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If you’re planning to study in the USA, you’ve probably looked into English proficiency tests for university admissions. And you’ve probably noticed – they’re not all the same.

• Some are more expensive.��
• Some take weeks to deliver results.��
• Some require you to travel to a test centre.

The ����app English Express Test is different.

What makes the ����app English Express Test special?��

This online English test is designed for international students who want to move quickly and confidently through the admissions process.

• Take it from home��– No travel needed. The ����app English Express Test is fully online, so you can complete your exam from anywhere in the world.
• Get certified results in 48 hours��– No long waits. Receive your official English proficiency scores fast, so you can meet university deadlines with ease.
• Pay less��– It’s one of the most affordable English tests for US university applications, helping you save on costs.
• Accepted by a growing number of US universities��– Use your results to apply to top institutions across the United States.
• Built for momentum, not delays��– Designed to help you move forward, not slow you down.

Why this test matters

When you’re applying to study in the USA, every day counts. You’re juggling application deadlines, coordinating with universities and planning your next big move. You need an English language test that supports your ambitions, not one that holds you back.

What makes������app English Express Test different?

• AI scoring for fairness and consistency��– Advanced technology ensures your results are accurate and impartial.
• Security inbuilt��– Take your test with confidence, knowing your identity and results are protected.
• CEFR and GSE-aligned results��– Trusted by universities and colleges, your scores are mapped to international standards for English proficiency.

It’s everything you need for your US university application, without the stress.

Ready to take the test?

If you’re searching for an English proficiency test that fits into your life and helps you move forward, the ����app English Express Test is ready when you are. Take your test today and start your journey to studying in the USA with confidence.

Punctuation makes your writing easier to read and understand, but it can be tricky to master. As an editor and proofreader, I often notice people confusing semi-colons and colons, so we'll explore the difference between them. And because both are often used in lists, we'll also look at the humble comma – and its sometimes-controversional cousin, the Oxford comma.��

Semi-colons and colons both connect phrases in a sentence but are used in different situations.��

Understanding colons

Colons introduce important information and explanations. They're often used before lists as a replacement for phrases like "they are" and "which is":

• He offered me a choice of drinks: tea, coffee or hot chocolate.��
• I packed the essentials in my bag: water, pens and a magazine.��
• She speaks three languages: English, French and Portuguese.��

You can also think of a colon as a spotlight, with the phrase that comes after the colon explaining or expanding what came before it.��

• In 1903, travel was changed forever by an important event: Orville and Wilbur Wright's first successful flight.
• He loves visiting the animals at the farm: cows are his favourite.��
• There is one rule I live by: I treat others as I wish to be treated.

The secrets of semi-colons

A semi-colon links two ideas that are closely related and that would be two complete sentences if you used a period instead. They give a softer transition than a period would, and they're often used instead of conjunctions like "and", "but" and "because":

• I love eating pizza; my sister loves eating burgers.
• I wanted to go for a swim; I couldn't find my goggles.��
• I'm going to the park; the weather is beautiful.

Semi-colons also seperate items in long lists to make life easier for the reader and stop a sentence becoming a sea of apostrophes. For example:

• I've got my shopping list ready: peppers, carrots and oranges from the market; toothpaste, shampoo and pain relief from the drugstore; and a newspaper, snack and drink from the newsstand. ��

Standard comma or Oxford comma?

An Oxford comma goes before "and" or "or" at the end of a list. The first example has an Oxford comma, the second doesn't.��

• Please bring me a sandwich made with cheese, lettuce, and tomato.��
• Please bring me a sandwich made with cheese, lettuce and tomato.��

American English generally favors the Oxford comma, British English typically omits it, unless needed for clarity. Compare:

• I love my parents, Taylor Swift and Keanu Reeves.
• I love my parents, Taylor Swift, and Keanu Reeves.��
  

As with many areas of punctuation, whether you choose to use the Oxford comma is a matter of personal preference. However, the most important thing is to be consistent in your usage.��

At the beginning of every school year, we welcome new learners into our classrooms with the same core question: Where are our students now, and how far can we take them?

For English teachers, this reveals a huge challenge. In a single class, we might have one student at an A2 level, while others are solidly B1 or just entering A2+. Navigating such a wide range of abilities can feel overwhelming.

