We recommend maintaining a measurable overall goal such as the MLU for the year, but then aiming for short-term benchmarks that meet the student`s needs if their language improves. For example, short-term goals might be: “The student will increase the repertoire of lexical verbs to 20 to express daily needs (for example. B eat, walk, walk, walk, see)” or “The student will formulate a sentence with time agreement using the copula be”, with a very progressive form of time in the 4/5 trials (for example. B he runs. For 10 words and a verbal description of one word, STUDENT chooses the right word corresponding to the verbal description given with an accuracy of 80% on 4 occasions out of 5. Learning in context: There is no research to support language exercises with learning cards. If therapists like them, we recommend limiting the drill to a “warm-up phase” to teach a particular grammar rule. Much of the therapy should consist of grammar classes as part of a language training activity or book. . . .