Writing your own English language materials with the GSE

Billie Jago
A child sat with a teacher with a tablet

Being an English language teacher means you’re also probably (definitely) a materials writer. You likely tailor or create language materials for your students that are suited to their needs and interests, either as supplements to your course materials or for communicative lessons. Alternatively, you might be a teacher who creates paid, published materials available for students worldwide to enjoy.

With this in mind, think of the materials you’ve developed and ask yourself the following:

  • How do you level your grammar or vocabulary for the content you write?
  • How do you find topic-related vocabulary to extend your students’ knowledge of language?
  • How do you contextualize new grammar or vocabulary?

You can use many different resources, from online dictionaries to course workbooks to a Google search. Still, the Global Scale of English is a reference that provides everything you need to write great learning materials, all in one place. It can help save you valuable time as a teacher and materials writer.

For me, the GSE was a game changer as an English teacher, and it continues to be as I write materials. The GSE is not just a tool; it’s a companion in the complex journey of material development, offering clarity and direction at every step. It can guide you in creating effective, engaging learning resources.

How to use the GSE toolkit to create your own materials

1. Establishing clear Learning Objectives

helps you start with a clear roadmap. It provides detailed descriptors for language proficiency at every level, ensuring your materials align with specific learning objectives. For instance, if you’re creating a beginner-level reading comprehension activity, the GSE descriptors will guide you on the appropriate complexity of vocabulary and sentence structures.

Take a look at the Learning Objectives tab in the GSE Toolkit to learn more.

2. Designing level-appropriate content

Once objectives are set, the GSE assists in tailoring the content difficulty to the targeted proficiency level. Its numerical scale, ranging from 10 to 90, allows you to pinpoint the exact level of language skills required and design your materials accordingly. This precision ensures that learners are neither overwhelmed nor under-challenged.

You can set the level you are looking for by sliding the bar along the scale, so it corresponds to the appropriate CEFR level or GSE range.

3. Incorporating skills

The GSE’s comprehensive framework covers all key language skills. This holistic approach aids in creating balanced materials that don’t disproportionately focus on just one aspect of language learning, like grammar or vocabulary, but integrate reading, writing, speaking, and listening in a cohesive manner. This is particularly useful if you’re creating materials for an assessment that tests multiple skills in one activity. Ìý

4. Aligning with international standards

Adhering to the GSE means your materials will be globally relevant and standardized. This is particularly important if you’re a materials writer who is developing content for an international audience or for students preparing for globally recognized exams.

5. Adding additional topic-based language

I’ve personally found the GSE particularly useful when extended language needs to be drawn out from a particular topic. As a teacher, this might be when you feel your coursebook isn’t challenging enough for your class, and as a published writer, it might be to create a coherent vocabulary set for a unit in a coursebook, for example.

You can select a topic and see all relevant language by:

  • selecting the vocabulary tab
  • selecting ‘choose topic’
  • selecting a sub-topic if you need more focused language

By using the GSE, you ensure that your materials are:

  • Precisely leveled:Ìýcatering to the exact learning stage of the students you’re aiming your content towards
  • Comprehensively structured:Ìýeffectively covering the language skills you need to cover in your materials
  • Globally applicable:Ìýmeeting international teaching standards, if your content is for a global audience

The Global Scale of English is an indispensable tool for any ELT materials writer or teacher. It offers a structured, detailed framework that not only simplifies the material development process but also enhances the quality and effectiveness of your content. By aligning your content with the GSE, you can confidently create materials precisely tailored to the learners’ needs, ensuring a more engaging and productive learning experience.

Check out the Ìýto see how it can help your teaching and lesson planning.

Learn about the GSE

About the author

is an ELT writer and teacher trainer specializing in digital learning materials and assessment resources. She has written for various ɫèAV titles including Gold Experience, Roadmap, Formula, Rise & Shine and for the PTE-Academic exam.

Alongside materials writing, she delivers international teacher training sessions and workshops and is the founder of the professional development podcast. She has worked as a teacher in various countries, including Spain, China, Italy, Turkey and the UK. She currently lives in Edinburgh, Scotland. Ìý

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  • An overhead shot of a three children with notepads, tablets and phones on the table being handled by them

    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.