This document discusses the uses of could, may, and might in the English language. Could is used to talk about ability in the past or possibility. May suggests something will happen in the future or is used to make polite requests. Might suggests smaller possibility and is more common than may when uncertainty is involved. It can also be used as the past tense of may for requests or conditional form. The key difference between can and may is that can is used for ability while may requires permission.
This short document contains pronouns including me, you, him, her, them, it, and us with no additional context provided. It is unclear what the pronouns refer to or the overall meaning and purpose of listing these pronouns without any other words.
1) Inversion rearranges words in a sentence for emphasis, especially using negative adverbial expressions like "not only" and "no sooner than".
2) With negative expressions, the subject and auxiliary verb are inverted so the expression comes first, like "Not only is my brother lazy" instead of "Not only my brother is lazy".
3) For simple past and present tenses, "do/does/did" is used with the subject before the main verb, like "Not only did you forget to shut the window".
This document provides rules for reducing relative clauses in sentences. It outlines 8 rules:
1) Replace relative clauses with just the adjective if it only has an adjective.
2) Replace relative clauses about location with just the location.
3) Replace possession relative clauses with 'with'.
4) Replace present continuous relative clauses with just the verb-ing form.
5) This verb-ing form replacement also works for other verb tenses.
6) Passive relative pronouns can be replaced with just the past participle verb or verb-ing + past participle for continuous.
7) Replace should/can/may relative clauses or questions with an infinitive verb phrase
Adverbs describe verbs and adjectives describe nouns. Most adverbs are formed by adding -ly to adjectives, though some irregular forms exist. Examples are provided of correctly matching adverbs with adjectives and verbs in sentences.
The first conditional is a grammatical structure used to talk about possibilities in the present or future that depend on certain conditions being met. It consists of two clauses - an "if" clause stating the condition followed by a main clause stating the resulting action, with the verbs in each clause taking a specific form. The "if" clause can come first or second, and is used to discuss things that will or may happen if another event occurs.
Quantifiers are words used to indicate quantity without stating an exact number. The document defines and provides examples of common quantifiers used with countable and uncountable nouns, including: every, each, most, all, whole, many, much, a lot of, a number of, few, little, both, either, neither, no, none, another, other. Key differences between quantifiers like each vs every and most vs most of are also explained.
The Third Conditional is a grammatical structure used to talk about hypothetical situations in the past that did not happen. It uses the structure "If + Subject + had + past participle verb" to describe the condition, followed by "Subject + would + have + past participle verb" to describe the possible result. Examples include "If I had bought a lottery ticket, I would have won!" and "I would have gone to the beach if it had rained yesterday."
This document discusses the uses of could, may, and might in the English language. Could is used to talk about ability in the past or possibility. May suggests something will happen in the future or is used to make polite requests. Might suggests smaller possibility and is more common than may when uncertainty is involved. It can also be used as the past tense of may for requests or conditional form. The key difference between can and may is that can is used for ability while may requires permission.
This short document contains pronouns including me, you, him, her, them, it, and us with no additional context provided. It is unclear what the pronouns refer to or the overall meaning and purpose of listing these pronouns without any other words.
1) Inversion rearranges words in a sentence for emphasis, especially using negative adverbial expressions like "not only" and "no sooner than".
2) With negative expressions, the subject and auxiliary verb are inverted so the expression comes first, like "Not only is my brother lazy" instead of "Not only my brother is lazy".
3) For simple past and present tenses, "do/does/did" is used with the subject before the main verb, like "Not only did you forget to shut the window".
This document provides rules for reducing relative clauses in sentences. It outlines 8 rules:
1) Replace relative clauses with just the adjective if it only has an adjective.
2) Replace relative clauses about location with just the location.
3) Replace possession relative clauses with 'with'.
4) Replace present continuous relative clauses with just the verb-ing form.
5) This verb-ing form replacement also works for other verb tenses.
6) Passive relative pronouns can be replaced with just the past participle verb or verb-ing + past participle for continuous.
