In this presentation you can see the basic requirements for the course

1. Project

2.  The objective of these courses is to
motivate students once again by setting
and achieving challenging learning goals.
The course aims at bringing students that
thirst for discovery and learning they had
when they were in the Basic courses. In
order to motivate students, they are
given the opportunity to explore new
learning strategies with challenging
activities.

3.  Homework starts to play an important
learning role again, demanding students
to analyze English from real sources every
day; class activities are based on the
homework assignments and students get
the chance to analyze the different sides
of issues being encouraged to develop
critical thinking skills.

4. 1. Goals should be:
 - Clear and specific, describing concrete
outcomes in as much detail as possible.
 - Measurable, describing the outcome in terms
that can be clearly evaluated.
 - Challenging and difficult, but not outside the
range of students’ capabilities.
 -Realistic.
2. Goals should have a stated completion date.
3. Both short and long term goals should be set.
4. Teachers should provide feedback that increases
the students capability of and confidence in
obtaining the goal.

5. 1. Look at the goals students are supposed to
achieve in one of the course units.
2. The second step to plan the road the student
will follow to build the necessary language and
vocabulary and to find the information needed
to complete the task.
3. The third step is to develop a checklist of unit
goals and learning reflections. The checklist is a
tool students can use to monitor their progress.
 4. The fourth step is to get students to develop
the activities, stating a clear connection
between the class contents, the unit task and
the online activities.

6.  Speaking
Students use basic as well as complex
structures to discuss, compare, give clear,
detailed descriptions, opinions, and
presentations on complex subjects
integrating sub-themes, expanding and
supporting, developing particular points,
giving reasons and relevant examples, and
rounding off with an appropriate conclusion.
Students are active and take risks constantly.
Students also monitor themselves and repair
mistakes when they lead to
misunderstandings.

7.  Students can write clear, detailed texts such as
reports, articles, reviews, letters, imaginary and
life experience stories using paragraphs that
connect coherently to the main idea and that
develop significant points. Ideas in the
paragraphs are systematically connected and
support points are expanded giving reasons and
examples. Students also highlight points to make
their texts more interesting depending on the
type of text they write and the kind of audience
that the text is written for.
 Students follow a writing process: planning,
writing drafts, revising, and editing in order to
correct mistakes and improve their texts.

8.  Students are self-confident readers who use
strategies in order to understand common texts
such as internet and magazine articles, classic
stories, and specialized texts within their field of
interest and other fields provided that they use
monolingual dictionaries to confirm or look up
the meaning of some new words. Students know
how to find specific information in a text, follow
instructions, use texts as meaningful reference
as means for creating a report, and use texts for
information to argument.
 Students have understood the importance of
owning a monolingual dictionary.

9.  Students use any available tools effectively such as
context, pictures, and background noise to identify
key words, main ideas and details of standard spoken
language, speeches, reports, TV shows, and
broadcasts of both familiar and unfamiliar topics
normally encountered in personal, social, academic
or vocational life. Only extreme background noise,
inadequate discourse structure and/or idiomatic
usage influence the ability to understand. Students
take notes accurately although sometimes they tend
to concentrate on specific words and therefore they
miss some information. Students know what tools
they can use in the CCA, on-line, and at home to
improve their listening comprehension and they also
use these tools to develop challenging goal-oriented
independent work

10.  Students have overcome their basic vowel and
consonant pronunciation difficulties and have
started to apply reductions to make their speech
more fluent; students have also applied correct
intonation patterns. Students also use different
tools such as internet, CCA, songs, and self-study
CD to learn pronunciation and intonation
patterns and they apply these patterns they
learn. Students know the IPA and they use it
effectively in class and out of class to pronounce
new words and to check the pronunciation of
words they are not so sure about.

