深爱情色网深爱激动情网深爱成人网银河证券:公募与外资持A股差额首次扩大 值得关注

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“那麼??那麼一切都完了。” 這種口氣听起來可怕,這種徹底自暴自棄的神氣看上去真可怕。他的目 “別哭!我求求您,別哭了!”我說道,並且把身子湊到她的身邊,為深爱情色网 身,她的手指痙攣地抓著扶手,越抓越緊。 “別這樣!別這樣!”我再一次請求她,我腦子里想不出別的,只想出深爱激动情网 口邁了兩大步,一下子打開電燈開關。刺眼的電燈光迫使我不由自主地閉上 了眼楮。逼人而又無情的三道白色的人焰導入燈泡,霎時間房間照得如同白 晝。 然後我們就圍桌坐定,艾迪恃坐在我的對面。她一次也沒有抬起眼來看 看,跟誰也不說一句話。我們三個人都覺得她這樣強忍著一聲不吭有一股頑 固的勁頭,咄咄逼人,叫人下不了台。正因為這個緣故,我更加使勁地設法 創造氣氛。我便大談我們的上校,他就像個季節性的酒鬼每年照例一到六七 月就要犯“演習病”,大練兵的日期越逼近,他就變得越來越激動,越來越 吹毛求疵︰為了讓這愚蠢的故事妙趣橫生,我就添枝加葉,加油加醋,盡管 我的衣領仿佛直往里緊縮,勒著我的咽喉。然而只有另外兩個人听了發笑, 即便是他倆笑得也很勉強,而且顯然在努力掩蓋艾迪特的令人難堪的沉默。 艾迪特這時卻已經第三次故意夸張地打了個呵欠。可是我對我自己說,你只 管一個勁地往下講吧。于是我接著說,我們現在被他驅來趕去,大家都給弄 得手足無措。盡管昨天有兩名輕騎兵因為中暑從馬上摔下來,這位殘暴的剝 皮上校還是每天收拾我們,而且越來越凶。究竟什麼時候可以離鞍下馬,現 在誰也無法預卜。他這種演習癥一犯,就讓我們把最愚蠢的訓練重復進行二 十次、三十次。今天我費了九牛二虎之力,好不容易才順利地及時溜走,至 于明天我是否能非常準時地前來,那可只有天主和上校大人才知道,上校現 在可是把自己看作天主在人世間的總督呢。深爱成人网 (對于難以企及的東西,你是無法揮拳擊去的!)我的忍耐是有限度的。這 匹勇敢矯健的愷撒像禮花焰火一樣到處亂竄,用蹄子猛踢牆壁,揚起前蹄弓 起身子,猛不丁地向橫里猛跳,試圖把我從馬鞍上掀下來,然而無濟于事。 我這時精力旺盛,我便無情地拉住它的嘴嚼子,仿佛想把它的牙齒全拔下來 似的。我用鞋後跟猛踹它的兩肋,這樣收拾的結果,它的怪脾氣不久全都化 為烏有。它的頑強抵抗刺激我,引誘我,使我精神振奮。同時軍官們贊許的 詞句︰“了不起,他給了它點顏色看看!”或者“瞧瞧咱們的霍夫米勒”,

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.