The document appears to be a collection of pictograms in Catalan with questions beginning with "Per que" (meaning "Why" in English). Each pictogram shows an image related to a common activity, situation, or object and includes 3 blank lines for writing potential reasons or explanations in Catalan. Information is provided about the creator and source for adapting the pictograms.
This document outlines a study of Southeast Asian geography for Lodi High School students from November 2011 to January 2012. It includes brief sections on the geography of Thailand, Myanmar, Cambodia, Laos, and Vietnam. For each country, it lists two important landmarks or locations but leaves the descriptions blank to be filled in later.
This character sheet is for 鰻庄庄韓看姻 Vulee and contains stats and details about his abilities, skills, advantages, disadvantages, and equipment. He has a point total of 150 and is 54 years old. His top skills are Fast-Talk with a level of 18 and Public Speaking at 15. Among his advantages are Charisma (+10) and Clerical Investment (+5) while his disadvantages include Fat (-3) and Cowardice (-10). The sheet provides an overview of his proficiencies and equipment for roleplaying games.
The document appears to be a student assignment containing blank sections for the student to fill in descriptions of how plant and animal appearances change throughout the seasons of spring, summer, fall, and winter. Each seasonal section is preceded by the student's name and the assignment title "Weather Appearances of Plants". The blanks suggest the student is to provide observations and details in the empty spaces.
The document lists major attractions in several Southeast Asian countries, including the Grand Palace and Floating Markets in Thailand, Shwedagon Pagoda and Kyaukhtiyo Pagoda in Myanmar, Angkor Wat and Bayon in Cambodia, Pha That Luang and Khone Falls in Laos, and Ha Long Bay in Vietnam.
The document appears to be a calendar listing dates and events for each month from September to March. It includes dates for holidays, festivals, and other notable events. Key dates mentioned include the start of classes on September 10th, International Day Against Gender Violence on November 25th, Christmas period from December 21st to January 6th, Carnival from February 8th to 10th, International Women's Day on March 8th, and Easter period from March 21st to 28th.
The document discusses branding and emphasizes the importance of being crystal clear about who you are, what problems you solve, and who you are best suited to help. It states that branding is about authenticity, differentiation, delivering on promises consistently, and achieving success. It also discusses the importance of clearly defining your core personality and behaviors as the internal and external faces of your brand.
This document contains a calendar listing important dates for each month of the school year. It notes the start and end of classes, holidays, and other notable events. Some of the key dates mentioned include the start of classes on September 12th, holidays for Pilar on October 12th and All Saints Day on November 1st, the end of classes before Christmas break on December 21st, and the end of classes for the school year on June 23rd.
This document is a module on leadership that covers several topics:
- Introduction and revelations from the Book of Ephesians
- Questions of identity like "Where am I from?", "Who am I?", and "What am I?"
- Direction with questions like "Where am I going?"
- Principles for leadership like not following a leader who doesn't know where they're going
- Teachings on the Kingdom of God, and distinguishing the kingdom of men from God's kingdom
- Exploring the dimensions of man - body, soul, and spirit
- Tools and resources to help with identifying and developing one's calling
The document is a questionnaire for a client seeking to develop a website for their television channel. It asks questions about goals, target audience, website architecture, design components, content, functionality, and timeline to help inform the design and development of the website. The client is asked to provide details about the purpose of the site, intended user experience, site sections, visual style preferences, desired content and features, and desired launch date.
This document contains a school calendar for the year with important dates marked such as holidays, national holidays, and the start and end of school terms. It lists the months September through June with notes on back to school days, Christmas and Easter holidays, national holidays like Constitution Day and Labor Day, and other special events like Carnival, Book Week, and Environment Day. Important dates are highlighted for each month and weekdays are included to indicate the calendar format.
This document contains a calendar listing dates from September to June. It includes important dates like the start of classes on September 10th, holidays, and other notable events. Each month lists the calendar by week with notes about important dates in that period.
The document is an assignment asking a student to define terms, provide synonyms and antonyms related to economics and sociology. The student is asked to print the document, fill in their personal information, and accurately provide the meaning, synonyms and antonyms for multiple terms related to capitalism and the organization of production.
This document provides information about various 19th century reform movements in the United States, including religion and reform, temperance, education reform, prison reform, abolitionism, the Underground Railroad, and reform for women's rights. Key figures discussed include Horace Mann, Elizabeth Fry, William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Lucretia Mott, and Susan B. Anthony. The document poses questions about these reform efforts and the people involved to encourage learning about social changes during this period in American history.
