Project Manon Otten Engels grammatica Reader
Samen opleiden nummer: 2471
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Inleiding/samenvatting
Voor mijn schoolproject 3B heb ik me gericht op het geven van grammatica lessen en het ontwerpen van een reader. De bedoeling van de reader is dat leerlingen hun eigen Engels kunnen leren. Het is als ondersteuning op het lesmateriaal wat zij uitgelegd krijgen. Het is de bedoeling dat alle belangrijke grammatica onderdelen erin komen te staan. De syllabus zelf moet een docentenhandleiding bevatten maar ook op de reader na oefenmateriaal voor de leerlingen met daarbij een correctie model voor de docent.
Menno heeft een site: www.mennovandijk.nl waar hij grammatica uitleg op heeft staan. Hij heeft mij gevraagd of ik daar een reader van wilde maken. Zij hebben een reader die gebruikt wordt maar die is met Nederlandse uitleg en Menno wilde graag een Engelse reader. Het moest dus een combinatie worden van zowel zijn website als de vorig gebruikte reader.
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Orientatiefase
Menno van Dijk, mijn begeleider liet mij vanaf het begin van het schooljaar weten dat hij graag een reader zou hebben in het Engels. Deze zou hij dan aan de leerlingen kunnen geven zodat zij grammatica regels makkelijk kunnen nalezen. Alle grammatica die wij behandelen moet erin. Dat houdt dus in dat alle lessen die gegeven worden aansluiten op de reader en ook andersom. Bepaalde grammatica lessen heb ik al gegeven met bepaalde regels en ezelsbruggetjes voor de leerlingen. Het is de bedoeling dat ik deze dus ook meeneem in de reader. Ook moeten er bij elk onderdeel oefeningen komen. Menno heeft veel van mijn lessen bezichtigd en mij verteld wat ik bijvoorbeeld makkelijker kan uitleggen in de reader en beter kon maar ook de dingen die heel duidelijk waren en ik zo moest houden. Belangrijk is dat ik ervoor zorg dat het past in de leefwereld van de studenten. Dus wel ICT gericht met plaatjes en toestanden. Bij het voorbereiden van de lessen maakte ik oefeningen die ik de leerlingen dan liet maken. Deze heb ik zowel voor mijn lessen bij niveau 2 als 3 gebruikt en bedacht mij dat ik deze later dan nog wel zou kunnen aanpassen indien nodig.
Bij het maken van mijn reader moest ik van mijn begeleider in gedachten houden dat er verschillende oefeningen waren voor zowel niveau 2 tot en met niveau 4 en in gedachten houden dat qua Engels niveau 3 en 4 hetzelfde niveau zijn.
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Analyse
Er moet een reader ontwikkeld worden waar alle leerlingen van het ICT college hun eigen Engels mee kunnen leren. Dit houdt dus in dat zowel de eerstejaars als de laatstejaars deze reader moeten kunnen gebruiken. Ook moet het 1 reader zijn dat geschikt is voor alle MBO niveaus op het ICT college. Per bladzijde 1 duidelijke uitleg en daarna 1 bladzijde met oefeningen en als laatste 1 correctiemodel. Dit houdt dus in dat er 3 bladzijdes per grammatica onderdeel behandeld worden.
De reader moet uitdagend genoeg zijn. Daarom zal alles ook in het Engels moeten. Daarmee raken ze gewend aan de Engelse taal. En er zal geen angst hoeven zijn over het feit dat ze het niet zullen snappen omdat het in het Engels geschreven is want de leerlingen krijgen dit als extra steuntje wanneer zij de uitleg al gehad hebben. Doordat ik de lessen zelf gegeven heb kon ik kijken waar de leerlingen meer moeite mee hadden. Bepaalde onderdelen gingen hen namelijk beter af dan anderen. Hier heb ik tijdens het maken van de reader rekening mee kunnen houden.
Tijdens het ontwikkelen van de reader en het voorbereiden van de lessen heb ik vooral veel met Menno, mijn begeleider te maken gehad. Hij kende zowel mijn manier van lesgeven en ik stuurde de oefeningen naar hem voordat ik ze werkelijk ging gebruiken. Onze samenwerking verliep goed omdat we zowel bij dit project als bij het volgende op dezelfde lijn staan. Dat is een prettige manier van samenwerking. Aangezien ik de vorige reader heb doorgenomen en ook gebruikt heb wist ik welke kant hij op wilde en met zijn website werk ik ook al vanaf het begin van het schooljaar. Dit maakte het mogelijk om wat ik graag wilde te combineren met wat hij graag in een reader wilde. Ik heb ook collega Marc Willemsen om advies gevraagd. Hij heeft mijn reader ingekeken toen het bijna af was. Hij gaf mij nog wat tips voor de Lay out. Zoals het ICT logo wat ik aan de voorkant van mijn reader was vergeten. Op deze manier kreeg ik andere inzichten en van iemand die geen Engels geeft maar een ICT gericht vak. Verder heb ik wel alleen gewerkt. Ik heb bepaalde oefeningen die ik eerder had gebruikt wel opnieuw gebruikt voor in de reader. Dit waren dan oefeningen van het internet. Meestal heb ik geprobeerd zoveel mogelijk mijn eigen oefeningen te maken alleen is dat soms gewoon wat moeilijker omdat je dan vaak in het routine vervalt van leerlingen de juiste vorm en vertaling te laten invullen. Dit gebeurd vooral veel bij de verschillende tijden in het Engels. Dan is het steeds moeilijker om wat te verzinnen. Verder heb ik voornamelijk veel alleen gewerkt. Ondanks dat mijn reader niet continu gaat over ICT of ICT gerichte dingen denk ik wel dat het redelijk gelukt is om rekening te houden met de leefwereld van de leerlingen. Het heeft verschillende oefeningen. Er zit structuur in de oefeningen maar ook in de reader zelf. Vooral leerlingen van het ICT hebben behoefte aan die structuur omdat er in een klas vaak veel autisten zijn. Omdat ik vanaf het begin van het schooljaar naast mijn bijlessen ook grammaticalessen heb gegeven had ik al aardig wat uren voor de klas staan die ook hierbij hoorden in verband met de grammatica die ik later uit zou werken. Ik maakte vaak voor die lessen al oefeningen en paste ze aan indien nodig. Daardoor had ik wel wat oefeningen al klaarstaan. Wel heb ik veel uren in het maken van de reader gestopt want ook al is het
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maar een uitleg van 1 bladzijde het moet in correct Engels zijn maar dan ook wel zo dat de leerlingen het allemaal begrijpen. Er mocht gebruik maken van Nederlandse woorden wanneer het niet anders kon. Dus heb ik geprobeerd om me daar zo veel mogelijk aan te houden. Ook de oefeningen namen weleens wat tijd in beslag omdat er onderscheidt gemaakt moest worde tussen niveau 2 en niveau 3,4. Dat had ik tijdens het geven van mijn lessen veel minder gedaan en nu moest ik als het ware 2 verschillende oefeningen maken waarvan 1 makkelijk en de andere moeilijk.
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Proces verslag
Tijdens het maken van de reader heb ik aan mijn competentie vakinhoudelijk gewerkt. Ik vind van mezelf namelijk dat het niet uitmaakt wat voor vak ik zou geven zolang ik maar les kan geven maar soms gaat dit dan ook weleens ten koste van mijn vakdidactische kant. Tijdens het maken van de reader heb ik op het laatste moment nog bepaalde veranderingen moeten maken. Bij het onderdeel klokkijken ontdekte ik dan zelf dat ik het heel moeilijk vond om een uitleg te maken in het Engels met zo min mogelijk Nederlands. Ik heb dan deze tekst ook wat vaker over moeten schrijven dan anderen. Dit heeft mij dus doen werken aan mijn vakdidactische kant.
De reden dat ik zoveel mogelijk in het Engels gedaan heb is omdat je moet werken met doeltaal=voertaal. Hoe meer de leerlingen Engels horen des te beter. De meeste uitleggen geven wij ook in het Engels. Tenzij het ingewikkelde grammatica oefeningen zijn dan wordt het vaak eerst in het Nederlands verteld en dan pas in het Engels. Hier heb ik ervoor gekozen om alles in het Engels te doen behalve wanneer het niet anders kan dan iets in het Nederlands te benoemen. Bij sommige onderdelen heb ik er ook voor gekozen om ze niet de grammaticale term te geven die erbij hoort want die onthouden leerlingen niet en die doet er ook niet toe. Zolang zij maar weten wanneer ze het moeten toepassen. Ik had met mijn begeleider afgesproken dat er een bepaalde structuur in zou zitten in de reader. Eerst de wat makkelijker onderdelen en dan de moeilijkere. Zo gaat het namelijk in de praktijk ook. Eerst worden de makkelijke onderdelen behandeld en daarna de moeilijkere. Ik heb mij bezig gehouden met het verzorgen van de grammatica lessen. Door de mennovandijk.nl site en de reader had ik vanaf het begin al een duidelijk overzicht van wat er in de lessen gebeurd moest worden. Op woensdag had ik altijd 3 klassen van niveau 3 dus draaide ik 3 keer anderhalf uur dezelfde lessen. Daarna heb ik een reader gemaakt met al de gegeven lessen erin en nog uitleg die de leerlingen kunnen gebruiken als extra ondersteuning en lessen die mijn begeleider eventueel in de toekomst nog zal gaan geven. Ik heb niet echt overlegd met medestudenten hiervoor. Met name met mijn begeleider en andere collega’s. Ik ben tevreden met het resultaat als reader. Met name omdat ik op advies van mijn begeleider soms wat concreter in dingen moet zijn. Tijdens het onderwerpen van de reader is dat vind ik goed gelukt. De reader ziet er netjes en verzorgd uit en er zit een duidelijke structuur in. In totaal heb ik 93,5 uur gewerkt aan mijn project. Hierin zitten de uren waaraan ik aan de reader gewerkt hebt maar ook de uren die ik heb besteed aan het lesgeven. De opmaak van de reader en het overleg met collega’s.
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Product verslag
Hoe kan het product verder nog gebruikt worden?
De bedoeling van de reader was dat mijn begeleider dit nog zou kunnen gebruiken in de toekomst. Het moest een vernieuwde versie zijn van de vorige reader en in het Engels. Omdat dit echt vakgericht is op Engels en niet voor een ander vak gebruikt zou kunnen worden is dit echt voor mijn begeleider. Mijn begeleider, Menno van Dijk is wel de enige docent Engels op de afdeling op het ICT college maar mochten er collega’s bij komen in de toekomst dan zouden die zeker gebruik kunnen maken van deze reader ook. Ook werkt Amersfoort natuurlijk samen met Utrecht waardoor ze eventueel de reader daar ook nog zouden kunnen gebruiken.
Ook zelf kan ik het altijd nog gebruiken omdat het vol met grammatica uitleg staat. Eventueel zouden collega’s het ook kunnen gebruiken wanneer zij leerlingen oefeningen willen laten maken. Bijvoorbeeld studieloopbaan begeleiders die hun traject leerlingen op weg willen helpen. De oefeningen bevatten namelijk nakijk modellen en is dus makkelijk te gebruiken. Het belangrijkste is dat er nu een vernieuwde reader is met Engelse uitleg zoals mijn begeleider nodig had omdat deze hiervoor nog niet bestond. Ook zei mijn begeleider, Menno van Dijk, dat hij veel uit mijn gemaakte reader zou gebruiken voor op zijn internet site.
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Startdocument
Een plan van aanpak gebruik je om de gemaakte afspraken (in het contractformulier) en je werkwijze te concretiseren. Context: Omschrijf kort de achtergronden van je opdracht, de doelgroep, het team waarbinnen je de opdracht gaat uitvoeren. Wie maken deel uit van de groep collega’s die belang hebben bij dit project.
