33 lesson aims examples
Main and subsidiary aims written the way CELTA and DELTA tutors expect: learner-centred, with the language or skill and the context. Adapt them to your own lesson, or use them to check yours.
How to write a lesson aim tutors accept
- Write the main aim from the learners' side: what they will be able to do or will have practised by the end, not what you will do.
- Name the language or skill AND the context: "used to for past habits, in the context of childhood memories".
- Keep it achievable in the time: one main aim per lesson; two or three subsidiary aims that support it.
- Make it observable: a tutor should be able to see whether it happened (practice, a product, a task).
- For skills lessons, name the sub-skill: reading for gist, listening for specific information, writing a structured email.
- Personal aims are about your teaching, not the learners: one or two, based on feedback from your last lesson.
Grammar lessons
used to for past habits A2–B1
Main aim: By the end of the lesson, learners will have had clarification and practice of used to for past habits and states, in the context of childhood memories.
Subsidiary aims:
- To give learners practice in speaking for fluency in a freer discussion about their childhood.
- To practise the weak pronunciation of to /tə/ in used to.
Present perfect for experience A2–B1
Main aim: By the end of the lesson, learners will be better able to talk about life experiences using the present perfect with ever/never, in the context of travel.
Subsidiary aims:
- To practise past simple follow-up questions (When did you go?).
- To give learners practice in listening for specific information in a short travel interview.
Present perfect vs past simple B1
Main aim: By the end of the lesson, learners will be better able to choose between the present perfect and the past simple for finished and unfinished time, in the context of job interviews.
Subsidiary aims:
- To develop accuracy in forming questions in both tenses.
- To give practice in speaking for fluency in a role-play interview.
Narrative tenses B1–B2
Main aim: By the end of the lesson, learners will have had clarification and practice of the past simple, past continuous and past perfect to tell a story, in the context of travel disasters.
Subsidiary aims:
- To give learners practice in reading for gist with a short anecdote.
- To develop fluency in telling a personal story to a partner.
going to vs will A2–B1
Main aim: By the end of the lesson, learners will be better able to use going to for plans and will for decisions made at the moment of speaking, in the context of weekend plans.
Subsidiary aims:
- To practise the contraction I'll and the weak form gonna in listening.
- To give practice in speaking for fluency in a mingle about plans.
First conditional A2–B1
Main aim: By the end of the lesson, learners will have had clarification and practice of the first conditional for real future possibilities, in the context of environmental choices.
Subsidiary aims:
- To practise the contracted form 'll in fluent speech.
- To give practice in speaking for fluency in a chain-consequences game.
Second conditional B1
Main aim: By the end of the lesson, learners will be better able to talk about imaginary present situations using the second conditional, in the context of 'What would you do if…?' dilemmas.
Subsidiary aims:
- To develop listening for specific information in a short discussion.
- To give practice in giving and justifying opinions.
Comparatives and superlatives A2
Main aim: By the end of the lesson, learners will be better able to compare places using comparative and superlative adjectives, in the context of cities in their country.
Subsidiary aims:
- To practise the schwa in -er and than /ðən/.
- To give learners practice in speaking for fluency in a 'best city' ranking task.
Passive voice B1–B2
Main aim: By the end of the lesson, learners will have had clarification and practice of the present and past simple passive to describe processes, in the context of how everyday products are made.
Subsidiary aims:
- To give practice in reading for detail in a short process text.
- To develop accuracy in using by + agent only when the agent matters.
Vocabulary lessons
Jobs and workplaces A2
Main aim: By the end of the lesson, learners will be able to use 12 words for jobs and workplaces to describe what people do, in the context of a careers day.
Subsidiary aims:
- To practise word stress in multi-syllable job nouns (acCOUNtant, reCEPtionist).
- To give practice in speaking for fluency in a 'guess my job' game.
Collocations with make and do B1
Main aim: By the end of the lesson, learners will be better able to use common collocations with make and do (make a decision, do homework…), in the context of daily routines and responsibilities.
