美国一级毛片∞人人操在线公开视频人人摸方星海:买科创板股票要多了解 不熟悉的话买基金更好

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協奏曲第二樂章的情調,應該一點不帶感傷情調,如你來信所說,也如那篇文章所說的。你手下表現的Chopin[蕭邦],的確毫無一般的感傷成分。我相信你所了解的Chopin[蕭邦]是正確的,與Chopin[蕭邦]的精神很接近當然誰也不敢說完全一致。你談到他的ru-bato[速率伸縮處理]與音色,比喻甚精彩。這都是很好的材料,有空隨時寫下來。一個人的思想,不動筆就不大會有系統;日子久了,也就放過去了,甚至于忘了,豈不可惜!就為這個緣故,我常常逼你多寫信,這也是很重要的“理性認識”的訓練。而且我覺得你是很能寫文章的,應該隨時練習。 其次是,有一晚我要恩德隨便彈一支Brahms[勃拉姆斯]?的Intermezzo[間奏曲],一開場tempo[節奏]就太慢,她一邊哼唱一邊堅持說不慢。後來我要她停止哼唱,只彈音樂,她彈了二句,馬上笑了笑,把tempo[節奏]加快了。由此證明,哼唱有個大缺點,容易使tempo[節奏]不準確。哼唱是個極隨意的行為,快些,慢些,吟哦起來都很有味道;彈的人一邊哼一邊彈,往往只听見自己哼的調子,覺得很自然很舒服,而沒有留神听彈出來的音樂。我特別報告你這件小事,因為你很喜歡哼的。我的意思,看譜的時候不妨多哼,彈的時候盡量少哼,尤其在後來,一個曲子相當熟的時候,只宜于“默唱”,暗中在腦筋里哼。美国一级毛片∞ 環境安靜對你的精神最要緊。作事要科學化,要徹底!我恨不得在你身邊,幫你解決並安排一切物質生活,讓你安心學習,節省你的精力與時間,使你在外能夠事半功倍,多學些東西,多把心思花在藝術的推敲與思索上去。一個藝術家若能很科學的處理日常生活,他對他人的貢獻一定更大!人人操在线公开视频 住屋及鋼琴兩事現已圓滿解決,理應定下心來工作。倘使仍覺得心緒不寧,必定另有原因,索性花半天功夫仔細檢查一下,病根何在?查清楚了才好對癥下藥,廓清思想。老是瞻著自己,不正視現實,不正視自己的病根,而拖泥帶水,不晴不雨的糊下去,只有給你精神上更大的害處。該拿出勇氣來,徹底清算一下。 [乙盤]人人摸 說起星期,不知你是否整天完全休息的?你工作時間已那麼長,你的個性又是從頭至尾感情都高昂的,倘星期日不再徹底休息,我們更要不放心了。

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.

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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.