7) Replace should/can/may relative clauses or questions with an infinitive verb phrase
Adverbs describe verbs and adjectives describe nouns. Most adverbs are formed by adding -ly to adjectives, though some irregular forms exist. Examples are provided of correctly matching adverbs with adjectives and verbs in sentences.
The first conditional is a grammatical structure used to talk about possibilities in the present or future that depend on certain conditions being met. It consists of two clauses - an "if" clause stating the condition followed by a main clause stating the resulting action, with the verbs in each clause taking a specific form. The "if" clause can come first or second, and is used to discuss things that will or may happen if another event occurs.
Quantifiers are words used to indicate quantity without stating an exact number. The document defines and provides examples of common quantifiers used with countable and uncountable nouns, including: every, each, most, all, whole, many, much, a lot of, a number of, few, little, both, either, neither, no, none, another, other. Key differences between quantifiers like each vs every and most vs most of are also explained.
The Third Conditional is a grammatical structure used to talk about hypothetical situations in the past that did not happen. It uses the structure "If + Subject + had + past participle verb" to describe the condition, followed by "Subject + would + have + past participle verb" to describe the possible result. Examples include "If I had bought a lottery ticket, I would have won!" and "I would have gone to the beach if it had rained yesterday."
This document discusses the differences between expressing desires and regrets using "I wish", "if only", and "I hope". It explains that "I wish" is used with a subject and object pronoun to talk about present, past, or future desires and regrets. "If only" is used more emphatically with a subject and past tense, past perfect, or future construction. "I hope" expresses a desire or longing without lamentation, associated with one's emotional state rather than immediate expectations.
This document provides instruction on using verbs in the past tense in English. It covers:
- Using "was" and "were" as helping verbs for singular and plural subjects.
- Forming the past tense of regular verbs by adding "-ed".
- Forming the past tense of irregular verbs which have unique past tense forms.
- Using "did" as the helping verb in questions and negative sentences.
- Types of yes/no and information questions in the past tense.
The document is a collection of sentences exploring different contractions and their standard equivalents in English. It provides examples of contractions for common words like "is", "are", "will", "have", and "not" among others. It also includes sentences testing the use of contractions in different contexts.
The document discusses different types of conditional sentences in English. It explains zero conditional uses present tense in both clauses to talk about universal truths. First conditional uses present tense in the if-clause and future tense in the main clause to talk about possible future events or make promises/warnings. Unless is used in negative conditional sentences. An example is provided for each type.
This document discusses the use of definite and indefinite articles (a, an, the) in English. It explains that "a" and "an" are used with non-specific singular nouns, while "the" is used with specific or definite singular and plural nouns. No article is used with uncountable nouns or indefinite plural count nouns. Examples are provided to illustrate the rules for using articles correctly in different contexts.
PAST PERFECT VS PAST PERFECT CONTINOUSBiancaRuiz17
The document discusses the differences between the past perfect and past perfect continuous tenses in English. The past perfect tense uses "had + past participle" and is used to describe events that occurred before other past events or to emphasize completed actions. The past perfect continuous tense uses "had been + verb + ing" and emphasizes the duration of past activities, describes ongoing past actions that continued into other past times, or shows the cause of past events. Examples are provided for how to use each tense.
The document discusses the zero conditional, which refers to situations that are always true. It provides examples of zero conditional sentences using the structure of "if" clause followed by a main clause. Specifically, it states that if you heat water to 100 degrees it will boil, if water gets below freezing it will turn to ice, and if you add two and two the result will be four. It then provides exercises to match if clauses with main clauses to form additional zero conditional sentences.
The document provides examples of using the present continuous tense in English. It begins by describing a picture using the "-ing" form of verbs. It then provides exercises for students to practice completing sentences in the present continuous. The exercises include describing what people are doing at different times of day, answering questions about ongoing activities, and filling in missing verbs in sentences. The purpose is to help students practice accurately using the present continuous tense to talk about actions happening in the present moment.
