Teacher (Thai Commercial by 7-Eleven)[Subtitle in English by KimTaeKong]

Kim Tae Kong
16 Jan 201509:27

Summary

TLDRThe video script depicts a poignant narrative about a teacher's enduring impact on their students. It opens with a metaphor of the sun rising and setting, symbolizing the continuous cycle of learning and teaching. The dialogue reveals a teacher's dedication to educating future medical professionals, despite personal struggles. The script touches on themes of mentorship, the importance of knowledge, and the transformative power of education. It also highlights the teacher's role as a guide, helping students navigate life's challenges, and the profound influence they have, even after they are gone.

Takeaways

  • 🌅 Life moves forward, just like the sun rises and sets every day, and we must keep moving forward.
  • 🎓 A teacher emphasizes the importance of using knowledge to benefit others.
  • ðŸĪ• A conversation takes place where someone checks in on a recovering teacher, showing concern for their health.
  • 📚 Students are about to begin their anatomy studies using the body of a deceased teacher, showing deep respect for their contributions.
  • 🧠 The discussion involves different types of muscle tissue, specifically Smooth Muscle and Striated Muscle.
  • 💎 A student reflects on personal struggles, feeling unworthy of becoming a doctor, as they lack confidence and support from their family.
  • ðŸ›ķ The teacher's role is compared to more than just a boatman guiding students; they help lift them up when they fall and steer them in the right direction.
  • ðŸ‘Ļ‍⚕ïļ The teacher's final letter emphasizes that both teaching and being a doctor are similar in that they help others, whether through knowledge or medicine.
  • 📜 The letter also conveys that even after death, one can continue to live on through the memories they leave behind.
  • 🙏 The script ends with a call to respect the deceased teacher, reinforcing the idea of lifelong dedication to teaching.

Q & A

  • What is the significance of the song lyrics mentioning the sun rising and setting in the script?

    -The song lyrics serve as a metaphor for the cyclical nature of life and the importance of moving forward, just as the sun rises and sets every day.

  • What does the teacher say to the students about using their knowledge to benefit others?

    -The teacher encourages the students to use their knowledge to help others, emphasizing the value of contributing positively to society.

  • Why does the student express gratitude to the teacher in the script?

    -The student thanks the teacher for the guidance and support received, highlighting the teacher's role in their academic and personal growth.

  • What is the context of the student's comment about not being able to finish medical school?

    -The student laments their inability to complete medical school due to financial constraints and a lack of support, indicating the challenges faced by some students in pursuing their dreams.

  • What does the script imply about the role of a teacher compared to a doctor?

    -The script draws a parallel between teachers and doctors, suggesting that both professions are about nurturing and healing, albeit in different ways—one through wisdom and the other through medical treatment.

  • How does the script describe the impact of a teacher's actions on their students?

    -The script implies that a teacher's actions can leave a lasting impression on their students, influencing their memories and lives long after they have passed away.

  • What is the message conveyed by the script about the importance of teachers in society?

    -The script conveys that teachers are vital in society as they not only impart knowledge but also guide and uplift their students when they are at a low point, acting as a beacon of hope and direction.

  • Why does the script mention the concept of 'Smooth Muscle' and 'str Muscle'?

    -These terms are likely part of a medical lecture within the script, indicating the educational content being delivered by the teacher to the students.

  • What does the script suggest about the student's motivation for wanting to become a doctor?

    -The script suggests that the student's motivation for becoming a doctor is to help and assist others, reflecting a compassionate and altruistic drive.

  • How does the script reflect on the idea of legacy and memory in relation to a person's life and actions?

    -The script reflects on the idea that a person's legacy and memory are shaped by their actions and how they treat others, with the suggestion that positive memories can outlive the individual.

Outlines

00:00

🌞 The Journey of a Teacher and Student

The paragraph opens with a song, symbolizing the cyclical nature of life and the importance of moving forward. It features a dialogue between a teacher and a student, where the student greets the teacher and they discuss the teacher's well-being. The teacher, who is also a doctor, is preparing for a class, using a human body model to teach students about Smooth Muscle and Striated Muscle. The student expresses a desire to become a doctor to help others but faces challenges such as lack of support from family and self-doubt. The teacher encourages the student, highlighting the importance of education and the role of teachers in guiding and supporting students.