De achtergrond van de opdracht is dat er wel een reader is voor de leerlingen maar niet een reader die zowel Engelse grammatica uitleg te bieden heeft en ook oefeningen voor verschillende niveaus. Leerlingen hebben een reader nodig voor extra ondersteuning waaruit zij zelfstandig kunnen werken en regels kunnen opzoeken met genoeg gegeven voorbeelden daarbij. Deze reader is nodig zodat de leerling extra materiaal hebben op hun blauwe boekje en de Menno van dijk site na. Er is extra ondersteuning nodig om de leerlingen de grammatica onder de knie te laten krijgen. De collega’s die hier belang bij hebben zijn de docenten Engels. De doelgroep is niveau 2 tot en met 4 van de ICT afdeling. Maar uiteraard zullen deze oefeningen en de reader ook door andere leerlingen van andere afdelingen gebruikt kunnen worden binnen het ROC. Knelpunten: Welke behoeften spelen een rol?
Er is behoefte aan meer grammatica uitleg. Behoefte aan meer oefeningen en duidelijke structuur in de uitleg. Het moet in de leefwereld van de leerlingen passen maar het moet ook duidelijk geschreven zijn. Het moet variaties bieden voor verschillende niveaus. Ook moet het op langer termijn bruikbaar zijn. Verkenning Vanuit eigen praktijk
Er moet meer authentiek materiaal gemaakt worden voor de leerlingen zodat zij daarmee aan de slag kunnen. Dit verschilt van wat de leerlingen gewend zijn en dit spreekt leerlingen ook meer aan. Vanuit de literatuur
Bij bepaalde vakken wordt het boek moderne vreemde talen in de onderbouw gebruikt. Ondanks dat het hier natuurlijk niet de onderbouw is staat het boek wel vol met handige tips en oefeningen die met wat aanpassingen ook in de bovenbouw gebruikt zouden kunnen worden. Ook heeft mijn begeleider het boekje “ the bottom line” wat bij ons bekend staat als het blauwe boekje waar ook al uitleg en grammatica bij staat en ik dus zou dit boekje al leidraad kunnen gebruiken. Andere bronnen die gebruikt zouden kunnen worden: Internet: busyteacher.com
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boeken: Effectief leren, Ebbens. Bottom line, reader die gebruikt wordt op het ROC.
Expertise afspraak Archimedes Met welke medewerker van het opleidingsinstituut ga je een afspraak maken? Naam: Antoine van Roemburg
Datum: 3 Juli 2012
Handtekening:
Opdrachtformulering: Omschrijf zo nauwkeurig mogelijk de opdracht. Uit welke onderdelen bestaat het product precies? • • •
Er is vraag naar zo genoemde reader voor extra ondersteuning grammatica met oefeningen. moet geschikt zijn voor niveau 2/3/4 Het moet een extra ondersteuning zijn voor de grammatica lessen
Opdrachteisen: Je vermeldt hier de eisen waaraan je opdrachtgever achteraf je product kan toetsen. Als het product aan alle eisen voldoet, is het goed. Zorg er dus voor dat de eisen zo geformuleerd worden dat toetsbaar zijn. • • • •
Uitleg van de grammatica is in het Engels. De opdrachten en uitleg die daarbij horen zijn op mbo niveau 2/3/4 De grammatica die in de lessen behandeld worden komen terug in de reader. Er wordt gebruik gemaakt van afwisselende opdrachten en oefening.
Leerdoelen Omschrijf je eigen leerdoelen, uitgedrukt in indicatoren van de zeven competenties van SLB. Inter-persoonlijk competentie: Bij het maken van dit project zal ik goed rekening moeten houden met de leefwereld van de leerlingen. Het moet hun interesse opwekken om hen te motiveren.
Pedagogische competentie: Ook bij deze competentie moet ik zorgen dat het bij hun leefwereld aansluit en het dus ook afwisselend genoeg voor hen is. De oefeningen moeten goed aansluiten op wat zij kunnen, hetzelfde geldt voor de voorbeeld zinnen. Ik moet ook tijdens mijn lessen een makkelijke manier vinden om leerlingen de regels te kunnen laten onthouden. Iets wat hen bij blijft en wat voor hen een makkelijke manier is. Vakinhoudelijke en vakdidactische competentie: Deze competentie is voor mij belangrijk omdat tijdens het ontwikkelen van de oefeningen staan deze competenties centraal. Het gaat erom dat ik een product kan leveren wat vol met leerzame oefeningen voor de leerlingen. Een andere belangrijk punt is dat het niveau ligt op mbo niveau 2/3/4 Organisatorisch competent: Ik moet mijn lessen op de manier verzorgen dat ik de leerlingen geboeid in de les kan houden. Mijn lessen moeten voorbereid worden op een manier die hen aanspreekt en dus ook in hun sfeer georganiseerd worden. Hetzelfde geldt voor het verzorgen van de reader en de lay out daarvan.
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Logboek
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Grammatica lessen (vanaf het begin gegeven)
Wat?
Logboek
Wanneer?
Tijd?
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Telephone aphabet en use of capitals
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Les gegeven+oefen ingen gemaakt voor de leerlingen
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21 december
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De tenses
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11 januari
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Klok kijken
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Les gegeven +oefeningen gemaakt voor de leerlingen. Les gegeven+ oefeningen gemaakt voor de leerlingen
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17 januari
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Les gegeven+ oefeningen gemaakt voor de leerlingen
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Tag questions
Zij instroom februari
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Wij hebben altijd een februari instroom deze leerlingen lopen echter wat achter en in de eerste weken van februari heb ik
Maken oefeningen: 0,5 uur • Gegeven les: 4,5 uur (3 klassen) Gegeven les: 4,5 uur. (3 klassen)
• 18 januari
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Februari maand en maart elke week een half uur.
Gemaakte oefening 0,5 uur Gegeven les: 1,5 uur Gemaakte oefeningen: 0,5 uur.
Gegeven les: 4,5 uur
(3 klassen) •
8 uur
Bij deze kolom: 24,5 uur 11
Grammatica voorbereidingen project en nog latere gegeven lessen.
Wat?
hen wat extra grammatica lessen gegeven omdat zij moesten beginnen vanaf nul..
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Met Menno besproken wat er in de reader moet komen welke grammatica lessen er al zijn gegeven en welke er nog gegeven moeten worden. Voor mezelf bekeken welke lessen ik heb gegeven. Aantekeningen gemaakt van hoe ik het project wil gaan beginnen
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Besprekingen met Menno over idée project.
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Aantekeningen
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Boekje the bottom line doornemen
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Menno wilt graag dat de reader een mengeling van de vorige reader en zijn website wordt en daarom moet ik de richtlijnen van dit boekje
Wanneer? •
4 April
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Tijd? •
1,5 uur
4 april
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1,5 uur
18 April
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1,5 uur
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aanhouden.
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Gegeven les over that/this/
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Voorbereiding les met oefeningen en les geven
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11 april
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Les over if sentences
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Voorbereiding les met oefeningen en les geven
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9 mei
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Could/ would/should
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15 mei
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Gegeven les 1,5 uur
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Telephone alphabet en use of capitals
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De instroom klas van februari could would should uitleggen en oefeningen laten maken. Telephone Alphabet en use of capitals uitleggen aan beveiliging.
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17 mei
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Gegeven les 1,5 uur.
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Klok kijken bij beveiliging
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Klok kijken beveiliging. Uitleg gegeven en oefeningen
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24 mei
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Gegeven les 1,5 uur
Maken van oefeningen en voorbereidi ng les:0,5 uur. • Gegeven les: 4,5 uur (3 klassen) Maken van oefeningen en voorbereidi ng les: 0,5 uur • Gegeven les 4,5 uur (3 klassen)
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Tag questions+ Klok kijken
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Adverbs
Reader maken •
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Met Menno bespreken welke lessen we kunnen schrappen voor de reader. Ook besproken hoe de onderwerpen eruit moeten komen te zien. Begonnen met schrijven uitleg in het engels van behandelde onderdelen.
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Wat?
laten maken
Tag questions + klok kijken nog even samenvatten voor de instromers van februari
Laatste les aan de leerlingen geven voor hun toets over het gebruik van bijwoorden. Hierbij verschillende oefeningen ook in verband met instromers van de maand februari
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Bespreking Menno. Verschillende oefeningen voor verschillende niveaus maken.
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Alle tenses uitgelegd + verschillende oefeningen erbij gemaakt en de oude wat verbeterd
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30 mei
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6 juni
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Gegeven les 1,5 uur
Voorbereide n les 0,5 uur • Gegeven les 4,5 uur (3 klassen)
Bij deze kolom 25,5 uren. Wanneer? •
28 mei
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12 juni
Tijd? •
1,0 uur
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2,5 uur
14
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Could/would/ should
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Counting
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Articles& Comparatives
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Lijst met irregular verbs
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If sentences
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Plaatjes zoeken
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Bronnen bijhouden
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Ontkennende zinnen
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De Check!
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Uitleg geschreven en oefeningen per niveau gemaakt.
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12 juni
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1,0 uur
Uitleg en oefeningen geschreven voor het onderdeel tellen.
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12 juni
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0,5 uur
Uitleg en oefening geschreven
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14Juni
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1,0 uur
Irregular verbs uitschrijven
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14 juni
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1,0 uur
If sentences uitleg+ voorbeelden en oefeningen
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30 juni
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1,0 uur
Bijbehorende plaatjes zoeken en invoegen waar nodig
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30 juni
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0,5 uur
Bronnen bijhouden
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30 juni
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0,5 uur
Uitleg schrijven en oefeningen maken met voorbeeldzinn en
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1 juli
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1,0 uur
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1 juli
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1 uur
Checken of grammatica
15
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Adverbs+ much/many
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Menno laten zien hoe het er tot zover uit ziet en bespreken.
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overeenkomt met die van Menno’s site en de bottom line
Uitleg schrijven en oefeningen maken met voorbeeldzinn en
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2 juli
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2.0 uur
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3 juli
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1 uur.
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Maken van uitleg en daarbij behorende oefeningen
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3 juli
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1 uur
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Maken van uitleg en de daarbij behorende oefeningen
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3 juli
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1 uur
Dingen veranderd, aangepast of weggehaald en gecorrigeerd.
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Prepositions
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Vragen maken in het Engels
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Tag questions
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Maken van uitleg en de daarbij behorende oefeningen
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3 juli
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1 uur
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Telephone alphabet
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Telephone alphabet en uitspraak opschrijven met daarbij oefeningen geschikt voor
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3 juli
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1 uur
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verschillende niveaus •
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The shit rule
This, that, these and those
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He/she and it regel uitwerken en oefeningen op niveau maken.
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Uitleg opschrijv en opzoeken van eerder gebruikt materiaal om erb te voegen.
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Menno laten kijken wat er nog veranderd moet worden en dat veranderen naar het Engels in verband met nog teveel Nederlands.
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4 juli
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1 uur
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4 juli
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1 uur
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4 juli
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2,5 uur
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Door Menno laten checken.
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Lay out verzorgen
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Hier en daar wat aanpassingen toebrengen die ICT vriendelijk zijn.
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4 juli
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1,5 uur
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Bronnen updaten
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Bronnen die ik gebruik hebt
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5 juli
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0,5 uur 17
nog opzoeken en opschrijven •
Nakijkmodelle n maken voor elke oefening.
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Voor nog niet alle oefeningen had ik nakijk modellen die moesten echter nog gemaakt worden
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5 juli
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4,5 uur
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Feedback Marc Willemsen
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Marc Willemsen om advies gevraagd voor mijn reader. Aanpassingen gemaakt en ICT vriendelijker gemaakt.
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5 juli
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1,5 uur
Probleem beschrijven en wat is mijn rol daarin?
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20 juni
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1 uur
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20 juni
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1,5 uur
Product beschrijven en uitleggen
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20 juni
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1,5 uur
Afronden project (Bepaalde dingen hiervoor al gedaan maar hier neergezet) •
Probleem beschrijven
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Startdocument maken
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Product beschrijven
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Stardocument met informatie opzoeken ter voorbereiding
Getelde uren bij deze kolom: 30.5
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Presentatie product en procesverslag
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Opschrijven hoe het mij allemaal verging
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5&6 juli
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3,5 uur
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Logboek bijhouden
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Logboek bijhouden en aanpassen.