The document discusses the process of rendering a sushibar scene using Blender. It describes adjustments made to materials, lighting and textures to improve the realism and quality of the rendered image over multiple iterations. Specific techniques mentioned include using emissive materials instead of light sources, faking reflections with omni lights, and post-processing the final render in Photoshop using techniques like curves and dodge/burn to enhance colors, contrasts and lighting effects.
This document discusses copyright and fair use. It defines copyright as protecting original works of authorship and outlines the exclusive rights of copyright holders. Fair use allows limited use of copyrighted works for educational purposes based on criteria like amount used and commercial effect. The document provides guidance on determining fair use and obtaining permission or using public domain and royalty-free works.
This document provides guided notes on Manifest Destiny and the westward expansion of the United States in the 1800s. It covers topics like mountain men exploring the Oregon Territory, the influx of American settlers in Texas which caused tensions with Mexico, the Texas War for Independence including the battles of the Alamo and San Jacinto, US acquisition of territories following the Mexican-American War including the California Gold Rush, and the Mormon migration. The notes include questions about events, people, and concepts related to this period of US territorial growth and the doctrine of Manifest Destiny.
This document contains a character sheet for tracking attributes, skills, abilities, equipment, backstory, and other details about an individual referred to as "MORTAIS". The character sheet includes sections for physical, social, and mental attributes, talents, skills, advantages, qualities, combat information, experience, relationships, possessions, and residence. It provides a comprehensive overview of the character for the purposes of a roleplaying game or narrative.
This document provides information about Andrew Jackson and key events during the Age of Jackson, including his elections in 1824 and 1828, the development of Jacksonian democracy, the Nullification Crisis, Indian removal, and the Trail of Tears. It does so through a series of questions about Jackson's presidency, the split of the Democratic-Republican party, the spoils system, South Carolina's nullification act, the Indian Removal Act, and the Supreme Court ruling in favor of the Cherokee that was not enforced.
This document describes a shot from the film Psycho, showing a medium close-up of Mrs. Bates stabbing from a low camera angle. The setting is the bathroom of the Bates Motel. Sound effects include running shower water in the background. Marion screams in dialogue. High pitched, discordant string music plays. Mrs. Bates is seen pulling her arm back and stabbing powerfully downward until the knife and her hand are out of frame.
This document provides notes and questions about Roman artifacts from the time of Caesar Augustus that were used to strengthen his role as emperor. Statues of Augustus portrayed him as a god-like figure to establish his divine status and right to rule. Roman coins from before and during Augustus' reign show how their designs changed to feature his portrait and symbols of his power, portraying messages of peace, victory and military strength under his command. The artifacts demonstrate how Augustus used Roman religious symbols and beliefs to portray himself as having a divine mandate to rule as emperor.
The document contains a form with blank spaces for a person to write their name in both English and Spanish multiple times. The form is repeated with the instruction "ESCRIBE SU NOMBRE" (write your name).
Five days that changed britain bbc documentary (student question sheet)mattbentley34
油
The documentary examines the 2010 UK general election results and the subsequent formation of a coalition government between the Conservative and Liberal Democrat parties. The election resulted in a hung parliament with no single party able to command a majority. After negotiations, the Conservatives and Liberal Democrats agreed to form a coalition government with David Cameron as Prime Minister. This led to mixed reactions from members of both parties.
This document appears to be a character sheet for a roleplaying game. It includes sections for describing the character's name, attributes, abilities, advantages, humanity, equipment, contacts, resources, and backstory. The character's attributes, abilities, advantages, and other scores are rated on a scale and include characteristics like strength, intelligence, skills, disciplines, and virtues. The backstory sections provide spaces to detail the character's allies, mentors, reputation, followers, and influences within the roleplaying world.
The document discusses the steps to starting a nonprofit organization. It lists perseverance, passion, and money as the three key things needed to begin. It also provides examples of milestones from Joel's Place, a nonprofit that provides grief support to children, including incorporating in 2004 and receiving 501(c)(3) status in 2005. The document outlines important areas of focus for a new nonprofit like programming, marketing, governance, and fundraising.
This document is a module on leadership that covers several topics:
- Introduction and revelations from the Book of Ephesians
- Questions of identity like "Where am I from?", "Who am I?", and "What am I?"
