GESE Young Learners Leaflet for Web

Initial steps with TrinityFirst qualifications in English: GESE Grades 1–3

cover photos: top middle and bottom right — Speak! Learning Centre; top right and bottom left — Martin Dalton; bottom middle — Sylva Nay photos: opposite left — Sylva Nay; opposite right — Rebecca Rufener

1

Contents

What is Trinity College London? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

The Graded Examinations in Spoken English (GESE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Trinity GESE Grade 1 — Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

GESE Grade 1 — Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

GESE Grade 1 — Teaching materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

GESE Grade 2 — Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

GESE Grade 2 — Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

GESE Grade 2 — Teaching materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

GESE Grade 3 — Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

GESE Grade 3 — Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

GESE Grade 3 — Teaching materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

General information — Initial stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Contents

photos: top opposite — Speak! Learning Centre, bottom opposite — Martin Dalton2

What is Trinity College London?

Trinity College London is an independent international examinations board, fully accredited in England as an awarding body. Trinity provides qualifications in the English language, music and performing arts throughout the world.

Trinity has been examining since 1872 and now over half a million people each year take one of our examinations.

At Trinity, we believe in recognising the achievements of every learner. Each journey starts with a first step — including the journey of learning English. In this booklet, you will learn how Trinity recognises the achievements of learners of English at the beginning of their journey.

What is Trinity C

ollege London?

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(GE

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) The Graded Examinations in Spoken English (GESE)

The Graded Examinations in Spoken English are designed for all learners of English. There are 12 grades in total, so whatever your student’s level of English there is an examination that they can take — and should pass!

Learners of English — particularly children — like to know that they are progressing and that the language they have learnt can be used in a real-life situation. Trinity recognises this and values the positive motivational effect of an examination which encourages further learning.

Each GESE examination is conducted in person by a Trinity examiner. All Trinity examiners are highly-trained and experienced native speakers of English who travel from the UK to your country, normally to your school, to meet your students. The exam consists of an unscripted one-to-one conversation with the examiner (held in a designated examination room) during which the students demonstrate that they can communicate in English.

The 12 grades of GESE are divided into four stages:

Since, for many, the journey of learning English begins at an early age, this booklet has been prepared to help teachers of young learners prepare them for their Trinity examinations. Teachers of older learners may fi nd the techniques outlined in this booklet helpful, but should bear in mind that the materials are designed specifi cally for younger learners

Full details of all Trinity’s ESOL examinations can be found in the latest edition of our syllabuses or on our website www.trinitycollege.co.uk/esol

Initial Elementary Intermediate Advanced

Grades 1–3 Grades 4–6 Grades 7–6 Grades 10–12

5–7 minutes 10 minutes 15 minutes 25 minutes

Topic presentation

Topic discussion

Candidate-led discussion of topic Interactive task

Topic discussion Interactive task Listening task

Conversation Conversation Conversation Conversation

4 photo: Martin Dalton

Trinity GESE Grade 1 — Introduction

Grade 1 takes the form of a conversation with a Trinity examiner, which lasts approximately five minutes. During this time the examiner will exchange greetings with the candidate and then ask simple questions or give simple instructions.

As with all the Graded Examinations in Spoken English, it will be a friendly and enjoyable experience. The examiner will have pictures or objects to elicit the language we want the learner to use.

At Grade 1, candidates do not have to use full sentences when they talk to their examiner. They will show that they understand the examiner by responding appropriately to their questions or instructions.

The syllabus for Grade 1 (see overleaf) lists what candidates need to be able to understand and use in order to pass their exam. Exam practice can easily be incorporated into students’ general English courses. Students can practise for their exam in class, for example, by talking to each other and playing educational games focusing on the language items required for Grade 1.

At the end of the exam, the candidate will realise that they have been able to understand someone they have never met before and who does not speak their language. They see that even the limited English they have learned is real and useful. Trinity’s aim is that students leave the examination room smiling and looking forward to their next English lesson.

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Grade 1 —

Introduction

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Grade 1FormatTotal time: 5 minutes

The examination consists of one assessed phase:

• Conversation with the examiner (up to 5 minutes).

Candidate performanceIn performing the required task, the candidate is expected to demonstrate the following communicativeskills and use the language items listed below.

Communicative skills

• Exchange greetings with the examiner

• Show understanding of simple instructions through appropriate actions

• Give very short, even single-word, answers to simple questions and requests for information

Functions

• Exchanging greetings

• Giving personal information (name, age)

• Identifying and naming items given in the lexical list below

• Leave-taking

Language — understanding and production

Grammar

The candidate is expected to demonstrate the ability to:

a) Understand

• Imperatives for common actions, e.g. go, come, show, point, give, touch, stand up

• Question words what? how many? how old?

