purchases
  • Ask the way and understand road signs
  • Cope with ordinary problems over the telephone
  • Leave telephone messages
  • Set up appointments
  • Make reservations
  • Express obligation
  • Make apologies
  • Give advice
  • Give and ask for explanations
  • Carry out bank transactions [withdrawals, deposits, changing money]
  • Make routine travel arrangements
  • Ask for the meaning of a word, phrase or sentence
  • Explain how simple equipment works [phone, copier]
  • Write observations about planned trips
  • Write simple indications and instructions

Level 3 Skills / Objectives

  • Write observations about planned trips
  • Follow the general meaning of a conversation about everyday subjects
  • Give professional instructions
  • Give and politely reply to an invitation
  • Carry out bank transactions [withdrawals, deposits, exchanging currency]
  • Establish contacts by telephone or by a visit and give advice
  • Express agreement or disagreement
  • Make a complaint
  • Take visitors around premises, offices, factories
  • Make appointments and reservations, offer options
  • Rent something
  • Offer someone help
  • Take routine messages on the telephone
  • Complete a form with basic information
  • Explain a simple problem and give solution in writing
  • Write a fax or memo about professional subjects

Level 4 Skills / Objectives

  • Participate in a simple conversation or discussion
  • Purchase and describe technical equipment
  • Hold a discussion and explain the precise needs of a project
  • Discuss the quality of a service provided
  • Carry out routine financial transactions
  • Establish contact[s] and give advice
  • Express hypotheses and their consequences
  • Cope with a bad phone line, ask the operator for help
  • Cope with everyday problems over the telephone
  • Rent something
  • Organize meetings, visits, etc. over the telephone
  • Deal with official procedures [visas, customs, etc.]
  • Write letters of thanks and invitations
  • Write simple reports and personal letters
  • Respond to simple memos, letters, faxes
  • Comprehend reading passages on familiar topics

Level 5 Skills / Objectives

  • Understand and communicate easily, one-on-one
  • Describe an industrial process
  • Participate in a discussion and express opinions about a project
  • Carry out financial transactions
  • Organize meetings, visits, etc. by telephone
  • Deal with everyday problems over the telephone
  • Follow the general sense of a meeting, interrupting for explanations
  • Make travel arrangements and cope with minor problems
  • Feel comfortable in ordinary social and professional situations
  • Deal with official procedures (visas, customs…)
  • Understand quite complicated documents, related to profession or professional activity
  • Construct simple letters and memos
  • Understand written material of a more complex nature

Level 6 Skills / Objectives

  • Feel comfortable in ordinary social and professional situations
  • Participate easily in a conversation with several native speakers
  • Follow the general meaning of a meeting and ask for explanations
  • Deal with more demanding situations such as consulting a lawyer, CPA or other professionals
  • Discuss a project and express demands
  • Express opinions and defend ideas during a discussion
  • Hold a long telephone conversation
  • Make travel arrangements, and deal with unexpected problems
  • Grasp the main points in newspaper and magazine articles, about known topics
  • Understand quite complicated documents related to profession or professional activity
  • Write simple letters and memos, unsupervised
  • Write basic letters of arrangement and confirmation

Level 7 Skills / Objectives

  • Feel at ease in everyday social and professional conversations including those involving several native speakers
  • Express opinions, defend ideas during a discussion and understand some idiomatic expressions used by native speakers
  • Function in a wide range of personal and professional situations such as managing an office
  • Settle a disagreement
  • Deal with most professional situations, using appropriate vocabulary
  • Present and summarize ideas to a group, with some supervision
  • Follow the reasoning behind newspaper and magazine articles and professional reports
  • Understand quite complicated documents related to profession of professional activity
  • Draft simple memos and letters
  • Write ordinary letters with some supervision

Level 8 Skills / Objectives

  • Function in most personal and professional situations, including challenging ones like conducting a meeting
  • Speak easily and with different shades of meaning
  • Participate easily in social and professional conversations
  • Feel comfortable and deal with most subjects over the telephone
  • Receive business people
  • Give a report or make a professional presentation in an open meeting
  • Hold a long telephone conversation and organize work over the telephone
  • Make sales presentations
  • Read and understand easily a large variety of documentary information
  • Have sufficient understanding of the written language to read for pleasure
  • Write ordinary letters and short reports with some supervision

Level 9 Skills / Objectives

  • Function well in most personal, academic and professional situations including many which presume experience in writing, public speaking and critical reading
  • Speak with a certain self-confidence during social and professional situations
  • Use appropriate expressions to give style when speaking on a large range of subjects
  • Express opinions and defend ideas during a discussion with several people
  • Hold a long telephone conversation and organize work over the telephone
  • Give a report or make a professional presentation in an open meeting
  • Read and understand easily a large variety of documentary information
  • Comprehends complex thoughts at a higher analytical and critical level
  • Write independently on familiar topics

Level 10 Skills / Objectives

  • Function well in virtually any personal, academic and professional situations including many which presume considerable experience in writing, public speaking and critical reading
  • Speak quite naturally when dealing with personal and professional subjects, using appropriate vocabulary
  • Use appropriate expressions to give style when speaking on a large range of subjects
  • Develop ideas in speech and writing clearly and coherently
  • Follow the reasoning behind newspaper and magazine articles and professional reports
  • Understand and use virtually all linguistic structures
  • Understand and use a wide range of vocabulary items notable for both its breadth and depth
  • Speak with a certain confidence in front of a group
  • Comprehend very complex and sophisticated thoughts at a higher analytical and critical level
  • Prepare fairly complex reports on work-related topics



proficiency-title

These are descriptions of what a learner can expect to do upon completion of the curriculum for each Berlitz level –in other words, when s/he has reached the level described. During and given course, s/he will be “working towards” the level of the material, but will be “at” the preceding level.

