LIVE WHERE YOU LEARN · 2019. 10. 22. · • Now students will listen to the first minute of the...

LIVE WHERE YOU LEARN

ENGLISH CLASSROOM RESOURCES IN ASSOCIATION WITH RTÉ LEARNING AND DEVELOPMENT AND JUNIOR CYCLE FOR TEACHERS WWW.RTE.IE/DOCONONE WWW.JUNIORCYCLE.IE

Contents

Written by Mary-Elaine Tynan, Deirdre Murphy & Tomás Seale

Designed by Liza-Jane Smith

Supported by RTÉ Radio 1 Documentary on One on One English classroom resources in association with Junior Cycle for Teachers www.juniorcycle.ie. Funded by RTÉ learning and development www.rte.ie/doconone

RTÉ Radio 1, ‘Documentary on One - Live Where You Learn’.Producer - Ronan Kelly Series Producer - Liam O’Brien Editor of Arts, Factual and Drama, RTÉ Radio 1 - Lorelei Harris

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening SpendingSpree-ifIhad€75,000 6-7

Active Listening CompareandContrast 6/8 What’sthatSound? 6/9ADayintheLifeofaBoarder 10-11TheFinalVerdict 12-13

Post-Listening TakeMeHome 14-15

E) SUMMATIVE ASSESSMENTAPersuasiveTalk 16-19

F) APPENDIXReflective/ CreativeA1.AskingtheRightQuestions 20-21A2.1LearningOutcomesaddressedinthisunitoflearning 22A2.2TemplateforplanningaUnitofWork 23

Documentary On One - Live Where You Learn

IntroductionEveryradiodocumentaryisaccompaniedbyasetofteachingandlearningresources.TheresourcesbeginwithasuggestedplanforaunitofworkusingthelearningoutcomesfromtheJuniorCycleEnglishspecification.Worksheetsareindicatedbycodeswhichincludethenameofthedocumentary,theworksheet(WS)referencenumberandthepagewhereitcanbefounde.g. (Playing with Pride WS 1 -Pg. 7)

Appendicescontainingadditionalresources(i.e.printableworksheetsforstudents)canbefoundattheendofeachunitofwork.

This unit is organised as follows:

Pre-listening resourceswhichencouragestudentstothinkaroundthecentralthemeoftheunit.

Active listening resourcestopromotecarefullistening.

Post-listening resourceswhicharelinkeddirectlytothedocumentarycontent.

Resources for a summative assessment whichfocusonmeasuringthelearningachievedbystudentsintheunit.

In addition therearefurtherreflective/creativeresourceswhichcouldbeusedtosupportlearning,teachingandassessmentintheunit.

Teacherswhochoosetousethesereflective/creativeresourcescanrefertothestructureoutlinedinthePlanningsectionandtothemodelusedintheSummativeAssessmentsection.

Contents

A) INTRODUCTION 3

B) PLANNING 4

C) RESOURCES 5

D) TEACHING, LEARNING AND FORMATIVE ASSESSMENTPre-listening SpendingSpree-ifIhad€75,000 6-7

Active Listening CompareandContrast 6/8 What’sthatSound? 6/9ADayintheLifeofaBoarder 10-11TheFinalVerdict 12-13

Post-Listening TakeMeHome 14-15

E) SUMMATIVE ASSESSMENTAPersuasiveTalk 16-19

F) APPENDIXReflective/ CreativeA1.AskingtheRightQuestions 20-21A2.1LearningOutcomesaddressedinthisunitoflearning 22A2.2TemplateforplanningaUnitofWork 23


inassociationwithRTÉLearningandDevelopmentandJCTwww.rte.ie/doconone 4

_PGNO.Documentary on one - english eDucational resources

‘live Where you learn’


Asthediagramindicates,itisduringtheplanning

stagethattheteacherwillselectthelearning

outcomesanddesigntheteachingandlearning

aroundtheselearningoutcomes.

Itisadvisabletoplanthesummativeassessmenttask

intheinitialstagestosupporttheformativeassessment

throughouttheunit.Thisensuresthattheteachercan

constantlymonitorthelearningofeachstudentin

termsofthechosenlearningoutcomes.

Theteacherand/orstudentswillselectthetexts,

resourcesandmaterialsrequiredtosupportthe

learningoutcomes.