05:03

🌟 The Legacy of a Teacher's Dedication

This paragraph continues the narrative with a focus on the teacher's perspective. The teacher reflects on the impact they have on their students, likening their role to a ship that guides and supports. The teacher acknowledges the challenges of their profession but finds joy in the healing process, both through imparting wisdom and through medical care. The teacher expresses a deep commitment to their role, even in the face of personal struggles, and the desire to continue teaching despite the absence of external validation. The paragraph concludes with a poignant message about the enduring nature of a teacher's influence, emphasizing the importance of respect and the legacy they leave behind.

Mindmap

Keywords

ðŸ’ĄTeacher

A teacher is an individual who imparts knowledge, skills, and values to students. In the context of the video, the teacher is portrayed as a guiding force, not only providing academic instruction but also moral support and inspiration. The script mentions a teacher who encourages students to move forward and use their knowledge for the benefit of others, highlighting the teacher's role in shaping future generations.

ðŸ’ĄStudent

A student is a learner who is engaged in studying and gaining knowledge, typically in an educational institution. The script features students who are learning about the human body and medical science, indicating their pursuit of becoming medical professionals. Their interactions with teachers and their own reflections on their goals and challenges are central to the video's narrative.

ðŸ’ĄKnowledge

Knowledge refers to the understanding, awareness, or familiarity gained through experience or education. The video underscores the importance of using knowledge to benefit others, as mentioned in the script where a teacher encourages students to use their knowledge for the greater good, reflecting the video's theme of education's purpose.

ðŸ’ĄSmooth Muscle

Smooth muscle is a type of muscle tissue found in the walls of internal organs and blood vessels, known for its involuntary contractions. In the script, the mention of smooth muscle is part of a medical lecture, illustrating the academic content that students are expected to learn and understand as part of their medical education.

ðŸ’ĄSkeletal Muscle

Skeletal muscle is the type of muscle attached to bones by tendons and is responsible for voluntary body movements. The script's reference to skeletal muscle, like smooth muscle, is part of the educational content provided by teachers to students, emphasizing the scientific knowledge that underpins their future medical careers.

ðŸ’ĄDoctor

A doctor is a qualified practitioner of medicine, trained to diagnose and treat diseases. The script includes aspirations to become a doctor, reflecting the video's focus on the medical profession and the desire to help others through medical expertise. The role of a doctor is seen as a noble pursuit, aiming to alleviate suffering and improve health.

ðŸ’ĄEducation

Education is the process of receiving or giving systematic instruction, especially at a school or university. The video's theme revolves around education, as it showcases teachers and students in an educational setting, with the script highlighting the imparting of knowledge and the development of skills necessary for professional success.

ðŸ’ĄInspiration

Inspiration refers to the process of being motivated or encouraged to do something, often by someone or something. The video's narrative includes instances where teachers inspire students to pursue their dreams and overcome obstacles, such as the student who aspires to be a doctor despite personal challenges.

ðŸ’ĄChallenge

A challenge is a task or situation that is difficult to do or deal with and tests someone's abilities. The script mentions personal and financial challenges faced by students, such as not having the support to complete their medical education, which adds depth to the video's portrayal of the struggles and resilience of those pursuing their dreams.

ðŸ’ĄSupport

Support in this context refers to the encouragement, help, or money given to someone to help them achieve something. The video script includes a student expressing the lack of support from family and others, which contrasts with the support provided by teachers and the educational environment, emphasizing the importance of support systems in educational and personal growth.

ðŸ’ĄMemory

Memory, as mentioned in the script, refers to the faculty by which the mind stores and remembers information. The video uses the concept of memory to reflect on the legacy one leaves behind, suggesting that the impact teachers have on their students is a form of lasting memory, highlighting the enduring influence of educators.

Highlights

Even in 100 years, the sun will still set and rise every day, reminding us to move forward and use our knowledge to benefit others.

A recurring message from the teacher: always strive to move forward and use your knowledge for the benefit of others.

