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This document discusses keeping a neighborhood clean and well-maintained. It emphasizes not littering in the streets and properly disposing of garbage to avoid bad smells, flooding, rats, and clogged sewers. Maintaining a clean neighborhood benefits everyone by presenting a good image and preventing problems.
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Bryan tavera 804 blogspot blogger
Bryan Andrés Tavera cortes is an 8th grade student in Ms. Martha Rocio Londoño's English class. He sits at desk 39 in the neighborhood of Lisboa. The document discusses the feeder as a common means of transportation and mentions its negatives like violence and pollution. It also compares the size and beauty of blue and yellow houses as well as the fun level of parks where children play.
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The document is a report presented by students Cristian Ramos, Sebastián Segura, and Arbey Moreno of the Gerardo Molina Ramírez School to their teacher Miss Martha Rocio Londoño in the year 2012. It summarizes information about the Fair of Flowers festival celebrated annually in Medellín, Colombia, including details about the dates, location, events, history, and tradition of flower arrangements carried by silleteros participants.
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The document describes the positives and negatives of the author's neighborhood in 2012. Some negatives included uncontrolled animals, many horses, unpaved streets, stray dogs, trash in corners, and insecurity. Positives were a children's park and a communal lounge. The author noted their observations during an 801 morning shift on March 15, 2012.
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 Guide
The document describes a student's report on animals seen at Panaca's Park. It includes:
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2) Descriptions of each of the 10 animals including where they live, what they eat, their sizes, colors, etc.
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Este documento resume las cosas buenas y áreas de mejora en el barrio del autor. Algunas cosas positivas son las escuelas con contacto con la naturaleza y los numerosos parques bien mantenidos. Los principales problemas son la basura y la destrucción de carreteras, a menudo causados por el transporte público o mascotas sin supervisión.
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This document discusses the Bilbao neighborhood in Bogota, Colombia. It notes that while some streets are paved, many are not and are filled with garbage. The streets being paved has not stopped people from littering and throwing garbage into the streets. The document provides details on an English student named Angela Beltran who lives in the Bilbao neighborhood in Bogota, Colombia.
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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.
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Bryan Andrés Tavera cortes is an 8th grade student in Ms. Martha Rocio Londoño's English class. He sits at desk 39 in the neighborhood of Lisboa. The document discusses the feeder as a common means of transportation and mentions its negatives like violence and pollution. It also compares the size and beauty of blue and yellow houses as well as the fun level of parks where children play.
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The document is a report presented by students Cristian Ramos, Sebastián Segura, and Arbey Moreno of the Gerardo Molina Ramírez School to their teacher Miss Martha Rocio Londoño in the year 2012. It summarizes information about the Fair of Flowers festival celebrated annually in Medellín, Colombia, including details about the dates, location, events, history, and tradition of flower arrangements carried by silleteros participants.
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The document describes the positives and negatives of the author's neighborhood in 2012. Some negatives included uncontrolled animals, many horses, unpaved streets, stray dogs, trash in corners, and insecurity. Positives were a children's park and a communal lounge. The author noted their observations during an 801 morning shift on March 15, 2012.
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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.
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The document describes a student's report on animals seen at Panaca's Park. It includes:
1) A list of 10 animals seen at the park - horses, ducks, sheep, dogs, calves, pigs, llamas, rabbits, chickens, fish - along with how to spell each name.
2) Descriptions of each of the 10 animals including where they live, what they eat, their sizes, colors, etc.
3) A table showing the typical places each animal lives - such as stables, pastures, cages, or rivers.
4) The student's personal opinion that they enjoyed the outing and seeing the animals, especially feeding the goats and the
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Este documento resume las cosas buenas y áreas de mejora en el barrio del autor. Algunas cosas positivas son las escuelas con contacto con la naturaleza y los numerosos parques bien mantenidos. Los principales problemas son la basura y la destrucción de carreteras, a menudo causados por el transporte público o mascotas sin supervisión.
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This document discusses the Bilbao neighborhood in Bogota, Colombia. It notes that while some streets are paved, many are not and are filled with garbage. The streets being paved has not stopped people from littering and throwing garbage into the streets. The document provides details on an English student named Angela Beltran who lives in the Bilbao neighborhood in Bogota, Colombia.
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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 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.
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
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’s Task
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.
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'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.
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 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.
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This document appears to be a presentation on animals and their characteristics and habitats. It includes brief descriptions of ducks, goats, dogs, doves, pigs, cows, ponies, horses, buffalo, llamas, and rabbits. For each animal, it lists some key physical attributes and traits, as well as the typical places where each animal can be found in the wild or is kept on a farm.
Panaca's Park
The document describes characteristics of various names including their physical attributes and what they eat. It also describes Panaca Park, stating it is a very big park with many animals, a nice lake, big trees, a big bridge, and is educational and organized with many green spaces.
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.
Panaca's Homework
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.
Panaca's Task
This document contains a presentation about animals' spellings in English and descriptions of different animal races at Panaca Sabana Park. It discusses dogs, pigs, flames, sheep, cattle, bullfighting, goats, horses, and ostriches. It then describes several individual animal races at the park: Shrek the donkey, Luna the horse, Mac-Peck the bronco, Salomon the romosinuano, Homero the harton valley, Chato the charbray, Pingüino the highlander, Tomas the guzerat, Manzana the chinese santander, and Mona the caq5ueta creole. It lists some species found in Panaca
Panaca s (1)
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
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.
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.
3. An opinion expresses that the document was liked because the park seems very entertaining and one can learn about nature, caring for animals and plants.
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 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
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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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.
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
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’s Task
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.
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'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.
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 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
This document appears to be a presentation on animals and their characteristics and habitats. It includes brief descriptions of ducks, goats, dogs, doves, pigs, cows, ponies, horses, buffalo, llamas, and rabbits. For each animal, it lists some key physical attributes and traits, as well as the typical places where each animal can be found in the wild or is kept on a farm.
Panaca's Park
The document describes characteristics of various names including their physical attributes and what they eat. It also describes Panaca Park, stating it is a very big park with many animals, a nice lake, big trees, a big bridge, and is educational and organized with many green spaces.
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.
Panaca's Homework
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.
Panaca's Task
This document contains a presentation about animals' spellings in English and descriptions of different animal races at Panaca Sabana Park. It discusses dogs, pigs, flames, sheep, cattle, bullfighting, goats, horses, and ostriches. It then describes several individual animal races at the park: Shrek the donkey, Luna the horse, Mac-Peck the bronco, Salomon the romosinuano, Homero the harton valley, Chato the charbray, Pingüino the highlander, Tomas the guzerat, Manzana the chinese santander, and Mona the caq5ueta creole. It lists some species found in Panaca
Panaca s (1)
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
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.
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.
3. An opinion expresses that the document was liked because the park seems very entertaining and one can learn about nature, caring for animals and plants.
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 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
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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Paula dayana prieto gonzález blog blogger bogspot
- 1. course: 803 neighborhood: Bilbao Ways of hope
- 3. good
- 4. good
- 7. • we take care of the neighborhood or the place where we keep it clean and q look good try not vote garbage in the streets stop and q have good presentation does not look bad
- 8. • we should take care not to litter our neighborhood as this present bad smells and bad grabs to see the neighborhood as it may cause flooding of rats and when it rains can clog sewers