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Learn English the Right Way!

PHILINTER’s differentiation comes from how happy and satisfied our students are.

Our ESL courses operate in two ways.

Spartan Program

The academic schedule is tight, and evening programs must be attended
even after school.

Intensive ESL

Semi-Spartan Program

Requires minimal regulations for a studying atmosphere.

General ESL
Intensive Power Speaking
Light ESL

BOOSTER SPEAKING

The Booster Speaking Program is an intensive short-term speaking course designed for learners of all English levels — from beginners to advanced speakers — who want to build confidence and speak more naturally, fluently, and effectively in real situations.

CURRICULUM FEATURES

  • Open to All Levels
    No entry level is required. The program adapts to each student’s speaking ability, ensuring personalized progress and measurable improvement.

  • Maximum Speaking Output
    Students actively speak in every class with minimal teacher talk time to maximize real communication practice.

  • Clear & Visible Improvement
    Speaking performance is recorded at the beginning and final week so students can clearly see their growth.

  • Effective Speaking Flow
    Learn → Drill → Apply
    Students learn practical expressions, practice repeatedly, and use them in real-life speaking situations.
COURSE DURATION
  • 4 weeks
  • For students planning to study beyond 4 weeks, it is recommended to transition to IPS (Intensive Power Speaking) after completing the Booster Speaking course.
CURRICULUM
CLASS TYPE NUMBER OF CLASSES SUBJECTS

 1 ON 1

4

 Speaking (Basic, Intermediate, Advanced) Vocabulary for Speaking Grammar in Speaking Speaking Mastery

SMALL GROUP CLASS
(45 Minutes)

4

 Start Talking Basic Dialogue Patterns

*2 (45-minute Connecting Class: Pronunciation Public Speaking and Debate )
 

EVENING MISSION

2

 Speaking Mission Practice

Daily speaking tasks to complete before the next day

Speaking Review & Recording Practice

  1. Review daily expressions
  2. Self-recording and self-check

Every Saturday 

 Weekly Speaking Assessment
TOTAL 10

 

One on One Class

  • Speaking (Basic, Intermediate, Advanced) – A personalized class designed to develop students’ speaking skills according to their level, focusing on fluency, accuracy, and confidence in one-on-one guided conversations.
  • Vocabulary for Speaking – A class that helps students expand and effectively use practical vocabulary for everyday communication, enabling more natural and expressive speech.
  • Grammar in Speaking – A class that focuses on applying correct grammar in spoken English, helping students construct accurate sentences while speaking naturally.
  • Speaking Mastery – An advanced class aimed at refining overall speaking performance, integrating fluency, coherence, pronunciation, and confidence for more effective and professional communication.

Small Group Class (45 Minutes)

  • Start Talking – A class primarily focused on developing students’ speaking and oral communication skills in the English language.
  • Basic Dialogue Patterns – A class in the form of role-play or simulation that focuses on teaching students how to engage in conversations and communicate effectively through dialogues.

Small Group Class (Connecting)

  • Pronunciation – A class aimed at helping students refine their pronunciation and reduce their native accent, offering both beginner (Basic Accent Training) and advanced levels (Advanced Accent Training) to improve clarity and fluency in spoken English.
  • Public Speaking & Debate – A comprehensive class that combines the art of public speaking with debate skills, helping students develop the confidence and skills needed for effective communication in both formal and informal settings.

Evening Missions

  • Speaking Mission Practice – A class that engages students in daily speaking tasks through structured Speaking Mission Cards, encouraging real-life communication and consistent English usage beyond the classroom.
  • Speaking Review & Recording Practice – A class where students present and review their speaking mission outputs, including recorded performances, allowing instructors to provide feedback and help improve accuracy, fluency, and delivery.
ADMISSION QUALIFICATION & DATE
  • Age Requirement: 18 years old and above
  • No entry level is required.

