Panaca
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The document describes various farm animals and their appearances in Spanish, including cows, horses, rabbits, sheep, ducks, dogs, hens, fish, donkeys, pigs, rams, calves, ponies, peacocks, turkeys, llamas, and peasants. For each animal, it lists phonetic spellings of the Spanish name and one or two descriptive phrases about the animal's coloration and/or physical traits.
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English Activity
This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
Panaca
This document appears to be a student report card from Gerardo Molina Ramirez School for Daniel Steven Sisa Delgado in 8th grade for the year 2012 in Bogotá, D.C., Colombia. It includes vocabulary words for different animals in Spanish and English and short descriptions of the appearance and characteristics of various farm animals.
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The document appears to be a menu or list of questions and answers related to comparative and superlative forms of adjectives and adverbs in English. It includes 100 multiple choice questions testing the use of comparative ("-er" or "more") and superlative ("-est" or "most") forms to compare people, things, places, and activities. The questions cover a range of topics from describing people's appearances and personalities to comparing the size of objects and danger levels of activities.
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The document lists various types of birds in Spanish and their Korean translations. It provides 18 terms for different birds including halcón/매 (falcon), águila/독수리 (eagle), cigüeña/황새 (stork), and pingüino/펭귄 (penguin). The document serves as a basic Spanish to Korean dictionary of common bird names to help with language learning.
Panaca
The document lists words in an unknown language and their translations to Spanish words for different animals and objects. It also provides descriptions of various farm animals like Susana the sheep, Pablo the horse, and Kronox the donkey. Descriptions include their physical characteristics and quantities. The document discusses a farm park called Panaca that houses many animals and features like pens, a bridge, springs, crops, restaurants, and more. Two students' reactions to visiting the park are provided, one liking the animals and activities and one disliking the fast-talking guide.
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This document lists animals and their names in another language. It then provides short descriptions of horses, cows, dogs, pigs, peacocks, hens, ducks, sheep, goats, rabbits, and hamsters. It notes some of their physical characteristics and behaviors. The document also shares statistics about numbers of various animals housed in different areas, such as stables, yards, ponds, and reasons some may not like certain animals.
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English Activity
This document describes Camila Rodriguez's visit to the Panaca park in 2012. It includes descriptions of different animals seen at the park such as horses, rabbits, sheep, dogs, cows, turkeys, pigs, hens, goats, and llamas. Characteristics and behaviors of each animal are detailed. The areas where different classes of animals were kept, such as pigs in pigsties and chickens in the aviary, are outlined. Camila enjoyed seeing the variety of animals and learning about them, though she did not like that some animals seemed dirty or lacked proper living areas.
Panaca
This document appears to be a student report card from Gerardo Molina Ramirez School for Daniel Steven Sisa Delgado in 8th grade for the year 2012 in Bogotá, D.C., Colombia. It includes vocabulary words for different animals in Spanish and English and short descriptions of the appearance and characteristics of various farm animals.
Comparativesquiz 3
The document appears to be a menu or list of questions and answers related to comparative and superlative forms of adjectives and adverbs in English. It includes 100 multiple choice questions testing the use of comparative ("-er" or "more") and superlative ("-est" or "most") forms to compare people, things, places, and activities. The questions cover a range of topics from describing people's appearances and personalities to comparing the size of objects and danger levels of activities.
Aves [새]
The document lists various types of birds in Spanish and their Korean translations. It provides 18 terms for different birds including halcón/매 (falcon), águila/독수리 (eagle), cigüeña/황새 (stork), and pingüino/펭귄 (penguin). The document serves as a basic Spanish to Korean dictionary of common bird names to help with language learning.
Panaca
The document lists words in an unknown language and their translations to Spanish words for different animals and objects. It also provides descriptions of various farm animals like Susana the sheep, Pablo the horse, and Kronox the donkey. Descriptions include their physical characteristics and quantities. The document discusses a farm park called Panaca that houses many animals and features like pens, a bridge, springs, crops, restaurants, and more. Two students' reactions to visiting the park are provided, one liking the animals and activities and one disliking the fast-talking guide.
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The song humorously lists the sounds made by various animals like dogs, cats, birds, and cows. It then asks the question "What does the fox say?" and proceeds to provide nonsensical sounds like "Ring ding ding ding dingeringeding" that are supposed to represent the fox's voice. Throughout the song, it expresses curiosity about the mysterious and unknown sound of foxes while describing the fox as having red fur and being like an "angel in disguise" hiding deep in the woods.
