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Be going to
The document discusses the use of the phrase "going to" to indicate plans and predictions in the future. It is used to talk about things that are certain or intended to happen. The structure is a form of "to be" (am, is, are) plus "going to" plus the main verb. Examples are provided of affirmative, negative, and question forms using "going to" to discuss future plans and predictions.
To be going to
The document discusses the use of the phrase "going to" to indicate plans and predictions in the future. It is used to talk about things that are certain or intended to happen. The structure is a form of "to be" (am, is, are) plus "going to" plus the main verb. Examples are provided of affirmative, negative, and question forms using "going to" to discuss future plans and predictions.
Sit & seat
This document compares the pronunciation of the words "sit" and "seat". It notes that "sit" is pronounced with a short vowel sound (/I/) while "seat" is pronounced with a longer vowel sound (/i:/). It then provides an exercise for the reader to practice distinguishing between the short and long vowel sounds by matching words with the correct vowel pronunciation.
Problem 7 ed
This document provides information about pronunciation rules for regular past tense verbs ending in -ed. It is divided into three groups based on whether the -ed sounds like /t/, /d/, or /id/. Group 1 contains verbs ending in p, k, s, ch, sh, f, x, or h. Group 2 contains verbs ending in l, v, n, m, r, b, g, w, y, or z. Group 3 contains verbs ending in a consonant before a, e, i, o, or u. Examples of verbs are given for each group along with their past tense forms. A dialogue is also provided where the past tense verbs are identified with the correct phonetic symbol.
Recommended
Be going to
The document discusses the use of the phrase "going to" to indicate plans and predictions in the future. It is used to talk about things that are certain or intended to happen. The structure is a form of "to be" (am, is, are) plus "going to" plus the main verb. Examples are provided of affirmative, negative, and question forms using "going to" to discuss future plans and predictions.
To be going to
The document discusses the use of the phrase "going to" to indicate plans and predictions in the future. It is used to talk about things that are certain or intended to happen. The structure is a form of "to be" (am, is, are) plus "going to" plus the main verb. Examples are provided of affirmative, negative, and question forms using "going to" to discuss future plans and predictions.
Sit & seat
This document compares the pronunciation of the words "sit" and "seat". It notes that "sit" is pronounced with a short vowel sound (/I/) while "seat" is pronounced with a longer vowel sound (/i:/). It then provides an exercise for the reader to practice distinguishing between the short and long vowel sounds by matching words with the correct vowel pronunciation.
Problem 7 ed
This document provides information about pronunciation rules for regular past tense verbs ending in -ed. It is divided into three groups based on whether the -ed sounds like /t/, /d/, or /id/. Group 1 contains verbs ending in p, k, s, ch, sh, f, x, or h. Group 2 contains verbs ending in l, v, n, m, r, b, g, w, y, or z. Group 3 contains verbs ending in a consonant before a, e, i, o, or u. Examples of verbs are given for each group along with their past tense forms. A dialogue is also provided where the past tense verbs are identified with the correct phonetic symbol.
Gr 7.6
The document provides information about the Dutch grammar rules for quantifiers such as "much", "many", "little", "few", "a little", and "a few". It gives singular and plural examples for "much" and "many" to mean a large quantity, and "little" and "few" to mean a small quantity. It also distinguishes "a few" as plural and "a little" as singular. An exercise at the end tests the use of these quantifiers in different contexts.
Mustcancould
This document provides examples of grammar constructions using must, mustn't, can, can't, could, and couldn't followed by a whole verb. It lists the English grammar, Dutch translation, and examples for each construction. Some key points are that must and mustn't translate to moeten and niet mogen respectively, while can translates to kunnen/mogen depending on whether it indicates ability or permission.
5
This document discusses relative pronouns in Dutch. It provides examples of when to use "who", "which", "that", and omitting the relative pronoun in Dutch sentences. It explains that "who" is used for people, "which" is used for things, and "that" can be used for both people and things. It also notes that the relative pronoun can be omitted if it is not the subject of the subordinate clause. The document provides practice examples and asks the reader to choose the correct relative pronoun or indicate it can be omitted.
