潮吹片色窝综合网得得去,得得干“利奇马”距浙江温岭约165公里 预计强度减弱

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簡直害怕重新見面會破壞這美好的回憶。可是接著他到底還是下了決心,兩 只手分別拿著糖果和鮮花走進了餐室。 ‘有病’這兩句話,一個有良心、負責任的正派醫生就不應該說出口,試問 疾病從哪里開始,而健康又在哪兒結束?更不用說‘可以治愈’、‘無法治 愈’了!當然,這兩句話是廣為應用的,在實際生活中沒有這話不行。但是, 您永遠也別想讓我把‘無法治愈’這四個字說出口。我絕不說!我知道,上 世紀最最聰明的人尼采?曾經寫下了這句可怕的話︰最好不要做身患不治之癥 者的醫生。在尼采交給我們解析的那些前後矛盾、內容危險的句子里面,這 差不多是最最錯誤的一句話了。實際上正好反其道而行之才對啊。我要說, 要做醫生,恰好要做身患下治之癥者的醫生,甚至更進一步;一個醫生,只 有在所謂的身患不治之癥者的身上才能受到考驗。一個醫生如果一開頭就接 受了‘無法治愈’這個概念,他就拋棄了自己的使命,當了逃兵,臨戰之前 已經繳械投降。不消說,我也知道,在某些情況下干脆說聲‘無法治愈’, 帶著無可奈何的表情,揣上出診的酬金,轉身走去,要簡單得多,方便得多潮吹片 “卡尼茲窘迫之余,並且也出自為她效勞的願望,打听她有沒有拍出電 報預先通報她到達的消息。她說,沒有,啊,沒有,這只會使她的親戚受驚, 他們家里幾年也難得收到一份電報。卡尼茲繼續問道︰他們總是至親嘍。至 親——不,根本不是至親。算是個外甥女吧,是她已經故世的同父異母姐姐 的女兒。這外甥女的丈夫她根本沒見過面。他們有個小田莊,還養蜂,他們 兩個很客氣地寫信告訴她,她可以在那兒有個房間,愛住多久就住多久。色窝综合网 “康多爾大夫呀??您不是送他了嗎???” 現在我才明白,這次在黑暗中相遇,不消說,並非偶然的邂逅。這個焦 康多爾大夫突然打住話頭。“我在這里必須中斷一下我的敘述,少尉先 生,為了向您弄清楚,那短短的一句話在我們朋友的生活中具有什麼樣的意 義。我已經告訴過您,開克斯法爾伐是在他一生中心情最沉重的一夜把這個 故事說給我听的。那天夜里,他妻子死去了,這種瞬間每個人也許一輩子只 能經歷兩三次——在這種時刻,即便是最最奸刁狡猾的人也感覺到需要在另 外一個人面前無保留地吐露真情,就像在天主面前懺悔似的。我現在還清清 楚楚地記得他當時的模樣,我們一同坐在療養院樓下的候診室里。他把椅子 緊緊地移到我的跟前,低聲迅急地敘述,情緒激動,滔滔不絕。我感覺到, 他是想這樣一刻不停他講啊講啊來忘記他妻子正在樓上死去,他用這種無休 止的訴說來自我麻醉。但是,當他講到狄稱荷夫小姐對他說‘要是我能把它 賣掉就好了’這句話的時候,他突然頓住了。請您想想看,少尉先生——那 不復年輕的姑娘,渾然無知,竟天真地向他承認,她只求趕快、趕快把開克 斯法爾伐莊園賣掉。事隔十五六年,這一瞬間還使他大為激動,他頓時臉色 蒼白。他差不多以同樣的語調向我重復了兩三遍這句話︰‘要是我能把它賣 掉就好了!’當年的那個萊奧波爾特?卡尼茲憑他那迅速統觀全局的本領, 立刻明白,他這輩子最大的一筆交易簡直可說直接掉到他的手里,他根本用 不著做什麼,只消伸出手去一把抓住就行了。現在不是僅僅租佃這座美好的 莊園,而是可以獨自買下。他一面假裝若無其事地東拉西扯,掩蓋內心的驚 慌,一面開動腦筋,左思右想。他暗自盤算︰不消說,趁彼得羅維契,或者 那個布達佩斯來的總經理還來不及插手就得把莊園買下來。我不能把她放 走。我得切斷她的退路。不當上開克斯法爾伐莊園的主人,我絕不離去。我 們的思維能力在某些緊張的時刻具有一種神秘的雙重性,所以他一方面腦子 里為自己著想,只為自己著想,而同時,跟狄稱荷夫小姐說話,卻說的是另 一種意思,完全相反的意思,說得慢條斯理,顯出精于盤算的樣子︰得得去,得得干 面,空氣凝聚得滯重郁悶,有時嘶的一聲,一陣短促的疾風像蛇也似的從樹 葉中間鑽出來,這被疾風激起的聲響接著又返回一片更加使人毛骨驚然的寂 靜之中。我越走越快。我差一點就走到兵營的門口了。這時樹背後有個人影 一閃,從樹蔭里走了出來。我愣了一下,但是並沒有停注腳步咳一聲,這大 概只是個妓女,這幫妓女通常都是守在這兒暗處等士兵的。可是使我生氣的 是,我感到身後有個陌生人的腳步輕手輕腳地跟隨我緊趕慢趕。這個死不要 臉的婊子這樣無恥地纏著我,我打算臭罵她一頓,便扭過頭去。正好在這一 剎那打了個閃電,把四周照得通亮。我在亮光中看見一個腳步蹣跚的老人氣 喘吁吁地跟在我背後,使我大吃一驚的是,他沒戴帽子,露出光禿禿的腦袋, 金絲邊的眼鏡一閃一閃地發光——原來是開克斯法爾伐!

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.

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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.