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This document lists animals and their names in another language. It then provides short descriptions of horses, cows, dogs, pigs, peacocks, hens, ducks, sheep, goats, rabbits, and hamsters. It notes some of their physical characteristics and behaviors. The document also shares statistics about numbers of various animals housed in different areas, such as stables, yards, ponds, and reasons some may not like certain animals.
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The document contains descriptions of different animals found in tropical rainforests. It provides clues about each animal's physical characteristics, habitat, diet, behaviors and other attributes. Readers are prompted to guess the identity of each animal based on the clues provided before revealing the answer.
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This short document provides photos from various photographers to inspire the creation of presentations using Haiku Deck, a presentation creation tool. The photos show landscapes, buildings, and other scenes that could provide visual examples or accompaniment for topics presented in Haiku Deck. Viewers are encouraged to get started making their own Haiku Deck presentations on SlideShare.
Panaca
This document contains a student's report on animals from a farm they visited. It includes:
1) A list of animals seen on the farm translated to an invented language.
2) Descriptions of different animals on the farm, including cows, peacocks, buffalo, horses, pigs, goats, sheep, hens, donkeys, and mares.
3) Notes on the layout of the farm, including the number of animals and features like corrals and ponds.
4) The student's opinion that they enjoyed seeing the animals and landscape but disliked the smells.
Panaca
This document contains Spanish words for various farm animals and their phonetic English translations. It lists donkey, horse, goat, pig, rabbit, hen, llama, sheep, duck, turkey, bull, and cow in Spanish and provides their phonetic English pronunciations. The document serves as a translation guide between the Spanish names for common farm animals and how to say their English equivalents out loud.
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The document describes how to use mail merge in Microsoft Word to create invitation letters from a data source. It includes instructions to:
1) Create a data source with fields for name, city, pin code, date and time.
2) Populate the data source with at least 5 records.
3) Create a main document with placeholder fields for the mail merge.
4) Show the merged invitation letters generated for each record in the data source.
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The document lists the names of 8 students in class 802 taught by Miss Martha Rocio Londono. The class subject is English and it is in the morning shift during the year 2012. It also contains a 3 sentence paragraph stating that the flower fair is a major cultural event in Colombia that celebrates identity and brings together locals and visitors to enjoy flowers, music, and fun.
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Panaca’s Guide
The document appears to be a student assignment from 2012 that includes:
1. A list of animals names in English and another language with 17 animals total.
2. An instruction to choose 10 animals from the list and write a description of each.
3. Descriptions of 4 animals - a type of cow, a horse, a sheep, and ponies. The descriptions provide some details about appearance and what the animals provide.
Panaca
This document appears to be a student assignment describing various farm animals in Spanish. It includes sections with one-word animal names and their Spanish spellings, short descriptions of cows, goats, horses, buffalo, dogs, calves, donkeys, pigs, bullfighting, llamas, and rabbits. There are also sentences counting the number of different animals on a farm, including 10 chickens, pigs in a piggery, 8 cows in a stable, 20 dogs in kennels, and rabbits in pastures. The student expresses that they like animals and enjoy activities like giving milk to calves and drinking fresh milk.
Panaca's Homework
The document contains lists of different animals including their names in Spanish and phonetic translations in another language. It then provides descriptions of characteristics for different animals such as pigs, rabbits, dogs, horses, cows, goats, hens, turkeys, sheep, and donkeys. It concludes with a few short paragraphs describing a farm visit and enjoyment of seeing various livestock and agriculture.
Panaca
This document contains a student's vocabulary words from Panaca School. It includes Spanish words for different animals along with their English translations and short descriptions. The animals listed are cows, buffalo, ostriches, rabbits, ducks, donkeys, horses, pigs, sheep, dogs, peacocks, hens. The document also notes the number of certain animals observed in different areas like corrals and includes some opinions the student had on enjoying seeing the horses trot, rabbits jump, and ducks' small size.
Panaca
This document contains a student's classwork on animals from English class. It includes words for different animals in English along with descriptions of each animal's characteristics and behaviors. The student indicates they liked the pond for its fish, horses for their speed, and plants for their appearance. They disliked pigs for being dirty.
Panaca´s Work
This document contains vocabulary words and descriptions of different animals in Spanish. It provides descriptions of 10 animals, including rabbits, dogs, hamsters, buffalo, turkeys, horses, pigs, cattle, llamas, and hens. It also describes places where some of the animals were located, such as chickens in a barn and pigs by a pond. At the end it notes what the author liked about their experience, such as the care from guides, and what they did not like, such as missing some activities.