This document discusses the proper use of apostrophes to show possession and contractions. It explains that apostrophes are used to show missing letters in contractions and to indicate possession or ownership. For singular possessive nouns, an apostrophe-s is added. For plural nouns ending in s, only an apostrophe is added. For plural nouns not ending in s, an apostrophe-s is added. Compound nouns showing joint possession take an apostrophe-s after the second noun only, while individual possession uses a double possessive.
The document provides information about using the phrase "used to" in the past tense. It begins with examples of clothing items and having students list as many as they can remember. It then provides lists of common men's and women's clothing as a reference. The main part of the document explains that "used to" refers to a past habit or action that no longer happens. It provides examples of using "used to" in positive, negative, and question sentences. It compares "used to" to the simple past tense. Finally, it has exercises for students to practice using "used to" by completing sentences.
State verbs describe a state of being rather than an action. They include verbs of senses, feelings, thinking, possession, and being. State verbs are not used in the continuous form except to express a temporary feeling. Some verbs like have and think can be used as either state or action verbs depending on the meaning in the specific context.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
The document discusses the four types of gender for nouns in English - masculine, feminine, common, and neuter. Masculine nouns denote males, feminine nouns denote females, common nouns can be either male or female, and neuter nouns refer to objects and places without gender. Examples of nouns of each gender type are provided.
The document discusses the differences between the verbs "do" and "make". "Do" is used for actions or tasks, such as doing homework, chores, or hobbies. "Do" can also refer to any kind of work or activity in general. "Make" is used for constructing, building, or creating something tangible, like making food, drinks, or crafts. "Make" often refers to preparing food. Expressions using "do" typically don't result in a physical object, while expressions with "make" often do create something that can be touched.
The document contains 5 conditional sentences using "if" to talk about possible situations and their consequences. The sentences discuss exercising daily and fitness, wearing headphones and not noticing others, visiting New York City, seeing a film, and losing weight by avoiding sugar.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
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.
This document discusses the differences between expressing desires and regrets using "I wish", "if only", and "I hope". It explains that "I wish" is used with a subject and object pronoun to talk about present, past, or future desires and regrets. "If only" is used more emphatically with a subject and past tense, past perfect, or future construction. "I hope" expresses a desire or longing without lamentation, associated with one's emotional state rather than immediate expectations.
This document provides instruction on using verbs in the past tense in English. It covers:
- Using "was" and "were" as helping verbs for singular and plural subjects.
- Forming the past tense of regular verbs by adding "-ed".
- Forming the past tense of irregular verbs which have unique past tense forms.
- Using "did" as the helping verb in questions and negative sentences.
- Types of yes/no and information questions in the past tense.
The document is a collection of sentences exploring different contractions and their standard equivalents in English. It provides examples of contractions for common words like "is", "are", "will", "have", and "not" among others. It also includes sentences testing the use of contractions in different contexts.
The document discusses different types of conditional sentences in English. It explains zero conditional uses present tense in both clauses to talk about universal truths. First conditional uses present tense in the if-clause and future tense in the main clause to talk about possible future events or make promises/warnings. Unless is used in negative conditional sentences. An example is provided for each type.
This document discusses the use of definite and indefinite articles (a, an, the) in English. It explains that "a" and "an" are used with non-specific singular nouns, while "the" is used with specific or definite singular and plural nouns. No article is used with uncountable nouns or indefinite plural count nouns. Examples are provided to illustrate the rules for using articles correctly in different contexts.
PAST PERFECT VS PAST PERFECT CONTINOUSBiancaRuiz17
The document discusses the differences between the past perfect and past perfect continuous tenses in English. The past perfect tense uses "had + past participle" and is used to describe events that occurred before other past events or to emphasize completed actions. The past perfect continuous tense uses "had been + verb + ing" and emphasizes the duration of past activities, describes ongoing past actions that continued into other past times, or shows the cause of past events. Examples are provided for how to use each tense.
The document discusses the zero conditional, which refers to situations that are always true. It provides examples of zero conditional sentences using the structure of "if" clause followed by a main clause. Specifically, it states that if you heat water to 100 degrees it will boil, if water gets below freezing it will turn to ice, and if you add two and two the result will be four. It then provides exercises to match if clauses with main clauses to form additional zero conditional sentences.