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5&6 juli
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1 uur
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Voorwoord schrijven
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6 juli
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0,5 uur
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Aanpassen en reflecteren
Voorwoord en uitleg voor gebruik reader geschreven
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Laatste loodjes
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Laatste aanpassingen
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6 juli
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2.0 uur
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Inhoudsopgav e maken, voorkant kiezen en bij retro op mooi papier uitprinten
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6 juli
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2.0 uur
Getelde uren deze kolom: 13 Totaal aantal uren gehele project: 93,5
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Toelichting logboek!!!!
Op de woensdag hebben Menno en ik altijd drie keer dezelfde les van MBO niveau 3. Daardoor zijn mijn gegeven lessen steeds geteld als 3 keer. Omdat ik 3 keer dezelfde les geef. 19
Beoordeling Menno van Dijk
Smack This Grammar! Engelse grammatica Reader
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Engelse Grammatica Reader
Manon Otten
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Engelse grammatica reader
Smack this Grammar!
Manon Otten
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Inhoud Voorwoord Telephone Alphabet Capitals Articles Comparatives Auxiliaries Counting If sentences In denial Adverbs Much/many Questions Tag questions Shit rule This.that.these.those What time is it? Present simple Past simple Present continuous Past continuous Present perfect Past perfect Present perfect continuous Past perfect continuous All tenses Prepositions Formal letter Irregular verbs Sources
Inhoud
Blz.1 Blz.2 Blz.3 Blz.6 Blz.9 Blz.12 Blz.15 Blz.20 Blz.23 Blz.26 Blz.29 blz.32 Blz.35 Blz.38 Blz.41 Blz.43 Blz.47 Blz 50. Blz.53 Blz.56 Blz.59 Blz.62 Blz.65 Blz.68 Blz.71 Blz.74 Blz.75 Blz 76. Blz.80 Blz.81
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Voorwoord
Deze reader is ontwikkeld voor het extra ondersteunen van de lessen. Het is de bedoeling dat de studenten met behulp van deze reader hun eigen Engels kunnen oefenen. Nadat zij een uitleg gehad hebben over bepaalde grammatica onderdelen kunnen zij zelf nog hierin een korte samenvatting ervan terug vinden. Bij elk grammatica onderdeel zitten oefeningen voor zowel niveau 2 en niveau 3/4 . Het handigst is om leerlingen beide oefeningen te laten maken zodat zij extra oefenen. Achter de oefeningen bevinden zich de antwoordmodellen.
Deze reader bevat ook een voorbeeld van een formele brief en de voorzetsels waarmee de leerlingen veel te maken zullen krijgen tijdens hun lessen Engels. Als laatste bevat de reader ook een lijst met alle onregelmatige werkwoorden waarvan wordt verwacht dat de leerlingen die kennen.
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Telephone alphabet
A telephone alphabet is the most widely used spelling alphabet. We use this alphabet to be sure that we use the right letters when we have to spell a word. The telephone alphabet goes like this: Spelling alphabet 1. Alpha
2. Bravo
3. Charlie
Pronunciation /eej/
/bii/
/sii/
4. Delta
/dii/
6. Foxtrot
/ef/
5. Echo 7. Golf
8. Hotel 9. India
10. Juliet 11. Kilo
12. Lima
13. Mike
14. November 15. Oscar 16. Papa
17. Quebec 18. Romeo 19. Sierra
/ii/
/dzjii/
/eeitsj/
/ai/
/dsjeej/ /keej/ /el/
/em/
/en/
/oow/
/pii/
/kjoe/ /ar/
/es/
20. Tango
/tii/
22. Victor
/vii/
24. X-ray
/eks/
21. Uniform 23. Whiskey 25. Yankee 26. Zulu
/joe/
/dabbeljoe/
/wai/
/zed/
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Niveau 2:
Exercises
Write down the following words in telephone alphabet: Aunt
Snow Write down the pronunciation of these letters: B
_____
K
_____
X
_____
M
_____
Niveau 3/4:
Write down the following words in telephone alphabet:
Crash
Foreign
Number
Write down the pronunciation of these letters: Q
_____
L
_____
C
_____
P
_____
W
_____ 26
Niveau 2:
Keys
Write down the following words in telephone alphabet: Aunt Alpha, Uniform, November, Tango
Snow Sierra, November, Oscar, Whiskey Write down the pronunciation of these letters: B
Bii
K
keej
X
eks
M
em
Niveau 3/4:
Write down the following words in telephone alphabet: Crash
Charlie, Romeo, alpha, sierra, hotel Foreign Foxtrot, Oscar, Romeo, echo, India, Golf, November Number November, uniform, Mike, Bravo, Echo, Romeo
Write down the pronunciation of these letters: Q
Kjoe
L
El
C
Sii
P
pii
W
dabbeljoe
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Use of capitals
In Dutch we call a capital een hoofdletter
When do we use capital letters?
1. Use a capital letter for the personal pronoun 'I': What can I say?
2. Use a capital letter to begin a sentence or to begin speech The man arrived. He sat down. 3. Use a capital letter for days of the week, months of the year, holidays: • • •
Monday, Tuesday January, February Christmas, Easter
4. Use a capital letter for countries, languages & nationalities, religions: • • •
China, France Japanese, English Christianity, Buddhism
5. Use a capital letter for people's names and titles: • • •
Anthony, Ram, William Shakespeare Professor Jones, Dr Smith Captain Kirk, King Henry VIII
6. Use a capital letter for trade-marks and names of companies and other organizations: • • •
Pepsi Cola Microsoft Corporation, Toyota the United Nations, the Red Cross
7. Use a capital letter for names of vehicles like ships, trains and spacecraft • • •
the Titanic the Orient Express, the Flying Scotsman Challenger 2, the Enterprise
8. Use a capital letter for titles of books, poems, songs, plays, films etc: • • •
War and Peace Gone With The Wind The Lion King
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Exercises Niveau 2:
Place capitals were needed in the next sentences. 1. i went to the cinema on monday.
2. he was always scared of the easter bunny. 3. angelina jolie played well as lara croft.
4. he would like to have a new suzuki for christmas. 5. as a child i wanted to be like batman. Niveau 3/4
Correct the story, place the capitals were needed and explain why.
every tuesday there is a guest star in the dr oz show. last week it was oprah winfrey who was presenting a new movie that will be coming out in january. i think the movie’s name was: the avangers. it seemed to be a good movie. even though i am not a big fan of scarlett johansson, i think it is worth watching it. i wil ask my sister tessy to come with me. however, i am not sure that she will be coming with me, because she is not a big fan of american movies.
Explain for what reason you placed the capitals.
Example: Wednesday should have a capital because it is a day and in English you write the days with a capital.
_____________________________________________________________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________
_____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ 29
Niveau 2:
Keys
Place capitals were needed in the next sentences. 1. I went to the cinema on Monday.
2. He was always scared of the Easter bunny. 3. Angelina Jolie played well as Lara Croft.
4. He would like to have a new Suzuki for Christmas. 5. As a child I wanted to be like Batman. Niveau 3/4
Correct the story, place the capitals were needed and explain why.
Every Tuesday there is a guest star in the Dr Oz show. last week it was Oprah Winfrey who was presenting a new movie that will be coming out in January. I think the movie’s name was: The Avangers. it seemed to be a good movie. Even though I am not a big fan of Scarlett Johansson, I think it is worth watching it. I wil ask my sister Tessy to come with me. However, I am not sure that she will be coming with me, because she is not a big fan of American movies.
Explain for what reason you placed the capitals.
Example: Wednesday should have a capital because it is a day and in English you write the days with a capital. • • • • • • • •
Every= Beginning of a sentence. Tuesday= day of the week Dr Oz, Oprah Winfrey, Scarlett Johansson, Tessy= A name January=month I = personal pronoun The Avangers =Title of a movie However=beginning of a sentence American= nationality
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The, A or An?!
The, a and an are called articles. They are used to point something out. For example: a table, an apple, the man.
When to use a and an We use a or an to refer to something or someone. A and an refer to any member of the group for example: • "My daughter really wants a dog for Christmas." This refers to any dog. We don't know which dog because we haven't found the dog yet. • When I was at the zoo, I saw an elephant!" Here, we're talking about a single, nonspecific thing, in this case an elephant. There are probably several elephants at the zoo, but there's only one we're talking about here. We use A before words that begin with a consonants (medeklinker): • • •
A woman A shoe A person
An goes before words that begin with vowels (klinker):
• An apple • An egg • We also use AN before unsounded "h" , AN will be used instead of A. When "u" makes the same sound as the "y" in "you," or "o" makes the same sound as "w" in "won," then A is used instead of AN. Examples of these words are: • • •
A uniform An hour A unicorn
When to use the The is used to refer to a specific or particular member of a group. For example, if I say, "Let's see the movie ," I mean a specific movie . If I say, "Let's go and see a movie ," I mean any movie rather than a specific movie. • "The dog that bit me ran away." Here, we're talking about a specific dog, the dog that bit me.
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Niveau 2
Exercises
Fill in the where needed or leave open where needed. Remember: You should not use the everywhere! Yesterday I arrived in _____ USA. A couple of days before I was in ___ London. I really like that city. I went shopping at ____ Harrods. I bought a lot of things there. Then I decided to walk around and I ended at ____ London Bridge. I did a lot of sightseeing and in the evening I went back to ______ hotel. I don’t like_____ hotels very much, but I didn’t have _____ time to rent an apartment. Fill in a of an 1. Karen has _____ dog.
2. Let’s sing _____ song.
3. He has _____ expensive bike.
4. Your car drives 160 miles ____ hour 5. I need ____ red pen.
Niveau 3/4
Fill in the, a, an or nothing 1. I saw ____ car crash last week.
2. They are staying ____ downtown 3. ____ water is dirty.
4. Celine is _____ French.
5. ____ amazing story it is.
6. You should wear _____ uniform.
7. I think ____ man is very unfriendly. 8. _____ price of milk keeps rising.
9. Tolkien was ____ well known writer. 10. She was born in ____ Italy.
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Niveau 2
Keys
Fill in the where needed or leave open where needed. Remember: You should not use the everywhere! Yesterday I arrived in The USA. A couple of days before I was in (___) London. I really like that city. I went shopping at (____) Harrods. I bought a lot of things there. Then I decided to walk around and I ended at the London Bridge. I did a lot of sightseeing and in the evening I went back to the hotel. I don’t like(_____) hotels very much, but I didn’t have the time to rent an apartment. Fill in a of an 1. Karen has a dog.
2. Let’s sing a song.
3. He has an expensive bike.
4. Your car drives 160 miles an hour
5. I need a red pen.
Niveau 3/4
Fill in the, a, an or nothing 1. I saw a car crash last week.
2. They are staying (____ )downtown 3. the water is dirty.
4. Celine is (_____) French.
5. an amazing story it is.
6. You should wear a uniform.
7. I think the man is very unfriendly. 8. the price of milk keeps rising.
9. Tolkien was a well known writer. 10. She was born in (____)Italy.
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Comparatives
In Dutch we call comparatives: De vergrotende trap.