We’ve all seen it: students can spend months (or even years) studying English and still feel like they haven’t moved up a level. Teachers work incredibly hard, and students put in the effort, but progress feels intangible. Why is that? And more importantly, how can schools make it easier to see and support that progress?

In recent years, I have found a powerful ally in answering that question: the Global Scale of English (GSE). Backed by ����app and aligned with the CEFR, the GSE offers more than just levels, it provides a clear, data-informed path to language growth. Most importantly, it gives teachers and school leaders the ability to set meaningful goals and measure real progress.

But, how is this useful at the beginning of the school year?

Starting with assessment

To get a clear picture from the start, assessment is essential; there’s no doubt about it. However, it can't just be a punctuation mark at the end of a term or a requirement from administration. Used strategically, this first assessment can be the compass that guides instruction and curriculum decisions, empowering both teachers and students from day one. This is why choosing the correct assessment tools becomes fundamental.

The GSE difference: Precision, clarity, confidence

Unlike the broad bands of the CEFR, the GSE provides a granular scale from 10 to 90, breaking down each skill into precise learning objectives. This allows educators to monitor progress at a much closer level, often identifying improvements that would otherwise go unnoticed.

When learners see that their score has moved from 36 to 42, even if their overall CEFR level hasn’t changed, they gain confidence. They recognize that learning is a continuous process rather than a series of steps. Teachers, in turn, are able to validate growth, provide clear evidence of learning and tailor instruction to the learner’s current needs, not just their general level.

For example, two students might both be classified as "A2", but the GSE gives us a much clearer picture: a student with a GSE score of 35 is likely mastering simple sentences, while another student scoring 40 might already be comfortable writing simple stories and is ready to tackle B1-level tasks.

This isn't just data: it's a roadmap. It tells us exactly what to teach next, allowing us to differentiate with confidence instead of relying solely on gut feeling.

GSE tools that make it happen

����app offers a comprehensive range of GSE-aligned assessment tools that support different stages of the learning journey. Each tool plays a distinct role in placement, diagnosis, benchmarking or certification.

Whether you’re picking up Spanish for travel, Mandarin for business or French just for fun, you’re not only expanding your communication skills, you’re also giving your brain a powerful workout. But what actually happens inside your brain when you learn a language?��

The brain’s language centers

Your brain is made up of many parts and two areas are significant for language:

• : Located in the frontal lobe, this region helps you produce speech and form sentences.
• : Found in the temporal lobe, this area helps you understand spoken and written language.

When you start learning a new language, these areas get busy. They work together to help you listen, speak, read and write in your new language (Friederici, 2011).

Anandi Vara was trained in teaching English in Kathmandu, Nepal before teaching at a monastery in Pokhara. There she taught students ranging from six to 10 years of age, both in groups and individually. Here she reveals the lessons she learned during her time there��– including how to avoid being perturbed by a cockroach attack.

Whatever you do: don’t freak out

It just makes everything worse. It’s easy for things to get overwhelming – a sense that can be made worse by the feeling of homesickness, especially if it’s your first time living abroad – but thinking rationally, and getting to the source of what’s causing the worry, usually helps. It’s important, as you don't want to share your fear in lessons because you’re the teacher and need to show confidence.

This was, however, tested to the limit when I had a cockroach dangled in front of my face. It took all my strength to stay calm. I gave an unimpressed look, thereby establishing myself as the figure of authority, which seemed to work.

Be aware of cultural traditions

It is important to remember that every country has its own traditions. I was teaching in a monastery, so I made sure to wear respectful clothing, even in the face of soaring temperatures. The more I learned about the Tibetan culture, the more fascinated I became by it. The students taught me how to write my name in Tibetan and the meaning behind it. I learned about Tibetan history and Tibetan culture.

I also found that the more I showed willingness to learn about the Tibetan culture, the more I bonded with the students, so that when it was time to teach, the students were more cooperative in lessons, engaging and participating more.

Teaching is two-way learning

There is so much I learned teaching abroad, both in the classroom and out. Making mistakes as you begin is only natural, but it’s whether you can learn from these mistakes that counts. No two students are ever the same so it’s a constant process of learning as you go. As a result, I learned about the environment I was in – from traditional prayer ceremonies to the Tibetan alphabet��– and about myself, notably organizational skills and a renewed curiosity about the English language.