11.  Students’ grammar is very accurate. They are
able to use basic structures as well as more
advanced and new structures and a number of
cohesive devices to link sentences smoothly into
clear connected discourse. They know what
grammar structure they need to use in order to
communicate the meaning their idea implies.
They use structures spontaneously and they
monitor themselves and correct themselves
immediately when they make mistakes.
Sometimes they hesitate when creating an idea
that requires the use of a complex structure, but
this hesitation is proof of a self monitoring
learning

12.  Students have a clear goal and know how to achieve
it. Students are active speakers and active learners
who easily engage in conversations and use their best
skills to convey messages. They also use learning
tools effectively such as a monolingual dictionary, a
notebook, and the course book. Students are aware
of their weaknesses and strengthening these areas is
part of their short time goals; therefore, they also
devote time out of class for exercises that help them
do so. Students are familiar with strategies for
planning how to approach an idea to be said, a text
to be written, listened to, or read. They also use
strategies to analyze their mistakes and to learn from
their mistakes. Their learning process is now a solid
unit that helps them use their English correctly and
also helps them improve the way they use it.

13.  Students can engage in extended conversation on
most general topics giving others time to state
point of view and responding to these points
with clear, concrete, well- structured, and
convincing arguments. Even those times when
students are not familiar with the topic they are
able to express how they feel about it. Students
are also emotionally prepared for giving a speech
on familiar topics and they can interact with
their audience in a friendly environment.
Students can use their English to repair
misunderstandings smoothly without losing the
flow of language

14. Unit Objectives
 In this unit students will develop a critical view
on what they have done so far in their lives in
regards to Learning English, what their learning
objectives are and what they are specifically
doing to achieve them. This will give students a
sense to perspective and coherence on how they
are working to achieve their dreams and life
time goals and how English is connected to
them. As students develop the task they will
critically analyze the things they have done and
also how much the choices they have taken have
affected their lives and even what things need to
be done to achieve those dreams. 2852720
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15.  Write a composition in which you explain
how Learning English is connected to your
life goals and dreams. You should also state
what areas you need to work on, why, and
what work you have done so far to improve.
the life choices you have made and also how
your present actions connect to your dreams
and goals.

16.  Lists of the most important life choices
students have made (Lesson 1).
 Clovis High school answers.
 First draft of the autobiography with peer
corrections.
 Second draft of the autobiography.

17.  Unit Objectives
 Students will analyze how they have helped
their friends and also they will reflect on
how far
 they would go, how much they would bend
their rules to help a friend in need. This unit
will
 bring a reflection of those things done for
their friends, those lies told, and also what
could
 possibly be done for a friend and what would
never be done.

18.  Students will participate in a chinswing.com
discussion in which they propose a solution
for a difficult situation a classmate is going
through. Later, they will listen to their
classmates’ recordings and they will record a
suggestion, opinion, or possible solution for
them depending on how the teacher had
proposed the conversation. After
participating in the conversation students
should write a little reflection about how
they felt during the activity.

19.  Answers from the video Headache 1.
 Answers from the video Headache 2.
 Reflection on a situation when they would
and wouldn’t help a friend (lesson 3).
 Reflection on impressions after developing
the voxopop.com activities.

20. Unit Objectives
 Students will analyze their own character. Students
will look at what they are now and will reflect on
what things have shaped them into who they are.
How the hard situations they have lived have made
them stronger and have helped them become heroes
in some way. Every hero goes through rough
situations that change them inside. In this unit
students will look at what they are and will share
what have been those remarkable experiences that
have given them the character they have. This unit
marks the end of the first part of the reflective
learning process. In this unit students evaluate the
work done in their goals so far and they state specific
actions to be taken in regards to these goals during
the following course.

21.  A narrative composition (story) about an
obstacle or difficult situation the student or
someone the student knows had to
overcome.

22.  Answers from the video “Dangerous
Rescues”.
 Answers from the article “13 ways to deal
with adversity”.
 Answers from the video “Medal of Honnor”.
 First draft
 Final version of the narrative composition.