Professor Lidenbrock, his nephew Axel, and their guide Hans descended into the crater of the extinct volcano Mount Sneffels, hoping to find a passage to the center of the Earth. At the bottom of the crater they encountered three chimney passages. Unable to determine which passage the ancient explorer Arne Saknussemm had taken, they randomly chose the eastern path to begin their journey.
The science behind journey to the center of the earthMarcus 2012
http://marcusvannini2012.blogspot.com/
http://www.marcusmoon2022.org/designcontest.htm
Shoot for the moon and if you miss you'll land among the stars...
Group2animation12ilocano (by group 2, 12-Modeller in 21st century)angeloganitnit
Ilocano literature is one of the most vibrant Filipino literatures throughout the ages. Ilocano regions are also one of the most active tributaries in the Philippine literature next to Cebuano, Bikol, Hiligaynon, Pamapangainense, and Tagalog.
http://southwoodgroup.org/elderpoetic-edda/
Elder Edda is a collection of Old Norse poems collected in the medieval manuscript Codex Regius in Iceland. It is the most valuable surviving source of German legends and Norse mythology, along with the Prose Edda. Among the prominent figures in the literary genre that were influenced by the Edda are Karin Boye, JRR Tolkien, August Strindberg, Ezra Pound and Vilhelm Ekelund.
Codex Regius was believed to be composed some time within the 13th century but its whereabouts were unknown before its discovery in 1643 in the possession of Bishop Brynjolfur Sveinsson of Skalholt (around this time, the Prose/Younger Edda was already popular, leading scholars to presume the existence of an older Edda because the Prose frequently quotes from poems). Brynjolfur was the one who sent the codex to a Danish king then it was stored in the Royal Library of Copenhagen for many centuries. It was not returned to Iceland until 1971.
Like most of the ancient poetry, Eddic poems are known to be ministrel poems (medieval musicians passing songs and poems orally from and to other singers). According to Brynjolfur, the author was Saemundr the Learned, a 12th century priest in Iceland but this is disputed by scholars. The poems did not have attributions to any author but strongly believed to be the work of separate poets due to their specific characteristics.
Determining the date of the poems has yet to have a definite conclusion along with the dilemma of identifying just where exactly they were created.
The science behind journey to the center of the earthMarcus 2012
http://marcusvannini2012.blogspot.com/
http://www.marcusmoon2022.org/designcontest.htm
Shoot for the moon and if you miss you'll land among the stars...
Group2animation12ilocano (by group 2, 12-Modeller in 21st century)angeloganitnit
Ilocano literature is one of the most vibrant Filipino literatures throughout the ages. Ilocano regions are also one of the most active tributaries in the Philippine literature next to Cebuano, Bikol, Hiligaynon, Pamapangainense, and Tagalog.
http://southwoodgroup.org/elderpoetic-edda/
Elder Edda is a collection of Old Norse poems collected in the medieval manuscript Codex Regius in Iceland. It is the most valuable surviving source of German legends and Norse mythology, along with the Prose Edda. Among the prominent figures in the literary genre that were influenced by the Edda are Karin Boye, JRR Tolkien, August Strindberg, Ezra Pound and Vilhelm Ekelund.
Codex Regius was believed to be composed some time within the 13th century but its whereabouts were unknown before its discovery in 1643 in the possession of Bishop Brynjolfur Sveinsson of Skalholt (around this time, the Prose/Younger Edda was already popular, leading scholars to presume the existence of an older Edda because the Prose frequently quotes from poems). Brynjolfur was the one who sent the codex to a Danish king then it was stored in the Royal Library of Copenhagen for many centuries. It was not returned to Iceland until 1971.
Like most of the ancient poetry, Eddic poems are known to be ministrel poems (medieval musicians passing songs and poems orally from and to other singers). According to Brynjolfur, the author was Saemundr the Learned, a 12th century priest in Iceland but this is disputed by scholars. The poems did not have attributions to any author but strongly believed to be the work of separate poets due to their specific characteristics.