Conversation between a student and a teacher, where the student expresses concern for the teacher's health.

The teacher is also a doctor, planning to return to work and help students despite being ill.

Students are introduced to the anatomy course, highlighting the importance of the subject in medical studies.

Discussion on different muscle types: Smooth Muscle and Striated Muscle.

A student struggles with self-doubt, questioning his ability to help others due to his own personal challenges.

The student expresses feelings of inadequacy, believing that even if he becomes a doctor, no one will be proud of him.

The narrative highlights the role of teachers, comparing them to more than just guides—they are also mentors who help students when they fall.

The story emphasizes the importance of moral values and leading by example, particularly in teaching.

A heartfelt moment as the student thanks the teacher, recognizing the guidance and support given.

A letter reveals the teacher's philosophy: the first place the dead go is into the memory of someone, with the quality of that memory depending on how they treated others in life.

The teacher reflects on the similarity between being a teacher and a doctor—both professions use their knowledge to heal others.

Despite no longer being alive, the teacher expresses a desire to continue being a teacher in spirit.

The students are asked to pay respect to the 'Great Teacher,' symbolizing the teacher's lasting impact.

Transcripts

play00:00

[āđ€āļžāļĨāļ‡]

play00:01

āļ­āļĩāļ 100 āļ›āļĩāļ‚āđ‰āļēāļ‡āļŦāļ™āđ‰āļēāļžāļĢāļ°āļ­āļēāļ—āļīāļ•āļĒāđŒāļāđ‡āļĒāļąāļ‡āļ•āļāđāļĨāđ‰āļ§

play00:04

āļāđ‡āļ‚āļķāđ‰āļ™āđƒāļŦāļĄāđˆāļ—āļļāļ

play00:06

āļ§āļąāļ™āđ€āļĢāļēāđ€āļ­āļ‡āļāđ‡āļ•āđ‰āļ­āļ‡āļāđ‰āļēāļ§āđ€āļ”āļīāļ™āđ„āļ›āļ‚āđ‰āļēāļ‡āļŦāļ™āđ‰āļēāđƒāļŠāđ‰

play00:11

āļ„āļ§āļēāļĄāļĢāļđāđ‰āļ—āļĩāđˆāļĄāļĩāļ—āļģāļ›āļĢāļ°āđ‚āļĒāļŠāļ™āđŒāđƒāļŦāđ‰āļāļąāļšāļœāļđāđ‰āļ­āļ·āđˆāļ™āļ™āļĩāđˆ

play00:15

āļ„āļ·āļ­āļ„āļģāļžāļđāļ”āļ‚āļ­āļ‡āļ„āļĢāļđāļ—āļĩāđˆāļšāļ­āļāļžāļ§āļāđ€āļĢāļē

play00:17

[āđ€āļžāļĨāļ‡]

play00:21

āđ€āļŠāļĄāļ­āļ­āđ‰āļēāļ§āļŦāļĄāļ­āļ™āļāļŠāļ§āļąāļŠāļ”āļĩāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāđ€āļ›āđ‡āļ™āđ„āļ‡

play00:25

āļšāđ‰āļēāļ‡āļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāļ§āđˆāļēāļ­āļēāļˆāļēāļĢāļĒāđŒāļŦāļēāļĒāļ”āļĩāđāļĨāđ‰āļ§āļ­āļœāļĨ

play00:27

āđāļŦāļšāļĄāļąāļ™āļ­āļēāļˆāļēāļĢāļĒāđŒāđ€āļ›āđ‡āļ™āļŦāļĄāļ­āđ€āļŦāļĄāļ·āļ­āļ™āļāļąāļ™āļˆāļ°āļāļĨāļąāļšāđ„āļ›

play00:30

āļ­āļ­āļāļ‚āđ‰āļēāļŠāļ­āļšāđƒāļŦāđ‰āđ€āļ”āđ‡āļāļ„āļĢāļąāļšāđāļ™āļ°āļ„āļĢāļąāļšāļĄāļēāļĒāļœāļĄāļŠāļ§āļĒ