Further note, unless specified differently, the number of vocabulary items indicated at each level is an approximate number of the active-command lexical items that are cumulatively introduced in typical Berlitz programs. Students who are exposed to language outside of Berlitz will have higher numbers. Also, in Berlitz the student is exposed to a vast amount of language, but s/he is not expected to master it. So, considering passive knowledge or exposure, the numbers would be higher.

BPL Descriprion
A Absolute beginner - No ability whatsoever or knowledge limited to isolated words and/or phrases.
Functional 1 Knowledge of language is sufficient to communicate in a very limited way, with the simplest oral and listening tasks and situations. Users can understand the topic in conversations and articles that deal with predictable, routine, or familiar subjects. They have a very basic range of language, which they can use to express simple needs. For example, they can understand and provide dates and numbers, provide basic information for a registration form, greet people and introduce themselves and others, ask for and give directions, and order a meal. At this level active vocabulary is limited to high-frequency words and basic phrases and structural accuracy is limited to previously learned utterances or formulae.

At this level users can understand and use approximately 500 vocabulary items. This may be an appropriate minimum target level for those who need to use the language in their work in basic interaction because they have occasional contact with speakers of the language –e.g., receptionists, clerical or administrative staff, or for some travel and social needs.
2 At the functional level, the users have a basic command of the language needed in a limited range of simple, routine, and familiar tasks and situations. For example, they can understand and pass on simple messages, are able to deal with simple, straightforward information, and are able to maintain simple face-to-face conversations, using at least one form of the present, past and future tenses. They can give a simple description or presentation about people, daily routines (at home and at work), likes/dislikes, etc. in a series of simple phrases and sentences. They are able ask for information to satisfy routine needs –for example when shopping or making travel and hotel arrangements, and when coping with ordinary problems over the telephone. However, at this level structural accuracy continues to be severely limited and the active vocabulary range is still very narrow.

At this level users can understand and use up to 1,000 of the most frequently encountered or personally relevant vocabulary items. This may be an appropriate minimum target level for those who would like more independence when traveling in a country where the language is spoken, or for those who need to work with their counterparts abroad on a routine functional level, such as developing contacts and exchanging information about the company and its products, or confirming meeting arrangements –e.g., line supervisors, administrators, clerical or administrative staff.
Intermediate 3 Users can successfully handle most uncomplicated communicative tasks and routine social and work situations. They can follow the general meaning of a conversation about familiar subjects. They can initiate, sustain, and close a conversation, covering a range of circumstances and topics, albeit with some errors. They have a relatively wide range of simple language forms and strategies and are beginning to build a repertoire of topic-specific vocabulary, and can participate in guided discussions. For example, they can give professional instructions, explain a simple problem and give a solution, take visitors around their premises, offices or factories, or report on the status of a project. They can extend and politely reply to invitations, offer congratulations, and express preferences, agreement or disagreement or make complaints. Accuracy in basic grammatical relations is evident, although not consistent. While some structures are established, errors occur in more complex patterns and the users may make frequent errors in formation and selection of verb tenses.

At this level users can understand and use 1,500 or more vocabulary items and most basic sentence structures. This may be an appropriate minimum target level for those who will be living in a country where the language is spoken and will be interacting mostly with speakers of their own language –either in the workplace or socially.
4 At the intermediate level, users are able to refashion and combine learned material to meet their immediate communication and learning needs. They are able to comprehend information on familiar topics in contextualized settings and produce sustained conversation with others on an expanding variety of general topics. However, typically they are unable to sustain coherent structures in longer utterances or unfamiliar situations. Users can purchase and describe familiar equipment, negotiate an agreement or terms of employment, establish professional contacts, deal with official procedures (visas, customs), and give advice and make suggestions concerning health and safety. Inaccuracies or interference from other languages are common, and structural complexity may interfere with comprehension.

At this level users can understand and use 2,000 or more vocabulary items, most verb tenses and basic sentence structures.