Determining the date of the poems has yet to have a definite conclusion along with the dilemma of identifying just where exactly they were created.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Model Attribute Check Company Auto PropertyCeline George
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Journey to the CENTRE of the Earth
رحلة إلى مركز ا لرض
Professor Lidenbrock بروفيسور ليدنبروك: عالم و جيولوجى مشهور و هو عم أكسل
Axel . أكسل: شاب يعيش مع عمه ليدنبروك بعد وفاة والديه و يساعده فى عمله
Martha . مارثا: طباخة البروفيسور
Hans . هانز: مرشد الرحلة من أيسلندا
Dr. Fridrikson . دكتور فريد ريكسون: عالم من أيسلندا
Hamburg . هامبورج: مدينة فى ألمانيا
Iceland . أيسلندا: جزيرة فى شمال أوروبا
Reykjavik . ريكيافك: عاصمة أيسلندا
Sneffels . سنيفل: بركان خامد فى أيسلندا
Scartaris . سكارترس: جبل عالى فى أيسلندا
Copenhagen . كوبنهاجن: عاصمة الدانمارك
(1) Professor Lidenbrock ب روفيسور ل يدنبروك
(2) Axel أ كســل
(3) Martha مــارثــا
-1-
شخصيات
القصة
sretcarahc ehT
الماكن
secalP
sretcarahc ehT الشخصيات
suomaf a saw eH ىe جv وa ولg ج ي e H .ع الم
.grubm saeHru tfcoe yttisrevinU ا تeرh ضt ح ا t مa
wonk eH .grubmaH
rehtO .tsitneics
saw eH .mih morf
s’kcorbnediL saw eH stnerap sih خ n لeا hنw ه, أ ب d ديeلi واd
evil ot emac eh ــs بـi h ور eخb ف
tnatsissa s’elcnu .مساعد
rosseforp saw ehS syawla saw خ ة eاh طب s
tuoba deirrow
2. (4) Hans هــانــز
(5) Dr. Fridrikson د. فريدريكسون
Chapter (1)
Vocabulary
late متأخر professor أستاذ جامعى
excited منفعل worried قلق
upstairs دور أعلى exclaimed صاح
fantastic رائع translation ترجمة
Icelandic أيسلندى century قرن
parchment جلد للكتابة runes حروف أيسلندية قديمة
proud فخور geology الجيولوجيا
Assistant مساعد Puzzled متحير
Chapter (1)
Continue Vocabulary
study حجرة المكتب immediately فى الحال
rushed اندفع stare يحملق
mixed up مختلط secret code شفرة سرية
a magnifying glass عدسة مكبرة find out يكتشف
impatiently يضيق صدر lecture محاضرة
geologist عالم جيولوجيى make no sense أغلق الباب بعنف
-2-
rosseforp koHote e wHa .sd an aglueicdIe m شد o رr م f
selffenS ot lexA dna
ohw nam gib a s ضaw ا لر e زH .م رك
rosseforp ehT .hcum
rosseforp eh نt ع يoم t
tsitneics a saw eH
detseretni saw
rosseforp eht dlot
lufpleh yrev saw e ةH .ف وه
3. fist قبضة اليد starve يموت جوعا
Summary
PROFESSOR Lidenbrock came home early and he was very
excited. He entered his room and looked at an old book. This was a
translation of a famous Icelandic book. A piece of parchment fell out of
the book. It was written in runes. Professor Lidenbrock couldn’t
understand its writing. He called his nephew أبن أخيه Axel who was his
assistant. He told him that the book and parchment were not written in
the same handwriting لم يم كتابتهم بنفس الخط . He thought that the parchment
was written by a famous Icelandic scientist called Arne Sacknussemm
who wanted to hide his discovery. But professor Lidenbrock insisted
أصر on discovering the secret اكتشاف السر
Questions and Answers
أ سئلة و إجاباتها
1-What was professor Lidenbrock?
- A famous scientist and geologist.
2-Who was Axel?
- He was the professor’s nephew .أبن أخوه
3-Why did Axel live with his uncle?
- Because his parents died.
4-What did the professor find in the book?
- A parchment.
5-How was the parchment written?
- In Runes.
6-Who was Snori Sturlasson?
- The writer of the old book.
7-Why did the professor use a magnifying glass? عدسة مكبرة
- To make the letters bigger.
8-What was Axel proud of?
- To be assistant of his uncle.
Complete: - أكمل
1- Professor Lidenbrock worked as …………….
2- Axel lived with his uncle when ………………
3- The old book was a translation of …………….
4- To make the letter bigger the professor …………….
5- The professor couldn’t read the parchment because ……
-3-
4. Answer: - جاوب بنفسك
1- Where did the professor give lectures?
2- Who was Martha?
3- What was Runes?
4- Why couldn’t the professor read the parchment?
5- How old was the book?
Chapter (2)
Vocabulary
arrange يرتب form يكون
impossible مستحيل combination مجموعة
make sense يعطى معنى breathe يتنفس
fan يهوى secret code شفرة سرية
calm down يهدأ spread ينشر
brave شجاع return يعود
burn يحرق couch أريكة
stare يحدق footsteps أثار أقدام
surely بالتأكيد put on يرتدى
crater فوهة بركان shadow ظل
moments لحظات surprised مندهش
pack يحزم أمتعته danger خطر
kindly بلطف clever ماهر
forget ينسى atlas أطلس الخرائط
bookshelf رف الكتب mountain جبل
die of يموت بسبب volcano بركان
extinct خامد excited يثور
Summary
Axel tried to study the parchment. He saw some Latin words
which he knew. Then he has broken the secret code حل الشفرة and
understood all of it.
