Cambridge and Trinity examinations across levels A2, B1, B2, C1 and C2 

IELTS examinantions, English for professional purposes and visually impaired people


Our courses and classes

Who can join our lessons?

Anybody who is at least 14 years of age and has a genuine interest in improving his/ her English communication skills.

Group classes from 3 to 6 students

At 4Skills we truly believe that teaching and learning a foreign language are very personal jobs that require close supervision and monitoring. For this reason, we offer group classes of any level from 3 to 6 students.

One-to-one lessons

However, if you prefer to have private lessons and make the most out of your time, 4Skills offers you one-to-one lessons at very reasonable prices.

Two-to-one lessons

But we also know that sometimes you need something in between one-to-one and group lessons. For this reason, 4skills offers you two-to-one lessons for you to choose the partner you want to learn English with.

In-company and online classes

At 4Skills we aim at making your English learning as convenient as possible. For this reason, we offer you in-company lessons in our center or online lessons if you cannot make it here.

Our Cambridge, Trinity and IELTS courses

4Skills offers you a wide range of courses, from A1 to C2 levels of Cambridge and Trinity examinations.

On the other hand, if you intend to study in an academic institution in an English speaking country or just give proof of your command of the English language to an employer, we also offer you courses to sit for IELTS examinations.

Our courses

(in-company or online)
12 hours/month

a) 2 sessions of 90 minutes each on 2 different days of the week.
b) 2 sessions of 90 minutes each on the same day.

From 3 to 6 students per group.

(in-company or online)
18 hours/month

3 sessions of 90 minutes each on 3 different days of the week.

From 3 to 6 students per group.

(in-company or en online)
40 hours/month

2 hours per day, 5 days a week.

From 4 to 6 students per group.

(in-company or online)
100 hours/month

2 hours per day, 5 days a week.

From 4 to 6 students per group.

Our offer for visually impaired people

At 4Skills we are committed to providing equal opportunities for everybody. For this reason, we offer classes especially designed for people with visual impairment. We provide adapted material that can be easily read and, whenever possible, exclusive classes for people with this disability.

We are committed to providing high quality lessons that meet your needs, whether you need an official certificate or gain fluency and confidence to succeed in a professional environment.

We offer in-company and online classes.

Business English and English for professional purposes

At 4Skills we are committed to making the most out of your time. For this reason, we always go straight to the point and offer you what you are looking for. Our ultimate goal is for you to gain confidence and fluency whether to make a professional presentation or deal with customers and partners from different nationalities.

We offer flexible taylor made group and one-to-one lessons for all of you that need to improve your English communication skills.

We offer in-company and online lessons.

General English lessons

If you do not need to get an official certificate or improve your English for professional reasons, 4Skills offers you general English lessons that will make you build you confidence and independence when interacting with people in different contexts.

What makes 4Skills different

4Skills is a new project that is aimed to students, professionals and visually impaired people that want to widen their horizons and learn or improve their English communication skills. Our job consists of delivering high quality lessons so that you can enjoy the experience of learning and using the English language. However, our ultimate goal is to make you confident and self-sufficient when dealing with people in real situations, whether in academic or professional contexts.

What we offer at 4Skills

Business English and English for professional purposes

We live in a goblal world driven by international communication and trade where being able to speak English has become a precious commodity that makes a real difference to succeed as a professional. For this reason, 4Skills offers you taylor made lessons for you to gain fluency and confidence when dealing with partners from different nationalities in a professional context.

We always go straight to the point and pay close attention to real situations you have to deal with as a professional. In this regard, our lessons always revolve around speaking and listening tasks that replicate real situations you encounter at work, whether patient consultations if you are a doctor or presentations you have to deliver if you work as a sales agent.

English for students with visual impairment and/or reduced mobility

At 4Skills we are committed to providing equal opportunities to everybody that wishes to learn English. For this reason, if you are visually impaired and/ or have reduced mobility, 4Skills offers you fully accessible facilities as well as material you can easily use to make the most out of your lessons and achieve your goals.

On the other hand, we also offer you a very flexible scheme so that you can choose in-company or online classes.

Cambridge, Trinity and IELTS examinations

At 4Skills we know that candidates and applicants will only be elegible to be hired by employers or admited by academic institutions if they hold an official certificate that gives proof of their command of English. In this case, 4Skills also offers you taylor made lessons and constant support to pass any official examination (Cambridge, Trinity, and IETLS) and get a certificate that will change your life for ever.

Our method

One of our top priorities is making English learning fun, but most importantly help you achieve your goals. For this reason, our lessons approach topics that are useful and appealing to you to we keep you motivated and engaged at all times.