- Direction with questions like "Where am I going?"
- Principles for leadership like not following a leader who doesn't know where they're going
- Teachings on the Kingdom of God, and distinguishing the kingdom of men from God's kingdom
- Exploring the dimensions of man - body, soul, and spirit
- Tools and resources to help with identifying and developing one's calling
The document is a questionnaire for a client seeking to develop a website for their television channel. It asks questions about goals, target audience, website architecture, design components, content, functionality, and timeline to help inform the design and development of the website. The client is asked to provide details about the purpose of the site, intended user experience, site sections, visual style preferences, desired content and features, and desired launch date.
This document contains a school calendar for the year with important dates marked such as holidays, national holidays, and the start and end of school terms. It lists the months September through June with notes on back to school days, Christmas and Easter holidays, national holidays like Constitution Day and Labor Day, and other special events like Carnival, Book Week, and Environment Day. Important dates are highlighted for each month and weekdays are included to indicate the calendar format.
This document contains a calendar listing dates from September to June. It includes important dates like the start of classes on September 10th, holidays, and other notable events. Each month lists the calendar by week with notes about important dates in that period.
The document is an assignment asking a student to define terms, provide synonyms and antonyms related to economics and sociology. The student is asked to print the document, fill in their personal information, and accurately provide the meaning, synonyms and antonyms for multiple terms related to capitalism and the organization of production.
This document provides information about various 19th century reform movements in the United States, including religion and reform, temperance, education reform, prison reform, abolitionism, the Underground Railroad, and reform for women's rights. Key figures discussed include Horace Mann, Elizabeth Fry, William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Lucretia Mott, and Susan B. Anthony. The document poses questions about these reform efforts and the people involved to encourage learning about social changes during this period in American history.
The document discusses the process of rendering a sushibar scene using Blender. It describes adjustments made to materials, lighting and textures to improve the realism and quality of the rendered image over multiple iterations. Specific techniques mentioned include using emissive materials instead of light sources, faking reflections with omni lights, and post-processing the final render in Photoshop using techniques like curves and dodge/burn to enhance colors, contrasts and lighting effects.
This document discusses copyright and fair use. It defines copyright as protecting original works of authorship and outlines the exclusive rights of copyright holders. Fair use allows limited use of copyrighted works for educational purposes based on criteria like amount used and commercial effect. The document provides guidance on determining fair use and obtaining permission or using public domain and royalty-free works.
This document provides guided notes on Manifest Destiny and the westward expansion of the United States in the 1800s. It covers topics like mountain men exploring the Oregon Territory, the influx of American settlers in Texas which caused tensions with Mexico, the Texas War for Independence including the battles of the Alamo and San Jacinto, US acquisition of territories following the Mexican-American War including the California Gold Rush, and the Mormon migration. The notes include questions about events, people, and concepts related to this period of US territorial growth and the doctrine of Manifest Destiny.
This document contains a character sheet for tracking attributes, skills, abilities, equipment, backstory, and other details about an individual referred to as "MORTAIS". The character sheet includes sections for physical, social, and mental attributes, talents, skills, advantages, qualities, combat information, experience, relationships, possessions, and residence. It provides a comprehensive overview of the character for the purposes of a roleplaying game or narrative.
This document provides information about Andrew Jackson and key events during the Age of Jackson, including his elections in 1824 and 1828, the development of Jacksonian democracy, the Nullification Crisis, Indian removal, and the Trail of Tears. It does so through a series of questions about Jackson's presidency, the split of the Democratic-Republican party, the spoils system, South Carolina's nullification act, the Indian Removal Act, and the Supreme Court ruling in favor of the Cherokee that was not enforced.
This document describes a shot from the film Psycho, showing a medium close-up of Mrs. Bates stabbing from a low camera angle. The setting is the bathroom of the Bates Motel. Sound effects include running shower water in the background. Marion screams in dialogue. High pitched, discordant string music plays. Mrs. Bates is seen pulling her arm back and stabbing powerfully downward until the knife and her hand are out of frame.
This document provides notes and questions about Roman artifacts from the time of Caesar Augustus that were used to strengthen his role as emperor. Statues of Augustus portrayed him as a god-like figure to establish his divine status and right to rule. Roman coins from before and during Augustus' reign show how their designs changed to feature his portrait and symbols of his power, portraying messages of peace, victory and military strength under his command. The artifacts demonstrate how Augustus used Roman religious symbols and beliefs to portray himself as having a divine mandate to rule as emperor.