• Demonstratives this, that

b) Understand and use

• The present simple tense of to be

• Common nouns in singular and plural (regular), e.g. ear/ears, shoe/shoes

• Simple adjectives, e.g. small, big, green

• Determiners a, the, my, your, his, her

• Pronouns I, you, he, she, it, they

Lexis

The candidate is expected to demonstrate the ability to understand and use the vocabulary related to

• Personal information

• Immediate surroundings including classroom objects

• Parts of the face and body

• Animals — common domestic, farm and wild

• Cardinal numbers up to 20

• Colours

• Items of clothing

Phonology

• The correct pronunciation of individual sounds to form intelligible words

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GESE Grade 1 — Syllabus

Please refer to the ‘General Information’ section on page 28 for more details.

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Examiner and candidate languageThe sample exchanges below show some ways in which examiners and candidates might express themselves during the conversation. These are only examples, not models to be learned.

Examiner Candidate

Hello! My name’s … What’s your name? Hello. My name’s…

How old are you? I’m ten.

Stand up please. (candidate stands up)

Go to the window. (candidate walks to the window)

Touch the window. (candidate touches the window)

What are they? They’re pens.

What colour is that? It’s green.

And this one? Brown.

How many pencils are there? One, two, three…

What’s this? It’s a table.

Show me his ears. (candidate indicates ears in picture)

And what’s this? His nose.

Look at me. This is a white shirt, a black (candidate says what he or she is wearing)jacket ... And you? A red shirt, blue trousers.

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Grade 1 —

Syllabus

GESE Grade 1 — Teaching materials

Examples for practising Grade 1

In the following pages there are some examples of how you can practise a Trinity GESE Grade 1 examination with your students. These examples have been designed specifically to practise for the real Grade 1 exam.

Below there are sample materials and questions for two areas in the syllabus. These are only suggestions and there are many other ways of doing the exam. Please use the samples below to help you develop your own materials for examination practice.

Warning

The suggestions given in this document are only examples of some of the many ways of practising for the real exam, as examiners will use a range of methods and questions for eliciting the required language of Grade 1. Therefore, teachers who want to practise a real Grade 1 exam should use a range of elicitation techniques and relevant materials. The examples given are NOT models to be learnt.

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8 photo: above top — Sylva Nay

Introductions

Introductions: Which language items are we testing?Please check the criteria listed on page 6.

There is a sample below


✓ Exchange greetings with the examiner

✓ Give very short, even single-word, answers to simple questions and requests for information

Functions

✓ Exchanging greetings

✓ Giving personal information (name, age)

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Grade 1 —

Teaching Materials

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Examiner materials/gestures

[No materials needed in this section]

Examiner suggests the wrong day

Examiner questions

– Hello!

– What’s your name?

– How are you?

– How old are you?

– My birthday’s in ... (insert month). When’s yours?

– Is it Saturday today? What day is it?

– Do you have a question for me?

Numbers

Numbers: Which language items are we testing?Please check the criteria listed on page 6.

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Examiner shows the number chart

Examiner points to a correct number

Examiner points to an incorrect number

Examiner points to another number

Examiner questions

– How old are you?

– Point to (student’s age).

– Is this 13?

– Is this 15? Point to 15.

– What’s this?

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

photo: English for Asia

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Grade 2

— Introduction

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GESE Grade 2 — Introduction

Grade 2 takes the form of a six-minute conversation with the examiner during which the candidate has the opportunity to show how much they have progressed since their Grade 1 exam. They are now able to use English at level A1 of the Common European Framework of Reference (CEFR).

The Grade 2 exam is a pleasant and friendly experience and the candidate will use short phrases and statements and even ask their examiner a question.

The list of what learners should be able to do is longer (see overleaf) and reflects the way students learn English in the classroom. Because the candidate asks at least one question during the conversation, they start to understand that language is a two-way communication and can begin to see the advantages they gain from learning English.






• Understand short, simple questions, requests and statements

• Respond with appropriate actions and positive and negative short form answers

• Contribute to the conversation using memorised phrases and short statements

• Use a basic range of words and simple phrases related to personal details and situations

• Ask for very basic personal information, e.g. about possessions

Functions

• Indicating the position of people and objects

• Describing people, animals, objects and places very simply

• Stating simple facts

• Informing about possessions

• Asking very simple questions about personal details

Language — understanding and production

Grammar

The candidate is expected to demonstrate the ability to

a) Understand

• Present simple tense questions

• Question words — who, when

• Present continuous tense questions

• Determiners some, any


• Present simple tense

• There is/are and has/have got/have you got?

