不卡的中文字幕av电影每日更新在线观看av不卡的无码高清的av英语外教母语非英语 你的外教也是“南郭先生”吗

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可是,快樂的心情,使人胸懷歡暢,在這麼一個陽光明媚的六月大,邁 動兩條年輕有力的腿爬上這曲曲彎彎的樓梯,透過四壁的窗戶,依次望見東 南西北,看到伸向無邊無際的遙遠地方的夏日田野風光,也是一種賞心悅目 的樂事。最後只剩下十一二步樓梯就到露台了,忽然有件出乎意料的事情使 我站住腳步。因為說也奇怪,在昏黑的樓梯間里忽然傳來一縷舞曲的旋律, 輕柔悠揚,如真如幻,小提琴奏出主旋律,大提琴伴奏,飄蕩在琴聲之上的, 是微弱的女聲動人心弦的花腔。我不勝驚訝。從什麼地方飄來這陣音樂!近 在咫尺,同時又遠在大邊,悠揚婉轉,恰似天國仙樂,同時又是塵世之音, 是喜歌劇中的一支流行曲,仿佛是從天上飄落人間。莫非是在附近什麼地方 的一家酒店里,也許有個樂隊在演奏,微風把這即將消逝的旋律最後最輕柔 的震顫吹送過來?可是過一會兒我就听出,這支輕悠的管弦樂隊是從露台上 把樂聲送來的,它不是別的,只不過是一台普通的留聲機。我心中暗忖,我 這人真傻,今天到處感到萬物著魔,到處期待奇跡發生,怎麼可能把整個管 弦樂隊安排在這麼狹窄的塔頂露台上!可是我剛走了幾步,心里又變得惶惑 不安︰在上面奏樂的,毫無疑問是留聲機,然而——那唱歌的聲音,這嗓音 听起來是那樣的自由和逼真,不可能來自一只軋軋作響的小匣子。這是兩個 真正的女孩子的歌聲,唱得天真、歡快、熱情奔放!我停住腳步,豎起耳朵, 更加仔細地傾听。那豐滿的女高音是伊羅娜的聲音,音色優美,音量飽滿, 豐腴柔軟,就和她的胳臂一樣;可是和她一起唱的另外一個嗓音又屬于誰呢? 這聲音我不熟悉。顯然,艾迪特請了一個女朋友,一位非常年輕活潑、動人 心弦的姑娘。我實在好奇極了,急于見一見這只啁啾的小燕子,它如此出人 意料地棲息在我們的塔樓上。因此,當我剛一踏上露台,發現只有兩個姑娘 坐在一起,艾迪特和伊羅娜,而在那兒用一種嶄新的嗓子,無拘無束,銀絲 一樣發出輕柔婉轉、悠揚動听的歌聲、笑聲的就是艾迪特,我的驚愕就更加 大得難以估量。我之所以如此驚訝,因為一夜之間發生這樣的變化,我覺得, 不管怎麼樣,總不大自然。只有一個身體健康、心里踏實的人因為幸福到了 極點,才會這樣無優無慮地放聲歌唱;而這個孩子,這個患病的姑娘卻不可 能是已經恢復健康的啊,除非在昨天夜晚和今天早晨之間的確發生了奇跡。 我暗自驚訝,究竟是什麼使她這樣陶醉,究竟是什麼使她這樣目眩神迷,以 至于這種幸福在望、確有把握的心情一下子從喉嚨里,從心靈里飛了出來? 我最初體驗到的感情,我很難解釋;其實是心里感到很不舒服,就像無意中 撞見姑娘們赤身露體,一絲不掛。因為,要麼是這個患病的姑娘到現在為止 一直在迷惑人,把她真正的本性瞞著我,要不然就是一夜之間有個新人在她 身上脫穎而出——可是為什麼會這樣,怎麼會這樣的呢? 關了。”說著她就招手叫我過去。 “好不容易,總算把您盼來了,我已經等了您好一會兒了。好,請您趕不卡的中文字幕av电影 “‘當然,當然,’卡尼茲驚醒過來。‘沒問題??呃??律師告訴您?? 開克斯法爾伐莊園估價共值十九萬克朗。當然這只是估計的價格。’每日更新在线观看av “‘賣掉??當然,小姐,賣總是好賣的,什麼都能賣??賣掉本身並 我們一路上引起很大的轟動,可是也贏得了人們驚人的尊敬,這其實不 足為奇。幾十年來周圍這一帶再也沒有看見過侯爵的馬車和四駕馬車,農民 們感到意外,乍一看見馬車重新出現,仿佛預示某個近乎超自然的事件即將 發生。他們說不定會想到,我們驅車到皇宮去,或者皇帝陛下駕到,要不就 是其他什麼難以想象的事情已經發生,因為所到之處,大伙都一律脫帽,就 像麥穗被入一刀割下,赤腳的孩子歡呼雀躍,追逐我們的馬車一個勁地跑。 要是在半路上遇到一輛滿載于草的大車,或者一輛鄉間的四輪輕馬車,那麼, 陌生的車夫就會麻利地從車座上一躍而下,摘下帽于,勒住馬匹,讓我們從 旁邊通過,馬路歸我們一家所有,就像在封建時代,這整片豐腴肥美的田地 和地上的滾滾麥浪全部屬于我們,無論是人還是牲畜全都屬于我們。乘坐這 麼一輛龐然大物似的馬車,當然不會走得很快,可是這一程卻給了我們雙倍 的機會,仔細觀賞景物,縱情調侃一切,尤其是兩個姑娘充分利用了這大好 時機。新鮮事物總使年輕人著迷,我們這古怪的馬車啦,人們看見我們這不 合時宜的一行時表現出來的恭順敬畏之情啦,以及上百件細小的意外事件, 所有這些不尋常的經歷都大大提高了這兩個姑娘的興致,使她們簡直如醉如 痴。特別是艾迪特,幾個月來她沒有正式出過大門,此刻心花怒放,把她控 制不住的瘋勁,在這風和日麗的夏日里縱情地發泄出來。不卡的无码高清的av 果然,我剛在那座小型府邸的極其熟悉的門上一敲,僕人就開門迎迓。 他平時畢恭畢敬,舉止收斂,此刻嗓音听起來顯得特別開朗明快。他馬上就 催我︰“我可以用電梯送少尉先生上塔樓去嗎?兩位小姐已經在上面恭候。” 可是為什麼他說話的時候兩只手這樣躁動?為什麼他這樣喜氣洋洋地凝 視我?為什麼他馬上這樣風風火火地沖到前面去?我一面開始沿旋轉梯一步 步登上露台,一面下由自主地問我自己,他到底怎麼啦。他今天出了什麼事 啦,這個老約瑟夫,他急不可耐,只想盡快把我送到塔樓上去。這個忠厚老

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.