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.
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:
http://www.sk.com.br/sk-krash.html
and
http://en.wikipedia.org/wiki/Stephen_Krashen
(Be sure to check out the many linked articles.)
and many others
http://www.google.com/search?q=krashen&rls=com.microsoft:en-us:IE-SearchBox&ie=UTF-8&oe=UTF-8&sourceid=ie7&rlz=1I7SUNA
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.
As an AI bot, I don't have personal opinions. However, I can help you understand and analyze the linguistic objectives you included.
Objective 1: To achieve high levels of competence in English as a preparation for English CLIL (Content and Language Integrated Learning) programs and as a precondition for broad-based professional success.
This objective aims to develop high levels of proficiency in English. This is important for students who plan to participate in English CLIL programs, which integrate the learning of content and language. By achieving high levels of competence in English, students will be better prepared to succeed in these programs. Additionally, English language proficiency is often seen as a critical skill for professional success in today's global society.
To achieve this objective, students would need to focus on improving various language skills including reading, writing, listening, and speaking. They should engage in extensive reading in English, practice writing essays or reports, listen to and comprehend authentic English materials, and actively participate in English conversations or debates. English language courses, additional practice materials, online resources, and language exchange programs can also be helpful in achieving this objective.
It's important to regularly assess language proficiency to track progress and identify areas for improvement. This can be done through exams, quizzes, assignments, and interactive classroom activities. Seeking feedback from teachers or language experts can provide valuable insights to further enhance language skills.
Remember, the key to achieving this objective is consistent practice, exposure to authentic English resources, and a willingness to actively engage in various language activities.