The document defines adverbs and provides examples of their use. Adverbs describe verbs by indicating how, when, where or how often an action occurs. They usually end in "ly" but there are irregular forms. Examples are given of regular adverbs like "quickly" and irregular ones like "hard." Further examples demonstrate adverbs of time like "soon" and "yesterday," frequency like "often" and "rarely," and place like "here" and "there." Exercises test the reader's understanding of identifying and classifying different types of adverbs.
The document is a revision plan for the 5th grade that includes 5 lessons. It outlines goals of reviewing learned material, practicing communication skills, and reinforcing grammar concepts. Each lesson has content on topics like family members, animals, food, countries and includes exercises practicing verb tenses, pronouns, and filling in missing words of songs. Sources for images are provided in a separate document.
This document provides a grammar sheet on using the past simple and past continuous tenses in English. It includes exercises matching sentence structures to tense descriptions, filling sentences with the correct past tense verbs, answering questions based on provided sentences, telling and completing a story based on pictures and words, and classifying regular past tense verbs by pronunciation. The overall content covers identifying and using the past simple and past continuous tenses in a variety of contexts.
This document provides instruction on simple past tense grammar and usage in English. It includes examples of regular and irregular verbs in the simple past tense, formation of questions and negatives, and exercises for students to practice conjugating verbs and forming sentences in the past tense. Vocabulary related to military topics is also presented.
Larry Waters had always dreamed of flying. One day, he had the idea to tie weather balloons to his garden chair to make it float. When he released the balloons, the chair shot up quickly into the sky. Larry became nervous as he rose higher but did not want to descend too fast. His floating chair was spotted by a pilot and helicopter that began following him as he drifted towards the sea. Eventually, Larry was rescued and brought safely back to the ground.
Three boys - Junior, Thom, and Levi - did research on the Army of the Netherlands for a school project. Thom is 14 and wants to work in aircraft or weapon maintenance in the army. Levi just turned 15 and isn't sure what he wants to do but thinks being a pilot would be interesting. Junior is also 14 and organized the project, though he isn't interested in joining the army. They had questions about weapons, vehicles, and size of the Indian army as well as classroom sizes, holy cows, and driving distances to school in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project together called EUMIND. It also includes an action plan that lists their roles and responsibilities which include being the group leader, journalists, editor, and conducting questionnaires, interviews, and writing reports. Each student then provides some information about themselves, their hobbies, where they live, and what they enjoy doing.
The document defines adverbs and provides examples of their use. Adverbs describe verbs by indicating how, when, where or how often an action occurs. They usually end in "ly" but there are irregular forms. Examples are given of regular adverbs like "quickly" and irregular ones like "hard." Further examples demonstrate adverbs of time like "soon" and "yesterday," frequency like "often" and "rarely," and place like "here" and "there." Exercises test the reader's understanding of identifying and classifying different types of adverbs.
The document is a revision plan for the 5th grade that includes 5 lessons. It outlines goals of reviewing learned material, practicing communication skills, and reinforcing grammar concepts. Each lesson has content on topics like family members, animals, food, countries and includes exercises practicing verb tenses, pronouns, and filling in missing words of songs. Sources for images are provided in a separate document.
This document provides a grammar sheet on using the past simple and past continuous tenses in English. It includes exercises matching sentence structures to tense descriptions, filling sentences with the correct past tense verbs, answering questions based on provided sentences, telling and completing a story based on pictures and words, and classifying regular past tense verbs by pronunciation. The overall content covers identifying and using the past simple and past continuous tenses in a variety of contexts.
This document provides instruction on simple past tense grammar and usage in English. It includes examples of regular and irregular verbs in the simple past tense, formation of questions and negatives, and exercises for students to practice conjugating verbs and forming sentences in the past tense. Vocabulary related to military topics is also presented.
