一本道久久线综合色色久久综合久久鬼色97色色色久久桃花综合特朗普签行政令 制裁委内瑞拉央行和国有石油公司

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昨天晚上陪媽媽去看了“青年京昆劇團赴港歸來匯報演出”的《白蛇傳》。自五七年五月至今,是我第一次看戲。劇本是田漢改編的,其中有昆腔也有京腔。以演技來說,青年戲曲學生有此成就也很不差了,但並不如港九報紙捧的那麼了不起。可見港九群眾藝術水平實在不高,平時接觸的戲劇太蹩腳了。至于劇本,我的意見可多啦。老本子是乾隆時代的改本,倒頗有神話氣息,而且便是荒誕妖異的故事也編得入情入理,有曲折有照應,邏輯很強,主題的思想,不管正確與否,從頭至尾是一貫的、完整的。目前改編本仍稱為“神話劇”,說明中卻大有翻案意味,而戲劇內容並不彰明較著表現出來,令人只感到態度不明朗,思想混亂,好像主張戀愛自由,又好像不是;說是據說明書金山寺高僧法海嫉妒白蛇所謂白與許宣霉稱的愛情,但一個和尚為什麼無事端端嫉妒青年男女的戀愛呢?青年戀愛的實事多得很,為什麼嫉妒這一對呢?總之是違背情理,沒有logic[邏輯],有些場面簡單化到可笑的地步︰例如許仙初遇白素貞後次日去登門拜訪,老本說是二人有了情,白氏與許生訂婚,並送許白金百兩;今則改為拜訪當場定親成婚︰豈不荒謬!古人編神怪劇仍顧到常理,二十世紀的人改編反而不顧一切,視同兒戲。改編理當去蕪成青,今則將武戲場面全部保留,滿足觀眾看雜耍要求,未免太低級趣味。倘若節略一部分,反而精彩(就武功而論)。“斷橋”一出在昆劇中最細膩,今仍用京劇演出,粗糙單調︰誠不知改編的人所謂昆京合演,取舍根據什麼原則。總而言之,無論思想,精神,結構,情節,唱辭,演技,新編之本都缺點太多了,真弄不明白劇壇老前輩的藝術眼光與藝術手腕會如此不行;也不明白內部從上到下竟無人提意見︰解放以來不是一切劇本都走群眾路線嗎?相信我以上的看法,老藝人中一定有許多是見到的︰丈化部領導中也有人感覺到的。結果演出的情形如此,著實費解。報上也從未見到批評,可知文藝家還是噤若寒蟬,沒辦法做到百家爭鳴。 一本道久久线综合色色 親愛的孩子,你赫辛斯基來信和彌拉倫敦來信都收到。原來她瑞士寫過一信,遺失了。她寫起長信來可真有意思︰報告意大利之行又詳細又生動。從此想你對意大利繪畫,尤其威尼斯派,領會得一定更深切。瑞士和意大利的湖泊都在高原上,真正是山高水深,非他處所及。再加人工修飾,古跡林立,令人緬懷以往,更加徘徊不忍去。我們的名勝最吃虧的是建築︰先是磚木結構,抵抗不了天災人禍、風雨侵蝕;其次,建築也是中國藝術中比較落後的一門。久久综合久久鬼色 親愛的孩子,八月二十四日接十八日信,高興萬分。你最近的學習心得引起我許多感想。杰老師的話真是至理名言,我深有同感。會學的人舉一反三,稍經點撥,即能躍進。不會學的不用說聞一以知十,連聞一以知一都不容易辦到,甚至還要纏夾,誤入歧途,臨了反抱怨老師指引錯了。所謂會學,條件很多,除了悟性高以外,還要足夠的人生經驗。……現代青年頭腦太單純,說他純潔固然不錯,無奈遇到現實,純潔沒法作為斗爭的武器,倒反因天真幼稚而多走不必要的彎路。玩世不恭,cynical[憤世嫉俗]的態度當然為我們所排斥,但不懂得什麼叫做cynical[憤世嫉俗]也反映人世太淺,眼楮只會朝一個方向看。周總理最近批評我們的教育,使青年只看見現實世界中沒有的理想人物,將來到社會上去一定感到失望與苦悶。胸襟眼界狹小的人,即使老輩告訴他許多舊社會的風俗人情,也幾乎會駭而卻走。他們既不懂得人是從歷史上發展出來的,經過幾千年上萬年的演變過程才有今日的所謂文明人,所謂社會主義制度下的人,一切也就免不了管中窺豹之弊。這種人倘使學文學藝術,要求體會比較復雜的感情,光暗交錯,善惡並列的現實人生,就難之又難了。要他們從理論到實踐,從抽象到具體,樣樣結合起來,也極不容易。但若不能在理論→實踐,實踐→理論,具體→抽象,抽象→具體中不斷來回,任何學問都難以入門。97色色色久久桃花综合

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.