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I forgot to add a point to the linguistic objectives.
By the way, what do you think of the linguistic objectives I included?

1) achieve high levels of competence in English as a preparation to (end-year/last-year of high school) English CLIL (Content and Language Integrated learning) programmes and as a precondition for broad-based professional success.

  • English -

    If an exam is to test students at the end of a year or a course, it can be referred to as an end-of-course exam.

    If an exam is to test students for qualification to graduate, it can be referred to as an exit exam.

    1) achieve high levels of competence in English as demonstrated in end-of-course and/or exit examinations for English Content and Language Integrated Learning (CLIL) programmes; achievement at a certain pre-determined level can also be considered a prerequisite for broad-based professional success.

    PS -- I think your linguistic objectives are good. Here are some articles about learning English as a second language (no matter what a person's first language is) that may be of interest:
    (Be sure to check out the many linked articles.)
    and many others

    Prof. Krashen is incredibly knowledgeable about how humans learn languages, whether it's a small child learning his/her first language or an older child or person learning a second or third ... language. The process is approximately the same, just differing in the amount of time it takes for each stage.

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