超碰国内新上传视频97资源av超碰在线视频超碰公开视频caoporo毛坦厂中学在上海招生:实为高复班 上课不在本部

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一九一三年的十一月份,想必有一道什麼命令從一個衙門傳到另一個衙 超碰国内新上传视频 “請相信我,要是我說,幾年來,我為這枚瑪利亞?特利莎勛章受的罪比什麼都厲害,這可不 是說漂亮話,這枚勛章不大符合我個人的口味,我嫌它太顯眼。不過,說實話,我在戰場上得到這枚 勛章,把它掛在胸前的時候,起先當然感到渾身熱血沸騰。我畢竟是從小受軍人教育長大成人的,在 士官學校听人說起這種勛章就像在听一則傳奇。這種勛章每次戰爭也許只有十幾個人能得到,所以的 確像是一顆福星從天而降。不錯,對于一個二十八歲的小伙子來說,這當然是件了不起的事情。你一 下子就站在全線官兵前面,大家都側目而視,陡然間,你胸前有個東西耀眼生輝,活像個小太陽.那可 望而不可即的皇帝陛下和你握手表示祝賀。可是您瞧,這種褒獎只有在我們軍人世界才有意義,才算 數,等到戰爭一結束,還一輩子作為一個蓋了戳的英雄走來走去,未免可笑,因為你不過有那麼一次 的確很勇敢地行動了二十分鐘之久——也許並不比上萬個別的軍人更勇敢,你只不過比他們運氣蚜, 讓人看見了,說不定還有更令人吃驚的事,那就是你活著回來了。人們到處盯著看這塊小小的金屬片, 然後滿懷敬畏之情抬起眼楮來瞅我,這樣過了一年,我可真的受夠啦,我不願再做一個活動的紀念碑 到處游蕩。這樣沒完沒了地引人注目實在叫我冒火,這也是為什麼戰爭一結束我馬上解甲歸田的決定 性原因之一。”97资源av超碰在线视频 顯然十分熟練的動作,把她輕得沒有分量的身體一下扶起,她于是直挺挺地 站在那里,兩手握著圈手椅的扶手,先用挑釁的眼光把我們逐個打量一番; 然後操起兩根拐杖拐杖原來蓋在毯子底下——狠狠地咬往嘴唇,把全身撐在 兩根拐仗上面,便的的篤篤,一瘸一拐,搖搖晃晃,向前定去,步子走得歪 歪斜斜,怪模怪樣。僕人緊緊跟在後面,向前伸出雙臂,要是她一下滑倒或 是腿腳一軟,就立刻把她接住。的的篤篤,走了一步,又走一步,走的時候 還發出嘰嘰軋軋叮叮當當的輕微響聲,好像是繃緊的皮革和金屬發出的聲 響,她想必在腳踝關節上帶著什麼支撐的機簧。我簡直不敢往她那兩條可怕 的腿上看。看到她這樣拚命掙扎著向前邁步,我的心似乎被一只冰手抓住, 緊縮起來。因為我立刻明白她不讓人幫忙,也不坐在輪椅里,讓人推出去, 其明顯的目的乃是要讓我,恰恰是讓我看,讓我們大家看,她是個殘廢。出 于某種神秘的絕望的報復心,她要讓我們痛苦,她要用她的痛苦來折磨我們, “孩子??難道你真的以為,康多爾大夫??” 可是他已經把話打住了,因為她的嘴角又開始抽動起來,她那瘦削的鼻超碰公开视频caoporo 在太太小姐們休息的房間里擺好了黑咖啡,冰鎮的上等白蘭地斟在鼓肚 子的大酒杯里源源不斷地端上來,外加品種繁多的各色燒酒,不言而喻還有 名牌粗雪茄,每根煙上都帶一個華麗考究的紙箍。大家正在談話,開克斯法 爾伐走到我的身邊,俯下身子,很審慎地問我,是願意和他們一起打紙牌, 還是寧可和小姐們閑聊。我立即表示寧願和小姐們聊天,因為,叫我冒險和 一位陸軍部的中校玩一局紙牌,我心里總感到不怎麼自在。倘若贏了,說不 定會得罪他,若是輸了,那我這個月的預算可就吹了。再說,我想起來了, 我錢包里總共不超過二十克朗。

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.