超碰免费人妻中文字幕超碰大香蕉12caopengr超碰在线视频6月份银行结售汇逆差1328亿元人民币

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慷慨激昂的詞句令我作嘔。所以我不說︰我當時是去尋找死神。我只是 那天晚上我是天主,然而我並不是高踞在寶座之上冷漠地俯視我的杰作 和我的業績,我態度和藹,神情溫和地坐在我的杰作當中,仿佛透過我身邊 雲層的銀色煙霧,模模糊糊地看見了他們的面容。我左首坐著一個老人,從 我身上發射出去的巨大的善意之光平復了密布在他額上的皺褶,驅散了那片 使他眼楮昏暗的陰影。我從他身上趕走了死神,他用死而復生的嗓子講話, 發現了我在他身上完成的奇跡,感激不盡。我身旁坐著一個姑娘,曾經身患 重病,受到束縛,受盡壓迫,並且深深地陷入自己內心的混亂之中,可是現 在她神采奕奕,看上去已經恢復健康。我用我嘴唇的氣息把她救出恐怖的地 獄,讓她升上愛情的天堂。她的戒指在我手指上熠熠發光,宛如晨星。在她 對面坐著另一個姑娘。她也在感激地微笑著,因為我使她面容嬌美,並且在 她光潔晶瑩的額頭四周堆上濃密芬芳的黑發。我對他們大家都有饋贈,並且 以我親自在座這個奇跡提高了他們的身價,他們的眼里部充滿了我給予他們 的光明。如果他們互相對望,我就是他們目光中的閃電。如果他們一起交談, 我就是他們話語的含義。只有我才是他們話語的意義,甚至于在我們沉默不 語的時候,我也停留在他們的思想里。因為我,只有我寸是他們幸福的起始、 中心和根源;在他們互相稱贊的時候,稱贊的是我;在他們彼此相愛的時候, 他們認為我是他們一切愛情的創造者。而我坐在他們當中,為我的作品而歡 欣鼓舞,我看到,對我的造物表示善意是件好事。我于是在喝酒的時候也同 時痛飲他們的愛,在吃飯的時候也同時享受他們的幸福。超碰免费人妻中文字幕 否可以給我一杯甦打水和一杯燒酒。“就來,就來,”說著她一閃身早就跑 開了。本來我只想站在櫃台邊把這兩杯東西趕快灌下去,可是陡然間掛在屋 子中間的煤油燈開始來來回回地搖蕩起來,擺在架子上的酒瓶一上一下地直 跳。靴子踩著的地板突然變成軟綿綿的一塊,晃動得厲害,弄得我站也站不 穩。快坐下,我對我自己說道;于是我使出最後一點力氣搖搖擺擺地走到一 張空桌子旁邊。甦打水端來了,我一口氣灌了下去。啊,清涼美味——那種 想要嘔吐的勁頭頓時壓了下去。現在趕快再喝杯烈性酒下去,然後就站起身 來。可是我站不起來。我覺得,我的兩子腿似乎長到地底下去了,腦袋奇怪 地嗡嗡直響。我又要了一杯燒酒。然後再抽支煙,抽完之後快走。超碰大香蕉12 “不必拘束!現在別拐彎株角了——有話直說吧。是錢上有了虧空還是 追女人出了亂子?”caopengr超碰在线视频 一歇!就好像世界上沒有足夠的女人似的!他媽的,容易到手的女人有的是! 可是現在接著說吧!別繞大多的彎子——到底問題出在哪兒?”

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.