play00:34

āđ€āļ”āļĩāđ‹āļĒāļ§āļŠāđˆāļ§āļĒāļ™āļīāļ”āļ™āļķāļ‡āļ™āļ°

play00:36

āļ„āļĢāļąāļšāđ€āļŠāļ™āļ°āļ„āļ‚āļ­āļšāļ„āļļāļ“

play00:47

āļ‚āļ­āļšāļ„āļļāļ“āđ€āļŪāđ‰āļ­āđ€āļ—āļ™āđ‚āļ”āļ­āļīāļīāļĄāļąāļ™āļ‚āļēāļ”āđ€āļ™āļ”āļ­āđāļŦāļĄāļŠāļĄāļāđ‡āđ€āļ›āđ‡āļ™

play00:54

āļ­āļēāļˆāļēāļĢāļĒāđŒāļ­āļēāļ•āļĩāđˆāđ€āļĨāļĒāļ™āļ°

play00:57

āļ„āļ°āļ‚āļ­āđ‚āļ—āļĐāļ™āļ°āļ„āļ°āļ„āļļāļ“āļŦāļĄāļ­āļĒāļēāđ€āļĒāļĩāđˆāļĒāļĄāđāļĨāđ‰āļ§āļ„āđˆāļ°āđ‚āļ­āđ€āļ„āļžāļąāļ

play01:02

āļœāđˆāļ­āļ™āđ€āļĒāļ­āļ°āđ†āļ™āļ°āļ„āļ°āļ­āļēāļˆāļēāļĢāļĒāđŒāļ„āļĢāļąāļšāđ€āļ”āļĩāđ‹āļĒāļ§āļžāļšāļœāļĄāđ„āļ›

play01:04

āđāļĨāđ‰āļ§āļ„āļĢāļąāļšāļŠāļ§āļąāļŠāļ”āļĩāļ„āļĢāļąāļšāļšāđŠāļēāļĒāļšāļēāļĒāļ™āļ°āļ„āļĢāļąāļš

play01:09

āļ­āļēāļˆāļēāļĢāļĒāđŒāđ„āļ”āđ‰āđ€āļ§āļĨāļēāļžāļąāļāļ­āļĒāļ™āļ°āļ„āļ°āļ‚āļ­āļšāļ„āļļāļ“

play01:16

[āđ€āļžāļĨāļ‡]

play01:21

āļ„āļĢāļąāļšāļ™āļąāļāļĻāļķāļāļĐāļēāļ™āļąāļāļĻāļķāļāļĐāļēāļŦāđ‰āļ­āļ‡āļ„āļēāļĒāļ§āļīāļžāļēāļāļĐāđŒāļ­āļĒāļđāđˆ

play01:25

āļ‚āđ‰āļēāļ‡āļšāļ™

play01:26

āļ™āļĩāđ‰āļ§āļąāļ™āļ™āļĩāđ‰āļ™āļ°āļ„āļĢāļąāļšāđ€āļ›āđ‡āļ™āļ§āļąāļ™āđāļĢāļāļ—āļĩāđˆāļ™āļąāļāļĻāļķāļāļĐāļē

play01:31

āđāļžāļ—āļĒāđŒāļāļĢāļĢāļĄāļĻāļķāļāļĐāļēāļ§āļīāļŠāļēāļāļēāļĒāļ§āļīāļ āļēāļ„āļĻāļēāļŠāļ•āļĢāđŒāđ‚āļ”āļĒ

play01:35

āļ­āļēāļĻāļąāļĒāļĢāđˆāļēāļ‡āļāļēāļĒāļ‚āļ­āļ‡āļ­āļēāļˆāļēāļĢāļĒāđŒ

play01:38

[āđ€āļžāļĨāļ‡]

play01:44

āļŦāļĒāđˆāļēāļŦāļēāđ€āļˆāļ­āļĄāļĒāđ„āļĄāđˆāđāļ™āđˆāđƒāļˆāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāļ™āļĩāđˆāļŠāļĩāļ„āđˆāļģ