Be Flexible

Sometimes it doesn’t matter if you’ve planned your lesson down to the smallest detail – if it doesn’t take, then it doesn’t take. I was only 10 minutes into a lesson once and I could tell that I was beginning to lose the students’ attention. Not only did it show that they were uninterested, it also distracted me from what I was doing. It was at this point that I threw out my existing plan and tried a whole new lesson: I had the students up on their feet and engaging with each other and, although completely improvised, it was very successful.

Patience is a must

During my one-on-one mentoring session, my student seemed to have no motivation. He wasn’t learning as well as the other students and had therefore given up. No matter what I tried, he refused to cooperate, but I didn’t let it put me off. I kept trying different methods until finally finding one that he responded to. I made sentence structuring into a game. It wasn’t anything fancy and consisted of scraps of paper with words written on them.

Although it took a lot of time to find the right angle, it was worth it because he soon realised that although it might take longer for him to pick things up, he would eventually get there and have a greater sense of accomplishment.

What is flipped learning?

To understand better what flipped learning is, first let’s see how it differs from blended learning, a term with which it is often confused.��

Blended learning is a way of teaching that combines face-to-face classroom teaching with online resources. We freely use online resources to create a more personalized learning experience.��

Flipped learning is a little different. As the name suggests, it "flips" a traditional lesson. It tells us exactly which stages of the lesson should go online. In a flipped learning class, all of the more traditional aspects (also called "study stages"), are completed online and the homework (also called "application stages") comes into the classroom.��

Let’s look at an example.��

A typical receptive skills lesson normally has six stages:��

1. Lead in
2. Set context
3. Pre-teach vocabulary
4. Gist task
5. Detailed task
6. Follow up

With a traditional teaching model, we do the first five stages in class and set the last one for homework. With flipped learning there are a few ways to tackle these stages, but a basic model would look like this:

English teachers today face increasing demands: create engaging content, differentiate instruction and address diverse learner needs – all within a limited time. The rise of Generative AI, like ChatGPT, offers a promising solution. But without proper guidance, AI-generated content can lack educational value. This blog post introduces a practical, research-informed approach to using AI tools aligned with the Global Scale of English (GSE). You will learn how this framework helps educators design accurate, personalized and level-appropriate English teaching materials quickly and confidently.

Why GSE and AI are a game-changing combination for ELT

The Global Scale of English (GSE) is a CEFR-aligned framework developed by ����app, offering detailed "can-do" learning objectives. It includes nearly 4,000 descriptors across speaking, listening, reading and writing skills, offering more precision than traditional level labels like A2 or B1. At the same time, Generative AI tools such as ChatGPT can generate entire lessons, tasks and assessments in seconds. The challenge lies in ensuring this content is aligned with clear pedagogical outcomes.

Pairing AI’s creative speed with the GSE’s structured outcomes offers a scalable way to meet learner needs without compromising instructional quality.

Unlocking measurable, differentiated and efficient teaching with GSE and AI

The GSE makes objectives measurable

Unlike generic teaching goals, GSE objectives are specific and measurable. For example, a B1-level learner objective might state:

“Can identify a simple chronological sequence in a recorded narrative or dialogue.” (GSE 43)
��This clarity helps teachers define outcomes and ensure each AI-generated task targets an actual language skill, not just generic content.

Generative AI enhances productivity

Teachers using Generative AI can create draft lesson materials in minutes. By inputing a structured prompt such as:

“Create a B1 reading activity that helps learners summarize the main points of a short article.”
ChatGPT can instantly generate content that meets the learning goal. When guided by the GSE, AI becomes a collaborative assistant as well as a time-saver.

The GSE + AI combination supports differentiation

Because the GSE includes descriptors across a wide proficiency range (from pre-A1 to C2), teachers can tailor AI-generated content to meet the exact needs of their students. Mixed-level classrooms or tutoring contexts benefit especially from this, as teachers can create multiple versions of a task with consistent scaffolding.

Practical tips

• Use the GSE Teacher Toolkit to select objectives based on skill, level or function.
• When prompting ChatGPT, include the GSE descriptor in your input for more precise results.
• Always review and adapt the AI output to match your learners’ context, culture and curriculum.
• Create a prompt library mapped to GSE codes to save time in future planning.

