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“最後他終于在一家咖啡店里坐了下來,因為他以為,他餓了,點了菜。 可是一口也難于下咽,他一個勁地在那里苦思苦想︰我要把開克斯法爾伐莊 園賣掉,馬上轉手賣掉。我拿這莊園怎麼辦,我又不是莊稼漢。叫我單身一 人住十八間房,跟那個騙子手彼得羅維契成天廝打?這豈不是荒唐。我其實 應該為一家抵押公司買下這座莊園而不該買在我自己的名下??因為要是她 最後知道,買主就是我??再說,我根本也不想在這筆買賣上多賺錢!她如 果同意,我就抽取百分之二十,甚至百分之十的紅利,把莊園又歸還給她。 如果她反悔,她隨時可以把莊園收回。 有這伸屈器械,全是胡扯嗎???這些方法療效實在太緩慢了,叫人家怎麼 等得及啊??您瞧,這兒,我也沒問他,今天就已經把這愚蠢的器械拆下來 了??您簡直無法想象,我身上頓時感到輕松了不少??我馬上就能比較輕 快地走路了??我相信,就是這些該詛咒的鐵塊把我的腿腳絆住了。不,這 種病必須換個辦法治療,這點我早就感覺到了??不過??不過??現在還 是請您快點告訴我,那位法國教授的治療方法究竟是怎麼樣的?要治病非到 那兒去不可嗎?就不能在這兒治???唉,我恨這些療養院,我對它們深惡 痛絕??干脆一句話,我不願看見病人!我看我自己就已經看夠了??那麼 這種治療法怎麼樣呢???好吧,您就快說吧!??尤其是,這種治法要多 久才會奏效?真的這麼快就能治好?爸爸說,那位教授花了四個月就把他的 病人治好了,四個月,那病人現在已經能夠上樓下樓,伸胳臂動腿??這?? 這簡直難以相信!??您現在就別這麼坐著一聲不吭,您倒是說話呀!?? 他想什麼時候開始使用這種辦法,整個療程該要多少時間呢?”超碰免费视频97 “時間不早了,我不打算把他對女兒的偶像崇拜向您詳加描述。話說到青青草超碰免费视频 趣。??我是想說,極為重要??可是您會理解,正因為這個緣故,我還想 向您提個問題,??這個問題壓在我的心上已經很久??您畢竟是她的醫 生,您比任何人都更了解她的病情??我是個外行,我缺乏任何正確的設 此舉簡直像拿破侖的戰役一樣大膽,也像拿破侖的戰役一樣危險。然而機緣 巧合總樂于為冒險的賭徒助一臂之力。連卡尼茲自己也沒有預料到的一種情 況,悄悄地為他鋪平了道路,這就是那個非常殘酷可是又極其自然的事實︰ 這個可憐的女繼承人在她到達她繼承到的這個府邸的最初幾小時里已經受了 那麼多屈辱,遇到那麼多仇恨,以致她自己只有惟一的願望,那就是︰離去, 趕快離去!奴顏婢膝之徒看到他們的鄰人好像駕著天使的翅膀從同樣沉重的 徭役中脫身出來,于是滿懷嫉恨,再也沒有比這表現得更卑劣的了︰渺小的 心靈容易原諒一個君王獲得令人頭暈目眩的財富,卻不容易原諒和他們受到 同樣重壓的同命運的難友獲得微不足道的一點自由。開克斯法爾伐府邸里的 僕役看到,恰巧是這個北德的女人如今突然之間要做開克斯法爾伐莊園的主 人,從而也將成為他們的女主人,實在難壓心頭的怒火。他們清清楚楚地記超碰在线视频观看少妇 截住那個興奮得暈頭轉向的狄稱荷夫小姐,送她回家。這一來就開始了他的 第二個不眠之夜。他越接近他的目標,疑慮就使他越發煩躁,他擔心那個到 現在為止一直百依百順的女子是不是還會中途脫逃。他一次次地翻身起床, 詳盡地制定出第二天的包圍戰略。首要的一條是︰不能有一刻讓她單身獨處。 得租一輛馬車,讓它到處等著,一步也不要步行,免得她臨了踫巧在馬路上 遇到她的律師。要防止她讀到報紙——說不定在報上又會登載什麼有關莪羅 斯伐爾案件中那個協定的消息,那她就會產生懷疑,是不是第二次受到了欺 騙。可是實際上所有這些擔憂害怕和小心謹慎全屬過慮,因為這個犧性品根 本不想脫身。她就像拴在一根玫瑰色帶子上的羊羔那樣馴服地跟在那邪惡的 牧羊人身後。當我們的朋友折騰了一夜困頓不堪地走進飯店的早餐廳時,她 已經坐在那里耐心等待,身上還穿著那身自己縫制的衣衫。接著便開始了一 場奇特的木馬輪旋戲,我們的朋友完全多此一舉,把那可憐的狄稱荷夫小姐 拖著從早到晚轉圈子,為的是制造出一些人為的困難來騙她,這些困難都是 他在那不眠之夜挖空心思為狄稱荷夫小姐想出來的。

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.