Mapping English levels and learning goals to the Global Scale of English

The Global Scale of English ecosystem provides a detailed picture of language performance at different levels of proficiency and for individual skills. Many Pearson English courses for adult and young adult learners, such as SpeakOut, Cutting Edge, Total English, Language Leader and Focus are aligned...

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Mapping English levels and learning goals to the Global Scale of English

The Global Scale of English ecosystem provides a detailed picture of language performance at different levels of proficiency and for individual skills. Many Pearson English courses for adult and young adult learners, such as SpeakOut, Cutting Edge, Total English, Language Leader and Focus are aligned to the Global Scale of English. You will find information on the back cover of the Student’s Book that indicates the GSE range covered by each stage of a course:

GSE_Chart_LL_ADV

The above chart indicates the target range on the Global Scale of English (and the CEFR). This indicates the range of GSE Learning Objectives that authors have written to that level.

Assessment tools have also been created to report on the Global Scale of English. The newest assessment offering from Pearson English is Progress – three tests taken at the beginning, in the middle and at the end of an English course to measure progress. At each stage, a test report indicates a learner’s score on the Global Scale of English – and identifies specific GSE Learning Objectives that require further work to improve.

Innovation in testing is personalising the English language learning experience

 

Informing English teaching and assessment materials

Authors, editors and teachers are increasingly aware of the need to be learner-focused and to create syllabuses and courses that reflect English learner needs and expectations. The GSE Learning Objectives constitute a detailed and graded model of student target performance across a range of skills and domains.

Our authors and editors are using the GSE Learning Objectives as the starting point for the creation of all new teaching and learning materials. The following example from SpeakOut illustrates how the authors have developed content to support the GSE Learning Objective for Speaking:

Can describe a travel experience with a few very basic stock phrases.

In the lesson, learners engage with a series of staged activities designed to support and guide them towards being able to describe a travel experience of their own.

  • Speaking and vocabulary activities check learners’ language knowledge and pre-teach key travel vocabulary, working with images and text
  • Controlled writing provides practice place travel vocabulary in context
  • Pre-reading prediction prepares learners for the reading passage describing a travel experience
  • Follow-up activities raise awareness of key phrases used to describe a travel experience
  • Speaking activities enable practice in a controlled context
  • As a final activity, learners work in groups and prepare to describe a travel experience of their own, which they then present to the class
  • By the end of the lesson, learners have received the input required (skills, structures, vocabulary) and demonstrated their ability to perform the Learning Objective.

Learn more about how we worked with English teachers worldwide to define what it means to “be at a level” in English.

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