Rangtelwoorden
This document provides a table translating Dutch ordinal numbers (1e, 12e, etc.) to English. It then gives examples of writing out dates in English using ordinal numbers, such as "December the twenty-sixth" for 26/12. Finally, it instructs the reader to complete exercises 6, 9, and 10 in their workbook.
To have got uitgebreid
The document discusses the use of "have got" in English grammar. It explains that "have got" is used to indicate possession. It provides examples of "have got" used affirmatively, negatively, and interrogatively. It also displays a table showing the conjugations of "have got" based on subject including I, you, he/she/it, we, you, and they.
Gr 1.2
The document is a reading exercise that teaches the use of pronouns like "I", "me", "my". It provides a short story about a girl who is new at school and receives a book, establishing that the book belongs to her. It then presents 4 sentences where the reader must fill in the correct pronoun from "I/me/my" based on who or what is being referred to. The answers are then provided.
Problem 8
The document discusses stress patterns in two-syllable English words. Many two-syllable words originate from one-syllable words, carrying the stress of the original word. The document provides examples like "artist" and "remove," which retain the stress of "art" and "move." It then presents a short quiz asking the reader to identify the stressed syllable (first or second) in two-syllable words like "driver," "dislike," and "rebuild."
Problem 6 different t's
The document is a series of pronunciation exercises focusing on the vowel sounds in words like "three", "bathroom", and "through". It provides lists of words to practice distinguishing the different vowel sounds and instructions for partner exercises where one person reads words aloud and the other writes down what they hear. The exercises are meant to help improve pronunciation of difficult vowel combinations in English.
V and f
The document contrasts the pronunciation of the letters 'f' and 'v' in English. It notes that the 'v' sound is never pronounced like an 'f', as in the words "very" and "ferry". Several examples are provided of word pairs that differentiate the 'f' and 'v' sounds, such as "leaf" and "leave". Readers are encouraged to mind the difference between the two letters in their pronunciation.
V and f
The document contrasts the pronunciation of the letters 'f' and 'v' in English. It notes that the 'v' sound is never pronounced like an 'f', as in the words "very" and "ferry". Several examples are provided of word pairs that differentiate the 'f' and 'v' sounds, such as "leaf" and "leave". Worksheets are included for students to practice words containing the 'f' and 'v' sounds.
P or b at the end of a
The document provides instructions for an activity that involves sorting words by their final sounds into categories of "P", "B", "T", "D", "K", or "G". Students are given a list of words and asked to write them under the correct final sound category. They are then given another list of words and asked to fill in the correct final sounds category for each.
Lock and nut
This document provides an exercise to practice distinguishing between the vowel sounds /ɒ/ and /^/ in English. Students are given sentences containing words with those vowels and asked to match words from the sentences with the correct vowel notation. A link is also provided to an online tool for practicing different vowel sounds in English.
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Gr 7.6
The document provides information about the Dutch grammar rules for quantifiers such as "much", "many", "little", "few", "a little", and "a few". It gives singular and plural examples for "much" and "many" to mean a large quantity, and "little" and "few" to mean a small quantity. It also distinguishes "a few" as plural and "a little" as singular. An exercise at the end tests the use of these quantifiers in different contexts.
Mustcancould
This document provides examples of grammar constructions using must, mustn't, can, can't, could, and couldn't followed by a whole verb. It lists the English grammar, Dutch translation, and examples for each construction. Some key points are that must and mustn't translate to moeten and niet mogen respectively, while can translates to kunnen/mogen depending on whether it indicates ability or permission.
5
This document discusses relative pronouns in Dutch. It provides examples of when to use "who", "which", "that", and omitting the relative pronoun in Dutch sentences. It explains that "who" is used for people, "which" is used for things, and "that" can be used for both people and things. It also notes that the relative pronoun can be omitted if it is not the subject of the subordinate clause. The document provides practice examples and asks the reader to choose the correct relative pronoun or indicate it can be omitted.