Formativeassessmentwillbeongoingthroughoutthe

unittosupportthelearning.

Learning Outcomes Addressed by the UnitThisisaunitoflessonsfocusedonthetheme

of educationandusingasitsprimarytextthe

documentaryLive Where You Learn.

Planning

*SeeAppendixfordetailsoflearningoutcomes

Learning and

Teaching

Resources

Texts

Chooselearningoutcomes

Createsummativeassessmentto

ensurethelearningoutcomeshavebeenachieved

Planning

Formative Assessment

Creating a timetable: A Day in the Life of a Boarder Demonstrate Venn

Diagram

Compare and Contrast Exercise

RTÉ Radio 1’s Documentary on One Live Where You Learn

Rich Learning Experiences with RTÉ Radio 1’s Documentary On One - Live Where You Learn.

Whilethisunitcouldbeseento

addressanumberofLearning

OutcomesintheEnglish

Specificationthekeyoutcomes

addressedhereareOL1, OL7,

R12, W1andW6*.The

summativeassessmenttasksat

theendoftheunitfacilitate

theassessmentoftheselearning

outcomes.Itisinevitablethat

otherlearningoutcomeswillbe

encounteredbutthesearenot

themainfocusoftheunit.

Live Where You LearnResources

Active Listening: A Day in the Life of a Boarder





ResourcesAbout the Documentary On One - Live Where You LearnTitle

LiveWhereYouLearn

Listening Duration

40:57mins

Documentary Link

http://www.rte.ie/radio1/doconone/documentary-podcast-live-learn-cistercian-college-roscrea-boarding-school.html

Documentary Summary

Sayyouhad€75,000tospare.Whatwouldyoudowithit?Youcould

buyacarorputittowardsahouseorgotravellingaroundtheworldor

justliveoffit.Or,ifyouhadaspareseventy-fivethousandeuroanda

boyinsixthclass,youcouldpayforhimtoattendaprivateboarding-

schoollikeCistercianCollegeRoscreaforsixyears.Whywouldanyone

dothat?What’swrongwithcommunityschools?Isitcruelonchildren

tosendthemawayfromhomeatsuchayoungage?That’swhatthis

documentaryhopestofindout.CistercianCollegeRoscreainvitessixth

classboystostayovernighttoseeiftheyliketheideaofboarding-

school.

About UsDocumentaryOnOneis

aseriesofmultiaward-

winningdocumentaries

fromRTÉRadio1.With

almost1,500documentaries

onofferonline,ithas

thelargestarchiveof

documentariesavailable

anywhereatnocost.Allof

theprogrammesareradio

storiesaboutreallife.

InassociationwithRTÉ

LearningandDevelopment,

DocumentaryonOnehas

chosenarangeofradio

documentarieswhich

maybeusedintheEnglish

classroom.Tocomplement

thesedocumentaries,a

collectionoffreeonline

teachingresourceshas

beencreatedtodevelop

students’written,reading

andoralproficiency.

Thesearebasedonthe

JuniorCycleKeySkillsand

LearningOutcomesinthe

newspecification.

Aswithanytexttobepresentedtostudents,itisstronglyrecommendedthatyoulisteninfulltotheradiodocumentarybeforeintroducingittotheclassroom.Thisistoensureitssuitabilityinyourowncontextandforalllearnersinyourclass.RTÉanditspartnerscannotacceptanyliabilityshouldthecontentofanyofthesedocumentariesproveunsuitableforsomelearnersortheirteachers.Allthepdfsandsoundfilesareeasilyaccessibleinthe“EducationalResources”sectionoftheDocumentaryOnOnewebsitewww.rte.ie/docononeandthe“Education”sectionofthefreeDocOnOnemobileappavailableoniPhone,AndroidandiPad.Wehopethatyouandyourstudentsenjoythedocumentariesandaccompanyingresources!

Planning

Live Where You LearnResources





1. Pre-Listening (Spending Spree - If I had €75,000 I would ...)• Theteachermaywritethefollowinglineontheboard.“Sayyouhad€75,000–youcould

doanynumberofthings….”• Theteachermaywishtostartaninitialdiscussionaboutthestatement.Itshouldleadon

toabriefdiscussiononwhatstudentsmightbuywith€75,000.Itmaybevaluabletogivethemexamplesofthecostofcertainitemsortheycoulddosomeresearch.