Larry Waters had always dreamed of flying. One day, he had the idea to tie weather balloons to his garden chair to make it float. When he released the balloons, the chair shot up quickly into the sky. Larry became nervous as he rose higher but did not want to descend too fast. His floating chair was spotted by a pilot and helicopter that began following him as he drifted towards the sea. Eventually, Larry was rescued and brought safely back to the ground.
Three boys - Junior, Thom, and Levi - did research on the Army of the Netherlands for a school project. Thom is 14 and wants to work in aircraft or weapon maintenance in the army. Levi just turned 15 and isn't sure what he wants to do but thinks being a pilot would be interesting. Junior is also 14 and organized the project, though he isn't interested in joining the army. They had questions about weapons, vehicles, and size of the Indian army as well as classroom sizes, holy cows, and driving distances to school in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project together called EUMIND. It also includes an action plan that lists their roles and responsibilities which include being the group leader, journalists, editor, and conducting questionnaires, interviews, and writing reports. Each student then provides some information about themselves, their hobbies, where they live, and what they enjoy doing.
This document introduces four girls - Kiki, Imara, Nikki, and Jennifer - who are 14-16 years old. It describes each of their roles in a group project, hobbies, and future career goals. The group plans to interview a police officer and asks example questions about the officer's job, the importance and strictness of police in their country, and traditional dishes, religion, diet, and what makes India special.
The document introduces three students - Danique, Megan, and Marjoleine - who are working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the text of the report and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document also includes questions from India about finding information on the subject, popular movie genres, as well as general questions about poverty levels and the current time in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project called EUMIND. It includes their names, ages, hobbies and interests. Fabiënne is from the Netherlands and enjoys dancing, music, gaming and spending time with friends. Mette also lives in the Netherlands and likes listening to music, dancing, watching YouTube and spending time with friends and family. Deborah is a competitive swimmer who enjoys watching movies such as The Hunger Games. Rebecca makes pictures and remixes that she posts online, and likes traveling, gaming and spending time with animals and friends.
The document introduces three students - Danique, Megan, and Marjoleine - who will be working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the report text and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document concludes with two questions from India about finding information on the subject and popular movie genres, as well as a general question about poverty in India.
The document discusses paper usage and recycling in the Bergschenhoek region of Rotterdam. It finds that the local community actively recycles paper by collecting filled bags. It studies paper use at two local organizations, RK willibrord which uses 1 package of A4 paper daily, and 2beehappy which uses 10-20 sheets. It also examines paper usage at the author's school, finding paper is used sustainably as computers are used more than paper, with only around 2,500 sheets used in a week. The conclusion is that companies now use less paper than before as more things are done digitally.
The document provides instructions for creating a social media wall post, including spaces to add biographical information, pictures of friends, possible interests to like, and the option to create an advertisement. The wall post template includes multiple lines to type status updates.
The document provides instructions for several tasks and exercises related to food and health. It asks students to identify what Cookie Monster wants them to do in a YouTube video, list vegetables sung about, sort food cards into healthy and unhealthy groups, discuss what they ate yesterday compared to the Eatwell plate, and analyze if their diet was healthy or unhealthy.
This document contains a summary of a slide presentation about the parts of the human body. It has 3 sentences describing the key points:
The summary provides feedback on a slide presentation about the human body by two students, noting they had multiple slides and pictures, some of which were funny. It evaluates their use of different body parts, adjectives, and spelling, giving them points in various categories and an overall grade of 7 out of 10.
This document introduces four girls - Kiki, Imara, Nikki, and Jennifer - who are 14-16 years old. It describes each of their roles in a group project, hobbies, and future career goals. The group plans to interview a police officer and asks example questions about the officer's job, the importance and strictness of police in their country, and traditional dishes, religion, diet, and what makes India special.
The document introduces three students - Danique, Megan, and Marjoleine - who are working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the text of the report and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document also includes questions from India about finding information on the subject, popular movie genres, as well as general questions about poverty levels and the current time in India.
