How the GSE can help teachers personalize activities

Leonor Corradi
Leonor Corradi
A teacher stood at a students desk helping them

Reading time: 4.5 minutes

Teaching is an art form that thrives on adaptation and personalization. When dealing with language instruction, ensuring that each student is engaged and effectively learning is of paramount importance. In my experience as a teacher, I have learned that we should always teach our students rather than the coursebook or the syllabus. I think most teachers would agree with this.

However, it may be challenging to adapt activities to cater to our learners’ needs. What does personalizing an activity mean? How can we make it more accessible to our English learners? One would think that making the answers more obvious can be the way to go. Yet, this does not really help students learn and make progress. That's where the Global Scale of English (GSE) comes in as a valuable tool for personalizing teaching activities.

The essence of personalized learning

Personalizing an activity in language teaching does not simply mean making the responses more obvious. Instead, it's about tailoring the exercise to elevate the student's learning experience and potential for progress. This demands an insightful approach during the preparation phase of any given lesson.

Utilizing the GSE in language teaching

Let’s analyze this listening activity at A2 level for a group of adults:

Audio script example:

Emma: Are you working on the Media project?

Vic: Yes. I may start working on a new project in a couple of weeks, but for now I’m writing the objectives for Media. Why?

Emma: Well, Adam wants to see the photos for the project. He needs them for the ads.

Vic: Oh, they’ll be ready next week. OK?

Emma: Awesome! Thanks. Any plans for the weekend?

Vic: Well, I have to work on Saturday. We’re taking the Media pictures in the morning, but we’re just going to have fun at the beach in the afternoon.

Emma: Nice!

Vic: What about you? What are you doing this weekend?

Emma: I’m going to a concert on Sunday at 3 pm.

Vic: That sounds fun!

Listen and write T (true) or F (false)

1. Vic is working on a new project.

2.  Vic is working on Saturday morning.

3. Emma is going to a concert on Sunday evening.

GSE Descriptors

Upon dissecting this example by the GSE descriptors, we can identify the learning objectives that align with an A2 level:

  • Can identify simple information in a short video, provided that the visual supports this information and the delivery is slow and clear. (GSE 30)

  • Can identify basic factual information in short, simple dialogues or narratives on familiar everyday topics, if spoken slowly and clearly. (GSE 32)

  • Can understand the main information in short, simple dialogues about familiar activities, if spoken slowly and clearly. (GSE 33)

  • Can identify key information (e.g., places, times) from short audio recordings if spoken slowly and clearly. (GSE 33)

We know that learners should be given a global task first for overall listening, which is also one of the communicative objectives in the Global Scale of English:

List of options sat under comprehension: Finding specific information, listening/reading for detail, listening/reading for gist, overall listening/reading comprehension, recognizing a speakers/writers opinion or purpose, understanding main points

We can easily personalize the activity to include overall listening by adding a question before students are asked to solve the exercise:

Are the speakers a couple? or, Are the speaker's family?

The first question gets a No for an answer, whereas the answer to the second one can lead to a discussion. This is a good thing for it can generate a debate in which students have to account for their answers, which they can do after they complete the exercise.

In a similar matter, the GSE indicates that at this level, students can extract key factual information such as prices, times and dates from a recorded phone message (at level 35). For learners who are ready to expand their abilities further, additional questions can be posed to extract specific factual information, as indicated by the GSE for a level slightly above A2:

  • Vic is going to be at the beach in the ____________.

  • Emma is going to a concert on Sunday at ___________.

Through such adaptations, we cater to different proficiency levels within the same group, offering a degree of challenge that is suitable yet stimulating. We can also consider these learning objectives for listening when analyzing the items in a listening activity. Let me describe some possible scenarios.

Addressing challenges and enhancing motivation

What happens when the tasks set before young learners at the same A2 level don't offer the necessary support? The GSE guidelines stipulate that learners should have access to materials and certain assisting elements, like visuals or supplementary information. It's our responsibility as educators to incorporate this support, thereby aligning the exercise with the learners' capabilities.

Occasionally, certain tasks may exceed the current level of the students. For instance, students may be asked to make basic inferences in simple conversations on familiar everyday topics (level 38). A stratagem I employ involves segregating items into 'A' (level-appropriate) and 'B' (slightly more advanced). This provides students with a clear understanding of their expectations and offers an optional challenge.

If they do not get them right, they do not feel frustrated since they know these items are somewhat beyond their level but if they do at least one correctly, this works wonders on their motivation, which has a positive impact on learning. The more motivated students are, the more motivated we teachers will be. The synergy between student motivation and teacher motivation cannot be overstated, amplifying the learning experience for both parties.

Conclusion

The Global Scale of English is an instrumental guide in shaping teaching activities to fit the varied needs of students. By leveraging its comprehensive descriptors and specialized insights, we can personalize our approaches to teaching English, providing a richer and more rewarding educational landscape. As we refine our activities using the GSE, we contribute to a dynamic classroom environment where each student is given the opportunity to flourish in their language learning journey.