Straight to the point

In this regard, it is important to point out that in order to make the most out of your time and help you achieve your goals, speaking an listening activities take up most of our time in class as it usually takes longer to master these skills. We never spend time doing reading and writing activities in class because our goal is to replicate situations our students have to deal with in a professional environment, exams or real life. In fact, in our daily lives we spend most of our time speaking and listening to people and not reading and writing.

Grammar is a tool, not our goal

We should not forget that grammar is a tool we need to make communication effective and coherent, but not a goal. So students learn and consolidate the English grammar in a practical way without having to use paper-based material.

No textbooks

For all these reasons, we pride ourselves on being flexible and using a wide of range of digital materials and teaching sources in such a way that our students do not have to pay for textbooks.

Who is behind 4Skills?

Carlos is an Economics and Tourism graduate from UNED (Spanish Open University) and a TEFL-certified English teacher from TEFL International London. He worked for the Marketing Department of Cetursa in Sierra Nevada Ski Resort for 8 years and has been working in Spain and the UK as an English teacher for more than 5 years. He has wide experience in teaching English to students that need to take Cambridge and Trinity examinations as well as teaching English to visually impaired students and professionals.

Tell us!

We have received your request correctly. We will get in touch with you as soon as possible. Thank you very much!


Paseo de Colón 10, Local 4 (entrance by Maria Ramírez Street) 18220, Albolote, Granada.

In front of Mercadona

Latest News

Sitting for an English language assessment test? Tips to be taken into account when facing speaking tasks

3 Feb. 11, 2019

           We all took exams in the past and know how nervous we usually get in the run-up to one that might change our lives for ever. A clear example are English language assessment tests thousands of teachers, students and professionals  take all over the world every day. In this regard, I would like to point out that, as an English teacher, sometimes my job is not so much that of a professional that teaches a foreign language to a range of students, but that of a psychotherapist that comforts people that experience anxiety.

            However, in my opinion, this level of anxiety is due, mostly, to one single factor: lack of confidence. So what can be done to gain confidence when facing such tests?

            First and foremost, you need enough time to get ready and a good work plan to go over all the content and aspects of the test you are sitting for. By knowing where you start from, what you have to do and what your goal is, you can anticipate difficulties and you will be in a better position to deal with them.

            But speaking tests are particularly challenging for most students. So what should be taken into consideration when facing such tests?

            Keep it simple:                   

            In my experience, many students find speaking tasks very difficult because they usually try to replicate in English what they would say in their first language. So making them aware of their limitations will help them understand that what they say is not as important as how they produce it. In other words, examiners do not pay attention to ideas and how original they are as long as the message is coherent. They focus on how candidates produce the language, not the content.

            Be aware of language functions and be flexible:

            On the other hand, what students and teachers should do when preparing for an English language assessment test is building confidence by consolidating some communication techniques that, on the other hand, should not be rigid. For this reason, students have to be aware of language functions, such as expressing opinion, asking for opinion, making suggestions, expressing agreement or disagreement and speculating. So, being able to express or ask for opinion in different ways: “In my opinion, from my point of view, As I see it, I think, what do you make of?, What is your opinion about?...” and not just using the same expression all the time will make a good impression on examiners.

            Do not monopolize a dialogue:

            On the other hand, it is very important to be dynamic and flexible when having a dialogue with the examiner or other candidate. Consequently, speaking for a long time and not giving a chance to the other person to speak will not make a positive impact on the examiner’s assessment.

            Use connectors:

             However, apart from being dynamic and flexible, candidates are also expected to organize their speaking in a coherent way. To do so, connectors are crucial elements students should use to link different ideas within a given speaking task. For example, “on the contrary” or “however” would be used to express contrast between two different ideas, “on the other hand” or “besides” are used to add extra information, and “as a result” or “therefore” should be used to come to a conclusion.

            In this regard, it is important to highlight that connectors and linkers are not only elements to be used when producing a piece of writing, as they also make a huge difference when speaking.


             Unfortunately pronunciation is not usually regarded as a key element in the learning process of a foreign language by many students. However, examiners do pay close attention to this aspect in any speaking task. For this reason, although it is quite challenging for most students (regardless of their nationality) to pronounce some common English words such as “comfortable”, “meal”, “vegetables”, “salmon” or “isle”,  it is recommendable to make sure that you can get them right, as making this type of mistakes in a speaking test will take its toll in the final result. So drilling pronunciation should not be forgotten.


             However, speaking a language is a complex ability that involves not just articulating words in the right way (pronunciation), but also being able to use the right intonation and cadence to draw the other speaker’s attention. So, if you can master these ups and downs along with the speed required to produce a comprehensible message, you will get extra points in your assessment. In this regard, I would like to point out that speaking well does not equal speaking fast, as many students think, because speaking fast will make you be less focused and you will not pay so much attention to pronunciation or grammar.