The document contains a form with blank spaces for a person to write their name in both English and Spanish multiple times. The form is repeated with the instruction "ESCRIBE SU NOMBRE" (write your name).
Five days that changed britain bbc documentary (student question sheet)mattbentley34
油
The documentary examines the 2010 UK general election results and the subsequent formation of a coalition government between the Conservative and Liberal Democrat parties. The election resulted in a hung parliament with no single party able to command a majority. After negotiations, the Conservatives and Liberal Democrats agreed to form a coalition government with David Cameron as Prime Minister. This led to mixed reactions from members of both parties.
This document appears to be a character sheet for a roleplaying game. It includes sections for describing the character's name, attributes, abilities, advantages, humanity, equipment, contacts, resources, and backstory. The character's attributes, abilities, advantages, and other scores are rated on a scale and include characteristics like strength, intelligence, skills, disciplines, and virtues. The backstory sections provide spaces to detail the character's allies, mentors, reputation, followers, and influences within the roleplaying world.
The document discusses the steps to starting a nonprofit organization. It lists perseverance, passion, and money as the three key things needed to begin. It also provides examples of milestones from Joel's Place, a nonprofit that provides grief support to children, including incorporating in 2004 and receiving 501(c)(3) status in 2005. The document outlines important areas of focus for a new nonprofit like programming, marketing, governance, and fundraising.
Un grupo de sastres enga単坦 a un emperador vanidoso para que creyera que le estaban haciendo un vestido especial de una tela invisible que s坦lo pod鱈an ver las personas inteligentes. Cuando el emperador desfil坦 por la ciudad con el "vestido nuevo", una ni単a se単al坦 que en realidad iba desnudo, haciendo que todos se dieran cuenta de que hab鱈an sido enga単ados. Los sastres huyeron de la ciudad con el dinero del emperador.
Conte la caseta de xocolata %28amb icones%29marialopeztena
油
Two German children, Hansel and Gretel, get lost in the woods after going out to play. As night falls, they become scared and lost. They come upon a house made of gingerbread, cake, and chocolate. Hungry, they begin to eat the house. An old woman comes out and invites them inside, but she is actually a wicked witch. She imprisons Hansel and forces Gretel to care for him, planning to eat Hansel once he is fat. One day, as the witch is preparing the oven for Hansel, she falls in and is burned up. Gretel rescues Hansel from the cage, and the two happily reunite and return home.
A mouse lived in its burrow in a distant jungle. One day, it found a lion trapped in a hunter's net under a tree. Though the lion thought the mouse was too small to help, the mouse began gnawing at the net until the hole was big enough for the lion to escape. In gratitude for helping the lion, which had never harmed it, the mouse and lion went away together as good friends before the hunters arrived.
A mouse was sweeping the staircase and found a gold coin. She thought about buying candy but instead bought a bow for her tail, making her very beautiful. The nearby animals, including a rooster, pig, donkey, dog, cat, and duck, each asked if she wanted to marry them, but she said no. When the rat asked, she said yes. They married and lived happily ever after.
En un pueblo, un drag坦n feroz aterrorizaba a los habitantes comi辿ndose a sus animales y personas. Un d鱈a le toc坦 a la princesa ser la comida del drag坦n. Cuando la princesa lleg坦 a la cueva del drag坦n asustada, apareci坦 San Jorge cabalgando para salvarla. San Jorge luch坦 contra el drag坦n y lo mat坦 con su lanza. De la sangre del drag坦n nacieron hermosas rosas rojas. El pueblo celebr坦 que San Jorge los hab鱈a salvado del drag坦n.
Pere was a brave boy who did not know what fear was. He decided to leave home to go find fear. On his journey, he was not afraid when he encountered a ghost in an old house or when three giants tried to scare him. As a result of Pere's bravery, the giants left the country. The king heard about this and offered Pere marriage to the princess. One night, the princess threw water on Pere while he slept, scaring him. Pere was finally happy because he now knew what fear was.
1. A shoemaker was very sad because he had almost no work or money. One night, he used the last piece of leather he had to make a pair of shoes.
2. The next morning, he found two finished pairs of shoes made of leather on his workshop table, though no one knew who made them.