A step-by-step example of the GSE and AI in action

Here is a typical application of the workflow:

1. A teacher selects a GSE objective, such as:
   “Can write a basic formal email/letter requesting information.” (GSE 46).
2. Within seconds, a sample formal email, accompanied by a short reading comprehension task and a vocabulary activity, is generated.
3. The reading task serves as a model to help learners analyze the structure, tone, and key language features of a well-written email before attempting their own.
4. The teacher then reviews and refines the output for clarity, appropriateness, and context relevance.

This process supports targeted teaching while significantly reducing preparation time.

Overcoming challenges: Ensuring quality and relevance

Challenge: AI outputs may lack cultural context, level appropriateness or instructional clarity.
Solution: Always pair AI with professional judgment. Use the GSE to check that skills match the intended outcome, and adjust the complexity of the language as needed.

Challenge: Teachers may be unfamiliar with how to write effective AI prompts.
Solution: Start simple with templates like:

“Create a [skill] activity at [level] that supports this GSE objective: [insert objective].”

Challenge: Risk of over-relying on AI for instruction.
Solution: Use AI as a starting point, not the final product. Combine AI-generated content with classroom interaction, feedback and your own creativity.

Teaching tools that make this easier

• : for exploring and selecting level-appropriate learning objectives
• : for generating customizable teaching content
• GSE Smart Lesson Generator: an AI-powered lesson creation tool developed by ����app that uses the GSE framework to automatically generate high-quality activities and lesson plans
• Google Docs or Word: for editing and organizing your materials before class

Confidently transforming English teaching

Combining Generative AI with the Global Scale of English allows teachers to design materials that are both fast and focused. The GSE provides the structure; AI provides the speed. Together, they offer a sustainable solution for personalized English instruction that respects both learner needs and instructional quality.

A new school year brings excitement and opportunity. It also presents challenges for teachers, regardless of their level of experience. Here are common problems that teachers face and simple tips to help you start the year with confidence.��

1. How do I establish effective classroom management and routines?

The challenge:
A new year means a new group of students, each with unique personalities and expectations. Setting clear routines and managing classroom behavior can be daunting, especially when students test boundaries or struggle to adjust.

The solution:
Set the tone early by communicating clear expectations for behavior, participation and respect. Use visual aids and consistent language to reinforce routines. Involve students in rule-setting to foster ownership and accountability. Consistency and patience are key; routines may take time to solidify, but your commitment will pay off.

2. How can I build strong relationships with my students?

The challenge:
Connecting with a diverse group of learners – some of whom might be eager, while others might be more reserved – can be challenging. Building trust and rapport is essential for engagement and academic success, but it doesn’t happen overnight.

The solution:
Dedicate time to getting to know your students as individuals. Use icebreakers, interest surveys and daily check-ins to show you care about their lives beyond academics. Incorporate culturally-responsive teaching practices to respect students’ backgrounds and experiences. Even small gestures, such as greeting students by name and celebrating their achievements, can make a big difference.

The back-to-school transition is a pivotal time for families. As always, encouragement and positivity are important to support your child – and clear, enforceable routines and expectations are the secret to helping your child settle back into school. Set your child up for success with these practical, easy-to-follow steps, tailored for each age group.

For primary and elementary school children (Ages 5–11)

1. Set a consistent sleep and waking schedule and stick to it

• Action:��At least one week before school starts, set a firm wake-up and bedtime, including a shut-off time for screens – ideally an hour before bedtime.��Find soothing activities to help your child relax before bed: for example, if their bedtime is 8:00 pm, you could start the wind-down routine at 7:00 pm by reading a favourite story together and listening to peaceful music. Some children wake naturally, others struggle to get up and may need an alarm clock to help them.��
• Enforcement:��Remember to stick to the bedtime routine: no exceptions on school nights.��

2. Practice the morning routine

• Action: Do a rehearsal of the school morning: getting dressed, eating breakfast, brushing teeth, and being ready to leave the house on time. If your child is attending a new school, it may reassure them to rehearse the journey in advance.��
• Enforcement: Use a visual checklist on the fridge to help your child track which tasks need to be done. Some families prefer no screens at all in the morning, but if you have morning screentime then ensure there's no TV or devices until all tasks are complete.

3. Organize school supplies together

• Action: Label all supplies in advance. Take the time every evening to pack their schoolbag together each evening.
• Enforcement:��Let your child be responsible for checking off a packing list before bed. If they forget something, if appropriate and within reason, you could let them experience the natural consequence.