ADMISSION DATE

  • Every Sunday (Please inquire in advance for Saturday Admission)
DAILY SCHEDULE

The following is an example of an Booster Speaking course routine. The student can change the start time and vacant time to suit their lifestyle.
This course is conducted in a Spartan System, therefore, going out during weekdays is not permitted. However, students are allowed to go on short outings after school to places like supermarkets, shopping malls, and coffee shops.

TIME ACTIVITY CLASS TYPE SUBJECT / CLASS
07:30 – 08:00 am BREAKFAST
08:00 – 08:45 am 1st Class 1on1 Basic Speaking
08:50 – 09:35 am 2nd Class 1on1 Vocabulary for Speaking
09:40 – 10:25 am 3rd Class SGC Start Talking
10:30 – 11:15 am 4th Class SGC Basic Dialogue Patterns
11:20 – 12:00 am 5th Class
11:50 – 12:30 pm LUNCH
13:00 – 13:45 pm 6th Class 1 on 1 Grammar in Speaking
13:50 – 14: 35 pm 7th Class 1 on 1 Speaking Mastery
14:40 – 15:25 pm 8th Class SGC Basic Accent Training (Connecting Class)
15:30 – 16:15 pm 9th Class SGC Basic Accent Training (Connecting Class)
16:20 – 17:00 pm 10th Class
17:30 – 18:10 pm DINNER
18:10 – 19:00 pm
19:00 – 20:00 pm Evening Study Speaking Mission Practice

Speaking Review & Recording Practice
Every Saturday morning Weekly Speaking Assessment

SGC – Small Group Class

EXAMS

Placement Test

A comprehensive initial assessment conducted on the first Monday, covering reading, listening, grammar, writing, and speaking, including a pre-speaking recording to serve as a baseline for measuring students’ progress throughout the course.


Weekly Speaking Test

A weekly assessment held every Saturday that monitors students’ speaking development, focusing on confidence, fluency, and expressive ability while incorporating real-life application where students practice English in actual situations.


Progress Test 

A final assessment conducted during the last week that includes a post-speaking recording, allowing students and instructors to clearly measure improvement and overall progress from the initial placement test.

PHILINTER LANGUAGE LEVEL

Our systematic level system ensures substantial growth in your English proficiency!

We accurately assess students’ current English skills and expedite their progress to higher levels. As their English proficiency advances, we provide tailored guidance on official test scores that align with their level and recommend the most suitable courses for their progression.

PHILINTER’s result-oriented educational operation begins with this systematic and precise level system.

PHILINTER LEVEL EQUIVALENT SCORE
IELTS TOEIC PTE DET CAMBRIDGE CEFR
601 Proficient 8.5 – 9.0 970 – 990 85 – 90 145 – 160 Proficiency (CPE) C2
501 + Upper Advanced 7.5 – 8.0 900 – 970 79 – 84 135 – 140 Advanced (CAE) C1
501 Advanced 7.0 880 – 900 76 – 78 125 – 135 Advanced (CAE) C1
401 + Pre-Advanced 6.5 800 – 880 65 – 75 115 – 125 First (FCE) B2
401 Upper-Intermediate 5.5 – 6.0 700 – 800 59 – 64 100 – 115 First (FCE) B2
301 + Intermediate 5.0 600 – 700 51 – 58 90 – 100 Preliminary (PET) B1
301 Pre-Intermediate 4.0 – 4.5 450 – 600 43 – 50 75 – 90 B1
201 + Upper Elementary 3.0 – 3.5 350 – 450 36 – 42 65 – 75 Key (KET) A2
201 Elementary 2.0 – 2.5 225 – 350 30 – 35 55 – 65 A2
101 + Upper Beginner 1.5 160 – 225 23 – 29 45 – 55 A1
101 Beginner 1.0 0 – 160 10 – 22 10 – 45 Pre-A1

LEVEL DESCRIPTION

Describes the details of English proficiency for each level.