play01:49

āđƒāļŠāđˆāļĄāļ„āļĢāļąāļšāđ€āļ™āļĩāđˆāļĒāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāđ€āļ­āļēāđ„āļ›āļ—āļģāļ­āļ°āđ„āļĢāļ„āļĢāļąāļš

play01:52

āđ€āļ­āļēāđ„āļ›āļŠāļ­āļ™āļŦāļ™āļąāļ‡āļŠāļ·āļ­āđ€āļĢāļēāļˆāļ°āđāļšāđˆāļ‡āđ€āļ›āđ‡āļ™ 2 āļ­āļĒāđˆāļēāļ‡āļ„āļ·āļ­

play01:56

Smooth Muscle āļāļąāļš str Muscle

play02:02

āļ„āļĢāļąāļšāđ€āļĄāļ·āļ­āđ„āļ›āđ€āļ—āļĩāđˆāļĒāļ§āđ„āļŦāļ™āļĄāļē

play02:07

āļŦāđ‰āļ°āļœāļĄāļŠāļ­āļšāđ€āļ˜āļ­āđ„āļĄāđˆāļ”āļĩāđ€āļĨāļĒāļ™āļ°āđ€āļ˜āļ­āļĄāļĩāļ›āļąāļāļŦāļēāļ­āļ°āđ„āļĢāļŦāļĢāļ·āļ­

play02:16

āđ€āļ›āļĨāđˆāļēāđ€āļ­āđ‰āļ­āļ™āđ„āļ›āđ„āļŦāļ™āļ­āđˆāļ°āļ­āđ‰āļēāļ§āđ„āļĄāđˆāļĢāļđāđ‰āļ”āļī

play02:23

āļˆāļ°

play02:25

āļ™āļīāļ•āļīāļ„āļĢāļąāļšāđ€āļ‚āļēāļĒ

play02:31

[āļ›āļĢāļšāļĄāļ·āļ­]

play02:31

[āđ€āļžāļĨāļ‡]

play02:39

āļ™āļžāļ—āļģāđ„āļĄāđ„āļĄāđˆāđ„āļ›

play02:42

āđ€āļĢāļĩāļĒāļ™āđ„āļŦāļ™āļ°āļ­āļĒāļēāļāđ€āļ›āđ‡āļ™āļŦāļĄāļ­āļ­āļĒāļēāļāļŠāđˆāļ§āļĒāđ€āļŦāļĨāļ·āļ­āļ„āļ™

play02:47

[āđ€āļžāļĨāļ‡]

play02:49

āđ„āļ‡āļœāļĄāđ€āļ™āļĩāđˆāļĒ

play02:52

āļ™āļ°āļŠāļ āļēāļžāđāļšāļšāđ€āđāļŦāļĨāļ°āļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāļ—āļĩāđˆāļˆāļ°āļŠāđˆāļ§āļĒāđ€āļŦāļĨāļ·āļ­

play02:55

āļ„āļ™āļ•āļąāļ§āļœāļĄāđ€āļ­āļ‡āļœāļĄāļĒāļąāļ‡āđ„āļĄāđˆāļĢāļ­āļ”āđ€āļĨāļĒ

play02:58

āļ„āļĢāļąāļšāļžāđˆāļ­āđāļĄāđˆāļœāļĄāļāđ‡āđ„āļĄāđˆāļĄāļĩāļ•āđˆāļ­āđƒāļŦāđ‰āļœāļĄāļˆāļšāđ€āļ›āđ‡āļ™āļŦāļĄāļ­āđ„āļ”āđ‰

play03:02

āđ€āļ™āļĩāđˆāļĒāļ™āļ°āđ„āļĄāđˆāļĄāļĩāđƒāļ„āļĢāļĄāļēāļ āļđāļĄāļīāđƒāļˆāļāļąāļšāļœāļĄāļŦāļĢāļ­āļāļ„āļĢāļąāļš

play03:05

āļ­āļēāļˆāļēāļĢāļĒāđŒāđ€āļ™āļĩāđˆāļĒāļˆāļ°āļ āļđāļĄāļī

play03:07

[āđ€āļžāļĨāļ‡]