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More from wboenglish
Rangtelwoorden
This document provides a table translating Dutch ordinal numbers (1e, 12e, etc.) to English. It then gives examples of writing out dates in English using ordinal numbers, such as "December the twenty-sixth" for 26/12. Finally, it instructs the reader to complete exercises 6, 9, and 10 in their workbook.
To have got uitgebreid
The document discusses the use of "have got" in English grammar. It explains that "have got" is used to indicate possession. It provides examples of "have got" used affirmatively, negatively, and interrogatively. It also displays a table showing the conjugations of "have got" based on subject including I, you, he/she/it, we, you, and they.
Gr 1.2
The document is a reading exercise that teaches the use of pronouns like "I", "me", "my". It provides a short story about a girl who is new at school and receives a book, establishing that the book belongs to her. It then presents 4 sentences where the reader must fill in the correct pronoun from "I/me/my" based on who or what is being referred to. The answers are then provided.
Problem 8
The document discusses stress patterns in two-syllable English words. Many two-syllable words originate from one-syllable words, carrying the stress of the original word. The document provides examples like "artist" and "remove," which retain the stress of "art" and "move." It then presents a short quiz asking the reader to identify the stressed syllable (first or second) in two-syllable words like "driver," "dislike," and "rebuild."
Problem 6 different t's
The document is a series of pronunciation exercises focusing on the vowel sounds in words like "three", "bathroom", and "through". It provides lists of words to practice distinguishing the different vowel sounds and instructions for partner exercises where one person reads words aloud and the other writes down what they hear. The exercises are meant to help improve pronunciation of difficult vowel combinations in English.
V and f
The document contrasts the pronunciation of the letters 'f' and 'v' in English. It notes that the 'v' sound is never pronounced like an 'f', as in the words "very" and "ferry". Several examples are provided of word pairs that differentiate the 'f' and 'v' sounds, such as "leaf" and "leave". Readers are encouraged to mind the difference between the two letters in their pronunciation.
V and f
The document contrasts the pronunciation of the letters 'f' and 'v' in English. It notes that the 'v' sound is never pronounced like an 'f', as in the words "very" and "ferry". Several examples are provided of word pairs that differentiate the 'f' and 'v' sounds, such as "leaf" and "leave". Worksheets are included for students to practice words containing the 'f' and 'v' sounds.
P or b at the end of a
The document provides instructions for an activity that involves sorting words by their final sounds into categories of "P", "B", "T", "D", "K", or "G". Students are given a list of words and asked to write them under the correct final sound category. They are then given another list of words and asked to fill in the correct final sounds category for each.
Lock and nut
This document provides an exercise to practice distinguishing between the vowel sounds /ɒ/ and /^/ in English. Students are given sentences containing words with those vowels and asked to match words from the sentences with the correct vowel notation. A link is also provided to an online tool for practicing different vowel sounds in English.
Man & men
The document discusses the difference in pronunciation between the words "man" and "men". It provides examples of how "man" is pronounced with an "ah" sound like the "a" in "hand", while "men" is pronounced with an "e" sound like the "e" in "dress". Several exercises are included to practice distinguishing sentences using the vowel sounds in "man" versus "men".
More from wboenglish (19)
Gr 1.4 een a or an
- 1. Dutch (Nederlands) English Een appel an apple Een kat a cat Een huis a house Een olifant an elephant
- 2. (there are 5 vowels = er zijn 5 klinkers) Als een volgend woordklank met een klinker begint, gebruik je ‘an” Bijvoorbeeld: an apple an elephant an airplane -->
- 3. Als een volgend woord met een medeklinker klank begint, gebruik je dus alleen ‘a’ Bijvoorbeeld: A house A cat A mouse A car A uniform (let op! je zegt juniform)
- 4. So…:
- 5. Octopus Camera Rabbit Pencil Eraser
- 6. an octopus a camera a rabbit a pencil an eraser