狠狠爱亚洲五月婷婷亚洲综合婷婷六月丁六月丁香五月婷婷小说停牌近31个月的*ST信威公告:12日(星期五)股票复牌

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僅僅在一分鐘之內,最最使人暈眩的醉意可以一下子迅速轉變,使人頭 腦清醒得像水晶一樣清澈,這種變化我曾經經歷過一次。這是去年為一個伙 伴舉行歡送會的時候發生的事情。這個小伙子娶了波希米亞北部一個富甲一 方的工廠主的女兒為妻,事先,他請我們參加一個無比豪華的晚會。這好小 子辦事漂亮,的確不是吝嗇之輩,他讓侍者上的全是酒味最最濃烈的波爾多 酒,這幾瓶還沒渴完,另外幾瓶又端了上來,未了又痛飲香檳,結果,根據 我們每個人的不同氣質,有的喝得大聲喧嘩,有的變得情緒憂傷,大家互相 擁抱,又笑又唱,鬧得一塌糊涂,吵得不可開交。大家還一個勁地在頻頻踫 杯、祝酒,硬把一杯杯甜酒,燒盾灌下肚去,吞三吐霧地拚命吸煙,濃重的 煙氣已經把悶熱不堪的酒店隱沒在一股淡藍色的迷霧之中。所以後來誰也沒 有發現,朦朦朧朧的窗戶外面天色已經漸漸泛白。大概已是三四點鐘,大部 分人已經都坐不直了。如果還有人舉杯祝酒,大部分人都只能沉重地、歪歪 斜斜地靠在桌子上,瞪著一雙混濁的模糊不清的眼楮,直往上翻。要是有人 非上廁所不可,就踉踉蹌蹌、搖搖晃晃地朝門口走去,或者干脆像只裝滿了 面粉的口袋,栽倒在地。誰也不能口齒清楚他講話或者頭腦清醒地思維。 家做了一個報告,他告訴我們,在美國和另外幾個國家的實驗室里,從內分 泌提煉一種物質的試驗已經取得了相當大的進展。他宣稱,不出十年,糠尿 病將是一種業已‘解決了’的病癥,這點是肯定的。現在,您可以想象,有 個念頭是多麼激動我︰我想,要是當時就有幾百克這樣的物質該有多好,這 樣,我在世界上最親愛的親人就不會受折磨,就不會死去,或者,我們至少 可以希望,能治好他,救活他。您懂嗎,當時‘無法治愈’這個判決是多麼 使我憤怒——我可是白天黑夜地夢想著,一定會找到、會發明一種特效藥, 應該並且必須找到並且發明一種特效藥,總有一個人會取得成功,說不定就 是我。在我們上大學那會兒,梅毒被描寫成‘不治之癥’,並且還特意用一 張傳單來警告我們大學生,可是現在梅毒不也可以治愈了嗎?所以說尼采、 舒曼和舒伯特——我不知道梅毒的可悲的受害者中還有誰——絕不是死于一 種‘不治之癥’,而是死于一種在當時‘還不能治愈’的疾病——是的,如 果您願意的話,可以說,他們從兩重意義上講是過早地去世了。每過一天, 給我們這些當大夫的帶來多少新鮮的、意想不到的、奇妙無比的東西啊,這 些東西在昨天還難以想象!因此每逢我遇到一個大夫聳聳肩膀表示愛莫能助 的時候,我的心總憤怒得抽搐起來,因為我還不知道明天、後天可能發明出 來的特效藥,同時我的心也滿懷希望地顫動不已︰說不定你會找到這種特效 藥,說不定有人及時地、在最後的瞬間為這個病人發明了特效藥。什麼事情 都是可能的,連不可能的事情也是可能的——因為在我們今天的科學踫了釘 子、不得其門而入的時候,往往出乎意料地從後面已經打開了另一扇門。我 們的方法失敗了,那就想辦法去發明一種新的方法。科學無能為力了;那麼 總會有別的奇跡——是的,即使在今天,在醫學方面也還在發生真正的奇跡, 在無比璀璨的電燈光照耀下發生的奇跡,違反一切邏輯和經驗,有時候甚至 可以逼出個奇跡來。您以為,如果我不抱最後能使她的病情大大好轉、使她 霍然痊愈的希望,我會去折磨這個姑娘,並且讓我自己也備受折磨嗎?我承狠狠爱亚洲五月婷婷 “明兒見,明兒見,”他喃喃他說道。汽車疾馳而去,仿佛被此刻刮來 的那股冰冷的疾風吹走。我呆呆地站著,驚訝不已。可是這時,第一批雨點 已打將下來,像鼓點,像冰雹打在我的軍帽上,來勢洶洶,聲如轟雷。通向 軍營的最後四五十步路我是在傾盆大雨之中跑完的。等我渾身濕透,剛剛跑 到軍營門口的時候,一個閃電劈了下來,把沉浸在風雨之夜里的整條街都照亚洲综合婷婷六月丁 “她嚇了一跳,臉漲得通紅。