The document provides examples of using the present continuous tense in English. It begins by describing a picture using the "-ing" form of verbs. It then provides exercises for students to practice completing sentences in the present continuous. The exercises include describing what people are doing at different times of day, answering questions about ongoing activities, and filling in missing verbs in sentences. The purpose is to help students practice accurately using the present continuous tense to talk about actions happening in the present moment.
This document discusses the proper use of apostrophes to show possession and contractions. It explains that apostrophes are used to show missing letters in contractions and to indicate possession or ownership. For singular possessive nouns, an apostrophe-s is added. For plural nouns ending in s, only an apostrophe is added. For plural nouns not ending in s, an apostrophe-s is added. Compound nouns showing joint possession take an apostrophe-s after the second noun only, while individual possession uses a double possessive.
The document provides information about using the phrase "used to" in the past tense. It begins with examples of clothing items and having students list as many as they can remember. It then provides lists of common men's and women's clothing as a reference. The main part of the document explains that "used to" refers to a past habit or action that no longer happens. It provides examples of using "used to" in positive, negative, and question sentences. It compares "used to" to the simple past tense. Finally, it has exercises for students to practice using "used to" by completing sentences.
State verbs describe a state of being rather than an action. They include verbs of senses, feelings, thinking, possession, and being. State verbs are not used in the continuous form except to express a temporary feeling. Some verbs like have and think can be used as either state or action verbs depending on the meaning in the specific context.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
The document discusses the four types of gender for nouns in English - masculine, feminine, common, and neuter. Masculine nouns denote males, feminine nouns denote females, common nouns can be either male or female, and neuter nouns refer to objects and places without gender. Examples of nouns of each gender type are provided.
The document discusses the differences between the verbs "do" and "make". "Do" is used for actions or tasks, such as doing homework, chores, or hobbies. "Do" can also refer to any kind of work or activity in general. "Make" is used for constructing, building, or creating something tangible, like making food, drinks, or crafts. "Make" often refers to preparing food. Expressions using "do" typically don't result in a physical object, while expressions with "make" often do create something that can be touched.
The document contains 5 conditional sentences using "if" to talk about possible situations and their consequences. The sentences discuss exercising daily and fitness, wearing headphones and not noticing others, visiting New York City, seeing a film, and losing weight by avoiding sugar.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. There are several modal verbs including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs do not conjugate or take other auxiliary verbs. They are used to express concepts like permission, obligation, possibility, ability, advice, and past habits. Modal verbs are categorized as single concept, double concept, or past modals depending on their meaning. Examples are provided to illustrate the different uses and meanings of various modal verbs.
The document defines and provides examples of different types of relative clauses and relative pronouns in English, including:
- Defining relative clauses use pronouns like who, that, which to identify a specific antecedent. Non-defining clauses use commas and provide extra information.
- Relative pronouns who, which, that, when, where, whom, whose are used depending on if referring to a person, thing, place, time or possession.
- Subject and object pronouns depend on if the relative pronoun is the subject or object of the clause.
Examples are given of combining sentences using defining and non-defining relative clauses.
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. The passive
De lijdende vorm
What’s the difference?
He has made this car from scratch.
This car has been made from scratch.
A thief stole
My bike was
my bike yesterday.
stolen yesterday.
2. Je hebt actieve en passieve zinnen. Met een actieve zin beschrijf je wat
het onderwerp doet. Met een passieve zin beschrijf je wat er met het
onderwerp gebeurd.
Active: He cleans his room every week.
Passive: His room is cleaned every week (by him).
The passive
De lijdende vorm
3. In een passieve zin is het dus niet belangrijk wie iets
heeft, maar wat er gedaan wordt of gebeurd is.
doet of gedaan
I destroyed a 500-year old vase in a museum.
A 500-year old vase was destroyed in a museum (by me).
In de tweede zin gaat het duidelijk niet om mij, maar de vaas die niet
langer is.
