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明白,還是您不願意明白?她不是已經向您吐露衷情,決定委身于您,現在 她因為做了這事,羞愧得無地自容。她給您寫了信,而您並沒有回信,現在 她白天黑夜地在折磨自己,說您讓人家把她弄走,想擺脫她,因為您看不起 她??她現在害怕您看見她會感到惡心,都怕瘋了??因為她??因為 她??如果讓人家這樣等下去,是會把人家毀掉的,是會把一個這樣性情高 做、感情強烈的人——就像這孩子一樣——徹底毀掉的,這您難道不懂嗎? 為什麼您不給她一點希望?為什麼您不用她說句話,為什麼您對她這樣殘 忍、這樣沒有心肝?為什麼您把這可憐的、無辜的孩子折磨得這樣慘?” 我想站起身來,可是他按著我的肩膀,既溫柔又很有力。超碰热无码视频 可是她拼命地向我大叫了一聲“不”。“不!不!不要打電話!成天是 電話,大家都想要他干點什麼,問這問那,怨天怨地!一口飯還沒咽下,又 得蹦起來。我剛才說過了,您明天門診時間來吧,事情不會火燒眉毛那麼急。 現在快走吧!??我說過了,走吧!”超碰无码视频caopoin18 我不知道是我胯下的馬在發抖還是我自己在哆嗦,這是怎麼回事?康多 爾到這兒來了,可是沒有通知我。他想必到開克斯法爾伐家去過了,老人現 在正挨著他坐在車上呢!可是他們為什麼不把車停下來向我打個招呼?他們 兩個為什麼像陌生的路人似的徑自從我旁邊馳過?怎麼康多爾突然間又到鄉 下來了?兩點到四點——平素這時候他可是在維也納給人看病呢。他們想必 特別緊急地把他召來,而且一清早就給他打了電話。準是出了什麼事。這事 肯定和伊羅娜打來的那個電話有關︰他們不得不推遲行期,叫我今天不要出 城去。一定出了什麼事,他們正瞞著我呢!歸終她是尋了短見——昨天晚上, 看她神氣就像鐵了心,有一種嘲弄人的胸有成竹的樣子,一個人只有打算去 干什麼邪惡的事情,危險的事情,才會有這種神氣。她肯定尋了短見!我是国产最新上传超碰无码 的或者洗碟子的,就像報上登的那些百萬富翁發跡史里老寫的那樣!不過, 霍夫米勒,就是到大洋彼岸去也需要好大一筆錢啊,而你恰好不知道,到處 彎腰鞠躬對我們這號人是什麼滋味!一個老輕騎兵一旦不再感覺到脖子上那 個綴著金星的領章,他穿著靴子連站都站不成個樣子,更不會像他從前習慣 的那樣說話。成天坐在最要好的朋友家里,傻頭傻腦,窘迫不堪。恰好要他 開口求人家什麼事的時候,自尊心涌上來,使他閉口不語。是啊,我親愛的, 我當時這一切全都經歷過了,我今天寧可不去想它——丟人現眼,委屈受辱, 我還從來沒有跟任何人說起過呢。”

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.