Objectives and Outcomes

Objectives and Outcomes

Objectives and Outcomes

◎Aim

To understand the difference between objectives, outcomes, and can-do statements, and to apply them consistently in TEFL materials.

1Objectives

Objectives are what the teacher intends to teach, so they describe the input.

They are usually stated at the beginning of a lesson. They can be found on the content page at the beginning of the learning material and in the trainer’s notes. The terms aims and goals are also used.

Use clear, measurable statements describing what learners will be able to do by the end of the lesson.

Use can-do statements and write in the infinitive form.

  • explain
  • discuss
  • identify
  • use
By the end of this lesson, learners can / will be able to:
  • talk about careers
  • discuss ideas and talk about the past
  • explain their opinion

2Outcomes

Outcomes are what the learner can actually do, so they describe the output.

In coursebooks, outcomes are not usually labelled “Outcomes” for learners, but are shown as review boxes, can-do checklists, or student-friendly “Now I can…” statements.

↳Review box example

In this lesson you have practiced / covered:

  • vocabulary for daily work routines
  • the present simple to describe work activities
  • asking and answering simple questions about routines
  • writing short sentences about your work day

↳Can-do checklist example

Can you…?

  • use a range of past tenses to talk about your last job
  • use vocabulary to talk about your company
  • tell the story of your company

↳“Now I can…” example

Now I can…

  • introduce myself and say what my job is.
  • talk about my daily work routine.
  • ask and answer simple questions about work.
  • write a short email about my schedule.

3Can-do statements

Can-do statements and competencies are very similar to learning objectives in the sense that they describe a learner’s language proficiency.

They are at the heart of systems like the CEFR scale or Pearson’s GSE scale, and they are often used for benchmarking a course and for assessment processes.

Learning objectives are usually short statements, while can-do statements are longer and more detailed descriptions of competencies.

↳Structure of can-do statements

Performance + Criteria + Condition

Can give a presentation on a specialised topic using a wide range of phrases.

  • The action or task the learner is able to perform.
  • The standard, accuracy, or quality of the performance.
  • The context, tools, or support under which the learner performs the task.

↳CEFR-style verbs

All statements begin with “Can + verb”, which is consistent with CEFR methodology.

Verbs used: ask, describe, discuss, communicate, give, present, negotiate, take part in, use, write.

4Can-do examples by level

Competencies vary across CEFR levels, which is expressed with adverbs or different conditions.

Level Example
A2 Can generally describe themselves, using simple/basic terms, in a short conversation.
B2 Can effectively describe a project, using a fair range of terms, in a team meeting.
C1 Can fluently and confidently handle intercultural communication, using a wide range of terms, in complex professional contexts.

5Different kinds of objectives

Objectives can focus on different aspects of language learning, depending on the lesson aims.

1Linguistic objectives

Grammar: use the present perfect to describe project progress.

Vocabulary: use project management collocations such as meet a deadline, run behind schedule, allocate resources.

Pronunciation: use correct stress and intonation when emphasizing key project updates.

2Communicative objectives

  • give a short project update in a meeting
  • ask colleagues for progress reports using polite questions

3Skills objectives

Speaking: take part in a meeting where they update colleagues and ask questions.

Listening: understand the main points in a conversation about project delays.

Reading: identify key details in a short project status email.

Writing: write a short email summarizing the current status of their project.

4Functional objectives

  • agree and disagree politely in a meeting
  • make suggestions

5Affective / personal objectives

  • have more confidence speaking in meetings.
  • gain awareness of polite vs. direct styles when giving feedback in English.

6Learning strategy objectives

  • take notes during a meeting listening task and use them in follow-up speaking.
  • set realistic learning goals.

✓Key takeaway

  • Objectives describe what the teacher intends to teach.
  • Outcomes describe what the learner can do.
  • Can-do statements make competence visible and measurable.
  • Use clear wording, keep the level in view, and stay consistent across the material.