About the author

Leonor Corradi is an English teacher based in Argentina. She is a former member of the Foreign Languages Team at the National Ministry of Education in Argentina, in charge of English and coordinator of state plurilingual schools in the City of Buenos Aires. She has extensive experience as a materials designer and coursebook writer and is an academic consultant for different educational institutions such as the British Council and Ministries of Education in Latin America. 

She has run professional development courses for teachers and has presented extensively at national and international conferences. She is the author of the Curriculum for Foreign Languages for the City of Buenos Aires (2001, English) and has been an ELTons Judge since 2014. Leonor has been a member of the Global Scale of English (GSE) Advisory Board since 2014 and is a GSE Ambassador.

Learn more about the GSE

More blogs from Pearson

  • Students sat together talking
    Mindfulness in the classroom: Autopilot and paying attention
    By Amy Malloy
    Reading time: 4 minutes

    In today's digital world, students face constant distractions that can make it difficult to stay focused during lessons. From social media notifications to endless online content, maintaining attention has become one of the biggest challenges in modern education.

    This is where mindfulness in the classroom can make a significant difference. By helping students become more aware of the present moment, mindfulness can strengthen concentration, improve learning outcomes, and support overall wellbeing.

    What is "Autopilot" thinking?

    Have you ever reached the end of a page in a book and realized you can't remember what you just read?

    This experience occurs when the brain slips into a semi-conscious state, often referred to as "autopilot" mode. During autopilot, we continue carrying out tasks while our thoughts drift elsewhere, planning future events, worrying about problems or replaying past experiences.

    While this automatic mode helps us complete routine tasks efficiently, it can also reduce our awareness of what's happening right now. As a result, students may appear present in class while their attention is elsewhere.

    For educators, understanding this tendency is essential because sustained attention is critical for learning, memory formation and academic success.

    Why mindfulness matters in education

    According to mindfulness expert Jon Kabat-Zinn, mindfulness means:

    "Paying attention in a particular way: on purpose, in the present moment and non-judgmentally."

    The key phrase is "on purpose".

    Mindfulness trains students to deliberately focus their attention rather than allowing their minds to wander automatically. Like any skill, attention becomes stronger with practice. Repeated mindfulness exercises help create neural pathways that support concentration and self-awareness.

    For younger children, this is especially important because the brain develops rapidly during the primary school years. Building healthy attention habits early can have lasting benefits throughout education and beyond.

    Benefits of mindfulness in the classroom

    Implementing mindfulness activities in schools can offer several advantages:

    Improved attention span

    Regular mindfulness practice helps students sustain focus for longer periods, making it easier to engage with lessons, reading tasks and independent study.

    Better learning outcomes

    When students pay closer attention, they absorb and retain information more effectively, leading to stronger academic performance.

    Reduced stress and anxiety

    Mindfulness techniques can help students manage exam pressure, classroom stress and emotional challenges by encouraging calm, focused awareness.

    Stronger emotional regulation

    Students become more aware of their thoughts and feelings, helping them respond thoughtfully rather than react impulsively.

    Enhanced digital wellbeing

    Mindfulness can help counteract the constant distractions created by smartphones, social media and digital devices.

    Why attention skills are more important than ever

    Many educators are concerned about the impact of technology on student concentration. While researchers continue to debate whether overall attention spans are shrinking, there is broad agreement that attention is shaped by habit.

    The brain becomes better at whatever it repeatedly practices.

    If students frequently switch between apps, notifications and multiple streams of information, sustained focus can become more difficult. Conversely, practicing mindful attention strengthens the brain's ability to concentrate on a single task.

    This is particularly important for teenagers. During adolescence, the brain undergoes significant restructuring, strengthening frequently used neural pathways while reducing those that are rarely activated.

    The message is simple: attention is a skill that improves through use.

    Three mindfulness activities for students

    Teachers can introduce mindfulness through simple exercises that fit naturally into the school day.

    1. Mindful technology use

    Help students develop awareness around screen time by encouraging intentional device use.

    Steps:

    1. Pause before using a device.
    2. Notice how you feel.
    3. Decide on a single task to complete.
    4. Visualize the steps required.
    5. Complete the task without distractions.
    6. Put the device away once finished.
    7. Reflect on any urge to continue scrolling.

    2. Mindful eating exercise

    This activity encourages students to engage all their senses and become fully present.

    Ask students to:

    • Observe five things they can see about their snack.
    • Notice five things they can feel.
    • Identify five scents.
    • Slowly taste the food and recognize subtle flavors.
    • Reflect on the experience.

    This exercise develops sensory awareness and helps students practice sustained attention.

    3. Breath counting for focus

    One of the simplest and most effective mindfulness exercises for students.

    Instructions:

    1. Sit comfortably.
    2. Close your eyes or soften your gaze.
    3. Focus on your breathing.
    4. Count each breath from one to ten.
    5. If your mind wanders, gently return attention to the breath.
    6. Repeat as needed.

    Over time, students often find it easier to maintain concentration and remain present.

    How teachers can introduce mindfulness successfully

    Teachers do not need extensive training to begin incorporating mindfulness into lessons. Small, consistent practices often produce the greatest benefits.