• StudentswillnowfillintheSpendingSpreeWorksheet(Live Where You Learn WS 1 -Pg. 7).• Thisisalsoanumeracytask.

2. Active listening (Compare and Contrast)• Studentswilllistentothefirstthirtysecondsofthedocumentary

(Live Where You Learn Clip 1). • Whilelistening,theywillmakealistofthefourwaysthat

thenarratorsuggeststhemoneycouldbespentusingtheCompareandContrastWorksheet(Live Where You Learn WS 2 -Pg. 8)

• TheywillthecompareandcontrasttheirideastothoseofthenarratorbycompletingtheVenndiagram(Live Where You Learn WS 2 -Pg. 8).

• TheteacherwilldemonstratehowtouseaVenndiagram.Itmaybehelpfultodooneexampleontheboard.

3. Active listening (What’s that sound?)• Nowstudentswilllistentothefirstminuteofthedocumentary(Live Where You Learn,

Clip 2). • Usingthefirstcolumnoftheworksheet(Live Where You Learn WS 3 -Pg. 9)studentswill

notedownfivesoundeffectsthattheyhear.Theywillalsoexplainthepurposeandapossiblealternativeforeachone.

Teacher Guidelines Teaching,LearningandFormativeAssessment

Pre

-ListeningTEACHER GUIDELINES

DrummingSoundofbellIntercom

CowShoutingWhistle

Answers: the following sound effects can be heard in this clip from the documentary.

Active Listening

http://podcast.rasset.ie/podcasts/audio/2014/0524/20140524_rteradio1-docononeeducational-lwylclip1_c20810372_20810388_232_drm_.mp3








Spending Spree - ifIhad€75,000

Pre

-Listening

Pre

-Listening

STUDENT WORKSHEET

Name________________________________________

Today’sDate________________________________

Directions: “If I had €75,000 to spend I would buy – you could do any number of things…”

Writeanitemisedaccountofhowyouwouldspendthemoney,includingestimatedpricesforeachitem.Remember,youmustspendallthemoneyanditmustaddupto€75,000

If I had €75,000 to spend I would buy

Item Cost

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

________________________ ________________

Ifyourparentshad€75,000tospendonyou,howdoyouthinktheywouldusethe

money?Givethreeexamples.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________(Live Where You Learn WS 1)

Active Listening





Compare andContrast

Directions:

Listencarefullytothefirstthirtysecondsofthedocumentary.Thenarratorwillmention

fourwaysthatthe€75,000couldbespent.Writealistoftheseitemsinthespacebelow.

1_______________________________________2_________________________________________

3_______________________________________ 4________________________________________

Nowcompareandcontrastyourownideasfromthelastworksheet,withthenarrator’sideas,usingtheVennDiagrambelow.

Name________________________________________

Today’sDate________________________________

Active Listening

How I would spend the €75,000

How the narrator suggests you could spend it

(Live Where You Learn WS 2)

STUDENT WORKSHEET





Name________________________________________

Today’sDate________________________________

What’s ThatSound?

Directions: Listentotheclipfromthedocumentarypayingparticularattentiontothesoundeffects(includingmusic).Choosefivethatyouhearandanswerthequestionsbelow.Thefirstonehasbeendoneforyou.

Name________________________________________

Today’sDate________________________________

What is the sound effect you heard?

Why do you think this sound effect was used here?

Suggest another sound effect which could have been used to create a similar or stronger effect?

Drumming To create a sense of excitement and drama

STUDENT WORKSHEET

Active Listening

Use upbeat music


Nowcompareyouranswerswithanotherstudent’sworkandpickoutoneoftheiranswersthatyoureallylikeandaddittoyourownlist.





• Studentswillnowlistentothenexttwenty-fiveminutesofthedocumentary(Live Where You Learn Clip 3).

• Theywillrecordinformationaboutaboarder’sroutineusingtheADayintheLifeofaBoarderWorksheet(Live Where You Learn WS 4 -Pg. 11).