• Question words, e.g. where, what

• Prepositions of place in, on, under, between, next to

• Determiners our, their, its

• Possessive pronouns mine, yours, his, hers

• Yes/no answers to present continuous tense questions

Lexis

The candidate is expected to demonstrate the ability to understand and use the vocabulary related to

• Rooms in the home

• Household objects

• Family and friends

• Pets

• Possessions

• Days of the week and months of the year

• Cardinal numbers up to 5012

GESE Grade 2 — Syllabus

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Phonology

• The correct pronunciation of items associated with the lexical areas listed above

• The appropriate stress for short form answers, e.g. Yes, I do

• Contractions, e.g. I’ve, I’m, he’s

— in addition to the items listed for the previous grade.

Examiner and candidate languageThe sample exchanges below show some ways in which examiners and candidates might expressthemselves during the conversation. These are only examples, not models to be learned.

Examiner Candidate

Hello! Where do you come from? Hello! I come from Granada.

Have you got any brothers and sisters? Yes, I’ve got one sister.

What’s her name? (Her name is) Elizabeth.

How old is she? She’s sixteen.

Please look at this picture. How many people are there in the picture? There are two people (in the picture).

Where are they? They’re in a house…

Do you have any pets? Yes, I have a dog.

Tell me about your dog. His name is … He’s two years old.

What do you have for breakfast? Toast.

This man in the picture — is he wearing a Yes, he is.white shirt?

Put the red pen next to the clock. (candidate puts the pen next to the clock)

Where’s my pencil? (It’s) under the book.

What day is it today? … And the month? (It’s) Monday … (the month is) June.

Have you got a dog?

Yes I have. What’s its name?

Grade 2 communicative skills and functions have been mapped to A1 in the CEFR.

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In the following pages there are some examples of how you can practise a Trinity GESE Grade 2 exam with your students.

In order to make the exam practice as authentic as possible, you can use these materials to play the role of the examiner, asking the suggested questions and adding your own to elicit the required language from your students.

The practice exam materials and questions have been divided into three different examples. Using these examples is only a suggestion — there are many other ways of preparing for the exam.

Students can prepare for their Grade 2 examination in their English classes, for example, by asking each other questions in the classroom and making sure that they understand the answers. It can be useful for teachers and students to work together to create wallcharts of samples of the language required for Grade 2.

Warning


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photo: Martin Dalton

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Prepositions

Prepositions: Which language items are we testing?Please check the criteria listed on page 12.


✓ Understand short simple questions, request and statements

✓ Respond with appropriate actions and positive and negative short form answers

✓ Contribute to the conversation using memorised phrases and short statements

✓ Use a basic range of words and simple phrases related to personal details and solutions

Functions

✓ Stating simple facts

Grammar

a) Understand

✓ Present simple tense questions

✓ Question words — who, when


✓ Present simple tense

✓ Question words, e.g. where, what


Using flashcards

Examiner points to incorrect picture

Examiner questions

– Look at this cat. Where is it?

– Is it on the box?

– Where is it?

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Home/Rooms

Home/Rooms: Which language items are we testing?Please check the criteria listed on page 12.


Does the student know the difference between ‘room’/‘living room’/‘bedroom’?

The examiner shows a picture of a house with rooms, furniture, etc.

Examiner questions

– Where do you live?

– Do you live in a house or a flat?

– Describe your house/flat.

– How many rooms are there?

– Do you have a computer? Where is it?

– Is it yours?

– Look at this house. What’s in the kitchen?

– There are some flowers. Where are they?


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Present continuous

Present continuous: Which language items are we testing?Please check the criteria listed on page 12.


Using flashcards

Examiner points to a mixture of correct and incorrect pictures, asking…

Examiner questions

– Look at these pictures

– Is he .....ing?

– Is she .....ing?

– Are they .....ing?

photo: Martin Dalton18

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Grade 3

— Introduction

GESE Grade 3 — Introduction

Grade 3 is the final examination in the Initial Stage of the GESE exams and means that the learner has reached A2.1 in the Common European Framework of Reference (CEFR).

This examination lasts up to seven minutes and now candidates are able to have a more complex conversation with their examiner.

