The document provides an overview of the Seven Sorrows of the Virgin Mary according to revelations received by Blessed Mary of Agreda. It summarizes each of the seven sorrows, including Simeon's prophecy, the flight into Egypt, Jesus being lost in the temple, Mary meeting Jesus on the way to Calvary, the crucifixion, Jesus' body being taken down from the cross, and his burial. It concludes by outlining the seven graces given to those who meditate on Mary's sorrows.
Malti vokabularju, yr2 it-tielet term, l-ikel differenti li nieklu. Ikel li hu tajjeb ghas-sahha u ikel li mhuwiex. Aqra l-kliem u t-tfal jiddiskutu. Liema ikel hu tajjeb ghalina? Liema mhwiex?
The document provides an overview of the Seven Sorrows of the Virgin Mary according to revelations received by Blessed Mary of Agreda. It summarizes each of the seven sorrows, including Simeon's prophecy, the flight into Egypt, Jesus being lost in the temple, Mary meeting Jesus on the way to Calvary, the crucifixion, Jesus' body being taken down from the cross, and his burial. It concludes by outlining the seven graces given to those who meditate on Mary's sorrows.
Malti vokabularju, yr2 it-tielet term, l-ikel differenti li nieklu. Ikel li hu tajjeb ghas-sahha u ikel li mhuwiex. Aqra l-kliem u t-tfal jiddiskutu. Liema ikel hu tajjeb ghalina? Liema mhwiex?
This short document discusses two types of jewels, tajjebjew and ]a\in. It states that tajjebjew and ]a\in can both be ag]fas or precious. The document ends with the word "PROSIT".
The document summarizes a project created by Year 2 students aged 6-7 about healthy eating and personal hygiene. The students learned how to use various technology like Microsoft Word, PowerPoint, and digital cameras. They created stories, pictures, and recorded themselves reading to enhance their reading, writing, and comprehension skills. The project helped integrate different subjects and developed the students' technology skills, teamwork, and self-esteem.
This document provides an overview of activities at the St. Margaret College Primary School A in Zabbar, Malta. It describes that students learn and work on computers, have reading sessions, do crafts, participate in PE lessons and school outings, attend carnivals and concerts, and engage in other school activities. The school aims to provide a well-rounded educational experience for primary students.
This short document discusses two types of jewels, tajjebjew and ]a\in. It states that tajjebjew and ]a\in can both be ag]fas or precious. The document ends with the word "PROSIT".
The document summarizes a project created by Year 2 students aged 6-7 about healthy eating and personal hygiene. The students learned how to use various technology like Microsoft Word, PowerPoint, and digital cameras. They created stories, pictures, and recorded themselves reading to enhance their reading, writing, and comprehension skills. The project helped integrate different subjects and developed the students' technology skills, teamwork, and self-esteem.
This document provides an overview of activities at the St. Margaret College Primary School A in Zabbar, Malta. It describes that students learn and work on computers, have reading sessions, do crafts, participate in PE lessons and school outings, attend carnivals and concerts, and engage in other school activities. The school aims to provide a well-rounded educational experience for primary students.
1. Taħriġ il-fehem
1. Żaqqinu minn dejjem kien serp b’saħħtu?
________________________________ .
2. Meta sar b’saħħtu Żaqqinu?
Żaqqinu sar b’saħħtu _________________
_________________________________.
3. Kif għenitu s-saħħara Belinda?
Belinda għenitu sabiex ________________
_________________________________ .
4. X’kien jagħmel spiss, Żaqqinu?
Żaqqinu kien ________________________ .
5. X’kien jgħidilhom lil l-annimali l-oħra?
Żaqqinu kien ikellimhom ________________
__________________________________.
2. 6. Min kien hemm fuq is-siġra tal-banana?
Fuq is-siġra tal- ____________________
________________________________.
7. Min beda jgerger għax bdiet ġejja riħa tinten?
Il-ġ_______, l-i________ u t-t_______
bdew igergru bir-riħa tinten.
8. Għaliex taħseb li ħadd mill-annimali ma ried
joqgħod ħdejn Pinu?
__________________________________.
9. Fejn kien joqgħod jilgħab Pinu?
Pinu kien jilgħab _____________________
__________________________________.
10. X’kien jixtieq Pinu?
Pinu xtaq ___________________________.
3. 11. Għand min ħadu Żaqqinu lil Pinu?
Żaqqinu ħadu _______________________.
12. X’għamlitlu Belinda lil Pinu?
Belinda ____________________________.
13. Semmi xi ikel li kien jiekol Żaqqinu?
___________________________________
__________________________________ .
14. Pinu ddeċieda jibdel l-istil ta’ ħajtu. Taħsbu li
rnexxielu? X’għamel biex biddel l-istil li kien
qed għix?
___________________________________
___________________________________
__________________________________.
15. Meta Pinu beda jżomm ruħu nadif, l-annimali
l-oħra baqgħu jwarbuh?
16. X‘tagħllem Pinu, minn għand Belinda u Żaqqinu?
L-indafa nofs_________________________
__________________________________.