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康多爾大夫停了一下。“就是這樣,現在還有最後一句話——我馬上就 說完了。只有這點再重復一遍——這里的人風言風語,說我們的朋友當時費 盡心機,靠阿諛奉承接近了這位女繼承人,然後用婚約為圈套,讓她上鉤, 騙得了開克斯法爾伐莊園。可是我再說一遍︰這不符合真實情況。您現在已 經知道,卡尼茲當時已經把這座府邸掌握在自己手里,他根本用不著娶她, 他求婚的時候絲毫沒有打什麼算盤。他這個小小的代理人是永遠不會有勇氣 出于狡猾的心計去追求這個清秀文雅的碧眼姑娘的。他當時心里突然產生一 種真摯的感情,這完全違背他的初衷,奇妙的是,這種感情後來始終真摯如 初。 二十三97免费资源超碰视频 寧可首先用充滿信任的目光,這毋寧說是上天的一種恩典。要不然您永遠也 不可能這樣出色地幫助這個老人和這個可憐的患病的孩子!不,請您不要感 到奇怪,尤其不要因此感到羞慚——您從一種善良的本能出發已經做出了最 最正確的事情!”超碰在线视频caop “這您自然是料想不到的,少尉先生,您怎麼會料到這個呢!您是在一 個完全與世隔絕、無比偏僻的環境里培養成人的,再說又正在幸福的年齡, 在您這年紀,人還沒有學會首先用懷疑的眼光來觀察一切奇怪的事情。我比 您年長,請您相信我——有時候被生活所欺騙,用不著為此感到羞愧。您的 瞳孔里還沒有那種過分敏銳、診斷上稱之力邪惡目光的眼光。您觀看人和物, 下樓,走在最前面的是狄稱荷夫,後面是屏息靜氣的卡尼茲,卡尼茲後面跟 著哥林格博士。使卡尼茲十分惱火的是,他的伙計在背後老是用拐杖杵他的 肋骨,並且用他那喝啤酒喝得沙啞不堪的嗓子裝腔作勢地以莊嚴的語調喃喃 低語(只有卡尼茲一個人听得明白)︰‘Lumpus maximus,lumpus maximus!’超碰caoplorn在线视频 “‘我的意思是——做我的妻子。’ “她猛地一下直起身子,嘴唇直哆嗦。他不知道,她是想哭呢還是想惡

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.