一本道高清码v2017一本道av高清a高清无码视频直接看男子长期在境外网站发布“反华”言论被刑拘

發布時間︰

想,一聲不響。她不再瘋瘋癲癲地左顧右盼,東張西望︰仿佛半小時熱忱專 注的內心搏斗已經使她的感官精疲力竭,疲憊不堪。不消說,我們也同樣態 度收斂起來。一路上寂靜無聲,漸漸使人昏昏欲睡,快到中午的時候,我們 到達養馬場。 恐因為她這麼一個微不足道的人而使她工作繁忙的丈夫受驚不安,每逢發 病,她總抿緊嘴唇,隱瞞她的痛苦。等到最後,再也瞞不住了,可惜已經太 晚。用救護車把她送到維也納,以為她患的是胃潰瘍,——其實得的是胃癌一本道高清码v “‘那麼您還是呆在這里為好,’他說。他不由自主地補充了一句,聲 音壓得更低了︰‘您就呆在我這里吧。’2017一本道av高清a 來,因為人聲嘈雜,亂成一團,只有幾個人看見他,或者說,只有幾個人認 出他來。他態度粗暴地走到桌邊,在那污漬斑斑的桌面上猛擊一拳,直敲得 杯盤叮當亂響。然後他用最最強硬、最最歷害的聲音發出命令︰“安靜!” 就這一下子,屋里立刻鴉雀無聲,連酒意最濃的人也都睜開眼來連連眨 巴,頭腦頓時清醒。上校三言兩語,宣告今天上午師長要對軍營進行一次突 然的視察。上校希望,不出一點差錯,誰也別使全團蒙受恥辱。這下稀奇的 事情發生了︰我們大家一下子醉意頓消,神智清醒,仿佛有人打開廠一扇內 心的窗戶,全部酒意都從窗子里飄散。一張張糊里糊涂的臉,神情大變,一 說到職責,大伙臉上的肌肉頓時緊張起來。霎時間,每個人都振作起來,兩 分鐘之後,所有的人都離開了杯盤狼藉的餐桌,人人都頭腦清醒,明確知道 自己該做什麼。全團士兵被叫醒,傳令兵來往飛奔,戰馬身上的一切,包括 馬鞍上最後一粒鈕扣都很快地擦洗一遍,幾小時之後,大家害怕的視察終于 這次,我剛把那封電報拆開,那柔軟的、使人暈眩的夢幻狀態也同樣飛 快地從我身上脫落。一秒鐘之內,我就明白了好幾小時我都不願覺察的事情︰ 所有這些歡欣鼓舞的情緒無非是一句謊話產生的醉意。我由于軟弱,由于我 那不幸的同情心,進行了這次欺騙,參與了這次欺騙。我立刻預感到︰那位 大夫來,是要求我講明理由。現在得為我自己的和別人的忘乎所以償付代價高清无码视频直接看 ? 洛可可,歐洲的一種藝術風格,流行于一七二○至一七七○年間,以法國為最盛,其特征為縴巧優美,

As a teacher at a language school, one of my key interests is monitoring and understanding the journey of my students’ language progress. Sometimes, it can be a little disheartening realising that perhaps my best efforts are still not enough to help students who may not be responding to the coursework. I believe that as a teacher, there must be something I can improve on which can help all my students achieve maximum progress.

Recently, I attended a session held by Pearson on The Global Scale of English. This session discusses The Global Scale of English (GSE), a standard to measure learner’s English competencies, and the GSE Teacher Toolkit. Below, I will tell you what I’ve gained from the session.

 

Quote 1

What is GSE?

The Global Scale of English, or GSE for short, is a measurement that helps teachers to measure the competencies of English learners. The GSE’s development has been based on the CEFR model. CEFR (Common European Framework of Reference) has been widely used by teachers, students, schools, and publishers to standardise language competency. It can be broken down into three groups of basic users (A), independent users (B), and proficient users (C), with two levels for each ‘user group’. CEFR contains a number of ‘can-do statements’. Each level in CEFR has its own ‘can- do statements’ which learners need to achieve in order to move to the higher level.