Subsidiary aims:
- To develop learners' awareness of collocation as a way to record new vocabulary.
- To give practice in speaking for fluency about household chores.
Adjectives of personality B1
Main aim: By the end of the lesson, learners will be able to use 10 personality adjectives, including their positive and negative connotations, to describe people they know.
Subsidiary aims:
- To practise word stress in the target adjectives.
- To give learners practice in reading for specific information in short profiles.
Phrasal verbs for travel B1–B2
Main aim: By the end of the lesson, learners will be able to use 8 phrasal verbs for travel (check in, set off, get away…) in the context of planning a trip.
Subsidiary aims:
- To clarify that some phrasal verbs are separable and others are not.
- To give practice in speaking for fluency while planning a group trip.
Money and shopping A2–B1
Main aim: By the end of the lesson, learners will be able to use words and phrases for money and shopping (receipt, refund, discount, afford…) to talk about their shopping habits.
Subsidiary aims:
- To practise numbers and prices in listening.
- To give practice in a shop role-play.
Functional language and pronunciation lessons
Making suggestions A2–B1
Main aim: By the end of the lesson, learners will be better able to make, accept and refuse suggestions (Why don't we…? How about…? I'd rather…) in the context of planning a night out.
Subsidiary aims:
- To practise intonation for sounding enthusiastic or polite when refusing.
- To give learners practice in listening for gist and specific information in a dialogue.
Giving advice A2–B1
Main aim: By the end of the lesson, learners will be better able to ask for and give advice using should, ought to and If I were you, in the context of problems at school or work.
Subsidiary aims:
- To give practice in reading for gist with short problem-page letters.
- To develop fluency in an advice-circle speaking task.
Polite requests A2
Main aim: By the end of the lesson, learners will be better able to make polite requests with Could you…? and Would you mind…? and respond to them, in the context of a hotel stay.
Subsidiary aims:
- To practise polite intonation in requests.
- To give practice in a reception-desk role-play.
Agreeing and disagreeing B1–B2
Main aim: By the end of the lesson, learners will be better able to agree and disagree politely (I see your point, but… / I'm not so sure about that) in a discussion about technology in schools.
Subsidiary aims:
- To practise softening language to sound less direct.
- To give practice in speaking for fluency in a structured debate.
Pronunciation: -ed endings A2–B1
Main aim: By the end of the lesson, learners will be better able to recognise and produce the three pronunciations of -ed endings (/t/, /d/, /ɪd/) in regular past simple verbs, in the context of a weekend story.
Subsidiary aims:
- To give practice in listening for specific sounds.
- To develop fluency in retelling a story with past simple verbs.
Reading lessons
Reading: a news article B1–B2
Main aim: By the end of the lesson, learners will have practised reading for gist and for detail in a news article about a young inventor.
Subsidiary aims:
- To clarify 5 items of vocabulary blocking comprehension before reading.
- To give practice in speaking for fluency in a post-reading discussion.
Reading: a blog post A2–B1
Main aim: By the end of the lesson, learners will have practised reading for specific information and for detail in a travel blog post.
Subsidiary aims:
- To develop learners' ability to deduce the meaning of words from context.
- To give practice in writing a short comment on the blog.
Reading: an opinion text B2
Main aim: By the end of the lesson, learners will be better able to identify the writer's opinion and the arguments that support it in an opinion article about homework.
Subsidiary aims:
- To clarify linking words that signal contrast (however, although, on the other hand).
- To give practice in speaking for fluency in a follow-up debate.
Reading: an infographic A2
Main aim: By the end of the lesson, learners will have practised scanning an infographic for numbers and facts about teenagers' screen time.
Subsidiary aims:
- To practise saying large numbers and percentages.
- To give practice in comparing the facts with their own habits.
Listening lessons
Listening: a podcast interview B1–B2
Main aim: By the end of the lesson, learners will have practised listening for gist and for detail in a podcast interview with a young entrepreneur.