The passive
De lijdende vorm
4. passive
De lijdende vorm
Wanneer verdient de lijdende vorm de voorkeur?
Als om wat voor reden dan ook – de handeling op de voorgrond moet staan en
niet degene die de handeling verricht. Bijvoorbeeld als het niet bekend of niet
van belang is wie iets doet.
De bedrijvende of actieve vorm is de norm, de lijdende de uitzondering – maar
wel een uitzondering die nog heel regelmatig voorkomt.
Het belangrijkste verschil is dat de bedrijvende vorm de handelende persoon op
de voorgrond plaatst, en de lijdende degene die de handeling ondergaat of de
handeling zelf. De bedrijvende vorm is doorgaans bondiger, zorgt voor meer
beweging in de zin De bedrijvende vorm is doorgaans bondiger en zorgt voor
meer beweging in de zin terijl de lijdende of passieve vorm teksten vaak stijf en
onpersoonlijk maakt.
5. passive
De lijdende vorm
De passive in al haar vormen
De passive komt in alle werkwoordstijden voor. Hieronder
voorbeelden:
een paar
The shop is closed by me. simple present
I was dragged onto the streets by a bouncer. simple past
The tests are being made by our pupils. Present continuous
Ideas were being created while having breakfast. past continuous
The house has been lived in since 1978. present perfect
The car had been cleaned before it was sold last year. past perfect
6. passive
De lijdende vorm
Simple Present (passive = am/is/are + volt.deelw. active verb)
Active sentence
He cleans the room every day.
Passive sentence
The room is cleaned every day.
7. passive
De lijdende vorm
Simple Past (passive = was/were + volt.deelw. active verb)
Active sentence
He cleaned the room last Sunday.
Passive sentence
The room was cleaned last Sunday.
8. passive
De lijdende vorm
Present Continuous
(passive = am/is/are + being + volt.deelw. active verb)
Active sentence
He is cleaning the room right now.
Passive sentence
The room is being cleaned right now.
9. passive
De lijdende vorm
Past Continuous
(passive = was/were + being + volt.deelw. active verb)
Active sentence
He was cleaning the room, when she slipped and fell.
Passive sentence
The room was being cleaned, when she slipped and fell.
10. passive
De lijdende vorm
Present Perfect
(passive = have/has + been + volt.deelw. active verb)
Active sentence
He has cleaned the room three times since last week.
Passive sentence
The room has been cleaned three times since last week.
11. passive
De lijdende vorm
Past Perfect
(passive = had + been + volt.deelw. active verb)
Active sentence
I had cleaned the car before it was sold last year.
Passive sentence
The car had been cleaned before it was sold last year.
12. passive
De lijdende vorm
6-STAPPENPLAN van Active Passive
1. Zoek het lijdend voorwerp (of meewerkend voorwerp) in de actieve zin. (onderstreep)
The mechanic has repaired the cars.
2. Zet voorop in de nieuwe zin.
The cars …
3. Zoek het werkwoordelijk gezegde = persoonsvorm + andere werkwoorden uit de actieve zin
(onderstreep)
The mechanic has repaired the cars.
4. Bepaal de tijd van het werkwoordelijk gezegde uit de actieve zin.
has repaired = present perfect
5. Zet om volgens bovenstaand schema.
has repaired = have (cars = meervoud) been repaired
6. Herschrijf de zin, laat het onderwerp uit de oorspronkelijke zin weg.
The cars have been repaired.
14. passive
De lijdende vorm
Exercise 1: Zet de onderstaande zinnen in de passive.
1
2
3
4
5
6
7
Our cat eats little birds.
My father sold the car two days ago.
Kate has eaten my sandwich.
The police caught the thief.
They built this house a few years ago.
Mary is buying a new computer now.
He paints his room every year.
15. passive
De lijdende vorm
Exercise 1: ANSWERS
1
2
3
4
5
6
7
Little birds are eaten.
The
The
The
This
car was sold two days ago.
sandwich has been eaten by Kate.
thief was caught.
house was built a few years ago.
A new computer is being bought now by Mary.
His room is painted every year.