SYSTEMATIZING THE STAGES OF EDUCATIONAL OBJECTIVE DESIGN FOR SECONDARY SCHOOL ENGLISH LANGUAGE TEACHERS: A PRACTICAL FRAMEWORK

Writing clear learning objectives is one of the most important skills for secondary school English language teachers. However, many teachers find this task difficult in everyday practice. They often write objectives that are too general, too narrow, or not connected to assessment. This article presents a seven-stage framework that helps teachers design lesson objectives in a clear and ordered way. The framework is based on classroom observation notes, teacher reflections, and a review of pedagogical literature. The seven stages are: curricular alignment, learner-needs analysis, language-skill specification, cognitive demand calibration, formulation of measurable outcomes, integration with assessment, and reflective revision. Each stage is explained with examples from secondary school English classrooms. The framework helps both new and experienced teachers. It also gives school methodologists and supervisors a shared tool for lesson observation and teacher development. The article discusses how the framework can be used in teacher training, lesson planning, and school-level methodological work.