Words that count one syllable (klank) get er and est at the end. Example: Dumb, dumber, dumbest. When a word has two syllables you use the same rules as for the words with one syllable. • Smart, smarter, smartest. • Big, bigger, biggest. • Cheap, cheaper, cheapest Words that have three or more get more and most. • Beautiful, more beautiful, most beautiful. • Intelligent, more intelligent, most intelligent. • Expensive, more expensive, most expensive
Words that end with –y get ier. • Happy, happier, happiest. • Funny, funnier, funniest
However, unfortunately there are some exceptions that you should learn: Bad, worse, worst Far, farther, farthest (USA) Far, further, furthest (UK) Good, better, best Little, less, least Little, smaller, smallest Much, more, most Many, more most
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Exercises
Niveau 2. Fill in the one that is left out correctly 1. Healthy __________ 2. __________
__________
3. Beautiful
More beautiful
5. Bad
__________
4. Funny 6. Big
7. Thin
__________ Bigger
____________
Healthiest Longest
__________
__________
__________ __________
Thinnest
8. Arrogant
More arrogant
10. Careful
____________
___________
1. few
__________
___________
3. Cheap
__________
___________
9. ___________
Nicer
__________ Nicest
Niveau 3/4
2. Little
4. Annoying 5. Scary
6. happy 7. Great 8. Easy
9. Difficult 10. Far
__________ __________ __________ __________ __________
___________ ___________
____________
___________ ___________ ___________ ___________ ___________
____________ ____________ ____________
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Keys
Niveau 2. Fill in the one that is left out correctly 11. Healthy Healthier 12. Long
Longer
14. Funny
Healthiest
Longest
most beautiful
13. Beautiful
More beautiful funnier
funniest
15. Bad
worse
worst
16. Big
biggest
17. Thin
Bigger
thinner
18. Arrogant
More arrogant
most arrogant
20. Careful
19. Nice
Thinnest
Nicer
more careful
most careful
fewer
fewest
12. Little
smaller
smallest
cheaper
cheapest
14. Annoying
more annoying
most annoying
scarier
scariest
happier
happiest
greater
greatest
easier
easiest
more difficult
most difficult
farther
farthest
Niveau 3/4
11. few
13. Cheap
15. Scary
16. happy
17. Great
18. Easy
19. Difficult 20. Far
Nicest
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Auxiliaries
When to use could? We use could to talk about what was possible in the past, what we were able or free to do. • I could sing a lot better when I was younger. • My grandfather could speak in public very easily.
We often use could in a question to ask somebody to do something. The use of could in this way is fairly polite (formal): • Could you tell me where the building is, please? • Could you send me an e-mail, please? When to use would We often use would as a kind of past tense of will or going to. • I thought she would come, that’s why I came here. • I thought it would rain, so I brought my umbrella with me. • She said she would buy some milk.
We also use would when giving advice: • I would not do that if I were you
We use would for polite conversations. • Would you give me some more? • Would you like to do that for me?
When to use should We often use should when you are offering advice or options. You also use should when you talk about obligation. • You should eat more, you look so skinny. • She should stop telling you what to do. We also use should when we expect something to happen. • The train should be here in ten minutes. • Five pounds is enough, it’s should not cost more than that.
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When to use might or may You use might or may when you are not sure that something is going to happen. They both indicate that something is possible. However, there is a difference between them. You use may for things that are more likely to happen. You use might for situations that are unlikely. • I may leave early today if I finish everything. • I may go there tonight. • I might drink coffee if Megan Fox is coming to Starbucks. • I might do my homework, if I win the Olympics. When to use must You use must to show that something is true. You also use must to express a strong obligation. • I must go to bed earlier. • I must say that you did a great job • It’s cold here! You must be freezing.
When to use can Can is used to express possibilities. We also use can to ask for and give permission. You can compare can to could. However, can is less formal. • Can you open the window? • I can go there tonight. • I can ride a bike
When to use will or shall Even though there is not a lot of difference between will and shall, will is used more often. when we want to express a strong intention to do something, we use will. Shall is often used in making suggestions of asking questions. • I will definitely not do that • I will make sure that she’lll be here. • Shall we go out for dinner tonight? • What shall we do today? When to use ought to Ought to is used to advice or make recommendations. • You ought to stop smoking • Jim ought to get the promotion
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Niveau 2
Exercises
Choose between Could/would/should
1. I ____________ go there if I were you
2. He _____________ listen to the teacher.
3. _____________ you give me that book on the table?
4. I _____________ lose some weight.
5. I don’t think they _____________ get married
6. You _____________ go and meet a friend at the station. 7. I know that you _____________ never do that to her.
8. She may be pretty, but she _____________ be nice too! 9. I _____________ see the train coming.
10. How _____________ you feel after such bad news? Choose the right word!
1. I might/may go there tonight.
2. You could/should pay more attention to your lessons. 3. You ought to/would stop drinking.
4. He should/ would visit her tomorrow, he never visits her. 5. Can/should you do that for me? 6. Will/shall we go out tonight?
7. I can/could look at her for hours.
8. She will/ought to never do that again. 9. How could/ shall this be possible? 10. I may/might go to bed right now
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Niveau 2
Keys Niveau 2
Choose between Could/would/should 11. I would go there if I were you
12. He should listen to the teacher.
13. Could you give me that book on the table? 14. I should lose some weight.
15. I don’t think they should get married
16. You could go and meet a friend at the station. 17. I know that you would never do that to her.
18. She may be pretty, but she should be nice too! 19. I could see the train coming.
20. How would you feel after such bad news? Choose the right word!
11. I might/may go there tonight.
12. You could/should pay more attention to your lessons. 13. You ought to/would stop drinking.
14. He should/ would visit her tomorrow, he never visits her. 15. Can/should you do that for me? 16. Will/shall we go out tonight?
17. I can/could look at her for hours.
18. She will/ought to never do that again.
19. How could/ shall this be possible? 20. I may/might go to bed right now
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Niveau 3/4
Fill in the right auxiliary
Keys niveau 3/4
1. I would like to marry you.
2. you might climb the mount Everest in a couple of seconds. 3. She should stop talking. 4. I can swim.
5. When I was twelve I could play outside for hours. 6. I must read a lot for my exams.
7. You should stop working now. It’s 11 o’ clock. 8. Would you like a cup of coffee?
9. Can I use your phone for a moment? 10. You may kiss the bride.
11. He should feel ashamed.
12. I could drive when I was eighteen years old.
13. They must leave early because of the bad weather. 14. Would you like to leave a message? 15. How can I help you?
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Counting
When you count things you use ordinal numbers. In Dutch we call this: Rangtelwoorden. You can say: He is number four. However when you are counting the people who are reaching the finish line you say: He is the fourth. Examples: • It is the first street at your left and then the third street at your right. • It is the second time that I come here.
Remember that when you count till twenty or more. You NEVER ever say: He is the twenty-one. This is WRONG. You then use: He is the twenty-first person in line. • • •
It is the sixty-fifth time that I am visiting this place. It is his seventy-ninth birthday. She is my seventh wife.
Can you see the difference of use in these two sentences? I have four children—He is my fourth child.
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Niveau 2 Choose the correct one!
Exercises
1. It’s my grandfather’s /sixteenth/ sixtieth/ sixty’s/ birthday. 2. My little sister is/ sixteen/ sixty/ sixteenth/ years old. 3. It’s the /five/ fifth/ fifty/ of December.
4. It’s /twenty-seven/ twenty-seventh/ twentyseven/ minutes to eleven.
5. Another way of writing 61e is / sixty-one/sixty-first/ sixtieth. 6. I have four/ fourth/forty/ children.
7. Emma is my/ three/ third/ thirtieth/ daughter.
8. It’s the /two/ second/ second-two/ street at your right.
9. Tomorrow it’s my /seventh/ seven/ seventy/ competition. 10. Your train leaves from platform /nine/ ninth/ ninety.
Niveau 3/ 4 Fill in the correct answer.
1. It’s my ______________________ (1) time here!
2. Tomorrow my father is celebrating his ______________________(50) birthday. 3. I am ______________________ (17) years old.
4. It’s the ______________________(3) street on your left.
5. I would love to become ______________________ (90) years old.
6. What do you know about life you are only ______________________ (6) years old. 7. Is it the first roundabout or the ______________________ (2) one? 8. It’s the ______________________ (11) of June.
9. Monday is the ______________________(12) of March.
10. You are not allowed to come here if you are under ______________________ (18)
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Niveau 2 Choose the correct one!
11. It’s my grandfather’s /sixteenth/ sixtieth/ sixty’s/ birthday. 12. My little sister is/ sixteen/ sixty/ sixteenth/ years old. 13. It’s the /five/ fifth/ fifty/ of December.
14. It’s /twenty-seven/ twenty-seventh/ twentyseven/ minutes to eleven. 15. Another way of writing 61e is / sixty-one/sixty-first/ sixtieth. 16. I have four/ fourth/forty/ children.
17. Emma is my/ three/ third/ thirtieth/ daughter.
18. It’s the /two/ second/ second-two/ street at your right.
19. Tomorrow it’s my /seventh/ seven/ seventy/ competition. 20. Your train leaves from platform /nine/ ninth/ ninety.
Niveau 3/ 4 Fill in the correct answer.
11. It’s my first (1) time here!
12. Tomorrow my father is celebrating his fiftieth (50) birthday. 13. I am seventeen (17) years old.
14. It’s the third (3) street on your left.
15. I would love to become ninety (90) years old.
16. What do you know about life you are only six (6) years old. 17. Is it the first roundabout or the second (2) one? 18. It’s the eleventh (11) of June.
19. Monday is the twelfth (12) of March.
20. You are not allowed to come here if you are under eighteen(18)
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If sentences
There are four main types of if sentences in English, often called conditional sentences. These sentences are in two halves, with the if part in one half and the other part where you can use words such as can, will, may, might, could and would. There are four types of conditional sentences in English. Type 0, type 1, type 2, type 3. Type 0 We use type 0 if something goes automatically. It’s an action that has a reaction. If.....Present Simple...... + Present Simple...... • •
When it rains, it pours. If you heat ice, it melts
Type 1 We use type 1 if something is likely to happen. We use it in real life situations. There is a strong possibility that the first part of the sentence will happen. The second part of the sentence is a reaction to that. If.....Present Simple..... + Future.... • •
If I am late, I will call you. If it rains, the reception will take place outdoors.
Type 2 We use type 2 if something is unlikely to happen. We don’t expect it to happen at all. We use this sentence to talk about imaginary future events. If.....Past Simple..... + would + infinitive...... • •
If I had lots of money, I would travel around the world. If you left your job, you could get more money.
Type 3 We use type 3 to point out that the firs part with if didn’t happen so that there is no possibility that the second part is happening. If..... Past Perfect..... + would + Present Perfect...... • •
If you had taken a taxi, you would have gotten here in time. If you had told me what was going on, I could have helped.
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Niveau 2
Finish the conditionals
Exercises
1. When it rains, it (gieten)
_____________________________________________________________________________________________________ 2. You will lose weight, (als je minder eet)
_____________________________________________________________________________________________________ 3. (als ik het antwoord wist) I would tell you
_____________________________________________________________________________________________________ 4. (als ik het geld zou hebben) I would buy this expensive house.
_____________________________________________________________________________________________________ 5. If I find her adress (zal ik haar een uitnodiging sturen)
_____________________________________________________________________________________________________ Niveau 3/4 1. (Als ik jou was) I would ask her out.
_________________________________________________________________________________________________ 2. If it rains, (doe ik mijn regenpak aan)
_________________________________________________________________________________________________ 3. If we meet him tommorow (zeggen we hallo)
_________________________________________________________________________________________________ 4. If I had not studied, (zou ik het examen niet gehaald hebben)
_________________________________________________________________________________________________ 5. (als ik het geld zou hebben) I would travel around the world.
_________________________________________________________________________________________________
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Niveau 2
Finish the conditionals
Keys
1. When it rains, it (gieten) it pours 2. You will lose weight, (als je minder eet) If you eat less. 3. (als ik het antwoord wist) I would tell you If I knew the answer 4. (als ik het geld zou hebben) I would buy this expensive house. If I had the money. 5. If I find her adress (zal ik haar een uitnodiging sturen) I will send her and invitation
Niveau 3/4
6. (Als ik jou was) I would ask her out. If I were you 7. If it rains, (doe ik mijn regenpak aan) I will put on my rainwear. 8. If we meet him tommorow (zeggen we hallo) we will say hello 9. If I had not studied, (zou ik het examen niet gehaald hebben) I would not have passed the exam. 10. (als ik het geld zou hebben) I would travel around the world. If I had the money
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Look at these sentences in Dutch: • Jullie wonen hier. • Jullie wonen hier niet.