play03:14

āđƒāļˆāļĢāļļāļ‡āļ™āļĩāđ‰āļĄāļĩāđ€āļĢāļĩāļĒāļ™

play03:16

[āđ€āļžāļĨāļ‡]

play03:27

āļ™āļ°āļ™āđˆāļēāļĄāļēāđāļĨāđ‰āļ§

play03:30

āļ—āļĩāđˆāđ€āļĢāļēāđ„āļ”āđ‰āļĒāļīāļ™āļ„āļ™āđ€āļ›āļĢāļĩāļĒāļšāđ€āļ›āļĒāļ­āļēāļŠāļĩāļžāļ„āļĢāļđāļ§āđˆāļēāđ€āļ›āđ‡āļ™

play03:34

āđ€āļŦāļĄāļ·āļ­āļ™āđ€āļĢāļ·āļ­

play03:35

[āđ€āļžāļĨāļ‡]

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āļˆāđ‰āļēāļ‡āļˆāļĢāļīāļ‡āđ†āđāļĨāđ‰āļ§āļ„āļĢāļđāļ—āļģāļĄāļēāļāļāļ§āđˆāļē

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āļ™āļąāđ‰āļ™āļ„āļĢāļđāđ„āļĄāđˆāđƒāļŠāđˆāđāļ„āđˆāļŠāđˆāļ‡āļŠāļīāļ—āļ˜āļīāđŒāđƒāļŦāđ‰āļ–āļķāļ‡

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āļāļąāđāļ•āđˆāļĒāļąāļ‡āļ„āļ­āļĒāļ”āļķāļ‡āđ€āļĢāļēāļ‚āļķāđ‰āļ™āļĄāļēāđ€āļĄāļ·āđˆāļ­āđ€āļĢāļēāļĨāļđāđ‰āļ—āļĩāđˆ

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āļ™āļĩāđˆāļ™āļ°āļ‹āļķāđˆāļ‡āļˆāļ°āļĄāļĩāļĢāđŒāļĨāļ‡āļĄāļēāļāļąāļ™āļ™āļ°āđ€āļ•āļ·āļ­āļ™āļŠāļ•āļīāđƒāļŦāđ‰āđ€āļ”āļīāļ™

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āđ„āļ›āđƒāļ™āļ—āļēāļ‡āļ—āļĩāđˆāļ–āļđāļ

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āļ•āđ‰āļ­āļ‡āļĢāļđāđ‰āļāđˆāļ­āļ™āļ§āđˆāļēāļĄāļąāļ™āđāļ›āļĨāļ§āđˆāļēāļ­āļ°āđ„āļĢāļ™āļāđˆāļēāđāļ›āļĨāļ§āđˆāļē

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[āđ€āļžāļĨāļ‡]

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āļĨāļīāļˆāļąāļāļĢāļĒāļēāļ™

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āļŦāļēāļĒāđ€āļˆāļąāļšāļāđ‡

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āđ„āļ”āđ‰āđāļĨāļ°āļ›āļĨāļđāļāļŸāļąāļ‡āļ„āļļāļ“āļ˜āļĢāļĢāļ‚āļ­āļ‡āļāļēāļĢāđƒāļŦāđ‰āļ”āđ‰āļ§āļĒāļāļēāļĢāļ—āļģ

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āđƒāļŦāđ‰āđ€āļŦāđ‡āļ™āđ€āļ›āđ‡āļ™āđāļšāļšāļ­āļĒāđˆāļēāļ‡

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[āļ›āļĢāļšāļĄāļ·āļ­]

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[āđ€āļžāļĨāļ‡]

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[āđ€āļžāļĨāļ‡]

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āļŸāļąāļ‡āļ‚āļ­āļ‡āļ”āļđāđāļĨāđ‰āļ§āđ„āļĄāđˆāđ„āļ”āđ‰āļĄāļĩāđ€āļ‚āđ‰āļēāļ‡āļ‚āļ§āļēāļāļ­āļ‡āļ‚āđ‰āļēāļ‡āļ‹āđ‰āļēāļĒ

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[āđ€āļžāļĨāļ‡]

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[āđ€āļžāļĨāļ‡]

