一级特黄大片美国一级毛片∞人人操在线公开视频上海自贸区临港新片区规划范围:整体规划、分步实施

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親愛的孩子,自從彌拉和我們通信以後,好像你有了秘書,自己更少動筆了。知道你忙,精神緊張勞累,也不怪你。可是有些藝術問題非要你自己談不可。你不談,你我在精神上藝術上的溝通就要中斷,而在我這個孤獨的環境中更要感到孤獨。除了你,沒有人再和我交換音樂方面的意見。而我雖一天天的衰老,還是想多吹吹外面的風。你小時候我們指導你,到了今日,你也不能坐視爸爸在藝術的某一部中落後!一级特黄大片 正因為希臘藝術所追求而實現的是健全的感官享受,所以整個希臘精神所包含的是樂觀主義,所愛好的是健康,自然,活潑,安閑,恬靜,清明,典雅,中庸,條理,秩序,包括孔子所謂樂而不淫,哀而不怨的一切屬性,後世追求古典情;,最成功的藝術{例如拉斐爾,也例如莫扎特}所達到的。也就是這些境界。誤解古典精神為古板,嚴厲,純理智的人,實際是中了宗教與禮教的毒,中了禁欲主義與消極悲觀的毒,無形中使古典主義變為一種請教徒主義,或是迂腐的學究氣,即所謂學院派。真正的古典精神是富有朝氣的、快樂的、天真的、活生生的,像行雲流水一般自由自在,像清冽的空氣一般新鮮;學院派卻是枯索的,僵硬的,矯揉造作,空洞無物,停滯不前,純屬形式主義的,死氣沉沉,閉塞不堪的。分不清這種區別,對任何藝術的領會與欣賞都要入于歧途,更不必說表達或創作了。美国一级毛片∞ 人人操在线公开视频 親愛的孩子,八月二十日報告的喜訊使我們心中說不出的歡喜和興奮。你在人生的旅途中踏上一個新的階段,開始負起新的責任來,我們要祝賀你,祝福你,鼓勵你。希望你拿出像對待音樂藝術一樣的毅力、信心、虔誠,來學習人生藝術中最高深的一課。但願你將來在這一門藝術中得到像你在音樂藝術中一樣的成功!發生什麼疑難或苦悶,隨時向一二個正直而有經驗的中、老年人討教,(你在倫敦已有一年八個月,也該有這樣的老成的朋友吧?)深思熟慮,然後決定,切勿單憑一時沖動︰只要你能做到這幾點,我們也就放心了。

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.