This document provides an introduction to adjective clauses and discusses their use with different pronouns like who, whom, which, that and whose. It covers topics like using prepositions in adjective clauses and agreement of verbs in singular and plural clauses. Examples are provided to illustrate the rules and practice questions are included for students.
This document discusses the use of modal verbs with the perfect tense to express uncertainty, ability, certainty, and expectations about past actions. Some key uses covered include expressing uncertainty with "might have" and "could have", ability in the past with "could have", certainty that something did not occur with "can't have", and strong certainty about a past action with "must have". It also discusses expressing unfulfilled expectations or ungiven advice about past actions using "should/ought to have".
The document is a list of pronouns in Maltese. It includes the singular first person pronoun "Jiena", second person "Inti", third person masculine "Huwa", third person feminine "Hija", first person plural "Ahna", second person plural "Inthom", third person plural masculine "Huma", and the verb "to work" conjugated with each pronoun.
Adverbial Clauses - Presentation b inggris reyGrace Pramutadi
This document discusses adverbial clauses in Indonesian. An adverbial clause is a dependent clause that functions as an adverb to provide information about a verb, adjective, or adverb in an independent clause by answering questions like how, when, where, why, or to what degree. Adverbial clauses are part of complex sentences and are introduced by subordinate conjunctions. Examples of adverbial clauses and their functions are provided.
Este documento describe los diferentes tipos de modificadores y complementos que pueden estar presentes en una oración. Explica que los modificadores del sujeto pueden ser directos o indirectos, y proporciona ejemplos de cada uno. También define el objeto directo, complemento indirecto y complemento circunstancial del predicado, y cómo identificar cada uno de ellos.
This document provides information about active and passive sentences, including:
- Examples of active and passive sentences and how they differ in structure
- The forms that passive sentences can take, such as present progressive or past perfect
- Which verbs are transitive or intransitive and whether they can be used in passive sentences
- When and why the "by-phrase" is used in passive sentences
- How to form passive sentences using modal auxiliaries
This document provides an introduction to adjective clauses and discusses their use with different pronouns like who, whom, which, that and whose. It covers topics like using prepositions in adjective clauses and agreement of verbs in singular and plural clauses. Examples are provided to illustrate the rules and practice questions are included for students.
This document discusses the use of modal verbs with the perfect tense to express uncertainty, ability, certainty, and expectations about past actions. Some key uses covered include expressing uncertainty with "might have" and "could have", ability in the past with "could have", certainty that something did not occur with "can't have", and strong certainty about a past action with "must have". It also discusses expressing unfulfilled expectations or ungiven advice about past actions using "should/ought to have".
The document is a list of pronouns in Maltese. It includes the singular first person pronoun "Jiena", second person "Inti", third person masculine "Huwa", third person feminine "Hija", first person plural "Ahna", second person plural "Inthom", third person plural masculine "Huma", and the verb "to work" conjugated with each pronoun.
Adverbial Clauses - Presentation b inggris reyGrace Pramutadi
This document discusses adverbial clauses in Indonesian. An adverbial clause is a dependent clause that functions as an adverb to provide information about a verb, adjective, or adverb in an independent clause by answering questions like how, when, where, why, or to what degree. Adverbial clauses are part of complex sentences and are introduced by subordinate conjunctions. Examples of adverbial clauses and their functions are provided.
Este documento describe los diferentes tipos de modificadores y complementos que pueden estar presentes en una oración. Explica que los modificadores del sujeto pueden ser directos o indirectos, y proporciona ejemplos de cada uno. También define el objeto directo, complemento indirecto y complemento circunstancial del predicado, y cómo identificar cada uno de ellos.
