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這件事總有點蹊蹺,不過這一來事情還沒有完全了結,因為那幾個星期里面 我已經攢了足夠的錢,又可以返回家鄉,用不著到領事館去乞求幫助。我之 所以到那里去,只是為了打听點消息。這次偶然的機遇給我幫了忙,這種偶 然的機遇可是幾十萬次才會踫上一遭的︰恰好領事守過外屋,而這領事不是 別人,就是埃萊梅?封?胡哈茲,天知道我和他在騎師俱樂部坐在一起有多 少次啊。好,他立刻和我擁抱,並且馬上請我到他的俱樂部去。于是又是機 緣湊巧——可說是巧合一個接一個,我之所以把這一切告訴你,是為了讓你 看到,要把我們這號人從落魄的境地搭救出來,得多少千載難逢的偶然機遇 湊巧踫在一起啊——踫巧我現在的妻子也在那個俱樂部里。埃萊梅向她介 紹,我是他朋友,名叫巴林凱男爵,她的臉頓時漲得通紅。她當然一眼就認 出了我,這時她給我小費這件事簡直叫她難堪已極。可是我立刻就感覺到, 她是一個什麼樣的人,她為人非常高貴、無比正派,因為她不動聲色,仿佛 她一無所知,而是坦率、真誠地立刻表示好感。別的一切事情後來就很快辦 成,跟我們這兒談的關系不大。不過請你相信我,這麼多偶然的機遇湊在一 起可不會每天都重復發生的。盡管我現在有錢,有妻子,——因為得到這個 妻子我每天早晚千百次地感謝天主——我可不願意再一次經歷我從前遭受過 的一切。” 的??您只是為了這個緣故才來看我們的。這事我??我從來也沒有相信av高清 人人都嬌縱她,為她辯護!這心地善良的老人發現自己竟然有勇氣說這話, 不覺驚慌失措,又特別賣力氣地在我軍裝上來回擦拭,我禁不住感到有必要 向老人說幾句親切的話語,于是我輕輕地拍拍他的肩膀︰亚洲性高清图片 “或許??或許是你覺得這樣太晚了一些?” “您真的不再生她的氣了嗎?”2018年高清无码天堂 “您難道??難道真的直到現在才發覺這事嗎?” “我怎麼會料到這樣的事情??這樣荒唐的事情?這樣瘋狂的事

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.