Axel didn’t want to tell his uncle that he understood what was
written on the parchment because his uncle would go to the dangerous
journey and take Axel with him. He thought of burning حرق the
parchment, but he felt sorry of his uncle and so, told him that he knew
the secret of the parchment. He jumped to his feet. He told Axel to
bring him the Atlas and to pack the box. He decided to go to Iceland
and then to Sneffles, the volcano. He told Axel to go with him.
-4-
5. Questions and Answers
1-Who broke the secret code?
- Axel.
2-How did Axel break the secret code?
- When he was fanning himself يهوى لنفسه he saw some Latin
words.
3-What was the secret message?
- To go to the centre of the Earth through the crater فوهة of
Sneffles.
4-Why didn’t Axel burn the parchment?
- Because his uncle entered the room suddenly.
5-What is Sneffles?
- It is an extinct volcano .بركان خامد
Complete - : أكمل
1- Axel was able to break the secret code when ……….
2- He was about to burn the parchment when ……….
3- Axel told the professor about his discovery because ……
4- Sneffles was ……….……….
Answers yourself - : أجب بنفسك
1- What did Axel see on the book?
2- Why did Axel want to give up the journey?
3- Why was Axel against going on a journey to the centre of the
Earth?
4- What is Scarataris?
5- How did Axel and the professor feel about the journey?
Chapter (3)
Vocabulary
tools أدوات scientific علمى
instruments أدوات nod يومئ برأسه
cellar سرداب farther أبعد
set off يبدأ رحلة steamer باخرة
Danish دانمركى letter of introduction خطاب توصية
lonely منعزل inlet خليج/ قناة مائية
-5-
6. tide المد Icelanders اليسلنديون
beds of lava أحواض من حمم البراكين twisted ملفوف
shape شكل springs ينابيع مياه
bare rocks صخور ملساء base قاعدة
rough خشن/ هائج seasick مصاب بدوار البحر
voyage رحلة بحرية excited مثار
explore يستكشف immediately فى الحال
erupt ( يثور (البركان see off يودع
the countryside الريف path ممر
bleak كئيب fears مخاوف
prove يبرهن explosion انفجار
rocket صاروخ thin air هواء مخلخل
camp يعسكر spread out انتشر
view منظر cone مخروط
descend ينزل chimney شق طولى فى الجبل
Summary
Professor Lidenbrock and Axel packed guns, tools and
instruments into their boxes. Then they set off on their journey. They
reached Copenhagen. A Danish scientist gave them letters of
introduction to Dr. Fridrikson. Dr. Fridrikson told them that Iceland
had many volcanoes which hat not been explored. He told them that
Sneffels had not erupted for the last six hundred years. A guide called
Hans would take them to Sneffels. They left Reykjavik the capital of
Iceland, and crossed the countryside. The Icelanders were helpful and
kind to them. They climbed Sneffels. They reached its top and camped
at the edge of the crater. عسكروا على حافة الفوهة
It was very big and they used ropes to descend. At the bottom of
the crater there were chimneys.
Professor Lidenbrock and Axel had to discover which of the tree
chimneys Arne Saknussemm had descended.
Questions and Answer
E What did Axel and his uncle prepare for the journey?
- Guns, tools, scientific instruments, food and drink.
E How did Axel and the professor travel to Copenhagen?
- By steamer.
E How was Dr. Fridrikson helpful to Lidenbrock?
- He arranged for a guide called Hans.
-6-
7. E Describe Hans?
- He was a big man moved slowly and didn’t say very much.
E How did the Icelanders help them?
- They gave them food and drink without any money.
E What terrible dream did Axel have about Sneffels?
- He was inside a volcano there was a great explosion.
E How was the crater of Sneffels like?
- It was like an ice-ream cone.
E How did they descend the crater?
- By using ropes.
Complete - : أكمل
1- In Copenhagen they met ……..
2- Hans was ………..
3- Axel’s great fear was that ………..
4- At the bottom of the crater there were ………
5- The three men couldn’t choose the right chimney because
…………
Answer by yourself جاوب بنفسك
1- How did they travel to Iceland?
2- Why did Dr. Fridrikson send Hans with Lidenbrock and
Axel?
3- How many chimneys were there at the bottom of the crater?
4- Why was it harder to breathe on the mountain?
5- Why couldn’t they choose the right chimney?