This document provides information about active and passive sentences, including:
- Examples of active and passive sentences and how they differ in structure
- The forms that passive sentences can take, such as present progressive or past perfect
- Which verbs are transitive or intransitive and whether they can be used in passive sentences
- When and why the "by-phrase" is used in passive sentences
- How to form passive sentences using modal auxiliaries
The document discusses the future simple tense in English. It states that the future simple tense is formed using the auxiliary verb "will" plus the main verb. It provides examples of the affirmative form using "will", the negative form using "will not" or its contracted form "won't", and the interrogative form using "will". It also provides examples of using the future simple tense with different pronouns and in song lyrics.
El documento explica la diferencia entre "can" y "have to". "Can" se usa para hablar de habilidades o posibilidades, mientras que "have to" se usa para hablar de obligaciones. El documento proporciona ejemplos para ilustrar los usos de cada una y nota que a menudo se usan juntas para explicar por qué alguien puede o no hacer planes.
El documento proporciona instrucciones detalladas sobre cómo decir la hora en español. Explica cómo expresar horas completas, medias horas, cuartos de hora, y minutos después de la hora utilizando términos como "y", "menos", "media", y "cuarto". También cubre cómo indicar si la hora es a.m. o p.m. usando las frases "de la mañana", "de la tarde", y "de la noche".
We use "going to" to talk about plans and intentions based on present evidence or decisions. We use "will" to express willingness or attitudes in reactions to present situations. The present continuous is used to discuss future arrangements and plans involving other people that have a specific time and date. The present simple is used for scheduled or timetabled future events.
The document discusses the differences between the verbs "do" and "make" in English. "Do" refers to actions and activities, while "make" refers to the result or product of an action. "Do" is used for tasks like homework, chores, or exercise that do not result in a physical object, whereas "make" is used for actions like cooking, crafting, or building that create a tangible item. There are also common expressions that incorporate these verbs, though "make" does not always imply creation in such cases.
The document discusses auxiliary verbs be, have, and do and their uses in forming verb tenses, negatives, questions, and passive voice. It explains that be is used to form continuous and passive tenses, have is used to form perfect tenses, and do is used to form negatives and questions from sentences with verbs in the present simple or past simple. It also notes some exceptions and warnings regarding uses of the auxiliary verbs.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already" or "for" indicate unfinished time requiring present perfect, while words like "yesterday" or specific past times use simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and simple past for finished past actions or times.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already", "today", and "for" indicate unfinished time requiring the present perfect, while words like "yesterday" and specific past times use the simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and the simple past for finished past actions or to ask about specific past times.
The document discusses gerunds and their usage. A gerund is a verb form ending in "-ing" that functions as a noun. Gerunds can be the subject of a sentence, or follow certain verbs like "to avoid", "to enjoy", and prepositions. Examples are provided like "smoking is not allowed" and "I look forward to meeting you." The document also provides exercises for readers to practice identifying and using gerunds.
The document discusses prepositions in English and Dutch. It provides examples of common prepositions of place such as "in", "at", "on", and of time such as "on", "at", "in". It notes that some English prepositions can have multiple Dutch meanings and some seem similar but have different meanings. Exercises are included to practice using the correct prepositions of place and time in sentences.
This document discusses reflexive and reciprocal pronouns and verbs in English. It provides examples of reflexive pronouns like myself, yourself, himself, herself, itself, ourselves and yourselves. It explains that reflexive pronouns are used when the subject and object are the same. Reciprocal pronouns like each other and one another are used when the subject and object refer to a two-way or multi-way relationship between people. The document provides examples of sentences using reflexive and reciprocal pronouns correctly and discusses the differences between their meanings.
This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
The document discusses the different uses of the -ing form in English:
1) As a continuous/progressive verb form to describe actions happening now (e.g. "I am walking").
2) As a gerund noun, used like a noun (e.g. "Running is good exercise").
3) As a present participle adjective, modifying nouns (e.g. "The dancing teacher").
This document discusses conjunctions or linking words in Dutch. It provides examples of different types of conjunctions including choice conjunctions like "or", listing conjunctions like "and", consequence conjunctions like "so", reason/cause conjunctions like "because", and contrast conjunctions like "but". It also discusses the differences between conjunctions like "though", "although", and "even though". Finally, it provides exercises for students to practice using different conjunctions in sentences.