This document contains introductions from four students - Fabiënne, Mette, Deborah, and Rebecca - who are working on a project called EUMIND. It includes their names, ages, hobbies and interests. Fabiënne is from the Netherlands and enjoys dancing, music, gaming and spending time with friends. Mette also lives in the Netherlands and likes listening to music, dancing, watching YouTube and spending time with friends and family. Deborah is a competitive swimmer who enjoys watching movies such as The Hunger Games. Rebecca makes pictures and remixes that she posts online, and likes traveling, gaming and spending time with animals and friends.
The document introduces three students - Danique, Megan, and Marjoleine - who will be working on a film industry project. Danique is the team leader and will report on activities by taking notes, pictures, and videos. Megan is the editor and will write the report text and make appointments. Marjoleine is the reporter and video editor who will also handle questionnaires. The document concludes with two questions from India about finding information on the subject and popular movie genres, as well as a general question about poverty in India.
The document discusses paper usage and recycling in the Bergschenhoek region of Rotterdam. It finds that the local community actively recycles paper by collecting filled bags. It studies paper use at two local organizations, RK willibrord which uses 1 package of A4 paper daily, and 2beehappy which uses 10-20 sheets. It also examines paper usage at the author's school, finding paper is used sustainably as computers are used more than paper, with only around 2,500 sheets used in a week. The conclusion is that companies now use less paper than before as more things are done digitally.
The document provides instructions for creating a social media wall post, including spaces to add biographical information, pictures of friends, possible interests to like, and the option to create an advertisement. The wall post template includes multiple lines to type status updates.
The document provides instructions for several tasks and exercises related to food and health. It asks students to identify what Cookie Monster wants them to do in a YouTube video, list vegetables sung about, sort food cards into healthy and unhealthy groups, discuss what they ate yesterday compared to the Eatwell plate, and analyze if their diet was healthy or unhealthy.
This document contains a summary of a slide presentation about the parts of the human body. It has 3 sentences describing the key points:
The summary provides feedback on a slide presentation about the human body by two students, noting they had multiple slides and pictures, some of which were funny. It evaluates their use of different body parts, adjectives, and spelling, giving them points in various categories and an overall grade of 7 out of 10.
1. !
Reader Word Order
!
or!why!we!put!what!where!in!English.!
!
!
!
Name:____________!
Class:!____________!
2. WOORDVOLGORDE IN DE ENGELSE ZIN
* auxiliar subject auxiliary adverb verb object place time
y (onderw (hulp ww) (bijwoord) (gezegde) (leidend (plaat (tijd)
(hulp erp) voorwer s)
ww) p)
He sometimes comes here in the
afternoon
They have completely forgotten you
What do you often do on
Sundays?
You should never have said that
He doesn’t always pay his on time.
debts
They will soon have in
arrived New
York
.
Have you ever played
truant?
I would surely have told him.
Will He be here on
Tuesday?
I could hardly sleep last
night.
It may certainly have this
happened way.
Slowly she opened the
door.
She slowly opened the
door.
She opened the slowl
door y.
3. - volgorde -
VOLGORDE IN DE ENGELSE ZIN
In een Engelse zin staan de woorden in een vaste volgorde.
* vaste volgorde
onderwerp gezegde lijd. voorw. plaats tijd
We 're going to football on the today
play playing field
She 's watching TV in her room now
* plaats vóór tijd
The cat slept on my bed last night
* tijd kan ook vooraan (nadruk)
tijd onderwerp gezegde lijd. vw. plaats
Today we 're going to football on the
play playing field
Now she 's watching TV in her room
2
4. - volgorde -
Put in the right order.
Je mag je schema natuurlijk gebruiken!
1. I / last night / a really good sports programme / watched
…………………………………………………………………………
2. football / we / today / are going to play / outside
…………………………………………………………………………
3. are going to pick / in a minute / Mason and Pearson teams
…………………………………………………………………………
4. the girls / hockey / in the middle of winter / play / in the playing
field
………………………………………………………………………….