PHILINTER LEVEL DESCRIPTION
601 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.
501 + Can reformulate ideas differently in order to ensure that people understand exactly what is meant, eliminating the possibility of misunderstandings. Also, has a good command of a broad vocabulary, including collocations and idiomatic expressions; Can overcome gaps in vocabulary with alternatives. Can consistently maintain a high degree of grammatical accuracy; errors are rare and difficult to spot. Can express myself fluently and spontaneously, almost effortlessly.
501 Can express fluently and spontaneously, except occasionally, when speaking about a conceptually difficult subject. Has a good command of a broad vocabulary. Can sometimes have to search for expressions but can then find alternatives to express what he/she want to say. Maintains a high degree of grammatical control in speech and writing.
401 + Can express clearly and without much sign of having to restrict what he/she wants to say. Can reformulate ideas in different ways to ensure people understand exactly what is meant. Can maintain good grammatical control. Can sometimes make mistakes but can easily correct them afterwards. Can communicate fluently and spontaneously, even when talking at length about complex subjects.
401 Can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings. Has a sufficient range of vocabulary to vary formulation and avoid repetition. Can produce stretches of language with a fairly even tempo; although can be hesitant when searching for expressions, there are few noticeably long pauses. Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker.
301 + Can communicate with reasonable accuracy in familiar contexts, though with noticeable influences from mother tongue. Has a sufficient range of language to describe unusual and predictable situations and to express thoughts on abstract or cultural as well as everyday topics (such as music, films). Can express relatively easily when talking freely and keep the conversation going effectively without help, despite occasional pauses to plan and correct what is being said.
301 Can keep a conversation going, but sometimes have to pause to plan and correct what is being said. Knows enough vocabulary to talk about family, hobbies and interests, work, travel, news and current events. Can use simple expressions politely in a neutral way in everyday situations.
201 + Can generally communicate the main points of what is wanting to say, though sometimes have to simplify it. Knows enough vocabulary for familiar everyday situations and topics but needs to search for the words and sometimes must simplify. Can participate in a longer conversation about familiar topics, but often needs to stop and think or start again in a different way. Can socialize simply but effectively using the simplest common expressions and routines.
201 Can communicate in a simple and direct exchange of limited information; in other situations, can generally have to compromise the message. Can use correctly simple phrases learnt for specific situations, but often make basic mistakes – for example mixing up tenses and forgetting to use the right endings. Has enough vocabulary to communicate in simple everyday situations. Can understand with short, simple phrases, but often needs to stop, try with different words – or repeat more clearly.
101 + Can communicate limited information about self, family and job in a simple and direct exchange. Has a basic repertoire of phrases to talk about oneself and communicate in common everyday situations. Can use correctly some simple structures that has been memorized. Can speak slowly in a series of very short phrases, stopping and starting when trying to say different words.
101 Can speak in very short phrases and isolated words. Has a very basic repertoire of words and simple phrases about family and personal details, plus simple everyday situations. Can use memorized, short phrases for specific purposes with reasonable accuracy.

Student Review

What does Philinter Academy look like according to its graduates?

Masa

★★★★★ 5/5
On the first day, I was worried about the classes because each class are very high quality. Moreover, I faced a difficult challenge that I couldn’t express my opinion and feelings in English. However, all teachers follow me and teach me how to express my opinion. Therefore, I extend gratitude to my teacher and other staffs, and my friends. By studying here, I could improve my English skills. I will continue to study English after I go back to Japan. In addition, I would like to come back here and learn English more! Thank you!
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Non

★★★★★ 4/5
All the teacher were unique, and I was able to enjoy their classes. The IPS course had four 1on1 sessions per day. Since speaking English inevitably increase during these sessions, I believe it helped strengthen my speaking skills. Even when I used incorrect expressions, the teacher understood and gave me advice, so I was able to speak English without fear of making mistakes.
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Contacts

  • Ceniza St., Mustang, Pusok, Lapu-Lapu City, Cebu, Philippines 6015

Philinter 2003-2005, All Right Reserved.

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