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āļ™āļ°āļ­āļēāļˆāļēāļĢāļĒāđŒāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāļ„āļĢāļąāļš

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āđ€

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[āļ›āļĢāļšāļĄāļ·āļ­]

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[āđ€āļžāļĨāļ‡]

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āļ‚āļ­āļ„āđ€āļĨāļĒāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāļœāļĄāđ„āļ”āđ‰āļļāđˆāļ™āļ™āļ°āļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒ

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āļ­āļēāļˆāļēāļĢāļĒāļ‚āļ­āļšāļ„āļļāļ“

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[āđ€āļžāļĨāļ‡]

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āļ„āļĢāļąāļšāļŠāļ āļēāļžāđāļšāļšāđ€āđāļŦāļĨāļ°āļ„āļĢāļąāļšāļ—āļĩāđˆāļˆāļ°āđ„āļ›āļŠāđˆāļ§āļĒāđ€āļŦāļĨāļ·āļ­āļ„āļ™

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āļ•āļąāļ§āļœāļĄāđ€āļ­āļ‡āļœāļĄāļĒāļąāļ‡āđ„āļĄāđˆāļĢāļ­āļ”āđ€āļĨāļĒ

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āļ„āļĢāļąāļšāļžāđˆāļ­āđāļĄāđˆāļœāļĄāļāđ‡āđ„āļĄāđˆ

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āļĄāļĩāļ•āđˆāļ­āđƒāļŦāđ‰āļœāļĄāļˆāļšāđ€āļ›āđ‡āļ™āļŦāļĄāļ­āđ„āļ”āđ‰āđ€āļ™āļĩāđˆāļĒāļ™āļ°āđ„āļĄāđˆāļĄāļĩāđƒāļ„āļĢāļĄāļē

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āļ āļđāļĄāļīāđƒāļˆāļāļąāļšāļœāļĄāļŦāļĢāļ­āļāļ„āļĢāļąāļšāļ­āļēāļˆāļēāļĢāļĒāđŒāđ€āļ™āļĩāđˆāļĒāļˆāļ°āļ āļđāļĄāļī

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[āđ€āļžāļĨāļ‡]

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āđƒāļˆ

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āļŦāļ™āļ§

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[āļ›āļĢāļšāļĄāļ·āļ­]

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[āđ€āļžāļĨāļ‡]

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āļ„āļļāļ“āļŦāļĄāļ­

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āļ„āļ°āļ‚āļ­

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āļ„āļĢāļąāļš

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āļ™āļžāđ€āļĄāļ·āđˆāļ­āļˆāļ”āļŦāļĄāļēāļĒāļ‰āļšāļąāļšāļ™āļĩāđ‰āļ–āļķāļ‡āļĄāļ·āļ­āļ™āļžāļ„āļĢāļđāļ„āļ‡āļˆāļēāļāđ„āļ›

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āđāļĨāđ‰āļ§āđāļĨāļ°āļ™āļąāđˆāļ™āļ—āļģāđƒāļŦāđ‰āđƒāļŦāđ‰āļ„āļĢāļđāļšāļ­āļāļ™āļžāđ„āļ”āđ‰āļ§āđˆāļēāļ—āļĩāđˆāđāļĢāļ

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āļ—āļĩāđˆāļ„āļ™āļ•āļēāļĒāļˆāļ°āđ€āļ”āļīāļ™āļ—āļēāļ‡āđ„āļ›āļ–āļķāļ‡āļ„āļ·āļ­āļāļēāļĢāđ„āļ”āđ‰āđ€āļ‚āđ‰āļēāđ„āļ›

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āļ­āļĒāļđāđˆāđƒāļ™āļ„āļ§āļēāļĄāļ—āļĢāļ‡āļˆāļģāļ‚āļ­āļ‡āđƒāļ„āļĢāļŠāļąāļāļ„āļ™āđāļ•āđˆāļˆāļ°āđ€āļ›āđ‡āļ™āļ„āļ§āļēāļĄ