3. A man bought the shoes, giving the shoemaker money. With the money, the shoemaker bought more leather and made more shoes, going to sleep. When he awoke, there were many pairs of shoes, which all sold, giving the shoemakers much money.
Este documento presenta im叩genes de diferentes tipos de viviendas de todo el mundo y pide al lector que relacione cada imagen con su lugar de origen y escriba el nombre del tipo de vivienda debajo de cada imagen. Las im叩genes muestran viviendas como adosados, caba単as, casas de monta単a, tiendas de campa単a, barcos, barracas, tipis, apartamentos e igl炭s.
El peix irisat, el peix m叩s bonito del mar con escamas de los colores del arco iris, viv鱈a solo al fondo del mar. Los otros peixos quer鱈an jugar con 辿l pero 辿l los ignoraba. Cuando un peix blau pidi坦 una de sus escamas y 辿l se neg坦, los dem叩s peixos dejaron de querer jugar con 辿l. Triste y solo, el peix irisat le pregunt坦 a una estrella que le dijo que el pop de una cova sabr鱈a qu辿 hacer. El pop le aconsej坦 dar una escama a cada peix, as鱈 ser鱈a
This document discusses different professions and careers. It lists several common jobs including teachers, doctors, engineers, lawyers, and others. For each profession it provides a brief overview of the typical responsibilities, required education and skills needed to work in that field.
Southeast Asia Studies is a high school course that focuses on the countries in Southeast Asia. It would involve studying the history, culture, religions, and languages of countries in the region like Thailand, Vietnam, Cambodia, Malaysia and Indonesia. The course would help students understand the diversity of Southeast Asia and the relationships between the countries. It provides an important perspective for understanding global issues.
The document is a writing prompt for a short story contest for young writers. It provides blanks for the writer to fill in details like the title of their story, what a curious joaninha (ladybug) sees through its glasses that surprises it, what the object is and who or what may be inside, how the object and situations are described, what may happen, and how any situations could be resolved. The writer is prompted to fill in these details to create their short story submission for the contest.
This document appears to be a student survey asking for favorite tv shows, snacks, stores, movies, cars, games and includes blank lines for the student's name, date, class time and signature. It also has a title of "My Life in 2010" suggesting it is asking the student to reflect on their favorites from that year.
The document contains a form for students to reflect on and evaluate their own neatness, discipline, and commitments in art class. Students are prompted to explain their levels of neatness and discipline, and describe their commitments for the future. The form is duplicated and appears to be intended for students to complete individually and also for self-assessment over time.
This document discusses several topics including notes, blank topics, and blank sections. It touches on various blank subjects and blank areas without providing substantive information or details. In summary, the document contains mostly blank content without meaningful information to summarize.
This document is a story about a tiger who comes to tea at a little girl's house. The story is told through cut-out sandwiches with different fillings on colored paper representing the characters and events in the story. The tiger arrives uninvited at the girl's home and proceeds to eat and drink everything in the house during tea time.
The document contains blank lines and sections with no discernible information. As there is no meaningful content to summarize, a summary cannot be provided in 3 sentences or less.
The document discusses the issue of tossing garbage into the ocean. It notes that garbage dumped into oceans does not instantly disappear and raises concerns about how long it will take for the garbage to fully degrade and the impacts it has in the meantime. The summary calls attention to the environmental effects of ocean plastic pollution.
The document is a conversation where a person asks about another's nationality and place of origin. The response provides that the person is from the USA and identifies their nationality as American.
The document is an educational activity asking a student to observe and analyze natural and human-built environments. It presents an image of a natural landscape and asks the student to list its natural elements. It then prompts the student to think of other natural environments and explains that a man bought the land and plans to build a cabin, modifying the landscape. The student is asked how the environment will change after the construction.
The document contains a decoding activity where students are given a key to decode words related to Halloween. They are instructed to find the words using the given alphabet key and fill in the blanks. Some of the words to decode include "mummy", "vampire", "haunted house", "spider", and "jack-o-lantern".
The document is about Chico Bento drinking filtered water instead of tap water. It shows an image of Chico Bento drinking water and his mother looking surprised. It then asks questions about what Chico Bento is doing, if he seems thirsty, and why his mother looks surprised. It explains that for water to be safe to drink, it needs to be clean, fresh, and odorless to avoid disease. Filtered water is described as tasteless, odorless, and colorless, making it pure compared to tap water.
