超碰无码视频caopoin18国产最新上传超碰无码超碰免费caopoin最新北京拒绝隔断房 专家称强监管后租金有望下降

發布時間︰

  “是啊。夷亭這名字,起于春秋。春秋敬王六年,也就是吳王闔閭十年時,東夷兵犯吳境,吳王領兵擊退東夷兵,置亭于此,定名夷亭。到了宋至和二年,昆山主簿邱與權率民修建河塘,興利除弊,萬民感之,築亭留念。因為至和二年是乙未年,所以就取名乙未亭。因為這亭子名氣很大,外間人說起來總是‘夷亭乙未亭’,太繞口,叫得久了,就掐去了個頭,成了‘未亭’兩字。再後來不知怎麼聲調一轉,文書上寫作唯亭,夷亭這名字反倒成了別名。”   這是一輛相當大的馬車,若是白天,定然很招人注意。不過這時天已經黑下來了,路上一個人都沒有。超碰无码视频caopoin18   我一臉無辜地看著他︰“很簡單啊。你的秘書進門送畫的時候,右手一把抱起四卷,而左手只握著一卷,而且沒握實,怕傷到畫心。我想這位稱職的秘書,肯定會對真跡格外小心保護吧。”国产最新上传超碰无码   “這兩人乃是江湖上赫赫有名的摸金雙毒,你就是中了他們的奇毒,差點醒不來。好在你福大命大,總算救回來了。不過這功勞你是拿不到了,摸金雙煞若是知道你從他們手心里逃過,定會不擇手段再來取你性命,你千萬不要聲張出去,別人問你就說走夜路,被毒蛇咬了便是。”   黎斯道︰“吳聞看到的瓷片開裂正是重點,我可以告訴大家,白蓮瓶之所以開裂是因為一個噴嚏。”超碰免费caopoin最新   我暗暗祈禱這個猜想不要成真,繼續往下看,看到樊波在信的結尾處留下自己的家庭地址,這是申訴信的標準格式。我拿筆把地址抄了下來,忽然轉念一想,我這麼貿然找過去,人家未必肯開口,便抬頭對劉戰斗說︰“你陪我去看看吧。”

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.