This may be an appropriate minimum target level for those whose work involves them in extensive contact with foreign colleagues, customers or counterparts, in activities such as handling customer inquiries or participating more fully in business meetings and discussions –e.g., technical or research personnel and senior administrators.
Upper Intermediate 5 Users can, to an extent, initiate, sustain and conclude, most routine communicative tasks for personal and work needs. They can carry out conversations using a number of strategies appropriate to a range of circumstances and topics, and while limited vocabulary still necessitates hesitation and wordiness, they can produce connected speech for simple narration and descriptions, and can ask and answer predictable questions in the workplace. They can describe and give straightforward instructions for work processes and are comfortable in ordinary social and professional situations –including participating in discussions and meetings, and interrupting for explanations or to express their opinions about a project. They can discuss the quality of a product or service, and they can express hypotheses and their consequences. They understand and can use all basic sentence structures and some more sophisticated ones, with the appropriate verb constructions.

At this level users can understand and use 3,000 or more vocabulary items and some more sophisticated sentence structures.

This may be an appropriate minimum target level for those whose work requires extensive contact with foreign colleagues, customers or counterparts, in activities that are not always routine, such as handling customer complaints, or participating more comfortably in business meetings and discussions.
6 At the upper intermediate level the users have assimilated the essentials of the language. They can communicate competently and comfortably in many professional and personal contexts, and can find different ways of formulating what they want to express. They manage adequately even in socially or lexically demanding situations –by asking for repetition or consulting a dictionary. They can participate easily in conversations with several native speakers, follow the general meaning of a meeting and ask for explanations when needed, deal with more demanding situations such as consulting a lawyer, accountant, or other professional, discuss a project and express demands, opinions or ideas. They can hold long telephone conversations, make travel arrangements, and deal with unexpected problems.

At this level users can understand and use 4,000 or more vocabulary items. This may be an appropriate minimum target level for those who will be living and working primarily with speakers of the language.
Advanced 7 At this level users begin to create with the language in more complex, cognitively demanding situations, and are able to use it as a means for learning in other academic or professional areas. They can comprehend detailed information with fewer contextual clues on unfamiliar topics; produce, initiate, and sustain spontaneous language interactions, although wordy when necessary; and can satisfy social and professional needs by recombining learned vocabulary and structures. They can express opinions and defend their ideas during a discussion and understand some idiomatic expressions used by native speakers; they can function in situations such as managing an office; they can settle a disagreement and use appropriate vocabulary to deal with most professional situations; they can present and summarize ideas to a group, with some assistance.

At this level users can understand and use 5,000 or more vocabulary items.

This may be an appropriate minimum target level for users who will be pursuing academic studies in the language –e.g., college students who will be pursuing their degrees abroad at a non-competitive institution.
8 At the advanced level users communicate effectively and appropriately even in demanding communicative tasks and situations, like conducting a meeting. They can participate easily in social and professional conversations, and can deal comfortably with most subjects over the telephone. They can receive business people, give a report or make a professional presentation in an open meeting, and make sales presentations. At this level a user may have an insight into the language that demonstrates experience of living in the country and having acquired a certain proficiency in fluency, if not accuracy, gained by living there. Their usage is quite versatile and fluent –they can speak easily and with different shades of meaning, and they comprehend speech with ease, even on demanding subjects. Slight inaccuracies and interference from their native language are not intrusive.

At this level users can understand and use 6,000 or more vocabulary items and nearly all sentence structures. This may be an appropriate minimum target level for users who will be attracting and sustaining business relationships with speakers of the language –e.g., sales personnel and company executives.
Professional 9 At this level users communicate effectively with various audiences on a wide range of familiar and new topics to meet most personal, academic and professional demands –including many which presume experience in public speaking and critical listening. While further linguistic enhancement and refinement may be necessary, users have good operational command of the language to be able to, for example, participate confidently and effectively in discussions and meetings. They are able to express opinions and defend their ideas during discussion with several people, organize work over the telephone, give clear, detailed descriptions and presentations, and use appropriate expressions to give style when speaking on a wide range of often-complex subjects.

At this level users can understand and use over 10,000 vocabulary items and virtually all linguistic structures.

This may be an appropriate minimum target level for users who will be attending and fully participating in formal or informal meetings, seminars (business or academic), conferences or conventions, or planning to pursue a degree at a competitive institution of higher learning, or those who will be pursuing advanced degrees.
10 At the professional level users have full command of the language. They understand and can use virtually all linguistic structures as well as a range of vocabulary items as broad and deep as that of most well read native speakers. Communication is fluent, appropriate and well organized –they develop ideas in speech clearly and coherently. They have reached an exceptional level of language proficiency, approaching that of an educated or well-read native speaker, in situations specific to their field. They comprehend speech at a very high analytical and critical level and they understand and use cultural references in a way that evidences a deep comprehension of the society in which the language is spoken. They can communicate naturally and effectively in most formal and informal conversations on practical, social, academic, professional, and abstract topics –including many, which presume considerable experience in public speaking and critical listening. Using extended discourse, they can explain in detail, hypothesize on concrete and abstract topics, and support or defend opinions on controversial matters. They can prepare complex reports on work-related topics.

At this level users can understand and use a range of vocabulary items as broad and as deep as that of most educated or well-read native speakers. At this level, users generally have very specific needs for language learning, such as accent reduction or test preparation, or a need to perfect a skill such as business writing or public speaking.
N Native proficiency – a level of proficiency indistinguishable from that of a well-read or educated native speaker.
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