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.

More blogs from Pearson

  • University students walking outside on campus
    Elevate your agency’s brand: The PTE Express effect
    By Alice Bazzi
    Reading time: 2 minutes

    In the competitive world of international education, your agency’s reputation is everything. Families trust you to guide them through one of the most important decisions of their children’s lives, and institutions rely on you to send well-prepared students. Every recommendation you make reflects on your brand.

    That’s why it’s important to choose solutions backed by a strong, trusted global reputation. PTE Express, powered by Pearson, is more than an English test; it also helps strengthen your organisation’s credibility in a competitive market.

    Why reputation matters in student recruitment

    Parents and students do not just look for speed and convenience, but also look for efficiency, reliability and integrity. When you recommend a test that universities recognize, you strengthen your own position as a trusted advisor. Furthermore, Pearson assessments are renowned for their quality and transparency: values that resonate with both your customers and your university partners.

    The Pearson advantage: Global recognition and trust

    Pearson is known throughout the education sector for its excellence. With decades of experience in learning and assessments, Pearson has built a reputation that institutions around the world rely on. PTE Express reflects this heritage, offering a secure, reliable English proficiency test designed with admissions in mind.

    When you recommend PTE Express, you are not just offering speed to your students but also offering a test backed by credibility, innovation and a well-trusted brand.

    How PTE Express enhances your brand

    • Professionalism: Recommending a Pearson-backed test signals that your agency prioritizes quality and compliance.
    • Reliability: Institutions know PTE Express scores are authentic and secure, reducing friction in the admissions process.
    • Client confidence: Families feel reassured when they see a globally-recognized name associated with their child’s academic future.

    The alignment positions your agency as a market leader, capable of delivering solutions that meet university standards.

    Security and speed: A winning combination

    PTE Express not only protects integrity through its high-quality security but also accelerates success. Students receive certified results within 48 hours, enabling them to meet tight deadlines without compromising quality.

    For agents, this means fewer delays, smoother workflows and happier clients who will most likely refer more students in the long run. By promoting a test that combines speed with security, you differentiate yourself from competitors.

    Building long-term relationships through trust

    Your reputation grows through consistently supporting your students and earning the trust of families who recommend you to others. As more students progress to your partners, your agency gains wider recognition.

    When you offer a secure and efficient English test, families feel more confident in your process. That trust supports stronger partnerships, repeat business, and referrals.

    Lead with value in every interaction

    When discussing PTE Express with students or institutions, emphasize the benefits of what matters the most:

    • Pearson’s global reputation
    • Secure testing environment that is also flexible for the student
    • Rapid turnaround for results

    Elevate your brand today and find out more about PTE Express here.

  • Teacher talking to girl working on laptop in classroom smiling
    Designed for learning, built for growth: How Big Ben Education Group reimagined short-term programs
    By Emma Currie
    Reading time: 3 minutes

    The challenge: Creating meaningful learning in short-term programs

    In recent years, Big Ben Education Group faced a challenge: how to deliver meaningful learning within short-term programs. Although teachers were passionate and students motivated, their short-term courses lacked a clear academic structure, making learning feel rushed and less impactful. At the same time, they relied heavily on a single market and sought to attract a more diverse, global student mix.

    This raised a critical question: How do you design a short-term program that is both academically meaningful and appealing to a global student audience? That question led to the launch of their first Winter Camp in 2024.

    The turning point: From camp to structured learning experience

    The Winter Camp marked a major shift. For the first time, students from across China, Korea, Japan, Central Asia and the Middle East were brought together. Managing this level of cultural and linguistic diversity required more than enthusiasm; it required structure.

    The school introduced Big English as a core academic framework, giving teachers clarity on learning objectives and ensuring consistency across levels, even within a condensed timeframe.

    But the transformation didn’t stop in the classroom. Excursions were redesigned with clear learning goals, turning them into opportunities for real-world language application. This shift from activities to outcomes required careful planning and strong collaboration between academic and operations teams.  What emerged was something new – a structured, student-centered learning experience that balanced academic rigor with real-world engagement.

  • Students sat at a table with microphones talking
    Building fluent, confident speakers: better ways to assess speaking
    By Charlotte Guest
    Reading time: 6 minutes

    Why traditional speaking assessments can make students feel stressed

    Traditional speaking tests often feel high-stakes and performative. Students are asked to respond on demand, usually in front of a teacher or peers, with little room for hesitation or self-correction. This setup can make it harder for students to show what they can really do because:

    • Time pressure shifts focus from communicating meaning to avoiding mistakes
    • Teacher-centered evaluation can feel judgmental rather than supportive
    • One-off testing may not capture a learner's true abilitiy, especially if they're nervous. 

    When people feel anxious, it often affects their fluency. They find it harder to think so they pause more, forget words and feel less confident. As a result, assessments may reflect how comfortable someone feels under pressure, rather than how effectively they can communicate.

    Key components of speaking fluency to evaluate

    Fluency isn't just about talking fast. It involves several clear signs.