As the Grade 3 speaker of English can use the different tenses and prepositions specified in the syllabus (see overleaf) in addition to the language of Grades 1 and 2, they can now describe their daily routines and other events to the examiner, give very simple directions and describe what people are doing. They can also talk about their parents’ jobs and what they do in their free time.

The Grade 3 examination is a stimulating communicative experience with the candidate interacting more with the examiner. Like all the GESE grades there is no script for the examiner to follow and they enjoy meeting their candidates as much as the candidates enjoy talking — in English! — with their examiner.

Now that the learner has completed the GESE Initial stage, it is time to start thinking about the next stage — Elementary stage. Next stop: Grade 4!

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bus GESE Grade 3 — Syllabus






• Show understanding by responding appropriately to simple questions and requests

• Use basic sentence patterns with memorised phrases to communicate limited information

related to simple everyday situations

• Exchange basic personal information and descriptions of everyday life and activities

• Link groups of words in a very simple way (using and, and then)

Functions

• Describing daily routines, events and weather

• Telling the time and giving dates

• Expressing ability and inability

• Giving very simple directions and locations

• Describing current activities of real people or those in pictures

• Describing states in the past

Language production

The candidate is expected to demonstrate the ability to understand and use the items listed below, inaddition to the items listed for the previous grades.

Grammar

• Present continuous tense

• Can and can’t

• Prepositions of movement from, to, up, down, along, across

• Prepositions of time on, in, at

• Prepositions of place near, in front of, behind, opposite

• Past tense of verb to be

• Ordinal numbers up to 31st (for dates)

• Link words and, and then

Lexis

• Jobs

• Places in the local area

• Place of study

• Home life

• Weather

• Free time

• Times and dates

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Phonology

• The correct pronunciation of the items associated with the lexical areas listed above

• The use of contractions where appropriate

• Basic stress and intonation patterns for words and short sentences

Examiner and candidate languageThe sample exchanges below show some ways in which examiners and candidates might expressthemselves during the conversation. These are only examples, not models to be learned.

Examiner Candidate

Hello! Where do you live? Hello! I live in Perugia.

Is that near here? No, it’s half an hour from here by bus.

What’s the weather like today? It’s hot and sunny.

Is it raining now? No, it isn’t.

And what about yesterday? It was cloudy and cold.

What do you do when you get home from school? I listen to some music, I do my homeworkand then I have dinner.

What’s the name of your best friend? Marco.

Tell me about Marco. Marco’s ten years old. He’s tall and has brown hair.

Let’s look at this picture. What are these They’re sitting in front of a café. They’re people doing? drinking coffee.

When’s your birthday? The fourteenth of April.

What time do you go to bed? At ten o’clock.

Can you play the piano? No, I can’t.

Where’s your classroom? Go up the stairs. It’s on the left.

Grade 3 communicative skills and functions have been mapped to A2.1 in the CEFR.



In the following pages there are some examples of how you can practise a Trinity GESE Grade 3 exam with your students.

In order to make the exam practice as authentic as possible, please use these materials to play the role of the examiner, asking the suggested questions and adding your own to elicit the required language from your students.

The practice exam materials and questions have been divided into four different examples. Using four examples is only a suggestion. Use these ideas to develop your own materials for exam preparation.

Warning


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photo: Martin Dalton

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Jobs/Family jobs

Jobs/Family jobs: Which language items are we testing?Please check the criteria listed on page 20.


✓ Show understanding by responding appropriately to simple questions and requests

✓ Use basic sentence patterns with memorised phrases to communicate limited information related to simple everyday situations

✓ Exchange basic personal information and descriptions of everyday life and activities

✓ Link groups of words in a very simple way (using and, and then)

Functions

✓ Describing daily routines, events and weather

✓ Expressing ability and inability

Grammar

✓ Can and can’t

✓ Prepositions of movement from, to, up, down, along, across

✓ Link words and, and then

Lexis

✓ Jobs


Examiner shows the student pictures of different jobs

Examiner questions

– Tell me about your family. What are their jobs?

– Look at these pictures. What jobs can you see?

– What’s her job?

– And his?


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Places in the local area

Places in the local area: Which language items are we testing?Please check the criteria listed on page 20.


If a window with a view is available

Examiner questions

– Tell me about your house. Is it near this school?

– Walking from this school to your house, what can you see? A park? Some shops?

– Look out of the window. What can you see?


photos: above top — Speak! Learning Centre; above bottom — Sylva Nay; opposite — Sylva Nay

Time, Daily routines, Place of study, Free time

Time, Daily routines, Place of study, Free time: Which language items are we testing?Please check the criteria listed on page 20.