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āļ—āļĢāļ‡āļˆāļģāļ—āļĩāđˆāļ”āļĩāļŦāļĢāļ·āļ­āđ„āļĄāđˆāļ‚āļķāđ‰āļ™āļāļąāļšāļŠāļīāđˆāļ‡āļ—āļĩāđˆāđ€āļĢāļē

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āļ›āļāļīāļšāļąāļ•āļīāļāļąāļšāļ„āļ™āđ†āļ™āļąāđ‰āļ™āļ‚āļ“āļ°āļ—āļĩāđˆāļĄāļĩāļŠāļĩāļ§āļīāļ•

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āļ­āļĒāļđāđˆāļ•āļĨāļ­āļ”āļŠāļĩāļ§āļīāļ•āļĄāļąāļāļˆāļ°āļĄāļĩāļ„āļ™āļ–āļēāļĄāļ§āđˆāļēāļ„āļĢāļđāđ€āļĢāļĩāļĒāļ™āļŦāļĄāļ­

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āđāļ•āđˆāļ—āļģāđ„āļĄāļĄāļēāđ€āļ›āđ‡āļ™

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āļ„āļĢāļđāļˆāļĢāļīāļ‡āđ†āļ­āļēāļŠāļĩāļžāļ„āļĢāļđāļāļąāļšāļŦāļĄāļ­āļ™āđˆāļ°āđ€āļŦāļĄāļ·āļ­āļ™āļāļąāļ™āļ­āļĒāļđāđˆ

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āļ­āļĒāđˆāļēāļ‡āļŦāļ™āļķāđˆāļ‡āļ„āļ·āļ­āđƒāļŠāđ‰āļ„āļ§āļēāļĄāļĢāļđāđ‰āļ—āļĩāđˆāļĄāļĩāļ­āļĒāļđāđˆāļĢāļąāļāļĐāļē

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āļœāļđāđ‰āļ­āļ·āđˆāļ™āļ„āļĢāļđāļĢāļąāļāļĐāļēāļ”āđ‰āļ§āļĒāļāļēāļĢāđƒāļŦāđ‰āļŠāļ•āļīāļ›āļąāļāļāļēāļŠāđˆāļ§āļ™

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āļŦāļĄāļ­āļāđ‡āļĢāļąāļāļĐāļēāļ”āđ‰āļ§āļĒāļāļēāļĢāđāļžāļ—āļĒāđ€āļĄāļ·āđˆāļ­āđ€āļŦāđ‡āļ™āļ„āļ™āļ—āļĩāđˆāđ€āļĢāļē

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āļĢāļąāļāļĐāļēāļ”āļĩāļ‚āļķāđ‰āļ™āđ€āļĢāļēāļāđ‡āļĄāļĩāļ„āļ§āļēāļĄāļŠāļļāļ‚āđ„āļ›āļ”āđ‰āļ§āļĒāļ™āļĩāđˆāđ€āļ›āđ‡āļ™

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āđ€āļŦāļ•āļļāļœāļĨāļ—āļĩāđˆāļ„āļĢāļđāđ€āļ›āđ‡āļ™āļ„āļĢāļđāļĄāļēāļ•āļĨāļ­āļ”

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āļŠāļĩāļ§āļīāļ•āđāļĨāļ°āđāļĄāđ‰āđ„āļĄāđˆāļĄāļĩāļĨāļĄāļŦāļēāļĒ

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[āđ€āļžāļĨāļ‡]

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āđƒāļˆāļāđ‡āļĒāļąāļ‡āļ­āļĒāļēāļāđ€āļ›āđ‡āļ™āļ„āļĢāļđāļ•āđˆāļ­

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āđ„āļ›āļāļēāļāļŦāļĄāļ­āļ™āļāļ”āđ‰āļ§āļĒ

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[āđ€āļžāļĨāļ‡]

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āļ™āļ°āļ—āļģāļ„āļ§āļēāļĄāđ€āļ„āļēāļĢāļžāļ­āļēāļˆāļēāļĢāļĒāđŒāđƒāļŦāļāđˆ

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[āđ€āļžāļĨāļ‡]

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āļ„āļĢāļąāļšāđ€

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[āđ€āļžāļĨāļ‡]

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[āđ€āļžāļĨāļ‡]

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