In denial
The second sentence is negative. In English you do it this way: • You live her • You don’t live her.
You place don’t before the verb.
You use don’t when you use: I, They, We,
You use doesn’t when you use: She, he, it. •
She goes there She doesn’t go there
Look at these sentences: • He was here He wasn’t here. • She is sitting She isn’t sitting Was becomes wasn’t Is becomes isn’t
In the past • I did it I didn’t
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Niveau 2 Make these sentences negative.
Exercises
1. He is my best friend _________________________________________________________________________________________________ _________________________________________________________________________________________________
2. I would like to know the answers _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. I am lucky that I finished my homework. _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. We are going to Spain for a couple of days. _________________________________________________________________________________________________ _________________________________________________________________________________________________
5. It’s such a nice kid. _________________________________________________________________________________________________ _________________________________________________________________________________________________ Niveau 3/4 Make these sentences negative 1. You know I want to go there. _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. Yesterday I saw him walking down the street _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. He wakes up at five o’ clock every day of the week. _________________________________________________________________________________________________ _________________________________________________________________________________________________
4. We are going to visit our family in the United States _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. You should appreciate her more _________________________________________________________________________________________________ _________________________________________________________________________________________________
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Niveau 2 Make these sentences negative.
6. He is my best friend He is not my best friend
7. I would like to know the answers I wouldn’t like to know the answers 8. I am lucky that I finished my homework. I am not lucky that I finished my homework 9. We are going to Spain for a couple of days. We are not going to Spain for a couple of days 10. It’s such a nice kid. It’s not a nice kid Niveau 3/4 Make these sentences negative
6. You know I want to go there. You don’t know I want to go there 7. Yesterday I saw him walking down the street Yesterday I didn’t see him walking down the street. 8. He wakes up at five o’ clock every day of the week. He doesn’t wake up at five o’ clock every day of the week 9. We are going to visit our family in the United States We are not going to visit our family in the United States 10. You should appreciate her more You shouldn’t appreciate her more
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-ly or without?
In Dutch we have “ bijvoegelijke naamwoorden” and “ bijwoord.” In English we have this as well. We call them adverbs and adjectives. The difference between them is that one is used with –ly and the other without.
When to use what? Generally, if a word answers the question how, it is an adverb. If it can have an -ly added to it, place it there.
Examples: She thinks slow/slowly. She thinks how? slowly. She is a slow/slowly thinker. Slow does not answer how, so no -ly is attached. Slow is an adjective here. She thinks fast/fastly. Fast answers the question how, so it is an adverb. But fast never has an -ly attached to it. We performed bad/badly. Badly describes how we performed. Example: She is a fantastic singer. She sings fantastically.
In the first sentence there is something said about the singer. The last sentence says something about how she sings. Example: He is a good singer. He sings well.
-ly wordt gebruikt wanneer het iets zegt over het werkwoord in de zin. Spelling:
Stomme –e valt weg: Terrible – Terribly
-y wordt –ily: Easy-easily Happy-happily
Ic krijgt –ally: Energetic- energetically Fantastic-fantastically
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Niveau 2 Choose the right one!
Exercises
1. He speaks French very well/good.
2. Amanda is a beautiful/beautifully girl. 3. It was extreme/extremely cold.
4. Her grandmother drives fast/fastly
5. She is a fantastic/fantastically singer. 6. The music is too loud/loudly.
7. You can easy/easily open this tin. 8. They performed bad/badly.
9. It’s a terrible/terribly day today. 10. You are a slow/slowly walker. Niveau 3/4
Fill in the correct word. 1. The snow outside is ___________________________ (prachtig)
2. It was a great game, they played ___________________________ (goed) 3. He is a ___________________________ (voorzichtig)
4. The dog barks ___________________________ (luid)
5. You shouldn’t drive so ___________________________ (snel)
6. Could you speak a bit more ___________________________ (langzamer) 7. The car is ___________________________ (rood)
8. Your wife is ___________________________ (mooi)
9. This is a ___________________________(wekelijks) magazine.
10. ___________________________ (helaas) we couldn’t see the big Ben.
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Niveau 2 Choose the right one!
Keys
1. He speaks French very well/good.
2. Amanda is a beautiful/beautifully girl. 3. It was extreme/extremely cold.
4. Her grandmother drives fast/fastly
5. She is a fantastic/fantastically singer. 6. The music is too loud/loudly.
7. You can easy/easily open this tin. 8. They performed bad/badly.
9. It’s a terrible/terribly day today.
10. You are a slow/slowly walker. Niveau 3/4
Fill in the correct word. 11. The snow outside is beautiful (prachtig)
12. It was a great game, they played well (goed)
13. He is careful (voorzichtig)
14. The dog barks loudly (luid)
15. You shouldn’t drive so fast snel)
16. Could you speak a bit more slowly (langzamer)
17. The car is red (rood)
18. Your wife is beautiful (mooi)
19. This is a weekly (wekelijks) magazine.
20. unfortunately (helaas) we couldn’t see the big Ben.
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Much or many?
Much and many You use much for singular words and many for plural. Another rule is that you use much when you cannot count it, when it is uncountable and many when you can count it. Example:
How many books do you have? How much juice is left? In these examples you see that the books are countable. However you cannot count exactly how much juice there is left. Here a some other examples that are countable and where you should use many • How many brothers do you have? • There are many empty chairs during this event. • They are many children on the playground today.
Here are some other examples that are uncountable and where you should use much • Don’t give me too much rice! • I’m drinking to much coffee (you cannot count the amount that is in the cup) • How much do you love me?
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Niveau 2 Choose between:
Exercises
1. How much/many work do you have to do? 2. How much/many eggs do we need?
3. How much/many Americans do you know?
4. How much/many children are playing outside?
5. How much/many animals are in the zoo?
6. How much/many apples did you eat today?
7. How much/many furniture do you have in your house? 8. How much/many times must I tell you? 9. How much/many friends do you have?
10. How much/many sugar do you take in your tea?
Niveau 3/4 Choose between: 1. How much/many brothers does she have?
2. My grandfather hasn’t got much/many hair left. 3. It doesn’t make much/many sense.
4. There is too much/many sugar in your tea. 5. There is too much/many salt in the soup. 6. I love her too much/many
7. How much/many rice do you eat in a week?
8. I don’t receive much/many e-mail nowadays. 9. There wasn’t much/many to tell.
10. How much/ many plates do we need? 11. How much/many do you like her?
12. There wasn’t much/many cheese on the plate. 13. much/many websites don’t have an index. 14. There was much/many food on the table 15. We don’t have much/many time.
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Niveau 2 Choose between:
11. How much/many work do you have to do? 12. How much/many eggs do we need?
13. How much/many Americans do you know?
14. How much/many children are playing outside? 15. How much/many animals are in the zoo?
16. How much/many apples did you eat today?
17. How much/many furniture do you have in your house? 18. How much/many times must I tell you? 19. How much/many friends do you have?
20. How much/many sugar do you take in your tea?
Niveau 3/4 Choose between: 16. How much/many brothers does she have?
17. My grandfather hasn’t got much/many hair left. 18. It doesn’t make much/many sense.
19. There is too much/many sugar in your tea. 20. There is too much/many salt in the soup. 21. I love her too much/many
22. How much/many rice do you eat in a week?
23. I don’t receive much/many e-mail nowadays. 24. There wasn’t much/many to tell.
25. How much/ many plates do we need?
26. How much/many do you like her?
27. There wasn’t much/many cheese on the plate. 28. much/many websites don’t have an index.
29. There was much/many food on the table 30. We don’t have much/many time.
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Questions?
I need to go see my grandmother tomorrow. Do I need to see my grandmother tomorrow?
Do you see the differences between these sentences? One is a question and the other is a statement. In English we use the word do to formulate a question. However, you should not forget that if the sentence starts with he she or it, it becomes does. He needs to visit his grandmother Does he need to visit his grandmother?
Be careful: the verb DOES NOT need an S Does he need
How to formulate a question? You formulate a question by starting your sentence with the verb: • • •
Am I going to visit my grandmother? (I am going to visit my grandmother) Would I like to have a coffee? (I would like to have a coffee) Are we going to Miami? (we are going to Miami)
You can also ask question by using the words: Whose, where, What and which. • • • •
Whose jacket is that? What is he saying? Where have you been? Which country do you live in?
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Exercises
Niveau 2. Change these sentences. Maak de zinnen vragend 1. I should stay with you.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. She will never be good enough for you
_________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. That raincoat is mine.
_________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. I was wondering if I could borrow you scarf
_________________________________________________________________________________________________ _________________________________________________________________________________________________
Niveau 3/4
Change these sentences. Maak de zinnen vragend
1. He felt miserable when he looked at his exam.
_________________________________________________________________________________________________
_________________________________________________________________________________________________ 2. He never likes anyone
_________________________________________________________________________________________________ _________________________________________________________________________________________________
3. Every Saturday Jackie is buying a piece of cake
_________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. I would like to go to the swimming pool 58
Keys
Niveau 2. Change these sentences. Maak de zinnen vragend 1. I should stay with you. Should I stay with you?
2. She will never be good enough for you
Will she never be good enough for you? 3. That raincoat is mine. Is that raincoat mine?
4. I was wondering if I could borrow you scarf
Was I wondering if I could borrow your scarf?
Niveau 3/4
Change these sentences. Maak de zinnen vragend
5. He felt miserable when he looked at his exam.
Did he feel miserable when he looked at his exam?
6. He never likes anyone
Does he never like anyone?
7. Every Saturday Jackie is buying a piece of cake
Is Jackie buying a piece of cake every Saturday?
8. I would like to go to the swimming pool
Would I like to go to the swimming pool every Saturday?
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Tag questions
We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English. A tag question is a question followed by another little question. That little question asks for confirmation. In the tag question you repeat the form of to be, have, can, will, must, could, should, or would. If there is no form of to be or one of the other in the sentence then you have to choose a form of to do. The rule for a tag question is: When the question is positive, like snow is white, the question tag is negative, isn’t it? The same goes visa versa. When a question is negative the tag question is positive. Positive questions with a negative tag: She is nice, isn’t she? You are shy, aren’t you? She is beautiful, isn’t she?
Negative questions with a positive tag: He isn’t nice, is he? She is not English, is she? You don’t like him, do you?
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Exercises Niveau 2:
Remember: a positive question gets a negative tag! He is nice
__________________
You are beautiful
__________________
That is strange
__________________
Remember: a negative question gets a positive tag! He doesn’t like him
___________________
I wasn’t mean
___________________
You aren’t respectful
___________________
Niveau 3 You must be nice
____________________
She wouldn’t do that
____________________
They watch TV He looks good
We must hurry
Tony can’t swim She cries a lot
They are good
Violet should work harder We shall see
It tastes funny
____________________ ____________________ ____________________
_____________________ _____________________ _____________________ _____________________
______________________ ______________________
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Niveau 2:
Keys
Remember: a positive question gets a negative tag! He is nice
Isn’t he?
You are beautiful
Aren’t you?
He doesn’t like him
Does he?
I wasn’t mean
Was I?
That is strange
Isn’t it?
Remember: a negative question gets a positive tag!
You aren’t respectful Niveau 3
Are you?
You must be nice
Mustn’t you?
She wouldn’t do that
Would she?
They watch TV
He looks good
Tony can’t swim
She cries a lot
Don’t they? Doesn’t he? Can he? Doesn’t she?
They are good
Aren’t they?
We shall see
Shan’t we?
Violet shouldn’t work harder
Should she?
It tastes funny
Doesn’t it?
They may not listen to you
May they?
