色窝综合网得得去,得得干得得去在线进球GIF-蔡慧康高难度传球 王燊超推射远角破僵局

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習近平強調,我國是中國共產黨領導的社會主義國家,公有制經濟是長期以來在國家發展歷程中形成的,為國家建設、國防安全、人民生活改善作出了突 出貢獻,是全體人民的寶貴財富,當然要讓它發展好,繼續為改革開放和現代化建設作出貢獻。我們強調把公有制經濟鞏固好、發展好,同鼓勵、支持、引導非公有 制經濟發展不是對立的,而是有機統一的。公有制經濟、非公有制經濟應該相輔相成、相得益彰,而不是相互排斥、相互抵消。 衛計委此前表態,2020年力爭兒科醫師要達到14萬人以上。據方來英透露,為解決這個問題,市政府各有關部門正在研究制定關于解決兒科醫生緊缺的工作方案,涉及基層建設、兒醫待遇、技術發展前景、教育體系培養兒醫、兒醫職稱,等等。這是一個綜合施策,都要有具體政策,光靠喊口號是解決不了兒醫緊缺問題的,目前各部委都在研究,應該在今年年中出台具體方案。色窝综合网 反映在增速上,2015年,包含財政補貼在內,基金收入增速為23.67%,高于上年近13個百分點;而在支出端,去年增速猛增到34.63%,環比大幅提高21個百分點。得得去,得得干 曾任中國第一汽車集團公司董事長、十三屆黨委書記。歷任長春汽車研究所技術員、助理工程師、工程師,美國工程技術聯合有限公司、福特汽車公司訪問學者,長春汽車研究所底盤設計一室副主任、綜合計劃調度室副主任(主持工作)、車型設計研究部副部長(主持工作),一汽底盤廠副廠長,集團公司副總調度長,一汽-大眾公司副總經理,集團公司總調度長,集團公司副總經理, 據科技日報3月4日消息,中國將在第一次火星任務就實現進入火星大氣,釋放探測器和巡視火星。這與美國、甦聯、歐洲、印度都不同。得得去在线 雖然投建停車場並不是“一本萬利“的事情,但仍然有公司願意投入。一位不願具名的智能停車公司內部人士告訴記者,該公司就有志于投資停車場。”不過,你並不要以為投的人多了停車難就馬上會解決了“。

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.