Juanmanuelpanaca802 (2)
This document provides descriptions of the characteristics of various farm animals in Spanish, including cows, horses, bulls, sheep, goats, snails, dogs, buffalo, and more. It also lists the numbers of certain animals kept in corrals and notes that the writer liked the acrobatics of horses, softness of sheep, dog expositions, biggest pigs, and inoffensive nature of buffaloes.
Panaca’s Guide
The document provides information about different farm animals found at Panaca's Guide, including horses, sheep, cows, pigs, dogs, geese, ducks, hens, rabbits, and llamas. Descriptions are given for each animal that discuss their physical characteristics and habitats. The number of each type of animal housed at various locations on the farm are also listed. In conclusion, the student expresses that they enjoyed seeing the peacocks, sheep, and horses, and liked Panaca overall due to its large size and green fields, but did not like the dogs that were abandoned or that their visit was short.
Panaca’s Guide
This document provides a guide to spelling out the names of various animals in Spanish. It lists 13 different animals and spells out their names letter by letter. It also provides 5 brief characteristics for each animal, describing their physical features and behaviors. The guide later discusses places where horses, cows and other farm animals were seen on a farm, as well as a positive and negative experience the author had involving food and transportation.
Panaca
The document provides information on various farm animals including their names spelled out phonetically in Spanish, descriptions of their physical characteristics and behaviors. Specific animals mentioned include buffalo, cows, goats, sheep, calves, and different breeds of dogs, chickens, turkeys, ducks, pigs, donkeys, and horses. It also notes some observations from a visit to an agricultural fair.
ENGLISH HOMEWORK
The document describes various farm animals including cows, bulls, donkeys, pigs, dogs, llamas, goats, horses, oxen, buffalo, hens, chickens, turkeys, ducks, and fish. It provides the Spanish word and phonetic pronunciation for each animal. It then provides 1-2 sentences describing the appearance and traits of several of the animals.
Panaca Guide
This document contains a student's report on animals from their field trip to a farm. It includes:
1. A list of 20 animals seen at the farm along with their spelling in Spanish phonetic transcription.
2. Descriptions of 20 animals including cows, horses, pigs, bulls, goats, rabbits, donkeys, dogs, birds, worms, turkeys, roosters, sheep, ponies, buffaloes, mountain goats, fish, llamas, ducks, and curis.
3. Additional sections on places seen at the farm and the student's likes and dislikes from the trip.
PANACA
This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
PANACA
This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
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This short document provides photos from various photographers to inspire the creation of presentations using Haiku Deck, a presentation creation tool. The photos show landscapes, buildings, and other scenes that could provide visual examples or accompaniment for topics presented in Haiku Deck. Viewers are encouraged to get started making their own Haiku Deck presentations on SlideShare.
Panaca
This document contains a student's report on animals from a farm they visited. It includes:
1) A list of animals seen on the farm translated to an invented language.
2) Descriptions of different animals on the farm, including cows, peacocks, buffalo, horses, pigs, goats, sheep, hens, donkeys, and mares.
3) Notes on the layout of the farm, including the number of animals and features like corrals and ponds.
4) The student's opinion that they enjoyed seeing the animals and landscape but disliked the smells.
Panaca
This document contains Spanish words for various farm animals and their phonetic English translations. It lists donkey, horse, goat, pig, rabbit, hen, llama, sheep, duck, turkey, bull, and cow in Spanish and provides their phonetic English pronunciations. The document serves as a translation guide between the Spanish names for common farm animals and how to say their English equivalents out loud.
Assignment
The document describes how to use mail merge in Microsoft Word to create invitation letters from a data source. It includes instructions to:
1) Create a data source with fields for name, city, pin code, date and time.
2) Populate the data source with at least 5 records.
3) Create a main document with placeholder fields for the mail merge.
4) Show the merged invitation letters generated for each record in the data source.
The flowers' fair
The document lists the names of 8 students in class 802 taught by Miss Martha Rocio Londono. The class subject is English and it is in the morning shift during the year 2012. It also contains a 3 sentence paragraph stating that the flower fair is a major cultural event in Colombia that celebrates identity and brings together locals and visitors to enjoy flowers, music, and fun.
Panaca´s Park
El documento describe las 21 etapas del proceso de desarrollo de software, incluyendo la planificación, el análisis de requisitos, el diseño, la implementación, las pruebas y el mantenimiento. Se enfatiza la importancia de cada etapa y cómo una etapa conduce a la siguiente de manera secuencial.