5. in my room / my Maths homework / I'm going to do / today
………………………………………………………………………….
6. are all muddy / white socks / now / Cathy's
………………………………………………………………………….
7. a good book / is going to read / Amanda / tonight / in her room
………………………………………………………………………….
8. the cat / on my bed / last night / slept
………………………………………………………………………….
9. I have / in my bedroom / a small TV
………………………………………………………………………….
10.GTST / they watch / every evening!
………………………………………………………………………….
3
5. - volgorde -
Underline the correct words.
1. I'm going to watch a good film
in my room tonight / tonight in my room.
2. Ann buys
some chocolate in the sweetshop / in the sweetshop some chocolate.
3. Charles is going to do
at school his homework today / his homework at school today.
4. Ellen works
in her father's shop every morning / every morning in her father's
shop.
5. Many Americans watch a game at the Super Bowl
on TV every year / every year on TV.
6. Dad is watching CNN
in the living room at the moment / at the moment in the living room.
7. I'm going to stay at home tonight / tonight at home.
8. Next summer we are going on holiday to Italy / to Italy on holiday
4
6. - volgorde -
Zet de woorden in de goede volgorde.
1. saw - last night - I - a lion - in my garden
…………………………………………………………………
2. at the station - I - yesterday - her - met
…………………………………………………………………
3. next summer - we'll go - to Switzerland
…………………………………………………………………
4. in Spain - last year - they were
…………………………………………………………………
5. she - every day - used to eat - a bag of crisps
…………………………………………………………………
6. to Turkey - we - last year - went
…………………………………………………………………
7. accustomed to - are - British people - every day - drink - lots of tea
………………………………………………………………………….
8. my - sleeps - usually - all morning - brother
…………………………………………………………………
9. working at night - is used to - my sister
………………………………………………………………….
10.normally - go out - on Saturdays - my friends
…………………………………………………………………..
8
7. - volgorde -
Put in the right order.
1. on holiday – this year – to France – are – we – going.
.................................................................................................
2. played truant – often – last week – he
............................................................................
3. her – yesterday – in town – met – I
............................................................................
4. Russian – can – he – speak – hardly
.............................................................................
5. sold – also – the house – had – they
..............................................................................
6. certainly – would – I – told – have – him
..............................................................................
7. soon – will – forgotten – you – have – him
...............................................................................
8. compulsory – English – still – in the Netherlands – is – at schools
..............................................................................................................
9. live – he – did – before 1998 – in Amsterdam?
..................................................................................
10. earlier – I – you – completely – with – disagree – told – should – I
– that – have – him
................................................................................................................
10
8. - volgorde -
Vertaal de zinnen.
Let op de goede volgorde!
1. Vanavond is er een speciale reportage over Lady Di.
…………………………………………………………………………
2. East Enders is een heel populaire serie in Engeland.
…………………………………………………………………………
3. Ik zou Madonna wel een week willen vergezellen.
…………………………………………………………………………
4. Sommige mensen kijken 's morgens vroeg naar de TV.
…………………………………………………………………………
5. Mijn ouders vinden het niet leuk om 's avonds TV te kijken.
…………………………………………………………………………
6. Het publiek werd gisteravond wild tijdens het concert.
…………………………………………………………………………
7. Ik heb tandpijn.Ik ga morgen naar de tandarts.
………………………………………………………………………….
8. Vandaag is de 16e verjaardag van mijn zus.
………………………………………………………………………….
9. Zij gaan een keer per jaar naar de tandarts.
………………………………………………………………………….
10. Laten we om drie uur naar het park gaan.
………………………………………………………………………….
11. Morgen geef ik een feestje bij mij thuis.
………………………………………………………………………….
5
9. - volgorde -
Vertaal de zinnen.
Denk aan de goede volgorde.
1. Wij gaan zaterdag om 6 uur weg.
…………………………………………………………………….
2. De band speelt vanavond in de Arena.
……………………………………………………………………..