4. A Day in the LifeofaBoarder

Active Listening

TEACHER GUIDELINES

• Bellringingat4AM(PrayerBellfromtheMonastery)

• Monkssinging/praying• Housemastercallsthemat7:30for

breakfastintherefectory• EarlyriserswillgettheCocoPops• Beingsurroundedbyagreystonebuilding

/HarryPottereffect• Reflection/PrayerTimeafterbreakfast• Normalclass/Normalcurriculum• Schoolsixdaysaweek• Mandatorystudyeach

weekdayuntil10pm(fourhours).• Gohomeoneweekendineverythree

• ParentscanbringthemoutforlunchonSundays

• Parentsdropinatoddtimes• Strictstudyschedule• Refectory(Queuingwithtrays,good

qualityfood)• Arrivalofpost(Waitingforletters)• Birthdaycakesbroughtoutbykitchenstaff• Music&sportarecentralfeatures• Rugby&hurling• Gettingalifthometoplayahurlingmatch• SaturdayStudy• McDonaldsonaSundayforaMcFlurry

Thefollowinglistidentifiessomeoftheinformationtheymightrecord:

Oncecompletedthestudentscansharetheirideasandaddtotheirlistswhereappropriate.







A Day in the Life ofaBoarder

Directions: Listentothedocumentaryextractandtakenoteofanyinformationyoulearnaboutthestudents’livesinCistercianCollege.Puttheinformationintotherightcategorybelow.

Mornings (before school)

During school hours

After school

Weekends

Occasional events

Nowcompareyouranswerswithanotherstudent’sworkandpickoutoneoftheiranswersthatyoureallylikeandaddittoyourownlist.

Name________________________________________

Today’sDate________________________________

Active ListeningActive Listening

STUDENT WORKSHEET






5. The Final Verdict• Studentswillnowlistentothefinalfourteenminutesofthedocumentary

(Live Where You Learn Clip 4).Theywillcreatealistofwhattheythinkarethe

positiveandnegativeaspectsofstudentlifeinCistercianCollegeusingthe

worksheetprovided(Live Where You Learn WS 5 -Pg. 13).Theymayuseany

informationtheyhavepickedupfromprevioussectionsofthedocumentary.

• Oncetheyhavecompletedtheirlisttheywillwrite/recorda150wordreview

oflifeinthecollegeusingtheircopiesortheirtablets.Thefollowingwordsand

phrasesmaybehelpfulwhenwritingtheirreview.

• Ibelieve....

• Ifeel....

• Inmyopinion....

• Clearlythereare....

• Thereareanumberof....

• Itisfairtosay....

• Idon’tregard....

Active Listening

TEACHER GUIDELINES

http://podcast.rasset.ie/podcasts/audio/2014/0524/20140524_rteradio1-docononeeducational-lwylclip4_c20810385_20810391_232_.mp3





Active Listening

The FinalVerdict

Directions: ListentothefinalpartofthedocumentaryandmakealistofwhatyouthinkarethepositiveandnegativeaspectsoflifeinaboardingschoollikeCistercianCollege.Youmayuseanyknowledgeyoupickedupfromearliersectionsofthedocumentary.

Name________________________________________

Today’sDate________________________________

Active Listening

STUDENT WORKSHEET

Positive Aspects of Life in Cistercian College, Negative Aspects of Life in Cistercian College,

Roscrea Roscrea


Below is a list of some vocabulary which might help you to write a good peer assessment

Tocommence Firstofall Ifeel Itismyopinionthat

Ibelieve Clearlythereare Itisfairtosay Itisobviousthat

Onecannotdeny Incontestably Perhaps However

Inaddition Furthermore Nevertheless Ononehand

Ontheotherhand Finally Inconclusion Toconclude





Take Me Home!• Studentswillimaginethattheyareanunhappystudentinboardingschool.They

willphonehomeaskingtheirparent(s)/guardianiftheycanleavetheschool.

• Studentswilldivideintopairs;onestudenttorepresenttheupsetstudentandthe

otherstudenttorepresenttheparent/guardiantheyarespeakingto.

• TheymustfirstcreateascriptforthesceneusingthePhoneHomeworksheet(Live

Where You Learn WS 6 -Pg. 15). Theyshouldusethematerialofthedocumentary

toinspirethephoneconversationtheywillhave.

• Theywillthenactoutthescriptinpairs.

