GSE Teacher Toolkit: Teaching mixed ability classes

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.

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.

Teaching business English to beginners can feel challenging, especially when learners have limited vocabulary and confidence. However, with the right structure and focus, you can help students build practical workplace communication skills step by step.

Focus on high-frequency workplace vocabulary

For beginners learners, communication matters more than complexity. Teaching commonly-used workplace vocabulary allows students to express basic ideas quickly and clearly.

Focus on:

• Everyday work routines (emails, meetings, schedules)
• Common verb–noun combinations (for example, “make a call,” “solve a problem”)
• Simple functional phrases for greetings and offers

This focus on high-frequency language helps learners retain and reuse it more easily.

Introduce vocabulary in manageable, meaningful ways

Vocabulary learning becomes more effective when it is limited and contextualized. Instead of overwhelming students, introduce a small number of new words per lesson and place them in realistic scenarios.

For example:

• Phone conversations
• Short emails or messages
• Daily task lists

Memory improves when learners interact with words actively. Matching exercises, sentence-building and personalization tasks all strengthen recall because they require learners to process meaning rather than just memorize.