3. Vandaag vertrekken alle treinen naar Londen vanaf perron 2.
……………………………………………………………………..
4. Ik hoop dat we vrijdag met het vliegtuig terug kunnen naar
Nederland.
……………………………………………………………………..
5. Mijn vader zet zijn auto in het weekend altijd in de garage.
……………………………………………………………………..
6. Ik kan morgen niet komen.
……………………………………………………………………..
7. Ik ga zaterdag niet naar de cursus in Utrecht.
……………………………………………………………………..
8. Werk je gewoonlijk op vrijdag in de supermarkt?
……………………………………………………………………..
9. Ik heb vanmorgen op school een cake gebakken.
……………………………………………………………………..
10.We kunnen elke dag in het meer gaan zwemmen.
……………………………………………………………………...
6
10. - volgorde -
Put in the right order.
1. to this football match – go – you – tomorrow – will?
........................................................................................
2. hardly – can – works – see – you – he – hard - now
........................................................................................
3. nonsense – ever – have – heard – you – such?
........................................................................................
4. possibly – I – comply with – cannot – your request
........................................................................................
5. met – we – them – last year – in London
.........................................................................................
6. find – can – you – in a dictionary – these words – easily
..........................................................................................
7. at seven – get up – usually – I
...........................................................................................
8. read – you – an English paper – ever – do?
............................................................................................
9. every word – clearly – pronounce – you – should
.............................................................................................
10. got – soon – my new surroundings – I – used to
.............................................................................................
11
11. - volgorde -
Put in the right order.
1. had – he – missed – obviously – the train
.............................................................................................
2. advice – listened to – he – his father’s – wisely
........................................................................................
3. began – we – this morning – only
.........................................................................................
4. the bill – must – request – you – urgently – I – to pay
..........................................................................................
5. I – him – could – hardly – understand
...........................................................................................
6. you – slowly – must – speak – more
...........................................................................................
7. carefully – the driver – drove
.................................................................................
8. gradually getting – is – the work – easier
.................................................................................
9. he – behind him – closed – quickly – the door
.................................................................................
12
12. - volgorde -
Put in the right order.
1. seldom – goes out – she – without an umbrella
....................................................................................
2. I – the other day – him – in the theatre – saw
.................................................................................
3. always – they – late – are
..................................................................................
4. I – have – about it – thought – seriously
..................................................................................
5. get to – never – in time – will – they – to he station
........................................................................................
6. you – not – probably – easily – recover – understand – that – she –
will – can
.................................................................................................................
7. completely – you – forgotten - they – have
....................................................................................
8. him – told – surely – have – would – I
....................................................................................
9. on Sundays – you – what – do – often – do?
.....................................................................................
13
13. - volgorde -
Put in the right order.
1. go / now / home / will / I
_______________________________________
2. give / the present / tomorrow / We / him / will
_______________________________________
3. her / met / last night / at the station / We
_______________________________________
4. was / last week / He / in hospital
_______________________________________
5. in Greece / spend / I am going to / next year / my holiday
_______________________________________
6. must / at five o’clock / leave / We / the house
_______________________________________
7. the library / take / I / the book / today / to
_______________________________________
8. My mum / breakfast / in the morning / made
_______________________________________
9. to night / want / to the cinema / to go / We
_______________________________________
10. wrote / last week / They / at school / a test
_______________________________________
14
14. - volgorde -
Write the sentences in the right order.
1. I / him / saw / last night / at the disco
__________________________________
2. our holiday / will / at home / We / not spend / this year.
__________________________________
3. to the party / not / We / tonight / going / are
__________________________________
4. will / a letter / send / you / next week / She
__________________________________
5. not / the truth / did / He / tell / you
__________________________________
6. to the cinema / We / want / tonight / to go
__________________________________
7. played / in the bar / last week / the piano / he
__________________________________
9. now / She / in England / is
__________________________________
10. right now / have / not / We / time / do
___________________________________
15