v不卡av电影在线不卡的中文字幕av电影孙小果案启动再审 被查涉案人员增至20人

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使然。很難說誰是完美無缺的正面人物,誰是陰險狡詐的反面角色。茨威格 讓我們看到,寫小說並不是非要捏出一個天使、一個惡魔不可。那種非黑即 白的狀況在生活中並不存在,在小說中也大可不必。那樣的典型描寫頗有臉 譜化公式化之嫌。茨威格對艾迪特是傾注了滿腔同情的。他把這個受到命運 殘酷打擊、惡意播弄的姑娘寫成一個天真無邪、美麗可愛的少女,但是保留 著高傲、任性等貴族小姐的特色,稍不順心便大發脾氣,因此在霍夫米勒悔 婚之後,她才會痛不欲生,憤而自盡。但是在茨威格的筆下,霍夫米勒也並 沒有被寫成天生的惡棍,恣意玩弄女性的感情。他有正義的沖動、行善的願 望,在軍官階層中應該說還是個佼佼者,所以被人看成“奇人”,俠義的少 年,高尚的善人,而且對艾迪特除了同情之外,也確有幾分真摯的柔情。然 而他意志薄弱,優柔寡斷,瞻前顧後,顧慮重重,經過幾番動搖彷徨,最後 訂婚、悔婚,決定自殺,匆匆出走,抱恨終天。這一切都是出于性格上的弱 點而不是由于邪惡的動機。本來,人是社會的動物,不能要求人不受環境、 不受社會輿論、不受階級成見的影響而單憑自己的感情行事。這就產生了許 多悲劇,有的是因為屈服于社會輿論而遺恨終生,有的則是因為反抗社會輿 論而遭到不幸。茨威格在這里讓我們看到,外界的影響如何激起主人公心里 洶涌的波濤,內心的潮漲潮落如何左右主人公感情的起伏、行動的進退,心 靈的危機如何最終鑄成這一對青年男女的悲劇命運。v   three不卡av电影在线 “什麼,別來什麼‘遵命’!在我面前誰也別想耍花招。我可不是小毛 孩子。”他的聲音變得更加柔和。“把手伸給我!”   小最君︰是都市情感推理類型喔!不卡的中文字幕av电影   娜扎生日會

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.