超碰在线天天看97视频超碰老妈大香蕉超碰免费视频人妻享同股不同权公司入港股通条件敲定

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車已經準備出發。兩分鐘以後我們就乘坐汽車,轟轟隆隆地出城上了公路。 “請您立刻把我上封信銷毀!我當時瘋了,完全瘋了。我在信里寫的一 切,全部不是真的。請您明天不要到我們家來!請您一定不要來!我在您面 前這樣自輕自賤,屈辱可憐。為此,我必須懲罰我自己。所以明天您絕對不 要來,我不願您來,我禁止您來!不要回信!絕對不要回信!請您忠實可靠 地毀掉我上一封信,每個字都忘得干干淨淨!請您不要再想它。”超碰在线天天看 我不願意回想接下去發生的事情。雖說上校故意壓低他那生硬刺耳的嗓97视频超碰老妈大香蕉 八點鐘的時候,終于一切都安排就緒。現在還得趕回軍營,迅速梳妝打 扮,更換衣服。我的勤務兵已經得到通知。軍裝上衣和漆皮皮靴已經擺好。 趕快用冷水沖沖腦袋,往表上看了一眼︰一共還有十分鐘。踫到我們上校, 可得非常準時,分秒不差。所以我手腳麻利地脫去衣服,踢開沾滿灰塵的皮 鞋;我穿著汗衫短褲,站在鏡子前面,打算把蓬亂的頭發梳理整齊,可是正 在這時,有人敲門,我命令勤務兵︰“誰也不見。”他順從地一個箭步跳了 出去,在前屋里有人嘰嘰咕咕他說了一會兒。接著庫斯馬又返回來,手里拿 著一封信。 “可是別怕,不要害怕,我不是想威脅你!我不是想嚇唬你,得不到你 的愛,便勒索你的同情,這可是你的心迄今為止給予我的惟一的東西啊。我 要你覺得自己完全是自由自在、無拘無束的——我的天主啊,我絲毫不想以 我的負擔來連累你,把一種過錯強加于你,而在這過錯里你明明是無辜的—超碰免费视频人妻享 我的雙手握著韁繩,因為煩躁和憤怒而顫抖。我恨不得在馬屁股上狠狠 地抽上一鞭,縱馬飛奔而去。然而我不得不按照操典規定,駐馬而立,一動 不動,冷著臉,聲色不動地忍受下去。未了布本切克還對我厲聲嚷道,他不 讓這麼一個可憐的魯莽家伙把整個操練搞得亂七八糟。明天我再听候發落,

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.