• We use the Headway books of Oxford University. There are 3 main components to this program: a student book with a CD, a workbook with answer-keys, and a teacher’s book with guidelines for the teacher.
  • We also use texts containing references to relevant local customs for each lesson. Using local material will help our syllabus to be more relatable and useful for our students. For example, the Headway books may describe western people’s typical Sunday activities to include attending Christian church. In the interest of appealing to our students’ culture, we will then further discuss Buddhist people’s day in the temple.
  • Our curriculum follows a “Communicative Approach.” The Headway textbooks are used to create activities based on this approach, that will be conducted in the classes.


  • Starter: Students cannot communicate in English.  They have a very limited vocabulary and no grammar skills.  Communication is extremely limited.
  • Beginner: Students can only communicate in a very controlled situations.  The can only used individual words or learned phrases in familiar situations.  Communication is extremely limited.
  • Elementary: Students can communicate in practical everyday situations.  They can express themselves, but are hesitant in more demanding situations.  They are likely to make frequent errors in comphrensions and expressions.  Their vocabulary is basic.
  • Intermediate: Students speak reasonably well and understand much spoken discourse.  They have a fair vocabulary and an understanding of fundamental rules. 

Books and Materials

  • Books: Student book with CD, workbook with answer-keys, and teacher’s book with guidelines.
  • Local texts pertaining to our unique culture: Buddhism, Buddhist day, Lao culture, Lao traditions, history, geography, and etc….
  • Materials: Computers, CD players, beamers, whiteboards, games, papers, markers, stickers, media, and other relevant resources. 


There are 3 steps to our evaluation procedure:

      1. Pre-test (oral and paper)

  • For diagnostic purposes in order to evaluate what level a student is at in their learning (ie. Beginner, Intermediate, etc).

      2. Semester Test (oral and paper)

  • Summative evaluations conducted 3 times per year/per book to assess students progression in the course and to contribute to their final score.

      3. Final Evaluation (oral and paper)

  • A final summative exam conducted at the end of each book which contributes to student overall score and decides whether they will advance to the  next course level.

Research and Development

  1. Class research
  2. Curriculum research
  3. Activity research

All information collected and the results of our research will be used for class management, curriculum, and activity development.


      1. Library activities:

  • There is a library service for students so that they can search for information and borrow books.

      2. Saturday classes for English activities:

  • The volunteers can run their own classes and design their own English activities to support our syllabus.

      3. English Camps:

  • There are 2 types of English camps that we have for our students: one is camping outside of the town and is run by one of our teachers.  The program is  normally 2 days and 1 night. The other program is to match pairs of Lao students and English students in the camp.  The program is normally 2 days and 1 night.

Take a look on our Lesson Gallery

Follow Us Social networks

Make a Donate

Subscribe To Our Newsletter