Po

st Listening

TEACHER GUIDELINES





Take Me Home!

Directions: Imagineaphonecallwhichtakesplacesbetweenanunhappystudentinboardingschoolandtheirparent(s)/guardian.Inpairs,writeoutthedialogueinwhichthestudentbegstheirparent/guardiantoletthemleavetheschool.Whenyouarefinished,actoutthescript.

Name________________________________________

Today’sDate________________________________

Po

st Listening


STUDENT WORKSHEET





A Persuasive TalkStudentswillprepareapersuasivetalkaboutthemeritsoftheirschoolwhichcouldbedelivered

toagroupofprospectivestudentsandtheirparents.Thegoalistoconvincetheaudienceto

enrolintheschool.

1. Studentswillgatherinformationabouttheirschoolandwhatitofferstonewstudents.

2. Thestudentsandteacherwillagreeonandconstructsuccesscriteriaforthisassessment

i.e.givingatalk.UsingtheSuccessCriteriaworksheet(Live Where You Learn WS 7.1 -Pg. 17)

theyshouldincludesome/allofthefollowing

3. Ifnecessary,theteachercoulduseappropriateexamplesfromTedTalkstoremindstudents

ofthesuccesscriteria.

4. EachstudentwillplantheirtalkusingthePlanningworksheet(Live Where You Learn WS 7.2

-Pg. 18).

5. Aftercarefulplanning,theywillwritethetextoftheirtalk.Theywilleitherrecordorperform

theirtalk.

6. Oncethefirstdraftiscomplete,theywillreceiveconstructivefeedbackfromtheirpeersand

teacher.StudentscanfillinthePeerAssessmentworksheet(Live Where You Learn WS 7.3

-Pg. 19).

7. Usingthefeedback,studentswillworkonredraftingtheirtalk.Theywillthenhanduptheir

finaldraftalongwiththepreviousdrafttoshowtheirprogress.

Sum

m

ative Assessme

nt

• Catchy opening

• Awareness of audience

• Relaxed and casual language

• Accurate information

• Focus on the topic

• Use of humour, imagery and

anecdotes

• Use of rhetorical questions

• Allow for Questions

• Memorable conclusion

TEACHER GUIDELINES





Sum

m

ative Assessme

nt

A Persuasive Talk

Directions:

Youhavebeenaskedtowriteapersuasivetalkaboutyourschoolforprospective

studentsandtheirparents.

Writealistofthesuccesscriteriai.etheelementsthatwillmakeyourtalksuccessful.

Success criterion for a good talk: HaveacatchyopeningHow you will address it: Iwillusehumourorsomethingsurprisingtograbmyaudience’sattention.

Success Criterion for a good review:

How you will address it:











Name ______________________________________________

Today’s Date ______________________________________

Sum

m

ative Assessme

ntSTUDENT WORKSHEET

(Live Where You Learn WS 7.1)




Documentary On One - Live Where You Learn STUDENT WORKSHEET

Sum

m

ative Assessme

ntPersuasive Talk Planner

Directions: Planyourtalkbywritingkeywordsorshortphrasesbelow(nosentencesyet).

Youcanuseittowritethefirstdraftofyourtalkandlatereditandredraftyourfinalpiece.

A Persuasive Talk about the Merits of my SchoolIntroduction

Name __________________________________________

Today’s Date __________________________________

Argument 1 starter sentence Argument 2 starter sentence Argument 3 starter sentence

Argument 1 possible key words



Argument 1 example/evidence




Conclusion





Sum

m

ative Assessme

nt

Name __________________________________________

Today’s Date __________________________________



My name

Partner’s name

Today’s Date

Positive aspects - Content

Commentonthepositiveaspectsofthetalk.

Positive aspects - Presentation

Commentonthepositiveaspectsofyourpartner’spresentation:

One suggestion I can make for improvement.