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The shit rule
He/She/ It
She/ he and it make the word shit. Every time that you use she/ he or it you should add an s at the end of a word. Put these words together and you get the word shit. That makes is easy to remember. Easy to remember is that when you use a sentence with she, he or it the verb always get’s an S. I walk She walks He walks It walks We walk You walk They walk
There is a certain pattern that you use when you use he/she/it : He/she/it goes He/she/ it does
As you see he/she/it goes differently than: I go You go The go We go
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Niveau 2
Exercises
Correct the sentence where needed. Do not correct if the sentence is OK. 1. Lisa and Tim goes to the movies together. 2. She nevers want to leave the house. 3. It still continuous.
4. They wants to go to Greece. 5. Harold goes to France. 6. He likes to walks. 7. She passes by.
8. He wills never do that.
9. Harry Potter go all around the world. 10. Mary never want to go there.
Niveau 3/ 4 Correct the next story. Change only if needed!
Susan has a very busy schedule. Every Monday she goes to the supermarket and buy everything she need. On Tuesday she goes to the to her works. She work 2 days a week as a nurse. On Wednesday she always visits her friend Tom. He always buy them a drink. Tom and Susan always goes to the cinema in the evening. On Thursday Susan stays in bed all day and Friday she pay all her bills. Susan like every day of the week, but Saturday is hers favourite day. She cooks, and make dinners for the entire family. On Sunday she likes to read a good book on her couch.
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Niveau 2
Keys
Correct the sentence where needed. Do not correct if the sentence is OK. 11. Lisa and Tim go to the movies together. 12. She never(..) wants to leave the house. 13. It still continuous. Ok.
14. They want(..) to go to Greece.
15. Harold goes to France. Ok 16. He likes to walk(..) 17. She passes by. Ok
18. He will(..) never do that.
19. Harry Potter goes all around the world. 20. Mary never wants to go there.
Niveau 3/ 4 Correct the next story. Change only if needed!
Susan has a very busy schedule. Every Monday she goes to the supermarket and buys everything she needs. On Tuesday she goes to the to her work(..). She works 2 days a week as a nurse. On Wednesday she always visits her friend Tom. He always buys them a drink. Tom and Susan always go to the cinema in the evening. On Thursday Susan stays in bed all day and Friday she pays all her bills. Susan likes every day of the week, but Saturday is her(..) favourite day. She cooks, and make dinner(..) for the entire family. On Sunday she likes to read a good book on her couch
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This/that These/those
You use this when you talk about something that is very close to you. Something that you can touch. You use that when you have to point at something and you cannot touch this. Something that is far away.
* This
* That (when you point at a Specific apple)
You use this • This photo that I’m holding. • I like this movie (the movie that you are watching) You use that • That photo on the wall • That dog over there
These and those “these” is the plural of “this” and “those” is the plural of “that.” • Those books over there • Those children at school + • These buttons here •
These children here
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Niveau 2
Exercises
Choose between this/that 1. That/this girl over there has a lovely jacket.
2. That/this cat at the end of the street is mine.
3. That/this ground that I’m standing on is made of wood. 4. That/this table next to me is mine.
5. Is this/that piece of pie over there for me? Choose between these/those
1. Every one does it these/those days
2. Can you give me these/those magazines on the table? 3. I want these/those coconuts that are in the tree
4. These/those girls at school are wearing uniforms
5. These/those chocolates that you are holding are not for you! Niveau 3/4
Fill in the correct word! Choose between: this/that/these/those 1. _____________cars over there are very expensive
2. You shouldn’t do it like that you should do it like _____________ 3. I can touch _____________ apples.
4. I don’t want those I want _____________
5. Do you know _____________ girl that is standing next to the building? 6. Can you give me _____________ chair next to you?
7. I can’t eat what is on my plate, _____________ is disgusting. 8. Can you give me _____________ little note on the table? 9. Do you mean _____________ buttons right here?
10. Or do you mean _____________ buttons over there?
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Niveau 2
Keys
Choose between this/that 6. That/this girl over there has a lovely jacket.
7. That /this cat at the end of the street is mine.
8. That/this ground that I’m standing on is made of wood.
9. That/this table next to me is mine.
10. Is this/that piece of pie over there for me?
Choose between these/those
6. Every one does it these/those days
7. Can you give me these/those magazines on the table? 8. I want these/those coconuts that are in the tree
9. These/those girls at school are wearing uniforms
10. These/those chocolates that you are holding are not for you! Niveau 3/4
Fill in the correct word! Choose between: this/that/these/those 11. Those cars over there are very expensive
12. You shouldn’t do it like that you should do it like this 13. I can touch these apples.
14. I don’t want those I want these.
15. Do you know that girl that is standing next to the building? 16. Can you give me that chair next to you?
17. I can’t eat what is on my plate, this is disgusting. 18. Can you give me that little note on the table? 19. Do you mean these buttons right here?
20. Or do you mean those buttons over there?
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What time is it?
To indicate what time it is in Dutch we say for example: Het is 22.30 of het is 10.30. However in English they indicate time from 1 till 12. They don’t use the 24 hours the same way as we do. Instead, they use AM and PM. When to use AM? AM is used to indicate everything in the morning. A reminder for that is: A=At M=morning. From midnight till noon (12 o’ clock in the afternoon) you use AM.
When to use PM? PM is used to indicate everything from 12 o’ clock in the afternoon till midnight. So for example: People in Holland have dinner at 6 PM. (zes uur in de avond, bij ons bekend als 18.00 uur) Bij hele tijden zeg je in het Engels: • It’s one o’ clock. • It’s five o’ clock • It’s eleven o’ clock
De kwartieren in het Engels gaan als volgt: • A quarter past (kwart over) • A quarter to (kwart voor) For example: • It’s a quarter to three (het is kwart voor drie) • It’s a quarter pas three (Het is kwart over drie) Half gaat in het Engels als volgt: Remember that half past seven is half 8 in Dutch! For example: • It’s half past two (Het is half 3) • It’s half past six (Het is half 7)
Minutes To indicate the minutes you say: It’s twenty-five minutes to three. (2.35) You count the minutes that are left before it is o’ clock or you count the minutes past o’ clock.
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Exercises
Niveau 2:
Write down what time it is:
1.
____________________
2.
____________________
4.
____________________
_____________________
Niveau 3/4
___________________
____________________
5.
____________________
_____________________
3.
____________________ ____________________
4.
__________________
__________________
Fill in the exact time
1. I’m going to Sophie’s at ___________________________ (18.25)
2. He was late, he arrived at ___________________________(11.30)instead of ______________________ (11.00)
3. The daily show starts at _____________________________ (14.15) 4. I go to bed every day at _______________________________ (0.00)
5. The second break is at _________________________________( 17.45)
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Niveau 2:
Write down what time it is:
2.
4.
It’s five minutes Past three
It’s twenty-five minutes Past three
Keys
2.
5.
It’s half past three
3.
It’s twenty-five minutes to four
It’s four o’ clock
4.
It’s a quarter past three
Niveau 3/4
Fill in the exact time
1. I’m going to Sophie’s at twenty-five minutes past six (18.25)
2. He was late, he arrived at half past eleven (11.30)instead of eleven o’ clock
(11.00)
3. The daily show starts at a quarter past two (14.15)
4. I go to bed every day at twelve o’ clock (midnight) (0.00) 5. The second break is at a quarter to six ( 17.45)
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Present simple
The present simple is used to express the idea that an action is repeated or usual. The action can be a habit or something that often happens. The present simple is often used with words like: always, never, often. The present simple is the most easy form. When do we use the present simple? To indicate a present state: • I like reading.
For facts • Belgium lies next to Holland. For routines: • I work out twice a week.
When someone often forgets or does something • She always forgets her purse
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Niveau 2 Fill in the correct form
Exercises
1. The bank __________________(sluiten) at eight. 2. I __________________(wonen) in Utrecht.
3. She always __________________(gaan) to the pub.
4. They never __________________ (willen) to leave the house. 5. It __________________ (regen) in Manchester.
6. Emma __________________ (proberen) very hard in class.
7. Harold __________________ (halen) every exam without studying. 8. We __________________(vliegen) to Japan every holiday
9. Grandmother __________________ (schrijven) me every week. 10. She __________________ (rijden) fast. Niveau 3/ 4
Fill in the right form
John and I __________________(werken) at the same place. But, we are some completely different. He __________________ (leuk vinden) soccer and I absolutely __________________ (haten) it. I always __________________ (schoonmaken) my room and he never
__________________ (doen) it. He always __________________ (lijken) happy and I always
__________________ (klagen) He __________________(gaan) out with his friends a lot and I
__________________ (studeren) every evening. But after all, I __________________ (denken) I like him though.
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Niveau 2 Fill in the correct form
11. The bank closes (sluiten) at eight. 12. I live (wonen) in Utrecht.
13. She always goes (gaan) to the pub.
14. They never want (willen) to leave the house. 15. It rains (regen) in Manchester.
16. Emma tries (proberen) very hard in class.
17. Harold passes (halen) every exam without studying. 18. We fly (vliegen) to Japan every holiday
19. Grandmother writes (schrijven) me every week. 20. She drives (rijden) fast. Niveau 3/ 4
Fill in the right form
John and I work (werken) at the same place. But, we are some completely different. He
likes (leuk vinden) soccer and I absolutely hate (haten) it. I always clean
(schoonmaken) my room and he never does (doen) it. He always looks (lijken) happy
and I always complain (klagen) He goes (gaan) out with his friends a lot and I study (studeren) every evening. But after all, I think (denken) I like him though.
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Past simple
We use the past simple to talk about an action that is over or that your are done with. The Simple Past can also be used to describe a habit which stopped in the past. The past simple is: Gebeurtenis of feit VT ww+ed / 2evorm.
The Simple Past can also be used to describe past facts which are now no longer true: • The cat drank milk every day (now he doesn’t because he is dead) Examples when to use the past simple • I lived in Holland ten year ago (now you don’t live there anymore, I live in France now) • •
She was shy as a child, but now she talks a lot (an action that is over, a change) Did Patrick call? (he called a couple of minutes ago, the action is over)
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Niveau 2 Fill in the correct form
Exercises
1. Last year I _________________ (lopen) from Amsterdam to Paris. 2. I _________________(uitgeven) too much money 3. He _________________(wonen) in France. 4. She never _________________ (weten).
5. He _________________(bellen) her just a second ago. 6. We _________________ (dansen) the whole night. 7. I _________________ (stoppen) smoking.
8. He _________________ (verhuizen) yesterday
9. She _________________ (besluiten) not to get married. 10. Last week I _________________(geven) her a present
Niveau 3/4 Fill in the present simple or the past simple
1. I always _________________ (lopen) to school.
2. She never _________________ (weten) any answers. 3. Last week I _________________(voelen) horrible. 4. Today I _________________ better than ever.
5. I _________________ (verwachten) her to be nicer in the future. 6. A year ago we only _________________ (denken) about school.
7. She is now in the hospital because she _________________ (vallen) yesterday. 8. Adam _________________ (verlaten) the building. Now it’s too quiet. 9. I _________________ you something a couple of days ago.
10. I _________________ we should stop seeing each other from now on.
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Niveau 2 Fill in the correct form
11. Last year I walked (lopen) from Amsterdam to Paris. 12. I spent (uitgeven) too much money 13. He lived (wonen) in France. 14. She never knew (weten).
15. He called (bellen) her just a second ago. 16. We danced (dansen) the whole night. 17. I stopped (stoppen) smoking.
18. He moved (verhuizen) yesterday
19. She decided (besluiten) not to get married. 20. Last week I gave (geven) her a present
Niveau 3/4 Fill in the present simple or the past simple
11. I always walk (lopen) to school.
12. She never knew(weten) any answers. 13. Last week I felt (voelen) horrible. 14. Today I feel better than ever.
15. I expect (verwachten) her to be nicer in the future. 16. A year ago we only thought (denken) about school.
17. She is now in the hospital because she fell (vallen) yesterday.
18. Adam left (verlaten) the building. Now it’s too quiet. 19. I gave (geven)you something a couple of days ago.
20. I think (denken)we should stop seeing each other from now on.
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Present Continuous
Use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment. The present continuous always ends with –ing. You can remember this easily: ing=is nu gaande. By using this you can always remember that something is happening right now. Present Continuous Is Nu Gaande to be + ww-ing
When to use the present continuous You use the present continuous to express the idea that something is happening right now. • I am listening to you. • I am sitting
Sometimes, we use the Present Continuous to say that we are in the process of doing a longer action which is in progress. • I am studying to become a doctor. • I am reading Harry Potter (You can use this when you are reading at this very well moment or when you are reading that book, as in a longer action that is in progress)
The Present Continuous with words such as "always" or "constantly" expresses the idea that something irritating or shocking often happens. Notice that the meaning is like Simple Present, but with negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing." • She is always complaining about school • He is always constantly talking.
