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    Programme 2016-2019
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    language in subjects
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    Step 1: Planning
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    Tool 5: 5 Steps To Differentiate Language Objectives

Developing language awareness in subject classes

Tool 1  -  Tool 2  -  Tool 3  -  Tool 4  -  Tool 5

Tool 5: Five steps to differentiate language objectives

While Tools 1 and 2 help teachers identify ultimate content/language objectives, this tool allows them to realistically differentiate their language expectations for students at lower proficiency levels. In this way, they can guide students towards achievement of content objectives as they continue to work towards development of their academic language.

This tool is intended for the teacher. It begins with identification of the content objectives and progresses towards the definition of language objectives (primarily vocabulary objectives) that are attainable for students at A2 and B1 levels. Thus, the language level is adjusted, but the content learning objectives remain the same.


Step 1: defining the conceptual objective

CONQUEROR (here Alexander the Great)

Step 2: writing a definition of a concept

Person who carries out conquests, acquires territories by means of war. Certain conquerors have founded empires.

Step 3: defining the targeted academic language

Verb acquire or conquest

Nouns conquest, conqueror

territories or empire

war, battle, victory

Step 4: what everyday language do my students know that could serve as the basis for their understanding and expression of this concept?

To battle, battle, win, war, fight.

Step 5:

Possible written production from students

He fights and makes war.

He wins territories.

He is a conqueror.

He builds an empire.

-> The account is a simple list of points


A conqueror is someone who makes wars to conquer territories. He often founds an empire.

-> More complex sentences, subordinate clauses, varying sentence structures