          As a conclusion, bearing in mind these tips will make you gain confidence and be in a much better position to face any type of speaking task within an English language assessment test. And remember: it is not about what you get right in your test, it is about how many mistakes you avoid to stay as close as possible to the top.

            Good luck!!

Qué son los "phrasal verbs" y cómo aprenderlos

3 Jan. 16, 2019

    Qué es un “phrasal verb”:

     Los “phrasal verbs” son sin duda uno de los caballos de batalla que provoca más dolores de cabeza a todos aquellos que aprendéis inglés y lo “peor” de todo es que si queréis comunicaros en inglés con solvencia, no tenéis alternativa: hay que dominarlos.

     Pero ¿qué es un “phrasal verb”? Un “phrasal verb” no es más que un conjunto formado por un verbo y una preposición cuyo significado suele ser diferente a aquél que el verbo tendría por sí solo. Por esta razón, si no se conoce el significado y el uso de un determinado “phrasal verb”, es muy improbable que podamos inferir su significado por el contexto. Sin embargo, en algunas ocasiones la preposición nos puede proporcionar información válida para poder comprender el significado del conjunto; aunque, en mi opinión, no es un método fiable para aprender y dominar este tipo de verbos, sobre todo cuando abordamos su aprendizaje por primera vez. De hecho, en español hay muchos ejemplos que se podrían asemejar. Veamos un ejemplo:

  • Patricia miró a su derecha y vio cómo un coche se aproximaba a toda velocidad.
  •  Patricia mira por su familia y amigos como pocas personas. En este contexto “mirar por” no significa dirigir nuestros ojos hacia una persona, objeto…, sino cuidar o proteger.

     Cómo hemos de aprender los “phrasal verbs”:

     En primer lugar, he de decir que el aprendizaje de los “phrasal verbs” se suele abordar en etapas intermedias del proceso de aprendizaje, por lo que los estudiantes suelen tener una base suficiente para evitar la traducción directa a su primera lengua. Y es que encontrar equivalentes en otra lengua no suele ser una buena idea porque, al traducir un verbo de una lengua a otra, perdemos capacidad de visión y de los aspectos circunstanciales en los que cada verbo se utiliza, lo que provoca que cuando los utilicemos, no lo hagamos en el contexto adecuado y no nos comprendan o nos malinterpreten.

     Por esta razón, siempre recomiendo evitar las listas de vocabulario en las que se refleja el “significado” en otra lengua. Sería algo así como decir que se trata de 2 palabras sinónimas totales, es decir, que se pueden utilizar indistintamente en distintos contextos. Lamentablemente no es así y aún menos si tenemos en cuenta que la “lógica” de cada lengua obedece a distintos marcos culturales e históricos.

      Así, por mi experiencia como profesor, la forma más efectiva para aprenderlos es dentro en un contexto (una oración) con el fin de que podamos apreciar los matices y, de ese modo, podamos encontrar un equivalente más cercano que ya conozcamos para recordarlos más rápido y mejor. Veamos algunos ejemplos:

  • What does EU stand for? EU stands for European Union. *The meaning of EU is European Union.
  • He smokes too much. I think he should cut down on the number of cigarettes he smokes. * I think he should reduce the amount of cigarettes he smokes.
  • If you do something wrong and your mum finds it out, you will be in trouble. * If you do something wrong and your mum discovers it, you will be in trouble.
  • Alice came up with a great idea to save money at home. Alice suggested a great idea to save money at home.
  • After not making any money for months, they eventually closed down the business. After not making any money for months, they eventually closed the business for ever.

     Sin embargo, no siempre se puede encontrar otro verbo que se aproxime lo suficiente y, por lo tanto, deberemos recurrir a formulaciones más largas y no tan funcionales para recordarlos; pero que son perfectamente válidas para comprender el significado del “phrasal verb” que estemos aprendiendo. Algunos ejemplos típicos son:

  • Sam always cheats in his exams, but I can’t understand how he gets away with it. *“To get away with” means to do something wrong and not being punished for it.
  • Smoking is frowned upon in many societies. To frown upon means to disapprove of something.

     Por lo tanto, leer, analizar el contexto en el que encontremos un nuevo “phrasal verb” y procurar utilizarlo cuando surja la ocasión hará que en poco tiempo nos sintamos más cómodos y con mayor confianza tanto a la hora de hablar como de comprender a nuestro interlocutor.



Características generales de los distintos tipos de "essays" en exámenes Cambridge y Trinity

3 Dec. 27, 2018

       Existen 3 tipos de “essays” dependiendo del enfoque con el que se aborde el tema que se trate en el escrito: argumentativo, descriptivo y discursivo. En cualquier caso, todas estas variantes tienen en común una serie de características que las identifican como “essays”:

       Características generales de los “essays”:

       Título: Todos los tipos de “essays” han de tener un título que dé una idea certera del tema que se vaya a abordar.