Chapter (4)
Vocabulary
delay تأخير clouds سحب
bright ساطع shadow ظل
descend يهبط tie يربط
rope حبل lean يستند على
supplies مؤن turn دور
edge حافة stick out يبرز
loose rocks صخور مفككة depth عمق
-7-
8. narrower أضيق hardly بالكاد
descent نزول exhausted منهك
argue يجادل lay رقد
sparkle يتللأ peaceful هادئ/ سالم
stage مرحلة main رئيسى
magnificent رائع straggle يقاوم
cry out يصرخ electric torch مصباح كهربائى
Chapter (4)
Continue Vocabulary
plenty وفير worry يقلق
expect يتوقع spring ينبوع
divide ينقسم hesitate يتردد
eastern path ممر شرقى western path ممر غربى
Summary
On June 28th the shadow of scartaris fell on the muddle of the
three chimneys. They prepared to descend the chimney. They tied a
long rope to the edge of the chimney and they descended carefully. At
the bottom of the chimney it was getting darker, it had been along and
tiring descent, and they were exhausted. Professor Lidenbrock said
that the centre of the Earth couldn’t be hot as all scientists thought.
They entered a small passage that led off to the right. When they left
the main chimney, they saw the sky of Iceland for the last time.
They saw the lava that had flowed through the passage and
formed strange shapes. They were in a cave and there was plenty of air
in it. Axel didn’t know where the air had come from. He was worried
because they had used about hale of their water.
At the end of the passage, there were two paths, one going east,
the other going west. Professor Lidenbrock took the eastern path and
Axel and Hans followed him.
Questions and Answers
أسئلة و إجاباتها
E How long did the three men wait for the sunshine?
- 3 days.
E On which chimney did the shadow of scartaris fall?
- The middle one.
-8-
9. E What did the rocks prove أثبتت to the professor.
- The centre of the Earth couldn’t be hot.
E Which of the paths did the three men enter?
- They entered the eastern path.
E What was strange in the cave?
- There was a wind.
E Was it an easy descent ? نزول سهل
- No, it was a long and tiring descent.
Complete - : أكمل
1- Axel was worried because ……….
2- The rocks of the chimney proved that ……….
3- The lava rocks looked like ……….
4- The water was a problem because …………
Answer by yourself: -
1- How did Hans lower the supplies and the tools?
2- What was strange about the bottom of the chimney?
3- How were the lava rocks around them?
4- How could they find their way in the dark?
Chapter (5)
Vocabulary
realise يدرك preserved محفوظ
rod يومى برأسه shell صدفة
insect حشرة coal فحم
whole trees أشجار كاملة blank مستوى
crossroads مفترق الطرق lips شفاه
save يوفر give up يقلع عن
persuade يقنع dread fully thirsty ظمآن للغاية
pickaxe فأس impatient متلهف
jet نافورة hissing sound صوت صفير
Chapter (5)
Continue Vocabulary
Knock down يطرح أرضا Open air هواء طلق
Eager مشتاق Steps درجات السلم
-9-
10. Westward نحو الغرب Calculate يحسب
Exclaim يتعجب Atlantic Ocean المحيط الطللنطى
Air pressure ضغط الهواء Due to راجع إلى
Surface سطح Relieve يخفف
Gently برفق In silence فى صمت
Bend down ينحنى إلى أسفل Lost مفقود
In despair فى يأس A dead end طلريق مسدود
Die of يموت بسبب Drop يسقط
Complete darkness ظلم دامس Madman شخص مجنون
Faint يغمى علية
Summary
Professor Lidenbrock, Hans and Axel followed the eastern
passage for three days. The path was going up, not down, so they were
tired. Some plants and animals were preserved in the rocks. This
means that was they had taken the wrong path. Axel was very thirsty
and so his uncle gave him the last drops of water in his bottle. Axel
couldn’t persuade his uncle to go back and give up the journey.
Suddenly they heard the sound of water coming from an
underground river. This water was very strong and hot. The path
continued westward فى اتجاه الغرب and they started to go down again. The
rocks were shaped like steps, so they descended quickly.
Professor Lidenbrock used his scientific instruments to calculate
their positions. Suddenly Axel turned a round and he didn’t find his
uncle or Hans. He was lost. His torch fell down and it was broken. He
ran back shouting like a madman. At last he fell on the floor and
fainted.
Questions and Answers
أسئلة و إجاباتها
E Why did Axel think that they had taken the wrong path?
- Because it was going up not down?
E What was preserved in the younger rocks?
- Plants, animals and shells of insects.
E How was the western passage different?
- The rocks were older and it was going down.
E What did they hear?
-10-
11. - Running water.
E Why did Hans cry out in pain?
- Because the water was very hot.
E What happened to Axel at the end?
- He was lost and he fainted.
Complete - : أكمل
1- If they didn’t find water ………..
2- Professor Lidenbrock took the eastern path and they …..
3- When Axel told his uncle that he felt pain in his ears his uncle
………
4- Axel wanted Hans to persuade the professor to ……
Answer by yourself أجب بنفسك
1- What did the increased air pressure do to Axel?
2- How did Axel get lost?
3- Where did the water come from?
4- What did Axel do when he got lost?
ترقبوا "السئلة المتوقعة
فى اختبار نصف العام"
-11-