Peer Assessment SheetPersuasive Talk

Below is a list of some vocabulary which might help you to write a good peer assessment

Excellent Persuasive Wellplanned Noteworthy

Surprising Clear Interesting Wellresearched

Attentiongrabbing Engaging Wellprepared Inspired

Compelling Articulate Authentic Creative

Impressive Entertaining Eloquent Educational


STUDENT WORKSHEET

Sum

m

ative Assessme

nt





Reflective/ CreativeAsking the Right Questions

• Studentswillnowlistentoa30secondclipfromanearlierpartofthedocumentary

(Live Where You Learn Clip 5).Theexcerptinvolvesthedocumentarymaker,Ronan

Kellyaskinganumberofstudentsaboutthechallengestheyfacedinlivingaway

fromhome.

• Studentswillnowusetheworksheet(Live Where You Learn WS A1 -Pg. 21)to

accuratelyrecordasmanyofthequestionsastheycan.

• Theymustdecideifthequestionsareopenorclosed.Teachersmayneedto

explainandteachtheconceptofopenandclosedquestions.

• Theywillthenworkinpairstochoosewords,fromavocabularybox,todescribe

thetoneofthequestions.

Answer key: below is a list of questions asked by Ronan Kelly in this clip:

Student 1

• Wouldyouwanttogohome?• Wouldyousay“Ican’thandleit,Iwanttogohome”?

Student 2

• Sowereyouhomesickatall?• Howdidyouknowthatotherpeoplewerehomesick?• Wouldthey?Alright!• Andwouldyouringhome?• Andwouldyousaybringmehome?Bringmeoutofhere?• Didya?• Whatdidtheycoaxyouwith?• Thinkingbackonitnow,doyouthinktheywereright?

Student Group

• Andifafellastartedcryingwouldpeoplegivehimahardtime?

Appendix

TEACHER GUIDELINES

http://podcast.rasset.ie/podcasts/audio/2014/0524/20140524_rteradio1-docononeeducational-lwylclip5_c20810387_20810392_232_.mp3




Documentary On One - Live Where You Learn STUDENT WORKSHEET

Appendix

Directions: Listencarefullytotheclipfromthedocumentaryandmakenoteofanyquestionsthatthedocumentarymaker,RonanKelly,asksthestudentsinthefirstcolumn.Onceyouhavecompletedthiscolumn,indicateifthequestionsareopenorclosedinthesecondcolumn.Finallyusethevocabularyprovidedatthebottomofthesheettoindicatethetoneofeachquestioninthethirdcolumn.

Name________________________________________

Today’sDate________________________________

Question Asked (Write down the question asked)

Type of Question (Is the question an open or closed question?)

Tone of Question (Choose one or more of the words in the box below to describe the tone of the question)

Below is a list of some vocabulary which might help you describe the tone of each question.

Sympathetic Judgemental InquiringEmpathetic Rhetorical InterestedFriendly Demanding ConfusedInappropriate Appropriate BemusedCasual Cynical Respectful

Reflective/ CreativeAskingtheRightQuestions

(Live Where You Learn WS A1)





Oral Literacy1.Knowandusetheconventionsoforallanguageinteraction,inavarietyofcontexts,includingclassgroups,forarangeofpurposes,suchasaskingforinformation,statinganopinion,listeningtoothers,informing,explaining,arguing,persuading,criticising,commentating,narrating,imagining,speculating.

7.Chooseappropriatelanguage,styleandvisualcontentforspecificaudiencesandchosenpurposes;persuading,informing,narrating,describingaprocess

Reading12.Understandhowwordchoice,syntax,grammarandtextstructuremayvarywithcontextandpurpose.

Writing1.Demonstratetheirunderstandingthatthereisaclearpurposeforallwritingactivitiesandbeabletoplan,draft,re-draft,andedittheirownwritingasappropriate.

6.Useeditingskillscontinuouslyduringthewritingprocesstoenhancemeaningandimpact:selectvocabulary,reorderwords,phrasesandclauses,correctpunctuationandspelling,reorderparagraphs,remodel,managecontent

Learning outcomes addressed in this unit of learning(fromJuniorCycleSpecification)

TEACHER GUIDELINES

Appendix

(Live Where You Learn A2.1)





Appendix

Teaching and

Learning

Resources

Texts

Choose learning outcomes

Create summative assessment

to ensure these learning outcomes are achieved

Planning

Formative Assessment

Template for planning aunitofwork.

TEACHER GUIDELINES

((Live Where You Learn A2.2)

LIVE WHERE YOU LEARN · 2019. 10. 22. · • Now students will listen to the first minute of the...

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