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Niveau 2
Exercises
Choose the right form. Present Continuous or present perfect? 1. On Monday I walk/walking to school.
2. Every Sunday we go/are going to church.
3. At this moment I read/ I am reading Tom Sawyer. 4. She is always reading/reads out loud.
5. He wants/is wanting to eat a sandwich. 6. We often go/are going to festivals.
7. I usually tell/ telling stories before bedtime. 8. I sit/ am sitting on a bench right now.
9. She goes/is going to the supermarket twice a week. 10. I am going/I go there right now.
Niveau 3/4 Choose the right form. Present continuous or present perfect? 1. She never wants/is wanting to have dinner. 2. We always get/are getting what we want. 3. She loves/is loving her dog.
4. They are watching/watch a movie.
5. He sits/is sitting on a bench every day between 2 o’clock and 3 o’clock. 6. They never want/are wanting to do a game with me. 7. I am always talking/talk too much.
8. My parents are going/go to the movies right now.. 9. We are always talking/talk about him. 10. I don’t want/wanting that.
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Niveau 2
Choose the right form. Present Continuous or present perfect? 1. On Monday I walk/walking to school.
2. Every Sunday we go/are going to church.
3. At this moment I read/ I am reading Tom Sawyer. 4. She is always reading/reads out loud.
5. He wants/is wanting to eat a sandwich.
6. We often go/are going to festivals.
7. I usually tell/ telling stories before bedtime. 8. I sit/ am sitting on a bench right now.
9. She goes/is going to the supermarket twice a week. 10. I am going/I go there right now.
Niveau 3/4 Choose the right form. Present continuous or present perfect? 1. She never wants/is wanting to have dinner. 2. We always get/are getting what we want. 3. She loves/is loving her dog.
4. They are watching/watch a movie.
5. He sits/is sitting on a bench every day between 2 o’clock and 3 o’clock. 6. They never want/are wanting to do a game with me. 7. I am always talking/talk too much.
8. My parents are going/go to the movies right now.. 9. We are always talking/talk about him. 10. I don’t want/wanting that.
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Past continuous
The past continuous is used to indicate an action that was ended in the past. The past continuous usually comes before the past simple and is an action that was shorter. Past Continuous Is Nu Gaande was/were + ww-ing • •
You were studying when she called. I was watching TV when my TV broke down.
The past continuous is always the part that comes before the past simple. The action that ended the first is what we call the past continuous. • •
Last night at 6 pm I was having dinner. Yesterday at this time I was having breakfast.
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Niveau 2
Exercises
Here is a list of some things that Ann did yesterday (and the times at which she did them):
8.45 – 9.15: had breakfast 12.45 – 1.30: had lunch
9.15 – 10.00: read the newspaper 2.30 – 3.30: washed some clothes 10.00 – 12.00: cleaned her flat 4.00 – 6.00: watched television
Now write sentences saying what she was doing at these times: e.g. At 9 o’clock she was having breakfast. 1.At 9.30 she___________________________
2.At 11 o’clock she_________________________ 3.At 1 o’clock she_________________________ 4.At 3 o’clock she_________________________
5.At 5 o’clock she__________________________ Niveau 3/4
A Person was murdered yesterday. All the people who live in the same street need an alibi.
At the moment that the person got killed these people were doing the next things: Example: Harry was walking down the street. 1. Ann__________________________(to write) a letter in her room.
2. Josie ___________________________ (to take a picture) of her house. 3. Lynn ____________________________ (to walk) the dog .
4. Mr Smith ____________________________ (make a call) in his living room. 5. Jenny ________________________________ (to watch) a movie
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Niveau 2
Here is a list of some things that Ann did yesterday (and the times at which she did them):
8.45 – 9.15: had breakfast 12.45 – 1.30: had lunch
9.15 – 10.00: read the newspaper 2.30 – 3.30: washed some clothes 10.00 – 12.00: cleaned her flat 4.00 – 6.00: watched television
Now write sentences saying what she was doing at these times: e.g. At 9 o’clock she was having breakfast. 1.At 9.30 she was having breakfast
2.At 11 o’clock she was having lunch
3.At 1 o’clock she was reading the newspaper 4.At 3 o’clock she was washing some clothes 5.At 5 o’clock she was cleaning her flat Niveau 3/4
A Person was murdered yesterday. All the people who live in the same street need an alibi.
At the moment that the person got killed these people were doing the next things: Example: Harry was walking down the street. 1. Ann was writing (to write) a letter in her room.
2. Josie was taking a picture (to take a picture) of her house. 3. Lynn was walking (to walk) the dog .
4. Mr Smith was making a call (make a call) in his living room. 5. Jenny was watching (to watch) a movie
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Present perfect
We use the Present Perfect with words such as: ever, never, once, many times, several times, before, so far, already, yet. We use the present perfect to say that an action has happened at an uncertain moment before now. Present Perfect Af/Perfect/Voltooid have/ has + volt/3evorm • • •
I have seen that boy several times already. I think I have seen that movie. Man has walked on the moon
As you see in these sentences it is not clear when the action took place exactly. We only know that it happened before now.
84
Niveau 2
Fill in the present perfect!
Exercises
1. ___________you ___________(look) for the number? 2. I ___________(forget) your name.
3. We ___________(phone) our friends in England. 4. I ___________(not/read) this book.
5. Anita ___________(buy) a present for me. 6. We ___________(find) some old books. Niveau 3/4 1. The shopkeeper __________________ (open) the shop 2. He __________________ (eat) in that restaurant.
3. My friend __________________(give) me flowers. 4. My girlfriend __________________ (get) a dog 5. I __________________ (get) a dream 6. He __________________ (cry)
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Niveau 2
Fill in the present perfect! 7. Have you looked (look) for the number? 8. I have forgot (forget) your name.
9. We have phoned (phone) our friends in England. 10. I have not read (not/read) this book.
11. Anita has bought (buy) a present for me. 12. We have found (find) some old books. Niveau 3/4 7. The shopkeeper has opened (open) the shop
8. He has eaten (eat) in that restaurant.
9. My friend has given (give) me flowers. 10. My girlfriend has got (get) a dog 11. I have got (get) a dream 12. He has cried (cry)
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Past perfect
The past perfect gives the idea that something happened before another action in the past. Past Perfect Af/Perfect/Voltooid in VT had + volt/3evorm Examples: • • • •
I had never seen such a beautiful beach before I went to Kauai. I did not have any money because I had lost my wallet. Tony knew Istanbul so well because he had visited the city several times. Had Susan ever studied Thai before she moved to Thailand?
Can you see the difference between: • •
She never saw a bear before she moved to Alaska. Not Correct She had never seen a bear before she moved to Alaska. Correct
In Dutch we would say: Zij had nog nooit een beer gezien voordat ze naar Alaska verhuisde.
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Exercises
Niveau 2 Put the verbs in brackets into the gaps in the correct tense Past Perfect or Simple Past. Example: Pat _________ (to live) in London before he _________ (to move) to Rome. Answer: Pat had lived in London before he moved to Rome.
1. When I arrived at the cinema, the film________________ (started)
2. She ____________________ (live) in China before she went to Thailand. 3. After they ______________(eat) the shellfish, they began to feel sick.
4. If you _______________________(listen) to me, you would have got the job. 5. Julie didn’t arrive until after I _______________(leave)
6. When we __________________(finish) dinner, we went out Niveau 3/4 1. The garden was dead because it_________________ (be) dry all summer. 2. He __________________ (meet) her somewhere before.
3. We were late for the plane because we _______________________ (forget) our passports.
4. She told me she ____________________ (study) a lot before the exam.
5. The grass was yellow because it __________________ (not/rain) all summer.
6. The lights went off because we ___________________ (not/pay) the electricity bill
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Niveau 2 Put the verbs in brackets into the gaps in the correct tense Past Perfect or Simple Past. Example: Pat _________ (to live) in London before he _________ (to move) to Rome. Answer: Pat had lived in London before he moved to Rome.
7. When I arrived at the cinema, the film had started (started) 8. She had lived (live) in China before she went to Thailand.
9. After they had eaten(eat) the shellfish, they began to feel sick. 10. If you had listen (listen) to me, you would have got the job. 11. Julie didn’t arrive until after I had left(leave)
12. When we had finished (finish) dinner, we went out Niveau 3/4 7. The garden was dead because it had been (be) dry all summer.
8. He had met (meet) her somewhere before.
9. We were late for the plane because we had forgot (forget) our passports. 10. She told me she had studied (study) a lot before the exam.
11. The grass was yellow because it had not rained (not/rain) all summer.
12. The lights went off because we had not paid (not/pay) the electricity bill
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Present Perfect continuous
The present prefect continuous is used when something has started in the past and has not finished yet, it still continuous. "For ten minutes," "for three weeks," and "since Wednesday " are all durations which can be used with the Present Perfect Continuous Present Perfect Continuous Combi have/has + been + ww-ing
Examples: • I have been teaching at the University since September. • She has been working for me for three years. • We have been waiting here for all day.
As you can see in these examples, the action has started at a certain moment (September, three years ago) and has not finished yet.
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Exercises
Niveau 2 Are these sentences correct (present perfect continuous) or not? 1. I have been working (to work) in this office since last summer. _____________________________________________________________
2. I had been watching her. ____________________________________________________________________________________
3. He was watching the television when his mother called him. ______________________________________________________________________________________
4. I have been driving this car more than four years _______________________________________________________________________________________ 5. I was working in the library until I fell from the stairs.
Niveau 3/4 Are these sentences correct (present perfect continuous) or not?
1. He is feeling ill at the moment. _________________________________________________________________________________________ 2. What have you done since the last time I saw you? ________________________________________________________________________________________
3. I have been reading this book since two hours now _________________________________________________________________________________________ 4. I have been feeling ill since this morning _________________________________________________________________________________________ 5. He never thought that this would happen. _________________________________________________________________________________________
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Keys
Niveau 2 Are these sentences correct (present perfect continuous) or not? 1. I have been working in this office since last summer. Correct 2. I had been watching her. False 3. He was watching the television when his mother called him. False 4. I have been driving this car more than four years Correct 5. I was working in the library until I fell from the stairs. False Niveau 3/4 Are these sentences correct (present perfect continuous) or not? 1. He is feeling ill at the moment. False 2. What have you done since the last time I saw you? Correct 3. I have been reading this book since two hours now Correct 4. I have been feeling ill since this morning Correct 5. He never thought that this would happen. False
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Past perfect continuous
The past perfect continuous is used to show that something started in the past and continued until another moment in the past. The action does not continues till now. It stops before something else in the past. Past Perfect Continuous Combi had + been + ww-ing
Examples: • Sam was tired because he had been running • Mandy had been working for that company when it went out of business • I wanted to sit down because I had been standing all day at work.
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Exercises
Niveau 2 Are these sentences correct (past perfect continuous) or not? 1. We had been waiting there for more than five hours when she finally arrived. _____________________________________________________________________________________________ 2. We were having dinner when suddenly my phone rang. ____________________________________________________________________________________________
3. I thought you were better than that. _____________________________________________________________________________________________
4. How long had you been waiting to get on the bus? ________________________________________________________________________________________________ 5. How many times do I have to repeat it?