Subsidiary aims:
- To develop learners' ability to predict content from the title and pictures.
- To give practice in speaking for fluency about their own career plans.
Listening: announcements A2
Main aim: By the end of the lesson, learners will have practised listening for specific information (times, gates, platforms) in a set of airport and train station announcements.
Subsidiary aims:
- To practise numbers and times in connected speech.
- To give practice in a travel information role-play.
Listening: a conversation A2–B1
Main aim: By the end of the lesson, learners will have practised listening for gist and specific information in a conversation between two friends planning a party.
Subsidiary aims:
- To focus on features of natural conversation (fillers, short answers).
- To give practice in planning an event together.
Listening: a short lecture B2
Main aim: By the end of the lesson, learners will be better able to take notes on the main points of a short lecture about sleep and memory.
Subsidiary aims:
- To clarify signposting language (firstly, another key point, to sum up).
- To give practice in summarising the lecture to a partner.
Speaking lessons
Speaking: a discussion B1–B2
Main aim: By the end of the lesson, learners will have had practice in speaking for fluency in a group discussion about the best age to get a smartphone.
Subsidiary aims:
- To clarify useful language for giving and justifying opinions.
- To give delayed feedback on accuracy from the discussion.
Speaking: describing a photo A2–B1
Main aim: By the end of the lesson, learners will be better able to describe a photo using there is/are, the present continuous and prepositions of place.
Subsidiary aims:
- To clarify phrases for speculating (He might be…, It looks like…).
- To give practice in a describe-and-draw pair task.
Speaking: a presentation B1–B2
Main aim: By the end of the lesson, learners will be better able to give a 2-minute presentation about a local place using signposting language.
Subsidiary aims:
- To practise chunking and pausing for clear delivery.
- To develop learners' ability to give peer feedback with a simple checklist.
Writing lessons
Writing: an informal email A2–B1
Main aim: By the end of the lesson, learners will be better able to write an informal email inviting a friend to an event, using a clear structure and appropriate opening and closing phrases.
Subsidiary aims:
- To give practice in reading a model email for structure.
- To develop accuracy in using present continuous for future arrangements.
Writing: a formal complaint B1–B2
Main aim: By the end of the lesson, learners will be better able to write a formal complaint email with a clear reason, details and a request, in the context of a delayed online order.
Subsidiary aims:
- To clarify formal vs informal phrases (I am writing to… vs Just to let you know…).
- To give practice in peer-editing with a checklist.
Writing: a for-and-against essay B2
Main aim: By the end of the lesson, learners will be better able to plan and write a for-and-against essay paragraph with a topic sentence, supporting points and linking words.
Subsidiary aims:
- To clarify linkers of addition and contrast.
- To give practice in brainstorming arguments in groups.
Personal aims examples
Pick one or two, based on the feedback from your last observed lesson.
- To reduce my teacher talking time by using gestures, the board and examples instead of long explanations.
- To give clear instructions in short sentences and check them with ICQs before every task.
- To monitor actively during pair work and note errors for delayed feedback.
- To nominate learners evenly instead of accepting answers only from the strongest students.
- To keep to my stage timings and decide in advance which stage to shorten if I run late.
- To elicit the target language from learners before I give it.
- To use concept checking questions instead of asking "Do you understand?".
- To give content feedback before language feedback after speaking tasks.
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Questions trainees ask
- What is the difference between a main aim and a subsidiary aim?
- The main aim is the most important thing learners will achieve in the lesson, for example practice of a structure or a reading sub-skill. Subsidiary aims support it: the vocabulary, pronunciation or speaking practice that helps learners reach the main aim.
- How do you write a lesson aim for CELTA?
- Write it from the learners' side and name the language or skill and the context: "By the end of the lesson, learners will have had clarification and practice of used to for past habits, in the context of childhood memories."
- What are personal aims in a CELTA lesson plan?
- Personal aims are about your own teaching, usually based on your tutor's feedback from the last lesson: for example reducing teacher talking time or checking instructions with ICQs.
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