The document discusses the future simple tense in English. It states that the future simple tense is formed using the auxiliary verb "will" plus the main verb. It provides examples of the affirmative form using "will", the negative form using "will not" or its contracted form "won't", and the interrogative form using "will". It also provides examples of using the future simple tense with different pronouns and in song lyrics.
El documento explica la diferencia entre "can" y "have to". "Can" se usa para hablar de habilidades o posibilidades, mientras que "have to" se usa para hablar de obligaciones. El documento proporciona ejemplos para ilustrar los usos de cada una y nota que a menudo se usan juntas para explicar por qué alguien puede o no hacer planes.
El documento proporciona instrucciones detalladas sobre cómo decir la hora en español. Explica cómo expresar horas completas, medias horas, cuartos de hora, y minutos después de la hora utilizando términos como "y", "menos", "media", y "cuarto". También cubre cómo indicar si la hora es a.m. o p.m. usando las frases "de la mañana", "de la tarde", y "de la noche".
We use "going to" to talk about plans and intentions based on present evidence or decisions. We use "will" to express willingness or attitudes in reactions to present situations. The present continuous is used to discuss future arrangements and plans involving other people that have a specific time and date. The present simple is used for scheduled or timetabled future events.
The document discusses the differences between the verbs "do" and "make" in English. "Do" refers to actions and activities, while "make" refers to the result or product of an action. "Do" is used for tasks like homework, chores, or exercise that do not result in a physical object, whereas "make" is used for actions like cooking, crafting, or building that create a tangible item. There are also common expressions that incorporate these verbs, though "make" does not always imply creation in such cases.
The document discusses auxiliary verbs be, have, and do and their uses in forming verb tenses, negatives, questions, and passive voice. It explains that be is used to form continuous and passive tenses, have is used to form perfect tenses, and do is used to form negatives and questions from sentences with verbs in the present simple or past simple. It also notes some exceptions and warnings regarding uses of the auxiliary verbs.
This document provides guidance on telephoning in English, including telephone etiquette, suggestions for common telephone situations, the international telephone alphabet, and number pronunciations. It offers polite phrases for answering the phone, asking for someone, leaving messages, starting and ending calls. It also presents the International Civil Aviation Organization phonetic alphabet and pronunciations for numbers and symbols used in telephone numbers. The overall purpose is to help non-native English speakers communicate effectively over the phone.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already" or "for" indicate unfinished time requiring present perfect, while words like "yesterday" or specific past times use simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and simple past for finished past actions or times.
I)workshop pres. perfect vs simple pastGHoltappels
The document discusses the differences between using the present perfect and simple past tenses in English. It provides examples of when to use each:
- The present perfect is used for actions that began in the past and continue in the present, or when the result of the action is relevant now. The simple past is used for actions fully in the past.
- Signal words like "already", "today", and "for" indicate unfinished time requiring the present perfect, while words like "yesterday" and specific past times use the simple past.
- Examples show using the present perfect to discuss current relevance or unfinished timelines, and the simple past for finished past actions or to ask about specific past times.
The document discusses gerunds and their usage. A gerund is a verb form ending in "-ing" that functions as a noun. Gerunds can be the subject of a sentence, or follow certain verbs like "to avoid", "to enjoy", and prepositions. Examples are provided like "smoking is not allowed" and "I look forward to meeting you." The document also provides exercises for readers to practice identifying and using gerunds.
The document discusses prepositions in English and Dutch. It provides examples of common prepositions of place such as "in", "at", "on", and of time such as "on", "at", "in". It notes that some English prepositions can have multiple Dutch meanings and some seem similar but have different meanings. Exercises are included to practice using the correct prepositions of place and time in sentences.
