What a language objective is
A language objective states how students will use language, through reading, writing, speaking, or listening, to learn and show understanding of lesson content. It names the language demand of the lesson, for example “explain,” “compare,” or “sequence,” and often the words or structures students will need to do it.
Language objectives are most associated with teaching English language learners, and they are widely used in sheltered instruction. They are also useful in any English or grammar lesson, because they make the intended language outcome visible to teacher and students.
Language objective vs content objective
A content objective says what students will learn about the subject. A language objective says what language they will use to do that.
| Example | |
|---|---|
| Content objective | Students will understand how the water cycle works. |
| Language objective | Students will explain the water cycle to a partner, using the words evaporation and condensation and the frame “First…, then…” |
In a grammar lesson the two can overlap, because the grammar is itself the content. Even so, the language objective should say what students will do with it, not only name the topic.
How to write a language objective
Many guides suggest including these elements:
- An active verb showing the language function. Examples: describe, compare, explain, summarise, justify, retell, predict.
- The skill or domain. Speaking, listening, reading, or writing.
- Target vocabulary or structure. The words, phrases, or grammar students will use.
- A support, where useful. Sentence frames, a word bank, a graphic organiser, or a partner discussion.
Some teachers use a memory aid such as L.E.A.P., from one ELL podcast: Language function, English skills, Academic vocabulary, Purpose. The names differ between frameworks, but the idea is the same.
A simple template:
Students will [function verb] [content] by [speaking / writing / reading / listening] using [target language] and [support].
Tips:
- Use observable verbs. “Explain,” “write,” and “sort” can be seen; “understand” and “appreciate” are harder to check.
- Keep it to one language focus per lesson.
- Write it in student-friendly words if you plan to share it with the class, such as “I can explain how a plant grows using first, next, finally.”
Language objective examples by skill
Speaking
- Students will describe a fraction to a partner using the words numerator and denominator.
- Students will explain the steps of an experiment orally using the frame “First, we ___, and then we ___.”
- Students will give an opinion about a story and support it with a reason using “I think ___ because ___.”
Writing
- Students will write a paragraph summarising a historical event using the transition words because, therefore, and as a result.
- Students will compare two characters in writing using “In contrast” and “Similarly.” (A list of character arcs can supply the characters.)
- Students will write five sentences about their weekend using past simple verbs.
Reading
- Students will identify the main idea of a passage and underline two details that support it.
- Students will locate and highlight signal words, such as first and finally, in an instructional text.
- Students will read a word problem and underline the information needed to solve it.
Listening
- Students will listen to a partner’s explanation and paraphrase the main idea.
- Students will listen to a short video and label a diagram with the terms they hear.
- Students will listen to directions and sequence pictures in the right order.
Language objective examples for grammar lessons
Grammar objectives work best when they tie the form to a purpose.
- Students will use did plus the base form to ask and answer questions about yesterday. (See the irregular verbs lesson plan.)
- Students will use past simple irregular verbs to write five sentences about a past weekend.
- Students will identify independent and dependent clauses in a short text and explain their choice using the terms subject, verb, and complete thought. (See the independent and dependent clauses lesson plan.)
- Students will combine two short sentences using because or although to explain a cause or contrast. (Model sentences are in because sentences examples.)
- Students will use comparative adjectives to compare two places in speaking and writing.
- Students will use the simple present with he/she/it to describe a classmate’s routine. This pairs naturally with an inductive grammar lesson, where students work out the -s rule from examples first.
Weak vs strong objectives
| Weak | Why it is weak | Stronger version |
|---|---|---|
| Students will learn about adjectives. | Not observable; no language use. | Students will describe a picture in writing using at least four adjectives. |
| Students will understand the past tense. | “Understand” is hard to check. | Students will tell a partner three things they did yesterday using past simple verbs. |
| Students will read chapter 3. | An activity, not a language outcome. | Students will retell the events of chapter 3 in order using first, then, finally. |
| Students will do a vocabulary worksheet. | A task, not a goal. | Students will use five new words in sentences that show their meaning. |
Examples by proficiency level
Adjust the demand to the learners’ proficiency; the content can stay the same.
- Beginning: Students will label a diagram of the water cycle using words from a word bank.
- Intermediate: Students will describe the water cycle to a partner using first, next, then and a sentence frame.
- Advanced: Students will write a paragraph explaining the water cycle and the effect of climate on it, using cause-and-effect connectors.
Common questions
What are examples of objectives for students?
The sections above give examples for each language skill and for grammar. A typical example: “Students will write a paragraph comparing two characters using similarly and in contrast.”
How do you write a language objective?
Choose an observable function verb, name the skill, add the target vocabulary or structure, and include a support if needed. Check that the objective focuses on language use, not just a topic.
What are the aims of language?
This question is broader than lesson planning. In general terms, language is used to communicate, share information, express ideas and feelings, and build relationships. Lesson objectives are narrower: they describe what students will do with language in one lesson.
What are “subjective languages”?
This is not a standard term in linguistics or education, and it may be a mix-up with “objective.” If you came across it in a textbook, check the context. Language objectives, as described here, concern what learners will do with language, not opinions.
Using objectives in your lessons
Display the objective, read it with students, and return to it at the end of the lesson to check whether it was met. Choose a task that actually requires the language named, so that the objective and the activity match. For worked lesson sequences that include objectives, see the irregular verbs lesson plan and the independent and dependent clauses lesson plan.