    Consider:

    • Starting lessons with a one-minute breathing exercise.
    • Using mindfulness before tests or presentations.
    • Encouraging reflection at the end of lessons.
    • Incorporating mindful listening activities during discussions.
    • Promoting conscious technology use in digital learning environments.

    Consistency is more important than duration. Even a few minutes each day can help students develop stronger focus and self-awareness.

    By helping students move away from autopilot thinking and engage more fully with the present moment, mindfulness supports both academic success and emotional well-being.

    Whether through mindful breathing, mindful eating or conscious technology use, small daily practices can have a lasting impact on how students learn, focus and thrive.

  • A woman studying in a library writing in a book
    Setting boundaries and avoiding burnout as a language learner
    By Charlotte Guest
    Reading time: 4 minutes

    Learning a new language can be exciting. It can also be challenging. Many language learners feel pressure to study every day, learn quickly and reach fluency as soon as possible.

    This pressure can lead to burnout: a state of physical, mental and emotional exhaustion. When you are burned out, studying becomes difficult, stressful and less enjoyable. The good news is that setting healthy boundaries can help you continue learning while protecting your wellbeing.

    What are boundaries?

    Boundaries are limits that help you take care of yourself. They help you decide how much time, energy and attention you can give to something.

    For example, a boundary might be:

    • Studying for only 20 minutes at a time
    • Taking breaks when you feel overwhelmed
    • Saying no to extra language activities when you are tired
    • Not comparing your progress to other learners

    Boundaries are not signs of weakness. They are tools that help you learn in a sustainable way.

    Understand your energy levels

    Many people experience changes in energy and focus throughout the day. Some days you may feel highly motivated. On other days, even a simple lesson may feel difficult.

    Instead of forcing yourself to follow the same schedule every day, try paying attention to your energy levels.

    Ask yourself:

    • When do I focus best?
    • How long can I study before I feel tired?
    • What activities give me energy?
    • What activities drain my energy?

    You may discover that listening to a podcast feels easy, while studying grammar for an hour feels exhausting. This information can help you create a learning routine that works for you.

  • Children sat around a teacher holding a book
    8 children's book ideas for language teachers
    By Charlotte Guest
    Reading time: 4 minutes

    Every year, events like Children's Book Week, World Book Day and others offer excellent opportunities to celebrate reading, imagination and learning. Books enable children to explore new ideas, expand their vocabulary and develop a love for language. For teachers and educators, they offer an opportunity to make reading both fun and memorable.

    Whether you teach young learners, English language learners or multilingual students, you can bring your classroom together through stories. Here are some simple activities to try.

    1. Story reading circle

    Choose a children's book that matches your students' language level. Read the story aloud and encourage students to listen carefully. Use pictures to support understanding and ask simple questions during the reading.

    For example:

    • What do you think will happen next?
    • Who is your favorite character?
    • How is the character feeling?

    This activity helps students practice listening skills and learn new vocabulary in context.

    2. Character drawing and description

    After reading a story, ask students to draw their favorite character. Then have them write a few sentences describing the character.

    Younger learners can use sentence starters such as:

    • My character is...
    • They have...
    • They like...

    This activity combines creativity with reading and writing practice.

    3. Create a new ending

    Invite students to imagine a different ending for the story. They can write a short paragraph, create a comic strip or discuss their ideas in pairs.

    This promotes creative thinking and allows students to meaningfully engage with language.

    4. Book-themed vocabulary hunt

    Choose 10 to 15 key words from the book and create a vocabulary hunt. Students can search for the words in the story and match them with pictures, definitions or translations.

    You can also ask students to use the new words in their own sentences.

    Vocabulary activities help learners remember language more effectively by connecting words to a story they have enjoyed.

    5. Storytelling with pictures

    Select several pictures from the book and display them in a random order. Students work individually or in groups to put the pictures in the correct sequence and retell the story.

    This activity develops speaking skills, sequencing skills and confidence in using language.

    6. Dress as a book character

    If possible, organize a simple book character day. Students can dress as their favorite character or create a paper mask.

    Ask each student to introduce their character to the class by answering questions such as:

    • Who are you?
    • What do you do in the story?
    • Why are you important?

    This is a fun way to practice speaking and presentation skills.

    7. Create a classroom book

    Work together to create a class story. Each student contributes one page with a sentence and an illustration. When all the pages are finished, combine them into a classroom book.

    Students are often proud to see their work become part of a real book. It also helps them understand how stories are created.

    8. Book recommendations wall

    Encourage students to share books they enjoy. They can write a short recommendation and add it to a classroom display.

    Here's a simple template with questions for pupils to complete:

    • What's the book title?
    • Who's your favorite character?
    • Why do you recommend this book?

    This activity promotes reading while giving students a purpose for writing.

    Celebrate the joy of reading

    Book-related events go beyond just celebrating books. They are a means of curiosity, creativity and language learning. Simple activities can motivate students to read more, discover new ideas and gain confidence in their language skills. By nurturing positive reading experiences, teachers help students develop lifelong habits that support their learning journey. Regardless of learners' age or language proficiency, a good story can unlock a world of opportunities.