This document discusses reflexive and reciprocal pronouns and verbs in English. It provides examples of reflexive pronouns like myself, yourself, himself, herself, itself, ourselves and yourselves. It explains that reflexive pronouns are used when the subject and object are the same. Reciprocal pronouns like each other and one another are used when the subject and object refer to a two-way or multi-way relationship between people. The document provides examples of sentences using reflexive and reciprocal pronouns correctly and discusses the differences between their meanings.
This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
The document discusses the different uses of the -ing form in English:
1) As a continuous/progressive verb form to describe actions happening now (e.g. "I am walking").
2) As a gerund noun, used like a noun (e.g. "Running is good exercise").
3) As a present participle adjective, modifying nouns (e.g. "The dancing teacher").
This document discusses conjunctions or linking words in Dutch. It provides examples of different types of conjunctions including choice conjunctions like "or", listing conjunctions like "and", consequence conjunctions like "so", reason/cause conjunctions like "because", and contrast conjunctions like "but". It also discusses the differences between conjunctions like "though", "although", and "even though". Finally, it provides exercises for students to practice using different conjunctions in sentences.
The document discusses the use of quantifiers such as "much", "many", "a little", "a few" in English. It explains that "much" and "many" are used in questions and negative sentences, while "a lot of" is used in positive sentences. "Much" is used with uncountable nouns and "many" with countable nouns. "A little" and "a few" are also discussed in terms of their use with countable and uncountable nouns. Examples are provided to illustrate the differences.
1. Possessive ‘s – ‘ - ..of..
bezitsvorm
In het Nederlands gebruik je vaak het woord van om aan te geven dat
iets van iemand is of om relaties
In het Engels gebruik je ‘s of ‘.
aan te geven. Dit is de bezitsvorm.
De
De
De
fiets van David is cool!
vacht van mijn kat is zacht.
vriendin van mijn broer.
David’s bike is cool!
My cat’s fur is soft.
My brother’s girlfriend.
2. Possessive ‘s – ‘ - ..of..
bezitsvorm
In het Nederlands noem je eerst het bezit/relatie en dan de eigenaar. In
formule zou je kunnen zeggen:
Nederlandse bezitsvorm = [BEZIT] + van + [EIGENAAR]
In het Engels noem je eerst de eigenaar en dan het bezit. In formule zou
je kunnen zeggen:
Engelse bezitsvorm = [EIGENAAR] + ‘s of ‘ + [BEZIT]
PS: neem [bezit] niet te letterlijk, je moeder is geen bezit natuurlijk.
3. Possessive ‘s – ‘ - ..of..
bezitsvorm
Nederlandse bezitsvorm = [BEZIT] + van + [EIGENAAR]
Engelse bezitsvorm = [EIGENAAR] + ‘s of ‘ + [BEZIT]
Meer voorbeelden om deze formules te bevestigen.
De moeder van Tom
De hond zijn staart
Het tekstboek van de docent
Het tekstboek van Rick
Tom’s mom
The dog’s tail
The teacher’s textbook
Rick’s textbook
Wordt het al duidelijk?
4. Possessive ‘s – ‘ - ..of..
bezitsvorm
Als het woord van de [EIGENAAR] al eindigt
achter, maar alleen een ’.
met een –s, dan komt er geen ’s
De broer van Dennis
Medewerkers van McDonalds
Dennis’ brother
McDonalds’ employees
The giraffes’ necks
My sisters’ cats
De
De
nekken van de giraffen
katten van mijn zussen
!!!
!!!
De vrouw van Charles
De agenda van Bas
Charles’s wife
Bas’s diary
Wat is het verschil? 1) My sister’s cat vs 2) My sisters’ cat
5. Possessive ‘s – ‘
bezitsvorm
- ..of..
Wat is het verschil? 1) My sister’s cat vs 2) My sisters’ cat
1 = de kat van mijn zus (sister is enkelvoud)
2 = de kat van mijn zussen. (sisters is meervoud)
TIP: Kijk altijd goed of de eigenaar meervoud is, voor de juiste
uitspraak en de juiste vertaling.
6. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 1: Complete the sentences. Gebruik de woorden tussen haakjes.
1 They visited the (palace / queen) .
2 Excuse me, can you tell me where the (department / children)
is?
3
4
5
6
The (bikes / boys) looked pretty new.
(parents / my friend) are both teachers.
The colour of (bike/my daughter) is pink.
(friend / Jess) is also a teacher.
7. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 2: Complete the sentences. Gebruik de woorden tussen haakjes.
1
2
3
4
5
6
They visited the queen’s palace.
Excuse me, can you tell me where the children’s department is?
The boys’ bikes looked pretty new.
My friend’s parents are both teachers.
The colour of my daughter’s bike is pink.
Jess’s friend is also a teacher.
8. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 2: What is another way of saying these things?
1.
2.
3.
4.
5.
6.
a hat for a woman
a name for a boy
clothes for children
a woman’s hat
…
a
a
a
school for girls
nest for a bird
magazine for women
9. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 2: What is another way of saying these things?
1.
2.
3.
4.
5.
6.
a hat for a woman
a name for a boy
clothes for children
a woman’s hat
a boy’s name
children’s clothes
a
a
a
school for girls
nest for a bird
magazine for women
a
a
a
girls’ school
bird’s nest
women’s magazine
10. Possessive ‘s – ‘ - ..of..
bezitsvorm
Je gebruikt ‘s/’ ook als je het hebt over een winkel, huis, product of
bedrijf van iemand. Je hebt het dan namelijk over the baker’s shop
en John’s house, enzovoort.
I went to the baker’s and Harrods’.
Let’s go to John’s.
She bought new Levi’s.
There’s a new McDonald’s in town.
Je gebruikt ‘s/’ ook bij uitdrukkingen die tijd aanduiden:
yesterday’s paper, in two days’ time,
last year’s Cup Final, an hour’s delay
Sunday’s match,
11. Possessive ‘s – ‘ - ..of..
bezitsvorm
Je gebruikt ‘s/’ ook als je het hebt over een winkel, huis, product of
bedrijf van iemand. Je hebt het dan namelijk over the baker’s shop
en John’s house, enzovoort.
I went to the baker’s and Harrods’.
Let’s go to John’s.
She bought new Levi’s.
There’s a new McDonald’s in town.
Let us…
no possessives
There is…
Je gebruikt ‘s/’ ook bij uitdrukkingen die tijd aanduiden:
yesterday’s paper, in two days’ time, Sunday’s match,
last year’s Cup Final, an hour’s delay
12. Possessive ‘s – ‘ - ..of..
bezitsvorm
Voor dingen, plaatsen en landen gebruik je: … of …
The door of the garage
the arrival of the train
The name of the book
The keyboard of the computer
We zeggen ook: the beginning/end/middle of…
the beginning of the month
We zeggen ook: the top/bottom of…
the top of the hill
We zeggen ook: the front/back/side of…
the back of the car
13. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 3: Make correct
owner – the restaurant
possessives.
owner of the restaurant
1.
2.
3.
4.
5.
6.
7.
8.
9.
front – the class
this month – Viva
cause – the problem
daughter – Charles
newspaper – yesterday
door – the car
hair – Bill
bottom – the lake
garden – our neighbours
…
14. Possessive ‘s – ‘ - ..of..
bezitsvorm
Exercise 3: Make correct
owner – the restaurant
possessives.
owner of the restaurant
1.
2.
3.
4.
5.
6.
7.
8.
9.
front – the class
this month – Viva
cause – the problem
daughter – Charles
newspaper – yesterday
door – the car
hair – Bill
bottom – the lake
garden – our neighbours
front of the class
this month’s Viva
cause of the problem
Charles’s daughter
yesterday’s newspaper
door of the car
Bill’s hair
bottom of the lake
our neighbours’ garden