Niveau 3/ 4 Are these sentences correct (past perfect continuous) or not?
1. I had not been studying Excel for very long. _________________________________________________________________________________________________ 2. I was sitting in the garden when a dog bit me. _________________________________________________________________________________________________ 3. He is always asking for attention. _________________________________________________________________________________________________
4. I gained weight because I had been overeating _________________________________________________________________________________________________
5. Laura failed the test because she had not been attending class. _________________________________________________________________________________________________
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Niveau 2 Are these sentences correct (past perfect continuous) or not? 1. We had been waiting there for more than five hours when she finally arrived. Correct 2. We were having dinner when suddenly my phone rang. false 3. I thought you were better than that. False 4. How long had you been waiting to get on the bus? correct 5. How many times do I have to repeat it? False Niveau 3/ 4 Are these sentences correct (past perfect continuous) or not? 1. I had not been studying Excel for very long. False
2. I was sitting in the garden when a dog bit me. False 3. He is always asking for attention. False 4. I gained weight because I had been overeating Correct 5. Laura failed the test because she had not been attending class. Correct
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All Tenses
Present Simple Gewoonte Simpelste vorm •
I usually walk to school.
Past Simple Gebeurtenis of feit VT ww+ed / 2evorm •
I walked to school yesterday
Present Continuous Is Nu Gaande to be + ww-ing •
I am reading at the moment
Past Continuous Is Nu Gaande was/were + ww-ing •
I was jogging when he called me
Present Perfect Af/Perfect/Voltooid have/ has + volt/3evorm •
You have seen that movie many times
Past Perfect Af/Perfect/Voltooid in VT had + volt/3evorm •
You had studied English before you moved to England
Present Perfect Continuous Combi have/has + been + ww-ing •
You have been waiting here for two hours
Past Perfect Continuous Combi had + been + ww-ing •
You had been waiting here for more than two hours when she finally arrived.
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Prepositions – Time English • on •
in
•
at
•
since
•
for
• • • • •
• • • • •
• • •
•
•
ago
•
to
•
before past
to / till / until
•
till / until
•
by
•
• •
•
• •
Prepositions Usage days of the week
months / seasons time of day year after a certain period of time (when?) for night for weekend a certain point of time (when?)
from a certain point of time (past till now)
over a certain period of time (past till now)
• • • • •
at night at the weekend at half past nine
•
since 1980
•
for 2 years
•
telling the time
•
•
telling the time
•
in the sense of how long something is going to last
•
in the sense of at the latest up to a certain time
• •
marking the beginning and end of a period of time
in August / in winter in the morning in 2006 in an hour
• • •
a certain time in the past earlier than a certain point of time
Example on Monday
•
2 years ago
before 2004
ten to six (5:50)
ten past six (6:10)
from Monday to/till Friday
He is on holiday until Friday.
I will be back by 6 o’clock. By 11 o'clock, I had read five pages.
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Prepositions – Place (Position and Direction) English • •
in
• • • •
•
•
at
on
•
by, next to, beside
•
under
•
below
•
over
• • •
• • • • • • • •
•
•
• • • • •
•
above
Usage room, building, street, town, country book, paper etc. car, taxi picture, world
meaning next to, by an object for table for events place where you are to do something typical (watch a film, study, work) attached for a place with a river being on a surface for a certain side (left, right) for a floor in a house for public transport for television, radio
left or right of somebody or something on the ground, lower than (or covered by) something else
lower than something else but above ground
covered by something else meaning more than getting to the other side (also across) overcoming an obstacle higher than something else, but not directly over it
• • • •
Example in the kitchen, in London in the book in the car, in a taxi in the picture, in the world
• • • •
at the door, at the station at the table at a concert, at the party at the cinema, at school, at work
• •
the picture on the wall London lies on the Thames. on the table on the left on the first floor on the bus, on a plane on TV, on the radio
• • • • • •
Jane is standing by / next to / beside the car.
•
the bag is under the table
•
the fish are below the surface
• • • •
•
put a jacket over your shirt over 16 years of age walk over the bridge climb over the wall a path above the lake
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English • •
•
across
• •
through
•
to
•
•
into
•
•
towards
•
onto
•
from
•
•
•
•
•
Usage getting to the other side (also over) getting to the other side
Example
something with limits on top, bottom and the sides movement to person or building movement to a place or country for bed
enter a room / a building movement in the direction of something (but not directly to it)
• •
walk across the bridge swim across the lake
•
drive through the tunnel
• • •
go to the cinema go to London / Ireland go to bed
•
go into the kitchen / the house
•
movement to the top of something in the sense of where from
go 5 steps towards the house
•
jump onto the table
•
a flower from the garden
Other important Prepositions English from
•
of
•
•
•
•
by
•
on
•
in
•
off
•
• • •
• •
Usage who gave it
who/what does it belong to what does it show who made it
walking or riding on horseback entering a public transport vehicle
entering a car / Taxi
leaving a public transport
• • • •
Example a present from Jane
a page of the book the picture of a palace
a book by Mark Twain
• •
on foot, on horseback get on the bus
•
get in the car
•
get off the train 99
English
•
out of
•
by
• •
at
about
• • •
• •
Usage vehicle
leaving a car / Taxi
rise or fall of something travelling (other than walking or horseriding) for age
for topics, meaning what about
Example
• • • • •
get out of the taxi
prices have risen by 10 percent by car, by bus
she learned Russian at 45
we were talking about you
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Format Formal Letter
Flat 303 Lucky Mansions 856 Cheung Sha Wan Road Cheung Sha Wan Kowloon 21 October 2011
The Administrative Officer Exhibition Services Exhibitions International 33 Kadoorie Avenue Kowloon Dear Sir/Madam
I attended your exhibition Sound Systems 2011 at the Fortune Hotel from 12 - 14 October and found it informative and interesting. Unfortunately, my enjoyment of the event was spoiled by a number of organisational problems. I explain each of the problems below.
Firstly, I had difficulty in registering to attend the event. You set up an on-line registration facility, but I found the facility totally unworkable. Even after spending several wasted hours trying to register in this way, the computer would not accept my application. I eventually succeeded in registering by faxing you.
Secondly, the exhibition was held at one of Hong Kong's most prestigious hotels, but frankly the venue was better suited to a medium-sized business conference than to a large exhibition open by registration to the public. The lack of space led to serious overcrowding in the venue, particularly at peak visiting times (i.e. lunch times and early evening). On one or two occasions I was also seriously concerned about the physical safety of attendees.
The final point I want to make concerns product information. It is very enjoyable to see and test a range of excellent sound systems, but it is also important to be able to take away leaflets on interesting products, so that more research can be done before deciding which system to buy. However, by the time I attended the exhibition all the leaflets had been taken. Could I please ask you to look into these matters - not only on my behalf but also on behalf of other attendees, and in fact on behalf of your company, too.
I look forward to hearing from you. Yours faithfully
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Dutch 1. Aansteken
2. Aflopen
infinitive
Irregular verbs
to light
to run down
Simple past lit
ran down
Past participate lit
run down
3. Barsten
to burst
burst
burst
5. Beginnen
to begin
began
begun
4. Bedoelen
to mean
meant
meant
6. Begrijpen
understand
understood
understood
8. Betalen
to pay
paid
paid
bit
bitten
7. Besteden
to spend
9. Bevriezen
to freeze
11. Binden
to bind
10. Bijten
12. Blazen
13. Bloeden
to bite
to blow
to bleed
14. Bouwen
to build
16. Breken
to break
15. Branden
17. Brengen
to burn
to bring
spent froze
bound
spent
frozen bound
blew
blown
built
built
broke
broken
bled
burnt
brought
bled
burnt
brought
18. Buigen
bent
bent
bent
20. Dichtdoen
to shut
shut
shut
19. Denken 21. doen
to think to do
thought did
thought done
22. (Dood)schieten
to shoot
shot
shot
24. Drinken
to drink
drank
drunk
23. Dragen
25. Eten
26. Gaan
27. Geven
28. Graven
29. Handelen
to wear
to eat
to go
wore
ate
went
worn
eaten
gone
to give
gave
given
to deal
dealt
dealt
to dig
dug
dug
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30. Hebben
to have
had
to hold
held
to rent
rent
rent
cut
cut
to buy
bought
bought
to let
let
let
31. Horen
to hear
33. Houden
to keep
32. Houden 34. Huren
heard
heard
kept
kept
35. Kiezen
to choose
chose
37. Komen
to come
came
39. Kosten
to cost
36. Knippen
38. Kopen 40. Laten
41. Laten zien
42. Leggen
43. Leiden
to cut
to show to lay
to lead
44. Lesgeven
to teach
46. Liggen
to lie
45. Lezen
47. Maken
48. Nemen
had
cost
showed
laid
led
taught
held
chosen
come cost
shown
laid
led
taught
to read
read
read
to make
made
made
met
met
lay
lain
to take
took
50. Opbellen
to ring up
rang up
52. (Op)hangen
to hang
hung
hung
to strike
struck
struck
49. Ontmoeten 51. Opgroeien
to meet
to grow up
53. Opstaan
to rise
55. Opvoeden
to bring up
54. Opvallen,slaan
56. Pijn doen
57. Plakken
58. Raken
to hurt
to stick
brought up
hurt
stuck
grown up
risen
brought up
hurt
stuck
got
got
ride
rode
ridden
to fight
fought
fought
to drive
61. Ruiken
to smell
62. Ruziemaken
rose
rung up
to get
59. Rijden
60. Rijden
grew up
taken
drove
smelt
driven
smelt
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63. Scheuren
to tear
tore
to write
wrote
64. Schijnen
to shine
66. Schudden
to shake
65. Schrijven
torn
shone
shone
shook
shaken
written
67. Slaan
to beat
beat
beaten
69. Slapen
to sleep
slept
slept
spoke
spoken
68. Slaan
70. Sluipen
71. Spreken
72. Staan
73. Stelen
74. Stinken
75. Sturen
76. Tekenen
77. Uit elkaar gaan
78. Uitlenen
to hit
to creep
to speak
stood
to stink
stank
stunk
to draw
drew
to steal
to send
to split up
sent
split up
stolen
sent
drawn
split up
lent
lent
to fall
fell
fallen
to catch
84. (Ver)dragen
stole
to lend
81. Vangen
83. Verbieden
crept
stood
to broadcast
82. Vegen
crept
hit
to stand
79. Uitzenden
80. Vallen
hit
to sweep
to forbid
broadcast
caught
swept
forbade
broadcast
caught
swept
forbidden
to bear
bore
borne
86. Vergeven
to forgive
forgave
forgiven
88. Verliezen
to lose
lost
lost
90. Verspreiden
to spread
spread
spread
85. Vergeten
87. Verkopen
89. Verstoppen
91. Vertellen
92. Vinden
to forget to sell
to hide
to tell
to find
forgot sold
hid
told
found
forgotten sold
hidden
told
found
93. Vliegen
to fly
flew
flown
95. Vluchten
to flee
fled
fled
94. vloeken
to swear
swore
sworn 104
96. Voeden
to feed
fed
98. Voorspellen
to forecast
forecast
forecast
100.Weggaan
to leave
left
left
97. Voelen
99. Wakker worden 101.Weglopen
102.Werpen
103.Weten
104.Winnen
to feel
felt
fed
felt
to wake
woke
to run away
to ran away
run away
to know
knew
know
to throw
to win
threw
woken
thrown
won
won
said
said
105.Worden
to become
became
107.Zeker weten
to bet
bet
bet
109.Zetten, plaatsen
to set
set
set
111.Zijn
to be
was/were
106.Zeggen
108.Zetten 110.Zien
112.Zingen
113.Zinken
to say
to put to see to sing
to sink
put saw
sang
sung
sought
116.Zwaaien
to swing
swung
to swim
been
sought
sat
117.Zwemmen
seen
sunk
to sit
to seek
put
sank
114.Zitten
115.Zoeken
become
swam
sat
swung swum
105
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