一本道久在线综合久久伊人久久大香蕉网在线一本道国产在线国产德意志银行:加拿大央行降息预期升温 加元下行望扩大

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“但是惡意使人起死回生。這個像龍騎兵一樣身體健壯的老婆子緩過來 了。急不可待的親戚一听說恢復健康的老太太這天將第一次下樓到客廳里 來,就在當天全部撤走。獲羅斯伐爾夫人已經听到風聲,知道她的那些繼承 人過于擔憂,全部已經趕到。這老婆子刻薄成性,首先買通了侍者和使女, 叫他們把她那些親戚說的每一句活都向她報告。情況一點不錯。這些過于性 急的繼承人簡直像群狼互奪一樣彼此爭吵不休,誰該得到開克斯法爾伐莊 園,誰得珍珠,誰得烏克蘭的田莊,誰得那幢坐落在奧夫納大街的宮殿。這 是向她射來的第一槍。一個月以後,布達佩斯一個姓德紹兒的票據經紀人給 夫人寫來一封信,聲明他向她佷孫德斯川提出的票據兌現的要求已經不能再 延期,除非夫人向他書面保證,證明這位佷孫也是她繼承人當中的一個。這 可是達到放肆的頂點了。獲羅斯伐爾夫人立即打電報把她自己的律師從布達 佩斯請來,和他一起寫了一份新的遺囑,而且是當著兩名醫生的面——惡意 使她明察秋毫——兩名醫生明確證明,侯爵夫人立遺囑時頭腦非常清楚。律 師便把這份遺囑帶回布達佩斯。這份遺囑封存在法律事務所里,已足足有六 年之久,因為莪羅斯伐爾老夫人並不急于壽終正寢。等到遺囑終于可以開啟 之日,大家全都深感意外。立為全部遺產惟一繼承人的竟是她的伴娘,一位 從威斯特伐倫來的名叫安奈特?貝阿特?狄稱荷夫的小姐。這個姓名像雷鳴 一樣第一次可怕地灌入全體親戚的耳朵。開克斯法爾伐莊園歸她所有,還有 莪羅斯伐爾莊園,制糖廠,養馬場,布達佩斯的那座宮殿。只有坐落在馬克 蘭的那些田莊和她的現款,夫人遺贈給她在烏克蘭的故鄉城市,用來建造一 座東正教教堂。她的親戚當中沒有一個人得到一粒小小的鈕扣;這次遺產過 戶還惡毒地把這一點以下述理由明確寫進遺囑︰‘因為我那些親戚等不及我 去世。’ “請您原諒??我想說的並不是這個??我想說什麼來著?啊,是這一本道久在线综合久久 不都是十分善良、正派的人嗎,絲毫沒有嫉妒或者惡意。如果他們和我開點 玩笑,也決非出于惡意。伊人久久大香蕉网在线 “笨蛋一個,卡尼茲暗忖。這個彼得羅維契雇用了一些什麼樣的寶貝用 人啊! 半個鐘頭到城外去。根據感情交叉反應的秘密法則,一個發火的人不自覺地 總要把他的火氣發泄到不相干的人身上,總像一個彈子球自己受到撞擊之後 總要傳到別的彈子上去。同樣,我的惡劣情緒不是針對約茨西和費倫茨,卻 去怪在汗克斯法爾伐一家身上。讓他們就等我一回吧!我叫他們看看,我不 是用禮品和殷勤款待所能收買的,我不會像按摩師或者體操教師那樣按鐘點 準時來到的。千萬別創造出先入為主的先例,養成習慣便成了義務,我可不 願把自己拴在某個義務上。我這愚蠢的倔強脾氣使我在咖啡館里坐了三個半 鐘頭,白白浪費了時間,一直呆到七點半,僅僅為了說服我自己並且證明我 是完全來去自由的,我愛什麼時候來去由我自己決定,開克斯法爾伐家的好 吃好喝和高級雪茄對我全都可有可無。一本道国产在线国产 們這個陋室。” 團隊軍醫把身子往後一靠,用凱因茨?的聲調開口說道︰“馬哈德,這位

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.

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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.