One of the biggest challenges of writing ELT materials is ensuring that what you have written matches the target learner’s proficiency level. In the ideal world, for example, a B1 learner should be exposed to B1-level language. However, for the material writer, that is not entirely straightforward. The Common European Framework of Reference (CEFR) is not a scientifically proven list of vocabulary items and grammar structures. Rather, it is a list of descriptors showing what learners of a particular level can do at a proficiency level. So, CEFR levels are a guide, not a rule, and one text analysis tool might classify a word or structure as B1 while another categorizes it as C1. You will also notice that the target language in a text is surrounded by a sea of lower-level words, as well as a few unavoidably higher-level words that you cannot get rid of. The key is to find the right balance between these elements.
To grade vocabulary effectively, ELT material writers should use online tools that assess the difficulty of words and map them to the CEFR. I am not affiliated to any of these companies, but the tools I use are:
Oxford Text Checker – This tool analyzes entire texts rather than individual words. It maps each word to the CEFR levels and also provides some basic statistics.
GSE Teacher Toolkit – (Global Scale of English): Developed by Pearson, this tool assigns a GSE score to words and phrases, linking them to CEFR levels. It also helps categorize vocabulary by topic and part of speech.
English Vocabulary Profile (EVP) -This Cambridge English resource is based on exam scripts from real learners and shows at which CEFR level a word is typically used.
So, you are developing a B1-level course, and you want to grade the text of an article. The model for doing this could follow a basic rule of thumb:
- 80% of the words are likely to be from lower levels (A1 & A2)
- 10% from the target level (B1)
- 10% may be higher-level words (B2 & C1)
In other words, most of the words come from lower levels, and only around 20% are from the target level or higher. These B1+ words are often unavoidable in Business English or English for Special Purposes (ESP). Some of these might even show as “unlisted” because they do not belong to the top 5000 words of English classified by the tool. The quantity of lower-level words determines the level of accessibility, and the quantity of higher-level words determines the challenge level. Too many higher-level words might cause cognitive overload, while too few might mean that the text is seriously under-challenging. It is essential to get the balance right!
If you are writing a course on English for Aviation, you will probably find that the industry context requires a lot of technical terms. One way of doing that is to provide definitions, synonyms or explanations.
For example, If you want to teach the target collocation “preflight inspection,” instead of writing:
❌ “Pilots must conduct a preflight inspection to ensure the aircraft is airworthy and confirm adherence to regulatory compliance.”
You might write:
✅ “Before flying, pilots must check the aircraft to make sure it is safe and follows the rules. This is called a preflight inspection.”
You want to introduce the word “negotiate,” which is typically B2 level. Instead of using it immediately in a complex sentence, you can scaffold it like this:
❌ Too complex for B1:
“Before signing the contract, both parties must have a negotiation to agree the terms to ensure mutual benefits.”
✅ More accessible for B1:
“Before they sign the contract, both sides talk about the details and make a decision. This process is called negotiation.”
It is important to use context and repetition, placing new words in different examples across lessons. You can pair technical terms with lower-level grammar, which reduces cognitive load by ensuring sentences remain structurally simple. Most importantly, introduce difficult terms gradually by spreading them out rather than presenting too much at once.
You also need to select grammar structures that are suitable for the CEFR level. The English Grammar Profile (EGP) is a useful tool that identifies the grammatical structures learners typically use at each CEFR level. However, grammar selection is not always straightforward, as many grammatical forms appear at multiple levels but with increasing complexity.
For example, the past simple tense is introduced at A1, but at higher levels, it is used in more complex narratives with time clauses, reported speech, and passive voice. This means the same grammar structure can reappear in different ways across levels, deepening in complexity over time.
In a B1 course, you might need to use passive voice to describe company processes. However, if learners are not yet comfortable with passive structures, you can adjust how you introduce it:
❌ Too advanced for B1 – Passive + complex tense:
“The new product has been developed by our research team to meet customer needs.”
✅ Easier for B1 – Active, then Passive introduced:
“Our research team developed the new product to meet customer needs. It was tested last month and will be available soon.”
Creating effective English Language Teaching (ELT) materials is a delicate process that requires us to strike a balance between making lessons accessible and providing the right level of challenge. We need to understand that every learner is unique, and while the Common European Framework of Reference (CEFR) and online tools can be incredibly helpful, it’s essential to know what resonates with your target learners.
Image by Dianne Hope from Pixabay
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