這是她有生以來第一次從別人那里接受鮮 花,或者這麼說吧,有一次那批鬼鬼祟祟地轉遺產念頭的親戚當中的一個, 不消說,有幾個身分不算太高的親戚得馬上從平台上撤下來,給我們讓 座。我們毫不矜持地和這些忠厚老實的鄉親坐在一起,打成一片。他們對于 我們這些高貴的老爺小姐的平易近人顯然十分驚訝。新郎的父親激動得身子 直晃。他親手拿來一個大酒壇子給我們杯里斟滿了酒,揚聲高喊︰“為老爺 的健康干杯!”人們立刻熱情洋溢地大聲應和,歡聲一直遠遠地傳到胡同里 面。然後他就把他兒子和新娘拉過來。新娘是個靦腆的姑娘,臀部豐滿,一 身花花綠綠的婚禮盛裝和頭上潔白的桃金娘的花冠使她顯得楚楚動人。她激 動得滿面通紅,笨手笨腳地在開克斯法爾伐面前行了個屈膝禮,恭恭敬敬地 吻了吻艾迪特的手。顯然,艾迪特也一下子激動起來。每次看見別人舉行結 婚典禮,總使年輕的姑娘困惑迷惘,因為在這一瞬間,她們神秘地感到,同 是女性,靈犀相通。艾迪特臉上也泛起紅暈,她把這謙卑的姑娘拉到身邊, 和她擁抱,然後,突然想起個主意,從指頭上脫下一個戒指——一個狹小的 戒指,式樣古老,不太珍貴——套在新娘的指頭上。這意外的禮物嚇得新娘 六神無主。她驚慌失措地舉目望著她的公公,像是問他,這樣貴重的禮物她 是不是真的可以收下。做公公的剛剛自豪地點頭表示同意,新娘已經高興得 淚流滿面。于是又一陣感激的熱潮向我們涌來。這些樸素的、絲毫也不嬌生 慣養的人們從四面八方擠了過來。從他們的眼神可以看出,他們真想做點什 麼特殊的事情來表示對我們的感激之忱,可是沒有一個人敢向這麼高貴的“老 爺小姐們”說話,哪怕只說一句也不敢。新郎的母親眼里噙滿了淚水,跌跌 絆絆地在人堆里從這個人身邊走到另外一個人身邊,像個醉酒的女人,她兒 子的婚禮得到這樣大的榮幸,使得老太太頭暈目眩。新郎拘謹已極,一會兒 看看他的新娘,一會兒又瞅瞅我們,一會兒直瞪著他那雙油光 亮的沉重的 高統皮靴。六月丁香五月婷婷小说 子壞水的陌生老頭,看見他躺在地上,淚流滿面,睜開眼楮,向那富有同情 心的青年乞求幫助,然後看見他騎在年輕人肩上。這個妖精一頭自發,紛披 在兩邊,戴著一副金絲邊眼鏡。我像閃電一樣飛快地把開克斯法爾代的臉安 在故事里的那個老頭身上,這完全出自本能,平時只有做夢才能這樣迅速地 把各種圖像和許多人的臉孔拉在一起,互相替代,而我自己一下子變成了那 頭不幸的坐騎,被他鞭打,往前驅趕。可不是,我清清楚楚地感到我的脖子 給夾得死緊,簡直氣都透不出來。手里的書掉落地上,我躺在床上,渾身冰 冷,只听見我的心髒敲擊著肋骨,冬冬直響,宛如打在硬本上。就是在睡夢 中,這凶惡的獵手還驅趕著我東奔西跑,我不知道跑向哪里。等我第二天早 上醒來,頭發濕漉漉的,我感到精疲力竭,疲憊不堪,仿佛經過了長途跋涉。 上午我和伙伴們一起騎馬出操,我按照條例,認真細致、頭腦清醒地值 勤服役,可這都無濟于事;下午我剛走出城外,沿著那無法回避的道路向府 邪走去,我又感到肩膀上那陰森森的重負。因為我預感到,我現在開始承擔 的責任,已經變成一種嶄新的、艱難得無法估量的責任,我的良心惴惴不安。 那天夜里在花園里的椅子上我對老人說,他的女兒有希望在最近獲得痊愈, 我這些言過其實的話只不過是出于同情心。我沒說實話,這是無意識的,甚 至是違背我的意志的,但這決不是有意識的蒙騙,決不是粗暴的欺騙。從現 在起則相反,我已經知道,很快把病治好是辦不到的,我就得冷靜地、硬著 頭皮裝假,處心積慮、持續不斷地裝假,我就得裝出叫人看不透的表情,用 一種堅信不疑的腔調撒謊,活像一個狡猾透頂的罪犯,幾周之前,幾個月之 前就已經把他的行動和他的辯護的每一個細枝末節都精心設計、考慮周詳。 我生平第一次開始懂得,這個世界上最惡劣的壞事並不是由邪惡和殘暴所造

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.