       Organización del contenido en párrafos: La presentación de cualquier tipo de “essay” se ha de organizar en párrafos atendiendo al número de ideas que contenga. Así, el primer párrafo será siempre una introducción breve que proporcione al lector (el examinador) información adicional a la que se pueda obtener del título. A continuación, un número variable de párrafos según el número de ideas, que se han de hilar por medio de los conectores o las palabras de enlace correspondientes (“firstly, on one hand, however, as a result, therefore”…). Y por último, una conclusión (según el tipo de “essay” se incluirá específicamente o no) que ha de incluirse en un párrafo final.

       Registro: Los “essays” son un tipo de escrito formal por lo que se ha de evitar el uso de contracciones del tipo “wasn’t” o “don’t” y sustituirlas por “was not” o “do not”. Además, se debe emplear un estilo y vocabulario acordes con dicho registro, por lo que se han de evitar palabras y giros de uso excesivamente coloquial.


      Tipos de “essays”:

     “Essay” argumentativo: Los “essays” argumentativos se caracterizan fundamentalmente porque el estudiante deberá defender una posición con respecto a un determinado tema. Con esta finalidad deberá organizar las ideas correspondientes en párrafos en un orden lógico por medio del uso de conectores y palabras de enlace para ser persuasivo y convincente. En este sentido, uno de los recursos que se pueden utilizar son las preguntas retóricas, que suelen dar pie de forma fácil y directa a que se aborden las razones que sustentan la posición de quien escribe. Además, enfatizar aquellos aspectos que apoyan dicha postura (“I do believe”, I really think that”…), expresar acuerdo y desacuerdo (“I am totally against”), y destacar el contraste entre los distintos argumentos a favor y en contra os harán ganar enteros a ojos del examinador (“On the contrary”, “Having said that, I have to admit that”…). Por último, es muy importante utilizar un vocabulario suficientemente amplio y descriptivo con el fin de dejar constancia que cuál es la posición que se defiende.

     Así, un tema que encaja en este género podría ser: “¿Por qué es importante reducir los niveles de contaminación?” En este caso, por ejemplo, se deberá defender esta posición por medio de distintos argumentos que incluyan las posibles consecuencias de no tomar las medidas correspondientes para atajar este problema.

     Essay” descriptivo: Por su parte, en los “essays” descriptivos, el aspirante tan solo ha de organizar de forma coherente una serie de ideas que aporten información sobre un determinado tema. Su finalidad es, por lo tanto, descriptiva o informativa, pero no persuasiva, por lo que se han de emplear adjetivos y adverbios que aporten suficiente información acerca del tema que se aborde. Por esta razón, la utilización de conectores y palabras de enlace con los que organizar el contenido son fundamentales; sobre todo aquellos que se utilizan para ordenar las distintas ideas (“firstly, secondly, on one hand, on the other hand, finally”…). Además, no es estrictamente necesario llegar a una conclusión, pues, como se ha indicado anteriormente, quien elabora el escrito no defiende una postura concreta ni contrapone 2 realidades diferentes, tan solo expone ideas que aportan información sobre el tema correspondiente. Sin embargo, incluir una opinión personal razonada de acuerdo al contenido no está contraindicada y es, del mismo modo, una buena forma de cerrar el escrito.

      Un ejemplo típico de este género es “los distintos métodos para aprender una lengua extranjera”. Aquí el candidato analizará distintas formas en las que se puede aprender una lengua extranjera, abordará sus correspondientes ventajas y desventajas, y podrá decantarse en su conclusión por un método u otro según su experiencia.

      “Essay” discursivo: Por último, en este tipo de “essays” el candidato contrapone dos realidades que analiza pormenorizadamente para destacar los distintos aspectos positivos y negativos de ambas opciones. Un ejemplo de los temas que se suelen abordar por medio de este género son las ventajas y desventajas de vivir en una gran ciudad y una zona rural. Así, se deberán mencionar los distintos aspectos de la vida en una gran ciudad y sus correspondientes ventajas y desventajas, así como aquellos que pueden hacer de las zonas menos pobladas una buena o mala opción de vida. No se trata tanto de defender una opción como de describir con cierta objetividad ambas realidades. Sin embargo, en la correspondiente conclusión que ha de cerrar el escrito, el estudiante deberá decantarse por una u otra opción tomando como referencia las ideas que haya expuesto en los párrafos anteriores. Por esta razón, utilizar elementos de enlace que permitan expresar el contraste entre ambas opciones (“on the contrary, however, but, on the other hand”…) es muy importante y un factor al que los examinadores prestan mucha atención.