4. Establish a homework zone

• Action: Set up a specific, distraction-free spot for homework.
• Enforcement:��Ensure that homework happens before playtime or screen time. Use a timer if needed to keep them focused: most children find it easier to concentrate for a finite period rather than an infinite one (for example, "work until the timer goes off in 15 minutes" is easier for a child to respond to than "work until you've completely finished your homework").��

5. Practice independence

• Action: Teach your child tasks that are appropriate for their age and ability: for example, this could include tieing their shoelaces, zipping up their coat and opening their lunchbox.
• Enforcement:��Don't rush to help if they struggle at first. Remind them of the steps, help them if they need, support them all the way. Praise their effort, even if they can't yet do the task perfectly.

For middle school children (Ages 11–14)

1. Use a family calendar

• Action: Post a large calendar in a common area. Mark it with assignment due dates, tests and extracurricular activities.
• Enforcement: Review the calendar together every Sunday. Give your child the resopnsibility of updating it with new info from school.

2. Set device rules

• Action:��Devices should not be in the bedroom overnight: set up device charging points somewhere outside bedrooms, for example in the kitchen, to prevent temptation. Set a “no screens” rule during homework and set a time to switch screens off every evening, preferably an hour before bedtime.��
• Enforcement:��If need be, use parental controls or apps to limit screen time. Devices could also be handed in at a set time each night.

3. Encourage self-advocacy

• Action: If your child has a problem at school, support them in resolving it. Don't rush to solve the problem for them, ask them how they could approach the issue and guide them towards a good solution. If need be, coach them on how to email a teacher or ask for help in person.��
• Enforcement: Don’t step in immediately – give them the space and support to devise a possible solution. Support and coach as needed to build their confidence in handling the situation themselves.��

4. Make packing lunch their job

• Action: Teach your child to pack their own lunch the night before.
• Enforcement: If they forget to prepare or bring it, choose the response that's safe and appropriate for your chld's age and abilities. It might be that you need to remind them, or it might be that they need to experience natural consequences and buy their own lunch.

5. Set clear after-school expectations

• Action: Decide together what happens after school: for example, they might want to have a snack before they start their homework, and they might want to do their chores after dinner.
• Enforcement:��Together, set the rules that are right for your child. For example, no video games or social media until homework and chores are done.

For high-school students (ages 14–18)

1. Require a weekly planning session

• Action: Sit down every Sunday to review the week ahead. Consider deadlines, activities and work shifts and plan accordingly.��
• Enforcement: If your teen misses a deadline, if appropriate, let them handle the consequences with teachers or coaches.

2. Enforce a “No-phone zone” during study time

• Action:��Ensure that phones are placed in another room during homework.
• Enforcement: Use apps that block distracting sites or physically remove the phone.

3. Set a reasonable curfew, even for seniors

• Action: Agree on a curfew for school nights and weekends.
• Enforcement:��If the curfew is broken, discuss consequences and follow through. For example, if your teen is one hour late home, the next time they must come home an hour early.��

4. Expect participation in household responsibilities

• Action:��Discuss how to split household chores. Some teenagers prefer to take responsibility for a particular chore, such as doing the dishes. Other families may need to split regular chores such as laundry,��cleaning and emptying the bin.��
• Enforcement: No privileges such as car keys and allowance until chores are done.

5. Monitor academic progress, but don’t micromanage

• Action: Check grades and other school feedback together regularly. Ask about upcoming tests and projects.
• Enforcement: If their grades slip, find out if there's an underlying reason and offer support. Your child may require a study plan or a limit on their extracurricular activities until improvement is shown.

Universal tips for all ages

• Consistent mealtimes: Eat a meal together regularly, if your schedules allow. Some families meet for breakfast, others for dinner. Make sure your child is not skipping meals, especially on school days.
• Limit extracurricular overload: One or two activities per term is plenty. Be sure to protect their downtime.
• Model organization: Use lists, calendars and reminder apps and show your chldren how they help you stay organized.
• Open communication: Have a daily check-in if possible. Ask about the best and most challenging parts of their day.

Returning to school doesn't have to be stressful for children: it's a great opportunity for them to learn new skills and develop their confidence. Finding rules and routines that work for your child, and enforcing them consistently, will encourage your child's sense of responsibility and boost their skills – benefiting them both inside and outside the classroom.��