Our school decided to initiate a project of language-methodological courses in Britain for our English teachers because we wanted to give them an opportunity to improve their language skills and gain knowledge of modern trends in English teaching. Besides, the courses were supposed to bring a possibility to establish links with schools in Europe. The main objective of the project was the participation in a two-week course in Britain which was focused on professional development of linguistic competence and skills to apply new methods in the teaching process. The participants refreshed their colloquial English; they joined in discussions with the course teachers and other foreign participants about various teaching situations. They also had an opportunity to set up partnerships with foreign schools and thus enhance prestige of our school. The participants of the courses were two teachers of English at secondary and higher professional school, which requires a more professional approach. The participants were chosen according to their interest in our school’s international cooperation and according to their wish to improve their skills. There was an individual preparation prior to the course (to outline objectives and outcomes of the course, self-study). When choosing the courses, we considered their main topic and how the course programme suited our teachers' needs. The participants were pre-registered on the courses. The registrations were confirmed as soon as we received the grant results. The courses were held during summer holidays 2015. The coordinator and the economic section of our school were in charge of transport and other administrative matters. The programme of the courses, accommodation and board were organized by the educational institution in Britain. We expected that the project would enhance the teacher’s professional development; the participants would be motivated to try new teaching methods and activities, and their knowledge of British culture would improve. They obtained the confirmation of participation and Europass Mobility. The participants kept notes from the lessons in Britain. After their arrival they were asked to share their new knowledge with other pedagogues. Thus the participants and other teachers were able to check the effectiveness of new trends in English language teaching and were able to modify those techniques to suit their needs. The most important and interesting trends and activities that our participants achieved or improved were for example the "task-based learning", "jigsaw classroom", using drama in a language lesson, using authentic materials (news, literature, newspapers) in language teaching, non-traditional forms of dictation, using desk games and short Internet videos to increase pupils' motivation. The expected impact on our school was participation in international projects based on established contacts in Britain. These projects would be of much benefit to our pupils and students as they would improve their language competences, they would get a higher motivation to study languages and get in touch with the European society.