Below is CEFR levels and their labels:

CEFR Levels

*source: https://www.english.com/blog/addressing-the-missing-levels-with-gse/

Within schools, learners have a certain amount of time to complete a course and achieve ‘can-do statements’ of a CEFR level. As every learner’s ability and progress in learning is unique, not all learners progress at the same pace. Progress takes time, and each learner needs their own individual time to attain a certain level of competency.

Quote 2

In the long run, this creates a problem.

A learner who has studied English for a long time may be assumed to belong to a particular level of CEFR (let’s say B1), but there is possibility that the learner belongs to between A2 and B1 instead. However, since the learner is placed in a B1 class, he or she needs to keep up with B1-level expectations. This can lead to difficulties for the learner in reaching maximum progress and obtaining a satisfactory learning result at the end of an English program. Up to this point, I can very much relate this scenario with some of my students.

GSE aims to fill the gap. By quantifying each level of CEFR, GSE gives a more accurate manner of predicting learner’s competency in CEFR model. By having accurate knowledge of learner’s competency, teachers can be more precise in planning their lesson. Therefore, maximum progress of all students can take place.

Below is a comparison between CEFR and GSE:

GSE Tabel

The above presents the GSE measuring table of proficiency in all language skills and levels based on the CEFR model. As we can see, there is a wide range between some CEFR levels (A2 to B1, B1 to B2, B2 to C1). Hence, a class of A2, for example, consists of learners with competency score 30 (near A1) to 42 (almost B1). GSE helps teachers in identifying the minimum and maximum point of learners’ competency, so that they can plan lessons in which no learner is left behind.

 

Working with GSE

A teacher who is planning a lesson to suit their student’s competency may consult GSE learning objectives by visiting GSE Teacher Toolkit page, https://www.english.com/gse/teacher-toolkit/user/lo . There is a GSE/CEFR scale, where buttons can be moved horizontally based on the score range intended.

For example, if you have a class with A2 level, you can drag the left button on the scale to the minimum A2 score (30) and drag the right button to the maximum A2 score (42). See the picture below for an example:

Conference

 

On the left side there is a box to choose learner type and skill. For example if we chose to combine ‘adult learners’ and ‘reading’, by clicking the ‘show results’ you will get 22 learning objectives based on order of GSE scores.

Conference

 

Besides learning objectives, GSE Teacher Toolkit also provides Grammar and Vocabulary sections.

Conference

 

In the Grammar section, GSE Teacher Toolkit provides downloadable activities based on the chosen grammar category.

Conference

 

In the Vocabulary section, GSE Teacher Toolkit provides pronunciation with American and British accents, definitions, as well as collocation.

Conference

All the above facilities are easily accessed and free to use. These conveniences do not only save teacher’s time and energy, but most importantly they help teachers prepare the right course materials so that their learners get opportunities to reach maximum progress.

 

Conclusion

The Global Scale of English (GSE) provides at least four advantages for both teachers and learners:

  • Teacher obtain a better understanding of students’ individual competency. Therefore, they can prepare and adapt the right course materials in order to suit students’ needs.

  • The GSE Teacher Toolkit makes lesson planning simple, accurate, and easy to use.

  • Learners are given more opportunities to achieve maximum progress in learning English.

  • Recognised globally, GSE helps students to gain confidence in their language ability and competency acceptance.

To learn more about the GSE Teacher’s Toolkit, please visit here.

 

BIODATA

WINDA HAPSARI is an English teacher and teacher educator at LIA Language School, Indonesia. She has been working with a variety of learners for about two decades. She earned her master’s degree in educational psychology from Universitas Indonesia. Besides teaching, she also conducts classroom / educational research and publishes some of her works. Her recent article, which she co- authored with a colleague, titled Teaching Reading to Encourage Critical Thinking and Collaborative Work is published by Springer in early 2018. Her interest includes areas of teacher professional development, teaching language skills, and motivation.