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Examiner materials/gestures Examiner questions

– Tell me about your daily routine. What time do you go to school?

– What subjects do you study at school?

– What time does school finish?

– What do you do in your free time?

– What do you do with your brother/sister/ parents/friends?

Free time, Present continuous, Can/can’t

Free time, Present continuous, Can/can’t: Which language items are we testing?Please check the criteria listed on page 20.


Examiner points to different activities

Examiner questions

– Look at these pictures of free time activities.

– What are they doing?

– What is she doing?

– What is he doing?

– Can you…?


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Candidate profile

By the end of the Initial stage, the candidate can:

• understand what is said clearly, slowly and directly in simple everyday conversation with support

• communicate in basic routine tasks requiring a simple and direct exchange of information on familiar matters to do with work and free time

• use basic sentence patterns and communicate through memorised phrases, groups of a few words and formulae about himself or herself and other people, what they do, places and possessions.

This profile is based on the level Basic User, A2, the Council of Europe’s Common European Framework of Reference for Languages: Learning, teaching, assessment (2001).

Format

The examination at each grade consists of the following:

• greetings and setting at ease

• conversation

• end of conversation and leave-taking.

Procedure

In all grades, the examiner begins by greeting the candidate and trying to set him or her at ease. The conversation is then initiated by the examiner and gives the candidate the opportunity to demonstrate through both speech and actions the range of language required at this stage.

During the examination, the candidate is required to display understanding through gesture and simple actions, such as moving around the room or pointing to specific objects, and by giving short responses.

The examiner asks questions using the grammatical structures listed for the grade and expects the candidate to answer using the language indicated for the grade (and for the previous grades where applicable).

Examiners select their own materials appropriate to the age and maturity of the candidate. These could include everyday objects and pictures which can be used to engage the candidate’s interest, elicit the language of the grade and encourage the conversation to develop. The examiner may also refer to the immediate surroundings of the examination room or centre.

At all grades, the examiner brings the conversation to an end by thanking the candidate and saying goodbye. The candidate is expected to say goodbye.

Assessment

At each grade, the examiner assesses the candidate’s performance by selecting one of four levels of performance and awards a letter grade A, B, C or D. These levels can be classified as follows:

A — Distinction

B — Merit

C — Pass

D — Fail

Examiners indicate key areas which are in need of improvement by using the appropriate tick boxes provided on the Report form.

General information — Initial stage

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Guidance

At this stage, questions and answers play a major part in the conversation, but the examiner aims to enable the candidate to participate in a genuine and interesting two-way exchange within the linguistic limits set by the syllabus.

The examiner will speak slowly and clearly throughout and will allow the candidate time to process what is heard and formulate a response. The examiner will provide support in the form of repetition and re-phrasing. Candidates should be able to ask for repetition of anything they have not heard clearly or understood. Memorised phrases such as ‘Can you repeat that, please?’ or simply ‘Sorry?’ or ‘Pardon’ are ideal for this purpose. However, overuse of such phrases will be taken as an indication that the candidate is having persistent difficulty understanding the examiner and this will affect the assessment of the task fulfilment.

At each grade, the candidate is expected to perform the language functions and use the language items listed for the grade. Those responsible for preparing candidates for the examinations should ensure that candidates are completely familiar with the items listed, can understand their meaning and can use them accurately and appropriately.

At Grade 1, candidates are expected to answer the examiner’s questions with very short, mostly one or two word responses as well as with gestures and actions.

At Grade 2, the question ‘What’s your brother’s name?’ could be answered in a number of ways. Full sentence responses to questions of this kind, e.g. ‘His name’s Bruno’ are acceptable but not compulsory. ‘Bruno’ is a perfectly good response too. However, at Grade 2, candidates are expected to be able to provide simple descriptions of people and objects and so must be able to construct full sentences such as ‘My brother’s tall. He’s got black hair’.

At Grade 3, candidates are required to link groups of words with the simple connectors, producing such statements as ‘My brother’s tall and he’s got black hair’.

Full details on all Trinity’s ESOL examinations can be found in the latest edition of our syllabuses or on our website www.trinitycollege.co.uk/esol

General inform

ation — Initial stage

29

This booklet provides teachers with a comprehensive breakdown

of the requirements and some preparation techniques for Trinity

Graded Examinations in Spoken English (GESE) Grades 1–3.

www.trinitycollege.co.uk/esol

Initial steps with Trinity —

First qualifi

cations in English: G

ES

E G

rades 1–3

GESE Young Learners Leaflet for Web

Documents

Transcript of GESE Young Learners Leaflet for Web