How the GSE can help teachers personalize activities

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.

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    When crafting business documents, several key elements ensure your workplace writing is effective and well-received. These elements include:

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    • Tone and formality: The tone should match the context and purpose of your communication. While a business proposal might require formal language, an internal email to colleagues can be less formal. Understanding the nuances of tone can greatly impact how your message is perceived.
    • Purpose-driven writing: Every piece of corporate writing should have a clear purpose. Whether it's to inform, persuade, request or confirm, keeping the purpose in mind ensures that your writing is focused and achieves its intended goal.
    • Attention to detail: Precision and accuracy are paramount. This includes correct grammar, punctuation and spelling, as well as ensuring that all facts and figures mentioned are accurate. Errors in your writing can diminish your credibility and confuse the message.
    • Cultural sensitivity: In a global business environment, it is crucial to be aware of cultural differences and avoid culturally sensitive phrases. This sensitivity can prevent misunderstandings and foster more harmonious business relations.

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    • Immerse yourself in business language: Read a variety of business-related materials such as reports, emails and articles.
    • Practice regularly: Engage in writing exercises that mimic real-world business scenarios.
    • Get feedback: Have your writing reviewed by proficient English speakers and incorporate their suggestions.
    • Brush up on basics: Reinforce your understanding of grammar, vocabulary and punctuation.
    • Utilize technology: Take advantage of language learning apps and online courses that offer business English modules. These tools can provide interactive learning experiences and immediate feedback.
    • Join professional networks: Participate in forums and networking groups where business English is used. Observing and engaging in discussions can enhance your understanding and application of business terminologies and conventions.

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    You've got a writing task to start but you don't quite know how to approach it. Here are some actionable steps to help you:

    • Start with a clear purpose: Define the objective of your document and stick to it.
    • Organize your thoughts: Use headings, bullet points and paragraphs to structure your content logically.
    • Be concise: Use straightforward language and eliminate redundant words.
    • Use an appropriate tone: Maintain professionalism and consider the cultural context of your audience.
    • Revise and edit: Always revise your work for errors and clarity before sending it.

    Bad corporate writing

    To illustrate what to avoid, here are a few examples of bad writing:

    • Overuse of complex vocabulary leading to confusing sentences.
    • Long-winded paragraphs that bury the main point.
    • Casual or inappropriate language and words that don't fit the business context.
    • Writing that lacks a clear call to action.
    • Ignoring cultural nuances and making assumptions based on one's own cultural context. This can lead to misinterpretations or even offense, undermining the purpose of the communication.

    A bad example

    Applying the points above, you can begin to see how this message uses some of these examples, this could be perfectly fine for written conversation with a friend but not on a more serious, professional level:

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    Hope this message finds ya in good spirits. Wanna catch up real quick this Thursday on a lil' something I've got on my mind? Got an idea that might just be up your alley - think major game-changer vibes for both of us. Let's make it happen. Excited to hear your thoughts!

    Cheers!

    Alex

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    Poor business writing can have far-reaching repercussions that can significantly impact an individual's career progression as well as an organization's reputation. Ineffective communication may lead to misunderstandings and loss of opportunities, eroding trust between parties and taking a toll on professional relationships. It's not just about immediate confusion or delays; the long-term effects can include the potential loss of business, as clients and partners may perceive inefficiency and lack of professionalism.

    English for effective business writing

    Mastering workplace writing is a continuous process that demands dedication and practice. By focusing on clarity, structure and an audience-centered approach, you can craft messages that not only inform customers but also influence them.

    Keep refining your skills, taking feedback positively, and staying updated with trends. Your written word has the potential to make a real impact in the business world, so wield your pen (or keyboard) and write with confidence and precision.

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