超碰热无码视频超碰无码视频caopoin18国产最新上传超碰无码伊万卡发推打错字 被网友吐槽“拼写是爸爸教的”

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“我送兩位客人出去。你們趁這時間可以擺開陣勢下棋了。我還得為這 她把手伸給我,一只非常秀氣、清瘦的手,可是已經有點褪色,出現了 皺紋。我充滿敬意地吻了吻她的手,懷著真誠的崇敬心情,眼看著康多爾小 心翼翼地扶著這個雙目失明的女人走出門去,非常機靈地不讓她左邊或者右 邊踫在門上︰就仿佛他手里捧著一件無比脆弱易碎、極其珍貴值錢的東西。 房門敞汗兩三分鐘之久,我听見拖著腳步往前走動的聲音漸漸遠去。然 後康多爾又回來一次。他的臉上已經是另一副表情,和先前大不一樣,神情 警覺,目光犀利。在他內心緊張的瞬間,他臉上就是這副神氣。毫無疑問, 他已經懂得,我要是沒有緊急的原因,絕不會事先不打招呼,貿然闖到他家超碰热无码视频 ——干了什麼不可挽回的事了?”超碰无码视频caopoin18 這當然是一句毫無惡意的話,不可能傷害任何人,也不可能使任何人受国产最新上传超碰无码 意識地早已有所感覺,只是不敢去想它而已。從第一天起,我就擔心,我和 這個瘸腿姑娘的奇怪關系可能會受到伙伴們的嘲笑,那種維也納式的“冷嘲 熱諷”,雖然善意,可是會傷人。我知道得太清楚了,他們只要“逮住”誰 和一個“怪模怪樣”的女人或者不大時髦的女人在一起,他們會怎樣奚落挖 苦。正因為如此,我才本能地過著雙重生活,分成這個天地和那個天地,分 成團里的生活和開克斯法爾伐家的生活。的確——康多爾估計得很對︰從我 發現她的激情之時起,我主要是羞于看見別人,看見她父親,看見伊羅娜, 看見僕人,看見我的伙伴們。甚至在我自己面前,我也因為我那不祥的同情 而感到羞愧。

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.