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屋里我們兩人之間的空氣完全凝結不動。過了幾分鐘,這個昏暗的身影 才終于轉過身于,步履不穩地輕輕走來,仿佛走在很滑的地面上︰“少尉先 生,倘若這孩于有唐突之處,請您不要見怪,但是??您不知道,這些年, 人家讓她受了多少折磨??每次總換個法子,進展又緩慢得可怕,我也明白, 她失去耐心了。可是叫我們怎麼辦?總得什麼法子都試一試,不試不行啊。” 老人站在她女兒剛才離去的桌前,說話的時候,並不抬眼看我。他那雙 幾乎被灰色的眼瞼完全蓋住的眼楮直愣愣地望著桌面。像個夢游人,他把手 伸進開著蓋的糖罐,抓出一塊四方形的糖塊,捏在指頭里轉來轉去,毫無意 識地盯著看,又把它放開;他的舉動看上去有些像醉漢。他的目光一直盯著 桌面,收不回來,仿佛卓上有什麼特殊的東西把他的月光禁銅在那里。他無 因為我內疚地感覺到由我引起的痛苦,鞭痕在我自己的皮膚上灼人地作痛。 還有一次我們火爆性子的騎兵上尉因一個輕騎兵沒有把馬鞍裝好,就一拳朝 那可憐的小俄羅斯小伙子的臉上打去,我的手指頭不由自主地一陣痙攣,緊 握起來。那小伙子立正站著,兩手貼著褲縫,旁邊圍著其余的士兵,有的干 瞪眼,有的傻笑,而我,我一個人卻看見,這遲鈍的小伙子因羞慚而低垂的 眼簾上,睫毛濕潤了。我突然之間再也受下了我們軍官食堂里對那些行動不 甚機靈、舉止相當笨拙的伙伴們說的笑話;自從我在這個無援無力的姑娘身 上體會到了弱者的痛苦,每一種殘暴行為都激起我的仇恨,每一種無援狀況 都引起我的同情。自從偶然的機遇把這滴熾熱的同情點進我的眼楮,過去我 一直視而不見的無數小事,現在我都注意到了。這都是些微不足道的簡單的 事情,但是每件事都使我感到緊張和震撼。譬如說,我注意到,那個賣煙卷 的老太太,我總是在她那兒買煙卷的,她總要把人家給她的鈔票放到那副磨 得挺圓的眼鏡跟前去看,湊得很近,我立刻心里一動,懷疑她可能得了白內 障。明天我要小心翼翼地盤問她一番,說不定也請求團里的軍醫哥爾特鮑姆 給她檢查一下。另外我發現,最近一個時期,志願兵都明顯地不理睬那個紅 頭發的小個子 K,我想起來了,報上登著,他叔叔因為貪贓在法被關進監獄,97超碰兔免费视频 一九一三年的十一月份,想必有一道什麼命令從一個衙門傳到另一個衙免费97超碰视下载 她這樣沉重的打擊,她怎麼能安安靜靜地呆著不吭一聲呢,她可是什麼壞事 也沒干過,??從來沒有傷害過什麼人啊!” 到了這種難堪的滋味,他滿面愁容一籌莫展地提醒女兒︰ “哎,艾迪待??”caoopo超碰97 我有些笨手笨腳地把一把圈手椅移了過來。我還一直沒有能夠讓我的目 光顯得大方自然。可是她繼續給我有力的幫助。

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.