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 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 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. Imla l-vojt
Darba waħda ġo _________ kbira kien jgħix _______
imdejjaq ħafna. Dan is-______ kien oħxon
________ u ma kienx jiflaħ ________.
Snienu kienu kollha __________. Ħalqu kien
_________ħafna.
Is-saħħara ___________ kienet tara lis-serp
imdejjaq. Fil-għodu kien jiekol skutella ________ bi ftit
_____ . Minflok ________, Żaqqinu xorob ħafna ______.
Wara l-ikel mar ___________ twila.
Id-dentist qalagħlu snienu _________.
Kien ________ tajjeb __________.
Jagħmel _________ kuljum.
2. ________ snienu ________.
Imla l-vojt
1. Is-serp kien jismu Ż_________ .
2. Żaqqinu kien jgħix ġo f_______ .
3. Żaqqinu kien serp o__________.
4. Zaqqinu kien jiekol minn k_____ .
5. Is-saħħara B________ għenet lis-serp.
6. Żaqqinu beda jiekol ikel t______.
Mill-ktieb sib
3 affarijiet li tajjeb nieklu spiss
____________ _____________ ____________
3 affarijiet li mhux tajjeb niekluhom spiss
____________ _____________ ____________
3. Iva jew le
1. Dan is-serp kien serp ferħan ___________.
2. L-annimali kienu jħobbuh ħafna _________.
3. Is-serp kien oħxon ħafna _____________.
4. Is-serp kien jiġri u kien ħafif __________.
5. Snienu kienu mħasrin ________________.
6. Żaqqinu kein jiekol ħafna ħelu _________.
7. Żaqqinu kien serp kattiv _____________ .
8. Minflok luminati, Żaqqinu xorob ħafna ilma ______.
9. Żaqqinu sar serp ferħan u b’saħħtu ħafna _______.
10.L-annimali l-oħra xorta baqgħu jidħku bih ____.