Tablas
Las tablas son una forma efectiva de organizar y presentar información en Word. Puedes insertar tablas vacías y luego agregar filas y columnas para organizar texto, números, imágenes y otros objetos. Las tablas te permiten alinear y formato el contenido de una manera fácil de leer y comprender.
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Panaca’s Guide
The document appears to be a student assignment from 2012 that includes:
1. A list of animals names in English and another language with 17 animals total.
2. An instruction to choose 10 animals from the list and write a description of each.
3. Descriptions of 4 animals - a type of cow, a horse, a sheep, and ponies. The descriptions provide some details about appearance and what the animals provide.
Panaca
This document appears to be a student assignment describing various farm animals in Spanish. It includes sections with one-word animal names and their Spanish spellings, short descriptions of cows, goats, horses, buffalo, dogs, calves, donkeys, pigs, bullfighting, llamas, and rabbits. There are also sentences counting the number of different animals on a farm, including 10 chickens, pigs in a piggery, 8 cows in a stable, 20 dogs in kennels, and rabbits in pastures. The student expresses that they like animals and enjoy activities like giving milk to calves and drinking fresh milk.
Panaca's Homework
The document contains lists of different animals including their names in Spanish and phonetic translations in another language. It then provides descriptions of characteristics for different animals such as pigs, rabbits, dogs, horses, cows, goats, hens, turkeys, sheep, and donkeys. It concludes with a few short paragraphs describing a farm visit and enjoyment of seeing various livestock and agriculture.
Panaca
This document contains a student's vocabulary words from Panaca School. It includes Spanish words for different animals along with their English translations and short descriptions. The animals listed are cows, buffalo, ostriches, rabbits, ducks, donkeys, horses, pigs, sheep, dogs, peacocks, hens. The document also notes the number of certain animals observed in different areas like corrals and includes some opinions the student had on enjoying seeing the horses trot, rabbits jump, and ducks' small size.
Panaca
This document contains a student's classwork on animals from English class. It includes words for different animals in English along with descriptions of each animal's characteristics and behaviors. The student indicates they liked the pond for its fish, horses for their speed, and plants for their appearance. They disliked pigs for being dirty.
Panaca´s Work
This document contains vocabulary words and descriptions of different animals in Spanish. It provides descriptions of 10 animals, including rabbits, dogs, hamsters, buffalo, turkeys, horses, pigs, cattle, llamas, and hens. It also describes places where some of the animals were located, such as chickens in a barn and pigs by a pond. At the end it notes what the author liked about their experience, such as the care from guides, and what they did not like, such as missing some activities.
Juanmanuelpanaca802 (2)
This document provides descriptions of the characteristics of various farm animals in Spanish, including cows, horses, bulls, sheep, goats, snails, dogs, buffalo, and more. It also lists the numbers of certain animals kept in corrals and notes that the writer liked the acrobatics of horses, softness of sheep, dog expositions, biggest pigs, and inoffensive nature of buffaloes.
Panaca’s Guide
The document provides information about different farm animals found at Panaca's Guide, including horses, sheep, cows, pigs, dogs, geese, ducks, hens, rabbits, and llamas. Descriptions are given for each animal that discuss their physical characteristics and habitats. The number of each type of animal housed at various locations on the farm are also listed. In conclusion, the student expresses that they enjoyed seeing the peacocks, sheep, and horses, and liked Panaca overall due to its large size and green fields, but did not like the dogs that were abandoned or that their visit was short.
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This document provides a guide to spelling out the names of various animals in Spanish. It lists 13 different animals and spells out their names letter by letter. It also provides 5 brief characteristics for each animal, describing their physical features and behaviors. The guide later discusses places where horses, cows and other farm animals were seen on a farm, as well as a positive and negative experience the author had involving food and transportation.
Panaca
The document provides information on various farm animals including their names spelled out phonetically in Spanish, descriptions of their physical characteristics and behaviors. Specific animals mentioned include buffalo, cows, goats, sheep, calves, and different breeds of dogs, chickens, turkeys, ducks, pigs, donkeys, and horses. It also notes some observations from a visit to an agricultural fair.
ENGLISH HOMEWORK
The document describes various farm animals including cows, bulls, donkeys, pigs, dogs, llamas, goats, horses, oxen, buffalo, hens, chickens, turkeys, ducks, and fish. It provides the Spanish word and phonetic pronunciation for each animal. It then provides 1-2 sentences describing the appearance and traits of several of the animals.
