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人過分小心謹慎,簡直到了可怕的程度。不過只要他答應了那麼一點,那麼 從頭到尾都會成功。對他是完全可以放心的,您真不知道,我是多麼需要結 束我的疾病,或者至少能確切知道,這病是會了結的??他們老是跟我說, 耐心,要有耐心!可是我總得知道,我得忍耐到什麼地步,得忍耐多久。要 是有人跟我說,這病還得拖六個月,拖一年——那我就會說,好吧!這我認 了,人家要我干啥,我就干啥??感謝天主,這事總算有個盼頭了!您簡直 沒法想象,從昨天起,我感到多麼輕松自在。我覺得,我仿佛剛剛開始生活。 今天一大清早我們就乘車到城里去了——可不是,您感到驚訝了吧——現 在,自從我知道我已經闖過難關了,我覺得,人家怎麼說,怎麼想,在背後 冷眼瞅我,還是心里同情都無所謂??我現在每天都打算乘車出游,為了向 我自己證明,這種愚蠢的一味傻等,沒完沒了的消極忍耐終于結束了。明天 是星期日——您總有空吧我們還有個宏偉的計劃,爸爸已經答應我,咱們驅 車到養馬場去。我已經有幾年沒到那兒去了,大概有四五年了吧??這些年 我根本不願意上街。可是明天咱們坐車出去,您當然也跟我們一起去。您將 驚訝不已,我們倆,伊羅哪和我想好了要讓您大吃一驚。要不??”她轉過 臉去,對伊羅娜笑道——“你要我現在就把那巨大的秘密說出來嗎?” “完全可以。” “好吧,”康多爾一下子把酒杯從面前推開。我們倆都一滴酒也沒喝。超碰在线免费视频 “他又順過氣來,在這一瞬間他可真變得誠心誠意。 “‘像您這樣對生意一竅不通的人,這種事情最好及早撒手。寧可少得亚洲人成视频在线播放 說來奇怪,恰好在這天夜里那本書落到我的手里。一般說來,我這人不 好念書。在我營房里的那只搖搖晃晃的書架上只擺了那麼七八本軍事書籍, 諸如《服役規程》和《陸軍等級一覽》,對于我們這號人,這兩本書便是知 識大全了。旁邊還擱著那麼二十多本古典名著,從軍官學校畢業,我每到一 個駐防地都帶著,可從來也沒有打開來讀過。我之所以老帶著這些書,也許 只是為了使我不得不住的那些四壁空空、冷漠陌生的陋室看上去像擁有那麼 一點私人家當。書架上還散亂地堆放著幾本印刷和裝幀都很粗劣的書,書頁 只裁開一半?,這些書都是很奇怪地跑到我這里來的。原來有時候有個身材矮 小的駝背小販會跑到我們咖啡館來。他長著一雙眼淚汪汪的眼楮,眼神優傷 得出奇。他總用一種叫人難以招架的殷勤勁兜售信紙啦,鉛筆啦,以及一些 價錢便宜、不登大雅之堂的書籍,大多是那些所謂的香艷文學,就像《卡薩 諾伐艷遇記》、《十日談》、《歌星回憶錄》或者《軍營風流韻事集》。他 希望這些書在騎兵的圈子里能夠暢銷。出于同情心——老是出于同情心!說 不定也是為了不讓他帶著優傷的神氣一個勁地老纏著我,我接二連三地從他 手里買了三四本這種印刷粗劣的言情小冊子,然後隨隨便便地往書架上一 擱。 ——您答應過我,把這事,您的這件事,及時處理妥當。我現在信任您甚于亚洲移动无码在线视频 不消說,有幾個身分不算太高的親戚得馬上從平台上撤下來,給我們讓 座。我們毫不矜持地和這些忠厚老實的鄉親坐在一起,打成一片。他們對于 我們這些高貴的老爺小姐的平易近人顯然十分驚訝。新郎的父親激動得身子 直晃。他親手拿來一個大酒壇子給我們杯里斟滿了酒,揚聲高喊︰“為老爺 的健康干杯!”人們立刻熱情洋溢地大聲應和,歡聲一直遠遠地傳到胡同里 面。然後他就把他兒子和新娘拉過來。新娘是個靦腆的姑娘,臀部豐滿,一 身花花綠綠的婚禮盛裝和頭上潔白的桃金娘的花冠使她顯得楚楚動人。她激 動得滿面通紅,笨手笨腳地在開克斯法爾伐面前行了個屈膝禮,恭恭敬敬地 吻了吻艾迪特的手。顯然,艾迪特也一下子激動起來。每次看見別人舉行結 婚典禮,總使年輕的姑娘困惑迷惘,因為在這一瞬間,她們神秘地感到,同 是女性,靈犀相通。艾迪特臉上也泛起紅暈,她把這謙卑的姑娘拉到身邊, 和她擁抱,然後,突然想起個主意,從指頭上脫下一個戒指——一個狹小的 戒指,式樣古老,不太珍貴——套在新娘的指頭上。這意外的禮物嚇得新娘 六神無主。她驚慌失措地舉目望著她的公公,像是問他,這樣貴重的禮物她 是不是真的可以收下。做公公的剛剛自豪地點頭表示同意,新娘已經高興得 淚流滿面。于是又一陣感激的熱潮向我們涌來。這些樸素的、絲毫也不嬌生 慣養的人們從四面八方擠了過來。從他們的眼神可以看出,他們真想做點什 麼特殊的事情來表示對我們的感激之忱,可是沒有一個人敢向這麼高貴的“老 爺小姐們”說話,哪怕只說一句也不敢。新郎的母親眼里噙滿了淚水,跌跌 絆絆地在人堆里從這個人身邊走到另外一個人身邊,像個醉酒的女人,她兒 子的婚禮得到這樣大的榮幸,使得老太太頭暈目眩。新郎拘謹已極,一會兒 看看他的新娘,一會兒又瞅瞅我們,一會兒直瞪著他那雙油光 亮的沉重的 高統皮靴。

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.