This document appears to be a reading report form for students in grades 1st and 2nd from the Instituto Biling端e Interamericano M辿xico. The form asks students to provide their name and their teacher's name. It requests that students mention and describe the main characters in the reading, discuss what values the reading conveyed and how the student applies them in their daily life. It also asks students to provide a bibliographic citation for the book in a specified format. Finally, it prompts students to write in their own words about the introduction, development and conclusion of the reading.
O tapete-magico-quadro-a-quadro - produ巽達o de textomfmpafatima
油
The document provides instructions for writing a narrative text about a magical carpet. It prompts the writer to introduce a character going somewhere for a reason, describe their surprise encounter with the magical carpet, and imagine adventures the character experiences with the carpet, concluding the story with a resolution. The writer is guided to include descriptive details to engage the reader throughout the story.
The document lists different modal verbs and instructs the reader to look at signs and write down the rules, regulations, or advice given using those modal verbs. It provides examples of modal verbs like can, could, may, might, must, ought to, shall, should, will, and would for the reader to use in summarizing signs.
This document is a preliminary franchisee inquiry questionnaire for Onit, a furniture franchise company. The questionnaire collects contact information, background details, preferences, areas of expertise, liquid investment available, and what attracts the applicant to an Onit franchise. It states that the information will be kept confidential and completing the form does not create any obligations. Further information will be required if mutual interest in a franchise is determined.
2. PER QUE?
PER QUE LA MARE POSA EL
BAVERALL AL BEB?
____________________________________________
____________________________________________
____________________________________________
PER QUE VAS AL BANY?
____________________________________________
____________________________________________
____________________________________________
PER QUE ET DUTXES?
____________________________________________
____________________________________________
____________________________________________
PER QUE ET POSES L'ABRIC?
____________________________________________
____________________________________________
____________________________________________
PER QUE ENCENS LA
XEMENEIA?
____________________________________________
____________________________________________
____________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda
3. PER QUE ENCENS L'AIRE
CONDICIONAT?
____________________________________________
____________________________________________
____________________________________________
PER QUE ET POSES LES
SABATES?
____________________________________________
____________________________________________
____________________________________________
PER QUE ATURES EL COTXE
EN EL SEMFOR?
___________________________________________
____________________________________________
____________________________________________
PER QUE VAS AL
FORN/PASTISSERIA?
____________________________________________
____________________________________________
____________________________________________
PER QUE POSEM EL
DESPERTADOR?
____________________________________________
____________________________________________
____________________________________________
PER QUE REGUES LES
PLANTES?
____________________________________________
____________________________________________
____________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda
4. Imaginem situacions
PER QUE HAS ANAT A LA
COMPRA?
____________________________________________
____________________________________________
____________________________________________
PER QUE BEUS?
____________________________________________
____________________________________________
____________________________________________
PER QUE MENGES?
____________________________________________
____________________________________________
____________________________________________
PER QUE PLORES?
____________________________________________
____________________________________________
____________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda
5. PER QUE HAS ARRIBAT TARD?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PER QUE ET VA CRIDAR LA TEVA GERMANA?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PER QUE VA VENIR LA TEVA MARE AL COLLEGI?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PER QUE TIRES SAL AL PUR?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PER QUE ET VAN CASTIGAR?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PER QUE VAS AL METGE?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda
6. PREGUNTES
QUE UTILITZES PER NETEJAR?
____________________________________________
____________________________________________
____________________________________________
QUE NECESSITES PER
DIBUIXAR?
____________________________________________
____________________________________________
____________________________________________
QUE UTILIZES PER CAMINAR?
____________________________________________
____________________________________________
____________________________________________
ON FAS LES FEINETES?
____________________________________________
____________________________________________
____________________________________________
QUINES EINES UTILITZES PER
CUINAR?
____________________________________________
____________________________________________
____________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda
7. QUE NECESSITES PER
DORMIR?
____________________________________________
____________________________________________
____________________________________________
COM PODEM VITJAR PER
MAR?
____________________________________________
____________________________________________
____________________________________________
COMP PODEM VIATJAR PER
AIRE?
____________________________________________
____________________________________________
____________________________________________
Sergio Palao Procedencia: ARASAAC (http://catedu.es/arasaac/) Licencia: CC (BY-NC-SA)
http://logopediayaudicinylenguaje.blogspot.com. Adaptat per: mjorda