Panaca Guide
This document contains a student's report on animals from their field trip to a farm. It includes:
1. A list of 20 animals seen at the farm along with their spelling in Spanish phonetic transcription.
2. Descriptions of 20 animals including cows, horses, pigs, bulls, goats, rabbits, donkeys, dogs, birds, worms, turkeys, roosters, sheep, ponies, buffaloes, mountain goats, fish, llamas, ducks, and curis.
3. Additional sections on places seen at the farm and the student's likes and dislikes from the trip.
PANACA
This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
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This document contains a table of contents listing sections on introduction, points 1 through 4, animals and their locations, and a concluding section on likes and dislikes. It then provides translations of animal names from English to a fictional language, lists descriptions of different animals, and notes the numbers and locations of various animals.
Panaca's Guide
This document contains a student's name, teacher, grade, subject, and year for a class on animal husbandry. It then lists common farm animals and their Spanish translations. The rest of the document describes the living conditions and characteristics of various animals kept on the farm, including horses, ducks, sheep, dogs, calves, pigs, llamas, rabbits, chickens, and fish. It concludes with the student stating they enjoyed the farm tour and seeing the large animals, horses, and landscape, and that they disliked nothing about the experience.
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This document contains a student's name, teacher, grade, subject, and year for a class on animal husbandry. It then lists common farm animals and where they are kept, such as horses in stables, pigs in cages, cattle in pastures, etc. It provides brief descriptions of different animals on the farm, including their feeding, living arrangements, and uses. The student expresses that they enjoyed viewing the large animals like horses and calves at the farm and feeding the goats, thinking it was a beautiful experience with nothing disliked.
Panaca
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The document lists Spanish words for different animals along with their spelling in English. It provides translations for donkey, horses, ox, you roar, cows, goats, sheeps, flames, pony, hens, rabbits, ducks, ostrich, dove, turkey, pigs, and dogs and their English spellings.
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The document provides information about Daniel Quintero Henao's class details such as his name, teacher, subject, grade, and year. It then discusses a large zoo park in Colombia where visitors can interact with over 2,400 domestic animals, tour theme areas, and participate in activities. The park is located 40 minutes from Bogota and aims to encourage interaction between humans and nature through educational and entertaining family experiences.
Panaca
1. The document provides information about animal names spelled out letter by letter in Spanish and descriptions of characteristics of various animals.
2. It also includes a section describing characteristics of the park Panaca, noting it is a big park with many animals and plantains, green spaces, huts, and a large lake containing fish.
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This document contains a student's classwork on animals. It lists various farm animals in English and Spanish and provides brief descriptions of their physical characteristics and where they are kept. The student expresses the opinion that agricultural education could be improved by adding more learning opportunities and farm visits.
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Panaca
- 1. Gerardo Molina Ramírez Name: Jessica Paola Palacios Villamil Teacher: Martha Rocio Londoño Subject: Panaca`s Homework Grade: 801 Shift: Morning Year: 2012
- 2. Cow= si- ou- dabliu: The cow is white with patch black and brown. The cow is tall and fat. Horse: eitch- ou- ar- es- i:
- 3. Rabbit: ar- ei- bi- bi- ti: The rabbit is of several colors. The rabbit is a very tender animal. Sheep: es- eitch- i- i- pi: The sheep is soft. The sheep is white. Ducks: di- iu- si- kei- es: The duck is White with Black. The duck is nice and is funny.
- 4. Dogs: di- ou- yi- es: The dog is Brown with White. The dog has long hair and it is small. Hens : eitch- i- en -es: The hen is fat. The hens give us its eggs. Fish: ef- ai- es- eitch:
- 5. Donkey: di- ou- en- kei- i- uai: The donkey is Brown. The donkey is old and it is tall. Pig: pi- ai- yi: The pig is chafed and there other chafed with patch Black. The pig is fat and is small. Ram: ar- ei- em:
- 6. Calf: si- ei- el- ef: Pony: pi- ou- en- uai: Peacock: pi- i- ei- si- ou- si- kei: The peacock is Green and blue. The peacocks have a feather and
- 7. Turkey: ti- iu- ar- kei- i- uai: Llama: el- el- ei- em- ei: Peasant: pi- i- ei- es- ei- en- ti: The peasant is yellow. The peasants
- 8.
- 9. I liked the walk to panaca`s park because I knew about the animals.